PART THREE PAB ovestions 11-15 Livten to Robert zalking to frena about a new brary, For eack question, choose the right answor (A, B or C)- You will hear the conversation twice Boy: Have you visHtad the new library yet, irona? it only openad the day belore yesterday! ‘Gli: No! haven't heard abeut that! [2 Bor weltttear at my graneparents-house: tance was there too. He was. telina us all ahaut &. So my cousin end I went there, togetner. 2 Gi: What's tke? oy: Wall, the building doesn’ Sook very madern but I's realy tall ards not dark inside ke te old ons, Girl: Andi can you work on computers there? ‘Boy: Yes, they'te near the Is on every floor. They've get abocks 100 on the hit floor It was the fst time my cousin has seen them. Gi: Wow! That's good. Did you both join? Boy: Not yet ..Itdoosh® cast anything but you need 2 cobege lilo to say you're a studant. They take a cits photo of you there for your card! it sounds easy Git: Oh, OK, Where ist? Boy: You know the bus siop in Chesp Street? Giri: Yes, Boy: Wel i's. don't know, between 100 and 200 metas frorn there, Not more then that. it's go there now. Girt OK PART FOUR EBD Questions 16-20 You wil hear a seenager, Coalina, thing to a shop essistan Listen and complete each question. You will hear the eonversaton ovice. Git: Hallo. lo that Quizzes? Man: Yes, thats ight. How can hale? Girt Do you sella game called ‘his mine’? Man: Yes. ts very popular Gir: Oh good. I've been trying to find a shop that's got it, How such fa Man: Its usually £24.99 but we're having a sale so i's £19.99 at the moment Git: OK My dad wall come and get one this afternoon. an you keep one for us? ‘Mas: Sure. What's your nase? (Git: Hunter. Ane your address? ‘Man: i's 121, Pounder Road. You spall hat P-O-U =~ D- E-A, Gi: Thanks, Hows far down that road fs your shop? ‘Man: Well, you go straight over the roundabout. and we're opposite ‘he patio! station, Git 1 tt Dad. Is that on the ight? Men: No. wee on the lft... you ean" miss it The shop front is, ‘range: ‘Git: OK. Dad finishes work at five thirty, What time do you cleso? ‘Man: Not until saan thity today. Girt Beant, Thanks aiot! Man: You're weloore, >ART FIVE EEF Questions 21 - 25 You will hear a man on tke radio talking about an activity club Listen and complete each question. Tow wit hear the information twice Mar How for some news about a sumer holy activity club called Let's Do to, the ft tring. This ie lub for chikiron ant teenagers between the ages often end 37. Sot you're feling ‘bored and you'd ike to be busier this summer. think about going along, You'lieem somthing useful and will make new ends 1, ‘This isn'ta weekend oleh, I mests every Monday during the holidays. That's in tho atomoon and members wil ake part in al inds of fun projcts: Next week, youl earn somethhg about boing an enginesr Lacause youl be putinto toa and vil fem to build a bron! Exciting stu Tho cli is foe and the ony thing you ‘reed fo bring next week are glaues! If his sounds fleeting, ay not cal to find out more? The narbor- have you got your pencils ready? 58 doublen6 27. Now for some music Test 6 Audioscript | 183Exam practice ‘Students use the three pieves of advice to help them find the matching notice for 2, 3 and 5. Tell them to undestine the words fn the sentences and notices that matched in some way and that helped them find their answers. 1 In this exercise, students look for synonym paits which they are Likely t0 see in Part I sentences and notices, They find a synonyma in the tox and write it om the line. Encourage students to cross words out after they have used them in the exercise, Ask students fo which otiser words we con add the prefix un- to make an opposite word (unadle, working, unfriendly, etc), Some KET candidates make mistakes by following modals like must with fo infinitives, e.g. We must ia have a pen. Imust to vear old jeans, You must only to bring a pencil, Teach / Revise that can, must, should end other ‘modals must be followed by the infinitive without 0, 2 Students now move nearer to the Part 1 task by checking whether a sentence and « notice match in meaning or not. ‘ell students to be wary of thinking a sentence and notice match simply becatse they sce the same content word in ‘each. Students read the pairs and wtite yes if they match and. no if they do not mateb. ‘You mig fike students to think of sentences that exptain 1,2,3.and 5 here, using should aot or must not in their sentences 3° Students look at a notive and decide which of two sentences mateh it, 184 {| Teacher's Notes Test 1 Students tell you which wrong notices are tem; why they are waong, ©, 1A — this is « dangerous place