ADVANCED ADVANCED ADVANCED 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 new edition for the 2015 exam specifications cambridge english advanced Practice Tests Plus with Key Nick Kenny Jacky Newbrook T e ac h i N g N oT J u s T T e s T i N g CVR_PTP_PTWK_CAEGLB_7875_CVR.indd Advanced Expert Teacher’s Resource Book provides: 21/11/2013 12:34 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 TEACHER’S RESOURCE BOOK For additional test practice we recommend Cambridge English Advanced Practice Tests Plus TEACHER’S RESOURCE BOOK THIRD EDITION – WITH 2015 EXAM SPECIFICATIONS We recommend the Longman Exams Dictionary to accompany the course Alexander Karen Alexander C1 www.pearsonelt.com/expert CVR_EXP_TB_CAEGLB_8770_CVR.indd 06/02/2014 16:48 ADVANCED TEACHER’S RESOURCE BOOK Karen Alexander A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.pearsonlongman.com © 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 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Contents Introduction Exam structure Module Success Answers to Module Review 10 17 Module New directions Answers to Module Review 18 25 Module Leisure time Answers to Module Review 26 33 Module The global village Answers to Module Review 34 40 Module Controversy Answers to Module Review 41 48 Module Communication Answers to Module Review 49 56 Module Values Answers to Module Review 57 64 Module A rich life Answers to Module Review 65 71 Module The world of science Answers to Module Review 72 78 Module 10 A positive outlook Answers to Module 10 Review 79 84 Photocopiable material Photocopiable activities: teacher’s notes Advanced (CAE) quiz Photocopiable activities Audioscripts 85 105 106 136 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction 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 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 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 freestanding 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 the modules in a different sequence, depending on your students’ interests 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 usually provides useful skills related to Writing 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 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) The sub-skills needed for the different parts of Paper Listening and Paper Writing are systematically practised in Listening and Writing 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 The Writing and Speaking strands in the ‘B’ units provide practice for each part of Paper Writing and Paper 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 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 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction 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, 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 ➤ Reading 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 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 ➤ Vocabulary 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 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction ➤ Use of English ➤ Language development 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 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 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 ➤ Listening 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 Part 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 ➤ Writing Each Writing section practises a sub-skill required for the Writing tasks that students may be required to 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 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 Stage 3: A discussion activity based on the text A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction ‘B’ units ➤ Language development ➤ Listening As in Language development 1, this section usually practises an aspect of the language tested in the following Use of English section 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 ➤ Speaking 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 they performed In Module 10B (A positive outlook) there is a complete Speaking paper (Paper 4) ➤ Use of English The tasks in this section focus on another part of Paper The texts are related to the topic of the section and the exercises follow a similar structure to Use of English (see p.6) ➤ Writing The Writing sections cover all the types of writing that students may be required to 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 ➤ Module reviews 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 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction 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 the Exam practice sections (see below) ➤ Progress 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 covers Modules 1–2, Progress Test 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 ➤ End-of-course Test 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 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 ➤ Entry Test 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 Audioscripts (photocopiable) These are all at the end of the Teacher’s Online Resource Material for ease of reference and photocopying Teacher’s CD Pack The Teacher’s CD pack contains all the listening material from the Coursebook There are four CDs for the Coursebook The listening tests in the Teacher’s Online Resource Material (Test Bank) and the listening exercises for the Progress Tests and End-of-Course Test come from the Coursebook, so you will require the Coursebook Audio CD to use these 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 ➤ Module 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 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction Exam overview Cambridge Certificate in Advanced English has four papers Paper receives 40% of the total marks and the other three papers have 20% each The pass mark is based on an overall mark (you 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) ➤ Paper ➤ Task Type ➤ Task description Paper 1: Reading and Use of English Part 1: multiple-choice cloze (8 questions) Part 1: Choosing a word or phrase from four options to fill in gaps in a text hour 30 minutes Part 2: open cloze (8 gaps) Eight parts Part 3: word formation (8 gaps) Part 2: Filling in gaps in a text with an appropriate word 56 questions in total Part 4: key word transformation (6 questions) Part 5: multiple choice (6 questions) Part 6: cross-text multiple matching (4 questions) Part 7: gapped text (6 questions) Part 8: multiple matching (10 questions) 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 Part 1: essay (compulsory) hour 30 minutes Part 2: one writing task: the choice may include a letter, a proposal, a review or a report Two tasks (one compulsory, the other a choice out of three options) 220–260 words each Paper 3: Listening Part 1: multiple choice (6 questions) Approximately 40 minutes Part 2: sentence completion (8 questions) Four parts 30 questions in total Part 3: multiple choice (6 questions) Part 4: multiple matching (10 questions) Part 1: An essay based on two points in the input text 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 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 Paper 4: Speaking Approximately 15 minutes Four parts Part 1: conversation, giving personal information (2 minutes) Part 1: The interlocutor asks each candidate questions about themselves Part 2: ‘long turn’, giving information and expressing opinions (1 minute each candidate) 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: collaborative task, exchanging information and ideas (3–4 minutes) Part 4: discussion, developing the topic from Part (5 minutes) Part 3: Each candidate works with a partner for minutes to discuss a task based on a diagram They then try to reach a decision in minute Part 4: The interlocutor leads a discussion between the two candidates, developing the topics related to Part A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Teacher’s Notes 3A: What’s the word? 3B: Phrasal verb dominoes Use after Vocabulary Exercise 4b (CB, p.42) Aim: To revise vocabulary as covered in Module 3A Time: 10–15 minutes Activity type: Pairwork or small groups Students complete a puzzle grid, adding the missing words needed to find another key item of vocabulary from this section Preparation: Make one copy of Activity 3A (on p.129) per two or three students Use after Speaking Exercise (CB, p.48) Aim: To revise phrasal verbs as covered in Module 3B Time: 15–20 minutes Activity type: Pairwork Students practise phrasal verbs through a game of dominoes, matching verbs and the corresponding preposition to create the appropriate phrasal verb Preparation: Copy and cut up a set of Activity 3B dominoes on p.130 for each pair Shuffle the dominoes Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the grid and clues Explain that they must complete the sentences with an appropriate word from the first part of Module 3A and then transfer it to the puzzle It might be useful to point out that the vocabulary can have occurred anywhere in the module up to this point Once they have completed the horizontal clues they should be able to find out what the vertical word in the grey part of the grid is and write down the extra word under the clues Allow about 5–10 minutes for students to complete the puzzle, then review their answers as a class Procedure Variations With a smaller class, the puzzle grid could be projected on the board with students taking turns to complete a clue With a weaker class the first letter of each word could be given to provide some help pull tarmac conveyed rectify ramming swaggering rooted crunch brief 10 culminates 11 rustles Extra word: protagonist Divide the class into pairs and give each pair a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of his/her dominoes at either end of the first domino if they can complete one of the phrasal verbs (in bold) correctly with the cards they have Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision If the sentence is incorrect or a student is unable to make a sentence, the turn goes to their partner The students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and eliciting the completed sentences from the class Variations If there are an odd number of students, share out the cards among them The photocopiable activity shows the correct order of the sentences and how they link together 90 Z01_EXP_TB_CAEGLB_3768_PTN.indd 90 17/02/2014 11:13 Teacher’s Notes 3C: What are you going to say? 4A: What word is missing? Use after Speaking Exercise 4b (CB, p.49) Aim: To practise using useful language for the collaborative task (as covered in Module 3B) whilst responding to statements/questions on topics that are likely to arise in Part of the Speaking test Time: 20–25 minutes Activity type: Pairwork Students practise responding to comments in particular ways that would be useful in Paper Part 3, the collaborative turn, e.g.: stating their opinion, introducing disagreement or adding something Preparation: Copy and cut up a set of Activity 3C ‘comment’ and ‘action’ cards on p.131 (keeping them separate), one copy of both per pair Use after Vocabulary Exercise 4b (CB, p.58) Aim: To revise vocabulary as covered in Module 4A Time: 10–15 minutes Activity type: Pairwork or small groups Students take turns to read out a sentence that has a word missing Their partner(s) must guess the word to gain the card Preparation: Make one copy of Activity 4A (on p.132) per two or three students Procedure Divide the class into pairs and give each pair a copy of the two separate sets of cards Ask them to place each of the two sets face down in a pile of their own in front of them Explain that students should take turns to pick up a larger ‘comment’ card and read it out to their partner Their partner then picks up an ‘action’ card and responds to the comment made as dictated by the action given Before students begin the card activity, turn to page 49 of the Coursebook and revise the phrases given to help them in the collaborative task Alternatively revise this language to begin with Once students have started, monitor pairs, checking usage of the phrases revised and noting good language use and areas to discuss as a class Round up by discussing how the activity went and any language issues that arose Divide the class into pairs or small groups and give each pair/group a copy of the cards Ask them to place them face down in a pile in front of them Explain that students should take turns to pick up a card and read the sentence out to their partner or group The first person (if working in a group) to guess the missing word correctly, keeps the card Then the person to their left takes a turn to pick up a card and read out the sentence and so on Point out that if a wrong word is given, another student may guess and get the card Alternatively, if no one guesses, the student reading the card can give a clue The winner at the end of the game is the person with the most cards The missing word for each sentence is given below the sentence on each card Variations If there are an odd number of students, share out the cards among them or have students working in a combination of pairs and threes Follow-up Students (in their pairs) write another eight ‘comment’ cards of their own that are swapped with another pair’s cards in a subsequent class for further practice as required 91 Z01_EXP_TB_CAEGLB_3768_PTN.indd 91 17/02/2014 11:13 Teacher’s Notes 4B: Prefix dominoes 4C: Sentences into noun clauses Use after Language development Exercise (CB, p.61) Aim: To revise the prefixes covered in Module 4A Time: 15–20 minutes Activity type: Pairwork Students practise using prefixes through a game of dominoes, matching prefixes with words they would correctly link to Preparation: Copy and cut up a set of Activity 4B dominoes (on p.133) for each pair Use after Language development Exercise (CB, p.66) Aim: To practise forming noun clauses from sentence stems Time: 15–20 minutes Activity type: Pairs or groups of three Students have to complete sentence stems using noun clauses, so that the new sentences have the same meaning as the original ones Preparation: Copy and cut up a set of Activity 4C cards (on p.134) for each pair/group Procedure Procedure 1 Divide the class into pairs and give each pair a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of their cards at either end of the first domino if they can make a word using the prefix and base word cards they have Explain that they have encountered many of the words and their prefixes in the module but that others have been added to widen the