CAE Gold TB
.pdf
F\"IT 7 Creative talents
UNIT 7 Review p.91
ANSWERS
Ex. 1
1 |
headlines 2 |
acquisition |
3 admission |
||
4 |
exceptionally |
5 |
admiring |
6 |
contemplation |
7 |
uninterrupted |
8 |
solution |
9 |
considerably |
10 |
expectations |
|
|
|
|
Ex. 2
1 due to |
2 been collecting 3 will 4 seeing |
S going |
6 to enjoy |
Ex. 3
1Edward'sgrandfather is a professional painter, which has given Edward a headstart.
2It is very important to have a good illustrator for a children'sbook.
3I found the clean lines of the painting both remarkable and fascinating.
4Many artists struggle to make a living, and some remain almost penniless during their lifetime.
S I always read the review pages of the newspaper - I find them thought-provoking.
6My room is full of clutter - I'malways planning to have a tidying session but never get round to it!
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UNIT
8 What keeps us going
Listening 1 p.92
Aims:
•to develop vocabulary for describing personality
•to practise listening for gist and main ideas
1
Students read through the Job advert. Check their understanding by asking What is the aim of the job? and
What does the applicant need to have?
2Students work in pairs to choose the words and phrases. You could make the activity more constrained by asking them to choose the three most important.
3This can be done as a whole-class activity or again students could talk together and think of three characteristics which describe a self-starter.
4Students now listen to the recording and make notes. At the end ask the group which of the ideas on the board they heard.
Ex. 2
2
12+ Self-starters: like to be in control, look for advice not supervision, don'talways follow rules, find new ways of doing things
6-11: moderately independent, manage their own time, need minimal supervision, fit in with accepted methods and procedures
relatively conformist, open to new ideas
0-5: like supervision and clear rules/guidelines, don'tquestion things, get on with what they have to do, keep things running smoothly, very reliable
Vocabulary: three-part phrasal verbs p.92
Aim:
• to review and practise some three-part phrasal verbs
2
Students complete the questionnaire individually and add up their scores .
2Before discussing the questionnaire, students listen to the recording again and make notes on the meanings of the scores. Go through the answers with the class, writing the main characteristics on the board . Play the recording a second time if necessary.
3Students now discuss their scores in pairs. At the end, ask the class as a w hole what type of person they would
prefer to work w ith or to employ.
~ Recording script p.99
ANSWERS
Ex. 1 sample answers
2
sociable able to work independently
has good judgement |
reliable |
|
willing to follow set procedures |
imaginative |
|
trustworthy assertive |
|
|
has common sense |
obedient |
courteous |
3someone who can work independently and motivate themselves
1Instead of asking students to look at the extracts in the book, you could write the two extracts on the board with the two phrasal verbs blanked out. Tell them that there are three missing words in each case and ask students if they can supply them. If they ca nnot, play the recording again and ask them to tell you to stop when they hear them .
2Students match the sentence halves, then think of synonyms for the phrasal verbs from the sentences, using the overall context to infer the meanings. Finally they check their answers in the dictionary and note down the correct meaning of the verbs.
3This can be done as a written exercise, or a strong group may be able to do it orally.
4Students complete the sentences and then discuss in pairs. Encourage any follow-up questions.
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