Teacher s resources book unit 2 expert

Students then discuss the questions in pairs before eliciting ideas from the class.. 2b Encourage students to discuss their ideas in pairs before opening the discussion to the class.. S

2 New Directions

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

Lead-in p.23

Start with books closed In pairs, ask students to think for a

few minutes about events that might change someone’s life

Elicit ideas, noting which ones are mentioned the most

1 Ask students what life events are shown in the photos

(graduation, passing your driving test and becoming a

parent) Students then discuss the questions in pairs

before eliciting ideas from the class

2a Go through the expressions, encouraging students to

explain them to the class where needed Give them 2–3

minutes to think of possible context and dialogue before

going through ideas with the class

Possible contexts:

chop and change: someone who keeps changing their mind about

what job or university course they want to do

for a change: doing something new and different, for example

trying a new sport or hobby

get changed: a parent getting their child ready for school

spare change: someone begging for money

That makes a change!: a friend, who is usually late, arriving on time

to meet another friend

Extra!

Depending on the level of the class, suggest other

expressions with change, e.g change of heart, change tack,

change trains, change horses in midstream Students could

then look them up to check the meaning before discussing a

possible context and short dialogue for each one in pairs

2b Encourage students to discuss their ideas in pairs before

opening the discussion to the class

A leopard can’t change its spots: a person’s character, especially if

bad, will not change, even if that person pretends it has

You can’t teach an old dog new tricks: it’s difficult to teach

someone new skills or change someone’s habits

A change is as good as a rest: changing the work you do can be as

good for you as having a rest.

3 Give students a few minutes to share their ideas with

their partner before finding out whether more people get

excited than frightened by change, and why

4 Students identify some of the key life changes they expect

in their own lives and discuss in pairs how they will impact

their lives and why Round up by eliciting the three biggest

changes they expect

2A Making a difference Reading 1 p.24

With books closed, ask students at what age pupils can leave education in the UK and what they would like to know about those who do

1 Ask students to read the introduction and discuss their

ideas in pairs before briefly eliciting them

2 Check that the concept of skimming (reading quickly to

get a general idea of a text) is understood Students then find out what impact each of the writer’s teachers had on him

Suggested answers:

At the first school the teachers’ scornful attitude led him to drop out of school as soon as he was old enough At the second, they were more caring and their encouragement led the writer to think that he might have ability.

3a Refer students to question 1 and focus on the procedure

If useful, follow it with the first question as a class Remind students that in the multiple-choice questions (Paper

1, Part 5) one answer is correct and the other three are incorrect It can therefore be as helpful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer

3b Focus students’ attention on the Help clues before they

complete the task Refer them to the Expert Task Strategy notes for Part 5 on page 168 as needed

1 B 2 C 3 B 4 C 5 D 6 A

4 The task analysis could be done in groups or as a whole

class activity

5 Draw students’ attention to the photo and elicit who it

shows (the English footballer, David Beckham) and what they know about him Ask students (if they know of him) whether they think he is a good role model and why/

why not Students then work in pairs or small groups

to discuss their answers to the questions Round up by eliciting ideas and finding out who influences your students the most After this, refer them to the vocabulary in the Expert Word Check, which highlights useful vocabulary from the text Ask students to find the words in the text and, if they are unsure of the exact meaning, to deduce

it from the context before giving them a definition or letting them use a dictionary to check For example, in the

second paragraph, ask, Is ‘skive’ positive or negative? Does it describe appearance or behaviour?

