127293479 advanced expert cae new edition teacher s resource book

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advanced

TEACHERS RESOURCE BOOK

Drew Hyde Jan Bell Roger Gower Nick Kenny

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PEARSON

CAE

Longman

Pearson Education LimitedEdinburgh GateHarlowEssex CM20 2JEEnglandand Associated Companies throughout the world.www.pearsonlon2man.com

Pearson Education Limited 2004 and 2008The right of Drew Hyde and Rawdon Wyatt to beidentified as authors of this Work has been asserted bythem in accordance with the Copyright, Designs andPatents Act 1988.All rights reserved; no part of this publication may bereproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical,photocopying, recording, or otherwise without the priorwritten permission of the Publishers.

First published 2005Second edition published 2008Third impression 2008ISBN 978-1405-84838-ISet in 10/ l2pt Times New RomanPrinted in Malaysia (CTP-VVP)Illustrated by Chris PavelyDesigned by Jennifer ColesSecond edition layout by 320 Design LtdEdited and project managed byCatriona Watson-BrownNew edition edited by Alice Kasasian

AcknowledgementsWe are grateful to the following for permission toreproduce copyright material:Bloomsbury Publishing Plc for an extract adapted fromThey ~** you up: How to Survive Family Life by OliverJames published by Bloomsbury; Classic FM Magazinefor an extract adapted from Henry meets EvelynGlennie by Henry Kelly published in Classic FMMagazine April 2003 www.classicfm.com; PaulDaniel at English National Opera and Jane Gilchrist forthe text of an interview about Operatunity; AmandaHolloway at BBC Worldwide for an extract adaptedfrom Operatunity published in BBC Music Magazine;The Independent for an extract adapted from The lastmenageries by Michael McCarthy published in TheIndependent 3 November 2001 The Independent;Solo Syndication Limited for extracts adapted fromGiving some direction to some artistic career paths byTina Bexson published in The Evening Standard 26thNovember 2001 and Is little Jack really on the road toa life of crime? by David Cohen published in TheEvening Standard I 1~ December 2002 The EveningStandard; Telegraph Group Ltd for extracts adaptedfrom A tale of two Everests by Charlotte Corypublished in The Sunday Telegraph 13th May 2001 Telegraph Group Limited 2001; Now, they ask for myautograph by Elizabeth Grice published in The DailyTelegraph 10th October 2002 and Turning the page bySally Williams published in The Telegraph Magazine 12October 2002 Telegraph Group Limited 2002; andBe lucky its an easy skill to learn by RichardWiseman published in The Daily Telegraph 8th January2003 Telegraph Group Limited 2003; TimesNewspapers Limited for extracts from the articles Welove T-Shirts by Sheryl Garratt published in The Times22~ June 2002 The Times 2002; The Cash LadySings by Richard Morrison published in The Times 26February 2003 and Lifeline across the sea by RosalindRenshaw published in The Times 3Qth July 2003 TheTimes 2003; Meagan Tudge, Ethically Me Ltd andNational Magazine Company for an extract adaptedfrom What counts: job satisfaction not salary by EmilyPartridge published in Prima Magazine May 2003: A PWatt Ltd on behalf of Sadie Plant for an extract fromHow the mobile changed the world by Sadie Plant; BBCWildlU Magazine for extracts adapted from DigitalNoah by Pam Beddard published in BBC WildlifeMagazine May 2003; and Richard Wiseman,Psychologist, University of Hertfordshire for extractsadapted from The 2003 UK Superstition Surveypublished on www.luckfactor.co.uk.Sample answer sheets are reproduced by kindpermission of Cambridge ESOL.Every cliort has been made to trace the copyrightholders and we apologise iii advance for anyunintentional omissions. We would he pleased to insertI he appropriate ack nowledgement in any subsequentedition ol this publication.

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Contents

IntroductiOnTeachers notes and keys for coursebook modulesModule I New directionsAnswers to Module 1 Review 1 8Module 2 Seeing is believing 19Answers to Module 2 Review and TRB Exam practice 1 27Module 3 ValUes 29Answers to Module 3 Review 38Module 4 Lif~s rich tapestry 39Answers to Module 4 Review and TRB Exam practice 2 48Module 5.bGkbal issues 49Answers to MoZJule5 Review 59Module 6 Lpoking forward, looking back 60Answers to Mg~e16 Review and TRB Exam practice 3 70Module 7~ Breaking the mould 71Answers to Module 7 Review 80Module 8 Making life better? 81Answers to Module 8 Review and TRB Exam practice 4 91Module 9 Communication 92Answers to Modul9 Review 101Module 10 The world of entertainment 102Answers to Module 10 Review and TRB Exam practice 5 110

Photocopiable materialOMR answer sheets for use with Exam practice 113Photocopiable activities: teachers notes 116Photocopiable activities 137Exam practice 1 178Exam practice 2 184Exam practice 191Exam practice 197Exam practice 5 203Audio scripts 210

Introduction to the course

ComponentsAdvanced Expert CAE consists of:a Coursebook for classroom use with CD ROMa Students Resource Book for homework, private studyor classroom use (with or without Answer key) withaudio CDTeachers audio CD pack, containing the Listeningniaterial for the Coursebook, the Students ResourceBook and the Teachers Resource Bookthis Teachers Resource Book.Interactive exam practice at wwwiTests.com allowsstudents to test themselves, monitor their progress andimprove exam performance.

Six key featuresI Advanced Expert CAE is flexible. It is designed in a

modular way so that teachers can either follow theorder of the material in the book or choose their ownroute through the course to meet the needs ofspecific classes. Each page or double-page spread isfree-standing, and almost always follows the sameorder in each module, making it easy to access andisolate separate elements of the course and integratethem in different ways.So, a teacher might follow a linear route througheach module, and through the book. Alternatively,you might decide to follow different, tailored routesthrough each module, for example starting withSpeaking or Listening rather than Reading. And youmight choose to do the modules in a differentsequence, depending on your students interests.

2 While each section can be taught independently,there are usually links between the sections toprovide a coherent progression when the linear routeis chosen. For example, the Language development inthe A units is contextualised in the previousReading, as well as the Use of English text. Writing Iusually provides useful skills related to Writing 2 inthe B unit. The Speaking usually has a topic whichrelates to the Listening in the same unit. TheLanguage development in the B units often provideslanguage which will be useful for students in thefollowing Writing section.

3 Most of the Use of English/Language developmentpages follow a test-teach approach, in which thelanguage is first tested by means of a Use of Englishtask, then focused on in the Language developmentsection, using the examples from the Use of Englishtask to clarify form and meaning. Students are

referred to the Grammar reference for a detailedsummary of the grammar and to the StudentsResource Book for extra practice.

4 The sub-skills needed for the different parts of Paper4 Listening and Paper 2 Writing are systematicallypractised in Listening I and Writing 1 sections in theA units. These include:Listening: understanding text structure, identifyingattitudes and opinions, etc.;Writing: using appropriate register, planning yourwriting, coherence and cohesion, etc.

5 The Writing and Speaking strands in the B unitsprovide practice for each part of Paper 2 Writing andPaper 5 Speaking. However, the focus is more onprocess than end product. In other words, studentsare trained to build up good habits, develop the skillof self-monitoring and so become more independentlearners.

6 Most sections contain a Help feature, with clueswhich help students complete the task at hand. Theseoften focus attention on how the task is constructed,and thus help students to help themselves in theexam.

CoursebookThe Coursebook consists of ten modules, each dividedinto two units (A and B). Each module practises all thepapers of the exam, and includes grammar andvocabulary consolidation and development.Each module is designed around a theme. There is alead-in page, with an Overview listing what the modulecontains, which facilitates planning. Photos andquestions prompt discussion aimed at getting studentsinterested in the theme.Then each of the two units in the module is based on atopic linked to the overall theme of the module.At the end of each module, there is a Module reviewwith revision and further practice of the languagecovered in the module.After Modules 2,4,6, 8 and 10, there is an Exampractice section in the Teachers Resource Book, eachcontaining a selection of tasks from Paper I Reading,Paper 2 Writing, Paper 3 Use of English and Paper 4Listening.Other elements of the Coursebook are: Exam overview at the front of the book, giving an at

a-glance outline of what is included in each paperand what skills are tested in each section

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INTRODUCTION

Exam reference section at the end of the book, givingmore detailed information about what to expect ineach part of the paper, plus a list of recommendedstrategies for each task type

Grammar reference section, giving more detailedinformation about the main grammar pointspractised in each module

Writing reference which provides:a mark sch~riTe, ~howing what the examiners arelookingfdP~hcn determining the three passgrad&I(Biids 3, 4 and 5)a checklist to help students monitor and edit theirown writinga sample question for each type of writing task inthe exam, with model answer, specific guidance,and another question for further student practicesections to give useful support on the followingareas practised in the Writing sections: linkingdevices; punctuation; spelling; attitude clauses andphrases; sentence structure

$peaking material/Keys section with extra material(e.g. photographs and audio script extracts) neededfor the modules

Module and unit structureEach module contains the following sections. For easeof use and flexibility, the spreads are in the same orderin each unit. The teaching notes indicate

when the photocopiable activities at the back of thisTeachers Resource Book may be used to expand orsupplement the lessonswhen there is additional follow-up material in theStudents Resource Book.

