Face2face (upper-intermediate). Unit 1-C, D

1.

Face2face (upper-intermediate)
Unit 1-C, D.
Getting results
Evening classes
1. Revision
2. Vocabulary: Verb patterns
3. Reading: Testing and creativity
4. Listening: CD1-6, CD1-9.
5. Speaking: a) Talking about exams
b) Picture description

2.

Revision: Vocabulary
*Define the words and phrases below:
The first language, be bilingual in, be fluent in, be reasonably
good at, get by (in a language), know a few words of, can’t
speak a word of, rusty (about language speaking), pick up (a
language), outnumber, immersion school, pretend,
amusement, evident.
An undergraduate, a graduate, a postgraduate, a module, an
assignment, an essay, a dissertation, a mark, continuous
assessment, a progress report, a tutor, a lecturer, a professor, a
tutorial, a seminar, a lecture, fees, a student loan, a
scholarship, a Master’s (degree), a PhD, a BSc.

3.

Revision: Grammar:
Correct the verb forms in the sentences below
1. Yesterday I’ve gone to see Jo.
2. I’m needing a new dictionary. I lost mine last week.
3. Pat’s started her new job. She’s seeming to like it.
4. I don’t see my sister for ages, so I went to see her last week.
5. Kim was back from Italy since last Monday. She had a great time.
6. I realized that I meet Sam before.
7. Mum phoned while talked to John.
8. I lost my mobile last week, but it handed in at reception last night.
9. My English is OK, I learn it since 2004.
10.I haven’t been clubbing for a long time, so I got this Friday.

4.

5.

Vocabulary: Verb patterns
• When we use two verbs together, the form of the second verb usually depends
on the first verb.
make help
let
encourage, allow, expect, force, help, ask, pay,
convince, persuade, teach
can, will, might, could would rather, should,
had better
Refuse, need, continue, manage, want, prefer,
start, seem, plan, hope, forget, love, like,
hate, begin, decide, pretend
Resent, end up, enjoy, avoid, prefer, keep,
start, regret, don’t mind, finish, love, like,
+ object + infinitive without to
+ object + infinitive with to
+ infinitive without to
+ infinitive with to
+ verb+ing

6.

Vocabulary
1. Encourage- talk or behave in a way that gives somebody confidence in something:
My uncle encouraged me to become a musician.
2. Force- make somebody do sth they don’t want to do:
He forced me to tell him everything I knew.
3. Persuade- make somebody decide to do something by giving them reasons why they
should do it:
I persuaded Steve to buy a new car.
4. Resent- feel angry because you have to do something you don’t want to do:
No wonder kids resent having to do exams.
5. End up- finally be in a particular situation or place:
I never thought I’d end up being a teacher.
6. Regret- feel sadness about something you have done:
I regret leaving school at 16.

7.

Vocabulary
• Continuous verb forms of begin, start and continue are always
followed by the infinitive with to: I’m starting to worry about my
health. not I’m starting worrying about my health.
• We can also say teach somebody how to do sth:
My brother taught me how to drive.
• In British English, the verbs love, like, dislike and hate are usually
followed by verb + ing: I love playing tennis.
• We can also say love/like/dislike/hate somebody doing something:
I love people calling me on my birthday.

8.

Verbs with different meanings
• Stop + verb + ing= stop something that you were doing:
He says we have to stop thinking this way.
• Stop+ infinitive with to= stop doing one thing in order to do something else:
Have you ever stopped to consider how stressful school life is?
• Remember + verb + ing= remember something that you did before.
I remember spending hours in exam rooms.
• Remember + infinitive with to= make a mental note to do something in the
future: We should remember to see them as individuals.
• Try + verb + ing= do something in order to solve a problem:
Try googling the biographies of young entrepreneurs.
Try + infinitive with to= make an effort to do something difficult:
We should try to create new learning environments.

9.

