Proficiency Expert Teacher's Book Full - Economia Brasileira (2024)

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<p>Proficiency Expert</p><p>Teacher’s Resource Materials</p><p>Drew Hyde, Nick Kenny and Rawdon Wyatt</p><p>http://www.kvisoft.com/pdf-merger/</p><p>Pearson Education Limited</p><p>Edinburgh Gate</p><p>Harlow</p><p>Essex CM20 2JE</p><p>England</p><p>and Associated Companies throughout the world.</p><p>www.pearsonlongman.com</p><p>© Pearson Education Limited 2013</p><p>The right of Drew Hyde, Rawdon Wyatt and</p><p>Nick Kenny to be identified as the authors of this</p><p>Work has been asserted by them in accordance</p><p>with the Copyright, Designs and Patents Act</p><p>1988.</p><p>All rights reserved; no part of this publication</p><p>may be reproduced, stored in a retrieval system,</p><p>or transmitted in any form or by any means,</p><p>electronic, mechanical, photocopying, recording,</p><p>or otherwise without the prior written permission</p><p>of the Publishers.</p><p>Photocopying: The Publisher grants permission</p><p>for the photocopying of those pages marked</p><p>‘photocopiable’ according to the following</p><p>conditions. Individual purchasers may make</p><p>copies for their own use or for use by the classes</p><p>they teach. Institutional purchasers may make</p><p>copies for use by their staff and students, but this</p><p>permission does not extend to additional</p><p>institutions or branches. Under no circumstances</p><p>may any part of this book be photocopied for</p><p>resale.</p><p>First published 2013</p><p>ISBN: 978-1-4082-9901-2</p><p>Set in Palatino</p><p>We are grateful to the following for permission to</p><p>reproduce copyright material:</p><p>Text</p><p>Article T1P2.3 adapted from Rapping and</p><p>Rolling in it’, FT weekend, 17/12/2011 (Crookes</p><p>E), © The Financial Times Limited. All Rights</p><p>Reserved.; Article T1P3.5 adapted from The</p><p>Guardian</p><p>http://www.guardian.co.uk/environment/2009/de</p><p>c/10/secret-life-starfish-norfolk Laura Barnett 10</p><p>/12/2009; Article T1P3.6 adapted from Guardian</p><p>Education</p><p>http://www.guardian.co.uk/education/2009/jul/07</p><p>/young-composers-competition Peter Kingston</p><p>07/07/2009; Article T1P7.2 adapted from You</p><p>need a lot of neck, Sunday Telegraph,</p><p>21/07/2002 (Squires N), copyright (c) Telegraph</p><p>Media Group Limited; Article T2P1.9 adapted</p><p>from http://www.ft.com/intl/cms/s/2/7271cfe8-</p><p>52ce-11e1-ae2c-</p><p>00144feabdc0.html#axzz24OmvH2YB, Gillian</p><p>Tett 11/02/2012, © The Financial Times Limited.</p><p>All Rights Reserved.; Article T3P1.11 adapted</p><p>from FT Magazine</p><p>http://www.ft.com/cms/s/2/cefe59ca-f238-11e1-</p><p>bba3-00144feabdc0.html#axzz264CyTIG3</p><p>Gillian Tett 01/09/2012, © The Financial Times</p><p>Limited. All Rights Reserved.; Article T4P1.13</p><p>adapted from Financial Times Weekend</p><p>http://www.ft.com/cms/s/2/05e2ea94-4d8b-11e1-</p><p>bb6c-00144feabdc0.html#axzz26M69fbAo Lucy</p><p>Kellaway 11/02/2012, © The Financial Times</p><p>Limited. All Rights Reserved.; Article T4P3.14</p><p>adapted from Financial Times Weekend</p><p>http://www.ft.com/intl/cms/s/2/4bdd2e28-eb6c-</p><p>11e0-adbf-00144feab49a.html#axzz26M69fbAo</p><p>Victoria Maw 08/10/2011 House & Home p.4, ©</p><p>The Financial Times Limited. All Rights</p><p>Reserved.; Article T4P3.16 adapted from</p><p>Financial Times Weekend</p><p>http://www.ft.com/intl/cms/s/2/3e8ff348-a3f1-</p><p>11e1-84b1-00144feabdc0.html#axzz26M69fbAo</p><p>Georgina Adam 09/06/2012, © The Financial</p><p>Times Limited. All Rights Reserved.; Article</p><p>T5P1.17 adapted from Times Magazine,</p><p>19/07/2008 (Rose H); Article T5P3.19 adapted</p><p>from The Guardian</p><p>http://www.guardian.co.uk/lifeandstyle/2008/jan/</p><p>04/healthandwellbeing.aidaedemariam?INTCMP</p><p>=SRCH Aida Edemariam 04/01/2008 p.10-13.</p><p>In some instances we have been unable to trace</p><p>the owners of copyright material, and we would</p><p>appreciate any information that would enable us</p><p>to do so.</p><p>http://www.pearsonlongman.com/</p><p>CONTENTS</p><p>Contents</p><p>Introduction 4</p><p>Module 1 Performing arts 10</p><p>Answers to Module 1 Review 19</p><p>Module 2 The natural world 20</p><p>Answers to Module 2 Review and TRB Exam practice 1 28</p><p>Module 3 Surviving and thriving 30</p><p>Answers to Module 3 Review 40</p><p>Module 4 Information 41</p><p>Answers to Module 4 Review and TRB Exam practice 2 50</p><p>Module 5 Language and literature 52</p><p>Answers to Module 5 Review 60</p><p>Module 6 Travel 61</p><p>Answers to Module 6 Review and TRB Exam practice 3 68</p><p>Module 7 The way we live 69</p><p>Answers to Module 7 Review 77</p><p>Module 8 Changing fashions 78</p><p>Answers to Module 8 Review and TRB Exam practice 4 85</p><p>Module 9 Fitness and nutrition 87</p><p>Answers to Module 9 Review 94</p><p>Module 10 Broadening your horizons 95</p><p>Answers to Module 10 Review and TRB Exam practice 5 102</p><p>Photocopiable material</p><p>OMR answer sheets for use with Exam practice 104</p><p>Photocopiable activities: teacher’s notes 109</p><p>Photocopiable activities 130</p><p>Exam practice 1 172</p><p>Exam practice 2 178</p><p>Exam practice 3 183</p><p>Exam practice 4 188</p><p>Exam practice 5 194</p><p>Audioscripts 199</p><p>INTRODUCTION</p><p>Introduction</p><p>Components</p><p>Expert Proficiency consists of:</p><p>• a Coursebook for classroom use with audio CDs.</p><p>• a Student’s Resource Book for homework, private</p><p>study or classroom use with audio CDs (with or</p><p>without Answer key), which also includes one</p><p>complete practice test.</p><p>• this Teacher’s Resource Book.</p><p>• Expert Proficiency Active Teach: a standalone</p><p>Interactive White Board component that includes</p><p>pdfs of the Coursebook, Test Masters and online</p><p>tools to help the teacher in the classroom. This</p><p>will allow the teacher to present the course</p><p>digitally in class and include some extra</p><p>vocabulary games based on the coursebook</p><p>wordlists.</p><p>Six key features</p><p>1 Expert Proficiency is flexible. It is designed in a</p><p>modular way so that teachers can either follow</p><p>the order of the material in the book or choose</p><p>their own route through the course in order to</p><p>meet the needs of specific classes. Each page or</p><p>double-page spread is free-standing and almost</p><p>always follows the same order in each module,</p><p>making it easy to access and isolate separate</p><p>elements of the course and integrate them in</p><p>different ways.</p><p>So, a teacher might follow a linear route through</p><p>each module and through the book.</p><p>Alternatively, you might decide to follow</p><p>different, tailored routes through each module,</p><p>for example, starting with Speaking or Listening</p><p>rather than Reading. And you might choose to</p><p>do the modules in a different sequence,</p><p>depending on your students’ interests.</p><p>2 While each section can be taught independently,</p><p>there are usually links between the sections to</p><p>provide a coherent progression when the linear</p><p>route is chosen. For example, the Language</p><p>development in the ‘A’ units is contextualised in</p><p>the previous Reading, as well as the Use of</p><p>English text. Writing 1 usually provides useful</p><p>skills related to Writing 2 in the ‘B’ unit. The</p><p>Speaking usually has a topic which relates to the</p><p>Listening in the same unit. The Language</p><p>development in the ‘B’ units often provides</p><p>language which will be useful for students in the</p><p>following Writing section.</p><p>The Expert Word Check box for each of the main</p><p>Reading and Listening exam tasks contains ten</p><p>words from the text that are intended to help the</p><p>students develop their general vocabulary.</p><p>3 Most of the Use of English/Language</p><p>development pages follow a teach–test</p><p>approach, where the vocabulary and lexicalised</p><p>grammar are first focused on in the Language</p><p>development section to clarify form and</p><p>meaning, then tested in a Use of English task.</p><p>Students are referred to the Grammar reference</p><p>for a detailed summary of the grammar and to</p><p>the Student’s Resource Book for extra practice.</p><p>4 The sub-skills needed for the different parts of</p><p>Paper 3, Listening and Paper 2, Writing are</p><p>systematically practised in the Listening 1 and</p><p>Writing 1 sections in the ‘A’ units. These include:</p><p>Listening: understanding text structure,</p><p>identifying attitudes and opinions, etc.; Writing:</p><p>using appropriate register, planning your</p><p>writing, coherence and cohesion, etc.</p><p>5 The Writing and Speaking strands in the ‘B’</p><p>units provide practice for each part of Paper 2,</p><p>Writing and Paper 4, Speaking. However, the</p><p>focus is more on process than end product. In</p><p>other words, students are trained to build up</p><p>good habits, develop the skill of self-monitoring</p><p>and so become more independent learners.</p><p>6 Most sections contain an Expert Strategy, which</p><p>provides clues to help</p><p>1c Students use the nouns in 1b to complete the</p><p>sentences.</p><p>2a ► T1.09 Ask students to reread the first</p><p>paragraph of the text that sets the scene of life in</p><p>the rainforest by using the sounds of the wildlife</p><p>there. Ask them to think of any animals (not just</p><p>those found in a rainforest) that make each</p><p>sound. The recording should help. Make it clear</p><p>that animal includes all creatures.</p><p>2b Students do the same for these animal sounds.</p><p>Extra!</p><p>Point out which of the sounds demonstrate</p><p>onomatopoeia (e.g. buzz, howl, squeak, hum).</p><p>With multi-national classes it can be amusing</p><p>to compare the sounds different animals make</p><p>and how they are described in different</p><p>languages.</p><p>2c Point out that knowledge of this vocabulary is</p><p>probably most useful in its metaphorical use,</p><p>where it can have an impact on descriptive and</p><p>atmospheric writing.</p><p>2d The exercise gives examples of idioms based on</p><p>animal sounds. Other examples are his bark is</p><p>worse than his bite, buzz off and the whole area of</p><p>Twitter and tweeting based on the light repeated</p><p>bird sounds.</p><p>3 If students don't know these phrasal verbs, show</p><p>how they are listed in a dictionary. They could</p><p>look for suitable verbs for some of the stems (e.g.</p><p>cut, crack, step), and find other useful verbs using</p><p>particles listed that they could use in other</p><p>contexts (e.g. crack up, die down).</p><p>Photocopiable activity</p><p>Activity 2A could be used here. It is a</p><p>groupwork activity. Students complete</p><p>sentences using a verb to forms a phrasal verb.</p><p>They use these sentences to play a noughts and</p><p>crosses style game.</p><p>21</p><p>TEACHER’S NOTES 2</p><p>1a 1 (over-)consumption (para 6)</p><p>2 integration (para B) 3 disruption (para 3)</p><p>4 colonisation (para 6) 5 isolation (para 4)</p><p>6 extraction (para F)</p><p>1b 1 contamination h 2 degradation g</p><p>3 depletion i 4 deterioration a</p><p>5 devastation b 6 implementation e</p><p>7 irrigation j 8 legislation f 9 pollination c</p><p>10 rehabilitation d</p><p>1c 1 rehabilitation 2 irrigation, pollination</p><p>3 contamination deterioration legislation</p><p>implementation 4 degradation depletion</p><p>devastation</p><p>2a 1 croak: frog or toad 2 growl: tiger or lion</p><p>(also possible: dog, wolf, bear) 3 screech:</p><p>parrot family (parrot, Macaw) 4 chirp: any</p><p>small songbird (also possible: certain</p><p>insects) 5 hoot: owl 6 squawk: parrot,</p><p>toucan, etc.</p><p>2b bark: dog, wild dog, fox, seal;</p><p>bellow: bull, ox buzz: bee, mosquito;</p><p>chatter: monkey, parrot + other birds of</p><p>that family; howl: dog, wolf, wild dog,</p><p>coyote, etc.; hum: bee, fly; roar: alligator,</p><p>elephant, lion, hippo, tiger; squeak: bat,</p><p>hamster, hare, guinea pig, mouse, rabbit,</p><p>rat, squirrel</p><p>2c 1 growled 2 chirped 3 croaked</p><p>4 screeching 5 roared 6 chattering</p><p>7 buzzing</p><p>Uses</p><p>bark: say sth quickly in a loud, sometimes</p><p>angry, voice</p><p>bellow: shout loudly, give a bellow of rage or</p><p>laughter (loud outburst)</p><p>buzz: used to mean a lot of activity, noise and</p><p>excitement</p><p>chatter: talk quickly in a friendly way, teeth</p><p>chatter when you are cold</p><p>chirp: speak in a high voice, or (of mobile</p><p>phone, electronic equipment) emit a high-</p><p>pitched noise</p><p>croak: when a person is ill, particularly with a</p><p>throat infection</p><p>growl: used of a person when angry</p><p>hoot: with laughter, give a hoot of laughter,</p><p>derision</p><p>howl: with laughter/in pain, the wind howls,</p><p>howl for sth = demand sth</p><p>hum: sing a tune with your mouth closed, the</p><p>sound of an expensive car engine or a piece of</p><p>machinery, also of a busy place</p><p>roar: with laughter, a car roars off down the</p><p>road, the roar of traffic</p><p>screech: shout or sing loudly (and not very</p><p>well), also screech with laughter, a screech of</p><p>tyres, car screeches to a halt</p><p>squawk: to complain loudly or to sing badly</p><p>squeak: say sth in a little high voice perhaps in</p><p>fright, a door squeaks, squeak through = just</p><p>pass a test or exam</p><p>2d 1 I don’t care. 2 He’s very happy or lively.</p><p>3 1 crack down on, hand out 2 using up /</p><p>wiping out 3 Cutting down, wipe out</p><p>4 come up against 5 dying out / being</p><p>wiped out 6 amounted to 7 step back</p><p>Use of English p.27</p><p>1a The task encourages students to skim a text to</p><p>become familiar with the topic and style before</p><p>they attempt the task.</p><p>1b First ask students to read the Exam reference</p><p>and Expert Strategy notes on p.167 to get a better</p><p>understanding of what the task involves. Set a</p><p>suitable time limit (8–10 minutes) for this task.</p><p>2 The text contains numerous examples of</p><p>adjective + noun collocations. Ask students to</p><p>find them. This could be done as a mini-</p><p>competition with students working in pairs to</p><p>see which pair can find the most collocations</p><p>with meanings in a short specified time period.</p><p>3 Students think of other examples of alternative</p><p>energy generation and discuss which they think</p><p>have the best future.</p><p>1a Tidal power, taking energy from the</p><p>predictable movement of water as tides</p><p>change. Not widely used currently due to high</p><p>costs involved to generate power in this way.</p><p>1b 1 sustainable 2 renewable 3 harnessing</p><p>4 predictability 5 untapped</p><p>6 inexhaustible 7 breakthroughs</p><p>8 effectively</p><p>2 Collocations include: future generations,</p><p>sustainable development, integral part, wider</p><p>aim, integral part, renewable source (of</p><p>energy), tidal power, oceanic tides, high cost,</p><p>technological breakthroughs, the open market</p><p>3 Other renewable/sustainable energy</p><p>sources are: hydroelectricity, solar energy,</p><p>wind energy/power (wind turbines), wave</p><p>power, geothermal energy (= energy created</p><p>from and stored in the Earth, e.g. hot springs</p><p>that can be used to create electricity),</p><p>bioenergy (= energy produced from materials</p><p>such as wood, straw, manure, sugarcane, etc.),</p><p>anaerobic digestion of waste</p><p>► Student’s Resource Book, pages 17–18</p><p>22</p><p>TEACHER’S NOTES 2</p><p>Listening 1 p.28</p><p>1 Start by getting students to identify the animals</p><p>shown; a lioness with cub, a (blue) whale, and a</p><p>white-handed gibbon. Students discuss the three</p><p>photos and what we have learnt or could learn</p><p>from studying these and other animals.</p><p>2 ► T1.10 The extracts are to draw students’</p><p>attention to three areas that they will need to</p><p>listen for when doing this task type: the</p><p>speaker’s purpose, the gist and specific details.</p><p>3 ► T1.11 Remind students of alternative</p><p>strategies considered in Module 1 and of the</p><p>notes on p.171 before they attempt the task.</p><p>4 Students discuss the wildlife or environmental</p><p>issues that interest them most and any dreams</p><p>or ambitions that they have to research or work</p><p>on a project.</p><p>2 Extract 1: to show how orangutans have</p><p>learned social ways of behaving from their</p><p>family members and that humans are</p><p>therefore not the only ones to have a</p><p>cultural life, as such Extract 2: to find out</p><p>more about the life of wild animals: their</p><p>sleeping, running and eating patterns and</p><p>their movements Extract 3: by making</p><p>fishing lines easier to see and by using</p><p>sound to warn the other species away</p><p>3 1 B (difficult to believe that animals</p><p>experience emotions since these aren’t</p><p>evident on their expressions) 2 A (We</p><p>don’t know exactly [what emotion it was</p><p>portraying], but it was apparent that</p><p>something along those lines was being</p><p>expressed.) 3 A (They are one of the few</p><p>animals that brachiate: that means they</p><p>swing themselves along the undersides of</p><p>branches using only their arms.) 4 B (This</p><p>is rather like a trick used by ancient Greek</p><p>athletes when performing the long jump.)</p><p>5 C (the lists of sales figures and targets</p><p>that his life had centred on up till then no</p><p>longer filled him with the same</p><p>enthusiasm.) 6 B (whole text. NB Not A</p><p>because toughest aspect of the job was</p><p>parting from them; not C because animals</p><p>were born in captivity)</p><p>Language development 1 p.29</p><p>1 Students should be familiar with the both the</p><p>concept and use of verbs in active and passive</p><p>forms. For those that are not, the Expert</p><p>Grammar notes on p.174 give an explanation of</p><p>the use and form of different passive structures.</p><p>This exercise highlights the use of the passive</p><p>infinitive in certain set expressions</p><p>such as after</p><p>negative forms (e.g. nothing, no one, nowhere), the</p><p>verb to be and adjectives (e.g. impossible).</p><p>2 Remind students that these structures are very</p><p>useful in various forms of writing such as</p><p>articles and reports. Point out that most of the</p><p>sentences can be written in two ways. Do the</p><p>first as an example with the whole class to</p><p>demonstrate this.</p><p>Extra!</p><p>If there is time, ask students to write some of</p><p>their own sentences about interesting facts,</p><p>beliefs or myths about the natural world using</p><p>impersonal passive structures. Other students</p><p>can listen as they are read out and comment on</p><p>whether or not they agree with them.</p><p>3 The exercise reminds students how use of the</p><p>passive can help change emphasis in a sentence.</p><p>Compare the two versions of the first sentence.</p><p>They have seen … has an emphasis on the people</p><p>as subject of the sentence. Elephants have been</p><p>seen ... puts the elephants as subject and so</p><p>switches the emphasis onto them.</p><p>4 This part practises using the passive in various</p><p>tenses, so point out that students need to think</p><p>about which tense (or tenses) are most</p><p>appropriate in each case.</p><p>Photocopiable activity</p><p>Activity 2B could be used here. It is a</p><p>groupwork activity. Students play a card game</p><p>in which they must match two parts of various</p><p>active voice sentences, then rewrite the</p><p>sentences in the passive voice.</p><p>1 1 to be done 2 to be found 3 to blame</p><p>4 to do 5 to be fed 6 to understand</p><p>2 1 It is known that his furniture business</p><p>uses only recycled wood. / His furniture</p><p>business is known to use only recycled</p><p>wood. 2 It is claimed that the board game</p><p>Ethica is really good. / The board game</p><p>Ethica is claimed to be really good.</p><p>3 It is thought that the turtle population is</p><p>increasing. / The turtle population is</p><p>thought to be increasing. 4 It is believed</p><p>that the largest deep sea coral is near</p><p>Norway and covers more than 100 sq km. /</p><p>The largest deep sea coral is believed to</p><p>be near Norway and is said/believed to</p><p>cover more than 100 sq km.</p><p>23</p><p>TEACHER’S NOTES 2</p><p>5 It is said that more than 600 new species</p><p>have been discovered / More than 600</p><p>new species are said to have been</p><p>discovered. 6 It is / has been claimed that</p><p>deep-sea fishermen have reported seeing</p><p>giant squid.</p><p>3 1 have been seen crying/to cry 2 being/to</p><p>be photographed 3 must be finished by</p><p>Monday without fail 4 was explained to us</p><p>how a herd of elephants behaves</p><p>5 were made to wear hats and heavy boots</p><p>on our jungle walk 6 was suggested that</p><p>we took / take part in a new eco-project</p><p>7 wasn’t allowed to keep snakes in the</p><p>house</p><p>4 1 were/had been distributed 2 had been</p><p>eliminated 3 is said 4 to have been shot</p><p>5 be described 6 is currently (being)</p><p>threatened 7 will be supported 8 has</p><p>already been made</p><p>► Student’s Resource Book, pages 19–21</p><p>Writing 1 p.30</p><p>1 There are a lot of points to discuss here so time</p><p>management will be important. The points</p><p>raised are all important when planning a</p><p>composition so allow 15–20 minutes to discuss</p><p>them. One approach would be to get students to</p><p>answer the questions in small groups, another</p><p>would be to divide the class into five groups and</p><p>get each group to answer one question.</p><p>2a Ask students to skim the text and describe the</p><p>style of the text. They should notice that it is</p><p>written in a very descriptive style with strong</p><p>imagery rather than in a more factual style. The</p><p>adjectives and adverbs in the box all have</p><p>strong, descriptive, and in some cases,</p><p>metaphorical uses. Students need to match them</p><p>to the simpler more common words in brackets</p><p>in the text.</p><p>3 Start by asking students to identify how many</p><p>animals are mentioned in the extract (six) and</p><p>what they are: hippos, bushbuck, oryx, cranes,</p><p>catfish, hyenas. From the context, and what they</p><p>know about the animals listed, students guess</p><p>the meaning of the descriptive verbs in bold</p><p>before checking in a dictionary.</p><p>Background</p><p>bushbuck: smallish solitary antelope less than</p><p>one metre high at the shoulder.</p><p>catfish: a common freshwater fish without</p><p>scales but with distinct ‘whiskers’ around its</p><p>mouth.</p><p>crane: large long-legged, long-necked wetland</p><p>bird.</p><p>elephant grass: fast-growing tall grass (up to</p><p>5m) with purplish tinge and sharp leaves. So</p><p>called because it is said to be popular food for</p><p>elephants (or because it grows so high). Now</p><p>used for biofuel.</p><p>oryx: large antelope with long straight horns</p><p>and black and white markings.</p><p>swamp: flat forested area of wetland with</p><p>slow-moving water connected to a lake or</p><p>river, which is permanently flooded or with</p><p>changing water levels.</p><p>Before students do the writing task, ask them to</p><p>read the Expert Strategy notes on p.169 which</p><p>give information about the exam and the Expert</p><p>Writing notes on p.191 which include how</p><p>writing is assessed in the exam.</p><p>4 Ask students to summarise what the task</p><p>requires. It should include three points: a</p><p>description of the place, mention of what the</p><p>writer saw there and an evaluation of the</p><p>importance of the place. It must be written in a</p><p>style that online magazine readers would enjoy.</p><p>1 1 from the task rubric 2 formal: academic</p><p>articles in academic journals, articles for</p><p>serious newspapers; semi-formal: some lighter-</p><p>interest magazines, articles for a school or</p><p>college magazine. Many articles include more</p><p>than one style (e.g. an article describing a</p><p>particular experience will normally include</p><p>narrative as well as description, plus possibly</p><p>anecdote). 3 the content doesn’t have to be</p><p>linear: you can start off with a piece of</p><p>description of a current event and then</p><p>flashback to the past to give more detail (e.g. a</p><p>dropped introduction, where the scene is set in</p><p>the first paragraph, but the real ‘story’ starts in</p><p>the next one); the sentence structure should be</p><p>varied, sometimes starting with a subordinate</p><p>clause, using a rhetorical question addressed</p><p>to the reader (semi-formal) or inversion, etc.</p><p>4 a wide range of interesting verbs, adjectives</p><p>and adverbs should be evident which will bring</p><p>the article alive. Grammatical structures should</p><p>include, where possible, some use of the</p><p>passive, modals, conditionals, a range of</p><p>tenses, verb structures, etc. 5 title: by using</p><p>word play, double entendre, etc. 1st paragraph:</p><p>by appealing to the reader, by making slightly</p><p>controversial statements, by appealing to their</p><p>senses though evocative descriptions, etc.</p><p>24</p><p>TEACHER’S NOTES 2</p><p>2a 1 wide-eyed 2 peacefully 3 daintily</p><p>4 lavishly (a metaphorical use here as</p><p>lavishly = apply/embellish generously,</p><p>abundantly usually refers to actions by</p><p>people) 5 grumpy 6 trumpeting 7 euphoric</p><p>8 wistfully 9 massive 10 lazily</p><p>3 wallow: used of (large) animals when they</p><p>lie in shallow water or mud in a relaxed lazy</p><p>manner to keep cool</p><p>twitch: sudden movement of part of your body.</p><p>This enhances the idea of the nervousness of</p><p>this particular animal.</p><p>bound: leaping into the air</p><p>strut their stuff: an idiomatic phrase meaning</p><p>to show off (your appearance). This is also an</p><p>example of metaphor, and alliteration (when</p><p>two or more consecutive words start with the</p><p>same sound or letter)</p><p>skulking: hiding or moving about secretly,</p><p>especially with bad intentions. The verb aptly</p><p>describes this animal, which is a predator and</p><p>hunter.</p><p>Some of these verbs are onomatopoeic, similar</p><p>to those describing animal sounds on p.26 (see</p><p>also Module 5).</p><p>4 Suggested answer:</p><p>Tea and tigers</p><p>If you ever get the opportunity to visit Nepal,</p><p>you should jump at the chance as it has some</p><p>of the most fantastic natural scenery you will</p><p>ever see. The region has abundant wildlife,</p><p>incredible variety and is geographically</p><p>important as many of the most important rivers</p><p>in Asia begin in the Himalayas. I was very lucky</p><p>to spend a few weeks there recently.</p><p>Starting in the south, I visited a national park in</p><p>the foothills of the mountains where many rare</p><p>species are protected. Within no time, we had</p><p>seen the most amazing butterflies dancing over</p><p>the bushes,</p><p>then multicoloured parakeets</p><p>circling overhead. In the evening, we saw</p><p>peacocks strutting proudly in a clearing making</p><p>the most incredible squawking sound. I went</p><p>with a guide on foot looking for rhino and, after</p><p>a couple of hours tracking them, we heard</p><p>them on the other side of the bushes ahead of</p><p>us. The tension was unbearable.</p><p>Finally, we glimpsed the grumpy beasts</p><p>through a gap in the branches lazily drinking</p><p>from a small stream. We didn’t manage to see</p><p>tigers as they are so rare nowadays, but saw</p><p>signs of where they had passed a short time</p><p>before and the remains of a deer that had been</p><p>caught and eaten by one.A week later, in a</p><p>village in the mountains to the north, with white</p><p>snow-capped peaks towering above me on all</p><p>sides, I sat drinking tea with an old mountain</p><p>guide who told me tales of how he had led</p><p>expeditions to find yaks and snow leopards.</p><p>It is a fascinating country with spectacular</p><p>scenery and the last home of many rare</p><p>species that are indirectly protected by the</p><p>tourists who go there to see them. (289 words)</p><p>2B Closer to home</p><p>Listening 2 p.31</p><p>1 Start with a discussion about what animals</p><p>students keep at home and what factors affected</p><p>their choices. Extend the discussion with the</p><p>points listed.</p><p>2 ► T1.12 Draw students’ attention to the</p><p>pronunciation of coop / kuːp/ as opposed to co-</p><p>op, which can also be spelt coop, which they may</p><p>be more familiar with. Students listen to</p><p>the extract and complete the sentence. They</p><p>should notice that the information in the</p><p>sentence is not in the same order as in the</p><p>audioscript. Also, they have to make sure that</p><p>they don’t get confused by other possible</p><p>answers such as nesting boxes.</p><p>3 ► T1.13 Review the task strategy on p. 170 and</p><p>remind students that each gap requires either a</p><p>single word or a noun group that must be spelt</p><p>correctly and fit grammatically. The required</p><p>words are heard on the recording and the</p><p>questions follow the same order as the text. They</p><p>should beware of distractions, e.g. in Q1 when</p><p>more than one website name is mentioned.</p><p>4 When students have discussed the pros and cons</p><p>of keeping animals for food in groups, find out if</p><p>any students do keep any domestic animals such</p><p>as chickens, pigs, rabbits, bees or if they would</p><p>like to.</p><p>5 The words could be checked as homework with</p><p>students creating their own sentences to</p><p>demonstrate meaning and use.</p><p>2 poles</p><p>3 1 Chicken World 2 roof 3 tunnel 4 fence</p><p>5 self-sufficient 6 sleeping quarters</p><p>7 sneaky 8 (bare brown) wilderness</p><p>9 alarm</p><p>4 Pros: you are in control of what the</p><p>animals eat and the conditions in which you</p><p>keep them (your conscience is clear since the</p><p>animals are likely to be free-range and not</p><p>confined in huge sheds with hundreds or</p><p>thousands of other animals); you have a food</p><p>source that is fresh, untainted by chemicals,</p><p>tastier.</p><p>25</p><p>TEACHER’S NOTES 2</p><p>Cons: keeping animals often means that</p><p>you grow fond of them and therefore it is</p><p>doubly hard when the time comes to send them</p><p>to slaughter; you must have a certain amount</p><p>of land to keep them on and money to invest in</p><p>buying and feeding them; animals are prone to</p><p>diseases and you will have vets’ bills to pay</p><p>Speaking p.32</p><p>1a Ask students to look at the pictures contrasting</p><p>cattle and chicken kept in confined areas inside</p><p>with others that have more freedom to move</p><p>about outside. Encourage students to think of</p><p>both positive and negative points for farmers</p><p>and consumers in each situation.</p><p>Extra!</p><p>One way to introduce the topic would be to</p><p>split the class into four groups and ask each to</p><p>prepare and argue the case for the world’s</p><p>most invaluable species. Nominations could</p><p>include: cattle/cows (for milk, meat and</p><p>labour), bees (for pollination of most fruit and</p><p>vegetables we consume), fungi (for</p><p>decomposition, soil improvement and in</p><p>production of important foods such as bread,</p><p>cheese), plankton (oxygen production,</p><p>decomposition and recycling and as a marine</p><p>food source).</p><p>2 Start by checking understanding of the</p><p>vocabulary in the box. Students then read and</p><p>complete the fact sheets.</p><p>3a Students should include points from question 2</p><p>as well as their own ideas.</p><p>3b ► T1.14 Students should read the cue card</p><p>before listening to the candidate and timing the</p><p>response.</p><p>3c ► T1.14 While listening to the task again,</p><p>students compare their ideas with the candidate</p><p>doing the task and listen for useful language.</p><p>4 Students should look at the phrases on p. 206</p><p>that can be used to structure a long turn.</p><p>5 Spend a few minutes reviewing the structure</p><p>and requirements of Part 3, the long turn, by</p><p>reading through the strategy notes on p.171.</p><p>6 Finish the section with a general and open</p><p>discussion on students’ views on</p><p>environmental issues.</p><p>Photocopiable activity</p><p>Activity 2C could be used here. It is a</p><p>pairwork/groupwork activity. Each pair gives</p><p>another pair a CPE Paper 4 ‘long turn’ question</p><p>and then they evaluate their answers.</p><p>2 1 welfare concerns 2 natural surroundings</p><p>3 cost-effective 4 confined space</p><p>5 nutritional value 6 roam freely 7 lifespan</p><p>8 animal pollination 9 fungal diseases</p><p>10 daylight hours.</p><p>4 Starting-off: Well, they are all important</p><p>issues Linking: the other issue that worries me,</p><p>not only that, and finally Expressing personal</p><p>opinion: the one I feel most strongly about, to</p><p>me it seems … Summing up: So, all of those</p><p>issues are important …</p><p>► Student’s Resource Book, pages 22–24</p><p>Language development 2 p.34</p><p>1a These phrases are derived from familiar verbs,</p><p>such as put, bring, take and a noun (e.g.</p><p>importance), noun phrase (e.g. on a whim) or an</p><p>adjective (e.g. up-to-date) . Review how such</p><p>phrases are recorded in a dictionary before</p><p>students attempt the task. Point out that the</p><p>collocations are not fixed and each has various</p><p>forms (e.g. to buy sth / act on a whim, place</p><p>importance/value/emphasis on, meet the needs/</p><p>demands/requirements, capture the attention/</p><p>imagination/hearts of). Elicit other examples.</p><p>1b Students use the same verbs highlighted in 1a to</p><p>complete the text, paying attention to the tense.</p><p>Again follow by eliciting examples of other verb</p><p>phrases that would fit the context using different</p><p>verbs. (e.g. put/place sb in charge; bring sth to an</p><p>end/a halt/a close/a conclusion; meet/reach/achieve</p><p>goals; place/make/take an order; show/make/achieve a</p><p>profit).</p><p>2 The exercise focuses on verb phrases with have +</p><p>a noun phrase. Variations include Have</p><p>serious/far-reaching/disastrous consequences; have</p><p>strong/no views on.</p><p>Extra!</p><p>Follow with some personalisation. For</p><p>example, get students to use the phrases in a</p><p>context such as People in my town/country have/</p><p>don't have ...</p><p>26</p><p>TEACHER’S NOTES 2</p><p>3a/b Point out that prepositional phrases are very</p><p>common and knowledge of them aids fluency in</p><p>speaking and listening. Emphasise the need to</p><p>learn them as ’chunks’, as single items of</p><p>vocabulary. Suggest students use instinct first to</p><p>decide which preposition fits before looking up</p><p>a dictionary. Students then try to sustain a</p><p>conversation, scoring a point each time they</p><p>correctly and naturally use one of the phrases.</p><p>1a 1 up-to-date 2 at our ease 3 on a whim</p><p>4 the attention 5 the needs 6 interest</p><p>7 no signs of 8 importance 9 thanks to</p><p>1b 1 took 2 was 3 captured 4 brought</p><p>5 bought 6 put 7 met 8 place 9 showed</p><p>2 1 have no say, have the right to 2 have</p><p>serious consequences 3 have strong</p><p>views on 4 had a major impact on 5 had</p><p>no inclination to 6 have access to</p><p>3a in all likelihood; in captivity; by chance;</p><p>with ease; in living memory; on occasion;</p><p>out of breath; in other words; with</p><p>pleasure; in sb’s wake; out of tune with</p><p>(compared with in tune with)</p><p>► Student’s Resource Book, page 24</p><p>Use of English 2 p.35</p><p>1 Students discuss their experience of recycling</p><p>household rubbish.</p><p>2 This exercise focuses on the need to understand</p><p>the style and intention of the writer.</p><p>3 Remind students that the single word required</p><p>must</p><p>be in the correct form and correctly spelt.</p><p>On the answer sheet, they must write it in</p><p>capitals. There may be more than one possible</p><p>answer. In Q8, the correct answer is fewer as it</p><p>precedes a plural countable noun. However, in</p><p>modern usage, the distinction between less</p><p>(often before uncountable nouns) and fewer is</p><p>disappearing, so it is common to hear less in</p><p>such a context.</p><p>4 Continue the discussion from 1 with how far</p><p>students are prepared to change to become more</p><p>environmentally friendly.</p><p>3 1 Getting 2 to 3 There 4 being 5 What</p><p>6 make 7 down 8 fewer</p><p>► Student’s Resource Book, page 25</p><p>Writing 2 p.36</p><p>1 Put students in small groups to create a list of</p><p>what they might find on an organic farm.</p><p>Suggest that they look back at p.32 for ideas.</p><p>2 Ask students to read the task and to consider the</p><p>questions. Ask them to compare their ideas in</p><p>pairs. Point out that the five questions are part of</p><p>the process of planning their article. The first</p><p>(What type of writing will you include ..) asks what</p><p>style they will write in (e.g. factual, anecdotal).</p><p>Ask students to consider what they will include</p><p>in their article. They should use the ideas on</p><p>p.30 on how to make an article more interesting.</p><p>3 The exercise gives students a detailed example</p><p>of how to plan a piece of writing, including</p><p>content, style and organisation.</p><p>4 Students should consider how many paragraphs</p><p>they will need and the content of each. They will</p><p>need to begin in a way that captures the reader's</p><p>attention, and decide how to finish. They should</p><p>also use useful advanced level vocabulary that is</p><p>topical, as well as grammatical structures.</p><p>5 Draw students’ attention to the noun phrases</p><p>with two nouns joined by of (e.g. crack of dawn,</p><p>sense of smell) and the binomial phrase – two</p><p>words, in this case nouns, joined by and, either</p><p>near synonyms (peace and quiet) or opposites.</p><p>6a One way to help students learn and remember</p><p>the vocabulary is to ask them to process it in</p><p>different ways. For example, first ask students to</p><p>divide the ways of moving into either fast vs</p><p>slow, then into with difficulty vs with ease.</p><p>6b Students should know most of these extreme</p><p>adverbs, but remind them that painstakingly</p><p>means carefully.</p><p>6c Elicit the effect the adverbs have here. Compare</p><p>hot –very hot – extremely hot –boiling hot. Elicit the</p><p>difference between wet and soaking wet. Remind</p><p>students that this type of writing requires</p><p>impact, and so requires more dramatic language.</p><p>7 Elicit the differences bewteen the two passages.</p><p>Ensure that students realise that A is more</p><p>descriptive and atmospheric whereas B is more</p><p>factual. Elicit examples of what makes this so.</p><p>8 Point out that the planning has now been done.</p><p>At this stage, students will have a plan of the</p><p>content and organisation and ideas of useful</p><p>vocabulary to include. They should then use</p><p>them to write the article.</p><p>9 Remind them to check their work systematically;</p><p>first of all, by rereading the task to check that</p><p>they have included all the key points, then by</p><p>working through the checklist on p.191. Finally,</p><p>they should check their spelling, subject–verb</p><p>27</p><p>TEACHER’S NOTES 2</p><p>agreement, use of tenses, prepositions and any</p><p>other types of error they often make.</p><p>► Student’s Resource Book, page 27</p><p>1 list could include: sustainability (careful use</p><p>of the land, e.g. through crop rotation, so that it</p><p>is not destroyed by over-use), natural fertilisers,</p><p>free-range animals, greater biodiversity (more</p><p>flowers and insect life), renewable energy</p><p>sources, more labourers, poorer farmers.</p><p>2 1 narrative, descriptive, evaluative,</p><p>anecdotal 2 what work you were involved</p><p>in, what you had to achieve while you were</p><p>there, what the whole experience was like</p><p>3 perhaps sth using green or eco-, e.g.</p><p>Green living – quite an experience!, My</p><p>eco-experience! 4 will it be a linear</p><p>narrative or will it start off with description?</p><p>5 vocabulary to do with the environment,</p><p>sustainability, etc</p><p>5 1 crack 2 common 3 self-sufficient</p><p>4 community 5 home-made 6 manual</p><p>7 touch 8 starry 9 quiet</p><p>7 Students’ own choice; Both have their</p><p>good points. A is more descriptive, setting the</p><p>scene, and B is more factual, giving the</p><p>background. However, B also includes a strong</p><p>last sentence with Little did I know, which is a</p><p>literary device used to arouse and hold the</p><p>reader’s interest.</p><p>8 Suggested answer:</p><p>Strawberry Fields Forever</p><p>After eight hours of bending and back-breaking</p><p>work, I felt totally exhausted, but still thought I</p><p>had found the perfect summer holiday job! It</p><p>was the first day of a fortnight spent as a</p><p>volunteer on a farm to gain some experience of</p><p>rural life. It would be two weeks picking organic</p><p>fruit. I was out of the city and staying on a farm</p><p>with other young people like myself who had</p><p>grown up in the heart of the city.</p><p>Although I had never spent any time in the</p><p>countryside, I had read many novels set in</p><p>remote communities and had dreamt of an</p><p>idyllic life getting back to nature. In my</p><p>imagination, country life would be long lazy</p><p>days strolling through the fields, watching birds</p><p>and other wildlife and recharging my batteries</p><p>with fresh country air. Unfortunately, no-one</p><p>had told me how much hard work it would be!</p><p>Each morning we were told what fruit we would</p><p>be picking, how to tell if it was ripe enough and</p><p>the correct way to pack it in containers. We</p><p>were given a target of how many kilos we were</p><p>expected to pick per hour and then left in the</p><p>baking sunshine to get on with it. The smell of</p><p>the fresh fruit was marvellous and I soon learnt</p><p>how to avoid the spiders and other bugs and</p><p>get straight to the crop.</p><p>The best fruit went to local shops and</p><p>restaurants and the rest went to a local</p><p>company that produced organic jams and</p><p>sauces. But whenever I found the perfect</p><p>strawberry, I ate it! Although it was very hard</p><p>work, I was never hungry as I have never eaten</p><p>so much delicious fruit. As I trudged back to the</p><p>farm house each evening, I had time to reflect</p><p>on the natural existence and connection to the</p><p>weather and the seasons that farm life brings.</p><p>Module 2: Review p.38</p><p>1 1 destruction 2 Consumption</p><p>3 implementation 4 extraction</p><p>5 colonisation 6 integration.</p><p>2 1 wiped out 2 crack down on 3 step back</p><p>from 4 cut down 5 died away</p><p>3 1 to 2 is 3 not 4 are 5 been</p><p>4 1 C 2 B 3 C 4 A 5 B 6 B</p><p>5 1 up 2 to 3 on 4 on 5 towards 6 of 7 in</p><p>8 against 9 with 10 on</p><p>Exam practice 1 TRB p.180</p><p>Paper 1: Use of English Part 2</p><p>1 Given/Considering 2 might/could 3 come</p><p>4 Or 5 which 6 What 7 with 8 so</p><p>Paper 1: Reading Part 7</p><p>1 B 2 C 3 D 4 A 5 A 6 D 7 A 8 D 9 D 10 B</p><p>28</p><p>TEACHER’S NOTES 2</p><p>Paper 2: Writing Part 1Suggested answer:</p><p>The two texts both consider the influence of rap</p><p>music. Indeed, the first text claims a central</p><p>place for rap in modern US culture, underlining</p><p>the dynamic nature of both the music and its</p><p>performers, contrasting this with the rather dull</p><p>offerings of contemporary rock music. It also</p><p>makes the point that rap is no longer just a</p><p>purely US phenomenon. Rap has had a</p><p>considerable impact on the international music</p><p>scene, where its exponents are now major</p><p>stars. Although not a fan of rap music myself, I</p><p>cannot disagree with these points. Where I</p><p>would take issue, however, is with the writer’s</p><p>assertion that rap lyrics are a type of poetry.</p><p>True, certain similarities are evident. Rap often</p><p>rhymes for example, as do certain types of</p><p>poetry, but to my mind, good poetry has a</p><p>depth and sophistication that is a million miles</p><p>away from the rather prosaic lyrics of most rap</p><p>songs. The second text also outlines the great</p><p>popularity of rap music. It tells us how many</p><p>hours the average teenager spends listening to</p><p>rap, and compares this with time devoted to</p><p>other activities. This writer, however, is</p><p>concerned about the effects of rap, especially</p><p>in the messages it conveys and the influence</p><p>this might have on the way young people think</p><p>and behave.</p><p>Although some rap lyrics are</p><p>rather strong, I think this is an over-reaction. In</p><p>the 1950s, the music of Elvis Presley was</p><p>regarded as immoral; in the 1960s it was The</p><p>Beatles who were thought to corrupt the young.</p><p>The simple fact is that the revolutionaries of</p><p>today tend to become the establishment figures</p><p>of tomorrow – and the same fate could well</p><p>await rap artists. (282 words)</p><p>Paper 3: Listening Part 1</p><p>1 C 2 A 3 B 4 C 5 B 6 B</p><p>29</p><p>TEACHER’S NOTES 3</p><p>3 Surviving and thriving</p><p>This module includes topics such as various aspects</p><p>of psychology and getting help, stress and how to</p><p>overcome it, alternative therapies including dance,</p><p>relaxation and yoga.</p><p>Lead-in p.39</p><p>Start with books closed. Have a short discussion</p><p>about ‘Help’. Ask students who or where they turn</p><p>to for help. For example, in what situations would</p><p>they consult: friends, parents, colleagues, their boss,</p><p>teachers, the internet. Introduce the concept of self-</p><p>help books and ask if students have heard of or read</p><p>any. Alternatively, ask which is more important –</p><p>external appearance or character/personality. Then</p><p>ask them to compare how much time and effort</p><p>people spend trying to change their figures and</p><p>appearance generally and how much time they</p><p>spend improving their personality and whether</p><p>most people get the balance right.</p><p>Background</p><p>Self-help books are big business for publishers and</p><p>writers and have helped many to make themselves</p><p>very rich. One of the earliest and best known books</p><p>is How to Win Friends and Influence People by Dale</p><p>Carnegie, published in 1936, which has sold over</p><p>15 million copies.</p><p>Stephen Covey, the author of The 7 habits of Highly</p><p>Effective People (2003) has sold over 20 million</p><p>self-help books.</p><p>1/2 Get students to look at the cartoons and match</p><p>them to the five book titles. The two animal-</p><p>related idioms (like water off a duck's back = not</p><p>affected in any way and a wolf in sheep's clothing</p><p>= a person whose true character is hidden) are</p><p>featured later in the unit but may need a brief</p><p>explanation at this point.</p><p>3 The discussion here would work well in pairs</p><p>and is likely to focus on what students think the</p><p>book is about. Encourage them to think about</p><p>how each book might help them or what they</p><p>would hope to get from the book.</p><p>4 Students think of ideas to illustrate books 1</p><p>and 5.</p><p>5 This could be done either as a whole class</p><p>discussion or as a role play in pairs.</p><p>2 Suggested answers: A2 (could also be 1,</p><p>3, 5); B4; C3 (could also be 5)</p><p>4 Suggestion might be: 1 someone looking</p><p>confident while being interviewed for a top</p><p>job by a panel of stern-faced interviewers</p><p>5 someone about to give a talk to a large</p><p>audience</p><p>3A Who’s in control?</p><p>Reading 1 p.40</p><p>1 Get students to read the two pairs of sentences</p><p>and then to compare them with a partner.</p><p>Having checked the answers point out that</p><p>repetition of the word practical in the second pair</p><p>of sentences is a typical examination trick</p><p>designed to catch students out. Check students</p><p>know the opposite of objective (subjective).</p><p>2 Check that students understand the link</p><p>between self-help and DIY (do-it-yourself) in the</p><p>title. It is reasonable to expect that students will</p><p>be familiar with the concept of skimming at this</p><p>level, but it would be wise to check. If necessary,</p><p>give a time limit of two minutes to scan the texts.</p><p>3 Ask students to read the questions (1–10) in</p><p>Exercise 4, but tell them not to start answering</p><p>them. They need to identify the key words. Do</p><p>the first question with the whole class as an</p><p>example. They could then finish the task</p><p>individually or in pairs. Students need to</p><p>identify synonyms in the questions and the texts</p><p>and ways in which ideas in the reviews are re-</p><p>phrased in the questions. For example, in Q1</p><p>enjoyable = for pleasure in Text C; irrespective of</p><p>problems = even if you ... be in good shape. Stress</p><p>the importance of checking the information in</p><p>the text again before they complete the exercise.</p><p>4 The students will have effectively done the</p><p>exercise in three steps above. Now they can</p><p>complete the process.</p><p>5 If students struggle to think of ideas, they could</p><p>be prompted. Examples might be: for someone</p><p>trapped in a bad relationship, someone with a</p><p>serious phobia, a very shy person.</p><p>30</p><p>TEACHER’S NOTES 3</p><p>6 Ask students to find the words in the texts and</p><p>guess the meanings from the context before</p><p>checking in a dictionary. Check that they know</p><p>the pronunciation and stress of the words as</p><p>well as any related words (e.g. fabricate (v),</p><p>prefabricated (adj)).</p><p>1 Pair a are similar in meaning – objective =</p><p>non-judgemental; pair b are different, as</p><p>the first one talks about goals, while the</p><p>second sentence focuses on emotional</p><p>wellbeing.</p><p>2 1 D 2 B 3 C and possibly A</p><p>3 1 enjoyable, irrespective of whether you</p><p>have problems 2 ideas, language,</p><p>accessible to the non-specialist</p><p>3 examines, evidence, support, claims,</p><p>exponents of self-help 4 step-by-step</p><p>guide, psychological dilemma 5 ways,</p><p>make the most, unfulfilled potential</p><p>6 encouraged to have unrealistic</p><p>expectations 7 suggested therapies,</p><p>recognised methodology 8 quality of</p><p>writing, advice, more credible 9 should</p><p>view, negative emotion, natural 10 comfort</p><p>and advice, frustrated by seemingly</p><p>straightforward problems</p><p>4 1 C and can be read for pleasure even if</p><p>you judge your self-management and</p><p>feelings of personal fulfilment to be in good</p><p>shape</p><p>2 B However, the book is written in a</p><p>refreshingly down-to-earth style that avoids</p><p>the almost incomprehensible jargon which</p><p>some self-help practitioners are prone to!</p><p>3 A In this book, Pearsall explores the</p><p>tendency for proponents of self-help</p><p>therapy to substitute clichés for serious</p><p>thought’</p><p>4 D A number of simple models and</p><p>techniques are engagingly presented</p><p>through a series of first-hand accounts of</p><p>people at various stages of succumbing to</p><p>or addressing their fears. When strung</p><p>together, these provide a structured</p><p>programme with which you may set about</p><p>changing your attitude and raising your</p><p>self-awareness and self-esteem.</p><p>5 B He offers techniques to help people</p><p>develop their hitherto suppressed abilities</p><p>and apply these to situations in which they</p><p>may be of use.</p><p>6 A Hackneyed fallacies like ‘be all that</p><p>you can be,’ ‘live up to your full potential,’</p><p>‘nurture and understand your inner child,’</p><p>are just a few of the arguably silly</p><p>fabrications that masquerade as legitimate</p><p>advice’ Were people less caught up in the</p><p>misconception that they should be happier</p><p>and more fulfilled, they probably wouldn’t</p><p>be so discontented.</p><p>7 B .Many of his suggestions follow well-</p><p>known coaching concepts familiar to</p><p>practitioners of neuro-linguistic</p><p>programming.</p><p>8 C Burkeman has a lovely turn of phrase,</p><p>neither too dry nor too flashy; but a sort of</p><p>just-rightness that makes his</p><p>pronouncements sound wholly trustworthy.</p><p>9 D this book rests on the following</p><p>premise: fear is a necessary and essential</p><p>element of life.</p><p>10 C Should you find yourself prone to</p><p>those niggling difficulties which, though</p><p>surmountable, are disproportionately</p><p>aggravating, then you’ll find solace and</p><p>good counsel here.</p><p>Vocabulary p.42</p><p>Start with books closed. Put the word self in the</p><p>middle of the board and elicit examples of</p><p>compounds with self using self-help as an example. It</p><p>might be an opportunity to discuss the idea of self-</p><p>study and how much time students will spend</p><p>studying on their own for the exam and what they</p><p>should be focusing on.</p><p>1a Compare the compounds given with those</p><p>elicited. Check the meaning of any new ones.</p><p>Students then complete the exercise individually</p><p>or in pairs. It might be worth pointing out that</p><p>the rules determining when compounds are</p><p>hyphenated or written as one word are vague</p><p>and usage often varies, but in this case all</p><p>compounds with self are hyphenated.</p><p>1b Students could discuss the meanings of the</p><p>remaining examples or use them to write similar</p><p>sentences to those in 1a.</p><p>Extra!</p><p>If time allows, ask students</p><p>whether the</p><p>compounds listed are positive or negative.</p><p>They are all positive. Ask them to think of any</p><p>that would be negative e.g. self-centred, self-</p><p>doubt, self-harm, self-righteous.</p><p>2a This exercise focuses on prefixes that change</p><p>meaning. When students have read the</p><p>examples, point out that the prefix non usually</p><p>uses a hyphen, whereas the other two do not.</p><p>When students have completed the text with</p><p>newly formed words, check understanding</p><p>and elicit examples of other words using the</p><p>three prefixes.</p><p>31</p><p>TEACHER’S NOTES 3</p><p>2b Highlight the importance of a structured</p><p>approach to learning vocabulary by building</p><p>word families using prefixes and suffixes and by</p><p>revising vocabulary regularly.</p><p>3a Explain that the next exercises highlight some of</p><p>the suffixes that are used to form nouns. Get</p><p>students to skim the dialogue for gist.</p><p>3b Ask students to scan the list of words and</p><p>identify what type of words they are: verbs and</p><p>adjectives. They then use the suffixes given to</p><p>form nouns. Check spelling and stress of the</p><p>new words. Note the difference between UK and</p><p>USA spelling of words such as fulfilment (UK) /</p><p>fulfillment (USA). Identify the words where the</p><p>stress changes, e.g. motivate – motivation. They</p><p>then use the words to complete the dialogue.</p><p>Extra!</p><p>If time allows, elicit examples of other nouns</p><p>formed with the suffixes in the exercise, e.g.</p><p>accomplishment, judgement, empowerment;</p><p>humiliation, inhibition, qualification; helplessness,</p><p>thoughtfulness; comprehension, persuasion.</p><p>3c Students identify the negatives of the newly</p><p>formed nouns and which prefixes are used to</p><p>form them. Ask them to consider all the words</p><p>in the ‘family’ e.g. happy, happiness, happily.</p><p>Compare the similar words unmotivated (lacking</p><p>in motivation) and demotivated (lost motivation).