Quick Smart English Advanced - Teacher's Guide

172 Pages·4.296 MB·English

by  Forget Maurice.

Maurice Forget
BROOKEMEADENGLISH
LANGUAGETEACHING
E
S
Q
Series editor: Duncan Prowse
Consultant: Rosemary Harris
Editor: Picot Cassidy
Artist: Belinda Evans
Design: John Anastasio, Wendi Watson, Lapiz Digital
QSE Advanced Common European Framework Level B2-C1
QSE Series Common Cambridge Michigan TOEFL Trinity College, Edexcel
Title European ESOL (New TOEFL) London, ESOL London Test
Framework of English
Quick Start A1-A2 KET ISE 0 Level (A1) 1
English GESE Grade1,2,3
(in preparation)
Quick Smart A2-B1 PET BCCE ISE I, Level 1- 2
English GESE Grade 4,5,6
Pre-Intermediate
Quick Smart B1-B2 FCE ECCE 450-525 ISE II, Level 2-3
English Target 485 GESE Grade 7,8,9
Intermediate (NT 163)
Quick Smart B2-C1 CAE ALCE Target 525 ISE III, Level 3-4
English (NT 197) GESE Grade 10,11
Advanced
ISBN: 1-905248-01-6
978-1-905248-01-8
Also available: Other books in the QSE Series:
QSE Advanced Teacher’s DVD-ROM QSE Pre-Intermediate (CEF A2-B1)
Video, Audio and Text ISBN 1-905248-02-04 Student’s Book, Workbook, Audio CDs, Teacher’s
978-1-905248-02-05 Guide with Photocopiable Resources
QSE Advanced Student’s Book ISBN 1-905248-00-8
978-1-905248-00-1 QSE Intermediate (CEF B1-B2)
QSE Advanced Student’s DVD-ROM ISBN 1-905248-03-2 Student’s Book, Workbook, Audio CDs, Teacher’s
978-1-905248-03-2 Guide with Photocopiable Resources
Published by:
Brookemead English Language Teaching, London
© Brookemead Associates Ltd. 2007
All rights reserved. No part of this publication may be reproduced, recorded, transmitted,
or stored in any form whatsoever, without the prior written permission of the copyright holders.
E
CONTENTS
Materials Map (Student’s Book, Workbook, Teacher’s Guide, Audio, Video, Exams) 4
Introduction – Welcome to QSE Advanced 8
QSE and the Common European Framework of Reference (CEF) 8
QSE Advanced for exams 10
QSE Advanced and CLIL (Content and Language Integrated Learning) 12
QSE and Multiple Intelligences 12
English as a meme 13
QSE Advanced – At a glance 14
QSE Advanced – How the sections of each unit work 16
Internet sources and QSE illustrations 25
Unit 1 Teacher’s notes and answer keys 26
Unit 2 Teacher’s notes and answer keys 32
Unit 3 Teacher’s notes and answer keys 38
Unit 4 Teacher’s notes and answer keys 43
Unit 5 Teacher’s notes and answer keys 49
Unit 6 Teacher’s notes and answer keys 54
Unit 7 Teacher’s notes and answer keys 60
Extended Reading 1 Teacher’s notes and answer keys 65
Unit 8 Teacher’s notes and answer keys 68
Unit 9 Teacher’s notes and answer keys 75
Unit 10 Teacher’s notes and answer keys 81
Unit 11 Teacher’s notes and answer keys 88
Unit 12 Teacher’s notes and answer keys 93
Unit 13 Teacher’s notes and answer keys 99
Unit 14 Teacher’s notes and answer keys 105
Extended Reading 2 Teacher’s notes and answer keys 111
Unit 15 Teacher’s notes and answer keys 114
Unit 16 Teacher’s notes and answer keys 119
Unit 17 Teacher’s notes and answer keys 125
Unit 18 Teacher’s notes and answer keys 132
Unit 19 Teacher’s notes and answer keys 138
Unit 20 Teacher’s notes and answer keys 144
Extended Reading 3 Teacher’s notes and answers key 149
Using the DVD-ROM 152
Audio and Video Scripts 153
Exam Practice Listening Scripts 169
Introduction to Exam Practice (Photocopiable Resources) 174
IGCSE Exam Practice 176
IELTS Exam Practice 204
CAE Exam Practice 224
Placement Test 251
Exam Practice Answers 253
Acknowledgements 256
Key:
QSE Advanced Teacher’s Guide MATERIALS MAP SB = Student’s Book TG = Teacher’s Guide
WB = Workbook PR = Photocopiable Resources QSE Advanced
MATERIALS MAP
Unit Title Subject Reading Language Banks Speaking Vocabulary Listening Writing CLIL (Content Teacher’s Guide Pages
The BIG Functions/ Audio/Video and Language Photocopiable Resources
question Grammar Integrated Learning)
Buy now, Advertising Marketing: Expressions TEAMWORK: Create a TV ad SB10,114 Marketing, Audio: Cigarette Review of an ad; Public relations: Teacher’s notes and answer key TG26 Unit 1
