1c Here, students compare ideas in pairs or small groups before discussing ideas as a class.. Find out whether students have played this sport themselves before asking students to discu
Trang 110 A positive outlook
This module contains various topics related to
positive outlooks, including teamwork, team spirit, the
spirit of survival, feel-good activities, the two sides of
being optimistic and how to have a healthier lifestyle
Lead-in p.111
Start with books closed Ask students what a positive
outlook means to them Discuss different ideas and
identify the key related factors
1a Ask students to open their books and look at the
photos Elicit what they show (two people
practising a martial art, a group of young friends
relaxing, a group of young musicians playing in a
band) Discuss what they might represent in terms
of positive outlook before students discuss which
of the aspects of life given are the most important
to them
1b Students consider which affect well-being.
1c Here, students compare ideas in pairs or small
groups before discussing ideas as a class If time
allows, encourage the class to reach a consensus
over the top 5 most important aspects
2 The questions give students the opportunity to
discuss further aspects relating to health These
questions could be discussed in pairs or small
groups Round up by eliciting some ideas from the
class Check that students understand genetics
(the study of how the qualities of living things are
passed on through their genes Children will, for
example, inherit particular features – such as a
specific hair, eye or skin colour – from their
biological parents.)
10A Teamwork
Reading 1 p.152
With books closed, put the word teamwork on the
board or play a game of hangman to elicit it Ask
students what the word means to them and in what
situations it is common to require it
1 Ask students to read the title and introduction and
then answer the questions, discussing their ideas
in pairs
2 Find out which students follow Formula 1 and
briefly elicit what they know about the driver
Sebastian Vettel Ask which part of Paper 1
multiple matching comes under (Part 8), reminding
them they covered it in Modules 1A and 8A Briefly
elicit useful strategies for this task type before
for them to compare answers in pairs before class feedback End by focusing on the Expert Word Check Ask students to find the words given in the text and to deduce their meanings from the context
1 D 2 C 3 A 4 C 5 A 6 D 7 D 8 B
9 A 10 B
3 The task analysis could be done in groups or as a
whole class activity Students could check by referring to the Expert Task Strategy notes given
on page 169
1 No, read the options first 2 Yes 3 Yes
4 Yes
4 Students discuss the questions in pairs or small
groups These questions focus on teamwork and how important support is in certain sports
Extra!
If students are interested in aspects connected with these issues, you may wish to encourage them to research their own articles in English and report back to the class in a subsequent lesson
Vocabulary p.154
1 This exercise introduces 3 texts that students skim
and match to the headings
2a Why do drivers have to be fit?
2b Physical training 2c Diet
2a In this exercise, students focus on word formation
and must change the words given so that they fit in the gaps, both grammatically and in terms of meaning Encourage students to compare answers in pairs
1 invariably 2 specifically 3 endurance
4 exceptional 5 unexpectedly 6 ensure
7 enable 8 essential 2b Here, the focus is on collocation Students must
select the correct option of the two given in each case
1 build 2 undergo 3 programme 4 intensive
5 activities 6 despite 7 accommodate 8 build
Trang 22c This exercise provides students with practice in
open cloze questions (Paper 1 Part 2)
1 of 2 like 3 in 4 However/Moreover/
Furthermore 5 themselves 6 throughout/
during/in 7 quantities/amounts 8 which
3 For this exercise, students incorporate words and
expressions from Exercise 2 into a discussion (in
pairs or small groups) on how their health and
fitness could be improved Elicit ideas from the
class and, if time allows, reach a consensus on the
best 3
4a This exercise focuses on metaphors relating to
sports and fitness and encourages students to
work out their meaning Students either work in
pairs or compare answers in pairs
1 avoided mentioning 2 succeeded very easily
3 control 4 surprised her so much she didn’t
know what to say or do 5 able to think quickly
and intelligently 6 changed the rules
4b Students now use some of the metaphors to tell
their partner about their own life and events that
are important to them
Photocopiable activity
Activity 10A 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
vocabulary and expressions relating to sport and
fitness covered in Module 10A
Use of English 1 p.155
1 Focus students’ attention on the photo and elicit
what it shows (some boys playing rugby) Find out
whether students have played this sport
themselves before asking students to discuss the
questions in pairs or small groups
2a Give students a minute to skim before eliciting
students’ opinion as a class Encourage students
to give reasons to support their views
2b Before students do the multiple-choice cloze task
(Paper 1 Part 1), remind them that only one
answer will be correct and encourage them to
cross out ‘distractors’ that they know are incorrect
Allow time for students to compare answers in
pairs
1 A 2 D 3 C 4 A 5 B 6 D 7 C 8 B
3 This task analysis discussion could be done in
small groups or as a class
2 grammatical words
4 Students discuss the questions in pairs or small
groups, providing reasons to support their views Round up by finding out whether more people prefer team sports or individual sports and why
Extra!
