LESSON OVERVIEW
• Topic: Braille / Graffiti for the blind EXAM FILE p7
Learning objective: Students will be better able to form words using internal word changes.
Extra resources
C1 Advanced Exam Trainer
• Reading and Use of English — Part 3 Word formation pp18—19 Exs 10—12
Digital resources
• Presentation tool p62
• Video: About C1 Advanced: Reading and Use of English Part 3
BEFORE YOU START
Read through the Exam reference on page 7 of the Exam file before starting the lesson. This will give you information about the specific exam part as well as which particular strategies and skills are important.
DYSLEXIA FOCUS
Some students may need additional time to read and understand the sentences in Ex 4. You could ask them to focus on four out of the eight sentences only.
Dyslexic students may also benefit from the structured checklist in the Exam file (p7) to check their
preparedness for this exam part.
Warmer
Write sign language on the board and elicit any signs the class already know. Ask where people who do not have hearing impairments might regularly see people signing (e.g. on TV, news programmes, films, theatres, etc.).
Speaking or writing
6 Students discuss the question as a class. Give an example of your own, e.g.:
When I was a teenager I got a job in a café. After the interview I had a hunch that the boss might be a difficult person, but I needed the job so I took it anyway. I was right – he turned out to be a nightmare!
Answers
Students’ own answers
7 Students write the post in class or at home. Ask them to aim to write 150 words. Tell them to give examples to back up their arguments, but that they can be invented. Students share their posts with the class and see who agrees and who disagrees, and if they’ve given examples, whether they are invented or real.
Answers
Students’ own answers
Cooler
Put students in pairs or small groups to discuss the following question:
Are you sensitive to the feelings of others? Give an example or anecdote illustrating why or why not.
Extra practice
EXAM TRAINER pp34—37
For further practice of the skills presented in this lesson for Reading and Use of English Part 6 and additional skills and strategies to improve performance in the exam, we recommend students complete Strategies and skills Ex 3—7 on pages 34—37 of the C1 Advanced Exam Trainer. Once completed, they can attempt the Exam task on pages 36—37.
There is a full practice exam included on pages 106—129 of the C1 Advanced Exam Trainer. There are also two full practice exams included in the Digital resources. For further practice, you can use Reading and Use of English Part 6.
Flexible follow-up
Ask students to scan the reading text on page 61 in this unit and find examples of words that have undergone internal changes. After two minutes, check words they have found together as a class and write them on the board. Identify which ones have undergone the most changes.
EXAM BOOST
The exercises on page 6 in Section C of the Exam boost provide more practice of forming words using internal changes. These could be done in class or for homework.
Answers
4 1 noticeable 2 debatable 3 justifiable 4 edible 5 profitable 6 defensible 5 1 alternatively 2 assumption 3 beneficial
4 endurance 5 implication 6 removal
Flexible follow-up
In pairs, ask students to identify any common patterns in how internal word changes are applied to words with different endings. Take feedback as a class, asking each pair to suggest one rule.
Suggested answers
1 Root word ends in -ce or -ge: retain final -e before adding -able, e.g. noticeable, changeable, manageable 2 Root words which end in -e: remove final -e before
adding -able, e.g. disposable, debatable, comparable 3 Root words which end in -y: change to -i before adding
-able, e.g. justifiable, reliable, variable
4 If the root word is a whole word: add -able, e.g. directly 5 If you need to change the root word completely,
so that it is not recognisable: add -ible, e.g. edible, visible, defensible, intelligible
5 If necessary, elicit what students can remember about the Reading and Use of English Part 3 task from Units 2 and 4. Remind students to read the whole of the text first before focusing on the words to be formed. Also, they should read the text through carefully afterwards to check that it makes sense. Students do the task individually. Allow ten minutes. Check answers as a class.
