Talented Session 1

1 Practicing for CAE

Topic vocabulary Language structures & Exam preparation
• a letter functions • Reading Part 1
• proposal • adjectives ending in -ed and -ing • Use of English Parts 1, 2 and 3
• would and used to • Listening Part 1
• prefixes and suffixes • Writing Part 1

Speaking: Part 1 SB p. 9 Language structures & functions:

Warmer
• Tell students they will talk about themselves in
front of the class.
• Have them think of their likes and preferences
according to the topic they will talk about.
Exam practice
1 • Read the Exam tip with the class and then
have students read the instructions. Ask them
to read the different questions below the
subheadings: People, Study, Where do you live?,
Entertainment and Experiences. Then have
them work in pairs asking and answering the
questions with their partners.
Adjectives ending in -ed and -ing SB p. 10
Warmer
• Elicit from students the ending to the following
sentences:
When I went to that concert I was so... (bored).
The concert was… (boring).
1 • Read the information in the chart with the class,
ask some questions to make sure students
understand the topic.
2 • Read the first sentence with the class and elicit
the correct answer from students. Then have
them answer the rest of the Activity 2 either
individually or in pairs.

2 •After students have got all the answers, ask Answer key
them to write their answers on a separate piece 1 embarrassed 4 tired
of paper in order to use it in a presentation. 2 excited 5 embarrassing
3 exhausted 6 exciting
Background extra
• Have students look at the photographs. 3 • Have students discuss out loud. Then have them
• The first photograph shows friends. answer the sentences individually.
• The second photograph shows examples of
different sports. Answer key
• The third photograph shows an extreme Answers will vary.
activity such as parachuting.
4 • Have students complete the sentences either
individually or in pairs.
• Monitor while they work and check answers
orally.

Answer key
1 confusing 2 exhausted 3 frustrating
4 amusing 5 petrified
 Session 2

Use of English: Part 1 SB p. 11

Warmer
• Play students different kinds of music, e.g.:
heavy metal, ambient, classical, jazz and ask
them what each of them makes them feel.
• Ask them: Do you know why music may
influence our mood? Elicit answers from
different students.

Exam practice
1 • Read the Exam tip with students. Tell them to
follow each suggestion carefully in order
to answer the exercise successfully.

Answer key
1 C 2 B 3 B 4 D 5 A 6 D
7 A 8 A 9 C 10 B 11 A 12 D

Reading: Part 1 SB pp. 12-13

Warmer
• Ask students: Do you like science? Why do
you think scientific research is important?
Elicit answers from different students.

Exam practice
1 • Have students read the instructions to
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.

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

Language structures & functions: Would Answer key

and used to SB p. 14 1 used to 6 used to/would
2 used to/would 7 used to/would
Warmer 3 used to/would 8 used to/would
4 used to/would 9 used to/would
Ask students:
5 used to 10 used to
• Do you celebrate Eastern?
• Do you celebrate Christmas?
• What do people celebrate in your country? Use of English: Part 2 SB p. 15
1 • Have students look at the pictures and invite
some volunteers to describe them. Tell them
Warmer
to predict which celebration the text might
talk about. • Ask students to tell you what they think
the text is about from the title and the
• Give them some minutes to read and answer.
photograph.
Check orally.

Exam practice
Answer key
1-4 Chirstmas 1 • Read the Exam tip together with students
and then have them work on the activity
2 • Organize the group into pairs, read individually.
instructions aloud and have pairs work while
Answer key
you monitor. Encourage them to use the
1 followed
grammar structures: would and used to.
2 little
3 the
Answer key 4 for
Answers will vary 5 to
6 Though/Although/While/Whilst
7 why
3 • Students will continue working with the same 8 their
pair. Monitor while they work and check
9 another
answers orally.
10 may/might/will
Answer key 11 not/never
1 State 12 out
2 Past action 13 off
3 Past action 14 so
4 State/Past action 15 being
5 Past action
6 Past action

4 • Students will now work individually. Before

they start the activity make sure they
understand the difference between the use of
would and used to. Check orally.
 Session 3

Writing: Part 1 SB pp. 16-17

Warmer
Ask students:
• Have you ever written a formal letter?
• What makes it different for an informal letter?
Exam practice

Prepare
• Have students read the Exam practice tip on
the bottom of the page. Discuss about the
advice given in this part of the page.

Analyze the task

• Have students analyse what they have to do
in this activity, read the instructions carefully
with them.

