Advanced expert teacher book

4a Remind students that this exercise revises language from the vocabulary section and encourage them to check answers in pairs before feedback.. It could be useful to ask students to w

The Expert series provides rigorous exam training for high-achieving students

while continuing to develop language awareness and communication skills

Advanced Expert is an intensive course for students who are preparing for the

Cambridge English Advanced examination and will prove to satisfy your students’

practice needs and allow them to achieve their full potential.

Advanced Expert Teacher’s Resource Book provides:

• Module by module teaching notes, including background information on the texts and ideas for extension activities

• Module-linked photocopiable activities providing communicative classroom practice

• Answer key for all exercises

• Photocopiable audioscripts for the listening material

Score top marks with this intensive CAE exam preparation course.

ADVANCED

C1

We recommend the

Longman Exams Dictionary

to accompany the course.

For additional test practice

Karen Alexander

TEACHER’S RESOURCE BOOK

© Pearson Education Limited 2014

The right of Karen Alexander to be identified as author of this Work has been

asserted by her in accordance with the Copyright, Designs and Patents Act

1988.

All rights reserved; no part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording, or otherwise without the prior written

permission of the Publishers.

First published 2014

ISBN 978-1-4479-7376-8

Set in 10/12pt Text Arial

Acknowledgements

Every effort has been made to trace the copyright holders and we apologise in

advance for any unintentional omissions We would be pleased to insert the

appropriate acknowledgement in any subsequent edition of this publication.

Photocopiable material

Components

Advanced Expert consists of:

• a Coursebook for classroom use with four audio CDs packaged in the back of the

book Vocabulary and lexicalised grammar are key features There is also a greater focus on writing, particularly in Part 1 where samples and model answers are provided

• a set of Teacher’s Online Resource Material that provides a collection of editable

Word tests based on the course content These comprise: Quick and Full entry tests, Module tests, Progress tests and End-of-course test

• Teacher’s eText software for Interactive White Board: the coursebook in interactive

format, plus testing materials and reference sections

• Student’s eTextsoftware for Interactive White Board: the coursebook in interactive

format

Six key features

1 Advanced Expert is flexible It is designed in a modular way so that teachers can either

follow the order of the material in the book or choose their own route through the course to meet the needs of specific classes Each page or double-page spread is free-standing and almost always follows the same order in each module, making it easy to access and isolate separate elements of the course and integrate them in different ways

So, a teacher might follow a linear route through each module and through the book

Alternatively, you might decide to follow different, tailored routes through each module, for example starting with Speaking or Listening rather than Reading And you might choose to do the modules in a different sequence, depending on your students’

interests

2 While each section can be taught independently, there are usually links between

the sections to provide a coherent progression when the linear route is chosen For example, the Language development in the ‘A’ units is contextualised in the previous Reading, as well as the Use of English text Writing 1 usually provides useful skills related to Writing 2 in the ‘B’ unit The Speaking usually has a topic that relates to the Listening in the same unit The Language development in the ‘B’ units often provides language that will be useful for students in the following Writing section

The Expert Word Check box which is presented with each of the main Reading and Listening exam tasks contains a number of words (around ten) from the text that are intended to help students expand their general vocabulary knowledge

3 Most of the Use of English/Language development pages follow a test–teach

approach, in which the language is first tested by means of a Use of English task, then focused on in the Language development section, using the examples from the Use

of English task to clarify form and meaning Students are referred to the Grammar reference for a detailed summary of the grammar and to the MyEnglishLab: Cambridge Advanced for extra practice (MyEnglishLab: Cambridge Advanced is only available if you have the ‘with MyEnglishLab’ edition)

4 The sub-skills needed for the different parts of Paper 3 Listening and Paper 2 Writing

are systematically practised in Listening 1 and Writing 1 sections in the ‘A’ units These include: Listening: understanding text structure, identifying attitudes and opinions, etc.;

Writing: using appropriate register, planning your writing, coherence and cohesion, etc

5 The Writing and Speaking strands in the ‘B’ units provide practice for each part of

Paper 2 Writing and Paper 4 Speaking However, the focus is more on process than end product In other words, students are trained to build up good habits, develop the skill of self-monitoring and so become more independent learners

6 Most sections contain a Help feature, with clues that help students complete the task

at hand These often focus attention on how the task is constructed and thus help students to help themselves in the exam

Coursebook

The Coursebook consists of ten modules, each of which is

divided into two units (A and B) Each module practises all

the papers of the exam and includes grammar and vocabulary

consolidation and development

Each module is designed around a theme and comprises a

lead-in page with an Overview listing the contents of the

module, which facilitates planning Photos, cartoons and

questions prompt discussion aimed at sparking students’

interest in each theme

Then each of the two units in the modules is based on a topic

that relates to the overall theme of the module

At the end of each module, there is a Module review with

revision and further practice of the language aspects covered

in the module

Other elements of the Coursebook are:

• Exam overview at the front of the book, presenting an

outline of what each paper consists of and the skills which

are tested in each section

• Exam reference section at the end of the book, providing

more detailed information about what to expect in each

part of the paper, along with a list of recommended

strategies for each task type

• Grammar reference section, giving more detailed

information about the main grammar points focused on in

each module

• Writing reference, which provides:

a mark scheme that shows what the examiners are looking for

when determining the three pass grades (Bands 3, 4 and 5)

a checklist to help students monitor and edit their own writing

a sample question for each type of writing task in the exam,

with model answer, specific guidance and another question for

further student practice

sections to provide useful support on areas practised in the

Writing sections, such as linking devices

• Speaking material/Keys section with additional material

(e.g photographs and audioscript extracts) needed for the

modules

Module and unit structure

Each module contains the sections listed below For ease of use and flexibility, the spreads are in the same order in each unit The teaching notes indicate when the photocopiable activities may be used to expand or supplement the lessons

Overview and Lead-in questions

Use the Overview to introduce the module contents You could discuss with the class the order in which they would like

to cover the module

Use the photos/cartoons and Lead-in questions to generate interest in the overall theme of the module

‘A’ units

The reading texts have been selected for their interest value,

as well as their potential to provide a ‘window on the world’

and generate discussion There is a three-stage approach

Stage 1: The Before you read exercise establishes the topic

and gives a purpose for reading the test through a first

time For example, in Module 1A (Success), students discuss

questions about the title, introduction and text headings of a newspaper article They then scan the article to highlight the key points that are reported

Stage 2: Students do an exam-style reading task They

should be referred to the relevant Task strategy points before attempting the task for the first time These can be found at the back of the book in the Exam reference Many of the tasks are followed by a Task analysis exercise, in which students are encouraged to discuss and compare how they performed and which strategies they found useful

Stage 3: A discussion activity, based on the text, that may

incorporate some vocabulary from the text Questions for discussion relate to the students’ own lives and encourage them to give their opinions

This section practises and sometimes extends language from the reading text in the previous section Areas focused on include collocation, idiomatic expressions, phrasal verbs, prepositions and easily confused or similar words Students are given opportunities to use the vocabulary in a different context and personalise it

This section practises one of the tasks found in Paper 1,

Reading & Use of English, using a text that relates to the

topic of the unit In terms of language development, the aim

is to follow a test–teach procedure, as some of the language

tested in the Use of English task is focused on and practised in

Language development 1

Stage 1: The Lead-in exercise aims to build up motivation

in relation to the topic of the text and generate some of

the vocabulary needed This is usually done through a short

discussion

Stage 2: Students are referred to the Task strategy at the

back of the book and asked to complete the task Graded

guidance is supplied, e.g students are usually asked to read the

text quickly first for general comprehension They are further

supported by Help clues, which give specific guidance for

individual answers This support is reduced as students work

through the modules of the book and focus on task types they

have previously encountered in earlier modules

Students are then asked to analyse the language tested in the

task The questions often relate to the language focused on in

the following Language development section

Stage 3: A discussion based on the content of the text

In Modules 1–4, this section develops the listening skills

needed for different parts of Paper 3, Listening The remaining

modules provide further exam-style practice tasks

Stage 1: The Before you listen exercise encourages students to

think about the topic and introduces or generates vocabulary

from the students

Stage 2: Exercises focus on and develop the sub-skills needed

for Paper 3, Listening For example, module 3A (Leisure time)

practises listening for the main idea, which is an important skill

for Paper 3 Part 4

Stage 3: A discussion activity based on the text.

This section generally focuses on an aspect of the language tested in the Use of English section in the same module For

example, in Module 4A (The global village), the focus is on

word formation (specifically adding suffixes and prefixes), which is tested in Use of English

These sections contain a range of controlled and less controlled practice activities, linked to the topic of the unit

Opportunities are given for personalisation

There is often a cross-reference to the Grammar reference section at the end of the book, which provides a detailed summary of the language point being practised Students should be encouraged to use this resource to check their answers

Further communicative practice of the language area is often provided in the photocopiable activities

Each Writing 1 section practises a sub-skill required for the Writing tasks that students may be required to do in the exam

For example, Module 6A (Communication) focuses on the use

of linking devices in creating a cohesive text, an important skill

for Paper 2 Part 1, the compulsory task Module 9A (The world

of science) focuses on editing your work for accuracy

Stage 1: Expert strategy note explaining to students how

practice of the sub-skill helps prepare them for Paper 2, plus

an activity aimed at raising awareness of the issue

Stage 2: A controlled practice task The task might consist of

sequencing notes in the most appropriate order, rewriting a paragraph, choosing the most appropriate language, identifying the key information in a text or matching information in a student answer with language in the input

Stage 3: A freer practice activity This could consist of an

essay, a letter, a report or a review In many cases, students are encouraged to exchange their work with a partner

‘B’ units

This introduces the topic of the ‘B’ unit It may be covered

before or after the Speaking section, which usually has a

related topic

Stage 1: A Before you listen activity This aims to establish

the context, to get students to predict the content and to

generate the vocabulary needed for the task

Stage 2: An exam task, with relevant strategies provided in

the Exam reference section Students are usually provided with

Help clues, which give them guidance as to how to answer

some of the questions There is usually a Task analysis exercise

that encourages students to reflect on the task they have

completed and share the strategies they have used

Stage 3: Discussion based on the topic of the text

Each section provides relevant vocabulary for the exam-style

task students have to do, covers the strategies needed for the

task and provides useful functional exponents In Modules 1–8,

there are recorded sample answers for students to evaluate

from the point of view of appropriate language and effective

strategies

Stage 1: Vocabulary that students might find useful to the

Speaking task is introduced and practised For example, in

Module 4, students practise matching verbs and nouns to

make forms of protest The exam task is to discuss the forms

of protest illustrated in the photographs

Stage 2: Sample answer Students are referred to appropriate

Task strategies at the back of the book They then listen to

the examiner’s instructions and an example of a student or

students doing the task They evaluate the performance of the

speaker or speakers Then they listen again to focus on useful

language exponents

Stage 3: Students perform the exam task themselves, using

the same photos or different ones at the end of the book A

Task analysis exercise encourages them to reflect on how well

The Writing 2 sections cover all the types of writing that students may be required to do in the exam There is particular emphasis on the compulsory Part 1, which requires analysis of input material in the form of notes made during a seminar, lecture or panel discussion in order to write an essay developing and supporting an argument on a particular topic in 220–260 words

The principle behind the section is to establish ‘good practice’

through a clear set of procedures consistently applied, which can be used when answering any exam Writing task

The approach focuses on process more than end product

Each spread is graded and the aim is to give carefully guided preparation, so that students build up to complete the main task at the end of the section In each section, there

is considerable language support; in particular, a range of functional exponents is given and linked to the task

In the Writing reference, there is a model answer for each type of writing in the exam, notes for guidance and a second task for further practice if desired

The procedure in the Writing sections is as follows:

Lead-in Understanding the task Planning the task Thinking about the language and content Writing the task

Checking and improving the answer

These review the grammar and vocabulary of the previous module in non-exam formats The exercises can be used as practice in the classroom, given as a test or set as homework

Teacher’s Online Resource Material

The Teacher’s Online Resource Material contains:

Unit-by-unit teacher’s notes

Guidance on how to use the Coursebook material; ‘books

closed’ activities to get things going at the beginning of

modules and sections; background information on the texts;

ideas for additional activities; and answers to all exercises with

explanations where helpful

OMR answer sheets (photocopiable)

Replicas of the answer sheets students have to use in the

exam for the Reading & Use of English (Paper 1) and Listening

(Paper 3) papers are available online with the Teacher’s Online

Resource Material at www.pearsonelt.com/expert They can

be photocopied and given to students when they do the Exam

practice sections (see below)

Photocopiable activities

A pre-course exam quiz to see how much students already

know about the Advanced exam; three photocopiable

activities to supplement each Coursebook module, providing

communicative classroom practice for grammar, vocabulary

and skills; full teacher’s notes and answer keys for each activity

Test Bank (photocopiable)

Tests to check on students’ progress and comprehension

of aspects covered in the course materials The tests

reflect the style of the CAE examination and will test the

appropriate language skills required to pass the exam; their

principal purpose is to test the vocabulary, grammar and skills

development of the coursebook and they are therefore not in

the exact format of the exam itself

This test is intended for use at the beginning of the course

to give teachers an idea about their students’ level of English

There are two versions of this test, both of which cover key

areas of grammar and vocabulary The full one comprises three

exercises with a total of 100 items whilst the Quick Test, which

can be used when there are time constraints to testing, consists

of the first 50 multiple-choice questions from the full test

The full entry test should take about 40 minutes to administer

whereas the quick test should take 15 minutes The answer keys

to these tests can be found in the same menu as the tests

These would normally be given after a module has been studied

However, in the case where modules are not followed sequentially

or where new students join a class, they can also be used to check

on prior knowledge Each Module Test focuses on grammar and

vocabulary from the coursebook and comprises 25 items There

are ten Module Tests, each of which should take 15 minutes to

administer The answer keys can be found in the same menu as the

tests

There is a Progress Test after every two modules of the coursebook These focus on grammar, vocabulary, listening, reading and writing (conventions and functions) These tests are a useful way of revising aspects covered in the preceding two modules: Progress Test 1 covers Modules 1–2, Progress Test 2 covers Modules 3–4, and so on Both the reading and listening sections of these tests are based on texts or recordings originating from the coursebook, although the questions themselves are different In effect, these tests can help to pinpoint any aspects requiring revision or extended work Each test should take about 40 minutes to administer

The answer keys and audioscripts can be found in the same menu as the tests

This test comprises exercises on grammar, vocabulary, listening, reading and writing, as covered in the Advanced Expert coursebook Ideally, 40 minutes should be spent administering this test The answer keys and audioscript can be found in the same menu as the tests

Audioscripts are provided separately for all listening exercises that appear in these tests

Abbreviations used in the Teacher’s Online Resource Material

CB = Coursebook TORM = Teacher’s Online Resource Material OMR = Optical Mark Reader

cf = compare l./ll = line/lines p./pp = page/pages para = paragraph

Paper 1: Reading and Use of

Part 1: Choosing a word or phrase from four

options to fill in gaps in a text.

Part 2: Filling in gaps in a text with an

appropriate word

Part 3: Changing the form of a given word to

make it fit the gaps in a text

Part 4: Using a given word to complete a

sentence so that it means the same as a previous sentence

Part 5: Answering four-option multiple-choice

questions on a text.

Part 6: Matching a prompt to the relevant part

of one of four texts.

Part 7: Completing a gapped text with

paragraphs which have been removed and placed

in jumbled order.

Part 8: Matching information to 4–6 different

texts (or different parts of a text).

