Students then discuss the question in pairs or small groups before ideas are elicited from the class.. 1 part and parcel 2 through thick and thin 3 as and when 4 off and on 5 By and lar
Trang 14 The global village
This module contains various topics related to the theme of global societies, including characteristics of different nationalities, daily rituals, cultural sleeping patterns, commuting at rush hours, communication, forms
of protest, the Olympic Games and helping the local community
Lead-in p.55
Start with books closed Ask students what the words global
village mean to them Discuss different ideas and identify the
key factors
1a Explain that the photos represent contrasting national
stereotypes, before eliciting which countries and
stereotypes are shown (Japanese and Western
businessmen greeting each other in a formal situation
and a long orderly queue of people in Britain waiting to
withdraw money from a cash-machine/ATM) Students
then discuss the question in pairs or small groups before
ideas are elicited from the class
Background note
When teaching a multicultural class, differences in cultural
perspectives can promote positive and dynamic debate
A nationality mix is a real asset and encourages any
stereotypes (assumptions regarding culture, religion, class,
values, etc.) to be questioned in a respectful forum By
giving students the opportunity to converse with each
other on topics relating to culture, ethnicity, origins, values,
etc., greater cultural understanding, and therefore respect,
are promoted In the case of this lesson, students in a
multicultural class will have the opportunity to observe
one another and perhaps refute the stereotypes associated
with their country Whilst monocultural classes, by their
nature, tend to be less culturally diverse, the background or
ethnicity of students can differ, but even where the class is
quite homogeneous, discussion drawing on students’ own
experiences of travel, other cultures, friends and family
members with different origins, etc can promote discussion
on multiculturalism
1b This exercise gives students the opportunity to reflect on
aspects of behaviour in their country Once students have
answered the questions, they could discuss them in small
groups or as a class
2 Students share their opinions in small groups before the
discussion is opened to the class Round up by focusing
on the positive aspects: what it is that foreigners like
most about each country At this point, reinforce the idea
that stereotypes represent an outsider’s view of national
characteristics
4A A small world?
Reading 1 p.56
1 Focus students’ attention on the photo and elicit what
it shows (a Gebusi woman sleeping in daylight) before students discuss the questions in pairs
2 Remind students that in Part 8 of the Reading and Use of
English paper, there will be 10 multiple-matching questions based on a text 600–700 words long Ask students to read the Expert Task Strategy notes on page 169 and the Help clues if needed Remind them to identify key words, and
do the first questions with the whole class as an example
if useful They could then finish the task individually and compare answers in pairs During feedback, discuss any
new vocabulary, e.g slumber, emanating, potential.
1 C 2 E 3 A 4 B 5 C 6 E 7 B 8 D 9 A 10 D
3 The task analysis gives further emphasis on the type
of connection students should be looking for between phrases in the text and in the question options
4 Ask students to look at the items in the Expert Word
Check box and look up all relevant information (e.g
pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then analyse the task, discussing their ideas either in groups or as a class, using the language presented
Extra!
Students write an article (220–260 words) for a travel magazine or blog about their country explaining:
• the main characteristics of people in their country
• what foreigners like about their country
• daily rituals
Vocabulary p.58
1a Refer students to the words given, discussing meaning
and parts of speech as needed Elicit the word that is not informal Provide examples of usage if useful
They are all connected to sleep Formal: slumber
1b This exercise introduces some phrasal verbs connected to
the topic of sleep Students could check their answers by looking up the verbs in a dictionary
crash out; doze/drop/nod/drift off
Trang 21c Students work in pairs, taking turns to ask each other
the questions Round up by eliciting any surprising or
interesting answers given
2 This exercise invites students to differentiate between
similar words to form the correct collocation and then
gives them the opportunity to voice their opinion about
each statement Remind students that an awareness of
collocation will help them in various parts of the Advanced
exam, as well as improve their writing and speaking
1 heated 2 log 3 apart 4 artificial 5 making 6 hang
3a Remind students that idioms are commonly used in
informal language and to go with their instinct of what
feels right if they are not sure of the meaning Allow time
for students to compare ideas with a partner
1 part and parcel 2 through thick and thin 3 as and when
4 off and on 5 By and large 6 touch and go
3b Ask students to discuss the questions in pairs before
eliciting some answers from the class Encourage students
to use the idioms in their answers
4a This exercise could be done in pairs or as a class and looks
at reformulating sentences to include a phrasal verb Elicit
that only sentences 3 and 4 can be reworded to use the
word in italics as a phrasal verb Point out that the verbs
back up and set back are both transitive in the sentences
given, i.e someone backs you up (supports or helps you)
and something sets you back (delays progress)
3 Tania always backs me up at meetings 4 The bad weather set
her back/set back her training for a while.
