Students could answer the questions in pairs or small groups and then check their answers with those on page 205.. Allow time for students to compare answers in pairs before checking the
Trang 18 A rich life
This module contains various topics related to the theme of wealth and a good life, including going into business with friends and family, online shopping, dining in, inheriting money, investing and donating and the UN’s budget
Lead-in p.119
Start with books closed Ask students what the word wealth
means to them Discuss ideas before asking them to open their
books at page 119 and eliciting what the photos show (a gold
bar dispensing machine in the UAE, a bureau de change, and
someone holding a lot of banknotes)
1a This exercise encourages students to think about different
aspects relating to money and currencies and tests their
general knowledge Students could answer the questions
in pairs or small groups and then check their answers with
those on page 205 Find out whether they were surprised
by any of the answers
1b Students could answer this question in the same groupings
as Exercise 1a or, with a monolingual group, as a class
This might be a good opportunity to also add in some
information about the currency of the students’ country
of study if different from theirs For example, the British
currency (the pound sterling) is the oldest currency in the
world still in use and is generally recognised as a stable
currency around the world When it was first used in the
8th century, coins like the penny were made from silver
and it was not until the 17th century that paper notes
were introduced
2 These quotes from famous people are designed to get
students thinking about the value placed on money and to
consider the point each person is making These could be
discussed in small groups before the discussion is opened to
the class Find out which quotes students like best and why
8A A small world?
Reading 1 p.120
1 Focus students’ attention on the cartoon and elicit
what it shows (a man and woman in business together),
before asking students to discuss the questions in pairs
Encourage them to compile a list of pros and cons, and
elicit ideas from the class, feeding in useful language as
appropriate
2 Ask students what they remember about the
multiple-matching task (Paper 1 Part 8) before asking them to read
the Expert Task Strategy notes on page 169 Before they
do the task, remind students that they can choose the
same couple (A–D) more than once, although they can
only choose one answer for each question Encourage
them to underline (and number) where they found the
answers to each question so that they can easily check
information if they have time With stronger students,
discuss the language presented in the Expert Word Check
after they have finished the task; with weaker students you
may wish to go through this first
1 D 2 A 3 C 4 B 5 C 6 B 7 D 8 A 9 A 10 C
3 The task analysis allows students, who have previously
practised this task type in Modules 1 and 4, to consider the techniques that work best for them and what to avoid doing This question could be discussed as a class with a
list of dos and don’ts elicited
4 These questions encourage students to discuss their own
opinions of the businesses mentioned and to consider the qualities needed to be successful in business Remind students to draw on their own experiences and round up
by eliciting ideas
Vocabulary p.122
1 This exercise deals with fixed expressions linked to business
and provides students with an opportunity to discuss questions relating to decision-making and setting up and running a business
2a Give students a minute to complete these collocations before
checking as a class It is important for students to know these collocations, so they should record any that are unfamiliar
to them Elicit a single-word (and therefore more formal
equivalent) verb to match each phrasal verb, e.g to take on
= to hire Remind students that they should be building up a
record of informal language versus formal equivalents
1 make 2 grow 3 open up 4 take up 5 run 6 achieve
7 make 8 embark upon 9 see through 10 do
2b This exercise provides students with an opportunity to
use the verbs from the previous exercise to complete a text Allow time for students to compare answers in pairs before checking them as a class
1 taken 2 making/earning 3 set 4 raised/ generated
5 developed 6 carry 7 lay 8 wind
3a Students work in pairs or small groups to discuss
compound nouns or verbs (relating to business) that can
be formed from the words given
1 c/h 2 e 3 f 4 b 5 g 6 h 7 a 8 d/b
3b This question could be discussed as a class Ask students
to pronounce a few of the words to check
The first syllable is stressed.
3c Students work in pairs to create their own sentences using
words from Exercise 3a
Extra!
