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Page 1
S T U D E N T ’ S
B O O K
FA C T S
W O R K B O O K
S T U D E N T ’ S
FA C T S
Core units with mixed skills work
11
Core units
Takeaway English sections
11
Guided writing sections
6
The Real Thing sections
11
Reading texts
4
How to ... learning strategy sections
5
Language Passport sections
4
Zoom in sections
7
Listening material
2.5 hours 4
Pronunciation worksheets R E F E R E N C E
G U I D E
11 FA C T S
22
Resouce Sheets
Listening material T E A C H E R ’ S
74 mins B O O K
FA C T S
Grammar Reference with activities
Step-by-step instructions and answer key
Vocabulary Reference
Mixed-ability suggestions
Audio transcripts
Making the most of it and Alternatively sections
Pronunciation worksheets and Resource Sheets guide
Fr a m ew o r k
Audio transcripts
S T U D E N T ’ S
COMPONENTS • Student’s Book with Reference Guide • Workbook • Teacher’s Book with Class CDs (4) • Workbook CD
B O O K
11
Fr a m ewo rk
Flashback review units
G O L D S T E I N
• appealing topics and authentic communicative tasks which reflect real-world situations • high frequency vocabulary and expressions exemplified by The Real Thing feature • inductive approach to grammar with meaningful practice of new and recycled structures
B E N
Framework is a multi-level English course for adults and young adults. It combines fresh, motivating topics with an emphasis on authentic skills work and real English. Framework provides the new generation of World English language learners with the tools to achieve true communicative competence.
B O O K
3 B E N
Our mission is to make English learning and teaching a motivating, enriching and effective experience for both teachers and students. We are driven by a sincere desire to meet the diverse needs of our users. We involve authors, editors, teachers and students in a process of creative collaboration to develop materials which include the latest innovations of our time. We promote personal creativity. We put ideas and imagination at the service of teaching.
G O L D S T E I N
LEVEL
3
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What subject? Speaking & Vocabulary School subjects
Listening
1 Look at these school subjects and answer the
1
questions below. Give reasons. English Physical Education Geography History Biology Music Chemistry Information Technology Physics Maths Religion your language Which of the subjects is / was … 1 the most interesting / boring? 2 the most difficult / easiest? 3 the most / least useful?
4.1 Listen to – Ulrike, Paul and Sylvia talking about their schooldays. Match students and their professors. (One does not apply).
2 Listen again and complete the sentences with Ulrike, Paul or Sylvia. 1 2 3
frequent answers. Report back to the class.
4 5 6
Our group thought that the most boring subject was Maths because ...
7
2 In small groups, conduct a survey to find the most
Ulrike
disliked the subject at school but now likes it. liked the subject so much that he / she chose it as a career. complains that his / her teacher couldn’t control the class. only liked part of the subject. always got good marks in that subject. said his / her teacher encouraged them to practise it. was very well-behaved.
3 Can you remember a particular teacher that you liked / hated? Why?
I used to hate my Physics teacher, Mr Brooke. He made us study really hard and the subject was so boring ...
Sylvia
Ulrike
4 In pairs, ask and answer questions about your most / least favourite teacher. Report your partner’s answers to the class.
Sylvia’s favourite teacher was Mr Pietro, who taught Geography, because ... 32
Paul
a
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a
b
“ 1
anyway
Listen to these extracts (1-3) from the recording. Match them to the uses (a-c). 1 Anyway, the funny thing is that now I’m really interested in Chemistry. 2 He certainly deserved it, anyway! 3 Anyway, he got thrown out in the end. 4.2
Anyway is used for … a) saying something that contrasts with something previously said. b) telling what happened next in a story. c) ending a conversation.
2
d
c
The Real Thing:
Insert anyway into the correct place in these spoken fragments. Listen and check your answers. 1 Although it was difficult she tried, anyway. 2 I didn’t know what to do ... So, I decided to phone the police. 3 That’s about the whole story. What do you think? 4 ... so be careful next time as I was saying, there are two important things to consider … 4.3
”
4
2 I’m going to uni next year, but I don’t know what I’m going to study yet. 3 I went to a school, not a private one. 4 I was very bad at subjects at school. I’ve always preferred Science. 5 I never paid in class; I was a terrible student! 6 I don’t want to go to a university; I’d like to do a in something more practical. 7 I got excellent in my . 8 I haven't got time to study at college, so I'm going to do a course.
