Expert Advanced Tb.pdf

ADVANCED

TEACHER’S RESOURCE MATERIALS

Karen Alexander

EXPERT_TORM_TITLEPAGES.indd 3

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Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.pearsonlongman.com © Pearson Education Limited 2014 The right of Karen Alexander to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. First published 2014 ISBN 978-1408-298855 Set in 10/12pt Text Arial Acknowledgements We are grateful to the following for permission to reproduce copyright material: Sample answer sheets are reproduced by kind permission of Cambridge ESOL. Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

INTRODUCTION

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Contents Introduction

4

Exam structure

9

Module 1 Success

10

Answers to Module 1 Review

19

Module 2 New directions

20

Answers to Module 2 Review

29

Module 3 Leisure time

30

Answers to Module 3 Review

39

Module 4 The global village

40

Answers to Module 4 Review

48

Module 5 Controversy

49

Answers to Module 5 Review

58

Module 6 Communication

59

Answers to Module 6 Review

68

Module 7 Values

69

Answers to Module 7 Review

77

Module 8 A rich life

78

Answers to Module 8 Review

85

Module 9 The world of science

86

Answers to Module 9 Review

94

Module 10 A positive outlook

95

Answers to Module 10 Review

102

Photocopiable material Photocopiable activities: teacher’s notes

103

Advanced (CAE) quiz

122

Photocopiable activities

123

Audioscripts

153

INTRODUCTION

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Components Advanced Expert consists of: • a Coursebook for classroom use with two audio CDs packaged in the back of the book. Vocabulary and lexicalised grammar are key features. There is also a greater focus on writing, particularly in Part 1 where samples and model answers are provided. • a set of Teacher’s Online Resource Material that provides a collection of editable Word tests based on the course content. These comprise: Quick and Full entry tests, Module tests, Progress tests and End-of-course test. • Teacher’s eText software for Interactive White Board: the coursebook in interactive format, plus testing materials and reference sections. • Student’s eTextsoftware for Interactive White Board: the coursebook in interactive format

Six key features 1 Advanced Expert is flexible. It is designed in a modular way so that teachers can either follow the order of the material in the book or choose their own route through the course to meet the needs of specific classes. Each page or double-page spread is free-standing and almost always follows the same order in each module, making it easy to access and isolate separate elements of the course and integrate them in different ways. So, a teacher might follow a linear route through each module and through the book. Alternatively, you might decide to follow different, tailored routes through each module, for example starting with Speaking or Listening rather than Reading. And you might choose to do the modules in a different sequence, depending on your students’ interests. 2 While each section can be taught independently, there are usually links between the sections to provide a coherent progression when the linear route is chosen. For example, the Language development in the ‘A’ units is contextualised in the previous Reading, as well as the Use of English text. Writing 1 usually provides useful skills related to Writing 2 in the ‘B’ unit. The Speaking usually has a topic that relates to the Listening in the same unit. The Language development in the ‘B’ units often provides language that will be useful for students in the following Writing section. The Expert Word Check box which is presented with each of the main Reading and Listening exam tasks contains a number of words (around ten) from the text that are intended to help students expand their general vocabulary knowledge.

INTRODUCTION

3 Most of the Use of English/Language development pages follow a test–teach approach, in which the language is first tested by means of a Use of English task, then focused on in the Language development section, using the examples from the Use of English task to clarify form and meaning. Students are referred to the Grammar reference for a detailed summary of the grammar and to the MyEnglishLab: Cambridge Advanced for extra practice (MyEnglishLab: Cambridge Advanced is only available if you have the ‘with MyEnglishLab’ edition). 4 The sub-skills needed for the different parts of Paper 3 Listening and Paper 2 Writing are systematically practised in Listening 1 and Writing 1 sections in the ‘A’ units. These include: Listening: understanding text structure, identifying attitudes and opinions, etc.; Writing: using appropriate register, planning your writing, coherence and cohesion, etc. 5 The Writing and Speaking strands in the ‘B’ units provide practice for each part of Paper 2 Writing and Paper 4 Speaking. However, the focus is more on process than end product. In other words, students are trained to build up good habits, develop the skill of self-monitoring and so become more independent learners. 6 Most sections contain a Help feature, with clues that help students complete the task at hand. These often focus attention on how the task is constructed and thus help students to help themselves in the exam.

Coursebook The Coursebook consist of ten modules, each of which is divided into two units (A and B). Each module practises all the papers of the exam and includes grammar and vocabulary consolidation and development. Each module is designed around a theme and comprises a lead-in page with an Overview listing the contents of the module, which facilitates planning. Photos, cartoons and questions prompt discussion aimed at sparking students’ interest in each theme. Then each of the two units in the modules is based on a topic that relates to the overall theme of the module. At the end of each module, there is a Module review with revision and further practice of the language aspects covered in the module.

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Other elements of the Coursebook are: • Exam overview at the front of the book, presenting an outline of what each paper consists of and the skills which are tested in each section • Exam reference section at the end of the book, providing more detailed information about what to expect in each part of the paper, along with a list of recommended strategies for each task type • Grammar reference section, giving more detailed information about the main grammar points focused on in each module • Writing reference, which provides: o

a mark scheme that shows what the examiners are looking for when determining the three pass grades (Bands 3, 4 and 5)

o

a checklist to help students monitor and edit their own writing

o

a sample question for each type of writing task in the exam, with model answer, specific guidance and another question for further student practice

o

sections to provide useful support on areas practised in the Writing sections, such as linking devices

• Speaking material/Keys section with additional material (e.g. photographs and audioscript extracts) needed for the modules

Module and unit structure Each module contains the sections listed below. For ease of use and flexibility, the spreads are in the same order in each unit. The teaching notes indicate when the photocopiable activities at the end of the Teacher’s Online Resource Material may be used to expand or supplement the lessons.

Overview and Lead-in questions Use the Overview to introduce the module contents. You could discuss with the class the order in which they would like to cover the module. Use the photos/cartoons and Lead-in questions to generate interest in the overall theme of the module.

‘A’ units

Reading The reading texts have been selected for their interest value, as well as their potential to provide a ‘window on the world’ and generate discussion. There is a three-stage approach. INTRODUCTION

Stage 1: The Before you read exercise establishes the topic and gives a purpose for reading the test through a first time. For example, in Module 1A (Success), students discuss questions about the title, introduction and text headings of a newspaper article. They then scan the article to highlight the key points that are reported. Stage 2: Students do an exam-style reading task. They should be referred to the relevant Task strategy points before attempting the task for the first time. These can be found at the back of the book in the Exam reference. Many of the tasks are followed by a Task analysis exercise, in which students are encouraged to discuss and compare how they performed and which strategies they found useful. Stage 3: A discussion activity, based on the text, that may incorporate some vocabulary from the text. Questions for discussion relate to the students’ own lives and encourage them to give their opinions.

Vocabulary This section practises and sometimes extends language from the reading text in the previous section. Areas focused on include collocation, idiomatic expressions, phrasal verbs, prepositions and easily confused or similar words. Students are given opportunities to use the vocabulary in a different context and personalise it.

Use of English 1 This section practises one of the tasks found in Paper 1, Reading & Use of English, using a text that relates to the topic of the unit. In terms of language development, the aim is to follow a test–teach procedure, as some of the language tested in the Use of English task is focused on and practised in Language development 1. Stage 1: The Lead-in exercise aims to build up motivation in relation to the topic of the text and generate some of the vocabulary needed. This is usually done through a short discussion. Stage 2: Students are referred to the Task strategy at the back of the book and asked to complete the task. Graded guidance is supplied, e.g. students are usually asked to read the text quickly first for general comprehension. They are further supported by Help clues, which give specific guidance for individual answers. This support is reduced as students work through the modules of the book and focus on task types they have previously encountered in earlier modules. Students are then asked to analyse the language tested in the task. The questions often relate to the

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language focused on in the following Language development section.

Paper 2, plus an activity aimed at raising awareness of the issue.

Stage 3: A discussion based on the content of the text.

Stage 2: A controlled practice task. The task might consist of sequencing notes in the most appropriate order, rewriting a paragraph, choosing the most appropriate language, identifying the key information in a text or matching information in a student answer with language in the input.

Listening In Modules 1–4, this section develops the listening skills needed for different parts of Paper 3, Listening. The remaining modules provide further exam-style practice tasks. Stage 1: The Before you listen exercise encourages students to think about the topic and introduces or generates vocabulary from the students.

Stage 3: A freer practice activity. This could consist of an essay, a letter, a report or a review. In many cases, students are encouraged to exchange their work with a partner.

‘B’ units

Stage 2: Exercises focus on and develop the subskills needed for Paper 3, Listening. For example, Module 3A (Leisure time) practises listening for the main idea, which is an important skill for Paper 3 Part 4.

Listening 2

Stage 3: A discussion activity based on the text.

Stage 1: A Before you listen activity. This aims to establish the context, to get students to predict the content and to generate the vocabulary needed for the task.

Language development 1 This section generally focuses on an aspect of the language tested in the Use of English section in the same module. For example, in Module 4A (The global village), the focus is on word formation (specifically adding suffixes and prefixes), which is tested in Use of English. These sections contain a range of controlled and less controlled practice activities, linked to the topic of the unit. Opportunities are given for personalisation. There is often a cross-reference to the Grammar reference section at the end of the book, which provides a detailed summary of the language point being practised. Students should be encouraged to use this resource to check their answers. Further communicative practice of the language area is often provided in the photocopiable activities provided in the Teacher’s Online Resource Material.

Writing 1 Each Writing 1 section practises a sub-skill required for the Writing tasks that students may be required to do in the exam. For example, Module 6A (Communication) focuses on the use of linking devices in creating a cohesive text, an important skill for Paper 2 Part 1, the compulsory task. Module 9A (The world of science) focuses on editing your work for accuracy. Stage 1: Expert strategy note explaining to students how practice of the sub-skill helps prepare them for INTRODUCTION

This introduces the topic of the ‘B’ unit. It may be covered before or after the Speaking section, which usually has a related topic.

Stage 2: An exam task, with relevant strategies provided in the Exam reference section. Students are usually provided with Help clues, which give them guidance as to how to answer some of the questions. There is usually a Task analysis exercise that encourages students to reflect on the task they have completed and share the strategies they have used. Stage 3: Discussion based on the topic of the text.

Speaking Each section provides relevant vocabulary for the exam-style task students have to do, covers the strategies needed for the task and provides useful functional exponents. In Modules 1–8, there are recorded sample answers for students to evaluate from the point of view of appropriate language and effective strategies. Stage 1: Vocabulary that students might find useful to the Speaking task is introduced and practised. For example, in Module 4, students practise matching verbs and nouns to make forms of protest. The exam task is to discuss the forms of protest illustrated in the photographs. Stage 2: Sample answer. Students are referred to appropriate Task strategies at the back of the book. They then listen to the examiner’s instructions and an example of a student or students doing the task. They evaluate the performance of the speaker or

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speakers. Then they listen again to focus on useful language exponents. Stage 3: Students perform the exam task themselves, using the same photos or different ones at the end of the book. A Task analysis exercise encourages them to reflect on how well they performed. In Module 10B (A positive outlook) there is a complete Speaking paper (Paper 4).

Language development 2

5 Writing the task 6 Checking and improving the answer

Module reviews These review the grammar and vocabulary of the previous module in non-exam formats. The exercises can be used as practice in the classroom, given as a test or set as homework.

Teacher’s Online Resource Material

As in Language development 1, this section usually practises an aspect of the language tested in the following Use of English section.

As well as this introduction, the Teacher’s Online Resource Material contains:

Use of English 2 The tasks in this section focus on another part of Paper 1. The texts are related to the topic of the section and the exercises follow a similar structure to Use of English 1 (see p.6).

Guidance on how to use the Coursebook material; ‘books closed’ activities to get things going at the beginning of modules and sections; background information on the texts; ideas for additional activities; and answers to all exercises with explanations where helpful.

Writing 2

OMR answer sheets (photocopiable)

The Writing 2 sections cover all the types of writing that students may be required to do in the exam. There is particular emphasis on the compulsory Part 1, which requires analysis of input material in the form of notes made during a seminar, lecture or panel discussion in order to write an essay developing and supporting an argument on a particular topic in 220–260 words.

Replicas of the answer sheets students have to use in the exam for the Reading & Use of English (Paper 1) and Listening (Paper 3) papers are available online with the Teacher’s Online Resource Material at www.pearsonelt.com/expert. They can be photocopied and given to students when they do the Exam practice sections (see below).

The principle behind the section is to establish ‘good practice’ through a clear set of procedures consistently applied, which can be used when answering any exam Writing task.

A pre-course exam quiz to see how much students already know about the Advanced exam; three photocopiable activities to supplement each Coursebook module, providing communicative classroom practice for grammar, vocabulary and skills; full teacher’s notes and answer keys for each activity.

The approach focuses on process more than end product. Each spread is graded and the aim is to give carefully guided preparation, so that students build up to complete the main task at the end of the section. In each section, there is considerable language support; in particular, a range of functional exponents is given and linked to the task. In the Writing reference, there is a model answer for each type of writing in the exam, notes for guidance and a second task for further practice if desired. The procedure in the Writing sections is as follows: 1 Lead-in 2 Understanding the task 3 Planning the task 4 Thinking about the language and content INTRODUCTION

Unit-by-unit teacher’s notes

Photocopiable activities

Test Bank (photocopiable) Tests to check on students’ progress and comprehension of aspects covered in the course materials. The tests reflect the style of the CAE examination and will test the appropriate language skills required to pass the exam; their principal purpose is to test the vocabulary, grammar and skills development of the coursebook and they are therefore not in the exact format of the exam itself. Entry Test This test is intended for use at the beginning of the course to give teachers an idea about their students’ level of English. There are two versions of this test, both of which cover key areas of grammar and

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vocabulary. The full one comprises three exercises with a total of 100 items whilst the Quick Test, which can be used when there are time constraints to testing, consists of the first 50 multiple-choice questions from the full test. The full entry test should take about 40 minutes to administer whereas the quick test should take 15 minutes. The answer keys to these tests can be found in the same menu as the tests. Module Tests These would normally be given after a module has been studied. However, in the case where modules are not followed sequentially or where new students join a class, they can also be used to check on prior knowledge. Each Module Test focuses on grammar and vocabulary from the coursebook and comprises 25 items. There are ten Module Tests, each of which should take 15 minutes to administer. The answer keys can be found in the same menu as the tests. Progress Tests There is a Progress Test after every two modules of the coursebook. These focus on grammar, vocabulary, listening, reading and writing (conventions and functions). These tests are a useful way of revising aspects covered in the preceding two modules: Progress Test 1 covers Modules 1–2, Progress Test 2 covers Modules 3–4, and so on. Both the reading and listening sections of these tests are based on texts or recordings originating from the coursebook, although the questions themselves are different. In effect, these tests can help to pinpoint any aspects requiring revision or extended work. Each test should take about 40 minutes to administer. The answer keys and audioscripts can be found in the same menu as the tests.

Audioscripts (photocopiable) These are all at the end of the Teacher’s Online Resource Material for ease of reference and photocopying.

Teacher’s CD Pack The Teacher’s CD pack contains all the listening material from the Coursebook. There are three CDs for the Coursebook. The listening tests in the Teacher’s Online Resource Material (Test Bank) and the listening exercises for the Progress Tests and End-of-Course Test come from the Coursebook, so you will require the Coursebook Audio CD to use these tests. Audioscripts are provided separately for all listening exercises that appear in these tests. Abbreviations used in the Teacher’s Online Resource Material CB = Coursebook TORM = Teacher’s Online Resource Material OMR = Optical Mark Reader cf. = compare l./ll. = line/lines p./pp. = page/pages para. = paragraph

End-of-course Test This test comprises exercises on grammar, vocabulary, listening, reading and writing, as covered in the Advanced Expert coursebook. Ideally, 40 minutes should be spent administering this test. The answer keys and audioscript can be found in the same menu as the tests.

INTRODUCTION

8

Exam overview Cambridge Certificate in Advanced English has four papers. Paper 1 receives 40% of the total marks and the other three papers have 20% each. The pass mark is based on an overall mark (you do not need to pass every paper to pass the exam). There are three pass grades (A, B and C) and two fail grades (D and E). Paper Paper 1: Reading and Use of English 1 hour 30 minutes Eight parts 56 questions in total

Task Type Task description Part 1: multiple-choice cloze Part 1: Choosing a word or phrase from four options to (8 questions) fill in gaps in a text. Part 2: open cloze (8 gaps) Part 2: Filling in gaps in a text with an appropriate word. Part 3: word formation Part 3: Changing the form of a given word to make it fit (8 gaps) the gaps in a text. Part 4: key word Part 4: Using a given word to complete a sentence so transformation (6 questions) that it means the same as a previous sentence. Part 5: multiple choice Part 5: Answering four-option multiple-choice questions (6 questions) on a text. Part 6: cross-text multiple Part 6: Matching a prompt to the relevant part of one of matching (4 questions) four texts. Part 7: gapped text Part 7: Completing a gapped text with paragraphs which (6 questions) have been removed and placed in jumbled order. Part 8: multiple matching Part 8: Matching information to 4–6 different texts (or (10 questions) different parts of a text). Paper 2: Writing Part 1: essay (compulsory) Part 1: An essay based on two points in the input text. 1 hour 30 minutes Part 2: one writing task: the Part 2: Carrying out a writing task, using an appropriate choice may include a letter, a format and style. There are three task types to choose Two tasks (one proposal, a review or a from. compulsory, the other report a choice out of three options) 220–260 words each Paper 3: Listening Part 1: multiple choice Part 1: Three short unrelated extracts of around 1 minute (6 questions) each; each extract has two three-option multiple-choice Approximately Part 2: sentence completion questions. 40 minutes (8 questions) Part 2: A 3–4-minute monologue with eight sentence Four parts completion questions. Part 3: multiple choice 30 questions in total (6 questions) Part 3: A 4-minute interview or discussion with six fouroption multiple-choice questions. Part 4: multiple matching Part 4: Five short related monologues of around (10 questions) 30 seconds each. There are two tasks of five questions each, which must be selected from a list of eight options. Paper 4: Speaking Part 1: conversation, giving Part 1: The interlocutor asks each candidate questions personal information about themselves. Approximately (2 minutes) Part 2: Each candidate, individually, compares two out of 15 minutes the three photos given (1 minute) and comments briefly Part 2: ‘long turn’, giving Four parts information and expressing on the other candidate’s photos (30 seconds). opinions (1 minute each Part 3: Each candidate works with a partner for candidate) 2 minutes to discuss a task based on a diagram. They Part 3: collaborative task, then try to reach a decision in 1 minute. exchanging information and Part 4: The interlocutor leads a discussion between the ideas (3–4 minutes) two candidates, developing the topics related to Part 3. Part 4: discussion, developing the topic from Part 3 (5 minutes)

INTRODUCTION

9

01

Success

This module contains various topics related to the theme of success, including the secrets of success, creating the correct workplace environment for a successful business, how to succeed in interviews, famous success stories and the importance of constructive feedback.

Photocopiable activity The pre-course photocopiable activity on page 122 provides an introduction to the Advanced exam. Students find out how much they know about the exam by collaborating to complete a quiz about it, referring to the Exam reference on pages 167–172 of the coursebook where necessary. After the quiz, show students other features of the book. This could be done as a quick quiz with questions such as: Where can you find the Expert Grammar? (pages 173–189) and What can you find on pages 190–202? (the Expert Writing section). Use the contents map to ask questions such as: What type of writing is practised in Module 4? (Attitude phrases and a proposal).

Lead-in p.7 The purpose of the lead-ins is to introduce the general theme of the module. Try to avoid giving too much away at this stage by keeping the discussion brief and not focusing specifically on any points that are covered later. Start with books closed. Ask students what the word success means to them. Discuss different ideas and identify the key related factors. 1 Ask students to open their books and look at the photos on page 7. Elicit what they represent (students/graduates receiving their exam diploma, business person with an expensive car) before students discuss the different questions. 2a Check that students understand the vocabulary before doing the task. 2b Students compare answers in pairs before a brief class discussion. 2c Give students a few minutes to think of possible differences, then allow a few minutes to discuss the question. 3 Have a short discussion with the class about the importance of success in relation to family and friends. Encourage them to justify their opinions and use this as an opportunity to add in useful language.

Advanced Expert Module 1

1A Finding a job

Reading 1 p.8 With books closed, put the word prestigious on the board or play a game of hangman to elicit it. Ask students what the word means to them and in what contexts they have heard it previously. 1a Draw students’ attention to the title, introduction and text headings. Check that they understand each job title (barrister, fashion designer, banker, architect) before they discuss in small groups how they would order the jobs in terms of prestige. 1b These two questions encourage students to consider the requirements for each job in greater depth and to expand the discussion into considering what aspects could hinder success in each profession. 2a Students highlight the key points in the questions to help them with the next task. 2b They then highlight the relevant information in the text that answers each question. 3 Students look at the strategy before doing the task. If this is the first time students have encountered multiple matching (Paper 1, Part 8) as an exam task, explain that in the Advanced exam they will have to read 1 long (600–700 words) or 4–6 short texts and have to match 10 questions to the text(s). Refer them to page 169 for the full list of strategies and focus their attention on the help box. 1A 9C

2C 3D 10 D

4B

5A

6B

7D

8B

4 This question encourages students to consider similarities and brings together their understanding of the text and the factors that lead to success. 5 Draw students’ attention to the vocabulary in the Expert Word Check. This feature highlights useful words from the text. Ask students to find the words in the text and, if they are unsure of the exact meaning, to deduce it from the context, before giving them a definition or letting them use a dictionary to check. For example, in paragraph B, line 12, ask: Is ‘half-hearted’ positive or negative? Does it describe someone’s attitude or appearance?

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Extra! This would be a good opportunity to raise some expectations for this course, such as the amount of work students will be expected to do, how much homework they will have and how they can effectively use their time out of class.

Vocabulary p.10 1a This would be an ideal opportunity to recommend a good dictionary for those students who do not already have one. It should be an advanced level language learner’s dictionary that includes grammar code and usage patterns. Either the Longman Exams Dictionary or the Longman Dictionary of Contemporary English (LDOCE, available at www.ldoceonline.com/) would be suitable. As some students will need an explanation of a few of the grammar terms, this could be a good place to do dictionary-based activities. You may wish to ask students to find out how word types, such as adjective, adverb, preposition and pronoun, are abbreviated. Ask them to find out what sb (somebody) and sth (something) mean in usage notes and how the dictionaries record useful information such as whether a word is British or American English (BrE/AmE), formal or informal, and mainly spoken or written. 1 high salary 2 main priority 3 tight deadlines 4 heavy workload 5 close-knit community 6 wide variety

Extra! This would be a good point at the start of the course to discuss with students how they plan to record new vocabulary that they encounter. Will they have dedicated vocabulary notes and how will they arrange them (by date? alphabetically? by topic?). Also discuss what aspects of each new word they need to record and how, using previous examples. To help students expand their vocabulary faster and be more effective at using parts of speech, encourage students to build up word families so that from each new word they acquire a set of related words (including positive and negative prefixes, prepositions and verbs which collocate, whether verbs are regular or irregular, etc.). 1b As collocations are an important area for advanced students in particular and learning blocks of words that belong together is a necessary part of language development, start by checking that they understand the concept of collocation with some familiar examples. Ask them

Advanced Expert Module 1

for the next word in the sentence He gave a sigh of … Point out that most people say relief even without any context because of the strong collocation between sigh of + relief. Suggest that students do the exercise first using their existing knowledge and what ‘feels’ right; then refer to the text to find and check their answers. Encourage students to guess answers where they are unsure, as they may well know the correct collocation subconsciously from reading or hearing it. Also remind students that they will not lose marks for incorrect answers in the exam. Once the collocations have been checked, ask students to work in pairs, taking turns to ask each other the questions. 2a See whether students can identify the odd one out in each set before eliciting ideas from the class. Discuss the correct verb that would collocate with the odd one out in each case. 1 severely 2 the opportunity for something list 4 your business 5 a good impression speech

3a 6a

2b Allow students a few minutes to think of three things about their life (two true, one false), using the expressions given, before taking turns to share their ideas with their partner. Round up by eliciting some examples and finding out whether anyone guessed correctly about their partner. 3a This exercise introduces phrasal verbs and expressions with the commonly used verb take. Ask students to choose the correct preposition before replacing the phrases with the expressions. Dictionary training could continue in this exercise, as students have to work out where is the best place to look up a phrasal verb or expression. For example, is take something in your stride listed under take or stride? You could share out the expressions and ask students to check the answers in a dictionary before checking the questions. 1 e: take in your stride 2 d: been taken aback by 3 b: take no notice of 4 c: take pleasure in 5 f: took pity on 6 a: taken advantage of 7 h: taken exception to 8 g: take pride in 3b Students work in pairs, taking turns to ask each other the questions. Round up by eliciting ideas and finding whether any responses were surprising. 4a Remind students that this exercise revises language from the vocabulary section and encourage them to check answers in pairs before feedback.

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1 main 6 wide

2 make

3 aback

4 heavy

5 stride

4b Before students discuss the idioms in pairs, encourage them to guess the meaning from the context. It could be useful to ask students to work in pairs to check answers using a dictionary (perhaps underlining the key word that each idiomatic expression was found under) before rounding up as a class. snapped up: taken quickly; have stood me in good stead: have been very useful; from all walks of life: a wide variety of people, from a range of backgrounds; part and parcel: a necessary part of something; crop up: happen unexpectedly 5 These questions could be discussed either in small groups or as a class. You could also find out whether it is customary for teenagers in students’ own countries to find a part-time job when at school and what types of job this might include.

Extra! If you have time, you could follow up by asking students to write a short text putting the information they have given on their country into a written format whilst incorporating new vocabulary covered.

Use of English 1 p.11 1 Refer students to the title, eliciting ideas on the topic of the text, and ask what the photo shows (an IT office that looks like a playground). If it is the first time students have encountered word formation (Paper 1, Part 3) as an exam task, explain that in the exam there will a short text and 8 questions to answer. Take time to explain what they need to do. Use the Expert Task Strategy notes on page 167. The task requires candidates to identify what form of the given word is required for each gap and to form it using prefixes and suffixes, paying attention to the use of negatives. 2 Encourage students to skim the text to get the gist, working through using clues around each gap to identify which form of the given word is required for each gap (e.g. noun, adverb, negative adjective). Point out that the word needs to fit both grammatically and in meaning, and suggest they write an abbreviation near each gap to note the part of speech needed. 3a Go through the strategy before students do the task. If useful, refer them to the Help clues and look at the example and first question together. For example: (0) is a noun, representing

Advanced Expert Module 1

‘something’ as it follows a feeling of and precedes the preposition into. It is formed by adding the suffixes -ful (to form the adjective) and then -ness (to form the noun). (1) is also a noun, as it follows the adjective real. It is formed by changing the ending from -ide to -ision. Remind students that this ability to transform words into different parts of speech is why building up word families when noting new vocabulary is very useful. Check answers and elicited forms, discussing how they were transformed if needed. 3b Begin this task as a class so that students have a clear idea of how to progress. Elicit ideas for the first few words, building up related sets of vocabulary on the board and checking on word stress as you go. Students then work alone or in pairs, using dictionaries as needed, to complete the exercise. Check answers as a class. 3a/b 1 division 2 deceptive/deceiving 3 informally 4 employees 5 additional/added 6 productive 7 recruitment 8 competitors 4 Students could discuss this question in small groups before you open the discussion to the class.

Listening 1 p.12 1 Before students listen to the talk, ask them to compile a list of dos and don’ts for being a successful interview candidate. This could be done in pairs before ideas are shared as a class. 2 T01 Play the introduction and elicit how the talk will be organised. Divided into three parts: before and during the interview (and after the interview, depending on time). 3 T02 Remind students that discourse markers help highlight and order points and ask them to note those used in the talks, as well as listen for pauses and tonal changes that guide them. Students order the main points given in the box. They should ignore the Tips for the moment; they will look at these in Exercise 4. Check answers as a class. 1c 2a 3d 4e 5b Examples of discourse markers: Right, well; And obviously; Another important point; Related to that; Finally. 4a Refer students to David’s tips. Ask them to decide what part of speech is missing for each gap (if they can remember words, write them in). Check students’ ideas here or when discussing answers in Exercise 4c, for example: 1, 2, 4 and 5 are

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nouns and 3 is an adjective. You might also want to remind students that an adjective might precede a noun, given the 1–3 word gap-fill instruction. 4b T03 Before students listen to the talk a second time, elicit the word restriction (1–3 words), encouraging them to underline it, and remind them that what they hear may need to be transformed to fit the gap. 4c After listening, students compare answers in pairs. 1 folder 2 success 3 appropriate run 5 (doing) research

4 practice

5a This introduces students to Paper 3 Part 2, sentence completion. Explain that in this part of the exam they will hear a monologue lasting about 3 minutes and will need to complete 8 questions using a single word or short phrase from the listening text. Refer students to the Expert Task Strategy notes on page 171 before they do the task. Remind them that sentence completion requires careful reading of the question and grammatically accurate, as well as appropriate, answers. Encourage students to look at the words before and after the gap to help them predict the type of word(s) missing in each gap. If they aren’t sure, encourage them to trust their instincts and to attempt every question. Ask students to check their completed sentences before going through the answers. 5b T04 Elicit the word restriction (1–3 words) before students listen and point out that in the exam there are 8 gaps. 5c Students compare answers in pairs before class feedback. Remind them that incorrect spelling will lose them marks, so they must get into the habit of checking spelling at the end of each exercise. 1 eye contact 4 energy

2 body language 3 fifty seconds

6 Discuss the questions as a class. Encourage students to give reasons to support any comments they have. Focus on the Expert Word Check, which highlights other useful words from the text. Ask students to find them in the text and deduce their meanings from the context, recording their meanings and any other relevant information, such as pronunciation, stress, word type, grammar, word family, collocations, etc., creating their own example sentence where possible.

Language development 1 p.13 Students should be familiar with the concept and use of verbs in the major past and present tenses. For those who are not, the Expert Grammar notes on page 173 give an explanation of the use and form of the main tenses. Students with particular difficulties should be given suitable remedial exercises. 1a Students read the text and discuss their answers in pairs before class feedback. At this point, you could ask students if they have ever done any similar work experience or taken a gap year, or find out whether they would want to, and why/why not. 1b Students name the verb forms used and find further examples, comparing ideas in pairs. Check answers as a class, ensuring that students are clear about how the different tenses are formed. 1 past simple 2 past continuous 3 past perfect 4 past perfect continuous 5 present simple 6 present perfect continuous 7 present continuous 8 present perfect simple 1c Discuss as a class why the different forms were used. For example, had is used to describe a period of time that began and ended in the past, was feeling indicates that a longer action in the past was interrupted by a short action (in the past), had just got back refers to an event that only occurred a short time before another event in the past, etc. 1d Ask students to discuss the questions in pairs before opening up a class discussion. used to, would; would (improvise) could be replaced by used to, but used to (have) can’t be replaced with would in this context as would can’t be used to talk about discontinued states. 2 Students select the correct forms, comparing ideas with their partner before feedback. Elicit reasons for using particular tenses as needed. 1 is, have ever been 2 have been, joined 3 has had, got 4 had stopped, was called 5 have had, owned 6 sent, got 3 Ask students who the photo is of and what they know about her. Students then read the text, choosing or correcting the forms used.

Extra! Ask students to write a short email to a friend, giving advice on how to prepare for an interview OR how to behave during one.

Advanced Expert Module 1

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Background JK Rowling was born in 1965 and is best known for creating the world-famous wizard Harry Potter and the best-selling series of fantasy books of his adventures, which have been translated into over 65 languages. These stories were made into an extremely successful series of films by Warner Brothers and have made JK Rowling the bestselling UK author ever. 1 sacked 2 correct (was daydreaming is also correct) 3 started 4 correct (had rejected is also correct) 5 gave 6 correct 4a Focus students’ attention on the photo and elicit what it shows (pop group the Beatles early in their career). Find out what students know about the Beatles before they complete the text. Encourage them to check their answers in pairs before class feedback.

Background The Beatles, consisting of John Lennon, Paul McCartney, George Harrison and Ringo Starr, originated from Liverpool (England) and were a popular rock/pop band from 1960 to 1970. Nicknamed the ‘Fab Four’, they became the bestselling band in history, made famous by songs like Let it be, A day in the life, Hard day’s night and Strawberry fields forever. Their music lives on today even though they disbanded in 1970. 1 took place 2 had already seen 3 arrived 4 had been snowing 5 turned up 6 had been celebrating 7 had recorded/recorded 8 went on 9 are still buying/still buy 4b Students write about a short text using a variety of tenses. This could be set as homework with a word limit (e.g. 75–100 words).

Photocopiable activity Activity 1A could be used here. It is a pairwork/groupwork activity in which students have to identify grammatical mistakes in sentences, correct them, then decide how certain they are that they have corrected properly, winning or losing points based on their answers.

Writing 1 p.14 Writing 1 sections focus on developing writing subskills that will enable students to improve their writing for the Writing 2 sections. As such, these sections include work on using an appropriate register, planning and organising, coherence, supporting

Advanced Expert Module 1

ideas and cohesion. This section focuses on using an appropriate register for the type of writing. 1a Elicit what register refers to and explain its importance in the exam, perhaps briefly focusing on the writing tasks and discussing which register might be needed for each and why. Ask students to read the text and answer the questions, discussing ideas in pairs before class feedback. 1 to complain about the lack of parking facilities at the college 2 it is more formal because it is written to somebody in authority at the college 1b Students choose the correct options to complete the letter before checking ideas as a class. Briefly elicit more informal types of language and check any unknown vocabulary in the letter. (NB the answer key gives the more formal alternatives, but most semi-formal letters would probably mix formal and less formal options in order not to appear pompous.) 1 on this occasion 2 express my dissatisfaction 3 rationale for encouraging 4 to enable them 5 be reliant 6 are doubtless aware, 7 imposed 8 in the immediate vicinity of 9 I must urge you to 10 solution to 2 Students read the letter and complete the email in pairs. During feedback, discuss alternative answers and the formality of those given. 1 completed 2 acquire 3 unable 4 receive 5 assistance/aid/award 6 enable 7 number 8 vouch 9 contact 10 response/reply 3 Refer back to the letters/emails from Exercise 2 and ask students to consider in pairs the stylistic features. Round up by discussing the formality of different features, eliciting further examples as needed. Suggested answers: F complex structures, linking words I phrasal verbs, contracted forms, idiomatic expressions, missing pronouns, dramatic punctuation 4a Go through the situation with the class before asking them to discuss their ideas in pairs. Round up by eliciting possible ideas before checking on the register and features their letter should include. 4b It would be useful for students to write their first letter in class, where support is readily available. Encourage students to make a plan to help them with the order of points. Remind them that the

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required length for the letter in the exam is 220– 260 words.

Extra! The letters could be written for homework and then displayed where all students could read them before or after the subsequent class.

1B Learning experiences

Listening 2 p.15 Begin by discussing what the photo shows and where it could have been taken, before asking students how these children’s experience of primary school might compare to theirs. 1 Use the discussion questions to draw out useful vocabulary associated with learning experiences. 2 Ask students to read the text before going through the task as a class. Highlight the word limit and discuss the answers together. 1 run-down

2 impressive, hi-tech, light, airy

3 T05 Explain that one question type in the listening is sentence completion, which uses the same strategies as the Use of English word formation task. Before students listen, allow them time to read the information and predict the types of word needed in each gap. You might want to discuss which part of speech is needed in each gap before playing the recording, for example: 1 adjective, 2 noun, etc. 1 run-down 2 (world) map 3 radio program(me) 4 history 5 teachers 7 social workers 8 careers

6 art

4 Ask students to discuss these questions in small groups before opening the discussion to the class. This should generate ideas relating to students’ own countries, focusing on the positive aspects of multicultural classes. Round up, referring students to the language in the Expert Word Check box.

Extra! For homework, ask students to use their dictionaries to find all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word and encourage them to write their own example sentence for each word/phrase. Alternatively, give students the words to look up in class and explain the rest to them.

Speaking p.16 1a The photos should act as a prompt for showing different ways of learning (for example: a lecture to a group of people, individual lessons and selfstudy) and how learners using each one might feel. Find out which of them students have tried themselves before they match the sentences to the photos, either alone or with a partner. Remind them not to worry about the missing words at this stage. Suggested answers: 1 A, C 2 B 3 B 4 C

5B

6A

7B

8A

1b Ask students to check their understanding of the vocabulary in the box. You might want to elicit which adjectives sound positive in meaning and which negative. Students then complete the sentences, checking answers with a partner before class feedback. Word stress: apprehensive, directionless, disillusioned, distracted, engaged, inspired, intimidated, motivated, muddled, overwhelmed, passive, pressurised, relieved, self-conscious, well-supported 1 overwhelmed 2 pressurised 3 intimidated 4 distracted 5 apprehensive 6 motivated 7 well-supported 8 relieved 1c Students create their own sentences for the words not used in Exercise 1b, either in class or for homework.

Photocopiable activity Activity 1B could be used here. It is a pairwork activity where students compete against each other to complete gapped sentences with an appropriate word. 1d T06 Students group the words according to the number of syllables, then mark the main stress before listening to check. Discuss answers as needed. 2 syllables: engaged, inspired, muddled, passive, relieved 3 syllables: distracted, overwhelmed, pressurised, self-conscious 4 syllables: apprehensive, directionless, disillusioned, motivated, well-supported 5 syllables: intimidated 2a Refer students again to the three photos and ask them to choose one of them. Students then complete the sentence stems for that photo using

Advanced Expert Module 1

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words from Exercise 1. Encourage students to compare answers before eliciting ideas from the class. It would be useful to provide an example for the first sentence, for instance: It’s easy to get bored when you’re working alone because you have no one to discuss ideas with. 2b Give students time (e.g. 3–4 minutes) to think about a learning situation they have had; they may want to make notes. Students then work in pairs, taking turns to tell each other about it. Remind them not to say what they were learning to do at this stage. 2c Students now guess what their partners learnt and ask further questions to find out more. Round up by finding out what everyone has learnt to do. 3a If students are unfamiliar with the Advanced exam, explain that Part 2 of the Speaking test (Paper 4) focuses on their ability to compare, describe and express opinions. Ask students to read the Expert Strategy note, referring to page 172 for further ideas. 3b T07 Students refer back to the photos and then listen to the interlocutor’s instructions before answering the questions. 1 Talk/answer a question briefly about your partner’s photos. 2 About a minute 3c T08 Students now listen to a candidate doing the task. Elicit the situations mentioned and discuss whether students agreed with the points made. A lecture, learning to ski with a personal tutor 4a T09 Before students listen again, allow time for them to read the sentences. Students then complete them, comparing answers in pairs before class feedback. Examples: 1 they are both situations in which people are learning. 2 in one photo a teacher is teaching a large number whereas in the other the learner has a personal tutor. 3 are sitting passively, the person in the other photo seems to be actively engaged. 4 overwhelmed/intimidated by the amount of information they’re receiving. 5 apprehensive because it is her first time on skis. 6 the instructor is showing her how to position her legs; a lot of information being thrown at the students; quite difficult to create enthusiasm in a lecture situation. 4b Give students a few minutes to discuss their ideas in pairs before eliciting answers and further examples of use as needed.

Advanced Expert Module 1

I suppose, I suspect, I guess 5 This exercise provides further practice in the long turn. Students refer to the photos on page 203 and work in pairs, taking turns to respond to the questions given (as in Exercise 3). Monitor students during the task, helping as needed. 6 Round up by finding out how the task and timings went. Discuss any problems that arose.

Language development 2 p.18 1 This section assumes students are familiar with how the passive is formed in different tenses and focuses on its use. Refer students to the sentences and discuss their answers. Ask which passive tense is used in each one, for example: in sentence 1 the past simple passive is used, in sentence 2 the past continuous passive is used. For further explanation of the use and form of different passive structures, see the Expert Grammar notes on page 174. 1 The focus is on the person who has something done to them rather than the ‘doer’ (the person who does it). The doers’ names are not known or not important. They can be omitted or put at the end of the sentence using by. The passive can sound rather formal and impersonal. 2 We can focus on new information by putting it at the end of the sentence. 2a This exercise helps prepare students for the key word transformation task in Part 4 of the Reading and Use of English paper, where they rewrite the first sentence keeping the same meaning. Here, the task is to rewrite the sentences using the passive. Encourage students to compare answers before discussing ideas as a class. 1 must be given an identity card. 2 are being started deliberately and they’re spreading very quickly. 3 is said to be the greatest drummer alive. 4 will be sent out in six weeks. 5 can be done about it without a receipt. 6 has been decided that three students will be interviewed. 7 has just been given to me by my grandmother. 2b Ask students to discuss the questions in pairs or small groups before opening the discussion to the class. The passive is generally used in more formal situations where the agent (the ‘doer’) is not known or unimportant. 3a Students now complete the text on feedback, using the correct form of the verbs given. They then compare answers in pairs before class feedback.

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1 is perceived 2 allows 3 to be recorded 4 is emailed 5 being opened 6 starts 7 submitted 8 is highlighted 9 can be heard 10 remark/ have remarked 11 give/are giving 12 tend 13 to be given 14 explain/are explained (they may refer to the teachers or to the suggestions) 3b These questions encourage students to express their own opinions on the topic of feedback and can be done in pairs or as a class. 4 Ask students to complete the sentence stem using ideas of their own and the verbs given. Encourage students to read their partners’ ideas before asking for a few possible endings to each of the stems. 5a Give students a minute to find an example and elicit ideas. Example: Good quality feedback … 5b This exercise gives students practice in key word transformation, which in the Advanced exam would consist of 6 sentences with one key word for each sentence. Ask students to read the rubric and point out that the second sentence must be more formal than the first. If useful, go through the example with the class and discuss possible answers to the first question before students complete the exercise. Suggested answers: 1 the programme, we have decided that the number of destinations should be slightly reduced. 2 is anticipated that this year there will be a huge increase in the response to our advertisement. 3 is currently being developed by the marketing department. 4 selected as the Capital of Culture this year, Liverpool remains/must remain one of our key destinations. 5 reservations are recommended in order to/so as to avoid disappointment.

Photocopiable activity Activity 1C could be used here. It is a pairwork/groupwork activity in which students have to complete sentence stems using passive forms so that they have the same meaning as the initial sentences given.

Use of English 2 p.19 1 Ask students to look at the photos and elicit what they show (a child learning to play an instrument and an orchestra). Find out how many of the class can play a musical instrument. It could also be interesting to discuss why they chose their instrument, if they did, or whether it was their parents or school that influenced their decision.

Advanced Expert Module 1

You might also ask how old they were when they started, how often they had to practise, etc. Ask students to discuss the questions in pairs or small groups before opening the discussion to the class. Mention one or two advantages (for example, it encourages manual dexterity, concentration, dedication and teamwork) and disadvantages (for example, it can be expensive, requires hours of practice to reach a good standard). 2a Give students 2–3 minutes to scan the title and text to find the answers. 1 to promote social change 2 because of their brilliance and exuberance 3 the name, because the players are no longer so young 2b The next exercise introduces students to the open cloze question (Paper 1, Part 2), which in the Advanced exam consists of a short text with 8 items. This question type draws on candidates’ understanding of structures and the text, as there are no given words to choose from. The focus is either grammatical (articles, pronouns, etc.) or lexico-grammatical (phrasal verbs, linkers, etc.) and each item will always require a single-word answer, although there may be more than one possible choice. Remind students that the single word required must be in the correct form and correctly spelt. You might also want to mention that they will not lose marks for incorrect answers in Part 2 and should therefore fill each gap. Ask students to read the Expert Strategy note, and refer them to page 167 if further guidance is needed. 2c Students do the task. On completion, remind them to read the text to check that it flows and makes sense, as well as to check spelling. Use feedback as an opportunity to discuss any new vocabulary in the text. 1 as 2 under 3 like 4 few 5 on/upon 6 addition 7 no 8 themselves 3 These questions should encourage students to express their own opinion on the role of music in education, as well as which subjects they consider more important and why. Students could initially work in small groups before class feedback.

Extra! Ask students to write a paragraph from an essay, giving your views on which subject should get the most priority at school and why.

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Writing 2 p.20 1 Remind the class that in Part 2 they choose one question from a choice of three, one of which may be a letter, and must write 220–260 words. Elicit different types of letter before asking students to answer the questions in pairs. 1 Examples: asking for a refund; requesting funds; asking for leave of absence 2 Examples: present your argument clearly and neatly; don’t apologise or be conceited – remember you are the one asking for a favour; don’t be too pushy 2 Now ask the class to read the task. It would be useful to encourage students to get into the habit of underlining or highlighting key words. Round up by discussing their answers to check they understand the task. 1 an international student; a local company 2 to persuade the person reading to allow a later start date; understanding 3 have to include the points listed; have to invent the reason and the proposed solution 4 neutral (semi-formal) 5 clear, with persuasive rationale for the postponement 3a Students look at the ideas listed and check understanding. They then match them to the topic areas before deleting those that do not fit and adding extra ideas of their own. With a weaker class, this could be done in pairs at this stage. Suggested answers: Cut: no need to re-advertise Reason you are not available: father has had an accident; very tightly-knit family; need to go back shortly and arrange home care Offer reassurance: really keen to make role as assistant systems analyst into career with company; won’t happen again; father wants to be independent; sister returning home from university course abroad Propose a solution: could spend a few days with present engineer before I leave 3b Ask students to choose which points they will use in their letter and complete a paragraph plan. Discuss where they will add their reason for writing. Generally speaking this would come at the beginning of the first paragraph. Suggested answers: Paragraph 2 (reasons you are not available): father has had an accident, very tightly-knit family therefore need to return shortly to arrange home care for him

Advanced Expert Module 1

Paragraph 3 (offer reassurance): keen to make career with company; one-off situation as father wants to be independent and sister will be returning home soon Paragraph 4 (propose a solution): suggest spending a few days with current engineer before taking unpaid leave 4a Students complete the sentences using the correct word or phrase. Encourage them to compare answers in pairs before class feedback. Focus on new vocabulary such as predicament. Ask whether it sounds positive or negative and discuss how formal it sounds. 1 on his own, recently had 2 quite an independent 3 should 4 totally, such a 5 soon after 6 predicament, solution 4b In this exercise students rewrite the previous sentences in a more formal style, using the prompts given. Discuss answers as a class, writing and correcting ideas on the board as useful. Suggested answers: 1 (I was a successful) applicant/candidate for the post/position of systems engineer. 2 (It is with) great regret (that I must) ask for a delay of two weeks. 3 (The unfortunate incident) has incapacitated him and I must return home. 4 (He is extremely) concerned not to be a burden to me/in case he is a burden to me. 5 (It would be only natural) for you to assume that this could be a recurring problem. 6 (You were very) insistent that I start work on 1st March. 7 (In the) circumstances, I would be only too happy to spend some time in the company before I leave. 8 (Should you) wish to discuss the matter, please don’t hesitate to contact me. 4c Students complete the sentences with ideas of their own, comparing ideas in pairs before class feedback. Discuss the structures needed and check that the formality of the sentence endings matches the prompts. With a weaker class it might be useful to do this exercise as a class. 5 Ask students to read the Expert Strategy note and refer them to page 170 for extra strategies if needed. Remind them to be mindful of the word limit before they write their letter and discuss possible strategies for keeping a count of words written (e.g. looking at a page of their writing to work out the average number of words per line, then counting down that number of lines and marking about 240 words as a guide). 6 Encourage students to spend 10 minutes checking their work systematically, using the writing

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checklist on page 190. Remind them they need to get into the habit of checking their work, as errors with spelling and grammar will lose marks in the Advanced exam.

Extra! This is a good time to increase awareness of common types of mistake to look for when checking their work in the future. Many students make the same mistakes repeatedly in their written work. Ask them to look back at the corrections of some recent writing and make a note of the types of mistake they made. They should then specifically look out for such mistakes when correcting this and future essays. They should add to their list of ‘favourite mistakes’ as the course goes on.

Extra! To encourage a process approach, have students swap answers and check their partner’s piece against the checklist to see whether anything has been overlooked. Sample answer: Dear Sir/Madam, I was recently a successful applicant for the post of assistant systems engineer with your company with a start date of 1st March. However, it is with regret that I must request a short delay of two weeks in my taking up the post. My father lives on his own and recently had an accident which has incapacitated him, and I must return home soon to help him make the final arrangements for his home care. Most of this he has already done himself and he is determined to be independent, but I cannot responsibly be totally absent at such a difficult time. Of course, I am extremely anxious about how you may react to this news since it would be only natural for you to assume that this could be a recurring problem, but let me assure you that this will not be the case. Fortunately, my sister is returning home from her university course abroad in June and is planning to live close to our father and give support. My father is also very concerned that he should not be a burden to me and that I should further my career. I know that you were insistent that I start work at the beginning of March because the current assistant is leaving shortly afterwards and, quite rightly, you wanted there to be a handover period. Under the circumstances, I would be happy to spend a few days unpaid with the current post holder before I leave. I hope you will understand

Advanced Expert Module 1

my predicament and will accept my suggested solution. Yours sincerely, Mario Boschi [266 words]

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25 minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1A 2B 3A 4D 5D 6C 2 1 by 2 in 3 about 4 of 5 of 6 into 7 on 8 by 3 1 aback 2 crop 3 stood 4 snapped 5 stride 6 overwhelmed 4 1 will have been closed 2 are being repainted 3 was expected 4 have been hoping 5 will be invited/are going to be invited/have been invited 6 can be seen 7 has been 8 have been circulating 5 1 has been working/has worked 2 was offered 3 was 4 had run away 5 was never found 6 wanted 7 carries 8 is hidden 9 is never left 10 ties

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02

New directions

This module contains various topics related to the theme of change, including how to motivate poorlyperforming pupils, the role of the extended family, the impact of social networking, rehabilitating young offenders and giving ex-prisoners a second chance.

Lead-in p.23 Start with books closed. In pairs, ask students to think for a few minutes about events that might change someone’s life. Elicit ideas, noting which ones are mentioned the most. 1 Ask students what life events are shown in the photos (graduation, passing your driving test and becoming a parent). Students then discuss the questions in pairs before eliciting ideas from the class. 2a Go through the expressions, encouraging students to explain them to the class where needed. Give them 2–3 minutes to think of possible context and dialogue before going through ideas with the class. Possible contexts: chop and change: someone who keeps changing their mind about what job or university course they want to do for a change: doing something new and different, for example trying a new sport or hobby get changed: a parent getting their child ready for school spare change: someone begging for money That makes a change!: a friend, who is usually late, arriving on time to meet another friend

Extra! Depending on the level of the class, suggest other expressions with change, e.g. change of heart, change tack, change trains, change horses in midstream. Students could then look them up to check the meaning before discussing a possible context and short dialogue for each one in pairs. 2b Encourage students to discuss their ideas in pairs before opening the discussion to the class.

Advanced Expert Module 2

A leopard can’t change its spots: A person’s character, especially if bad, will not change, even if that person pretends it has. You can’t teach an old dog new tricks: It’s difficult to teach someone new skills or change someone’s habits. A change is as good as a rest: Changing the work you do can be as good for you as having a rest. 3 Give students a few minutes to share their ideas with their partner before finding out whether more people get excited than frightened by change, and why. 4 Students identify some of the key life changes they expect in their own lives and discuss in pairs how they will impact their lives and why. Round up by eliciting the three biggest changes they expect.

2A Making a difference

Reading 1 p.24 With books closed, ask students at what age pupils can leave education in the UK and what they would like to know about those who do. 1 Ask students to read the introduction and discuss their ideas in pairs before briefly eliciting them. 2 Check that the concept of skimming (reading quickly to get a general idea of a text) is understood. Students then find out what impact each of the writer’s teachers had on him. Suggested answers: At the first school the teachers’ scornful attitude led him to drop out of school as soon as he was old enough. At the second, they were more caring and their encouragement led the writer to think that he might have ability. 3a Refer students to question 1 and focus on the procedure. If useful, follow it with the first question as a class. Remind students that in the multiplechoice questions (Paper 1, Part 5) one answer is correct and the other three are incorrect. It can therefore be as helpful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer. 3b Focus students’ attention on the Help clues before they complete the task. Refer them to the Expert Task Strategy notes for Part 5 on page 168 as needed.

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1B

2C

3B

4C

5D

6A

4 The task analysis could be done in groups or as a whole class activity. 5 Draw students’ attention to the photo and elicit who it shows (the English footballer, David Beckham) and what they know about him. Ask students (if they know of him) whether they think he is a good role model and why/why not. Students then work in pairs or small groups to discuss their answers to the questions. Round up by eliciting ideas and finding out who influences your students the most. After this, refer them to the vocabulary in the Expert Word Check, which highlights useful vocabulary from the text. Ask students to find the words in the text and, if they are unsure of the exact meaning, to deduce it from the context before giving them a definition or letting them use a dictionary to check. For example, in the second paragraph, ask, Is ‘skive’ positive or negative? Does it describe appearance or behaviour?

Vocabulary p.26 Start with books closed. Write adjectives describing positive attitudes in the middle of the board and elicit examples, e.g. friendly, happy, trusting, etc. 1a Refer students to the sentences given, explaining that they each contain an adjective describing a negative attitude. If useful, do the first question as a class. When students have completed the task, encourage them to check ideas in pairs. Highlight the importance of remembering prepositions in the context of the words or expressions they follow, and encourage students to record any new ones from this exercise. 1 threatening (towards) 2 deliberately unfriendly 3 despise 4 upset about/by 5 uninterested in 6 fed up with 1b Students work in pairs, taking turns to ask and respond to the questions. Round up by eliciting some interesting or surprising responses. 2a When students have completed the task, check answers and understanding of the expressions in italics. 1b

2d

3c

4e

5a

6f

2b Students discuss their answers in pairs. Alternatively, you could ask students to guess which sentences are true for their partner and discuss their ideas. 3 Suggest that students first do the exercise using their existing knowledge of collocations, or

Advanced Expert Module 2

guessing if they do not know, before comparing answers with a partner. Remind them that it is a good idea to guess answers when they are unsure and remind them that in the exam, candidates do not lose marks for incorrect answers. 1 up 2 close 3 across 6 set 7 run 8 high

4 good

5 after

4 This exercise gives students the opportunity to practise using the expressions covered whilst discussing their families.

Photocopiable activity Activity 2A could be used here. It is a pairwork/groupwork activity where students complete a crossword by adding missing words needed to complete phrases given in sentences. This activity revises expressions, phrasal verbs and collocations covered in Module 2A.

Use of English 1 p.27 1 Start by asking students to look at the photo and explain what it shows. They should identify different members of an extended family, including grandparents. Discuss the questions as a class. 2a Give students 1–2 minutes to locate the answers in the text before checking ideas. Suggested answers: 1 for practical support; for emotional closeness and stability 2 If the grandparents don’t get on well with their daughter-in-law/son-in-law, this may endanger the relationship between grandparents and grandchildren. 2b If students are unfamiliar with the multiple-choice cloze task (Paper 1, Part 1), spend some time studying the Help clues and Expert Task Strategy notes on page 167. Explain that this task predominantly tests their lexical knowledge and that they should pay attention to collocation, complementation (when a specific preposition or structure such as infinitive or gerund follows the word needed) and the slight differences in meanings of the words given. Remind students that as with the multiple-choice reading questions, only one answer is correct, and that it can be as helpful to rule out the three distractors as it is to find evidence for the correct answer. 1B

2C

3D

4A

5B

6C

7A

8C

3 This exercise could be done in groups or as a class. Ask students to note down the collocations and remind them to note new words in groups of associated words where possible.

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close relatives; play a role; stand a chance; widely accepted; at risk 4 Students discuss the questions in small groups before you open the discussion to the class. 5 Point out that students have already considered the role of grandparents in their culture in the Lead-in as well as close ties they have with particular family members. Discuss the differences in layout and possibly register (the diary entry may be more informal), in relation to the formats suggested, before students write their paragraph.

Listening 1 p.28 1 Start by focusing students’ attention on the photo, eliciting what it shows (a wedding photo). Students then discuss the questions either in groups or as a class. 2 T10 Focus students on the question and check they understand what listening for gist means (for general understanding). Then play the recording once for them to answer the question. The proposal was videoed by a friend on his phone. 3a T11 Focus students’ attention on the questions and allow them a minute to look at the adjectives before they listen a second time. 1 taken aback 4 tolerant

2 self-conscious

3 flattered

3b Encourage students to identify the words Laura uses that correspond to the adjectives given as answers to exercise 3a, e.g. caught totally unawares means ‘taken aback’, (felt a bit) awkward means ‘self-conscious’, took as a huge compliment means ‘flattered’ and go along with something means ‘(be) tolerant’. If useful, either play the recording a second time or refer them to the audioscript on page 154 and give them a minute to scan and find the corresponding word or phrase. Allow time for students to compare answers in pairs before class feedback. 4a T12 Give students a minute to read the sentence stem and possible endings before they listen to the second part. Option B 4b This exercise encourages students to analyse the different options presented in the previous question. It might be helpful for students to refer to the audioscript on page 154 to check their answers before you run through them as a class.

