10 Teacher’s Notes A positive outlook This module contains various topics related to positive outlooks, including teamwork, team spirit, the spirit of survival, feel-good activities, the two sides of being optimistic and how to have a healthier lifestyle Lead-in p.111 Start with books closed Ask students what a positive outlook means to them Discuss different ideas and identify the key related factors 1a Ask students to open their books and look at the photos Elicit what they show (two people practising a martial art, a group of young friends relaxing, a group of young musicians playing in a band) Discuss what they might represent in terms of positive outlook before students discuss which of the aspects of life given are the most important to them 1b Students consider which affect well-being 1c Here, students compare ideas in pairs or small groups before discussing ideas as a class If time allows, encourage the class to reach a consensus over the top most important aspects The questions give students the opportunity to discuss further aspects relating to health These questions could be discussed in pairs or small groups Round up by eliciting some ideas from the class Check that students understand genetics (the study of how the qualities of living things are passed on through their genes Children will, for example, inherit particular features – such as a specific hair, eye or skin colour – from their biological parents.) 10A Teamwork No, read the options first 1D 2C 3A 4C 5A 6D 7D 8B 9A 10 B Yes Yes Yes Students discuss the questions in pairs or small groups These questions focus on teamwork and how important support is in certain sports Extra! If students are interested in aspects connected with these issues, you may wish to encourage them to research their own articles in English and report back to the class in a subsequent lesson Vocabulary p.154 This exercise introduces texts that students skim and match to the headings 2a Why drivers have to be fit? 2b Physical training 2c Diet 2a In this exercise, students focus on word formation and must change the words given so that they fit in the gaps, both grammatically and in terms of meaning Encourage students to compare answers in pairs Reading p.152 With books closed, put the word teamwork on the board or play a game of hangman to elicit it Ask students what the word means to them and in what situations it is common to require it Ask students to read the title and introduction and then answer the questions, discussing their ideas in pairs Find out which students follow Formula and briefly elicit what they know about the driver Sebastian Vettel Ask which part of Paper multiple matching comes under (Part 8), reminding them they covered it in Modules 1A and 8A Briefly elicit useful strategies for this task type before asking students to complete the task Allow time for them to compare answers in pairs before class feedback End by focusing on the Expert Word Check Ask students to find the words given in the text and to deduce their meanings from the context The task analysis could be done in groups or as a whole class activity Students could check by referring to the Expert Task Strategy notes given on page 169 invariably specifically endurance exceptional unexpectedly ensure enable essential 2b Here, the focus is on collocation Students must select the correct option of the two given in each case build undergo programme intensive despite accommodate build activities 2c This exercise provides students with practice in open cloze questions (Paper Part 2) of like in However/Moreover/ Furthermore themselves throughout/during/in quantities/amounts which For this exercise, students incorporate words and expressions from Exercise into a discussion (in pairs or small groups) on how their health and fitness could be improved Elicit ideas from the class and, if time allows, reach a consensus on the best 79 M10_EXP_TB_CAEGLB_3768_10.indd 79 17/02/2014 11:12 Teacher’s Notes 4a This exercise focuses on metaphors relating to sports and fitness and encourages students to work out their meaning Students either work in pairs or compare answers in pairs avoided mentioning succeeded very easily control surprised her so much she didn’t know what to say or able to think quickly and intelligently changed the rules 4b Students now use some of the metaphors to tell their partner about their own life and events that are important to them 1A Photocopiable activity Activity 10A 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 vocabulary and expressions relating to sport and fitness covered in Module 10A Use of English p.155 Focus students’ attention on the photo and elicit what it shows (some boys playing rugby) Find out whether students have played this sport themselves before asking students to discuss the questions in pairs or small groups 2a Give students a minute to skim before eliciting students’ opinion as a class Encourage students to give reasons to support their views 2b Before students the multiple-choice cloze task (Paper Part 1), remind them that only one answer will be correct and encourage them to cross out ‘distractors’ that they know are incorrect Allow time for students to compare answers in pairs 1A 2D 3C 4A 5B 6D 7C 8B This task analysis discussion could be done in small groups or as a class Students discuss the questions in pairs or small groups, providing reasons to support their views Round up by finding out whether more people prefer team sports or individual sports and why Extra! Students write an essay (220–260 words) answering the following question: ‘Some people believe that team sports encourage greater integration and social cohesion, whilst others feel they result in a higher level of social tension and aggression Give reasons to support each side and then present your own view, giving reasons to support it.’ Listening p.156 Start by eliciting how to approach the multiple-choice listening task, which has been covered in Modules 4A, 4B, 7A and 8B 2B 3C 4A 5B 6C Refer students to the Expert Word Check and discuss any words they are unsure of, eliciting examples of usage as useful Encourage students to incorporate some of these words and expressions into their discussion of the questions This could be done in pairs or small groups Round up by eliciting some ideas from the class and finding out whether more students are team players than individualists (or vice versa) Language development p.157 This section offers a quick review of participle and infinitive clauses Students with particular difficulties should be given suitable remedial exercises 1a Put students into A and B pairs Ask Student As to refer to page 187 of the Expert Grammar whilst their partners (Student Bs) read out the sentences given This exercise introduces students to participle clauses that they match together to emphasise that one action happened after another to suggest a cause, reason or result to replace an adverbial clause of time a participle clause, which suggests reason a participle clause of condition 1b Here, students continue working in their pairs, taking turns to re-word the sentences from Exercise 1a using finite verbs With a weaker class this could be done as a class instead Discuss why participle clauses might be preferable in these sentences After they were/had been … Since/Because/As I knew I’d never … When I heard the news, … as/since he was determined … If you give him/If he’s given … You might want to use a participle clause instead because it shifts the emphasis onto the main clause grammatical words T59 Check that students understand the task before playing the recording for them Remind them, if needed, to underline key words and eliminate incorrect distractors as they listen and that in the actual exam, each extract will be repeated before moving on to the next one Allow time for students to compare answers in pairs before class feedback 1c This exercise gives students the opportunity to practise rewriting sentences so that they include participle clauses Students could this alone or in pairs Elicit answers and discuss as a class any changes needed having won/winning Flicking through the magazine, I Being tall and slim, Alex is Having trained for … Maya is (If ) taken care of, the shoes Students now focus on to-infinitive clauses and the reasons they are used, discussing their ideas in pairs If they find this difficult, you might want to suggest that they re-word them, replacing the participle clauses with finite verbs For example: If you watched him, you’d never guess … condition purpose unexpected consequence result 80 M10_EXP_TB_CAEGLB_3768_10.indd 80 17/02/2014 11:12 Teacher’s Notes 3a Here students practise combining sentences using participle and to-infinitive clauses Remind them they might need to make some changes to the sentences and give them time to check their answers in pairs Not being able to afford the ticket, I didn’t go … Having really enjoyed …, I … She decided to go shopping to get … To see/Seeing Laura playing netball, you’d think … Having switched on/Switching on the TV, he … To look at Tim, you’d never believe he could jump so high I’ve watched the England team play enough to know … Knowing he’s/he’d lost his squash racket, I bought my brother a new one 3b Focus students’ attention on the photo of the two acrobats and find out whether anyone has seen or heard of Cirque du Soleil Elicit what they know about them before asking them to read and rewrite the text In this exercise, students are given further practice in using participle and to-infinitive clauses Students may wish to this in pairs or alone and then check ideas with a partner Discuss ideas as a class Having already seen, … I … (While) watching Soaring Swooping and gliding watching to meet Having been introduced to see/seeing them perform Background The Cirque du Soleil is a Canadian entertainment company originating in Montreal It was set up in 1984 by Guy Laliberté with the idea of providing a spectacular mix of circus and street entertainment The success of Cirque du Soleil has seen it develop to a stage where different troupes of performers simultaneously tour the world, circulating in a variety of themed shows such as ‘Alegria’, ‘Michael Jackson ONE’, ‘Totem’, etc 3c Round up by discussing the questions as a class Writing p.158 1a Focus students’ attention on the photo and elicit what it shows (young people map-reading while on a camping expedition) Read through the Expert Strategy note before referring students to the sentence patterns in the Expert Writing section on page 202 Background Suggested answers: Although I’m a risk-averse kind of person in my daily life, I enjoy skiing and rugby, which means that I’ve had quite a few injuries Many people, including Ronaldo, say that Messi – born in Argentina but living and working in Spain – is the most talented footballer in the world Although my brother was useless at team sports at school, probably because of his lack of coordination, he excels at long-distance running and cycling My daughter has been working all year towards the Duke of Edinburgh’s Award, in which students not only have to show evidence of having worked at a physical activity and