07 Values This module contains various topics related to the theme of lifetime experiences, the power of implicit memories, changing relationships, home and family, what makes a house a home, the ideal home, moving, experiences of travelling and what memories are made of Lead-in p.103 Starting with books closed, put the word values on the board or play a game of hangman to elicit it Ask students what the word means to them You might want to discuss how they feel values have changed in their country/culture in the last generation or so, and why they think this is the case 1a Ask students to open their books and look at the photos Elicit what they show (a couple playing in the garden with their child, two teenagers with backpacks in front of an airport departure board, students doing housework) before getting students to discuss the questions in pairs or small groups 1b This question could be discussed in the same groupings or as a class This discussion provides students with the opportunity to talk about their own experiences and their own country Round up by eliciting some ideas from the class You might want to comment on the situation in the country of study if different to the students’ home country 7A Home matters Reading p.104 Focus students’ attention on the photo and elicit what it shows (a young person having an argument with his parents) Then ask students to discuss the questions in pairs before eliciting ideas from the class Encourage them to think of examples Give students minutes to skim the article to find the answer to the question Elicit ideas, writing them on the board (you not need to give the answer at this stage) Find out what students remember about the multiple-choice section of Paper Part (covered in Modules 2A and 5A) Go through the strategy with the class before leaving them to attempt the task Remind them to underline key words in the questions and to eliminate distractors as they read, so as to guide them also to the correct answer, as well as confirm it Elicit answers, Advanced Expert Module discussing where the information was in the text and why other options are incorrect 1C 2D 3A 4D 5C 6B The task analysis is best conducted in pairs before the most effective strategies used are discussed as a class Ask students to look at the items in the Expert Word Check box and find the words in the text and try to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in small groups or as a class, using the language presented Vocabulary p.106 The words in this exercise commonly cause confusion The idea is to train students to understand the differences between confusing pairs of words so as to be able to use them more effectively Allow students time to compare answers in pairs before checking them You could also discuss whether they have a negative or positive connotation intense (having a strong effect) intensive (involving a lot of effort/activity) childish (negative: behaving in a silly way, younger than one’s age) childlike (positive: having qualities typical of a child) occurrence (happening) incident (a serious or important event) restricted (only used by certain people/at certain times) limited (not very great in number or amount) differentiate (recognise the difference) 10 differ (are different in some way) 2a This exercise encourages students to think of alternative ways of saying things and can be done in pairs or small groups before class feedback Example answers: relaxed/happy had an effect on me eats a lot as much as you like I realised the town where you were born focused on at their own sports field 2b Students work in pairs or small groups and, using some of the new expressions given, share their own experiences of home and family 69 This exercise focuses on word formation, which is covered in Paper Part Remind students to read the sentences first and work out the missing part of speech, before changing the given words so they fit both grammatically and in meaning Allow time for students to compare answers before going through them Elicit the type of word needed in each gap and discuss the clues that helped them uncharacteristically defensive influential rebellious destructive accusations internalise awareness 4a Ask students to visualise their ideal home and remind them that money is no object (i.e there is no limit to how much they can spend) Refer them to the headings and language given, asking them to make notes using the ideas given or their own Encourage them to use the idiomatic expressions they have studied in this section Allow about minutes for this task 4b Students now work in pairs or small groups and share their ideas of what an ideal home would be like Round up by finding out where students would like their home to be and what features they would consider the most important and why Add in additional related language as useful (see suggestions below) Additional suggestions: Location: by the beach, near a river bank, in the sticks, in forested/wooded area, close to nature, etc Type of building: bungalow, wood cabin, castle, barn conversion, a renovation project, thatched cottage, etc Outside: awnings, driveway, greenhouse, summer house, shed, patio, pond, etc Inside/the rooms: wide hallways, study, library, games room, conservatory, open-plan living room and kitchen, etc Decoration and furnishings: beams, fireplace, log burner, shutters, spiral staircase, etc Photocopiable activity Activity 7A could be used here It is a pairwork/ groupwork activity where students a crossword, using vocabulary covered in this unit to complete sentences Use of English p.107 This question could be discussed in groups or as a class Encourage students to support their opinion You may want to find out where the majority feel at home Advanced Expert Module Focus students’ attention on the cartoon and ask what it shows (someone on their way