scope and provide further examples of usage Before students start, tell them that if they think their partner’s word is incorrect (and they have used the incorrect prefix), they can challenge them If the students are unable to agree, the teacher makes the decision If the word is incorrect or a student is unable to make a sentence, the turn goes to their partner Students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and eliciting the completed words from the class Variations Where there are an odd number of students, students could work in a group of three They would then have 12 domino cards each The photocopiable activity gives a set of correct answers – the prefix at the end of the card fits with the base word on the subsequent card Each card links to the next one given to the right, horizontally, for example on the first line, under- + -paid / non- + -conformist and so on The prefix at the end of the line links to the one at the beginning of the next line, e.g en + rich There may be other options, however, in terms of prefixes matching with other base words, e.g over + develop, over + populated Divide the class into pairs or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that Student A takes a card, reads the first sentence out to Student B and then reads out the sentence stem Student B must then complete the sentence stem using a noun clause so that the new sentence has the same meaning as the original one Student B can ask for the sentence and stem to be repeated Depending on the class, it might be a good idea for students to write down their answers so that they can discuss them on completion Student B then takes a card and repeats the procedure, followed by Student C if students are working in groups of three They continue to take turns reading out and completing the sentence stems until all the cards have been dealt with Before students start, tell them that if they think someone else’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives Variation You may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise 92 Z01_EXP_TB_CAEGLB_3768_PTN.indd 92 17/02/2014 11:13 Teacher’s Notes Suggested answers What I had for dinner has given me indigestion What Jane said surprised us all Taking evening classes is a great way to meet people She feared that she’d fail her driving test again Don’t most people wish they had more free time? What my friends said was so encouraging We will never understand why she didn’t take the job The wonderful thing about pets is that they keep you company Everybody is really disappointed (that) the team lost 10 It suddenly struck him that staying on was pointless 11 John’s plan to leave the party unnoticed failed/didn’t work/ didn’t go to plan 12 Whether or not they’ll arrive on time is questionable/ debatable/uncertain 13 It’s impossible for me to take the day off tomorrow 14 Whoever played that last solo is really talented 15 My aunt loves being taken out for dinner 16 That you managed to get that job is fantastic 17 I wonder which route I should take to get to the airport? 18 I don’t know what the name of the new head of department is/what the new head of department is called 5A: What’s the word again? Use after Vocabulary Exercise 4b (CB, p.74) Aim: To revise vocabulary as covered in Module 5A Time: 10–15 minutes Activity type: Pairwork or small groups Students complete a puzzle grid, adding the missing words needed to find another key item of vocabulary from the section Preparation: Make one copy of Activity 5A (on p.135) per two or three students Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the grid and clues Explain that they must complete the sentences with an appropriate word and then transfer it to the puzzle Once they have completed the horizontal clues they should be able to find out what the vertical word in the grey part of the grid is and write down the extra word under the clues Point out that this word will also be an item of vocabulary they have covered in this module Allow 5–10 minutes for students to complete the grid, then review their answers as a class Variations With a smaller class, the puzzle could be projected on the board, with students taking turns to complete a clue With a weaker class the first letter of each word could be given to provide some help inequalities fumes triggered famine consume surplus scarce emit diversity 10 erosion 11 compensation Extra word: legislation 93 Z01_EXP_TB_CAEGLB_3768_PTN.indd 93 17/02/2014 11:13 Teacher’s Notes 5B: Odd one out 5C: Match the mixed conditionals Use after Language development Exercise 3b (CB, p.77) Aim: To practise and extend use of modifying gradable and ungradable adjectives as covered in Module 5A Time: 15–20 minutes Activity type: Pairwork Students determine which adjective in a set cannot be used with the modifier given Preparation: Copy and cut up a set of Activity 5B cards (on p.136) for each pair Use after Language development Exercise 4c (CB, p.82) Aim: To revise mixed conditional forms as covered in Module 5B Time: 15–20 minutes Activity type: Pairwork Students take turns to match a sentence beginning with an appropriate ending to complete the mixed conditionals Preparation: Make one copy of Activity 5C (on p.137) per two students Divide up the cards into Student A and Student B cards (as given on the worksheet); each set has eight white ‘If ’ cards and eight grey ‘result’ cards Shuffle each set of cards Procedure Divide the class into pairs and give each pair a set of cards Ask them to put them in a pile, face down, in front of them Explain that students take turns to pick up a card and read out the contents to their partner Each card has a modifying adverb (in capitals/bold) at the top and then four adjectives The student being read the options must decide which adjective does not fit with the modifying adverb and keeps the card if they get the correct answer (the answer is marked by an asterisk) If they get the wrong answer, the person reading out the words keeps it Explain that students will have encountered many of the adverbs and adjectives given but might come across a few combinations that are new In this case they should try to use their own judgement to decide which word is the odd one out Encourage students to put aside any cards containing combinations that are new for discussion during class feedback Students continue to take turns until all cards have been used The person with the most cards at the end of the game is the winner Round up by finding out who were the winners and discussing any questions that arose, providing examples of usage in sentences for any new combinations students may be unsure of Variation Depending on time or class size, groups of three or four are also possible Follow-up Students write a sentence of their own for each card (20 in total) using each of the adverbs plus one of the adjectives it can be used to modify The odd word out in each set is marked by an asterisk Procedure Tell students that this activity revises mixed conditionals and that the aim is to correctly match the sentence beginnings and endings Divide the class into pairs and in each pair give one student a set of Student A cards and the other a set of Student B cards They can look at their cards but not show them to their partner Student A starts by reading out one