Vocabulary p.26

Start with books closed Write adjectives describing positive

attitudes in the middle of the board and elicit examples, e.g

friendly, happy, trusting, etc

1a Refer students to the sentences given, explaining that they

each contain an adjective describing a negative attitude

If useful, do the first question as a class When students

have completed the task, encourage them to check

ideas in pairs Highlight the importance of remembering

prepositions in the context of the words or expressions

they follow, and encourage students to record any new

ones from this exercise

1 threatening (towards) 2 deliberately unfriendly 3 despise

4 upset about/by 5 uninterested in 6 fed up with

1b Students work in pairs, taking turns to ask and respond to

the questions Round up by eliciting some interesting or

surprising responses

2a When students have completed the task, check answers

and understanding of the expressions in italics

1 b 2 d 3 c 4 e 5 a 6 f

2b Students discuss their answers in pairs Alternatively, you

could ask students to guess which sentences are true for

their partner and discuss their ideas

3 Suggest that students first do the exercise using their

existing knowledge of collocations, or guessing if they

do not know, before comparing answers with a partner

Remind them that it is a good idea to guess answers

when they are unsure and remind them that in the exam,

candidates do not lose marks for incorrect answers

1 up 2 close 3 across 4 good 5 after 6 set 7 run 8 high

4 This exercise gives students the opportunity to practise

using the expressions covered whilst discussing their

families

Photocopiable activity

Activity 2A could be used here It is a pairwork/groupwork

activity where students complete a crossword by adding

missing words needed to complete phrases given in

sentences This activity revises expressions, phrasal verbs

and collocations covered in Module 2A

Use of English 1 p.27

1 Start by asking students to look at the photo and explain

what it shows They should identify different members of

an extended family, including grandparents Discuss the

questions as a class

2a Give students 1–2 minutes to locate the answers in the

text before checking ideas

Suggested answers:

1 for practical support; for emotional closeness and stability

2 If the grandparents don’t get on well with their

daughter-in-law/son-in-law, this may endanger the relationship between

2b If students are unfamiliar with the multiple-choice cloze

task (Paper 1, Part 1), spend some time studying the Help clues and Expert Task Strategy notes on page

167 Explain that this task predominantly tests their lexical knowledge and that they should pay attention to collocation, complementation (when a specific preposition

or structure such as infinitive or gerund follows the word needed) and the slight differences in meanings of the words given Remind students that as with the multiple-choice reading questions, only one answer is correct, and that it can be as helpful to rule out the three distractors as

it is to find evidence for the correct answer

1 B 2 C 3 D 4 A 5 B 6 C 7 A 8 C

3 This exercise could be done in groups or as a class Ask

students to note down the collocations and remind them

to note new words in groups of associated words where possible

close relatives; play a role; stand a chance; widely accepted; at risk

4 Students discuss the questions in small groups before you

open the discussion to the class

5 Point out that students have already considered the role

of grandparents in their culture in the Lead-in as well

as close ties they have with particular family members

Discuss the differences in layout and possibly register (the diary entry may be more informal), in relation to the formats suggested, before students write their paragraph

Listening 1 p.28

1 Start by focusing students’ attention on the photo, eliciting

what it shows (a wedding photo) Students then discuss the questions either in groups or as a class

2 T10 Focus students on the question and check they

understand what listening for gist means (for general understanding) Then play the recording once for them to answer the question

The proposal was videoed by a friend on his phone.

3a T11 Focus students’ attention on the questions and allow

them a minute to look at the adjectives before they listen

a second time

1 taken aback 2 self-conscious 3 flattered 4 tolerant 3b Encourage students to identify the words Laura uses

that correspond to the adjectives given as answers to

exercise 3a, e.g caught totally unawares means ‘taken aback’, (felt a bit) awkward means ‘self-conscious’, took

as a huge compliment means ‘flattered’ and go along with something means ‘(be) tolerant’ If useful, either play the

recording a second time or refer them to the audioscript

on page 137 and give them a minute to scan and find the corresponding word or phrase Allow time for students to compare answers in pairs before class feedback

4a T12 Give students a minute to read the sentence stem

and possible endings before they listen to the second part

Option B

4b This exercise encourages students to analyse the different

options presented in the previous question It might be

helpful for students to refer to the audioscript on page

154 to check their answers before you run through them

as a class

1 A 2 C, D 3 B

5a T13 Focus students’ attention on the rubric and remind

them that Part 3 of the listening exam will usually be

in the form of an interview or discussion aimed at a

non-specialist audience lasting about 3–4 minutes The

questions will predominantly focus on attitude and

opinion and will always be answered in the order they are

presented Remind them that each part of the listening

is played twice and that the silent time given to read the

questions is vital Play the recording after giving students a

minute to skim through the questions

1 A 2 B 3 D

5b Students compare answers with a partner before class

feedback Encourage students to explain their choices

5c This exercise encourages students to consider how

information might be given and how each part might be

signposted

6 First draw students’ attention to the vocabulary in

the Expert Word Check This feature highlights useful

vocabulary from the recording You could ask students

to find the words in the audioscript on page 137 and, if

they are unsure of the exact meaning, to deduce it from

the context before giving them a definition or letting

them use a dictionary to check For example, ask: Is

‘awkward’ positive or negative? Does it describe appearance

or behaviour?