home) Ask students to skim the text (allow one minute) and then elicit how the concept of ‘home’ is changing As people work from home more, it has or will become part of their working lives Find out what students remember about the multiple-choice cloze task (Part Paper 1, previously covered in Modules 2A, 3A and 5A) before referring them to the Expert Task Strategy notes on page 167 Remind students to look at the words before and after each gap and to eliminate wrong answers 1B 2A 3C 4D 5A 6C 7D 8A This task analysis could be done in pairs or small groups before the discussion is opened up to the class only identify collocates with with only regard is followed by an object (their parents’ home) only provides is followed by an object and with Extra! Ask students to write a description of their family home and what it means to them Listening p.108 Start by asking students what they most miss or would most miss if they had to move away from their home town Alternatively, students could discuss this in pairs T47 This exercise gives students further practice of the Paper Part task (multiple choice) Give them time to read the rubric and questions first and, before playing the recording, remind them that they will hear each extract twice before moving on to the next one Afterwards refer them to the Expert Task Strategy notes on page 170 before eliciting the answers 1A 2B 3A 4C 5B 6A Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups before the discussion is opened up to the class 70 Language development p.109 This section focuses on words and phrases that add emphasis to a point Students with particular difficulties should be given suitable remedial exercises 1a This exercise checks students’ understanding of words and phrases for emphasis which they heard in the listening they focused on last Weaker students should start by looking at the Expert Grammar on page 183 before attempting the exercise Stronger students could start by doing the exercise and then use the summary to check their answers 1c 2b 3d 4a 1b These questions encourage students to analyse the construction of the previous sentences With a weaker class they could be discussed as a class a form of be the end a form of the auxiliary We were amazed by how much pleasure we’ve got … Our listeners want to know why … My sister lives only a stone’s throw away … We just/only wanted to live … 1c Students work in pairs, practising the sentences and working out the stressed words Alternatively, these sentences could be drilled as a class with a class discussion of which words are stressed (and why) If time allows, play the recording from Listening Exercise again for students to check The thing that’s given us most pleasure is hearing the owls hooting What our listeners want to know is why anyone would be mad enough to live in a tent The place where my sister lives is only a stone’s throw away from my parents’ house All we wanted to was live a more sustainable life 2a This exercise introduces the structure it + be as a means of emphasising a point Go through the examples with the class, adding a few more if useful 2b Weaker students may benefit from doing this in pairs rather than alone Encourage stronger students to compare answers with a partner when finished Advanced Expert Module It was the garden, rather than the house itself, which/that initially attracted us / which/that we were initially attracted to It was the mature trees, in particular, which/that were difficult to resist It was the beautifully proportioned living room that/which was the main attraction inside It was five years ago that I last saw somewhere I wanted to buy It wasn’t until we got home that I realised how much I wanted it It’s only by me/my going back to work that we’ll be able to afford it This exercise focuses on rewriting sentences to shift the emphasis using cleft sentences It may be a good idea to the first sentence as a class I prefer in the south is the climate most people don’t realise is how beautiful the countryside is in the north I left the north was to go to university/was because I went to university I missed more than anything was my friends I intended to was to stay for a couple of years where/that I’d love to live (in) for a while is Spain 4a This exercise provides students with an opportunity for freer practice using the phrases for emphasis 4b Students compare their ideas in pairs before some are elicited from the class by way of a round-up Writing p.110 This section focuses on aspects relating to punctuation: the use of apostrophes, commas, full stops, capital letters, exclamation marks, hyphens, quotation/speech marks, colons, semi-colons and dashes 1a Focus students’ attention on the top photo and ask what it shows (a typical teenager’s bedroom) Explain that students are now going to read a short text about such a bedroom but will have to add in the appropriate punctuation You might want to check that students know when the different punctuation devices given are used 71 The place where I spend lots of my time is my bedroom It’s got all my things there and I’ve painted it in my favourite colours, which are purple, black and red, and I’ve put posters on the walls There’s a three-seater sofa too, so I can watch TV there with my friends My mother calls it a ‘hamster’s nest’ because there are lots of cosy throws on the bed There are also piles of clothes all over the floor Unfortunately, I’m not the world’s tidiest person! 