Showing posts with label FCE. Show all posts
Showing posts with label FCE. Show all posts

Tuesday, 15 June 2010

Fingers Crossed


Back to talking about non-football related things now (and I'm not referring to the drubbing Australia handed England at rugby on Saturday morning). I was examining in a town near here on Sunday; The FCE Speaking. It was pretty well done and students were well prepared. Good. But there were some common traits that students should look out for.
1) It's 'depend on' (Not 'depend of'!!!) I heard this twenty times. Argh! It doesn-t effect your mark too badly at FCE, but getting dependent prepositions right is easy and will boost your Grammar and Vocab mark.

2) Part 2 was not as well done as it might have been. The two recurring errors were poor descriptive language and pointing with 'this' or 'that' picture. You are asked to compare the pictures (the script no longer asks you to contrast them, but you should anyway). Say what you see and showcase your vocabulary! It looks as if here they are...
Perhaps this is an image of a.... whereas here we can see....

3) The second questions of Parts 2 and 3 were often left unanswered. The question will be something like, 'Can you compare the 2 pictures and say which place you'd rather visit (and why if you have time.
Students would compare the pictures for a minute and that's it. Time up. Practice 40 seconds of comparison and then 20 on the question.
Part 3 was the same. The students neglected the second question. It will read something like, 'Discuss the advantages of the different activities on a summer camp and decide which two would be least suitable.' Everyone forgets the second part! Why? It is now printed clearly above the pictures!

Good luck to my CAE guys who have the exam on Wednesday. Fingers Crossed!

Wednesday, 2 June 2010

Sites and Dates

The exams are coming closer. The FCE is on the weekend of the 12th and 13th and the CAE the Wednesday after. Get studying...
An interesting aside. I recently tested two similarly levelled classes, one well schooled in the Cambridge exam and one not? The difference between the two classes? 25%! The students who were used to the exam were 25% better. That's huge!
Keep practising!


By the way, here's a new site that is as good as the great flo-joe.co.uk for exam prac.
http://www.examenglish.com/

It has excellent Use of English CAE Part 4 (of which I have very few examples)

Thursday, 29 April 2010

Focus!

I've been going through my assessments as we have mid-term reports to write and go out for next week and looking at them globally allows me to see things in a slightly different light. The writing assessments have been poor, spelling and poor hand writing letting my guys down especially. I am thinking of my FCE guys, though my CAE guys are almost equally culpable. By now, my students at FCE level should not be spelling 'writting' instead of writing, or 'oppening', oh you get the idea. None of these errors are because of lack of knowledge but are for lack of attention. You know how to do this stuff. Just focus, get it right and you'll be fine. Remember, the writing is one fifth, that's 20%, of the exam grade.

Saturday, 24 April 2010

Ambition will be rewarded


I was at a training session yesterday discussing the Cambridge exams and some interesting points came up. The emphasis of the meeting was the speaking exam and we had a look at some of Cambridge's most recent releases to try and judge the 'correct' score given. After some reflection I feel that I personally haven't been paying enough attention to cohesive markers and perhaps been playing it a little too safe with my KISS strategy (Keep It Simple, Stupid!). Sure, by keeping things simple and answering the question and having a few fixed phrases at the ready you can pass the speaking exam (attain a level 3 or so), but if you are (or have a student) expecting an 'A' grade then you're going to need to do more. At FCE we need to hear linking devices, such as 'Firstly', 'on the other hand', oh, you get the idea.
Also, we are going to need to hear more advanced grammar to get that 'A' grade. Let's have some decent conditional sentences, they are not so hard really, and so interesting adjectives (good, bad and nice are just not enough!).
So, get the basics right, then reach for the stars and have a bit of ambition.
Exams in May and June for my guys.... get studying.

Sunday, 21 March 2010

Simple Stuff


A busy day examining yesterday - FCE and CAE students in a city near here. The students were good, and well prepared. But there were some simple errors which I really should not be hearing at this level. One girl, perhaps over-reacting to the Portuguese tendency to overuse articles, used none! Another student decided that there were only two prepositions in English (for and in)although might have been saved a fail by excellent vocabulary (which we suspected had been learned from computer games). The thought for today therefore is: cut out the simple mistakes. Much easier to say than do, but by focusing on the simple tasks, and with good exam technique, a really low level student can pass these exams.

