Y introduction I

Challenge!

Students’ own answers
10F Giving advice page 93

1. 
   1 You should go to bed.
   
   2. 
      You shouldn’t copy your friend’s homework.
      
   3. 
      You should look for it again.
      
   4. 
      You shouldn’t wear those old clothes.
      
   5. 
      You shouldn’t listen to that loud music.
      
2. 
   1 Hi, Hannah.
   

2. 
   I’m OK, but I’m worried about my brother.
   
3. 
   Because I think he’s stolen a CD from a shop.
   
4. 
   No, I haven’t. Should I tell them?
   
5. 
   What should I do, then?
   

2. 
   Do you think so?
   
3. 
   You’re probably right. Thanks for the advice.
   

3 Students’ own dialogues

10G An application letter

page 94

1. 
   1 I have experience of working in shops.
   
   2. 
      I look forward to hearing from you.
      
   3. 
      I am writing to apply for a job in your shop.
      
   4. 
      I can send you a reference from the manager of the newsagent’s.
      
2. 
   1 I am writing to apply for a job in your shop.
   

2. 
   I have experience of working in shops.
   
3. 
   I can send you a reference from the manager of the newsagent’s.
   
4. 
   I look forward to hearing from you.
   

3. 
   1 Hi Mr Jones – Dear Sir or Madam 2 I’m applying – I’m writing to apply 3 I’ve worked in hotels – I have
   

experience of working in hotels

4. 
   Write soon – I look forward to hearing from you soon
   
5. 
   Bye for now – Yours faithfully
   
3. 
   Students’ own letters
   

Self check 10 page 94
Across

2	translator		14		going
4	Are		15		chef
8	hospital		17		won’t
11 ll		18		journalist
artist will		20		advice
Down
1	hands		9		politician
3	priest		10		director
5	should		16		shouldn’t
6	garage		19		isn’t
7	office

Get ready for your exam 5

page 96–97

• 
  Look back at Get ready for your exam 4 and ask students what they found difficult. What are they going to concentrate on this time? What will they try to do differently? Elicit the most common problems or concerns, and discuss strategies for dealing with them.
  

Reading

• 
  Before students do the Reading task (multiple choice), refer them to the preparation tasks on page 96.
  
• 
  Exercise 1 helps students understand the main ideas in the text. Set a time limit of 2–3 minutes
  

and ask students to do the task individually. They then check in pairs before checking with the whole class.

• 
  Exercise 2 helps students with key vocabulary from the text. They can work in pairs to check the words in a dictionary.
  
• 
  The Reading task can be done in class or set for homework. If students do it for homework, tell them not to do the task too
  

quickly. It should take them about 10 minutes. They should not use dictionaries when doing the Reading task.

• 
  Students read the text again in detail and do the Reading task. Encourage them to underline parts of the text to support their answers.
  
• 
  When students have done the task (even for homework), ask them
  

to check their answers in pairs. They should explain why they have chosen a certain answer.

• 
  Check the answers with the class. Ask students to refer to the text to support their choices. Don’t give students the key if their answers are wrong, but let them discuss queries with the class.
  

Use of English

• 
  Before doing the task (tenses
  

gap-fill), revise irregular verbs and the adverbs of time that go with individual tenses (now = present continuous, every day = present simple, etc.)

• 
  Students do the task, working individually.
  
• 
  Let them check their answers in pairs, then in groups of four.
  
• 
  Check with the whole class and tell them if their answers are correct or not.
  

Listening

• 
  The recordings for the Listening tasks are on the MultiROM. Remember that students should hear each recording twice.
  
• 
  Before students do the Listening task (multiple matching), refer them to preparation tasks on page 97.
  
• 
  For exercise 1, students can either brainstorm the means of transport as a class or work in pairs or small groups to do the task. You can set a time limit of about 60 seconds and the groups can compete with
  

each other. The group that writes the most answers correctly is the winner. With weaker groups, you could prepare worksheets with pictures of
transport so that students can match the pictures and words.

• 
  Students discuss the questions in exercise 2 in small groups. Do not let them speak for too long, as this is not really a speaking activity but preparation for the Listening task.
  
• 
  For exercise 3, students read the instructions and the task, and predict the content of the recording.
  
• 
  Play the recording through once and get students to note their answers.
  
• 
  Students check their answers in pairs. Play the recording again so that students can check / complete their answers.
  
• 
  Check the answers with the class.
  

If students are unsure of any of the answers, play the relevant section of the recording again and get them to listen and repeat.
Speaking

• 
  Before students do the Speaking task (talking about past events), refer them to the preparation task on page 97.
  
• 
  Students do preparation questions 1 and 2 in pairs or in small groups. Elicit a range of answers in a whole- class check.
  
• 
  Students read the exam task and prepare some questions to ask their partner. They should think of as many questions as possible and write them down. Walk round the class and help as necessary.
  
• 
  Re-group the students so that each of them has a new partner. Ask them to do the Speaking task in their new pairs.
  
• 
  Ask some confident pairs to perform the task in front of the whole class.
  

Writing

• 
  Before students do the Writing task (a formal letter), refer them to preparation tasks on page 97.
  
• 
  Exercise 1 helps students understand how a job application is written. Students read the letter and label the parts in pairs. Then check the answers with the class.
  
• 
  Students do exercise 2 as a comprehension check. Again, they work in pairs first before checking with the whole class. Deal with any vocabulary problems students might have.
  
• 
  Students write their formal letter, following the task instructions.
  
• 
  Walk round the class, helping as necessary.
  
• 
  If you are short of time, students can write the letter for homework.
  

Preparation: Reading
1 d, a, b, c, e
Exam Task: Reading
1 A 2 B 3 C 4 C

Use of English

1. 
   sent 6 said
   
2. 
   did 7 was putting
   
3. 
   am helping 8 works
   
4. 
   drove 9 comes
   
5. 
   went 10 gave
   

Preparation: Listening
3 They will talk about different means of transport. They will probably mention cycling (travelling by bike) and flying (travelling by train).
Exam Task: Listening
1 D 2 A 3 B 4 – 5 C