Euro C1 Teachers Book WEB PDF

C1 EuroCity Teachers' Book - WEB VERSION Page 1
Introduction to the teachers’ notes for the C1

EuroCity Coursebook
1 The C1 EuroExam
The Euro and EuroPro exams test communicative competence by testing success in real
communication. Exam tasks are directly based on the Common European Framework 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.
Below is a table showing for each test: its name, the number of tasks, the time allowed and
the number of available marks. Each of the tests is then described on the following pages.
In order to pass the candidate must get 65% of the 150 available marks, as well as getting
40% or more in each test.
Number of
Test number Test Time Marks
tasks
Test 1 Reading & Writing 5 60’+45’ 50
Test 2 Listening 3 45’ 25
Test 3 Grammar & Vocabulary 3 40’ 25
Test 4 Mediation 3 20’+30’ 25
Test 5 Speaking 4 10+20’ 25
Approx. 4 hrs 30’
Total time / Marks available 150
+ breaks
2 The teaching notes
This set of teaching notes accompanies the C1 EuroCity Coursebook. Each file in the series
covers one unit in the book. The file number corresponds to the unit in the book. Audio for
the units is in free downloadable mp3 files.
The teaching notes provide detailed step-by-step instructions to teachers for each unit of the
student’s book. Answer keys to the tasks and the tapescripts are integrated into the
instructions so teachers do not need to refer constantly to the back of the book for access to
keys or tapescripts. This set of notes also includes a fully described ‘warmer’ for the start of
each lesson. Every unit also has a homework task to consolidate work done in the lesson or
prepare the student for the following lesson.
These notes are an indispensable part of a suite of material for teaching the skills necessary
for success in the Euronylvvizsga examination at C1 level in the Common European
framework of References of Languages. Also available:
• C1 Students’ Book (and CD)
• C1 Extra teaching material (downloadable pdf and mp3 files) FREE
• C1 Practice Set One (and CD)
• C1 Practice Set Two (and CD)
• C1 Practice Set Web (downloadable pdf and mp3 files) FREE
• C1 Diagnostic Test (and CD)
Copyright 2007 Euro Examination Centre

• Success in the EuroExam

All the printed materials can be purchased from the Euro Examination Centre at Bimbo ut 7,
HU-1022 Budapest. Web material is available at www.euroexam.org
3 Changes since the publication of C1 Students’ Book in 2005
First. The label descriptor Mastery, which was applied to the examination level, has now been
changed to Operational Proficiency.
Second, there have been minor changes in the reading/writing tests from 2006.
Long Text
Two separate answers instead of one connected textual answer.
Multiple-choice Reading
The number of texts has gone down from 3 to 2 with 3 questions following each text.
There are four detailed information questions, one writer’s intention question and 1 lexical
question. The word limit has increased slightly.
The two writing tasks

The word limit for both writing tasks is now ca. 250 words
4 The distribution of exam tasks throughout the book
With the exception of the first two and the last, each unit of the student and teachers’ book
relates to an exam task. By the end of the course, therefore, the teacher will have ensured that
all the exam tasks have been fully covered, understood and practised. A table linking exam
tasks and units is presented below.
Unit task name details

3 Listening - short You listen twice to six short conversations occurring in
conversations the same location and match each one with an item
from List A and an item from List B. List B often
consists of the attitude or psychological state of one of
speakers. Each list has two items which are not needed.
4 Read-Write A - You read several pieces of written or diagrammatic
transactional writing text (leaflets, notes, letters, maps, timetables)
providing a context and information for the task. You
are asked to write a ca. 250 word transactional letter or
email or using the information provided.
5 Speaking - interview You have a two-minute conversation with your
partner. If you don’t know him/her, you find out
information about him/her. If you do, you compare the
things you have in common.
6 Mediation - English to You receive a factual text or a semi-formal letter of 85-
Hungarian 100 words, written in English. You have to translate
the text into Hungarian. You may use a printed
dictionary.
7 Listening - radio / TV You listen twice to an excerpt from a radio or TV
programme programme. You answer ten multiple choice questions
while listening. The programme will typically be a talk
show or formal discussion.

8 GramVoc - multiple You receive a written text of 400-500 words with

choice gap fill fifteen gaps where a single content word has been
removed. For each gap, the task is to choose the
correct word from four options.
9 Read-Write A - long You read a single text of 1000-1250 words, normally
text an article, and answer two questions. You write two
answers of ca. 100 words in connected prose. Answers
are marked for the quality of writing as well as for
content.
10 Speaking - collaborative
You receive a card with four thematically linked
speaking
photographs. These photographs are possible
illustrations for the cover of a book on a given subject.
First, with your partner, you discuss which aspect of
the topic each picture portrays. Then you debate which
is the most suitable. Finally you discuss any other
suitable images for the book. You have three minutes
for this task.
11 Mediation - dialogue You hear a dialogue of six turns between two
participants, a Hungarian (speaking in Hungarian) and
an English speaker (speaking in English). One of the
speakers may be an official working in the public
sphere. You write down the main points of the
conversation in the opposite language to the one you
hear. Two examples are given.
12 Read-Write B - There are three tasks from which you choose one. You
extended writing must write a ca. 250 word text within the genre
specified. The type of text could be an article, a report,
a descriptive or narrative composition, or a discursive
essay.
13 GramVoc - modified You receive a written text of 400-500 words with
cloze fifteen gaps where a single grammar word has been
removed. For each gap, the task is to write in a correct
word.
14 Mediation - Hungarian
You receive a factual text or a semi-formal letter of 85-
to English
100 words, written in Hungarian. You have to translate
the text into English. You may use a printed dictionary.

15 Speaking - presentation
In the preparation room you have ten minutes to
choose one of four statements and to prepare a two-
minute presentation. The statements are contentious,
and you need to marshal arguments for and against the
statement and to conclude by giving a reasoned
opinion. You are not judged on your opinion, but on
the quality of your English and the logic of your
argument. No specific specialised knowledge is
required. When giving the presentation, you may
consult, but not read from, your notes.
While you are giving your presentation the other
candidate will take notes. After your presentation s/he
will ask questions and make points on what you said.
You respond to these points. One minute is allowed for
this discussion.
The same procedure is repeated vice versa for the other

candidate.
16 Read-Write B -multiple You read two texts (ca. 400 words each) of which one
choice reading is a formal article. Both texts have a shared theme.
Each text has three multiple-choice questions. The
questions test the understanding of detailed
information, a specific lexical item, meaning implied
in the text and the writer’s attitude.
17 GramVoc - dictation You listen to a recorded extended monologue of 150-
200 words. You have to write the text down word for
word. The text is heard three times, once all the way
through with no break. The text is then heard again
broken down into small units with each unit repeated
once. There are breaks between units to allow time for
writing.
18 Listening - making notes You listen to a three-minute recorded monologue
(usually a lecture) and take notes which you use to
answer the questions. At three points, there is a pause
in the monologue, and you are asked a question. The
recording is played only once.
19 Read-Write A - There are six paragraphs for which you must find the
paragraph headings most appropriate heading from a choice of eight
paragraph headings. Two headings are not needed. An
example is provided.
NB. You are examined in pairs. There are two examiners: one an interlocutor, the
other an assessor. You have ten minutes before the test for preparing Task 2. You
may use printed (i.e. non-electronic) dictionaries.
5 The topics of the units
Each unit of the students’ book is organised around a topic, which recurs throughout the unit.
If you have a longer course, one unit can be covered in several classes throughout the week.
The supplementary tasks (also available on-line) keep within the topic area so that the lessons
supplementing the exam skills work come together into a coherent whole. The supplementary
tasks, therefore, are designed with both topic extension and continuation in mind. (This

principle, however, has not been applied to the mediation tasks.) The table below sets out the
distribution of topics throughout the twenty units of the book.
topic of supplementary material

Unit topic of unit (also available free at
www.eurexam.org )
1 language No supplementary tasks
2 examinations No supplementary tasks
3 holidays Lease of a holiday villa
4 newspapers Complaints to a newspaper
5 interviews Job interviews
6 separations and reunions Various
7 television Attitudes to globalisation
Death of Joe Slovo, South African,
8 South Africa
politician
9 gambling Pathological gambling
10 learning a language Language learning styles in schools
11 doctors and illness Inflated language, theft.
12 the holocaust Cultural tolerance and Esperanto
13 the history of language The Cornish language
14 euthanasia Buying a flat, a car journey
15 game shows Game shows as junk television
16 psychology Dreams
17 memory A polyglot
18 sleep Sleep and restless legs syndrome
19 famous writers Kalocsay and Baghy: Esperanto writers
20 life planning No supplementary tasks
6 Warmers
Each unit starts with a suggested warmer. Sometimes there is a clear connection between the
warmer and exam skill required for a particular task, but often the link is more tenuous.
Teachers are, of course, at liberty to alter the order of warmers, omit some, and import others
from their repertoire. To facilitate choice, a table of warmers, which are described in the
coursebook, is provided here.
Unit Description of warmer

1 No separate warmer
2 No separate warmer
3 Polarities: students choose between alternatives and then go off and talk about it
4 Postman: students write messages to each other
5 Lie detector: student tell and truth and lie with other students detecting the truth.
6 Passing the message down the line / Chinese whispers
7 Who am I: students find who they are with unseen name on their forehead
8 Slipping in the word: students conceal words in a dialogue
9 Story telling: students with a random collection of words have to compose a story
10 Going together: students mingle to find who they’re going on holiday with
Question and answer translation: students in two monolingual group give questions
11
to translators who mediate
12 Writing circle: students write the first sentence of a piece and then pass it on
13 Guess my word: students have to guess a word from hearing a description
14 Writing definitions for words which are difficult to translate

15 Dictogloss: students listen to text and attempt to reconstruct it

16 Word association: one student says a word and another says an associated word
17 Running dictation: students read, run and say
18 Cut up picture: students get half a cut up picture and mingle to find other half.
19 Party mingle: students take on a false identity and mingle
Back to the whiteboard: students communicate item on whiteboard to a ‘blind’
20
student.
7 Homework
Each unit contains homework which either gives the students further practice in the exam task
or the unit, or prepares students for future work. The homework section both deals with the
setting of homework and a procedure for dealing with homework from previous lessons. A
table of homework is presented below.
Unit Table of homework

• An essay on exams as a means of testing (An opportunity students to give their
1
opinion on exams)
• collect in essays for marking
2
• writing short dialogues in which the participants show different attitudes
• hand back marked essays which should be kept for reference in ‘extended
writing’
3
• performing the role-plays set in lesson 2
• an letter of complaint
• review of the letters of complaint in class
4
• set a further transactional task from the Student’s Book
• collect in the transactional task for marking
5
• write a three-minute dialogue in which several topics are discussed
• role play the dialogues set in previous lesson
6
• write a letter of complaint in both Hungarian and English
7 • write a hundred word text on globalisation and underline the grammatical words
• student-student review and correction of text from previous lesson before
8 handing in for marking
• set essay on grammatical words
• collect in the essays and recall some of the information on grammar words
9
• prepare a list of steps for learning English with reasons
• the list of steps and reasons for learning English are ranked and returned, and
10
then form the basis for writing a dialogue
• student-student correction and role play of dialogue
11
• students write comments in Hungarian or English on an art exhibition
• in groups students translate and discuss comments on art exhibition
12 • Review student-student any outstanding discursive essays from previous lessons
• Set a new extended writing task
• student-student review of extended writing task before handing in for marking
13
• preparation of modified cloze gap fill
• students exchange modified cloze tasks and do them
14
• students prepare a translation task and marking grid
• students translate article into English
15
• taking an internet article and transforming it into a presentation

• giving presentation to fellow students

16
• preparing reading multiple choice questions
• students exchange their multiple-choice texts and questions and do them
17
• write a dictation and identify connected speech features
• students in pairs deliver their dictation and note connected speech features
18
• listen to the news, take notes and then type up the notes
• students write up as ‘note taking’ task and then do in groups of three
19
• write a composition with three paragraphs of different structures
20 • student-student checking and analysing of paragraphs written for homework
8 Supplementary Tasks (available separately on-Line)
Each unit has at least three supplementary tasks which are designed to give additional practice
in the exam task and to further explore the topic of unit though language and skills practice.
The supplementary tasks allow for at least a further sixty minutes of teaching. A table of
supplementary task is set out below.
Unit supplementary tasks

1 No supplementary tasks
• exam skill development: writing short conversations dialogues to show different
attitudes of the participants
3 • lexis, reading and writing development: reading a lease and conveying the
contents in an informal letter
• listening to a dialogue and determining the changing attitude of one of speakers
• re-writing a confused and inappropriate letter. writing an article.
4 • lexical development and writing an email
• writing a formal letter confirming an agreement
• role playing a job interview
5 • answering job interview questions
• preparing interview questions
• a running translation
• a chain translation
6
• translating and its marking system in the exam
• coherence and cohesion in texts
• writing a detailed multiple-choice question
7 • listening for manner
• listening and reconstructing a speech
• filling in gapped phrasal verbs
8 • identifying words that do not collocate in a text and replacing them
• choosing between alternatives in a text on the basis of meaning in context
• finding relevant information in text
9 • note taking from a longer text
• writing up notes
• relating a picture to a theme
10 • thinking up images which are related to a theme
• identifying language of negotiation
• inflated functional language
11 • making a mediation dialogue
• doing a mediation dialogue task

• upgrading a discursive essay

12 • writing a descriptive composition
• adapting a review for a youth audience
• identifying grammatical words
13 • looking at grammatical words syntactically
• determining grammatical words from meaning in context
• letter translation
14 • working with Hunglish
• translation problems
• noticing sign-posting language in a presentation
15 • making notes for and giving a presentation
• taking notes from and commenting on a presentation
• the overall meaning of a text
16 • writer’s attitude to a text
• lexical items in context
• dictogloss (listen, compare ideas and reconstruct)
17 • grammar words and reduced vowels
• connected speech features
• selective note taking
18 • listening for specific information
• writing up notes
• giving titles to paragraphs
19 • précis
• textual discourse
9 Recurrent skills in the exam
While each exam task tests a particular language skill, sub-skill or aspect of the language
systems of English, there are three themes that permeate every exam task..
A Recognising and producing genre texts
Every text in the exam, be it receptive/productive or visual/aural, is written in a particular

genre, e.g. the genre of a letter of complaint, of a humorous narrative, of a joke, etc. Much is
at stake here. The candidate needs to be able to recognise genre for reading and listening and
be able to produce in the correct genre for speaking and writing. The following genre related
issues will arise repeatedly throughout the course and in the exam.
• What is the genre of the text?
• What is the purpose of the text?
• What information is, or should be, included?
• What is, or should be, the format and layout of the text?
• How is the information (to be) sequenced into paragraphs?
• What kind of language is appropriate for the text?
B Recognising lexical and grammatical words
The distinction between lexical and grammatical words is central not only to the grammar and
vocabulary tests, but is an important part of decoding texts in the receptive skills as well as
playing a role for the candidate in producing coherence and cohesion in the productive skills.

Lexical words have nominal, attributive or action roots, have meaning when standing alone
and their number is infinite. Let us examine this definition in a little more detail.
Nominal root words refer to things (e.g. stone, committee), attributes refer to qualities (e.g.
strong, beautiful), and action root words to actions (e.g. walk, hit). Though their root may be
of one kind, words can transform into other classes (e.g. strong, strength, to strengthen) All
lexical words, whether nominal, attributive or active at root, are capable of transformation
into nouns and possess a clear meaning when standing alone (e.g. stone, committee, strength,
walk). The number of lexical words in the language is potentially infinite; (i.e. lexical words
form a paradigmatic open set)
Grammatical words create reference and cohesion, largely lack meaning when standing
alone and are definite in number, They may also be distinguished negatively; i.e. as non-
lexical words. Let us examine this definition in a little more detail.
Reference words substitute one word for a word or phrase: i.e. pronomination, and/or relate
the text, either in part or in whole, to time and place: i.e. deixis. Cohesion is a more general
concept in which words connect different parts of the text. All reference words serve a
cohesive function. The major classes of grammatical words are listed below in non-exclusive
categories:
• Pronouns: substitute for nominals (e.g. she, their, whose, those) and thus create either
intra or extra-textual reference.
• Prepositions front phrases with either adverbial (e.g. She lived in France) or adjectival
(e.g. the book on the table) force. Dependent prepositions indicate nominals connected to
the headword (e.g. She listened to John, to bet on horses)
• Discourse markers are supra-sentential and relate one part of the text to another (e.g.
however, consequently)
• Conjunctions syntactically link words, phrases, clauses, (e.g. and, but, although,)
• Determiners qualify nominal phrases: articles for definiteness (e.g. a, the), and quantifiers
(e.g. some, all)
• Reference adverbials: these contain a pronominal function (e.g. there/in that place,
now/at this time, likewise/in that way), or a pure relational function (e.g. more coffee)
• Adverbial particles indicate the perfective aspect (e.g. to tidy up) or are components in
phrasal verbs (e.g. to put up with)
• Auxiliaries indicate time and aspect (e.g. is, was, has does).
• Modals establish the mood of a clause (e.g. should, could, might).
Grammatical words are often called functional words because they bind with lexical words to
form propositional meaning and textual coherence. Grammatical words cannot be transformed
into nouns (being and having excepted) and have little meaning when standing alone. The
number of grammatical words is fixed in the language; (i.e. grammatical words form a
paradigmatic closed set)
C Using top-down decoding
For every receptive task the issue of top-down decoding is necessarily applicable. The skill
requires the reader/listener to establish as a first step the topic and genre of the text, which is
achieved by looking at the task title and any appended picture and then skim reading the
whole text by concentrating on the lexical words. Having established the topic and genre the
candidate needs to call up his/her knowledge of the topic and genre. In this way the candidate
establishes an outline meaning of the whole text, which then becomes a tool for determining
detailed and specific meaning within the text.

Top-down methodology is doubly important: first, as a tool for organising the staging of
receptive lessons, and second, as a tool for candidates approaching tasks in the exam. Even
productive task units in the book do not escape its grip, as invariably any model speech or
piece of writing is introduced using a top-down decoding system.
In conclusion, a sound grasp of genre, recognising the distinction between lexical and
grammatical words and acknowledging the wide application of top-down decoding enable
teachers to prepare students for the C1 EuroExam. For students these skills make possible
their success in the exam.
10 Error in coursebook
2B (pp. 83 – 84). Step 5. The tape and tapescript have by error been omitted from the
coursebook. These have been inserted into unit 15 of the teacher’s cassette and teacher’s
book.

Unit 1: “Piece of Cake”

This first unit does not correspond to any of the tasks in the exam. Its overriding
function is to introduce students to each other and to the exam itself. More
specifically the unit seeks to have students:
• introduce the themselves to each other
• meet ‘exam-related’ vocabulary
• discuss their attitude towards, and perception of, exams
• examine the distinction between ‘action-oriented’ and ‘purely-receptive’ tasks.
• meet the Common European Framework.
Suggested procedure for unit 1
1A and B (p.1). This is a ‘get-to-know-you’ task. Either use your own ‘get-to-know
you’ or use the task in the book. If you use the one in the book what to do depends on
whether the class members know each other or not.
If the majority of people in the classroom are strangers, first ask their names and start
the process of remembering names. Then elicit from the class a couple of questions
that people ask each other when meeting for the first time, e.g. do you live in
Budapest? Ask students to write down five such questions on rough paper. Then have
students stand up and mingle and ask others their questions. They should try to
remember as much as possible about other members of the class without writing
anything down. Make sure that students don’t spend too long with one other person. If
there is an odd number of students in the class, you may want to join in yourself.
Don’t allow this mingle to go on too long; you want to emphasise right from the
beginning the fast pace of exam courses. after an appropriate time has elapsed, have
students sit down. Choose students in turn (without ‘going round the class’) and ask
them not to speak, but invite the other students to say what they have learnt about the
student whose ‘turn’ it is. (If there are more than ten students in the class, you may
want to do this ‘pooling’ of information in groups of about five/six to prevent the
activity from going on too long and becoming boring).
If the students know each other, then follow the same procedure, but have students
write ‘questions they always wanted to ask their classmates but haven’t.’ If you have
a predominantly teenage class, you may want to limit the amount of silliness that can
occur.
2A (p.2). In pairs, ask students to look through the lists of lexical items and identify
any that are unknown (e.g. retake). Then have them find which verbs conjugate with
the grammatical object ‘exam.’ Give feedback in open class.
* ERROR Please note cheat on is not possible for exams. It should be cheat IN
Answers to 2A (p.2).
• take… • retake… …an exam

• do… • turn off…
• * cheat at/on… • go through…
• make… • check…
• fail… • invigilate …

• pass… • be late for…

• enter… • mark…
• try… • re-mark…
• get through… • survive…
• study for… • succeed…
• write… • need…
2B (p. 2). Ask the students to put the predicate phrases in chronological order.
When finished, have the students compare their answers with a partner.
Take feedback in open class. Pay attention to the meaning of each phrase and the
students’ reasoning for their order. There is more than one correct answer.
Answers to 2B (p.2).
need…
study for…
try…
be late for…
take…
write…
cheat at/on*… *you can cheat in an exam, ‘on’ is a typing error in the students book
invigilate for …
check…
mark…
fail… …an exam
retake…
go through…
survive…
get through…
do…
re-mark…
pass…
2C (p.2). Ask students to tell a partner a meaningful sentence about the exam using
one of the words in the list (below in their coursebook). The partner responds by
doing the same with another word and so on. When the students have finished ask for
a volunteer to give a short speech using all of the items. If students mis-understand a
word in the context of an exam, explain the correct meaning.
Answers to 2C (p.2.)
• candidate – someone who sits for the exam

• pass-mark – the lowest mark that passes. In this exam the pass mark is 65%
• compulsory – a task that you must do. In this exam the writing paper has a
compulsory task
• transactional – in a transactional task you have to reach a certain aim by
speaking or writing, e.g get to an agreement in a given topic or book
accommodation by e-mail, etc.

• mediation – the part of the exam where you have to interpret or translate from
English to Hungarian, or the other way round.
• diagnostic – before you try the real exam you may try a diagnostic test to see
where you are and what your weak and strong areas are.
2D (p.2) The seven phrases refer either to an easy or difficult exam. Ask students
to do the task in pairs. Give feedback. Students might find it interesting to compare
the literal and idiomatic meanings of the phrases.
Answers to 2D (p.2).
(a) an easy exam
“Piece of cake.”
“It was a breeze.”
“Easy peasy.”
(b) a difficult exam
“It was a nightmare!”

“I just squeaked through!”
“I passed but it was a fluke!”
“Question 3 was a killer!
2E (p.3). Remind students of the lexis in 2A as well as that introduced in 2E.

Ask students to think back to an exam they have taken in the past, and elicit from one
student one statement about the exam, e.g.Taking an exam can be really stressful.
Have students individually write down six statements about the exam which use the
items in 2A and 2E
2F (p.3). Put students together into groups of four or five.

Ask them to compare and explain their statements.
2G (p.3). By this point students may have had enough of working in groups, so this
stage could be handled in open class. Ask students to tell you why they have chosen
the Euro Operational Proficiency exam, e.g. ‘I need the qualification, its easier/more
interesting than Origo’ Ask students how they think it might be different from
previous exams they’ve taken. Also this is a good opportunity to answer any general
questions they might have about the exam.
3A (p.3). Write up “The Common European Framework of Reference on Language

Teaching Learning and Assessment” on the whiteboard. Ask the students whether
they know anything about it – they will almost certainly know nothing. Ask them
what they think it might be about. Take brief suggestions but don’t start a discussion.
Divide the class into two equal groups:

Ask the members of one group to read Pair work - A (p. 151)
and for the other group to read Pair Work - B (p. 157).
When they have finished, ask them to form pairs within their group
Ask each pair to answer and discuss the article and the questions thoroughly.
Give feedback by individual monitoring of the pairs.

Group A
In what way do you think this view is new compared to more traditional views on
language learning?
-Communicative competence is more important than the accurate knowledge of

abstract grammar structures without social context
How do you think this view might change language learning and testing?
-Linguistic and communicative competence is taught and tested through real-life

situation tasks, so candidates gather useful knowledge and develop useful skills that
might be used in all different real-life situations.
Group B
In what ways is this method of defining a language level different from a more
traditional level description?
-It tests what the candidate CAN do, instead of trying to pick out things that s/he
cannot do.
3B (p.3-4). .Now put the students into pairs with someone who read the other text.
Ask the members of each pair to discuss what s/he discussed in the previous pair.
Have each pair write a two-sentence summary of the philosophy behind the European
framework.
Have each pair look through the list of activities on p. 4 and ask them to determine
whether they are action-oriented tasks. Take feedback in open class remembering to
elicit the reasoning behind the students' answers.
Answers to 3B (p. 3-4)
Action-oriented tasks: Non-action-oriented tasks:

listening to TV news repeating grammatical structures in “drills”
reading a letter from a business contact doing multiple choice grammar exercises
chatting and surfing on the Internet writing English-Hungarian word lists and
learning them
writing e-mails to English speaking friends learning the names of plants and animals
from a picture dictionary
telling a story about something that happened learning grammar rules
yesterday to a friend of yours
listening to train announcements in order to find
the right platform

Student should have the Operational Proficiency Sample Set. Ask them in their
pairs to look through the exam tasks and to identify what kinds of actions (if any)
each task involves. Take feedback in open class. Ask the students whether they think
the exam reflects the European framework. Ask the students to list which tasks they
think best meets the criteria of the European framework and why. Take feedback in
open class.
3C (p.4). In open class discuss whether their views of the mastery Euro-exam have
changed over the course of the lesson. Discuss any problems or questions
4D (p.4). Elicit from the class what students think they need practice in to be
successful in the exam. Ask whether there are any areas where students feel confident
and need little practice. Note this information and see whether it matches the results in
the diagnostic test.
5E (p.4). Ask students what they like/don’t like to do on the course. Give an example,
e.g. working in pairs. Let students make their lists of likes and don’t likes in pairs, and
then discuss these in open class.
Homework
It is important right from the start of the exam preparation course to stress the
intensive nature of the course and to keep up the pace. Nothing does this more
effectively than to give homework right from the start.
Give the following essay as homework.
“Exams are an effective means of testing language ability” Discuss this

statement. (250 – 300 words)
Ask students which task this is in the exam.

(Reading and Writing part B task 2; 30 minutes are allocated to the task).
Students will write the essay, possibly knowing little about essay writing genre. It is
important therefore, that you or the students (preferably you) keep the essays until you
look at genre writing. Obviously, they will want feedback on the range and accuracy
of their writing in the next lesson.