of their ‘If ’ cards to Student B, who then has to decide which of their ‘result’ cards would correctly match it If Student B chooses the correct card they keep the pair They then take a turn to read out an ‘If ’ card to Student A If Student B chooses an incorrect card, both cards used are put to one side until the end of the activity, when all unpaired cards are discussed and matched Students continue to take turns until all the cards have been used up The winner is the one with the most pairs When students have finished, check answers and alternative matches that students may have found Discuss the time period focused on in each part of the sentences given, as well as the tenses used It may also be useful to discuss which conditional tense each part uses Alternatively this could be set as a follow-on activity or homework Variations Students spread the cards face down They take turns to turn over two cards to see whether they make a grammatically correct sentence and keep any pairs of cards that do, having an extra turn each time their two cards match Continue until all the pairs have been matched The winner is the person with the most pairs matched If there are an odd number in a class and a group of three is needed, simply share the student A cards among two of the weaker students who then work together, taking turns as student A Follow-up Students use the sentence beginning cards and complete them using their own ideas This could be done in pairs or alone The photocopiable activity shows the correct mixed conditional sentences with the result part on a grey card Other alternative card mixes may be possible 94 Z01_EXP_TB_CAEGLB_3768_PTN.indd 94 17/02/2014 11:13 Teacher’s Notes 6A: What’s the phrase? 6B: Spell that Use after Vocabulary Exercise (CB, p.90) Aim: To revise set expressions and phrasal verbs as covered in Module 6A Time: 15–20 minutes Activity type: Pairwork or small groups Students match sentence beginnings with an appropriate ending to complete a phrasal verb or expression Preparation: Make one copy of Activity 6A (on p.138) per two or three students Separate the (white) sentence beginnings from the (grey) endings ones Use after Language development Exercise (CB, p.93) Aim: To practise spelling words that are commonly misspelt (including words covered in Module 6A) Time: 15–20 minutes Activity type: Pairwork or small groups Students take turns to say a word that another student then has to spell out loud Preparation: Make one copy of Activity 6B (on p.139) per two or three students Procedure Explain that this activity revises phrasal verbs and expressions covered in Module 6A and that the aim is to match sentence beginnings and endings correctly Point out that the break in each sentence comes in the middle of a phrasal verb or expression Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of white cards and a set of grey cards Ask them to put the white sentence beginnings in a pile face down in front of them and to spread out the sentence endings face up on the table Students take turns to pick a white card from the top of the pile They read out the sentence beginning and their partner must select an ending from the grey sentence endings If they get it correct, they keep the card; if not, the other student keeps it Students keep taking turns until all the cards have been used up Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by eliciting the completed sentences and the phrasal verbs or expressions that come up in them Variations Students spread the cards face down They take turns to turn over two cards to see whether they make a sentence and keep any pairs of cards that do, having an extra turn each time their two cards match Continue until all the pairs have been matched The winner is the person with the most pairs matched Procedure Explain that the aim is for students to practise spelling words that are commonly misspelt They have covered some of these in Module 6A but there are some that will be new to them Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of word cards Tell them that each card contains a word and ask them to place the cards face down in a pile in front of them Students take turns to pick up a card and read out the word to their partner (or the person to their right) This person then gives the spelling of the word Students check answers as they go If useful, they can write the word When students have finished, discuss which words they found problematic and suggest they note those down, adding to their own personal list of ‘problematic spelling’ words throughout their learning Elicit any other words students have problems with Variations Students work in teams and take turns to challenge the other team to spell a word correctly Each correct answer gets a point and the team with the most points wins Follow-up Students create their own sentences using 10–15 words from the worksheet (particularly those whose spelling is problematic), underlining the word from the exercise This will help them visualise the correct spelling of the word in context This could be done for homework Follow-up Students use the sentence beginning cards and complete them using the rest of the expression or phrasal verb plus ideas of their own This could be done in pairs or alone The photocopiable activity shows the correct order of the sentences and how they link together 95 Z01_EXP_TB_CAEGLB_3768_PTN.indd 95 17/02/2014 11:13 Teacher’s Notes 6C: Which form follows? 7A: Crossword Use after Language development Exercise (CB, p.98) Aim: To revise the use of verb + -ing or infinitive with to forms as covered in Module 6B Time: 15–20 minutes Activity type: Pairwork or small groups Students match question beginnings with an appropriate ending, such that the verb in the first part is followed by another verb in the correct form They then ask each other the questions made Preparation: Make one copy of Activity 6C (on p.140) per two or three students Separate the (white) question beginning cards from the (grey) question ending ones Use after Vocabulary Exercise 4b (CB, p.106) Aim: To revise language items covered in Module 7A Time: 15–20 minutes Activity type: Pairwork or small groups Students a crossword, using vocabulary covered in this unit to complete sentences Preparation: Make one copy of Activity 7A (on p.141) per two or three students Procedure Tell students that this activity revises verb + -ing or infinitive with to and that the aim is to match the sentence beginnings and endings correctly, so that the verb in the first part is followed by another verb in the correct form Divide the class into pairs or groups of three (depending on the size of your class) and give each pair/group a set of cards Ask them to share out the grey cards among themselves and to place the white cards face down in a pile in front of them Students then take turns to turn over the top white card, after which each student must look at their cards and decide which ending fits The student with the correct ending keeps the set When students have finished, check answers Discuss any alternative matches that students came up with and why they are not possible Students now work in the same pair or group and take turns asking the questions to each other Encourage them to ask follow-on questions to get their partner(s) talking