Paper 2: Writing

1 hour 30 minutes

Two tasks (one compulsory, the

other a choice out of three options)

Part 2: Carrying out a writing task, using an

appropriate format and style There are three task types to choose from.

Part 1: Three short unrelated extracts of

around 1 minute each; each extract has two three-option multiple-choice questions.

Part 2: A 3–4-minute monologue with eight

sentence completion questions.

Part 3: A 4-minute interview or discussion with

six four-option multiple-choice questions.

Part 4: Five short related monologues of around

30 seconds each There are two tasks of five questions each, which must be selected from a list of eight options

Part 2: ‘long turn’, giving information

and expressing opinions (1 minute each candidate)

Part 3: collaborative task, exchanging

information and ideas (3–4 minutes)

Part 4: discussion, developing the topic

from Part 3 (5 minutes)

Part 1: The interlocutor asks each candidate

questions about themselves.

Part 2: Each candidate, individually, compares

two out of the three photos given (1 minute) and comments briefly on the other candidate’s photos (30 seconds).

Part 3: Each candidate works with a partner for

2 minutes to discuss a task based on a diagram

They then try to reach a decision in 1 minute.

Part 4: The interlocutor leads a discussion

between the two candidates, developing the topics related to Part 3.

Exam overview

Cambridge Certificate in Advanced English has four papers Paper 1 receives 40% of the total marks and the other three papers

have 20% each The pass mark is based on an overall mark (you do not need to pass every paper to pass the exam) There are

three pass grades (A, B and C) and two fail grades (D and E)

This module contains various topics related to the theme of success, including the secrets of success, creating the correct workplace environment for a successful business, how to succeed in interviews, famous success stories and the importance of constructive feedback

Photocopiable activity

The pre-course photocopiable activity on page 122

provides an introduction to the Advanced exam Students

find out how much they know about the exam by

collaborating to complete a quiz about it, referring to the

Exam reference on pages 167–172 of the coursebook where

necessary

After the quiz, show students other features of the book This

could be done as a quick quiz with questions such as: Where

can you find the Expert Grammar? (pages 173–189) and What

can you find on pages 190–202? (the Expert Writing section)

Use the contents map to ask questions such as: What type

of writing is practised in Module 4? (Attitude phrases and a

proposal)

Lead-in p.7

The purpose of the lead-ins is to introduce the general theme

of the module Try to avoid giving too much away at this stage

by keeping the discussion brief and not focusing specifically on

any points that are covered later

Start with books closed Ask students what the word success

means to them Discuss different ideas and identify the key

related factors

1 Ask students to open their books and look at the photos

on page 7 Elicit what they represent (students/graduates

receiving their exam diploma, business person with an

expensive car) before students discuss the different

questions

2a Check that students understand the vocabulary before

doing the task

2b Students compare answers in pairs before a brief class

discussion

2c Give students a few minutes to think of possible differences,

then allow a few minutes to discuss the question

3 Have a short discussion with the class about the

importance of success in relation to family and friends

Encourage them to justify their opinions and use this as an

opportunity to add in useful language

1A Finding a job

Reading 1 p.8

With books closed, put the word prestigious on the board

or play a game of hangman to elicit it Ask students what the

word means to them and in what contexts they have heard

it previously

1a Draw students’ attention to the title, introduction and

text headings Check that they understand each job title (barrister, fashion designer, banker, architect) before they discuss in small groups how they would order the jobs in terms of prestige

1b These two questions encourage students to consider the

requirements for each job in greater depth and to expand the discussion into considering what aspects could hinder success in each profession

2a Students highlight the key points in the questions to help

them with the next task

2b They then highlight the relevant information in the text

that answers each question

3 Students look at the strategy before doing the task If

this is the first time students have encountered multiple matching (Paper 1, Part 8) as an exam task, explain that in

the Advanced exam they will have to read 1 long (600–700

words) or 4–6 short texts and have to match 10 questions

to the text(s) Refer them to page 169 for the full list of strategies and focus their attention on the help box

1 A 2 C 3 D 4 B 5 A 6 B 7 D 8 B 9 C 10 D

4 This question encourages students to consider similarities

and brings together their understanding of the text and the factors that lead to success

5 Draw students’ attention to the vocabulary in the Expert

Word Check This feature highlights useful words 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 paragraph B, line

12, ask: Is ‘half-hearted’ positive or negative? Does it describe

someone’s attitude or appearance?

Extra!

This would be a good opportunity to raise some expectations for this course, such as the amount of work students will be expected to do, how much homework they will have and how they can effectively use their time out of class

Vocabulary p.10

1a This would be an ideal opportunity to recommend a good

dictionary for those students who do not already have one It should be an advanced level language learner’s dictionary that includes grammar code and usage patterns

Either the Longman Exams Dictionary or the Longman

Dictionary of Contemporary English (LDOCE, available at

www.ldoceonline.com/) would be suitable

As some students will need an explanation of a few of

the grammar terms, this could be a good place to do

dictionary-based activities You may wish to ask students

to find out how word types, such as adjective, adverb,

preposition and pronoun, are abbreviated Ask them to

find out what sb (somebody) and sth (something) mean

in usage notes and how the dictionaries record useful

information such as whether a word is British or American

English (BrE/AmE), formal or informal, and mainly spoken

or written

1 high salary 2 main priority 3 tight deadlines 4 heavy

workload 5 close-knit community 6 wide variety

Extra!

This would be a good point at the start of the course

to discuss with students how they plan to record new

vocabulary that they encounter Will they have dedicated

vocabulary notes and how will they arrange them (by date?

alphabetically? by topic?) Also discuss what aspects of each

new word they need to record and how, using previous

examples To help students expand their vocabulary faster

and be more effective at using parts of speech, encourage

students to build up word families so that from each

new word they acquire a set of related words (including

positive and negative prefixes, prepositions and verbs which

collocate, whether verbs are regular or irregular, etc.)

1b As collocations are an important area for advanced

students in particular and learning blocks of words

that belong together is a necessary part of language

development, start by checking that they understand the

concept of collocation with some familiar examples Ask

them for the next word in the sentence He gave a sigh of

… Point out that most people say relief even without any

context because of the strong collocation between sigh of

+ relief

Suggest that students do the exercise first using their

existing knowledge and what ‘feels’ right; then refer to the

text to find and check their answers Encourage students

to guess answers where they are unsure, as they may well

know the correct collocation subconsciously from reading

or hearing it Also remind students that they will not

lose marks for incorrect answers in the exam Once the

collocations have been checked, ask students to work in

pairs, taking turns to ask each other the questions

2a See whether students can identify the odd one out in

each set before eliciting ideas from the class Discuss the

correct verb that would collocate with the odd one out in

each case

1 severely 2 the opportunity for something 3 a list 4 your

business 5 a good impression 6 a speech

2b Allow students a few minutes to think of three things about

their life (two true, one false), using the expressions given,

before taking turns to share their ideas with their partner

Round up by eliciting some examples and finding out

whether anyone guessed correctly about their partner

3a This exercise introduces phrasal verbs and expressions

with the commonly used verb take Ask students to

choose the correct preposition before replacing the phrases with the expressions Dictionary training could continue in this exercise, as students have to work out where is the best place to look up a phrasal verb or

expression For example, is take something in your stride listed under take or stride? You could share out the

expressions and ask students to check the answers in a dictionary before checking the questions

1 e: take in your stride 2 d: been taken aback by 3 b: take no

notice of 4 c: take pleasure in 5 f: took pity on 6 a: taken advantage of 7 h: taken exception to 8 g: take pride in

3b Students work in pairs, taking turns to ask each other the

questions Round up by eliciting ideas and finding whether any responses were surprising

4a Remind students that this exercise revises language from

the vocabulary section and encourage them to check answers in pairs before feedback

1 main 2 make 3 aback 4 heavy 5 stride 6 wide

4b Before students discuss the idioms in pairs, encourage

them to guess the meaning from the context It could be useful to ask students to work in pairs to check answers using a dictionary (perhaps underlining the key word that each idiomatic expression was found under) before rounding up as a class

snapped up: taken quickly; have stood me in good stead:

have been very useful; from all walks of life: a wide variety

of people, from a range of backgrounds; part and parcel: a necessary part of something; crop up: happen unexpectedly

5 These questions could be discussed either in small

groups or as a class You could also find out whether it is customary for teenagers in students’ own countries to find

a part-time job when at school and what types of job this might include

1 Refer students to the title, eliciting ideas on the topic of

the text, and ask what the photo shows (an IT office that looks like a playground) If it is the first time students have encountered word formation (Paper 1, Part 3) as an exam task, explain that in the exam there will a short text and

8 questions to answer Take time to explain what they need to do Use the Expert Task Strategy notes on page

167 The task requires candidates to identify what form

of the given word is required for each gap and to form it using prefixes and suffixes, paying attention to the use of negatives

2 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

(e.g noun, adverb, negative adjective) 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

3a Go through the strategy before students do the task

If useful, refer them to the Help clues and look at the

example and first question together For example: (0) is

a noun, representing ‘something’ as it follows a feeling of

and precedes the preposition into It is formed by adding

the suffixes -ful (to form the adjective) and then -ness

(to form the noun) (1) is also a noun, as it follows the

adjective real It is formed by changing the ending from

-ide to -ision Remind students that this ability to transform

words into different parts of speech is why building up

word families when noting new vocabulary is very useful

Check answers and elicited forms, discussing how they

were transformed if needed

3b Begin this task as a class so that students have a clear idea

of how to progress Elicit ideas for the first few words,

building up related sets of vocabulary on the board and

checking on word stress as you go Students then work

alone or in pairs, using dictionaries as needed, to complete

the exercise Check answers as a class

3a/b 1 division 2 deceptive/deceiving 3 informally

4 employees 5 additional/added 6 productive 7 recruitment

8 competitors

4 Students could discuss this question in small groups before

you open the discussion to the class

Listening 1 p.12

1 Before students listen to the talk, ask them to compile

a list of dos and don’ts for being a successful interview

candidate This could be done in pairs before ideas are

shared as a class

2 T01 Play the introduction and elicit how the talk will be

organised

Divided into three parts: before and during the interview (and after

the interview, depending on time).

3 T02 Remind students that discourse markers help highlight

and order points and ask them to note those used in the

talks, as well as listen for pauses and tonal changes that

guide them Students order the main points given in the

box They should ignore the Tips for the moment; they will

look at these in Exercise 4 Check answers as a class

1 c 2 a 3 d 4 e 5 b

Examples of discourse markers: Right, well; And obviously; Another

important point; Related to that; Finally.

4a Refer students to David’s tips Ask them to decide

what part of speech is missing for each gap (if they can

remember words, write them in) Check students’ ideas

here or when discussing answers in Exercise 4c, for

example: 1, 2, 4 and 5 are nouns and 3 is an adjective You

might also want to remind students that an adjective might

precede a noun, given the 1–3 word gap-fill instruction

4b T03 Before students listen to the talk a second time, elicit

the word restriction (1–3 words), encouraging them to underline it, and remind them that what they hear may need to be transformed to fit the gap

4c After listening, students compare answers in pairs

1 folder 2 success 3 appropriate 4 practice run

5 (doing) research

5a This introduces students to Paper 3 Part 2, sentence

completion Explain that in this part of the exam they will hear a monologue lasting about 3 minutes and will need to complete 8 questions using a single word or short phrase from the listening text Refer students to the Expert Task Strategy notes on page 171 before they do the task

Remind them that sentence completion requires careful reading of the question and grammatically accurate, as well as appropriate, answers Encourage students to look at the words before and after the gap to help them predict the type of word(s) missing in each gap If they aren’t sure, encourage them to trust their instincts and

to attempt every question Ask students to check their completed sentences before going through the answers

5b T04 Elicit the word restriction (1–3 words) before

students listen and point out that in the exam there are 8 gaps

5c Students compare answers in pairs before class feedback

Remind them that incorrect spelling will lose them marks,

so they must get into the habit of checking spelling at the end of each exercise

1 eye contact 2 body language 3 fifty seconds 4 energy

6 Discuss the questions as a class Encourage students to

give reasons to support any comments they have Focus

on the Expert Word Check, which highlights other useful words from the text Ask students to find them in the text and deduce their meanings from the context, recording their meanings and any other relevant information, such as pronunciation, stress, word type, grammar, word family, collocations, etc., creating their own example sentence where possible

Extra!

Ask students to write a short email to a friend, giving advice

on how to prepare for an interview OR how to behave during one

Language development 1 p.13

Students should be familiar with the concept and use of verbs

in the major past and present tenses For those who are not, the Expert Grammar notes on page 173 give an explanation of the use and form of the main tenses Students with particular difficulties should be given suitable remedial exercises

1a Students read the text and discuss their answers in

pairs before class feedback At this point, you could ask students if they have ever done any similar work experience or taken a gap year, or find out whether they would want to, and why/why not

1b Students name the verb forms used and find further

examples, comparing ideas in pairs Check answers as

a class, ensuring that students are clear about how the

different tenses are formed

1 past simple 2 past continuous 3 past perfect 4 past perfect

continuous 5 present simple 6 present perfect continuous

7 present continuous 8 present perfect simple

1c Discuss as a class why the different forms were used For

example, had is used to describe a period of time that

began and ended in the past, was feeling indicates that a

longer action in the past was interrupted by a short action

(in the past), had just got back refers to an event that only

occurred a short time before another event in the past,

etc

1d Ask students to discuss the questions in pairs before

opening up a class discussion

used to, would; would (improvise) could be replaced by used to, but

used to (have) can’t be replaced with would in this context as would

can’t be used to talk about discontinued states.

2 Students select the correct forms, comparing ideas with

their partner before feedback Elicit reasons for using

particular tenses as needed

1 is, have ever been 2 have been, joined 3 has had, got

4 had stopped, was called 5 have had, owned 6 sent, got

3 Ask students who the photo is of and what they know

about her Students then read the text, choosing or

correcting the forms used

Background

JK Rowling was born in 1965 and is best known for creating

the world-famous wizard Harry Potter and the best-selling

series of fantasy books of his adventures, which have been

translated into over 65 languages These stories were made

into an extremely successful series of films by Warner

Brothers and have made JK Rowling the best-selling UK

author ever

1 sacked 2 correct (was daydreaming is also correct) 3 started

4 correct (had rejected is also correct) 5 gave 6 correct

4a Focus students’ attention on the photo and elicit what

it shows (pop group the Beatles early in their career)

Find out what students know about the Beatles before

they complete the text Encourage them to check their

answers in pairs before class feedback

Background

The Beatles, consisting of John Lennon, Paul McCartney,

George Harrison and Ringo Starr, originated from Liverpool

(England) and were a popular rock/pop band from 1960 to

1970 Nicknamed the ‘Fab Four’, they became the

best-selling band in history, made famous by songs like Let it be,

A day in the life, Hard day’s night and Strawberry fields forever

Their music lives on today even though they disbanded in

1970

1 took place 2 had already seen 3 arrived 4 had been

snowing 5 turned up 6 had been celebrating 7 had recorded/recorded 8 went on 9 are still buying/still buy 4b Students write about a short text using a variety of tenses

This could be set as homework with a word limit (e.g

75–100 words)

Photocopiable activity

Activity 1A could be used here It is a pairwork/groupwork activity in which students have to identify grammatical mistakes in sentences, correct them, then decide how certain they are that they have corrected properly, winning

or losing points based on their answers

Writing 1 p.14

Writing 1 sections focus on developing writing sub-skills that will enable students to improve their writing for the Writing

2 sections As such, these sections include work on using

an appropriate register, planning and organising, coherence, supporting ideas and cohesion This section focuses on using

an appropriate register for the type of writing

1a Elicit what register refers to and explain its importance in

the exam, perhaps briefly focusing on the writing tasks and discussing which register might be needed for each and why Ask students to read the text and answer the questions, discussing ideas in pairs before class feedback

1 to complain about the lack of parking facilities at the college

2 it is more formal because it is written to somebody in authority

at the college

1b Students choose the correct options to complete the

letter before checking ideas as a class Briefly elicit more informal types of language and check any unknown vocabulary in the letter (NB the answer key gives the more formal alternatives, but most semi-formal letters would probably mix formal and less formal options in order not to appear pompous.)

