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Page 1
The C1 EuroExam
The Euro and EuroPro exams test communicative competence by testing success in real
communication. Exam tasks are directly based on the Common European Framework of the
Council of Europe. Passing the Euro or the EuroPro Exam indicates that the candidate can
undertake a variety of real-life tasks in English.
Below is a table showing for each test: its name, the number of tasks, the time allowed and
the number of available marks. Each of the tests is then described on the following pages.
In order to pass the candidate must get 65% of the 150 available marks, as well as getting
40% or more in each test.
Test number
Test
Test 1
Test 2
Test 3
Test 4
Test 5
Number of
tasks
5
3
3
3
4
Time
Marks
60+45
45
40
20+30
10+20
50
25
25
25
25
Approx. 4 hrs 30
+ breaks
150
This set of teaching notes accompanies the C1 EuroCity Coursebook. Each file in the series
covers one unit in the book. The file number corresponds to the unit in the book. Audio for
the units is in free downloadable mp3 files.
The teaching notes provide detailed step-by-step instructions to teachers for each unit of the
students book. Answer keys to the tasks and the tapescripts are integrated into the
instructions so teachers do not need to refer constantly to the back of the book for access to
keys or tapescripts. This set of notes also includes a fully described warmer for the start of
each lesson. Every unit also has a homework task to consolidate work done in the lesson or
prepare the student for the following lesson.
These notes are an indispensable part of a suite of material for teaching the skills necessary
for success in the Euronylvvizsga examination at C1 level in the Common European
framework of References of Languages. Also available:
C1 Students Book (and CD)
C1 Extra teaching material (downloadable pdf and mp3 files) FREE
C1 Practice Set One (and CD)
C1 Practice Set Two (and CD)
C1 Practice Set Web (downloadable pdf and mp3 files) FREE
C1 Diagnostic Test (and CD)
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First. The label descriptor Mastery, which was applied to the examination level, has now been
changed to Operational Proficiency.
Second, there have been minor changes in the reading/writing tests from 2006.
Long Text
Two separate answers instead of one connected textual answer.
Multiple-choice Reading
The number of texts has gone down from 3 to 2 with 3 questions following each text.
There are four detailed information questions, one writers intention question and 1 lexical
question. The word limit has increased slightly.
The two writing tasks
The word limit for both writing tasks is now ca. 250 words
With the exception of the first two and the last, each unit of the student and teachers book
relates to an exam task. By the end of the course, therefore, the teacher will have ensured that
all the exam tasks have been fully covered, understood and practised. A table linking exam
tasks and units is presented below.
Unit
task name
3 Listening - short
conversations
5 Speaking - interview
6 Mediation - English to
Hungarian
7 Listening - radio / TV
programme
details
You listen twice to six short conversations occurring in
the same location and match each one with an item
from List A and an item from List B. List B often
consists of the attitude or psychological state of one of
speakers. Each list has two items which are not needed.
You read several pieces of written or diagrammatic
text (leaflets, notes, letters, maps, timetables)
providing a context and information for the task. You
are asked to write a ca. 250 word transactional letter or
email or using the information provided.
You have a two-minute conversation with your
partner. If you dont know him/her, you find out
information about him/her. If you do, you compare the
things you have in common.
You receive a factual text or a semi-formal letter of 85100 words, written in English. You have to translate
the text into Hungarian. You may use a printed
dictionary.
You listen twice to an excerpt from a radio or TV
programme. You answer ten multiple choice questions
while listening. The programme will typically be a talk
show or formal discussion.
8 GramVoc - multiple
choice gap fill
9 Read-Write A - long
text
10 Speaking - collaborative
speaking
11 Mediation - dialogue
13 GramVoc - modified
cloze
14 Mediation - Hungarian
to English
Page 3
15 Speaking - presentation
Page 4
16
17
18
19
Each unit of the students book is organised around a topic, which recurs throughout the unit.
If you have a longer course, one unit can be covered in several classes throughout the week.
The supplementary tasks (also available on-line) keep within the topic area so that the lessons
supplementing the exam skills work come together into a coherent whole. The supplementary
tasks, therefore, are designed with both topic extension and continuation in mind. (This
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principle, however, has not been applied to the mediation tasks.) The table below sets out the
distribution of topics throughout the twenty units of the book.
Unit
1
2
3
4
5
6
7
topic of unit
language
examinations
holidays
newspapers
interviews
separations and reunions
television
8 South Africa
9
10
11
12
13
14
15
16
17
18
19
20
gambling
learning a language
doctors and illness
the holocaust
the history of language
euthanasia
game shows
psychology
memory
sleep
famous writers
life planning
Warmers
Each unit starts with a suggested warmer. Sometimes there is a clear connection between the
warmer and exam skill required for a particular task, but often the link is more tenuous.
Teachers are, of course, at liberty to alter the order of warmers, omit some, and import others
from their repertoire. To facilitate choice, a table of warmers, which are described in the
coursebook, is provided here.
Unit
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Description of warmer
No separate warmer
No separate warmer
Polarities: students choose between alternatives and then go off and talk about it
Postman: students write messages to each other
Lie detector: student tell and truth and lie with other students detecting the truth.
Passing the message down the line / Chinese whispers
Who am I: students find who they are with unseen name on their forehead
Slipping in the word: students conceal words in a dialogue
Story telling: students with a random collection of words have to compose a story
Going together: students mingle to find who theyre going on holiday with
Question and answer translation: students in two monolingual group give questions
to translators who mediate
Writing circle: students write the first sentence of a piece and then pass it on
Guess my word: students have to guess a word from hearing a description
Writing definitions for words which are difficult to translate
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15
16
17
18
19
Homework
Each unit contains homework which either gives the students further practice in the exam task
or the unit, or prepares students for future work. The homework section both deals with the
setting of homework and a procedure for dealing with homework from previous lessons. A
table of homework is presented below.
Unit
1
2
4
5
6
7
10
11
12
13
14
15
Table of homework
An essay on exams as a means of testing (An opportunity students to give their
opinion on exams)
collect in essays for marking
writing short dialogues in which the participants show different attitudes
hand back marked essays which should be kept for reference in extended
writing
performing the role-plays set in lesson 2
an letter of complaint
review of the letters of complaint in class
set a further transactional task from the Students Book
collect in the transactional task for marking
write a three-minute dialogue in which several topics are discussed
role play the dialogues set in previous lesson
write a letter of complaint in both Hungarian and English
write a hundred word text on globalisation and underline the grammatical words
student-student review and correction of text from previous lesson before
handing in for marking
set essay on grammatical words
collect in the essays and recall some of the information on grammar words
prepare a list of steps for learning English with reasons
the list of steps and reasons for learning English are ranked and returned, and
then form the basis for writing a dialogue
student-student correction and role play of dialogue
students write comments in Hungarian or English on an art exhibition
in groups students translate and discuss comments on art exhibition
Review student-student any outstanding discursive essays from previous lessons
Set a new extended writing task
student-student review of extended writing task before handing in for marking
preparation of modified cloze gap fill
students exchange modified cloze tasks and do them
students prepare a translation task and marking grid
students translate article into English
taking an internet article and transforming it into a presentation
16
17
18
19
20
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Each unit has at least three supplementary tasks which are designed to give additional practice
in the exam task and to further explore the topic of unit though language and skills practice.
The supplementary tasks allow for at least a further sixty minutes of teaching. A table of
supplementary task is set out below.
Unit
supplementary tasks
1 No supplementary tasks
2 No supplementary tasks
exam skill development: writing short conversations dialogues to show different
attitudes of the participants
3 lexis, reading and writing development: reading a lease and conveying the
contents in an informal letter
listening to a dialogue and determining the changing attitude of one of speakers
re-writing a confused and inappropriate letter. writing an article.
4 lexical development and writing an email
writing a formal letter confirming an agreement
role playing a job interview
5 answering job interview questions
preparing interview questions
a running translation
a chain translation
6
translating and its marking system in the exam
coherence and cohesion in texts
writing a detailed multiple-choice question
7 listening for manner
listening and reconstructing a speech
filling in gapped phrasal verbs
8 identifying words that do not collocate in a text and replacing them
choosing between alternatives in a text on the basis of meaning in context
finding relevant information in text
9 note taking from a longer text
writing up notes
relating a picture to a theme
10 thinking up images which are related to a theme
identifying language of negotiation
inflated functional language
11 making a mediation dialogue
doing a mediation dialogue task
12
13
14
15
16
17
18
19
20
9
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While each exam task tests a particular language skill, sub-skill or aspect of the language
systems of English, there are three themes that permeate every exam task..
A
The distinction between lexical and grammatical words is central not only to the grammar and
vocabulary tests, but is an important part of decoding texts in the receptive skills as well as
playing a role for the candidate in producing coherence and cohesion in the productive skills.
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Lexical words have nominal, attributive or action roots, have meaning when standing alone
and their number is infinite. Let us examine this definition in a little more detail.
Nominal root words refer to things (e.g. stone, committee), attributes refer to qualities (e.g.
strong, beautiful), and action root words to actions (e.g. walk, hit). Though their root may be
of one kind, words can transform into other classes (e.g. strong, strength, to strengthen) All
lexical words, whether nominal, attributive or active at root, are capable of transformation
into nouns and possess a clear meaning when standing alone (e.g. stone, committee, strength,
walk). The number of lexical words in the language is potentially infinite; (i.e. lexical words
form a paradigmatic open set)
Grammatical words create reference and cohesion, largely lack meaning when standing
alone and are definite in number, They may also be distinguished negatively; i.e. as nonlexical words. Let us examine this definition in a little more detail.
Reference words substitute one word for a word or phrase: i.e. pronomination, and/or relate
the text, either in part or in whole, to time and place: i.e. deixis. Cohesion is a more general
concept in which words connect different parts of the text. All reference words serve a
cohesive function. The major classes of grammatical words are listed below in non-exclusive
categories:
Pronouns: substitute for nominals (e.g. she, their, whose, those) and thus create either
intra or extra-textual reference.
Prepositions front phrases with either adverbial (e.g. She lived in France) or adjectival
(e.g. the book on the table) force. Dependent prepositions indicate nominals connected to
the headword (e.g. She listened to John, to bet on horses)
Discourse markers are supra-sentential and relate one part of the text to another (e.g.
however, consequently)
Conjunctions syntactically link words, phrases, clauses, (e.g. and, but, although,)
Determiners qualify nominal phrases: articles for definiteness (e.g. a, the), and quantifiers
(e.g. some, all)
Reference adverbials: these contain a pronominal function (e.g. there/in that place,
now/at this time, likewise/in that way), or a pure relational function (e.g. more coffee)
Adverbial particles indicate the perfective aspect (e.g. to tidy up) or are components in
phrasal verbs (e.g. to put up with)
Auxiliaries indicate time and aspect (e.g. is, was, has does).
Modals establish the mood of a clause (e.g. should, could, might).
Grammatical words are often called functional words because they bind with lexical words to
form propositional meaning and textual coherence. Grammatical words cannot be transformed
into nouns (being and having excepted) and have little meaning when standing alone. The
number of grammatical words is fixed in the language; (i.e. grammatical words form a
paradigmatic closed set)
For every receptive task the issue of top-down decoding is necessarily applicable. The skill
requires the reader/listener to establish as a first step the topic and genre of the text, which is
achieved by looking at the task title and any appended picture and then skim reading the
whole text by concentrating on the lexical words. Having established the topic and genre the
candidate needs to call up his/her knowledge of the topic and genre. In this way the candidate
establishes an outline meaning of the whole text, which then becomes a tool for determining
detailed and specific meaning within the text.
Top-down methodology is doubly important: first, as a tool for organising the staging of
receptive lessons, and second, as a tool for candidates approaching tasks in the exam. Even
productive task units in the book do not escape its grip, as invariably any model speech or
piece of writing is introduced using a top-down decoding system.
In conclusion, a sound grasp of genre, recognising the distinction between lexical and
grammatical words and acknowledging the wide application of top-down decoding enable
teachers to prepare students for the C1 EuroExam. For students these skills make possible
their success in the exam.
10
Error in coursebook
2B (pp. 83 84). Step 5. The tape and tapescript have by error been omitted from the
coursebook. These have been inserted into unit 15 of the teachers cassette and teachers
book.
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Page 11
take
do
* cheat at/on
make
fail
retake
turn off
go through
check
invigilate
an exam
pass
enter
try
get through
study for
write
Page 12
be late for
mark
re-mark
survive
succeed
need
2B (p. 2). Ask the students to put the predicate phrases in chronological order.
When finished, have the students compare their answers with a partner.
Take feedback in open class. Pay attention to the meaning of each phrase and the
students reasoning for their order. There is more than one correct answer.
Answers to 2B (p.2).
need
study for
try
be late for
take
write
cheat at/on* *you can cheat in an exam, on is a typing error in the students book
invigilate for
check
mark
fail
an exam
retake
go through
survive
get through
do
re-mark
pass
2C (p.2). Ask students to tell a partner a meaningful sentence about the exam using
one of the words in the list (below in their coursebook). The partner responds by
doing the same with another word and so on. When the students have finished ask for
a volunteer to give a short speech using all of the items. If students mis-understand a
word in the context of an exam, explain the correct meaning.
Answers to 2C (p.2.)
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mediation the part of the exam where you have to interpret or translate from
English to Hungarian, or the other way round.
diagnostic before you try the real exam you may try a diagnostic test to see
where you are and what your weak and strong areas are.
2D (p.2) The seven phrases refer either to an easy or difficult exam. Ask students
to do the task in pairs. Give feedback. Students might find it interesting to compare
the literal and idiomatic meanings of the phrases.
Answers to 2D (p.2).
(a) an easy exam
Piece of cake.
It was a breeze.
Easy peasy.
(b) a difficult exam
It was a nightmare!
I just squeaked through!
I passed but it was a fluke!
Question 3 was a killer!
2E (p.3). Remind students of the lexis in 2A as well as that introduced in 2E.
Ask students to think back to an exam they have taken in the past, and elicit from one
student one statement about the exam, e.g.Taking an exam can be really stressful.
Have students individually write down six statements about the exam which use the
items in 2A and 2E
2F (p.3). Put students together into groups of four or five.
Ask them to compare and explain their statements.
2G (p.3). By this point students may have had enough of working in groups, so this
stage could be handled in open class. Ask students to tell you why they have chosen
the Euro Operational Proficiency exam, e.g. I need the qualification, its easier/more
interesting than Origo Ask students how they think it might be different from
previous exams theyve taken. Also this is a good opportunity to answer any general
questions they might have about the exam.
3A (p.3). Write up The Common European Framework of Reference on Language
Teaching Learning and Assessment on the whiteboard. Ask the students whether
they know anything about it they will almost certainly know nothing. Ask them
what they think it might be about. Take brief suggestions but dont start a discussion.
Divide the class into two equal groups:
Ask the members of one group to read Pair work - A (p. 151)
and for the other group to read Pair Work - B (p. 157).
When they have finished, ask them to form pairs within their group
Ask each pair to answer and discuss the article and the questions thoroughly.
Give feedback by individual monitoring of the pairs.
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Answers to 3A (p.3).
Group A
In what way do you think this view is new compared to more traditional views on
language learning?
-Communicative competence is more important than the accurate knowledge of
abstract grammar structures without social context
How do you think this view might change language learning and testing?
-Linguistic and communicative competence is taught and tested through real-life
situation tasks, so candidates gather useful knowledge and develop useful skills that
might be used in all different real-life situations.
Group B
In what ways is this method of defining a language level different from a more
traditional level description?
-It tests what the candidate CAN do, instead of trying to pick out things that s/he
cannot do.
3B (p.3-4). .Now put the students into pairs with someone who read the other text.
Ask the members of each pair to discuss what s/he discussed in the previous pair.
Have each pair write a two-sentence summary of the philosophy behind the European
framework.
Have each pair look through the list of activities on p. 4 and ask them to determine
whether they are action-oriented tasks. Take feedback in open class remembering to
elicit the reasoning behind the students' answers.
Answers to 3B (p. 3-4)
Action-oriented tasks:
listening to TV news
reading a letter from a business contact
chatting and surfing on the Internet
Non-action-oriented tasks:
repeating grammatical structures in drills
doing multiple choice grammar exercises
writing English-Hungarian word lists and
learning them
writing e-mails to English speaking friends
learning the names of plants and animals
from a picture dictionary
telling a story about something that happened learning grammar rules
yesterday to a friend of yours
listening to train announcements in order to find
the right platform
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Student should have the Operational Proficiency Sample Set. Ask them in their
pairs to look through the exam tasks and to identify what kinds of actions (if any)
each task involves. Take feedback in open class. Ask the students whether they think
the exam reflects the European framework. Ask the students to list which tasks they
think best meets the criteria of the European framework and why. Take feedback in
open class.
