WSE PT Advanced Exam Course

Class Six:
Unit 6: Living with the past
Class Time – 2 hours
Unit 6 – Living with the past – 120 minutes

Materials:

• IWB or PC connected to TV/Projector

• White Board/Flip Chart
• Cambridge Advanced Active Teach
• Handout - Speaking - Long turn (Part 2)

• Handout - Writing - Essay (Part 1) 1 copy printed per student

• Unit 6 Test (from Test Master) 1 copy printed per student

Make sure the classroom is clean and ready for use.

• Warm-up
(5 mins)
Welcome students and ask them to settle and prepare to watch a video (1 min
& 60 sec).
Open the link- https://www.youtube.com/watch?v=X-yjA8sWvg4
The students should watch and note down all vocabulary that comes to mind as
they are watching the video.
Review the vocabulary students have, focusing on all vocabulary related to
history (past) and archeology as this will be the main topic of the unit.
Note - If the word archeology is not given, write on board.
Ask students:
- What is archaeology / an archaeologist?
 o Elicit other word forms of this word, e.g. archaeologist (noun)
archaeology (noun), archaeological (adjective).
- What do you think about objects of historical significance in foreign
museums?
- Should they be returned to their country of origin?
- What is the appeal of searching for ancient remains such as coins or
fossils?
- Why are people so interested / fascinated with old treasures / Dinosaurs?
Discuss student’s answers, accepting all logical answers.

• Word Formation – Reading & Use of English (Part 3)

(10 mins)

Ask students what artifacts are excavated? Elicit animal bones.

Ask students which animals used to exist but no longer exist?
After discussing answers (elicit dinosaurs) ask students:
- What is a mammoth and what words do you connect to it?
Answer: Defenition of Mammoth
Noun - Any large, elephantlike mammal of the extinct genus Mammuthus,
from the Pleistocene Epoch, having hairy skin and ridged molar teeth / an
animal like a large hairy elephant that lived on the earth thousands of
years ago.
Adjective - immensely large; huge; enormous:

Open Cambridge Advanced Active Teach on page 58 and zoom in on the text
“A Mammoth find”.

Point to the first word in capitals in (ASTONISH ) and ask:

- Does it form a noun ending in the suffix -tion? (No, the noun is
astonishment.)
- Does it form a word with the prefix un-? (no)
- Does it have two noun forms with different meanings? (no – If students
have doubt of this question use the following to confirm
comprehension of 2 noun forms with different meanings:
excavator (a person who excavates) and excavation (general noun).

Exercise 3 - Students do the same activity in pairs for the other words in
capitals.

Answers:
1 consideration, confrontation, extinction
2 unfit
3 remains (bones, etc.), remainder (what’s left over)

Exercise 4 - Students read the text and complete the gaps with the correct
word identified from previous exercise.
Answers:
1 perfectly / 2 remains / 3 analysis / 4 considerably / 5 unfit / 6 hunters /
7 confrontation / 8 extinction

Exam Tip:
Tell students that Word formation in Reading and Use of English Part 3, tests
their grammar and involves reading a completing the text with the word given
but changing the word formation.

Extension (Optional): Word formation

Draw the table below on the board. Do not write information in brackets.
Students complete the table, practicing word formation with words from the
article (answers in brackets).

• Multiple choice – Listening (Part 1)

(10 – 15 mins)

Open Cambridge Advanced Active Teach on page 59 and zoom in on

exercise 6.

Remind students that Listening Part 1 involves listening twice to three short
conversations and answering two multiple-choice questions about each.

Elicit from students what they should do before they listen.

Exam Tip:
Read Strategy 1 in the Exam focus on p.202 to check answers given by
students. Read through the Exam focus with students.
Also zoom in on Exam tip on the Active teach page.

Ask students to read the questions and possible answers for each extract.
Students should note the key words.

Play the recording twice before you confirm answers.

If students have a lot of difficulty you can visualize the text and confirm
answers.

Answers - 1- B / 2 - A / 3 - A / 4 - C / 5 - A / 6 - B

Turn student’s attention to the white board and Divide it into two columns with
the prefixes: in- and un-.
Read the following adjectives on the board and ask students to place them in
the correct column:

accurate, significant, believable, changed, convincing, covered, discovered,

favourable, informative, modernised

Answers - in-: inaccurate, insignificant / un-: unbelievable, unchanged,

unconvincing, uncovered, undiscovered, unfavourable, uninformative,
unmodernised

Extension (Optional): Discussion

Students discuss the following questions.
➢ Would you prefer to learn about dinosaurs by visiting an exhibition or
playing a computer game?
➢ In what other ways could you learn about dinosaurs?
➢ Imagine you have children. What kind of holidays would you like to take
them on? Would you want to recreate any vacation experiences from
your own childhood with them?