1 on this occasion 2 express my dissatisfaction 3 rationale for

encouraging 4 to enable them 5 be reliant 6 are doubtless aware, 7 imposed 8 in the immediate vicinity of 9 I must urge you to 10 solution to

2 Students read the letter and complete the email in pairs

During feedback, discuss alternative answers and the formality of those given

1 completed 2 acquire 3 unable 4 receive 5 assistance/aid/

award 6 enable 7 number 8 vouch 9 contact

10 response/reply

3 Refer back to the letters/emails from Exercise 2 and ask

students to consider in pairs the stylistic features Round

up by discussing the formality of different features, eliciting further examples as needed

Suggested answers:

F complex structures, linking words

I phrasal verbs, contracted forms, idiomatic expressions, missing

pronouns, dramatic punctuation

4a Go through the situation with the class before asking

them to discuss their ideas in pairs Round up by eliciting

possible ideas before checking on the register and features

their letter should include

4b It would be useful for students to write their first letter

in class, where support is readily available Encourage

students to make a plan to help them with the order of

points Remind them that the required length for the letter

in the exam is 220–260 words

Extra!

The letters could be written for homework and then

displayed where all students could read them before or

after the subsequent class

1B Learning experiences

Listening 2 p.15

Begin by discussing what the photo shows and where it could

have been taken, before asking students how these children’s

experience of primary school might compare to theirs

1 Use the discussion questions to draw out useful

vocabulary associated with learning experiences

2 Ask students to read the text before going through the

task as a class Highlight the word limit and discuss the

answers together

1 run-down 2 impressive, hi-tech, light, airy

3 T05 Explain that one question type in the listening is

sentence completion, which uses the same strategies as

the Use of English word formation task Before students

listen, allow them time to read the information and

predict the types of word needed in each gap You might

want to discuss which part of speech is needed in each

gap before playing the recording, for example: 1 adjective,

2 noun, etc

1 run-down 2 (world) map 3 radio program(me) 4 history

5 teachers 6 art 7 social workers 8 careers

4 Ask students to discuss these questions in small groups

before opening the discussion to the class This should

generate ideas relating to students’ own countries,

focusing on the positive aspects of multicultural classes

Round up, referring students to the language in the Expert

Word Check box

Extra!

For homework, ask students to use their dictionaries to

find all relevant information (e.g pronunciation, stress,

word type, use, grammar, word family, collocations) for

each word and encourage them to write their own example

sentence for each word/phrase Alternatively, give students

the words to look up in class and explain the rest to them

Speaking p.16

1a The photos should act as a prompt for showing different

ways of learning (for example: a lecture to a group

of people, individual lessons and self-study) and how learners using each one might feel Find out which of them students have tried themselves before they match the sentences to the photos, either alone or with a partner

Remind them not to worry about the missing words at this stage

Suggested answers:

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

1b Ask students to check their understanding of the

vocabulary in the box You might want to elicit which adjectives sound positive in meaning and which negative

Students then complete the sentences, checking answers with a partner before class feedback

Word stress: apprehensive, directionless, disillusioned, distracted, engaged, inspired, intimidated, motivated, muddled, overwhelmed, passive, pressurised, relieved, self-conscious, well-supported

1 overwhelmed 2 pressurised 3 intimidated 4 distracted

5 apprehensive 6 motivated 7 well-supported 8 relieved

1c Students create their own sentences for the words not

used in Exercise 1b, either in class or for homework

Photocopiable activity

Activity 1B could be used here It is a pairwork activity where students compete against each other to complete gapped sentences with an appropriate word

1d T06 Students group the words according to the number

of syllables, then mark the main stress before listening to check Discuss answers as needed

2 syllables: engaged, inspired, muddled, passive, relieved

3 syllables: distracted, overwhelmed, pressurised, self-conscious

4 syllables: apprehensive, directionless, disillusioned, motivated, well-supported

5 syllables: intimidated

2a Refer students again to the three photos and ask them

to choose one of them Students then complete the sentence stems for that photo using words from Exercise

1 Encourage students to compare answers before eliciting ideas from the class It would be useful to provide an

example for the first sentence, for instance: It’s easy to get

bored when you’re working alone because you have no one to discuss ideas with

2b Give students time (e.g 3–4 minutes) to think about a

learning situation they have had; they may want to make notes Students then work in pairs, taking turns to tell each other about it Remind them not to say what they were learning to do at this stage

2c Students now guess what their partners learnt and ask

further questions to find out more Round up by finding out what everyone has learnt to do

3a If students are unfamiliar with the Advanced exam, explain

that Part 2 of the Speaking test (Paper 4) focuses on their

ability to compare, describe and express opinions Ask

students to read the Expert Strategy note, referring to

page 172 for further ideas

3b T07 Students refer back to the photos and then listen

to the interlocutor’s instructions before answering the

questions

1 Talk/answer a question briefly about your partner’s photos

2 About a minute

3c T08 Students now listen to a candidate doing the task

Elicit the situations mentioned and discuss whether

students agreed with the points made

A lecture, learning to ski with a personal tutor

4a T09 Before students listen again, allow time for them

to read the sentences Students then complete them,

comparing answers in pairs before class feedback

Examples:

1 they are both situations in which people are learning

2 in one photo a teacher is teaching a large number whereas in the

other the learner has a personal tutor 3 are sitting passively, the

person in the other photo seems to be actively engaged

4 overwhelmed/intimidated by the amount of information they’re

receiving 5 apprehensive because it is her first time on skis

6 the instructor is showing her how to position her legs; a lot of

information being thrown at the students; quite difficult to create

enthusiasm in a lecture situation.

4b Give students a few minutes to discuss their ideas in pairs

before eliciting answers and further examples of use as

needed

I suppose, I suspect, I guess

5 This exercise provides further practice in the long turn

Students refer to the photos on page 203 and work in

pairs, taking turns to respond to the questions given (as in

Exercise 3) Monitor students during the task, helping as

needed

6 Round up by finding out how the task and timings went

Discuss any problems that arose

Language development 2 p.18

1 This section assumes students are familiar with how the

passive is formed in different tenses and focuses on its

use Refer students to the sentences and discuss their

answers Ask which passive tense is used in each one, for

example: in sentence 1 the past simple passive is used, in

sentence 2 the past continuous passive is used For further

explanation of the use and form of different passive

structures, see the Expert Grammar notes on page 174.

1 The focus is on the person who has something done to them

rather than the ‘doer’ (the person who does it) The doers’ names

are not known or not important They can be omitted or put at the

end of the sentence using by The passive can sound rather formal

and impersonal

2 We can focus on new information by putting it at the end of

the sentence

2a This exercise helps prepare students for the key word

transformation task in Part 4 of the Reading and Use

of English paper, where they rewrite the first sentence keeping the same meaning Here, the task is to rewrite the sentences using the passive Encourage students to compare answers before discussing ideas as a class

1 must be given an identity card 2 are being started deliberately

and they’re spreading very quickly 3 is said to be the greatest drummer alive 4 will be sent out in six weeks 5 can be done about it without a receipt 6 has been decided that three students will be interviewed 7 has just been given to me by my

grandmother.

2b Ask students to discuss the questions in pairs or small

groups before opening the discussion to the class The passive is generally used in more formal situations where the agent (the ‘doer’) is not known or unimportant

3a Students now complete the text on feedback, using the

correct form of the verbs given They then compare answers in pairs before class feedback

1 is perceived 2 allows 3 to be recorded 4 is emailed

5 being opened 6 starts 7 submitted 8 is highlighted 9 can

be heard 10 remark/ have remarked 11 give/are giving

12 tend 13 to be given 14 explain/are explained (they may

refer to the teachers or to the suggestions)

3b These questions encourage students to express their own

opinions on the topic of feedback and can be done in pairs or as a class

4 Ask students to complete the sentence stem using ideas

of their own and the verbs given Encourage students to read their partners’ ideas before asking for a few possible endings to each of the stems

5a Give students a minute to find an example and elicit ideas

Example: Good quality feedback …

5b This exercise gives students practice in key word

transformation, which in the Advanced exam would consist

of 6 sentences with one key word for each sentence Ask students to read the rubric and point out that the second sentence must be more formal than the first If useful, go through the example with the class and discuss possible answers to the first question before students complete the exercise

Suggested answers:

1 the programme, we have decided that the number of

destinations should be slightly reduced 2 is anticipated that

this year there will be a huge increase in the response to our

advertisement 3 is currently being developed by the marketing department 4 selected as the Capital of Culture this year,

Liverpool remains/must remain one of our key destinations

5 reservations are recommended in order to/so as to avoid

disappointment.

Photocopiable activity

Activity 1C could be used here It is a pairwork/groupwork

activity in which students have to complete sentence stems

using passive forms so that they have the same meaning as

the initial sentences given

Use of English 2 p.19

1 Ask students to look at the photos and elicit what they

show (a child learning to play an instrument and an

orchestra) Find out how many of the class can play a

musical instrument It could also be interesting to discuss

why they chose their instrument, if they did, or whether

it was their parents or school that influenced their

decision You might also ask how old they were when

they started, how often they had to practise, etc Ask

students to discuss the questions in pairs or small groups

before opening the discussion to the class Mention one

or two advantages (for example, it encourages manual

dexterity, concentration, dedication and teamwork) and

disadvantages (for example, it can be expensive, requires

hours of practice to reach a good standard)

2a Give students 2–3 minutes to scan the title and text to

find the answers

1 to promote social change 2 because of their brilliance and

exuberance 3 the name, because the players are no longer so

young

2b The next exercise introduces students to the open cloze

question (Paper 1, Part 2), which in the Advanced exam

consists of a short text with 8 items This question type

draws on candidates’ understanding of structures and the

text, as there are no given words to choose from The

focus is either grammatical (articles, pronouns, etc.) or

lexico-grammatical (phrasal verbs, linkers, etc.) and each

item will always require a single-word answer, although

there may be more than one possible choice Remind

students that the single word required must be in the

correct form and correctly spelt You might also want

to mention that they will not lose marks for incorrect

answers in Part 2 and should therefore fill each gap Ask

students to read the Expert Strategy note, and refer them

to page 167 if further guidance is needed

2c Students do the task On completion, remind them to

read the text to check that it flows and makes sense, as

well as to check spelling Use feedback as an opportunity

to discuss any new vocabulary in the text

1 as 2 under 3 like 4 few 5 on/upon 6 addition 7 no

8 themselves

3 These questions should encourage students to express

their own opinion on the role of music in education, as

well as which subjects they consider more important and

why Students could initially work in small groups before

class feedback

Extra!

Ask students to write a paragraph from an essay, giving

your views on which subject should get the most priority at

school and why

Writing 2 p.20

1 Remind the class that in Part 2 they choose one question

from a choice of three, one of which may be a letter, and must write 220–260 words Elicit different types of letter before asking students to answer the questions in pairs

1 Examples: asking for a refund; requesting funds; asking for leave

of absence 2 Examples: present your argument clearly and

neatly; don’t apologise or be conceited – remember you are the one asking for a favour; don’t be too pushy

2 Now ask the class to read the task It would be useful to

encourage students to get into the habit of underlining

or highlighting key words Round up by discussing their answers to check they understand the task

1 an international student; a local company 2 to persuade the

person reading to allow a later start date; understanding

3 have to include the points listed; have to invent the reason and

the proposed solution 4 neutral (semi-formal) 5 clear, with

persuasive rationale for the postponement

3a Students look at the ideas listed and check understanding

They then match them to the topic areas before deleting those that do not fit and adding extra ideas of their own

With a weaker class, this could be done in pairs at this stage

Suggested answers:

Cut: no need to re-advertise Reason you are not available: father has had an accident; very tightly-knit family; need to go back shortly and arrange home care Offer reassurance: really keen to make role as assistant systems analyst into career with company; won’t happen again; father wants to be independent; sister returning home from university course abroad

Propose a solution: could spend a few days with present engineer before I leave

3b Ask students to choose which points they will use in their

letter and complete a paragraph plan Discuss where they will add their reason for writing Generally speaking this would come at the beginning of the first paragraph

Paragraph 4 (propose a solution): suggest spending a few days with current engineer before taking unpaid leave

4a Students complete the sentences using the correct word

or phrase Encourage them to compare answers in pairs before class feedback Focus on new vocabulary such as

predicament Ask whether it sounds positive or negative

and discuss how formal it sounds

1 on his own, recently had 2 quite an independent 3 should

4 totally, such a 5 soon after 6 predicament, solution

4b In this exercise students rewrite the previous sentences

in a more formal style, using the prompts given Discuss

answers as a class, writing and correcting ideas on the

board as useful

Suggested answers:

1 (I was a successful) applicant/candidate for the post/position

of systems engineer 2 (It is with) great regret (that I must)

ask for a delay of two weeks 3 (The unfortunate incident) has

incapacitated him and I must return home 4 (He is extremely)

concerned not to be a burden to me/in case he is a burden to

me 5 (It would be only natural) for you to assume that this

could be a recurring problem 6 (You were very) insistent that

I start work on 1st March 7 (In the) circumstances, I would be

only too happy to spend some time in the company before I leave

8 (Should you) wish to discuss the matter, please don’t hesitate to

contact me.

4c Students complete the sentences with ideas of their own,

comparing ideas in pairs before class feedback Discuss

the structures needed and check that the formality of the

sentence endings matches the prompts With a weaker

class it might be useful to do this exercise as a class

5 Ask students to read the Expert Strategy note and refer

them to page 170 for extra strategies if needed Remind

them to be mindful of the word limit before they write

their letter and discuss possible strategies for keeping a

count of words written (e.g looking at a page of their

writing to work out the average number of words per

line, then counting down that number of lines and marking

about 240 words as a guide)

6 Encourage students to spend 10 minutes checking their

work systematically, using the writing checklist on page

190 Remind them they need to get into the habit of

checking their work, as errors with spelling and grammar

will lose marks in the Advanced exam

Extra!

This is a good time to increase awareness of common types

of mistake to look for when checking their work in the

future Many students make the same mistakes repeatedly

in their written work Ask them to look back at the

corrections of some recent writing and make a note of the

types of mistake they made They should then specifically

look out for such mistakes when correcting this and future

essays They should add to their list of ‘favourite mistakes’

as the course goes on

Extra!

