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    New Eurocity B2 Student S Book

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    New Eurocity B2 Student S Book

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    New Eurocity B2 Student S Book

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    Level B2 New Eurocity Student’s Book Ke ~euroexam Acknowledgements Editors Michael Hughes Péter Radai Writers Klara Czirle, Agnes Enyedi, Eva Major, Péter Radai (lessons) Peter Bowing, Zsuzsa Ostor, Agnes Tornéczi (exam tasks) Fist publishedin 2010 © Euro Examination Centre vermens 64, 1012 Budapest Hungary Tel 436 1) 2250755 Fax (4361) 2122158 Ermaltinfoaeuroexam.org woneuoeram 019 The Eurocxams were created by Jin Scrivener Glyn Hughes, ser Topén, 2suasa stor an Joh Anerson. Ever effort has been made toidentily and inccate sources on copyright holders ofall materia used in lectonic o any other frm. Wile all tre web addresses were correct and ve’ atthe time of editing the authors andthe publisher can accept no responsibility forthe URLs that change in the interim. Regular updatesto this book wil als include the Updating of web acresses and URLs No unauthorised photocopying. Al rights reserved. No part ofthis publication may be reprocuced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical photocopying recording or etherwise, without the prior witten permission of Euro Examination Cente Pages inthe Photocopies section excepted Minden jog fenntartval Jen kiacvany tales egészevenszerz8 mi az Euro Nyelviasga Kt ‘szellemituajcona,Birminemdsokszorsits, vagy tovabifelhasanlis ‘ziroag az Ero Nyelvizsga Kh hfejezet iiss hozjaulasval ‘engedelyezet Er all esak aPhotocopiablesalfejezet oda jelentenek veto. Page Welcome tothe couse a Tothe teacher 6 ifyou are using this book on your awn a exam Fact 8 re Exam Task Page 1: What's inthe Baro? Grarnar and Vocabulary Task 1 Dictation 2 2. What'sin the Learner? Grammar and Vocabulary Task Modified Cloze 8 FRM 1 Surviving asa Tourist ‘Speaking Task 3: Trarisactiénal Dialogés Soda FAI 2 8rdging the CommunicationGep Mediation Part2:Dialogue Fa Fe 3 Souveniis Listening Task J: Short Conversations : 35 3 4 Travel Stories ‘Speaking Task 2: Picture Story 40 1 imma ' Listening Task A Radio Progrérirhe Spee 2.On Location iting Task Discursive Wing ~ An Article 5 3 shooting a Fm : Grammarand Vocabulary Task3 Médified Code™" 4: The Interactive Audience Speaking Task 4 Discussion 66 PW PuisuingAdventires Gaiman Vecabulaiy Task i: Dictation 2 3; ie Reading Task : Paragraph Headings 7 ES 5. ways of tiving Ways of Thinking > Writing Task: Distursive wring An Essay 8 BY &.In and out of Homes. Listening Task 3: A Radio Programme 89 1. Food Blogs Grammar and Vocabulary Task 2: Multiple-Choicé Gapfill 96. 2. The Snectest Thing Listening Task 2: Making Notes 100 3 tinge orNot Eating Well" Reading Task 2 Scan Reiting 105 4, Cultures and Cuisines Speaking Task 4 Discussion 110 4 Ontine Communication faci Task 3: Mliple-Choice Reading eT 2 Living in Cyberspace Speaking Task i: Interview 13 Online anguage Learning “Mediation Par Tension 139 4. Shopping Online iting Tesk 1 Transactional Letter 135 * rr 2 i Reaaing siteteitag 2. Facing the Exam iting Task Discursive Writing ~ A Review 148 PETE Wire doiwe'ai orn ee? PSB Answer ey ps6 Tapescrpts v7 Materials for pairivork anid groupwork activities | |! : : ‘186 Photocopiables 204 Marking schemes a6 Welcome to the Course This book is a complete preparation course for the Euroexams at the Council of Europe's B2 level The Euro B2 Exam ‘Many traditional exams mainly test a candidate's accurate se of language. In contrast, the Euroexams focus on, how effectively candidates are able to use thelr English to ‘communicate in a variety of everyday situations. The exam uses a range of tasks that relate directly to real-life language use. Because of this, study for the exam is not only useful for taking the exam, iti also valuable preparation for using English in authentic everyday situations. Why anew book? This book, a completely new body of materials (rather than justa revised version of the previous materials), follows up the fist edition of Eurocity 62, which has been the main ‘exam-preparation resource since 2002. A virtually brand new book is necessary for several reasons: ‘¢ the changes in, and the simplification of, the Euro B2 level ‘exam in 2009; ‘= amore thorough understanding and experience of what causes difficulties for the thousands of candidates who choose the Euro 82 exams every year ‘¢ aneed to focus on topics and areas that are of relevance and interest to language learners and users at the beginning of the second decade of the 21st century. ‘Atthe same time, a very small number of tasks and activities that are still relevant and interesting, have been retained from the previous version, with slight modifications and. adaptations. The book The authors of the book have three main aims: 1. to introduce you to the Euro B2 exam so that you are familiar with all the types of tasks used; 2. toive you practice in doing these tasks so that you can, improve your ability to complete them successfully 3, tocoffer you plenty of opportunities for skills development and language revision, which will help to develop your ability to communicate in English. Throughout the book, whatever topics, language or skills work are highlighted, the main focus is always on the examination itself, hrough each lesson’s EXAM PRACTICE, ‘task (see below in the section: How the lessons are organised) How you could use this book This book is intended for students who aim to take and pass ‘the Euro B2 exam. It could be used: '¢ 25 a main coursebook, fora class of students preparing for, the exam. «8s supplementary course material, to provide exam practice for a class of students on a General English course, #252 coursebook fora single student who wishes to pass the exam. 1 asa self-study exam practice book for a student working ‘on their own without a teacher. How the book is organised «There are 7 units in the book, divided into 24 lessons, Units and 7 contain 2 lessons each, while each of the other 5 Units has 4 lessons. ¢ Each of the 24 lessons contains one EXAM PRACTICE task, ‘which means that you get an opportunity to practise some of the 17 tasks of the bilingual B2 exam more than once, « Each lesson provides a minimum of 90 minutes of ‘lassroom work, so the total length of the course will be at, least 36 hours. This timeframe does not include the time ‘candidates are expected to spend completing the four writing tasks, which are recommended as HOMEWORK assignments. ‘2 The units are organised according to a variety of general themes (e.. travelling [Globetrotting] or the world of the Internet {Cyber World) that should appeal to all or most potential users of the book, regardless of their age or ‘background. Each lesson in a unit covers a separate sub- topic. + Following the last lesson (Lesson 7.2), a special section has been added (Where do we go from here?) which ‘encourages you to look through all of the material once ‘again and te make a preparation plan with specific steps and activities for the period leading up to the exam, How the lessons are organised {In each lesson you will find some or all of the following sections, headings and labels. Within a lesson, these activity types mostly stand on their own, and they are marked with 2 label in the margin. However, to meet multiple needs, you ‘may also find activities that carry more than one label (€.9, LANGUAGE USE and EXAM WIZARD}, Warm-up acti ‘These introduce the topic and offer opportunities mostly for some tuning in, speaking practice and getting into the groove of the English lesson. No label is attached to these activities eae Gs Skills practice These offer opportunities for focused practice and development of at least, tne, but generally more than one, language skill eg, reading, listening or speaking) Discussion Though many of the SKILLS PRACTICE Fequests), areas of vocabulary (eg, collocations) and issues ‘of usage (e.g. functions), Og DISCUSSION Language use Although the overall focus in the book is on the EXAM PRACTICE tasks Exam wizard This shows how you can improve the ways in which you approach and complete the exam tasks. Apart from this primary aim, this type of activity also offers you language practice (eg. filling gaps, unjumbling sentences, etc), mainly to help you remember the suggestions, ideas and methods more thoroughly. eae EXAM WIZARD Exam practice task A chance for you to try your hand at every single exam task. These tasks dive you exposure to the exam rubric (procedures and instructions), while giving you an idea of the level of difficulty presented by the B2 exam, Useful language Under this heading, you wil find alist of expressions you can use in the speaking activites they are related to, Once you have used some oral the communicative phrases during the activity, they remain there tobe learnt and practised for further use in real life orin