Teacher s resources book unit 7 expert

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

7 Values

This module contains various topics related to the theme of lifetime experiences, the power of implicit memories, changing relationships, home and family, what makes a house a home, the ideal home, moving, experiences of travelling and what memories are made of

Lead-in p.103

Starting with books closed, put the word values on the board

or play a game of hangman to elicit it Ask students what the

word means to them You might want to discuss how they

feel values have changed in their country/culture in the last

generation or so, and why they think this is the case

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

Elicit what they show (a couple playing in the garden with

their child, two teenagers with backpacks in front of an

airport departure board, students doing housework)

before getting students to discuss the questions in pairs or

small groups

1b This question could be discussed in the same groupings or

as a class

2 This discussion provides students with the opportunity to

talk about their own experiences and their own country

Round up by eliciting some ideas from the class You might

want to comment on the situation in the country of study

if different to the students’ home country

7A Home matters

Reading 1 p.104

1 Focus students’ attention on the photo and elicit what

it shows (a young person having an argument with his

parents) Then ask students to discuss the questions in

pairs before eliciting ideas from the class Encourage them

to think of examples

2 Give students 2 minutes to skim the article to find the

answer to the question Elicit ideas, writing them on the

board (you do not need to give the answer at this stage)

3 Find out what students remember about the

multiple-choice section of Paper 1 Part 5 (covered in Modules

2A and 5A) Go through the strategy with the class

before leaving them to attempt the task Remind them

to underline key words in the questions and to eliminate

distractors as they read, so as to guide them also to

the correct answer, as well as confirm it Elicit answers,

discussing where the information was in the text and why

other options are incorrect

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

4 The task analysis is best conducted in pairs before the

most effective strategies used are discussed as a class

5 Ask students to look at the items in the Expert Word

Check box and find the words in the text and try to deduce their meanings from the context before looking them up in a dictionary and noting relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in small groups or as a class, using the language presented

Vocabulary p.106

1 The words in this exercise commonly cause confusion

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

1 intense (having a strong effect) 2 intensive (involving a lot

of effort/activity) 3 childish (negative: behaving in a silly way, younger than one’s age) 4 childlike (positive: having qualities typical of a child) 5 occurrence (happening) 6 incident (a serious or important event) 7 restricted (only used by certain people/at certain times) 8 limited (not very great in number or amount) 9 differentiate (recognise the difference)

10 differ (are different in some way)

2a This exercise encourages students to think of alternative

ways of saying things and can be done in pairs or small groups before class feedback

Example answers:

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

4 as much as you like 5 I realised 6 the town where you were born 7 focused on 8 at their own sports field

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

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

3 This exercise focuses on word formation, which is covered

in Paper 1 Part 3 Remind students to read the sentences first and work out the missing part of speech, before changing the given words so they fit both grammatically and

in meaning Allow time for students to compare answers before going through them Elicit the type of word needed

in each gap and discuss the clues that helped them

1 uncharacteristically 2 defensive 3 influential 4 rebellious

5 destructive 6 accusations 7 internalise 8 awareness

4a Ask students to visualise their ideal home and remind

them that money is no object (i.e there is no limit to how

much they can spend) Refer them to the headings and

language given, asking them to make notes using the ideas

given or their own Encourage them to use the idiomatic

expressions they have studied in this section Allow about

5 minutes for this task

4b Students now work in pairs or small groups and share

their ideas of what an ideal home would be like Round

up by finding out where students would like their home

to be and what features they would consider the most

important and why Add in additional related language as

useful (see suggestions below)

Additional suggestions:

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

forested/wooded area, close to nature, etc

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

a renovation project, thatched cottage, etc

3 Outside: awnings, driveway, greenhouse, summer house, shed,

patio, pond, etc

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

conservatory, open-plan living room and kitchen, etc

5 Decoration and furnishings: beams, fireplace, log burner,

shutters, spiral staircase, etc.

Photocopiable activity

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

groupwork activity where students do a crossword, using

vocabulary covered in this unit to complete sentences

Use of English 1 p.107

1 This question could be discussed in groups or as a class

Encourage students to support their opinion You may

want to find out where the majority feel at home

2 Focus students’ attention on the cartoon and ask what

it shows (someone on their way home) Ask students to

skim the text (allow one minute) and then elicit how the

concept of ‘home’ is changing

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

their working lives.

