Session 6

2 Getting started with CAE

Topic vocabulary Language structures & Exam preparation
• a reference functions • Speaking Parts 2 and 3
• a competition entry • homonyms • Use of English Parts 1, 4, 5
• a letter of application • modal verbs • Reading Parts 2 and 3
• use of subjunctive • Listening Parts 2 and 3
• Writing Part 2

Speaking: Part 2 SB p. 25 Language structures & functions:

Homonyms SB p. 26
Warmer
Ask students questions like: Warmer
• What kind of transport do you use to travel Ask students questions like:
when on vacation? On business?
• What is your favourite means of transport? • Have you ever travelled to the desert?
Why? • Were there many people or was it deserted?
Elicit some ideas, then ask:
Elicit some ideas, then ask:
• Who do you enjoy chatting with? Why? How do • Have you cried many tears over a beloved
one?
you feel?
• Who do you like to hang out with? Who knows • Feelings are easy to tear, aren’t they?
you the most? 1 • Have students work individually in this task.
Monitor while they work and offer any help
they may need. Check by asking volunteers to
Exam practice
read the word and definitions aloud. Ask them
1 • Have students read the first instruction to give sentences for each of the definitions.
together.
• Then ask them to work in pairs, have them Answer key
decide who will be student A and who will be
1 opposite to the front/to support
student B. Have them follow the instructions.
2 instrument used to strike a baseball/ small
• When students have finished, have several
nocturnal flying animal
pairs come to the front and perform
3 box, chase or container/an instance, occurrence
the activity.
4 just and reasonable/light in colour
5 child/to pretend
Background extra
• Have several students compare and contrast
other pictures the same way they did with the Background extra
pictures in the activities on this page of their
Student’s Book. • Elicit useful vocabulary and write it on
the board.
• Then, have students read in pairs.
• Have students discuss the vocabulary in pairs.
• Have students read the definitions and match
the words to their meaning. Remind students
to read quickly and not worry if they don’t
understand every word.
 Session 7

Use of English: Part 4 SB p. 27

Warmer
• Remind students on the different parts
of speech.
• Have them come up with the parts of speech and
write them on the board.
• Then have volunteers give examples of the parts
of speech written on the board.

Exam practice
1 • Organise the class into pairs to work on this
activity. Once they finish, check orally and ask
volunteers to give definitions for each word.

Answer key
1 point
2 fair
3 engaged
4 working
5 charge

Reading: Part 2 SB pp. 28-29

Warmer
• Have students read the instructions to the
Activity 1.
• Then have them scan the exercise in order to
discuss the vocabulary they might not know.
• Have them skim the exercise in order to tell you
what the general idea of the text is.

Exam practice
1 • Recall students that now that they have already
gotten an overall idea of the structure and the
meaning of the text, they have to notice carefully
the information and ideas before and after each
gap as well as throughout the whole of the gapped
text so that they can decide which paragraphs fit
the gaps better.
• Give them some time to work on this activity
individually and check orally.

Answer key
1 D
2 F
3 A
4 G
5 E
6 B
 Session 8

Language structures & functions: Use of English: Part 5 SB p. 31

Modal verbs SB p. 30
Warmer
Warmer • Remind students on the different parts
Ask students: of speech.
• What abilities do you have? • Have them come up with the parts of speech
Can you play the piano? and write them on the board.
• How do you ask for permission? • Then have volunteers give examples of the
Can I use your cell phone? parts of speech written on the board.
• When you have a cold, what remedies do Exam practice
you take?
Can you give me any suggestions? 1 • Organise the class into pairs and recall students
You should/ought to drink hot tea. that in this part of the paper the focus is to use
• What are your obligations at school? vocabulary and language structures they have
You must study and do your homework. learnt in order to express a message in
• Elicit answers from different students and different ways.
write a list of the modals they used in each • Have them work together to complete the task
case on the board. and check orally.

Answer key
1 • Draw students’ attention to the modals written 1 were obliged to take into
on the board and encourage them to tell you
2 was wondering if/whether you could/would/
their meaning by checking the information
might lend/give
in the chart.
3 not have raised my voice
• Give them some minutes to individually fill in
4 don’t/do not hesitate to call
the gaps, check orally.
5 slightly less than it
Answer key 6 (any) better it will mean
1 Can/May 7 make any/much difference to me
2 could 8 have broken into
3 should/had better
4 must
5 must/should
6 must
7 might/may
8 must not
9 May/Can
10 needn’t
11 shouldn’t/needn’t/mustn’t... might
 Session 9

Writing: Part 2 SB pp. 32-33 1 • Read instructions aloud and go through the
first item together with students. Once you’re
Warmer sure they had understood the structure,
tell them to work in the rest of the activity.
Ask students:
Monitor and offer any help when needed.
• Have you ever written a reference? Check orally, inviting different students to
• Have you ever written a competition entry? read their sentences aloud.
• Have you ever written a letter of entry?
• What information should you include in Answer key
each one? Examples:
• What are the differences between them? 1 If I were fast, I would win the race.
2 I wish my boss weren’t so rude!
Prepare 3 I wish my cousins were coming!
• Have students read the paragraphs 2–4. 4 If I weren’t exhausted I would go to the movies.
Discuss about the information given in this 5 If I weren’t shy, I would invite her out.
part of the page.