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1A

2 C, D

3B

5a T13 Focus students’ attention on the rubric and remind them that Part 3 of the listening exam will usually be in the form of an interview or discussion aimed at a non-specialist audience lasting about 3–4 minutes. The questions will predominantly focus on attitude and opinion and will always be answered in the order they are presented. Remind them that each part of the listening is played twice and that the silent time given to read the questions is vital. Play the recording after giving students a minute to skim through the questions. 1A

2B

3D

5b Students compare answers with a partner before class feedback. Encourage students to explain their choices. 5c This exercise encourages students to consider how information might be given and how each part might be signposted. 6 First draw students’ attention to the vocabulary in the Expert Word Check. This feature highlights useful vocabulary from the recording. You could ask students to find the words in the audioscript on page 154 and, if they are unsure of the exact meaning, to deduce it from the context before giving them a definition or letting them use a dictionary to check. For example, ask: Is ‘awkward’ positive or negative? Does it describe appearance or behaviour? Students then discuss their reactions to what they have heard. Ask them to speak with a partner about whether we are better or worse off by using social networking. Ask them to think of occasions when social networking has had a positive and/or negative outcome.

Language development 1 p.29 Students should be familiar with the concept and use of relative clauses. For those who are not, the Expert Grammar notes on pages 174–175 give an explanation of the use and form of relative clauses. Students with particular difficulties should be given suitable remedial exercises. 1 This exercise highlights the use of relative pronouns in relative clauses. 1 B, C

2 A, D

3A

4 A, D

2a This exercise gives students practice in using relative pronouns and evaluating which relative clauses are non-defining and therefore require commas.

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2b Students discuss their answers in pairs, deciding which pronouns can be omitted. Remind students that the pronouns (that, who or which) in defining clauses can be left out if they are the object, for example: Yesterday I visited a friend (who/whom) I hadn’t seen for a month. Discuss the difference in formality between whom (very formal; mostly used in writing) and who (informal). 1 whose 2 who/whom 3 which 4 which/that 5 which/that 6 where Punctuation: 2 … colleague, who you met last week, 3 … brothers, 6 … area, Pronouns can be left out in 5

Extra! If time allows, give students 6–8 further examples of relative clauses and ask them to decide in which ones the relative pronouns can be omitted. Alternatively, ask them to work in pairs to write three sentences of their own where the pronoun can be omitted and three where it cannot. They then swap sentences with another pair and decide which pronouns can be left out. 3a Find out what students know about Romeo and Juliet and explain that they will find out more about the other people and characters in the exercises that follow. Students then complete the first text, comparing answers in pairs. 1 in which 2 as a result of which 3 without whose help 4 all of which 5 at which point 6 many of whom 3b This exercise gives students practice in transforming formal language (pronouns with prepositions) to informal language. It can be done in pairs or as a class. Examples: 1 where 2 which means that 3 because without him 4 but most of them 5 She then (new sentence) 6 and lots of them 4 Ask students whether they have heard of the English king Henry VIII and find out what they know about him. Mention that this exercise includes information about his life and partly explains why he is famous today. Find out whether students know what a reduced relative clause is before referring them to Section E of the Expert Grammar on page 175. If useful, do the first sentence of the exercise as a class. Remind students that there might be more than one option for each sentence and allow them time to compare answers in pairs before going through them as a

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class. Highlight the present and past participle clauses and infinitives, discussing any alternatives as a class for the first example as needed. 1 who was born 2 who/whom he believed/who was believed, that/whom he believed 3 who was living, who was later executed 4 who gave/was to give, who was called 5 who was said 5a Focus students’ attention on the photo and ask who the people in it are and what they know about them (Richard Burton and Elizabeth Taylor in the film Cleopatra). Explain that they will find out more information as they join the sentences, using relative and reduced relative clauses. As before, the first one could be done as a class by way of an example. 5b Students work in pairs to go through their answers before a general class review of the exercise. Note: These answers show reduced relative clauses 1 actress who made many films … the most famous of which was probably … 2 they made their first film together based on the story of Cleopatra, in which Elizabeth played the Queen. 3 The couple, already married … fell in love on the set, attracting huge publicity. 4 The couple married in 1964, going on to live … lifestyle, which resulted in them becoming … 5 a huge diamond, (which was) the largest, most expensive in the world, engraved with … 6 got divorced in 1974, meeting up again later and re-marrying the following year. (OR remarrying a year after meeting up again later)

Photocopiable activity Activity 2B could be used here. It is a pairwork activity where students practise relative clauses and pronouns through a game of dominoes, matching sentence halves according to the correct relative pronoun.

Writing 1 p.30 1 Start by focusing students’ attention on the Expert Strategy note and explain why planning is so important to good writing. Ask students to work in pairs or small groups to order the points and, during feedback, elicit ideas and explanations for choices made. Discuss alternative ideas and come to a general agreement about a logical order for the steps and why.

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Suggested order: c, e, f, a, d, b 2a The exercise focuses on the form of various types of text and checks that students understand how they might be organised into different sections. 2b Discuss ideas as a class, eliciting which texts would be semi-formal/formal and referring to the information given in the Expert Strategy notes. 1, 2 and 4 are more formal and should have a formal structure. 3a Allow students time to read the task before asking how many paragraphs they feel would be necessary and what they would include in each paragraph. 3b Start by asking what the photo shows (Keira Knightley and Matthew Macfadyen in the film Pride and Prejudice) before referring to the notes made about the film. Ask why the points have been crossed out. The information in the notes is irrelevant to the task. 3c Students then order the paragraph topics, comparing ideas in pairs before class feedback. Suggested answers: 1 title/type of film 2 plot summary impression 4 opinion in detail 5 recommendation

3 overall

3d Ask students to complete the plan and add in the notes where needed, and check answers before continuing to the next exercise. Suggested answers: 1 (title) Pride and Prejudice … love story … 2 (plot summary) man and woman … prejudiced against each other … 3 (overall impression) interesting new version … main focus on … 4 (opinion in detail) film locations, costumes, etc. … Keira Knightley … 5 (recommendation) better for young people, etc. 4a Students discuss a film or story they know. 4b Ask students when they last read a film or book review and discuss what makes a good review (interesting language, great descriptions, a logical build up of ideas, etc.). Students then plan their own review. Remind them not to include a title saying which film or book they are writing about and refer them back to the points given in Exercise 1 which will help them.

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4c Students read each other’s reviews, deciding which film or book has been reviewed. Reach a class consensus on which one is the most and which the least popular choice and why.

2B A second chance

Listening 2 p.31 1 Start by discussing what the photo shows, before referring students to the title and introducing the topic of crime. Ask students to consider what the connection might be between the photo and the topic and then ask them to discuss the questions in groups before opening up the discussion to the class. 2 Ask students to read the task introduction and highlight key words: the nouns and verbs that contain the main information. If helpful, discuss the key words in the first question and the four options given with the class (for example: Question 1: main aim, project, young offenders, Option A: encourage, violent, Option B: ensure, qualification, etc.). Students then complete the exercise, comparing answers together before a brief class feedback. 3 T14 Go through the task and refer students to the Expert Task Strategy notes on page 171, giving them time to read the Help clues before listening. After listening, allow time for students to compare answers in pairs before checking them as a class. Round up by discussing the connection between the photo and the topic (as introduced in Exercise 1): a dance project that teaches young offenders how to dance and gain a qualification in the process. It aims to get them interested in something new, to gain a sense of achievement and possibly a change of direction in their lives. 1D

2A

3C

4C

5D

6B

Extra! Discuss why the distractors for each question are incorrect, e.g. Why is A not the correct answer in Question 1? Then ask students to make a record of any useful crime words/expressions from the text, adding an example sentence for each one where possible. 4 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups or as a class, using the language presented.

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Extra! To encourage students to get into the habit of creating their own sentences showing the usage of new words or phrases, ask them to write an example sentence for each of the words or phrases from the Expert Word Check.

Speaking p.32 1a Focus students’ attention on the photo and ask what it shows (a schoolgirl being interviewed). At this point, you could brainstorm what students know about Part 1 of the Speaking test (Paper 4). Then direct them to the Exam reference on page 171. In Part 1, students have to ask and answer questions about themselves. This part gives them the opportunity to use a wide range of grammatical structures and, as it also tests their ability to use interactional and social language, they will need to listen and respond appropriately. Bearing this in mind, students need to think of questions that would lead to the answers given. Encourage them to discuss ideas in pairs. Suggested answers: 1 What do you do here?, How long have you been studying English? 2 What has been your most interesting travel experience and why?, What do you hope to be doing in five years’ time? 1b T15 Students listen and check their answers. 1c Elicit answers as a class, discussing the merits of Candidate B’s responses. Allow time for students to underline useful phrases, eliciting further examples of use if needed. Candidate A repeats the words of the question. Candidate B gives a natural response with an expanded answer. Note the phrases: well, actually; I was lucky enough; lots of things, I hope; I don’t feel quite … 1d This exercise gives students the opportunity to practise incorporating useful phrases from Exercise 1c whilst extending responses to give more information. Round up by eliciting some possible ideas and discussing aspects that could be added. Example: 1 Well, actually, I’m still a student but I’m in my last year at college. 2a Students match the questions and answers. During feedback, focus on the type of information the best responses have included, as well as linkers and other useful phrases used.

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1 work and study; A is a better answer as it is a personal response that reflects an aspect of studying. It is a more complex sentence. B repeats words from the question, then just gives a list. 2 relationships; B is a better answer. The sentence structure is more complex and the vocabulary richer, the information more detailed and interesting. A repeats the words of the question and doesn’t expand on the answer. A doesn’t sound interested. 3 communication; A is informal and enthusiastic, which is good, but B gives a more thoughtful answer, uses richer, more complex sentences and a range of vocabulary. 4 your background; A is better because it gives a broad context and answers the question. B is rather negative, uses a narrower range of language, and doesn’t answer the question. 5 imaginary situations; B is a better answer, expressing the person’s feelings with a good vocabulary (value my privacy, I don’t think I could cope with). A doesn’t give a personal opinion and so doesn’t answer the question.

Extra! As a way to reinforce the differences between a great and a poor response, ask students to build up a list of what to do (e.g. use complex structures, sound interesting, use a range of vocabulary, etc.) and what not to do (e.g. repeat the words in the question, keep the answer short, not give an opinion, etc.) in this stage. 2b Focus students’ attention on the Expert Strategy note and the list of useful phrases given below. Refer them to page 172 for further strategies as useful. Students then work in pairs to practise asking and responding to the questions, taking note of advice and phrases discussed previously. 3a T16 Having read the task, students listen to two candidates attempting Part 1. Encourage students to be constructively critical, to recognise why Paola’s responses are better than Frédéric’s. Paola answers fully, and gives relevant answers. She sounds relaxed and natural, whereas Frédéric’s answers are short and formulaic, as if he has rehearsed them. 3b T17 Students now listen to the same two candidates attempting the final part of the task and then evaluate their performances. 1 That’s difficult to say … there have been so many …

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Others might include: You know, I’d have to think about that. / Hmm … that’s a good question. / Let’s see … that’s a tough one to answer. 2 Frédéric is not very forthcoming. He could have made one up. It doesn’t have to be true. 4a This exercise gives students the opportunity to practise asking, responding to and evaluating responses to the questions covered in this section. Put students into groups of four and either allocate the roles of Interlocutor, Assessor and Candidates A and B or ask students to sort out their roles. Point out that the instructions for the interlocutor are on page 203. Check that students know what they are doing and answer any questions they have before they begin this exercise. During the activity, move around the class, monitoring how each group is doing. Note strengths and areas to discuss during feedback after exercise 4b.

Extra! For students who like to have teacher evaluation rather than peer evaluation, an idea might be to use smartphones to record the exchange and then send it to the teacher, or have it played to the class. 4b Students swap roles until each person has tried each one and give constructive feedback in their groups.

Photocopiable activity Activity 2C could be used here. It is a pairwork/ groupwork activity where students match responses to the appropriate Part 1 questions. They then continue by taking turns to ask and answer the same questions in pairs/groups, using their own ideas.

Language development 2 p.34 1a Start by checking whether students know what articles are (a, an and the) before eliciting the most appropriate options to complete the sentences. 1 Biology because it is the subject in general; the study because it is defining ‘biology’; living organisms (no article) because it is a general plural. 2 The murderers because both speakers know who is being talked about; to prison because they are talking about an institution (the typical use of a place) rather than a building.

weaker students, start off by referring them to the Expert Grammar summary on pages 175–177 before asking them to attempt the exercise. Stronger students could start by doing the exercise and then use the same summary to check their answers. 1 a 2 the 3 the 4 ø 5 ø 6 ø (mentioned for the first time; in general); the (if thinking of specific criminals) 7 the 8 an 9 the 10 ø 11 the 12 the 13 a 14 the 15 a 16 a/the 17 a

Extra! Tell students they are going to write an email to a friend to persuade him/her to try and get a job as a forensic scientist. Write the notes below on the board. Students should use them along with the information in Exercise 1b, inserting articles where appropriate. 1 Your strengths: Outgoing personality (good presenting skills / ability to communicate / positive attitude). Right qualities! 2 Need inquisitive mind / patience (large amount) / strong stomach at scene of crime! 3 Responsible for: liaising with police / justifying findings in law court (sometimes the most difficult part of job) / supervision of lab assistant in lab (easiest) / involvement in research. 4 Salary and working conditions: excellent. Good future! 1c Find out who would be interested in working in forensics and why. Ask whether anyone watches any TV series based on forensics, such as CSI (Crime Scene Investigation). 2a Students look at the words given, deciding which verb form they would be followed by and why. a majority of (+ noun/pronoun) is usually followed by a verb in the plural (but singular for an anonymous mass, e.g. A majority of the country believes that …); genetics: singular (it refers to the study of genetics – genetic in the singular is an adjective); the government: can be followed by a verb in the third person singular or plural – it can also be made plural (governments); the police: plural 2b Weaker students could use pages 175–177 of the Expert Grammar to help them, whilst stronger students correct the sentences and then refer to it to check their answers.

1b Focus students’ attention on the photo and elicit what it shows (a forensic scientist at a crime scene). Continue with the exercise, which checks students’ understanding of the use of articles. With

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1 People agree … things need 2 any evidence … which suggests 3 one of his pieces of luggage … some of his belongings were (belongings is a countable plural but is never used in the singular – we do not refer to a belonging) 4 investigators has risen 5 days is a long time (the verb agrees with time) 6 ... is a small pay rise … staff are going 7 no progress … some good advice 3a Students choose the appropriate determiner to match each noun. During feedback, ask why the other answer is incorrect in each case, providing further examples of use as needed. 1 little is negative/dismissive (✓); a little is positive 2 most (✓); the most is not used with of 3 Many (✓); people is a countable noun 4 every (each is usually used before of but every collocates with single piece) 5 A great deal of (✓); many can only be used with countable nouns and damage is uncountable 6 An awful lot (✓); amount can only be used before uncountable nouns 7 Both (✓); (both is used for two, all for more than two or uncountable nouns) 8 Hardly any (✓); little can only be used with uncountable nouns. 3b Check that students understand the term civil disturbance, also known as civil unrest (fighting or rioting among groups of people living in the same country). Discuss the question as a class, eliciting recent examples of civil disturbances that students know of. 4a Find out whether students like crime stories and ask them to explain their opinion. Briefly focus on what crime authors or TV series are popular in their country. 4b This exercise focuses on other common quantifiers and some of their more advanced uses. At this point you might wish to explain that a quantifier is a particular kind of determiner that is used to say how much or how many of something is being described. Students could refer to the Expert Grammar on pages 176–177 before attempting the task. Remind students that only one fits in each gap and that they should identify the differences between them. Round up by finding out whether students have ever read any Scandinavian crime novels or watched any Scandinavian TV crime series. 1 none 2 Not 3 no 4 either 7 the whole 8 Neither

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5 both

6 One

Background A number of Scandinavian TV crime series have become popular outside Scandinavia in recent years, e.g. The Killing, Those Who Kill, The Eagle: A Crime Odyssey, Rejseholdet (also known as Unit 1) and Wallander.

Use of English 2 p.35 1 Start by looking at the photo and asking students whether they know who Richard Branson is and if so, what they know about him. Ask them to consider why a successful entrepreneur like him might have ended up in prison. After this, elicit possible difficulties that ex-offenders might experience on their release.

Background The British billionaire Sir Richard Branson was born in 1950 and is best known for founding the Virgin Group. He is reported to be the 4th-richest citizen of the UK and, as well as being a successful businessman, is a keen sailor and balloonist. 2a Refer students to the title and text, allowing them a few minutes to quickly read them before eliciting the answers to the questions. Ask them whether they are surprised by any of the answers and if yes, why. 1 Very few of them manage to get a job. 2 to employ ex-prisoners to give them a second chance 3 for tax reasons and for protesting about the Vietnam War 2b Give students time to read the instructions and remind them that in the exam, Part 2 will consist of 8 gaps plus one example. Explain that this task tests their knowledge of language structures and the text, and that the answer will always be a single word, although there may be more than one possibility. 2c Allow students five minutes to complete the task, highlighting the Help box hints and the Expert Strategies on page 167. Encourage them to check answers in pairs before class feedback. 1 Everyone/Everybody 4 neither 5 few 6 in

2 none 3 against/about 7 whom 8 being

3 Discuss the task analysis as a whole-class activity. 4 Check that students understand what antidiscrimination laws are (laws to prevent discrimination on the basis of race, religion, gender, disability, etc.) before asking them to discuss the questions in pairs or small groups. Round up by eliciting their opinions.

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Extra! Write an email to a friend telling them about someone you know who was given a ‘second chance’. (220–260 words)

Writing 2 p.36 1 Start by asking what the photos show (they are also of different fundraising situations) before asking students to discuss the questions in small groups or as a class. 2 Give students a few minutes to read and appreciate the scope of the task in Exercise 3 and answer the questions. This could be done in pairs. Remind students to underline key words and of the word restriction (220–260 words). Refer them to the Expert Strategy notes and if useful, to the Expert Task Strategy on page 170 and the example report given on page 193. 3a Students select the most suitable headings and then complete their own paragraph plan. This could be done alone or in pairs, before ideas are discussed as a class.

The passive is often used because it describes actions, not those who do them; gives the impression of being objective; is useful for making generalisations. 4b This exercise gives students practice using some of the phrases. With a weaker group, suggest that students continue to work in pairs. Elicit some examples before continuing. 5 Students write their report using the plan and notes they have made as well as expanding on the sentences written in Exercise 4b.

Paragraph 1: Introduction Paragraph 2: Aims of the project Paragraph 3: Methods of fundraising Paragraph 4: Results Paragraph 5: Conclusion 3b This exercise gives students support by providing ideas that they then need to organise according to the appropriate paragraph. Once again, this could be done in pairs. Introduction: Interviewed young offenders Aims: useful paid work in community; can help them understand impact of offending behaviour; can help change behaviour Methods: help organise jumble sale; charity collections (under supervision); collection boxes Results: £200 raised; worked hard to do something positive …; Conclusion: provides important life skills 3c Students decide which ideas to use and add them to their plan, as well as noting additional ideas they wish to use. Remind them that they must not exceed the word limit of 220–260 words. 3d Ask students to choose a suitable title for their report, for example: Fund-raising for positive change, Promoting community, etc. 4a The exercise gives specific phrases that help to structure a report of this type. Elicit why the passive is often used in reports and encourage them to use the set phrases. Sample answer:

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AN UNUSUAL FUNDRAISING PROJECT Introduction The purpose of this report is to outline the findings of my research into an unusual fundraising project for local charities involving young offenders, and to indicate the lessons that can be learned. As preparation for this report I interviewed some young offenders who participated in the project, an officer responsible for them and a representative of one of the charities. Aims of the project 1 To get young offenders to raise money for charity. 2 To give young offenders useful unpaid work in the community that helps them understand the impact that their offending behaviour had on the local community and helps change their behaviour for the better. Methods of fundraising Techniques included distributing collection boxes to local businesses; charity collections under the supervision of an officer; helping organise a jumble sale Results 1 The total raised to date has exceeded £200, which will benefit many local charities, who are obviously delighted. 2 On the whole, the young people worked really hard to do something positive that would benefit the local community. Many of the offenders said that they had taken part in several community service activities, including picking up litter, but this was by far the most rewarding as the money will make a real difference to people’s lives.

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1 scornful 2 aggressive 3 disaffected 4 reliable 5 expectations 6 distressing 7 indifferent 8 hostility 2 1 set 2 look 3 comes 4 stand 5 accepted 6 runs 7 keep 8 rub 9 seen 10 get 3 1 for which he’s best known 2 none of whom I’d met before 3 as a result of which I missed … 4 from which it never really recovered 5 neither of which I could get on 6 most of which I just about understood 7 on whose financial support they rely 8 in which case, press … 4 1 an 2 the 3 the 4 the 5 ø 6 the 7 is 8 have 9 a 10 have 11 few 12 ø

Conclusion In my view, this approach to community service helps provide the youngsters with so many important life skills which will help reintegrate them into the community. I have no hesitation in recommending the approach to be tried elsewhere. [257 words] 6 Refer students to the writing checklist on page 190 and give them 5–10 minutes to edit their work. If time allows, ask students to peer check each other’s work first.

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03

Leisure time

This module contains various topics related to the theme of leisure, including the art of making film sound effects, the inventor of Nintendo games, hobbies, being creative, forms of entertainment, and the health and social benefits of leisure time.

Lead-in p.39 Start with books closed. Ask students what leisure time means to them. Discuss different ideas and identify the key related factors. 1 Ask students what leisure activities are shown in the photos (an amateur painter, someone playing a video game and someone running for a charity). Students then discuss the question in pairs before you elicit ideas from the class. 2a As a class, ask students to define creative before discussing in what other ways activities could be classed, e.g. active, sporting. You may wish to ask what words they would use to describe the activities shown in the second and third photos given before asking them to discuss the question in pairs or small groups. 2b The discussion here would work well in pairs. Encourage them to think about how each factor affects creativity and to add in examples from their own experience. 3 Focus students’ attention on the quote and find out what they know about Walt Disney. Discuss their opinions about the quote and encourage them to give explanations.

Background Walt Disney, born Walter Elias Disney in 1901, was highly influential in the field of film production (working as an animator, voice actor, screenwriter, producer and director among other roles) and cofounder of the world-famous American corporation Walt Disney Productions, which is famous for Mickey Mouse, countless successful films, Disneyland and Disneyworld.

1 The man is a Foley artist. He is smashing watermelons to create sound effects for a film. 2 T18 Play the recording and, after each sound, elicit ideas. Round up by discussing how each sound could be created, writing ideas on the board. birds’ wings flapping; horses’ hooves; fire burning 3 Give the students 2–3 minutes to quickly read the text to check the answers. Go through ideas and elicit what the role of a Foley artist is. 4 This section focuses on a gapped text task (Paper 1 Part 7). Give students time to read the procedure and Help clues. The Expert Task Strategy notes are on pages 168–169. Explain that the information before and after the gap helps them know what to look for and remind them to underline key words in the rubric and to cross out answers they have used. 1 Before the gap: … things that don’t come across – what things? After the gap: During this process; the information in the gap describes a process that enables the action to come across to the audience in a more realistic way. 2 Which is why (logical link) everyday sounds like these (links back lexically to hearing / things don’t come across). Any sound can be created (links forward logically and lexically to: During this process / background noise / these effects are integrated) 3 Gapped text: 1 C 2 D 3 G 4 A 5 F 6 B 5 The task analysis could be done in groups or as a whole class activity. As this is likely to be a challenging task, it would be useful to go through it in class.

3A The creative instinct

Reading 1 p.40 1 Focus students’ attention on the photo (showing a Foley artist producing sound effects). Focus on the title and ask them to read the introduction, before eliciting their ideas.

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Suggested answers/support: Gap 2 requires an example of something that requires a sense of reality and what follows the gap gives a further use for Foley (Foley can also be used …). Gap 3 requires information on an additional role (to creating sound effects) that Foley artists have and what follows the gap provides a second example (in addition to covering up noise) of what they do; namely, add in other sounds after filming. Gap 4 relates to developments in (digital) technology and points out that (… although science has continued to develop, Foley is still all about ‘the performance’). It in the sentence following the gap refers to that performance in the gapped paragraph. Gap 5 gives a more detailed description of the main studio which resembles a student bedsit. What follows the gap provides information about the sounds Hank is currently trying to create and the materials and methods he is experimenting with. Gap 6 gives information on what the sound they are trying to create relates to (a car pulling up at speed) and what follows the gap links to the studio next door and the person who works there (Alex Joseph, in the studio next door …). 6 This exercise gives students the opportunity to discuss how creative different film-related jobs could be and to consider which they might be good at and why. This discussion could be done in pairs and then opened up to the class. Draw students’ attention to the vocabulary in the Expert Word Check. This feature highlights useful vocabulary from the text. Ask students to find the words in the text and, if they are unsure of the exact meaning, to deduce it from the context before giving them a definition or letting them use a dictionary to check. For example, for paragraph A ask, Does ‘swaggering’ sound positive or negative? Does it describe appearance or behaviour?

Extra! Students do a web search for any of the jobs they are not sure about. Alternatively, the jobs could be shared out among the students. Each one then does a web search on that job and either writes (100–150 words) about what the job entails or shares their findings orally in a subsequent class.

Advanced Expert Module 3

Vocabulary p.42 1 Ask students to find the synonyms in the text and remind them when recording new language to note whether it is formal or informal. Examples: 1 recording 2 solve 3 added 4 looks like 5 gets across 6 builds up to 7 improve 2 If students don’t know these phrasal verbs, show how they are listed in a dictionary. They could look for suitable verbs for some of the stems (e.g. move, root, set) and find other useful verbs using particles listed that they could use in other contexts (e.g. move in, root for, set upon). Students then complete the exercise, changing the form of the phrasal verbs as needed. 1 rooted around in 2 set up 3 pulled up 4 cover up 5 pick out 6 moved on 3a Students match the nouns and verbs, deciding which refer to sounds. Highlight the usefulness of noting collocations when recording new language as a way to build up chunks of associated words. 1d 2e 3b 4f Sounds: 2e, 3b, 5a

5a

6c

3b This exercise gives students the opportunity to practise using the language from Exercise 3a. Encourage them to check answers in pairs before class feedback. 1 slammed 2 flapping 5 slapped 6 scraping

3 crunched

4 rustling

4a The exercise gives examples of metaphors based on some of the verbs used to describe sounds or actions in Exercise 3b. When students have completed the task, check their understanding of the metaphors, for example scrape through means to succeed, but only just or with difficulty. 1e

2f

3c

4a

5b

6d

4b This exercise gives students the opportunity to practise using the metaphors from Exercise 4a in a personalised manner. Round up by eliciting some examples from the class. This might also be a good opportunity to widen the discussion and add in further examples and useful language.

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Photocopiable activity Activity 3A could be used here. It is a pairwork/groupwork activity where students complete a puzzle, adding missing words needed to complete phrases in order to find another key item of vocabulary. This activity revises vocabulary from Module 3A.

Use of English 1 p.43 1 This discussion could be either in pairs or as a whole class. Alternatively, divide the class into those ‘for’ and those ‘against’ the use of modern electronic games. Then ask the two groups to debate the question.

Extra! Students write an essay discussing the advantages and disadvantages of children and teenagers using modern electronic games (220–260 words). This could provide an opportunity to find out (in advance of the work on essays in Module 3B) what students are capable of doing and give further practice in peer error correction using the checklist on page 190. 2a This task provides further practice of the multiplechoice cloze in Reading and Use of English Part 1. Students start by skimming the text to gain a general understanding of the text. Suggested answers: He made them family-friendly, interactive and creative. 2b Focus students’ attention on the photo and ask who it shows (Shigeru Miyamoto) and what they know about him. Point out that this exercise gives students practice of multiple-choice cloze questions and refer them to the Help clues and the Expert Task Strategy notes on page 167 before they begin the task. Point out that the first answer is an example and remind students that in multiple-choice questions one answer is correct and the other three are incorrect. It can therefore be as helpful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer. For instance, in the example, the word in the gap forms an idiomatic expression meaning ‘regarding’. Terms is the only word that collocates with in and of. With regard to, concerning and relative to all have a similar meaning to in terms of but the words in A, B and D do not collocate with in and of and therefore do not fit the gap.

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1A

2D

3B

4B

5B

6A

7C

8C

3a The task analysis is best conducted as a class. Although has a similar meaning. Although Miyamoto was very successful in entertainment, his next phase ... 3b Students record new language that they find useful, adding further examples. 4 This discussion could be done in small groups before being opened to the class. Use this as an opportunity for vocabulary expansion.

Listening 1 p.44 1 Start by focusing students’ attention on the cartoons, asking what they show (a man making a clay pot on a potter’s wheel, a woman making a beaded bracelet and a man writing, perhaps a story) and eliciting answers to the questions given. Use this as an opportunity to expand on related vocabulary. 2a T19 Play the recording and allow students time to check answers in pairs. 1 jewellery making 2 coming up with new ideas 3 trying to be too complicated 2b Discuss this question with the whole class. Her sisters were good at painting, where she gets her inspiration from, ideas to make money 3 Students could discuss this question in pairs before going through ideas as a class. If useful, play the recording a second time. I got a real buzz; and it’s been great fun experimenting; to my disappointment; didn’t get off to a brilliant start 4 T20 Focus students’ attention on the rubric and explain that Part 4 of the Listening test (Paper 3) will consist of 5 short monologues lasting about 30 seconds each and two tasks, each containing 5 multiple-matching questions. Add that this part focuses on identifying gist, attitude and the main points, as well as interpreting context. Remind students that each part of the listening is played twice and that the silent time given to read the questions is vital. A full Part 4 Listening (with 10 questions) appears in Module 3B. Refer students to the Expert Task Strategy notes on page 171. Then give students a minute to read the questions before they listen to the recording.

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Task One: 1 C Task Two: 4 D

2F 3A 5B 6A

5 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups or as a class, using the language presented.

Language development 1 p.45 This section offers a quick review of future forms. Students with particular difficulties should be given suitable remedial exercises. 1a Begin by focusing students’ attention on the cartoon and asking what it shows (a man taking a photograph). Find out who enjoys taking photos and ask how they learnt to take photos, before asking them to complete the text using the correct future forms. 1 starts 2 ’m going to 3 ’ll/am going to 4 be learning/learn 5 gives 6 we’ll have taken 7 have had 8 make 1b The discussion could be done in pairs first. If further explanation on the use and form of future forms is needed, students can refer to page 177 of the Expert Grammar notes. 2a This exercise introduces some expressions with future meaning. The exercise requires students to choose the appropriate expression and rewrite the sentence so that it retains the same meaning. Students could do the activity in pairs before discussing answers as a whole class. 1 is bound/sure to 2 is unlikely to/isn’t expected to 3 is on the point/verge of announcing/is about to announce 4 are sure to/are bound to/are likely to 5 is due to/is to 6 is to/is due to 2b This exercise gives students practice at using the expressions from Exercise 2a when considering their own future. Students work in pairs or small groups. 3a Students complete the sentences using expressions showing the near or recent past. Encourage them to compare answers with a partner before class feedback.

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1 was … about to 2 were going to/were due to 3 would have 4 was due to/was going to 5 would be/was going to be 6 were to have/ would have 3b This exercise gives students practice in recognising and pronouncing weak forms and stressed words. With a weaker class this could be done as a class, rather than in pairs, with students focusing on the weak sounds and underlining the stressed words or syllables. For example: Can it wait until tomorrow? I was just about to leave. 3c Give students a few minutes to write their three sentences (two true and one false) before they discuss their ideas in pairs. Round up by finding out who guessed the false answers correctly. 4 Students who have taken Cambridge English First will be familiar with key word transformations (Reading and Use of English Part 4) but should be aware that in Advanced they must use 3–6 words (not 2–5). This exercise introduces this question type, which is covered in more detail in Module 3B. Explain that these questions are designed to test both grammar and vocabulary. Students read the rubric and answer the questions, discussing answers in pairs before class feedback. 1 is highly likely (that) 2 on the point of phoning 3 will have been married (for) 4 was due to arrive/to have arrived 5 is (widely) expected not to/is not expected to

Writing 1 p.46 This section focuses on coherence, which refers to how well organised a piece of writing is. 1 Start by focusing students’ attention on the Expert Writing box and going through the notes. Refer to the picture, asking who it shows (a drawing of Leonardo da Vinci) and what students know about him, before students read the two paragraphs and decide which best fulfils the requirements given. Students could discuss their ideas in pairs before the discussion is opened up to the class. Paragraph A (the ideas are supported by relevant details and connected by linking expressions)

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Background Leonardo da Vinci: (1452–1519) the famous Italian mathematician, artist and inventor (also musician and writer) best known by many for his paintings the ‘Mona Lisa’ and ‘The Last Supper’. Wolfgang Amadeus Mozart: (1756–1791) a Viennese (Austrian) musical prodigy from early childhood who played the piano and violin but is most known for being a prolific composer of classical music. In his lifetime, he wrote over 600 pieces of music including operas (e.g. The Magic Flute), symphonies and choral music (e.g. Requiem). William Shakespeare: (1564–1616) an English poet and playwright often referred to as ‘the Bard’ and generally regarded as one of the greatest writers, if not the greatest, in the English language. Born in Stratford-upon-Avon; many of Shakespeare’s plays are world-famous and they include Hamlet, Romeo and Juliet, Macbeth and A Midsummer Night’s Dream.

Extra! Students discuss in pairs or small groups whether they are creative and if so, how. They then talk about someone they feel is incredibly creative, explaining what talent they have and how this person inspires them. 2 This exercise introduces ways in which students can organise supporting details in a paragraph and it can be done in pairs or as a class. 1, 3 and 4: The paragraph argues that the creativity of great artists was a result of a sense of dissatisfaction in their early lives. It gives examples of this dissatisfaction (1), contrasts advantages and disadvantages of being unpopular (3) and gives the most important information last (4). 3 Students work in pairs to rewrite Paragraph B. With a weaker class this could be started as a class activity, with students completing the paragraph in pairs.

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Example answer: Creativity is something that anyone can aspire to, even if it does not bring you fame and riches. Rather than intelligence, it is curiosity and adaptability that are qualities important for success. Moreover, it is also crucial to be confident and not give up. The ability to take risks, accept criticism and not be afraid of making mistakes is also very important: the worst enemy of creativity is perfectionism. 4a Ask students to identify the key points in the task. It would be useful to encourage students to get into the habit of underlining or highlighting the key words in all tasks. Remind them that in the exam they will be required to write an essay for Part 1 (the compulsory question) and they should aim to write 220–260 words. For further information on the compulsory essay, refer students to the Expert Task Strategy notes on pages 169–170 and the example essay on page 191. As planning is vital to a good piece of writing, it might be useful with a weaker class to set 10 minutes aside just for planning and ask students to do Exercise 4b before actually writing their essay. 4b Students swap essays and assess how organised each other’s essays are and whether the ideas are linked well. Encourage them to make notes of how the essay could be improved and to give constructive criticism of each other’s work.

Extra! Encourage students to spend 10 minutes checking their (or their partner’s) essay systematically, using the checklist on page 190. Encourage them to correct the errors they find and to check for the types of mistake they made in earlier compositions, adding to their list of common errors as relevant.

3B Stars in their eyes

Listening 2 p.47 1 Start by asking students to discuss the questions in pairs or small groups before eliciting ideas. 2a This is a full Part 4 multiple-matching exercise that builds on the practice activity in Module 3A (which has 3 questions for each task). Begin by asking them to read the task rubrics (You will hear…) and underline the key words in the 2 tasks. 2b T21 Ask students to read the Expert Task Strategy notes on page 171, allowing them time to

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read the Help clues if needed. Remind students that a good strategy would be either to answer both parts the first time they listen and check answers the second time or (a better idea) to answer Task One the first time and Task Two the second time. Remind them that they will hear all 5 speakers once before the whole piece is repeated. After listening, encourage students to compare answers with a partner before going through them as a class. Follow up by discussing which strategy they used to complete the tasks. For example, did they try to answer Task One the first time they listened and Task Two the second time, or did they attempt them both the first time and check them the second time? Discuss any new vocabulary that arose, e.g. hoarder, exasperated, craze, etc. Task One: 1 C I felt I knew what he was going through. 2 H It was as though an electrical charge had gone through me. 3 B what first got me interested in him was a lighthearted radio interview and I couldn’t stop giggling … 4 G when suddenly I saw those clear blue eyes, and, oh, I was done for. 5 E And while I’ve never had that much success as a professional singer, I’ve always looked up to him as the person I might be. Task Two: 6 E It’s true that my need to put everything in order drives my partner to distraction. 7 A I’ve been using all my savings and I’ve had to cut back on luxuries. 8 D my daughter’s become so exasperated with the way that I leave everything lying around 9 H it can still be a bit awkward when you’re on the beach and you feel people might be staring at you. 10 G it really gets to me when I’m told by people who don’t know me that it’s only a craze and I should have grown out of such a silly obsession. 3 These questions could be discussed in pairs or small groups before the discussion is opened up to the class.

Extra! Students write an essay (220–260 words) on the advantages and disadvantages of celebrities becoming role models for young people. 4 Ask students to look at the items in the Expert Word Check box and look up all relevant

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information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then analyse the task, discussing their ideas either in groups or as a class, using the language presented.

Speaking p.48 Focus students’ attention on the photo and ask what it shows (a photo from the stage production of the musical Mamma Mia) and what they know about it. You might want to explain that the concept of using the story told in the lyrics of a particular song as the basis of a musical is quite unusual. In this instance the song in question was ‘The winner takes it all’ by the Swedish pop group ABBA, on whose songs the musical is based.

Extra! Students discuss in small groups what forms of entertainment are most popular among young people in their country and which they themselves enjoy the most (and why). 1a This exercise revises language from the listening on page 47 and can be done alone or in pairs. Suggested answers: it costs a fortune: clubbing/musicals/circus it has me in fits: musicals/comedy/circus/karaoke it inspires you: musicals/circus it’s very moving: musicals it’s best to see them live: circus/musicals/comedy it’s only a craze: karaoke you’re totally blown away: clubbing/musicals/ circus 1b Students complete the sentences, comparing answers with a partner. 1 into 7 in

2 on

3 in front of

4 on

5 into

6 in

1c This exercise can be done alone or in pairs. Remind students that with multiple-choice questions, if they are unsure of the answer, it is helpful to rule out distractors which they think are incorrect to help them find the correct answer and useful to also go with their instinct of what sounds or feels right. 1B

2D

3A

4B

5D

6A

2 These questions can be discussed in pairs or small groups, before class feedback, and provide students with the opportunity to practise using expressions covered in the last few exercises.

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Photocopiable activity Activity 3B could be used here. It is a pairwork activity where students revise phrasal verbs covered in Module 3B through a game of dominoes, matching verbs and the corresponding preposition to create the appropriate phrasal verb. 3a Focus students’ attention on the Expert Strategy note and refer them to the Expert Task Strategy notes on page 172 if useful. 3b T22 Students look at the spidergram again before listening to the instruction for the first part of the task. Allow a minute for them to compare answers in pairs before eliciting them from the class. 1 Talk together with the other candidate about why these forms of entertainment might be popular among young people in many parts of the world. 2 two minutes 3c T23 After students have listened to two people doing the task, ask whether they agree with the opinions given. Find out why they do or do not agree. 3d T24 Students now listen to the instructions given for the second part of the task. After playing the recording, ask the class whether they agree with their conclusion, and why/why not. 3e Refer students to the Expert Strategy note and then ask them to read the Speaking assessment criteria on page 171. After this, discuss as a class how successfully the task was carried out and whether the advice given was followed. Go through the list of criteria and discuss whether and how each aspect was achieved. For example, was a range of appropriate vocabulary used, such as energetic, light, a matter of fashion, in the sense that, some form or another, keep reinventing, etc. 4a T25 Before students listen to the sample answer a second time, give them a minute to read the questions. Highlight the phrases given in the box and allow students time to compare answers in pairs before checking them as a class. 1 Well, personally … 2 Mind you; Certainly not … but …; (Well, actually); I know what you mean but … 3 Oh, that’s a difficult one. 4 Wouldn’t you agree? 5 Well, actually …; Mind you … 6 I know what you mean but … 7 Anyhow, they’re …; Let’s move on, shall we? 8 Let’s go for … 4b This exercise could be done as a class.

Some other possible phrases: 1 In my experience …; I’d like to point out that …; As far as I’m concerned … 2 Perhaps not so much …; but certainly … 3 I haven’t really thought about that but …; Let’s see now …; How shall I put it? 4 Don’t you agree, [name] …?; I think [name] knows more about this than I do. 5 Still … 6 That’s not entirely true …; I’m afraid I have to disagree …; Yes, but don’t you think …; I think perhaps it’s more a case of … 7 Anyway, what we have …; Incidentally, … 8 Overall, then, …

Photocopiable activity Activity 3C could be used here. It is a pairwork activity where students practise responding in different ways to statements and questions on topics that are likely to arise in Paper 4 Part 3, the collaborative turn, e.g. stating their opinion, introducing disagreement or adding something. 4c Students select the phrases that are incorrect, comparing ideas with a partner. 1 Anyway

2 Having said that

3 Actually

5a Put students into groups of three and check that they understand the task. Tell them to decide who is doing the task and who is timing/checking that the Speaking assessment criteria are met. If time allows, students could swap roles. 5b Round up by eliciting which activities each group chose and why.

Language development 2 p.50 This section reviews modals and semi-modals. 1a This exercise could be done as a class. may: possibility (making an assumption) Past: Karaoke may have been great fun but it wasn’t … 1b Explain that ‘semi-modal’ refers to structures like have to which are not true modals because they differ grammatically although they express the same functions. Encourage students to compare answers in pairs before checking them as a class. 1 must have: assumption 2 might have: criticism 3 don’t need to: necessity 4 can’t have: disbelief 5 should: expectation

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1c This exercise could be done in pairs. Weaker students might need to refer to pages 178–179 of the Expert Grammar for support doing the exercise, while stronger students could complete the exercise and then refer to it. Students with particular difficulties should be given suitable remedial exercises. 1 couldn’t get (no to before full modals or some semi-modals, e.g. need/have/ought) 2 need to find (to before infinitive after need) 3 couldn’t (must agree with the tense of the main verb) 4 should have avoided (past modals need the perfect form) 5 will be able to (the future of can) 2a Students use a suitable modal/semi-modal structure from the list provided to express the sentences in an alternative way. 1 We must/have to/need to book 2 We don’t have to/don’t need to/needn’t get 3 You can’t/ mustn’t turn up 4 I think you should/ought to phone 5 you should have/ought to have bought them 2b This exercise gives students practice transforming sentences but retaining the same meaning, as in Part 5 (key word transformations) of the Reading and Use of English paper. Allow students time to discuss answers in pairs before class feedback. 1 must/have to/need to speak 2 should/ought to have called me back 3 don’t have to/needn’t/ don’t need to have an interview 4 won’t have to/ won’t need to 5 had to camp outside her dressing room 6 didn’t have to call/needn’t have called/didn’t need to call 3a Students complete the text, using the correct modals or semi-modals. 1 must have been 2 couldn’t have 3 might have been 4 was I able to 5 managed to 6 would have been 7 might

Extra! Ask students to discuss the following in pairs or small groups:  a film their parents wouldn’t let them watch when they were younger  an English language film that they were able to (almost) fully understand  a film they think must be the best one they’ve seen this year.

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3b This discussion could be done in pairs or small groups. Round up by eliciting ideas and point out that on page 162 of Module 10 there is further coverage of modals and semi-modals (Part 2).

Use of English 2 p.51 1a This section provides further practice of modals and semi-modals through key word transformations (Paper 1, Part 4). Begin by focusing students’ attention on the cartoon and asking what it shows (a woman sitting relaxing with her feet up and a hot drink in her hand). Then students read the instructions and choose the correct answer. This could be done as a class. Remind students to take note of the word limit. 3 is correct. 1 The form of the word given is different and the sentence has a different meaning (it means she did go). 2 The form of the word given is different. 4 An extra idea is added (thought) and the maximum of six words is exceeded. 1b Introduce the idea of expressing modality lexically by asking students how they would express the meaning of need. From necessity, elicit the synonym requirement and then the verb require and its passive form be required to do something. Ask students to read the Expert Task Strategy notes on page 168 and refer to the Help clues if needed. Remind them to write the missing words in capital letters and point out that contractions count as two words. Allow time for them to compare answers in pairs before class feedback. 1 should not have made/got 2 couldn’t/can’t possibly have been written 3 snow prevented us (from) getting to 4 haven’t got round to watching 5 might/may not have remembered to post 6 were supposed to have got/were supposed to get 2 In this exercise, students write their own sentences, which their partner then tranforms. Round up, eliciting some examples and checking that the transformation lacks a modal. 3 This task analysis is best conducted as a class.

Writing 2 p.52 1 Start by eliciting what the photo shows (someone relaxing watching TV) before asking students to discuss the questions in small groups or as a class.

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2 Essays are pieces of academic writing on a particular topic, often done by students for a teacher. The purpose of an essay can be to test a student’s writing skill; to encourage students to organise their ideas, develop them coherently and present them in a structured way. There are many types of essay, including: essays of opinion (presenting an argument); problem and solution; advantages and disadvantages; persuasive. 2 Give students a few minutes to read and appreciate the scope of the task and answer the questions. This could be done in pairs. Remind students to underline key words and elicit the word restriction for the compulsory essay for Part 1 of the writing exam (220–260 words). The Expert Task Strategy notes on pages 169–170 provide further information on Part 1. 1 Two. Which is the most important? 2 None, if you don’t want to, but if you include some or all, you must express them in your own words. If you don’t include any, you will have to give or invent your own. 3 Normally, an essay will be semiformal/neutral. 4 A good essay will be wellorganised, with good supporting arguments; points will be linked together in a logical sequence; and appropriate discourse markers will be used to connect, contrast and balance points. 3a This exercise provides students with the opportunity to brainstorm ideas for the essay title given. With a weaker class you might want students to do this in pairs or even as a class. 3b Refer students back to the spidergram on page 48. Go through the instructions and check that students understand how to organise their essay. If useful, students could continue to work in their pairs to do this exercise.

A A good, clear opening statement for the proposal in neutral style B A concluding statement but expressed far too personally C A good clear closing statement for the proposal in neutral/semi-formal style D An opening statement but not really an introduction. It is too abrupt and casual and repeats the language of the input. 4b This exercise provides students with practice in rewriting ideas in a more formal and objective manner. Examples: 1 Such activities may/might be enjoyable but they are not very fulfilling over a period of time. 2 There is less social cohesion now than there was previously. 3 Doing something productive can help reduce stress. 4c Students work in pairs to find examples of each type, before ideas are elicited. Discuss the useful phrases given, providing examples of usage as needed. Examples: indicates the structure of the essay: The first point to bear in mind is that … gives the writer’s opinion: It is my firm belief that … adds extra information: Another way, then, of ... is to … 4d Ask students to select some of the sentence openings from Exercise 4c and complete them with relevant ideas for their own essay. 5 Refer students to the Expert Strategy notes given before they start writing their essay. Remind them to write between 220 and 260 words.

profitable use of leisure time should be in the central box. 3c Students check they have included all the most relevant points in their spidergram. 3d This exercise asks students to plan the number of paragraphs they will write for their essay. 4a Focus students’ attention on the sentences given and elicit whether they would best fit in the introduction or conclusion, discussing why. Find out which students prefer.

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Sample answer: It is generally accepted that, as the pace of modern life increases and many people work longer hours, so it is more important for us to spend time taking it easy and recovering. However, although leisure time can make us sane, healthy and happy, not knowing how to use it profitably can make us bored and lazy. Many people spend their leisure time sitting passively, watching TV, going to the cinema or playing computer games. For a while these can be fun or stimulating but over a period of time they are not very fulfilling. In my view, the best use of leisure time to ensure greater long-term happiness is to have a creative hobby, such as learning a language or learning how to paint or play a musical instrument. These activities make us feel we are doing something productive, which helps reduce stress and refreshes us much more deeply. Another, often unacknowledged, consequence of modern life is that we spend far less time with our family or even our neighbours in the local community than we used to and in time this reduces social cohesion. Another way, then, of making leisure time profitable is by doing something socially responsible, such as helping out in some local activity, perhaps at a summer fair, or even by looking after one’s grandparents. In short, while it is clearly desirable to ensure that we relax after a period of hard work, on the whole it is also beneficial to spend one’s leisure time doing something worthwhile, in particular learning something new and being creative.

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1C 2A 3D 4B 5C 6A 7D 8B 2 1 rectify 2 insert 3 convey 4 resemble 5 guarantee 6 culminate 7 capture 8 enhance 3 1 I might have left the tickets in the car. 2 He can’t have been practising the piano every day. 3 They should be doing their usual gig at the O2 stadium in June. 4 He will have left by now, so it’s not worth phoning. 5 I could have burst into tears of joy, I was so happy. 6 She won’t have caught the train, given how late she left the house. 7 They must be enjoying themselves if they’re staying an extra week. 8 In the end, they needn’t have gone to all the trouble to get the visa as nobody asked to see it. 4 1 is about to 2 bound 3 will have 4 be sharing 5 going to drive 6 going to live 7 expected 8 ’ll come

[260 words] 6 Refer students to the writing checklist on page 190 and give them 5–10 minutes to edit their work. If time allows, ask students to peer check each other’s work first.

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04

The global village

This module contains various topics related to the theme of global societies, including characteristics of different nationalities, daily rituals, cultural sleeping patterns, commuting at rush hours, communication, forms of protest, the Olympic Games and helping the local community.

Lead-in p.55 Start with books closed. Ask students what the words global village mean to them. Discuss different ideas and identify the key factors. 1a Explain that the photos represent contrasting national stereotypes, before eliciting which countries and stereotypes are shown (Japanese and Western businessmen greeting each other in a formal situation and a long orderly queue of people in Britain waiting to withdraw money from a cash-machine/ATM). Students then discuss the question in pairs or small groups before ideas are elicited from the class.

Background note When teaching a multicultural class, differences in cultural perspectives can promote positive and dynamic debate. A nationality mix is a real asset and encourages any stereotypes (assumptions regarding culture, religion, class, values, etc.) to be questioned in a respectful forum. By giving students the opportunity to converse with each other on topics relating to culture, ethnicity, origins, values, etc., greater cultural understanding, and therefore respect, are promoted. In the case of this lesson, students in a multicultural class will have the opportunity to observe one another and perhaps refute the stereotypes associated with their country. Whilst monocultural classes, by their nature, tend to be less culturally diverse, the background or ethnicity of students can differ, but even where the class is quite homogeneous, discussion drawing on students’ own experiences of travel, other cultures, friends and family members with different origins, etc. can promote discussion on multiculturalism. 1b This exercise gives students the opportunity to reflect on aspects of behaviour in their country. Once students have answered the questions, they could discuss them in small groups or as a class. 2 Students share their opinions in small groups before the discussion is opened to the class. Round up by focusing on the positive aspects: what it is that foreigners like most about each country. At this point, reinforce the idea that

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stereotypes represent an outsider’s view of national characteristics.

4A A small world?

Reading 1 p.56 1 Focus students’ attention on the photo and elicit what it shows (a Gebusi woman sleeping in daylight) before students discuss the questions in pairs. 2 Remind students that in Part 8 of the Reading and Use of English paper, there will be 10 multiplematching questions based on a text 600–700 words long. Ask students to read the Expert Task Strategy notes on page 169 and the Help clues if needed. Remind them to identify key words, and do the first questions with the whole class as an example if useful. They could then finish the task individually and compare answers in pairs. During feedback, discuss any new vocabulary, e.g. slumber, emanating, potential. 1C 9A

2E 3A 10 D

4B

5C

6E

7B

8D

3 The task analysis gives further emphasis on the type of connection students should be looking for between phrases in the text and in the question options. 4 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then analyse the task, discussing their ideas either in groups or as a class, using the language presented.

Extra! Students write an article (220–260 words) for a travel magazine or blog about their country explaining:  the main characteristics of people in their country  what foreigners like about their country  daily rituals.

Vocabulary p.58 1a Refer students to the words given, discussing meaning and parts of speech as needed. Elicit the word that is not informal. Provide examples of usage if useful.

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They are all connected to sleep. Formal: slumber 1b This exercise introduces some phrasal verbs connected to the topic of sleep. Students could check their answers by looking up the verbs in a dictionary. crash out; doze/drop/nod/drift off 1c Students work in pairs, taking turns to ask each other the questions. Round up by eliciting any surprising or interesting answers given. 2 This exercise invites students to differentiate between similar words to form the correct collocation and then gives them the opportunity to voice their opinion about each statement. Remind students that an awareness of collocation will help them in various parts of the Advanced exam, as well as improve their writing and speaking. 1 heated 6 hang

2 log

3 apart

4 artificial

5 making

3a Remind students that idioms are commonly used in informal language and to go with their instinct of what feels right if they are not sure of the meaning. Allow time for students to compare ideas with a partner. 1 part and parcel 2 through thick and thin and when 4 off and on 5 By and large 6 touch and go

3 as

3b Ask students to discuss the questions in pairs before eliciting some answers from the class. Encourage students to use the idioms in their answers. 4a This exercise could be done in pairs or as a class and looks at reformulating sentences to include a phrasal verb. Elicit that only sentences 3 and 4 can be reworded to use the word in italics as a phrasal verb. Point out that the verbs back up and set back are both transitive in the sentences given, i.e. someone backs you up (supports or helps you) and something sets you back (delays progress). 3 Tania always backs me up at meetings. 4 The bad weather set her back/set back her training for a while. 4b Do the first question together, asking students to identify the noun that can be used as a phrasal verb (let down). Students then complete the task, comparing answers in pairs. 1 let (us) down 2 broke into 3 broken out 4 builds up 5 pour down 6 kick off

Advanced Expert Module 4

Extra! Ask students to look up the phrasal verbs from this exercise to find whether they have additional meanings and to note whether these occur when they are used as intransitive or transitive verbs. Encourage them to write examples of usage to help them remember the different meanings in context.

Photocopiable activity Activity 4A could be used here. It is a pairwork/groupwork activity where students take turns to read out a sentence that has a word missing. Their partner(s) must guess the word to gain the card. This activity revises vocabulary covered in Module 4A.

Use of English 1 p.59 1 Focus students’ attention on the photo and ask what it shows and where it could have been taken (the photo is of a Tokyo commuter train at rush hour). The questions are best discussed as a class. Possible disadvantages: time-consuming, expensive, uncomfortable Possible advantages: time to think, opportunity to work whilst making journey, earn better money, put distance between home and work These will differ depending on the means of transport used to commute and the distances involved, etc. 2a Find out what students know or remember about the word formation task (Paper 1, Part 3). Elicit that it always consists of a short text with a total of eight questions and that base words are given which will require changing so that they fit grammatically and make sense in the text. Explain that at least one word in the text will require a prefix and that some words may need more than one transformation. Point out that in the exam they should spend about 10 minutes on this task. Give students 2 minutes to skim the text for general meaning. Elicit what they recall. 2b Ask students to read the Expert Task Strategy notes on pages 167–168 and refer to the Help clues if needed before completing the task. 1 extensive 2 reliability 3 assistance 4 ensure 5 growth 6 solution 7 circular 8 overcrowding 3 The task analysis could be done in pairs or as a whole class activity. Elicit the stressed syllable on

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the root words and the answers, discussing any differences. Encourage students to compile lists of words they know with the prefixes en- and overand to consult a dictionary to add to their collection. Remind them to write example sentences and to note parts of speech and stress in any new words they record.

1B

2A

3c T28 This exercise follows the same procedure as with Extract Two. Round up by discussing any potentially new vocabulary from the two extracts (you might want to refer students to the relevant audioscripts), such as in-your-face, immaculate, melting pot, etc.

2 rely – reliability, solve – solution 4 Students could discuss this question in small groups before you open the discussion to the class.

Extra! Students write a short proposal suggesting ways to make commuting in their country more pleasant (220–260 words).

Listening 1 p.60 1 Start by focusing students’ attention on the cartoon and asking what it shows (a man and a woman having a discussion). Elicit the answers to the questions given and use this as an opportunity to expand on related vocabulary. 2a T26 The extract is to draw students’ attention to two areas that they will need to listen for when doing question types such as multiple-choice: the speaker’s attitude and opinion. 1 They agree that the British play things down whereas the Americans make more of things; they disagree about their reaction to it. 2 e.g. exasperated, irritated, frustrated, annoyed 2b For this exercise you may wish to play the recording a second time. I’m sure she would; Good point. Do you? … actually, 2c Ask students to refer to the relevant audioscript. some things still baffle me; But I bet … It gets on my nerves; I find the whole thing quite funny 3a Go through the instructions with the class, eliciting predictions. 3b T27 Find out what students know about Paper 3 Part 1 and explain if needed that it will consist of 3 unrelated extracts with 2 three-optioned multiplechoice questions each. In this instance students are going to listen to an extract and discuss possible answers after listening once, before deciding which fits best the second time they listen.

