Elicit what they show 2 people with punk hairstyles, someone sitting on the bonnet of an expensive sports car, an African tribesman with traditional face painting, before asking students
Trang 106 Communication
This module contains various topics related to the
theme of communication, including non-verbal
communication, changes in language, mobile
phones, studying in another language, intuition and
young people today
Lead-in p.87
Starting with books closed, put the word
communication on the board or play a game of
hangman to elicit it Ask students what the word
means to them and find out how they communicate
with their friends and family Alternatively, ask which
is more important – meeting friends and family face
to face or communicating with them through different
means, and why You might want to discuss how the
way they communicate has changed in the last ten
years or so, and why
1 Ask students to open their books and look at the
photos on page 87 Elicit what they show
(2 people with punk hairstyles, someone sitting on
the bonnet of an expensive sports car, an African
tribesman with traditional face painting), before
asking students to discuss the questions in pairs
or small groups Elicit ideas and open the
discussion to the class, using this as an
opportunity to expand on their ideas and feed in
useful vocabulary The photos show 3 different
ways of communicating, i.e through fashion,
luxury and tradition
2 This question could be discussed in pairs or small
groups before being opened to the class This
could be a good point to bring sign language and
Braille into the discussion and find out what
students know about them
Background
A sign language is a visual language where
gestures, lip patterns, facial expressions, finger
spelling and body language are used to express
meaning Originally designed as a way for deaf
people to communicate, different varieties exist,
e.g BSL (British Sign Language), ASL (American
Sign Language) Sign languages do not follow the
same structures as their counterpart spoken
language, e.g BSL does not have the same
structure as English In BSL, for example, you
would ask ‘Name you what?’ rather than ‘What is
your name?’, ‘Live you where?’ not ‘Where do you
live?’
Background
Braille is a language used by blind people in which
raised dots are read or written to convey meaning Letters, words and numbers are represented by set groupings based on a cell of six dots and are read using both hands (predominantly the index fingers) simultaneously Modifying a French military secret code, Braille took on the name of the blind child who developed it, Louis Braille
Extra!
Widen the discussion and ask students to come up with specific aspects to consider regarding
someone being a good communicator in the following types of communication:
1 face-to-face
2 written
3 oral
Possible answers to Extra!
1 non-verbal language (body language, eye
contact, facial expression, gestures, posture) and aspects such as patience, a personable attitude, tone, manner, intonation, stress pattern
2 appropriate tone/register, greeting/closing, etc.
3 appropriate tone, pauses to let others speak
(relating to the situation), etc
3 Elicit what the main five senses are (sight, hearing,
taste, smell and touch) before asking students to
discuss these questions in pairs or small groups If students are interested in this topic, you could widen the discussion to the class, to talk further about the crossing over of senses, i.e
synaesthesia
Background
Synaesthesia is defined as a neurological condition where the stimulation of one sensory pathway in effect triggers experiences in a second sensory pathway, e.g letters or numbers being seen as colours There are many different forms of synaesthesia but few have been researched in any depth
6A Getting your message across
Reading 1 p.88
1 Focus students’ attention on the photo on page 89
and elicit what it shows (a doughnut) Ask whether
Trang 2they have any idea what to doughnut might mean
when used as a verb (the answer is in the text)
Then ask students to discuss the question in pairs
before eliciting ideas from the class Encourage
them to think of examples of particular words,
phrases and structures that are different
2 Give students 2 minutes to skim the text to find out
what aspect of language changes it focuses on
3 Before students read the text in detail, focus on
the Expert Word Check box and ask them to find
the words in the text Encourage them to deduce
their meanings from the context before looking
them up in a dictionary and noting relevant
information (e.g pronunciation, stress, word type,
use, grammar, word family, collocations) for each
word Then refer students to the Expert Task
Strategy notes on pages 168–169 before they
attempt the gapped text task (Paper 1 Part 7)
Remind them to use the Help clues for support as
needed Encourage students to compare answers
in pairs before class feedback Discuss any
potential new vocabulary, such as pretentious, to
send someone off, etc
1 F 2 B 3 G 4 D 5 A 6 E
4 Have a short discussion with the class about the
linguistic links focused on before asking them to
find further examples Suggest they underline
those linkers which point to the answers and
afterwards, as in Module 3, spend time discussing
ideas as a class Perhaps mention that the
distractor paragraph C (On the other hand ) is
wrong because it would introduce an opposing
view to something in the previous paragraph,
which would need to be a negative comment about
verbing as paragraph C is positive At a quick
glance it might fit in gap 6; however, applied to
someone’s name can only refer to Stephen Pinker,
who is mentioned in paragraph G but not in the
main paragraphs
1 evidence of this linguistic phenomenon (i.e
verbing)
2 Additional linguistic links:
Gap 1 links to a recent example of how English is
changing and what follows the gap provides
additional examples of newly-formed words
(Further evidence of this linguistic
phenomenon …).