2 Which of the above sentences are true for you? If they are not true, say why.
It’s not easy to get a grant. There is always a lot of demand and very few places ... 3 Easily confused words. Complete the gaps with either degree, career or course. 1 We use 2 We use 3 We use of studies.
to describe your profession or job. to refer to your university studies. to describe a specific programme
3 How would you translate anyway and anyhow into your language?
Vocabulary Education words (1)
1 Complete the gaps with the words below.
degree marks exams distance grant state course attention arts 1 It is easy to get a subject.
grant
to study abroad in my
Speaking 1 Discuss in groups. Which of these degrees do you think is the most useful when looking for a job? English Computer Science Physics Law Media Studies Economics Sociology Education
2 What jobs could you do after getting these degrees? Give reasons.
English ➝ teacher, writer, journalist, …
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Friends reunited
why? You’ve lost touch with your old schoolmates and you’re dying to know What people have said about Friends Reunited … ‘I couldn't believe it. 15 minutes after registering, I received an e-mail from my childhood best friend whom I hadn't heard from for nearly 40 years!’
what’s happened to them all – what can you do?
how?
Just key in the details of your old school(s), register yourself under the year you left and wait …
how many?
Almost half of the UK’s online population has now connected – nearly 8.5 million people! And that’s growing by 15,000 a day! Make sure you’re the next!
how much?
To connect to ‘Friends Reunited’ you need only pay a small fee. Click here to find out!
July 2003
what’s next?
Find neighbours who used to live on your street … or exworkmates … or ex-members of a team or club …
Reading 1 Look at the website for ‘Friends Reunited’. 2 What do you think you can do on this website? 3 How do you think it works?
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6 Find synonyms in the text for the following words. 1 lose contact 2 put information into a computer 3 with access to Internet
4 Read the text below it and check your answers.
Speaking
5 Are these statements true or false? If false, explain why.
Discuss in pairs.
1 Half of the UK’s population is connected to the site. 2 You have to search a list to get information about your old schoolmates. 3 The information on this site is confidential. 4 It doesn’t cost much to connect.
4 charge 5 colleagues
1 Why has ‘Friends Reunited’ been so successful? 2 Do you think it is a good way to keep in touch? 3 Is there a particular schoolmate you have lost touch with and are curious about? 4 Think about your current classmates. What do you think they will be doing in 10 years’ time?
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Listening & Speaking
4
Language focus Present Perfect Simple & Continuous To make the Present Perfect Simple, we use have / has + past participle. To make the Present Perfect Continuous, we use have / has + been + -ing. Match the sentences (1-4) in Exercise 4, Listening & Speaking with these uses. a) completed actions, activities or processes b) unfinished or developing activities (with emphasis on length of time)
1
Listen to Jonathan and Erika talk about their experiences on ‘Friends Reunited’. Complete the table about the people they met. 4.4
person Carrie Barry
age they met
school
character
present activity
present home
lab technician 16
2 Listen again and answer these questions for a) Jonathan and b) Erika. 1 What is their opinion of ‘Friends Reunited’? a) Jonathan is a big fan ... 2 How many friends have they met? 3 What relationship did they have with their two friends at school? 4 Do they think that their friends have changed? 5 What is their attitude to Carrie and Barry now?
3 Work in pairs. Follow the instructions. • Student A: Read Carrie’s version of her meeting with Jonathan on page 103. • Student B: Read Barry’s version of his meeting with Erika on page 112. • Answer the same questions in Exercise 2 with reference to Carrie and Barry. Tell your partner the answers.
4
Listen to these sentences from the recording and complete the gaps. 4.5
Jonathan: 1 Anyway, after I for a few hours and I’m really tired, I log on ... 2 Although 30 years , deep down, there are some things about her that are still the same … Erika: 3 To be honest, I only 4 … and it turns out he’s for years …
Look at Transcript 4.4 in the Reference Guide. Find 3 other examples of the Present Perfect Simple / Continuous? Which use (a-b) do they match with?
about three times … around the world
Sometimes, we can use both tenses indiscriminately.
I’ve lived in Cape Town for five years. I’ve been living in Cape Town for five years. However, the Present Perfect Simple can be used to emphasise very long, permanent situations , while the Present Perfect Continuous suggests temporary actions or activities .
I’ve lived in Hong Kong since I was born . I’ve been living in Hong Kong for a couple of months . Stative verbs I’ve been a big fan of the website since the start.
We don’t use the Continuous with be, have (meaning ‘possess’), know and other stative verbs. See Reference Guide, pp.12-13. See Workbook, p. 32, ex.1.
Speaking Choose the correct form (PPS or PPC) and then ask each other the questions. In some cases, both tenses are correct. 1 How long have you lived / have you been living in this town? 2 How many English teachers have you had / have you been having? 3 How many schools have you studied / have you been studying at? 4 How long have you worn / have you been wearing those shoes? 5 How long have you known / have you been knowing your best friend?
Pronunciation Modals & Auxiliaries Do Pronunciation Worksheet 4, page 124.
