Teachers notes and photocopiables expert teachersnotes m04

Students then discuss the question in pairs or small groups before ideas are elicited from the class.. 1 part and parcel 2 through thick and thin 3 as and when 4 off and on 5 By and lar

04 The global village

This module contains various topics related to the

theme of global societies, including characteristics of

different nationalities, daily rituals, cultural sleeping

patterns, commuting at rush hours, communication,

forms of protest, the Olympic Games and helping the

local community

Lead-in p.55

Start with books closed Ask students what the words

global village mean to them Discuss different ideas

and identify the key factors

1a Explain that the photos represent contrasting

national stereotypes, before eliciting which

countries and stereotypes are shown (Japanese

and Western businessmen greeting each other in

a formal situation and a long orderly queue of

people in Britain waiting to withdraw money from a

cash-machine/ATM) Students then discuss the

question in pairs or small groups before ideas are

elicited from the class

Background note

When teaching a multicultural class, differences in

cultural perspectives can promote positive and

dynamic debate A nationality mix is a real asset

and encourages any stereotypes (assumptions

regarding culture, religion, class, values, etc.) to be

questioned in a respectful forum By giving

students the opportunity to converse with each

other on topics relating to culture, ethnicity, origins,

values, etc., greater cultural understanding, and

therefore respect, are promoted In the case of this

lesson, students in a multicultural class will have

the opportunity to observe one another and

perhaps refute the stereotypes associated with

their country Whilst monocultural classes, by their

nature, tend to be less culturally diverse, the

background or ethnicity of students can differ, but

even where the class is quite homogeneous,

discussion drawing on students’ own experiences

of travel, other cultures, friends and family

members with different origins, etc can promote

discussion on multiculturalism

1b This exercise gives students the opportunity to

reflect on aspects of behaviour in their country

Once students have answered the questions, they

could discuss them in small groups or as a class

2 Students share their opinions in small groups

before the discussion is opened to the class

Round up by focusing on the positive aspects:

what it is that foreigners like most about each

country At this point, reinforce the idea that

stereotypes represent an outsider’s view of national characteristics

4A A small world?

Reading 1 p.56

1 Focus students’ attention on the photo and elicit

what it shows (a Gebusi woman sleeping in daylight) before students discuss the questions in pairs

2 Remind students that in Part 8 of the Reading and

Use of English paper, there will be 10 multiple-matching questions based on a text 600–700 words long Ask students to read the Expert Task Strategy notes on page 169 and the Help clues if needed Remind them to identify key words, and

do the first questions with the whole class as an example if useful They could then finish the task individually and compare answers in pairs During feedback, discuss any new vocabulary, e.g

slumber, emanating, potential.

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

9 A 10 D

3 The task analysis gives further emphasis on the

type of connection students should be looking for between phrases in the text and in the question options

4 Ask students to look at the items in the Expert

Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then analyse the task, discussing their ideas either in groups or as a class, using the language presented

Extra!

Students write an article (220–260 words) for a travel magazine or blog about their country explaining:

 the main characteristics of people in their country

 what foreigners like about their country

 daily rituals

Vocabulary p.58 1a Refer students to the words given, discussing

meaning and parts of speech as needed Elicit the word that is not informal Provide examples of usage if useful

They are all connected to sleep Formal: slumber

1b This exercise introduces some phrasal verbs

connected to the topic of sleep Students could

check their answers by looking up the verbs in a

dictionary

crash out; doze/drop/nod/drift off

1c Students work in pairs, taking turns to ask each

other the questions Round up by eliciting any

surprising or interesting answers given

2 This exercise invites students to differentiate

between similar words to form the correct

collocation and then gives them the opportunity to

voice their opinion about each statement Remind

students that an awareness of collocation will help

them in various parts of the Advanced exam, as

well as improve their writing and speaking

1 heated 2 log 3 apart 4 artificial 5 making

6 hang

3a Remind students that idioms are commonly used

in informal language and to go with their instinct of

what feels right if they are not sure of the meaning

Allow time for students to compare ideas with a

partner

1 part and parcel 2 through thick and thin 3 as

and when 4 off and on 5 By and large

6 touch and go

3b Ask students to discuss the questions in pairs

before eliciting some answers from the class

Encourage students to use the idioms in their

answers

4a This exercise could be done in pairs or as a class

and looks at reformulating sentences to include a

phrasal verb Elicit that only sentences 3 and 4

can be reworded to use the word in italics as a

phrasal verb Point out that the verbs back up and

set back are both transitive in the sentences given,

i.e someone backs you up (supports or helps you)

and something sets you back (delays progress)

3 Tania always backs me up at meetings 4 The

bad weather set her back/set back her training for

a while

4b Do the first question together, asking students to

identify the noun that can be used as a phrasal

verb (let down) Students then complete the task,

comparing answers in pairs

1 let (us) down 2 broke into 3 broken out

4 builds up 5 pour down 6 kick off

Extra!