a skill, but also have to go on expeditions in which navigation skills, teamwork and resourcefulness are tested Riding can be both expensive – especially if you have your own horse – and dangerous when jumping and doing cross-country activities 1c Here, students have the opportunity to consider alternative ways to write the sentences from the previous exercise Elicit ideas from the class, adding in further ideas as useful An example of a rewritten sentence is: Whilst risk-averse in my day-to-day life, I have received a number of injuries through my enjoyment of sporting activities such as skiing and rugby 2a Focus students’ attention on the task and give them a minute to read it and consider the points needed 2b In this exercise, students focus on another candidate’s writing and identify how to improve it by combining sentences and widening the range of sentence patterns This could be done alone or in pairs 3a Here, students have the opportunity to complete the answer Alternatively, with stronger students, they have the option to plan and write their own answer to the task The writing stage could be set for homework Sample answer: I’m not sure I’m the best person to be giving you advice, particularly as I haven’t seen you for quite a while and also I’m not very fit myself these days, mainly because I don’t have as much time as I used to, because I’ve got kids! As well as that, I’m quite a gregarious person, as you say, which means I like team sports a lot, something I feel may not appeal to you as much What I really enjoy is getting together with a group of mates for a kickaround, followed by a curry and a drink at our local Indian restaurant 3b Students check and edit their answer using the checklist on page 190 Alternatively, students swap and check their partner’s answer The Duke of Edinburgh’s Award is a charity that was set up in 1956 by HRH the Duke of Edinburgh It offers a variety of citizenship training programmes for young people (14–25 years old) in the UK The focus is to improve fitness, increase employability, provide life experiences and ultimately promote personal and social development There are three levels of attainment: Bronze, Silver and Gold, each of which comprises different sections and activities, and programmes are run throughout the UK at a variety of centres 1b This exercise gives students practice in joining sentences using a variety of patterns 81 M10_EXP_TB_CAEGLB_3768_10.indd 81 17/02/2014 11:12 Teacher’s Notes 10B Feeling good Listening p.159 Begin by discussing what the photograph shows (a choir being conducted as they sing, accompanied by a pianist) Elicit what students remember about the multiplematching (Paper Part 4) task from Modules 3A, 3B, 6A and 7B, before referring them to the instructions for the first task Discuss the question as a class T60 Discuss useful strategies for this task type before students the task Task One: F B E C G Task Two: E D A H 10 F These task analysis questions are best discussed in pairs or small groups before ideas are shared as a class Ask students to look at the items in the Expert Word Check box and to discuss (in pairs) pronunciation, stress, word type, use, grammar, word family and collocations for each word Students then discuss the questions in pairs or small groups, using the language presented Round up by eliciting some ideas from the class Language development p.162 Students will have encountered modals and semi-modals in Module and so should be familiar with their usage You may wish to review some of the structures covered in Module 3, however, before focusing on the more advanced examples covered in this section 1a The quiz checks on students’ understanding of modals and semi-modals Students could work in pairs or small groups to discuss the questions True: A, B, C False: D, E Modals: can, could, may, might, must, shall, should, will, would Semi-modals and other verbs with modal meaning: be able to, be allowed to, dare, had better, have (got to), manage to, need, ought to, used to, be going to requesting: can/would/could (you); offering: may (I), would (you like), shall I/I’ll; giving permission: can/can’t/may; advising: ought to/should/had better; suggesting: (you) could; inviting: would (you)/can; expressing certainty: will/must/can’t (be) Speaking p.160 Here, students have the opportunity to a complete Paper Speaking test, which should give them a better sense of how all the different parts come together, although it will not be under exam conditions 1a Begin by doing the first part of the quiz to remind students of the key points One way to this could be as a books closed lead-in Read out the questions and either ask students to note the answers down or to give them as a class 1b These questions test students’ knowledge of more in-depth requirements of the Speaking test and can be answered in small groups or, once again, as a class Ask students to note their ideas down 1c Students refer to page 171 to check ideas Round up by eliciting the key requirements so they are fresh in their minds before they begin the speaking tasks 2a Divide the class into groups of (or if this is not possible) If students know who their partner will be on the day of the actual exam and they are in the same class, they should pair up now Ensure that students are familiar with the roles and responsibilities of the interlocutor (who controls the test, gives instructions, asks the questions and checks timings are adhered to) and the assessor (who greets and listens to the candidates, noting strengths and weaknesses) The interlocutor asks some introductory