more Variations Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that this crossword revises language covered in Module 7A and that they must think of the missing word in each sentence (which may be part of a phrase) and then write their answers in the crossword grid Allow 5–10 minutes for students to complete the crossword, then review their answers as a class Variations If students this in pairs, you could make this more communicative by dividing the clues up so each student has nine clues They then take turns to read out their clues for their partner, who completes that part of the crossword With a smaller class, the crossword could be projected on the board with students taking turns to complete a clue ACROSS incident rugs conversion walled historic home 10 cows 11 intensive 13 sea 15 differ 16 limited 17 retrieve DOWN differentiate restricted intense childlike 12 childish 14 hit Students spread the cards face down They take turns to turn over two cards to see whether they make a grammatically correct sentence and keep any pairs of cards that do, having an extra turn each time their two cards match Continue until all the pairs have been matched The winner is the person with the most pairs matched Follow-up Students use the sentence beginning cards and complete them using an appropriate verb in the correct form, plus ideas of their own This could be done in pairs or alone The photocopiable activity shows the correct sentences; no other matches should be possible 96 Z01_EXP_TB_CAEGLB_3768_PTN.indd 96 17/02/2014 11:13 Teacher’s Notes 7B: The travel game 7C: Hypothetically speaking … Use after Speaking Exercise (CB, p.113) Aim: To give students the opportunity to talk about aspects relating to travel and holidays Time: 20–25 minutes Activity type: Ideally groups of three or four, although pairs possible Students play a board game, discussing the travelrelated questions Preparation: Make one copy of board game 7B (on p.142) per group You will also need counters and a coin for each group Use after Language development Exercise (CB, p.114) Aim: To revise past tense structures for hypothetical meanings as covered in Module 7B Time: 20–25 minutes Activity type: Pairwork Students have to match sentence stems to situations and then complete them using past tense structures for hypothetical meanings The new sentences must have the same meaning as the initial ones given Preparation: Copy and cut up a set of Activity 7C cards (on p.143), (separating the white situation cards from the grey sentence stem ones) for each pair Procedure Divide the class into groups of three or four and give each group a copy of the board game, counters and a coin Explain that they are going to play a game to practise speaking about aspects relating to travel and holidays The aim is to get to the finish first through taking turns (each student takes turns to throw the coin; heads means move space forward and tails means spaces) and answering the questions Encourage students to ask for further information from the person whose turn it is and, if useful, revise relevant expressions from the CB to help them with this speaking activity Once each group has a winner, round up and discuss any interesting answers that were given Procedure Variations With a smaller class, the board game could be projected on the board, with students taking turns to answer a question Follow-up Students choose five of the questions they did not get to answer and respond to them, either orally (in pairs or the same group) or in a written format Alternatively, students choose an aspect of travelling (relating to the questions; e.g travelling alone, adventure travel) that they find interesting and write a blog article relating to it (220–260 words) Divide the class into pairs and give each pair a set of (white) situation cards and a set of (grey) sentence stem cards Ask students to place the white cards face down in a pile in front of them and then to spread the grey sentence stem ones face up Explain that one student takes a white card and reads the situation out to their partner Their partner must then find the appropriate sentence stem from those spread out and complete it so that the new sentence has the same meaning as the original one This student may ask for the situation sentence to be repeated Depending on the class, it might be a good idea to also get students to write down their answers so that they can discuss them on completion The students continue to take turns until all the cards have been dealt with Before students start, tell them that if they think their partner’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by eliciting the stems selected to match with the situations and the sentences given Discuss any possible alternatives Variations Where there are an odd number of students, students could work in a group of three They would then have cards each 97 Z01_EXP_TB_CAEGLB_3768_PTN.indd 97 17/02/2014 11:13 Teacher’s Notes The situations and matching stems are in order, as given on the worksheet I’d rather you hadn’t told me the price of a season ticket! It’s time you took a holiday and unwound for a bit Would you prefer it if we did the journey by train instead of car?/Would you prefer it if we didn’t the journey by car but did it by train? (‘What if we went by train instead of by car?’ is also possible) What if we had invited them to join us? (‘Would you prefer it if we had invited them to join us?’ is also possible) You talk as though he didn’t steal that money/he hadn’t stolen that money Supposing I had gone to the party, what you think would have happened if I’d bumped into my ex? His train may have been delayed You shouldn’t tell anyone about what happened last night He should move out and find his own place 10 They aren’t anything special 11 We should have stayed in for the evening 12 I wish she would stop complaining about the weather 8A: Negative beginnings Use after Language development Exercise 3c (CB, p.125) Aim: To revise and extend knowledge of emphasis through the use of negative introductory expressions as covered in Module 8A Time: 15–20 minutes Activity type: Groups of three Students have to complete sentence stems using negative introductory expressions, so that the new sentences have the same meaning as the initial ones given Preparation: Copy and cut up a set of Activity 8A cards (on p.144) for each group Procedure Divide the class into threes and give each group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and reads the first sentence out to the person on their left and then reads out the sentence stem The student on the left must then complete the sentence stem so that the new sentence has the same meaning as the original one They can ask for the sentence and stem to be repeated Depending on the class, it might be a good idea to also get students to write down their answers so that they can discuss them on completion Explain that students will have encountered most of the negative introductory phrases covered but might come across a few variations in this exercise In this case they should try to use their own judgement to decide how to complete the sentence Students continue to take turns reading out and completing the sentence stems until all the cards have been dealt with Before students start, tell them that