To encourage a process approach, have students swap

answers and check their partner’s piece against the checklist

to see whether anything has been overlooked

he has already done himself and he is determined to be independent, but I cannot responsibly be totally absent at such a difficult time

Of course, I am extremely anxious about how you may react to this news since it would be only natural for you to assume that this could

be a recurring problem, but let me assure you that this will not be the case Fortunately, my sister is returning home from her university course abroad in June and is planning to live close to our father and give support My father is also very concerned that he should not be a burden to me and that I should further my career

I know that you were insistent that I start work at the beginning

of March because the current assistant is leaving shortly afterwards and, quite rightly, you wanted there to be a handover period Under the circumstances, I would be happy to spend a few days unpaid with the current post holder before I leave I hope you will understand my predicament and will accept my suggested solution

Yours sincerely, Mario Boschi

[266 words]

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 A 2 B 3 A 4 D 5 D 6 C

2 1 by 2 in 3 about 4 of 5 of 6 into 7 on 8 by

3 1 aback 2 crop 3 stood 4 snapped 5 stride

6 overwhelmed

4 1 will have been closed 2 are being repainted 3 was

expected 4 have been hoping 5 will be invited/are going to be invited/have been invited 6 can be seen 7 has been

8 have been circulating 5 1 has been working/has worked

2 was offered 3 was 4 had run away 5 was never found

6 wanted 7 carries 8 is hidden 9 is never left 10 ties

This module contains various topics related to the theme of leisure, including the art of making film sound effects, the inventor of Nintendo games, hobbies, being creative, forms of entertainment, and the health and social benefits of leisure time

Lead-in p.39

Start with books closed Ask students what leisure time means

to them Discuss different ideas and identify the key related

factors

1 Ask students what leisure activities are shown in the

photos (an amateur painter, someone playing a video

game and someone running for a charity) Students then

discuss the question in pairs before you elicit ideas from

the class

2a As a class, ask students to define creative before discussing

in what other ways activities could be classed, e.g active,

sporting You may wish to ask what words they would use

to describe the activities shown in the second and third

photos given before asking them to discuss the question in

pairs or small groups

2b The discussion here would work well in pairs Encourage

them to think about how each factor affects creativity and

to add in examples from their own experience

3 Focus students’ attention on the quote and find out what

they know about Walt Disney Discuss their opinions

about the quote and encourage them to give explanations

Background

Walt Disney, born Walter Elias Disney in 1901, was highly

influential in the field of film production (working as an

animator, voice actor, screenwriter, producer and director

among other roles) and co-founder of the world-famous

American corporation Walt Disney Productions, which

is famous for Mickey Mouse, countless successful films,

Disneyland and Disneyworld

3A The creative instinct

Reading 1 p.40

1 Focus students’ attention on the photo (showing a Foley

artist producing sound effects) Focus on the title and ask

them to read the introduction, before eliciting their ideas

1 The man is a Foley artist He is smashing watermelons to create

sound effects for a film.

2 T18 Play the recording and, after each sound, elicit ideas

Round up by discussing how each sound could be created,

writing ideas on the board

birds’ wings flapping; horses’ hooves; fire burning

3 Give the students 2–3 minutes to quickly read the text to

check the answers Go through ideas and elicit what the role of a Foley artist is

4 This section focuses on a gapped text task (Paper 1

Part 7) Give students time to read the procedure and Help clues The Expert Task Strategy notes are on pages 168–169 Explain that the information before and after the gap helps them know what to look for and remind them to underline key words in the rubric and to cross out answers they have used

1 Before the gap: … things that don’t come across – what things?

After the gap: During this process; the information in the gap

describes a process that enables the action to come across to the audience in a more realistic way

2 Which is why (logical link) everyday sounds like these (links back

lexically to hearing / things don’t come across)

Any sound can be created (links forward logically and lexically to:

During this process / background noise / these effects are integrated)

3 Gapped text: 1 C 2 D 3 G 4 A 5 F 6 B

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

class activity As this is likely to be a challenging task, it would be useful to go through it in class

Suggested answers/support:

Gap 2 requires an example of something that requires a sense of

reality and what follows the gap gives a further use for Foley (Foley can also be used …)

Gap 3 requires information on an additional role (to creating sound

effects) that Foley artists have and what follows the gap provides

a second example (in addition to covering up noise) of what they

do; namely, add in other sounds after filming

Gap 4 relates to developments in (digital) technology and points

out that (… although science has continued to develop, Foley is still all

about ‘the performance’) It in the sentence following the gap refers

to that performance in the gapped paragraph

Gap 5 gives a more detailed description of the main studio which resembles a student bedsit What follows the gap provides

information about the sounds Hank is currently trying to create and the materials and methods he is experimenting with

Gap 6 gives information on what the sound they are trying to

create relates to (a car pulling up at speed) and what follows the gap links to the studio next door and the person who works there (Alex Joseph, in the studio next door …).

6 This exercise gives students the opportunity to discuss

how creative different film-related jobs could be and

to consider which they might be good at and why This

discussion could be done in pairs and then opened up to

the class

Draw students’ attention to the vocabulary in the Expert

Word Check This feature 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,

for paragraph A ask, Does ‘swaggering’ sound positive or

negative? Does it describe appearance or behaviour?

Extra!

Students do a web search for any of the jobs they are not

sure about Alternatively, the jobs could be shared out

among the students Each one then does a web search on

that job and either writes (100–150 words) about what the

job entails or shares their findings orally in a subsequent class

Vocabulary p.42

1 Ask students to find the synonyms in the text and remind

them when recording new language to note whether it is

formal or informal

Examples:

1 recording 2 solve 3 added 4 looks like 5 gets across

6 builds up to 7 improve

2 If students don’t know these phrasal verbs, show how

they are listed in a dictionary They could look for suitable

verbs for some of the stems (e.g move, root, set) and find

other useful verbs using particles listed that they could use

in other contexts (e.g move in, root for, set upon) Students

then complete the exercise, changing the form of the

phrasal verbs as needed

1 rooted around in 2 set up 3 pulled up 4 cover up

5 pick out 6 moved on

3a Students match the nouns and verbs, deciding which refer

to sounds Highlight the usefulness of noting collocations

when recording new language as a way to build up chunks

of associated words

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

Sounds: 2e, 3b, 5a

3b This exercise gives students the opportunity to practise

using the language from Exercise 3a Encourage them to

check answers in pairs before class feedback

1 slammed 2 flapping 3 crunched 4 rustling 5 slapped

6 scraping

4a The exercise gives examples of metaphors based on some

of the verbs used to describe sounds or actions in Exercise

3b When students have completed the task, check their

understanding of the metaphors, for example scrape through

means to succeed, but only just or with difficulty

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

4b This exercise gives students the opportunity to practise

using the metaphors from Exercise 4a in a personalised manner Round up by eliciting some examples from the class This might also be a good opportunity to widen the discussion and add in further examples and useful language

Photocopiable activity

Activity 3A could be used here It is a pairwork/groupwork activity where students complete a puzzle, adding missing words needed to complete phrases in order to find another key item of vocabulary This activity revises vocabulary from Module 3A

Use of English 1 p.43

1 This discussion could be either in pairs or as a whole class

Alternatively, divide the class into those ‘for’ and those

‘against’ the use of modern electronic games Then ask the two groups to debate the question

Extra!

Students write an essay discussing the advantages and disadvantages of children and teenagers using modern electronic games (220–260 words) This could provide an opportunity to find out (in advance of the work on essays

in Module 3B) what students are capable of doing and give further practice in peer error correction using the checklist

on page 190

2a This task provides further practice of the multiple-choice

cloze in Reading and Use of English Part 1 Students start

by skimming the text to gain a general understanding of the text

Suggested answers:

He made them family-friendly, interactive and creative

2b Focus students’ attention on the photo and ask who it

shows (Shigeru Miyamoto) and what they know about him Point out that this exercise gives students practice

of multiple-choice cloze questions and refer them to the Help clues and the Expert Task Strategy notes on page 167 before they begin the task Point out that the first answer is an example and remind students that in multiple-choice questions 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 For instance,

in the example, the word in the gap forms an idiomatic

expression meaning ‘regarding’ Terms is the only word that collocates with in and of With regard to, concerning and relative to all have a similar meaning to in terms of but the words in A, B and D do not collocate with in and of

and therefore do not fit the gap

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

3a The task analysis is best conducted as a class

Although has a similar meaning

Although Miyamoto was very successful in entertainment, his next phase

3b Students record new language that they find useful, adding

further examples

4 This discussion could be done in small groups before

being opened to the class Use this as an opportunity for

vocabulary expansion

Listening 1 p.44

1 Start by focusing students’ attention on the cartoons,

asking what they show (a man making a clay pot on a

potter’s wheel, a woman making a beaded bracelet and a

man writing, perhaps a story) and eliciting answers to the

questions given Use this as an opportunity to expand on

2b Discuss this question with the whole class.

Her sisters were good at painting, where she gets her inspiration

from, ideas to make money

3 Students could discuss this question in pairs before going

through ideas as a class If useful, play the recording a

second time

I got a real buzz; and it’s been great fun experimenting; to my

disappointment; didn’t get off to a brilliant start

4 T20 Focus students’ attention on the rubric and explain

that Part 4 of the Listening test (Paper 3) will consist of

5 short monologues lasting about 30 seconds each and

two tasks, each containing 5 multiple-matching questions

Add that this part focuses on identifying gist, attitude and

the main points, as well as interpreting context Remind

students that each part of the listening is played twice and

that the silent time given to read the questions is vital

A full Part 4 Listening (with 10 questions) appears in

Module 3B

Refer students to the Expert Task Strategy notes on page

171 Then give students a minute to read the questions

before they listen to the recording

Task One: 1 C 2 F 3 A

Task Two: 4 D 5 B 6 A

5 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

Language development 1 p.45

This section offers a quick review of future forms Students

with particular difficulties should be given suitable remedial

exercises

1a Begin by focusing students’ attention on the cartoon and

asking what it shows (a man taking a photograph) Find out who enjoys taking photos and ask how they learnt

to take photos, before asking them to complete the text using the correct future forms

1 starts 2 ’m going to 3 ’ll/am going to 4 be learning/learn

5 gives 6 we’ll have taken 7 have had 8 make

1b The discussion could be done in pairs first If further

explanation on the use and form of future forms is needed, students can refer to page 177 of the Expert Grammar notes

2a This exercise introduces some expressions with future

meaning The exercise requires students to choose the appropriate expression and rewrite the sentence so that it retains the same meaning Students could do the activity in pairs before discussing answers as a whole class

1 is bound/sure to 2 is unlikely to/isn’t expected to 3 is on the

point/verge of announcing/is about to announce 4 are sure to/

are bound to/are likely to 5 is due to/is to 6 is to/is due to 2b This exercise gives students practice at using the

expressions from Exercise 2a when considering their own future Students work in pairs or small groups

3a Students complete the sentences using expressions

showing the near or recent past Encourage them to compare answers with a partner before class feedback

1 was … about to 2 were going to/were due to 3 would have

4 was due to/was going to 5 would be/was going to be

6 were to have/would have

3b This exercise gives students practice in recognising and

pronouncing weak forms and stressed words With a weaker class this could be done as a class, rather than

in pairs, with students focusing on the weak sounds and underlining the stressed words or syllables For example:

Can it wait until tomorrow? I was just about to leave

3c Give students a few minutes to write their three

sentences (two true and one false) before they discuss their ideas in pairs Round up by finding out who guessed the false answers correctly

4 Students who have taken Cambridge English First will be

familiar with key word transformations (Reading and Use

of English Part 4) but should be aware that in Advanced

they must use 3–6 words (not 2–5) This exercise introduces this question type, which is covered in more detail in Module 3B Explain that these questions are designed to test both grammar and vocabulary Students read the rubric and answer the questions, discussing answers in pairs before class feedback

1 is highly likely (that) 2 on the point of phoning 3 will have

been married (for) 4 was due to arrive/to have arrived

5 is (widely) expected not to/is not expected to

Writing 1 p.46

This section focuses on coherence, which refers to how well

organised a piece of writing is

1 Start by focusing students’ attention on the Expert Writing

box and going through the notes Refer to the picture,

asking who it shows (a drawing of Leonardo da Vinci)

and what students know about him, before students

read the two paragraphs and decide which best fulfils the

requirements given Students could discuss their ideas in

pairs before the discussion is opened up to the class

Paragraph A (the ideas are supported by relevant details and

connected by linking expressions)

Background

Leonardo da Vinci: (1452–1519) the famous Italian

mathematician, artist and inventor (also musician and

writer) best known by many for his paintings the ‘Mona

Lisa’ and ‘The Last Supper’

Wolfgang Amadeus Mozart: (1756–1791) a Viennese

(Austrian) musical prodigy from early childhood who played

the piano and violin but is most known for being a prolific

composer of classical music In his lifetime, he wrote over

600 pieces of music including operas (e.g The Magic Flute),

symphonies and choral music (e.g Requiem)

William Shakespeare: (1564–1616) an English poet and

playwright often referred to as ‘the Bard’ and generally

regarded as one of the greatest writers, if not the greatest,

in the English language Born in Stratford-upon-Avon; many

of Shakespeare’s plays are world-famous and they include

Hamlet, Romeo and Juliet, Macbeth and A Midsummer Night’s

Dream.

Extra!

Students discuss in pairs or small groups whether they are

creative and if so, how They then talk about someone they

feel is incredibly creative, explaining what talent they have

and how this person inspires them

2 This exercise introduces ways in which students can

organise supporting details in a paragraph and it can be

done in pairs or as a class

1, 3 and 4: The paragraph argues that the creativity of great artists

was a result of a sense of dissatisfaction in their early lives It

gives examples of this dissatisfaction (1), contrasts advantages

and disadvantages of being unpopular (3) and gives the most

important information last (4).

3 Students work in pairs to rewrite Paragraph B With a

weaker class this could be started as a class activity, with

students completing the paragraph in pairs

Example answer:

Creativity is something that anyone can aspire to, even if it does not bring you fame and riches Rather than intelligence, it is curiosity and adaptability that are qualities important for success

Moreover, it is also crucial to be confident and not give up The ability to take risks, accept criticism and not be afraid of making mistakes is also very important: the worst enemy of creativity is perfectionism.

4a Ask students to identify the key points in the task It would

be useful to encourage students to get into the habit

of underlining or highlighting the key words in all tasks

Remind them that in the exam they will be required to write an essay for Part 1 (the compulsory question) and they should aim to write 220–260 words For further information on the compulsory essay, refer students to the Expert Task Strategy notes on pages 169–170 and the example essay on page 191

As planning is vital to a good piece of writing, it might be useful with a weaker class to set 10 minutes aside just for planning and ask students to do Exercise 4b before actually writing their essay

4b Students swap essays and assess how organised each

other’s essays are and whether the ideas are linked well

Encourage them to make notes of how the essay could

be improved and to give constructive criticism of each other’s work

Extra!

Encourage students to spend 10 minutes checking their (or their partner’s) essay systematically, using the checklist on page 190 Encourage them to correct the errors they find and to check for the types of mistake they made in earlier compositions, adding to their list of common errors as relevant

3B Stars in their eyes

Listening 2 p.47

1 Start by asking students to discuss the questions in pairs

or small groups before eliciting ideas

2a This is a full Part 4 multiple-matching exercise that builds

on the practice activity in Module 3A (which has 3 questions for each task) Begin by asking them to read the

task rubrics (You will hear…) and underline the key words

in the 2 tasks

2b T21 Ask students to read the Expert Task Strategy notes

on page 171, allowing them time to read the Help clues

if needed Remind students that a good strategy would

be either to answer both parts the first time they listen and check answers the second time or (a better idea) to answer Task One the first time and Task Two the second time Remind them that they will hear all 5 speakers once before the whole piece is repeated

After listening, encourage students to compare answers

with a partner before going through them as a class

Follow up by discussing which strategy they used to

complete the tasks For example, did they try to answer

Task One the first time they listened and Task Two the

second time, or did they attempt them both the first

time and check them the second time? Discuss any new

vocabulary that arose, e.g hoarder, exasperated, craze, etc.

