Teachers notes and photocopiables expert teachersnotes m07

Then ask students to discuss the questions in pairs before eliciting ideas from the class.. 1 intense having a strong effect 2 intensive involving a lot of effort/activity 3 childish ne

07 Values

This module contains various topics related to the

theme of lifetime experiences, the power of implicit

memories, changing relationships, home and family,

what makes a house a home, the ideal home,

moving, experiences of travelling and what memories

are made of

Lead-in p.103

Starting with books closed, put the word values on

the board or play a game of hangman to elicit it Ask

students what the word means to them You might

want to discuss how they feel values have changed

in their country/culture in the last generation or so,

and why they think this is the case

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

photos Elicit what they show (a couple playing in

the garden with their child, two teenagers with

backpacks in front of an airport departure board,

students doing housework) before getting students

to discuss the questions in pairs or small groups

1b This question could be discussed in the same

groupings or as a class

2 This discussion provides students with the

opportunity to talk about their own experiences

and their own country Round up by eliciting some

ideas from the class You might want to comment

on the situation in the country of study if different

to the students’ home country

7A Home matters

Reading 1 p.104

1 Focus students’ attention on the photo and elicit

what it shows (a young person having an

argument with his parents) Then ask students to

discuss the questions in pairs before eliciting ideas

from the class Encourage them to think of

examples

2 Give students 2 minutes to skim the article to find

the answer to the question Elicit ideas, writing

them on the board (you do not need to give the

answer at this stage)

3 Find out what students remember about the

multiple-choice section of Paper 1 Part 5 (covered

in Modules 2A and 5A) Go through the strategy

with the class before leaving them to attempt the

task Remind them to underline key words in the

questions and to eliminate distractors as they

read, so as to guide them also to the correct

answer, as well as confirm it Elicit answers,

discussing where the information was in the text and why other options are incorrect

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

4 The task analysis is best conducted in pairs before

the most effective strategies used are discussed

as a class

5 Ask students to look at the items in the Expert

Word Check box and find the words in the text and try to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g pronunciation, stress, word type, use, grammar, word family,

collocations) for each word Students then discuss the questions in small groups or as a class, using the language presented

Vocabulary p.106

1 The words in this exercise commonly cause

confusion The idea is to train students to understand the differences between confusing pairs of words so as to be able to use them more effectively Allow students time to compare answers in pairs before checking them You could also discuss whether they have a negative or positive connotation

1 intense (having a strong effect) 2 intensive (involving a lot of effort/activity) 3 childish

(negative: behaving in a silly way, younger than

one’s age) 4 childlike (positive: having qualities typical of a child) 5 occurrence (happening)

6 incident (a serious or important event)

7 restricted (only used by certain people/at certain times) 8 limited (not very great in number or amount) 9 differentiate (recognise the difference) 10 differ (are different in some way) 2a This exercise encourages students to think of

alternative ways of saying things and can be done

in pairs or small groups before class feedback

Example answers:

1 relaxed/happy 2 had an effect on me 3 eats

a lot 4 as much as you like 5 I realised 6 the town where you were born 7 focused on 8 at

their own sports field

2b Students work in pairs or small groups and, using

some of the new expressions given, share their own experiences of home and family

3 This exercise focuses on word formation, which is

covered in Paper 1 Part 3 Remind students to

read the sentences first and work out the missing

part of speech, before changing the given words

so they fit both grammatically and in meaning

Allow time for students to compare answers before

going through them Elicit the type of word needed

in each gap and discuss the clues that helped

them

1 uncharacteristically 2 defensive 3 influential

4 rebellious 5 destructive 6 accusations

7 internalise 8 awareness

4a Ask students to visualise their ideal home and

remind them that money is no object (i.e there is

no limit to how much they can spend) Refer them

to the headings and language given, asking them

to make notes using the ideas given or their own

Encourage them to use the idiomatic expressions

they have studied in this section Allow about

5 minutes for this task

4b Students now work in pairs or small groups and

share their ideas of what an ideal home would be

like Round up by finding out where students

would like their home to be and what features they

would consider the most important and why Add

in additional related language as useful (see

suggestions below)

