6 Teacher’s Notes Communication This module contains various topics related to the theme of communication, including non-verbal communication, changes in language, mobile phones, studying in another language, intuition and young people today Lead-in p.87 Extra! Starting with books closed, put the word communication on the board or play a game of hangman to elicit it Ask students what the word means to them and find out how they communicate with their friends and family Alternatively, ask which is more important – meeting friends and family face to face or communicating with them through different means, and why You might want to discuss how the way they communicate has changed in the last ten years or so, and why Ask students to open their books and look at the photos on page 87 Elicit what they show (2 people with punk hairstyles, someone sitting on the bonnet of an expensive sports car, an African tribesman with traditional face painting), before asking students to discuss the questions in pairs or small groups Elicit ideas and open the discussion to the class, using this as an opportunity to expand on their ideas and feed in useful vocabulary The photos show different ways of communicating, i.e through fashion, luxury and tradition This question could be discussed in pairs or small groups before being opened to the class This could be a good point to bring sign language and Braille into the discussion and find out what students know about them Widen the discussion and ask students to come up with specific aspects to consider regarding someone being a good communicator in the following types of communication: face-to-face written oral Possible answers to Extra! non-verbal language (body language, eye contact, facial expression, gestures, posture) and aspects such as patience, a personable attitude, tone, manner, intonation, stress pattern appropriate tone/register, greeting/closing, etc appropriate tone, pauses to let others speak (relating to the situation), etc Background Background A sign language is a visual language where gestures, lip patterns, facial expressions, finger spelling and body language are used to express meaning Originally designed as a way for deaf people to communicate, different varieties exist, e.g BSL (British Sign Language), ASL (American Sign Language) Sign languages not follow the same structures as their counterpart spoken language, e.g BSL does not have the same structure as English In BSL, for example, you would ask ‘Name you what?’ rather than ‘What is your name?’, ‘Live you where?’ not ‘Where you live?’ Background Braille is a language used by blind people in which raised dots are read or written to convey meaning Letters, words and numbers are represented by set groupings based on a cell of six dots and are read using both hands (predominantly the index fingers) simultaneously Modifying a French military secret code, Braille took on the name of the blind child who developed it, Louis Braille Elicit what the main five senses are (sight, hearing, taste, smell and touch) before asking students to discuss these questions in pairs or small groups If students are interested in this topic, you could widen the discussion to the class, to talk further about the crossing over of senses, i.e synaesthesia Synaesthesia is defined as a neurological condition where the stimulation of one sensory pathway in effect triggers experiences in a second sensory pathway, e.g letters or numbers being seen as colours There are many different forms of synaesthesia but few have been researched in any depth 6A Getting your message across Reading p.88 Focus students’ attention on the photo on page 89 and elicit what it shows (a doughnut) Ask whether they have any idea what to doughnut might mean when used as a verb (the answer is in the text) Then ask students to discuss the question in pairs before eliciting ideas from the class Encourage them to think of examples of particular words, phrases and structures that are different Give students minutes to skim the text to find out what aspect of language changes it focuses on 49 M06_EXP_TB_CAEGLB_3768_06.indd 49 17/02/2014 11:09 Teacher’s Notes Before students read the text in detail, focus on the Expert Word Check box and ask them to find the words in the text Encourage them to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Then refer students to the Expert Task Strategy notes on pages 168–169 before they attempt the gapped text task (Paper Part 7) Remind them to use the Help clues for support as needed Encourage students to compare answers in pairs before class feedback Discuss any potential new vocabulary, such as pretentious, to send someone off, etc 1F 2B 3G 4D 5A 6E Have a short discussion with the class about the linguistic links focused on before asking them to find further examples Suggest they underline those linkers which point to the answers and afterwards, as in Module 3, spend time discussing ideas as a class Perhaps mention that the distractor paragraph C (On the other hand ) is wrong because it would introduce an opposing view to something in the previous paragraph, which would need to be a negative comment about verbing as paragraph C is positive At a quick glance it might fit in gap 6; however, applied to someone’s name can only refer to Stephen Pinker, who is mentioned in paragraph G but not in the main paragraphs evidence of this linguistic phenomenon (i.e verbing) Additional linguistic links: Gap links to a recent example