1b Allow students time to compare answers in pairs before going through the punctuation needed as a class Discuss which punctuation devices they find problematic and provide additional practice as useful 2a This exercise gives students the opportunity to identify different punctuation devices 2b Refer students to the Expert Writing section on Punctuation on page 199 to check their answers and discuss any questions they may have 3a This exercise gives students practice in using commas and apostrophes Problems with commas vary according to L1 influences and often occur because they require a good understanding of complex grammatical structures, e.g in conditional or cleft sentences The main difficulties with apostrophes are usually confusing its with it’s (or your and you’re) and adding an apostrophe where it is not necessary (e.g disco’s as a plural form) You might want to explain that irregular plurals form possessives in the normal way (e.g children’s) you’re … piano, … you’ll … a good teacher, a lot of time and … been, in my view [correct] The Artist, which won most of the Oscars, was … London’s parents’ … friend’s/friends’ 3b This exercise focuses on using speech marks (also known as ‘quotation marks’ or ‘inverted commas’) along with other more common pronunciation devices You might want to mention that you can use singular (‘ ’) or double (“ ”) speech marks but whichever you choose, be consistent in their usage During feedback, if needed, explain that quotes must begin with a capital; that a direct quote is separated from the rest of a sentence by a comma; and that other punctuation occurs within the speech marks Advanced Expert Module ‘Ideas are like rabbits You get a couple and learn how to handle them and pretty soon you have a dozen.’ ‘You write your first draft with your heart and you re-write with your head The first key to writing is to write, not to think.’ 3c Point out that each punctuation device is used only once in the set of sentences Allow time for students to compare answers before checking ideas To be successful, you need three things: talent, determination and good luck I’d like to see the show again – (;) in fact, I’m going to book tickets tomorrow! Katie is a great actress; (–) she has sensitivity and a good voice Focus students’ attention on the photo and elicit what it shows (a band’s colourfully painted tour bus) before asking them to punctuate the text relating to the photo Give students time to discuss their answers in pairs before rounding up by going through the text as a class Suggested answers: Because I’m a singer, I spend lots of time on the tour bus We get on board after one of our gigs at about 12 pm Once we’ve unwound, we get into our bunks to sleep while the driver takes us on to the next venue I sleep really well on the bus In fact, when I go home to my flat in Manchester, I find it too empty, very quiet, and it’s difficult to get to sleep On our current bus, we have engineers and managers to go with us; it accommodates 12–14 people When we started out, we travelled around in a mate’s old van We now have a double-decker and my mum said yesterday, ‘You could be in a nightclub when you’re on your bus.’ It’s decorated in red and black and has all the necessities: a TV, fridge and a microwave Extra! For further practice, students complete the following sentences with their own ideas and using the appropriate punctuation devices If I have time this weekend … After passing the Advanced exam … Happiness is … 72 7B Seeing the world Listening p.111 Begin by discussing what the cartoon shows and where it could have been drawn (a young backpacker in the mountains looking at clouds moving across the sky and casting shadows) You might want to then ask students whether they like visiting new countries and how many they have travelled to so far This exercise gives further practice of multiple matching (Paper Part 4) as introduced in Module Focus students’ attention on the instructions and the list of options given in the first task Students then discuss the questions in pairs or small groups T48 Refer students to the Expert Task Strategy notes on page 171 before they listen to the audio and complete the two tasks Remind them that they will hear the complete recording twice and that they can either focus on Task the first time it is played and Task the second time or use the first listening to answer the questions and the second to check their answers During feedback, discuss which strategy they tried and how successful it was Suggest they try the other strategy next time they this kind of listening task to see which works best for them Task one: H Task two: C 2D 3C 4A 7A 8D 9G 5G 10 E Students work in pairs to compare answers before discussing the questions of the task analysis as a class Students could then look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word before referring to the audioscript on page 166 and underlining where they find them in context This exercise encourages students to give opinions and advice relating to a travel adventure Student A must decide on the type of trip they will focus on before considering the problems that might be faced and asking Student B for advice Remind Student B to incorporate the phrases given into their suggestions Monitor pairs, checking on progress and language, and round up by asking how the activity went and about the problems and advice discussed Speaking p.112 The cartoons illustrate people having different travel experiences and provide an example of a travel Advanced Expert Module experience relating to the spidergram, whilst the questions should encourage students to speculate on what people could learn from the experiences listed Elicit what the illustrations show (someone surrounded by sharks, mountaineers ascending a mountain, people eating a meal, people on a coach with a flat tyre and people watching a religious float/procession), before students discuss the questions in pairs or small groups Round up by eliciting ideas and asking students which situation travellers might learn the most from and why 1a Students work in pairs or small groups to come up with contexts relating to the items in the spidergram Elicit ideas from the class 1b This exercise gets students to identify