4b Do the first question together, asking students to identify
the noun that can be used as a phrasal verb (let down)
Students then complete the task, comparing answers in
pairs
1 let (us) down 2 broke into 3 broken out 4 builds up
5 pour down 6 kick off
Extra!
Ask students to look up the phrasal verbs from this exercise
to find whether they have additional meanings and to note
whether these occur when they are used as intransitive
or transitive verbs Encourage them to write examples of
usage to help them remember the different meanings in
context
Photocopiable activity
Activity 4A could be used here It is a pairwork/groupwork
activity where students take turns to read out a sentence
that has a word missing Their partner(s) must guess the
word to gain the card This activity revises vocabulary
covered in Module 4A
Use of English 1 p.59
1 Focus students’ attention on the photo and ask what it
shows and where it could have been taken (the photo is
of a Tokyo commuter train at rush hour) The questions are best discussed as a class
Possible disadvantages: time-consuming, expensive,
uncomfortable
Possible advantages: time to think, opportunity to work whilst
making journey, earn better money, put distance between home and work
These will differ depending on the means of transport used to commute and the distances involved, etc.
2a Find out what students know or remember about the
word formation task (Paper 1, Part 3) Elicit that it always consists of a short text with a total of eight questions and that base words are given which will require changing so that they fit grammatically and make sense in the text
Explain that at least one word in the text will require a prefix and that some words may need more than one transformation Point out that in the exam they should spend about 10 minutes on this task
Give students 2 minutes to skim the text for general meaning Elicit what they recall
2b Ask students to read the Expert Task Strategy notes on
pages 167–168 and refer to the Help clues if needed before completing the task
1 extensive 2 reliability 3 assistance 4 ensure 5 growth
6 solution 7 circular 8 overcrowding
3 The task analysis could be done in pairs or as a whole
class activity Elicit the stressed syllable on the root words and the answers, discussing any differences Encourage students to compile lists of words they know with the
prefixes en- and over- and to consult a dictionary to add to
their collection Remind them to write example sentences and to note parts of speech and stress in any new words they record
2 rely – reliability, solve – solution
4 Students could discuss this question in small groups before
you open the discussion to the class
Extra!
Students write a short proposal suggesting ways to make commuting in their country more pleasant (220–260 words)
Listening 1 p.60
1 Start by focusing students’ attention on the cartoon
and asking what it shows (a man and a woman having
a discussion) Elicit the answers to the questions given and use this as an opportunity to expand on related vocabulary
Trang 32a T26 The extract is to draw students’ attention to two
areas that they will need to listen for when doing question
types such as multiple-choice: the speaker’s attitude and
opinion
1 They agree that the British play things down whereas the
Americans make more of things; they disagree about their
reaction to it 2 e.g exasperated, irritated, frustrated, annoyed
2b For this exercise you may wish to play the recording a
second time
I’m sure she would; Good point Do you? … actually,
2c Ask students to refer to the audioscript on page 140.
some things still baffle me; But I bet … It gets on my nerves; I find the
whole thing quite funny
3a Go through the instructions with the class, eliciting
predictions
3b T27 Find out what students know about Paper 3 Part 1
and explain if needed that it will consist of 3 unrelated
extracts with 2 three-optioned multiple-choice questions
each In this instance students are going to listen to an
extract and discuss possible answers after listening once,
before deciding which fits best the second time they listen
1 B 2 A
3c T28 This exercise follows the same procedure as with
Extract Two Round up by discussing any potentially new
vocabulary from the two extracts (you might want to
refer students to the relevant audioscripts), such as
in-your-face, immaculate, melting pot, etc.
3 C 4 B
4 Ask students to look at the items in the Expert Word
Check box and look up all relevant information (e.g
pronunciation, stress, word type, use, grammar, word
family, collocations) for each word Students then discuss
the questions in groups or as a class, using the language
presented
Extra!
