Teachers notes and photocopiables expert teachersnotes m08

Students could answer the questions in pairs or small groups and then check their answers with those on page 205.. With stronger students, discuss the language presented in the Expert Wo

08 A rich life

This module contains various topics related to the

theme of wealth and a good life, including going into

business with friends and family, online shopping,

dining in, inheriting money, investing and donating

and the UN’s budget

Lead-in p.119

Start with books closed Ask students what the word

wealth means to them Discuss ideas before asking

them to open their books at page 119 and eliciting

what the photos show (a gold bar dispensing

machine in the UAE, a bureau de change, and

someone holding a lot of banknotes)

1a This exercise encourages students to think about

different aspects relating to money and currencies

and tests their general knowledge Students could

answer the questions in pairs or small groups and

then check their answers with those on page 205

Find out whether they were surprised by any of the

answers

1b Students could answer this question in the same

groupings as Exercise 1a or, with a monolingual

group, as a class This might be a good

opportunity to also add in some information about

the currency of the students’ country of study if

different from theirs For example, the British

currency (the pound sterling) is the oldest currency

in the world still in use and is generally recognised

as a stable currency around the world When it

was first used in the 8th century, coins like the

penny were made from silver and it was not until

the 17th century that paper notes were introduced

2 These quotes from famous people are designed to

get students thinking about the value placed on

money and to consider the point each person is

making These could be discussed in small groups

before the discussion is opened to the class Find

out which quotes students like best and why

8A A small world?

Reading 1 p.120

1 Focus students’ attention on the cartoon and elicit

what it shows (a man and woman in business

together), before asking students to discuss the

questions in pairs Encourage them to compile a

list of pros and cons, and elicit ideas from the

class, feeding in useful language as appropriate

2 Ask students what they remember about the

multiple-matching task (Paper 1 Part 8) before

asking them to read the Expert Task Strategy

notes on page 169 Before they do the task, remind students that they can choose the same couple (A–D) more than once, although they can only choose one answer for each question

Encourage them to underline (and number) where they found the answers to each question so that they can easily check information if they have time With stronger students, discuss the language presented in the Expert Word Check after they have finished the task; with weaker students you may wish to go through this first

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

9 A 10 C

3 The task analysis allows students, who have

previously practised this task type in Modules 1 and 4, to consider the techniques that work best for them and what to avoid doing This question

could be discussed as a class with a list of dos and don’ts elicited

4 These questions encourage students to discuss

their own opinions of the businesses mentioned and to consider the qualities needed to be successful in business Remind students to draw

on their own experiences and round up by eliciting ideas

Vocabulary p.122

1 This exercise deals with fixed expressions linked

to business and provides students with an opportunity to discuss questions relating to decision-making and setting up and running a business

2a Give students a minute to complete these

collocations before checking as a class It is important for students to know these collocations,

so they should record any that are unfamiliar to them Elicit a single-word (and therefore more formal equivalent) verb to match each phrasal

verb, e.g to take on = to hire Remind students

that they should be building up a record of informal language versus formal equivalents

1 make 2 grow 3 open up 4 take up 5 run

6 achieve 7 make 8 embark upon 9 see through 10 do

2b This exercise provides students with an

opportunity to use the verbs from the previous exercise to complete a text Allow time for students

to compare answers in pairs before checking them

as a class

1 taken 2 making/earning 3 set 4 raised/

generated 5 developed 6 carry 7 lay 8 wind

3a Students work in pairs or small groups to discuss

compound nouns or verbs (relating to business)

that can be formed from the words given

1 c/h 2 e 3 f 4 b 5 g 6 h 7 a 8 d/b

3b This question could be discussed as a class Ask

students to pronounce a few of the words to

check

The first syllable is stressed

3c Students work in pairs to create their own

sentences using words from Exercise 3a

Extra!