which contexts the pictures correspond to, and could be done as a class A finding oneself alone in a dangerous situation B going on an adventure with other travellers C living among different cultures D travel plans going wrong E watching a religious festival 2a Students match the sentences, comparing answers in pairs before class feedback Check on the understanding of potential new language, such as fraught with danger, to sleep rough, to fend for yourself, and provide additional examples if needed 1e 2f 3a 4b 5c 6d 2b This exercise encourages students to link the expressions given to the situations in the spidergram Students could initially work in pairs before the class is brought together to discuss ideas For example, get away could match with going on an adventure with other travellers or finding oneself alone in a dangerous situation; sleep rough could match with travel plans going wrong, etc Alternatively, ask students to take one of the situations, e.g travel plans going wrong, and list the expressions that might be useful for that situation (tricky situation, fraught with danger, sleep rough, marooned in the middle of nowhere) 2c Students work in pairs, taking turns to choose a situation and describe it using expressions from Exercise 2a where appropriate 2d Focus students’ attention on the spidergram and ask them to note a context for each situation given Students then put themselves in each of the situations, taking turns to explain their experience to their partner Remind students to use some expressions from Exercise 2a 3a T49 Find out what students remember about the collaborative task (Paper Part 3), which was introduced in Module 3B Then refer them to the 73 question before playing the instructions and eliciting what the task involves The task involves candidates talking to each other about what travellers might learn from each of the experiences shown in the pictures 3b T50 After students listen to two people doing the task, ask whether they agree with the opinions given and find out why they do/do not agree 3c T51 Before students listen a second time, give them a minute to read the statements T T T but only briefly to illustrate – it doesn’t interfere with the task F T F 7F 8T 3d Students work in pairs or small groups to compare and justify their answers for Exercise 3c With a weaker class, you could suggest they refer to the audioscript on page 167 and find examples to support their answers, eliciting these during feedback Examples of inviting each other’s opinions could be: (Speaker B) What you think? and (Speaker C) Don’t you agree? Examples of them talking about their own experiences could be: (Speaker C) The times I’ve ended up sleeping rough and (Speaker B) I know what you mean 3e T52 Students now listen to the instructions given for the second part of the task and the candidates’ discussion After playing the recording, ask the class whether they agree with their conclusion and why/why not 3f Before students evaluate the candidates’ performance in pairs or small groups, refer them to the Speaking assessment criteria on page 171 After this, discuss as a class how successfully the task was carried out and whether the advice given was followed 4a Ask students whether they can remember the expressions the candidate used to agree and disagree You may wish to refer them to the audioscript on page 167 and give them a minute to underline all the examples they can find before eliciting ideas 4b Students complete the sentences from memory, comparing ideas in pairs start if you like sort of But don’t you think that What you need to You mean like be between go for necessarily You’ve got a good point there 10 along 4c T53 Play the recording again so that students can check their answers It might help to pause the recording after each answer is given and to elicit the complete sentence each time Advanced Expert Module 4d Refer students back to the categories given in Exercise 4b before asking them to match the language given For this exercise students could work in pairs, adding in other expressions they know Beginning the task: start the ball rolling Imprecise language: stuff like Asking for agreement: Wouldn’t you say that Emphasising: absolutely right; The thing that Disagreeing: I’m not so sure about that; but that’s not always the case Asking for clarification: Sorry, I don’t quite follow you; Sorry, I don’t really see what you’re getting at Expressing a choice: settle for 4e This exercise focuses on pronunciation and intonation and gives students practice in saying the expressions given Depending on the level of the class, you may wish to discuss word stress and intonation as a class first and then ask them to practise or, with stronger students, it the other way round 5a Students now refer back to the task in Exercise and get the opportunity to the task themselves, in pairs Check they remember how long they have and remind them to time themselves Before they begin, give them time to review the Speaking assessment criteria on page 171 and the Expert Task Strategy notes for Part on page 172 5b Bring the class together to share students’ choices and to elicit the reasons for their choice The task analysis is best conducted in pairs before a general discussion on strengths and weaknesses as a class Remind students to note useful language for this task, areas they need to improve on and to refer back to these before further practice Give students time to discuss these questions in pairs or small groups before opening the discussion to the class to round up Extra! Ask students to write an article (220–260 words) on their dream holiday, incorporating ideas from their answer to Exercise Photocopiable activity Activity 7B could be used here It is a groupwork activity where students play a board game, which gives them the opportunity to respond to questions