Advanced Expert Module 4

3C

4B

4 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups or as a class, using the language presented.

Extra! Ask students to write an email to someone from another country, describing their capital city and the people who live there.

Language development 1 p.61 This section concentrates on word families that are useful for word formation as well as other question types in the Advanced exam. Focus students’ attention on the Expert Strategy notes and go through the points made. 1a The use of suffixes is the key to changing words to other parts of speech. In this exercise, students practise using suffixes and identifying word stress. Encourage students to compare answers in pairs before eliciting ideas from the class. 1 dependable, different/differing, hesitant, influential, productive, affectionate, aggressive, funny, historic/historical, hopeful/hopeless, willing/wilful 2 amusement, confrontation, decision, defence/defender, discovery/discoverer, participation/participant, persistence, pleasure/pleasantry, safety, accuracy, cruelty, confidence, diversity/diversification, happiness, jealousy, popularity/popularisation, tolerance 3 beautify, deepen, generalise, legalise, strengthen, widen

Extra! Students write their own sentences using 5 words from each section. 1b This exercise focuses on different prefixes and suffixes used to transform words. Encourage

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students to go through the list, adding further examples as they go. 2 Accurate spelling is crucial for Advanced. In this exercise students transform adjectives and verbs into nouns, making the appropriate spelling changes. breadth, choice, death, flight, length, proof, strength, success/succession 3 Refer students to the table of prefixes, going through the information given. Students then work alone or in pairs to add in further examples using the words given. unpopulated, unwilling, insecure, disappear, irreversible, non-conformist, misprint, co-exist, co-worker, endanger, enrich, reappear, rearrange, redevelop, repopulated, reprint, underdevelop, underpopulated, overdevelop, overpopulated, pre-arrange, predate, pre-exist, pre-school

Extra! Students write their own example sentences using the additional words.

Writing 1 p.62 This section focuses on attitude phrases, which are an important aspect of good writing, particularly in the case of reports. 1a Start by focusing students’ attention on the Expert Strategy note and going through the advice, before asking students to read the extract and answer the questions. 1 Generally speaking

2 What was noticeable

1b This exercise introduces attitude phrases and provides examples which students add to after reading a further two extracts. Encourage students to compare answers before checking them as a class. At this point it would be useful to refer students to the attitude phrases given in the Expert Writing section on page 201. Generalising: on the whole; Giving your opinion/reaction: Understandably, Surprisingly; Commenting on the truth/likelihood of something: Presumably; Emphasising: Indeed; Reporting an opinion: Apparently 2a Ask students to complete the text, discussing answers in pairs before class feedback.

Photocopiable activity Activity 4B could be used here. It is a pairwork/groupwork activity where students revise the prefixes covered in Module 4A through a game of dominoes, matching prefixes with words they would correctly link to. 4a This exercise gives students practice creating word families and identifying stressed syllables. Encourage students to discuss ideas in pairs before class feedback, and highlight the benefits of using this method to expand their vocabulary knowledge in more effective ways. 1 envy 2 enviable 3 unenviable 4 (un)enviably 5 envious 6 enviously 7 hesitation 8 hesitancy 9 hesitant 10 hesitantly 4b Students practise making further word families following the model of the words in Exercise 4a. This could be done alone or in pairs.

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1 In the main 2 Presumably 4 Naturally 5 personally

3 Apparently

2b Students work in pairs to identify how the writer tries to persuade the reader to accept their ideas. Encourage them to underline key phrases and round up by discussing ideas as a class, providing further examples of usage of the phrases as useful. I feel it’s well worth; we really should; I feel absolutely sure that; I’d be absolutely delighted if; It would be wonderful if 3 This exercise gives students the opportunity to think of their own ideas for a given scenario and then write a persuasive email. Begin by going through the situation. With a weaker class, students could discuss ideas in pairs before moving on to point 2 where they discuss their ideas in small groups (or, if students have been working in pairs, in groups of four). For the writing stage, suggest a word limit of 220–260 (in line with the writing tasks for the exam) and remind students to organise their ideas and make a plan before writing. If time allows, set 5–10 minutes aside for them to consult the writing checklist on page 190 and look for errors, before swapping

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their finished emails with another student. Round up by discussing as a class which proposals are the most original and which are the most persuasive.

4B Making a difference

Extra! Students write a blog article about an issue they are interested in (e.g. in their country) and the types of protest or activism that are being carried out against it.

Listening 2 p.63

Speaking p.64

1 Begin by asking what the photo shows (a bicycle completely covered in a colourful, tight-fitting, knitted cover, chained to a post) before students, working in pairs or small groups, discuss the questions. During feedback, you might want to ask what action, if any, students themselves have ever taken. 2 Give students 2 minutes to read the questions before eliciting their ideas. Do not correct them at this stage. 3a Students read the task and questions, highlight key words and identify what they will listen for in the task. 3b T29 Ask students to read the Expert Task Strategy notes on page 170, allowing them time to read the Help clues if needed. Remind students that in multiple-choice questions, one answer is correct and the other three are incorrect. It can therefore be as helpful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer. Remind them that each extract is repeated before moving on to the next extract.

The photos should act as a prompt for some different ways in which people protest, and the questions should encourage students to speculate on what is happening in each photo and why. Use the discussion to draw out useful vocabulary to describe forms and aspects of protest, e.g. demonstration, banner(s), occupy, slogan(s), a lie down as well as causes of protest, e.g. cuts, austerity, devolution.

1 C we need to reduce the number of cars on the road and improve mobility. 2 A What I’m really proud of is that now we have 230 ports dotted around, in each of which you’ll find a map showing where they all are and a cycle route. 3 B which is great because it becomes a community thing. 4 C They sound to me like a bunch of ordinary people wanting to liven up their lives. 5 B People follow my videos online and make their own recordings. There are now over 900 members worldwide. 6 A But I like the idea of people coming together to empower each other. … We’ve got to stop doing things just for our own personal well-being. 4 The task analysis could be conducted with the whole class. 5 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then analyse the task, discussing their ideas either in groups or as a class, using the language presented.

Advanced Expert Module 4

1a Check students’ understanding of the vocabulary in the box before they match the verbs and nouns. This exercise could be done in pairs. Distribute leaflets; draw graffiti; go on/organise/ take part in demos/a strike; hold/organise/take part in meetings/demos/sit-ins/marches; sign/organise petitions; write to/distribute newspapers 1b If students have already answered this question in the lead-in, comment briefly on the forms of protest, adding in any further vocabulary that would relate to the photos. 1c This question could be discussed in small groups before ideas are elicited from the class. 1d This exercise focuses on the prepositions used in set expressions relating to protest. Ask students to check answers in pairs before class feedback. 1 against 2 in favour of 3 back down 4 on 5 on 6 for 7 about 8 on 9 to 10 about 1e Students discuss the questions, incorporating language covered in the previous exercises. 2 Ask students to complete the extracts, comparing answers with a partner. Suggested answers 1 held/organised 2 put pressure on 3 change their minds/back down 4 force them to come to a compromise 5 totally against/opposed to 6 signed a petition 7 had their say 8 major doubts/organised demos 9 distributing leaflets 10 changing the minds 3a T30 Spend a few minutes reviewing the structure and requirements of Paper 4 Part 2, the long turn, by reading through the Expert Task Strategy notes on page 172. Then focus students’ attention on the photos and play the instructions for them to

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answer the questions about the photos on pages 64–65. Compare 2 out of 3 photos and answer questions on them. 3b T31 Students now listen to a candidate attempting the task. Encourage students to be constructively critical, to recognise and highlight strengths and weaknesses in Thérèse’s performance according to the advice given. This could be done in pairs. Thérèse only partly hypothesises/speculates on why, in two of the photos, they might be protesting and how effective the protest might be. She gets sidetracked by the third photo and gives her own personal opinion on the rights and wrongs of the protest and which forms of protest are effective. Her discourse management is weak: her answer isn’t very coherent (her utterances aren’t arranged logically), and she uses short, rather abrupt sentences. She doesn’t use a wide range of vocabulary and structure. She is intelligible but her use of word stress is very marked (e.g. banner, effective). Also, she doesn’t use all her time (one minute). 3c T32 Students now listen to a different candidate (Francesca) attempting the task, and then evaluate her performance in pairs. Francesca speculates as requested and is clear and coherent. She uses a wide range of vocabulary and structure accurately. Her pronunciation is intelligible – she uses word stress and intonation correctly and her individual sounds are clear. 4 T33 Focus students’ attention on the text and give them one minute to quickly read through it before playing the second candidate’s answer again. Allow time for students to compare ideas in pairs before checking them as a class. 1 are obviously protesting 2 could be very 3 will probably have 4 It’s difficult to say 5 depends on 6 are bound to sit up 7 might well 5 Give students a few minutes to look back over the expressions highlighted in the previous exercises before they attempt the task in pairs. Encourage them to do it with the same urgency as in exam conditions. 6 Encourage students to use the questions to analyse their own performance in the same way that they analysed Thérèse’s and Francesca’s.

Advanced Expert Module 4

Task analysis could initially be done in pairs before the discussion is opened to the class to round up.

Language development 2 p.66 This section reviews noun clauses (also known as nominal clauses), which are dependent clauses functioning as nouns. The exercises highlight the various forms commonly used and which are vital for advanced users of the language. As students may have difficulties with correct word order and tense changes, further remedial work might be required. 1a Find out what students know about the Olympic Games and ask when and where the last one was held. Students then read the text, discussing the question as a class. A volunteer needs to be well briefed to answer difficult questions, and have a lot of energy. 1b Focus on the underlined part of the text and explain that these noun clauses act as nouns. Refer students to pages 179–180 of the Expert Grammar and ask them to identify the different noun clauses, comparing answers with a partner. 1A 9B

2C 3B 10 C

4C

5A

6B

7B

8C

1c With weaker students this exercise could be done as a class, or else students complete it alone or in pairs before class feedback. A 3, 9, 10

B1

C 5, 7, 8

D 2, 4, 6

2a This exercise provides students with further practice using noun clauses and could be done alone or in pairs. Discuss answers as a class, providing additional explanation or examples as needed. 1 which/what (wh- clause as object of the verb; question word clauses are related to questions) 2 that (following an adjective) 3 that (that clause as object of a verb, not related to a question)/ when (wh- clause as object of the verb; question word clauses are related to questions) 4 Why (the reason why) 5 It was highly likely (that clause after adjective)/There was a strong likelihood (that clause after noun) 6 how far (degree)/whether (simply yes/no: Were we doing it because …?) 7 To do (more formal); Doing (-ing clause less formal as subject) 8 How (related to question How did we feel about the uniforms?) 2b Remind students that this exercise is an open cloze type which they will encounter in Paper 1

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Part 2 and that, although they must only write one word in each gap, there may be alternative answers. Students should first skim the text to get the general sense and then identify the most suitable word for each of the gaps. 1 (that) 2 (that) 3 What 4 (that) 5 how/what 6 where 7 who 8 why/that 9 how/why/that 10 whether 11 what 12 (that) 13 how

Extra! Ask students whether they have had any experience of volunteering. If so, what were the highlights and the difficulties? What are their views on the role of volunteering in society? 3 This exercise gives students further practice using noun clauses in the form of a key word transformation exercise. Remind them that they will encounter this question type in Paper 1 Part 4 and elicit how many words they must write in their response (3–6 words). With a weaker class, students could work in pairs. 1 is/’s easy to be/get/become confused 2 strong likelihood of the school 3 was the subject of (a/the/some) 4 suddenly struck me (that) he 5 is quite understandable that/why people look … 6 been affected by illness was unclear 4 Students form sentences about themselves using noun clauses, sharing ideas with their partner on completion. Round up by eliciting answers which students found surprising or interesting.

Photocopiable activity Activity 4C could be used here. It is a pairwork/ groupwork activity where students have to complete sentence stems using noun clauses, so that the new sentences have the same meaning as the initial ones given.

Use of English 2 p.67 1 Start by focusing students’ attention on the quote and discussing the questions as a class. 2a Give students 2 minutes to skim read the title and text before eliciting the answers to the questions. 1 to combine street-running with visiting the elderly in their homes 2 Elderly people have visitors and runners can fit the visit into their training routines. 3 The runners have a criminal record check.

Refer them to the Expert Task Strategy notes on page 167 and remind them to highlight key words in the instructions before completing the task. Remind them that the single word required must be in the correct form and correctly spelt. On the answer sheet in the exam, they must write it in capitals. There may be more than one possible answer. 1 does 2 Whoever 3 all 4 point 6 As 7 without 8 whether

5 despite

3a The task analysis is best conducted in groups or, with weaker students, as a class. Discuss the analysis and what students learnt from doing the task. Examples: Noun clause: What the gym does is … Fixed phrase: a (training) point of view 3b This question could be discussed as a class. adjectives; concrete nouns 4 This discussion could be done in pairs or small groups. Round up by eliciting ideas.

Extra! Students write an article explaining whether the Good Gym would work in their country or not and why. Encourage them to make the article persuasive and incorporate attitude phrases as covered in the Writing section in Module 4A. You may want to set a word limit (220–260).

Writing 2 p.68 1 Start by asking what the photos show (students doing voluntary community work) before asking students to discuss the questions in small groups or as a class. Find out who has written a proposal before and point out that they might have to write one for their compulsory task in Paper 2 Part 1 and that it may come up as an option in Part 2. 2 Give students a few minutes to read and appreciate the scope of the task and answer the questions, referring to the strategy given in Writing 2 in Module 2B (page 36). This could be done in pairs. Remind students to underline key words and elicit the word restriction for each task of the writing exam (220–260 words). The Expert Task Strategy notes on pages 169–170 provide useful information and there is also an example proposal in the Expert Writing section on page 196.

2b This exercise gives students further practice of the open cloze question type (Paper 1 Part 2).

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2 Structure/layout: Like a report, there will often be a clear layout, probably with headings/subheadings. Also there will be some analysis and suggestions. With a report there is more emphasis on the analysis (probably with some concluding recommendations); with a proposal, there is more emphasis on a set of suggestions (possibly with some analysis) and persuading the reader as to a course of action. Style: consistently formal or neutral Time: usually the future Verb form: modals with future reference 3a This exercise provides students with the opportunity to brainstorm ideas for the community project; with a weaker class you might want students to do this in pairs or even as a class. 3b The headings given help students organise their ideas in a constructive way that links in with the structure of the proposal. Encourage students to discuss their ideas in small groups. 3c Go through the instructions, highlighting the language suggestions. Students now identify the supporting information for their recommendations. 3d This question could be discussed as a class. 4a Begin by focusing students’ attention and asking what a volunteer is (someone who gives their time and help without payment). Before continuing, you could ask whether students have ever been volunteers themselves and, if so, who they volunteered for and what they did. In this exercise students determine in which paragraph the example sentences would best fit and compare ideas with a partner before class feedback.

4c The exercise gives specific phrases that help students to structure different elements of a proposal. Students should be encouraged to learn them as set phrases. 1 Justifying a recommendation 2 Making a recommendation 3 Explaining the practicalities 4d Students select sentence openings from the three groups, completing them with their own ideas. Allow time for students to compare ideas in pairs before eliciting some examples from the class. 4e Connecting words are instrumental in text cohesion and students should be familiar with the ones given. This exercise could be completed in pairs before a class discussion. Remind students that more than one answer may be possible. 1 Moreover, Furthermore 3 therefore 4 thus

2 thus, hence

5 Refer students to the Expert Strategy note given before they start writing their proposal. Highlight the word limit.

A A good clear opening statement for the proposal in neutral style B A concluding statement but expressed far too personally C A good clear closing statement for the proposal in neutral/semiformal style D An opening statement but too informal and casual in this context 4b In this exercise, students should bring together the review of noun clauses with work on word families and attitude phrases from earlier in this module. Examples: 1 Usually homelessness is only one of the problems the person has. 2 The most successful approach is when people teach others a skill they have. 3 One idea would be to assign students to individuals. 4 Potential volunteers would put themselves forward, depending on what they can offer.

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Sample answer: Introduction This proposal is for a way of getting students involved in helping the homeless on a voluntary basis. Having a roof over one’s head is thought of as a right but, for many, being homeless is the reality, and usually homelessness is only one of the problems the person has – there is often illiteracy, a lack of life skills, mental illness or drug addiction to make matters worse. Not surprisingly, help is desperately needed. Recommendations • Get students involved in local shelters for the homeless and fulfil a role according to their skill, whether it is helping to cook, looking after young children, teaching a musical instrument or working with computers. In general, people work best when they do what they are good at. • The commitment should be ongoing and students would be assigned to individuals. The project could be counterproductive if volunteers are insufficiently committed. • To set up the scheme, the Student Union would organise a Volunteers Fair and different tables would represent different skills needed by our local hostel; potential volunteers would put themselves forward depending on what they can offer. It is obvious that for it to work the scheme needs to be well organised. Conclusion The project is clearly worthwhile. It would enable young people to understand the difficulties that many people face in our society; it would benefit the shelter because they are always looking for help; and it would be good for the homeless because they would come into contact with enthusiastic young people offering support. The project would give everyone involved something valuable and it would be good for society at large. [269 words]

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1 fast, wide 2 over 3 off 4 in/late 5 to 6 off 7 By 8 through 2 1 down 2 in 3 in 4 on 5 out 6 back 7 off 8 up 3 1 that 2 Why 3 which 4 how 5 That 6 whether 7 Using 8 to see 4 1 extensive 2 tolerant 3 growth 4 unlikely 5 heated 6 confrontation(s) 7 strengthen 8 influential

6 Refer students to the writing checklist on page 190 and give them 5–10 minutes to edit their work. If time allows, ask students to peer check each other’s work first.

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05

Controversy

This module explores various topics related to the theme of controversy, including current controversial topics in different countries: spending money on pets when people are starving in the world, the demise of bees, identity theft, invasive security measures and phone hacking.

5A Global issues

Reading 1 p.72 With books closed, ask students what issues relating to pets could be controversial.

Background

Lead-in p.71

Background

Pet ownership is said to be on the rise in countries such as the UK, the USA and Russia. The USA tops the charts now as having more dogs than any other country. However, although dogs are incredibly popular there, they are still outnumbered by cats, which is also the case in England.

The main reasons wind farms have become controversial are because some people believe they are unsightly, noisy and a threat to wildlife such as birds and fish. They also believe that wind farms can negatively impact tourism in areas of natural beauty.

1 Ask students to look at the photo and explain what it shows (a dog running on a treadmill) and what the issue could be (e.g. keeping a pet fit, lazy ways to exercise a pet) before they discuss the questions in pairs or small groups.

Start with books closed. Ask students what the word controversy means to them. Discuss different ideas and identify the key related factors.

Obesity has become a highly controversial topic, particularly since the American Medical Association publicly declared (in June 2013) it as a disease. In effect, such a move means that a third of the American population (namely, those who are obese) can now be considered sick. Whilst such a move will now result in better treatment and financial support for all concerned, it has resulted in much discussion regarding the influence of diet on weight, culpability and how such a change will affect medical training, treatment and attitudes towards the obese. 1 Ask students to open their books and look at the photos on page 71. Elicit what they show (wind farms and a large woman eating fast food) and what the issues relating to them could be. Then ask students to discuss the question in pairs or small groups before eliciting ideas from the class. 2a Students go through the statements changing those they disagree with and adding a few of their own ideas. 2b Give students time to discuss their answers in small groups before opening the discussion to the class. Encourage students to justify their opinions and use this as an opportunity to expand on related vocabulary.

Extra! Bring in some newspaper headings (relating to current controversial issues) or project them onto the board. Students then discuss in groups what the story is, where it is taking place and what is being done about it.

Advanced Expert Module 5

Extra! Students discuss, in pairs or small groups, the pets they own/have owned, a pet they would like to have and why, any pets they would not like to own and why. 2 Elicit what skim means (to read something quickly to get the gist or general idea) and ask students to skim the book review. You might want to set a time for this, e.g. 3 minutes. Elicit the answer to the question. They help to deplete the world’s resources. 3a Ask students to read the questions and answers, underlining any key words. Remind them that the first (sometimes second) sentence of a paragraph is the ‘topic sentence’ and will identify the topic of a paragraph. Give them time to determine in which paragraph each answer will be found, checking in pairs before eliciting ideas from the class. 3b Students read the Expert Task Strategy notes on page 168, using the Help clues as needed, before completing the multiple-choice task (Paper 1 Part 5). Remind them that only one answer option will be correct in each question and that it can therefore be as useful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer. 1C

2A

3D

4B

5B

6C

4 The task analysis is best conducted in pairs before

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the most effective strategies used are discussed as a class. 5 Ask students to look at the items in the Expert Word Check box and find the words in the text. They should try to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in small groups or as a class, using the language presented.

Vocabulary p.74 1a This exercise deals with words with similar meanings. Students work alone or in pairs to complete the sentences. 1 consume 2 surplus 3 scarce 5 compensate for 6 disposed of

4 triggered

1b Suggest students match the expressions they are sure of first before working on the ones they are unsure of. If required, encourage students to refer to a dictionary and remind them to note whether any new language recorded is informal or formal. 1c

2d

3b

4a

5f

6e

1c These questions could be discussed in small groups before the discussion is opened up to the class.

Extra! Students write a proposal (220–260 words) explaining an important current global issue being debated in their country, what is causing it and what they feel needs to be done to solve it. 2a Remind students that collocations are a key part of language and that recording new language in chunks of associated words is an effective way of expanding their vocabulary knowledge. After students have completed the exercise, encourage them to compare answers in pairs. 1 c/d

2e

3b

4c

5a

2b This exercise could follow the same procedure as the last one or be done as a class. 1c

2e

3b

4f

5d

Laura: pollution; Will: climate change; Nicola: food resources 3b Students now complete the paragraphs using language covered in Exercise 2. This could be done alone or in pairs. Remind students to check they use the correct form. 1 emit 2 fumes 3 pollutes 4 build-up 5 global 6 triggers/gives rise to 7 drought 8 rising 9 pesticides/chemicals 10 organic 11 produce/crops 3c This question is best discussed in small groups before ideas are elicited from the class. Encourage students to justify their opinions and use this as an opportunity to add in related vocabulary.

Extra! Put students into small groups and assign each group one of the issues. Students then research their issue, finding out more information about the problem, how long it has been an issue, where/ who it affects most and what has been done about it so far. They might also want to add what they think should be done to tackle the problem. In a subsequent class they present their ideas in the form of a 10-minute group presentation. Alternatively, they could write a blog article (220– 260 words) for a global issues magazine. 4a Remind students that they will encounter word formation questions in Paper 1 Part 3. This exercise gives students practice in identifying the type of word missing in each sentence, as well as transforming the root word to fit (e.g. through the adding of a suffix and/or prefix). Encourage students to look at the words around the gap to help them determine the type of word needed. With a weaker class, do the first question together. Give students time to check answers with a partner. 1 emission 2 consumption 3 destruction 4 disposal 5 poisonous 6 excessively 4b Students rank the opinions in Exercise 4a from the ones they most agree with to the ones they agree with least. Allow them time to discuss their answers in small groups before finding out which opinion(s) people agree with most and why.

6a

3a Focus students’ attention on the three paragraphs. Give them one minute to read them and decide which issue matches each one.

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Photocopiable activity Activity 5A could be used here. It is a pairwork/ groupwork activity where students complete a grid, adding missing words needed to complete phrases in order to find another key item of vocabulary. This activity revises vocabulary covered in Module 5A.

Use of English 1 p.75 1 This task could be done in small groups before the discussion is opened up to the class. 2a Focus students’ attention on the photo and ask what it shows (a whale in the ocean). Ask students how they think whales could help prevent a disaster, before giving them one minute to read the text and find out. By feeling the shocks from an imminent tsunami. 2b Students new to the multiple-choice cloze task (Paper 1 Part 1) may find it useful to read the Expert Task Strategy notes on page 167 and refer to the Help clues before completing the task. Remind students that the first answer is an example and that in multiple-choice questions one answer is correct and the other three are incorrect. It can therefore be as helpful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer. 1C

2A

3B

4A

5B

6D

7D

8B

3 The task analysis is best conducted as a class. 1 unaware of what … unconscious of what … ignorant of what … 5 the other verbs would require from 4 Students could discuss the questions in small groups before the discussion is opened up to the class. Encourage students to justify their reasons and use this as an opportunity to feed in useful language.

Extra! Bring in photos of various animals. Put students into pairs and give each pair three different photos. Ask them to take turns to talk about the animal they think is most intelligent (and why), and to suggest ways that the animal chosen has helped humans. Give students 2 minutes each to do this.

Listening 1 p.76 1 Ask students to look at the photo and explain what it shows (honeybees) and briefly elicit what the

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issue concerning them might be, before students discuss the questions in pairs or small groups. 2 Refer students to the text and ask them to predict the type of word needed in each gap. Remind them of the word limit (up to 3 words) and give them time to check ideas in pairs. 3 T34 Elicit what students remember about Paper 3 Part 2 (sentence completion) and, if necessary, explain that they will hear a monologue lasting about 3 minutes and will have a text with 8 gaps to complete. Remind them they will hear the recording twice and suggest they use the second time to check their answers. Give students time to read the Help clues and the strategies on page 171 before playing the recording. 1 1998 2 vitamins 3 climate change 4 agriculture 5 diseases 6 urban parks 7 memory 8 (air) pollution 4 The task analysis could be done in pairs before aspects that helped students with the task are discussed as a class. 5 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups or as a class, using the language presented.

Language development 1 p.77 Students should be familiar with the concept and use of modifying gradable and ungradable adjectives. For those who are not, the Expert Grammar notes on page 180 give an explanation of the use and form of these adjectives, which in effect will add interest and depth to students’ writing and speaking. 1 Focus students’ attention on the photos and elicit what they show (a black and white shot of a quietlooking beach with low-level buildings and fishing boats and a modern shot of the same beach 30 years later, now very touristy and overlooked by high-rise buildings built close together) before asking them to answer the questions. This could be done in pairs or as a class. 1 to emphasise the adjective 2 very, incredibly, really 3 absolutely only goes with ‘ungradable’ (or extreme) adjectives 2a This exercise gives students practice in making collocations with gradable and ungradable adverbs and adjectives. It might be useful to start by focusing on the photos and eliciting an example or two before asking students to think of possible

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combinations in pairs. Elicit the effect the adverbs have here. Compare disappointed – rather disappointed – very disappointed – bitterly disappointed. Elicit the difference between relieved and incredibly relieved. Remind students that their writing in Advanced requires more dramatic language to have impact on the reader and that the use of adverbs with adjectives achieves just that, adding interest and depth to it. You might want to elicit which adjectives (list B) are ungradable, namely: perfect, unspoilt and empty (although empty can also be gradable depending on the context – see the Expert Grammar on page 181 for details). completely/rather/really/totally/very different; bitterly/extremely/incredibly/rather/really/very disappointed; extremely/incredibly/rather/really/very excited; absolutely/completely/totally/virtually empty; extremely/incredibly/rather/really/very expensive; absolutely/completely/totally/virtually perfect; completely/extremely/incredibly/rather/really/ totally/very quiet; extremely/incredibly/rather/really/very relieved; absolutely/completely/extremely/incredibly/really/ totally/virtually unspoilt 2b Ask students whether they ever have problems sleeping the night before they go away and if they do, why. Explain that they are going to read about someone’s experience of being on holiday and complete their account using collocations as practised in Exercise 2a. Explain that more than one adverb can be used for each gap. It might be useful to also refer students to the information on using adverbs to modify extreme (ungradable) qualities on page 180 in the Expert Grammar and to point out that sometimes our choice of usage is simply a matter of collocation. For example, we say completely different but we do not tend to say absolutely different. Example answers: 1 extremely/incredibly/really/very excited 2 completely/extremely/incredibly/totally/virtually unspoilt 3 extremely/incredibly/really/very quiet 4 completely/totally/virtually empty 5 absolutely/totally perfect 6 bitterly/extremely/really/very disappointed 7 completely/rather/very different 8 extremely/incredibly/really/very expensive 9 extremely/incredibly/rather/really/very relieved 2c Students compare ideas in pairs and consider alternative combinations before class feedback.

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2d Ask students to work in pairs or small groups, taking turns to describe the holiday destination they have chosen and how they feel about it.

Extra! Students use their ideas from Exercise 2d to write an article (220–260 words) for a travel magazine or website. Remind them to use evocative language in their description by using a combination of adverbs and adjectives. 3a Remind students that not all adverbs collocate with particular adjectives and in their records it would be useful to note the ones that don’t as well as the ones that do. Suggest that students use their instinct and go for what feels right, and remind them to eliminate answers they know are incorrect. Allow time for students to compare answers with a partner before checking as a class. 1B 9B

2A 3C 10 A

4B

5C

6A

7C

8B

Extra! Students find adjectives that collocate with the adverbs they did not use in Exercise 3a. 3b This question could be discussed in small groups before being opened to the class. Alternatively, have half the class consider the points in favour, the other half the points against, and then get them to work in mixed groups discussing the topic. Round up by eliciting the key ideas on both sides of the argument and try to reach a class consensus on whether the advantages outweigh the disadvantages or vice versa.

Photocopiable activity Activity 5B could be used here. It is a pairwork/ groupwork activity where students determine which adjective in a set cannot be used with the modifier given. This activity practises and extends the use of gradable and ungradable adjectives as covered in Module 5A.

Writing 1 p.78 1a Focus students’ attention on the photo and elicit what it shows (the Galapagos Islands off Ecuador). Go through the instructions with the class and put them into small groups to discuss the questions. Make sure that students understand what a topic sentence is and remind them that identifying topic sentences will not only make their writing more cohesive but also help them to locate the paragraphs to find particular answers in the

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reading test. Generally speaking, the topic sentence will be the first sentence of a paragraph. 2 Topic sentences: However, it is clearly crucial …; It would be a pity if tourist numbers …; Equally, there must be … Supporting: This would be the responsibility of …; The main impact of this …; An example of this … 1b Whilst stronger students might be able to write supporting sentences, weaker ones might benefit from working in pairs to discuss ideas first. 2a Start by focusing students’ attention on the Expert Strategy note. Students then consider the points given and contribute additional ones, perhaps noting them in the form of a spidergram (as in Module 3A, page 48). This could be done in pairs or small groups before you elicit ideas from the class, noting them on the board. If students find it difficult to come up with ideas, you might want to add some. Possible answers: quality of life, crime, congestion, pollution, noise, pressure on natural resources 2b This exercise invites students to add more details to the main points given in Exercise 2a. Allow time for students to compare ideas in pairs before class feedback. 1e 2b 3a 4c 5d Possible additional ideas: local cultures can be negatively impacted by tourism if traditional rituals become more a form of entertainment for visitors; the quality of life could be negatively impacted if tourism results in a rise in traffic and in turn emissions, noise, health problems, etc. 2c In this exercise, students decide which points to keep and write a topic and supporting sentence for each one. Encourage students to add in adverbs of attitude and elicit further examples if useful (e.g. surprisingly, predictably, fortunately, undoubtedly, apparently). Then go through the expressions used to report opinions. With a weaker class, one point could be chosen and the related sentences discussed and written as a class. Students then complete two sets of their own, alone or in pairs. 2d Students discuss a paragraph plan for their essay, working in pairs. 2e In this exercise, students compare their sentences and plans with others in the class and then work in their pairs to improve on their plan from Exercise 2d.

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5B An open society?

Listening 2 p.79 1 Start by inviting students to suggest what the person in the photo might be doing and explain what computer hacking is for anyone who does not know. Students then discuss the questions in pairs or small groups. 2 Students identify the key words in the questions, underlining them. 3 T35 This is the second time students have attempted a Part 3 listening task so they may be familiar with the strategy. Elicit what they can remember and refer back to Module 2B if necessary, before referring them to the Expert Task Strategy notes on page 171. Students listen to the recording and complete the task under exam conditions, so play the complete recording twice with a short pause in between. Students refer to the Help clues as needed. 1B

2A

3D

4C

5B

6A

4 The task analysis could be done in pairs or in small groups. The analysis emphasises the fact that some of the distractors may have been considered as the right answer. Establishing why they are incorrect confirms the correct choice. For example, in question 1, the interviewer says that Jack seems relaxed about the threat, which might indicate option D, but he immediately contradicts her, which makes it incorrect. 5 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups or as a class, using the language presented. The discussion should be around students’ personal reflections on the ideas raised in the task.

Speaking p.80 The cartoon should act as a prompt for discussing different security measures (such as fingerprinting, alarm systems and security cameras and guards) and the question should encourage students to speculate on the positive and negative aspects of each example given. This discussion could be done in pairs or small groups. Round up by asking students which forms of security they are more familiar with and which they prefer and why. Find out whether there are any that they do not agree with, and why.

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1a Focus students’ attention on the spidergram and ask them to discuss in small groups the situations in which each measure might be helpful in protecting security and why. Elicit ideas from the class, using this as an opportunity to add in useful language. 1b T36 This exercise gives students practice in identifying syllable stress. Encourage them to compare answers with a partner after completing it. Play the recording so that students can check their answers, pause after each one and check that students’ pronunciation is correct as required. alarm system; biometric; body scans; CCTV cameras; code number; high fencing; phone tap; pilotless planes; security guards; spy satellites; swipe card 1c Ask students what features they would expect of a company’s headquarters and a military establishment. This could be done in small groups. Briefly discuss ideas before referring them to the articles. This exercise gives students practice using the vocabulary from Exercise 1b, as well as further information relating to security systems. Remind students to look at the words before and after gaps to determine the type of word missing and to complete first the gaps they can do more easily. Allow time for them to compare answers in pairs before class feedback. 1 high fencing 2 alarm system 3 CCTV cameras 4 security guards 5 swipe card 6 code number 7 biometric 8 spy satellites 9 pilotless planes 10 phone tap 11 body scans 1d This question could be discussed in small groups or as a class. Encourage students to justify their opinions. 2a Refer students to the Expert Strategy notes for Paper 4, Part 3 on page 172 and the Speaking assessment criteria on page 171. Allow them time to read the question and ask any questions on the information read. 2b T37 Focus students’ attention on the spidergram again before playing the interlocutor’s instructions. After listening, elicit what the candidates must do. They must talk for about 2 minutes about the advantages and disadvantages of the security measures shown in the spidergram. 2c T38 Students listen to two candidates attempting the task, focusing on the opinions they give. Elicit the points of view presented and discuss which the

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students agree/disagree with. Encourage students to justify their opinions.

Extra! Refer students to the relevant audioscript. Ask them to underline the opinions given and doubleunderline the language used to present opinions for their own reference. 2d T39 Students listen to the second set of instructions and the subsequent discussion between the two candidates. After listening, elicit whether students agreed with the conclusion and their reasons. 2e The task analysis is best conducted in pairs before the most effective strategies used are discussed as a class. They do what they were asked. Student B is better at turn taking, responding to what Student A is saying and asking questions. Student A tends to dominate the discussion, cuts Student B off and does not invite responses. 3a T40 This exercise introduces intensifying expressions, which will add depth and emphasis to students’ speaking. Give students a minute to skim through the sentences before listening to the sample answer. Allow time for them to compare answers in pairs before class feedback. 1 nearly as invasive 2 anywhere near enough 3 far the best way 4 The more … the more … 5 more and more 6 not nearly as effective 7 lower and lower 8 best … of all 9 far too expensive 3b Students discuss their ideas in pairs before the discussion is opened to the class. If useful, play the recording again for students to underline the stressed words. Check that students understand snoop (question 5) and, if useful, ask someone to read out the definition from their dictionary (e.g. to try and find out about someone’s private affairs by secretly looking in their house, examining their possessions, etc.). 3c Students discuss their ideas in pairs, explaining why they agree or disagree with the statements and using some of the intensifying expressions. 4a This exercise gives students practice in doing the collaborative task in pairs. Elicit the task strategies before referring students to the spidergram and the task in Exercise 2. Remind them that this part will last 4 minutes in the exam and ask them to time themselves. 4b Round up by eliciting from the class the measures chosen and why.

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5 The task analysis could be done in pairs. Encourage students to be honest in their analysis of their performance and to identify areas to work on improving. 6 Give students time to read the points presented in the Expert Strategy note before discussing the questions with a partner. Remind them to take turns and to incorporate intensifying expressions in their responses. Round up by opening the discussion to the class and adding in further ideas and language as useful.

Language development 2 p.82 Students should be familiar with the concept and use of the four basic types of conditional form. Students with particular difficulties should have some remedial work before focusing on the more advanced uses and forms covered in this section. 1a This is a review of the four basic conditional forms (zero, first, second and third). With a weaker class you might wish to start by looking at the Expert Grammar on pages 181–182. A stronger class could begin by doing the exercise and then using the grammar review to check their answers. Note that in sentence 1, might is used rather than would because the speaker wishes to stress possibility rather than certainty. 1 second

2 third

3 zero

4 first

1b This exercise gives students practice identifying the appropriate verb forms for a mix of the four basic conditionals. Advise students to look at the whole sentence and to consider the time reference and whether or not the situation is real or unreal, before choosing their answers. Encourage students to compare answers in pairs, and allow time for discussion and justification before giving feedback. If useful, elicit which conditional is used in each sentence and manipulate a few of the sentences given to compare other forms with different meanings. 1 carry on, could 2 reports, might start 3 ’d known, wouldn’t have said 4 is, won’t 5 ’d managed, could have got 6 knew, ’d tell

Extra! Have a class discussion. If you were a celebrity, how would you protect your privacy? 2a This exercise focuses on mixed conditionals and invites students to identify the forms and conditional patterns that are used, as well as the

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time referred to. With a weaker class, students could work in pairs before class feedback. 1 2nd conditional (had) for now + 3rd conditional for past 2 3rd conditional for past + 2nd conditional for now 3 3rd conditional for past + 2nd conditional for general truth 4 2nd conditional for now + 3rd conditional for past 2b Elicit which modals can be used in mixed conditional sentences (can, may, might, will, should) and ask students to complete the sentences, comparing answers with a partner before checking as a class. Remind students to identify the time being referred to and the subsequent forms and patterns required. 1 had been, would still govern/be governing 2 did, wouldn’t have been sued 3 wouldn’t have got, were always/had always been 4 hadn’t written, would still be living 2c This exercise gives students the opportunity to use a variety of conditional forms to complete the sentences. Students could work in pairs or small groups. During feedback, elicit ideas, writing them on the board, and discuss the time reference and forms in each one as a class. 3 Remind students that conditional sentences frequently use alternatives to if and, if useful, rewrite the first sentence as a class and discuss any changes needed. If this is an area students are likely to find difficult, encourage them to work in pairs. During feedback, discuss the changes made and focus on the forms used and the time references. 1 Unless we give … 2 People don’t/won’t read … unless they can identify 3 … whether they are sometimes proved wrong or not/whether or not they are sometimes … 4 But for the pressure from my editor, I would have taken more time over the story. 5 I’ll give you an interview on condition that I can check … 6 … good pictures, otherwise it won’t have … 7 good reputation, provided that it cleans up … 8 … other media, as long as they can be …

Extra! Discuss these questions. Use alternatives to if where possible. 1 How do you get your news (e.g. newspapers, TV, radio, the internet)? Which form of media or which newspaper do you trust to tell the truth? 2 How do you feel about stories with a lot of ‘emotional colouring’?

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4a This exercise focuses on formality of form and the omission of if. Begin by focusing students’ attention on the opening clauses and discussing the question as a class. The three sentences given progress in formality: the first is a standard zero conditional, the second introduces should, which makes it seem more hypothetical and therefore polite, the third uses inversion and omits if, which has the effect of making the sentence both more complex and more formal. 4b These sentence openings could be discussed in small groups or as a class. 1 If anyone objected/were to object … 2 If I had realised … 3 If it hadn’t been for his help … 4c This exercise gives students practice in rewriting more formal sentence openings omitting If. Students then complete them, using ideas of their own and marking the stressed words. Allow time for students to compare answers in pairs before class feedback. 1 Had I known my … was going to be so … 2 Were it not for the fact that my/our … were present, ... /Had my/our … not been present, ... 3 Should you need any … 4 Were he/she my son/sister/friend, …

Extra! Ask students to write a 6-line dialogue with a partner, finishing with the line: If I had known that was going to happen, I wouldn’t have gone there in the first place. Then ask them to compare their dialogues. Which one was the most interesting (and why)?

Photocopiable activity Activity 5C could be used here. It is a pairwork/ groupwork activity where students match sentence beginnings with an appropriate ending to complete the mixed conditionals.

Reading and Use of English p.83 1a This section introduces the most recent addition to the Advanced exam and gives students practice in dealing with cross-text multiple matching (Paper 1 Part 6). As students are likely to be unfamiliar with this question type, begin by focusing their attention on the instructions and questions first. You might want to discuss the

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layout and what the task involves as a class before asking them to read the title and introduction. Once they have done this, elicit the answer to the question. Mark Zuckerberg and the creation of Facebook. 1b If this is the first time students have encountered this question type, it might be useful to look at the first question together or to ask them to work in pairs and then check ideas. 1c Allow time for students to find the remaining opinions that enable them to complete the questions. If useful, allow time for them to compare ideas in pairs before checking as a class. 1d Refer students to the Expert Task Strategy notes on page 168. If they are new to this question type, go through them together, checking they understand them. Students then complete the task, comparing answers in pairs before class feedback. Discuss with the class the different strategies they used to complete the task. 1 A (... lead actor as complex and ambiguous; Zuckerberg’s self-confidence is impressive, amusing, yet extraordinarily hostile) 2 D (Sorkin’s fast-paced chatter is relentless, making it a struggle at times ... to follow) 3 C (Fincher has modified his usually distinctive style) 4 C (The film has as its focal point the bitter legal dispute as to who gets the credit for Facebook’s start-up)

Extra! Ask students which is more important to them when they see a new film: the script, the direction or the acting? Next, allow them 3 minutes each to talk about their favourite film and why it is so good (script, direction and/or acting, etc.). Ask them to try and persuade the rest of the group that their film is the best. At the end of their discussion, the group should try and reach a consensus over which film (from the account given) sounded the most interesting and why.

Writing 2 p.84 1 Start by asking what the cartoon shows (it illustrates the theme of identity theft, through computer hacking, and ways to prevent it, through shredding important information) before asking students to discuss the questions in small groups or as a class. Talk about students’ own experiences if they have any, and how they feel the problem could best be tackled.

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2 Give students a few minutes to read and appreciate the scope of the task and discuss the questions in pairs. Open the discussion to the class and elicit the word limit for the essay (220– 260 words). 1 It is an opinion essay, which identifies a problem and suggests solutions. 2 You must include only two of the methods listed; you can choose not to include any of the opinions listed, in which case you must give your own; you will have to think of a reason why one method is the most important. 3 A good essay will be well-organised, with good supporting arguments; points will be linked together in a logical sequence; and appropriate discourse markers will be used to connect, contrast and balance points. 3a Students work in pairs to brainstorm ideas for the essay, adding reasons and examples as useful. 3b Before students organise their ideas, remind them they could create a spidergram to help them, as shown in the Speaking task on page 80. 3c Students check that they have included all the most relevant points in their plan. 3d This exercise give students the opportunity to plan the number of paragraphs they will write for their essay and decide which ideas to include and where. Remind them to consider where to add a reason and example and, if useful, discuss ideas as a class. 3e Students now determine the contents of each paragraph in note form. 4a This exercise asks students to identify the different components of an example introduction. 1d

2b

3c

4a

4b Focus students’ attention on the phrases given and ask them to rewrite the introduction using their own words and some of those given. 4c Students now assess the function of each sentence of their introduction before completing those given for the middle section of their essay. 4d These sentence stems give students the opportunity to consider the points they will make in the middle of their essay. Allow time for students to complete their ideas before discussing them in groups or as a class. 4e This exercise encourages students to consider the role of their conclusion and to create their own sentences using suitable phrases. 5 At this point the planning is complete, so give students 20 minutes to write their essay. The writing would be best done as homework unless

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you wish to assess what they are capable of writing in the given time period. Sample answer: A growing phenomenon over recent years has been the way in which our personal identity has been threatened by criminals. It can be done through the internet, by stealing our credit card, or by getting information from documents we throw away or leave lying around. It is clear that to defeat this crime we must be vigilant and be extra cautious about what we do with personal information. This essay will focus on two ways in which we may help to keep our identity safe. Many people feel that young people are particularly vulnerable when it comes to identity theft because they tend to be more careless with debit and credit cards. They should be educated by parents and colleges to sign the cards when they arrive and shred any written record of Personal Identification Numbers (PINs). They should also be told to keep their cards within reach at all times, particularly when they are in public places like a college or an entertainment venue. Another way in which we make life easy for fraudsters is by being too easily taken in when we get an email claiming to be from our bank, asking us to update our password or verify our account details. Genuine banks never send such emails. Overall, in my view, it is plastic cards which represent the biggest threat, particularly for the young, simply because they are so easy to lose. People need to remember that identity fraud is big business and is carried out by professional criminals who are always looking for ways of staying one step ahead of any security measures. [264 words] 6 Students spend 5–10 minutes checking their essay, using the checklist on page 190 if necessary. Alternatively, students swap and check their partner’s essay.

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Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1 totally 2 painfully 3 bitterly 4 perfectly 5 incredibly 6 widely 7 deeply 8 extremely 2 1 compensation 2 disposal 3 emissions 4 security 5 destruction 6 implications 7 excessive 8 deterrent 3 1B 2A 3B 4C 5A 6C 7D 8B 4 1 triggered 2 given 3 ranging 4 imminent 5 fled 6 globally 7 space 8 have 9 prior 10 sites 11 been 12 scarce

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06

Communication

This module contains various topics related to the theme of communication, including non-verbal communication, changes in language, mobile phones, studying in another language, intuition and young people today.

Lead-in p.87 Starting with books closed, put the word communication on the board or play a game of hangman to elicit it. Ask students what the word means to them and find out how they communicate with their friends and family. Alternatively, ask which is more important – meeting friends and family face to face or communicating with them through different means, and why. You might want to discuss how the way they communicate has changed in the last ten years or so, and why. 1 Ask students to open their books and look at the photos on page 87. Elicit what they show (2 people with punk hairstyles, someone sitting on the bonnet of an expensive sports car, an African tribesman with traditional face painting), before asking students to discuss the questions in pairs or small groups. Elicit ideas and open the discussion to the class, using this as an opportunity to expand on their ideas and feed in useful vocabulary. The photos show 3 different ways of communicating, i.e. through fashion, luxury and tradition. 2 This question could be discussed in pairs or small groups before being opened to the class. This could be a good point to bring sign language and Braille into the discussion and find out what students know about them.

Background A sign language is a visual language where gestures, lip patterns, facial expressions, finger spelling and body language are used to express meaning. Originally designed as a way for deaf people to communicate, different varieties exist, e.g. BSL (British Sign Language), ASL (American Sign Language). Sign languages do not follow the same structures as their counterpart spoken language, e.g. BSL does not have the same structure as English. In BSL, for example, you would ask ‘Name you what?’ rather than ‘What is your name?’, ‘Live you where?’ not ‘Where do you live?’

Background Braille is a language used by blind people in which raised dots are read or written to convey meaning. Letters, words and numbers are represented by set groupings based on a cell of six dots and are read using both hands (predominantly the index fingers) simultaneously. Modifying a French military secret code, Braille took on the name of the blind child who developed it, Louis Braille.

Extra! Widen the discussion and ask students to come up with specific aspects to consider regarding someone being a good communicator in the following types of communication: 1 face-to-face 2 written 3 oral Possible answers to Extra! 1 non-verbal language (body language, eye contact, facial expression, gestures, posture) and aspects such as patience, a personable attitude, tone, manner, intonation, stress pattern 2 appropriate tone/register, greeting/closing, etc. 3 appropriate tone, pauses to let others speak (relating to the situation), etc. 3 Elicit what the main five senses are (sight, hearing, taste, smell and touch) before asking students to discuss these questions in pairs or small groups. If students are interested in this topic, you could widen the discussion to the class, to talk further about the crossing over of senses, i.e. synaesthesia.

Background Synaesthesia is defined as a neurological condition where the stimulation of one sensory pathway in effect triggers experiences in a second sensory pathway, e.g. letters or numbers being seen as colours. There are many different forms of synaesthesia but few have been researched in any depth.

6A Getting your message across

Reading 1 p.88 1 Focus students’ attention on the photo on page 89 and elicit what it shows (a doughnut). Ask whether

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they have any idea what to doughnut might mean when used as a verb (the answer is in the text). Then ask students to discuss the question in pairs before eliciting ideas from the class. Encourage them to think of examples of particular words, phrases and structures that are different. 2 Give students 2 minutes to skim the text to find out what aspect of language changes it focuses on. 3 Before students read the text in detail, focus on the Expert Word Check box and ask them to find the words in the text. Encourage them to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Then refer students to the Expert Task Strategy notes on pages 168–169 before they attempt the gapped text task (Paper 1 Part 7). Remind them to use the Help clues for support as needed. Encourage students to compare answers in pairs before class feedback. Discuss any potential new vocabulary, such as pretentious, to send someone off, etc. 1F

2B

3G

4D

5A

6E

4 Have a short discussion with the class about the linguistic links focused on before asking them to find further examples. Suggest they underline those linkers which point to the answers and afterwards, as in Module 3, spend time discussing ideas as a class. Perhaps mention that the distractor paragraph C (On the other hand ...) is wrong because it would introduce an opposing view to something in the previous paragraph, which would need to be a negative comment about verbing as paragraph C is positive. At a quick glance it might fit in gap 6; however, applied to someone’s name can only refer to Stephen Pinker, who is mentioned in paragraph G but not in the main paragraphs.

Gap 3 requires further information on the practice of verbing, and what follows the gap (There is a difference today, though, …) contrasts the pace at which language changes are accepted now with the situation in the past. Gap 4 links to the way additions to the English language can be almost instantly integrated into the language throughout the world (What makes these innovations so easy is …) and what follows the gap provides examples. Gap 5 leads on from contrasting verbing in English to other languages which use inflections to question why a more complicated approach would be considered (What is the driving force behind wanting to do it ...) and what follows the gap makes a comment on the use of verbing in English (Which is fine, but sometimes the results are ridiculous …). Gap 6 leads on from the focus being on going full circle and creating new verbs from nouns (which had originated from verbs in the first place) to explaining why some language lovers so dislike verbing. What follows the gap provides examples of verbs that are particularly disliked. 5 These questions could be discussed in pairs or small groups before being briefly discussed as a class. This might be a good opportunity to feed in an activity on English words which originate from other languages (e.g. coffee from Arabic, kindergarten from German), slang and teen speak or text language. Note that slang and teen speak are constantly evolving and words quickly come and go out of use.

Extra! Find 10–15 English words derived from other languages and ask students to guess the language they originate from.

Extra! 1 evidence of this linguistic phenomenon (i.e. verbing) 2 Additional linguistic links: Gap 1 links to a recent example of how English is changing and what follows the gap provides additional examples of newly-formed words (Further evidence of this linguistic phenomenon …). Gap 2 requires information on another source of language creation as the paragraphs both before and after the gap (Yet another productive field is …) provide examples of sources of language creation.

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Search for SMS English on the internet in advance and prepare some SMS language and characters to write on the board (e.g. BTW = by the way, ICBW = it could be worse, ROTFL = rolling on the floor laughing, ;-) = wink, x- = you are mad, etc.). Ask students to guess the meanings. You could then write some messages for them to translate into real English or suggest they write some for the rest of the class to guess the meaning.

Vocabulary p.90 1a This exercise encourages students to think about alternatives to a selection of phrasal verbs linked to communication. Remind students that there is

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always a single-word (and more formal) verb that means the same as a phrasal verb. 1 explained properly 2 communicate with/make (somebody) understand (something) 3 mention 4 occur unexpectedly 5 persuade (him) not to 6 discuss 1b Students work in pairs, using some of the phrasal verbs from Exercise 1a to share their own life experiences. 2a Whilst the verbs speak, talk and say (along with tell) can have a very similar meaning, this changes when they are used in idioms or phrasal verbs. Generally, they all relate to a spoken language being used. In this exercise, students match the sentence halves, checking answers in pairs, before class feedback. 1b

2e

3h

4c

5a

6g

7d

8f

2b This exercise gives students practice in deciding which verb goes with which expression. If useful, students could do the task in pairs. Remind them to go with their instinct if unsure and to think about the feel of the word used when pronouncing the sentences. Encourage students to underline the set expressions and suggest they keep a record of them under the main verb used. 1 say 2 speaking 6 speaking 7 talk

3 talk 4 talking 8 saying

5 say

Extra! Students work in pairs and note down as many expressions using the verb tell as they can in two minutes. After this they should join another pair and share ideas. Next, give them 3 minutes to find further examples in a dictionary before rounding up by eliciting any new expressions found. 2c In this exercise students are encouraged to formulate their own questions using the expressions given and to talk freely about their own experiences. 3a Explain that this exercise introduces some more expressions. Give students a few minutes to match and complete the exercise, and allow time for them to compare answers in pairs before class feedback. 1e

2c

3b

4g

5d

6a

7f

4 Discuss the best way to record any new expressions (e.g. grouped by verb) from this section and encourage students to note linked prepositions, e.g. speak on behalf of, speak up, etc.

Photocopiable activity Activity 6A could be used here. It is a pairwork/ groupwork activity where students match sentence beginnings with an appropriate ending to complete the expressions. This activity revises expressions and phrasal verbs covered in Module 6A.

Use of English 1 p.91 1 Focus students’ attention on the photo and ask what it shows (tennis player Andy Murray texting). Find out whether students could live without their phones before asking them to discuss the questions in pairs or small groups.

Extra! Students work competitively to compile the longest list of advantages and disadvantages, obtaining one point for each one they think of that no one else has. Alternatively, students work in teams (either for or against) to debate whether the advantages of mobile phones outweigh the disadvantages or vice versa. 2 Before students begin the word formation task (Paper 1 Part 3), ask them to scan the text to find the advantages and disadvantages mentioned. Advantages: encourage people to communicate more; are useful to people in dangerous situations; help people to avoid unwelcome attention Disadvantages: people who disturb others by talking loudly on public transport 3 Encourage students to skim the text to get the gist, working through using clues around each gap to identify which form of the given word is required for each gap (noun, adverb, positive/negative adjective, etc.). Point out that the word needs to fit both grammatically and in meaning, and suggest they write an abbreviation near each gap to note the part of speech needed. 4 Students complete the task, referring to the Expert Task Strategy notes on pages 167–168 for extra help.

8h

3b This exercise gives students the opportunity to put expressions from Exercise 3a into practice, in either pairs or small groups.

1 harmful 2 grounding 3 reassurance 4 unavailability 5 controversial 6 inconsiderate 7 minority 8 disapproval 5 The task analysis is best conducted as a class.

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1 A prefix is required to make the noun/verb negative (disapproval); a suffix is required to make it into a different part of speech (inconsiderate). 2 exist: existence; harm: harmful; ground: grounding; reassure: reassurance; available unavailability; controversy (or controversy): controversial; consider: inconsiderate: minor: minority; approve: disapproval stress changes in: available: unavailability; controversy: controversial; minor: minority

She wanted to help her son, who was having problems at school. I got more and more interested in the French way of life might lead you to choose H (to deepen knowledge of a culture) and we often get cheap flights might tempt you to choose C (to go travelling). However, these were not reasons why the speaker decided to start learning a language.

6 Students could discuss the questions in small groups before the discussion is opened up to the class. Encourage students to justify their reasons and use this as an opportunity to feed in useful language.

Students refer to the rest of the audioscript on page 164 and underline the words and phrases that give the correct answers. Encourage them to mark any other words or phrases that might wrongly distract them. This could be done alone or in pairs.

Extra! Ask students to write an email to a national newspaper, in response to an email criticising the 21st century dependence on mobile phones. They should agree or disagree, giving their reasons. Then ask them to read each other’s emails. Which is the most persuasive?

Extra!

4 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups before you elicit key ideas from the class to round up.

Listening 1 p.92

Language development 1 p.93

1 Allow time for students to discuss the questions in pairs or small groups before opening the discussion to the class. Encourage students to support their opinions and to consider aspects of different languages that would make them difficult to learn. 2a Go through the rubric and elicit what students remember about Part 4 of the Listening test. You may wish to mention that they have covered this exercise type in Module 3. Allow time for students to underline key words and predict language they might hear. Remind them that they will hear all 5 speakers once before the whole recording is repeated, and to use the silent time given to read the questions or check answers. 2b T41 Refer students to the Expert Task Strategy notes on page 171 before attempting the task. Encourage students to compare answers in pairs before class feedback.

