Teachers notes and photocopiables expert teachersnotes m02

Students then discuss the questions in pairs before eliciting ideas from the class.. 2b Encourage students to discuss their ideas in pairs before opening the discussion to the class.. S

02 New directions

This module contains various topics related to the

theme of change, including how to motivate

poorly-performing pupils, the role of the extended family, the

impact of social networking, rehabilitating young

offenders and giving ex-prisoners a second chance

Lead-in p.23

Start with books closed In pairs, ask students to

think for a few minutes about events that might

change someone’s life Elicit ideas, noting which

ones are mentioned the most

1 Ask students what life events are shown in the

photos (graduation, passing your driving test and

becoming a parent) Students then discuss the

questions in pairs before eliciting ideas from the

class

2a Go through the expressions, encouraging

students to explain them to the class where

needed Give them 2–3 minutes to think of

possible context and dialogue before going

through ideas with the class

Possible contexts:

chop and change: someone who keeps changing

their mind about what job or university course they

want to do

for a change: doing something new and different,

for example trying a new sport or hobby

get changed: a parent getting their child ready for

school

spare change: someone begging for money

That makes a change!: a friend, who is usually

late, arriving on time to meet another friend

Extra!

Depending on the level of the class, suggest other

expressions with change, e.g change of heart,

change tack, change trains, change horses in

midstream Students could then look them up to

check the meaning before discussing a possible

context and short dialogue for each one in pairs

2b Encourage students to discuss their ideas in pairs

before opening the discussion to the class

A leopard can’t change its spots: A person’s character, especially if bad, will not change, even

if that person pretends it has

You can’t teach an old dog new tricks: It’s difficult

to teach someone new skills or change someone’s habits

A change is as good as a rest: Changing the work you do can be as good for you as having a rest

3 Give students a few minutes to share their ideas

with their partner before finding out whether more people get excited than frightened by change, and why

4 Students identify some of the key life changes they

expect in their own lives and discuss in pairs how they will impact their lives and why Round up by eliciting the three biggest changes they expect

2A Making a difference

Reading 1 p.24

With books closed, ask students at what age pupils can leave education in the UK and what they would like to know about those who do

1 Ask students to read the introduction and discuss

their ideas in pairs before briefly eliciting them

2 Check that the concept of skimming (reading

quickly to get a general idea of a text) is understood Students then find out what impact each of the writer’s teachers had on him

Suggested answers:

At the first school the teachers’ scornful attitude led him to drop out of school as soon as he was old enough At the second, they were more caring and their encouragement led the writer to think that he might have ability

3a Refer students to question 1 and focus on the

procedure If useful, follow it with the first question

as a class Remind students that in the multiple-choice questions (Paper 1, Part 5) 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

3b Focus students’ attention on the Help clues

before they complete the task Refer them to the Expert Task Strategy notes for Part 5 on page 168

as needed

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

4 The task analysis could be done in groups or as a

whole class activity

5 Draw students’ attention to the photo and elicit

who it shows (the English footballer, David

Beckham) and what they know about him Ask

students (if they know of him) whether they think

he is a good role model and why/why not

Students then work in pairs or small groups to

discuss their answers to the questions Round up

by eliciting ideas and finding out who influences

your students the most After this, refer them to the

vocabulary in the Expert Word Check, which

highlights useful vocabulary from the text Ask

students to find the words in the text and, if they

are unsure of the exact meaning, to deduce it from

the context before giving them a definition or

letting them use a dictionary to check For

example, in the second paragraph, ask, Is ‘skive’

positive or negative? Does it describe appearance

or behaviour?

Vocabulary p.26

Start with books closed Write adjectives describing

positive attitudes in the middle of the board and elicit

examples, e.g friendly, happy, trusting, etc

1a Refer students to the sentences given, explaining

that they each contain an adjective describing a

negative attitude If useful, do the first question as

a class When students have completed the task,

encourage them to check ideas in pairs Highlight

the importance of remembering prepositions in the

context of the words or expressions they follow,

and encourage students to record any new ones

from this exercise

1 threatening (towards) 2 deliberately unfriendly

3 despise 4 upset about/by 5 uninterested in

6 fed up with

1b Students work in pairs, taking turns to ask and

respond to the questions Round up by eliciting

some interesting or surprising responses

2a When students have completed the task, check

answers and understanding of the expressions in

italics

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

2b Students discuss their answers in pairs

Alternatively, you could ask students to guess

which sentences are true for their partner and

discuss their ideas

3 Suggest that students first do the exercise using

their existing knowledge of collocations, or

guessing if they do not know, before comparing answers with a partner Remind them that it is a good idea to guess answers when they are unsure and remind them that in the exam, candidates do not lose marks for incorrect answers