exam tasks Tips ‘These hints and suggestions are there to help you improve both your language and exam-taking skills. They also provide cross references to other exam tasks in which certain skills of language materials could be of use and relevance. Remember These boxes contain reminders about useful language points worth bearing in mind. Audio files ‘The headphone symbol with a number in the middle always refers to the recording in the audio files that you need to listen to. Before and after the 24 lessons Several sections provide you with extensive information about the book itself, the Euro 82 exam, and, particularly the sections following the 7 units, about the material in the lessons. At the front of the book: #2 Contents page ~ organised in the order of units and lessons of the book, specifying which exam task each lesson, focuses on. «an Exam Factfile, which provides detailed information| ‘about the 17 individual tasks of the Euro 82 exam. [At the back of the book: ‘# answers to all questions, tasks and issues raised in the lessons in the Answer key. This section will often provide you with further explanations, suggestions or comments on language and usage, or notes on cultural issues, ‘9 the Tapescripts forall the recorded material ‘# information and/or prompts for a variety of ‘communicative activities in the Materials for pairwork and ‘groupwork act section, ¢ information and materials the teacher will photocopy for the communication activities and for the Speaking test tasks inthe Photocopiables section. ‘» some detailed information about the marking principles and procedures (for Lessons 1.1, 2.2 and 4.1) for the complex scoring of the Dictation task and for Part 2 of the Mediation test, in the Marking schemes section, as well as. the evaluation criteria for the writing and speaking tests To the teacher New Eurocity 82 does not have a Teacher's Book. However, an innovative, constantly developing, expanding and Interactive Teacher's Online Support Pack (TOSP) is available at www.euroexam.org/eurocityb2, Before you access the TOSP, the following points provide you with basic information and guidance. ‘© As the material is designed to cover at least 36 hours of classroom time, this coursebook naturally lends itself to anger courses which may include fist lessons, last lessons, assessments, evaluation of written tasks, further exam practice (three complete test booklets are also available for ‘this purpose: Practice test, Set 1-3) and feedback. The book's format is designed to allow you to extend the basic course ‘material with additional material of your choice, allowing for individual needs and the appropriate pace for the group. ‘The instructions are worded in such a way that they are Clear, understandable and informative to a range of possible users ina variety of teaching and learning situations. ‘¢ With the exception of the four writing tasks, all EXAM PRACTICE tasks are integrated into the 90-minute lessons, in, ‘order to simulate exam conditions and timing, 12 The four EXAM PRACTICE writing tasks, as well as some other writing tasks, ae to be done as HOMEWORK assignments. This means they will be handed in to you for ‘marking and feedback. During the lessons, the students go through preliminary skills development practice, before they write the texts at home. ‘¢ When you or the learners read the instruction ‘Check ‘your answers/ideas..., this means that the specific answers, (or recommended solutions are given in the Answer key section for the same unit and activity reference number (e.g. Unit 3 > Lesson 2> 4, Name of Activity] or 4/by). In the lessons, no page number reference is given for these answers. Itis suggested that you familiarise yourself with the Answer key section in order to get more ideas for other activities where there is no reference to checking answers. ‘¢ There are a lot of opportunities to set up pairwork and groupwork activities of many kinds. Most of these are based, ‘on the material you and your learners will find within the lesson. To create real information-gap situations for speaking practice and, particularly, for EXAM PRACTICE speaking tasks, the language input and procedures are given in the Materials for pairwork and groupwork activities section in the Appendix for eight lessons (1.2, 21, 3.4, 4.1, 5.1, 5. 5. and 6.2).In each case, this involves the learners (who {are working in pairs oF groups of three} turning to different pages in the section and using the different language ‘prompts but similar or identical instructions for their role, At the end of the pairwork or groupwork stages of the activities, learners are always required to return to the lesson to carry out some kind of recap or feedback-giving task, ‘which will help round off the activity. «The Photocopiables section at the end ofthe book has been created primarily fr you, the teacher (and for those Ieamers vio se using the coursebook on ther ‘own without outside help). Thus when you see 2 photocopying machine label (in Lessons, @ 2.1 [2x), 2.2 [2x], 2.4, 3.4, 5.1 (2x), 5.4 and 6.3), you vil ned to make te relevant photocopies Othe materials in the required quant For tach piece of photocopiabe material you wil find more detalled instructions In most cases, he materials wl 380 need cutting up before the lesson, # One ofthe most important pieces of information for Both teachers and learnesis the evaluation criteria fortheWnting and Speaking tests These sets of citer appeer several mes andin several paces inthe book, always reminding teaches and earners of what the developers of Euroexams consider effective watten and Spoken communication, Accordingly their oles ot solely evaluative they ao function a checklists, or nother words, as reminders: you want to interact succesfully consider these points, To ale prepating and evaluating wrting tasks easier, a set of simplified evaluation criteria has been Created for you and for the learners These keepthe original points of evaluation, but present them as simple, awareness- raising questions (e.g. in Lessons 3.2 and 6.8) We hope you find New Eurocity B2 easy to use, as well as rich as an exam-preparation and teaching resource, If you wish to give us feedback about your experience of working with the book, let us know what you think by writing to. eurocityb2@euroexam.org, Ifyou are using this book on your own ‘This course is mainly designed for students working in classes alongside other learners, so many of the activities | involve instructions such as "Work in small groups" or “Discuss with your partner..." However, you can also successfully use this book when working on your own. Here are a few ideas. «# You can do many of the exercises just as they are. This isalso true forthe activities requiring you to speak (e.g. in Lesson 1.1 you can complete every single activity on your own 1 Donot take shortcuts’ by immediately checking the answers for everything as soon as you finish a task. Take time after you have done an exercise to look at your answers and think about them one more time. ‘¢ When a task says “Compare your answers with a partner” you are not in a position to do this. Instead, try to see your ;Aswers as another person might see them, Sometimes 'seeing with new eyes’ can give you new ideas, help you spot mistakes, draw your attention to new areas, etc «# With listening tasks, do not take the shortcut" to the Tepmscript section. When youhavedonethe (“> activity try playing the recording a few more times to tryand check your answers by listening rather 4 than by just reading the Answer key. «# You can use the materials in the Photocopiables section 6n your own too. Make sure you follow the instructions for copying, cutting up, shuffling, ete «For the Picture story speaking task (see Lesson 2.4), practise speaking aloud and telling the story, even if there isnt anyone around to listen! If possible, record yourself doing this, then, listen to your story and think about how you can improve it # One huge advantage of working on your own is that for the Speaking est tasks (eg. in Lessons 2.1 and 2.4) you can practise each task two or three times on your own, (instead Of just the once, which is probably what would happen in the classroom in the pairwork or groups-of-three formats) ‘¢ There are some things you cannot do as a person working ‘on your own (e.g, when a speaking activity needs two people). However, you can often be creative! For example, | practise speaking with someone else even if they don't speak English! They can speak in Hungarian and you can reply in English (and then repeat what you said in Hungarian). Itis not quite the same as doing the real exam, task but itis certainly better than nothing and will force you to use your English. Good luck! The editors, the authors and the publication and exam development teams hope you enjoy doing the course and, we wish you every success in the exam when you do it Michael Hughes and Péter Rédai Exam Factfile ‘The Euro and EuroPro exams test communicative competence by measuring success in real communication. Exam tasks are directly based on the Common European Framework of Reference document of the Council of Europe. Passing the Euro or the EuroPro Exam indicates that the candidate can undertake a variety of real-life tasks in English at the given level Both at Euro B2 and EuroPro B2 there are five types of examination the candidate may attempt (see also table below). ‘« Monolingual Written (Written examination without the Mediation test ~3 tests inal) + Bilingual Written (Written examination with the Mediation test ~4 testsin all + Oral (Oral examination only ~ 2 testsin al ‘* Monolingual Complex (Written and oral examinations without the Mediation test — 5 tests in all) ‘Bilingual Complex (Written and oral examinations with the Mediation test ~ 6 tests in all) To pass any of these examinations, the candidate must have an average mark of 60% over all the tests attempted and score at least 40% in every test If the candidate fails a complex examination, but has satisfied the conditions for passing either the written or the oral ‘examination, they are awarded a separate written or a Separate oral examination certificate, Mediation Written Z Reading 3 3s exam Grammar & Vocabulary Z 3 a 2 listening a een Se Tair ee BRIS 070 sae Totaltime | __ Approx. 