Analyze tha task

2 • Organise the class into trios. Read instructions
aloud and have them write their sentences.
• Have students analyze what they have to do Suggest that one of them may say the
in this activity, read the instructions carefully first part of the sentence, e.g.: If I were an
with them. astronaut... and then by turns they may
complete the second part using subjunctive,
Exam practice e.g.: I would go to a mission to Mars.
1 • Guide students to prepare their writing step • Tell them that, if they wish, they may write a
by step: short story relating all their five sentences.
- First, tell them to prewrite everything that • Once they finish, invite trios to share their
comes to their minds. sentences /stories with the rest of the class.
- Then, with those ideas they may write their Vote for the most creative.
first draft.
- Once they have their draft, they may revise
and proofread.
- Finally, they will write their publishing.
• Monitor during each step of the process
providing help whenever it is needed.

Language structures & functions: Use

of subjunctive SB p. 34

Warmer
• Ask students:
Are you rich?
Do you have a million dollars?
What could you do with a million dollars?
• Elicit answers from different students and
point out that we use the subjunctive in
conditional sentences to express imaginary
situations in present.
 Session 10

I want, I’m in a position to select the appropriate

Use of English: Part 1 SB p. 35 equipment ... it’s all part of the process. I mean, not
everybody goes about it as I do, I know, and some
Warmer people say that I’m ruling out the creative side of
photography by working in this way. But in fact the
• Remind students on the different parts of opposite is true. Because my aim is for every photo to
speech. depict something new, I need to think about how I’m
• Have them come up with the parts of speech going to achieve that, otherwise I’d just go home with
and write them on the board. the same photos every time.
• Then have volunteers give examples of the It’s also important to remember that marine
parts of speech written on the board. photography is not only about what you might want
to get as pictures. The seas where you find whales
Exam practice and dolphins are often protected, so you need to
check whether you need to get official permission to
1 • Recall students that in this part of the exam, photograph there. So that means leaving enough time
some questions test at a phrasal level, such to apply in advance to the relevant authorities.
as collocations and set phrases while other So, well, eventually I find myself at sea, and that’s
questions test meaning at sentence level or where the real excitement starts ... Most of the time,
beyond, with more processing of the text I’ll be in a boat, often quite a small one, and of course
required. they don’t stay very still at the best of times, and quite
• Have them work individually on this task while a few potentially great photos have been ruined by
sudden storms, when you just can’t get the photos you
you monitor. Check by asking volunteers to
write correct answers on want. The other challenge is to prevent water damage
to my cameras, so I usually keep them in a plastic food
the board.
container, which is watertight, even if it doesn’t look
Answer key entirely professional!
1 A 5 D 9 B And the results? Well, because I travel a lot, I’m rarely
2 D 6 A 10 B at home, so my son keeps most of my photos in his
3 B 7 B 11 C house, so I can see them there if I want. I’m really
delighted when photos are accepted by magazines,
4 D 8 C 12 C
because they then reach a wider public than in an
exhibition or if I do a commission for a book.

Listening: Part 2 SB p. 36 Exam practice

1 • Tell them that the U2 Track 1 will feature an
Warmer informational monologue of approximately 3
minutes in length so that it is important to read
• Ask students if they like photography. the text before so they may get a general idea
Encourage the ones who like it to share of the specific information they have to get.
experiences about their hobby.
• Recall them also that spelling is very
important.
U2 Track 1 ▶ Transcript ▶ p. 36
• Play the recording and have them complete
Well, the first thing to say about marine photography the sentences. Check orally.
is that it’s not as easy as it might look. Actually
taking photos is only a part of it. Because you have Answer key
to organise a boat and crew and everything, forward 1 planning 2 drawings
planning is actually the key to my work and without 3 equipment 4 creative
that I’d never pick up a camera, because I wouldn’t 5 permission 6 storms
know what I was aiming for. 7 food 8 magazines
Another important aspect is doing drawings which
show roughly what the photograph will contain – if I do
that first, it means I’m more likely to capture it on film.
And because I’ve decided beforehand what pictures
 Session 11

Speaking: Part 3 SB p. 37

Warmer
• Tell students they will talk about different
ways in which computers affect our lives.
• Have them think of the different tasks and
activities they do that require or involve
computers. And the kinds of devices they
can use.
• Have each one choose a different activity to
talk about.
Exam practice
1 • Have students read the instructions. Then ask
them to read the paragraph 21 The Computer
Generation. Then have them work in pairs
sharing their experience with their partners.

