Complete IELTS Band 6.5-7.5 Teacher´s Book

Bands 6.5–7.5

Teacher’s Book Guy Brook-Hart and Vanessa Jakeman with David Jay

CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9781107609648 © Cambridge University Press 2013 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2013 Printed in the United Kingdom by Latimer Trend A catalogue record for this publication is available from the British Library ISBN 978-1-107-62508-2 Student’s Book with Answers with CD-ROM ISBN 978-1-107-65760-1 Student’s Book without Answers with CD-ROM ISBN 978-1-107-64281-2 Class Audio CDs (2) ISBN 978-1-107-60964-8 Teacher’s Book ISBN 978-1-107-63438-1 Workbook with Answers with Audio CD ISBN 978-1-107-66444-9 Workbook without Answers with Audio CD ISBN 978-1-107-68863-6 Student’s Pack (Student’s Book with Answers with CD-ROM and Class Audio CDs (2)) Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

Contents

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Introduction Getting higher qualifications Photocopiable activity: Skills for sale Unit word list: Unit 1 Vocabulary extension: Unit 1 Colour my world Photocopiable activity: The colour of tradition Unit word list: Unit 2 Vocabulary extension: Unit 2 Progress test: Units 1–2 A healthy life Photocopiable activity: RLV-692 on trial Unit word list: Unit 3 Vocabulary extension: Unit 3 Art and the artist Photocopiable activity: Keep your distance! Unit word list: Unit 4 Vocabulary extension: Unit 4 Progress test: Units 3–4 Stepping back in time Photocopiable activity: Heating through history Unit word list: Unit 5 Vocabulary extension: Unit 5 IT society Photocopiable activity: Talk around IT! Unit word list: Unit 6 Vocabulary extension: Unit 6 Progress test: Units 5–6 Our relationship with nature Photocopiable activity: Nature’s future Unit word list: Unit 7 Vocabulary extension: Unit 7 Across the universe Photocopiable activity: Extraterrestrial ethics Unit word list: Unit 8 Vocabulary extension: Unit 8 Progress test: Units 7–8

4 6 16 17 18 19 29 30 31 32 34 43 44 45 46 57 58 59 60 62 72 73 74 75 84 85 86 87 90 100 101 102 103 114 115 116 117

Progress tests: Answers Speaking reference: Answers Writing reference: Answers Practice test: Answers and recording scripts

119 120 120 122 Contents

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Introduction Who Complete IELTS is for Complete IELTS is an enjoyable and motivating topicbased course designed to give thorough preparation for the IELTS test. It offers: s COMPREHENSIVEANALYSISANDPRACTICEOFTHEtask types used in IELTS Reading, Listening, Speaking and Writing papers s ASTEP BY STEPAPPROACHTOwriting tasks using models as guidance and sample answers s ASYSTEMATICAPPROACHTOspeaking tasks with model answers and a focus on pronunciation s STIMULATINGAUTHENTICREADINGTEXTSTHATPROVIDE training in the skills and strategies needed to deal with exam reading tasks s LISTENINGACTIVITIESTHATPROVIDETRAININGINTHESKILLS and strategies needed to deal with exam listening tasks s COVERAGEOFMAJORgrammar and vocabulary areas which are known to be essential for success in IELTS. These are supported by work on correcting common mistakes as revealed in the Cambridge Learner Corpus s MOTIVATINGpair work and group work exercises.

s Writing and Speaking reference sections containing detailed advice to students on how to approach writing and speaking tasks in the exam, complete with exercises and model answers. s !Language reference section giving clear and detailed explanations of the grammar covered in each unit. s !full IELTS Practice test. s ! CD-ROM intended for self-study which provides further exercises to prepare students for IELTS.

The Cambridge Learner Corpus (CLC) The Cambridge Learner Corpus (CLC) is a large collection of exam scripts written by students taking Cambridge ESOL English exams around the world. It contains over 220,000 scripts and is growing all the time. It forms part of the Cambridge International Corpus (CIC) and it has been built up by Cambridge University Press and Cambridge ESOL. The CLC contains scripts from: s  STUDENTS s DIFFERENTlRSTLANGUAGES

What the Student’s Book contains

s DIFFERENTCOUNTRIES Exercises in the Student’s Book which are based on the CLC are indicated by this icon .

s Eight topic-based units of ten pages each covering topic areas frequently encountered in IELTS.

What the Workbook contains

s %ACHUNITCOVERSTASKSFROMEACHOFTHEFOURPAPERS in the exam, so all units contain work on Listening, Reading, Writing and Speaking. The units also cover essential IELTS-related grammar and vocabulary. s %ACHEXAMTASKTYPEISINTEGRATEDINTOARANGEOF classroom activities designed to equip students with the strategies and approaches needed to deal with the demands of IELTS. s 0RACTICEFOREACHPARTOFTHETESTISACCOMPANIEDBY detailed information and advice about what the task involves and how best to approach it. s Eight unit reviews that provide additional exercises on the grammar and vocabulary encountered in each unit. 4

Introduction

s Eight units designed for homework and self-study. Each unit contains full exam practice of IELTS Reading and Listening tasks. s IELTS Writing tasks with model answers. s &URTHERPRACTICEOFTHEgrammar and vocabulary taught in the Student’s Book. s !Naudio CD containing all the listening material for the Workbook.

What the Teacher’s Book contains s Detailed notes for the eight units in the Student’s Book which: – state the objectives of each unit

– give step-by-step advice on how to treat each part of each Student’s Book unit – give supporting information to teachers and students about IELTS tasks – offer suggestions for alternative treatments of the materials in the Student’s Book – offer a wide range of ideas for extension activities to follow up Student’s Book activities – contain comprehensive answer keys for each activity and exercise, including suggested answers where appropriate. s Eight photocopiable activities, one for each unit, designed to provide enjoyable recycling of work done in the Student’s Book unit, but without a specific exam focus. All photocopiable activities are accompanied by teacher’s notes outlining: – the objectives of the activity – a suggested procedure for handling the activity in the classroom. s Eight photocopiable Word lists containing lexical items encountered in the Student’s Book units or recording scripts. We suggest that the best time to use these lists is towards the end of the unit, perhaps before doing the Speaking or Writing sections. Students may use these lists for self-study and reinforcement of lexis encountered in the unit. Here are some suggestions as to how students can use them which you can discuss with them. – Students should use the page reference given to find the items in the unit and study how the words/ phrases are used in context. – They can use a learner’s dictionary (such as the CALD) to compare the dictionary definitions with the definitions given in the Word list. In many cases, the definitions will coincide, but they will be able to study further examples in the dictionary. – Students can annotate the Word lists themselves or copy items to their notebooks for further study. – You can suggest to students that they should not try to memorise all the items, but they should select a number of words and phrases that seem most useful

to them and try to use them when doing speaking and writing tasks. s Eight photocopiable Vocabulary extension word lists The words and phrases in the photocopiable Vocabulary extension word lists have been selected using the Cambridge International Corpus and relate to the topics of the unit. They are intended to provide students with extra vocabulary when doing IELTS tasks. We suggest that you hand these lists out near the beginning of the unit. Most of the words and phrases do not occur in the units themselves, but students may be able to use some of them during the speaking or writing activities in the unit. Here are some suggestions on how these word lists can be used: – Ask students to go through the word lists in conjunction with a good learner’s dictionary such as the CALD and check how the words/phrases are used in the examples (many of the definitions will be the same). – Ask students to select 5–10 items which they would like to be able to use themselves and ask them to write their own sentences using the items. – Encourage students to copy the items they find most useful to their notebooks. – Ask students to refer to these word lists before doing speaking or writing tasks in the units. Give students time to look at the relevant list and think (and discuss with you) how they can use words/phrases before they do the task itself. – When students do the tasks, pay particular attention to any use they make of items from the lists and give them feedback on how correctly they have used an item. s Four photocopiable Progress tests, one for every two units, to test grammar and vocabulary taught in the units.

What the Class Audio CDs contain There are two audio CDs containing listening and speaking material for the eight units of the Student’s Book plus the Listening Practice test. The listening and speaking materials are indicated by different-coloured icons for each of the CDs. Introduction

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Unit 1 Getting higher qualifications Unit objectives s Listening Section 1:INTRODUCTIONTOFORM COMPLETIONIDENTIFYINGWHATINFORMATIONISNEEDED s Vocabulary:DEPENDENTPREPOSITIONS s Reading Section 1:INTRODUCTIONTOSKIMMINGAND SCANNINGRECOGNISINGREFERENCES@4RUE&ALSE .OT'IVEN NOTECOMPLETIONANDSHORT ANSWER QUESTIONTASKS s Speaking Part 1:USINGHIGHER LEVELVOCABULARY TALKINGABOUTPASTHABITSANDSTATES s Pronunciation:SENTENCESTRESSnSTRESSING IMPORTANTWORDSTHATANSWERQUESTIONS s Writing Task 1:REPHRASINGINFORMATIONINTHETASK USINGYOUROWNWORDSWRITINGTHEINTRODUCTORY SENTENCEANALYSINGGRAPHSANDDESCRIBINGTHE MAINFEATURESPARAGRAPHING ORGANISINGAND STRUCTURINGANANSWER s Key grammar:PASTSIMPLE PRESENTPERFECTSIMPLE ANDPASTPERFECTSIMPLE