1 think later Is advertising all Decline of TV used before CONTROVERSY: Do spoof ads challenge consumers, warning labels Letter SB10 Marketing, society and IGCSE Exam PR176, 196, 203 SB8-11
a con? SB8 commercials; Celebrities challenging; advertisers? SB10 industry; SB10 Sales email; Product advertising, government CAE Exam PR246 WB94
out of a job SB9 Contradicting LB1 STRATEGIES: Mapping the presentation WB94 Idioms WB94 description WB94 regulation SB11 IELTS Exam PR208 TG26
Prepositions WB94
Express The arts Arts: Signposting TEAMWORK: An art manifesto SB14, 114 High culture, Video: The Body Biography of an History of music: Teacher’s notes and answer key TG32 Unit 2
2 yourself Are the arts Monarchy and high Sequencing (1); CONTROVERSY: How does traditional art pop culture, Worlds exhibition artist; Letter about African-Americans, IGCSE Exam PR177, 193, 196 SB12-15
relevant? SB12 culture; Spoils of war Inferring LB2 combine with modern motifs? SB14 history; SB14 Elgin Marbles SB14 civil rights SB15 CAE Exam PR236 WB95
SB13 Word forms WB95 Idioms WB95 Diary entry: TG32
Music review WB95
The sky’s Ambitions Film: Downplaying; TEAMWORK: A problem tree SB18, 114 Measures of Video: Interviews Being a country’s Careers: Jobs of Teacher’s notes and answer key TG38 Unit 3
the limit! What would you Success stories: Justifying an CONTROVERSY: Does welfare work? SB18 social success; about the American leader; Successful the future SB19 IGCSE Exam PR185, 192, 194, 196 SB16-19
3
do to succeed? Jackie Chan, Shah argument LB3 STRATEGIES: Rhetorical questions WB96 Idioms WB96 Dream SB18 person’s life SB18 CAE Exam PR242 WB96
SB16 Rukh Khan SB17 Joining clauses Letter; Guide to IELTS Exam PR213, 221, 223 TG38
WB96 speaking WB96
Are you Bullying Youth culture: Modifying words; TEAMWORK: Stereotypes SB22, 115 Forms of Audio: Bullying in Letter; Story about Psychology: Prisoner Teacher’s notes and answer key TG43 Unit 4
4 looking Is bullying just Satire: delinquent murders Expressing beliefs CONTROVERSY: Is it survival of the fittest? bullying; the workplace superhero SB22 rights; Effects of power IGCSE Exam PR187, 196 SB20-23
at me? part of life? SB20 teacher; Steroid use among LB4 SB22 Idioms WB97 SB22 Letter; Report SB23 WB97
victims of bullying SB21 Word forms WB97 on bullying WB97 TG43
Frills and Designer goods / Fashion: Adjectives; TEAMWORK: Re-design an ordinary object Fashion trends; Video: PETA On a shopping spree; Consumer studies: Teacher’s notes and answer key TG49 Unit 5
5 thrills Fashion Japanese women and Expressing opinions SB26, 115 Idioms WB98 campaign against Advice columnist Maslow’s Hierarchy of IGCSE Exam PR197 SB24-27
Are we all fashion designer fashion; tentatively LB5 CONTROVERSY: Haute couture SB26 wearing fur SB26 answers SB26 Needs; Manipulating IELTS Exam PR217 WB98
victims? SB24 Metrosexual man SB25 STRATEGIES: De-emphasising WB98 Charity letter; desire SB27 TG49
Instructions WB98
Playing Competitiveness Sport and leisure: The passive; TEAMWORK: A reality TV show SB30, 115 Competitiveness, Audio: Alternative At the Olympics: Physiology: Teacher’s notes and answer key TG54 Unit 6
to win How important is Man versus machine; Expressing CONTROVERSY: Can there be gender equality sports; beauty contests New beauty contest Effect of extreme sport IGCSE Exam PR192, 197 SB28-31
6
winning? SB28 Sports and reservations in sports funding? SB30 Idioms WB99 SB30 SB30 on the body SB31 IELTS Exam PR223 WB99
competitiveness SB29 LB6, WB99 Press release; TG54
Sports report WB99
Profit Economic issues Business: Intransitive and TEAMWORK: Finding the money for pensions Economics, Audio: How war Local economy; Business Studies: Teacher’s notes and answer key TG60 Unit 7
and Does economics Farm subsidies; transitive verbs; SB34, 115 trade; affects the Fairtrade letter SB34 Reading data from a IGCSE Exam PR194, 197, 201 SB32-35
7
loss really affect me? Virtual reality economy Defending a point CONTROVERSY: What’s the point of Fairtrade Idioms WB100 economy SB34 Article; Letter WB100 graph; Comparing prices CAE Exam PR229, 243, 244 WB100