Task One:

1 C I felt I knew what he was going through

2 H It was as though an electrical charge had gone through me

3 B what first got me interested in him was a light-hearted radio

interview and I couldn’t stop giggling …

4 G when suddenly I saw those clear blue eyes, and, oh, I was done

for

5 E And while I’ve never had that much success as a professional

singer, I’ve always looked up to him as the person I might be

Task Two:

6 E It’s true that my need to put everything in order drives my partner

to distraction

7 A I’ve been using all my savings and I’ve had to cut back on luxuries

8 D my daughter’s become so exasperated with the way that I leave

everything lying around

9 H it can still be a bit awkward when you’re on the beach and you

feel people might be staring at you

10 G it really gets to me when I’m told by people who don’t know

me that it’s only a craze and I should have grown out of such a silly

obsession.

3 These questions could be discussed in pairs or small

groups before the discussion is opened up to the class

Extra!

Students write an essay (220–260 words) on the

advantages and disadvantages of celebrities becoming role

models for young people

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 analyse

the task, discussing their ideas either in groups or as a

class, using the language presented

Speaking p.48

Focus students’ attention on the photo and ask what it shows (a

photo from the stage production of the musical Mamma Mia)

and what they know about it You might want to explain that

the concept of using the story told in the lyrics of a particular

song as the basis of a musical is quite unusual In this instance

the song in question was ‘The winner takes it all’ by the Swedish

pop group ABBA, on whose songs the musical is based

Extra!

Students discuss in small groups what forms of entertainment

are most popular among young people in their country and

which they themselves enjoy the most (and why)

1a This exercise revises language from the listening on page

47 and can be done alone or in pairs

Suggested answers:

it costs a fortune: clubbing/musicals/circus

it has me in fits: musicals/comedy/circus/karaoke

it inspires you: musicals/circus it’s very moving: musicals it’s best to see them live: circus/musicals/comedy it’s only a craze: karaoke

you’re totally blown away: clubbing/musicals/ circus

1b Students complete the sentences, comparing answers with

a partner

1 into 2 on 3 in front of 4 on 5 into 6 in 7 in

1c This exercise can be done alone or in pairs Remind

students that with multiple-choice questions, if they are unsure of the answer, it is helpful to rule out distractors which they think are incorrect to help them find the correct answer and useful to also go with their instinct of what sounds or feels right

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

2 These questions can be discussed in pairs or small groups,

before class feedback, and provide students with the opportunity to practise using expressions covered in the last few exercises

Photocopiable activity

Activity 3B could be used here It is a pairwork activity where students revise phrasal verbs covered in Module 3B through a game of dominoes, matching verbs and the corresponding preposition to create the appropriate phrasal verb

3a Focus students’ attention on the Expert Strategy note and

refer them to the Expert Task Strategy notes on page 172

if useful

3b T22 Students look at the spidergram again before

listening to the instruction for the first part of the task

Allow a minute for them to compare answers in pairs before eliciting them from the class

1 Talk together with the other candidate about why these forms

of entertainment might be popular among young people in many

parts of the world 2 two minutes 3c T23 After students have listened to two people doing the

task, ask whether they agree with the opinions given Find out why they do or do not agree

3d T24 Students now listen to the instructions given for the

second part of the task After playing the recording, ask the class whether they agree with their conclusion, and why/why not

3e Refer students to the Expert Strategy note and then

ask them to read the Speaking assessment criteria on

page 171 After this, discuss as a class how successfully

the task was carried out and whether the advice given

was followed Go through the list of criteria and discuss

whether and how each aspect was achieved For example,

was a range of appropriate vocabulary used, such as

energetic, light, a matter of fashion, in the sense that, some

form or another, keep reinventing, etc.

4a T25 Before students listen to the sample answer a second

time, give them a minute to read the questions Highlight

the phrases given in the box and allow students time to

compare answers in pairs before checking them as a class

1 Well, personally … 2 Mind you; Certainly not … but …;

(Well, actually); I know what you mean but … 3 Oh, that’s a

difficult one 4 Wouldn’t you agree? 5 Well, actually …; Mind

you … 6 I know what you mean but … 7 Anyhow, they’re …;

Let’s move on, shall we? 8 Let’s go for …

4b This exercise could be done as a class

Some other possible phrases:

1 In my experience …; I’d like to point out that …; As far as I’m

concerned …

2 Perhaps not so much …; but certainly …

3 I haven’t really thought about that but …; Let’s see now …;

How shall I put it?

4 Don’t you agree, [name] …?; I think [name] knows more about

this than I do

5 Still …

6 That’s not entirely true …; I’m afraid I have to disagree …;

Yes, but don’t you think …; I think perhaps it’s more a case of …

7 Anyway, what we have …; Incidentally, …

8 Overall, then, …

Photocopiable activity

Activity 3C could be used here It is a pairwork activity

where students practise responding in different ways to

statements and questions on topics that are likely to arise

in Paper 4 Part 3, the collaborative turn, e.g stating their

opinion, introducing disagreement or adding something

4c Students select the phrases that are incorrect, comparing

ideas with a partner

1 Anyway 2 Having said that 3 Actually

5a Put students into groups of three and check that they

understand the task Tell them to decide who is doing

the task and who is timing/checking that the Speaking

assessment criteria are met If time allows, students could

swap roles

5b Round up by eliciting which activities each group chose

and why

Language development 2 p.50

This section reviews modals and semi-modals

1a This exercise could be done as a class.

may: possibility (making an assumption)

Past: Karaoke may have been great fun but it wasn’t …

1b Explain that ‘semi-modal’ refers to structures like

have to which are not true modals because they differ

grammatically although they express the same functions

Encourage students to compare answers in pairs before checking them as a class

1 must have: assumption 2 might have: criticism 3 don’t need to:

necessity 4 can’t have: disbelief 5 should: expectation

1c This exercise could be done in pairs Weaker students

might need to refer to pages 178–179 of the Expert Grammar for support doing the exercise, while stronger students could complete the exercise and then refer to

it Students with particular difficulties should be given suitable remedial exercises

1 couldn’t get (no to before full modals or some semi-modals, e.g

need/have/ought) 2 need to find (to before infinitive after need)

3 couldn’t (must agree with the tense of the main verb) 4 should

have avoided (past modals need the perfect form) 5 will be able

to (the future of can)

2a Students use a suitable modal/semi-modal structure from

the list provided to express the sentences in an alternative way

1 We must/have to/need to book 2 We don’t have to/don’t

need to/needn’t get 3 You can’t/mustn’t turn up 4 I think you should/ought to phone 5 you should have/ought to have

bought them

2b This exercise gives students practice transforming

sentences but retaining the same meaning, as in Part 5 (key word transformations) of the Reading and Use of English paper Allow students time to discuss answers in pairs before class feedback

1 must/have to/need to speak 2 should/ought to have called me

back 3 don’t have to/needn’t/don’t need to have an interview

4 won’t have to/won’t need to 5 had to camp outside her

dressing room 6 didn’t have to call/needn’t have called/didn’t

need to call

3a Students complete the text, using the correct modals or

semi-modals

1 must have been 2 couldn’t have 3 might have been 4 was I

able to 5 managed to 6 would have been 7 might

3b This discussion could be done in pairs or small groups

Round up by eliciting ideas and point out that on page 162

of Module 10 there is further coverage of modals and semi-modals (Part 2)

Use of English 2 p.51

1a This section provides further practice of modals and

semi-modals through key word transformations (Paper 1, Part

4) Begin by focusing students’ attention on the cartoon

and asking what it shows (a woman sitting relaxing with

her feet up and a hot drink in her hand) Then students

read the instructions and choose the correct answer This

could be done as a class Remind students to take note of

the word limit

3 is correct 1 The form of the word given is different and the

sentence has a different meaning (it means she did go) 2 The

form of the word given is different 4 An extra idea is added

(thought) and the maximum of six words is exceeded.

1b Introduce the idea of expressing modality lexically by

asking students how they would express the meaning of

need From necessity, elicit the synonym requirement and

then the verb require and its passive form be required to do

something Ask students to read the Expert Task Strategy

notes on page 168 and refer to the Help clues if needed

Remind them to write the missing words in capital letters

and point out that contractions count as two words

Allow time for them to compare answers in pairs before

class feedback

1 should not have made/got 2 couldn’t/can’t possibly have

been written 3 snow prevented us (from) getting to 4 haven’t

got round to watching 5 might/may not have remembered to

post 6 were supposed to have got/were supposed to get

2 In this exercise, students write their own sentences, which

their partner then transforms Round up, eliciting some

examples and checking that the transformation lacks a

modal

3 This task analysis is best conducted as a class.

Writing 2 p.52

1 Start by eliciting what the photo shows (someone relaxing

watching TV) before asking students to discuss the

questions in small groups or as a class

2 Essays are pieces of academic writing on a particular topic,

often done by students for a teacher The purpose of an essay

can be to test a student’s writing skill; to encourage students to

organise their ideas, develop them coherently and present them

in a structured way There are many types of essay, including:

essays of opinion (presenting an argument); problem and solution;

advantages and disadvantages; persuasive.

2 Give students a few minutes to read and appreciate the

scope of the task and answer the questions This could

be done in pairs Remind students to underline key words

and elicit the word restriction for the compulsory essay

for Part 1 of the writing exam (220–260 words) The

Expert Task Strategy notes on pages 169–170 provide

further information on Part 1

1 Two Which is the most important? 2 None, if you don’t

want to, but if you include some or all, you must express them in your own words If you don’t include any, you will have to give

or invent your own 3 Normally, an essay will be semi-formal/

neutral

4 A good essay will be well-organised, with good supporting

arguments; points will be linked together in a logical sequence; and appropriate discourse markers will be used to connect, contrast and balance points.

3a This exercise provides students with the opportunity to

brainstorm ideas for the essay title given With a weaker class you might want students to do this in pairs or even

as a class

3b Refer students back to the spidergram on page 48

Go through the instructions and check that students understand how to organise their essay If useful, students could continue to work in their pairs to do this exercise

profitable use of leisure time should be in the central box.

3c Students check they have included all the most relevant

points in their spidergram

3d This exercise asks students to plan the number of

paragraphs they will write for their essay

4a Focus students’ attention on the sentences given and

elicit whether they would best fit in the introduction or conclusion, discussing why Find out which students prefer

A A good, clear opening statement for the proposal in neutral

style B A concluding statement but expressed far too personally

C A good clear closing statement for the proposal in neutral/

semi-formal style D An opening statement but not really an

introduction It is too abrupt and casual and repeats the language

of the input.

4b This exercise provides students with practice in rewriting

ideas in a more formal and objective manner

Examples:

1 Such activities may/might be enjoyable but they are not very

fulfilling over a period of time

2 There is less social cohesion now than there was previously

3 Doing something productive can help reduce stress.

4c Students work in pairs to find examples of each type,

before ideas are elicited Discuss the useful phrases given, providing examples of usage as needed

4d Ask students to select some of the sentence openings

from Exercise 4c and complete them with relevant ideas for their own essay

5 Refer students to the Expert Strategy notes given before

they start writing their essay Remind them to write between 220 and 260 words

Sample answer:

It is generally accepted that, as the pace of modern life increases

and many people work longer hours, so it is more important for us to

spend time taking it easy and recovering However, although leisure

time can make us sane, healthy and happy, not knowing how to use it

profitably can make us bored and lazy

Many people spend their leisure time sitting passively, watching

TV, going to the cinema or playing computer games For a while these

can be fun or stimulating but over a period of time they are not very

fulfilling In my view, the best use of leisure time to ensure greater

long-term happiness is to have a creative hobby, such as learning a

language or learning how to paint or play a musical instrument These

activities make us feel we are doing something productive, which helps

reduce stress and refreshes us much more deeply

Another, often unacknowledged, consequence of modern life is

that we spend far less time with our family or even our neighbours in

the local community than we used to and in time this reduces social

cohesion Another way, then, of making leisure time profitable is by

doing something socially responsible, such as helping out in some

local activity, perhaps at a summer fair, or even by looking after one’s

grandparents

In short, while it is clearly desirable to ensure that we relax after

a period of hard work, on the whole it is also beneficial to spend

one’s leisure time doing something worthwhile, in particular learning

something new and being creative

[260 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 C 2 A 3 D 4 B 5 C 6 A 7 D 8 B

2 1 rectify 2 insert 3 convey 4 resemble 5 guarantee

6 culminate 7 capture 8 enhance

3 1 I might have left the tickets in the car 2 He can’t have been

practising the piano every day 3 They should be doing their

usual gig at the O2 stadium in June 4 He will have left by now,

so it’s not worth phoning 5 I could have burst into tears of joy, I

was so happy 6 She won’t have caught the train, given how late

she left the house 7 They must be enjoying themselves if they’re

staying an extra week 8 In the end, they needn’t have gone to

all the trouble to get the visa as nobody asked to see it

4 1 is about to 2 bound 3 will have 4 be sharing 5 going

to drive 6 going to live 7 expected 8 ’ll come

This module contains various topics related to the theme of global societies, including characteristics of different nationalities, daily rituals, cultural sleeping patterns, commuting at rush hours, communication, forms

of protest, the Olympic Games and helping the local community

Lead-in p.55

Start with books closed Ask students what the words global

village mean to them Discuss different ideas and identify the

key factors

1a Explain that the photos represent contrasting national

stereotypes, before eliciting which countries and

stereotypes are shown (Japanese and Western

businessmen greeting each other in a formal situation

and a long orderly queue of people in Britain waiting to

withdraw money from a cash-machine/ATM) Students

then discuss the question in pairs or small groups before

ideas are elicited from the class

Background note

When teaching a multicultural class, differences in cultural

perspectives can promote positive and dynamic debate

A nationality mix is a real asset and encourages any

stereotypes (assumptions regarding culture, religion, class,

values, etc.) to be questioned in a respectful forum By

giving students the opportunity to converse with each

other on topics relating to culture, ethnicity, origins, values,

etc., greater cultural understanding, and therefore respect,

are promoted In the case of this lesson, students in a

multicultural class will have the opportunity to observe

one another and perhaps refute the stereotypes associated

with their country Whilst monocultural classes, by their

nature, tend to be less culturally diverse, the background or

ethnicity of students can differ, but even where the class is

quite homogeneous, discussion drawing on students’ own

experiences of travel, other cultures, friends and family

members with different origins, etc can promote discussion

on multiculturalism

1b This exercise gives students the opportunity to reflect on

aspects of behaviour in their country Once students have

answered the questions, they could discuss them in small

groups or as a class

2 Students share their opinions in small groups before the

discussion is opened to the class Round up by focusing

on the positive aspects: what it is that foreigners like

most about each country At this point, reinforce the idea

that stereotypes represent an outsider’s view of national

characteristics

4A A small world?

Reading 1 p.56

1 Focus students’ attention on the photo and elicit what

it shows (a Gebusi woman sleeping in daylight) before students discuss the questions in pairs

2 Remind students that in Part 8 of the Reading and Use of

English paper, there will be 10 multiple-matching questions based on a text 600–700 words long Ask students to read the Expert Task Strategy notes on page 169 and the Help clues if needed Remind them to identify key words, and

do the first questions with the whole class as an example

if useful They could then finish the task individually and compare answers in pairs During feedback, discuss any

new vocabulary, e.g slumber, emanating, potential.

1 C 2 E 3 A 4 B 5 C 6 E 7 B 8 D 9 A 10 D

3 The task analysis gives further emphasis on the type

of connection students should be looking for between phrases in the text and in the question options

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 analyse the task, discussing their ideas either in groups or as a class, using the language presented

Extra!