Additional suggestions:

1 Location: by the beach, near a river bank, in the

sticks, in forested/wooded area, close to nature,

etc

2 Type of building: bungalow, wood cabin, castle,

barn conversion, a renovation project, thatched

cottage, etc

3 Outside: awnings, driveway, greenhouse,

summer house, shed, patio, pond, etc

4 Inside/the rooms: wide hallways, study, library,

games room, conservatory, open-plan living room

and kitchen, etc

5 Decoration and furnishings: beams, fireplace,

log burner, shutters, spiral staircase, etc

Photocopiable activity

Activity 7A could be used here It is a pairwork/

groupwork activity where students do a crossword,

using vocabulary covered in this unit to complete

sentences

2 Focus students’ attention on the cartoon and ask

what it shows (someone on their way home) Ask students to skim the text (allow one minute) and then elicit how the concept of ‘home’ is changing

As people work from home more, it has or will become part of their working lives

3 Find out what students remember about the

multiple-choice cloze task (Part 1 Paper 1, previously covered in Modules 2A, 3A and 5A) before referring them to the Expert Task Strategy notes on page 167 Remind students to look at the words before and after each gap and to eliminate wrong answers

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

4 This task analysis could be done in pairs or small

groups before the discussion is opened up to the class

1 only identify collocates with with 2 only regard

is followed by an object (their parents’ home)

3 only provides is followed by an object and with

Extra!

Ask students to write a description of their family home and what it means to them

Listening 1 p.108

1 Start by asking students what they most miss or

would most miss if they had to move away from their home town Alternatively, students could discuss this in pairs

2 T47 This exercise gives students further practice

of the Paper 3 Part 1 task (multiple choice) Give them time to read the rubric and questions first and, before playing the recording, remind them that they will hear each extract twice before moving on to the next one Afterwards refer them

to the Expert Task Strategy notes on page 170 before eliciting the answers

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

3 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

Language development 1 p.109

This section focuses on words and phrases that add

emphasis to a point Students with particular

difficulties should be given suitable remedial

exercises

1a This exercise checks students’ understanding of

words and phrases for emphasis which they heard

in the listening they focused on last Weaker

students should start by looking at the Expert

Grammar on page 183 before attempting the

exercise Stronger students could start by doing

the exercise and then use the summary to check

their answers

1 c 2 b 3 d 4 a

1b These questions encourage students to analyse

the construction of the previous sentences With a

weaker class they could be discussed as a class

1 a form of be 2 the end 3 a form of the

auxiliary do 4 1 We were amazed by how much

pleasure we’ve got … 2 Our listeners want to

know why … 3 My sister lives only a stone’s

throw away … 4 We just/only wanted to live …

1c Students work in pairs, practising the sentences

and working out the stressed words Alternatively,

these sentences could be drilled as a class with a

class discussion of which words are stressed (and

why) If time allows, play the recording from

Listening 1 Exercise 2 again for students to check

1 The thing that’s given us most pleasure is

hearing the owls hooting

2 What our listeners want to know is why anyone

would be mad enough to live in a tent

3 The place where my sister lives is only a stone’s

throw away from my parents’ house

4 All we wanted to do was live a more sustainable

life

2a This exercise introduces the structure it + be as a

means of emphasising a point Go through the

examples with the class, adding a few more if

useful

2b Weaker students may benefit from doing this in

pairs rather than alone Encourage stronger

students to compare answers with a partner when

finished

1 It was the garden, rather than the house itself,

which/that initially attracted us / which/that we were initially attracted to

2 It was the mature trees, in particular, which/that

were difficult to resist

3 It was the beautifully proportioned living room

that/which was the main attraction inside

4 It was five years ago that I last saw somewhere I

wanted to buy

5 It wasn’t until we got home that I realised how

much I wanted it

6 It’s only by me/my going back to work that we’ll

be able to afford it

3 This exercise focuses on rewriting sentences to

shift the emphasis using cleft sentences It may be

a good idea to do the first sentence as a class

1 I prefer in the south is the climate 2 most

people don’t realise is how beautiful the

countryside is in the north 3 I left the north was

to go to university/was because I went to

university 4 I missed more than anything was

my friends 5 I intended to do was to stay for a couple of years 6 where/that I’d love to live (in)

for a while is Spain

4a This exercise provides students with an

opportunity for freer practice using the phrases for emphasis

4b Students compare their ideas in pairs before

some are elicited from the class by way of a round-up

Writing 1 p.110

This section focuses on aspects relating to punctuation: the use of apostrophes, commas, full stops, capital letters, exclamation marks, hyphens, quotation/speech marks, colons, semi-colons and dashes