Students create sentences for the remaining words
Trang 24 This exercise focuses on prepositions used in expressions
or collocations relating to business Allow time for
students to compare answers in pairs before checking
ideas
1 on 2 down 3 in 4 of 5 on 6 down
5a Students work in groups of 3 or 4 to come up with
a business idea answering the question given and
incorporating vocabulary covered in this section For this
exercise, set a time limit (e.g 20–30 minutes) and explain
that they will have to present their ideas to the class so
they must decide how they will do that and who will do it
You may wish to set a time limit for the presentations
5b Before students give their presentations, remind the rest
of the class to think of questions to ask each group after
their presentation
5c Bring the class together and ask them to vote for the best
idea Encourage them to explain their choice
Use of English 1 p.123
1 Refer students to Amazon’s logo on the boxes in the
photo and discuss the questions as a class
1 It is an online retailer that originally sold books and now sells a
wide range of goods 2 1994
2a Give students a minute to skim the text to check their
ideas
2b If useful, refer students to the Expert Task Strategy
notes for the word formation task (Paper 1 Part 3) on
pages 167–168 before asking them to complete the
task Encourage students to skim the text to get the gist,
working through using clues around each gap to identify
which form of the given word is required for each gap
(e.g noun, adverb, negative adjective) Remind them that
each word needs to fit both grammatically and in meaning
and suggest they note the type of word needed in each
gap as they read
1 option 2 loyalty 3 unexpectedly 4 profitable 5 facilitate
6 selection 7 specialise 8 recognition
3 Give students a minute or two to find the two words
before eliciting ideas from the class
origin (n) → originally (adv);
recognise (v) → recognition (n)
4 Students could discuss the questions in small groups
before the discussion is opened up to the class Encourage
students to justify their reasons and use this as an
opportunity to feed in useful language
Extra!
Students write an article giving their opinion of online
shopping and their recommendations
Listening 1 p.124
1 Start by focusing students’ attention on the photo and
eliciting what it shows (a yoga class), before students discuss the questions either in small groups or as a class
2 If students have followed the modules in sequence, this
will be the fourth time they have attempted a Part 3 Listening task (having previously encountered them in Modules 2A, 2B and 5B), so they should now be familiar with the strategy Elicit what they can remember before referring them to the Expert Task Strategy notes on page
171 Allow time for students to read the questions and remind them to underline key words Remind them to try and predict the answers and eliminate wrong answers as useful
3 T54 Students do the task.
1 C 2 B 3 C 4 A 5 B 6 D
4 This task analysis is best conducted as a class
5 Ask students to look at the items in the Expert Word
Check box and look up all relevant information (e.g
pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students might also find it useful to refer to the audioscript on page 145 and locate them in context Students then work in pairs or small groups, sharing what they do to relax
Extra!
Students write an article explaining different ways to relax and saying which they prefer and why
Language development 1 p.125 Students should already be familiar with the concept and use
of negative introductory expressions to add emphasis (e.g
Not since, Rarely and Only now) These expressions will in
effect add further interest and depth to students’ writing in particular
1a See whether students can identify the difference in
emphasis between the pairs of sentences and discuss how greater emphasis has been created
1 b 2 b 3 b; Emphasis is created by starting each sentence or
clause with an emphatic and negative construction and inverting subject and verb.
1b Refer students to pages 184–185 of the Expert Grammar
and review how emphasis can be added before students rewrite the sentences given Encourage students to compare ideas in pairs before checking answers as a class
1 will we lay off any more staff 2 will the bank extend the loan
3 (I did) my finals at university have I worked so many hours
4 do you meet people who have such a clear vision of what they want to do 5 had the business been set up when the impact
of the recession was felt 6 are they beginning to make a profit
from the company.
Trang 32 Suggest that students skim the text to get the gist before
working out the type of word needed in each gap,
checking the words given before and afterwards
1 only 2 but 3 sooner 4 Under 5 on 6 do
3a Here, students are introduced to fronting parts of a
sentence to add emphasis and link ideas Go through the
example and, if useful, do the first question as a class
Remind them to refer to the expressions given on pages
184–185 of the Expert Grammar and to check answers in
pairs
1 I find it hard to believe that he’s going to resign 2 It may
be difficult but it isn’t impossible 3 The restaurant’s dinners
are even better than their lunches 4 The response to the
competition has been such that … 5 However/ No matter how
hard we try, we will never … / Even if we try very hard, we will
never … 6 We were losing hope when the train came along.
3b This exercise gives controlled practice in re-wording the
sentences using fronting to emphasise the most important
information
1 So tense was the atmosphere that tempers flared 2 Try as
they might, they were unable to get a loan 3 Opposite the new
premises was a park 4 There was a pause and into the room
walked the actor 5 Such was the impact of the crash that the
car was not worth repairing 6 Famous it may be, but it’s very
expensive too.