</p><p>3d Conduct a short discussion in small groups.</p><p>1a 1 Self-management 2 self-evaluation</p><p>3 self-discovery 4 self-discipline</p><p>5 self-worth</p><p>2a 1 non-essential 2 misuse</p><p>3 interconnecting 4 misinterpreted</p><p>3a Jessica was initially sceptical, but her</p><p>opinion changed after reading one. Charlie</p><p>thinks that they have limited use as change</p><p>must come from within.</p><p>3b Noun forms: 1 achievement 2 conception</p><p>3 decision 4 fulfilment 5 happiness</p><p>6 helpfulness 7 inspiration 8 motivation</p><p>9 solution 10 weakness</p><p>Text:1 solution 2 weaknesses 3 fulfilment</p><p>4 conception 5 inspiration 6 achievement</p><p>7 happiness 8 helpfulness 9 decisions</p><p>10 motivation</p><p>3c unfulfilment (n), unfulfilled (adj); uninspired</p><p>(adj), uninspiring (adj); unachievable (adj);</p><p>unhappiness (n), unhappy (adj), unhappily</p><p>(adv); unhelpfulness (n), unhelpful (adj),</p><p>unhelpfully (adv); undecided (adj) (BUT:</p><p>indecision (n), indecisive (adj));</p><p>unmotivated (adj)</p><p>Use of English 1 p.43</p><p>1a The text is in the format of Part 3 of the Reading</p><p>& Use of English paper. Students start by</p><p>skimming the text to get a general</p><p>understanding.</p><p>1b Stronger classes could go straight into the task.</p><p>Weaker classes could start by looking at the task</p><p>strategy notes on page 167.. Point out that the</p><p>exercise requires more prefixes and suffixes than</p><p>those practised in Vocabulary exercises 2 and 3.</p><p>Photocopiable activity</p><p>Activity 3A could be used here. It is a</p><p>pairwork/groupwork activity in which</p><p>students identify mistakes in sentences, correct</p><p>them, then decide how certain they are that</p><p>they have corrected them properly, winning or</p><p>losing points based on their answers.</p><p>2 Start by asking students to look at the picture</p><p>and explain what it shows. They should identify</p><p>the animal as a donkey and that it is stubbornly</p><p>refusing to move. Then ask them to look at the</p><p>other idioms and check the vocabulary (e.g. flog,</p><p>horns, bonnet). Students choose suitable idioms to</p><p>complete the five sentences.</p><p>3 Put students in groups to decide on the three</p><p>best pieces of advice they can think of for a</p><p>friend. Then compare their ideas to see which</p><p>group has the best advice.</p><p>1a 1 tendency 2 dissatisfaction</p><p>3 interdependence 4 nervous</p><p>5 detrimental 6 uncontrolled</p><p>7 communicator 8 sensitivity</p><p>2 1 put the cat among the pigeons; 2 flog a</p><p>dead horse 3 like water off a duck's back</p><p>4 a bee in his bonnet 5 as stubborn as</p><p>a mule</p><p>► Student’s Resource Book, pages 28–29, 33–35</p><p>Listening 1 p.44</p><p>Start by asking students if they recognise the film</p><p>still (Anne Hathaway and Meryl Streep in The Devil</p><p>Wears Prada) and what the subject of the film is</p><p>(bullying in the workplace) and what they thought of it</p><p>if they have seen it.</p><p>1 Discuss the questions with the whole class. Ask</p><p>the class what they consider to be typical aspects</p><p>of bullying behaviour. Avoid discussion of</p><p>personal experiences.</p><p>32</p><p>TEACHER’S NOTES 3</p><p>2 ► T1.15 The first time students listen, they</p><p>should try to get a general understanding and</p><p>not answer the exam question. Play the</p><p>recording once and then get students to compare</p><p>answers to the three questions, justifying them</p><p>with examples of what they heard. In the exam</p><p>the recording is played twice.</p><p>3 ► T1.16 Remind students that in the exam the</p><p>silent time given on the recording to read the</p><p>questions is vital. Give students 45 seconds to</p><p>read the questions to identify the topic (e.g. an</p><p>opinion, a feeling, a fact, the purpose) before</p><p>playing the recording for the second time.</p><p>Having listened again, students can compare</p><p>answers in small groups before checking with</p><p>the whole class.</p><p>4 Ask the class to look at the definition of the term</p><p>assertiveness training. In groups, ask the students</p><p>to discuss the rights, including which they feel is</p><p>the most helpful. Students could also be asked to</p><p>discuss how the rights apply to the classroom</p><p>and language learning in general.</p><p>Background</p><p>Assertiveness training is often misinterpreted</p><p>as aiming to make people more dominant</p><p>when in reality its aim is to enable people to</p><p>stand up to people who are.</p><p>Many ideas are from the book When I Say No, I</p><p>Feel Guilty, by Manuel J Smith, published in</p><p>1975. It is about expressing oneself clearly and</p><p>resisting manipulation, There are ten rights</p><p>summarised in the one key principle: 'The right</p><p>to be the final judge of yourself is the prime</p><p>assertive right which allows no one to</p><p>manipulate you'.</p><p>The ten rights are:</p><p>1 You have the right to judge your own</p><p>behaviour, thoughts, and emotions, and to</p><p>take the responsibility for their initiation</p><p>and consequences upon yourself.</p><p>2 You have the right to offer no reasons or</p><p>excuses for justifying your behaviour.</p><p>3 You have the right to judge if you are</p><p>responsible for finding solutions to other</p><p>people's problems.</p><p>4 You have the right to change your mind.</p><p>5 You have the right to make mistakes – and</p><p>be responsible for them.</p><p>6 You have the right to say, ‘I don't know’.</p><p>7 You have the right to be independent of the</p><p>goodwill of others before coping with them.</p><p>8 You have the right to be illogical in making</p><p>decisions.</p><p>9 You have the right to say, ‘I don't</p><p>understand’.</p><p>10 You have the right to say, ‘I don't care’.</p><p>Source: http://h2g2.com</p><p>1 Emotional intelligence: the ability to</p><p>recognise, control and assess the mood</p><p>and emotions of other people</p><p>Bullying behaviour: the abuse of power,</p><p>when someone, or a group of people,</p><p>deliberately upset another person or hurt</p><p>them either physically or emotionally or</p><p>damage their property or reputation on</p><p>numerous occasions.</p><p>2</p><p>Extract 1 1 articles on websites</p><p>2 her understanding made her feel able to do</p><p>something about the situation</p><p>Extract 2 1 a book he had read in his teens</p><p>that he found inspirational 2 personal problems</p><p>with his parents, his teachers and his peers</p><p>Extract 3 1 Emotional Intelligence tests</p><p>2 Self-evaluation</p><p>3 1 B (so I persuaded myself that she must</p><p>be right) 2 B . (I suddenly saw my</p><p>colleague’s behaviour for what it was, and</p><p>felt I had to change things) 3 A (were it not</p><p>for that book, I wouldn’t have had the guts</p><p>to tell my parents I had a burning ambition)</p><p>4 C (The main thing it taught me was to</p><p>take the bull by the horns in a non-</p><p>confrontational way, without resorting to</p><p>manipulative behaviour) 5 B (they select</p><p>new employees by incorporating what are</p><p>called ‘emotional intelligence’ tests into</p><p>their recruitment procedures rather than</p><p>depending solely on professional</p><p>qualifications and experience) 6 A (All</p><p>graduates entering the job market could do</p><p>with taking these considerations on board)</p><p>Language development 1 p.45</p><p>1 With a weaker class start by looking at the</p><p>grammar review on page 176. A stronger class</p><p>could begin by doing the exercise and then using</p><p>the grammar review to check their answers. The</p><p>exercise includes all types of conditionals</p><p>including mixed.</p><p>2 This exercise is similar to the Paper 1, Part 4 key</p><p>word transformations in that students have to</p><p>express a similar meaning using a different</p><p>structure. In the exam they often include</p><p>variations of conditional structures. In Q1, get</p><p>students to compare the subtle difference</p><p>between If you decide – a possibility and If you do</p><p>decide – an unlikely possibility. In Q3, elicit that</p><p>33</p><p>http://h2g2.com/</p><p>TEACHER’S NOTES 3</p><p>the alternative to if is when and the reason why –</p><p>a general truth.</p><p>3 This exercise should remind students that</p><p>conditional sentences frequently use alternatives</p><p>to if. After checking the answers, elicit example</p><p>sentences using the other two structures (imagine</p><p>and what if).</p><p>1 1 b 2 b 3 b 4 a 5 a 6 b</p><p>2 1 If you (do) decide to do a course in</p><p>psychotherapy, let me know.</p><p>2 If it hadn’t been for the other students’</p><p>(help), I wouldn’t have understood the</p><p>problem.</p><p>3 Even if/when other people criticised</p><p>Sally, (she was so confident that) it was</p><p>like water off a duck’s back</p><p>4 If you happen to be in this evening, could</p><p>I ask your advice about something?</p><p>3 1 otherwise 2 unless 3 on condition that</p><p>(if) 4 whether or not, (if) 5 Assuming</p><p>(that), (If) 6 in case (if) 7 otherwise</p><p>Use of English 2 p.45</p><p>1a This exercise practises the open cloze task in</p><p>Paper 1, Part 2. Students should be encouraged</p><p>always to skim any exam text to get a general</p><p>understanding of the text type, purpose and</p><p>content before attempting the task. The</p><p>instructions here help them by saying it is a</p><p>magazine article that describes a branch of</p><p>psychology. A quick read (30 seconds) should be</p><p>enough to appreciate the difference.</p><p>1b If students are unfamiliar with Cambridge</p><p>exams and this task type, they should read the</p><p>exam strategy notes on p.167 first.</p><p>2 Elicit that the discussion is about a hypothetical</p><p>situation and that therefore their choice of which</p><p>conditional structures to use should reflect that.</p><p>The discussion would work well in small groups</p><p>with students explaining their ideas/fantasies to</p><p>others while trying to correctly use as many of</p><p>the structures as possible.</p><p>1b 1 what 2 to 3 at</p><p>4 Although/While/Whilst/Though 5 far</p><p>6 off 7 Since 8 gained</p><p>► Student’s Resource Book, pages 30–32</p><p>Writing 1 p.46</p><p>Remind the class that Part 1 is compulsory and that</p><p>they will have about 45 minutes to complete the task</p><p>using 240–280 words.</p><p>1 Get students to start by skimming the texts for</p><p>general understanding of content then scan the</p><p>two texts to find answers to the first two</p><p>questions. For the third question find out if they</p><p>are familiar with the well-known analogy of the</p><p>glass being either half full for an optimist or half</p><p>empty for a pessimist, Find out who in the class</p><p>thinks they are an optimist or pessimist and why</p><p>they think so.</p><p>2 Now get the class to read text 1 again and decide</p><p>which of the summaries is the most accurate.</p><p>3 When students have reread text 2, they should</p><p>identify the words or phrases that match those</p><p>in the exercise. Remind students that the skill of</p><p>summarising is to paraphrase ideas in the text.</p><p>4 Students should use the answers from 3 to write</p><p>their own summary of text 2.</p><p>5 Students should summarise the main points of</p><p>the two texts in one paragraph by linking the</p><p>points in the summary of text 1 in exercise 2</p><p>with their own points summarising text 2. The</p><p>paragraph should also make some comparisons</p><p>between them.</p><p>1 1 Positive psychology encourages people</p><p>to look at the positive things in their life to</p><p>help them find solutions to things that go</p><p>wrong. 2 A defensive pessimist worries</p><p>about challenges as a way of boosting</p><p>their performance.</p><p>2 Summary 2 is the most suitable, as it</p><p>covers the key points of the text. (1 is too</p><p>short and omits key points. 3 is unsuitable</p><p>as it lifts phrases directly from the text.)</p><p>3 1 advocate 2 optimistic perspective</p><p>3 make a case for 4 refute</p><p>5 Suggested answer: Text 1 makes a case</p><p>for positive psychology, refuting suggestions</p><p>that its concept is ineffective by arguing that</p><p>having a more optimistic outlook benefits not</p><p>only the individual but society in general.</p><p>Criticism of the idea in Text 2 on the other hand</p><p>goes beyond its lack of effectiveness,</p><p>maintaining that for some people engineered</p><p>happiness actually results in them being less</p><p>successful as, for them, worrying is a helpful</p><p>defence mechanism.</p><p>3B Mind and body</p><p>Listening 2 p.47</p><p>1 Start with books closed. Elicit the causes of stress</p><p>in people’s lives (see key for examples). Ask</p><p>34</p><p>TEACHER’S NOTES 3</p><p>students if they suffer from stress and what</p><p>causes it in their lives. Then discuss the second</p><p>question of whether stress in increasing in the</p><p>modern world.</p><p>2 Ask students if they have heard of laughter</p><p>clubs and what they know about them or what</p><p>they can guess they are. Then discuss the three</p><p>questions.</p><p>3 ► T1.17 Look at the Exam Strategy notes on</p><p>p.170, which apply to this task type, before</p><p>starting the task. Students should start by</p><p>reading just the questions to get a sense of the</p><p>topic of the listening passage. There are Help</p><p>notes to give students specific hints for three of</p><p>the five questions.</p><p>4 Use the key words to review affixation. Some of</p><p>them use suffixes highlighted in earlier modules</p><p>(e.g. grumpiness, accessible, reticence). Elicit the</p><p>words that they are formed from and other</p><p>words in each word family. Discuss the best</p><p>ways to record and review the new vocabulary.</p><p>5 Students discuss their reaction to what they have</p><p>heard. Ask them to speak with a partner about</p><p>whether laughter helps them to relax or not and</p><p>if they would think about joining a session of</p><p>laughter therapy. Ask them to think of</p><p>occasions, such as when watching a comedy,</p><p>when witnessing a mishap or when laughter has</p><p>been infectious.</p><p>1 Suggested answers: money worries,</p><p>work/job security, study pressures, health</p><p>issues, family and friends, social</p><p>pressures, bullying, anxiety about</p><p>forthcoming exams!</p><p>2 1 Laughter clubs are places where people</p><p>gather to learn how to laugh in order to</p><p>relieve stress. 2 Answers may vary, but</p><p>expect to hear any of the following:</p><p>depression, exchanging stories,</p><p>responding to each other, essential oils,</p><p>senses 3 Suggested answers: 1 share</p><p>their problems 2 rest and relaxation,</p><p>pattern of behaviour, consequences of</p><p>depression; 3 less inhibited, stop taking life</p><p>too seriously, form lasting bonds</p><p>5 essential oils affect the senses</p><p>3 1 D (We think many people are put off by</p><p>the idea of ‘alternative therapy’, as such.</p><p>The title Laughter Club is somehow less</p><p>intimidating because it doesn’t imply</p><p>having to buy into a particular philosophy</p><p>or lifestyle) 2 B (The grumpiness</p><p>becomes a sort of downward spiral,</p><p>because the world responds negatively to</p><p>it, making it even harder to break out of.</p><p>But a good therapist can help reverse the</p><p>process) 3 A (releases people from any</p><p>shyness or reticence about expressing</p><p>their emotions, that’s the main thing they</p><p>get out of it) 4 A (I studied meditation</p><p>instead. What that taught me made me</p><p>think that maybe benefits could be reaped</p><p>from laughter therapy as well. So, I</p><p>decided to have a go) 5 D (she began</p><p>coming to the laughter club shortly after,</p><p>illustrating Stella’s point about time</p><p>management!)</p><p>Speaking p.48</p><p>1 Start</p><p>with books closed and ask students the two</p><p>questions. Point out that these would be typical</p><p>questions at the start of Paper 4 and ask students</p><p>to discuss these. If no-one mentions any of the</p><p>ways to relax shown in the SB, consider</p><p>introducing them to the discussion. Find out</p><p>what works best for the class.</p><p>Background</p><p>Acupuncture is a traditional Chinese technique</p><p>that has been practised for around 3,500 years.</p><p>It is based on the belief that energy or 'life</p><p>force', known as chi or Qi in Chinese, moves</p><p>around the body along meridians associated</p><p>with different organs. These meridians are not</p><p>physical structures. The insertion of fine</p><p>needles along these channels clears blockages</p><p>that cause illness and stimulates the flow of</p><p>energy to restore or maintain good health.</p><p>Aromatherapy is based on the belief that</p><p>different essential oils produced from the</p><p>leaves, bark and flowers of plants have</p><p>different healing properties both physical and</p><p>psychological. The oils are massaged into the</p><p>skin from where they travel around the body in</p><p>the bloodstream, and the aroma is inhaled to</p><p>stimulate brain function.</p><p>35</p><p>TEACHER’S NOTES 3</p><p>Reflexology is based on the belief that the foot,</p><p>and to some extent the hand, forms a map of</p><p>the whole body. By massaging different areas</p><p>of the foot the practitioner can identify areas of</p><p>the body that are 'out of balance' and restore</p><p>them. It claims to be beneficial for a number of</p><p>common ailments as well as a relaxing therapy.</p><p>2 Ask students to look at the pictures and identify</p><p>what they show. Ask students to discuss any</p><p>experience they have of alternative therapies.</p><p>3a Start by checking understanding of the</p><p>vocabulary. Ask students to decide if the words</p><p>are positive or negative and then to check the</p><p>meaning of any they don't know. Another way</p><p>to process the vocabulary would be to ask</p><p>students to identify those words/phrases that</p><p>are similar (e.g. rather exclusive + only for the</p><p>privileged few) and those that are opposites</p><p>(beneficial + detrimental). They can then use them</p><p>to discuss the pictures. As they are going to be</p><p>using the vocabulary in a speaking exercise it is</p><p>important to model the pronunciation including</p><p>the word stress at this stage.</p><p>3b This exercise practises expressions for giving</p><p>opinions. Again ask them to think which are</p><p>positive and which are negative before they</p><p>attempt the exercise. Check the meaning of any</p><p>difficult vocabulary (e.g. shiver) before they start.</p><p>4 This activity would be best done in pairs with</p><p>students encouraged to use as many of the</p><p>words and phrases from exercise 3 as possible.</p><p>5a ► T1.18 If students are unfamiliar with the CPE</p><p>exam, explain that Part 2 of the speaking test has</p><p>two sections. In the first section candidates</p><p>answer a question to give their reactions to one</p><p>or more pictures and in the second section they</p><p>are given a decision-making task. Students listen</p><p>just to the introduction to the task to understand</p><p>and identify the instructions for the first section</p><p>of the Part 2 task. Get them to do this in pairs.</p><p>5b ► T1.19 Students hear two candidates doing</p><p>the task. They should listen for how well each</p><p>one speaks about the pictures and how well they</p><p>interact with each other.</p><p>6a ► T1.20 Students listen again for the</p><p>instructions for the second section.</p><p>6b ► T1.21 Students listen and judge the</p><p>candidates’ performance and identify successful</p><p>strategies that they use. When they have</p><p>identified that Ariana’s performance improves</p><p>in this part, explain that this sometimes happens</p><p>to students in an exam. They may not perform</p><p>well on one part, but they can make up for it in</p><p>another section. So, they shouldn’t feel</p><p>discouraged by one or two difficulties early on.</p><p>7a ► T1.21 One approach would be to ask</p><p>students to look at the extract and predict the</p><p>expressions that are missing. Then play the</p><p>extract again for students to complete the</p><p>dialogue.</p><p>7b Students match the expressions listed to</p><p>expressions they have heard in the extract.</p><p>8 Give students a few minutes to look back over</p><p>the expressions highlighted in exercises 3–7</p><p>before they attempt the task in pairs. Encourage</p><p>them to do it with the same urgency as in exam</p><p>conditions.</p><p>9 Encourage students to use the questions to</p><p>analyse their own performance in the same way</p><p>that they analysed Jarek and Ariana in exercises</p><p>5 and 6.</p><p>2 A relaxing pastime, emotional comfort,</p><p>meditation B relaxing pastime, emotional</p><p>comfort C medication, pain relief</p><p>D emotional comfort, aromatherapy, pain</p><p>relief, relaxing</p><p>3a Positive aspects: emotional/physical</p><p>benefits, beneficial, keeps you active,</p><p>provides you with an interest, gives lonely</p><p>people physical contact, effective</p><p>relaxation technique, take your mind off</p><p>things, it’s emotionally uplifting, helps you</p><p>unwind, relieves tension</p><p>Negative aspects: detrimental, drawbacks,</p><p>can do more harm than good, rather</p><p>exclusive, expensive and so for the</p><p>privileged few</p><p>3b 1 rather weird 2 not for everyone 3 did me</p><p>the world of good 4 makes me feel</p><p>frustrated 5 should be seen as a last</p><p>resort 6 enjoyable pastime</p><p>5a 1 Pictures 1 and 4 2 one minute</p><p>5b Answers may vary, but expect the</p><p>following: Jarek handles the task very well,</p><p>and tries to give support to Ariana. Ariana</p><p>is weaker. Her answers are short, with little</p><p>expansion, and she repeats a lot of the</p><p>language that Jarek uses. She follows his</p><p>lead, and does not invite him to interact or</p><p>respond to what she says.</p><p>6a 1 Talk together about how each of the</p><p>activities shown helps people relax, then</p><p>choose which two would best illustrate a</p><p>magazine article on relaxation techniques</p><p>2 three minutes</p><p>36</p><p>TEACHER’S NOTES 3</p><p>6b Answers may vary, but expect the</p><p>following: 1 Jarek starts by restating the</p><p>task, to place them both in the context, and</p><p>then immediately asks Ariana her opinion</p><p>of one of the photos. They both explain</p><p>why the activities are relaxing, and expand</p><p>by giving personal examples when</p><p>appropriate. 2 They make a point, and</p><p>then ask the other’s opinion, to give them a</p><p>chance to speak. 3 Ariana makes a big</p><p>improvement here, as if she gains</p><p>confidence as the conversation develops</p><p>7a 1 I think this is true 2 Absolutely 3 While I</p><p>agree with you, of course 4 Not only that</p><p>5 Perhaps 6 Mind you 7 Anyhow 8 as a</p><p>matter of fact</p><p>7b 1 (2) absolutely 2 (4) not only that 3 (8) as</p><p>a matter of fact 4 (1) I think this is true</p><p>Language development 2 p.50</p><p>Depending on different students’ first language, the</p><p>difficulty of this topic will vary. It would be wise to</p><p>start by reading through the grammar notes on page</p><p>177 with the class and answering any questions.</p><p>1a Ask students to decide whether It or There</p><p>should be used to start each of the sentences.</p><p>Point out that in one sentence both it and there</p><p>are possible. Having checked the answers ask</p><p>students to see if they can recognise any patterns</p><p>such as using it before adjectives (e.g. It's</p><p>possible) and there before nouns (e.g. There isn't</p><p>much point; there's no harm; Is there any likelihood).</p><p>1b Students need to identify which of the gaps in</p><p>the text require the use of it. Point out that here</p><p>the emphatic use of it can be as both the subject</p><p>and as the object of a clause.</p><p>Extra!</p><p>When they have completed the exercise, ask</p><p>students to look at the second and third</p><p>sentences and to compare how they would</p><p>have to be written without this use of it (So, I</p><p>consider having my neighbour pop in whenever she</p><p>feels like coming to be an intrusion. Trying to tell</p><p>her that I'm busy makes no difference.) and the</p><p>difference in impact. Then ask students to look</p><p>through other texts to find similar examples.</p><p>2 The exercise introduces some other fixed</p><p>expressions using it. The exercise requires</p><p>students to use their imaginations to create a</p><p>context and how they might respond. Students</p><p>could do the activity in pairs/small groups,</p><p>taking it in turns to be the one that responds,</p><p>before comparing responses</p><p>as a whole class.</p><p>3 This exercise builds on the review of</p><p>conditionals in 3A. Weaker students should start</p><p>by looking at the Expert Grammar summary on</p><p>page 177 before attempting the exercise.</p><p>Stronger students could start by doing the</p><p>exercise and then using the summary to check</p><p>their answers.</p><p>4a Here students check understanding of the</p><p>meaning of the inverted phrase by re-expressing</p><p>it in a simpler form. Point out that this is similar</p><p>to key word transformation exercises in Paper 1</p><p>Part 4 and that inversion is commonly tested.</p><p>Do the first one together as a class and compare</p><p>the forms. Point out that the inverted form is</p><p>useful for ‘holding the floor’ as it clearly flags at</p><p>the start that the speaker has two points to put</p><p>across and therefore makes it harder for</p><p>someone else to interrupt.</p><p>4b Students form sentences using inverted phrases.</p><p>Photocopiable activity</p><p>Activity 3B could be used here. It is a</p><p>groupwork activity. Students complete gapped</p><p>sentences, arrange words to complete other</p><p>sentences, and join them in a domino-style card</p><p>game.</p><p>► Student’s Resource Book, pages 36–37</p><p>1a 1 It 2 there 3 There 4 It/There 5 There</p><p>6 It 7 There 8 It</p><p>1b 1 -; 2 it; 3 it; 4 it; 5 it; 6 -; 7 it; 8 it;</p><p>2 Many possibilities here, but expect</p><p>answers similar to these 1 OK, so this is it.</p><p>Let’s get started. 2 Oh, it’s a pity you can’t</p><p>come. I was looking forward to seeing you.</p><p>3 It’s a matter of personal choice, really, as</p><p>both are good for you. 4 It makes no</p><p>difference to me what you do. 5 It was me</p><p>(who told him). 6 If it hadn’t been for her,</p><p>you might still be furious with him.</p><p>3 1 he had left 2 should you 3 did she</p><p>realise 4 I’d had; 5 had I started 6 Had it</p><p>not been</p><p>4a 1 Mandy did a course in aromatherapy and</p><p>(she) also became a professional.</p><p>2 She was so unable to cope after losing</p><p>her husband that she sought professional</p><p>help.</p><p>3 You shouldn’t move your body at any</p><p>time during your acupuncture treatment.</p><p>4 She had hardly got back from the</p><p>hospital when she fell down the stairs and</p><p>broke her leg!</p><p>5 If you should see Hannah, tell her to</p><p>phone me.</p><p>37</p><p>TEACHER’S NOTES 3</p><p>6 There was such a huge/great response</p><p>to the Laughter Club’s advertisement that</p><p>they had to create three classes.</p><p>4b 1 At no time did I seek psychological help</p><p>for my depression.</p><p>2 No sooner had I got out of hospital than I</p><p>was involved in a car accident.</p><p>3 Little did I realise (that) it would be so</p><p>hard to cope with all the extra work.</p><p>4 Only after the unwanted visitors had left</p><p>did I begin to relax.</p><p>5 Not until she had left her job did she feel</p><p>happy.</p><p>Use of English 3 p.51</p><p>1 Start with a discussion about music styles and</p><p>which are the best to dance to. Keep the focus on</p><p>the dance element and avoid long discussions on</p><p>different types of music.</p><p>2 This exercises introduces the lexical cloze in</p><p>Paper 1 Part 1. Emphasise that the choice of</p><p>word is normally determined by its usage rather</p><p>than meaning. Students need to consider how</p><p>the word is used, for example, where it is placed</p><p>in a sentence or with which prepositions it is</p><p>used or with which other words it collocates.</p><p>3 Give students 30 seconds to skim the text to</p><p>understand the nature of the text and the gist. It</p><p>is important to emphasise this point each time.</p><p>Point out that in the exam they will have about</p><p>10 minutes to complete this task. The HELP box</p><p>gives clues to three of the questions.</p><p>4 The task analysis gives further emphasis on the</p><p>type of connection students should be looking</p><p>for between the text and the correct word.</p><p>5 The discussion should give further practice of</p><p>the language on pages 50–51 of the coursebook.</p><p>Check that the class know a little about aerobics,</p><p>T'ai Chi and yoga before they begin. Remind</p><p>students that these discussions are good practice</p><p>for the speaking tasks in Paper 4.</p><p>2 B The other options are followed by</p><p>prepositions: believed in, engaged in,</p><p>subscribed to</p><p>3 1 C 2 A 3 B 4 B 5 A 6 D 7 C 8 D</p><p>4 1, 4 and 6 are examples of collocations:</p><p>came to an end, freedom of expression,</p><p>severe stress 2 (absorbed in, captivated</p><p>by, preoccupied with, enthralled by) and</p><p>8 (evidence of, witness to, proof of,</p><p>testimony to) are examples of how</p><p>differences in word use determine the</p><p>answer.</p><p>Writing 2 Essay p.52</p><p>1a Start by discussing what exercise students do</p><p>and how often or to what level. Then ask if any</p><p>do exercise in order to relax or reduce stress.</p><p>1b Students look at the ideas listed and check</p><p>understanding. They then discuss the relative</p><p>merits of each. Finally, ask if any students have</p><p>personal experience of any of the techniques.</p><p>Background</p><p>Imagery techniques use a person's</p><p>imagination to create scenes that stimulate a</p><p>response such as confidence or relaxation. The</p><p>idea is to replace a real situation with one</p><p>created from imagination; the more intensive it</p><p>is and the more senses it involves, the more</p><p>effective it will be. Relaxing with imagery</p><p>therefore involves creating a safe, warm and</p><p>comfortable place such as a beach or field in the</p><p>mind and enjoying being there. In 'guided</p><p>imagery' a practitioner suggests images to for a</p><p>client to create as a form of hypnotherapy.</p><p>2 Get students to read just the question rubric and</p><p>identify the key points. It would be useful to</p><p>encourage students to get into the habit of</p><p>underlining or highlighting the key words.</p><p>3 Get students to start by underlining the key</p><p>points and then using them to summarise in</p><p>their own words.</p><p>4 Students establish the similarities and</p><p>differences, bringing in some of the expressions</p><p>used in 3A.</p><p>5a ► T1.22 One approach here would be for</p><p>students to predict the content of the second and</p><p>third paragraphs before they listen. Play the</p><p>recording for students to complete the</p><p>paragraph plan according to what they hear.</p><p>5b Students decide if the plan in 5a is a wise</p><p>approach and consider alternative approaches.</p><p>6a Students need to find the words in the text and</p><p>then, if they do not know them already, work</p><p>out the meanings from the context.</p><p>6b Students should aim to write each of the two</p><p>summaries in about 20 words. There is likely to</p><p>be some variation so compare different answers</p><p>around the class.</p><p>38</p><p>TEACHER’S NOTES 3</p><p>Photocopiable activity</p><p>Activity 3C could be used here. It is a</p><p>groupwork activity in which students write</p><p>summaries of short passages, winning points</p><p>for accurate summaries. They win or lose</p><p>points based on the number of words they use.</p><p>7 Get students to start by skimming the text for</p><p>the gist, and then to think about what type of</p><p>word would fit: a noun, verb or participle. Point</p><p>out that many of the words given (e.g. need,</p><p>means, caution, highlight) can be both nouns and</p><p>verbs.</p><p>8/9 This part highlights the need to include personal</p><p>opinions or reactions to the two texts. Students</p><p>listen and summarise what the two speakers say</p><p>about the texts, and add their own opinions.</p><p>10/11 At this point, the planning is complete, so</p><p>give the students 20 minutes to write the essay</p><p>and 5–10 minutes to check it, using the checklist</p><p>on p.191 if necessary. The writing would be best</p><p>done as homework.</p><p>2 Summarise, evaluate, use your own words,</p><p>include your own ideas.</p><p>3 Text 1 looks at the positive effects tea can</p><p>have on a person’s emotions. It states that</p><p>tea contains a chemical which brings about</p><p>a sense of calm, yet doesn’t cause</p><p>sleepiness.</p><p>Text 2 recommends joining a yoga class to</p><p>help you relax on a regular basis. It warns</p><p>against power yoga, arguing that exercise</p><p>involving slow movement and gentle</p><p>stretching is better suited to relieving</p><p>stress.</p><p>4 Both texts talk about ways of relaxing and</p><p>relieving stress. However, text 1 focuses</p><p>on short-term stress relief, whereas text 2</p><p>recommends physical exercise for longer-</p><p>lasting effects.</p><p>5 Paragraph 2: Summary of the 2 texts</p><p>Paragraph 3: Evaluation of the 2 texts</p><p>6a 1 a 2 b 3 b 4 a 5 a 6 b</p><p>6b Suggestions:1 For people who find it</p><p>difficult to motivate themselves,</p><p>joining a</p><p>class will help them keep to an exercise</p><p>routine. 2 Think carefully about your</p><p>health before choosing a class, as slow,</p><p>gentle exercise is preferable to power yoga</p><p>for dealing with stress.</p><p>7 1 benefits 2 highlighting 3 while</p><p>4 advocates 5 means 6 However,</p><p>7 caution 8 needs</p><p>8 Sukhi: Tea very beneficial. Preference</p><p>depends on personal needs, age and</p><p>circumstances. Gentle exercise can cause</p><p>very active people to slow down a little.</p><p>Accepts Enrique’s point about exercise’s</p><p>long-term effects.</p><p>Enrique: Tea offers only temporary</p><p>solution to stress. Feels that exercise is</p><p>more effective. Disagrees with part of text</p><p>2, arguing that intense exercise is also</p><p>beneficial for stress relief. Accepts Sukhi’s</p><p>point about age and different</p><p>circumstances.</p><p>10 Suggested answer:</p><p>As their titles suggest, the two texts illustrate</p><p>different approaches to relieving stress by</p><p>using the natural calming qualities of tea and</p><p>by regular gentle exercise.</p><p>The first text highlights the popularity and</p><p>calming qualities of tea. It assesses the</p><p>properties of the various chemicals occurring</p><p>naturally in tea, especially in the green and</p><p>white varieties, and concludes that they lead to</p><p>a positive relaxed feeling without producing</p><p>drowsiness.</p><p>The second text advocates yoga as a beneficial</p><p>way to unwind, especially for those without the</p><p>motivation to meditate alone over a period of</p><p>time. It compares less strenuous forms of yoga</p><p>that are more appropriate for relaxing the body</p><p>and quietening the mind with more physical</p><p>forms that strengthen and exercise the body. It</p><p>advises people to seek advice from an expert</p><p>where appropriate.</p><p>While Text 1 outlines the health benefits of tea</p><p>drinking, it does not mention the pleasure the</p><p>taste brings. Not only is tea a calming health</p><p>drink, but it can be a delicious invigorating</p><p>alternative to coffee too. Although the effects</p><p>are temporary there are no limits to the number</p><p>of cups of caffeine-free tea that can be drunk</p><p>each day. There is no doubt in my mind that</p><p>yoga can be helpful to a wide range of people,</p><p>but I'm not entirely convinced that fit and</p><p>healthy people should avoid power yoga, as</p><p>tough physical exercise can also be great way</p><p>to reduce stress and the effects will be longer</p><p>lasting.</p><p>In short, regular yoga classes followed by a cup</p><p>of green tea will lead to a stress-free life.</p><p>(264 words)</p><p>39</p><p>TEACHER’S NOTES 3</p><p>Module 3: Review p.54</p><p>1 1 duck 2 kittens 3 mule 4 horse 5 bull</p><p>6 dogs 7 cat 8 bee</p><p>2 1 you (should) happen to see 2 Tom’s</p><p>reaction be if I were 3 you give me the car</p><p>keys in 4 it hadn’t/not been for Mark’s</p><p>intervention 5 it not been for the</p><p>counselling 6 is unwilling to do the</p><p>gardening unless 7 got over her feeling of</p><p>shame but for 8 had the infuriating couple</p><p>left than Mark</p><p>3 1 uninspiring/uninspired 2 undecided</p><p>3 thoughtfulness 4 non-aggressively</p><p>5 interchange/exchange</p><p>6 accomplishments 7 misunderstanding</p><p>8 persuasion</p><p>4 1 effective 2 technique 3 therapeutic</p><p>4 optimistic 5 self-confidence 6 derive</p><p>7 holistic 8 effects 9 circulation</p><p>10 assertiveness</p><p>40</p><p>TEACHER’S NOTES 4</p><p>4 Information</p><p>The theme of the module is information, particularly</p><p>in the digital age. It includes texts on digital</p><p>addiction, use of technology in remote areas,</p><p>computer games and corporate uses of IT, how the</p><p>internet affects users, public participation in</p><p>research, the media, and the idea of the connectivity</p><p>between us all.</p><p>Lead-in p.55</p><p>With books closed, ask students to discuss, in small</p><p>groups, how much time they spend each day/week</p><p>using different forms of digital communication (e.g.</p><p>email, texting, on social network sites, Twitter,</p><p>internet chat rooms) and what they are. Try to</p><p>identify the biggest digital junkie in the class! Then</p><p>open books, look at the photos on page 55 and</p><p>identify what they represent before students discuss</p><p>the two questions. The pictures show:</p><p>• a serious computer gamer, possibly taking</p><p>part in a competition;</p><p>• a man working on a laptop on a train,</p><p>representing the idea of a mobile office and</p><p>being connected any time anywhere;</p><p>• young children playing games with a portable</p><p>computer gaming device, representing how</p><p>universally accepted they are.</p><p>4A Too much of a good thing?</p><p>Reading 1 p.56</p><p>With books closed put the word detox on the board</p><p>or play a game of hangman to elicit it. Ask students</p><p>what the word means to them and in what contexts</p><p>they have heard it previously.</p><p>1 Students look at the heading of the article and</p><p>discuss the questions in small groups.</p><p>2 Students skim the article to get the gist and to</p><p>answer the summary question. Allow about</p><p>three minutes for this.</p><p>3 Keep the discussion short at this point as they</p><p>will have another opportunity to discuss it later.</p><p>4 Remind students of the best strategies to use</p><p>when attempting this type of task and how to</p><p>look for the discourse connections between the</p><p>paragraphs. See the Strategy notes on page 168.</p><p>5 Students are asked to identify the connections</p><p>between the paragraphs by studying the</p><p>linking devices.</p><p>6 The three questions get students to react to the</p><p>text and expand the discussion of their attitudes</p><p>to technology and its role in everyday life.</p><p>7 As in previous modules, the Expert Word Check</p><p>highlights other useful words from the text.</p><p>Students should find them in the text and</p><p>deduce their meanings from the context and</p><p>record their meaning and usage.</p><p>1 1 The word detox is short for detoxification</p><p>and can refer to a period of withdrawal</p><p>after drug and alcohol addiction as well as</p><p>to various alternative therapies that claim</p><p>to use diet and other strange techniques to</p><p>remove toxins from the body. 2 Detox</p><p>often refers to a period giving up certain</p><p>foods or alcohol. 3 The title suggests that</p><p>the writer is addicted to digital media and</p><p>electronic devices.</p><p>2 She spent a weekend without access to</p><p>any electronic device.</p><p>4 1 F thus and all dutifully and habitually</p><p>recorded in para F refers to connecting</p><p>unconsciously and sharing such moments</p><p>in para1. This is how we live these days is</p><p>contrasted at the start of para 2 with That</p><p>weekend, however, we were offline.</p><p>2 G I barely noticed I wasn't online in para</p><p>2 is contrasted by What did strike me</p><p>though in para G. And I take equal</p><p>responsibility for our digital obsession in</p><p>para 3 refers back to description of Will's</p><p>addiction in G. 3 B such lapses in para B</p><p>refers to Will reaching instinctively for his</p><p>phone in para 3. 4 H they at start of para</p><p>H refers back to such people in para 4.</p><p>such multi-tasking in para 5 refers back to</p><p>the examples the writer gives in para H.</p><p>5 C that finding in para C refers back to the</p><p>study described in para 5. In other words</p><p>at the start of para 6 is rephrasing the</p><p>quote in para C. 6 D He in para D is the</p><p>same he in para 6. One practical</p><p>suggestion at the start of para 7 refers</p><p>back to introducing a little</p><p>disconnectedness in para D.</p><p>7 E More radical still is another suggestion</p><p>following the one in para 7. we seemed to</p><p>have achieved that in para 8 refers back to</p><p>being in one place, doing one particular</p><p>thing in para E</p><p>41</p><p>TEACHER’S NOTES 4</p><p>5 1 the weekend in para 2 when they saw</p><p>the owl 2 William Powers first mentioned in para 1,</p><p>then referred to as Powers in para C, and he in para</p><p>6 3 the writer's surprise at how quickly her partner,</p><p>Will, adapted. (Suddenly, however, we had his full</p><p>attention) 4 the heavy users of technology</p><p>mentioned in para 4</p><p>Vocabulary p.58</p><p>1 Students should be familiar with the use of</p><p>google as a verb and tweeting as a form of</p><p>informal communication. The statement</p><p>suggests that people instinctively reach for</p><p>Google when they are unsure of anything. (Well,</p><p>that's what it says on Google!)</p><p>2a Here there is further emphasis on the use of</p><p>metaphors and imagery in creative writing.</p><p>Students compare the normal use and the</p><p>metaphorical use in the passage.</p><p>2b Technology is rich in vocabulary that is a new</p><p>(digital)</p><p>students complete the</p><p>task at hand. These often focus attention on how</p><p>the task is constructed and thus help students to</p><p>help themselves in the exam.</p><p>Coursebook</p><p>The Coursebook consists of ten modules, each</p><p>divided into two units (A and B). Each module</p><p>practises all the papers of the exam and includes</p><p>grammar and vocabulary consolidation and</p><p>development.</p><p>4</p><p>INTRODUCTION</p><p>Each module is designed around a theme. There is a</p><p>lead-in page, with an Overview listing what the</p><p>module contains, which facilitates planning. Photos</p><p>and questions prompt discussion aimed at getting</p><p>students interested in the theme.</p><p>Then each of the two units in the module is based on</p><p>a topic linked to the overall theme of the module.</p><p>At the end of each module, there is a Module review</p><p>with revision and further practice of the language</p><p>covered in the module.</p><p>After Modules 2, 4, 6, 8 and 10, there is an Exam</p><p>practice section in the Teacher’s Resource Book, each</p><p>containing a selection of tasks from Paper 1, Reading</p><p>& Use of English, Paper 2, Writing, Paper 3, Use of</p><p>English and Paper 4, Listening.</p><p>Other elements of the Coursebook are:</p><p>• Exam overview at the front of the book, giving</p><p>an outline of what is included in each paper and</p><p>what skills are tested in each section</p><p>• Exam reference section at the end of the book,</p><p>giving more detailed information about what to</p><p>expect in each part of the paper, plus a list of</p><p>recommended strategies for each task type</p><p>• Grammar reference section, giving more</p><p>detailed information about the main grammar</p><p>points practised in each module</p><p>• Writing reference, which provides:</p><p>○ a mark scheme, showing what the</p><p>examiners are looking for when determining</p><p>the three pass grades (Bands 3, 4 and 5)</p><p>○ a checklist to help students monitor and edit</p><p>their own writing</p><p>○ a sample question for each type of writing</p><p>task in the exam, with model answer,</p><p>specific guidance and another question for</p><p>further student practice</p><p>○ sections to give useful support on areas</p><p>practised in the Writing sections such as</p><p>linking devices</p><p>• Speaking material/Keys section with extra</p><p>material (e.g. photographs and audioscript</p><p>extracts) needed for the modules</p><p>Module and unit structure</p><p>Each module contains the following sections. For</p><p>ease of use and flexibility, the spreads are in the</p><p>same order in each unit. The teaching notes indicate</p><p>when the photocopiable activities at the back of this</p><p>Teacher’s Resource Book may be used to expand or</p><p>supplement the lessons when there is additional</p><p>follow-up material in the Student’s Resource Book.</p><p>Overview and Lead-in questions</p><p>Use the Overview to introduce the module contents.</p><p>You could discuss with the class in what order they</p><p>would like to cover the module.</p><p>Use the photos and Lead-in questions to generate</p><p>interest in the overall theme of the module.</p><p>‘A’ units</p><p>Reading</p><p>The texts have been chosen for their interest value,</p><p>as well as their potential to provide a ‘window on</p><p>the world’ and generate discussion. There is a</p><p>three-stage approach.</p><p>Stage 1: A Before you read exercise establishes the</p><p>topic and gives a purpose for reading the text</p><p>through a first time. For example, in Module 6A</p><p>(Sense of adventure), students discuss questions about</p><p>various electronic devices. They then skim the article</p><p>to compare how the writers answer the questions</p><p>and discuss the writers’ opinions on technology.</p><p>Stage 2: Students do an exam-style reading task.</p><p>They should be referred to the relevant Task</p><p>strategy points before attempting the task for the</p><p>first time. These can be found at the back of the book</p><p>in the Exam reference. Each task is followed by a</p><p>Task analysis exercise, in which students are</p><p>encouraged to discuss and compare how they</p><p>performed and which strategies they found useful.</p><p>Stage 3: A discussion activity, based on the text,</p><p>which may incorporate some vocabulary. Questions</p><p>for discussion relate to the students’ own lives and</p><p>encourage them to give their opinions.</p><p>Vocabulary</p><p>This section practises and sometimes extends</p><p>language from the reading text in the previous</p><p>section. Areas focused on include collocation,</p><p>idiomatic expressions, phrasal verbs, prepositions</p><p>and easily confused or similar words. Students are</p><p>given opportunities to use the vocabulary in a</p><p>different context and personalise it.</p><p>Use of English 1</p><p>This section practises one of the tasks found in Paper</p><p>1, Reading & Use of English, using a text which</p><p>relates to the topic of the unit. There is further</p><p>practice of all parts of Paper 1 in the Student’s</p><p>Resource Book and in the Teacher’s Resource Book</p><p>(Exam practice).</p><p>5</p><p>INTRODUCTION</p><p>Stage 1: The Lead-in exercise aims to build up</p><p>motivation in relation to the topic of the text and</p><p>generate some of the vocabulary needed. This is</p><p>usually done through a short discussion.</p><p>Stage 2: Students are referred to the Task strategy at</p><p>the back of the book and asked to complete the task.</p><p>Graded guidance is supplied, e.g. students are</p><p>usually asked to read the text quickly first for</p><p>general comprehension. They are further supported</p><p>by Help clues, which give specific guidance for</p><p>individual answers. This support is reduced</p><p>throughout the book.</p><p>Students are then asked to analyse the language</p><p>tested in the task. The questions often relate to</p><p>language focused on in the following Language</p><p>development section.</p><p>Stage 3: A discussion based on the content of</p><p>the text.</p><p>Listening 1</p><p>In Modules 1–6, this section develops the listening</p><p>skills needed for different parts of Paper 4,</p><p>Listening. The last four modules (7–10) provide</p><p>further exam-style practice tasks.</p><p>Stage 1 The Before you listen exercise encourages</p><p>students to think about the topic and introduces or</p><p>gets the students to generate vocabulary.</p><p>Stage 2 Exercises that focus on and develop the</p><p>sub-skills needed for Paper 4, Listening. For</p><p>example, in Module 1A (Performing arts) students</p><p>learn to recognise concrete pieces of information,</p><p>thus training in the skill of distinguishing main</p><p>points from details. This is an important skill for</p><p>Parts 2 and 3.</p><p>Stage 3: A discussion activity based on the text.</p><p>Language development 1</p><p>This section generally focuses on an aspect of the</p><p>language tested in the Use of English section in the</p><p>same module.</p><p>These sections contain a range of controlled and less</p><p>controlled practice activities, linked to the topic of</p><p>the unit. There are opportunities for personalisation.</p><p>There is a cross reference to the Grammar reference</p><p>section at the end the book, which provides a</p><p>detailed summary of the language point being</p><p>practised. Students should be encouraged to use this</p><p>resource to check their answers.</p><p>Further communicative practice of the language area</p><p>is often provided in the photocopiable activities at</p><p>the back of the Teacher’s Resource Book.</p><p>This section is always followed up in the Student’s</p><p>Resource Book by further language practice, plus</p><p>another exam-style Use of English task that provides</p><p>a further test of students’ understanding of the</p><p>language, as well as exam practice.</p><p>Writing 1</p><p>Each Writing 1 section practises a sub-skill required</p><p>for the Writing tasks that students may be required</p><p>to do in the exam. For example, Module 3A (Who’s</p><p>in control?) focuses on summarising and evaluating</p><p>information, an important skill for Paper 2, Part 1,</p><p>the compulsory task. Module 8A (A question of style)</p><p>focuses on structuring an essay and using discourse</p><p>markers.</p><p>Stage 1: A ‘Writing strategy’ note explaining to</p><p>students how practice of the sub-skill helps prepare</p><p>them for Paper 2, plus an activity aimed at raising</p><p>awareness of the issue.</p><p>Stage 2: A controlled practice task. The task might</p><p>consist of sequencing notes in the most appropriate</p><p>order, rewriting a paragraph, choosing the most</p><p>appropriate language, identifying the key</p><p>information in a text or matching information in a</p><p>student answer with language in the input.</p><p>Stage 3: A freer practice activity. This could consist</p><p>of a film</p><p>use of a traditional idea. Younger</p><p>students will be more familiar with the new uses</p><p>of the words and will require explanation of the</p><p>original meanings of things such as in/out trays</p><p>on a traditional desk.</p><p>2c Students should compare the functions of a</p><p>Blackberry or similar smart phone with an old-</p><p>fashioned writing table.</p><p>3a/b Students combine words from the two</p><p>columns to create the collocational phrases</p><p>required to complete the sentences below,</p><p>setting them in context. This could be done in</p><p>pairs in classes with less computer literacy.</p><p>4a Word building is the key to developing a good</p><p>working vocabulary and the ability to express</p><p>concepts clearly and succinctly. Many verbs can</p><p>form two or more adjectives that might express</p><p>cause and effect (e.g. interest –</p><p>interesting/interested), opposites (e.g. help –</p><p>helpful/helpless), or other relationships (e.g.</p><p>function – functional/functioning).</p><p>4b If time, get students to write some further</p><p>gapped sentences, using other words from 4a,</p><p>for classmates to complete.</p><p>5 If necessary remind students that to can also be</p><p>used as a preposition.</p><p>6a/b Remind students that phrasal verbs with up</p><p>often have a sense of creating or completing</p><p>something whereas phrasal verbs with down are</p><p>often more negative and can express ideas such</p><p>as stopping, failure or relenting.</p><p>Spend time with students emphasising the range</p><p>of meanings that many phrasal verbs can have.</p><p>For example, whereas back down has only one</p><p>meaning (to admit defeat, relent), back up has many</p><p>(as a transitive verb it can mean to say sth is true</p><p>or to provide help and support or to make a copy of</p><p>sth, as an intransitive verb it means to reverse or</p><p>move backwards, or to become blocked or congested).</p><p>Extra!</p><p>Advise students how they can record multiple</p><p>meanings of phrasal verbs, for example with</p><p>spider maps or by linking to different</p><p>opposites.</p><p>7a Compound nouns from phrasal verbs can be</p><p>either one word (e.g. letdown) or two words</p><p>hyphenated (let-up). There are many other</p><p>compounds in the text on page 57.</p><p>7b Students use vocabulary found in 7a to complete</p><p>the sentences.</p><p>Photocopiable activity</p><p>Activity 4A could be used here. It is a pairwork</p><p>activity in which students match two halves of</p><p>different sentences while completing them with</p><p>different forms of the same word.</p><p>2a 1 Brushes come in all shapes and sizes. In</p><p>the passage, its use suggests the grass is</p><p>like the bristles of a brush, brushing</p><p>against the writer's legs as they walk</p><p>through it.</p><p>2 A person usually nags someone else</p><p>when they complain to them repeatedly</p><p>about something they haven’t done – in the</p><p>context, the repeated ringing of the phone</p><p>demands his immediate attention.</p><p>3 seep into is usually used to describe</p><p>liquid that gradually passes through</p><p>material, soaking it and perhaps spoiling it.</p><p>Used here, it implies that technology has</p><p>gradually taken over our lives, in a</p><p>secretive sort of way, so that we’ve hardly</p><p>noticed it.</p><p>2b search engine: an engine is usually the</p><p>part of a vehicle that makes it move. In</p><p>computer terms, it is a program that enables</p><p>you to find information on the internet.</p><p>shopping cart/basket: a metal-framed basket</p><p>on wheels we use in a supermarket. In</p><p>computer terms, it is an icon we click on to</p><p>collect items that we want to buy on an online</p><p>shopping website.</p><p>chat room: a ‘place’ on the internet where you</p><p>can exchange messages with others and have</p><p>an informal conversation online.</p><p>42</p><p>TEACHER’S NOTES 4</p><p>mouse: the small animal. In computer terms,</p><p>the object connected to the computer that you</p><p>press in order to give instructions to the</p><p>computer.</p><p>file: a set of papers or records on a particular</p><p>subject that are kept together. In computer</p><p>terms, a collection of information you can store</p><p>under a particular name.