1a Focus students’ attention on the top photo and

ask what it shows (a typical teenager’s bedroom) Explain that students are now going to read a short text about such a bedroom but will have to add in the appropriate punctuation You might want to check that students know when the different punctuation devices given are used

The place where I spend lots of my time is my

bedroom It’s got all my things there and I’ve

painted it in my favourite colours, which are

purple, black and red, and I’ve put posters on the

walls There’s a three-seater sofa too, so I can

watch TV there with my friends My mother calls it

a ‘hamster’s nest’ because there are lots of cosy

throws on the bed There are also piles of clothes

all over the floor Unfortunately, I’m not the world’s

tidiest person!

1b Allow students time to compare answers in pairs

before going through the punctuation needed as a

class Discuss which punctuation devices they find

problematic and provide additional practice as

useful

2a This exercise gives students the opportunity to

identify different punctuation devices

2b Refer students to the Expert Writing section on

Punctuation on page 199 to check their answers

and discuss any questions they may have

3a This exercise gives students practice in using

commas and apostrophes Problems with commas

vary according to L1 influences and often occur

because they require a good understanding of

complex grammatical structures, e.g in conditional

or cleft sentences

The main difficulties with apostrophes are usually

confusing its with it’s (or your and you’re) and

adding an apostrophe where it is not necessary

(e.g disco’s as a plural form) You might want to

explain that irregular plurals form possessives in

the normal way (e.g children’s)

1 you’re … piano, … you’ll … a good teacher, a lot

of time and … 2 been, in my view 3 [correct]

4 The Artist, which won most of the Oscars, was

… 5 London’s 6 parents’ … friend’s/friends’

3b This exercise focuses on using speech marks

(also known as ‘quotation marks’ or ‘inverted

commas’) along with other more common

pronunciation devices You might want to mention

that you can use singular (‘ ’) or double (“ ”)

speech marks but whichever you choose, be

consistent in their usage During feedback, if

needed, explain that quotes must begin with a

capital; that a direct quote is separated from the

rest of a sentence by a comma; and that other

punctuation occurs within the speech marks

1 ‘Ideas are like rabbits You get a couple and

learn how to handle them and pretty soon you have a dozen.’

2 ‘You write your first draft with your heart and you

re-write with your head The first key to writing is

to write, not to think.’

3c Point out that each punctuation device is used

only once in the set of 3 sentences Allow time for students to compare answers before checking ideas

1 To be successful, you need three things: talent,

determination and good luck

2 I’d like to see the show again – (;) in fact, I’m

going to book tickets tomorrow!

3 Katie is a great actress; (–) she has sensitivity

and a good voice

4 Focus students’ attention on the photo and elicit

what it shows (a band’s colourfully painted tour bus) before asking them to punctuate the text relating to the photo Give students time to discuss their answers in pairs before rounding up by going through the text as a class

Suggested answers:

Because I’m a singer, I spend lots of time on the tour bus We get on board after one of our gigs at about 12 pm Once we’ve unwound, we get into our bunks to sleep while the driver takes us on to the next venue

I sleep really well on the bus In fact, when I go home to my flat in Manchester, I find it too empty, very quiet, and it’s difficult to get to sleep On our current bus, we have engineers and managers to

go with us; it accommodates 12–14 people

When we started out, we travelled around in a mate’s old van We now have a double-decker and my mum said yesterday, ‘You could be in a nightclub when you’re on your bus.’ It’s decorated

in red and black and has all the necessities: a TV, fridge and a microwave

Extra!