Students create sentences for the remaining

words

4 This exercise focuses on prepositions used in

expressions or collocations relating to business

Allow time for students to compare answers in

pairs before checking ideas

1 on 2 down 3 in 4 of 5 on 6 down

5a Students work in groups of 3 or 4 to come up with

a business idea answering the question given and

incorporating vocabulary covered in this section

For this exercise, set a time limit (e.g 20–30

minutes) and explain that they will have to present

their ideas to the class so they must decide how

they will do that and who will do it You may wish

to set a time limit for the presentations

5b Before students give their presentations, remind

the rest of the class to think of questions to ask

each group after their presentation

5c Bring the class together and ask them to vote for

the best idea Encourage them to explain their

choice

Use of English 1 p.123

1 Refer students to Amazon’s logo on the boxes in

the photo and discuss the questions as a class

1 It is an online retailer that originally sold books

and now sells a wide range of goods 2 1994

2a Give students a minute to skim the text to check

their ideas

2b If useful, refer students to the Expert Task

Strategy notes for the word formation task

(Paper 1 Part 3) on pages 167–168 before asking

them to complete the task Encourage students to

skim the text to get the gist, working through using clues around each gap to identify which form of the given word is required for each gap (e.g noun, adverb, negative adjective) Remind them that each word needs to fit both grammatically and in meaning and suggest they note the type of word needed in each gap as they read

1 option 2 loyalty 3 unexpectedly 4 profitable

5 facilitate 6 selection 7 specialise

8 recognition

3 Give students a minute or two to find the two

words before eliciting ideas from the class

origin (n) → originally (adv);

recognise (v) → recognition (n)

4 Students could discuss the questions in small

groups before the discussion is opened up to the class Encourage students to justify their reasons and use this as an opportunity to feed in useful language

Extra!

Students write an article giving their opinion of online shopping and their recommendations

Listening 1 p.124

1 Start by focusing students’ attention on the photo

and eliciting what it shows (a yoga class), before students discuss the questions either in small groups or as a class

2 If students have followed the modules in

sequence, this will be the fourth time they have attempted a Part 3 Listening task (having previously encountered them in Modules 2A, 2B and 5B), so they should now be familiar with the strategy Elicit what they can remember before referring them to the Expert Task Strategy notes

on page 171 Allow time for students to read the questions and remind them to underline key words Remind them to try and predict the answers and eliminate wrong answers as useful

3 T54 Students do the task.

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

4 This task analysis is best conducted as a class

5 Ask students to look at the items in the Expert

Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students might also find it useful to refer to the audioscript on page 168 and locate them in

context Students then work in pairs or small

groups, sharing what they do to relax

Extra!

Students write an article explaining different ways

to relax and saying which they prefer and why

Language development 1 p.125

Students should already be familiar with the concept

and use of negative introductory expressions to add

emphasis (e.g Not since, Rarely and Only now)

These expressions will in effect add further interest

and depth to students’ writing in particular

1a See whether students can identify the difference

in emphasis between the pairs of sentences and

discuss how greater emphasis has been created

1 b 2 b 3 b; Emphasis is created by starting

each sentence or clause with an emphatic and

negative construction and inverting subject and

verb

1b Refer students to pages 184–185 of the Expert

Grammar and review how emphasis can be added

before students rewrite the sentences given

Encourage students to compare ideas in pairs

before checking answers as a class

1 will we lay off any more staff 2 will the bank

extend the loan 3 (I did) my finals at university

have I worked so many hours 4 do you meet

people who have such a clear vision of what they

want to do 5 had the business been set up

when the impact of the recession was felt 6 are

they beginning to make a profit from the company

2 Suggest that students skim the text to get the gist

before working out the type of word needed in

each gap, checking the words given before and

afterwards

1 only 2 but 3 sooner 4 Under 5 on 6 do

3a Here, students are introduced to fronting parts of

a sentence to add emphasis and link ideas Go

through the example and, if useful, do the first

question as a class Remind them to refer to the

expressions given on pages 184–185 of the Expert

Grammar and to check answers in pairs

1 I find it hard to believe that he’s going to resign

2 It may be difficult but it isn’t impossible 3 The

restaurant’s dinners are even better than their

lunches 4 The response to the competition has been such that … 5 However/ No matter how

hard we try, we will never … / Even if we try very

hard, we will never … 6 We were losing hope

when the train came along

3b This exercise gives controlled practice in

re-wording the sentences using fronting to emphasise the most important information

