Teacher s resources book unit 6 expert

6

Teacher’s Notes

Communication
This module contains various topics related to the theme of communication, including non-verbal
communication, changes in language, mobile phones, studying in another language, intuition and young people
today.

Lead-in p.87

Extra!

Starting with books closed, put the word communication
on the board or play a game of hangman to elicit it. Ask
students what the word means to them and find out how
they communicate with their friends and family. Alternatively,
ask which is more important – meeting friends and family
face to face or communicating with them through different
means, and why. You might want to discuss how the way they
communicate has changed in the last ten years or so, and why.
1 Ask students to open their books and look at the
photos on page 87. Elicit what they show (2 people with
punk hairstyles, someone sitting on the bonnet of an
expensive sports car, an African tribesman with traditional
face painting), before asking students to discuss the
questions in pairs or small groups. Elicit ideas and open
the discussion to the class, using this as an opportunity
to expand on their ideas and feed in useful vocabulary.
The photos show 3 different ways of communicating, i.e.
through fashion, luxury and tradition.

2 This question could be discussed in pairs or small groups
before being opened to the class. This could be a good
point to bring sign language and Braille into the discussion
and find out what students know about them.

Widen the discussion and ask students to come up
with specific aspects to consider regarding someone
being a good communicator in the following types of
communication:
1 face-to-face
2 written
3 oral
Possible answers to Extra!
1 non-verbal language (body language, eye contact, facial
expression, gestures, posture) and aspects such as patience, a
personable attitude, tone, manner, intonation, stress pattern
2 appropriate tone/register, greeting/closing, etc.
3 appropriate tone, pauses to let others speak (relating to the
situation), etc.

3

Background

Background

A sign language is a visual language where gestures,
lip patterns, facial expressions, finger spelling and body
language are used to express meaning. Originally designed
as a way for deaf people to communicate, different varieties

exist, e.g. BSL (British Sign Language), ASL (American Sign
Language). Sign languages do not follow the same structures
as their counterpart spoken language, e.g. BSL does not
have the same structure as English. In BSL, for example,
you would ask ‘Name you what?’ rather than ‘What is your
name?’, ‘Live you where?’ not ‘Where do you live?’

Background
Braille is a language used by blind people in which raised
dots are read or written to convey meaning. Letters,
words and numbers are represented by set groupings
based on a cell of six dots and are read using both hands
(predominantly the index fingers) simultaneously. Modifying
a French military secret code, Braille took on the name of
the blind child who developed it, Louis Braille.

Elicit what the main five senses are (sight, hearing, taste,
smell and touch) before asking students to discuss
these questions in pairs or small groups. If students are
interested in this topic, you could widen the discussion to
the class, to talk further about the crossing over of senses,
i.e. synaesthesia.

Synaesthesia is defined as a neurological condition where
the stimulation of one sensory pathway in effect triggers
experiences in a second sensory pathway, e.g. letters or
numbers being seen as colours. There are many different
forms of synaesthesia but few have been researched in any
depth.

6A Getting your message across
Reading 1 p.88
1

2

Focus students’ attention on the photo on page 89 and
elicit what it shows (a doughnut). Ask whether they have
any idea what to doughnut might mean when used as a
verb (the answer is in the text). Then ask students to
discuss the question in pairs before eliciting ideas from the
class. Encourage them to think of examples of particular
words, phrases and structures that are different.
Give students 2 minutes to skim the text to find out what
aspect of language changes it focuses on.

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Teacher’s Notes
3

Before students read the text in detail, focus on the
Expert Word Check box and ask them to find the words
in the text. Encourage them to deduce their meanings
from the context before looking them up in a dictionary

and noting relevant information (e.g. pronunciation, stress,
word type, use, grammar, word family, collocations)
for each word. Then refer students to the Expert Task
Strategy notes on pages 168–169 before they attempt the
gapped text task (Paper 1 Part 7). Remind them to use the
Help clues for support as needed. Encourage students to
compare answers in pairs before class feedback. Discuss
any potential new vocabulary, such as pretentious, to send
someone off, etc.
1F