if they think someone else’s sentence is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives 98 Z01_EXP_TB_CAEGLB_3768_PTN.indd 98 17/02/2014 11:13 Teacher’s Notes Variations 8B: Complete the gaps Where there are an even number of students, remove one of the cards (which doubles up on the stem, e.g Not until ) from the pack Alternatively, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise Use after Writing Exercise (CB, p.126) Aim: To revise expressions, phrasal verbs and collocations as covered in Module 8A Time: 15–20 minutes Activity type: Pairwork or small groups Students complete a crossword using the missing words needed to complete sentences given Preparation: Make one copy of Activity 8B (on p.145) per pair/group Suggested answers On no account should employees use social media sites at work Never have I encountered such friendly and hospitable people Not until the doctor says you’re ready can you go back to work Rarely we have the opportunity to enjoy a day out without the kids No sooner had we sat down to eat than the door bell rang Not since they were children have they been camping together Only now is the true impact of the accident becoming clear Under no circumstances should you arrive at work in jeans Not only does a good English-to-English dictionary give definitions but it also gives examples 10 Seldom does her sister phone her during the week 11 Try as she might, she couldn’t start the car 12 Hardly had the door shut behind me, than I heard the phone ringing (inside the house) 13 Not until technology improved did texting become popular 14 No sooner had he started telling (them) the story than the children went quiet 15 On no account must you go home before the report is finished/before finishing the report Procedure Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that each sentence has a word missing but that the first letter of each word is given Each word may be an individual item of vocabulary or part of a phrase or phrasal verb Students must decide what the missing word is in each one and then write their answers in the crossword grid Allow 10–15 minutes for students to complete the crossword Then review their answers as a class, discussing any that they had problems with Variations If students this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (there are ten clues for each) They then take turns to read out their clues for their partner, who then completes that part of the crossword With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the words and phrases as they can Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board Alternatively, students write down the ones they remember and the one who remembers the most is the winner ACROSS steep cramped offhand mediocre 11 nondescript 13 throw 16 quirky 17 nibble 18 charming 19 packed DOWN stretch exorbitantly deafening tucked intriguing on 10 heart 12 fumbled 14 stumbled 15 ambience 99 Z01_EXP_TB_CAEGLB_3768_PTN.indd 99 17/02/2014 11:13 Teacher’s Notes 8C: Vocabulary for reviews 9A: Report that Use after Writing Exercise 4d (CB, p.133) Aim: To revise useful language that can make written reviews more interesting and engaging, as covered in Module 8B Time: 20–25 minutes Activity type: Pairwork Students take turns to give clues to their partner so their partner can complete a grid with the necessary vocabulary and work out the extra word given Preparation: Copy and cut up a Student A and B card (on p.146) for each pair Use after Language development Exercise 4d (CB, p.141) Aim: To revise reporting verbs and the patterns that follow them when using reported speech, as covered in Module 9A Time: 20–25 minutes Activity type: Pairs or groups of three Students have to select an appropriate reporting verb and change the given sentences into reported speech using the verb chosen The new sentences must retain the same meaning as the original ones Preparation: Copy and cut up a set of Activity 9A sentence cards and a card giving a selection of reporting verbs (on p.147) for each pair/group Procedure Divide the class into pairs, allotting roles to Student A and Student B Then give each student their grid card Explain that each student has a different set of words, with one vertical one in the grey column and that the aim of the activity is to take turns to define to each other the nine words given horizontally so that each student completes the empty grid on the right side of their card If required, allow students time to check on any words they are not sure of so they are able to explain them to their partner With a weaker class you may want to set time aside (e.g minutes) for students to write definitions for their set of words Once students are ready, remind them to take turns to give a definition or explanation for their partner Students continue to this until each one has completed the empty grid on their card At this point, students should ask each other what word they have in the grey vertical column of the grid before checking whether each other’s answers are correct Round up by eliciting what the vertical words were in each grid and asking students to create a few example sentences showing their usage Then ask students which word from each card would have a hyphen and where it would be placed, e.g far-fetched (Student A) and spinechilling (Student B) You may also wish to discuss which words have a positive meaning and which have a negative one Alternatively, you could ask students to discuss this in their pairs before checking as a class Variations If there are an odd number of students, create a group of three and put two weaker students together as Student A or B, leaving the other student to work alone with their card Follow-up Students write a review of a film or book they have seen or read (200–260 words), incorporating as many of the words from the exercise as possible Alternatively, Student A writes a review using as many of their words as possible, and Student B does the same with theirs The photocopiable grids show the words each student has to explain to the other and fill in Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put the sentence cards in a pile face down in front of them and to have the card giving a selection of reporting verbs face up on the table Explain that one student takes a situation card and reads the sentence to their partner or group The person to their left must then select an appropriate reporting verb from the list given and rephrase the sentence using reported speech and the verb they have chosen Tell students that each reporting verb should only be used once and must be a different verb from the one used in the situation Point out that the new sentence must have the same meaning as the original one Remind students that they can ask for the original sentence to be repeated if needed Depending on the class, it might be a good idea to also get students to write down their answers as they go so that they can discuss them on completion The students continue to take turns picking up a sentence card, choosing the appropriate reporting verb and rephrasing the sentence in reported speech until all the cards have been dealt with Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by eliciting the reporting verbs chosen for each sentence and the sentences given Discuss any possible