</p><p>inbox: in an office, this is a tray on someone’s</p><p>desk where incoming letters are placed. In</p><p>computer terms, it is the place on the internet</p><p>where incoming messages are collected.</p><p>recycle bin: a container for placing rubbish</p><p>suitable for recycling. In computer terms, place</p><p>on a computer where items you have removed</p><p>are kept.</p><p>outbox: in an office, the tray on someone’s</p><p>desk where letters to be sent are placed. In</p><p>computer terms, it is the place on the internet</p><p>where outgoing messages are placed.</p><p>folder: a container, usually made of card or</p><p>plastic, for collecting papers. In computer</p><p>terms, a group of related documents that you</p><p>store together.</p><p>2c The BlackBerry represents an item of</p><p>technology that has become a necessary part</p><p>of our busy lives. It has brought changes to our</p><p>lives, just as the writing table must have</p><p>brought dramatic changes to the way of life in</p><p>Shakespeare’s time. The Blackberry is now the</p><p>place where people send and receive mail,</p><p>have their diary, notebooks and their contact</p><p>details in the same way that a writing desk</p><p>would have functioned years ago.</p><p>3a 1 download files 2 update your profile</p><p>3 add new contacts 4 blog the latest news</p><p>5 post on someone’s wall 6 desktop</p><p>publishing</p><p>3b 1 add new 2 profile 3 files 4 desktop</p><p>5 wall 6 blog the latest</p><p>4a 1 compelling, compelled, compulsory,</p><p>compulsive 2 meaningful, meaningless</p><p>3 controlling, controllable , controlled</p><p>4 representative, representational,</p><p>representing, represented 5 dependent,</p><p>dependable, depending, depended</p><p>6 informed, informative, informing,</p><p>informational</p><p>4b 1 representational 2 compulsive</p><p>3 informative 4 controlled 5 dependent</p><p>6 meaningless</p><p>5 1 at 2 in 3 to 4 to 5 to 6 without 7 on</p><p>8 in</p><p>6a back up, back down; set up, set down;</p><p>break up, break down; make up; let up, let</p><p>down; play up, play down; follow up; catch up;</p><p>put up (with), put down (to)</p><p>6b 1 let down 2 broke down 3 play down</p><p>4 back up 5 put down to</p><p>7a backup, set-up, breakdown, make-up,</p><p>letdown, follow-up, put-down, let-up, downplay.</p><p>Compounds from the text include: Facebook,</p><p>voicemail, overload, backlit, offline, online,</p><p>outdoors, woodpecker, bedtime, otherworld,</p><p>self-affirmation, fireside, backdrop, moonlit,</p><p>BlackBerry, phone-free, notebooks</p><p>7b 1 breakdown 2 voicemail 3 online</p><p>4 overload 5 backup</p><p>Use of English 1 p.59</p><p>1 Tell students to look back at a previous example</p><p>of the lexical cloze, the type of words tested and</p><p>the suggested strategies. Get students to skim</p><p>the text to discover what Safaricom’s original</p><p>aim was (to set up a mobile phone network) and</p><p>what the unexpected consequence was (it</p><p>became a money transfer system).</p><p>Give students 8–10 minutes to complete the task,</p><p>reminding them to check that the words they</p><p>use fit both grammatically and in meaning.</p><p>2a The discussion assumes that the one item people</p><p>can’t live without is their phone. Divide the class</p><p>into those for whom that is true and those who</p><p>would find it harder to live without some other</p><p>gadget such as their laptop or iPad. Then get the</p><p>two groups to debate the question.</p><p>2b Start by brainstorming different types of digital</p><p>gadget that students could write about.</p><p>1 1 set 2 for/to 3 then 4 What 5 of 6 could</p><p>7 when/once/after 8 without</p><p>► Student’s Resource Book, pages 39–40</p><p>Listening 1 p.60</p><p>1 Begin by looking at the cartoon and using it to</p><p>guess what the listening extract will be about</p><p>(online campaigns).</p><p>2 Read the first two questions, highlighting the</p><p>key words (1 the man, think, speaker’s suggestion, 2</p><p>woman, generate ideas). Emphasise that in both</p><p>questions students are listening for the speaker’s</p><p>opinions.</p><p>3 ► T1.24 This is the third time students have</p><p>attempted a Part 1 listening question so should</p><p>be familiar with the strategy by now. Therefore</p><p>elicit what students can remember before</p><p>checking their ideas against the Strategy notes</p><p>on page 170. Students listen to the recording and</p><p>complete the task under exam conditions, so</p><p>43</p><p>TEACHER’S NOTES 4</p><p>play the complete recording twice with a short</p><p>pause in between.</p><p>4 ► T1.24 Play Extract One again. The analysis</p><p>emphasises the point that for each correct</p><p>answer there are two incorrect answers.</p><p>Establishing why they are wrong confirms the</p><p>correct choice.</p><p>Photocopiable activity</p><p>Activity 4B could be used here. It is a</p><p>groupwork activity in which students listen to</p><p>five short monologues or dialogues and answer</p><p>multiple-choice questions. They then use</p><p>words from the correct answers to complete a</p><p>sentence.</p><p>5 The discussion should be around students’</p><p>personal reflections on the ideas raised in</p><p>the task.</p><p>3 1 B The whole point of playing online</p><p>games is that they’re fantasy, and all</p><p>players can be heroes because they’re set</p><p>achievable goals, according to their level.</p><p>2 B If you had slick marketing, a snappy</p><p>title, then kids might buy it. And if it</p><p>followed the formula, with different levels of</p><p>achievement and a points system, you</p><p>could just let people play, and see what</p><p>ideas they come up with. 3 B The software</p><p>alone, however, is hardly going to combat</p><p>the problem. You can’t do without a good</p><p>response team in place. 4 C This provides</p><p>a forum for any potentially damaging</p><p>feedback to be addressed immediately.</p><p>5 C big companies that once sought to</p><p>keep most of their policies under wraps</p><p>now have websites that overtly state their</p><p>position on most issues. 6 A do bear in</p><p>mind the potential repercussions.</p><p>Language development 1 p.61</p><p>1 The page contains a number of exercises that</p><p>give a rapid review of modals for obligation,</p><p>necessity, advice and criticism.</p><p>Students look for ideas in the context that</p><p>suggest the obligation is internal or external.</p><p>Most commonly, internal obligation, which the</p><p>speaker imposes on themselves or on someone</p><p>else, is expressed with must (I must go = I want</p><p>to) whereas external, which another person (not</p><p>the speaker) imposes, is expressed with have to (I</p><p>have to go = I don't want to but am required</p><p>elsewhere).</p><p>2a See if students can identify the difference</p><p>between negative obligation (to not do sth) as</p><p>opposed to the lack of obligation (so have a free</p><p>choice).</p><p>2b If necessary, start by reviewing the difference</p><p>between didn’t need to (knew beforehand that sth</p><p>was not necessary, so either did not do it or did</p><p>it anyway) and needn’t have done (did it but</p><p>discovered afterwards that it was not necessary).</p><p>Ask students to determine the context when</p><p>they rewrite the sentences.</p><p>3a This exercise is to remind students which</p><p>structures can be used for suggestions, advice</p><p>and criticism.</p><p>3b Again stress that the context is key.</p><p>Grammatically, there is a certain amount of</p><p>leeway in selecting the modals. For example in</p><p>Q3 could/should/might are all possible – it comes</p><p>down to speaker choice and whether they are</p><p>imparting moral force (should) to their words, or</p><p>suggestion (could) or faint possibility (might).</p><p>4 This exercise looks at lexical ways to express</p><p>obligation etc. Check students know the</p><p>pronunciation of some of the less familiar words</p><p>(e.g. onus) before they complete the exercise</p><p>individually and then compare with a partner.</p><p>5 Students should approach the summary exercise</p><p>just like any exam task, first skimming the text</p><p>for gist then using clues around each gap to</p><p>complete it with a single suitable word. Point</p><p>out that this exercise practises the modal forms</p><p>rather than exam practice. In CPE the</p><p>instructions for Paper 1 Part 2 ( structural cloze)</p><p>tell students to use only one word in each gap,</p><p>so they are not be expected to use contractions.</p><p>1 1 internal 2 external 3 external 4 internal</p><p>5 external 6 internal</p><p>2a 1 shows an obligation not to do something</p><p>2 expresses the idea that something is not</p><p>necessary</p><p>2b 1 They didn’t need (Needn’t have bought</p><p>does not fit here but would be appropriate</p><p>if they didn’t know Beatrice’s father had</p><p>already bought tickets when they did.)</p><p>2 You needn’t have / didn’t need to</p><p>3 You don’t need to 4 He doesn’t need</p><p>3a advice – should; would; could; might;</p><p>criticism – should(n’t); would ( She would</p><p>say that!); should(n’t) have; might have</p><p>3b 1 shouldn’t have 2 wouldn’t</p><p>3 could/should/might 4 should (could)</p><p>5 should/could 6 might have (to indicate</p><p>speaker’s annoyance)/ should have</p><p>44</p><p>TEACHER’S NOTES 4</p><p>4 1 duty 2 up 3 obligation 4 onus 5 your</p><p>6 had 7 would 8 ought</p><p>5 1 might (should would also be correct in an</p><p>exam, but point out that it doesn’t express</p><p>the feeling of annoyance to such an</p><p>extent.) 2 wouldn’t 3 better 4 onus</p><p>5 should 6 have 7 your 8 would</p><p>► Student’s Resource Book, pages 41–43</p><p>Writing 1 p.62</p><p>1 Give students a minute or two to read and</p><p>understand the task and to highlight the key</p><p>words. Remind them that this is to determine</p><p>the style as well as the content of the</p><p>writing task.</p><p>2 Students can then carefully read the model</p><p>answer and decide if it covers all the points that</p><p>they have underlined.</p><p>3 Note that the words in each pair are very similar</p><p>in meaning. Students should therefore identify</p><p>the subtle differences (e.g. present = to show or</p><p>describe something new, illustrate = to make the</p><p>meaning of something clearer by giving</p><p>examples) or identify the collocations and</p><p>difference in usage (e.g. Generally talking</p><p>speaking).</p><p>4 Here students suggest alternative words or</p><p>phrases which could be used in the same text</p><p>without a significant change in meaning. Point</p><p>out that in some cases there is more than one</p><p>alternative. Do the first one with the whole class</p><p>as an example.</p><p>5 Brainstorm headings for the three middle</p><p>paragraphs. Hopefully students will notice that</p><p>they follow the three points specified in the task</p><p>(the individual’s social, intellectual and physical</p><p>development) so their headings will be similar.</p><p>6 Students work in pairs with one taking the role</p><p>of the counsellor and the other the college</p><p>student. The counsellor asks the questions and</p><p>makes notes. Encourage students to make use of</p><p>the expressions on p. 201 when making their</p><p>recommendations.</p><p>7 Students work in their pairs to plan and outline</p><p>their report.</p><p>8a/b Point out to students that a subjunctive form</p><p>(e.g. I suggest/recommend that you/he/we/they go ...)</p><p>can be used in more formal situations with these</p><p>verbs. Check students understand the concepts</p><p>of Freecycling and LinkedIn.</p><p>Background</p><p>Freecycle is an international movement of</p><p>locally based groups who prefer exchanging</p><p>unwanted items rather than selling them or</p><p>throwing them away. They use the freecycle</p><p>websites to advertise items they wish to give</p><p>away or items that they are looking for.</p><p>‘Freecycle groups match people who have</p><p>things they want to get rid of with people who</p><p>can use them. Our goal is to keep usable items</p><p>out of landfills.’ (from www.freecycle.org). it</p><p>encourages re-use and community</p><p>involvement.</p><p>LinkedIn is a professional social networking site</p><p>launched in 2003. It has members all over the</p><p>world although half are in the USA. It helps</p><p>people get/keep in touch with ex-colleagues</p><p>and make connections to help them in their</p><p>careers. It is used to advertise jobs and to seek</p><p>suitable candidates.</p><p>1 Students underline: report; positive and</p><p>negative effects; Internet; individual; social,</p><p>intellectual and physical development;</p><p>recommendations; appropriate use.</p><p>2 Yes, it does answer the question fully.</p><p>3 1 presents 2 speaking 3 When</p><p>4 however 5 far 6 concern 7 denied</p><p>8 lead</p><p>4 (i) results (ii) impact/influence (iii)</p><p>improve/increase (iv) services (v) risk</p><p>(vi) In addition (vii) at the expense of</p><p>(viii) correlation/connection</p><p>5 Suggested headings include: A Social</p><p>communication B Intellectual inspiration</p><p>C Physical life</p><p>8a 1 I suggest (that) you check your computer</p><p>for viruses. 2 I propose we create a blog</p><p>for the chess club. 3 I recommend (that)</p><p>you update your profile. 4 I propose (that)</p><p>we set up a local Freecycle website./ I</p><p>propose setting up a local Freecycle</p><p>website. 5 I suggest (that) he cancel his</p><p>subscription. 6 I recommend (that) she</p><p>join the LinkedIn network.</p><p>8b Suggested answer:</p><p>One of the main problems of social networking</p><p>sites is</p><p>their addictive nature, causing students</p><p>to spend fewer hours studying. I therefore</p><p>propose that the college restricts access to</p><p>such sites to one session per afternoon.</p><p>Another concern is that social networking sites</p><p>can spread computer viruses, so I suggest that</p><p>the college invests in the best anti-virus</p><p>software available.</p><p>45</p><p>TEACHER’S NOTES 4</p><p>4B Open up your world</p><p>Listening 2 p.63</p><p>1 Start by discussing the two proverbs and ask</p><p>students for examples of when they have (or</p><p>haven’t) been true. With a mixed nationality</p><p>class it might be interesting to hear how they are</p><p>expressed in other languages as translations of</p><p>proverbs often vary between languages.</p><p>2 Students read the task introduction and</p><p>highlight key words. They then read the five</p><p>questions and options for each which should</p><p>give them a good understanding of the topic.</p><p>3 ► T1.25 Review task strategies before students</p><p>attempt the task.</p><p>4 The task analysis is best conducted in groups.</p><p>5 As in previous cases ask students to look at the</p><p>items in the Word Check box and find all</p><p>relevant information (e.g. pronunciation, stress,</p><p>word type, use, grammar, word family,</p><p>collocations) for each word.</p><p>6 Students can continue the discussion,</p><p>contributing their ideas on the benefits of people</p><p>sharing ideas and information online. The way</p><p>the giant website Wikipedia was created and</p><p>translated into so many languages would be a</p><p>good example.</p><p>2 1 open science (projects involving the</p><p>general public) 2 mainly speakers’</p><p>opinion, except for Q3, which is factual.</p><p>3 1 A as a result of rivalries between</p><p>scientists, many more might’ve been stifled by</p><p>them. 2 D Corporations which sponsor</p><p>research projects expect a return on their</p><p>investment, and don’t want their competitors to</p><p>have access to any findings before they’re</p><p>published. – But perhaps we need to think</p><p>outside the box and imagine science conducted</p><p>without such constraints. 3 A Once, during an</p><p>online search for information, I came across a</p><p>forum that Alicia participated in, and responded</p><p>to some of the ideas that’d been posted. That</p><p>led to collaboration with Alicia. 4 B They tend</p><p>to come to the subject from a different</p><p>perspective. They’re not so bogged down in the</p><p>theory, you know? So, they often bring new</p><p>ideas. 5 C A well-known professor of</p><p>Mathematics posted a complex problem on his</p><p>blog. Over forty people provided their ideas,</p><p>and were soon close to a solution that might’ve</p><p>taken years for an individual to reach.</p><p>► Student’s Resource Book, pages 44–46</p><p>Speaking p.64</p><p>1a The photos show an online news story with</p><p>readers’ comments, a smartphone advertised on</p><p>a social networking site, a TV news studio and</p><p>the most common daily national newspapers in</p><p>the UK.</p><p>The photos should prompt an interesting</p><p>discussion on the media as it is something</p><p>everyone is familiar with.</p><p>1b The exercise gives students a chance to practise</p><p>long turn speaking on a specific subject.</p><p>Dividing the class into groups of four will give</p><p>each student a chance to speak on two of the</p><p>topics. Check the meaning of all words before</p><p>they start. Appreciating a level of bias or</p><p>censorship in the media is quite hard and can be</p><p>quite controversial so the discussions should be</p><p>handled carefully.</p><p>2a/b The exercise contains useful vocabulary</p><p>around expressing opinions of the media.</p><p>Follow up by asking students to spot</p><p>collocations (e g. a controversial issue, open</p><p>to doubt).</p><p>3 ► T1.26 Remind students that in the exam</p><p>candidates are given a written prompt for their</p><p>long turn speaking task. When students have</p><p>read the card and thought about how they</p><p>would answer they listen to Egon attempting the</p><p>task and give feedback on it. Encourage them to</p><p>focus on the positive aspects of Egon’s</p><p>performance.</p><p>Follow by eliciting follow-up questions that the</p><p>examiner could ask Egon's partner. (e.g. How do</p><p>you obtain news? Generally, do you think people will</p><p>eventually stop buying newspapers altogether? What</p><p>do you think will be our main source of news in</p><p>the future?)</p><p>Finish with a discussion on the effect the internet</p><p>has had on how students receive news. It is</p><p>likely to incorporate the use of their</p><p>smartphones.</p><p>4a ► T1.26 Play the recording again. This time</p><p>students listen for discourse markers that Egon</p><p>uses to structure his answer.</p><p>4b The exercise looks at alternative discourse</p><p>markers that could be used when expressing an</p><p>opinion.</p><p>5a Again get students to read the question card and</p><p>consider what they would say before reading</p><p>and completing the start of Isabel's answer.</p><p>46</p><p>TEACHER’S NOTES 4</p><p>5b Students then finish the answer using another</p><p>collection of useful phrases.</p><p>6 Quickly revise all the discourse markers covered</p><p>in Exercises 4 and 5 before students do the task</p><p>under exam conditions, paying attention to their</p><p>fluency while speaking continuously for 2</p><p>minutes.</p><p>7 Encourage students to be honest in their analysis</p><p>of their performance.</p><p>1a Traditional newspapers: good for news</p><p>summaries and comment/analysis by</p><p>professional journalists. Ease of use,</p><p>people still like reading them on the train,</p><p>while eating breakfast, etc.</p><p>TV news: people often watch this in the</p><p>evening, may discuss with other family</p><p>members, good for people who prefer</p><p>moving images, can contain live updates.</p><p>Online article + readers’ comments:</p><p>combines best of both above, accessible</p><p>almost anywhere with video and constant</p><p>updates, readers often interested in other</p><p>readers’ comments.</p><p>Companies advertising via social network</p><p>sites: cheap advertising for businesses;</p><p>quick way to learn what’s available on the</p><p>market – particularly useful for specific</p><p>professions.</p><p>2a 1 B 2 A 3 A 4 B 5 C 6 B</p><p>3a Answers may vary, but expect:</p><p>1 Egon handles the task very well. His</p><p>answer flows naturally, without pauses,</p><p>and he manages to use all the time</p><p>available to him.</p><p>2 He starts by talking about the topic</p><p>generally, but quickly makes it more</p><p>personal, by talking about his own</p><p>experience. He talks about his</p><p>preferences, and also mentions what he</p><p>dislikes, allowing himself more to talk</p><p>about. He uses a variety of linking words to</p><p>connect his points, and really makes use of</p><p>the card to help him.</p><p>4a 1 problem with 2 However 3 regard to</p><p>4 not suggesting 5 does happen 6 have</p><p>to say.</p><p>4b 1 I must admit = I have to say: I don't</p><p>mean = I'm not suggesting; As for = with</p><p>regard to; On the other hand = However</p><p>5a 1 the thing about 2 depends 3 in order to</p><p>4 the value of this 5 find 6 rather than</p><p>5b To complete the answer, students could</p><p>mention websites like LinkedIn, which are used</p><p>to make and maintain business contacts, and</p><p>the value of this. Some mention could also be</p><p>made of the dangers of putting sensitive</p><p>personal information on their webpage, namely</p><p>that they expose themselves to abuse. Then, in</p><p>terms of research, the value of sharing</p><p>information is that problem solving can be</p><p>achieved more quickly with an exchange of</p><p>ideas. Innovative ideas can be generated and</p><p>developed in a less restricted environment.</p><p>However, there is the danger of ideas or data</p><p>being stolen, and someone else taking credit</p><p>for your work, but posting methodology,</p><p>together with time and date, should protect you</p><p>against this. Some may refer to file-sharing of</p><p>music, and YouTube. Basically, they should</p><p>reiterate points that have been made</p><p>throughout the module.</p><p>Language development 2 p.66</p><p>This section continues the review of modals,</p><p>focusing here on ability, possibility and deduction.</p><p>1 Ask students to skim the text then complete it</p><p>with a suitable form to express ability. Point out</p><p>that in some cases more than one answer is</p><p>possible. Review the difference with past ability</p><p>talking about general (could or was/were able to)</p><p>and specific abilities (was/were able to).</p><p>2 Get students to explain the meaning of the</p><p>sentences using the words in the title of the</p><p>section (ability, possibility etc.) as well as</p><p>creating a context for each sentence.</p><p>3 Students</p><p>complete the sentences. Point out that</p><p>be able to is often a better choice in more formal</p><p>writing than can or could.</p><p>4 The exercise focuses on using modals to make</p><p>deductions which can be a difficult aspect of</p><p>modals for some students to understand, so this</p><p>section might require more time than previous</p><p>ones. They might need some discussion to</p><p>establish the context. Do the first one together.</p><p>47</p><p>TEACHER’S NOTES 4</p><p>1 1 weren’t able to/couldn’t 2 weren’t able to</p><p>3 can 4 won’t be able to 5 hasn’t been</p><p>able 6 can</p><p>2 could and might are very similar in</p><p>meaning, although could has more emphasis</p><p>on possibility, whereas might is more about</p><p>probability. Could can be used to make a</p><p>suggestion as the speaker thinks of it, while</p><p>might implies that the speaker has been</p><p>considering the idea for a while. Should</p><p>imposes a slight obligation here.</p><p>3 1 might join 2 should (might) have finished</p><p>3 can’t/couldn’t have been 4 can be</p><p>5 shouldn’t have</p><p>4 1 must have made 2 must be having</p><p>3 can’t be 4 must be 5 must have</p><p>forgotten</p><p>Photocopiable activity</p><p>Activity 4C could be used here. It is a</p><p>pairwork/class activity in which students read</p><p>out or listen to gapped sentences. They decide</p><p>what the missing words are and then write</p><p>them on a crossword grid.</p><p>Use of English 2 p.66</p><p>1 The exercise uses key word transformations to</p><p>give further practice of the modals.</p><p>1 1 was David able to 2 post personal</p><p>information on networking sites must</p><p>3 if it would be alright to/I could drop by</p><p>4 can't/cannot be serious about emailing</p><p>5 won't/shouldn't need any more help</p><p>6 he can't have left</p><p>►Student’s Resource Book, pages 47–48</p><p>Use of English 3 p.67</p><p>1 The initial discussion is to revisit the sense of</p><p>connectivity that the internet gives people.</p><p>Additional questions could be about how many</p><p>of the students’ contacts are really friends and</p><p>how many people they follow on Twitter.</p><p>2 Start by looking at the photo and ask students</p><p>what they know about Kevin Bacon. Then</p><p>students read the text and start activating the</p><p>task strategy by looking at each gap and</p><p>deciding what type of word is required. Do the</p><p>first few together as an example. Remind them</p><p>to look for negatives.</p><p>3 Give students five minutes to complete the task</p><p>and then let them check with each other or with</p><p>a dictionary.</p><p>4 Discuss the analysis and what students learnt</p><p>from doing the task.</p><p>Background</p><p>Kevin Bacon was born in Philadelphia in 1958.</p><p>His first film role was in Animal House in 1978</p><p>and He became successful after appearing in</p><p>Diner in 1982. Since then he has appeared in</p><p>over 70 films and TV series across a wide</p><p>variety of genres. He became the focus of the</p><p>game Six degrees of Kevin Bacon after once</p><p>mentioning that, because of his long and</p><p>varied career, he had worked with everyone</p><p>in Hollywood or someone who had worked</p><p>with them.</p><p>5a/b Students discuss the concept and play the</p><p>game. In the game Six Degrees of Kevin Bacon,</p><p>players are required to find the shortest series of</p><p>steps connecting any other actor to Kevin Bacon</p><p>by using links of other actors they have worked</p><p>with. Kevin Bacon has a Bacon number of 0. Any</p><p>actors that have worked directly with him (i.e.</p><p>on the same movie) have a Bacon number of 1.</p><p>For example Julia Roberts has a Bacon number</p><p>of 1 as she appeared with him in Flatliners in</p><p>1990. Any other actors that that have appeared</p><p>in a film with them have a Bacon number of 2 as</p><p>they are connected to Kevin Bacon in two steps.</p><p>And so on. Students could try to think of actors</p><p>that are likely to have the highest Bacon number</p><p>(i.e. the least connection to him) and then check</p><p>their answers at www.oracleofbacon.org.</p><p>2 1 verb 3rd person singular as it follows it</p><p>and is followed by an object (the internet)</p><p>2 adverb before adjective easy 3 adjective</p><p>following be – using past participle of verb</p><p>4 adjective following verb deemed</p><p>3 1 pre-dates 2 surprisingly 3 unknown</p><p>4 inconclusive 5 popularised 6 entitled</p><p>7 representative 8 feasibility</p><p>Writing 2 Report p.68</p><p>1 Some of the points will already have been raised</p><p>in Module 1. If students are unforthcoming in</p><p>the discussion give some specific scenarios and</p><p>ask students if they would answer their phones;</p><p>e.g. during dinner with family? in a library? in</p><p>the cinema? on a first date? in church or other</p><p>religious building?</p><p>2 Give students a few minutes to read and</p><p>appreciate the scope of the task and answer the</p><p>three questions.</p><p>48</p><p>TEACHER’S NOTES 4</p><p>3/4 Students compare the two plans and decide</p><p>which they prefer. Using aspects of both they</p><p>then create their own.</p><p>5a/b The exercise gives specific phrases that help to</p><p>structure a report of this type. Again, students</p><p>should be encouraged to learn them as set</p><p>phrases.</p><p>6 The paragraph gives a good example of the style</p><p>that students should be aiming for when they</p><p>write a report.</p><p>7 In this last exercise students should bring</p><p>together the review of modals from earlier in the</p><p>module with the work on style, language and</p><p>content from exercises 5 and 6.</p><p>8/9 Students write the report and check it, using the</p><p>checklist on p.191 and also checking for the type</p><p>of mistakes they made in earlier compositions.</p><p>2 1 to report on the effects of mobile phone</p><p>use in public places 2 Your course tutor</p><p>3 effects on the person’s ability to relax</p><p>and be with the people around him, effects</p><p>on people in the immediate area +</p><p>recommendations</p><p>3 While both plans appear possible neither is</p><p>ideal. Plan 1 appears to read more like an</p><p>essay using a problem-solution paragraph</p><p>structure, and not a report. Plan 2 has a</p><p>report structure, but the content needs re-</p><p>organising.</p><p>4 Students should be encouraged to use</p><p>aspects from both models, to create a</p><p>more effective plan.</p><p>6 1 In the light of 2 could 3 suggestion</p><p>4 premises 5 appeal 6 In this way</p><p>7 Suggestions: 1 PC terminals could also</p><p>be separated into sections for gamers and</p><p>people wanting to use the facilities for work</p><p>purposes.</p><p>2 Gamers could be directed to one area or</p><p>asked to use headphones if this is not</p><p>possible.</p><p>3 Meanwhile, job-seekers and people</p><p>wanting to use email facilities would be</p><p>placed in another, quieter area.</p><p>7b Suggested answer</p><p>In the light of the information gathered, it is</p><p>believed that the Alpha Internet café could be</p><p>improved in several ways. One suggestion is to</p><p>redecorate the premises in brighter shades.</p><p>Creating a coffee bar at the front of the shop</p><p>instead of the back would also enhance its</p><p>appeal as a meeting place. Also highly</p><p>recommended is the separation of PC</p><p>terminals into sections, whereby gamers would</p><p>be placed in one area, while job-seekers and</p><p>people wanting to use email facilities could be</p><p>directed to another quieter area. In this way,</p><p>the café would be able to satisfy all its</p><p>customers’ needs.</p><p>8 Suggested answer:</p><p>Report</p><p>This report outlines some of the effects of</p><p>mobile phone use in public areas and how it</p><p>affects the way people relax and act with</p><p>friends and other people. It is based on</p><p>interviews with a selection of students. It makes</p><p>three recommendations on how to restrict</p><p>phone usage.</p><p>Generally speaking modern mobile phones</p><p>bring huge benefits to the user. Feedback</p><p>suggests that greater connectivity means that</p><p>people socialise more. One reason for this is</p><p>that it is easier to contact friends and arrange</p><p>meetings at short notice. Good relationships</p><p>are maintained as smartphones with maps help</p><p>people arrive at their meeting point quickly and</p><p>they can phone friends to let them know if they</p><p>are running late. People appreciate the ability</p><p>to use texts when they wish to communicate</p><p>without other people in public areas</p><p>overhearing. Comments were made about how</p><p>using a phone can reduce the embarrassment</p><p>of waiting alone in a bar or cafe or a friend to</p><p>arrive.</p><p>On the other hand, complaints were made that</p><p>you never have some people's full attention as</p><p>they are constantly watching their phone for</p><p>new messages and of the constant</p><p>interruptions</p><p>they bring. Concern was raised</p><p>about the increased noise factor from ringing</p><p>phones and people talking and accidents</p><p>caused by people texting as they walk and so</p><p>not looking where they are going. Also it was</p><p>mentioned that it can be harder to strike up</p><p>conversation with strangers if they are</p><p>immersed in their phones.</p><p>The following measures would encourage</p><p>people to limit their phone use. The first would</p><p>be to introduce 'no phone' areas in cafes and</p><p>restaurants and on public transport. Another</p><p>suggestion would be to encourage people to</p><p>either put their phones on silent or preferably</p><p>turn them off after they have met up with their</p><p>friends. A third measure would be to prohibit</p><p>mobile phone use when people are on</p><p>the move. (318 words)</p><p>► Student’s Resource Book, page 49</p><p>Module 4: Review p.70</p><p>1 1 would 2 would 3 won’t 4 needn’t have</p><p>sent 5 could 6 duty 7 might 8 must</p><p>49</p><p>TEACHER’S NOTES 4</p><p>2 1 compulsive 2 meaningful</p><p>3 uncontrollable 4 representing</p><p>5 dependent 6 informed (informative is</p><p>mainly used for things such as writing,</p><p>research, interviews but recently has been</p><p>used with people e.g. The most informative</p><p>people on Twitter) 7 compelling</p><p>8 dependable</p><p>3 1 breaking up 2 put down 3 setting up</p><p>4 followed up 5 catch up 6 let down</p><p>7 making up/thinking up/coming up</p><p>with/dreaming up 8 back down</p><p>4 1 informed 2 updated 3 compelling</p><p>4 output 5 relevant 6 questionable</p><p>7 representative 8 question</p><p>Exam practice 2 TRB p.186</p><p>Paper 1: Use of English Part 1</p><p>1 D 2 B 3 B 4 A 5 C 6 D 7 B 8 D</p><p>Paper 1: Reading Part 6</p><p>1 B 2 D 3 H 4 G 5 A 6 F 7 C 8 E</p><p>Paper 2: Writing Part 2</p><p>Credit is given for:</p><p>• Content – coverage of points and relevance</p><p>of content to the target reader.</p><p>• Communicative Achievement – successful</p><p>communication of complex ideas in a way that</p><p>holds the attention of the target reader.</p><p>• Organisation – effective use of cohesive</p><p>devices and organisational patterns.</p><p>• Language – range and appropriateness of</p><p>lexis, range and accuracy of grammar.</p><p>1Review</p><p>Key points to include are:</p><p>• description of the gadget</p><p>• explanation of its usefulness to the writer</p><p>• evaluation of its usefulness to others</p><p>Suggested answer:</p><p>Product Review: Smartphone 8520</p><p>I can honestly say that the Smartphone 8520</p><p>has changed my life. In terms of its functionality</p><p>and appearance, it’s probably no different from</p><p>many other similar models. Indeed, by the time</p><p>you read this review, it will surely have been</p><p>superseded by even smarter gadgets. That,</p><p>however, is true of all modern technology and</p><p>doesn’t detract at all from my satisfaction with</p><p>the 8520.</p><p>The fact is that. before getting my 8520, I’d</p><p>been accustomed to using a very simple mobile</p><p>phone. I could call friends, send and receive</p><p>texts, take and share photos; but beyond that I</p><p>made little use of it. Indeed, had I not received</p><p>my 8520 as a gift, I doubt that I’d have</p><p>bothered to get one at all.</p><p>The fact is however that, although it fits neatly</p><p>in a jacket pocket and is remarkably easy to</p><p>use, the Smartphone 8520 allows me to do all</p><p>manner of things that I never even knew were</p><p>possible. For example, I soon discovered I</p><p>could log into the internet and access a whole</p><p>range of websites when I was out and about. I</p><p>can, for example, check whether my train is on</p><p>time as I walk to the station, or see how my</p><p>bids on items for sale on my favourite auction</p><p>site are going. Best of all, however, I can</p><p>access the messenger facility for free. This</p><p>means that I can chat with my friends in</p><p>Australia and the USA at any time – and it</p><p>doesn’t cost a penny.</p><p>I know that the 8520 wouldn’t suit everybody.</p><p>For instance, it doesn’t have a touchscreen,</p><p>which I know many people find easier to use</p><p>than its tiny keyboard. So if you want to create</p><p>and send large documents, then a tablet would</p><p>certainly be the thing to get. I must say,</p><p>however, that because it is portable and</p><p>compact, the 8520 is perfect for me – and I</p><p>couldn’t do without it.</p><p>2 Report</p><p>Key points to include are:</p><p>• description of the event</p><p>• detailed analysis of two contributions</p><p>• evaluation of their relevance to college</p><p>students</p><p>Suggested answer:</p><p>Report: Alternative Remedies and Therapies</p><p>Fair</p><p>College Hall: 22 October</p><p>Description of Event</p><p>The fair, which lasted all day, had two main</p><p>focuses:</p><p>Firstly, a number of alternative practitioners</p><p>gave presentations and demonstrations of their</p><p>therapies or products. There was a timetable</p><p>of eight speakers, and an exciting range of</p><p>topics was covered; everything from the</p><p>healing properties of beeswax through to</p><p>hypnotherapy and acupuncture – complete</p><p>with live demonstrations using volunteers from</p><p>the audience.</p><p>Secondly, there was also a static exhibition in</p><p>which various alternative remedies were on</p><p>display across a total of thirty-two separate</p><p>stands, with experts on hand to answer</p><p>questions and give out free samples. Again, the</p><p>range of remedies and therapies represented</p><p>was impressive, with a fascinating array of</p><p>products and information to browse, some</p><p>featuring interactive audio-visual displays.</p><p>50</p><p>TEACHER’S NOTES 4</p><p>Two key Contributions</p><p>Perhaps the most relevant presentation for the</p><p>predominantly student audience, was Dr</p><p>Malachi’s talk on the subject of sleep. Dr</p><p>Malachi presented some interesting findings on</p><p>the relationship between regular sleep patterns</p><p>and effective study habits – knocking on the</p><p>head once and for all the idea that ‘burning the</p><p>midnight oil’ is the best way to produce written</p><p>assignments. Dr Malachi then went on to</p><p>analyse the effectiveness of various health</p><p>products designed to promote a good</p><p>night’s sleep.</p><p>The stand that attracted the most attention</p><p>featured a vast array of products, all made</p><p>using the herb rosemary. This herb has the</p><p>reputation of promoting a good memory and</p><p>students were keen to find out if any of the</p><p>products would be useful during the lead up to</p><p>exams. A senior herbalist from the college’s</p><p>department of botany was available to indicate</p><p>which products might be most suitable.</p><p>The event was judged to be a great success,</p><p>both by students who completed the feedback</p><p>questionnaire and the college authorities, and it</p><p>is hoped to repeat it again next year.</p><p>3Article</p><p>Key points to include are:</p><p>• description of a piece of research</p><p>• analysis of the impact of the research on the</p><p>subject</p><p>• evaluation of the relevance of the research in</p><p>the wider world</p><p>Suggested answer:</p><p>The impact of DNA</p><p>As a student of law, I can safely say that the</p><p>discovery of DNA has had a profound influence</p><p>on my subject of study.</p><p>The discovery of DNA dates back to 1951</p><p>when two scientists, James Watson and</p><p>Francis Crick, began to gain an insight into its</p><p>structure. They already knew that DNA was</p><p>present in every living cell and that it was the</p><p>key to understanding heredity, but nobody</p><p>understood its structure or how it worked.</p><p>Watson and Crick used chemical and X-ray</p><p>evidence to come up with their now famous</p><p>‘double helix’ structure – one of the most</p><p>significant discoveries of modern science. This</p><p>opened the way for an understanding of</p><p>genetics in terms of the molecules involved. It</p><p>is now understood that the double helix of DNA</p><p>controls heredity by replicating itself and by</p><p>determining the way in which proteins control</p><p>living processes.</p><p>The significant thing for lawyers is that, since</p><p>the DNA of any species, and of any individual</p><p>within that species, is unique, it can be used as</p><p>a means of identification. For example, it is</p><p>possible to extract DNA from organic remains,</p><p>such as the blood or saliva found at crime</p><p>scenes, and use this to identify the criminal.</p><p>The discovery of DNA has therefore had a</p><p>profound impact on things like police</p><p>procedures and the type of forensic evidence</p><p>which can be submitted when a case comes</p><p>to court.</p><p>But DNA also has many other uses. For</p><p>example, it can be used to determine</p><p>parentage through a process known as DNA</p><p>fingerprinting, and it can indicate the</p><p>composition</p><p>of ingredients in certain</p><p>substances. I have seen DNA evidence used to</p><p>show, for example, that an illicit medical</p><p>product contained traces of an endangered</p><p>animal which had been killed illegally. What’s</p><p>more, its significance is not restricted to the</p><p>law. Academic subjects like archaeology,</p><p>medicine and anthropology have also benefited</p><p>enormously from Crick and</p><p>Watson’s discovery.</p><p>Paper 3: Listening Part 4</p><p>1 B 2 F 3 E 4 H 5 C 6 B 7 E 8 H 9 D 10 A</p><p>51</p><p>5 Language and literature</p><p>TEACHER’S NOTES 5 52</p><p>The theme of the module is language, and includes</p><p>topics such as literature and other genres of writing,</p><p>the influence of Shakespeare, endangered languages</p><p>and the power of words.</p><p>Lead-in p.71</p><p>Start with books closed. Write up a few words, such</p><p>as ketchup, dollar, noodle, orangutan, shampoo, wiki,</p><p>alcohol, and ask students if they can work out the</p><p>connection – they are all loan words. Then, in</p><p>groups, ask them to guess which language the</p><p>words are from. (ketchup – Chinese, dollar – Czech,</p><p>noodle – German; orangutan – Indonesian(= forest</p><p>man); shampoo – Hindi; wiki – Hawaiian (=f ast);</p><p>alcohol – Arabic).</p><p>1 Show students the timeline and point out how</p><p>the English language reflects the history of the</p><p>nation. They then match the words to the period</p><p>in which they first appeared in English.</p><p>2 Students then discuss the three questions; first</p><p>for more examples of loan words in English,</p><p>then for examples of English words used in</p><p>other languages. Try to steer them away from IT</p><p>and business management words, which are</p><p>very common in many languages. Many loan</p><p>words have very changed meanings or never</p><p>even existed in the original language (e.g. in</p><p>Italy a smoking is used for a dinner jacket, in</p><p>Spain footing means jogging).</p><p>1 1 1900s–present day 2 Celts 500BC–</p><p>43BC 3 Renaissance 1476–1650</p><p>4 Romans 43BC–c.450AD 5 100 Years’</p><p>War 1337–1450s 6 Anglo-Saxons 449AD</p><p>7 St Augustine 597 AD 8 Industrial</p><p>Revolution 1760–1800s 9 Vikings 789AD</p><p>10 Normans 1066</p><p>5A It’s all in a word!</p><p>Reading p.72</p><p>Start with books closed. Ask students to have a short</p><p>discussion in pairs to talk about the most recent</p><p>book they read, including how they read it, for</p><p>example, whether it was in English, in traditional</p><p>book form or electronic form such as a Kindle.</p><p>1 The discussion might include how the</p><p>differences between written and spoken forms</p><p>are becoming less distinct as much writing now</p><p>is more a written record of spoken language (e.g.</p><p>texting, Twitter and to some extent blogging and</p><p>email).</p><p>2 The discussion is likely to include magazines</p><p>and journals as well as online reading and</p><p>digital media.</p><p>3 A quick skim for gist should enable students to</p><p>answer the question.</p><p>4 Remind students that, as with other multiple-</p><p>choice tasks, their strategies should include</p><p>identifying reasons why three possible answers</p><p>are incorrect as well as looking for the clues as to</p><p>why one is correct.</p><p>5 Students identify the parts of the text that helped</p><p>them to find the correct answers.</p><p>6a/b Students discuss their attitude to books and</p><p>where they keep them. Remind students that the</p><p>question in 6b is the sort of thing that they are</p><p>asked in the speaking exam, so it is good to</p><p>practise expressing an opinion.</p><p>7 Ask students to find the vocabulary in the text to</p><p>check meanings, pronunciation and usage and to</p><p>add them to their vocabulary records.</p><p>3 The writer believes the home library will</p><p>survive because of the statement books</p><p>make about the home owner.</p><p>4/5 1 C (other aspects of the print media have</p><p>felt the heat of virtual competition – why</p><p>not books?) 2 C (there then ensued much</p><p>speculation …) 3 B (perhaps we all seek</p><p>out others whose tastes in such matters</p><p>match our own) 4 D (Books define a</p><p>space ... you've immediately created an</p><p>area. .. about creating an ambiance)</p><p>5 A (their primary purpose was to disguise</p><p>... fridge. ... no longer destined to be a</p><p>feature .… so books were deemed</p><p>redundant) 6 B (the odds of them hanging</p><p>around look good)</p><p>Vocabulary p.74</p><p>1a Tell students that remembering the terminology</p><p>here is not as important as appreciating the</p><p>concepts that the words express. When they</p><p>have matched the words to the definitions and</p><p>examples, ask them to search the text for other</p><p>examples. Remind them of how the words</p><p>describing animal sounds on page 26 are good</p><p>examples of onomatopoeia.</p><p>TEACHER’S NOTES 5</p><p>1b The text is a good example of metaphor/cliché</p><p>packed detective fiction. As students identify</p><p>examples of the literary devices point out that a</p><p>phrase might be an example of more than one.</p><p>Discuss what effect so many metaphors and</p><p>similes have on the reader.</p><p>2a Explain the word wits (your ability to think</p><p>quickly and make the right decisions) before</p><p>students attempt the task. Ask students how</p><p>they could express each one in other words.</p><p>2b The exercise is potentially quite hard with so</p><p>many phrases to choose from, so might be best</p><p>done in pairs/groups. Remind them to pay</p><p>attention to the choice of personal/possessive</p><p>pronouns too. Follow up by getting students to</p><p>try writing examples of uses of some of the</p><p>other expressions.</p><p>3a Start by asking students what they know about</p><p>Shakespeare and whether they have read</p><p>anything written by him. Look at the three</p><p>example expressions together and discuss the</p><p>meaning of them (it’s Greek to me = it's totally</p><p>incomprehensible; vanished into thin air =</p><p>disappear suddenly, as if by magic; not budge</p><p>an inch = to refuse to change an opinion, relent</p><p>or compromise).</p><p>Students underline any other expressions they</p><p>think might be from Shakespeare and what they</p><p>mean. Hopefully, by the end of the exercise, they</p><p>will start to appreciate the huge contribution</p><p>Shakespeare has made to the language!</p><p>Photocopiable activity</p><p>Activity 5A could be used here. It is a pairwork</p><p>activity in which students complete sentences</p><p>with expressions taken or adapted from</p><p>Shakespeare plays, while playing a board</p><p>game.</p><p>Extra!</p><p>Students might be interested to know that an</p><p>anagram of William Shakespeare is I'll make a</p><p>wise phrase. Interestingly for a man who was</p><p>famous for spelling his name in different ways,</p><p>another is I am a weakish speller. Ask students to</p><p>find anagrams of their own names.</p><p>4a Previous exercises have looked at various</p><p>affixes. This looks at words formed with both</p><p>prefixes and suffixes. Draw students’ attention</p><p>to the fact that while prefixes are frequently</p><p>used for negatives and therefore affect meaning,</p><p>suffixes are generally used to change word type.</p><p>Examples of exceptions include the prefix en- to</p><p>form verbs from adjectives (e.g. enlarge) or the</p><p>suffix -less meaning without (e.g. worthless).</p><p>Students should work in pairs or small groups to</p><p>identify the form of each word. They will notice</p><p>that there are often two or more words of the</p><p>same form (e.g. disbelieving / unbelievable are both</p><p>negative adjectives form from believe). Students</p><p>should compare the words highlighted and</p><p>identify the differences in meanings.</p><p>4b Students should think of as many words as they</p><p>can, formed from the three verbs given, before</p><p>checking their ideas in a dictionary.</p><p>When checking the answers, pay attention to</p><p>students’ pronunciation, especially to the silent b</p><p>in doubt and to the changing stress patterns (e.g.</p><p>suitable – suitability) and secondary stress on</p><p>negative prefixes. Also notice that doubtless is an</p><p>adverb although it looks like an adjective</p><p>(ending in -less) and that the usage is quite</p><p>distinct from undoubted. Doubtless (= almost</p><p>certain to happen or be true) is often used at the</p><p>start of a sentence (e.g. Doubtless the opposition to</p><p>his idea would be fierce.), undoubted (= definitely</p><p>true or known to exist, e.g. His undoubted strength</p><p>of character will take him through this difficult</p><p>phase.)</p><p>1a 1 f (this is also a metaphor) 2 a 3 g 4 c</p><p>5 i 6 h 7 d (pun on sense of humour) 8 b</p><p>9 e</p><p>More examples from the text: wear your</p><p>personality on your bookshelf</p><p>(metaphor,</p><p>stemming from the idiom ‘wear your heart on</p><p>your sleeve’), cost the earth (metaphor), the</p><p>oldest trick in the book (idiom), [books] hanging</p><p>around (personification)</p><p>1b The night was as black as ink</p><p>[simile/cliché]. As Detective Rowley trudged</p><p>through the forest, the wind howled</p><p>[onomatopoeia/metaphor/cliché] and the trees</p><p>threw their branches around madly</p><p>[personification], as if threatening to slap him</p><p>round the head [simile/personification]. ‘Where</p><p>was that cabin?’ Rowley asked himself as he</p><p>peered into the blanket of darkness [metaphor]</p><p>around him. Normally he had a good eye for</p><p>spotting things – being a detective – but that</p><p>night he couldn’t see in front of his nose!</p><p>Suddenly, a piercing scream cut through</p><p>[metaphor] the wind and darkness like a knife</p><p>[simile]. Detective Rowley snapped [metaphor]</p><p>his head around and stared in the direction it</p><p>had come from. Glowing in the darkness was a</p><p>tiny pinprick [metaphor] of light – the cabin!</p><p>53</p><p>TEACHER’S NOTES 5</p><p>2a 1 head: say sth without giving it much</p><p>thought 2 mind: when sth ceases to be a</p><p>worry 3 wits’: when you have tried</p><p>everything to solve a difficult situation and</p><p>you don’t know what to do 4 brains: be the</p><p>mastermind behind a certain plan or</p><p>project 5 face to face: meet sb in a way</p><p>that surprises or frightens you / experience</p><p>a difficult situation and have to deal with it</p><p>6 mind: have an idea 7 mind: tell sb what</p><p>you really think, usually in a disapproving</p><p>way 8 head: when some praise or flattery</p><p>makes a person feels better or more</p><p>superior than he/she really is 9 mind: say</p><p>that you might do sth to show your</p><p>disapproval 10 mind: when a piece of</p><p>equipment won’t function properly or do</p><p>what you want it to 11 face: when you try</p><p>not to smile at sth funny 12 wits: try to</p><p>keep calm in a difficult situation 13 head:</p><p>when you feel you aren’t managing to</p><p>make sb understand what you want to say</p><p>14 face: lose face: when you feel</p><p>humiliated in front of others; save face:</p><p>when you avoid humiliation at the hands of</p><p>others 15 mind: decide to do sth and work</p><p>hard at it 16 brains: try very hard to</p><p>remember or think of sth</p><p>2b 1 keep a straight face 2 keep my wits</p><p>about me 3 racking my brains 4 a piece of</p><p>my mind 5 Off the top of my head.</p><p>3a If you cannot understand my argument,</p><p>and declare ‘It’s Greek to me’, you are quoting</p><p>Shakespeare; if you act more in sorrow than in</p><p>anger; if your lost property has vanished into</p><p>thin air, you are quoting Shakespeare; if you</p><p>have ever refused to budge an inch, if you have</p><p>been tongue-tied or a tower of strength, if you</p><p>have insisted on fair play, slept not one wink, or</p><p>had too much of a good thing – why, the more</p><p>fool you, for it is a foregone conclusion that you</p><p>are quoting Shakespeare; if you think it is high</p><p>time and that that is the long and short of it, if</p><p>you believe that the game is up, if you lie low till</p><p>the crack of doom because you suspect foul</p><p>play, then – if the truth were known, you are</p><p>quoting Shakespeare; even if you bid me good</p><p>riddance and send me packing, if you wish I</p><p>was dead as a door-nail, if you think I am a</p><p>laughing stock, then – Tut tut! For goodness’</p><p>sake! – It is all one to me, for you are quoting</p><p>Shakespeare.</p><p>4a understand (v), understanding (adj, n),</p><p>misunderstand (v), misunderstanding (n),</p><p>misunderstood (adj, from past participle)</p><p>believe (v); belief (n); disbelief (n); disbelieving</p><p>(adj); believable (adj); unbelievable (adj);</p><p>unbelievably (adv). Note: disbelieving =</p><p>doubting (e.g. She gave him a disbelieving</p><p>look.); unbelievable = very good, bad, difficult,</p><p>hardly possible to believe (e.g. Her imaginative</p><p>powers are unbelievable!)</p><p>comprehend (v); comprehension (n);</p><p>comprehensible (adj); comprehensive (adj);</p><p>incomprehensible (adj) Note: comprehensible /</p><p>comprehensive: comprehensible = easy to</p><p>understand (e.g. Whatever you write, it has to</p><p>be comprehensible!); comprehensive =</p><p>including all the necessary details (e.g. The</p><p>book was a comprehensive account of the</p><p>author’s travels in the Far East.)</p><p>4b 1 conceive (v) → conception (n) →</p><p>misconception (n) → conceivable (adj) →</p><p>inconceivable (adj) → conceivably (adv)</p><p>2 doubt (v, n) → doubtful (adj) →</p><p>doubtfully (adv) → doubtless (adv) →</p><p>undoubted (adj) → undoubtedly (adv)</p><p>3 suit (v, n) → suitability (n) → suitable</p><p>(adj) → unsuitable (adj) →</p><p>(un)suitably (adv)</p><p>Use of English 1 p.75</p><p>1 As the title of the text suggests, it is about how</p><p>the choice of words used can influence</p><p>outcomes, so ask students to spend a few</p><p>minutes thinking about the effect that the right</p><p>or wrong words can have.</p><p>2 By this stage in the course students should be</p><p>familiar with the task type so ask them to do it in</p><p>exam conditions in 8–10 minutes. Then compare</p><p>and check answers.</p><p>1 By having a wide range of vocabulary so</p><p>you have more possibility of choosing the exact</p><p>word to express your meaning; by being</p><p>concise in what you say and not long-winded,</p><p>otherwise people will give up listening or</p><p>interrupt; by using humour / play on words; by</p><p>using simile/metaphor to create a richer image.</p><p>Also, by using a variety of different forms of</p><p>sentence structure to highlight emphasis,</p><p>contrast, etc.</p><p>2 1 subtlety/subtleties 2 suitability 3</p><p>competence 4 misunderstood 5 ensuring</p><p>6 humorous 7 unexpected 8 inclusion</p><p>► Student’s Resource Book, pages 50–51</p><p>54</p><p>TEACHER’S NOTES 5</p><p>Listening 1 p.76</p><p>1a Students who are unfamiliar with the theory that</p><p>the two halves of the brain have separate</p><p>functions might require some introduction.</p><p>Possibly someone in the class might introduce</p><p>the concept that the left side of the brain focuses</p><p>on logic and the right side on creativity.