Sunday, 14 March 2010

Think... and Blink


My Guys,

You've got until 20th March to sign up. I was looking at the list yesterday and many of you haven't. If you don't sign up now you'll have to wait until December. I'll warn you again in class this week.... it's your call.

On a similar subject...

I was working Saturday, invigilating the FCE exams and also being an Oral examiner. Some more points:
The Writing paper is to be written in pen. Not pencil. It says so on the front of the paper and I told the students but somehow the message did not get through. I can't see Cambridge docking marks because of this but it hardly shows you in a good light if you get simple instructions wrong. And again.... HANDWRITING! None of my guys took it yesterday. Which is good for me seeing such dreadfully formed letters dancing across the page.
The Listening Paper. You need to write your name on the question sheet as well as the answer sheet. I haven't mentioned this to you before (as I didn't know). I imagine it's so that if you appeal your mark it can be moderated.
The Use of English Paper. Some guys left this exam very early. Check, check and check again, but only change an answer if you are sure. Often your first answer is the best (read BLINK, by Malcolm Gladwell. It tells us that we know stuff when we have a hunch... we just don't know why we know stuff, and often we don't trust the stuff we know because we don't know the why... if you catch my drift).
The Reading Paper. I know the notes say 'please don't write on the exam paper'. But as there's no name on the question paper (unlike the Listening) I suggest you make notes, draw diagrams, use high-lighter pens. Anything that will help you get the answer right.
The Speaking. Fossilised errors really hurt marks. Nice vocab and good, appropriate fixed phrases saved a couple of students from lower marks. Exam technique and good preparation for the interview part of this exam will get weaker students through...
Good luck in May and June... and

DON'T FORGET TO SIGN UP!

Friday, 5 March 2010

Sign Up for the Exams


Calling all my June Cambridge exam students. This is a reminder that you have until 20th March to sign up. This also includes the exams we are also holding in May because of the national Portuguese exams. Get to the school and sign up. Cambridge requires these things early, so get to it..., miss it and you will have to wait until December!

Sunday, 7 February 2010

Saturday Mocks


I spent my Saturday invigilating and correcting exams, our Mock-Cambridge exams which we use to see if students are ready for June. The results were pretty good, though I kept seeing the same errors again and again. Exam technique and attention to detail are worth between 5 and 10% in these exams to my mind. I have seen the usual mistakes... I'll list them here so you can shake your head in wonder that students still make them and nod sagely and think 'I would never do that' (but someone ALWAYS does).

1) Bad copying on to the answer sheet. One poor girl had the correct answers, just one exam question late. She got a couple of marks simply because there we a couple of times when there were two in a row with the same answer. Fail.

2) No name on the paper. I mean, really! Fail.

3) Simple spelling errors. Marks thrown away.

4) Poor hand-writing. Marks abandoned to the abyss.

5) A poor understanding of the question. Fail (well, banded 2.2 in the writing section) because he didn't read it properly.

Also, to those students who didn't bring pens or pencils... c'mon! You know better!
Still, that's why we do mocks.

Wednesday, 3 February 2010

Doh!


I am a dope. I have been teaching this exam so long that I should be used to this now, but the FCE exam no longer has the exercise in the Use of English paper where the student is required to find the extra word in a line. I was told this, but forgot and kept using my favourite old books and kept making the students do similar practice exercises. It is good training, but is no longer pertinent to the exam. Doh! Advice therefore today is to keep up to date with the shape and the form of the exams. And by the way, my FCE guys taking the mock on Saturday had better finish on time. It's England vs Wales on in the afternoon and if you are late I will miss the beginning of the game.

Wednesday, 27 January 2010

Keep Talking


I'm booked in to be an Oral examiner for the FCE and CAE exams in a city near here in March - we can't examine in our own cities as we may be examining our own students as all examiners are teachers - and I'm looking forward to it. It gives me the chance to see a handful of students in another town and see if they are falling into the same traps as my own. Inevitably some do, both groups of students having the same mother tongue with very similar accents as is to be expected of cities close to each other. But occasionally their teacher shines through them. I've come across a whole group of students who all used a double comparative in their speech (more harder), which I think must have been a favourite error of their teacher... and I'll never forget the incongruity of seeing tiny Greek students speaking English in a thick, scouse (Liverpudlian) accent. You don't expect to hear a mini-Yosser Hughes in Karditsa.
But one thing my students don't stress about, and perhaps they should, is what they say (rather than how they say it). They forget they are examined only on those 12 or 13 minutes and that it is their opportunity to show themselves in their best light.
So, keep talking, use all that vocab you have to describe those pictures, to colour the discussion, keep expressing opinions, and keep talking. Don't worry about sounding an idiot. The examiner doesn't care. If you're a fluent idiot you'll still get an 'A'. Better that than a silent genius with a 'D'.
Keep talking, say what you see, and answer any questions like 'Do you agree?' with an 'It depends!' and then say why it depends. If your examiner thinks you're talking to much they will bring your partner in and let them have a go...
just...
keep...
talking

Friday, 22 January 2010

Mocks - Sign Up Now!