alternatives Variations Depending on time, you may wish to project the sentence cards and selection of reporting verbs on the board and ask different members of the class (alone or in teams) to select a verb and rephrase a set sentence Alternatively, simply share out the sentences among the class as a quick revision exercise With a stronger class, you could alter the activity slightly by asking students to read out the card to their partner or the person on their left if working in a group The other person then reports back what they said, choosing the appropriate reporting verb themselves For this variation, it might be an idea for students to use the same pronoun (either he or she) at the beginning of each reported sentence 100 Z01_EXP_TB_CAEGLB_3768_PTN.indd 100 17/02/2014 11:13 Teacher’s Notes Follow-up 9B: Let’s talk about memory Discuss other reporting verbs (not included in the activity) that can be used, noting them on the board, e.g compliment, invite, encourage, demand, beg and promise Ask students to then (or for homework) create their own sentences, which can be reported using each of the reporting verbs given, e.g (compliment) ‘What a beautiful dress you’re wearing.’ => He complimented her on the beautiful dress she was wearing Use after Speaking Exercise (CB, p.145) Aim: To give students the opportunity to discuss further questions relating to memory and practise using memoryrelated vocabulary as covered in Module 9B Time: 20–25 minutes Activity type: Pairs or groupwork Students take turns to ask and answer questions relating to memory Preparation: Copy and cut up a set of Activity 9B cards (on p.148) for each pair/group Suggested answers He/She apologised for forgetting his/her birthday He/She blamed Tim for stealing the money He/She reminded him/her to call him/her as soon as he/she got his/her results He/She regretted shouting at Kim He/She admitted (that) he/she had failed his/her driving test three times He/She explained that he/she had started swimming (so as/in order) to get fit He/She complained that the steak was overcooked and far too chewy He/She noticed that Belmon’s summer sale started the following week He/She denied breaking the remote control 10 He/She advised her/him/me/us not to drive anywhere alone 11 He/She confessed to breaking/that he/she had broken the window 12 He/She insisted that I/he/she/we come to his/her place 13 He/She recommended a new Spanish restaurant in town 14 He/She refused his/her offer 15 He/She agreed to come on holiday with me/us 16 He/She offered to help her/him/us with her/his/our bags 17 He/She asked where the Post Office was 18 He/She congratulated me/him/her/us/them on passing my/his/her/our/their exams Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and asks their partner or the person to their right, if in a group, their question Students use the questions to begin a discussion on different aspects relating to memory, asking follow-on questions as useful Students continue to take turns to ask and answer questions until all the cards have been dealt with Follow-up Students choose one of the questions and write a blog article that answers the question and provides a more detailed answer (220–260 words) 101 Z01_EXP_TB_CAEGLB_3768_PTN.indd 101 17/02/2014 11:13 Teacher’s Notes 9C: Word plus preposition dominoes 10A: Across and down Use after Language development Exercise (CB, p.146) Aim: To revise the noun, adjective and verb + preposition combinations covered in Module 9B Time: 20–25 minutes Activity type: Groups of three Students practise matching prepositions that go with set nouns, verbs and adjectives, through a game of dominoes Preparation: Copy, cut up and shuffle a set of Activity 9C dominoes (on p.149) for each pair/group Use after Vocabulary Exercise 4b (CB, p.154) Aim: To revise vocabulary and expressions relating to sport and fitness as covered in Module 10A Time: 15–20 minutes Activity type: Pairwork or small groups Students complete a crossword using the missing words needed to complete sentences given Preparation: Make one copy of Activity 10A (on p.150) per pair/group Procedure Procedure 1 Divide the class into threes and give each group a set of dominoes Ask them to share them out equally Explain that Student A places a domino face up in front of them Student B then places one of his/her dominoes at either end of the first domino if they have the correct noun, adjective, verb or preposition to so They then make a sentence using the word plus preposition Explain that they have encountered all of these word + preposition combinations in the module and that the verbs, adjectives and nouns on the cards are labelled to help with the formulation of sentences Before students start, tell them that if they think their partner’s combination is incorrect, they can challenge it If the students are unable to agree, the teacher makes the decision If the word is incorrect or a student is unable to make a sentence, the turn goes to their partner Students continue to take turns to put down a domino at either end of the domino chain until one of them has put all their cards down This person is the winner Round up by finding out who were the winners and discussing any questions students may have Variations As there are 39 cards in total, if you wish students to work in pairs or groups of four, either remove one (for pairs) or three (for groups of four) cards which double up on the prepositions used, or share out an unequal quantity The photocopiable activity gives a set of correct answers whereby the preposition given at the beginning of the card fits with the noun, adjective or verb given on the previous one Each card links to the next one given to the right, such that escape links to from, advise with to, shout (at the end of the line) with at (at the beginning of the next line), etc There may be other options, however, where more than one preposition can follow (with a different meaning) the noun, adjective or verb given, e.g shout to or at someone Divide the class into pairs or groups of three and give each pair/group a copy of the crossword and clues Explain that each sentence has a word missing but that the first letter of each word is given Each word may be an individual item of vocabulary or part of a phrase or phrasal verb Students must decide what the missing word is in each one and then write their answers in the crossword grid Allow 10–15 minutes for students to complete the crossword and then review their answers as a class, discussing any that they had problems with Variations If students this in pairs, you could make this more communicative by giving the across clues to one student and the down clues to the other one (there are nine clues both across and down) They then take turns to read out their clues for their partner, who then completes that part of the crossword With a smaller class, the crossword could be projected on the board, with students taking turns to complete a clue Follow-up Give students two minutes to refer to the crossword worksheet and ask them to remember as many of the words and phrases as they can Then ask them to turn their crossword over so they cannot see the clues and elicit the phrases they remember, writing them on the board Alternatively, students write down the ones they remember and the one