questions from page 207, involving both candidates equally and maintaining the conversation for minutes 2b Students swap roles and the new interlocutor uses some of the remaining questions Students either stay in the same groups as in Exercise and swap roles so that the interlocutor and assessor become candidates, or form new groups The interlocutor’s instructions for the long turn are on page 207 Candidate A should use the first set of photos given on page 161 and Candidate B should use the second set For the collaborative task, let the second pair start first, referring them to page 207 for the instructions Maintain the discussion for the final part before returning to and repeating Parts and (Exercises and 5) for the second pair Here, students have the chance to assess themselves and each other, as well as to discuss ways they could improve their performance 1b Refer students to pages 188–189 of the Expert Grammar to check their answers and discuss any questions that arise 2a Discuss the sentences as a class Stressing will in b makes the speaker sound critical (the same is true of would in the past) In a the phone is ringing and the speaker is certain that it is Nick on the phone; b is talking about Nick’s characteristic behaviour in the past 2b This exercise gives students practice in using modals Ask students to the next exercise before checking answers to both Exercise 2b and Exercise 2c 2c This discussion could be done in pairs or small groups before being opened up to the class would (typical behaviour) will (certainty) would, wouldn’t (annoyance) shall (offer) Would (request) won’t (refusal) would/will (insistence) would (surprise) Here students identify a suitable modal to write sentences whilst retaining the same meaning Students could either work in pairs or compare ideas with a partner During feedback, elicit any possible alternatives, discussing any that are not suitable and why 82 M10_EXP_TB_CAEGLB_3768_10.indd 82 17/02/2014 11:12 Teacher’s Notes Examples: They’re not here yet so they might/may have had an accident Clara needn’t have driven to work You should/ought to have gone to bed early last night Tom will leave/will keep leaving the door open They’ll be there/They must be there by now I don’t remember exactly what time we left but it would/will/must have been around seven He said he was 40 but he can’t/couldn’t have been telling the truth We’ve been invited to a party but we don’t need to go/have to go/needn’t go if we don’t want to wish to review the Expert Task Strategy notes on page 167 first out 4a Here, students focus on structures that can be used in place of modals Discuss differences in register and ensure that rewrites maintain the same level of formality, etc Examples: You were supposed to get a licence for that TV Visitors are required to report to reception on arrival I think I’d better phone home and tell them I’m going to be late You are under no obligation/You shouldn’t feel obliged to answer any questions All DVDs out on loan are to be returned by the end of term I felt obliged to invite my cousins to the wedding It is forbidden to use mobile phones in this part of the hospital It is advisable to take out insurance when travelling abroad Students rewrite their sentences from Exercise 4b, replacing the alternative structures with suitable modals Photocopiable activity Activity 10B could be used here It is a pairwork/ groupwork activity where students have to change given sentences containing modals into non-modal forms, using the verb or words dictated on the card The new sentences must retain the same meaning as the original ones This activity revises structures used to replace modals, as covered in Module 10B in go Rather was one These questions are best discussed in small groups and they give students the opportunity to present their own viewpoint as well as to discuss differences between people and cultures Elicit key points and strategies for key word transformations (Paper Part 4) to check what students recall Allow time for them to compare answers in pairs on completion of the task and, during class feedback, discuss possible alternative answers This question could be discussed in small groups or as a class Round up by reaching a consensus on the top factors Extra! Students write an article (220–260 words) expressing their view on the most important factors for a healthy life and why they are so valuable Writing p.164 1a Start by focusing students’ attention on the advertisements and the photo of a woman having a facial massage, and discuss the questions as a class 1b These questions give students an opportunity to talk about their own interests and can be discussed in pairs or small groups 1c This question could be discussed in the same pairs or small groups before being opened up to the class Give students a few minutes to go through the task, highlighting key parts and organising the points into related areas, and to consider their answers Discuss ideas as a class Why you are writing, who the target reader is, how many parts are there to the question? Will you give facts, opinions or both? What style will you use? Neutral? Persuasive? What layout will you use? Headings? Numbering? Use of English p.163 These questions could be discussed in small groups or as a class Elicit ideas and find out how many students have heard of the idioms to see a glass half full (to believe a situation to be more good than bad, i.e to be optimistic) or to see a glass half empty (to believe a situation to be more bad than good, i.e to be pessimistic) Ask students whether they have the same or a