1 • Guide students to prepare their writing step

by step:
- First, tell them to prewrite everything that
comes to their minds.
- Then, with those ideas they may write their
first draft.
- You may ask them to revise and proofread
using the suggestions included in the Exam
tip box for homework so they can give you
their publishing next class.
- Finally, they will write their publishing.
• Monitor during each step of the process
providing help whenever it is needed.
 Session 4

Language structures & functions: Use of English: Part 3 SB p. 19

Prefixes and suffixes SB p. 18
Exam practice
Warmer
Have students complete the followingsentences: 1 • Read the Exam tip together with students,
• It was not necessary to help me with the bags. tell them that in some cases they may use the
It was… (unnecessary) suffixes from the previous activity to form
Then ask: new words.
• Do these sentences have the same meaning? • Monitor while they work and check orally.
• What is the difference between not necessary
and unnecessary? Answer key
1 increasingly
1 • Go through each of the suffixes in the table 2 sufficient
and ask students to infer their meaning.
3 undoubtedly/doubtlessly
• Once they understand each of them, give
4 maintenance
them some time to work on the activity
5 stability
individually. Check orally.
6 intentions
7 readily
Answer key 8 diversity
1 famous 2 dependable 3 helpful 9 removal
4 protective 5 greedy 6 careless 10 unattractive
7 selfish 8 mischievous 9 natural
10 liked 11 different 12 acknowledged
13 successful 14 heroine 15 political

Listening: Part 1 SB p. 20
Warmer
• Have students read the instructions to
Activity 1, then have a volunteer rephrase the
instructions.
U1 Track 1 ▶ Transcript ▶ p. 20
EXTRACT 1
Man: I bought Nancy Graham’s first album, I loved it
and thought it was a really new sound and a different
way to sing the old jazz and blues songs. This one,
however, seems in a way more of the same and
although there’s been an injection of country music to
vary that jazz sound. I did think she was slightly running
out of steam and maybe she’s released this album
too soon.
Woman: I think there’s a lot of great stuff on it. The
late night jazz numbers in particular. It just gets a bit
blend at times for me, when the true country stars sing
of pain and anguish, you believe them, which I can’t say
I do here.
Man: Maybe it’s just that she’s just not quite mature
enough yet to have had the necessary experience to
inject into the songs and that’s why.
Woman: I have to say I did find it wonderfully soothing,
I actually fell asleep listening to it. But when I woke up I
couldn’t tell the difference between the track I’d started
listening to and the one I was listening to then.
EXTRACT 2
Inter: What do you remember about the first time one
of your horses was a winner?
Woman: It’s an incredible experience, after all those
months of training. When my horse Black Prince won
The National Show Jumping Competition people
expected me to be exhilarated but I was absolutely
stunned by it. People ask how did you celebrate? But
you’re completely wiped out and it takes a while for
it to sink in. I think you’re like an olympic athlete, you
know. They say it never comes home to them until
they’re on their way home.
Inter: You were worried about Black Prince before the
competition, weren’t you?
Woman: Not so much him, because he was in pretty
good condition on the whole. Although the heavens
had opened and it was getting awfully muddy on the
floor. Black Prince excelled on that soft ground. I hate
to admit this now, but we had a replacement rider at
the last minute and I did just wonder if he could hack it.
It’s a challenging course. Fortunately of course, I was
proved wrong, so I had to eat my words, I also...
Session 5
EXTRACT 3
Inter: So Richard, you worked as an assistant in the
kitchens of several well established restaurants. Moving
around to gain experience.
Richard: U-hum
Inter: You found being involved in the preparation of
new and different things every day very exciting, but
at the same time, you seemed to discovered you really
didn’t want to be a chef.
Richard. Yes it was quite tough just coming to that
decision. I realized being a top chef was all about team
work and basically, I just wasn’t up to being in charge
of a kitchen full of people. There’s more to it than just
creating fabulous dishes.
Inter: And so you turned to writing about food.
Richard: Well, I never really see myself in that role
at all, because it seemed wrongly of course that you
couldn’t actually write for a living without some kind of
recognized training or something. But a customer at a
cafe where I was working asked me to write an article
about food for a magazine she was setting up. And
when I did it, I thought “I love this” and soon it wasn’t
even a part time thing. It took over my whole life.
Inter: And you became the successful writer you
are today.
Exam practice
1 • Ask students to read the Exam tip in order to
answer the exercise successfully.
• Play each extract from U1 Track 1 giving time
for students to choose the correct option for
each item.
• For question 6, write the following question on
the board:
What did Richard think about food writing
before he got involved in it?
• Before students start listening to Extract 3, ask
them to read the question on the board. Play
the extract and have them answer question 5.
Then ask them to answer the question on the
board orally.
• Finally, write the options to the question on
the board and decide the correct answer as a
group.
A He considered himself well suited to it.
B He regarded it as a hobby rather than a
career.
C He imagined a qualification was needed to
do it.
Answer key
1 C 2B 3B 4A 5A 6C