3C (p.4). In open class discuss whether their views of the mastery Euro-exam have
changed over the course of the lesson. Discuss any problems or questions
4D (p.4). Elicit from the class what students think they need practice in to be
successful in the exam. Ask whether there are any areas where students feel confident
and need little practice. Note this information and see whether it matches the results in
the diagnostic test.
5E (p.4). Ask students what they like/dont like to do on the course. Give an example,
e.g. working in pairs. Let students make their lists of likes and dont likes in pairs, and
then discuss these in open class.
Homework
It is important right from the start of the exam preparation course to stress the
intensive nature of the course and to keep up the pace. Nothing does this more
effectively than to give homework right from the start.
Give the following essay as homework.
Exams are an effective means of testing language ability Discuss this
statement. (250 300 words)
Ask students which task this is in the exam.
(Reading and Writing part B task 2; 30 minutes are allocated to the task).
Students will write the essay, possibly knowing little about essay writing genre. It is
important therefore, that you or the students (preferably you) keep the essays until you
look at genre writing. Obviously, they will want feedback on the range and accuracy
of their writing in the next lesson.
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2A (p.6). Write up the word DICTATION on the whiteboard, and in open class
brainstorm the students for their mental associations with dictation. Write these up on
the whiteboard in the form of a mind map. Then ask the students whether there is a
dictation task in the mastery examination. (The students should know that there is).
Then have students tell their partner- (i) about their past experiences with dictations,
and (ii) to list on rough paper the advantages and disadvantages of dictation.
For feedback you will want to pool some of these ideas in open class, but avoid a
deep discussion at this stage
2B (p.6). Tell students that they will hear a dictation about the Euro-exam. Read to
them the rubric contained in 2B (p.6). Play the recording (text below)
Text of dictation for 2B (p.6)
The first of the five papers is Part A of the Reading and Writing paper. Here you start
by matching paragraphs with their headings. Then you search for specific
information in a long text and write two paragraphs based on them. Finally you have
to produce a piece of transactional writing. In Part B you read three short texts and
answer two multiple choice questions on each; then you produce a piece of discursive
writing. In the Listening paper you listen to six conversations and match each one to
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the subject and how one of the speakers feels about it. Then you take notes on a
lecture and finally, you hear a radio programme and answer multiple choice
questions on it. Grammar and Vocabulary knowledge is tested by a dictation and two
gap fills only one of which comes with multiple choices. Finally, in the Mediation
paper you need to mediate between a Hungarian speaker and an English speaker,
then translate texts or letters from English into Hungarian and the other way round.
In the Speaking Exam there is an interview, a presentation, and then you have to
discuss a certain topic with your partner. (195 words)
The students should just listen to the first, complete, reading.
Each chunk or small piece, should be written on a separate line on the
answer sheet when the dictation is repeated
2C (p.7). Ask the students in which part of the exam they will find the dictation task.
Answer to 2C (p.7).
-You do the same in Task One Dictation, of the Grammar and Vocabulary Paper.
2D (p.7). Discuss the questions in this section in open class. For each question
remember to always elicit reasons and explanations. If some members of the class are
reluctant to participate, draw them in by asking their experiences/opinions.
2E (p.7). Refer students to (p.119) *(not 117 as the St book says) of the students
book where the marking scheme can be found in the answer keys.
With students looking at the marking key, guide them through the main feature of
marking the Euro language exam dictations.
the dictation is read in pieces in reading chunks.
each reading chunk contains one or more marking chunks
for each marking chunk which contains all the dictated words and is spelled
correctly, the candidate receives a point.
Ask the students to mark their dictation individually and help with any problems that
emerge.
(N.B. Note that in the pilot version of the students book marking chunk 3 is missing.)
Answers to 2E (p.7).
1.
2.
3.
4.
5.
6.
7.
8.
9
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
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2F (p.7). Ask the students to look at the table at the bottom of page7 of the students
book, by asking how many parts the Operational Proficiency Exam possesses. Tell
them, with the help of the dictation text, to fill in the table from the jumbled words.
When they have finished they can check their answers with a partner. For feedback
students can look in the answer key on (p.118).
Having students look through Sample Set One can further reinforce the outline of the
exam.
Answers to 2F (p.7).
Test
Task
Listening
Grammar &Vocabulary
Mediation
Speaking
Part A
Paragraph Headings
Long Text
Transactional Writing
Part B
Multiple Choice
Extended Writing
Short Pieces
Taking Notes
Radio Programme
Dictation
Multiple Choice Gap Fill
Gap Fill
Dialogue
Translation
from English to Hungarian
Translation
from Hungarian to English
Interview
Presentation
Collaborative Task
Marks
Time
60
50
45
45
25
10 (approx.)+30
25
20 (approx.)+30
25
10 preparation +20
25
4 hours 30
150
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3A (p.8). Tell the students, on the basis of what they know about the exam so far, to
decide which tasks they think they will find easy which they will find difficult.
Working by themselves students should fill in the table on page 8.
Tell the students to be ready to justify their selections.
3B (p.8). Put the students into group of three or four and ask them to compare their
ideas. For feedback you can list on the whiteboard tasks that the majority of students
think will be easy and tasks that the majority think will be difficult. Discuss the
reasons for these opinions. You should note these views and bear them in mind
throughout your teaching of the course.
From the third unit onwards each unit of the coursebook will cover a specific exam
task, you should make students aware of this. Tell students that they will be doing a
diagnostic test at home or in the lessons to determine in reality which tasks are easy
or difficult for students.
( I H Budapest has diagnostic tests for Operational Proficiency level)
Homework
You should collect in the essays which were set in the Lesson 1. In reality students
may not have done the essay in which case you can give them until lesson three.
If homework needs to be given, ask students to write three dialogues in which a
husband and wife are speaking. In each dialogue, which is no longer than one hundred
words, the couple are buying a present for a relative. In the first dialogue the couple
are happy, in the second they are bored and in third irritable. The dialogues should be
as realistic as possible.
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1C (p.10). The students should stay in their pairs, swap roles and repeat the exercise,
using a different picture, on page 158.
By the end of the activity in 1B and 1C, the students will have had practice in having
meaningful conversations with a large number of short turns where listening for detail
in a particular context is crucial. Ask students the purpose of the activity of 1B and
1C, and seek to elicit the purpose described above.
1D (p.10). Tell students to think of a recent holiday, and have them focus on the
accommodation. Ask them to read the example in the text box in the middle of
page10.
Then give the students three minutes to make notes about the accommodation on their
chosen holiday. After three of four minutes put students into groups of three or four,
and have them compare their stories.
2A (pp. 10-11). Have the students individually read the instructions to the task. Ask
questions about the instructions (e.g. how many short conversations are there?) and
elicit answers. By the end of this stage students should thoroughly understand the
rubric of the task.
Ask students to read the list of types of holiday accommodation in list A on page 11.
Ask them to note against each type of accommodation good reasons for staying there,
and good reasons for not staying there. The items in list B may assist. Having done
that, tell students to compare their answers with a partner.
2B (p.11). Ask students to read the list of possible problems which students might
meet in doing the task. On the basis of their own past learning experience, ask the
students to predict from the box in the middle of page 11 which statements apply to
them. Then ask them to put a tick against those statements with which they agree and
a cross against those with which they disagree. Students are also free to add their own
perceived problems to the list. Having done that they should compare their answers
with a partner. In feedback note and discuss any commonly-felt difficulties in open
class
2C (pp. 11-12). Ensuring that all the students start reading together, give the students
a maximum of one minute to read through the dialogue in the text box at the top of
page 12. Stop them strictly after one minute.
Have them choose an answer from list A and from list B. Students should then
compare their answer with a partner and attempt to agree.
For feedback give the correct answer in open class, but dont give any justification at
this stage.
Tell students, now in pairs, to look in detail at the short conversation in the text box at
the top of page 12. Ask the students to underline any words or phrases which are
helpful in determining the correct answer, while boxing words and phrases which are
serving as deliberate distractors. When the students have finished, pool the
information in open class. Remember to ask students to explain and justify their
answers/contributions.
Page 22
By the end of this task students should be better able to understand the manner in
which evidence and distraction work in the short conversation task.
Answers to 2C (pp. 11 12)
Accommodation they are talking about: a holiday cottage. Reason for not staying
there: safety.
Key words: not B&B, not hotel, more romantic, two bedrooms, stunning surroundings
BUT cliffs too high for little Ben.
2D (p.12). Ask the students to look at the two statements in the students book and
have them decide which they agree with on the basis of what they have done so far.
Pool opinions and explanations in open class.
Answers to 2D (p.12)
Listen for the message rather than catching individual words and phrases
Emphasise the idea that listening skills work from understanding the general
overall meaning before the specific meaning, and not vice versa.
3A (p.12). Ask the students to work on their own now, and tell them they are about to
do a full short conversations task.
Ask them to read again through the task rubric in 2A, page 10, and then have them do
the task. It is important that they fill in the answer sheet on page 12, as this sheet
mirrors the actual sheet in the exam.
Giving the answers immediately after the completion of the task will allow students to
assess their own skills on an individual basis.
(NB at several points the exam dialogues below in fact break the exam format rules;
e.g. some turns have more than thirty words and one dialogue has only two turns)
Texts for Listening Task One: Short conversations
Dialogue 1
Carla: Ive found something fantastic. Take a look at this! The location is perfect
and the view is breathtaking. Its much quieter than a hotel and we have all the
privacy we need: no other guests, no staff . Its very spacious and the tropical
garden wow there is a paddling pool in the gardenperfect for our toddler.
James: The idea of having a pool no matter how small makes me cringe Im not
sure about it. If we keep an eye on little Ben at all times, It will be OK.
Carla: Yes, I suppose youre right.
James: Lets not get too excited it also says tenants will be held responsible for
shortages due to theft. Now, that really worries me .
Page 23
Dialogue 2
Carla: Why dont we book a suite: they have a special nursery for Ben, we could have
breakfast in bed, chill out by the swimming pool, get a sun tan
James: sipping our favourite cocktails. We can get whatever we want whenever
we want ..
Carla: It sounds like a dream holiday! It certainly has more pros than cons. However,
I think the price is a bit steep: we will enjoy the services but nothing else ..
Dialogue 3
James: Ive found something else here its cheap, its more relaxed than a big
hotel, though less facilities. I expect the staff to be nicer as they dont have so many
guests.
Carla: I heard that earthquakes are frequent in the area and the building was
severely damaged last summer and had to be rebuilt completely.
James: Where do you get all these things from?
Carla: my friend Anne-Sofied spent a week there prior to the earthquake. She also
mentioned that she wasnt satisfied with the staff .
James: You know her shes so fussy. To be honest, Im worried about our lives
more than anything else.
Dialogue 4
Carla: Ive found something extremely cheap the internet is a blessing look! its
virtually free. Excellent location, two minutes walk from the beach, in a beautiful
house, with French windows and a huge balcony . What a view!
James: . and there is a lock up garage and gate access with remote control, so you
dont have to get out and open the gate every single time we return to the house hi hi
hi
Carla: Arent you just too mean? How come it is so cheap? Oh, I see. We get only
breakfast . I expect there would be too many people, just popping for one night
maybe straight off the road . I wouldnt like it, we would have no peace at all and
would have to listen to other peoples arguments and silly chats I dont want that!!
Dialogue 5
James: Lets see if we can still find something ... I reckon you dont want to spend
your holiday with a bunch of backpackers who party all night in the centre of
the city ..
Carla: Thats hardly appealing! Im not going on holiday to see awful buildings and
drive an hour to see a tree .. Have you completely lost your mind? Not to mention
all those teenagers the worst nightmare possible!
Dialogue 6
James: Right Carla, this is getting too much! Why dont we go backpacking, take our
tent . one of us can carry Ben .
Page 24
Carla: Youre completely mad! Can you imagine me with so many people, with no
bathtub, room service, swimming pool and restaurant .. queuing for the toilet.
Thats not a good idea, to say the least!
James: I guess darling we are going to stay at home all summer and I suggest you go
on holiday with your fussy friend, Anne-Sofie. You might as well look for another
husband!
Carla: Jaaaaaaaames!
Answers to 3A* (p.12)
1
*NB In the Students Book answer key, this is listed as the answer to 3D.
It should be 3A.
4A (p.13). Ask the students to look back to their prediction of expected difficulties
in 2B page 11. Ask them whether they would want to change their opinion in any
way in light of their having done the task and then have them share their revelations
with their partner. In open class try to find if there were any commonly held changes
of opinion, and if so attempt to find an explanation.
4B (p.13).
Ask students to read through the instructions in bold on page 13.
Ensure in particular that the students know what list A and list B refer to. Check
students understanding by asking questions.
To give students an understanding of what is required in this task, play them the
sample from the tape. Ask them to identify the correct answers from lists A and B.
Give feedback in open class.
Tapescript
Cathy:Oh, this one look interesting! I like the name - Giles. Nice short haircut. What
does he do? Hope he's not another butcher
Assistant:No, no, he's involved in soccer, I think he mentioned it was actually a
second division team. He won't be short of money.
Cathy:Erm, how about his interests? Gardening interesting, music, travel sounds
OK really. Going out to restaurants?! I'm quite old fashioned, I like to be cooked for.
I bet he can't!
Assistant:Probably not, but he is good looking
Put the students into pairs and have each pair choose an answer from list A and an
answer from list B. At this stage their selection should be kept secret.
Page 25
The pair should construct a dialogue, the answers to which are their chosen options
from lists A and B. Make students aware of the need to avoid the possibility of
alternative answers as well as the correct solution not being too obvious.
(You should monitor this activity and ensure that not all pairs have chosen the same
options on which to base their dialogues) Also while monitoring check that the task
rubric is being followed, e.g. that there are between three and ten turns in the dialogue
and that no one turn is over thirty words.
When everyone has finished, ask the students in turn, but without going round the
class, to perform their dialogue. After each dialogue ask the students to find an
appropriate options from lists A and B, and to note down, but not shout out, their
answer. They should then compare answers with a partner and if there is doubt have
the pair role play their dialogue again. The performing students should then give the
correct answer and an open class discussion can ensue on the effectiveness of the
dialogue and answer. The teacher should ensure that the discussion doesnt wander
from task skills issues.
Answer to 4B(p. 13)
E
Homework
In the third lesson you will have to exploit the homework set in the second lesson.
Ask students why they wrote the three dialogues. They should recognise that the
dialogues were giving students practice in working with characters displaying
different emotions, which is directly relevant to the short conversation task.
Ask the students who have completed their homework to pair up with others. Students
should then read their three dialogues in random order. The non-performing students
have to decide in which dialogue the students sound happy bored and irritable.
The fourth unit focuses on transactional writing, which often proves difficult for
students. As homework students should be asked to write a letter of complaint of no
more than 150 words complaining about a damage that has been done by a washing
machine that malfunctioned.
Page 26
Page 27
*At this point, if it is clear the students grasp the idea, then move through the next
part of this exercise quite quickly or edit it. It is, after all, more important that they
can produce transactional writing than identify it.
Then return the students to their groups and have them decide which items on the list
they compiled earlier are transactional.
Also have them rank the items from 5 (i.e. very difficult to write) to 1 (i.e. very
easy to write).
In open class note against the list of writing genres on the whiteboard whether they
are transactional or not. Most important here is the students reasoning and
justification for their selection. Ask the students how regularly they write in each of
the discussed genres.
Page 28
Private
Business
4
1
4
information about
the change of
meeting time
Purpose of letter
get to know a
penfriend
offering a job
4
5
advertising training
courses
2B(p.18). Now ask student to rank the letters according to their degree of formality
along a cline line with the most formal on the right. Draw the cline on the whiteboard
and ask the class as to agree where the letters are to be placed. Remember always to
elicit explanation and justification from students who offer answers or opinions.
Ask the students in open class whether the degree of formality is mainly dependent on
the topic of the letter or the relationship between the writer and recipient.
Take opinion and explanation from all the class before giving feedback.
Answers to 2B(p.18)
Informal
Formal
2C (p.18). With the students working in pairs, ask them to find examples of formal
register in the five letters. Pool some of these on the whiteboard, and discuss any
doubtful cases.
2D (p.18).
Page 29
Give students a strictly timed thirty seconds to skim read the letter in order to
determine its gist. Ask students to compare their answer with a partner and then give
feedback in open class.
In pairs, ask students to re-read the letter and replace the informal words or phrases
which are highlighted, with words from a more formal register.
Pool the ideas and give feedback in open class.
Answers to 2D (p.18)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
after
we had
tell you about
worries
first
who go to
old
answer
further to
held
inform you of
concerns
primary
attending
elderly
reply
2E (p.19). Four letters are jumbled up. Ask the students working on their own to
select the appropriate pieces and put them into the table below. (Some of the pieces
have to be used twice.) Students should compare their answers with a partner.