Students write an essay (220–260 words) answering the following question: ‘Some people believe that team sports encourage greater integration and social cohesion, whilst others feel they result in a higher level of social tension and aggression Give reasons to support each side and then present your own view, giving reasons to support it.’
Listening 1 p.156
1 Start by eliciting how to approach the
multiple-choice listening task, which has been covered in Modules 4A, 4B, 7A and 8B
2 T59 Check that students understand the task
before playing the recording for them Remind them, if needed, to underline key words and eliminate incorrect distractors as they listen and that in the actual exam, each extract will be repeated before moving on to the next one Allow time for students to compare answers in pairs before class feedback
1 A 2 B 3 C 4 A 5 B 6 C
3 Refer students to the Expert Word Check and
discuss any words they are unsure of, eliciting examples of usage as useful Encourage students
to incorporate some of these words and expressions into their discussion of the questions This could be done in pairs or small groups Round up by eliciting some ideas from the class and finding out whether more students are team players than individualists (or vice versa)
Language development 1 p.157
This section offers a quick review of participle and infinitive clauses Students with particular difficulties should be given suitable remedial exercises
1a Put students into A and B pairs Ask Student As to
refer to page 187 of the Expert Grammar whilst their partners (Student Bs) read out the 5 sentences given This exercise introduces students to participle clauses that they match together
Trang 31 to emphasise that one action happened after
another 2 to suggest a cause, reason or result
3 to replace an adverbial clause of time 4 a
participle clause, which suggests reason 5 a
participle clause of condition
1b Here, students continue working in their pairs,
taking turns to re-word the sentences from
Exercise 1a using finite verbs With a weaker class
this could be done as a class instead Discuss why
participle clauses might be preferable in these
sentences
1 After they were/had been … 2 Since/Because/
As I knew I’d never … 3 When I heard the news,
… 4 as/since he was determined … 5 If you
give him/If he’s given …
You might want to use a participle clause instead
because it shifts the emphasis onto the main
clause
1c This exercise gives students the opportunity to
practise rewriting sentences so that they include
participle clauses Students could do this alone or
in pairs Elicit answers and discuss as a class any
changes needed
1 having won/winning 2 Flicking through the
magazine, I 3 Being tall and slim, Alex is
4 Having trained for … Maya is 5 (If) taken care
of, the shoes
2 Students now focus on to-infinitive clauses and the
reasons they are used, discussing their ideas in
pairs If they find this difficult, you might want to
suggest that they re-word them, replacing the
participle clauses with finite verbs For example: If
you watched him, you’d never guess …
1 condition 2 purpose 3 unexpected
consequence 4 result
3a Here students practise combining sentences
using participle and to-infinitive clauses Remind
them they might need to make some changes to
the sentences and give them time to check their
answers in pairs
1 Not being able to afford the ticket, I didn’t go …
2 Having really enjoyed …, I … 3 She decided to
go shopping to get … 4 To see/Seeing Laura
playing netball, you’d think … 5 Having switched
on/Switching on the TV, he … 6 To look at Tim,
you’d never believe he could jump so high 7 I’ve
watched the England team play enough to know
… 8 Knowing he’s/he’d lost his squash racket, I
3b Focus students’ attention on the photo of the two
acrobats and find out whether anyone has seen or heard of Cirque du Soleil Elicit what they know about them before asking them to read and rewrite the text In this exercise, students are given further