1 up 2 close 3 across 4 good 5 after

6 set 7 run 8 high

4 This exercise gives students the opportunity to

practise using the expressions covered whilst discussing their families

Photocopiable activity

Activity 2A could be used here It is a pairwork/groupwork activity where students complete a crossword by adding missing words needed to complete phrases given in sentences This activity revises expressions, phrasal verbs and collocations covered in Module 2A

Use of English 1 p.27

1 Start by asking students to look at the photo and

explain what it shows They should identify different members of an extended family, including grandparents Discuss the questions as a class

2a Give students 1–2 minutes to locate the answers

in the text before checking ideas

Suggested answers:

1 for practical support; for emotional closeness and stability 2 If the grandparents don’t get on

well with their daughter-in-law/son-in-law, this may endanger the relationship between grandparents and grandchildren

2b If students are unfamiliar with the multiple-choice

cloze task (Paper 1, Part 1), spend some time studying the Help clues and Expert Task Strategy notes on page 167 Explain that this task

predominantly tests their lexical knowledge and that they should pay attention to collocation, complementation (when a specific preposition or structure such as infinitive or gerund follows the word needed) and the slight differences in meanings of the words given Remind students that as with the multiple-choice reading questions, only one answer is correct, and that it can be as helpful to rule out the three distractors as it is to find evidence for the correct answer

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

3 This exercise could be done in groups or as a

class Ask students to note down the collocations and remind them to note new words in groups of associated words where possible

close relatives; play a role; stand a chance; widely

accepted; at risk

4 Students discuss the questions in small groups

before you open the discussion to the class

5 Point out that students have already considered

the role of grandparents in their culture in the

Lead-in as well as close ties they have with

particular family members Discuss the differences

in layout and possibly register (the diary entry may

be more informal), in relation to the formats

suggested, before students write their paragraph

Listening 1 p.28

1 Start by focusing students’ attention on the photo,

eliciting what it shows (a wedding photo) Students

then discuss the questions either in groups or as a

class

2 T10 Focus students on the question and check

they understand what listening for gist means (for

general understanding) Then play the recording

once for them to answer the question

The proposal was videoed by a friend on his

phone

3a T11 Focus students’ attention on the questions

and allow them a minute to look at the adjectives

before they listen a second time

1 taken aback 2 self-conscious 3 flattered

4 tolerant

3b Encourage students to identify the words Laura

uses that correspond to the adjectives given as

answers to exercise 3a, e.g caught totally

unawares means ‘taken aback’, (felt a bit)

awkward means ‘self-conscious’, took as a huge

compliment means ‘flattered’ and go along with

something means ‘(be) tolerant’ If useful, either

play the recording a second time or refer them to

the audioscript on page 154 and give them a

minute to scan and find the corresponding word or

phrase Allow time for students to compare

answers in pairs before class feedback

4a T12 Give students a minute to read the sentence

stem and possible endings before they listen to the

second part

Option B

4b This exercise encourages students to analyse the

different options presented in the previous

question It might be helpful for students to refer to

the audioscript on page 154 to check their

answers before you run through them as a class

1 A 2 C, D 3 B 5a T13 Focus students’ attention on the rubric and

remind them that Part 3 of the listening exam will usually be in the form of an interview or discussion aimed at a non-specialist audience lasting about 3–4 minutes The questions will predominantly focus on attitude and opinion and will always be answered in the order they are presented Remind them that each part of the listening is played twice and that the silent time given to read the questions

is vital Play the recording after giving students a minute to skim through the questions

1 A 2 B 3 D 5b Students compare answers with a partner before

class feedback Encourage students to explain their choices

5c This exercise encourages students to consider

how information might be given and how each part might be signposted

6 First draw students’ attention to the vocabulary in

the Expert Word Check This feature highlights useful vocabulary from the recording You could ask students to find the words in the audioscript on page 154 and, if they are unsure of the exact meaning, to deduce it from the context before giving them a definition or letting them use a

dictionary to check For example, ask: Is ‘awkward’ positive or negative? Does it describe appearance

or behaviour?