similar set of idioms in their own language 2a Give students minutes to quickly look at the title and text before eliciting the answers to the question 2b Here, students have further practice in the open cloze question type (Paper Part 2) Stronger students could go straight on to the task, whereas weaker ones might even had turned up for her appointment down/back slightly on the amount of insisted on me/my accompanying/that I accompany probably be held/caught led to Jake being cured it when instructors shout at me 4b The discussion of possible situations could be done in pairs or small groups before students write their own sentences for each Round up by eliciting ideas and checking on the accuracy of the sentences produced Extra! so This exercise gets students to start brainstorming ideas for their proposal as well as encouraging them to consider how they might structure them Students could this alone or, in a weaker class, in pairs Decide on headings for your proposal Make some notes under each heading You may use some of the ideas in the advertisements or think of your own Will you need to use subheadings, numbering or bullet points? 83 M10_EXP_TB_CAEGLB_3768_10.indd 83 17/02/2014 11:12 Teacher’s Notes 4a Here, students identify what makes a good introduction and why Students could discuss their ideas in pairs before class feedback Another low-cost option for the Centre would be the addition of therapies such as Indian head massage and aromatherapy Customers would be prepared to pay if the treatment is professional and effective A constant complaint is that the Centre has no café where customers can meet their friends and unwind I suggest we allocate a small part of the centre to a cafeteria selling drinks and healthy snacks This could be franchised out to one of the cafés in the city Publicity Obviously, all developments must be put on our website, which many customers think is in need of a major overhaul The Centre has not been featured in the media for some time and is therefore currently underexposed I would suggest that we invite local journalists to the launch of many new activities Conclusion If the Centre is to develop, it is vital that some, if not all, of the above measures are adopted [258 words] B is the better answer It clearly states the aim of the proposal and how the recommendations were arrived at (i.e customer feedback) in a neutral style In A, the opening question Q/A technique belongs more to a newspaper article than a proposal The style is too personal and uses a contracted form Also, the writer repeats too many words from the question instead of using his/her own words 4b This exercise focuses on useful phrases to include in their proposal and provides examples of form for students to refer back to Students could discuss answers in pairs or small groups Examples: A constant complaint has been The facility could be Obviously, all developments Many say they would/It is clear that our customers Customers would be prepared to pay if/If the centre is to develop, it is vital that I would suggest that we … It is clear that our customers … A constant complaint has been that/Customers have commented that Customers have commented that/Customers would be prepared to pay if/ If the centre is to develop, it is vital that 10 Another low-cost option would be the 11 There have been many requests for Photocopiable activity Activity 10C could be used here It is a pairwork/ groupwork activity where students add in phrases to complete the sentences of a proposal which they then put into the correct order so as to produce a completed version This activity revises useful phrases covered in Module 10B and also gives students practice in organising and ordering ideas for a proposal Refer students to the Expert Task Strategy notes on page 169 and the notes on writing a proposal on page 170 before they begin to write their proposal They might also find it useful to refer to the sample proposal given on page 196 of the Expert Writing section Allow 20 minutes for the writing or set this task as homework Sample answer: Proposal The aim of this proposal is to suggest what activities might be added to the centre’s portfolio and how we should promote them Having looked at customer feedback received in recent months, a clear picture emerges Suggestions and recommendations Sports and fitness It is clear that our customers appreciate our superb state-of-the-art facilities and the range of activities on offer, but there have been many requests for tennis coaching and tournaments Health and wellbeing Many customers say they would welcome meditation workshops to help them deal with the stresses of daily life These could be run by volunteers Students spend 5–10 minutes checking their proposal, using the checklist on page 190 as necessary Alternatively, students swap and check their partner’s proposal 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 1D 2B 3B 4A 5A 6C 7C 8B effortlessly enlightening Invariably resentment constraints refreshing collectively unexpectedly Given half a chance, I’d … Tim will talk/ will keep talking while … It couldn’t have been easy for her to face up to the truth To look at him, you wouldn’t think he was over 60 Do we have to/need to work together … Not having enough time, I couldn’t get the tickets Seeing there was no one there, I realised … Having got our things together, we set off would enough having been Knowing are not allowed to wouldn’t be On discovering to put on only to find 10 would have been advisable 11 have been 12 must have been 84 M10_EXP_TB_CAEGLB_3768_10.indd 84 17/02/2014 11:12