In feedback check students have the correct answers and discuss the reasons behind
the order.
Page 30
Answers to 2E (p.19)
LETTER OF
APPLICATIO
N
GREETING
Dear
Sir/Madam,
INTRODUCTIO
N
I am writing in
reply to your
advertisement.
I would like to
apply for the
post of ...
COVER
LETTER
Dear
Professor
Wesley,
I enclose
my entry
for the
design
competitio
n ...
LETTER
OF
LETTER OF
COMPLAIN ENQUIRY
T
Dear
Sir/Madam,
Dear Mr Jones,
I am writing to
inform you
about some
complaints I
have concerning
After we arrived
it became clear
that the wooden
houses intended
for
accommodation
were far from
the standard you
had promised.
CONCLUSION
I look forward
to hearing from
you ...
I trust that
my project
will meet
your
requiremen
ts ...
Given the
circumstances
outlined above I
would like a full
refund ...
Thank you in
anticipation for ...
ENDING
Yours faithfully
Yours
sincerely,
Yours faithfully,
Kind regards,
MAIN PARTS
I feel that my
qualifications
match your
requirements...
Some of
the reasons
for this
are
explain the
situation,/desc
ribe your
problem
express your
opinion
justify your
request
suggest/ask for a
solution
LETTER OF
APPLICATION
COVER LETTER
LETTER OF
COMPLAINT
LETTER OF ENQUIRY
GREETING
INTRODUCTION
(a)
MAIN PARTS
CONCLUSION
ENDING
Page 31
2F (p.19). Tell students individually to look at the structure of their letters and
identify the function of each paragraph. Then have them look at the five paragraph
descriptors and match them with the structure of the four example letters.
When students have filled in the grey area in the table with their answers, they should
compare with a partner. Give feedback in open class.
2G (p.20). One problem that students often have with writing is organising their
composition into appropriate paragraphs.
Paragraphs have several legitimate structures, but the simplest and most common are
those which start with a topic sentence which is then expanded on, commented on,
and/or qualified in the remainder of the paragraph.
A good example of this type of paragraph is at the top of page 20.
Ask students to read the paragraph and determine the topic sentence.
Give feedback in open class and have students explain how each subsequent sentence
qualifies/expands on the topic sentence.
2H (p.20). Have the students look at the five stars containing text and ask them
which star sums up or generates the other stars. (Answer: genre)
To illustrate the point give an example of a letter of complaint and elicit a possible
recipient, the purpose, the logical order and some set phrases which might be
involved.
Ask the students to read the four pieces of bullet-pointed advice and elicit from
students the reasons behind each piece of advice.
3 (p. 21). When a student approaches the transactional writing task there are two
key problems(1) orientation: whos who,
and
(2) what exactly is required.
Misunderstanding of either of these two can cause major difficulties.
Ask student to note the names of the people in the text and note who they are.
In open class check understanding.
Then elicit from students who is writing to whom, why, in which genre and about
what.
Good writing is always planned. Have students individually write a plan for their
letter to the editor of Seabridges local paper. When they have finished their outline
plan, students should check that all the points that need to be covered have been
covered and that the structure of their plan is logical. Students should compare their
plans with a partner, and amend them on the basis of the feedback that they receive.
Have the students draft their letter on the basis of their plan. In pairs students should
check their letters for spelling, punctuation and grammatical accuracy.
Students should also check the letter for register (i.e. is the right sort of language
being used).
Page 32
Finally it is worth pointing out to students that they will receive no credit for writing
answers that exceed the word limit.
4A (p.22). Put the students into groups of three or four. Have them read the two
letters written by Csilla and Istvan and decide which is the better. Each group should
appoint a secretary to note decisions and opinions, and the group should decide on
one collective answer and should justify it. When all the groups have finished their
deliberations, pool the responses from the groups and allow for a reasonable period
for a discussion.
4B (p.23). Keep the students in their groups and ask them to think of all the criteria
by which a piece of writing can be evaluated, e.g. spelling. Pool all of these on the
whiteboard.
Ask the class if anybody knows the four criteria under which marks are given in the
exam. Either by eliciting or otherwise, write up on the whiteboard the marking
criteria headings:
task achievement, coherence and cohesion, range and accuracy and appropriacy.
In open class check that students understand the meaning of these terms and then in
their groups again students should attempt to bring all the criteria they generated
earlier under the four headings.
For feedback refer students to the marking scheme on (pp.23-24).
Individually students should now mark the letters written by Csilla and Istvan paying
attention to the descriptors in the table. Each student should note his/her mark
secretly into his/her coursebook. Students should check their partners mark and enter
these onto the table. If the two marks are different, the students should discuss with
each other in order to agree on a common mark.
For feedback give the standardised marks, and hold a short discussion in open class
about the difference.
You should defend and explain the standardised mark because it is the thinking of the
examiners which counts in giving the exam result.
Page 33
Answers to 4B (p.23)
Standardised Marks
Task Achievement
out of 10
Csilla
Istvn
Adequate structure
Mostly clear purpose
Slightly confused
information
Hardly any cohesive
devices
Hardly any reference
4
Mostly clear structure
Clear purpose
Mostly well
organised
information
Few examples of
good cohesive
devices
Skilled use of
reference
5
Wide range of
structures and lexis
Almost no errors
Appropriacy
out of 5
1
Inappropriate style to
genre
Minimal awareness
of register is shown
5
Appropriate style to
the genre
Appropriate range of
registers
Homework
In the last lesson for homework students were asked to write a letter of complaint.
In pairs students should examine their letters and criticise them in light of the work
done in the lesson.
They should then be collected in and marked with the teacher picking up on problems
that were not covered in the lesson.
5 (p.24). Students should do the transactional writing task from the sample set for
their next homework.
Page 34
a.
b.
c.
d.
e.
f.
Interlocutor script
Would you add any points to the argument?
Have you got your test entry forms?
Do you know each other?
Now you are going to talk with each other about a task I will show you.
Please also give me your task and notes. Ill return these to you later.
Ask questions to find out about each other, and compare what things you
have in common and what are the differences in your lives.
Task
2
1
1
3
1
1
g.
h.
i.
j.
k.
l.
m.
Page 35
Task 1: Interview
My name is and this is my colleague
Have you got your test entry forms?
Please also give me the tasks and your notes. Ill return these to you later.
Do you know each other?
Ask questions to find out about each other, and compare what things you have in
common and what are the differences in your lives.
Please ask questions to find out more about the other person.
Please discuss with each other what have been the most enjoyable and the most
difficult things about learning English.
Task 2: Presentation
Id like you to listen and take notes. You may ask any questions and make comments
afterwards.
You may read your notes, but please dont read aloud from them. You may start when
you are ready and I will stop you after about 2 minutes.
You may make any comments or ask any questions now.
Would you add any points to the argument?
In your experience are the same things true/correct?
Task 3: Collaborative task
Now you are going to talk with each other about a task I will show you. Remember,
we are interested in your skills of listening, responding and negotiation, as well as in
your ability to speak.
2A (pp.27-28). Refer students to the table, and ask them to fill in the questions, which
have answers in the right hand column. After a reasonable time has elapsed, have
students compare their answers with a partner. Ask if there are any doubtful cases,
and give feedback.
Ask the students to read through the exam tips at the top of (p.28).
Answers to 2A (pp. 27-28)
2
1
2
2
3
2
1
Page 36
Page 37
Interview language. If you read out the question/answer sequences above they will
sound completely inauthentic. Students should focus on language that facilitates
conversation through managing turns and softening utterances. The questions above
surrender a turn to the other party, but how can the party answering give back the
turn? (E.g. and what about you?) In spoken English there is often softening in which
the density of content words is reduced, e.g. instead of Ive been to America the
colloquial might be, Well, one country Ive been to is America. To sound interesting
key content and signposting words are often stressed; e.g. Ive been to France but not
America.
Attempt to elicit as much of the above as you can in open class, and input the rest.
Give and elicit examples. In pairs have students write parts of the above question and
answer sequence in more realistic spoken English. For feedback ask the pairs to
perform their dialogue in front of the class, and invite comment from the class on how
realistic it is as a piece of spoken English.
Page 38
The marking scheme. It is important for students to understand how the speaking
exam is marked. First, ask students in groups of three or four to think of all the criteria
by which a speaking exam could be marked and also ask them to discuss how much
weight they would give to each criterion. Before they start work elicit one example
for instance, intonation. After a reasonable time has elapsed, pool the criteria on the
whiteboard, and briefly discuss how much weight each criterion should have and
why.
Attempt to elicit or otherwise input the four criteria by which the speaking part of the
exam is marked. Write these up on the whiteboard: range and accuracy, fluency and
coherence, pronunciation, communication strategies. Check in open class that students
understand the meaning of these terms, and then categorise student-generated criteria
under the four headings. For feedback refer students the C1/C2 speaking criteria on
the back cover of the coursebook.
3 (p.28). Here the students role play the interview in groups of four, i.e. two
candidates, an interlocutor, an examiner. The examiner (otherwise known as the
assessor) should have the marking scheme. Instead of giving marks the examiner
should, for each candidate, find one positive thing and one negative thing under each
criterion, e.g. one positive aspect of pronunciation and one negative. At the end of
exam the examiner should give his/her results and the four students should discuss
it. After that the students should swap roles and the performance should be repeated.
Answer to the marking scheme
Wide range of
grammar, lexis and
cohesive devices used
to complete the tasks,
with no real need to
use circumlocution.
Very few errors,
mainly slips even
when using complex
language.
Fluency and
Coherence
Maintains a seamless
flow of language with
occasional hesitation
only to formulate
ideas, not language.
Links ideas naturally
into clear coherent
discourse with no
jumpiness even in
extended
contributions.
Page 39
Pronunciation
Although there may
still be an evident
foreign accent,
pronunciation is
natural and places no
strain on the listener.
The candidate
naturally incorporates
features of connected
speech and English
intonation patterns.
Communication
Strategies
Initiates maintains
and ends turns very
naturally. Uses repair
strategies
(clarification,
circumlocution) where
necessary.
Uses appropriate
register,
demonstrating a
sophisticated
awareness of different
levels of formality.
Sufficient range of
grammar, lexis and
cohesive devices to
complete the tasks
although
circumlocution may
occasionally be
necessary.
Occasional slips in
simple sentences.
Comfortable with
more complex
structures and lexis
although errors still
occur.
Maintains a smooth
flow of language with
hesitation mainly to
formulate ideas, only
occasionally
language.
Links ideas into clear
coherent discourse
with little or no
jumpiness even in
extended
contributions.
Noticeable hesitation
while formulating
language.
Can link ideas into
clear, coherent
discourse although
with noticeable
jumpiness especially
in extended
contributions.
Although
pronunciation may be
intelligible,
mispronunciations
and lack of features of
connected speech put
some strain on the
listener.
Initiates, maintains
and ends turns
comfortably.
Uses repair strategies
(clarification,
circumlocution)
where necessary.
Uses appropriate
register,
demonstrating an
ability to use different
levels of formality in
different situations.
Initiates maintains
and ends turns
although not always
smoothly.
Evidence of ability to
use repair strategies
(clarification,
circumlocution)
although not always
applied.
Attempts to use
appropriate register
not always successful.
Insufficient language for assessment or Significantly below level criteria
Range of grammar,
lexis and cohesive
devices insufficient to
adequately complete
the tasks.
Errors in simple
sentences.
Few attempts at
complex structures or
lexis with errors
where attempted.
Homework
Collect in the transactional writing homework set in the last lesson.
Ask students to think of seven topics which they could discuss with their partner, and
then have them write a dialogue to last between two and three minutes. Remind
students not to overlook a variety of turn-taking techniques and softening structures,
e.g. OK, but could I just say that one country Ive been to is Belgium.
Page 40
Page 41
1B (pp. 29-30). Students read the letter on (p. 30) very quickly you may give them a
strict time limit of e.g. two minutes and make note of three things that should be
included in the reply. Agree in three points with the whole class. Write them on
whiteboard.
Answers to 1B (pp. 29-30)
1C (p. 30). Students write their answers to Mnika. Again give a time limit no longer
than 10-15 minutes depending on your students level and speed. Do not let them use
their dictionaries at that stage they are supposed to be able to find their own words
to express such an uncomplicated matter at this level. Ask them to make sure that they
involve all the content points and write in an appropriate style.
2A (p. 30). Students read the answer to Mnikas letter and compare it with theirs.
Ask students to find different solutions in their letters, and point out the main reason
of differences. It might be an idea to put two lists of the personal and official phrases
on the whiteboard, and put them on a scale according to register or range.
2B (p. 31). Explain to students that their translations will be marked not only by their
range and accuracy, spelling or style, but first of all by the number of key messages
they can convey. For getting good marks they should translate all the key information
pieces, but the markers will not look for any special wording; neither for grammar or
spelling mistakes. Ask the students to pick out the information chunks from the
context, and write them in the grid. Compare them with the key, discuss the
differences, and agree on a final list.
Answers to 2B (p. 31)
A possible solution
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Page 42
to be divided equally
among blood relatives of her aunt
the deceased Harriet Rogers
who moved to Hungary in 1947
we have recently made contact
with a law firm in Budapest
who are instructed
to make the necessary inquiries
we would also very much appreciate
your assistance in this matter
our Hungarian lawyer, dr. Rnky Pter
will be in contact with you shortly
should you have any questions concerning this matter
please dont hesitate to contact me
2C (p. 31). Students translate information chunks orally in pairs. Dictionaries are still
not needed.
2D (p. 31). Hand out dictionaries and students individually write one Hungarian
translation for each English chunk in the grid. Draw their attention to the fact that
although the whole text is divided into small chunks, these chunks get their full
meaning only by their context. This time they have the chance to pay attention to
stylistic elements, special features of written language, etc. Let them take their time.
When they have all finished, pair them up, and ask them to discuss their solutions, and
agree on the best solution for each phrase.
2E (p. 32). Now let students turn to the next page and read the options there. Ask
them to circle the options that are closest to theirs, and decide what problems with the
others might be. Give them time to find possible translations to the phrases. Let them
discuss the possible traps and drawbacks of using dictionaries.
Answers to 2E (p. 32)
1
A sajnlattal rtestem
4
A
B
C
leszrmazottaira
2
A
5
A
B
3
A
vgrendeletileg
B
C
nagyon mltnyolnnk
nagyon megksznnnk
B vgrendeletben
C
1
A
sajnlattal rtestem
best solution, a widely used set phrase for the given function
2
A
3
A
vgrendelete szerint
First language interference causing over-complicated form
vgrendeletben
Best solution
vgrendeletileg
Less appropriate in the context and perhaps slightly affected form that
sounds less natural than 3B
4
A
leszrmazottai kztt
Mistranslastion, does not fit in context
leszrmazottaira
Best solution
vrszerinti rokonaira
See 3A
5
A
Page 43
C
6
A
Page 44
nagyon mltnyolnnk
Word by word translation, misuse of dictionary causing also a shift in
meaning
nagyon megksznnnk
Inappropriate style
3 (p. 32). Now give students no more than 15 minutes to make a careful translation of
the whole letter individually. They might use dictionaries to help them find the
appropriate Hungarian phrases, but encourage them to avoid it as much as possible.
When they have finished, ask them to turn to the Sample Answer on (p. 128) in their
books. Ask them to find the Hungarian equivalents of the chunks they produced in
2B. Students compare them with their own versions, and give one mark for each piece
of information that went through in their translations. Then they mark their work with
a language mark between 1-5. Then they add the two marks, and see if they reached
sixty percent of the maximum score.
Sample answer:
Page 45
Homework
In the previous lesson for homework the students were requested to think of seven
topics which they could discuss in the interview task. Put the students into pairs and
have them role play the topics. While the students are role-playing the topics, monitor
their work in order to give input at the end of the activity.
For homework from this lesson have the students note the following situation and
information which is to be included in the letter of complaint. Have the students write
the letter of complaint both in English and in Hungarian. The students will have to
invent some details to make the letters look genuine.
You have bought a washing machine from Fleiby Knight PLC It leaked and
destroyed your kitchen floor. Ask for your money back, for compensation and
threaten legal action if you dont get satisfaction.
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2A (p.34). Put students into groups of three or four and have them read and discuss
the ten quotes in the box. In open class discuss any particular amusing or pertinent
opinions contributed by the groups.
2B (p.34). Write up the word globalisation onto the whiteboard, and ask students in
open class what it means to them. In groups of three or four have students list all the
aspects of globalisation they can think of. Ask them also to discuss the benefit and
disadvantages of each aspect of globalisation. After a reasonable time has elapsed,
stop the discussion and pool the ideas and briefly discuss contentious aspects.