so people shouldn't ride bikes there, but this notive doesm't say this! answers, but 3D we see ‘river’ here. Peuple shouldn't perhaps swim in « river, but this notice doesuw’t say this! Extension ‘Tell suadents to imagine they are walking ina park or in a forest, thar’ fll of rotices. What might the notices say? Practise the use of No ..ing, You must nos, You should not, et, Reading and Writing Part 1. Training 1. in this exercise, students begin to practise Part 2 by choosing the righ word from tc options, These pairs are commonly ‘own in this part, Note tht the options are always the same part of speech. The key shows the correct option, 2. Use Remember to revise the ditferences between fake there ! bring here, go there | cime here, wnd the use oF to with these seven ‘speaking? verbs. These sets are commonly tested in Part 2. ‘Sindenis then practise cxoosing one of the verbs from three options. eves qu eeee To give further practice with bring | take and go f come, plage students in different parts of the classroom and role play instructions, e.g, Take this pen to Jia, Bring me that book Go 10 the doar. Comme hare nove! ‘Common mistakes with go, come and arrive and prepositions 3 Students look at the six sentences and decide why each one is wrong. They could pretend to be teachers and underline or cross out the mistake with ated pen, then waite the correction. ‘Teach patterns: arrive at go / come to. Reading and Writing Part 2 Exam practice Look at the example together and teach / revise the other verbs ‘that ake up as listed here. Students then complete the other answers, circling the correct jetter (A, Bor ©), ‘You might like 0 choose one of the wrong answers in each {question and ask why it is wrong. In pairs, stustents cross out the wrong words, Extension ‘Students imagine they spent a day at the pool and write a taxt amessage to 2 friend telling thems about thei day, They should tell tei friend: + how they gotto the pool + what they did atthe poo! ‘+ who they saw at the pot Teacher's Notes Test 1 1 185Training Some of the exchanges in Part 3-will staxt with inlerrogatives, so you could start with amatching activity. ‘Write a list of question words on the board: What, When, Where, Thich, Why, Whose, Pho. ‘Then write these answers on the board: J be mighe be Mia’, 2 Hs ata quarter pas: three. 3 Tes that one! 4 Because I don't want to, 5 My best friend. 6 Its.akind of pizza, 7 Hein the garden, Jchink. ‘Students match each answer with a question word. ‘They could then write or suggest complete questions that could natch the answers, Accept any reasonabic and grammatically correct suggestions 1 Students focus on matching people, things or prononns with other pronouns ‘Students cross out the two pronouns that don’t match the bold ssord/s in the Zrst sentence, The key shows the correct pronoun. KET candidates often make ruistskes in the use of its / i, 8. Mrcomputer hes por gamerantts very fast. Mymobite phoncitsnice. Note: There is no need for a ‘pronoun in the second example here even if students had used if here. This insertion is a common mistake at KET evel. 2. Write the example on the board removing the apostrophe: iis a great piente. ‘Ask students what is wrong with this sentenee and then replace the apostropre: 15. Students complete the exercise writing ity (possessive) or iS (itis /tt has) in eack space, 186 | Teacher's Notes Test 1 Students often make mistakes with who and whose. Revise the difference in meaning defore doing the Exam practice, Form: ‘hose is followed by singular or plural nouns; its form doesnot change Whose guitar is thet? Whose sandsiches are these? | ‘Note: The pronunciation of the pairs i'y/ 11s and whos / whose is exactly the samme. 3 Students now move away fieun looking at form to look at ansaning and inthis exercise the focus is on whether the response ‘makes sense". Role play the exchanges und ask students to show (hy ‘aising ther kancs) if they think the second person's answer shows they really understoos what the first parson sa, Alternatively, they could just tck or cross the responses. Extension Ask students to suggest an appropriate first sentence for the incorrect responses. Exam practice ‘Students use the three advice notes to help them find thres of the answers if necessary. Tell students to undertine the words in the first end second sentences that helped them find their ieee Extension In pairs, students choose five wi- question words and write five questions, For example; Whare do you live? iho your bext friend? When’ your birthday? Why are you learning English? What's your favourite colour? They then write five answers to