Starting off 1 As a warmer7RITETHESEQUESTIONSONTHEBOARDAND

ASKSTUDENTSTODISCUSSTHEMINSMALLGROUPSWITH BOOKSCLOSED – Why are you preparing for the IELTS test? – What personal qualities help people to be successful at language exams? )FYOUWISH ROUNDUPWITHTHEWHOLECLASSANDTURNIT INTOAGENERALCLASSDISCUSSION s 7ITHBOOKSOPEN ASKSTUDENTSTOLOOKATTHE EXAMPLEANDSAYWHETHERITISADEFINITIONORAN EXAMPLEanswer:ANEXAMPLE  Alternative treatment!SKSTUDENTSTOLOOKATTHE EXAMPLEINTHEBOOK4HENASKTHEMTOWORKIN PAIRSANDHANDEACHPAIRAPIECEOFPAPERWITHONE OFTHEOTHERPERSONALQUALITIESBnH WRITTENONIT s !SKSTUDENTSTOLOOKATTHEOTHERQUALITIESBnH ANDWRITEDOWNWHATITMEANSTOHAVETHATQUALITY WITHOUTNAMINGIT s 7HENSTUDENTSAREREADY THEYREADOUTWHATTHEY HAVEWRITTENTOTHEWHOLECLASS4HECLASSTHENSAYS WHICHQUALITYTHEYAREDESCRIBINGANDDISCUSSES HOWACCURATETHEYTHINKTHEDESCRIPTIONIS s 7HENTHEYHAVEFINISHED ASKSTUDENTSTOCOMPARE THEIRANSWERSWITHTHESUGGESTEDANSWERSON PAGE

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Unit 1

Suggested answers a 9OUDOTHINGSLIKEREADDOCUMENTSVERY CAREFULLYANDFOCUSONALLTHESMALLPOINTS CHECKINGTHEIRACCURACY b 9OUAREABLETOTHINKABOUTSOMETHINGANDCOME UPWITHANORIGINALORUNUSUALAPPROACHTOIT c 7HENYOUCOMEACROSSSOMETHINGNEW YOUARE EAGERTOLEARNORFINDOUTABOUTIT d 9OUAREABLEANDWILLINGTOWORKWITHOTHER PEOPLEASPARTOFAGROUPINORDER FOREXAMPLE TOSOLVEPROBLEMSORDEVELOPNEWIDEAS e 9OUCANLOOKAHEADANDPLANHOWAN ORGANISATIONORCOMPANYMIGHTBESTMEETTHE NEEDSOFTHEFUTURE f 9OUAREFRIENDLYANDENERGETIC ANDFINDITEASY ANDENJOYABLETOBEWITHOTHERS g 9OUFINDITEASYTOEXCHANGEIDEASWITHOTHERS YOULISTENWELLANDCANACCURATELYPUTACROSS YOUROWNIDEAS h 9OUCANLOOKAFTERANDORGANISEGROUPSOF EMPLOYEESSOTHATTHEYAREPERFORMINGINTHE BESTINTERESTSOFTHECOMPANY

2 4ELLSTUDENTSTOGIVEREASONSFORTHEIRANSWERS Suggested answers 1A C 2F G H 3D G H 4A C 5A B E 6F G Extension idea Ask students to choose two of the photos and say what other personal qualities the people need (apart from a–h).

3 4ELLSTUDENTSTHAT INTHE3PEAKINGTEST THEYWILL USUALLYBEEXPECTEDTOGIVEQUITELONGANSWERS BACKINGUPTHEIROPINIONSBYGIVINGREASONS Extension idea Ask students to say what qualities they personally already have.

Listening

Section 1

1 As a warmer 7ITHBOOKSCLOSED ASKSTUDENTSTO

DISCUSSINSMALLGROUPSYOUCANWRITETHEQUESTIONS ONTHEBOARD  – How can students in your country find out about careers and jobs? – How do young people in your country decide what job they would like to do? – What did you decide to study, and why?

More information

s ) FANYOFTHEMMENTIONGRADUATERECRUITMENTFAIRS USETHISASASTEPPINGSTONETOTHEQUESTIONSINTHE BOOK)FTHEYDONOT WRITETHETERMONTHEBOARD ANDASKTHEMWHATTHEYUNDERSTANDBYIT s &OCUSSTUDENTSONTHETHREEQUESTIONSINTHEBOOK ANDASKTHEMTODISCUSSTHEQUESTIONSINPAIRS s 7HENSTUDENTSHAVEFINISHED PARTICULARLYIFYOU ARETEACHINGAMULTICULTURALCLASS ROUNDUPWITH THEWHOLECLASS Suggested answers 1 0EOPLEFROMDIFFERENTCOMPANIESADVERTISE FORNEWSTAFF$ISPLAYSATTRACTCANDIDATES #ANDIDATESSEEKOUTJOBOPPORTUNITIES4HEY PROVIDEANOPPORTUNITYFORGRADUATESTOMEET DIRECTLYWITHPOTENTIALEMPLOYERS 2 4HEREAREFEWERJOBS SOGREATERCOMPETITION FOREACHJOB6OCATIONALTRAININGMAYBEMORE USEFUL ASTHEREARENOWMORESTUDENTSWITH DEGREES ANDVOCATIONALQUALIFICATIONSMAY BEAMORERELIABLEASSESSMENTOFSKILLSAND COMPETENCIESFORPRACTICALJOBSWHERE EXPERIENCECOUNTS 3 EXPERIENCEINTHEFIELDOTHERPOSITIONSOF RESPONSIBILITYENGAGEMENTATINTERVIEW Extension idea Ask students: Do you have graduate fairs in your country? Have you ever been to one? What was it like?

2 s $RAWSTUDENTSATTENTIONTOTHE%XAM INFORMATIONONPAGE0OINTOUTTHAT INTHE )%,43TEST THEYHEAREACHSECTIONONCEONLY SO ITISIMPORTANTTOKNOWWHATTOEXPECTBEFORE LISTENING!LSOMENTIONTHATTHEYNEEDTOWRITE THEIRANSWERSINTHEQUESTIONBOOKLETWHILETHE RECORDINGISPLAYINGTHEYHAVETENMINUTESTO TRANSFERTHEMONTOANANSWERSHEETATTHEENDOF THETEST4HISMEANSTHEYCANUNDERLINETHINGS INTHEQUESTIONBOOKLETASTHEYDOTHETEST BUT THEYNEEDTOMAKESURETHEYCANREADTHEIR ANSWERSLATERON s 2EFERSTUDENTSTOTHEPOINTABOUTTHEINCREASING DIFFICULTYOFTHETEST!TTHISLEVEL THEYSHOULD FIND3ECTIONEASYANDTHEYSHOULDBEABLETO GETCLOSETOFULLMARKS s &ORM COMPLETIONTASKSTESTSTUDENTSABILITY TOLISTENFORSPECIFICDETAILS)TISIMPORTANTFOR STUDENTSTOKNOWWHATDETAILSTHEYSHOULDLISTEN FORBEFOREHAND s 4ELLSTUDENTSTHAT3ECTIONNEARLYALWAYS INCLUDESAFORMORTABLETOCOMPLETE)NTHE EXAM THEYWILLHAVEASHORTTIMEABOUT SECONDS TOREADTHEQUESTIONSANDDECIDEWHAT INFORMATIONTHEYNEED4HEIRPERFORMANCEWILL IMPROVEIFTHEYKNOWWHATINFORMATIONTHEY SHOULDBELISTENINGFORBEFORETHEYSTART

s $ RAWSTUDENTSATTENTIONTOTHEINSTRUCTIONSIN 1UESTIONSn4ELLTHEMTHATTHEINSTRUCTIONS WILLALWAYSCLEARLYSTATEHOWMANYWORDSTHEYCAN WRITE EGONE WORD / NO MORE THAN TWO/ THREE WORDS AND/OR A NUMBER SOITIS IMPORTANTTOALWAYSCHECKBEFORETHEYSTART)FTHE INSTRUCTIONSSTATE/.%7/2$ BUTTHEYWRITETWO THEYWILLNOTGETANYMARKSFORTHATQUESTION s !SKSTUDENTSTODISCUSSWHATINFORMATIONTHEY NEEDINPAIRS Suggested answers 1 ASURNAMEFAMILYNAMETHATMAYBE SPELLEDOUT 2 ANATIONALITY 3 ANEMAILADDRESSTHATMAYBESPELLEDOUT 4 ATYPEOF"! 5 ADATE 6 ANACTIVITYOREVENTWHICHMIGHTRAISEMONEY 7 SOMEINTERESTS 8 NAMESOFJOBS 9 THENAMEOFAJOB 10HOWTHEYHEARDABOUTTHEFAIR Extension idea Tell students that, in Section 1, they will usually have to write a name that is spelled out for them and/or write a number. Ask them which questions might require this (answer: Questions 1 and 3). s !SKTHEMIFTHEREAREANYLETTERSORSYMBOLSWHICH they are not sure how to pronounce in English and resolve any doubts. s !SKTHEMTOWRITETWOORTHREENAMESANDEMAIL addresses on a piece of paper, and then spell them aloud to their partners, who should write them down.