*Fill in the gaps with the correct verb form
1. To meet/meeting
a. He remembers ________ me in 2001.
b. I forgot ________ Jo at the airport.
2. To tell/telling
a. I expect them ________ me soon.
b. I regret ________ them about that.
3. To drink/drinking
a. I’ve stopped ________ coffee.
b. I told him _______ some water.
4. To talk/talking
a. She refused ________ to me.
b. I avoided ________ to him at the party.

10.

5. To be/being
a. I pretended ________ asleep.
b. I kept ________ woken up by all the noise.
6. Give up/to give up
a. Max doesn’t want ________ his job.
b. You can’t make him ________ his job.
7. To try/trying
a. I resent ________ to please everyone.
b. He encouraged me ________ again.
8. Get up/getting up
a. I love ________ early.
b. Bill had better ________ soon.
9. To start/start
a. I’d rather ________ work at 9 a. m.
b. We’d prefer _________ earlier.

11.

Vocabulary (Reading)
1. To alert- [əˈlɜːt]- to warn someone of a possibly dangerous situation:
An anonymous letter alerted police to the possibility of a terrorist attack at the
airport.
2. To sympathise- [ˈsɪmpəθaɪz]- to understand and care about someone's
problems:
I know what it's like to have migraines, so I really sympathise with you.
3. To reimburse- [ˌriːɪmˈbɜːs]- to give back the amount of money that someone
has spent:
They’re going to reimburse me for the airfare.
4. Municipality- [mjuːnɪsɪˈpæləti]- a city or town that has its own government:
The municipality provides services such as water and rubbish collection.
5. Transport hub- (транспортный узел)- an airport, train station, etc. that is used
by large numbers of people:
Security was reinforced at major transport hubs throughout the UK.

12.

6. Takeover- an act of taking control of something:
After the Communist Party takeover of the mainland in 1949, trade focused
on socialist countries, and the city's global influence declined.
7. Renowned- [rɪˈnaʊnd]- famous:
The region is renowned for its outstanding natural beauty.
8. Booming- increasing or becoming successful:
We're not benefiting from the country's booming economy.
9. To pile on- to increase something by a large amount, or to do it a lot:
When I returned to live with my parents, the weight piled on because I was
stuffing myself with home cooking.
10. Squeeze- manage to get into or through a narrow or restricted space:
You can squeeze in six people at the table.

13.

Reading: Order the sentences (B-G) below to make a story
by sequencing the events:
A. 34-year old mother, Amanda Stacey, found the ticket on the floor of the Coop
supermarket in Swindon and took it home to her husband, Michael.
B. Police have frozen the remaining £15,000 in the Staceys’ account and have to
decide whether to bring charges against the pair.
C. As soon as Dorothy realized she had lost the ticket, she alerted lottery
organizer Camelot, who called the police.
D. Camelot has already said it will not reimburse Mrs McDonagh.
E. They discovered that it was a winning ticket and claimed the prize
immediately, using half the money to pay off their debts, buy new carpets and
treat their children.
F. Fortunately for Dorothy, she had kept the receipt.
G. The ticket, however, had actually been bought by 61-year-old Dorothy
McDonagh.

14.

Reading: Read the magazine article.
a) Choose the best title A-C.
b) Tick the true sentences. Correct the false ones.
a) A. All exams are a necessary evil
B. Exams discourage creativity
C. Exams are no longer necessary
b) 1. Children are tested at too young age.
2. Parents should make their children study harder for exams.
3. There is no value in exams.
4. Our educational system encourages original thinking.
5. Schools can’t ever prepare students for the future.
6. Exams aren’t the only way to evaluate ability.
7. Some talented children go unnoticed.

15.

