Pearson ELT. Activate! Teaching FCE

45 Pages·2.363 MB·English

ACTIVATE!
Teaching FCE

With Keys

Pearson ELT - 2012 1
Taken from Real Life Students’ Book
Irregular verbs Exam strategies Exam strategies
Reading Listening
Infinitive 2nd Form 3rd Form Infinitive 2nd Form 3rd Form
(Past Simple) (Past Participle) (Past Simple) (Past Participle)
True/False True/False
be was/were been let let let
become became become lie lay lain • Read all the statements before you read the text. • Before you listen, read all the statements and
• The statements are in the same order as the text. underline the key words.
begin began begun light lit lit
• Underline the key words in the statements. • The statements are in the same order as the recording.
break broke broken lose lost lost
• Find the part in the text which matches each • Listen for key words in the recording. Pay attention
bring brought brought make made made
statement. Pay attention to words with similar and to words with similar and opposite meaning, time
build built built mean meant meant opposite meaning, time expressions and tenses. expressions, tenses and modifiers (e.g. very, quite).
burn burned/burnt burned/burnt meet met met • Choose True or False for each statement. • Choose True or False for each statement.
buy bought bought pay paid paid • Listen again to check and correct your answers.
catch caught caught put put put
choose chose chosen read /rid/ read /red/ read /red/ Multiple choice
come came come ride rode ridden • Read all the questions before you read the text. Multiple choice
cost cost cost ring rang rung • The questions follow the order of the information in • Before you listen, read all the questions and
the text. underline the key words.
cut cut cut run ran run
• Underline the key words in the questions and find • The questions are in the same order as the recording.
dig dug dug say said said
the key words or synonyms in the text. Then read • Listen for key words in the recording. Pay attention
do did done see saw seen
this part of the text again carefully. to words with similar and opposite meaning, time
draw drew drawn sell sold sold
• Compare the words you underlined in the text and expressions, tenses and modifiers (e.g. very, quite).
dream dreamed/ dreamed/ send sent sent in the question. Choose the answer that is closest to • Choose the answer that is closest in meaning to the
dreamt dreamt set set set the meaning in the text. recording. Answer all the questions.
drink drank drunk shine shone shone • Listen again to check and correct your answers.
drive drove driven
show showed shown
eat ate eaten shut shut shut Matching
fall fell fallen sing sang sung • Read the instruction and make sure you understand Matching
feed fed fed sit sat sat the task. • Read the instruction and make sure you understand
feel felt felt • Do you have to match headings to paragraphs, the task. Do you have to match people to situations/
sleep slept slept
fight fought fought questions to paragraphs, etc? places/opinions, etc?
smell smelled/smelt smelled/smelt
• When you have to match headings to paragraphs, • Underline the key words in the task and listen for
find found found
speak spoke spoken
focus on the main idea of each paragraph. similar information in the recording.
fly flew flown
spend spent spent
• When you have to match questions to paragraphs, • This type of task often includes an extra item. You
forget forgot forgotten
spill spilled/spilt spilled/spilt find the parts of the text which answer the questions. need to eliminate it.
forgive forgave forgiven
stand stood stood • This type of task often includes an extra item. You
get got got steal stole stolen need to eliminate it.
give gave given swim swam swum Gap fill
go went gone
take took taken • Read the instruction and make sure you understand
grow grew grown teach taught taught Gapped text the task. Do you have to complete the gaps with a
have had had • Read the text to find out what it is about. word, more than one word or a phrase?
tear tore torn
hear heard heard • Read the phrases or sentences you have to put into • Read the gapped text to find out what it is about.
tell told told
the text. • Read the text around the gap and decide what kind
hide hid hidden
think thought thought
• Notice any pronouns in the phrases or sentences of word (e.g. a noun, an adjective) or information
hit hit hit
throw threw thrown
and decide what they refer to in the text. needs to go in the gap.
hold held held
understand understood understood • Check that the gapped phrase or sentence fits the • Listen once and try to complete each gap. The gaps
hurt hurt hurt
wake woke woken text before and after it. Pay attention to sequencing follow the order of the recording.
keep kept kept wear wore worn words (e.g. first, then, after that) and tenses. • Listen again to check and correct your answers.
know knew known win won won • Read the completed text to check it is correct.
lead led led
write wrote written
learn learned/learnt learned/learnt Answering questions
leave left left
• Before you listen, read all the questions and
underline the key words. Try to predict the answers.