Overview and Lead-in questionsUse the Overview to introduce the module contents.You could discuss with the class in what order theywould like to cover the module.Use the photos and Lead-in questions to generateinterest in the overall theme of the module.

A unitsReadingThe texts have been chosen for their interest value aswell as their potential to provide a window on theworld and generate discussion. There is a three-stageapproach.Stage I A Before you read exercise establishes the topicand gives a purpose for reading the text through a firsttime. For exampl; in Module 7A (Against the odds),students discuss questions about the headline andsubheading of a newspaper article. They then skim thearticle to compare how the writer answers the questionsand discuss whether they agree with him.

Stage 2 Students do an exam-style reading task. Theyshould be referred to the relevant Task strategy pointsbefore attempting the task for the first time. These canbe found at the back of the book in the Exam reference.Each task is followed by a Task analysis exercise, inwhich students are encouraged to discuss and comparehow they performed and which strategies they founduseful.Stage 3 A discussion activity, based on the text, whichmay incorporate some vocabulary. Questions fordiscussion relate to the students own lives andencourage them to give their opinions.

VocabularyThis section practises and sometimes extends languagefrom the reading text in the previous section. Areasfocused on include collocation, idiomatic expressions,phrasal verbs, prepositions and easily confused orsimilar words. Students are given opportunities to usethe vocabulary in a different context and personalise it.This section is always followed up in the StudentsResource Book by a Paper 3 Use of English-stylemultiple-choice doze or word formation task, topicallylinked to the Reading text.

Listening IIn Modules 1 6, this section develops the listening skillsneeded for different parts of Listening Paper 4. The lastfour modules (7 10) provide further exam-style practicetasks.Stage I The Before you /isten exercise encouragesstudents to think about the topic, and introduces, orgets the students to generate, vocabulary.Stage 2 Exercises that focus on and develop the sub-skills needed for Paper 4 Listening. For example,Module IA (Learning experiences) practisesdistinguishing main points from details (important skillsfor Parts 2 and 3) and identifying attitudes and opinions(important for Part 3).Stage 3 A discussion activity based on the text.

Use of English IThis section practises one of the tasks found in Paper 3Use of English, using a text which relates to the topic ofthe unit. There is further practice of all parts of Paper 3in the Students Resource Book and in the TeachersResource Book (Exam practice).In terms of language development, the aim is to followa test-teach procedure, as some of the language testedin the Use of English task is focused on and practisedin Language development I.

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INTRODUCTION

Stage I The Lead-in exercise aims to build upmotivation in relation to the topic of the text andgenerate some of the vocabulary needed. This is usuallydone through a short discussion.Stage 2 Students are referred to the Task strategy at theback of the book and asked to complete the task.Graded guidance is supplied, e.g. students are usuallyasked to read the text quickly first for generalcomprehension. They are further supported by Helpclues, which give specific guidance for individualanswers. This support is reduced throughout the book.Students are then asked to analyse the language testedin the task. The questions often relate to languagefocused on in the following Language developmentSection.Stage 3 A discussion based on the content of the text.

Language development 1This section generally focuses on an aspect of thelanguage tested in the Use of English section in thesame module. For example, in Module 4A (Lifts richtapestry), the focus is on word formation which is testedin Use of English 1.These sections contain a range of controlled and lesscontrolled practice activities, linked to the topic of theunit. There are opportunities for personalisation.There is a cross reference to the Grammar referencesection at the end the book, which provides a detailedsummary of the language point being practised.Students should be encouraged to use this resource tocheck their answers.Further communicative practice of the language area isoften provided in the photocopiable activities at theback of the Teachers Resource Book.This section is always followed up in the StudentsResource Book by further language practice, plusanother exam-style Use of English task that provides afurther test of students understanding of the language,as well as exam practice.

Writing IEach Writing I section practises a sub-skill required forthe Writing tasks that students may be required to do inthe exam. For example, Module 5A (In the slow lane)focuses on selecting and ordering information, animportant skill for Paper 2 Part I, the compulsory task.Module 9A (Something to say) focuses on editing yourwork for accuracy.Stage I A Writing strategy note explaining to studentshow practice of the sub-skill helps prepare them forPaper 2, plus an activity aimed at raising awareness ofthe issue.Stage 2 A controlled practice task. The task mightconsist of sequencing notes in the most appropriate

order, rewriting a paragraph, choosing the mostappropriate language, identifying the key information ina text or matching information in a student answer withlanguage in the input.Stage 3 A freer practice activity. This could consist of afilm review, a letter or a newspaper article. In manycases, students are encouraged to exchange their workwith a partner.This section is sometimes followed up in the StudentsResource Book, with practice of relevant vocabulary forthe task, or further sub-skills practice.

B unitsListening 2This introduces the topic of the B unit. It may becovered before or after the Speaking section, whichusually has a linked topic.Stage I A BeJbre you listen activity. This aims toestablish the context, to get students to predict thecontent and to generate the vocabulary needed for thetask.Stage 2 An exam task, with relevant strategies providedin the Exam reference section. Students are usuallyprovided with Help clues, which give them guidance asto how to answer some of the questions. A Taskanalysis exercise encourages students to reflect on thetask they have completed and share the strategies theyhave used.Stage 3 Discussion based on the topic of the text.This section is sometimes followed up in the StudentsResource Book, e.g. with practice of relevantvocabulary for the task.

SpeakingEach section provides relevant vocabulary for the exam-style task students have to do, covers the strategiesneeded for the task and provides useful functionalexponents. In Modules 1 8, there are recorded sampleanswers for students to evaluate from the point of vieof appropriate language and effective strategies.Stage I Vocabulary that students might find useful tothe Speaking task is introduced and practised. Forexample, in Module I, students practise adjectiveswhich describe personal qualities. The exam task is todiscuss the qualities needed for certain jobs illustratedin the photographs.Stage 2 Sample answer. Students are referred toappropriate Task strategies at the back of the book.They then listen to the examiners instructions and anexample of a student or students doing the task. Theyevaluate the performance of the speaker or speakers.Then they listen again to focus on useful languageexponents.

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INTRODUCTION

stage 3 Students perform the exam task themselves,using the same photos, or different ones at the end ofthe book. A Task analysis exercise encourages them toreflect on how well they performed.

his section is sometimes followed up in the StudentsResource Book, e.g. with practice of relevantvocabulary for the task.In Module 9B (Making a statement) there is a completeSpeaking paper.

Use of English 2The task in this section focuses on another part ofPaper 3. The texts are related to the topic of thesesction, and the exercises follow a similar structure toUse of English I (see p.5).

Language development 2As in Language development I, this section usuallypractises an aspect of the language tested in thepreceding Use of English section.This section is always followed up in the StudentsResource Book by further language practice, plusanother exam-style Use of English task that provides afurther test of students understanding of the language,as well as exam practice.

Writing 2The Writing 2 sections cover all the types of writingthat students may be required to do in the exam. Thereis particular emphasis on the compulsory Part 1, whichrequires analysis of input material such as letters andadverts.The printiple behind the section is to establish goodpractice through a clear set of procedures consistentlyapplied, which can be used when answering any examWriting task.The approach focuses on process more than endproduct. Each spread is graded, and the aim is to givecarefully guided preparation, so that students build upto complete the main task at the end of the section. Ineach section, there is considerable language support; inparticular, a range of functional exponents is given andlinked to the task.In the Writing reference, there is a model answer foreach type of writing in the exam, plus notes forguidance and a second task for further practice ifdesired.The procedure in the Writing sections is as follows:I Lead-in2 Understanding the task3 Planning the task4 Thinking about the language and contentS Writing6 Checking and improving the writing output

This section is always followed up in the StudentsResource Book with further practice of the sub-skillsrequired by the task.

Module reviewsThese revise the grammar and vocabulary of theprevious module in non-exam formats. The exercisescan be used as practice in the classroom, given as a testor set as homework.

Students Resource BookThe Students Resource Book is an integral part of theAdvanced Expert CAE course. It contains ten modulesthat mirror the themes and contents of the Coursebookunits. It can be used: by teachers to supplement and extend the

Coursebook lessons by students on their own to consolidate and enrich

their language and practise exam skills as an intensive course, for example, in the last term

before the exam.It provides: extensive grammar practice, following upthe Language development sections of the Coursebook;vocabulary consolidation and extension; and additionaltopic-related exam practice for Papers 14. There is acomplete Practice Exam at the end of the book.The Students Resource Book comes with an audio CD.The Listening material is also available on the TeachersCD pack.Each module contains the following sections.

A unitsUse of EnglishThere are two pages related to this part of the exam.The first contains a Paper 3 Use of English-stylemultiple-choice doze or word-formation task, topicallylinked to the Reading text in the Coursebook. It isintended as a follow-up to the Vocabulary section in theCoursebook, providing an opportunity to practiserelated language in an exam format.The second contains another exam-style task whichprovides further exam practice and also tests thelanguage area in the Language development section. Inearly modules, the task type is the same as in theCoursebook, but in later modules, there are differenttask types.

Language developmentThis section provides extensive practice of the languagearea focused on in the Language development section ofthe Coursebook.