Unit 2: The Path to Operational Proficiency

As with the first unit, the second unit does not correspond to any task in the exam. It
does, however, use dictation as a loopback to introduce the structure of the exam.
Specifically, the unit covers:
• students’ self-perception of their own strengths and weaknesses
• an outline of the exam tasks
• an introduction to some aspects of the dictation task
• how the student feels about the course and exam
1A (p.5). Ask students in open class the level of the mastery exam, and what other
exams there are of the same approximate level.
(The Origo felsofok exam and the Cambridge Advanced are approximately at the
same level.)
Tell students that at this level too, students have different kinds of problems in
learning. Ask them to read through the speech bubbles and to tick those they identify
with and cross those which they feel do not apply to them. Ask them to fill in the two
empty speech bubbles with comments of their own.
1B (p.6). Put the students in pairs and have them compare their evaluations of the
speech bubbles. Take feedback in the form of asking what differences they found.
(It may be useful to keep a note of the comments for the teacher’s use later in
planning the course.)
2A (p.6). Write up the word “DICTATION” on the whiteboard, and in open class
brainstorm the students for their mental associations with dictation. Write these up on
the whiteboard in the form of a mind map. Then ask the students whether there is a
dictation task in the mastery examination. (The students should know that there is).
Then have students tell their partner- (i) about their past experiences with dictations,
and (ii) to list on rough paper the advantages and disadvantages of dictation.
For feedback you will want to pool some of these ideas in open class, but avoid a
‘deep discussion’ at this stage
2B (p.6). Tell students that they will hear a dictation about the Euro-exam. Read to
them the rubric contained in 2B (p.6). Play the recording (text below)
Text of dictation for 2B (p.6)
The first of the five papers is Part A of the Reading and Writing paper. Here you start
by matching paragraphs with their headings. Then you search for specific
information in a long text and write two paragraphs based on them. Finally you have
to produce a piece of transactional writing. In Part B you read three short texts and
answer two multiple choice questions on each; then you produce a piece of discursive
writing. In the Listening paper you listen to six conversations and match each one to

the subject and how one of the speakers feels about it. Then you take notes on a
lecture and finally, you hear a radio programme and answer multiple choice
questions on it. Grammar and Vocabulary knowledge is tested by a dictation and two
gap fills – only one of which comes with multiple choices. Finally, in the Mediation
paper you need to mediate between a Hungarian speaker and an English speaker,
then translate texts or letters from English into Hungarian and the other way round.
In the Speaking Exam there is an interview, a presentation, and then you have to
discuss a certain topic with your partner. (195 words)
The students should just listen to the first, complete, reading.

Each ‘chunk’ or ‘small piece’, should be written on a separate line on the
answer sheet when the dictation is repeated
2C (p.7). Ask the students in which part of the exam they will find the dictation task.
Answer to 2C (p.7).
-You do the same in Task One Dictation, of the Grammar and Vocabulary Paper.
2D (p.7). Discuss the questions in this section in open class. For each question
remember to always elicit reasons and explanations. If some members of the class are
reluctant to participate, draw them in by asking their experiences/opinions.
2E (p.7). Refer students to (p.119) *(not 117 as the St book says) of the students’
book where the marking scheme can be found in the answer keys.
With students looking at the marking key, guide them through the main feature of
marking the Euro language exam dictations.
• the dictation is read in pieces in reading chunks.
• each reading chunk contains one or more marking chunks
• for each marking chunk which contains all the dictated words and is spelled
correctly, the candidate receives a point.
Ask the students to mark their dictation individually and help with any problems that
emerge.
(N.B. Note that in the pilot version of the students’ book marking chunk 3 is missing.)
Answers to 2E (p.7).
1. (1)The first of the five papers is Part A

2. of the Reading and Writing paper.
3. Here you start by (2) matching paragraphs with their headings.
4. Then you search (4) for specific information in a long text
5. and write (5) two paragraphs based on them.
6. (6) Finally you have to produce a piece of transactional writing.
7. In Part B you read three short texts
8. and answer (7) two multiple choice questions on each;
9 then you produce a piece of discursive writing.
10. In the Listening paper you listen to six conversations

11. (8) and match each one to the subject

12. (9) and how one of the speakers feels about it.
13. Then you take notes on a lecture
14. and finally, you hear a radio programme
15. (10) and answer multiple choice questions on it.
16. Grammar and Vocabulary knowledge is tested
17. by a dictation and two gap fills
18. (11) – only one of which comes with multiple choices.
19. Finally, in the Mediation paper (12) you need to mediate
20. between a Hungarian speaker and an English speaker,
21. (13) then translate texts or letters from English into Hungarian
22. and the other way round.
23. In the Speaking Exam (14) there is an interview, a presentation,
24. and then you have to (15) discuss a certain topic with your partner.
2F (p.7). Ask the students to look at the table at the bottom of page7 of the students’
book, by asking how many parts the Operational Proficiency Exam possesses. Tell
them, with the help of the dictation text, to fill in the table from the jumbled words.
When they have finished they can check their answers with a partner. For feedback
students can look in the answer key on (p.118).
Having students look through Sample Set One can further reinforce the outline of the
exam.
Answers to 2F (p.7).
Marks
Test Task Time
Part A
Paragraph Headings
60’
Long Text
Reading & Writing
1 Transactional Writing 50
Part B
Multiple Choice 45’
Extended Writing
Short Pieces
2 Listening Taking Notes 45’ 25
Radio Programme
Dictation
3 Grammar &Vocabulary Multiple Choice Gap Fill 10’ (approx.)+30’ 25
Gap Fill
Dialogue
Translation
4 Mediation from English to Hungarian 20’ (approx.)+30’ 25
Translation
from Hungarian to English
Interview
5 Speaking Presentation 10’ preparation +20’ 25
Collaborative Task
4 hours 30’ 150

3A (p.8). Tell the students, on the basis of what they know about the exam so far, to
decide which tasks they think they will find easy which they will find difficult.
Working by themselves students should fill in the table on page 8.
Tell the students to be ready to justify their selections.
3B (p.8). Put the students into group of three or four and ask them to compare their
ideas. For feedback you can list on the whiteboard tasks that the majority of students
think will be easy and tasks that the majority think will be difficult. Discuss the
reasons for these opinions. You should note these views and bear them in mind
throughout your teaching of the course.
From the third unit onwards each unit of the coursebook will cover a specific exam
task, you should make students aware of this. Tell students that they will be doing a
diagnostic test at home or in the lessons to determine in reality which tasks are easy
or difficult for students.
( I H Budapest has diagnostic tests for Operational Proficiency level)
Homework
You should collect in the essays which were set in the Lesson 1. In reality students
may not have done the essay in which case you can give them until lesson three.
If homework needs to be given, ask students to write three dialogues in which a

husband and wife are speaking. In each dialogue, which is no longer than one hundred
words, the couple are buying a present for a relative. In the first dialogue the couple
are happy, in the second they are bored and in third irritable. The dialogues should be
as realistic as possible.

Unit 3: Holiday Accommodation

The short conversations task consists of six recorded dialogues. Each turn is a
maximum of thirty words, and there are no more than ten turns, usually less.
All six conversations will be linked in some way, e.g. by location or theme.
The printed exam paper consists of two lists, A and B, with each list having eight
opinions.
Candidates listen to each conversation and have to choose one answer from each list-
list A is factual,
e.g. type of holiday -winter skiing
-beach holiday..etc.
whereas-
list B is subjective,
e.g.feelings/attitude -really happy
-want to change hotels..etc. (see student’s book p11)
Options may be used more than once and at least two of the options in each list are
not required.
The rationale of the task is to test a range of skills; in particular, global

understanding of a conversation, identifying mood and register, listening to fast
colloquial speech.and listening for detail,
As a warmer you could do a polarities task with the class. Ask all the students to
come to the centre of the room and huddle around the teacher. Tell them they can
either go to left or the right of the room. Point to one side of the room and say
‘holidays in the mountains’ and to other and say ‘holidays by the sea’ Students
choose which side of the room to go to and once there in pairs discuss the reasons for
their choice. (If only one student goes to one side, join him or her to have a
discussion.) After a couple of minutes, call everybody back to the centre and repeat
the exercise with the options ‘hotels to the right’ and ‘camping to the left. Extend the
activity further, if required, with your own alternative choices for the students.
1A (p.9). Copy the diagram at the bottom of page 9 onto the whiteboard. Elicit a
couple of examples to add to each of the four headings.
Then ask students, in pairs, to brainstorm more vocabulary for each heading. After a
few minutes, share the new words and add them to the whiteboard.
1B (p.10). Put the class in pairs, each pair sitting back to back.
One member of the pair should look at the picture on page 152.
S/he should describe the picture to his/her partner. The partner should draw the
picture, and if necessary, ask questions, but the drawer must not see the picture. When
the drawing is complete, the drawer should see the original picture.

1C (p.10). The students should stay in their pairs, swap roles and repeat the exercise,
using a different picture, on page 158.
By the end of the activity in 1B and 1C, the students will have had practice in having
meaningful conversations with a large number of short turns where listening for detail
in a particular context is crucial. Ask students the purpose of the activity of 1B and
1C, and seek to elicit the purpose described above.
1D (p.10). Tell students to think of a recent holiday, and have them focus on the
accommodation. Ask them to read the example in the text box in the middle of
page10.
Then give the students three minutes to make notes about the accommodation on their
chosen holiday. After three of four minutes put students into groups of three or four,
and have them compare their stories.
2A (pp. 10-11). Have the students individually read the instructions to the task. Ask
questions about the instructions (e.g. how many short conversations are there?) and
elicit answers. By the end of this stage students should thoroughly understand the
rubric of the task.
Ask students to read the list of types of holiday accommodation in list A on page 11.
Ask them to note against each type of accommodation good reasons for staying there,
and good reasons for not staying there. The items in list B may assist. Having done
that, tell students to compare their answers with a partner.
2B (p.11). Ask students to read the list of possible problems which students might
meet in doing the task. On the basis of their own past learning experience, ask the
students to predict from the box in the middle of page 11 which statements apply to
them. Then ask them to put a tick against those statements with which they agree and
a cross against those with which they disagree. Students are also free to add their own
perceived problems to the list. Having done that they should compare their answers
with a partner. In feedback note and discuss any commonly-felt difficulties in open
class
2C (pp. 11-12). Ensuring that all the students start reading together, give the students
a maximum of one minute to read through the dialogue in the text box at the top of
page 12. Stop them strictly after one minute.
Have them choose an answer from list A and from list B. Students should then
compare their answer with a partner and attempt to agree.
For feedback give the correct answer in open class, but don’t give any justification at
this stage.
Tell students, now in pairs, to look in detail at the short conversation in the text box at
the top of page 12. Ask the students to underline any words or phrases which are
helpful in determining the correct answer, while boxing words and phrases which are
serving as deliberate distractors. When the students have finished, pool the
information in open class. Remember to ask students to explain and justify their
answers/contributions.

By the end of this task students should be better able to understand the manner in
which evidence and distraction work in the short conversation task.
Answers to 2C (pp. 11 – 12)
Accommodation they are talking about: a holiday cottage. Reason for not staying
there: safety.
Key words: not B&B, not hotel, more romantic, two bedrooms, stunning surroundings
BUT cliffs too high for little Ben.
2D (p.12). Ask the students to look at the two statements in the students’ book and
have them decide which they agree with on the basis of what they have done so far.
Pool opinions and explanations in open class.
Answers to 2D (p.12)
Listen for the message rather than catching individual words and phrases
Emphasise the idea that listening skills work from understanding the general
overall meaning before the specific meaning, and not vice versa.
3A (p.12). Ask the students to work on their own now, and tell them they are about to
do a full ‘short conversations’ task.
Ask them to read again through the task rubric in 2A, page 10, and then have them do
the task. It is important that they fill in the answer sheet on page 12, as this sheet
mirrors the actual sheet in the exam.
Giving the answers immediately after the completion of the task will allow students to
assess their own skills on an individual basis.
(NB at several points the ‘exam dialogues’ below in fact break the exam format rules;
e.g. some turns have more than thirty words and one dialogue has only two turns)
Texts for Listening Task One: Short conversations
Dialogue 1
Carla: I’ve found something fantastic. Take a look at this! The location is perfect …
and the view is breathtaking. It’s much quieter than a hotel and we have all the
privacy we need: no other guests, no staff …. It’s very spacious and the tropical
garden … wow … there is a paddling pool in the garden…perfect for our toddler.
James: The idea of having a pool no matter how small makes me cringe … I’m not
sure about it. If we keep an eye on little Ben at all times, It will be OK.
Carla: Yes, I suppose you’re right.
James: Let’s not get too excited … it also says tenants will be held responsible for
shortages due to theft. Now, that really worries me ….

Dialogue 2
Carla: Why don’t we book a suite: they have a special nursery for Ben, we could have
breakfast in bed, chill out by the swimming pool, get a sun tan
James: sipping our favourite cocktails…. We can get whatever we want whenever
we want …..
Carla: It sounds like a dream holiday! It certainly has more pros than cons. However,
I think the price is a bit steep: we will enjoy the services but nothing else …..
Dialogue 3
James: I’ve found something else here … it’s cheap, it’s more relaxed than a big
hotel, though less facilities. I expect the staff to be nicer as they don’t have so many
guests.
Carla: I heard that earthquakes are frequent in the area and the building was
severely damaged last summer and had to be rebuilt completely.
James: Where do you get all these things from?
Carla: … my friend Anne-Sofie’d spent a week there prior to the earthquake. She also
mentioned that she wasn’t satisfied with the staff ….
James: You know her … she’s so fussy. To be honest, I’m worried about our lives
more than anything else.
Dialogue 4
Carla: I’ve found something extremely cheap … the internet is a blessing … look! it’s
virtually free. Excellent location, two minutes’ walk from the beach, in a beautiful
house, with French windows and a huge balcony …. What a view!
James: …. and there is a lock up garage and gate access with remote control, so you
don’t have to get out and open the gate every single time we return to the house hi hi
hi
Carla: Aren’t you just too mean? … How come it is so cheap? Oh, I see. We get only
breakfast …. I expect there would be too many people, just popping for one night
maybe straight off the road …. I wouldn’t like it, we would have no peace at all and
would have to listen to other people’s arguments and silly chats … I don’t want that!!
Dialogue 5
James: Let’s see if we can still find something ... I reckon you don’t want to spend
your holiday with a bunch of backpackers … who party all night … in the centre of
the city ..
Carla: That’s hardly appealing! I’m not going on holiday to see awful buildings and
drive an hour to see a tree ….. Have you completely lost your mind? Not to mention
all those teenagers … the worst nightmare possible!
Dialogue 6
James: Right Carla, this is getting too much! Why don’t we go backpacking, take our
tent …. one of us can carry Ben ….

Carla: You’re completely mad! Can you imagine me with so many people, with no
bathtub, room service, swimming pool and restaurant ….. queuing for the toilet.
That’s not a good idea, to say the least!
James: I guess darling we are going to stay at home all summer and I suggest you go
on holiday with your fussy friend, Anne-Sofie. You might as well look for another
husband!
Carla: Jaaaaaaaames!
Answers to 3A* (p.12)
1 2 3 4 5 6
G M B N F J C P E L A I
*NB In the Student’s Book answer key, this is listed as the answer to 3D.
It should be 3A.
4A (p.13). Ask the students to look back to their prediction of expected difficulties
in 2B page 11. Ask them whether they would want to change their opinion in any
way in light of their having done the task and then have them share their revelations
with their partner. In open class try to find if there were any commonly held changes
of opinion, and if so attempt to find an explanation.
4B (p.13).
Ask students to read through the instructions in bold on page 13.
Ensure in particular that the students know what list A and list B refer to. Check
students understanding by asking questions.
To give students an understanding of what is required in this task, play them the
sample from the tape. Ask them to identify the correct answers from lists A and B.
Give feedback in open class.
Tapescript
Cathy:Oh, this one look interesting! I like the name - Giles. Nice short haircut. What
does he do? Hope he's not another butcher…
Assistant:No, no, he's involved in soccer, I think he mentioned it was actually a
second division team. He won't be short of money.
Cathy:Erm, how about his interests? Gardening… interesting, music, travel… sounds
OK really. Going out to restaurants?! I'm quite old fashioned, I like to be cooked for.
I bet he can't!
Assistant:Probably not, but he is good looking…
Put the students into pairs and have each pair choose an answer from list A and an
answer from list B. At this stage their selection should be kept secret.

The pair should construct a dialogue, the answers to which are their chosen options
from lists A and B. Make students aware of the need to avoid the possibility of
alternative answers as well as the correct solution not being too obvious.
(You should monitor this activity and ensure that not all pairs have chosen the same
options on which to base their dialogues) Also while monitoring check that the task
rubric is being followed, e.g. that there are between three and ten turns in the dialogue
and that no one turn is over thirty words.
When everyone has finished, ask the students in turn, but without ‘going round the
class’, to perform their dialogue. After each dialogue ask the students to find an
appropriate options from lists A and B, and to note down, but not shout out, their
answer. They should then compare answers with a partner and if there is doubt have
the pair role play their dialogue again. The performing students should then give the
‘correct’ answer and an open class discussion can ensue on the effectiveness of the
dialogue and answer. The teacher should ensure that the discussion doesn’t wander
from task skills issues.
Answer to 4B(p. 13)
E N
Homework
In the third lesson you will have to exploit the homework set in the second lesson.
Ask students why they wrote the three dialogues. They should recognise that the
dialogues were giving students practice in working with characters displaying
different emotions, which is directly relevant to the short conversation task.
Ask the students who have completed their homework to pair up with others. Students
should then read their three dialogues in random order. The non-performing students
have to decide in which dialogue the students sound happy bored and irritable.
The fourth unit focuses on transactional writing, which often proves difficult for
students. As homework students should be asked to write a letter of complaint of no
more than 150 words complaining about a damage that has been done by a washing
machine that malfunctioned.

Unit 4: Writing with a Purpose

The transactional writing task requires the candidate to produce one piece of
writing (invariably a formal letter or email) of between 100 and 120 words within a
twenty minute time period.
The candidate is given a specific task to achieve in his/her writing, and a specific
genre is asked for or presumed, e.g. a letter of complaint. (Occasionally the candidate
may have a choice of tasks.)
The information from which students write their answer is usually two texts, which
are in genres different from the one in which the student is writing.
The rationale of the task is to test the candidate’s ability to write coherently,
accurately within a formal genre and in doing so, achieve a particular outcome.
If you wish to cover the material in this unit in a 90 minute lesson, you will have be
selective. Given that exam training in this task can increase candidates’ performance
more than probably any other task, it is well worth allocating two lessons to the unit if
it is at all possible.
For a warmer, ask students to write their name on a slip of paper and give it to you.
Give one back to each student ensuring that no student receives his/her own slip of
paper. Also try to give slips of paper from male to females and vice versa.
Students should keep the name of the person on their acquired slip of paper secret.
Write the following three words on the whiteboard: compliment, question, invitation.
Ask each student to write a letter of no more than one hundred words to the student
named on the acquired slip. The letter should contain a compliment, question and
invitation.
Give the students a few minutes to write their notes and then collect them in and as a
postman deliver the notes to their recipients.
Ask the recipients to write a two sentence reply and then give the notes back to the
original senders.
1A(p.15). Ask students to think of all the occasions on which they write something.
Elicit a few examples, e.g. shopping lists, notes.
Students should form groups of three of four members and list all the things they
write in their lives.
1B (p.15). In open class collect all these together on the whiteboard.
1C-D(p.15). Ask the students in open class for a definition of transactional writing
(as opposed to a non-transactional piece of writing).
Take in several definitions before you settle on one which is satisfactory.
Concept check the definition to ensure that all the students fully understand it.

*At this point, if it is clear the students grasp the idea, then move through the next
part of this exercise quite quickly or edit it. It is, after all, more important that they
can produce transactional writing than identify it.
Then return the students to their groups and have them decide which items on the list
they compiled earlier are transactional.
Also have them rank the items from ‘5’ (i.e. very difficult to write) to ‘1’ (i.e. very
easy to write).
In open class note against the list of writing genres on the whiteboard whether they
are transactional or not. Most important here is the student’s reasoning and
justification for their selection. Ask the students how regularly they write in each of
the discussed genres.
Answers to 1C-D (p.15)
Pieces of “transactional writing” – are always written with a specific purpose

and
requires the recipient to take some action to complete the transaction.
The most likely favourites with general English candidates are e-mails and letters.
(Perhaps they often have to fill in forms, though they rarely write them).
2A(p.16-17). Give students a time limit of four minutes to skim read the five leaders.
Students should determine the relationship between the sender and the addressee of
each letter. After four minutes stop the students and have them share their opinions
with a partner. In pairs students should complete the table in the top half of page 16.
Pool and compare answers in open class, remembering to have students explain and
justify the reasons for their categorisation.

Answers to 2A(pp. 16-17)
Relationship of people
They know each other They don’t know each other
Private Business Private Business

4
1 apology for delayed
shipment
4
information about
2
the change of
meeting time
4
3 get to know a
penfriend
4
Purpose of letter
4
offering a job
4
5 advertising training
courses
2B(p.18). Now ask student to rank the letters according to their degree of formality
along a cline line with the most formal on the right. Draw the cline on the whiteboard
and ask the class as to agree where the letters are to be placed. Remember always to
elicit explanation and justification from students who offer answers or opinions.
Ask the students in open class whether the degree of formality is mainly dependent on
the topic of the letter or the relationship between the writer and recipient.
Take opinion and explanation from all the class before giving feedback.
Answers to 2B(p.18)
4 1 3 5 2
Formal
Informal
The level of formality depends on…

the relationship of the writer and the addressee.
2C (p.18). With the students working in pairs, ask them to find examples of formal
register in the five letters. Pool some of these on the whiteboard, and discuss any
doubtful cases.
2D (p.18). Refer students to the letter at the bottom of page 18.

Give students a strictly timed thirty seconds to skim read the letter in order to
determine its gist. Ask students to compare their answer with a partner and then give
feedback in open class.
In pairs, ask students to re-read the letter and replace the informal words or phrases
which are highlighted, with words from a more formal register.
Pool the ideas and give feedback in open class.
Answers to 2D (p.18)
(1) after further to

(2) we had held
(3) tell you about inform you of
(4) worries concerns
(5) first primary
(6) who go to attending
(7) old elderly
(8) answer reply
2E (p.19). Four letters are jumbled up. Ask the students working on their own to
select the appropriate pieces and put them into the table below. (Some of the pieces
have to be used twice.) Students should compare their answers with a partner.
In feedback check students have the ‘correct’ answers and discuss the reasons behind
the order.

Answers to 2E (p.19)
LETTER
LETTER OF
COVER OF LETTER OF
APPLICATIO
LETTER COMPLAIN ENQUIRY
N
T
Dear
Dear Dear
GREETING Professor Dear Mr Jones,
Sir/Madam, Sir/Madam,
Wesley,
I enclose
I am writing in I am writing to
my entry
reply to your inform you
for the With reference to your
INTRODUCTIO advertisement. about some give your reason
design letter on 02/06 I am
N I would like to complaints I for writing
competitio writing to enquire ...
apply for the have concerning
n ...
post of ... …
explain the
After we arrived
situation,/desc
it became clear
that the wooden ribe your
I feel that my Some of problem
houses intended Could you possibly send
qualifications the reasons
MAIN PARTS for me more detailed
match your for this express your
accommodation information about ...
requirements... are… opinion
were far from
the standard you
had promised. justify your
request
I trust that
Given the
my project
I look forward circumstances
will meet Thank you in suggest/ask for a
CONCLUSION to hearing from outlined above I
your anticipation for ... solution
you ... would like a full
requiremen
refund ...
ts ...
Yours
ENDING Yours faithfully Yours faithfully, Kind regards,
sincerely,
LETTER OF LETTER OF
COVER LETTER LETTER OF ENQUIRY
APPLICATION COMPLAINT
GREETING b n b f
INTRODUCTION (a) i g o
MAIN PARTS l m p j
CONCLUSION h c q k
ENDING e d e r

2F (p.19). Tell students individually to look at the structure of their letters and
identify the function of each paragraph. Then have them look at the five paragraph
descriptors and match them with the structure of the four example letters.
When students have filled in the grey area in the table with their answers, they should
compare with a partner. Give feedback in open class.
2G (p.20). One problem that students often have with writing is organising their
composition into appropriate paragraphs.
Paragraphs have several legitimate structures, but the simplest and most common are
those which start with a topic sentence which is then expanded on, commented on,
and/or qualified in the remainder of the paragraph.
A good example of this type of paragraph is at the top of page 20.
Ask students to read the paragraph and determine the topic sentence.
Give feedback in open class and have students explain how each subsequent sentence
‘qualifies/expands on’ the topic sentence.
2H (p.20). Have the students look at the five stars containing text and ask them
which star sums up or generates the other stars. (Answer: genre)
To illustrate the point give an example of a letter of complaint and elicit a possible
recipient, the purpose, the logical order and some set phrases which might be
involved.
Ask the students to read the four pieces of bullet-pointed advice and elicit from
students the reasons behind each piece of advice.
3 (p. 21). When a student approaches the transactional writing task there are two
key problems-
(1) orientation: who’s who,

and
(2) what exactly is required.
Misunderstanding of either of these two can cause major difficulties.

Ask student to note the names of the people in the text and note who they are.
In open class check understanding.
Then elicit from students who is writing to whom, why, in which genre and about
what.
Good writing is always planned. Have students individually write a plan for their
letter to the editor of Seabridge’s local paper. When they have finished their outline
plan, students should check that all the points that need to be covered have been
covered and that the structure of their plan is logical. Students should compare their
plans with a partner, and amend them on the basis of the feedback that they receive.
Have the students draft their letter on the basis of their plan. In pairs students should
check their letters for spelling, punctuation and grammatical accuracy.
Students should also check the letter for register (i.e. is the right sort of language
being used).

Finally it is worth pointing out to students that they will receive no credit for writing
answers that exceed the word limit.
4A (p.22). Put the students into groups of three or four. Have them read the two
letters written by Csilla and Istvan and decide which is the better. Each group should
appoint a secretary to note decisions and opinions, and the group should decide on
one collective answer and should justify it. When all the groups have finished their
deliberations, pool the responses from the groups and allow for a reasonable period
for a discussion.
4B (p.23). Keep the students in their groups and ask them to think of all the criteria
by which a piece of writing can be evaluated, e.g. spelling. Pool all of these on the
whiteboard.
Ask the class if anybody knows the four criteria under which marks are given in the
exam. Either by eliciting or otherwise, write up on the whiteboard the marking
criteria headings:
task achievement, coherence and cohesion, range and accuracy and appropriacy.
In open class check that students understand the meaning of these terms and then in
their groups again students should attempt to bring all the criteria they generated
earlier under the four headings.
For feedback refer students to the marking scheme on (pp.23-24).
Individually students should now mark the letters written by Csilla and Istvan paying
attention to the descriptors in the table. Each student should note his/her mark
secretly into his/her coursebook. Students should check their partner’s mark and enter
these onto the table. If the two marks are different, the students should discuss with
each other in order to agree on a common mark.
For feedback give the standardised marks, and hold a short discussion in open class
about the difference.
You should defend and explain the standardised mark because it is the thinking of the
examiners which counts in giving the exam result.

