Exam task type: three-option multiple choice, matching five short texts (eg signs, notices, emails, messages, advertisements) notices, text messages and emails that teens might see Intheirenviranment 1 Begin by explaining how Part 1 works, pointing out that students will see a variety of text types and thatthe first step is to identify each of these. This is gist reading and should bbe done quickly. E ‘notice in school 2 rood sgn 3 labelon packet 4 signin pork 5 advertisement 2 This exercise could be done in pais. Be ready to answer any vocabulary questions, e.g. permitted, tablets, that students ‘may have. The How do you know? question should be answered in pairs, referring to pictures and headings as well as text. Poste: tote 3° Quickly revise the meaning and use of these modals before asking the class to answer the questions. Also revise or present the forms have got to /haven't got to and needn aaa BI Preliminary candidates sometimes confuse the ‘meanings of mustn t and don it have to. Explain that ‘usin is an obligation not to do something (e.g. You ‘mustn't be late.) and don t have to means that you don’t rnced to do something (e.g. You don’t have to pay to go into the museum: it’s free.) 4 Remind the class that don t need to is also possible instead of don't have to 1 hoveto 2 mustnt 3 donthaveto 4 must 5 don'thoveto & must’ Extension ‘Ask the class about the rules at their school, encouraging students to say what they must or mustn't do, as well as what, they don’t have to or don’t need to do, HT veers notes rests 5. Students read the texts and answer the questions. 1 emai, om Daniel o his rien) Joke, to suogest going to 2 text message, rom Francesc to her fiend) Rose, to thank her [she wantstosend soaca cord 3 hondurten note, to Lewis rom bi totell him to finish his homework before she gives him ait to his house 4 emai, om o school secretary tol student, to remind to return books othe school lbvory before Friday Extension Pairs decide which words and phases in the texts give the a in Exercise 5, Focus particularly on forms of must /have 0, Exam Practice Before looking atthe Exam Practice, get students to think about where they might see signs, messages and labels in daily lives. What kind of things are these shor texts likely say? For example, where might you see a Zabel? On a packet medicine? On food? On clothes? And what kind of informa ist likely to include? Often labels are instructions on how to prepare something, e.g fod, or hw often to take somet medicine. And notices are likely tobe giving you informa eg. telling you whats available at a café, or telling you sor that you should do like parking your bike inthe correct place, Notices are also likely to use the imperative form of verbs ~ ‘where the sentence drops the subject. Remind students of this form of the verb —write up You must bring packed lunches fa Friday’ trip with Bring packed lunches for Friday’ trip! to contrast them. Before students begin the task, ask them to look cach text. Ask students to think about what kind of text it then compare answers with their neighbours. What ae the, that tell them the kind of text itis? The layout of the text is ‘important —an email, with To and From atthe top, will look different from a sign, where capital letters and non-sentences may be used. Where might they see each of these texts? Then ask students to read the text and choose the correct answers. Monitor how long it takes until everyone has finished: they should be getting a little faster by the end of the test book. ‘Then ask students to compare their answers and say why they ‘chose each one. In Question 1, who is writing? Who to? What does Anton have’ ‘to make sure his sister remembers? In Question 4, who does the earring belong to? Is it Nicola's? What does she want to do with it? [raze seas sa Extension ‘To make students more aware of the signs, notices, emails and instructions they might see in their everyday lives, ask them to collet some examples for homework and bring them into class. What is each text telling them or asking them to do? See if they can summarise the meaning ofeach one. Reading Part?task type: ing ~ descriptions of five people and eight texts focus: phrasing, identifying key words, matching key words with phrases Ing Point out that in Part 2 the aim is to match ideas, not identical ‘words or phrases, and that these ideas will be expressed differently in descriptions 6-10 and texts A-H. Match the first par of expressions as an example if necessary uses public ransprt/bus stop nearby, connot afford to spend much / ou prices, dskes nose sin quiet neighbourhood, is very /opportuntes to meet new peopl, kes to keep hit /has ts wn works until 30pm / next ta leisure centre open every evening Tell students to underline the words that express the main sas, Check their answers before continuing, wants to go too real