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Alternative treatment!LTHOUGHINTHEEXAMEACH SECTIONISHEARDONLYONCE YOUCANPLAYTHERECORDING ASECONDTIMEFORSTUDENTSTOCHECKTHEIRANSWERS s $ RAWTHEIRATTENTIONTO1UESTION WHERETHEY NEEDTWOINTERESTS4ELLTHEMTHATIFTHEYONLYWRITE ONE THEYWILLNOTGETTHEMARK s 4ELLTHEMTHATSOMETIMESWORDSCANBEADDEDOR OMITTEDWITHOUTPENALTYSEEWORDSINBRACKETSIN THEANSWERKEY  Answers 1 !LEXANDROVNA 2 3HEIS 2USSIAN 3 DOM 4 A FULL TIME 5 ST*ULY*ULY*ULY*ULYST  6 COMPETITION 7 COOKINGCOOKERYSWIMMINGmust have both 8 A CHILDRENSTUTOR 9 A PROJECTMANAGER 10A FRIEND Getting higher qualifications 7

Extension idea Go through the Exam advice box with students. s 3 TRESSTHATCORRECTSPELLINGISESSENTIALANDTHATTHEY should check it when they transfer their answers to the answer sheet. s % LICITSOMECOMMONABBREVIATIONSYOUCANASK students to write these on the board), e.g. kilometres (km); seconds (secs); minutes (mins/min); hours (hrs/ hr); Jan, Feb, etc.; Mon, Tues, etc. s 4ELLSTUDENTSTHATIFTHEYARENOTSUREHOWTOWRITETHE abbreviations correctly, they should write them in full.

4 4ELLSTUDENTSTHATTHEYAREQUITELIKELYTOBEASKED

ABOUTTHETOPICSINTHISEXERCISEIN0ARTOFTHE 3PEAKINGTEST SOITISAGOODIDEATOHAVESOME IDEASANDVOCABULARYTODESCRIBETHEMSELVESBEFORE THEEXAM'IVESTUDENTSAFEWMINUTESTOTHINK ABOUTWHATTHEYWANTTOSAYANDHOWTOEXPRESSIT BEFORETHEYSTART7HERENECESSARY HELPTHEMWITH VOCABULARY

Alternative treatment9OUCANASKSTUDENTSTODO THISEXERCISEAFTERTHEYHAVEDONETHEVOCABULARY SECTIONWHICHFOLLOWS)NTHISWAY THEYWILLHAVE ANOPPORTUNITYTOPRACTISETHEVOCABULARYAND PREPOSITIONS

Vocabulary

Dependent prepositions

1 7RONGCHOICEOFPREPOSITIONISAMAJORAREAOFERROR FOR)%,43CANDIDATESATTHISLEVEL

As a warmer 7RITEONTHEBOARD – He wasn’t aware …… the time. – How do you prepare …… exams? s !SKSTUDENTSTOSAYWHATPREPOSITIONSHOULDGOIN EACHGAPawareof preparefor 7RITEget ready ANDconsciousANDASKTHEMWHATPREPOSITION FOLLOWSEACHget readyfor consciousof 0OINT OUTTHATWORDSWITHSIMILARMEANINGSOFTENBUT NOTALWAYS HAVETHESAMEPREPOSITION SOTHISIS AGOODWAYOFGUESSINGWHENTHEYARENOTSURE WHICHPREPOSITIONTOWRITE/THEREXAMPLESYOU CANGIVEORELICITafraid of frightened of scared of angry with irritated with annoyed with



Answers 1TO 2OFINWITH 3ON 4FOR 5AT 6TOFORIN Extension idea Check that students know the correct dependent preposition for each word, then ask them to think of synonyms that use the same preposition: concentrate (focus on); available (free for); useful (essential/vital/important for).

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Unit 1

2 "EFOREDOINGTHISEXERCISE BRIEFLYREFERSTUDENTSTOTHE ,ANGUAGEREFERENCEPAGE  s 4ELLTHEMTHATTHEWORDSANDDEPENDENT PREPOSITIONSINTHISSECTIONAREGENERALLYUSEFULIN )%,43EXAMS s 4ELLTHEMTODOTHEEXERCISEANDTHENCHECKTHEIR ANSWERSINTHE,ANGUAGEREFERENCE Answers 1ON 2TO 3FOR 4IN 5IN 6OF Extension idea Tell students that, in IELTS, it is important to use a range of vocabulary appropriately. Working with words with similar or synonymous meanings helps to build vocabulary. Write these words on the board and ask students to find words in the exercise which are close in meaning to them (though not all synonyms) and to decide if they need to change the preposition or not. is known keep an eye responsive take part trust (answers: is known for / has a reputation for; keep an eye on / take care of; responsive to / sensitive to; take part in / participate in; trust in / have confidence in.)

3 0OINTOUTTOSTUDENTSTHATTHEYHAVETOLEARN

DEPENDENTPREPOSITIONSWITHTHEWORDSTHEMSELVES SO ITMAYBEWORTHTHEMSTUDYINGLISTSSUCHASTHEONES INTHE,ANGUAGEREFERENCE!GAIN WHENTHEYHAVE FINISHEDTHEEXERCISE ASKTHEMTOUSETHE,ANGUAGE REFERENCETOCHECKTHEIRANSWERS Answers 2WITHFOR 3INTOIN 4STUDENTSTHESTUDENTSWITH THE 5RESPONSIBLETORESPONSIBLEFOR 6ONTO 7DEALMANYDEALWITHMANY

Reading

Section 1

1 As a warmer !SKSTUDENTSTOWORKINSMALLGROUPS

ANDLOOKATTHE%XAMINFORMATION PARTICULARLYTHE LASTBULLET s !SKTHEMTOSUGGESTWAYSTHEYCANCONTROLTHEIR TIMEANDMAKESURETHEYHAVEENOUGHTIMEFORTHE WHOLEPAPER s 7HENTHEYHAVEFINISHED ROUNDUPWITHTHE WHOLECLASS3UGGESTIONSTHEYMAYCOMEUPWITH SPENDLESSTIMEON3ECTIONSOASTOLEAVEMORE TIMEFORTHEMOREDIFFICULTSECTIONSDOTHEMORE DIFFICULTSECTIONSFIRSTPUTTHEIRWATCHONTHETABLE ANDKEEPASTRICTCONTROLOVERTHEIRTIME 4HE IMPORTANTPOINTISTHATTHEYSHOULDREALISETHAT TIMEMANAGEMENTISESSENTIALTOSUCCESSIN THEEXAM s 4ELLTHEMTHATTHEYWILLBEPRACTISINGDIFFERENT READINGTECHNIQUESWHILEDOINGTHISSECTIONINTHE BOOK SODOINGTHESECTIONINCLASSWILLTAKELONGER THANTHEMAXIMUMMINUTESTHEYWOULDSPEND INTHEEXAM

s "EFORETHEYDOTHEEXERCISEINTHEBOOK ELICITTHAT prestigiousMEANS@ITHASAGOODREPUTATION Suggested answers 2 HIGHERTHANAVERAGERESULTSSTRONGLEADERSHIP LONGHISTORYGROUND BREAKINGRESEARCH GOODTEACHING 3 THEIRDEGREEMAYBEWORTHMOREITMAYHELP THEMGETABETTERJOBITGIVESTHEMPRESTIGE THEYGETBETTERTEACHING

2 Answers 1 a3CANNINGb3KIMMING 2 9OUCANSCANFORAKEYWORDPHRASEINA QUESTIONTOQUICKLYFINDTHEPLACEWHERETHE ANSWERIS 9OUCANSKIMPARTSOFTHEPASSAGETOUNDERSTAND THEKEYIDEASANDQUICKLYMATCHTHESETO QUESTIONSORSTATEMENTS

3 "EFORESTUDENTSREAD ELICITTHEMEANINGOFskim

s %XPLAINTHATITISIMPORTANTTOSKIMTHEPASSAGETO GETAGENERALIDEAOFTHECONTENTSBEFOREREADING ITMORECAREFULLY)FTHEYDOTHIS THEYWILLFINDIT EASIERTOLOCATETHEANSWERSTOQUESTIONS DEALWITH TASKSANDSOSAVETIMEASTHEYWORKTHROUGHTHE SECTION s 4ELLSTUDENTSTHATTHEYSHOULDNOTTRYTO UNDERSTANDEVERYWORDANDEVERYSENTENCEGIVE THEMTHREEMINUTESTOSKIMTHEPASSAGE"ESTRICT WITHTHETIMELIMIT Answer B

4 4ELLSTUDENTSTHATFINDINGTHEANSWERSTOQUESTIONS

OFTENREQUIRESTHEMTOUNDERSTANDTWOORTHREELINKED SENTENCESOFTEXT ANDTHATWRITERSUSEREFERENCING TECHNIQUESTOLINKSENTENCESTOGETHER s 4OILLUSTRATETHEPOINT YOUCANWRITEONTHEBOARD There has been a rapid expansion of the university system. This has meant that many more young people are attending such institutions, and the result of this is that the labour market is being deprived of their services until later. s !SKSTUDENTSTOPOINTOUTTHEREFERENCINGDEVICES ANDSAYWHATTHEYREFERTOanswersthisREFERS TOTHERAPIDEXPANSIONOFTHEUNIVERSITYSYSTEM such institutionsREFERSTOUNIVERSITIESthe result of thisREFERSTOMOREYOUNGPEOPLEATTENDING UNIVERSITYtheir servicesREFERSTOTHESERVICESOF YOUNGPEOPLE  s %LICITTHEMEANINGOFscan

Answers 2 to leap into the dark and reach for the unknown 3 The telephone, electromagnets, radars, highspeed photography, office photocopiers, cancer treatments, pocket calculators, computers, the Internet, the decoding of the human genome, lasers, space travel 4 Knowledge was at a premium, but it had to be useful. ALSO the German system of learning based on reseach and hands-on experimentation 5 symbiosis REFERSTOTHEMOTTO Mind and hand ANDTHELOGOSHOWING a gowned scholar standing beside an ironmonger bearing a hammer and anvil. 6 he might be just too late in taking his concept to market, as he has heard that a Silicon Valley firm is already developing something similar. 7 What MIT delights in is taking brilliant minds from around the world in vastly diverse disciplines and putting them together.