INTRODUCTION

ListeningThis provides further practice of a Paper 4 exam tasktype already practised in the Coursebook. The contentis always linked to the topic of the A unit in theCoursebook.Modules 2A, 3A, 6A and 7A also contain a sectionfollowing up Writing I in the Coursebook. For example:. Module 2A: Vocabulary of film reviews. Module 3A: Coherence

B unitsLanguage developmentFurther practice of the language area focused on in theLanguage development section of the Coursebook.

Use of EnglishAnother exam-style task which provides further exampractice and also tests the language area in theLanguage development section. In early modules, thetask type is the same as in the Coursebook, but in latermodules, there are different task types.

ReadingFurther practice of a Paper I exam task type alreadypractised in the Coursebook. The content is alwayslinked to the topic of the B unit in the Coursebook.

WritingFurther practice of the sub-skills required by the examtask type covered in the Coursebook module.Modules 2B, 48, 5B, 78, SB, 9B and lOB also contain asection following up Listening or Speaking in theCoursebook.

Complete practice examA complete exam provides the opportunity for timedexam practice. It can be used at the end of the course,or at any stage of the course.

Teachers Resource BookAs well as this introduction, the Teachers ResourceBook contains:

Unit-by-unit teacher notesGuidance on how to use the Coursebook material;books closed activities to get things going at thebeginning of modules and sections; backgroundinformation on the texts; ideas for additional activities;and answers to all exercises with explanations wherehelpful.

OMR answer sheets (photocoplable)Replicas of the answer sheets students have to use in theexam for the Reading, Listening and Use of Englishpapers. They can be photocopied and given to studentswhen they do the Exam practice sections (see below) orthe Practice exam in the Students Resource Book.

Photocopiable activitiesA pre-course exam quiz to see how much students knowabout the CAE exam; three photocopiable activities tosupplement each Coursebook module, providingcommunicative classroom practice for grammar,vocabulary and skills; full teachers notes and answerkeys for each activity.

Exam practice (photocopiable)Five exam practice sections for use after Modules 2, 4,6, 8 and 10. Each section provides practice tasks forPaper I Reading, Paper 2 Writing, Paper 3 Use ofEnglish and Paper 4 Listening. The recordings for thePvper 4 Listening tests can be found on the Coursebookaudio CDs after the appropriate module, and answerkeys are at the appropriate points in the unit-by-unitteachers notes.

Audio scripts (photocopiable)These are all at the back of the book for ease ofreference and photocopying.

Teachers CD packThe Teachers CD pack contains all the listeningmaterial from the Coursebook, Teachers ResourceBook and Students Resource Book. There are threeCDs for the Coursebook, which include the listeningtests in the Teachers Resource Book, and one CD forthe Students Resource Book, which includes thecomplete Practice exam.

Abbreviations used In the Teachers Resource BookCB CoursebookSRB Students Resource BookTRB = Teachers Resource BookOMR Optical Mark Readercf. compare1./Il. line/linesp/pp. page/pagespara. paragraph

Module 1 New directions

This module includes topics such as learningexperiences (including travel), education, university life,and work (getting and changing jobs). .~. . . . . .. . . ~~ ~ ~ .

photocopiable activity :: The pre-course photocopiable activity on page 137: provides an introduction to the CAE exam.

Students answer questions about the examreferring to the Exam overview on page 6 or theExam reference on page 168 of the Coursebookwhere necessary.

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After the quiz, show students other features of thebook. This could be done as a quick quiz withquestions such as Where can you find the Grammarreference? How is it organised? By module or by topic?What can you find on page 188? (the Writing reference)Use the contents pages to ask questions such as Whattype of writing is practised in Module 5? (an article)

Lead-in p.7The purpose of the lead-ins is to introduce the generaltheme of the module. Try to avoid giving too muchaway at this stage by keeping the discussion brief andby not focusing specifically on points that are coveredlater.

2 If students are not familiar with the concept ofskimming, explain that the purpose is to quickly geta general understanding of the text as well as toestablish the type and style of the text and itsgeneral organisation and layout. One way to skim isto read selected sentences, such as the first and thelast in each paragraph. Another way is to move theeye quickly over the page, picking out selectedwords to get an idea of the topic of eachparagraph. Suggest a suitable time limit to skimeach text (e.g. 30 seconds) to discover the text typeand topic. Point out that Paper 1 Part I consists ofthree texts, of different types but linkedthematically.

3 Most students will be familiar with multiple-choicequestions, but, having read the rubric, start bylooking at the task strategy on page 168. Use thestrategy to do the first text together, before lettingthe class do the other two texts on their own.

4 In the Task Analysis ask the students how long theythink they would have to do the task in the exam(about 12 15 minutes) and what the task tests(detail, tone, opinion, purpose, main idea, attitudeand text organisation).

5 Extend the discussion by getting students to sharesome of their learning experiences.

Getstudents to discuss the questions together. Themain themescof the photos are travel, marriage andwork. Encourage students to identify and discuss lessobvious aspects such as growing up, freedom andindependence~ taking on responsibility, etc.The iphotos~W~w a couple on their wedding day (topright),a~vonj~n in ajob interview (bottom right) andthree young9,eople backpacking in Machu Picchu,Peru.

IA Learning experiencesOne way to begin would be, with books closed, to getstudents to discuss what they understand by theexpression Lifelong learning and brainstorm thepeople and places they are likely to learn from in theirlives.

Reading p.8I Extend the initial discussion asking who they have

learnt most from already and who they think theywill continue to learn most from in the future.

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Key2 lB

2 A (It is from Australian writer Clive Jamesautobiography, Unreliable Memoirs.)3C

3 1 C It was then revealed I had Dropped Behindthe Class2 D ... why I grew up feeling I needed to causelaughter was perpetual fear of being itsunintentional target.3 B all the second paragraph4 A ... film is the other way round. Thewriting feels more detached in an environmentthat favours realism5 D ... they taught him to gather informationfrom a wide range of disciplines.6 A ... film making is now a second careerthat converges and subsidises what he reallyloves doing best.

5 Text 1: primary school, dealing withauthority, using humour as a defence.Text 2: secondary school, relationships betweenteachers and pupils.Text 3: university, travel and exploration,organisation.

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MODULE 1: TEACHERS NOTES

Vocabulary p.10The vocabulary sections that follow the reading textspick up on and extend the vocabulary in the text. Theyfocus on topical areas as well as concepts such ascollocation, connotation, phrasal verbs and other lexicalforms. You could use this opportunity to give studentssome advice on keeping/learning vocabulary throughthe course.

Students search the text for phrases containing on.If necessary point out to students that such phrasesare an important aspect of advanced vocabularyand are often tested at CAE. As a follow up askstudents to search the texts for expressions with in.(Text A: in those days. in the window; Text B: intranslation, be set in (a period of time), in amedium; Text C: in good stead, follow in someonesfootsteps

2 Highlight or put the following sentence from Text Aon the whiteboard, I did everything to get out offacing up to Miss Turnbull. Use it to teach orremind students what phrasal verbs are. Askstudents to identify the phrasal verbs and to thinkhow it could be rewritten without using them (e.g. Idid everything to avoid confronting Miss Turnbull).Draw students attention to the fact that of in getout of is a preposition and that the second phrasalverb is therefore a gerund. Exercise 2 could befollowed by a quick review of the grammar ofphrasal verbs; e.g. bounce back is intransitive, startsomething off! turn down are separable, go on to Imiss out on are inseparable. Ask students to findother phrasal verbs in the text and to identify whattype they are. (e.g. Text A: end up, come up bothintransitive)Students could be asked to make other sentenceswith the verbs but point out that pluck up is almostalways used with courage. This would be a neat linkto the next section on collocation.

3 If necessary, explain the concept of collocation (theway in which some words are often used togetherand others are not). Awareness of collocation willhelp students in various parts of the exam, as wellas improving their writing and speaking. Follow upthe question by getting students to think of wordsthat collocate with the odd one out (e.g. win a prize,theres a danger that).

4 Point out that collocation also exists betweenadjectives and nouns as well as other word forms(e.g. verbs + adverbs).

5 Check that students know what a potter is.(Students will probably know the famous scenefrom the film Ghost where Demi Moore works on apotters wheel with the ghost of her boyfriend(Patrick Swayze) behind her.)

6 Other questions students could discuss include: Didyou miss out on anything when you ;iere younger? Dyou find it easy to bounce back after a setback?

Extra!Now would be a good time to talk to students aboutkeeping systematic vocabulary records that they canexpand as the course progresses. Encourage them togroup words thematically or by stem. They couldstart here with a page for prepositional phrases withon, adding to it as they come across more examples.Other pages could have expressions with in, for, etc.or types of collocation.Remember that the module reviews and thephotocopiable activities help to recycle vocabularyfrom the module, and that each yocabulary sectionis followed up in the Students Resource Book with aUse of English task on a related topic. This willeither be multiple-choice doze (to test collocations,fixed phrases, etc.) or a word-formation task.

Students Resource Book, page 6

Listening 1 p.11The purpose of the Listening I sections in Modules 1 6is to develop various sub-skills that are needed tocomplete the exam tasks. For Parts 2 and 3, theseinclude: distinguishing main points from details (gist)and, for Part 3, understanding attitude/opinion.I This could be done in groups or as a brainstorm

with the whole class. Point out that this sort ofprediction exercise helps focus on possible contentand therefore understanding.