</p><p>1b The discussion is very hard to generalise as it</p><p>will vary according to many factors such as the</p><p>age of the child (with younger children more</p><p>creativity, art and music, with older ones more</p><p>logic, maths and science) as well as according to</p><p>the interests of both children and parents. It may</p><p>be easier to personalise and ask them what their</p><p>parents encouraged more.</p><p>1c Extend the discussion above to what students</p><p>now do for themselves as well as ideas for</p><p>‘brain training’.</p><p>2 ► T1.27 Students start by reading the question</p><p>and the notes to get the gist of the talk. They</p><p>then listen to complete the gaps. Remind them to</p><p>use words or phrases from the recording.</p><p>3 Students discuss whether minority languages</p><p>should be preserved. Ask them to consider</p><p>whether it would it be better if everyone in the</p><p>world spoke English plus another language or</p><p>just English.</p><p>1a Left: analytic thought, logic, language,</p><p>science and maths Right: holistic thought,</p><p>intuition, creativity, art and music</p><p>2 1 anthropology 2 Enduring Voices</p><p>3 6,500 4 random 5 grammar</p><p>6 education 7 biological diversity</p><p>8 folklore 9 Welsh</p><p>Language Development 1 p.77</p><p>This section focuses on words that are often</p><p>confused either because they have similar meanings</p><p>(e.g. affect/effect), similar spelling (e.g. stationary/</p><p>stationery) or the same pronunciation (homophones)</p><p>(e.g. your/you’re). It might be comforting for the</p><p>students to know that many native speakers have</p><p>problems in this area too!</p><p>1a Ask students to define the three words in each</p><p>case in order to decide which is the most suitable</p><p>in the context given. They then need to decide</p><p>what form the word needs to be in. Do the first</p><p>question together as an example (entail =</p><p>involve/require something as a necessary part;</p><p>contain = include, have something inside;</p><p>enclose = to surround or put something in</p><p>another thing, such as an envelope).</p><p>1b Students either write or find example sentences</p><p>for the other words.</p><p>2 Again start by identifying the differences in</p><p>meanings (see Key) between the words as well</p><p>as in their pronunciation (esp. with loath/loathe</p><p>and suite/suit). Then choose a suitable word for</p><p>each gap.</p><p>Finish by asking students to find the meaning of</p><p>gobbledygook (also gobbledegook), an informal</p><p>word used</p><p>to show disapproval and meaning</p><p>‘complicated language especially in official or</p><p>technical communication that is difficult or</p><p>impossible to understand’. Ask students if they</p><p>have a similar word in their language, as it is</p><p>said to be one of the hardest words to translate!</p><p>3 Students will probably be familiar with the</p><p>number and nature of homophones in English</p><p>where the flexibility of spelling/pronunciation</p><p>rules allows words with identical pronunciation</p><p>to have quite different spelling.</p><p>3a Treat the task as a correction exercise. Students</p><p>should read through the sentences, correcting</p><p>the words that are spelt incorrectly and</p><p>comparing the use/meaning of the</p><p>homophones. Do the first one with the whole</p><p>class as an example. (fowl = bird used for meat</p><p>such as chicken / foul = unpleasant; boy = male</p><p>child / buoy = floating object in sea or lake to</p><p>mark an area).</p><p>3b This could be set as a competition with a point</p><p>for each correct homophone. Point out that some</p><p>of the words have more than one. Finish by</p><p>checking that students know which spelling</p><p>goes with which meaning for all the words!</p><p>Extra!</p><p>If there is sufficient time, students might like to</p><p>research homophone phrases, sometimes called</p><p>oronyms (e.g. ice cream / I scream; four</p><p>candles / fork handles; some others / some</p><p>mothers) as they are often used in comedy.</p><p>That could lead on to misheard lyrics in music,</p><p>known as ‘mondegreens’ (from 'they laid him on</p><p>the green' misheard as the 'Lady Mondegreen').</p><p>Famous examples include ‘Excuse me while I kiss</p><p>the sky/ this guy’ in Purple Haze by Jimi Hendrix.</p><p>Students may well have their own versions!</p><p>Ask for examples of other misheard lyrics.</p><p>55</p><p>TEACHER’S NOTES 5</p><p>1a 1 contains 2 differentiating 3 difference</p><p>4 compared 5 potential 6 rare 7 refrained</p><p>8 similarity</p><p>2 disinterested: impartial, not wishing to</p><p>make any personal gain out of sth</p><p>uninterested: showing a lack of interest</p><p>exhausted: extremely tired</p><p>exhaustive: very comprehensive (search, etc),</p><p>finding out all possible details</p><p>historical: relating to the past or to the study of</p><p>history</p><p>historic: a very important event or a very old</p><p>building</p><p>accept: (here) to agree that sth is true</p><p>except: the only thing about which a statement</p><p>is not true</p><p>industrial: relating to industry or an area</p><p>having lots of industries</p><p>industrious: hard-working</p><p>personal: relating to one particular person or</p><p>to their private life</p><p>personnel: the staff of a company</p><p>2 1 accept 2 industrious 3 personnel</p><p>4 historical 5 exhaustive 6 exhausted</p><p>7 uninterested</p><p>3 1 foul, buoy 2 complimentary, principal,</p><p>steak 3 stationary 4 air, assent 5 reins,</p><p>son 6 fazed 7 source 8 Gorillas, prey</p><p>3b 1 allowed 2 byte 3 feat 4 ensure 5 leant</p><p>6 lessen 7 paws/pores/pours 8 sent</p><p>9 seize/seas 10 cereal 11 site/cite</p><p>12 sought 13 sauce 14 whine</p><p>► Student’s Resource Book, page 52–57</p><p>Writing 1 p.78</p><p>Start with books closed and ask students whether</p><p>they read/listen to reviews of music, films, books,</p><p>restaurants etc. and where/when. Ask them what</p><p>makes a good review. Then compare with the notes</p><p>at the start of the exercise.</p><p>1 Look at the notes that describe the stages of</p><p>planning a review. Highlight the importance of</p><p>focusing on wh- words when planning style and</p><p>content; What is it about? Where is it going to</p><p>appear? Who is going to read it?</p><p>2 Students decide on who the likely readers are in</p><p>each task and what style would be appropriate.</p><p>3a The exercise looks at topics that could be</p><p>included in four common types of review.</p><p>Follow up with a quick brainstorm of any other</p><p>topics that each review type might include (e.g.</p><p>restaurant: value for money, variety of dishes,</p><p>amount of local produce/source of ingredients).</p><p>3b Students think of topics to include in two more</p><p>reviews. Point out that ‘an exhibition’ could</p><p>mean a display at a museum or could mean a</p><p>trade show for people working in a certain area.</p><p>4 The potential here is huge, so just elicit a few</p><p>words for each category as examples.</p><p>5 Reviews, being descriptive, are likely to need</p><p>topical adjectives. The exercise includes a range</p><p>of suitable adjectives that students might not be</p><p>familiar with. Start by eliciting the meanings.</p><p>Note the compound adjectives (e.g. true-to-life,</p><p>up-to-scratch) and draw students’ attention to</p><p>how they are formed and where the stress lies.</p><p>Then students match them to review types and</p><p>identify the connotation of each. (Note: The</p><p>picture shows Kaya Scodelario as Catherine</p><p>Earnshaw in the 2011 film version of Wuthering</p><p>Heights.)</p><p>6a Students plan the film review using ideas from</p><p>the page.</p><p>6b Students could write their reviews</p><p>collaboratively, working in pairs and helping</p><p>each other.</p><p>2 1 visitors to the area of all ages who enjoy</p><p>or will need to eat out, unlikely to be</p><p>regulars (local people are unlikely to be</p><p>reading a tourist brochure for the town)</p><p>2 readers of the online magazine, likely to</p><p>be parents, with an interest in new</p><p>children's literature. Language: (semi-)</p><p>formal for both, although the review for the</p><p>online magazine might be slightly more</p><p>formal</p><p>3a Suggested answers:</p><p>R décor, service, quality of food,</p><p>atmosphere/ambiance, location, cost/price</p><p>C standard of players, choice of music</p><p>(programme), length of programme,</p><p>atmosphere, cost/price, location</p><p>F acting, location/setting, historical/factual</p><p>accuracy, cast, camerawork/lighting,</p><p>plot/storyline, theme music</p><p>B plot/storyline, historical/factual accuracy,</p><p>characterisation, interest level, cost/price</p><p>3b exhibition: (museum) content, display,</p><p>layout, supporting information, (trade)</p><p>exhibitors, arrangement of stands, size,</p><p>usefulness</p><p>magazine: attractiveness of layout, price,</p><p>content, pictures, appropriateness for target</p><p>audience</p><p>4 Suggested answers:</p><p>restaurant: menu, starter, main course,</p><p>dessert, waiter, bill, chef</p><p>concert: classical, jazz, rock, sound quality,</p><p>performers, performance, strings, percussion,</p><p>drums, brass, orchestra, band, musician</p><p>56</p><p>TEACHER’S NOTES 5</p><p>film: well-known stars, leading role, scenery,</p><p>scene, shot, denouement, director, premiere,</p><p>production, cast, camerawork, big-screen</p><p>adaptation, (shot) on location, genre (these are</p><p>particularly useful for the written task in ex 5)</p><p>book: fiction (novels / short stories: detective,</p><p>fantasy, romance, chick-lit, the classics,</p><p>modern fiction), non-fiction, poetry, drama,</p><p>biography, autobiography, academic, travel;</p><p>author, etc.</p><p>exhibition: Home and Garden, Craft, Art,</p><p>Book, car / boat / computer shows, exhibitor,</p><p>exhibition centre</p><p>magazine: articles, interviews, artwork,</p><p>photographs, features, cover, issue, circulation,</p><p>editor</p><p>5 acclaimed: (+) (film, book, concert,</p><p>restaurant) clichéd: (-) (film, book);</p><p>exceptional: (+) (film, book, concert,</p><p>restaurant, exhibition, magazine)</p><p>gripping: (+) (film, book) hi-tech: (n) (film,</p><p>exhibition, magazine) legendary: (+) (film,</p><p>concert, restaurant), mediocre: (-) (film, book,</p><p>concert, restaurant) (un)memorable: (-/+)(film,</p><p>restaurant) over-hyped: (-) (film, book)</p><p>over-priced: (-) (book, restaurant, magazine)</p><p>over-the-top: (-) (film), sophisticated (+)</p><p>(concert, restaurant); superb: (+) (film, book,</p><p>concert, restaurant, exhibition, magazine)</p><p>thriving: (+) (restaurant, magazine)</p><p>true-to-life: (+) (film) up-to-scratch: (+) (film,</p><p>restaurant) world-renowned: (+) (film, book,</p><p>concert, restaurant + others?)</p><p>6b Suggested answer:</p><p>Review: Salmon Fishing in The Yemen</p><p>Salmon Fishing in the Yemen is an unusual</p><p>story about a seemingly impossible dream, of</p><p>the people who become involved in the project</p><p>and with each other, of war, love and faith and</p><p>government co-operation, It is the dream of a</p><p>wealthy man from the Yemen who loves</p><p>Scotland and fishing and decides to use his</p><p>considerable assets to introduce salmon to a</p><p>river in his homeland. He recruits the help of a</p><p>very reluctant and sceptical government</p><p>scientist and before long various departments</p><p>of the UK government are involved.</p><p>It is a completely</p><p>unbelievable story with</p><p>comical government aides, yet the message</p><p>about the importance of faith in a project comes</p><p>through and the development of the</p><p>relationship between Dr Jones and the sheik’s</p><p>assistant played by Emily Blunt is handled</p><p>sensitively.</p><p>The acting is good, especially Ewan McGregor,</p><p>who is convincing as the reticent scientist Dr</p><p>Jones and Amr Waked who conveys the</p><p>wisdom and quiet belief of Sheik Mohammad.</p><p>The film makes the most of the spectacular</p><p>Scottish scenery, and the lush green forests</p><p>and riverbanks around the sheik’s castle in</p><p>Scotland are well contrasted with the dry dusty</p><p>riverbeds in Yemen.</p><p>The film is based on Paul Torday’s debut novel</p><p>of the same name. It is an interesting modern</p><p>book in which the story unfolds through a</p><p>series of emails, diary extracts, interviews and</p><p>other devices most of which is lost in the film.</p><p>As it often the case, the characters, especially</p><p>that of the sheik, are far more developed in the</p><p>book. The first half of the film follows the book</p><p>quite closely, but from then on the book and</p><p>film diverge with the film taking the easy option</p><p>of a clichéd rom-com ending.</p><p>It is a good, but unmemorable film that could</p><p>have been better had it stuck to the more</p><p>realistic relationships and outcomes of the</p><p>book. (316 words)</p><p>5B An open book</p><p>Listening 2 p.79</p><p>1a Brainstorm types of literature. Students may</p><p>only think of genres of fiction, so point out that</p><p>the word means all forms of writing and can</p><p>include academic writing and marketing and</p><p>publicity material (promotional literature).</p><p>1b Ask whether students prefer fiction or non-</p><p>fiction. If fiction, do they prefer classics or</p><p>something more akin to an ‘airport novel’</p><p>(remind students of the reference to holiday</p><p>reading in the text on p. 73).</p><p>1c Students decide what makes a good book.</p><p>2 ► T2.01 Students will now be familiar with this</p><p>type of listening task so it might be appropriate</p><p>to do it closer to exam conditions, giving them</p><p>less time to read the tasks before playing the</p><p>recording.</p><p>Photocopiable activity</p><p>Activity 5B could be used here. It is a</p><p>groupwork activity. Students write a short</p><p>review of a book. They read their review to the</p><p>class for them to decide what kind of book it is</p><p>about and give their opinion on the review.</p><p>3 Students speak about a book in a form of spoken</p><p>review but targeted towards their partner.</p><p>57</p><p>TEACHER’S NOTES 5</p><p>4 The exercise picks up on some useful vocabulary</p><p>in the listening. The set includes a phrasal verb,</p><p>idioms, collocations and informal language.</p><p>Make sure students can identify more than just</p><p>the meaning of each word.</p><p>1a types of literature: poetry; non-fiction</p><p>prose (biography, autobiography, academic,</p><p>essays, publicity, scientific journals, travel,</p><p>cookery, hobbies etc); fiction, novels/short</p><p>stories (detective, fantasy, romance, adventure,</p><p>spy, chick-lit, the classics, modern fiction,</p><p>science fiction, horror, erotica, historical novels)</p><p>2 1 H the idea of reading and re-evaluating it</p><p>at a reading circle I’d joined 2 D I was</p><p>introduced to him through reader</p><p>comments posted on an online bookstore</p><p>3 G I was browsing in a second-hand</p><p>bookshop, and was drawn to the cover</p><p>illustration. I had to have it 4 B A book that</p><p>stands out for me is one that my cousin put</p><p>me on to 5 A It was given to me by a</p><p>friend who doesn’t usually bother about my</p><p>birthday 6 G Such insight into motivation</p><p>and thought processes 7 D one thing that</p><p>shines through, even in translation, is his</p><p>subtle ironic touch 8 H What blew me</p><p>away was the beautiful prose – it’s</p><p>intricate, poetic and flowing 9 E it throws</p><p>light on transformations taking place in</p><p>China during the last century 10 C Behind</p><p>all these accounts is the idea that</p><p>anything’s possible, which has really fired</p><p>my imagination.</p><p>Speaking p.80</p><p>1a Start by identifying the range of jobs shown and</p><p>get students in groups to identify what language</p><p>skills each requires.</p><p>1b Students decide which of the points listed apply</p><p>to a particular job. Suggested ideas are given in</p><p>the key but all answers should be accepted if</p><p>they can be justified.</p><p>1c Brainstorm other jobs where use of language is</p><p>important. This could include use of foreign</p><p>languages too.</p><p>2 Practise the pronunciation of the phrases for</p><p>concluding/moving on, paying attention to</p><p>intonation and stress.</p><p>3 Students use the phrases in short conversations.</p><p>Point out that these questions are typical of the</p><p>type that candidates might be asked in Part 1 of</p><p>the speaking exam. Ask students to look at the</p><p>Exam strategy notes on p.171.</p><p>4 Do the same as in exercise 2 with these phrases.</p><p>5a/b Remind students that Part 2 consists of two</p><p>sections; in the first students need to react to</p><p>some of the pictures, in the second section they</p><p>collaborate on a task. Tell students that they can</p><p>speak about their own opinions as well as what</p><p>most people think of politicians and writers in</p><p>their countries. They then go on to do the</p><p>collaborative task in pairs.</p><p>6 Ask students to give feedback on their own and</p><p>their partner’s performance, highlighting both</p><p>strengths and areas to work on.</p><p>1a Suggested answers:</p><p>An author/writer requires the ability to use</p><p>words creatively or descriptively, imaginative</p><p>skills, skills of ordering one’s thoughts, use of</p><p>imagery</p><p>An advertising agent/executive requires skills of</p><p>manipulating language cleverly, using puns,</p><p>metaphors etc. to get the message across,</p><p>persuasion, description, originality.</p><p>A holiday/tour rep requires skills of explaining,</p><p>describing, planning, story-telling, engaging</p><p>interest.</p><p>A news correspondent requires skills of</p><p>summarising events concisely and clearly in a</p><p>balanced way, using impartial language without</p><p>going into hyperbole (over-exaggeration).</p><p>1b Suggested answers:</p><p>1 huge responsibility, requires good</p><p>oratorical skills, dependent on public</p><p>opinion, uncertain future</p><p>2 creative imagination, good command of</p><p>the language, solitary occupation, can</p><p>suffer from writer’s block</p><p>3 has to come up with new and inventive</p><p>slogans, needs to convince the public,</p><p>works under a lot of pressure, potential for</p><p>high income from sales</p><p>4 responsibility, should respond calmly to</p><p>difficult situations, should describe ongoing</p><p>situations with the aid of background</p><p>knowledge, can involve being in dangerous</p><p>circumstances, 24/7 availability</p><p>5 should be sympathetic and well-</p><p>organised, should be able to deal with</p><p>emergencies, should have good personal</p><p>skills, involves a lot of travel and time</p><p>spent away from home</p><p>1c diplomacy, the legal profession, journalism,</p><p>editors. Knowledge of a foreign language would</p><p>include: trade, import/export work, translator,</p><p>interpreter; any job in the travel industry;</p><p>teaching, etc.</p><p>58</p><p>TEACHER’S NOTES 5</p><p>Language development 2 p.82</p><p>1a Students compare the sentences for both</p><p>structure and dramatic impact. They are more</p><p>emphatic because they start either with a clause</p><p>(e.g. All I ever ...; What I like … is …) that attracts</p><p>attention and hooks the listener in or by</p><p>bringing the important part to the start (Having</p><p>a library ...).</p><p>1b There may be more than one way to emphasise</p><p>the sentences here. Compare suggestions.</p><p>2 Some students will have been using nominal</p><p>relative clauses without really knowing what</p><p>they are. Spend a while focusing on the</p><p>structures and comparing them with simpler</p><p>forms (e.g. we’ve been doing that with the books). It</p><p>might help to give students a topic such as</p><p>reading or books to focus on when trying to</p><p>complete the sentence stems.</p><p>Photocopiable activity</p><p>Activity 5A could be used here. It is a pairwork</p><p>activity in which students complete sentences</p><p>with pairs of words within a set time limit.</p><p>3a/b Remind students that nouns combine in</p><p>different ways. Personal/animal and temporal</p><p>nouns often combine with possessive s (e.g.</p><p>writer’s cramp, collector’s item, dog’s dinner, three</p><p>weeks’ notice) whereas most other inanimate</p><p>nouns combine with a preposition (usually of).</p><p>When</p><p>they have completed the exercise ask</p><p>them for other noun collocations that they know</p><p>using the nouns given (e.g. life of</p><p>crime/leisure/poverty/Riley).</p><p>Extra!</p><p>With a strong class, follow up by playing a</p><p>game in which students take turns to complete</p><p>a chain of noun collocations by starting a</p><p>collocation with the final word of the previous</p><p>one (e.g. balance of power – power of love – love of</p><p>life – life of ...etc).</p><p>1b 1 The reason why I’ve come is to discuss</p><p>my project with you. / What I've come to do</p><p>is discuss my project with you.</p><p>2 The person (who) you need to see is Mr</p><p>Evans. / Mr Evans is the person you need</p><p>to see.</p><p>3 There isn’t a lot I can do about the</p><p>problem, I’m afraid.</p><p>4 To give up / Giving up the course now</p><p>would be a pity.</p><p>5 All / The only thing I want to do is pass</p><p>my exams.</p><p>6 What I like about you / The reason why I</p><p>like you is that you always try hard!</p><p>2 Sample answers:</p><p>1 I completely understand what you are</p><p>saying.</p><p>2 You take your thoughts with you</p><p>wherever you go.</p><p>3 I really don’t know why you like that</p><p>author!</p><p>4 I’ll do whatever it takes to make the</p><p>children happy.</p><p>5 Can you remember when you first stayed</p><p>at home alone?</p><p>6 Does he know who you’re meeting</p><p>tomorrow?</p><p>7 I can’t remember where/when I read that</p><p>book.</p><p>3a Collocations: balance of power, centre of</p><p>attention, choice of career (also books),</p><p>cost of living, course of action, crack of</p><p>dawn, language of love, life of leisure</p><p>(also: crime/poverty), matter of principle</p><p>(also time / life or death / opinion), point of</p><p>no return, price of success, sign of trouble</p><p>(also success), time of year (also day),</p><p>train of thought</p><p>Other similar collocations: kind/sort/type of</p><p>person; break of day, standard of living</p><p>3b 1 train of thought 2 price of success</p><p>3 crack of dawn 4 matter of principle</p><p>5 language of love 6 sign of trouble</p><p>► Student’s Resource Book, pages 58–59</p><p>Use of English p.83</p><p>1a Ask students if they think it would be easy or</p><p>hard to write books for children. It is generally</p><p>considered harder than most people realise</p><p>because of the limited range of both language</p><p>and situations that children are aware of.</p><p>The exercise gets them to consider the qualities</p><p>that are important. If they find the task hard, ask</p><p>them to think of examples of good children’s</p><p>literature and the qualities it has. The Harry</p><p>Potter books would be a good example as they</p><p>contain many of the ideas listed here.</p><p>1b Students should work in pairs or small groups</p><p>to decide on three qualities that make a</p><p>great writer.</p><p>2 Remind students that when doing the multiple-</p><p>choice lexical cloze they should be looking for</p><p>idioms, phrasal verbs and collocations as well as</p><p>grammatical clues.</p><p>59</p><p>TEACHER’S NOTES 5</p><p>3a/b This is a chance for students to discuss</p><p>personal favourites. It might be helpful to start</p><p>by giving an example.</p><p>2 1 D 2 B 3 C 4 C 5 A 6 D 7 A 8 B</p><p>Writing 2 p.84</p><p>1 Open the session with a quick discussion of the</p><p>two questions regarding getting/giving books</p><p>as presents.</p><p>2 Ask students to start by reading the task, then</p><p>look at the questions. Point out that these are the</p><p>questions that they should ask themselves in the</p><p>exam to help plan their work.</p><p>3 Students use the guide to plan their review.</p><p>4 The exercise highlights more useful vocabulary,</p><p>including phrasal verbs and collocations, that</p><p>could be used when writing a book review. As</p><p>in previous modules emphasise the need to learn</p><p>some of the phrases as chunks (e.g. I was</p><p>pleasantly surprised by..; it would suit me/him down</p><p>to the ground).</p><p>5 Ask students to look back at the Writing 1</p><p>section on p.78 as well as other sections of the</p><p>module before they sit down to write their</p><p>review uninterrupted and without further</p><p>reference to the book.</p><p>6 They should be encouraged to check their work</p><p>systematically, following approaches covered in</p><p>previous modules, before it is marked.</p><p>2 1 narrative, descriptive, explanatory,</p><p>evaluative 2 reasons why you bought that</p><p>book, why you thought it was special and</p><p>why the other person would appreciate it</p><p>3 Either the title of the book or something</p><p>like, ‘Best choice for birthdays!’ 4 You</p><p>could start off as a narrative, from the</p><p>process of choosing the book to giving it,</p><p>or you could start off with how pleased the</p><p>other person was with the book (i.e.</p><p>perhaps a more interesting start) and then</p><p>go back to how you chose it 5 vocabulary</p><p>to do with books and literature, evaluative</p><p>adjectives, etc.</p><p>4 1 vivid 2 detail 3 set 4 realism 5 complex</p><p>6 worth 7 strongest 8 up to 9 pleasantly</p><p>10 down to</p><p>5 Suggested answer:</p><p>Review: How to Bake Bread</p><p>Early this year I had my annual dilemma of</p><p>what to buy my dad for his birthday. Then one</p><p>Sunday morning he announced that he was</p><p>going to make bread. What he presented us for</p><p>lunch that day was not very good. But his</p><p>enthusiasm was undimmed. He spoke</p><p>enthusiastically about self-sufficiency and the</p><p>spirituality of bread making. I knew that he</p><p>wouldn't give up. You can guess what I bought</p><p>him; a book on bread making!</p><p>'How to Bake Bread' starts with the basic</p><p>techniques a novice baker requires to produce</p><p>simple loaves and then introduces more</p><p>complex ideas to help more experienced bread</p><p>makers to attempt more adventurous baking.</p><p>It is an attractive looking book, richly illustrated</p><p>with pictures showing each step in the process</p><p>and large colour photographs of the finished</p><p>products. One of the things I like about this</p><p>book is that the language is clear and easy to</p><p>understand and is accessible for people who</p><p>have no previous experience of bread making.</p><p>The recipes it contains go from simple bread</p><p>made with plain flour to complex breads from</p><p>around the world.</p><p>The reason why I chose this book is that I first</p><p>saw it featured in a newspaper article on bread</p><p>making. I then did some research online where</p><p>it had many positive reviews. Finally I went to a</p><p>bookshop and compared it with a number of</p><p>similar titles. It seemed to be well written with</p><p>clear explanations but also includes interesting</p><p>facts about the role of bread through history. I</p><p>started to become fascinated myself!</p><p>My only criticism would be that it almost too</p><p>beautiful to take into the kitchen where it might</p><p>get food spilt on it.</p><p>I recommend this reasonably priced book for</p><p>anyone who is interested in cooking and is</p><p>looking to develop their skills.</p><p>► Student’s Resource Book, page 60</p><p>Module 5: Review p.86</p><p>1 1 mind 2 brains 3 head 4 face 5 mind</p><p>6 head(s) 7 wits 8 face to face</p><p>2 1 whatever 2 where 3 How 4 When</p><p>5 who 6 what 7 what 8 what 9 wherever</p><p>10 why 11 why 12 how.</p><p>3 1 B 2 D 3 C 4 D 5 A 6 C 7 B 8 B</p><p>4 1 pursuit 2 rhetorical 3 unbelievable</p><p>4 steak 5 location 6 action 7 insights</p><p>8 command 9 factual 10 sites</p><p>60</p><p>TEACHER’S NOTES 6</p><p>6 Travel</p><p>The theme of the module is travel and adventure.</p><p>Reading texts cover topics such as the effect</p><p>technology has had on modern travel, long</p><p>independent travelling, travel to remote places, to</p><p>food festivals, commuting, ethical travel and travel</p><p>photography.</p><p>Lead-in p.87</p><p>Start with books closed. Ask students to think about</p><p>the place (or 2–3 places) that they would most like to</p><p>visit, assuming time and money was no object.</p><p>Divide the class into small groups and ask students</p><p>to talk about their choices, saying why they would</p><p>go and what they would like to do there. Then tell</p><p>them to look at p.87.</p><p>1a Discuss the meaning of the adjectives. Ask</p><p>students to form the collocations, looking for as</p><p>many as possible.</p><p>1b Students draw comparisons between the photos,</p><p>which show tourists visiting a Greek island</p><p>village, a woman climbing in a high</p><p>mountainous area and someone cross-country</p><p>skiing in a remote landscape, possibly</p><p>Antarctica.</p><p>2 Check understanding of the term self-fulfilment</p><p>before the discussion.</p><p>1a 1 d,e 2 c,g 3 a 4 f 5 e,h 6 b 7 e,h 8 c</p><p>6A Sense of adventure</p><p>Reading 1 p.88</p><p>Start with books closed. Have a short discussion</p><p>about what students</p><p>review, a letter or a newspaper article. In</p><p>many cases, students are encouraged to exchange</p><p>their work with a partner.</p><p>This section is sometimes followed up in the</p><p>Student’s Resource Book, with practice of relevant</p><p>vocabulary for the task or further sub-skills practice.</p><p>‘B’ units</p><p>Listening 2</p><p>This introduces the topic of the ‘B’ unit. It may be</p><p>covered before or after the Speaking section, which</p><p>usually has a linked topic.</p><p>Stage 1: A Before you listen activity. This aims to</p><p>establish the context, to get students to predict the</p><p>content and to generate the vocabulary needed for</p><p>the task.</p><p>6</p><p>INTRODUCTION</p><p>Stage 2: An exam task, with relevant strategies</p><p>provided in the Exam reference section. Students are</p><p>usually provided with Help clues, which give them</p><p>guidance as to how to answer some of the questions.</p><p>A Task analysis exercise encourages students to</p><p>reflect on the task they have completed and share</p><p>the strategies they have used.</p><p>Stage 3: Discussion based on the topic of the text.</p><p>This section is sometimes followed up in the</p><p>Student’s Resource Book, e.g. with practice of</p><p>relevant vocabulary for the task.</p><p>Speaking</p><p>Each section provides relevant vocabulary for the</p><p>exam-style task students have to do, covers the</p><p>strategies needed for the task and provides useful</p><p>functional exponents.</p><p>Stage 1: Vocabulary that students might find useful</p><p>in the Speaking task is introduced and practised. For</p><p>example, in Module 1, students practise adjectives</p><p>which describe music. The exam task is to discuss</p><p>the different types of performing arts illustrated in</p><p>the photographs.</p><p>Stage 2: Sample answer. Students are referred to</p><p>appropriate Task strategies at the back of the book.</p><p>They then listen to the examiner’s instructions and</p><p>an example of a student or students doing the task.</p><p>They evaluate the performance of the speaker or</p><p>speakers. They then listen again to focus on useful</p><p>language exponents.</p><p>Stage 3: Students perform the exam task themselves,</p><p>using the same photos or different ones at the end of</p><p>the book. A Task analysis exercise encourages them</p><p>to reflect on how well they performed.</p><p>This section is sometimes followed up in the</p><p>Student’s Resource Book, e.g. with practice of</p><p>relevant vocabulary for the task.</p><p>Language development 2</p><p>As in Language development 1, this section usually</p><p>practises an aspect of the language tested in the</p><p>following Use of English section.</p><p>This section is always followed up in the Student’s</p><p>Resource Book by further language practice.</p><p>Use of English 2 & 3</p><p>The task in these sections focuses on another part of</p><p>Paper 1. The texts are related to the topic of the</p><p>section.</p><p>Writing 2</p><p>The Writing 2 sections cover all the types of writing</p><p>that students may be required to do in the exam.</p><p>There is particular emphasis on the compulsory Part</p><p>1, which requires analysis of input material such as</p><p>letters and adverts.</p><p>The principle behind the section is to establish ‘good</p><p>practice’ through a clear set of procedures</p><p>consistently applied, which can be used when</p><p>answering any exam Writing task.</p><p>The approach focuses on process more than end</p><p>product. Each spread is graded and the aim is to</p><p>give carefully guided preparation so that students</p><p>build up to complete the main task at the end of the</p><p>section. There is considerable language support in</p><p>each section.</p><p>In the Writing reference, there is a model answer for</p><p>each type of writing in the exam, notes for guidance</p><p>and a second task for further practice if desired.</p><p>The procedure in the Writing sections is as follows:</p><p>1 Lead-in</p><p>2 Understanding the task</p><p>3 Planning the task</p><p>4 Thinking about the language and content</p><p>5 Writing</p><p>6 Checking and improving the writing output</p><p>This section is always followed up in the Student’s</p><p>Resource Book with further practice of the sub-skills</p><p>required by the task.</p><p>Module reviews</p><p>These revise the grammar and vocabulary of the</p><p>previous module in non-exam formats. The exercises</p><p>can be used as practice in the classroom, given as a</p><p>test or set as homework.</p><p>Student’s Resource Book</p><p>The Student’s Resource Book is an integral part of</p><p>the Expert Proficiency course. It contains ten modules</p><p>that mirror the themes and contents of the</p><p>Coursebook units. It can be used:</p><p>• by teachers to supplement and extend the</p><p>Coursebook lessons.</p><p>• by students on their own to consolidate and</p><p>enrich their language and practise exam skills.</p><p>• as an intensive course, e.g. in the last term</p><p>before the exam.</p><p>It provides extensive grammar practice in the</p><p>Language development sections, vocabulary</p><p>consolidation and extension in the Vocabulary</p><p>7</p><p>INTRODUCTION</p><p>development sections and additional topic-related</p><p>exam practice for Papers 1–3. There is a complete</p><p>Practice Exam at the end of the book.</p><p>The Student’s Resource Book comes with an audio</p><p>CD.</p><p>Each module contains the following sections.</p><p>‘A’ units</p><p>Vocabulary development 1</p><p>This section provides extensive practice of the</p><p>vocabulary focused on in the Coursebook.</p><p>Language development 1</p><p>This section provides extensive practice of the</p><p>language area focused on in the Language</p><p>development section of the Coursebook.</p><p>Use of English</p><p>There are two pages related to this part of the exam.</p><p>The first contains a Paper 1, Use of English-style</p><p>multiple-choice cloze or word-formation task,</p><p>topically linked to the Reading text in the</p><p>Coursebook. It is intended as a follow-up to the</p><p>Vocabulary section in the Coursebook, providing an</p><p>opportunity to practise related language in an exam</p><p>format.</p><p>The second contains another exam-style task which</p><p>provides further exam practice and also tests the</p><p>language area in the Language development section.</p><p>In early modules, the task type is the same as in the</p><p>Coursebook, but in later modules, there are different</p><p>task types.</p><p>Listening</p><p>This provides further practice of a Paper 3 exam task</p><p>type already practised in the Coursebook. The</p><p>content is always linked to the topic of the ‘A’ unit</p><p>in the Coursebook.</p><p>‘B’ units</p><p>Vocabulary development 2</p><p>This section provides extensive practice of the</p><p>vocabulary focused on in the Coursebook.</p><p>Language development 2</p><p>This section provides further practice of the</p><p>language area focused on in the Language</p><p>development section of the Coursebook.</p><p>Use of English</p><p>This section provides another exam-style task,</p><p>which provides further exam practice and tests the</p><p>language area in the Language development section.</p><p>Reading</p><p>Further practice of a Paper 1 exam task type already</p><p>practised in the Coursebook. The content is always</p><p>linked to the topic of the ‘B’ unit in the Coursebook.</p><p>Writing</p><p>Further practice of the sub-skills required by the</p><p>exam task type covered in the Coursebook module.</p><p>Complete practice exam</p><p>A complete exam provides the opportunity for</p><p>timed exam practice. It can be used at the end of the</p><p>course or at any stage of the course.</p><p>Teacher’s Resource Book</p><p>As well as this introduction, the Teacher’s Resource</p><p>Book contains:</p><p>Unit-by-unit teacher’s notes</p><p>Guidance on how to use the Coursebook material;</p><p>‘books closed’ activities to get things going at the</p><p>beginning of modules and sections; background</p><p>information on the texts; ideas for additional</p><p>activities; answers to all exercises with explanations</p><p>where helpful.</p><p>OMR answer sheets (photocopiable)</p><p>Replicas of the answer sheets students have to use in</p><p>the exam for the Reading, Listening and Use of</p><p>English papers. They can be photocopied and given</p><p>to students when they do the Exam practice sections</p><p>(see below) or the Practice exam in the Student’s</p><p>Resource Book.</p><p>Photocopiable activities</p><p>A pre-course exam quiz to see how much students</p><p>already know about the Proficiency exam; three</p><p>photocopiable activities to supplement each</p><p>Coursebook module, providing communicative</p><p>classroom practice for grammar, vocabulary and</p><p>skills; full teacher’s notes and answer keys for</p><p>each activity.</p><p>8</p><p>INTRODUCTION</p><p>Exam practice (photocopiable)</p><p>Five exam practice sections for use after Modules 2,</p><p>always take with them in their</p><p>luggage when they travel. The website</p><p>http://iampacked.com allows travellers to upload a</p><p>photo of contents of their luggage and might be an</p><p>interesting stimulus to talk about what people</p><p>travel with.</p><p>1 Students discuss the various items of</p><p>technology, which they own and what they</p><p>would take on holiday. Ask them to consider</p><p>why someone would want to take a GPS device</p><p>with them (e.g. on a walking, cycling, skiing or</p><p>other activity holiday; explorers).</p><p>2a/b Students skim the text to see which writers</p><p>are in favour or against technology and which</p><p>they agree with.</p><p>Background</p><p>Jan Morris started travelling as a journalist</p><p>after the Second World War and later</p><p>accompanied the British team that made the</p><p>first successful ascent of Mt Everest in 1953.</p><p>Morris, who now lives in Wales, has written</p><p>many books the most famous of which are</p><p>about Hong Kong, Venice, Spain and New</p><p>York.</p><p>Pico Iyer is a son of Indian parents, born and</p><p>educated in England, but he was raised in the</p><p>USA, so he started travelling at an early age.</p><p>He started writing guidebooks in his summer</p><p>holidays where he would have to cover 80</p><p>towns in 90 days. He currently lives in Japan.</p><p>Benedict Allen is a British traveller and</p><p>adventurer, famous for arduous journeys</p><p>relying on his survival skills and acquiring</p><p>local knowledge from indigenous people. He</p><p>was the first explorer to cross the Amazon</p><p>basin at its widest point. He has said ‘For me</p><p>exposure and vulnerability is incredibly</p><p>valuable. Your emotions and body have to</p><p>confront the unknown.’</p><p>Vicky Baker is a freelance journalist writing for</p><p>a number of publications and blogs. She lives</p><p>in Buenos Aires and specialises in writing</p><p>about local life in South America and promotes</p><p>the use of travel networking sites, such as</p><p>www.couchsurfing.org (where people make</p><p>contacts and arrange to stay) to meet local</p><p>people.</p><p>Rolf Potts is an American writer for magazines</p><p>and blogs who promotes independent travel.</p><p>He has travelled extensively all over the world,</p><p>sometimes without any luggage at all. Though</p><p>he rarely stays in one place for more than a few</p><p>weeks or months, Potts feels somewhat at</p><p>home in Bangkok, Cairo, Pusan, New Orleans,</p><p>and north-central Kansas.</p><p>3 Students start the task by highlighting key</p><p>words in the questions. Elicit suggestions for</p><p>the first as an example (e.g. retain, identity,</p><p>despite, time).</p><p>61</p><p>TEACHER’S NOTES 6</p><p>4 Allow 8–10 minutes for students to do the task,</p><p>highlighting the sections of the text which help</p><p>them to identify the correct section.</p><p>5 The task analysis should emphasise how ideas</p><p>are expressed differently in the questions and in</p><p>the text.</p><p>6 Many of the words and expressions in the</p><p>Expert Word check are recycled in the following</p><p>vocabulary exercise.</p><p>7 The two statements compare whether it is better</p><p>to travel accompanied or alone.</p><p>2b No, Vicky Baker gives some positive uses</p><p>and Rolf Potts encourages people to be aware</p><p>of both the good and bad sides of technology.</p><p>4 1 B (Though the tides of ... never seems</p><p>greatly diminished) 2 E (Many of the older</p><p>travellers ... argued ... These days I am</p><p>tempted to look at younger travellers)</p><p>3 A (The comfort and safety of modern</p><p>transport .... has lost some of its allure for</p><p>me.) 4 D (There's nothing to stop you</p><p>following a random tip you saw on an</p><p>obscure blog..) 5 C (Not a greatly</p><p>significant journey in itself ...Yet the …)</p><p>6 C Is it exploration? Well, ... no)</p><p>7 A (I am ashamed to admit ..) 8 E (That</p><p>means ... travellers … must be aware …)</p><p>9 B (two weeks at Los Angeles airport ...</p><p>offered as curious and rich a glimpse ...)</p><p>10 D (And if you have the ... to go off</p><p>without so much as a guidebook ...)</p><p>Vocabulary p.90</p><p>1 Many of the words here are from the text on the</p><p>previous page. Ask students to decide if the</p><p>words are positive or negative and which could</p><p>be considered as opposites (e.g. grimy/pristine).</p><p>Follow up by eliciting example sentences using</p><p>the alternative words.</p><p>2 When students have complete the text with a</p><p>suitable noun, elicit adjectives of each word (e.g.</p><p>nostalgia – nostalgic) and check pronunciation of</p><p>both. Finally check students’ awareness of other</p><p>vocabulary in the text (e.g. stifled, nine-to-five,</p><p>naive).</p><p>3 The key words, all travel related, have plenty of</p><p>collocations. Emphasise that the aim here is to</p><p>find the words that do not collocate. Point out</p><p>that the key word could be the first or final</p><p>word in the collocation (e.g. flight details –</p><p>connecting flight).</p><p>4 The expressions use two meanings of sight; ‘the</p><p>ability to see’ and ‘something you see’. Elicit any</p><p>other expressions with sight that students have</p><p>heard. (e g a magnificent sight / a sight for sore</p><p>eyes / out of sight, out of mind / not let sb out of</p><p>your sight).</p><p>5 One way to start the exercise would be to ask</p><p>students to find expressions in the text on p.89</p><p>that refer to remote places (e.g. back of beyond in</p><p>D, far-flung in E). Alternatively they could use a</p><p>dictionary to find the expressions.</p><p>6a/b Point out that set as a verb has more meanings</p><p>than most verbs in English as well as many</p><p>phrasal verbs. Some such as set off are likely to</p><p>be well-known to students, others such as set</p><p>apart are likely to be less well known.</p><p>Photocopiable activity</p><p>Activity 6A could be used here. It is a</p><p>pairwork activity in which students identify</p><p>incorrect words or word forms in sentences</p><p>and exchange them for the correct words with</p><p>a partner.</p><p>7 Start by asking students to check the meaning of</p><p>the verbs and group them according to</p><p>similarities e.g. fast/slow, direction of</p><p>movement.</p><p>8 Ask students to use the picture for inspiration or</p><p>think of a trip that they made, and remind them</p><p>to use as much of the vocabulary from Exercises</p><p>1–7 as possible to describe it.</p><p>1 1 ravaged 2 far-flung 3 grimy 4 fraught</p><p>5 tainted 6 haphazard</p><p>2 1 vagabond 2 spontaneity 3 motto</p><p>4 resilience 5 nostalgia 6 cynicism</p><p>3 1 trap 2 round, agency 3 documents</p><p>4 home 5 operator, tour 6 business,</p><p>information</p><p>4 1 out of sight 2 looked a sorry sight</p><p>3 seeing the sights 4 set her sights on</p><p>sailing 5 was a sight to behold</p><p>6 lose sight of</p><p>5 1 far-flung 2 nowhere 3 track 4 earth</p><p>5 sticks 6 backwater 7 out-of-the-way</p><p>8 beyond.</p><p>6a 1 d 2 e 3 a 4 b 5 f 6 g 7 c</p><p>Use of English 1 p.91</p><p>The lexical cloze uses some of the vocabulary from</p><p>the page.</p><p>62</p><p>TEACHER’S NOTES 6</p><p>Background</p><p>Martin Strel, born 1954, is a Slovenian long-</p><p>distance swimmer with records for being the first</p><p>person to swim the length of many of the longest</p><p>rivers in the world. In 2007, he swam 10 hours per</p><p>day for 66 days to complete the 5268 km length of</p><p>the Amazon. Describing the feeling of completing</p><p>the swim he is reported to have said ‘I was very</p><p>happy; I was still alive!’</p><p>1 up 2 apart 3 something 4 as 5 order 6 So</p><p>7 date 8 for</p><p>► Student’s Resource Book, pages 60–62</p><p>Listening 1 p.92</p><p>1 Ask students to say what they can see in the</p><p>picture and the impression it creates, using the</p><p>words given where possible. The picture is of an</p><p>ice shelf in Antarctica, although that is not</p><p>important here.</p><p>2 Students discuss the Arctic/Antarctic as a travel</p><p>destination as a lead-in for the listening exercise.</p><p>3 ► T2.02 Allow students sufficient time to read</p><p>the rubric and the incomplete sentences before</p><p>playing the recording. Remind them that the</p><p>word or short phrase they require will be heard</p><p>but that the ideas will be expressed differently.</p><p>4 At this stage students should be familiar with</p><p>the strategies suggested and may have tried</p><p>other approaches for completing the task.</p><p>5 A simple way to conduct the debate would be to</p><p>divide the class in two and ask one group to</p><p>consider the benefits more tourism will bring</p><p>while the other half prepares to argue what the</p><p>downside will be.</p><p>Background</p><p>Sermeq is the Greenlandic word for 'glacier' and</p><p>Kujalleq means 'southern'. It is also known as</p><p>Jakobshavn Glacier and lies on</p><p>the west coast</p><p>of Greenland 250km north of the Arctic Circle.</p><p>It is the largest glacier in the northern</p><p>hemisphere and, moving at 19–20m per day, is</p><p>one of the fastest flowing glaciers in the world.</p><p>At its mouth, icebergs that calve (break off) can</p><p>be up to 1km in height. The place where it</p><p>calves is receding each year.</p><p>3 1 (Scandinavian/Danish/Viking) settlers</p><p>(from Scandinavia/Denmark) 2 productive 3 key</p><p>indicator 4 permafrost 5 helicopter 6 veins 7 fish</p><p>8 dignity 9 washing line</p><p>Language development 1 p.93</p><p>1a This area of grammar is something that many</p><p>students will be less familiar with and may</p><p>require extra time and attention. Refer students</p><p>to the Expert Grammar on p.181.</p><p>Elicit a context for each situation, thinking about</p><p>who is speaking, to whom and what about.</p><p>1b Students consider the meaning of the phrases</p><p>highlighted and how they could be rephrased.</p><p>2 Help students out by giving them a suitable,</p><p>perhaps topical, context for their sentences.</p><p>3 Having read the grammar summary students</p><p>complete the second sentence using a</p><p>subjunctive form to make it less personal or</p><p>more formal. In Q1 compare a simpler passive</p><p>form (… insists that your suitcase is opened) with</p><p>the more formal subjunctive (… insists that your</p><p>suitcase (should) be opened) or in Q5 the simpler</p><p>verb + -ing (I propose crossing ...) with the</p><p>subjunctive (I propose that we should cross ....).</p><p>4 The exercise highlights a number of structures</p><p>students are likely to be familiar with (e.g. I’d</p><p>rather + past tense) as well as some that are likely</p><p>to be less familiar (e.g. Suppose they were to do</p><p>compared with Suppose they did).</p><p>5 Students start by skimming the text to get an</p><p>idea of the content and context; a letter, probably</p><p>from a lawyer, offering legal advice (and</p><p>therefore quite formal) to someone who has</p><p>disputed costs involved in hiring a boat.</p><p>1a 1 Could be various people speaking, but</p><p>accept parent, friend, colleague or boss –</p><p>speaking to a person in their early/</p><p>mid-twenties</p><p>2 teenager/young adult, probably speaking</p><p>to a parent</p><p>3 Speaker 1 could be a young impatient</p><p>traveller, but speaker 2, a fellow traveller,</p><p>is probably wiser, calmer and more</p><p>accepting.</p><p>4 probably a parent speaking to teenager</p><p>5 could be two colleagues, an employee</p><p>talking to a superior, customer and shop</p><p>manager, etc.</p><p>1b 1 I don’t mean to preach 2 whatever</p><p>3 Nevertheless 4 go ahead</p><p>5 Put it this way</p><p>63</p><p>TEACHER’S NOTES 6</p><p>3 1 suitcase (should/must) be opened</p><p>2 should see Joanna in Cairo, give/send</p><p>her 3 (should) go to the market in</p><p>Istanbul to 4 were you, I’d visit/go to</p><p>Macchu Picchu 5 (that) we (should) cross</p><p>the desert by 6 that David should follow</p><p>the guide’s instructions 7 that all</p><p>passengers (should) have their passports</p><p>ready / that all passengers’ passports be</p><p>ready 8 be offered the job, she’ll have to.</p><p>4 1 had 2 packed, left 3 didn’t 4 were to</p><p>5 weren’t 6 Had 7 have made</p><p>5 1 take 2 have/hold 3 Had 4 may</p><p>5 suffice 6 were 7 reconsider / retract /</p><p>amend / change 8 Should</p><p>► Student’s Resource Book, pages 63–65</p><p>Writing 1 p.94</p><p>1 The opening discussion on commuting asks</p><p>students how they travel from home to</p><p>work/college in order to introduce pros and</p><p>cons of different forms of travel, especially train</p><p>travel. In classes where all students have a</p><p>similar situation, elicit factors that would affect</p><p>people in other locations (e.g. size of the</p><p>town/city, availability of parking, range of</p><p>public transport options, climate, economics).</p><p>2 Remind students that in Paper 2 Part 1, they</p><p>have to both summarise and evaluate the texts.</p><p>The two questions here get them to do just that.</p><p>3a Other counter-arguments could be that the</p><p>trains can be unreliable or where popular can be</p><p>very crowded, cancelling the benefits outlined in</p><p>the text, and may not run at all times.</p><p>3b Elicit counter-arguments for travelling by train</p><p>when going long distances. Sample ideas could</p><p>include: a car could be useful at the destination,</p><p>it is easier to transport luggage and a number of</p><p>people can travel for little more than the cost of</p><p>one. However, driving long distances is tiring</p><p>and has greater accident rates. Air travel is the</p><p>safest, but airports are often far from city</p><p>centres. Counter-arguments to trains in 3a</p><p>apply here too.</p><p>4 Students complete a summary paragraph with</p><p>suitable linking words.</p><p>5 The essay should cover both sides of the</p><p>argument for the best forms of travel over short</p><p>and longer distances.</p><p>2 1 The first text advocates commuting by</p><p>train, and lists the physical and emotional</p><p>advantages of choosing the train over the car.</p><p>The second text compares the environmental</p><p>and financial cost of air travel to travelling by</p><p>car or train, and suggests that the train is</p><p>preferable.</p><p>4 1 While 2 certain 3 One of these</p><p>4 Another point worth 5 resulting in</p><p>6 Similarly 7 with respect to 8 In fact.</p><p>5 Suggested answer:</p><p>Both texts promote the virtues of train travel;</p><p>the first considers the benefits for regular</p><p>commuters, the second looks at the</p><p>advantages of train travel for longer journeys.</p><p>The first text lists some of the reasons why</p><p>taking the train is often the best choice for</p><p>those taking a daily trip to and from work.</p><p>These include the fact that it is less tiring, that</p><p>you avoid getting fed up when stuck in traffic</p><p>jams and there is the chance to either use the</p><p>opportunity to work or to unwind and snooze on</p><p>the journey home. The second text compares</p><p>trains, planes and cars when travelling over</p><p>longer distances and asserts that train travel in</p><p>such cases is both less damaging to the</p><p>environment than air travel and cheaper than</p><p>driving due to the high costs of fuel.</p><p>While the first text makes some strong</p><p>arguments in favour of travelling by train, there</p><p>are certain aspects of rail travel that it ignores.</p><p>One of these is the lack of reliability. Whatever</p><p>the rail companies say there is no denying that</p><p>trains are often delayed, leading to the</p><p>frustration of being stuck outside a station</p><p>unable to get off. Another point worth</p><p>considering is that despite rail fares continually</p><p>rising making train travel very expensive, the</p><p>trains are often crowded, meaning that</p><p>commuters pay high prices to stand.</p><p>Similarly, the second text's argument has</p><p>limitations. It ignores the fact that when</p><p>travelling by train, travel arrangements have to</p><p>be made in advance, whereas car drivers can</p><p>set off whenever they wish. In addition, the car</p><p>is the only way to get to out-of-the-way</p><p>destinations. (273 words)</p><p>6B The conscientious traveller</p><p>Listening 2 p.95</p><p>1 Many people will put cost and climate as high</p><p>priorities when choosing a holiday destination.</p><p>The discussion here looks at some other factors.</p><p>Students will no doubt have others.</p><p>64</p><p>TEACHER’S NOTES 6</p><p>2 The topic was introduced in the discussion on</p><p>p.92. Encourage students to think of both</p><p>positive (e.g. employment, business</p><p>opportunities, income, cross-cultural relations)</p><p>and negative (e.g. noise/pollution, only low-</p><p>skilled seasonal work, use of precious resources,</p><p>crime, erosion of traditional culture)</p><p>consequences of tourism development for a local</p><p>community. Encourage students to link and</p><p>contrast ideas using suitable linking words.</p><p>3 ► T2.03 To help students prepare for the exam,</p><p>limit the time they have to read the task</p><p>instructions, the questions and answers before</p><p>playing the recording. Encourage them to use</p><p>speed reading to gain as much information as</p><p>possible in the short time available before they</p><p>hear the passage.