Ask students to write an email to someone from another
country, describing their capital city and the people who live
there
Language development 1 p.61
This section concentrates on word families that are useful
for word formation as well as other question types in the
Advanced exam Focus students’ attention on the Expert
Strategy notes and go through the points made
1a The use of suffixes is the key to changing words to other
parts of speech In this exercise, students practise using
suffixes and identifying word stress Encourage students to
compare answers in pairs before eliciting ideas from the
class
1 dependable, different/differing, hesitant, influential,
productive, affectionate, aggressive, funny, historic/historical, hopeful/hopeless, willing/wilful
2 amusement, confrontation, decision, defence/defender,
discovery/discoverer, participation/participant, persistence, pleasure/pleasantry, safety, accuracy, cruelty, confidence, diversity/diversification, happiness, jealousy, popularity/
popularisation, tolerance
3 beautify, deepen, generalise, legalise, strengthen, widen
Extra!
Students write their own sentences using 5 words from each section
1b This exercise focuses on different prefixes and suffixes
used to transform words Encourage students to go through the list, adding further examples as they go
2 Accurate spelling is crucial for Advanced In this exercise
students transform adjectives and verbs into nouns, making the appropriate spelling changes
breadth, choice, death, flight, length, proof, strength, success/
succession
3 Refer students to the table of prefixes, going through the
information given Students then work alone or in pairs to add in further examples using the words given
unpopulated, unwilling, insecure, disappear, irreversible, non-conformist, misprint, co-exist, co-worker, endanger, enrich, reappear, rearrange, redevelop, repopulated, reprint, underdevelop, underpopulated, overdevelop, overpopulated, pre-arrange, predate, pre-exist, pre-school
Extra!
Students write their own example sentences using the additional words
Photocopiable activity
Activity 4B could be used here It is a pairwork/groupwork activity where students revise the prefixes covered in Module 4A through a game of dominoes, matching prefixes with words they would correctly link to
4a This exercise gives students practice creating word families
and identifying stressed syllables Encourage students
to discuss ideas in pairs before class feedback, and highlight the benefits of using this method to expand their vocabulary knowledge in more effective ways
1 envy 2 enviable 3 unenviable 4 (un)enviably 5 envious
6 enviously 7 hesitation 8 hesitancy 9 hesitant 10 hesitantly
4b Students practise making further word families following
the model of the words in Exercise 4a This could be done alone or in pairs
Trang 4Writing 1 p.62
This section focuses on attitude phrases, which are an
important aspect of good writing, particularly in the case of
reports
1a Start by focusing students’ attention on the Expert
Strategy note and going through the advice, before asking
students to read the extract and answer the questions
1 Generally speaking 2 What was noticeable
1b This exercise introduces attitude phrases and provides
examples which students add to after reading a further
two extracts Encourage students to compare answers
before checking them as a class At this point it would be
useful to refer students to the attitude phrases given in the
Expert Writing section on page 201
Generalising: on the whole; Giving your opinion/reaction:
Understandably, Surprisingly; Commenting on the truth/likelihood
of something: Presumably; Emphasising: Indeed; Reporting an
opinion: Apparently
2a Ask students to complete the text, discussing answers in
pairs before class feedback
1 In the main 2 Presumably 3 Apparently 4 Naturally
5 personally
2b Students work in pairs to identify how the writer tries
to persuade the reader to accept their ideas Encourage
them to underline key phrases and round up by discussing
ideas as a class, providing further examples of usage of
the phrases as useful
I feel it’s well worth; we really should; I feel absolutely sure that; I’d
be absolutely delighted if; It would be wonderful if
3 This exercise gives students the opportunity to think of
their own ideas for a given scenario and then write a
persuasive email Begin by going through the situation
With a weaker class, students could discuss ideas in pairs
before moving on to point 2 where they discuss their
ideas in small groups (or, if students have been working
in pairs, in groups of four) For the writing stage, suggest
a word limit of 220–260 (in line with the writing tasks for
the exam) and remind students to organise their ideas
and make a plan before writing If time allows, set 5–10
minutes aside for them to consult the writing checklist
on page 190 and look for errors, before swapping their
finished emails with another student Round up by
discussing as a class which proposals are the most original
and which are the most persuasive
4B Making a difference
Listening 2 p.63
1 Begin by asking what the photo shows (a bicycle
completely covered in a colourful, tight-fitting, knitted
cover, chained to a post) before students, working in pairs
or small groups, discuss the questions During feedback,
you might want to ask what action, if any, students
themselves have ever taken
2 Give students 2 minutes to read the questions before
eliciting their ideas Do not correct them at this stage
3a Students read the task and questions, highlight key words
and identify what they will listen for in the task
3b T29 Ask students to read the Expert Task Strategy
notes on page 170, allowing them time to read the Help clues if needed Remind students that in multiple-choice questions, one answer is correct and the other three are incorrect It can therefore be as helpful to find the evidence to rule out the three distractors as it is to find evidence for the correct answer Remind them that each extract is repeated before moving on to the next extract
1 C we need to reduce the number of cars on the road and
improve mobility
2 A What I’m really proud of is that now we have 230 ports
dotted around, in each of which you’ll find a map showing where they all are and a cycle route
3 B which is great because it becomes a community thing
4 C They sound to me like a bunch of ordinary people wanting to
liven up their lives
5 B People follow my videos online and make their own
recordings There are now over 900 members worldwide
6 A But I like the idea of people coming together to empower
each other … We’ve got to stop doing things just for our own personal well-being.