4

2B

3G

4D

5A

6E

Have a short discussion with the class about the linguistic
links focused on before asking them to find further
examples. Suggest they underline those linkers which
point to the answers and afterwards, as in Module 3,
spend time discussing ideas as a class. Perhaps mention
that the distractor paragraph C (On the other hand ...) is
wrong because it would introduce an opposing view to

something in the previous paragraph, which would need
to be a negative comment about verbing as paragraph C
is positive. At a quick glance it might fit in gap 6; however,
applied to someone’s name can only refer to Stephen
Pinker, who is mentioned in paragraph G but not in the
main paragraphs.
1 evidence of this linguistic phenomenon (i.e. verbing)
2 Additional linguistic links:
Gap 1 links to a recent example of how English is changing and
what follows the gap provides additional examples of newly-formed
words (Further evidence of this linguistic phenomenon …).
Gap 2 requires information on another source of language creation
as the paragraphs both before and after the gap (Yet another
productive field is …) provide examples of sources of language
creation.
Gap 3 requires further information on the practice of verbing,
and what follows the gap (There is a difference today, though, …)
contrasts the pace at which language changes are accepted now
with the situation in the past.
Gap 4 links to the way additions to the English language can be
almost instantly integrated into the language throughout the world
(What makes these innovations so easy is …) and what follows the
gap provides examples.
Gap 5 leads on from contrasting verbing in English to other
languages which use inflections to question why a more complicated
approach would be considered (What is the driving force behind
wanting to do it ...) and what follows the gap makes a comment on
the use of verbing in English (Which is fine, but sometimes the results
are ridiculous …).
Gap 6 leads on from the focus being on going full circle and creating

new verbs from nouns (which had originated from verbs in the
first place) to explaining why some language lovers so dislike
verbing. What follows the gap provides examples of verbs that are
particularly disliked.

These questions could be discussed in pairs or small groups
before being briefly discussed as a class. This might be a
good opportunity to feed in an activity on English words
which originate from other languages (e.g. coffee from Arabic,
kindergarten from German), slang and teen speak or text
language. Note that slang and teen speak are constantly
evolving and words quickly come and go out of use.

Extra!
Find 10–15 English words derived from other languages and
ask students to guess the language they originate from.

Extra!
Search for SMS English on the internet in advance and
prepare some SMS language and characters to write on the
board (e.g. BTW = by the way, ICBW = it could be worse,
ROTFL = rolling on the floor laughing, ;-) = wink, x- = you
are mad, etc.). Ask students to guess the meanings. You
could then write some messages for them to translate into
real English or suggest they write some for the rest of the
class to guess the meaning.

Vocabulary p.90
1a This exercise encourages students to think about
alternatives to a selection of phrasal verbs linked to

communication. Remind students that there is always a
single-word (and more formal) verb that means the same
as a phrasal verb.
1 explained properly 2 communicate with/make (somebody)
understand (something) 3 mention 4 occur unexpectedly
5 persuade (him) not to 6 discuss

1b Students work in pairs, using some of the phrasal verbs
from Exercise 1a to share their own life experiences.
2a Whilst the verbs speak, talk and say (along with tell) can
have a very similar meaning, this changes when they are
used in idioms or phrasal verbs. Generally, they all relate
to a spoken language being used. In this exercise, students
match the sentence halves, checking answers in pairs,
before class feedback.
1b

2e

3h

4c

5a

6g

7d

8f

2b This exercise gives students practice in deciding which
verb goes with which expression. If useful, students could
do the task in pairs. Remind them to go with their instinct
if unsure and to think about the feel of the word used
when pronouncing the sentences. Encourage students
to underline the set expressions and suggest they keep a
record of them under the main verb used.
1 say 2 speaking
8 saying

3 talk

4 talking

5 say

6 speaking

7 talk

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Teacher’s Notes
3

Extra!
Students work in pairs and note down as many expressions
using the verb tell as they can in two minutes. After this they
should join another pair and share ideas. Next, give them
3 minutes to find further examples in a dictionary before
rounding up by eliciting any new expressions found.
2c In this exercise students are encouraged to formulate their
own questions using the expressions given and to talk
freely about their own experiences.
3a Explain that this exercise introduces some more
expressions. Give students a few minutes to match
and complete the exercise, and allow time for them to
compare answers in pairs before class feedback.
1e

2c

3b

4g

5d

6a

7f

4

1 harmful 2 grounding 3 reassurance 4 unavailability
5 controversial 6 inconsiderate 7 minority 8 disapproval

5

8h

6

Photocopiable activity
Activity 6A could be used here. It is a pairwork/
groupwork activity where students match sentence
beginnings with an appropriate ending to complete the
expressions. This activity revises expressions and phrasal
verbs covered in Module 6A.