Students then discuss their reactions to what they have heard Ask them to speak with a partner about whether we are better or worse off by using social networking Ask them to think of occasions when social networking has had a positive and/or negative outcome

Language development 1 p.29

Students should be familiar with the concept and use

of relative clauses For those who are not, the Expert Grammar notes on pages 174–175 give an

explanation of the use and form of relative clauses Students with particular difficulties should be given suitable remedial exercises

1 This exercise highlights the use of relative

pronouns in relative clauses

1 B, C 2 A, D 3 A 4 A, D 2a This exercise gives students practice in using

relative pronouns and evaluating which relative clauses are non-defining and therefore require commas

2b Students discuss their answers in pairs, deciding

which pronouns can be omitted Remind students

that the pronouns (that, who or which) in defining

clauses can be left out if they are the object, for

example: Yesterday I visited a friend (who/whom) I

hadn’t seen for a month Discuss the difference in

formality between whom (very formal; mostly used

in writing) and who (informal)

1 whose 2 who/whom 3 which 4 which/that

5 which/that 6 where

Punctuation: 2 … colleague, who you met last

week, 3 … brothers, 6 … area,

Pronouns can be left out in 5

Extra!

If time allows, give students 6–8 further examples

of relative clauses and ask them to decide in which

ones the relative pronouns can be omitted

Alternatively, ask them to work in pairs to write

three sentences of their own where the pronoun

can be omitted and three where it cannot They

then swap sentences with another pair and decide

which pronouns can be left out

3a Find out what students know about Romeo and

Juliet and explain that they will find out more about

the other people and characters in the exercises

that follow Students then complete the first text,

comparing answers in pairs

1 in which 2 as a result of which 3 without

whose help 4 all of which 5 at which point

6 many of whom

3b This exercise gives students practice in

transforming formal language (pronouns with

prepositions) to informal language It can be done

in pairs or as a class

Examples:

1 where 2 which means that 3 because

without him 4 but most of them 5 She then

(new sentence) 6 and lots of them

4 Ask students whether they have heard of the

English king Henry VIII and find out what they

know about him Mention that this exercise

includes information about his life and partly

explains why he is famous today Find out whether

students know what a reduced relative clause is

before referring them to Section E of the Expert

Grammar on page 175 If useful, do the first

sentence of the exercise as a class Remind

students that there might be more than one option

for each sentence and allow them time to compare

answers in pairs before going through them as a

class Highlight the present and past participle clauses and infinitives, discussing any alternatives

as a class for the first example as needed

1 who was born 2 who/whom he believed/who was believed, that/whom he believed 3 who was living, who was later executed 4 who gave/was

to give, who was called 5 who was said 5a Focus students’ attention on the photo and ask

who the people in it are and what they know about them (Richard Burton and Elizabeth Taylor in the

film Cleopatra) Explain that they will find out more

information as they join the sentences, using relative and reduced relative clauses As before, the first one could be done as a class by way of an example

5b Students work in pairs to go through their

answers before a general class review of the exercise

Note: These answers show reduced relative clauses

1 actress who made many films … the most

famous of which was probably …

2 they made their first film together based on the

story of Cleopatra, in which Elizabeth played the

Queen

3 The couple, already married … fell in love on the

set, attracting huge publicity.

4 The couple married in 1964, going on to live …

lifestyle, which resulted in them becoming …

5 a huge diamond, (which was) the largest, most

expensive in the world, engraved with …

6 got divorced in 1974, meeting up again later and

re-marrying the following year (OR remarrying a year after meeting up again later)

Photocopiable activity

Activity 2B could be used here It is a pairwork activity where students practise relative clauses and pronouns through a game of dominoes, matching sentence halves according to the correct relative pronoun