4 hrs + breaks Components of the B2 Exam Throughout the book we use the term test whenever we refer to one ofthe 6 main parts of the exam, Thus Mediation test refers to the set of 2 tasks, while by Speaking test we mean the 4 tasks in the second part of the oral exam. Written exam Mediation (Time: ca. 35 minutes) TWO examples are given, so eight turns are evaulated Part 1. Translation from Hungarian to English The candidate receives a formal or seri-formal letter of 80: 90 words written in Hungarian and translates the letterinto Reading ameoaers English. The candidate may use a printed (i. non-electronic) dictionary. Task 1 ~ Paragraph Headings There are six paragraphs for which the candidate must Part 2. Dialogue find the most appropriate heading from a choice of eight The candidate hears a dialogue of 10 turns (including paragraph headings. Two headings are not needed. An two examples) between two participants, a Hungarian ‘example is provided. (speaking in Hungarian) and an English speaker (speaking in English). The candidate writes down the main points of the conversation in the opposite language to the one they hear. Task 2- Scan Reading ‘The candidate reads four texts on a single topic and seven statements containing information from the texts, The candidate's task is to decide which text each statement relates to, An example is provided. ‘Task 3 - Multiple-Choice Reading The candidate answers seven multiple-choice comprehension questions based on a single text of 350-450 ‘words, normally an article, letter or narrative, Grammar and vocabulary. (rme:ca 20 minutes) ‘Task 1 Dictation The candidate listens to a recorded extended monologue ‘of 80-120 words and is required to write down the text word for word. The text is heard three times: once all the way through with no break, and then again broken down into small units with each unit repeated once. The breaks between units allow time for writing. The first wo text pieces are written on the answer sheet as examples. Task 2 - Multiple-Choice Gapfill The candidate receives a written text of 150-200 words with ten gaps where a single content word has been removed. For each gap, the task is to choose the correct word from four options, An example is provided, Task 3 - Modified Cloze The candidate receives a written text of 150-200 words with ten gaps wherea single grammar word has been removed. A word bank of twenty words is provided. For each gap there is one correct word to be selected from the word bank. Writing (Mime60 minses) Task 1 Transactional Writing The candidate reads several pieces of written or diagrammatic text extracts (leaflets, notes letters, maps, timetables) providing 9 context and information forthe task The candidat is required to write 100-120-word transactional formal o semiformal etter or email using the information provided ‘Task 2 - Discursive Writing There are three text types from which the candidate chooses one. The candidate must write a text (ca. 150 words) within the genre specified. The type of text could be an article, a review, a report, a descriptive composition, ora discursive essay. Oral exam Listening (Time:co. 35 minutes) Task 1 ~ Short Conversations The candidate listens twice to sieshort recordings made inthe same location, and matches them with six pctures, diagrams or short pieces of text froma selection of 8(e.9. a lst email extracts, advertisements) Task 2 - Making Notes The candidate listens twice to an extended monologue, There are notes based on the text which contain nine gaps, which the candidate must complete in no more than three ‘words per gap. Task 3 ~ Radio Programme ‘The candidate listens twice to an excerpt from a radio programme and answers ten multiple-choice questions ‘while listening. The programme may be a news broadcast, a documentary or a formal discussion. Speaking (Time: 10-minute preparation +20minutes/ per pair of candidates for 4 speaking tasks) Candidates are examined in pairs by an interlocutor (in this book we use a synonym: examiner) and an assessor, Each candidate has ten minutes before the test to prepare Task 2. During this preparation period the candidate may use printed (12. non-electronic) dictionaries. Task 1 Interview The interlocutor/examiner asks the candidate one introductory question and then two questions on another topic. Possible topics include travel, work, family, sport, ‘cinema, hobbies, education, relationships, housing, eating habits, the Internet, the environment and current issues of, general interest. Task 2~ Picture Story The candidate receives 3 picture story with an opening line; the taskis to tel the story. Before meeting the examiners (. the interlocutor and the assessor), the candidate has had ten minutes to prepare the story, The candidate may make notes Jn the preparation stage, but should not read aloud from a prepared script Task 3 - Transactional Dialogues The candidate receives a role card. The card describes a situation and gives instructions. The instruction for ‘each card also indicates the roles that the candidate and terlocutor/examiner are expected to assume in each short conversation, The candidate speaks, the interlocutor! ‘examiner gives a scripted reply and then the candidate responds to the reply. Each candidate will have three role ‘cards, Candidates take it in turns to do this task. Task 4 Discussion ‘The two candidates as a pair receive a topic card which ‘contains a discursive point or question (e.g,"What are some of the problems of ving n a foreign country?). Fist they think of and brainstorm issues which answer the question ‘or Contribute to the debate. Then the candidates discuss, ‘expand on and prioritise these issues. Task 4 s the only task in the speaking test in which the candidates talk to each other. Unit 1: Exam Setting Lesson 1 What's in the Exam? Lesson 2 What's in the Learner? EXAM TASK Grammar and Vocabulary Task 1: Dictation (also in Lesson 4.1) @ what's in the book? Er PMU cla laid Pe UT greene Bourke | Bieter rere , Listening: identifying details Ere) ree cin re elec eaEch phhrases réhited to exams Exam skills nese —ACompetition |. Work in groups of 3 or 4. Find the following information on the pages given in brackets as fast as ‘you can, Do nat look for the next piece of information until your teacher claps. The first ream to call out the right answer gets a point. Your teacher will keep the score, |. What is"the sweetest thing’ in Unit 5.2? (p. 100) 2. Howmany words can you choose from to complete the gapfill task? (p. 20) 3. How many of the extreme sports activities in the pictures are related to water? (p. 73) 4. Which speaking assessment criterion features in Unit 62? (p. 127) 5. Where can you go in Pars to learn about a great French singer? (p. 56) 6. Find two popular tourist sights in a European capital city? (p. 44) | 7. What's the simple name of a simple food blog? (p. 96) 8. Which bad habits the focus of the reading task in Unit 4.2? (p. 81) 9. Theresa photograph of a wooden animal in Unit 23. (p. 35) 10, This is probably the most popular website about movies. (p. 61) 11, Which effective method of reducing exam stress appears at the end of Unit 7.1? (p. 147) 13. Look through the book on your own. Find two interesting things on different pages. Write them down as questions or statements like in Activity 1/a, Note down the page number where the information is (G.Workin the same groups. Call out one of your statements or questions and the page number. The others try to find the information on the given page. The fastest student wins a point. The student with the highest score in the two rounds isthe winner in your group. Qo Speaking, reading and thinking about language exams |. Think of something good or bad that happend to you in an exam (e.g. your pen ran out of nk) b. Work in groups of 3 or 4. Tell each other your "exam stories" ‘£4 Tell your teacher and the whole class how many of your group's stories were positive and how many were negative, As a class, discuss the reasons for the overall numbers of positive and negative experiences, ‘ot onl the srtengetwith the dap =.) 