Level 82

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Acknowledgements Editors Michael Hughes Peter Radai

Writers Klara Czirle, Agnes Enyedi, Eva Major, Peter Radai

. (lessons) Peter Bowing, Zsuzsa Ostor, Agnes Tornoczi (exam tasks)

First published in 2010

© Euro Examination Centre

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1012 Budapest, Hungary

Tel. (+36 1) 2258755

Fax(+361)2122158

E-mail: info@euroexam.org

www.euroexam.org

The Euroexams were created by Jim Scrivener, Glyn Hughes, EszterTopan,

Zsuzsa Ostor and John Anderson.

Every effort has been made to identify and indicate sources, and copyright

holders of all materials used, in electronic or any other form.

While all the web addresses were correct and 'live' at the time of editing,

the authors and the publisher can accept no responsibilityJor the URLs that

change in the interim. Regular updates to this book will also include the

updating of web adresses and URLs.

No unauthorised photocopying.

All rights reserved. No' part of thfs publication may be reproduced,

stored in a retrieval system or transmitted in any form or by any means,

electronic, mechanical, photocopying, recording or otherwise, without

the prior written permission of Euro Examination Centre. Pages in the

Photocopiables section excepted.

Minden jog fenntartva!

Jelen kiadvany teljes egeszeben szerz6i mu, az Euro Nyelvvizsga Kft.

szellemi tulajdona. Barminemu sokszorosftas, vagy tovabbi felhasznalas

kizar61ag az Euro Nyelvvizsga Kft. kifejezett frasos hozzajarulasaval

engedelyezett. Ez al61 csak a Photocopiables aIfejezet oldalai jelentenek

kivetelt.

Contents Page

To the teacher 6

Exam Factfile 8

Unit Lesson Exam Task Page

Tapescripts 177

Photocopiables 204

Welcome to the Course -his book is a complete preparation course for the :uroexams at the Council of Europe's 82 level.

rhe Euro B2 Exam vlany traditional exams mainly test a candidate's accurate Jse of language. In contrast, the Euroexams focus on lOW effectively candidates are able to use their English to :ommunicate in a variety of everyday situations. The exam Jses a range of tasks that relate directly to real-life language Jse. 8ecause of this, study for the exam is not only useful :or taking the exam, it is also valuable preparation for using :nglish in authentic everyday situations.

Why a new book? rhis book, a completely new body of materials (rather than ust a revised version of the previous materials), follows up :he first edition of Eurocity 82, which has been the main ~xam-preparation resource since 2002. A virtually brand new Jook is necessary for several reasons:

t the changes in, and the simplification ot the Euro 82 level ~xam in 2009;

t a more thorough understanding and experience of what :auses difficulties for the thousands of candidates who :hoose the Euro 82 exams every year;

t a need to focus on topics and areas that are of relevance ~nd interest to language learners and users at the beginning Jf the second decade of the 21 st centu rYe

~t the same time, a very small number of tasks and activities that are still relevant and interesting, have been retained from the previous version, with slight modifications and' 3daptations.

Thebook rhe'authors of the book have three main aims:

1. to introduce you to the'Euro 82 'exam so that you are Familiar with all the types of tasks used;

2. to give you practice in doing these tasks so that you can improve your ability to complete them successfully;

3. to offer you plenty of opportunities for skills development and language revision, which will help to develop your ability to communicate in English.

Throughout the book, whatever topics, language or skills work are highlighted, the main focus is always on the examination itselt through each lesson's EXAM PRACTICE task (see below in the section: How the lessons are organised).

How you could use this book This book is intended for students who aim to take and pass the Euro 82 exam. It could be used:

• as a main coursebook, for a class of students preparing for the exam.

• as supplementary course material, to provide exam practice for a class of students on a General English course.

• as a coursebook for a single student who wishes to pass the exam.

• as a self-study exam practice book for a student working on their own without a teacher.

How the book is organised • There are 7 units in the book, divided into 24 lessons. Units 1 and 7 contain 2 lessons each, while each of the other 5 units has 4 lessons.

• Each of the 24 lessons contains one EXAM PRACTICE task, which means that you get an opportunity to practise some of the 17 tasks of the bilingual 82 exam more than once.

• Each lesson provides a minimum of 90 minutes of classroom work, so the total length of the course will be at least 36 hours. This timeframe does not include the time candidates are expected to spend completing the four writing tasks, which are recommended as HOMEWORK assignments.

• The units are organised according to a variety of general themes (e.g. travelling [Globetrotting] or the world of the Internet [Cyber World]) that should appeal to all or most potential users of the book, regardless of their age or background. Each lesson in a unit covers a separate sub­topic.

• Following the last lesson (Lesson 7.2), a special section has been added (Where do we go from here?) which encourages you to look through all of the material once again and to make a preparation plan with specific steps and activities for the period leading up to the exam.

How the lessons are organised In each lesson you will find some or all of the following sections, headings and labels. Within a lesson, these activity types mostly stand on their own, and they are marked with a label in the margin. However, to meet multiple needs, you may also find activities that carry more than one label (e.g. LANGUAGE USE and EXAM WIZARD).

Warm-up activities

These introduce the topic and offer opportunities mostly for some tuning in, speaking practice and getting into the groove of the English lesson. No label is attached to these activities

Skills practice

These offer opportunities for focused practice and development of at least one, but generally more than one, language skill (e.g. reading, listening or speaking).

Discussion

Though many of the SKILLS PRACTICE activities also offer speaking skills 0Qdevelopment opportunities, the DISCUSSION

DISCUSSIONactivities require you specifically to argue or debate issues, or to solve problems in pairs or small groups.

Language use

Although the overall focus in the book is on the EXAM PRACTICE tasks and the guided development of the skills you need to complete those tasks successfully, there is space for language development. These activities aim to improve your awareness of certain grammar points (e.g. word order in polite indirect questions or requests), areas of vocabulary (e.g. collocations) and issues of usage (e.g. functions).

Exam wizard

This shows how you can improve the ways ~

in which you approach and complete ~ ....~

the exam tasks. Apart from this primary * aim, this type of activity also offers you EXAM WIZARD language practice (e.g. filling gaps, unjumbling sentences, etc.), mainly to help you remember the suggestions, ideas and methods more thoroughly.

Exam practice task

A chance for you to try your hand at every single exam task. These tasks give you exposure to the exam rubric (procedures and instructions), while giving you an idea of the level of difficulty presented by the 82 exam.

Useful language Under this heading, you will find a list of expressions you can use in the speaking activities they are related to. Once you have used some or all the communicative phrases during the activity, they remain there to be learnt and practised for further use in real life or in exam tasks.

Tips These hints and suggestions are there to help you improve both your language and exam-taking skills. They also provide cross references to other exam tasks in which certain skills or language materials could be of use and relevance.

Remember These boxes contain reminders about useful language points worth bearing in mind.

Audio files The headphone symbol with a number in the middle always refers to the recording in the audio files that you need to listen to.

Before and after the 24 lessons Several sections provide you with extensive information about the book itself, the Euro 82 exam, and, particularly the sections following the 7 units, about the material in the lessons.

At the front of the book:

• a Contents page - organised in the order of units and lessons of the book, specifying which exam task each lesson focuses on.

• an Exam Factfile, which provides detailed information about the 17 individual tasks of the Euro 82 exam.

At the back of the book:

• answers to all questions, tasks and issues raised in the lessons in the Answer key. This section will often prOVide you with further explanations, suggestions or comments on language and usage, or notes on cultural issues.

• the Tapescripts for all the recorded material.

• information and/or prompts for a variety of communicative activities in the Materials for pairwork and groupwork activities section.

• information and materials the teacher will photocopy for the communication activities and for the Speaking test tasks in the Photocopiables section.

• some detailed information about the marking principles and procedures (for Lessons 1.1, 2.2 and 4.1) for the complex scoring of the Dictation task and for Part 2 of the Mediation test, in the Marking schemes section, as well as the evaluation criteria for the writing and speaking tests.

To the teacher New Eurocity 82 does not have aTeacher's Book. However, an innovative, constantly developing, expanding and interactive Teacher's Online Support Pack (TOSP) is available at www.euroexam.org/eurocityb2.

Before you access the TOSP, the following points provide you with basic information and guidance.

• As the material is designed to cover at least 36 hours of classroom time, this coursebook naturally lends itself to longer courses which may include first lessons, last lessons, assessments, evaluation of written tasks, further exam practice (three complete test booklets are also available for this purpose: Practice test, Set 1-3) and feedback. The book's format is designed to allow you to extend the basic course material with additional material of your choice, allowing for individual needs and the appropriate pace for the group.

• The instructions are worded in such a way that they are clear, understandable and informative to a range of possible users in a variety of teaching and learning situations.

• With the exception of the four writing tasks, all EXAM PRACTICE tasks are integrated into the gO-minute lessons, in order to simulate exam conditions and timing.

• The four EXAM PRACTICE writing tasks, as well as some other writing tasks, are to be done as HOMEWORK assignments. This means they will be handed in to you for marking and feedback. During the lessons, the students go through preliminary skills development practice, before they write the texts at home.

• When you or the learners read the instruction 'Check your answers/ideas... : this means that the specific answers or recommended solutions are given in the Answer key section for the same unit and activity reference number (e.g. Unit 3 >-Lesson 2 > 4. [Name of Activity] or 4/b:). In the lessons, no page number reference is given for these answers. It is suggested that you familiarise yourself with the Answer key section in order to get more ideas for other activities where there is no reference to checking answers.

,. There are a lot of opportunities to set up pairwork and groupwork activities of many k.inds. Most of these are based on the material you an'd your learners will find within the lesson. To create real information-gap situations for speaking practice and, particularly, for EXAM PRACTICE speaking tasks, the language input and procedures are given in the Materials for pairwork and groupwor-k activities section in the Appendix for eight lessons (1.2,2.1,3.4,4.1,5.1,5.2, 5.4 and 6.2). In each case, this involves the learners (who are working in pairs or groups of three) turning to different pages in the section and using the different language prompts but similar or identical instructions for their role. At the end of the pairwork or groupwork stages of the activities, learners are always required to return to the lesson to carry out some kind of recap or feedback-giving task, which will help round off the activity.