the quastinns bn lit thom in the yong orden, Pairs exchange work. Pairs now draw lines to the corteet response to cach question, Walk round and ielp with this if necessary. Reading and Writing Part 34Yes, No in response to auxiliary questions (e.g. Did Pater 20 (0 the party? Students should begin short-form or extended answers with Yer or No followed by a comma, e.g. Hes, fe did. No, he didn come to the pares 4° Students now move towards praotising the format of the ‘nena teat by choosing One option from seven possible responses © 1 Students read Finn's patt of the conversation and decide whether A, B or C goesin the space. Note: Option B only liaks with Bina’ Ast line and needs an answer, 2. Itis uso to shou the difference between questions ‘that cat be answered with a yes/no answer (which begin with on auxiliary, Bo, Have, Are, ee) and questions that usually need an information answer (witich begin wit an intertogative, When, Where, Why, etc). Phe distinction will Ihcip students make the correct fins inthis conversation gap task. Before they begin the exeroige students underline the question words that nee¢ information answers (How often, Who's, What’, How), Note there is only one wrong ansvret tw each question, ‘This sbows students diferent structures that can excl answer a question appropriately Students now crass out te wrong answers. ORME ns Extension Shidents think of questions for which the ‘wrong answers’ could Work, e.g 1 When do you play table tennis? 2. Is Maria Gittom your fivourite player? et Accept any reasonable and grammatically correct suggestions, 3 Students now focus on matching tenses, they won't aay find that this strategy works, but itis useful to revise matching short-form answers. Accept any reasonable and _uratnnvaticalty correct stagestions, Note: Tell students to count contractions (im, aren ¥, ete.) as one ond. Reading and Writing Pat 3b and making sure that their chosen answer makes sense with sentences both before and after the gap. Note tht there is one extra response, Remind them to carefully match questions with yesno or information answers, and to check that any shortform. autor agrees with ils question eas HEE Sa ae eee Stadents underline or draw circles around words to show ‘ow they link together ¢.g. So do! Do yon . Exam practice Use the example to remind students to distinguish between pes! 2no and information answers again. Point out that How old... needs an inforrmation answer (E). Studemis vould do this guided practice in pairs, discussing their answers as they work throug the conversation and role playing ‘Tim and Janis, ‘Tell stadents to cross out an answer A~H after they've used it pie ae ee Extension 3 pairs and using the same tennis theme, students look at Tony's five questions (see below) and think of answers thal make sense ‘with the following question, Pairs could write the conversation, “Tell them to use contracted forms which are moze naturel in spoken English, Pairs could hen ¢ach rots play their conversation in class to see how their conversetions differ from otiers. Have fan doing this! 1fstudeats want to extend answers and be more creative than the sidggested answers below, that's great? Tony's questions ‘Suggested answers Tony: Hi Paull Whore ara you 1 Fm going tothe club to play going? tennis. Oh! What time does your 2 At Half past two. tm playing ‘maton start? win a, Who's she? 3 -She's my sister Your sister! Ont is shea 4 She’ briliat! ‘good player? ‘And are you going to play’ 5 Outside on the grass. Inside or eutside? For homework, students could re-virite the conversation and talke about a sport that they lke. Teacher's Notes Test 1 1187Exam practice Remind students of the two tips at he top of the page and look at the example together. Tel] thet to underline the words in the foxts that helped them find their (&) and (B) answers. ‘if you feet your students need more support with this fst Part 4, write these farther eles on the board 22 Perhaps this happened, but Is disinformation inthe article? i 23 Who drove the truck? Check in the article! Training 24 Was he certain? Which word in the article helps you decide? A Students read words and match them with a word fiom the 26 Where did the metal ball really come from? box that has 4 similar meaning, ‘This matchiny/non-matching work will familiarise students, ‘with the kind of language processing necessary for this part of the exam, ard help them to choose between A and B answers. Tell students to cross oul answers once they have vused thera, ‘You might also like to write on the board: You might be an astronaut 100 one day! A That's right! B No! C Perhaps! Ask