3c This exercise provides students with freer practice where
they use their own ideas to complete sentences with
negative introductory expressions Elicit a selection of
ideas from the class to round up
Photocopiable activity
Activity 8A could be used here It is a groupwork activity
where students have to complete sentence stems using
negative introductory expressions, so that the new
sentences have the same meaning as the initial ones given
This activity revises and extends students’ knowledge
of emphasis through the use of negative introductory
expressions as covered in Module 8A
Writing 1 p.126
This section looks at ways to expand language usage to
increase interest and better engage the reader
1a Focus students’ attention on the photo and elicit what
it shows (the Dans le Noir restaurant which is described
in Exercise 1), before asking them to read the two
opening paragraphs describing the restaurant Discuss the
questions as a class
1 Customers eat in the dark 2 The first extract draws the
reader in more, by the use of rhetorical questions and more vivid
language (left in the dark, right up your street, popping up).
1b This exercise introduces more evocative language to a text
and asks students to identify what might more commonly
be written instead During feedback, discuss new language items, checking that students understand what type of words they are and how they are pronounced
1 j 2 k 3 c 4 f 5 a 6 h 7 l 8 o 9 n 10 e 11 b
12 g 13 d 14 i 15 m
Extra!
Ask students to select three words or expressions presented in Exercise 1b and then consider alternative
options For example: 1 tucked away could be ‘hidden away’, 2 only a stone’s throw could be ‘close to’ or much
more informally ‘within spitting distance’, etc
1c Discuss the techniques as a class before students work
through the text finding examples of each type This could
be done in pairs Focus on the Exam Strategy note and remind students that at Advanced level the creative use of language is an integral part of the writing component and there is great emphasis on engaging the reader
1 tucked away, stumble, fumble 2 incredibly 3 I won’t be doing
it again 4 I won’t be doing it again (simple); Having to guess the composition of each forkful of food … (complex) 5 The food,
which has been described as innovative, is actually … (indirect
speech) 6 exclamation marks, quotation marks 7 Does the
idea of dining in total, absolute darkness tempt you? / Is it worth
trying once …? 8 It is a fascinating concept / The food is
actually mediocre.
2 This exercise presents students with further examples of
interesting language and encourages them to widen their language use through improving descriptions
1 cramped, packed out 2 nibbled 3 quirky 4 offhand
5 charming ambience 6 exorbitantly priced 7 deafening
8 insubstantial
3 Here, students have the opportunity to practise adding
interest to their writing through a description of a restaurant they know The writing component could be set homework and paragraphs could be swapped in a subsequent class
Photocopiable activity
Activity 8B could be used here It is a pairwork/groupwork activity where students complete a crossword using the missing words needed to complete sentences given This activity revises expressions, phrasal verbs and collocations covered in Module 8A
Trang 48B A means to an end?
Listening 2 p.127
1 Begin by discussing who the photos show (British lottery
winners, American actor Johnny Depp and Russian
business tycoon Roman Abramovich) and how these
people became rich, before discussing the questions as a
class
2 Students are given further practice of multiple-choice
questions (Paper 3 Part 1) After they read the questions,
students briefly discuss in pairs what they can guess about
the people
3 T55 Refer students to the Expert Task Strategy notes
on pages 170–171 before they listen to the recording
and complete the task Remind them that each extract is
repeated before moving on to the next one
1 A 2 C 3 C 4 B 5 C 6 B
4 Students compare answers in pairs before discussing the
question of the task analysis as a class Students could
then look at the items in the Expert Word Check box and
look up all relevant information (e.g pronunciation, stress,
word type, use, grammar, word family, collocations) for
each word before referring to the audioscript on page 145
and underlining where they find them in context
5 This discussion provides students with the opportunity
to express their own opinions and justify them, as well
as to hypothesise about what they would have done in
the same situations This could be done in pairs or small
groups before ideas are elicited from the class
Speaking p.128
The photos provide examples of selling, investing and
spending Ask students what each one shows and what is
happening (a man in a street market, a man working on
spreadsheets on two computers, a couple in a car showroom
in discussion with a salesman) Use this as an opportunity to
feed in any useful vocabulary and discuss the questions as a
class
1a In this exercise students discuss in pairs or small groups
which language would correspond with the given photos
Suggested answers relating to photos A, B and C:
A haggle, beat someone down
B buy stocks and shares, pay in full
C dip into your savings, pay in full, haggle, beat someone down
1b Students now discuss the meaning of these informal
expressions This could be done with the same groupings
1 have so much money you buy things that aren’t necessary
2 only have enough money for the basics 3 spend more money
than you can afford 4 do something rather than just talk about it
1c Check that students consider their own response to the
questions before discussing ideas in pairs
2a This exercise invites students to identify the most
appropriate words or phrases to complete the text,
focusing on collocation and related prepositions
1 make ends meet 2 hard 3 chip 4 support 5 contributing
6 sum 7 funding 8 donors 9 dipping into 10 on 11 raise
12 sponsor
2b Students could discuss the stress patterns of these words
in pairs
contribute/contribution; subscribe/subscription; luxury/
luxurious; subsidise/subsidy
2c These questions encourage students to discuss their views
on whether charities are important and how they should best be helped
Extra!
