Unit 9 key pp. 130-133

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UNIT
9
The mind's eye
Use of English: Paper 3, Part I
p. 130
Aim:
. to show students how understanding text
organisation can help them with cloze texts
See Teaching procedures and advice p.12.
Remind students of the normal strategy for doing cloze
texts.
Ex.
3
over 2 number (NOT amount/proportion)
they 4 could 5 of 6 one (NOT it) 7 this/so
I himself t his 10 when/whenever 11 as (NOT
lil<e) 12 until '13 without 14 ln 15 order
1
3
Ex. 4
1t )T 3T 41
5T
fffi
Oo this with the whole class and check answers
before moving on to Exercise 3.
Language Focus: Vocabulary p.131
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Aims:
. to extend students' knowledge of key lexical
areas for the exam
. to show students how knowledge of
wordbuilding can help them with exam tasks
Give students a chance to compare and justify their
answers before checking them with the whole class.
See
Teaching procedures and advice
p. 9.
ffiffi Students should read the text through for content
and meaning before attempting to fill in the gaps. Ask
students to complete the text in pairs and then check the
answers with the whole class. Highlight the prefixes and
endings that were necessary.
.ffiffi Oo the first one with the whole class to make sure
that all students understand that two particles are
needed, and then asl< them to complete the exercise in
ANSWERS
Ex. í
pairs.
The people are fire-walking - walking on hot coals.
They take paft in a training programme designed to
build up their confidence, and teach them how to
wall< properly, before they do the fire-walk.
Ex.2
Topic sentence: ... people have shown that they are
able to use the power of their imagination to
produce measurable physical changes.
It expands on the title by specifying the relationship
between mind (the Power oítheir imagination) and
matter (measurable physical changes).
2
'l :
One man could change the temperature
of two areas of skin on the palm ...
Example 2: Another man was able to raise or lower
his heart-beat rate by ... He even used his
imagination to control pain ...
Example 3: people can even walk barefoot over redhot coals ...
The sentence that tells you what they have in
common is: ln o// these coses, rother thon tryingto
chonge the physical processes oftheir bodies directly,
those involved use vísuo/isotjon ...
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come and provides Practice in exam íormat.
ANSWERS
Ex. í
1
1
Example
ffiffi ffris shows students patterns for fixed phrases with
The text is about the power of the mind and the way
it can help us to achieve our goals.
2
'l overcoming 2 simplicity 3 outset 4 objective
5 visualiseivisualize 6 attainment 7 unconscious/
subconscious 8 various 9 reality 10 unexpected
Ex.2
1 up with
2 across as/over as 3 around to/round
with 5 out in 6 down to 7 in for
8 up against 9 up for 10 out with
to
4 down
Ex.
3
'1 ln Britain people don't come of oge until they are
eighteen.
2 k all come out otl right in the end.
3 Despite his concern, he ftnolly came
to terms wth the
situation.
4 The game didn't come to life until the second half.
5 He advised us to come cleon about the incident.
UNIT
AÍter rolling downhill the ball come to rest behind the
Aim:
. to allow students to discuss the topic of health
in a similar format to Paper 5, Part 3
See Teaching procedures and advice p. '14.
tree.
8 His plans
come to nothing olthoughleven though he
tried hard.
Reading: Paper 1, Part 4 p.13)
l*i:*l These questions provide ideas for the prompt cards
and should be done in pairs. Ask students to share their
ideas with the class and write any new factors suggested
on the board.
Aim:
.
to give practice in answering multiple-choice
questions on a literary text
See
Teaching procedures and advice
, t:Xi$| Give students rhe chance to practise dealing
with the prompt card, and then listen to a model answer.
Play the recording twice, and then discuss the questions
in Exercise 3 with the whole class.
|$l$
p. 8.
BAc'GÁoÜrvoirvron;n;ar'olii',,'',.|
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The text comes from a novel by Tim Parks called
Goodness. Tim Parks is an Englishman who used to be
án English téách,ér'and now iivés wíth hi]s wifé and
children in ltaly. He has written several books about
what ií is liké to live,in another cou'ntry as w-ell ás '
, seveiallsu6cessfui'noVql_s.'Goodness iS a noVei about a
'mán who 'has á suecessfú,l iareer: ánd a more gr. less
''successíy! m'arríáge' but th9í. hás;a séveiely
,han]di'CápÉed Child.'Thé]story exPlÓrés the éffect this
ha,s
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Tapescript p. 130
aX* , X&* Allow students to practise in exam format.
Tell them to help each other with constructive feedback
(e.g.
,
ANSWERS
Ex. 3
.
:,
.
The speaker disagreed with the question, saying
that concrete factors such as lifestyle, e.g. smoking,
money (allowing a higher standard of health care),
the influence of other people, e.g. íriends, and
education, can all affect health more than the mind
on its own.
ln addition to the three points in the prompts, she
.
discussed education.
She brought in an example from her own
Do these exercises using the procedure
suggested in Exam Focus Unit 7 (Counsebook p. 98) and
in Teaching procedures and advice (TB p. 8).
l$t fnit
exercise asks students to react to the text on
personal level.
ANSWERS
Ex. I
on content, fluency and accuracy) on their long
turns.
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The mind's eye
Speaking p.134
6 Whatever comes to hand will be OK.
7
9
a
experience.
b)
Ex.
2
1A ZD 38 48 5A 68
Language Focus: Grammar p.134
7A
Use of English: Paper 3, Part 3
p. 133
Aim:
. to provide practice in the exam task ofgapped
sentences
See
Teaching procedures and advice
p. 12.
ANSWERS
'1
cure
2
go
3
clear 4 laid
5
pass 6 lceep
Aim:
. to make students aware of the pattern of verb
noun phrase and how it may be used
Itill$l
Co through the introduction with the whole
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class.
Highlight the difference in meaning between a) and b).
Point out thathove and toke are often interchangeable
with this structure, though hoye tends to be more
common in British English and toke in American English.
However, when referring to the consumption of food and
drink hove is used in both British and American English.
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