4 The task analysis could be conducted with the whole 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 then analyse the task, discussing their ideas either in groups or as a class, using the language presented
Extra!
Students write a blog article about an issue they are interested in (e.g in their country) and the types of protest
or activism that are being carried out against it
Speaking p.64 The photos should act as a prompt for some different ways
in which people protest, and the questions should encourage students to speculate on what is happening in each photo and why Use the discussion to draw out useful vocabulary to describe forms and aspects of protest, e.g demonstration, banner(s), occupy, slogan(s), a lie down as well as causes of protest, e.g cuts, austerity, devolution
1a Check students’ understanding of the vocabulary in the
box before they match the verbs and nouns This exercise could be done in pairs
Distribute leaflets; draw graffiti; go on/organise/take part in demos/a strike; hold/organise/take part in meetings/demos/
sit-ins/marches; sign/organise petitions; write to/distribute newspapers
Trang 51b If students have already answered this question in the
lead-in, comment briefly on the forms of protest, adding
in any further vocabulary that would relate to the photos
1c This question could be discussed in small groups before
ideas are elicited from the class
1d This exercise focuses on the prepositions used in set
expressions relating to protest Ask students to check
answers in pairs before class feedback
1 against 2 in favour of 3 back down 4 on 5 on 6 for
7 about 8 on 9 to 10 about
1e Students discuss the questions, incorporating language
covered in the previous exercises
2 Ask students to complete the extracts, comparing
answers with a partner
Suggested answers
1 held/organised 2 put pressure on 3 change their minds/
back down 4 force them to come to a compromise
5 totally against/opposed to 6 signed a petition 7 had their say
8 major doubts/organised demos 9 distributing leaflets
10 changing the minds
3a T30 Spend a few minutes reviewing the structure and
requirements of Paper 4 Part 2, the long turn, by reading
through the Expert Task Strategy notes on page 172
Then focus students’ attention on the photos and play the
instructions for them to answer the questions about the
photos on pages 64–65
Compare 2 out of 3 photos and answer questions on them.
3b T31 Students now listen to a candidate attempting the
task Encourage students to be constructively critical,
to recognise and highlight strengths and weaknesses in
Thérèse’s performance according to the advice given
This could be done in pairs
Thérèse only partly hypothesises/speculates on why, in two of
the photos, they might be protesting and how effective the protest
might be She gets sidetracked by the third photo and gives her
own personal opinion on the rights and wrongs of the protest and
which forms of protest are effective Her discourse management
is weak: her answer isn’t very coherent (her utterances aren’t
arranged logically), and she uses short, rather abrupt sentences
She doesn’t use a wide range of vocabulary and structure She is
intelligible but her use of word stress is very marked (e.g banner,
effective) Also, she doesn’t use all her time (one minute).
3c T32 Students now listen to a different candidate
(Francesca) attempting the task, and then evaluate her
performance in pairs
Francesca speculates as requested and is clear and coherent She
uses a wide range of vocabulary and structure accurately Her
pronunciation is intelligible – she uses word stress and intonation
correctly and her individual sounds are clear.
4 T33 Focus students’ attention on the text and give them
one minute to quickly read through it before playing the
second candidate’s answer again Allow time for students
to compare ideas in pairs before checking them as a class
1 are obviously protesting 2 could be very 3 will probably
have 4 It’s difficult to say 5 depends on 6 are bound to sit up
7 might well
5 Give students a few minutes to look back over the
expressions highlighted in the previous exercises before they attempt the task in pairs Encourage them to do it with the same urgency as in exam conditions
6 Encourage students to use the questions to analyse their
own performance in the same way that they analysed Thérèse’s and Francesca’s Task analysis could initially be done in pairs before the discussion is opened to the class
to round up
Language development 2 p.66 This section reviews noun clauses (also known as nominal clauses), which are dependent clauses functioning as nouns
The exercises highlight the various forms commonly used and which are vital for advanced users of the language As students may have difficulties with correct word order and tense changes, further remedial work might be required
1a Find out what students know about the Olympic Games
and ask when and where the last one was held Students then read the text, discussing the question as a class
A volunteer needs to be well briefed to answer difficult questions, and have a lot of energy.