This section focuses on spelling. Remind students that spelling is important in most papers, but particularly so in word formation in Paper 1 Part 3. This section highlights common patterns and words that are often misspelt. Begin by eliciting from students words that they often misspell.

Task One: 1 F 2 H 3 C 4 E 5 A Task Two: 6 H 7 G 8 C 9 F 10 B 3 The task analysis might best be done as a class. Encourage students to underline the words or phrases that help them.

1 Go through the techniques given with the class, discussing any others they (or you) know. 2 Students identify the correctly spelt words, comparing ideas with a partner. 1 recommend, successfully 2 exaggerate, difference 3 According, disappointed 4 addition, beginner 5 opportunity, business 6 necessary, accommodation 7 embarrassed, professionalism 8 apartment, immediately 9 occurred, preferred 10 career 3 The plural forms of the nouns given all follow a particular rule or pattern. Students should decide on the plural spelling of each noun before referring to the Expert Writing section on Spelling on page 200. Check on pronunciation if useful and, if time allows, ask students to think of other words which in the plural form would follow the same rules. boxes, chiefs, enquiries, flies, heroes, journeys, leaves, lives, potatoes, radios, thieves

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4 In this exercise, students have to identify the incorrectly spelt words first, before correcting them. 1 assistance 2 separate 3 niece 4 Medicine 5 advice (as a noun) 6 arriving 7 practise (in British English, practice in American English) 8 prettier 9 families 10 receive

Photocopiable activity Activity 6B could be used here. It is a pairwork/ groupwork activity where students take turns to say a word which another student then has to spell out loud. This activity focuses on words that are commonly misspelt. 5a The words in this exercise are commonly confused. The idea is to train students to spot differences so that they can more easily identify their own mistakes when writing. Encourage students to get into the habit of checking their own work for words they often misspell or ones, such as those in this exercise, which are easily confused. They should by now have some pieces of written work that they can refer to and, from these, they should be able to produce a list of words they often spell incorrectly (but with the correct spelling given) that they can use for future checks. This should be kept up to date. 1a loose b lose 2a stationary b stationery 3a ensure b insure 4a affect b effect 5b Students write their own sentences to show the differences between the pairs of words given, referring to their dictionary as needed. Allow time for students to compare ideas before eliciting examples from the class.

Extra! Ask students to think of a further 5 pairs of homophones and to write a definition for each one. In the subsequent lesson, students could work in pairs and take turns to read out a pair of definitions. Their partner then has to write down the 2 words being defined. Students continue taking turns and, when finished, check their words and spelling with each other. 6 Discuss what a hyphen is and the general rules of usage. Explain that the rules for hyphens are complicated and that fewer people use them these days, choosing to either join words (e.g. playground, seafood, riverbank) or to write them as separate words (e.g. gift giving, web page, house plant). Before students complete the task, remind them to check in a dictionary if they are unsure whether to use a hyphen or to write the

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words separately. Allow time for students to compare ideas in pairs. Refer students to the Expert Writing section on page 200 for further information on hyphens. 1 re-formed (to distinguish from the verb reformed = improved by making changes) 2 break-ins 3 ex-husband 4 Day-to-day 5 co-star; down-toearth

Writing 1 p.94 This section focuses on aspects of cohesion: the relationships based on grammar or vocabulary between parts of sentences or across them that hold the text together. 1a Go through the points made in the Expert Strategy box and spend some time discussing the information on linking devices given in the Expert Writing section on sentence structure on page 202. Students then complete the task. With a weaker class, this could be done in pairs or as a class. Once students have identified what the links refer back to, ask how the sentences would be without them (repetitious and boring). You might also want to ask whether references always refer back (they can also refer forward, e.g. A few days before she left for university, my sister gave me the keys to her car). 1 One method: several ways; Another: several ways/methods 2 there: the local college; then: last month; That’s why: because she’s been going there; her: Rebecca 3 those people: the people who find it difficult to learn a language; so: you are one of those people; millions: of people 4 one: a dictionary; the ones: dictionaries 5 neither: I don’t want to join 1b This exercise gives students practice using a variety of linking devices. Encourage students to skim the text to get the gist of it before they complete it. Suggest that they fill in the gaps they are more confident about first, and remind them to cross out expressions as they use them so that they eliminate options as they go. Allow time for students to compare answers and, during feedback, discuss what is being referred to and what the function of the linking device used is (e.g. to contrast ideas, to present an example).

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1 their 2 such claims 3 On the contrary 4 instead of 5 since 6 Firstly 7 whatever 8 which is why 9 such as 10 Secondly 11 What’s more 12 The reason 13 in the process 2a Give students a few minutes to read the text and underline any repetition noticed, before discussing ideas in pairs or small groups. 2b Students now rewrite the extracts, incorporating cohesive devices to limit repetition. This could be done alone or in pairs. Alternatively, this could be set as homework and gone through in a subsequent lesson after students have had a chance to swap work and perhaps read each other’s. Suggested answer: INTRODUCTION Studying for a degree in a second language is a challenge, whatever the academic goals. What’s more, it is something that very few people are capable of. Students should remind themselves what an amazing achievement studying a second language represents and that they are bound to feel frustrated at times. Therefore, we believe that most will benefit from English language training to ensure they fulfil their academic potential. OUR COURSES Do you have language difficulties in your seminars and suffer from lack of confidence, both of which can affect your academic performance? If so, then our Language Support programme aims to help you. Our programme, which is free, is open to all students for whom English is not their first language. It offers both individual tutorials for students who wish to discuss their academic writing and language training in groups. We think our programme offers the best available support and, we are pleased to say, so do our students. 3 Students work in pairs to organise and write an information sheet, checking that their work incorporates linking devices to limit repetition and correcting any spelling mistakes noticed. This task could be set as homework if Exercise 2 is done in class, with students comparing ideas in groups in the subsequent lesson, deciding which place they would prefer to go to and why.

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6B A sixth sense

Listening 2 p.95 Begin by asking what the cartoon represents (intuition) and explain that the heading is a clue. Find out whether students believe in intuition. 1 These questions are best discussed in pairs or groups before ideas are elicited from the class. 2 T42 This exercise gives further practice of Paper 3 Part 2. Students should be familiar with this type of sentence completion, having covered it in Modules 1 and 5. Give students time to read through the text to get the gist of it, as well as to predict the types of word to complete each gap. If useful, refer them to the Expert Task Strategy notes on page 171 before playing the recording. 1 music 2 unsettled 3 logical 4 (university) noticeboard 5 diary 6 brain waves 7 numbers 8 rhythm 3 Students work in pairs to compare answers, before discussing the questions of the task analysis as a class. Check that students can justify their answers and, with a weaker class, refer students to the audioscript on page 164 as useful. 4 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups or as a class, using the language presented. Encourage students to provide examples of relevant situations or experiences.

Speaking p.96 The photos show 3 unexpected situations (a man whose car has a flat tyre, a birthday celebration, a car blocking a driveway). These should act as a prompt for showing different emotional reactions, and the question should encourage students to speculate on initial reactions and difficulties dealing with the situations. This discussion could be done in pairs or small groups. Round up by eliciting ideas and asking students which situation might be the hardest to handle and why. 1a Students discuss the questions, with reference to the photos, in pairs or groups before the discussion is opened to the class. Use the questions as an opportunity to feed in further adjectives, e.g. disgruntled, perturbed.

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1 They all show someone reacting to an unexpected situation. 2 One photo shows someone having a nice surprise; the other two are unpleasant surprises. 3 A frustrated B absolutely delighted C seething with anger 1b T43 This exercise focuses on sentence stress. Give students a minute to read the sentences before playing the recording. Allow them time to compare answers in pairs and, if useful, play the recording a second time, pausing after each sentence and eliciting the stressed word. Elicit which types of word are stressed (i.e. those carrying most meaning or emotion, generally adjectives, verbs and nouns). 1 I was absolutely livid because I was stuck. 2 I immediately burst into tears. 3 I was in two minds and had to weigh up what to do next. 4 It’s thoroughly depressing when you’re stranded and can’t move. 5 I welled up – I was so moved. 6 When people do things like that it winds me up. 7 My patience soon wore thin – the situation was driving me mad. 8 I was really down and a bit grouchy beforehand – but I cheered up straight away. 1c Students match the sentences, which express different emotions, to the photos. 1 A/C

2B

3C

4A

5B

6C

7 A/C 8 B

1d Students work in pairs, discussing their own reactions to the situations given. Elicit from the class which students would be calmer and which more agitated, and why. 2a Focus students’ attention on the cartoon and ask what it shows. Students then complete the text choosing the correct alternative, comparing answers in pairs. 1 in high spirits 2 lost my cool 3 flew into a rage 4 In the heat of the moment 5 snapped at 6 ratty 7 make a scene 8 delightful 9 get to me 10 calmed down 2b Give students a minute to scan the text for the synonyms before eliciting them from the class. 1 lost my cool, flew into a rage, snapped at him, ratty, make a scene 2 in high spirits, delighted 3 pull myself together, calmed down 2c Briefly elicit some examples of new words or expressions, e.g. ratty (irritated), before giving students a few minutes to write down some questions using them. Students then take turns to

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ask their partner their questions. Round up, eliciting some of the questions asked and answers given. 3a T44 Refer students to the photos in Exercise 1 and elicit ideas on what the interlocutor might ask. Play the recording and discuss the task set. 3b T45 Students now listen to another candidate attempting the task, deciding which photos are chosen. Elicit answers and ask students their opinion about his interpretations. He talks about the man changing a wheel and the woman being given a surprise party. His personal comments about him not being able to change a wheel and most people don’t know how are irrelevant. 3c T46 Before students listen again, refer them to the assessment criteria on page 171 and the Expert Task Strategy notes on page 172, and give them a minute to reread them. Play the recording and allow them a few minutes to evaluate in pairs how well the candidate dealt with the task in relation to the strategies and criteria, before rounding up by discussing ideas as a class. 4a For this exercise, ask students whether they can recall the expressions used. Alternatively, play the recording for Exercise 3c a third time or refer students to the audioscript on page 165. 1 whereas 2 is probably, seems to be 3 must be, I do think, obviously 4b This exercise gives students practice in rewriting sentences using a range of aspects, such as possibility, emphasis, etc. 1 might be a bit difficult 2 Actually, I do think a lot of people … 3 I do think 4 I’ve never done it myself 5 Perhaps she’s even shocked 6 My guess is it won’t … 5 Briefly elicit what students remember about the long turn (Paper 4 Part 2), which was introduced in Module 4. Then focus their attention on the task, checking they understand what it involves, the photos they should use and the timing they must adhere to before they attempt the task in pairs. 6 The task analysis is best conducted in pairs before a general discussion on strengths and weaknesses as a class. Remind students to note the areas they need to improve on and to refer back to these before further practice. 7 Give students time to discuss these questions in pairs or small groups before opening the discussion to the class to round up.

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Extra! Students choose one of the three questions from Exercise 7 and write an essay (220–260 words), incorporating ideas from the discussion.

Language development 2 p.98 Students should be familiar with the concept and use of verbs followed by -ing or the infinitive with to. Weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section. 1a This exercise asks students to identify verbs and the forms that follow them. Allow time for students to compare ideas in pairs. + infinitive: agree, attempt, choose, deserve, guarantee, hesitate, hope, long, neglect, struggle, volunteer + -ing: consider, contemplate, deny, fancy, imagine, involve, put off, practise, resent Both + infinitive / + -ing: attempt 1b Students refer to the Expert Grammar on page 182 to check their answers. Check that students understand the meaning of the verbs given as well as their pronunciation.

Extra! Students work in pairs to decide the number of syllables and the syllable stress pattern for each of the verbs given in Exercise 1a. 1c This exercise gives students practice using some of the verbs from Exercise 1a. Allow time for a discussion of the answers, particularly when more than one option is possible. 1 imagine 2 struggled 3 agreed (volunteered/ attempted/chose) 4 hoped/longed 5 volunteer/ hope (agree/attempt/guarantee) 6 put off, agreed (volunteered) 1d This exercise provides freer practice using verbs and their associated forms. After students have finished asking each other questions, elicit some of the endings to the stems given to form questions. 2 Students rewrite the sentences, comparing ideas in pairs. With a weaker class you might first want to elicit the form that follows each verb given in brackets.

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1 them to enjoy the holiday 2 us to go to a very exotic market 3 them not to try/them against trying the very sour milk 4 loving the mysterious atmosphere 5 the excursion to be cut short 6 a taxi to take her back to her hotel 3a In this exercise, students need to identify the correct form to follow the verbs so as to give the correct meaning. If useful, discuss the first one or two answers as a class before students attempt the task. Allow time for them to compare answers in pairs before going through them. Discuss the difference in meaning when the -ing or infinitive is possible. 1 walking 2 feeling 3 to stay 4 him telling 5 going 6 to hurry 7 to collect 8 picking 9 to explore 10 having 11 not having taken/not taking 12 to find 13 sheltering/to shelter

Extra! Students write their own sentences using the same verbs as given in the exercise but with the form (-ing or infinitive) that was not used in the text. 3b This exercise could be done in pairs. Suggest that students write an example sentence with each form and refer to a dictionary if necessary. Elicit sentences and discuss differences as a class.

Extra! Students think of an alternative verb for each of the 10 different meanings (e.g. go on to do something = to progress to, go on doing something = to continue). 4 For this exercise, students could work in pairs or small groups to match the sentence halves and discuss any differences in meaning before class feedback. 1 a ii (specific case); b i (generalisation) 2 a ii (part of an unfinished action); b i (complete finished action) 3 a i (present simple + -ing for a generalisation); b ii (would prefer + infinitive for a specific case) 4 a i (specific case); b ii (generalisation) 5 a i (single short action); b ii (repeated action) 6 a ii he continued waiting while I went home; b i purpose: his purpose was to wait for the shop to open.

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Photocopiable activity Activity 6C could be used here. It is a pairwork/ groupwork activity where students match question beginnings with an appropriate ending, such that the verb in the first part is followed by another verb in the correct form. They then take turns to ask each other the questions made. This activity revises the use of verb + -ing or infinitive with to forms as covered in Module 6B.

Use of English 2 p.99 This section provides further practice of verbs followed by -ing or the infinitive through key word transformations that they will encounter in Paper 1 Part 4. Begin by focusing students’ attention on the cartoon and asking what it shows. Briefly elicit what students remember about this part of the exam (which is covered in Module 3B) before looking at the example. 1 This exercise could be done in pairs. Weaker students might need to refer to the Expert Task Strategy notes on page 168 for support before doing the exercise, while stronger students could complete the exercise and then refer to it. Allow time for students to compare answers in pairs before discussing them as a class. 1 being spoken to as though/if 2 be guaranteed to last 3 it that persuaded you to 4 was only when/after Emily arrived 5 ever having hurt/hurting him 6 was in no mood to get 2 Discuss ‘over-transformation’ as a class, eliciting students’ own examples. 3 The task analysis is best conducted in pairs before ideas are discussed as a class. Ask what students have learnt from doing the task and remind them to make a note of the forms that follow particular verbs in their vocabulary records. 1 The idea has been changed from ‘speak to’ to ‘thought of’. 2 The key word ‘guaranteed’ has been changed to ‘guarantee’. 3 The answer is more than six words. 4 The answer is more than six words and has had extra elements added. 4 This exercise gives students further practice in key word transformations. Allow time for students to discuss their ideas in pairs before eliciting examples from the class to round up.

Writing 2 p.100 1 Start by asking what the photos show (one teenager doing voluntary work in a hospital and another lying on her bed checking her mobile phone with a laptop on her lap and headphones around her neck) before asking students to discuss the questions in small groups or as a class. Encourage students to compare cultural differences in young people’s behaviour as well as attitudes towards them, etc. 2 Give students a few minutes to read and appreciate the scope of the task and discuss the questions in pairs. Open the discussion to the class, eliciting that it is an opinion essay. Check on any new vocabulary and remind them to refer to the planning and organising strategies covered in Module 5B. You may wish to spend a little time recapping on these. Elicit the word limit for the essay (220–260 words). 3a Students work in pairs to discuss the questions and brainstorm ideas for the essay. Elicit the number of characteristics they must focus on (2) and remind them to add reasons and examples to support their ideas. 3b This exercise invites students to consider the number of paragraphs they will write for their essay and where they will add their point of view. Briefly elicit ideas from the class. 3c Students now decide which ideas to include and where. Remind them to consider where to add reasons and examples. 4a This exercise focuses on the opening sentence of the introduction to an essay and encourages students to consider the best way to begin their essay. The examples given could be discussed in pairs or as a class. A The writer’s personal opinion is given too early. B A good opening sentence to introduce the overall subject of the essay, saying what it is you are going to discuss. C This sentence jumps into specifics too quickly without giving the reader a general idea. 4b Remind students that a topic sentence should make clear the topic of a paragraph and is usually the first sentence of a paragraph. Students complete the sentence stems, adding their own ideas, before discussing them in pairs or small groups. See sample answer. 4c This exercise focuses on phrases used to present an opinion or support an opinion. It could be done in pairs or discussed as a class.

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1 belief (S) 2 worry (I) 3 claims (I) 4 hold the view (S) 5 argued (I) 6 conceded (I) 7 point of view (I) 4d Students now write their own sentences using selected phrases. Allow time for them to compare ideas in pairs and elicit some examples from the class. 4e Focus students’ attention on the expressions before asking them to complete the headings, using the words given. A Expressing general views B Conceding C Beginning a conclusion D Emphasising E Disputing F Giving reasons 5 At this point the planning is complete, so give students 20 minutes to write their essay. The writing would be best done as homework unless you wish to assess what they are capable of writing in the given time period. Sample answer: In recent years, there has been concern that youth attitudes have changed as living standards have risen and that young people have become less empathetic. But is this true? It is certainly the case that many young people in the West seem to be more self-centred and in need of more personal attention than ever. They believe that everything they do is important and are intolerant when they are criticised. Consequently, they are sometimes known as the ‘Me-generation’ as opposed to the ‘Wegeneration’: egotistic and lacking self-discipline. It is perhaps no coincidence that this attitude reflects the behaviour of media celebrities that many young people seem obsessed by. When they mix, they only mix with people like themselves, a situation encouraged by the advent of online social networking. On the other hand, in some countries younger people are volunteering for charity work in greater numbers than ever before, and are more concerned about social inequalities than their parents. Moreover, they also have a far higher tolerance of other people’s beliefs than ever before, opposing discrimination against minorities and believing strongly in equal rights. In other words, the picture is contradictory. It is my firm belief that young people are probably much the same as they have always been. The social conditions of the country they live in are bound to have an effect but in general young people are still a mixture of good and bad, of selfishness and selflessness. [240 words]

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6 Students spend 5–10 minutes checking their essay, using the checklist on page 190 as necessary. Alternatively, students swap and check their partner’s essay.

Review These exercises aim to help both students and teachers to monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1C 2A 3D 4B 5C 6A 7A 8D 2 1 mind 2 word 3 make 4 mulling 5 end 6 say 7 at 8 spirits 3 1 ex-girlfriend, advice 2 principal, their 3 affected, ensure 4 enquiries, independent 5 Additional, receive 6 day-to-day, lives 7 Unbelievably, lose 8 healed, successfully 4 1 saying 2 to tell 3 to drive 4 to bathe 5 to see 6 splashing 7 to take 8 to panic 9 trumpeting 10 to be 11 taking 12 to try 13 to provoke 14 to react 15 to leave

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07

Values

This module contains various topics related to the theme of lifetime experiences, the power of implicit memories, changing relationships, home and family, what makes a house a home, the ideal home, moving, experiences of travelling and what memories are made of.

Lead-in p.103 Starting with books closed, put the word values on the board or play a game of hangman to elicit it. Ask students what the word means to them. You might want to discuss how they feel values have changed in their country/culture in the last generation or so, and why they think this is the case. 1a Ask students to open their books and look at the photos. Elicit what they show (a couple playing in the garden with their child, two teenagers with backpacks in front of an airport departure board, students doing housework) before getting students to discuss the questions in pairs or small groups. 1b This question could be discussed in the same groupings or as a class. 2 This discussion provides students with the opportunity to talk about their own experiences and their own country. Round up by eliciting some ideas from the class. You might want to comment on the situation in the country of study if different to the students’ home country.

7A Home matters

Reading 1 p.104 1 Focus students’ attention on the photo and elicit what it shows (a young person having an argument with his parents). Then ask students to discuss the questions in pairs before eliciting ideas from the class. Encourage them to think of examples. 2 Give students 2 minutes to skim the article to find the answer to the question. Elicit ideas, writing them on the board (you do not need to give the answer at this stage). 3 Find out what students remember about the multiple-choice section of Paper 1 Part 5 (covered in Modules 2A and 5A). Go through the strategy with the class before leaving them to attempt the task. Remind them to underline key words in the questions and to eliminate distractors as they read, so as to guide them also to the correct answer, as well as confirm it. Elicit answers,

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discussing where the information was in the text and why other options are incorrect. 1C

2D

3A

4D

5C

6B

4 The task analysis is best conducted in pairs before the most effective strategies used are discussed as a class. 5 Ask students to look at the items in the Expert Word Check box and find the words in the text and try to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in small groups or as a class, using the language presented.

Vocabulary p.106 1 The words in this exercise commonly cause confusion. The idea is to train students to understand the differences between confusing pairs of words so as to be able to use them more effectively. Allow students time to compare answers in pairs before checking them. You could also discuss whether they have a negative or positive connotation. 1 intense (having a strong effect) 2 intensive (involving a lot of effort/activity) 3 childish (negative: behaving in a silly way, younger than one’s age) 4 childlike (positive: having qualities typical of a child) 5 occurrence (happening) 6 incident (a serious or important event) 7 restricted (only used by certain people/at certain times) 8 limited (not very great in number or amount) 9 differentiate (recognise the difference) 10 differ (are different in some way) 2a This exercise encourages students to think of alternative ways of saying things and can be done in pairs or small groups before class feedback. Example answers: 1 relaxed/happy 2 had an effect on me 3 eats a lot 4 as much as you like 5 I realised 6 the town where you were born 7 focused on 8 at their own sports field 2b Students work in pairs or small groups and, using some of the new expressions given, share their own experiences of home and family.

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3 This exercise focuses on word formation, which is covered in Paper 1 Part 3. Remind students to read the sentences first and work out the missing part of speech, before changing the given words so they fit both grammatically and in meaning. Allow time for students to compare answers before going through them. Elicit the type of word needed in each gap and discuss the clues that helped them. 1 uncharacteristically 2 defensive 3 influential 4 rebellious 5 destructive 6 accusations 7 internalise 8 awareness 4a Ask students to visualise their ideal home and remind them that money is no object (i.e. there is no limit to how much they can spend). Refer them to the headings and language given, asking them to make notes using the ideas given or their own. Encourage them to use the idiomatic expressions they have studied in this section. Allow about 5 minutes for this task. 4b Students now work in pairs or small groups and share their ideas of what an ideal home would be like. Round up by finding out where students would like their home to be and what features they would consider the most important and why. Add in additional related language as useful (see suggestions below). Additional suggestions: 1 Location: by the beach, near a river bank, in the sticks, in forested/wooded area, close to nature, etc. 2 Type of building: bungalow, wood cabin, castle, barn conversion, a renovation project, thatched cottage, etc. 3 Outside: awnings, driveway, greenhouse, summer house, shed, patio, pond, etc. 4 Inside/the rooms: wide hallways, study, library, games room, conservatory, open-plan living room and kitchen, etc. 5 Decoration and furnishings: beams, fireplace, log burner, shutters, spiral staircase, etc.

Photocopiable activity Activity 7A could be used here. It is a pairwork/ groupwork activity where students do a crossword, using vocabulary covered in this unit to complete sentences.

Use of English 1 p.107 1 This question could be discussed in groups or as a class. Encourage students to support their opinion. You may want to find out where the majority feel at home.

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2 Focus students’ attention on the cartoon and ask what it shows (someone on their way home). Ask students to skim the text (allow one minute) and then elicit how the concept of ‘home’ is changing. As people work from home more, it has or will become part of their working lives. 3 Find out what students remember about the multiple-choice cloze task (Part 1 Paper 1, previously covered in Modules 2A, 3A and 5A) before referring them to the Expert Task Strategy notes on page 167. Remind students to look at the words before and after each gap and to eliminate wrong answers. 1B

2A

3C

4D

5A

6C

7D

8A

4 This task analysis could be done in pairs or small groups before the discussion is opened up to the class. 1 only identify collocates with with 2 only regard is followed by an object (their parents’ home) 3 only provides is followed by an object and with

Extra! Ask students to write a description of their family home and what it means to them.

Listening 1 p.108 1 Start by asking students what they most miss or would most miss if they had to move away from their home town. Alternatively, students could discuss this in pairs. 2 T47 This exercise gives students further practice of the Paper 3 Part 1 task (multiple choice). Give them time to read the rubric and questions first and, before playing the recording, remind them that they will hear each extract twice before moving on to the next one. Afterwards refer them to the Expert Task Strategy notes on page 170 before eliciting the answers. 1A

2B

3A

4C

5B

6A

3 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students then discuss the questions in groups before the discussion is opened up to the class.

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Language development 1 p.109 This section focuses on words and phrases that add emphasis to a point. Students with particular difficulties should be given suitable remedial exercises. 1a This exercise checks students’ understanding of words and phrases for emphasis which they heard in the listening they focused on last. Weaker students should start by looking at the Expert Grammar on page 183 before attempting the exercise. Stronger students could start by doing the exercise and then use the summary to check their answers. 1c

2b

3d

4a

1b These questions encourage students to analyse the construction of the previous sentences. With a weaker class they could be discussed as a class. 1 a form of be 2 the end 3 a form of the auxiliary do 4 1 We were amazed by how much pleasure we’ve got … 2 Our listeners want to know why … 3 My sister lives only a stone’s throw away … 4 We just/only wanted to live … 1c Students work in pairs, practising the sentences and working out the stressed words. Alternatively, these sentences could be drilled as a class with a class discussion of which words are stressed (and why). If time allows, play the recording from Listening 1 Exercise 2 again for students to check. 1 The thing that’s given us most pleasure is hearing the owls hooting. 2 What our listeners want to know is why anyone would be mad enough to live in a tent. 3 The place where my sister lives is only a stone’s throw away from my parents’ house. 4 All we wanted to do was live a more sustainable life. 2a This exercise introduces the structure it + be as a means of emphasising a point. Go through the examples with the class, adding a few more if useful. 2b Weaker students may benefit from doing this in pairs rather than alone. Encourage stronger students to compare answers with a partner when finished.

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1 It was the garden, rather than the house itself, which/that initially attracted us / which/that we were initially attracted to. 2 It was the mature trees, in particular, which/that were difficult to resist. 3 It was the beautifully proportioned living room that/which was the main attraction inside. 4 It was five years ago that I last saw somewhere I wanted to buy. 5 It wasn’t until we got home that I realised how much I wanted it. 6 It’s only by me/my going back to work that we’ll be able to afford it. 3 This exercise focuses on rewriting sentences to shift the emphasis using cleft sentences. It may be a good idea to do the first sentence as a class. 1 I prefer in the south is the climate. 2 most people don’t realise is how beautiful the countryside is in the north. 3 I left the north was to go to university/was because I went to university. 4 I missed more than anything was my friends. 5 I intended to do was to stay for a couple of years. 6 where/that I’d love to live (in) for a while is Spain. 4a This exercise provides students with an opportunity for freer practice using the phrases for emphasis. 4b Students compare their ideas in pairs before some are elicited from the class by way of a round-up.

Writing 1 p.110 This section focuses on aspects relating to punctuation: the use of apostrophes, commas, full stops, capital letters, exclamation marks, hyphens, quotation/speech marks, colons, semi-colons and dashes. 1a Focus students’ attention on the top photo and ask what it shows (a typical teenager’s bedroom). Explain that students are now going to read a short text about such a bedroom but will have to add in the appropriate punctuation. You might want to check that students know when the different punctuation devices given are used.

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The place where I spend lots of my time is my bedroom. It’s got all my things there and I’ve painted it in my favourite colours, which are purple, black and red, and I’ve put posters on the walls. There’s a three-seater sofa too, so I can watch TV there with my friends. My mother calls it a ‘hamster’s nest’ because there are lots of cosy throws on the bed. There are also piles of clothes all over the floor. Unfortunately, I’m not the world’s tidiest person! 1b Allow students time to compare answers in pairs before going through the punctuation needed as a class. Discuss which punctuation devices they find problematic and provide additional practice as useful. 2a This exercise gives students the opportunity to identify different punctuation devices. 2b Refer students to the Expert Writing section on Punctuation on page 199 to check their answers and discuss any questions they may have. 3a This exercise gives students practice in using commas and apostrophes. Problems with commas vary according to L1 influences and often occur because they require a good understanding of complex grammatical structures, e.g. in conditional or cleft sentences. The main difficulties with apostrophes are usually confusing its with it’s (or your and you’re) and adding an apostrophe where it is not necessary (e.g. disco’s as a plural form). You might want to explain that irregular plurals form possessives in the normal way (e.g. children’s). 1 you’re … piano, … you’ll … a good teacher, a lot of time and … 2 been, in my view. 3 [correct] 4 The Artist, which won most of the Oscars, was … 5 London’s 6 parents’ … friend’s/friends’ 3b This exercise focuses on using speech marks (also known as ‘quotation marks’ or ‘inverted commas’) along with other more common pronunciation devices. You might want to mention that you can use singular (‘ ’) or double (“ ”) speech marks but whichever you choose, be consistent in their usage. During feedback, if needed, explain that quotes must begin with a capital; that a direct quote is separated from the rest of a sentence by a comma; and that other punctuation occurs within the speech marks.

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1 ‘Ideas are like rabbits. You get a couple and learn how to handle them and pretty soon you have a dozen.’ 2 ‘You write your first draft with your heart and you re-write with your head. The first key to writing is to write, not to think.’ 3c Point out that each punctuation device is used only once in the set of 3 sentences. Allow time for students to compare answers before checking ideas. 1 To be successful, you need three things: talent, determination and good luck. 2 I’d like to see the show again – (;) in fact, I’m going to book tickets tomorrow! 3 Katie is a great actress; (–) she has sensitivity and a good voice. 4 Focus students’ attention on the photo and elicit what it shows (a band’s colourfully painted tour bus) before asking them to punctuate the text relating to the photo. Give students time to discuss their answers in pairs before rounding up by going through the text as a class. Suggested answers: Because I’m a singer, I spend lots of time on the tour bus. We get on board after one of our gigs at about 12 pm. Once we’ve unwound, we get into our bunks to sleep while the driver takes us on to the next venue. I sleep really well on the bus. In fact, when I go home to my flat in Manchester, I find it too empty, very quiet, and it’s difficult to get to sleep. On our current bus, we have engineers and managers to go with us; it accommodates 12–14 people. When we started out, we travelled around in a mate’s old van. We now have a double-decker and my mum said yesterday, ‘You could be in a nightclub when you’re on your bus.’ It’s decorated in red and black and has all the necessities: a TV, fridge and a microwave.

Extra! For further practice, students complete the following sentences with their own ideas and using the appropriate punctuation devices. 1 If I have time this weekend … 2 After passing the Advanced exam … 3 Happiness is …

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7B Seeing the world

Listening 2 p.111 Begin by discussing what the cartoon shows and where it could have been drawn (a young backpacker in the mountains looking at clouds moving across the sky and casting shadows). You might want to then ask students whether they like visiting new countries and how many they have travelled to so far. 1 This exercise gives further practice of multiple matching (Paper 3 Part 4) as introduced in Module 3. Focus students’ attention on the instructions and the list of options given in the first task. Students then discuss the questions in pairs or small groups. 2 T48 Refer students to the Expert Task Strategy notes on page 171 before they listen to the audio and complete the two tasks. Remind them that they will hear the complete recording twice and that they can either focus on Task 1 the first time it is played and Task 2 the second time or use the first listening to answer the questions and the second to check their answers. During feedback, discuss which strategy they tried and how successful it was. Suggest they try the other strategy next time they do this kind of listening task to see which works best for them. Task one: 1 H Task two: 6 C

2D 3C 4A 7A 8D 9G

5G 10 E

3 Students work in pairs to compare answers before discussing the questions of the task analysis as a class. Students could then look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word before referring to the audioscript on page 166 and underlining where they find them in context. 4 This exercise encourages students to give opinions and advice relating to a travel adventure. Student A must decide on the type of trip they will focus on before considering the problems that might be faced and asking Student B for advice. Remind Student B to incorporate the phrases given into their suggestions. Monitor pairs, checking on progress and language, and round up by asking how the activity went and about the problems and advice discussed.

Speaking p.112 The cartoons illustrate people having different travel experiences and provide an example of a travel

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experience relating to the spidergram, whilst the questions should encourage students to speculate on what people could learn from the experiences listed. Elicit what the illustrations show (someone surrounded by sharks, mountaineers ascending a mountain, people eating a meal, people on a coach with a flat tyre and people watching a religious float/procession), before students discuss the questions in pairs or small groups. Round up by eliciting ideas and asking students which situation travellers might learn the most from and why. 1a Students work in pairs or small groups to come up with contexts relating to the items in the spidergram. Elicit ideas from the class. 1b This exercise gets students to identify which contexts the pictures correspond to, and could be done as a class. A finding oneself alone in a dangerous situation B going on an adventure with other travellers C living among different cultures D travel plans going wrong E watching a religious festival 2a Students match the sentences, comparing answers in pairs before class feedback. Check on the understanding of potential new language, such as fraught with danger, to sleep rough, to fend for yourself, and provide additional examples if needed. 1e

2f

3a

4b

5c

6d

2b This exercise encourages students to link the expressions given to the situations in the spidergram. Students could initially work in pairs before the class is brought together to discuss ideas. For example, get away could match with going on an adventure with other travellers or finding oneself alone in a dangerous situation; sleep rough could match with travel plans going wrong, etc. Alternatively, ask students to take one of the situations, e.g. travel plans going wrong, and list the expressions that might be useful for that situation (tricky situation, fraught with danger, sleep rough, marooned in the middle of nowhere). 2c Students work in pairs, taking turns to choose a situation and describe it using expressions from Exercise 2a where appropriate. 2d Focus students’ attention on the spidergram and ask them to note a context for each situation given. Students then put themselves in each of the situations, taking turns to explain their experience to their partner. Remind students to use some expressions from Exercise 2a. 3a T49 Find out what students remember about the collaborative task (Paper 4 Part 3), which was introduced in Module 3B. Then refer them to the

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question before playing the instructions and eliciting what the task involves. The task involves candidates talking to each other about what travellers might learn from each of the experiences shown in the pictures. 3b T50 After students listen to two people doing the task, ask whether they agree with the opinions given and find out why they do/do not agree. 3c T51 Before students listen a second time, give them a minute to read the statements. 1 T 2 T 3 T but only briefly to illustrate – it doesn’t interfere with the task 4 F 5 T 6 F 7F 8T 3d Students work in pairs or small groups to compare and justify their answers for Exercise 3c. With a weaker class, you could suggest they refer to the audioscript on page 167 and find examples to support their answers, eliciting these during feedback. Examples of inviting each other’s opinions could be: (Speaker B) What do you think? and (Speaker C) Don’t you agree? Examples of them talking about their own experiences could be: (Speaker C) The times I’ve ended up sleeping rough ... and (Speaker B) I know what you mean. 3e T52 Students now listen to the instructions given for the second part of the task and the candidates’ discussion. After playing the recording, ask the class whether they agree with their conclusion and why/why not. 3f Before students evaluate the candidates’ performance in pairs or small groups, refer them to the Speaking assessment criteria on page 171. After this, discuss as a class how successfully the task was carried out and whether the advice given was followed. 4a Ask students whether they can remember the expressions the candidate used to agree and disagree. You may wish to refer them to the audioscript on page 167 and give them a minute to underline all the examples they can find before eliciting ideas. 4b Students complete the sentences from memory, comparing ideas in pairs. 1 start if you like 2 sort of 3 But don’t you think that 4 What you need to do 5 You mean like 6 be between 7 go for 8 necessarily 9 You’ve got a good point there 10 along 4c T53 Play the recording again so that students can check their answers. It might help to pause the recording after each answer is given and to elicit the complete sentence each time.

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4d Refer students back to the categories given in Exercise 4b before asking them to match the language given. For this exercise students could work in pairs, adding in other expressions they know. Beginning the task: start the ball rolling Imprecise language: stuff like Asking for agreement: Wouldn’t you say that Emphasising: absolutely right; The thing that Disagreeing: I’m not so sure about that; but that’s not always the case Asking for clarification: Sorry, I don’t quite follow you; Sorry, I don’t really see what you’re getting at Expressing a choice: settle for 4e This exercise focuses on pronunciation and intonation and gives students practice in saying the expressions given. Depending on the level of the class, you may wish to discuss word stress and intonation as a class first and then ask them to practise or, with stronger students, do it the other way round. 5a Students now refer back to the task in Exercise 1 and get the opportunity to do the task themselves, in pairs. Check they remember how long they have and remind them to time themselves. Before they begin, give them time to review the Speaking assessment criteria on page 171 and the Expert Task Strategy notes for Part 3 on page 172. 5b Bring the class together to share students’ choices and to elicit the reasons for their choice. 6 The task analysis is best conducted in pairs before a general discussion on strengths and weaknesses as a class. Remind students to note useful language for this task, areas they need to improve on and to refer back to these before further practice. 7 Give students time to discuss these questions in pairs or small groups before opening the discussion to the class to round up.

Extra! Ask students to write an article (220–260 words) on their dream holiday, incorporating ideas from their answer to Exercise 7.

Photocopiable activity Activity 7B could be used here. It is a groupwork activity where students play a board game, which gives them the opportunity to respond to questions relating to travel and holidays.

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Language development 2 p.114 Students should be familiar with the concept and use of past tenses for hypothetical meanings, e.g. third conditional sentences or ones using phrases such as I wish and I’d rather. These expressions may refer to imagined or unreal situations in the present, past or future. Weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section. 1a This exercise introduces different past forms to students and checks their level of knowledge of them. Students could answer the questions in pairs before checking their ideas in the Expert Grammar on pages 183–184. 1b Here, students choose the correct option to give the same meaning for each sentence, comparing ideas in pairs before class feedback. 1 is: wish + past tense is used to describe a situation we would like to be different 2 not optimistic: if only + would is used for events/actions beyond our control that are unlikely to change 3 should have got expresses criticism/regret for a past action/situation 4 doesn’t: as though + past tense is used to describe something that is unlikely 5 should leave now: it’s time + past continuous is used for something that should be happening but isn’t (yet) 6 shouldn’t wear: I’d sooner + past tense is used to say what we would like to happen 7 might: supposing + past tense is used in 2nd conditional to mean if 2a Wish and if only are used with the past to describe a present situation that we would like to be different. In the context of this exercise, remind students to focus on the tense following the main verb when determining which options are correct. Give them time to compare ideas in pairs before checking them as a class. Explain why the incorrect answers are not possible and discuss what would need changing to make them correct (e.g. 1. I wish I can could pass my exams).

1 hope: expresses a real future possibility 2 could: wish + past is used to refer to something we would like but which is not happening 3 was: If only + past is used to describe something we would like to do in the future but which is unlikely 4 wishes: ongoing wish in the present for something not currently happening (he isn’t able to drive); wished: single act in the past (he no longer wishes it); had wished is unlikely but possible if he subsequently did become able to learn 5 didn’t: past simple for present habit (he regularly cuts his hair short); hadn’t: past perfect for single act in the past 6 you/he: wish + wouldn’t is used to describe something that happens regularly which we would like to stop 7 you only/only you: only in a 2nd conditional if clause, often without the result clause, is used for emphasis. The inverted form If only you is more emphatic. 2b In this exercise, students move from recognising the correct answer(s) to producing it/them. Suggest that they refer back to the previous exercises for help if useful. Elicit ideas. 3a Emphasise that different answers are possible for many of these questions and encourage students to think of how the meaning might change depending on the options chosen. Allow time for students to compare answers before class feedback. 1 to buy (I’m going to buy one/you should buy one); I bought (it’s annoying I haven’t got one) 2 get (expresses a real possibility); got (expresses a less likely possibility); had got (I did not buy one) 3 didn’t bring/wouldn’t bring (2nd conditional: both express a wish that the person would not do something but it is unlikely; wouldn’t bring is a mixed conditional (would in both clauses) and is more distant/formal 4 was/were (the speaker is not stupid): were is a more literary form (it is the subjunctive form, which is less used in informal spoken English than in the past, although this expression remains) 5 gets (expresses a real possibility); got expresses a less likely possibility 6 have seen 3b This exercise gives students practice in sentence transformations. Remind them that there may be different ways to rewrite each answer and, during feedback, discuss alternatives. Highlight the structure of the verbs that follow the different expressions if necessary.

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1 you hadn’t suggested I order the seafood. 2 you ate more protein and got your strength back. 3 if we crossed the river at daybreak instead of at night?/we didn’t cross the river at night but crossed it at daybreak? 4 we had stayed on in the village a bit longer? 5 nothing happened/had happened. 6 I had met her family, what do you think would have happened? 4 The phrases linked to the missing words in the text cover everything from this section. Students need to complete the text by selecting the most suitable tense for the verbs given. 1 gave up 2 were/was 3 could find 4 wouldn’t/didn’t keep 5 gave 6 hadn’t bothered 7 had wasted 5 Students work in pairs, taking turns to ask each other about hypothetical situations related to the cues. Encourage them to use as many of the forms covered in this section as possible. Round up by eliciting some ideas and the forms used. You might want to start by giving your own answer for the first question.

Photocopiable activity Activity 7C could be used here. It is a pairwork activity where students have to complete sentence stems using past tense structures for hypothetical meanings, so that the new sentences retain the same meaning as the initial ones given. This activity revises the past tense structures for hypothetical meanings covered in Module 7B.

Use of English 2 p.115 This section provides further practice of phrases and structure (using the past tense) for hypothetical situations through open cloze questions, which will be encountered in the open cloze task (Paper 1 Part 2). 1 Begin by focusing students’ attention on the photo (which shows a souvenir stall with goods that a tourist would find exotic) and eliciting what it shows, before giving students the chance to discuss their preferences regarding souvenirs in pairs or small groups. 2a This exercise gives students further practice of the open cloze question type as covered in Modules 1B, 2B and 4B. Here, students skim the title and text to answer the questions. Elicit the answers from the class. 2b Refer students to the Expert Task Strategy notes on page 167. Remind them to look around the gap for clues and that there may be more than one possible answer.

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1 do 2 other 3 it 7 why 8 if/though

4 what

5 in

6 could

3a This task analysis is best conducted as a class. conjunction: if/though fixed phrase: other than/When it comes to it … modal verb: could preposition: in pronoun: it question word: what, why verb: do 3b Once again, this exercise could be done as a class. Example answers articles, auxiliaries, phrasal verbs, linking words 4 This discussion focuses on advice to give to visitors to the students’ country or countries. It could be done in pairs or small groups. Round up by eliciting ideas.

Extra! Ask students to write an extract from a guidebook to their country under the heading ‘Souvenirs’.

Writing 2 p.116 1 Begin by asking students to think about something they have complained about or wish they had complained about. Elicit what the problem was and what they did or could have done. Find out whether students have ever written a complaint letter in English and elicit details. Focus students’ attention on the photo and ask what it shows (people sleeping at an airport). Give students the chance to discuss the questions in pairs and then discuss ideas as a class. 2a Students read the task. It would be useful to encourage students to get into the habit of underlining or highlighting key words. Round up by discussing their answers to check that they understand the task. 2b This exercise encourages students to identify their aim and consider an appropriate register and style to achieve it. Discuss ideas as a class. 3a Students work in pairs to come up with possible ideas. Remind them to look at the examples in the exercise instruction. 3b This exercise gives students practice planning the structure of the essay and the main points covered in each paragraph. 4a In this exercise, students are introduced to phrases for letters of complaint and then select those that they can use in their own letter.

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1 recent 2 catch 3 incur 4 meet 5 provide 6 full 7 shortly 8 break 9 with 10 manner 11 scheduled 12 decidedly 4b Discuss as a class which sentence opening is the best and why. Remind students that this formal and less personal tone should be consistent throughout their letter. 1 is better when writing to a company because it has a more formal, less personal tone, whereas 2 suggests that the writer is not in control of his/her feelings. 4c Focus students’ attention on the expressions. Allow them time to decide which ones match the three groupings and encourage them to compare answers in pairs. Discuss which sound stronger in tone. 1 I appreciate that to As you may remember 2 I enclose herewith, I immediately contacted, Not only was I unable, Please find attached 3 I believe your airline needs to, If I hear nothing from you, I would be grateful if you could, I await your response to, I shall expect to hear from you 4d This exercise encourages students to identify the most appropriate phrases for their own letter, where best to use them and how they can put them to good use. 5 At this point, the planning is complete, so give students 20 minutes to write their letter. The writing is best done as homework unless you wish to assess what they are capable of writing in the given time period. 6 Students spend 5–10 minutes checking their letter, using the checklist on page 190. Alternatively, students swap and check their partner’s letter. Sample answer: I am a frequent flyer with your airline and I am extremely disappointed with my most recent experience. Last week, I arrived at the airport early for my scheduled flight to Amsterdam, where I was due to catch a connecting flight for Sri Lanka. On checking the electronic display, I saw the flight was listed as Delayed. I immediately contacted your desk at the airport and asked for more information but your representative was extremely unhelpful and offhand. As the scheduled time grew nearer, I became more anxious. If I missed my connecting flight in Amsterdam, I knew that flights from Amsterdam to Sri Lanka were fully booked for several days. Although there was another flight with another

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airline leaving for Amsterdam at much the same time, your representatives refused to transfer me and told me my plane would be there shortly. As it turned out, the flight had been cancelled because of engine failure and your customer service desk had not been informed. I was therefore unable to get to Amsterdam and missed my flight to Sri Lanka. Your representatives did not provide any assistance apart from offering to rebook me on a flight the following day, which was no use at all. As you can see, my experience breaks the promises you make in your customer guarantee. I believe your airline needs to take full responsibility for the inconvenience and expense incurred, as well as the communication breakdown among your staff. May I remind you of the promise to make a full refund. I enclose my ticket herewith. [260 words]

Extra! Have students reply to each other’s letters.

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1 fend 2 fraught 3 marooned 4 hit home 5 rebellious 6 rough 7 restricted 8 defensive 2 1 differentiate 2 occurrence 3 defenceless 4 atmospheric 5 childishly 6 tricky 7 furnishings 8 reliant 3 1 (who) I’m closest to is 2 you lived/you were to live/you were living in a big city, how would you 3 if/though his trip across Asia went 4 upset me most was my parents’ lack of 5 if we moved to Norway rather than/instead of 6 being completely open with each other that we will 7 could go/were able to go trekking 8 worries me more is living/I’m more worried about is living 4 1 until 2 What 3 do 4 reason 5 was 6 would 7 all/what 8 had 9 would/could 10 time 11 were 12 would

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08

A rich life

This module contains various topics related to the theme of wealth and a good life, including going into business with friends and family, online shopping, dining in, inheriting money, investing and donating and the UN’s budget.

Lead-in p.119 Start with books closed. Ask students what the word wealth means to them. Discuss ideas before asking them to open their books at page 119 and eliciting what the photos show (a gold bar dispensing machine in the UAE, a bureau de change, and someone holding a lot of banknotes). 1a This exercise encourages students to think about different aspects relating to money and currencies and tests their general knowledge. Students could answer the questions in pairs or small groups and then check their answers with those on page 205. Find out whether they were surprised by any of the answers. 1b Students could answer this question in the same groupings as Exercise 1a or, with a monolingual group, as a class. This might be a good opportunity to also add in some information about the currency of the students’ country of study if different from theirs. For example, the British currency (the pound sterling) is the oldest currency in the world still in use and is generally recognised as a stable currency around the world. When it was first used in the 8th century, coins like the penny were made from silver and it was not until the 17th century that paper notes were introduced. 2 These quotes from famous people are designed to get students thinking about the value placed on money and to consider the point each person is making. These could be discussed in small groups before the discussion is opened to the class. Find out which quotes students like best and why.

8A A small world?

Reading 1 p.120 1 Focus students’ attention on the cartoon and elicit what it shows (a man and woman in business together), before asking students to discuss the questions in pairs. Encourage them to compile a list of pros and cons, and elicit ideas from the class, feeding in useful language as appropriate. 2 Ask students what they remember about the multiple-matching task (Paper 1 Part 8) before asking them to read the Expert Task Strategy

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notes on page 169. Before they do the task, remind students that they can choose the same couple (A–D) more than once, although they can only choose one answer for each question. Encourage them to underline (and number) where they found the answers to each question so that they can easily check information if they have time. With stronger students, discuss the language presented in the Expert Word Check after they have finished the task; with weaker students you may wish to go through this first. 1D 9A

2A 3C 10 C

4B

5C

6B

7D

8A

3 The task analysis allows students, who have previously practised this task type in Modules 1 and 4, to consider the techniques that work best for them and what to avoid doing. This question could be discussed as a class with a list of dos and don’ts elicited. 4 These questions encourage students to discuss their own opinions of the businesses mentioned and to consider the qualities needed to be successful in business. Remind students to draw on their own experiences and round up by eliciting ideas.

Vocabulary p.122 1 This exercise deals with fixed expressions linked to business and provides students with an opportunity to discuss questions relating to decision-making and setting up and running a business. 2a Give students a minute to complete these collocations before checking as a class. It is important for students to know these collocations, so they should record any that are unfamiliar to them. Elicit a single-word (and therefore more formal equivalent) verb to match each phrasal verb, e.g. to take on = to hire. Remind students that they should be building up a record of informal language versus formal equivalents. 1 make 2 grow 3 open up 4 take up 5 run 6 achieve 7 make 8 embark upon 9 see through 10 do 2b This exercise provides students with an opportunity to use the verbs from the previous exercise to complete a text. Allow time for students to compare answers in pairs before checking them as a class.

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1 taken 2 making/earning 3 set 4 raised/ generated 5 developed 6 carry 7 lay 8 wind 3a Students work in pairs or small groups to discuss compound nouns or verbs (relating to business) that can be formed from the words given. 1 c/h

2e

3f

4b

5g

6h

7a

8 d/b

3b This question could be discussed as a class. Ask students to pronounce a few of the words to check. The first syllable is stressed. 3c Students work in pairs to create their own sentences using words from Exercise 3a.

Extra! Students create sentences for the remaining words. 4 This exercise focuses on prepositions used in expressions or collocations relating to business. Allow time for students to compare answers in pairs before checking ideas. 1 on

2 down

3 in

4 of

5 on

6 down

5a Students work in groups of 3 or 4 to come up with a business idea answering the question given and incorporating vocabulary covered in this section. For this exercise, set a time limit (e.g. 20–30 minutes) and explain that they will have to present their ideas to the class so they must decide how they will do that and who will do it. You may wish to set a time limit for the presentations. 5b Before students give their presentations, remind the rest of the class to think of questions to ask each group after their presentation. 5c Bring the class together and ask them to vote for the best idea. Encourage them to explain their choice.

Use of English 1 p.123 1 Refer students to Amazon’s logo on the boxes in the photo and discuss the questions as a class. 1 It is an online retailer that originally sold books and now sells a wide range of goods. 2 1994 2a Give students a minute to skim the text to check their ideas. 2b If useful, refer students to the Expert Task Strategy notes for the word formation task (Paper 1 Part 3) on pages 167–168 before asking them to complete the task. Encourage students to

Advanced Expert Module 8

skim the text to get the gist, working through using clues around each gap to identify which form of the given word is required for each gap (e.g. noun, adverb, negative adjective). Remind them that each word needs to fit both grammatically and in meaning and suggest they note the type of word needed in each gap as they read. 1 option 2 loyalty 3 unexpectedly 4 profitable 5 facilitate 6 selection 7 specialise 8 recognition 3 Give students a minute or two to find the two words before eliciting ideas from the class. origin (n) → originally (adv); recognise (v) → recognition (n) 4 Students could discuss the questions in small groups before the discussion is opened up to the class. Encourage students to justify their reasons and use this as an opportunity to feed in useful language.

Extra! Students write an article giving their opinion of online shopping and their recommendations.

Listening 1 p.124 1 Start by focusing students’ attention on the photo and eliciting what it shows (a yoga class), before students discuss the questions either in small groups or as a class. 2 If students have followed the modules in sequence, this will be the fourth time they have attempted a Part 3 Listening task (having previously encountered them in Modules 2A, 2B and 5B), so they should now be familiar with the strategy. Elicit what they can remember before referring them to the Expert Task Strategy notes on page 171. Allow time for students to read the questions and remind them to underline key words. Remind them to try and predict the answers and eliminate wrong answers as useful. 3 T54 Students do the task. 1C

2B

3C

4A

5B

6D

4 This task analysis is best conducted as a class. 5 Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word. Students might also find it useful to refer to the audioscript on page 168 and locate them in

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context. Students then work in pairs or small groups, sharing what they do to relax.

Extra! Students write an article explaining different ways to relax and saying which they prefer and why.

Language development 1 p.125 Students should already be familiar with the concept and use of negative introductory expressions to add emphasis (e.g. Not since, Rarely and Only now). These expressions will in effect add further interest and depth to students’ writing in particular. 1a See whether students can identify the difference in emphasis between the pairs of sentences and discuss how greater emphasis has been created. 1 b 2 b 3 b; Emphasis is created by starting each sentence or clause with an emphatic and negative construction and inverting subject and verb. 1b Refer students to pages 184–185 of the Expert Grammar and review how emphasis can be added before students rewrite the sentences given. Encourage students to compare ideas in pairs before checking answers as a class. 1 will we lay off any more staff. 2 will the bank extend the loan. 3 (I did) my finals at university have I worked so many hours. 4 do you meet people who have such a clear vision of what they want to do. 5 had the business been set up when the impact of the recession was felt. 6 are they beginning to make a profit from the company. 2 Suggest that students skim the text to get the gist before working out the type of word needed in each gap, checking the words given before and afterwards. 1 only

2 but

3 sooner

4 Under

5 on

6 do

3a Here, students are introduced to fronting parts of a sentence to add emphasis and link ideas. Go through the example and, if useful, do the first question as a class. Remind them to refer to the expressions given on pages 184–185 of the Expert Grammar and to check answers in pairs.

1 I find it hard to believe that he’s going to resign. 2 It may be difficult but it isn’t impossible. 3 The restaurant’s dinners are even better than their lunches. 4 The response to the competition has been such that … 5 However/ No matter how hard we try, we will never … / Even if we try very hard, we will never … 6 We were losing hope when the train came along. 3b This exercise gives controlled practice in rewording the sentences using fronting to emphasise the most important information. 1 So tense was the atmosphere that tempers flared. 2 Try as they might, they were unable to get a loan. 3 Opposite the new premises was a park. 4 There was a pause and into the room walked the actor. 5 Such was the impact of the crash that the car was not worth repairing. 6 Famous it may be, but it’s very expensive too. 3c This exercise provides students with freer practice where they use their own ideas to complete sentences with negative introductory expressions. Elicit a selection of ideas from the class to round up.

Photocopiable activity Activity 8A could be used here. It is a groupwork activity where students have to complete sentence stems using negative introductory expressions, so that the new sentences have the same meaning as the initial ones given. This activity revises and extends students’ knowledge of emphasis through the use of negative introductory expressions as covered in Module 8A.

Writing 1 p.126 This section looks at ways to expand language usage to increase interest and better engage the reader. 1a Focus students’ attention on the photo and elicit what it shows (the Dans le Noir restaurant which is described in Exercise 1), before asking them to read the two opening paragraphs describing the restaurant. Discuss the questions as a class. 1 Customers eat in the dark. 2 The first extract draws the reader in more, by the use of rhetorical questions and more vivid language (left in the dark, right up your street, popping up). 1b This exercise introduces more evocative language to a text and asks students to identify what might more commonly be written instead. During feedback, discuss new language items,

Advanced Expert Module 8

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checking that students understand what type of words they are and how they are pronounced. 1j 2k 3c 4f 10 e 11 b 12 g

5a 6h 7l 8o 13 d 14 i 15 m

9n

Extra! Ask students to select three words or expressions presented in Exercise 1b and then consider alternative options. For example: 1 tucked away could be ‘hidden away’, 2 only a stone’s throw could be ‘close to’ or much more informally ‘within spitting distance’, etc. 1c Discuss the techniques as a class before students work through the text finding examples of each type. This could be done in pairs. Focus on the Exam Strategy note and remind students that at Advanced level the creative use of language is an integral part of the writing component and there is great emphasis on engaging the reader. 1 tucked away, stumble, fumble 2 incredibly 3 I won’t be doing it again 4 I won’t be doing it again. (simple); Having to guess the composition of each forkful of food … (complex) 5 The food, which has been described as innovative, is actually … (indirect speech) 6 exclamation marks, quotation marks 7 Does the idea of dining in total, absolute darkness tempt you? / Is it worth trying once …? 8 It is a fascinating concept ... / The food ... is actually mediocre. 2 This exercise presents students with further examples of interesting language and encourages them to widen their language use through improving descriptions. 1 cramped, packed out 2 nibbled 3 quirky 4 offhand 5 charming ambience 6 exorbitantly priced 7 deafening 8 insubstantial 3 Here, students have the opportunity to practise adding interest to their writing through a description of a restaurant they know. The writing component could be set homework and paragraphs could be swapped in a subsequent class.