relating to travel and holidays 74 Language development p.114 Students should be familiar with the concept and use of past tenses for hypothetical meanings, e.g third conditional sentences or ones using phrases such as I wish and I’d rather These expressions may refer to imagined or unreal situations in the present, past or future Weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section 1a This exercise introduces different past forms to students and checks their level of knowledge of them Students could answer the questions in pairs before checking their ideas in the Expert Grammar on pages 183–184 1b Here, students choose the correct option to give the same meaning for each sentence, comparing ideas in pairs before class feedback is: wish + past tense is used to describe a situation we would like to be different not optimistic: if only + would is used for events/actions beyond our control that are unlikely to change should have got expresses criticism/regret for a past action/situation doesn’t: as though + past tense is used to describe something that is unlikely should leave now: it’s time + past continuous is used for something that should be happening but isn’t (yet) shouldn’t wear: I’d sooner + past tense is used to say what we would like to happen might: supposing + past tense is used in 2nd conditional to mean if 2a Wish and if only are used with the past to describe a present situation that we would like to be different In the context of this exercise, remind students to focus on the tense following the main verb when determining which options are correct Give them time to compare ideas in pairs before checking them as a class Explain why the incorrect answers are not possible and discuss what would need changing to make them correct (e.g I wish I can could pass my exams) hope: expresses a real future possibility could: wish + past is used to refer to something we would like but which is not happening was: If only + past is used to describe something we would like to in the future but which is unlikely wishes: ongoing wish in the present for something not currently happening (he isn’t able to drive); wished: single act in the past (he no longer wishes it); had wished is unlikely but possible if he subsequently did become able to learn didn’t: past simple for present habit (he regularly cuts his hair short); hadn’t: past perfect for single act in the past you/he: wish + wouldn’t is used to describe something that happens regularly which we would like to stop you only/only you: only in a 2nd conditional if clause, often without the result clause, is used for emphasis The inverted form If only you is more emphatic 2b In this exercise, students move from recognising the correct answer(s) to producing it/them Suggest that they refer back to the previous exercises for help if useful Elicit ideas 3a Emphasise that different answers are possible for many of these questions and encourage students to think of how the meaning might change depending on the options chosen Allow time for students to compare answers before class feedback to buy (I’m going to buy one/you should buy one); I bought (it’s annoying I haven’t got one) get (expresses a real possibility); got (expresses a less likely possibility); had got (I did not buy one) didn’t bring/wouldn’t bring (2nd conditional: both express a wish that the person would not something but it is unlikely; wouldn’t bring is a mixed conditional (would in both clauses) and is more distant/formal was/were (the speaker is not stupid): were is a more literary form (it is the subjunctive form, which is less used in informal spoken English than in the past, although this expression remains) gets (expresses a real possibility); got expresses a less likely possibility have seen 3b This exercise gives students practice in sentence transformations Remind them that there may be different ways to rewrite each answer and, during feedback, discuss alternatives Highlight the structure of the verbs that follow the different expressions if necessary Advanced Expert Module 75 you hadn’t suggested I order the seafood you ate more protein and got your strength back if we crossed the river at daybreak instead of at night?/we didn’t cross the river at night but crossed it at daybreak? we had stayed on in the village a bit longer? nothing happened/had happened I had met her family, what you think would have happened? The phrases linked to the missing words in the text cover everything from this section Students need to complete the text by selecting the most suitable tense for the verbs given gave up were/was could find wouldn’t/didn’t keep gave hadn’t bothered had wasted Students work in pairs, taking turns to ask each other about hypothetical situations related to the cues Encourage them to use as many of the forms covered in this section as possible Round up by eliciting some ideas and the forms used You might want to start by giving your own answer for the first question Photocopiable activity Activity 7C could be used here It is a pairwork activity where students have to complete sentence stems using past tense structures for hypothetical meanings, so that the new sentences retain the same meaning as the initial ones given This activity revises the past tense structures for hypothetical meanings covered in Module 7B Use of English p.115 This section provides further practice of phrases and structure (using the past tense) for hypothetical situations through open cloze questions, which will be encountered in the open cloze task (Paper Part 2) Begin by focusing students’ attention on the photo (which shows a souvenir stall with goods that a tourist would find exotic) and eliciting what it shows, before giving students the chance to discuss their preferences regarding souvenirs in pairs or small groups 2a This exercise gives students