Ebook Countdown to first certificate (Teacher''s book): Part 1

Ebook Countdown to first certificate (Teacher''s book) will enable you to make optimum use of the Student''s Book, through comprehensive teaching notes, cultural information, and advice on when to use the Workbook tasks. Please refer to part 1 of the ebook for details!

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RAWDON WYATT MICHAEL DUCKWORTH & KATHY GUDE

TEACHER'S BOOK

OXFORD

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RAWDON WYATT MICHAEL DUCKWORTH & KATHY GUDE

COUNTDOWN

[TO FIRST CERTIFICATE

TEACHER’S BOOK

OXFORD

UNIVERSITY PRESS

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Oxford University Press, Great Clarendon Street, Oxford OX2 6DP

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OXFORD and OXFORD ENGLISH

are trade marks of Oxford University Press

ISBN 0 19 453353 0

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 Oxford University

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This book is sold subject to the condition that it shall not, by way of

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The publisher grants permission for the photocopying of those

pages marked ‘photocopiable’ according to the following

conditions Individual purchasers may make copies for their own use

or for use by classes they teach School purchasers may make copies

for use by their staff and students, but this permission does not

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Under no circumstances may any part of this book be photocopied

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Printed in Hong Kong

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Acknowledgements The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material:

p15 ‘Costume Dramas’ by E Roylance and J Tainsh from The Sunday Times STYLE magazine London, 28 September 1997 © Elaine

Roylance/Julie Tainsh/The Sunday Times, 1997

p38-9 ‘Island journey into the television age’ adapted from an

article by Anna Pukas, The Sunday Times, 26th March 1995 © Times

Newpapers Limited, 1995

p54 ‘Simply the best’ appeared in Focus June 1997 edition, and reproduced by permission of Gruner & Jahr (U.K.) Partners

p78-9 ‘Mr and Mrs Gladiator dive with the sharks’ by Tom and Eve

Davies, with their permission Appeared in OK! magazine August

1995

p79-80 ‘Hanssen family in Namibia’ interview by | Woodward

p94-5 Private Eye: Funny Old World compiled by V Lewis-Smith

reproduced with his permission Broadcast on CJAD 800 AM, Montreal, on 11 September 1995

p102 A Guide to Music Around the World by P Dunbar-Hall and

G Hodge © Science Press 1991

p103 Interview with Hans Zimmer by C Westbrook Appeared in Empire November 1995 issue Reproduced by permission of Empire

at E-MAP Metro Publications

p118-9 ‘My son’s Sick Get outta my way!’ by Paul Bannister, with

his permission

p126 ‘The Deep Sea Drivers’ by M Glaskin © The Observer p131-2 ‘How to take your adults around museums’ by David

Anderson, Head of Education at the Victoria and Albert Museum,

reproduced with his permission Appeared in the ‘Museums,

Galleries and Kids: A How-to-do-it Guide’ of the May/June 1997 issue of the Museums and Galleries Magazine

p132 ‘Me and my collection’ by L Gill, from, Financial Times How to Spend It Magazine September 1997 Reproduced by permission of

the Financial Times Syndication

Although every effort has been made to trace and contact

copyright holders before publication, this has not been possible in

some cases We apologize for any apparent infringement of

copyright and if notified, the publisher will be pleased to rectify any

errors or omissions at the earliest opportunity

Illustrations by:

David Eaton pp150-1, 172, 176

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Contents

UCLES sample answer sheets 236

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UNIT 4 Then and now

Part 1: Multiple matching (headings)

Language study: be, like, be lke, [ook like Part 4: Multiple matching

Language study: Uncountable nouns

Part 2: Multiple choice

Part 3: Gapped text (sentences)

Part 1: Multiple-choice cloze Grammar zoom: Adjectives and adverbs, Comparisons Part 3: Key word transformations Part 2: Open cloze

Grammar zoom: Present tenses — Simple present or present continuous?

Verbs of physical perception Part 5: Word formation Grammar zoom: Defining and non-defining relative clauses Part 1: Multiple-choice cloze Grammar zoom: The past ~ Simple

Part 3: Talking together Part 2: Taking a long turn Paraphrasing

Part 4: Discussion Part 2: Taking a long turn Part 1: Talking about yourself Expressing likes and dislikes Part 3: Talking together Asking what your partner thinks Part 1: Talking about yourself Part 2: Taking a long turn Part 4: Discussion Giving extra information Part 3: Talking together Part 1: Talking about yourself

Pages 36-45 past or past continuous? Prepositions with expressions of time, Used, used to do and be/get used to doing _—Part 3: Talking together Giving yourself time to think

UNIT 5 Lifestyles Part 2: Multiple choice Phrasal verbs with up Articles Part 4: Error correction Part 1: Talking about yourself

Part 3: Talking together

Pages 46-55 Grammar zoom: The present perfect Showing that you are listening

simple, For and since, Yet and stil UNIT B Get moving! Part 4: Multiple matching Part 1: Multiple-choice cloze Part 3: Talking together

Grammar zoom: -ing form and Saying that you approve /disapprove/

Pages 56-65 infinitive, Verbs and objects don't disapprove

UNIT 7 Times to come

Expressing uncertainty

UNIT B Money matters

Pages 76-85

Part 3: Gapped text (sentences) Language study: too and not enough Part 2: Open cloze Grammar zoom: Conditionals - Zero,

first and second, If, unless, in case

Part 1: Talking about yourself Part 2: Taking a long turn Part 3: Talking together Asking for/giving advice

Part 1: Multiple matching (headings) Phrasal verbs

Part 3: Gapped text (paragraphs)

Part 1: Multiple-choice cloze Grammar zoom: The past ~ Simple

past or past perfect?

Grammar zoom: Modals - Must, have

(got) to, should/ought to, mustn't, don’t have to, needn't, shouldn't, can

Part 2: Open cloze Grammar zoom: The present perfect simple and the present perfect, continuous

Part 1: Multiple-choice cloze Grammar zoom: Reported speech, Reported questions

Part 3: Talking together

‘Asking if someone agrees, agreeing, disagreeing

Part 4: Discussion Part 1: Talking about yourself Part 3: Talking together Persuading and convincing Part 1: Talking about yourself Part 2: Taking a long turn Part 3: Talking together Comparing and contrasting Part 3: Talking together Part 2: Taking a long turn Part 4: Discussion

Part 4: Multiple matching

Part 4: Error correction Grammar zoom: Third conditional Part 5: Word formation

Part 2: Open cloze Grammar zoom: Past modals ~ Must/

can’t/couldn’t have (done), might/may/

could have (been), should(n’t)/needn’t have (done), didn’t need to (do) Part 4: Error correction Grammar zoom: The passive and the causative have

Part 1: Talking about yourself Part 2: Taking a long turn Part 3: Talking together Checking that you've understood Part 4: Discussion

Asking someone to repeat Part 3: Talking together Saying you don’t know

Part 1: Talking about yourself Part 3: Talking together Describing how sth works/how to use sth Part 4: Discussion

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IRAMI 4 UIT IL )

framework w0£rPBWHI

> LETS REFLECT

Part 4: True or false?