• The questions are in the same order as the recording.
• Listen once and make notes for each question.
• After listening, use your notes to write complete
answers to the questions.
• Listen again to check and correct your answers.
CVR_REAL_SB_PINGLB_7068_IBC.indd 1 4/9/09 10:21:38
Paper 1: Reading
R
Overview
How long is the paper? 1 hour
How many parts are there? Three
What kind of texts will be used? A selection from newspaper and magazine
articles, reports, correspondence (e.g.
letters), extracts from novels or short stories,
brochures and guides, advertisements and
messages.
How long will each text be? Each text will be around 550–750 words. The
whole paper will be around 2,000 words in
total.
How is the paper marked? Parts 1 and 2: two marks for each correct
answer
Part 3: one mark for each correct answer
Part 1
• One text
• Eight multiple-choice questions
• Four options for each question
Part 2
• One text
• Seven missing sentences
• Candidates choose the correct seven sentences from a selection of eight
Part 3
• Either one text or a selection of short texts
• Fifteen multiple-matching questions or statements
• Candidates match the questions or statements to a section or subject in
the text(s)
What is being tested in ...
... Part 1? detail, opinion, gist, attitude, tone, purpose, main
idea, meaning from context, text organisation
features (comparison, etc.)
... Part 2? text structure, cohesion and coherence
... Part 3? specifi c information, detail, opinion and attitude
3
Reading
R1
Part 1
FAQS
Q What type of text is this?
A The sample paper provided is an excerpt from a novel. Text types can include
newspaper and magazine articles, reports and brochures.
Q Do students have to know what happened before or after?
A No. They have all the information they need on the page.
Q How many questions are there?
A There are always eight questions.
Q How many options are there in each question?
A There are four. One of them is the correct answer, but the other three may look
tempting.
Q Sometimes the question is not a question but an incomplete sentence.
Why?
A Sometimes an incomplete sentence is clearer than a question. In question 7,
the incomplete sentence is used instead of ‘What did the look on Dora’s face
indicate to Christian?’
Q Do the questions follow the order of the text?
A Yes, they always do.
Task preparation
Look at these students’ statements about Part 1 of the Reading Paper. Are
they true or false? How would you reply to these students?
1 I can do Part 1 quickly.
2 I should underline the words I don’t know.
3 There will be a question about a word I don’t know.
4 I should try to answer the question without looking at the options.
5 There can be two correct answers to a question.
Now read the answers. Were your replies the same?
1 False. To answer multiple-choice questions you have to read the text and the
options very carefully.
2 False. Don’t worry too much about words you don’t know. You may be able to
guess the meaning by reading the text around it. Besides, you don’t need to
understand every word in order to answer the questions.
3 True. This is to test whether you are able to understand the meaning of an
unknown word from the context. This is a very useful reading skill.
4 True. It is a good idea to read the question, underline the key words in it, and try
to fi nd the answer in the text before looking at the options in any detail. When
you think you have the answer, read each option carefully and make sure the
other three are incorrect.
5 False. There is only one correct option. Read the two options and the text
carefully again.
4
Activate! Teaching FCE
PAPER 1: READING
Part 1 (questions 1–8) Sample Test
?
ert n?
