08 A rich life This module contains various topics related to the theme of wealth and a good life, including going into business with friends and family, online shopping, dining in, inheriting money, investing and donating and the UN’s budget Lead-in p.119 Start with books closed Ask students what the word wealth means to them Discuss ideas before asking them to open their books at page 119 and eliciting what the photos show (a gold bar dispensing machine in the UAE, a bureau de change, and someone holding a lot of banknotes) 1a This exercise encourages students to think about different aspects relating to money and currencies and tests their general knowledge Students could answer the questions in pairs or small groups and then check their answers with those on page 205 Find out whether they were surprised by any of the answers 1b Students could answer this question in the same groupings as Exercise 1a or, with a monolingual group, as a class This might be a good opportunity to also add in some information about the currency of the students’ country of study if different from theirs For example, the British currency (the pound sterling) is the oldest currency in the world still in use and is generally recognised as a stable currency around the world When it was first used in the 8th century, coins like the penny were made from silver and it was not until the 17th century that paper notes were introduced These quotes from famous people are designed to get students thinking about the value placed on money and to consider the point each person is making These could be discussed in small groups before the discussion is opened to the class Find out which quotes students like best and why 8A A small world? Reading p.120 Focus students’ attention on the cartoon and elicit what it shows (a man and woman in business together), before asking students to discuss the questions in pairs Encourage them to compile a list of pros and cons, and elicit ideas from the class, feeding in useful language as appropriate Ask students what they remember about the multiple-matching task (Paper Part 8) before asking them to read the Expert Task Strategy Advanced Expert Module notes on page 169 Before they the task, remind students that they can choose the same couple (A–D) more than once, although they can only choose one answer for each question Encourage them to underline (and number) where they found the answers to each question so that they can easily check information if they have time With stronger students, discuss the language presented in the Expert Word Check after they have finished the task; with weaker students you may wish to go through this first 1D 9A 2A 3C 10 C 4B 5C 6B 7D 8A The task analysis allows students, who have previously practised this task type in Modules and 4, to consider the techniques that work best for them and what to avoid doing This question could be discussed as a class with a list of dos and don’ts elicited These questions encourage students to discuss their own opinions of the businesses mentioned and to consider the qualities needed to be successful in business Remind students to draw on their own experiences and round up by eliciting ideas Vocabulary p.122 This exercise deals with fixed expressions linked to business and provides students with an opportunity to discuss questions relating to decision-making and setting up and running a business 2a Give students a minute to complete these collocations before checking as a class It is important for students to know these collocations, so they should record any that are unfamiliar to them Elicit a single-word (and therefore more formal equivalent) verb to match each phrasal verb, e.g to take on = to hire Remind students that they should be building up a record of informal language versus formal equivalents make grow open up take up run achieve make embark upon see through 10 2b This exercise provides students with an opportunity to use the verbs from the previous exercise to complete a text Allow time for students to compare answers in pairs before checking them as a class 78 taken making/earning set raised/ generated developed carry lay wind 3a Students work in pairs or small groups to discuss compound nouns or verbs (relating to business) that can be formed from the words given c/h 2e 3f 4b 5g 6h 7a d/b 3b This question could be discussed as a class Ask students to pronounce a few of the words to check 3c Students work in pairs to create their own sentences using words from Exercise 3a Extra! Students create sentences for the remaining words This exercise focuses on prepositions used in expressions or collocations relating to business Allow time for students to compare answers in pairs before checking ideas down in of on origin (n) → originally (adv); recognise (v) → recognition (n) Students could discuss the questions in small groups before the discussion is opened up to the class Encourage students to justify their reasons and use this as an opportunity to feed in useful language Extra! Students write an article giving their opinion of online shopping and their recommendations down 5a Students work in groups of or to come up with a business idea answering the question given and incorporating vocabulary covered in this section For this exercise, set a time limit (e.g 20–30 minutes) and explain that they will have to present their ideas to the class so they must decide how they will that and who will it You may wish to set a time limit for the presentations 5b Before students give their presentations, remind the rest of the class to think of questions to ask each group after their presentation 5c Bring the class together and ask them to vote for the best idea Encourage them to explain their choice Use of English p.123 Refer students to Amazon’s logo on the boxes in the photo and discuss the questions as a class It is an online retailer that originally sold books and now sells a wide range