Answers to 4B (p.23)
Standardised Marks
Task Achievement Coherence & Cohesion Range & Accuracy Appropriacy
out of 10 out of 5 out of 5 out of 5
5 2 1
Task not achieved • Adequate structure 1
• Mostly clear purpose • very narrow range of • Inappropriate style to
Word count • Slightly confused structures and lexis to genre
exceeded information the level • Minimal awareness
• Clear in most areas • Hardly any cohesive • A number of of register is shown
• All important devices significant errors
Csilla instructions followed • Hardly any reference
• not very positive
effect on the reader
• Unlikely to achieve a
successful outcome
8 4 5 5
Task well achieved • Mostly clear structure • Wide range of • Appropriate style to
Good word count • Clear purpose structures and lexis the genre
• Clear intention • Mostly well • Almost no errors • Appropriate range of
• Important organised registers
instructions followed information
(but not all of them) • Few examples of
István • A positive effect on good cohesive
the reader devices
• Sure to achieve a • Skilled use of
successful outcome reference
• Most relevant details
included, with some
original ideas
Homework
In the last lesson for homework students were asked to write a letter of complaint.
In pairs students should examine their letters and criticise them in light of the work
done in the lesson.
They should then be collected in and marked with the teacher picking up on problems
that were not covered in the lesson.
5 (p.24). Students should do the transactional writing task from the sample set for
their next homework.

Unit 5: What about You?

The interview task (otherwise known as ‘warm up’) requires the two candidates to
interview each other for around two and a half minutes. The interlocutor asks the
candidates whether they know one another. If they do, then candidates are invited to
find out and compare what things they have in common and in what ways they are
different. If they do not, then they are invited to find out something about the other
person. The interlocutor will not intervene unless the conversation ‘dries up’.
The rationale of the task is to test student’s ability to converse in short turns in
which candidates have to compare, state opinions and preferences, and give
explanations and descriptions. The task is short, not over-challenging and therefore
serves to ‘warm up’ the candidates for the remainder of the speaking exam.
The importance of this task in the exam is contradictory. On the one hand, it is a short
introductory task intended to ‘warm up’ students, so the examiner is likely to give it
less weight than the other two tasks. On the other hand, as it is the candidate’s first
opportunity to speak, performance in this task will create an impression which may
‘carry over’ into the other tasks.
For a warmer ask each student to think of three facts about him/herself which are not
known to other members of the class. Two of the facts are true and one false. Have all
the students come to the centre of the class for a mingle activity. Each student in each
conversation group must include his/her three facts. Other students must make a
mental note of what, in their judgement, is false for each student. After a reasonable
time has elapsed, have the students sit down. Nominating each student in turn
(without going ‘round the class’), have the other students state which of the three
statements made by the nominated student is false. For feedback the nominated
student can either confirm or correct the group’s judgements about him/her.
1A (pp. 25-26). The first task seeks to orient students to the speaking part of the exam
as a whole. For this students will need to make reference to the C1/C2 Sample Set
One. Put the students in groups of three or four and have them look at the pieces of
the interlocutor’s script and determine in their judgement which section of the
speaking exam it comes from. Give feedback in open class, and briefly discuss the
evidence on which the students made their decision.
Answers to 1A (pp. 25-26)
Interlocutor script Task

a. Would you add any points to the argument? 2
b. Have you got your test entry forms? 1
c. Do you know each other? 1
d. Now you are going to talk with each other about a task I will show you. 3
e. Please also give me your task and notes. I’ll return these to you later. 1
f. Ask questions to find out about each other, and compare what things you
1
have in common and what are the differences in your lives.

g. In your experience, are the same things true/correct? 2

h. My name is …… and this is my colleague…… 1
i. I’d like you to listen and take notes. You may ask any questions and make
2
comments afterwards.
j. You may make any comments or ask any questions now. 2
k. Remember, we are interested in your skills of listening, responding and
3
negotiation, as well as in your ability to speak.
l. You may use your notes, but please don’t read aloud from them. You may
2
start when you are ready and I will stop you after about 2 minutes.
m. Please discuss with each other what things have been the most enjoyable
1
and the most difficult about learning English.
Task 1: Interview
My name is …… and this is my colleague ……
Have you got your test entry forms?
Please also give me the tasks and your notes. I’ll return these to you later.
Do you know each other?
Ask questions to find out about each other, and compare what things you have in
common and what are the differences in your lives.
Please ask questions to find out more about the other person.
Please discuss with each other what have been the most enjoyable and the most
difficult things about learning English.
Task 2: Presentation
I’d like you to listen and take notes. You may ask any questions and make comments
afterwards.
You may read your notes, but please don’t read aloud from them. You may start when
you are ready and I will stop you after about 2 minutes.
You may make any comments or ask any questions now.
Would you add any points to the argument?
In your experience are the same things true/correct?
Task 3: Collaborative task

Now you are going to talk with each other about a task I will show you. Remember,
we are interested in your skills of listening, responding and negotiation, as well as in
your ability to speak.
2A (pp.27-28). Refer students to the table, and ask them to fill in the questions, which
have answers in the right hand column. After a reasonable time has elapsed, have
students compare their answers with a partner. Ask if there are any doubtful cases,
and give feedback.
Ask the students to read through the exam tips at the top of (p.28).

65The (possible) question is The candidate answered …

How are you feeling? A bit nervous, I think!
About seven years on and off. I
How long have you been learning English? started at school but I’ve only been
studying seriously for the last year.
To be honest, I find it really difficult,
but I’ve been studying for over ten
Do you enjoy it?
years now, and it’s getting a little bit
easier.
I definitely don’t like phrasal verbs
and prepositions – they’re my least
What has been the most difficult thing for favourite things - far too many, and
you about learning English? you just have to remember them…
there isn’t really any system or
anything like that.
One thing I will say in its favour is
that it’s a very musical language, and
the intonation patterns are full of
What do you like most about English?
highs and lows – not like in
Hungarian. I like that. How about
you?
Have you got a special purpose with your I need it in order to get into
English? university.
I’d like to become a tour guide,
How do you think you’ll find English useful
possibly working on international
in the future?
holiday tours.
I’ve never gone in for extreme sports
or anything like that. I prefer a quiet
evening in with the telly and the cat!
I have played tennis in the past, but
Are you a sporty person?
I’m not terribly good at it, and it just
got embarrassing – I was being
beaten by everyone, even small
children – so I stopped.
Would you add any points to the argument? I suppose so.
I work for a small internet company.
What do you do? We’ve been running since 1998, so
we’re relatively new.
I guess my days are a little
Do you enjoy your work? monotonous, but I enjoy what I do, so
that makes up for it.
It’s not my dream job – not by any
What about you? means, but I like it and I think I’m
good at it. What about you?
Where do you usually spend your summer
We usually go to Balaton.
holidays?

I like watching videos. I guess that’s

my favourite. I watch three or four
videos a week. I enjoy going to the
cinema as well, but I really prefer
What do you like doing in your free-time? watching movies at home – nobody
behind me eating popcorn! Apart
from that I’m too busy at work during
the week to do anything else. And
yourself?
I sometimes go out with friends for a
What do you usually do in the evenings? drink, but more often than not I really
can’t be bothered, so I stay at home.
I usually sleep in – that’s the most
important thing! After that, just potter
around the house doing bits and
What do you like doing at the week-ends? bobs, some cleaning maybe. I wash
my clothes as well. That’s about it
really.
Actually, I collect old bottles! I have

What are your hobbies? some really amazing ones from the
18th and 19th centuries.
There’s six of us all living in the same
apartment – me, my wife, two kids
Do you live in a house or a flat?
and my parents. It’s a bit cramped
really.
I have one sister, she’s a research
Have you got any brothers or sisters? scientist in Cambridgeshire in
England, and never visits.
I’ve been to Austria a few times, but
I’ve never been to anywhere else in
Have you travelled a lot?
Europe. I’d love to see Scotland
though!
Interview language. If you read out the question/answer sequences above they will
sound completely inauthentic. Students should focus on language that facilitates
conversation through managing turns and softening utterances. The questions above
surrender a turn to the other party, but how can the party answering give back the
turn? (E.g. and what about you?) In spoken English there is often softening in which
the density of content words is reduced, e.g. instead of ‘I’ve been to America’ the
colloquial might be, ‘Well, one country I’ve been to is America.’ To sound interesting
key content and signposting words are often stressed; e.g. I’ve been to France but not
America.
Attempt to elicit as much of the above as you can in open class, and input the rest.
Give and elicit examples. In pairs have students write parts of the above question and
answer sequence in more realistic spoken English. For feedback ask the pairs to
perform their dialogue in front of the class, and invite comment from the class on how
realistic it is as a piece of spoken English.

The marking scheme. It is important for students to understand how the speaking
exam is marked. First, ask students in groups of three or four to think of all the criteria
by which a speaking exam could be marked and also ask them to discuss how much
weight they would give to each criterion. Before they start work elicit one example –
for instance, intonation. After a reasonable time has elapsed, pool the criteria on the
whiteboard, and briefly discuss how much ‘weight’ each criterion should have and
why.
Attempt to elicit or otherwise input the four criteria by which the speaking part of the
exam is marked. Write these up on the whiteboard: range and accuracy, fluency and
coherence, pronunciation, communication strategies. Check in open class that students
understand the meaning of these terms, and then categorise student-generated criteria
under the four headings. For feedback refer students the C1/C2 speaking criteria on
the back cover of the coursebook.
3 (p.28). Here the students role play the interview in groups of four, i.e. two
candidates, an interlocutor, an examiner. The examiner (otherwise known as the
assessor) should have the marking scheme. Instead of giving marks the examiner
should, for each candidate, find one positive thing and one negative thing under each
criterion, e.g. one positive aspect of pronunciation and one negative. At the end of
‘exam’ the examiner should give his/her ‘results’ and the four students should discuss
it. After that the students should swap roles and the performance should be repeated.
Answer to ‘the marking scheme’

Fluency and Communication

Range and Accuracy Pronunciation
Coherence Strategies
Wide range of Maintains a seamless Although there may Initiates maintains
grammar, lexis and flow of language with still be an evident and ends turns very
cohesive devices used occasional hesitation foreign accent, naturally. Uses repair
to complete the tasks, only to formulate pronunciation is strategies
with no real need to ideas, not language. natural and places no (clarification,
use circumlocution. Links ideas naturally strain on the listener. circumlocution) where
5 Very few errors, into clear coherent The candidate necessary.
mainly slips even discourse with no naturally incorporates Uses appropriate
when using complex jumpiness even in features of connected register,
language. extended speech and English demonstrating a
contributions. intonation patterns. sophisticated
awareness of different
levels of formality.
4
Sufficient range of Maintains a smooth Although there may Initiates, maintains
grammar, lexis and flow of language with still be an evident and ends turns
cohesive devices to hesitation mainly to foreign accent, comfortably.
complete the tasks formulate ideas, only pronunciation places Uses repair strategies
although occasionally little strain on the (clarification,
circumlocution may language. listener. circumlocution)
occasionally be Links ideas into clear The candidate often where necessary.
3 necessary. coherent discourse utilises features of Uses appropriate
Occasional slips in with little or no connected speech and register,
simple sentences. jumpiness even in English intonation demonstrating an
Comfortable with extended patterns. ability to use different
more complex contributions. levels of formality in
structures and lexis different situations.
although errors still
occur.
2
Range of grammar, Noticeable hesitation Although Initiates maintains
lexis and cohesive while formulating pronunciation may be and ends turns
devices insufficient to language. intelligible, although not always
adequately complete Can link ideas into mispronunciations smoothly.
the tasks. clear, coherent and lack of features of Evidence of ability to
Errors in simple discourse although connected speech put use repair strategies
1 sentences. with noticeable some strain on the (clarification,
Few attempts at jumpiness especially listener. circumlocution)
complex structures or in extended although not always
lexis with errors contributions. applied.
where attempted. Attempts to use
appropriate register
not always successful.
0 Insufficient language for assessment or Significantly below level criteria
Homework
Collect in the transactional writing homework set in the last lesson.
Ask students to think of seven topics which they could discuss with their partner, and
then have them write a dialogue to last between two and three minutes. Remind
students not to overlook a variety of turn-taking techniques and softening structures,
e.g. OK, but could I just say that one country I’ve been to is Belgium.

Unit 6: An Unexpected Letter

The English to Hungarian translation task requires the candidate to provide a
complete translation of a semi-formal letter or a factual text from English into
Hungarian in no more than 20 minutes (they have 40 minutes for Task One and Two
altogether). Dictionaries may be used. Since the time of writing the exam task
presented in this coursebook the format has slightly changed, and the texts became
longer: the world count now is between 100 and 110.
The rationale of the task is to test the skill of mediating between the two languages
and cultures through a written formal or semi-formal text. The candidates have to
demonstrate their ability to translate the key information using an appropriate style
and register. They also have to be able to use dictionaries properly.
For pre-class preparation you need to make sure that you have enough bilingual
(English-Hungarian) and monolingual dictionaries in class.
For a warmer have the students stand one long line. Nominate the students alternately
as ‘A’ and ‘B.’ The As may only speak English and the Bs may only speak
Hungarian. A message has to be whispered down the line and on each transmission
translated. The student at the end of the line should write the message s/he has
received on the whiteboard, and then the first student should write the original
message. A brief discussion should ensue about how the message was changed as it
made its way down the line. A suggested message could be: “Had he not rejected the
offer made to him two days previously, he could well have suffered financial loss.”
In the Hungarian the sentence translates: Komoly anyagi veszteségek érhették volna,
ne utasította volna csak el a két nappal korábban neki tett ajánlatot.
Put the class into two groups and have one group discuss the first question and the
second group the second question. (1) Have they had to translate before? (If yes:
what?), and (2) what is difficult about translating from English into Hungarian?
When the students have finished, or after a reasonable time has elapsed, pool the ideas
in open class.
1A (p. 29). Students look at the photo on (p. 29). Elicit the situation: the woman is
obviously not in a business environment, but very probably at home, writing a private
letter. Ask students to read the instructions, and find the information that she is
writing for someone she does not know. Recall from Unit 4 that the level of formality
of a letter depends not on the topic, but on the relationship of the sender and the
addressee. In this case the must be somewhere between formal and informal – it
obviously does not have to contain the formal phrases of a business letter, but the
relationship does not allow very informal elements either. Ask students to choose the
appropriate phrases from the list, and give feedback at the end.
Answers to 1A (p.29)
A possible solution

• How you would have laughed when …

• You won’t believe what happened to Tom.
• I wish you could have seen it.
1B (pp. 29-30). Students read the letter on (p. 30) very quickly – you may give them a
strict time limit of e.g. two minutes – and make note of three things that should be
included in the reply. Agree in three points with the whole class. Write them on
whiteboard.
Answers to 1B (pp. 29-30)
• surprise and joy

• information about the town
• offering some way of meeting / invitation
1C (p. 30). Students write their answers to Mónika. Again give a time limit no longer
than 10-15 minutes depending on your students’ level and speed. Do not let them use
their dictionaries at that stage – they are supposed to be able to find their own words
to express such an uncomplicated matter at this level. Ask them to make sure that they
involve all the content points and write in an appropriate style.
2A (p. 30). Students read the answer to Mónika’s letter and compare it with theirs.
Ask students to find different solutions in their letters, and point out the main reason
of differences. It might be an idea to put two lists of the personal and official phrases
on the whiteboard, and put them on a scale according to register or range.
2B (p. 31). Explain to students that their translations will be marked not only by their
range and accuracy, spelling or style, but first of all by the number of key messages
they can convey. For getting good marks they should translate all the key information
pieces, but the markers will not look for any special wording; neither for grammar or
spelling mistakes. Ask the students to pick out the information chunks from the
context, and write them in the grid. Compare them with the key, discuss the
differences, and agree on a final list.
Answers to 2B (p. 31)
A possible solution
1 I write in connection with

2 a letter from yourself dated March 9th
3 to Mrs A. Green of 19 Highgate Gardens, Meckham
4 which is enclosed and is being returned to you
5 I regret to inform you
6 Mrs Green died on February 10th
7 my firm has been appointed
8 under the terms of her will
9 to act on behalf of the executors
10 I have the pleasure of informing you
11 Mrs Green bequeathed the sum of GBP 20 000

12 to be divided equally
13 among blood relatives of her aunt
14 the deceased Harriet Rogers
15 who moved to Hungary in 1947
16 we have recently made contact
17 with a law firm in Budapest
18 who are instructed
19 to make the necessary inquiries
20 we would also very much appreciate
21 your assistance in this matter
22 our Hungarian lawyer, dr. Rönky Péter
23 will be in contact with you shortly
24 should you have any questions concerning this matter
25 please don’t hesitate to contact me
2C (p. 31). Students translate information chunks orally in pairs. Dictionaries are still
not needed.
2D (p. 31). Hand out dictionaries and students individually write one Hungarian
translation for each English chunk in the grid. Draw their attention to the fact that
although the whole text is divided into small chunks, these chunks get their full
meaning only by their context. This time they have the chance to pay attention to
stylistic elements, special features of written language, etc. Let them take their time.
When they have all finished, pair them up, and ask them to discuss their solutions, and
agree on the best solution for each phrase.
2E (p. 32). Now let students turn to the next page and read the options there. Ask
them to circle the options that are closest to theirs, and decide what problems with the
others might be. Give them time to find possible translations to the phrases. Let them
discuss the possible traps and drawbacks of using dictionaries.
Answers to 2E (p. 32)
1 I regret to inform you 4 among blood relatives of her aunt

A sajnálattal értesítem A leszármazottai között
B sajnálom, hogy informálnom kell B leszármazottaira
C már bánom, hogy elmondtam C vérszerinti rokonai között
2 my firm has been appointed 5 to make the necessary inquiries

A irodám lett kiválasztva A hogy elvégezzék a szükséges kérdezősködést
B irodámat bízta meg B hogy feltegyék a szükséges kérdéseket
C irodám lett megbízva C hogy a szükséges tájékozódást elvégezzék
3 under the terms of her will 6 we would also very much appreciate
A végrendelete szerint A nagyon hálásak volnánk
B végrendeletében B nagyon méltányolnánk
C végrendeletileg C nagyon megköszönnénk

1
A “sajnálattal értesítem”
best solution, a widely used set phrase for the given function
B „sajnálom, hogy informálnom kell”

Word by word translation, clear sourece language interference
C „már bánom, hogy elmondtam”

clear mistranslation in terms of content and register
2
A „irodám lett kiválasztva”
First language interference – passives are not as widely used in Hungarian as
in English
B “irodámat bízta meg”

Best solution
C “irodám lett megbízva”

See point “2A” above
3
A “végrendelete szerint”
First language interference causing over-complicated form
B „végrendeletében”
Best solution
C „végrendeletileg”
Less appropriate in the context and perhaps slightly affected form that
sounds less natural than „3B”
4
A „leszármazottai között”
Mistranslastion, does not fit in context
B „leszármazottaira”
Best solution
C „vérszerinti rokonaira”
See „3A”
5
A „hogy elvégezzék a szükséges kérdezősködést”
Mistranslation, perhaps wrong use of dictionary
B „hogy feltegyék a szükséges kérdéseket”

Inappropriate style and a slight shift of meaning

C „hogy a szükséges tájékozódást elvégezzék”

Best solution
6
A „nagyon hálásak volnánk”
Best solution
B „nagyon méltányolnánk”
Word by word translation, misuse of dictionary causing also a shift in
meaning
C „nagyon megköszönnénk”
Inappropriate style
3 (p. 32). Now give students no more than 15 minutes to make a careful translation of
the whole letter individually. They might use dictionaries to help them find the
appropriate Hungarian phrases, but encourage them to avoid it as much as possible.
When they have finished, ask them to turn to the Sample Answer on (p. 128) in their
books. Ask them to find the Hungarian equivalents of the chunks they produced in
2B. Students compare them with their own versions, and give one mark for each piece
of information that went through in their translations. Then they mark their work with
a language mark between 1-5. Then they add the two marks, and see if they reached
sixty percent of the maximum score.
Sample answer:
Tisztelt Tóth Mónika!
Március 9-én kelt, Mrs A. Green-nek a meckhami Highgate Gardens 19-be címzett levelével
kapcsolatban írok Önnek, melyet mellékelten visszaküldök.
Sajnálattal értesítem, hogy Mrs Green február 10-én elhunyt, és végrendeletében irodámat bízta meg,
hogy annak végrehajtásában eljárjon.
Örömmel tudatom, hogy Mrs Green 20 000, egyenlő arányban elosztandó angol fontot hagyott
nagynénje, az 1948-ban Magyarországra költözött néhai Harriet Rogers leszármazottaira. Nemrégiben
léptünk kapcsolatba egy budapesti ügyvédi irodával, hogy a szükséges tájékozódást elvégezzék. Nagyon
hálásak volnánk, ha ebben Ön is segítségükre volna.
Magyar ügyvédünk, dr. Rönky Péter hamarosan jelentkezik Önnél. Ha az üggyel kapcsolatban bármilyen
további kérdése merülne fel, forduljon hozzánk bizalommal.
Üdvözlettel:
Rudolf Stein
ügyvéd

Homework
In the previous lesson for homework the students were requested to think of seven
topics which they could discuss in the interview task. Put the students into pairs and
have them role play the topics. While the students are role-playing the topics, monitor
their work in order to give input at the end of the activity.
For homework from this lesson have the students note the following situation and
information which is to be included in the letter of complaint. Have the students write
the letter of complaint both in English and in Hungarian. The students will have to
invent some details to make the letters look genuine.
You have bought a washing machine from ‘Fleiby Knight PLC’ It leaked and
destroyed your kitchen floor. Ask for your money back, for compensation and
threaten legal action if you don’t get satisfaction.

Unit 7: Chewing Gum for the Eyes

The Radio/TV programme task requires the candidates to listen to three minute
extract from a radio or TV programme and answer ten multiple choice questions,
eight of which bear on details of the text, while two relate to the text as a whole. The
genre of the programme ranges from academic discussions to talk shows. The
candidate has one and a half minutes to read the questions before the recording starts.
And, as with all listening tasks, the text is heard twice.
The rationale of the task is to test a range of listening skills: listening for gist, genre
and detail, while having to deal with fast colloquial speech. It is one of more difficult
listening tasks as students have not only to keep up with the recording but navigate
their way through ten multiple choice questions.
For a warmer give each member of the class an A5 sheet of paper. Ask each student to
secretly write the name of a famous person who everyone is certain to know on the
top half of the paper. Monitor this stage so as to ensure that each student has a
different celebrity. Collect in the papers and shuffle them. Prepare to give the slips
back to the students, but do not give any student his/her own sheet. Go round the class
and tell each student to hold the paper on his/her forehead so that s/he can’t see the
name, but other members of the class can. Retaining the paper in this position, have
the student come to the centre of the class for a mingle. The purpose is for each
student to find the name on his/her forehead, but from the other students, s/he may
only ask yes/no questions. Also, each student may only ask two questions from each
student before changing partners. When students have discovered ‘who they are’ they
should sit down.
Lead in Ask students in open class how many of them listen to radio and TV
discussions. Elicit, and write on the whiteboard, types of discussion programme that
they listen to, e.g. a political discussion. If somebody mentions a general category,
e.g. chat show, try to break it down into smaller categories, e.g. literary discussion or
gossip. If there are types not mentioned put these onto the whiteboard too. In pairs ask
students to say what they know about these discussion programmes and have them
discuss what they like/dislike about them. Pool and discuss ideas and opinions in open
class.
1A (p.33). The table details twelve features involved in a student listening to a TV or

radio discussion. Ask students, working by themselves, to place an ‘A’ against those
aspects which are unproblematic and ‘E’ against those which are serious difficulties.
Marks B, C and D represent intermediate evaluations.
1B (p.33). Ask the students to compare their answers with a partner; they should also
discuss the reason for their evaluations. Take feedback in open class. It is crucial that
when students identify a particular aspect of listening as difficult you elicit the
student’s reasoning. Also make a note of these difficulties because you should address
them in the course.

2A (p.34). Put students into groups of three or four and have them read and discuss
the ten quotes in the box. In open class discuss any particular amusing or pertinent
opinions contributed by the groups.
2B (p.34). Write up the word ‘globalisation’ onto the whiteboard, and ask students in
open class what it means to them. In groups of three or four have students list all the
aspects of globalisation they can think of. Ask them also to discuss the benefit and
disadvantages of each aspect of globalisation. After a reasonable time has elapsed,
stop the discussion and pool the ideas and briefly discuss contentious aspects.
Answer to 2B (p.34).
Globalisation refers to the process in which large corporations expand their business
tentacles into several countries and demand from a position of power ‘business
friendly’ policies from governments. The growing interconnection of business
production and consumption increasingly leads to a homogenisation of culture
affecting areas such as fashion and TV.
3A (p.35). A precondition to doing well in this task in the exam is for students to
understand exactly what the questions are asking and to know beforehand what they
are listening for. This preparatory work must be done in the one and a half minutes
before the recording begins.
Put the students in pairs and refer them to the three questions. Ask them to predict the
possible answers to the three questions bearing in mind that each question is seeking a
different answer within the same topic area.
1 general information from the speaker.

2 specific information against TV
3 an opinion and the phrases or language that go with it.
3B (p.35) After the students have made a couple of predictions for each question,
have them find the answers in the passage. Finally have them link the three questions
to the answers, A B and C. The students should not find the task difficult.
A1, B3, C2.
Before moving on it is probably worthwhile looking at some of the lexis and

metaphors in the short text, e.g. glued to a TV, addiction, goggle box, un-invent.
3C (p.35). In pairs ask students to look at the question and the four options. First have
students find the distractors, and against each one have them note evidence (i) from
common sense as to why the answer might be wrong, and (ii) from the text as to why
the answer is wrong. For the correct answer students should provide the evidence
from the text. Pool and check the pairwork in open class. Check that all the students
realise the role of evidence in determining the correct answer.

Answers to 3C (p.35)
The best answer is ‘D’
3D (pp. 35-36). Have students read the information in this section, and ask questions
to check that they have understood these important points.
3E, F, G (pp.36-37). Here the students have practice in using their predictive
techniques. The task also serves to return students’ attention to the issue of
globalisation.
Refer students to the question, and individually have them predict the correct answer.
Then ask them to read the excerpt from the tapescript and find evidence for that
answer. If there is evidence against their prediction or no evidence for it, they should
exclude that answer as a distractor and predict again. Give students a time limit of no
more than one and a half minutes to work with the text.
Answers to 3E, F, G (pp.36-37)
The correct answer is C
Where exactly is the information in the text?