3 Find out what students remember about the

multiple-choice cloze task (Part 1 Paper 1, previously covered in

Modules 2A, 3A and 5A) before referring them to the

Expert Task Strategy notes on page 167 Remind students

to look at the words before and after each gap and to

eliminate wrong answers

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

4 This task analysis could be done in pairs or small groups

before the discussion is opened up to the class

1 only identify collocates with with 2 only regard is followed by

an object (their parents’ home) 3 only provides is followed by an

object and with

Extra!

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

Listening 1 p.108

1 Start by asking students what they most miss or would

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

2 T47 This exercise gives students further practice of the

Paper 3 Part 1 task (multiple choice) Give them time to read the rubric and questions first and, before playing the recording, remind them that they will hear each extract twice before moving on to the next one Afterwards refer them to the Expert Task Strategy notes on page 170 before eliciting the answers

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

3 Ask students to look at the items in the Expert Word

Check box and look up all relevant information (e.g

pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups before the discussion is opened

up to the class

Language development 1 p.109 This section focuses on words and phrases that add emphasis

to a point Students with particular difficulties should be given suitable remedial exercises

1a This exercise checks students’ understanding of words

and phrases for emphasis which they heard in the listening they focused on last Weaker students should start by

looking at the Expert Grammar on page 183 before

attempting the exercise Stronger students could start by doing the exercise and then use the summary to check their answers

1 c 2 b 3 d 4 a

1b These questions encourage students to analyse the

construction of the previous sentences With a weaker class they could be discussed as a class

1 a form of be 2 the end 3 a form of the auxiliary do 4 1

We were amazed by how much pleasure we’ve got … 2 Our listeners want to know why … 3 My sister lives only a stone’s throw away … 4 We just/only wanted to live …

1c Students work in pairs, practising the sentences and

working out the stressed words Alternatively, these sentences could be drilled as a class with a class discussion

of which words are stressed (and why) If time allows, play the recording from Listening 1 Exercise 2 again for students to check

1 The thing that’s given us most pleasure is hearing the owls

hooting 2 What our listeners want to know is why anyone

would be mad enough to live in a tent

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

from my parents’ house

4 All we wanted to do was live a more sustainable life

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

of emphasising a point Go through the examples with the

class, adding a few more if useful

2b Weaker students may benefit from doing this in pairs

rather than alone Encourage stronger students to

compare answers with a partner when finished

1 It was the garden, rather than the house itself, which/that

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

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

to resist

3 It was the beautifully proportioned living room that/which was

the main attraction inside

4 It was five years ago that I last saw somewhere I wanted to buy

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

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

afford it.

3 This exercise focuses on rewriting sentences to shift the

emphasis using cleft sentences It may be a good idea to

do the first sentence as a class

1 I prefer in the south is the climate 2 most people don’t realise

is how beautiful the countryside is in the north 3 I left the north

was to go to university/was because I went to university 4 I

missed more than anything was my friends 5 I intended to do

was to stay for a couple of years 6 where/that I’d love to live

(in) for a while is Spain.

4a This exercise provides students with an opportunity for

freer practice using the phrases for emphasis

4b Students compare their ideas in pairs before some are

elicited from the class by way of a round-up

Writing 1 p.110

This section focuses on aspects relating to punctuation:

the use of apostrophes, commas, full stops, capital letters,

exclamation marks, hyphens, quotation/speech marks, colons,

semi-colons and dashes

1a Focus students’ attention on the top photo and ask

what it shows (a typical teenager’s bedroom) Explain

that students are now going to read a short text about

such a bedroom but will have to add in the appropriate

punctuation You might want to check that students know

when the different punctuation devices given are used

The place where I spend lots of my time is my bedroom It’s got

all my things there and I’ve painted it in my favourite colours,

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

There’s a three-seater sofa too, so I can watch TV there with my

friends My mother calls it a ‘hamster’s nest’ because there are lots

of cosy throws on the bed There are also piles of clothes all over

1b Allow students time to compare answers in pairs before

going through the punctuation needed as a class Discuss which punctuation devices they find problematic and provide additional practice as useful

2a This exercise gives students the opportunity to identify

different punctuation devices

2b Refer students to the Expert Writing section on

Punctuation on page 199 to check their answers and discuss any questions they may have