Part 4: Multiple choice Part 2: Writing an article (1) Language study: Adjective order Verbs and adjectives, Words easily confused, Physical descriptions,

Describing personalities

Multiple-choice cloze, Key word transformations, Spot the mistake, Vocabulary

Talking about time, Phrasal verbs with look, Describing location, Words easily

Word formation, Key word transformations, Vocabulary, Spot the mistake

Part 2: Note taking

Time expressions Part 2: Writing a story (1) Language study: Focus on tenses,

Punctuation

Countries, people and languages, Words easily confused, Phrasal verbs with take, Numbers

Multiple-choice cloze, Key word transformations, Right or wrong? Vocabulary

Everyday expressions Part 2: Writing a letter of application Language study: Set phrases

Writing skills: How to plan your writing

Words connected with work, Computer technology, Different jobs, Job search, Word formation

Error correction, Key word transformations, Spot the mistake, Words connected with work

Part 4: True or false? Part 2: Writing an article (2) Language study: Talking about

similarities and differences

Adjective and preposition combinations, Words easily confused, Phrasal verbs connected with health

Word formation, Key word transformations, Spot the mistake, Wordcomb

Part 2: Note taking

Everyday expressions Part 1: Writing a transactional letter (2) Words easily confused, Phrasal verbs

with back, Word formation, The same

or different? Extreme weather conditions

Word formation, Talking about the future, Key word transformations, Vocabulary

Talking about numbers

Part 2: Writing a composition (1) Writing skills: Using linking words Words connected with money, Make and do, Forming words Open cloze, Key word transformations, Spot the mistake, Vocabulary

Paraphrasing

Part 4: Who said what?

Part 2: Writing a story (2) Writing skills: Paragraph writing Words connected with talking, Words easily confused, Irregular plurals,

Expressions with get

Multiple-choice cloze, Which past tense? Vocabulary

The same or different?

Part 4: Who said what?

Part 2: Writing an informal letter

Language study: Word order

Part 2: Writing a report (2) Language study: Focus on tenses

Vocabulary, Make, let and allow, Words easily confused, Phrasal verbs/

expressions with up and down,

Part 2: Note taking

Part 4: Multiple choice Part 1: Writing a transactional letter (3) Language study: Asking for information Phrasal verbs with put, Say, talk, speak, tell, Reporting verbs,

Verbs and prepositions

Word formation, Key word transformations, Spot the mistake, Vocabulary

Part 2: Writing a story (3) Writing skills: Adding details Words easily confused, Neutral and negative adjectives, Have or take? transformations, Spot the mistake, Multiple-choice cloze, Key word

Sentence completion

Part 2: Note taking

Part 4: True or false?

Everyday expressions

Part 2: Writing a composition (2)

Language study: Lead sentences Words connected with crime and punishment, Expressions with good and

bad, Phrasal verbs with on

Open cloze, Words which go together, Everyday expressions, Key word transformations

Part 2: Note taking

Part 2: Writing an article (3) Language study: Informal language Writing skills: Timing and checking your writing

Phrasal verbs with into, Forming words, Which way? Word formation, Vocabulary, Word stress, Key word transformations

PRACTICE TEST

Pages 156-169 PAIRWORK

Pages 170-174 PHRASAL VERBS

Page 175 VOCABULARY AND GRAMMAR REFERENCE

Pages 176-191

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All you need to know about Countdown

Who is it designed for?

Countdown to First Certificate is designed for students

preparing to take the FCE examination It will appeal

particularly, but not exclusively, to young adult learners as

the topic areas and authentic materials have been carefully

chosen to motivate and interest such students

What does the course consist of?

There is a Student’s Book and two cassettes, a Workbook

(with or without key) with a complimentary cassette, and a

Teacher's Book

How is the Student's Book organized?

There are 15 ten-page units in the Student's Book Each unit

is divided into 5 frames: Reading (2 pages), Use of English

(2 pages), Speaking (1 page), Listening (1 page) and

Writing (2 pages)

Each unit also contains a

— Wordpower page: designed to reinforce, expand and

activate students’ vocabulary These tasks can be

completed during the lesson whenever a Wordpower flag

appears, used as a revision of the vocabulary introduced

in a unit, or set as homework Each task should take no

longer than five minutes

Let’s Reflect! page: revises what has been taught in the

unit and gives students additional practice in

exam-format Use of English task types The marks for

these revision tasks add up to 50

The final unit is a complete Practice Test for the FCE

examination

At the end of the Student’s Book, there is a Grammar and

Vocabulary Reference, listing the main vocabulary and

expanding and clarifying the main grammar points focused

on in each unit

How are students trained for the First

Certificate exam?

The coursebook starts at pre-FCE level and the tasks

gradually build up in length and difficulty to FCE level,

which is reached half-way through the course

Thorough and systematic exam training is given in all exam

type tasks and every unit contains at least one exam task

from each FCE paper

Useful advice is given in the form of Helplines to develop

students’ confidence and help them develop the skills

needed for the different task types They also help students

to develop their language skills by suggesting how they

could improve their English outside the classroom

The full-length Practice Test included in the Student’s Book

can be answered on photocopiable UCLES sample answer

sheets, which have been included in the Teacher's Book

How are reading skills developed?

Authentic texts are used covering a wide range of

interesting topics

Students develop specific reading skills, e.g skimming and

scanning, through a variety of tasks included in the course After each reading task there is a focus on contextualized vocabulary, which is then practised and recycled throughout

the unit

How is grammar introduced?

A deductive approach to grammar is complemented by extensive practice of general grammatical points, functions and exam focused tasks in the Grammar Zoom

The Let’s Reflect! revision tasks at the end of each unit

practise and consolidate the grammatical points and

functions introduced

The concise Grammar Reference, included in the Student's

Book, is designed to help students in their self-study and to

encourage them to check their learning

How are listening and speaking skills

as the course progresses

Help and advice is given to encourage students to improve

their listening skills

The speaking section of each unit includes Phrase Boxes which contain useful expressions and phrases for students to use when dealing with speaking tasks Students should be encouraged to keep a record of the Phrase Box language

and to use the expressions whenever relevant

An Everyday expressions section is designed to increase student wordpower and confidence

The integration of speaking and listening skills enables students to improve their aural comprehension and oral

production focusing on various aspects of pronunciation, e.g word stress and sound discrimination

There are further opportunities for developing listening and

speaking skills with the complimentary cassette

accompanying the Workbook

How important is vocabulary in the course?

Vocabulary receives high profile treatment throughout the

course

The Wordpower section in each unit of the Student’s Book recycles, consolidates and practises target vocabulary

The Workbook further practises and extends vocabulary in

Wordplay which contains a useful Word Select section to help

students differentiate between the meanings of words

The Vocabulary Reference at the back of the Student’s Book

lists useful vocabulary unit by unit

6 All you need to know about Countdown

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How are writing skills developed?