practice in using participle and to-infinitive clauses
Students may wish to do this in pairs or alone and then check ideas with a partner Discuss ideas as
a class
1 Having already seen, … I … 2 (While)
watching 3 Soaring 4 Swooping and gliding
5 watching 6 to meet 7 Having been
introduced 8 to see/seeing them perform
Background The Cirque du Soleil is a Canadian entertainment company originating in Montreal It was set up in
1984 by Guy Laliberté with the idea of providing a spectacular mix of circus and street entertainment The success of Cirque du Soleil has seen it develop to a stage where different troupes of performers simultaneously tour the world, circulating in a variety of themed shows such as
‘Alegria’, ‘Michael Jackson ONE’, ‘Totem’, etc
3c Round up by discussing the questions as a class. Writing 1 p.158
1a Focus students’ attention on the photo and elicit
what it shows (young people map-reading while on
a camping expedition) Read through the Expert Strategy note before referring students to the sentence patterns in the Expert Writing section on page 202
Background The Duke of Edinburgh’s Award is a charity that was set up in 1956 by HRH the Duke of Edinburgh
It offers a variety of citizenship training programmes for young people (14–25 years old) in the UK The focus is to improve fitness, increase employability, provide life experiences and ultimately promote personal and social development There are three levels of attainment: Bronze, Silver and Gold, each of which comprises different sections and activities, and programmes are run throughout the UK at a variety of centres
1b This exercise gives students practice in joining
sentences using a variety of patterns
Trang 4Suggested answers:
1 Although I’m a risk-averse kind of person in my
daily life, I do enjoy skiing and rugby, which
means that I’ve had quite a few injuries 2 Many
people, including Ronaldo, say that Messi – born
in Argentina but living and working in Spain – is
the most talented footballer in the world
3 Although my brother was useless at team sports
at school, probably because of his lack of
co-ordination, he excels at long-distance running and
cycling 4 My daughter has been working all
year towards the Duke of Edinburgh’s Award, in
which students not only have to show evidence of
having worked at a physical activity and a skill, but
also have to go on expeditions in which navigation
skills, teamwork and resourcefulness are tested
5 Riding can be both expensive – especially if you
have your own horse – and dangerous when
jumping and doing cross-country activities
1c Here, students have the opportunity to consider
alternative ways to write the sentences from the
previous exercise Elicit ideas from the class,
adding in further ideas as useful An example of a
rewritten sentence 1 is: Whilst risk-averse in my
day-to-day life, I have received a number of
injuries through my enjoyment of sporting activities
such as skiing and rugby.
2a Focus students’ attention on the task and give
them a minute to read it and consider the points
needed
2b In this exercise, students focus on another
candidate’s writing and identify how to improve it
by combining sentences and widening the range of
sentence patterns This could be done alone or in
pairs
3a Here, students have the opportunity to complete
the answer Alternatively, with stronger students,
they have the option to plan and write their own
answer to the task The writing stage could be set
for homework
Sample answer:
I’m not sure I’m the best person to be giving you
advice, particularly as I haven’t seen you for quite
a while and also I’m not very fit myself these days,
mainly because I don’t have as much time as I
used to, because I’ve got kids! As well as that, I’m
quite a gregarious person, as you say, which
means I like team sports a lot, something I feel
may not appeal to you as much What I really
enjoy is getting together with a group of mates for
a kickaround, followed by a curry and a drink at
our local Indian restaurant.