students to choose one response and explain their answer, Stoonger seudents could work through this Part 4 prior to referring to the clues, using them to check their answers 2 Tis important that stunts dont automatically think ae answer i right if they see the same word inthe text and Extension sentence, 5 They red te stetec tout Mia ad dite wheter ents they ve wr en erg ui Students cach sentence is “Right (A) or "Wrong? (B). Check students pus SE NSO ss swords, hhave correctly undetsiood the instruction by also esking if ey should write the information isthe samme as (A) or diferent from (B) the Yon find something unusual, Write a short message toa frend information in the aticle when you check their answers, ‘Tell your frend: + where you found it EES SSE + what looked ike - ” © what you did with it Extension 1 Students correct all the B (wrong) sentences to make A (ight) answers. 2 In pairs, students decide what Mikayla may have said to her father whicr she phoned hit. They could plan this ‘conversation and r0le play it in class, KET candidates commonly make the mistake of writing iettemrriend Revise the st speak 10 / say to tell / «ask / answer someone, Ask if students would like to visit Australia one day. Teacl / Revise different countries and nationalities that your students show an interest ia, 188 | Teacher's Notes Test 1 Reading and Writing Part 4‘Use the Remember bos to rvise how to form comparative (adjective + -er or more + adjective) and superlative adjectives {adjective +-est or the mosi+ adjzotive). ‘Ask students what thei favourite wild animal is and wing In Part 5, comparative er superlative forms might be tested. I's also importatt to revise the use of the before the supetlative and than in comparison sentences, Students see that they must choose ane frors sree possible. answers. They check wit the expressions in Remember then ‘ross out the two wrong words in each sentence. The key shows the correct optior. BN aol see Extension Students could do some intemet searches to find out about the tallest man, the highest mountain, the festest car, the most expensive painting, the richast person, etc. inthe world, (Try seatching Guinness Book o° Records.) KET candidates generalty use than correctly in ‘comparative seniences but misuse it in other contexts, c.g. fetid myshomework thar-wenttorbed. #gotone than eavy fomecar 2 Studouts fook at the three most common types of mistakes and decide which word cach pair of sentences needs instead (then, thar oF a3) Higeee tal one eter eae Pe 3 Comect use of relative pronouns might also be tested in Part 5. Students now chcoss from three options and vite the answer on the dotted line. who a thal Note: ‘The correct options (who, which or that) often appear aiongside the distracter wkat in the test. Reading and Writing Part 5 What is often misused as a relative pronoun (more frequently with inanimate or abstract nouns), ¢.g the- maiskewhat Hike, the besepresent achat eererertad, thepeoptemhat Hike. crenthing hat Hom, Check with your students that they doa't make the same mistake, ‘Some KET candidates use who instead of which, e.g nprcar he, the castie whe, mymobite who. Writs who ‘om the board and draw a siiley face in the O to remind students that who is only used refer to penple Note also that whick is sometimes spelt incorrectly as reef. 4 Correct use of pronotins might also be tested, Students circle the noun that helped thema choose the answer to question 1 (clephant). Ask why 3 and 4 can’t be Hand its (following words: Aave, bodies). Ask why 6 i aot they (we need the object pronoun then here), Extension Practise using possessive pronouns and adjectives, Collect a few objects from students and put them in a bag. Add some of your wa (e.g, keys, pencils, rubbers), Take one out of the bag at 2 time and ask Whose is this? Stademts answer: fs isrhers/mne! yours! Jt belongs to hinvhorimojvou! ete. Exam practice Go through the three tips. Look at the example dogetter and at the other expressions that use of in the same way. Students read the whole text. Ask two or three general comprehension questions betore students choose the missing, words, eg, Which two kinds of elephant is this article abou? Which is heavier, an elephant or six cars? Students then choose the best word for each space (A, Bor C). Ask students the following questions: Do you like learning about animais? Do you think geography is more interesting than science? Are there any subjects that you don t enjoy at school? Which of your schocl subjects is the easiest? Students write their answers to 2 fiend. They should use 25-35 words 189 Teacher's Notes Test 1 |