3a This exercise gives students practice in using commas and

apostrophes Problems with commas vary according to L1 influences and often occur because they require a good understanding of complex grammatical structures, e.g in conditional or cleft sentences

The main difficulties with apostrophes are usually

confusing its with it’s (or your and you’re) and adding an apostrophe where it is not necessary (e.g disco’s as a

plural form) You might want to explain that irregular

plurals form possessives in the normal way (e.g children’s)

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

2 been, in my view 3 [correct] 4 The Artist, which won most of

the Oscars, was … 5 London’s 6 parents’ … friend’s/friends’

3b This exercise focuses on using speech marks (also

known as ‘quotation marks’ or ‘inverted commas’) along with other more common pronunciation devices You might want to mention that you can use singular (‘ ’) or double (“ ”) speech marks but whichever you choose,

be consistent in their usage During feedback, if needed, explain that quotes must begin with a capital; that a direct quote is separated from the rest of a sentence by

a comma; and that other punctuation occurs within the speech marks

1 ‘Ideas are like rabbits You get a couple and learn how to handle

them and pretty soon you have a dozen.’

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

your head The first key to writing is to write, not to think.’

3c Point out that each punctuation device is used only once

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

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

and good luck

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

tickets tomorrow!

3 Katie is a great actress; (–) she has sensitivity and a good voice.

4 Focus students’ attention on the photo and elicit what

it shows (a band’s colourfully painted tour bus) before asking them to punctuate the text relating to the photo

Give students time to discuss their answers in pairs before rounding up by going through the text as a class

Suggested answers:

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

on to the next venue.

I sleep really well on the bus In fact, when I go home to my flat

in Manchester, I find it too empty, very quiet, and it’s difficult to

get to sleep On our current bus, we have engineers and managers

to go with us; it accommodates 12–14 people

When we started out, we travelled around in a mate’s old van

We now have a double-decker and my mum said yesterday, ‘You

could be in a nightclub when you’re on your bus.’ It’s decorated

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

microwave.

Extra!

For further practice, students complete the following

sentences with their own ideas and using the appropriate

punctuation devices

1 If I have time this weekend …

2 After passing the Advanced exam …

3 Happiness is …

7B Seeing the world

Listening 2 p.111

Begin by discussing what the cartoon shows and where it

could have been drawn (a young backpacker in the mountains

looking at clouds moving across the sky and casting shadows)

You might want to then ask students whether they like visiting

new countries and how many they have travelled to so far

1 This exercise gives further practice of multiple matching

(Paper 3 Part 4) as introduced in Module 3 Focus

students’ attention on the instructions and the list of

options given in the first task Students then discuss the

questions in pairs or small groups

2 T48 Refer students to the Expert Task Strategy notes on

page 171 before they listen to the audio and complete the

two tasks Remind them that they will hear the complete

recording twice and that they can either focus on Task

1 the first time it is played and Task 2 the second time

or use the first listening to answer the questions and the

second to check their answers During feedback, discuss

which strategy they tried and how successful it was

Suggest they try the other strategy next time they do this

kind of listening task to see which works best for them

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

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

3 Students work in pairs to compare answers before

discussing the questions of the task analysis as a class

Students could then look at the items in the Expert Word

Check box and look up all relevant information (e.g

pronunciation, stress, word type, use, grammar, word

family, collocations) for each word before referring to the

audioscript on page 144 and underlining where they find

them in context

4 This exercise encourages students to give opinions and

advice relating to a travel adventure Student A must

decide on the type of trip they will focus on before

considering the problems that might be faced and asking Student B for advice Remind Student B to incorporate the phrases given into their suggestions Monitor pairs, checking on progress and language, and round up by asking how the activity went and about the problems and advice discussed

Speaking p.112 The cartoons illustrate people having different travel experiences and provide an example of a travel experience relating to the spidergram, whilst the questions should encourage students to speculate on what people could learn from the experiences listed Elicit what the illustrations show (someone surrounded by sharks, mountaineers ascending

a mountain, people eating a meal, people on a coach with a flat tyre and people watching a religious float/procession), before students discuss the questions in pairs or small groups

Round up by eliciting ideas and asking students which situation travellers might learn the most from and why

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

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

1b This exercise gets students to identify which contexts the

pictures correspond to, and could be done as a class

A finding oneself alone in a dangerous situation B going on an adventure with other travellers C living among different cultures