Students find out about one charity in their own country and prepare a short presentation on it for a subsequent lesson
3a Remind students that they have covered the long turn
(Part 2) in previous modules (1B, 4B and 6B) before giving them 2 minutes to read and correct the 5 mistakes in the instructions Allow time for them to compare answers in pairs before class feedback
The 5 mistakes are: 1 You should not describe each photo in detail
– you must speculate on only 2 2 You have a minute
3 Try not to stop 4 You must speculate, not describe
5 Your partner mustn’t interrupt (Also the interlocutor will not
mention the wide range of language needed, although it is true that candidates must do this.)
3b T56 Here, students listen to extracts of 2 candidates
attempting Part 2 and note the strengths and weaknesses
of each one Allow time for students to discuss their ideas with their partner before eliciting ideas from the class
A: The student shows a good range of language, is grammatically
correct and is trying to interpret what is going on However, he gets bogged down trying to describe each photo rather than speculate and answer the 2 questions Also, he is about to go on
to describe the third photo, which is not required
B: The student is more focused on the task given She speculates
on the similar and different challenges of two situations The range of language is reasonable and includes informal expressions
However, her answer is too short and she finishes rather abruptly.
4a Students now practise the long turn in pairs, taking turns
Check they understand the instructions before they start
4b Give students time to discuss the three photos and reach
their decision
4c The additional photos on page 206 allow students further
practice of the long turn task
5 Students work in their pairs to appraise each other’s
performance using ideas from Exercise 3b, before a general discussion on strengths and weaknesses as a class
Remind students to note areas they have improved on and those needing further work so they can refer back to these in the future
6 Give students time to discuss these questions in pairs or
small groups before opening the discussion to the class to
Trang 5Students write an essay (220–260 words) to answer
Exercise 6 question 2, incorporating ideas from their
discussion
Language development 2 p.130
Students should be familiar with the concept and use of
comparatives and superlatives, although weaker students
might benefit from some additional practice from other
sources before focusing on the more advanced examples
covered in this section
1a This exercise asks students to identify mistakes relating to
the grammar focus in this section With a weaker class,
you might wish to refer them to the Expert Grammar on
page 185 first, or students could refer to it after reading
the text Check answers as a class
much the same than as Australians; one of the best paid stars;
became a great deal richer; nothing as like Lady Gaga’s; by far the
less most expensive shoes; considerably fewer less than
1b Students locate examples of comparatives and
superlatives in the text, discussing their ideas in
pairs before class feedback Focus on the degree of
comparision where applicable and discuss other examples
from the text
1 richer/more prosperous (higher degree); the same as (same
degree); less than/nowhere near/nothing like (lower degree)
2 one of the best paid/the most expensive 3 much, far, one of
the, even more, by far the, considerably
1c Refer students to the words given in the table and focus
their attention on the example before they consider their
own responses to the questions Allow time for them to
compare ideas in pairs and elicit some example sentences
Extra!