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World class
Reading & Vocabulary
Speaking
1 Look at the pictures. What is the difference?
1 Look at the texts again. What is the difference between these university systems?
2 What types of universities do you think they represent? Why?
2 Work in small groups. What are the advantages and disadvantages of each?
3 Student A: Read Text A on page 104. Student B: Read Text B on page 115. Use the vocabulary in the boxes below. What country is each text about? Text A Text B
state degrees lecture fees graduate faculty drop out undergraduates tutorials higher education qualifications school leavers income campuses
Vocabulary Education words (2)
follow one of these models?
4 Report back your opinions to the class.
Most of us think that A is a better system because ...
Reading Three schools 1 What is the difference between these schools? primary secondary nursery (US: pre-school) kindergarten boarding school
1 Work in pairs. Student A: Look at the words for Text A.
2 Think of a film or TV show set in a school in another
Student B: Look at the words for Text B.
country (US, UK or elsewhere). How was that school similar to / different from yours? Why?
Explain the meanings to each other.
2 What differences can you find? Use dictionaries if necessary.
36
3 Which model do you prefer? Why? Does your country
1 2 3 4 5 6 7 8
graduate / undergraduate / post-graduate school leaver / drop-out secondary education / higher education fees / income lecture / seminar / tutorial term / year degree / doctorate marks / qualifications
3 Match photos (1-3) and descriptions (a-c) on page 37. 4 Read the texts (a-c) again and answer. Which of the schools is ‌ 1 the strictest? 4 the most original? 2 the most competitive? 5 the most demanding? 3 the fussiest? 6 the most mixed?
5 How many words connected with education can you find in the texts?
schedule, ‌
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4
2
1 3
A Religion is everywhere at the Sepehr School in Teheran. Girls are given points for every tenth visit to the prayer room and the pupils with the most points at the end of the month can sleep over in the school. But, you lose points if your headdress is loose or not properly in place, if your uniform is dirty, for lateness, answering back or talking in class. Teachers don’t let students bring chewing gum to school or have dirty fingernails. B The schedule at the Fenglou School in Hebei Province, China, is from 6am until 7.30pm, Monday to Saturday, and includes jogging, stretching and basic gymnastic exercises as well as Maths classes. Even on Sundays, the students (aged between 8 and 15) are made to practise acrobatics in the morning. ‘We don’t let students bring any toys to the school,’ says Zhang Fenglou, 60, the school’s founder, because they don’t need them – they have no time for toys.‘When we find toys in school we make the kids throw them out,’ he says. C The 68 children and four teachers at the school are equally divided between Jewish and Muslim; all lessons are conducted in both languages – Hebrew and Arabic; and all religious festivals are observed. All of this makes Gan HaShalom unique in Israel, where Jewish and Muslim schoolchildren attend segregated schools. For parents and teachers the key to the school’s success lies in the town of Jaffa itself – a town in which two cultures at war are allowed to live together.
Language focus make, let, be allowed to, be made to Look at the following sentence from the texts. When we find toys at school we make the kids throw them out. Find 3 sentences with let, be allowed to and be made to in the texts. Match the expressions with their definitions. 1 they (don’t) let you a) they have to / don’t have to 2 they are (not) b) they can / can’t allowed to c) they are obliged to 3 they (don’t) make d) they give / don't them give permission 4 they are made to Complete the gaps in the rules with the four structures. and take an object + infinitive without to. and take to + infinitive. Translate the sentences you found in the texts into your language. See Reference Guide, p.13. See Workbook, p. 32, ex. 2.
Speaking 1 Work in small groups. Conduct a 10 question survey about schools and interview your clasmates. ‘Were
you happy at school? Give reasons.’ ‘I wasn't happy at school because it was too strict.’
2 Report your results back to the class.
Most people in our class were happy at school.
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Exam fever Speaking Discuss in pairs. 1 What was the last exam you took? Did you pass or fail it? 2 How many exams do / did you have to do in a year? 3 Why do exams exist? What are the alternatives? 4 Are exams the most effective way to test a student’s knowledge? 5 What was your worst / best exam experience? 6 What advice would you give someone who had trouble taking exams?
Reading 1 Tick the appropriate box. (*If you’re not currently taking exams, talk about your past experience.)
at home
I do (*did)
Tidy your desk before revising Make an exam schedule Set yourself goals and deadlines Study with a friend to aid motivation
study strategies Give yourself regular breaks and some free time Make sure you don’t study too much at the last minute (cram) Keep the last day free before the exam to relax Eat well while you’re revising Stay up all night drinking coffee Give up on your social life – exams are the most important
the exam Avoid stress – arrive early for the exam Calculate how much time you have for each part Read all the questions before you start writing
afterwards Worry about the results for ages Talk about the exam with your mates Keep things in proportion – it’s only an exam!