SB32 SB33 of view goods? SB34 SB35 IELTS Exam PR206, 221 TG60
LB7, WB100 STRATEGIES: Discussing graphs WB100
Extended Equal opportunities Buffy the Vampire Slayer Interactive Task: Films SB37 Idioms SB36 Summary; Write an Teacher’s notes and answer key TG65
Reading 1 SB36 SB36 Verbs for hand / ending for the extract IGCSE PR197 SB36-37
arm movement SB37 TG 65
SB37
Into the Future of the planet Environment: Signposting: TEAMWORK: After natural disaster SB40, 116 Environment; Audio: The Skeptical Letter to the EU; Meteorology:Climate Teacher’s notes and answer key TG68 Unit 8
8 future Does the Earth Gulf Stream; Viruses Arguments (1); CONTROVERSY: Can we really conserve fish Idioms WB101 Environmentalist: Preparing for disaster change and El Niño CAE Exam PR224, 241, 247 SB38-41
need rescuing? and epidemics SB39 Affirming LB8 stocks? SB40 Bjorn Lomborg SB40 SB41 IELTS PR222 WB101
SB38 Prepositions WB101 SB40 Science article; TG68
Space colony WB101
Free to Independence Society: Signposting: TEAMWORK: Equipping an apartment State Audio: Hanni, Independence day; History: Scottish Teacher’s notes and answer key TG75 Unit 9
9 choose Why do people want Leaving home; Arguments (2); SB44, 116 institutions; the seeing-eye dog Student living away independence SB45 IGCSE Exam PR188, 198 SB42-45
to be independent? Regional independence Interrupting LB9 CONTROVERSY: Do we need government? SB44 Idioms WB102 SB44 from home SB44 WB102
SB42 movements SB43 Word forms WB102 STRATEGIES: Active and passive voice WB102 Article; Story WB102 TG75
Do I get Individual and young Human rights: Intensifiers; TEAMWORK: Choosing politicians SB48, 116 Rights; Audio: Tough- Mens’/womens’ rights; Law: Teacher’s notes and answer key TG81 Unit 10
10 a say? people’s rights Slavery in Africa; Challenging CONTROVERSY: Euthanasia SB48 Idioms WB103 discipline schools Behaviour-modification Rights for minority IGCSE Exam PR198 SB46-49
Can’t we just do Crackdown on anti-social opinions LB10 for ‘problem’ school SB48 language speakers SB49 WB103
what we want?SB46 behaviour SB47 Articles WB103 teenagers SB48 Letter; Summary TG81
WB103
Peace International International news: Tentative TEAMWORK: Conflict resolution SB52, 117 News items; Audio: A tropical Press release; An Drama: Teacher’s notes and answer key TG88 Unit 11
11 around events Chávez, Latin American expressions; CONTROVERSY: EU and US – friends or rivals? Idioms WB104 storm and flooding international event Anti-war drama SB53 IGCSE Exam PR181, 188, 198 SB50-53
the world Will we ever have revolutionary; Peaceful Evaluating SB52 in Haiti SB52 SB52 CAEExam PR227 WB104
peace? SB50 protest SB51 viewpoints LB11 STRATEGIES: Power of three WB104 Email; Summary TG88
WB104
4 5
Key:
QSE Advanced Teacher’s Guide MATERIALS MAP SB = Student’s Book TG = Teacher’s Guide
WB = Workbook PR = Photocopiable Resources QSE Advanced
MATERIALS MAP
Unit Title Subject Reading Language Banks Speaking Vocabulary Listening Writing CLIL (Content Teacher’s Guide Pages
The BIG Functions/ Audio/Video and Language Photocopiable Resources
question Grammar Integrated Learning)
Click Using the internet Cyber news: Uncountable TEAMWORK: Creating a website SB56, 117 Computers, Video: Personal profile; Information Teacher’s notes and answer key TG93 Unit 12
12 here! Are we all online Professional computer nouns; CONTROVERSY: What’s the real cost of online information Languages used Predictions for the technology: IGCSE Exam PR190, 198 SB54-57
now? SB54 gamers; Internet dating Deducing LB12 gambling? SB56 technology; on the internet internet SB56 Viruses and hacking CAE Exam PR229 WB105
Email; Game concept
SB55 WB105 Idioms WB105 SB56 SB57 TG93
WB105
What’s The media Media: Colloquialisms; TEAMWORK: Fictional news stories SB60, 117 TV, radio, Video: Letter about pay- Media studies: Teacher’s notes and answer key TG99 Unit 13
in the Do you trust the Media mogul Berlusconi; Implying LB13 CONTROVERSY: Are journalists sometimes newspapers; TV news channel per-click journalism; Media criticism; IGCSE Exam PR199 SB58-61
13