What was unusual about Christian’s decision to go to the conc He was not particularly keen on cultural events.A He had nobody to discuss the experience with.B He had heard negative opinions about it.C He normally spent his free time outdoors. D In the second paragraph, what do we learn about Christian’s reaction to the younger woman? He was annoyed she took a long time to settle down.A He wished she had sat somewhere else in the hall.B He feared she might have noticed his interest in her.C He didn’t pay a great deal of attention to her initially.D What made Christian think the two women might be related? their physical appearance A the age difference between themB the way they were behaving C the similarity of their voicesD What does ‘coaxed’ in line 18 mean? invitedA persuadedB forcedC calledD What does ‘something’ refer to in line 21? a lack of responseA a type of commentB a way of dressingC an old-fashioned styleD How did Christian feel when he spoke to the younger woman? concerned about the older woman’s reactionA amazed by his own level of courageB confident it was the correct thing to do C worried about making the wrong impressionD The look on Dora’s face indicated to Christian that she was moved. A embarrassed.B amused.C angry.D What did Christian fear might happen when he met Grace agai She might regret having met him.A He might no longer think so highly of her.B He might feel uncomfortable with her. C She might realise he was not attractive. D
1 2 3 4 5 6 7 8
Part 1You are going to read an extract from a novel. For questions , choose the answer1–8 (A, which you think fits best according to the text.B, C or D) Mark your answers .on the separate answer sheet _______________________________________________________________________________ In the previous year Christian Thrale, who was then in his twenties, unexpectedly had an evening free from his weekend work at a government office. Looking back it seemed to have been an evening free, also, of himself. He did not often go alone to a concert or other cultural events. On your own, you were at the mercy of your responses. Accompanied, on the other hand, you remained in control. You could also share your opinion, seldom favourable, while walking home. The concert, on that particular evening, was too easy to get into. Passing in light rain, he saw posters and bought a seat on the aisle.He was scarcely in his seat when he had to stand up again to let two women into the row. He lifted the folded raincoat, hat, and damp umbrella he had dumped on the empty seat alongside; and the younger woman, having stood back for the elder, now sat there. He had noticed her large-eyed good looks at once when she glanced up saying sorry. But as the struggling out of coats went on, and the drawing off of stubborn gloves, he lost interest.It was the other woman he next became aware of.The older woman was small and dark and wore a red felt hat on her head, trimmed with navy ribbon. Around her shoulders there was a shawl of little furs. That she was in some way related to the girl, though not of an age to be her mother, was evident from their manner together. It was hard to summarise, even in guesses, even in his mind, the relation of girl to woman. Until, as the musicians started to appear and more arrivals pushed along the rows, the phrase came to him: she is in her power. The older woman had been for an outing, in the desperation of an interminable Sunday. That coaxed18 she expected nothing of the music was apparent from her turning this way and that, providing her own commentary. ‘The way people dress! Will you just look at that one. I ask you.’ ‘They might have smartened the place up a bit by now. Wouldn’t you think?’ The girl sat quietly, she would something21 not be allowed to get away with. ‘You’re cheery I must say. First you tell me I’m depressed, and then you don’t have a solitary word to say for yourself.’ The lights lowered. Throughout the first work Christian was aware of the woman simmering there, a boiling turned low. The girl between them was impassive, hands lightly clasped, slim knees aligned under dark skirt. At the interval the little woman, murmuring to the girl, got up and went out to the ladies.She was no sooner down the aisle than Christian spoke. He had never done such a thing in his life, but knew there was no time to lose. They got swiftly through some chit-chat about the music, and by the time the woman returned Christian had written a phone number and suggested Saturday. All this, which should have seemed extraordinary to him, appeared inevitable and entirely right.He got to his feet, and Grace said, ‘Dora, this is Mr Thrale.’ He saw Dora’s face flash with the realisation that they had stolen a march on her, and with an impulse to spoil things. Dora saw a sandy man, quite tall, who could easily present a threat. Christian had discovered they were half-sisters and from Australia. When the concert was over, he hailed a taxi for them.He did not, during that week, tell himself that he must have been love-struck, even though love-struck was one of his expressions. He knew that something out of the ordinary had been set in motion. But he did wonder if it would survive a second meeting with Grace, whose attraction could well decline in another setting. One would then be faced with the process of coming to one’s senses. To do him justice, Christian feared rather than hoped for this.
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R2 Reading
Part 2
FAQS
Q What type of text is this?
A The sample task uses an article. Text types include reports, fi ction and
informational material.
Q What has been taken out of the text?