• The Photocopiables section at the end of the book has been created primarily for you, the teacher (and for those learners who are using the coursebook on their own without outside help). Thus when you see a photocopying machine label (in Lessons 1.1, 2.1 [2x], 2.2 [2x], 2.4, 3.4, 5.1 [2x], 5.4 and 6.3), you will need to make the relevant photocopies of the materials in the required quantity. For each piece of photocopiable material you will find more detailed instructions. In most cases, the materials will also need cutting up before the lesson.

• One of the most important pieces of information for both teachers and learners is the evaluation criteria for the Writing and Speaking tests. These sets of criteria appear several times and in several places in the book, always reminding teachers and learners of what the developers of Euroexams consider effective written and spoken communication. Accordingly, their role is not solely evaluative; they also function as checklists, or in other words, as reminders: if you want to interact successfully, consider these points. To make preparing and evaluating writing tasks easier, a set of simplified evaluation criteria has been created for you and for the learners. These keep the original points of evaluation, but present them as simple, awareness­raising questions (e.g. in Lessons 3.2 and 6.4).

We hope you find New Eurocity 82 easy to use, as well as rich as an exam-preparation and teaching resource. If you wish to give us feedback about your experience of working with the book, let us know what you think by writing to eurocityb2@euroexam.org.

Ifyou are using this book on your own This course is mainly designed for students working in classes alongside other learners, so many of the activities involve instructions such as "Work in small groups" or "Discuss with your partner... ': However, you can also successfully use this book when working on your own. Here are a few ideas.

• You can do many of the exercises just as they are. This is also true for the activities requiring you to speak (e.g. in Lesson 1.1 you can complete every single activity on your own).

• Do not take "shortcuts" by immediately checking the answers for everything as soon as you finish a task. Take time after you have done an exercise to look at your answers and think about them one more time.

• When a task says "Compare your answers with a partner" you are not in a position to do this. Instead, try to see your answers as another person might see them. Sometimes "seeing with new eyes" can give you new ideas, help you spot mistakes, draw your attention to new areas, etc.

• With listening tasks, do not take the "shortcut" to the Tapescript section. When you have done the r'\ activity, try playing the recording a few more times \ 1. I to try and check your answers by listening rather _ J than by just reading the Answer key.

• You can use the materials in the Photocopiables section on your own too. Make sure you follow the instructions for copying, cutting up, shuffling, etc.

• For the Picture story speaking task (see Lesson 2.4), practise speaking aloud and telling the story, even if there isn't anyone around to listen! If possible, record yourself doing this, then, listen to your story and think about how you can improve it.

• One huge advantage of working on your own is that for the Speaking test tasks (e.g. in Lessons 2.1 and 2.4) you can practise each task two or three times on your own, (instead of just the once, which is probably what would happen in the classroom in the pairwork or groups-of-three formats).

• There are some things you cannot do as a person working on your own (e.g. when a speaking activity needs two people). However, you can often be creative! For example, practise speaking with someone else even if they don't speak English! They can speak in Hungarian and you can reply in English (and then repeat what you said in Hungarian). It is not quite the same as doing the real exam task - but it is certainly better than nothing and will force you to use your English.

Good luck! The editors, the authors and the publication and exam development teams hope you enjoy doing the course and we wish you every success in the exam when you do it.

Michael Hughes and Peter Radai

Exam Factfile The Euro and EuroPro exams test communicative competence by measuring success in real communication. Exam tasks are directly based on the Common European Framework ofReference document 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 at the given level.

Both at Euro B2 and EuroPro B2 there are five types of examination the candidate may attempt (see also table below).

• Monolingual Written (Written examination without the M-ediation test - 3 tests in all)

• Bilingual Written (Written examination with the Mediation test - 4 tests in all)

• Oral (Oral examination only - 2 tests in all)

• Monolingual Complex (Written and oral examinations without the Mediation test - 5 tests in all)

• Bilingual Complex (Written and oral examinations with the Mediation test - 6 tests in all)

To pass any of these examina'tions, the candidate must have an average mark of 600/0 over all the tests attempted and score at least 400/0 in every test.

If the candidate fails a complex examination, but has satisfied the conditions for passing either the written or the oral examination, they are awarded a separate written or a separate oral examination certificate.

Test Number of tasks Time

Written exam

Mediation 2 ca. 35'

Reading 3 35'

Grammar & Vocabulary 3 ca. 30'

Writing 2 60'

Oral exam

Listening 3 ca. 35'

Speaking 4 10 + 20'

Total time Approx.4 hrs + breaks

Components of the 82 Exam Throughout the book we use the term test whenever we refer to one of the 6 main parts of the exam. Thus Mediation test refers t~the set of 2 tasks, while by Speaking test we mean the 4 tasks in the second part of the oral exam.

Mediation (Time: ca. 35 minutes) Two examples are given, so eight turns are evaulated.

Part 1. Translation from' Hungarian to English

The candidate receives a formal or semi-formal letter of 80­90 words written in Hungarian and translates the letter into Reading (Time: 35 minutes)English. The candidate may use a printed (Le. non-electronic) dictionary.

Task 1 - Paragraph Headings

There are six paragraphs for which the candidate must Part 2. Dialogue find the most appropriate heading from a choice of eight The candidate hears a dialogue of 10 turns (including paragraph headings. Two headings are not needed. An two examples) between two participants, a Hungarian example is provided. (speaking in Hungarian) and an English speaker (speaking in English). The candidate writes down the main points of the conversation in the opposite language to the one they hear.

Task 2 - Scan Reading

The candidate reads four texts on a single topic and seven statements containing information from the texts. The candidate's task is to decide which text each statement relates to. An example is provided.

Task 3 - Multiple-Choice Reading

The candidate answers seven multiple-choice comprehension questions based on a single text of 350-450 words, normally an article, letter or narrative.

Grammar and vocabulary (Time: ca. 30 minutes)

Task 1 - Dictation

The candidate listens to a recorded extended monologue of 80-120 words and is required to write down the text word for word. The text is heard three times: once all the way through with no break, and then again broken down into small units with each unit repeated once. The breaks between units allow time for writing. The first two text pieces are written on the answer sheet as examples.

Task 2 - Multiple-Choice Gapfill

The candidate receives a written text of 150-200 words with ten gaps where a single content word has been removed. For each gap, the task is to choose the correct word from four options. An example is provided.

Task 3 - Modified Cloze

The candidate receives a written text of 150-200 words with ten gaps where a single grammar word has been removed. A word bank of twenty words is provided. For each gap there is one correct word to be selected from the word bank.

Writing (Time: 60 minutes)

Task 1 - Transactional Writing

The candidate reads several pieces of written or diagrammatic text extracts (leaflets, notes, letters, maps, timetables) providing a context and information for the task. The candidate is required to write a 100-120-word transactional formal or semi-formal letter or email using the information provided.

Task 2 - Discursive Writing

There are three text types from which the candidate chooses one. The candidate must write a text (ca. 150 words) within the genre specified. The type of text could be an article, a review, a report, a descriptive composition, or a discursive essay.

Listening (Time: ca. 35 minutes)

Task 1 - Short Conversations

The candidate listens twice to six short recordings made in the same location, and matches them with six pictures, diagrams or short pieces of text from a selection of 8 (e.g. a list, email extracts, advertisements).

Task 2 - Making Notes

The candidate listens twice to an extended monologue. There are notes based on the text which contain nine gaps, which the candidate must complete in no more than three words per gap.

Task 3 - Radio Programme

The candidate listens twice to an excerpt from a radio programme and answers ten multiple-choice questions while listening. The programme may be a news broadcast, a documentary or a formal discussion.

Speaking (Time: 1O-minute preparation +20 minutes / per pair ofcandidates for 4 speaking tasks)

Candidates are examined in pairs by an interlocutor (in this book we use a synonym: examiner) and an assessor. Each candidate has ten minutes before the test to prepare Task 2. During this preparation period the candidate may use printed (Le. non-electronic) dictionaries.

Task 1 - Interview

The interlocutor/examiner asks the candidate one introductory question and then two questions on another topic. Possible topics include travel, work, family, sport, cinema, hobbies, education, relationships, housing, eating habits, the Internet, the environment and current issues of general interest.

Task 2 - Picture Story

The candidate receives a picture story with an opening line; the task is to tell the story. Before meeting the examiners (Le. the interlocutor and the assessor), the candidate has had ten minutes to prepare the story. The candidate may make notes in the preparation stage, but should not read aloud from a prepared script.

Task 3 - Transactional Dialogues

The candidate receives a role card. The card describes a situation and gives instructions. The instruction for each card also indicates the roles that the candidate and interlocutor/examiner are expected to assume in each short conversation. The candidate speaks, the interlocutor/ examiner gives a scripted reply and then the candidate responds to the reply. Each candidate will have three role cards. Candidates take it in turns to do this task.

Task 4 - Discussion

The two candidates as a pair receive a topic card which contains a discursive point or question (e.g. 'What are some of the problems of living in a foreign country?'). First they think of and brainstorm issues which answer the question or contribute to the debate. Then the candidates discuss, expand on and prioritise these issues. Task 4 is the only task in the speaking test in which the candidates talk to each other.

Lesson 1 What's in the Exam?

Lesson 2 What's in the Learner?

Lesson 1: What's in the Exam?

EXAMTASK Grammar and Vocabulary Task 1: Dictation (also in Lesson 4.1)

What's in the book? - A Competition Work in groups of3 or 4. Find the following information on the pages given in brackets as fast as

you can. Do not look for the next piece of information until your teacher claps. The first team to call out the right answer gets a point. Your teacher will keep the score.