2 How similar or different are you to your partner? Report back to class.
Patricia never worries about exams, but I always do. 38
3 Can you think of any other suggestions?
I don’t (*didn't)
I sometimes do (*did)
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4
CURRICULUM VITAE
Collocations: Education
Personal Details 1 Which of these verbs in box A collocate with the nouns in box B? A 1 revise for 2 take 3 pass 4 fail 5 answer
6 7 8 9
retake have cheat in tackle
B a) b) c) d)
an exam a question a test a lesson
2 Complete with the correct collocation (use the correct verb form). 1 I hate exams. I can never concentrate at home and I never know how much to study. 2 I think it’s a good idea to the easy questions first and give yourself more time for the difficult ones. 3 Last week, I my driving test at the eighth attempt. I was so relieved. 4 We a really boring lesson yesterday about statistics. 5 I my exams in June, so I had to them in September.
Danny Norris Flat 2, 59 Hope Street ManchestER unnecessary / too colloquial M29 9LK Tel: 01229 980303 Mobile (it’s the new Nokia!): 044 210485 email: dannyboy@imthebest.com
Nationality: British Date of Birth: 6.4.83 Marital Status: Single (unfortunately!)
Personal Profile I am reliable, hardworking and good at working to deadlines. I am also a really nice, friendly guy and get on with everybody. but I don’t have much experience in this particular field, though I really want to learn fast.
Key Skills Familiar with some computer programmes I can drive a car I can speak OK german A good knowledge of business administration
Work experience Writing CVs 1 When do you need to write a CV? What should it (not) include?
2 Look at the following CV. What is wrong with it? Make a list of mistakes.
2002- 2003: Worked in my father’s shop, on the cash till and cleaned the floors during the summer. 2001 June- 2002 january: Marketing assistant, McVities. Duties included planning promotion and advertising of bread and cakes products. Summer 1999-Volunteer on summer camp, USA
Education 3 Match sentences (a-e) from Danny’s CV with the more elaborate versions (1-5). a) b) c) d) e) 1 2 3 4 5
Familiar with some computer programmes I can drive a car I can speak German Worked in my father’s shop Volunteer on summer camp, USA Clean driving licence Fully computer literate Voluntary work on children’s summer camp, Colorado Retail experience Intermediate spoken / written German
4 Write a new version of Daniel’s CV. Use the tips to help you. Check the model on page 104 and compare your versions.
5 Write your own CV or that of your parents. Consult tips on CV writing on page 105.
1997 - 2000: Leeds unviersity. BA in Economics (Pass) 1990 - 1997: Camden Secondary School, London 8 GCSes, 2 A levels Economics (C), Maths (A), French (fail)
Courses January 1999: Attended Symposium in ‘New Marketing Strategies’, Leeds Uni.
Personal Interests Football (I go to see Man Utd every week) Reading Listening to Music
References Mr David Norris, Norris’ Supermarket, 78 Merton Ave, Manchester M8 pKL
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(00) FR3 Tapa SB
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12:09 PM
Page 1
S T U D E N T ’ S
B O O K
FA C T S
W O R K B O O K
S T U D E N T ’ S
FA C T S
Core units with mixed skills work
11
Core units
Takeaway English sections
11
Guided writing sections
6
The Real Thing sections
11
Reading texts
4
How to ... learning strategy sections
5
Language Passport sections
4
Zoom in sections
7
Listening material
2.5 hours 4
Pronunciation worksheets R E F E R E N C E
G U I D E
11 FA C T S
22
Resouce Sheets
Listening material T E A C H E R ’ S
74 mins B O O K
FA C T S
Grammar Reference with activities
Step-by-step instructions and answer key
Vocabulary Reference
Mixed-ability suggestions
Audio transcripts
Making the most of it and Alternatively sections
Pronunciation worksheets and Resource Sheets guide
Fr a m ew o r k
Audio transcripts
S T U D E N T ’ S
COMPONENTS • Student’s Book with Reference Guide • Workbook • Teacher’s Book with Class CDs (4) • Workbook CD
B O O K
11
Fr a m ewo rk
Flashback review units
G O L D S T E I N
• appealing topics and authentic communicative tasks which reflect real-world situations • high frequency vocabulary and expressions exemplified by The Real Thing feature • inductive approach to grammar with meaningful practice of new and recycled structures
B E N
Framework is a multi-level English course for adults and young adults. It combines fresh, motivating topics with an emphasis on authentic skills work and real English. Framework provides the new generation of World English language learners with the tools to achieve true communicative competence.
B O O K
3 B E N
Our mission is to make English learning and teaching a motivating, enriching and effective experience for both teachers and students. We are driven by a sincere desire to meet the diverse needs of our users. We involve authors, editors, teachers and students in a process of creative collaboration to develop materials which include the latest innovations of our time. We promote personal creativity. We put ideas and imagination at the service of teaching.
G O L D S T E I N
LEVEL
3