KeyI I heaps praise on 2 getting on (a bit)

3 reflect on 4 set (his) heart on 5 on a whim6 doing research on 7 (some years) on

2a I start off 2 go on to 3 turned down4 bounce back 5 make up for 6 pluck up7 missed out on

3 1 a prize 2 a danger 3 realise 4 finish5 backache 6 notice

4 1 ideal way 2 future generations3 positive outlook 4 real world 5 personal goal6 survival skills 7 sheltered upbringing8 open mindNote: in the rg.gJ world (real and unique)compared with in an j4ggi world (hypothetical)

5 1 gone on to 2 missed out on 3 on a whim4 gatheringlcollecting S turned down6 set my heart on 7 plucked up8 make sacrifices 9 on 10 took the plunge


2 Repeat theintrOdUCtion if necessary. Students couldcothpare;~mflsWerS~ identifying aspects that helpedthemdeCide. They need to be aware that they arelookin4or a summary, not a specific point.

3a EXplaiQfo~students that this exercise helps themanalys&$o* a good talk is organised.~Jnder~tnding the structure of a talk will help themfollow arid understand the content more easily. Givestudeni~a minute to read the main points beforeplayingipart 2.

3b If necessary, play it again so that they can completethe examplsand tips.

3c Studen&mtefl for useful language. These discoursemarkers;help to signal aspects of her talk. Getstudents~to identify which expressions are used forgiving ex~thples and which are used for tips.

4a Here, stbdents are listening to identify the speakersattitudes thisistested in Part 3 of the Listeningpaper.

4b Here, they are listening for language, so play it twoor more times.

5 Students could discuss the points in groups,followed by whole-class feedback.

Extra!This would be a good opportunity to raise someexpectations for this course, such as the amount ofwork students will be expected to do, how muchhomework they will have and how they can mosteffectively use their time out of class!

Note: There is further listening practice in the StudentsResource Book on a topic related to the first part of themodule. You can use this for extra listening in class, orstudents can listen at home to give themselves extrapractice.

Key2aA2b Rita.is kcin~to talk about different ways of

approaching university studies and offer advice.3aIb 3 Set your own learning objectives and

deadlines .1e.g. decide how many hours a week to spendstudying ~tTip: buiidtth a~safety marginI Make sure you know what you have to do.e.g. number of assignments and deadlines forthem ~Tip: use a wall pthnner or diary2 Check what standard of work is expected.e.g. how you;twork should be presented

.._~p: get hold of some examples of good iiork

Use of English 1 p.12I Students could discuss the questions in groups.

Then get them to expand their answers withexamples.

Background b -

Jamie Oliver was born in 1975. Having worked inthe family restaurant, he went to catering collegeand then trained in a number of top Londonrestaurants. His lucky break came when hisenthusiasm and personality was spotted when heappeared in a TV documentary about the famousrestaurant the River Caf where he was working.This led to his own TV shows and books, called TheNaked Chef because of his attempts to strip cookingI down to its basics. He is especially keen on breadsand salads. Lucrative advertising deals and regularnewspaper columns keep him busy.

2a Begin by getting the students to read the title thenjust the first sentence before looking at the photoand answering the first question. Then get them toskim the rest and answer the other two questions.

2b When students have read the instructions, get themto look at the task strategy on page 169. Emphasisethat they can use only one word.

2c Look at the example together and do question Itogether as a whole class before giving them tenminutes to complete the exercise.

3 These questions provide a good introduction to thefollowing Language development section and couldbe left until then.

4 Discuss this in groups.

3c Examples: You know ... and all that, forinstance, things likeTips: One way of doing thi~ Its a good idea to, Ialways find it useful

4a Ann: B Nick: D4b Ann: I think she had a point when

Nick: for me, the most relevant part was whenthat was really what Rita helped them to grasp


Language development 1 p.13This is designed to be a rapid review of the majortenses. Students that have particular difficulties shouldbe given suitable remedial exercises.I Check that students are familiar with perfect tenses

by eliciting the form (have + past participle), use(linking two time frames) and examples ofpresent/past/future perfect forms. One way toapproach the exercise would be to get students toanswer the questions individually before referring tothe grammar reference to check their answers.Finish with whole-class feedback.

2a Repeat the process above for continuous forms.2b Do this as pairwork.3 The exercise includes simple, continuous and perfect

forms of the same verb (sleep) to focus attention onthe use of each particular form. The exercise couldbe extended by giving students some of the same orsimilar stems to complete themselves with otherverbs (e.g. This time last week ... / Ifeelterrible/great today because ...).

4a The assumption is that students will be familiarwith basic future forms, and this exercise is designedto increase awareness of the many other, oftenlexical, ways speakers use to refer to future events.When students have matched the expressions totheir functions, ask them to spot the odd one out tohighlight form (all are followed by infinitive exceptbe on the point of -ing). Elicit examples with aphrase such as when ... happened.

4b Tell students that there may be more than one wayto answer these questions.

4c Most students are likely to disagree, so encouragethem to think of both sides of the argument.

5a This section uses many of the same structures as inExercise 4 but in the past form. Use conceptquestions to establish that they refer to events thatwere planned or predicted but then didnt happen.For example, in sentence I Where did we meet? (atmy house) Was I expecting you? (no) What had!planned to do? (go out) What would have happened iyou had arrived much later? (you would have missedme)

5b If students are having difficulty coming up withideas of changes of plans, give them more specificprompts.

Note: There is further practice of tense forms in theStudents Resource Book, followed by another chanceto test themselves through a Part 3 Use of English task.~ Students Resource Book, pages 74

Key2a I Jamie Oliver

2 When he was eight (in his parents pub)3 He set up a charity restaurant to traindisadvantaged young people as chefs.

2b Write one word in each space to completethe text.

2c I until 2for 3the 4before Shad 6if 7be8 such 9 where 10 into 11 around 12 for13 out 14 has IS despite

3 1 Questions 5, 7, 142 perfect verb forms: have discovered, hehad worked, Oliver has done, more FUleenshave openedcontinuous verb forms: chefs are cookingsimple verb forms: Oliver went on, learnt, hestarted, he trainspassive verb forms: be given

Key1 is (now); have ever been (unfinished time)2 has lived (unfinished action linking past andpresent); ~noved (finished action in specifiedpoint in past)3 has been (unfinished time then to now);changed (finished past action)4 got (past action); had left (previous past event)Shave practised (unfinished action); did(finished action)6 will have broken (action completed by a pointin the future); has ended (unfinished event)

2a I /(The meaning of loving here is similar toenjoy and can be used in the continuous; thereare other meanings that cannot.)2 At the moment, shes staying (temporaryaction) at her sisters flat until she finds a placeof her own.3 Vanessa enjoys (general) entertaining, so shesalways inviting (habit with always) peopleround.4 Last week I visited (single complete action)her for dinner.5 1 hadnt seen (previous to past action) Vanessafor over a month and I was looking forwardto it.6 Vanessa was cooking (action in progress)when I arrived (short complete action) at theflat, so I offered to help.7/8 Tonight Im cooking (personal arrangement)for her. Im making! will be making(arrangement) my speciality.


. . . S S 55 S S S 55 S S S S S S

: Photocopiable activity: Activity 1A could be used here. It is a pairwork: activity in which students identify and correct :: common structural mistakes. : .

5S5 S S S 55 S S S 55 S 55

Writing 1 p.14Writing 1 sections are designed to develop writing sub-skills that will help students to produce better writing inthe exam format Writing 2 sections. These includeplanning, organising and linking ideas in a logicalsequence, selecting and ordering information (importantfor Part 1 tasks) and sentence skills. This section focuseson using an appropriate style for the type of writing.Ia One way in would be to ask students what they

think training with Jamie Oliver would be like. Thenget students to read the comments and identifywhich of the options are less formal before choosingthe most likely expressions used. Read the Writingstrategy note.

lb As well as checking the answers to Exercise I a,students listen for the three stages in the training,which they need to complete Exercise id.

Ic Students identify the, features of formal writing andinformal speech with examples.

Id Look at the example (0) and demonstrate howstudents need to both combine information fromExercises la, lb and Ic and also change it to a moreformal style. Some variations are possible here (e.g.a 14-week course I a course which lasted 14 weeks).Get students to compare answers in groups beforewhole-class feedback.

2 Do sentence I together, pointing out that for mostsentences, they require two words from the box.

3a Give students a couple of minutes to decide on asuitable course and to think about its good or badpoints; give more prompts if needed (e.g. first-aidcourse, sports/music coaching).

3b This can be done in class or at home as a contrastto the informal speaking exercise of Exercise 3a.

Extra!At this point, you could spend a few minutes on anaspect of learner training, highlighting theimportance of keeping a record of whether a newphrase/vocabulary is more or less formal.