5 4RUE&ALSE.OT'IVEN4&.' TASKSTESTWHETHER CANDIDATESCANCORRECTLYIDENTIFYINFORMATIONIS EXPRESSEDINTHETEXTORNOT 4ELLSTUDENTSTHATTHE4&.'TASKISOFTENFOUNDIN 2EADING3ECTION s 4ELLTHEMTHATTHEQUESTIONSIN4&.'TASKSUSUALLY CONTAINONEORTWOWORDS EGMIT campus WHICH ARETHESAMEASORSIMILARTOAWORDORPHRASEIN THEPASSAGE4HISISTOHELPTHEMLOCATETHEPARTOF THEPASSAGEWHICHRELATESTOTHESTATEMENT s 0OINTOUTTHAT SINCETHEYSKIMMEDTHEPASSAGE EARLIER LOCATINGTHISINFORMATIONSHOULDBEQUICKER ANDTHATITMAYNOTBENECESSARYATANYSTAGETO READTHEWHOLEPASSAGESLOWLYANDINDETAILTO ANSWERTHEQUESTIONS4HEKEYWORDS INEFFECT SERVEASASHORTCUTTOTHERELEVANTPARTSOFTHE PASSAGE ANDSTUDENTSSHOULDSCANUNTILTHEYFIND THESE s 4ELLSTUDENTSTHATPROPERNAMESEGMIT Silicon Valley INTHEQUESTIONSAREALMOSTALWAYSGOING TOSERVEASKEYWORDS SINCETHEYCANNOTBE PARAPHRASEDANDARETHEREFOREEASYTOSCANFORIN THEPASSAGE Suggested underlining 2 2(ARVARD-)4 3MOTTO-)4STUDENT 4LOGO 53ILICON6ALLEY

Getting higher qualifications 9

6 "EFORESTUDENTSANSWERTHEQUESTIONS DRAWTHEIR

ATTENTIONTOTHE%XAMADVICE4ELLTHEMTHATITISOFTEN DIFFICULTTODECIDEIFAQUESTIONIS&ALSEOR.OT'IVEN 3TUDENTSSHOULDCHOOSE&ALSEWHENTHEINFORMATION INTHEPASSAGEcontradictsTHESTATEMENT4HEYSHOULD CHOOSE.OT'IVENWHENTHEREISno informationABOUT THESTATEMENTINTHEPASSAGE Extension idea Ask students to work in pairs and compare their answers. Ask them to quote the actual words from the passage which gave them their answers. Answers 1 &!,3%xthere’s precious little going on that you would normally see on a university campus. 2 &!,3%While Harvard stuck to the English model of a classical education, with its emphasis on Latin and Greek, MIT looked to the German system of learning based on research and handson experimentation 3 ./4')6%.4HEMOTTOISMENTIONED BUTWE ARENOTTOLDWHOSUGGESTEDIT 4 425%xits logo, which shows a gowned scholar standing beside an ironmonger bearing a hammer and anvil. That symbiosis of intellect and craftsmanshipx 5 ./4')6%.4HEREISNOTHINGINTHETEXTABOUT HOWMUCH-)4GRADUATESAREPAIDIN3ILICON 6ALLEY

7 .OTE COMPLETIONTASKSTESTSTUDENTSABILITIESTO SCANTHEPASSAGEFORSPECIFICINFORMATION4HEY REFLECTTHETYPEOFREADINGACTIVITYTHATMIGHTBE REQUIREDONANUNDERGRADUATECOURSEOFSTUDY4HE INSTRUCTIONSWILLTELLSTUDENTSHOWMANYWORDSTHEY CANUSEFOREACHGAP "EFORESTUDENTSDOTHETASK DRAWTHEIRATTENTIONTO THE%XAMADVICEBOX s 0OINTOUTTHATBYREADINGTHETITLEANDSCANNINGTO FINDTHERIGHTPARTOFTHEPASSAGE THEYCANSAVE TIME s 4ELLTHEMTHAT ASTHEYREADTHENOTES THEYSHOULD UNDERLINEKEYIDEAS4HISWILLHELPTHEMTOIDENTIFY WHATINFORMATIONANDWHATTYPEOFWORDS THEY NEED s 7HENSTUDENTSHAVEFINISHED TELLTHEMTOREAD THROUGHTHEIRNOTESTOCHECKTHATTHEYMAKESENSE THATTHEYREFLECTTHEIDEASEXPRESSEDINTHEPASSAGE ANDTHATTHEIRANSWERSARESPELLEDCORRECTLY-ANY CANDIDATESLOSEMARKSBYMISSPELLINGWORDS WHENTHEYCOPYTHEM4HISINCLUDESTHEUSEOF ASINGULARFORM WHENTHEWORDINTHEPASSAGEIS PLURAL EGsizesizes 4HEYSHOULDALSOCHECKTHAT THEYHAVEUSEDTHEREQUIREDNUMBEROFWORDSn STUDENTSWILLLOSEAMARKIFTHEYWRITETHREEWORDS 10

Unit 1

WHENTHEINSTRUCTIONSSPECIFYNOMORE THANTWO s 7HENSTUDENTSHAVEFINISHEDTHETASK THEYCAN COMPARETHEIRANSWERSWITHAPARTNER Answers 6COMPUTERSCIENCE 7PROGRAM 8ADAPTABILITY 9CONTACTLENS

8 3HORT ANSWERQUESTIONSTESTSTUDENTSABILITYTOSCAN APASSAGEFORSPECIFICINFORMATIONORDETAILS !SWITH4&.'QUESTIONS STUDENTSSHOULDIDENTIFY WORDSINTHEQUESTIONSWHICHWILLHELPTHEMTO QUICKLYSCANTHEPASSAGETOFINDTHEPARTCONTAINING THEANSWER0ROPERNAMES WHICHCANNOTBE PARAPHRASED AREOFTENANOBVIOUSCHOICE s 4ELLSTUDENTSTHATTOANSWERTHESEQUESTIONS THEYSHOULDCOPYWORDSTHEYFINDINTHEPASSAGE EXACTLY 2 Suggested underlining 11PROBLEM%NERGYINITIATIVE 12@GREENINNOVATIONVIRUSES 13PARTOFTHEUNIVERSITY4IM"ERNERS ,EE 3 10AONEQUARTER 11GLOBALWARMING 12ELECTRICCARS 13THE CORRIDORS

9 !SKSTUDENTSTOCHECKTHEIRANSWERSINPAIRS

s $RAWTHEIRATTENTIONTOTHEBULLETPOINTSINTHE BOOK4OHELPSTUDENTSCONCENTRATEONPRODUCING ACCURATEANSWERS YOUCANREMINDTHEMTHAT n A NSWERSMUSTBESPELLEDCORRECTLY INCLUDING DOUBLELETTERSANDFINAL@ES OTHERWISETHEYWILL LOSETHEMARK ALTHOUGHWRITINGA!MERICAN %NGLISHVARIANTINSTEADOFA"RITISH%NGLISH TERMANDVICEVERSA ISACCEPTABLE n W RITINGONEWORDWHENTWOGIVESTHEEXACT ANSWERWILLLOSETHEMARK%QUALLY WRITING THREEWORDSWHENTHEYAREASKEDFORTWOWILL ALSOLOSEMARKS n T HEYDONEEDTOREADTHEQUESTIONCAREFULLY 4OCLARIFY1UESTION YOUCANASKTHEMWHAT THENUMBERS ANDTHREEMILLIONREFER TOTHENUMBEROFCOMPANIESFORMEDBY-)4 STUDENTSANDTHENUMBEROFEMPLOYEESINTHESE COMPANIES 