5,25 verte 1B. Check and discuss your answers as a class. EXAM WIZARD i EXAM WIZARD Grammar and Vocabulary Task 3: Modified Cloze Re ET Complete the following text by selecting for each numbered space one of the words from the box below. 18 Use only ONE word for each space. 1m Waite the selectéd words in the Answer bOx after the text about against iia because been every in ‘like only that = therefore this whether while with Learning Styles ‘Teachers of English have to bearin mind that their students are not __1__ the same. Differences occurnot__2_ in emotions and environment, but also in the ways students process information in their heads. itis 3 important to match students with the most appropriate learning styles for them __4 "Individuals. For example, some students learn ‘better through seeing’so they prefer the written language, 5.“ others learn faster through listening. The growing popularity of Howard Gardner's Multiple Intelligences theory among wa language teachers shows that many of _ 6 are aviafe of learner diversity. However, not all teachers find the Multiple Intelligences theory easy to implement in their classrooms. ‘One reason for this is that language teachers work _.7___ different types of students some teach school students, while others teach college or university students. The variety in earning styles of school students is different from the variety of styles of students in ‘engineering colleges —_8___universities of education. Another thing to consider i teachers themselves.are very varied in theit teaching styles. That means that some teachérs are better sulted 10 __ some types of students. 1 6 7 8 4, 9 5, 10, Check and discuss your answers as a class. © How do you like learning English? There are several ways of studying a foreign language, such as English. Try this quiz to find out ‘more about how you learn, |. Think about your own language studies so far, Rate the following learning activities from 1 105 according tothe scale below Is very important. Its useful sometimes. 5 not at all helpful 5 eat 3 seid aah 1 ARERR EDL TED 1-5 Learning activity 1A. Reading @ grammar book B. Doing grammar exercises at home using books or online resources C. Reading texts and answering comprehension questions D. Doing speaking activities in pairs or small groups (e.g. role plays, discussions) bE. Learning lists of vocabulary items from my notebook F. Writing essays and studying the teacher's corrections of and comments on my writing G, Asking questions in English about things don't understand or know H. LUstening to or reading music lyrics |. Watching TV or YouTube videos in English J. Reading and writing posts in blogs ~K, Rewriting grammar and vocabulary notes into a special notebook L. Having the teacher correct all my mistakes when | speak M, Listening to teacher explanations in Hungarian N. Looking up vocabulary in monolingual dictionaries ©. Listening to teacher explanations in English © B. Reading online and/or printed magazines or books for fun/interest . Preparing very carefully before I speak R. Doing grammar exercises with other learners . Saying what | want without any preparation, T. Sharing comments or chatting in English on social networking sites (e.g, Facebook) 1b. Now workin groups of 3 or and look at other peoples preferences. Conyoufind anyone your group who's sir toyou? Q Characteristics of learning styles |. Workin the same groups. Choose from the list the appropriate pair of names for each of the learning styles in the table below (see example). There willbe one pair of words that you will not need, social / physical / visual / solitary/ 92>, interpersonal ‘experiential spatial independent "> § ‘mathematical / intuitive / aural/ linguistic / logical instinctive auditory verbal eee noe reas Names of learning style ‘You prefer using images and diagrams, and picturing how things relate to'each other physically You process information more effectively through t sounds and music; You learn better by using words, both in speech and writing, You prefer using your body, hands and sense of ouch. You learn best by applying logic, reasoning and systems. You prefer to lear in groups or with other people. 9, social / interpersonal You process information more effectively when ‘working alone and using self-study. ; ‘Lie Check and discuss your answers with the rest of the class. €.On your own, look at bath thistist again and the learning activities you marked with a4 or a5 in Activity 6. Try to identify your dominant learning style(s). Give examples or explanations to the others in the class (e.g. I guess 'm a mix of visual and social learning styles because... Coreen Unit 2: Globetrotting Lesson 1 Surviving as a Tourist Lesson 2 Bridging the Communication Gap Ss Lesson 3 Souvenirs botes Lesson 4 Travel Stories Unit 2: Globetrotting Lesson 1: Surviving as a Tourist Lesson 1: Surviving as a Tourist EXAM TASK 1 PORE UTE Wi Ca gelai Speaking Task 3: g Speaking: téling a story Transactional : esi) Dialogues can eee es Sa aun) Cie teece tc Ee ree eis Gir earn Pour atruse re tse @ Tourist challenges A. In groups of 20r 3, discuss the following questions 1 What's the worst thing that has ever happened to you (or to someone you know) asa tourist? When and where did it happen? Who else was involved? ® Did anyone help? How was the situation resolved? bb. share your group's most interesting story with the rest of the class. © Questions and answers 8. Look at these ten responses to questions asked by tourists in various European countries. With a partner, work out which cities or countries are being talked about. Chicken pit-piriis a traditional There is nothing like walking The Charles Bridge over the hr ear rd can are tek narcotic Re MME cesinata tetra eevee Gove talus You een I pe doe any pubke wanspor eee Le The Arne FanHouse (anne of the ridge suppose Be Froncruissedemte muse Monestalisthefomous piitiab se aera AEST as ee lec caecum Perales Rie cerneey Nena Nothing faster than he there ether buying or selng ©. 15-minute Heathrow Express Depends on what you want. direct to Paddington Sto. eres. eee pee cee nora B. Usa tcermantorunderground), bert starened meron acannon Sea ae se Stadtprk Seton areroning wits ld dae toys, linens, old watches, paintings and bric-a-brac. ‘Adapted from blog posts at http:/ww.virtualtourist.com/ and from http://www.nytimes.comm/ Ataxito the centre costs a fortune, forget that. Jump on the train to Termini Station instead. a ‘Try the mussels and chips in any bar or restaurant, naturally, accompanied by any of the famous Belgian beers. EU bureaucrats do this every day! Db. check your answers asa clas. Match the responses above to the questions below. There are two sesponses for each question Then check and discuss your answers. Qt. Istheze a local speciality that you QB. srouidespeciaty ecommend? {dike to know what the best way to get around the city is. What do you think? Can you tell me how to get from the airport to the city centre? oo. (QB, what would you say is a’must see’? | Do you know where lcan buy locally produced stuff or some special souvenies? © Asking polite questions Asa class, clscuss the afference between these two questions «Whee the alway station? and Can youtell me where therllay tatlon I? [b. Hereare some more polite indirect questions asked by tourists Find one mistake in each sentence. Write the correct version on the right. One has been done as an example. E.g, Can you tell me whereis the nearest bookshop? ‘mean? 2, Could you say me if theres a pizzeria near here? 4, Would it be possible to tell me how can | get to my youth hostel? ‘email account? 6. Excuse me, | wondering if | could send an ‘email from this computer. (C.Check your answers with a partner. 1.0 your own, rewrite the questions on the leftas polite indirect questions. One has been done as ‘an example, Direct question Cat een 1, When doesthenextbus | ri ike to find out. leave for Cambridge? 2, What do the locals call Eg, Can you tell us... what the locals call this weird statue? this weird statue? 3. Isthis the right metroline | Coudd someone tetd wee. for the Sagrada Familia? 4. Where should get offfor | coud you told me... the Basilica? 