A Seven sentences have been taken out.
Q Is the number of gaps the same as the number of options?
A No. There are seven gaps and eight sentences. One of the sentences is not
needed. This is there so that there will always be a choice, even for the last gap.
Q Are the options all jumbled up?
A Yes, they are.
Task preparation
Make notes on how you would tell students to approach this task. Read the
notes below. Was your approach the same?
• You should read the base text fi rst (not the sentences) to get the general
meaning. Then read each paragraph very carefully and choose a sentence to go
in the gap. Read the whole paragraph again to make sure it reads well.
• As you read, you may fi nd that you want to change an answer. Don’t worry
– in this part you have to keep your options open until you have found all the
answers. If you think two sentences look OK for a gap, write them down and
return to that gap later to decide which one is the correct one.
• If you are sure of an answer, cross out that sentence so that you don’t read it
again.
• This task requires detailed reading. You need to read and re-read the sentences
before and after the gap. It is a good idea to underline the links between the
gapped sentence and the one before and after.
• This task tests your understanding of the structure of the text – how the
different sentences are linked. You have to pay attention to meaning, vocabulary
and grammar.
Task follow-up
After completing this task, it may be useful to ask students to analyse their
answers either before or after you correct them. How would you ask students
to do this? Read the suggestions below and think about more questions you
could ask.
1 Choose two answers and talk about why you decided they were the correct
answers. Underline the words that linked the gapped sentence to the one
before and after.
2 Talk about the gap you found the most diffi cult. Which of the sentences
seemed correct?
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Activate! Teaching FCE
PAPER 1: READING
Sample Test
Part 2 (questions 9–15)
The strange call of the kiwi – a half whistling, half screaming song – ripping though the darkness – makes the night an equally fascinating time. However, the introduction of predators such as rats was not the only reason why birds had become extinct. It had lost much less of its original forest and therefore required far less restoration. There is no need to sweat or struggle while trying to spot the birds, either, because there are excellent paths in both. Some, such as the nectar-eating tuis and bellbirds, found their way on their own, while many more had to be re-established by releasing specimens bred in captivity. Believed extinct for a hundred years, this enormous, flightless bird was only rediscovered fifty years ago and its numbers have gradually increased to the current total of more than two hundred. Another similarity is that here too, the extermination of rats has brought on an explosion of bird life, though of different species. As well as being spectacular conservation successes, they also share the unusual status of being ‘open sanctuaries’.
A B C D E F G H
PART 2You are going to read an article about a wildlife experience on two small islands of New Zealand. Seven sentences have been removed from the article. Choose from the sen- the one which fits each gap . There is one extra sentence which you do tences A–H(9–15)not need to use. Mark your answers .on the separate answer sheet _______________________________________________________________________________ New Zealand Nature ReservesNew Zealand is renowned for its fascinating selection of unusual birds. Thanks to the island’s seventy million years of isolation, and the fact that there were few mammals to hunt and eat them, its birds have developed to be quite different from those found in the rest of the world. Nowhere are these better observed than in the very special island nature reserves of Tiritiri Matangi (Tiri for short) and Ulva.Though the two islands are more than 1,500 km apart and thus represent extremes of New Zealand’s climate and habitat, they have each played a key role in the implementation of bird protection policies. That’s why these reserves, managed by New Zealand’s Department of Conservation, are freely 9accessible to the public. Tiri had been farmed for more than a century before it was converted into a nature reserve. A ten-year restoration programme saw volunteers replant 280,000 native trees and exterminate the rats which had been introduced by 19th-century settlers. As a result, birds began to return in droves. To help them 10adapt, fruit-bearing trees were planted, small ponds were dug to provide water supplies and feeders were installed to ensure survival during the winter. Sunny and warm, Tiri invites the visitor to take a quiet contemplative walk along its forest footpaths. In early spring, the island explodes in golden cascades of kowhai, New Zealand’s national flower. On calm summer evenings, the bellbird melodies take on orchestral proportions. 11If visitors take even a short stroll around Tiri, the chances are that they will see a family of takahe grazing along the footpath. Up in the trees, they may well see a pair of kokakos or organbirds and hear the 12beautiful clear notes of their song. Ulva is an altogether more primitive setting, cooler, wetter and more densely forested, with dark storm clouds passing low overhead. Beneath the towering canopy of huge trees, visitors can feel the 13dark, cool atmosphere that gives this island such a mysterious air. The flora is fascinating and, like Tiri, Ulva is sheltered from the worst of the southern ocean storms by a nearby larger landmass. The prettiest of them all are perhaps the Wekas, small flightless birds, sometimes mistaken for 14kiwi, which will run fearlessly across the paths. Visitors will also be able to admire kakarikis, red-crowned and yellow-crowned parakeets often seen scratching about in the leaf-litter in search of seeds, and the rarer South Island yellowheads. Few places in the world can provide such easy and intimate wildlife encounters with some of the rarest and most beautiful bird species as do the Tiritiri and Ulva islands. This makes walking very easy for 15 the increasing numbers of nature lovers who visit these wonderful islands.