of how English is changing and what follows the gap provides additional examples of newly-formed words (Further evidence of this linguistic phenomenon …) Gap requires information on another source of language creation as the paragraphs both before and after the gap (Yet another productive field is …) provide examples of sources of language creation Gap requires further information on the practice of verbing, and what follows the gap (There is a difference today, though, …) contrasts the pace at which language changes are accepted now with the situation in the past Gap links to the way additions to the English language can be almost instantly integrated into the language throughout the world (What makes these innovations so easy is …) and what follows the gap provides examples Gap leads on from contrasting verbing in English to other languages which use inflections to question why a more complicated approach would be considered (What is the driving force behind wanting to it ) and what follows the gap makes a comment on the use of verbing in English (Which is fine, but sometimes the results are ridiculous …) Gap leads on from the focus being on going full circle and creating new verbs from nouns (which had originated from verbs in the first place) to explaining why some language lovers so dislike verbing What follows the gap provides examples of verbs that are particularly disliked These questions could be discussed in pairs or small groups before being briefly discussed as a class This might be a good opportunity to feed in an activity on English words which originate from other languages (e.g coffee from Arabic, kindergarten from German), slang and teen speak or text language Note that slang and teen speak are constantly evolving and words quickly come and go out of use Extra! Find 10–15 English words derived from other languages and ask students to guess the language they originate from Extra! Search for SMS English on the internet in advance and prepare some SMS language and characters to write on the board (e.g BTW = by the way, ICBW = it could be worse, ROTFL = rolling on the floor laughing, ;-) = wink, x- = you are mad, etc.) Ask students to guess the meanings You could then write some messages for them to translate into real English or suggest they write some for the rest of the class to guess the meaning Vocabulary p.90 1a This exercise encourages students to think about alternatives to a selection of phrasal verbs linked to communication Remind students that there is always a single-word (and more formal) verb that means the same as a phrasal verb explained properly communicate with/make (somebody) understand (something) mention occur unexpectedly persuade (him) not to discuss 1b Students work in pairs, using some of the phrasal verbs from Exercise 1a to share their own life experiences 2a Whilst the verbs speak, talk and say (along with tell) can have a very similar meaning, this changes when they are used in idioms or phrasal verbs Generally, they all relate to a spoken language being used In this exercise, students match the sentence halves, checking answers in pairs, before class feedback 1b 2e 3h 4c 5a 6g 7d 8f 2b This exercise gives students practice in deciding which verb goes with which expression If useful, students could the task in pairs Remind them to go with their instinct if unsure and to think about the feel of the word used when pronouncing the sentences Encourage students to underline the set expressions and suggest they keep a record of them under the main verb used say speaking saying talk talking say speaking talk 50 M06_EXP_TB_CAEGLB_3768_06.indd 50 17/02/2014 11:09 Teacher’s Notes Extra! Students work in pairs and note down as many expressions using the verb tell as they can in two minutes After this they should join another pair and share ideas Next, give them minutes to find further examples in a dictionary before rounding up by eliciting any new expressions found 2c In this exercise students are encouraged to formulate their own questions using the expressions given and to talk freely about their own experiences 3a Explain that this exercise introduces some more expressions Give students a few minutes to match and complete the exercise, and allow time for them to compare answers in pairs before class feedback 1e 2c 3b 4g 5d 6a 7f harmful grounding reassurance unavailability controversial inconsiderate minority disapproval 8h Photocopiable activity Activity 6A could be used here It is a pairwork/ groupwork activity where students match sentence beginnings with an appropriate ending to complete the expressions This activity revises expressions and phrasal verbs covered in Module 6A Extra! Students work competitively to compile the longest list of advantages and disadvantages, obtaining one point for each one they think of that no one else has Alternatively, students work in teams (either for or against) to debate whether the advantages of mobile phones outweigh the disadvantages or vice versa Before students begin the word formation task (Paper Part 3), ask them to scan the text to find the advantages and disadvantages mentioned Advantages: encourage people to communicate more; are useful to people in dangerous situations; help people to avoid unwelcome attention Disadvantages: people who disturb others by talking loudly on public transport 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! Ask students to write an email to a national newspaper, in response