Students write an article (220–260 words) for a travel magazine or blog about their country explaining:

• the main characteristics of people in their country

• what foreigners like about their country

• daily rituals

Vocabulary p.58

1a Refer students to the words given, discussing meaning

and parts of speech as needed Elicit the word that is not informal Provide examples of usage if useful

They are all connected to sleep Formal: slumber

1b This exercise introduces some phrasal verbs connected to

the topic of sleep Students could check their answers by looking up the verbs in a dictionary

crash out; doze/drop/nod/drift off

1c Students work in pairs, taking turns to ask each other

the questions Round up by eliciting any surprising or

interesting answers given

2 This exercise invites students to differentiate between

similar words to form the correct collocation and then

gives them the opportunity to voice their opinion about

each statement Remind students that an awareness of

collocation will help them in various parts of the Advanced

exam, as well as improve their writing and speaking

1 heated 2 log 3 apart 4 artificial 5 making 6 hang

3a Remind students that idioms are commonly used in

informal language and to go with their instinct of what

feels right if they are not sure of the meaning Allow time

for students to compare ideas with a partner

1 part and parcel 2 through thick and thin 3 as and when

4 off and on 5 By and large 6 touch and go

3b Ask students to discuss the questions in pairs before

eliciting some answers from the class Encourage students

to use the idioms in their answers

4a This exercise could be done in pairs or as a class and looks

at reformulating sentences to include a phrasal verb Elicit

that only sentences 3 and 4 can be reworded to use the

word in italics as a phrasal verb Point out that the verbs

back up and set back are both transitive in the sentences

given, i.e someone backs you up (supports or helps you)

and something sets you back (delays progress)

3 Tania always backs me up at meetings 4 The bad weather set

her back/set back her training for a while.

4b Do the first question together, asking students to identify

the noun that can be used as a phrasal verb (let down)

Students then complete the task, comparing answers in

pairs

1 let (us) down 2 broke into 3 broken out 4 builds up

5 pour down 6 kick off

Extra!

Ask students to look up the phrasal verbs from this exercise

to find whether they have additional meanings and to note

whether these occur when they are used as intransitive

or transitive verbs Encourage them to write examples of

usage to help them remember the different meanings in

context

Photocopiable activity

Activity 4A could be used here It is a pairwork/groupwork

activity where students take turns to read out a sentence

that has a word missing Their partner(s) must guess the

word to gain the card This activity revises vocabulary

covered in Module 4A

Use of English 1 p.59

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

shows and where it could have been taken (the photo is

of a Tokyo commuter train at rush hour) The questions are best discussed as a class

Possible disadvantages: time-consuming, expensive,

uncomfortable

Possible advantages: time to think, opportunity to work whilst

making journey, earn better money, put distance between home and work

These will differ depending on the means of transport used to commute and the distances involved, etc.

2a Find out what students know or remember about the

word formation task (Paper 1, Part 3) Elicit that it always consists of a short text with a total of eight questions and that base words are given which will require changing so that they fit grammatically and make sense in the text

Explain that at least one word in the text will require a prefix and that some words may need more than one transformation Point out that in the exam they should spend about 10 minutes on this task

Give students 2 minutes to skim the text for general meaning Elicit what they recall

2b Ask students to read the Expert Task Strategy notes on

pages 167–168 and refer to the Help clues if needed before completing the task

1 extensive 2 reliability 3 assistance 4 ensure 5 growth

6 solution 7 circular 8 overcrowding

3 The task analysis could be done in pairs or as a whole

class activity Elicit the stressed syllable on the root words and the answers, discussing any differences Encourage students to compile lists of words they know with the

prefixes en- and over- and to consult a dictionary to add to

their collection Remind them to write example sentences and to note parts of speech and stress in any new words they record

2 rely – reliability, solve – solution

4 Students could discuss this question in small groups before

you open the discussion to the class

Extra!

Students write a short proposal suggesting ways to make commuting in their country more pleasant (220–260 words)

Listening 1 p.60

1 Start by focusing students’ attention on the cartoon

and asking what it shows (a man and a woman having

a discussion) Elicit the answers to the questions given and use this as an opportunity to expand on related vocabulary

2a T26 The extract is to draw students’ attention to two

areas that they will need to listen for when doing question

types such as multiple-choice: the speaker’s attitude and

opinion

1 They agree that the British play things down whereas the

Americans make more of things; they disagree about their

reaction to it 2 e.g exasperated, irritated, frustrated, annoyed

2b For this exercise you may wish to play the recording a

second time

I’m sure she would; Good point Do you? … actually,

2c Ask students to refer to the audioscript on page 140.

some things still baffle me; But I bet … It gets on my nerves; I find the

whole thing quite funny

3a Go through the instructions with the class, eliciting

predictions

3b T27 Find out what students know about Paper 3 Part 1

and explain if needed that it will consist of 3 unrelated

extracts with 2 three-optioned multiple-choice questions

each In this instance students are going to listen to an

extract and discuss possible answers after listening once,

before deciding which fits best the second time they listen

1 B 2 A

3c T28 This exercise follows the same procedure as with

Extract Two Round up by discussing any potentially new

vocabulary from the two extracts (you might want to

refer students to the relevant audioscripts), such as

in-your-face, immaculate, melting pot, etc.

3 C 4 B

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!

Ask students to write an email to someone from another

country, describing their capital city and the people who live

there

Language development 1 p.61

This section concentrates on word families that are useful

for word formation as well as other question types in the

Advanced exam Focus students’ attention on the Expert

Strategy notes and go through the points made

1a The use of suffixes is the key to changing words to other

parts of speech In this exercise, students practise using

suffixes and identifying word stress Encourage students to

compare answers in pairs before eliciting ideas from the

class

1 dependable, different/differing, hesitant, influential,

productive, affectionate, aggressive, funny, historic/historical, hopeful/hopeless, willing/wilful

2 amusement, confrontation, decision, defence/defender,

discovery/discoverer, participation/participant, persistence, pleasure/pleasantry, safety, accuracy, cruelty, confidence, diversity/diversification, happiness, jealousy, popularity/

1b This exercise focuses on different prefixes and suffixes

used to transform words Encourage students to go through the list, adding further examples as they go

2 Accurate spelling is crucial for Advanced In this exercise

students transform adjectives and verbs into nouns, making the appropriate spelling changes

breadth, choice, death, flight, length, proof, strength, success/

succession

3 Refer students to the table of prefixes, going through the

information given Students then work alone or in pairs to add in further examples using the words given

unpopulated, unwilling, insecure, disappear, irreversible, non-conformist, misprint, co-exist, co-worker, endanger, enrich, reappear, rearrange, redevelop, repopulated, reprint, underdevelop, underpopulated, overdevelop, overpopulated, pre-arrange, predate, pre-exist, pre-school

4a This exercise gives students practice creating word families

and identifying stressed syllables Encourage students

to discuss ideas in pairs before class feedback, and highlight the benefits of using this method to expand their vocabulary knowledge in more effective ways

1 envy 2 enviable 3 unenviable 4 (un)enviably 5 envious

6 enviously 7 hesitation 8 hesitancy 9 hesitant 10 hesitantly

4b Students practise making further word families following

the model of the words in Exercise 4a This could be done alone or in pairs

Writing 1 p.62

This section focuses on attitude phrases, which are an

important aspect of good writing, particularly in the case of

reports

1a Start by focusing students’ attention on the Expert

Strategy note and going through the advice, before asking

students to read the extract and answer the questions

1 Generally speaking 2 What was noticeable

1b This exercise introduces attitude phrases and provides

examples which students add to after reading a further

two extracts Encourage students to compare answers

before checking them as a class At this point it would be

useful to refer students to the attitude phrases given in the

Expert Writing section on page 201

Generalising: on the whole; Giving your opinion/reaction:

Understandably, Surprisingly; Commenting on the truth/likelihood

of something: Presumably; Emphasising: Indeed; Reporting an

opinion: Apparently

2a Ask students to complete the text, discussing answers in

pairs before class feedback

1 In the main 2 Presumably 3 Apparently 4 Naturally

5 personally

2b Students work in pairs to identify how the writer tries

to persuade the reader to accept their ideas Encourage

them to underline key phrases and round up by discussing

ideas as a class, providing further examples of usage of

the phrases as useful

I feel it’s well worth; we really should; I feel absolutely sure that; I’d

be absolutely delighted if; It would be wonderful if

3 This exercise gives students the opportunity to think of

their own ideas for a given scenario and then write a

persuasive email Begin by going through the situation

With a weaker class, students could discuss ideas in pairs

before moving on to point 2 where they discuss their

ideas in small groups (or, if students have been working

in pairs, in groups of four) For the writing stage, suggest

a word limit of 220–260 (in line with the writing tasks for

the exam) and remind students to organise their ideas

and make a plan before writing If time allows, set 5–10

minutes aside for them to consult the writing checklist

on page 190 and look for errors, before swapping their

finished emails with another student Round up by

discussing as a class which proposals are the most original

and which are the most persuasive

4B Making a difference

Listening 2 p.63

1 Begin by asking what the photo shows (a bicycle

completely covered in a colourful, tight-fitting, knitted

cover, chained to a post) before students, working in pairs

or small groups, discuss the questions During feedback,

you might want to ask what action, if any, students

themselves have ever taken

2 Give students 2 minutes to read the questions before

eliciting their ideas Do not correct them at this stage

3a Students read the task and questions, highlight key words

and identify what they will listen for in the task

3b T29 Ask students to read the Expert Task Strategy

notes on page 170, allowing them time to read the Help clues if needed Remind students that in multiple-choice questions, 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 Remind them that each extract is repeated before moving on to the next extract

1 C we need to reduce the number of cars on the road and

improve mobility

2 A What I’m really proud of is that now we have 230 ports

dotted around, in each of which you’ll find a map showing where they all are and a cycle route

3 B which is great because it becomes a community thing

4 C They sound to me like a bunch of ordinary people wanting to

liven up their lives

5 B People follow my videos online and make their own

recordings There are now over 900 members worldwide

6 A But I like the idea of people coming together to empower

each other … We’ve got to stop doing things just for our own personal well-being.

4 The task analysis could be conducted with the whole class.

5 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 analyse the task, discussing their ideas either in groups or as a class, using the language presented

The photos should act as a prompt for some different ways

in which people protest, and the questions should encourage students to speculate on what is happening in each photo and why Use the discussion to draw out useful vocabulary to describe forms and aspects of protest, e.g demonstration, banner(s), occupy, slogan(s), a lie down as well as causes of protest, e.g cuts, austerity, devolution

1a Check students’ understanding of the vocabulary in the

box before they match the verbs and nouns This exercise could be done in pairs

Distribute leaflets; draw graffiti; go on/organise/take part in demos/a strike; hold/organise/take part in meetings/demos/

sit-ins/marches; sign/organise petitions; write to/distribute newspapers

1b If students have already answered this question in the

lead-in, comment briefly on the forms of protest, adding

in any further vocabulary that would relate to the photos

1c This question could be discussed in small groups before

ideas are elicited from the class

1d This exercise focuses on the prepositions used in set

expressions relating to protest Ask students to check

answers in pairs before class feedback

1 against 2 in favour of 3 back down 4 on 5 on 6 for

7 about 8 on 9 to 10 about

1e Students discuss the questions, incorporating language

covered in the previous exercises

2 Ask students to complete the extracts, comparing

answers with a partner

Suggested answers

1 held/organised 2 put pressure on 3 change their minds/

back down 4 force them to come to a compromise

5 totally against/opposed to 6 signed a petition 7 had their say

8 major doubts/organised demos 9 distributing leaflets

10 changing the minds

3a T30 Spend a few minutes reviewing the structure and

requirements of Paper 4 Part 2, the long turn, by reading

through the Expert Task Strategy notes on page 172

Then focus students’ attention on the photos and play the

instructions for them to answer the questions about the

photos on pages 64–65

Compare 2 out of 3 photos and answer questions on them.

3b T31 Students now listen to a candidate attempting the

task Encourage students to be constructively critical,

to recognise and highlight strengths and weaknesses in

Thérèse’s performance according to the advice given

This could be done in pairs

Thérèse only partly hypothesises/speculates on why, in two of

the photos, they might be protesting and how effective the protest

might be She gets sidetracked by the third photo and gives her

own personal opinion on the rights and wrongs of the protest and

which forms of protest are effective Her discourse management

is weak: her answer isn’t very coherent (her utterances aren’t

arranged logically), and she uses short, rather abrupt sentences

She doesn’t use a wide range of vocabulary and structure She is

intelligible but her use of word stress is very marked (e.g banner,

effective) Also, she doesn’t use all her time (one minute).

3c T32 Students now listen to a different candidate

(Francesca) attempting the task, and then evaluate her

performance in pairs

Francesca speculates as requested and is clear and coherent She

uses a wide range of vocabulary and structure accurately Her

pronunciation is intelligible – she uses word stress and intonation

correctly and her individual sounds are clear.

4 T33 Focus students’ attention on the text and give them

one minute to quickly read through it before playing the

second candidate’s answer again Allow time for students

to compare ideas in pairs before checking them as a class

1 are obviously protesting 2 could be very 3 will probably

have 4 It’s difficult to say 5 depends on 6 are bound to sit up

7 might well

5 Give students a few minutes to look back over the

expressions highlighted in the previous exercises before they attempt the task in pairs Encourage them to do it with the same urgency as in exam conditions

6 Encourage students to use the questions to analyse their

own performance in the same way that they analysed Thérèse’s and Francesca’s Task analysis could initially be done in pairs before the discussion is opened to the class

1a Find out what students know about the Olympic Games

and ask when and where the last one was held Students then read the text, discussing the question as a class

A volunteer needs to be well briefed to answer difficult questions, and have a lot of energy.

1b Focus on the underlined part of the text and explain that

these noun clauses act as nouns Refer students to pages 179–180 of the Expert Grammar and ask them to identify the different noun clauses, comparing answers with a partner

1 A 2 C 3 B 4 C 5 A 6 B 7 B 8 C 9 B 10 C

1c With weaker students this exercise could be done as a

class, or else students complete it alone or in pairs before class feedback

A 3, 9, 10 B 1 C 5, 7, 8 D 2, 4, 6

2a This exercise provides students with further practice using

noun clauses and could be done alone or in pairs Discuss answers as a class, providing additional explanation or examples as needed

1 which/what (wh- clause as object of the verb; question word

clauses are related to questions) 2 that (following an adjective)

3 that (that clause as object of a verb, not related to a question)/

when (wh- clause as object of the verb; question word clauses are

related to questions) 4 Why (the reason why) 5 It was highly

likely (that clause after adjective)/There was a strong likelihood

(that clause after noun) 6 how far (degree)/whether (simply

yes/no: Were we doing it because …?) 7 To do (more formal);

Doing (-ing clause less formal as subject) 8 How (related to

question How did we feel about the uniforms?)

2b Remind students that this exercise is an open cloze type

which they will encounter in Paper 1 Part 2 and that, although they must only write one word in each gap, there may be alternative answers Students should first skim the text to get the general sense and then identify the most suitable word for each of the gaps

1 (that) 2 (that) 3 What 4 (that) 5 how/what 6 where

7 who 8 why/that 9 how/why/that 10 whether 11 what

12 (that) 13 how

Extra!

Ask students whether they have had any experience

of volunteering If so, what were the highlights and the

difficulties? What are their views on the role of volunteering

in society?