D travel plans going wrong E watching a religious festival

2a Students match the sentences, comparing answers in

pairs before class feedback Check on the understanding

of potential new language, such as fraught with danger,

to sleep rough, to fend for yourself, and provide additional

examples if needed

1 e 2 f 3 a 4 b 5 c 6 d

2b This exercise encourages students to link the expressions

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

to discuss ideas For example, get away could match with going on an adventure with other travellers or finding oneself alone in a dangerous situation; sleep rough could match with travel plans going wrong, etc Alternatively, ask students to take one of the situations, e.g travel plans going wrong, and

list the expressions that might be useful for that situation

(tricky situation, fraught with danger, sleep rough, marooned

in the middle of nowhere)

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

and describe it using expressions from Exercise 2a where appropriate

2d Focus students’ attention on the spidergram and ask them

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

to use some expressions from Exercise 2a

3a T49 Find out what students remember about the

collaborative task (Paper 4 Part 3), which was introduced

in Module 3B Then refer them to the question before

playing the instructions and eliciting what the task involves

The task involves candidates talking to each other about what

travellers might learn from each of the experiences shown in the

pictures.

3b T50 After students listen to two people doing the task,

ask whether they agree with the opinions given and find

out why they do/do not agree

3c T51 Before students listen a second time, give them a

minute to read the statements

1 T 2 T 3 T but only briefly to illustrate – it doesn’t interfere

with the task 4 F 5 T 6 F 7 F 8 T

3d Students work in pairs or small groups to compare and

justify their answers for Exercise 3c With a weaker class,

you could suggest they refer to the audioscript on page

144 and find examples to support their answers, eliciting

these during feedback Examples of inviting each other’s

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

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

about their own experiences could be: (Speaker C) The

times I’ve ended up sleeping rough and (Speaker B) I know

what you mean.

3e T52 Students now listen to the instructions given for the

second part of the task and the candidates’ discussion

After playing the recording, ask the class whether they

agree with their conclusion and why/why not

3f Before students evaluate the candidates’ performance

in pairs or small groups, refer them to the Speaking

assessment criteria on page 171 After this, discuss as

a class how successfully the task was carried out and

whether the advice given was followed

4a Ask students whether they can remember the expressions

the candidate used to agree and disagree You may wish

to refer them to the audioscript on page 144 and give

them a minute to underline all the examples they can find

before eliciting ideas

4b Students complete the sentences from memory,

comparing ideas in pairs

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

4 What you need to do 5 You mean like 6 be between

7 go for 8 necessarily 9 You’ve got a good point there

10 along

4c T53 Play the recording again so that students can check

their answers It might help to pause the recording after

each answer is given and to elicit the complete sentence

each time

4d Refer students back to the categories given in Exercise

4b before asking them to match the language given For

this exercise students could work in pairs, adding in other

expressions they know

Beginning the task: start the ball rolling

Imprecise language: stuff like

Asking for agreement: Wouldn’t you say that

Disagreeing: I’m not so sure about that; but that’s not always the case

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

Expressing a choice: settle for

4e This exercise focuses on pronunciation and intonation and

gives students practice in saying the expressions given

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

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

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

5b Bring the class together to share students’ choices and to

elicit the reasons for their choice

6 The task analysis is best conducted in pairs before a

general discussion on strengths and weaknesses as a class Remind students to note useful language for this task, areas they need to improve on and to refer back to these before further practice

7 Give students time to discuss these questions in pairs or

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

Extra!

Ask students to write an article (220–260 words) on their dream holiday, incorporating ideas from their answer to Exercise 7

Photocopiable activity

Activity 7B could be used here It is a groupwork activity where students play a board game, which gives them the opportunity to respond to questions relating to travel and

holidays

Language development 2 p.114 Students should be familiar with the concept and use of past tenses for hypothetical meanings, e.g third conditional

sentences or ones using phrases such as I wish and I’d rather

These expressions may refer to imagined or unreal situations

in the present, past or future Weaker students might benefit from some additional practice from other sources before focusing on the more advanced examples covered in this section

1a This exercise introduces different past forms to students

and checks their level of knowledge of them Students could answer the questions in pairs before checking their ideas in the Expert Grammar on pages 183–184