lively ploce wiere everything stays open. Itshould oso offer some top-class cultural attractions ond high-quality. Remind the class, before they read, that to be correct a holiday must meet all of Hannah's requirements. Check the class have the correct answer before moving on to Exercise 4 When everyone has finished, go through the matching pairs of expressions with the class. jn sue hotel one of the world's mostexctng cites: New York. he: by ight, bove fun inthe ct that never sees! Extension In pairs, discuss the reasons why destinations A and B are not suitable for Hannah. Point out to the class that the incorrect options for each person may include one or more expressions that seem to indicate they are suitable for that person, but there will always be other expressions that rule them out. Any of A or B can act as distractors in this way. A has cultural attractions but not high-quality ‘accommodation, and there is no mention of nightlife. B may have entertainment until late, but there’ little or nothing of interest in the town in terms of cultural attractions, and the ‘accommodation is not of high quality. im Practice by talking to students about art courses — have they ever ‘on one? What kind of things might you do on an art course? jing Part 2 ‘What kind of art? You could introduce some art vocabulary here as preparation for the task, e.g. pictures, drawing, painting, printing, portraits, landscapes, sculptures, cartoons, posters, artist, design, digital design, gallery, exhibition, display, art studio, ‘Who might be interested in courses like these? Now ask students to look at the people descriptors. The task is to decide which art course will best suit each of the people ~ and each of the people descriptors will contain three pieces of key information to help you find the answer. Look at Question 6. Why does Rafa want to go on an art ‘course? And what does he want to do there? Ask students to read the text, and then without looking back at it, summarise to ‘their partner what Rafa is looking for. Take the first requirement as an example — fo produce artwork to support his art college ‘application. Now ask students to look quickly through the texts to find which art courses ft that requirement. The answers are B: Perfect for anyone considering further studies i art, C: You'll go home with a folder of work, perfect to present when applying for a higher-level art course, and E: useful for anyone wishing to study art at a higher level. ‘Now ask students o look again at Rafa’ other requirements. He ‘wants to publish some stories, and learn iow to include drawings in them, without using a computer. Which ofthe texts ~ B, C and E ~ also fulfils these requirements? The answer is B - C refers to design, but fo clothes, and E is about painting, not ‘drawing B is about creating pictures using imple techniques that don't require technology; which is what Rafa wants. Encourage students to underline parts ofthe texts that match the requirements in the people descriptors. sBpistoctorG E THDitroctors BG E [Simona enjoyscreating arton her computer ondin she can experiment lth dgtal design She also want oimprove the posters she makes oni, and In he can crete pctures and ad etalon scren,whichcoud be wed for something to puton the wal poster, She lso wants toshare what she's done with othe students onthe course, ancinH, she can upload work onthe studio websteand get opinions fe closmates) SD Distrector:A EFS (Andrei wont tory diferent painting techniques, nd in D hel be ‘encouraged to experiment with various styles and methods in drawing nd ointng. Hed aoe trips to se the work of famous painters, ond D says that galery vist are also included. He would ike to try painting outdoors, ‘and D says that students con draw and paintin the park) 9 Distractors:A 8, H (Wcol enjoys printing by and and wontsfoleam basic printing ‘techniques to use at home, ond says shel be shown how to produce rinte designs, using simple methods shecan ty herself after the course. ‘She alo wants to print her designs onto diferent materials and make them into clothes, ond Fsays shell transfer designs onto cotton and sil... perfect 0 use insewing projects aterwards) AOADistractors:C, EH (Karl wont to use photos of his family asa bass forthe art he produces, ‘and Asay the course focuses on porta, using whatever you've brought ‘to moke his pltures. He eso wants private lessons and provides one-to- ‘one sessions) Teachers Notes Test) CELBxam task type: four-option multiple choice -a long text and five questions Training focus: reporting vers, understanding purpose, understanding gst, Understanding multiple-choice questions Training 1. Point out that Part 3 mainly test people's attitudes and opinions rather than factual information, and that questions in this part ‘often begin with (the writer) advises/complains/suggests! warns... Also, comments in the text that start with verbs like ‘these can indicate someone's feelings about something, e.g. she blamed him for. he refused to .., they apologised for. ‘Tell students to look carefully atthe grammar of each sentence before they choose a verb, as this varies according to the verb. wamed 2 recommend 3 apologised 4 explained § promised limited 7 ofered -& blamed 2 Tell the class they must change the underlined word or words after the verb. In some cases, more than one answer is possible. 