3b Students check and edit their answer using the
checklist on page 190 Alternatively, students swap and check their partner’s answer
10B Feeling good
Listening 2 p.159
Begin by discussing what the photograph shows (a choir being conducted as they sing, accompanied by
a pianist)
1 Elicit what students remember about the
multiple-matching (Paper 3 Part 4) task from Modules 3A, 3B, 6A and 7B, before referring them to the instructions for the first task Discuss the question
as a class
2 T60 Discuss useful strategies for this task type
before students do the task
Task One: 1 F 2 B 3 E 4 C 5 G Task Two: 6 E 7 D 8 A 9 H 10 F
3 These task analysis questions are best discussed
in pairs or small groups before ideas are shared as
a class
4 Ask students to look at the items in the Expert
Word Check box and to discuss (in pairs) pronunciation, stress, word type, use, grammar, word family and collocations for each word
Students then discuss the questions in pairs or small groups, using the language presented Round up by eliciting some ideas from the class
Speaking p.160
Here, students have the opportunity to do a complete Paper 4 Speaking test, which should give them a better sense of how all the different parts come together, although it will not be under exam conditions
1a Begin by doing the first part of the quiz to remind
students of the key points One way to do this could be as a books closed lead-in Read out the questions and either ask students to note the answers down or to give them as a class
1b These questions test students’ knowledge of
more in-depth requirements of the Speaking test and can be answered in small groups or, once again, as a class Ask students to note their ideas down
1c Students refer to page 171 to check ideas Round
up by eliciting the key requirements so they are fresh in their minds before they begin the speaking tasks
2a Divide the class into groups of 4 (or 3 if this is not
possible) If students know who their partner will
Trang 5be on the day of the actual exam and they are in
the same class, they should pair up now Ensure
that students are familiar with the roles and
responsibilities of the interlocutor (who controls the
test, gives instructions, asks the questions and
checks timings are adhered to) and the assessor
(who greets and listens to the candidates, noting
strengths and weaknesses) The interlocutor asks
some introductory questions from page 207,
involving both candidates equally and maintaining
the conversation for 2 minutes
2b Students swap roles and the new interlocutor
uses some of the remaining questions
3 Students either stay in the same groups as in
Exercise 2 and swap roles so that the interlocutor
and assessor become candidates, or form new
groups The interlocutor’s instructions for the long
turn are on page 207 Candidate A should use the
first set of photos given on page 161 and
Candidate B should use the second set
4 For the collaborative task, let the second pair start
first, referring them to page 207 for the
instructions
5 Maintain the discussion for the final part before
returning to and repeating Parts 3 and 4
(Exercises 4 and 5) for the second pair
6 Here, students have the chance to assess
themselves and each other, as well as to discuss
ways they could improve their performance
Language development 2 p.162
Students will have encountered modals and
semi-modals in Module 3 and so should be familiar with
their usage You may wish to review some of the
structures covered in Module 3, however, before
focusing on the more advanced examples covered in
this section
1a The quiz checks on students’ understanding of
modals and semi-modals Students could work in
pairs or small groups to discuss the questions
1 True: A, B, C False: D, E
2 Modals: can, could, may, might, must, shall,
should, will, would
3 Semi-modals and other verbs with modal
meaning: be able to, be allowed to, dare, had
better, have (got to), manage to, need, ought to,
used to, be going to
4 requesting: can/would/could (you); offering: may
(I), would (you like), shall I/I’ll; giving permission:
can/can’t/may; advising: ought to/should/had
better; suggesting: (you) could; inviting: would
(you)/can; expressing certainty: will/must/can’t
(be)
1b Refer students to pages 188–189 of the Expert
Grammar to check their answers and discuss any questions that arise
2a Discuss the sentences as a class.