In Part A of the writing paper, students must write a

transactional letter (formal /informal) based on written

information and occasionally visual stimuli In the course,

they have the opportunity to practise this kind of letter

several times and they are given advice on how best to

analyse and interpret the question

In Part B of the writing paper, students have a choice of

questions, and may be asked to write either a letter, report,

discursive composition (argument), article, short story or a

question based on a set book The Student's Book looks at

each of the first five in detail and students are given practice

in answering each type of question

In the Student’s Book, the writing sections are linked to the

main unit, either thematically or grammatically, and

students therefore have the chance to recycle some of the

language that they have been introduced to Students are

encouraged to consider the questions carefully and to plan

their work There is usually a sample answer, which reflects

what they will be asked to produce themselves Sometimes

students are presented with a poor sample answer and are

asked to comment on what is wrong with it

The writing sections have a Language study section which

focuses on a particular aspect of language that is important

in the exam There is a considerable emphasis on style so

that students have the opportunity to examine and produce

pieces of written work in various styles

The main part of each writing section is designed to be

covered in class so that students can discuss the topic

Detailed notes are given to help them plan their answers

The written work can then be set as homework making

optimum use of classroom time

What can be found in the Workbook?

As well as having one main reading text and a Use of

English task per unit, the Workbook contains some

innovative original features

Listening and speaking activities can be done by students at

home listening to the complimentary cassette Alternatively,

the teacher may choose to complete such activities in class

The speaking and listening activities include a range of

activities aimed at developing speaking and listening skills

and exam-type tasks which give students more awareness of

what is expected of them in Papers 4 and 5

Further practice of the grammar covered in each unit is given in the Workbook The Grammar Check refers students back to the Grammar Zoom in the Student's Book

Micro-writing skills give students the opportunity to focus

on very specific writing features

Vocabulary is recycled with enjoyable activities and games in the Wordplay section

The with-key edition includes the speaking and listening

tapescripts

There are three revision tests, one after every five units

What can be found in the Teacher's Book?

The Teacher’s Book contains comprehensive teaching notes

which assist teachers to set up tasks and give ideas for additional activities A glossary has been included explaining linguistic and pedagogical terms, complete with examples There is also a full key for all tasks in the Student’s Book and tapescripts for the listenings in Frame 4

The Bright ideas! offer imaginative suggestions for additional classroom activities and exploitation of materials They consist mainly of games or activities which involve students

working together and are a useful way to promote student

interaction Learner training sections give useful advice and ideas to encourage students to become more independent Cultural notes give background information and further

insight into British culture

Numerous Photocopiable activities are included towards the back of the Teacher’s Book to consolidate what has been taught References recommending at which point these

should be used are made in the teaching notes

Similarly, references are made suggesting when Workbook

tasks should be completed

To revise the vocabulary and grammar introduced in the

Student’s Book, there is a test at the end of each unit, and a

Progress Test every five units These appear in the photocopiable pages towards the back of the book and all come complete with keys

There are also photocopiable UCLES sample answer sheets for the FCE exam

All you need to know about Countdown q

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Glossary

The words in this glossary are used throughout Countdown

to First Certificate Teacher's Book The first time they occur,

they appear in italic with an asterisk* to refer the reader to

the glossary Here the words are listed in alphabetical order

with an accompanying explanation and example

brainstorm Students think of as many words and

expressions as possible related to a particular topic The aim

is to get the students focused on a topic to help them

predict what they might read, write, say or hear during a

task and so mentally prepare them Students often call these

words and expressions out and the teacher writes them on

the board

Example: If they are about to read a text on computers, the

teacher might ask them to brainstorm all the

words they know related to information

technology

concept question This is a question that teachers ask

to check that students have understood something A

concept question should use as few words from the original

text as possible Concept questions can be used to check

that students have understood a grammatical rule, a word

or an expression

Example: The train that | needed to catch had left by the time

| got to the station

Concept questions: Where was | going? Why was | going

there? Was | successful? Why not?

distractor A distractor is a word or words which may

mislead students into giving a wrong answer when

completing a task Distractors are quite common in the FCE

Reading and Listening Tests — students should therefore

make sure that they read/listen carefully to the whole text

and not just for key words Distractors also occur in

multiple-choice questions, when words with very similar

meanings are given as options

Example: He is going to

for 3 years

a research b study c learn d revise

at Manchester University

elicit This refers to how teachers help students to recall a

word which they have heard before but may not have used

for some time

Example: To elicit the word unemployed, give them a

sentence in which the word could be used: / lost

my job in October and have been since

then Alternatively offer them a definition of the

word: not having a job; out of work

ellipsis This refers to when a word or words are omitted

yet the meaning can be understood without them

Example: Orange juice, please This implies that someone

would like a glass/carton of orange juice

feedback When students give spoken comments,

answers or opinions after doing a task in a class, we call this

feedback Teachers ask students for feedback so that they can monitor how well the students have understood and

completed the task and, if necessary, go over areas of difficulty

gist The gist of a piece of writing, a recorded text or a

conversation is its general meaning Students should always

be encouraged to skim a piece of written text to get the gist

before they attempt to answer the questions in the

accompanying task

key notes These are the notes students make before writing an essay This is an important part of the planning process Key notes should be detailed so that students do not need to refer to the task again while writing the essay

key words These are the words in a piece of written or spoken text that help students to identify the meaning or

message of the text They are usually nouns, verbs, adjectives and adverbs

Example: / went to the shops for some milk The key words

are went, shops, milk

learner training The term learner training is used to

cover a variety of ways of training students to become more

independent and confident learners

Teachers may assist students to become more reflective by asking them to keep a record of their strengths and weaknesses In this way learners can be more conscious of

their language production and learn to exploit their

strengths and improve on their weaknesses

Learner training can also include training in specific skills Example: In reading comprehension tasks, the teacher

may encourage students to underline key words

in the questions and show them how to look for reference devices in the text

Teachers can also train students to become more independent learners by showing them ways to help themselves

Example: When students cannot understand a word in a

text, they often ask a classmate or their teacher Rather than doing this, the teachers can show

them how to work out the meaning from the context or encourage them to use English- English dictionaries

lexical set A lexical set is a group of words or expressions

which are related to one another, e.g car/van/bus/lorry are

all related to the lexical set of vehicles Teachers should encourage their students to record new items of vocabulary

in lexical sets for easier reference

ser >>> an nan nu unnynnnnunnnynnuuuy00n00/00800uNN

8 Glossary

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paraphrase When students are unable to think of the

correct word for something, they should be encouraged to

paraphrase

Example: When faced with a picture of some scuba diving

equipment, they could paraphrase by describing

it as: a piece of equipment that allows you to

breathe underwater

predict Before listening to or reading a piece of text,

students predict, or guess, what they are going to hear or

read

Example: If they are going to read a text about a

millionaire’s lifestyle, they could be asked to

predict how he/she lives Students may work in

groups, or as a whole class, and brainstorm their

ideas Prediction is important, since it helps the

students to focus on the topic

pre-reading /listening A pre-reading /listening

question (or task) helps students to focus on the topic they

are about to cover

Example: If students are about to read a text on computers,

a pre-reading question/task might be: Work with a

partner and discuss the different reasons why people

use computers In what ways do computers play an

important part in our lives?

