Teacher s resources book unit 8 exepert

8

Teacher’s Notes

A rich life
This module contains various topics related to the theme of wealth and a good life, including going into
business with friends and family, online shopping, dining in, inheriting money, investing and donating and the
UN’s budget.

Lead-in p.119
Start with books closed. Ask students what the word wealth
means to them. Discuss ideas before asking them to open their
books at page 119 and eliciting what the photos show (a gold
bar dispensing machine in the UAE, a bureau de change, and
someone holding a lot of banknotes).
1a This exercise encourages students to think about different
aspects relating to money and currencies and tests their
general knowledge. Students could answer the questions
in pairs or small groups and then check their answers with
those on page 205. Find out whether they were surprised
by any of the answers.
1b Students could answer this question in the same groupings
as Exercise 1a or, with a monolingual group, as a class.
This might be a good opportunity to also add in some
information about the currency of the students’ country
of study if different from theirs. For example, the British
currency (the pound sterling) is the oldest currency in the
world still in use and is generally recognised as a stable
currency around the world. When it was first used in the
8th century, coins like the penny were made from silver
and it was not until the 17th century that paper notes

were introduced.
2 These quotes from famous people are designed to get
students thinking about the value placed on money and to
consider the point each person is making. These could be
discussed in small groups before the discussion is opened to
the class. Find out which quotes students like best and why.

8A A small world?
Reading 1 p.120
1

2

Focus students’ attention on the cartoon and elicit
what it shows (a man and woman in business together),
before asking students to discuss the questions in pairs.
Encourage them to compile a list of pros and cons, and
elicit ideas from the class, feeding in useful language as
appropriate.
Ask students what they remember about the multiplematching task (Paper 1 Part 8) before asking them to read
the Expert Task Strategy notes on page 169. Before they
do the task, remind students that they can choose the
same couple (A–D) more than once, although they can
only choose one answer for each question. Encourage
them to underline (and number) where they found the
answers to each question so that they can easily check
information if they have time. With stronger students,
discuss the language presented in the Expert Word Check
after they have finished the task; with weaker students you
may wish to go through this first.

1D

3

4

2A

3C

4B

5C

6B

7D

8A

9A

10 C

The task analysis allows students, who have previously
practised this task type in Modules 1 and 4, to consider
the techniques that work best for them and what to avoid
doing. This question could be discussed as a class with a
list of dos and don’ts elicited.

These questions encourage students to discuss their own
opinions of the businesses mentioned and to consider
the qualities needed to be successful in business. Remind
students to draw on their own experiences and round up
by eliciting ideas.

Vocabulary p.122
1

This exercise deals with fixed expressions linked to business
and provides students with an opportunity to discuss
questions relating to decision-making and setting up and
running a business.
2a Give students a minute to complete these collocations before
checking as a class. It is important for students to know these
collocations, so they should record any that are unfamiliar
to them. Elicit a single-word (and therefore more formal
equivalent) verb to match each phrasal verb, e.g. to take on
= to hire. Remind students that they should be building up a
record of informal language versus formal equivalents.
1 make
7 make

2 grow 3 open up 4 take up 5 run 6 achieve
8 embark upon 9 see through 10 do

2b This exercise provides students with an opportunity to
use the verbs from the previous exercise to complete a
text. Allow time for students to compare answers in pairs
before checking them as a class.

1 taken 2 making/earning 3 set 4 raised/ generated
5 developed 6 carry 7 lay 8 wind

3a Students work in pairs or small groups to discuss
compound nouns or verbs (relating to business) that can
be formed from the words given.
1 c/h

2e

3f

4b

5g

6h

7a

8 d/b

3b This question could be discussed as a class. Ask students
to pronounce a few of the words to check.
The first syllable is stressed.

3c Students work in pairs to create their own sentences using
words from Exercise 3a.

Extra!

Students create sentences for the remaining words.

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Teacher’s Notes
4

This exercise focuses on prepositions used in expressions
or collocations relating to business. Allow time for
students to compare answers in pairs before checking
ideas.
1 on

2 down

3 in

4 of

5 on

6 down

5a Students work in groups of 3 or 4 to come up with
a business idea answering the question given and

incorporating vocabulary covered in this section. For this
exercise, set a time limit (e.g. 20–30 minutes) and explain
that they will have to present their ideas to the class so
they must decide how they will do that and who will do it.
You may wish to set a time limit for the presentations.
5b Before students give their presentations, remind the rest
of the class to think of questions to ask each group after
their presentation.
5c Bring the class together and ask them to vote for the best
idea. Encourage them to explain their choice.