Gap 2 requires information on another source of
language creation as the paragraphs both before
and after the gap (Yet another productive field is
…) provide examples of sources of language
creation
Gap 3 requires further information on the practice
of verbing, and what follows the gap (There is a
difference today, though, …) contrasts the pace at
which language changes are accepted now with the situation in the past
Gap 4 links to the way additions to the English language can be almost instantly integrated into
the language throughout the world (What makes
these innovations so easy is …) and what follows
the gap provides examples
Gap 5 leads on from contrasting verbing in English
to other languages which use inflections to question why a more complicated approach would
be considered (What is the driving force behind
wanting to do it ) and what follows the gap
makes a comment on the use of verbing in English
(Which is fine, but sometimes the results are
ridiculous …)
Gap 6 leads on from the focus being on going full circle and creating new verbs from nouns (which had originated from verbs in the first place) to explaining why some language lovers so dislike verbing What follows the gap provides examples
of verbs that are particularly disliked
5 These questions could be discussed in pairs or
small groups before being briefly discussed as a class This might be a good opportunity to feed in
an activity on English words which originate from
other languages (e.g coffee from Arabic,
kindergarten from German), slang and teen speak
or text language Note that slang and teen speak are constantly evolving and words quickly come and go out of use
Extra!
Find 10–15 English words derived from other languages and ask students to guess the language they originate from
Extra!
Search for SMS English on the internet in advance and prepare some SMS language and characters
to write on the board (e.g BTW = by the way,
ICBW = it could be worse, ROTFL = rolling on the
floor laughing, ;-) = wink, x- = you are mad, etc.)
Ask students to guess the meanings You could then write some messages for them to translate into real English or suggest they write some for the rest of the class to guess the meaning
Vocabulary p.90 1a This exercise encourages students to think about
alternatives to a selection of phrasal verbs linked
to communication Remind students that there is
Trang 3always a single-word (and more formal) verb that
means the same as a phrasal verb
1 explained properly 2 communicate with/make
(somebody) understand (something) 3 mention
4 occur unexpectedly 5 persuade (him) not to
6 discuss
1b Students work in pairs, using some of the phrasal
verbs from Exercise 1a to share their own life
experiences
2a Whilst the verbs speak, talk and say (along with
tell) can have a very similar meaning, this changes
when they are used in idioms or phrasal verbs
Generally, they all relate to a spoken language
being used In this exercise, students match the
sentence halves, checking answers in pairs,
before class feedback
1 b 2 e 3 h 4 c 5 a 6 g 7 d 8 f
2b This exercise gives students practice in deciding
which verb goes with which expression If useful,
students could do the task in pairs Remind them
to go with their instinct if unsure and to think about
the feel of the word used when pronouncing the
sentences Encourage students to underline the
set expressions and suggest they keep a record of
them under the main verb used
1 say 2 speaking 3 talk 4 talking 5 say
6 speaking 7 talk 8 saying
Extra!