The information is in the last sentence:
“With business able to shift investments from one country to another, people began to
think that the ability of the state to intervene in the economy against business interests
to meet social objectives had been severely curtailed, if not abolished.”
What makes the other answers distractors?
see NB box in the SB.
4 (pp.37-39). Play the recording and have the students do the actual exam task. On
completion of the task give the students the answers immediately, so they know how
well they have done. For a follow up task, give out a copy of the tapescript. Have
students find the evidence for the correct answers and for the distractors. In open class
discuss any difficulties.
Ask students to identify parts of the tapescript that were difficult to understand during
the listening phase. Explore the reasons for this, e.g. unknown lexis, decoding
connected speech. Make a note of typical problems because you will need to work on
these later in the course.
Answers to 4 (pp. 37-39)
1 2 3 4 5 6 7 8 9 10
A B A D C C B A D C

Tapescript to 4 (pp. 37-39)
BM Hello, and welcome to the programme.
Globalisation must be one of, if not the most important process affecting the world
today. Most of us have come across the term before, but for those who haven’t it
refers to the increasing world-wide economic, social and cultural homogenisation
and interdependence which is largely, though not exclusively, under US leadership or
dominance.
Pre-globalisation the world consisted of states, each of which had its own distinct
national economy. Although economic trends and developments tended to cut across
states, people, particularly those on the political left, looked to the nation state to
bring about economic regulation for social purposes. And it was this economic
regulation that formed the cornerstone of social democracy.
In the last thirty years or so, but particularly since the end of the Cold War, things
began to change. On the one hand global corporations grew in size and diversified
their operations throughout the world. On the other, free trade agreements allowed
the flow of money and products around the world. With business able to shift
investments from one country to another, people began to think that the ability of the
state to intervene in the economy against business interests to meet social objectives
had been severely curtailed, if not abolished.
Two views grew up in response to this situation. Thinkers from the free-market right
hailed it as an era of world freedom and consumer choice, while thinkers on the left
felt that the whole ability of society to provide social provision had been severely
damaged.
Both these views are represented in the studio today. Dr. Rebecca Cohen, from The
Centre For Popular Studies is a well-known writer on the subject and her latest book
Social Rights Denied has been serialised in a national newspaper. From the Laissez-
Faire Institute we have Dr. Edgar Henry, whose recent book, Globalisation, A World
Set Free, has generated considerable academic, if not popular, interest.
Professor Henry, where would you like to begin in discussing the advantages of
globalisation…..
EH Well, I’d like to start by saying that I’ve just got back from Hungary, a former
Eastern block country, and … er …I’d like to point out that if you look around there
the standard of living and the degree of consumer choice has improved considerably
over the last few years. And the only reason this has happened is because there is a
lot more choice for people which global business has provided. Major companies
have moved in from all over the world … er … and you can see the free global market
actually working. Its built up the economy.
BM Yes Dr Cohen, isn’t globalism working in the sense that the world economy is
booming and living standards are rising?

RC Yes, for some people the standard of living has improved, of course, but at
what cost? If you look around those countries recently re-introduced to capitalism,
there’s rampant unemployment. Traditional jobs, industries and communities are
being mauled or lost at an alarming rate, and we’re left with…
EH Perhaps the point is that many of these traditional companies so-called

weren’t very efficient. And look at the way some of the new companies are run;
basically by borrowing American management systems. These companies are
generating more wealth both for individual and social benefit.. er …
RC But again, there’s wealth being generated for the rich, for these companies,
their stock portfolios are growing fatter and fatter, and the average person in the
street is not really realising this wealth. Sure, the upper class which is benefiting, but
the vast majority of people are not benefiting whatsoever. They’re probably worse off.
EH No those at the bottom end of the pay-scale are earning just as much as they
did, if not more. And, they’ve got more choice with what to do with their extra money.
RC I dispute that. So this is the benefit of globalisation: foreign investors and a

few privileged domestic people in a dependent economy benefit. We’re talking about a
concentration of wealth…The majority can only see the things that are denied to
them. They are merely passive on-lookers.
BM I’d like to come in here, if I may. I’d like to pick up on one point. Dr Henry,
you’ve been speaking about the benefits of the free movement of capital, creating jobs
and assisting economic growth, and one point seems to come out of that: why does the
free movement only apply to capital and not to labour?
EH Yes, yes.
BM In the sense, for example, capital can move quite freely between the European
Union, the United States and the Asian economies, but not labour. Don’t you see this
as a massive impediment?
EH No, no. Perhaps this is the next step. The EU is already an organisation that
allows freedom of movement and I can see it expanding. Globalisation on a world
scale is the way forward.
RC I’m sorry, but I can’t believe that I’m really hearing this. So, what you’re
trying to say then is that we’ll have mass world migration to fulfil the needs of capital.
It just doesn’t make sense, human sense at any rate.
EH The point is that it provides choice for these people.
RC What kind of choice? The choice between living in a street or living in a barn.
The choice between eating or not eating? There’s no choice at all there.
BM Dr Cohen, if I could just put one point to you. You’ve made it very clear in the
discussion of the ability of capitalism to move around its investments, and almost
threaten countries in the sense that if the government doesn’t reduce taxes, doesn’t

reduce government regulations, then companies will relocate elsewhere with

devastating effects on jobs, etc. But what we’re actually seeing in Western Europe
is… in several countries is increases in government expenditure for health and
education. How would you account for that?
RC Well, there might be increases in some parts of Western Europe, that’s true,
but I think if you look at most economies in the world you will find that is not the case.
Big business do challenge and threaten the government in most countries, and in fact
in many countries … the .. the multinational companies, which are not really
multinational but are owned by one country or by people in a few of the richest
countries, these are able to bend the laws in the country and to dictate to the
government what the policies are to be. If a government says we will tax say X
amount, then they say, ‘Well, we’ll move to the next country;’
BM Whatever else you might say Professor Edgar is it not the case that
globalisation has proved a disaster for the ecology of the world?
EH Well, now companies are working very hard to care for the environment, they
can’t afford not to. Look at all the work that has been done on reforestation for
instance. You see global companies are a lot more effective at doing this than a lot of
inefficient little local companies. They will focus on environmental issues and you can
see concrete evidence of this restructuring in favour of environmental issues.
RC I think we can see this restructuring you are speaking of working very clearly.
For example, even in democracies, you know the core democracies, such as the
United States or Britain, you see where large industries, for example the oil industry
or the car industry. They work together to influence the elections, whole elected,
therefore, influencing the laws which affect them. Therefore, in effect, these
companies are governing themselves, and they are wreaking enormous damage to our
environment. And as for these problems of reforestation, oil companies looking for
alternative sources of energy, it is…is just good public relations.
EH But it is true, however, that larger companies do spend more on environmental

protection.
Homework
Ask students to write a hundred word text giving a précis of their views on
globalisation. Ask them to underline all the grammatical words in red.

Unit 8: Nelson Mandela

The multiple choice gap fill task requires the candidate in fifteen minutes to fill in
with a single word fifteen gaps in a connected passage of between 350 and 400 words.
All of the gapped words are lexical or content words. For each gap there are four
multiple choice options of which only one is correct.
The rationale of the task is to test the candidate’s ability to recognise collocations,
phrasal verbs, dependent prepositions, set phrases, appropriate English for a particular
genre as well as comprehension of a text as a whole.
For a warmer ask each student to write on a piece of paper (without showing anyone
else) three lexical items that are neither too basic for advanced level, nor too obscure
to be known by other members of the class. Collect in the slips of paper and give them
out to the class ensuring that nobody gets his/her own sheet. Put the students into
pairs. Tell the students to imagine that they have not seen each other for a year and
suddenly meet on the street. The students in their pairs should role play this situation,
using the three words on their sheet of paper as unobtrusively as possible. When
students have finished, or after a reasonable time has elapsed, stop the students and
have them guess their partner’s three designated words. For feedback have the
students in their pairs exchange their slips of paper.
1A (p.42). Write up on the board ‘South Africa.’ Put students in pairs or threes and
ask them to tell each other everything they know about Africa. After a couple of
minutes stop the conversations and pool some of the information in open class.
Have the students individually do the true/false quiz questions. Then have them try to
reconcile their answers with their partner. Finally, have the whole class try to agree on
the answers. Give feedback using the answer key.
True/False Quiz
1. True, South Africa, Lesotho ("the kingdom in the sky") and Swaziland (remains a
real monarchy!).
2. True, other neighbouring countries: Namibia, Botswana and Mozambique.
3. True, the population is 44 million + several million illegal immigrant from other
African countries.
4. True, most live in the eastern part of the country near the Indian Ocean.
5. False, Pretoria is the administrative capital, Cape Town the legislative capital
and Bloemfontein the judicial capital.
6. False, a regular flight takes about 10 hours.
7. False, 1 hour.
8. True, although there are 9 other official languages, e.g. Zulu.
9. False, UK English rules.
10. False, black people couldn't move freely either, they needed a special permit to
enter towns.

11. True, also known as the Soweto Uprising (Johannesburg).

12. True
1B, C (p.42). On the basis of the previous discussion students should attempt in pairs
to complete the matching of dates with events in Mandela’s life. (You may need to
clarify the following lexis: a fugitive, to intensify) Give students a couple of minutes
to do the task and then have them refer to the text on (p.46) for feedback. Discuss any
difficulties in open class.
1918 He was born.

1944 He joined the ANC.
1960s- He became a fugitive.
1962 He was caught by the government.
1980s The campaign to free him intensified.
1990 He was set free.
1993 He won the Nobel Peace prize.
1994 He won the election
mid-1995 His approval rating among whites
increased.
2A (p.43). Make sure you are aware of the different ways in which some words don’t
go together’ or combine and therefore form the basis for distractors. At the level of
the clause, the exam recognises four instances:
• fixed expressions: these are groups of words that are unmovable. They may be
literal (She bought a ticket there and back), metaphoric (violence in any shape or
form) or idiomatic (She got the wrong end of the stick). The substitution of other
words is not possible.
• dependent prepositions: certain verbs and nouns ‘govern’ or ‘require’ a
particular preposition, e.g. listen to. an attempt on his life,
• phrasal verbs: These are verbs, the meaning of which are transformed, when an
adverbial particle is added, e.g. She put off her driving test.
• collocation: English excludes certain combinations of words; i.e. certain
combinations, although logically and grammatically correct, don’t collocate, e.g.
*to begin a car, *a sour wine.
At a textual (or discoursal) level the exam tests two instances where words cannot be
combined.
• semantic: a lexical item causes the text to become meaningless; e.g. *My
unmarried brother came with his wife.
• appropriacy: Genre can make certain combinations inappropriate. * “Ladies and
gentlemen, could I request that you be careful when using the coach toilet as there
is piss on the floor”.
In other words, for each gap in the multiple choice gap fill task destractors will consist
of words which are wrong because they disrupt a fixed expression, violate the concord

of verb/noun and dependent preposition, mangle a phrasal verb, fail to collocate,

make nonsense of the meaning of the text or are inappropriate for the genre.
NB Note that the student book uses the term collocation rather loosely to include
several types of combination at the clausal level.
Have students look in open class at the highlighted statement in open class. Ask them
to identity any combinations without looking at the text below. (Answer: the phrasal
verb to make something up). Have the students note the ‘distance’ between the verb
and the adverbial particle.
2B (p.43). Have students individually look at the five sentences in the text box. For
each underlined word have the students find the word that combines with it, and state
the type of combination, e.g. dependent prepositions, in each case. When students
have finished ask them to compare with a partner, and then give feedback in open
class. Ensure in open class when students are giving answers that they are able to
justify them.
1 “The plane took off.” is meant to be answer. In a very general sense

plane/take off could be a collocation but neither item is in any sense
‘governing’ the other save in a particular semantic context.
2 “he arrived at” is meant to be the answer. ‘at’ here is only partially
dependent on the verb ‘arrive’ since it is also dependent on its noun, e.g.
arrived in Paris.
3 “put off” is a phrasal verb. (But note that phrasal verbs aren’t collocations).
4 “do homework” is a collocation.
5 “blood boiling’ is an idiomatic metaphor (ANGER = HEAT)
2C (p.43). Have students look at the gapped sentences and check that they are aware
of how knowledge of combination rules in English would help them fill in the gaps.
Ask in open class whether there are any other words that can fit the gaps and if so
what grammatical structure do they make.
Answers to 2C (pp. 43-44)
1 “done” is the expected answer, but other verbs like started, finished,
completed – all forming a present perfect – would equally be possible.
2 “off” the adverbial particle forming the phrasal verb is about the only
possibility. ‘put back” is also possible.
3 “takes” as the adverbial particle in “takes off.”
Recording lexis (p.44). Everything said above proves that the combination of words
in language is determined not only by the rules of syntax, but also by lexical coding,
which has a washback effect on how students should record new lexical items. Have
student read the section. Ask them in pairs to make a list of all the information which
is helpful to include when recording a new lexical item. Pool the ideas in open class
remembering to include examples in each case.

Answers to ‘recording lexis’
part of speech, pronunciation, dependent prepositions, collocations, idiomatic usages,

derivations.
3A (pp. 44-45). Put students into groups of three or four and have them read the
eleven pieces of advice. For each piece they should evaluate its effectiveness as an
exam strategy. Pool the ideas in open class remembering to elicit justification from
the students for each opinion offered.
First of all…
4 read the whole text for general understanding.

4 read the whole text and see if you can fill in any of the gaps
before looking at the options given to you.
Then while looking at an individual sentence (or part of a sentence) containing a

gap…
4 decide what part of speech it should be.

4 try to “feel” the approximate meaning.
4 look at any words that the missing word might need to
collocate with.
While looking at the four choices given…
4 reject those words that you know are obviously wrong.

• reject words you don’t know.
4 check which of the “possible” words collocate well, e.g. can be used with the
preposition that follows the gap.
4 if you think more than one are possible, think about which one would make a
stronger collocation.
When you’ve decided…
4 say the whole chunk in your mind and “feel” if it sounds right.
ask the person sitting next to you in the exam which answer they’ve chosen.
3B (p.45). STEP 1. Individually have the students read the text in the first box and
work out what should be in the gaps, not by filling them in, but by closing the book
and rephrasing the meaning of the passage in their own words. These re-phrasings
should be written down, compared with a partner and then pooled in open class.
Students should then individually look back at the original text and work out which
words around a gap will influence the item to fill the gap. Students should compare
their thinking with a partner, and then the ideas should be discussed in open class. As
always, the reasoning behind student opinions is the most important.

STEP 2. Have students in pairs fill in the gaps using the multiple choice opinions in
the second box. First, they should eliminate the distractors with evidence showing
why they cannot be correct, and second students need to provide evidence proving the
correct answer.
STEP 3. The work above can be checked and discussed when pooled in open class or
done in small groups with monitoring by the teacher.
STEP 1:
a) What is the approximate meaning of 1-4? A possible solution:

1. read
2. started
3. radical
4. freedom
b) What surrounding word(s) should 1-4 collocate with?
1. studies
2. up
3. stance
4. people
STEP 2:
Now look at the options and choose.
1. A undergone B undertook C conducted D criticised

2. A set B founded C came D owned
3. A supportive B militant C fighting D true
4. A justification B process C acceptance D liberation
NB Note that although ‘B’ is deemed to be the correct answer to the first multiple
choice gap it is rather odd.
4 (pp. 46-48). Let students do the exam task. Give students feedback immediately so
that they can see how well they have done.
For follow-up work students can work on the multiple choice options finding
evidence which proves the distractors false and the correct answers correct. Put the
students into groups of three or four and divide the fifteen questions among the
groups. When the groups have finished pool the answers in open class and evaluate
the responses.
In pairs students read the text slowly and discover lexical combinations. For this
purpose you can use ‘loose’ combinations e.g. political prisoner.

Answers to 4 (pp. 46-48)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A C A D C B C A D B C A C D A
Homework
From the last lesson students were asked for homework to write a text of one hundred
words on globalisation and underline all the grammatical words. Give back the
homework and in pairs the students check the text for accuracy and correct
identification of grammatical words. Discuss in open class any doubtful cases of
grammatical and lexical words. Take in the texts and mark for written accuracy.
Understanding the how lexis affects the permissibility of word combination is not
easy. Give students the following essay, “Only grammar affects the permissible
combination of words in English.” The mini-essay should not be longer than 120
words.

Unit 9: Who Wants to be a Millionaire?

The long text task consists of a text of 1000 to 1250 words. Candidates have two
questions that relate to the text which they must answer in one single piece of prose of
between 150 and 200 words. In the answer the original text may not copied. Marks
are awarded, first for including all the information which contributes to an answer to
the questions, and second for the quality of the piece of writing produced. Candidates
have thirty minutes for the task.
The rationale of the task is to the test candidate’s ability to scan the long text for
specific information, to make notes therefrom and then to write a well-constructed
continuous text from the notes.
For pre-class preparation you need a newspaper article in English for each member
of the class. The article should be around one thousand words long, but should not be
about too technical a subject.
Suggest procedure for unit 9
For a warmer write up a letter from the alphabet on the whiteboard. Each of the
students calls out a noun of five letters or more beginning with that letter. Put the
class into pairs or groups of three or four. Each group has three minutes to think up a
story which uses all of the nouns on the whiteboard. Each group appoints a
spokesperson to tell the group’s story to the class. There is a time limit on the story
telling of one and a half minutes per group.
Lead–in. Ask the students to look for ten seconds at the long text on (pp. 51-54).
Then ask them how they feel about reading the text and producing a text of 150 words
within a thirty minute time frame. Ask them to tell their partner their feelings. After a
reasonable time has elapsed, collect the fears and ideas in open class. Tell the students
that it is the purpose of the lesson to allay these fears.
1A, B (pp. 49-50). Give each member of the class an article face down on the desk.
Tell the students that they have exactly one minute to read the article. Students should
attempt to ascertain the gist (or general message) of the text through skim reading.
After precisely one minute stop the reading and tell the students to put the articles
face down on their desks. In pairs students should then tell each other the general
message of their articles. There is no open class feedback at this stage.
Students should now spend five minutes reading the text more slowly, but still not
reading the text for detail. Ask students to make mental notes of the key points and
some of the more important details. If students feel it necessary they can one-word
mind-jogger notes on rough paper to help them. Then in new pairs, have them relate
the expanded general message of their text to their new partner. The activity can be
expanded by rotating the articles around the room and repeating the exercise.
Skimming and scanning: When a text is read quickly there are two possible purposes
for which this is done: skimming, when the reader wants to obtain the gist or general
message of the text, and scanning, when the reader is looking for some specific

information in the text and disregarding everything else. Skimming and scanning are
distinct reading sub-skills distinguished by their method and purpose. The long text
task is a scanning task because the candidates need to find the answers to questions
and will not have to necessarily read the whole text. Yet, there is a connection
between skimming and scanning. In order to scan the text and know where the
relevant information might be located, the reader has to know something of the text’s
genre, structure and topic. In other words an element of skimming always precedes
scanning.
The advice the teacher gives to students for this task is crucial. The exam tip on (p.80)
suggests candidates skim read the text twice and then read it in detail. This advice is
wrong: candidates should only skim read the text for the purpose of aiding scanning.
They should not read the whole text in detail, but only scan it for specific information.
2A (p.50). Ensure that each student has in his/her hand a copy of an article which s/he
has not read before. Ask him/her to write a question that can be answered from
reading only one part of the text, (i.e. where all of the text containing the correct
answer can be located within a two hundred word span). The question must not be a
yes/no question, but one which requires several pieces of information to give a
complete answer. Have the students write their question on the top of the article and
their answer to the question on a separate sheet of paper. When students have
finished, or after a reasonable time has elapsed, have students in pairs give their text
and question to a partner. The partner has ten minutes in which to prepare an oral
reply. After ten minutes have the members of the pair give their oral reply to each
other. The question writer should give feedback.
In open class elicit from the students the reading strategies they used to do the task.
Ensure that the students understand the process of scan reading.
2B (p.50). Put the students in pairs and allocate one student the role of ‘A’ and the
other ‘B.’ Have the former look at the shortened version of the ‘long text’ task on
(p.152), scan read it and prepare a written answer to the question of 80 – 100 words in
fifteen minutes. ‘B’ students should do the same with the task on (p.158).
2C (p.50). Students should swap their work with a partner. The students should check
each other’s work in line with the ‘check list’ in the text box. Give feedback in open
class. Remember to elicit all the elements that contribute to a correct answer from the
students. Collect in the written answers for marking.
3A (pp.51-54). Give the students exactly thirty minutes to do the task. At the end of
the task, tell the students the pieces of information that constitute an answer to the
task. The students should mark their own work, and doubtful wording (where it is
unclear whether the student’s version contains the information) should be debated in
class. Take in the answers to check the students’ self-marking and mark for quality of
writing.
Answers to 3A (pp. 51 –54)
The couple took a number of steps to obtain the money. They informed the
lottery managers of the precise details of their purchase of the ticket. They thoroughly

searched their house and shed looking for the lost ticket. When the managers
demanded proof of identity, they rushed to provide pay slips and utility bills. They
even took the step of recording telephone calls.
The couple made plans on how they would spend the money. Their relatives
would receive lump sums. They would pay for medical treatment for Martyn’s father’s
arthritis. They also planned to buy a four/five bedroomed house and a new car.
Homework
Collect in the essays on lexical combinations which were set in the previous lesson.
Write up the words, collocation, dependent preposition, fixed expression, and phrasal
verb, and seek definitions and examples from the students.
For preparation for the next lesson ask students to make a list of all the things that
somebody could do to help him/her learn a foreign language in one column. Adjacent,
in a parallel column, list the reasons why someone would do these things.

Unit 10: Jaw Jaw

The collaborative speaking task (otherwise known as the communicative task)
requires the two, or exceptionally three, candidates to talk to each other for three
minutes with the interlocutor’s role only being that of setting up the task and
thereafter taking no further part. The candidates are presented with four thematically
linked pictures and must, though negotiation, discuss the relevance of each picture to
the theme, discuss other possible images which would be appropriate for the theme
and determine with reasons which of the four images is the most appropriate. The
candidates must inter se manage turn-taking and organise themselves to complete the
task within the set time.
The rationale of the task is to test the candidate’s ability, in the discussion of an
abstract topic, to state opinions, negotiate, take turns, prioritise, give reasons, use
metaphor, compare, agree and disagree.
For a warmer write up on the whiteboard three countries that students might like to go
on holiday to, e.g. Australia, France, Spain. The students secretly write down one of
these locations on a scrap piece of paper. Write up three types of location, e.g. city,
mountain, seaside, and again the students secretly choose one and note it on the same
piece of paper, and finally write up three hotels, e.g. The Grand, The Palace, The
Hilton and likewise have students choose one. Call all the students into the centre of
the class with their piece of paper concealed. The students should mingle and attempt
to find who, if anybody, they are going on holiday with. In the conversations students
can say anything, but may not ask open (i.e.‘wh’ questions). When two or more
students have found they are going on holiday together, they should stay as a group
for the remainder of the mingle.
1A (p.55). Ask each student to turn to a partner and give a definition of a

collaborative task. Discuss and agree on a correct definition in open class. Ask the
candidates to (re) read the task description in the text box in the middle of the page on
(p.55) and check, through questioning, that the students thoroughly understand the
rubric of the task. Put the students back in pairs and have them discuss the sense in
which the collaborative speaking task is collaborative. Listen to the student’s answers
and give feedback in open class.
Candidates have to work together in an attempt to reach an agreement.
1B (p.55). Give the students a one minute time limit to unscramble the sentence. Give
feedback immediately in open class. Briefly examine the syntactical merits of any
alternative answer.
Answers to 1B

English will be spoken by 96% of the world’s population in 50 years time on an

everyday basis. (Other word orders are possible)
1C (pp.55-56). Ask students to think of reasons why the statement might be true and
reasons why it might not be true. Pool these ideas in open class. Have the left hand
half of the class mentally enumerate arguments which agree with the statement. The
right half of the class should enumerate arguments which disagree with the statement.
Ask the students to stand up and come to the centre of the room. ‘Agreeing students’
should pair up with ‘disagreeing students’ and argue out their case in one minute.
1D (p.56). Write up the six debating topics on the whiteboard, while the students
remain in mingle formation. The ‘agreeing students’ will continue to agree with all
the statements and ‘disagreeing students’ will continue to disagree. Have the students
pair up and debate the first topic for two minutes. After two minutes the students
should change partner and move on to the next topic.
2A (p.56). In open class elicit from students what you might see in a war picture.(e.g.
a dead soldier) Put the class into groups of three or four and have them classify the
eighteen utterances under the four headings. In open class pool the answers. When
students offer a classification remember to extract explanation and justification.
1. “Describing and interpreting a 2. “Comparing different

picture” pictures”
• I don’t think it captures the essence of modern warfare. • This one seems to be more optimistic than
• I can’t make out what’s in the top-left hand corner. the others
• This picture just proves that you can fib with photos. • There seem to be two different kinds of
• This image doesn’t feel very representative. image.
• I think the photographer wants you to feel angry about • This one stands out from the rest because …
the waste of life. • When you look at all of these together it
• The subject is interesting but it’s not a very good makes you feel a bit sick.
picture. • They seem to represent a number of
different aspects of the same thing
3. “Suggesting possible ideas for new pictures” 4. “Discussing and coming to an agreement”
• One of the aspects these don’t show is … • Do we agree yet?

• I’m a little surprised they don’t include … • So, what’s our conclusion, then?
• I wonder why they haven’t included a picture of… • So, what do you think?
• If I was asked I’d want to add a picture of … • Well, OK, but …
2B (p.57). Ask students in pairs to go through the list of eighteen utterances, and
change, where possible, the meaning of each statement to its opposite. Monitor the
students while they are doing this to weed out any errors or non-colloquial ‘creations’.
In pairs students should say the statements aloud. Listen and note any pronunciation
problems (e.g. intonation). Drill correct intonation in class.

2C (p. 57). Have the students look at the five bullet-pointed utterances and find the
mistake, if any, in them. Have them quickly compare their answer with a partner and
give feedback in open class.
Answers to 2C (p.57)
• “In the picture there are three people.”