news? media? SB58 Censorship SB59 spies? SB60 Idioms WB106 documentary Article review SB60 Control of free CAE Exam PR231, 234 WB106
STRATEGIES: Using quotes WB106 SB60 Article; Report WB106 expression SB61 TG99
Heroes Role models Pop culture: Idiomatic and TEAMWORK: Role models for teenagers Personal Audio: Being a mentor; Literature: Teacher’s notes and answer key TG105 Unit 14
and Do we need Eminem, pop culture Softening SB64, 117 qualities; Comic book What is a ‘bad’ role Iconic writers: IGCSE Exam PR195, 199 SB62-65
14
villains someone to look icon; Christopher Reeve, expressions LB14 CONTROVERSY: Is there a link between Idioms WB107 superheroes model? SB64 Maya Angelou and IELTS Exam PR213 WB107
up to? SB62 disability campaigner Joining clauses image and eating disorders? SB64 SB64 Letter; Play outline Jack Kerouac SB65 CAE Exam PR227, 236, 239 TG105
SB63 WB107 WB107
˚ Extended Lifestyles SB66 Snowboard Nirvana: Interactive Task: Travel SB67 Snowboarding Summary; Complete Teacher’s notes and answer key TG111
SB66-67
Reading 2 A snowboarder’s blog SB67 the missing section
TG111
SB66 Idioms SB66 of the story SB67
Family Roles in the family Family: Conditionals; TEAMWORK: Family and friends network Family; Audio:Interview Changes in families; Home economics: Teacher’s notes and answer key TG114 Unit 15
matters What’s a normal New feminism; Generalising LB15 SB70, 118 Idioms WB108 with a teenage A friend’s wedding Running a household IGSCE Exam PR199 SB68-71
15
family? SB68 Fathers’ rights SB69 CONTROVERSY: Is it right to adopt from mother SB70 SB70 with children SB71 IELTS Exam PR223 WB108
another country? SB70 Email; Day in the life TG114
STRATEGIES: Emphasising a point WB108 WB108
Let’s School curriculum Education: Signposting : TEAMWORK: Relevance of school subjects to School subjects; Audio: Improving the school Physical education: Teacher’s notes and answer key TG119 Unit 16
change Are students Rewriting the history Sequencing (2); everyday life SB74, 118 Idioms WB109 Creationism in system; An exchange Learningthrough IGCSE Exam PR177, 199 SB72-75
16
the learning the right books; Making the school Asserting LB16 CONTROVERSY: Are single-sex schools better? Arizona schools visit SB74 experience with outdoor IELTS Exam PR221 WB109
subject! things? SB72 system fairer SB73 Gerund and SB74 SB74 Diary entry; Essay activities SB75 CAE Exam PR237, 242 TG119
infinitive WB109 WB109
Adventures Scientific Science and technology: Expressions used TEAMWORK: Be a futurologist SB78, 118 Science; Video: Report; Scientific Engineering: Teacher’s notes and answer key TG125 Unit 17
17 in science developments Bionic suit; ‘Spider-goats’ to introduce CONTROVERSY: Where will cloning lead? Idioms WB110 Space debris developments SB78 New products and IGCSE Exam PR179, 191, 202 SB76-79
Is science making super web material SB77 assertions; SB78 SB78 Article; Letter WB110 developments SB79 IELTS Exam PR207, 222 WB110
life better? SB76 Developing an STRATEGIES: Knowing what is important: CAE Exam PR239, 240, 245, 247 TG125
argument LB17 key words WB110
The Social issues National news: Expressions used TEAMWORK: New work opportunities for your Social problems; Audio:Computer Report on crime; Social studies: Teacher’s notes and answer key TG132 Unit 18
18 company Are we doing Hidden homeless; to contradict; community SB82, 119 Idioms WB111 training for slum Letter about Community IGCSE Exam PR183 SB80-83
we keep enough to help? Waiting for medical Summarising LB18 CONTROVERSY: Should immigration be dwellers in Brazil healthcare SB82 development SB83 CAE Exam PR243 WB111
SB80 treatment SB81 Wordforms WB111 controlled? SB82 SB82 Article; Report WB111 TG 132
Stressed Stress Health: Language of TEAMWORK: How does fear turn into phobia? Ways of reducing Audio: Laughter Coping with stress; Biology: Teacher’s notes and answer key TG138 Unit 19
out! management Prime Minister, fitness empathy and SB86, 119 stress; Clubs SB86 Most stressful day Effects of stress on the IGCSE Exam PR191 SB84-87
19