1. What is lithe sweetest thing" in Unit 5.2? (p. 100)

2. How many words can you choose from to complete the gapfill task? (p. 20)

3. How many of the extreme sports activities in the pictures are related to water? (p. 73)

4. Which speaking assessment criterion features in Unit 6.2? (p. 127)

5. Where can you go in Paris to learn about a great French singer? (p. 56)

6. Find two popular tourist sights in a European capital city? (p. 44)

7. What's the simple name of a simple food blog? (p. 96)

8. Which bad habit is the focus of the reading task in Unit 4.2? (p. 81)

9. There's a photograph of a wooden animal in Unit 2.3. (p. 35)

10. This is probably the most popular website about movies. (p. 61)

11. Which effective method of reducing exam stress appears at the end of Unit 7.1? (p. 147)'

Look through the book on your own. Find two interesting things on different pages. Write them down as questions or statements like in Activity 1/a. Note down the page number where the information is.

Work in the same groups. Call out one ofyour statements or questions and the page number. The others try to find the information on the given page. The fastest student wins a point. The student with the highest score in the two rounds is the winner in your group.

Speaking, reading and thinking about language exams Think ofsomething good or bad that happend to you in an exam (e.g. your pen ran out of ink).

Work in groups of3 or 4. Tell each otheryour "exam stories':

Tell your teacher and the whole class how many ofyour group's stories were positive and how many were negative. As a class, discuss the reasons for the overall numbers ofpositive and negative experiences.

Il ~ Read these statements about language exams on your own. Choose the three that you most agree with, and the one that you most strongly disagree with.

In groups of3 or 4, discuss your opinions briefly and see if there is any point everyone in your group agrees about. Then collect opinions held by everybody in the class.

Writing down what you hear You will hear some rules and pieces of advice for the Dictation task, which many candidates find quite difficult. This recorded text describes how the task works and what you have to do.

As a class, guess what ideas you think you will hear in the recording.

*/'<*EXAM WIZARD

; Listen to the recording and write the rules in the grid, one rule per line. The first one has been done for you.

Checkyour answers. Discuss wether the task was easy or difficult. Why?

Grammar and Vocabulary Task 1: Dictation

Check your answer. Discuss, as a class, what was easy or difficult for you.

Discuss in what ways the Euroexams are different from other language exams.

Reading about and discussing the Euro 82 exam

Work in groups of3 or 4. You will get 17small pieces ofpaper, each containing some specific information about one of the 17 exam tasks of the 82 exam.

Look at the pieces and decide in your group which one of the 6 exam tests each task description belongs to. Make notes on the exam tasks in the table (the number of tasks for each test is given in brackets).

l:~ Check your suggested grouping of tasks with the class. Ifyou need any further information or details about the exam tasks, askyour teacher.

OQ You and the exam - self-assessment

Think about the level ofyour language knowledge and skills, and put the 6 Euro exam tests DISCUSSION (Mediation, Reading, Grammar &Vocabulary, Writing, Listening and Speaking) in order. Put the test

which you feel strongest and most confident about at the top. (You may put two tests next to each other ifyou think you are about the same level in the skills required by those tests).

Compare your answers in pairs or small groups. Decide what you need to focus on and practise most.

Collect the whole class's strengths and weaknesses on a poster and stick it up on the wall. Do not forget to check them during (and at the end of) the course to see your development.

Exam collocations and useful words related to exams

In New Eurocity 82 the word 'exam' is often found next to other words (e.g. '... passed the exam~

or 'exam preparation room'). In such expressions 'exam' collocates with 'pass' and 'preparation'.

a@ Fill in the sentences below with one of the following words to form 'exam' collocations or phrases related to exams.

• You will (e.g.)·:fM'S the exam; I can tell from the excellent results of your practice tests.

• If you pay the exam (1.) this week, you will get a 591> discount. But only until Friday.

• The best preparation for the real thing was trying myself out in a (2.) exam two weeks ago.

• I need to (3.) the everyday expressions in dialogues for the (4.) exam.

• Everybody needs a lot of exam (5.) regularly.

• Exams are important, but exam (6.) may affect your concentration negatively.

• You will never meet the people who (7.) the exam papers.

• If I (8.) the exam, when could I (9.) it?

• Every (10.) must arrive at least 30 minutes before the starting time.

Check your answers with a partner.

(w Stay in pairs. Put your 'exam' collocation phrases in time order into the box below. Think ofa possible logical order (you may put more than one item next to each other; see examples). When you have finished the task, compare your order as a class, giving reasons for your choice.

Reading about and discussing the Euro 82 exam

Work in groups of3 or 4. You will get 17 small pieces ofpaper, each containing some specific information about one of the 17 exam tasks of the B2 exam.

Look at the pieces and decide in your group which one of the 6 exam tests each task description belongs to. Make notes on the exam tasks in the table (the number of tasks for each test is given in brackets).

;t::~, Check your suggested grouping of tasks with the class. Ifyou need any further information or details about the exam tasks, askyour teacher.

0Q You and the exam - self-assessment

Think about the level ofyour language knowledge and skills, and put the 6 Euro exam tests DISCUSSION (Mediation, Reading, Grammar &Vocabulary, Writing, Listening and Speaking) in order. Put the test

which you feel strongest and most confident about at the top. (You may put two tests next to each other ifyou think you are about the same level in the skills required by those tests).

Compare your answers in pairs or small groups. Decide what you need to focus on and practise most.

Collect the whole class's strengths and weaknesses on a poster and stick it up on the wall. Do not forget to check them during (and at the end of) the course to see your development.

Exam collocations and useful words related to exams·

In New Eurocity 82 the word 'exam' is often found next to other words (e.g. '... passed the exam~

or 'exam preparation room'). In such expressions 'exam' collocates with 'pass' and 'preparation'.

a@ Fill in the sentences below with one of the following words to form 'exam' collocations or phrases related to exams. '

• You will (e.g.)·:pau the exam; I can tell from the excellent results of your practice tests.

• If you pay the exam (1.) this week, you will get a 5% discount. But only until Friday.

• The best preparation for the real thing was trying myself out in a (2.) exam two weeks ago.

• I need to (3.) the everyday expressions in dialogues for the (4.) exam.

• Everybody needs a lot of exam (5.) regularly.

• Exams are important, but exam (6.) may affect your concentration negatively.

• You will never meet the people who (7.) the exam papers.

• If I (8.) the exam, when could I (9.) it?

• Every (10.) must arrive at least 30 minutes before the starting time.

Check your answers with a partner.

(~ Stay in pairs. Put your 'exam' collocation phrases in time order into the box below. Think ofa possible logical order (you may put more than one item next to each other; see examples). When you have finished the task, compare your order as a class, giving reasons for your choice.

EXAM TASK Grammar and VocabLllary Task 3: Modified (laze (also in Lesson 3.3)

'f/*EXAM WIZARD

Lesson 2: What's in the learner?

How do I like #earning English? Stand together at the front of the classroom.

Your teacher will read out four pairs ofchoices for language learning activities. In each case, depending on your preference, go to the left or right side of the room. Discuss with the others around you the reasons for your choice. (Form smaller groups for the discussion if there are a lot ofyou on one side.) After the quick discussion, come back to the front again for the next round. Repeat this step 4 times.

After the last round, stand in one bigger circle and discuss as a class what you think the purpose of the activity was (see Answer Key).

Words ofdifferent kinds Look at the words in List A and List Band answer the following questions.

• What is the difference between the types of words in List A and in List B?

• In which list would you put each of the 8 words below the table?

~h~··~~·····Check·····af1a····ais·cuss··yoU·'··a·f1s·wers····as·····a class.

In Task 3 of the Grammar and Vocabulary test (called the Modified Cloze) there are 10 missing words. Do you think they will be List-A type or List-B type words? (Remember Lesson 7.7, Activity 5.)

Working with gaps - thinking about grammar words

Work in two groups. Group A looks at p. 197; group Blooks at p. 194. Follow the instructions there.

Discuss with the rest of the class whether it was easy or difficult to choose a word to replace with a gap, and give reasons.

Reading: useful advice for the gapfill task (Modified C/oze)

Here are some practical ideas for Task 3 of the Grammar and Vocabulary test. Reorder the following chunks and write down the full sentences.

Check and discuss your answers as a class.

c*'f/EXAM WIZARD

,'1/*EXAM WIZARD

Grammar and Vocabulary Task 3: Modified Cloze , How do you like learning English?

There are several ways of studying a foreign language, such as English. Try this quiz to find out more about how you learn.

Think aboutyour own language studies so far. Rate the following learning activities from 1to 5 according to the scale below.

1-5 Learning activity

A. Reading a grammar book

B. Doing grammar exercises at home using books or online resources

C. Reading texts and answering comprehension questions

D. Doing speaking activities in pairs or small groups (e.g. role plays, discussions)

E. Learning lists of vocabulary items from my notebook

F. Writing essays and studying the teacher's corrections of and comments on my writing

G. Asking questions in English about things I don't understand or know

H. Listening to or reading music lyrics

I. Watching TV or YouTube videos in English

J. Reading and writing posts in blogs

K. Rewriting grammar and vocabulary notes into a special notebook

L. Having the teacher correct all my mistakes when I speak

M. Listening to teacher explanations in Hungarian

N. Looking up vocabulary in monolingual dictionaries

o. Listening to teacher explanations in English

P. Reading online and/or printed magazines or books for fun/interest

Q. Preparing very carefully before I speak

R. Doing grammar exercises with other learners

S. Saying what I want without any preparation

T. Sharing comments or chatting in English on social networking sites (e.g. Facebook)

Now work in groups of3 or 4 and look at other people's preferences. Can you find anyone in your group who is similar to you?Check and discuss your answers as a class.