For further practice, students complete the following sentences with their own ideas and using the appropriate punctuation devices

1 If I have time this weekend …

2 After passing the Advanced exam …

3 Happiness is …

7B Seeing the world

Listening 2 p.111

Begin by discussing what the cartoon shows and

where it could have been drawn (a young

backpacker in the mountains looking at clouds

moving across the sky and casting shadows) You

might want to then ask students whether they like

visiting new countries and how many they have

travelled to so far

1 This exercise gives further practice of multiple

matching (Paper 3 Part 4) as introduced in

Module 3 Focus students’ attention on the

instructions and the list of options given in the first

task Students then discuss the questions in pairs

or small groups

2 T48 Refer students to the Expert Task Strategy

notes on page 171 before they listen to the audio

and complete the two tasks Remind them that

they will hear the complete recording twice and

that they can either focus on Task 1 the first time it

is played and Task 2 the second time or use the

first listening to answer the questions and the

second to check their answers During feedback,

discuss which strategy they tried and how

successful it was Suggest they try the other

strategy next time they do this kind of listening

task to see which works best for them

Task one: 1 H 2 D 3 C 4 A 5 G

Task two: 6 C 7 A 8 D 9 G 10 E

3 Students work in pairs to compare answers before

discussing the questions of the task analysis as a

class Students could then 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 before referring to the audioscript on page

166 and underlining where they find them in

context

4 This exercise encourages students to give

opinions and advice relating to a travel adventure

Student A must decide on the type of trip they will

focus on before considering the problems that

might be faced and asking Student B for advice

Remind Student B to incorporate the phrases

given into their suggestions Monitor pairs,

checking on progress and language, and round up

by asking how the activity went and about the

problems and advice discussed

Speaking p.112

The cartoons illustrate people having different travel

experiences and provide an example of a travel

experience relating to the spidergram, whilst the questions should encourage students to speculate on what people could learn from the experiences listed Elicit what the illustrations show (someone

surrounded by sharks, mountaineers ascending a mountain, people eating a meal, people on a coach with a flat tyre and people watching a religious float/procession), before students discuss the questions in pairs or small groups Round up by eliciting ideas and asking students which situation travellers might learn the most from and why

1a Students work in pairs or small groups to come up

with contexts relating to the items in the spidergram Elicit ideas from the class

1b This exercise gets students to identify which

contexts the pictures correspond to, and could be done as a class

A finding oneself alone in a dangerous situation

B going on an adventure with other travellers

C living among different cultures D travel plans going wrong E watching a religious festival 2a Students match the sentences, comparing answers in pairs before class feedback Check on

the understanding of potential new language, such

as fraught with danger, to sleep rough, to fend for

yourself, and provide additional examples if

needed

1 e 2 f 3 a 4 b 5 c 6 d 2b This exercise encourages students to link the

expressions given to the situations in the spidergram Students could initially work in pairs before the class is brought together to discuss

ideas For example, get away could match with

going on an adventure with other travellers or finding oneself alone in a dangerous situation; sleep rough could match with travel plans going wrong, etc Alternatively, ask students to take one

of the situations, e.g travel plans going wrong,

and list the expressions that might be useful for

that situation (tricky situation, fraught with danger,

sleep rough, marooned in the middle of nowhere)

2c Students work in pairs, taking turns to choose a

situation and describe it using expressions from Exercise 2a where appropriate

2d Focus students’ attention on the spidergram and

ask them to note a context for each situation given Students then put themselves in each of the situations, taking turns to explain their experience

to their partner Remind students to use some expressions from Exercise 2a

3a T49 Find out what students remember about the

collaborative task (Paper 4 Part 3), which was introduced in Module 3B Then refer them to the

question before playing the instructions and

eliciting what the task involves

The task involves candidates talking to each other

about what travellers might learn from each of the

experiences shown in the pictures

3b T50 After students listen to two people doing the

task, ask whether they agree with the opinions

given and find out why they do/do not agree

3c T51 Before students listen a second time, give

them a minute to read the statements

1 T 2 T 3 T but only briefly to illustrate – it

doesn’t interfere with the task 4 F 5 T 6 F

7 F 8 T

3d Students work in pairs or small groups to

compare and justify their answers for Exercise 3c

With a weaker class, you could suggest they refer

to the audioscript on page 167 and find examples

to support their answers, eliciting these during

feedback Examples of inviting each other’s

opinions could be: (Speaker B) What do you think?

and (Speaker C) Don’t you agree? Examples of

them talking about their own experiences could be:

(Speaker C) The times I’ve ended up sleeping

rough and (Speaker B) I know what you mean.