10!SKSTUDENTSTOWORKINGROUPSOFFOURORTHREEIF

YOURCLASSDOESNTCONTAINAMULTIPLEOFFOUR  s 'IVEEACHSTUDENTAPAPERWITHANUMBERn ONITANDTELLTHEMTHEYAREGOINGTOGIVEASHORT PRESENTATIONOFABOUTTWOMINUTESTOANSWERTHE QUESTIONWITHTHENUMBERTHEYHAVEBEENGIVEN s 'IVETHEMAMINUTEORTWOTOPREPARE s 4HEYTHENTAKETURNSTOGIVETHEIRPRESENTATIONSTO THEOTHERPEOPLEINTHEIRGROUP

s 4HESTUDENTSWHOARELISTENINGSHOULDEACHTHINK OFAFOLLOW UPQUESTIONTOASKTHEPRESENTERATTHE ENDOFEACHPRESENTATION

Speaking

Part 1

1 !SKSTUDENTSTOLOOKATTHE%XAMINFORMATIONBOX

s 0OINTOUTTHATTHEREISASHORTINTRODUCTIONATTHE STARTOFTHETEST ANDTHISISNOTASSESSED s %XPLAINTHATIN0ART THEYWILLBEASKEDSOME VERYSTRAIGHTFORWARDQUESTIONSABOUTTHEMSELVES 4HEREAREALWAYSQUESTIONSONFAMILIARTOPICS EG travelling OR where you live3UGGESTTOSTUDENTS THATTHEYUSE0ARTTOGETWARMEDUPANDSTART FEELINGCONFIDENTABOUTTALKINGIN%NGLISH s As a warmer!SKSTUDENTSTOWORKINPAIRSAND THINKOFFIVEORSIXQUESTIONSTHEYTHINKTHE EXAMINERMIGHTASKTHEMINTHISPART4HENASK THEMTOCHANGEPARTNERSANDTAKETURNSTOASKAND ANSWERTHEIRQUESTIONS s !SKTHEMTOLOOKATTHEQUESTIONSINTHEEXERCISE ANDASKDo any of these questions look similar to ones you asked? 0LAYTHERECORDINGFORSTUDENTSTOLISTEN!TTHIS s LEVEL STUDENTSSHOULDBEABLETOCOPEWITHALLFOUR SPEAKERSATONCE WITHOUTPAUSINGINBETWEEN Answers 2PET 3HANDYOURSELF 4EXERCISESPORT

2

Alternative treatment!SKSTUDENTSTOWORKIN PAIRSANDTRYTOREMEMBERWHATEACHOFTHESPEAKERS SAID4HEYTHENLISTENAGAINTOCHECKTHEIRANSWERS s 0OINTOUTTOSTUDENTSTHAT n T HEYGAINMARKSFORTHERANGEANDAPPROPRIACY OFTHEIRVOCABULARY ANDTHATTOACHIEVEAHIGH BANDSCORE THEYWILLHAVETOUSELOW FREQUENCY VOCABULARYACCURATELY n T HEANSWERSARETHREETOFOURSENTENCESLONG ANDTHATTHEYSHOULDAIMATTHISLEVELTOGIVE ANSWERSOFTHISLENGTHTO0ARTQUESTIONS AS THISSHOWSTHEIRABILITYTOLINKIDEAS USEA RANGEOFAPPROPRIATEGRAMMARANDSHOWTHAT THEYCANUSECORRECTPRONUNCIATIONPATTERNS Answers 1HOTELINDUSTRY 2FULL TIMEEMPLOYMENT 3VERYAFFECTIONATE 4HIGH PITCHEDNOISES 5TODDLER 6REALLYIMPRESSED 7MOREAWAREOF 8FACILITIES

Extension idea Ask students to work alone and think of three or four less-common words they could use to answer each of the questions so that the answers are true for them. They then work in pairs and take turns to ask and answer the questions.

3 4ELLSTUDENTSTHATTHEYAREALSOMARKEDFORTHEIRUSEOF ARANGEOFAPPROPRIATEGRAMMAR5SINGusedtoTOTALK ABOUTTHEPASTISONEASPECTOFTHIS

Answers 1HAVE 2SIT 3THINK 4SEEING 5DO 6BEING 7BE Extension idea When students have finished the exercise, elicit the difference between: s used to do, used to doing and get used to doing s used to do and would in these contexts (see Language reference in the Student’s Book (page 120) for an explanation). If necessary, go through the Language reference with students.

4 Alternative treatment !SKSTUDENTSTOWORKINSMALL

GROUPS4ELLTHEMTHEYAREGOINGTOTRYTODECEIVE OTHERMEMBERSOFTHEGROUP s &IRST THEYSHOULDWORKALONEANDCOMPLETETHE SENTENCES BUTTHREESENTENCESSHOULDBETRUEAND THREESHOULDBELIES s 4HEYTHENTAKETURNSTOREADTHEIRSENTENCESOUT TOTHEGROUPANDTHEGROUPTHENHAVETODECIDE WHETHEREACHSENTENCEISTHETRUTHORALIE s 3TUDENTSGETAPOINTEVERYTIMETHEGROUPMAKESA WRONGDECISIONIEDECIDESTHETRUTHISALIEORA LIEISTHETRUTH 4HESTUDENTWITHTHEMOSTPOINTS ISTHEWINNER Note:NOWISAGOODTIMETODOTHEPRONUNCIATION WORKONSENTENCESTRESS

5 Alternative treatment 1'IVESTUDENTSAFEWMINUTES

TOWORKALONEANDTHINKOFIDEASANDVOCABULARYTHEY CANUSETOANSWERTHEQUESTIONSBEFORETHEYSTART s Alternative treatment 2!SKSTUDENTSTOGIVEEACH OTHERFEEDBACKONTHEIRANSWERS9OUCANELICIT CRITERIAFROMTHEWHOLECLASSANDWRITETHEMONTHE BOARD EG n Did your partner give fairly long answers? n Were the answers well structured and coherent? n Did they use a range of higher-level vocabulary? n Did they use a range of appropriate grammar, including accurate tenses? n Were their answers always relevant?

Extension idea Draw students’ attention to the Exam advice box. s 4ELLTHEMTHATTYPICALTOPICSFOR0ARTAREFAMILY life, languages, traffic, shopping, weather, cooking, animals, housework and reading (you can write these on the board). s 4ELLSTUDENTSTOWORKINPAIRSANDTHINKOFTHREEOR four questions which they could ask on one of the topics. s 4HEYTHENCHANGEPARTNERSAND WITHTHEIRNEW partner, take turns to ask and answer questions. Getting higher qualifications 11

Pronunciation

Sentence stress 1

!SKSTUDENTSTOLOOKATTHE3PEAKINGREFERENCEON PAGEANDPOINTOUTTHATPRONUNCIATIONCOUNTS FORAQUARTEROFTHEIR)%,43SCOREFORSPEAKING 4HISMEANSTHATINADDITIONTOLISTENINGTOTHEIR GRAMMAR VOCABULARYANDFLUENCY EXAMINERSALSO NOTEHOWEASILYTHEYCANUNDERSTANDTHECANDIDATE CANDIDATESWHOSPEAKTOOFASTSLOWLYORMUTTER WILLLOSEMARKSFORPRONUNCIATIONTHOSEWHOSPEAK CLEARLYANDATTHECORRECTPACEWILLDOBETTER %XPLAINTHATTHEREARERECOGNISEDFEATURESOF PRONUNCIATION ANDEXAMINERSWANTTOSEEHOWWELL CANDIDATESCANUSEANDCONTROLTHESE3ENTENCE STRESSISONEOFTHESEFEATURES ALONGWITHTHINGS LIKEINTONATION RHYTHMANDTHEPRONUNCIATIONOF SOUNDS)FTHEYSTRESSTHEWRONGWORDSORTOOMANY WORDSINASENTENCE ITCANSIGNIFICANTLYAFFECTTHE MEANINGANDORSOUNDVERYODDIFTHEYSTRESSTHE RIGHTWORDS ITWILLHELPTHEIRLISTENERUNDERSTAND THEM3TUDENTSNEEDTOHAVEAHIGHDEGREEOF CONTROLOFPRONUNCIATIONFEATURESINORDERTOACHIEVE AHIGHBANDLEVELFORTHISCRITERION

1

Alternative treatment!FTERSTUDENTSHAVEREAD THEINTRODUCTIONTOTHISSECTION ASKTHEMTOWORKIN PAIRSANDPREDICTWHICHWORDWILLBESTRESSEDINEACH SENTENCE4HEYTHENLISTENTOCHECKTHEIRANSWERS Answers 1 Suggested underlining 2THATSHOTEL MANAGEMENTTWO 3CATS THISDID 4TWOTODDLER 5FITNESSBITUSED 2 a )NSENTENCE that’sREFERSBACKTOTHE IMPORTANTDECISIONINTHEFIRSTSENTENCE b )NSENTENCE this oneREFERSBACKTOTHECAT ANDITSDIFFERENCEFROMOTHERCATS

2 Answers 1 1 DONTLIKE EMPHASISINGSTRENGTHOF FEELING CRIMINALSIMPORTANTINFORMATION  HOMEIMPORTANTINFORMATION 2 R UNNINGIMPORTANTINFORMATION AFTERNOON IMPORTANTINFORMATION MOREFOR CONTRAST THATREFERRINGBACKTOafternoon  ENERGETICIMPORTANTINFORMATION 3 TOOFOREMPHASIS ANYTHINGREFERSTO HANDMADEITEMSANDSTRESSESTHEFACTTHAT NONECANBEMADE HARDIMPORTANT INFORMATION 4 SEWINGIMPORTANTINFORMATION COULDNT EMPHASISINGINABILITY

12

Unit 1



5 B ROTHERIMPORTANTINFORMATION BADLY IMPORTANTINFORMATION HEREFERRINGTO brother )DOREFERRINGTOSELFANDCONTRAST

Extension idea Ask students to work alone and choose one of the questions from Speaking Exercise 1. Tell them to write a two- or three-sentence answer, but not to underline any words. s 4HEYTHENWORKINPAIRSANDTAKETURNSTOREADTHEIR answers aloud, stressing the words they feel are important. s !SKTHEMTOEXCHANGETHEIRWRITTENANSWERSANDASK them to read their partner’s written answer aloud. They can follow up by discussing how any changes in stress that their partner has made change the meaning or emphasis of the answer.