• “What’s your opinion?”
• “There is a small dog in the top left corner.”
• “This picture is definitely worse than the other ones.”
• “Mostly I agree with you.’
2D (pp. 57-58). Give the students thirty seconds to look at the pictures and determine
the theme from the six options beneath the picture. The students will probably all
have the correct answer. If any student offers a false answer, deal with that first and
have the student try to justify it. When the correct answer is agreed upon, have
students explain how each picture connects to the theme.
Answers to 2D (pp. 57-58)
The topic is “Learning a Language”
Refer the students again to the eighteen utterances in 2A (p.56). Ask the students in
pairs to describe the pictures to each other in turn using inter alia relevant utterances
from the list. The students should also decide which is the most effective picture to
illustrate the theme and state their reasons to each other explicitly. As there is no open
class feedback for this stage, you should monitor carefully to pick up any difficulties.
3A (p.58). Prepare students to listen to two candidates doing the collaborative task.
On the first listening students should try to draw (or at least imagine) the pictures the
candidates are describing. They should also try to work out the theme that connects
the pictures which is, in other words, the topic of the task. Students should share their
pictures and ideas with a partner and try to agree. Give feedback in open class.
Tapescript for 3A (p.58)
Version A
A. Yeah... so in the first one there's a smoke thing

B. Uh huh...
A. Number two... that's a man in a field.
B. Is that a gun?
A. Dunno... Anyway, number three...
B. Old man, two women... oh... nope... one's a girl...
A. What do you think he wants with them then?!
B. Huh... yeah... so the fourth...
A. Cool! A helicopter...
B. Yeah! Have you ever been in one?
A. Nah... you?
B. Nope. Bombs?

A. Dunno... can't really see...

B. Crap pictures...
A. Yeah.
What were the pictures?
1. “ …a smoke thing”
2. “ a man in a field… perhaps a gun”
3. “Old man, a women, a girl”
4. “a helicopter, perhaps a bomb?”
What do you think the topic or title of the task is? War.
3B (p. 58). Ask the students to draw a vertical line down an A4 piece of paper. The
left column is for positive points and the right is for positive. The students will listen
to the recording again and note positive and negative aspects of the students’
performance in the appropriate column. Tell students, where necessary, to distinguish
between the two candidates. When the recording has finished, have the students read
the ‘Exam Tip’ box in the centre of (p. 58). Check that the students have understood
the information by asking questions in open class.
Listen again and decide:
Do the candidates do the task well or badly?

The candidates are definitely not up to the level.
positive points:
• they collaborate, neither of them dominates
• they speak about all the four pictures
negative points:
• very basic language
• no evidence of agreement, reaching a conclusion; task not achieved
3C (p.58). Put the students into groups of three or four and have them compare their
notes. Pool the students’ evaluations of the two candidates. Raise or elicit any aspects
which the students overlook.
3D (p.58). Play the students version B, and in open class have them make impression
comments. Do not go into details at this stage. Ask the students again to divide a piece
of paper into two columns as in 3B (p. 58). Play the recording again and have students
evaluate them. Discuss the evaluation in open class. Elicit and point out positive
aspects of the candidates’ performance in version B.
Tapescript for 3D (p.58)

Version B
A. The first picture seems a bit ambiguous to me, in terms of relating to war.
B. I know what you mean. It could be any sort of fire or explosion.
A. Maybe just a crop fire, even... although in this context, I assume it's a bomb
explosion.
B. So... picture 2. This seems more relevant to the task. There's a definite theme
to the picture - with the cannon and the soldier.
A. I agree... it looks like something you'd see on the news these days. Pretty
bleak.
B. As is the third picture.
A. Yes... very provocative. Images of people are always sad.
B. You have a good point there. The fourth picture is provocative too, but in a
different way. You know the helicopter has just bombed something in the
background.
A. It could even be one of those houses. This one and number 3 really say
something to me about war today.
B. I'm with you on that one!
A. Although I'd be tempted to include an image of Saddam Hussein or someone
like that.
B. Hmmmm... I'm not so sure. That's very specific, and this is about war in
general.
A. Maybe a picture of a newscaster in a war zone then?
B. That's a good idea. Definitely up-to-date as well!
A. I still think that of these 4 images, pictures 3 and 4 are the most appropriate
for this book.
B. Totally. And I like your newscaster idea too.
4A (p. 58). Remind the students that there are three mistakes in the ‘Exam Tip’ box at
the bottom of the page. With the students working individually, give them two
minutes to locate the three errors and to correct them. Have them compare their work
with a partner before giving feedback in open class. (Make sure students have
corrected the wording in their coursebook as in all other cases throughout the book the
‘Exam Task’ boxes do not contain deliberate errors.)
One of the main things an examiner will look for is your ability to ‘converse’: to take
turns, interrupt politely and appropriately, and pay attention to your partner’s point
of view. This is perhaps the most important part of the Collaborative Task – and of
the Speaking Exam in general. It’s better here that you get 85% of the way to
reaching a conclusion, by discussing things in a thoughtful and good-natured way,
than reaching a conclusion within 2 minutes because you’ve bullied your partner into
an ‘agreement’!
4B (p.59). Have the students read the dialogue and then tell a partner what they think
is odd. Elicit ideas in open class, and give direct feedback. Discuss what
consequences in the exam such a dialogue would produce.

Ask the students to read the ‘Exam Tip’ box in the middle of the page. Have them
close their book and tell their partner as much as they can remember. Check
comprehension of the points made by asking questions in open class.
What is odd about this extract from a discussion?
Although the candidates use phrases of agreement and disagreement, they don’t seem
to listen to each other or respond to each other’s ideas.
5 (pp. 59-60). Inform the class that they will role-play the collaborative task in the
exam. Organise the students into groups of four. It is important at this stage to mix up
the class, as the students will be in these groups for some time. (If the number of
students is not divisible by four, then make some groups of three) Two of the students
will ‘do the exam’ and the other two will be ‘assessors’. (If there is a group of three,
then there will only be one assessor). The ‘candidates’ should turn to (p.153) and
should start the task. The ‘assessors’ should turn to (p.60) in the coursebook and
prepare to fill in the “Observers Feedback Sheet’
Check, through asking questions, that all the students are ready and know what is
required of them. Start all the groups together and give them exactly three minutes in
which to do the task. After the three minutes, give the ‘assessors’ two minutes in
which to discuss their opinions between themselves and fill in the assessment sheets.
Remind the ‘assessors’ to think both about the performance collectively and of the
achievements of the candidates individually.
Give the ‘assessors’ time to give feedback to the ‘candidates’. Then repeat the whole
exercise with the ‘assessors’ and ‘candidates’ changing roles, but this time using the
communication task on (p.159). (In groups of three have one student as a ‘candidate’
twice)
It may be useful to end the activity by pooling experiences and insights which have
flowed from practising the exam task. Probable areas for discussion in open class
might include managing turn taking, completing the task in the time limit, deploying
appropriate lexis to express opinion, etc. You should note common difficulties
because you will want to work on these later on the course.
Homework
In the previous lesson students were asked for homework to prepare a list of all the
things they could do to help them learn English with the reasons for each activity
appended in an adjacent column. In class, have the students exchange their work with
another student him/herself who has completed the homework and have the receiving
student rank (i.e. 1,2,3,…) activities in order of importance. When s/he has finished,
the work should be returned. For homework from this lesson, ask the students to write
a dialogue in which one role player is the student and the other is the student who
ranked the activities. The dialogue has to show two persons attempting to agree on
which are the most important strategies for learning English. Students should pay

specific attention to including turn-taking lexis, and on lexis that is appropriate for
negotiation. (e.g. I agree with you but there is a danger that we could overstate…)

Unit 11: “Oh, Doctor”

The Dialogue task requires the candidate to imagine s/he is mediating between two
people, one English speaking the other Hungarian. The candidate hears on the tape the
Hungarian and English persons speaking alternately. On the completion of a phrase or
sentence the candidate is required to translate the message into the other language and
note it onto the exam paper.
The rationale of the task is to test the students’ ability to focus on the main messages
when mediating between languages and cultures by using different strategies such as
paraphrasing and circumlocution.
For a warmer, divide the class into, as far as possible, three equal groups. Ask one
group to sit on one side of the room and the second group on the other. The first group
may only speak Hungarian and the second only English. The third group must walk
between the first and second groups and may speak Hungarian and English as
necessary. Individual members of the seated monolingual groups call upon the
services of a translator from the third group and ask a question directed at an
individual in the other monolingual group. The translator runs across, translates the
question, receives a reply, translates the answer and runs back with the reply.
Demonstrate the activity yourself by asking the first question. After the activity has
run for a few minutes, change the roles of the three groups. The activity finishes when
each person has played all three roles: Hungarian speaker, English speaker and
translator.
Refer the students to the picture on (p. 61) of the Student’s Book. Inquire in open class
about those occasions on which people go to a doctor’s surgery or a hospital. Note
answers on the whiteboard. Elicit some functional language which is used in the
doctors’ surgery and note it on the whiteboard. Model the language in open class with
emphasis placed on intonation. Then students, in pairs, choose one or two problems
from the whiteboard, and role-play a possible dialogue at the doctor’s.
1A (pp. 61-62). Elicit from students the order in which the patient or the doctor raised
issues in their discussion. Note these on the whiteboard and accept variations of order
depending on circumstances. The discussion between doctor and patient has a
particular genre. Now ask the students to close their books and working in pairs have
the students work out the features of a waiter/customer interchange. When the
students have finished, or after a reasonable time has elapsed, elicit answers in open
class and note these on the whiteboard. When a student offers a suggested ordering,
elicit reasons for that ordering.
1B (p. 62). Refer the students to the Student’s Book instructions. Put the students into
groups of three. Two of the students should role-play the waiter/customer interchange;
the third should observe. Depending on your students you might give a more complex
task for the third, observing person than just judging if the dialogue is realistic or not.
S/he can take notes of useful phrases that could be shared with others, or he could

give feedback at the end in terms of style, register, pronunciation or intonation.

Instead of changing the roles you might ask the students to write down their dialogue
and upgrade it with more advanced words, phrases, structures or high level stylistic
features. They might amend the dialogue for different types of restaurants (e.g. a
friendly little family business, where the staff knows you well, or an elegant,
expensive restaurant where you go for the first time etc.)
1C (p. 62). Reformulate the class, so that new groups of three are formed, and ensure
that each group is in possession of paper and writing implements. Allocate the eight
different situations from the Student’s Book to the students, ensuring that as few
groups as possible have the same situation. Each group should discuss and note down
at least six stages in the dialogue discourse of their situation.
1D (p. 62). When the students have finished, or after a reasonable time has elapsed,
have the students hand on their conversation scripts to another group which has
worked on a different situation. The receiving group should now perform the
dialogue; the third member should take notes and give feedback. The pieces of paper
containing the conversations may be handed on around the room, and the activity
repeated.
1E (p. 62). This is the point where mediation comes in! In the group of three, one
member only speaks English, another only Hungarian while the third will play the
role of oral mediator. The students need a situation which they have not done before.
The Hungarian speaker begins the conversation; the mediator translates the
message/function into English, and the English speaker responds in English. The
mediator translates the English utterance into Hungarian and the Hungarian speaker
responds, etc. The activity continues until the end of the dialogue. Remind the
students that mediation in speaking is more realistic than the written part of the exam.
Also, encourage the speakers to use the high-level language they collected earlier to
make the mediator’s job as difficult as possible. On the other hand ask the mediator to
convey as much of the messages of the speakers as possible, but in the simplest and
shortest way they can produce.
1F (p. 63). Have the students pass on the papers with the conversation scripts again,
so each group has a new situation. The students should also change the roles of the
Hungarian speaker, English speaker and mediator and repeat the activity in 1E (p.
62).
1G (p. 63). Refer the students to the topic of the conversation, “Explaining to your
doctor that you are feeling very tired and stressed.” Working in their groups, have the
students prepare a series of prompts for the sequence of the conversation. Have the
students change their roles again, and have them perform the discourse as a mediation
task. When all the groups have finished, have the groups act out their dialogues in
open class. While one group is speaking, the others make notes. On completion of
each performance, discuss the notes in open class.
2A (p. 63). The exam does not reflect real life because for testing reasons the
Mediation Paper is part of the written exam. The task here is intended as an
introduction to the exam task. It’s very important to give a strict time limit in this
activity. The aim is to find ways of expressing the given phrases in the other language
2
in a very short time, and find the strategies of circumlocution and by paraphrasing the
words the students might not know without using dictionaries, nor by using word-by
word equivalents in the other language. Although the actual testing happens in a
written form, the language they produce has to be of a spoke genre, spontaneous, not
planned, and not as complex as a structured written text..
Ask your students to cover task 2B (p. 63). Give the students a strict time limit of
sixty seconds in which to complete the task.
2B (p. 63). On the expiry of the time limit, have the students compare their answers
with those of a partner. Now ask the students to uncover 2B (p. 63) and compare their
answers with those in the Student’s Book. In open class discuss alternative versions
and any other issues arising.
3 (p. 64). The students should do the task in the same way as in the exam. Have the
students read the rubric and examples on (p. 64). When the students are quiet, play the
tape.
On the completion of the exam task, have the students turn to the key on (p. 135), so
that they can have immediate feedback on their performance. It is necessary to explain
the marking system to the students. Point out that grammar and spelling mistakes are
not penalised here, except when they obscure or change meaning. Make it clear that
only those chunks in bold are marked. (These have been selected by statistical
methods as significant for testing at the level). Also point out that there is a subjective
element in the marking as it is sometimes not easy to decide whether the meaning is
conveyed or not.
At the end of the lesson have the students try to sum up what they already know about
the special difficulties of this task, and the possible techniques dealing with them. E g.
there are always words you don’t know or can’t make out while listening to the
dialogue. (In such cases if they start thinking about one word, communication will
come to a stop, and you also might miss the messages afterwards.)
Elicit a few techniques that can be used in this task. You may put a table on the
whiteboard and collect the ideas that come up. A few possible ideas:
YOU HEAR ENGLISH YOU WRITE HUNGARIAN

Try to get the overall Don’t write full sentences, just “information chunks”.
meaning, don’t get stuck on Don’t “translate” the English, express the message you
separate words. If you don’t got the same way Hungarian speakers do in that situation.
understand words or For the first listening write down as much of the basic
phrases, rely on the context information as you can – don’t worry about gaps.
and the intonation. For the second listening complete what you have written
Activate your and try to fill in the gaps of your first draft.
“schemata” (recall what you At the end you have two minutes to check what you have
usually say in a given written. Read and complete your whole work, and make sure
situation) and predict what that it makes sense as a dialogue.
is coming.

YOU HEAR
YOU WRITE ENGLISH
HUNGARIAN
Get the overall meaning Don’t write full sentences, just “information chunks”
Activate your Don’t “translate” the Hungarian, recall the English
“schemata” (recall what you phrases you use in that situation instead. You have no chance
usually say in a given to create a “new English” instead of the one that already
situation) and predict what exists!
is coming. If you don’t know a word, try to avoid it by finding other
words or phrases to express the same thing.
Change long and complicated expressions and phrases
into simple, concise ones.
For the first listening write down as much of the basic
information as you can – don’t worry about gaps.
For the second listening complete what you have written
and try to fill in the gaps of your first draft.
At the end you have two minutes to check what you have
written. Read, complete and correct your whole work, and
make sure that it makes sense as a dialogue.
Answers to 3 (p. 64)
Ex
Write in English Example: I got frightened – my heart started beating rapidly
1
Ex Write in rendkívüli stressz mostanában? – nem volt olyan

Example:
2 Hungarian érzése, hogy képtelen megfelelni?
1. as a matter of fact – 2. I’ve gone through a difficult stage –

1 Write in English
could hardly pay attention to my health
Write in minél többet törődik az egészségével – 3. annál kisebb az esélye –

2
Hungarian 4. hogy lerobban
not very difficult to understand – 5. anyway - 6. what possibilities

3 Write in English
– 7.at my age – 8. and hectic schedule?
Write in rendszeres sportolás –9. néhány egyszerű relaxációs gyakorlat –

4
Hungarian alkalmas a stressz kezelésére
10. regular jogging, swimming – 11. all right from tomorrow -

5 Write in English
I’d rather not relax – 12. not my style
4
Write in nem olyan nagy dolog – könyv, zene – 13. játék a barátokkal –14.
6
Hungarian megoldhatja a problémát
TOTAL: 14/2=7
Tapescript and possible translation to 3 (p. 64)
Doktor úr, ma reggel nagyon megijedtem. Doctor, I got really frightened this morning.
Hirtelen a szívem elkezdett nagyon szaporán All of a sudden my heart started beating
verni. rapidly.
Let me see. Have you been under Lássuk csak. Nem volt kitéve mostanában
extraordinary stress recently? Have you felt rendkívüli stressznek?Nem érezte úgy, hogy
that you were unable to cope? képtelen megfelelni a feladatainak?
Hát, ami azt illeti, bizony nehéz időszak van As a matter of fact I've gone through a
mögöttem. Az egészségemre aligha tudtam difficult stage.
odafigyelni. I could hardly pay any attention to my health.
The more you take care of your health, the
Minél többet törődik az egészségével,
less likelihood there is of your breaking
annál kisebb a valószínűsége, hogy lerobban.
down.
Hát persze, ezt nem nehéz belátni. Mégis, Well, this is not very difficult to understand.
milyen lehetőségek vannak ön szerint az én Anyway, what possibilities do you think I have
koromban és időbeosztásommal? at my age and hectic schedule?
Rendszeres sportolás és néhány egyszerűbb
Taking a regular part in sporting activities
relaxációs gyakorlat
and some simple methods of relaxation are
jó módszerek a stressz kezelésére.
good ways of tackling stress.
Rendben van, holnaptól rendszeresen futok, All right, tomorrow I’ll start jogging
és úszni is eljárok. De relaxálni nem regularly, and I also go swimming.
szeretnék, az nem az én stílusom. But I'd rather not relax, that's not my style.
You shouldn’t make too much fuss about Nem kell abból akkora ügyet csinálni.
that. A good book, some good music or a Egy jó könyv, valami jó zene, valami játék a
game with friends might solve your problem. barátokkal megoldhatja ezt a problémát.
Homework
For homework from the previous lesson, the students wrote dialogues about the
ranking of learning activities. Put the students in pairs and have them upgrade their
work and then perform the dialogue. While the students are working, monitor their
work and intervene where necessary to upgrade the negotiating language. Note issues
and problems for further discussion in open class.
For homework from this lesson, first tell the students the following story: A shocking
art exhibition has arrived in their town. Ask half the class to write a comment of not
more than twenty words in Hungarian, and ask the other half to do the same in
English.

Unit 12: Genre and Purpose

The extended writing task (otherwise known as the discursive writing task) requires
the candidate to choose one task from three and then to produce a piece of writing of
between 250 – 300 words in thirty minutes. Each of the three options consists of a
different genre, e.g. story, argumentative essay, informal letter, review, news item,
report or article. The question input is minimal, so to produce an effective piece of
writing candidates need to use their background knowledge and/or their imagination.
The rationale of the task is to test the candidate’s ability to write and answer the
question appropriately, coherently, and accurately within a particular genre, and
within a word limit. (N.B. Tasks which exceed the word limit are not penalised per se,
but using additional time for writing almost inevitably detracts from planning,
thinking and editing which has adverse consequences in terms of overall writing
quality)
Experience has shown that candidates, even at high levels, often have difficulty in
writing in several genres. Work done on writing skills is likely to have a high rate of
return in terms of marks. In this unit only two genres are covered, i.e. the news item
and an informal letter. If time allows, it is worthwhile looking at other genres. The
basic teaching method to be adopted, and the one deployed in this unit, is the process
of recognition, noticing and production. Let students look at a relevant piece of
writing and determine the genre, then notice aspects of the genre (discoursal, syntactic
and lexical) and finally have them produce writing in that genre.
These teaching instructions for this unit contain activities which exceed a ninety
minute lesson. It is the responsibility of the teacher in pre-lesson planning to take into
account the needs of his/her class and to select and adapt accordingly.
For a warmer write up the following genres on the whiteboard: story, argumentative
essay, informal letter, review, news item, report and article. Give each student a
genre. Write up a theme/topic on the whiteboard, e.g. the sea. Ensure that each student
has a piece of paper and ask him/her to write the heading and the first sentence of
their piece. When s/he has finished, the paper should be handed to the student on
his/her right. The teacher should take the paper at the end of the horseshoe and give it
to the student at the other end who is lacking one. (In other words the papers are
circulating) Now each student, with a new paper in front of him/her, should write the
second sentence. When the students have finished writing, the paper should be passed
on as before. The process should continue until the person who wrote the first
sentence receives again his/her own sheet of paper.
1A (p.65). Refer students to the photograph at the bottom right-hand corner of the
page. Ask the students for the name of the girl depicted. (Answer: Anne Frank) If
some of the students know who she is, then elicit information about her life in open
class. If nobody knows who she is, then input her name and then elicit. If the name
rings a bell with nobody, then ignore 1B (p.65), and ask to students to find
information from the scan reading the newspaper news item on (p. 66).

1B (pp. 65-66). Ask the students to scan read the news item in order to find out any
facts about Anne Frank’s life. Pool these facts in open class, and have a brief
discussion about the implications and meaning of Anne Frank’s life.
1C (p. 66). Ask the students in pairs to write a definition of the five highlighted
lexical items. If they do not know the meaning of an item, they should attempt to
work out the meaning from the text. When the students have finished, or after a
reasonable time has elapsed, pool the definitions in open class and correct any
misunderstandings or errors.
1D (p, 67). Every piece of writing has a purpose. Ask the students, working
individually, to identify the purpose of the news item from the list of options and then
confirm the choice with a partner. Elicit answers in open class, and when an answer is
offered seek justification and explanation. Have the students find evidence which
proves the incorrect answers as distractors.
Answers to 1D (p, 67)
to inform you about something
1E (p.67). Refer the students to the news item. (They should cover the twelve
options) Ask them, working individually, to designate a purpose to each paragraph.
When they have finished, have them compare answers with a partner. As a pair
students should match their choices for paragraph headings or purposes with the
notions expressed in the twelve options. Give feedback in open class, and have the
students who offer answers explain and justify their answers.
Answers to 1E (p.67)
A possible solution:
1. Summary description of the main event that the text is about

2. Outline of essential background facts or information
3. More detailed explanation of the main topic
4. Statement of opinions or interpretation of the main topic
5. Description of subsequent events or outcome
Purpose and Genre box. Have the students close their books. Write up the word
‘genre’ on the board and seek a definition and examples. As different genres are
mentioned, elicit and write up on the whiteboard all the features of a text from which
genre can be identified. As a feature is identified for one genre, give the students
practice by changing the genre and asking them how the feature changes. (E.g. If the
students mention the academic essay as a genre, one feature is long complex
sentences. The equivalent for an advertisement leaflet is short simple sentences)
1F (p.67). The order in which information is presented is a key aspect of written

genre. Have students individually look at the news item again and identity the order in
which the five information categories occur. After about a minute have them briefly
compare with a partner and then give feedback in open class.

Answers to 1F (p.67)
The newsworthy event

Background information
More details of the newsworthy incident
The institutional spokesperson’s response
The most recent event
IG (p.67). Refer the students to the first paragraph (consisting of one sentence) of the
news item and ask the students in which tense/aspect the first paragraph is written.
After the tense has been identified, ask for reasons for the use of the present perfect.
Students will probably quickly give the reason, but it is important that students focus
on this usage of language for when they come to write themselves.
Ask the students in which tense the subsequent paragraphs are written. When you
have received a reply, request the reason for the use of this tense. Again the important
aspect here is focusing the student’s mind on connecting the genre and tense used.
Answers to IG (p.67)
The first paragraph is written in the present perfect, referring to an event that
happened in the near past and has a visible effect at the time of writing.
1H (pp. 67-68). Refer the students to the two boxed sentence fragments at the top of
(p.68). Ask the students to tell their partner what distinguishes the sentences (if
anything) in terms of syntax and style. Have the students pool ideas in open class and
ensure that students justify and explain their answers. Offer correct answers if
necessary. Ask the students which of the alternatives appears in the news item.
Answers to 1H (pp. 67-68)
“The exhibition aims to give an insight into the magnitude of…”
This version is more formal; a more appropriate register for the topic and the genre
2A (p. 68). In the lesson until now the students have been noticing and recognising
the structure of a news item. In this part of the lesson the students will go through the
steps of producing a news item.
Ask the students to choose one of the ‘major problems’ which are listed in the task
box, e.g. major litter problem. Once the students have decided, have them form
groups of up to four people with students who have chosen the same topic.
In the groups the students should brainstorm the topic by describing to each other
every aspect of the problem and what ‘people,’ who might be mentioned in their news
item (e.g. institutional spokespersons) are saying about it. The students should write a
list of words, and perhaps phrases, that they think they might use.

Tell the group to focus on the genre in terms of the layout. Each student can write a
heading and journalist name at the top of a piece of paper for him/herself.
With the students now working on their own ask them to decide what they plan to
write about. With genre information in mind, students should plan their news items on
a separate piece of paper. The nuts and bolts of planning involves making paragraph
headings and making notes of what is to be included in each paragraph. When
students have written their plans they should explain them to a partner in the group
and receive feedback.
Have the student write their news item from the notes. When they have finished they
should check it in every aspect, but especially for accuracy, e.g. spelling, punctuation
and grammar. News items should be exchanged within the group and other members
of the group should make comments on linguistic accuracy, style and coherence. Tell
students that when they receive their work back, they should write a second version
incorporating the comments and suggestions from their classmates. The final versions
should be passed to other groups to be read by group members and then finally
handed in for marking.
3A (pp. 68-69). The unit now considers the genre of the informal letter, which
contrasts in many ways with that of the news item. Ask the students to cover up the
letter on (p. 69). With the students working individually, give the class one minute to
determine its genre and purpose. Time the minute strictly by having the students
simultaneously uncover the task and recovering it at the end of the minute. Students
should then share their answers with a partner and briefly discuss any differences of
opinion. Pool answers in open class. It is unlikely that there will be any major
problems with the majority of the students’ answers.
Genre
Informal letter
• the structure of the informal letter is much more fluid than that of a news item
• short paragraphs
• questions to addressee in first paragraph
• clear identification with addressee in last paragraph
• register – informality, e.g. the city is packed with restaurants of all sorts.
• style – paragraphs starting with prompting expressions, e.g. anyway, so, well.
Purpose
to keep in touch with friends and share travel experiences
3B (p. 69). In pairs, have the students link the seven paragraph headings with the
paragraphs in the letter. When the pairs have finished, or after a reasonable time has
elapsed, pool the answers in open class. When the students offer an answer, have
them justify and explain it. Return the students to their pairs and have them discuss
the extent to which the genre could be kept with the order of paragraphs being altered.
In open class again, pool these ideas and have the class discuss the variety of possible
combinations. Provide input where necessary.