of goods 1994 2a Give students a minute to skim the text to check their ideas 2b If useful, refer students to the Expert Task Strategy notes for the word formation task (Paper Part 3) on pages 167–168 before asking them to complete the task Encourage students to Advanced Expert Module option loyalty unexpectedly profitable facilitate selection specialise recognition Give students a minute or two to find the two words before eliciting ideas from the class The first syllable is stressed on skim the text to get the gist, working through using clues around each gap to identify which form of the given word is required for each gap (e.g noun, adverb, negative adjective) Remind them that each word needs to fit both grammatically and in meaning and suggest they note the type of word needed in each gap as they read Listening p.124 Start by focusing students’ attention on the photo and eliciting what it shows (a yoga class), before students discuss the questions either in small groups or as a class If students have followed the modules in sequence, this will be the fourth time they have attempted a Part Listening task (having previously encountered them in Modules 2A, 2B and 5B), so they should now be familiar with the strategy Elicit what they can remember before referring them to the Expert Task Strategy notes on page 171 Allow time for students to read the questions and remind them to underline key words Remind them to try and predict the answers and eliminate wrong answers as useful T54 Students the task 1C 2B 3C 4A 5B 6D This task analysis is best conducted as a class Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students might also find it useful to refer to the audioscript on page 168 and locate them in 79 context Students then work in pairs or small groups, sharing what they to relax Extra! Students write an article explaining different ways to relax and saying which they prefer and why Language development p.125 Students should already be familiar with the concept and use of negative introductory expressions to add emphasis (e.g Not since, Rarely and Only now) These expressions will in effect add further interest and depth to students’ writing in particular 1a See whether students can identify the difference in emphasis between the pairs of sentences and discuss how greater emphasis has been created b b b; Emphasis is created by starting each sentence or clause with an emphatic and negative construction and inverting subject and verb 1b Refer students to pages 184–185 of the Expert Grammar and review how emphasis can be added before students rewrite the sentences given Encourage students to compare ideas in pairs before checking answers as a class will we lay off any more staff will the bank extend the loan (I did) my finals at university have I worked so many hours you meet people who have such a clear vision of what they want to had the business been set up when the impact of the recession was felt are they beginning to make a profit from the company Suggest that students skim the text to get the gist before working out the type of word needed in each gap, checking the words given before and afterwards only but sooner Under on 3a Here, students are introduced to fronting parts of a sentence to add emphasis and link ideas Go through the example and, if useful, the first question as a class Remind them to refer to the expressions given on pages 184–185 of the Expert Grammar and to check answers in pairs I find it hard to believe that he’s going to resign It may be difficult but it isn’t impossible The restaurant’s dinners are even better than their lunches The response to the competition has been such that … However/ No matter how hard we try, we will never … / Even if we try very hard, we will never … We were losing hope when the train came along 3b This exercise gives controlled practice in rewording the sentences using fronting to emphasise the most important information So tense was the atmosphere that tempers flared Try as they might, they were unable to get a loan Opposite the new premises was a park There was a pause and into the room walked the actor Such was the impact of the crash that the car was not worth repairing Famous it may be, but it’s very expensive too 3c This exercise provides students with freer practice where they use their own ideas to complete sentences with negative introductory expressions Elicit a selection of ideas from the class to round up Photocopiable activity Activity 8A could be used here It is a groupwork activity where students have to complete sentence stems using negative introductory expressions, so that the new sentences have the same meaning as the initial ones given This activity revises and extends students’ knowledge of emphasis through the use of negative introductory expressions as covered in Module 8A Writing p.126 This section looks at ways to expand language usage to increase interest and better engage the reader 1a Focus students’ attention on the photo and elicit what it shows (the Dans le Noir restaurant which is described in Exercise 1), before asking them to read the two opening paragraphs describing the restaurant Discuss the questions as a class Customers eat in the dark The first extract draws the reader in more, by the use of rhetorical questions and more vivid language (left in the dark, right up your street, popping up) 1b This exercise introduces more evocative language to a text and asks students to identify what might more commonly be written instead During feedback, discuss new language items, Advanced Expert Module 80 checking that students understand what type of words they are and how they are pronounced 8B A means to an end? Listening p.127 1j 2k 3c 4f 10 e 11 b 12 g 5a 6h 7l 8o 13 d 14 i 15 m 9n Extra! Ask students to select three words or expressions presented in Exercise 1b and then consider alternative options For example: tucked away could be ‘hidden away’, only a stone’s throw