Answer to 2B (p.34).
Globalisation refers to the process in which large corporations expand their business
tentacles into several countries and demand from a position of power business
friendly policies from governments. The growing interconnection of business
production and consumption increasingly leads to a homogenisation of culture
affecting areas such as fashion and TV.
3A (p.35). A precondition to doing well in this task in the exam is for students to
understand exactly what the questions are asking and to know beforehand what they
are listening for. This preparatory work must be done in the one and a half minutes
before the recording begins.
Put the students in pairs and refer them to the three questions. Ask them to predict the
possible answers to the three questions bearing in mind that each question is seeking a
different answer within the same topic area.
Answers to 3A (p.35)
1
2
3
3B (p.35) After the students have made a couple of predictions for each question,
have them find the answers in the passage. Finally have them link the three questions
to the answers, A B and C. The students should not find the task difficult.
Answers to 3B (p.35)
A1, B3, C2.
Before moving on it is probably worthwhile looking at some of the lexis and
metaphors in the short text, e.g. glued to a TV, addiction, goggle box, un-invent.
3C (p.35). In pairs ask students to look at the question and the four options. First have
students find the distractors, and against each one have them note evidence (i) from
common sense as to why the answer might be wrong, and (ii) from the text as to why
the answer is wrong. For the correct answer students should provide the evidence
from the text. Pool and check the pairwork in open class. Check that all the students
realise the role of evidence in determining the correct answer.
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Answers to 3C (p.35)
The best answer is D
3D (pp. 35-36). Have students read the information in this section, and ask questions
to check that they have understood these important points.
3E, F, G (pp.36-37). Here the students have practice in using their predictive
techniques. The task also serves to return students attention to the issue of
globalisation.
Refer students to the question, and individually have them predict the correct answer.
Then ask them to read the excerpt from the tapescript and find evidence for that
answer. If there is evidence against their prediction or no evidence for it, they should
exclude that answer as a distractor and predict again. Give students a time limit of no
more than one and a half minutes to work with the text.
Answers to 3E, F, G (pp.36-37)
The correct answer is C
2
B
3
A
4
D
5
C
6
C
7
B
8
A
9
D
10
C
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Globalisation must be one of, if not the most important process affecting the world
today. Most of us have come across the term before, but for those who havent it
refers to the increasing world-wide economic, social and cultural homogenisation
and interdependence which is largely, though not exclusively, under US leadership or
dominance.
Pre-globalisation the world consisted of states, each of which had its own distinct
national economy. Although economic trends and developments tended to cut across
states, people, particularly those on the political left, looked to the nation state to
bring about economic regulation for social purposes. And it was this economic
regulation that formed the cornerstone of social democracy.
In the last thirty years or so, but particularly since the end of the Cold War, things
began to change. On the one hand global corporations grew in size and diversified
their operations throughout the world. On the other, free trade agreements allowed
the flow of money and products around the world. With business able to shift
investments from one country to another, people began to think that the ability of the
state to intervene in the economy against business interests to meet social objectives
had been severely curtailed, if not abolished.
Two views grew up in response to this situation. Thinkers from the free-market right
hailed it as an era of world freedom and consumer choice, while thinkers on the left
felt that the whole ability of society to provide social provision had been severely
damaged.
Both these views are represented in the studio today. Dr. Rebecca Cohen, from The
Centre For Popular Studies is a well-known writer on the subject and her latest book
Social Rights Denied has been serialised in a national newspaper. From the LaissezFaire Institute we have Dr. Edgar Henry, whose recent book, Globalisation, A World
Set Free, has generated considerable academic, if not popular, interest.
Professor Henry, where would you like to begin in discussing the advantages of
globalisation..
EH
Well, Id like to start by saying that Ive just got back from Hungary, a former
Eastern block country, and er Id like to point out that if you look around there
the standard of living and the degree of consumer choice has improved considerably
over the last few years. And the only reason this has happened is because there is a
lot more choice for people which global business has provided. Major companies
have moved in from all over the world er and you can see the free global market
actually working. Its built up the economy.
BM Yes Dr Cohen, isnt globalism working in the sense that the world economy is
booming and living standards are rising?
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RC
Yes, for some people the standard of living has improved, of course, but at
what cost? If you look around those countries recently re-introduced to capitalism,
theres rampant unemployment. Traditional jobs, industries and communities are
being mauled or lost at an alarming rate, and were left with
EH
Perhaps the point is that many of these traditional companies so-called
werent very efficient. And look at the way some of the new companies are run;
basically by borrowing American management systems. These companies are
generating more wealth both for individual and social benefit.. er
RC
But again, theres wealth being generated for the rich, for these companies,
their stock portfolios are growing fatter and fatter, and the average person in the
street is not really realising this wealth. Sure, the upper class which is benefiting, but
the vast majority of people are not benefiting whatsoever. Theyre probably worse off.
EH
No those at the bottom end of the pay-scale are earning just as much as they
did, if not more. And, theyve got more choice with what to do with their extra money.
RC
I dispute that. So this is the benefit of globalisation: foreign investors and a
few privileged domestic people in a dependent economy benefit. Were talking about a
concentration of wealthThe majority can only see the things that are denied to
them. They are merely passive on-lookers.
BM Id like to come in here, if I may. Id like to pick up on one point. Dr Henry,
youve been speaking about the benefits of the free movement of capital, creating jobs
and assisting economic growth, and one point seems to come out of that: why does the
free movement only apply to capital and not to labour?
EH
Yes, yes.
BM In the sense, for example, capital can move quite freely between the European
Union, the United States and the Asian economies, but not labour. Dont you see this
as a massive impediment?
EH
No, no. Perhaps this is the next step. The EU is already an organisation that
allows freedom of movement and I can see it expanding. Globalisation on a world
scale is the way forward.
RC
Im sorry, but I cant believe that Im really hearing this. So, what youre
trying to say then is that well have mass world migration to fulfil the needs of capital.
It just doesnt make sense, human sense at any rate.
EH
RC
What kind of choice? The choice between living in a street or living in a barn.
The choice between eating or not eating? Theres no choice at all there.
BM Dr Cohen, if I could just put one point to you. Youve made it very clear in the
discussion of the ability of capitalism to move around its investments, and almost
threaten countries in the sense that if the government doesnt reduce taxes, doesnt
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Homework
Ask students to write a hundred word text giving a prcis of their views on
globalisation. Ask them to underline all the grammatical words in red.
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1B, C (p.42). On the basis of the previous discussion students should attempt in pairs
to complete the matching of dates with events in Mandelas life. (You may need to
clarify the following lexis: a fugitive, to intensify) Give students a couple of minutes
to do the task and then have them refer to the text on (p.46) for feedback. Discuss any
difficulties in open class.
Answers to 1B (p.42)
1918
1944
1960s1962
1980s
1990
1993
1994
mid-1995
He was born.
He joined the ANC.
He became a fugitive.
He was caught by the government.
The campaign to free him intensified.
He was set free.
He won the Nobel Peace prize.
He won the election
His approval rating among whites
increased.
2A (p.43). Make sure you are aware of the different ways in which some words dont
go together or combine and therefore form the basis for distractors. At the level of
the clause, the exam recognises four instances:
fixed expressions: these are groups of words that are unmovable. They may be
literal (She bought a ticket there and back), metaphoric (violence in any shape or
form) or idiomatic (She got the wrong end of the stick). The substitution of other
words is not possible.
dependent prepositions: certain verbs and nouns govern or require a
particular preposition, e.g. listen to. an attempt on his life,
phrasal verbs: These are verbs, the meaning of which are transformed, when an
adverbial particle is added, e.g. She put off her driving test.
collocation: English excludes certain combinations of words; i.e. certain
combinations, although logically and grammatically correct, dont collocate, e.g.
*to begin a car, *a sour wine.
At a textual (or discoursal) level the exam tests two instances where words cannot be
combined.
semantic: a lexical item causes the text to become meaningless; e.g. *My
unmarried brother came with his wife.
appropriacy: Genre can make certain combinations inappropriate. * Ladies and
gentlemen, could I request that you be careful when using the coach toilet as there
is piss on the floor.
In other words, for each gap in the multiple choice gap fill task destractors will consist
of words which are wrong because they disrupt a fixed expression, violate the concord
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3
4
5
2C (p.43). Have students look at the gapped sentences and check that they are aware
of how knowledge of combination rules in English would help them fill in the gaps.
Ask in open class whether there are any other words that can fit the gaps and if so
what grammatical structure do they make.
Answers to 2C (pp. 43-44)
1
2
3
done is the expected answer, but other verbs like started, finished,
completed all forming a present perfect would equally be possible.
off the adverbial particle forming the phrasal verb is about the only
possibility. put back is also possible.
takes as the adverbial particle in takes off.
Recording lexis (p.44). Everything said above proves that the combination of words
in language is determined not only by the rules of syntax, but also by lexical coding,
which has a washback effect on how students should record new lexical items. Have
student read the section. Ask them in pairs to make a list of all the information which
is helpful to include when recording a new lexical item. Pool the ideas in open class
remembering to include examples in each case.
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4
4
4
4
say the whole chunk in your mind and feel if it sounds right.
ask the person sitting next to you in the exam which answer theyve chosen.
3B (p.45). STEP 1. Individually have the students read the text in the first box and
work out what should be in the gaps, not by filling them in, but by closing the book
and rephrasing the meaning of the passage in their own words. These re-phrasings
should be written down, compared with a partner and then pooled in open class.
Students should then individually look back at the original text and work out which
words around a gap will influence the item to fill the gap. Students should compare
their thinking with a partner, and then the ideas should be discussed in open class. As
always, the reasoning behind student opinions is the most important.
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STEP 2. Have students in pairs fill in the gaps using the multiple choice opinions in
the second box. First, they should eliminate the distractors with evidence showing
why they cannot be correct, and second students need to provide evidence proving the
correct answer.
STEP 3. The work above can be checked and discussed when pooled in open class or
done in small groups with monitoring by the teacher.
Answers to 3B (p.45)
STEP 1:
a)
1.
2.
3.
4.
studies
up
stance
people
STEP 2:
Now look at the options and choose.
1.
2.
3.
4.
A undergone
A set
A supportive
A justification
B undertook
B founded
B militant
B process
C conducted
C came
C fighting
C acceptance
D criticised
D owned
D true
D liberation
NB Note that although B is deemed to be the correct answer to the first multiple
choice gap it is rather odd.
4 (pp. 46-48). Let students do the exam task. Give students feedback immediately so
that they can see how well they have done.
For follow-up work students can work on the multiple choice options finding
evidence which proves the distractors false and the correct answers correct. Put the
students into groups of three or four and divide the fifteen questions among the
groups. When the groups have finished pool the answers in open class and evaluate
the responses.
In pairs students read the text slowly and discover lexical combinations. For this
purpose you can use loose combinations e.g. political prisoner.
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2
C
3
A
4
D
5
C
6
B
7
C
8
A
9
D
10 11 12 13 14 15
B C A C D A
Homework
From the last lesson students were asked for homework to write a text of one hundred
words on globalisation and underline all the grammatical words. Give back the
homework and in pairs the students check the text for accuracy and correct
identification of grammatical words. Discuss in open class any doubtful cases of
grammatical and lexical words. Take in the texts and mark for written accuracy.
Understanding the how lexis affects the permissibility of word combination is not
easy. Give students the following essay, Only grammar affects the permissible
combination of words in English. The mini-essay should not be longer than 120
words.
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information in the text and disregarding everything else. Skimming and scanning are
distinct reading sub-skills distinguished by their method and purpose. The long text
task is a scanning task because the candidates need to find the answers to questions
and will not have to necessarily read the whole text. Yet, there is a connection
between skimming and scanning. In order to scan the text and know where the
relevant information might be located, the reader has to know something of the texts
genre, structure and topic. In other words an element of skimming always precedes
scanning.
The advice the teacher gives to students for this task is crucial. The exam tip on (p.80)
suggests candidates skim read the text twice and then read it in detail. This advice is
wrong: candidates should only skim read the text for the purpose of aiding scanning.
They should not read the whole text in detail, but only scan it for specific information.
2A (p.50). Ensure that each student has in his/her hand a copy of an article which s/he
has not read before. Ask him/her to write a question that can be answered from
reading only one part of the text, (i.e. where all of the text containing the correct
answer can be located within a two hundred word span). The question must not be a
yes/no question, but one which requires several pieces of information to give a
complete answer. Have the students write their question on the top of the article and
their answer to the question on a separate sheet of paper. When students have
finished, or after a reasonable time has elapsed, have students in pairs give their text
and question to a partner. The partner has ten minutes in which to prepare an oral
reply. After ten minutes have the members of the pair give their oral reply to each
other. The question writer should give feedback.
In open class elicit from the students the reading strategies they used to do the task.
Ensure that the students understand the process of scan reading.
2B (p.50). Put the students in pairs and allocate one student the role of A and the
other B. Have the former look at the shortened version of the long text task on
(p.152), scan read it and prepare a written answer to the question of 80 100 words in
fifteen minutes. B students should do the same with the task on (p.158).
2C (p.50). Students should swap their work with a partner. The students should check
each others work in line with the check list in the text box. Give feedback in open
class. Remember to elicit all the elements that contribute to a correct answer from the
students. Collect in the written answers for marking.
3A (pp.51-54). Give the students exactly thirty minutes to do the task. At the end of
the task, tell the students the pieces of information that constitute an answer to the
task. The students should mark their own work, and doubtful wording (where it is
unclear whether the students version contains the information) should be debated in
class. Take in the answers to check the students self-marking and mark for quality of
writing.
Answers to 3A (pp. 51 54)
The couple took a number of steps to obtain the money. They informed the
lottery managers of the precise details of their purchase of the ticket. They thoroughly
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searched their house and shed looking for the lost ticket. When the managers
demanded proof of identity, they rushed to provide pay slips and utility bills. They
even took the step of recording telephone calls.
The couple made plans on how they would spend the money. Their relatives
would receive lump sums. They would pay for medical treatment for Martyns fathers
arthritis. They also planned to buy a four/five bedroomed house and a new car.
Homework
Collect in the essays on lexical combinations which were set in the previous lesson.
Write up the words, collocation, dependent preposition, fixed expression, and phrasal
verb, and seek definitions and examples from the students.
For preparation for the next lesson ask students to make a list of all the things that
somebody could do to help him/her learn a foreign language in one column. Adjacent,
in a parallel column, list the reasons why someone would do these things.
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2. Comparing different
pictures
Do we agree yet?
So, whats our conclusion, then?
So, what do you think?
Well, OK, but
2B (p.57). Ask students in pairs to go through the list of eighteen utterances, and
change, where possible, the meaning of each statement to its opposite. Monitor the
students while they are doing this to weed out any errors or non-colloquial creations.
In pairs students should say the statements aloud. Listen and note any pronunciation
problems (e.g. intonation). Drill correct intonation in class.
Page 63
2C (p. 57). Have the students look at the five bullet-pointed utterances and find the
mistake, if any, in them. Have them quickly compare their answer with a partner and
give feedback in open class.
Answers to 2C (p.57)
2D (pp. 57-58). Give the students thirty seconds to look at the pictures and determine
the theme from the six options beneath the picture. The students will probably all
have the correct answer. If any student offers a false answer, deal with that first and
have the student try to justify it. When the correct answer is agreed upon, have
students explain how each picture connects to the theme.
Answers to 2D (pp. 57-58)
The topic is Learning a Language
Refer the students again to the eighteen utterances in 2A (p.56). Ask the students in
pairs to describe the pictures to each other in turn using inter alia relevant utterances
from the list. The students should also decide which is the most effective picture to
illustrate the theme and state their reasons to each other explicitly. As there is no open
class feedback for this stage, you should monitor carefully to pick up any difficulties.
3A (p.58). Prepare students to listen to two candidates doing the collaborative task.
On the first listening students should try to draw (or at least imagine) the pictures the
candidates are describing. They should also try to work out the theme that connects
the pictures which is, in other words, the topic of the task. Students should share their
pictures and ideas with a partner and try to agree. Give feedback in open class.
Tapescript for 3A (p.58)
Version A
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
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Answers to 3A (p.58)
What were the pictures?
1.
2.
3.
4.
a smoke thing
a man in a field perhaps a gun
Old man, a women, a girl
a helicopter, perhaps a bomb?
What do you think the topic or title of the task is? War.
3B (p. 58). Ask the students to draw a vertical line down an A4 piece of paper. The
left column is for positive points and the right is for positive. The students will listen
to the recording again and note positive and negative aspects of the students
performance in the appropriate column. Tell students, where necessary, to distinguish
between the two candidates. When the recording has finished, have the students read
the Exam Tip box in the centre of (p. 58). Check that the students have understood
the information by asking questions in open class.