pre-teach This refers to when the teacher identifies and

teaches new or difficult words before students complete the

task

procedure This is the way in which a task is carried out

in class

Example: Students skim a text for gist, then read it in detail

to find the answers and finally check their answers

with a partner The teacher then asks the class for

feedback

sean This refers to the skill of locating a particular piece of information in a text quickly, without reading it in detail

Example: Students may scan a text in order to answer a

lead-in question before completing the main task skim This refers to the ability to read a text quickly, noting only the key points, in order to get the main ideas of the

text

Example: Students may skim a text in order to find out

what it is about, before reading it again in detail

to complete the task

terminology These are words and expressions we use when talking about aspects of language learning Adverb, adjective, phrasal verb, noun, verb and preposition are

examples of linguistic terminology

vocabulary /grammar bank A vocabulary/grammar bank is a written record of words, expressions or

grammatical rules that students can keep to refer to in the future, either when they need to check a meaning or rule,

or when they need to revise for an exam Banks can be

arranged into lexical sets or grammatical groups

Example: lexical set

happy (adjective — positive) He’s a happy little

boy, always smiling and laughing

talkative (adjective — neutral) She's really

talkative, day and night she talks non-stop

grammatical group adjectives of personality

Positive Negative happy sad excited nervous gerunds

Words/expressions followed by -ing tired of -ing

looking forward to -ing

Glossary 9

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cus of this unit is the theme of PHYSICAL

ANCE AND CHARACTER Students look at the

ways we see ourselves and one another

wing language points are covered in this

GRAMMAR

Adjectives and adverbs

Comparatives and superlatives

Reading: Multiple matching (Part 1)

Writing: Writing an article (Part 2)

Use of English: Multiple-choice cloze/Key word

transformations (Parts 1 & 3)

Listening: True or false?/Multiple choice (Part 4)

Speaking: Talking together /Taking a long turn/

Discussion (Parts 3, 2, & 4)

@ In this frame, students are introduced to the theme

of appearance and personality and read a text about a

doctor who believes he has discovered a method of

measuring beauty

Some students, especially teenagers, are very self-

conscious about the way they look Any discussion which

involves physical description should therefore be

sensitively approached Words like fat and overweight can

be avoided by using well-built Similarly substitute slim

for skinny

Setting the scene

This task works particularly well if students can all see one

another from where they are sitting It also helps if they

know one another’s names If this is a new class who don’t

know one another, give the students cards or badges to

write their names on

Ask students to think of different ways in which we describe

people’s physical appearance, e.g height, build, hair colour,

hair style, hair length, colour of eyes

Ask each student to list words describing themselves based

on the above criteria If necessary, elicit* some suitable

vocabulary,

Suggested vocabulary:

Height: short, medium-height, tall

Build: well-built, of medium build, slim Hair colour: red, brown, black, fair Hair style: straight, curly, wavy

Hair length: long, medium-length, short Eyes: blue, green, grey, brown, black

You may need to pre-teach* curly and wavy with a simple drawing

Collect the finished descriptions and redistribute them,

making sure no one receives their own one back Each student reads aloud the description you have given them and the whole class guesses who is being described

Alternatively, you read the descriptions to the class and students note down who they think is being described

When you have finished, check their answers This activity

will take about 15 minutes

Lead-in

The photographs are of the same person — American actress Glenn Close Ask if the class has seen any of the films the pictures are taken from What were they about? Did they enjoy them? Students discuss the questions with a partner After two or three minutes ask the class for some feedback*

1 Suggested answers:

101 Dalmations — wicked, cruel

The Paper — business woman, professional

Hamlet — regal, serious

The Big Chill — gentle, friendly

2 Different images are created by make-up, i.e it can be used to emphasize certain features, make you look older or younger, add features like spots, moles, freckles and scars Also hair colour and style, clothes, different

ways of moving and speaking can also help to create a

different image

3 Most people make some kind of initial judgement when they see somebody for the first time This is usually

based on stereotypes; looking at the way someone is

dressed, their hair and general outlook

4 Personality, facial expressions, body language, voice and posture, physique can all make a person attractive

1 Multiple matching (headings)

Helpline Explain the purpose of Helplines (see TB p 6) This first one encourages students to read more outside the classroom

Learner training*

One way to encourage students to read is to keep a class

record on the wall At the end of the week, students write down what they have read in English that week This can include books, newspapers, magazines, leaflets, etc

10 UNIT 1 *See glossary TB p 8-9

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Tp PHOTOCOPIABLE ACTIVITY 1 '#TB p 134

A Write the title on the board and encourage students to

discuss it in pairs before they tell the rest of the class what

they think the text will be about Asking students to predict

the content of a text from its title is a very important pre-

reading task* as it helps them to mentally focus on the topic

This is a method that we all use in our everyday lives — a

good example is the way we use a newspaper headline to

decide whether or not we want to read the article

Give students about two minutes to skim* the text to see if

their predictions were correct Skimming a text in this way is

an important skill since it helps the students to get a general

idea of the content of the text without worrying about

details

BRIGHT IDEA!

if you have access to English-language Newspapers or ˆ

‘magazines, cut out ae headlines /titles or write them

Paper

each group some of the headlines /titles ne them: to

discuss the possible content of the text that is

B_ Students work individually to complete the task using

the procedure and advice below, then check with a partner

Helpline

Ask students to read the information in the box

Multiple matching procedure*:

1 Skim the whole text (usually done as task A in this

course)

2 Look at the list of headings A-H and underline the key

words

3 Scan* the first paragraph for words which are similar in

meaning to any of the key words in the headings

Encourage students to use a pencil to underline the

words in the text that are similar

4 Look at the headings /summary sentences again and

choose the most suitable one

5 Underline the words in the paragraph that match the

key words in the heading

6 Continue with the other paragraphs

Learner training

In the First Certificate exam, students are not allowed to use

dictionaries Tell them that if they can’t answer a question,

they shouldn't spend too much time on it Instead, they

should move on to the next question and, if they have time

at the end of the exam, return to the question that they

is and does, e.g What is she look like? Before students look at

the language study, write the following two sentences on

the board and ask them to correct them

Tell me about your sister's personality How is she like?

Answer: What is she like?

Is your brother good looking? What is he look like?

Answer: What does he look like?

much as possible about that person; encourage them to

make notes Allow them about five minutes to talk When

they have finished, ask some of them to tell the class about

the friend /family member that their partner described

Setting the scene Ask students if they know the names of the star signs in English

Aquarius (Jan 21/Feb 19) Pisces (Feb 20/March 20) Aries (March 21/April 20) Taurus (April 21/May 21)

Leo (July 24/Aug 23)

Virgo (Aug 24/Sep 23) Libra (Sep 24/Oct 23) Scorpio (Oct 24/Nov 22) Gemini (May 22/June 21) Sagittarius (Nov 23/Dec 21) Cancer (June 22/July 23) Capricorn (Dec 22/Jan 20)

Ask students what star sign they are Do they know of any characteristics that are supposed to be typical of their signs?

Do they think star signs are a good way of determining somebody's character? Do they read their horoscope in the

paper? Do they think these horoscopes can predict their future?