could be ‘close to’ or much more informally ‘within spitting distance’, etc 1c Discuss the techniques as a class before students work through the text finding examples of each type This could be done in pairs Focus on the Exam Strategy note and remind students that at Advanced level the creative use of language is an integral part of the writing component and there is great emphasis on engaging the reader tucked away, stumble, fumble incredibly I won’t be doing it again I won’t be doing it again (simple); Having to guess the composition of each forkful of food … (complex) The food, which has been described as innovative, is actually … (indirect speech) exclamation marks, quotation marks Does the idea of dining in total, absolute darkness tempt you? / Is it worth trying once …? It is a fascinating concept / The food is actually mediocre This exercise presents students with further examples of interesting language and encourages them to widen their language use through improving descriptions cramped, packed out nibbled quirky offhand charming ambience exorbitantly priced deafening insubstantial Here, students have the opportunity to practise adding interest to their writing through a description of a restaurant they know The writing component could be set homework and paragraphs could be swapped in a subsequent class Photocopiable activity Activity 8B could be used here It is a pairwork/ groupwork activity where students complete a crossword using the missing words needed to complete sentences given This activity revises expressions, phrasal verbs and collocations covered in Module 8A Advanced Expert Module Begin by discussing who the photos show (British lottery winners, American actor Johnny Depp and Russian business tycoon Roman Abramovich) and how these people became rich, before discussing the questions as a class Students are given further practice of multiplechoice questions (Paper Part 1) After they read the questions, students briefly discuss in pairs what they can guess about the people T55 Refer students to the Expert Task Strategy notes on pages 170–171 before they listen to the recording and complete the task Remind them that each extract is repeated before moving on to the next one 1A 2C 3C 4B 5C 6B Students compare answers in pairs before discussing the question of the task analysis as a class Students could then look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word before referring to the audioscript on page 169 and underlining where they find them in context This discussion provides students with the opportunity to express their own opinions and justify them, as well as to hypothesise about what they would have done in the same situations This could be done in pairs or small groups before ideas are elicited from the class Speaking p.128 The photos provide examples of selling, investing and spending Ask students what each one shows and what is happening (a man in a street market, a man working on spreadsheets on two computers, a couple in a car showroom in discussion with a salesman) Use this as an opportunity to feed in any useful vocabulary and discuss the questions as a class 1a In this exercise students discuss in pairs or small groups which language would correspond with the given photos Suggested answers relating to photos A, B and C: A haggle, beat someone down B buy stocks and shares, pay in full C dip into your savings, pay in full, haggle, beat someone down 81 1b Students now discuss the meaning of these informal expressions This could be done with the same groupings have so much money you buy things that aren’t necessary only have enough money for the basics spend more money than you can afford something rather than just talk about it 1c Check that students consider their own response to the questions before discussing ideas in pairs 2a This exercise invites students to identify the most appropriate words or phrases to complete the text, focusing on collocation and related prepositions make ends meet hard chip support contributing sum funding donors dipping into 10 on 11 raise 12 sponsor 2b Students could discuss the stress patterns of these words in pairs contribute/contribution; subscribe/subscription; luxury/luxurious; subsidise/subsidy 2c These questions encourage students to discuss their views on whether charities are important and how they should best be helped Extra! Students find out about one charity in their own country and prepare a short presentation on it for a subsequent lesson 3a Remind students that they have covered the long turn (Part 2) in previous modules (1B, 4B and 6B) before giving them minutes to read and correct the mistakes in the instructions Allow time for them to compare answers in pairs before class feedback The mistakes are: You should not describe each photo in detail – you must speculate on only 2 You have a minute Try not to stop You must speculate, not describe Your partner mustn’t interrupt (Also the interlocutor will not mention the wide range of language needed, although it is true that candidates must this.) 3b T56 Here, students listen to extracts of candidates attempting Part and note the strengths and weaknesses of each one Allow time for students to discuss their ideas with their partner before eliciting ideas from the class Advanced Expert Module A: The student shows a good range of language, is grammatically correct and is trying to interpret what is going on However, he gets bogged down trying to describe each photo rather than speculate and answer the questions Also, he is about to go on to describe the third photo, which is not required B: The student is more focused on the task given She speculates on the similar and different challenges of two situations The range of language is reasonable and includes informal expressions However, her answer is too short and she finishes rather abruptly 4a Students now practise the long turn in pairs, taking turns Check they understand