3 1 f (habit/routine) 2 c (action in progress)3 e (action in progress at a point in past)4 h (recent repeated past with presentconsequence) 5 b (action previous to past state)6 d (single past action specified when) 7 a (pastactivity previous to other past action) 8 g(unfinished time)

4a 1 immediate future: be about to, be on thepoint/verge of -ing.2 expected to happen at a particular time: bedue to3 official arrangements, etc.: be to (not)4 probability/certainty: be bound/sure to, be

un likely to, expect sb. to4b 1 is to 2 are likely to / are expected to

3 are bound/sure to 4 expect fewer people toapply $ is unlikely to 6 is on the point/verge ofannouncing

5a 1 was Gust) about to 2 were going to3 would have 4 was due to 5 would be6 were to have / would have

KeyIa I There was no messing about. 2 go through;

demanding 3 He got us into; top-class4 round off; cooked 5 We were shattered halfthe time.

lb 1 college course 2 work placements in topLondon restaurants 3 cooking in Jamiesrestaurant

Ic In interview: phrasal verbs (go through / roundoff), colloquial expressions (shattered), questiontags (the training was really hard, wasnt it?),contractions (Jamied let)In formal writing: passive structures, clearsentence structure, linking words

I d Suggested answersI First, the trainees were required to attend arigorous 14-week basic training course at aLondon college.2 Then they were given two-month workplacements in reputable London restaurants.3 Finally, they completed their training byworking as chefs in Fifteen, Olivers Londonrestaurant.4 According to the trainees, it was anexhausting but rewarding experience.

2 1 Everyone thought the tuition wasoutstanding.2 It wasnt suitable for beginners.3 On completion of the course, everyone waspresented with a certificate.4 The practical parts of the course were verydisorganised they werent well prepared.S The course was not well publicised, so notmany people attended.6 It was a (big) advantage having such anexperienced teacher.7 Unfortunately, he was sometimes a bitirritated.8 Id like to congratulate everyone involved.


.. . .. . . . . . .. . . .. . . . . . . . . . . . .. . . . .. . . . . . .

: Photocopiable activity :: Activity 18 follows this section. Done in pairs or :: groups, students complete a crossword by thinking :: of alternative ways of expressing the same idea. : . .. . . . . . . . . . . .

lB A job for lifeThe module theme continues with a focus on work,with the following topics: changing careers, speakingabout jobs and the qualities needed for them, interviewtechniques and written references.One way to begin would be, with books closed, to putthe following words on the board job, work,occupation, caree,; livelihood and get students todiscuss what they perceive are the differences inmeaningluse.

Listening 2 p.15I For the first question, students could come up with

factors as they discuss the question or they could bebrainstormed first and then ranked in some way.For the second one, ask students if they know ofanyone who has retrained later in life.

2 Start by getting students to read the task rubric andrubric for each part. Check understanding of thetask with suitable concept questions. Point out thatboth tasks refer to the same recording (so questions610 still refer to speakers 1 5). Three of theanswers in each case are not used. Then referstudents to the Task strategy notes on pages 170and 171. Emphasise that although it is best toanswer Task I the first time they listen and Task 2the second time, it will help them if they skim bothparts before they listen. It might also be worthpointing out that although the people are speakingabout career change, students do not have toidentify what job they changed to, only why theychanged and the negative aspects of the new job.As this is the first time students have done this typeof task, you could pause the recording before it isrepeated and look at the Help notes together.

3 Students compare their answers in groups. If theycan identify and remember the phrase that helpedthem, the comparison can be discussed in class.However, emphasise that it is not necessary in theexam task they only need to have heard andrecognised the similar points. If you have time, playthe recording again now that students know whatthey are listening for and give examples of howunused answers act as distracters (e.g. Task 2 answerA: Speaker I talks about colleagues, but says theyare terriflc: Speaker 2 talks about colleagues in anegative way, but says it doesnt bother him).

4 Another discussion question could be: Which persondo you think is happiest?

Speaking p.16The speaking sections aim to extend vocabular3 in thetopic area as well as providing exam practice.Ia Stronger students could do this by covering up the

box and trying to guess the word from thedefinition. If students have problems with thepronunciation of any of the words, correct them butdont emphasise the point, as it is covered inExercise Id.

lb Encourage students to write their own definitionswhere possible and only use a dictionary for wordsthat are unknown to them.

Ic Students could read out definitions to a partner orto the whole class, who can shout out the answer assoon as they know it.

Id Check students understand the terms syllable andst,~ess by using other words from the page (e.g.personal, vocabulary) as examples. Students couldput the words into columns. Give examples ofdifferent ways students could mark syllables (e.g.circles, striking through silent syllables) and theword stress (e.g. underlining, highlight, mark above)in their notebooks.Patterns they may notice are that two- and three-syllable adjectives ending in -ible are often stressedon the first syllable: other three-syllable words oftenhave the stress on the middle syllable.

2a As in the examples, get students to think about boththe necessary qualities and why other qualities

Key2 TASK ONE

I H (I could make a useful contribution tosociety supeificial atmosphere)2 A (the actual work didnt stretch me)3 B (not ... commercially viable, without aregular mcome)4 E (I just happened to be present when ...)5 G (out of the blue, I avis offered a part ... It;ias too good to be true)TASK TWO6 F (hon much is expected of you. working allhours)7 G (out of my depth ... under pressureahnost gave up)8 H (the commutbig caine as a bit of a shock)9 B (I cant affbrd to do half the things fusedto, iihich is a pain)10 C (having to give up my regular job for a sixmonth contract)


would be no good for a particular job. Alsoencourage students to use the negative or oppositeforms of the words where possible (e.g. tactfultactless) or to change the word form (e.g. youd needa lot of tact ...).

2b1C Emphasise that here they should give theiropinions, and reasons to justify them, somethingthey need to get into the habit of doing for thespeaking paper, and that there are no right orwrong answers.

3a Exercises 3 6 focus on exam technique for Paper 5Part 2, the individual long turn. You could askstudents what they know about the speaking exambefore they look at the Task strategy on pages 171and 172.

3b Students listen to the instructions and identify thetwo aspects of the task.

3cId Play the sample answer twice. After the first time,the students can discuss the content and after thesecond time, how successfully the task was achieved.Refer them to the task strategies again and gothrough them, using them to help evaluate thesample answer.

4a Here the stems are the useful language that studentswill be able to use as they attempt this type of taskin the future. See how much of each sentences thestudent can complete before you repeat therecording again.

4b Ask the students what effect it would have on thelistener if the speaker had used I think ... fourtime&

5 If necessary, remind students of the points in theTask strategy before they start. Remind the partnerto stop the speaker after about a minute.

6 Task analysis could be done in the pairs or as awhole class, with students giving good (or bad!)examples from their partners answers.

: . . .

Use of English 2 p.18Ia Ask students to say what the person in the picture is

doing then look at the example sentence. Elicit theway to complete the second sentence so it means thesame as the first. Draw students attention to thechanges that were necessary; grammatically thechange from passive to active and in vocabularychanging to assume to to take something forgranted.Students who have taken FCE will be familiar withKey Word Transformations but should note thedifference that in CAE they should use three to sixwords (two to five in FCE). Take time to gothrough the task strategy. Highlight the fact that thequestions are not related or even linked thematicallyand that they are designed to test both grammarand vocabulary.

lb Show students the help section before doingquestion 1 together as a class. Give students a fewminutes to do questions 2-4 before checking theanswers and highlighting vocabulary such ascomparing convert I exchange and rake hack Ii,irhdra;i.

KeyIa I tactful 2 sensitive 3 fair-minded 4 resilient

5 gregarious 6 tolerant 7 sensible 8 persistentId two syllables: friendly, patient, tactful

three syllables: assertive, creative, decisive,efficient, fair-minded, flexible, persistent.sensible, sensitive, tolerantfour syllables: energetic, gregarious, resilient

3b 1 Say what qualities the jobs would require andsay why2 One minute

3c He spoke about the doctor, the hairdresser andthe teacher,

3d He completed the task well, He stuck to therelevant jobs, he mentioned the personalqualities they would need, comparing those thatall would need and contrasting those that wouldbe different. He had a couple of hesitations, butkept talking for the right length of time.

4a I ... both require sensitivity and tact.2 ... you must need a lot of patience.3 ... would survive without a good sense ofhumour.4 ... a doctor needs a lot of knowledge andtechnical skills ... for a teacher of youngchildren ... creativity and energy5 ... a good listener ... a teacher ... a doctor.

4b I suspect, I imagine, I suppose

...

.Photocopiable activityActivity IC should be done after Exercise Id.Students work in groups to revise adjectives of :character and personality by building up a :crossword_type grid from clues. :


2 Again give students a few minutes to complete thetask, pointing out that there may be more than onepossible way to complete each sentence, before theycompare answers.

3 The task analysis should reinforce the changesrequired in Paper 3 Part 5. Highlight the fact thatchanges in vocabulary are often related to changesin register in the same way that changingactive/passive is (e.g. take back withdraw; getsomeone down depress; get on board).This area of language is expanded in the followingLanguage development section.

Language development 2 p.19The section assumes students are familiar with howthe passive is formed in different tenses and focuseson its use. Practice of forming the passive indifferent tenses is available in the Students ResourceBook.

Extra!If you have time, you could follow up by gettingstudents to put the sentences into the active tocompare and see why the passive is moreappropriate.

2 Start by getting students to notice that each paircontains the same information, but one uses thepassive and the other the active. Encourage studentsto extend their answers by saying not only which iscorrect but why.As an extension, see if students can think ofsituations where the other sentence might be used.