Photocopiable activity Activity 8B could be used here. It is a pairwork/ groupwork activity where students complete a crossword using the missing words needed to complete sentences given. This activity revises expressions, phrasal verbs and collocations covered in Module 8A.

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8B A means to an end?

Listening 2 p.127 1 Begin by discussing who the photos show (British lottery winners, American actor Johnny Depp and Russian business tycoon Roman Abramovich) and how these people became rich, before discussing the questions as a class. 2 Students are given further practice of multiplechoice questions (Paper 3 Part 1). After they read the questions, students briefly discuss in pairs what they can guess about the people. 3 T55 Refer students to the Expert Task Strategy notes on pages 170–171 before they listen to the recording and complete the task. Remind them that each extract is repeated before moving on to the next one. 1A

2C

3C

4B

5C

6B

4 Students compare answers in pairs before discussing the question of the task analysis as a class. Students could then look at the items in the Expert Word Check box and look up all relevant information (e.g. pronunciation, stress, word type, use, grammar, word family, collocations) for each word before referring to the audioscript on page 169 and underlining where they find them in context. 5 This discussion provides students with the opportunity to express their own opinions and justify them, as well as to hypothesise about what they would have done in the same situations. This could be done in pairs or small groups before ideas are elicited from the class.

Speaking p.128 The photos provide examples of selling, investing and spending. Ask students what each one shows and what is happening (a man in a street market, a man working on spreadsheets on two computers, a couple in a car showroom in discussion with a salesman). Use this as an opportunity to feed in any useful vocabulary and discuss the questions as a class. 1a In this exercise students discuss in pairs or small groups which language would correspond with the given photos. Suggested answers relating to photos A, B and C: A haggle, beat someone down B buy stocks and shares, pay in full C dip into your savings, pay in full, haggle, beat someone down

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1b Students now discuss the meaning of these informal expressions. This could be done with the same groupings. 1 have so much money you buy things that aren’t necessary 2 only have enough money for the basics 3 spend more money than you can afford 4 do something rather than just talk about it 1c Check that students consider their own response to the questions before discussing ideas in pairs. 2a This exercise invites students to identify the most appropriate words or phrases to complete the text, focusing on collocation and related prepositions. 1 make ends meet 2 hard 3 chip 4 support 5 contributing 6 sum 7 funding 8 donors 9 dipping into 10 on 11 raise 12 sponsor 2b Students could discuss the stress patterns of these words in pairs. contribute/contribution; subscribe/subscription; luxury/luxurious; subsidise/subsidy 2c These questions encourage students to discuss their views on whether charities are important and how they should best be helped.

Extra! Students find out about one charity in their own country and prepare a short presentation on it for a subsequent lesson. 3a Remind students that they have covered the long turn (Part 2) in previous modules (1B, 4B and 6B) before giving them 2 minutes to read and correct the 5 mistakes in the instructions. Allow time for them to compare answers in pairs before class feedback. The 5 mistakes are: 1 You should not describe each photo in detail – you must speculate on only 2. 2 You have a minute. 3 Try not to stop. 4 You must speculate, not describe. 5 Your partner mustn’t interrupt. (Also the interlocutor will not mention the wide range of language needed, although it is true that candidates must do this.) 3b T56 Here, students listen to extracts of 2 candidates attempting Part 2 and note the strengths and weaknesses of each one. Allow time for students to discuss their ideas with their partner before eliciting ideas from the class.

Advanced Expert Module 8

A: The student shows a good range of language, is grammatically correct and is trying to interpret what is going on. However, he gets bogged down trying to describe each photo rather than speculate and answer the 2 questions. Also, he is about to go on to describe the third photo, which is not required. B: The student is more focused on the task given. She speculates on the similar and different challenges of two situations. The range of language is reasonable and includes informal expressions. However, her answer is too short and she finishes rather abruptly. 4a Students now practise the long turn in pairs, taking turns. Check they understand the instructions before they start. 4b Give students time to discuss the three photos and reach their decision. 4c The additional photos on page 206 allow students further practice of the long turn task. 5 Students work in their pairs to appraise each other’s performance using ideas from Exercise 3b, before a general discussion on strengths and weaknesses as a class. Remind students to note areas they have improved on and those needing further work so they can refer back to these in the future. 6 Give students time to discuss these questions in pairs or small groups before opening the discussion to the class to round up.

Extra! Students write an essay (220–260 words) to answer Exercise 6 question 2, incorporating ideas from their discussion.

Language development 2 p.130 Students should be familiar with the concept and use of comparatives and superlatives, although weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section. 1a This exercise asks students to identify mistakes relating to the grammar focus in this section. With a weaker class, you might wish to refer them to the Expert Grammar on page 185 first, or students could refer to it after reading the text. Check answers as a class. much the same than as Australians; one of the best paid stars; became a great deal richer; nothing as like Lady Gaga’s; by far the less most expensive shoes; considerably fewer less than

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1b Students locate examples of comparatives and superlatives in the text, discussing their ideas in pairs before class feedback. Focus on the degree of comparision where applicable and discuss other examples from the text. 1 richer/more prosperous (higher degree); the same as (same degree); less than/nowhere near/ nothing like (lower degree) 2 one of the best paid/the most expensive 3 much, far, one of the, even more, by far the, considerably 1c Refer students to the words given in the table and focus their attention on the example before they consider their own responses to the questions. Allow time for them to compare ideas in pairs and elicit some example sentences.

Extra! Students write new sentences using the remaining words from the table. 1d This exercise gives students further practice using comparative and superlative forms but in the context of where they live. With a weaker class, this could be done in pairs or small groups. You might wish to begin by giving a few example sentences about the place where students are studying if different from their own towns. 2a Here, students focus on additional forms of comparison, deciding which option is best to complete sentences. Discuss ideas as a class, eliciting extra examples of use as needed. 1 too 2 such a 3 more and more 4 The fewer, the better 5 more tight 6 so much, as 7 like, as 8 The bigger, the less 9 ’d sooner, than 10 a great deal, than 2b This exercise gives students practice in rewriting sentences using set words or phrases. With a weaker class, this could be done in pairs. 1 The more people worry about banks, the more they use cash. / People increasingly use cash, the more they worry about banks. 2 I’m not getting such a good … 3 More and more banking is … / People are doing more and more of their banking … 4 Some people are too afraid of fraud to bank online. 5 I’m not so much happy as relieved I got … 6 I’d sooner use smart cards everywhere … 3 Students work in pairs and use expressions covered in this section to compare 2 people of their choice. Round up by eliciting ideas and discussing the structures used for comparison. Remind students that comparatives and superlatives are particularly used in the long turn

Advanced Expert Module 8

(Part 2) of the Speaking test when they need to discuss similarities and differences between photos.

Use of English 2 p.131 This section provides further practice of the language of comparison through the practice of key word transformations (Paper 1 Part 4). 1a Begin by focusing students’ attention on the example and discussing the transformed sentence and the changes made. is by far the most important 1b Weaker students could read the Expert Task Strategy notes on page 168 before attempting the task, whilst stronger students could do the task and then refer to the notes to check afterwards. Remind students of the word restrictions and allow time for students to compare answers before class feedback. Discuss any alternatives possible. 1 through her accounts, the more concerned 2 have sold slightly less well than 3 as much as me/I did/much the same (salary) as me 4 near as high as 5 the harder we work, the happier 6 to save a great/good deal more 2a This task analysis could be conducted as a class. Elicit examples using the given expressions. 1 the more 2 a slightly (less) a great deal more

b nowhere near;

2b Here, students consider the best ways of approaching key word transformations and discuss advice that could be given under the different categories, discussing ideas in pairs before class feedback. Compile a list of useful pieces of advice on the board and suggest that students make a note of them for future reference.

Writing 2 p.132 1 Students start by discussing their attitude towards reviews and whether they themselves have ever written one. These questions could be discussed in small groups. During feedback, you may wish to find out whether students tend to read reviews before or after they have seen or read something. Ask them whether they can think of examples when they have seen or bought something (or not) purely because of a review. 2 Here, students are given an example task. Remind them that in the exam the review would be an optional question. Discuss the task as a class and

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elicit the number of words needed (220–260 words). 3a Students should determine which books they will review before underlining the key points which they have selected from the task and brainstorming ideas, making notes. 3b This exercise focuses students’ attention on making a plan and encourages them to think about key points it might include, along with how it will be organised into paragraphs. 3c Students now know which ideas will be included in which paragraph and have the opportunity to discuss their ideas in pairs. 4a The two review extracts provide examples of different parts of the task given in Exercise 2. Allow time for students to read the reviews before eliciting which part of the task they match. Extract 1: Explaining whether or not you enjoyed it. Extract 2: Reasons for recommending it. Extract 3: Explaining what the book was about. 4b Students refer to the texts to find the expressions, discussing ideas in pairs. Examples: 1 one of several books in recent years which 2 The main message is, is about, The book tracks, she asks the big questions like 3 inspiring and informative, great ideas, upbeat and heartwarming, absorbing, highly readable, modest and engaging, I love the ... 4 a bit patronising at times 5 an absolute must, this is the book for you 4c These phrases will help add emphasis to students’ evaluations and make their reviews far more engaging. Begin by focusing their attention on the words and phrases given and then the notepad with the ‘positive’ and ‘negative’ columns. Give them 2 minutes to decide, in pairs, which columns the words/phrases fit in before class feedback. Discuss meaning and pronunciation of any new language and, if useful, provide/elicit examples of their use. Positive: (quite) witty; (truly) original; (really) lively; thought-provoking; (profoundly) moving; (refreshingly) different; (beautifully) written; a gripping (read); couldn’t put it down; well worth reading; (particularly) memorable; (absolutely) hilarious; compelling Negative: (a bit) repetitive; (entirely) predictable; (excruciatingly) boring; (totally) unconvincing; (thoroughly) tedious; (rather) flat; hard to follow; (vastly) overrated; (thoroughly) implausible; (too) far-fetched

Advanced Expert Module 8

4d This exercise gives students practice in using the phrases from Exercise 4c in conjunction with additional language which they may find very useful in their reviews. Students could work in pairs or small groups to discuss their ideas before class feedback. Examples: Describing The opening chapters … (give the background / set the scene / explain the rationale) … The last chapter … (is a bit of a let-down / summarises the main points) The story … (gets bogged down in / moves at a brisk pace) … is … (action-packed / slow-moving / spine-chilling) Balancing an opinion I found (the ideas confusing at times), but … / However, … Although (the writer sometimes goes off at a tangent), … Even so, (the ideas challenge the reader to think about) … Despite this / In spite of this / And yet (the characterisation is impressive / weak) … On the other hand, (I wouldn’t recommend this book to anyone who …) Summarising All in all … / Quite simply … (this is the best read …) The great strength of (the book) is that … My only criticism of (the book) is that …

Photocopiable activity Activity 8C could be used here. It is a pairwork activity where students take turns to give clues to their partner so that their partner can complete a grid with the necessary vocabulary and work out the extra word given. This activity revises useful language that can be used to make written reviews more interesting and engaging, as covered in Module 8B. 5 At this point, the planning is complete, so give students 20 minutes to write their review. The writing would be best done as homework unless you wish to assess what they are capable of writing in the given time period.

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Sample review: It’s time we got over our obsession with shopping. That’s the message of Not Buying It, one of several books in recent years that encourage us to spend and consume less for both personal and environmental reasons. Not Buying It is about one New Yorker’s attempt to call a halt to her spending for a year, with the exception of a few basic foodstuffs (but no processed food), medicine and toiletries. This means doing without new clothes, buying music or going to the cinema. The book tracks her ups and downs, as she and her partner pursue their careers. On the way, she asks the big questions like, ‘Can the economy survive without shopping?’. At the end of the year she saved up enough money to pay off a huge credit card bill and she claims her spending will never be the same again. Some critics have found the writer too selfcentred. They like to point out that she is selfemployed and childless, which makes her experiment much easier. In places, the book is a bit repetitive and does go off at a tangent more often than I would like but on the whole I found it calm and inspirational. The author is honest about how difficult everything was, her many slip-ups and what she discovers about herself. [220 words] 6 The students spend 5–10 minutes checking their review, using the checklist on page 190 as necessary. Alternatively, students swap and check their partner’s.

Extra! After reading each other’s reviews, students decide whether or not the review would persuade them to read the book in question. Discuss, as a class, which reviews were most persuasive and why.

Advanced Expert Module 8

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1B 2D 3A 4C 5B 6A 7C 8A 2 1 Hardly had the tablet gone on sale when another company brought out an even better model. 2 The more I think about the problem, the more worried I become about it. 3 On no account (should/must you) disclose your business plan to anyone at this stage. 4 It wasn’t such an easy decision as I thought (it would be). 5 We were too exhausted to move. 6 Not since Charles Dickens has any English writer written so well about the poor. 7 James is slightly taller than his brother. 8 I give nowhere near as much to charity as Liam (does). 9 The other ring is somewhat pricier than this one. 10 I’m not so much angry as depressed about losing my wallet. 3 1 neighbourhood 2 luxurious 3 specialisation (specialism) 4 perception 5 philanthropic 6 scepticism 7 disloyalty 8 strengthen 4 1 as 2 try 3 into 4 up 5 than 6 took 7 deal 8 of 9 on/upon 10 such 11 in 12 for 13 down 14 like 15 only 16 as 17 but

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09

The world of science

This module contains various topics related to the theme of science, including the International Space Station, inventions that changed the world, brain power, great thinkers and scientific research.

2 These questions could be discussed in small groups before being opened to the class. Encourage students to justify their opinions.

Lead-in p.135

9A Personal challenges

Start with books closed. Ask students what the word science means to them. Discuss ideas before asking them to open their books at page 135 and eliciting what technological developments are shown in the photos (the light bulb, computers, a microscope, a telephone).

Reading 1 p.136

Background There is contention over who came up with the original ideas for some inventions, as in some cases more than one person was involved in their development. Added to this, different inventors were in essence in competition with each other, such that some successfully created an invention but did not succeed in patenting it first. • American inventor Thomas Edison is credited with the invention of the light bulb in 1879. Having discovered that a glow lasting nearly 40 hours could be created using a carbon filament in an oxygen-free bulb, he went on to develop a bulb that would last for over 1500 hours. • Whilst there is some debate over what is classified as the first computer, British mathematician Charles Babbage is generally credited with the invention of the earliest analytical machine from which the modern computer is derived. • The invention of the double-lens compound microscope in the late 16th century is generally attributed to Dutchman Zacharias Janssen. • The telephone was first patented by Scottish inventor Alexander Graham Bell in 1876. However, other inventors, most famously American Elisha Gray, had also invented a wire-based electric speech-transmitting machine around the same time, leading to a well-known legal wrangle (which Bell won) over the invention of the telephone. 1a Find out who thinks science is one of their strong subjects before putting them in pairs to take turns to ask and answer the questions. 1b You may want to elicit how many people went for the different options (A, B or C) for each question before referring students to page 206 to check their answers. Find out whether anyone answered all 8 questions correctly and which ones they were wrong about.

Advanced Expert Module 9

1 Focus students’ attention on the photo and elicit what it shows (the International Space Station), before asking students what they know about it. Allow students time to read the title and introduction of the article before discussing the questions in pairs or small groups. Elicit ideas from the class. 2 As students have covered gapped texts previously in Modules 3A and 6A, you might want to elicit what they remember about tackling Paper 1 Part 7 before focusing their attention on the title and eliciting what they think the article could be about. Before they do the task, remind students to focus on each paragraph’s topic sentence to get an idea of the key focus, and to highlight words and phrases that link forwards or backwards. This will help them identify the best paragraph to slot in and to cross through answers used. Allow time for students to compare answers in pairs before class feedback. As you go through the answers, elicit identifying linkers and provide support as needed. For example, that dot on the horizon (paragraph 1) links with the speck in paragraph B; In fact, nothing could be further from the truth in paragraph F is referring to it seem … as if the space station is free from the pull of gravity (paragraph 2) and paragraph F goes on to explain about the effect of gravity on the space station. 1B

2F

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3a Students discuss the questions in pairs before the discussion is opened to the class. Suggested answer: Although there will be variations, a good order could be to read the text first, predict kinds of information in each gap, underline pronouns, check the distractor does not fit and then check the text makes sense. 3b This task analysis question is best discussed as a class. Encourage students to make a note of useful strategies that they can refer to in the future.

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4 Remind students that the Expert Word Check (given on page 136) highlights useful words from the text. You may wish to ask them to find these words in the text, underline them and try to deduce their meanings from the context before looking them up in a dictionary. Encourage students to record their meaning and usage. Students then discuss the questions about space exploration in pairs or small groups. Round up by eliciting some of their ideas.

Extra! Students write an essay (220–260 words) answering the following question: ‘Space exploration is both practical and necessary for the human race. To what extent do you agree or disagree with this statement? Give reasons to support your opinion.’

Vocabulary p.138 1a This section focuses on fixed expressions relating to space. Students match the phrases and definitions, comparing answers in pairs. Discuss whether the same expressions exist in their language(s). 1a

2c

3f

4e

5b

6d

1b These questions incorporate some of the language from Exercise 1a and can be answered in pairs or small groups before you elicit ideas from the class. 2 This exercise asks students to identify the word that collocates in each sentence. Students could work alone or in pairs. 1B

2C

3B

4C

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3a Here, students focus on word families and word formation to fit different parts of speech. Ask students to discuss the stress pattern for each word in pairs before discussing answers as a class. 1 chemist, chemistry, chemical 2 physicist, physics, physical 3 zoologist, zoology, zoological 4 geneticist, genetics, genetic 5 engineer, engineering 6 astronomer, astronomy, astronomical 3b This exercise provides students with extra practice in word formation, which is a useful way to expand their vocabulary more rapidly, as well as a necessary skill to complete the key word transformations in Paper 1 Part 3. Once again, encourage students to work out the stress patterns and to compare answers in pairs.

Advanced Expert Module 9

1 discover, discovery 2 invent, invention, inventive 3 analyse, analysis, analytic(al) 4 explore, exploration, explorative/exploratory 5 atmosphere, atmospheric 6 experiment, experiment, experimental 3c These questions on science give students the opportunity to share their own experiences and opinions. Students work in pairs or small groups before ideas are elicited from the class. 4a In this exercise students form sentences using parts of idioms with like. 1e

2d

3f

4c

5b

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4b Start by asking students to match the sentence halves so that the words in italic form idioms. After checking their answers, find out whether they have similar expressions in their own language(s) before putting them in pairs or small groups to discuss the questions. Round up by eliciting ideas from the class. 1 like two peas in a pod 2 like water off a duck’s back 3 like a red rag to a bull 4 like a bull in a china shop 5 like a fish out of water 6 like a dog with a bone

Use of English 1 p.139 1 Refer students to the title and photo, eliciting ideas on what the text might be about. Give students a minute to skim the text before eliciting their answers to the question. The Chargem is a recharger for multiple devices. Delia invented it because she wanted to find the fastest way to recharge her own devices. 2a This exercise encourages students to identify the missing parts of speech for each gap in the text. Students could do this exercise in pairs or check with a partner after completing it. Check answers after Exercise 2b. 2b Students now look before and after the gaps that will have nouns and decide from the surrounding language whether they will be singular, plural, positive or negative. Encourage students to do as in Exercises 2a and 2b each time they encounter Paper 1 Part 3. Elicit answers and discuss as a class how students came to their decisions. Nouns: 1 (s); 3 (s); 6 (s); 7 (pl); 8 (pl) Adjective: 2 (neg) Verb: 4 Adverb: 5 3 As students have encountered word formation tasks (Paper 1 Part 3) in modules 1A, 4A and 8A,

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they should remember what to do. However, with new students or weaker ones, it could be useful to ask what they remember about the word formation task before they do it. Allow time for students to compare answers in pairs before checking them. 1 distraction 2 unbearable 3 inspiration 4 handle 5 regardless 6 investor 7 products 8 belongings 4 Students discuss the questions in small groups before the discussion is opened to the class.

Extra! Students write an article (220–260 words) about what they consider to be the most important invention of the 20th century.

Listening 1 p.140 1 Start by focusing students’ attention on the cartoon and ask what it shows (a self-cleaning home). Refer students to the task and title, and elicit their answers to the question. Possible answers: for convenience; to save time and energy; because they dislike household chores; to help others with a task they may not be able to do, etc. 2 T57 Before playing the extract from the radio programme, give students time to skim the text and decide the type of word missing in each gap. With a weaker class, elicit ideas before playing the recording. Remind them that in the actual exam they will hear the extract twice. After listening, allow students time to compare answers in pairs before going through the answers with the class. 1 construction 2 disabled 3 car wash 4 washing machine 5 comfort 6 earthquake 7 sculpture 8 door frames 3 These questions could be discussed in small groups before the discussion is opened to the class. Encourage students to support their opinions and add in new language as useful.

Extra! Students write an article (220–260 words) presenting their opinions and ideas on one of the following as discussed in Exercise 3: 1 Are labour-saving devices a good thing? 2 Will the totally self-cleaning house ever take off?

Advanced Expert Module 9

Language development 1 p.141 This section focuses on reported speech. Students with particular difficulties should be given suitable remedial exercises. 1 Focus students’ attention on the statements and elicit what the reporting verb is (advised). Discuss as a class how Frances’s father’s speech could be reported using the 5 different verbs given. said she should reach out …; told her to reach out …; encouraged her to …; suggested that she should reach …; recommended her to … 2a A stronger class could go straight into the task. Weaker classes could start by looking at the Expert Grammar on pages 185–186 and then do the task in pairs. 1 A (complained to him) 2 C (confessed that she’d lost/to having lost) 3 D (told me that I should contact him/told me to contact him) 4 C (discussed writing) 5 C (suggested that it would be a good idea for me to text you) 6 B (noticed what good company) 7 A (suggested that people should have) 8 D (objected to the fact that we use) 2b Focus on the first 4 sentences and elicit from the class how each one could be said in direct speech. 3a Check that students understand the difference between the verbs given, before asking them to identify which person they correspond with. Students then practise reporting the statements, following the patterns given in Exercise 2. Encourage students to compare ideas and remind them that different options are possible. Examples: 1 apologised for being late for the biology lesson. 2 blamed Delia for copying his idea. 3 reminded Jim/him to meet them at the science museum. 4 regretted giving up/having given up his medical studies. 5 admitted she’d done/having done/doing really badly in her chemistry paper. 6 explained that the reason he became/had become an anthropologist was because of a book he’d read. 3b This exercise provides students with the opportunity to practise forming statements using a variety of verbs. Students work in pairs, taking turns to create a statement and then report what each other says, referring to Exercise 3a for help with patterns as needed. 4a Explain that impersonal report structures are used to create distance between the writer and the information. As a class, discuss which of the

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sentences are examples of these structures and elicit the contexts where they are most used. 1b and 2b are report structures: they are most used in reports and newspaper articles. 4b Stronger classes could complete the structures before feedback; alternatively, with a weaker class, elicit the missing parts as a class. 1 that

2 infinitive (or perfect/future etc. infinitive)

4c This exercise provides students with the opportunity to practise using impersonal reporting structures. Students complete them and then compare in pairs or, with a weaker class, students work in pairs to do the exercise. 1a It is alleged that … 1b is alleged to be … 2 has been argued that … 3a is thought that … 3b is thought to be … 4a is feared that … 4b is feared to be … 5 has been claimed that … 6 was believed that …

Photocopiable activity Activity 9A could be used here. It is a pairwork/ groupwork activity where students have to select an appropriate report verb (from those provided) and change given sentences into reported speech using the verb chosen and the appropriate pronouns. The new sentences must retain the same meaning as the original ones. This activity revises reporting verbs and the patterns that follow them in reported speech, as covered in Module 9A.

Writing 1 p.142 This section focuses on the important concept of accuracy, which is key to a candidate’s success in the Advanced exam. 1a Refer students to the Expert Strategy note and remind them to keep a list of the types of mistake they make in their writing as well as any word they commonly misspell. This exercise gives students practice in identifying and rectifying errors in writing. Check that students understand how to code the errors before they start.

Extra! Students decide which structure of the 2 presented in Exercise 4b (1 or 2) is most commonly used with the following verbs. Sometimes both are possible. They then write an impersonal reporting sentence using each verb. allege find consider know expect predict understand Answers to Extra! allege (1), find (1 & 2), consider (1 & 2), know (1 & 2), expect (1), predict (1), understand (1) 4d Here, students discuss recent events in the news using reporting verbs. This could be done in pairs or small groups. Round up by eliciting some of the news stories discussed and finding out which students are the most interested in and why.

Extra! Students write an article on a news story they have found particularly interesting. Encourage them to write about it in their own words and to use reported speech and impersonal reported structures.

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1 GPS technology was originally developed by the United States military as a navigation system, using / and used a network of satellites around the Earth to pinpoint the exact position of a receiver anywhere on the planet. Since it was developed in 1978, it’s been used in cars, aircraft and boats. These days it’s also used by geologists and conservation scientists, among others. 2 Nightclub owners don’t like them but trainers have changed fashion and the feet of generations of people. They didn’t take off until the 1970s, although the technique of melding rubber to cloth was first used in 1892 by the Goodyear Metallic Rubber Shoe Company. With the help of celebrities such as sporting superstars, they stopped being just practical clothing and became a fashion item. The army reports that young people now grow up without ever wearing leather shoes and their feet are now too soft to wear traditional military boots. 3 Food ‘on the go’ has been around since the time of Ancient Greece, but convenience food really took off in the 1970s and changed the high street, our health and the way families eat meals. Traditional family dinners round the table disappeared and pre-packaged ready meals, many of which were frozen, became the norm. The popularity of processed food, however, is also blamed/to blame for the obesity crisis. With high fat, salt and sugar content, the diet of people in the West has worsened. 1b Students compare ideas in pairs before class feedback. If possible, project the three texts onto the board and go through them (or have students come up and correct the errors). 2a This discussion gives students the opportunity to voice their opinion on the inventions mentioned in the 3 texts and is best undertaken in small groups. 2b Give students a little time to consider their answer and why it has had such an impact on the world before putting them into small groups to share their ideas. Find out which inventions have been chosen and elicit a few supporting reasons. 3a Refer students to the task and ask them to read it, underlining key words. Students then plan their article, deciding on the number of paragraphs, etc. (with a weaker class, you might want to discuss how the article could be structured as a class) before writing it. Students might need to do some

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research on their invention to find out more about it, for example who invented it and when. 3b Give students 5–10 minutes to check their work, correcting any mistakes they find. Alternatively, ask students to swap articles and check each other’s. 4 The task analysis could be discussed as a class once students have had the chance to identify the types of mistake they most commonly make. Encourage students to make a list of these areas and to set time aside to work on them during selfstudy. If spelling and punctuation are weak, refer students to the Expert Writing sections on pages 199 and 200.

Extra! Students rewrite their self-corrected essay for homework.

Extra! Either share out or ask students to choose one of the inventions discussed in Exercise 2b. Students then research their invention and prepare a short presentation (5 minutes maximum) on it for the subsequent class.

9B Brain power

Listening 2 p.143 Begin by focusing students’ attention on the cartoon and asking what it shows (an untidy bedroom with a happy-looking teenage boy wearing headphones and sitting in front of a laptop during the night; another bedroom with his parents happily asleep in bed). 1 These questions encourage students to identify any differences in the way teenagers behave and problems that they might experience. Students work in pairs or small groups before ideas are elicited from the class. 2 T58 As students have encountered Paper 3 Part 3 previously in Modules 2A, 2B, 5B and 8A, begin by asking what they remember about this part of the listening exam and what strategies they will use. Students then do the task, comparing answers before class feedback. Remind them that this part will be played twice in the actual exam. 1C

2A

3D

4A

5B

6A

3 This task analysis is best conducted as a class. 4 Students look at the items in the Expert Word Check box and find all relevant information (e.g. pronunciation, stress, word type, use, grammar,

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word family, collocations) for each word before referring to the audioscript on page 170 and underlining where they find them in context. You might also want to check on other possible new language from the audio, such as synch and susceptible, before asking students to discuss the questions in pairs or small groups. Remind them to compare their ideas with what they said in Exercise 1. Round up by eliciting ideas from the class and finding out whether any of them have changed their opinions.

Speaking p.144 1a Refer students to the cartoon. Ask what it shows (someone playing the guitar) and find out how many of the class learnt to play an instrument when they were teenagers and what they learnt. Focus on the table and explain that students have to group the words in the box according to the headings given. This could be done in pairs or alone. When going through answers, check on pronunciation and syllable stress. A able to think on one’s feet, brainy, gifted, have a good head on one’s shoulders, have a high IQ, knowledgeable, precocious, quick-witted B dense, dim, feeble-minded, slow on the uptake C all at sea, at a loss, disorientated, muddled, perplexed

Extra! Students write their own sentences using the words and expressions given (one per sentence). 1b In this exercise students are asked to identify the correct preposition in different expressions. Elicit the complete expressions during feedback and discuss their meaning. 1 by 6 on

2 about 7 up

3 on

4 through

5 through

1c This exercise focuses on words that collocate in particular expressions. Allow time for students to compare answers in pairs before checking ideas. 1 forgotten, memory 2 reminder, forget 3 remember, memory 4 recollection, unforgettable 5 remind, mental 6 memorable, mind 2 The questions provide students with an opportunity to discuss (in pairs or small groups) the type of information they need to remember and the techniques they employ to do so. They also encourage them to share study techniques. This

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might be an area you wish to expand on during feedback, e.g. general study hints, what to do in the run-up to the exam and how to prepare for the exam day itself.

Photocopiable activity Activity 9B could be used here. It is a pairwork/ groupwork activity where students take turns to ask and answer questions relating to memory. This activity gives them the opportunity to practise using memory-related vocabulary as covered in Module 9B. 3a Elicit what students recall about the collaborative task before focusing their attention on the spidergram. Refer them to the Expert Task Strategy notes on page 172 if useful. Students then work in pairs to discuss the question and do the task, keeping an eye on timing. 3b Students take a minute to reach a decision before sharing ideas with the class. 4 The task analysis should be done in the same pairs as the task before being discussed as a class. Encourage students to identify areas they could improve in. Candidates are not penalised if they fail to agree with the other person and reach a negotiated decision. Sharing the interaction and negotiating are very important in this task. 5 Students work in pairs to discuss the questions, presenting and justifying their opinions. Round up by eliciting ideas from the class.

Language development 2 p.146 Students should be familiar with the concept and use of noun, adjective and verb combinations. Further knowledge of these combinations will help students in Paper 1 as well as improve the accuracy of their written work. Weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section. 1a Find out how many students have seen The Bourne Identity before explaining they are going to work on a text relating to the story. In this exercise, students match the sentence halves and then underline or highlight the word + preposition combinations (escape from, suspicious about, etc.). It might be an idea to do the first one with the class before they complete the exercise in pairs. 1c

2e

3d

4f

5b

6a

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1b This exercise is best done in pairs, with students referring to Expert Grammar on pages 186–7 to check their answers. 1 Yes

2 the -ing form

3 formal

2 Here, students have practice in determining where prepositions are required and, if so, which ones to use. Encourage students to compare answers in pairs and, during feedback, ask them to underline the word + preposition combinations. Remind them to add any new ones to their vocabulary records. 1 at, ø, for 2 ø, to 3 to, through 5 to, for 6 with, about/over

4 of, into

3 This exercise focuses on prepositions that are followed by the -ing form of a verb. Go through the example with the class and point out that sometimes more than one preposition is possible. With weaker students it may be useful to discuss which preposition follows the adjectives, verbs or nouns that need changing in each sentence (e.g. annoyed at/about) before students rewrite them with the -ing form. 1 at/about finding 2 about/of asking 3 against using 4 on us/our working out 5 me of not keeping/failing to keep 6 for/about losing/for having lost 4 Here, students focus on word combinations where the use of a different preposition alters the meaning. Students could do this exercise in pairs or compare answers with a partner afterwards. During feedback, elicit the differences in meaning and discuss how students could best remember them.

Photocopiable activity Activity 9C could be used here. It is a pairwork/ groupwork activity where students practise matching prepositions that go with set nouns, verbs and adjectives, through a game of dominoes. This activity revises noun, adjective and verb + preposition combinations covered in Module 9B. 5 Students work in pairs to discuss how life might be without their memory, incorporating word combinations from this section. Round up by opening the discussion to the class and eliciting examples of word combination use.

Reading and Use of English p.147 1 These questions encourage students to consider the differences between age and learning, and to add in their own experiences. Ask students to work in groups of 3 or 4 and elicit ideas during class feedback. Feed in aspects that may be relevant as needed, e.g. adults having more responsibilities (work, family, house), having potentially less time for study but at the same time being perhaps more motivated and directed in what they wish to learn. Write key ideas and useful new vocabulary on the board. 2 Explain to students that they are going to focus on the new task for the Reading and Use of English Paper (Paper 1 Part 6), which was introduced in Module 5. Elicit what they remember about this task if they covered it in this previous module. Refer students to the Expert Task Strategy notes on page 168 for support and, if students are new to this task type, use this to introduce it to them as a class. Ask students what they know about blogs and discuss their own experiences of writing or reading blogs. 1D

1a heard about (be told news) b heard of (know exists) 2a shouted ... to (difficulty hearing) b shout at (in anger) 3a threw ... at (you wanted to damage it) b Throw ... to (you hope the person will catch it) 4a anxious for (strong feeling of want) b anxious about (worried) 5a cares about (thinks it is important) b care ... for (negative = to not like) 6a laughed about (including yourself in the situation that is amusing) b laugh at (negative = mock or make fun of someone in an unkind way)

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2A

3B

4C

3 The task analysis is best conducted in pairs or small groups. Then discuss, as a class, which approaches worked best and which didn’t and why. This will help students to build up a set of strategies to help them tackle this question type better the next time they encounter it. 4 Students discuss their preferences in the same groups as they worked in initially. Finish off by finding out from the class which blog was the most popular and why.

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Extra! Students write their own blog article (220–260 words) on their view of adult learning, providing reasons and examples to support their ideas as useful. Encourage them to feed in any useful language written on the board from Exercise 1.

Writing 2 p.148 This section provides students with further practice in essay writing, which they have encountered in previous modules. 1 Introduce the topic of scientific research by focusing students’ attention on the photos and eliciting what they show (a space shuttle and a food scientist), before asking students to discuss the questions in small groups. Elicit ideas. 2 In this exercise, students are introduced to the task and given the opportunity to focus on what it entails. Encourage students to underline key words and phrases and to choose the two areas of focus. The questions could be discussed in pairs before a brief class discussion. It might be useful at this point to review useful language for essay writing by, for example, referring students to those given on Module 3B, page 53. 1 It is an opinion essay, which requires a choice to be made and reasons to support it to be given. 2 You must discuss two of the areas of scientific research shown, but choose only one of them to receive priority for funding; you will have to think of reasons why this is your choice. 3 formal register 3a Here, students determine their viewpoint on the topic and brainstorm ideas on the points selected. Students may wish to discuss ideas in pairs to promote further examples. 3b Students now decide the number of paragraphs they will write and produce a brief plan. 3c Once students have created their plan, they determine what ideas to include and where to include them. Depending on time, you could ask students to work in pairs and discuss what they will do. 4a This exercise concentrates on introductions and conclusions and presents Expert Strategies for the class to discuss. These should clarify what each of these key paragraphs should do. After focusing on the strategies, stronger students can consider the responses to the questions and complete the sentence openings. If students require more support, this could be done as a class.

Advanced Expert Module 9

Samples: 1 Background, e.g. scientific research is adequately funded but this is not the case (present passive). 2 What you intend to write about, e.g. will focus on two areas of scientific research that need extra funding (future). 3 Thesis statement: Increased government funding is required in two areas of scientific research (present passive). 4b Here, students are given further practice in completing sentence openings, although these are for the paragraph that forms the main body of the essay. Encourage students to compare answers in pairs before eliciting ideas. See sample answer. 4c Refer students to the Expert Strategy notes once more before discussing as a class the sentences and the verb forms required. Allow time for students to complete the sentences before checking ideas. Samples: 1 Needed action: does need to be increased for medical research (present or future passive with modal). 2 Warning: … is action soon and funds are provided, research will be severely restricted (present/future). 3 Rhetorical question: … stem cell research had to be halted and cancer patients died unnecessarily? (past for hypothetical situation) 4 Summary: … extra funding is desperately needed in the two key areas of space exploration and medicine. 4d In this exercise, students check the sentences they wrote in Exercises 4a–c for accuracy. Students may wish to swap their sentences with a partner and check each other’s. Encourage them to add more variety to their language by using more descriptive language and phrases as suggested. 5 At this point, the planning is complete, so give students 20 minutes to write their essay. Alternatively, this could be set as homework unless you to wish to replicate exam conditions.

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Sample answer: It is a commonly-held view that increased funding is needed for two areas of scientific research important for the future of mankind – space exploration and medicine. One of the most important benefits of space exploration is that it not only holds out the hope of finding new lands to mine or even inhabit, but it has also forced scientists to invent technology that we now take for granted, such as satellite technology and weather forecasting. Who could imagine life now without satellite television? However, space research is certainly expensive and cannot be carried out without government funding, and currently too little money is available. Indeed, opponents say scarce resources would be better deployed on solving problems on Earth. There can be no doubt that medical research has made us healthier, happier and able to live longer. Remedies, cures and safeguards against various diseases are all the result of medical research, and diseases once considered incurable, like tuberculosis, can be cured today, and indeed some, like smallpox, almost eradicated … However, the downside is that medical research is also costly and seemingly neverending, as the excessive and indiscriminate use of medicines for minor ailments has caused medicines for some diseases to become ineffective. Also, an aging population increases other costs like social care and puts pressure on pension funds. Nevertheless, in my view, funding does need to be increased in medical research because of the newer field of genetics and the highly controversial stem cell research, which has the potential to cure a vast array of problematic diseases like cancers and diabetes. [261 words] 6 Students spend 5–10 minutes checking their essay, using the checklist in the Expert Writing section on page 190. Alternatively, students swap and check their partner’s essay.

Advanced Expert Module 9

Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1 by 2 in, into/on 3 on 4 for, from, about/ on 5 out, for 6 on 7 off 8 with, over/about 9 of 10 of 2 1 unforgettable 2 sight 3 dog with a bone 4 many moons ago 5 precocious 6 glimpse 7 all at sea 8 objected 3 1 Our team leader blamed the service provider for cutting/having cut us off. 2 Olivia agreed to contact the press for Chris. 3 The customs official insisted on us/our opening/that we opened our bags. 4 Ryan’s mother warned him not to be late for college. 5 The teacher tried to persuade all the girls to co-operate. 6 Darren confessed to driving/having driven/that he’d been driving/that he’d driven carelessly. 7 Liam suggested (that) Sam (should) try/tried a new approach. 8 Mark advised us not to rule out any of the options. 9 The head of department complained to the principal about never getting/that they never got enough money for research. 10 Eli suspected Peter of causing/having caused the accident/(that Peter might have caused the accident). 4 1 is/has been/was alleged that she had been mixing/had mixed 2 admitted causing/that she (had) caused 3 apologised to the principal for 4 denied doing/that she did/that she had done 5 were shocked at 6 accused the school of overreacting/of having overreacted 7 told the principal (that) 8 urged the police to drop

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10

A positive outlook

This module contains various topics related to positive outlooks, including teamwork, team spirit, the spirit of survival, feel-good activities, the two sides of being optimistic and how to have a healthier lifestyle.

Lead-in p.111 Start with books closed. Ask students what a positive outlook means to them. Discuss different ideas and identify the key related factors. 1a Ask students to open their books and look at the photos. Elicit what they show (two people practising a martial art, a group of young friends relaxing, a group of young musicians playing in a band). Discuss what they might represent in terms of positive outlook before students discuss which of the aspects of life given are the most important to them. 1b Students consider which affect well-being. 1c Here, students compare ideas in pairs or small groups before discussing ideas as a class. If time allows, encourage the class to reach a consensus over the top 5 most important aspects. 2 The questions give students the opportunity to discuss further aspects relating to health. These questions could be discussed in pairs or small groups. Round up by eliciting some ideas from the class. Check that students understand genetics (the study of how the qualities of living things are passed on through their genes. Children will, for example, inherit particular features – such as a specific hair, eye or skin colour – from their biological parents.).

10A Teamwork

Reading 1 p.152 With books closed, put the word teamwork on the board or play a game of hangman to elicit it. Ask students what the word means to them and in what situations it is common to require it. 1 Ask students to read the title and introduction and then answer the questions, discussing their ideas in pairs. 2 Find out which students follow Formula 1 and briefly elicit what they know about the driver Sebastian Vettel. Ask which part of Paper 1 multiple matching comes under (Part 8), reminding them they covered it in Modules 1A and 8A. Briefly elicit useful strategies for this task type before asking students to complete the task. Allow time

Advanced Expert Module 10

for them to compare answers in pairs before class feedback. End by focusing on the Expert Word Check. Ask students to find the words given in the text and to deduce their meanings from the context. 1D 9A

2C 3A 10 B

4C

5A

6D

7D

8B

3 The task analysis could be done in groups or as a whole class activity. Students could check by referring to the Expert Task Strategy notes given on page 169. 1 No, read the options first. 4 Yes

2 Yes

3 Yes

4 Students discuss the questions in pairs or small groups. These questions focus on teamwork and how important support is in certain sports.

Extra! If students are interested in aspects connected with these issues, you may wish to encourage them to research their own articles in English and report back to the class in a subsequent lesson.

Vocabulary p.154 1 This exercise introduces 3 texts that students skim and match to the headings. 2a Why do drivers have to be fit? 2b Physical training 2c Diet 2a In this exercise, students focus on word formation and must change the words given so that they fit in the gaps, both grammatically and in terms of meaning. Encourage students to compare answers in pairs. 1 invariably 2 specifically 3 endurance 4 exceptional 5 unexpectedly 6 ensure 7 enable 8 essential 2b Here, the focus is on collocation. Students must select the correct option of the two given in each case. 1 build 2 undergo 3 programme 4 intensive 5 activities 6 despite 7 accommodate 8 build

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2c This exercise provides students with practice in open cloze questions (Paper 1 Part 2). 1 of 2 like 3 in 4 However/Moreover/ Furthermore 5 themselves 6 throughout/ during/in 7 quantities/amounts 8 which 3 For this exercise, students incorporate words and expressions from Exercise 2 into a discussion (in pairs or small groups) on how their health and fitness could be improved. Elicit ideas from the class and, if time allows, reach a consensus on the best 3. 4a This exercise focuses on metaphors relating to sports and fitness and encourages students to work out their meaning. Students either work in pairs or compare answers in pairs. 1 avoided mentioning 2 succeeded very easily 3 control 4 surprised her so much she didn’t know what to say or do 5 able to think quickly and intelligently 6 changed the rules 4b Students now use some of the metaphors to tell their partner about their own life and events that are important to them.

Photocopiable activity Activity 10A could be used here. It is a pairwork/ groupwork activity where students complete a crossword using the missing words needed to complete sentences given. This activity revises vocabulary and expressions relating to sport and fitness covered in Module 10A.

Use of English 1 p.155 1 Focus students’ attention on the photo and elicit what it shows (some boys playing rugby). Find out whether students have played this sport themselves before asking students to discuss the questions in pairs or small groups. 2a Give students a minute to skim before eliciting students’ opinion as a class. Encourage students to give reasons to support their views. 2b Before students do the multiple-choice cloze task (Paper 1 Part 1), remind them that only one answer will be correct and encourage them to cross out ‘distractors’ that they know are incorrect. Allow time for students to compare answers in pairs. 1A

2D

3C

4A

5B

6D

7C

8B

3 This task analysis discussion could be done in small groups or as a class.

Advanced Expert Module 10

2 grammatical words 4 Students discuss the questions in pairs or small groups, providing reasons to support their views. Round up by finding out whether more people prefer team sports or individual sports and why.

Extra! Students write an essay (220–260 words) answering the following question: ‘Some people believe that team sports encourage greater integration and social cohesion, whilst others feel they result in a higher level of social tension and aggression. Give reasons to support each side and then present your own view, giving reasons to support it.’

Listening 1 p.156 1 Start by eliciting how to approach the multiplechoice listening task, which has been covered in Modules 4A, 4B, 7A and 8B. 2 T59 Check that students understand the task before playing the recording for them. Remind them, if needed, to underline key words and eliminate incorrect distractors as they listen and that in the actual exam, each extract will be repeated before moving on to the next one. Allow time for students to compare answers in pairs before class feedback. 1A

2B

3C

4A

5B

6C

3 Refer students to the Expert Word Check and discuss any words they are unsure of, eliciting examples of usage as useful. Encourage students to incorporate some of these words and expressions into their discussion of the questions. This could be done in pairs or small groups. Round up by eliciting some ideas from the class and finding out whether more students are team players than individualists (or vice versa).

Language development 1 p.157 This section offers a quick review of participle and infinitive clauses. Students with particular difficulties should be given suitable remedial exercises. 1a Put students into A and B pairs. Ask Student As to refer to page 187 of the Expert Grammar whilst their partners (Student Bs) read out the 5 sentences given. This exercise introduces students to participle clauses that they match together.

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1 to emphasise that one action happened after another 2 to suggest a cause, reason or result 3 to replace an adverbial clause of time 4 a participle clause, which suggests reason 5 a participle clause of condition 1b Here, students continue working in their pairs, taking turns to re-word the sentences from Exercise 1a using finite verbs. With a weaker class this could be done as a class instead. Discuss why participle clauses might be preferable in these sentences. 1 After they were/had been … 2 Since/Because/ As I knew I’d never … 3 When I heard the news, … 4 as/since he was determined … 5 If you give him/If he’s given … You might want to use a participle clause instead because it shifts the emphasis onto the main clause. 1c This exercise gives students the opportunity to practise rewriting sentences so that they include participle clauses. Students could do this alone or in pairs. Elicit answers and discuss as a class any changes needed.

3b Focus students’ attention on the photo of the two acrobats and find out whether anyone has seen or heard of Cirque du Soleil. Elicit what they know about them before asking them to read and rewrite the text. In this exercise, students are given further practice in using participle and to-infinitive clauses. Students may wish to do this in pairs or alone and then check ideas with a partner. Discuss ideas as a class. 1 Having already seen, … I … 2 (While) watching 3 Soaring 4 Swooping and gliding 5 watching 6 to meet 7 Having been introduced 8 to see/seeing them perform

Background The Cirque du Soleil is a Canadian entertainment company originating in Montreal. It was set up in 1984 by Guy Laliberté with the idea of providing a spectacular mix of circus and street entertainment. The success of Cirque du Soleil has seen it develop to a stage where different troupes of performers simultaneously tour the world, circulating in a variety of themed shows such as ‘Alegria’, ‘Michael Jackson ONE’, ‘Totem’, etc. 3c Round up by discussing the questions as a class.

1 having won/winning 2 Flicking through the magazine, I 3 Being tall and slim, Alex is 4 Having trained for … Maya is 5 (If) taken care of, the shoes 2 Students now focus on to-infinitive clauses and the reasons they are used, discussing their ideas in pairs. If they find this difficult, you might want to suggest that they re-word them, replacing the participle clauses with finite verbs. For example: If you watched him, you’d never guess … 1 condition 2 purpose consequence 4 result

3 unexpected

3a Here students practise combining sentences using participle and to-infinitive clauses. Remind them they might need to make some changes to the sentences and give them time to check their answers in pairs. 1 Not being able to afford the ticket, I didn’t go … 2 Having really enjoyed …, I … 3 She decided to go shopping to get … 4 To see/Seeing Laura playing netball, you’d think … 5 Having switched on/Switching on the TV, he … 6 To look at Tim, you’d never believe he could jump so high. 7 I’ve watched the England team play enough to know … 8 Knowing he’s/he’d lost his squash racket, I bought my brother a new one.

Advanced Expert Module 10

Writing 1 p.158 1a Focus students’ attention on the photo and elicit what it shows (young people map-reading while on a camping expedition). Read through the Expert Strategy note before referring students to the sentence patterns in the Expert Writing section on page 202.

Background The Duke of Edinburgh’s Award is a charity that was set up in 1956 by HRH the Duke of Edinburgh. It offers a variety of citizenship training programmes for young people (14–25 years old) in the UK. The focus is to improve fitness, increase employability, provide life experiences and ultimately promote personal and social development. There are three levels of attainment: Bronze, Silver and Gold, each of which comprises different sections and activities, and programmes are run throughout the UK at a variety of centres. 1b This exercise gives students practice in joining sentences using a variety of patterns.

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Suggested answers: 1 Although I’m a risk-averse kind of person in my daily life, I do enjoy skiing and rugby, which means that I’ve had quite a few injuries. 2 Many people, including Ronaldo, say that Messi – born in Argentina but living and working in Spain – is the most talented footballer in the world. 3 Although my brother was useless at team sports at school, probably because of his lack of coordination, he excels at long-distance running and cycling. 4 My daughter has been working all year towards the Duke of Edinburgh’s Award, in which students not only have to show evidence of having worked at a physical activity and a skill, but also have to go on expeditions in which navigation skills, teamwork and resourcefulness are tested. 5 Riding can be both expensive – especially if you have your own horse – and dangerous when jumping and doing cross-country activities. 1c Here, students have the opportunity to consider alternative ways to write the sentences from the previous exercise. Elicit ideas from the class, adding in further ideas as useful. An example of a rewritten sentence 1 is: Whilst risk-averse in my day-to-day life, I have received a number of injuries through my enjoyment of sporting activities such as skiing and rugby. 2a Focus students’ attention on the task and give them a minute to read it and consider the points needed. 2b In this exercise, students focus on another candidate’s writing and identify how to improve it by combining sentences and widening the range of sentence patterns. This could be done alone or in pairs. 3a Here, students have the opportunity to complete the answer. Alternatively, with stronger students, they have the option to plan and write their own answer to the task. The writing stage could be set for homework. Sample answer: I’m not sure I’m the best person to be giving you advice, particularly as I haven’t seen you for quite a while and also I’m not very fit myself these days, mainly because I don’t have as much time as I used to, because I’ve got kids! As well as that, I’m quite a gregarious person, as you say, which means I like team sports a lot, something I feel may not appeal to you as much. What I really enjoy is getting together with a group of mates for a kickaround, followed by a curry and a drink at our local Indian restaurant.

Advanced Expert Module 10

3b Students check and edit their answer using the checklist on page 190. Alternatively, students swap and check their partner’s answer.

10B Feeling good

Listening 2 p.159 Begin by discussing what the photograph shows (a choir being conducted as they sing, accompanied by a pianist). 1 Elicit what students remember about the multiplematching (Paper 3 Part 4) task from Modules 3A, 3B, 6A and 7B, before referring them to the instructions for the first task. Discuss the question as a class. 2 T60 Discuss useful strategies for this task type before students do the task. Task One: 1 F Task Two: 6 E

2B 3E 4C 5G 7 D 8 A 9 H 10 F

3 These task analysis questions are best discussed in pairs or small groups before ideas are shared as a class. 4 Ask students to look at the items in the Expert Word Check box and to discuss (in pairs) pronunciation, stress, word type, use, grammar, word family and collocations for each word. Students then discuss the questions in pairs or small groups, using the language presented. Round up by eliciting some ideas from the class.

Speaking p.160 Here, students have the opportunity to do a complete Paper 4 Speaking test, which should give them a better sense of how all the different parts come together, although it will not be under exam conditions. 1a Begin by doing the first part of the quiz to remind students of the key points. One way to do this could be as a books closed lead-in. Read out the questions and either ask students to note the answers down or to give them as a class. 1b These questions test students’ knowledge of more in-depth requirements of the Speaking test and can be answered in small groups or, once again, as a class. Ask students to note their ideas down. 1c Students refer to page 171 to check ideas. Round up by eliciting the key requirements so they are fresh in their minds before they begin the speaking tasks. 2a Divide the class into groups of 4 (or 3 if this is not possible). If students know who their partner will

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be on the day of the actual exam and they are in the same class, they should pair up now. Ensure that students are familiar with the roles and responsibilities of the interlocutor (who controls the test, gives instructions, asks the questions and checks timings are adhered to) and the assessor (who greets and listens to the candidates, noting strengths and weaknesses). The interlocutor asks some introductory questions from page 207, involving both candidates equally and maintaining the conversation for 2 minutes. 2b Students swap roles and the new interlocutor uses some of the remaining questions. 3 Students either stay in the same groups as in Exercise 2 and swap roles so that the interlocutor and assessor become candidates, or form new groups. The interlocutor’s instructions for the long turn are on page 207. Candidate A should use the first set of photos given on page 161 and Candidate B should use the second set. 4 For the collaborative task, let the second pair start first, referring them to page 207 for the instructions. 5 Maintain the discussion for the final part before returning to and repeating Parts 3 and 4 (Exercises 4 and 5) for the second pair. 6 Here, students have the chance to assess themselves and each other, as well as to discuss ways they could improve their performance.

Language development 2 p.162 Students will have encountered modals and semimodals in Module 3 and so should be familiar with their usage. You may wish to review some of the structures covered in Module 3, however, before focusing on the more advanced examples covered in this section. 1a The quiz checks on students’ understanding of modals and semi-modals. Students could work in pairs or small groups to discuss the questions. 1 True: A, B, C False: D, E 2 Modals: can, could, may, might, must, shall, should, will, would 3 Semi-modals and other verbs with modal meaning: be able to, be allowed to, dare, had better, have (got to), manage to, need, ought to, used to, be going to 4 requesting: can/would/could (you); offering: may (I), would (you like), shall I/I’ll; giving permission: can/can’t/may; advising: ought to/should/had better; suggesting: (you) could; inviting: would (you)/can; expressing certainty: will/must/can’t (be)

Advanced Expert Module 10

1b Refer students to pages 188–189 of the Expert Grammar to check their answers and discuss any questions that arise. 2a Discuss the sentences as a class. 1 Stressing will in b makes the speaker sound critical (the same is true of would in the past). 2 In a the phone is ringing and the speaker is certain that it is Nick on the phone; b is talking about Nick’s characteristic behaviour in the past. 2b This exercise gives students practice in using modals. Ask students to do the next exercise before checking answers to both Exercise 2b and Exercise 2c. 2c This discussion could be done in pairs or small groups before being opened up to the class. 1 would (typical behaviour) 2 will (certainty) 3 would, wouldn’t (annoyance) 4 shall (offer) 5 Would (request) 6 won’t (refusal) 7 would/will (insistence) 8 would (surprise) 3 Here students identify a suitable modal to write sentences whilst retaining the same meaning. Students could either work in pairs or compare ideas with a partner. During feedback, elicit any possible alternatives, discussing any that are not suitable and why. Examples: 1 They’re not here yet so they might/may have had an accident. 2 Clara needn’t have driven to work. 3 You should/ought to have gone to bed early last night. 4 Tom will leave/will keep leaving the door open. 5 They’ll be there/They must be there by now. 6 I don’t remember exactly what time we left but it would/will/must have been around seven. 7 He said he was 40 but he can’t/couldn’t have been telling the truth. 8 We’ve been invited to a party but we don’t need to go/have to go/needn’t go if we don’t want to. 4a Here, students focus on structures that can be used in place of modals. Discuss differences in register and ensure that rewrites maintain the same level of formality, etc.

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Examples: 1 You were supposed to get a licence for that TV. 2 Visitors are required to report to reception on arrival. 3 I think I’d better phone home and tell them I’m going to be late. 4 You are under no obligation/You shouldn’t feel obliged to answer any questions. 5 All DVDs out on loan are to be returned by the end of term. 6 I felt obliged to invite my cousins to the wedding. 7 It is forbidden to use mobile phones in this part of the hospital. 8 It is advisable to take out insurance when travelling abroad. 4b The discussion of possible situations could be done in pairs or small groups before students write their own sentences for each. Round up by eliciting ideas and checking on the accuracy of the sentences produced.

Extra!

1 out 2 so 3 even 7 was 8 one

4 in

5 go

6 Rather

3 These questions are best discussed in small groups and they give students the opportunity to present their own viewpoint as well as to discuss differences between people and cultures. 4 Elicit key points and strategies for key word transformations (Paper 1 Part 4) to check what students recall. Allow time for them to compare answers in pairs on completion of the task and, during class feedback, discuss possible alternative answers. 1 had turned up for her appointment 2 down/ back slightly on the amount of 3 insisted on me/ my accompanying/that I accompany 4 probably be held/caught 5 led to Jake being cured 6 it when instructors shout at me

Students rewrite their sentences from Exercise 4b, replacing the alternative structures with suitable modals.