5. Howdoes this GPS work? | Cam you sw me. 6. Isthere ahot spot Excuse me, Ens wondering... nearby? f 7. Why doll shops-lase so | can you expladn to me. early? mn 8. which special pss should | Do yr hype. I choose for a 3-day stay? o (©. Compare your answers in groups of 3 or 4. Discuss any questions or queries asa class oO What is functional language? In everyday life we often use functional language — language you use to achieve your aims in a particule situetion: in other words, language to get things done, which is also known 23s transactional language. There is @ wide range of functions, eg. you might need to make & ee suggestion, give advice, apologise, etc. In all these cases, itis how you express the function that g matters, EXAM WIZARD |. Match each sentence on therright with the function it expresses. Write the leter of the sentence next tothe function (one has been done for you as an example). Lesson 1: Surviving as a Tourist Unit 2: Globetrotting “Doyou fancy.going fora stanioor Ib. check your answers asa class. Can you think of any other phrases for each function? €.-Whitea statement or question to express each ofthe following functions Be as polite as you can. 1 Rejecting an offer of cheap accommodation: 1 Complaining in a restaurant: 1B Asking for information about train departure times: 1m Expressing surprise about the price: Warning about safety risks: 1 Offering help toa lost tourist: 1 Asking for permission to use something: 1 Giving advice on buying souvenirs: di, Check, compare and correct your answers in groups of 4 or 5. Note down any new pieces of Janguage which you think wil be useful for you. © Quick responses — practising functional language |@. Work in pairs. Your teacher wil give you a set of situation cards. Keep them face down. Take turns. Pick up a card, read and follow the instruction on i. Your partner should respond appropriately. Example: Pr “* EXAM WIZARD ‘Student A: Could you tell me what lean Use the City Card for?’ or'Do you know what kind of discounts | can get with the Stucleiv 11m soiny bat corit realy City Card Ivejust bought?” know. Perhaps you should checkiton the Internet or guess you can travel more cheaply and get discounts on museum tikes Db. choose one dialogue and rte play tothe clas. a © The Transactional Dialogues task % 1. Workin pais. Read te folowing transactional dlalogue between A and 8. Then answer these EXAMWIZARD three questions. Where do you think this conversation is taking place? Whois speaker A and who is B? What function is expressed in each of the 3 utterances? Transactional dialogue: ‘As would like to send an urgent email to my boss. Can | use the wifi connection? B: Of course. The dally ate is €5, and you can use your own laptop or ours, ‘A: That's great. ll use my own laptop. Can you charge the €5 to my room? B: Certainly, | Db. the role card below se the ones you receiv in Task ofthe Speaking test Flin the mising words to get the ful esrption othe situation. (C. Check your answers for the gaps. Then read the examiners script, and answer these three questions 1 Who starts the conversation? I How many times does the candidate have to speak? 1H Can the examiner improvise a reply to what the candidate says? Examiner's script (to be read out): Examiner: ‘Name. Read this card, When you are ready, please start a conversation with me. !am the hotel receptionist! (Candidate speaks) Examiner: ‘Of course you can. The daily ate is €5, and you can use your own laptop or ours: (Candidate speaks) +n each conversation the fourth and final uteranceis lays “Thank you! by the examiner even fit doesnot fit the dalogue! ‘The examiner will expect you to start the conversation using the promot on the card ‘Check the role card: think of who you are talking to and what function you need © Donot say mote than the prompt on your card requires. ‘Once you are ready with your rst sentence or two based on the role card, put down the card sothat you can concentrate better on the examiners response, ‘¢Usten carefully to what the examiner says and reply in a natural, logical way. ‘3 Ifyou dont understand the examiner's reply, ask them to repeat it, but stay in character, if you can. The exeminer cannot rephrase the sentence but they ae allowed to repeat it. Speaking Task 3: Transactional Dialogues [Now practise the dialogues in groups of three, taking turns to play the roles of examiner “candidate” and observer. After each round of three short dialogues, the observer will give feedback to the candidate based on the checklist below. Rares “Student A: observer examiner" (tutn top 182). {V5 Did the candidate express what the taskrequifed?. id thé candidate get their meaning.across clearly? 4, Was thé language accurate? PP 5 Did the candidate’ stress andinionatlon support thelr intended meaning?) As aclass, discuss what you found easy andor difficult in this task as ‘candidates’ Also, check if ‘you managed to follow the Tips above. EXAM TASK Mediation Part Dialogue Decree Hungarian into English and vice ver Re eur carers Peete eeu nee ec Pe eas cy ete Qe I see your point — Mar értelek! Nowadays, two different terms (translation and mediation) are used to describe the activity of helping speakers of different languages to communicate with each other or to understand texts Cr speech in each others languages. ead the two short definitions and write translate or mediate in the gaps. 1, When you __, you enable the speakers of different languages to establish ‘and maintain some form of communication with each other, 2, When we = we restate or reformulate spoken or written texts from one: language into another language. Decide whether each ofthese situations requires mediation or translation. Write M or T Your English friend wants to buy a guidebook in a bookshop in Budapest. Your Hungarian-speaking boss is giving a talk to a Scottish audience, You summarise @ short article in Hungarian to your American friend, ‘You help your Swedish roommate to pick up a parcel at the post office. mone > You explain 2 budget airlines email reply to your grandmother. ‘You produce the English version of the online menu of the restaurant you work for Ga Check your answers as a class, Discuss whether you would find any of the activities easy or difficult and why. d. Work in pairs. Discuss one or more of the following questions with your partner: 1 When was the last time you had to translate anything? What was itfor? Was it alot of work? 1 When was the last time you helped a foreigner accomplish something in Hungary, or 2 Hungarian to accomplish something in a foreign language? Was it easy? Do you find it easier to translate what other people say or what they write? Why? How often do you find yourself in mediation situations? | What kinds of things or situations do foreigners need help with in Hungary? When you speak or write in English, do you think in English or translate from Hungarian? Why? Share one idea, story or conclusion from your discussion with the rest of the class. 38 What tourists say (in English or in Hungarian) |. Work in groups of 4 or$, Stand in a line. Pass a message you get ona piece of paper (e.9.‘Kivéncsi vvagyok, miért van olyan kevés intrnet kévéz6 ebben a keriletben’or How long do you think we need to.queue for the Picasso exibition?) from your teacher along the line, mediating it from English to Hungarian and/or from Hungarian to English. The ast person in the line should write it down, and it can then be compared to the original message. «Rearrange your line and repeat the process with a different message you get from your teacher. © From Hungarian into English, from English into Hungarian Read the sentences in Hungarian or English in the right-hand column. With your partner, make guesses about the original sentences in the other language. Remember that the original sentences may be longer and more detailed than the results of the mediation. (Note that the results of the ‘mediation contain mistakes in grammar, spelling and punctuation, but this is allowed in the exam caslong as the message is clear!) ors) eel catuneicen Ma Inkabb operat neznek, mint balettet + 2, ‘anit ave good description. it was. brand new cama-case 3. s : Soa fk nem mixed tt mar ol, aztan leesett a lane, & "uténa meg\én, 4, The english ‘pages of the websight ofthis rational park doesnt contain any usefull informations, 5. ; “Ez a kécsikatdofa tl ics Henk, raven a ‘Axoaming djak a2 USA-ba minden mobi azonosak, Db. tisten tothe recording ofthe orginal sentences) and ty to ite down the generalmeaning of hat yu heer. This is NOTA DICTATION acy, Grommarand speling are nt important (. Listen again to check your answers. As a class, note the main differences between the original sentences in the recording and the mediated results in 3/a above. oe Role playing dialogues with mediation |. Workin groups of 3. Sitcloseto each other. The person in the middleis the mediator (Student B) Choose one situation card from the ple of 9 you get from your teacher, and decide who willbe the English speaker Student A) and the Hungarian speaker (Student C) — Bb student Abegins the conversation by whispering amessage into the mediator’ er. The | a mediator then mediates the message to Student C in the other language. Student C whispers a EXAM WIZARD response i their own language, which the mediator mediates to Student A, Continue the exchanges Luni some kind of answers reached. @ |G. Choose further situation cards, making sure that everyone in each group gets the chance to be the mediator atleast once. G.As.aciass, discuss the challenges the mediator faces in these situations, «© Dos and DON'Ts of the Mediation Dialogue task 7 r a Workin pats, Read each piece of advice and wie ether DO or DON'T bore ‘ try to write down the full translation in complete sentences, as you t | don't have much ime, : if tr to workout the meaning of unknown words fromthe general context, or ffom the rest of the speaker's message. of 3 panic fyou don’ understand word from the cording. £ 4 listen to what the speakers are trying to express; translate the message, £ SSE not the words : : . 