2

Discuss with other students.

Are these statements true or false? Where appropriate refer to the examples in the text above to check your ideas.

1. We use the Present Continuous to talk about temporary actions and situations that are in progress 'around now'.
2. We generally use the Past Simple to talk about the past unless there is special reason to use another tense.
3. We only use the Past Continuous to refer to things that go on for a long time.
4. We use the Past Continuous to say that something was in progress around a particular past time or event.
5. We use the Past Perfect to describe something that happened a long time ago.
6. We use the Past Perfect to make it clear that something happened before something else in the past.
7. We use the Present Perfect to say that a finished action or event is related to the present in some way.
8. We generally do not use the Present Perfect with expressions that refer to a completely finished period of time, like yesterday; last week, three years ago, in 1970.

Show

3 Choose one of the stories above. Prepare to expand it and tell it to other students in much more detail. You should speak for at least one minute.

Writing: report (I)

Read the report below. It is this question: Which of the points in the report do you think apply to your country?
an example answer to A government department is conducting research into why students in your country are not finishing school with a sufficiently high level of spoken English. You have been asked to contribute a report entitled 'Motivating students to achieve a high level of English'. Your report should make specific reference to:

• reasons why students fail to reach a good level of spoken English
• possible ideas to improve the situation

MOTIVATING STUDENTS TO ACHIEVE A HIGH LEVEL OF ENGLISH. This report is intended to explain why so many students finish school with a low level of English. A number of students and teachers were interviewed and their suggestions for changes to the teaching methods are summarised. There seem to be a variety of reasons why our school students fail to reach a good level of spoken English. The main problem seems to be the fact that teachers appear to place so much significance on grammar. Students appear to know a lot about grammar but can't actually speak with much confidence. What students complain about most is that lessons are boring with too many grammar exercises and gapfills. What steps can be taken to improve the situation? What teachers need to do is to place more emphasis on developing the listening and speaking ability of students. They need to introduce greater variety into their teaching and use more games, role-plays, drama and so on. They should use as much authentic material as possible: newspaper articles, songs, extracts from films etc. (This will also help to increase student motivation.) There are serious problems with the way that English is taught in our schools at the moment, leading to low motivation on the part of students. We believe that it is the way English teachers are trained that needs to be changed, with more emphasis on preparing students to use English in practical situations rather than approaching it as another academic subject.

4

Where there's a will ..

Consider the following areas. Which one of them is a problem area in the report?

1. paragraphing
2. accurate grammar and vocabulary
3. good range of grammatical structures and vocabulary
4. linking words phrases
5. spelling punctuation
6. handwriting

5 Now add an appropriate short heading to each section of the report. Decide if the following statements connected with writing reports are True or False.

1. Reports usually have a simple, clear, direct overall heading.
2. They usually have an introduction (describing the context and reason for the report) and a conclusion (often with recommendations).
3. Informal and dramatic language is often used.
4. They are often written as one, long, continuous piece of text.
5. Good use of linking words/expressions (e.g. firstly, in addition etc.) makes your report easier to read.
6. Decide whether one or both of the linking' words/phrases in each of the sentences below are possible.

6 Put the linking words/phrases above into the correct columns below. Then add any other linking words/phrases you know.

1. addition
2. consequence
3. Significance
4. As well as this
5. So
6. The main priority is ...

7 Now attempt to improve the report by adding linking words/phrases where appropriate. Try and add at least four.
9 W Write about one of the topics below. (The first is the original question.)
Motivating students to achieve a high level of English
Motivating students to participate in more sports activities at school
Motivating employees to feel more committed to the company they work for Suggested procedure (Work with other students who are going to write the same report as you.)

1. Decide on the different sections that will go in your report.
2. Brainstorm different ideas to put in each section.
3. Select the best ideas, put them in a logical order and think of linking words/expressions to connect them.
4. Write your report in about 250 words. Use a neutral or formal style.
   1. Begin with an introduction which states the subject and purpose of your report.
   2. b) End with a conclusion where you summarise your report and possibly make recommendations.
   3. Give each of your paragraphs an appropriate heading.
   4. Check that you feel confident that all the areas in Exercise 3 (e.g. paragraphing, handwriting etc.) are dealt with well. Make any necessary changes.