3e T52 Students now listen to the instructions given

for the second part of the task and the candidates’

discussion After playing the recording, ask the

class whether they agree with their conclusion and

why/why not

3f Before students evaluate the candidates’

performance in pairs or small groups, refer them to

the Speaking assessment criteria on page 171

After this, discuss as a class how successfully the

task was carried out and whether the advice given

was followed

4a Ask students whether they can remember the

expressions the candidate used to agree and

disagree You may wish to refer them to the

audioscript on page 167 and give them a minute to

underline all the examples they can find before

eliciting ideas

4b Students complete the sentences from memory,

comparing ideas in pairs

1 start if you like 2 sort of 3 But don’t you think

that 4 What you need to do 5 You mean like

6 be between 7 go for 8 necessarily

9 You’ve got a good point there 10 along

4d Refer students back to the categories given in

Exercise 4b before asking them to match the language given For this exercise students could work in pairs, adding in other expressions they know

Beginning the task: start the ball rolling Imprecise language: stuff like

Asking for agreement: Wouldn’t you say that Emphasising: absolutely right; The thing that Disagreeing: I’m not so sure about that; but that’s not always the case

Asking for clarification: Sorry, I don’t quite follow you; Sorry, I don’t really see what you’re getting at Expressing a choice: settle for

4e This exercise focuses on pronunciation and

intonation and gives students practice in saying the expressions given Depending on the level of the class, you may wish to discuss word stress and intonation as a class first and then ask them to practise or, with stronger students, do it the other way round

5a Students now refer back to the task in Exercise 1

and get the opportunity to do the task themselves,

in pairs Check they remember how long they have and remind them to time themselves Before they begin, give them time to review the Speaking assessment criteria on page 171 and the Expert Task Strategy notes for Part 3 on page 172

5b Bring the class together to share students’

choices and to elicit the reasons for their choice

6 The task analysis is best conducted in pairs before

a general discussion on strengths and weaknesses as a class Remind students to note useful language for this task, 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

Extra!

Ask students to write an article (220–260 words)

on their dream holiday, incorporating ideas from their answer to Exercise 7

Photocopiable activity

Activity 7B could be used here It is a groupwork activity where students play a board game, which

Language development 2 p.114

Students should be familiar with the concept and use

of past tenses for hypothetical meanings, e.g third

conditional sentences or ones using phrases such as

I wish and I’d rather These expressions may refer to

imagined or unreal situations in the present, past or

future 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 introduces different past forms to

students and checks their level of knowledge of

them Students could answer the questions in

pairs before checking their ideas in the Expert

Grammar on pages 183–184

1b Here, students choose the correct option to give

the same meaning for each sentence, comparing

ideas in pairs before class feedback

1 is: wish + past tense is used to describe a

situation we would like to be different 2 not

optimistic: if only + would is used for

events/actions beyond our control that are unlikely

to change 3 should have got expresses

criticism/regret for a past action/situation

4 doesn’t: as though + past tense is used to

describe something that is unlikely 5 should

leave now: it’s time + past continuous is used for

something that should be happening but isn’t (yet)

6 shouldn’t wear: I’d sooner + past tense is used

to say what we would like to happen 7 might:

supposing + past tense is used in 2nd conditional

to mean if

2a Wish and if only are used with the past to

describe a present situation that we would like to

be different In the context of this exercise, remind

students to focus on the tense following the main

verb when determining which options are correct

Give them time to compare ideas in pairs before

checking them as a class Explain why the

incorrect answers are not possible and discuss

what would need changing to make them correct

(e.g 1 I wish I can could pass my exams).