4 make sute you focus onthe meaning and message conveyed by the fe ‘speaker; accuracy is not very important. ? 6 worry about being 100% correct or accurate, z put down only or mostly the key content words and phrases that carey the necessary message 8 translate word for word 1b. Find the pairs of statements that focus on the same point, matching each DO recommendation with a DONT warning, ‘Ge Workin pairs, Test each other to see f you can remember the & pieces of advice. One of you says a key word or phrase, and the other one recalls the whole piece of advice. Mediation Part 2: Dialogue . (like chocolate, popcorn and fruit. 2» Notall together, hope. (istintonation) : i Wend you prfevicwcieajn orcake? "~~ 9) ~ tomcreain plese E: iosereeae (choice intonation) srcienonadon in ci the EXAM PRACTICE ‘Would you lke some tonic or juice? »»_No,thankyou, Im not thirsty. string task These ible-sing intona often help you to AHouble ating neea gah! er identify the key comment words : Next week 'm not goifg to work. 2» Really? Are you going on haliday? Sear {falling intonation) a Ishe going to the doctor? 2» Yes, he'shurt his ankle rather badly (cising intonation) : a Listening Task 1: Short Conversations » ae EEE Mises ing about different things. 18 You will hear sic short conversations. | Listen and decide which present they are talking about. ae Im There are two items which you will NOT need. 18 Write the numberof each conversation (1-6) next to the item it refers to 8 You wil hear each recording twice. Listof items: ‘A; aplate E aFurocoin B! adocktower _ akeypouch atrainticket 6. a guide book D. apost box H. apost card CCheck and discuss your answers as a class. Listen tothe dialogues once again if you need more CG practice. © Blog writing - Souvenir competition ren {@.. Walk around the class and ask as many people as you can if they have received or given any unusual souvenirs, presents from relatives and/or fiends coming back from trips abroad. You have 5 ‘minutes for this. Make notes in the following table. ence eis Corn ¥ SSSI ERLE LILI EEL BEI BETES III EE IIE: [b. share with the whole class the best, most exciting, strangest souvenirs you have heard about. (©olmagine you have just received one of the unusual souvenirs or presents you heard about in the previous activity. Write a post fora blag in 4 or § sentences with the story of ‘¢ how and from whom you received it first paragraph), ‘¢ how you reacted to it and what happened tot (second paragraph Example: ‘Last year | was given some roast ants as a present by a colleague who had been to Columbia, Isa very expensive local delicacy there, but | had never heard of it before. When it was frst given to me | didn’t even know what those litte black things were. Then | offered them to my family and friends at dinner. First they shouted at me to take the beasts, ‘away, but when they tried the small black delicacies, even my mother had to admit that they tasted delicious! SomtiniebStparlis whe a fim is hnished 8. They cant chat with the tars onthe set 8. Sorietimes during fiming, while the'sets are Being. G. They have towalt around too much changed, ©. Rarely, betas the directors disike extras talkigt6 3._ David was offered his first job as an extra... stars, A. thiough Helen's ex boyliend. = SS @. afferhe had phoned ajob agency. 8. Concerning becoming a major acto, Dave says... C:-from somebody he had only met once, 1A he would lke to, butts not possible he has tried cobecome one in the past. 4. What kind of productions have they worked in so. C.che prefets the relaxed life of his current work,- far? ‘9. Which ofthe following would best describe the Films and TV series. Mainly gangster films. ‘Advertisements e'g:fof soap: interviewer? oe> ‘Ay More iterésted in Helen'than in Dave. B, Interested in film stars but not smal-part actors. G '5. David explains that he doesn't speak in films, ‘interested in Dave and Helen's work, because... ‘&. the directors don't think He has. a good enough voice,» 10; Concerning thelr Jobs, Dave and Hel B.- Viewers might remember him: A. feel they haven't been very successful CShig contract does not allow him to, B._ enjoy their jobs with reservations: C. feel very differently from each other: Check your answers with your teacher. Listen to the recorcding again. Ask your teacher to stop the recording when you hear the clues (o.) that helped you. = ~ © Reading a news item, scanning for specific information Becoming an extra in a film or television is fairly simple. You only need to be near a location where a film is being shot, ‘2. While on holiday, imagine that you see the following article by a casting agency on the website | of the local newspaper. Find the answers to these questions by scanning the article. You will have time to read it in more detail later. 1. How mary extras are they looking for? 2, What the location of the shooting? © 3. What dayisithe'stioating schedule fo? What the name ofthe Extras Coordinator? ‘5, What information do you need 16 sive them ifyou want to apply to become an extra? 6. What isthe name ofthe film company? os 7. Whois Chaz Alen? : i Mfetecen 8 What the ttle ofthe fim? ——* 9, How many/Fesirts ae they going to give away? 10. Whowill get anicDTV? a7 c * «Producers ate still earching for extras forthe film Underground’, which is being shot at the Maytag Plant 2 Building. They are seeking more than 400 extras for people to appear ina party scene. Although shooting was originally scheduled for the weekend of the 12th and 13th, shooting of the scene will now be on Saturday 19th only. Producers havé already asked several local residents to actin the film and work on the set, including Mayor Chaz Allen, who already shot a small scene for the movie. Anyone at least 16 years oldis eligible to be castas an extra, though there iso pay for the work. The film wil raffle off a 32-inch LCD TV for one extra and the first 200 people cast will receive the official Underground T-Shirt. To apply, contact Jason C. Corr, Extras Coordinator, Master Films Inc, at: Masterfilmsextras@gmail.com. The filmmakers will need headshots/photos, name, contact number, email, and age. ‘Adapted from: batip//wwmnewtondailynews.com/articles/2009/07/31/t_my yrytysdgkdmk7yBivca/index.xml |b. Check your answers with your teacher. 6 Writing an application email @. Read the arcticle again, Now, write a short application email (70-80 words) to the Extras Coordinator of the fim “Underground’ with all the required information. | Dear MrCorr, |b. Work in pairs. Exchange your work with your partner, read each other’ email as well as the ‘model text on p. 162. Give feedback to each ather on the emails you wrote ©. Now choose a few useful phrases from the three emails, share them with the whole lass and collect the most useful ones on the board. Unit 3: Making Movies EXAM PRACTICE Writing Task 2 Discursive writing An Article Lesson 2: On Location SKILLS AND LANGUAGE FOCUS: Reading: identifying overall meaning peace ed Peer seaking: arguing for and against Peace eee anarticle Exam skills: identifying key stages of eae Maree ny Reece) what locations? Lesson 2:On Location A. Here are 4 film title. In pairs or small groups, discuss what type of films they could be (romantic. comedy, documentary, etc) and imagine what possible locations - more than one ‘might be used in each film. The lst below contains a variety of possible locations, but you can come up with differentones as well. You have 3 minutes to brainstorm and give reasons for as many different ideas the Road with Jack . ‘gan tree ‘..Now compare and explain your ideas with another pair or group. Lesson 2: On Location Unit 3: Making Movies © Reading - a famous location |. Read the following description of a house where a famous film was shot. Which one ofthe four pictures fits the description best? ese {As hard as Ive tried, I really can't come up with anything to say about this house. It hasn't been rebuilt to disguise its appearance. It wasn't destroyed in an explosion of special effects at the end of the film. It really doesn't have any interesting stories about it at all. At least, none that I've been able to uncover. Is a nice house, l suppose. Located in the elbow of a quiet street, it sits atop alittle slope, with the roof imitating the skyline of the San Gabriel summit, which towers behind it. Although its not the sort of building that makes you go'wow' it does attract some attention, | quess