1b Here, students choose the correct option to give the

same meaning for each sentence, comparing ideas in pairs before class feedback

1 is: wish + past tense is used to describe a situation we would

like to be different 2 not optimistic: if only + would is used for

events/actions beyond our control that are unlikely to change

3 should have got expresses criticism/regret for a past action/

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

something that is unlikely 5 should leave now: it’s time + past

continuous is used for something that should be happening but

isn’t (yet) 6 shouldn’t wear: I’d sooner + past tense is used to say

what we would like to happen 7 might: supposing + past tense is

used in 2nd conditional to mean if

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

present situation that we would like to be different In

the context of this exercise, remind students to focus

on the tense following the main verb when determining

which options are correct Give them time to compare

ideas in pairs before checking them as a class Explain why

the incorrect answers are not possible and discuss what

would need changing to make them correct (e.g 1 I wish I

can could pass my exams).

1 hope: expresses a real future possibility 2 could: wish + past

is used to refer to something we would like but which is not

happening 3 was: If only + past is used to describe something

we would like to do in the future but which is unlikely 4 wishes:

ongoing wish in the present for something not currently happening

(he isn’t able to drive); wished: single act in the past (he no longer

wishes it); had wished is unlikely but possible if he subsequently did

become able to learn 5 didn’t: past simple for present habit (he

regularly cuts his hair short); hadn’t: past perfect for single act in

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

that happens regularly which we would like to stop 7 you only/

only you: only in a 2nd conditional if clause, often without the

result clause, is used for emphasis The inverted form If only you is

more emphatic.

2b In this exercise, students move from recognising the

correct answer(s) to producing it/them Suggest that they

refer back to the previous exercises for help if useful Elicit

ideas

3a Emphasise that different answers are possible for many

of these questions and encourage students to think of

how the meaning might change depending on the options

chosen Allow time for students to compare answers

before class feedback

1 to buy (I’m going to buy one/you should buy one); I bought (it’s

annoying I haven’t got one) 2 get (expresses a real possibility);

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

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

that the person would not do something but it is unlikely; wouldn’t

bring is a mixed conditional (would in both clauses) and is more

distant/formal 4 was/were (the speaker is not stupid): were is a

more literary form (it is the subjunctive form, which is less used in

informal spoken English than in the past, although this expression

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

likely possibility 6 have seen

3b This exercise gives students practice in sentence

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

1 you hadn’t suggested I order the seafood 2 you ate more protein and got your strength back 3 if we crossed the river at

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

crossed it at daybreak? 4 we had stayed on in the village a bit longer? 5 nothing happened/had happened 6 I had met her

family, what do you think would have happened?

4 The phrases linked to the missing words in the text cover

everything from this section Students need to complete the text by selecting the most suitable tense for the verbs given

1 gave up 2 were/was 3 could find 4 wouldn’t/didn’t keep

5 gave 6 hadn’t bothered 7 had wasted

5 Students work in pairs, taking turns to ask each other

about hypothetical situations related to the cues

Encourage them to use as many of the forms covered in this section as possible Round up by eliciting some ideas and the forms used You might want to start by giving your own answer for the first question

Photocopiable activity

Activity 7C could be used here It is a pairwork activity where students have to complete sentence stems using past tense structures for hypothetical meanings, so that the new sentences retain the same meaning as the initial ones given This activity revises the past tense structures for hypothetical meanings covered in Module 7B

Use of English 2 p.115 This section provides further practice of phrases and structure (using the past tense) for hypothetical situations through open cloze questions, which will be encountered in the open cloze task (Paper 1 Part 2)

1 Begin by focusing students’ attention on the photo (which

shows a souvenir stall with goods that a tourist would find exotic) and eliciting what it shows, before giving students the chance to discuss their preferences regarding souvenirs in pairs or small groups

2a This exercise gives students further practice of the open

cloze question type as covered in Modules 1B, 2B and 4B Here, students skim the title and text to answer the questions Elicit the answers from the class

2b Refer students to the Expert Task Strategy notes on page

167 Remind them to look around the gap for clues and that there may be more than one possible answer

1 do 2 other 3 it 4 what 5 in 6 could 7 why

8 if/though

3a This task analysis is best conducted as a class

conjunction: if/though

fixed phrase: other than/When it comes to it …

modal verb: could

preposition: in

pronoun: it

question word: what, why

verb: do

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

Example answers

articles, auxiliaries, phrasal verbs, linking words

4 This discussion focuses on advice to give to visitors to the

students’ country or countries It could be done in pairs or

small groups Round up by eliciting ideas

Extra!