to an email criticising the 21st century dependence on mobile phones They should agree or disagree, giving their reasons Then ask them to read each other’s emails Which is the most persuasive? Use of English p.91 Focus students’ attention on the photo and ask what it shows (tennis player Andy Murray texting) Find out whether students could live without their phones before asking them to discuss the questions in pairs or small groups The task analysis is best conducted as a class A prefix is required to make the noun/verb negative (disapproval); a suffix is required to make it into a different part of speech (inconsiderate) exist: existence; harm: harmful; ground: grounding; reassure: reassurance; available unavailability; controversy (or controversy): controversial; consider: inconsiderate: minor: minority; approve: disapproval stress changes in: available: unavailability; controversy: controversial; minor: minority 3b This exercise gives students the opportunity to put expressions from Exercise 3a into practice, in either pairs or small groups Discuss the best way to record any new expressions (e.g grouped by verb) from this section and encourage students to note linked prepositions, e.g speak on behalf of, speak up, etc Encourage students to skim the text to get the gist, working through using clues around each gap to identify which form of the given word is required for each gap (noun, adverb, positive/negative adjective, etc.) Point out that the word needs to fit both grammatically and in meaning, and suggest they write an abbreviation near each gap to note the part of speech needed Students complete the task, referring to the Expert Task Strategy notes on pages 167–168 for extra help Listening p.92 Allow time for students to discuss the questions in pairs or small groups before opening the discussion to the class Encourage students to support their opinions and to consider aspects of different languages that would make them difficult to learn 2a Go through the rubric and elicit what students remember about Part of the Listening test You may wish to mention that they have covered this exercise type in Module Allow time for students to underline key words and predict language they might hear Remind them that they will hear all speakers once before the whole recording is repeated, and to use the silent time given to read the questions or check answers 2b T41 Refer students to the Expert Task Strategy notes on page 171 before attempting the task Encourage students to compare answers in pairs before class feedback Task One: F H C E A Task Two: H G C F 10 B 51 M06_EXP_TB_CAEGLB_3768_06.indd 51 17/02/2014 11:09 Teacher’s Notes The task analysis might best be done as a class Encourage students to underline the words or phrases that help them She wanted to help her son, who was having problems at school I got more and more interested in the French way of life might lead you to choose H (to deepen knowledge of a culture) and we often get cheap flights might tempt you to choose C (to go travelling) However, these were not reasons why the speaker decided to start learning a language Extra! Students refer to the rest of the audioscript on page 142 and underline the words and phrases that give the correct answers Encourage them to mark any other words or phrases that might wrongly distract them This could be done alone or in pairs Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups before you elicit key ideas from the class to round up Photocopiable activity Activity 6B could be used here It is a pairwork/groupwork activity where students take turns to say a word which another student then has to spell out loud This activity focuses on words that are commonly misspelt 5a The words in this exercise are commonly confused The idea is to train students to spot differences so that they can more easily identify their own mistakes when writing Encourage students to get into the habit of checking their own work for words they often misspell or ones, such as those in this exercise, which are easily confused They should by now have some pieces of written work that they can refer to and, from these, they should be able to produce a list of words they often spell incorrectly (but with the correct spelling given) that they can use for future checks This should be kept up to date 1a loose b lose 2a stationary b stationery 4a affect b effect 3a ensure b insure 5b Students write their own sentences to show the differences between the pairs of words given, referring to their dictionary as needed Allow time for students to compare ideas before eliciting examples from the class Language development p.93 Extra! This section focuses on spelling Remind students that spelling is important in most papers, but particularly so in word formation in Paper Part This section highlights common patterns and words that are often misspelt Begin by eliciting from students words that they often misspell Go through the techniques given with the class, discussing any others they (or you) know Students identify the correctly spelt words, comparing ideas with a partner Ask students to think of a further pairs of homophones and to write a definition for each one In the subsequent lesson, students could work in pairs and take turns to read out a pair of definitions Their partner then has to write down the words being defined Students continue taking turns and, when finished, check their words and spelling with each other recommend, successfully