1b Focus on the underlined part of the text and explain that
these noun clauses act as nouns Refer students to pages 179–180 of the Expert Grammar and ask them to identify the different noun clauses, comparing answers with a partner
1 A 2 C 3 B 4 C 5 A 6 B 7 B 8 C 9 B 10 C
1c With weaker students this exercise could be done as a
class, or else students complete it alone or in pairs before class feedback
A 3, 9, 10 B 1 C 5, 7, 8 D 2, 4, 6
2a This exercise provides students with further practice using
noun clauses and could be done alone or in pairs Discuss answers as a class, providing additional explanation or examples as needed
1 which/what (wh- clause as object of the verb; question word
clauses are related to questions) 2 that (following an adjective)
3 that (that clause as object of a verb, not related to a question)/
when (wh- clause as object of the verb; question word clauses are
related to questions) 4 Why (the reason why) 5 It was highly
likely (that clause after adjective)/There was a strong likelihood
(that clause after noun) 6 how far (degree)/whether (simply
yes/no: Were we doing it because …?) 7 To do (more formal);
Doing (-ing clause less formal as subject) 8 How (related to
question How did we feel about the uniforms?)
2b Remind students that this exercise is an open cloze type
which they will encounter in Paper 1 Part 2 and that, although they must only write one word in each gap, there may be alternative answers Students should first skim the text to get the general sense and then identify the most
Trang 61 (that) 2 (that) 3 What 4 (that) 5 how/what 6 where
7 who 8 why/that 9 how/why/that 10 whether 11 what
12 (that) 13 how
Extra!
Ask students whether they have had any experience
of volunteering If so, what were the highlights and the
difficulties? What are their views on the role of volunteering
in society?
3 This exercise gives students further practice using noun
clauses in the form of a key word transformation exercise
Remind them that they will encounter this question type
in Paper 1 Part 4 and elicit how many words they must
write in their response (3–6 words) With a weaker class,
students could work in pairs
1 is/’s easy to be/get/become confused 2 strong likelihood of
the school 3 was the subject of (a/the/some) 4 suddenly struck
me (that) he 5 is quite understandable that/why people look …
6 been affected by illness was unclear
4 Students form sentences about themselves using noun
clauses, sharing ideas with their partner on completion
Round up by eliciting answers which students found
surprising or interesting
Photocopiable activity
Activity 4C could be used here It is a pairwork/
groupwork activity where students have to complete
sentence stems using noun clauses, so that the new
sentences have the same meaning as the initial ones given
Use of English 2 p.67
1 Start by focusing students’ attention on the quote and
discussing the questions as a class
2a Give students 2 minutes to skim read the title and text
before eliciting the answers to the questions
1 to combine street-running with visiting the elderly in their homes
2 Elderly people have visitors and runners can fit the visit into
their training routines
3 The runners have a criminal record check.
2b This exercise gives students further practice of the open
cloze question type (Paper 1 Part 2) Refer them to the
Expert Task Strategy notes on page 167 and remind
them to highlight key words in the instructions before
completing the task Remind them that the single word
required must be in the correct form and correctly spelt
On the answer sheet in the exam, they must write it in
capitals There may be more than one possible answer
1 does 2 Whoever 3 all 4 point 5 despite 6 As
7 without 8 whether
3a The task analysis is best conducted in groups or, with
weaker students, as a class Discuss the analysis and what
students learnt from doing the task
Examples: Noun clause: What the gym does is … Fixed phrase: a
(training) point of view
3b This question could be discussed as a class.
adjectives; concrete nouns
4 This discussion could be done in pairs or small groups
Round up by eliciting ideas
Extra!