1 So tense was the atmosphere that tempers flared 2 Try as they might, they were unable to get a loan 3 Opposite the new premises was a park 4 There was a pause and into the room walked the actor 5 Such was the impact of the

crash that the car was not worth repairing

6 Famous it may be, but it’s very expensive too 3c This exercise provides students with freer practice

where they use their own ideas to complete sentences with negative introductory expressions Elicit a selection of ideas from the class to round up

Photocopiable activity Activity 8A could be used here It is a groupwork activity where students have to complete sentence stems using negative introductory expressions, so that the new sentences have the same meaning as the initial ones given This activity revises and extends students’ knowledge of emphasis through the use of negative introductory expressions as covered in Module 8A

Writing 1 p.126

This section looks at ways to expand language usage to increase interest and better engage the reader

1a Focus students’ attention on the photo and elicit

what it shows (the Dans le Noir restaurant which is

described in Exercise 1), before asking them to read the two opening paragraphs describing the restaurant Discuss the questions as a class

1 Customers eat in the dark 2 The first extract

draws the reader in more, by the use of rhetorical

questions and more vivid language (left in the

dark, right up your street, popping up).

1b This exercise introduces more evocative

language to a text and asks students to identify what might more commonly be written instead During feedback, discuss new language items,

checking that students understand what type of

words they are and how they are pronounced

1 j 2 k 3 c 4 f 5 a 6 h 7 l 8 o 9 n

10 e 11 b 12 g 13 d 14 i 15 m

Extra!

Ask students to select three words or expressions

presented in Exercise 1b and then consider

alternative options For example: 1 tucked away

could be ‘hidden away’, 2 only a stone’s throw

could be ‘close to’ or much more informally ‘within

spitting distance’, etc

1c Discuss the techniques as a class before students

work through the text finding examples of each

type This could be done in pairs Focus on the

Exam Strategy note and remind students that at

Advanced level the creative use of language is an

integral part of the writing component and there is

great emphasis on engaging the reader

1 tucked away, stumble, fumble 2 incredibly 3 I

won’t be doing it again 4 I won’t be doing it

again (simple); Having to guess the composition

of each forkful of food … (complex) 5 The food,

which has been described as innovative, is

actually … (indirect speech) 6 exclamation

marks, quotation marks 7 Does the idea of

dining in total, absolute darkness tempt you? / Is it

worth trying once …? 8 It is a fascinating

concept / The food is actually mediocre

2 This exercise presents students with further

examples of interesting language and encourages

them to widen their language use through

improving descriptions

1 cramped, packed out 2 nibbled 3 quirky

4 offhand 5 charming ambience 6 exorbitantly

priced 7 deafening 8 insubstantial

3 Here, students have the opportunity to practise

adding interest to their writing through a

description of a restaurant they know The writing

component could be set homework and

paragraphs could be swapped in a subsequent

class

Photocopiable activity

Activity 8B could be used here It is a pairwork/

groupwork activity where students complete a

crossword using the missing words needed to

complete sentences given This activity revises

expressions, phrasal verbs and collocations

covered in Module 8A

8B A means to an end?

Listening 2 p.127

1 Begin by discussing who the photos show (British

lottery winners, American actor Johnny Depp and Russian business tycoon Roman Abramovich) and how these people became rich, before discussing the questions as a class

2 Students are given further practice of

multiple-choice questions (Paper 3 Part 1) After they read the questions, students briefly discuss in pairs what they can guess about the people

3 T55 Refer students to the Expert Task Strategy

notes on pages 170–171 before they listen to the recording and complete the task Remind them that each extract is repeated before moving on to the next one

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

4 Students compare answers in pairs before

discussing the question 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

169 and underlining where they find them in context

5 This discussion provides students with the

opportunity to express their own opinions and justify them, as well as to hypothesise about what they would have done in the same situations This could be done in pairs or small groups before ideas are elicited from the class