Lead-in

In pairs, students discuss the questions in the Lead-in Ask them for their opinions What do they think is the best way

of telling what a person’s character is like?

AAA RA AES NE ET TTT CL I OES LE TES ETE LE

*See glossary TB p 8-9 UNIT 1 aa

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1 Multiple-choice cloze

Before students look at the text, write the word Phrenology

on the board and ask them what they think this word

means; give these three possible answers and ask them to

decide which one is correct:

a judging somebody's character by their handwriting

b judging somebody’s character by the friends they have

¢ judging somebody's character by examining the shape of

their head

Students look at the title of the text as a clue, and then skim

the text for the answer

Helpline

Students focus on the Helpline before selecting the multiple-

choice options Remind them that it is important to look at

the words immediately before and after the space

In pairs, they read the text again, choosing the appropriate

answer, A, B, C or D Check their answers and ask them to

tell you which words before or after the space helped them

to choose the answer

FCE students often find this part of the exam quite a

challenge, mainly because many of the words in the

multiple-choice options are similar in meaning Students are

not allowed dictionaries in the exam, so to help them

succeed in this type of task they should build up a

vocabulary bank* during their course and recycle the

language whenever possible This bank should show not

only the word and its meaning, but also an example of the

word in a sentence, with the words preceding and following

it highlighted Students should also learn to record words in

lexical sets* so that they are able to compare the structures

and meanings

BRIGHT IDEA!

Instead of showing students how to keep a record of

the words they acquire on the ne hold the

following competition:

(You will need 1 dictionary per pair of students)

Write the following words on the board:

fond/keen/ enthusiastic/ interested

Explain to students that they must Mai a method of -

keeping a record of these words and their meanings

They should do this in such a way that, if they see the

word again, they will be able to quickly find out what it

means and how it is used without looking it up in a

dictionary, e.g | am fond of Italian food | am | ben on

Words expressing ‘like’: fond, keen ạ

Divide the class into pairs and give each pair a

dictionary Allow them ten minutes to devise their

_method They should do this on paper using the words

you have written on the board Put their finished papers

‘on the classroom wall In the same pairs, they then look —

at all of the papers and give each one a mark out of:

five, Add the scores up The pair with the highest score

is the winner Ask the other students why they thought

is neat and tidy, it makes use of colour and ‘pictures shows how the | words are pronounced

WB p 5 USE OF ENGLISH Task 1

Grammar zoom ©~

Adjectives and adverbs Learner training Students often fail to use adverbs correctly A common

mistake is to use an adjective, e.g He drives slow, You did

good Students sometimes make the mistake of using an

adverb instead of an adjective, especially after the verb to

be, e.g She is beautifully This is because they see the verb to

be preceding the adjective and assume that an adverb is needed An adverb cannot be used after to be unless it is supporting another adjective, e.g He was wonderfully kind

Setting the scene

Before students do the tasks in the Grammar Zoom, ask

them look back at the Multiple-choice cloze and pick out the adjectives and adverbs from the text and the multiple-

choice options How do they know which are adjectives and which are adverbs? Suggested answers: By looking at the words which precede or follow them, by looking at the ending

We use adjectives to describe nouns We use adverbs

to describe verbs and other adjectives and to modify sentences

B_ Students work in pairs or individually to choose the

correct answer Ask them if they notice anything special about the words funny and easy in 3 and 5 (the y changes

to jin the adverb) Ask them if they can think of any other

examples, e.g pretty, happy They should also be aware of the change from single consonant to double consonant,

e.g careful — carefully

2 Irregular adjectives and adverbs

A Before students look at the task in the Student's Book,

write the following sentence on the board You speak good

English Ask the students to change the sentence so that

good becomes an adverb Answer: You speak English well Elicit that the adverbial form of good is irregular

Trang 14

Elicit more information about irregularities: not all adverbs

are formed by adding -ly to adjectives Sometimes we have

to change the word, e.g good = well, sometimes we have to

add more words, e.g silly = in a silly way They should also

be aware that some adjectives change their meaning

completely when we add -ly

Examples: The exam was very hard

| hardly know her

Students match the adjectives and adverbs They compare

their answers in pairs

B_ This gives students a chance to think about, and recycle,

the information you have just given them They should work

on this in pairs or small groups

2 Hard is an adjective and an adverb, hardly is an

adverb meaning almost not at all:

3 We use the structure in a way

4 In sentence 4 well means to a good standard In

sentence 5 well means of good health

3 Comparisons quiz

In this section, students review (a) adjectives which add

-er/-est in their comparative and superlative forms and

(b) adjectives which use more/the most in their comparative

and superlative forms They also review irregular adjectives

Setting the scene

Draw three pencils on the board (or another simple cheap

item), label them 20 pence, 15 pence, 10 pence and write

the word cheap next to the 20 pence pencil Ask students

how the other pencils compare in price and elicit cheaper,

the cheapest

Draw three cars on the board (or show them three pictures

of different cars from a magazine) and label them £20,000,

£30,000, £40,000 Write the word expensive next to the

£20,000 car Ask students how the other cars compare in

price and elicit more expensive, the most expensive

Ask the students when we use -er/-est and when we use

more/the most Answer: more/the most is used with

adjectives of more than one syllable, unless the adjective

ends with -y

Write Test result: 80%, Test result: 85%, Test result: 90% on

the board Write good next to the 80% result Ask students

how the other results compare and elicit better, the best

Give the students one minute to complete the quiz on their

own When they have finished, they should compare their

answers with a partner

cheap A interesting B good C well C badly C

softA oldA hotA famousB easyA

prettyA comfortableB fastA badC modern B

The spelling changes in the following formats:

hot, hotter, the hottest

easy, easier, the easiest

pretty, prettier, the prettiest

4 Practice Students work in pairs to complete the task

WP{ sẽp142

Tp PHOTOCOPIABLE ACTIVITY 3 #3TB p 134 '#È*WB p 6 GRAMMAR CHECK and Tasks A-C

5 Key word transformations

Before students do this task, introduce them to the general

idea of Key word transformations (KWT) by writing the

following examples on the board and asking students if they know of other ways of saying them so that the meaning remains the same

Teacher to student: Where are you from?

Possible transformations: Where do you come from? Which

country are you from?

Now write the following examples on the board

What are your hobbies and interests?

What do free time? do What do free time? like How free time? spend

Tell them that they must use the words in bold to complete

the sentences so that the meaning is similar to the first one They should use between 2 and 5 words

Answers: What do you do in your free time? What do you like doing in your free time? How do you spend your free time?