</p><p>4 Students compare answers, justifying their</p><p>choices with evidence of what they heard on the</p><p>recording. Students could use the audioscript to</p><p>support their choices of why other possibilities</p><p>are wrong. It is important that they become</p><p>familiar with how distractors are used.</p><p>5 Give students a few minutes to respond to the</p><p>content of the passage, justifying why they</p><p>would or wouldn't like to visit the island.</p><p>6 Students check</p><p>the meanings of useful words</p><p>from the exercise, possibly using the audioscript</p><p>to see the expressions in context. Emphasise the</p><p>metaphorical use of some of the less common</p><p>phrases (e.g. watchdog, slip through the net). Some</p><p>(e.g. unwind) will be well-known.</p><p>7 Students discuss whether the rights and desires</p><p>of people to visit famous sites and business</p><p>interests are more important than the need to</p><p>protect important historical and cultural places.</p><p>3 1 C Brian – acting ethically – in other</p><p>words considering the needs of the local</p><p>community</p><p>2 B .Customers should check out each</p><p>company’s green credentials online</p><p>3 D Slow travel’s more about respecting</p><p>the tourist’s need to unwind and just</p><p>appreciate the fact of being</p><p>4 A Its aims are fairly simple: to preserve</p><p>the island’s unique environment and</p><p>cultural identity.</p><p>5 Cy will the exposure the island’s</p><p>receiving in the media ultimately have an</p><p>adverse impact on its environment, as the</p><p>number of visitors increases</p><p>Speaking p.96</p><p>1a/b Start by spending a minute discussing what</p><p>the pictures represent (a package holiday, a</p><p>travel agent, an activity club for children and a</p><p>simple camping trip). Students then sort the</p><p>phrases into the three categories by meaning.</p><p>Finish by eliciting other items to add to each</p><p>category.</p><p>2a The exercise focuses on synonyms. Students will</p><p>notice that the words in the box are also used in</p><p>the sentences. For each sentence they should</p><p>replace the word in italics with a synonym from</p><p>the box.</p><p>2b The four words in the box are very similar in</p><p>meaning. Deciding which fits in each of the five</p><p>sentences will help to separate meanings and</p><p>usage as well as identifying collocations (e.g.</p><p>urge caution).</p><p>3 ► T2.04 The candidate answers the question on</p><p>the task card on p.205 where she is asked her</p><p>preference for a package holiday or independent</p><p>travel. Students listen and assess her</p><p>performance. Draw students’ attention to the</p><p>fact that the examiner is required to interrupt</p><p>them if they speak for too long. It does not mean</p><p>they have not performed well.</p><p>4 The exercise gives examples of useful ‘starters’</p><p>that candidates can use as fillers when</p><p>composing their ideas. Ask students to think of</p><p>them as phrases and to remember them as such.</p><p>5a–d In pairs, students act as candidate and</p><p>examiner using the task cards on p.205, with the</p><p>‘examiner’ monitoring time.</p><p>6a/b Students assess their own and their partner’s</p><p>performance.</p><p>Photocopiable activity</p><p>Activity 6B could be used here. It is a</p><p>pairwork/class activity in which students</p><p>answer a question they are given, and the</p><p>others in the class must decide what the</p><p>question was.</p><p>7 The final discussion introduces factors that</p><p>might prevent people from travelling to</p><p>certain destinations. Other factors might be</p><p>health, international relations / political</p><p>situations, climate.</p><p>► Student’s Resource Book, pages 66–68</p><p>65</p><p>TEACHER’S NOTES 6</p><p>1a Source of information: travel blog, travel</p><p>agent, holiday brochure, newspaper travel</p><p>section, friends’ experiences, surfing the Net</p><p>Criteria for choosing: babysitting facilities,</p><p>sporting activities, proximity to airport, access</p><p>to beach/shops</p><p>Types of travel: package deal, coach tour,</p><p>weekend break, backpacking</p><p>2a 1 consequences + for 2 result/upshot</p><p>3 impact/effects 4 outcome/implications</p><p>5 consequences/effects + on 6 a spin-off</p><p>2b 1 advocate 2 urged 3 recommended</p><p>4 promote 5 advocated/urged</p><p>3 1 Yes, she touches upon all the points in</p><p>the card, though she doesn’t manage to</p><p>complete the last one. 2 She makes a</p><p>comparison between different groups of</p><p>people, the family and the single traveller,</p><p>which strengthens her points. 3 She</p><p>doesn’t finish what she wants to say, but</p><p>this will not affect her marks at all, as the</p><p>reason for the interruption is that the</p><p>examiner is obliged to stick to a strict</p><p>timetable.</p><p>Language development 2 p.98</p><p>1 The exercise demonstrates how to add emphasis</p><p>by starting sentences with an emphatic phrase.</p><p>Draw students’ attention to the structure of the</p><p>phrases (e.g. Whatever your reasons for + -ing, no</p><p>matter what + 3rd person pres, no matter how + adj)</p><p>2 The text picks up the theme of the effect that</p><p>technology has on travellers.</p><p>3 Students give a personal reaction to the ideas</p><p>expressed in the text using the stems given to</p><p>give further practice of the emphatic structures.</p><p>1 1 d 2 a 3 f 4 e 5 b 6 c</p><p>2 1 Whatever 2 Whether 3 though/as</p><p>4 However 5 matter 6 whenever</p><p>Photocopiable activity</p><p>Activity 6C could be used here. It is a pairwork</p><p>/groupwork activity in which students match</p><p>sentence parts to form complete sentences, then</p><p>identify a suitable ‘response’ for each sentence.</p><p>Use of English 2 p.98</p><p>Remind students of the requirements of the KWT</p><p>task by looking at the example together. Remind</p><p>them of the mark scheme; that there are two marks</p><p>per question and that they are often divided</p><p>between two halves of the answer with one point for</p><p>each correct half.</p><p>1 you (ever) entertain | the idea of staying</p><p>2 what happens, | Simon can be relied 3 mind</p><p>is made up 4 what may, | I have no intention</p><p>of missing 5 paid attention | to Gayle’s advice</p><p>6 as it | may sound</p><p>Use of English 3 p.99</p><p>1 One way to start would be by asking students to</p><p>describe the strangest thing that they have ever</p><p>eaten. Then ask them to look at the list of</p><p>unusual dishes and say which they have tried,</p><p>and which they would like to or not.</p><p>Background</p><p>Snake is very common in Asia and other</p><p>regions. Its meat is low in fat, nutritious and</p><p>tastes similar to chicken.</p><p>Sheep's head is a common dish from Iran to</p><p>Western China where heads are boiled and</p><p>served whole. Eaten by picking the meat form</p><p>the bones starting with the eyes. Cooking an</p><p>adult sheep's head is now banned in the EU.</p><p>Frog's legs is the classic French dish.</p><p>Black pudding British name for blood sausage</p><p>widely eaten across Europe, Asia and the</p><p>Americas. Made with boiled congealed blood</p><p>from various animals and fillers such as potato,</p><p>oatmeal, bread and rice.</p><p>Haggis Although said jokingly to be a rare</p><p>small hairy Scottish animal, a traditional haggis</p><p>is made from the minced heart, lungs and liver,</p><p>mixed with spices and oatmeal stuffed into the</p><p>stomach lining from a sheep. It is therefore like</p><p>a spicy round sausage.</p><p>Tripe is the cleaned stomach of an animal –</p><p>usually a cow. In the UK, it was a common dish</p><p>for people on low incomes, cooked with</p><p>onions. It is eaten all over the world.</p><p>Head cheese is not a cheese but a terrine made</p><p>from the tongue, cheeks and possibly other</p><p>parts of a cow’s head. When boiled and left to</p><p>cool, it sets solid and is usually eaten cold.</p><p>Known as brawn in the UK, pyeonyuk in Korea,</p><p>salceson in Poland, the name translates into</p><p>'head cheese' in many languages (e.g. queso de</p><p>cabeza, Latin America; cabeça de xara, Portugal;</p><p>formaggio di testa, Italy).</p><p>2a/b Students discuss why people are interested in</p><p>food from around the world.</p><p>3 The exercise is to encourage students to think of</p><p>different words of the same type that can be</p><p>formed from the same root word. Here all the</p><p>words can form a number of different nouns.</p><p>66</p><p>http://en.wikipedia.org/wiki/Pyeonyuk</p><p>http://en.wikipedia.org/wiki/Salceson</p><p>TEACHER’S NOTES 6</p><p>Ask students to brainstorm what they can think</p><p>of before looking for more in a dictionary.</p><p>4 Set a suitable time limit for students to skim the</p><p>text then complete the task.</p><p>5 Ask students to describe a food related festival</p><p>that they have experience of.</p><p>3 1 back – backing – backup – backdrop –</p><p>background – backer – backpacking –</p><p>backpacker – backlash – backhander –</p><p>backbone</p><p>2 set – setting – setup – setback</p><p>3 work – worker – workman –</p><p>workmanship – workshop – worktop –</p><p>workstation – workout – worksheet –</p><p>workroom – workmate – workforce –</p><p>workhorse – workhouse</p><p>4 refer – referral – reference – referee</p><p>5 life – lifetime – lifebelt – lifebuoy –</p><p>lifeline – lifeboat – lifeguard – lifelessness</p><p>6 serve – servant – serving</p><p>– service –</p><p>servitude – server – servery –servility –</p><p>disservice</p><p>4 1 expertise 2 workshops 3 unspoilt /</p><p>unspoiled 4 background / backdrop</p><p>5 diversity 6 incomparable 7 enriched</p><p>8 indulgence / self-indulgence</p><p>► Student’s Resource Book, pages 69–70</p><p>Writing 2 p.100</p><p>1 The initial discussion could pick up on the ideas</p><p>expressed in the text on p.98.</p><p>2 Ask students to look at the photographs and if</p><p>any of them can recognise or guess where they</p><p>were taken.</p><p>Ask students what their photos are mostly of</p><p>when they travel; landscapes, interesting</p><p>buildings, themselves, friend and family or local</p><p>people. Discuss what that might say about them</p><p>or their attitude to holiday and travel. Why do</p><p>people like to photograph themselves in front of</p><p>a famous monument? To aid their memory? To</p><p>prove they were there? To tick off the</p><p>destination from a list of places to visit?</p><p>3 Discuss the difficulties of photographing</p><p>scenery.</p><p>4 Students skim the texts and answer the</p><p>summary questions.</p><p>5 This reminds students of the need to spend</p><p>equal amounts of time on the summary and the</p><p>evaluation of the texts.</p><p>6 Remind students that there are different ways to</p><p>plan the essay, either summary and evaluation</p><p>of text 1 followed by the same for text 2 or</p><p>summary of both texts followed by evaluation of</p><p>both.</p><p>7 There is a chance here to revise the travel-related</p><p>vocabulary practised earlier.</p><p>8 There is some useful contrasting language here</p><p>(juxtaposed; While the first text..., the second text ...;</p><p>Weighing up the points made in ...).</p><p>9 Remind students that although the bulk of the</p><p>240–280 words will be in the middle paragraphs</p><p>summarising and evaluating, they need to save a</p><p>few for a short strong conclusion. This exercise</p><p>gives them some useful phrases to help.</p><p>10/11 At this stage, the essay could still be written</p><p>either individually or collaboratively in or out of</p><p>class. The important factor is that they practise</p><p>the skills of planning and organising their</p><p>answers and expressing ideas in well</p><p>constructed linked sentences.</p><p>1 2 Left: landscape of Meteora, in Central</p><p>Greece, famous for its incredible</p><p>monasteries built high on the rocks; Right:</p><p>village street market scene taken in</p><p>Mexico. 3 Possible things to consider: the</p><p>lens, the time of day, light, angle/direction</p><p>of the sun, weather, colours, creating</p><p>depth, framing the scene</p><p>4 1 Travel photography 2 While both talk</p><p>about the feelings travel photography</p><p>arouses, text 1 is a personal reflection on</p><p>the nostalgic value of travel photography</p><p>for the photographer, while text 2 gives</p><p>advice on preparing to take such</p><p>photographs, and the need to get a feel for</p><p>the place that you intend to photograph.</p><p>3 Answers will vary.</p><p>10 Suggested answer:</p><p>The two texts consider different aspects of</p><p>travel photography, the first focuses more on</p><p>the nostalgic value of photographs while the</p><p>second gives advice on how to approach travel</p><p>photography.</p><p>The first text describes the effect travel pictures</p><p>have when seen years later and how seeing a</p><p>photo can take the photographer back to the</p><p>time and place it was taken, evoking all the</p><p>senses that were active at the time. It</p><p>concludes that what sets good photography</p><p>apart is that it is not just a record of the</p><p>moment but a reminder of the whole trip and</p><p>the people and places the photographer came</p><p>across. The second text emphasises the</p><p>importance of responding to a place and to</p><p>67</p><p>TEACHER’S NOTES 6</p><p>being guided by the feelings it arouses. It gives</p><p>the unusual advice that to take better photos</p><p>you should go out without a camera, especially</p><p>initially when you set about finding people and</p><p>places to photograph.</p><p>I tend to agree with the writer in text 1 that</p><p>seeing a photo from years ago can take you</p><p>back to the pristine landscape or the street</p><p>scene bustling with life where it was taken.</p><p>However, the writer overlooks the fact that a</p><p>good photographer can convey so much of the</p><p>atmosphere of a place or the character of the</p><p>people in a photo for people who were never</p><p>there. Although the importance of responding</p><p>to initial feelings is valid the idea could be</p><p>misguided, especially if your first reaction is</p><p>negative.</p><p>To sum up, whether your pictures are of a day</p><p>out or a round-the-world trip, a little planning</p><p>will result in photos that help memories to last a</p><p>lifetime. (277 words)</p><p>► Student’s Resource Book, page 71</p><p>Module 6: Review p.102</p><p>1 1 behold/see 2 nowhere 3 travel 4 aside</p><p>5 beaten 6 set 7 connecting 8 beyond</p><p>2 1 D 2 B 3 C 4 C 5 B 6 A 7 B 8 B</p><p>3 1 setback 2 workmanship 3 reminiscent</p><p>4 juxtaposition 5 comparatively 6 landmark</p><p>7 erosion 8 memorable</p><p>4 1 Suffice it 2 amend/update/revise/alter</p><p>3 be 4 Had 5 Be that as 6 whatever</p><p>7 were 8 be</p><p>Exam practice 3 TRB p.191</p><p>Paper 1: Use of English Part 3</p><p>1 invaluable 2 ongoing 3 reluctance 4 binding</p><p>5 invariably 6 ingenious 7 sculpture</p><p>8 incisions</p><p>Paper 1: Reading</p><p>Part 5</p><p>1 B 2 A 3 B 4 C 5 D 6 D</p><p>Paper 2: Writing Part 1</p><p>Essay</p><p>Key points to include are:</p><p>• whether guidebooks provide useful</p><p>information</p><p>• the increased range and popularity of</p><p>guidebooks</p><p>• the need to choose the most suitable</p><p>guidebook</p><p>Suggested answer:</p><p>The two texts present a very different view of</p><p>guidebooks. The first writer can really see no</p><p>point in them at all and is clearly an</p><p>independent traveller who prefers to go off on a</p><p>journey into the unknown. That is all very well,</p><p>but the majority of us are not so confident when</p><p>visiting unfamiliar places. Indeed, without the</p><p>services of a guidebook, many of us would risk</p><p>missing the best sights and experiences</p><p>altogether. Even worse, we might wander into</p><p>areas that are unsuitable, or possibly unsafe. In</p><p>other words, without a guidebook we would be</p><p>unlikely to stray far from the ‘tourist spots’ that</p><p>the first writer so despises.</p><p>The second writer makes a more realistic</p><p>appraisal of the role of guidebooks, highlighting</p><p>the fact that an enormous range of titles is</p><p>available, each geared to the needs of a</p><p>particular type of traveller. I think this</p><p>underlines the great strength of the modern</p><p>guidebook. When I go away, I usually buy two:</p><p>a general one that will provide me with the</p><p>basic information about the place, its history</p><p>and culture, good places to stay and eat, etc;</p><p>but also a specific one aimed at people like me</p><p>who are into adventure sports, so I can see</p><p>where exactly to go find the right sort of action.</p><p>To conclude, there’s another point to make</p><p>about guidebooks; they can be fun to buy, read</p><p>and collect. Am I alone in deriving pleasure</p><p>from reading about places that I might never</p><p>visit; from planning itineraries for visits to</p><p>hypothetical destinations? I think not. The</p><p>guidebook, after all, is the ideal gift for the</p><p>armchair traveller. . (276 words)</p><p>Paper 3: Listening Part 2</p><p>1 hunter(-)gatherer 2 monolingual</p><p>3 colour/color 4 batteries 5 humming</p><p>6 pronouns 7 collective memory 8 sense of</p><p>direction 9 (keeping) (an) open mind</p><p>68</p><p>TEACHER’S NOTES 7</p><p>7 The way we live</p><p>The theme of the module is how people live their</p><p>lives. Texts cover topics such as the role of coffee</p><p>shops past and present, town planning, ethical</p><p>business, lifestyle choices and festivals.</p><p>Lead-in p.103</p><p>Start with books closed. Ask students what they</p><p>understand by the word community. It usually</p><p>means a group of individuals living in the same area</p><p>but can be used for any groups of people with</p><p>shared connections or interests. Ask them to think</p><p>about different communities that they belong to (e.g.</p><p>work/study, family, home/street/village, friends,</p><p>leisure interests) and how they would represent</p><p>them with circles. Do they overlap (for example</p><p>someone working for a family business, or where</p><p>they socialise with classmates/colleagues/</p><p>teammates) or are they all quite distinct? They then</p><p>compare ideas in groups.</p><p>Ask students to look at the pictures that show</p><p>people relaxing in different ways.</p><p>1 Check understanding of the words and phrases</p><p>in the box before students use them to discuss</p><p>the pictures. Ask students what they think the</p><p>relationship is between the young man watering</p><p>plants and the older lady giving him instructions</p><p>(e.g. is he family, an employee, a helpful</p><p>neighbour, doing social service?).</p><p>2 Students discuss the questions about the area</p><p>where they live.</p><p>3 After the discussion see if there are any other</p><p>features (e.g. similarity/difference of people,</p><p>local employment possibilities, cost of housing,</p><p>opportunities for young people to stay in</p><p>the area).</p><p>7A Communities</p><p>Reading 1 p.104</p><p>1 Some of the points in the discussion here may</p><p>have been raised in Module 4.</p><p>2 Students should read the two questions and then</p><p>quickly skim the text to get a general</p><p>understanding which should enable them to</p><p>answer the questions.</p><p>3 Students complete the task following the exam</p><p>strategies they have practised earlier.</p><p>4a The question reminds students that at the end, if</p><p>they have enough time, they should read</p><p>through the complete text once more to check it</p><p>all hangs together well.</p><p>4b Additional confirmation that they have made</p><p>the right choices comes from reasoning why the</p><p>extra paragraph cannot be used.</p><p>5 Ask students to find the vocabulary in the text in</p><p>order to see it in context. Use it in a revision</p><p>game in a few days’ time to see how well</p><p>students have remembered it.</p><p>6 The illustration includes many of the points</p><p>made about coffee houses in the text: the</p><p>popularity, the debate, the style of decoration,</p><p>the reading of books and newsletters, and (on</p><p>the left) a runner bringing news and gossip.</p><p>In discussions about coffee houses today, ask</p><p>how popular they are for meeting friends, as a</p><p>place to go and study or for business</p><p>appointments. Compare the growth of Starbucks</p><p>in the 1990s with coffee shops in the 17th</p><p>century. Ask students to comment on the role of</p><p>coffee shops in popular comedy shows and</p><p>dramas (Central Perk in Friends would be a good</p><p>example).</p><p>2 1 They both represent an invaluable</p><p>source of news, information and gossip for</p><p>consumers. 2 Information should be free.</p><p>3 1 H 'which one this would be' refers back</p><p>to 'your favourite coffee house' in para 1.</p><p>'What's more, rumours, news and gossip'</p><p>at start of para 2 refers back to mention of</p><p>unreliable sources of information in H.</p><p>2 C 'this vibrant network' in C refers back</p><p>to the web of connected coffee houses in</p><p>para 2.'This reputation' at start of para 3</p><p>refers back to coffee being regarded as</p><p>stimulating etc. in C.</p><p>3 A such a scholarly place refers to the</p><p>look of the coffee houses adorned with</p><p>bookshelves etc in para 3. this ethos in</p><p>para 4 links the ideas of social equality,</p><p>respect, sober discussion mentioned in A</p><p>with the concept of rationalism – where</p><p>actions are based on reason and</p><p>knowledge not emotion. 4 E this social</p><p>69</p><p>TEACHER’S NOTES 7</p><p>stratum refers to the middle classes</p><p>mentioned in para 4. Mention of the</p><p>educational function of coffee shops in E is</p><p>followed by the variety of them in para 5.</p><p>5 D This extends the idea of a coffee</p><p>house (to use one) as an extension of</p><p>home by being the place mail was sent to.</p><p>'That said' in para 6 contrasts the idea of a</p><p>being a regular in one in D with the need to</p><p>visit many mentioned in para 6.</p><p>6 B But that was a risk contrasts with the</p><p>idea of social exclusion in para 6 and the</p><p>benefits of coffee mentioned earlier.</p><p>This ... kind of threat at the start of para 7</p><p>refers back to the mention of people being</p><p>alarmed in B. 7 G compares the attempts</p><p>to regulate the internet with attempts to</p><p>restrict coffee houses mentioned in para 6.</p><p>4b Paragraph F begins with Such kinship, but</p><p>there is no reference to strong bonds in</p><p>relationships between the customers of the</p><p>coffee houses to justify the use of this word.</p><p>Photocopiable activity</p><p>Activity 7A could be used here. It is a</p><p>groupwork activity. Student groups have one</p><p>paragraph from a short passage, and they must</p><p>find two other paragraphs from the same</p><p>passage. These other paragraphs are held by</p><p>two other groups in the class.</p><p>Vocabulary p.106</p><p>1a As students match words, point out that the</p><p>items in the box can be used before or after the 5</p><p>key words (e.g. community spirit / rural</p><p>community).</p><p>1b some of the expressions formed in 1a can be</p><p>used to complete the sentences here.</p><p>Note that 'community service' (usually used with</p><p>to do or to be given) can also refer to a</p><p>punishment for crimes such as vandalism,</p><p>shoplifting, minor assaults that are committed</p><p>against the community and are not serious</p><p>enough for a prison sentence. The punishment</p><p>(e.g. collecting litter, removing graffiti) is</p><p>designed to benefit the local area and is</p><p>therefore also referred to as ’Community</p><p>Payback’.</p><p>2a/b The next two exercises focus on expressions</p><p>using the word place; in 2a as a verb and in 2b as</p><p>a noun.</p><p>Extra!</p><p>Follow the exercise by eliciting any other</p><p>expressions the students know (e.g. place an</p><p>order, not be able to place someone = don't</p><p>recognise/remember them, in second/third</p><p>etc. place, a place in history, put someone in</p><p>their place, be all over the place).</p><p>3 The exercise compares and contrasts the uses of</p><p>the words purpose and intent/intention.</p><p>4a The exercise looks at the meaning of phrases that</p><p>use the words. When students have worked out</p><p>the meanings ask them for alternative ways to</p><p>express the sentences.</p><p>4b This could be done as a fun, timed competition.</p><p>Photocopiable activity</p><p>Activity 7B could be used here. It is a pairwork</p><p>activity in which students identify the words</p><p>they need to complete sentences while playing</p><p>a bingo-type game.</p><p>5a Here students compare three negative adjectives</p><p>formed from the word social. They should notice</p><p>that whereas the prefix un- tends to mean not,</p><p>the prefix anti- is a little stronger, meaning</p><p>opposed to or against. It should highlight how</p><p>difficult the word-building exercise in Paper 1</p><p>Part 3 can be and how students should keep</p><p>their mind open to many possible derivatives of</p><p>a word.</p><p>5b It might be useful to do the first few together as</p><p>a revision of exam strategy and to highlight the</p><p>form of some. For example, in Q1 spend time is</p><p>followed by a verb in the -ing form, Q2 requires</p><p>an adjective (probably negative because they</p><p>were arrested) before the noun behaviour, Q3 is a</p><p>proper noun as the name of a subject, Q4</p><p>requires a noun between the and of, etc.</p><p>5c Students should brainstorm a list before</p><p>consulting a dictionary.</p><p>6a/b Elicit the meaning of the prefix inter- (=</p><p>between, involving or connecting). Then get</p><p>students to decide which of the given words can</p><p>take it as a prefix, creating sentences to illustrate</p><p>the meanings.</p><p>70</p><p>TEACHER’S NOTES 7</p><p>1a community spirit, rural community,</p><p>community centre, community pride, safe</p><p>place, pride of place, place of one’s own,</p><p>neutral ground, ground level, safe ground,</p><p>a sense of community, a sense of security,</p><p>a sense of belonging, a sense of pride,</p><p>sense of wellbeing, community services,</p><p>social services, security services, financial</p><p>services</p><p>1b 1 belonging / community = sense of</p><p>wellbeing, of being part of a group; security</p><p>= idea of safety in numbers 2 spirit/pride</p><p>(little difference in meaning)</p><p>3 social/community – both refer to services</p><p>administered by charities or (local)</p><p>government and often given by volunteers.</p><p>(In USA the term 'Human Services' is</p><p>used). 4 pride 5 safe = you’re certain to</p><p>get the right kind of information 6 life</p><p>2a 1 importance (there are many similar</p><p>expressions, e.g. value/emphasis) 2 bets</p><p>3 blame 4 an advertisement 5 restrictions</p><p>6 hopes/bets</p><p>2b 1 a place of her own 2 be going places</p><p>3 There’s a time and a place 4 out of</p><p>place 5 fall into place 6 in place</p><p>3 That said, most people frequented several</p><p>houses with the intention of furthering their</p><p>commercial, social or political interests.</p><p>Here With the intention of means the same</p><p>as for the purpose of i.e. in order to / with</p><p>the aim of.</p><p>That said, most people</p><p>frequented several</p><p>houses intent on furthering their</p><p>commercial, social or political interests.</p><p>Here intent on is more emphatic, implying</p><p>that the person is determined to do</p><p>something.</p><p>4a Answers may vary slightly, but should be</p><p>along the following lines: 1 effectively,</p><p>though not officially 2 both mean</p><p>deliberately, wilfully 3 aiming/planning to /</p><p>having decided to 4 in order to [use it]</p><p>5 worked/succeeded 6 determined to</p><p>5b 1 socialising 2 anti-social 3 Sociology</p><p>4 socialisation 5 Society</p><p>6 unsociable / antisocial 7 unsocial /</p><p>antisocial / unsociable 8 Sociable / Social</p><p>5c Examples of other derivatives are:</p><p>socialism/-ist, socialite.</p><p>Examples of compounds are: social club,</p><p>social climber, social worker, social</p><p>engineering, social housing.</p><p>6 Words which can take the prefix inter- are:</p><p>departmental; action; connect; mixed; city;</p><p>section; change; continental.</p><p>Use of English 1 p.107</p><p>1a Students discuss the functions and advantages</p><p>of having a town or city square where they live</p><p>(e.g. as a market place, for open air</p><p>concerts/performances, political rallies, or</p><p>demonstrations). The village green would be an</p><p>equivalent in smaller communities.</p><p>1b Give students 10 minutes to skim the text then</p><p>work through identifying the missing words.</p><p>Check answers, highlighting the clues that</p><p>determined the form of the word.</p><p>2 In the discussion, ask students to think of</p><p>famous squares around the world such as: Red</p><p>Square in Moscow, Tiananmen Square in Beijing,</p><p>Trafalgar Square in London, Tahrir Square in</p><p>Cairo, all of which have held famous</p><p>demonstrations. Ask students where people</p><p>gather in their town or city.</p><p>1b 1 settlement 2 focal 3 strategic</p><p>4 prosperous 5 identity 6 unrest</p><p>7 relocate 8 anonymity</p><p>► Student’s Resource Book, pages 72–73</p><p>Listening 1 p.108</p><p>1 Compare social activities that involve other</p><p>people with other leisure activities that could be</p><p>done alone. Students discuss any social activities</p><p>that they participate in.</p><p>2 The question should introduce activities that</p><p>students do/have done by choice and those that</p><p>they might have been required to do as part of</p><p>their studies.</p><p>3 ► T2.05 Students listen to the extracts and try to</p><p>summarise how the three speakers feel.</p><p>4 ► T2.05 Do the listening task in close to exam</p><p>conditions but allow students time to compare</p><p>and justify their answers before correcting them.</p><p>5 Students discuss the issues that are raised in the</p><p>three extracts that they listened to.</p><p>71</p><p>TEACHER’S NOTES 7</p><p>3 Extract 1: Man – optimistic; woman –</p><p>enthusiastic Extract 2: Man – matter-of-</p><p>fact Extract 3: Woman – enthusiastic</p><p>4 1 C B What I couldn’t get over was all the</p><p>stuff you can do in your free time . A I was</p><p>spoilt for choice 2 B I was expecting to be</p><p>out of the loop as far as keeping myself up-</p><p>to-date 3 A then shopkeepers, quite</p><p>rightly, raised concerns about losing trade</p><p>4 B It’s a bit unorthodox, ....., but where’s</p><p>the harm in giving it a try? 5 A I found</p><p>myself wanting to do something about this,</p><p>but not really knowing how to go about it.</p><p>6 C And actually, the enthusiasm and</p><p>cooperation amongst volunteers is</p><p>incredible….. it’s more about finding ways</p><p>to connect as a neighbourhood</p><p>Language development 1 p.109</p><p>Start by comparing sentences from the listening in</p><p>order to introduce the topic and determine how</p><p>confident students are about using relative clauses.</p><p>Ask them to find and identify any relative clauses in</p><p>the audioscript and why they are used. Some</p><p>examples are:</p><p>‘It could’ve been any one of a dozen things – but no</p><p>pressure, which I thought there might be.’ (Extract 1)</p><p>‘Wouldn’t it be good to have a centre where you could get</p><p>help and advice?’ (Extract 3)</p><p>‘The proposal to build a bypass received support from</p><p>homeowners.’ (Extract 2)</p><p>1 Students decide which is the correct relative</p><p>pronoun or phrase to use in the context of each</p><p>sentence. Follow up by asking students to</p><p>rewrite the sentence using the other one. For</p><p>example, Q1 The youth club is a place to which</p><p>people go to meet and socialise. (NB where would</p><p>also fit here, i.e.. a place where people go.)</p><p>2 Remind students that this is what they should</p><p>do with their own writing, checking for mistakes</p><p>by focusing on specific aspects of language.</p><p>3 Do the first sentence with the whole class,</p><p>eliciting the full clause. If students have</p><p>problems ask them to read the grammar section</p><p>on pp.183–184 before they continue.</p><p>4 Get students to expand the examples as a way of</p><p>reinforcing how they are formed. For example</p><p>The protesters, (who were) angered at not being</p><p>allowed to attend the meeting, started chanting.</p><p>5 Students should identify the relative pronouns</p><p>and other words required to complete the text</p><p>and in which cases they can be omitted.</p><p>1 1 where 2 whom 3 which 4 in which case</p><p>5 that 6 by which time</p><p>1 Extension</p><p>1 to which and where would both be possible if</p><p>they referred to movement (a place to which</p><p>people go to meet). at which would be possible</p><p>(a place at which people can meet ..)</p><p>2 which can’t refer to people. (cf Many of the</p><p>houses, some of which are built close to the</p><p>road, are affected by the traffic).</p><p>3 we don’t use that after the comma in an</p><p>indirect relative clause. Compare The library</p><p>that opened yesterday was designed by .... –</p><p>specifies which library / The library, which</p><p>opened yesterday, was designed by ... adds</p><p>additional information)</p><p>4 at which point refers to a definite time when</p><p>something happened or will happen. There is</p><p>no condition.(e.g. The location of the meeting</p><p>will be decided tomorrow afternoon, at which</p><p>point we will contact all attendees)</p><p>5 where would need to refer to a second</p><p>subject (e.g. The coffee shop where I went with</p><p>Mum was very cosy).</p><p>6 by which time is used here to refer to</p><p>something that will have happened before a</p><p>time in the future. at that point refers to a fixed</p><p>point (e.g. Course details will be announced</p><p>sometime in September, at that point you will</p><p>be able to reserve places).</p><p>2 1 The talk on sustainable communities that</p><p>we heard was very informative (we were</p><p>there) / The talk on sustainable</p><p>communities was very informative, we</p><p>heard (we weren't there but heard good</p><p>reports)..2 correct 3 My girlfriend, who has</p><p>recently got a job in the town council,</p><p>hopes to promote community projects in</p><p>the area. (one girlfriend but two pieces of</p><p>connected information) 4 The village pub</p><p>(which) we visited last night was very cosy</p><p>and welcoming. 5 The councillor who I</p><p>spoke to this morning…. OR The councillor</p><p>to whom I spoke this morning assured me</p><p>the problem would be dealt with. 6 correct</p><p>3a 1 Anyone who wants to take part in the</p><p>carnival parade should write their name on</p><p>this list.</p><p>2 All questions that are raised at the public</p><p>meeting will be discussed when the</p><p>organising committee meet next Tuesday.</p><p>3 The person that you can/should talk to</p><p>about the arrangements for the carnival is</p><p>Carrie Evans.</p><p>3b 1 The introduction to the theme of the</p><p>Carnival, given by the events chairperson,</p><p>Carrie Evans, was considered very</p><p>informative.</p><p>72</p><p>TEACHER’S NOTES 7</p><p>2 The next person to speak was the</p><p>headmaster of the local primary school,</p><p>who offered some interesting ideas. (or</p><p>The headmaster, who spoke next, offered)</p><p>3 The headmaster’s proposal advocating</p><p>the inclusion of a fireworks display to</p><p>conclude the celebrations has been met</p><p>with widespread approval.</p><p>4 There is still a lot to organise for the</p><p>provision of entertainment in the square.</p><p>(or Planning to provide entertainment, we</p><p>still have a lot to organise/there is still a lot</p><p>to organise)</p><p>5 All those/Anyone wishing to become</p><p>involved in the carnival preparations</p><p>should apply to Carrie Evans directly.</p><p>4 1 (Having been) affected by cutbacks in</p><p>local government spending, the Youth Club</p><p>has been forced to close. (or The Youth</p><p>Club, affected by ..., has been ...)</p><p>2 The Town Hall, one of the finest</p><p>examples of Victorian architecture in the</p><p>northeast, is undergoing</p><p>renovation.</p><p>3 The company, supporting local farmers’</p><p>cooperatives, is a sustainable business,</p><p>whose net profits go to fund community</p><p>projects in Africa.</p><p>5 1 with (= who have) 2 (which is) – 3 who</p><p>4 whose 5 (which was) – 6 whom</p><p>7 which</p><p>► Student’s Resource Book, pages 74–76</p><p>Writing 1 p.110</p><p>1 Give students a moment to read the task and</p><p>determine the scope of the task by answering the</p><p>four questions.</p><p>2 Ask students to compare three possible opening</p><p>paragraphs, choosing the most suitable.</p><p>3 Students think of a suitable project that they are</p><p>familiar with or make up details of one if</p><p>necessary.</p><p>4 The notes contain sufficient content to write a</p><p>decent letter. Do sentence 1 together, comparing</p><p>different ways to combine the points.</p><p>5 The final exercise could be set as homework.</p><p>1 1 A magazine 2 a description</p><p>3 description of the project, reasons for the</p><p>benefits for local people, aims and further</p><p>plans for the project 4 neutral – neither too</p><p>formal or informal</p><p>2 a is unsuitable. Too abrupt, doesn’t</p><p>mention that the letter is in response to the</p><p>newspaper’s announcement and it is rather</p><p>informal in style.</p><p>b is unsuitable. Too formal, and reads like</p><p>the opening of a proposal, so is in danger</p><p>of not answering the question in the correct</p><p>way.</p><p>c is suitable. Explains the reason for</p><p>writing by referring directly to the</p><p>newspaper request. Also, the register is</p><p>just the right pitch, neither too formal nor</p><p>informal.</p><p>4 Suggested answers:</p><p>1The scheme, set up by university</p><p>students in Bath to help local residents</p><p>gain allotment space in unused gardens</p><p>produced its first vegetable crops this year.</p><p>2 Many students living in rented</p><p>accommodation leave their gardens</p><p>unused.</p><p>3 It was suggested that neighbours</p><p>interested in gardening but unable to find</p><p>green space could use the students’</p><p>gardens to plant vegetables.</p><p>4 The Growing Together Project, involving</p><p>both students and residents, gives them</p><p>the chance to interact, in the hope of</p><p>improving relations between the two</p><p>groups.</p><p>5 The response from residents, some of</p><p>whom are working with students on the</p><p>vegetable patches, has been extremely</p><p>positive.</p><p>6 Kate Myers, who lives in Oldfield Park, is</p><p>enthusiastic about the scheme. ‘I hadn’t</p><p>had any contact with students before, but</p><p>the lads in the house are a really nice</p><p>group and I’m hoping to grow some</p><p>potatoes for them.’</p><p>7 Caroline Walker and Ming Chan, two</p><p>undergraduates passionate about</p><p>gardening, are helping Kate in her</p><p>endeavour, and theirs is the first garden</p><p>share to prove successful.</p><p>8 They’ve managed to grow onions,</p><p>carrots and potatoes so far, providing both</p><p>them and the students in the house with</p><p>fresh produce to eat.</p><p>9 Several such garden shares are now</p><p>functioning, but students are hoping to</p><p>encourage more residents to join the</p><p>scheme.</p><p>73</p><p>TEACHER’S NOTES 7</p><p>5 Suggested answer:</p><p>It is hoped that the scheme can be extended to</p><p>involve a wider section of the community such</p><p>as older people unable to look after their</p><p>gardens and families with young children who</p><p>would enjoying learning how vegetables grow.</p><p>With this in mind, the scheme is planning an</p><p>'open day' to which local people will be invited.</p><p>I recommend that anyone wanting to get</p><p>involved should check the scheme's website for</p><p>details. The person to talk to at the university is</p><p>Brian Lake.</p><p>I wish the scheme every success.</p><p>Yours faithfully,</p><p>Edwina Dolby</p><p>7B Lifestyles</p><p>Listening 2 p.111</p><p>1 Start by asking who in the class cycles regularly</p><p>and for what reason. Then expand to consider</p><p>other reasons why people use bicycles, as in the</p><p>ideas listed.</p><p>The answer to the second question will depend a</p><p>lot on circumstances; in many parts of the world</p><p>the bike is an essential means of transport and</p><p>for many people in car-dominated societies they</p><p>are still invaluable for those who are too young,</p><p>unable or banned from driving.</p><p>2 ► T2.06 The approach here is to listen first to</p><p>get a basic understanding without being</p><p>distracted by information in the questions.</p><p>3 ► T2.07 This time the students listen for both</p><p>the reasons why each speaker started cycling</p><p>and advice they have.</p><p>4 One approach would be to divide the class into</p><p>pro- and anti-cycling lobbies and get each group</p><p>to present their case having spent time</p><p>preparing their argument. Encourage them to</p><p>use suitable linking phrases. Ideas in favour are</p><p>likely to include factors such as: cheapness,</p><p>fitness benefits, easy parking, speed in cutting</p><p>through dense traffic, no test/licence necessary,</p><p>fashion. Those against might include: effort on</p><p>long distances, dangers in traffic, weather,</p><p>arriving at destination hot and sweaty, need to</p><p>carry spare clothes and helmet, risk of theft.</p><p>The picture is of people using bikes of the</p><p>London bicycle sharing scheme sponsored by</p><p>Barclays Bank, which has thousands of bicycles</p><p>available for public use spread across hundreds</p><p>of docking stations around the city.</p><p>2 Suggested answers:</p><p>Speaker 1: enjoyable, and keeps you fit</p><p>Speaker 2: enjoyed losing weight</p><p>Speaker 3: less stressful, and more healthy</p><p>than other means of transport</p><p>Speaker 4: relaxing and a form of escape</p><p>Speaker 5: stops medical condition from</p><p>getting worse; enjoys the company of other</p><p>cyclists</p><p>3 1 G it was a real blow when the bus</p><p>service into town was axed 2 F didn’t have</p><p>much choice but to join the Cycle</p><p>Challenge – everyone in my department</p><p>was dead set on it; 3 E I chose to be a</p><p>non-driver for ethical reasons, 4 D I do</p><p>need to wind down on occasions and</p><p>cycling’s the thing that does it for me</p><p>5 H A friend recommended I take up</p><p>cycling to combat the progression of a</p><p>medical condition. 6 G We have a car-</p><p>share scheme too, of course, that’s a must</p><p>if you’re setting up a scheme like ours, so</p><p>nobody’s absolutely dependent on the</p><p>bikes; 7 D I’d say don’t agree to this sort of</p><p>thing unless you have a go first 8 A You</p><p>do need a decent bike though, with good</p><p>gears and lights 9 C I’ve heard that</p><p>cycling clubs can be a bit competitive – ....</p><p>I’d say steer clear of all of that. 10 B I’m</p><p>always saying: ‘Don’t bite off more than</p><p>you can chew – gradually build up</p><p>stamina.’</p><p>Speaking p.112</p><p>Start by eliciting what activity each photograph</p><p>shows or is an example of. Picture 1 is a carnival or</p><p>street festival, 2 is a traditional cheese rolling contest</p><p>(where competitors chase a cheese rolling down a</p><p>steep hill and the first one to catch it keeps it as a</p><p>prize), 3 shows two girls singing karaoke, 4 is a tree-</p><p>planting project.</p><p>1a The important point to notice here is that the</p><p>task requires students to group words of</p><p>similar meaning rather than the given words</p><p>being the topic.</p><p>Most will be familiar to students at this level but</p><p>the difference between some (such as fair, fete</p><p>and festival or contest, tournament and competition)</p><p>will require attention.</p><p>1b Remind students that in the exam it is always</p><p>better to speak from personal experience, but</p><p>failing that make something up!</p><p>74</p><p>TEACHER’S NOTES 7</p><p>2 Start by asking students if they see a connection</p><p>between the verbs listed in column A (they are</p><p>all very positive and have the sense of increasing</p><p>or improving).</p><p>Look at the example and point out that</p><p>additional words including people or people’s will</p><p>be required in many cases to join the verbs to</p><p>phrases.</p><p>3 Ask students not to accept answers from their</p><p>partner if they do not include a number of</p><p>phrases from the exercises 1 and 2.</p><p>4a Start by discussing in a bit more detail what</p><p>photograph 4 shows (an organised [note</p><p>matching T-shirts] communal tree-planting or</p><p>garden improvement project). Then look at the</p><p>structures of the prompts identifying the</p><p>relatives clauses used, before students use them</p><p>to talk about similar projects.</p><p>4b The phrases in the box are responding</p><p>phrases/devices that signal agreement or not</p><p>and encourage turn-taking. They are essential in</p><p>the speaking exam where discourse</p><p>management and interactive communication are</p><p>assessed.</p><p>5a/b</p><p>Students work in pairs and do the tasks as in</p><p>the exam.</p><p>6 Encourage students to be honest in their</p><p>appraisals of their performances.</p><p>1a 1 sport, hobby, pastime, activity 2 event,</p><p>festival, fair, fete, function, occasion,</p><p>celebration 3 championship, game, match,</p><p>tournament, contest, competition</p><p>4 project, scheme, programme 5 leisure,</p><p>free time, spare time 6 club, organisation,</p><p>association, society, group</p><p>2 Suggested answers:</p><p>The activity stimulates / encourages /</p><p>generates / boosts community spirit.</p><p>It encourages local people to build</p><p>relationships.</p><p>It allows people to let their hair down by</p><p>offering them a great way to relax.</p><p>It enhances/improves/develops people’s social</p><p>awareness of the community they live in.</p><p>It creates/offers people the chance to meet new</p><p>people, by encouraging them to get out of the</p><p>house.</p><p>► Student’s Resource Book, pages 77–79</p><p>Language development 2 p.114</p><p>1a Remind students that time can be expressed</p><p>both through grammar/tenses and lexically.</p><p>The exercises here focus on words and phrases</p><p>that establish the order of events as well as</p><p>the reason.</p><p>Students should establish whether the choice of</p><p>word/phrase in each case is down to meaning</p><p>and time or structure. Follow up by asking the</p><p>class to think about how they could change the</p><p>sentence to use the other. E.g. Q1 While waiting</p><p>ages for a bus, we chatted about our holidays, Q2</p><p>Once she has stopped eating meat, she will feel</p><p>much healthier.</p><p>1b The words and phrase are all used to talk about</p><p>reason but with different structures. (e.g. hoping</p><p>to + infinitive, planning on + noun/gerund, in</p><p>case + clause). When students have completed</p><p>the exercise ask them what the structure of each</p><p>is.</p><p>2 Each sentence here contains two clauses where</p><p>one expresses the result of the other. Ask</p><p>students to identify what is the reason and what</p><p>is the result in each case.</p><p>3a The more obvious combinations are given in the</p><p>key but students with good imaginations would</p><p>be able to justify other combinations (e.g. 5a, 6b).</p><p>3b Note that whereas in 3a the linking devices</p><p>connected two clauses within one sentence, here</p><p>the linking devices connect two separate</p><p>sentences. Ask students to stretch their</p><p>imaginations to come up with some creative</p><p>ideas to complete the prompts.</p><p>1a 1 After – actions separate in time</p><p>compared with while for actions occurring</p><p>at the same time 2 Now that – past</p><p>(compared with once – future)</p><p>3 While – same time (compared with as</p><p>soon as – future) 4 The moment – specific</p><p>point (compared with until – duration), NB</p><p>past simple also possible here 5 Ever</p><p>since – duration (no sooner – point in time)</p><p>6 Until + pres – from now until point in</p><p>future (after + pres – from that future point</p><p>onwards) 7 On – point in time (while –</p><p>duration) 8 As soon as + past – point in</p><p>past (also past perfect here) (no sooner</p><p>followed by inversion of past perfect No</p><p>sooner had he arrived …)</p><p>1b 1 hoping to 2 Seeing 3 in that/since</p><p>4 in case 5 Since/Seeing (that)</p><p>6 Planning on/since</p><p>2 1 C 2 B 3 A 4 A 5 B 6 D</p><p>3a 1 d 2 f 3 b 4 a 5 c 6 e</p><p>75</p><p>TEACHER’S NOTES 7</p><p>3b Suggested answers:</p><p>1 Nevertheless, I’m trying not to show it.</p><p>2 All the same, I wish I could!</p><p>3 Even so, I admit it would be less stressful!</p><p>4 However, I’m not sure I’d like living/to live</p><p>there all the time.</p><p>5 All the same, I’d prefer to have a home in one</p><p>place, where I know my neighbours.</p><p>6 Be that as it may, I sometimes get tired of it.</p><p>Photocopiable activity</p><p>Activity 7C could be used here. It is a</p><p>pairwork/groupwork activity in which</p><p>students complete sentences with words and</p><p>phrases which they then write into a grid.</p><p>► Student’s Resource Book, pages 80–81</p><p>Use of English 2 p.115</p><p>1a Ask students to link the three words in the</p><p>phrase with the picture of the man on a yacht to</p><p>work out what it means.</p><p>1b Ask them to think of as many reasons as they</p><p>can why working conditions are changing to</p><p>allow people to be more flexible.</p><p>2 Students skim the text to get a general</p><p>understanding of the content and then go back</p><p>and complete the gaps. Remind them to finish</p><p>by reading the text through once more to see if it</p><p>all fits together and keeps the general sense.</p><p>3 The class discuss their attitudes to distance</p><p>working.</p><p>1a A professional person whose job does not</p><p>tie him/her to one place. They can choose</p><p>where they work.</p><p>1b Examples:</p><p>Technological: Powerful lightweight laptops,</p><p>fast internet connections increasing across the</p><p>globe, Skype and other online communication</p><p>tools, BlackBerry and other smartphones that</p><p>send and receive email anywhere, cloud</p><p>computing.</p><p>Sociological: changes to family life, separation</p><p>more common, greater independence, leisure</p><p>time more highly valued, work–life balance</p><p>shifting.</p><p>2 The text suggests that this lifestyle allows</p><p>a flexible timetable that can improve family life</p><p>if working from home, but while becoming a</p><p>digital nomad may be great if you’re single, it</p><p>may not be suitable for anyone with a family.</p><p>1 A 2 D 3 B 4 C 5 B 6 D 7 A 8 C</p><p>Writing 2 p.116</p><p>1 Don’t spend time discussing the pictures at</p><p>this point as the subject of them will become</p><p>apparent later in the exercise.</p><p>Ask students to describe a favourite festival.</p><p>In classes where all students are from the same</p><p>place they could spend a few minutes</p><p>researching a festival they have heard</p><p>of elsewhere.</p><p>2 Students read the task instructions and highlight</p><p>the key parts, using those points to answer the</p><p>five questions that are designed to help the</p><p>writer focus on style and content.</p><p>3a Students choose a festival that they are confident</p><p>enough to write about.</p><p>3b They then use the notes from 2 to plan the</p><p>content of each paragraph.</p><p>4 Ask students to read the sample answer, and</p><p>‘mark’ it. Also ask them if they think it is the</p><p>right length. Show them that is quick to count</p><p>the number of lines (29) and at 10–11 words per</p><p>line the total is about 290–320 words.</p><p>5 Here students use the ideas in the sample</p><p>answer but organised according to their own</p><p>plan. Also point out how much repetition there</p><p>is and elicit alternatives to the underlined words.</p><p>6 The exercise demonstrates how to make content</p><p>more interesting (as well as using fewer words)</p><p>by using the clauses practised earlier in</p><p>the module.</p><p>7 Rewriting the sample answer will help to</p><p>reinforce the structure of the text as well the</p><p>linking devices used.</p><p>8 Students decide how successfully other pairs</p><p>have completed the task, using a suitable range</p><p>of grammar and vocabulary.</p><p>9/10 Students write and check their own</p><p>composition under exam-like conditions, i.e.</p><p>timed and without recourse to a dictionary.</p><p>2a 1 The editor of an English-language</p><p>magazine. 2 A letter of description,</p><p>containing some narrative/anecdote</p><p>3 A description of the festival, its content</p><p>and organisation, with some anecdotal</p><p>comments on what was special about your</p><p>experience. 4 semi-formal. 5 280–320</p><p>words.</p><p>76</p><p>TEACHER’S NOTES 7</p><p>4 1 The candidate covers the points in the</p><p>task, but doesn’t really say much about the</p><p>organisation of the event.</p><p>2 The letter is not very well-organised, and</p><p>doesn’t flow well. The main paragraph is</p><p>too long, and should be separated into two</p><p>shorter paragraphs.</p><p>3 The language is rather simplistic and</p><p>repetitive. There is not much variety in</p><p>either vocabulary or sentence structure.</p><p>The opening address and paragraph are</p><p>rather abrupt, and the closing phrase of</p><p>Yours sincerely/faithfully is missing.</p><p>5 products: concoction, merchandise, lotion</p><p>festival: carnival, celebration, event</p><p>6 Suggested answers:</p><p>1 The festival [that/which] I’m going to</p><p>describe is the Mud Festival, which is held</p><p>in Boryeong, South Korea.</p><p>2 Since then, the event has become very</p><p>popular, with over two million visitors</p><p>arriving each year. (or 'attracting over two</p><p>million..'.)</p><p>3 The festival, first held in 1998, was</p><p>inspired by a desire to advertise the</p><p>benefits of skin-care products rather than</p><p>any religious celebration.</p><p>4 I</p><p>managed to get mud in my eyes and</p><p>mouth, which wasn’t pleasant, but even so,</p><p>I really enjoyed myself.</p><p>5 Not only do local people come to get</p><p>dirty, but tourists also come from all over</p><p>the world.</p><p>6 The only thing I found annoying was the</p><p>problem of traffic. It was so crowded that</p><p>there was a lot of congestion.</p><p>9 Suggested answer:</p><p>Dear Editor</p><p>I'm sure that your readers would love the five-</p><p>day Glastonbury Festival which takes place</p><p>most years at the end of June on a farm in the</p><p>south west of England. Going for over 25</p><p>years, it is the biggest and best music festival</p><p>in the UK, possibly the world. Attracting top</p><p>bands, it is the music that gets the headlines,</p><p>but the festival also includes dance, comedy,</p><p>theatre and circus skills among other arts.</p><p>Despite welcoming over 120 thousand people,</p><p>the festival sells out as soon as the tickets go</p><p>on sale. Most people camp in the fields around</p><p>the music stages.</p><p>There are many reasons to go. Foremost for</p><p>me is the variety and quality of the music. I saw</p><p>three of my favourite groups last year and</p><p>discovered many exciting new acts. Depending</p><p>on your mood or energy level, you can rock</p><p>with the crowds in front of the main stage or</p><p>relax in the chill-out zones. Secondly is the</p><p>amazing community spirit that develops. Most</p><p>of the festival visitors, many of whom go every</p><p>year, are really relaxed and happy to help</p><p>people there for the first time. With so many</p><p>people sharing one giant camp site there is a</p><p>strong feeling that everyone is in it together.