Extra!
Students work competitively to compile the longest list
of advantages and disadvantages, obtaining one point for
each one they think of that no one else has. Alternatively,
students work in teams (either for or against) to debate
whether the advantages of mobile phones outweigh the
disadvantages or vice versa.
2

Before students begin the word formation task (Paper 1
Part 3), ask them to scan the text to find the advantages
and disadvantages mentioned.
Advantages: encourage people to communicate more; are
useful to people in dangerous situations; help people to avoid

unwelcome attention
Disadvantages: people who disturb others by talking loudly on
public transport

Students could discuss the questions in small groups
before the discussion is opened up to the class. Encourage
students to justify their reasons and use this as an
opportunity to feed in useful language.

Extra!
Ask students to write an email to a national newspaper,
in response to an email criticising the 21st century
dependence on mobile phones. They should agree or
disagree, giving their reasons. Then ask them to read each
other’s emails. Which is the most persuasive?

Use of English 1 p.91
Focus students’ attention on the photo and ask what
it shows (tennis player Andy Murray texting). Find out
whether students could live without their phones before
asking them to discuss the questions in pairs or small
groups.

The task analysis is best conducted as a class.
1 A prefix is required to make the noun/verb negative
(disapproval); a suffix is required to make it into a different part of
speech (inconsiderate).
2 exist: existence; harm: harmful; ground: grounding; reassure:
reassurance; available unavailability; controversy (or controversy):
controversial; consider: inconsiderate: minor: minority; approve:

disapproval
stress changes in: available: unavailability; controversy:
controversial; minor: minority

3b This exercise gives students the opportunity to put
expressions from Exercise 3a into practice, in either pairs
or small groups.
4 Discuss the best way to record any new expressions
(e.g. grouped by verb) from this section and encourage
students to note linked prepositions, e.g. speak on behalf
of, speak up, etc.

1

Encourage students to skim the text to get the gist,
working through using clues around each gap to identify
which form of the given word is required for each gap
(noun, adverb, positive/negative adjective, etc.). Point
out that the word needs to fit both grammatically and in
meaning, and suggest they write an abbreviation near each
gap to note the part of speech needed.
Students complete the task, referring to the Expert Task
Strategy notes on pages 167–168 for extra help.

Listening 1 p.92
1

Allow time for students to discuss the questions in pairs
or small groups before opening the discussion to the
class. Encourage students to support their opinions and to

consider aspects of different languages that would make
them difficult to learn.
2a Go through the rubric and elicit what students remember
about Part 4 of the Listening test. You may wish to
mention that they have covered this exercise type in
Module 3. Allow time for students to underline key words
and predict language they might hear. Remind them
that they will hear all 5 speakers once before the whole
recording is repeated, and to use the silent time given to
read the questions or check answers.
2b T41 Refer students to the Expert Task Strategy notes on
page 171 before attempting the task. Encourage students
to compare answers in pairs before class feedback.
Task One: 1 F 2 H 3 C 4 E 5 A
Task Two: 6 H 7 G 8 C 9 F 10 B

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Teacher’s Notes
3

The task analysis might best be done as a class. Encourage
students to underline the words or phrases that help
them.
She wanted to help her son, who was having problems at school.

I got more and more interested in the French way of life might lead
you to choose H (to deepen knowledge of a culture) and we often
get cheap flights might tempt you to choose C (to go travelling).
However, these were not reasons why the speaker decided to
start learning a language.

Extra!
Students refer to the rest of the audioscript on page 142
and underline the words and phrases that give the correct
answers. Encourage them to mark any other words or
phrases that might wrongly distract them. This could be
done alone or in pairs.
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 before you elicit key ideas from
the class to round up.