It is important to point out that KWTs can also involve a vocabulary transformation Once students are familiar with the concept of KWTs, they will feel more confident to try the task on SB p 9

Helpline

Tell them to read the Helpline before beginning

Learner training

For many students this task is the greatest challenge in

Paper 3 of the FCE exam The combinations of vocabulary and structures can initially seem endless It is important, therefore, that students develop a bank of common transformations As students develop their bank, they will soon see that there are a limited number of combinations and transformation structures In Countdown to FC the KWT exercises practise the language covered in the Use of English

Frame In the exam, this task will include a variety of structures, and if students keep a record while they are using this book, they will cover a wide range of structures,

including many that are likely to appear in the exam

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đ?> 8PERKINE

™@ The Speaking Frames in Countdown to FC consist of a

wide range of skills development tasks They are not

always exam tasks as such, but are designed to enable

students to develop skills required in the FCE Speaking

Test

In this frame, students talk about clothes, and discuss

the different things people wear in different situations

They also review the present continuous to describe

what people are doing and what they are wearing

Setting the scene

Before students look at their books, ask two of them to

stand back to back Ask them what the person behind them

is wearing If they are all wearing school uniform, stand

behind one of the students and ask them what you are

wearing

1 Talking together

Learner training

Explain to students the importance of working together on

some tasks rather than just doing them individually and

then checking their answers Explain that in some parts of

the FCE Speaking Test they must be seen to be working

together, asking each other questions and encouraging each

other to speak It helps if the students sit opposite each

other rather than next to each other as this encourages eye

contact NB: In the Speaking Test, students are usually

examined in pairs However, they might find themselves in a

group of three

A_ Students work in pairs to name the items of clothing

This should take about three minutes

a jacket f cap k boots

b cardigan g trousers | jeans

c sandals h skirt m shirt

d tie i socks n_ blouse

e belt j_ trainers o jumper

B With the same partner, they discuss what they would

wear to go out for the evening

2 Taking a long turn

Learner training

When comparing and constrasting pictures, students should

be prepared to say what is happening in the picture and

what the people look like, i.e physical description, clothes

They should also use expressions such as / think , It looks

like , Perhaps , Maybe Tell students to look at the

Phrase Box and encourage them to paraphrase* They

should show that they are listening when their partner is

talking about the picture They can use simple body

language like nodding and smiling

Make sure that students compare the people in the

photographs They should mention the following

points:

1 students /working/wearing school uniform

2 pop group/posing for a photograph / wearing leather jackets

3 soldiers /having a photograph taken /wearing

combat gear

4 women’s football team/celebrating winning a

cup/wearing football strip

3 Discussion

Learner training When working together on discussions, students should encourage one another whenever possible as part of the marks given are based on how students interact with each

other Questions such as What do you think? and Do you

agree? are important Try not to allow one or two students

to dominate the group, especially if there are less-confident

students with them, as this can be intimidating for those students Students are assessed on how they express their ideas and not on how much they say

@ Throughout this course, all listening tasks should be

played twice (as they are in the Listening Paper) The

first time students listen, they choose their answers The second time they listen, they check them This also gives them the opportunity to answer the questions they missed the first time they heard the tape

In this frame, students listen to part of a radio

programme about London Fashion Week They also listen to a tape about women who volunteered to go out

in some unusual designer clothes

Setting the scene

Ask students to think of someone, maybe someone famous,

who is always very fashionably dressed What sorts of things

do they wear? Do they have good taste? Would the students wear those clothes? Why? Why not? Do they know of any

famous fashion designers, e.g Calvin Klein, Christian Dior,

Georgio Armani, Versace? Would any of them like to be

prepare them better for the task

sr SES

ST ELL TTT OE ELI,

Trang 16

Play the tape once Students listen and check their answers

with a partner

Play the tape a second time (you will have to rewind the

tape) Students check their answers individually

Good morning - today we’re talking to

who's going to tell us a little about

ion Week, which, as you may know,

Monday

you tell us a little about the event and how

compares with, say Paris or New York?

has always been a very important place in

world and we don’t just get British

and models here - we get people from all

‘world, Japan, the USA, you know, and it gives

chance to let people see their clothes and

it gives them a lot of publicity

something that happens every year?

started six years ago, and there’s been one

and it’s always a very exciting event,

eryone is trying to find out what the new

be and what sort of clothes we're going to

shops next season

sort of things can we look forward to?

hasn’t been any single style this year —

ily one of the things I’ve noticed is that

it - if you remember, two years ago almost

‘seemed to be wearing black, but this time |

Ik | saw a single model in black — there was a

/, a little dark blue, but mostly there was lots

'olour — fantastic dresses in deep purple

ot at all, most of them wear lots of different

2 Multiple choice

In this section, students have a choice of three possible

answers, of which only one is correct

Helpline

Ask students to read the information in the box, and then

give students a few seconds to read the questions

Encourage them to highlight or underline the key words

(nouns, verbs, adjectives) in the questions Ask students for

feedback on what they think the extracts will be about

Play the tape twice

in London Fashion week, we thought it

interesting to get some volunteers to wear

clothes from the show for a day, and we

studio Elaine Roylance and Julie Tanish, who

Well, I’m glad to see you survived Can |

i, Elaine, can you tell us what you were

be said about it | had to go to the

to do a bit of shopping, and | have to say

it silly

the other shoppers think of it?

‘iced me, | can say that In fact everybody

it me, and | think they were all trying to whether the bird was dead or alive, and | was someone might attack me for being cruel

but luckily that didn’t happen

any serious disadvantages?

shopping goes, it was OK when | was trying

gs off the top shelves, but | had a lot of ing pasta off one of the low shelves,

pt getting in the way and knocking shelves And the whole thing kept

forwards as well, so | think there was a serious

‘oblem there

won't be wearing it again, | suppose?

for going to the supermarket anyway,

might be fun at a party

ut you Julie, did you have any more luck?

really, I'm afraid

“an you describe what you were wearing? was a Mishiko Koshino dinosaur dress with

wn the legs and a very long tail

wear it for work?

ided to put it on to go to the local pub, and very slowly, you have to — you see, it’s very

you can only take very short steps, so | sort of

g pulling my long tail behind me and it

get to the bar

people think of it?

noticed me but I’m not sure it made me ttractive There were a lot of comments

us a roar, then’, and there was one chap

something like ‘I didn’t realize I'd had so

drink’ — | was tempted to hit him with my

| didn’t think I'd be able to get away fast anything you liked about it?

— Ít was grey, and | know that’s meant to jonable colour this year, but the reason | that it allowed me to sit in a dark corner

ouldn’t really be seen, and that’s where |

the rest of the evening

all, not a great success

‘t be rushing out to buy one

Trang 17

Ee EL

Writing an article (1)

@ In this frame, students write an article similar to the

type which is required in Part 2

An article requires students to write a short text for a

magazine for young people, e.g a school magazine An

article could be on any subject, but often requires the

student to give a description of a place, a person or an

object

The type of publication the article is intended for is very

important as this will tell the student who is going to

read the article and therefore determines the style of

writing For a school magazine, the article should be

lively, informative and friendly - something that a young

person would like to read

Learner training

The word limit for both writing tasks is 120-180 words This

is the recommended number of words required to complete

the task satisfactorily Contractions, e.g I’ve count as two

words, although these should only be used when they are

appropriate for the task, e.g for an informal letter

If students write more than this, they may include irrelevant

information, make more mistakes and run out of time

What's more, the examiner may decide to only mark it up

to the point where the maximum number of words is

reached

If students write fewer than this, they may not give a

complete answer If an answer contains fewer than 50

words, it may receive no marks

Students have 90 minutes to write two compositions

Handwriting must be clear Answers which are difficult to

read lose marks Illegible answers may receive no marks

American English (vocabulary and spelling) is acceptable

provided that its use is consistent

Helpline

Guide students through the main points If they are

experienced writers, you may like to go one stage further by

asking them if they can think of any other important points

they should consider when writing

Suggested answers: Think of your audience, i.e who you are

writing to, make sure you have clear, legible handwriting, if you

make a mistake, cross it out and write the word again; don’t

waste time using liquid paper, do not exceed the maximum

word limit, make sure your piece of writing has an introduction,

a main part and a conclusion

Setting the scene

Ask students if they enjoy reading magazines, either in

English or in their own language What sorts of things do

they like to read about? Why do they like to read these?