Are we seriously fan; Watching fish eases sympathy; CONTROVERSY: Dealing with stress or Idioms WB112 SB86 body and on behaviour CAE Exam PR249 WB112
stressed? SB84 stress SB85 Calming LB19 depression SB86 Email; Article WB112 SB87 TG138
STRATEGIES: Anticipating questions WB112
Shock Young people’s Crime: Language of TEAMWORK: Creating programmes to help Types of teenage Audio: Youth behaviour; Poetry and music: Teacher’s notes and answer key TG144 Unit 20
20 tactics behaviour Rock group with no drugs caution; Eliciting young people SB90, 119 behaviour; Binge drinking Advice for a friend Analysing the meaning IGCSE Exam PR183, 192 SB88-91
Are all teenagers message; Jobs in the feedback LB20 CONTROVERSY: Should tattoos and body Idioms WB113 SB90 SB90 of a song SB91 IELTS Exam PR204 WB113
rebels? SB88 marijuana industry SB89 Verbs WB113 piercings be banned? SB90 Email; Story WB113 CAE Exam PR242, 250 TG144
Extended Stereotypes Not all Natives are Interactive Task: Stereotypes about older Non-standard Summary; New story Teacher’s notes and answer key TG149 SB92-93
Reading 3 SB92 created equal SB92 people and different ethnicities SB93 English SB93 about Big Glenn TG149
Idioms SB92 SB93
SB Workbook SB94-113 Teamwork Scenarios SB114-119 Unit-by-unit Glossary SB120-128 SB
TG Exam listening practice IGCSE PR200-203 IELTS PR204-208 CAE PR244-247 Exam listening scripts TG169-173 Placement Test PR251-252 Exam practice answer key TG253-255 TG
6 7
QSE Adv TG p08-25 3/7/07 3:32 PM Page 8
QQSSEE Introduction Teacher’s Guide
Introduction - Welcome to QSE Advanced
•
Quick Smart English is a topic-based English language course for levels B2 to C1 in line with the
CEF (Common European Framework).
•
QSE uses affective, topical and sometimes controversial reading and listening material to present
and revise structures and vocabulary and to develop communication skills.
•
The language structures are those found in widely-accepted international curricula.
•
The topic-based vocabulary is wide-ranging and based on real-life ideas and issues.
•
The learning tasks include integrated skills activities, with a particular focus on speaking.
•
Integrated CLIL (Content and Language Integrated Learning) activities are in each unit.
•
Although QSE Advanced is not a dedicated exam preparation course, the structure and
vocabulary practice, skills work, question types and supplementary test materials are
all designed to help students prepare for international ESOLexaminations.
•
QSE Advanced is designed to cover a 70–80 hour course, although it can also be used
in modules for skills development, in particular speaking practice.
QSE and theCEF
The structure and approach of the course are based on mobility and closer co-operation, not only in education,
the Council of Europe’s Common European Framework culture and science but also in trade and industry. QSE
of Reference (CEF). Like the CEF, QSE Advanced aims to promote mutual understanding and tolerance,
takes a very broad view of what language students need respect for identities and cultural diversity through more
to learn in order to use a foreign language and what effective international communication.
knowledge and skills they need to develop so as to be The course visits all four domainsidentified by the
able to communicate effectively. QSE aims to provide CEF. The Public Domain, for example, is represented in
the widest possible cultural context, using examples from many units including environmental issues in Unit 8,
the great cultural diversity of global English (British, society in Unit 18 and economic issues in Unit 7. The
American, Australian, South African and others). Personal Domain is visited in Unit 10 (Young people’s
QSE helps to provide learners with strategies to rights), Unit 9 (Independence) and Unit 20 (Young
activate general and communicative competences in people’s behaviour) among others. The Educational
order to carry out the activities and processes involved in Domain features in Unit 16 (School curriculum), and the
the production and reception of texts and the Occupational Domain appears in Unit 3 (Ambitions).