Students then discuss their reactions to what they have

heard Ask them to speak with a partner about whether

we are better or worse off by using social networking

Ask them to think of occasions when social networking

has had a positive and/or negative outcome

Language development 1 p.29

Students should be familiar with the concept and use of

relative clauses For those who are not, the Expert Grammar

notes on pages 174–175 give an explanation of the use and

form of relative clauses Students with particular difficulties

should be given suitable remedial exercises

1 This exercise highlights the use of relative pronouns in

relative clauses

1 B, C 2 A, D 3 A 4 A, D

2a This exercise gives students practice in using relative

pronouns and evaluating which relative clauses are

non-defining and therefore require commas

2b Students discuss their answers in pairs, deciding which

pronouns can be omitted Remind students that the

pronouns (that, who or which) in defining clauses can be

left out if they are the object, for example: Yesterday

I visited a friend (who/whom) I hadn’t seen for a month

Discuss the difference in formality between whom (very formal; mostly used in writing) and who (informal)

1 whose 2 who/whom 3 which 4 which/that 5 which/

that 6 where Punctuation: 2 … colleague, who you met last week,

3 … brothers, 6 … area,

Pronouns can be left out in 5

Extra!

If time allows, give students 6–8 further examples of relative clauses and ask them to decide in which ones the relative pronouns can be omitted Alternatively, ask them

to work in pairs to write three sentences of their own where the pronoun can be omitted and three where it cannot They then swap sentences with another pair and decide which pronouns can be left out

3a Find out what students know about Romeo and Juliet

and explain that they will find out more about the other people and characters in the exercises that follow

Students then complete the first text, comparing answers

in pairs

1 in which 2 as a result of which 3 without whose help 4 all

of which 5 at which point 6 many of whom

3b This exercise gives students practice in transforming

formal language (pronouns with prepositions) to informal language It can be done in pairs or as a class

Examples:

1 where 2 which means that 3 because without him 4 but

most of them 5 She then (new sentence) 6 and lots of them

4 Ask students whether they have heard of the English

king Henry VIII and find out what they know about him

Mention that this exercise includes information about his life and partly explains why he is famous today Find out whether students know what a reduced relative clause is before referring them to Section E of the Expert Grammar on page 175 If useful, do the first sentence of the exercise as a class Remind students that there might

be more than one option for each sentence and allow them time to compare answers in pairs before going through them as a class Highlight the present and past participle clauses and infinitives, discussing any alternatives

as a class for the first example as needed

1 who was born 2 who/whom he believed/who was believed,

that/whom he believed 3 who was living, who was later executed

4 who gave/was to give, who was called 5 who was said 5a Focus students’ attention on the photo and ask who the

people in it are and what they know about them (Richard

Burton and Elizabeth Taylor in the film Cleopatra) Explain

that they will find out more information as they join the sentences, using relative and reduced relative clauses As before, the first one could be done as a class by way of an example

5b Students work in pairs to go through their answers before

a general class review of the exercise

Note: These answers show reduced relative clauses

1 actress who made many films … the most famous of which was

probably …

2 they made their first film together based on the story of

Cleopatra, in which Elizabeth played the Queen

3 The couple, already married … fell in love on the set, attracting

huge publicity

4 The couple married in 1964, going on to live … lifestyle, which

resulted in them becoming …

5 a huge diamond, (which was) the largest, most expensive in the

world, engraved with …

6 got divorced in 1974, meeting up again later and re-marrying the

following year (OR remarrying a year after meeting up again later)

Photocopiable activity

Activity 2B could be used here It is a pairwork activity

where students practise relative clauses and pronouns

through a game of dominoes, matching sentence halves

according to the correct relative pronoun

Writing 1 p.30

1 Start by focusing students’ attention on the Expert

Strategy note and explain why planning is so important

to good writing Ask students to work in pairs or small

groups to order the points and, during feedback, elicit

ideas and explanations for choices made Discuss

alternative ideas and come to a general agreement about

a logical order for the steps and why

Suggested order:

c, e, f, a, d, b

2a The exercise focuses on the form of various types of text

and checks that students understand how they might be

organised into different sections

2b Discuss ideas as a class, eliciting which texts would be

semi-formal/formal and referring to the information given

in the Expert Strategy notes

1, 2 and 4 are more formal and should have a formal structure.