exaggerate, difference According, disappointed addition, beginner opportunity, business necessary, accommodation embarrassed, professionalism apartment, immediately occurred, preferred 10 career The plural forms of the nouns given all follow a particular rule or pattern Students should decide on the plural spelling of each noun before referring to the Expert Writing section on Spelling on page 200 Check on pronunciation if useful and, if time allows, ask students to think of other words which in the plural form would follow the same rules boxes, chiefs, enquiries, flies, heroes, journeys, leaves, lives, potatoes, radios, thieves In this exercise, students have to identify the incorrectly spelt words first, before correcting them assistance separate niece Medicine advice (as a noun) arriving practise (in British English, practice in American English) prettier families 10 receive Discuss what a hyphen is and the general rules of usage Explain that the rules for hyphens are complicated and that fewer people use them these days, choosing to either join words (e.g playground, seafood, riverbank) or to write them as separate words (e.g gift giving, web page, house plant) Before students complete the task, remind them to check in a dictionary if they are unsure whether to use a hyphen or to write the words separately Allow time for students to compare ideas in pairs Refer students to the Expert Writing section on page 200 for further information on hyphens re-formed (to distinguish from the verb reformed = improved by making changes) break-ins ex-husband Day-to-day co-star; down-to-earth Writing p.94 This section focuses on aspects of cohesion: the relationships based on grammar or vocabulary between parts of sentences or across them that hold the text together 1a Go through the points made in the Expert Strategy box and spend some time discussing the information on linking devices given in the Expert Writing section on sentence structure on page 202 Students then complete the task With a weaker class, this could be done in pairs or as a class 52 M06_EXP_TB_CAEGLB_3768_06.indd 52 17/02/2014 11:09 Teacher’s Notes Once students have identified what the links refer back to, ask how the sentences would be without them (repetitious and boring) You might also want to ask whether references always refer back (they can also refer forward, e.g A few days before she left for university, my sister gave me the keys to her car) One method: several ways; Another: several ways/methods there: the local college; then: last month; That’s why: because she’s been going there; her: Rebecca those people: the people who find it difficult to learn a language; so: you are one of those people; millions: of people one: a dictionary; the ones: dictionaries neither: I don’t want to join 1b This exercise gives students practice using a variety of linking devices Encourage students to skim the text to get the gist of it before they complete it Suggest that they fill in the gaps they are more confident about first, and remind them to cross out expressions as they use them so that they eliminate options as they go Allow time for students to compare answers and, during feedback, discuss what is being referred to and what the function of the linking device used is (e.g to contrast ideas, to present an example) their such claims On the contrary instead of since Firstly whatever which is why such as 10 Secondly 11 What’s more 12 The reason 13 in the process 2a Give students a few minutes to read the text and underline any repetition noticed, before discussing ideas in pairs or small groups 2b Students now rewrite the extracts, incorporating cohesive devices to limit repetition This could be done alone or in pairs Alternatively, this could be set as homework and gone through in a subsequent lesson after students have had a chance to swap work and perhaps read each other’s Suggested answer: INTRODUCTION Studying for a degree in a second language is a challenge, whatever the academic goals What’s more, it is something that very few people are capable of Students should remind themselves what an amazing achievement studying a second language represents and that they are bound to feel frustrated at times Therefore, we believe that most will benefit from English language training to ensure they fulfil their academic potential OUR COURSES Do you have language difficulties in your seminars and suffer from lack of confidence, both of which can affect your academic performance? If so, then our Language Support programme aims to help you Our programme, which is free, is open to all students for whom English is not their first language It offers both individual tutorials for students who wish to discuss their academic writing and language training in groups We think our programme offers the best available support and, we are pleased to say, so our students Students work in pairs to organise and write an information sheet, checking that their work incorporates linking devices to limit repetition and correcting any spelling mistakes noticed This task could be set as homework if Exercise is done in class, with students comparing ideas in groups in the subsequent lesson, deciding which place they would prefer to go to and why 6B A sixth sense Listening p.95 Begin by asking what the cartoon represents (intuition) and explain that the heading is a clue Find out whether students believe in intuition These questions are best discussed in pairs or groups