Students work in pairs and note down as many
expressions using the verb tell as they can in two
minutes After this they should join another pair
and share ideas Next, give them 3 minutes to find
further examples in a dictionary before rounding up
by eliciting any new expressions found
2c In this exercise students are encouraged to
formulate their own questions using the
expressions given and to talk freely about their
own experiences
3a Explain that this exercise introduces some more
expressions Give students a few minutes to
match and complete the exercise, and allow time
for them to compare answers in pairs before class
feedback
1 e 2 c 3 b 4 g 5 d 6 a 7 f 8 h
3b This exercise gives students the opportunity to
put expressions from Exercise 3a into practice, in
either pairs or small groups
4 Discuss the best way to record any new
expressions (e.g grouped by verb) from this section and encourage students to note linked
prepositions, e.g speak on behalf of, speak up,
etc
Photocopiable activity
Activity 6A could be used here It is a pairwork/ groupwork activity where students match sentence beginnings with an appropriate ending to complete
the expressions This activity revises expressions
and phrasal verbs covered in Module 6A
Use of English 1 p.91
1 Focus students’ attention on the photo and ask
what it shows (tennis player Andy Murray texting) Find out whether students could live without their phones before asking them to discuss the questions in pairs or small groups
Extra!
Students work competitively to compile the longest list of advantages and disadvantages, obtaining one point for each one they think of that no one else has Alternatively, students work in teams (either for or against) to debate whether the advantages of mobile phones outweigh the disadvantages or vice versa
2 Before students begin the word formation task
(Paper 1 Part 3), ask them to scan the text to find the advantages and disadvantages mentioned
Advantages: encourage people to communicate
more; are useful to people in dangerous situations; help people to avoid unwelcome attention
Disadvantages: people who disturb others by
talking loudly on public transport
3 Encourage students to skim the text to get the gist,
working through using clues around each gap to identify which form of the given word is required for each gap (noun, adverb, positive/negative adjective, etc.) Point out that the word needs to fit both grammatically and in meaning, and suggest they write an abbreviation near each gap to note the part of speech needed
4 Students complete the task, referring to the Expert
Task Strategy notes on pages 167–168 for extra help
1 harmful 2 grounding 3 reassurance
4 unavailability 5 controversial 6 inconsiderate
7 minority 8 disapproval
5 The task analysis is best conducted as a class
Trang 41 A prefix is required to make the noun/verb
negative (disapproval); a suffix is required to make
it into a different part of speech (inconsiderate)
2 exist: existence; harm: harmful; ground:
grounding; reassure: reassurance; available
unavailability; controversy (or controversy):
controversial; consider: inconsiderate: minor:
minority; approve: disapproval
stress changes in: available: unavailability;
controversy: controversial; minor: minority
6 Students could discuss the questions in small
groups before the discussion is opened up to the
class Encourage students to justify their reasons
and use this as an opportunity to feed in useful
language
Extra!
Ask students to write an email to a national
newspaper, in response to an email criticising the
21st century dependence on mobile phones They
should agree or disagree, giving their reasons
Then ask them to read each other’s emails Which
is the most persuasive?
Listening 1 p.92
1 Allow time for students to discuss the questions in
pairs or small groups before opening the
discussion to the class Encourage students to
support their opinions and to consider aspects of
different languages that would make them difficult
to learn
2a Go through the rubric and elicit what students
remember about Part 4 of the Listening test You
may wish to mention that they have covered this
exercise type in Module 3 Allow time for students
to underline key words and predict language they
might hear Remind them that they will hear all
5 speakers once before the whole recording is
repeated, and to use the silent time given to read
the questions or check answers
2b T41 Refer students to the Expert Task Strategy
notes on page 171 before attempting the task
Encourage students to compare answers in pairs
before class feedback
Task One: 1 F 2 H 3 C 4 E 5 A
Task Two: 6 H 7 G 8 C 9 F 10 B
3 The task analysis might best be done as a class
Encourage students to underline the words or
phrases that help them
She wanted to help her son, who was having
problems at school I got more and more
interested in the French way of life might lead you
to choose H (to deepen knowledge of a culture) and we often get cheap flights might tempt you to choose C (to go travelling) However, these were
not reasons why the speaker decided to start learning a language
Extra!