Ask students to look up the phrasal verbs from this exercise to find whether they have additional meanings and to note whether these occur when they are used as intransitive or transitive verbs Encourage them to write examples of usage to help them remember the different meanings in context

Photocopiable activity

Activity 4A could be used here It is a pairwork/groupwork activity where students take turns to read out a sentence that has a word missing Their partner(s) must guess the word to gain the card This activity revises vocabulary covered in Module 4A

Use of English 1 p.59

1 Focus students’ attention on the photo and ask

what it shows and where it could have been taken (the photo is of a Tokyo commuter train at rush hour) The questions are best discussed as a class

Possible disadvantages: time-consuming,

expensive, uncomfortable

Possible advantages: time to think, opportunity

to work whilst making journey, earn better money, put distance between home and work

These will differ depending on the means of transport used to commute and the distances involved, etc

2a Find out what students know or remember about

the word formation task (Paper 1, Part 3) Elicit that it always consists of a short text with a total of eight questions and that base words are given which will require changing so that they fit grammatically and make sense in the text Explain that at least one word in the text will require a prefix and that some words may need more than one transformation Point out that in the exam they should spend about 10 minutes on this task Give students 2 minutes to skim the text for general meaning Elicit what they recall

2b Ask students to read the Expert Task Strategy

notes on pages 167–168 and refer to the Help clues if needed before completing the task

1 extensive 2 reliability 3 assistance

4 ensure 5 growth 6 solution 7 circular

8 overcrowding

3 The task analysis could be done in pairs or as a

whole class activity Elicit the stressed syllable on

the root words and the answers, discussing any

differences Encourage students to compile lists of

words they know with the prefixes en- and over-

and to consult a dictionary to add to their

collection Remind them to write example

sentences and to note parts of speech and stress

in any new words they record

2 rely – reliability, solve – solution

4 Students could discuss this question in small

groups before you open the discussion to the

class

Extra!

Students write a short proposal suggesting ways to

make commuting in their country more pleasant

(220–260 words)

Listening 1 p.60

1 Start by focusing students’ attention on the cartoon

and asking what it shows (a man and a woman

having a discussion) Elicit the answers to the

questions given and use this as an opportunity to

expand on related vocabulary

2a T26 The extract is to draw students’ attention to

two areas that they will need to listen for when

doing question types such as multiple-choice: the

speaker’s attitude and opinion

1 They agree that the British play things down

whereas the Americans make more of things; they

disagree about their reaction to it 2 e.g

exasperated, irritated, frustrated, annoyed

2b For this exercise you may wish to play the

recording a second time

I’m sure she would; Good point Do you? …

actually,

2c Ask students to refer to the relevant audioscript

some things still baffle me; But I bet … It gets on

my nerves; I find the whole thing quite funny

3a Go through the instructions with the class, eliciting

predictions

3b T27 Find out what students know about Paper 3

Part 1 and explain if needed that it will consist of

3 unrelated extracts with 2 three-optioned

multiple-choice questions each In this instance students

are going to listen to an extract and discuss

possible answers after listening once, before

deciding which fits best the second time they

listen

1 B 2 A 3c T28 This exercise follows the same procedure as

with Extract Two Round up by discussing any potentially new vocabulary from the two extracts (you might want to refer students to the relevant

audioscripts), such as in-your-face, immaculate, melting pot, etc.

3 C 4 B

4 Ask students to look at the items in the Expert

Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then discuss the questions in groups or as a class, using the language presented

Extra!

Ask students to write an email to someone from another country, describing their capital city and the people who live there

Language development 1 p.61

This section concentrates on word families that are useful for word formation as well as other question

types in the Advanced exam Focus students’

attention on the Expert Strategy notes and go through the points made

1a The use of suffixes is the key to changing words

to other parts of speech In this exercise, students practise using suffixes and identifying word stress Encourage students to compare answers in pairs before eliciting ideas from the class

1 dependable, different/differing, hesitant,

influential, productive, affectionate, aggressive, funny, historic/historical, hopeful/hopeless, willing/wilful

2 amusement, confrontation, decision,

defence/defender, discovery/discoverer, participation/participant, persistence, pleasure/pleasantry, safety, accuracy, cruelty, confidence, diversity/diversification, happiness, jealousy, popularity/popularisation, tolerance

3 beautify, deepen, generalise, legalise,

strengthen, widen

Extra!