3 This exercise gives students further practice using noun

clauses in the form of a key word transformation exercise

Remind them that they will encounter this question type

in Paper 1 Part 4 and elicit how many words they must

write in their response (3–6 words) With a weaker class,

students could work in pairs

1 is/’s easy to be/get/become confused 2 strong likelihood of

the school 3 was the subject of (a/the/some) 4 suddenly struck

me (that) he 5 is quite understandable that/why people look …

6 been affected by illness was unclear

4 Students form sentences about themselves using noun

clauses, sharing ideas with their partner on completion

Round up by eliciting answers which students found

surprising or interesting

Photocopiable activity

Activity 4C could be used here It is a pairwork/

groupwork activity where students have to complete

sentence stems using noun clauses, so that the new

sentences have the same meaning as the initial ones given

Use of English 2 p.67

1 Start by focusing students’ attention on the quote and

discussing the questions as a class

2a Give students 2 minutes to skim read the title and text

before eliciting the answers to the questions

1 to combine street-running with visiting the elderly in their homes

2 Elderly people have visitors and runners can fit the visit into

their training routines

3 The runners have a criminal record check.

2b This exercise gives students further practice of the open

cloze question type (Paper 1 Part 2) Refer them to the

Expert Task Strategy notes on page 167 and remind

them to highlight key words in the instructions before

completing the task Remind them that the single word

required must be in the correct form and correctly spelt

On the answer sheet in the exam, they must write it in

capitals There may be more than one possible answer

1 does 2 Whoever 3 all 4 point 5 despite 6 As

7 without 8 whether

3a The task analysis is best conducted in groups or, with

weaker students, as a class Discuss the analysis and what

students learnt from doing the task

Examples: Noun clause: What the gym does is … Fixed phrase: a

(training) point of view

3b This question could be discussed as a class.

adjectives; concrete nouns

4 This discussion could be done in pairs or small groups

Round up by eliciting ideas

Extra!

Students write an article explaining whether the Good Gym would work in their country or not and why Encourage them to make the article persuasive and incorporate attitude phrases as covered in the Writing section in Module 4A You may want to set a word limit (220–260)

Writing 2 p.68

1 Start by asking what the photos show (students doing

voluntary community work) before asking students to discuss the questions in small groups or as a class Find out who has written a proposal before and point out that they might have to write one for their compulsory task

in Paper 2 Part 1 and that it may come up as an option in Part 2

2 Give students a few minutes to read and appreciate the

scope of the task and answer the questions, referring to the strategy given in Writing 2 in Module 2B (page 36)

This could be done in pairs Remind students to underline key words and elicit the word restriction for each task

of the writing exam (220–260 words) The Expert Task Strategy notes on pages 169–170 provide useful information and there is also an example proposal in the Expert Writing section on page 196

2 Structure/layout: Like a report, there will often be a clear

layout, probably with headings/sub-headings Also there will

be some analysis and suggestions With a report there is more emphasis on the analysis (probably with some concluding recommendations); with a proposal, there is more emphasis on

a set of suggestions (possibly with some analysis) and persuading the reader as to a course of action

Style: consistently formal or neutral Time: usually the future

Verb form: modals with future reference

3a This exercise provides students with the opportunity

to brainstorm ideas for the community project; with a weaker class you might want students to do this in pairs

or even as a class

3b The headings given help students organise their ideas in

a constructive way that links in with the structure of the proposal Encourage students to discuss their ideas in small groups

3c Go through the instructions, highlighting the language

suggestions Students now identify the supporting information for their recommendations

3d This question could be discussed as a class.

4a Begin by focusing students’ attention and asking what

a volunteer is (someone who gives their time and help

without payment) Before continuing, you could ask

whether students have ever been volunteers themselves

and, if so, who they volunteered for and what they did In

this exercise students determine in which paragraph the

example sentences would best fit and compare ideas with

a partner before class feedback

A A good clear opening statement for the proposal in neutral

style B A concluding statement but expressed far too personally

C A good clear closing statement for the proposal in neutral/

semi-formal style D An opening statement but too informal and

casual in this context

4b In this exercise, students should bring together the review

of noun clauses with work on word families and attitude

phrases from earlier in this module

Examples:

1 Usually homelessness is only one of the problems the person

has 2 The most successful approach is when people teach

others a skill they have 3 One idea would be to assign students

to individuals 4 Potential volunteers would put themselves

forward, depending on what they can offer.

4c The exercise gives specific phrases that help students

to structure different elements of a proposal Students

should be encouraged to learn them as set phrases

1 Justifying a recommendation 2 Making a recommendation

3 Explaining the practicalities

4d Students select sentence openings from the three groups,

completing them with their own ideas Allow time for

students to compare ideas in pairs before eliciting some

examples from the class

4e Connecting words are instrumental in text cohesion

and students should be familiar with the ones given

This exercise could be completed in pairs before a class

discussion Remind students that more than one answer

may be possible

1 Moreover, Furthermore 2 thus, hence 3 therefore 4 thus

5 Refer students to the Expert Strategy note given before

they start writing their proposal Highlight the word limit

Sample answer:

Introduction

This proposal is for a way of getting students involved in helping

the homeless on a voluntary basis Having a roof over one’s head

is thought of as a right but, for many, being homeless is the reality,

and usually homelessness is only one of the problems the person

has – there is often illiteracy, a lack of life skills, mental illness or drug

addiction to make matters worse Not surprisingly, help is desperately

needed

Recommendations

• Get students involved in local shelters for the homeless and fulfil

a role according to their skill, whether it is helping to cook, looking

after young children, teaching a musical instrument or working with

computers In general, people work best when they do what they are

good at

• The commitment should be ongoing and students would be assigned to individuals The project could be counterproductive if volunteers are insufficiently committed

• To set up the scheme, the Student Union would organise a Volunteers Fair and different tables would represent different skills needed by our local hostel; potential volunteers would put themselves forward depending on what they can offer It is obvious that for it to work the scheme needs to be well organised

Conclusion

The project is clearly worthwhile It would enable young people to understand the difficulties that many people face in our society; it would benefit the shelter because they are always looking for help;

and it would be good for the homeless because they would come into contact with enthusiastic young people offering support The project would give everyone involved something valuable and it would be good for society at large

[269 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 fast, wide 2 over 3 off 4 in/late 5 to 6 off 7 By

8 through

2 1 down 2 in 3 in 4 on 5 out 6 back 7 off 8 up

3 1 that 2 Why 3 which 4 how 5 That 6 whether

7 Using 8 to see

4 1 extensive 2 tolerant 3 growth 4 unlikely 5 heated

6 confrontation(s) 7 strengthen 8 influential

This module explores various topics related to the theme of controversy, including current controversial topics in different countries: spending money on pets when people are starving in the world, the demise of bees, identity theft, invasive security measures and phone hacking

Lead-in p.71

Start with books closed Ask students what the word

controversy means to them Discuss different ideas and identify

the key related factors

Background

The main reasons wind farms have become controversial

are because some people believe they are unsightly, noisy

and a threat to wildlife such as birds and fish They also

believe that wind farms can negatively impact tourism in

areas of natural beauty

Obesity has become a highly controversial topic, particularly

since the American Medical Association publicly declared

(in June 2013) it as a disease In effect, such a move means

that a third of the American population (namely, those who

are obese) can now be considered sick Whilst such a move

will now result in better treatment and financial support for

all concerned, it has resulted in much discussion regarding

the influence of diet on weight, culpability and how such a

change will affect medical training, treatment and attitudes

towards the obese

1 Ask students to open their books and look at the photos

on page 71 Elicit what they show (wind farms and a large

woman eating fast food) and what the issues relating to

them could be Then ask students to discuss the question

in pairs or small groups before eliciting ideas from the

class

2a Students go through the statements changing those they

disagree with and adding a few of their own ideas

2b Give students time to discuss their answers in small groups

before opening the discussion to the class Encourage

students to justify their opinions and use this as an

opportunity to expand on related vocabulary

Extra!

Bring in some newspaper headings (relating to current

controversial issues) or project them onto the board

Students then discuss in groups what the story is, where it is

taking place and what is being done about it

1 Ask students to look at the photo and explain what it

shows (a dog running on a treadmill) and what the issue could be (e.g keeping a pet fit, lazy ways to exercise a pet) before they discuss the questions in pairs or small groups

Extra!

Students discuss, in pairs or small groups, the pets they own/have owned, a pet they would like to have and why, any pets they would not like to own and why

2 Elicit what skim means (to read something quickly to get

the gist or general idea) and ask students to skim the book review You might want to set a time for this, e.g 3 minutes Elicit the answer to the question

They help to deplete the world’s resources.

3a Ask students to read the questions and answers,

underlining any key words Remind them that the first (sometimes second) sentence of a paragraph is the ‘topic sentence’ and will identify the topic of a paragraph Give them time to determine in which paragraph each answer will be found, checking in pairs before eliciting ideas from the class

3b Students read the Expert Task Strategy notes on page 168,

using the Help clues as needed, before completing the multiple-choice task (Paper 1 Part 5) Remind them that only one answer option will be correct in each question and that it can therefore be as useful to find the evidence

to rule out the three distractors as it is to find evidence for the correct answer

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

4 The task analysis is best conducted in pairs before the

most effective strategies used are discussed as a class

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

Check box and find the words in the text They should try

to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in small groups or as a class, using the language presented

Vocabulary p.74

1a This exercise deals with words with similar meanings

Students work alone or in pairs to complete the sentences

1 consume 2 surplus 3 scarce 4 triggered 5 c ompensate for

6 disposed of

1b Suggest students match the expressions they are sure of

first before working on the ones they are unsure of If

required, encourage students to refer to a dictionary and

remind them to note whether any new language recorded

is informal or formal

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

1c These questions could be discussed in small groups before

the discussion is opened up to the class

Extra!

Students write a proposal (220–260 words) explaining

an important current global issue being debated in their

country, what is causing it and what they feel needs to be

done to solve it

2a Remind students that collocations are a key part of

language and that recording new language in chunks of

associated words is an effective way of expanding their

vocabulary knowledge After students have completed the

exercise, encourage them to compare answers in pairs

1 c/d 2 e 3 b 4 c 5 a

2b This exercise could follow the same procedure as the last

one or be done as a class

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

3a Focus students’ attention on the three paragraphs Give

them one minute to read them and decide which issue

matches each one

Laura: pollution; Will: climate change; Nicola: food resources

3b Students now complete the paragraphs using language

covered in Exercise 2 This could be done alone or in pairs

Remind students to check they use the correct form

1 emit 2 fumes 3 pollutes 4 build-up 5 global 6 triggers/

gives rise to 7 drought 8 rising 9 pesticides/chemicals

10 organic 11 produce/crops

3c This question is best discussed in small groups before

ideas are elicited from the class Encourage students to

justify their opinions and use this as an opportunity to add

in related vocabulary

Extra!

Put students into small groups and assign each group one

of the issues Students then research their issue, finding out

more information about the problem, how long it has been

an issue, where/ who it affects most and what has been

done about it so far They might also want to add what they

think should be done to tackle the problem

In a subsequent class they present their ideas in the form of

a 10-minute group presentation Alternatively, they could write a blog article (220–260 words) for a global issues magazine

4a Remind students that they will encounter word formation

questions in Paper 1 Part 3 This exercise gives students practice in identifying the type of word missing in each sentence, as well as transforming the root word to fit (e.g

through the adding of a suffix and/or prefix) Encourage students to look at the words around the gap to help them determine the type of word needed With a weaker class, do the first question together Give students time to check answers with a partner

1 emission 2 consumption 3 destruction 4 disposal

5 poisonous 6 excessively

4b Students rank the opinions in Exercise 4a from the ones

they most agree with to the ones they agree with least

Allow them time to discuss their answers in small groups before finding out which opinion(s) people agree with most and why

Photocopiable activity

Activity 5A could be used here It is a pairwork/

groupwork activity where students complete a grid, adding missing words needed to complete phrases in order to find another key item of vocabulary This activity revises vocabulary covered in Module 5A

Use of English 1 p.75

1 This task could be done in small groups before the

discussion is opened up to the class

2a Focus students’ attention on the photo and ask what it

shows (a whale in the ocean) Ask students how they think whales could help prevent a disaster, before giving them one minute to read the text and find out

By feeling the shocks from an imminent tsunami.

2b Students new to the multiple-choice cloze task (Paper 1

Part 1) may find it useful to read the Expert Task Strategy notes on page 167 and refer to the Help clues before completing the task Remind students that the first answer

is an example and that in multiple-choice questions 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

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

3 The task analysis is best conducted as a class.

1 unaware of what … unconscious of what … ignorant of

what … 5 the other verbs would require from

4 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!

Bring in photos of various animals Put students into pairs

and give each pair three different photos Ask them to take

turns to talk about the animal they think is most intelligent

(and why), and to suggest ways that the animal chosen has

helped humans Give students 2 minutes each to do this

Listening 1 p.76

1 Ask students to look at the photo and explain what

it shows (honeybees) and briefly elicit what the issue

concerning them might be, before students discuss the

questions in pairs or small groups

2 Refer students to the text and ask them to predict the

type of word needed in each gap Remind them of the

word limit (up to 3 words) and give them time to check

ideas in pairs

3 T34 Elicit what students remember about Paper 3 Part

2 (sentence completion) and, if necessary, explain that

they will hear a monologue lasting about 3 minutes and

will have a text with 8 gaps to complete Remind them

they will hear the recording twice and suggest they use the

second time to check their answers Give students time to

read the Help clues and the strategies on page 171 before

playing the recording

1 1998 2 vitamins 3 climate change 4 agriculture 5 d iseases

6 urban parks 7 memory 8 (air) pollution

4 The task analysis could be done in pairs before aspects

that helped students with the task are discussed as a class

5 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

Language development 1 p.77

Students should be familiar with the concept and use of

modifying gradable and ungradable adjectives For those who

are not, the Expert Grammar notes on page 180 give an

explanation of the use and form of these adjectives, which

in effect will add interest and depth to students’ writing and

speaking

1 Focus students’ attention on the photos and elicit what

they show (a black and white shot of a quiet-looking

beach with low-level buildings and fishing boats and a

modern shot of the same beach 30 years later, now very

touristy and overlooked by high-rise buildings built close

together) before asking them to answer the questions

This could be done in pairs or as a class

1 to emphasise the adjective 2 very, incredibly, really

3 absolutely only goes with ‘ungradable’ (or extreme) adjectives

2a This exercise gives students practice in making collocations

with gradable and ungradable adverbs and adjectives It

might be useful to start by focusing on the photos and

eliciting an example or two before asking students to think of possible combinations in pairs Elicit the effect

the adverbs have here Compare disappointed – rather

disappointed – very disappointed – bitterly disappointed

Elicit the difference between relieved and incredibly relieved Remind students that their writing in Advanced requires

more dramatic language to have impact on the reader and that the use of adverbs with adjectives achieves just that, adding interest and depth to it You might want to elicit

which adjectives (list B) are ungradable, namely: perfect,

unspoilt and empty (although empty can also be gradable

depending on the context – see the Expert Grammar on page 181 for details)

completely/rather/really/totally/very different; bitterly/

extremely/incredibly/rather/really/very disappointed;

extremely/incredibly/rather/really/very excited; absolutely/

completely/totally/virtually empty; extremely/incredibly/

rather/really/very expensive; absolutely/completely/totally/

virtually perfect; completely/extremely/incredibly/rather/

really/totally/very quiet; extremely/incredibly/rather/really/

very relieved; absolutely/completely/extremely/incredibly/

really/totally/virtually unspoilt 2b Ask students whether they ever have problems sleeping

the night before they go away and if they do, why Explain that they are going to read about someone’s experience

of being on holiday and complete their account using collocations as practised in Exercise 2a Explain that more than one adverb can be used for each gap It might be useful to also refer students to the information on using adverbs to modify extreme (ungradable) qualities on page 180 in the Expert Grammar and to point out that sometimes our choice of usage is simply a matter of

collocation For example, we say completely different but

we do not tend to say absolutely different

2c Students compare ideas in pairs and consider alternative

combinations before class feedback

2d Ask students to work in pairs or small groups, taking turns

to describe the holiday destination they have chosen and how they feel about it

Extra!