Use of English 1 p.123
1

Refer students to Amazon’s logo on the boxes in the
photo and discuss the questions as a class.
1 It is an online retailer that originally sold books and now sells a
wide range of goods. 2 1994

2a Give students a minute to skim the text to check their
ideas.
2b If useful, refer students to the Expert Task Strategy
notes for the word formation task (Paper 1 Part 3) on
pages 167–168 before asking them to complete the
task. Encourage students to skim the text to get the gist,
working through using clues around each gap to identify
which form of the given word is required for each gap
(e.g. noun, adverb, negative adjective). Remind them that
each word needs to fit both grammatically and in meaning
and suggest they note the type of word needed in each

gap as they read.
1 option 2 loyalty 3 unexpectedly 4 profitable 5 facilitate
6 selection 7 specialise 8 recognition

3

Give students a minute or two to find the two words
before eliciting ideas from the class.
origin (n) → originally (adv);
recognise (v) → recognition (n)

4

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

Extra!
Students write an article giving their opinion of online
shopping and their recommendations.

Listening 1 p.124
1

2

3

Start by focusing students’ attention on the photo and

eliciting what it shows (a yoga class), before students
discuss the questions either in small groups or as a class.
If students have followed the modules in sequence, this
will be the fourth time they have attempted a Part 3
Listening task (having previously encountered them in
Modules 2A, 2B and 5B), so they should now be familiar
with the strategy. Elicit what they can remember before
referring them to the Expert Task Strategy notes on page
171. Allow time for students to read the questions and
remind them to underline key words. Remind them to try
and predict the answers and eliminate wrong answers as
useful.
T54 Students do the task.
1C

4
5

2B

3C

4A

5B

6D

This task analysis is best conducted as a 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 might also
find it useful to refer to the audioscript on page 145 and
locate them in context. Students then work in pairs or
small groups, sharing what they do to relax.

Extra!
Students write an article explaining different ways to relax
and saying which they prefer and why.

Language development 1 p.125
Students should already be familiar with the concept and use
of negative introductory expressions to add emphasis (e.g.
Not since, Rarely and Only now). These expressions will in
effect add further interest and depth to students’ writing in
particular.
1a See whether students can identify the difference in
emphasis between the pairs of sentences and discuss how
greater emphasis has been created.
1 b 2 b 3 b; Emphasis is created by starting each sentence or
clause with an emphatic and negative construction and inverting
subject and verb.

1b Refer students to pages 184–185 of the Expert Grammar
and review how emphasis can be added before students
rewrite the sentences given. Encourage students to
compare ideas in pairs before checking answers as a class.
1 will we lay off any more staff. 2 will the bank extend the loan.
3 (I did) my finals at university have I worked so many hours.

4 do you meet people who have such a clear vision of what they
want to do. 5 had the business been set up when the impact
of the recession was felt. 6 are they beginning to make a profit
from the company.

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Teacher’s Notes
2

Suggest that students skim the text to get the gist before
working out the type of word needed in each gap,
checking the words given before and afterwards.
1 only

2 but

3 sooner

4 Under

5 on

6 do

1b This exercise introduces more evocative language to a text
and asks students to identify what might more commonly
be written instead. During feedback, discuss new language
items, checking that students understand what type of
words they are and how they are pronounced.

3a Here, students are introduced to fronting parts of a
sentence to add emphasis and link ideas. Go through the
example and, if useful, do the first question as a class.
Remind them to refer to the expressions given on pages
184–185 of the Expert Grammar and to check answers in
pairs.
1 I find it hard to believe that he’s going to resign. 2 It may
be difficult but it isn’t impossible. 3 The restaurant’s dinners
are even better than their lunches. 4 The response to the
competition has been such that … 5 However/ No matter how
hard we try, we will never … / Even if we try very hard, we will
never … 6 We were losing hope when the train came along.

3b This exercise gives controlled practice in re-wording the
sentences using fronting to emphasise the most important
information.
1 So tense was the atmosphere that tempers flared. 2 Try as
they might, they were unable to get a loan. 3 Opposite the new
premises was a park. 4 There was a pause and into the room
walked the actor. 5 Such was the impact of the crash that the
car was not worth repairing. 6 Famous it may be, but it’s very
expensive too.

3c This exercise provides students with freer practice where

they use their own ideas to complete sentences with
negative introductory expressions. Elicit a selection of
ideas from the class to round up.