</p><p>There were a number of things I didn't really</p><p>enjoy. Much as I love camping, it's not very</p><p>pleasant sharing temporary toilets with so</p><p>many people. Then there was the wet ground.</p><p>After a sudden downpour, parts of the site</p><p>became impossible to use without getting</p><p>covered in cold sticky mud. Some of the food</p><p>was great and worth queuing for, but even so I</p><p>would recommend visitors to take as much as</p><p>they can as it can be expensive.</p><p>For anyone wanting a great long weekend</p><p>crushed together with thousands of other music</p><p>lovers, I would really recommend Glastonbury.</p><p>Everyone should go once and I am going</p><p>again!</p><p>Yours sincerely,</p><p>David Raver (326 words)</p><p>► Student’s Resource Book, page 92</p><p>Module 7: Review p.118</p><p>1 1 neutral 2 places 3 sense 4 restrictions</p><p>5 community 6 place 7 security</p><p>8 belonging 9 place</p><p>2 1 Much as 2 Be that as it may 3 so as to</p><p>4 As a result 5 otherwise 6 Although</p><p>7 Consequently 8 such an awkward one</p><p>9 despite</p><p>3 1 sociologist 2 interdepartmental</p><p>3 intentionally 4 enclosed 5 defiantly</p><p>6 unequivocal 7 representative</p><p>8 interchangeable 9 unidentifiable</p><p>4 1 of 2 from 3 in 4 for 5 on 6 in 7 by</p><p>8 out</p><p>77</p><p>TEACHER’S NOTES 8</p><p>8 Changing fashions</p><p>The theme of the module is how tastes change</p><p>over time. Topics covered include: preserving</p><p>or modernising architecture, design and</p><p>interior decoration, fashion, collecting items</p><p>from the past, and the lifespan of modern</p><p>consumer products.</p><p>Lead-in p.119</p><p>Start with books closed. Ask students to think about</p><p>ways in which their tastes have changed as they</p><p>have grown up and older. Ask them to think of</p><p>examples of newly acquired loves or things that they</p><p>are no longer fond of. They could think of examples</p><p>from their tastes in music, fashion and the clothes</p><p>they wear, foods they love and hate, or the type of</p><p>people they spend time with. Then ask them to</p><p>explain their changing tastes to a partner.</p><p>1a Ask students to look at the two paintings and</p><p>discuss the questions that follow.</p><p>1b Encourage students to think about how some</p><p>great artists and scientists were treated in their</p><p>time compared with how they are considered</p><p>now.</p><p>2 Check students know the meaning of the words</p><p>in the box before they spend a few minutes</p><p>using them to talk about the pictures.</p><p>1b Often people either respond with hostility</p><p>or indifference until quite a time has passed.</p><p>Examples include: Copernicus (1473–1543)</p><p>and his ground-breaking theory that the Sun</p><p>did NOT move around the Earth, but the other</p><p>way round. Later, Galileo Galilei (1564-1642)</p><p>was imprisoned for following the Copernican</p><p>theory. Even today some people refuse to</p><p>accept the concept of evolution; Arts: the</p><p>Impressionists’ way of painting was reviled at</p><p>the outset, It is said that Van Gogh sold only</p><p>one painting in his lifetime; Music: people like</p><p>Bach remained almost completely unknown</p><p>during their lifetime and only started to be</p><p>appreciated a century later. In pop music, every</p><p>new trend is treated with suspicion. The</p><p>Beatles were initially thought to be a terrible</p><p>influence on young people, yet today their</p><p>music is played in supermarkets.</p><p>8A A question of style</p><p>Reading 1 p.120</p><p>1 Start a discussion on what students like about</p><p>their local environment. Elicit ideas for change</p><p>and other improvements. Then move the</p><p>discussion onto a wider topic of whether it is</p><p>better to preserve and protect older buildings, to</p><p>convert them for modern uses or to replace them</p><p>with something new and more suitable.</p><p>2a Give students two minutes to read the text,</p><p>getting a sense of its tone and content and to</p><p>answer the question.</p><p>2b Give them another minute to find ideas to</p><p>compare and contrast the two projects.</p><p>3 Students do the task as they would in the exam.</p><p>Let them compare and justify their answers with</p><p>each other before telling them if they are correct</p><p>or not.</p><p>4 Students discuss conservation and planning</p><p>attitudes in their countries and what they</p><p>personally think can be gained from visiting</p><p>old buildings.</p><p>5 Focus on the vocabulary from the text</p><p>highlighted in the box. Check students’</p><p>understanding of the words by asking for</p><p>synonyms (e.g. fortress – castle; mundane – boring;</p><p>dismantle – take apart).</p><p>2a The bank, number 510 Fifth Avenue and</p><p>the High Line, a former railway.</p><p>2b They are similar in that they are both ‘old’</p><p>constructions which have outlived their</p><p>usefulness or their function has been changed.</p><p>Their treatment has been different in that the</p><p>bank’s interior was destroyed, seemingly rather</p><p>hastily and the public has campaigned against</p><p>the changes whereas the old railway line was</p><p>neglected for nearly 20 years, until the public</p><p>campaigned successfully to convert it into a</p><p>garden area.</p><p>3 1 D has since spread economic fertiliser in</p><p>its wake with 2 A banks were usually</p><p>mundane but at 510 Fifth Avenue 3 C In</p><p>any repurposing of a historic building,</p><p>something has to give</p><p>78</p><p>TEACHER’S NOTES 8</p><p>4 D It was scheduled to be torn down, but</p><p>5 C the closer a building's form follows its</p><p>function, the bigger the upheaval</p><p>6 C Arguments to preserve for</p><p>preservation's sake are weakened when</p><p>loans are in short supply 7 A the vault was</p><p>displayed behind the glazed façade 8 B</p><p>On the basis that façades remained intact,</p><p>the ... approved these changes, but …</p><p>argues that given the transparency ... must</p><p>extend to .. interior features 9 A its</p><p>gleaming vision of the future 10 B the not</p><p>unreasonable assumption that ... should be</p><p>adapted to suit its new tenant</p><p>Vocabulary p.122</p><p>1a Students could start by looking at the picture</p><p>and trying to name the labelled features before</p><p>looking at the words in the box.</p><p>1b Students then use some of the vocabulary in the</p><p>dialogues. As an extension ask students to write</p><p>a few more short dialogues with other items</p><p>missing for classmates to complete.</p><p>Extra!</p><p>Ask the students to describe which of the items</p><p>from the ‘English house’ illustrated could be</p><p>found in theirs. Then ask them to work in pairs</p><p>to describe a favourite room in their home.</p><p>2a The students are likely to know the individual</p><p>words but are likely to be less familiar with the</p><p>idiomatic phrases. Having completed the gap</p><p>make sure that they underline the words that</p><p>form each phrase and what follows them. For</p><p>example ‘I think it's time to draw a line under</p><p>our ...’/ ‘There's a fine line between xxx and xxx.’</p><p>2b Line is a word with many different meanings</p><p>from a mark or boundary, to a row</p><p>of people, a</p><p>series of words, an opinion, levels within an</p><p>organisation, a phone connection, a product and</p><p>many more! There are therefore numerous</p><p>idiomatic phrases using the word.</p><p>Photocopiable activity</p><p>Activity 8A could be used here. It is a</p><p>groupwork activity. Students replace parts of</p><p>sentences with more appropriate or natural-</p><p>sounding phrases, then decide how certain</p><p>they are that their answers are correct. They</p><p>win or lose points based on their answers.</p><p>3a The collocations here are quite complex, not just</p><p>verb + object (e.g. take a look) but verb + adj +</p><p>noun (e.g. take a close look, or even take a good hard</p><p>look); as such they should be considered as</p><p>phrases and used as chunks of language.</p><p>3b Finish the section by getting students to use the</p><p>phrases in their own ways.</p><p>4a Start by asking students what they understand</p><p>by the expression on a shoestring (with little</p><p>money / a very tight budget) then scan the text</p><p>to see how it applies to interior decorating. Then</p><p>work through identifying the prepositions</p><p>missing from the text.</p><p>4b Students now identify which prepositions are</p><p>part of phrasal verbs (e.g. to come by sth = obtain</p><p>sth rare or difficult to get) or prepositional</p><p>phrases (e.g. in short supply = rare).</p><p>1a a bay window b dormer window c façade</p><p>d loft e porch f skylight g beam</p><p>h furnishings i windowdsill j alcove</p><p>k ornament l parquet m screen</p><p>n wallpaper</p><p>1b 1 loft 2 ornaments 3 porch</p><p>2a 1 line – say that sth is completely finished</p><p>and you will not think about it or discuss it</p><p>again 2 perspective – judge the</p><p>importance of sth correctly (ie not get too</p><p>worried about certain things) 3 façade –</p><p>a way of behaving that hides your real</p><p>feelings 4 line – when two things are so</p><p>similar that one could easily become the</p><p>other 5 art – do sth very well</p><p>6 designs – want sth for yourself, esp.</p><p>because it will bring you money 7 line –</p><p>allow or accept sth up to a particular point,</p><p>but not beyond it</p><p>2b Other useful phrases with line include:</p><p>draw a line (between sth); where do you draw</p><p>the line; take a hard line; hook, line and sinker</p><p>lay sth on the line picket line the</p><p>poverty/bread line; read between the lines the</p><p>official/party line; take a hard line; supply lines</p><p>the dividing line; a chat-up line; and as a verb:</p><p>to line sth up (for the future); to line your</p><p>pockets.</p><p>3a a close, fresh, good, hard, humorous</p><p>b crucial, irrevocable, poor, rash, snap,</p><p>tough c beneficial, civilising, destructive,</p><p>significant, stabilising</p><p>4a 1 by 2 back 3 up 4 in 5 on 6 of 7 on</p><p>8 on 9 by 10 without 11 out 12 by 13 on</p><p>14 from 15 up 16 up 17 for 18 around</p><p>79</p><p>TEACHER’S NOTES 8</p><p>4b Phrasal verbs: come by, scale back,</p><p>come up with, knock (yourself/sb else) out,</p><p>open up, start up</p><p>Prepositional phrases: (be) in short supply,</p><p>(do sth) on the cheap, (work/live) on a tight</p><p>budget, (be) for sale</p><p>Use of English 1 p.123</p><p>1a Students start by skimming the text to get a</p><p>general understanding of the Arts and Crafts</p><p>movement.</p><p>1b Elicit any other styles of art or design that</p><p>students have heard of.</p><p>Background</p><p>Other styles of art and design include:</p><p>Gothic: Victorian revival of 17th century style</p><p>popular in public buildings e.g. Houses of</p><p>Parliament in London. Featuring church-style</p><p>pointed arches, mythical beasts and the tree of</p><p>life. Uses lots of red, blue and gold,.</p><p>Art Nouveau: 1880–1910 influenced by nature,</p><p>forward looking, uses elongated curvy lines, or</p><p>vertical lines with height, stylised flower</p><p>designs, stained glass, exotic wood, natural</p><p>colours (greens and browns).</p><p>Art Deco: streamlined geometric style from</p><p>1908 to 1940. Wood, mirrors chrome and glass</p><p>were popular. Patterns created with goemetric</p><p>shapes. Favourite colours were glossy black,</p><p>white, cream, red The Chrysler building in</p><p>New York is a good example.</p><p>Bauhaus: from 1919 in Germany. Although</p><p>initially influenced by Arts and Crafts it</p><p>explored ways to incorporate the then new</p><p>industrial processes and thus had less</p><p>emphasis on craftsmanship. Famous examples</p><p>are furniture by Le Corbusier, Miles Van Der</p><p>Rohe's Barcelona chair.</p><p>Modernism: 1918–1950 reaction against</p><p>previous backward looking designs based on</p><p>nature. Design stresses purpose; ’form follows</p><p>function‘, and features austere spaces without</p><p>unnecessary decoration, abstract motifs, bold</p><p>colours, steel, plastics and plywood.</p><p>Minimalist: The ’Less in More‘ idea.</p><p>Everything reduced to what is essential so</p><p>materials make loud statement. Look requires</p><p>clean clear lines, as much as possible is tidied</p><p>away or hidden including handles, switches</p><p>etc. White is the predominant colour,</p><p>influenced by Japanese Zen aesthetics.</p><p>Contemporary: started in the 1950s and 60s,</p><p>includes whatever is new and current.</p><p>Shabby chic :uses second-hand or</p><p>reconditioned objects to create a warm relaxed</p><p>atmosphere. Imperfection is important as is</p><p>comfort and ease,as well as design reflecting</p><p>familiar aspects of countries or regions (e.g.</p><p>Asia or Scandinavia) and retro which recreates</p><p>looks from the past (e.g. the 50s or 60s).</p><p>1c This is an exam-style open cloze. Remind</p><p>students of the types of words that they should</p><p>expect to need and the clues that will help them.</p><p>Give them 8–10 minutes to complete the task.</p><p>2 Finish with a discussion on students’ favourite</p><p>design styles and what their perfect home would</p><p>look like. If there are any designers in the class</p><p>ask them who or what their main influences are.</p><p>1c 1 before 2 out 3 having 4 What 5 which</p><p>6 as 7 put 8 unlike</p><p>► Student’s Resource Book, pages 83–84</p><p>Listening 1 p.124</p><p>1 Ask students if they recognise either of the</p><p>buildings. nother clue is that they are both</p><p>art galleries.</p><p>Follow up by finding out which famous galleries</p><p>around the world students are familiar with,</p><p>which they have visited and which they would</p><p>like to visit.</p><p>2 ► T2.08 Give students thirty seconds to skim</p><p>the task rubric and the five questions to get the</p><p>topic of the passage, and then another thirty</p><p>seconds to skim the possible answers before</p><p>playing the recording twice.</p><p>Ask students to compare their answers and to</p><p>try to remember specific phrases on the</p><p>recording that helped them.</p><p>1 1 The Louvre, Paris also showing the glass</p><p>Pyramid designed by I.M.Pei 2 Milwaukee</p><p>Art Museum showing the roof designed by</p><p>Santiago Calatrava – it’s a huge sun-</p><p>breaker that opens and closes</p><p>3 Examples of others are: the British</p><p>Museum, the Victoria and Albert Museum,</p><p>the National Gallery, Tate Modern, all in</p><p>London (+ lots more!); the Metropolitan</p><p>Museum of Art, New York; the National</p><p>Gallery, Washington DC; the Uffizi Gallery,</p><p>Florence; The Guggenheim, Bilbao; the</p><p>Egyptian Museum, Cairo; The Hermitage</p><p>Museum, St Petersburg.</p><p>80</p><p>TEACHER’S NOTES 8</p><p>2 1 C a lot of those visitors have simply been</p><p>to a travelling exhibition hosted by those</p><p>museums. These are very well promoted</p><p>and clearly draw in the crowds. 2 B great</p><p>architecture generally enhances their</p><p>importance in people’s eyes, 3 A I have</p><p>little sympathy with people who complain</p><p>about them actually, art shouldn’t be for an</p><p>elitist minority 4 C Weirdly, most people</p><p>went without actually having much idea of</p><p>what they’d see when they got there</p><p>5 D Emily: that doesn’t mean that I’d do</p><p>that in preference to an on-site visit. Scott:</p><p>Nothing, in my view, can replace the</p><p>experience of standing in front of an object</p><p>of antiquity or a work of art and seeing it</p><p>with your own eyes</p><p>Language development 1 p.125</p><p>1 Students decide which preposition is required to</p><p>follow the verbs used before each of the gaps.</p><p>They then need to choose a verb from the box to</p><p>complete the sentence and put it into the correct</p><p>form. Point out that there is a big clue in the title!</p><p>2 The exercise highlights a number of common</p><p>expressions that are all followed by -ing (or</p><p>sometimes a noun). In each sentence, students</p><p>decide which expression fits and why.</p><p>As a follow-up ask them to think of example</p><p>4, 6, 8 and 10. Each section provides practice tasks</p><p>for Paper 1, Reading & Use of English, Paper 2,</p><p>Writing and Paper 3, Listening. The recordings for</p><p>the Paper 3 listening tests can be found on the</p><p>Coursebook audio CDs after the appropriate</p><p>module. Answer keys are at the appropriate points</p><p>in the unit-by-unit teacher’s notes.</p><p>Audioscripts (photocopiable)</p><p>These are all at the back of the book for ease of</p><p>reference and photocopying.</p><p>Abbreviations used in the Teacher’s</p><p>Resource Book</p><p>CB = Coursebook</p><p>SRB = Student’s Resource Book</p><p>TRB = Teacher’s Resource Book</p><p>OMR = Optical Mark Reader</p><p>cf. = compare</p><p>l./ll. = line/lines</p><p>p./pp. = page/pages</p><p>para. = paragraph</p><p>9</p><p>1 Performing arts</p><p>TEACHER’S NOTES 1 10</p><p>This module contains various topics related to the</p><p>theme of performance, including the life of aspiring</p><p>dancers, film, animation, concerts, acting, music and</p><p>stand-up comedy.</p><p>Photocopiable activity</p><p>The pre-course photocopiable activity on pages</p><p>138–139 provides an introduction to the CPE exam.</p><p>Students find out how much they know about the</p><p>exam by collaborating to complete a passage about</p><p>it, referring to the Exam overview on page 6 or the</p><p>Exam reference on page 167 of the coursebook</p><p>where necessary.</p><p>After the quiz, show students other features of the</p><p>book. This could be done as a quick quiz with</p><p>questions such as Where can you find the Grammar</p><p>reference? (page 172) What can you find on page 191?</p><p>(the Writing reference). Use the contents map to ask</p><p>questions such as What type of writing is practised in</p><p>Module 4? (a report)</p><p>Lead-in p.7</p><p>Start with books closed. Ask students what they</p><p>think of when they hear the expression The Arts.</p><p>Elicit different art forms and the term</p><p>performing arts.</p><p>1 Ask students to read and discuss the quotes</p><p>below the photos.</p><p>Background</p><p>The sources of the quotations are:</p><p>‘Music is the most universal language …’ Charles</p><p>Hazelwood, internationally renowned British</p><p>conductor;</p><p>‘There is a bit of insanity in dancing …’ Edwin Denby</p><p>(1903–1983) American dance critic, poet, novelist;</p><p>‘I love acting. It is so much more real than real life.’</p><p>Oscar Wilde (1854–1900) Irish writer and poet;</p><p>‘There are no limits. There are plateaus,…’ Bruce Lee</p><p>(1940–1973) Chinese-American martial artist.</p><p>2 In small groups, get students to brainstorm</p><p>types of performance. Find out how often the</p><p>class watches performing arts.</p><p>3 Check students understand the vocabulary</p><p>before they do the tasks in groups. students may</p><p>have to use their imagination but could support</p><p>ideas with real examples. How much is success</p><p>based on natural talent, hard work or luck? Elicit</p><p>examples of people who have had a lucky break.</p><p>4 This might be difficult in a multi-national class</p><p>as most top performers do not have international</p><p>profiles. In such classes, students could be asked</p><p>to prepare a short presentation on a well-known</p><p>performer from their country.</p><p>5 Discuss the effects of changing fashions as well</p><p>as the influence of technology.</p><p>2 Possible answers include: dance, acting</p><p>(film + theatre), music (all kinds that</p><p>involve performing, not just listening),</p><p>musical theatre, acrobatics (including</p><p>juggling, stilt-walking, clowns, etc.),</p><p>busking (playing music on the street),</p><p>magic, martial arts (when done for</p><p>performance), flash mobs</p><p>1A Have you got what it takes?</p><p>Reading 1 p.8</p><p>1 Use the photos, which show performers at the</p><p>2008 Olympics in Beijing and a youth orchestra,</p><p>as examples of people who perform</p><p>anonymously in a large group. Other examples</p><p>are; choirs, orchestras, background dancers,</p><p>corps de ballet (the background group of</p><p>dancers in a ballet), rock groups (apart from the</p><p>lead singer who often has a major role),</p><p>breakdancing groups, acrobatic teams, cheer</p><p>leaders, performers in street parades/carnivals,</p><p>film extras. For question 2, discuss students'</p><p>preferences and find out if any have experience</p><p>of performing either anonymously or as a</p><p>soloist/star. If time, discuss how the point</p><p>relates to their fashion styles.</p><p>2 Check that the concept of gist (the main ideas,</p><p>points and topics of a text) is understood. Elicit a</p><p>suitable time (1–2 mins) to skim the text. The</p><p>instruction also highlights the concept of topic</p><p>sentences, usually found at the start of</p><p>paragraphs.</p><p>The gist of each paragraph can be summarised</p><p>in a few words. Students could work in pairs to</p><p>match summaries to paragraphs and justify their</p><p>choices with excerpts from the text.</p><p>3 Point out that the information given in the rubric</p><p>of exam questions helps with understanding. In</p><p>this case an article tells readers what type of text</p><p>it is, about dancers in London gives information</p><p>TEACHER’S NOTES 1</p><p>about the topic. Remind students that the more</p><p>they know about a text before they read it, the</p><p>easier it will be to understand it.</p><p>Remind students that in multiple-choice</p><p>questions one answer is correct and the other</p><p>three are incorrect. It can therefore be as helpful</p><p>to find the evidence to rule out the three</p><p>‘distractors’ as it is to find evidence for the</p><p>correct answer.</p><p>4 The analysis could be done in groups or as a</p><p>whole class activity.</p><p>5 This is a personalisation activity which gives</p><p>students a chance to talk about their experience</p><p>or fears of performing in public and the areas in</p><p>which they would like to perform.</p><p>6 Draw students’ attention to the vocabulary in</p><p>the Expert Word Check. This feature highlights</p><p>useful vocabulary from the text. Get students to</p><p>find the words in the text and, if they are unsure</p><p>of the exact meaning, to deduce it from the</p><p>context before giving them a definition or letting</p><p>them use a dictionary to check. For example, on</p><p>line 4 ask. Is ‘tatty’ positive or negative? Does it</p><p>describe appearance or atmosphere?</p><p>Other interesting vocabulary includes out of sync</p><p>(line 26) and catch-22 (line 48).</p><p>Photocopiable activity</p><p>Activity 1A could be used here. It is a</p><p>groupwork activity in which students read</p><p>short passages and match them according</p><p>to gist.</p><p>2.2 para 1: A harsh reality para 2: It’s who</p><p>you know, not what you know</p><p>para 3: Complaints are useless</p><p>para 4: A financial dilemma</p><p>para 5: A source that never runs dry</p><p>Extra heading: The dangers of fame</p><p>3 1 C (line 8: have no real prospects) 2 B</p><p>(lines 16–18: where talent and ... provide</p><p>no guarantee of success) 3 A (whole</p><p>paragraph) 4 B (line 48: It's catch 22,</p><p>because you won't hear about auditions</p><p>without one) 5 C (line 54: with every</p><p>coming year, push out hundreds of new</p><p>dancers) 6 D</p><p>Vocabulary p.10</p><p>1a This would be a good opportunity to</p><p>recommend a good dictionary for those students</p><p>that don't already have one. It should be an</p><p>advanced level language learners’ dictionary</p><p>that includes grammar codes and usage</p><p>patterns. The extracts here are from the Longman</p><p>Exams Dictionary. The Longman Dictionary of</p><p>Contemporary English (LDCE) would also be</p><p>suitable.</p><p>Some students will need an explanation of some</p><p>of the grammar terms. The two extracts give</p><p>good examples of transitive and intransitive</p><p>verbs. Ask students to find how other word</p><p>types, such as adjective, adverb, preposition, and</p><p>pronoun, are abbreviated. Ask them to find out</p><p>what sb (somebody) and sth (something) mean</p><p>in usage notes and how the dictionaries record</p><p>useful information such as whether a word is</p><p>British or American English (BrE/AmE), formal</p><p>or informal, and mainly spoken or written.</p><p>1b This could be done by splitting the class into five</p><p>groups and giving them one word each to look</p><p>up and explain to the class. Ensure that they get</p><p>the correct stress on the words (e.g. auditorium/</p><p>ooOoo).</p><p>This would be a good point at the start of the</p><p>course to discuss how students plan to record</p><p>the new vocabulary that they will encounter.</p><p>Will they have dedicated vocabulary notes and</p><p>how will they arrange them (by date?</p><p>alphabetically? by topic?). Also discuss what</p><p>aspects of each new word they need to record</p><p>and how, using previous examples.</p><p>2 Suggest that students do the exercise</p><p>sentences using the other expression in</p><p>each pair.</p><p>3 The exercise highlights the fact that many</p><p>phrasal verbs are followed by -ing forms as they</p><p>are formed with prepositions. Students complete</p><p>the text with a suitable phrasal verb, taking care</p><p>to think about the order of the following verb</p><p>and object.</p><p>4 Give students a few minutes to prepare their</p><p>role and to think about which of the expressions</p><p>they could use before they do the role-play. To</p><p>add interest, it could be done as a competition</p><p>with each person scoring a point each time they</p><p>correctly use one of the expressions on the page.</p><p>1 1 on, coming 2 in, demolishing 3 from,</p><p>having 4 in, converting 5 from, studying</p><p>6 in, painting 7 on, creating 8 on, moving</p><p>2 1 Despite – expression of contrast 2 It’s</p><p>no good – a pointless exercise 3 can’t</p><p>help – unable to stop myself 4 There’s no</p><p>point in – without purpose 5 with the</p><p>purpose of – intention 6 Through –</p><p>method</p><p>3 1 set about gathering 2 cut down on (her)</p><p>spending 3 feel up to working 4 ended up</p><p>getting 5 burst out laughing 6 make up for</p><p>(Rex) ruining</p><p>► Student’s Resource Book, pages 85–87</p><p>Writing 1 p.126</p><p>1 These discourse markers are unlikely to be new</p><p>to students, so they should be able to sort them</p><p>into the seven categories. Check understanding</p><p>of the categories, especially concession. The</p><p>exercise emphasises the importance of discourse</p><p>markers as well as the variety of expressions that</p><p>students have to choose from.</p><p>2a Students complete the texts with a suitable</p><p>discourse marker. Tell students that there might</p><p>be more than one possibility in each gap.</p><p>Photocopiable activity</p><p>Activity 8B could be used here. It is a</p><p>pairwork/groupwork activity in which</p><p>students complete an essay with relevant</p><p>discourse markers, then use letters from their</p><p>answers to reveal a ‘mystery’ word.</p><p>2b By now, students should be very familiar with</p><p>this type of task and will know that their essay</p><p>should both summarise and evaluate the two</p><p>texts. It could be given to the class to do in timed</p><p>conditions, with 45 minutes to plan, write and</p><p>check the composition.</p><p>1 1 adding: moreover, furthermore, in</p><p>addition, as well as (that), what is more</p><p>2 concession: it may be true, certainly,</p><p>granted, of course, if 3 contrasting: on the</p><p>one hand … on the other hand, while,</p><p>whereas, however, nevertheless, although,</p><p>nonetheless, still, yet, in spite of / despite,</p><p>even so, on the contrary, quite the</p><p>opposite 4 giving examples: for instance,</p><p>for example, in particular 5 giving your</p><p>opinion: in my view/opinion, as I see it</p><p>6 result: therefore, as a result,</p><p>consequently, so 7 structuring: to</p><p>begin/start with, first of all, in the first place,</p><p>then, lastly/finally</p><p>2a Suggested answers:</p><p>A 1 On the one hand 2 However /(on the other</p><p>hand) 3 In my view, 4 For example / (for</p><p>instance), there’s 5 although 6 Then</p><p>7 despite</p><p>B 8 As I see it / (in my opinion) 9 nevertheless</p><p>/(yet) 10 So / (Therefore / Consequently) 11 if</p><p>12 finally / (lastly)</p><p>81</p><p>TEACHER’S NOTES 8</p><p>2b Suggested answer:</p><p>The first text is a personal response to the</p><p>William Morris quote. Although it agrees that</p><p>we could all benefit from having only items that</p><p>are essential or that we enjoy looking at in our</p><p>homes, it makes the point that it this is</p><p>something that is very difficult to achieve. The</p><p>main idea is juxtaposed with the view</p><p>presented in text 2 that we should all be free to</p><p>decorate our homes any way we choose.</p><p>Text 1 suggests that acquiring ever more</p><p>objects that we have no point in having is a</p><p>common habit and that most people can't stand</p><p>getting rid of items that have been given to</p><p>them as gifts. The writer also gives the</p><p>example of accumulating objects we bring back</p><p>from holiday that seem out of place when we</p><p>return home.</p><p>The writer of text 2 on the other hand, argues</p><p>against rules and guidelines that restrict</p><p>individuality and creativity. It outlines the</p><p>importance of developing a personal style and</p><p>decorating our homes in our own way.</p><p>Homeowners are lucky to have the opportunity</p><p>of creating a personal space that reflects their</p><p>personality.</p><p>Weighing up the points made in the two texts, it</p><p>seems that the writer of text 1 feels guilty about</p><p>the natural tendency to accumulate objects,</p><p>whereas the writer of text 2 is much more</p><p>relaxed about what we keep in our homes. It</p><p>strikes me that the William Morris idea is quite</p><p>unsentimental. It ignores the fact that furniture</p><p>and other objects may have special</p><p>associations, having been passed down to us,</p><p>and may provide a physical link to family no</p><p>longer with us. I am more inclined to agree with</p><p>the writer of text 2 and decorate my house with</p><p>a variety of objects. That said, we should all</p><p>have a fresh look at our home from time to time</p><p>and ask how it might appear to visitors.</p><p>(319 words)</p><p>8B Everything under the sun</p><p>Listening 2 p.127</p><p>1a Ask students to think of areas that are subject to</p><p>changing fashions, albeit not in such a fast or</p><p>extreme way as in the clothing industry.</p><p>Examples which might come up are: architecture</p><p>and interior design (as discussed on p.123); the</p><p>music industry –constantly reinventing what is</p><p>’cool’; restaurant trade – follow trends in room</p><p>design, cooking style and menu contents; book</p><p>publishing – different genres become popular at</p><p>different times; technology including mobile</p><p>phone design and computers.</p><p>1b Vintage clothes and cars, as illustrated, are the</p><p>two most common. The E-type Jaguar from the</p><p>1960s is a great example of a classic car, having</p><p>been voted the most beautiful car of all time. The</p><p>world of antique furniture is a huge business</p><p>and follows ’fashions’. Nowadays, there is a</p><p>growing market for vintage PCs!</p><p>1c When students have discussed their changing</p><p>fashion tastes ask if they have ever worn old</p><p>clothes that belonged to their parents or even</p><p>grandparents. Some students will love vintage</p><p>clothing; others are likely to be horrified at the</p><p>thought of wearing something their</p><p>grandmother wore!</p><p>2 Fashion, being such a huge business, has many</p><p>different occupations with some creative job</p><p>titles. Students start by working out what the</p><p>people doing the jobs listed might do, before</p><p>coming up with other jobs in the industry.</p><p>Jobs fall into four main categories:</p><p>Design: including illustrators, pattern makers,</p><p>sample makers, and specialists such as lingerie,</p><p>shoe or accessory designers</p><p>Marketing and merchandising: including</p><p>models, fashion photographers, stylists, co-</p><p>ordinators and hair, make-up and accessory</p><p>specialists</p><p>Media and promotions: including journalists,</p><p>editors, public relations specialists</p><p>Retail: including shop owners, shop assistants,</p><p>fashion buyers, importers/exporters.</p><p>3 ► T2.09 Remind students that, as this is a Part 1</p><p>listening exercise, it has three short passages</p><p>with two multiple-choice questions each. Give</p><p>them a minute to read the topics and the</p><p>questions before they hear the recording twice.</p><p>4 Finish with a discussion on the factors students</p><p>consider when buying clothes. Do they regularly</p><p>use the same shops/suppliers? Extend the</p><p>discussion by asking if they think it is possible to</p><p>successfully buy clothes online.</p><p>5 The Word Check box highlights useful</p><p>vocabulary from the listening task that students</p><p>should make a note of. It includes phrasal verbs</p><p>and idiomatic expressions, so ask them to</p><p>identify which are more formal (e.g. to get full</p><p>credit for, mainstream) and which are less so (e.g.</p><p>wow factor; go with the flow). Check pronunciation</p><p>of words such as persevere / perseverance.</p><p>82</p><p>TEACHER’S NOTES 8</p><p>2 visual merchandise designer: sb who</p><p>designs floor plans, store displays and window</p><p>displays in order to maximise sales – for</p><p>fashion, the window display would be most</p><p>relevant costume designer: sb who creates</p><p>costumes for the theatre, films, TV, etc.</p><p>clothing pattern maker: sb who produces</p><p>master patterns from designs textile artist: sb</p><p>who creates items of clothing, etc. out of pieces</p><p>taken from different textiles and fusing or</p><p>sewing them together in layers</p><p>seamstress: sb who makes clothes (a</p><p>dressmaker), either by using a sewing machine</p><p>or sewing by hand (e.g. tailor-made items to</p><p>order, some haute couture, one-off, hand-made</p><p>designs, etc.)</p><p>3 1 C And unless you’ve got a big budget,</p><p>you’re hardly in a position to be choosy either –</p><p>so you have to go with the flow 2 A Sometimes</p><p>I buy cars that don’t go anymore, or need a bit</p><p>of tender loving care, but they’re little pieces of</p><p>history and that’s what makes them special</p><p>3 B Ten years ago, things weren’t looking so</p><p>good, but the industry’s turned the corner now</p><p>4 C also remember that some products, ....,</p><p>might be natural but they often have to go</p><p>through extensive chemical processing in order</p><p>to become soft. 5 C What fascinates me about</p><p>fashion is that, like a sport that requires a lot of</p><p>effort ... we produce something with a wow</p><p>factor that’s actually taken a lot of time and</p><p>effort to produce 6 A I spend loads of time in</p><p>the library too. I do research for their</p><p>collections. It’s important to keep your audience</p><p>in mind</p><p>► Student’s Resource Book, pages 88–90</p><p>Speaking p.128</p><p>1 Start by asking students to scan the box to check</p><p>if there are any items that they are not familiar</p><p>with. They can then work in small groups to</p><p>discuss the questions. There are no obvious</p><p>answers to the questions as it depends on</p><p>circumstances. Many people will keep the teddy</p><p>bear they had as a child for sentimental reasons</p><p>while those made by companies, such as Steiff,</p><p>are bought by collectors, and rare antique ones</p><p>are worth over a hundred thousand pounds!</p><p>2a Students skim the text to identify the two main</p><p>points that the writer makes about collecting.</p><p>2b Students identify the correct word in each pair; it</p><p>might be due to differences in meaning (e.g.</p><p>principal/principle) or to the surrounding words</p><p>they collocate with (e.g. show great promise).</p><p>Finish by eliciting other collocations in the text.</p><p>3 The exercise contains another useful selection of</p><p>fillers and discourse markers that students can</p><p>and should use when speaking as they signal</p><p>information to the listener, e.g. uncertainty (I</p><p>suppose, sort of), reason (that's why) , explanation</p><p>(I mean, in that sense, the thing is that).</p><p>4a/b Students work in pairs, taking it in turns to be</p><p>examiner and candidate practising the</p><p>individual long turn, following the instructions</p><p>on the cards.</p><p>5 There is an opportunity here for an extended</p><p>discussion or just a quick exchange of ideas.</p><p>2a 1 Buy things that you enjoy 2 Buy the best</p><p>quality items</p><p>2b 1 (important) guidelines 2 investment</p><p>(purposes) 3 trends 4 (show great)</p><p>promise 5 appreciating (meaning here =</p><p>increasing in value) 6 anticipated</p><p>7 (general) principle (= 'basic rule'</p><p>compared with principal = 'senior person')</p><p>8 (within price) range – includes top and</p><p>bottom price compared with 'below the</p><p>price limit' 9 (quality v) quantity</p><p>10 command (respect)</p><p>Other collocations in the text include: keep in</p><p>mind, personal enjoyment, a sure thing the</p><p>best defence</p><p>3 1 You see 2 so to speak! 3 Not only that</p><p>4 Somehow 5 When it comes to 6 The</p><p>thing is that 7 sort of 8 That’s why</p><p>Language development 2 p.130</p><p>1 Students will know that some verbs are followed</p><p>by another in the infinitive, while other verbs are</p><p>followed by an -ing form. The problem is</p><p>remembering which are which. This exercise</p><p>revises some common examples. The choice of</p><p>verb from the box is determined by what</p><p>follows, the form of the verb by the verb that</p><p>precedes it.</p><p>2 Remind students that to can be both part of the</p><p>infinitive and a preposition and so followed by</p><p>-ing. Ask students to read the dialogue and</p><p>complete it using either to, at or of in the odd</p><p>gaps and the correct form of the verb given after</p><p>the even gaps.</p><p>3a Start by eliciting some synonyms and</p><p>antonyms for tidy (e.g. neat, clean, orderly,</p><p>well-ordered, uncluttered, shipshape / untidy, messy,</p><p>chaotic, disorderly, cluttered). Then, using the</p><p>phrases given, students write a description</p><p>of themselves.</p><p>83</p><p>TEACHER’S NOTES 8</p><p>Photocopiable activity</p><p>Activity 8C could be used here. It is a</p><p>groupwork activity. Students identify mistakes</p><p>in sentences and group these sentences</p><p>according to the type of the mistake.</p><p>3b Students read each others’ writing and note their</p><p>use of the key phrases. Then, thinking about</p><p>whether it is better for messy people to share</p><p>with other messy people or with those who like</p><p>tidying, they choose a suitable housemate.</p><p>4 This is an exam-style open cloze and does not</p><p>focus specifically on the language of the module</p><p>so could be done at any time.</p><p>5 Elicit examples of famous people who are</p><p>involved in charity work. Perhaps the most</p><p>famous is Bill Gates, whose children will inherit</p><p>‘only a miniscule portion of his wealth’ (about</p><p>$10m each!). The rest going to his charitable</p><p>foundation, which has already received $28</p><p>billion. Ask students to think of similar business</p><p>tycoons who have promised to give away their</p><p>fortunes as well as actors, musicians or</p><p>comedians who take part in charity events or TV</p><p>telethons and similar events.</p><p>1 1 to choose 2 go 3 to be 4 spending</p><p>5 to agree 6 warning 7 selling 8 to ask</p><p>9 to inform 10 postpone</p><p>2 1 of 2 being 3 to 4 organising 5 to</p><p>6 change 7 at 8 delegating 9 to 10 being</p><p>overwhelmed 11 of 12 taking</p><p>4 1 way 2 Although 3 because 4 brought</p><p>5 Having 6 had 7 set 8 (al)though/while/</p><p>whilst</p><p>►Student’s Resource Book, pages 91–92</p><p>Use of English 2 p.131</p><p>1 Students spend a few minutes discussing</p><p>experiences of the durability of consumer items</p><p>and their attitude to obsolescence.</p><p>2 When students have looked at the brief</p><p>summary of how some verbs are formed, elicit</p><p>examples of each. See examples in key.</p><p>3 Remind students that in the exam correct</p><p>spelling is essential, so they should pay attention</p><p>to words that require double letters, the use of e</p><p>or a in unstressed vowels and which final letters</p><p>are dropped when a suffix is added.</p><p>4 The discussion includes ideas such as whether it</p><p>matters that electronic items don’t last long if</p><p>they become outdated so quickly now, and the</p><p>ethics of businesses that knowingly manufacture</p><p>and sell objects which are designed to fail and</p><p>therefore need replacing.</p><p>2 Possible examples: prefix: disbelieve,</p><p>dismantle, encourage, misunderstand, mislead,</p><p>replace, redo suffix: illustrate, accumulate,</p><p>beautify, classify, familiarise, specialise, envy,</p><p>brighten, weaken</p><p>another word as prefix: backslide,</p><p>backtrack(= change your opinion about sth),</p><p>downgrade, outdo, outline, overlook,</p><p>overachieve, upgrade, update</p><p>prefix & suffix: enliven, decentralise,</p><p>redecorate internal changes: loan → lend,</p><p>choice → choose</p><p>3 1 ensuring 2 irrespective 3 prevalent</p><p>4 updating 5 successor 6 remarkably</p><p>7 upgrade 8 extension</p><p>Writing 2 p.132</p><p>1 Give each side ten minutes to prepare their side</p><p>of the debate. Give bonus points to the team that</p><p>structures their argument using suitable linking</p><p>words and phrases.</p><p>2 Ask students to read the exam task and quickly</p><p>summarise the texts with two points from each</p><p>paragraph.</p><p>3 When students have read the first half of a</p><p>sample answer, ask them to analyse it according</p><p>to the three questions.</p><p>4a The phrases listed here can be used to report</p><p>ideas expressed by the writer. All can use The</p><p>writer; The passage; The text etc. as the subject.</p><p>4b Students use the phrases to summarise ideas</p><p>expressed in the second text.</p><p>5/6 Students write the task without further help and</p><p>check it before it is corrected.</p><p>2 1 the fact that fashions are always</p><p>changing + the fact that they usually come</p><p>around again 2 good quality things often</p><p>increase in value as they become older +</p><p>antiques and old objects provide the rationale</p><p>for the existence of a number of institutions and</p><p>businesses</p><p>3 1 essay plan: the student is apparently</p><p>dealing with the first text first (summary</p><p>and</p><p>evaluation) before moving on to the second</p><p>text. Hence, the second text isn’t mentioned.</p><p>3 Student summarises in own words: many</p><p>aspects of our lives are related to what is</p><p>popular and in fashion at a particular time and</p><p>(it never stands still for long) = how quickly this</p><p>84</p><p>TEACHER’S NOTES 8</p><p>can change / (it makes life interesting and</p><p>ensures we never get bored) = this very fact</p><p>brings variety into our lives and means that we</p><p>don’t have to see the same things all the time /</p><p>(fashions come back again) = certain fashions</p><p>reappear, (they are never exactly the same) =</p><p>there is always a subtle difference the second</p><p>time round</p><p>Student expresses an opinion: I agree with the</p><p>viewpoint that / It’s true that fashions reoccur</p><p>but I think it’s unlikely that we will ever wear.</p><p>5 Suggested answer:</p><p>Text 1 makes the point that top-end fashion</p><p>has no real connection with everyday life</p><p>although the shops that many people frequent</p><p>may be influenced by it. The writer questions</p><p>what the world would be like without these</p><p>creations and compares them to other more</p><p>traditional art forms. It acknowledges that many</p><p>people are fascinated and amused by some of</p><p>the designs and find it hard to believe that they</p><p>are ever worn again.</p><p>I tend to agree that most fashion designers are</p><p>out of touch with everyday life. For most people</p><p>it makes no difference what designers say as</p><p>they are uninterested in their ideas. I am</p><p>convinced that celebrities such as actors and</p><p>singers exert a much stronger influence on</p><p>what people wear. However we cannot</p><p>overlook the fact that fashion is a huge</p><p>business with newspaper and magazines</p><p>editors filling pages with pictures from fashion</p><p>shows. Many designers become household</p><p>names using unusual and headline grabbing</p><p>items to attract publicity for their more everyday</p><p>designs.</p><p>Whereas the first text focuses on clothes, the</p><p>second text looks at fashion from a wider</p><p>perspective and examines the importance of</p><p>observing how design changes over periods of</p><p>time. It argues that quality objects become not</p><p>only more valuable but also more interesting as</p><p>they age and that by displaying these items in</p><p>public galleries our appreciation of modern</p><p>designs is informed by understanding what</p><p>came before.</p><p>Undoubtedly, there is some truth in this view.</p><p>Designers wanting to shock the public will need</p><p>to know what has been done before if they are</p><p>to be different and will often be inspired by a</p><p>previous trend. However we have no way of</p><p>knowing whether objects we see in a museum</p><p>were fashionable in their day and cannot</p><p>overlook the fact that many changes come</p><p>about as a result of technical advances and the</p><p>invention of new materials. (315 words)</p><p>► Student’s Resource Book, page 93</p><p>Module 8: Review p.134</p><p>1 1 d 2 c 3 a 4 e 5 b 6 g 7 f</p><p>2 1 As I see it 2 In other words 3 Just as</p><p>4 so 5 Similarly 6 Of course</p><p>7 in particular 8 In a word</p><p>3 1 D 2 C 3 C 4 A 5 D 6 B</p><p>4 1 mood 2 keen 3 need 4 lengths 5 how</p><p>6 likely 7 tendency 8 advisable 9 bound</p><p>10 trouble</p><p>Exam practice 4 TRB p.196</p><p>Paper 1: Use of English Part 4</p><p>Two marks given for each answer: one for the</p><p>words before the line | and one for the words</p><p>after it.</p><p>1 is in the habit | of going swimming</p><p>2 on a regular basis | has fallen</p><p>3 promises to | abide by the rules</p><p>4 has every intention | of making</p><p>5 (necessary) confidence | to go in for</p><p>6 must be worn | when (anyone is)</p><p>7 use of the tennis courts | is limited to</p><p>8 is the likelihood of | John(’s) going along</p><p>Paper 1: Reading Part 7</p><p>1 A 2 D 3 D 4 C 5 A 6 A 7 D 8 C 9 B 10 C</p><p>Paper 2: Writing Part 2</p><p>1 Article Suggested answer:</p><p>Does modern communications technology</p><p>given the individual more or less personal</p><p>freedom? It’s a good question. Indeed, it’s</p><p>difficult for us to imagine a world without the</p><p>internet and mobile phones, so crucial have</p><p>they become to our everyday existence. Yet</p><p>our parents grew up in a world that functioned</p><p>perfectly well without these things.</p><p>Clearly, the internet grants us freedoms our</p><p>parents’ generation didn’t enjoy. Chief amongst</p><p>these is freedom of information. If I want to</p><p>explore a topic, or discover how people around</p><p>the world feel about certain issues, I only have</p><p>to log onto the internet. The data is there at my</p><p>fingertips and I’m free to surf at will, making my</p><p>own assessment of the material I find.</p><p>If we contrast this with my parents’ experience,</p><p>the difference is striking. As teenagers, they</p><p>were largely reliant on the broadcast media and</p><p>books for information, which meant that they</p><p>simply didn’t have access to the same range</p><p>and quantity of data. What’s more, the TV was</p><p>broadcast in real time, making it much easier</p><p>for my grandparents to control what they</p><p>watched.</p><p>In other ways, however, our parents may have</p><p>had more freedom. Nowadays we all carry</p><p>mobile phones, which effectively keep a record</p><p>of where we go and who we call; just as our</p><p>85</p><p>TEACHER’S NOTES 8</p><p>computers keep a record of sites we visit and</p><p>what we do there. Even as we walk down the</p><p>street, security cameras are following our every</p><p>move.</p><p>My mother now admits that, as a teenager, she</p><p>would regularly be given permission to go and</p><p>study at a friends’ house. She would then set</p><p>off on her bike to meet her boyfriend (now my</p><p>father), which certainly wouldn’t have been</p><p>allowed. Once out of the house, nobody called</p><p>to see where she was, she carried no</p><p>electronic device that revealed her</p><p>whereabouts, and nobody was filming her.</p><p>Now that’s what I call freedom! (320 words)</p><p>2 Essay Suggested answer:</p><p>Modern architecture: will it stand the test of</p><p>time?</p><p>Since coming to Britain, I have been living in</p><p>the city of Bath. The first thing you notice about</p><p>Bath is a strong sense of architectural unity and</p><p>continuity. Although there are modern</p><p>buildings, much of the centre dates back to the</p><p>beginning of the nineteenth century, when it</p><p>was a fashionable spa resort. As a result, Bath</p><p>has a definite character, which has remained</p><p>largely unchanged for two hundred years.</p><p>Look at photographs taken over one-hundred</p><p>years ago, and Bath still has that distinct</p><p>quality. The old buildings can certainly be said</p><p>to have stood the test of time. Even today,</p><p>when new buildings are planned in the historic</p><p>centre, careful attention is paid to their design</p><p>so that they complement rather than detract</p><p>from the city’s visual appeal.</p><p>But do these old buildings meet the needs of</p><p>the modern citizen? In one sense, they</p><p>certainly do. Tourists flock to the city to admire</p><p>its architecture, and this brings undoubted</p><p>economic benefits. The buildings themselves,</p><p>mostly sweeping terraces of grand houses,</p><p>have been adapted to suit modern lifestyles,</p><p>and remain highly desirable residences.</p><p>Outside the city centre, however, Bath loses its</p><p>individuality. Rows of identical suburban</p><p>houses are interspersed with uninspiring blocks</p><p>of flats and featureless commercial complexes.</p><p>The largely functional buildings of the last fifty</p><p>years are indistinguishable from those in other</p><p>British cities. When built, they served the needs</p><p>of their new occupants very well, but time</p><p>moves on and they soon became dated.</p><p>Houses built with fireplaces and chimney</p><p>stacks now have central heating; garages built</p><p>for the cars of the 1950s are not wide enough</p><p>for modern vehicles.</p><p>How will future generations view the</p><p>architectural heritage of Bath? I have a strong</p><p>suspicion that the city centre will continue to</p><p>enchant visitors for generations to come, but</p><p>the same cannot be said for its suburbs. Could</p><p>the story of Bath contain a subtle message for</p><p>architects? (320 words)</p><p>3 Report Suggested answer:</p><p>This report will consider the impact of local and</p><p>international fashion trends on what people of</p><p>different ages wear in this country.</p><p>Local fashion trends: Overview</p><p>To be honest, this country doesn’t have a</p><p>particularly active fashion industry. Although it</p><p>is possible to study fashion here, most serious</p><p>students choose</p><p>to go and study the subject in</p><p>another country – and they generally don’t</p><p>return. Having said that, the college of fashion</p><p>in the capital does hold an annual catwalk</p><p>event where student creations are put on show.</p><p>But I think it’s fair to say that the styles are</p><p>rather derivative – reflecting what is going on</p><p>elsewhere rather than any flowering of original</p><p>local talent.</p><p>Local fashion trends: Generational</p><p>differences</p><p>It is not easy to identify a local style of dress.</p><p>Sports clothing has become much more</p><p>popular in recent years, especially amongst</p><p>young men, and younger people generally tend</p><p>to wear the casual clothes which are in fashion</p><p>in Europe and the USA. Their parents and</p><p>grandparents, meanwhile, are much more</p><p>conservative – mostly wearing clothes that</p><p>have a kind of timeless quality. Indeed, older</p><p>people tend to go for good quality clothing that</p><p>wears well, and have little time for ephemeral</p><p>fashions.</p><p>International fashion trends: Generational</p><p>differences</p><p>In recent years, the international fashion</p><p>industry has begun to have a much greater</p><p>impact on local people, however. Fashion-</p><p>conscious teenagers have always been</p><p>influenced by their role models – especially</p><p>musicians and film stars from the USA – but an</p><p>interest in fashion is now much more</p><p>widespread amongst people in their twenties</p><p>and thirties than was the case previously. A</p><p>major contributing factor has been the decision</p><p>of certain prominent international chain stores</p><p>to open branches in the capital. The clothes</p><p>they sell are far from cheap, and for teenagers</p><p>from better-off families wearing the right label</p><p>has become something of a status symbol. It is</p><p>a very effective form of marketing. (319 words)</p><p>Paper 3: Listening Part 1</p><p>1 C 2 B 3 A 4 B 5 C 6 C</p><p>86</p><p>TEACHER’S NOTES 9</p><p>9 Fitness and nutrition</p><p>The theme of the module is Fitness. 9A focuses on</p><p>sporting endeavour and physical achievement,</p><p>whereas 9B focuses on food and diet, including GM</p><p>foods and food that stimulates the brain.</p><p>Lead-in p.135</p><p>Start with books closed. Write the word FITNESS in</p><p>capital letters vertically on the board. Then ask</p><p>students to do the same and write a sentence</p><p>starting with each letter of the word that conveys</p><p>some of their attitude to fitness. Demonstrate with</p><p>examples of your own such as: Find friends to exercise</p><p>with. Invest in good quality shoes and equipment. Try to</p><p>eat less meat and more vegetables. Never stand still on the</p><p>escalator. Students then explain what they have</p><p>written, in small groups.</p><p>Then ask them to look at the pictures and discuss</p><p>the questions. The first picture shows people BASE</p><p>jumping, the second is a long-distance runner and</p><p>the third is basketball.</p><p>Background</p><p>The name BASE jumping is an acronym formed</p><p>from the four types of place people jump from:</p><p>Buildings, Antenna, Span (bridges), Earth (cliffs).</p><p>1 Ask students to check the meanings of the</p><p>words in the box before deciding which apply</p><p>to each picture.</p><p>2 Students discuss the quotes and whether they</p><p>agree with them or not. Ask if they know of any</p><p>other similar quotes.</p><p>9A How far can you go?</p><p>Reading p.136</p><p>1a/b With books closed again, brainstorm</p><p>compound nouns beginning with sports. When</p><p>you have sportsman, ask for another word</p><p>formed by adding another suffix. When you</p><p>have elicited sportsmanship, ask students how</p><p>they would define it and for examples of good</p><p>and bad sportsmanship.