Dre ae ee De eed eee ion Sn) Cornett Reading and Use of English Parts 3 & 5 Writing Parts 1&2 doa) Seen ed Speaking Part 1 Interview Work with a partner. Discuss the question: 1. How long have you been studying English? What is the most challenging aspect of learning English? What do you hope to achieve by the end of this English course? How important is it to you to do well in your work or study? Talk about a different kind of challenge you have faced. How did it make you feel? '* Develop your answers by giving reasons or examples. * Do not learn long pre-prepared answers. ‘You are likely to sound unnatural and you may not answer the questions appropriatelyPart 2 Long turn 1 Look at the six pictures, They show people facing challenges or taking part in competitive events. Before you do the speaking task, read the information in the boxes below. ‘Student A: Look at pictures 1-3. Compare two of them and say what challenges the people might be facing, and how they might be feeling ‘Student B: When your partner has finished, say which person is facing the most difficult set of challenges. 2 Now change roles. ‘Student A: Look at pictures 4-6, Compare two of them and say why the people might have entered this event, and how they might be feeling now. ‘Student B: When your partner has finished, say which event might provide the greatest sense of achievement. Talk about the similarities and differences between your photos. Both pictures show... but this one... whereas the other one... Speculate about the pictures as indicated in the instructions, rather than simply describing what is happening, limagine/expect that timing might (well) be important in a challenge like this. Use a wide range of vocabulary. For example, when speculating about people's feelings, go beyond the use of simple words such as happy, determined or nervous. 1. Decide which of the words in the box can be used instead of happy, determined committed to +ing anxious (about) intent on +ing apprehensive (about) delighted (about) in good spirits on edge (about) overjoyed focused (on) tense (about) thrilled (about) set on +ing 2. Decide with your partner which of the words and phrases might apply to photographs 1-6. ‘What challenges might the people be facing? How might they be feeling?Vocabulary Challenge and achievement 1 Complete the expressions with a noun from the box. ambition challenge chance failure motivation success 1 The film was an overnight . despite its low budget. 2 Ihave a burning to travel to Australia. ‘3. When pupils tire of studying, a system of rewards can help increase student 4 Sadly, my attempts to lear Japanese met with complete 5 The government faces the formidable of reducing unemployment. 6 Heleaves nothing to and plans everything before a trip. 2 In Exercise 1, the words in bold are ‘collocates’ of the nouns you wrote. This means that they are often used together with those nouns. Write a new sentence for each ‘noun, using the collocates in bold, The sentences must be true, 3. SPEAK Work in pairs. Compare and discuss your sentences with your partn 4 In sentence 5 in Exercise 1, the verb face collocates with challenge. Which of the six nouns from Exercise 1 do each of the following pairs of verbs collocate with? 1 fulfil a/an 4 improve realise lack 2 endin 5 standa resultin jump at the 2 achieve 6 take up a/an enjoy rise to the 5 The adjective formidable also collocates with challenge. All three words in the groups below can combine with a noun from Exercise 1. Add the noun for each group. 1. major/new/daunting 4 total/costly/dismal 2. slight/fair/second 5 huge/great/resounding 3 secret/lfelong/main 8 primary/strong/poor 6 SPEAK Work in pairs. Prepare two questions for your partner using the collocations in Exercises 1, 4 and 5 above, Take turns to ask and answer the questions. What has been your most daunting Why might the people have entered this event? How might they be feeling now? AIMING HIGHReading and Use of English Part 3 Word formation For questions 1-8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). REVIEW Rewarding children Cash rewards are a common fore of (0) a used by parents with high (4) _ to encourage their children to work hard at exam time. Some youngsters receive (2)_______of as muchas £100 for each A grade they obtain, But should such ‘bribes’ be based on examn (3) or should they, as many parents and teachers feel, be offered in (4) ‘of a child's effort, regardless of results? The latter approach would solve the problem of how parents reward children with different levels of (5) imagine, for example, a family with one child who is academically gifted and another who has learning (6) The dangers of result- related incentives for the second child are clear; with little hope of obtaining the higher grades, the withholding of promised financial rewards would only compound the child's feeling of (7)... However, some leading educational psychologists believe that parents should rely on their own (8)____in such matters. They maintain that if parents know that money will motivate their child, then they should not be condemned for operating a system of cash pay-out. Vocabulary Challenge and achievement For sentences 1-10, underline the correct alternative. 1 think there's a[n] obvious / clear / distinct / plain possibility that Djokovic might win. 2 He only has a fair/ slight / ong / thin chance of winning the election. He's very unpopular. 3 There is every / each / all / very likelihood that the government will introduce the measures this year. ‘4 There were far more of them than us. We didn't stand / face / hold / keep a chance against them. 5 I'matraid the project will connect / join / meet / contact with failure if we don't get sufficient funding. 6 He had never acted before, buthe rose / arose / aroused / raised to the challenge and gave a very convincing performance. 7. At5, she says she's unlikely to realise her resounding / longing / lifelong / overall ambition of learning to fly. 8 Thatlast candidate appeared to be fully / wholly / utterly | entirely qualified for the job. Writing Part 2 Informal em This is part of an email you receive from a friend: I failed the lst time | auditioned fora part in the college play. Theres another audition coming Lup soon. How did you manage to get a part? Do you have any tips to help me overcome my nerves? Do you think getting some extra drama lessons would be worth it? Write your email. For more information on writing emails, see page 195, www. [Link] MOTIVATE. EXPECT PAY PERFORM. RECOGNISE ABLE DIFFICULT FAIL SUDGE