Photocopiable activity
Activity 6B could be used here. It is a pairwork/groupwork
activity where students take turns to say a word which
another student then has to spell out loud. This activity
focuses on words that are commonly misspelt.
5a The words in this exercise are commonly confused. The
idea is to train students to spot differences so that they
can more easily identify their own mistakes when writing.
Encourage students to get into the habit of checking their

own work for words they often misspell or ones, such
as those in this exercise, which are easily confused. They
should by now have some pieces of written work that
they can refer to and, from these, they should be able to
produce a list of words they often spell incorrectly (but
with the correct spelling given) that they can use for future
checks. This should be kept up to date.
1a loose b lose 2a stationary b stationery
4a affect b effect

3a ensure b insure

5b Students write their own sentences to show the
differences between the pairs of words given, referring
to their dictionary as needed. Allow time for students to
compare ideas before eliciting examples from the class.

Language development 1 p.93

Extra!

This section focuses on spelling. Remind students that spelling
is important in most papers, but particularly so in word
formation in Paper 1 Part 3. This section highlights common
patterns and words that are often misspelt. Begin by eliciting
from students words that they often misspell.
1 Go through the techniques given with the class, discussing
any others they (or you) know.
2 Students identify the correctly spelt words, comparing
ideas with a partner.

Ask students to think of a further 5 pairs of homophones
and to write a definition for each one. In the subsequent
lesson, students could work in pairs and take turns to read
out a pair of definitions. Their partner then has to write
down the 2 words being defined. Students continue taking
turns and, when finished, check their words and spelling
with each other.

1 recommend, successfully 2 exaggerate, difference
3 According, disappointed 4 addition, beginner 5 opportunity,
business 6 necessary, accommodation 7 embarrassed,
professionalism 8 apartment, immediately 9 occurred,
preferred 10 career

3

The plural forms of the nouns given all follow a particular
rule or pattern. Students should decide on the plural
spelling of each noun before referring to the Expert
Writing section on Spelling on page 200. Check on
pronunciation if useful and, if time allows, ask students
to think of other words which in the plural form would
follow the same rules.
boxes, chiefs, enquiries, flies, heroes, journeys, leaves, lives,
potatoes, radios, thieves

4

In this exercise, students have to identify the incorrectly

spelt words first, before correcting them.
1 assistance 2 separate 3 niece 4 Medicine 5 advice (as
a noun) 6 arriving 7 practise (in British English, practice in
American English) 8 prettier 9 families 10 receive

6

Discuss what a hyphen is and the general rules of usage.
Explain that the rules for hyphens are complicated and
that fewer people use them these days, choosing to either
join words (e.g. playground, seafood, riverbank) or to write
them as separate words (e.g. gift giving, web page, house
plant). Before students complete the task, remind them
to check in a dictionary if they are unsure whether to use
a hyphen or to write the words separately. Allow time
for students to compare ideas in pairs. Refer students
to the Expert Writing section on page 200 for further
information on hyphens.
1 re-formed (to distinguish from the verb reformed = improved by
making changes) 2 break-ins 3 ex-husband 4 Day-to-day
5 co-star; down-to-earth

Writing 1 p.94
This section focuses on aspects of cohesion: the relationships
based on grammar or vocabulary between parts of sentences
or across them that hold the text together.
1a Go through the points made in the Expert Strategy box
and spend some time discussing the information on linking
devices given in the Expert Writing section on sentence
structure on page 202. Students then complete the task.

With a weaker class, this could be done in pairs or as a class.

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Teacher’s Notes
Once students have identified what the links refer back
to, ask how the sentences would be without them
(repetitious and boring). You might also want to ask
whether references always refer back (they can also refer
forward, e.g. A few days before she left for university, my
sister gave me the keys to her car).
1 One method: several ways; Another: several ways/methods
2 there: the local college; then: last month; That’s why: because
she’s been going there; her: Rebecca 3 those people: the
people who find it difficult to learn a language; so: you are one of
those people; millions: of people 4 one: a dictionary; the ones:
dictionaries 5 neither: I don’t want to join