</p><p>Then ask them to look at 1a and choose the best</p><p>definition before discussing the point in 1b.</p><p>Extra!</p><p>As an extra activity you could discuss whether</p><p>professional sports competitors are becoming</p><p>more or less sportsmanlike and if so, why this</p><p>is. Does the increased amount of money at</p><p>stake for winners in prize money and</p><p>endorsements mean that top competitors are</p><p>less fair? Does it vary between different sports?</p><p>2 Students skim the text and decide which of the</p><p>three statements best summarises it.</p><p>3 Students now reread the text and answer the six</p><p>questions in exam fashion, paying attention to</p><p>the exam strategies practised in previous</p><p>modules.</p><p>4 Remind students that, when they justify their</p><p>choice for correct answer, they should also have</p><p>a reason why the other three choices in each case</p><p>are incorrect.</p><p>Background</p><p>The record-breaking game between John Isner</p><p>(American) and Nicolas Mahut (French) lasted</p><p>11 hours and 5 minutes and 183 games. The</p><p>final score was 6–4, 3–6, 6–7, 7–6, 70–68. The</p><p>final set lasted over 8 hours and both players</p><p>served over 100 aces in the match. The</p><p>scoreboard had to be reprogrammed on the</p><p>second evening as it was not designed to</p><p>record such high scores.</p><p>5 Ask students to check the meaning of the</p><p>vocabulary in the Word Check box. They should</p><p>identify verbs of movement (stagger, jostle, fidget)</p><p>as well as descriptive adjectives (languid, gangly,</p><p>baggy). Chess players may well recognise</p><p>stalemate and be interested in its use here.</p><p>6a/b Discuss the questions raised. If necessary ask</p><p>them to think about the effects events such as the</p><p>Olympics and various World Cups have.</p><p>1a Definition 1 is correct</p><p>2 Summary 3 is best. Mahut is positive but</p><p>Isner is less so.</p><p>3 1 A (it told you one thing: they were on the</p><p>edge of their seats) 2 B (Few people</p><p>expected a classic ... The gangly Isner was</p><p>fancied to beat Mahut in routine fashion. ..</p><p>There was no hint of the epic struggle to</p><p>87</p><p>TEACHER’S NOTES 9</p><p>come) 3 A (..he staggered around, Mahut</p><p>meanwhile skipped out of his chair)</p><p>4 C (the pair had officially entered the</p><p>record books)</p><p>5 B (he suffered a breakdown, weeping</p><p>inconsolably in the locker room) 6 D</p><p>(Isner now finds the match more painful to</p><p>discuss than Mahut. 'I'm trying to get over</p><p>it, in my head.')</p><p>Vocabulary p.138</p><p>1 Emphasise how much more powerful the</p><p>adjectives in the exercise are when modified by</p><p>the adverbs. Many (such as bitterly disappointed</p><p>and painfully slow) are frequently used and</p><p>should be learnt as phrases.</p><p>2a Ask students to quickly read the text to get an</p><p>idea of the content – one man’s remarkable fight</p><p>for survival. Then draw attention to the fact that</p><p>all the words in the box are related to that</p><p>theme. As they complete the text, tell them that</p><p>in some gaps more than one answer is possible.</p><p>2b Check that students know all the words in the</p><p>box, including the similarity between drive,</p><p>persistence and willpower. Encourage students to</p><p>use some of the phrases in 2a as they talk about</p><p>stories of perseverance.</p><p>3a There are many phrasal verbs with keep – many</p><p>of which have a meaning of continuing. Students</p><p>identify which of the verbs here have a meaning</p><p>relating to continued effort, persisting or</p><p>persevering. If necessary, give students a clue that</p><p>there are four. Then ask them for the connection</p><p>between the others: to maintain a position.</p><p>3b When students have matched the responses to</p><p>the four statements ask them to think of other</p><p>situations when someone might use them.</p><p>4a There are probably more phrasal verbs with get</p><p>than with any other verb. Emphasise the range</p><p>of meanings that each verb + particle</p><p>combination can have. One way would be to</p><p>choose one and elicit different meanings. For</p><p>example, get into = to enter a place; to arrive at a</p><p>place (especially by public transport); to be</p><p>elected; to be permitted to study at a college; to</p><p>join a team; to start to enjoy doing something; to</p><p>put on a piece of small clothing; etc.</p><p>4b Encourage students to stick to the theme of</p><p>sporting achievement as they make sentences</p><p>using the other phrasal verb in each pair.</p><p>5 The exercise highlights some common idiomatic</p><p>phrases that students might find useful.</p><p>Photocopiable activity</p><p>Activity 9A could be used here. It is a class</p><p>activity in which students match two parts of a</p><p>short conversation, complete the conversation</p><p>with appropriate words, and then continue the</p><p>conversation using their own ideas.</p><p>6a Students will be familiar with the prefixes. Ask</p><p>them for examples of people in the world of</p><p>sports who are underpaid</p><p>(e.g. some junior</p><p>coaches) and overpaid (e.g. top footballers) to</p><p>highlight that over- often means ‘more than</p><p>normal/expected’, whereas under- means ‘less</p><p>than or below’. Usually prefixing verbs, they are</p><p>also found on nouns (e.g. underachiever) and</p><p>adjectives (e.g. overripe). Ask students to work</p><p>through the list deciding which take one or other</p><p>prefix and what the words formed mean.</p><p>6b If students don’t know the meaning of the</p><p>words, ask them to guess from the context.</p><p>1 1 bitterly 2 painfully 3 remarkably</p><p>4 perceptibly 5 deeply 6 perfectly</p><p>2a 1 endurance/perseverance</p><p>2 resourceful/remarkable 3 ordeal</p><p>4 remarkable 5 challenge 6 perseverance</p><p>7 overcome 8 isolation</p><p>3a keep it up; keep going; keep trying;</p><p>keep at it</p><p>3b 1 c 2 d 3 a 4 b</p><p>4a 1 over 2 down 3 through 4 ahead 5 out</p><p>of 6 along 7 about 8 in 9 with 10 into</p><p>5 1 c 2 g 3 e 4 h 5 a 6 b 7 f 8 d</p><p>6a overcome; underestimate/overestimate;</p><p>undermine; undercover; undertake/overtake;</p><p>overshadow; overhead; underhand/overhand;</p><p>undercut; underdog; overawed; overboard;</p><p>undergo; overcrowded; underdeveloped /</p><p>overdeveloped; overwrought;</p><p>underpowered/overpower; underpin</p><p>6b 1 underdog = someone considered to be in</p><p>a weaker position</p><p>2 undermine = gradually make someone or</p><p>something feel less strong or effective</p><p>3 overawed = feeling so impressed that they</p><p>cannot perform or act properly</p><p>4 underestimate = mistakenly think something</p><p>is less (difficult) than it is; or think someone is</p><p>not as capable as they really are</p><p>5 overshadow = make an event less enjoyable</p><p>or special by upsetting or worrying the people</p><p>involved</p><p>6 undertake = accept responsibility for a task</p><p>7 overwrought = very upset, and stressed out</p><p>8 overcome = successfully deal with a problem</p><p>and recover from an ordeal</p><p>88</p><p>TEACHER’S NOTES 9</p><p>Use of English 1 p.139</p><p>1 Ask students to skim the text to see what they</p><p>can learn about Edison Peña. Ask the class if</p><p>they remember the story, which had massive</p><p>news coverage from August to October 2010.</p><p>Remind students to look out for gaps that</p><p>require negative words as they consider the</p><p>form of each word required.</p><p>2 Ask students if any of them enjoy running or</p><p>jogging and if so how often they run, how far</p><p>and why.</p><p>3 The task would be best done as homework.</p><p>1 1 unbearable 2 despondency 3 extensive</p><p>4 maintenance 5 persistence 6 competitor</p><p>7 underestimated 8 charming</p><p>► Student’s Resource Book, pages 94–95</p><p>Listening 1 p.140</p><p>1 Ask students to study the list of sports and</p><p>identify the risks associated with each. Point out</p><p>that this is not unlike a Paper 4 Part 2 task.</p><p>As an extension ask them to rank them in order</p><p>of danger and to try to think of others that might</p><p>be more dangerous. For example: bull riding,</p><p>high altitude climbing, cave diving,</p><p>big-wave surfing.</p><p>2 Here students get to practise telling an anecdote.</p><p>Start by checking that they know the meaning of</p><p>the words in the box. Encourage them to talk</p><p>about something real, although it needn’t be.</p><p>They should describe their feelings during and</p><p>after the event. Give bonus points to students</p><p>who can use suitable adverbs before the extreme</p><p>adjectives (e.g. completely shattered, totally</p><p>overwhelmed) as these come up in the</p><p>next section.</p><p>3 ► T2.10 Quickly remind students of the task</p><p>strategies for this type of question. Elicit the key</p><p>points in the instructions. The topic = footballers</p><p>and injuries. Task one is about causes and task</p><p>two about impact.</p><p>Check answers, referring to the audioscript if</p><p>necessary.</p><p>4 Students could work in groups to discuss the</p><p>attraction (and possibly the negative aspects) of</p><p>team sports. Ask them to include their own</p><p>experiences.</p><p>3 1 F Then I got knocked down again later in</p><p>the match</p><p>2 C diving for the ball at the same time as</p><p>the striker went to kick it</p><p>3 G trying to kick the ball at the same time</p><p>as our centre forward. He should’ve left it</p><p>for me</p><p>4 H thought she was going to dribble the</p><p>ball, but she kicked it</p><p>5 E I heard the bone break as his boot hit</p><p>my leg instead of the ball</p><p>6 F The ribs healed fairly quickly, but</p><p>recovery of the heart’s something you just</p><p>can’t rush</p><p>7 D That was it for me, I’m afraid</p><p>8 E I was a bit hesitant when I first started</p><p>playing again, I was a bit wary of kicking</p><p>hard</p><p>9 G console myself with the idea that</p><p>getting injured is par for the course</p><p>10 A every time I walk onto the pitch now,</p><p>I feel scared that something of the sort</p><p>might happen again</p><p>Language development 1 p.141</p><p>1a Elicit the meaning and use of the phrase</p><p>highlighted. It is used to signal that surprising</p><p>and contradictory information is to follow and</p><p>therefore adds interest and captures attention.</p><p>Variations are Incredible though this may sound .. /</p><p>Incredible though it may seem.</p><p>1b Students complete the responses in the</p><p>dialogues to make similar expressions.</p><p>2 Students used some extreme adjectives in the</p><p>pre-listening task on page 140 and so will be</p><p>familiar with the concept. This exercise is</p><p>interesting in that it shows how collocation links</p><p>certain words and not others even though they</p><p>might have similar meanings (e.g. bitterly cold</p><p>but not bitterly freezing which is more extreme,</p><p>and utterly is commonly used with the extreme</p><p>devastated but utterly sad or utterly shocked are</p><p>not used).</p><p>Emphasise that the task here is to find the one</p><p>adjective that does not fit and to be cross it out.</p><p>Extra!</p><p>For extra practice, write some of the</p><p>collocations on slips of paper and ask students</p><p>to think of a situation to which it applies but</p><p>without using the words given. The rest of the</p><p>class guess which collocation it is.</p><p>89</p><p>TEACHER’S NOTES 9</p><p>3 Here the task gets students to think about the</p><p>different ways some common adjectives can be</p><p>emphasised. As above, they should delete</p><p>adverbs that do not fit. Encourage the students</p><p>to write the collocations out again to help</p><p>remember them as a single phrase, in the way</p><p>that best helps them to remember them. For</p><p>example,</p><p>totally</p><p>utterly → unexpected</p><p>entirely</p><p>Point out that although perfect generally has a</p><p>positive meaning, perfectly can also mean</p><p>completely and can therefore be used to</p><p>emphasise extreme negative adjectives (e.g.</p><p>perfectly awful/predictable).</p><p>Photocopiable activity</p><p>Activity 9B could be used here. It is a class</p><p>activity in which students discuss a given</p><p>subject, and the others must decide what they</p><p>are talking about. They then use appropriate</p><p>words and phrases to complete sentences</p><p>describing the conversations they heard.</p><p>4 Students should start by skimming the text for</p><p>content. Point out that all the gaps are followed</p><p>by an adjective. The task is to complete the text</p><p>with the adverb that best collocates with each</p><p>adjective and to find others that would also fit.</p><p>1b 1 Believe it 2 Incredible though 3 Difficult</p><p>as 4 Surprisingly 5 Incredible though</p><p>2 1 exhausted 2 angry 3 shattered</p><p>4 trained 5 captivated 6 bored</p><p>7 confident 8 excited 9 beneficial</p><p>10 opposed</p><p>3 1 D 2 A 3 B 4 A 5 C 6 B</p><p>4 1 rather (slightly/pretty/somewhat)</p><p>2 decidedly (rather/quite/pretty/somewhat)</p><p>3 pretty (decidedly/quite/rather)</p><p>4 deceptively 5 totally</p><p>(thoroughly/absolutely) 6 stupidly</p><p>7 Somewhat (rather/quite/slightly)</p><p>8 reassuringly 9 absolutely 10 thoroughly</p><p>(rather/quite) 11 slightly 12 quite (rather)</p><p>► Student’s Resource Book, pages 96–98</p><p>Writing 1 p.142</p><p>1 Students should quickly read the task and</p><p>highlight the key points. They use them to</p><p>answer the three questions that they should ask</p><p>every time they approach this type of task.</p><p>2a Students put the sentences in order. Ask them to</p><p>justify their choices by highlighting the clues</p><p>that helped them.</p><p>2b Students summarise the paragraph.</p><p>3 Students express the point in 2b in a single</p><p>sentence.</p><p>4 Students can now do the same with a paragraph</p><p>that offers a counter-argument, again</p><p>highlighting the main points made.</p><p>5a/b Finally, students can piece the paragraphs</p><p>together and add an introduction and</p><p>conclusion</p><p>to support their personal opinion, using suitable</p><p>linking expressions.</p><p>1 1 For a teacher 2 Expressing an opinion</p><p>on whether you can learn valuable lessons</p><p>from doing sports 3 depends on writer</p><p>2a 1 D Many of us first come into contact with</p><p>team sport at school, and one of the most</p><p>valuable lessons we gain from this is that of</p><p>respect, both for our team mates and perhaps</p><p>more importantly for our opponents.</p><p>2 A Admittedly, we may have been kicking a</p><p>ball around the garden with Dad at the</p><p>weekend since we were toddlers, but it is at</p><p>school that we tend to learn to play in groups.</p><p>3 F Sports such as football, basketball and</p><p>volleyball teach us to share and offer each</p><p>other support.</p><p>4 E For instance, passing the ball to a team</p><p>mate who is in a better position than us is not</p><p>always easy for those of us who want to score</p><p>a goal on our own.</p><p>5 C Through practice, however, we can learn</p><p>that to do so will ultimately increase the</p><p>chances of getting the desired result.</p><p>6 B Furthermore, we will come to recognise the</p><p>abilities of opponents, and also learn about the</p><p>danger that lies in underestimating them.</p><p>2b Taking part in team sports is beneficial in a</p><p>number of ways. Examples given are learning</p><p>to support teammates and to respect</p><p>opponents.</p><p>3 In this way, playing a team sport teaches</p><p>us to respect others when playing sport, and to</p><p>recognise the value of combined effort in order</p><p>to achieve results.</p><p>4 Point: The thing to remember is that not all</p><p>of us are good at sport.</p><p>Example: There are many for whom the P.E.</p><p>lesson at school conjures up nothing but</p><p>memories of shame and humiliation, simply</p><p>because they did not fit into the ‘team’, were</p><p>never chosen to be on anybody’s ‘side’, and</p><p>ended up feeling like outcasts.</p><p>90</p><p>TEACHER’S NOTES 9</p><p>Reinforcement of point: For them, the lessons</p><p>learned from sports were often cruel ones, for</p><p>you are more likely to be admired by your</p><p>peers in school for your skills in sport than any</p><p>academic achievement you may make.</p><p>5a Logically speaking, the paragraph from</p><p>exercise 2 comes first, followed by that from</p><p>exercise 3. However, some students may</p><p>produce an introduction which favours 3</p><p>coming first.</p><p>5b Suggested answers:</p><p>Introduction</p><p>This essay will consider the value of sport in</p><p>education and the extent to which it can help to</p><p>develop social skills such as teamwork and</p><p>respect whilst building confidence and</p><p>perseverance as well as stamina. It maintains</p><p>that while most people are perfectly capable of</p><p>learning a sport and will benefit from it, for</p><p>others school sports can be a hard lesson in</p><p>life.</p><p>Conclusion</p><p>To sum up, sport can generate extreme</p><p>emotions. To some it will be the deep</p><p>satisfaction of being part of a winning team, for</p><p>others the bitter disappointment of never being</p><p>picked to play. Although competitive games are</p><p>undoubtedly team building, it is easy to over-</p><p>emphasise the benefits of sport, consequently</p><p>teachers must be sensitive to the needs of less</p><p>sporty students.</p><p>9B A question of balance</p><p>Listening 2 p.143</p><p>1 Check students know what the five issues are. If</p><p>necessary divide the class into five groups and</p><p>get each to research one topic and make a</p><p>presentation on the issues.</p><p>Background</p><p>Nanotechnology is the creation of synthetic</p><p>materials and devices that are 1–100</p><p>nanometres thick, where a nanometre is10-9</p><p>metre (or one billionth of a metre). Initial use</p><p>was for coatings on materials for strength or</p><p>protection and military applications. Later uses</p><p>have been in medicine and electronics. The</p><p>vision is to create machines from individual</p><p>molecules. There are concerns that the tiny</p><p>particles may cause health problems if inhaled</p><p>and lodged in the lungs.</p><p>2 ► T2.11 Get students to read the task and</p><p>questions to understand the topic and scope of</p><p>the task. Play the recording as in exam</p><p>conditions. Give students a few minutes to</p><p>compare answers before giving the correct ones.</p><p>3 Students discuss what they heard in the task.</p><p>1 Meanings:</p><p>GM foods = foods that have had their genetic</p><p>structure (ie their genes) modified so that they</p><p>are not affected by particular diseases or</p><p>harmful insects or so that they grow in a</p><p>particular way or environment.</p><p>organic farming = method of growing food</p><p>without using artificial chemicals</p><p>pesticide = chemical that is sprayed on crops to</p><p>kill unwanted insects</p><p>herbicide = chemical that is sprayed on crops</p><p>to kill weeds</p><p>additive = a substance that is added to food to</p><p>enhance its taste or appearance, etc.</p><p>preservative = a chemical substance that is</p><p>used to prevent things from decaying or going</p><p>bad in a short space of time</p><p>nanotechnology = the manipulation of matter at</p><p>the scale of atoms and molecules</p><p>Effects (Suggested answers):</p><p>Our health can be affected by what we eat,</p><p>many preservatives are cancer-forming,</p><p>additives can make children hyperactive; GM</p><p>foods – the long-term repercussions of these</p><p>are as yet unknown, we are faced with choices</p><p>as to what to buy on a daily basis; organic</p><p>foods are much more expensive, with unproven</p><p>benefits; the effects of nanoparticles in the</p><p>body are unknown.</p><p>2 1 C On the one hand, you’ve got .... Then,</p><p>there’s another view that ... In my view, it’s high</p><p>time that science spoke with one voice on this</p><p>issue. 2 D They don’t come cheap though, …</p><p>although that could come if mass-production</p><p>brings economies of scale. 3 A but it’s not</p><p>impossible that this vision might become a</p><p>reality one day 4 C To me, it seems like it will</p><p>confuse the picture even more as regards what</p><p>we’re putting in our stomachs! 5 B you’ve got</p><p>to be prepared to deal with an incredible</p><p>barrage of rules and red tape</p><p>► Student’s Resource Book, pages 99–101</p><p>Speaking p.144</p><p>1 Start by getting students to look at the items in</p><p>the word cloud and group them in ways that</p><p>seem appropriate, e.g. food components,</p><p>good/bad items, approaches to food. Check they</p><p>understand the difference between vegetarian</p><p>(don’t eat meat or fish but do eat animal</p><p>products that don’t kill the animal, such as dairy</p><p>and eggs) and vegan (don’t eat or use any</p><p>91</p><p>TEACHER’S NOTES 9</p><p>product of animal origin – although vegans are</p><p>divided on whether they can eat honey and wear</p><p>silk and wool), and the meaning of trans fats.</p><p>Background</p><p>Trans fats are man-made hydrogenated</p><p>unsaturated fats that have been treated in such</p><p>a way (by addition of hydrogen molecules) as</p><p>to make them solid at room temperature and</p><p>therefore a cheaper alternative to butter and</p><p>useful in commercial food production,</p><p>especially baking. Now seen as being bad</p><p>for health.</p><p>2 Students could do the quiz in pairs with one</p><p>student asking the questions and the other just</p><p>listening and answering.</p><p>3a ► T2.12 Give students a moment to read the</p><p>questions before they listen to the conversation.</p><p>3b ► T2.12 As they listen again, they mark the</p><p>discourse markers that the speakers use. An</p><p>alternative approach to encourage detailed</p><p>listening would be to ask students to choose any</p><p>five of the discourse markers and tick them off</p><p>as they hear them, shouting ‘Bingo’ when they</p><p>have heard all five.</p><p>3c Students use the five remaining phrases to</p><p>complete the text.</p><p>Photocopiable activity</p><p>Activity 9C could be used here. It is a</p><p>groupwork activity in which students answer a</p><p>given question, incorporating given discourse</p><p>markers where relevant. The other students</p><p>decide if he/she answered the question well</p><p>and used the discourse markers appropriately.</p><p>4a The idioms Maria uses are metaphorical. If</p><p>students do not recognise them, ask them to find</p><p>them in context.</p><p>4b Here they are introduced to more common food-</p><p>related idioms by matching them to the</p><p>definitions in the sentences. Remind them to</p><p>change the verbs into the appropriate form. For</p><p>a bit of fun, with mixed nationality classes, ask</p><p>students if they translate into their language or if</p><p>there are similar food-related idioms.</p><p>5a/b Students work in pairs using the Task cards</p><p>on p.205 at the back of the book, taking</p><p>of factors such as their</p><p>age, the type of work they do and the amount</p><p>of exercise they take.</p><p>Everyone needs to follow a balanced diet for</p><p>optimum health but children especially need to</p><p>eat carbohydrates for energy and protein for</p><p>growth. In addition they need calcium to</p><p>develop strong bones and teeth. Teenagers</p><p>grow rapidly so often feel the urge to eat lots of</p><p>high energy food and tend to burn off fatty</p><p>foods faster. Admittedly a lot depends on how</p><p>active they are as there is a problem with more</p><p>and more young people becoming overweight</p><p>when they don't get enough physical exercise.</p><p>On the other hand, older people may be less</p><p>active, have slower metabolism and may find</p><p>they put on weight more easily after middle</p><p>age. In general, appetite may decrease with</p><p>age anyway so in this respect older people</p><p>often prefer smaller quantities of food. Many</p><p>people try to eat less fatty food to lower their</p><p>cholesterol levels as they get older in order to</p><p>keep their hearts healthy.</p><p>Generally speaking, a person with a sedentary</p><p>job, for example working in an office, they may</p><p>be relatively inactive during the day and will not</p><p>need as many calories in comparison to</p><p>someone who has very active work or carries</p><p>out manual labour.</p><p>The type and amount of exercise that someone</p><p>does will also determine the amount and kind</p><p>of food they should eat. A sporty person tends</p><p>to need a diet with more protein and</p><p>carbohydrate.</p><p>In conclusion, age, occupation and exercise</p><p>levels are all important factors influencing a</p><p>suitable diet. Admittedly, a lot depends on the</p><p>individual. Another point worth noting is that</p><p>dietary needs are also affected by other factors</p><p>such as gender and health issues. (319 words)</p><p>► Student’s Resource Book, page 104</p><p>Module 9: Review p.150</p><p>1 1 shattered 2 overwrought 3 resourceful</p><p>4 foolhardy 5 the hang 6 persistence</p><p>7 underdog 8 challenge</p><p>2 1 totally 2 entirely 3 widely 4 bitterly</p><p>5 highly 6 painfully 7 perfectly 8 deeply</p><p>9 heavily 10 utterly</p><p>3 1 underwent 2 overshadowed</p><p>3 underhand 4 undertook 5 overawed</p><p>6 overestimated 7 underdog</p><p>8 overcrowded</p><p>4 1 crucial 2 demands 3 prone 4 effects</p><p>5 committed 6 packed 7 lapse 8 mindful</p><p>94</p><p>TEACHER’S NOTES 10</p><p>10 Broadening your horizons</p><p>The theme of the module is education and</p><p>professional development. Articles include learning</p><p>from mistakes in business, getting professional</p><p>advice, changing work practices, the value of</p><p>networking, distance and new approaches to</p><p>learning, and time management.</p><p>Lead-in p.151</p><p>Start with books closed. Ask students to draw a</p><p>simple time line on a piece of paper to represent</p><p>their life. They should mark on it important events</p><p>from their past, especially their education, show the</p><p>present and mark where they think they will be and</p><p>what they would like to be doing, especially career-</p><p>wise, at various points in the future. They then</p><p>explain their life plans to classmates in small groups.</p><p>1 Students spend a few minutes discussing each of</p><p>the four questions in small groups.</p><p>2 Students discuss what the effects of further</p><p>advances in technology will have on people’s</p><p>attitude to work and careers.</p><p>3 Students are likely to have many suggestions so</p><p>could be asked to work in pairs or groups (as in</p><p>an exam speaking task) to agree on the top three</p><p>factors that would produce job satisfaction for</p><p>them.</p><p>4a Ask students to work in pairs to identify the</p><p>common abbreviations. Give them the clue that</p><p>all relate to qualifications or job titles. Spend a</p><p>while focusing on how they are used in spoken</p><p>English. They are always read letter by letter.</p><p>Abbreviations beginning with M and H are</p><p>preceded with an (e.g. an MBA, an HR manager)</p><p>as the letters begin with a vowel sound.</p><p>4b Students should know some other common</p><p>abbreviations from work and study life, from</p><p>Latin and other languages and from</p><p>SMS/texting and using online chat. If they can't</p><p>think of any, give them abbreviations from the</p><p>answer key and ask them to guess the meanings.</p><p>1 Students should be able to add the</p><p>following: Performing Arts, Visual Arts,</p><p>Architecture and interior design, Sports,</p><p>Science / Environment, Writing and translating,</p><p>Conservation work, Agriculture, Animal care as</p><p>they have been mentioned in earlier modules.</p><p>Others could be: politics, government</p><p>administration, tourism/travel, manufacturing,</p><p>mining, design</p><p>3 Possible answers: acceptable / good</p><p>salary; pleasant working conditions; chances of</p><p>development and/or promotion; the work itself</p><p>should be interesting, challenging and</p><p>rewarding; compatible team of colleagues;</p><p>supportive boss + any other suitable ideas.</p><p>4a BA = Bachelor of Arts; CEO = Chief</p><p>Executive Officer; CMO = Chief Marketing</p><p>Officer; HE = Higher Education (i.e. university</p><p>education); HR = Human Resources; IB =</p><p>International Baccalaureate; MBA = Master of</p><p>Business Administration; MD = Managing</p><p>Director (Br Eng) or Doctor of Medicine (Am</p><p>Eng); MEd = Master of Education; MSc =</p><p>Master of Science; PhD = Doctor of</p><p>Philosophy</p><p>4b Possible suggestions: CPE = Certificate of</p><p>Proficiency in English!; EFL = English as a</p><p>Foreign Language); DIY = do-it-yourself; ETA =</p><p>estimated time of arrival; asap = as soon as</p><p>possible; RSVP = Repondez s’il vous plait,</p><p>(from French, meaning: Please Reply);</p><p>Examples from Latin: a.m./p.m. =</p><p>morning/afternoon (ante meridiem, meaning</p><p>‘before noon’, post meridiem, meaning ‘after</p><p>noon’); PS = postscript; e.g. = exempli gratia</p><p>(for example)</p><p>SMS acronyms: OMG = Oh my god; LOL =</p><p>laugh out loud; IDK = I don’t know; TTYL = talk</p><p>to you later; BRB = be right back etc; GTG =</p><p>got to go; TMI = too much information; YOLO</p><p>= You only live once; IMO = in my opinion;</p><p>PAW/PRW = parents are watching (Note:</p><p>Some students will know text abbreviations</p><p>containing swear words such as: WTF; LMAO;</p><p>SH which could be considered offensive and</p><p>are, therefore, best avoided in class.)</p><p>10A Professional concerns</p><p>Reading p.152</p><p>1 When students have discussed the questions ask</p><p>them if they can think of examples from real life,</p><p>either theirs, their friends’ or people in the news.</p><p>2 Students quickly read the four texts to get</p><p>sufficient understanding of each to be able to</p><p>match them to the points learnt.</p><p>95</p><p>TEACHER’S NOTES 10</p><p>3 Then get them to complete the reading task</p><p>under exam-like conditions.</p><p>4a Ask students to look at the sayings and think</p><p>about what they mean. They then discuss which</p><p>they agree with, supporting their opinions with</p><p>examples.</p><p>4b Students discuss the concept of learning from</p><p>mistakes. Again personal examples would</p><p>improve the discussion.</p><p>5 Get students to look at the vocabulary and to</p><p>record words that are new to them. Pay</p><p>attention to those with harder pronunciation</p><p>(such as naivety, burgeon, recoup, flounder).</p><p>1 Negative: guilt; self-doubt; inability to let go</p><p>of the past; loss of confidence; unwillingness to</p><p>try again</p><p>Positive: willingness to learn from their</p><p>mistakes; determination to succeed, whatever</p><p>happens; an understanding that there will</p><p>always be obstacles but that they are there to</p><p>be overcome</p><p>2 bullet point 1: text A or B; bullet point 2:</p><p>text B or D; bullet point 3: text A; bullet point 4:</p><p>text C or D</p><p>3 1 B (it turned out to be no more than a blip.</p><p>After that we faced the prospect of radical cost</p><p>cutting)</p><p>2 A (despite my canny parents urging restraint</p><p>and patience)</p><p>3 D (Marketing a product in the USA is a</p><p>different kettle of fish ... expectations are</p><p>greater)</p><p>4 A (took out loans, ran up an overdraft but was</p><p>still underfunded)</p><p>5 C (although our gut feeling told us otherwise)</p><p>6 A (Little did I know that he'd go ..and sell my</p><p>idea to them behind my back)</p><p>7 B (we recruited staff in the heat of the</p><p>moment)</p><p>8 C (the whole situation dragged on for an</p><p>inexcusable length of time)</p><p>9 D (we headhunted some key people from a</p><p>competitor)</p><p>10 B (I was certainly out of my comfort zone)</p><p>Vocabulary p.154</p><p>1a Ask students to start by highlighting the phrasal</p><p>verbs in the reading</p><p>text as seeing them in</p><p>context will make it easier to match them to the</p><p>definitions. Note that two of the phrasal verbs</p><p>are very similar in meaning so share the same</p><p>definition.</p><p>Students then use eight of the phrasal verbs to</p><p>complete the text giving advice to someone</p><p>starting a new business. Make sure that they use</p><p>the appropriate phrasal verb in the correct form.</p><p>1b There are other phrasal verbs in the text that</p><p>students should highlight and work out a</p><p>definition for each one.</p><p>2a Here students complete the text with the twelve</p><p>words in the box forming recognised</p><p>collocations with the words in bold.</p><p>2b Students look for more collocations in the text</p><p>using the four verbs given. Then elicit other</p><p>words that would collocate with the four verbs.</p><p>3a Students may be familiar with some of the</p><p>proverbs or may recognise them if they translate</p><p>them into their own language. If they can't guess</p><p>the meanings, ask them to find them in a</p><p>dictionary, having thought about which key</p><p>word to use to look them up.</p><p>3b As students discuss the proverbs and idioms</p><p>they may realise that many are directly</p><p>contradictory or express a different emphasis</p><p>(e.g. strike while the iron’s hot / patience is a virtue;</p><p>actions speak louder than words / the pen is mightier</p><p>than the sword).</p><p>Photocopiable activity</p><p>Activity 10A could be used here. It is a</p><p>groupwork activity in which students complete</p><p>short conversations with appropriate proverbs</p><p>and sayings.</p><p>Extra!</p><p>Elicit other examples idioms related to work or</p><p>success/failure that they know. Discuss</p><p>whether the advice that they contain is useful</p><p>and if so how.</p><p>4a Ask students to first form the adjectives and</p><p>adverbs from each verb (e.g.</p><p>conceivable/conceivably) and then decide how the</p><p>negatives are formed (inconceivable/ly). Students</p><p>should work in pairs or smalls groups to</p><p>produce dialogues collaboratively.</p><p>4b Students discuss what employers look for.</p><p>Encourage them to use ideas from exercises 1</p><p>and 2.</p><p>96</p><p>TEACHER’S NOTES 10</p><p>1a 1 h set up (a business/company/</p><p>organisation) 2 g - take out (a loan)</p><p>3 f run up (a debt, a bill) 4 j lose out (on an</p><p>opportunity) 5 k take on (a new assistant)</p><p>6 d pay off (a plan/strategy pays off if it has</p><p>the result you wished for) 7 i mess up (an</p><p>advertising campaign) 8 b take on</p><p>(undertake work/a project) 9 e drag on (a</p><p>situation/an event drags on) 10 a face up</p><p>to (a challenging person or situation)</p><p>11 h start up 12 d work out (a plan can</p><p>work out in the end)</p><p>Sentences: 1 setting up 2 run up 3 pays off</p><p>4 face up to 5 drag on 6 lose out 7 mess up</p><p>8 work out</p><p>1b bullet 1: build up ( = increase sth gradually)</p><p>bullet 4: settle for ( = accept sth, even though it</p><p>is not what you really want or as not as good as</p><p>you wanted), step up (= increase), go along</p><p>with (= agree with sb/sth or support sb/sth)</p><p>2a 1 job 2 target 3 open 4 team 5 internet</p><p>6 print 7 background 8 realistic 9 sound</p><p>10 research 11 Lifelong 12 subject</p><p>2b meet deadlines, embrace technology,</p><p>enhance efficiency, broaden our perspective</p><p>Also: meet sb’s needs/demands/requirements/</p><p>conditions/a problem/challenge/ a goal/target/</p><p>the cost/expense of sth</p><p>embrace a new concept/religion/culture</p><p>enhance sb’s reputation/ your skills</p><p>broaden your horizons/ your knowledge/</p><p>the mind/ a discussion / the appeal of sth</p><p>3a 1 It’s no use crying over spilt milk = don't</p><p>regret or spend time worrying about past</p><p>mistakes</p><p>2 Where there’s a will, there’s a way = if you</p><p>have determination you will be successful</p><p>3 Whoever laughs last, laughs longest = being</p><p>successful after initial failure is very satisfying</p><p>4 Strike while the iron’s hot = don't hesitate,</p><p>seize any opportunity</p><p>5 Practice makes perfect = the more you do</p><p>something the better you will get at it</p><p>6 Don’t count your chickens before they hatch</p><p>= Don't assume a successful result until you</p><p>have actually achieved it, things can and do go</p><p>wrong</p><p>7 I’ve bitten off more than I can chew = taken</p><p>on more work that can cope with</p><p>8 Actions speak louder than words = what you</p><p>do is more important that what you say you will</p><p>do</p><p>4a inconceivable/inconceivably;</p><p>indecisive/indecisively;</p><p>indescribable/indescribably; unforeseeable;</p><p>uninformative; unrecognisable;</p><p>unreliable/unreliably; invariable/invariably</p><p>(Note: where no adverb is given, this means it</p><p>is not commonly used.)</p><p>Use of English 1 p.155</p><p>1a The word network is becoming increasingly</p><p>common as the world becomes more connected</p><p>and can be used as a verb (e.g. to network</p><p>computers). Elicit examples of other networks.</p><p>Students may be familiar with its more recent</p><p>uses in social and business contexts where to</p><p>network means ‘to meet/interact with others to</p><p>develop professional contacts’ and is the basis of</p><p>sites such as LinkedIn (see Module 2). Where</p><p>possible, elicit this use as it is the theme of the</p><p>text.</p><p>1b Students complete the text with a suitable word</p><p>in each gap; remind them that the word should</p><p>fit grammatically as well as in meaning</p><p>1a telephone/rail/communications/road/</p><p>television/computer/support/social/business,</p><p>etc. network.</p><p>A network implies or facilitates communication</p><p>or connection.</p><p>1b 1 After 2 whom/which 3 with 4 order</p><p>5 takes 6 even 7 that 8 should</p><p>► Student’s Resource Book, pages 105–106</p><p>Listening 1 p.156</p><p>1a Students discuss what they know about making</p><p>roofs.</p><p>1b Some of the skills listed will be fairly universal,</p><p>others specific to a few countries. One approach</p><p>here would be to divide the class into groups,</p><p>giving each one or two topics, asking them to</p><p>research them and then give a two minute</p><p>presentation (like a Paper 4 long speaking turn)</p><p>on each.</p><p>2 Elicit other traditional crafts especially from the</p><p>countries/areas where the students are from.</p><p>3 ► T2.13 Give students 90 seconds to skim the</p><p>task before playing the recording.</p><p>4 The discussion focuses on students’ ideas about</p><p>industries that rely heavily on human labour.</p><p>They are often seen as ‘traditional’ industries</p><p>and some are under threat in many countries.</p><p>Some are likely to have good futures (e.g. people</p><p>will always need a local hairdresser) but others</p><p>(e.g. manufacturing) are moving to regions</p><p>where labour is cheaper.</p><p>97</p><p>TEACHER’S NOTES 10</p><p>2 Get suggestions from students regarding</p><p>local crafts.</p><p>3 1 engineering 2 tiles 3 single-mindedness</p><p>4 ladders 5 legislation 6 (a) drawing(s)</p><p>7 carbon footprint 8 estimates</p><p>9 contingency plan</p><p>4 Suggested answers: hairdressing,</p><p>teaching, house-building, the fashion</p><p>industry, agriculture, construction,</p><p>coal-mining</p><p>(Note: opposite is capital-intensive, which relies</p><p>heavily on machinery and technology.)</p><p>Language development 1 p.157</p><p>1 ► T2.14 This review of reported speech focuses</p><p>on reporting verbs, rephrasing what people have</p><p>said, rather than on the grammar involved. The</p><p>assumption is that students will be familiar with</p><p>the grammar, but for those that need it, the</p><p>grammar reference at the back of the coursebook</p><p>covers it all.</p><p>Students listen to the dialogue and summarise it</p><p>using the verbs in the box. Pause the recording</p><p>between each part, allowing time for them to</p><p>write the summary.</p><p>2a The phrasal verbs listed here all have a reporting</p><p>function. Students complete the sentences using</p><p>a suitable verb, ensuring that it is the correct</p><p>form.</p><p>2b Students create their own sentences using verbs</p><p>from the list in the Grammar summary on p.190.</p><p>This could be done as an exercise as in 2a, with</p><p>students leaving a gap for others to complete.</p><p>Background</p><p>entrepreneur = sb who starts up a new</p><p>business or new businesses which are usually</p><p>very successful.</p><p>Stelios Haji-Ioannou is the founder of Easy</p><p>brand. Initially, the budget airline EasyJet, then</p><p>internet cafes, a cruise ship and hotels.</p><p>Richard Branson is the founder of Virgin</p><p>Brand. His first business was a record shop</p><p>called Virgin Records (now Virgin Megastores);</p><p>he branched out into a record label, festivals</p><p>and radio stations. There are now over 100</p><p>Virgin</p><p>companies covering everything from</p><p>cola to space flights and including airlines,</p><p>train companies, phone and internet provider,</p><p>a bank. Not all are successful; his shop Virgin</p><p>Brides was a notable failure. Note: He is the</p><p>person in the photo at the foot of p.157.</p><p>Alan Sugar is the founder of electronics</p><p>company Amstrad and star of the popular TV</p><p>show The Apprentice.</p><p>3a Students should first establish the precise</p><p>meaning of the verbs in the box. When they have</p><p>used them to complete the sentences, using the</p><p>verbs in the correct form, ask the students to</p><p>highlight the adverbs that collocate with them</p><p>(e.g. Q1 openly confess).</p><p>3b Here students use nouns formed from reporting</p><p>verbs to summarise the sense of what was said.</p><p>They should first think of the noun of each verb</p><p>and then match them to an appropriate sentence.</p><p>Advise them to pay attention to whether the</p><p>noun should be singular or plural.</p><p>Some other similar words that don’t change in</p><p>the noun form include: attack, claim, comment,</p><p>compliment, protest, query, remark.</p><p>Photocopiable activity</p><p>Activity 10B could be used here. It is a</p><p>pairwork activity in which students complete</p><p>sentences so that they become reported speech</p><p>versions of direct speech sentences.</p><p>4 Brainstorm other entrepreneurs that students are</p><p>familiar with. Many are likely to be IT-related, so</p><p>try to encourage students to think more widely</p><p>or suggest less well-known local entrepreneurs.</p><p>1 Part 1: 1 The day before, Mel’s boss had</p><p>congratulated her on doing a really good job</p><p>with her presentation 2 However, Mel objected</p><p>to being/having been left with all the work on a</p><p>new project with a colleague</p><p>Part 2: 3 Jack’s boss is insisting on Jack being</p><p>in charge of a new office in Brighton 4 Jack</p><p>would prefer to have time to think about it /</p><p>prefer it wasn’t all going to happen so fast.</p><p>Part 3: 5 Mel said that Jack would regret not</p><p>taking the opportunity 6 Mel promised to go</p><p>and visit Jack (if he took the job).</p><p>2 1 fill you in on 2 get through to 3 touched</p><p>on 4 reeled off 5 coming up with 6 put a</p><p>colleague down</p><p>3a 1 (openly) confessed 2 (officially)</p><p>confirmed 3 (seriously) doubt 4 (strongly)</p><p>denied 5 considered 6 stated</p><p>(categorically) 7 is alleged</p><p>3b 1 allegations 2 demands 3 recollection</p><p>4 approval 5 criticism 6 requirements</p><p>98</p><p>TEACHER’S NOTES 10</p><p>4 Mark Zuckerberg (founder of Facebook),</p><p>Peter Thiel (one of the co-founders of Paypal),</p><p>Larry Page & Sergey Brin (founders of Google),</p><p>Bill Gates (co-founder of Microsoft with Paul</p><p>Allen), the late Steve Jobs (co-founder of Apple</p><p>Inc. with Steve Wozniak), Ingvar Kamprad</p><p>(founder of IKEA), James Dyson (Dyson</p><p>vacuum cleaners and fans), Carlos Slim Helu</p><p>(telecoms), the late Anita Roddick (founder of</p><p>Bodyshop), Donald Trump, Oprah Winfrey,</p><p>Sean Combs (aka Puff Daddy/P. Diddy,</p><p>founder of music, entertainment and clothing</p><p>companies), Sara Blakely (inventor of Spanx</p><p>(invisible underwear) and at 41 the world's</p><p>youngest female self-made billionaire) + many</p><p>others</p><p>► Student’s Resource Book, pages 106–109</p><p>Writing 1 p.158</p><p>1a When students have discussed the importance of</p><p>making notes they should read the two texts and</p><p>then Lily’s notes. Having looked at Lily’s notes</p><p>ask students what they would add or include.</p><p>1b Students decide how the points could be</p><p>summarised using reporting verbs. Do the first</p><p>point with the whole class as an example</p><p>eliciting possible ways to express it. For</p><p>example, ‘Find an area in the market where there is a</p><p>gap’ = ‘The writer advises/encourages the reader to</p><p>create an original product.‘</p><p>1c Here the students should look at the notes Lily</p><p>makes on her opinions. They complete the</p><p>sentences with a suitable preposition and match</p><p>each to one of Lily’s notes.</p><p>1d Now students make their own notes based on</p><p>their own opinions.</p><p>2 Students make their own notes on ideas</p><p>expressed in the second text and on their</p><p>opinions of it.</p><p>3 Students combine the notes into an essay</p><p>answering the original question.</p><p>1a Notes help you to select key points and</p><p>then use them when planning writing.</p><p>ticked notes: research carefully what you want</p><p>to do, realise it’s not going to be easy</p><p>1b (suggested answers): advise, warn,</p><p>encourage, recommend, suggest, hint</p><p>The writer advises/encourages the reader/us to</p><p>create a product that is original and that the</p><p>market needs.</p><p>The writer warns against trying to go it alone</p><p>without professional help.</p><p>The writer recommends/suggests doing the</p><p>necessary groundwork before starting a</p><p>business.</p><p>The writer hints that if you don’t do things</p><p>properly from the start, you might fail badly and</p><p>lose money.</p><p>1c 1 (to, from) = bullet point 4</p><p>2 (to, of, to) = bullet point 5</p><p>3 (to, about) = bullet point 1</p><p>4 (that, to, for) = bullet point 3</p><p>5 (that, up) = bullet point 2</p><p>3 Suggested answer:</p><p>The two texts illustrate different aspects of</p><p>achieving success in business. The writer of</p><p>the first text suggests that starting up a smaller</p><p>company is no different from aiming bigger and</p><p>hints that it is vital to adhere to rules and</p><p>regulations. The text encourages those wishing</p><p>to start a business to stand out or identify a</p><p>product that is both original and in demand. It</p><p>recommends that new business listen and</p><p>learn and seek advice from industry experts.</p><p>The writer warns against just trusting instinct,</p><p>which can lead to failure.</p><p>In contrast with this, the second text argues</p><p>that business owners that do well have strong</p><p>motivation to succeed. They set ambitious</p><p>targets and will let nothing get in their way. The</p><p>writer points out that entrepreneurs watch out</p><p>for competing companies and respond to</p><p>market changes but acknowledges that those</p><p>who refuse to be beaten can appear arrogant.</p><p>It hints that one secret of success is to take</p><p>positive comments on board but ignore those</p><p>that seem to be negative.</p><p>Most of the ideas expressed by both writers are</p><p>correct. It is widely accepted that success in</p><p>business, especially in the early years, requires</p><p>huge dedication, determination and sacrifice.</p><p>It's clear that good advice, research and</p><p>professional help are vital when starting out,</p><p>but text 1 overlooks the fact that there may be</p><p>a gap in the market for the reason that no one</p><p>wants the product, and that innovation can</p><p>come from inspiration not just customer</p><p>research. Similarly, text 2 ignores the common</p><p>knowledge that luck can also play a huge part</p><p>in success as well as good timing and a</p><p>supportive bank manager. (277 words)</p><p>10B Learning: where do we go from</p><p>here?</p><p>Listening 2 p.159</p><p>1 Check students are familiar with the concept of</p><p>distance learning, eliciting some examples,</p><p>99</p><p>TEACHER’S NOTES 10</p><p>before they start the discussion on the</p><p>advantages and disadvantages of it.</p><p>Online study has made distance learning much</p><p>more attractive than years ago when lessons</p><p>were delivered by post and contact with tutors</p><p>and fellow students was very limited.</p><p>2 ► T2.15 Students should complete the listening</p><p>task in circumstances similar to the exam, so do</p><p>not allow them much time to read the task</p><p>before playing the recording and do not</p><p>interrupt the recording.</p><p>3 Find out if students have ever studied online</p><p>and if so what. Ask how easy they think it</p><p>would to study a language in that way.</p><p>4 Look at the useful vocabulary from the listening,</p><p>noting idioms (e.g. be at a loose end) and informal</p><p>language (e.g. gobsmacked) and when it would be</p><p>appropriate or not to use them.</p><p>1 Suggested answers:</p><p>Advantages: fitting in study around a</p><p>professional/family life; living too far away; it’s</p><p>now a cheaper option than studying at a UK</p><p>university; more flexibility, they can organise</p><p>their study as they wish and can usually take</p><p>longer to complete the degree</p><p>Possible disadvantages: lack of face-to-face</p><p>contact with other students on the course or</p><p>lecturers; lack of exposure to other elements of</p><p>student life; online learning possibly relies more</p><p>on self-motivation so there might be a higher</p><p>dropout rate</p><p>first using</p><p>their existing knowledge and what ‘feels’ right</p><p>and then use a dictionary to check the noun +</p><p>preposition combinations. Encourage students to</p><p>guess answers where they are unsure as they</p><p>may well know the correct form subconsciously</p><p>from reading or hearing it without being able to</p><p>state it as a rule. Also remind students that in</p><p>the exam candidates do not lose marks for</p><p>incorrect answers.</p><p>3a The exercise introduces idiomatic phrases. Ask</p><p>students to find the phrase leap at the chance in</p><p>line 64 of the text on page 9 and to guess the</p><p>meaning. They then complete the exercise.</p><p>Dictionary training continues in this exercise as</p><p>students have to work out where the best place</p><p>to look up a phrase is. For example, is a leap in</p><p>the dark listed under leap or dark?</p><p>3b Remind students that they need to pay attention</p><p>to the tenses as they replace the underlined</p><p>words with one of the phrases. Point out that in</p><p>addition to meaning leap, bounds has another</p><p>unrelated meaning of limits as in know no bounds.</p><p>Both are used in this exercise.</p><p>11</p><p>TEACHER’S NOTES 1</p><p>4 Start by checking that students understand the</p><p>concept of collocation with some familiar</p><p>examples. Ask them for the next word in the</p><p>sentence ‘She had long blonde …‘. Point out that</p><p>most people will say ‘hair’ even without any</p><p>context because of the strong collocation</p><p>between blonde + hair. Point out that these are all</p><p>theatrical expressions.</p><p>Background</p><p>Manu Chao, born in 1961, is a French singer</p><p>with Spanish roots. He sings in numerous</p><p>European languages and in Arabic. He has had</p><p>success across Europe with his band Mano</p><p>Negra and as a solo artist since 1995.</p><p>Bidji, better known as Lyricson, is a reggae</p><p>singer born in Guinea.</p><p>5a/b The difficulty with compound words in</p><p>English is knowing whether to write them as one</p><p>word, two words joined with a hyphen or as two</p><p>separate words. In exercise 5a, the compounds</p><p>formed are mainly two-syllable words and</p><p>therefore written as one word.</p><p>Photocopiable activity</p><p>Activity 1B could be used here. It is a</p><p>groupwork activity in which student pairs</p><p>complete gapped sentences with words given</p><p>to them by another pair.</p><p>1a audition (1) n tells you it’s a noun, [C]</p><p>indicates it’s countable, [+ for] shows that</p><p>it’s followed by the preposition for in a</p><p>sentence. audition (2) v tells you it’s a</p><p>verb 1 [I] indicates it’s intransitive, so not</p><p>followed by an object [+ for] shows that</p><p>the intransitive form is followed by for</p><p>2 [T] indicates it’s transitive, and so</p><p>followed by an object.</p><p>1b choreography / ˌkɒɾɪ̈ˈɒgɾəfɪ̈ / n [U] the art</p><p>of arranging how dancers should move</p><p>during a performance</p><p>auditorium / ˌɔːdətˈɔːɾiəm / n [C] plural</p><p>auditoriums or auditoria 1 the part of a</p><p>theatre where people sit when watching a</p><p>play, concert, etc 2 AmE a large building</p><p>used for concerts or public meetings</p><p>inspire /ɪnˈspɑɪə/ v [T] 1 to encourage</p><p>someone by making them feel confident</p><p>and eager to do something: We need</p><p>someone who can inspire the team. |</p><p>inspire sb to do sth He inspired many</p><p>young people to take up the sport. | inspire</p><p>sb to sth: I hope this success will inspire</p><p>you to greater efforts. | Inspired by the</p><p>sunny weather, I decided to explore the</p><p>woods. 2 to make someone have a</p><p>particular feeling or react in a particular</p><p>way: Gandhi’s quiet dignity inspired great</p><p>respect. | inspire confidence (= make</p><p>people feel confident because they trust</p><p>your ability) His driving hardly inspires</p><p>confidence. | The hospital’s record does</p><p>not inspire confidence. 3 to give someone</p><p>the idea for something, especially a story,</p><p>painting, poem, etc.: The story was</p><p>inspired by a chance meeting with an old</p><p>Russian duke. | a range of designs</p><p>inspired by wild flowers. 4 technical to</p><p>breathe in</p><p>backstage / bækˈsteɪdʒ/ adj, adv 1 behind</p><p>the stage in a theatre, especially in the</p><p>actors’ dressing rooms → offstage</p><p>2 in private, especially within the secret</p><p>parts of an organisation: intensive</p><p>backstage negotiations</p><p>preview / ˈpriːvjuː/ n [C] 1 an occasion</p><p>when you can see a film, play, painting,</p><p>etc., before it is shown to the public: [+ of]</p><p>a sneak preview of the new fashions for</p><p>the autumn | the press preview of the show</p><p>(= when people who write for newspapers,</p><p>TV, etc., could see it) 2 a description of a</p><p>film, TV programme, show, etc, that people</p><p>will be able to see soon</p><p>preview v [T] 1 to see or describe</p><p>something before it is shown to the public:</p><p>Journalists will be able to preview the</p><p>exhibition tomorrow. 2 to show or perform</p><p>something before it is shown to the public:</p><p>The band will preview their new album on</p><p>2nd March.</p><p>2 1 for 2 on 3 for 4 to 5 of 6 in 7 with</p><p>8 for</p><p>3a 1 was endless 2 was extremely happy</p><p>3 a step into the unknown</p><p>3b 1 knew no bounds 2 jump down my throat</p><p>3 leap at the opportunity 4 by leaps and</p><p>bounds 5 out of bounds 6 jump to</p><p>conclusions</p><p>4 1 dress 2 limelight 3 backing 4 stage</p><p>5 standing 6 cue 7 live 8 emotional</p><p>9 curtain</p><p>5 understudy, underact, underwriter,</p><p>soundtrack, soundstage, playwright,</p><p>playact, overact, screenwriter, backstage,</p><p>backtrack</p><p>12</p><p>TEACHER’S NOTES 1</p><p>Use of English 1 p.11</p><p>1 If it is the first time students have encountered</p><p>this type of exam task, take time to explain what</p><p>they need to do. Use the Expert Strategy notes</p><p>on p. 167. The task requires candidates to</p><p>identify what form of the given word is required</p><p>for each gap and to form it using prefixes and</p><p>suffixes, paying attention to the use of negatives.