Speaking p.128

The photos provide examples of selling, investing and spending Ask students what each one shows and what is happening (a man in a street market, a man working on spreadsheets on two computers, a couple in a car showroom in discussion with a salesman) Use this as an opportunity to feed in any useful vocabulary and discuss the questions as a class

1a In this exercise students discuss in pairs or small

groups which language would correspond with the given photos

Suggested answers relating to photos A, B and C:

A haggle, beat someone down

B buy stocks and shares, pay in full

C dip into your savings, pay in full, haggle, beat

someone down

1b Students now discuss the meaning of these

informal expressions This could be done with the

same groupings

1 have so much money you buy things that aren’t

necessary 2 only have enough money for the

basics 3 spend more money than you can afford

4 do something rather than just talk about it

1c Check that students consider their own response

to the questions before discussing ideas in pairs

2a This exercise invites students to identify the most

appropriate words or phrases to complete the text,

focusing on collocation and related prepositions

1 make ends meet 2 hard 3 chip 4 support

5 contributing 6 sum 7 funding 8 donors

9 dipping into 10 on 11 raise 12 sponsor

2b Students could discuss the stress patterns of

these words in pairs

contribute/contribution; subscribe/subscription;

luxury/luxurious; subsidise/subsidy

2c These questions encourage students to discuss

their views on whether charities are important and

how they should best be helped

Extra!

Students find out about one charity in their own

country and prepare a short presentation on it for a

subsequent lesson

3a Remind students that they have covered the long

turn (Part 2) in previous modules (1B, 4B and 6B)

before giving them 2 minutes to read and correct

the 5 mistakes in the instructions Allow time for

them to compare answers in pairs before class

feedback

The 5 mistakes are: 1 You should not describe

each photo in detail – you must speculate on only

2 2 You have a minute 3 Try not to stop

4 You must speculate, not describe 5 Your

partner mustn’t interrupt (Also the interlocutor will

not mention the wide range of language needed,

although it is true that candidates must do this.)

3b T56 Here, students listen to extracts of 2

candidates attempting Part 2 and note the

strengths and weaknesses of each one Allow time

for students to discuss their ideas with their

partner before eliciting ideas from the class

A: The student shows a good range of language,

is grammatically correct and is trying to interpret what is going on However, he gets bogged down trying to describe each photo rather than

speculate and answer the 2 questions Also, he is about to go on to describe the third photo, which is not required

B: The student is more focused on the task given

She speculates on the similar and different challenges of two situations The range of language is reasonable and includes informal expressions However, her answer is too short and she finishes rather abruptly

4a Students now practise the long turn in pairs,

taking turns Check they understand the instructions before they start

4b Give students time to discuss the three photos

and reach their decision

4c The additional photos on page 206 allow students

further practice of the long turn task

5 Students work in their pairs to appraise each

other’s performance using ideas from Exercise 3b, before a general discussion on strengths and weaknesses as a class Remind students to note areas they have improved on and those needing further work so they can refer back to these in the future

6 Give students time to discuss these questions in

pairs or small groups before opening the discussion to the class to round up

Extra!

Students write an essay (220–260 words) to answer Exercise 6 question 2, incorporating ideas from their discussion

Language development 2 p.130

Students should be familiar with the concept and use

of comparatives and superlatives, although 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 mistakes

relating to the grammar focus in this section With

a weaker class, you might wish to refer them to the Expert Grammar on page 185 first, or students could refer to it after reading the text Check answers as a class

much the same than as Australians; one of the best paid stars; became a great deal richer;

nothing as like Lady Gaga’s; by far the less most expensive shoes; considerably fewer less than

1b Students locate examples of comparatives and

superlatives in the text, discussing their ideas in

pairs before class feedback Focus on the degree

of comparision where applicable and discuss other

examples from the text

1 richer/more prosperous (higher degree); the

same as (same degree); less than/nowhere near/

nothing like (lower degree) 2 one of the best

paid/the most expensive 3 much, far, one of the,

even more, by far the, considerably

1c Refer students to the words given in the table and

focus their attention on the example before they

consider their own responses to the questions

Allow time for them to compare ideas in pairs and

elicit some example sentences

Extra!