construction of discourse dealing with particular themes. The CEF is a framework not only for language
The objectives, content and methods of QSEfollow learning, but also for assessment, which is central to the
the guidelines of the CEF, aiming to equip students to methodology of QSE. QSE Advanced is compatible with
deal with communicating in English, not only in English- preparation for a variety of international English
speaking countries, but also in using the language as a examinations. QSE Advancedfeatures a special set of
lingua francain other countries. QSEhelps students to exam preparation materials for the UCLES Cambridge
exchange information and ideas and to communicate suite of exams – CAE (Certificate in Advanced English)
their thoughts and feelings. Its wide range of topics, many level, IELTS (International English Language Testing
of which are unusual in EFL courses, help students to System) and IGCSE (International General Certificate of
achieve a wider and deeper understanding of the way Secondary Education). Trinity College London recognises
other people live and think and of their cultural heritage. that QSEmakes a valuable contribution to preparation
The methods of teaching language and learning with for the Graded Examinations in Spoken English (GESE)
QSEare based on the needs, motivations, characteristics and Integrated Skills Examination (ISE). Other levels of
and resources of the learners themselves. The course is QSEare coordinated with other Cambridge exams – QSE
above all student-centred. The language learning activities Pre-IntermediatewithPET level and QSE Intermediate
are based on action-orientated tasks and relevant authentic withFCE.The chart below shows how the various levels
texts (oral and written). of the QSEcourse have been planned to match the levels
The topics (including the CLIL materials) help of the CEF and the requirements of international
students to face the modern challenges of international examinations.
8 © Brookemead Associates Ltd 2007 BROOKEMEADENGLISHLANGUAGETEACHING
QSE Adv TG p08-25 3/7/07 3:32 PM Page 9
QQSSEE
QSE Advanced
Teacher’s Guide
QSE levels, the CEF and international examinations
Common UCLES Trinity Michigan / TOEFL IELTS Edexcel
QSE European (University of College, HAU (New TOEFL) London
Framework Cambridge London ESOL Test of
(CEF) ESOL) English
Quick START A1-A2 KET GESE Level (A1)
English (Key English Grade 1, 2, 3 1
(in preparation) Test)
QSE A2-B1 PET ISE 0, ISE I, BCCE 3.0 to Level 1-2
Pre-Intermediate (Preliminary GESE 4.0
English Test) Grade 4, 5, 6
QSE B1-B2 FCE (First ISE II, ECCE 450-525 4.0 to Level 2-3
Intermediate Certificate in GESE Target 485 5.5
English) Grade 7, 8, 9 (NT 163)
QSE B2-C1 CAE ISE III, ALCE Target 525 5.5 to Level 3-4
Advanced (Certificate in GESE (NT 197) 6.5 /
Advanced Grade 10, 11 7.0
English)
QSE Advanced takes students from Level B2 to C1. These are the CEF Reference Levels Global
Descriptors for the two levels.
B2 C1
• •
I can understand extended speech and lectures and I can understand extended speech even when it is
ng follow even complex lines of argument provided the not clearly structured and when relationships are
ni topic is reasonably familiar. I can understand most TV only implied and not signalled explicitly. I can
e
t
s news current affairs programmes. I can understand understand television programmes and films
Li
the majority of films in standard dialect. without too much effort.
• •
I can read articles and reports concerned with Ican understand long and complex factual and literary
g contemporary problems in which the writers adopt texts, appreciating distinctions of style. I can
n
di particular attitudes or viewpoints. I can understand understand specialised linguistically complex articles
a
e contemporary literary prose. and longer technical instructions, even when they do
R
not relate to my field.
• •
I can interact with a degree of fluency and spontaneity I can express myself fluently and spontaneously
n that makes regular interaction with native speakers without much obvious searching for expressions. I
entio quite possible. I can take an active part in discussion can use language flexibly and effectively for social
pokerac in familiar contexts, accounting for and sustaining my and professional purposes. I can formulate ideas and
Snt views. opinions with precision and relate my contribution
i
skilfully to those of other speakers.