5 This question could be discussed in small groups or as a class. Round up by reaching a consensus on the top 5 factors.

Photocopiable activity

Students write an article (220–260 words) expressing their view on the most important factors for a healthy life and why they are so valuable.

Extra! Activity 10B could be used here. It is a pairwork/ groupwork activity where students have to change given sentences containing modals into non-modal forms, using the verb or words dictated on the card. The new sentences must retain the same meaning as the original ones. This activity revises structures used to replace modals, as covered in Module 10B.

Use of English 2 p.163 1 These questions could be discussed in small groups or as a class. Elicit ideas and find out how many students have heard of the idioms to see a glass half full (to believe a situation to be more good than bad, i.e. to be optimistic) or to see a glass half empty (to believe a situation to be more bad than good, i.e. to be pessimistic). Ask students whether they have the same or a similar set of idioms in their own language. 2a Give students 2 minutes to quickly look at the title and text before eliciting the answers to the question. 2b Here, students have further practice in the open cloze question type (Paper 1 Part 2). Stronger students could go straight on to do the task, whereas weaker ones might wish to review the Expert Task Strategy notes on page 167 first.

Advanced Expert Module 10

Writing 2 p.164 1a Start by focusing students’ attention on the advertisements and the photo of a woman having a facial massage, and discuss the questions as a class. 1b These questions give students an opportunity to talk about their own interests and can be discussed in pairs or small groups. 1c This question could be discussed in the same pairs or small groups before being opened up to the class. 2 Give students a few minutes to go through the task, highlighting key parts and organising the points into related areas, and to consider their answers. Discuss ideas as a class. Why you are writing, who the target reader is, how many parts are there to the question? Will you give facts, opinions or both? What style will you use? Neutral? Persuasive? What layout will you use? Headings? Numbering? 3 This exercise gets students to start brainstorming ideas for their proposal as well as encouraging them to consider how they might structure them. Students could do this alone or, in a weaker class, in pairs.

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Decide on headings for your proposal. Make some notes under each heading. You may use some of the ideas in the advertisements or think of your own. Will you need to use sub-headings, numbering or bullet points? 4a Here, students identify what makes a good introduction and why. Students could discuss their ideas in pairs before class feedback. B is the better answer. It clearly states the aim of the proposal and how the recommendations were arrived at (i.e. customer feedback) in a neutral style. In A, the opening question Q/A technique belongs more to a newspaper article than a proposal. The style is too personal and uses a contracted form. Also, the writer repeats too many words from the question instead of using his/her own words. 4b This exercise focuses on useful phrases to include in their proposal and provides examples of form for students to refer back to. Students could discuss answers in pairs or small groups. Examples: 1 A constant complaint has been 2 The facility could be 3 Obviously, all developments 4 Many say they would/It is clear that our customers 5 Customers would be prepared to pay if/If the centre is to develop, it is vital that 6 I would suggest that we … 7 It is clear that our customers … 8 A constant complaint has been that/Customers have commented that 9 Customers have commented that/Customers would be prepared to pay if/If the centre is to develop, it is vital that 10 Another low-cost option would be the 11 There have been many requests for

Photocopiable activity Activity 10C could be used here. It is a pairwork/ groupwork activity where students add in phrases to complete the sentences of a proposal which they then put into the correct order so as to produce a completed version. This activity revises useful phrases covered in Module 10B and also gives students practice in organising and ordering ideas for a proposal. 5 Refer students to the Expert Task Strategy notes on page 169 and the notes on writing a proposal on page 170 before they begin to write their proposal. They might also find it useful to refer to the sample proposal given on page 196 of the Expert Writing section. Allow 20 minutes for the writing or set this task as homework.

Advanced Expert Module 10

Sample answer: Proposal The aim of this proposal is to suggest what activities might be added to the centre’s portfolio and how we should promote them. Having looked at customer feedback received in recent months, a clear picture emerges. Suggestions and recommendations Sports and fitness It is clear that our customers appreciate our superb state-of-the-art facilities and the range of activities on offer, but there have been many requests for tennis coaching and tournaments. Health and wellbeing 1 Many customers say they would welcome meditation workshops to help them deal with the stresses of daily life. These could be run by volunteers. 2 Another low-cost option for the Centre would be the addition of therapies such as Indian head massage and aromatherapy. Customers would be prepared to pay if the treatment is professional and effective. 3 A constant complaint is that the Centre has no café where customers can meet their friends and unwind. I suggest we allocate a small part of the centre to a cafeteria selling drinks and healthy snacks. This could be franchised out to one of the cafés in the city. Publicity 1 Obviously, all developments must be put on our website, which many customers think is in need of a major overhaul. 2 The Centre has not been featured in the media for some time and is therefore currently underexposed. I would suggest that we invite local journalists to the launch of many new activities. Conclusion If the Centre is to develop, it is vital that some, if not all, of the above measures are adopted. [258 words] 6 Students spend 5–10 minutes checking their proposal, using the checklist on page 190 as necessary. Alternatively, students swap and check their partner’s proposal.

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Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical. 1 1D 2B 3B 4A 5A 6C 7C 8B 2 1 effortlessly 2 enlightening 3 Invariably 4 resentment 5 constraints 6 refreshing 7 collectively 8 unexpectedly 3 1 Given half a chance, I’d … 2 Tim will talk/ will keep talking while … 3 It couldn’t have been easy for her to face up to the truth. 4 To look at him, you wouldn’t think he was over 60. 5 Do we have to/need to work together … 6 Not having enough time, I couldn’t get the tickets. 7 Seeing there was no one there, I realised … 8 Having got our things together, we set off. 4 1 would 2 enough 3 having been 4 Knowing 5 are not allowed to 6 wouldn’t be 7 On discovering 8 to put on 9 only to find 10 would have been advisable 11 have been 12 must have been

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Teacher’s notes for photocopiable activities Pre-course: Advanced exam quiz Use at the beginning of the course, before Module 1. Aim: To raise awareness of the various components of the CAE exam and to answer some common questions. Time: 15–20 minutes Activity type: Pairwork/groupwork. Students find out how much they know about the Advanced exam by doing a Pre-course quiz. Preparation: Make one copy of the quiz (p.122) per student.

Procedure 1 Find out whether students know what CAE stands for. Ask whether it stands for: A Cambridge Advanced Expert B Cambridge Advanced Exam C Certificate in Advanced English (Answer: C) Explain to students that they are going to do a quick quiz that will see how much they know about the exam and teach them more about it. 2 Hand out a copy of the quiz to each student and set a time limit (5 minutes) for them to complete it in. Students first work on their own and then compare answers in pairs or in groups. 3 Refer students to the Exam reference given on pp.167–172 of the Coursebook to check their answers. 4 Round up by discussing answers with the class and answering any other questions students may have about the exam.

Follow-up Direct students to the Exam reference in the Coursebook (p.167), explaining that this provides more detailed information on the exam.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

1 Paper 1: Reading and Use of English (90 minutes) Paper 2: Writing (90 minutes) Paper 3: Listening (about 40 minutes) Paper 4: Speaking (15 minutes) 2 There are eight parts. Paper 1 contains 56 questions. 3 (a) 8 (b) multiple-choice (c) word formation (d) gapped text 4 a) coherence and cohesion b) text and structure c) detail, attitude, tone, purpose and implication 5 False. No marks are deducted for incorrect answers or ones that are missed out. 6 Transfer them to the answer sheet. 7 There are two parts. You must answer Part 1 and answer one of the three questions from Part 2. 8 For Part 1 you will have to write an essay and for Part 2 you will have a choice of three question types. You will be expected to write one of the following: an essay, an email/letter, a proposal, a report or a review. 9 220–260 words 10 (a) four (b) twice (c) 30 (d) two 11 (a) True: two candidates and two examiners (the interlocutor who asks the questions and the assessor who listens; at the end of the test, the interlocutor and assessor discuss your performance together). Occasionally, there may be three candidates instead of two. This only occurs when there are an odd number of candidates on the day of the exam. (b) True (Part 1: interview, Part 2: individual long turn, Parts 3 & 4: collaborative task and follow-up discussion) (c) False – you have 1 minute for the long turn. 12 grammar, vocabulary, discourse markers, interactive communication and pronunciation. 13 Paper 1 (Reading and Use of English) carries 40% of the total marks.

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1A: Are you a grammar buff? Use after Language development 1 Exercise 4b (CB, p.13). Aim: To revise mixed forms in the present and past, and the passive. Time: 20–25 minutes Activity type: Pairwork/groupwork. Students identify grammatical mistakes in sentences, correct them and then decide how certain they are that they have identified and corrected them properly, winning or losing points based on their answers. Preparation: Make one copy of Activity 1A (on p.123) per pair/group.

Procedure 1 Divide the class into either pairs or small groups. Ask what a grammar buff is (someone who knows their grammar) before giving each pair/group a copy of the worksheet. 2 Explain that there are 15 sentences on the worksheet and, for each one, students (in their pair or group) must decide whether they are grammatically right or wrong and tick the appropriate box. If the sentence is incorrect, they must correct it. Lastly they must decide how confident they are about their answer being correct. They should choose a number from 10 to 100 (100 = very confident), preferably ending in –0 for easier calculating later, and write this number in the ‘How certain are we?’ column. Explain that if, during feedback, they are correct, they will gain these points but if they are wrong (i.e. they say a sentence is correct when it is not or they say a sentence is incorrect when it is correct), they will lose all the points. The winning pair/group will be the one with the most points at the end. For example, imagine the sentence is I didn’t go to Paris yet. If it was marked wrong and corrected to I haven’t been to Paris yet and the number was 100 because it was wrong and has been correctly changed, 100 points would be gained. 3 Allow about 10 minutes and give them a minute’s warning before stopping the activity. Ask students to swap papers with another pair/group before going through the answers as a class. Before eliciting answers, explain that if an answer is right, the certainty points are gained but if it is wrong they are lost. Check that they understand which column to transfer points to. If they have correctly said an answer is wrong but not corrected it properly, they gain half their points for that answer, and lose the other half. In the above example, if students had said the sentence I didn’t go to Paris

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

yet was incorrect but they failed to correct it properly, they would gain 50 points. After going through the answers, ask students to add up the points in the columns for ‘lost’ and ‘gained’. To calculate the overall total, ‘lost’ points are deducted from the ‘gained’ ones. 4 Find out who has the highest total and therefore is the winning pair/group.

Follow-up Students make a note of the grammatical structures they had difficulties with and review them at home, using the Expert Grammar reference at the back of the Coursebook and other useful grammar resources. 1 … he has ever been visiting visited 2 ✓ 3 …is are taking part 4 ✓ 5 Can you know tell 6 ✓ 7 ✓ 8 …will guarantee 9 …is said to being 10 ✓ 11 ✓ 12 …has been was 13 She’s’d 14 ✓ 15 were will be

1B: What’s the word? Use after Speaking Exercise 1c (CB, p.16). Aim: To revise useful vocabulary relating to the collocations, phrasal verbs and adjectives relating to feelings as covered in Modules 1A and 1B. Time: 15–20 minutes Activity type: Pairwork. Students compete against each other to complete gapped sentences with an appropriate word. Preparation: Make one copy of Activity 1B (on p.124) per two students. Cut into two sections, A and B.

Procedure 1 Divide the class into pairs and give one person a card A and the other a card B. 2 Explain that they each have 10 sentences with one word missing. Tell students that this word could be part of a collocation, phrasal verb or phrase, all of which they have covered in the vocabulary sections of Module 1. 3 Students take turns to read out a sentence to their partner. Their partner then needs to say the word that is missing (in the correct form), which the other student then writes in the corresponding gap. If students are struggling, you could give them the first letter of each missing word. 4 After both students have guessed the missing words for all of their sentences, students discuss their ideas in pairs, correcting or completing them as needed.

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5 Round up by eliciting the missing words. Refer students to the relevant pages of Module 1A and 1B if further revision is useful.

Variations With smaller classes, this could be done as a wholeclass activity where the class is divided into two teams. One of the teams works to complete the ‘A’ sentences whilst the other team completes the ‘B’ ones. Either set a time limit or say that when the first team has finished their sentences, the other one must stop. Go through the answers and give one point for each one that is correct. The winning team is the one with the most points. As above, if students are struggling, you could give them the first letter of each missing word.

Follow-up Students work in their pairs (or teams) to incorporate the target words (or respective collocation or phrasal verb forms) in a short story or article based on ideas of their own. These could be completed for homework and read out in a subsequent class.

the left must then complete the sentence stem using an appropriate passive structure so that the new sentence retains the meaning of the original one. They can ask for the sentence and stem to be repeated. Depending on the class, it might be a good idea to ask students to write down their answers so that they can discuss them on completion. 3 The students continue to take turns until all the cards have been dealt with. 4 Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by discussing the sentences given and any possible alternatives.

Variations Depending on time, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise.

Student 1: 1 relieved 2 walks 3 personally 4 close-knit 5 inspired 6 snapped 7 take 8 self-conscious 9 heavy 10 apprehensive Student 2: 1 notice 2 tight 3 impression 4 handing 5 overwhelmed 6 cropped 7 passive 8 in 9 intimidated 10 stead

1C: Change it to the passive Use after Language development 2 Exercise 5b (CB, p.18). Aim: To revise passive structures as covered in Module 1B. Time: 20–25 minutes Activity type: Pairs or groups of three. Students have to complete sentence stems using passive forms so they have the same meaning as the initial sentences given. Preparation: Copy and cut up a set of Activity 1C cards (on p.125) for each pair/group.

Procedure 1 Divide the class into twos or threes and give each pair/group a set of cards. Ask them to put them in a pile, face down in front of them. 2 Explain that one student takes a card and reads the first sentence out to their partner (or the person to their left in a group of three), then reads out the sentence stem. Their partner/the person to

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

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1 Two men have been arrested (by the police) in connection with last week’s robbery. 2 I was woken up by someone calling me/when someone called me in the middle of the night. 3 All rooms are cleaned to a very high standard every day. 4 Gino was given a company car when he got promoted. 5 This piece of music is known to have been composed by Saint-Saëns. 6 I’m having my car looked at (by the mechanic) tomorrow morning. 7 All the evidence was thought to have been destroyed by the fire. 8 Our house is being built (for us) by my uncle. 9 Your life will be completely changed by having children/if you have children. 10 French is spoken by many people in West Africa. 11 I’m going to be taken/being taken to Vienna (by my husband) for my birthday. 12 All the household chores (you asked me to do) have been done. 13 My brother had already been told about my engagement. 14 I hope (that) the repairs to the house will have been finished by tomorrow. 15 You will be told what to bring on your first day. 16 The boy was seen (by witnesses) running out of the shop holding a black bag. 17 Melissa seemed (to be) really worried by the phone message. 18 It has been agreed that we will postpone the match/that the match will be postponed until next season.

2A: Complete the phrase crossword Use after Vocabulary Exercise 4 (CB, p.26). Aim: To revise expressions, phrasal verbs and collocations as covered in Module 2A. Time: 15–20 minutes Activity type: Pairwork or small groups. Students do a crossword, adding the missing word needed to complete the sentence. Preparation: Make one copy of Activity 2A (on p.126) per two or three students.

Procedure 1 Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues. 2 Explain that each clue is a sentence that contains an expression, phrasal verb or collocation in bold. They must think of the missing word in each one and then write their answers in the crossword grid.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

3 Allow about 5–10 minutes for students to complete the crossword, then review their answers as a class, discussing any that they had problems with.

Variations If students do this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (as there are fewer across clues, these could be given to the weaker student if applicable). They take turns to read out their clues for their partner, who then completes that part of the crossword. With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue.

Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the phrases in bold as they can. Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board. Alternatively, students write down the ones they remember and the one who remembers the most is the winner. ACROSS 1 across 3 whim 6 way 10 expectations 12 rubbed 13 fun DOWN 2 saw 4 heart 5 close 7 keep 8 up 9 took 11 told 12 run

2B: Relative clause dominoes Use after Language development 1 Exercise 5b (CB, p.29). Aim: To revise relative clauses and relative pronouns as covered in Module 2A. Time: 15–20 minutes Activity type: Pairwork. Students practise relative clauses and pronouns through a game of dominoes, matching sentence halves according to the correct relative pronoun. Preparation: Copy, cut up and shuffle a set of Activity 2B dominoes (on p.127) for each pair.

Procedure 1 Divide the class into pairs and give each pair a set of dominoes. Ask them to share them out equally. 2 Explain that Student A places a domino face up in front of them. Student B then places one of his/her dominoes at either end of the first domino if they

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can complete one of these sentences correctly with the cards they have. 3 Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. If the sentence is incorrect or a student is unable to make a sentence, the turn goes to their partner. 4 The students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down. This person is the winner. 5 Round up by finding out who were the winners and eliciting the completed sentences from the class.

Variations Where there is an odd number of students, students could work in a group of three. They would then have 6 domino cards each. The photocopiable activity shows the correct order of the sentences and how they link together.

2C: Tell me …

4 Tell students they are now going to practise asking and answering the questions themselves. Students take turns to ask each other a question of their choice. If working in threes, one student asks the question but both the other students take turns to answer it. Remind them to use the phrases covered where they can. 5 Round up by eliciting some answers to different questions and finding out which questions students found the hardest to answer and why.

Variations If time is limited, students could just take turns to ask and answer the questions rather than matching the responses to them. Alternatively, give students the questions and, as a mingle activity, ask them to go around the room asking different students the questions and noting their answers. Round up by eliciting a few ideas.

Follow-up Students write up their own answers to each of the questions, using a phrase from Module 2B p.33 in each answer.

Use after Speaking Exercise 4b (CB, p.33). Aim: To practise answering questions typically asked in Speaking Part 1 whilst revising useful phrases for: opinion, surprise, hesitation and prediction. Time: 25–30 minutes Activity type: Pairwork or groups of three. Students match the responses to the appropriate Part 1 questions. They then continue by taking turns to ask and answer the questions in pairs/groups, using their own ideas. Preparation: Make one copy of Activity 2C (on p.128) per pair/group, and cut into cards. Shuffle each set.

Procedure 1 Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of cards. Tell them that the cards have questions and responses on them, relating to Part 1 of the Speaking test, and ask them to spread the cards out face up. 2 Explain that the aim is for them to match each response to the appropriate question. 3 When students have matched the questions and answers, check answers and elicit the phrases used to give opinion, show surprise, etc. Refer students to these phrases on p.33 of module 2B and give them time to revise them before continuing.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

The photocopiable activity shows the correct order of the sentences and how they link together.

3A: What’s the word? Use after Vocabulary 1 Exercise 4b (CB, p.42). Aim: To revise vocabulary as covered in Module 3A. Time: 10–15 minutes Activity type: Pairwork or small groups. Students complete a puzzle grid, adding the missing words needed to find another key item of vocabulary from this section. Preparation: Make one copy of Activity 3A (on p.129) per two or three students.

Procedure 1 Divide the class into pairs or groups of three and give each pair/group a copy of the grid and clues. 2 Explain that they must complete the sentences with an appropriate word from the first part of Module 3A and then transfer it to the puzzle. It might be useful to point out that the vocabulary can have occurred anywhere in the module up to this point. Once they have completed the horizontal clues they should be able to find out what the vertical word in the grey part of the grid is and write down the extra word under the clues. 3 Allow about 5–10 minutes for students to complete the puzzle, then review their answers as a class.

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Variations With a smaller class, the puzzle grid could be projected on the board with students taking turns to complete a clue. With a weaker class the first letter of each word could be given to provide some help. 1 pull 2 tarmac 3 conveyed 4 rectify 5 ramming 6 swaggering 7 rooted 8 crunch 9 brief 10 culminates 11 rustles Extra word: protagonist

3B: Phrasal verb dominoes Use after Speaking Exercise 2 (CB, p.48). Aim: To revise phrasal verbs as covered in Module 3B. Time: 15–20 minutes Activity type: Pairwork. Students practise phrasal verbs through a game of dominoes, matching verbs and the corresponding preposition to create the appropriate phrasal verb. Preparation: Copy and cut up a set of Activity 3B dominoes on p.130 for each pair. Shuffle the dominoes.

Procedure 1 Divide the class into pairs and give each pair a set of dominoes. Ask them to share them out equally. 2 Explain that Student A places a domino face up in front of them. Student B then places one of his/her dominoes at either end of the first domino if they can complete one of the phrasal verbs (in bold) correctly with the cards they have. 3 Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. If the sentence is incorrect or a student is unable to make a sentence, the turn goes to their partner. 4 The students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down. This person is the winner. 5 Round up by finding out who were the winners and eliciting the completed sentences from the class.

Variations

3C: What are you going to say? Use after Speaking Exercise 4b (CB, p.49). Aim: To practise using useful language for the collaborative task (as covered in Module 3B) whilst responding to statements/questions on topics that are likely to arise in Part 3 of the Speaking test. Time: 20–25 minutes Activity type: Pairwork. Students practise responding to comments in particular ways that would be useful in Paper 4 Part 3, the collaborative turn, e.g.: stating their opinion, introducing disagreement or adding something. Preparation: Copy and cut up a set of Activity 3C ‘comment’ and ‘action’ cards on p.131 (keeping them separate), one copy of both per pair.

Procedure 1 Divide the class into pairs and give each pair a copy of the two separate sets of cards. Ask them to place each of the two sets face down in a pile of their own in front of them. 2 Explain that students should take turns to pick up a larger ‘comment’ card and read it out to their partner. Their partner then picks up an ‘action’ card and responds to the comment made as dictated by the action given. 3 Before students begin the card activity, turn to page 49 of the Coursebook and revise the phrases given to help them in the collaborative task. Alternatively revise this language to begin with. 4 Once students have started, monitor pairs, checking usage of the phrases revised and noting good language use and areas to discuss as a class. 5 Round up by discussing how the activity went and any language issues that arose.

Variations If there are an odd number of students, share out the cards among them or have students working in a combination of pairs and threes.

Follow-up Students (in their pairs) write another eight ‘comment’ cards of their own that are swapped with another pair’s cards in a subsequent class for further practice as required.

If there are an odd number of students, share out the cards among them. The photocopiable activity shows the correct order of the sentences and how they link together.

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4A: What word is missing? Use after Vocabulary Exercise 4b (CB, p.58). Aim: To revise vocabulary as covered in Module 4A. Time: 10–15 minutes Activity type: Pairwork or small groups. Students take turns to read out a sentence that has a word missing. Their partner(s) must guess the word to gain the card. Preparation: Make one copy of Activity 4A (on p.132) per two or three students. 1 Divide the class into pairs or small groups and give each pair/group a copy of the cards. Ask them to place them face down in a pile in front of them. 2 Explain that students should take turns to pick up a card and read the sentence out to their partner or group. The first person (if working in a group) to guess the missing word correctly, keeps the card. Then the person to their left takes a turn to pick up a card and read out the sentence and so on. Point out that if a wrong word is given, another student may guess and get the card. Alternatively, if no one guesses, the student reading the card can give a clue. 3 The winner at the end of the game is the person with the most cards. The missing word for each sentence is given below the sentence on each card.

4B: Prefix dominoes

3 Before students start, tell them that if they think their partner’s word is incorrect (and they have used the incorrect prefix), they can challenge them. If the students are unable to agree, the teacher makes the decision. If the word is incorrect or a student is unable to make a sentence, the turn goes to their partner. 4 Students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down. This person is the winner. 5 Round up by finding out who were the winners and eliciting the completed words from the class.

Variations Where there are an odd number of students, students could work in a group of three. They would then have 12 domino cards each. The photocopiable activity gives a set of correct answers – the prefix at the end of the card fits with the base word on the subsequent card. Each card links to the next one given to the right, horizontally, for example on the first line, under- + -paid / non- + -conformist and so on. The prefix at the end of the line links to the one at the beginning of the next line, e.g. en + rich. There may be other options, however, in terms of prefixes matching with other base words, e.g. over + develop, over + populated.

4C: Sentences into noun clauses

Use after Language development 1 Exercise 3 (CB, p.61).

Use after Language development 2 Exercise 4 (CB, p.66).

Aim: To revise the prefixes covered in Module 4A. Time: 15–20 minutes Activity type: Pairwork. Students practise using prefixes through a game of dominoes, matching prefixes with words they would correctly link to. Preparation: Copy and cut up a set of Activity 4B dominoes (on p.133) for each pair.

Aim: To practise forming noun clauses from sentence stems. Time: 15–20 minutes Activity type: Pairs or groups of three. Students have to complete sentence stems using noun clauses, so that the new sentences have the same meaning as the original ones. Preparation: Copy and cut up a set of Activity 4C cards (on p.134) for each pair/group.

Procedure 1 Divide the class into pairs and give each pair a set of dominoes. Ask them to share them out equally. 2 Explain that Student A places a domino face up in front of them. Student B then places one of their cards at either end of the first domino if they can make a word using the prefix and base word cards they have. Explain that they have encountered many of the words and their prefixes in the module but that others have been added to widen the scope and provide further examples of usage.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

Procedure 1 Divide the class into pairs or threes and give each pair/group a set of cards. Ask them to put them in a pile, face down in front of them. 2 Explain that Student A takes a card, reads the first sentence out to Student B and then reads out the sentence stem. Student B must then complete the sentence stem using a noun clause so that the new sentence has the same meaning as the original one. Student B can ask for the sentence

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and stem to be repeated. Depending on the class, it might be a good idea for students to write down their answers so that they can discuss them on completion. 3 Student B then takes a card and repeats the procedure, followed by Student C if students are working in groups of three. They continue to take turns reading out and completing the sentence stems until all the cards have been dealt with. 4 Before students start, tell them that if they think someone else’s sentence is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by discussing the sentences given and any possible alternatives.

Variation You may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise. Suggested answers 1 What I had for dinner has given me indigestion. 2 What Jane said surprised us all. 3 Taking evening classes is a great way to meet people. 4 She feared that she’d fail her driving test again. 5 Don’t most people wish they had more free time? 6 What my friends said was so encouraging. 7 We will never understand why she didn’t take the job. 8 The wonderful thing about pets is that they keep you company. 9 Everybody is really disappointed (that) the team lost. 10 It suddenly struck him that staying on was pointless. 11 John’s plan to leave the party unnoticed failed/didn’t work/didn’t go to plan. 12 Whether or not they’ll arrive on time is questionable/debatable/uncertain. 13 It’s impossible for me to take the day off tomorrow. 14 Whoever played that last solo is really talented. 15 My aunt loves being taken out for dinner. 16 That you managed to get that job is fantastic. 17 I wonder which route I should take to get to the airport? 18 I don’t know what the name of the new head of department is/what the new head of department is called.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

5A: What’s the word again? Use after Vocabulary Exercise 4b (CB, p.74). Aim: To revise vocabulary as covered in Module 5A. Time: 10–15 minutes Activity type: Pairwork or small groups. Students complete a puzzle grid, adding the missing words needed to find another key item of vocabulary from the section. Preparation: Make one copy of Activity 5A (on p.135) per two or three students.

Procedure 1 Divide the class into pairs or groups of three and give each pair/group a copy of the grid and clues. 2 Explain that they must complete the sentences with an appropriate word and then transfer it to the puzzle. Once they have completed the horizontal clues they should be able to find out what the vertical word in the grey part of the grid is and write down the extra word under the clues. Point out that this word will also be an item of vocabulary they have covered in this module. 3 Allow 5–10 minutes for students to complete the grid, then review their answers as a class.

Variations With a smaller class, the puzzle could be projected on the board, with students taking turns to complete a clue. With a weaker class the first letter of each word could be given to provide some help. 1 inequalities 2 fumes 3 triggered 4 famine 5 consume 6 surplus 7 scarce 8 emit 9 diversity 10 erosion 11 compensation Extra word: legislation

5B: Odd one out Use after Language development 1 Exercise 3b (CB, p.77). Aim: To practise and extend use of modifying gradable and ungradable adjectives as covered in Module 5A. Time: 15–20 minutes Activity type: Pairwork. Students determine which adjective in a set cannot be used with the modifier given. Preparation: Copy and cut up a set of Activity 5B cards (on p.136) for each pair.

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Procedure 1 Divide the class into pairs and give each pair a set of cards. Ask them to put them in a pile, face down, in front of them. 2 Explain that students take turns to pick up a card and read out the contents to their partner. Each card has a modifying adverb (in capitals/bold) at the top and then four adjectives. The student being read the options must decide which adjective does not fit with the modifying adverb and keeps the card if they get the correct answer (the answer is marked by an asterisk). If they get the wrong answer, the person reading out the words keeps it. 3 Explain that students will have encountered many of the adverbs and adjectives given but might come across a few combinations that are new. In this case they should try to use their own judgement to decide which word is the odd one out. Encourage students to put aside any cards containing combinations that are new for discussion during class feedback. 4 Students continue to take turns until all cards have been used. The person with the most cards at the end of the game is the winner. 5 Round up by finding out who were the winners and discussing any questions that arose, providing examples of usage in sentences for any new combinations students may be unsure of.

Variation Depending on time or class size, groups of three or four are also possible.

Follow-up Students write a sentence of their own for each card (20 in total) using each of the adverbs plus one of the adjectives it can be used to modify. The odd word out in each set is marked by an asterisk.

5C: Match the mixed conditionals Use after Language development 2 Exercise 4c (CB, p.82). Aim: To revise mixed conditional forms as covered in Module 5B. Time: 15–20 minutes Activity type: Pairwork. Students take turns to match a sentence beginning with an appropriate ending to complete the mixed conditionals. Preparation: Make one copy of Activity 5C (on p.137) per two students. Divide up the cards into Student A and Student B cards (as given on the worksheet); each set has eight white ‘If’ cards and eight grey ‘result’ cards. Shuffle each set of cards.

Procedure 1 Tell students that this activity revises mixed conditionals and that the aim is to correctly match the sentence beginnings and endings. 2 Divide the class into pairs and in each pair give one student a set of Student A cards and the other a set of Student B cards. They can look at their cards but not show them to their partner. 3 Student A starts by reading out one of their ‘If’ cards to Student B, who then has to decide which of their ‘result’ cards would correctly match it. If Student B chooses the correct card they keep the pair. They then take a turn to read out an ‘If’ card to Student A. If Student B chooses an incorrect card, both cards used are put to one side until the end of the activity, when all unpaired cards are discussed and matched. Students continue to take turns until all the cards have been used up. The winner is the one with the most pairs. 4 When students have finished, check answers and alternative matches that students may have found. Discuss the time period focused on in each part of the sentences given, as well as the tenses used. It may also be useful to discuss which conditional tense each part uses. Alternatively this could be set as a follow-on activity or homework.

Variations Students spread the cards face down. They take turns to turn over two cards to see whether they make a grammatically correct sentence and keep any pairs of cards that do, having an extra turn each time their two cards match. Continue until all the pairs have been matched. The winner is the person with the most pairs matched. If there are an odd number in a class and a group of three is needed, simply share the student A cards among two of the weaker students who then work together, taking turns as student A.

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Follow-up

Variations

Students use the sentence beginning cards and complete them using their own ideas. This could be done in pairs or alone.

Students spread the cards face down. They take turns to turn over two cards to see whether they make a sentence and keep any pairs of cards that do, having an extra turn each time their two cards match. Continue until all the pairs have been matched. The winner is the person with the most pairs matched.

The photocopiable activity shows the correct mixed conditional sentences with the result part on a grey card. Other alternative card mixes may be possible.

6A: What’s the phrase? Use after Vocabulary 1 Exercise 4 (CB, p.90). Aim: To revise set expressions and phrasal verbs as covered in Module 6A. Time: 15–20 minutes Activity type: Pairwork or small groups. Students match sentence beginnings with an appropriate ending to complete a phrasal verb or expression. Preparation: Make one copy of Activity 6A (on p.138) per two or three students. Separate the (white) sentence beginnings from the (grey) endings ones.

Procedure 1 Explain that this activity revises phrasal verbs and expressions covered in Module 6A and that the aim is to match sentence beginnings and endings correctly. Point out that the break in each sentence comes in the middle of a phrasal verb or expression. 2 Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of white cards and a set of grey cards. Ask them to put the white sentence beginnings in a pile face down in front of them and to spread out the sentence endings face up on the table. Students take turns to pick a white card from the top of the pile. They read out the sentence beginning and their partner must select an ending from the grey sentence endings. If they get it correct, they keep the card; if not, the other student keeps it. Students keep taking turns until all the cards have been used up. 3 Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by eliciting the completed sentences and the phrasal verbs or expressions that come up in them.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

Follow-up Students use the sentence beginning cards and complete them using the rest of the expression or phrasal verb plus ideas of their own. This could be done in pairs or alone. The photocopiable activity shows the correct order of the sentences and how they link together.

6B: Spell that Use after Language development 1 Exercise 4 (CB, p.93). Aim: To practise spelling words that are commonly misspelt (including words covered in Module 6A). Time: 15–20 minutes Activity type: Pairwork or small groups. Students take turns to say a word that another student then has to spell out loud. Preparation: Make one copy of Activity 6B (on p.139) per two or three students.

Procedure 1 Explain that the aim is for students to practise spelling words that are commonly misspelt. They have covered some of these in Module 6A but there are some that will be new to them. 2 Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of word cards. Tell them that each card contains a word and ask them to place the cards face down in a pile in front of them. Students take turns to pick up a card and read out the word to their partner (or the person to their right). This person then gives the spelling of the word. Students check answers as they go. If useful, they can write the word. 3 When students have finished, discuss which words they found problematic and suggest they note those down, adding to their own personal list of ‘problematic spelling’ words throughout their learning. Elicit any other words students have problems with.

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Variations

Variations

Students work in teams and take turns to challenge the other team to spell a word correctly. Each correct answer gets a point and the team with the most points wins.

Students spread the cards face down. They take turns to turn over two cards to see whether they make a grammatically correct sentence and keep any pairs of cards that do, having an extra turn each time their two cards match. Continue until all the pairs have been matched. The winner is the person with the most pairs matched.

Follow-up Students create their own sentences using 10–15 words from the worksheet (particularly those whose spelling is problematic), underlining the word from the exercise. This will help them visualise the correct spelling of the word in context. This could be done for homework.

6C: Which form follows? Use after Language development 2 Exercise 4 (CB, p.98). Aim: To revise the use of verb + -ing or infinitive with to forms as covered in Module 6B. Time: 15–20 minutes Activity type: Pairwork or small groups. Students match question beginnings with an appropriate ending, such that the verb in the first part is followed by another verb in the correct form. They then ask each other the questions made. Preparation: Make one copy of Activity 6C (on p.140) per two or three students. Separate the (white) question beginning cards from the (grey) question ending ones.

Follow-up Students use the sentence beginning cards and complete them using an appropriate verb in the correct form, plus ideas of their own. This could be done in pairs or alone. The photocopiable activity shows the correct sentences; no other matches should be possible.

7A: Crossword Use after Vocabulary Exercise 4b (CB, p.106). Aim: To revise language items covered in Module 7A. Time: 15–20 minutes Activity type: Pairwork or small groups. Students do a crossword, using vocabulary covered in this unit to complete sentences. Preparation: Make one copy of Activity 7A (on p.141) per two or three students.

Procedure

Procedure

1 Tell students that this activity revises verb + -ing or infinitive with to and that the aim is to match the sentence beginnings and endings correctly, so that the verb in the first part is followed by another verb in the correct form. 2 Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of cards. Ask them to share out the grey cards among themselves and to place the white cards face down in a pile in front of them. Students then take turns to turn over the top white card, after which each student must look at their cards and decide which ending fits. The student with the correct ending keeps the set. 3 When students have finished, check answers. Discuss any alternative matches that students came up with and why they are not possible. 4 Students now work in the same pair or group and take turns asking the questions to each other. Encourage them to ask follow-on questions to get their partner(s) talking more.

1 Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues. 2 Explain that this crossword revises language covered in Module 7A and that they must think of the missing word in each sentence (which may be part of a phrase) and then write their answers in the crossword grid. 3 Allow 5–10 minutes for students to complete the crossword, then review their answers as a class.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

Variations If students do this in pairs, you could make this more communicative by dividing the clues up so each student has nine clues. They then take turns to read out their clues for their partner, who completes that part of the crossword. With a smaller class, the crossword could be projected on the board with students taking turns to complete a clue.

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ACROSS 2 incident 3 rugs 4 conversion 5 walled 6 historic 8 home 10 cows 11 intensive 13 sea 15 differ 16 limited 17 retrieve DOWN 1 differentiate 3 restricted 7 intense 9 childlike 12 childish 14 hit

7B: The travel game Use after Speaking Exercise 7 (CB, p.113). Aim: To give students the opportunity to talk about aspects relating to travel and holidays. Time: 20–25 minutes Activity type: Ideally groups of three or four, although pairs possible. Students play a board game, discussing the travel-related questions. Preparation: Make one copy of board game 7B (on p.142) per group. You will also need counters and a coin for each group.

Procedure 1 Divide the class into groups of three or four and give each group a copy of the board game, counters and a coin. 2 Explain that they are going to play a game to practise speaking about aspects relating to travel and holidays. The aim is to get to the finish first through taking turns (each student takes turns to throw the coin; heads means move 1 space forward and tails means 2 spaces) and answering the questions. Encourage students to ask for further information from the person whose turn it is and, if useful, revise relevant expressions from the CB to help them with this speaking activity. 3 Once each group has a winner, round up and discuss any interesting answers that were given.

Variations With a smaller class, the board game could be projected on the board, with students taking turns to answer a question.

Follow-up Students choose five of the questions they did not get to answer and respond to them, either orally (in pairs or the same group) or in a written format. Alternatively, students choose an aspect of travelling (relating to the questions; e.g. travelling alone, adventure travel) that they find interesting and write a blog article relating to it (220–260 words).

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

7C: Hypothetically speaking … Use after Language development 2 Exercise 5 (CB, p.114). Aim: To revise past tense structures for hypothetical meanings as covered in Module 7B. Time: 20–25 minutes Activity type: Pairwork. Students have to match sentence stems to situations and then complete them using past tense structures for hypothetical meanings. The new sentences must have the same meaning as the initial ones given. Preparation: Copy and cut up a set of Activity 7C cards (on p.143), (separating the white situation cards from the grey sentence stem ones) for each pair.

Procedure 1 Divide the class into pairs and give each pair a set of (white) situation cards and a set of (grey) sentence stem cards. Ask students to place the white cards face down in a pile in front of them and then to spread the grey sentence stem ones face up. 2 Explain that one student takes a white card and reads the situation out to their partner. Their partner must then find the appropriate sentence stem from those spread out and complete it so that the new sentence has the same meaning as the original one. This student may ask for the situation sentence to be repeated. Depending on the class, it might be a good idea to also get students to write down their answers so that they can discuss them on completion. 3 The students continue to take turns until all the cards have been dealt with. 4 Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by eliciting the stems selected to match with the situations and the sentences given. Discuss any possible alternatives.

Variations Where there are an odd number of students, students could work in a group of three. They would then have 6 cards each.

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The situations and matching stems are in order, as given on the worksheet. 1 I’d rather you hadn’t told me the price of a season ticket! 2 It’s time you took a holiday and unwound for a bit. 3 Would you prefer it if we did the journey by train instead of car?/Would you prefer it if we didn’t do the journey by car but did it by train? (‘What if we went by train instead of by car?’ is also possible) 4 What if we had invited them to join us? (‘Would you prefer it if we had invited them to join us?’ is also possible) 5 You talk as though he didn’t steal that money/he hadn’t stolen that money. 6 Supposing I had gone to the party, what do you think would have happened if I’d bumped into my ex? 7 His train may have been delayed. 8 You shouldn’t tell anyone about what happened last night. 9 He should move out and find his own place. 10 They aren’t anything special. 11 We should have stayed in for the evening. 12 I wish she would stop complaining about the weather.

also get students to write down their answers so that they can discuss them on completion. 3 Explain that students will have encountered most of the negative introductory phrases covered but might come across a few variations in this exercise. In this case they should try to use their own judgement to decide how to complete the sentence. Students continue to take turns reading out and completing the sentence stems until all the cards have been dealt with. 4 Before students start, tell them that if they think someone else’s sentence is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by discussing the sentences given and any possible alternatives.

Variations Where there are an even number of students, remove one of the cards (which doubles up on the stem, e.g. Not until ...) from the pack. Alternatively, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise.

8A: Negative beginnings Use after Language development 1 Exercise 3c (CB, p.125). Aim: To revise and extend knowledge of emphasis through the use of negative introductory expressions as covered in Module 8A. Time: 15–20 minutes Activity type: Groups of three. Students have to complete sentence stems using negative introductory expressions, so that the new sentences have the same meaning as the initial ones given. Preparation: Copy and cut up a set of Activity 8A cards (on p.144) for each group.

Procedure 1 Divide the class into threes and give each group a set of cards. Ask them to put them in a pile, face down in front of them. 2 Explain that one student takes a card and reads the first sentence out to the person on their left and then reads out the sentence stem. The student on the left must then complete the sentence stem so that the new sentence has the same meaning as the original one. They can ask for the sentence and stem to be repeated. Depending on the class, it might be a good idea to

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Suggested answers 1 On no account should employees use social media sites at work. 2 Never have I encountered such friendly and hospitable people. 3 Not until the doctor says you’re ready can you go back to work. 4 Rarely do we have the opportunity to enjoy a day out without the kids. 5 No sooner had we sat down to eat than the door bell rang. 6 Not since they were children have they been camping together. 7 Only now is the true impact of the accident becoming clear. 8 Under no circumstances should you arrive at work in jeans. 9 Not only does a good English-to-English dictionary give definitions but it also gives examples. 10 Seldom does her sister phone her during the week. 11 Try as she might, she couldn’t start the car. 12 Hardly had the door shut behind me, than I heard the phone ringing (inside the house). 13 Not until technology improved did texting become popular. 14 No sooner had he started telling (them) the story than the children went quiet. 15 On no account must you go home before the report is finished/before finishing the report.

8B: Complete the gaps Use after Writing 1 Exercise 3 (CB, p.126). Aim: To revise expressions, phrasal verbs and collocations as covered in Module 8A. Time: 15–20 minutes Activity type: Pairwork or small groups. Students complete a crossword using the missing words needed to complete sentences given. Preparation: Make one copy of Activity 8B (on p.145) per pair/group.

Procedure 1 Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues. 2 Explain that each sentence has a word missing but that the first letter of each word is given. Each word may be an individual item of vocabulary or part of a phrase or phrasal verb. Students must decide what the missing word is in each one and then write their answers in the crossword grid.

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

3 Allow 10–15 minutes for students to complete the crossword. Then review their answers as a class, discussing any that they had problems with.

Variations If students do this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (there are ten clues for each). They then take turns to read out their clues for their partner, who then completes that part of the crossword. With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue.

Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the words and phrases in bold as they can. Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board. Alternatively, students write down the ones they remember and the one who remembers the most is the winner. ACROSS 1 steep 3 cramped 6 offhand 7 mediocre 11 nondescript 13 throw 16 quirky 17 nibble 18 charming 19 packed DOWN 1 stretch 2 exorbitantly 4 deafening 5 tucked 8 intriguing 9 on 10 heart 12 fumbled 14 stumbled 15 ambience

8C: Vocabulary for reviews Use after Writing 2 Exercise 4d (CB, p.133). Aim: To revise useful language that can make written reviews more interesting and engaging, as covered in Module 8B. Time: 20–25 minutes Activity type: Pairwork. Students take turns to give clues to their partner so their partner can complete a grid with the necessary vocabulary and work out the extra word given. Preparation: Copy and cut up a Student A and B card (on p.146) for each pair.

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Procedure 1 Divide the class into pairs, allotting roles to Student A and Student B. Then give each student their grid card. 2 Explain that each student has a different set of words, with one vertical one in the grey column and that the aim of the activity is to take turns to define to each other the nine words given horizontally so that each student completes the empty grid on the right side of their card. 3 If required, allow students time to check on any words they are not sure of so they are able to explain them to their partner. With a weaker class you may want to set time aside (e.g. 5 minutes) for students to write definitions for their set of words. 4 Once students are ready, remind them to take turns to give a definition or explanation for their partner. Students continue to do this until each one has completed the empty grid on their card. At this point, students should ask each other what word they have in the grey vertical column of the grid before checking whether each other’s answers are correct. 5 Round up by eliciting what the vertical words were in each grid and asking students to create a few example sentences showing their usage. Then ask students which word from each card would have a hyphen and where it would be placed, e.g. farfetched (Student A) and spine-chilling (Student B). You may also wish to discuss which words have a positive meaning and which have a negative one. Alternatively, you could ask students to discuss this in their pairs before checking as a class.

Variations If there are an odd number of students, create a group of three and put two weaker students together as Student A or B, leaving the other student to work alone with their card.

Follow-up Students write a review of a film or book they have seen or read (200–260 words), incorporating as many of the words from the exercise as possible. Alternatively, Student A writes a review using as many of their words as possible, and Student B does the same with theirs.

9A: Report that Use after Language development 1 Exercise 4d (CB, p.141). Aim: To revise reporting verbs and the patterns that follow them when using reported speech, as covered in Module 9A. Time: 20–25 minutes Activity type: Pairs or groups of three. Students have to select an appropriate reporting verb and change the given sentences into reported speech using the verb chosen. The new sentences must retain the same meaning as the original ones. Preparation: Copy and cut up a set of Activity 9A sentence cards and a card giving a selection of reporting verbs (on p.147) for each pair/group.

Procedure 1 Divide the class into twos or threes and give each pair/group a set of cards. Ask them to put the sentence cards in a pile face down in front of them and to have the card giving a selection of reporting verbs face up on the table. 2 Explain that one student takes a situation card and reads the sentence to their partner or group. The person to their left must then select an appropriate reporting verb from the list given and rephrase the sentence using reported speech and the verb they have chosen. Tell students that each reporting verb should only be used once and must be a different verb from the one used in the situation. Point out that the new sentence must have the same meaning as the original one. Remind students that they can ask for the original sentence to be repeated if needed. Depending on the class, it might be a good idea to also get students to write down their answers as they go so that they can discuss them on completion. 3 The students continue to take turns picking up a sentence card, choosing the appropriate reporting verb and rephrasing the sentence in reported speech until all the cards have been dealt with. 4 Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by eliciting the reporting verbs chosen for each sentence and the sentences given. Discuss any possible alternatives.

The photocopiable grids show the words each student has to explain to the other and fill in.

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Variations Depending on time, you may wish to project the sentence cards and selection of reporting verbs on the board and ask different members of the class (alone or in teams) to select a verb and rephrase a set sentence. Alternatively, simply share out the sentences among the class as a quick revision exercise. With a stronger class, you could alter the activity slightly by asking students to read out the card to their partner or the person on their left if working in a group. The other person then reports back what they said, choosing the appropriate reporting verb themselves. For this variation, it might be an idea for students to use the same pronoun (either he or she) at the beginning of each reported sentence.

Follow-up Discuss other reporting verbs (not included in the activity) that can be used, noting them on the board, e.g. compliment, invite, encourage, demand, beg and promise. Ask students to then (or for homework) create their own sentences, which can be reported using each of the reporting verbs given, e.g. (compliment) ‘What a beautiful dress you’re wearing.’ => He complimented her on the beautiful dress she was wearing.

Suggested answers 1 He/She apologised for forgetting his/her birthday. 2 He/She blamed Tim for stealing the money. 3 He/She reminded him/her to call him/her as soon as he/she got his/her results. 4 He/She regretted shouting at Kim. 5 He/She admitted (that) he/she had failed his/her driving test three times. 6 He/She explained that he/she had started swimming (so as/in order) to get fit. 7 He/She complained that the steak was overcooked and far too chewy. 8 He/She noticed that Belmon’s summer sale started the following week. 9 He/She denied breaking the remote control. 10 He/She advised her/him/me/us not to drive anywhere alone. 11 He/She confessed to breaking/that he/she had broken the window. 12 He/She insisted that I/he/she/we come to his/her place. 13 He/She recommended a new Spanish restaurant in town. 14 He/She refused his/her offer. 15 He/She agreed to come on holiday with me/us. 16 He/She offered to help her/him/us with her/his/our bags. 17 He/She asked where the Post Office was. 18 He/She congratulated me/him/her/us/them on passing my/his/her/our/their exams.

9B: Let’s talk about memory Use after Speaking Exercise 2 (CB, p.145). Aim: To give students the opportunity to discuss further questions relating to memory and practise using memory-related vocabulary as covered in Module 9B. Time: 20–25 minutes Activity type: Pairs or groupwork. Students take turns to ask and answer questions relating to memory. Preparation: Copy and cut up a set of Activity 9B cards (on p.148) for each pair/group.

Procedure 1 Divide the class into twos or threes and give each pair/group a set of cards. Ask them to put them in a pile, face down in front of them. 2 Explain that one student takes a card and asks their partner or the person to their right, if in a group, their question. Students use the questions to begin a discussion on different aspects relating to memory, asking follow-on questions as useful.

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3 Students continue to take turns to ask and answer questions until all the cards have been dealt with.

Follow-up Students choose one of the questions and write a blog article that answers the question and provides a more detailed answer (220–260 words).

9C: Word plus preposition dominoes Use after Language development 2 Exercise 4 (CB, p.146). Aim: To revise the noun, adjective and verb + preposition combinations covered in Module 9B. Time: 20–25 minutes Activity type: Groups of three. Students practise matching prepositions that go with set nouns, verbs and adjectives, through a game of dominoes. Preparation: Copy, cut up and shuffle a set of Activity 9C dominoes (on p.149) for each pair/group.

Procedure 1 Divide the class into threes and give each group a set of dominoes. Ask them to share them out equally. 2 Explain that Student A places a domino face up in front of them. Student B then places one of his/her dominoes at either end of the first domino if they have the correct noun, adjective, verb or preposition to do so. They then make a sentence using the word plus preposition. Explain that they have encountered all of these word + preposition combinations in the module and that the verbs, adjectives and nouns on the cards are labelled to help with the formulation of sentences. 3 Before students start, tell them that if they think their partner’s combination is incorrect, they can challenge it. If the students are unable to agree, the teacher makes the decision. If the word is incorrect or a student is unable to make a sentence, the turn goes to their partner. 4 Students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down. This person is the winner. 5 Round up by finding out who were the winners and discussing any questions students may have.

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Variations As there are 39 cards in total, if you wish students to work in pairs or groups of four, either remove one (for pairs) or three (for groups of four) cards which double up on the prepositions used, or share out an unequal quantity. The photocopiable activity gives a set of correct answers whereby the preposition given at the beginning of the card fits with the noun, adjective or verb given on the previous one. Each card links to the next one given to the right, such that escape links to from, advise with to, shout (at the end of the line) with at (at the beginning of the next line), etc. There may be other options, however, where more than one preposition can follow (with a different meaning) the noun, adjective or verb given, e.g. shout to or at someone.

10A: Across and down Use after Vocabulary Exercise 4b (CB, p.154). Aim: To revise vocabulary and expressions relating to sport and fitness as covered in Module 10A. Time: 15–20 minutes Activity type: Pairwork or small groups. Students complete a crossword using the missing words needed to complete sentences given. Preparation: Make one copy of Activity 10A (on p.150) per pair/group.

Procedure 1 Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues. 2 Explain that each sentence has a word missing but that the first letter of each word is given. Each word may be an individual item of vocabulary or part of a phrase or phrasal verb. Students must decide what the missing word is in each one and then write their answers in the crossword grid. 3 Allow 10–15 minutes for students to complete the crossword and then review their answers as a class, discussing any that they had problems with.

Variations If students do this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (there are nine clues both across and down). They then take turns to read out their clues for their partner, who then completes that part of the crossword.

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With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue.

Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the words and phrases in bold as they can. Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board. Alternatively, students write down the ones they remember and the one who remembers the most is the winner. ACROSS 2 cardio(-)vascular 6 regime 7 adrenalin 8 personalised 13 moves 15 in 16 nutrition 17 wind 18 line DOWN 1 protein 3 core 4 ball 10 sweating 11 stamina

5 diet 9 skated 12 rein 14 sailed

10B: Change it from the modal Use after Language development 2 Exercise 4b (CB, p.162). Aim: To revise alternative structures that can replace modals as covered in Module 10B. Time: 20–25 minutes Activity type: Pairs or groups of three. Students have to change given sentences containing modals into non-modal forms, using the verb or words dictated on the card and the register given. The new sentences must retain the meaning of the original ones. Preparation: Copy and cut up a set of Activity 10B cards (on p.151) for each pair/group.

Procedure 1 Divide the class into twos or threes and give each pair/group a set of cards. Ask them to put them in a pile, face down in front of them. 2 Explain that one student takes a card and reads the first sentence out to their partner (or the person to their left in a group of three), then reads out the word(s) in bold and register (very formal, quite formal, formal or informal) they must use as given on the bottom of the card. Their partner/the person to their left must then rephrase the sentence, replacing the modal or semi-modal given (underlined) using the word(s) given in the correct form so that the new sentence retains the meaning of the original one (but does not use a modal or semi-modal). They can ask for the

PHOTOCOPIABLE ACTIVITIES: TEACHER’S NOTES

sentence and verb to be repeated. Depending on the class, it might be a good idea to ask students to write down their answers so that they can discuss them on completion. 3 Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them. If the students are unable to agree, the teacher makes the decision. Round up by discussing the sentences given and any possible alternatives. 4 The students continue to take turns until all the cards have been dealt with.

Variations Depending on time, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise. With a stronger class, particularly if used immediately after Exercise 4b, the sentence and then register (as given in capitals in the brackets after each sentence) could be read out, rather than the verb/verb phrase to be used. 1 You were supposed to check when the last train left. 2 All visitors are required to obtain a visa to enter the country. 3 I think you’d/you had better ask whether you get a student discount. 4 Remember you’re/You are under no obligation to pay back the loan immediately. 5 All outstanding reports are to be completed by the end of the week. 6 I/We felt obliged to wear formal clothing to the meal. 7 It is forbidden to leave fire doors open at any time. 8 If you want to get a parking space, it is advisable to arrive early./It is advisable to arrive early if you want to get a parking space. 9 You were supposed to send/to have sent that email first thing this morning. 10 All visitors to the construction site are required to wear hard hats. 11 I think you’d/you had better ask Jo for some help. 12 Remember, you’re/you are under no obligation to accept the offer. 13 All pay claims are to be completed by the 23rd of the month. 14 I felt obliged to invite Markus and his wife to the reception. 15 It is forbidden to wear jeans or flipflops at work. 16 If you really want the job, it is advisable to read up on the company and show you’re/you are interested./It is advisable to read up on the company and show you’re/you are interested if you really want the job.

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10C: Complete and reorder the proposal Use after Writing 2 Exercise 4b (CB, p.165). Aim: To revise useful phrases and practise organising ideas for the writing of proposals as covered in Module 10B. Time: 20–25 minutes Activity type: Pairwork/groups of three. Students add in phrases to complete the sentences of a proposal, which they then put into the correct order so as to produce a completed version. Preparation: Make one copy of Activity 10B (on p.152) per two/three students. Cut up each part so you have a box of phrases and also a set of sentence cards per pair/group.

Procedure 1 Divide the class into pairs or threes and give each pair/group their box of phrases and the proposal sentence cards. 2 Explain that first they must complete the sentences using phrases from the box, as covered in this module. Each one is used once. 3 Students must then reorder their sentences to create the finished proposal. 4 After both tasks have been completed, check answers as a class. You may wish to project the finished proposal on the board to round off.

Variations Depending on time, you may wish to project the whole worksheet on the board and elicit the missing phrases in teams or as a class. This could be done at a later date before further practice on proposals is undertaken. You could set a time and ask students to work in pairs to then reorder the sentences.

NOTE: The worksheet presents the proposal in the correct completed order. Proposal The aim of this proposal is to suggest how facilities on campus may be improved, bearing in mind financial constraints. Having considered all feedback received from students, a clear picture emerges. Suggestions and recommendations 1 The library Whilst the library is generally well-stocked, there have been many requests for additional copies of key textbooks and articles to be available so that all students can access them when needed. One low-cost option would be to reduce the loan period from a week to three days, thus increasing availability. The library could also purchase extra copies. 2 The IT facilities Many students have said they would welcome extended opening hours at the IT rooms, which currently close at 8 p.m. Students have commented that if 24/7 access were available, they would be better able to complete assignments without undue stress. I would suggest we set up a security system for afterhours opening, where students swipe in using their student cards. 3 Student union A constant complaint has been that the union offers little variety in terms of the entertainment available. It is clear that our students would like to hold events such as international film nights, open mike and comedy nights. They have said they would be prepared to organise events and have suggested establishing specific societies to do that. Conclusion Without excessive spending, the facilities on campus could be improved. If the university is to maintain its status, it is vital that the above points be addressed. Obviously, all developments would be best discussed with the students’ association so as to encourage their involvement. [262 words]

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Photocopiable activity (Pre-course) How much do you know about the Advanced (CAE) exam? 1 Complete the information on each paper of the exam by selecting the correct information as given in the box below and writing it in the appropriate column of the table. PAPER NUMBER

NAME OF PAPER

TIME ALLOCATED

Paper 1 Paper 2

5 True or false? In the Reading and Use of English and Listening papers, marks will be deducted if you answer a question incorrectly or miss one out. [ ]T

[ ]F

6 Although you can make notes on the question paper, what must you ensure you do with all your answers before the end of the exam? 7 How many parts are there in the Writing paper and how many questions do you have to answer in total? 8 Which of the following might you be expected to write in the Writing paper?