further practice of the open cloze question type as covered in Modules 1B, 2B and 4B Here, students skim the title and text to answer the questions Elicit the answers from the class 2b Refer students to the Expert Task Strategy notes on page 167 Remind them to look around the gap for clues and that there may be more than one possible answer Advanced Expert Module other it why if/though what in could 3a This task analysis is best conducted as a class conjunction: if/though fixed phrase: other than/When it comes to it … modal verb: could preposition: in pronoun: it question word: what, why verb: 3b Once again, this exercise could be done as a class Example answers articles, auxiliaries, phrasal verbs, linking words This discussion focuses on advice to give to visitors to the students’ country or countries It could be done in pairs or small groups Round up by eliciting ideas Extra! Ask students to write an extract from a guidebook to their country under the heading ‘Souvenirs’ Writing p.116 Begin by asking students to think about something they have complained about or wish they had complained about Elicit what the problem was and what they did or could have done Find out whether students have ever written a complaint letter in English and elicit details Focus students’ attention on the photo and ask what it shows (people sleeping at an airport) Give students the chance to discuss the questions in pairs and then discuss ideas as a class 2a Students read the task It would be useful to encourage students to get into the habit of underlining or highlighting key words Round up by discussing their answers to check that they understand the task 2b This exercise encourages students to identify their aim and consider an appropriate register and style to achieve it Discuss ideas as a class 3a Students work in pairs to come up with possible ideas Remind them to look at the examples in the exercise instruction 3b This exercise gives students practice planning the structure of the essay and the main points covered in each paragraph 4a In this exercise, students are introduced to phrases for letters of complaint and then select those that they can use in their own letter 76 recent catch incur meet provide full shortly break with 10 manner 11 scheduled 12 decidedly 4b Discuss as a class which sentence opening is the best and why Remind students that this formal and less personal tone should be consistent throughout their letter is better when writing to a company because it has a more formal, less personal tone, whereas suggests that the writer is not in control of his/her feelings 4c Focus students’ attention on the expressions Allow them time to decide which ones match the three groupings and encourage them to compare answers in pairs Discuss which sound stronger in tone I appreciate that to As you may remember I enclose herewith, I immediately contacted, Not only was I unable, Please find attached I believe your airline needs to, If I hear nothing from you, I would be grateful if you could, I await your response to, I shall expect to hear from you 4d This exercise encourages students to identify the most appropriate phrases for their own letter, where best to use them and how they can put them to good use At this point, the planning is complete, so give students 20 minutes to write their letter The writing is best done as homework unless you wish to assess what they are capable of writing in the given time period Students spend 5–10 minutes checking their letter, using the checklist on page 190 Alternatively, students swap and check their partner’s letter Sample answer: I am a frequent flyer with your airline and I am extremely disappointed with my most recent experience Last week, I arrived at the airport early for my scheduled flight to Amsterdam, where I was due to catch a connecting flight for Sri Lanka On checking the electronic display, I saw the flight was listed as Delayed I immediately contacted your desk at the airport and asked for more information but your representative was extremely unhelpful and offhand As the scheduled time grew nearer, I became more anxious If I missed my connecting flight in Amsterdam, I knew that flights from Amsterdam to Sri Lanka were fully booked for several days Although there was another flight with another Advanced Expert Module airline leaving for Amsterdam at much the same time, your representatives refused to transfer me and told me my plane would be there shortly As it turned out, the flight had been cancelled because of engine failure and your customer service desk had not been informed I was therefore unable to get to Amsterdam and missed my flight to Sri Lanka Your representatives did not provide any assistance apart from offering to rebook me on a flight the following day, which was no use at all As you can see, my experience breaks the promises you make in your customer guarantee I believe your airline needs to take full responsibility for the inconvenience and expense incurred, as well as the communication breakdown among your staff May I remind you of the promise to make a full refund I enclose my ticket herewith [260 words] Extra! Have students reply to each other’s letters Review These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical 1 fend fraught marooned hit home rebellious rough restricted defensive differentiate occurrence defenceless atmospheric childishly tricky furnishings reliant (who) I’m closest to is you lived/you were to live/you were living in a big city, how would you if/though his trip across Asia went upset me most was my parents’ lack of if we moved to Norway rather than/instead of being completely open with each other that we will could go/were able to go trekking worries me more is living/I’m more worried about is living until What reason was would all/what had would/could 10 time 11 were 12 would 77