3 Students decide if the five ideas are true or false,with examples to support their opinions.

4a Use the points in Exercise 3 to explain why sentence2 is more formal than sentence I (uses the passive).

4b The vocabulary should all be known to students atthis level. It is noticing the contrast in register thatis important.

4c Start by getting students to skim the text andidentify why the letter needs to be more formal (it isa business letter to a prospective customer unknownto the writer).

5 Emphasise that there are a number of possible waysto paraphrase some of these sentences.

6 Remind students of the factors that make textsappear more formal (choice of language, use ofpassive, more distant/less emotional). Check thatstudents are using passive forms correctly.

Note: There is further practice of passives in theStudents Resource Book, followed by another chancefor students to test themselves through a Use of Englishtask.~ Students Resource Book, pages 1112

Students could work in small groups to decide whythe passive is used in each case before checking theiranswers by looking in the Grammar reference. Getstudents to match the sentences to the examplesthere. If necessary, start with a review of passivestructures, either using some of the sentences fromthe Use of English exercise (e.g. It will be assumedby your interviewers that ...) or with sentences fromthe Grammar reference. Elicit how the passive formis constructed (using a form of be + past participle)

Keylb I In the latest famine crisis there are estimated

robe over/more tItan 10,000 refugees.2 Our offer can be withdrawn at any time beforeacceptance.3 Can you convert these dollars into eu,vsfor me?4 Id rather youd asked me before you usedmy computer.

2 5 Theres no doubt that the harder we work thehappier we are.6 Several men who had been imprisonedforpolitical offences were released yesterday.7 The weather really gets me down/gets medepressed/gets to me at this time of the year.8 Your mobile phones must be switched offbefore boarding the aircraft.

3 1 active to passive: I, 2, 6, 8passive to active: Example2 vocabulary: Example, 1, 2, 3, 7, 8

and how various tenses are formed


1 who said it (police) is known/understood2 dont know who by3 distance avoiding attributing blame4 general law who makes it/who does itunimportant5 to provide a link between publicity andposters6 who sends them unimportant part of animpersonal process7 general widespread belief

2 1 b it is less personal, more formal2 a friendly conversational style3 b who interviewed them is not important4 a appeal direct to customer

3 1 True 2 False 3 False 4 True 5 False4a Sentence 2 is more formal.4b lh2d3i4eSa6j7b8f9clOg4c 1 We organise excursions to the following

destinations.2 We guarantee that you will not bedisappointed.3 I have enclosed prices until the end of the yearand trust that is satisfactory.4 We anticipate a huge response to theadvertisement.5 Customers are therefore advised to reserve aplace now while there are sufficient placesavailable.

5 Suggested answers1 A lot of people like these tours.2 We will tell you your seat numbers one weekbefore we travel.3 Children less than five years old can have adiscount.4 If we have to cancel the trip, well give you allyour money back.

6 Suggested answers1 On some trips, proof of age will be required.2 We apologise for the lack of a guide.3 The cheap hotel room was satisfactory.4 The trip was cancelled due to insufficientnumbers.

Writing 2 p.20The Writing 2 sections are directly related to the examtasks. They follow a process approach, getting studentsfirst to plan the organisation, language and contentbefore they actually attempt the task.This page focuses on a character reference, one of anumber of possible options in Part 2 of Paper 2.I Use the discussion questions to establish the

purpose, nature and content of character references.

2 Give students a moment to carefully read the taskbefore looking at the questions together. It is worthspending some time going through them to getstudents familiar with the process of identifyingstyle, register and content. Refer students to theExam reference on page 169 and point out thefactors that examiners are looking for (taskachievement, correct register, etc.). Encouragestudents to highlight or number each of the keypoints that have to be covered.Elicit the name of this type of job (au pair) andfind out if anyone has any experience of being anau pair.

Background

The term cia pair comes from French and means ona par or equal to; this denotes the fact that theperson is considered not as staff but as living on anequal basis in a caring relationship within a family.Au pairs can be male or female and are usuallyyoung people from another country that come andlive with a family for up to a year. In exchange forlight housework and childcare duties, they receiveboard and lodgings, some pocket money and achance to learn the language.

3a Students look at the notes and start to group theminto topics.

3b Apart from the first and last paragraph, the orderof the other three is not that important.

3c The emphasis here is on being selective, onlyincluding relevant information and being able tocomplete the task within the word count.

4a When students have identified the tenses used, elicitwhy a range of tenses is important (for variety andto impress the examiners!).

4b There are clearly more expressions here than couldbe used in one reference. Go through them with theclass, checking why, for instance, a particular tenseis used, working out what the next word(s) is likelyto be or, for alternatives, to fit into the gaps.Emphasise that the phrases are generative and canbe used in any reference.

5 As all the preparation has been done, the writingwould best be done for homework.

6 As this is the first piece of writing on the course,spend some time on the editing checklist. Whenmarking the compositions, look for evidence ofediting and return those that have clearly not beenedited. One idea for early in the course would be toget students to edit each others work beforehanding it in to be marked.

KeyI


Note: There is further Reading practice in the StudentsResource Book on a topic related to the second part ofthe module (jobs).


Key2 1 Include five topics: relationship I how long

youve known them I their character andpersonal qualities I attitude to children /relevant skills.2 Anything that fits the points in I. They do notall have to be positive.3 Neutral4 If the reader has a clear impression of theperson concerned.

4a Present perfect for unfinished actions I timeperiodsPast simple for completed actionsPresent continuous for a present temporaryactivity

5 Suggested answer

Module 1: Review p.22The reviews at the end of each module are designedto recycle, extend and reinforce both the vocabularyand the grammar covered in the module (includingthe listening texts). They could be used immediatelyafter finishing the module or returned to sometimelater. The sections could be done at different times,either in class or for homework. Additionally, theycould be teacher-marked to assess progress or peer-marked to assist learning.I2

ID 28 3A 4C SB 6C 7D 8A 98 101 Sorry I didnt make the plane on Friday. Ihope it didnt mess you around too much. Iknow you had already booked me a hotel roombut presumably you were able to cancel it.Unfortunately, my father hasnt been very wellrecently, and on Friday morning, while he wascleaning the car, he fainted and was rushed intohospital. Luckily, the doctors say hes likely tobe home in a few days.2 I got a job in Scotland about ten years ago,and I have been there ever since. Recently, I metthis really nice guy and were getting married onthe 27th of next month. Of course, mothersscandalised because by the time we tie the knowell only have known each other for twomonths! When you get some time off, why notcome and see us? If you do, Ill organise a get-together with some old friends.

3 11 was encouraged to undertake furtherresearch.2 My money has been transferred into myaccount.3 Youll probably be given a grant.4 The candidates are being interviewed rightnow.5 I had to cut short my visit.6 We were greeted with nothing but kindness bthe locals.7 Your proposal must be received by next week.S He must have been badly hurt I hurt badly.

4 1 been unemployed 2 required; inform; arrival3 received; accepted 4 need; have5 pleased; recommend; position/post

/ have known Anna /

Module 2 Seeing is believing81

This.modUl~1nCiUde5 topics such as magic, mysteries,and luck.

Lead-in p.23Start by getiiiTh~tudents to focus on the photos andsaying wl{atthey knowabout the images shown.Establish that4the creature lives in Loch ( lake) Ness,which isjustsouth of Inverness in central Scotland.Check stude~t&knoW what the letters UFO stand for(Unidentifie?Flying Object) and that in (British)English they are p ?ndunced as an abbreviation, letterby letter, noCas an icronym/single word.

Background

The photo of the Loch Ness Monster was taken in1934 by Marmaduke Wetherell, a big-game hunter,who was commissioned by a newspaper toinvestigate the.ni9stery. It was later revealed to havebeen an elaboratd.Iidax. It is one of the mostfamous pictures~of the monster ever taken.The UFO photo was taken on 16 January 1958 froma ship off t~1oastof Brazil. The photographer, aBrazilian named Almiro Barauna, claimed to haveseen a dark,gry object approach an island, flybehind amountain peak and then turn around andhead back3the~way it came, disappearing at highspeed.ovesithe.horizon. On board the ship, around50 otherjcrewtmembers are claimed to have seen theobject. ~The ghost~phto~was taken around 1910, and isalmost certainly,a fake; the Victorians interest inthe relatively new science of photography resulted ina spate of?experimental photos such as this.

Before students discuss the questions, check some of thevocabulary (phenomena (plural) I phenomenon (singular),rationally explained).

2A The inexplicableOne way to bjit~vould be to keep books closed andask students~to~br~instorm what they associate with thew?rd mag1~!4Th~j/~ight come up with black magic,Witchcraft, Flrry Potter, etc., as well as magic as a formof entertainm~fii. Jf possible, elicit conjuror, which theywill need toknow before reading the text.

-r.

Reading p.24Make sure students only read as far as the firstparagraph. Emphasise the importance of usingtitles, sub-headings and illustrations to get an ideaof the content and style of a text. Skimming thefirst paragraph should confirm these ideas and addinformation, not provide a first impression. Thephoto shows the conjuror Steve Cohen performing acard trick for a small audience. For questions 2 and3, ask students to justify their answers and focus onwhich elements of the paragraph convey the writersattitude.