1 hope: expresses a real future possibility

2 could: wish + past is used to refer to something

we would like but which is not happening 3 was:

If only + past is used to describe something we

would like to do in the future but which is unlikely

4 wishes: ongoing wish in the present for

something not currently happening (he isn’t able to

drive); wished: single act in the past (he no longer wishes it); had wished is unlikely but possible if he

subsequently did become able to learn 5 didn’t:

past simple for present habit (he regularly cuts his

hair short); hadn’t: past perfect for single act in the

past 6 you/he: wish + wouldn’t is used to

describe something that happens regularly which

we would like to stop 7 you only/only you: only in

a 2nd conditional if clause, often without the result clause, is used for emphasis The inverted form If

only you is more emphatic.

2b In this exercise, students move from recognising

the correct answer(s) to producing it/them

Suggest that they refer back to the previous exercises for help if useful Elicit ideas

3a Emphasise that different answers are possible for

many of these questions and encourage students

to think of how the meaning might change depending on the options chosen Allow time for students to compare answers before class feedback

1 to buy (I’m going to buy one/you should buy

one); I bought (it’s annoying I haven’t got one)

2 get (expresses a real possibility); got (expresses

a less likely possibility); had got (I did not buy one)

3 didn’t bring/wouldn’t bring (2nd conditional: both

express a wish that the person would not do

something but it is unlikely; wouldn’t bring is a mixed conditional (would in both clauses) and is

more distant/formal 4 was/were (the speaker is

not stupid): were is a more literary form (it is the

subjunctive form, which is less used in informal spoken English than in the past, although this

expression remains) 5 gets (expresses a real possibility); got expresses a less likely possibility

6 have seen

3b This exercise gives students practice in sentence

transformations Remind them that there may be different ways to rewrite each answer and, during feedback, discuss alternatives Highlight the structure of the verbs that follow the different expressions if necessary

1 you hadn’t suggested I order the seafood

2 you ate more protein and got your strength back

3 if we crossed the river at daybreak instead of at

night?/we didn’t cross the river at night but

crossed it at daybreak? 4 we had stayed on in

the village a bit longer? 5 nothing happened/had

happened 6 I had met her family, what do you

think would have happened?

4 The phrases linked to the missing words in the text

cover everything from this section Students need

to complete the text by selecting the most suitable

tense for the verbs given

1 gave up 2 were/was 3 could find

4 wouldn’t/didn’t keep 5 gave 6 hadn’t

bothered 7 had wasted

5 Students work in pairs, taking turns to ask each

other about hypothetical situations related to the

cues Encourage them to use as many of the

forms covered in this section as possible Round

up by eliciting some ideas and the forms used

You might want to start by giving your own answer

for the first question

Photocopiable activity

Activity 7C could be used here It is a pairwork

activity where students have to complete sentence

stems using past tense structures for hypothetical

meanings, so that the new sentences retain the

same meaning as the initial ones given This

activity revises the past tense structures for

hypothetical meanings covered in Module 7B

Use of English 2 p.115

This section provides further practice of phrases and

structure (using the past tense) for hypothetical

situations through open cloze questions, which will

be encountered in the open cloze task (Paper 1

Part 2)

1 Begin by focusing students’ attention on the photo

(which shows a souvenir stall with goods that a

tourist would find exotic) and eliciting what it

shows, before giving students the chance to

discuss their preferences regarding souvenirs in

pairs or small groups

2a This exercise gives students further practice of

the open cloze question type as covered in

Modules 1B, 2B and 4B Here, students skim the

1 do 2 other 3 it 4 what 5 in 6 could

7 why 8 if/though 3a This task analysis is best conducted as a class

conjunction: if/though fixed phrase: other than/When it comes to it … modal verb: could

preposition: in pronoun: it question word: what, why verb: do

3b Once again, this exercise could be done as a

class

Example answers

articles, auxiliaries, phrasal verbs, linking words

4 This discussion focuses on advice to give to

visitors to the students’ country or countries It could be done in pairs or small groups Round up

by eliciting ideas

Extra!