Answers
1 visual 2 inscriptions 3 undeniably 4 composition 5 illegal/unlawful 6 undignified
7 initiative 8 provocative/provoking EXAM FILE Section C p6
EXAM TASK VOCABULARY: Internal word changes
1 Write the word braille on the board and ask students what they know about it as a class. Put students into pairs to come up with other ways in which people who have visual or hearing impairments can better communicate or be able to be independent (e.g. guide dogs, assistance dogs, sign language, on-screen subtitles, voice recognition, hearing aids, dictation software, etc.). Circulate and contribute.
Students share their ideas as a class.
Suggested answers
visual impairments: spelling out letters on the person’s palm, 3-D sound maps, voice-activated technology hearing impairments: lip reading, sign language
2 Ask students for some examples of where braille is used today (e.g. on packaging, on menus, on lift buttons, etc.). Students read the text on page 95 to check their ideas.
Check answers as a class. Extend by asking who invented Braille (Louis Braille), when it was invented (1824), and what was it based on (a simplified military code for silent communication).
Answers
novels, printed materials, packaging, magazines, instructions, music, braille e-readers, spelling bricks for children
3 Check through the words in bold in the text on page 95 with the class. If necessary, write them on the board and elicit the root words from the class, highlighting the changes made.
Answers
1 vary (change y to i and add -ation) 2 simple (remove e and add -ify)
3 able (add prefix -in, remove le and add -ility) 4 deny (add prefix -un, change y to i and add -able) 5 vision (remove on and add -ble)
6 compare (remove e and add -able) 7 assure (remove e and add -ance)
8 rely (change y to i and add -able, then change e to y) 4 6.3 Play the recording and ask what aspects of braille the two people are talking about (Speaker 1:
people’s sense abilities; decline of skill. Speaker 2:
technology and braille). Students do the task individually and check answers as a class. Explain the difference between dependent (relying on; depending on) and dependant (a person who depends on someone; note that American English uses dependent for both meanings), and continually (repeatedly) and continuously (uninterruptedly).
Answers
1 sighted 2 memorisation/memorization 3 significance 4 literacy, dependence 5 technological, invariably 6 curiosity
7 visually, tolerance 8 continuously
LISTENING — Part 2 Sentence completion p63
LESSON OVERVIEW
• Topic: Route 66 EXAM FILE p31
Learning objective: Students will be better able to understand specific information and stated opinion.
Extra resources
C1 Advanced Exam Trainer
• Listening — Part 2 Sentence completion p76 Exs 4—8, p77
Digital resources
• Presentation tool p63
• Video: About C1 Advanced: Listening Part 2
BEFORE YOU START
Read through the Exam reference on page 31 of the Exam file before starting the lesson. This will give you information about the specific exam part as well as which particular strategies and skills are important.
DYSLEXIA FOCUS
Dyslexic students may struggle with the reading load in Ex 4. Allow them to read the sentences before the lesson. Also, read through the text of the exam task before playing the recording to ensure all students have understood it.
Dyslexic students may also benefit from the structured checklist in the Exam file (p31) to check their
preparedness for this exam part.
Warmer
Write Champs-Élysées, Fifth Avenue and Abbey Road on the board and elicit where they are (Paris, New York City and London) and whether students know why they are famous. Ask for examples of famous (or infamous) roads or streets in students’ countries
(e.g. the M25 is the circular motorway around London and has been called ‘the biggest car park in the UK’
because it’s very often at a standstill).
1 Write Route 66 on the board and elicit any information students know about it. Extend to ask the class about any other roads or routes people like to travel in their country or in the world (e.g. the Inca trail, Peru; the Camino de Santiago, Spain, etc.).
Answers
Students’ own answers
Speaking or writing
6 Put students into small groups to discuss the question.
Elicit examples to consider e.g. art galleries, concert halls, sculpture parks, etc. Circulate and prompt or contribute where appropriate. Students share ideas as a class.
Answers
Students’ own answers
7 Students carry out the research and write the article in class (if they are able to carry out research) or at home. They should write about 200 words. Students then share their articles with the class and discuss what interesting points they have learned from reading their classmates’ work.