Students write an article explaining whether the Good Gym would work in their country or not and why Encourage them to make the article persuasive and incorporate attitude phrases as covered in the Writing section in Module 4A You may want to set a word limit (220–260)
Writing 2 p.68
1 Start by asking what the photos show (students doing
voluntary community work) before asking students to discuss the questions in small groups or as a class Find out who has written a proposal before and point out that they might have to write one for their compulsory task
in Paper 2 Part 1 and that it may come up as an option in Part 2
2 Give students a few minutes to read and appreciate the
scope of the task and answer the questions, referring to the strategy given in Writing 2 in Module 2B (page 36)
This could be done in pairs Remind students to underline key words and elicit the word restriction for each task
of the writing exam (220–260 words) The Expert Task Strategy notes on pages 169–170 provide useful information and there is also an example proposal in the Expert Writing section on page 196
2 Structure/layout: Like a report, there will often be a clear
layout, probably with headings/sub-headings Also there will
be some analysis and suggestions With a report there is more emphasis on the analysis (probably with some concluding recommendations); with a proposal, there is more emphasis on
a set of suggestions (possibly with some analysis) and persuading the reader as to a course of action
Style: consistently formal or neutral Time: usually the future
Verb form: modals with future reference
3a This exercise provides students with the opportunity
to brainstorm ideas for the community project; with a weaker class you might want students to do this in pairs
or even as a class
3b The headings given help students organise their ideas in
a constructive way that links in with the structure of the proposal Encourage students to discuss their ideas in small groups
3c Go through the instructions, highlighting the language
suggestions Students now identify the supporting information for their recommendations
3d This question could be discussed as a class.
Trang 74a Begin by focusing students’ attention and asking what
a volunteer is (someone who gives their time and help
without payment) Before continuing, you could ask
whether students have ever been volunteers themselves
and, if so, who they volunteered for and what they did In
this exercise students determine in which paragraph the
example sentences would best fit and compare ideas with
a partner before class feedback
A A good clear opening statement for the proposal in neutral
style B A concluding statement but expressed far too personally
C A good clear closing statement for the proposal in neutral/
semi-formal style D An opening statement but too informal and
casual in this context
4b In this exercise, students should bring together the review
of noun clauses with work on word families and attitude
phrases from earlier in this module
Examples:
1 Usually homelessness is only one of the problems the person
has 2 The most successful approach is when people teach
others a skill they have 3 One idea would be to assign students
to individuals 4 Potential volunteers would put themselves
forward, depending on what they can offer.
4c The exercise gives specific phrases that help students
to structure different elements of a proposal Students
should be encouraged to learn them as set phrases
1 Justifying a recommendation 2 Making a recommendation
3 Explaining the practicalities
4d Students select sentence openings from the three groups,
completing them with their own ideas Allow time for
students to compare ideas in pairs before eliciting some
examples from the class
4e Connecting words are instrumental in text cohesion
and students should be familiar with the ones given
This exercise could be completed in pairs before a class
discussion Remind students that more than one answer
may be possible
1 Moreover, Furthermore 2 thus, hence 3 therefore 4 thus
5 Refer students to the Expert Strategy note given before
they start writing their proposal Highlight the word limit
Sample answer:
Introduction
This proposal is for a way of getting students involved in helping
the homeless on a voluntary basis Having a roof over one’s head
is thought of as a right but, for many, being homeless is the reality,
and usually homelessness is only one of the problems the person
has – there is often illiteracy, a lack of life skills, mental illness or drug
addiction to make matters worse Not surprisingly, help is desperately
needed
Recommendations
• Get students involved in local shelters for the homeless and fulfil
a role according to their skill, whether it is helping to cook, looking
after young children, teaching a musical instrument or working with
computers In general, people work best when they do what they are
good at
• The commitment should be ongoing and students would be assigned to individuals The project could be counterproductive if volunteers are insufficiently committed
• To set up the scheme, the Student Union would organise a Volunteers Fair and different tables would represent different skills needed by our local hostel; potential volunteers would put themselves forward depending on what they can offer It is obvious that for it to work the scheme needs to be well organised
Conclusion
The project is clearly worthwhile It would enable young people to understand the difficulties that many people face in our society; it would benefit the shelter because they are always looking for help;
and it would be good for the homeless because they would come into contact with enthusiastic young people offering support The project would give everyone involved something valuable and it would be good for society at large
[269 words]
6 Refer students to the writing checklist on page 190 and
give them 5–10 minutes to edit their work If time allows, ask students to peer check each other’s work first
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 fast, wide 2 over 3 off 4 in/late 5 to 6 off 7 By
8 through
2 1 down 2 in 3 in 4 on 5 out 6 back 7 off 8 up
3 1 that 2 Why 3 which 4 how 5 That 6 whether
7 Using 8 to see
4 1 extensive 2 tolerant 3 growth 4 unlikely 5 heated
6 confrontation(s) 7 strengthen 8 influential