Characteristics oflearning styles Work in the same groups. Choose from the list the appropriate pair ofnames for each of the

learning styles in the table below (see example). There will be one pair ofwords that you will not need.

Check and discuss your answers with the rest of the class.

On your own, look.at both this list again and the learning activities you marked with a 4 or a 5 in Activity 6. Try to identify your dominant learning style(s). Give examples or explanations to the others in the class (e.g. 'I guess I'm a mix ofvisual and social learning styles because.. .').

Lesson 1 Surviving as a Tourist

Lesson 2 Bridging the Communication Gap

• Lesson 3 Souvenirs

Lesson 4 Travel Stories

Lesson 1: Surviving as a Tourist

EXAM TASK Speaking Task 3: Transactional Dialogues

Tourist challenges In groups of2 or 3, discuss the following questions.

• What's the worst thing that has ever happened to you (or to someone you know) as a tourist?

• When and where did it happen? Who else was involved?

• Did anyone help? How was the situation resolved?

Share your group's most interesting story with the rest of the class.

Questions and answers Look at these ten. responses to questions asked by tourists in various European countries. With a

partner, work out which cities or countries are being talked about.

Chicken piri-piri is a traditional There is nothing like walking The Charles Bridge over the dish in Porto, and you can find it along Las Ramblas all the way river Vltava is pretty romantic. almost anywhere. down to Columbus's statue. You Remember to touch the plaque

don't need any public transport. showing a priest being thrown The Anne Frank House (Anne off the bridge. It's supposed to Frank Huis) is a definite 'must' if Monastiraki is the famous bring good luck and ensure you you have an interest in history. shopping attraction on Sundays, will return one day.

when it seems every Athenian is Nothing is faster than the there either buying or selling. 15-minute Heathrow Express Depends on what you want. direct to Paddington Station. It The best option is to take the Though Ecseri is not like it used runs 4 times every hour. U-Bahn (German for underground), to be, it still amazed me: row

and don't miss the Art Nouveau­ after row of wooden tables style Stadtpark station. overflowing with old dishes,

toys, linens, old watches, paintings and bric-a-brac.

Adapted from blog posts at http://www.virtualtourist.com/and from http://www.nytimes.com/

A taxi to the centre costs a Try the mussels and chips in fortune, forget that. Jump on any bar or restaurant, naturally the train to Termini Station accompanied by any of the instead. famous Belgian beers. EU

bureaucrats do this every day!

Check your answers as a class.

Match the responses above to the questions below. There are two responses for each question. Then check and discuss your answers.

Can you tell me how to get from I'd like to know what the best way to the airport to the city centre? get around the city is. What do you

think? Is there a local speciality that you would especially recommend? What would you say is a 'must see'? Do you know where I can buy locally produced stuff or some special souvenirs?

Asking polite questions As a class, discuss the difference between these two questions:

• 'Where's the railway station?' and'Can you tell me where the railway station is?'

Here are some more polite indirect questions asked by tourists. Find one mistake in each sentence. Write the correct version on the right. One has been done as an example.

c~ Check your answers with a partner.

• Offering help to a lost tourist:

• Asking for permission to use something:

• Giving advice on buying souvenirs:

Check, compare and correct your answers in groups of4 or 5. Note down any new pieces of language which you think will be useful for you.

On your own, rewrite the questions on the left as polite indirect questions. One has been done as an example.

j*/ *EXAM WIZARD

Compare your answers in groups of3 or 4. Discuss any questions or queries as a class.

. What is functional language?

In everyday life we often use functional language -language you use to achieve your aims in a particular situation; in other words, language to get things done, which is also known as transactional language. There is a wide range of functions, e.g. you might need to make a suggestion, give advice, apologise, etc. In all these cases, it is how you express the function that matters.

Match each sentence on the right with the function it expresses. Write the letter of the sentence next to the function (one has been done for you as an example).

Check your answers as a class. Can you think ofany other phrases for each function?

Write a statement or question to express each of the following functions. Be as polite as you can.

• Rejecting an offer of cheap accommodation:

• Complaining in a restaurant:

• Asking for information about train departure times:

• Expressing surprise about the price:

• Warning about safety risks:

Quick responses - practising functional language

Work in pairs. Your teacher will give you a set ofsituation cards. Keep them face down. Take turns. Pick up a card, read and follow the instrucition on it. Your partner should respond appropriately.

Example:

"(*1fi/EXAM WIZARD

Examiner's script (to be read out):

Examiner: 'Name. Read this card. When you are ready, please start a conversation with me. I am the hotel receptionist.'

(Candidate speaks)

Examiner: 'Ofcourse you can. The daily rate is €5, andyou can use your own laptop or ours.'

(Candidate speaks)

Examiner: Thankyou.* * In each conversation the fourth and final utterance is always 'Thank you: by the examiner, even if it does not fit the dialogue!

• Tb.•~· ...•.~~.~rl1 ••rn.e.r.•.·w.i.I..I.·... ex.pect.you ••·.t~ •••..•~t.~·r.~ .•. the••.•.f9.ny~r~~ .•tiRn...··lJ··~.i .•pg.··••.t.h.e.•••.••pro.m·.pt.···()·fl.··•••th••e••. • Ghec:k.the..•.• r()J.e·c:arch·.···~bi.Flk.<:>f""boyQlJafeit~lkingt()~·.na.··.·Whatfunc;ti()n.you .••...need. • Do'·n()fs~yrnOre thari··thepromptonyoUrcardreqlilres~

ca.rd.

• OnceyouarereadywithyourfirstsentenceortwQbasedon the rolecara,putdown the card so that you can concentrate betterdnthe·examiner'sresponse.

• Listen>carefullytowhatthe examiner saysanareplyin anatural,logical way. Y()lIcan.Theexaminer• If you don'tu.~gerstandtheexaminer'sreplYl·a~~th~l'I?to:r~Pf!atIt,butstaylncl1ilrilcter,if..

cannotrephrasethe.sentencebutthey~re~ll()wedto·.·repeatit.

Speaking Task 3: Transactional Dialogues

Now practise the dialogues in groups of three, taking turns to play the roles of "examiner~

"candidate" and observer. After each round of three short dialogues, the observer will give feedback to the candidate based on the checklist below.

As a class, discuss what you found easy and/or difficult in this task as "candidates': Also, check if you managed to follow the Tips above.

1f/--* EXAM WIZARD

Choose one dialogue and role play it to the class.

The Transactional Dialogues task

Work in pairs. Read the following transactional dialogue between A and B. Th,en answer these three questions.

• Where do you think this conversation is taking place?

• Who is speaker A and who is B?

• What function is expressed in each of the 3 utterances?

Transactional dialogue: A: I would like to send an urgent email to my boss. Can I use the wi-fi connection?

B: Of course. The daily rate is €5, and you can use your own laptop or ours.

A: That's great. I'll use my own laptop. Can you charge the €5 to my room?

B: Certainly.

The role card below is like the ones you receive in Task 3 of the Speaking test. Fill in the missing words to get the full description of the situation.

~{":,:. Checkyouraflswers for thegafJs.Thenread the examiner's script, and answefthese three questions.

• Who starts the conversation? • How many times does the candidate have to speak? • Can the examiner improvise a reply to what the candidate says?

EXAM TASK Mediation Part 2: Dialogue

Lesson 2: Bridging the Communication Gap

I see your point - Mdr erte/ek!

Nowadays, two different terms (translation and mediation) are used to describe the activity of helping speakers of different languages to communicate with each other or to understand texts or speech in each other's languages.

Read the two short definitions and write translate or mediate in the gaps.

1. When you , you enable the speakers of different languages to establish and maintain some form of communication with each other.

2. When we , we restate or reformulate spoken or written texts from one language into another language.

Decide whether each of these situations requires mediation or translation. Write Mor T.

A. Your English friend wants to buy a guidebook in a bookshop in Budapest.

B. Your Hungarian-speaking boss is giving a talk to a Scottish audience.

C. You summarise a short article in Hungarian to your American friend.

D. You help your Swedish roommate to pick up a parcel at the post office.

E. You explain a budget airline's email reply to your grandmother.

F. You produce the English version of the online menu of the restaurant you work for.

Check your answers as a class. Discuss whether you would find any of the activities easy or difficult and why.

Work in pairs. Discuss one or more of the following questions with your partner:

• When .was the last time you had to translate anything? What was it for? Was it a lot of work? • When was the last time you helped a foreigner accomplish something in Hungary, or a Hungarian to accomplish something in a foreign language? Was it easy? • Do you find it easier to translate what other people say or what they write? Why? • How often do you find yourself in mediation situations? • What kinds of things or situations do foreigners need help with in Hungary? • When you speak or write in English, do you think in English or translate from Hungarian? Why?

Share one idea, story or conclusion from your discussion with the rest of the class.

What tourists say (in English or in Hungarian)

Work in groups of4 or 5. Stand in a line. Pass a message you get on a piece ofpaper (e.g. 'Kivdncsi vagyok, miert van olyan keves Intrnet kdvez6 ebben a keriiletben.' or 'How long do you think we need to queue for the Picasso exibition?') from your teacher along the line, mediating it from English to Hungarian and/or from Hungarian to English. The last person in the line should write it down, and it can then be compared to the original message.

Rearrange your line and repeat the process with a different message you get from your teacher.

From Hungarian into English, from English into Hungarian

Read the sentences in Hungarian or English in the right-hand column. With your partner, make guesses about the original sentences in the other language. Remember that the original sentences may be longer and more detailed than the results of the mediation. (Note that the results of the mediation contain mistakes in grammar, spelling and punctuation, but this is allowed in the exam as long as the message is clear!)

EXAM WIZARD*

sentences in the recording and the mediated results in 3/a above.

'1/'I'*EXAM WIZARD

,~!' ~ "t*~ EXAM WIZARD

Role playing dialogues with mediation Work in groups of3. Sit close to each other. The person in the middle is the mediator (Student B).