Writing 1 p.30

1 Start by focusing students’ attention on the Expert

Strategy note and explain why planning is so important to good writing Ask students to work in pairs or small groups to order the points and, during feedback, elicit ideas and explanations for choices made Discuss alternative ideas and come

to a general agreement about a logical order for the steps and why

Suggested order:

c, e, f, a, d, b

2a The exercise focuses on the form of various types

of text and checks that students understand how

they might be organised into different sections

2b Discuss ideas as a class, eliciting which texts

would be semi-formal/formal and referring to the

information given in the Expert Strategy notes

1, 2 and 4 are more formal and should have a

formal structure

3a Allow students time to read the task before asking

how many paragraphs they feel would be

necessary and what they would include in each

paragraph

3b Start by asking what the photo shows (Keira

Knightley and Matthew Macfadyen in the film Pride

and Prejudice) before referring to the notes made

about the film Ask why the points have been

crossed out

The information in the notes is irrelevant to the

task

3c Students then order the paragraph topics,

comparing ideas in pairs before class feedback

Suggested answers:

1 title/type of film 2 plot summary 3 overall

impression 4 opinion in detail

5 recommendation

3d Ask students to complete the plan and add in the

notes where needed, and check answers before

continuing to the next exercise

Suggested answers:

1 (title) Pride and Prejudice … love story …

2 (plot summary) man and woman … prejudiced

against each other …

3 (overall impression) interesting new version …

main focus on …

4 (opinion in detail) film locations, costumes, etc

… Keira Knightley …

5 (recommendation) better for young people, etc.

4a Students discuss a film or story they know

4b Ask students when they last read a film or book

review and discuss what makes a good review

(interesting language, great descriptions, a logical

build up of ideas, etc.) Students then plan their

own review Remind them not to include a title

saying which film or book they are writing about

and refer them back to the points given in

Exercise 1 which will help them

4c Students read each other’s reviews, deciding

which film or book has been reviewed Reach a class consensus on which one is the most and which the least popular choice and why

2B A second chance

Listening 2 p.31

1 Start by discussing what the photo shows, before

referring students to the title and introducing the topic of crime Ask students to consider what the connection might be between the photo and the topic and then ask them to discuss the questions

in groups before opening up the discussion to the class

2 Ask students to read the task introduction and

highlight key words: the nouns and verbs that contain the main information If helpful, discuss the key words in the first question and the four options given with the class (for example: Question 1:

main aim, project, young offenders, Option A: encourage, violent, Option B: ensure, qualification,

etc.) Students then complete the exercise, comparing answers together before a brief class feedback

3 T14 Go through the task and refer students to the

Expert Task Strategy notes on page 171, giving them time to read the Help clues before listening After listening, allow time for students to compare answers in pairs before checking them as a class Round up by discussing the connection between the photo and the topic (as introduced in

Exercise 1): a dance project that teaches young offenders how to dance and gain a qualification in the process It aims to get them interested in something new, to gain a sense of achievement and possibly a change of direction in their lives

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

Extra!

Discuss why the distractors for each question are

incorrect, e.g Why is A not the correct answer in Question 1? Then ask students to make a record

of any useful crime words/expressions from the text, adding an example sentence for each one where possible

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!

To encourage students to get into the habit of

creating their own sentences showing the usage of

new words or phrases, ask them to write an

example sentence for each of the words or

phrases from the Expert Word Check

Speaking p.32

1a Focus students’ attention on the photo and ask

what it shows (a schoolgirl being interviewed) At

this point, you could brainstorm what students

know about Part 1 of the Speaking test (Paper 4)

Then direct them to the Exam reference on page

171 In Part 1, students have to ask and answer

questions about themselves This part gives them

the opportunity to use a wide range of grammatical

structures and, as it also tests their ability to use

interactional and social language, they will need to

listen and respond appropriately

Bearing this in mind, students need to think of

questions that would lead to the answers given

Encourage them to discuss ideas in pairs

Suggested answers:

1 What do you do here?, How long have you been

studying English? 2 What has been your most

interesting travel experience and why?, What do

you hope to be doing in five years’ time?

1b T15 Students listen and check their answers

1c Elicit answers as a class, discussing the merits of

Candidate B’s responses Allow time for students

to underline useful phrases, eliciting further

examples of use if needed

Candidate A repeats the words of the question

Candidate B gives a natural response with an

expanded answer Note the phrases: well,

actually; I was lucky enough; lots of things, I hope;

I don’t feel quite …

1d This exercise gives students the opportunity to

practise incorporating useful phrases from

Exercise 1c whilst extending responses to give

more information Round up by eliciting some

possible ideas and discussing aspects that could

be added

Example: 1 Well, actually, I’m still a student but

I’m in my last year at college.