We are due to have our mock exams this year for the Cambridge suite of English exams on February 6th. I've warned all my students to all sign up - and as I know some of you read this from time to time I am using this as a reminder.
I have to spend all Saturday watching you lot scratch paper!
As you know, we don't recommend students for the exams unless you have at least 65%. I know it's a long time till June, but experience teaches us that all students who achieve this pass the exam. Of course I want 80% plus and 'A' grades all round, but back on Earth I am happy with 'C' grades. I am interested in getting a look at the writing papers. I want to see how you get on with these... I am expecting the worst.
Have a good weekend, and DON'T FORGET TO SIGN UP!

Wednesday, 20 January 2010

Slackers


I am so annoyed with my Monday/Wednesday CAE class. They are due to take the exam in March '11 and, good FCE results in hand, are sure of cruising their way through with minimal effort and boisterous behaviour in class. I've half a mind to scare them by sneaking a practice CPE test paper into the class and letting them have a bash at that. The CAE has recently introduced some aspects of the CPE into it so they should remain unawares, and the step up might scare them from complacency. They ARE good, but the chippy attitude irks, and they have so little ambition other than a 'C' grade. I can't blame them really. I was the same many moons ago when I was at school. And they are a smart bunch. What annoys me is that I know how much better they could do, how much faster they could improve, and this opportunity cost, while visible to me, is a myth to them. Who was it that said 'youth is wasted on the young'?

Wednesday, 13 January 2010

Assuming Nothing


Teaching my FCE class this evening I was shocked to learn how little my students knew of the exam format. They are a good class, and all just passed a class test I set, which was effectively an FCE Use of English Paper. Fine you may say. But I then went on to talk about the mock exam they are due to take in preparation of the June exam. And the students responded with questions, the answers to which I had assumed they already knew. I was shocked. I had been through the exam before, talked about the individual papers, talked about the best technique for this and that part. All well and good. Yet it had still not gone in somehow. The fault is mine, and will, in part be rectified by the mock, a clone of the exam and excellent prep for them. But it goes to underline the old maxim, never assume (you make an 'ass' out of 'u' and 'me'). And because the level of technique in these exams reflects very strongly in their final grade, it is very worth familiarising students with each foible and idiosyncrasy of the exam.

Wednesday, 6 January 2010

Burbling Cockneys


Back to school... and the classes progress at a slightly easier pace. I like this time of the school year. We have tests in the middle of Feb, the end of our semester, but I've covered most of the material and so it's revision time, which the students don't mind so much if it comes in the form of games.
I've been thinking about the Cambridge exams and how the assessment of the students works and consider it not to be a level playing field in some respects. The speaking part of the exam is examined my local teachers who are examiners and are accustomed to the accents and foibles of the local language and I think tend to be more forgiving accordingly. The listening part of the exams have phoney accents (put on by the actors) with some frankly odd intonation and seems hardest for those taught by my US and Canadian colleagues, whose laconic drawl differs most from the delivery on the CDs Cambridge use. I had one nice comment from a student yesterday which made my evening (CAE level). He spent some of his Christmas hols in London with his parents (both of whom have the FCE). He said 'Dave! I am pleased I have you as my teacher because you speak so fast!'. I asked him to clarify what he meant. He said that because he was used to my delivery he could cope with the burbling cockneys he encountered, and had to translate for his folks, and so could show off!

Sunday, 15 November 2009

Sunday, Blustery Sunday!


The Atlantic wind is battering us today from the west, sending my daughter slightly loopy. I've discussed a phenomena with my friends and colleagues and was wondering if anyone out there had had similar experiences. It's about wind. Kids, younger kids especially, seem to go absolutely bananas when it's windy. Full of energy, slightly aggressive and manic. I've not only seen this in my 2 year old, but also in kids up to their mid-teens. Is it an inner-ear thing? Is their balance shot by changes in the ambient pressure? What's going on?