Background extra
• Have students look at the photographs on
page 37.

Reading: Part 3 SB pp. 38-39

Warmer
• Have students read the instructions to the
Activity 1.
• Then have them scan the exercise in order to
discuss the vocabulary they might not know.
• Have them skim the exercise in order to tell
you what the general idea of the text is.

Exam practice
1 • Have students read the text in silence. When
they finish ask them:
- Which opinions and attitudes are expressed
in the text?
- Which viewpoints are apparently similar
but are not?
- What is the writer’s purpose for writing this
text?
• Have them work on the task individually.
Check orally.

Answer key
1 C 2 D 3 B
4 B 5 D 6 A 7 C
 Session 12

rather a burden after a while. When I started going

Listening: Part 3 SB p. 40 on stage alone, I was very young and I wasn’t entirely
convincing as a comedian because nervous young
women on stage actually frighten audiences. They’re
Warmer
convinced you’re going to fail and burst into tears, which
Ask students: will be very embarrassing. So there’s a palpable tension
• What was the last book you read about? in the room and some audiences actually boo the female
• Have you ever read a book written by a comedians off the stage.
comedian? Inter: How did you deal with that?
• Do you think that a book written by a comedian Jane: Well, I had to counteract that stereotype so I
can be interesting? Why? Why not? started coming on shouting and being madder and
crosser than any audience could ever be and that
U2 Track 2 ▶ Transcript ▶ p. 40 defused the tension. In fact, I rather overdid it and my
Inter: Today I’m with the much-loved comedian and character got cruder than I ever really intended. I got
writer Jane Clarkson. Obviously Jane, this year has been so good at it that people got confused between the
quite a turning point for you... everyday Jane and the stage Jane.

Jane: Well, I’ll never stop doing comedy, but there were Inter: What attracted you in the first place to
practical reasons for wanting to take some time off and performing, and particularly to making people laugh?
write a book. I felt my daughter had been neglected. Jane: Oh, from an early age, I knew I wanted to be
She was just about to make the tricky transition from an actress. I innocently thought I was going
primary to secondary school and I thought she needed to be a glamorous film star. The reason I started to
her mum around. I seem to have spent most of her life in do comedy acts was that in the 1980s a lot of small
a van touring from venue to venue for my comedy act. provincial theatres closed down. In the past, girls
And I did enjoy being at home for a bit, although I missed would’ve come out of drama school and if they had a
the applause and the laughter. When I finished writing leaning towards comedy they’d join one of these small
in the evening, I’d turn the computer off and there’d be theatres and play a variety of comedy roles in all sorts of
nothing, which was hard to get used to. plays from Shakespeare to contemporary stuff. All of a
Inter: How was your novel received? sudden, with the demise of these theatres, rooms above
pubs opened up and comedians started telling jokes and
Jane: Well, a lot of male comedians had written books, developing their acts there. It was cheap, one performer
so there was a bit of a bandwagon waiting to be jumped one microphone, and anyone could do it. In some ways,
on, but with my impeccable timing I jumped slightly it’s a healthier performance art than acting,
late, when everyone was starting to get heartily sick of because with acting you’re at the mercy of
comedians’ books. everybody else deciding whether you can work
Also there’s a kind of fury coming from some journalists or not. With stand-up comedy, you might only get paid
about comics writing books. They’re absolutely livid, as peanuts, but nobody can stop you from just driving to a
if they see your book in a bookshop and they jump up venue, often hundreds of miles in
and down, shouting, ‘It’s not fair! Why should she make terrible weather, and going on stage.
money out of writing as well as performing?’ Inter: But what is it when you’re actually on stage …
Inter: Was it a difficult transition? [fade]
Jane: Well, if you think logically, writing is the obvious
step. I’ve spent years trying to make people listen to Exam practice
my anecdotes, so that must count for something! Also,
if you’ve been an observational comedian, which I am, 1 • Recall students that in this part they have to
it’s not a great leap to use those skills you’ve developed, be able to show understanding of the speakers’
like observing odd mannerisms to use for jokes, and attitudes and opinions both explicitly stated and
turn them into a book. At least that’s what I felt, but you implied.
don’t become a writer instantly. I’ll have to wait and see • Play U2 Track 2 once for them to work on the
whether it was just beginners’ luck. activity, play the recording again so they may
Inter: I think why people give you a hard time about the check their answers.
novel is surely because we’re so trapped into thinking
Jane Clarkson is a comedian. It’s as though, you know, Answer key
you can’t do anything else, which is quite ridiculous 1 B 4 B
because you’ve been writing radio comedy for years. 2 D 5 C
Jane: Yes, people do become obsessed about what you 3 C 6 A
are. The character I adopted for my comedy act became