1 suggested going / we should) go. 2 explained tothe teacher 3 recommend (thot)youwosh 4 refusedtosay 5 reminded meto check /that!shouldcheck 6 offered tohelpme 7 encouraged ustoread | $persuade my parents to let Extension Put students in pairs. Student A writes a series of short prompts using reporting verbs from Exercises 1 and 2, ¢.2. [My friend advised ... Student B completes the sentences in ‘writing. They change roles and then check the grammar of each other’ sentences 3 Explain that Part 3 questions often include statements of speaker's purpose in options A, B, Cand D, sometimes in the form required in this exercise. 2 togivean explanation 3 tomake recommendation 4 toreluse 0 [do something 5 toremind someone todo something 6 tooferto do something for someone 7 toencourage others todo something & to | persuade someone todo something 4) This activity encourages students to begin Part 3 by gist- reading the text before they look at any of the multiple- choice questions. Suggest they ask themselves questions like 1-3 whenever they have to read a long text. keawrane 5 Give students, working on their own, about five minutes to do this then check the answers, [1 regted 2 fomitsiotedto snow 9 8 6 Tell the class that wrong answers in multiple-choice ‘questions are called distractors and explain why. Point out that in Part 3 these come from within the text, ie. there is evidence in it that each one is wrong, HEME toocners Notes testt (realised my phone adr’ workup there she had her ‘:Ithad been wel worth spending some tne there - she cin Ds iewasthe only way down -there was no alternative. Exam Practice ‘Ask students to look at the title ofthe text ~ Our Great Road adventure. Ask students if they've been there, or if know where it is. Try and show them on a map where the Ocean Road is located, so that they know where the texts and how far the journey is. Depending on the level ofthe you could pre-teach some of the vocabulary, such as ex sharp bends, bushes, challenging. Also, check what students know about koalas and kangaroas. What do they 100k like? ‘Where do they ive? Get students to read the whole text ‘Then ask students to close their books and summarise to a ‘what they've learnt. You could use a few prompt questions, How did Donna and her family travel along the Great Ocean Road? Where did Donna and her dad see a kangaroo? What itdo? What did Donna learn about koala bears? Where did stay at night? What wild creatures were living there? Then ask students to focus on the second paragraph, along with Question 11. Look carefully atthe question, What information itask them to find? (What was the reason that Donna's dad did drive along the Great Ocean Road?) Ask students to underline {ey information inthe paragraph that gives them the answer, and then compare with a partner. (The key is D) Do they agree? Why are the other options wrong? (see notes below for 11, 12 and 13) |L1ANo-itwas his fomily win decided that he deserved to enjoy the fa views. BN he wos usd o driving miles without getting exhausted No his omy persuaded him to book discount bus tickets. Yes he ‘out the road wouldn't be an easy dive, with a numberof sharp bends, 412A Yes -itseemed to consider coming towards us, which made me hervous [Link]~ she mentions it was big, but doesn't ay she wes ‘ythat. CNo- the kongoroo was with usa while, DNo- she hod her camero, but she was s0 excited, she didnt even manage to pulit out. {134 No people told them that the tres had very few leaves because of ‘the fools, but she had read that lack of waters actualy the problem. |BNo-she says they were cute, but does'tsoy that’s what people her. C¥es~ she'd heard they were rare, but then discovered there were ‘roughly sie milion in that area! DMo- they were easy to find. 148 Yes- their tents were within walking itance of some famous rocks ‘and other places we hoped tvs. 115 Ys - Dad had sod there would be wild creatures, which Donna ‘sounded wocryng, butwhen she discovered they were only fogs, sho wos ‘embarrassed about my fears. Extension Encourage students to build up their vocabulary, particularly for adjectives that describe feelings, as they will meet these ‘words in Part 3, In the text and questions, they've already seen nervous, excited, disappointed, embarrassed, worried, amazed, ‘sad, annoyed, impressed, surprised and silly. How many ‘more can they add to this