What do they think is important in a good magazine article?

Suggested answers: /t should be interesting, it should be

exciting, it should be entertaining, it should be easy to read

and should not contain any long, complicated words or

sentences

Ask them to tell you about an article they have read

recently

1 Sample task

In pairs, students read the task, underlining the key words

Suggested answers: magazine, young people, articles, describing a person, known for a long time

2 Sample answer

Students read the article individually and underline the

adjectives They should then check these in groups of two

or three

oldest (friends) attractive pretty (face) beautiful blue (eyes) long brown (hair) tall slim (girl) (looks) good

old blue denim (jacket)

baggy red Norwegian (jumper)

white tennis (shoes) bright stylish (clothes) great fun (to be with) wonderful (sense of humour) sensitive

3 Language study

Mistakes with the order of adjectives are very common, and even students whose English is quite advanced sometimes make them

A_ Students work in pairs to complete the task They should

look for words in the article which are /exically* related,

e.g slim in the text and skinny in the task both describe physical build

B_ Students look at and try to remember the rhyme for two minutes Tell them to close their books and ask them to repeat the rhyme, each student giving you one of the words until the rhyme is complete

Repeat this a few times until they are familiar with the words

C,D &E_ Students do the tasks in pairs When they have finished, they should join up with another group to check their answers

A lovely green eyes

short black hair

a new green cotton jacket

a big green Swedish jumper black football boots

C Adjective types

1 opinion and general Examples description nice, funny, lovely

2 size and weight big, small, heavy

3 age old, new, young

4 shape round, square, rectangular

5 colour green, red, blue

6 country of origin Swiss, Spanish, Greek

7 material woolly, cotton, plastic

8 purpose and power walking (socks), tennis

(racket), electric (kettle)

Trang 18

ep) PHOTOCOPIABLE ACTIVITY 5 TB p 135

4 Writing task

Explain that before going on to the writing task, they are

going to revise some vocabulary to help them

BPS 456 p14

Helpline

Students read through the Helpline and then look at the

sample answer again Ask them the following questions:

Is the article the correct length? Yes, there are 173 words

Does it have a title? Yes, Jenny, one of my best friends

Can you think of a better title? Suggested answer: Jenny — a

friend for life

Does the article have a clear introduction? Yes, the first

paragraph tells us who the best friend is and how long the

writer has known her

Does the article have a clear body? Yes, we are told what she

looks like; her face, hair, build, the clothes she wears in the first

paragraph, and the kind of person she is in the second

paragraph

Does the article have a clear conclusion? Yes, the writer tells

us how she thinks their relationship will continue in the future

ls the style appropriate? Yes, it is informal The writer uses

contractions, gives personal opinion, and uses colloquial

English, e.g She’s great fun to be with

Students read the writing task and underline the key words

Notes

Students work individually through the note-making tasks

After each paragraph, they should discuss their notes with a

partner Tell the students to comment on the notes their

partner shows them, e.g Is there anything else that could

be added? Is there anything that should be removed?

Before they write their article, allocate new partners and ask

students to describe the person they have chosen to write

about verbally to each other from the notes they have

made; this will draw their attention to the fact that it is

much easier to work from notes that they have prepared

rather than try to work without having planned and made

notes

Students write the article for homework You could suggest

that the workbook tasks are completed before they write

2 Words easily confused

1 get dressed 4 put on

2 wear/put on 5 wore/were wearing

3 tried on 6 put on

3 Physical descriptions

A lc 2b 3g 4a Sh 6i

C Suggested answers:

The lady in the picture on the left has got short wavy

grey hair She looks short and a little plump and she wears glasses She is elderly and looks happy

The picture on the right is of a young man with short dark hair He seems tall and slim with bright eyes and

a nice smile He is probably in his mid-twenties

1 was the weather like

2 smiled in a friendly way

3 not ski very well (10 marks)

3 Spot the mistake

11 didn’t know you could speak English so well

2 I’ve never been to India What is it like?

3 I’m not very interested in fashion

4 |'m tired because I’ve been working too hard

5 It can be dangerous if you drive too slowly

6 He’s quite thin because he hardly eats anything

7 Manchester is much bigger than Cardiff

8 The film wasn’t as good as the book

9 My sister’s the girl over there with long dark hair

10 There’s something wrong with this wine — it tastes

4 not work as hard as

5 was easier than

horrible

(20 marks )

4 Vocabulary

1 jealous 5 romantic 9 sensitive

2 funny 6 aggressive 10 attractive

3 sensible 7 honest

4 ambitious 8 intelligent (10 marks)

Trang 19

is of this unit is the theme of NIGHT

look at different ways of talking about the ing language points are covered in this

Phrasal verbs with look

Words easily confused (afraid, worried about, etc.)

Words and phrases to describe location

FUNCTIONS

Expressing likes and dislikes

Asking what your partner thinks

EXAM SKILLS

Reading: Multiple matching (Part 4)

Writing: Writing a report (Part 2)

Use of English: Open cloze/Key word transformations

(Parts 2 & 3)

Listening: Multiple choice (Part 1)

Speaking: Taking a long turn/Talking about

yourself /Talking together (Parts 2, 1 & 3)

ea LS

In this frame, students are introduced to the theme of

night and discuss whether or not they believe in ghosts

They also read a tourist information leaflet about some

ghosts which are reputed to haunt famous buildings in

Britain

Setting the scene

Before opening their Student's Books, tell your students to

relax, close their eyes and listen while you read them the

following story Tell them not to worry if they don’t

understand all the words; the meaning of the story is more

important and they should be able to understand it from

the key words

One wet and stormy night, Bill was waiting at the station

for the last train back home He was the only passenger on

the platform, and he felt a bit nervous as he tried to shelter

from the wind and the rain Then, at the other end of the

platform, he saw a young woman standing in the shadows

He was surprised because, although it was a cold night, the

woman was wearing only a thin summer dress He felt sorry

for her, so walked over to her and offered to share his

umbrella She smiled, but didn’t reply

18 UNIT 2

They waited for a few minutes, and then the train arrived They got into an empty carriage and sat down without

speaking

Half an hour later, Bill reached his destination Getting out

of the train, he turned round to say goodbye to the young woman, but to his surprise, she had gone

The next day, he went to work and, as usual, spent a few minutes looking at the newspaper before he started working On page two, he stared in surprise There was a

picture of the woman he had seen the night before He read the article underneath

‘Although it is one year since her murder,’ it said, ‘police are still looking for this young woman’s killer.’