Students write new sentences using the remaining words
from the table
1d This exercise gives students further practice using
comparative and superlative forms but in the context of
where they live With a weaker class, this could be done
in pairs or small groups You might wish to begin by giving
a few example sentences about the place where students
are studying if different from their own towns
2a Here, students focus on additional forms of comparison,
deciding which option is best to complete sentences
Discuss ideas as a class, eliciting extra examples of use as
needed
1 too 2 such a 3 more and more 4 The fewer, the better
5 more tight 6 so much, as 7 like, as 8 The bigger, the less
9 ’d sooner, than 10 a great deal, than
2b This exercise gives students practice in rewriting sentences
using set words or phrases With a weaker class, this
could be done in pairs
1 The more people worry about banks, the more they use cash
/ People increasingly use cash, the more they worry about banks
2 I’m not getting such a good … 3 More and more banking is …
/ People are doing more and more of their banking …
4 Some people are too afraid of fraud to bank online 5 I’m not
so much happy as relieved I got … 6 I’d sooner use smart cards
everywhere …
3 Students work in pairs and use expressions covered in
this section to compare 2 people of their choice Round
up by eliciting ideas and discussing the structures used for comparison Remind students that comparatives and superlatives are particularly used in the long turn (Part 2)
of the Speaking test when they need to discuss similarities and differences between photos
Use of English 2 p.131 This section provides further practice of the language of comparison through the practice of key word transformations (Paper 1 Part 4)
1a Begin by focusing students’ attention on the example and
discussing the transformed sentence and the changes made
is by far the most important
1b Weaker students could read the Expert Task Strategy
notes on page 168 before attempting the task, whilst stronger students could do the task and then refer to the notes to check afterwards Remind students of the word restrictions and allow time for students to compare answers before class feedback Discuss any alternatives possible
1 through her accounts, the more concerned 2 have sold slightly less well than 3 as much as me/I did/much the same (salary) as
me 4 near as high as 5 the harder we work, the happier 6 to
save a great/good deal more
2a This task analysis could be conducted as a class Elicit
examples using the given expressions
1 the more 2 a slightly (less) b nowhere near; a great deal more
2b Here, students consider the best ways of approaching
key word transformations and discuss advice that could
be given under the different categories, discussing ideas in pairs before class feedback Compile a list of useful pieces
of advice on the board and suggest that students make a note of them for future reference
Writing 2 p.132
1 Students start by discussing their attitude towards reviews
and whether they themselves have ever written one
These questions could be discussed in small groups
During feedback, you may wish to find out whether students tend to read reviews before or after they have seen or read something Ask them whether they can think
of examples when they have seen or bought something (or not) purely because of a review
Trang 62 Here, students are given an example task Remind
them that in the exam the review would be an optional
question Discuss the task as a class and elicit the number
of words needed (220–260 words)
3a Students should determine which books they will review
before underlining the key points which they have selected
from the task and brainstorming ideas, making notes
3b This exercise focuses students’ attention on making a
plan and encourages them to think about key points it
might include, along with how it will be organised into
paragraphs
3c Students now know which ideas will be included in which
paragraph and have the opportunity to discuss their ideas
in pairs
4a The two review extracts provide examples of different
parts of the task given in Exercise 2 Allow time for
students to read the reviews before eliciting which part of
the task they match
Extract 1: Explaining whether or not you enjoyed it Extract
2: Reasons for recommending it Extract 3: Explaining what
the book was about.