Changing the subject.... I was thinking yesterday of the FCE exam in particular, and the exams in general, and wondering why the paragraph matching exercise is so badly done by students. Then understanding came to me. It's done so badly because it's bloody hard! Teachers often avoid it as it's not easy to teach and students avoid it as it's easier to avoid something that's hard than confront it... but confront it you will in the exam, and it may become the section that lets you down, causing you to slip up and fail the exam.
The solution? As ever, PRACTICE! There are some good links on the side of my homepage to places where you can do these exercises, or get hold of the exam books Cambridge sells. Pay attention to the cohesive linking devices (words like additionally, on the other hand etc) and those phrases that seem incomplete and perhaps need more information.
And remember... this is a Cambridge exam and that means that there will always be one extra paragraph so that you always have to make a choice. You can't just think...'oh, there's one left, that must go in the last space'.
Malcolm Gladwell, a journalist who writes fairly good pop-science books, reckons it takes 10,000 hours to become truly expert in something. I think that might be an over-estimation regarding these exams but does underline the point that 'practice makes perfect'!

Thursday, 12 November 2009

If.... my thoughts on Conditional Sentences


Lots of students at all three exam levels are still making very sill mistakes with the conditional tenses. They are very straight forward but are generally badly taught, so I thought I'd run through them here briefly, but advise students that if they have any grammar worries to acquire a text such as English Grammar in Use (Murphy, Cambridge University Press) and run through the assessment test at the back.
So, in a nutshell (an idiom that means a brief summary):

0 (zero) conditional.

We use this for talking about states, laws and constants and so it's very useful even if it it's not strictly a conditional.

Eg.

If I heat water to 100 degrees Celsius it boils.

You can of course reverse the sentence.

Water boils if you heat it to 100 degrees Celsius.

Please note that the verb tenses are present simple and present simple.

1st Conditional

We use this to give warnings, make predictions etc.

eg. If you swing on your chair you will fall

We use the present simple in the half of the sentence with 'if' and the future in the other half.

we can also of course use a negative.

If Ronaldo doesn't play Portugal won't win.

2nd Conditional

We use this to talk about an event with a very small/impossible chance of outcome in the real world.

eg. If I won the lotto I would buy a Ferrari.

Note that we use the PAST simple in the half with 'if' and would + infinitive of the verb (without 'to') in the other.

3rd Conditional

We use this for hypotheticals in the past. Think about alternative outcomes/opportunity cost etc

eg. Consider that the lotto was played on Saturday and I didn't win, of course.

If I had won the lotto, I would have bought a Ferrari.

There is such a thing as mixed conditionals, but unless you are very confident in your English don't worry about them too much as regards the Cambridge exams.

Here's an unrealted poem that I like, called 'If', by Rudyard Kipling.


If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don't deal in lies,
Or, being hated, don't give way to hating,
And yet don't look too good, nor talk too wise;

If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two imposters just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build 'em up with wornout tools;

If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breath a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: "Hold on";

If you can talk with crowds and keep your virtue,
Or walk with kings - nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run -
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man my son!

Hope this was helpful.

Saturday, 31 October 2009

Books in the Gym


I get bored very easily when I exercise. I find exercise boring. I have some very good friends who seem to love lifting those weights at the gym, doing those martial arts or pounding the pavements and get the rush off the second wind as the blood pumps etc etc.
Not me. But I have to work out otherwise I would turn into a big ball of lard. Not surprising considering my love for cheese, beer and pizza. Hmmmmmm, perhaps my diet doesn't help. Anyway, I DO go to the gym, a lot. How do I stave off the boredom?
Audiobooks. Talking Books. Books on Tape. Three of the most common names for those story tapes/CDs what have you that you can get for all the best novels written. And not only novels. There's nonfiction too. And podcasts. You name it and you can get it.
All of which are a marvelous resource for listening practice! They are all out there. Some available as torrents, often legally, so be good and watch people's copyrights etc. But remember to choose something you are interested in rather than something worthy, as you're more likely to listen to it all, and enjoy it more too.