1b This exercise gives students practice using a variety of
linking devices. Encourage students to skim the text to
get the gist of it before they complete it. Suggest that
they fill in the gaps they are more confident about first,
and remind them to cross out expressions as they use
them so that they eliminate options as they go. Allow time
for students to compare answers and, during feedback,

discuss what is being referred to and what the function of
the linking device used is (e.g. to contrast ideas, to present
an example).
1 their 2 such claims 3 On the contrary 4 instead of 5 since
6 Firstly 7 whatever 8 which is why 9 such as 10 Secondly
11 What’s more 12 The reason 13 in the process

2a Give students a few minutes to read the text and
underline any repetition noticed, before discussing ideas in
pairs or small groups.
2b Students now rewrite the extracts, incorporating cohesive
devices to limit repetition. This could be done alone or
in pairs. Alternatively, this could be set as homework
and gone through in a subsequent lesson after students
have had a chance to swap work and perhaps read each
other’s.
Suggested answer:
INTRODUCTION
Studying for a degree in a second language is a challenge, whatever
the academic goals. What’s more, it is something that very few
people are capable of. Students should remind themselves what
an amazing achievement studying a second language represents
and that they are bound to feel frustrated at times. Therefore,
we believe that most will benefit from English language training to
ensure they fulfil their academic potential.
OUR COURSES
Do you have language difficulties in your seminars and suffer
from lack of confidence, both of which can affect your academic
performance? If so, then our Language Support programme
aims to help you. Our programme, which is free, is open to all

students for whom English is not their first language. It offers both
individual tutorials for students who wish to discuss their academic
writing and language training in groups. We think our programme
offers the best available support and, we are pleased to say, so do
our students.

3

Students work in pairs to organise and write an
information sheet, checking that their work incorporates
linking devices to limit repetition and correcting any
spelling mistakes noticed. This task could be set as
homework if Exercise 2 is done in class, with students
comparing ideas in groups in the subsequent lesson,
deciding which place they would prefer to go to and why.

6B A sixth sense
Listening 2 p.95
Begin by asking what the cartoon represents (intuition) and
explain that the heading is a clue. Find out whether students
believe in intuition.
1 These questions are best discussed in pairs or groups
before ideas are elicited from the class.
2 T42 This exercise gives further practice of Paper 3 Part
2. Students should be familiar with this type of sentence
completion, having covered it in Modules 1 and 5. Give
students time to read through the text to get the gist of it,
as well as to predict the types of word to complete each
gap. If useful, refer them to the Expert Task Strategy notes
on page 171 before playing the recording.

1 music 2 unsettled 3 logical 4 (university) noticeboard
5 diary 6 brain waves 7 numbers 8 rhythm

3

4

Students work in pairs to compare answers, before
discussing the questions of the task analysis as a class.
Check that students can justify their answers and, with a
weaker class, refer students to the audioscript on page
143 as useful.
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. Encourage students to provide examples of
relevant situations or experiences.

Speaking p.96
The photos show 3 unexpected situations (a man whose
car has a flat tyre, a birthday celebration, a car blocking a
driveway). These should act as a prompt for showing different
emotional reactions, and the question should encourage
students to speculate on initial reactions and difficulties dealing
with the situations. This discussion could be done in pairs or
small groups. Round up by eliciting ideas and asking students
which situation might be the hardest to handle and why.
1a Students discuss the questions, with reference to the

photos, in pairs or groups before the discussion is opened
to the class. Use the questions as an opportunity to feed
in further adjectives, e.g. disgruntled, perturbed.
1 They all show someone reacting to an unexpected situation.
2 One photo shows someone having a nice surprise; the other
two are unpleasant surprises. 3 A frustrated B absolutely
delighted C seething with anger

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Teacher’s Notes
1b T43 This exercise focuses on sentence stress. Give
students a minute to read the sentences before playing the
recording. Allow them time to compare answers in pairs
and, if useful, play the recording a second time, pausing
after each sentence and eliciting the stressed word. Elicit
which types of word are stressed (i.e. those carrying
most meaning or emotion, generally adjectives, verbs and
nouns).
1 I was absolutely livid because I was stuck. 2 I immediately
burst into tears. 3 I was in two minds and had to weigh up
what to do next. 4 It’s thoroughly depressing when you’re
stranded and can’t move. 5 I welled up – I was so moved.
6 When people do things like that it winds me up. 7 My patience
soon wore thin – the situation was driving me mad.