2a Students match the questions and answers

During feedback, focus on the type of information

the best responses have included, as well as

linkers and other useful phrases used

1 work and study; A is a better answer as it is a

personal response that reflects an aspect of studying It is a more complex sentence

B repeats words from the question, then just gives

a list

2 relationships; B is a better answer The

sentence structure is more complex and the vocabulary richer, the information more detailed

and interesting A repeats the words of the

question and doesn’t expand on the answer

A doesn’t sound interested.

3 communication; A is informal and enthusiastic, which is good, but B gives a more thoughtful

answer, uses richer, more complex sentences and

a range of vocabulary

4 your background; A is better because it gives a broad context and answers the question B is

rather negative, uses a narrower range of language, and doesn’t answer the question

5 imaginary situations; B is a better answer,

expressing the person’s feelings with a good

vocabulary (value my privacy, I don’t think I could

cope with) A doesn’t give a personal opinion and

so doesn’t answer the question

Extra!

As a way to reinforce the differences between a great and a poor response, ask students to build

up a list of what to do (e.g use complex structures, sound interesting, use a range of vocabulary, etc.) and what not to do (e.g repeat the words in the question, keep the answer short, not give an opinion, etc.) in this stage

2b Focus students’ attention on the Expert Strategy

note and the list of useful phrases given below Refer them to page 172 for further strategies as useful Students then work in pairs to practise asking and responding to the questions, taking note of advice and phrases discussed previously

3a T16 Having read the task, students listen to two

candidates attempting Part 1 Encourage students

to be constructively critical, to recognise why Paola’s responses are better than Frédéric’s

Paola answers fully, and gives relevant answers She sounds relaxed and natural, whereas Frédéric’s answers are short and formulaic, as if

he has rehearsed them

3b T17 Students now listen to the same two

candidates attempting the final part of the task and then evaluate their performances

1 That’s difficult to say … there have been so

many …

Others might include: You know, I’d have to think

about that / Hmm … that’s a good question /

Let’s see … that’s a tough one to answer.

2 Frédéric is not very forthcoming He could have

made one up It doesn’t have to be true

4a This exercise gives students the opportunity to

practise asking, responding to and evaluating

responses to the questions covered in this section

Put students into groups of four and either allocate

the roles of Interlocutor, Assessor and Candidates

A and B or ask students to sort out their roles

Point out that the instructions for the interlocutor

are on page 203 Check that students know what

they are doing and answer any questions they

have before they begin this exercise During the

activity, move around the class, monitoring how

each group is doing Note strengths and areas to

discuss during feedback after exercise 4b

Extra!

For students who like to have teacher evaluation

rather than peer evaluation, an idea might be to

use smartphones to record the exchange and then

send it to the teacher, or have it played to the

class

4b Students swap roles until each person has tried

each one and give constructive feedback in their

groups

Photocopiable activity

Activity 2C could be used here It is a pairwork/

groupwork activity where students match

responses to the appropriate Part 1 questions

They then continue by taking turns to ask and

answer the same questions in pairs/groups, using

their own ideas

Language development 2 p.34

1a Start by checking whether students know what

articles are (a, an and the) before eliciting the most

appropriate options to complete the sentences

1 Biology because it is the subject in general; the

study because it is defining ‘biology’; living

organisms (no article) because it is a general

plural

2 The murderers because both speakers know

who is being talked about; to prison because they

are talking about an institution (the typical use of a

place) rather than a building

1b Focus students’ attention on the photo and elicit

what it shows (a forensic scientist at a crime

scene) Continue with the exercise, which checks

students’ understanding of the use of articles With

weaker students, start off by referring them to the Expert Grammar summary on pages 175–177 before asking them to attempt the exercise Stronger students could start by doing the exercise and then use the same summary to check their answers

1 a 2 the 3 the 4 ø 5 ø 6 ø (mentioned for

the first time; in general); the (if thinking of specific

criminals) 7 the 8 an 9 the 10 ø 11 the

12 the 13 a 14 the 15 a 16 a/the 17 a

Extra!