3a Allow students time to read the task before asking how

many paragraphs they feel would be necessary and what

they would include in each paragraph

3b Start by asking what the photo shows (Keira Knightley and

Matthew Macfadyen in the film Pride and Prejudice) before

referring to the notes made about the film Ask why the

points have been crossed out

The information in the notes is irrelevant to the task.

3c Students then order the paragraph topics, comparing

ideas in pairs before class feedback

Suggested answers:

1 title/type of film 2 plot summary 3 overall impression

3d Ask students to complete the plan and add in the notes

where needed, and check answers before continuing to the next exercise

Suggested answers:

1 (title) Pride and Prejudice … love story …

2 (plot summary) man and woman … prejudiced against

each other …

3 (overall impression) interesting new version … main focus on …

4 (opinion in detail) film locations, costumes, etc …

Keira Knightley …

5 (recommendation) better for young people, etc.

4a Students discuss a film or story they know

4b Ask students when they last read a film or book review

and discuss what makes a good review (interesting language, great descriptions, a logical build up of ideas, etc.) Students then plan their own review Remind them not to include a title saying which film or book they are writing about and refer them back to the points given in Exercise 1 which will help them

4c Students read each other’s reviews, deciding which film

or book has been reviewed Reach a class consensus on which one is the most and which the least popular choice and why

2B A second chance Listening 2 p.31

1 Start by discussing what the photo shows, before referring

students to the title and introducing the topic of crime

Ask students to consider what the connection might be between the photo and the topic and then ask them to discuss the questions in groups before opening up the discussion to the class

2 Ask students to read the task introduction and highlight

key words: the nouns and verbs that contain the main information If helpful, discuss the key words in the first question and the four options given with the class

(for example: Question 1: main aim, project, young offenders, Option A: encourage, violent, Option B: ensure, qualification, etc.) Students then complete the exercise,

comparing answers together before a brief class feedback

3 T14 Go through the task and refer students to the Expert

Task Strategy notes on page 171, giving them time to read the Help clues before listening After listening, allow time for students to compare answers in pairs before checking them as a class Round up by discussing the connection between the photo and the topic (as introduced in Exercise 1): a dance project that teaches young offenders how to dance and gain a qualification in the process It aims to get them interested in something new, to gain a sense of achievement and possibly a change of direction

in their lives

1 D 2 A 3 C 4 C 5 D 6 B

Extra!

Discuss why the distractors for each question are incorrect,

e.g Why is A not the correct answer in Question 1? Then ask

students to make a record of any useful crime words/

expressions from the text, adding an example sentence for

each one where possible

4 Ask students to look at the items in the Expert Word

Check box and look up all relevant information (e.g

pronunciation, stress, word type, use, grammar, word

family, collocations) for each word Students then discuss

the questions in groups or as a class, using the language

presented

Extra!

To encourage students to get into the habit of creating

their own sentences showing the usage of new words or

phrases, ask them to write an example sentence for each of

the words or phrases from the Expert Word Check

Speaking p.32

1a Focus students’ attention on the photo and ask what

it shows (a schoolgirl being interviewed) At this point,

you could brainstorm what students know about Part 1

of the Speaking test (Paper 4) Then direct them to the

Exam reference on page 171 In Part 1, students have

to ask and answer questions about themselves This

part gives them the opportunity to use a wide range of

grammatical structures and, as it also tests their ability

to use interactional and social language, they will need to

listen and respond appropriately

Bearing this in mind, students need to think of questions

that would lead to the answers given Encourage them to

discuss ideas in pairs

Suggested answers:

1 What do you do here?, How long have you been studying

English?

2 What has been your most interesting travel experience and

why?, What do you hope to be doing in five years’ time?

1b T15 Students listen and check their answers

1c Elicit answers as a class, discussing the merits of Candidate

B’s responses Allow time for students to underline useful

phrases, eliciting further examples of use if needed

Candidate A repeats the words of the question Candidate B gives

a natural response with an expanded answer Note the phrases:

well, actually; I was lucky enough; lots of things, I hope; I don’t feel

quite …

1d This exercise gives students the opportunity to practise

incorporating useful phrases from Exercise 1c whilst

extending responses to give more information Round up

by eliciting some possible ideas and discussing aspects that

could be added

Example: 1 Well, actually, I’m still a student but I’m in my last year

at college.