Choose one situation card from the pile of9you get from your teacher, and decide who will be the English speaker (Student A) and the Hungarian speaker (Student C).

Student A begins the conversation by whispering a message into the mediator's ear. The mediator then mediates the message to Student Cin the other language. Student Cwhispers a response in their own language, which the mediator mediates to Student A. Continue the exchanges until some kind ofanswer is reached.

Choose further situation cards, making sure that everyone in each group gets the chance to be the mediator at least once.

As a class, discuss the challenges the mediator faces in these situations.

DOs and DON'Ts ofthe Mediation Dialogue task

Work in pairs. Read each piece ofadvice and write either DO or DON'T before it.

Find the pairs ofstatements that focus on the same point, matching each DO recommendation with a DON'T warning.

Work in pairs. Test each other to see ifyou can remember the 8 pieces ofadvice. One ofyou says a key word or phrase, and the other one recalls the whole piece ofadvice.

,Mediation Part 2: Dialogue

Check and discuss your answers as a class.

0Q Mistrans/ations Lesson 3: Souvenirs Work in groups of3. Look at the pairs ofEnglish/Hungarian phrases. What is the cause of the

DISCUSSION mistranslation (e. g. vocabulary, grammar)? Use a dictionary ifnecessary.

As a class, share and discuss your interpretations. Do you know ofany other famous or popular mistranslations?

Where in the world?

Work in groups of 4 or 5. Taking turns, look at the following pictures and say where you think one of the souvenirs might come from. The others guess which souvenir it might be. Use one of the expressions from the Useful language box below, to indicate how sure you are.

(E.g. 'This might be from Brazil but could also be from Ethiopia. But it can't possibly come from Finland.'» 'Oh, it's the coffee...')

• can't (possibly) be/come • might (well) be/come • must (surely) be/come

• couldn't (possibly) be/come • may (well) be/come • has to be/come

• could (well) be/come

• might not be/come

• may not be/come

EXAM PRACTICE Listening Task 1: Short conversations

Stressing key content words -./ Content words are the important words in a conversation (usually nouns, verbs, adjectives and * some adverbs), which carry most of the meaning and which are usually stressed in speech. EXAM WIZARD

In the extract below, a customer is speaking to a travel agent. Underline the key content words.

Dialogue extract:

Excuse me, I was wondering if you could help me. I'm going on holiday to Spain and I'd like

some information on where to go, what to do and what to see. I'm visiting Madrid for a few days

and then I'd like to spend a week next to the sea.

Work with a partner. Read out the text to each other, putting the stress on the words you have underlined.

Compare your underlined words with your partner's and see where the differences are. Agree on your final version. Check your answers.

./ Working out meaning from key content words

Read the following three dialogues and answer these 4 questions.*EXAM WIZARD

Discuss your ideas with a partner.

1. Who is talking to whom?

2. Where are they?

3. Is there a problem?

4. Is the problem solved?

Choose one of the incomplete dialogues. WITHOUTwritingdowl1ihemlssingwOrcts,j5fepi:ife'to act it out for the whole class as a complete conversation with meaningful words in it (you can add or take a way a word or two).

,When you listen to someone talking, concentrate on the words which are stressed, and try to put the meaning together on the basis of the content words you hear.

The words which are unstressed (and which are also spoken faster and at a lower volume) are usually the "little"grammar words (e.g. is, but, on, the, his). While these are indispensable for accuracy, they are not so important when it comes tothe meaning. In fact, these are exactly thetype of words that could be left out of the text for the gaps in Task 3 (Modified (Ioze) of the Grammar and Vocabulary test.

, Humming sentence stress and intonation

Work in pairs and study the sentences on the left. They have the same number ofsyllables but the stresses and the intonation of the sentences are different. Discuss what the melody of the sentences should sound like.

Try to hum one of the sentences (no words spoken, just the rhythm and the melody) in full and see ifyour partner can identify the sentence you had in mind by giving the right response to your sentence.

Try to pay attention to sentence stress and intonation in the EXAM PRACTICE listening task. These often help you to identify the key content words.

Listening Task 1: Short Conversations

Check and discuss your answers as a class. Listen to the dialogues once again if you need more practice.

Blog writing - Souvenir competition

Walk around the class and ask as many people as you can if they have received or given any unusual souvenirs, presents from relatives and/or friends coming back from trips abroad. You have 5 minutes for this. Make notes in the following table.

Share with the whole class the best, most exciting, strangest souvenirs you have heard about.

Deciding on virtual souvenirs/presents 0QWork in pairs. Coming home from abroad, you want to bring a present for the whole English DISCUSSIONgroup you are in now. Choose one from the items in Activity 1. Decide which one can have the most

possible functions to make the most people happy in the group.

Example: 'We've decided to bring back some coffee for you because, apart from having a cup before the lessons to wake everyone up, you can make them into a necklace and also use it as an air freshener. Our teacher might want to give the coffee beans out as rewards after a task and if you collect 10 ...'

Share your pair's choice with the group then decide together whose present would be the most welcome by everyone.

Imagine you have just received one of the unusual souvenirs or presents you heard about in the previous activity.. Write a post for a blog in 4 or 5 sentences with the story of:

• how and from whom you received it (first paragraph), • how you reacted to it and what happened to it (second paragraph).

Example: 'Last year I was given some roast ants as a present by a colleague who had been to Columbia. It's a very expensive local delicacy there, but I had never heard of it before.

When it was first given to me I didn't even know what those little black things were. Then I offered them to my family and friends at dinner. First they shouted at me to take the beasts away, but when they tried the small black delicacies, even my mother had to admit that they tasted delicious:

Work in groups of3 or 4. Look together at your group's blog entries to decide whose post you would enter into an online blog competition. Think what category they would fit into: (e.g. "the craziest / most expensive / most unimaginative present': etc.). Share your favourites with the rest of the class.

EXAM TASK Speaking Task 2: A Picture Story

*/*EXAM WIZARD

Note that the 15 words and phrases in the first three columns of the first table (regardless of their function) are often used at the beginning of sentences to link ideas from one sentence to another. They are usually followed by a comma.

Lesson 4: Travel Stories

Stories to tell

Write five words on a piece ofpaper which could be in a travel story (e.g. cliff, sea, brave, hurt, mobile phone). Get into groups of3 and give the piece ofpaper to the person on your right.

You have 1minute to think ofa short story which includes all the five words. Then each ofyou presents your story to your partners.

Example: 'On our last holiday in Croatia, two of my friends decided to jump into the sea from a high cliff, which was near our campsite. We all thought this was a great idea, so we all walked to the cliffs in about 15 minutes. First we looked down. That was the moment when I decided that I was not brave enough to jump. But both of my friends wanted to try it. Steve jumped in first with a loud scream, and came up with a smile. However, when James was about to jump, my mobile phone started ringing. As a result, James slipped on the rock and hurt his back badly. We had to carry him back to the campsite, which took much longer than 15 minutes:

Tell your group's best story to the whole class. The others should try to gess the five words that prompted the story.

Linking words and expressions

When telling or writing a story, linking words can make your story easier to follow and more interesting. They offer the story-teller a tool to establish and maintain cohesion in the text, in other words, to show how the ideas and events relate to each other.

Put these linking words and phrases in the correct column. Some linkers may go into more than one column. One extra example is given to you for each category.

Check your answers as a class, and add one more linking word to each column.

Read the travel blog post below. Focus on the following points, then discuss them as a class:

• the writer's plans for the weekend in Amsterdam • his impressions during his firstevening walk

Read the text once again and choose the linking word or phrase that fits the text best for the 7 numbered options. The first one has been done for you as an example.

810g post: Early last Friday evening, (Example) ~/ so / after the sky over Amsterdam was turning a cold dark blue and the uncurtained light from shops and homes glowed a vibrant yellow, a Iig_ht breeze was skimmingthe water on the canals. A few couples were enjoying the sun's last rays, (1.) which is why / while-'1 although in the nearby cafes smartly dressed Amsterdammers were drinking pale amber beer. It (2.) as well / alSo'll therefore happened to be my blrthday, yet I was aimless, alone and chilly. But above all, I was thirsty. ;

-(3.) After all / All of a sudden / After!J_ while,

, I walked up Weteringstraat, not far from the city's most famous museums. I

spotted a corner bar, its entrance"'covered in vines. Inside it was narrow with a low ceiling, and a fireplace at the back with burning logs~ Soft jazz played on the stereo, a melodic contrast to the Dutch spoken by the dozen regulars. I (4.) however / immed~~ly / also ordered a Belgian white beer and soon found myself discussing used-book stores with the bartender. Before fong, one of the regulars was buying megJas-s-~ofjenever (Dutch gin) and talking about recent developments in Amsterdam's different neighborhoods. (s.) In ~.~~_mea·ntime/ In order to / After, I sipped my drink and felt a flood of warmth and not just from the alcohol. This ba-r was surprisingly gezellig, a Dutch term that means 'cosily homelike: and this was just what I needed at that moment.

(6.) Next / Not surprisingly / As a result, after almost three months on the road, I had been looking forward to a low-key weekend in Amsterdam. I wanted to walk along the canals, admire the well-kept merchant houses, investigate some of the city's smaller museums and reflect quietly on the adventures of the past 11 weeks. True relaxation in one of the most pleasant cities in the world was the only thing on my mind, (7.) despite / because / before heading off for one final week in Edinburgh, Scotland.

Adapted from the 6 August 2008 post of the Frugal Traveler blog by Mat Gross for the New York Times: http://frugaltraveler.blogs.nytimes.com/2008/08/06/going-dutch-in-amsterdam/#more-89

Check your answers as a class. Explain your choices but also discuss why the other options are wrong (e.g. because either their meaning is inappropriate or they do not fit grammatically).

Key words for story telling

Here is the first part of a picture story about Jenny's first day in Budapest, but the pictures have been mixed up.