8 I was really down and a bit grouchy beforehand – but I cheered
up straight away.

4a For this exercise, ask students whether they can recall
the expressions used. Alternatively, play the recording
for Exercise 3c a third time or refer students to the
audioscript on page 143.
1 whereas
obviously

4b This exercise gives students practice in rewriting sentences
using a range of aspects, such as possibility, emphasis, etc.
1 might be a bit difficult 2 Actually, I do think a lot of people …
3 I do think 4 I’ve never done it myself 5 Perhaps she’s even
shocked 6 My guess is it won’t …

5

1c Students match the sentences, which express different
emotions, to the photos.
1 A/C

2B

3C

4A

5B

6C

7 A/C 8 B

1d Students work in pairs, discussing their own reactions to
the situations given. Elicit from the class which students
would be calmer and which more agitated, and why.
2a Focus students’ attention on the cartoon and ask what
it shows. Students then complete the text choosing the
correct alternative, comparing answers in pairs.
1 in high spirits 2 lost my cool 3 flew into a rage 4 In the
heat of the moment 5 snapped at 6 ratty 7 make a scene
8 delightful 9 get to me 10 calmed down

2b Give students a minute to scan the text for the synonyms
before eliciting them from the class.
1 lost my cool, flew into a rage, snapped at him, ratty, make a scene
2 in high spirits, delighted 3 pull myself together, calmed down

2c Briefly elicit some examples of new words or expressions,
e.g. ratty (irritated), before giving students a few minutes
to write down some questions using them. Students then
take turns to ask their partner their questions. Round up,
eliciting some of the questions asked and answers given.
3a T44 Refer students to the photos in Exercise 1 and
elicit ideas on what the interlocutor might ask. Play the
recording and discuss the task set.
3b T45 Students now listen to another candidate attempting
the task, deciding which photos are chosen. Elicit answers
and ask students their opinion about his interpretations.

He talks about the man changing a wheel and the woman being
given a surprise party. His personal comments about him not
being able to change a wheel and most people don’t know how are
irrelevant.

3c T46 Before students listen again, refer them to the
assessment criteria on page 171 and the Expert Task
Strategy notes on page 172, and give them a minute to
reread them. Play the recording and allow them a few
minutes to evaluate in pairs how well the candidate dealt
with the task in relation to the strategies and criteria,
before rounding up by discussing ideas as a class.

2 is probably, seems to be 3 must be, I do think,

6

7

Briefly elicit what students remember about the long
turn (Paper 4 Part 2), which was introduced in Module
4. Then focus their attention on the task, checking they
understand what it involves, the photos they should use
and the timing they must adhere to before they attempt
the task in pairs.
The task analysis is best conducted in pairs before a
general discussion on strengths and weaknesses as a class.
Remind students to note the areas they need to improve
on and to refer back to these before further practice.
Give students time to discuss these questions in pairs or

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

Extra!
Students choose one of the three questions from Exercise
7 and write an essay (220–260 words), incorporating ideas
from the discussion.

Language development 2 p.98
Students should be familiar with the concept and use of verbs
followed by -ing or the infinitive with to. Weaker students
might benefit from some additional practice from other
sources before focusing on the more advanced examples
covered in this section.
1a This exercise asks students to identify verbs and the forms
that follow them. Allow time for students to compare
ideas in pairs.
+ infinitive: agree, attempt, choose, deserve, guarantee, hesitate,
hope, long, neglect, struggle, volunteer
+ -ing: consider, contemplate, deny, fancy, imagine, involve, put
off, practise, resent
Both + infinitive / + -ing: attempt

1b Students refer to the Expert Grammar on page 182 to
check their answers. Check that students understand the
meaning of the verbs given as well as their pronunciation.

Extra!
Students work in pairs to decide the number of syllables
and the syllable stress pattern for each of the verbs given in

Exercise 1a.

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Teacher’s Notes
1c This exercise gives students practice using some of the
verbs from Exercise 1a. Allow time for a discussion of
the answers, particularly when more than one option is
possible.