1. b
2. a
3. c
4. f
5. e
6. g
7. d
3C (p. 69). Ask the students, working individually, to find in the letter examples of
informal register which would be used in a letter to a friend. The students should
underline the examples and attempt to categorise them, e.g. adjective, noun, verb,
idiom. When they have finished, or after a reasonable time has elapsed, have students
compare their findings with a partner. Pool ideas in open class. Remember to ask
students to fully justify and explain their answers. Many of the items may lead to a
short debate on their grammatical structure/function and the registers in which they
might be used.
4A (p.70). Inform students that there is a strict time limit of thirty minutes. Allow
students to choose from the three options and on their own without help from a
dictionary they should write there task. Collect in the work and mark it in time for the
following lesson. Your marks on this occasion should be given individually for the
four marking criteria, i.e. task achievement, coherence and cohesion, range and
accuracy, appropriacy. You should also justify each mark in a couple of sentences.
Homework
For homework in the previous lesson the students wrote comments either in
Hungarian or English on a shocking art exhibition which arrived in their town. Put the
students into groups of five or six. Have each member in turn read out his/her
comment and the others translate it into the other language. On the completion of that
activity the group should discuss the translations. Monitor this activity and collect
issues and problems for discussion in open class.
5 (p.70-72). There are two further tasks. One or both of them can be done for
homework. Tell the students to work within the time limits and to refrain from
consulting a dictionary. Collect in the work in the following lesson and mark it in the
same way as outlined in 4A (p.70).

Unit 13: Living and Dead Languages

The modified cloze task (otherwise known as the open gap fill task) requires the
candidate, in fifteen minutes, to fill in with a single word fifteen gaps in a connected
passage of between 350 and 400 words. All of the gaps require a grammatical word.
There are no options to choose from.
The rationale of the task is to test candidates’ ability to use syntactic and discoursal
knowledge to generate appropriate functional words to fill the gaps. Sometimes there
are up to a maximum of three words which can fill a gap. (It is not acceptable to fill
gaps with lexical words.)
For pre-class preparation you need to find three or four articles (350 – 400 words)
for your class. Each student will need one copy of one article. If possible, the articles
should be graded for language and printed out with double spacing. (The best place to
find such articles is to explore English newspapers and magazines on-line) You also
need several bottles of correction fluid.
For a warmer have students divide a piece of paper into thirty-two pieces. On each
piece they should write a functional word. Some students may not have any idea
about the distinction between functional and lexical words, so write a few examples
on the whiteboard, then elicit some more from the students. There is no need to be too
‘strict’ in the words that students write at this stage. Collect in the slips of paper and
mix them up. Bring all the students to the centre of the room in mingle formation.
Hand each student a slip of paper in such a way that only the receiving student sees
what is on the slip. In pairs (and perhaps one group of three), have the students guess
the other’s word. The students may describe the word but are forbidden from using
the target word. When both students have guessed each other’s word, take in the slips,
issue new ones and have the students change pairs.
1A. (pp.73-74) As a first step in learner training for this task students should
understand which kinds of words can be gapped. The students also need to be clear
about how different kinds of functional words operate to create or consolidate
meaning, i.e. what do different types of functional words (e.g. articles) do?
The purpose of the first task is to test students for both your and their benefit to see
how familiar they are with grammatical and discoursal functional terms. Working
individually, ask the candidates to match the terms with the words. Remind the
students that one word may fit several categories and that there are some categories
which might not be used. There is also one category that would not feature in the
exam. Ask students to find it and furnish a reason for its exclusion.
Answers to 1A. (pp.73-74)
1. Noun g. task
2. Verb l. win
3. Auxiliary e. is

4. Modal c. cannot
5. Adverb f. successfully
6. Adjective j. valid, broken
7. Article a. a
8. Pronoun h. them
9. Interrogative no match
10. Relative pronoun k. which
11. Preposition d. in
12.Particle no match
13. Determiner i. this, those
14. Conjunction b. and, although
15. Interjection no match
1B (p.74). When the students have finished, or after a reasonable time has elapsed,
have the students compare their answers with a partner. In open class go through each
word and ask for its grammatical classification. When an answer is offered it is vital
that you seek justification and explanation from the class. It is also crucial that
definitions of the terms are provided and additional examples are sought and
provided. Bear in mind that there are alternative answers, and that you may have to
input information yourself. Point out that an interjection would never be gapped.
Defining functional words: Functional words are words that carry little meaning in
themselves but combine with lexical words to create meaning. Whereas a class of
lexical words is potentially infinite (e.g. nouns: car, dog, bottle, etc.) a class of
functional words is limited (e.g. prepositions, conjunctions). The main types of
functional words are outlined below.
• Pronouns: these are words that stand in for lexical words. Examples of
prepositions include personal (e.g. I, her), interrogative (e.g. who), possessive
(e.g. my, ours), relative (e.g. whom), demonstrative (e.g. this, those)
• Prepositions: these are words that link with lexical nouns. Examples include
locative (e.g. on, under), directional (e.g. into, through), temporal (e.g. after,
during). Dependent prepositions function to organise the complements of a lexical
word, e.g. we bet on the horses.
• Determiners: these are words that qualify lexical nouns. Examples include
articles (e.g. the, a), quantifiers (both, all), demonstratives (e.g. this, those).
• Conjunctions: these are words that link lexical words, phrases and clauses.
Examples include conjunctions which are co-ordinating (e.g. and, but),
subordinating (e.g. because, although, when)
• Adverbs: these are words that qualify verbs, adjectives or whole sentences. Most
classes of adverbs (e.g. of manner, of place, etc) have open lexical items (e.g.
quickly, carefully, etc.) and a closed class grammatical items which need
reference to carry meaning. Examples include adverbs of manner (e.g. likewise,
so), of time (e.g. sometimes, nowhere), of place (e.g. here, there, everywhere), of
frequency (e.g. always, never, sometimes).
• Discourse markers: these are words that link the text above sentence level. These
may be enumerative (e.g. first, second third), causal (e.g. therefore, consequently),
of concession (e.g. however, nevertheless).

• Modals: these are words that affect the mood of a verb. Examples include ability
(e.g. can), obligation (e.g. must), permission (e.g. may), possibility (e.g. might).
• Auxiliaries: these are words that combine with lexical verbs in order to mark a
verb for tense, aspect, voice, interrogative form, negative form and imperative
form. The verbs are to be, to have and to do.
There may be a limited overlap with words being both ‘gappable’ according to the
criteria for gapping in the multiple choice gap fill task as well as the modified cloze
tasks; e.g. dependent prepositions (e.g. listen to), some fixed expressions (e.g. there
and back), phrasal verb adverbial particles (e.g. to put s.th off). In the final analysis
the distinction between lexical and functional words is not sufficiently watertight to
enforce an impenetrable demarcation line.
It is important that students at this level are not only aware of which words can be
gapped, but are equally conscious of how grammatical words contribute to sentence
and discoursal meaning.
in can be a particle of a phrasal verb, e.g. “lead in”

is can be a main verb (e.g. “The table is green”) and an auxiliary in compound verb
forms (e.g. “She is eating an apple”)
broken can be a verb in a compound form ( “is broken”, “has been broken”)
Particle: Get on well with someone

Interrogative: who?, what?
Interjection: wow! ouch!
1C (p. 74). Ask the students to read the content of the paragraph. Emphasise there are
two ‘processes’ which determine the selection of the correct item for a gap. Attempt
to elicit the two factors below.
• the rules of English grammar and discourse
• semantic: as with the multiple choice gap fill, the text has a whole has to have
meaning and make sense.
NB The coursebook suggests that collocations are likely to be examined in the

modified cloze task. This is unlikely, as collocations tend not to involve functional
words. (Cf. dependent prepositions)
1D, E (p.74). Ask the students, working by themselves, to fill in the gaps. When they
have finished, or after a reasonable time has elapsed, have them check their answers
with partner. Then, very quickly without explanation, give the students the correct
answers. Now have the students, working in pairs, (i) determine the part of speech of
each gapped functional word (ii) state the grammatical and/or discoursal operation of
the word in the text, and (iii) justify why that particular word is required in the gap. In
open class go carefully through the above stages with the students, being careful to
elicit explanation and justification as well as answers.
Answers to 1D, E (p.74)

1 a 6 where
2 of 7 has
3 from 8 The
4 or 9 to
5 with 10 which
1F (p.75). Give the students thirty seconds to read through the text in the box. Ask
them to tell their partner everything that they can remember. Then, with the students
working individually, give them strictly three minutes in which to complete the filling
in of the gaps.
Answers to 1F (p.75)
1 the 10 they
2 for 11 of
3 when 12 at
4 and 13 there
5 or 14 by
6 of 15 to
7 would 16 an
8 any 17 have
9 these 18 before
1G (p.75). Have the student, in pairs, check the gaps and then give feedback in open
class. Elicit briefly the part of speech of each gapped word, and a short explanation of
why that class of word is required. Also, consider the textual evidence for that
particular word.
2A (p. 75). Put the class in class into as many groups as you have articles, and give
each group at least one bottle of corrector fluid. Distribute the articles so that
everyone in one group individually has a copy of the article for that group. Have the
students skim read their article and collectively agree on a title. The students should
also agree on two distractor titles and should, in random order, place the three titles at
the top of the article. (If the article already has a heading it should be covered up)
Have the students, working by themselves, lightly underline all the functional
(grammatical and discoursal) words in the text and then compare their work with the
rest of the group. Monitor the work to sort out any difficulties.
Tell the students that they will now make fifteen gaps in the text. Remind the students
of the following rules of gapping. First, there may be no gap in the first ten words, nor
may two gaps have fewer than six words between them. Second, there should be a
range of different types of gapped words, i.e. not all prepositions or articles. Third, no
gap should permit more than three correct answers. With these criteria in mind
students should gap their text on an individual basis by obscuring with corrector fluid
the gapped word. Students should not neglect to number the gaps and keep an answer

key. Throughout the gapping task the students are encouraged to consult others in
their group. You should monitor what is going on to keep up the pace.
2B (p.75). When the gapping is complete for all the students in all the groups, collect
in the work and give everybody a text which is different from the one they worked on.
(At this stage the groups dissolve themselves) Give the students a strict one-minute to
read the text and then have them choose the correct heading without marking the
question paper. After this, ask the students to fill in gaps writing their answers on a
separate piece of paper. When the students have finished, or after a reasonable time
has elapsed, tell the students to give their question and answer paper back to the
author of the task. The author marks the task and if there are any differences discusses
them with the student who did the task. It is possible to repeat the above activity by
giving the question papers to new students.
In open class discuss any experiences or insights that the students gleaned from the
exercise, e.g. some functional words were easier to gap than others.
Answer to 2 (p.75)
This is just a sample
Touring the Greens of Scotland

With its vast swaths of wild country punctuated by cities whose deep heritage is matched by
their modern-day chic, Scotland presents travellers with a landscape of contrasts. Edinburgh,
where we begin our journey, possesses a cultural vigour that we discover anew on every street.
We cruise past a host of architectural gems, from the lofty buildings of the medieval Old Town,
threading down the spine of the Royal Mile, to the graceful structures of the Georgian New
Town. Above it all hovers Edinburgh Castle, witness to some 1,000 years of turbulent – but
always interesting – history. Our Lexus IS300 SportCross takes city driving in stride, its E-Shift
technology – similar to that used by Formula One drivers – allowing us to downshift with the
touch of a button whenever the traffic gets thick.
We indulge in a savoury pub lunch and a stroll down Princes Street, one of the world’s finest
shopping stretches. Then we head for The Hub, a Victorian masterpiece that’s headquarters to
the Edinburgh International Festival. We’re in luck: a new play is debuting that night, and we
manage to secure the last tickets.
After sating ourselves on city pleasures, we’re ready to experience Scotland’s greens. The
next morning, we pack our golf bags into the SportCross’s capacious trunk and hit the open
road, heading north for St. Andrews, the venerable birthplace of golf. The IS300’s athletic
grace makes our journey even smoother as we travel to the revered Old Course, where golf has
been played since the 1400s. On the drive through the lush countryside, we’re utterly
comfortable, thanks to the Lexus’s buttery soft, adjustable seats. The gentle Highland ballads
pouring from the speakers of the SportCross’s excellent sound system put us in a relaxed frame
of mind, and we’re ready to tackle the most famous golf course in the world.
St. Andrews, a heady concoction of medieval ruins, windy coastal scenery and a university
steeped in history, was once the ecclesiastical capital of Scotland. Today, golf is the town’s
religion, practised by devotees of The Royal and Ancient Golf Club. We arrive at the first tee of
the Old Course, one of the five 18-hole courses at St. Andrews Links: when the starter says,
‘Gentlemen, hit away,’ we swing, sensing 600 years of golf history behind us.

3A (pp. 75-76). The students should now complete the exam task in the coursebook.
Remind them to skim read first the article as a whole. Give the students exactly fifteen
minutes in which to do the task. After fifteen minutes give feedback immediately, so
the students can see how well they have done. In open class discuss any disputed
answers, ensuring that the reasoning for the correct answer is fully explored and
understood.
Modified cloze (Grammar and Vocabulary Task 3)

Gap Fill (15 minutes)
Complete the following article by writing the correct words on your answer sheet
Example: Those.
Answers: Questions 1-15
Example 1 2 3
those when as to
4 5 6 7
to of one At/with
8 9 10 11
a in but yet
12 13 14 15
as did it Beyond
Homework
For homework from the previous lesson, students wrote an extended writing task
piece. Before this is handed in for marking, students could exchange their work with a
partner, who could discuss with the writer points of accuracy (spelling, punctuation,
syntax, etc). ‘Overwrite’ corrections could be made before handing in the
compositions for marking.
For homework from this lesson students could find themselves a text and re-edit it to
350 – 400 words. They should then gap it according to the rules used in the lesson.

Unit 14: A Merciful Deed or Murder

The Hungarian to English translation task requires the candidate to translate a
formal written text (formal letter or factual text) of 100 – 110 words from Hungarian
to English. The candidate has fifteen minutes for this task and may use a printed
dictionary.
The rationale of the task is to test the candidates’ ability to accurately convey the
message of the text in the appropriate register and style, within the time limit. The
task also tests the candidates’ ability to use a printed dictionary effectively.
For pre-class preparation ensure that there are sufficient printed Hungarian-English
and monolingual English dictionaries for each student in the classroom.
For a warmer divide the class into two groups and distribute to the groups an equal
number of slips (PRF 14.1) on which are written those Hungarian lexical items for
which no English equivalents exist (e.g.mákosguba, üvegestánc). Give the students a
couple of minutes to work out an English “translation” for each, that could be used in
a longer text translated from Hungarian into English. In most cases they won’t be able
to do it in one or two words, but will have to create some longer definitions or
explanations. Tell them that this is possible, but the task is not writing definitions, but
translating, that is mediating the meaning of these words into a different language and
culture. Students then read their translations in turns to the other group one by one,
and guess what the original terms on the slips are. You can give points for good
guesses, and make a competition out of this activity.
Warmer: words for translation (PRF 14.1)
ÉRETTSÉGI LÁNGOS
GANG
BALLAGÁS
(FÜGGŐFOLYOSÓ)
SZALONNASÜTÉS CSÁRDA
ALUDTTEJ PALOTÁS
NÉNI HÁZMESTER

Answers to warmer (p. XXX)1
LITERAL POSSIBLE
TRANSLATION
DESCRIPTION TRANSLATION
Final examination
taken by 18-year- ‘school leaving
ÉRETTSÉGI ’maturity test’ olds before they exam’
leave secondary ‘baccalaureate’
school.
Secondary school
leavers on their last
day at school
slowly march
‘sauntering’
around all the ‘school leaving
BALLAGÁS ‘wandering’
decorated rooms ceremony’
‘strolling’
and corridors
singing songs as
part of their
farewell ceremony
Slices of bacon and
onion are put on
the ends of sharp
SZALONNASÜTÉS ‘bacon roast’ ‘barbecued bacon’
freshly cut twigs,
and are roasted on
a campfire.
A delicious,
quivering, jelly-like
substance made of
ALUDTTEJ ‘sleeping milk’ non-boiled or ‘sour milk’
pasteurised milk
left over from the
day before.
The form of ( this is a good
address used by example for a word
children when that can’t be
talking to every translated at all.
‘older sister’
NÉNI adult female, You have to find
‘aunt’
whether relative or forms like “Mrs
stranger, e.g. …”, that are
‘tanító néni’ = appropriate in the
‘aunt teacher’ given context.
1
The words, the descriptions and the translations are adapted from the book“Hungary and the
Hungarians, The Keywords. A concise dictionary of facts, and beliefs, customs, usage & myths”.
István Bart, Corvina, 1999

A big handful of
yeast dough
LÁNGOS ‘flame cake’ flattened out by ‘fried dough’
hand and fried in
oil
Corridor that runs
around the
GANG
(FÜGGŐFOLYOSÓ)
‘hanging corridor’ courtyard of old ‘external landing’
apartment houses,
one on each floor.
They used to stand
along the road for
CSÁRDA ’wayside inn’ weary travellers to ’inn’
spend the night
there.
An old Hungarian
dance with three-
PALOTÁS ‘palace dance’ ’Hungarian dance’
quarter or four-
eighths rhythms.
The all-powerful
caretaker,
representative of
the landlord, or
later the Council,
’master of the
HÁZMESTER who was ‘concierge’
house’
responsible for the
cleanliness, the
piece and order of
an apartment
building.
1A (p. 77). Students might have strong feelings on this topic, and also very different
views that need careful management from your part. Set up pair work, and monitor
carefully to map possible difficulties. Decide whether you want a whole class
feedback on all the questions or not.
Answers to 1A (p. 77)
“Euthanasia /«ju…†\»neˆzˆ\/ is the practice of killing someone painlessly in order to

stop their suffering when they are dying or have an incurable illness. Euthanasia is
illegal in most countries.”2 Legal and moral problems surrounding euthanasia:
• it is difficult to decide the legal border between murder and euthanasia
• people of different faiths and beliefs come to completely different conclusions in
ultimate questions, such as the question of life and death
• some people think that no one has the competence to decide about human death
or life
2
The Cobuild English Dictionary 1987

• other people think that they have the right to decide about their own lives
• some doctors think they are dedicated and trained to save lives, not to kill people
• some other doctors think that it is part of their jobs to save people from pointless
pain and suffering
1B (p. 77). Put the students into two groups. Ask the students to list the problems they
had to face in the warmer. In open class compare the two lists and pool ideas on the
whiteboard. Now give the students in their groups time to think of possible
difficulties, when translating whole sentences or longer texts, not just words from
Hungarian to English. On the completion of this activity, or after a reasonable time
has elapsed, again pool the ideas on the whiteboard. Now ask the students in open
class to discuss if the list is appropriate when translating from English to Hungarian,
or not. What are the differences?
Possible answers might be.
POSSIBLE DIFFICULTIES
Translating words/phrases from Hungarian to English
• Words often cover concepts that do not exist, or exist in a different way in the
other culture. In these cases a simple word by word translation may not mean
anything or may not mean the same thing for the reader of the translation.
Dictionaries often don’t help in these cases.
Translating whole sentences or longer texts from Hungarian to English
• In this special case the main difficulty is not in understanding the source text, but
in finding the appropriate language for the target text.
• The two languages have very different lexical features. Inappropriate use of
dictionaries might cause problems.
• English has delicate structural features to express ideas in a very dense and
precise way. The conscious use of the tense system and the different participles
help a lot to make the translation sound more “English”. The simplest solution is
usually the most elegant and natural one.
• Hungarian texts are less regulated in terms of formality and register. Hungarian
learners have to make extra effort to learn these subtle rules, but as soon as they
know the actual “bricks” – special phrases and expressions of a certain genre -,
they find writing and translation tasks far easier.
Translating texts from English to Hungarian
• Students at that high level have to develop the ability of de-coding the very
complex and multi-layered sentence patterns of English.
• “Hunglish” text as a result – source language interference, word by word
translations of idioms, English-type sentence patterns, etc.
• Disregarding context of words found in the dictionary – mistranslations
1C (pp. 77-78). Put the students into pairs. Have the students discuss the quality of
the translations. Encourage them to use the material on the whiteboard to help them.
When the students have finished, or after a reasonable time has elapsed, elicit in open

class the problems candidates met when translating these sentences. When a student
offers an answer ensure that it is fully explained and explored.
Answers to 1C (p.p. 78 79)
1. ‘A világon elsőként Hollandia lépte át a lélektani határt’

A candidate’s answer: “In the world the first was Holland who stepped over the
psychological border”
• This seems to be a word by word translation, mirroring the original Hungarian
sentence structure.
• As a consequence it contains word order mistakes, the lack of any tools of
expressing reference, and a wrong relative pronoun (“who” instead of “which”).
2. ‘Elsőként Hollandiában törvényes az eutanázia’

A candidate’s answer: “As a first in Holland it is legal the euthanasia”
• Another word by word translation. The candidate has no knowledge of an English
term to express “elsőként”, and makes an attempt to invent a term. These attempts
very rarely match with real, living English terms, and often are indecipherable.
Translation is basically decoding the message of the source language and
recalling the terms of the target language for expressing the same message. A
basic rule is to use words or phrases they have already seen or heard before in
authentic English rather than create new ones.
• “… it is legal the euthanasia” and the definite article before “euthanasia” as an
abstract term also clearly mirrors the Hungarian use and word order.
3. ‘… de elemzők szerint Hollandia precedenst teremt az egész világon.’

A candidate’s answer: “…but analysts’ opinion is Holland creates precedent in
the whole world…”
• collocation (preposition) problems: in someone’s opinion or their opinion is that,
set precedent, across the world
1D (p. 78). Form groups of four from the previous pairs. In their groups the students
try to improve the translations, using all the ideas that have been mentioned so far.
When the students have finished, or after a reasonable time has elapsed, pool the
different versions of the translation in open class and note them on the whiteboard.
Attempt to agree on the best option.
1E (p. 78). Refer the students to the alternate translations. Ask students to work
individually on selecting the more appropriate translation. When they have finished,
or after a reasonable time has elapsed, have them compare their answers with those of
a partner. Elicit answers in open class. When a student offers an answer ensure that
s/he fully justifies and explains it. Give feedback on the answers and discuss the
problems and questions that come up.
Answers to 1E (p. 78)
1 2 3
A B B

2A (pp. 78-79). For the exam task ensure that the students put away their notes. The
students may use a printed dictionary and have a maximum of fifteen minutes for the
task.
3A (p. 80). Have the students in pairs compare and discuss their translations with
reference to the four questions contained in the task. When they have finished, or after
a reasonable time has elapsed, have them turn to the key on page 141, and compare
their translations with those in the key.
Answers to 3A (p 80)
Holland becomes first to make euthanasia legal
For the first time in the world, the psychological border has been crossed:
yesterday the Dutch Parliament confirmed the world’s first euthanasia law.
The law regulates euthanasia very strictly. Doctors have to be certain that the
illness is incurable, that the patient’s decision is definite and irrevocable, that he
has unbearable chronic pain and that he is fully aware of his condition and
future prospects. In addition, the doctor must follow the standard medical
procedure.
Doubts remain and the law has its opponents, but according to analysts Holland will
set a precedent for the whole world
3B (p. 80). Now have the students in pairs mark their partners’ work according to the
mark scheme on page 142. Remind the students that six points are allocated for
content and five for the overall impression of the translation (grammar, lexis, etc).
Students need seven marks in order to pass the task.
Information
1 the psychological border has been crossed
2 the Dutch Parliament confirmed
3 doctors have to become certain
4 the illness is incurable
5 the patient’s decision is definite and irrevocable
6 unbearable, chronic pain
7 he is fully aware of his condition and future prospe
8 in addition
9 the doctor must follow the standard medical proced
10 doubts remain and the law has its opponents
11 according to analysts
12 Holland will set a precedent for the whole world
Total 12/2=6

Language marking criteria of mediating from Hungarian to English
Mark Criteria
Range
• ideas linked across sentences and paragraphs in a way that the text reads
as a seamless whole.
• uses polite forms where necessary and can differentiate well between
different levels of formality (e.g. very polite for a difficult request). Can
convey a number of attitudes in one (e.g. polite but firm)
5
Accuracy
Occasional minor errors (slips) that do not obscure meaning.
Source Language interference

Occasional minor examples of source language interference may be
evident but they do not obscure meaning.
4 some elements of 5 & 3
Range
• adequate to complete the task
• ideas linked across sentences and paragraphs (cohesive
devices/adverbials to express reasons, opinions, feelings etc.) in a way
that the text reads as a whole.
• uses polite forms where necessary and can differentiate reasonably
3
between different levels of formality (e.g. very polite for a difficult request)
Accuracy
Some minor errors (slips) that rarely obscure meaning.
Source Language interference
2 some elements of 3 & 1

Range
• inadequate to complete the task
• ideas sometimes linked across sentences and paragraphs although not
with the most appropriate choice of language.
• some polite forms used
1 Accuracy
• errors sometimes obscure meaning occasionally significantly.
• errors have a negative affect on the target reader
Source Language Interference

Source language interference sometimes obscures meaning, occasionally
significantly.
Homework
In the previous lesson for homework the students were asked to prepare a gapped text
according to the rules of the modified cloze task in the exam. The students should
exchange their gapped task with another students in the class who should do the task.
On completion the task should be checked and discussed with a third student. Finally
the task doer should pair up with the task writer in order gain feedback, check and
discuss the task.
For homework from this lesson, ask the students to find a short article from a
Hungarian paper, translate it, and prepare a marking grid.

Unit 15: In My Opinion

The presentation task requires one candidate to speak for two minutes on a topic and
for the other candidate to take notes and then, in a period of one minute to initiate and
maintain through questions and comments a discussion on the topic. The candidate
has a choice of four topics and is given ten minutes prior to the interview in which to
prepare, aided by the candidate’s own (non-electronic) dictionary. The presenter is
also given thirty seconds before speaking in which to organise his/her thoughts.
Immediately on completion of one candidate’s presentation the roles are reversed.
The interlocutor, after having set up the task, takes no further role.
The rationale of the task is to test speaking skills which relate especially to the
taking of a long turn or response. Of particular importance are discoursal features
involving coherence and cohesion (e.g. logical argument, signposting language). The
presentation is also a vital task for testing range, accuracy, pronunciation and
appropriacy. The task also tests the ability of the ‘passive’ candidate to listen, focus
on key points, take notes, and maintain a relevant conversation of short turns.
Although no task in the speaking exam is formally singled out as more important than
the others, the presentation task is in practice likely to carry disproportionate weight.
For pre-class preparation you need a blank audiocassette for each student and as
many tape recorders as possible – ideally one for each student. You need to ensure
that all of the tape recorders have a microphone facility. You should also bring one
dice for every four students and a variety of different coloured tiddlywinks to act as
personal markers in a board game.
For a warmer read the text below to the students at normal reading speed. Ask the
students, working individually, to note down the key content words. They should
compare their content words with a partner and attempt to retell the message of the
text to each other. After a few moments, read the text again at normal reading speed
with the students adding other notes. Now put the students in groups of three or four
and have them recreate the text word-for-word as accurately as they can. After a
reasonable time has elapsed read the text again slowly as feedback.
Text
Exam courses differ from general English ones in that they are focused on a
particular result. Especially at higher levels, language input is low and is replaced
almost entirely by exam training. Exam classes are generally more intense and less
game-like. General classes tend to be more attractive to older people, while the
majority of exam class participants are school and college students, especially at
advanced level. (67 words)
1A (pp. 81-82). Ask whether anyone in the class has heard of the programme ‘Just A
Minute’. If someone has, ask him or her what the game entails. If nobody has heard of
the radio game, which is more likely, then invite members of the class to speculate on
what it might involve. You might have to tell them that game involves the participants
speaking for a minute.