Work in pairs. Put the pictures into a logical order. Discuss your reasons.'f./"<":1'* EXAM WIZARD

Here are some verbs that might be helpful when you are telling this story. Match each verb to the most suitable picture, by writing the letter of the picture next to each verb. Then think of two more verbs that would be useful for describing any of these pictures.

to regret

to return

to burst into tears

to come across

to spot to gaze

to complain to _

to drop to _

Check your work as a class. Now make two more lists in the same way: think ofsome nouns and adjectives that would be useful when describing what happened in each picture.

Compare your lists ofwords as a class. Extend your own lists with any words or phrases that other people suggest.

e~ Work in groups of three. Tell the story, taking turns and focusing on one picture at a time. Use as many of the key words you have noted down in Activity31b and 31c as you can.

• Linking words and phrases: Use a variety of linking words (see Activity 2 in this lesson) to makeyour story more enjoyable to listen to and easier to follow.

• Narration: Tell the story starting from the opening sentence. DO NOT DESCRIBE THE PICTURES. Focus on the story line and not on picture details. Make an effort to show how fluently you can tell a story.

• Tenses: You need to use the Simple Past but you could make your story more colourful by using the Past Continuous orthePast Perfect. Youcan also use Reported Speech instead of dialogues, if you can handle it confidently. During the preparation time, you may wanttocheck the past forms of verbs you are not sure of. .

• Stress and Intonation: Use your voice effectively. Remember that you are talking to an audience and this is a story!

• Timlng:You only have 2 minutes, so do notworry ifyou are interrupted by the examiner and cannot finish your story. Fjni.shJngib~fdr¢theend ()f2rninut~sl~Jlbt necessarily aprobJem;jusfmake it clear that you have finished.·yourstory,byuslnga clear ending phrase and appropriate intonation.

Listening to story telling Look at the second part ofJenny's story. Note down two or three key verbs, nouns and phrases for

each picture. Remember, you can use a dictionary ifnecessary. Think carefully about linking the key points of the story and, if there are conversations, what people will say to each other.

Now listen to an exam candidate telling the second part of the story. While listening to the story, think about the following questions.

• Do you think she does well or badly?

• Does she read aloud from her notes?

• Does she describe each picture, or does she 'tell the story'?

As a class, evaluate the candidate's performance thinking about the three questions above. Check which words that you collected in 410 the candidate used.

Speaking Task 2: A Picture Story

You have 10 minutes to prepare and to take notes for the 2-minute story telling. Feel free to use a dictionary if you need to. You are expected to tell your story to your partner in 2 minutes. While one of you is telling their story, the other person should pay attention carefully as if they were the examiner, so that they can give feedback afterwards.

Check the Remember box after Sid to help you focus on the task.

Work in pairs. Student A looks at the picture story on p. 209, Student Bat the picture story on p. 210. Start with the 1O-minute preparation with a dictionary and then tell each otheryour story.

When you have both presented your stories, give each other feedback using the following criteria:

• Was the story fluently presented?

• Did your partner use a wide range of words and expressions?

• Was there a variety of linking words used to establish cohesion?

• Did your partner use past tenses appropriately?

As a class, discuss what you found difficult or challenging in the Picture Story task. What other advice can you give each other for doing this exam task effectively?

Preparation with a dictionary: • key verbs, nouns, adjectives, phrases - story line • irregularpast forms or past participles

Easy-to-use notes: -not too much text, short chunks •• "clear highlighting of key elements

Linking·words:" .>variety of linking words appropriate to function

Narration: • starting from the given opening sentence • no picture description • focus on story line and on fluency

Tenses: • Simple Past + other past tenses where possible • reported speech for conversations

Stress and Intonation: • use of voice to highlightmain points of story

development • telling story to maintain"audience interest

Timing: • sequencing story to fit time limit

OQ Inventing Q different ending

Work in pairs. Choose one of the 2 picture stories you worked with in Activity 5 (on p. 209 or p. DISCUSSION 210). Together invent a different ending for it.

Share your ending with the rest of the class. Decide which one the class likes the best and why.

Writing Q story

As a HOMEWORK task, write an email toa friend which starts and finishes as shown below. Remern~er to use linking words and phrases and arangeofkeywords which make your story interesting and colorful Write 120-150 words. Handin your work to your teacher, who will proviCte,you with detailed feedback on it.

"Soon after getting on the train 1knew it was a mistake to sit next to that man/woman ...

YOUR STORY

You can imagine howhappy I was to arrive at last in Barcelona!"

Lesson 1 Filmmakers

Lesson 2 On Location

Lesson 3 Shooting Q Film

Lesson 4 The Interactive Audience

Lesson 1: Filmmakers

EXAM PRACTICE Listening Task 3 A Radio Programme (also in Lesson 4.4)

The Oscar Panel Nomination Discussion

In pairs, discuss and make 2 nominations for each of the following award categories. You can come up with one more category ofyour choice (e.g. 'The best dog in a film') and make 2 nominations for it.

Check your answers as a class. Then compare and discuss the extra words that have been suggested.

Choose one of the people / jobs and describe their duties, tasks and responsibilities in 2 or 3 sentences in writing, WITHOUT mentioning the job itself.

'Film words

Work in pairs and put each word or expression in the appropriate category. Then add 1or more words for each category.

Work in groups of4. Read outyour text and let the others in your group guess.

*/ Understanding distractors Listening Task 3:A Radio Programme In the EXAM PRACTICE task you have to answer multiple-choice questions about a radio

* programme. Before you first listen to the recording, you have 2 minutes to read the questions. EXAM WIZARD It is too early to start making guesses, but you can focus on what you expect to hear in the text. In the multiple-choice questions, you are given the right answer and two wrong answers (the DISTRACTORS). They are called distractors because they are designed to distract you away from the right answer. It is up to you not to be distracted!

Look at the following multiple-choice question with three options. Consider these two focusing

questions.

• What do you think the topic of this part of the text is?

• What are the possible jobs described?

. Question: The interviewee in his position is responsible for•••

A. calculating the budget and financial risks of a film. B. making what actors do look as realistic as possible. C. using effects with trick photography to improve scenes.

Read the following text the Question and the three options refer to. Which is the correct option.

Read the text again and:

• circle the ·words and phrases that help you identify the right answer;

• cross out the words and phrases that the distractors are based on.

As a class share and discuss the clues you have identified.

While looking at the questions in the EXAM PRACTICE task, try to identify and underline key words that will help you focus on what the question is actually asking. You should bear in mind that the key words you identify could be clues either to find the right answer or to exclude thedistractors.

a \0 Check your answers with your teacher.

Listen to the recorcding again. Askyour teacher to stop the recording when you hear the clues that helpedyou.

Reading a news item, scanning for specific information Writing an application email

Becoming an extra in a film or television is fairly simple. You only need to be near a location Read the arcticle again. Now, write a short application email (70-80 words) to the Extras

where a film is being shot. Coordinator of the film "Underground'; with all the required information.

While on holiday, imagine that you see the following article by a casting agency on the website of the local newspaper. Find the answers to these questions by scanning the article. You will have time to read it in more detail later.

Adapted from: http://www.newtondailynews.com/articIesl200910713 7Ir_my7yrytysdqkdmk7y8ivcalindex.xmI

Check your answers with your teacher.

~;~;"Workin pairs. Exchange your work with your partner, read each other's email, as well as the model text on p. 762. Give feedback to each other on the emails you wrote.

Now choose a few useful phrases from the three emails, share them with the whole class and collect the most useful ones on the board.

.Reading - a famous location Lesson 2: On Location

EXAM PRACTICE Writing Task 2 Discursive writing An Article

Now compare and explain your ideas with another pair or group.

What locations?

Here are 4 film titles. In pairs or small groups, discuss what type of films they could be (romantic comedy, documentary, etc.) and imagine what possible locations - more than one - might be used in each film. The list below contains a variety ofpossible locations, but you can come up with different ones as well. You have 3 minutes to brainstorm and give reasons for as many different ideas as you can.

Read the following description ofa house where a famous film was shot. Which one of the four pictures fits the description best?

Check your suggestion, and discuss which words or expressions helpedyou choose the right picture.

(:~ Look at the text again. It is divided into 3 paragraphs, focusing on 3 different aspects of the house. Identify the focus or topic ofeach paragraph.

Note! You can find some information in the Answer key about a classic film and the role of this house in it.

OQ Arguing for and against

Visiting famous film locations is becoming increasingly popular, and travel agencies advertise DISCUSSION packages that take visitors around the places where films were shot. This is sometimes called a

"filgrimage" (from film+pilgrimage).

As a class, discuss why you think this type of tourism appeals to people.

Work in groups of3 or 4. In the grid below, list 3 possible attractions ofsuch trips and 3 drawbacks. (Think ofvarious points ofview: those of the film fans, local residents, local businesses, etc. Even ifyou do not like this type of tourist activity, it is a useful skill to imagine why some people enjoy what you don't and vice-versa).

As a class, 'share your points.

Agreeing and disagreeing about filgrimages

Read the 3 advertisements and decide on your own which of the three trips you would choose for a filgrimage and why.

Adapted from: http://www.ehow.com/how_2377924_visit-famous-film-locations.html

Work in groups of3 or 4. Presentyour choice to the others and come to a joint decision about one of the trips. Make sure that everyone in the group accepts the decision. Use the phrases from the Useful language box to express your agreement and/or disagreement.

• That's a good point. • I strongly disagree.

• I agree. • Well, that sounds quite convincing but .

• I think / suppose so, too. • Yes, that's partly true but don't forget .

• I'd go along with that. • I see what you mean. I still think...

• I cou Idn't ag ree more. • That's quite possible. But the way I see it, ...

• That' exactly what I th ink. • Well, you have a point there, but...

• Yes, you're absolutely right. • That's interesting, but don't you think...?

• Yes, that's true, I haven't thoug ht of that. • That's one way of looking at it, but...