3 Extension idea Ask students to work in pairs and look at the sentences in Exercise 2 again. Ask them to suggest another way in which each of the sentences can be stressed and read their ideas aloud to the class. The class should then say how the meaning changes.

Writing

Task 1

1 As a warmer 17ITHBOOKSCLOSED ASKSTUDENTSHow have the proportions of male and female students at university in your country or at your university changed over recent years? What reasons can you think of for those changes?9OUCANTREATTHISASA CLASSDISCUSSION ORASKSTUDENTSTODISCUSSINSMALL GROUPS s As a warmer 2!SKSTUDENTSTOOPENTHEIRBOOKS LOOKATTHE%XAMINFORMATIONBOXANDSAYWHAT THEDIFFERENCEISBETWEENGRAPHS TABLES CHARTS ANDDIAGRAMS'RAPHSTENDTOBELINEGRAPHSLIKE THEONESHOWN TABLESCONTAINCOLUMNSANDROWS OFFIGURESSEE3TUDENTS"OOKPAGE CHARTS MAYEITHERBEPIECHARTSSEE3TUDENTS"OOK PAGE ORBARCHARTSSEE3TUDENTS"OOKPAGE  DIAGRAMSARESIMPLEPLANSSHOWINGSYSTEMS MACHINESORPROCESSESSEE3TUDENTS"OOK PAGE  s 4ELLSTUDENTSTHATTHEYWILLLOSEMARKSIFTHEY SIMPLYCOPYWORDSFROMTHETASKTOTHEIRANSWER THEYSHOULDREPHRASETHEINFORMATIONUSINGTHEIR OWNWORDS ANDTHISEXERCISESHOWSTHEMHOWTO DOTHISFORTHEINTRODUCTORYSENTENCE Suggested answer 4HEGRAPHGIVESINFORMATIONABOUTHOWMANYMALE ANDFEMALESTUDENTSGRADUATEDFROM#ANADIAN UNIVERSITIESBETWEENAND Extension idea Ask students to look at how the information has been rephrased. Ask them if they can suggest another way of writing the introductory sentence using their own words.

2 Alternative treatment"EFOREDOINGTHISEXERCISE

TELLSTUDENTSTOLOOKATTHE7RITINGTASKINSTRUCTIONS AGAINANDPOINTOUTTHATTHEYSHOULDREPORTTHEMAIN FEATURES!SKSTUDENTSTOWORKINPAIRSANDDECIDE WHATTHEMAINFEATURESARE4HEYSHOULDTHENLOOKAT SENTENCESnANDSAYWHICHONESTHEYHAVEALREADY IDENTIFIEDASMAINFEATURES s 4HISEXERCISEASKSSTUDENTSTODISTINGUISHMAIN FEATURESFROMMINORTHOUGHTRUE DETAILS s 4ELLSTUDENTSTHATTHEYSHOULDAIMTOSUMMARISE THEINFORMATIONGIVENTOTHEM NOTPROVIDE INTERPRETATIONS REASONSFORTHEINFORMATIONOR INTRODUCEANYINFORMATIONWHICHISNOTPRESENTED INTHETASK Answers    

3 4ELLSTUDENTSTHATINORDERTOACHIEVEAHIGHBAND

SCORE THEYWILLHAVETOSUMMARISETHEMAINFEATURES BUTALSOSUPPORTTHESEWITHDETAILEDSTATISTICAL INFORMATIONFROMTHEGRAPHSORCHART!SKTHEMTO LOOKATHOWEACHOFTHESENTENCESDESCRIBINGMAIN FEATURESISACCOMPANIEDBYSENTENCESCONTAINING SUPPORTINGDETAILS Answers 'RADUATENUMBERSROSEDURINGTHEYEARSAND REACHEDTHEIRHIGHESTLEVELSIN BUTTHERE WEREALWAYSMOREFEMALETHANMALEGRADUATES paragraph 2 4HUSTHEGAPBETWEENTHENUMBEROFMALEAND FEMALEGRADUATESHADWIDENEDparagraph 2 !MOREDETAILEDLOOKATTHEGRAPHREVEALSTHATTHE OVERALLGROWTHINNUMBERSWASNOTALWAYSSTEADY paragraph 3 #LEARLY THEREWERESIMILARTRENDSFORMALEAND FEMALEGRADUATESOVERTHISPERIOD BUTTHENUMBER OFWOMENGRADUATINGINCREASEDATAHIGHERRATE THANTHENUMBEROFMENparagraph 4

4 4ELLSTUDENTSTHATTHEREISNOToneCORRECTWAYTO

ORGANISETHEIRANSWER BUTDIVIDINGTHEGRAPHBEFORE THEYSTARTISONEWAYOFWORKINGOUTHOWTODOIT4HIS MAYNOTBEAPPLICABLETOALL0ARTTASKS Suggested answer 4HELINESSHOULDCUTTHEHORIZONTALAXISATAND 4HEDATAHASBEENGROUPEDACCORDINGTOTHE YEARS Extension idea Ask students to compare where they have drawn lines with each other and with the suggested answer.

5 4ELLSTUDENTS

– T HEYWILLACHIEVEAHIGHERBANDSCOREIFTHEIR ANSWERISCLEARLYANDLOGICALLYORGANISED4HIS INCLUDESWRITINGPARAGRAPHSEACHWITHACLEAR FOCUS – ITISESSENTIALTOINCLUDEANOVERVIEWOFTHE INFORMATIONATSOMESTAGEINTHEIRSUMMARY OTHERWISETHEYWILLLOSEMARKS4HISISCOVEREDIN MOREDETAILIN5NIT – T HEIRBANDSCOREALSODEPENDSONTHECHOICEAND APPROPRIATENESSOFTHEIRVOCABULARY WITHLESS COMMONWORDSUSEDAPPROPRIATELYGETTINGTHEMA HIGHERMARK Answers 1 0ARAGRAPHLOOKSATTHEOVERALLRISEANDTHEGAP BETWEENMALESANDFEMALES WHILEPARAGRAPH ISACLOSEANALYSISOFTHEYEARLYDATA 2 )TISTHEOVERVIEW 3 aless marked bmore significant 4 widen 5 A more detailed look at the graph revealsx 6 flattened out 7 just over 8 slight Extension ideas 1 Ask students to copy the words and phrases focused on in this exercise into their notebooks and suggest they revise them and try to incorporate some of them in their own Part 1 answers when the time comes. 2 Ask students to read the sample answer again and highlight words and phrases they think would be useful when doing other Part 1 Writing tasks. They should also copy these into their notebooks.

6 Answers 'RADUATENUMBERSROSEDURINGTHEYEARSAND REACHEDTHEIRhighestLEVELSINx !FTER HOWEVER GRADUATENUMBERSSAWTHEIR strongestGROWTHRATE x Extension idea Go through the Language reference on page 119 with students and ask them to supply extra examples for each point alongside the examples in the reference.

7 4ELLSTUDENTSTOREFERBACKTOTHE,ANGUAGEREFERENCE

WHENINDOUBT4ELLTHEMTHATTHISAREAOFGRAMMARIS ESSENTIALFOR)%,43CANDIDATESTOMASTER ASTHEYWILL ALMOSTCERTAINLYNEEDITTODESCRIBEANYTYPEOFCHART ORGRAPH Answers 1STEADIEST 2MOSTPOPULAR 3LOWEST 44HEMOST 5GREATEST 6MOSTIMPORTANTAREA 7ONE 8FAVOURITE Getting higher qualifications 13

Extension idea Ask students to write four or five sentences like those in the exercise to describe higher education in their country. s 7 HENTHEYHAVEFINISHED ASKTHEMTOWORKINSMALL groups and compare their sentences. If they are all from the same country, do they agree that the sentences are true? If they come from different countries, they can discuss how higher education is different in each country. Note:NOWWOULDBEAGOODTIMETODOTHE+EY GRAMMARONPAGE WHICHISONTHEPASTSIMPLE PRESENTPERFECTSIMPLEANDPASTPERFECTSIMPLE

8 ! LTHOUGHYOURSTUDENTSHAVEQUITEANADVANCED

LEVELOF%NGLISH THEYMAYNOTBEADEPTATANALYSING STATISTICALDATA SOITISWORTHROUNDINGUPWITHTHE WHOLECLASSAFTERTHEYHAVEWORKEDINPAIRS s %LICITTHATTHEYSHOULDINTRODUCETHETASKBY EXPRESSINGTHEINFORMATIONGIVENTHEMINTHEIR OWNWORDS9OUCANELICITSUGGESTIONSFORTHIS EG international students – overseas students/students from other countries/from abroad; graduating – obtaining degrees ETC