the instructions before they start 4b Give students time to discuss the three photos and reach their decision 4c The additional photos on page 206 allow students further practice of the long turn task Students work in their pairs to appraise each other’s performance using ideas from Exercise 3b, before a general discussion on strengths and weaknesses as a class Remind students to note areas they have improved on and those needing further work so they can refer back to these in the future Give students time to discuss these questions in pairs or small groups before opening the discussion to the class to round up Extra! Students write an essay (220–260 words) to answer Exercise question 2, incorporating ideas from their discussion Language development p.130 Students should be familiar with the concept and use of comparatives and superlatives, although weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section 1a This exercise asks students to identify mistakes relating to the grammar focus in this section With a weaker class, you might wish to refer them to the Expert Grammar on page 185 first, or students could refer to it after reading the text Check answers as a class much the same than as Australians; one of the best paid stars; became a great deal richer; nothing as like Lady Gaga’s; by far the less most expensive shoes; considerably fewer less than 82 1b Students locate examples of comparatives and superlatives in the text, discussing their ideas in pairs before class feedback Focus on the degree of comparision where applicable and discuss other examples from the text richer/more prosperous (higher degree); the same as (same degree); less than/nowhere near/ nothing like (lower degree) one of the best paid/the most expensive much, far, one of the, even more, by far the, considerably 1c Refer students to the words given in the table and focus their attention on the example before they consider their own responses to the questions Allow time for them to compare ideas in pairs and elicit some example sentences Extra! Students write new sentences using the remaining words from the table 1d This exercise gives students further practice using comparative and superlative forms but in the context of where they live With a weaker class, this could be done in pairs or small groups You might wish to begin by giving a few example sentences about the place where students are studying if different from their own towns 2a Here, students focus on additional forms of comparison, deciding which option is best to complete sentences Discuss ideas as a class, eliciting extra examples of use as needed too such a more and more The fewer, the better more tight so much, as like, as The bigger, the less ’d sooner, than 10 a great deal, than 2b This exercise gives students practice in rewriting sentences using set words or phrases With a weaker class, this could be done in pairs The more people worry about banks, the more they use cash / People increasingly use cash, the more they worry about banks I’m not getting such a good … More and more banking is … / People are doing more and more of their banking … Some people are too afraid of fraud to bank online I’m not so much happy as relieved I got … I’d sooner use smart cards everywhere … Students work in pairs and use expressions covered in this section to compare people of their choice Round up by eliciting ideas and discussing the structures used for comparison Remind students that comparatives and superlatives are particularly used in the long turn Advanced Expert Module (Part 2) of the Speaking test when they need to discuss similarities and differences between photos Use of English p.131 This section provides further practice of the language of comparison through the practice of key word transformations (Paper Part 4) 1a Begin by focusing students’ attention on the example and discussing the transformed sentence and the changes made is by far the most important 1b Weaker students could read the Expert Task Strategy notes on page 168 before attempting the task, whilst stronger students could the task and then refer to the notes to check afterwards Remind students of the word restrictions and allow time for students to compare answers before class feedback Discuss any alternatives possible through her accounts, the more concerned have sold slightly less well than as much as me/I did/much the same (salary) as me near as high as the harder we work, the happier to save a great/good deal more 2a This task analysis could be conducted as a class Elicit examples using the given expressions the more a slightly (less) a great deal more b nowhere near; 2b Here, students consider the best ways of approaching key word transformations and discuss advice that could be given under the different categories, discussing ideas in pairs before class feedback Compile a list of useful pieces of advice on the board and suggest that students make a note of them for future reference Writing p.132 Students start by discussing their attitude towards reviews and whether they themselves have ever written one These questions could be discussed in small groups During feedback, you may wish to find out whether students tend to read reviews before or after they have seen or read something Ask them whether they can think of examples when they have seen or bought something (or not) purely because of a review Here, students are given an example task Remind them that in the exam the review would be an optional question Discuss the task as a class and 83 elicit the number of words needed (220–260 words) 3a Students should determine which books they will review before underlining the key points which they have selected from the task and brainstorming ideas, making notes 3b This exercise focuses students’ attention on making a plan and encourages them to think about key points it might include, along with how it will be organised into paragraphs 3c Students