Give the students one minute to read the text box at the top of (p.82). Have them
explain the rules of the game to a partner. After that, elicit the rules of the game in
open class, ensuring that everybody fully understands.
Where the inventor got the original idea
When he was still at school, and didn’t listen, his teacher used to bellow at him like
that: “Repeat what I’ve been saying…”
What the basic game rules are
Players talk on a given topic for 60 seconds without hesitating or repetitions. They
gain points by challenging their rivals to depart from the rules, or by being the person
speaking at the end of the minute.
1B (p.82). Put the class into groups of four, and, if necessary, some groups of three.
One member of the group should divide an A4 piece of paper into thirty-two pieces.
The slips of paper should then be allocated to the members of the group who should
write a topic on each one, e.g. a lost shoe. The topics from one group should be
exchanged with those of another with the receiving group not seeing the content of the
pile of slips which they are receiving.
A is the first speaker. B and C are challengers. D is the referee, and must have, or be
lent, either a stopwatch or a watch with a second hand. (If there is a group of three,
then there is only one challenger). A must take one of the topic cards. On being
prompted and with the stopwatch started, A must speak for one minute on the topic. B
and C, acting individually, may challenge the speech on the following grounds:
repetition (i.e. the speaker has repeated a lexical word), deviation (i.e. the speaker has
gone off the topic) or hesitation (i.e. the speaker has stopped speaking for a couple of
seconds). If a challenger successfully challenges, s/he gets a point and assumes the
role of speaker for the remainder of the minute. If the challenger unsuccessfully
challenges, then the speaker receives a point. Whoever is speaking at the end of the
minute receives a point. At the completion of a topic A, B, C, and D switch roles.
The rules of this game are complicated to explain, so it is necessary to have one group
do a ‘trial run’ and have the rest of the class watch. Give feedback to the group. On
completion of the ‘trial run,’ check that the class understands the rules of the game by
asking questions.
1C (p. 83). Change around the membership of the groups. Ask the group to list the
difficulties in taking long turns, and in what ways the game is different from the exam
task. After a reasonable time has elapsed, pool ideas in open class and discuss the
issues which arise.
2A (p.83). Have the students close their books and write up the following on the
whiteboard: dictionaries, reading from notes, interruption, having strong opinions,
getting marks, listening to the speaker. Ask the students in pairs to form rules and/or

advice for exam candidates for this task around the points on the board. Pool the ideas
in open class, and then have students compare their ideas with the six points in the
coursebook.
2B (p. 84). Step 1. Ask the students to read ‘What Monica does.’ When they have
read the text, have them close their books, and briefly test the students in open class
on what they have read. Ask the students which topic they would choose, and then
have them turn to their partner and explain why.
Step 2. Ask the students to read this. When they have read the text, have them close
their books, and briefly test the students in open class on what they have read. Then,
with the students working individually and with their books closed have them write a
similar list of pros and cons according to their opinions on their topic. When the
students have finished, or after a reasonable time has elapsed, have the students
explain their answers to a partner.
Step 3. Ask the students to read this. Then ask them to write an opening sentence or
couple of sentences to their presentation and to write the same to close their
presentation. The students should ask their partners to review what they have written.
Then the students should read what they have written to their partner paying particular
attention to their delivery, e.g. word stress, intonation.
Step 4. Ask the students to read this. Ask the students, in absolute silence, to compose
the presentation in their head as if they were silently talking to themselves. Students
should note down key ideas and expressions that they wish to use. When they have
finished, or after a reasonable time has elapsed, put the students in groups of three.
Have them deliver their presentations in turn to the other members of the group.
Following a presentation the other two members should make constructive comments.
You should monitor this student-to-student feedback and where necessary add your
opinion and judgement.
Step 5. (NB SPECIAL NOTE: The recording of Monica’s presentation is not on the
coursebook cassette and the tapescript is not included with the tapescripts at the back
of the coursebook. You can find the recording in the Mastery teacher’s book cassette
in Unit 15.)
Elicit from students the four categories that constitute the criteria for scoring the
speaking part of the exam. Elicit some of the aspects of each criterion. Have the
students listen and give scores to Monica’s presentation. After hearing the
presentation, have the students compare their scores with those of a partner, giving
justification for the marks awarded. The students should agree on their marks. Pool
the agreed marks form the pairs in open class. When a student offers a mark,
remember to elicit explanation and justification. At the end give the standardised
marks to the class, justify them and answer relevant questions.

Tapescript to 2B (pp. 83-84)
Examiner In this part of the test, you are both going to give the presentation you
prepared earlier. Monica, which statement have you decided to talk
about?
Monica I’ve chosen the title, ‘Rich and famous people have an easy life.’
Examiner Good. Jakob, I’d like you to listen and take notes. You may ask
questions and make comments after the presentation.
Monica, you may use your notes, but please do not read aloud from
them. You may start when you are ready and I will stop you after about
two minutes. All right?
You have thirty seconds to look through the information and your
notes.
(20 second pause)
Monica I don’t really know any very rich or famous people personally, but as
we all know the media are full of them these days. I can see several
good and bad things about being rich and famous. Let me talk about
some of them and say whether they have an easy life.
First of all, I think that rich people are lucky and have an easy life
because they can buy anything they want. Normal people have work
for their money and then often they don’t have enough for the things
they really want. For example normal people can’t buy yachts and
aeroplanes.
Secondly, and I forgot to say this, poor people don’t have an easy life
because they have to work. And these days people work very hard, so
most people don’t have an easy life. Rich people don’t work so they
have time to enjoy themselves.
They are automatically invited to parties because they are rich and
everybody wants to know them. Well, I suppose going to parties all the
time gives you an easy life, but it can’t be so good if everybody want to
know you just for your money. So I really don’t know on that one.
Although many drink too much and take drugs, it doesn’t seem to make
them happy. Just look at people like Elvis Presley for example, he had
a lot of money and took drugs, but he didn’t have an easy life because
he became fat and died young from a heart attack.
Of course rich people can go to any holiday destination they choose.

Perhaps their life is difficult because they have so much choice. Well, I
suppose that is a difficulty that most people would find easy to live
with.

On the other hand, there are a number of potential disadvantages with

being rich, which makes life hard. You have to worry all the time about
being robbed or having your children kidnapped. Being rich can be
hard I suppose for all sorts of reasons. The one that would worry me
most would certainly be the idea of having my children kidnapped – I
wouldn’t like that at all, so maybe being rich is quite difficult really.
Examiner Thank you, Monica.
The marking criteria for the speaking part of the operational proficiency exam are
located on the back inside cover of the coursebook.
The notes below consist of the minimum number of points that should be drawn out in
discussion of Monica’s performance.
Range and Accuracy: Monika’s rage is just about adequate for the level. There is
indication of operational proficiency level with expression like, ‘holiday destination,’
‘potential disadvantage’ and there are instances of effective use of colloquial English,
e.g. ‘’don’t have enough for the things they really want’ or ‘Just look at people like.’
On the other hand Monica scores highly for accuracy, as her syntax and lexis are
almost perfect. (We are probably looking at a weak ‘4’ as a mark)
Fluency and coherence: Monica is fluent in her speech and scores highly here.
Overall the text is coherent. There is signposting language, e.g.’ first of all,’
‘secondly’ and ‘on the other hand’ but we can detect several shortcomings deriving
from a lack of planning, leading Monica to lose coherence, e.g. “I forgot to say this,
poor people don’t have an easy life because they have to work. And these day people
work…” The text, though coherent has little to say and fails to marshal arguments
well to a conclusion. (Again, we are probably looking at a weak ‘4’)
Pronunciation: We have no problems in understanding Monica, but her

pronunciation and stress places a strain on the listener. (We are probably looking at
a ‘4’)
Communication Strategies: Monica has been able to say everything that she wished
to say without circumlocution. Here communication strategies are also defective in
that that she fails to use formal English throughout (e.g. well I suppose) and that she
fails to develop a wholly logical structure in her presentation (e.g. what money can
buy is mentioned twice in separate palaces). Additionally, her presentation ends on a
specific point (i.e. that she would hate her child being kidnapped) and she doesn’t
communicate a clear conclusion to the listener.
3A (p. 85). Cohesive devices are necessary to ‘tie a text together/down’ so that it has
meaning (i.e. so it is coherent). Certain words/phrases ‘tie the text together’ in that
they refer one part of the text to another. Pronouns and sentence adverbs (e.g. he,
them, thirdly, however) perform this function. Words and phrases that ‘tie’ one part of
the text to another create endophoric reference. Other words and phrases ‘tie a text

down’ or anchor it to the outside world. For example ‘the bridge’ may not be referred
to in the text but refers to a particular bridge which both speaker and listener know.
‘In my opinion’ ties an utterance to a particular person who is outside the text. When
reference is made to entities or abstractions outside the text, it is called exophoric
reference.
Spoken English differs from written English in several respects. Lexical density (i.e.
the amount of information per ten words) is lower (e.g. The point I’m trying to make
is that…) Some sentences are restructured, e.g. as cleft sentences (e.g. It was Mr
Smith who opened the door). Fillers are common, (e.g. right, OK then). As the
presentation calls for a formal register, many of the features of informal speech, e.g.
false starts, repetition, over-short sentences, are not to be encouraged.
Ask the students to divide a rough piece of paper into two columns. One column is
entitled ‘cohesive devices’ the other ‘aspects of spoken fluency.’ Have the students in
pairs allocate the six expressions in bold type to the appropriate column. When the
students have finished have them justify and explain their allocation to the class.
Remember that a case can be made for allocating any of the six expressions to either
column, although the case is often stronger for one rather than the other. When the
existing expressions have been fully discussed, invite students in their pairs to add to
the columns with their own examples. Pool these ideas in open class and have the
students who offer examples explain and justify them.
Organising Fluency
First of all, …as we all know that…
On the other hand,… What I mean is that…
Another nice thing is that… In my opinion,…
3B (p. 85). Ask the students to think back to their presentation which they constructed
earlier. Have them choose three of the expressions in bold type in 3A (p.85) and
integrate them into their presentation. In pairs have the students practise the sentences
which include the expressions with their partner. While students are doing this,
monitor the pairs for correct use of intonation.
3C (pp. 85-86). Pronunciation. Ask the students to write the first three sentences of
their presentation. When they have finished have them underline key words that they
want to stress. (These will mostly be lexical words and should not exceed one third of
the total words) Then have students double underline any words which have more
than one syllable. In pairs, working with both presentations, the students should
identify the stressed syllable on polysyllabic words. If there are any doubts regarding
stress you should model the language for the students, and have them hear the stress.
Then have the students deliver their shortenend presentation to their partner, paying
special attention to word stress.

The complement of word stress is the identification of reduced syllables, particularly

in functional words. This mainly means the reduction of back vowels to the schwa as
in from or for front vowels to /I/ as in been when these words are in unstressed
position. The students should look again at their shortenend presentation and identify
reduced vowel sounds. They should check with a partner. Pool some of the instances
of reduced vowels into open class, and correct any misunderstanding. Then have the
students with a partner practise their shortenend presentation focusing on both
stressed words and reduced syllables.
Rhetorical questions. Ask the students in open class to define a rhetorical question,
and how it is used for dramatic effect. The students will probably know the answer,
but if not, then input the information. Have the students working in pairs look back at
their shortenend presentation and have them insert a rhetorical question. Choose a
volunteer to give his/her shortened presentation to the class. Ask the class the class to
listen to the intonation of the rhetorical question, and ask them whether it is correct.
(Answer: intonation of a wh-type question should rise and then fall at the end) Also,
elicit from the class that a rhetorical question is followed by a ‘dramatic pause.’ Ask
the class for the function of the dramatic pause. (Answer: to give the audience an
opportunity to predict the answer to the question, bearing in mind that a rhetorical
question is always biased in favour of a particular answer) Model the volunteer’s
rhetorical question and then have the pairs practise their rhetorical question with
correct intonation and with an effective use of the ‘dramatic pause.’
Starting on left go round the class giving students a number one to four. Have the
number ones find the ‘dull text’ number one (p. 154), the number twos the second text
on (p. 154). The texts for three and four are on (p. 160). The students should work on
the texts to improve them as presentations bearing in mind text cohesion, spoken
fluency, pronunciation features and the rules of rhetorical questions. When the
students have finished, or after a reasonable period of time has elapsed, put the
students into groups of three or four ensuring that each group member has a different
presentation. Each student in turn should give his/her presentation with the others
listening and providing feedback at the end bearing in mind the features of
presentations discussed in this lesson.
3D (p. 86). As an additional task students can prepare fully the presentation that they
worked with in section 2B (pp. 83-84) of the lesson. Change around the membership
of the groups, and then have each student in turn give his/her presentation with the
others listening and providing feedback at the end bearing in mind the features of
presentations discussed in this lesson.
4A (p. 86). Have the students close their books. Ensure that students have access to
dictionaries and are sitting alone. Read to the students the rules of the exam, as they
are bullet-pointed in the coursebook. Write on the whiteboard the four options from
which the students may choose. Ask them to choose one and give them strictly ten
minutes to prepare their presentation. When they have finished give each student a
tape recorder and have him/her put the presentation on tape. Collect in the tapes and
mark them at home. You should give separate marks for each of the four criteria, and
a short explanation of your choice of mark.

The game (p. 87). Have the students open their books at (p. 86) and ask them to read
the rules of the game. Ask questions in open class to ensure that the students have
understood the rules. Put the students in groups of four and give each group a dice and
each member of the group a different coloured tiddlywink. Have the students play the
game for ten minutes or so.
Homework
From the last lesson for homework the students were asked to prepare a Hungarian
text for translation with a marking grid. Put the students into pairs. Have the students
exchange their tasks and do the task they receive. On completion they should check
their work with a third student. Finally, the task doer should pair up with the task
writer in order to gain feedback and to discuss the task. Monitor this activity and
collect issues and problems for discussion in open class.
Ask the students to take a short news item from an English language newspaper on
the internet which is written in formal English. The students should take the text and
change it into a presentation lasting about two minutes. The presentation should be
recorded on audio cassette and handed in for marking in the next lesson.

Unit 16: Mind and Body

The multiple choice reading task requires the candidate in fifteen minutes to read
three 200 – 300 word thematically linked texts of different genres. Each text is
followed by two multiple choice questions each of which consists of one correct
answer and three distractors. All of the following reading skills are tested in at least
one multiple choice question: determining the meaning of a specific lexical item,
working out implied meaning, identifying the writer’s attitude, and determining both
global and specific meaning within a text.
The rationale of the task is to test several reading skills: reading for specific
information, global comprehension of the text, gleaning inferred meaning,
determining writer attitude and genre identification.
Suggest procedure for unit 16
For a warmer call five to seven of the students to the front of the class and have them
stand in a semicircle. Write any word on the board, e.g. dog. The student at the left
end of the semicircle says the word and immediately the student next to him/her says
the first word that comes into his/her mind ensuring that all the students can hear.
Immediately after that the third student from the left says the first associated word that
comes into his/her mind. The fourth student should then immediately say an
associated word and so on, until the end of the line. The final student should say
his/her word, and then, starting with the student who said the initial word, recall out
loud the words of the other students. As the final student says the words of the other
students in the group, s/he should give a short one-sentence explanation of why s/he
thinks that word was chosen. If, for example the first word were ‘dog’ and the second
‘walk,’ the final student might say, “Rachel said ‘walk’ because people take dogs for
walks.” When the student has finished s/he move from final position in the semicircle
to first position. S/he thinks of a word and the game continues.
Having demonstrated the game, put the students into groups of five to seven members
and have them play the game.
1A (p. 89). Write up ‘Freudian slip’ on the whiteboard. Ask the students what the
term means, and if somebody knows elicit examples. Have the students look at the
instances of Freudian slips in the coursebook and think way they occurred. After a
short period, have the students tell their partner and then pool the answers in open
class.
Answers to 1A (p. 89).
A "Freudian slip" is an accidental slip of the tongue that reveals subconscious

feelings, attitudes or wishes.
1B (p.90). Ask the students in pairs or groups of three to tell to tell each other all they
know about Sigmund Freud. The students should say how the five words on the
photograph relate to Freud’s life and work, and if they don’t know they should make
an educated guess.

1C (p. 90). Read the following short text to the students and ask them in open class if
there is anything in it which surprises them. Then, pool all the information about
Freud in open class and briefly discuss any issues which arise.
Answers to 1C (p. 90)
Sigmund Freud was born in Moravia in 1856. He spent most

of his life in Vienna. Being Jewish he became very aware of
anti-Semitic atmosphere in Austria of those days. He saw the
personality as being divided into three parts: the super-ego,
the ego and the id, which is your primeval instinct. He also
studied the effects of cocaine as an anti-depressant on
himself.
2A (p. 90). Ask the students whether, when approaching a reading multiple choice
task, it is better to read the questions first or the text first. Have the students discuss
the issue with a partner and then pool the ideas in open class. Ensure that when
students offer an opinion to you that they fully justify it.
There is no easy answer to this question. It is always a good idea for the candidate to
look at the question heads, along with any pictures and titles, to give him/her some
idea of what the text is about (i.e. activate the candidate’s topic schemata or
background information) in order to decode the text. But what to do next depends on
the nature of the question. Global comprehension questions require skim reading of
the text for gist, so you should read the text before the options in the questions.
Scanning for specific information on the other hand is best tackled by having a clear
understanding of the four options before reading. Defining a lexical item should have
the student locating it in context before reading the options in the question.
Determining inference, and judging the writer’s intention will usually involve and a
constant movement of attention from the question and its options to the text.
Technique A. Ask the students to cover the question at the bottom of (p. 90). Give
the students a couple of minutes to read the text. Then have them answer the question.
Having come up with an answer, the students in pairs should agree their answer, find
the evidence in the text which proves the answer correct and locate evidence which
proves the distractors as such. (It is also possible that a distractor can be identified as
such because of a total lack of evidence to make it the correct answer). Elicit answers
from the students in open class remembering when students offer an answer to have
them fully explain and justify it. Give feedback on their reasoning and input the
correct answer yourself, if necessary.
The answer is B
2B (p. 91). Technique B. Ask the students to cover the text and to read the question
and the four options. The students should predict an answer and explain their
reasoning to their partners. They should also explain why they think the other options

might be wrong. When this task is complete, have the students uncover the text, read
it and determine the correct answer. They should agree the correct answer with a
partner. Elicit answers from the students in open class remembering when students
offer an answer to have them fully explain and justify it. Give feedback on their
reasoning and provide the correct answer yourself, if necessary.
Now, in open class, elicit opinions from the students about which method was easier.
It should be noted that both questions required a global understanding of the text and
reading for detailed information within the text in order to eliminate some distractors.
The answer is A
It should be noted that at a technical level that these texts about Freud would never be
in the exam. The fault with them is that a candidate who knows something about
Freudian psychology could answer the questions without reading the texts. For such
people the task would not be a reading task at all.
3A (pp. 91-94). Ask the students to bear in mind the techniques of doing the reading
multiple choice task, and then working in exam conditions give the students a timed
fifteen minutes in which to do the practice exam task. When the students have
finished give them the solutions immediately so that students see how well they have
done. For a follow up task you could ask the students in pairs to locate in the text the
evidence for the correct answers and the evidence (or lack of it) for the distractors.
Pool the answers in open class. Remember when students offer evidence for correct
answers or distractors to have them fully explain and justify what they are saying.
The answers to 3A (pp. 91-94)
1 2
B D
3 4
C B
5 6
C C

4A (p. 94). Working individually, have the students write six statements (two on each
text) which are controversial and debatable. Each student, in his/her head or by
making brief notes on paper, should think through his/her opinion on the topic.
Working in groups of three or four, the students should discuss the range of
statements written by the group members. You should monitor the groups to pick up
on whether the students are using a sufficiently large range of functional exponents
for mastery level. If not, make a note to deal with the problem later in the course.
Homework
In the previous lesson for homework students prepared two-minute presentations. Put
the students in pairs and have them deliver their presentation to each other. During the
presentation the other student should take notes and immediately on completion of the
presentation should start a discussion with the presenter on the topic. You should
monitor this activity to ensure that students have the exam skills required to perform
effectively in the examination.
From this lesson ask students at home to find a 200-300 word text (or edit one from
the internet), and to prepare two questions on it. The two questions should test
different reading skills.

Unit 17: Dictation Memory

The dictation task requires the candidate to listen to and reproduce in writing a text
of between 150 and 200 words. The text is read through as a whole word for word
once and is then read in 18-24 ‘read-aloud chunks’ which are repeated once. The
candidate is required to write each read-aloud chunk on a numbered line on the
printed answer sheet. Each ‘read-aloud’ chunk is divided into zero, one or more
marking chunks with the total number of marking chunks being thirty. For each
correctly written marking chunk (i.e. a chunk with no word omitted and every word
spelled correctly) the candidate receives one mark. Punctuation isn’t marked. The
distribution of marking chunks throughout the text is unknown to the candidate.
The rationale of the task is to test the candidate’s ability to recognise grammatical
structures in a text, to demonstrate an appropriate level of lexical knowledge
(including the ability to produce that lexis with correct spelling) and to listen for
detail.
For pre-class preparation have ready one hundred-word text for every two students
in the class. It would helpful to amplify the size so that each text fills the whole of an
A4 sheet of paper.
For a warmer, put the class in pairs. Have one member of the pair sit alone at a desk at
one end of the room. Give the other member of the pair a text and some blue-tac and
have him/her attach the text to the opposite wall from where his/her partner is sitting.
Ensure that the centre of the room is free of chairs and tables. The standing partner
should, at the start of the activity, run from the sitting partner’s desk to the text, read a
chunk and then run back to the sitting partner and dictate the text to him/her. The
sitting partner should write down the text. The running partner may not shout across
the room, nor write on the dictation paper. The sitting partner must remain seated. At
one point during the activity have the running and sitting partner change roles. The
object of the activity is to write down the whole text accurately in the shortest
possible time.
When all the pairs have finished or after a reasonable time has elapsed, have the
students compare their dictation with the original text.
1A (p. 96). Ask the students, in pairs to have a conversation. Partner A should ask of
B the questions in A, and for B vice versa. When the discussions have finished, or
after a reasonable time has elapsed, pool in open class any interesting information
about the students.
1B (p. 96). Change the pairs and have the students discuss the topics in the task in the
new pairs. After a short period of time, elicit any interesting ‘facts’ about class
members in open class.

2A (p. 96). Have students close their books, and elicit in brainstorm fashion and write
onto the whiteboard all the parts of speech that students can think off. Check the
understanding of any ‘doubtful’ or complex terms by asking questions.
Have the students, working individually, work out the word class of each gap. When
they have finished, or after a reasonable time has elapsed, have them compare their
answers with a partner and emphasise the necessity of explaining why a particular gap
requires a particular word class. Pool the answers in open class. When a student offers
an answer, remember to have the student explain and justify it. Ensure that the
evidence justifying the word class for each gap is fully understood.
1. noun
2. adjective
3. auxiliary verb
4. adverb
5. main verb
6. preposition
2B (p. 97). Ask the students to imagine that the text in 2A (p. 96) were part of a
dictation, and that the students had failed to hear the words that fitted the six gaps.
Refer students to the six words highlighted at the top of (p. 97), which are the results
of a partial hearing of the six words for the gaps. Have the students, in pairs,
determine the gapped word bearing in mind their knowledge of the word class and the
semantic context. Check the answers in open class.
1 confusion
2 tied
3 is
4 simply
5 are
6 by
2C (p. 97). Write up ‘lexical word’ and ‘grammatical word’ on the whiteboard and
ask in open class for a definition of each and some examples. Ask the students which
(lexical or grammatical) type of word is usually stressed in speech. (Answer: usually
key lexical words). Ask the students to read the information in this section, and to
check understanding ask questions on the presented information.
2D (p. 97). Have the students individually do the exercise, and then compare answers
and reasons for those answers with a partner. Pool the answers in open class. When a
student offers an answer have him/her provide the evidence from an analysis of the
surrounding lexis. If the student is unable so to do, help him/her by elicitation, or, in
the final analysis provide the reasoning yourself.
Answers to 2D (p. 97)
1 can’t

2. at
3 for
4. to
5. can’t, you, buy.
6. you, me, ‘ll be, at, by
7. you, have, any
2E (p. 97). Tell the students to put their pens down and just listen. Read the full text.
Read the full text again but have the students make notes, but remind them that they
will be unable to write down every word.
Dictation for 2E (p. 97)
The dictation section of the Euro Exam/is intended to primarily test candidates’
knowledge of grammatical items,/including phrasal verbs and collocations,/as well as
spelling and basic discourse features. / Clearly, to do this effectively,/they must be
able to decode the sounds of English/and to predict uncertain language items/by
hypothesising on clearly understood information./Some students fall into the trap/of
trying to catch every word / rather than focussing on key words and overall meaning.
Dictation is best approached/if students write down the key word they hear/having
thought about the topic and its genre first./Understanding the logic of the text may
enable students/to predict and check grammatical words.
2F (p. 98). Put the students into groups of three or four, and ask them reconstruct the
text as close to the original as they can. When they have finished or after a reasonable
time has elapsed, read the text again slowly as feedback in open class. Discuss in open
class any variations written by the groups and any possible explanation for them.
Remind the class that understanding the text will help them predict the grammatical
words, but they need to listen for the actual grammatical words and their contractions
because often the content words leave several possibilities.
3A (p. 98). In pairs (or in groups of three or four) have the students discuss what it
might be like to suffer from the three conditions mentioned. Then have the students
look at the photo and speculate which of the conditions Alexander suffers from.
3B (p. 98). Ask the students to listen to the text on tape and check their predictions.
Ask in class whether they were right, and very briefly discuss the issue.
Text of the dictation for 3B (p. 98)
Memory is a curious gift for Alexander. He has a talent for dates, times and mental
pictures but, like the rest of us, his own past is a shadowy place where people and
places gradually become indistinct and confused. At a key point in an outwardly
unremarkable life, Alexander looks back over his 58 years, turning over memories
from childhood and the war years, the long drift that has taken him from his
schooldays to shop-keeping, tour guide to gardener. He struggles to piece together
the disjointed fragments and give a shape to these shifting years. Alexander is both
ordinary and extraordinary, his solid achievements and successes are limited yet as a
character he is sensitive and endearing, vague and enigmatic. The one consolation
you feel, as you wrap yourself up in his life, is that ultimately he wants for nothing.