Wednesday, 21 October 2009

Superfreak


I must apologise for less activity on the blog recently of late. I am slowing down in part due to a course of study I am doing at the moment, meaning I am writing a lot and have little mental energy left for the blog. So just a short post right now, though a recommendation for students of economics and life in general. The economist Steven Levitt has written another book which came out yesterday (Superfreakonomics). I have yet to read it of course, but can't wait. I will take this opportunity to remind readers of his older work, Freakonomics. It's an excellent book discussing why we humans act the way we do. Each of us rational actors seemingly behave in irrational ways. Brilliant. Easy to read too, so students of all three exams would find it accessible.

Thursday, 15 October 2009

Watch that Tense!


One problem that my students in all three exams keep having is losing points in the Use of English sentence transformations part of the paper. These questions are worth two points each but one small slip and you'll only get one. The most common mistake is that of changing the tense. If the first sentence is present simple then your sentence should be present simple. If it's past then keep it past. For example from the CAE:

You led me to believe the job was mine if I wanted it.
IMPRESSION
I ........................................ that the job was mine if I wanted it.

Some students put 'have the impression' here when 'led' in the first sentence is in the past tense (of 'lead'). It's a good guess (as better answers are 'was under the impression', an idiomatic phrase meaning 'I thought (perhaps because I inferred)'.
But a passing answer is 'I had the impression'

So, check your tenses carefully (especially the Presnt Perfect!)

Tuesday, 13 October 2009

Top Gear in Alabama... Text


Top Gear in America's redneck country
Of all the hair-raising escapades in the show, being chased by murderous Alabamans was the scariest says presenter in new book