Ask students to write an extract from a guidebook

to their country under the heading ‘Souvenirs’

Writing 2 p.116

1 Begin by asking students to think about something

they have complained about or wish they had complained about Elicit what the problem was and what they did or could have done Find out

whether students have ever written a complaint letter in English and elicit details Focus students’ attention on the photo and ask what it shows (people sleeping at an airport) Give students the chance to discuss the questions in pairs and then discuss ideas as a class

2a Students read the task It would be useful to

encourage students to get into the habit of underlining or highlighting key words Round up by discussing their answers to check that they

understand the task

2b This exercise encourages students to identify

their aim and consider an appropriate register and style to achieve it Discuss ideas as a class

3a Students work in pairs to come up with possible

ideas Remind them to look at the examples in the exercise instruction

3b This exercise gives students practice planning the

1 recent 2 catch 3 incur 4 meet 5 provide

6 full 7 shortly 8 break 9 with 10 manner

11 scheduled 12 decidedly

4b Discuss as a class which sentence opening is the

best and why Remind students that this formal

and less personal tone should be consistent

throughout their letter

1 is better when writing to a company because it

has a more formal, less personal tone, whereas 2

suggests that the writer is not in control of his/her

feelings

4c Focus students’ attention on the expressions

Allow them time to decide which ones match the

three groupings and encourage them to compare

answers in pairs Discuss which sound stronger in

tone

1 I appreciate that to As you may remember 2 I

enclose herewith, I immediately contacted, Not

only was I unable, Please find attached 3 I

believe your airline needs to, If I hear nothing from

you, I would be grateful if you could, I await your

response to, I shall expect to hear from you

4d This exercise encourages students to identify the

most appropriate phrases for their own letter,

where best to use them and how they can put

them to good use

5 At this point, the planning is complete, so give

students 20 minutes to write their letter The

writing is best done as homework unless you wish

to assess what they are capable of writing in the

given time period

6 Students spend 5–10 minutes checking their letter,

using the checklist on page 190 Alternatively,

students swap and check their partner’s letter

Sample answer:

I am a frequent flyer with your airline and I am

extremely disappointed with my most recent

experience.

Last week, I arrived at the airport early for my

scheduled flight to Amsterdam, where I was due to

catch a connecting flight for Sri Lanka On

checking the electronic display, I saw the flight

was listed as Delayed I immediately contacted

your desk at the airport and asked for more

information but your representative was extremely

unhelpful and offhand.

As the scheduled time grew nearer, I became

more anxious If I missed my connecting flight in

Amsterdam, I knew that flights from Amsterdam to

Sri Lanka were fully booked for several days

Although there was another flight with another

airline leaving for Amsterdam at much the same time, your representatives refused to transfer me and told me my plane would be there shortly As it turned out, the flight had been cancelled because

of engine failure and your customer service desk had not been informed I was therefore unable to get to Amsterdam and missed my flight to Sri Lanka Your representatives did not provide any assistance apart from offering to rebook me on a flight the following day, which was no use at all.

As you can see, my experience breaks the promises you make in your customer guarantee I believe your airline needs to take full responsibility for the inconvenience and expense incurred, as well as the communication breakdown among your staff May I remind you of the promise to make a full refund I enclose my ticket herewith

[260 words]

Extra!

Have students reply to each other’s letters

Review

These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module They are best used

to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on In terms

of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion Alternatively, they can be given for homework, which

in the case of any student who has missed a module would be more practical

1 1 fend 2 fraught 3 marooned 4 hit home

5 rebellious 6 rough 7 restricted 8 defensive

2 1 differentiate 2 occurrence 3 defenceless

4 atmospheric 5 childishly 6 tricky

7 furnishings 8 reliant

3 1 (who) I’m closest to is 2 you lived/you were

to live/you were living in a big city, how would you

3 if/though his trip across Asia went 4 upset me most was my parents’ lack of 5 if we moved to Norway rather than/instead of 6 being

completely open with each other that we will

7 could go/were able to go trekking 8 worries me

more is living/I’m more worried about is living

4 1 until 2 What 3 do 4 reason 5 was

6 would 7 all/what 8 had 9 would/could

10 time 11 were 12 would