2a Students match the questions and answers During

feedback, focus on the type of information the best responses have included, as well as linkers and other useful phrases used

1 work and study; A is a better answer as it is a personal response

that reflects an aspect of studying It is a more complex sentence

B repeats words from the question, then just gives a list

2 relationships; B is a better answer The sentence structure is

more complex and the vocabulary richer, the information more

detailed and interesting A repeats the words of the question and doesn’t expand on the answer A doesn’t sound interested

3 communication; A is informal and enthusiastic, which is good,

but B gives a more thoughtful answer, uses richer, more complex

sentences and a range of vocabulary

4 your background; A is better because it gives a broad context

and answers the question B is rather negative, uses a narrower

range of language, and doesn’t answer the question

5 imaginary situations; B is a better answer, expressing the

person’s feelings with a good vocabulary (value my privacy, I don’t

think I could cope with) A doesn’t give a personal opinion and so

doesn’t answer the question.

Extra!

As a way to reinforce the differences between a great and a poor response, ask students to build up a list of what to do (e.g use complex structures, sound interesting, use a range

of vocabulary, etc.) and what not to do (e.g repeat the words in the question, keep the answer short, not give an opinion, etc.) in this stage

2b Focus students’ attention on the Expert Strategy note and

the list of useful phrases given below Refer them to page

172 for further strategies as useful Students then work in pairs to practise asking and responding to the questions, taking note of advice and phrases discussed previously

3a T16 Having read the task, students listen to two

candidates attempting Part 1 Encourage students to be constructively critical, to recognise why Paola’s responses are better than Frédéric’s

Paola answers fully, and gives relevant answers She sounds relaxed and natural, whereas Frédéric’s answers are short and formulaic, as if he has rehearsed them.

3b T17 Students now listen to the same two candidates

attempting the final part of the task and then evaluate their performances

1 That’s difficult to say … there have been so many …

Others might include: You know, I’d have to think about that / Hmm

… that’s a good question / Let’s see … that’s a tough one to answer

2 Frédéric is not very forthcoming He could have made one up It

doesn’t have to be true.

4a This exercise gives students the opportunity to practise

asking, responding to and evaluating responses to the questions covered in this section Put students into groups

of four and either allocate the roles of Interlocutor, Assessor and Candidates A and B or ask students to sort out their roles Point out that the instructions for the

Check that students know what they are doing and

answer any questions they have before they begin this

exercise During the activity, move around the class,

monitoring how each group is doing Note strengths and

areas to discuss during feedback after exercise 4b

Extra!

For students who like to have teacher evaluation rather

than peer evaluation, an idea might be to use smartphones

to record the exchange and then send it to the teacher, or

have it played to the class

4b Students swap roles until each person has tried each one

and give constructive feedback in their groups

Photocopiable activity

Activity 2C could be used here It is a pairwork/

groupwork activity where students match responses to

the appropriate Part 1 questions They then continue by

taking turns to ask and answer the same questions in pairs/

groups, using their own ideas

Language development 2 p.34

1a Start by checking whether students know what articles

are (a, an and the) before eliciting the most appropriate

options to complete the sentences

1 Biology because it is the subject in general; the study because

it is defining ‘biology’; living organisms (no article) because it is a

general plural

2 The murderers because both speakers know who is being talked

about; to prison because they are talking about an institution (the

typical use of a place) rather than a building.

1b Focus students’ attention on the photo and elicit what it

shows (a forensic scientist at a crime scene) Continue

with the exercise, which checks students’ understanding

of the use of articles With weaker students, start off by

referring them to the Expert Grammar summary on pages

175–177 before asking them to attempt the exercise

Stronger students could start by doing the exercise and

then use the same summary to check their answers

1 a 2 the 3 the 4 ø 5 ø 6 ø (mentioned for the first time;

in general); the (if thinking of specific criminals) 7 the 8 an

9 the 10 ø 11 the 12 the 13 a 14 the 15 a

16 a/the 17 a

Extra!

Tell students they are going to write an email to a friend

to persuade him/her to try and get a job as a forensic

scientist Write the notes below on the board Students

should use them along with the information in Exercise 1b,

inserting articles where appropriate

1 Your strengths: Outgoing personality (good presenting

skills / ability to communicate / positive attitude) Right

qualities!