Yet you desperately hope for something better as a compensation for the sadness his
story breathes into you.
3C (p. 98). Write up the following on the whiteboard: tape/cd, three times, twice, real
names. Ask the students in open class what the above items refer to in the rules of the
dictation task. Ask the students to read the information in the upper text box, and if
you feel the necessity ask some questions to check understanding.
The second text box deals with the issue of what the students should do during the
first full listening through. There are two schools of thought. One argues that the
student should use the first listening to take down notes in the form of single lexical
items which will be retrievable and will cohere in the mind to form meaning. The
other school holds that the concentration involved in writing anything will interfere
with the ability of students to listen, so writing things down is counterproductive.
There is no fixed view on this subject and students will have to decide a strategy for
themselves.
Ask students in open class what are the advantages and disadvantages of writing
during the first listening. Attempt to elicit the information in the paragraph above. If
the information cannot be elicited input the information.
4A (p. 99). Organise the students so that are sitting alone at a desk, have paper and a
pen. Inform the students that they will now do a dictation on Alexander, and read to
the students the dictation instructions and information in the text box, then start the
cassette/CD.
4B (p. 99). Write up ‘read aloud chunk’ and ‘marking chunk’ on the whiteboard and
ascertain whether the students know the terms. The main point to elicit/input is that
each reading chunk consists of a variable number of marking chunks. To gain a mark
the candidate must include every word of the chunk and must spell all of those words
correctly. Emphasise that punctuation and proper nouns are not marked.
Have the students turn to (p. 146) where the dictation answer key is located. In the
real exam there are thirty marking chunks but in this task there are only twenty. The
marking chunks are the numbered of bold pieces of text on the right. Have the
students mark their work bearing in mind the rules discussed in the previous
paragraph. In open class discuss any observations or opinions that the students have
about the dictation task of the exam.
1. 1. Memory is a curious gift for Alexander.

2. 2. He has a talent for dates, times and mental pictures
3. 3. but, like the rest of us,
4. 4. his own past is a shadowy place
5. where people and places 5. gradually become indistinct and confused.
6. At a key point 6. in an outwardly unremarkable life,
7. Alexander looks back over his 58 years,
8. 7. turning over memories 8. from childhood and the war years,
9. 9. the long drift that has taken him from his schooldays to shop-keeping,

10. tour guide to gardener.

11. 10. He struggles to piece together 11. the disjointed fragments
12. 12. and give a shape to these shifting years.
13. 13. Alexander is both ordinary and extraordinary,
14. 14. his solid achievements and successes are limited
15. yet as a character 15. he is sensitive and endearing,
16. 16. vague and enigmatic.
17. 17. The one consolation you feel, as you wrap yourself up in his life,
18. 18. is that ultimately he wants for nothing.
19. 19. Yet you desperately hope for something better
20. 20. as a compensation for the sadness his story breathes into you.
Homework
For homework from the previous lesson the students prepared a reading text with two
multiple-choice questions. Have the students swap their tasks with another student.
The students should do each other’s tasks and then return it to the author for marking.
At home students should write a dictation of about fifty words. They should identify
all the connected speech features; e.g. reduced vowel sounds, elision, intrusive sounds
and assimilation.

Unit 18: A Quick Snooze

The making notes task requires the candidate to listen to, and take notes of, a
monologue which lasts for between three and four minutes. The monologue is divided
into three sections. At the end of each section there is a question on the tape for the
candidates to answer in writing. The candidates are helped by being told at the
beginning of each section the topic area within which the question will be asked.
The rationale of the task is to test the candidate’s ability to listen for detail within a
given topic area, which involves aural recognition of lexical items and an accurate
following of discourse markers in the text. The task also tests the ability of the
candidate while listening to take detailed simultaneous notes.
For pre-class preparation you need to find one picture for every two members of the
class. Bisect each picture. In case there is an odd number of students in the group
trisect one picture without making it obvious that it has been trisected.
For a warmer call all the students into the centre of the room in mingle formation. If
there are an even number of students give each student a picture cut in half. It is vital
that the student does not show the picture to anyone other than him/herself. (If there
are an odd number of students give three of the students a picture that has been cut
into three.) By mingling the students must find their partner, i.e. the student who has
the other part of their picture. The students are, of course, only allowed to describe
their picture and not show it to anybody. The activity continues until all the students
have found their partner(s).
1A (p. 101). Put the class into groups of three. Have one member of the group turn to
the activity on (p. 155) and prepare to read the monologue while the other two prepare
to take notes. Start all the readers together and remind the readers not to leave out
from the text a specific mention of the general area in which the question will be
posed. The listeners should take notes and, in consultation with each other, answer the
question. For feedback the listeners/note-takers look at the text which was read to
them.
The activity should now be repeated in the same groups with a different student acting
the role of reader. The reader should turn to the text on (p. 161).
1B (p. 101). In the same groups the students should discuss and answer the three
questions. In open class, pool the responses remembering to elicit the reasons behind
the students’ answers.
1C (p. 102). The students now have for the purposes of comparison an opportunity to
practice note taking without advance knowledge of the topic area within which the
question will be posed. Ensure that students are ready, and then read the text to them.
In groups have the students compare their notes with each other paying attention to
the information some students omitted and to other noted information that might be
superfluous.

The question will be about the Run-Up race’s competitors.

Listen to the following talk about a competition to race on foot to the top of New
York’s Empire State Building.
“New York’s tallest building, the Empire State Building, has for 26 years played host
to one of the world’s craziest competitions. The annual Empire State Building Run-Up
race has competitors cover 86 floors and 1,576 steps on foot, taking the longest route
possible to the top of the world-famous tower.
Only one runner has ever broken the 10-minute mark, making the joint-crunching trip
in nine minutes 33 seconds. The event attracts both young and old competitors, one of
the oldest being 91, and posting a time to the top of just over 40 minutes!
There is no prize money and no announcement on the world news. But the trophy, the
honour and the glory all make up for the madness. The event pulls in athletes from a
number of more normal disciplines, including cycling and mountain running, as well
as from a range of everyday jobs including nursing and bartending.
The revved-up racers seem remarkably undeterred by the fact that the elevator ride to
the observation deck at the top of the building, taken by some 2.5 million tourists a
year, takes just 55 seconds. “
NB Do not read the question out until learners have finished task 1C (p. 102)
1D (p. 102). Have the students quiet and attentive and then read them the question.
The students should, working individually, write a full answer remembering to
include as much relevant information as the can. On completion, ask the students to
compare their answer with that of a partner and note differences in information noted
down. Pool and assess the relevant information in open class.
Question :
What types of people does the annual Run-Up race attract?
Answer: Young and old; cyclists; mountain runners; nurses; bartenders; people with
everyday jobs; ‘normal’ athletes
2A (p.102). Have students cover (p. 103) and ask the students to be quiet. Read the
task instructions and have them take notes.
Text to read for 2A (p. 102)
The talk will pause at three points when you will be asked a question. You will have
two minutes to write each answer. Each question is worth three marks. The recording
will be played twice. The first question will be about the speaker’s attitude to a siesta.
Listen and take notes. Write your notes on the following page, but remember to copy

your answers onto the separate answer sheet. Listen to the following talk about
afternoon sleeping. Take notes while you listen.
2B (pp. 102-103). Working individually, the students should now uncover (p. 103)
and attempt to fill in the gaps in the text box from the notes they have taken. On
completion, the students should compare their answer with a partner. Very briefly in
open class check that the students have the correct answers. In pairs the students
should then put the instructions into a logical order. In open class check the order.

1. at three points
2. asked a question
3. two minutes
4. once only
5. the speaker’s attitude to a siesta
6. the following page
7. separate answer sheet
8. afternoon sleeping
9. while you listen
8 1 2 9 3 4 6 7
3A (p. 103). Tell the students that they will now do the exam task. Ensure that all the
students have a writing implement and paper. At the end of the task have students
compare their answers with a partner. For feedback first ask the students to check
their answers with the tapescript and then pool the answers in open class. Such
discussion should enable any misunderstandings to be cleared up. Also discuss with
the students how they will approach the task in light of their experiences of doing the
task
Tapescript and exam task for 3A (p. 103)
The making notes task is entitled ‘A Quick Snooze.’ The instructions are as follows:
“Listen to the following talk about AFTERNOON SLEEPING

The talk will pause at three points, when you will be asked a question.
So take notes while you listen.
The first question will be about the speaker's attitude to a siesta.
Welcome! - and, given that it is 11 in the morning, I'm going to assume you not
about to drop off - not yet, anyway!
I'm sure you will agree that it is important for a chap approaching his middle years
to maintain his zest for life by acquiring a new interest. Adultery is an ever-popular
option, but tends to go down badly with one's wife. Golf even more so. For those
who really wish to irritate their loved ones, extremist religion can be far more
effective.

Woodwork requires dexterity, and the appeal of German lessons fades very fast.
Personally, I prefer to sleep. Not the early nights of childhood or the long lie-ins of
youth, destroyed by work, parenthood and a changing metabolism. My hobby is my
siesta.
It has taken time to raise the courage to tell you this. Afternoon-nappers are
ruthlessly persecuted in Britain. Although most of us have been exposed on summer
holidays to the enlightened views of southern Europe, British prejudice on the
subject has, if anything, hardened
Question 1: Write your answer on the answer paper

What reason(s) does the speaker give for sleeping in the afternoon?
(Two minute pause)
The next question will be about conflicting views between Britain and the USA.
Listen and take notes.
Over the past 20 or 30 years, open-plan offices have made a quiet catnap at the desk
far more difficult. And a more ferocious work ethic has made it more dangerous too.
Yet everyone knows how hard it is to achieve anything in the hour after lunch.
Employees who accept this, and deal with it, return to their jobs re-energised.
And I'm not the only one. Even the academics agree: professors of psychology at
Boston and Cornell Universities claim that napping is part of being a productive
worker, and that if we operated machinery the way we treat our body, we would be
accused of reckless endangerment. And enlightened American firms have taken their
advice. The train operator Conrail actually instructs its freight-yard workers when to
break off and sleep. Other companies have set aside nap rooms, in some cases
providing pillows and blankets.
British attitudes, however, remain primeval. Our workplaces usually have less space
than American ones. But since fewer people drive there, the option of slipping off to
the car park for 40 winks is less widely available. Some are believed to aim for the loo
and rest their heads on the toilet paper. Who dares admit it?
Yet the problems caused by sleep deprivation are worsening. Motorway signs tell us
"Tiredness can kill - take a break." Still, drivers urge themselves onwards. That really
is reckless endangerment: a third of accidents on the M40 near Oxford have been
attributed to drivers dozing off, especially in the afternoon. Long hours spent at
computer screens are quite obviously tiring too. But usually only the smokers take the
sort of breaks that everybody needs
This is question 2.
The speaker mentions conflicting views between Britain and the USA on siestas. What
are these?
(Two minute pause)
The next question will be about the best ways of having a nap.
Listen and take notes.
Sometimes, people respond to my passionate advocacy of napping by saying that they

have tried it and end up feeling worse. That's just bad technique. I can't explain the
science here, but it seems to me that lunchtime fatigue is different from whole-body

night-time tiredness: it is a tiredness of the eyes. And the right response is a different
kind of sleep.
First, a nap should be just that. Half-an-hour is far too long. Ten to 15 minutes is
perfect - but, in extremis, I have found that even a micro-sleep of a few seconds can
be refreshing.
Second, you should not recreate night-time conditions. Deep sleep is not the idea. The
room should not be too dark. Don't stretch out full-length even if that option is
available: if your lifestyle allows you to go to bed, then prop yourself up with pillows
and remain facing forward. Use an alarm clock if you're worried. A car seat rolled
back to 45 degrees is actually a near-ideal angle. My own great ambition is an office
big enough to contain a chaise longue.
And of course far greater men than me have proved the efficacy of all this. The Holy
Roman Emperor Charles V was the pioneer of siestas. Winston Churchill, power-
napper supreme, won the war that way. Bill Clinton is said to be a devotee.
I contend that siestas produce a happier, more productive and more effective
workforce. It is time for employers to accept this, to end the outrageous prejudice
against dozers - nappism - and let staff give in gracefully to their body-clocks. Should
you acquire the habit on holiday this month, I urge you not to fight it on your return
to work.
Question 3 What advice does the speaker give for the best way of having an afternoon
nap?
Exam tip box. Ask the students to read the box, cover it and then relay as much of the
information as they can remember to a partner In open class ask questions to check
understanding.
Homework
For homework in the previous lesson the students prepared a dictation of

approximately fifty words and identified the connected speech features in it. In pairs
the students should now dictate their dictation to each other according to the rules of
the dictation task. Before students undertake this task it might be helpful to
recapitulate in open class the rules of the dictation task. The students should note any
connected speech features that they find troublesome. During this activity careful
monitoring is required to check that mistakes are not being made in the areas of
correctly identifying and pronouncing connected speech features. While monitoring,
make notes of problems for work later in the course.
Ask the students to listen to the news (in English if possible) and take notes.
Immediately after the note taking the students should type up, but not hugely expand,
their notes ensuring that they are legible for the next lesson.

Unit 19: Life Story

The paragraph headings task requires the candidate in ten minutes to find
appropriate headings for six paragraphs in a connected text. There are seven
paragraph headings to choose from. (An eighth paragraph heading is linked to a
seventh paragraph in the text to form an example)
The rationale of this task is to test the candidates’ ability to skim read a paragraph,
determine its gist and select the appropriate heading which embodies the gist.
For a warmer ask the students to have a pen and paper in front of them. Ask them to
invent a name for themselves (it should be of the same sex as their real name), and
write it on their sheet of paper. Ask them, giving them time for thought after
mentioning each category, to determine their age, profession, marital status, number
of children, a crime they’ve committed and so on until you have about twenty
categories. These answers should all be noted on the piece of paper. Go round the
class and ask the students their ‘names.’ Have all the students come to the centre of
the class with their sheet of paper in mingle formation. Put on some music and tell the
students that they are at a party. They should introduce themselves to each other, and
find out more about each other’s assumed personalities. In the mingle discussion they
may further elaborate on their assumed personalities. The teacher should act as the
host and bring people together and stimulate conversation. After a reasonable time has
elapsed have the students sit down. Debate in open class who has the ‘maddest’
personality.
Write up the name ‘Thomas Mann’ on the whiteboard and ascertain if the students
know who he his. If they do elicit information about him, if not proceed to the
following task.
1A and B (p. 105). Write up on the whiteboard the dates 1875 – 1955 which mark the
duration of Mann’s life. Ask the students in pairs or groups of three to list key events
that happened during those years and how they might have affected Mann’s
intellectual development. After a reasonable time has elapsed, elicit in open class key
events from students and discuss how these might have effected Mann’s thought. It is
important that a class conversation is sustained, so you might have to input
information and ideas. However do not let this discussion exceed five minutes.
Answers to 1A and B (p. 105)
Mann lived through the end of the nineteenth century, when Germany was
industrialising fast and the bourgeois class was gaining prominence. He also lived
through WW1 and its upheavals, the unstable Weimar Republic, the rise of Nazism in
Germany and the Second World War. He died in 1955.
1C (p. 105). Working individually, give the students a strict forty-five second time
period in which to select either option ‘a’ or ‘b’ as the gist of the highlighted

paragraph. Have the students briefly check their answer with a partner, but do not
immediately provide the answer at this point.
A. Thomas Mann had to live in several different countries.
1D (p. 106). Ask the students not to turn over the page to (p. 106) while you are
eliciting information. Ask the students if both alternatives are true (Answer: they are
both true). Elicit the correct answer, and reasons for why ‘a’ represents the gist of the
paragraph and ‘b’ does not. (Answer: ‘a’ summarises the content of the paragraph,
but ‘b’ only summarises part of it.) Ask whether the information content of the correct
answer ‘a’ is explicitly stated in the text or whether it is merely implicit, and if
explicit where it is to be found. (Answer: the gist is explicit and is the first sentence.)
Point out to the class that the gist of a paragraph may not be explicitly stated, but if it
is explicit then the gist is often in the first (i.e. topic) sentence.
Ask the students to read the information in 1D (p. 106) and request questions from the
students. If necessary, check understanding of the points by asking questions of the
students or by providing input.
1.The paragraph is organised with the first ‘topic’ sentence being the gist of the
paragraph, i.e. here the gist is explicit.
2.It clearly does.
2A (p. 106). Ask the students to read the paragraph and determine its gist. Have the
students note down the gist in a paragraph heading format.
A possible title: ‘The Early Life of Thomas Mann’
2B (p. 106). Ask the students to compare their paragraph heading with that of a
partner and through amendment to agree on a common heading. Pool paragraph
headings in open class. While there is no one correct answer, it is important to
exclude paragraph headings which are wrong and to amend those which omit or
misrepresent an important aspect.
2C (p. 106). Ask the students whether the gist of the paragraph is explicitly stated
anywhere in the paragraph. (Answer: it is not). Ask the students why the gist is not
explicit (Answer: one is reason is certainly that the gist of the paragraph is
immediately obvious to the reader).
There is no explicit mention of the gist in the paragraph.

2D (p. 106). Ask the students, working in pairs, to discuss and determine the logic of
the structure of the paragraph. Pool and check the ideas in open class.
There is no topic sentence. The time setting of each detail adds up to the gist of the
paragraph.
2E (p. 106). Refer the students to the information notes in the text box. Ask the
students to write a single three sentence paragraph containing the required
information. When the students have finished have them give the paragraph a heading
which embodies the gist. Students should then compare their paragraph and heading
with that of a partner. By the end of this activity students should have a better
understanding of paragraph structure and gist.
Answers to Answers to 2E (p. 106)
A possible title: Mann, Who was He?
3A (pp. 107-110). Ask the students to read the ‘exam tip box.’ Have them relate the
information which they read to their partner. Ask the students to close their books,
and then elicit, making notes on the whiteboard if helpful, the content of the tip. When
students offer a tip, ask him/her, or another student, to explain and justify why that
piece of advice should be employed.
Working in exam conditions, have the students do the exam task. On completion give
the answers immediately so the students know how well they have done. Elicit in
open class the experiences and lessons drawn from doing the task. Discuss any issues
arising with the students.
1 2 3 4 5 6
I G E A H D
Follow-up task. Have the students working in pairs determine the structure of each of
the paragraphs in the text. Students should also work out the relationship between the
paragraph heading and the structure of the text. Pool the ideas in open class, ensuring
that when students offer answers that they fully explain and justify their answer.
Homework
For homework in the previous lesson students were asked to make notes from the
news. Each student should now choose one topic area and compose a question within
the topic area that can be answered from the information in the notes. In groups of
three or four students should take turns to use their notes to speak in elaborated prose.

Before beginning the recitation the student should tell the others the topic area within
which the question will be posed. After the recitation, the speaker should announce
his/her question. The listening students should, working together and without writing
anything, answer the question.
For homework from this lesson students should write a three paragraph text of no
more than 180 words. One paragraph should be historical (i.e. each piece of
information presented follows the previous one in time). Another paragraph should
move from the universal to the particular (i.e. the first sentence makes a general
statement and the details and examples follow in subsequent sentences). The third, but
not necessarily the last, paragraph should move from conclusion to evidence (i.e.
subsequent sentences should justify the first)

Unit 20: Closedown

The final unit of the coursebook does not relate to any task in the exam. The purpose
of this unit is:
• to orient the student to further study through the clarification and building of an
action plan.
• to end the course with some language games.
For a warmer write up the full name of all the exam tasks on the whiteboard. Put a
chair in front of the board facing the class and away from the whiteboard. Call for
volunteer student to sit on the chair. You should select at random one of the tasks on
the board and mark it so that all in the class, save the student sitting on the chair, can
see the marked exam task. The rules of the ‘game’ are that the students should tell
their classmate sitting on the chair the indicated task. However they are not allowed to
use any of the words in the exam task title, nor are they allowed to speak in
Hungarian. The class has only one minute to explain the word to the student, and the
student may only have one guess at the task. After a minute or after the student has
guessed (correctly or not), another student takes his/her place and the ‘game’ is
repeated with another task.
1A (p. 101). In pairs the students have one minute to recall the titles of all seventeen
tasks in the exam. Give feedback in open class.
1B (p. 111). Ask the students to take out an A4 sheet of paper and placing it
horizontally on the desk the students should draw a vertical line dividing into two
columns. On the left hand side the students should write the names of tasks which
they think might be problematic in the exam. In the right hand column they should
make notes explaining why they hold that view. In pairs the students should compare
and explain their what they have written. The students should now look back to their
fears and concerns as they expressed them at the beginning of the course, which were
noted in 3A (p. 8). With this retrospection in mind the students should now in their
pairs discuss the five bullet-pointed issues.
2A (p. 111). Ask the students to read the text. When they have finished have them
relate its content to a partner. Then ask the students to close their books and ask
questions on the text to check understanding. Invite any comments on the text
contents for open class discussion.
2B (p. 112). Ask the students to read the section, and then to write five goals for
themselves. Ensure that the goals are comprehensive, written clearly and are in full
sentences. Have the students compare their goals with those of a partner. Pool two or
three in open class.
2C (p. 122). Have the students choose one of their goals form the list. Ask the
students to break their goal into three or four steps, each of which are milestones on
the path to the realisation of their goal. Students should do this with close reference to
the example in the coursebook.

Ask the students to examine each of their steps in turn and see if the step can be
broken down into ‘sub-steps,’ and/or whether more detail can be added. All of these
additional details should be written down in full sentences. Students should have
reference to the coursebook for examples.
Now ask students to refer to each of their steps/’sub-steps’ and to think what
difficulties or obstacles stand in the way of their realisation. These obstacles should
then be written down next to the step/’sub-step.’ For each of the obstacles, tell the
students to find one or more solutions to the problems. These should also be written
down in full sentences. Finally ask students to note down when they will begin their
action plan.
Put the students in new pairs, and have the students explain their action plan to each
other. The students should, for each aspect and using what they have written when
appropriate, explain their goal, steps and ‘sub-steps’ on the road to the realisation of
that goal, predicted obstacles and solutions. The listening student should ask questions
only with the purpose of the clarification of what the speaker is saying, not with the
aim of starting a debate.
3A (pp. 113-114). The game ‘Don’t Finish the Word’ can be played with two or three
teams. Ask team one to choose a letter which you write on the whiteboard. The next
team must add a letter either before or after any letters on the board. Whenever they
add a letter they must have a possible word in mind that could be made from the
letters on the board. The aim is always not to finish a complete English word.
At any time (in their turn or not) another team can shout “challenge” if they think
another team has finished a complete English word. The teacher can confirm if it is
really a complete word. If the challenge is correct the challenging team gets one point
for each letter on the board. If the challenge is wrong the challenged team gets the
points.
A team can also challenge in their turn if they think the previous team doesn't know a
possible word they could make from the letters on the board. The challenged team
should then state the word they are thinking of (which again the teacher can confirm.)
If they can make a good word the challenged team gets one point for each letter in the
proposed complete word! If they can't, the challenge was correct and the challenging
team gets one point for each letter on the board.
Here are some example games:
Team Letter On the board Commentary

1 T T
2 E after TE
3 A before ATE They are
thinking of the
word "water"
2 (out of Challenge – ATE Team 2 gets 3
turn) it's a points (Team 3
complete hadn't noticed

word that they'd made

a word!)
Team Letter On the board Commentary

1 U U
2 O before OU
3 H before HOU
1 S after Team 1 is hoping
HOUS to force Team 2
to make "house"
and finish a word.
2 G before GHOUS
3 Challenge Team 2 says that Team 2 gets 8
- no possible "DOGHOUSE" points
word is a possible
word.
The second game is called ‘Wordsmith.’ The students draw a five by five box on a
sheet of paper. The first student says a letter and all the students must write that letter
in one of the boxes in their square. They must do it immediately and not wait until
later. When everyone has written in his/her letter, the next student says a letter and so
on. The game continues until all twenty-five boxes are filled with letters. The object
of the game is make as many three, four and five letter words as possible. Words
which score points must be written from left to right or from top to bottom and must
have at least three letters. For a three-letter word the student scores three points, for a
four-letter word for points and for a five letter word six points. At the end of the game
ascertain in open class which student has the largest number of points.
4A (p. 114). Tell the students that you hope they have enjoyed the course. Refer them
to their action plans which they wrote in this lesson and impress upon them the need
to carry them out. Tell them that it would be helpful if you received feedback on the
course so that further courses can be further improved. Ask the students to do the
following task.
“You have just been on an exam preparation class, write a letter to your teacher
evaluating the course.”
In the letter refer to the following subjects:

• good points about the course
• the pace of the lessons
• whether all the exam tasks were covered in enough detail
• whether the course was what you expected
• shortcomings of the course
• whether the course was interesting

Homework
For homework in the previous lesson students were asked to write a three paragraphed
180-word text on a subject of their choosing. The structure of each paragraph was
different. At an appropriate point in the lesson students should exchange their pieces
of writing with a partner. The partner should correct any grammatical, lexical and
other areas and examine the structure of each paragraph. After s/he has finished, or
after a reasonable time has elapsed, s/he should discuss the structure of the
composition with the partner.

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C1 EuroCity Teachers' Book - WEB VERSION Page 1

Introduction to the teachers’ notes for the C1

2 The teaching notes

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• Success in the EuroExam

3 Changes since the publication of C1 Students’ Book in 2005

The two writing tasks

4 The distribution of exam tasks throughout the book

Unit task name details

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8 GramVoc - multiple You receive a written text of 400-500 words with

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The same procedure is repeated vice versa for the other

5 The topics of the units

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topic of supplementary material

Unit Description of warmer

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15 Dictogloss: students listen to text and attempt to reconstruct it

Unit Table of homework

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• giving presentation to fellow students

8 Supplementary Tasks (available separately on-Line)

Unit supplementary tasks

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• upgrading a discursive essay

9 Recurrent skills in the exam

A Recognising and producing genre texts

Every text in the exam, be it receptive/productive or visual/aural, is written in a particular

B Recognising lexical and grammatical words

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C Using top-down decoding

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Unit 1: “Piece of Cake”

Suggested procedure for unit 1

• take… • retake… …an exam

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• pass… • be late for…

• candidate – someone who sits for the exam

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(b) a difficult exam

“It was a nightmare!”

2E (p.3). Remind students of the lexis in 2A as well as that introduced in 2E.

2F (p.3). Put students together into groups of four or five.

3A (p.3). Write up “The Common European Framework of Reference on Language

Divide the class into two equal groups:

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-Communicative competence is more important than the accurate knowledge of

-Linguistic and communicative competence is taught and tested through real-life

Answers to 3B (p. 3-4)

Action-oriented tasks: Non-action-oriented tasks:

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Give the following essay as homework.

“Exams are an effective means of testing language ability” Discuss this

Ask students which task this is in the exam.

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Unit 2: The Path to Operational Proficiency

Suggested procedure for unit 2

Text of dictation for 2B (p.6)

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The students should just listen to the first, complete, reading.

1. (1)The first of the five papers is Part A