Reading: Monika Bolton looks at the relationship between testing
and creativity.
Have you ever stopped to consider how stressful school life is
becoming because of tests and exams? Why on earth do we make kids do
tests in their second year of primary school? This just encourages parents
to pile on the pressure. I know seven-year-olds who have private tuition
to help them pass their maths test! And there are parents who coach
their three-year-olds so they can perform well in their interview for the
‘right nursery school’. How do you interview a three-year-old? “I see from
your CV, young Tom, you didn’t do very much in the first six months of
your life. Why was that?!” I also know parents who don’t allow their
children to go out near exam time. They expect them to stay in and study
every night and they refuse to let them play sport, watch TV or listen to
music. No wonder kids resent having to do exams.

16.

I remember spending hours in exam rooms pouring our facts that I had
squeezed into my brain the night before. That is what exams force us to
do. It’s an input-output model and there is generally only a right or a
wrong answer. However, according to educationalist Ken Robinson, ‘if
you’re not prepared to be wrong, you will never come up with anything
original… and we are running national educational systems where
mistakes are the worst thing you can make.” He says we have to stop
thinking this way. We are, after all, supposed to be educating children for
the future, but we have no idea what today’s kids will need to do in their
working lives. To prepare them, Robinson believes we should try to
develop learning environments where they are encouraged to be creative
and discover things for themselves. We should also remember to see
them as individuals. Just because a child fails an exam doesn’t mean
he/she are a failure. They might be a brilliant inventor or computer
programmer, a wonderful singer or comedian.

17.

Still, most of us continue to believe we can only achieve success
through passing more and more exams when there are so many who
manage to succeed without them.
Try googling the biographies of young entrepreneurs such as Adam
Hildreth, who started a social networking site called Dudit Limited when
he was fourteen and ended up being worth millions. Obviously, he
believed he could achieve his goals without passing the right exams. His
motivation came from doing something he wanted to do, he enjoyed
being creative.
Of course, no one wants to fly with a pilot or be treated by a doctor
who hasn’t proved their ability by passing exams. However, how many
more Adam Hildreths are sitting in classrooms around the world just
being tested and tested instead of being discovered? Surely education
should encourage, not discourage creativity?

18.

Discuss these questions:
1. What was the last exam you did? How did you feel before, during
and after it?
2. What was the hardest exam you’ve ever taken?
3. Have you ever done an oral exam? What was it like?
4. Do you know any other interesting stories about exams? If so, tell
the group.

19.

Listening: CD1-6. Listen to two short stories. What is
happening in each one?
• Answer the following questions: (the first story)
1. What exam did Henry take?
2. Why did Henry write loads of important facts and figures on the
insides of his shirt cuffs?
3. How did he manage to get a comfortable seat in the examination
room?
4. How did he avoid getting caught in deception?
5. How did his mom find out about the deception?
6. How was Henry punished for cheating?

20.

Listening: Answer the following questions: (the second story)
1.
2.
3.
4.
5.
6.
What exam did Yvonne take?
When did it happen?
How did children learn French 20 years ago?
What skill of French language did she know worst of all?
What was the only thing Yvonne knew to say?
How did the exam end?

21.

Speaking: Describe the picture below (45 sec)

22.

The useful structure and words
This picture shows/ In this picture we can see_________________________________
They are wearing_____________________________________________________
In the foreground____________________________________________________
In the background____________________________________________________
On the left/right_____________________________________________________
It seems like(season)……….because_________________________________________
Maybe it’s in the(afternoon)_______________________________________________
I guess_____________________________________________________________
1. pass a cheat sheet
2. Shamefacedly- незаметно
3. hand in hand

23.

Listening: CD1-9. Listen to a conversation between two friends. Chloe
and Sophie. a) List the evening classes that Chloe is doing.
Answer the following questions:
1.
2.
3.
4.
5.
6.
How long ago did Chloe and Sophie last meet up?
What did Chloe have to do in her last creative writing class?
Why did she decide to do a photography course?
Why does she find the evening classes helpful?
What does Sophie do on a Friday evening?
How long is Sophie going to be in the US?

24.

Choose a topic and decide what you want to say.
1.
2.
3.
4.
5.
something you are/aren’t looking forward to
your work or studies
a place you love going to
something interesting you’ve done lately
your plans for next weekend