Ask them some questions about the story Where was Bill at the beginning of the story? Why did he feel nervous? What was the weather like? Who did he see at the station? Why was he surprised? Did the young woman speak to him?

Why was he surprised when he got off the train? What did

he read in the newspaper? How do you think he felt? How would you feel? What would you do? Do you like stories like this?

Lead-in

A Students discuss the questions in pairs Ask them how

they would react if they saw a ghost

Review a few adjectives that could be used to describe how they might feel

Suggested answers: scared, frightened, terrified, petrified,

A Tell the students to skim the text Things that go BUMP in

the night (about 2 minutes) to get the general idea

Students match the places and ghosts on the map and then check their answers in pairs

Trang 20

B_ Students answer questions 1-12 in small groups

Helpline

Using key words to understand a text is a valuable study

skill It is possible to understand reasonably complicated

texts by using key words alone; students should be aware

from an early stage that key words are almost always either

nouns, verbs or adjectives If you are teaching a

monolingual class, give them a short text (about 10 lines) in

their own language to introduce them to this sort of activity

Ask them to work in pairs to identify what they consider to

be key words They should then find it easier to transfer this

skill to an English text

C Students discuss which ghost they find most interesting

in small groups They should explain why

9 monk, bishop, 9 woods

10 housekeeper, servant, 10 avenue

cleaning lady

3 Language study

Uncountable nouns Before looking at the task, give your students the following words and ask them to tell you the difference between the

two groups

a pen man car drink Answer: countable

b water air rice pasta Answer: uncountable

occurs due to ellipsis*, e.g a (bottle of) Coke

Tell students that they can find out whether or not a noun is

uncountable by looking in a dictionary Most dictionaries

which are designed with English-language students in mind have C for countable or U for uncountable after the noun

The uncountable nouns in the task are abstract nouns,

i.e they are things that we cannot physically touch Most abstract nouns are uncountable Ask students if they know of any other abstract nouns

Suggested answers: health, weather, English (as a language), hope, love, hatred

give some information

tell some news give some/a piece of advice ask some information hear a lot/bit of news had a stroke /bit of luck

Explain that some nouns can be both countable and

uncountable depending on their meaning

Examples:

glass, i.e glass in a window and a glass for holding liquid

wood, i.e wood used for building and a wood meaning forest

paper, i.e paper used for writing and a paper as in newspaper

*See glossary TB p 8-9 UNIT 2 19

Trang 21

In this frame, the theme of night is developed

Students also review the different ways of talking about

the present using the simple present and the present

continuous

Lead-in

Students work in groups of four or five to ask and answer

the questions in the lead-in When they have finished, ask

them these questions

How do you feel if you don’t get enough sleep?

Suggested answers: | feel tired, bad tempered and unable to

react quickly when necessary

What sorts of things cause lack of sleep?

Suggested answers: Things can include worry, stress, too

much noise, too much light and alcohol — which prevents you

from sleeping deeply enough to get any proper rest

What do some people do to get a good night's sleep?

Suggested answers: They may drink a warm milky drink, take

some exercise, have a bath, read a book or take sleeping pills

SB p 24 p

1 Open cloze

A_ Students skim the text (about two minutes) Check that

they have understood the gist* of the text by asking them

these comprehension questions

How do people feel if they don’t get enough sleep? They feel

tired and bad-tempered

Do most people get enough sleep? No, they don’t

What are the reasons for this? Reasons are shops staying open

until late, television and radio, noise from the streets

B_ Before they do the task in pairs, ask students to read the

information in the Helpline and to do the related activities

monolingual class, to find examples in a text in their

own language Alternatively, ask them to identify the

grammatical function of a few of the missing words

from the multiple-choice cloze (SB p8)

1 a/one 6 where

2 not 7 until/at 3to 8we

repeated actions, e.g | am going to school every day at eight o’clock We can use the present continuous to talk about a repeated action when we are praising or criticizing, e.g He’s always helping people, You're always complaining about something

Setting the scene

Write these sentences on the board Ask your students to

decide in pairs whether they are grammatically correct or

incorrect:

1 They live in Paris Answer: correct

2 Shhh! | watch television Answer: incorrect

3 Darling, | am loving you! Answer: incorrect

4 | play football every day Answer: correct

5 Nadim always complains Answer: incorrect

6 Nicky is always helping other people Answer: correct

1 Uses

A &B_ Students work in pairs to underline the verbs and

decide which tenses are used and why they are used Ask them to join with another pair and write more examples

following the rules in a, b and c

sess ts Ts SEE ISPS ES Go i RE RSTO

Trang 22

A 1 sleep simple present

2 are doing present continuous

3 works simple present

4 is talking present continuous

Bla 2c 3a 4b

2 Simple present or present continuous?

Students do these individually and then check their answers

A &B_ Before they do the tasks, dictate these words to the

students Column 1: sleep, do, work, talk, watch, listen

Column 2: like, need, want, prefer, hate, seem Ask students if

they can tell you the difference between the verbs in

Column 1 and the verbs in Column 2 Elicit that the verbs in

the second column are not usually used in the present

continuous If necessary give them some of these sentences

to help them

1 He's doing his homework

2 Are you listening?

3 What are you doing?

4 They really like their English teacher

5 She hates fish

6 | need a holiday

Students then work in pairs or small groups to make the

questions in Task A and ask and answer the questions in

Task B

A Suggested answers:

1 What kind/sort/type of foreign food do you like?

2 What do you need to take (with you) when you go

camping?

3 What do you want to do after the lesson?

4 Which season do you prefer and why?

5 Is there anything you really hate doing/to do?

6 Does this exercise seem difficult?

4 Verbs of physical perception

Write the words smell, see, taste, hear on the board Ask

students to give examples of words that each verb could

describe Suggested answers: smell something burning, see

somebody coming towards me, taste something bitter, hear a

crowd shouting and cheering They then work in pairs to

write the questions for the task

1 What can you see ? a rainbow

2 What can you ? an aircraft engine

3 What can you burning

4 What can you hear ? children’s voices

5 What can you smell ? gas

6 What can you garlic

7 What can you hear ? loud music

8 What can you hear ? thunder

class into teams of five Give the teams th

below and then give them five minutes to

sentence describing each situation

different verbs of perception At the end of the

point for eacl ‘correct sentence

1 beach — 1 can hear the wind in the palm

frees | can smell sun cream | can see boats out at sea iB

ea The others should say where they are and

what is | hore,

can hear loud music and people shouting to each other

Answer: You are at a club or a party

5 Night workers Before they look at their books again, ask your students to think about the sorts of jobs that involve working at night

Students work in groups of three to make sentences about the night workers in the pictures

Tiêu đề	Countdown to First Certificate (Teacher's Book)
Tác giả	Rawdon Wyatt, Michael Duckworth, Kathy Gude
Trường học	Oxford University Press
Thể loại	teacher's book
Năm xuất bản	1999
Thành phố	Oxford

Định dạng
Số trang	130
Dung lượng	33,92 MB