Students use their ideas from Exercise 2d to write an article (220–260 words) for a travel magazine or website Remind them to use evocative language in their description by using

a combination of adverbs and adjectives

3a Remind students that not all adverbs collocate with

particular adjectives and in their records it would be useful

to note the ones that don’t as well as the ones that do

Suggest that students use their instinct and go for what

feels right, and remind them to eliminate answers they

know are incorrect Allow time for students to compare

answers with a partner before checking as a class

1 B 2 A 3 C 4 B 5 C 6 A 7 C 8 B 9 B 10 A

Extra!

Students find adjectives that collocate with the adverbs they

did not use in Exercise 3a

3b This question could be discussed in small groups before

being opened to the class Alternatively, have half the

class consider the points in favour, the other half the

points against, and then get them to work in mixed groups

discussing the topic Round up by eliciting the key ideas

on both sides of the argument and try to reach a class

consensus on whether the advantages outweigh the

disadvantages or vice versa

Photocopiable activity

Activity 5B could be used here It is a pairwork/groupwork

activity where students determine which adjective in a

set cannot be used with the modifier given This activity

practises and extends the use of gradable and ungradable

adjectives as covered in Module 5A

Writing 1 p.78

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

shows (the Galapagos Islands off Ecuador) Go through

the instructions with the class and put them into small

groups to discuss the questions Make sure that students

understand what a topic sentence is and remind them

that identifying topic sentences will not only make their

writing more cohesive but also help them to locate the

paragraphs to find particular answers in the reading test

Generally speaking, the topic sentence will be the first

sentence of a paragraph

2 Topic sentences: However, it is clearly crucial …; It would be a pity

if tourist numbers …; Equally, there must be …

Supporting: This would be the responsibility of …; The main impact

of this …; An example of this …

1b Whilst stronger students might be able to write

supporting sentences, weaker ones might benefit from

working in pairs to discuss ideas first

2a Start by focusing students’ attention on the Expert

Strategy note Students then consider the points given and

contribute additional ones, perhaps noting them in the

form of a spidergram (as in Module 3A, page 48) This

could be done in pairs or small groups before you elicit

ideas from the class, noting them on the board If students

find it difficult to come up with ideas, you might want to

add some

Possible answers: quality of life, crime, congestion, pollution,

noise, pressure on natural resources

2b This exercise invites students to add more details to the

main points given in Exercise 2a Allow time for students

to compare ideas in pairs before class feedback

1 e 2 b 3 a 4 c 5 d Possible additional ideas: local cultures can be negatively

impacted by tourism if traditional rituals become more a form of entertainment for visitors; the quality of life could be negatively impacted if tourism results in a rise in traffic and in turn emissions, noise, health problems, etc.

2c In this exercise, students decide which points to keep

and write a topic and supporting sentence for each one

Encourage students to add in adverbs of attitude and elicit

further examples if useful (e.g surprisingly, predictably,

fortunately, undoubtedly, apparently) Then go through the

expressions used to report opinions With a weaker class, one point could be chosen and the related sentences discussed and written as a class Students then complete two sets of their own, alone or in pairs

2d Students discuss a paragraph plan for their essay, working

in pairs

2e In this exercise, students compare their sentences and

plans with others in the class and then work in their pairs

to improve on their plan from Exercise 2d

5B An open society?

Listening 2 p.79

1 Start by inviting students to suggest what the person in the

photo might be doing and explain what computer hacking is

for anyone who does not know Students then discuss the questions in pairs or small groups

2 Students identify the key words in the questions,

underlining them

3 T35 This is the second time students have attempted

a Part 3 listening task so they may be familiar with the strategy Elicit what they can remember and refer back to Module 2B if necessary, before referring them to the Expert Task Strategy notes on page 171 Students listen to the recording and complete the task under exam conditions,

so play the complete recording twice with a short pause in between Students refer to the Help clues as needed

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

4 The task analysis could be done in pairs or in small

groups The analysis emphasises the fact that some of the distractors may have been considered as the right answer

Establishing why they are incorrect confirms the correct choice For example, in question 1, the interviewer says

that Jack seems relaxed about the threat, which might

indicate option D, but he immediately contradicts her, which makes it incorrect

5 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 The discussion should be around students’

personal reflections on the ideas raised in the task

Speaking p.80

The cartoon should act as a prompt for discussing different

security measures (such as fingerprinting, alarm systems

and security cameras and guards) and the question should

encourage students to speculate on the positive and negative

aspects of each example given This discussion could be done

in pairs or small groups Round up by asking students which

forms of security they are more familiar with and which they

prefer and why Find out whether there are any that they do

not agree with, and why

1a Focus students’ attention on the spidergram and ask them

to discuss in small groups the situations in which each

measure might be helpful in protecting security and why

Elicit ideas from the class, using this as an opportunity to

add in useful language

1b T36 This exercise gives students practice in identifying

syllable stress Encourage them to compare answers with

a partner after completing it Play the recording so that

students can check their answers, pause after each one and

check that students’ pronunciation is correct as required

alarm system; biometric; body scans; CCTV cameras; code

number; high fencing; phone tap; pilotless planes; security

guards; spy satellites; swipe card

1c Ask students what features they would expect of a

company’s headquarters and a military establishment This

could be done in small groups Briefly discuss ideas before

referring them to the articles This exercise gives students

practice using the vocabulary from Exercise 1b, as well as

further information relating to security systems Remind

students to look at the words before and after gaps to

determine the type of word missing and to complete first

the gaps they can do more easily Allow time for them to

compare answers in pairs before class feedback

1 high fencing 2 alarm system 3 CCTV cameras 4 security

guards 5 swipe card 6 code number 7 biometric 8 spy

satellites 9 pilotless planes 10 phone tap 11 body scans

1d This question could be discussed in small groups or as a

class Encourage students to justify their opinions

2a Refer students to the Expert Strategy notes for Paper 4,

Part 3 on page 172 and the Speaking assessment criteria

on page 171 Allow them time to read the question and

ask any questions on the information read

2b T37 Focus students’ attention on the spidergram again

before playing the interlocutor’s instructions After

listening, elicit what the candidates must do

They must talk for about 2 minutes about the advantages and

disadvantages of the security measures shown in the spidergram.

2c T38 Students listen to two candidates attempting the

task, focusing on the opinions they give Elicit the points

of view presented and discuss which the students agree/

disagree with Encourage students to justify their opinions

Extra!

Refer students to the audioscript on page 142 Ask them

to underline the opinions given and double-underline the language used to present opinions for their own reference

2d T39 Students listen to the second set of instructions and

the subsequent discussion between the two candidates

After listening, elicit whether students agreed with the conclusion and their reasons

2e The task analysis is best conducted in pairs before the

most effective strategies used are discussed as a class

They do what they were asked Student B is better at turn taking, responding to what Student A is saying and asking questions

Student A tends to dominate the discussion, cuts Student B off and does not invite responses.

3a T40 This exercise introduces intensifying expressions,

which will add depth and emphasis to students’ speaking

Give students a minute to skim through the sentences before listening to the sample answer Allow time for them to compare answers in pairs before class feedback

1 nearly as invasive 2 anywhere near enough 3 far the best

way 4 The more … the more … 5 more and more

6 not nearly as effective 7 lower and lower 8 best … of all

9 far too expensive

3b Students discuss their ideas in pairs before the discussion

is opened to the class If useful, play the recording again for students to underline the stressed words Check that

students understand snoop (question 5) and, if useful, ask

someone to read out the definition from their dictionary

(e.g to try and find out about someone’s private affairs by

secretly looking in their house, examining their possessions, etc.)

3c Students discuss their ideas in pairs, explaining why they

agree or disagree with the statements and using some of the intensifying expressions

4a This exercise gives students practice in doing the

collaborative task in pairs Elicit the task strategies before referring students to the spidergram and the task in Exercise 2 Remind them that this part will last 4 minutes

in the exam and ask them to time themselves

4b Round up by eliciting from the class the measures chosen

and why

5 The task analysis could be done in pairs Encourage

students to be honest in their analysis of their

performance and to identify areas to work on improving

6 Give students time to read the points presented in the

Expert Strategy note before discussing the questions with

a partner Remind them to take turns and to incorporate intensifying expressions in their responses Round up by opening the discussion to the class and adding in further ideas and language as useful

Language development 2 p.82

Students should be familiar with the concept and use of the

four basic types of conditional form Students with particular

difficulties should have some remedial work before focusing

on the more advanced uses and forms covered in this section

1a This is a review of the four basic conditional forms (zero,

first, second and third) With a weaker class you might

wish to start by looking at the Expert Grammar on pages

181–182 A stronger class could begin by doing the

exercise and then using the grammar review to check their

answers Note that in sentence 1, might is used rather

than would because the speaker wishes to stress possibility

rather than certainty

1 second 2 third 3 zero 4 first

1b This exercise gives students practice identifying the

appropriate verb forms for a mix of the four basic

conditionals Advise students to look at the whole

sentence and to consider the time reference and whether

or not the situation is real or unreal, before choosing their

answers Encourage students to compare answers in pairs,

and allow time for discussion and justification before giving

feedback If useful, elicit which conditional is used in each

sentence and manipulate a few of the sentences given to

compare other forms with different meanings

1 carry on, could 2 reports, might start 3 ’d known, wouldn’t

have said 4 is, won’t 5 ’d managed, could have got 6 knew,

’d tell

Extra!

Have a class discussion If you were a celebrity, how would

you protect your privacy?

2a This exercise focuses on mixed conditionals and invites

students to identify the forms and conditional patterns

that are used, as well as the time referred to With a

weaker class, students could work in pairs before class

feedback

1 2nd conditional (had) for now + 3rd conditional for past

2 3rd conditional for past + 2nd conditional for now

3 3rd conditional for past + 2nd conditional for general truth

4 2nd conditional for now + 3rd conditional for past

2b Elicit which modals can be used in mixed conditional

sentences (can, may, might, will, should) and ask students

to complete the sentences, comparing answers with a

partner before checking as a class Remind students to

identify the time being referred to and the subsequent

forms and patterns required

1 had been, would still govern/be governing 2 did, wouldn’t

have been sued 3 wouldn’t have got, were always/had always

been 4 hadn’t written, would still be living

2c This exercise gives students the opportunity to use a

variety of conditional forms to complete the sentences

Students could work in pairs or small groups During feedback, elicit ideas, writing them on the board, and discuss the time reference and forms in each one as a class

3 Remind students that conditional sentences frequently use

alternatives to if and, if useful, rewrite the first sentence

as a class and discuss any changes needed If this is an area students are likely to find difficult, encourage them to work in pairs During feedback, discuss the changes made and focus on the forms used and the time references

1 Unless we give … 2 People don’t/won’t read … unless they

can identify 3 … whether they are sometimes proved wrong

or not/whether or not they are sometimes … 4 But for the

pressure from my editor, I would have taken more time over the

story 5 I’ll give you an interview on condition that I can check

… 6 … good pictures, otherwise it won’t have … 7 good reputation, provided that it cleans up … 8 … other media, as

long as they can be …

Extra!

Discuss these questions Use alternatives to if where

possible

1 How do you get your news (e.g newspapers, TV, radio,

the internet)? Which form of media or which newspaper

do you trust to tell the truth?

2 How do you feel about stories with a lot of ‘emotional

colouring’?

4a This exercise focuses on formality of form and the

omission of if Begin by focusing students’ attention on the

opening clauses and discussing the question as a class

The three sentences given progress in formality: the first is a

standard zero conditional, the second introduces should, which

makes it seem more hypothetical and therefore polite, the third

uses inversion and omits if, which has the effect of making the

sentence both more complex and more formal.

4b These sentence openings could be discussed in small

groups or as a class

1 If anyone objected/were to object … 2 If I had realised …

3 If it hadn’t been for his help …

4c This exercise gives students practice in rewriting more

formal sentence openings omitting If Students then

complete them, using ideas of their own and marking the stressed words Allow time for students to compare answers in pairs before class feedback

1 Had I known my … was going to be so … 2 Were it not for

the fact that my/our … were present, /Had my/our … not

been present, 3 Should you need any … 4 Were he/she my

son/sister/friend, …

Extra!

Ask students to write a 6-line dialogue with a partner,

finishing with the line:

If I had known that was going to happen, I wouldn’t have gone

there in the first place

Then ask them to compare their dialogues Which one was

the most interesting (and why)?

Photocopiable activity

Activity 5C could be used here It is a pairwork/

groupwork activity where students match sentence

beginnings with an appropriate ending to complete the

mixed conditionals

Reading and Use of English p.83

1a This section introduces the most recent addition to the

Advanced exam and gives students practice in dealing with

cross-text multiple matching (Paper 1 Part 6) As students

are likely to be unfamiliar with this question type, begin by

focusing their attention on the instructions and questions

first You might want to discuss the layout and what the

task involves as a class before asking them to read the

title and introduction Once they have done this, elicit the

answer to the question

Mark Zuckerberg and the creation of Facebook.

1b If this is the first time students have encountered this

question type, it might be useful to look at the first

question together or to ask them to work in pairs and

then check ideas

1c Allow time for students to find the remaining opinions that

enable them to complete the questions If useful, allow

time for them to compare ideas in pairs before checking

as a class

1d Refer students to the Expert Task Strategy notes on page

168 If they are new to this question type, go through

them together, checking they understand them Students

then complete the task, comparing answers in pairs

before class feedback Discuss with the class the different

strategies they used to complete the task

1 A ( lead actor as complex and ambiguous; Zuckerberg’s

self-confidence is impressive, amusing, yet extraordinarily hostile)

2 D (Sorkin’s fast-paced chatter is relentless, making it a struggle

at times to follow)

3 C (Fincher has modified his usually distinctive style)

4 C (The film has as its focal point the bitter legal dispute as to

who gets the credit for Facebook’s start-up)

Extra!

Ask students which is more important to them when they see a new film: the script, the direction or the acting? Next, allow them 3 minutes each to talk about their favourite film and why it is so good (script, direction and/or acting, etc.) Ask them to try and persuade the rest of the group that their film is the best At the end of their discussion, the group should try and reach a consensus over which film (from the account given) sounded the most interesting and why

Writing 2 p.84

1 Start by asking what the cartoon shows (it illustrates

the theme of identity theft, through computer hacking, and ways to prevent it, through shredding important information) before asking students to discuss the questions in small groups or as a class Talk about students’ own experiences if they have any, and how they feel the problem could best be tackled

2 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 and elicit the word limit for the essay (220–260 words)

1 It is an opinion essay, which identifies a problem and suggests

solutions

2 You must include only two of the methods listed; you can

choose not to include any of the opinions listed, in which case you must give your own; you will have to think of a reason why one method is the most important

3 A good essay will be well-organised, with good supporting

arguments; points will be linked together in a logical sequence; and appropriate discourse markers will be used to connect, contrast and balance points.

3a Students work in pairs to brainstorm ideas for the essay,

adding reasons and examples as useful

3b Before students organise their ideas, remind them they

could create a spidergram to help them, as shown in the Speaking task on page 80

3c Students check that they have included all the most

relevant points in their plan

3d This exercise give students the opportunity to plan the

number of paragraphs they will write for their essay and decide which ideas to include and where Remind them

to consider where to add a reason and example and, if useful, discuss ideas as a class

3e Students now determine the contents of each paragraph

in note form

4a This exercise asks students to identify the different

components of an example introduction

1 d 2 b 3 c 4 a