• •
n I can present clear, detailed descriptions on a wide I can present clear, detailed descriptions of complex
en tio range of subjects related to my field of interest. I subjects integrating sub-themes, developing particular
okuc can explain a viewpoint on a topical issue giving the points and rounding off with an appropriate
pd
Sro advantages and disadvantages of various options. conclusion.
p
• •
I can write clear, detailed text on a wide range of I can express myself in clear, well-structured text,
subjects related to my interests. I can write an essay expressing points of view at some length. I can write
g
n or report, passing on information or giving reasons in about complex subjects in a letter, an essay or a
ti
ri support of or against a particular point of view. I can report, underlining what I consider to be the salient
W
write letters highlighting the personal significance of issues. I can select style appropriate to the reader
events and experiences. in mind.
BROOKEMEADENGLISHLANGUAGETEACHING © Brookemead Associates Ltd 2007 9
QSE Adv TG p08-25 3/7/07 3:32 PM Page 10
QQSSEE Introduction Teacher’s Guide
QSE for exams
QSE is not designed to be a specific exam- English) examinations for the core subject areas.
preparation course, but no teacher or class these However, we are aware that many students will
days can ignore the fact that exams are a very take other exams, so there are many question
important and almost unavoidable presence in the types, tasks and exercises in the Student’s Book
language classroom. All international exams today and Workbook that provide exam practice in all
have been written or have been calibrated to fit four skills for several exam types. In addition,
into the levels and requirements of the CEF, there are special photocopiable pages in this
however, styles of examination differ. As QSE is a Teacher’s Guide that practise the University of
course with a very strong emphasis on spoken Cambridge CAE, IELTS and IGCSE – see
English and developing oral skills, the author details below. This makes QSE an ideal course
decided to use the syllabus of the Trinity for general study at the end of which students
College, London, GESE (Graded Examinations may go on to take a variety of exams, including
in Spoken English) and ISE (Integrated Skills in those of Trinity and Cambridge.
QSE andCambridge/ Trinity / IELTS / IGCSE exam practice
QSE is not an exam-practice book; students taking to practice a complete exam paper for every activity.
any examinations should prepare by using actual Each of the CAE exam practice pages provides tasks
sample papers before they sit any exams. However, in the format of the English in Use paper and
QSE does provide a great deal of practice in every covers all question types.
skill necessary for these.
Listening: Many of the listening activities in the
Reading: Throughout the book there are many
units are based on CAE and IELTS-style tasks.
reading comprehension tasks, many of which are in
With 80 minutes of audio and video material, QSE
specific exam formats, while the remainder practise
provides ample listening material.
the same skills in other formats. For example, the
There is also additional exam listening practice
format of CAE Paper 1 Part 1 is specifically used in
forIGSCE, CAE and IELTS on the DVD-ROM (see
Units 3 and 17. Also, the IELTS Reading Passage 3
page 152 and 200–203, 204–208 and 244–247).
is covered in Units 5 and 18.
Speaking: All the speaking activities in the units
Writing: The Portfolio Writing section provides practise the skills and functions necessary for the
practice in CAE, IELTS and ISE-style writing tasks, Cambridge CAE, IELTS, IGCSE and Trinity
asdoes the Portfolio Writing section in the ISE III exam.
Workbook. In particular, the ISE III Portfolio
Exam practice pages
Writing tasks are seen throughout the book. Most
can be used to simulate the Controlled Writing In this Teacher’s Guide there are photocopiable
Tasks as well. The CAE exam practice pages for exampractice pages from page 176, with an
Units 4, 9 and 13 provide tasks in the precise introduction about using the QSE Photocopiable
format of the CAE exam, while IELTS Task 2 is Resources on page 174 of this Teacher’s Guide.
practised in Units 1, 4 and 13. There are 27 pages for the Cambridge Advanced
English exam, 20 pages for the IELTS exam and 28
English in Use
pages for the IGCSE exam. You can use these pages
In almost every unit of the Workbook there is at the same time as the main units, or separately for
practice in CAE Paper 3 English in Use tasks. homework. Each set of materials can be marked by
Theseare in abbreviated form, as it is not necessary the teacher using the exam answers section.
10 © Brookemead Associates Ltd 2007 BROOKEMEADENGLISHLANGUAGETEACHING
QSE Adv TG p08-25 3/7/07 3:32 PM Page 11
QQSSEE
QSE Advanced
Teacher’s Guide
QSE and the Trinity College London GESE and ISE exams
Because they are based on the structures, functions and subject areas of
Trinity’s Advanced (Grades 10 and 11) Graded Examinations in Spoken English
(GESE) and Integrated Skills in English (ISE III) Examination (covering CEF
levels C1 and up), the units in the QSE Advanced coursebook provide a
thorough preparation for students wishing to take either oral or integrated
skills examinations at these levels.