3 Responsible for: liaising with police / justifying findings

in law court (sometimes the most difficult part of job) / supervision of lab assistant in lab (easiest) / involvement in research

4 Salary and working conditions: excellent Good future!

1c Find out who would be interested in working in forensics

and why Ask whether anyone watches any TV series

based on forensics, such as CSI (Crime Scene Investigation).

2a Students look at the words given, deciding which verb

form they would be followed by and why

a majority of (+ noun/pronoun) is usually followed by a verb in

the plural (but singular for an anonymous mass, e.g A majority of

the country believes that …); genetics: singular (it refers to the study

of genetics – genetic in the singular is an adjective); the government:

can be followed by a verb in the third person singular or plural – it

can also be made plural (governments); the police: plural

2b Weaker students could use pages 175–177 of the Expert

Grammar to help them, whilst stronger students correct the sentences and then refer to it to check their answers

1 People agree … things need 2 any evidence … which suggests

3 one of his pieces of luggage … some of his belongings were

(belongings is a countable plural but is never used in the singular –

we do not refer to a belonging) 4 investigators has risen

5 days is a long time (the verb agrees with time) 6 is a small

pay rise … staff are going 7 no progress … some good advice

3a Students choose the appropriate determiner to match

each noun During feedback, ask why the other answer is incorrect in each case, providing further examples of use

as needed

1 little is negative/dismissive (✓); a little is positive 2 most (✓); the most is not used with of 3 Many (✓); people is a countable noun

4 every (each is usually used before of but every collocates with single piece) 5 A great deal of (✓); many can only be used with

countable nouns and damage is uncountable 6 An awful lot (✓);

amount can only be used before uncountable nouns 7 Both (✓);

(both is used for two, all for more than two or uncountable nouns)

8 Hardly any (✓); little can only be used with uncountable nouns.

3b Check that students understand the term civil disturbance,

also known as civil unrest (fighting or rioting among groups

of people living in the same country) Discuss the question

as a class, eliciting recent examples of civil disturbances that students know of

4a Find out whether students like crime stories and ask

them to explain their opinion Briefly focus on what crime authors or TV series are popular in their country

4b This exercise focuses on other common quantifiers and

some of their more advanced uses At this point you might wish to explain that a quantifier is a particular kind

of determiner that is used to say how much or how many

of something is being described Students could refer to the Expert Grammar on pages 176–177 before attempting the task Remind students that only one fits in each gap and that they should identify the differences between

1 none 2 Not 3 no 4 either 5 both 6 One 7 the whole

8 Neither

Background

A number of Scandinavian TV crime series have become

popular outside Scandinavia in recent years, e.g The Killing,

Those Who Kill, The Eagle: A Crime Odyssey, Rejseholdet (also

known as Unit 1) and Wallander

Use of English 2 p.35

1 Start by looking at the photo and asking students whether

they know who Richard Branson is and if so, what they

know about him Ask them to consider why a successful

entrepreneur like him might have ended up in prison

After this, elicit possible difficulties that ex-offenders might

experience on their release

Background

The British billionaire Sir Richard Branson was born in

1950 and is best known for founding the Virgin Group He

is reported to be the 4th-richest citizen of the UK and, as

well as being a successful businessman, is a keen sailor and

balloonist

2a Refer students to the title and text, allowing them a few

minutes to quickly read them before eliciting the answers

to the questions Ask them whether they are surprised by

any of the answers and if yes, why

1 Very few of them manage to get a job 2 to employ

ex-prisoners to give them a second chance 3 for tax reasons and

for protesting about the Vietnam War

2b Give students time to read the instructions and remind

them that in the exam, Part 2 will consist of 8 gaps plus

one example Explain that this task tests their knowledge

of language structures and the text, and that the answer

will always be a single word, although there may be more

than one possibility

2c Allow students five minutes to complete the task,

highlighting the Help box hints and the Expert Strategies

on page 167 Encourage them to check answers in pairs

before class feedback

1 Everyone/Everybody 2 none 3 against/about 4 neither

5 few 6 in 7 whom 8 being

3 Discuss the task analysis as a whole-class activity

4 Check that students understand what anti-discrimination

laws are (laws to prevent discrimination on the basis of

race, religion, gender, disability, etc.) before asking them

to discuss the questions in pairs or small groups Round

up by eliciting their opinions

Extra!