Students write their own sentences using 5 words from each section

1b This exercise focuses on different prefixes and

suffixes used to transform words Encourage

students to go through the list, adding further

examples as they go

2 Accurate spelling is crucial for Advanced In this

exercise students transform adjectives and verbs

into nouns, making the appropriate spelling

changes

breadth, choice, death, flight, length, proof,

strength, success/succession

3 Refer students to the table of prefixes, going

through the information given Students then work

alone or in pairs to add in further examples using

the words given

unpopulated, unwilling, insecure, disappear,

irreversible, non-conformist, misprint, co-exist,

co-worker, endanger, enrich, reappear,

rearrange, redevelop, repopulated, reprint,

underdevelop, underpopulated, overdevelop,

overpopulated, pre-arrange, predate, pre-exist,

pre-school

Extra!

Students write their own example sentences using

the additional words

Photocopiable activity

Activity 4B could be used here It is a

pairwork/groupwork activity where students revise

the prefixes covered in Module 4A through a game

of dominoes, matching prefixes with words they

would correctly link to

4a This exercise gives students practice creating

word families and identifying stressed syllables

Encourage students to discuss ideas in pairs

before class feedback, and highlight the benefits of

using this method to expand their vocabulary

knowledge in more effective ways

1 envy 2 enviable 3 unenviable

4 (un)enviably 5 envious 6 enviously

7 hesitation 8 hesitancy 9 hesitant

10 hesitantly

4b Students practise making further word families

following the model of the words in Exercise 4a

This could be done alone or in pairs

Writing 1 p.62

This section focuses on attitude phrases, which are

an important aspect of good writing, particularly in the case of reports

1a Start by focusing students’ attention on the Expert

Strategy note and going through the advice, before asking students to read the extract and answer the questions

1 Generally speaking 2 What was noticeable 1b This exercise introduces attitude phrases and

provides examples which students add to after reading a further two extracts Encourage students

to compare answers before checking them as a class At this point it would be useful to refer students to the attitude phrases given in the Expert Writing section on page 201

Generalising: on the whole; Giving your opinion/reaction: Understandably, Surprisingly;

Commenting on the truth/likelihood of something:

Presumably; Emphasising: Indeed; Reporting an opinion: Apparently

2a Ask students to complete the text, discussing

answers in pairs before class feedback

1 In the main 2 Presumably 3 Apparently

4 Naturally 5 personally 2b Students work in pairs to identify how the writer

tries to persuade the reader to accept their ideas Encourage them to underline key phrases and round up by discussing ideas as a class, providing further examples of usage of the phrases as useful

I feel it’s well worth; we really should; I feel absolutely sure that; I’d be absolutely delighted if;

It would be wonderful if

3 This exercise gives students the opportunity to

think of their own ideas for a given scenario and then write a persuasive email Begin by going through the situation With a weaker class, students could discuss ideas in pairs before moving on to point 2 where they discuss their ideas in small groups (or, if students have been working in pairs, in groups of four) For the writing stage, suggest a word limit of 220–260 (in line with the writing tasks for the exam) and remind

students to organise their ideas and make a plan before writing If time allows, set 5–10 minutes aside for them to consult the writing checklist on page 190 and look for errors, before swapping