before ideas are elicited from the class T42 This exercise gives further practice of Paper Part Students should be familiar with this type of sentence completion, having covered it in Modules and Give students time to read through the text to get the gist of it, as well as to predict the types of word to complete each gap If useful, refer them to the Expert Task Strategy notes on page 171 before playing the recording music unsettled logical (university) noticeboard diary brain waves numbers rhythm Students work in pairs to compare answers, before discussing the questions of the task analysis as a class Check that students can justify their answers and, with a weaker class, refer students to the audioscript on page 143 as useful Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups or as a class, using the language presented Encourage students to provide examples of relevant situations or experiences Speaking p.96 The photos show unexpected situations (a man whose car has a flat tyre, a birthday celebration, a car blocking a driveway) These should act as a prompt for showing different emotional reactions, and the question should encourage students to speculate on initial reactions and difficulties dealing with the situations This discussion could be done in pairs or small groups Round up by eliciting ideas and asking students which situation might be the hardest to handle and why 1a Students discuss the questions, with reference to the photos, in pairs or groups before the discussion is opened to the class Use the questions as an opportunity to feed in further adjectives, e.g disgruntled, perturbed They all show someone reacting to an unexpected situation One photo shows someone having a nice surprise; the other two are unpleasant surprises A frustrated B absolutely delighted C seething with anger 53 M06_EXP_TB_CAEGLB_3768_06.indd 53 17/02/2014 11:09 Teacher’s Notes 1b T43 This exercise focuses on sentence stress Give students a minute to read the sentences before playing the recording Allow them time to compare answers in pairs and, if useful, play the recording a second time, pausing after each sentence and eliciting the stressed word Elicit which types of word are stressed (i.e those carrying most meaning or emotion, generally adjectives, verbs and nouns) I was absolutely livid because I was stuck I immediately burst into tears I was in two minds and had to weigh up what to next It’s thoroughly depressing when you’re stranded and can’t move I welled up – I was so moved When people things like that it winds me up My patience soon wore thin – the situation was driving me mad I was really down and a bit grouchy beforehand – but I cheered up straight away 4a For this exercise, ask students whether they can recall the expressions used Alternatively, play the recording for Exercise 3c a third time or refer students to the audioscript on page 143 whereas obviously 4b This exercise gives students practice in rewriting sentences using a range of aspects, such as possibility, emphasis, etc might be a bit difficult Actually, I think a lot of people … I think I’ve never done it myself Perhaps she’s even shocked My guess is it won’t … 1c Students match the sentences, which express different emotions, to the photos A/C 2B 3C 4A 5B 6C A/C B 1d Students work in pairs, discussing their own reactions to the situations given Elicit from the class which students would be calmer and which more agitated, and why 2a Focus students’ attention on the cartoon and ask what it shows Students then complete the text choosing the correct alternative, comparing answers in pairs in high spirits lost my cool flew into a rage In the heat of the moment snapped at ratty make a scene delightful get to me 10 calmed down 2b Give students a minute to scan the text for the synonyms before eliciting them from the class lost my cool, flew into a rage, snapped at him, ratty, make a scene in high spirits, delighted pull myself together, calmed down 2c Briefly elicit some examples of new words or expressions, e.g ratty (irritated), before giving students a few minutes to write down some questions using them Students then take turns to ask their partner their questions Round up, eliciting some of the questions asked and answers given 3a T44 Refer students to the photos in Exercise and elicit ideas on what the interlocutor might ask Play the recording and discuss the task set 3b T45 Students now listen to another candidate attempting the task, deciding which photos are chosen Elicit answers and ask students their opinion about his interpretations He talks about the man changing a wheel and the woman being given a surprise party His personal comments about him not being able to change a wheel and most people don’t know how are irrelevant 3c T46 Before students listen again, refer them to the assessment criteria on page 171 and the Expert Task Strategy notes on page 172, and give them a minute to reread them Play the recording and allow them a few minutes to evaluate in pairs how well the candidate dealt with the task in relation to the strategies and criteria, before rounding up by discussing ideas as a class is probably, seems to be must be, I think, Briefly elicit what students remember about the long turn (Paper Part 2), which was introduced in Module Then focus their attention on the task, checking they understand what it involves, the photos they should use and the timing they must adhere to before they attempt the task in pairs The task