Students refer to the rest of the audioscript on page 164 and underline the words and phrases that give the correct answers Encourage them to mark any other words or phrases that might wrongly distract them This could be done alone or
in pairs
4 Ask students to look at the items in the Expert
Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups before you elicit key ideas from the class to round up
Language development 1 p.93
This section focuses on spelling Remind students that spelling is important in most papers, but particularly so in word formation in Paper 1 Part 3 This section highlights common patterns and words that are often misspelt Begin by eliciting from students words that they often misspell
1 Go through the techniques given with the class,
discussing any others they (or you) know
2 Students identify the correctly spelt words,
comparing ideas with a partner
1 recommend, successfully 2 exaggerate, difference 3 According, disappointed
4 addition, beginner 5 opportunity, business
6 necessary, accommodation 7 embarrassed, professionalism 8 apartment, immediately
9 occurred, preferred 10 career
3 The plural forms of the nouns given all follow a
particular rule or pattern Students should decide
on the plural spelling of each noun before referring
to the Expert Writing section on Spelling on page 200 Check on pronunciation if useful and, if time allows, ask students to think of other words which in the plural form would follow the same rules
boxes, chiefs, enquiries, flies, heroes, journeys, leaves, lives, potatoes, radios, thieves
Trang 54 In this exercise, students have to identify the
incorrectly spelt words first, before correcting
them
1 assistance 2 separate 3 niece 4 Medicine
5 advice (as a noun) 6 arriving 7 practise (in
British English, practice in American English)
8 prettier 9 families 10 receive
Photocopiable activity
Activity 6B could be used here It is a pairwork/
groupwork activity where students take turns to say
a word which another student then has to spell out
loud This activity focuses on words that are
commonly misspelt
5a The words in this exercise are commonly
confused The idea is to train students to spot
differences so that they can more easily identify
their own mistakes when writing Encourage
students to get into the habit of checking their own
work for words they often misspell or ones, such
as those in this exercise, which are easily
confused They should by now have some pieces
of written work that they can refer to and, from
these, they should be able to produce a list of
words they often spell incorrectly (but with the
correct spelling given) that they can use for future
checks This should be kept up to date
1a loose b lose 2a stationary b stationery
3a ensure b insure 4a affect b effect
5b Students write their own sentences to show the
differences between the pairs of words given,
referring to their dictionary as needed Allow time
for students to compare ideas before eliciting
examples from the class
Extra!
Ask students to think of a further 5 pairs of
homophones and to write a definition for each one
In the subsequent lesson, students could work in
pairs and take turns to read out a pair of
definitions Their partner then has to write down
the 2 words being defined Students continue
taking turns and, when finished, check their words
and spelling with each other
6 Discuss what a hyphen is and the general rules of
usage Explain that the rules for hyphens are
complicated and that fewer people use them these
days, choosing to either join words (e.g
playground, seafood, riverbank) or to write them
as separate words (e.g gift giving, web page,
house plant) Before students complete the task,
remind them to check in a dictionary if they are
unsure whether to use a hyphen or to write the
words separately Allow time for students to compare ideas in pairs Refer students to the Expert Writing section on page 200 for further information on hyphens
1 re-formed (to distinguish from the verb reformed
= improved by making changes) 2 break-ins
3 ex-husband 4 Day-to-day 5 co-star;
down-to-earth
Writing 1 p.94
This section focuses on aspects of cohesion: the relationships based on grammar or vocabulary between parts of sentences or across them that hold the text together
1a Go through the points made in the Expert
Strategy box and spend some time discussing the information on linking devices given in the Expert Writing section on sentence structure on