Students write new sentences using the remaining

words from the table

1d This exercise gives students further practice using

comparative and superlative forms but in the

context of where they live With a weaker class,

this could be done in pairs or small groups You

might wish to begin by giving a few example

sentences about the place where students are

studying if different from their own towns

2a Here, students focus on additional forms of

comparison, deciding which option is best to

complete sentences Discuss ideas as a class,

eliciting extra examples of use as needed

1 too 2 such a 3 more and more 4 The

fewer, the better 5 more tight 6 so much, as

7 like, as 8 The bigger, the less 9 ’d sooner,

than 10 a great deal, than

2b This exercise gives students practice in rewriting

sentences using set words or phrases With a

weaker class, this could be done in pairs

1 The more people worry about banks, the more

they use cash / People increasingly use cash, the

more they worry about banks 2 I’m not getting

such a good … 3 More and more banking is … /

People are doing more and more of their banking

… 4 Some people are too afraid of fraud to bank

online 5 I’m not so much happy as relieved I got

… 6 I’d sooner use smart cards everywhere …

3 Students work in pairs and use expressions

covered in this section to compare 2 people of

their choice Round up by eliciting ideas and

discussing the structures used for comparison

Remind students that comparatives and

superlatives are particularly used in the long turn

(Part 2) of the Speaking test when they need to discuss similarities and differences between photos

Use of English 2 p.131

This section provides further practice of the language

of comparison through the practice of key word transformations (Paper 1 Part 4)

1a Begin by focusing students’ attention on the

example and discussing the transformed sentence and the changes made

is by far the most important

1b Weaker students could read the Expert Task

Strategy notes on page 168 before attempting the task, whilst stronger students could do the task and then refer to the notes to check afterwards Remind students of the word restrictions and allow time for students to compare answers before class feedback Discuss any alternatives possible

1 through her accounts, the more concerned

2 have sold slightly less well than 3 as much as me/I did/much the same (salary) as me 4 near

as high as 5 the harder we work, the happier

6 to save a great/good deal more 2a This task analysis could be conducted as a class

Elicit examples using the given expressions

1 the more 2 a slightly (less) b nowhere near;

a great deal more

2b Here, students consider the best ways of

approaching key word transformations and discuss advice that could be given under the different categories, discussing ideas in pairs before class feedback Compile a list of useful pieces of advice

on the board and suggest that students make a note of them for future reference

Writing 2 p.132

1 Students start by discussing their attitude towards

reviews and whether they themselves have ever written one These questions could be discussed

in small groups During feedback, you may wish to find out whether students tend to read reviews before or after they have seen or read something Ask them whether they can think of examples when they have seen or bought something (or not) purely because of a review

2 Here, students are given an example task Remind

them that in the exam the review would be an optional question Discuss the task as a class and

elicit the number of words needed (220–260

words)

3a Students should determine which books they will

review before underlining the key points which

they have selected from the task and

brainstorming ideas, making notes

3b This exercise focuses students’ attention on

making a plan and encourages them to think about

key points it might include, along with how it will be

organised into paragraphs

3c Students now know which ideas will be included

in which paragraph and have the opportunity to

discuss their ideas in pairs

4a The two review extracts provide examples of

different parts of the task given in Exercise 2

Allow time for students to read the reviews before

eliciting which part of the task they match

Extract 1: Explaining whether or not you enjoyed

it Extract 2: Reasons for recommending it

Extract 3: Explaining what the book was about.