Photocopiable activity
Activity 6C could be used here. It is a pairwork/
groupwork activity where students match question
beginnings with an appropriate ending, such that the verb
in the first part is followed by another verb in the correct
form. They then take turns to ask each other the questions
made. This activity revises the use of verb + -ing or
infinitive with to forms as covered in Module 6B.

1 imagine 2 struggled 3 agreed (volunteered/attempted/
chose) 4 hoped/longed 5 volunteer/hope (agree/attempt/
guarantee) 6 put off, agreed (volunteered)

1d This exercise provides freer practice using verbs and their
associated forms. After students have finished asking each

other questions, elicit some of the endings to the stems
given to form questions.
2 Students rewrite the sentences, comparing ideas in pairs.
With a weaker class you might first want to elicit the form
that follows each verb given in brackets.
1 them to enjoy the holiday 2 us to go to a very exotic market
3 them not to try/them against trying the very sour milk
4 loving the mysterious atmosphere 5 the excursion to be cut
short 6 a taxi to take her back to her hotel

3a In this exercise, students need to identify the correct form
to follow the verbs so as to give the correct meaning.
If useful, discuss the first one or two answers as a class
before students attempt the task. Allow time for them
to compare answers in pairs before going through them.
Discuss the difference in meaning when the -ing or
infinitive is possible.
1 walking 2 feeling 3 to stay 4 him telling 5 going
6 to hurry 7 to collect 8 picking 9 to explore 10 having
11 not having taken/not taking 12 to find 13 sheltering/to
shelter

Use of English 2 p.99
This section provides further practice of verbs followed by -ing
or the infinitive through key word transformations that they
will encounter in Paper 1 Part 4.
Begin by focusing students’ attention on the cartoon and
asking what it shows. Briefly elicit what students remember
about this part of the exam (which is covered in Module 3B)
before looking at the example.

1 This exercise could be done in pairs. Weaker students
might need to refer to the Expert Task Strategy notes on
page 168 for support before doing the exercise, while
stronger students could complete the exercise and then
refer to it. Allow time for students to compare answers in
pairs before discussing them as a class.
1 being spoken to as though/if 2 be guaranteed to last
3 it that persuaded you to 4 was only when/after Emily arrived
5 ever having hurt/hurting him 6 was in no mood to get

2
3

Extra!
Students write their own sentences using the same verbs
as given in the exercise but with the form (-ing or infinitive)
that was not used in the text.
3b This exercise could be done in pairs. Suggest that students
write an example sentence with each form and refer
to a dictionary if necessary. Elicit sentences and discuss
differences as a class.

1 The idea has been changed from ‘speak to’ to ‘thought of’.
2 The key word ‘guaranteed’ has been changed to ‘guarantee’.
3 The answer is more than six words. 4 The answer is more
than six words and has had extra elements added.

4

Extra!

Students think of an alternative verb for each of the 10
different meanings (e.g. go on to do something = to progress
to, go on doing something = to continue).
4

For this exercise, students could work in pairs or small
groups to match the sentence halves and discuss any
differences in meaning before class feedback.
1 a ii (specific case); b i (generalisation) 2 a ii (part of an
unfinished action); b i (complete finished action) 3 a i (present
simple + -ing for a generalisation); b ii (would prefer + infinitive for
a specific case) 4 a i (specific case); b ii (generalisation)
5 a i (single short action); b ii (repeated action) 6 a ii he
continued waiting while I went home; b i purpose: his purpose
was to wait for the shop to open.

Discuss ‘over-transformation’ as a class, eliciting students’
own examples.
The task analysis is best conducted in pairs before ideas
are discussed as a class. Ask what students have learnt
from doing the task and remind them to make a note of
the forms that follow particular verbs in their vocabulary
records.

This exercise gives students further practice in key word
transformations. Allow time for students to discuss their
ideas in pairs before eliciting examples from the class to
round up.

Writing 2 p.100

1

Start by asking what the photos show (one teenager
doing voluntary work in a hospital and another lying on
her bed checking her mobile phone with a laptop on
her lap and headphones around her neck) before asking
students to discuss the questions in small groups or as a
class. Encourage students to compare cultural differences
in young people’s behaviour as well as attitudes towards
them, etc.