Answers to 3B (p.58)
Listen again and decide:
Do the candidates do the task well or badly?
The candidates are definitely not up to the level.
positive points:
they collaborate, neither of them dominates
they speak about all the four pictures
negative points:
very basic language
no evidence of agreement, reaching a conclusion; task not achieved
3C (p.58). Put the students into groups of three or four and have them compare their
notes. Pool the students evaluations of the two candidates. Raise or elicit any aspects
which the students overlook.
3D (p.58). Play the students version B, and in open class have them make impression
comments. Do not go into details at this stage. Ask the students again to divide a piece
of paper into two columns as in 3B (p. 58). Play the recording again and have students
evaluate them. Discuss the evaluation in open class. Elicit and point out positive
aspects of the candidates performance in version B.
Tapescript for 3D (p.58)
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Version B
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
A.
B.
The first picture seems a bit ambiguous to me, in terms of relating to war.
I know what you mean. It could be any sort of fire or explosion.
Maybe just a crop fire, even... although in this context, I assume it's a bomb
explosion.
So... picture 2. This seems more relevant to the task. There's a definite theme
to the picture - with the cannon and the soldier.
I agree... it looks like something you'd see on the news these days. Pretty
bleak.
As is the third picture.
Yes... very provocative. Images of people are always sad.
You have a good point there. The fourth picture is provocative too, but in a
different way. You know the helicopter has just bombed something in the
background.
It could even be one of those houses. This one and number 3 really say
something to me about war today.
I'm with you on that one!
Although I'd be tempted to include an image of Saddam Hussein or someone
like that.
Hmmmm... I'm not so sure. That's very specific, and this is about war in
general.
Maybe a picture of a newscaster in a war zone then?
That's a good idea. Definitely up-to-date as well!
I still think that of these 4 images, pictures 3 and 4 are the most appropriate
for this book.
Totally. And I like your newscaster idea too.
4A (p. 58). Remind the students that there are three mistakes in the Exam Tip box at
the bottom of the page. With the students working individually, give them two
minutes to locate the three errors and to correct them. Have them compare their work
with a partner before giving feedback in open class. (Make sure students have
corrected the wording in their coursebook as in all other cases throughout the book the
Exam Task boxes do not contain deliberate errors.)
Answers to 4A (p.58)
One of the main things an examiner will look for is your ability to converse: to take
turns, interrupt politely and appropriately, and pay attention to your partners point
of view. This is perhaps the most important part of the Collaborative Task and of
the Speaking Exam in general. Its better here that you get 85% of the way to
reaching a conclusion, by discussing things in a thoughtful and good-natured way,
than reaching a conclusion within 2 minutes because youve bullied your partner into
an agreement!
4B (p.59). Have the students read the dialogue and then tell a partner what they think
is odd. Elicit ideas in open class, and give direct feedback. Discuss what
consequences in the exam such a dialogue would produce.
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Ask the students to read the Exam Tip box in the middle of the page. Have them
close their book and tell their partner as much as they can remember. Check
comprehension of the points made by asking questions in open class.
Answers to 4B (p.59)
What is odd about this extract from a discussion?
Although the candidates use phrases of agreement and disagreement, they dont seem
to listen to each other or respond to each others ideas.
5 (pp. 59-60). Inform the class that they will role-play the collaborative task in the
exam. Organise the students into groups of four. It is important at this stage to mix up
the class, as the students will be in these groups for some time. (If the number of
students is not divisible by four, then make some groups of three) Two of the students
will do the exam and the other two will be assessors. (If there is a group of three,
then there will only be one assessor). The candidates should turn to (p.153) and
should start the task. The assessors should turn to (p.60) in the coursebook and
prepare to fill in the Observers Feedback Sheet
Check, through asking questions, that all the students are ready and know what is
required of them. Start all the groups together and give them exactly three minutes in
which to do the task. After the three minutes, give the assessors two minutes in
which to discuss their opinions between themselves and fill in the assessment sheets.
Remind the assessors to think both about the performance collectively and of the
achievements of the candidates individually.
Give the assessors time to give feedback to the candidates. Then repeat the whole
exercise with the assessors and candidates changing roles, but this time using the
communication task on (p.159). (In groups of three have one student as a candidate
twice)
It may be useful to end the activity by pooling experiences and insights which have
flowed from practising the exam task. Probable areas for discussion in open class
might include managing turn taking, completing the task in the time limit, deploying
appropriate lexis to express opinion, etc. You should note common difficulties
because you will want to work on these later on the course.
Homework
In the previous lesson students were asked for homework to prepare a list of all the
things they could do to help them learn English with the reasons for each activity
appended in an adjacent column. In class, have the students exchange their work with
another student him/herself who has completed the homework and have the receiving
student rank (i.e. 1,2,3,) activities in order of importance. When s/he has finished,
the work should be returned. For homework from this lesson, ask the students to write
a dialogue in which one role player is the student and the other is the student who
ranked the activities. The dialogue has to show two persons attempting to agree on
which are the most important strategies for learning English. Students should pay
specific attention to including turn-taking lexis, and on lexis that is appropriate for
negotiation. (e.g. I agree with you but there is a danger that we could overstate)
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in a very short time, and find the strategies of circumlocution and by paraphrasing the
words the students might not know without using dictionaries, nor by using word-by
word equivalents in the other language. Although the actual testing happens in a
written form, the language they produce has to be of a spoke genre, spontaneous, not
planned, and not as complex as a structured written text..
Ask your students to cover task 2B (p. 63). Give the students a strict time limit of
sixty seconds in which to complete the task.
2B (p. 63). On the expiry of the time limit, have the students compare their answers
with those of a partner. Now ask the students to uncover 2B (p. 63) and compare their
answers with those in the Students Book. In open class discuss alternative versions
and any other issues arising.
3 (p. 64). The students should do the task in the same way as in the exam. Have the
students read the rubric and examples on (p. 64). When the students are quiet, play the
tape.
On the completion of the exam task, have the students turn to the key on (p. 135), so
that they can have immediate feedback on their performance. It is necessary to explain
the marking system to the students. Point out that grammar and spelling mistakes are
not penalised here, except when they obscure or change meaning. Make it clear that
only those chunks in bold are marked. (These have been selected by statistical
methods as significant for testing at the level). Also point out that there is a subjective
element in the marking as it is sometimes not easy to decide whether the meaning is
conveyed or not.
At the end of the lesson have the students try to sum up what they already know about
the special difficulties of this task, and the possible techniques dealing with them. E g.
there are always words you dont know or cant make out while listening to the
dialogue. (In such cases if they start thinking about one word, communication will
come to a stop, and you also might miss the messages afterwards.)
Elicit a few techniques that can be used in this task. You may put a table on the
whiteboard and collect the ideas that come up. A few possible ideas:
Page 71
YOU HEAR
YOU WRITE ENGLISH
HUNGARIAN
Get the overall meaning
Dont write full sentences, just information chunks
Activate your
Dont translate the Hungarian, recall the English
schemata (recall what you phrases you use in that situation instead. You have no chance
usually say in a given
to create a new English instead of the one that already
situation) and predict what
exists!
is coming.
If you dont know a word, try to avoid it by finding other
words or phrases to express the same thing.
Change long and complicated expressions and phrases
into simple, concise ones.
For the first listening write down as much of the basic
information as you can dont worry about gaps.
For the second listening complete what you have written
and try to fill in the gaps of your first draft.
At the end you have two minutes to check what you have
written. Read, complete and correct your whole work, and
make sure that it makes sense as a dialogue.
Ex
1
Write in English
Example:
Ex
2
Write in
Hungarian
Example:
Write in English
Write in
Hungarian
Write in English
Write in
Hungarian
Write in English
10. regular jogging, swimming 11. all right from tomorrow Id rather not relax 12. not my style
Write in
Hungarian
Page 72
nem olyan nagy dolog knyv, zene 13. jtk a bartokkal 14.
megoldhatja a problmt
TOTAL: 14/2=7
Homework
For homework from the previous lesson, the students wrote dialogues about the
ranking of learning activities. Put the students in pairs and have them upgrade their
work and then perform the dialogue. While the students are working, monitor their
work and intervene where necessary to upgrade the negotiating language. Note issues
and problems for further discussion in open class.
For homework from this lesson, first tell the students the following story: A shocking
art exhibition has arrived in their town. Ask half the class to write a comment of not
more than twenty words in Hungarian, and ask the other half to do the same in
English.
Page 73
Page 74
1B (pp. 65-66). Ask the students to scan read the news item in order to find out any
facts about Anne Franks life. Pool these facts in open class, and have a brief
discussion about the implications and meaning of Anne Franks life.
1C (p. 66). Ask the students in pairs to write a definition of the five highlighted
lexical items. If they do not know the meaning of an item, they should attempt to
work out the meaning from the text. When the students have finished, or after a
reasonable time has elapsed, pool the definitions in open class and correct any
misunderstandings or errors.
1D (p, 67). Every piece of writing has a purpose. Ask the students, working
individually, to identify the purpose of the news item from the list of options and then
confirm the choice with a partner. Elicit answers in open class, and when an answer is
offered seek justification and explanation. Have the students find evidence which
proves the incorrect answers as distractors.
Answers to 1D (p, 67)
to inform you about something
1E (p.67). Refer the students to the news item. (They should cover the twelve
options) Ask them, working individually, to designate a purpose to each paragraph.
When they have finished, have them compare answers with a partner. As a pair
students should match their choices for paragraph headings or purposes with the
notions expressed in the twelve options. Give feedback in open class, and have the
students who offer answers explain and justify their answers.
Answers to 1E (p.67)
A possible solution:
1.
2.
3.
4.
5.
Purpose and Genre box. Have the students close their books. Write up the word
genre on the board and seek a definition and examples. As different genres are
mentioned, elicit and write up on the whiteboard all the features of a text from which
genre can be identified. As a feature is identified for one genre, give the students
practice by changing the genre and asking them how the feature changes. (E.g. If the
students mention the academic essay as a genre, one feature is long complex
sentences. The equivalent for an advertisement leaflet is short simple sentences)
1F (p.67). The order in which information is presented is a key aspect of written
genre. Have students individually look at the news item again and identity the order in
which the five information categories occur. After about a minute have them briefly
compare with a partner and then give feedback in open class.
Page 75
Answers to 1F (p.67)
The newsworthy event
Background information
More details of the newsworthy incident
The institutional spokespersons response
The most recent event
IG (p.67). Refer the students to the first paragraph (consisting of one sentence) of the
news item and ask the students in which tense/aspect the first paragraph is written.
After the tense has been identified, ask for reasons for the use of the present perfect.
Students will probably quickly give the reason, but it is important that students focus
on this usage of language for when they come to write themselves.
Ask the students in which tense the subsequent paragraphs are written. When you
have received a reply, request the reason for the use of this tense. Again the important
aspect here is focusing the students mind on connecting the genre and tense used.
Answers to IG (p.67)
The first paragraph is written in the present perfect, referring to an event that
happened in the near past and has a visible effect at the time of writing.
1H (pp. 67-68). Refer the students to the two boxed sentence fragments at the top of
(p.68). Ask the students to tell their partner what distinguishes the sentences (if
anything) in terms of syntax and style. Have the students pool ideas in open class and
ensure that students justify and explain their answers. Offer correct answers if
necessary. Ask the students which of the alternatives appears in the news item.
Answers to 1H (pp. 67-68)
The exhibition aims to give an insight into the magnitude of
This version is more formal; a more appropriate register for the topic and the genre
2A (p. 68). In the lesson until now the students have been noticing and recognising
the structure of a news item. In this part of the lesson the students will go through the
steps of producing a news item.
Ask the students to choose one of the major problems which are listed in the task
box, e.g. major litter problem. Once the students have decided, have them form
groups of up to four people with students who have chosen the same topic.
In the groups the students should brainstorm the topic by describing to each other
every aspect of the problem and what people, who might be mentioned in their news
item (e.g. institutional spokespersons) are saying about it. The students should write a
list of words, and perhaps phrases, that they think they might use.
Page 76
Tell the group to focus on the genre in terms of the layout. Each student can write a
heading and journalist name at the top of a piece of paper for him/herself.
With the students now working on their own ask them to decide what they plan to
write about. With genre information in mind, students should plan their news items on
a separate piece of paper. The nuts and bolts of planning involves making paragraph
headings and making notes of what is to be included in each paragraph. When
students have written their plans they should explain them to a partner in the group
and receive feedback.
Have the student write their news item from the notes. When they have finished they
should check it in every aspect, but especially for accuracy, e.g. spelling, punctuation
and grammar. News items should be exchanged within the group and other members
of the group should make comments on linguistic accuracy, style and coherence. Tell
students that when they receive their work back, they should write a second version
incorporating the comments and suggestions from their classmates. The final versions
should be passed to other groups to be read by group members and then finally
handed in for marking.
3A (pp. 68-69). The unit now considers the genre of the informal letter, which
contrasts in many ways with that of the news item. Ask the students to cover up the
letter on (p. 69). With the students working individually, give the class one minute to
determine its genre and purpose. Time the minute strictly by having the students
simultaneously uncover the task and recovering it at the end of the minute. Students
should then share their answers with a partner and briefly discuss any differences of
opinion. Pool answers in open class. It is unlikely that there will be any major
problems with the majority of the students answers.
Answers to 3A (pp. 68-69)
Genre
Informal letter
the structure of the informal letter is much more fluid than that of a news item
short paragraphs
questions to addressee in first paragraph
clear identification with addressee in last paragraph
register informality, e.g. the city is packed with restaurants of all sorts.
style paragraphs starting with prompting expressions, e.g. anyway, so, well.
Purpose
to keep in touch with friends and share travel experiences
3B (p. 69). In pairs, have the students link the seven paragraph headings with the
paragraphs in the letter. When the pairs have finished, or after a reasonable time has
elapsed, pool the answers in open class. When the students offer an answer, have
them justify and explain it. Return the students to their pairs and have them discuss
the extent to which the genre could be kept with the order of paragraphs being altered.
In open class again, pool these ideas and have the class discuss the variety of possible
combinations. Provide input where necessary.
Page 77
b
a
c
f
e
g
d
3C (p. 69). Ask the students, working individually, to find in the letter examples of
informal register which would be used in a letter to a friend. The students should
underline the examples and attempt to categorise them, e.g. adjective, noun, verb,
idiom. When they have finished, or after a reasonable time has elapsed, have students
compare their findings with a partner. Pool ideas in open class. Remember to ask
students to fully justify and explain their answers. Many of the items may lead to a
short debate on their grammatical structure/function and the registers in which they
might be used.
4A (p.70). Inform students that there is a strict time limit of thirty minutes. Allow
students to choose from the three options and on their own without help from a
dictionary they should write there task. Collect in the work and mark it in time for the
following lesson. Your marks on this occasion should be given individually for the
four marking criteria, i.e. task achievement, coherence and cohesion, range and
accuracy, appropriacy. You should also justify each mark in a couple of sentences.
Homework
For homework in the previous lesson the students wrote comments either in
Hungarian or English on a shocking art exhibition which arrived in their town. Put the
students into groups of five or six. Have each member in turn read out his/her
comment and the others translate it into the other language. On the completion of that
activity the group should discuss the translations. Monitor this activity and collect
issues and problems for discussion in open class.
5 (p.70-72). There are two further tasks. One or both of them can be done for
homework. Tell the students to work within the time limits and to refrain from
consulting a dictionary. Collect in the work in the following lesson and mark it in the
same way as outlined in 4A (p.70).
Page 78
g. task
l. win
e. is
4. Modal
5. Adverb
6. Adjective
7. Article
8. Pronoun
9. Interrogative
10. Relative pronoun
11. Preposition
12.Particle
13. Determiner
14. Conjunction
15. Interjection
Page 79
c. cannot
f. successfully
j. valid, broken
a. a
h. them
no match
k. which
d. in
no match
i. this, those
b. and, although
no match
1B (p.74). When the students have finished, or after a reasonable time has elapsed,
have the students compare their answers with a partner. In open class go through each
word and ask for its grammatical classification. When an answer is offered it is vital
that you seek justification and explanation from the class. It is also crucial that
definitions of the terms are provided and additional examples are sought and
provided. Bear in mind that there are alternative answers, and that you may have to
input information yourself. Point out that an interjection would never be gapped.
Defining functional words: Functional words are words that carry little meaning in
themselves but combine with lexical words to create meaning. Whereas a class of
lexical words is potentially infinite (e.g. nouns: car, dog, bottle, etc.) a class of
functional words is limited (e.g. prepositions, conjunctions). The main types of
functional words are outlined below.