• Grammar – Comparing
(30 mins)

Write the following on the board and ask students to compare.

o Child v’s Adult
o Museums v’s Shopping centres

Review student’s answers confirming comparatives are used (more + adj than…
/ Adj..er than … / as… adj … as..) and write some of the students sentences on
the board.
Ask students how they cam emphasize the adjective further. Elicit ..much ..

Open page 60 and zoom in on exercise 2.

Read the sentences with the students and discuss if the meaning changes
according to the two italic options. Confirm that they identify the sentences as
different ways to compare (positive and negative) and confirm the comparative
structure with them.

Answers - 1 - no difference in meaning / 2 - the opposite meaning / 3 - no

difference in meaning / 4 - much less fun is stronger

Zoom in on exercise 3 and ask students to compete the sentences using 1

word or more.

Answers - 1 much / 2 - far/much / 3 - One / 4 - than / 5 - as / 6 - By

Discuss the topic of museums with students to see if they agree with the
sentences they just completed and any further ideas they may have.
Zoom in on exercise 4 and ask students to read the article for gist answering
the question on the writer’s view of museums as places of entertainment.

Answer – The writer doesn’t approve of museums as a place of

entertainment.

Ask the students to read the text aloud and select the correct alternative.

Answers - 1 - never / 2 - far more / 3 - the briefest / 4 - More than ever / 5 -

higher and higher / 6 - considerably

Put students in pairs and ask them to discuss the questions in exercise 6.
Give students five minutes to discuss the questions.

Give students a few minutes to individually prepare to present their choice of

object to the class. The presentation should include what the object is and at
least three things it would tell future generations about today.

Note – For large classes do this activity as a group presentation

• Speaking - Long turn (Part 2)

(15 min)

Open page 61 and show students the 3 pictures

Note - print the handout of pictures and place in the centre of the table.

Draw 3 columns on the board (A TOP, B CENTRE, C BOTTOM).

Students should copy this.

Tell students you will read some words and they should write the words under
the column according to the picture they connect the word to.

Read the following words:

ancient past, servants, school trip, guide, memories, legend, cap, apron,
granddaughter.

Answers (accept other logical answers / explanations):

A - servants, school trip, cap, apron;
B - memories, granddaughter;
C - ancient past, guide, legend

Tell students that in the Speaking section of the exam they will have to discuss
pictures and that they are going to listen to examples of this section.

Refer to exercise 1. Play the recording and elicit the three things students
need to do for this task.
Answer - compare two of the pictures, say why the people might be
interested in this kind of information about the past, say how easy it might
be for them to remember it.

Refer to exercise 2. Play the recording and elicit which two pictures
Alessandra compares.

Answers – A the top photo & B bottom photo

Refer to exercise 3. Play the recording again and ask students to tick the
information included.

Answers - location / possible reasons for the visit

As a group discuss Alessandra’s answer.

Refer to exercise 5 and ask students to make a note of the expressions used to
compare and contrast.

Students in pairs compare 2 of the pictures using these phrases.

Note - students should speak for 2 mins so stop students after 2 mins and
swap.

Read Exam tip aloud at the end of the activity.

Ask: What should you do if you can’t think of anything else to say?
(use paraphrases and ‘fillers’ if necessary; see Strategy 4 of the Exam
focus on p.204)

Extension (Optional): Speaking

Students complete the tasks on p.153 and p.159, taking turns to be the
examiner.

• Speaking – Vocabulary / Prefixes & suffixes– Word formation

(30 min)

Ask students about their past and their ancestors. What do they know?
Ask about DNA. What can it reveal? Why might someone get a DNA test?
(testing for susceptibility to a genetic condition or disease, evidence in a crime
or to see if you are related to someone).

Open Cambridge Advanced Active Teach on page 64 and zoom in on

exercise 1.

Students read the article completing the gaps with the appropriate Adjective
form. Correct as a group.

Answers - 1 respectable / 2 reliable / 3 affordable / 4 predictable /

5 unremarkable / 6 revealing or revelatory / 7 exciting / 8 unthinkable
Refer to exercise 4, 5, 6 & 7. Students work in pairs to answer the question.
Check as a class. Focus students’ attention on the Language tip and read it
aloud.