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Teacher’s Notes
2

3a

3b

3c

4a

Give students a few minutes to read and appreciate the

scope of the task and discuss the questions in pairs. Open
the discussion to the class, eliciting that it is an opinion
essay. Check on any new vocabulary and remind them to
refer to the planning and organising strategies covered in
Module 5B. You may wish to spend a little time recapping
on these. Elicit the word limit for the essay (220–260
words).
Students work in pairs to discuss the questions and
brainstorm ideas for the essay. Elicit the number of
characteristics they must focus on (2) and remind them to
add reasons and examples to support their ideas.
This exercise invites students to consider the number of
paragraphs they will write for their essay and where they
will add their point of view. Briefly elicit ideas from the
class.
Students now decide which ideas to include and where.
Remind them to consider where to add reasons and
examples.
This exercise focuses on the opening sentence of the
introduction to an essay and encourages students to
consider the best way to begin their essay. The examples
given could be discussed in pairs or as a class.

A The writer’s personal opinion is given too early.
B A good opening sentence to introduce the overall subject of the
essay, saying what it is you are going to discuss.
C This sentence jumps into specifics too quickly without giving the
reader a general idea.

4b Remind students that a topic sentence should make clear

the topic of a paragraph and is usually the first sentence
of a paragraph. Students complete the sentence stems,
adding their own ideas, before discussing them in pairs or
small groups.
See sample answer.

4c This exercise focuses on phrases used to present an
opinion or support an opinion. It could be done in pairs or
discussed as a class.
1 belief (S) 2 worry (I) 3 claims (I) 4 hold the view (S)
5 argued (I) 6 conceded (I) 7 point of view (I)

4d Students now write their own sentences using selected
phrases. Allow time for them to compare ideas in pairs
and elicit some examples from the class.
4e Focus students’ attention on the expressions before asking
them to complete the headings, using the words given.
A Expressing general views B Conceding C Beginning a
conclusion D Emphasising E Disputing F Giving reasons

5

At this point the planning is complete, so give students 20
minutes to write their essay. The writing would be best
done as homework unless you wish to assess what they
are capable of writing in the given time period.

Sample answer:
In recent years, there has been concern that youth attitudes have
changed as living standards have risen and that young people have

become less empathetic. But is this true?
It is certainly the case that many young people in the West seem
to be more self-centred and in need of more personal attention
than ever. They believe that everything they do is important and are
intolerant when they are criticised. Consequently, they are sometimes
known as the ‘Me-generation’ as opposed to the ‘We-generation’:
egotistic and lacking self-discipline. It is perhaps no coincidence that
this attitude reflects the behaviour of media celebrities that many
young people seem obsessed by. When they mix, they only mix with
people like themselves, a situation encouraged by the advent of online
social networking.
On the other hand, in some countries younger people are
volunteering for charity work in greater numbers than ever before,
and are more concerned about social inequalities than their parents.
Moreover, they also have a far higher tolerance of other people’s
beliefs than ever before, opposing discrimination against minorities and
believing strongly in equal rights.
In other words, the picture is contradictory. It is my firm belief that
young people are probably much the same as they have always been.
The social conditions of the country they live in are bound to have an
effect but in general young people are still a mixture of good and bad,
of selfishness and selflessness.
[240 words]

6

Students spend 5–10 minutes checking their essay, using
the checklist on page 190 as necessary. Alternatively,
students swap and check their partner’s essay.

Review
These exercises aim to help both students and teachers to
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 1C 2A 3D 4B 5C 6A 7A 8D
2 1 mind 2 word 3 make 4 mulling 5 end 6 say 7 at
8 spirits
3 1 ex-girlfriend, advice 2 principal, their 3 affected, ensure
4 enquiries, independent 5 Additional, receive 6 day-to-day,
lives 7 Unbelievably, lose 8 healed, successfully
4 1 saying 2 to tell 3 to drive 4 to bathe 5 to see
6 splashing 7 to take 8 to panic 9 trumpeting 10 to be
11 taking 12 to try 13 to provoke 14 to react 15 to leave

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