Traditionally, the question asked of me when I meet anyone for the first time has been: “So what’s the best car you’ve ever driven?” Recently there’s been a change, the new question running thus: “Did you really [insert ridiculous moment from Top Gear] or was it made up for the telly?”
And for roughly a quarter of a year, maybe more, the new question was: “Were you really chased out of town by those American rednecks, or was it made up for the telly?” In the programme in question, we wanted to know if it was possible to buy a car and drive across a chunk of the USA for less money than the cost of traditional “fly-drive” schemes offered by holiday companies.
It’s a pretty lengthy story, but in the course of our trip, by way of an entertaining diversion to keep up our spirits during an especially lengthy drive, we had devised a plan whereby we would each try to get the others killed.
We would each decorate the others’ vehicles with slogans we felt might stir up the feelings of the locals, cause maximum discomfort to each driver and raise a laugh for the viewer at home. And so, in a broad, dusty lay-by at the side of a road leading to Alabama, we parked up and set to with the paintbrushes, spray cans and stencils.
On the side of Jeremy’s ageing, beaten-up Trans Am I painted the legend, “Country music is rubbish”. Jeremy had adorned the flanks of James’s 1970s Cadillac with “Hillary for president” and “Nascar sucks”.
I laughed at the slogans with Jeremy as we stood under the tall, smooth-barked trees and sheltered from the southern sun. James was still finishing the lettering on the side of my white pick-up truck and I didn’t want to spoil the moment by peeking before his work was done. Eventually, with a confident flourish of the brush, and a grin, James indicated that he had completed his masterpiece. We stepped up and surveyed. Along the side of my truck James had painted just four short words: “Man love rules OK”.
Well, fair enough: it was perhaps the strongest of our three examples of automotive artwork, but nevertheless, we all felt that we would cause, at worst, a ripple of offence no deeper than that which might be generated among the residents of Cornwall by three visitors driving their cars through Truro with “Cream teas are rubbish” painted down the sides.
We covered three miles before being placed in genuine fear for our lives.
Things started well enough. Our convoy included the three cars being filmed, and, naturally, the cars and jeeps carrying the film crew and their equipment. It was a very hot day and every vehicle travelled with windows down and its occupants’ elbows out — not least James’s, since Jeremy and I had disabled his air-conditioning system with a crowbar at a campsite the previous evening.
After just a mile or two, we spotted a road sign telling us we were in Alabama, and we pulled over to film it. The sign was riddled with bullet holes. And not the pathetic little air-rifle pellet holes you might occasionally see in the UK; this thing was peppered with shotgun blasts and a few larger, gaping wounds inflicted, I could only imagine, by slugs from high-powered hunting rifles. We were definitely not in Cornwall.
A mile or so later, we pulled into what Jeremy seemed keen to call a “gas station”. The crew cars pulled up in a line to one side of us. As I rested a hand on the hot metal of the petrol pump nozzle and readied myself to heave it up and slot it into the car, a movement across the forecourt made me stop. A woman — presumably a local — was walking towards us.
She had a long, rangy frame and looked to be made of wire and gristle underneath the plaid shirt and jeans. Maybe 50 years old with yellowing hair and brown teeth.
“Y’all queers trying to see how long you can last in a hick town?”
“Ah, er . . .” I looked across at Jeremy, who was staring at her. James was frowning. There was more movement around us on the forecourt now. Trucks were arriving and in the back of them I saw the broad backs and cowboy hats of what I could only imagine were more locals. Where they had sprung from, I had no idea. But I saw they were all carrying guns, propped up against their feet.
“No, look, we’re both mar¬ried. Got kids. Just travelling through.”
I pointed at Jeremy on the other side of a fuel pump. “Yup,” he chimed in. “Got kids, and just travelling through.”
An enormous man had come out of the station building now, to stand in the middle of the forecourt. He wore the regulation blue denim overalls, plaid shirt and work boots of a cartoon character and looked like you couldn’t stop him with a train. In an unexpectedly high voice, he started to count.
“Ten. Nine . . . ”
The crew cars were actually coming under attack now. A group of locals had assembled in a ragtag line and were throwing rocks at them. I heard them land loudly against the sides of the kit van, and watched as those members of the crew who had decided to brave the heat for the promise of a cool drink in the petrol station ran back to their cars.
“Er, Hammond . . . ” James had come into view, and just as he stepped up, I could see over his shoulder Jeremy’s blue Trans Am fire up and head for the road with a screech of tyres. “I need a jump-start again, I’m afraid.”
The battery on James’s gargantuan Caddy had faded over the previous two days and it had become a matter of routine to pull up alongside him in
my pick-up, hoist the bonnet, hook up the jump leads and give his car a boost to get the creaky old engine turning.
“Seven . . . ”
“Shit! Not now.” But there was no choice, so I said, “Right, you get ready. I’m coming over.”
The Caddy was about 20 yards away across the forecourt and James ran back to it. By the time he had reached it, got in and pulled the bonnet release, I was parked alongside.
“Five . . . ”
I leapt out of the truck, pulling the bonnet release on the way, and grabbed the jump leads as James thrust them towards me.
“Three . . . ”
The hail of rocks onto the crew vehicles was intensifying as the drivers came to their senses, started up and retreated. “Get in, James. Turn it over.”
The old Caddy gave a heave and the engine made a couple of wheezing turns before it caught and fired up.
“Two . . . ”
“Go, go, go!” More rocks landed around us as we pulled away. Grabbing third gear and keeping my boot nailed to the floor to squeeze every last ounce of go from the truck as our retreat gained pace, I saw the trucks from the garage pulling away.
In the back of each, sitting square against the sides of the pick-up bed in sombre lines, the rednecks toted their shotguns, thin black barrels bristling straight up at the sky. Amid the tense squabble of English voices from our team, crackling across the CB, I also heard the slow drawl of a local.
“They’re comin’ up past here. We’re at the crossroads.” And: “I can see them here, too.” They were using their CB radios to track us. And I was suddenly very aware that television cameras and business cards would not protect us from guns.
I didn’t want to wake up tied to a tree, being invited to squeal like a little piggy for the entertainment of a 20-year-old psychopath in giant dun¬ga¬rees, with three teeth in his head and a bitter hatred of anyone who wasn’t also a 30-stone homophobic racist who shot at things he didn’t understand.
A few miles down the road, conscious that we were easily identifiable to the hordes of rednecks being warned of our approach over the CB, we pulled over. We had seen them waiting at crossroads as we passed, and heard them telling people further ahead that we were coming. We had to try to remove the slogans that had caused offence of an intensity way beyond what we had anticipated.
Our wheels had barely stopped turning before key members of the crew threw themselves out of their vehicles and ran over to the three presenters’ cars, tore off their T-shirts, soaked them in water and began wiping frantically at the painted words. I joined them, and when we ran out of bottled water we used soft drinks instead, ripping the tabs off the cans and pouring the contents onto T-shirts before continuing to scrub at the stubborn paint.
The fear slowly subsided as we drove out of Alabama. But we kept going. And months later, the new question is still asked of me: “Did that really happen in America at the petrol station, or did you make it up for the telly?”
Well, yes, it really happened. You didn’t even see the half of it.
Oh, and if you were wondering about the answer to the question that preceded the new question, the best car I’ve driven is my worthless old Land Rover, across a field, with two dogs, my daughters and my wife in it, all heading for a picnic and a lazy afternoon.
© Richard Hammond 2009