their finished emails with another student Round

up by discussing as a class which proposals are

the most original and which are the most

persuasive

4B Making a difference

Listening 2 p.63

1 Begin by asking what the photo shows (a bicycle

completely covered in a colourful, tight-fitting,

knitted cover, chained to a post) before students,

working in pairs or small groups, discuss the

questions During feedback, you might want to ask

what action, if any, students themselves have ever

taken

2 Give students 2 minutes to read the questions

before eliciting their ideas Do not correct them at

this stage

3a Students read the task and questions, highlight

key words and identify what they will listen for in

the task

3b T29 Ask students to read the Expert Task

Strategy notes on page 170, allowing them time to

read the Help clues if needed Remind students

that in multiple-choice questions, one answer is

correct and the other three are incorrect It can

therefore be as helpful to find the evidence to rule

out the three distractors as it is to find evidence for

the correct answer Remind them that each extract

is repeated before moving on to the next extract

1 C we need to reduce the number of cars on the

road and improve mobility

2 A What I’m really proud of is that now we have

230 ports dotted around, in each of which you’ll

find a map showing where they all are and a cycle

route

3 B which is great because it becomes a

community thing

4 C They sound to me like a bunch of ordinary

people wanting to liven up their lives

5 B People follow my videos online and make their

own recordings There are now over 900 members

worldwide

6 A But I like the idea of people coming together to

empower each other … We’ve got to stop doing

things just for our own personal well-being

4 The task analysis could be conducted with the

whole class

5 Ask students to look at the items in the Expert

Word Check box and look up all relevant

information (e.g pronunciation, stress, word type,

use, grammar, word family, collocations) for each

word Students then analyse the task, discussing

their ideas either in groups or as a class, using the

language presented

Extra!

Students write a blog article about an issue they are interested in (e.g in their country) and the types of protest or activism that are being carried out against it

Speaking p.64

The photos should act as a prompt for some different ways in which people protest, and the questions should encourage students to speculate on what is happening in each photo and why Use the

discussion to draw out useful vocabulary to describe forms and aspects of protest, e.g demonstration, banner(s), occupy, slogan(s), a lie down as well as causes of protest, e.g cuts, austerity, devolution

1a Check students’ understanding of the vocabulary

in the box before they match the verbs and nouns This exercise could be done in pairs

Distribute leaflets; draw graffiti; go on/organise/ take part in demos/a strike; hold/organise/take part in meetings/demos/sit-ins/marches;

sign/organise petitions; write to/distribute newspapers

1b If students have already answered this question in

the lead-in, comment briefly on the forms of protest, adding in any further vocabulary that would relate to the photos

1c This question could be discussed in small groups

before ideas are elicited from the class

1d This exercise focuses on the prepositions used in

set expressions relating to protest Ask students to check answers in pairs before class feedback

1 against 2 in favour of 3 back down 4 on

5 on 6 for 7 about 8 on 9 to 10 about 1e Students discuss the questions, incorporating

language covered in the previous exercises

2 Ask students to complete the extracts, comparing

answers with a partner

Suggested answers

1 held/organised 2 put pressure on 3 change

their minds/back down 4 force them to come to a compromise 5 totally against/opposed to

6 signed a petition 7 had their say 8 major

doubts/organised demos 9 distributing leaflets

10 changing the minds 3a T30 Spend a few minutes reviewing the structure

and requirements of Paper 4 Part 2, the long turn,

by reading through the Expert Task Strategy notes

on page 172 Then focus students’ attention on the photos and play the instructions for them to

answer the questions about the photos on

pages 64–65

Compare 2 out of 3 photos and answer questions

on them

3b T31 Students now listen to a candidate attempting

the task Encourage students to be constructively

critical, to recognise and highlight strengths and

weaknesses in Thérèse’s performance according

to the advice given This could be done in pairs

Thérèse only partly hypothesises/speculates on

why, in two of the photos, they might be protesting

and how effective the protest might be She gets

sidetracked by the third photo and gives her own

personal opinion on the rights and wrongs of the

protest and which forms of protest are effective

Her discourse management is weak: her answer

isn’t very coherent (her utterances aren’t arranged

logically), and she uses short, rather abrupt

sentences She doesn’t use a wide range of

vocabulary and structure She is intelligible but her

use of word stress is very marked (e.g banner,

effective) Also, she doesn’t use all her time (one

minute)

3c T32 Students now listen to a different candidate

(Francesca) attempting the task, and then

evaluate her performance in pairs

Francesca speculates as requested and is clear

and coherent She uses a wide range of

vocabulary and structure accurately Her

pronunciation is intelligible – she uses word stress

and intonation correctly and her individual sounds

are clear

4 T33 Focus students’ attention on the text and give

them one minute to quickly read through it before

playing the second candidate’s answer again

Allow time for students to compare ideas in pairs

before checking them as a class

1 are obviously protesting 2 could be very

3 will probably have 4 It’s difficult to say

5 depends on 6 are bound to sit up 7 might

well

5 Give students a few minutes to look back over the

expressions highlighted in the previous exercises

before they attempt the task in pairs Encourage

them to do it with the same urgency as in exam

conditions

6 Encourage students to use the questions to

analyse their own performance in the same way

that they analysed Thérèse’s and Francesca’s

Task analysis could initially be done in pairs before the discussion is opened to the class to round up

Language development 2 p.66

This section reviews noun clauses (also known as nominal clauses), which are dependent clauses functioning as nouns The exercises highlight the various forms commonly used and which are vital for advanced users of the language As students may have difficulties with correct word order and tense changes, further remedial work might be required