Ask students to write an extract from a guidebook to their

country under the heading ‘Souvenirs’

Writing 2 p.116

1 Begin by asking students to think about something they

have complained about or wish they had complained

about Elicit what the problem was and what they did or

could have done Find out whether students have ever

written a complaint letter in English and elicit details

Focus students’ attention on the photo and ask what it

shows (people sleeping at an airport) Give students the

chance to discuss the questions in pairs and then discuss

ideas as a class

2a Students read the task It would be useful to encourage

students to get into the habit of underlining or highlighting

key words Round up by discussing their answers to check

that they understand the task

2b This exercise encourages students to identify their aim and

consider an appropriate register and style to achieve it

Discuss ideas as a class

3a Students work in pairs to come up with possible ideas

Remind them to look at the examples in the exercise

instruction

3b This exercise gives students practice planning the

structure of the essay and the main points covered in each

paragraph

4a In this exercise, students are introduced to phrases for

letters of complaint and then select those that they can

use in their own letter

1 recent 2 catch 3 incur 4 meet 5 provide 6 full

7 shortly 8 break 9 with 10 manner 11 scheduled

12 decidedly

4b Discuss as a class which sentence opening is the best and

why Remind students that this formal and less personal

tone should be consistent throughout their letter

1 is better when writing to a company because it has a more formal, less personal tone, whereas 2 suggests that the writer is not in control of his/her feelings.

4c Focus students’ attention on the expressions Allow them

time to decide which ones match the three groupings and encourage them to compare answers in pairs Discuss which sound stronger in tone

1 I appreciate that to As you may remember 2 I enclose herewith,

I immediately contacted, Not only was I unable, Please find attached

3 I believe your airline needs to, If I hear nothing from you, I would be

grateful if you could, I await your response to, I shall expect to hear from you

4d This exercise encourages students to identify the most

appropriate phrases for their own letter, where best to use them and how they can put them to good use

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

20 minutes to write their letter The writing is best done

as homework unless you wish to assess what they are capable of writing in the given time period

6 Students spend 5–10 minutes checking their letter, using

the checklist on page 190 Alternatively, students swap and check their partner’s letter

Sample answer:

I am a frequent flyer with your airline and I am extremely disappointed with my most recent experience

Last week, I arrived at the airport early for my scheduled flight

to Amsterdam, where I was due to catch a connecting flight for Sri Lanka On checking the electronic display, I saw the flight was listed as Delayed I immediately contacted your desk at the airport and asked for more information but your representative was extremely unhelpful and offhand

As the scheduled time grew nearer, I became more anxious If I missed my connecting flight in Amsterdam, I knew that flights from Amsterdam to Sri Lanka were fully booked for several days Although there was another flight with another airline leaving for Amsterdam

at much the same time, your representatives refused to transfer me and told me my plane would be there shortly As it turned out, the flight had been cancelled because of engine failure and your customer service desk had not been informed I was therefore unable to get to Amsterdam and missed my flight to Sri Lanka Your representatives did not provide any assistance apart from offering to rebook me on a flight the following day, which was no use at all

As you can see, my experience breaks the promises you make

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

[260 words]

Extra!

Have students reply to each other’s letters

These exercises aim to help both students and teachers

monitor and analyse progress after each module has been

completed, focusing on vocabulary and grammar from

the module They are best used to show where further

consolidation is required or, in the case of students who have

missed a module, to assess how much they need to catch up

on In terms of usage, the review exercises can be set in class

time as a 20–25-minute test or completed as a pair/group

activity followed by a class discussion Alternatively, they can

be given for homework, which in the case of any student who

has missed a module would be more practical

1 1 fend 2 fraught 3 marooned 4 hit home 5 rebellious

6 rough 7 restricted 8 defensive

2 1 differentiate 2 occurrence 3 defenceless 4 atmospheric

5 childishly 6 tricky 7 furnishings 8 reliant

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

you were living in a big city, how would you 3 if/though his

trip across Asia went 4 upset me most was my parents’ lack

of 5 if we moved to Norway rather than/instead of 6 being

completely open with each other that we will 7 could go/

were able to go trekking 8 worries me more is living/I’m more

worried about is living

4 1 until 2 What 3 do 4 reason 5 was 6 would 7 all/

what 8 had 9 would/could 10 time 11 were 12 would