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Listening: Part 4 (multiple matching)

About the exam: You will listen to a series of five short extracts of about 30 seconds each. You will hear the five extracts twice. The speakers will all be talking about a similar topic. You will either have a multiple-matching task or a multiple-choice task. Suggested procedure Before you listen:

1. Read all of the prompts in Task One and Task Two before you listen the first time.
2. Predict any key vocabulary you might expect to hear. As you listen the first time:
3. Focus mainly on Task One.
4. Make a note of any key words/phrases you hear.
5. Cross off any prompts you are sure you have matched correctly. Put a question mark next to any you are not sure about. As you listen the second time:
6. Focus mainly on Task Two.
7. Listen particularly carefully to the extracts you are not sure about.
8. Make sure you don't leave any question unanswered.

Exam task You will hear five short extracts in which various people are talking about different things they have attempted to do. For questions 1-5, match the extracts as you hear them with the activities listed, A-H.

1. climbing a mountain
2. passing an exam
3. getting a job
4. writing a novel
5. building an extension on their house
6. learning to swim
7. giving up smoking
8. getting on better with their sister

TASK TWO For questions 6-10, match the extracts as you hear them with A-H below.

1. talks about how difficult it is
2. can't understand why other people find it difficult to do
3. did it with their best friend
4. wants to do it before a particular future event
5. couldn't do it because of conditions outside their control
6. has had lots of advice but no success yet
7. was inspired by a famous person
8. talks about having to make a lot of effort

9 Five of the expressions with make get keep gain/resolve below are used incorrectly. Find them and correct them.
EXAMPLE: I wish you wouldn't make on at me to clean my room. I will do it soon. > keep on at me

1. I wouldn't be surprised if she makes an important promotion by the end of the year.
2. I'm going to get even with him if it's the last thing I do!
3. She made a very good impression on the interview panel, I'm told.
4. If they keep into trouble, they could be expelled from school.
5. I'm afraid it won't make any difference what you do.
6. There's no chance that we will be able to resolve this problem before Christmas.
7. If you make some experience working on the shop floor, you'll be a better manager in the end.
8. If they get their new model out by Christmas they will gain quite an advantage in terms of market share.
9. He's renowned for not being able to make his word.
10. Being with him always gets me feel great. That's why I like him so much.

10 Complete each of the following sentences with one appropriate missing word. EXAMPLE: What I love about him is his sense of humour.

1. What I really can't stand about my brothers _______ the way they are so bossy.
2. What _______ then was that she threw a full glass of water over the interviewer.
3. What we _______ in the end was to ask for our money back.
4. What really upsets me is _______ I see people being cruel to animals.
5. What I want to know is _______ they managed to get into the building without being seen.
6. What happened after she ran out of the church _______ that her mother burst into tears and started shouting at the groom.

11 Name the thing that is being defined in each case below. EXAMPLE: a publisher's short description of the contents of a book, usually printed on the jacket or the cover > the blurb

1. a place with a red light or no light, used for developing photographic film
2. a piece of equipment with three legs, used for holding a camera in position
3. a book in which you put photographs, stamps etc.
4. a long pole that is wide at one end, used for rowing a boat
5. a tube that makes it possible for a swimmer to breathe air while her or his face is under water
6. a group of people who sing together, especially in a church or school
7. a person who directs the performance of an orchestra, choir etc.
8. a seat, often of leather, for a rider on a horse, donkey etc.
9. a long thin piece of leather or rope with a handle, used for making animals move faster
10. the words of a song

12 most people only know Sir Edmund Hillary (1) _______ the first man to set foot on top of Mount Everest. But it is often forgotten that he (2) _______ also the first to reach the South Pole (3) _______ motor vehicle and to jet-boat up the Ganges. He is a towering, affable man (4) _______ doesn't look anything like his 80 years and his clear blue eyes give him a formidable presence. (5) _______ he laughs at the notion, Sir Edmund (6) _______ arguably become the most influential figure in the region around Mount Everest, which he scaled (7) _______ Sherpa guide, Tenzing Norgay in 1953. That feat might well have (8) _______ impossible without the aid of Sherpa porters, suppliers, guides and climbers. For that and (9) _______ favours, Sir Edmund initiated the first of numerous projects. When he asked villagers (10) _______ they most needed, the elders (11) _______ him: 'Our children have eyes but they cannot see.' So in 1961, Sir Edmund built a school in the village of Khumjung (12) _______ children with no knowledge of (13) _______ world beyond their deep valleys. These were the first (14) _______ several generations of 'Hillary children', a number of whom have gone (15) _______ to become doctors, airline pilots, teachers and wealthy businessmen.