1a Find out what students know about the Olympic

Games and ask when and where the last one was held Students then read the text, discussing the question as a class

A volunteer needs to be well briefed to answer difficult questions, and have a lot of energy

1b Focus on the underlined part of the text and

explain that these noun clauses act as nouns Refer students to pages 179–180 of the Expert Grammar and ask them to identify the different noun clauses, comparing answers with a partner

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

9 B 10 C 1c With weaker students this exercise could be done

as a class, or else students complete it alone or in pairs before class feedback

A 3, 9, 10 B 1 C 5, 7, 8 D 2, 4, 6 2a This exercise provides students with further

practice using noun clauses and could be done alone or in pairs Discuss answers as a class, providing additional explanation or examples as needed

1 which/what (wh- clause as object of the verb;

question word clauses are related to questions)

2 that (following an adjective) 3 that (that clause

as object of a verb, not related to a question)/

when (wh- clause as object of the verb; question

word clauses are related to questions) 4 Why

(the reason why) 5 It was highly likely (that

clause after adjective)/There was a strong

likelihood (that clause after noun) 6 how far

(degree)/whether (simply yes/no: Were we doing it

because …?) 7 To do (more formal); Doing (-ing clause less formal as subject) 8 How (related to

question How did we feel about the uniforms?)

2b Remind students that this exercise is an open

cloze type which they will encounter in Paper 1

Part 2 and that, although they must only write one

word in each gap, there may be alternative

answers Students should first skim the text to get

the general sense and then identify the most

suitable word for each of the gaps

1 (that) 2 (that) 3 What 4 (that) 5 how/what

6 where 7 who 8 why/that 9 how/why/that

10 whether 11 what 12 (that) 13 how

Extra!

Ask students whether they have had any

experience of volunteering If so, what were the

highlights and the difficulties? What are their views

on the role of volunteering in society?

3 This exercise gives students further practice using

noun clauses in the form of a key word

transformation exercise Remind them that they

will encounter this question type in Paper 1 Part 4

and elicit how many words they must write in their

response (3–6 words) With a weaker class,

students could work in pairs

1 is/’s easy to be/get/become confused 2 strong

likelihood of the school 3 was the subject of

(a/the/some) 4 suddenly struck me (that) he

5 is quite understandable that/why people look …

6 been affected by illness was unclear

4 Students form sentences about themselves using

noun clauses, sharing ideas with their partner on

completion Round up by eliciting answers which

students found surprising or interesting

Photocopiable activity

Activity 4C could be used here It is a pairwork/

groupwork activity where students have to

complete sentence stems using noun clauses, so

that the new sentences have the same meaning as

the initial ones given

Use of English 2 p.67

1 Start by focusing students’ attention on the quote

and discussing the questions as a class

2a Give students 2 minutes to skim read the title and

text before eliciting the answers to the questions

1 to combine street-running with visiting the

elderly in their homes

2 Elderly people have visitors and runners can fit

the visit into their training routines

3 The runners have a criminal record check.

2b This exercise gives students further practice of

the open cloze question type (Paper 1 Part 2)

Refer them to the Expert Task Strategy notes on page 167 and remind them to highlight key words

in the instructions before completing the task Remind them that the single word required must

be in the correct form and correctly spelt On the answer sheet in the exam, they must write it in capitals There may be more than one possible answer

1 does 2 Whoever 3 all 4 point 5 despite

6 As 7 without 8 whether 3a The task analysis is best conducted in groups or,

with weaker students, as a class Discuss the analysis and what students learnt from doing the task

Examples: Noun clause: What the gym does is … Fixed phrase: a (training) point of view

3b This question could be discussed as a class.

adjectives; concrete nouns

4 This discussion could be done in pairs or small

groups Round up by eliciting ideas

Extra!