analysis is best conducted in pairs before a general discussion on strengths and weaknesses as a class Remind students to note the areas they need to improve on and to refer back to these before further practice Give students time to discuss these questions in pairs or small groups before opening the discussion to the class to round up Extra! Students choose one of the three questions from Exercise and write an essay (220–260 words), incorporating ideas from the discussion Language development p.98 Students should be familiar with the concept and use of verbs followed by -ing or the infinitive with to Weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section 1a This exercise asks students to identify verbs and the forms that follow them Allow time for students to compare ideas in pairs + infinitive: agree, attempt, choose, deserve, guarantee, hesitate, hope, long, neglect, struggle, volunteer + -ing: consider, contemplate, deny, fancy, imagine, involve, put off, practise, resent Both + infinitive / + -ing: attempt 1b Students refer to the Expert Grammar on page 182 to check their answers Check that students understand the meaning of the verbs given as well as their pronunciation Extra! Students work in pairs to decide the number of syllables and the syllable stress pattern for each of the verbs given in Exercise 1a 54 M06_EXP_TB_CAEGLB_3768_06.indd 54 17/02/2014 11:09 Teacher’s Notes 1c This exercise gives students practice using some of the verbs from Exercise 1a Allow time for a discussion of the answers, particularly when more than one option is possible Photocopiable activity Activity 6C could be used here It is a pairwork/ groupwork activity where students match question beginnings with an appropriate ending, such that the verb in the first part is followed by another verb in the correct form They then take turns to ask each other the questions made This activity revises the use of verb + -ing or infinitive with to forms as covered in Module 6B imagine struggled agreed (volunteered/attempted/ chose) hoped/longed volunteer/hope (agree/attempt/ guarantee) put off, agreed (volunteered) 1d This exercise provides freer practice using verbs and their associated forms After students have finished asking each other questions, elicit some of the endings to the stems given to form questions Students rewrite the sentences, comparing ideas in pairs With a weaker class you might first want to elicit the form that follows each verb given in brackets them to enjoy the holiday us to go to a very exotic market them not to try/them against trying the very sour milk loving the mysterious atmosphere the excursion to be cut short a taxi to take her back to her hotel 3a In this exercise, students need to identify the correct form to follow the verbs so as to give the correct meaning If useful, discuss the first one or two answers as a class before students attempt the task Allow time for them to compare answers in pairs before going through them Discuss the difference in meaning when the -ing or infinitive is possible walking feeling to stay him telling going to hurry to collect picking to explore 10 having 11 not having taken/not taking 12 to find 13 sheltering/to shelter Use of English p.99 This section provides further practice of verbs followed by -ing or the infinitive through key word transformations that they will encounter in Paper Part Begin by focusing students’ attention on the cartoon and asking what it shows Briefly elicit what students remember about this part of the exam (which is covered in Module 3B) before looking at the example This exercise could be done in pairs Weaker students might need to refer to the Expert Task Strategy notes on page 168 for support before doing the exercise, while stronger students could complete the exercise and then refer to it Allow time for students to compare answers in pairs before discussing them as a class being spoken to as though/if be guaranteed to last it that persuaded you to was only when/after Emily arrived ever having hurt/hurting him was in no mood to get Extra! Students write their own sentences using the same verbs as given in the exercise but with the form (-ing or infinitive) that was not used in the text 3b This exercise could be done in pairs Suggest that students write an example sentence with each form and refer to a dictionary if necessary Elicit sentences and discuss differences as a class The idea has been changed from ‘speak to’ to ‘thought of’ The key word ‘guaranteed’ has been changed to ‘guarantee’ The answer is more than six words The answer is more than six words and has had extra elements added Extra! Students think of an alternative verb for each of the 10 different meanings (e.g go on to something = to progress to, go on doing something = to continue) For this exercise, students could work in pairs or small groups to match the sentence halves and discuss any differences in meaning before class feedback a ii (specific case); b i (generalisation) a ii (part of an unfinished action); b i (complete finished action) a i (present simple + -ing for a generalisation); b ii (would prefer + infinitive for a specific case) a i (specific case); b ii (generalisation) a i (single short action); b ii (repeated action) a ii he continued waiting while I went home; b i purpose: his purpose was to wait for the shop to open Discuss ‘over-transformation’ as a class, eliciting students’ own examples The task analysis is best conducted in pairs before