Paper 3

a summary a competition entry an article a story a review a proposal a postcard an email/letter an essay a report

Paper 4

9 Approximately how many words should you write in each part of the Writing paper? 15 minutes

about 40 minutes

90 minutes

Speaking

Writing

Listening

90 minutes

Reading and Use of English 2 How many parts are there in the Reading and Use of English paper? How many questions do you have to answer in total? 3

Complete this paragraph:

In the Reading and Use of English paper, you will encounter (a) __________ different task types. The task types for the Use of English questions will include a 4-option (b) __________ cloze, open cloze, (c) __________ __________ and key word transformations. In reading-related sections, the task types you will encounter are multiple-choice, crosstext multiple matching, (d) __________ __________ and multiple matching.

10 Complete the following paragraph. In the Listening paper there are (a) _____ parts and you will hear each one (b) _____ . In total there are (c) _____ questions. In Part 4, there are (d) _____ sets of questions that you need to answer at the same time. 11 True or false? In the Speaking paper: (a) there will be three or four other people in the room with you.

[ ]T

[ ]F

(b) there are four parts to the test.

[ ]T

[ ]F

(c) in Part 2, you have a 2-minute ‘long turn’.

[ ]T

[ ]F

12 Complete this paragraph.

4 Make words from the following anagrams. The first letter of each has been given. These are some of the aspects that will be tested in the Reading and Use of English paper.

In the Speaking test, you are assessed on the following areas of performance: g__________ , v__________ , use of d__________ m__________ , i__________ c__________ and p__________ .

An understanding of:

13 Three of the four papers each carry 20% of the total marks for the exam. Only one carries 40% – which paper is that?

(a) ceeronche and nosocieh c__________ and c__________ (b) xett and cutrterus t__________ and s__________ (c) leadit, tautited, note, soruppe, cianiplitom d__________ , a_________ , t__________ , p__________ and i__________

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Photocopiable activity 1A

Are you a grammar buff?

Sentences

Right Wrong R W

How certain are we?

Point s lost (–)

Points gained (+)

1

It’s the most exciting place he has ever been visiting and he’s making the most of every day he spends there.

[ ]

[ ]

_____

_____

_____

2

We are pleased to announce that a new version of the program is currently being devised.

[ ]

[ ]

_____

_____

_____

3

A large number of people is taking part in the fun run this year.

[ ]

[ ]

_____

_____

_____

4

We had been driving around for an hour looking for the place before we decided to call it a day and go home.

[ ]

[ ]

_____

_____

_____

5

Can you know me when you’ll have finished writing that report?

[ ]

[ ]

_____

_____

_____

6

They’ve been saving for quite a few years now, so are hoping they’ll be able to buy a home soon.

[ ]

[ ]

_____

_____

_____

7

He was always of the opinion that if it can be done, it will be done.

[ ]

[ ]

_____

_____

_____

8

Although it seems a bit off the beaten track, I will guarantee you’ll find all the facilities you need there.

[ ]

[ ]

_____

_____

_____

9

Swimming is said to being the best all-round exercise you can do.

[ ]

[ ]

_____

_____

_____

10

Even though he’d run most of the way, he only just managed to catch the last train.

[ ]

[ ]

_____

_____

_____

11

Last year the race was started by a so-called celebrity that hardly anyone recognised.

[ ]

[ ]

_____

_____

_____

12

I hear there has been a fantastic turnout for the match the other day.

[ ]

[ ]

_____

_____

_____

13

She’s been eating dinner when her cousins turned up unexpectedly.

[ ]

[ ]

_____

_____

_____

14

We were watching the news when the door slammed and Gina came running into the room.

[ ]

[ ]

_____

_____

_____

15

Details of the tour venues were made available online tomorrow morning.

[ ]

[ ]

_____

_____

_____

_____

_____

Total points lost / gained: Overall TOTAL (gained points minus lost points)

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Photocopiable activity 1B

What’s the word?

A 1 He was so __________ to learn he’d got a place on the course that he quite literally jumped for joy. 2 As a nurse in the local community centre, she got to meet people from all __________ of life. 3 She told me not to be upset by their comments and said I should try not to take things so __________ . 4 They realised just what a __________ community they had moved into when everyone came to help them during the floods. 5 The way the tutor brought the subject to life so __________ the class that they all achieved high grades in their end-of-course exam. 6 By the time they’d arrived at the game, all the best seats had been __________ up and there were only a few left at the back of the stadium. 7 They wouldn’t __________ no for an answer and insisted we joined them at their table. 8 Initially, they felt rather __________ when performing in front of large crowds. With experience they gained confidence. 9 I didn’t want to let her down but I simply couldn’t meet for lunch with the __________ workload I had that week. 10 He was very __________ on his first day and wasn’t sure what to expect. B 1 Take no __________ of Frank; he’s only pulling your leg. 2 She has a very demanding job and always seems to be working to incredibly __________ deadlines. 3 Our boss reminded us that making a good first __________ was crucial when meeting new clients. 4 He said it felt rather strange __________ in his resignation after working for the company for so many years. 5 When we were told we had three assignments due in within a week of one another, I felt totally __________ by what was expected of me. 6 I’m sorry I didn’t make it yesterday, something __________ up right at the last minute. 7 He remained __________ in class for the first few weeks but once his confidence grew, he started participating. 8 She always took pleasure __________ organising the annual works do. 9 It’s perfectly normal to feel __________ when you attend an interview and are faced by a panel of interviewers. 10 Helping out at my dad’s shop when I was young really stood me in good __________ later in my life when I started my own business.

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Photocopiable activity 1C

Change it to the passive

1 The police have arrested two men in connection with last week’s robbery.

2 Someone called in the middle of the night and woke me up.

3 We clean all our rooms to a very high standard every day.

Two men …

I…

All rooms …

4 They gave Gino a company car when he got promoted.

5 Everyone knows that this piece of music was composed by Saint-Saëns.

6 The mechanic is going to take a look at my car tomorrow morning.

Gino …

This piece of music is …

I’m having my car …

7 Everyone thought all the evidence had been destroyed by the fire.

8 My uncle is building a house for us.

9 Having children will completely change your life.

All the evidence …

Our house …

Your life …

10 Many people in West Africa speak French.

11 My husband is going to take me to Vienna for my birthday.

12 I’ve done all the household chores you asked me to.

French …

I’m …

All the household chores …

13 Someone had already told my brother about my engagement.

14 I hope that the repairs to the house will be finished by tomorrow.

15 Someone will tell you what you should bring on your first day.

My brother …

I hope …

You will …

16 Witnesses saw the boy run out of the shop holding a black bag.

17 The phone message seemed to really worry Melissa.

18 We have agreed to postpone the match until next season.

The boy …

Melissa …

It …

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Photocopiable activity 2A 1

Complete the phrase crossword 2 3

4 5

6 7

8

10

9 11

12 13

ACROSS 1 He often came _____ as over-confident when in difficult situations, but I knew it was because he was trying to compensate for his shyness. 3 She has always been very spontaneous and it’s not unusual for her to go off travelling on a _____ . 6 She was so used to getting her own _____ that when he refused to comply with her wishes, she was lost for words. 10 His parents always had such high _____ of him and I think he must’ve felt under a lot of pressure. 12 Although she never meant to, she often _____ people up the wrong way, causing them to become irritated or angry. 13 They’ve always been good _____ to be around and I guess that’s why they’re so popular. DOWN 2 They were polar opposites and never _____ eye to eye on anything. 4 He had his _____ set on travelling to New Zealand to visit his cousins and after working hard to put the money aside for the trip, he had enough to pay for the ticket. 5 After the accident, they became very _____ and often spent their weekends together. 7 He has always been quite reclusive and likes very much to _____ himself to himself. 8 Until that point they had looked _____ to him and held him in very high regard. 9 When I said she _____ after her mother, it was clear from her expression that she didn’t see it as the compliment I intended it to be. 11 He was a very well-behaved child and always did exactly as he was _____ . 12 Good looks and a great sense of humour seem to _____ in his family.

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Photocopiable activity 2B

Relative clause dominoes

… were the first men to fly in a hot air balloon.

The train they took was a slow one …

… which stopped at all stations en route.

They invited lots of guests to the reception, …

… many of whom would simply not make it.

The letter was from an old school friend …

… whom I hadn’t heard from for years.

He was asked to relocate to Canada, …

… at which point he decided to propose to Beth.

He’s still wearing that coat …

… that he bought in Paris last year.

John Rae, born in 1813 on the Orkneys, …

… was a Scottish explorer and unsung hero.

Sebastian, my younger brother, …

… has just gained a scholarship to study abroad.

The only one to stand up to him was his son, …

… called Sven. No-one else was brave enough.

She said she hadn’t seen the film …

… that I’d recommended but would like to.

Unfortunately, the ship, …

… said to be unsinkable, capsized.

Have you been to that new sports centre …

… that has opened up outside town?

She always boasted that she had a friend …

… who was a famous Hollywood actor.

She has a lot of family members …

… who live in Western Australia.

Talib and his wife, …

… whom you met last year, are visiting us soon.

It was a crime mystery …

… in which most of the characters were implicated.

Are you looking to stay on an island …

… where there are white sandy beaches?

They went to thank their teacher, …

… without whose help they’d never have passed.

The Montgolfier brothers, born in France, …

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Photocopiable activity 2C

Tell me …

Question

Response

How long have you been studying English?

Well, as a matter of fact, I started learning it when I was 7 years old. At the time we were living in Canada as my dad was working there as an engineer. We only lived there for a few years but well, I’ve been studying English ever since then.

What do you most enjoy about learning English?

Believe it or not, I really love the grammar. Personally speaking, I think that understanding how a language fits together and working out how it relates to my own language is really interesting. I guess I really like the challenge too!

Why are you preparing for the Advanced exam?

First, because I think that having proof of my English level is going to help me find a good job. I mean, with the economic situation as it is, it will really give me an edge. I also wanted something to keep me motivated and occupied while I’m looking for work.

How important is it for you to have a routine when you’re studying, and why?

Well, as I work full-time, it’s crucial. To be honest, the only way I can study and work at the same time is to really manage my time effectively. If I don’t set time aside for each, I find that before I know it the week has gone and I’ve not done what I wanted to.

What time of day do you prefer to study and why?

It depends, but mainly I find it easier to study in the morning when everyone else is still asleep. What I tend to do is wake up an hour or so earlier than usual, have a coffee and study for an hour, then have breakfast. It’s easier to concentrate when the house is quiet.

If you could live anywhere in the world, where would you live and why?

Mmm … well I guess it’d have to be somewhere hot and sunny where you can spend a lot of the day outdoors. I like being near the water as well, so perhaps somewhere in the Caribbean would be good. To be honest, I’ve never really given it much thought.

Tell us a little about the place where you were born.

Well, I suppose at the time I was born it was only a village. Since then, though, it’s been developed quite considerably so it’s more of a town now. I’m pretty certain you’ll have heard of it, it’s called Santa Fé and is on the northern coast of Brazil.

If you had to choose between being rich or famous, which would you choose and why?

If I’m honest, I’d choose wealth over fame. I know I’d hate having my privacy invaded and I really wouldn’t like the publicity you get when you’re famous, nor being hounded by the press. I think if you have wealth, you can enjoy it more and do some good too.

What would you say is the best way of keeping in contact with your friends and family?

I think there’s no one way, to be honest. I like using different mediums – it really depends on time. I mean, when I can, I speak to my parents and close friends through Skype but the time difference can make it hard so I also email and use Facebook.

Who would you say has had the most influence on your life?

That’s a tricky question. I think I’d probably have to say my dad, although to be fair my mum brought me up almost single-handedly as he mostly worked abroad. Why my dad? Well, I guess it’s the way he introduced me to other cultures and gave me itchy feet.

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Photocopiable activity 3A

What’s the word?

1 2 3 4 5 6 7 8 9 10 11

CLUES 1 If you _____ up just after the school entrance, I’ll get out there. Thanks for the lift! 2 Over 3,000 tonnes of _____ were used to repair the main road into town. 3 His body language and facial expressions _____ his impatience far more successfully than words could ever have done. 4 It took no time at all to _____ the mistake once the new accounting software had been set up. 5 Everyone’s entitled to their own opinion. I just wish she’d stop _____ hers down our throat each time we meet up. 6 When we spotted him _____ down the corridor, we knew he’d got the job. 7 Although not easily frightened, we both found ourselves _____ to the spot when we heard the high-pitched scream. 8 Sean is the kind of friend you can always depend on when it comes to the _____ and you need some help fast. 9 The film company provided a _____ for the director, explaining exactly what they wanted in the film. 10 The film _____ in a final shoot out between the principal characters, who are bitter enemies. 11 Even when the cupboards appear completely bare, she always _____ up a delicious meal. Extra word: ____________________

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129

Photocopiable activity 3B

Phrasal verb dominoes

… into a totally different character.

You always seem to pack …

… in a lot during your holidays.

I always get nervous before I perform …

… on stage.

Joel loves nothing more than singing …

… in the shower.

To project your voice, sing …

… directly into the microphone.

We felt a bit worried about sitting …

… in the front row at a stand-up comedy gig.

When they asked for someone to take part …

… in their act, I volunteered right away.

We were totally blown …

… away by his new album. It was incredible.

The play really took …

… off and in no time, it became a sell-out.

The stadium was completely packed …

… out for the cup final match.

After putting everything they had …

… into the dance routine, they were exhausted.

We went to Ronnie’s jazz club to soak …

… up its legendary atmosphere.

The film was so engaging that it really took me …

… out of myself and removed me from reality.

Karaoke gives you the chance to belt …

… out your favourite songs and have fun.

I’m too tired to dance any more. I need to chill …

… out for a bit.

It wasn’t until the last chapter that I came …

… up with the perfect ending for the story.

The moment he started singing, he turned …

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Photocopiable activity 3C

What are you going to say?

COMMENT CARDS Technology has opened up the world to us but at the same time made it smaller.

I think students are under a lot more pressure these days than in the past.

In ten years’ time no school child will have face-to-face lessons with a teacher, will they?

Given the choice, I’d rather gain personal satisfaction from my job than money. How about you?

Would you say that being a doctor is more stressful than being a teacher?

I prefer the idea of working with nature to working in an office. It’s so much healthier, isn’t it?

Team sports are more useful than individual ones but they’re not as fun, are they?

In the future, I reckon all university students will study from home.

Participating in actual sports is much healthier than playing computer games.

If people had more free time they would be able to exercise more and be healthier.

If I could have a pet, I would rather have a cat than a dog. What about you?

For long-distance journeys, I think flying is the most comfortable way to travel by far.

Do young people in your country tend to have more indoor hobbies than outdoor ones these days?

If teenagers have a part-time job, they learn the value of money early on in life.

Would you say that people communicate more or less effectively these days?

Do you think most jobs rely on computers these days?

ACTION CARDS State your opinion.

Add something.

ADVANCED EXPERT

Qualify something someone else has just said.

Give yourself thinking time.

Involve your partner.

Introduce disagreement.

Change the subject.

Reach a conclusion.

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Photocopiable activity 4A

What word is missing?

The label on the medication advised anyone taking it not to drive, as the medication could make you feel _____ . drowsy

When one of our promoters pulled out at the last minute, I insisted it was only a minor _____ and the show would still go on. setback

Stringent controls were implemented so as to limit the likelihood of another _____ of the virus occurring.

When the crowd began to get restless, the policeman rang the station to request _____ . backup

The moment I heard the loud bang, I was _____ awake. I didn’t get to sleep much that night. wide

If you feel that tired, you really should have a bit of a _____ before we go to the party.

Dealing with difficult customers is part and _____ of working in customer services. You just get used to it. parcel

If we miss the last bus home, there’s no need to worry. We can always _____ out at Laura’s. crash

No-one could understand why the _____ had been delayed, and both players and spectators began to get frustrated. kick-off

It’s not been an easy relationship but she’s stuck with him through thick and _____ . thin

He took a deep _____ of breath and then strode onto the stage to make his key speech. intake

They looked so realistic that I didn’t realise for some time that all the flowers in the hotel were _____ . artificial

By and _____ , people were very satisfied with the way that the evening had gone and said they had had fun. large

The moment she woke up, she realised she had _____ and would be late for work.

My mum is such a _____ sleeper, she wakes up at the slightest sound.

You could say their relationship is rather _____ and on; we never know whether they’re together or on a break. off

The weather forecast predicted a heavy _____ that evening so I took my raincoat and umbrella with me when I went out. downpour

ADVANCED EXPERT

outbreak

snooze/kip/nap/doze

overslept

light Apparently there was a _____ at the local post office last night but, fortunately, nothing much was stolen.

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break-in

132

Photocopiable activity 4B

Prefix dominoes

-prove

under-

-paid

-rich

under-

-develop

-willing -populated -secure -print

disirunpre-

-conformist

en-

co-

-exist

un-

-appear

re-

-arrange

-reversible

im-

-print

in-

-enviable

en-

-danger

re-

-school

non-

over-

-interpret

en-

-large

-cooked

dis-

-organised

pre-

in-

-accessible

un-

-responsible -accurate

under-

-estimate

non-

-profit

-sensitive

pre-

-nuptial

ADVANCED EXPERT

-staffed

co-

in-

over-

-tired

mis-

-worker

un-

-occupied

ir-

-convincing

in-

-different

over-

un-

-emotional

in-

mis-

-pronounce

im-

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Photocopiable activity 4C

Sentences into noun clauses

1 I’ve had indigestion ever since eating dinner.

2 We were all surprised by Jane’s news.

3 If you want to meet people, why not take evening classes?

What I had for dinner has …

What Jane said …

Taking evening classes is a great way …

4 Her main worry was failing her driving test again.

5 I’m pretty sure most people would like to have more free time. Don’t most people wish they …

6 I felt so encouraged by my friends’ comments.

7 What would stop her from taking the job?

8 Pets do make for great companions.

9 When our team lost we were so disappointed.

We will never understand why she …

The wonderful thing about pets is that they keep …

Everybody is really disappointed …

10 He suddenly realised there was no point in staying on.

11 John was spotted trying to leave the party.

12 It’s uncertain whether they will arrive on time.

It suddenly struck him that …

John’s plan to leave the party unnoticed …

Whether or not they’ll arrive …

13 I’m afraid I can’t take tomorrow off.

14 That last soloist has real talent.

It’s impossible for me to take the …

Whoever played that last …

15 If there’s one thing my aunt loves, it’s being taken out for dinner. My aunt loves …

16 It’s fantastic to hear you succeeding in getting that job. That you managed to get …

17 Which route should I take to get to the airport?

18 What is the name of the new head of department?

I wonder which route …

I don’t know what the …

She feared that she’d …

ADVANCED EXPERT

What my friends said was …

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Photocopiable activity 5A

What’s the word again?

1 2 3 4 5 6 7 8 9 10 11

CLUES 1 The report makes comparisons between male and female access to health provision and encourages wider discussion on the issue of gender _____ in healthcare. 2 Exhaust _____ have been found to have a significant impact on human health. 3 Research showed that having a lack of control over difficult situations often _____ stress in individuals. 4 To minimise the risk of _____ , new policies were implemented to ensure that in times of severe drought, sufficient food supplies would be made available. 5 People _____ a lot more sugar these days and, as a consequence, obesity is on the increase. 6 At the end of every season, all _____ stock is sold off cheaply to make space for new products coming in. 7 In the dry season, when water is _____ , you will often find animals congregating around the few remaining water holes. 8 Whilst power plants are known to _____ large quantities of greenhouse gases, other industries are responsible for similar emissions. 9 The students at the college organised a week of community events to celebrate cultural _____ and bring people from the area together. 10 Strong winds have led to widespread wind _____ in many agricultural areas and dramatically reduced the productivity of the land. 11 The judge decided that _____ would be awarded and ordered the company to pay £50,000 to the claimant.

Extra word: ____________________

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Photocopiable activity 5B

Odd one out

VERY

RATHER

EXTREMELY

TOTALLY

different simple unspoilt * disappointed

relieved freezing * difficult hot

excited effective important different *

unspoilt popular * believable absurd

ENORMOUSLY

COMPLETELY

ABSOLUTELY

PRETTY

popular powerful satisfying hard *

relieved * full terrified empty

perfect expensive * necessary fabulous

awful tall scorching * quiet

REALLY

EXTREMELY

UTTERLY

HUGELY

terrifying enormous * awful powerful

complicated popular hard unbearable *

unpopular * useless exhausted devastated

important angry * entertaining successful

QUITE

COMPLETELY

BADLY

TERRIBLY

painful good delighted * tasty

vital * different free wrong

needed hurt damaged resentful *

boring impossible * tired sorry

FAIRLY

PRETTY

VIRTUALLY

UTTERLY

rich important adequate * busy

sorry * upset hard frightening

identical deserted unchanged quiet *

exhausted devastated sleepy * ridiculous

TOTALLY

ABSOLUTELY

RATHER

PERFECTLY

disappointed * useful perfect absurd

amazed essential energetic * sure

important furious * excited fascinating

adequate fascinated * reasonable acceptable

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Photocopiable activity 5C

Match the mixed conditionals

Student A cards

Student B cards

If their flight hadn’t been delayed, …

… they would have been here by now.

If I had remembered to take an umbrella, …

… I wouldn’t be so soaking wet.

If I hadn’t arrived so late at the cinema, …

… I would know how the film begins.

If you had asked for directions, …

… we wouldn’t still be lost.

If we’d caught an earlier bus, …

… we would be in town by now.

If their prices were more reasonable, …

... they would’ve sold more stock.

If they hadn’t gone against their word, …

… people would still be voting for them.

If he hadn’t drunk so much coffee, …

… he wouldn’t have such a bad headache now.

Student B cards

Student A cards

If I’d known they were visiting the area tomorrow, …

… we could have arranged to meet up.

If I asked Sam for a lift home, …

… I’m sure he’d say yes.

If she hadn’t lost her job, …

… she’d still be living in her old house.

A best man’s speech has to include a few jokes, …

… otherwise it wouldn’t be interesting.

Unless he scores a goal, …

… they won’t get through to the next round.

Provided that it follows a steady growth plan, …

… the company can build itself up again.

Had I known how easy it was to find work, ...

… I would’ve trained as an engineer.

Were it not for her help and study advice, …

… he would never have completed the course.

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Photocopiable activity 6A

What’s the phrase?

Although she kept yawning and looking at her watch, he didn’t get …

… the message that she was tired and wanted to leave.

She is often in a world of her own and sometimes it can be impossible to get …

… through to her when you want to have a chat.

There are certain subjects it is best not to bring …

… up if you want a quiet life when at my parents’.

No matter how hard he tried, he simply couldn’t talk her …

… out of travelling around Europe by herself.

Oh come on you lot, we’re not here to talk …

… business, we’re here to celebrate Anne’s promotion!

After telling me the good news, she made me promise not to say …

… a word to anyone until the formal announcement was made.

You always know where you stand with Mike. He’s never afraid to speak …

… his mind and say what he thinks.

I’ve been asked to speak to you on …

… behalf of the faculty head, who is currently off sick.

Why are they not on speaking …

… terms? They’ve been friends for years and never fallen out.

There’s no use trying to talk any …

… sense into her. She’ll never listen. She never does.

It was a boost to her confidence to learn that her boss had spoken so …

… highly of her at the management meeting.

I don’t know about you, but I really don’t like making small …

… talk to people at functions. I find it hard to know what to say in these situations.

ADVANCED EXPERT

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Photocopiable activity 6B

Spell that

medicine

potatoes

recommend

exaggerate

apartment

embarrassed

necessary

disappointed

occurred

professionalism

accommodation

beginner

chiefs

enquiries

heroes

assistance

separate

niece

receive

informal

opportunity

definitely

extraordinary

accidentally

psychiatrist

truly

rhythm

manoeuvre

fluorescent

commemorate

questionnaire

conscientious

impossible

privilege

liaison

millennium

allege

lying

accomplish

possess

collectible

misspelling

desperate

withhold

apparent

inoculate

supersede

breathe

irresistible

controversy

harass

accessible

absence

twelfth

influential

cancelled

ADVANCED EXPERT

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Photocopiable activity 6C

Which form follows?

Have you ever really struggled …

… to fulfil a personal goal?

Would you ever attempt …

… to cheat in an exam you needed to pass?

What kind of things were you warned …

… not to do when you were a child?

Did you ever consider …

… becoming a teacher when you were at school?

If you could choose …

… to go on a beach or adventure holiday, which would you go for and why?

Have you ever forgotten …

… to take your passport when going abroad?

Can you imagine …

… being rich and famous? Do you think you’d enjoy all the attention?

When was the last time you volunteered …

… to help someone? And what help did you provide?

Is there any type of music you can’t bear …

… listening to? Why?

What do you hope …

… to achieve in the next year?

How often do you practise …

… speaking in English outside the classroom, for example every day?

Have you ever denied …

… doing something you had actually done?

ADVANCED EXPERT

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Photocopiable activity 7A

Crossword

1 2

3 4

5 6

7

8 9

10

11

12

13 14 15 16 17

ACROSS 2 Whilst the police believe that it was an isolated _____ , they urge residents to remain vigilant. 3 Is it customary to have _____ rather than carpets on the floor in your country? 4 They decided that it would be more practical to pay for a loft ______ than move home to gain an extra bedroom. 5 The most impressive part of the grounds is the Victorian _____ garden where the orchards and vegetable plots are located. 6 It was a _____ property and the previous owners had gone to great lengths to retain many of its original features. 8 I couldn’t help but _____ in on their conversation on hearing my name mentioned. 10 You can keep asking me that question until the _____ come home but the answer remains ‘no’. 11 If you opt for an _____ training programme, you’re far more likely to lose weight and get fit. 13 We had chosen this hotel over all others in the area due to the incredible _____ views it boasted. 15 Although we are incredibly close friends and have a lot in common, our political beliefs _____ greatly. 16 Unfortunately, tickets for their world tour will only be on sale for a _____ period of time. 17 The astronauts finally managed to _____ the broken satellite after many attempts. DOWN 1 She and her twin sister were so alike that the majority of people found it impossible to _____ them on looks alone. 3 The sign said that parking in this area was _____ to local residents only. 7 He had such an _____ look of concentration on his face that I didn’t dare disturb him. 9 She had always had a rather _____ innocence about her and would believe anything people told her. 12 It was rather ______ of you to respond to his rudeness by poking your tongue out. You’re too old for that! 14 Only after the crash did the full impact of what could have happened really _____ home. ADVANCED EXPERT

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Photocopiable activity 7B

START 

9 What are some of the most popular tourist destinations in your country?

1 How often do you travel by train? What is the best train journey you have made? 8 Which countries have you visited? Which would you most like to return to?

2 Which do you prefer: taking one long holiday or a few shorter ones each year? Why?

GO FORWARD 2 SPACES

4 Have you ever been on a long boat trip? Tell your group more about the experience.

 6 Talk about a tricky situation you have experienced whilst in another country.

5 Tell your group about the best trip abroad you have had and why it was so much fun.

12 Have you ever hitchhiked? If so, where? If not, why not?

13 What ten things do you always take with you when you travel?

14 What do you think are some of the benefits of travelling? What are some of the risks?

18 Tell your group about a holiday you remember going on as a child.

17 Have you ever lost your luggage when travelling? What happened?

16 What are common travel scams and have you ever been victim to any?

15 If you could spend a month away, where would you go and how would you get there?

21 How do you tend to spend your time when you are abroad if the weather is bad?

22 What types of souvenir do you usually bring back from trips abroad?

10 Have you ever got lost when travelling? If so, tell your group about it.

THROW AGAIN

The travel game

MISS A TURN

HAVE ANOTHER TURN 



 20 When travelling, do you prefer hot or cool climates? Why?

GO BACK 3 SPACES

FINISH

 ADVANCED EXPERT

GO FORWARD 2 SPACES

24 Have you ever had to travel for work? Tell your group about the experience.

 27 Do you agree with the notion of ‘When in Rome, do as the Romans do’?

26 How do you usually go about choosing where to stay when going abroad?

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25 What are some of the main benefits of travelling to other countries? 142

Photocopiable activity 7C

Hypothetically speaking …

1 I wish you hadn’t told me the price of a season ticket!

I’d rather you …

2 Why don’t you take a holiday and unwind for a bit?

It’s time you …

3 Instead of travelling by car, shall we do the journey by train?

Would you prefer it …

4 Do you think we should have invited them to join us?

What if we …

5 He did steal that money, but you pretend he didn’t.

You talk as though …

6 I’d like to have gone to the party but imagine what would have happened if I’d bumped into my ex.

Supposing I had gone …

7 Supposing his train has been delayed?

His train may …

8 I’d sooner you didn’t tell anyone about what happened last night.

You shouldn’t tell …

9 It’s time he moved out and found his own place.

He should …

10 They talk as though they’re something special.

They aren’t …

11 I’d rather we had stayed in for the evening.

We should …

12 If only she would stop complaining about the weather.

I wish she …

ADVANCED EXPERT

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Photocopiable activity 8A

Negative beginnings

1 Employees should not use social media sites at work on any account.

2 I have never encountered such friendly and hospitable people in all my life.

3 You cannot go back to work until the doctor says you’re ready to.

On no account …

Never have …

Not until …

4 We don’t often have the opportunity to enjoy a day out without the kids.

5 The moment we sat down to eat, the door bell rang.

6 They haven’t been camping together since they were children.

Rarely …

No sooner …

Not since …

7 It is only now that the true impact of the accident is becoming clear.

8 You should not arrive at work in jeans under any circumstances.

9 A good English-to-English dictionary gives not only definitions but also examples.

Only now …

Under no circumstances …

Not only …

10 Her sister hardly ever phones her during the week.

11 She tried repeatedly to start the car but without any success.

12 I heard the phone ringing inside the house the moment the door shut behind me.

Seldom …

Try as she might …

Hardly …

13 Texting only became popular after technology improved.

14 The children went quiet the moment he started telling them the story.

15 My boss made it absolutely clear that I had to finish the report before going home.

Not until …

No sooner …

On no account …

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Photocopiable activity 8B 1

Complete the gaps

2 3

4

5

6 7 9

8

10

11 12

13

14

15

16

17 18 19 ACROSS 1 The cost of the meal was pretty s_____ considering we’d not eaten a dessert or had coffees. 3 If you got rid of some of the furniture you never use, the room wouldn’t be so c_____ . 6 He must’ve got out of bed the wrong side, he’s been abrupt and o_____ with everyone this morning. 7 The performance was nothing special at all. In fact, I’d say it was m_____ . 11 I decided to wear n_____ clothing so I could relax and blend into the background. 13 The sea is just a stone’s t_____ from the apartment we’re staying in this summer. 16 It’s going to be hard to find him an unusual and q_____ present for his birthday, but I’ll do my best. 17 She said her secret to staying slim was to n_____ food rather than take large bites of it. 18 He was a very c_____ man and everyone considered him to be a true gentleman. 19 I had no idea this band were so popular! The place is completely p_____ out! DOWN 1 He was never going to become a famous guitarist, by any s_____ of the imagination. He simply wasn’t musical. 2 The e_____ priced room had left us with unrealistically high expectations of what the hotel would offer. 4 The music was so d_____ that neither of us could make out what the other was trying to say. 5 The cottage we went to view was t_____ away down a quiet country lane. 8 This city boasts a most i_____ mix of architectural styles; combining the very traditional with the ultra modern. 9 In case of an emergency, please call us. There’s always someone o_____ hand to help. 10 Restaurant 33 is located in the very h_____ of the city. Just head to the centre and you’ll find it. 12 I f_____ about in the dark, trying to find the light switch. 14 It was only when she s_____ into a chair and didn’t make a sound that we realised she was sleep walking. 15 The Waikiki Spa Resort, set on a quiet stretch of the coast, is famous for its relaxing and friendly a_____ .

ADVANCED EXPERT

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Photocopiable activity 8C Student A 1

M

O

V

I

Vocabulary for reviews N

G

2

W

E

A

K

3

I

M

P

R

E

S

S

B

S

O

R

B

I

N

G

F

A

R

F

E

T

C

H

N

G

A

G

I

N

G

U

P

B

E

A

T

V

E

L

Y

P

R

E

D

4

A

5 6

E

7 8

L

I

9

Student B 1 S P

E

I

V

E

3 4

E

D

5 6 7 8

I

C

T

A

B

H

I

L

L

2

W

I

T

T

Y

3

F

L

A

T

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N

2

C

4

I

1

L

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E

N

9

G

2 3

M

P

L

A

U

S

I

B

L

E

5

H

E

A

R

T

W

A

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M

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6

T

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D

I

O

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P

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7 8 9

C

O

ADVANCED EXPERT

1

4 N

G

5 6

L

I

N

G

7 8

N

G

9

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Photocopiable activity 9A

Report that

Sentence cards 1 ‘I’m sorry for forgetting your birthday.’

10 ‘If I were you, I wouldn’t drive anywhere alone.’

2 ‘I reckon it was Tim who stole the money.’

11 ‘OK, I admit it. I broke the window.’

3 ‘Don’t forget to call me as soon as you get your results.’

12 ‘You must come to ours. I won’t take no for an answer.’

4 ‘I wish I hadn’t shouted at Kim.’

13 ‘There’s a great new Spanish restaurant in town. You should try it.’

5 ‘It’s true. I’ve failed my driving test three times.’

14 ‘Thank you, but I couldn’t possibly accept your offer.’

6 ‘The reason why I started swimming was to get fit.’

15 ‘Of course, I’d love to go on holiday with you.’

7 ‘This steak is overcooked and far too chewy.’

16 ‘Would you like some help with your bags?’

8 ‘I see that Belmon’s summer sale starts next week.’

17 ‘Do you know where the Post Office is, please?’

9 ‘I didn’t break the remote control.’

18 ‘Well done on passing your exams.’

Reporting verbs admit confess

agree

advise

congratulate recommend

ADVANCED EXPERT

apologise deny refuse

ask

explain regret

blame insist

complain

notice

offer

remind

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147

Photocopiable activity 9B

Let’s talk about memory

How do you tend to remember phone numbers? Do you have a system?

Tell me about a day that you’ll always remember and why it is so important to you.

Why do you think some people are better at remembering faces than names?

Have you ever forgotten something really important? What happened?

Do sounds or particular songs ever bring back memories when you hear them?

Have you ever gone somewhere and felt as if you’ve already been there before?

What do you remember about the first school you attended as a child?

Which is more important to you, your long-term or shortterm memory? Why?

If you had a perfect memory, how might this have changed your life, or change it in the future?

How do you go about remembering new vocabulary in English?

Do you think computers can help us improve our memory?

What would be the worst thing about losing your memory through, for example, old age?

Why might having a photographic memory be a useful thing?

Have you ever tried to improve your memory through training or exercises?

What would you say are the most important functions of having memory?

Are you good at remembering the lyrics to songs? How do you best learn them?

How do you tend to remember important dates?

What memories from your childhood make you laugh or feel happy?

If you forget where you’ve left something, for example your keys, how do you try to recall where they are?

Do photos tend to bring back strong memories of places or past events to you?

Are there some things that you wish you didn’t remember?

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Photocopiable activity 9C

Word plus preposition dominoes

for

escape [VERB]

from

advise [VERB]

to

shout [VERB]

at

apologise [VERB]

for

complain [VERB]

to

throw [VERB]

good

at

accustomed [ADJ]

to

nervous [ADJ]

given

to

sorry

for

resort [VERB] discouraged [ADJ]

to [ADJ] about [ADJ] to

[ADJ]

quarrel [VERB]

about

anxious [ADJ]

for

care

about

present [VERB]

to

by [VERB]

keen [ADJ]

on

shocked [ADJ]

by

point [NOUN]

of

on

laugh [VERB]

at

throw [VERB]

at

complain [VERB]

about

interested [ADJ]

in

shocked [ADJ]

by

shout [VERB]

to

hope [NOUN]

hear

of

laugh [VERB]

about

annoyed [ADJ]

with

apologise [VERB]

to

quarrel [VERB]

with

terrified [ADJ]

of

anxious [ADJ]

about

for

blamed [ADJ]

at

about

of [VERB]

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care

insist [VERB] aim [VERB] hear [VERB]

[VERB]

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Photocopiable activity 10A

Across and down

1 2

3 4

6

5 7

8

9

10

11 12

13 14

15 16

17 18

ACROSS 2 If you want to burn calories and lose weight, regular c_____ exercise, such as running or swimming, is what you need. 6 In preparation for the Ironman challenge, James undertook a strict and rigorous training r_____ . 7 The a_____ rush he had felt on completing the race was suddenly replaced by intense fatigue. 8 On joining the gym, I decided to seek the advice of one of their fitness instructors so that they could design a p_____ training programme for me. 13 My coach always m______ the goalposts the moment I achieve the aims originally set out. 15 We were always curious how she kept her weight i_____ check. 16 Good health is not just about fitness, it’s also about n_____ and the amount that you eat and how often. 17 His negative comment before the race really took the w_____ out of her sails. 18 The moment he ran across the finishing l_____ , the crowd went wild with excitement. DOWN 1 The consumption of high p_____ foods, such as meat, beans and eggs, along with regular exercise, helps reduce weight whilst suppressing the appetite. 3 His trainer suggested some effective c_____ strength exercises to help him prepare for the long run ahead. 4 The team’s new manager is really on the b_____ and always seems to have an instinct for choosing the winning strategy each game. 5 On under 1,000 calories a day, the jockey d_____ enables jockeys to maintain specific weights for races whilst staying healthy. 9 He felt uncomfortable talking about who would be selected for the event and s_____ around the topic each time it was raised. 10 In the extreme heat, many of the athletes were s_____ profusely and prevented dehydration by regularly drinking the free water on offer throughout the course. 11 Building up the s_____ required to run a marathon can take time for a novice runner who may only be used to running shorter distances. 12 In the months running up to the competition, Alice decided to r_____ in her coffee consumption and drink more water instead. 14 Our college football team s_____ through the qualifying rounds with ease.

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Photocopiable activity 10B

Change it from the modal

1 You should have checked when the last train left. SUPPOSE

[INFORMAL]

2 All visitors must obtain a visa to enter the country. REQUIRE

[FORMAL]

3 I think you should ask whether you get a student discount. HAD BETTER [INFORMAL]

4 Remember, you don’t have to pay back the loan immediately. NO OBLIGATION [Quite FORMAL]

5 All outstanding reports must be completed by the end of the week. BE COMPLETE [Very FORMAL]

6 I thought we had to wear formal clothing to the meal. FEEL OBLIGED [NEUTRAL]

7 Fire doors must not be left open at any time. [FORMAL]

8 If you want to get a parking space, you should arrive early. ADVISABLE [FORMAL]

9 You should have sent that email first thing this morning. SUPPOSE [INFORMAL]

10 Hard hats must be worn by all visitors to the construction site. REQUIRE [FORMAL]

11 I think you should ask Jo for some help.

12 Remember, you don’t have to accept the offer.

FORBID

HAD BETTER

[INFORMAL]

NO OBLIGATION [Quite FORMAL]

13 All pay claims must be completed by the 23rd of the month. BE COMPLETE [Very FORMAL]

14 I thought I had to invite Markus and his wife to the reception. FEEL OBLIGED [NEUTRAL]

15 Jeans or flip-flops must not be worn at work.

16 If you really want the job, you should read up on the company and show you’re interested. ADVISABLE [FORMAL]

FORBID

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[FORMAL]

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Photocopiable activity 10C

Complete and reorder the proposal

PHRASES the library could also … many students have said they would … if the university is to maintain its status, it is vital that … a constant complaint has been … obviously, all developments … there have been many requests for … I would suggest we … it is clear that … one low-cost option would be … students have commented that … they have said they would be … PROPOSAL Proposal The aim of this proposal is to suggest how facilities on campus may be improved, bearing in mind financial constraints. Having considered all feedback received from students, a clear picture emerges. Suggestions and recommendations 1 The library Whilst the library is generally well stocked, ________________________________________ additional copies of key textbooks and articles to be available so all students can access them when needed. ________________________________________ to reduce the loan period from a week to three days, thus increasing availability. ________________________________________ purchase extra copies. 2 The IT facilities ________________________________________ welcome extended opening hours at the IT rooms, which currently close at 8 p.m. ________________________________________ if 24/7 access were available, they would be better able to complete assignments without undue stress. ________________________________________ set up a security system for after-hours opening, where students swipe in using their student cards. 3 Student union ________________________________________ that the union offers little variety in terms of the entertainment available. ________________________________________ our students would like to hold events such as international film nights, open mike and comedy nights. ________________________________________ prepared to organise events and have suggested establishing specific societies to do that. Conclusion Without excessive spending, the facilities on campus could be improved. ________________________________________ the above points be addressed. ________________________________________ would be best discussed with the students’ association so as to encourage their involvement.

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Audioscripts Module 1 Listening 1. Page 12. Exercise 2. OK, well this is the last few weeks as students for most of you. Although your thoughts will doubtless be turning to final exams, or maybe the celebrations which will follow, there’s also the issue of what you are going to do next with your life, which is why I’ve been invited here today. After all, you’ve got to earn a living and pay back your student loans. My name’s David Thomas and, having been on many an interview panel in my time, I’d like to talk not only about making a good impression at the interview itself, but also about preparing for the interview beforehand.

Listening 1. Page 12. Exercise 3. Right, well, the key to success is really all in the preparation. Firstly, make sure you dress comfortably and in an appropriate style for the job you’re applying for – so nothing too trendy if you’re going for a banking job, and a conservative suit probably won’t help your cause if you’re after a job as a cutting-edge fashion designer. And obviously remember to prepare everything you’ll need to take the night before. Apart from your personal possessions, you’ll probably need a map, your CV, photocopies of certificates, that sort of thing. Go out and buy yourself a folder to put them in. It’s not too impressive when interviewees are fumbling around dropping paper all over the floor. Another important point is to go online and work out how you’re going to get to the interview so that you arrive in good time with no last-minute panics. Allow a safety margin for hold-ups and, if at all feasible, do a practice run first. Being late is a definite no-no. Related to that of course, doing research about the company will definitely pay off. If you do this, you’ll be able to ask one or two intelligent questions of your own. Finally, prepare yourself psychologically. Visualising success in advance helps. Everyone is nervous; it’s about controlling the butterflies in the stomach and the dry mouth. Take deep breaths and remain calm.

Listening 1. Page 12. Exercise 4b. [Listening 1, Page 12. Exercise 3 will be repeated.]

Listening 1. Page 12. Exercise 5b. When you meet the interviewers, remember that first impressions are crucial. Research has linked the kind of handshake you give to the type of character you are. I’m not entirely convinced by

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this, but the same research also links eye contact to personality and this – along with a smile – is what most interviewers will notice straightaway and will help to create a favourable impact before you even sit down. When you DO sit down, sit to the back of the chair and try not to slouch. Your body language speaks volumes, and shows you are confident. So relax your shoulders, hold your head high and don’t fidget. And keep your hands as still as possible, using moderate gestures to show emotion and interest rather than waving your arms around. Another thing I’d urge you to do is to listen carefully, don’t interrupt and be prepared to give some thought to how you answer questions. Unless specifically asked to, avoid long-winded answers. I’ve had to stop people rambling on for two minutes or even longer – when actually fifty seconds at most is usually enough. The same applies to asking questions –keep them short and to the point. When you DO speak, it is obviously important to express yourself clearly. Your tone of voice is just as important, if not more so – if you mumble or sound monotonous, the interviewers will just switch off and think you’re not keen. So put some energy into what you’re saying by varying the volume and pace. If necessary, practise beforehand with a friend and get their opinion on how you sound.

Listening 2, Page 15, Exercise 3. Hi! My name’s Louise. I’m a primary school teacher in a village and I’d like to talk to you about how we try and assimilate migrant children – children from other cultures and other language groups – into my school. When I first started teaching there before we had our impressive hi-tech buildings with their wonderfully light and airy classrooms and interactive whiteboards, all our premises looked run-down. But the lessons were fun, partly because nearly all the children were born in the village and grew up there. But when families came to live here with little or no grasp of the language, none of us teachers really knew how to best integrate their children into a class full of local children. I had a go at putting up a world map and asking the newcomers to point to where they were born. Then I told the class something that might appeal to them about whatever country it was. Another teacher told me she got them to write the word ‘hello’ in their language on a sticky label and put it on the wall.

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Later, the school took certain initiatives, like we would have a day where the whole school focused on a particular country – things like national festivities and typical food. On one occasion, a local TV crew interviewed the teachers about it for a news item. On another, the pupils were encouraged to put together a radio programme in which they told us about their homelands. It was all to try and create an atmosphere of mutual respect. Admittedly though, academically, we had mixed success. Subjects like numeracy and science were OK – we had lessons every day – but the migrant children made slow progress in more literacy-based classes like history, which was only taught two hours a week. And I can’t pretend that some of the non-migrant students were stretched enough generally and made the progress they could have. Five years ago, the government finally recognised that disadvantaged schools needed extra resources to help migrant children. And, in what I think was a really courageous move, it was left to teachers at school level to allocate funding. Normally, you’d expect the government, local authorities or at least senior managers to make these decisions. Now we take children out of mainstream teaching and teach them in small groups – four maximum – until they’ve mastered the language well enough to cope alongside the others. The exception is art lessons, where all the children work together, and there’s some debate about doing the same for music lessons. Some of our permanent teachers are from the students’ own countries and they come into class and help the rest of us get over difficult concepts. We also sometimes take on social workers on short-term contracts to liaise with parents if their children act badly towards teachers and other students. Happily, these days, when the migrant children go on to secondary school, they achieve as much as the other children, and even in poorer areas they usually achieve as much as those in more affluent areas. At the moment the government is running a pilot project that puts fifteen to sixteen-year-olds in touch with trained instructors – this helps them fit into society and get the careers advice they need. [This track will be repeated.]

Speaking, Page 16, Exercise 1d. apprehensive, directionless, disillusioned, distracted, engaged, inspired, intimidated, motivated, muddled, overwhelmed, passive, pressurised, relieved, self-conscious, wellsupported

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Speaking, Page 17, Exercise 3b. In this part of the test, I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a minute, and also to answer a question briefly about your partner’s pictures. Simon, it’s your turn first. Here are your pictures. They show three different styles of learning. I’d like you to compare two of the pictures, and say what the advantages of these styles of learning might be, and how the learners might be feeling. All right?

Speaking, Page 17, Exercise 3c. B:Well, the photos are similar in one way – they both show learning situations. One is a lecture, could be at a university, and the tutor looks as if he is giving his audience a whole mass of information. The other is a one-to-one situation. A ski instructor is showing a person – she must be a novice –how to position her legs. I suppose that the main advantage of the lecture format might be that it is a very useful way of communicating knowledge, or ideas, to a large group of people – assuming they’re awake and listening. Whereas, having an individual tutor is probably much more helpful when you are learning a skill because you get all that personal attention. In the first picture, you can’t really tell whether the students are really involved or not. They seem very passive and I suspect that some of them are feeling a bit overwhelmed by the amount of data that’s being thrown at them. The person learning to ski on the other hand looks thoroughly engaged in the lesson. I guess, though, that she must be feeling a little apprehensive – it would be only natural if it’s her first time on skis. A:Tania, which style of learning do you think is the most effective?

Speaking, Page 17, Exercise 4a. [Speaking, Page 17, Exercise 3c will be repeated.]

Module 2 Listening 1, Page 28, Exercise 2. A:When Laura Walters met Dan Garbutt, an obsessive technophile who works for a social networking site, little did she know the implications this would have for their relationship. They are in the studio today. Welcome to you both. Laura, is it true that Dan actually proposed to you online? How did you react to that? B:Well, it took me quite a bit to cotton on to what was actually happening, because I’d gone out for a walk with Julie – a friend who it turned out was in on the secret. Julie and I were having lunch at

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a restaurant which is quite a romantic place for Dan and me, as we went there on our first date. In the middle of the meal I got a text message from Dan, telling me to go outside. I wondered what on earth he was doing there, I was caught totally unawares, but anyway I went outside and there was Dan on one knee waiting for me. C:What she didn’t realise at first was that my friend Alan was lurking behind a tree and recording the proposal on the video camera on his phone. The whole thing was being streamed to a website I’d set up, so that our families could watch it in real time. A:It would have been a bit embarrassing if you’d turned him down, Laura. B:True, but we’d been going out for over seven years, so that wasn’t really going to happen. Everyone who meets me asks if I was thrilled about the romantic proposal, but to be honest, when I realised people were re-tweeting the link and thousands of people were watching it live, I felt a bit awkward. Afterwards, though, once the initial shock had worn off, I was fine about it and took it as a huge compliment. A:I suppose you’re used to Dan’s technology addiction by now? B:Some people would find it really annoying, I know, but I just go along with it and take it in my stride.

Listening 1, Page 28, Exercise 3a. [Listening 1, Page 28, Exercise 2 will be repeated.]

Listening 1, Page 28, Exercise 4a. A:But you both agreed that there would be no mobile phones at the actual wedding. Was this you putting your foot down, Laura? B:It was. Most of the time I’m chilled with it but sometimes I feel technology takes over far too much and I wanted the day just to be about us. So we agreed that he wouldn’t video our actual marriage. But of course, he couldn’t quite help himself. C:I’m afraid I couldn’t resist sneaking two clips during the wedding. I didn’t send them though – I waited until we were back at the hotel. B:And I wouldn’t be honest if I didn’t admit I was really pleased to be able to see the video straightaway. So he got away with it in the end, even though he broke his promise.

Listening 1, Page 28, Exercise 5a. A:With us today on Radio Three Live is psychologist Carolyn Adams. Carolyn, you’ve spent the last year investigating the impact of

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social networking on our lives. Is there anything there which you think is a cause for concern? B:Well, inevitably, some of the research was going over old ground – the usual stories about people splitting up with their partners because they were glued to the screen all the time, and how some character types are more liable than others to become obsessed. But we knew that already. What began to dawn on me though was that by using a smiley face or thumbs down icon when texting or social networking, people are choosing to communicate in a very simplistic way. And what really worries me is how people are ever going to work out the subtleties of communication – expressions or tones of voice – if they don’t actually get to meet up that often. A:And was there anything you hadn’t really realised before about the impact of social networking? B:Yes – it was while I was interviewing a young woman called Florence, when she was telling me about meeting her boyfriend online. Apparently, after they’d been going out for a month or so, he became really anxious they should make their relationship official on Facebook. I was really astounded at how much this obviously mattered to the two of them – almost as though if it isn’t in the public domain, it isn’t real – you need to prove it to everyone. And I know that there’s a tendency to use social networking sites as a kind of a scrapbook or a diary at the start of a new romance but I suppose I hadn’t quite realised how many people want every detail of their lives out there, shared with hundreds if not thousands of others, and expecting continuous feedback. A:And in general, after your experience, what do you feel about the future of social networking? B:Well, there are certainly all sorts of positive aspects. It’s an amazing plus to be able to connect to loved-ones who are far away. And it’s certainly good that governments and corporations have more pressure put on them to be more accountable. As yet though, few questions have been asked about the kinds of sensitive issues that come up in therapy – and importantly whether the quality of our friendships has been sacrificed to quantity. Let’s remember, though, that people have always created technology before figuring out how to handle it socially. That isn’t done overnight, but I’m sure it’ll sort itself out. Anyway, who knows what will be the next big thing in the field of technology? [This track will be repeated.]

Listening 2, Page 31, Exercise 3. A:In the studio today we have Lucy Chapman, a dance teacher who works on a radical

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programme for young offenders, and Dylan Baker, a former young offender who was once one of her students on the programme. Turning to you first, Lucy, perhaps you could tell us a bit about the project. B:Yes, good morning. Basically it’s a rigorous three-month dance course leading to a recognised qualification. It’s not intended for all criminals but for young offenders who have been arrested several times but are not considered a serious risk to the public. In our view, giving these kids a term in a juvenile jail where they’d learn tricks of the criminal trade from their peers is pointless. If we can steer them in another direction, then so much the better. Some people believe the course is a soft option but, believe me, it’s demanding and disciplined. Not only do they learn to dance, but they learn about the history of dance, with literacy skills woven into the timetable. A:Interesting. Why did you decide to teach on the course? B:I heard about a project in Ethiopia, where poor children felt a sense of achievement for the first time in their lives when they learnt to dance. They were fired with so much enthusiasm that they put on a major dance production in three weeks, and two of the former street children have had rave notices everywhere. A lot of kids around here get into crime because they have no faith in themselves and don’t even try to live a normal life. Their cry of can’t, shan’t, won’t is a kind of defence. I wanted to help them come to terms with their negative feelings – break through the limitations they impose on themselves. A:Dylan, at seventeen you are now a dance teacher on the programme. How did that happen? C:Well, my dad was always in and out of prison and I was getting into street crime and it’d have gone on like that if they’d locked me up at fifteen. But instead they sentenced me to dance! I didn’t want to do it, but it was better than the alternative. The programme came as a shock. I didn’t like the dance stuff at first – my body ached and I was exhausted. But my tutor was patient and kept saying I could do it. A few of the others dropped out and went to prison instead. They couldn’t cope with the commitment. Amazingly, I passed all my exams. One thing led to another and the programme director gave me the opportunity to work on the course. For the first time in my life my family’s proud of me. A: Lucy, is Dylan typical of the kind of young offender who goes through the programme? B:Yes, although he’s done exceptionally well. When they arrive they are always reluctant.

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They're used to living on junk food, and getting up at four in the afternoon. So, we start by teaching nutrition and cooking – no fast food allowed. At the same time, they exercise hard. Then, as they improve physically and their confidence grows, they realise they might be able to perform dance routines that they thought were beyond them. That’s when we see things really take off. The reason we insist they put on a performance early on is to focus their minds. They don’t want to make fools of themselves. During the second half of the programme the participants teach dance to children. This helps develop a valuable sense of responsibility. A:You must find the project a real challenge. B:Sure, at the beginning, the courts had to be persuaded that the dance training was constructive and tough, but when officials came to watch the graduation performances they were impressed. What thrills me most is that just under thirty-three percent of trainees have reoffended, many fewer than those on conventional prison sentences. We know the skills learnt are transferable to other kinds of work, so we spend a lot of time helping the young people look at directions they might take afterwards. But I have to admit the hardest part is persuading them there are opportunities for them out there. A:But it must be rewarding. B:Yes, obviously not in the financial sense! It’s not something I ever intended to do – it came up by chance really. We do turn out some skilled performers but that’s not really the point either. What I love is seeing people who thought they had no value to society realise they might be worth something after all. I’m convinced they go out better citizens than if they’d been locked up in a cell. We've had a fair bit of publicity recently, which is nice, but journalists always focus on people like me, which is ridiculous. It’s not about me; it’s about people like Dylan here. [This track will be repeated.]

Speaking, Page 32, Exercise 1b. Exchange one, Candidate A. A:What do you do here? B:I work in an office. A:How long have you been studying English? B:I’ve been studying English for six years. Exchange two, Candidate B. A:What has been your most interesting travel experience and why?

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C:Well, actually it was quite recently. When I left college, I was lucky enough to be invited to stay on a ranch in the USA, and it really opened my eyes to a very different way of life. The people were so relaxed and hospitable – it was wonderful. A:What do you hope to be doing in five years’ time? C:Oh, lots of things, I hope. I’ve met this fantastic person at work and we’re seeing a lot of each other. I’m hoping we might be married by then, although I don’t feel quite ready for it yet. I’m also looking for a nicer flat. In five years’ time, I’d like to be living somewhere a bit bigger.

Speaking, Page 33, Exercise 3a. A:First of all, we’d like to know a little about you. Frédéric, where do you come from? B:I was born in France nineteen years ago. A:And you, Paola? C:Well, you know, originally from a little village in the north-west of Italy, though I’ve been living in Portugal for the last ten years. A:Thank you. And could you tell me how long you’ve both been studying English? Paola? C:Well, I started learning English at school when I was about eight, but I’ve been coming to this language school for … eh … let me think … nearly four years now. A:And you, Frédéric? B:I have studied English since 2009. A:Thank you both very much.

Speaking, Page 33, Exercise 3b. A:Frédéric, what are your earliest memories of school? B:Mmm, I was six when I started. It was a very small school and I cried on the first day because I had no friends. A:And you, Paola? C:I remember taking a doll with me, and refusing to let it go. I used to keep it on my desk, and I’d scream if anyone tried to move it. A:And what is the most exciting experience you’ve ever had? C:Er … that’s difficult to say … there have been so many … it might be the first time I went skiing as a child. I’d only ever skied indoors before and it was the first time I’d seen real snow. A:And what about you, Frédéric?

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B:I don’t really know … A:OK. What do you hope to achieve in the future? B:To pass this exam of course!