Tell students they are going to write an email to a friend to persuade him/her to try and get a job as a forensic scientist Write the notes below on the board Students should use them along with the information in Exercise 1b, inserting articles where appropriate

1 Your strengths: Outgoing personality (good

presenting skills / ability to communicate / positive attitude) Right qualities!

2 Need inquisitive mind / patience (large amount) /

strong stomach at scene of crime!

3 Responsible for: liaising with police / justifying

findings in law court (sometimes the most difficult part of job) / supervision of lab assistant in lab (easiest) / involvement in research

4 Salary and working conditions: excellent Good

future!

1c Find out who would be interested in working in

forensics and why Ask whether anyone watches

any TV series based on forensics, such as CSI (Crime Scene Investigation).

2a Students look at the words given, deciding which

verb form they would be followed by and why

a majority of (+ noun/pronoun) is usually followed

by a verb in the plural (but singular for an

anonymous mass, e.g A majority of the country believes that …); genetics: singular (it refers to the study of genetics – genetic in the singular is an adjective); the government: can be followed by a

verb in the third person singular or plural – it can

also be made plural (governments); the police:

plural

2b Weaker students could use pages 175–177 of the

Expert Grammar to help them, whilst stronger students correct the sentences and then refer to it

to check their answers

1 People agree … things need 2 any evidence

… which suggests 3 one of his pieces of

luggage … some of his belongings were

(belongings is a countable plural but is never used

in the singular – we do not refer to a belonging)

4 investigators has risen 5 days is a long time

(the verb agrees with time) 6 is a small pay

rise … staff are going 7 no progress … some

good advice

3a Students choose the appropriate determiner to

match each noun During feedback, ask why the

other answer is incorrect in each case, providing

further examples of use as needed

1 little is negative/dismissive ( ✓); a little is positive

2 most ( ✓); the most is not used with of 3 Many

(✓); people is a countable noun 4 every (each is

usually used before of but every collocates with

single piece) 5 A great deal of ( ✓); many can

only be used with countable nouns and damage is

uncountable 6 An awful lot ( ✓); amount can only

be used before uncountable nouns 7 Both (✓);

(both is used for two, all for more than two or

uncountable nouns) 8 Hardly any ( ✓); little can

only be used with uncountable nouns

3b Check that students understand the term civil

disturbance, also known as civil unrest (fighting or

rioting among groups of people living in the same

country) Discuss the question as a class, eliciting

recent examples of civil disturbances that students

know of

4a Find out whether students like crime stories and

ask them to explain their opinion Briefly focus on

what crime authors or TV series are popular in

their country

4b This exercise focuses on other common

quantifiers and some of their more advanced uses

At this point you might wish to explain that a

quantifier is a particular kind of determiner that is

used to say how much or how many of something

is being described Students could refer to the

Expert Grammar on pages 176–177 before

attempting the task Remind students that only one

fits in each gap and that they should identify the

differences between them Round up by finding

out whether students have ever read any

Scandinavian crime novels or watched any

Scandinavian TV crime series

1 none 2 Not 3 no 4 either 5 both 6 One

7 the whole 8 Neither

Background

A number of Scandinavian TV crime series have become popular outside Scandinavia in recent

years, e.g The Killing, Those Who Kill, The Eagle:

A Crime Odyssey, Rejseholdet (also known as Unit 1) and Wallander

Use of English 2 p.35

1 Start by looking at the photo and asking students

whether they know who Richard Branson is and if

so, what they know about him Ask them to consider why a successful entrepreneur like him might have ended up in prison After this, elicit possible difficulties that ex-offenders might experience on their release

Background

The British billionaire Sir Richard Branson was born in 1950 and is best known for founding the Virgin Group He is reported to be the 4th-richest citizen of the UK and, as well as being a successful businessman, is a keen sailor and balloonist

2a Refer students to the title and text, allowing them

a few minutes to quickly read them before eliciting the answers to the questions Ask them whether they are surprised by any of the answers and if yes, why

1 Very few of them manage to get a job 2 to

employ ex-prisoners to give them a second

chance 3 for tax reasons and for protesting

about the Vietnam War

2b Give students time to read the instructions and

remind them that in the exam, Part 2 will consist of

8 gaps plus one example Explain that this task tests their knowledge of language structures and the text, and that the answer will always be a single word, although there may be more than one possibility