page 202 Students then complete the task With a weaker class, this could be done in pairs or as a class Once students have identified what the links refer back to, ask how the sentences would be without them (repetitious and boring) You might also want to ask whether references always refer
back (they can also refer forward, e.g A few days
before she left for university, my sister gave me
the keys to her car)
1 One method: several ways; Another: several ways/methods 2 there: the local college; then:
last month; That’s why: because she’s been going
there; her: Rebecca 3 those people: the people
who find it difficult to learn a language; so: you are
one of those people; millions: of people 4 one: a dictionary; the ones: dictionaries 5 neither: I
don’t want to join
1b This exercise gives students practice using a
variety of linking devices Encourage students to skim the text to get the gist of it before they complete it Suggest that they fill in the gaps they are more confident about first, and remind them to cross out expressions as they use them so that they eliminate options as they go Allow time for students to compare answers and, during feedback, discuss what is being referred to and what the function of the linking device used is (e.g
to contrast ideas, to present an example)
Trang 61 their 2 such claims 3 On the contrary
4 instead of 5 since 6 Firstly 7 whatever
8 which is why 9 such as 10 Secondly
11 What’s more 12 The reason 13 in the
process
2a Give students a few minutes to read the text and
underline any repetition noticed, before discussing
ideas in pairs or small groups
2b Students now rewrite the extracts, incorporating
cohesive devices to limit repetition This could be
done alone or in pairs Alternatively, this could be
set as homework and gone through in a
subsequent lesson after students have had a
chance to swap work and perhaps read each
other’s
Suggested answer:
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OUR COURSES
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3 Students work in pairs to organise and write an
information sheet, checking that their work
incorporates linking devices to limit repetition and
correcting any spelling mistakes noticed This task
could be set as homework if Exercise 2 is done in
class, with students comparing ideas in groups in
the subsequent lesson, deciding which place they
would prefer to go to and why
6B A sixth sense
Listening 2 p.95
Begin by asking what the cartoon represents (intuition) and explain that the heading is a clue Find out whether students believe in intuition
1 These questions are best discussed in pairs or
groups before ideas are elicited from the class
2 T42 This exercise gives further practice of Paper 3
Part 2 Students should be familiar with this type of sentence completion, having covered it in Modules
1 and 5 Give students time to read through the text to get the gist of it, as well as to predict the types of word to complete each gap If useful, refer them to the Expert Task Strategy notes on
page 171 before playing the recording
1 music 2 unsettled 3 logical 4 (university) noticeboard 5 diary 6 brain waves
7 numbers 8 rhythm
3 Students work in pairs to compare answers, before
discussing the questions of the task analysis as a class Check that students can justify their answers and, with a weaker class, refer students
to the audioscript on page 164 as useful
4 Ask students to look at the items in the Expert
Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups or as a class, using the language presented Encourage students to provide examples of relevant situations or experiences
Speaking p.96
The photos show 3 unexpected situations (a man whose car has a flat tyre, a birthday celebration, a car blocking a driveway) These should act as a prompt for showing different emotional reactions, and the question should encourage students to speculate
on initial reactions and difficulties dealing with the situations This discussion could be done in pairs or small groups Round up by eliciting ideas and asking students which situation might be the hardest to handle and why
1a Students discuss the questions, with reference to
the photos, in pairs or groups before the discussion is opened to the class Use the questions as an opportunity to feed in further
adjectives, e.g disgruntled, perturbed.