77
Reading
R3
Part 3
FAQS
Q How many texts are there?
A In this sample task there are four texts, but there may be up to six texts in
the exam.
Q Is there a fi xed number of questions in this part?
A Yes, there are always 15 blanks to fi ll in with a letter. There may be fewer
actual questions when some of them require more than one answer.
Q Will the questions follow the order of the text?
A No, they won’t. Students must read the whole text to fi nd the answers.
Task preparation
How would you tell your students to approach this task? Make notes and
then compare them with the approach below.
• If you read the full text fi rst, you may run out of time. Skim through the text
quickly to understand what it is about. Then read each question in turn and
look for a similar meaning in the text. When you fi nd it, read that part of the
text carefully to make sure the answer is there. Then move on to the next
question.
• You can do this task more quickly than Parts 1 and 2 because you do not
need to read each section carefully. The text contains lots of information
that you do not need. Ignore all the information which is not relevant to the
questions.
• To fi nd the answer in the text, look for a different way of saying the same
thing, i.e. the same idea expressed in different words. If you fi nd exactly the
same word, read again carefully because it may not be the answer to the
question.
• Sometimes there is more than one correct answer. If the answer is in two
or three of the texts, there will always be two or three numbered blanks
next to the question. You can write them in any order.
Task follow-up
A lot of students waste time in this part of the exam by reading the
entire text in detail. Students often need proof that you do not need to
do this. After they complete a Part 3 task, try asking them the following
questions to help them understand this better.
1 Did you fi nd unknown words in the text? Which were they? Did they cause
you any problems? Why?
2 Look at one text in pairs. How much of the text was not needed for any of
the answers? Put brackets round the sentences which were not needed.
8
Activate! Teaching FCE
PAPER 1: READING
Part 3 (questions 16–30) Sample Test
… Perhaps the greatest difference between people who are creative and people who are not is that the former always think their idea will work. They never think, ‘That’s not going to work, that’s a stupid idea’. But a lot of the time I don’t know where my ideas come from.At school I wasn’t happy. I had serious problems with reading and spelling. But I can remember incredibly clearly the time I saw my first computer game, in a shop window. From that moment on it was as if I’d found my aim in life. I find the computer game is very creative. It brings together many different disciplines: the logic of programming, mathematics, storytelling … I have a vast number of little notebooks for work, full of sketches and things. The general idea for a game is easy, the real challenge always comes about six months later when you have to design all the parts of the game, and consider things like how many pieces of information players can take before they’ll get confused.
6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
1 1 1 1 2 2 2 2 2 2 2 2 2 2 3
99
R Reading Answer Key
PART 1
1 B; 2 D; 3 C; 4 B; 5 A; 6 C; 7 D; 8 B
PART 2
9 H; 10 E; 11 A; 12 F; 13 C; 14 G; 15 D
PART 3
16 C; 17 A; 18 D; 19 B; 20 B; 21 D; 22 A; 23 C; 24 B; 25 A; 26 A; 27 C; 28 B;
29 D; 30 C
10