Teacher s resources book unit 4 expert

4

Teacher’s Notes

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.

4A A small world?
Reading 1 p.56
1

2

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.

Focus students’ attention on the photo and elicit what
it shows (a Gebusi woman sleeping in daylight) before
students discuss the questions in pairs.

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.
1C

3

4

2E

3A

4B

5C

6E

7B

8D

9A

10 D

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.
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

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Teacher’s Notes
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

Use of English 1 p.59
1

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.

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).

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
6 solution 7 circular 8 overcrowding

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
5 pour down 6 kick off

3 broken out

3

4 builds up

5 growth

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

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.

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.

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).

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.

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.

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Teacher’s Notes
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 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

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,

Extra!

2c Ask students to refer to the audioscript on page 140.
some things still baffle me; But I bet … It gets on my nerves; I find the
whole thing quite funny

3a Go through the instructions with the class, eliciting
predictions.
3b T27 Find out what students know about Paper 3 Part 1
and explain if needed that it will consist of 3 unrelated
extracts with 2 three-optioned multiple-choice questions
each. In this instance students are going to listen to an
extract and discuss possible answers after listening once,
before deciding which fits best the second time they listen.
1B

2A

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 inyour-face, immaculate, melting pot, etc.
3C

4

4B

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.

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.

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Teacher’s Notes
2

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.

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.

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

5 personally

2 Presumably

3 Apparently

4 Naturally

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.

4
5

The task analysis could be conducted with the whole class.
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

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Teacher’s Notes
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
7 about 8 on 9 to 10 about

4 on

5 on

6 for

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

6

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.
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.
1A

2C

3B

4C

5A

6B

7B

8C

9B

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

B1

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.

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Teacher’s Notes
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

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

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

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
7 without 8 whether

4 point

5 despite

6 As

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.

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).

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

4

Writing 2 p.68
1

2

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.
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.

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Teacher’s Notes
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.

•Thecommitmentshouldbeongoingandstudentswouldbe
assigned to individuals. The project could be counterproductive if
volunteers are insufficiently committed.
•Tosetupthescheme,theStudentUnionwouldorganisea
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]

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
3 Explaining the practicalities

2 Making a recommendation

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

5

2 thus, hence

3 therefore

4 thus

Refer students to the Expert Strategy note given before
they start writing their proposal. Highlight the word limit.

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

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
•Getstudentsinvolvedinlocalsheltersforthehomelessandfulfil
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.

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