2 Give students a suitable time limit to read thecomplete text (e.g. two minutes) before they discussif their ideas in Exercise I were correct. If necessary,explain that they need to read quickly at this stage,as they will need the time to do the task. Confirmthat the purpose of the initial reading is to say in afew words what the topic of each paragraph is.

3a Read the task rubric and check understanding withsome simple questions. Elicit the factors thatstudents could use to match the paragraphs. Thenrefer them to the task strategies on page 168,reading through them together.

3b Do the first question together, getting the studentsto match the highlighted words in the text withthose in the paragraphs.

3c They can then finish the task on their own or inpairs. Encourage them to read through the completetext once again to check that the paragraphs followon from each other.

4 These tasks are both a way of finding out howstudents arrived at the answers they did (e.g. aguess, a hunch, using the lexical clues) anddeveloping the right techniques for the future.Students will need to learn to spot the linksthemselves. Point out how this will also improvetheir own writing.

5 The discussion could be done in a number of ways(pairs, groups, whole class, etc.), depending on thetime available. Encourage students to develop theiranswers by adding experience of magicians thatthey are familiar with.

Extra!With extra time, they could also discuss the finalquote in the text (Magic works for everybody ...);for example, is it equally popular with men/women?

ni


.. . . .. . . . . . .. . . .. . . .. . . . .. . . . .. . . . . S S S S S

Photocopiable activity :: Activity 2A fits here. It is a jigsaw reading activity :: that focuses on words and expressions that give :: cohesion to a text. : . . S S 55 S S S S S S S S S S S S S 55

Vocabulary p.26I All the words except well-paid and close are used in

the text. Students need to work out the differences inmeaning and use. Check understanding of PIN(Personal Identification Number).

Extra!Having completed the exercise, students could beasked to find other contexts to use the sentences.

2a Students could start by comparing the meaning ofthe three words before completing the sentences, orwork from the completed sentences to derive thedifferences in meaning/use.

2b Students could use a dictionary to check theiranswers. Check the pronunciation of words derivedfrom deceive before they complete the sentences.

2c If students answer no to all the questions, askthem how cheating in other contexts (e.g. exams)should be punished, or whether advertising tricks ordeceives people.

3a/b Students could be introduced to the idea ofcomponential analysis to compare the items byputting the words in a grid on the board and tickingcolumns according to whether they are firm/gentle,with palm/hand/finger/nail, long/short action, etc.

3c The story endings could be written as group workor individually for homework. If you ask them touse exactly 50 words, there will also be some focuson structure, as students add/delete words asnecessary. Brainstorm any other touching wordsthat students know and compare.

KeyI I a lucrative b well-paid 2 a number b digit

3 a visualise b see 4 a intimate b close2a 1 trick 2 deceiving 3 cheats2bNoun idea Noun person Adjective Adverbtrick [C] (trickster) tricktrickery [U]cheating [UI cheatdeception [UI deceptive deceptively(deceit) deceitful deceitfully

NB Tricky (adj.) usually means difficult,complicated or full of problems, and istherefore not related to these meanings of trick.I trick 2 deceptively 3 deceptive 4 trickery5 cheat 6 deceitful 7 deception 8 Cheating

3a I rubbed 2 tapped3b I pressed 2 holding 3 rubbed (scratched is also

possible, but you are more likely to rub yourneck when feeling tired and tense (as here), andscratch it when you have an itch or are thinking)4 tapped 5 scratched 6 pushed 7 patted8 stroked 9 touched (felt is also possible, butthe verbfeel is needed for gap 10, where it is theonly possibility) 10 feel

Note: There is further practice of some of thisvocabulary in the photocopiable activity that comesafter Language development 2.

Listening 1 p.27Ia Ask students what the pictures show and whether

they are lucky or unlucky. (NB Black cats areconsidered unlucky in many countries, but lucky inothers, e.g. the UK.)

lb Students may need to be given examples or asked tothink of what other people do, such as carryingcertain objects (good luck charms), wearing specialclothes, crossing themselves, using a familiar saying.

Key2 A performance of magic by a famousconjuror to a small group of people.3 The writer is impressed by Steve Cohen (usesadjectives such as astonishing and remarkable).

3bIc I E Steve Cohen = T/ze young red-hairedAmerican = he (line 10); highly intimate / a tinycrowded room = small and personal/privatefunctions2 A I cant go and see it = I dont really believethe story, either his ,nobile goes off = When itrang (parallel phrase), One member of theaudience = he = the owner of the p/zone = theman; he is ... astonished = jumped out of his seat3 D Its tricks like these = refers back to thephone trick; sell-outs/popularity = his success4 B the language of eastern philosophy = his talkof spiritual energy; ... must surely do the trick =Well, up to a point5 F Any magician ... ought to be able + Which iswhy tonight I have managed to sustain myscepticism; However (contrast) now things arebeginning to get weird (refers forward to twotricks with womens arms and wedding rings)6 C Its this last one (refers back to the last ofthe three tricks mentioned in the paragraphbefore); They want ... to believe in something =[they] dont want to knoii how its done.

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MODUtE 2: TEACHERS NOTES

2 Remind students that more formal talks start with aclear introduction which summarises the main aimof the talk. This helps the listener to orienthim/herself to what they are going to hear.

3a Give students a minute to read the five summariesand guess the order they will come in before theyhear the main part of the talk. They can write theirguesses beside the boxes, then number the points asthey hear them in Exercise 3b.

3b After checking Exercise 3a, give students a minuteto look through the points ad and possibly givefurther examples. Stronger students could note theword/phrase used as they listen and match points toeach section. Point out that rhetorical questionsraise interest as well as summarising what thesection will be about. You may need to play therecording a couple of times. Follow with somediscussion on why it is important to hear thesemarkers at the start of each section.

4 Here, students are practising the skill of listeningfor specific information. First, check the rubric andconfirm what they have to do (e.g. How many wordscan they use? Do they use their own words or wordsthey hear?). Get students to write as they listen.

5 You could discuss the following additional questionwith students:How far do you agree with the speakers conclusionabout these types of superstitions?

KeyCC, E, A, B, DI c The main explanation Jbr this seems to be2 b Another reason is3 d What is hardest to understand, however,is4 a So what kind of people are mostsuperstitious?S b Finally, we must

4 1 75/seventy-five 2 salt 3 touch wood4 cross their fingers 5 set phrase 6 Bless you7 blame themselves 8 eats fish 9 putting on(his) socks

~ (IcJ1~

2a Students first read the title and skim the text to geta general idea of the content and to answer the twoquestions.

2b Give students a couple of minutes to read the taskstrategy before they start the task. Remind studentsthat the correct word must fit both the meaning andstructure of the sentence. Look at the example andthen do question I together comparing the choicesin each.

3 The task analysis draws attention to some but notall areas covered in Paper 3 Part I.

4 As a follow-up question, ask students what otherancient monuments they are interested in or wouldmost like to visit.

Language development 1 p.29There are a number of ways to approach this review.Weaker students could start by reading theGrammar reference on page 175 before using it tofind and correct the mistakes. Stronger studentscould attempt the task first and then use thegrammar reference to check their answers.Alternatively, raise awareness by putting a pair ofsentences (e.g. Egyptologists, who have studied theSphinx closely, believe it is 5,000 years old with andwithout the commas) on the board and get tostudents to compare and contrast them before doingthe task.

2 This exercise looks at words such as pronouns,prepositions and quantifiers that are often used inmore advanced relative clauses. Emphasise that one,two or three of the choices might fit each gap.

3a The exercise starts by giving four examples of howrelative clauses can be reduced. Students rewrite thesentences using the complete clause.

Use of E1i~ijsh 1 p.281 As a 1ead~jn, ask students what the picture shows

and what they know about it but be careful not todIscuss~in detail correct or give information that iscontained in the text.

.ttii

Key2b 1A2B3A4D5C6A7B8D9A

10 Cli B 12 D3 1 choice of verb: Example, 6, 7, 8, 9, 10

2 adjective + noun: 1, 5

23a3b

tim


3b Then students reduce clauses in the same way.4 Emphasise that students should use a range of ways

to combine the points. Also, establish what effect itwill have on the text (reduce word count, avoidrepetition, read better, etc.). If necessary, do thefirst one or two sentences as an example.

Extra!As a follow-up, ask the students if they agree withMiranda, who believed her bad luck was more thancoincidence. Could it have been the ring?

Key1 A beautiful part of Britain is Wiltshire, wherethe ancient monument of Stonehenge is.2 Stonehenge is a circle of stones which theydate (which refers to stones) / dates (iihiclirefers to circle) back over 5,000 years.3 The monument, which thousands of peoplevisit each year, is 50 metres across. (non-defining clause must have the pronoun)4 The original purpose of the monument, thetwhich has not been discovered might have beenfor sun worship. (Needs a non-defining clause; abetter answer to avoid confusion would be Themonument, the original purpose of ;ihich hasnot been discovered, ,night ...)5 June 21st, the longest day, is the day on whichthe stones line up with the rising sun.6 Little is known about the people who builtStonehenge, or their beliefs. (needs a definingclause)7 Some of the stones, which weighed up to 3tonnes, were carried over 200 kilometres. (nondefining clause must have the pronoun)8 Modern engineers, whose ciforta to repeat thisachievement have failed, dont know how thestones were transported. (needs a possessiverelative pronoun their efforts)

2 lB/C2B3 A (pilots needs who m not which)4 C (with two, both is possible; neither andnone are not)5 BID6 A ( it doesnt inattcr iihat can be used

I B (all they read(C would be possible if it

with/without that)with/without that).was all that not all ;thar)

3a I Tibet, which is situated between China andNepal, is home to the famous yeti.2 The yeti is a human-like creature, which issaid to live in the high Himalayas.3 People who live in the area say it is a commonsight.4 The first person who catches a yeti willbecome famous.