it would be just the sort of place that an alien that has been left behind ight choose to hide in. Still, apart from the fact that it was literally sealed in plastic for the climax of one of the most popular movies of all time, there realy isn't anything to say about it. But, itis photogenic and makes for a nice drive all the same. bb. check your suggestion, and discuss which words or expressions helped you choose the right picture . Look at the text again, Its divided into 3 paragraphs, focusing on 3 diferent aspects of the house. identify the focus or topic of each paragraph Para Para 2. Para3. Note! You can find some information in the Answer key about a classic flm and the role of this . house init. Arguing for and against Visiting famous film locations is becoming increasingly popular, and travel agencies advertise packages that take visitors around the places where films were shot, This is sometimes called a “filgrimage” (from film+pilgrimage), OO DISCUSSION As aclass, discuss why you think this type of tourism appeals to people. Work in groups of 3 or 4. In the grid below, list 3 possible attractions of such trips and 3 drawbacks. (Think of various paints of view: those ofthe film fans, local residents, local businesses, ete. Even if you do not like this type of tourist activity itis a useful skill to imagine why some people Peed As a class, share your points Agreeing and disagreeing about filgrimages Read the 3 advertisements and decide on your own which of the three trips you would choose for that your meeningjis clear. : 7 7 : ‘Consider what conventions the text type requires and keep to them, C. Make alist of possible words, expressions and idioms which could make your ideas and ‘meaning clear and colourful , Focus on “what” you are writing about (topic), “who" you are writing to (audierice), and : "why" you ate writing (purpose). & E, (Collect your thoughts and ideas, nd len & logical structuiré for your argument: Decide hhow many parearaphs you need and what the main focus of each one is. F._Proofread your text for spelling, punctuation (including the use of capital letters) and sentence structure to make sure your writing is accurate, {G._Work on the logiésl development of your thoughts from sentence to sentenge‘and from paragraph to paragraph, using meaningful and purposeful linking devices. IBY chect your cnstrever @ lam ane Cacins bre fo endian erco reap €. Now discuss the following question, too. 1 Can the same steps be followed if you only have 30 mins to complete a task in an exam? | a © Pre-writing: joint thinking and planning af ‘@. Work in pairs or groups of 3. First, imagine that you have to write an article of about 150 words. xno wizaRD Frstreodthe tsk b. checkprewrting suggestions Cand Ein Activity 5, ond plan the atic with your partners in about 10 minutes Make notesof the planned stricture andthe ley wordsand expresons you ore Planning touse, |G. Work in new groups of 3 or 4, each of you representing a different group from 6/a, Present your plans to each other and help each other improve your plans. ca © Understanding the wi ing evaluation criteria EXAM WIZARD ‘he table below shows you a simplified set of criteria inthe form of questions {Read the questions for each set of criteria and wrt the name ofthe category on thelne above the questions Task Achievement Coherence and Cohesion Range anid Accuracy, ‘Appropriacy “ 1-5 points $ points 1-5 points SSP TTT MN ITAA III ERIE Is there sufficient variety of vocabulary and Grammar for the task? How accurate is Your writing? Do the errors getin the = way of communication? P Giietiassias ee ee mee ¢ ‘Would your writing achieves purses incl fe? Would the ender of your text understand your point of view? Have you followed ll the instructions and included al the relevant information? ‘ Criteria f 'sthe layout and syle of language suitable forthe task? Have you found the right level of formality? t criteria: f i oe Does your writing make sense? Have you organised your text logically? Have you used paragraphs? Have you used appropriate linking words? eT EEE NT ET ween Bb. Check your answer as a class and discuss if all the categories and questions are clear to you. Keep these questions in mind as a checklist or reminder when you are vrting the article at home. A.copy of the complete set of marking criterias on p. 219. Task 2: Discursive Writing — An Article Se You have just seen aifilm being shot in the centre of thehistoric toiwn ME where you live, Write an article for alocal magazine saying how your 5 ‘own and the aréa could be further Used for.fim making. ee IntheDiscursve + ‘Writing task ofthe ‘writing test you choose between ete an alle af about 10 words forjur lal Rewspaper. three text types to . - express your views 1 Make swe your aricle present your case Cleary. Keepin mind that you ae wating and arguments. In the Foran audience. EXAM PRACTICE tasks In this book, you will prepare for three of the most common text types: an article fin this lesson}, an essay (in 4.3) and areview in 7.2) , Famous locations OY Q In the history offlmmaking, some films have made certain countries, cites, villages, places, or DISCUSSION Write the article as a HOMEWORK task, keeping strictly to the time limit of 30 minutes. Your teacher will evaluate it using the simplified criteria and will provide detailed feedback on your text, even natural beauty spots really famous, or more famous than they had been before. Work in small groups. Match the film title with the location. Have you seen any of these films? f 1. The Lord of the Rings. ‘: f “5, StarWars mane i 8 Harry Potter Check your answers asa class. You can find more information about both the films and the locations on the internet. Unit 3: Making Movies Lesson ia shectina Films Lesson 3: Shooting Films EXAM TASK SKILLS AND LANGUAGE FOCUS: Grammar and Comarca Taae es Bo en are ae Cer eee eee r (aso intesson 1.2) elec aera Eee au Rem Nees nae tne ind SU UU ECA} Perches) Q Words and meanings |, The following 7 words all have two meanings: one is used in everyday lif, while the other is used in filmmaking. Work with a partner, Choose 2 of the words and write two meaningful sentences (NOT definitions! for each one, Use a monolingual dictionary if you need to, but try to think of your ‘own example sentences, Example: Tt took the crew just 2 months to, butdid not want to the fim on that location’ and ‘The kidnapper had a gun ‘sor’ scene (n) rally trailer (n) My director (9) release |v) 1B. Now team up with another pate Take turns seating out your fwa sentence paki each other leaving out the words themselves and saying BEEP instead. They will quess which word is missing from the pairs of sentences + © Guessing missing words from context x “e In the Modified Cloze exam task you have to fill 10 gaps ina text, choosing from a list of 20 given words. Can you remember any of the advice you received in Lesson 1.2? If not, check back on p. 19, The following activity will give you further ideas on how to go about this task EXAM WIZARD |. Read through the following text, made up of 6 sentences, n 60 seconds () and give the whole textatitle T Read the text quickly focusing (1.)__ the familar content ey words, Just ignore the gaps, 2) ifthey were not there B. Coverthe words in. 3% and read the text again, saying a slent“beep* surprised how many of them wil just occur to you. stead ofthe missing words You will (@ . Ifyou can thinkof 2 word easy, se that words included in the box. iti, then write the gap number (6. 8 it D. Ifyou stl have (7) ‘ane. Decile which are impossible. Then look at the ones that remain ang see you) F When you have g ideas try the words in the box one cide, do nat worry; go.an tothe rest oF the text, toth of the text, return to the remaining gaps and they will probably be easier (10. fillnow. 1b. Now work in pairs. First guess what part of speech (e.g. pronoun, preposition} fills each gap, and then decideabout each missing word. Gein the Modified Cloze task you will be given a word bank of 20 words which contains the 10 right answers, Discuss whether having a word bank makes the task easier or not © More work with grammar words |. On your own read the text about Rotten Tomatoes, the popular film site, and underline all the grammar words that could be gapped in a Modified Cloze task, The fist three items have been done as examples. 1, compare your underlined words with «partner. Then together rite thewords that you underined nthe ight category below Category eed Adjectives Adverbs t Aticles Conjunctions Determiners. Prepositions Pronouns \G.Asa class share and check the words in each category. Grammar and Vocabulary Task 3: Modified Cloze * eS See ea Complete the following text by selecting for each numbered space one of the words from the box below. Use only ONE word for each space. 