9 9OUCANASKSTUDENTSTODOTHE7RITINGTASKFOR

HOMEWORK4ELLTHEMTHEYSHOULDSPENDABOUT MINUTESWRITINGANDTHATTHEYSHOULDSETASIDEA COUPLEOFMINUTESATTHEENDTOCHECKTHEIRANSWER

Extension idea When students have done the Writing task, but before they hand it in, photocopy the sample answer printed below and the questions which follow and give a copy to each student. s !SKSTUDENTSTO – work in pairs and answer the questions – compare their answers with the sample answer and make any changes they want to their answers – exchange answers with a partner and comment or make suggestions for improvements to their partner’s answer. s 7 HENTHEYAREREADY THEYCANHANDTHEIRANSWERIN to you for correction. Answers to the questions below the sample answer 1 0ARAGRAPHISANINTRODUCTION 0ARAGRAPH LOOKSATTHEFIGURESFORACROSSTHE PROVINCES WHILE0ARAGRAPHLOOKSATTHE CHANGESFROMTO0ARAGRAPH SUPPLIESANOVERVIEW 2 BETWEEN 3 EXPERIENCED 4 OCCURRED 5 PATTERN

14

Unit 1

Sample answer 4HECHARTCOMPARESTHECHANGESTHATTOOKPLACE BETWEENANDINRELATIONTOTHEPERCENTAGE OFOVERSEASSTUDENTSWHOGRADUATEDFROM UNIVERSITIESIN#ANADA )N THEPROPORTIONOFSTUDENTSFROMOTHER COUNTRIESWHOGRADUATEDIN#ANADARANGEDFROM THREEPERCENTIN/NTARIOTOSEVENPERCENTIN.EW "RUNSWICK.OVA3COTIAHADTHESECONDHIGHEST PERCENTAGEAT&IVEYEARSLATER THEFIGURESFOR MOSTPROVINCESHADRISENBYTWOTOTHREEPERCENT WITHTHEEXCEPTIONOF!LBERTA4HERE FIGURESFELLBY ONEPERCENTTOJUSTOVERFOURPERCENT !CLOSERLOOKATTHECHARTREVEALSTHATSIGNIFICANT GROWTHOCCURREDIN.EW"RUNSWICK WHERETHE FIGURESROSEFROMSEVENTOJUSTUNDERPERCENT (OWEVER THEBIGGESTINCREASETOOKPLACEIN"RITISH #OLUMBIA WHERETHEPERCENTAGEOFGRADUATESMORE THANDOUBLED ALMOSTREACHINGALMOSTPERCENTIN  /VERTHISFIVE YEARPERIOD SOMEPARTSOF#ANADA EXPERIENCEDACONSIDERABLEINCREASEINTHEIR PROPORTIONOFOVERSEASGRADUATES ALTHOUGH.EW "RUNSWICKREMAINEDTHEPROVINCEWITHTHEHIGHEST PERCENTAGEOVERALL

Key grammar

Past simple, present perfect simple and past perfect simple 1 4ELLSTUDENTSTHAT)%,43CANDIDATESOFTENMAKE

MISTAKESWITHTHEFORMORSPELLINGOFTHESEPARTICULAR VERBS7HENTHEYHAVEFINISHED GOTHROUGHTHE ,ANGUAGEREFERENCEONPAGEWITHTHEM Answers 3FELLBACK 4FALLENBACK 5ROSE 6RISEN 7WIDENED 8WIDENED 9TOOKPLACE 10TAKENPLACE 11EXPERIENCED 12EXPERIENCED

2 %NCOURAGESTUDENTSTOUSETHE,ANGUAGEREFERENCE

WHENNECESSARYTOHELPTHEMANSWERTHESEQUESTIONS Answers 1GRADUALLYFELL 2HADDECREASED 3HAVEREMAINED 4HASBEEN 5TOOKPLACE 6HAVEEXPERIENCED 7REMAINED 8HADFLUCTUATED

3 Answers 2HASNOTALWAYSBEEN 3EXPERIENCED 4DROPPED 5REMAINED 6SAW 7HAD REACHED 8FELLBACK

More information

Unit 1 photocopiable activity Skills for sale Time: 60 minutes Objectives s 4OCHECKSTUDENTSKNOWLEDGEOFDEPENDENT PREPOSITIONS s 4OPRACTISESUPERLATIVEFORMS s 4ORAISEAWARENESSOFSTRESSINPRONUNCIATION s 4OBUILDCONFIDENCEINDEALINGWITHINTERVIEW QUESTIONS s 4OPRACTISEVOCABULARYRELATEDTOSKILLSAND QUALIFICATIONS s 4OHELPSTUDENTSTOGETTOKNOWEACHOTHERBETTER Before class 9OUWILLNEEDTOMAKEONECOPYOFTHEWORKSHEETON PAGEFOREACHSTUDENT 1 As a warmer!SKSTUDENTSHave you ever had to ‘sell’ your skills or experience during a job or university interview? Do you think it is an easy thing to do? Why? / Why not?

6 4ELLSTUDENTSTOLOOKATTHEIRSEVENQUESTIONSAGAIN

ANDTOUNDERLINETHEWORDSWHICHRECEIVETHEMAIN STRESSINEACHQUESTION'OROUNDANDMONITORAS STUDENTSDOTHIS)FNECESSARY WORKTHROUGHSOME EXAMPLESONTHEBOARDANDDRILLTHECORRECTSENTENCE STRESS

7 !RRANGETHECLASSSOTHATSTUDENTSAREALLWORKING

WITHDIFFERENTPARTNERS4HEYNOWTAKETURNSTO INTERVIEWEACHOTHERUSINGTHEIRQUESTIONS$URING THEINTERVIEWS MONITORSTUDENTSUSEOFSTRESSAND VOCABULARY SOTHATYOUCANGIVEFEEDBACKLATERON

8 7HENALLTHEINTERVIEWSAREFINISHED STUDENTSRETURN TOTHEIRORIGINALPARTNERSANDREPORTBACKONHOW GOODTHEIRCANDIDATESWEREATSELLINGTHEIRSKILLS 2OUNDUPBYASKINGTHECLASSTONOMINATETHEMOST CONVINCINGINTERVIEWEE

Extension idea If you have access to video equipment, film some of the interviews and post them on your class VLE or website.

2 'IVEEACHSTUDENTACOPYOFTHEWORKSHEET4ELLTHEM THATTHEYHAVEANIMPORTANTINTERVIEWFORAJOBOR AUNIVERSITYCOURSE COMINGSOON ANDTOHELPTHEM PREPARE THEYHAVESEARCHEDTHE)NTERNETFORUSEFUL VIDEOS4ELLTHEMTOLOOKATTHESCRIPTSOFTHREEVIDEO CLIPSWHICHTHEYHAVEFOUNDANDTOSKIMTHEVIDEO SCRIPTSTODECIDEWHICHCANDIDATETHEYTHINKISBEST 2OUNDUPANSWERSWITHTHEWHOLECLASS REMINDING STUDENTSTHATTHEREISNOCORRECTANSWERHERE

3 &OCUSSTUDENTSONQUESTIONS!n$INTHESCRIPTSAND

TELLTHEMTOCHOOSETHECORRECTOPTIONS#HECKANSWERS WITHTHEWHOLECLASS Answers ABEST BMOST CLEAST DGREATEST

4 4ELLSTUDENTSTOCOMPLETEGAPSnWITHTHECORRECT PREPOSITION

Answers 1ON 2ON 3WITH 4TO 5FOR 6OF 7ABOUT 8IN 9IN

5 0UTSTUDENTSINPAIRSORGROUPSOFTHREE!SKTHEM

TOMAKEALISTOFSEVENQUESTIONSTHEYWOULDASKAN INTERVIEWCANDIDATEANDWRITETHEMONTHEWORKSHEET )FTHEYFINDITDIFFICULTTOTHINKOFQUESTIONS ALLOW THEMTOUSESOMEOFTHEQUESTIONSFROMTHEVIDEO SCRIPTS

Getting higher qualifications 15

More information

Unit 1 photocopiable activity

Skills for sale Steve: 26, Jamaican, student nurse

0.10/0:50

Alessia: 43, Italian, graphic designer

A What do you like better / best about your current job or studies? 7ELL THATSADIFFICULTQUESTIONTOANSWER BECAUSETHEREAREALOTOF THINGS)MKEEN1 WHENITCOMESTONURSING)NTHE END THOUGH ITALLCOMESDOWNTOTHEPEOPLEAROUNDME BOTHPATIENTS ANDCOLLEAGUES3EEINGTHATSMILEONSOMEONESFACEWHENTHEYGET BETTERAFTERAPERIODOFILLNESS ORKNOWINGTHATYOURCOLLEAGUESARE RELYING2 YOUTOPLAYYOURPARTINTHETEAMnTHATS WHATMAKESTHEJOBSOSPECIAL B Who do you admire most / mostly, and why? )MABIGFANOF5SAIN"OLT(ESHOWSTHATITSPOSSIBLETOCOMPETE 3 YOURRIVALS WITHOUTBECOMINGARROGANT (ESANAMAZINGATHLETEANDHECOMBINESTHATWITHAREALLY OUTGOINGPERSONALITY)F)CANACHIEVEEVENHALFOFHISDEDICATION 4 WHATHEDOES )LLBEPROUDOFMYSELF C What’s your less / least attractive characteristic? 7ELL )GUESSTHATSOMETIMESMYCREATIVEVISIONFORTHEPROJECTS)M WORKINGONCANBEALITTLETOOSTRONG3OMETIMES)ENDUPFEELINGAS IF)MRESPONSIBLE5 EVERYTHING WHENACTUALLY ) COULDPROBABLYALLOWMYASSISTANTSTOTAKECARE6 MOREASPECTSOFEACHPROJECT)TSEASIERSAIDTHANDONE THOUGH BECAUSE)AMREALLYPASSIONATE7 MYWORK