The READING (Activity 2 of each unit) and LISTEN / WATCH AND LISTEN
(Activity 4 of each unit) sections in the book familiarise students with the
vocabulary specific to the subject areas in the Trinity examinations. Students
then learn how to present and discuss their knowledge and ideas with the
examiner in TEAMWORK (Activity 5), CONTROVERSY (Activity 6) and the
topic in English (Activity 8) in each unit, using the appropriate structures
and functions.
Students should select a topic that they are interested in, knowledgeable
about and able to talk readily about. In preparing the topic, candidates should
be actively discouraged from producing and memorising a written text, as
this will have an adverse effect on the candidate’s pronunciation and ability
to use spontaneous spoken English. They should also prepare enough material
to discuss the topic for up to five minutes. The discussion should provide
opportunities for the candidate to use the language of the specific grade, for
example at Grade 11 or ISE III, vague or imprecise language and expressions
for downplaying.
In the Topic phase of the Trinity Advanced exams the candidate needs to be
prepared to:
•
Invite questions and comments from the examiner about the content of
the presentation
•
Engage the examiner in a discussion of some of the points made in the
presentation
•
Respond to the examiner’s challenges and requests for clarification or
elaboration.
Candidates may like to take with them into the exam one or more pictures,
photos, models or other suitable objects to illustrate their prepared topics.
The INTERACTIVE TASK in the Student’s Book (Extended Reading Sections 1,
2, 3) gives students the opportunity to prepare for the Interactive Task phase
of the GESE and ISE exams at this level. Here candidates are expected to be
able to:
•
Take responsibility for the discourse with the examiner
•
Use turn-taking to maintain a natural flow to the discourse
•
Relate their own contributions with those of the examiner
•
Negotiate toward a successful conclusion.
BROOKEMEADENGLISHLANGUAGETEACHING © Brookemead Associates Ltd 2007 11
QSE Adv TG p08-25 3/7/07 3:32 PM Page 12
QQSSEE Introduction Teacher’s Guide
QSE andCLIL
One of the most significant aims of recent In QSE, CLIL is truly integrated so that it becomes
educational thinking in many countries has a natural part of what we use language for – talking
been to make learning a relevant preparation for about the things that interest us.
the students’ real lives in the widest sense. This The objective of the cross-curricular sections
can mean not just relevance to vocational training inthis book is not to add to the students’ own
but also to personal development, citizenship, knowledge of subjects. Instead it is to equip
further education and the use of information students with an English-language strategy (andthe
technology. In addition, education reforms in relevant conceptual and linguistic tools) so that
many countries now encourage a greater emphasis they can extend their understanding of theworld
on political, economic, historical and cultural through the use of a foreign language.
world awareness, as globalisation affects “CLIL is an approach to bilingual education in
everyone’s lives. which both curriculum content – such as science or
QSE features a cross-curricular CLIL (Content history – and English are taught together..... Hence
and Language Integrated Learning) topic as part of it is a means of teaching curriculum subjects through
every unit. Many reflect the nature of the modern the medium of the language still being learned.....
syllabus with subjects like Business Studies, Law CLIL can also be regarded the other way round – as
and Information Technology. The course approach a means of teaching English through study of a
to CLIL also reaches out more widely to embrace a specialist content. … CLIL is compatible with the
range of topics that interest and are useful to idea of JIT education (‘just in time learning’) and is
students even if they are not being formally regarded by some of its practitioners as the ultimate
studied. These include ideas such as Psychology, communicative methodology.” (David Graddol,
Meteorology, Social Studies and Public Relations. English Next, British Council, 2006)
QSE andMultipleIntelligences
The theory of Multiple Intelligences, first posited by intelligences. Students do not always want to
Dr Howard Gardner in 1983 and modified many interact with each other and provision needs to be
times since then, has divided teachers and educators made for ‘lone’ activities as well as pair and
as much as it has brought them together. But this is groupwork. Auditory learners will find plenty
really a matter of the details. Most educational ofstimulation in the varied audio material on
theorists now agree that the long-established methods theDVD-ROM. The video extracts on the
of teaching and testing, which only appealed to a DVD-ROM will attract visual learners, as will the
learner’s linguistic or logical-mathematical photosthat make the texts come alive.
intelligences, work well for some students but exclude We have also tried to balance giving teachers
others whose intelligences are of a different type. and learners what they like, expect and are used
What we have tried to do in this book is address to and giving them something new and
certain other aspects of the theory, particularly the different, without making them alarmed or
distinction between interpersonal and intrapersonal uncomfortable.
12 © Brookemead Associates Ltd 2007 BROOKEMEADENGLISHLANGUAGETEACHING