</p><p>Students should start by skimming the text to</p><p>get the gist, then work through using clues</p><p>around each gap to identify which form of the</p><p>given word is required (e.g. noun, adverb,</p><p>negative adjective). Point out that the word</p><p>needs to fit both grammatically and in meaning.</p><p>Do the first two together as an example. (0) is an</p><p>adverb as it precedes the adjective acclaimed and</p><p>is formed by adding -ly to the adjective wide. 1 is</p><p>a noun as it follows the article a and the adjective</p><p>successful. it is formed by adding -ation to the</p><p>end of the verb adapt.</p><p>Background</p><p>Mamma Mia has become one of the most</p><p>successful musicals around the world since it</p><p>opened in London in April 1999. It is estimated</p><p>that over 50 million people have seen it around</p><p>the world. The production uses Abba songs to</p><p>accompany the story of a girl searching for the</p><p>identity of her father, who invites three former</p><p>friends of her mother to her wedding on a</p><p>Greek island that they have not visited for 20</p><p>years. It was made into a successful movie,</p><p>starring Meryl Streep, released in 2008.</p><p>2 The purpose of writing a review here is to</p><p>practise and recycle some of the vocabulary</p><p>from the module. As an exam task, reviews are</p><p>covered in Module 5. Therefore students should</p><p>not worry too much about the structure of their</p><p>reviews at this stage. Encourage them to give an</p><p>opinion of a production they have seen recently.</p><p>Extra!</p><p>Finish by asking students to find more</p><p>vocabulary in the Mamma Mia text that fits the</p><p>theme of the unit and that may be useful when</p><p>writing about performing arts. (e.g.: adaptation,</p><p>plot, based on, production team, be received.)</p><p>1 1 adaptation 2 playwright 3 lyricists</p><p>4 misinterpreted 5 questionable</p><p>6 unprecedented 7 preview 8 backstage</p><p>► Student’s Resource Book, pages 6–7</p><p>Listening 1 p.12</p><p>1 Start by asking students if they recognise the</p><p>picture. It is from The Snowman (released in 1982)</p><p>by Raymond Briggs. Elicit the type of film it is</p><p>(animation).</p><p>As well as the more familiar roles such as</p><p>producer, director, camera operator and sound</p><p>engineer, students might know less common jobs</p><p>such as location scout, stunt coordinator and set</p><p>dresser as well as more unusually named roles</p><p>such as gaffer, who is chief electrician and often</p><p>responsible for the set lighting, best boy who is</p><p>the gaffer's assistant and responsible for day to</p><p>day control of lighting, and Foley artists who use</p><p>props to create sound effects.</p><p>2 ► T1.02 Start by reading the exam</p><p>2 1 G I was sent to China as part of my job</p><p>and met another British girl there who’d applied</p><p>to do a distance degree in IT, so I thought:</p><p>‘Why not me?</p><p>2 C rehearsals were only held in the mornings,</p><p>so I was feeling at a bit of a loose end;</p><p>3 H I knew what I was doing, but felt at a bit of</p><p>a disadvantage when called upon to explain</p><p>why in meetings... I’ve got a firmer grasp on</p><p>underlying concepts now;</p><p>4 D Since my parents were keen on me going</p><p>in for teaching, I chose an online degree course</p><p>in literature</p><p>5 B I’d always hankered after getting a college</p><p>education</p><p>6 C my tutor said my thesis was worthy of</p><p>publication</p><p>7 G to be offered a post as a music therapist in</p><p>a big London teaching hospital on the strength</p><p>of it</p><p>8 D the rest of the team really seem to be</p><p>taking me more seriously now</p><p>9 F In the forums, I quickly met all sorts of</p><p>amazing people who’ve become like my best</p><p>mates</p><p>10 A it’d been his idea all along to make me</p><p>head of department once I’d got the certificate</p><p>under my belt.</p><p>► Student’s Resource Book, pages 110–112</p><p>Speaking p.160</p><p>1a Ignore the pictures at this stage as students will</p><p>be using them in the speaking activity later.</p><p>Students complete the text about new</p><p>approaches to learning with the correct word.</p><p>Background</p><p>Sir Ken Robinson: Born in Liverpool UK in</p><p>1950, Robinson is an internationally recognised</p><p>authority on the development of education and</p><p>creativity. He was a university professor of</p><p>education and has advised the UK and other</p><p>governments. He campaigns for increased</p><p>creativity in education. He now lives in Los</p><p>Angeles.</p><p>Salman Khan: Born in New Orleans USA in</p><p>1986, Khan is the founder of the Khan</p><p>Academy, an online resource of free learning</p><p>materials in numerous subjects. Their mission</p><p>is to be 'not-for-profit with the goal of changing</p><p>education for the better by providing a free</p><p>world-class education for anyone anywhere'.</p><p>The following links have further information</p><p>about the topics raised in the text. If time</p><p>allows, some of the video clips could be shown</p><p>to the class. Alternatively, give students the</p><p>links and ask them to research the topics before</p><p>the lesson to get some background knowledge.</p><p>http://www.thersa.org/events/video/animate/</p><p>rsa-animate-changing-paradigms</p><p>http://www.thersa.org/events/video/archive/</p><p>sir-ken-robinson</p><p>http://www.youtube.com/education</p><p>http://www.ted.com</p><p>http://www.khanacademy.org/</p><p>2 Students discuss the questions related to</p><p>learning and teaching.</p><p>3a Students work in pairs to practise the speaking</p><p>exam. They start by looking at pictures 2 and 3</p><p>together, and discussing their attitudes (or the</p><p>pros and cons) of these styles of learning.</p><p>100</p><p>TEACHER’S NOTES 10</p><p>3b They then move on to the second stage in which</p><p>they should discuss all the pictures and how</p><p>they relate to learning in the future, and need to</p><p>add another idea.</p><p>Remind them that they are expected to work</p><p>together, negotiating agreement and working to</p><p>complete the task. Remind them also of the</p><p>criteria on which they are marked, i.e. fluency,</p><p>interaction and range of vocabulary and</p><p>grammatical structures including those for</p><p>speculating, evaluating, comparing,</p><p>inviting/giving opinions.</p><p>4a/b Students now have their individual long turns</p><p>following the instructions on the Task cards.</p><p>Remind them that here they should speak</p><p>confidently and fluently for two minutes with</p><p>their personal reaction to, and opinion of, the</p><p>topic on the card. The three bullet points are</p><p>there to help them but they do not have to use</p><p>them.</p><p>They should appropriate language to introduce</p><p>the topic, to link or contrast their points and to</p><p>sum up.</p><p>5 Finish the lesson with a whole-class discussion</p><p>on life-long learning and a wider debate on from</p><p>whom or from where we learn.</p><p>1a 1 traditional 2 quoted 3 lateral</p><p>4 diminishes 5 collated 6 source 7 tuition</p><p>8 pace 9 originating 10 endless</p><p>Language development 2 p.162</p><p>1a The exercise highlights some verb phrases that</p><p>are not especially idiomatic but are frequently</p><p>used. Students complete the verb phrases and</p><p>thus the sentences using a word from the box.</p><p>1b Students have the topic and context to create a</p><p>dialogue using the verb phrases. Get the pairs to</p><p>act them out in front of the class and vote for the</p><p>best.</p><p>2 Start by letting students spend a few minutes</p><p>looking at the section on verb phrases on page</p><p>190. They then underline examples that they find</p><p>in the start of the story. Finally they collaborate</p><p>to complete the story.</p><p>3 Demonstrate that phrasal verbs can form nouns</p><p>in different ways using the examples to break</p><p>through – a breakthrough (one word); to put in –</p><p>input (reversed); to stop off – a stop-off (two words</p><p>hyphenated).</p><p>When they have completed the sentences by</p><p>forming suitable nouns, ask them to compare the</p><p>phrasal verb and the noun forms. Ask if they can</p><p>work out the general pronunciation rule. It is</p><p>that as phrasal verbs they are normally stressed</p><p>on the second word – the particle, but as nouns</p><p>they are usually stressed on the first part</p><p>irrespective of the part it is formed from. Use the</p><p>examples given: to break through – a breakthrough;</p><p>to put in – input.</p><p>1a 1 exempt 2 question 3 comparison</p><p>4 practice 5 making 6 short 7 justification</p><p>8 disposal 9 aback 10 concern</p><p>2 Philip was a very keen student of French.</p><p>His university tutor thought he had a good</p><p>chance of going for a doctorate after he</p><p>graduated. As the summer holiday approached</p><p>before his final year at university, he came to a</p><p>decision. He would take the opportunity to go</p><p>backpacking around France and practise his</p><p>French. It went without saying that he’d have to</p><p>take some textbooks with him, but he was</p><p>pretty fit so he should manage OK. While Philip</p><p>was in France, he picked up a strange bug</p><p>which meant he had to stay in bed for a day –</p><p>and study – but he then made a swift recovery</p><p>and hitched a lift with a lorry that was going to</p><p>the Dordogne area. The lorry dropped him at</p><p>the foot of a little hill, and as Philip came to an</p><p>exhausted halt outside a little brasserie, who</p><p>should he see but …</p><p>3 1 outgoings, income 2 upturn, takeover</p><p>3 breakdown 4 lookout, intake 5 output</p><p>6 drawback, feedback</p><p>► Student’s Resource Book, pages 113–114</p><p>Use of English 2 p.163</p><p>1 Students discuss how good they are at managing</p><p>their time. Ask what techniques or tools they</p><p>have to remember and to make sure they do</p><p>things on time.</p><p>2 Note that the words in the box are a mixture of</p><p>verbs, adjectives and nouns but all can form</p><p>nouns using one of the suffixes listed. When</p><p>students have formed the nouns, ask them to</p><p>consider the stress patterns and identify any</p><p>words where the stress changes when the noun</p><p>is formed (e.g. maintain – maintenance, visible –</p><p>visibility).</p><p>3 Ask students to start the task in the usual way</p><p>by skimming the text to get a general</p><p>understanding, then looking at each gap trying</p><p>to determine the type of word required. Finally,</p><p>they should work out that form of the word</p><p>101</p><p>TEACHER’S NOTES 10</p><p>given. They should finish by reading through</p><p>the text once more to check that it all sounds</p><p>coherent. All that should be done in about ten</p><p>minutes.</p><p>4 Follow up with an analysis of the task and</p><p>whether they recognised all the clues as to what</p><p>form of the word was required.</p><p>5 Students finish with a discussion about</p><p>achieving tasks. Find out who are list makers</p><p>and who are procrastinators.</p><p>2 1 -ance/-ence: allowance, maintenance,</p><p>relevance, significance, confidence,</p><p>existence, experience, patience;</p><p>-ency: proficiency, efficiency, fluency,</p><p>literacy;</p><p>-ity: ability, priority, security, visibility;</p><p>-ship: apprenticeship, entrepreneurship,</p><p>hardship</p><p>3 1 prioritise 2 inability 3 realistically</p><p>4 appreciable 5 accessible 6 insights</p><p>7 productively 8 interruptions</p><p>Writing 2 p.164</p><p>1 Students discuss the pros and cons of going to</p><p>university. Many of the points (and some of the</p><p>opposites) will have been raised in the</p><p>discussion on online</p><p>strategy box</p><p>and Exam reference on page 170. Then ask them</p><p>what they can learn from the task rubric. It is a</p><p>talk (therefore one speaker) by an animator</p><p>talking about his work (animation). Students</p><p>need to complete the sentences using a word or</p><p>short phrase (i.e. 2–4 words). Get them to read</p><p>the notes to get the gist of the talk and to think</p><p>about what type of information they need to</p><p>listen for.</p><p>3 ► T1.02 Students listen again and complete the</p><p>task.</p><p>4 If students are not interested in animation/arts,</p><p>an alternative would be to role-play asking a</p><p>careers officer questions about study/work in</p><p>any areas they are interested in.</p><p>3 1 illustration (I decided to study for a</p><p>degree in Fine Art at first, with a view to</p><p>working in illustration) 2 imperfections (It</p><p>was him who told me not to erase any</p><p>imperfections, but rather to draw over them</p><p>and correct them, because this contributes</p><p>to an overall effect of movement.)</p><p>3 realistic (I generally prefer realistic</p><p>drawings) 4 film festival (I decided to</p><p>enter a piece in a film festival, and</p><p>fortunately won several awards!)</p><p>5 ads/adverts/advertisements (I still do</p><p>quite a bit of work for advertisements, as</p><p>these tend to be fairly short projects, yet</p><p>lucrative. So, they fund the films.)</p><p>6 collaboration (Creating an animated film</p><p>involves a great deal of collaboration, and I</p><p>love the way everybody pushes towards a</p><p>common goal.) 7 by hand (I still choose to</p><p>do most of the artwork by hand.)</p><p>13</p><p>TEACHER’S NOTES 1</p><p>8 observation (But I’d say that observation</p><p>is key to the animator’s work.)</p><p>9 (facial expressions/voice of) actors</p><p>(Actors have really helped there.)</p><p>Language development 1 p.13</p><p>This section offers a quick review of past and</p><p>present tenses in particular by focusing on state</p><p>verbs in the present in Exercise 1 and time words</p><p>used with different tenses in Exercise 2.</p><p>1 Students need to look at each pair of sentences</p><p>that use different meanings of the same word</p><p>and decide which are possible and to correct</p><p>those that are not. Do the first together as an</p><p>example. 1a look = appear/seem and is therefore</p><p>a state verb and needs to be in the simple form –</p><p>it doesn't look. 1b look = search/seek is an activity</p><p>and so not a state verb and can be used in the</p><p>continuous – they are looking.</p><p>2 Get students to start by skimming the text to</p><p>discover that it is a conversation between two</p><p>people discussing a third friend, a dancer called</p><p>Ryan. They then complete the dialogue using</p><p>either a suitable word from the box or a form of</p><p>the given verbs. It is a complicated exercise so</p><p>get students to compare answers in pairs/small</p><p>groups before going through it with the</p><p>whole class.</p><p>1 1a wrong it doesn't look 1b wrong they are</p><p>looking (current activity)</p><p>2a wrong I really don't see (see =</p><p>understand, therefore a state verb)</p><p>2b correct (see = meet as future</p><p>arrangement)3a wrong they have (got)</p><p>(have = possess, therefore a state verb)</p><p>3b correct</p><p>4a correct (concern = involve/affect state</p><p>verbs) 4b correct (concern = worry, a</p><p>temporary current activity)</p><p>5a correct (mind = object – a state verb)</p><p>5b correct (mind = look after, a current</p><p>activity)</p><p>2 1 since 2 met 3 yet 4 to find 5 still</p><p>6 hasn’t travelled 7 ‘s/has been doing</p><p>8 lately 9 long 10 becomes 11 ’s/is</p><p>12 currently 13 doing 14 first 15 ’ve/have</p><p>seen 16 before 17 had</p><p>Use of English 2 p.13</p><p>If students are unfamiliar with this type of exam</p><p>task, spend some time studying the Expert Strategy</p><p>notes on p.167 so students understand what is</p><p>required. Point out that in the exam they will have</p><p>about 10 minutes to complete the task.</p><p>1a Students skim the text for general understanding</p><p>and to find Sir Peter's comments. Discuss</p><p>whether they agree with him or not.</p><p>1b Remind students that the word they choose</p><p>must fit both grammatically and in meaning.</p><p>They must look at the whole sentence containing</p><p>the gap and especially at the words just before</p><p>and after each one to identify the phrasal verb,</p><p>conjugation, collocation. pronoun etc. that is</p><p>required. If they aren't sure of the missing words</p><p>tell them to trust their instincts, their</p><p>subconscious mind might know! Remind them</p><p>that in Cambridge exams they will not lose</p><p>marks for incorrect answers and should attempt</p><p>every question. They should finish by reading</p><p>the whole text through once more to see if it all</p><p>fits together and makes sense.</p><p>2 Get students to discuss the first two opinions in</p><p>pairs or small groups, pointing out that they are</p><p>the type of questions that they may be asked in</p><p>the speaking exam. If the class are still</p><p>concentrating, discuss the last point together.</p><p>1b 1 went 2 Despite 3 one (phones) 4 What</p><p>5 that 6 had 7 on 8 few</p><p>► Student’s Resource Book, pages 8–10</p><p>Writing 1 p.14</p><p>Go over the demands of this task with the class: to</p><p>compare two related texts, to summarise them in</p><p>your own words and to add a personal</p><p>evaluation/opinion of the content. Look at the</p><p>strategy box together.</p><p>1 Ask students to read the task rubric and answer</p><p>the two questions for consolidation. Then ask</p><p>students to spend a few minutes reading the two</p><p>texts. At this stage of the course it might be</p><p>useful to quickly check if there is any unknown</p><p>vocabulary in the texts.</p><p>2 Students read the model answer and discuss</p><p>how good an answer it is. Hopefully students</p><p>will notice that it is successful in that it</p><p>summarises both texts clearly, uses</p><p>paraphrasing well, and evaluates them</p><p>effectively.</p><p>3 This exercise highlights useful vocabulary when</p><p>summarising texts. If time, give students</p><p>examples of how the alternative word in each</p><p>pair could be used.</p><p>14</p><p>TEACHER’S NOTES 1</p><p>4a/b Students review the organisation and</p><p>structure of the model essay including the use of</p><p>paraphrasing and linking words and</p><p>expressions. Ask the class to find examples such</p><p>as On the stage, it's down to you (text 1) – the stage</p><p>actor is unaided (Model answer, para 1).</p><p>5 Students discuss the more personal element, the</p><p>evaluation. Here there is likely to be more</p><p>disagreement.</p><p>6 There is a similar writing task on page 192 that</p><p>students can do for homework.</p><p>1 1 an essay..2 summarise & evaluate</p><p>3 1 discuss 2 examines 3 compares</p><p>4 communicate 5 suggests 6 demand</p><p>7 acquire 8 acknowledges 9 advocates</p><p>4a Students should underline from Firstly, the</p><p>first text .... the same result. (para.1).</p><p>Then, paragraph 3.</p><p>4b Students should highlight paras. 2 & 4</p><p>6 Answers will vary.</p><p>1B It’s live!</p><p>Start with books closed. Briefly discuss music tastes</p><p>with the class. What sort of music do you listen to?</p><p>Do you prefer to listen to live or recorded music?</p><p>How often do you go to live gigs?</p><p>Listening 2 p.15</p><p>1 ► T1.03 Students listen to someone talking</p><p>about recording music and answer the two</p><p>questions.</p><p>2 ► T1.04 This is a multiple matching exercise</p><p>that some students may not be familiar with.</p><p>Start by getting students to read the Expert</p><p>Strategy note on page 15. Then get them to read</p><p>the task rubric (You will hear ...) and to read the</p><p>2 tasks. Follow up with some concept questions</p><p>to check they understand what is required. For</p><p>example, How many speakers will you hear? (5),</p><p>What are they talking about? (their free-time</p><p>activities), What do you have to listen for in Task 1?</p><p>(their main reason for doing the activity), How many</p><p>times will you hear the recording? (twice).</p><p>If needed, draw students’ attention to the help</p><p>points for three of the questions. Follow up by</p><p>focusing students’ attention on the strategy they</p><p>used to complete the task. For example, did they</p><p>try to answer Task one the first time they</p><p>listened and Task two the second time, or did</p><p>they attempt both the first time and check them</p><p>the second time?</p><p>3 Discuss personal views of the content.</p><p>4 The words in the check list are all from the audio</p><p>script. If students are unsure of the meaning of</p><p>any, give them a copy of the script and ask them</p><p>to deduce the meanings from the context before</p><p>checking in a dictionary.</p><p>Check they know the</p><p>pronunciation (e.g. pay attention to linking in</p><p>tag_along and thrive_on and stress in inevitable</p><p>and hilarious) and use of each word/expression.</p><p>1 1 you can try different things, do more than</p><p>one take, experiment with mixing</p><p>techniques 2 live performances (they</p><p>sometimes lack the soul and the strength</p><p>of emotion that artists produce in a live</p><p>performance. There’s nothing to beat that,</p><p>really!)</p><p>2 Task One</p><p>1 G (I needed to counteract the inevitable</p><p>effects of my rather sedentary lifestyle)</p><p>2 H (I wanted to build on my artistic ability</p><p>somehow)</p><p>3E (seem to thrive on the sound of</p><p>laughter.)</p><p>4 C (I did begin to feel a need to get my</p><p>teeth into something that would stretch</p><p>me)</p><p>5 A (I really wanted the world to know I</p><p>could play the guitar just as well as my</p><p>rock heroes)</p><p>Task Two</p><p>6 H (teach breakdancing to the kids)</p><p>7 F (a portfolio of digital cartoons with</p><p>audio input to go on my website)</p><p>8 E (I’ll be appearing at a big arts festival)</p><p>9 D (there isn’t a Rock Choir in my area so</p><p>I’ve decided to set one up.)</p><p>10 B (lots of guys feel the way I did, so I’ve</p><p>started a blog with a view to getting in</p><p>touch with some)</p><p>Speaking p.16</p><p>1a The pictures should act as a prompt for some</p><p>different ways people enjoy music. See if</p><p>students can suggest other ways, e.g. buskers</p><p>on the street, bands in a bar, pub, listening to</p><p>music while driving or while doing sport,</p><p>singing in a choir.</p><p>1b Use the discussion to draw out useful</p><p>vocabulary to describe musical genres and tastes</p><p>(e.g. rock, pop, hip-hop, contemporary, middle-</p><p>15</p><p>TEACHER’S NOTES 1</p><p>of-the road, eclectic). Note that other types of</p><p>music player are available.</p><p>2 Draw students’ attention to the point that all</p><p>four good answers to a simple question have</p><p>two sentences or clauses. Yes/No questions</p><p>require expansion, Yes + details or No + reason</p><p>or alternative.</p><p>3 Look at the strategy box with the class which</p><p>reminds students to expand their answers.</p><p>Remind students that Paper 4 Part 1 is a</p><p>conversation between the interlocutor and each</p><p>candidate, lasting two minutes, focusing on</p><p>general interactional and social language.</p><p>Get students to practise by asking and answering</p><p>the questions in pairs. It might be useful to get</p><p>one stronger pair to perform the first task in</p><p>front of the whole class and then get the rest to</p><p>give feedback on their performance before</p><p>attempting it themselves.</p><p>The activity could be extended with additional</p><p>questions such as ‘What are the benefits of</p><p>downloading music from the internet?’, ‘Do you use</p><p>file sharing websites?’, ‘What are the moral</p><p>implications of using them?’.</p><p>4a ► T1.05 Ask students to check understanding of</p><p>the vocabulary in the box. One way would be to</p><p>see if the class can identify opposites (e.g.</p><p>depressing/inspiring, rhythmic/discordant) or</p><p>words that are similar (e.g.</p><p>harmonious/soothing).</p><p>4b Give students a chance to contribute their ideas</p><p>on what type of music they like to listen to while</p><p>studying and whether classical music helps</p><p>concentration and is good for creativity.</p><p>5a/b Students start by adding phrases from the</p><p>dialogue in Exercise 4a to the table, then</p><p>completing it with similar expressions given</p><p>below. The phrases are all useful for spoken</p><p>interaction. Encourage the class to learn them as</p><p>fixed phrases along with how they are used, that</p><p>is, what follows each. For example, Have you</p><p>considered + -ing?, I think we ought to take into</p><p>consideration + noun phrase.</p><p>Extra!</p><p>If time allows, brainstorm any other ways that</p><p>students know to express the three concepts.</p><p>6 The chat message format here is a way to</p><p>practise what is spoken language but as a</p><p>writing task. Remind students that they don't</p><p>have to give their real opinions but it is usually</p><p>much easier to do so.</p><p>7 This introduces students to Part 2 of the</p><p>speaking paper, the collaborative task. Look at</p><p>the Expert Strategy box and tell students that in</p><p>the exam this section lasts about four minutes,</p><p>during which they and their partner(s) will need</p><p>to sustain a conversation, expressing and</p><p>exchanging ideas, seeking, giving and justifying</p><p>opinions, agreeing and/or disagreeing,</p><p>suggesting and speculating and negotiating to</p><p>reach a decision.</p><p>8a ► T1.06 Having read the exam marking</p><p>criteria, students listen to two candidates</p><p>attempting the first part of the task. Encourage</p><p>students to be constructively critical, to</p><p>recognise and highlight strengths and</p><p>weaknesses in both Luisa’s and Max's</p><p>performance according to the criteria.</p><p>8b ► T1.07 Students now listen to the same two</p><p>candidates attempting the second part of the</p><p>task, and then evaluate their performances and</p><p>compare them with their own.</p><p>9 This might generate ideas on where to place</p><p>more emphasis later in the course. Ask students</p><p>to work in pairs to list what aspects of the</p><p>speaking task they find most difficult. Whatever</p><p>they come up with (e.g. listening and</p><p>responding, agreeing and disagreeing,</p><p>sustaining conversation, speculating and</p><p>evaluating, reaching a decision) can be given</p><p>more practice in speaking activities in future</p><p>classes.</p><p>4 Tom: mind-blowing/deafening, discordant,</p><p>depressing</p><p>Maggie: upbeat, soothing, inspiring</p><p>5 5a Agreement: No, you’re right there</p><p>(agreeing with negative statement /</p><p>question), I agree with you, Absolutely,</p><p>Disagreement / Partial disagreement: I</p><p>hear what you’re saying but, to be honest</p><p>I’ve never found that, I’m not sure about</p><p>that</p><p>Weighing things up: Don’t forget, I’ll bear</p><p>that in mind</p><p>5b Agreement: I can’t disagree …, I’d go</p><p>along with that, Absolutely!</p><p>Disagreement / Partial disagreement: That</p><p>may be the case, but …, You’ve got a</p><p>point, but …,</p><p>Weighing things up: I think we ought to …,</p><p>I can’t rule out …, Have you considered</p><p>…?</p><p>16</p><p>TEACHER’S NOTES 1</p><p>8a Grammar resource: Luisa makes a</p><p>grammar mistake, ‘it isn’t appeal to</p><p>everyone’ should be ‘it doesn’t appeal to</p><p>everyone’. Max makes a grammar mistake,</p><p>‘it often pouring with rain’ should be it</p><p>‘often pours with rain’. Otherwise good.</p><p>Lexical resource: Luisa couldn’t think of the</p><p>word for ‘open-air’ cinema. Otherwise both</p><p>OK though neither of them used any</p><p>particularly advanced vocabulary.</p><p>Discourse management: Good</p><p>Pronunciation: Good</p><p>Interactive communication: Luisa started</p><p>off well, but then she ended up simply</p><p>agreeing with Max and didn’t take the</p><p>initiative in the last part of the discussion.</p><p>Max ended up dominating the discussion,</p><p>which isn’t really his fault.</p><p>8b Grammar resource: Luisa made a mistake:</p><p>‘might to attract’ should be ‘might attract’.</p><p>Max made one mistake: ‘difficult in</p><p>understanding’ and it should be ‘difficult to</p><p>understand’. Otherwise good.</p><p>Lexical resource: Max couldn’t remember</p><p>the word ‘stilts’ but Louisa supplied it for</p><p>him, which is acceptable. He also said</p><p>‘playing’ instead of the noun ‘play’.</p><p>Otherwise good.</p><p>Discourse management: Good use of</p><p>phrases for agreeing and disagreeing.</p><p>Generally reasonable use of turn-taking.</p><p>Pronunciation: Good apart from one</p><p>mistake made by Max where he</p><p>pronounced ‘scene’ wrongly.</p><p>Interactive communication: Luisa OK but</p><p>still hesitant in the beginning. However,</p><p>when Max was getting carried away, she</p><p>virtually took over and started taking a</p><p>proper turn.</p><p>► Student’s Resource Book, pages 11–13</p><p>Language development 2 p.18</p><p>This section reviews future forms, a tricky subject</p><p>as the choice of tense or structure is so dependent</p><p>on context and nuance. The exercises highlight</p><p>the lexical forms commonly used to express</p><p>future concepts that are vital for advanced users</p><p>of the language.</p><p>1 Remind students to imagine and focus on the</p><p>context of each exchange to determine what the</p><p>most suitable follow-on would be. Do the first</p><p>one together with the whole class as an example.</p><p>2a The exercise highlights future in the past and</p><p>ways to express changes from previous plans.</p><p>Students should first skim the text to get the</p><p>general sense, then identify the most suitable</p><p>phrase for each of the gaps.</p><p>2b ►</p><p>T1.0 8 Students listen to the dialogue to check</p><p>their answers. Get students to practise using the</p><p>structures by talking about any plans that they</p><p>have had to change recently.</p><p>1 1b (In a, present continuous is used for an</p><p>action happening now, so not acceptable</p><p>here. b is asking about intention of how to</p><p>deal with a problem, so it’s acceptable.)</p><p>2a (This emphasises the speaker’s</p><p>disapproval and possible frustration with</p><p>the other person’s actions, and so is more</p><p>suitable here.)</p><p>3 Both are possible. a ‘will be waiting’</p><p>implies that the speaker is suggesting ‘I’m</p><p>going to tell him now that you’re going to</p><p>be late’, while b ‘will have waited’ suggests</p><p>‘because he always does’ or ‘because he</p><p>wouldn’t dream of not waiting for you.’</p><p>4 a – indicates a future intention decided in</p><p>the past which then became unnecessary.</p><p>2a 1 was going to 2 might 3 were due to be</p><p>4 wouldn’t be 5 was just about to 6 were</p><p>supposed to</p><p>Use of English 2 p.18</p><p>1 For students new to Cambridge exams, spend</p><p>some time looking at the Expert Strategies on</p><p>page 168. For those moving up from CAE, point</p><p>out that the difference from key word</p><p>transformation at CPE level is that candidates</p><p>should use 3–8 words to complete the sentence.</p><p>Do Q1 together as a whole class, eliciting</p><p>possible answers. Students could work together</p><p>at this stage to complete the exercise.</p><p>Photocopiable activity</p><p>Activity 1C could be used here. It is a pairwork</p><p>activity in which students complete sentences with</p><p>missing words and phrases and write these in a</p><p>grid to reveal the name of a famous person.</p><p>1 1 was to have been | a</p><p>2 (the) fierce competition, | Tilda Swinton</p><p>is/seems/appears set to</p><p>3 stands to make profits/a profit | in excess</p><p>4 was supposed to | have/be having</p><p>5 had every intention | of sending / had fully</p><p>intended to send</p><p>6 are bound | to turn up for/at</p><p>► Student’s Resource Book, pages 14–15</p><p>17</p><p>TEACHER’S NOTES 1</p><p>Use of English 3 p.19</p><p>1 This might not be very successful with mixed</p><p>nationality classes as comedians and their</p><p>humour tend to be limited to their own</p><p>country/culture, but comedy actors from</p><p>popular films and TV shows may well be known</p><p>to many. Check students’ understanding of</p><p>stand-up as an adjective and explain what type of</p><p>comedy it is.</p><p>2b If this is the first time students have encountered</p><p>a lexical cloze, spend some time looking at the</p><p>Expert Strategy notes on page 167. Emphasise</p><p>the need to choose the word that fits both in</p><p>meaning and structurally. Look at the example</p><p>together. All four options can be followed by</p><p>into, but stepping into the spotlight has both the</p><p>literal meaning of going on stage as well as the</p><p>metaphoric meaning of getting noticed.</p><p>(Whereas tap into means to make use of ideas,</p><p>knowledge and information that a group of</p><p>people has, slip into means to gradually start</p><p>changing your condition and pop into means to</p><p>go somewhere or visit someone very</p><p>briefly/quickly.)</p><p>3 The analysis highlights aspects of language that</p><p>are tested in this task type that students should</p><p>look out for in future.</p><p>Extra!</p><p>The picture is of British comedian Peter Kay</p><p>(with the comedy actor John Thompson).</p><p>Students with access to t'internet (as he refers to</p><p>it in his Lancashire accent) could get some fun</p><p>listening practice by watching some of his</p><p>stand-up comedy about his family and</p><p>comparing life now with when he was</p><p>younger.</p><p>2b 1 A 2 A 3 D 4 B 5 B 6 C 7 D 8 C</p><p>3 1 6 (raise money), 8 (generate … interest)</p><p>2 2 (are lined up), 4 (come a long way)</p><p>Writing 2 p.20</p><p>1a Students discuss how they listen to music. Many</p><p>may use their phones as MP3 players.</p><p>1b For many students, knowledge of life before the</p><p>internet might require them to use their</p><p>imaginations!</p><p>2 Ask students to check the task rubric and to</p><p>highlight the key words. Students then read text</p><p>1 and decide which of the three summaries best</p><p>sums it up.</p><p>3a One way to list the key points is to underline</p><p>them in the two texts as they read them.</p><p>Students then use them to write a summary in</p><p>their own words.</p><p>3b Students use the notes to evaluate the texts.</p><p>4 The strategy box gives two approaches to</p><p>organising an answer. Get the class to discuss</p><p>which would be most appropriate.</p><p>5a Students read and complete the summary of text</p><p>2. As an extension get them to identify how</p><p>ideas have been expressed differently in the</p><p>summary (e.g. serves some need / stems from; the</p><p>promise of a unique experience / hoping to hear</p><p>something slightly different).</p><p>6 Students will now be very well prepared to</p><p>write the essay and can do it in 20 minutes for</p><p>homework.</p><p>7 Encourage students to spend 10 minutes</p><p>checking their work systematically, using the</p><p>checklist on p. 191.</p><p>Extra!</p><p>This is a good time to increase awareness of</p><p>common types of mistakes to look for when</p><p>checking their work in future. Many students</p><p>make the same mistakes repeatedly in their</p><p>written work. Ask them to look back at the</p><p>corrections of some recent writing and make a</p><p>note of the type of mistakes they made. They</p><p>should then specifically look out for such</p><p>mistakes when correcting this and future</p><p>essays. They should add to their list of</p><p>‘favourite mistakes’ as the course goes on.</p><p>1a/b Answers will vary.</p><p>3a Text 1: Many people believe illegally</p><p>downloading music is destroying the music</p><p>industry; Most artists not connected with</p><p>major companies; no publicity; Internet</p><p>gives them free advertising; listeners free</p><p>to decide what they listen to; broader</p><p>tastes in music. Text 2: People go to</p><p>concerts to experience the atmosphere</p><p>and share passion for music with others;</p><p>Also hope something unusual will happen.</p><p>3b Opinions will vary, but evaluation should</p><p>contain the following ideas: Both examine</p><p>ways people listen to music today, and are</p><p>fairly objective in their approach. They look</p><p>at different aspects of music as</p><p>entertainment. Text 1 looks at the impact</p><p>developments in illegal downloading of</p><p>music have had, while text 2 examines the</p><p>enduring popularity of live concerts.</p><p>18</p><p>TEACHER’S NOTES 1</p><p>4 Answers may vary, but should contain</p><p>elements of the points from 3 a and b</p><p>above.</p><p>5a 1 attract 2 despite 3 suggests 4 stems</p><p>5 experience 6 while</p><p>5b Suggested answer:</p><p>Both texts examine ways people listen to</p><p>music today in a fairly objective manner.</p><p>However, while the first text focuses on the</p><p>impact developments in technology have</p><p>had on people’s tastes, the second text looks</p><p>at a habit that has remained largely</p><p>unchanged.</p><p>While we cannot ignore the fact that the fall</p><p>in CD sales will affect the survival of some</p><p>record companies, there is no doubt in my</p><p>mind that, as the first text points out, the</p><p>developments have improved the aspiring</p><p>artist’s chances of getting noticed, and</p><p>given listeners greater power to choose.</p><p>Furthermore, no matter how sophisticated</p><p>the technology becomes, it cannot hope to</p><p>replace the feeling of charged emotions</p><p>involved in being at a live performance.</p><p>6 Suggested answer:</p><p>Essay</p><p>The two texts examine different aspects of the</p><p>music industry. Whereas one considers the</p><p>way that people obtain music is changing, the</p><p>other considers the continuing popularity of live</p><p>music events.</p><p>The first text rejects that idea that sharing</p><p>music online is having a negative effect on the</p><p>music industry and that it is in fact a good way</p><p>for up and coming bands to reach wider</p><p>audiences and that by distributing their music</p><p>at no cost they can become popular. It points</p><p>out that we can now choose from a greater</p><p>variety of artists and music types and so</p><p>everyone's interests can be met.</p><p>While I agree with this point to a certain extent,</p><p>and that they might help new bands, we cannot</p><p>ignore the fact that a large percentage of music</p><p>downloads are done illegally and are of no benefit</p><p>to the established artists who recorded them.</p><p>The second text asks why the discomfort of</p><p>hearing live music remains popular in the era of</p><p>high quality recording and suggests that it is</p><p>more about the shared physical</p><p>experience and</p><p>bonding with like-minded fans than it is about</p><p>the music. However it also points out that live</p><p>gigs offer the chance to hear familiar songs,</p><p>sometimes in new ways and therefore have a</p><p>variety that recorded music lacks. It is</p><p>undoubtedly true that audiences prefer to hear</p><p>a band play songs they love. However, we</p><p>should not ignore the excitement of hearing</p><p>new tunes for the first time. Many shows are</p><p>now much more theatrical and the text rightly</p><p>points out the buzz that they generate.</p><p>The texts correctly acknowledge that, although</p><p>recorded music is evolving, live music will</p><p>never die!</p><p>(282 words)</p><p>► Student’s Resource Book, page 16</p><p>Module 1: Review p.22</p><p>1 1 will acquire 2 is demonstrating 3 demands</p><p>4 concluded 5 recognising 6 be assessed</p><p>7 asserted 8 conveys.</p><p>2 1 dress rehearsal 2 curtain call 3 on cue</p><p>4 standing ovation 5 jump down my throat</p><p>6 leap at the opportunity 7 in the limelight</p><p>8 knows no bounds</p><p>3 1 Both OK, but is studying more likely.</p><p>2 has been performing 3 had only ever</p><p>performed 4 was training 5 is to be shown</p><p>6 has worked 7 collaborated 8 had been</p><p>hoping</p><p>4 1 tuition 2 enthusiasm 3 commitment</p><p>4 accessible 5 extraordinary</p><p>6 understudies 7 prestigious</p><p>8 professionalism</p><p>19</p><p>TEACHER’S NOTES 2</p><p>2 The natural world</p><p>This module contains various topics related to the</p><p>theme of wildlife and includes texts on uncontacted</p><p>Amazonian tribes, tidal power, people who work</p><p>with animals, lions, the Amboseli Reserve in Kenya,</p><p>keeping chickens, factory vs organic farming and</p><p>recycling.</p><p>Lead-in p.23</p><p>Start with books closed. In pairs, ask students to talk</p><p>for a few minutes about one animal they love and</p><p>one they hate, with reasons. Tell them that the class</p><p>will be asked to vote on the most interesting or</p><p>original choice. If necessary, start with an example.</p><p>1a Ask students if they can name the seven animals</p><p>in the pictures and if so to match them to the</p><p>locations where they can be found.</p><p>1b Some students may have actually seen some of</p><p>them already.</p><p>1c To save time, give students a clue that only two</p><p>of these animals are not threatened.</p><p>2 Avoid a long discussion at this point as the</p><p>theme crops up again later in the unit.</p><p>3 The most famous intergovernmental</p><p>organisations are probably the</p><p>Intergovernmental Panel on Climate Change</p><p>(IPCC) and the United Nations Environment</p><p>Programme (UNEP). The best known</p><p>international non-governmental organisations</p><p>include Earthwatch, Friends of the Earth,</p><p>Greenpeace, The World Wide Fund for Nature</p><p>(WWF), Rainforest Alliance. There are also</p><p>hundreds of national organisations.</p><p>1a 1 tiger: Asia 2 polar bear: the Arctic, the</p><p>USA (Alaska), Canada, Russia, Denmark,</p><p>(Greenland), and Norway 3 dormouse</p><p>(Hazel dormouse, not other species of</p><p>dormouse): Denmark, Germany, the UK</p><p>(also Sweden, the Netherlands)</p><p>4 chimpanzee (chimp): Africa (in</p><p>rainforests from West Africa and the</p><p>Democratic Republic of Congo across to</p><p>Uganda and Tanzania) 5 elephant: Africa,</p><p>Asia (photo is of an African elephant,</p><p>which has larger ears) 6 black bear: the</p><p>USA (32 states), Canada, Mexico</p><p>7 rhinoceros (rhino): Africa, Asia, (photo is</p><p>of an African rhino as most Asian rhinos</p><p>have only one horn)</p><p>1c Threatened or endangered: tigers,</p><p>elephants, rhinos (some species have become</p><p>extinct, e.g. the Javan rhino in Vietnam, the</p><p>Indian rhino is vulnerable & they nearly all live</p><p>in protected areas, e.g. the Southern White</p><p>rhino which has a reasonable population</p><p>although it is considered near threatened),</p><p>chimpanzees (endangered, nearing extinction),</p><p>polar bears. Reasons: poaching, hunting for the</p><p>ivory trade, habitat loss; black bears: healthy</p><p>population; dormice: not endangered but</p><p>protected and vulnerable</p><p>2A Wild experience</p><p>Reading p.24</p><p>With books closed, ask students what they know</p><p>about the people that live in remote parts of the</p><p>Amazon and what they would like to know about</p><p>them.</p><p>1 Ask students to look at the picture and read the</p><p>notes about the Amondawa tribe. Encourage</p><p>students to give their reactions to these facts.</p><p>Discuss each of the three points with the whole</p><p>class, asking students what, for example, they</p><p>think life would be like having less emphasis on</p><p>time, having no age and changing their names at</p><p>different stages of their lives.</p><p>2 Students discuss what they think life would be</p><p>like living as the Amondawa do. Ask students to</p><p>work in small groups and to spend a few</p><p>minutes thinking of a number of advantages and</p><p>disadvantages of their lifestyle compared with</p><p>that of students. Encourage them to think about</p><p>aspects of their lives such as family life, social</p><p>structures, work, education and health.</p><p>3 Give students two minutes to skim the text to</p><p>find out what it is about. Then allow a few</p><p>minutes to discuss the two questions in pairs.</p><p>4 Have a short discussion with the class about</p><p>what they think an appropriate strategy is before</p><p>reading the notes on p. 168. Spend some time</p><p>going through the notes, especially with</p><p>students who have not previously taken a</p><p>Cambridge exam. Make students aware of</p><p>concepts such as cohesion and coherence. They</p><p>should then attempt the task.</p><p>20</p><p>TEACHER’S NOTES 2</p><p>5 Students identify some of the discourse markers</p><p>that helped them to identify the correct</p><p>paragraphs for each gap. Some examples are</p><p>given in the key.</p><p>6 Have a short discussion in small groups on the</p><p>ethical issues around contact with remote tribes.</p><p>Example questions for discussion are: Should</p><p>their way of life be protected by ensuring that they</p><p>have no or limited contact with the outside world or</p><p>should they be introduced to medicines and</p><p>technology that will make life easier and safer for</p><p>them? Is it too late to leave them as they are now that</p><p>contact has been made? Would their lifestyle be</p><p>improved by adopting more modern ideas? What do</p><p>you think they would want?</p><p>7 Use the vocabulary list to practise the skills</p><p>developed on p.10. Students should work in</p><p>pairs to look the words up in a dictionary and</p><p>check their pronunciation and use as well as the</p><p>root words they are formed from and related</p><p>forms (e.g. log – logger). Here words such as</p><p>slaughter and dredging up are used in a literal</p><p>sense, but the dictionary will also include</p><p>metaphors. It may be helpful to explain this now</p><p>although metaphors are dealt with in Module 5.</p><p>4 1 G 2 F 3 B 4 C 5 H 6 A 7 D</p><p>5 G refers to the fundamentals which are the</p><p>facts listed in para 2. In F, its extraction refers</p><p>back to oil in para 2. In B, hundreds of such</p><p>tribes refers back to some of their members of</p><p>the Achuar tribe in para 3. The first sentence in</p><p>para 4 defines the term uncontacted at the end</p><p>of B. These few remaining tribes in C refers</p><p>back to the 100 tribes mentioned in para 4. the</p><p>incursions and what follows in H refers back to</p><p>actions of loggers and oil companies in para 5.</p><p>… this new threat at the start of para 6 refers</p><p>back to the mention of hydroelectric dams in H.</p><p>In A, the first sentence is in contrast to the list</p><p>of negative effects in para 6. The final</p><p>sentence, he is happy to bring me up to date, is</p><p>followed by the facts and figures in para 7. he</p><p>in para 7 refers back to Paulo Adario in A. His</p><p>grandfather at the start of para 8, refers back to</p><p>we visited a fisherman in D.</p><p>Vocabulary p.26</p><p>1 Point out that the suffix -ion is one of the most</p><p>common suffixes to form nouns from verbs.</p><p>1a Ask students to find the nouns in the text. Draw</p><p>their attention to the fact that many of the verbs</p><p>end in e which is dropped when the noun is</p><p>formed, and that consume requires the addition</p><p>of the p.</p><p>1b Students create the nouns, many of which are</p><p>also in the text on p.25, and match them to the</p><p>meanings. When they have marked the stress,</p><p>ask them to create the rule – one of the few for</p><p>which there are no exceptions! In words ending</p><p>in –ion, the stress falls on the penultimate</p><p>syllable (the one before -ion) irrespective of the</p><p>number of syllables in the word.</p>2 1 G I was sent to China as part of my job and met another British girl there who’d applied to do a distance degree in IT, so I thought: ‘Why not me?2 C rehearsals were only held in the mornings, so I was feeling at a bit of a loose end; 3 H I knew what I was doing, but felt at a bit of a disadvantage when called upon to explain why in meetings... I’ve got a firmer grasp on underlying concepts now;4 D Since my parents were keen on me going in for teaching, I chose an online degree course in literature5 B I’d always hankered after getting a college education6 C my tutor said my thesis was worthy of publication7 G to be offered a post as a music therapist in a big London teaching hospital on the strength of it8 D the rest of the team really seem to be taking me more seriously now9 F In the forums, I quickly met all sorts of amazing people who’ve become like my best mates10 A it’d been his idea all along to make me head of department once I’d got the certificate under my belt.► Student’s Resource Book, pages 110–112Speaking p.1601a Ignore the pictures at this stage as students will be using them in the speaking activity later.Students complete the text about new approaches to learning with the correct word.BackgroundSir Ken Robinson: Born in Liverpool UK in 1950, Robinson is an internationally recognised authority on the development of education and creativity. He was a university professor of education and has advised the UK and other governments. He campaigns for increased creativity in education. He now lives in Los Angeles.Salman Khan: Born in New Orleans USA in 1986, Khan is the founder of the Khan Academy, an online resource of free learning materials in numerous subjects. Their mission is to be 'not-for-profit with the goal of changing education for the better by providing a free world-class education for anyone anywhere'.The following links have further information about the topics raised in the text. If time allows, some of the video clips could be shown to the class. Alternatively, give students the links and ask them to research the topics before the lesson to get some background knowledge.http://www.thersa.org/events/video/animate/rsa-animate-changing-paradigmshttp://www.thersa.org/events/video/archive/sir-ken-robinsonhttp://www.youtube.com/educationhttp://www.ted.comhttp://www.khanacademy.org/2 Students discuss the questions related to learning and teaching.3a Students work in pairs to practise the speaking exam. They start by looking at pictures 2 and 3 together, and discussing their attitudes (or the pros and cons) of these styles of learning.100TEACHER’S NOTES 103b They then move on to the second stage in which they should discuss all the pictures and how they relate to learning in the future, and need to add another idea.Remind them that they are expected to work together, negotiating agreement and working to complete the task. Remind them also of the criteria on which they are marked, i.e. fluency, interaction and range of vocabulary and grammatical structures including those for speculating, evaluating, comparing, inviting/giving opinions. 4a/b Students now have their individual long turns following the instructions on the Task cards. Remind them that here they should speak confidently and fluently for two minutes with their personal reaction to, and opinion of, the topic on the card. The three bullet points are there to help them but they do not have to use them. They should appropriate language to introduce the topic, to link or contrast their points and to sum up.5 Finish the lesson with a whole-class discussion on life-long learning and a wider debate on from whom or from where we learn.1a 1 traditional 2 quoted 3 lateral 4 diminishes 5 collated 6 source 7 tuition 8 pace 9 originating 10 endlessLanguage development 2 p.1621a The exercise highlights some verb phrases that are not especially idiomatic but are frequently used. Students complete the verb phrases and thus the sentences using a word from the box. 1b Students have the topic and context to create a dialogue using the verb phrases. Get the pairs to act them out in front of the class and vote for the best.2 Start by letting students spend a few minutes looking at the section on verb phrases on page 190. They then underline examples that they find in the start of the story. Finally they collaborate to complete the story.3 Demonstrate that phrasal verbs can form nouns in different ways using the examples to break through – a breakthrough (one word); to put in – input (reversed); to stop off – a stop-off (two words hyphenated). When they have completed the sentences by forming suitable nouns, ask them to compare the phrasal verb and the noun forms. Ask if they can work out the general pronunciation rule. It is that as phrasal verbs they are normally stressed on the second word – the particle, but as nouns they are usually stressed on the first part irrespective of the part it is formed from. Use the examples given: to break through – a breakthrough; to put in – input.1a 1 exempt 2 question 3 comparison 4 practice 5 making 6 short 7 justification 8 disposal 9 aback 10 concern2 Philip was a very keen student of French. His university tutor thought he had a good chance of going for a doctorate after he graduated. As the summer holiday approached before his final year at university, he came to a decision. He would take the opportunity to go backpacking around France and practise his French. It went without saying that he’d have to take some textbooks with him, but he was pretty fit so he should manage OK. While Philip was in France, he picked up a strange bug which meant he had to stay in bed for a day – and study – but he then made a swift recovery and hitched a lift with a lorry that was going to the Dordogne area. The lorry dropped him at the foot of a little hill, and as Philip came to an exhausted halt outside a little brasserie, who should he see but …3 1 outgoings, income 2 upturn, takeover 3 breakdown 4 lookout, intake 5 output 6 drawback, feedback► Student’s Resource Book, pages 113–114Use of English 2 p.1631 Students discuss how good they are at managing their time. Ask what techniques or tools they have to remember and to make sure they do things on time.2 Note that the words in the box are a mixture of verbs, adjectives and nouns but all can form nouns using one of the suffixes listed. When students have formed the nouns, ask them to consider the stress patterns and identify any words where the stress changes when the noun is formed (e.g. maintain – maintenance, visible – visibility).3 Ask students to start the task in the usual way by skimming the text to get a general understanding, then looking at each gap trying to determine the type of word required. Finally, they should work out that form of the word 101TEACHER’S NOTES 10given. They should finish by reading through the text once more to check that it all sounds coherent. All that should be done in about ten minutes.4 Follow up with an analysis of the task and whether they recognised all the clues as to what form of the word was required.5 Students finish with a discussion about achieving tasks. Find out who are list makers and who are procrastinators.2 1 -ance/-ence: allowance, maintenance, relevance, significance, confidence, existence, experience, patience; -ency: proficiency, efficiency, fluency, literacy; -ity: ability, priority, security, visibility; -ship: apprenticeship, entrepreneurship, hardship3 1 prioritise 2 inability 3 realistically 4 appreciable 5 accessible 6 insights 7 productively 8 interruptionsWriting 2 p.1641 Students discuss the pros and cons of going to university. Many of the points (and some of the opposites) will have been raised in the discussion on online
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