who remembers the most is the winner ACROSS cardio(-)vascular regime adrenalin personalised 13 moves 15 in 16 nutrition 17 wind 18 line DOWN protein core ball diet skated 10 sweating 11 stamina 12 rein 14 sailed 102 Z01_EXP_TB_CAEGLB_3768_PTN.indd 102 17/02/2014 11:13 Teacher’s Notes 10B: Change it from the modal Use after Language development Exercise 4b (CB, p.162) Aim: To revise alternative structures that can replace modals as covered in Module 10B Time: 20–25 minutes Activity type: Pairs or groups of three Students have to change given sentences containing modals into non-modal forms, using the verb or words dictated on the card and the register given The new sentences must retain the meaning of the original ones Preparation: Copy and cut up a set of Activity 10B cards (on p.151) for each pair/group Procedure Divide the class into twos or threes and give each pair/ group a set of cards Ask them to put them in a pile, face down in front of them Explain that one student takes a card and reads the first sentence out to their partner (or the person to their left in a group of three), then reads out the word(s) in bold and register (very formal, quite formal, formal or informal) they must use as given on the bottom of the card Their partner/the person to their left must then rephrase the sentence, replacing the modal or semi-modal given (underlined) using the word(s) given in the correct form so that the new sentence retains the meaning of the original one (but does not use a modal or semi-modal) They can ask for the sentence and verb to be repeated Depending on the class, it might be a good idea to ask students to write down their answers so that they can discuss them on completion Before students start, tell them that if they think one of their partner’s sentences is incorrect, they can challenge them If the students are unable to agree, the teacher makes the decision Round up by discussing the sentences given and any possible alternatives The students continue to take turns until all the cards have been dealt with With a stronger class, particularly if used immediately after Exercise 4b, the sentence and then register (as given in capitals in the brackets after each sentence) could be read out, rather than the verb/verb phrase to be used You were supposed to check when the last train left All visitors are required to obtain a visa to enter the country I think you’d/you had better ask whether you get a student discount Remember, you’re/you are under no obligation to pay back the loan immediately All outstanding reports are to be completed by the end of the week I/We felt obliged to wear formal clothing to the meal It is forbidden to leave fire doors open at any time If you want to get a parking space, it is advisable to arrive early./It is advisable to arrive early if you want to get a parking space You were supposed to send/to have sent that email first thing this morning 10 All visitors to the construction site are required to wear hard hats 11 I think you’d/you had better ask Jo for some help 12 Remember, you’re/you are under no obligation to accept the offer 13 All pay claims are to be completed by the 23rd of the month 14 I felt obliged to invite Markus and his wife to the reception 15 It is forbidden to wear jeans or flip-flops at work 16 If you really want the job, it is advisable to read up on the company and show you’re/you are interested./It is advisable to read up on the company and show you’re/you are interested if you really want the job Variations Depending on time, you may wish to project the cards on the board and ask different members of the class (alone or in teams) to complete a set sentence stem or simply share the cards out among the class as a quick revision exercise 103 Z01_EXP_TB_CAEGLB_3768_PTN.indd 103 17/02/2014 11:13 Teacher’s Notes 10C: Complete and reorder the proposal Variations Use after Writing Exercise 4b (CB, p.165) Aim: To revise useful phrases and practise organising ideas for the writing of proposals as covered in Module 10B Time: 20–25 minutes Activity type: Pairwork/groups of three Students add in phrases to complete the sentences of a proposal, which they then put into the correct order so as to produce a completed version Preparation: Make one copy of Activity 10B (on p.152) per two/three students Cut up each part so you have a box of phrases and also a set of sentence cards per pair/group Depending on time, you may wish to project the whole worksheet on the board and elicit the missing phrases in teams or as a class This could be done at a later date before further practice on proposals is undertaken You could set a time and ask students to work in pairs to then reorder the sentences Procedure Divide the class into pairs or threes and give each pair/ group their box of phrases and the proposal sentence cards Explain that first they must complete the sentences using phrases from the box, as covered in this module Each one is used once Students must then reorder their sentences to create the finished proposal After both tasks have been completed, check answers as a class You may wish to project the finished proposal on the board to round off NOTE: The worksheet presents the proposal in the correct completed order Proposal The aim of this proposal is to suggest how facilities on campus may be improved, bearing in mind financial constraints Having considered all feedback received from students, a clear picture emerges Suggestions and recommendations The library Whilst the library is generally well-stocked, there have been many requests for additional copies of key textbooks and articles to be available so that all students can access them when needed One low-cost option would be to reduce the loan period from a week to three days, thus increasing availability The library could also purchase extra copies The IT facilities Many students have said they would welcome extended opening hours at the IT rooms, which currently close at p.m Students have commented that if 24/7 access were available, they would be better able to complete assignments without undue stress I would suggest we set up a security system for after-hours opening, where students swipe in using their student cards Student union A constant complaint has been that the union offers little variety in terms of the entertainment available It is clear that our students would like to hold events such as international film nights, open mike and comedy nights They have said they would be prepared to organise events and have suggested establishing specific societies to that Conclusion Without excessive spending, the facilities on campus could be improved If the university is to maintain its status, it is vital that the above points be addressed Obviously, all developments would be best discussed with the students’ association so as to encourage their involvement [262 words] 104 Z01_EXP_TB_CAEGLB_3768_PTN.indd 104 17/02/2014 11:13 ... the coursebook in interactive format Six key features 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... 12:48 Introduction 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... activities: teacher s notes Advanced (CAE) quiz Photocopiable activities Audioscripts 85 105 106 136 A01_EXP_TB_CAEGLB_3768_PRE.indd 17/02/2014 12:48 Introduction Components Advanced Expert consists