Students write an article explaining whether the Good Gym would work in their country or not and why Encourage them to make the article

persuasive and incorporate attitude phrases as covered in the Writing section in Module 4A You may want to set a word limit (220–260)

Writing 2 p.68

1 Start by asking what the photos show (students

doing voluntary community work) before asking students to discuss the questions in small groups

or as a class Find out who has written a proposal before and point out that they might have to write one for their compulsory task in Paper 2 Part 1 and that it may come up as an option in Part 2

2 Give students a few minutes to read and

appreciate the scope of the task and answer the questions, referring to the strategy given in Writing

2 in Module 2B (page 36) This could be done in pairs Remind students to underline key words and elicit the word restriction for each task of the writing exam (220–260 words) The Expert Task Strategy notes on pages 169–170 provide useful information and there is also an example proposal

in the Expert Writing section on page 196

2 Structure/layout: Like a report, there will often be

a clear layout, probably with

headings/sub-headings Also there will be some analysis and

suggestions With a report there is more emphasis

on the analysis (probably with some concluding

recommendations); with a proposal, there is more

emphasis on a set of suggestions (possibly with

some analysis) and persuading the reader as to a

course of action

Style: consistently formal or neutral

Time: usually the future

Verb form: modals with future reference

3a This exercise provides students with the

opportunity to brainstorm ideas for the community

project; with a weaker class you might want

students to do this in pairs or even as a class

3b The headings given help students organise their

ideas in a constructive way that links in with the

structure of the proposal Encourage students to

discuss their ideas in small groups

3c Go through the instructions, highlighting the

language suggestions Students now identify the

supporting information for their recommendations

3d This question could be discussed as a class.

4a Begin by focusing students’ attention and asking

what a volunteer is (someone who gives their time

and help without payment) Before continuing, you

could ask whether students have ever been

volunteers themselves and, if so, who they

volunteered for and what they did In this exercise

students determine in which paragraph the

example sentences would best fit and compare

ideas with a partner before class feedback

A A good clear opening statement for the proposal

in neutral style B A concluding statement but

expressed far too personally C A good clear

closing statement for the proposal in

neutral/semi-formal style D An opening statement but too

informal and casual in this context

4b In this exercise, students should bring together

the review of noun clauses with work on word

families and attitude phrases from earlier in this

module

Examples:

1 Usually homelessness is only one of the

problems the person has 2 The most successful

approach is when people teach others a skill they

have 3 One idea would be to assign students to

individuals 4 Potential volunteers would put

themselves forward, depending on what they can

offer

4c The exercise gives specific phrases that help

students to structure different elements of a proposal Students should be encouraged to learn them as set phrases

1 Justifying a recommendation 2 Making a

recommendation 3 Explaining the practicalities

4d Students select sentence openings from the three

groups, completing them with their own ideas Allow time for students to compare ideas in pairs before eliciting some examples from the class

4e Connecting words are instrumental in text

cohesion and students should be familiar with the ones given This exercise could be completed in pairs before a class discussion Remind students that more than one answer may be possible

1 Moreover, Furthermore 2 thus, hence

3 therefore 4 thus

5 Refer students to the Expert Strategy note given

before they start writing their proposal Highlight the word limit

Sample answer:

Introduction

This proposal is for a way of getting students

involved in helping the homeless on a voluntary

basis Having a roof over one’s head is thought of

as a right but, for many, being homeless is the

reality, and usually homelessness is only one of

the problems the person has – there is often

illiteracy, a lack of life skills, mental illness or drug

addiction to make matters worse Not surprisingly,

help is desperately needed.

Recommendations

• Get students involved in local shelters for the

homeless and fulfil a role according to their skill,

whether it is helping to cook, looking after young

children, teaching a musical instrument or working

with computers In general, people work best

when they do what they are good at.

• The commitment should be ongoing and

students would be assigned to individuals The

project could be counterproductive if volunteers

are insufficiently committed.

• To set up the scheme, the Student Union

would organise a Volunteers Fair and different

tables would represent different skills needed by

our local hostel; potential volunteers would put

themselves forward depending on what they can

offer It is obvious that for it to work the scheme

needs to be well organised.

Conclusion

The project is clearly worthwhile It would

enable young people to understand the difficulties

that many people face in our society; it would

benefit the shelter because they are always

looking for help; and it would be good for the

homeless because they would come into contact

with enthusiastic young people offering support

The project would give everyone involved

something valuable and it would be good for

society at large.

[269 words]

6 Refer students to the writing checklist on page 190

and give them 5–10 minutes to edit their work If

time allows, ask students to peer check each

other’s work first

Review

These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module They are best used

to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on In terms

of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion Alternatively, they can be given for homework, which

in the case of any student who has missed a module would be more practical

1 1 fast, wide 2 over 3 off 4 in/late 5 to

6 off 7 By 8 through

2 1 down 2 in 3 in 4 on 5 out 6 back

7 off 8 up

3 1 that 2 Why 3 which 4 how 5 That

6 whether 7 Using 8 to see

4 1 extensive 2 tolerant 3 growth 4 unlikely

5 heated 6 confrontation(s) 7 strengthen

8 influential