1j 2k 3c 4f 5a 6h
12 g 13 d 14 i 15 m

Writing 1 p.126
This section looks at ways to expand language usage to
increase interest and better engage the reader.
1a Focus students’ attention on the photo and elicit what
it shows (the Dans le Noir restaurant which is described
in Exercise 1), before asking them to read the two
opening paragraphs describing the restaurant. Discuss the
questions as a class.

8o

9n

10 e

11 b

Extra!
Ask students to select three words or expressions
presented in Exercise 1b and then consider alternative
options. For example: 1 tucked away could be ‘hidden
away’, 2 only a stone’s throw could be ‘close to’ or much
more informally ‘within spitting distance’, etc.

1c Discuss the techniques as a class before students work
through the text finding examples of each type. This could
be done in pairs. Focus on the Exam Strategy note and
remind students that at Advanced level the creative use of
language is an integral part of the writing component and
there is great emphasis on engaging the reader.
1 tucked away, stumble, fumble 2 incredibly 3 I won’t be doing
it again 4 I won’t be doing it again. (simple); Having to guess the
composition of each forkful of food … (complex) 5 The food,
which has been described as innovative, is actually … (indirect
speech) 6 exclamation marks, quotation marks 7 Does the
idea of dining in total, absolute darkness tempt you? / Is it worth
trying once …? 8 It is a fascinating concept ... / The food ... is
actually mediocre.

2

Photocopiable activity
Activity 8A could be used here. It is a groupwork activity
where students have to complete sentence stems using
negative introductory expressions, so that the new
sentences have the same meaning as the initial ones given.
This activity revises and extends students’ knowledge
of emphasis through the use of negative introductory
expressions as covered in Module 8A.

7l

This exercise presents students with further examples of
interesting language and encourages them to widen their

language use through improving descriptions.
1 cramped, packed out 2 nibbled 3 quirky 4 offhand
5 charming ambience 6 exorbitantly priced 7 deafening
8 insubstantial

3

Here, students have the opportunity to practise adding
interest to their writing through a description of a
restaurant they know. The writing component could be
set homework and paragraphs could be swapped in a
subsequent class.

Photocopiable activity
Activity 8B could be used here. It is a pairwork/groupwork
activity where students complete a crossword using the
missing words needed to complete sentences given. This
activity revises expressions, phrasal verbs and collocations
covered in Module 8A.

1 Customers eat in the dark. 2 The first extract draws the
reader in more, by the use of rhetorical questions and more vivid
language (left in the dark, right up your street, popping up).

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Teacher’s Notes

8B A means to an end?
Listening 2 p.127
1

2

3

Begin by discussing who the photos show (British lottery
winners, American actor Johnny Depp and Russian
business tycoon Roman Abramovich) and how these
people became rich, before discussing the questions as a
class.
Students are given further practice of multiple-choice
questions (Paper 3 Part 1). After they read the questions,
students briefly discuss in pairs what they can guess about
the people.
T55 Refer students to the Expert Task Strategy notes
on pages 170–171 before they listen to the recording
and complete the task. Remind them that each extract is
repeated before moving on to the next one.
1A

4

5

2C

3C

4B

5C

6B

Students compare answers in pairs before discussing the
question of the task analysis as a class. Students could
then look at the items in the Expert Word Check box and
look up all relevant information (e.g. pronunciation, stress,
word type, use, grammar, word family, collocations) for
each word before referring to the audioscript on page 145
and underlining where they find them in context.
This discussion provides students with the opportunity
to express their own opinions and justify them, as well
as to hypothesise about what they would have done in
the same situations. This could be done in pairs or small
groups before ideas are elicited from the class.

Speaking p.128
The photos provide examples of selling, investing and
spending. Ask students what each one shows and what is
happening (a man in a street market, a man working on
spreadsheets on two computers, a couple in a car showroom
in discussion with a salesman). Use this as an opportunity to
feed in any useful vocabulary and discuss the questions as a

class.
1a In this exercise students discuss in pairs or small groups
which language would correspond with the given photos.
Suggested answers relating to photos A, B and C:
A haggle, beat someone down
B buy stocks and shares, pay in full
C dip into your savings, pay in full, haggle, beat someone down

1b Students now discuss the meaning of these informal
expressions. This could be done with the same groupings.
1 have so much money you buy things that aren’t necessary
2 only have enough money for the basics 3 spend more money
than you can afford 4 do something rather than just talk about it

1c Check that students consider their own response to the
questions before discussing ideas in pairs.
2a This exercise invites students to identify the most
appropriate words or phrases to complete the text,
focusing on collocation and related prepositions.