Write an email to a friend telling them about someone you

know who was given a ‘second chance’ (220–260 words)

Writing 2 p.36

1 Start by asking what the photos show (they are also of

different fundraising situations) before asking students to discuss the questions in small groups or as a class

2 Give students a few minutes to read and appreciate the

scope of the task in Exercise 3 and answer the questions

This could be done in pairs Remind students to underline key words and of the word restriction (220–260 words)

Refer them to the Expert Strategy notes and if useful, to the Expert Task Strategy on page 170 and the example report given on page 193

3a Students select the most suitable headings and then

complete their own paragraph plan This could be done alone or in pairs, before ideas are discussed as a class

Paragraph 1: Introduction Paragraph 2: Aims of the project Paragraph 3: Methods of fundraising Paragraph 4: Results Paragraph 5: Conclusion

3b This exercise gives students support by providing

ideas that they then need to organise according to the appropriate paragraph Once again, this could be done in pairs

Introduction: Interviewed young offenders Aims: useful paid work in community; can help them understand impact of offending behaviour; can help change behaviour Methods: help organise jumble sale; charity collections (under supervision); collection boxes

Results: £200 raised; worked hard to do something positive …;

Conclusion: provides important life skills

3c Students decide which ideas to use and add them to their

plan, as well as noting additional ideas they wish to use

Remind them that they must not exceed the word limit of 220–260 words

3d Ask students to choose a suitable title for their report,

for example: Fund-raising for positive change, Promoting community, etc.

4a The exercise gives specific phrases that help to structure a

report of this type Elicit why the passive is often used in reports and encourage them to use the set phrases

The passive is often used because it describes actions, not those who do them; gives the impression of being objective; is useful for making generalisations.

4b This exercise gives students practice using some of the

phrases With a weaker group, suggest that students continue to work in pairs Elicit some examples before continuing

5 Students write their report using the plan and notes they

have made as well as expanding on the sentences written

in Exercise 4b

Sample answer:

AN UNUSUAL FUNDRAISING PROJECT

Introduction

The purpose of this report is to outline the findings of my research

into an unusual fundraising project for local charities involving

young offenders, and to indicate the lessons that can be learned As

preparation for this report I interviewed some young offenders who

participated in the project, an officer responsible for them and a

representative of one of the charities

Aims of the project

1 To get young offenders to raise money for charity

2 To give young offenders useful unpaid work in the community that

helps them understand the impact that their offending behaviour had on

the local community and helps change their behaviour for the better

Methods of fundraising

Techniques included distributing collection boxes to local businesses;

charity collections under the supervision of an officer; helping organise a

jumble sale

Results

1 The total raised to date has exceeded £200, which will benefit many

local charities, who are obviously delighted

2 On the whole, the young people worked really hard to do something

positive that would benefit the local community Many of the offenders

said that they had taken part in several community service activities,

including picking up litter, but this was by far the most rewarding as the

money will make a real difference to people’s lives

Conclusion

In my view, this approach to community service helps provide the

youngsters with so many important life skills which will help reintegrate

them into the community I have no hesitation in recommending the

approach to be tried elsewhere

[257 words]

6 Refer students to the writing checklist on page 190 and

give them 5–10 minutes to edit their work If time allows,

ask students to peer check each other’s work first

Review

These exercises aim to help both students and teachers

monitor and analyse progress after each module has been

completed, focusing on vocabulary and grammar from

the module They are best used to show where further

consolidation is required or, in the case of students who have

missed a module, to assess how much they need to catch up

on In terms of usage, the review exercises can be set in class

time as a 20–25-minute test or completed as a pair/group

activity followed by a class discussion Alternatively, they can

be given for homework, which in the case of any student who

has missed a module would be more practical

1 1 scornful 2 aggressive 3 disaffected 4 reliable

5 expectations 6 distressing 7 indifferent 8 hostility

2 1 set 2 look 3 comes 4 stand 5 accepted 6 runs

7 keep 8 rub 9 seen 10 get

3 1 for which he’s best known 2 none of whom I’d met before

3 as a result of which I missed … 4 from which it never really

recovered 5 neither of which I could get on 6 most of which I just about understood 7 on whose financial support they rely

8 in which case, press …

4 1 an 2 the 3 the 4 the 5 ø 6 the 7 is 8 have

9 a 10 have 11 few 12 ø