list, for example afraid, anxious, ashamed, confident? Encourage students to keep a notebook Cf words lke this that they'te likely to meet inthe test. Reading Part 3task type: text rom which five sentences have been taken out and jumbled three other sentences. The five missing sentences must be laced inthe text. focus rence words, using reference words as clues Training 1 Before students begin the exercise, quickly run through, or elicit, the most common words used to link ideas in different clauses and sentences, e.g. this, her. they, one, so, do, which. [liven 2 wit 9 4 they 6TH 6 one 7H 8 2 Tell pars to underline the words and phrases in each case. ‘This activity helps to raise awareness of the fact that words such as this can refer back to whole phrases or sentences, not just individual words ‘Twoyoung children 2 herleter 3 sow the car stop outside the house thepolice 5 Wedecided totum lettatthe crossroads. 6 (one ofthe) bikes 7 Goingbybus 8 thot the match starsat seven tomorrow 3. Point out before the class does the matching exercise that, there are other kinds of words, e.g. linking expressions, that ‘will help students do the task. Pivzc se 4 When you go through the answers with the class, also focus ‘on other features that help join the pairs of sentences, such as lexical links and linking words. 2 subjects these things, studying at schoo calege 1 bcreatve/create, invent something new doo, flu the marker begin) ‘net enough als, biliant idea /it Extension Choose a cohesive narrative text, for instance an article used, in B/ Preliminary Reading Part 3. Put the class into small groups, allocate one paragraph of the text to each group and ask them to underline, or note down, all the reference words, and other expressions that link sentences together. Point ‘out that they should also highlight the words, phrases and sentences that are referred to. Exam Practice ‘Ask students to read quickly through the text, with the sentences. ising, and then compare with a partner what they think the about. What clue does the title give them? ‘Are students familiar with the word archaeology’? What do they know about it? What do archaeologists do? What are they trying to find out? Elicit from the class what they can remember from the text, ‘Where did Kate go? To do what? What is her father's job? Was it hard or easy work? Why? What did they find? What did Kate's friends want to know? What did Kate find at the end? Depending on the level of the group, pre-teach some ofthe vocabulary e.g. dig, sit, sol, divided, everyday objects Get students to read from the beginning of the text down to the end of Paragraph 2. Now ask students to look carefully at Question 16, and what comes before and after the space. We know that the site wasn t quite what Kate had expected, so the ‘missing sentence must follow on from this. And what tense will the missing sentence be present or past? Also, after the space, the text tells us that the first job was to remove it all. So the ‘missing sentence must contain something that this refers to ‘Ask students to look through the eight options and find one that they think will fit. Then, ask students to compare their answers. in pairs. Do they agree? If not, ask them to look again at what they've chosen ~ only one answer will be right. 16 infact, the whole area was actualy stil covered in grass. Thscleary ‘wast what Kate had expected And iter the space i referring back 1rass, which they had toremove.) {IF (Some people were abit dlsappolnted by that news. They were ‘disappointed, becouse nthe sentence before te space, the team were fold they would have to dig deeper. Then what flows isa controsting link - But we allknew Dod wes right!) 18 ¢ (That way, everyone made sure they didn't miss anything. That way refers backto digging realy careful And Kate's comment that follows the spoce-Soit made sense suggests that although it wasnt eas, she ‘understood why they had todo) 196 (They probably imagined it was things the god jeweller. They here refer to Kate's rends, who were oskng what she'd found. But she contrasts gold jewellery with what they were eal looking fr But actually, we were looking for ordinary, everyday objects) 204 ittumed outto bea small figure ofa horse. es referring back the ‘tone witha strange shape. Thisis repeated in the sentence that follows: ‘Someone had obviously made thundreds of years ago.) The distractor sentences or 8, Eand. Extension Do students know of any explorations like this in their country? Ask students to find out about any sites like this ~ as near to where they are studying as possible ~ and find ‘out witere the site is (shown on a map) and what objects Ihave been found there. Ask students to find some pictures iffpossible and write a paragraph about what they've discovered, The results could be displayed on the wall in the classroom. Teachers Notes Test [CSI