Pronouns: these are words that stand in for lexical words. Examples of
prepositions include personal (e.g. I, her), interrogative (e.g. who), possessive
(e.g. my, ours), relative (e.g. whom), demonstrative (e.g. this, those)
Prepositions: these are words that link with lexical nouns. Examples include
locative (e.g. on, under), directional (e.g. into, through), temporal (e.g. after,
during). Dependent prepositions function to organise the complements of a lexical
word, e.g. we bet on the horses.
Determiners: these are words that qualify lexical nouns. Examples include
articles (e.g. the, a), quantifiers (both, all), demonstratives (e.g. this, those).
Conjunctions: these are words that link lexical words, phrases and clauses.
Examples include conjunctions which are co-ordinating (e.g. and, but),
subordinating (e.g. because, although, when)
Adverbs: these are words that qualify verbs, adjectives or whole sentences. Most
classes of adverbs (e.g. of manner, of place, etc) have open lexical items (e.g.
quickly, carefully, etc.) and a closed class grammatical items which need
reference to carry meaning. Examples include adverbs of manner (e.g. likewise,
so), of time (e.g. sometimes, nowhere), of place (e.g. here, there, everywhere), of
frequency (e.g. always, never, sometimes).
Discourse markers: these are words that link the text above sentence level. These
may be enumerative (e.g. first, second third), causal (e.g. therefore, consequently),
of concession (e.g. however, nevertheless).
Page 80
Modals: these are words that affect the mood of a verb. Examples include ability
(e.g. can), obligation (e.g. must), permission (e.g. may), possibility (e.g. might).
Auxiliaries: these are words that combine with lexical verbs in order to mark a
verb for tense, aspect, voice, interrogative form, negative form and imperative
form. The verbs are to be, to have and to do.
There may be a limited overlap with words being both gappable according to the
criteria for gapping in the multiple choice gap fill task as well as the modified cloze
tasks; e.g. dependent prepositions (e.g. listen to), some fixed expressions (e.g. there
and back), phrasal verb adverbial particles (e.g. to put s.th off). In the final analysis
the distinction between lexical and functional words is not sufficiently watertight to
enforce an impenetrable demarcation line.
It is important that students at this level are not only aware of which words can be
gapped, but are equally conscious of how grammatical words contribute to sentence
and discoursal meaning.
Answers to 1B (p.74)
in can be a particle of a phrasal verb, e.g. lead in
is can be a main verb (e.g. The table is green) and an auxiliary in compound verb
forms (e.g. She is eating an apple)
broken can be a verb in a compound form ( is broken, has been broken)
Particle: Get on well with someone
Interrogative: who?, what?
Interjection: wow! ouch!
1C (p. 74). Ask the students to read the content of the paragraph. Emphasise there are
two processes which determine the selection of the correct item for a gap. Attempt
to elicit the two factors below.
the rules of English grammar and discourse
semantic: as with the multiple choice gap fill, the text has a whole has to have
meaning and make sense.
NB The coursebook suggests that collocations are likely to be examined in the
modified cloze task. This is unlikely, as collocations tend not to involve functional
words. (Cf. dependent prepositions)
1D, E (p.74). Ask the students, working by themselves, to fill in the gaps. When they
have finished, or after a reasonable time has elapsed, have them check their answers
with partner. Then, very quickly without explanation, give the students the correct
answers. Now have the students, working in pairs, (i) determine the part of speech of
each gapped functional word (ii) state the grammatical and/or discoursal operation of
the word in the text, and (iii) justify why that particular word is required in the gap. In
open class go carefully through the above stages with the students, being careful to
elicit explanation and justification as well as answers.
Answers to 1D, E (p.74)
1
2
3
4
5
a
of
from
or
with
6
7
8
9
10
Page 81
where
has
The
to
which
1F (p.75). Give the students thirty seconds to read through the text in the box. Ask
them to tell their partner everything that they can remember. Then, with the students
working individually, give them strictly three minutes in which to complete the filling
in of the gaps.
Answers to 1F (p.75)
1
2
3
4
5
6
7
8
9
the
for
when
and
or
of
would
any
these
10
11
12
13
14
15
16
17
18
they
of
at
there
by
to
an
have
before
1G (p.75). Have the student, in pairs, check the gaps and then give feedback in open
class. Elicit briefly the part of speech of each gapped word, and a short explanation of
why that class of word is required. Also, consider the textual evidence for that
particular word.
2A (p. 75). Put the class in class into as many groups as you have articles, and give
each group at least one bottle of corrector fluid. Distribute the articles so that
everyone in one group individually has a copy of the article for that group. Have the
students skim read their article and collectively agree on a title. The students should
also agree on two distractor titles and should, in random order, place the three titles at
the top of the article. (If the article already has a heading it should be covered up)
Have the students, working by themselves, lightly underline all the functional
(grammatical and discoursal) words in the text and then compare their work with the
rest of the group. Monitor the work to sort out any difficulties.
Tell the students that they will now make fifteen gaps in the text. Remind the students
of the following rules of gapping. First, there may be no gap in the first ten words, nor
may two gaps have fewer than six words between them. Second, there should be a
range of different types of gapped words, i.e. not all prepositions or articles. Third, no
gap should permit more than three correct answers. With these criteria in mind
students should gap their text on an individual basis by obscuring with corrector fluid
the gapped word. Students should not neglect to number the gaps and keep an answer
Page 82
key. Throughout the gapping task the students are encouraged to consult others in
their group. You should monitor what is going on to keep up the pace.
2B (p.75). When the gapping is complete for all the students in all the groups, collect
in the work and give everybody a text which is different from the one they worked on.
(At this stage the groups dissolve themselves) Give the students a strict one-minute to
read the text and then have them choose the correct heading without marking the
question paper. After this, ask the students to fill in gaps writing their answers on a
separate piece of paper. When the students have finished, or after a reasonable time
has elapsed, tell the students to give their question and answer paper back to the
author of the task. The author marks the task and if there are any differences discusses
them with the student who did the task. It is possible to repeat the above activity by
giving the question papers to new students.
In open class discuss any experiences or insights that the students gleaned from the
exercise, e.g. some functional words were easier to gap than others.
Answer to 2 (p.75)
This is just a sample
Page 83
3A (pp. 75-76). The students should now complete the exam task in the coursebook.
Remind them to skim read first the article as a whole. Give the students exactly fifteen
minutes in which to do the task. After fifteen minutes give feedback immediately, so
the students can see how well they have done. In open class discuss any disputed
answers, ensuring that the reasoning for the correct answer is fully explored and
understood.
Answers to 3A (pp. 75-76)
Modified cloze (Grammar and Vocabulary Task 3)
Gap Fill (15 minutes)
Complete the following article by writing the correct words on your answer sheet
Example: Those.
Answers: Questions 1-15
Example
those
4
to
8
a
12
as
1
when
5
of
9
in
13
did
2
as
6
one
10
but
14
it
3
to
7
At/with
11
yet
15
Beyond
Homework
For homework from the previous lesson, students wrote an extended writing task
piece. Before this is handed in for marking, students could exchange their work with a
partner, who could discuss with the writer points of accuracy (spelling, punctuation,
syntax, etc). Overwrite corrections could be made before handing in the
compositions for marking.
For homework from this lesson students could find themselves a text and re-edit it to
350 400 words. They should then gap it according to the rules used in the lesson.
Page 84
RETTSGI
LNGOS
BALLAGS
GANG
(FGGFOLYOS)
SZALONNASTS
CSRDA
ALUDTTEJ
PALOTS
NNI
HZMESTER
Page 85
LITERAL
TRANSLATION
RETTSGI
maturity test
BALLAGS
sauntering
wandering
strolling
SZALONNASTS
bacon roast
ALUDTTEJ
sleeping milk
NNI
older sister
aunt
DESCRIPTION
Final examination
taken by 18-yearolds before they
leave secondary
school.
Secondary school
leavers on their last
day at school
slowly march
around all the
decorated rooms
and corridors
singing songs as
part of their
farewell ceremony
Slices of bacon and
onion are put on
the ends of sharp
freshly cut twigs,
and are roasted on
a campfire.
A delicious,
quivering, jelly-like
substance made of
non-boiled or
pasteurised milk
left over from the
day before.
The form of
address used by
children when
talking to every
adult female,
whether relative or
stranger, e.g.
tant nni =
aunt teacher
POSSIBLE
TRANSLATION
school leaving
exam
baccalaureate
school leaving
ceremony
barbecued bacon
sour milk
( this is a good
example for a word
that cant be
translated at all.
You have to find
forms like Mrs
, that are
appropriate in the
given context.
The words, the descriptions and the translations are adapted from the bookHungary and the
Hungarians, The Keywords. A concise dictionary of facts, and beliefs, customs, usage & myths.
Istvn Bart, Corvina, 1999
LNGOS
flame cake
GANG
(FGGFOLYOS)
hanging corridor
CSRDA
wayside inn
PALOTS
palace dance
HZMESTER
master of the
house
Page 86
A big handful of
yeast dough
flattened out by
hand and fried in
oil
Corridor that runs
around the
courtyard of old
apartment houses,
one on each floor.
They used to stand
along the road for
weary travellers to
spend the night
there.
An old Hungarian
dance with threequarter or foureighths rhythms.
The all-powerful
caretaker,
representative of
the landlord, or
later the Council,
who was
responsible for the
cleanliness, the
piece and order of
an apartment
building.
fried dough
external landing
inn
Hungarian dance
concierge
1A (p. 77). Students might have strong feelings on this topic, and also very different
views that need careful management from your part. Set up pair work, and monitor
carefully to map possible difficulties. Decide whether you want a whole class
feedback on all the questions or not.
Answers to 1A (p. 77)
Euthanasia /ju\nez\/ is the practice of killing someone painlessly in order to
stop their suffering when they are dying or have an incurable illness. Euthanasia is
illegal in most countries.2 Legal and moral problems surrounding euthanasia:
it is difficult to decide the legal border between murder and euthanasia
people of different faiths and beliefs come to completely different conclusions in
ultimate questions, such as the question of life and death
some people think that no one has the competence to decide about human death
or life
2
Page 87
other people think that they have the right to decide about their own lives
some doctors think they are dedicated and trained to save lives, not to kill people
some other doctors think that it is part of their jobs to save people from pointless
pain and suffering
1B (p. 77). Put the students into two groups. Ask the students to list the problems they
had to face in the warmer. In open class compare the two lists and pool ideas on the
whiteboard. Now give the students in their groups time to think of possible
difficulties, when translating whole sentences or longer texts, not just words from
Hungarian to English. On the completion of this activity, or after a reasonable time
has elapsed, again pool the ideas on the whiteboard. Now ask the students in open
class to discuss if the list is appropriate when translating from English to Hungarian,
or not. What are the differences?
Answers to 1B (p. 77)
Possible answers might be.
POSSIBLE DIFFICULTIES
Translating words/phrases from Hungarian to English
Words often cover concepts that do not exist, or exist in a different way in the
other culture. In these cases a simple word by word translation may not mean
anything or may not mean the same thing for the reader of the translation.
Dictionaries often dont help in these cases.
Translating whole sentences or longer texts from Hungarian to English
In this special case the main difficulty is not in understanding the source text, but
in finding the appropriate language for the target text.
The two languages have very different lexical features. Inappropriate use of
dictionaries might cause problems.
English has delicate structural features to express ideas in a very dense and
precise way. The conscious use of the tense system and the different participles
help a lot to make the translation sound more English. The simplest solution is
usually the most elegant and natural one.
Hungarian texts are less regulated in terms of formality and register. Hungarian
learners have to make extra effort to learn these subtle rules, but as soon as they
know the actual bricks special phrases and expressions of a certain genre -,
they find writing and translation tasks far easier.
Translating texts from English to Hungarian
Students at that high level have to develop the ability of de-coding the very
complex and multi-layered sentence patterns of English.
Hunglish text as a result source language interference, word by word
translations of idioms, English-type sentence patterns, etc.
Disregarding context of words found in the dictionary mistranslations
1C (pp. 77-78). Put the students into pairs. Have the students discuss the quality of
the translations. Encourage them to use the material on the whiteboard to help them.
When the students have finished, or after a reasonable time has elapsed, elicit in open
Page 88
class the problems candidates met when translating these sentences. When a student
offers an answer ensure that it is fully explained and explored.
Answers to 1C (p.p. 78 79)
1. A vilgon elsknt Hollandia lpte t a llektani hatrt
A candidates answer: In the world the first was Holland who stepped over the
psychological border
This seems to be a word by word translation, mirroring the original Hungarian
sentence structure.
As a consequence it contains word order mistakes, the lack of any tools of
expressing reference, and a wrong relative pronoun (who instead of which).
2. Elsknt Hollandiban trvnyes az eutanzia
A candidates answer: As a first in Holland it is legal the euthanasia
Another word by word translation. The candidate has no knowledge of an English
term to express elsknt, and makes an attempt to invent a term. These attempts
very rarely match with real, living English terms, and often are indecipherable.
Translation is basically decoding the message of the source language and
recalling the terms of the target language for expressing the same message. A
basic rule is to use words or phrases they have already seen or heard before in
authentic English rather than create new ones.
it is legal the euthanasia and the definite article before euthanasia as an
abstract term also clearly mirrors the Hungarian use and word order.
3. de elemzk szerint Hollandia precedenst teremt az egsz vilgon.
A candidates answer: but analysts opinion is Holland creates precedent in
the whole world
collocation (preposition) problems: in someones opinion or their opinion is that,
set precedent, across the world
1D (p. 78). Form groups of four from the previous pairs. In their groups the students
try to improve the translations, using all the ideas that have been mentioned so far.
When the students have finished, or after a reasonable time has elapsed, pool the
different versions of the translation in open class and note them on the whiteboard.
Attempt to agree on the best option.
1E (p. 78). Refer the students to the alternate translations. Ask students to work
individually on selecting the more appropriate translation. When they have finished,
or after a reasonable time has elapsed, have them compare their answers with those of
a partner. Elicit answers in open class. When a student offers an answer ensure that
s/he fully justifies and explains it. Give feedback on the answers and discuss the
problems and questions that come up.
Answers to 1E (p. 78)
1
A
2
B
3
B
Page 89
2A (pp. 78-79). For the exam task ensure that the students put away their notes. The
students may use a printed dictionary and have a maximum of fifteen minutes for the
task.
3A (p. 80). Have the students in pairs compare and discuss their translations with
reference to the four questions contained in the task. When they have finished, or after
a reasonable time has elapsed, have them turn to the key on page 141, and compare
their translations with those in the key.
Answers to 3A (p 80)
Holland becomes first to make euthanasia legal
For the first time in the world, the psychological border has been crossed:
yesterday the Dutch Parliament confirmed the worlds first euthanasia law.
The law regulates euthanasia very strictly. Doctors have to be certain that the
illness is incurable, that the patients decision is definite and irrevocable, that he
has unbearable chronic pain and that he is fully aware of his condition and
future prospects. In addition, the doctor must follow the standard medical
procedure.
Doubts remain and the law has its opponents, but according to analysts Holland will
set a precedent for the whole world
3B (p. 80). Now have the students in pairs mark their partners work according to the
mark scheme on page 142. Remind the students that six points are allocated for
content and five for the overall impression of the translation (grammar, lexis, etc).
Students need seven marks in order to pass the task.
Answers to 3B (p. 80)
Information
1 the psychological border has been crossed
2 the Dutch Parliament confirmed
3 doctors have to become certain
4 the illness is incurable
5 the patients decision is definite and irrevocable
6 unbearable, chronic pain
7 he is fully aware of his condition and future prospe
8 in addition
9 the doctor must follow the standard medical proced
10 doubts remain and the law has its opponents
11 according to analysts
12 Holland will set a precedent for the whole world
Total 12/2=6
Page 90
Criteria
Range
ideas linked across sentences and paragraphs in a way that the text reads
as a seamless whole.
uses polite forms where necessary and can differentiate well between
different levels of formality (e.g. very polite for a difficult request). Can
convey a number of attitudes in one (e.g. polite but firm)
Accuracy
Occasional minor errors (slips) that do not obscure meaning.
Source Language interference
Occasional minor examples of source language interference may be
evident but they do not obscure meaning.
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Range
inadequate to complete the task
ideas sometimes linked across sentences and paragraphs although not
with the most appropriate choice of language.
some polite forms used
1
Accuracy
errors sometimes obscure meaning occasionally significantly.
errors have a negative affect on the target reader
Source Language Interference
Source language interference sometimes obscures meaning, occasionally
significantly.
Homework
In the previous lesson for homework the students were asked to prepare a gapped text
according to the rules of the modified cloze task in the exam. The students should
exchange their gapped task with another students in the class who should do the task.