3b 1 Many years ago, people walking in themountains claimed to have seen a tall, hairyfigure in the distance.2 However, there was no one carrying a camerawho could take a photo.3 A photo of a huge footprint, taken in 1951,remains the only real evidence.4 The hunt for the yeti, also described as beinglike a giant bear, continues.

4 Suggested answersI Miranda Seymour is a well-known writer whohas written many books, some of which arebiographies. 2 In 1995, she wrote a book abouta poet called Robert Graves who had travelledextensively in Egypt. 3 After the book waspublished, someone gave her an antique goldring which had belonged to the poet. 4 Shestarted to wear the ring, at which point strangethings started to happen. 5 Her husband, towhom she had been married for 14 years, lefther, after which, she was burgled. 6 The nextthing to happen was that her mother, who hadalways been healthy, was diagnosed with cancer.7 Then Miranda lost her teaching job, andfinally her tenant, who had only just moved in,left. 8 Miranda looked at the ring which she waswearing on her finger. 9 That very day she gaveit away to a museum which collects objects thatbelonged to the poet. 10 Immediately she founda new tenant who was perfect I a perfect newtenant. 11 Her mother, who hadnt had cancerafter all, got better. 12 On top of this, she gother job back, which she had lost earlier.

. . . . . .. . . . . . . . . . . . . . . . . . . . .. .. ..

: Photocopiable activity: Activity 2B is designed to be used here. Students: play a version of noughts and crosses to review: relative clauses, expressions using relative: pronouns and reduced relatives. . . . . . . . . . . . . . . . . . S S S S S S S 55


Writing 1 p.30Many students are able to write reasonably goodsentences, but are less able to construct and link goodparagraphs. In an exam, they do not spend enough timeplanning what they are going to write. This section isdesigned to teach them an appropriate way to approacha piece of writing.One way to start would be to give them all a piece ofpaper, set them a writing task with a time limit of 3040minutes and let them get on with it. Then stop themafter ten minutes, collect in the papers and comparetheir approaches. See how many of them have startedwriting and how much they have written already.Compare with those that have produced a plan andwhat it looks like.

I

22


iseuss~~ questions as a whole-class activity.RemindIstud~ts that an hour is more than enoughtime towrite~22O26O words, so there is plenty oftime to plan. Equally, it is hard to include a5~ffidiently wide range of structures, vocabulary andlinking de~ni~s within the word count unless it isplanned care,fplly. Many students will say that it is agood idea to i~se the time to write the piece outagain neatly. point out that: it is a~waste of time to write the same thing

outtwice if the writing is planned initially, there will be no

need for major rewrites; neat-crossing out is perfectly acceptable in the

exam; itis the content that is being marked, notthe presentation;

students often make careless mistakes (e.g. missingwordsrobt)as-they copy out a piece of writing.

2 The feattires~listed are those of a formal text;studentssh&uld be able to identify which of thepieces of writing are more and less formal.

3a Having read the task, students should identify thenumber-of-paragraphs needed. One way to showthis would be-to, underline the different parts thatneed to be1answered and then add a conclusiongiving their pyerall view, such as a recommendationto seethe film::

3b As they r~adilie brainstorming notes, students maynot know the Wdrds spooky, eerie and hypersensitive.They shodid-notice that the two crossed outsentencesi~Rot directly relevant to the task.

mi~r3cId Having.decided on the best order, students

completejtheparagraph plan using the headings inExercise 3c and the points in Exercise 3b.

4 If necessaj-y,~brainstorm a few recent or classic filmsof the genflti~at students might have seen.Encourag~~s(dents to follow a similar plan for theirreviews. I~ 5

Extra!The reviews could be written for homework .and bedisplayed where students could readthem before orafter the following class. -

Key2 l,2;4.3c I Title/type of film/overall impression

2 PlotsiIffimary 3 Opinion in detail4 Recom~endation

3d A goodparagraph plan might be:Paragraph f~Introduction Title/type offilmJovth(jfithpress~~~T~~e cftcr~; spooky ghost story keeps youIn sZLSense~

2B Its only logical!One way to begin would be to brainstorm words formedfrom the noun luck un lucky, un luckiest,(an luckily and how the word is used. Luck isuncountable, so for specific events, we say a bit/piece/so-okelelement of luck; we say someone is lucky not hasluck unless we use other words before the noun, e.g.have good/bad/no luck, did you have any luck? I had a bitof luck.Or use a good dictionary to identify idiomaticexpressions with luck (including those in questions Iand 2 of Exercise I).

Listening 2 p.31I Before students discuss the questions, check that

they understand accident prone.2 The task type sentence completion should give

students a big clue as to what they have to do here.Start by looking carefully at the task strategies onpages 170 and 171 and asking a few questions tocheck they fully understand what is required (e.g.How many words do you need? Do you need tochange the words you hear?). Give students aminute to read the notes before they listen. At thisstage of the course, students could be given a fewminutes to compare answers before they listen forthe second time to ensure that everyone is listeningfor more or less the same information.

3 Ask students if they remember any of the othersignals/markers he used. If there is time, allowstudents to listen again, stopping after each sectionto identify the markers used.

4 Students could discuss the questions in groups.Remind them that there are no right or wronganswers and that they should get into the habit oftrying to express an opinion rather that saying thatthey dont know. You could ask students who saidat the beginning that they were unlucky if theythink it is possible to change.

Paragraph 2: Plot summarySimple plotaway at warhypersensitivity

well structured. Grace husbandt;to children mysterious illness

to light three servants arrivefrom nowhere ~ strange eventsParagraph 3: Opinion in detail: acting,direction, musicGreat acting N Kidman a.s Grace slowmoving eerie atmosphereParagraph 4: Conclusion RecommendationSee it! Best Jihn of the yeai:

23


Speaking p.32One way to start would be to brainstorm what studentsknow about Paper 5 Part I. Then get them to read theExam reference on pages 171 2. In Part 1, students areexpected to answer questions about themselves. As wellas covering a wide range of grammatical structures, ittests their ability to use interactional and sociallanguage, hence the need to listen and respondappropriately.I One way to approach the exercise would be to play

the two exchanges with books closed, askingstudents to compare them. Then play it again withbooks open so they can give examples of why thesecond is better. They should notice that there issome interaction in the first exchange. The speakeranswers the questions he is asked. However theresponses are much too brief and mechanical, andrepeat too much of the question. Elicit the factorsthat make the second exchange so much better.These include: substitution (What do you like?What I enjoy...), expansion (football I play ... wevegot a match ...), linking phrases (inflict), shortanswers (Oh, very), the use of linking words tocreate longer sentences (Apart from I ...; but;as well as I ...) and the sense that the speakerwants to communicate something interestingabout himself.

2a Get students to work together, deciding which is thebest response to each question and why.

2b Give students a few minutes to look at the usefulphrases, thinking about what questions they couldbe used to answer and various ways to use them.Remind them of the points they made in Exercise Ibefore they practise answering the questions.

3 Start by getting to students assess the conversationsthey just had and what the strengths andweaknesses were. Read the introduction and pointout that Part I of the speaking test has itself twoseparate parts (I The examiner asks basicquestions such as Where are you from?; 2 Theexaminer asks further questions on topics such aswork, leisure, travel and future plans.)

3a Stop the recording after the first part so studentscan discuss the question.

3b After the second part, give students a few minutesto answer the questions, particularly to think ofsuggestions for the second question.

3c Here, the focus is on dealing with difficult momentssuch as not being able to think of a suitable answer.At this point, the class could brainstorm otherfillers.

4a This would work best with groups of four, butwould be possible with groups of three, with allthree students acting as assessor at the end. Ifnecessary, remind students of the key points in thetask strategies before they begin. Ensure that onlythe interlocutors look at the questions on page205.

5 The assessors could use the task strategy as a ticklist to record each candidates strengths andweaknesses on this part of the paper, and thencompare their opinions with those of thecandidates themselves!

Note: In any future speaking activities, notice andcomment on how well students are responding, andrefer back to this section to remind them of the phrasesthey could have used.

Key2a I A is a better answer as it is a personal

response that reflects an aspect of studying. It isa more complex sentence. B repeats words fromthe question then just gives a list.2 B is a better answer, expressing his likes withgood varied vocabulary (not that keen on, areaddicted to). A doesnt answer the question as itis not about his/her personal opinion.3 A is a better answer. It is longer, morecomplex and has a richer vocabulary (e.g. it willcome in useful). In B the sentences are short,simple and without any interesting detail.4 A is better as it answers the question being apersonal opinion about parts of the country. Bis a generalisation focussing on the weather.S B is better as it includes interesting phrases(e.g. Well, as a ,;:auer offact) and moreinteresting vocabulary (e.g. A I

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