now know which ideas will be included in which paragraph and have the opportunity to discuss their ideas in pairs 4a The two review extracts provide examples of different parts of the task given in Exercise Allow time for students to read the reviews before eliciting which part of the task they match Extract 1: Explaining whether or not you enjoyed it Extract 2: Reasons for recommending it Extract 3: Explaining what the book was about 4b Students refer to the texts to find the expressions, discussing ideas in pairs Examples: one of several books in recent years which The main message is, is about, The book tracks, she asks the big questions like inspiring and informative, great ideas, upbeat and heartwarming, absorbing, highly readable, modest and engaging, I love the a bit patronising at times an absolute must, this is the book for you 4c These phrases will help add emphasis to students’ evaluations and make their reviews far more engaging Begin by focusing their attention on the words and phrases given and then the notepad with the ‘positive’ and ‘negative’ columns Give them minutes to decide, in pairs, which columns the words/phrases fit in before class feedback Discuss meaning and pronunciation of any new language and, if useful, provide/elicit examples of their use Positive: (quite) witty; (truly) original; (really) lively; thought-provoking; (profoundly) moving; (refreshingly) different; (beautifully) written; a gripping (read); couldn’t put it down; well worth reading; (particularly) memorable; (absolutely) hilarious; compelling Negative: (a bit) repetitive; (entirely) predictable; (excruciatingly) boring; (totally) unconvincing; (thoroughly) tedious; (rather) flat; hard to follow; (vastly) overrated; (thoroughly) implausible; (too) far-fetched Advanced Expert Module 4d This exercise gives students practice in using the phrases from Exercise 4c in conjunction with additional language which they may find very useful in their reviews Students could work in pairs or small groups to discuss their ideas before class feedback Examples: Describing The opening chapters … (give the background / set the scene / explain the rationale) … The last chapter … (is a bit of a let-down / summarises the main points) The story … (gets bogged down in / moves at a brisk pace) … is … (action-packed / slow-moving / spine-chilling) Balancing an opinion I found (the ideas confusing at times), but … / However, … Although (the writer sometimes goes off at a tangent), … Even so, (the ideas challenge the reader to think about) … Despite this / In spite of this / And yet (the characterisation is impressive / weak) … On the other hand, (I wouldn’t recommend this book to anyone who …) Summarising All in all … / Quite simply … (this is the best read …) The great strength of (the book) is that … My only criticism of (the book) is that … Photocopiable activity Activity 8C could be used here It is a pairwork activity where students take turns to give clues to their partner so that their partner can complete a grid with the necessary vocabulary and work out the extra word given This activity revises useful language that can be used to make written reviews more interesting and engaging, as covered in Module 8B At this point, the planning is complete, so give students 20 minutes to write their review The writing would be best done as homework unless you wish to assess what they are capable of writing in the given time period 84 Sample review: It’s time we got over our obsession with shopping That’s the message of Not Buying It, one of several books in recent years that encourage us to spend and consume less for both personal and environmental reasons Not Buying It is about one New Yorker’s attempt to call a halt to her spending for a year, with the exception of a few basic foodstuffs (but no processed food), medicine and toiletries This means doing without new clothes, buying music or going to the cinema The book tracks her ups and downs, as she and her partner pursue their careers On the way, she asks the big questions like, ‘Can the economy survive without shopping?’ At the end of the year she saved up enough money to pay off a huge credit card bill and she claims her spending will never be the same again Some critics have found the writer too selfcentred They like to point out that she is selfemployed and childless, which makes her experiment much easier In places, the book is a bit repetitive and does go off at a tangent more often than I would like but on the whole I found it calm and inspirational The author is honest about how difficult everything was, her many slip-ups and what she discovers about herself [220 words] The students spend 5–10 minutes checking their review, using the checklist on page 190 as necessary Alternatively, students swap and check their partner’s Extra! After reading each other’s reviews, students decide whether or not the review would persuade them to read the book in question Discuss, as a class, which reviews were most persuasive and why Advanced Expert Module 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 1B 2D 3A 4C 5B 6A 7C 8A Hardly had the tablet gone on sale when another company brought out an even better model The more I think about the problem, the more worried I become about it On no account (should/must you) disclose your business plan to anyone at this stage It wasn’t such an easy decision as I thought (it would be) We were too exhausted to move Not since Charles Dickens has any English writer written so well about the poor James is slightly taller than his brother I give nowhere near as much to charity as Liam (does) The other ring is somewhat pricier than this one 10 I’m not so much angry as depressed about losing my wallet neighbourhood luxurious specialisation (specialism) perception philanthropic scepticism disloyalty strengthen as try into up than took deal of on/upon 10 such 11 in 12 for 13 down 14 like 15 only 16 as 17 but 85