ideas are discussed as a class Ask what students have learnt from doing the task and remind them to make a note of the forms that follow particular verbs in their vocabulary records This exercise gives students further practice in key word transformations Allow time for students to discuss their ideas in pairs before eliciting examples from the class to round up Writing p.100 Start by asking what the photos show (one teenager doing voluntary work in a hospital and another lying on her bed checking her mobile phone with a laptop on her lap and headphones around her neck) before asking students to discuss the questions in small groups or as a class Encourage students to compare cultural differences in young people’s behaviour as well as attitudes towards them, etc 55 M06_EXP_TB_CAEGLB_3768_06.indd 55 17/02/2014 11:10 Teacher’s Notes 3a 3b 3c 4a Give students a few minutes to read and appreciate the scope of the task and discuss the questions in pairs Open the discussion to the class, eliciting that it is an opinion essay Check on any new vocabulary and remind them to refer to the planning and organising strategies covered in Module 5B You may wish to spend a little time recapping on these Elicit the word limit for the essay (220–260 words) Students work in pairs to discuss the questions and brainstorm ideas for the essay Elicit the number of characteristics they must focus on (2) and remind them to add reasons and examples to support their ideas This exercise invites students to consider the number of paragraphs they will write for their essay and where they will add their point of view Briefly elicit ideas from the class Students now decide which ideas to include and where Remind them to consider where to add reasons and examples This exercise focuses on the opening sentence of the introduction to an essay and encourages students to consider the best way to begin their essay The examples given could be discussed in pairs or as a class A The writer’s personal opinion is given too early B A good opening sentence to introduce the overall subject of the essay, saying what it is you are going to discuss C This sentence jumps into specifics too quickly without giving the reader a general idea 4b Remind students that a topic sentence should make clear the topic of a paragraph and is usually the first sentence of a paragraph Students complete the sentence stems, adding their own ideas, before discussing them in pairs or small groups See sample answer 4c This exercise focuses on phrases used to present an opinion or support an opinion It could be done in pairs or discussed as a class belief (S) worry (I) claims (I) hold the view (S) argued (I) conceded (I) point of view (I) 4d Students now write their own sentences using selected phrases Allow time for them to compare ideas in pairs and elicit some examples from the class 4e Focus students’ attention on the expressions before asking them to complete the headings, using the words given A Expressing general views B Conceding C Beginning a conclusion D Emphasising E Disputing F Giving reasons At this point the planning is complete, so give students 20 minutes to write their essay The writing would be best done as homework unless you wish to assess what they are capable of writing in the given time period Sample answer: In recent years, there has been concern that youth attitudes have changed as living standards have risen and that young people have become less empathetic But is this true? It is certainly the case that many young people in the West seem to be more self-centred and in need of more personal attention than ever They believe that everything they is important and are intolerant when they are criticised Consequently, they are sometimes known as the ‘Me-generation’ as opposed to the ‘We-generation’: egotistic and lacking self-discipline It is perhaps no coincidence that this attitude reflects the behaviour of media celebrities that many young people seem obsessed by When they mix, they only mix with people like themselves, a situation encouraged by the advent of online social networking On the other hand, in some countries younger people are volunteering for charity work in greater numbers than ever before, and are more concerned about social inequalities than their parents Moreover, they also have a far higher tolerance of other people’s beliefs than ever before, opposing discrimination against minorities and believing strongly in equal rights In other words, the picture is contradictory It is my firm belief that young people are probably much the same as they have always been The social conditions of the country they live in are bound to have an effect but in general young people are still a mixture of good and bad, of selfishness and selflessness [240 words] Students spend 5–10 minutes checking their essay, using the checklist on page 190 as necessary Alternatively, students swap and check their partner’s essay Review These exercises aim to help both students and teachers to monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical 1C 2A 3D 4B 5C 6A 7A 8D mind word make mulling end say at spirits ex-girlfriend, advice principal, their affected, ensure enquiries, independent Additional, receive day-to-day, lives Unbelievably, lose healed, successfully saying to tell to drive to bathe to see splashing to take to panic trumpeting 10 to be 11 taking 12 to try 13 to provoke 14 to react 15 to leave 56 M06_EXP_TB_CAEGLB_3768_06.indd 56 17/02/2014 11:10