Trang 71 They all show someone reacting to an
unexpected situation 2 One photo shows
someone having a nice surprise; the other two are
unpleasant surprises 3 A frustrated
B absolutely delighted C seething with anger
1b T43 This exercise focuses on sentence stress
Give students a minute to read the sentences
before playing the recording Allow them time to
compare answers in pairs and, if useful, play the
recording a second time, pausing after each
sentence and eliciting the stressed word Elicit
which types of word are stressed (i.e those
carrying most meaning or emotion, generally
adjectives, verbs and nouns)
1 I was absolutely livid because I was stuck 2 I
immediately burst into tears 3 I was in two
minds and had to weigh up what to do next
4 It’s thoroughly depressing when you’re stranded
and can’t move 5 I welled up – I was so moved
6 When people do things like that it winds me up
7 My patience soon wore thin – the situation was
driving me mad 8 I was really down and a bit
grouchy beforehand – but I cheered up straight
away
1c Students match the sentences, which express
different emotions, to the photos
1 A/C 2 B 3 C 4 A 5 B 6 C 7 A/C 8 B
1d Students work in pairs, discussing their own
reactions to the situations given Elicit from the
class which students would be calmer and which
more agitated, and why
2a Focus students’ attention on the cartoon and ask
what it shows Students then complete the text
choosing the correct alternative, comparing
answers in pairs
1 in high spirits 2 lost my cool 3 flew into a
rage 4 In the heat of the moment 5 snapped at
6 ratty 7 make a scene 8 delightful 9 get to
me 10 calmed down
2b Give students a minute to scan the text for the
synonyms before eliciting them from the class
1 lost my cool, flew into a rage, snapped at him,
ratty, make a scene 2 in high spirits, delighted
3 pull myself together, calmed down
2c Briefly elicit some examples of new words or
expressions, e.g ratty (irritated), before giving
students a few minutes to write down some
questions using them Students then take turns to
ask their partner their questions Round up, eliciting some of the questions asked and answers given
3a T44 Refer students to the photos in Exercise 1
and elicit ideas on what the interlocutor might ask Play the recording and discuss the task set
3b T45 Students now listen to another candidate
attempting the task, deciding which photos are chosen Elicit answers and ask students their opinion about his interpretations
He talks about the man changing a wheel and the woman being given a surprise party His personal comments about him not being able to change a
wheel and most people don’t know how are
irrelevant
3c T46 Before students listen again, refer them to the
assessment criteria on page 171 and the Expert Task Strategy notes on page 172, and give them a minute to reread them Play the recording and allow them a few minutes to evaluate in pairs how well the candidate dealt with the task in relation to the strategies and criteria, before rounding up by discussing ideas as a class
4a For this exercise, ask students whether they can
recall the expressions used Alternatively, play the recording for Exercise 3c a third time or refer students to the audioscript on page 165
1 whereas 2 is probably, seems to be 3 must
be, I do think, obviously
4b This exercise gives students practice in rewriting
sentences using a range of aspects, such as possibility, emphasis, etc
1 might be a bit difficult 2 Actually, I do think a lot of people … 3 I do think 4 I’ve never done it myself 5 Perhaps she’s even shocked 6 My
guess is it won’t …
5 Briefly elicit what students remember about the
long turn (Paper 4 Part 2), which was introduced in Module 4 Then focus their attention on the task, checking they understand what it involves, the photos they should use and the timing they must adhere to before they attempt the task in pairs
6 The task analysis is best conducted in pairs before
a general discussion on strengths and weaknesses as a class Remind students to note the areas they need to improve on and to refer back to these before further practice
7 Give students time to discuss these questions in
pairs or small groups before opening the discussion to the class to round up
Trang 8Students choose one of the three questions from
Exercise 7 and write an essay (220–260 words),
incorporating ideas from the discussion
Language development 2 p.98
Students should be familiar with the concept and use
of verbs followed by -ing or the infinitive with to
Weaker students might benefit from some additional
practice from other sources before focusing on the
more advanced examples covered in this section
1a This exercise asks students to identify verbs and
the forms that follow them Allow time for students
to compare ideas in pairs
+ infinitive: agree, attempt, choose, deserve,
guarantee, hesitate, hope, long, neglect, struggle,
volunteer
+ -ing: consider, contemplate, deny, fancy,
imagine, involve, put off, practise, resent
Both + infinitive / + -ing: attempt
1b Students refer to the Expert Grammar on
page 182 to check their answers Check that
students understand the meaning of the verbs
given as well as their pronunciation
Extra!