On completion the task should be checked and discussed with a third student. Finally
the task doer should pair up with the task writer in order gain feedback, check and
discuss the task.
For homework from this lesson, ask the students to find a short article from a
Hungarian paper, translate it, and prepare a marking grid.
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Page 93
Give the students one minute to read the text box at the top of (p.82). Have them
explain the rules of the game to a partner. After that, elicit the rules of the game in
open class, ensuring that everybody fully understands.
Answers to 1A (pp. 81-82)
Where the inventor got the original idea
When he was still at school, and didnt listen, his teacher used to bellow at him like
that: Repeat what Ive been saying
What the basic game rules are
Players talk on a given topic for 60 seconds without hesitating or repetitions. They
gain points by challenging their rivals to depart from the rules, or by being the person
speaking at the end of the minute.
1B (p.82). Put the class into groups of four, and, if necessary, some groups of three.
One member of the group should divide an A4 piece of paper into thirty-two pieces.
The slips of paper should then be allocated to the members of the group who should
write a topic on each one, e.g. a lost shoe. The topics from one group should be
exchanged with those of another with the receiving group not seeing the content of the
pile of slips which they are receiving.
A is the first speaker. B and C are challengers. D is the referee, and must have, or be
lent, either a stopwatch or a watch with a second hand. (If there is a group of three,
then there is only one challenger). A must take one of the topic cards. On being
prompted and with the stopwatch started, A must speak for one minute on the topic. B
and C, acting individually, may challenge the speech on the following grounds:
repetition (i.e. the speaker has repeated a lexical word), deviation (i.e. the speaker has
gone off the topic) or hesitation (i.e. the speaker has stopped speaking for a couple of
seconds). If a challenger successfully challenges, s/he gets a point and assumes the
role of speaker for the remainder of the minute. If the challenger unsuccessfully
challenges, then the speaker receives a point. Whoever is speaking at the end of the
minute receives a point. At the completion of a topic A, B, C, and D switch roles.
The rules of this game are complicated to explain, so it is necessary to have one group
do a trial run and have the rest of the class watch. Give feedback to the group. On
completion of the trial run, check that the class understands the rules of the game by
asking questions.
1C (p. 83). Change around the membership of the groups. Ask the group to list the
difficulties in taking long turns, and in what ways the game is different from the exam
task. After a reasonable time has elapsed, pool ideas in open class and discuss the
issues which arise.
2A (p.83). Have the students close their books and write up the following on the
whiteboard: dictionaries, reading from notes, interruption, having strong opinions,
getting marks, listening to the speaker. Ask the students in pairs to form rules and/or
Page 94
advice for exam candidates for this task around the points on the board. Pool the ideas
in open class, and then have students compare their ideas with the six points in the
coursebook.
2B (p. 84). Step 1. Ask the students to read What Monica does. When they have
read the text, have them close their books, and briefly test the students in open class
on what they have read. Ask the students which topic they would choose, and then
have them turn to their partner and explain why.
Step 2. Ask the students to read this. When they have read the text, have them close
their books, and briefly test the students in open class on what they have read. Then,
with the students working individually and with their books closed have them write a
similar list of pros and cons according to their opinions on their topic. When the
students have finished, or after a reasonable time has elapsed, have the students
explain their answers to a partner.
Step 3. Ask the students to read this. Then ask them to write an opening sentence or
couple of sentences to their presentation and to write the same to close their
presentation. The students should ask their partners to review what they have written.
Then the students should read what they have written to their partner paying particular
attention to their delivery, e.g. word stress, intonation.
Step 4. Ask the students to read this. Ask the students, in absolute silence, to compose
the presentation in their head as if they were silently talking to themselves. Students
should note down key ideas and expressions that they wish to use. When they have
finished, or after a reasonable time has elapsed, put the students in groups of three.
Have them deliver their presentations in turn to the other members of the group.
Following a presentation the other two members should make constructive comments.
You should monitor this student-to-student feedback and where necessary add your
opinion and judgement.
Step 5. (NB SPECIAL NOTE: The recording of Monicas presentation is not on the
coursebook cassette and the tapescript is not included with the tapescripts at the back
of the coursebook. You can find the recording in the Mastery teachers book cassette
in Unit 15.)
Elicit from students the four categories that constitute the criteria for scoring the
speaking part of the exam. Elicit some of the aspects of each criterion. Have the
students listen and give scores to Monicas presentation. After hearing the
presentation, have the students compare their scores with those of a partner, giving
justification for the marks awarded. The students should agree on their marks. Pool
the agreed marks form the pairs in open class. When a student offers a mark,
remember to elicit explanation and justification. At the end give the standardised
marks to the class, justify them and answer relevant questions.
Page 95
In this part of the test, you are both going to give the presentation you
prepared earlier. Monica, which statement have you decided to talk
about?
Monica
Ive chosen the title, Rich and famous people have an easy life.
Examiner
Good. Jakob, Id like you to listen and take notes. You may ask
questions and make comments after the presentation.
Monica, you may use your notes, but please do not read aloud from
them. You may start when you are ready and I will stop you after about
two minutes. All right?
You have thirty seconds to look through the information and your
notes.
I dont really know any very rich or famous people personally, but as
we all know the media are full of them these days. I can see several
good and bad things about being rich and famous. Let me talk about
some of them and say whether they have an easy life.
First of all, I think that rich people are lucky and have an easy life
because they can buy anything they want. Normal people have work
for their money and then often they dont have enough for the things
they really want. For example normal people cant buy yachts and
aeroplanes.
Secondly, and I forgot to say this, poor people dont have an easy life
because they have to work. And these days people work very hard, so
most people dont have an easy life. Rich people dont work so they
have time to enjoy themselves.
They are automatically invited to parties because they are rich and
everybody wants to know them. Well, I suppose going to parties all the
time gives you an easy life, but it cant be so good if everybody want to
know you just for your money. So I really dont know on that one.
Although many drink too much and take drugs, it doesnt seem to make
them happy. Just look at people like Elvis Presley for example, he had
a lot of money and took drugs, but he didnt have an easy life because
he became fat and died young from a heart attack.
Of course rich people can go to any holiday destination they choose.
Perhaps their life is difficult because they have so much choice. Well, I
suppose that is a difficulty that most people would find easy to live
with.
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down or anchor it to the outside world. For example the bridge may not be referred
to in the text but refers to a particular bridge which both speaker and listener know.
In my opinion ties an utterance to a particular person who is outside the text. When
reference is made to entities or abstractions outside the text, it is called exophoric
reference.
Spoken English differs from written English in several respects. Lexical density (i.e.
the amount of information per ten words) is lower (e.g. The point Im trying to make
is that) Some sentences are restructured, e.g. as cleft sentences (e.g. It was Mr
Smith who opened the door). Fillers are common, (e.g. right, OK then). As the
presentation calls for a formal register, many of the features of informal speech, e.g.
false starts, repetition, over-short sentences, are not to be encouraged.
Ask the students to divide a rough piece of paper into two columns. One column is
entitled cohesive devices the other aspects of spoken fluency. Have the students in
pairs allocate the six expressions in bold type to the appropriate column. When the
students have finished have them justify and explain their allocation to the class.
Remember that a case can be made for allocating any of the six expressions to either
column, although the case is often stronger for one rather than the other. When the
existing expressions have been fully discussed, invite students in their pairs to add to
the columns with their own examples. Pool these ideas in open class and have the
students who offer examples explain and justify them.
Answers to 3A (p. 85)
Organising
First of all,
On the other hand,
Another nice thing is that
Fluency
as we all know that
What I mean is that
In my opinion,
3B (p. 85). Ask the students to think back to their presentation which they constructed
earlier. Have them choose three of the expressions in bold type in 3A (p.85) and
integrate them into their presentation. In pairs have the students practise the sentences
which include the expressions with their partner. While students are doing this,
monitor the pairs for correct use of intonation.
3C (pp. 85-86). Pronunciation. Ask the students to write the first three sentences of
their presentation. When they have finished have them underline key words that they
want to stress. (These will mostly be lexical words and should not exceed one third of
the total words) Then have students double underline any words which have more
than one syllable. In pairs, working with both presentations, the students should
identify the stressed syllable on polysyllabic words. If there are any doubts regarding
stress you should model the language for the students, and have them hear the stress.
Then have the students deliver their shortenend presentation to their partner, paying
special attention to word stress.
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Page 99
The game (p. 87). Have the students open their books at (p. 86) and ask them to read
the rules of the game. Ask questions in open class to ensure that the students have
understood the rules. Put the students in groups of four and give each group a dice and
each member of the group a different coloured tiddlywink. Have the students play the
game for ten minutes or so.
Homework
From the last lesson for homework the students were asked to prepare a Hungarian
text for translation with a marking grid. Put the students into pairs. Have the students
exchange their tasks and do the task they receive. On completion they should check
their work with a third student. Finally, the task doer should pair up with the task
writer in order to gain feedback and to discuss the task. Monitor this activity and
collect issues and problems for discussion in open class.
Ask the students to take a short news item from an English language newspaper on
the internet which is written in formal English. The students should take the text and
change it into a presentation lasting about two minutes. The presentation should be
recorded on audio cassette and handed in for marking in the next lesson.
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1C (p. 90). Read the following short text to the students and ask them in open class if
there is anything in it which surprises them. Then, pool all the information about
Freud in open class and briefly discuss any issues which arise.
Answers to 1C (p. 90)
Sigmund Freud was born in Moravia in 1856. He spent most
of his life in Vienna. Being Jewish he became very aware of
anti-Semitic atmosphere in Austria of those days. He saw the
personality as being divided into three parts: the super-ego,
the ego and the id, which is your primeval instinct. He also
studied the effects of cocaine as an anti-depressant on
himself.
2A (p. 90). Ask the students whether, when approaching a reading multiple choice
task, it is better to read the questions first or the text first. Have the students discuss
the issue with a partner and then pool the ideas in open class. Ensure that when
students offer an opinion to you that they fully justify it.
There is no easy answer to this question. It is always a good idea for the candidate to
look at the question heads, along with any pictures and titles, to give him/her some
idea of what the text is about (i.e. activate the candidates topic schemata or
background information) in order to decode the text. But what to do next depends on
the nature of the question. Global comprehension questions require skim reading of
the text for gist, so you should read the text before the options in the questions.
Scanning for specific information on the other hand is best tackled by having a clear
understanding of the four options before reading. Defining a lexical item should have
the student locating it in context before reading the options in the question.
Determining inference, and judging the writers intention will usually involve and a
constant movement of attention from the question and its options to the text.
Technique A. Ask the students to cover the question at the bottom of (p. 90). Give
the students a couple of minutes to read the text. Then have them answer the question.
Having come up with an answer, the students in pairs should agree their answer, find
the evidence in the text which proves the answer correct and locate evidence which
proves the distractors as such. (It is also possible that a distractor can be identified as
such because of a total lack of evidence to make it the correct answer). Elicit answers
from the students in open class remembering when students offer an answer to have
them fully explain and justify it. Give feedback on their reasoning and input the
correct answer yourself, if necessary.
Answers to 2A (p.90)
The answer is B
2B (p. 91). Technique B. Ask the students to cover the text and to read the question
and the four options. The students should predict an answer and explain their
reasoning to their partners. They should also explain why they think the other options
Page 102
might be wrong. When this task is complete, have the students uncover the text, read
it and determine the correct answer. They should agree the correct answer with a
partner. Elicit answers from the students in open class remembering when students
offer an answer to have them fully explain and justify it. Give feedback on their
reasoning and provide the correct answer yourself, if necessary.
Now, in open class, elicit opinions from the students about which method was easier.
It should be noted that both questions required a global understanding of the text and
reading for detailed information within the text in order to eliminate some distractors.
Answers to 2B (p. 91)
The answer is A
It should be noted that at a technical level that these texts about Freud would never be
in the exam. The fault with them is that a candidate who knows something about
Freudian psychology could answer the questions without reading the texts. For such
people the task would not be a reading task at all.
3A (pp. 91-94). Ask the students to bear in mind the techniques of doing the reading
multiple choice task, and then working in exam conditions give the students a timed
fifteen minutes in which to do the practice exam task. When the students have
finished give them the solutions immediately so that students see how well they have
done. For a follow up task you could ask the students in pairs to locate in the text the
evidence for the correct answers and the evidence (or lack of it) for the distractors.
Pool the answers in open class. Remember when students offer evidence for correct
answers or distractors to have them fully explain and justify what they are saying.
The answers to 3A (pp. 91-94)
1
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4A (p. 94). Working individually, have the students write six statements (two on each
text) which are controversial and debatable. Each student, in his/her head or by
making brief notes on paper, should think through his/her opinion on the topic.
Working in groups of three or four, the students should discuss the range of
statements written by the group members. You should monitor the groups to pick up
on whether the students are using a sufficiently large range of functional exponents
for mastery level. If not, make a note to deal with the problem later in the course.
Homework
In the previous lesson for homework students prepared two-minute presentations. Put
the students in pairs and have them deliver their presentation to each other. During the
presentation the other student should take notes and immediately on completion of the
presentation should start a discussion with the presenter on the topic. You should
monitor this activity to ensure that students have the exam skills required to perform
effectively in the examination.
From this lesson ask students at home to find a 200-300 word text (or edit one from
the internet), and to prepare two questions on it. The two questions should test
different reading skills.
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2A (p. 96). Have students close their books, and elicit in brainstorm fashion and write
onto the whiteboard all the parts of speech that students can think off. Check the
understanding of any doubtful or complex terms by asking questions.
Have the students, working individually, work out the word class of each gap. When
they have finished, or after a reasonable time has elapsed, have them compare their
answers with a partner and emphasise the necessity of explaining why a particular gap
requires a particular word class. Pool the answers in open class. When a student offers
an answer, remember to have the student explain and justify it. Ensure that the
evidence justifying the word class for each gap is fully understood.
Answers to 2A (p. 96)
1. noun
2. adjective
3. auxiliary verb
4. adverb
5. main verb
6. preposition
2B (p. 97). Ask the students to imagine that the text in 2A (p. 96) were part of a
dictation, and that the students had failed to hear the words that fitted the six gaps.
Refer students to the six words highlighted at the top of (p. 97), which are the results
of a partial hearing of the six words for the gaps. Have the students, in pairs,
determine the gapped word bearing in mind their knowledge of the word class and the
semantic context. Check the answers in open class.
Answers to 2B (p. 97)
1
2
3
4
5
6
confusion
tied
is
simply
are
by
2C (p. 97). Write up lexical word and grammatical word on the whiteboard and
ask in open class for a definition of each and some examples. Ask the students which
(lexical or grammatical) type of word is usually stressed in speech. (Answer: usually
key lexical words). Ask the students to read the information in this section, and to
check understanding ask questions on the presented information.
2D (p. 97). Have the students individually do the exercise, and then compare answers
and reasons for those answers with a partner. Pool the answers in open class. When a
student offers an answer have him/her provide the evidence from an analysis of the
surrounding lexis. If the student is unable so to do, help him/her by elicitation, or, in
the final analysis provide the reasoning yourself.
Answers to 2D (p. 97)
1
cant
2.
3
4.
5.
6.
7.
Page 106
at
for
to
cant, you, buy.
you, me, ll be, at, by
you, have, any
2E (p. 97). Tell the students to put their pens down and just listen. Read the full text.
Read the full text again but have the students make notes, but remind them that they
will be unable to write down every word.
Dictation for 2E (p. 97)
The dictation section of the Euro Exam/is intended to primarily test candidates
knowledge of grammatical items,/including phrasal verbs and collocations,/as well as
spelling and basic discourse features. / Clearly, to do this effectively,/they must be
able to decode the sounds of English/and to predict uncertain language items/by
hypothesising on clearly understood information./Some students fall into the trap/of
trying to catch every word / rather than focussing on key words and overall meaning.
Dictation is best approached/if students write down the key word they hear/having
thought about the topic and its genre first./Understanding the logic of the text may
enable students/to predict and check grammatical words.
2F (p. 98). Put the students into groups of three or four, and ask them reconstruct the
text as close to the original as they can. When they have finished or after a reasonable
time has elapsed, read the text again slowly as feedback in open class. Discuss in open
class any variations written by the groups and any possible explanation for them.
Remind the class that understanding the text will help them predict the grammatical
words, but they need to listen for the actual grammatical words and their contractions
because often the content words leave several possibilities.
3A (p. 98). In pairs (or in groups of three or four) have the students discuss what it
might be like to suffer from the three conditions mentioned. Then have the students
look at the photo and speculate which of the conditions Alexander suffers from.
3B (p. 98). Ask the students to listen to the text on tape and check their predictions.
Ask in class whether they were right, and very briefly discuss the issue.