Answers -
4) -able: believable, changeable, comfortable, comparable, excitable,
identifiable, imaginable, movable, noticeable, profitable, variable
-ible: accessible, comprehensible, resistible, reversible, visible

5) un-: unbelievable, unchangeable, uncomfortable, unexcitable,

unidentifiable, unimaginable, unmovable, unnoticeable, unprofitable
in-: inaccessible, incomparable, incomprehensible, invariable, invisible
ir-: irresistible, irreversible

6) -ive: comparative, comprehensive, imaginative

-ing: changing, comforting, exciting, varying

7) 1 imaginable / 2 imaginative / 3 changeable / 4 variable / 5 excitable / 6

comforting / 7 changing / 8 comprehensive

• Modifying adverbs - Grammar focus

(15 min)

Say to students;
Taking into consideration the answers given throughout the class when
discussing the topics (archeology, the past, ancestors etc) how would you
express your interest in these things?

See what students give you and write the following on the board:
…into ……
Ask students to use this structure and accept any logical answer.

Draw a line on the board with 0 at the beginning and 100 at the end:

(0) Not at all ___ ___ ___ ___ ___ ___ Totally (100)

Write the following adverbs in a random order on the board and ask students to
place them on the line in the correct order

quite, seriously, really, not really.

Note – If needed write the example to help: I’m _____ into history.

Confirm answers and ask students to complete the example sentence so that it
is true for them.

Answers: - not at all / not really / quite / really / seriously / totally.

Extension (Optional) Speaking
Elicit ten other topics/interests and write them on the board, (e.g. sports,
dancing, shopping, travel, reading biographies, vintage clothing, trivia, classical
music, organic food etc) and in pairs students discuss how ‘into’ each of these
things they are using the adverbs. Encourage them to ask their partner a follow-
up question about each topic or interest.

Ask students what type of word “…into..” is (Adjective)

Explain that this adjective is gradable.
Write Impossible on the board .
Ask what type of word it is (Adjective).
Ask students if this adjective is gradable (No)
Confirm students understand why. (If an adjective is ungradable, it means
that there are no degrees of it. For example, something is either
impossible or it isn’t – it can’t be slightly impossible or very impossible.)

Open Cambridge Advanced Active Teach on page 65 and zoom in on

exercise 1.

Focus students’ attention on the examples, then go through the questions as a

group, eliciting the answer to each one.

Answers - 1) A modifier is used for emphasis. In sentence A, fairly makes

predictable weaker; quite makes unremarkable slightly less unremarkable.
In sentence B, absolutely makes enormous stronger.
2) enormous.

Zoom in on Exercise 2 and students decide which adjectives are ungradable.

Answers – all except disappointed

Zoom in on exercise 3. Use disappointed as an example and ask students

which modifier can be used.

Answer - Bitterly, pretty, quite, really, seriously and somewhat can be

used with disappointed.

Put students in pairs and repeat the exercise with the other adjectives from
exercise 2.

Answers - Completely, pretty, quite, really and totally can be used with
exceptional, furious, impossible, perfect and terrified.

Write on the board - quite nice, quite perfect, quite angry.

Elicit which of these is ungradable (perfect) and elicit the meaning (completely
perfect).
Elicit the meaning of quite nice (fairly nice) and quite angry (fairly angry).
Read the Language tip aloud and ensure students are aware that in addition to
modifiers, the strength of an adjective can also be conveyed in speaking by
vocal expression, e.g. She is pretty disappointed.
Pretty could sound very strong or moderately strong, depending on the
expression of the speaker.

Refer to the article and focus students’ attention on the heading and picture.
Elicit some ideas about what the article might be about.
Note – if possible print the Article to save time with zooming in and out /
scrolling up and down.

Ask students to read the article and select the correct alternatives.
Correct as a group confirming comprehension of the vocabulary.

Answers - 1 somewhat / 2 scarcely / 3 rather / 4 highly / 5 virtually /

6 completely / 7 deeply / 8 seriously

Homework:

Zoom in on exercise 2 page 66 on Active Teach.

Give students the handout for Writing – Essay (Part 1)

Students read the exam task and clarify any doubts.

Remind when writing an essay they should provide specific examples which
support their arguments and should take into consideration the language forms
covered in today’s class and try to apply these where possible.

Give each student – Unit 6 Test hand out for Homework. (Do not do Progress
Review page 67on Active Teach)
Explain that this is exam practice – every week they will practice specific
exercises and question types with this unit test.

Tell the students to bring the homework (Written Essay and Unit 6 Test) to the
next class for correction or they can send the Essay via e-mail before the next
class.

Wrap-up:

Remind students of the time and date for next week’s class.

Give feedback on each student’s performance in today’s class.

Reinforce the Course Map and Exam Information documents, and ask them to
ask you any questions they have.

Thank you and see you next week

Handout - Speaking - Long turn (Part 2)

C
Handout - Writing - Essay (Part 1)