Students work in pairs to decide the number of
syllables and the syllable stress pattern for each of
the verbs given in Exercise 1a
1c This exercise gives students practice using some
of the verbs from Exercise 1a Allow time for a
discussion of the answers, particularly when more
than one option is possible
1 imagine 2 struggled 3 agreed (volunteered/
attempted/chose) 4 hoped/longed 5 volunteer/
hope (agree/attempt/guarantee) 6 put off,
agreed (volunteered)
1d This exercise provides freer practice using verbs
and their associated forms After students have
finished asking each other questions, elicit some
of the endings to the stems given to form
questions
2 Students rewrite the sentences, comparing ideas
in pairs With a weaker class you might first want
to elicit the form that follows each verb given in
brackets
1 them to enjoy the holiday 2 us to go to a very exotic market 3 them not to try/them against trying the very sour milk 4 loving the mysterious atmosphere 5 the excursion to be cut short 6 a
taxi to take her back to her hotel
3a In this exercise, students need to identify the
correct form to follow the verbs so as to give the correct meaning If useful, discuss the first one or two answers as a class before students attempt the task Allow time for them to compare answers
in pairs before going through them Discuss the
difference in meaning when the -ing or infinitive is
possible
1 walking 2 feeling 3 to stay 4 him telling
5 going 6 to hurry 7 to collect 8 picking 9 to explore 10 having 11 not having taken/not taking 12 to find 13 sheltering/to shelter
Extra!
Students write their own sentences using the same verbs as given in the exercise but with the form
(-ing or infinitive) that was not used in the text
3b This exercise could be done in pairs Suggest that
students write an example sentence with each form and refer to a dictionary if necessary Elicit sentences and discuss differences as a class
Extra!
Students think of an alternative verb for each of the
10 different meanings (e.g go on to do something
= to progress to, go on doing something = to continue).
4 For this exercise, students could work in pairs or
small groups to match the sentence halves and discuss any differences in meaning before class feedback
1 a ii (specific case); b i (generalisation) 2 a ii (part of an unfinished action); b i (complete
finished action) 3 a i (present simple + -ing for a generalisation); b ii (would prefer + infinitive for a
specific case) 4 a i (specific case); b ii (generalisation) 5 a i (single short action); b ii (repeated action) 6 a ii he continued waiting while I went home; b i purpose: his purpose was
to wait for the shop to open
Trang 9Photocopiable activity
Activity 6C could be used here It is a pairwork/
groupwork activity where students match question
beginnings with an appropriate ending, such that
the verb in the first part is followed by another verb
in the correct form They then take turns to ask
each other the questions made This activity
revises the use of verb + -ing or infinitive with to
forms as covered in Module 6B
Use of English 2 p.99
This section provides further practice of verbs
followed by -ing or the infinitive through key word
transformations that they will encounter in Paper 1
Part 4
Begin by focusing students’ attention on the cartoon
and asking what it shows Briefly elicit what students
remember about this part of the exam (which is
covered in Module 3B) before looking at the
example
1 This exercise could be done in pairs Weaker
students might need to refer to the Expert Task
Strategy notes on page 168 for support before
doing the exercise, while stronger students could
complete the exercise and then refer to it Allow
time for students to compare answers in pairs
before discussing them as a class
1 being spoken to as though/if 2 be guaranteed
to last 3 it that persuaded you to 4 was only
when/after Emily arrived 5 ever having
hurt/hurting him 6 was in no mood to get
2 Discuss ‘over-transformation’ as a class, eliciting
students’ own examples
3 The task analysis is best conducted in pairs before
ideas are discussed as a class Ask what students
have learnt from doing the task and remind them
to make a note of the forms that follow particular
verbs in their vocabulary records
1 The idea has been changed from ‘speak to’ to
‘thought of’ 2 The key word ‘guaranteed’ has
been changed to ‘guarantee’ 3 The answer is
more than six words 4 The answer is more than
six words and has had extra elements added
4 This exercise gives students further practice in key
word transformations Allow time for students to
discuss their ideas in pairs before eliciting
examples from the class to round up
Writing 2 p.100
1 Start by asking what the photos show (one
teenager doing voluntary work in a hospital and another lying on her bed checking her mobile phone with a laptop on her lap and headphones around her neck) before asking students to discuss the questions in small groups or as a class Encourage students to compare cultural differences in young people’s behaviour as well as attitudes towards them, etc
2 Give students a few minutes to read and
appreciate the scope of the task and discuss the questions in pairs Open the discussion to the class, eliciting that it is an opinion essay Check on any new vocabulary and remind them to refer to the planning and organising strategies covered in Module 5B You may wish to spend a little time recapping on these Elicit the word limit for the essay (220–260 words)
3a Students work in pairs to discuss the questions
and brainstorm ideas for the essay Elicit the number of characteristics they must focus on (2) and remind them to add reasons and examples to support their ideas
3b This exercise invites students to consider the
number of paragraphs they will write for their essay and where they will add their point of view Briefly elicit ideas from the class
3c Students now decide which ideas to include and
where Remind them to consider where to add reasons and examples
4a This exercise focuses on the opening sentence of
the introduction to an essay and encourages students to consider the best way to begin their essay The examples given could be discussed in pairs or as a class
A The writer’s personal opinion is given too early.