Text of the dictation for 3B (p. 98)
Memory is a curious gift for Alexander. He has a talent for dates, times and mental
pictures but, like the rest of us, his own past is a shadowy place where people and
places gradually become indistinct and confused. At a key point in an outwardly
unremarkable life, Alexander looks back over his 58 years, turning over memories
from childhood and the war years, the long drift that has taken him from his
schooldays to shop-keeping, tour guide to gardener. He struggles to piece together
the disjointed fragments and give a shape to these shifting years. Alexander is both
ordinary and extraordinary, his solid achievements and successes are limited yet as a
character he is sensitive and endearing, vague and enigmatic. The one consolation
you feel, as you wrap yourself up in his life, is that ultimately he wants for nothing.
Page 107
Yet you desperately hope for something better as a compensation for the sadness his
story breathes into you.
3C (p. 98). Write up the following on the whiteboard: tape/cd, three times, twice, real
names. Ask the students in open class what the above items refer to in the rules of the
dictation task. Ask the students to read the information in the upper text box, and if
you feel the necessity ask some questions to check understanding.
The second text box deals with the issue of what the students should do during the
first full listening through. There are two schools of thought. One argues that the
student should use the first listening to take down notes in the form of single lexical
items which will be retrievable and will cohere in the mind to form meaning. The
other school holds that the concentration involved in writing anything will interfere
with the ability of students to listen, so writing things down is counterproductive.
There is no fixed view on this subject and students will have to decide a strategy for
themselves.
Ask students in open class what are the advantages and disadvantages of writing
during the first listening. Attempt to elicit the information in the paragraph above. If
the information cannot be elicited input the information.
4A (p. 99). Organise the students so that are sitting alone at a desk, have paper and a
pen. Inform the students that they will now do a dictation on Alexander, and read to
the students the dictation instructions and information in the text box, then start the
cassette/CD.
4B (p. 99). Write up read aloud chunk and marking chunk on the whiteboard and
ascertain whether the students know the terms. The main point to elicit/input is that
each reading chunk consists of a variable number of marking chunks. To gain a mark
the candidate must include every word of the chunk and must spell all of those words
correctly. Emphasise that punctuation and proper nouns are not marked.
Have the students turn to (p. 146) where the dictation answer key is located. In the
real exam there are thirty marking chunks but in this task there are only twenty. The
marking chunks are the numbered of bold pieces of text on the right. Have the
students mark their work bearing in mind the rules discussed in the previous
paragraph. In open class discuss any observations or opinions that the students have
about the dictation task of the exam.
Answers to 4B (p. 99)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Page 108
Homework
For homework from the previous lesson the students prepared a reading text with two
multiple-choice questions. Have the students swap their tasks with another student.
The students should do each others tasks and then return it to the author for marking.
At home students should write a dictation of about fifty words. They should identify
all the connected speech features; e.g. reduced vowel sounds, elision, intrusive sounds
and assimilation.
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Page 111
your answers onto the separate answer sheet. Listen to the following talk about
afternoon sleeping. Take notes while you listen.
2B (pp. 102-103). Working individually, the students should now uncover (p. 103)
and attempt to fill in the gaps in the text box from the notes they have taken. On
completion, the students should compare their answer with a partner. Very briefly in
open class check that the students have the correct answers. In pairs the students
should then put the instructions into a logical order. In open class check the order.
Answers to 2B (pp. 102-103)
1. at three points
2. asked a question
3. two minutes
4. once only
5. the speakers attitude to a siesta
6. the following page
7. separate answer sheet
8. afternoon sleeping
9. while you listen
8
3A (p. 103). Tell the students that they will now do the exam task. Ensure that all the
students have a writing implement and paper. At the end of the task have students
compare their answers with a partner. For feedback first ask the students to check
their answers with the tapescript and then pool the answers in open class. Such
discussion should enable any misunderstandings to be cleared up. Also discuss with
the students how they will approach the task in light of their experiences of doing the
task
Tapescript and exam task for 3A (p. 103)
The making notes task is entitled A Quick Snooze. The instructions are as follows:
Listen to the following talk about AFTERNOON SLEEPING
The talk will pause at three points, when you will be asked a question.
So take notes while you listen.
The first question will be about the speaker's attitude to a siesta.
Welcome! - and, given that it is 11 in the morning, I'm going to assume you not
about to drop off - not yet, anyway!
I'm sure you will agree that it is important for a chap approaching his middle years
to maintain his zest for life by acquiring a new interest. Adultery is an ever-popular
option, but tends to go down badly with one's wife. Golf even more so. For those
who really wish to irritate their loved ones, extremist religion can be far more
effective.
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Woodwork requires dexterity, and the appeal of German lessons fades very fast.
Personally, I prefer to sleep. Not the early nights of childhood or the long lie-ins of
youth, destroyed by work, parenthood and a changing metabolism. My hobby is my
siesta.
It has taken time to raise the courage to tell you this. Afternoon-nappers are
ruthlessly persecuted in Britain. Although most of us have been exposed on summer
holidays to the enlightened views of southern Europe, British prejudice on the
subject has, if anything, hardened
Question 1: Write your answer on the answer paper
What reason(s) does the speaker give for sleeping in the afternoon?
(Two minute pause)
The next question will be about conflicting views between Britain and the USA.
Listen and take notes.
Over the past 20 or 30 years, open-plan offices have made a quiet catnap at the desk
far more difficult. And a more ferocious work ethic has made it more dangerous too.
Yet everyone knows how hard it is to achieve anything in the hour after lunch.
Employees who accept this, and deal with it, return to their jobs re-energised.
And I'm not the only one. Even the academics agree: professors of psychology at
Boston and Cornell Universities claim that napping is part of being a productive
worker, and that if we operated machinery the way we treat our body, we would be
accused of reckless endangerment. And enlightened American firms have taken their
advice. The train operator Conrail actually instructs its freight-yard workers when to
break off and sleep. Other companies have set aside nap rooms, in some cases
providing pillows and blankets.
British attitudes, however, remain primeval. Our workplaces usually have less space
than American ones. But since fewer people drive there, the option of slipping off to
the car park for 40 winks is less widely available. Some are believed to aim for the loo
and rest their heads on the toilet paper. Who dares admit it?
Yet the problems caused by sleep deprivation are worsening. Motorway signs tell us
"Tiredness can kill - take a break." Still, drivers urge themselves onwards. That really
is reckless endangerment: a third of accidents on the M40 near Oxford have been
attributed to drivers dozing off, especially in the afternoon. Long hours spent at
computer screens are quite obviously tiring too. But usually only the smokers take the
sort of breaks that everybody needs
This is question 2.
The speaker mentions conflicting views between Britain and the USA on siestas. What
are these?
(Two minute pause)
The next question will be about the best ways of having a nap.
Listen and take notes.
Sometimes, people respond to my passionate advocacy of napping by saying that they
have tried it and end up feeling worse. That's just bad technique. I can't explain the
science here, but it seems to me that lunchtime fatigue is different from whole-body
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night-time tiredness: it is a tiredness of the eyes. And the right response is a different
kind of sleep.
First, a nap should be just that. Half-an-hour is far too long. Ten to 15 minutes is
perfect - but, in extremis, I have found that even a micro-sleep of a few seconds can
be refreshing.
Second, you should not recreate night-time conditions. Deep sleep is not the idea. The
room should not be too dark. Don't stretch out full-length even if that option is
available: if your lifestyle allows you to go to bed, then prop yourself up with pillows
and remain facing forward. Use an alarm clock if you're worried. A car seat rolled
back to 45 degrees is actually a near-ideal angle. My own great ambition is an office
big enough to contain a chaise longue.
And of course far greater men than me have proved the efficacy of all this. The Holy
Roman Emperor Charles V was the pioneer of siestas. Winston Churchill, powernapper supreme, won the war that way. Bill Clinton is said to be a devotee.
I contend that siestas produce a happier, more productive and more effective
workforce. It is time for employers to accept this, to end the outrageous prejudice
against dozers - nappism - and let staff give in gracefully to their body-clocks. Should
you acquire the habit on holiday this month, I urge you not to fight it on your return
to work.
Question 3 What advice does the speaker give for the best way of having an afternoon
nap?
Exam tip box. Ask the students to read the box, cover it and then relay as much of the
information as they can remember to a partner In open class ask questions to check
understanding.
Homework
For homework in the previous lesson the students prepared a dictation of
approximately fifty words and identified the connected speech features in it. In pairs
the students should now dictate their dictation to each other according to the rules of
the dictation task. Before students undertake this task it might be helpful to
recapitulate in open class the rules of the dictation task. The students should note any
connected speech features that they find troublesome. During this activity careful
monitoring is required to check that mistakes are not being made in the areas of
correctly identifying and pronouncing connected speech features. While monitoring,
make notes of problems for work later in the course.
Ask the students to listen to the news (in English if possible) and take notes.
Immediately after the note taking the students should type up, but not hugely expand,
their notes ensuring that they are legible for the next lesson.
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paragraph. Have the students briefly check their answer with a partner, but do not
immediately provide the answer at this point.
Answers to 1C (p. 105)
A. Thomas Mann had to live in several different countries.
1D (p. 106). Ask the students not to turn over the page to (p. 106) while you are
eliciting information. Ask the students if both alternatives are true (Answer: they are
both true). Elicit the correct answer, and reasons for why a represents the gist of the
paragraph and b does not. (Answer: a summarises the content of the paragraph,
but b only summarises part of it.) Ask whether the information content of the correct
answer a is explicitly stated in the text or whether it is merely implicit, and if
explicit where it is to be found. (Answer: the gist is explicit and is the first sentence.)
Point out to the class that the gist of a paragraph may not be explicitly stated, but if it
is explicit then the gist is often in the first (i.e. topic) sentence.
Ask the students to read the information in 1D (p. 106) and request questions from the
students. If necessary, check understanding of the points by asking questions of the
students or by providing input.
Answers to 1D (p. 106)
1.The paragraph is organised with the first topic sentence being the gist of the
paragraph, i.e. here the gist is explicit.
2.It clearly does.
2A (p. 106). Ask the students to read the paragraph and determine its gist. Have the
students note down the gist in a paragraph heading format.
Answers to 2A (p. 106)
A possible title: The Early Life of Thomas Mann
2B (p. 106). Ask the students to compare their paragraph heading with that of a
partner and through amendment to agree on a common heading. Pool paragraph
headings in open class. While there is no one correct answer, it is important to
exclude paragraph headings which are wrong and to amend those which omit or
misrepresent an important aspect.
2C (p. 106). Ask the students whether the gist of the paragraph is explicitly stated
anywhere in the paragraph. (Answer: it is not). Ask the students why the gist is not
explicit (Answer: one is reason is certainly that the gist of the paragraph is
immediately obvious to the reader).
Answers to 2C (p. 106)
There is no explicit mention of the gist in the paragraph.
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2D (p. 106). Ask the students, working in pairs, to discuss and determine the logic of
the structure of the paragraph. Pool and check the ideas in open class.
Answers to 2D (p. 106)
There is no topic sentence. The time setting of each detail adds up to the gist of the
paragraph.
2E (p. 106). Refer the students to the information notes in the text box. Ask the
students to write a single three sentence paragraph containing the required
information. When the students have finished have them give the paragraph a heading
which embodies the gist. Students should then compare their paragraph and heading
with that of a partner. By the end of this activity students should have a better
understanding of paragraph structure and gist.
Answers to Answers to 2E (p. 106)
A possible title: Mann, Who was He?
3A (pp. 107-110). Ask the students to read the exam tip box. Have them relate the
information which they read to their partner. Ask the students to close their books,
and then elicit, making notes on the whiteboard if helpful, the content of the tip. When
students offer a tip, ask him/her, or another student, to explain and justify why that
piece of advice should be employed.
Working in exam conditions, have the students do the exam task. On completion give
the answers immediately so the students know how well they have done. Elicit in
open class the experiences and lessons drawn from doing the task. Discuss any issues
arising with the students.
Answers to 3A (pp. 107-110)
1
Follow-up task. Have the students working in pairs determine the structure of each of
the paragraphs in the text. Students should also work out the relationship between the
paragraph heading and the structure of the text. Pool the ideas in open class, ensuring
that when students offer answers that they fully explain and justify their answer.
Homework
For homework in the previous lesson students were asked to make notes from the
news. Each student should now choose one topic area and compose a question within
the topic area that can be answered from the information in the notes. In groups of
three or four students should take turns to use their notes to speak in elaborated prose.
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Before beginning the recitation the student should tell the others the topic area within
which the question will be posed. After the recitation, the speaker should announce
his/her question. The listening students should, working together and without writing
anything, answer the question.
For homework from this lesson students should write a three paragraph text of no
more than 180 words. One paragraph should be historical (i.e. each piece of
information presented follows the previous one in time). Another paragraph should
move from the universal to the particular (i.e. the first sentence makes a general
statement and the details and examples follow in subsequent sentences). The third, but
not necessarily the last, paragraph should move from conclusion to evidence (i.e.
subsequent sentences should justify the first)
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Ask the students to examine each of their steps in turn and see if the step can be
broken down into sub-steps, and/or whether more detail can be added. All of these
additional details should be written down in full sentences. Students should have
reference to the coursebook for examples.
Now ask students to refer to each of their steps/sub-steps and to think what
difficulties or obstacles stand in the way of their realisation. These obstacles should
then be written down next to the step/sub-step. For each of the obstacles, tell the
students to find one or more solutions to the problems. These should also be written
down in full sentences. Finally ask students to note down when they will begin their
action plan.
Put the students in new pairs, and have the students explain their action plan to each
other. The students should, for each aspect and using what they have written when
appropriate, explain their goal, steps and sub-steps on the road to the realisation of
that goal, predicted obstacles and solutions. The listening student should ask questions
only with the purpose of the clarification of what the speaker is saying, not with the
aim of starting a debate.
3A (pp. 113-114). The game Dont Finish the Word can be played with two or three
teams. Ask team one to choose a letter which you write on the whiteboard. The next
team must add a letter either before or after any letters on the board. Whenever they
add a letter they must have a possible word in mind that could be made from the
letters on the board. The aim is always not to finish a complete English word.
At any time (in their turn or not) another team can shout challenge if they think
another team has finished a complete English word. The teacher can confirm if it is
really a complete word. If the challenge is correct the challenging team gets one point
for each letter on the board. If the challenge is wrong the challenged team gets the
points.
A team can also challenge in their turn if they think the previous team doesn't know a
possible word they could make from the letters on the board. The challenged team
should then state the word they are thinking of (which again the teacher can confirm.)
If they can make a good word the challenged team gets one point for each letter in the
proposed complete word! If they can't, the challenge was correct and the challenging
team gets one point for each letter on the board.
Here are some example games:
Team
1
2
3
Letter
T
E after
A before
On the board
T
TE
ATE
2 (out of
turn)
Challenge
it's a
complete
ATE
Commentary
They are
thinking of the
word "water"
Team 2 gets 3
points (Team 3
hadn't noticed
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word
Team
1
2
3
1
Letter
U
O before
H before
S after
On the board
U
OU
HOU
HOUS
2
3
G before
Challenge
- no possible
word
GHOUS
Team 2 says that
"DOGHOUSE"
is a possible
word.
Commentary
Team 1 is hoping
to force Team 2
to make "house"
and finish a word.
Team 2 gets 8
points
The second game is called Wordsmith. The students draw a five by five box on a
sheet of paper. The first student says a letter and all the students must write that letter
in one of the boxes in their square. They must do it immediately and not wait until
later. When everyone has written in his/her letter, the next student says a letter and so
on. The game continues until all twenty-five boxes are filled with letters. The object
of the game is make as many three, four and five letter words as possible. Words
which score points must be written from left to right or from top to bottom and must
have at least three letters. For a three-letter word the student scores three points, for a
four-letter word for points and for a five letter word six points. At the end of the game
ascertain in open class which student has the largest number of points.
4A (p. 114). Tell the students that you hope they have enjoyed the course. Refer them
to their action plans which they wrote in this lesson and impress upon them the need
to carry them out. Tell them that it would be helpful if you received feedback on the
course so that further courses can be further improved. Ask the students to do the
following task.
You have just been on an exam preparation class, write a letter to your teacher
evaluating the course.
In the letter refer to the following subjects:
good points about the course
the pace of the lessons
whether all the exam tasks were covered in enough detail
whether the course was what you expected
shortcomings of the course
whether the course was interesting
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Homework
For homework in the previous lesson students were asked to write a three paragraphed
180-word text on a subject of their choosing. The structure of each paragraph was
different. At an appropriate point in the lesson students should exchange their pieces
of writing with a partner. The partner should correct any grammatical, lexical and
other areas and examine the structure of each paragraph. After s/he has finished, or
after a reasonable time has elapsed, s/he should discuss the structure of the
composition with the partner.