Module 3 Listening 1, Page 44, Exercise 2a. I’ve always been arty but both my sisters are fantastic at painting, which put me off doing it because I knew I’d never be as good. Then I hit on the idea of making jewellery, and got a real buzz out of coming up with innovative ideas and using them in my designs. I get inspiration from all over the place – photos, films, even architecture. Initially, I thought I might try and make some money out of my hobby, but this isn’t going to happen until I get myself better organised. To my disappointment, the actual making of the jewellery didn’t get off to a brilliant start – mainly because I tried to be too clever with my designs. Now they’re not so fussy but they still look effective, and it’s been great fun experimenting.

Listening 1, Page 44, Exercise 4. A:I’ve always been arty but both my sisters are fantastic at painting, which put me off doing it because I knew I’d never be as good. Then I hit on the idea of making jewellery, and got a real buzz out of coming up with innovative ideas and using them in my designs. I get inspiration from all over the place – photos, films, even architecture. Initially, I thought I might try and make some money out of my hobby, but this isn’t going to happen until I get myself better organised. To my disappointment, the actual making of the jewellery didn’t get off to a brilliant start – mainly because I tried to be too clever with my designs. Now they’re not so fussy but they still look effective, and it’s been great fun experimenting. B:I’ve been going to a creative writing course once a week for the past year – it’s quite expensive, but I’ve been given a small grant towards it, which helps. None of us have ever written anything before so we’re pretty much in the same boat. A few of us get on really well and have lots of things in common, so we sometimes meet up socially, which has been an unexpected plus. Every week, we have to read out what we’ve written in class and get feedback from the teacher and everyone else, which is a bit intimidating! I’d underestimated how hard it would be – not so much the actual writing as coming up with something interesting to say that hasn’t been said thousands of times already. I hope it gets easier! C:The main issue is that by the time I’ve got back from work and made everyone dinner, I’ve still got a thousand and one other little jobs I should

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be doing instead. I’m also often tempted to just curl up in front of the TV with my family instead of going off to my little studio in the garden. Once I’m there though, it’s worth it. I make myself a coffee and listen to music while I’m making my pots and bowls, and it’s restful because this is something that can’t be done in a hurry. So even if pottery takes up a lot of my evenings, it really helps me to stop stressing about what’s gone on at work and I feel so much better afterwards. [This track will be repeated.]

Listening 2, Page 47, Exercise 2b. A:Some people regard me as an eccentric because I’ve spent my whole life obsessed with one person. All the items of his I have on display – shirts, trousers, and so on – are neatly framed and captioned, and I’ve got a collection of rare vinyl discs in the loft – all stored alphabetically. It’s true that my need to put everything in order drives my partner to distraction. She asks why it all matters, but as I’ve told her many times my interest goes back to when I first heard him at sixteen. His lyrics were so full of sadness. I felt I knew what he was going through and just had to collect everything he recorded. B:I was relaxing in a hot bath when I first heard him sing. Wow! It was as though an electrical charge had gone through me. Immediately I jumped out and started Googling his name. Within a fortnight I’d joined his fan club and was attending gigs across the world. Even now, hearing him live, the hairs stand up on the back of my neck. The fan club thing is fine, but I’ve been using all my savings and I’ve had to cut back on luxuries. Luckily, I’ve got a very accommodating boyfriend. He knows that my whole life has been a string of passions, whether it was a boy band or a football club. C:I’m a hoarder more than a collector. You could do an inventory of all the clutter and never be quite certain whether I have a method. I’ve got the usual – videos, DVDs, magazine interviews – but also rarer things like autographs and weird items like locks of his hair and a soap bar he used. Priceless! I must admit, though, my daughter’s become so exasperated with the way that I leave everything lying around that she says she’s going to throw it all out one day. There are so many things I’ve come to like about him but what first got me interested in him was a lighthearted radio interview and I couldn’t stop giggling at his turn of phrase. D:My boyfriend and I had cuddled up on the sofa to watch some old music videos when suddenly I saw those clear blue eyes, and, oh, I was done for. And really it went from there. At first I started downloading photos, which was harmless, but when my boyfriend and I split up I covered

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myself with tattoos of him. It felt like a symbol of my new-found freedom! But now I’m a bit older and not quite as crazy about him as I was. The tattoos have started to fade but it can still be a bit awkward when you’re on the beach and you feel people might be staring at you. E: He was the first to inspire me to give up my office job, get a voice coach and develop my talent. And while I’ve never had that much success as a professional singer, I’ve always looked up to him as the person I might be. I went to his every European gig, and collected everything I could from the merchandise stands. I think even now I’ve tracked every item of importance there is to own and can recite, in date order, every single he’s released anywhere in the world. Maybe it’s a bit bizarre but it really gets to me when I’m told by people who don’t know me that it’s only a craze and I should have grown out of such a silly obsession. [This track will be repeated.]

Speaking, Page 49, Exercise 3b. Now I’d like you to talk about something together for about two minutes. Here are some different forms of entertainment popular with young people in many parts of the world and a question for you to discuss. First you have some time to look at the task. Now talk to each other about why these forms of entertainment might be popular with young people in many parts of the world.

Speaking, Page 49, Exercise 3c. A:OK, shall I start? Well, personally I think young people are excited by forms of entertainment with lots of energy in. B:You mean things like clubbing, with all that electronic dance music. That’s very much a young people thing. It’s a kind of sub-culture. A:Yes, but not only activities where they have to take part but things like stage musicals where someone else does the hard work and they just sit down and let it all wash over them. B:I guess on the whole I agree with you. Most young people I know like things which are not so serious. Mind you it does depend on their character. I know quite a few who find all that kind of stuff a bit shallow, not very fulfilling. They’d much rather go to a good art exhibition or stay at home, chill and read a book. Wouldn’t you agree? A:Yes, and you can’t say that karaoke is spiritually uplifting, can you? It may be great fun but that’s about it. Anyhow, they’re not on our list. Let’s move on, shall we? What about contemporary circus? That doesn’t have much appeal, does it?

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B:Mmm … perhaps not … Certainly not the oldfashioned traditional circuses, but maybe some of the more cutting-edge stuff which mixes circus with street entertainment.

B:Yes, let’s go for stage musicals and contemporary circus, contemporary because it will have to keep reinventing itself to remain relevant to new generations.

A:I know what you mean but I’m not so sure many of my friends are that interested. I know quite a few who would prefer to disappear off to watch some stand-up comic in a dingy club.

C:Yes, I think I know what you’re saying! So, agreed!

B:Well, actually is that true internationally? Standup seems to be more of a European thing.

Speaking, Page 49, Exercise 4a.

A:Tell me, what do you think about musicals on stage? B:A lot of my friends like them, particularly when there are so few new ones on the screen these days. When you think about it, don’t they combine the traditional theatre of opera and musical theatre with … A:Dance, of course! B:Yes, high-energy stuff. So, it’s not just a matter of fashion. People always come out of them smiling.

Speaking, Page 49, Exercise 3d. A:Thank you. Now you have a minute to decide which two of the forms of entertainment will remain most popular in the future. C:Oh, that’s a difficult one. Let’s think. Erm … well, we’re both very positive about stage musicals, aren’t we? They’re fun, energetic and usually light. B:Yes, and they’ve been around a long time, so there’s no reason to think they’re going to disappear. C:Yes, clubbing and stand-up might be more a matter of fashion, and karaoke too come to that. B:Do you think so? There’ll always be clubs, surely? C:Yes, but not in the sense that we understand clubbing. B:Couldn’t you say the same about circuses? C:No, I don’t think so. The style might change – in lots of countries you don’t see animals these days, but circuses in some form or another have been around for centuries. I can’t see that changing. B:I’m not sure, but I’m happy to go along with you that some form of circus will be around long after karaoke has disappeared. C:So we’re agreed, then.

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A:Thank you.

[Speaking, Page 49, Exercise 3c and Speaking, Page 49, Exercise 3d will be repeated.]

Module 4 Listening 1, Page 60, Exercise 2a. A:Even though I’ve lived here in Britain for ages now, some things still baffle me, like yesterday, I congratulated my neighbour on her first-class university degree. And she just laughed and said, ‘Well, exams are obviously getting easier these days’ and changed the subject quickly as if she felt apologetic about it. B:But I bet she’d have been put out if you’d agreed with her about exams getting easier. A:I’m sure she would! It’s not that the British are more modest – I suppose it’s just that they hate to come across as showing off or making a fuss. Whereas, rather than play down something we’ve done well, we Americans would’ve have shouted it from the rooftops, probably! I find the whole thing quite funny, really. B:Mmm … do you? It gets on my nerves, actually, because it’s really hard at times to work out what they really mean. In fact, I feel like giving up sometimes. It would be so much easier if they’d just come out and say it, like we do. We’re much more straightforward and though I know we can be a bit in-your-face, at least people know where they are with us. A:Good point.

Listening 1, Page 60, Exercise 3b. [Listening 1, Page 60, Exercise 2a will be repeated twice]

Listening 1, Page 60, Exercise 3c. A:Well, I was brought up in the middle of nowhere, where there’s so much pressure to toe the line and fit in with everyone else. B:Oh come on! I’ve always thought … A:No, honestly. That’s why I left. It’s not just in rural areas, either. You find that people in towns and cities can be conventional too – some people have pretty much judged you before you even open your mouth just because you dye your hair

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pink or – as in my case – you’re covered in tattoos. Or you have a nose-ring. Or whatever. Whereas here, they at least get to know you first before making up their minds about you. B:For me, much of the vitality and buzz of London comes from the mix of cultures. You just didn’t get that in the small town where I grew up. I spend hours just watching people go by – the West Indian men looking immaculate on their way to church and the African women in these fantastic multi-coloured outfits. I just love this aspect of being here. A:It’s certainly a wonderful melting pot, which is probably why you don’t have to worry about social norms or how you’re supposed to live. You can just do your own thing. [This track will be repeated.]

Listening 2, Page 63, Exercise 3b. Extract One A:So, Hector, what turned you into a cycle activist? B:Well, like some others in our great capital I felt that cyclists weren’t being taken seriously. Our infrastructure wasn’t at all cycle-friendly and car drivers treated us as second-class citizens. And this is at a time when we need to reduce the number of cars on the road, and improve mobility. A:So how did you make a difference? B:Our first step was to design and build cycle racks ourselves. A few of us – industrial designers mainly who biked to work – came up with an oddlooking rack which has each bike at a different height, so we could get six bikes in a single car parking space. Since we didn’t have political support, and we still haven’t, we had to sell our ‘bike ports’, as we call them, at a very low cost to cafés and the like. What I’m really proud of is that now we have 230 ports dotted around, in each of which you’ll find a map showing where they all are and a cycle route. A:It’s only a matter of time then before local politicians jump on the bandwagon. B:Sure. Maybe that’ll be a good thing, maybe not. [This part will be repeated.] Extract Two C:Haven’t you heard of guerrilla gardening? It’s a brilliant example of neighbourhood activism. ‘Let’s Fight Filth with Forks and Flowers’. What a slogan!

D:Yes, but I can’t see much sense in it. Turning a roadside, or another public space, into a garden. What’s the point of that? C:Why not if it looks nice! And it’s at the activists’ own expense. They buy discounted plants, or make ‘seed bombs’ – a mix of earth and seeds – and chuck them around. I can’t understand the problem for government – all right, the law has to be enforced, but the public likes the results and supports their work. D:How very secretive, creeping around under the cover of darkness to avoid getting arrested! And all that military terminology, like guerrilla and bomb. They sound to me like a bunch of ordinary people wanting to liven up their lives. C:Maybe, but it’s peaceful and brings joy. Lots of passers-by help out and pot up a plant, which is great because it becomes a community thing. D:OK, and then the big stores start cashing in. I saw an advert the other day for pillows stuffed with lavender grown by – guess who? – guerrilla gardeners. [This part will be repeated.] Extract Three E: I always hated the image of the aggressive activist, but I wanted to do something to help improve the world. I loved knitting and sewing, so I started putting up small cross-stitched banners on public monuments with quotes to get people thinking, and documented it on my blog. F: Mmmm … more satisfying than just knitting a pair of socks, I suppose. I saw one of the handkerchiefs you sent to the bosses of the large banks. It had a funny message on and made a good point. But I can’t imagine it making any difference. E: Yes, it does. People follow my videos online and make their own recordings. There are now over 900 members worldwide and we promote discussion of global poverty, homelessness and human rights injustices, all through craft. We’re attracting people who’ve never bothered with these issues before. We’ve even had a meeting with a United Nations commissioner. F: Mmmm, I suppose I’m a bit suspicious when people like that get interested. But I like the idea of people coming together to empower each other. E: We’ve got to stop doing things just for our own personal well-being. I believe that activism of this sort will make us think more before we act in future. [This part will be repeated.]

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Speaking, Page 65, Exercise 3a. In this part of the test, I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a minute, and also to answer a question briefly about your partner’s pictures. Thérèse, it’s your turn first. Here are your pictures. They show three different forms of protest. I’d like you to compare two of the pictures, and say why people might be protesting and how effective their protest might be.

Speaking, Page 65, Exercise 3b. A:Well, both photos show people protesting. One is a group of people in – it looks like a playing field. Perhaps they’re protesting against it being sold, or something being built on the field. They’ve formed the shape of the word ‘No’. I’m not sure how effective that would be. The other one I can understand. It’s really annoying in a small village when there is no post office, and you have to go to the nearest town instead. A petition’s quite a good way. That third one is about – I don’t know, perhaps freedom of information. I don’t want to talk about that one. Going back to the picture of the playing field, it seems as though a lot of people feel the same way, and they are organised. That’s not necessarily the case in the other one. Is the protest effective? I don’t think demonstrations or banners ever have much effect. In some situations, the one thing that gets people listening is when you go on strike, but that’s not possible here. B:Thank you. Pierre, which protest do you think will be the most effective, and why?

Speaking, Page 65, Exercise 3c. A:These are the two I’ve chosen. In this one the people are holding a demonstration, possibly against building something on the field, whereas in the other, people are signing a petition against a plan to close a post office. The people are obviously protesting because they are unhappy. If you live in a small village where there is no public transport, it could be very difficult for some older people to travel to the next town to go to the post office. And if something is built on the playing field, young people will probably have nowhere to go to play sports, and many countries already have a problem with obesity. It’s difficult to say how effective the protests might be – it depends on how well organised they are and how many people get involved. The advantage, though, of a demo is that if it gets reported in the newspapers and on TV, people are bound to sit up and take notice. But you have to be careful it doesn’t get violent or the publicity works against you. The petition might well have a

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big effect too, particularly if residents can register their protest online. B:Thank you. Now, Thomas, which protest do you think will be the most effective, and why?

Speaking, Page 65, Exercise 4. [Speaking, Page 65, Exercise 3c will be repeated.]

Module 5 Listening 1, Page 76, Exercise 3. Hi. I’m Simon Dickson, and I’m going to talk about the disturbing recent decline in the population of bees. Having said that, bees being threatened with extinction is not a new phenomenon. As long ago as 1965, in the UK and other parts of Europe, scientists were well aware of the problem, but it had to get much worse – I think around 1998 – before the rest of the world began to get alarmed. From around 2004, the decline has spread further afield to places like North America and Asia, and in 2010 we were hearing reports of Chinese farmers having to pollinate fruit trees by hand. Bees are in big trouble. Which means we are too because, as you know, bees pollinate many important plants we need for food, including most fruit and vegetables. These crops also provide us with a crucial source of vitamins, so a lack of bees is inevitably going to have a knock-on effect on the availability and quality of food everywhere. It is extremely important that human beings change the way they manage the planet. I’m anxious about many things – energy conservation, the dangers of genetic engineering and population growth – but, for me, the loss of our bees is right up there with climate change in the nightmare scenarios that keep me awake at night. So why are we losing our bees? Perhaps it’s nature’s way of telling us that environmental conditions are deteriorating and we need to act. As modern methods of agriculture are introduced more widely, there is a corresponding loss in the amount of food available to bees. For example, more and more of the same crops are grown in ever larger fields, and the hedges that are the bees’ nesting sites are being destroyed. More crucially, these radical changes have resulted in less variety of food because, although bees may avoid starvation if they settle for a repetitive diet, the lack of diversity means that they are also prone to diseases. Research has shown that bees obtaining pollen from different plants have a much better chance of developing a strong immune system. As a result, they are more likely to thrive in urban parks than they are in rural fields and hedgerows because they can still find the range of plant life now sadly missing from the countryside.

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Pests also play a part. Not only do they infect crops, but it has been discovered that the pesticides used to kill these pests may also be wiping out our bees. Recent research suggested that they may even affect a bee’s memory, making them disoriented and unable to find their way back to their habitats. So infected crops and the chemicals to prevent this are to blame. And if all that wasn’t enough, we now know that bees have problems finding flowers unless the plants are less than 200 metres away. Once, bees would have been capable of smelling food from a distance of 800 metres – this change, I am sure, has been the result of air pollution. I know most of you don’t need any persuading, but … [This track will be repeated.]

Listening 2, Page 79, Exercise 3. A:Today we’re talking about online crime and my guests are Jack Warne, a consultant in the field of information technology, and Grace Martin, a journalist, who had an unusual experience with an email hacker. Jack, there’s so much information about us stored electronically nowadays with a whole new breed of criminal wanting to get hold of it. But you seem relaxed about the threat.

been stolen and I was desperate for ready cash. I suppose some people must fall for these scams. What really freaked me out, though, was that I felt like my identity was being held hostage. Someone was stalking my inbox, replying to messages using my username and refusing to let me in. B:Oh, identity theft is awful. Unforgiveable. It’s a serious crime because basically someone is either trying to steal your money or using your name to steal someone else’s. And sharp-witted thieves always seem to be one step ahead, looking at clever ways to outsmart innocent people and catch them unawares. You can stop it, but you have to be on your guard at all times. Some over-trusting, otherwise intelligent people open attachments without thinking about what it is they’re opening. For instance, I had an email supposedly from a friend recently claiming she was in dire trouble abroad, and I’d only seen her five minutes before I got this! A:And you’ve said Grace, that you feel hackers are worse than street muggers. Why’s that?

B:No, I’m not. I’m the first to acknowledge that we need to have better control over our personal data. The technology has been developing so fast that there are bound to be increased risks. No sooner do the experts come up with new protection systems than the criminals find a way round them. But let’s get things in perspective – people have always tried to invade our privacy and get hold of something they shouldn’t. Journalists hacking into the telephones of celebrities and politicians to listen out for something scandalous they can use is no worse than ferreting through their garbage cans, trying to find old letters and discarded bank statements.

C:Well, when you get tricked like that, or even if they hold you up and take your possessions, the robbers disappear and you don’t see them again. But my experience with the hacker was weird. I fired off an email to my own address out of sheer frustration and asked for my contacts back. I got an almost instantaneous reply. The hacker said they would give me my address book for £500. I was so shocked. It was unreal. I was receiving an email from someone claiming to be me. I said I didn’t have that kind of money and asked if they didn’t feel bad about what they were doing. To my amazement, the hacker replied and said that as crimes go it wasn’t so bad. But if someone takes away your main way of communicating with the world, you never know what they might do next.

A:Grace, you are more worried about the impact technology has had on crime.

A:So, you both agree there can be no excuse for hacking.

C:Yeah. It’s scary that people can hack into a big company’s computer system or a government department and access information and I’m not surprised at attempts to hush it up. It can ruin a company, and if our enemies get our country’s secrets, it puts our lives at risk. The thing that really unsettles me, though, is that it’s not just hardened criminals doing it, or someone desperate for cash. Clever technology-obsessed school kids are at it in secret from their bedroom.

B:Not for that sort of hacking. And the police or service providers should have better procedures in place for dealing with it, including helping its victims. But let’s not forget, some hackers do a good job of exposing weak security systems. We need them! And for the ones who do it for political reasons, like breaking into government departments and revealing secrets to the public, it’s about freedom of speech and freedom of information.

A:So, Grace, tell us about your email hacker.

C:No, no I can’t agree with that. I think they should all be locked up.

C:Yeah. Someone hacked into my email account, and sent my contacts an email from it saying that I’d been held up at gunpoint, my credit cards had

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[This track will be repeated.]

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Speaking, Page 80, Exercise 1b. alarm system biometric body scans CCTV cameras code number high fencing phone tap pilotless planes security guards spy satellites swipe card

Speaking, Page 80, Exercise 2b. Now, I’d like you to talk about something together for about two minutes. Here are some ways in which security is protected and a question for you to discuss. Now talk to each other about what the advantages and disadvantages of these security measures might be.

Speaking, Page 81, Exercise 2c. A:OK, where shall we begin? Shall I start? Let’s talk about body scans. I’ve been through them at airports. Body-imaging generally seems to be good at making sure someone is not carrying a weapon, and it’s quicker and not nearly as invasive as a physical body search. B:I’ve heard it isn’t that effective, not at detecting weapons, and I must say I feel it’s an invasion of privacy. I don’t think there’s anywhere near enough protection of our basic human rights and …

A:Well, there’s a downside to everything. What do you think of security cameras? They’re popping up all over the place in our cities. They’re useful. In fact, I think they might be by far the best way of preventing crime, because you can see the criminals, which means they often get caught in the end. B:Yes, but you get the feeling that the more of these things we have, the more we seem to need. I also don’t like it that we are being snooped on more and more each year. What’s wrong with old-fashioned alarms, like a car alarm? Wouldn’t you agree they can still be effective in deterring thieves? A:Up to a point, but they’re not nearly as effective in catching criminals. Nor do they really deter as much and they’re no good for most street crimes. It’s interesting that in our town, crime figures stayed pretty much the same as they were years ago until security cameras were introduced. Now the number of thefts is getting lower and lower each year. Of course, you can’t beat face-to-face contact, so having a security guard is probably the best deterrent of all. B:But it’s not realistic to have guards everywhere – it would be far too expensive. Also, guards are very vulnerable.

Speaking, Page 81, Exercise 2d. A:Thank you. Now you have a minute to decide which of these security measures might have the most disadvantages. B:The most disadvantages … Mmm, we’ve covered some of the disadvantages. Or you have. I think I saw more advantages than you. It’s true they all have disadvantages, but everything does, doesn’t it? And these days security is so important. C:But we have to say which might have the most disadvantages.

A:Oh, OK, OK, I suppose so, and I suppose that radiation might have a long-term effect on our health.

B:I think probably alarms because they’re not that effective. Also they often go off by mistake and people take no notice of them.

B:What about swipe cards or security codes? Which of these techniques do you think might be useful in protecting our safety?

C:I don’t agree with you. I think they still act as a deterrent and if you’re a burglar and an alarm goes off I’m sure you’ll try and get out as quickly as possible.

A:I think they’re both really helpful as security measures, particularly at the entrance of a really vulnerable building, like a school in an inner-city area. B:Mmm, yes, I do agree with you on that but I know from personal experience that there’s always a problem when you lose the card or forget the …

B:But maybe that’s too late. Really you want to stop someone getting in in the first place. C:But that’s no different from CCTV cameras. Both act as a deterrent and both might help catch a criminal. B:OK, well, perhaps on reflection there might be more disadvantages in whole body searches.

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They’re not that effective, and they invade our privacy as you say, and we can never really know what happens to the images, can we? C:Yes, and they could damage our health. I agree. I think that this technology has too many disadvantages. B:We agree then. A:Thank you.

Speaking, Page 81, Exercise 3a. [Speaking, Page 81, Exercise 2c will be repeated.]

Module 6 Listening 1, Page 92, Exercise 2b. A:My French evening class was a means to an end really – my son was having problems at school and I wanted to be able to help. Actually he gave it up in the end, whereas I got more and more interested in the French way of life. I then met someone who owns a flat in France and we often get cheap flights out there for weekends. It really opened my eyes to the fact that I’d got stuck in a rut – same friends, job and so on – but now I’m meeting new people and really enjoying myself. In fact, I’m seriously thinking of moving out there. I’m a designer, so I can work wherever I want. B:Everyone assumes I’m studying Arabic because I go to Oman a lot on business, but actually you can get by perfectly well there without it. Having said that, people appreciate that you’ve made the effort to learn the language, and that can be good for business. But the real incentive was my passion for the history and way of life in the country, which meant I wanted to read books in the original language. It was tough going, but one unexpected payoff is that I no longer feel so inadequate compared with my wife, who’s a linguist. I always knew I had it in me to learn a language! C:I’ve had a thing about Brazil ever since I was a kid – the wildlife, the people, the beaches. It seemed so exotic and I had vague notions of taking a year off after university to go out there and see something of the country. So when Portuguese was offered as an extra-curricular subject while I was doing journalism at university, I leapt at the opportunity. I never did get to Brazil, but I enjoyed learning a language from scratch so much that I decided to switch and study languages instead. I’m not sure what I’ll do with my degree yet. I’ll never be a brilliant linguist and I may well still end up as a journalist, but I’m glad I changed track. D:It doesn’t impress people as much as I’d expected because it’s becoming more common now to learn Mandarin in this country. I just felt I

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had time on my hands and wanted to do something useful. I’d narrowed it down to either learning a language or an instrument. To tell you the truth, it’s far harder than I realised and the alphabet is impossible! I’ve been to China a couple of times, although I can’t say that I’ve used the language much. But learning it has pushed me out of my comfort zone and means I’ve been using my brain for a change – and in a far more interesting way than doing crosswords or Sudoku. E: When I used to go on holiday with my parents, I picked up a few words of Spanish here and there. I loved the sound of it and I wondered if it might be useful to learn it one day. Then later on I realised the implications for business ‘cos we have a lot of clients in South America. So I took a couple of months’ unpaid leave and went out there to do a course, and hopefully get promotion as a result! While I was there, I met my future husband. We’re back in the UK again and I’m back doing my old job, but my career no longer seems so important. [This track will be repeated.]

Listening 2, Page 95, Exercise 2. Good morning, I’m Derek and I’m going to tell you about some research that we conducted at the psychology department of my university on the subject of intuition. First, what is meant by intuition? Well, most people think of it as a sort of inner voice. Let me give you an example. When I was young, I was a real guitar freak and forever dreaming up songs, so naturally I took it for granted I’d be following the music route – ideally as a composer. It would have been easy for me to go along with that but, talking to a friend who was doing psychology at university, it suddenly dawned on me that I could get interested in that too. The idea made me feel rather unsettled at first but my inner voice told me that I’d really enjoy it, and here I am. Of course, my parents were hugely relieved that I had finally decided to do something ‘eminently sensible’, as they called it, with my life. Anyway, about our research. Our team were interested in finding out whether the unconscious mind can remember things separately from the conscious mind and what the difference is between intuitive decisions and those that rely on conscious memory. The first thing we had to do was to recruit volunteers. We weren’t interested in using people who believed that they were intuitive when they made important decisions as much as those who thought of themselves as logical. To find them, we asked local businesses if any of their staff would be interested and advertised in the local press, but without much success. Luckily, we’d also put a leaflet on the noticeboard at the university and got a good response. What we asked the successful

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applicants to do was to complete a couple of questionnaires and participate in a memory test. We also asked them to keep a diary regularly, detailing the decisions they took and saying whether they’d made snap judgments or whether they’d mulled things over. At the beginning of the memory test we placed a set of electrodes on each person’s head to record their brain waves on the computer. We then flashed a series of colourful kaleidoscopic images onto a screen and asked participants to remember what they could. The participants appeared to be giving their full attention to half the images but, while they were looking at the other half, they were distracted by numbers, which we read aloud and asked them to keep in mind. A few minutes later, our participants viewed pairs of images in a recognition test. We found that when they saw the image that they’d seen when distracted, a change of rhythm showed on the recording, suggesting they’d recognised it. Remarkably, and this was the extraordinary thing to us, they were more accurate in selecting images they’d seen when they were distracted than the ones they saw when they’d paid full attention and felt confident of their answers! This suggests to us that people have an unconscious memory and, for reasons we don’t yet understand, their visual system is storing information more efficiently when they aren’t paying attention. [This track will be repeated.]

Speaking, Page 96, Exercise 1b.

person might first react and how difficult it might be for the person to deal with the situation.

Speaking, Page 97, Exercise 3b. B:In this one, when the man first realises there’s a problem with the car he’s probably furious. It’s not just the hassle of getting it fixed that’s making him upset but he’s probably got an appointment and is going to be late, in which case it must be extremely frustrating and depressing for him. In the end he can’t do anything, except try to fix it himself or phone for roadside assistance. He seems to be mulling over what to do. Why he doesn’t just fix it himself I don’t know. Perhaps he doesn’t know how to. Actually, I do think a lot of people don’t these days. I’ve never done it myself. Whereas, in this photo, the situation is quite different. The woman is obviously surprised because she wasn’t expecting a cake or a party. Her first reaction is probably ‘Oh, no!’, perhaps she’s even shocked, but my guess is it won’t be long before she’s entered into the spirit of the occasion and is having a lovely time. Of course, if she has other plans it might be a bit difficult but that’ll soon be forgotten. A:Thank you, Axel. Now Elena, can you tell us if you think most people react in the same way in unexpected situations?

Speaking, Page 97, Exercise 3c. [Speaking, Page 97, Exercise 3b will be repeated.]

A:I was absolutely livid because I was stuck.

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B:I immediately burst into tears.

Listening 1, Page 108, Exercise 2.

C:I was in two minds and had to weigh up what to do next.

Extract One

D:It’s thoroughly depressing when you’re stranded and can’t move. A:I welled up – I was so moved. B:When people do things like that, it winds me up. C:My patience soon wore thin – the situation was driving me mad. D:I was really down and a bit grouchy beforehand – but I cheered up straight away.

Speaking, Page 97, Exercise 3a. In this part of the test, I’m going to give each of you three pictures. I’d like you to talk about two of them on your own for about a minute, and also to answer a question briefly about your partner’s pictures. Axel, it’s your turn first. Here are your pictures. They show people in difficult situations. I’d like you to compare two of the pictures, and say how the

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A:I hear you grew up in Manchester like me. B:Near there, yeah. I moved down south for my job. It was tough at first – it was the unexpected things I missed, like those familiar flat vowels – you know – bath not bath, and people saying ‘Hiya love’ even if they don’t know you. A:Yeah – I knew I’d miss the countryside and towns and stuff like that, but you’re right – it’s the warmth of the people in the shops and on the buses that you take for granted until you don’t have it anymore. Do you think you’ll ever go back there? B:It’s not really an option because of my job. And to be honest, it’d be hard to get my husband and kids to uproot after all this time down south. Twenty years is a long time to be away. Also, although we enjoy going back to my hometown and we always get such a warm welcome from everyone, I sometimes feel I’m arriving from another planet. My family and most of the old

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schoolmates I was friendly with have never left the north. The place where my sister lives, for example, is only a stone’s throw away from my parents’ house. Whereas, I suppose I’ve just kind of led a different life and grown apart from them a bit. Having said that, if I hadn’t moved to London for my work, I’m sure I’d still be perfectly happy up there. [This part will be repeated.]

F: I have but it hasn’t been quite as good as I’d expected. I was hoping with eight people sharing it’d be more sociable. It’s fair enough if people don’t want to eat together, but at least it would be nice to meet up from time to time. But people just do their own thing – drift in and out, come back at different times. I mean, we get on OK, but maybe eight is too many. I think next year two or three of us will rent a house or flat. We’d be more of a community then.

Extract Two

[This part will be repeated.]

C:What our listeners want to know is why anyone would be mad enough to live in a tent in the middle of winter. With a baby too!

Listening 2, Page 111, Exercise 2.

D:Well, it’s a means to an end, actually. I just felt I was working all hours just for everything I earned to go on the rent of our flat. Because of my long commute, I didn’t even have much time to spend with Lily and the baby. So it was all pointless. Then I read an article about a couple who’d built their own eco-home. Being a supporter of green issues, this was something I’d investigated and always fancied doing, but we weren’t in a position to buy the materials we needed. Our breakthrough came when we borrowed a tent from my parents and got permission to pitch it on a friend’s land. Now we’re living rent-free, we can finally start putting my earnings aside to achieve our dream. C:So what’s the experience been like? D:On the downside, it’s very cramped and cooking and washing take forever, although you do develop strategies. All we wanted to do was to live a more sustainable life in the future, and take the first steps towards having our own house. The thing that’s given us most pleasure though is hearing the owls hooting and learning more about trees and plants. All of us sleep much better these days. [This part will be repeated.] Extract Three E: I suppose, like most first years, I chose to live in university accommodation because everything is set up for you – you know – electricity, heating, internet connections … F: Yeah, it’s much less hassle, but it’s a bit basic and … er … not exactly spacious. And you can’t choose who you share with. Whereas, you can rent a room with friends in a lovely big house privately for much less. E: Yes, there’s more room usually, but then there are bills and deposits and so on, on top of the rent. So, in the end, there’s probably not much in it in terms of what you have to shell out. Haven’t you enjoyed being in halls of residence then?

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A:Looking back, my best travel experiences were not so much the ones I’d paid for as those I came across by chance, like a village festival in Sicily, or when, on the spur of the moment, I decided to accept the invitation of another traveller and tag along, sometimes setting off in such a rush I even left things behind in my room like my phone charger, which was annoying. Travel has taught me not to be so obsessed with earning money, to focus on things that matter more and respond to situations rather than follow plans. Nowadays, for example, if something comes up with my kids, like they’re taking part in a school show, I try and organise my time around them and turn up and watch. B:Since I’ve retired, I do things much less actively and intensely. When I was young I used to be a crazy tourist, sticking to an itinerary, ticking attractions off a list, snapping endless digital photos, as though speed were everything. Madness. I soon realised what an unsatisfactory experience it was. Since then, my travelling has become more laid-back, even though I’m always thinking about where I’m going next. I like to rent a room in countries like Bali, explore markets, fix something to eat from natural ingredients and live as simply as possible. Travelling like this has taught me to savour the simple life back home. Now I’d much prefer to spend time washing the dishes by hand than throwing them in the dishwasher! C:Travel has had a backwash effect on my whole life. It’s made me face up to my fears and take risks in business. I’ve also overcome my social reserve, so that in the evenings I go to local societies, and enjoy the company of individuals I’ve never got to know before, and I realise that I can do things that I find difficult. All this stems from when friends would warn me not to travel to the world’s danger zones, but I went anyway and was blown away by the friendliness and beauty I found. The way we humans are – passionate and friendly or cold and courteous – it differs everywhere. Travel teaches you a lot about others and also about yourself.

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D:For me, travel is about the people you meet. Sometimes the friendships are for the moment, whereas others will be for a lifetime. And it’s about simplicity. I realised early on in my travelling days that you need to cut down to a few select items. Do you really need that laptop when there are internet cafés everywhere? And on the road, I don’t buy souvenirs because I just can’t carry them. I don’t travel quite as much as I used to, but I still try and live simply, and experiences satisfy me in a way my belongings don’t. Having someone I care about round for a special meal gives me more lasting happiness than buying a new dress. E: Do I check my bank statement while exploring the Andes in Peru? No. The virtual world can be fun – but I spend less time in it now. There’s no substitute for getting ideas and entertainment from the people and places around you. The great thing about proper travel is that it teaches you not to worry too much about the past or the future. You notice things – lovely things – we usually take for granted, like a wheat field blowing in the wind or shadows moving over a roof. It’s harder at home but I do try and enjoy each day as it comes in the presence of people and in places I know and like. [This track will be repeated.]

Speaking, Page 112, Exercise 3a. Now I’d like you to talk about something together for about two minutes. Here are some travel experiences which travellers might learn from. First you have time to look at the task. Now, talk to each other about what travellers might learn from each of these experiences.

Speaking, Page 112, Exercise 3b. B:All right, I’ll start if you like. All the experiences will be memorable in different ways, but in terms of learning experiences, staying with a local family would surely be very valuable. You learn more about a culture when you go into somebody’s home than you’ll learn as a tourist. What do you think? C:Yes, I sort of agree but I think this one here, when you deliberately take part in a risky adventure with others, is more interesting, even if it is a bit mad. I think that’s when you’re more likely to learn things about yourself and others than you would otherwise. It’s about learning to get on with each other and collaborating. Don’t you agree? B:Yes, a bit like one of those reality TV shows! But don’t you think that it’s more of a test of your character if you find yourself alone and in danger when you’re not expecting it and there’s no-one to help you?

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C:It depends on the situation. It’s true that helping out other travellers is very important when travelling. Things will always go wrong, no matter how well you plan. The times I’ve ended up sleeping rough at a bus station in the middle of nowhere with no-one to help me! How you react when things go wrong will tell you a lot about yourself. B:Planning is critical. You only have to get it wrong once to realise that. That includes being careful what you eat and drink. What you need to do in some places is to make sure you avoid the tap water! Otherwise you can have the very unpleasant experience of lying in bed for several days being as sick as a dog. The same goes if you want to avoid having an accident or getting mugged. C:What about festivals? You can learn a lot from those – about the different cultures and the traditions. Not that you’d catch me doing something like running with bulls. I think it’s crazy. What can you learn from that, except whether you are a coward or not? B:It could be exciting, though. But I know what you mean. There are so many different ways of thinking. You realise that most of the time you only live in your small corner of the world and there are many other things happening out there. C:Yes, but with festivals I sometimes feel I’m intruding, being a bit of a tourist and just poking my nose in, particularly religious festivals. Whilst with some of these other things I feel I’m more of a participant. B:You mean like being invited to stay in someone’s home? C:Yes, exactly.

Speaking, Page 113, Exercise 3c. [Speaking, Page 112, Exercise 3b will be repeated.]

Speaking, Page 113, Exercise 3e. A:Thank you. Now you have a minute to decide which of these experiences travellers might learn most from. C:Well, it seems to be between staying in someone’s home or putting yourself deliberately in an unsafe situation. Which one shall we go for? B:I suppose you’ll go for the latter. C:Not necessarily. Everything depends on everything. If the family you’re staying with is in a culture which is very different from one’s own then I think it can be a real eye-opener but if it’s very similar you probably don’t learn very much.

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B:Yes, you’ve got a good point there, and the same goes for the adventure – it really depends how risky and how the other travellers react. C:True again. But we’ve got to go for one. B:OK, well let’s imagine the contexts. Let’s say the place where you’re staying is in a tribal culture far away from modern civilisation and the adventure is a group of young students crossing the rapids in a very remote part of a rainforest and there are dangerous animals lurking on the other side! C:You’ve got a vivid imagination! Well, I still don’t know! You might learn a lot about yourself and your colleagues when you cross a dangerous river but let’s say staying with a family because it’s probably a deeper experience in the long run and it’s more to do with gaining insights into a culture. You get to meet people who are very different from yourself with different customs. B:I’ll go along with that! So we agree, then. A:Thank you.

Speaking, Page 113, Exercise 4c. [Speaking, Page 112, Exercise 3b will be repeated.] [Speaking, Page 113, Exercise 3e will be repeated.]

Module 8 Listening 1, Page 124, Exercise 3. A:My guest today, Jason Clarke, gave up his highpowered career as a City investment banker at the age of only thirty-five to become a yoga instructor. Jason, what first got you interested? I can’t really imagine bankers doing yoga somehow. B:Nobody can because people still associate it with hippies in the sixties. To tell you the truth, I used to be sceptical myself. Friends swore how yoga had cured their back problems, colleagues recommended it to deal with pressure at work but, quite frankly, I was unconvinced. If I had time, I’d rather have been playing football, although at my age that was getting a bit much for me! Anyway, in the end I thought I’d give yoga a go – just to see what all the fuss was about really. And I suppose I just got hooked. A:OK, but it’s one thing to practise yoga and another to give up a well-paid job like yours to teach it! B:Well actually, quite a few ex-colleagues are doing very well out of it. The yoga industry is currently valued at 42 billion dollars and the inventor of ‘hot yoga’ for example is worth 7 million dollars. Top teachers are making a small fortune out of their DVDs, books and so on as

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well as being flown halfway round the world to teach their celebrity clients. But personally this was never my objective. I just felt a bit burnt-out and wanted to do something low-key. Something that would have a positive impact on individuals, rather than just pushing money around. A: Is that why you decided to start selling the idea of yoga to business managers? To try and change people’s mindset? B:Yes, I suppose it was the next logical step really. As you know, many impressive people have been influenced by the power of meditation and have written about their experiences. Steve Jobs, the founder of Apple, was one of them. But not until I saw what was happening in the United States did I seriously consider trying to do the same in the UK. It was so exciting to see employees and executives in multinational businesses and health care companies meditating on mats and doing yoga together. A:But why would a boss want to pay for workers to do this? B:People first joining a company are always amazed that they are allowed to do it in work time! But it’s not totally philanthropic from a manager’s perspective. Information overload in the digital age is a major concern and impacts on our well-being. Some of our clients work fourteen to fifteen hours a day, and through yoga and meditation, people can feel more focused, work better with others, be more creative and make better decisions for the company’s benefit. When levels of the stress hormone cortisol are reduced, the mind becomes calmer. Health professionals have known this for some time – now it’s being rolled out to businesses. A:And can everyone benefit from this? B:When I was teaching businessmen, I’d get someone who’d say, ‘I’ve got 45 minutes to relax’ – the thinking being, I’ve paid for it, so do it. Some clients used to turn up at class with three mobile phones, all on different time zones, shoulders hunched, oblivious to anyone else. And you just think ‘This isn’t going to work.’ Yoga isn’t a magic wand. You have to want to help yourself – you have to let go. You’re dealing with your problems on a subconscious, intuitive level – it’s not like having a psychoanalyst, where you talk about things openly. A:What would you hope is the main influence that yoga will have on the corporate culture of this country? B:On the surface, they seem mutually exclusive, don’t they? While giving everything up is an option, it isn’t a central part of yoga teachings. It’s not all or nothing. Making money is fine, and

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yoga may well help the process. For me, though, it’s what you do with your wealth and how you acquire it that matters. The sense of ‘mindfulness’ and compassion which we can learn from Buddhist and Hindu cultures can be incorporated into ever more professional ways of running our companies. We don’t want to throw out efficient ways of running our companies but if we can get away from the cut-throat atmosphere which has prevailed until now, and take on some of these eastern ideals, we have the best of both worlds. A:Well, you obviously believe passionately in this, Jason, and thank you … [This track will be repeated.]

Listening 2, Page 127, Exercise 3. Extract One A:You were worth over three million euros and then you took an extraordinary decision. B:Yes. I come from a poor family where success was measured by how much you earned. All I cared about was getting rich but eventually I realised that money was actually preventing me from being happy. I’d go on luxury holidays and felt I didn’t belong, and began to despise the affluence and the people I surrounded myself with. So one day, I sold my company and got rid of everything. I now live in a small wooden chalet with just the basics and I teach part-time to make ends meet. A:So what did you do with the money? B:At first, I tried giving it away but that left me uneasy. I don’t know why. Then I remembered that once in Latin America I’d given a poor man two hundred euros to buy some farming equipment, and years later he contacted me to say his life had been transformed and gave the euros back. I realised then how little some people need to make a difference. Remembering that gave me the idea of setting up a charity organisation offering small loans to people who wanted a start in life. Now I have a real sense of achievement. [This part will be repeated.] Extract Two C:I came into a fortune when I was 18 and my stepbrother inherited nothing. I remember thinking this isn’t right. D:My experience is different. I inherited when I was very young but until I went to university and was given a car paid for by my trust fund, I didn’t realise what that meant. But I felt like an outsider

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and tried to give the impression I was on a grant like the others. C:Yes, I tended to avoid contact with people, at least until I started giving to charity. I had no real direction. I felt that anything I might succeed in would not be because of me and what I’d done. D:Absolutely! I understand that. I only really felt there was a point to my existence when I met some others who’d also inherited large sums and we agreed to give money to causes like the antinuclear protestors. C:Will you leave anything to your children? D:I don’t want to spoil them, so just enough to get them started. Hopefully not enough to destroy their work ethic. I’d hate the idea of them lazing around, doing nothing. C:It’s tricky. If you give them more than others get you could be taking away their motivation. But some rich kids do accomplish things on their own. The key is having the desire to succeed. On balance though, I’m sure that, in the long run, they’ll be far happier without any unfair advantage. [This part will be repeated.] Extract Three E: You’d never think so now, but a few years ago I won a fortune. But how I wish I’d torn up the ticket! Winning was a great thrill at first. We did the usual thing of selling our house, buying somewhere posh and having holidays which cost the earth. We got used to getting what we wanted when we wanted it. We didn’t really think about it. F: So what was the problem? Were you were inundated with begging letters? E: Yes, and so-called friends we’d never met would stop us in the street and ask us to help them out of their difficulties. We soon realised how hard it was to live like that. We couldn’t really handle it. F: I suppose after a while the money ran out. E: Yes, we didn’t look after it or invest it properly. We started to struggle financially and that was a shock. And then we got burgled, which was horrible, but it was after that I realised how straightforward things had been before we won. Now I’ve got a job as a shop assistant. It’s not much fun but it’s reassuring to have some sort of structure back to our daily life. [This part will be repeated.]

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Speaking, Page 129, Exercise 3b. A:Well, in the first picture here at the top we can see someone trying to barter with a trader in a market about the price of some fruit. It looks good-natured but clearly the stall holder is not agreeing to the price the man is offering. It’s clearly a difficult situation because the seller wants to sell at the highest possible price and the buyer wants to beat him down. They obviously can’t agree so it is a difficult situation. In the third picture, the man and woman buying the car look quite relaxed about the situation. It’s obviously a luxury but money is no object to them. In the second picture … B:Well, the two situations I’m looking at are quite different from each other. This is clearly a cheap market while the other is a very luxurious car showroom. Both might have their challenges however, and some will be the same. It doesn’t matter whether you are rich or poor, nobody wants to be ripped off. You want to pay the right price, or get a bargain if possible. So in the market situation it’s important that the buyer is patient and is not pressured into paying the first price he is offered. In the second situation, the buyers will want to check whether there is any discount for paying the full amount in cash and whether there are any hidden extras. They both demand a certain level of skill. I think that’s all I’ve got to say.

Module 9 Listening 1, Page 140, Exercise 2. A:The focus today in Ideas that never took off is inventor Frances Gabe. Born in 1915, at a time when a woman’s place was in the home, Frances broke the mould! Experience of house design came at an early age from working with her adored architect father, who used to tell her ‘The world belongs to you, reach out and grab life.’ At 17, Frances married an electrical engineer, and together they set up a small company specialising in construction. She was very much in control. Frances had always believed that life was too short to clean houses, but when she got divorced she realised that for single people with a job and a child, time was even more precious. Her Eureka moment however was getting a bad back and realising that if you were disabled, cleaning was out of the question. That became her focus – to help this sector of society, she would invent a house which cleaned itself. It would also be very useful for the elderly. The house took forty years to complete and had nozzles on every ceiling. This makes the room sound a bit like a shower room, but actually it

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worked more like a car wash in practice. The whole process took around forty-five minutes. It’s not just the house itself either. The sink, bath and shower were all designed to clean themselves. The bookshelves were self-dusting and the fireplace removed its own ashes. But Frances also addressed labour-saving devices. By hanging dirty clothes up in the wardrobe and pressing a button, washing machines would become redundant. An hour later, they would be clean, dry and ready to wear. The house was both admired and laughed at in equal measure. Soft furnishings encased in plastic and waterproof walls don’t really provide the quality of life and the comfort that most people value in a home, however big it is on practicality. As a result, the house did not take off in the way that was expected, although Frances Gabe was nominated one of America’s top female inventors. Frances lived in the house prototype until her nineties, although things didn’t always go smoothly. First a bad flood damaged the ceilings and then the house was hit by an earthquake that was sufficiently serious to put the selfcleaning mechanisms out of action for a long time. Frances became the focus of interest for inventors’ organisations in later life, and occupied herself with a variety of activities, including showing people round her house and giving talks. But it was sculpture, something she’d done all her life, which she particularly valued as a way of expressing herself. On the outside wall of the house the door frames were deliberately not made high enough for the average visitor. This ensured that Frances would be treated with respect, because people would have to bow to her when they came to visit. Despite her unconventional behaviour, Frances was a colourful character who became a local celebrity in her area. It is unclear what will eventually happen to the house, although there is talk of …… [This track will be repeated.]

Listening 2, Page 143, Exercise 2. A:My guests today are Tom Willis, a parenting advisor, who’s been studying some recent research on the teenage brain, and Jane Thompson, a sociologist. So, Tom, why do many teenagers in the UK seem to irritate their parents so much? B:That’s an interesting question. Many adults see teenagers as surly and self-centred but that’s because of the developmental stage the teenage

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brain is at. The accepted wisdom used to be that growth was complete by the age of ten, but we now know that the frontal lobes – they’re responsible for impulse control and judgement – do not communicate efficiently with the rest of the brain until the connecting nerve cells are fully coated with a fatty substance called myelin. This happens around the age of twenty-five. Scientists now think that this accounts for a lot of unacceptable teenage behaviour, which I find convincing. A:Jane? C:I feel sorry for them. But I think it’s less about biology and more about how we bring them up. In traditional communities, children had more opportunity to learn how to do things from their parents – it was a kind of apprenticeship for adulthood and increased their maturity. But nowadays there are too few occasions in which they can develop their ability to do the things they will need as adults, like cooking and caring for others. Most contemporary adolescents I know only go to school and hang out with their peers, which means they spend too little time learning valuable life skills from their parents.

That’s why they try to catch up on sleep at weekends. I’m all for a radical change in when school starts. A:Are teenagers more susceptible to negative influences than we are? C:Why do you think tobacco companies target teens? The teenage brain is like a sponge and, as Tom says, hasn’t the ability to make proper judgements. That’s really what separates us from them. They easily become addicted to all sorts of harmful influences – more than we do. It doesn’t help that in the modern world everything is fastpaced, everyone multi-tasks and there is constant sensory stimulation from technology. Most modern teenagers have twenty-five things coming at them at the same time, and learning to handle this overload is altering the way their brains are wired and makes judgements harder. A:So with all this knowledge we now have about the teenage brain, what advice do you offer parents?

B:I agree with Jane there, but we still need to understand the biological changes. Parents wonder why their teenager can be so erratic – responsible in some areas and reckless in others. Hormones may be part of the reason, but at that age there is an innate desire to act and the brain isn’t always able to hold out against it. Kids can often see what their friends are doing wrong without realising their own behaviour is dangerous. They don’t necessarily underestimate the risks – say of driving a car too fast – but the idea is too appealing to hold out against.

B:First, to be more understanding. Human children depend on their parents for much longer than those of any other mammal similar to ourselves, which means they can learn more before they are on their own. I tell parents to guide their teenagers with a light but steady hand, stay connected but gradually increase the freedom you give them. Tell them you’re sending them to bed early not to annoy them but so that they can cope at school the next day. And show them yourself how to do things. Don’t just leave it to their schoolteachers to do the teaching. They learn from you about the little things – how you treat strangers, how you deal with the stresses of daily life.

C:Yes, the appeal of fun now is too strong. As with teenagers who know they ought to study or get an early night but mess around on the internet instead.

C:Yes, Tom’s right. They can learn from their friends but not entirely. A loving relationship is so important, which means parents spending time with them.

A:So, if a teenage boy says he can’t keep awake at school in the mornings, is he lazy or just tired?

[This track will be repeated.]

B:Sleep plays a crucial role in a teenager’s ability to learn. Basically, about nine hours a night is about right. Teenagers are physically programmed to stay up and get up late, and the ideal time for learning is two hours after a person’s biological clock tells them it’s time to wake up. C:So does that mean that schools should start later in the day? Would teenagers really learn better? That’s going too far. B:No, it isn’t. Teens are struggling to function on a sleep cycle that’s out of synch with their internal clocks and are living with acute sleep deficit.

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Module 10 Listening 1, Page 156, Exercise 2. Extract One A:Do you remember those thirty-three miners who got trapped two thousand feet down for – what – seventy days or thereabouts, and managed to survive? B:Yes, mainly due to the leadership skills of the shift leader, I gather. A:To an extent, but they would never have survived if they hadn’t worked together as they did. For a start, they would never have shared out what

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little food they had if they hadn’t trusted each other. In which case, they would have died. People say it was hope that kept them alive but, if that was the case, it could only have come from an incredible team spirit. B:Absolutely. But I still maintain this is only because they had someone to inspire them to do this, make decisions and bond them together. I heard that the leader gave each of them a specific responsibility, to emphasise that everyone’s contribution was valuable and that they were all in it together. And to motivate them, presumably. After all, there’s no point digging a well for fresh water if you don’t think you’re going to survive. A:He did a good job. Apparently, by the time they were rescued they were so bonded that they wouldn’t go home until all of them were out. [This part will be repeated.] Extract Two C:In a world where every dancer must want to be a famous ballerina, does being one of fifty or so identical dancers feel like a letdown? D:Well it’s a very competitive field and I’m lucky enough to be in one of the top companies, so I’ve come to terms by now with the idea I may just be in the back row for my entire career. It’s actually really good fun – there’s a great sense of unity and discipline. You get to dance with different partners as well, whereas if you’re a principal you often get typecast or stuck with a particular partner a lot. C:And it must be so much less stressful when you’re not the sole focus of attention. D:Yes, you can enjoy yourself more and there’s less stress on your body, which means fewer injuries. Of course there are downsides. If I’m honest, it’s hard to let go of the fact that you’ll never be the poster girl, the one in the spotlight getting all the applause, curtain calls and flowers. It’d be very exciting. And it’d make a change to be given a more glamorous part than just a peasant or a snowflake or whatever. You do sometimes feel like just part of the scenery. [This part will be repeated.] Extract Three E: I heard your hospital got advice from a FormulaOne racing team? How come? F: Well, the hospital needed to make efficiency savings in the work of operating theatres, but was concerned that this shouldn’t be at the expense of patient safety. Our concern wasn’t the operation itself, but the handover of the

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patient to the intensive-care unit afterwards. In streamlining the process and increasing the throughput of patients, we were worried that fatal mistakes might be made, like vital equipment not being switched on or whatever. Then a colleague mentioned a Formula One race he’d watched and how a twenty-member crew could change the tyres, fill the car with fuel and clean the airintake in seven seconds flat. He came up with the idea of asking their technical adviser how they all worked so quickly and efficiently together – and what we could learn from that. E: And was it useful? F: Definitely. The adviser watched videos of our team at work and was really taken aback to see there was no briefing, no checklists or rehearsals and basically said it was no wonder that things sometimes went wrong. But what really bothered him was the fact that no one individual seemed to be in charge. This meant that if mistakes were made – almost inevitable under such pressure – there was no-one who could be relied upon to put them right and prevent them happening again. [This part will be repeated.]

Listening 2, Page 159, Exercise 2. A:Having to attend rehearsals can be a drag when you’re busy but it’s very important for a choir and once you’re there the music soon lifts your spirits. There was only one occasion when our sessions were a bit unpleasant – when a gifted singer with a huge ego tried to take over. Luckily, at the conductor’s suggestion, he decided to leave and look for a choir more suited to his talents! Mostly, what I gain from the experience is the pleasure of being with like-minded people preparing for a performance – although time constraints mean we don’t really get to know each other – and then on the big night the euphoria when we realise that we’ve done something rather wonderful. B:Most dog-walkers in our group are retired, so it’s a good way for them to get some physical exercise. Working from home, I get sick of computer screens and, as well as a change of scenery, those walks give me a chance to unwind. On the social side, fellow owners have a chance to swap stories, or useful tips, particularly about a problem dog. Sometimes it can be a bit tedious having to commit to a certain time, and people who don’t know the ropes, particularly first-time owners with badly trained dogs, can be a nuisance, but that’s rare. What do I love most? Seeing my dog wagging his tail, knowing he’s getting a good social life too! C:I go from match to match, and meet up with other loyal supporters of our football team but rarely

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come across the same person twice. Nevertheless, I love the bond between us, even when we’re arguing over the merits of a player. We all get caught up in the same emotions – whether it’s the excitement before the match – never quite sure how the team will do – or the pain or joy when it’s all over. The event unites such disparate kinds of people. When we win, we get incredible highs for a while, but when we don’t, it’s just the opposite – until the next game comes around, of course! D:I love our family get-togethers. There may be personal strains between us, but I grew up with so many siblings that it feels weird when we are apart for long. Unfortunately, our busy schedules keep us away from each other but it’s important we meet up from time to time and try and get along. Any excuse will do – grandfather’s birthday, a niece’s wedding – we get round this big table at home – lots of food, no expense spared, and afterwards we let our hair down and have a sing-song. Most times these events leave us with a great sense of unity, although sometimes a row does break out, usually because of some old resentment. E: Before I went to the book club, I thought everyone would be much cleverer than me, so I was really relieved when I realised that wasn’t the case. Besides, I didn’t have to say anything if I didn’t want to. What happens is we all take turns to choose a book and people suggest things I’ve never heard of so you read things you would normally never think of, which I find very enlightening, and makes me feel I’m improving my mind. However, some people who’ve been coming for ages go off at a tangent and talk about their own lives, which is not really the purpose. [This track will be repeated.]

Advanced Expert Audioscripts

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