B A good opening sentence to introduce the
overall subject of the essay, saying what it is you are going to discuss
C This sentence jumps into specifics too quickly
without giving the reader a general idea
4b Remind students that a topic sentence should
make clear the topic of a paragraph and is usually the first sentence of a paragraph Students complete the sentence stems, adding their own ideas, before discussing them in pairs or small groups
See sample answer
4c This exercise focuses on phrases used to present
an opinion or support an opinion It could be done
in pairs or discussed as a class
Trang 101 belief (S) 2 worry (I) 3 claims (I) 4 hold the
view (S) 5 argued (I) 6 conceded (I) 7 point
of view (I)
4d Students now write their own sentences using
selected phrases Allow time for them to compare
ideas in pairs and elicit some examples from the
class
4e Focus students’ attention on the expressions
before asking them to complete the headings,
using the words given
A Expressing general views B Conceding
C Beginning a conclusion D Emphasising
E Disputing F Giving reasons
5 At this point the planning is complete, so give
students 20 minutes to write their essay The
writing would be best done as homework unless
you wish to assess what they are capable of
writing in the given time period
Sample answer:
In recent years, there has been concern that
youth attitudes have changed as living standards
have risen and that young people have become
less empathetic But is this true?
It is certainly the case that many young people
in the West seem to be more self-centred and in
need of more personal attention than ever They
believe that everything they do is important and
are intolerant when they are criticised
Consequently, they are sometimes known as the
‘Me-generation’ as opposed to the
‘We-generation’: egotistic and lacking self-discipline It
is perhaps no coincidence that this attitude reflects
the behaviour of media celebrities that many
young people seem obsessed by When they mix,
they only mix with people like themselves, a
situation encouraged by the advent of online
social networking.
On the other hand, in some countries younger
people are volunteering for charity work in greater
numbers than ever before, and are more
concerned about social inequalities than their
parents Moreover, they also have a far higher
tolerance of other people’s beliefs than ever
before, opposing discrimination against minorities
and believing strongly in equal rights.
In other words, the picture is contradictory It is
my firm belief that young people are probably
much the same as they have always been The
social conditions of the country they live in are
bound to have an effect but in general young
people are still a mixture of good and bad, of
selfishness and selflessness [240 words]
6 Students spend 5–10 minutes checking their
essay, using the checklist on page 190 as necessary Alternatively, students swap and check their partner’s essay
Review
These exercises aim to help both students and teachers to monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module They are best used
to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on In terms
of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion Alternatively, they can be given for homework, which
in the case of any student who has missed a module would be more practical
1 1 C 2 A 3 D 4 B 5 C 6 A 7 A 8 D
2 1 mind 2 word 3 make 4 mulling 5 end
6 say 7 at 8 spirits
3 1 ex-girlfriend, advice 2 principal, their
3 affected, ensure 4 enquiries, independent
5 Additional, receive 6 day-to-day, lives
7 Unbelievably, lose 8 healed, successfully
4 1 saying 2 to tell 3 to drive 4 to bathe
5 to see 6 splashing 7 to take 8 to panic
9 trumpeting 10 to be 11 taking 12 to try
13 to provoke 14 to react 15 to leave