4b Students refer to the texts to find the expressions,

discussing ideas in pairs

Examples:

1 one of several books in recent years which

2 The main message is, is about, The book tracks,

she asks the big questions like

3 inspiring and informative, great ideas, upbeat

and heartwarming, absorbing, highly readable,

modest and engaging, I love the

4 a bit patronising at times

5 an absolute must, this is the book for you

4c These phrases will help add emphasis to

students’ evaluations and make their reviews far

more engaging Begin by focusing their attention

on the words and phrases given and then the

notepad with the ‘positive’ and ‘negative’ columns

Give them 2 minutes to decide, in pairs, which

columns the words/phrases fit in before class

feedback Discuss meaning and pronunciation of

any new language and, if useful, provide/elicit

examples of their use

Positive: (quite) witty; (truly) original; (really)

lively; thought-provoking; (profoundly) moving;

(refreshingly) different; (beautifully) written; a

gripping (read); couldn’t put it down; well worth

reading; (particularly) memorable; (absolutely)

hilarious; compelling

Negative: (a bit) repetitive; (entirely) predictable;

(excruciatingly) boring; (totally) unconvincing;

(thoroughly) tedious; (rather) flat; hard to follow;

(vastly) overrated; (thoroughly) implausible; (too)

far-fetched

4d This exercise gives students practice in using the

phrases from Exercise 4c in conjunction with additional language which they may find very useful in their reviews Students could work in pairs or small groups to discuss their ideas before class feedback

Examples:

Describing

The opening chapters … (give the background / set the scene / explain the rationale) …

The last chapter … (is a bit of a let-down / summarises the main points)

The story … (gets bogged down in / moves at a brisk pace) … is … (action-packed / slow-moving / spine-chilling)

Balancing an opinion

I found (the ideas confusing at times), but … / However, …

Although (the writer sometimes goes off at a tangent), …

Even so, (the ideas challenge the reader to think about) …

Despite this / In spite of this / And yet (the characterisation is impressive / weak) …

On the other hand, (I wouldn’t recommend this book to anyone who …)

Summarising

All in all … / Quite simply … (this is the best read …)

The great strength of (the book) is that …

My only criticism of (the book) is that …

Photocopiable activity Activity 8C could be used here It is a pairwork

activity where students take turns to give clues to

their partner so that their partner can complete a grid with the necessary vocabulary and work out the extra word given This activity revises useful language that can be used to make written reviews more interesting and engaging, as covered in Module 8B

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

students 20 minutes to write their review 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 review:

It’s time we got over our obsession with

shopping That’s the message of Not Buying It,

one of several books in recent years that

encourage us to spend and consume less for both

personal and environmental reasons.

Not Buying It is about one New Yorker’s

attempt to call a halt to her spending for a year,

with the exception of a few basic foodstuffs (but no

processed food), medicine and toiletries This

means doing without new clothes, buying music or

going to the cinema The book tracks her ups and

downs, as she and her partner pursue their

careers On the way, she asks the big questions

like, ‘Can the economy survive without shopping?’

At the end of the year she saved up enough

money to pay off a huge credit card bill and she

claims her spending will never be the same again.

Some critics have found the writer too

centred They like to point out that she is

self-employed and childless, which makes her

experiment much easier In places, the book is a

bit repetitive and does go off at a tangent more

often than I would like but on the whole I found it

calm and inspirational The author is honest about

how difficult everything was, her many slip-ups

and what she discovers about herself.

[220 words]

6 The students spend 5–10 minutes checking their

review, using the checklist on page 190 as

necessary Alternatively, students swap and check

their partner’s

Extra!

After reading each other’s reviews, students decide

whether or not the review would persuade them to

read the book in question Discuss, as a class,

which reviews were most persuasive and why

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

2 1 Hardly had the tablet gone on sale when

another company brought out an even better

model 2 The more I think about the problem, the more worried I become about it 3 On no

account (should/must you) disclose your business

plan to anyone at this stage 4 It wasn’t such an easy decision as I thought (it would be) 5 We were too exhausted to move 6 Not since

Charles Dickens has any English writer written so

well about the poor 7 James is slightly taller than his brother 8 I give nowhere near as much

to charity as Liam (does) 9 The other ring is somewhat pricier than this one 10 I’m not so

much angry as depressed about losing my wallet

3 1 neighbourhood 2 luxurious

3 specialisation (specialism) 4 perception

5 philanthropic 6 scepticism 7 disloyalty

8 strengthen

4 1 as 2 try 3 into 4 up 5 than 6 took

7 deal 8 of 9 on/upon 10 such 11 in

12 for 13 down 14 like 15 only 16 as

17 but