2c Allow students five minutes to complete the task,

highlighting the Help box hints and the Expert Strategies on page 167 Encourage them to check answers in pairs before class feedback

1 Everyone/Everybody 2 none 3 against/about

4 neither 5 few 6 in 7 whom 8 being

3 Discuss the task analysis as a whole-class activity

4 Check that students understand what

anti-discrimination laws are (laws to prevent

discrimination on the basis of race, religion, gender, disability, etc.) before asking them to discuss the questions in pairs or small groups Round up by eliciting their opinions

Write an email to a friend telling them about

someone you know who was given a ‘second

chance’ (220–260 words)

Writing 2 p.36

1 Start by asking what the photos show (they are

also of different fundraising situations) before

asking students to discuss the questions in small

groups or as a class

2 Give students a few minutes to read and

appreciate the scope of the task in Exercise 3 and

answer the questions This could be done in pairs

Remind students to underline key words and of the

word restriction (220–260 words) Refer them to

the Expert Strategy notes and if useful, to the

Expert Task Strategy on page 170 and the

example report given on page 193

3a Students select the most suitable headings and

then complete their own paragraph plan This

could be done alone or in pairs, before ideas are

discussed as a class

Paragraph 1: Introduction Paragraph 2: Aims of

the project Paragraph 3: Methods of fundraising

Paragraph 4: Results Paragraph 5: Conclusion

3b This exercise gives students support by providing

ideas that they then need to organise according to

the appropriate paragraph Once again, this could

be done in pairs

Introduction: Interviewed young offenders

Aims: useful paid work in community; can help

them understand impact of offending behaviour;

can help change behaviour

Methods: help organise jumble sale; charity

collections (under supervision); collection boxes

Results: £200 raised; worked hard to do

something positive …;

Conclusion: provides important life skills

3c Students decide which ideas to use and add them

to their plan, as well as noting additional ideas

they wish to use Remind them that they must not

exceed the word limit of 220–260 words

3d Ask students to choose a suitable title for their

report, for example: Fund-raising for positive

change, Promoting community, etc.

4a The exercise gives specific phrases that help to

structure a report of this type Elicit why the

passive is often used in reports and encourage

them to use the set phrases

The passive is often used because it describes actions, not those who do them; gives the impression of being objective; is useful for making generalisations

4b This exercise gives students practice using some

of the phrases With a weaker group, suggest that students continue to work in pairs Elicit some examples before continuing

5 Students write their report using the plan and

notes they have made as well as expanding on the sentences written in Exercise 4b

Sample answer:

AN UNUSUAL FUNDRAISING PROJECT

Introduction

The purpose of this report is to outline the findings

of my research into an unusual fundraising project

for local charities involving young offenders, and

to indicate the lessons that can be learned As

preparation for this report I interviewed some

young offenders who participated in the project, an

officer responsible for them and a representative

of one of the charities.

Aims of the project

1 To get young offenders to raise money for

charity.

2 To give young offenders useful unpaid work in

the community that helps them understand the

impact that their offending behaviour had on the

local community and helps change their behaviour

for the better.

Methods of fundraising

Techniques included distributing collection boxes

to local businesses; charity collections under the

supervision of an officer; helping organise a

jumble sale

Results

1 The total raised to date has exceeded £200,

which will benefit many local charities, who are

obviously delighted.

2 On the whole, the young people worked really

hard to do something positive that would benefit

the local community Many of the offenders said

that they had taken part in several community

service activities, including picking up litter, but

this was by far the most rewarding as the money

will make a real difference to people’s lives.

Conclusion

In my view, this approach to community service

helps provide the youngsters with so many

important life skills which will help reintegrate them

into the community I have no hesitation in

recommending the approach to be tried

elsewhere.

[257 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 scornful 2 aggressive 3 disaffected

4 reliable 5 expectations 6 distressing

7 indifferent 8 hostility

2 1 set 2 look 3 comes 4 stand

5 accepted 6 runs 7 keep 8 rub 9 seen

10 get

3 1 for which he’s best known 2 none of whom I’d met before 3 as a result of which I missed …

4 from which it never really recovered 5 neither

of which I could get on 6 most of which I just about understood 7 on whose financial support they rely 8 in which case, press …

4 1 an 2 the 3 the 4 the 5 ø 6 the 7 is

8 have 9 a 10 have 11 few 12 ø