• How true. • You're right, but...

• I was going to say the same. • Yes, but don't forget that...

When you have reached a decision, summarise what you have chosen and why for the rest of the

class.

Achieving your purpose in writing

Effective writers use a variety of strategies and techniques, and follow certain steps to achieve their aims through written texts. As you can see from the descriptions of the~stages of the writing process, a lot of focused thinking is required, which precedes and accompanies the process of creating the text (on paper or on the screen).

Before the final version is ready, the 3 most important stages of the writing process, are: 1. pre-writing 2. drafting 3. revising

Read the 7 suggestions in the table and decide which stage each of them belongs to. Write the name of the stage (pre-writing, drafting or revising) next to the suggestion.

You can use all the expressions for agreeing and disagreeing in the Useful language box for Task 4 (Discussion) of the Speaking test to make your arguments more effective.

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Check your answer as a class and discuss briefly why each one is important.

Now discuss the following question, too.

• Can the same steps be followed if you only have 30 mins to complete a task in an exam?

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Pre-writing: joint thinking and planning Work in pairs or groups of3. First, imagine that you have to write an article ofabout 750 words.

First read the task.

You have been asked to write an article recommending a class trip for local schoolchildren to a nearby (real or imaginary) film shooting location. Say why such a trip would be useful and enjoyable for school-age students.

Write an article for a local paper.

N.B. Make sure you present your position clearly. Keep in mind that you are writing for an audience.

Check pre-writing suggestions C and E in Activity 5, and plan the article with your partners in about 70 minutes. Make notes of the planned structure and the key words and expressions you are planning to use.

Work in new groups of3 or 4, each ofyou representing a different group from 6/a. Present your plans to each other and help each other improve your plans.

Understanding the writing evaluation criteria The table below shows you a simplified set of criteria in the form of questions.

Read the questions for each set ofcriteria and write the name of the category on the line above the questions.

Task 2: Discursive Writing - An Article

Write the article as a HOMEWORK task, keeping strictly to the time limit of 30 minutes. Your teacher will evaluate it using the simplified criteria and will provide detailed feedback on your text.

Famous locations

In the history offilmmaking, some films have made certain countries, cities, villages, places, or even natural beauty spots really famous, or more famous than they had been before.

Work in small groups. Match the film title with the location. Have you seen any of these films?

In the Discursive

Writing task of the

Writing test you

choose between

th ree text types to

express your views

and arguments. In the

EXAM PRACTICE tasks

in this book,you will

prepare for three of

the most common text

types: an article (in

this lesson), an essay

(in 4.3) and a review (in 7.2).

OQDISCUSSION

Check your answer as a class and discuss ifall the categories and questions are clear to you. Keep these questions in mind as a checklist or reminder when you are writing the article at home.

A copy of the complete set of marking criteria is on p. 219.

Check your answers as a class. You can find more information about both the films and the locations on the Internet.

Read through the following text, made up of6 sentences, in 60 seconds (!) and give the whole Lesson 3: Shooting Films text a title.

EXAM TASK Grammar and Vocabulary Task 3: Modified Cloze

(also in Lesson 1.2)

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Words and meanings

The following 7 words all have two meanings: one is used in everyday life, while the other is used in filmmaking. Work with a partner. Choose 2 of the words and write two meaningful sentences (NOT definitions!) for each one. Use a monolingual dictionary ifyou need to, but try to think ofyour own example sentences.

Example: 'It took the crewjust 2 months to the film on that location.' and 'The kidnapper had a gun but did not want to his victim.' » 'SHOOT'

Now team up with another pair. Take turns reading outyour two sentence pairs to each other, leaving out the words themselves and saying BEEP instead. They will guess which word is- missing from the pairs ofsentences.

.Guessing missing words from context

In the Modified Cloze exam task you have to fill 10 gaps in a text, choosing from a list of 20 given words. Can you remember any of the advice you received in Lesson 1.2? If not, check back on p. 19. The following activity will give you further ideas on how to go about this task.

Title: _

A. Read the text quickly, focusing (1.) the familiar content key words. Just ignore the gaps, (2.) if they were not there.

B. Cover the words in (3.) box and read the text again, saying a silent "beep" instead of the missing words. You will (4.) _ surprised how many of them will just occur to you.

C. If you can think of a word easily, see (5.) that word is included in the box. If it is, then write the gap number (6.) to it.

D. If you still have (7.) ideas, try the words in the box one (8.) one. Decide which are impossible. Then look at the ones

that remain and see if any of them fit.

E. If you (9.) decide, do not worry; go on to the rest of the text.

F. When you have got to the end of the text, retu rn to the rema in ing ga ps and they wi II proba bly be easier (10.) fi II now.

Now work in pairs. First guess what part ofspeech (e.g. pronoun, preposition) fills each gap, and then decide about each missing word.

In the Modified Cloze task you will be given a word bank of20 words which contains the 70 right answers. Discuss whether having a word bank makes the task easier or not.

More work with grammar words

a1 ~ On your own read the text about Rotten Tomatoes, the popular film site, and underline all the grammar words that could be gapped in a Modified Cloze task. The first three items have been done as examples.

be Compare your underlined words with a partner. Then together write the words that you underlined in the right category below.

c. As a class share and check the words in each category.

I Grammar and Vocabulary Task 3: Modified Cloze

Discuss your answers as a class and check the answers with your teacher.

Writing interview questions and role playing interviews

Work in pairs. Read Sarah's story again and underline the topics and issues that a reporter might want to cover in an interview.

Imagine that you are going to interview Sarah for www.rottentomatoes.com (see the text in Activity 3.) about details ofher career and details ofher experience during the shooting. Write 5 or 6 questions to ask her. Include at least one question she has not already answered in the text above.

Role play the interview, one ofyou taking the role of the reporter, and the other one taking the role ofSarah. Improvise further questions and answers as appropriate. When your teacher claps, change roles as soon as the conversation allows and go on with the interview, playing the other role. Naturally, the other interviewer will ask their own questions.

DiHerent kinds ofgaps *'/,':;~*~1 ~ Read this story about an episode in the shooting ofone of the greatest film trilogies ofall time. Do not worry about the gaps. Focus on the story and find out: EXAM WIZARD

• which film trilogy it is about;

• why some local residents were not very happy.

b. Share your ideas as a class. Tell each other what you know about this film trilogy.

C. Now work with the gaps in the text. There are 3 types ofgap:

Paragraph 1 (gaps 1 - 3): no help is given ­you have to think of the words yourself!

Paragraph 2 (gaps, 4 - 6): you have 4 options on the right from which to choose.

Paragraph 3: Choose the correct word for each gap from the selection of 9Paragraph 3 (gaps 7 - 9): you have to choose words belowfrom a pool of words below the text (as in the

Euro 82 exam).

d. Check your answers as a class. Then discuss the differences between the three types of gapping.

I Working in films Check and discuss your answers as a class.

Match the words ofspecific film crewjobs with the pictures you associate them with. There are Choose one of the 11 jobs in the list and imagine that this is yourjob. Tell your partner which job more jobs listed than you need. you have chosen.

Interviewyour partner about the job that they have chosen, using some of the questions that you thought of for Activity 5. Thinkof other interesting questions as well.

Example: 'Why did you decide to make this your career?'

'Was it difficult to find a job?'

'What kind of training did you have to do?'

'What do you like most/least about your job?'

I

Lesson 4: The Interactive Audience

EXAM PRACTICE Speaking Task 4

Discussion (also in Lesson 5.4)

Let's go to the movies

Stand up and walk around with this list ofquestions about movie-going habits. Try to talk to as many people as you can, discussing a different question with each person. Take notes.

Brainstorming ideas for a topic or question vQIn the first part of the Discussion task (Task 4 of the Euro 82 Speaking test), in the brainstorming DISCUSSIONor suggesting stage, it is important to come up with a number of ideas in response to the

question and to give reasons very briefly for your choices.

, Work in pairs. Brainstorm 4 more ideas for any 3 questions ofyour choice, and give reasons for each ofyour ideas. You may agree or disagree with your partner.

Check your ideas as a class. Coutinue giving reasons for your choices.

Guessing grammar words in context

a!ll Read the examiner's instructions for the Discussion task. Fill in the gaps with grammar words. (Look back at Lesson 1.2 Activities 2 and 3 to remind yourselfabout the Modified Cloze task).

Examiner's script: • 'For the final part of the test, you are going (1.) talk (2.)__each other about a topic I will give you. I'm just going (3.) listen. Your topic is:

• First make a spoken list of four or five things. Then, (4.) you have done that, discuss (5.) one is the best or most important. Remember to give reasons for (6.) you say. You have three minutes altogether (7.) try and agree. All right?'

Stand in a circle and share with the class any things that you have in common with the people you spoke to. (e.g. 'Mark and I only watch movies at home; we never go to the cinema, it's too expensive.' ).

Check your answers as a class.

Work in pairs. Practise being the examiner: read aloud the steps of the complete instructions above. Emphasise the important points, pausing where necessary and looking up at the candidate. Swap roles.

Taking part in a discussion*/ During the Discussion task, you can make your contributions more effective by using some

* 'ready-made' phrases for giving opinions, structuring, clarification, etc. You can find phrases forEXAM WIZARD agreeing and disagreeing in Lesson 3.2, Activity 3/c. Check that list quickly before you start this activity.

Work with a partner. Put each phrase below into the appropriate column. One example has been given for each category.

• What do yo' I tRiflk about. .. ? • What's your opinion of ... ?

• Can I just add something here? • Let's try and agree.

• Are you saying that ? • I'd just like to say that ...

• I definitely think that . • If I have understood correctly ...

• Sorry to interr~J3t you but... • So yo,! meal" ...?

• Don't you agree that ... ? • Personally I believe ...

• Let's start with ... • Shall we move SR te tile next point?

• I'm convinced that ... • What was the next idea?

• Have you got any comments on ... ? • Um ... um ... um ...