1 Stressing will in b makes the speaker sound
critical (the same is true of would in the past)
2 In a the phone is ringing and the speaker is
certain that it is Nick on the phone; b is talking
about Nick’s characteristic behaviour in the past
2b This exercise gives students practice in using
modals Ask students to do the next exercise before checking answers to both Exercise 2b and Exercise 2c
2c This discussion could be done in pairs or small
groups before being opened up to the class
1 would (typical behaviour) 2 will (certainty)
3 would, wouldn’t (annoyance) 4 shall (offer)
5 Would (request) 6 won’t (refusal) 7 would/will
(insistence) 8 would (surprise)
3 Here students identify a suitable modal to write
sentences whilst retaining the same meaning Students could either work in pairs or compare ideas with a partner During feedback, elicit any possible alternatives, discussing any that are not suitable and why
Examples:
1 They’re not here yet so they might/may have
had an accident 2 Clara needn’t have driven to work 3 You should/ought to have gone to bed early last night 4 Tom will leave/will keep leaving the door open 5 They’ll be there/They must be there by now 6 I don’t remember
exactly what time we left but it would/will/must
have been around seven 7 He said he was 40
but he can’t/couldn’t have been telling the truth
8 We’ve been invited to a party but we don’t need
to go/have to go/needn’t go if we don’t want to
4a Here, students focus on structures that can be
used in place of modals Discuss differences in register and ensure that rewrites maintain the same level of formality, etc
Trang 6Examples:
1 You were supposed to get a licence for that TV
2 Visitors are required to report to reception on
arrival 3 I think I’d better phone home and tell
them I’m going to be late 4 You are under no
obligation/You shouldn’t feel obliged to answer
any questions 5 All DVDs out on loan are to be
returned by the end of term 6 I felt obliged to
invite my cousins to the wedding 7 It is
forbidden to use mobile phones in this part of the
hospital 8 It is advisable to take out insurance
when travelling abroad
4b The discussion of possible situations could be
done in pairs or small groups before students write
their own sentences for each Round up by
eliciting ideas and checking on the accuracy of the
sentences produced
Extra!
Students rewrite their sentences from Exercise 4b,
replacing the alternative structures with suitable
modals
Photocopiable activity
Activity 10B could be used here It is a pairwork/
groupwork activity where students have to change
given sentences containing modals into non-modal
forms, using the verb or words dictated on the
card The new sentences must retain the same
meaning as the original ones This activity revises
structures used to replace modals, as covered in
Module 10B
Use of English 2 p.163
1 These questions could be discussed in small
groups or as a class Elicit ideas and find out how
many students have heard of the idioms to see a
glass half full (to believe a situation to be more
good than bad, i.e to be optimistic) or to see a
glass half empty (to believe a situation to be more
bad than good, i.e to be pessimistic) Ask
students whether they have the same or a similar
set of idioms in their own language
2a Give students 2 minutes to quickly look at the title
and text before eliciting the answers to the
question
2b Here, students have further practice in the open
cloze question type (Paper 1 Part 2) Stronger
students could go straight on to do the task,
whereas weaker ones might wish to review the
Expert Task Strategy notes on page 167 first
1 out 2 so 3 even 4 in 5 go 6 Rather
7 was 8 one
3 These questions are best discussed in small
groups and they give students the opportunity to present their own viewpoint as well as to discuss differences between people and cultures
4 Elicit key points and strategies for key word
transformations (Paper 1 Part 4) to check what students recall Allow time for them to compare answers in pairs on completion of the task and, during class feedback, discuss possible alternative answers
1 had turned up for her appointment 2 down/
back slightly on the amount of 3 insisted on me/
my accompanying/that I accompany 4 probably
be held/caught 5 led to Jake being cured 6 it
when instructors shout at me
5 This question could be discussed in small groups
or as a class Round up by reaching a consensus
on the top 5 factors
Extra!
Students write an article (220–260 words) expressing their view on the most important factors for a healthy life and why they are so valuable
Writing 2 p.164 1a Start by focusing students’ attention on the
advertisements and the photo of a woman having
a facial massage, and discuss the questions as a class
1b These questions give students an opportunity to
talk about their own interests and can be discussed in pairs or small groups
1c This question could be discussed in the same
pairs or small groups before being opened up to the class
2 Give students a few minutes to go through the
task, highlighting key parts and organising the points into related areas, and to consider their answers Discuss ideas as a class
Why you are writing, who the target reader is, how many parts are there to the question? Will you give facts, opinions or both? What style will you use? Neutral? Persuasive? What layout will you use? Headings? Numbering?