1m Write the selected words in the Answer box after the text. although SRILA around at but even going on ought out should 50. some such these “though. up was were with My first appearance in a film Sarah Jenner I studied drama at schoo! but always thought actually becoming an actress was just a dream, [ead in my local newspaper online that Otto Kling was_1__to make anew feature film, set in the early part ofthe twentieth century, in our town. The article aid that they were looking for people to form a huge crowd of demonstrators Iwas certainly interested, as |had never _ 2 _"seena film being shot before, and was very excited about the possibilty of actually taking part. ‘All the crovid scenes were to be shot in a single day. One of the production assistants decided that |__3._ stand at the font of the crowd. Later _4__ they told me that had to shout _5 _ the slogan, “Onwards to Revolution’ Iwas 6 — ‘exited to have a speaking part even _7__it was only three words. Just before the shot, another assistant fitted me out with a costume and put _@_ make-up on my face. We went out in ahurryand|_9_ led to the front of the demonstrating crowd, where a microphone was fitted to my dress. The shooting began, and the whole crowd surged forwards shouting, and | yelled 10 _ the top of my voice, “Onwards to Revolution” 1 6 2 7 3 8 4 8. 5. 10 Discuss your answers as a class and check the answers with your teacher. 8 Writing interview questions and role playing interviews @.. Work in pairs. Read Sarah's story again and underline the topics and issues that a reporter might want to cover in an interview. bb. imagine that you are going to interview Sarah for wwwsottentomatoes.com (see the text in Activity 3.) about details of her career and details of her experience during the shooting. Write 5 or6 {questions to ask her. Include atleast one question she has not already answered in the text above, Role play the interview, ane of you toking the role of the reporter, andthe other one taking the role of Sarah. Improvise further questions and answers as appropriate. When your teacher claps, change roles as soon as the conversation allows and go on with the interview, playing the other role. Naturally, the other interviewer will xk their own questions. © Different kinds of gaps a — |. Read this story about an episode in the shooting of one of the greatest film trilogies of all time. %! De not worry about the aps. Focus on the storyand find out: EXAM WIZARD ‘© which film trilogy itis about ‘why some local residents were not very happy. Exterior filming (1. progressing well, on location in Queenstown, New Zealand, when suddenly the town was hit by very bad weather. The result of this was that exterior filming could (2)_ longer take place so they had to switch toiinterior filming instead. The only problem was that Queenstown has no film studios! Eventually, it was decided that the squash court of local hotel would be the (3)____ place for indoor shooting. Accordingly, work was started on turning it intoa studio set and, after a short delay, fiming recommenced. After a while, they reached the stage where they needed to shoot the intense moment from the third film when Frodo and, Gollum send Sam on (44, way. All Sam's scenes were successfully completed using the squash court but they did not finish getting all the shots for Frodo. (5). the next day, the sun came out and the rain stopped, so they could resume work on the exterior shots. They decided that this was the best thing to do, as the weather is never very reliable in New Zealand and they wanted to work outside while they had the opportunity. The plan was that they would return to the squash court, with the same set standing, to do Frodo’s scenes (6) ___a later date, {As things turned (7, however, Elijah Wood was only able to do his side of the scene in the same location twelve months later. Unfortunately, (8) ‘meant thatthe squash players of Queenstown had to wait @ whole year to get their squash court back, as the studio set (9). remained in place forthe entire period. 1, Share yourideos as a.classTelleach other _Patagraph 1: Think of one word for each gap. what you know about this film tnlogy 7 se €.. Now work with the gaps in the text. There are 3 types of gar: Paragraph 1 (gaps 1-3): no help is given ~ you have to think of the words yourself! Paragraph 2 (gaps, 4-6}: you have 4 options ‘on the right from which to choose. Paragraph 3 (gaps 7-9): you have to choose from 2 pool of words below the text (asin the Euro B2 exam) Paragreph 3: Choose the correct word for each gap from the selection of 9 words below actually had this SETS which ed. check your answvers as a class. Then discuss the differences between the three types of gapping. Unit 3: Making Movies Lessan 3: Shooting Films © Working in films ‘Match the word of specif fim cew jobs with the pictures you associate them with, Ther are more jobs listed than you need make-up artist, stuntman/stuntwoman props master camera operator set designer sound technician: - “pyrotechnician’ script writer costume designer director choreographer bb.check and discuss your answers as class (©. Choose one ofthe 11 jobs inthe list and imagine that this is your job. Tell your partner which job ‘you have chosen, Interview your partner about the job that they have chosen, using some of the questions that {you thought of for Activity 5. Think of other interesting questions as wel. Exampl "Why did you decide to make this your career?” "Was it dificult to find a job?" “What kind of training did you have todo?” “What do you like most/least about your job?" Unit 3: Making Movies " Lessan 4: The Interactive Audience Lesson 4: The Interactive Audience EXAM PRACTICE ‘SKILLS AND LANGUAGE FOCU: Speaking Task 4 Peterson rer Thien Discussion ee (also intesson 5.4) Pah eee ee Ce rr ricg Cea emner Ceehiireraacs Cea Ete ccd oe ee ora a Pe Ea tn eae Exam skills initiating and maintaining epee @Q Let’s go to the movies |. Stand up and walk around with this ist of questions about movie-going habits. Ty to talk to as ‘many people as you can, discussing a different question with each person. Take notes. Where do you get information about films? Which online film databases or forums do you visit? What kind of films do you wath at home, and in what format? What kind of films do you watch at the cinema? What is your opinion of illegal downloading? How often do you go to the Where do you normally {96 with your friends after watching a film at the cinema? How much do film stars influence your lifestyle? {tand ina circle and share with the class any things that you have in common with the people ‘you spoke to. (eg. ‘Mark and lonly watch movies at home; we never go tothe cinema, It's too expensive’) oe Brainstorming ideas for a topic or question | In the first part of the Discussion task (Task 4 of the Euro 82 Speaking tes) in the brainstorming ‘or suggesting stage, it isimportant to come up with a number of ideas in response ta the {question and to give reasons very briefly for your choices. DISCUSSION A, Work in pairs. Brainstorm 4 more ideas for any 3 questions of your choice, and give reasons for each of your ideas. You may agree or disagree with your partner. 1. | What are the most important | cheap things in a good cinema? 2, | What factors are important’ it f when choosingafilmte | yyy { | | watch? {atest Mt leaves’ : ‘ 4 ‘websites " 4 | Why do you think some actors | they look become big stars? ones 5: Why do some'people prefer | so worries watching DVDs at home to i going to the cinema? 1b. check your ideas as a class. Coutinue giving reasons for your choices. © Guessing grammar words in context Red the examiners instruction for the Discussion tosk Flin the gaps with grammer words (100k backat Lesson 1.2 Activities 2 and 310 remind youself about the Modified Clze as Examiner's sri W For the final part of the test, you are going (1,|_ talk (2). each other about a topic | will give you. 'm just going (3. listen. Your topic is: IW First make a spoken list of four or five things. Then, (4, you have done that, discuss (5. one is the best or most important. Remember to give reasons for (6)__ you say. You have three minutes altogether (7,) tty and agree. Al right?” 1B. Check your answers as a class. ©. Work in pairs, Practise being the examiner: read aloud the steps of the complete instructions above. Emphasise the important points, pausing where necessary and looking up at the candidate. Swap roles. a oO Taking part in a discussion During the Discussion task, you can make your contributions more effective by using some Sa WIZARD ‘ready-made’ phrases for giving opinions, structuring, clarification, etc. You can find phrases for agreeing and disagreeing in Lesson 3.2, Activity 3/c. Check that list quickly before you start this activity @.. Work with a partner, Put each phrase below into the appropriate column, One example has been given for each category. oiibiaiee ies ed toe scty Sok seid Whar ani oT Whats you opinion of 2 «Can just add something here? Let tryand agree Are you saying that? 1 1djust eto sy that. 4 Idefnitety think hat + i thave understood conety. eS uii S Sayoumesm

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