• In my epiflioll ... • Could you explain that, please?

Check your answers as a class. Add one more phrase to each category.

Work in groups of4. One ofyou looks atyour own table and reads out a phrase, and the others in the group - without looking at the table - say which category it belongs to.

Analysing a Discussion task */Listen to two exam candidates doing a real Discussion task. Try to decide which is the better candidate, the boy or the girl? *EXAM WIZARD

Here is a checklist for the second listening to see how effectively the candidates perform. Put Y (Yes) or N (No) for each question.

• Did both people in the pair contribute equally?

• Did they first name a number of possible answers?

• Did they later discuss which was the best answer?

• Did they give reasons for their ideas?

• Did they negotiate?

• Did they listen to each other and not talk over each other?

c' Compare your assessment and discuss your reasons as a class.

• i Speaking Task 4: Discussion

i~ '.;;, Work in groups of3. Each ofyou will play the role of the "examiner" once, and will act as an exam "candidate" twice, so there will be 3 rounds. In the first round the "examiner" reads out the instructions and the card as they appear in the script on p. 191 [TOPIC 7]. Follow the rest of the instructions there.

contribute equally; talking over each other;

first name a number of possible answers with reasons; dominating the discussion.

discuss and decide on the best answer;

give reasons briefly for all your ideas;

V give ideas to each other;

V listen to each other carefully.

b@ Once you have completed all 3 conversations in your groups, as a class, discuss the whole experience from the point ofview of the "candidates':

OQ Reading and writing about blockbusters and busts

Tick the titles offilms in the list that you have seen. Which of these films is the "odd one out"? Why?

DISCUSSION Matrix

Pirates of the Caribbean: At World's End

Twilight: New Moon

Men in Black

Siumdog Mil1ionaire

Star Wars: Return of the Jedi

Harry Potter and the Half-Blood Prince

Tomb Raider: The Cradle of Life

Work in small groups and discuss these two questions. Try to use as many of the expressions from Activity 4 as you can.

• Do you think a sequel or a follow-up film is always guaranteed success?

• Why are some film sequels more successful than others?

Read the following text and find the answers to the two questions in 7lb.

You have already read about Rotten Tomatoes (www.rottentomatoes.com) in Lesson 3.3, Activity 3, the leading interactive Internet site on films and filmmaking, with an incre~ible

amount of information about films of the past, present and future.

As a HOMEWORK task, write a comment on the article above for the RT Community. Express your opinion, giving reasons and including examples ofyour experience of sequels (or prequels). Remember that your writing needs to be interesting to your readers as they may comment on it. Write as much as you feel like writing.

Bring your comment to the next lesson and stick it up on the wall on a Movie Poster. This will allow you to read each other's comments, so you can offer corrections and further comments.

Lesson 1 Pursuing Adventures

Lesson 2 Bad Habits

Lesson 3 Ways ofLiving, Ways ofThinking

Lesson 4 In and out ofHomes

EXAM TASK Grammar and Vocabulary Task 1: Dictation (also in Lesson 7.7)

Lesson 1: Pursuing Adventures

Adventurous experiences

In groups of4, tell each other about the most adventurous, exciting, dangerous, adrenaline­pumping activities you have ever done, or experiences you have ever had. They do not necessarily have to be extreme sports; any activities involving some adventures and risks will do.

Share the activities with the whole class and write the complete list on the board. You can refer back to this list during the rest of the lesson.

Words related to adventures

Work in pairs. Look at the eight photos, identify the eight extreme activities or sports, and write the name ofeach one below the appropriate picture. One has been done for you, as an example. Then check your ideas with the rest of the class.

Still in pairs, look at these 16 words and phrases. Which words do you associate with which activity? Why? Write each one under one or more of the pictures, as appropriate. Give your partner reasons for your choice. Use a monolingual or bilingual dictionary ifyou need to.

Form groups of2 or 3 pairs. Compare and explain your answers to step 2/b above.

Stay in the bigger groups. Take it in turns to say the name ofone of the sports or activities, and at least two other group members should immediately formulate a sentence in the first person singular with one of the associated words/expressions (e.g. A: 'rafting:· B: 'I fell out of the boat in the biggest rapid.?

In the 10 minutes you have to prepare for the Picture Story task in the Speaking test, remember first to scan your own brain for key words that you could use (remember Lesson 2.4, Activity 3). This is quicker than using a dictionary.

0QDISCUSSION

*/*EXAM WIZARD

How brave are you?

Choose one from this list ofadventurous activities and mime it in front of the whole class. The others will try to guess which activity it might be. Check the activities or words you do not know in a dictionary or askyour teacher!

Work in groups of3 or 4. Everyone chooses from the list one extreme activity or sport that they would like to try, or one that they would not (real experience from the past is also welcome). Give reasons for your choices.

Share wi~h the whole class the most interesting choice from your group and the reasons for wanting or not wanting to try it.

Intonation, emphasis andpauses

Listen to the short recordings and decide which four extreme activities from the list in 3/a the people are describing.

Listen to the recording again and write down the stressed words and phrases. Discuss the reasons for these words being stressed. Think about the messages, in other words, what the speakers want to highlight, emphasise, etc.

Gapfill dictation

Stand in two lines facing each other with some space between the lines (see illustration), so that everyone has a partner in the opposite group. One line (all A students) look at text Version A on p. 194, the other line (all Bstudents) at text

LineA Line B Version Bon p. 197, and follow the instructions there. You will need a pen or a pencil as well.

I As a class, discuss the difficulties you have had during the dictation. How did you try to overcome

them?

Intonation recreated

Look at the complete version of the bungee jumping story. With a partner, use marking tools in or around the text to indicate the intonation so that they clearly show the writer's meaning:

Examples of marking tools: • stressed ffilables and/or words, the appropriate intonation in expressions or phrases;

• smaller lor bigger pauses II between sentence chunks or sentences;

• arrows indicating, for example, rising or falling intonation: " or ~.

Check your version by listening to the recording. Then read it out to each other, trying to copy the intonation as accurately as possible. For this task it is better to vary your voice too much rather than too little!

Grammar and Vocabulary Task 1: Dictation

CheckYOllr answer as a class.

Discuss what - ifanything - has caused you any difficulties.

Vocabulary and grammar quiz

Discuss in pairs what you think these words from the dictation text may have in common. Think about the kind ofword (part ofspeech) each one is (or can be).

Lesson 2: Bad Habits

Guessing the activity: Icoffee potting'

Think ofa bad habit that people often try to give up. Choose any bad habit except smoking, it is too easy to guess! Write 3 connected sentences about it in the box below. Don't write the name of the habit; use coffee pot instead in the necessary grammatical form (e.g. 'Coffee potting can be dangerous for the people around you.').

Now work with a partner. Read outyour 3 sentences to each other and work out the meaning of each other's "coffee pots': .

c~ Collect on the board all the bad habits mentioned by the class in l/a. Can you think ofany more to add to the list?

EXAM TASK Reading Task 1:

Paragraph Headings

Check and discuss your ideas as a class.

Choose one of the words from the box, but do not say which one. Think up a sentence which uses any form of this word (e.g. 'Mary's success thrilled the whole class'). Tell your sentence to the class saying the word 'BEEP' instead of the word. (e.g. 'Mary's success BEEP the whole class.'). The others will guess the word in its accurate form: 'thrilled:

Title: _

2: _

It's usually a good idea to start by reading the whole text through quickly and getting a sense of its general meaning. Avoid reading word for word. See if you can identify the main focus in each paragraph. You could underline any words which seem to be central to the meaning of a paragraph.

3: _

When you have done that, read through the list of headings for each paragraph. While reading these, try to predict what they might refer to. Are there any obvious matches with the text you have just read?

1: General description of the task Reading Task 1 Paragraph Headings involves matching paragraphs to headings. To do this you do not usually need to understand the whole text, but you do need to have a good sense of the overall meaning of each section.

about the empty lines before paragraphs 2-4.)

.1f' Checkyour answer as a class. Ifyou have difficulti~s with any words in the definitions, ask the others about them or check them out in a monolingual dictionary.

Reading andguessing key words and their meanings

. The f~II0w.in? text is a~ :xtract from a blog entry on a bad habit. The key word (i.e. what the text IS ~bout) IS mlssmg. Read It In 60 seconds and try to guess this first word with a partner. Can you thInk ofmore than one possible answer?

Adapted from: http://www.inspire.com/groups/diet-and-fitness/discussion/break-up-with-your-bad-habit-write-it-off-now/ Posted December 77, 2008 at 7:56 ammy 7yrytysdqkdmk7y8ivcalindex.xml

Checkyour ideas and discuss in pairs or small groups the following question:

• How did you work out your answers in 60 seconds?

Read the text again knowing what it is about. Focus on this question now.

• What makes the text so personal, strange and funny?

Share and discuss your ideas as a class.

Defining meaning

The words or expressions in the table (7 -6) are all from the text above. Ifyou do not know one first try to work out the meaning from the context. '

M~tch the words with the appropriate definition. You do not need to understand every single word In the longer definitions to be able to do the matching.

Do you have a similar bad habit? OQThink ofone ofyour bad habits or a bad habit ofsomeone in your family. Stand up, go round DISCUSSIONand tell the others about it. Try to find 2 or 3 others talking about the same or a similar habit. Form a

group with them.

In your small group with the same or similar bad habit, discuss why it is dangerous, and why your, or someone else's life would be better offwithout it.-...

Your have 1minute to summarise your small group's discussion for the rest of the class. Link your ideas with some of the following words and expressions from the Useful language box.

• also • but • because

• although • as a result • too

• as well • however • because if

• in addition • despite • so

,One-minute speed reading ~/

You have exactly 1minute to read through the following 5 paragraphs and get the general idea "'* ofwhat the whole text is about. Then, think ofa title for the whole text. (At this stage do not worry EXAM WIZARD