Answers
Students’ own answers
Flexible follow-up
Put students into pairs to take turns talking for one minute about an artist that they like or who is well- known (a painter, a sculptor, a musician, an actor, etc.).
Their partner should time them. This is useful practice for Speaking Part 2.
Cooler
Write some root words, e.g. create, size on the board and elicit as many different words that can be formed from them as possible. This can be done as a group activity or in pairs as a timed competition.
Extra practice
EXAM TRAINER pp18—19
For further practice of the skills presented in this lesson for Reading and Use of English Part 3, we recommend students complete Strategies and skills Exs 10—12 on pages 18—19 of the C1 Advanced Exam Trainer.
There is a full practice exam included on pages 106—129 of the C1 Advanced Exam Trainer. There are also two full practice exams included in the Digital resources. For further practice, you can use Reading and Use of English Part 3.
4 6.5 If necessary, refer students to the Exam reference on page 31 of the Exam file to remind them how to approach the task.
Play the recording for students and pause it before it repeats so they can complete the task and check answers in pairs.
Play the recording a second time for students to confirm their answers. Check answers as a class.
If necessary, play the recording a third time or refer students to the audioscript on page 152 to show where the answers were found, and also to illustrate possible distractions which are especially clear in questions 2 (distraction — root beer), 6 (sidewalk highway) and 7 (blue whale; rocking chair).
Answers
1 diversions (‘We’d prepared in advance, painstakingly researching directions … especially if we were to make any diversions …’)
2 (fried) pastries (‘I opted for fried pastries I couldn’t pronounce the name of — they were superb’)
3 (truly) authentic (‘… its inclusion on the National Register of Historic Places, which meant we were in for a truly authentic experience. It really was.’)
4 memorabilia (‘… memorabilia from the early days of Route 66. Those were what really captured my attention’) 5 deserted village (‘… if we hadn’t gone off track, we’d
never have come across what we’ve since nicknamed the
“deserted village” … We got some brilliant photos …’) 6 Ribbon Road (‘For those of you with an interest in the construction of the route, you might be fascinated, as I was, by … more frequently the “Ribbon Road” …’) 7 Painted Desert (‘We travelled through every kind of
landscape on our trip … What made the greatest impression on me was the Painted Desert …’)
8 monotonous (‘we’d survived a month on the road … the driving was, at times, monotonous’)
Speaking or writing
5 Put students into pairs to discuss ideas. First, they should think about which five countries they would like to pass through and then plan their route and what
preparations they would need to make, e.g. tickets to book, places to stay, money to take, clothes to pack, etc. Circulate and prompt where necessary. Take feedback as a class and compare students’ plans. Have a class vote on who made the most thorough preparations.
Answers
Students’ own answers EXAM TASK
2 6.4 Read through the questions and play the recording for students to answer them. Check answers as a class.
Answers
People used it to travel to other parts of the country to find work.
New faster roads were built.
It is undergoing a revival.
EXAM FOCUS
3 Explain to students that they are going to do a Listening Part 2 task. Remind them that in this part of the exam, completing the sentences sometimes requires focusing on specific information and/or stated opinion.
Read through the Exam focus and point out that the examples given are typical of the kinds of sentences found in the Part 2 task. Students do the task individually. Check answers as a class, asking for reasons.
Answers
1 F 2 F 3 O 4 O 5 F 6 F 7 O 8 F 9 O 10 F
Flexible follow-up
Ask students to write three sentences of their own which give either a fact or an opinion. This could be about where they live or the surrounding areas. Put them into pairs. They exchange their sentences and decide if they show fact or opinion.
EXAM BOOST
The exercise on page 30 in Section B of the Exam boost provides more practice of understanding specific information and stated opinion. This could be done in class or for homework.
Answers
4 a Students’ own answers 4 b 1 (relevant) documents
2 menus
3 (fascinating) conversations 4 wood(-)carving festival
5 chess
EXAM FILE Section B p30