3 This exercise gets students to start brainstorming
ideas for their proposal as well as encouraging them to consider how they might structure them Students could do this alone or, in a weaker class,
in pairs
Trang 7Decide on headings for your proposal Make some
notes under each heading You may use some of
the ideas in the advertisements or think of your
own Will you need to use sub-headings,
numbering or bullet points?
4a Here, students identify what makes a good
introduction and why Students could discuss their
ideas in pairs before class feedback
B is the better answer It clearly states the aim of
the proposal and how the recommendations were
arrived at (i.e customer feedback) in a neutral
style
In A, the opening question Q/A technique belongs
more to a newspaper article than a proposal The
style is too personal and uses a contracted form
Also, the writer repeats too many words from the
question instead of using his/her own words
4b This exercise focuses on useful phrases to
include in their proposal and provides examples of
form for students to refer back to Students could
discuss answers in pairs or small groups
Examples:
1 A constant complaint has been 2 The facility
could be 3 Obviously, all developments
4 Many say they would/It is clear that our
customers 5 Customers would be prepared to
pay if/If the centre is to develop, it is vital that 6 I
would suggest that we … 7 It is clear that our
customers … 8 A constant complaint has been
that/Customers have commented that
9 Customers have commented that/Customers
would be prepared to pay if/If the centre is to
develop, it is vital that 10 Another low-cost
option would be the 11 There have been many
requests for
Photocopiable activity
Activity 10C could be used here It is a pairwork/
groupwork activity where students add in phrases
to complete the sentences of a proposal which
they then put into the correct order so as to
produce a completed version This activity revises
useful phrases covered in Module 10B and also
gives students practice in organising and ordering
ideas for a proposal
5 Refer students to the Expert Task Strategy notes
on page 169 and the notes on writing a proposal
on page 170 before they begin to write their
proposal They might also find it useful to refer to
the sample proposal given on page 196 of the
Expert Writing section Allow 20 minutes for the
Sample answer:
Proposal
The aim of this proposal is to suggest what activities might be added to the centre’s portfolio and how we should promote them Having looked
at customer feedback received in recent months, a clear picture emerges.
Suggestions and recommendations Sports and fitness
It is clear that our customers appreciate our superb state-of-the-art facilities and the range of activities on offer, but there have been many requests for tennis coaching and tournaments
Health and wellbeing
1 Many customers say they would welcome meditation workshops to help them deal with the stresses of daily life These could be run by volunteers.
2 Another low-cost option for the Centre would be the addition of therapies such as Indian head massage and aromatherapy Customers would be prepared to pay if the treatment is professional and effective.
3 A constant complaint is that the Centre has no café where customers can meet their friends and unwind I suggest we allocate a small part of the centre to a cafeteria selling drinks and healthy snacks This could be franchised out to one of the cafés in the city.
Publicity
1 Obviously, all developments must be put on our website, which many customers think is in need of
a major overhaul.
2 The Centre has not been featured in the media for some time and is therefore currently
underexposed I would suggest that we invite local journalists to the launch of many new activities.
Conclusion
If the Centre is to develop, it is vital that some, if not all, of the above measures are adopted.
[258 words]
6 Students spend 5–10 minutes checking their
proposal, using the checklist on page 190 as necessary Alternatively, students swap and check their partner’s proposal
Trang 8These 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 D 2 B 3 B 4 A 5 A 6 C 7 C 8 B
2 1 effortlessly 2 enlightening 3 Invariably
4 resentment 5 constraints 6 refreshing
7 collectively 8 unexpectedly
3 1 Given half a chance, I’d … 2 Tim will talk/
will keep talking while … 3 It couldn’t have been
easy for her to face up to the truth 4 To look at
him, you wouldn’t think he was over 60 5 Do we
have to/need to work together … 6 Not having
enough time, I couldn’t get the tickets 7 Seeing
there was no one there, I realised … 8 Having
got our things together, we set off
4 1 would 2 enough 3 having been
4 Knowing 5 are not allowed to 6 wouldn’t be
7 On discovering 8 to put on 9 only to find
10 would have been advisable 11 have been
12 must have been