4b Students refer to the texts to find the expressions,
discussing ideas in pairs
Examples:
1 one of several books in recent years which
2 The main message is, is about, The book tracks, she asks the big
questions like
3 inspiring and informative, great ideas, upbeat and heartwarming,
absorbing, highly readable, modest and engaging, I love the
4 a bit patronising at times
5 an absolute must, this is the book for you
4c These phrases will help add emphasis to students’
evaluations and make their reviews far more engaging
Begin by focusing their attention on the words and
phrases given and then the notepad with the ‘positive’
and ‘negative’ columns Give them 2 minutes to decide, in
pairs, which columns the words/phrases fit in before class
feedback Discuss meaning and pronunciation of any new
language and, if useful, provide/elicit examples of their
use
Positive: (quite) witty; (truly) original; (really) lively;
thought-provoking; (profoundly) moving; (refreshingly) different;
(beautifully) written; a gripping (read); couldn’t put it down; well
worth reading; (particularly) memorable; (absolutely) hilarious;
compelling
Negative: (a bit) repetitive; (entirely) predictable; (excruciatingly)
boring; (totally) unconvincing; (thoroughly) tedious; (rather) flat;
hard to follow; (vastly) overrated; (thoroughly) implausible; (too)
far-fetched
4d This exercise gives students practice in using the phrases
from Exercise 4c in conjunction with additional language
which they may find very useful in their reviews Students
could work in pairs or small groups to discuss their ideas
before class feedback
Examples:
Describing
The opening chapters … (give the background / set the scene / explain the rationale) …
The last chapter … (is a bit of a let-down / summarises the main points)
The story … (gets bogged down in / moves at a brisk pace) … is … (action-packed / slow-moving / spine-chilling)
Balancing an opinion
I found (the ideas confusing at times), but … / However, … Although (the writer sometimes goes off at a tangent), … Even so, (the ideas challenge the reader to think about) … Despite this / In spite of this / And yet (the characterisation is impressive / weak) …
On the other hand, (I wouldn’t recommend this book to anyone who …)
Summarising
All in all … / Quite simply … (this is the best read …) The great strength of (the book) is that …
My only criticism of (the book) is that …
Photocopiable activity
Activity 8C could be used here It is a pairwork activity
where students take turns to give clues to their partner so
that their partner can complete a grid with the necessary vocabulary and work out the extra word given This activity revises useful language that can be used to make written reviews more interesting and engaging, as covered in Module 8B
5 At this point, the planning is complete, so give students 20
minutes to write their review The writing would be best done as homework unless you wish to assess what they
are capable of writing in the given time period
Sample review:
It’s time we got over our obsession with shopping That’s the message of Not Buying It, one of several books in recent years that encourage us to spend and consume less for both personal and environmental reasons
Not Buying It is about one New Yorker’s attempt to call a halt to
her spending for a year, with the exception of a few basic foodstuffs (but no processed food), medicine and toiletries This means doing without new clothes, buying music or going to the cinema The book tracks her ups and downs, as she and her partner pursue their careers
On the way, she asks the big questions like, ‘Can the economy survive without shopping?’ At the end of the year she saved up enough money to pay off a huge credit card bill and she claims her spending will never be the same again
Some critics have found the writer too self-centred They like to point out that she is self-employed and childless, which makes her experiment much easier In places, the book is a bit repetitive and does go off at a tangent more often than I would like but on the whole I found it calm and inspirational The author is honest about how difficult everything was, her many slip-ups and what she discovers about herself
[220 words]
Trang 76 The students spend 5–10 minutes checking their review,
using the checklist on page 190 as necessary Alternatively,
students swap and check their partner’s
Extra!
After reading each other’s reviews, students decide
whether or not the review would persuade them to read
the book in question Discuss, as a class, which reviews
were most persuasive and why
Review
These exercises aim to help both students and teachers
monitor and analyse progress after each module has been
completed, focusing on vocabulary and grammar from
the module They are best used to show where further
consolidation is required or, in the case of students who have
missed a module, to assess how much they need to catch up
on In terms of usage, the review exercises can be set in class
time as a 20–25-minute test or completed as a pair/group
activity followed by a class discussion Alternatively, they can
be given for homework, which in the case of any student who
has missed a module would be more practical
1 1 B 2 D 3 A 4 C 5 B 6 A 7 C 8 A
2 1 Hardly had the tablet gone on sale when another company
brought out an even better model 2 The more I think about the
problem, the more worried I become about it 3 On no account
(should/must you) disclose your business plan to anyone at this
stage 4 It wasn’t such an easy decision as I thought (it would
be) 5 We were too exhausted to move 6 Not since Charles
Dickens has any English writer written so well about the poor
7 James is slightly taller than his brother 8 I give nowhere near
as much to charity as Liam (does) 9 The other ring is somewhat
pricier than this one 10 I’m not so much angry as depressed
about losing my wallet
3 1 neighbourhood 2 luxurious 3 specialisation (specialism)
4 perception 5 philanthropic 6 scepticism 7 disloyalty
8 strengthen
4 1 as 2 try 3 into 4 up 5 than 6 took 7 deal 8 of
9 on/upon 10 such 11 in 12 for 13 down 14 like
15 only 16 as 17 but