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Imran: 31, Indian, IT consultant

D What’s your greatest / most great achievement so far? )THINKITWASMYFIRSTPRESENTATIONATACONFERENCE)WASPRESENTING THERESULTSOFAPROJECT)DBEENINVOLVED8 FOR OVERAYEAR SO)WASREALLYNERVOUSABOUTHOWITWOULDGO)NTHE END ITWENTDOWNREALLYWELL ANDGETTINGPOSITIVEFEEDBACKFROM MEMBERSOFTHEAUDIENCEREALLYHELPEDMETOGAINGREATERCONFIDENCE 9 PRESENTINGMYOWNWORK

0.10/0:50

Interview questions 1 2 3 4 5 6 7 16 Complete IELTS Bands 6.5–7.5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2013 PHOTOCOPIABLE

Word list Unit 1 Abbreviations: n/npNOUNNOUNPHRASEv/vpVERBVERBPHRASEadj/adjpADJECTIVEADJECTIVEPHRASE adv/advpADVERBADVERBPHRASEpvPHRASALVERBT/ITRANSITIVEINTRANSITIVEC/UCOUNTABLEUNCOUNTABLE automated adj DONEBYMACHINESANDNOTPEOPLE base somethingon somethingvp;4= )FYOUBASE SOMETHINGONFACTSORIDEAS YOUUSETHOSEFACTSORIDEAS TODEVELOPIT bring peopletogethervp;4= )FANORGANISATIONOR ACTIVITYBRINGSPEOPLETOGETHER ITCAUSESPEOPLETODO SOMETHINGASAGROUP by the timephrase ATTHEPOINTWHEN channel resourcesinto somethingvp;4= TOUSE ENERGYANDEFFORTFORAPARTICULARPURPOSE a common desirenp;#= ASTRONGFEELINGOFWANTING TOACHIEVEORHAVESOMETHING FELTBYALLTHEMEMBERSOF AGROUP concentrate on somethingvp;4= TOUSEMOSTOF YOURTIMEANDEFFORTTODOSOMETHING crucial adj NECESSARYTOMAKESOMETHINGSUCCEED down-to-earth adj PRACTICALANDREALISTIC discipline n;#= APARTICULARSUBJECTOFSTUDY everyday adj NORMALANDUSEDEVERYDAY extraordinary adj VERYUNUSUAL SPECIALOR SURPRISING facilities pluraln BUILDINGS EQUIPMENTORSERVICES THATAREPROVIDEDFORAPARTICULARPURPOSE field n;#=23 ANAREAOFSTUDYORACTIVITY get to the topphrase23 TOSUCCEEDINGETTINGONEOF THEMOSTIMPORTANTJOBSINAPARTICULARCAREER go on to do somethingvp TODOSOMETHINGAFTER lRSTDOINGSOMETHINGELSE

institute n;#= ANORGANISATIONWHEREPEOPLEDOA PARTICULARKINDOFSCIENTIlCOREDUCATIONALWORK interact with someone/somethingvp;4= )FTWO PEOPLEORTHINGSINTERACTWITHEACHOTHER THEYSPEAKOR DOTHINGSWITHEACHOTHER master v;4= TOLEARNHOWTODOSOMETHINGVERYWELL obtain v;4= TOGETSOMETHINGTHATYOUWANT recruitment program(me)np;#=23 ASERIESOFACTIONS INTENDEDTOGETPEOPLETOJOINANORGANISATIONORWORKFOR ACOMPANY remain unchangedvp TOSTAYTHESAME NOT CHANGINGINANYWAY responsible for somethingadj BEINGTHEPERSON WHOCAUSESSOMETHINGTOHAPPEN sensors pluraln PIECESOFEQUIPMENTTHATCANlND HEAT LIGHT ETC take something for grantedphrase TOUSE SOMETHINGALLTHETIME WITHOUTTHINKINGHOWUSEFULITIS ORHOWLUCKYYOUARETOHAVEIT telecoms n;5= SHORTFORtelecommunications THE PROCESSORBUSINESSOFSENDINGINFORMATIONORMESSAGES BYTELEPHONE RADIO ETC thus adv INTHISWAY a vast range(of)np;#= AVERYLARGENUMBEROF DIFFERENTTHINGS visible adj ABLETOBESEEN vocational trainingnp;5= THELEARNINGOFSKILLSTHAT PREPAREYOUFORAJOB

growth ratenp;#= THESPEEDATWHICHSOMETHING INCREASES high achievernp;#= AVERYSUCCESSFULPERSONWHO ACHIEVESALOTINTHEIRLIFE highly giftedadj EXTREMELYINTELLIGENT ORHAVINGA NATURALABILITYTODOSOMETHINGEXTREMELYWELL human potentialnp;5= PEOPLESABILITYTODEVELOP ANDACHIEVEGOODTHINGSINTHEFUTURE inspire v;4= TOMAKESOMEONEFEELENTHUSIASTIC ABOUTASUBJECTANDGIVETHEMTHEIDEATODOSOMETHING Complete IELTS Bands 6.5–7.5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2013 PHOTOCOPIABLE

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Vocabulary extension Unit 1 Abbreviations: n/npNOUNNOUNPHRASEv/vpVERBVERBPHRASEadj/adjpADJECTIVEADJECTIVEPHRASE adv/advpADVERBADVERBPHRASEpvPHRASALVERBT/ITRANSITIVEINTRANSITIVEC/UCOUNTABLEUNCOUNTABLE achieve an aimvp;4=TOSUCCEEDINDOINGSOMETHING THATYOUHAVEBEENTRYINGTODO

postgraduate course of studyn;#=ACOURSEOFSTUDY THATSOMEONEDOESAFTERGETTINGAlRSTDEGREE

aspiration n;#5=SOMETHINGTHATYOUHOPETOACHIEVE award a degreevp;4=TOGIVESOMEONEAQUALIlCATION FORCOMPLETINGAUNIVERSITYCOURSESUCCESSFULLY

professional qualificationn;#=AQUALIlCATIONTHAT SHOWSYOUHAVETHESKILLSANDKNOWLEDGETODOA PARTICULARJOB

conclusive resultsplural nRESULTSFROMATESTOR EXPERIMENTTHATPROVETHATSOMETHINGISDElNITELYTRUE

pursue one’s dreamvp;4=TOTRYTOACHIEVESOMETHING THATYOUHAVEVERYMUCHWANTEDTODOFORALONGTIME

conduct an experimentvp;4=TODOATEST ESPECIALLYA SCIENTIlCONE INORDERTOLEARNSOMETHINGORDISCOVERIF SOMETHINGISTRUE

recognise a qualificationvp;4=TOOFlCIALLYACCEPTA QUALIlCATION

confirm a theoryvp;4=TOPROVETHATANIDEAISTRUE

research papern;#=APIECEOFWRITINGONANACADEMIC SUBJECTTHATCONTAINSRESEARCH

cutting-edge researchn;5=RESEARCHTHATISVERY MODERNANDSHOWSALLTHENEWESTDISCOVERIES

scientific journaln;#=AMAGAZINETHATCONTAINSARTICLES ABOUTSCIENCE

dedication n;5=WHENYOUGIVEALOTOFTIMEANDENERGY TOSOMETHINGBECAUSEYOUBELIEVEITISVERYIMPORTANT

thesis n;#=ALONGPIECEOFWRITINGTHATYOUDOASPARTOF ANADVANCEDUNIVERSITYCOURSE

determination n;5=THEDESIRETOKEEPTRYINGTODO SOMETHING ALTHOUGHITISVERYDIFlCULT

thorough investigationn;#5=THEPROCESSOFTRYINGTO DISCOVERALLTHEFACTSABOUTSOMETHINGUSINGVERYCAREFUL ANDDETAILEDTECHNIQUES

dissertation n;#=AVERYLONGPIECEOFWRITINGONA SUBJECTTHATISDONEASPARTOFAUNIVERSITYDEGREE

undertake researchvp;4=TODORESEARCH

doctorate n;#=THEMOSTADVANCEDQUALIlCATIONFROMA UNIVERSITYORCOLLEGE extensive research n ;5=VERYDETAILEDRESEARCHTHAT INVOLVESALOTOFINFORMATION fulfil a lifelong ambitionvp;4=TOSUCCEEDINDOING SOMETHINGTHATYOUHAVEWANTEDTODOFORMOSTOFYOUR LIFE fund researchvp;4=TOPROVIDETHEMONEYFORRESEARCH highlight a problemvp;4=TOEMPHASISEORMAKEPEOPLE NOTICEAPROBLEM investigate v;4=TOTRYTODISCOVERALLTHEFACTSABOUT SOMETHING ongoing trialsplural nTESTSHAPPENINGNOWOF SOMETHINGNEWTOlNDOUTIFITISSAFEORWORKSCORRECTLY painstaking investigationn;#5=THEPROCESSOFTRYING TODISCOVERALLTHEFACTSABOUTSOMETHINGUSINGVERY CAREFULANDDETAILEDTECHNIQUES PHD n;#=ANADVANCEDUNIVERSITYQUALIlCATION ORA PERSONWHOHASTHISQUALIlCATION

18 Complete IELTS Bands 6.5–7.5 by Guy Brook-Hart and Vanessa Jakeman with David Jay © Cambridge University Press 2013 PHOTOCOPIABLE