1 make ends meet 2 hard 3 chip 4 support 5 contributing
6 sum 7 funding 8 donors 9 dipping into 10 on 11 raise
12 sponsor

2b Students could discuss the stress patterns of these words
in pairs.
contribute/contribution; subscribe/subscription; luxury/
luxurious; subsidise/subsidy

2c These questions encourage students to discuss their views

on whether charities are important and how they should
best be helped.

Extra!
Students find out about one charity in their own country
and prepare a short presentation on it for a subsequent
lesson.
3a Remind students that they have covered the long turn
(Part 2) in previous modules (1B, 4B and 6B) before giving
them 2 minutes to read and correct the 5 mistakes in the
instructions. Allow time for them to compare answers in
pairs before class feedback.
The 5 mistakes are: 1 You should not describe each photo in detail
– you must speculate on only 2. 2 You have a minute.
3 Try not to stop. 4 You must speculate, not describe.
5 Your partner mustn’t interrupt. (Also the interlocutor will not
mention the wide range of language needed, although it is true
that candidates must do this.)

3b T56 Here, students listen to extracts of 2 candidates
attempting Part 2 and note the strengths and weaknesses
of each one. Allow time for students to discuss their ideas
with their partner before eliciting ideas from the class.
A: The student shows a good range of language, is grammatically
correct and is trying to interpret what is going on. However, he
gets bogged down trying to describe each photo rather than
speculate and answer the 2 questions. Also, he is about to go on
to describe the third photo, which is not required.
B: The student is more focused on the task given. She speculates
on the similar and different challenges of two situations. The

range of language is reasonable and includes informal expressions.
However, her answer is too short and she finishes rather abruptly.

4a Students now practise the long turn in pairs, taking turns.
Check they understand the instructions before they start.
4b Give students time to discuss the three photos and reach
their decision.
4c The additional photos on page 206 allow students further
practice of the long turn task.
5 Students work in their pairs to appraise each other’s
performance using ideas from Exercise 3b, before a
general discussion on strengths and weaknesses as a class.
Remind students to note areas they have improved on
and those needing further work so they can refer back to
these in the future.
6 Give students time to discuss these questions in pairs or
small groups before opening the discussion to the class to
round up.

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Teacher’s Notes
1 The more people worry about banks, the more they use cash.
/ People increasingly use cash, the more they worry about banks.
2 I’m not getting such a good … 3 More and more banking is …

/ People are doing more and more of their banking …
4 Some people are too afraid of fraud to bank online. 5 I’m not
so much happy as relieved I got … 6 I’d sooner use smart cards
everywhere …

Extra!
Students write an essay (220–260 words) to answer
Exercise 6 question 2, incorporating ideas from their
discussion.

Language development 2 p.130
Students should be familiar with the concept and use of
comparatives and superlatives, although weaker students
might benefit from some additional practice from other
sources before focusing on the more advanced examples
covered in this section.
1a This exercise asks students to identify mistakes relating to
the grammar focus in this section. With a weaker class,
you might wish to refer them to the Expert Grammar on
page 185 first, or students could refer to it after reading
the text. Check answers as a class.
much the same than as Australians; one of the best paid stars;
became a great deal richer; nothing as like Lady Gaga’s; by far the
less most expensive shoes; considerably fewer less than

1b Students locate examples of comparatives and
superlatives in the text, discussing their ideas in
pairs before class feedback. Focus on the degree of
comparision where applicable and discuss other examples
from the text.

1 richer/more prosperous (higher degree); the same as (same
degree); less than/nowhere near/nothing like (lower degree)
2 one of the best paid/the most expensive 3 much, far, one of
the, even more, by far the, considerably

3

Use of English 2 p.131
This section provides further practice of the language of
comparison through the practice of key word transformations
(Paper 1 Part 4).
1a Begin by focusing students’ attention on the example and
discussing the transformed sentence and the changes
made.
is by far the most important

1b Weaker students could read the Expert Task Strategy
notes on page 168 before attempting the task, whilst
stronger students could do the task and then refer to
the notes to check afterwards. Remind students of the
word restrictions and allow time for students to compare
answers before class feedback. Discuss any alternatives
possible.

1c Refer students to the words given in the table and focus
their attention on the example before they consider their
own responses to the questions. Allow time for them to
compare ideas in pairs and elicit some example sentences.

Extra!

Students write new sentences using the remaining words
from the table.
1d This exercise gives students further practice using
comparative and superlative forms but in the context of
where they live. With a weaker class, this could be done
in pairs or small groups. You might wish to begin by giving
a few example sentences about the place where students
are studying if different from their own towns.
2a Here, students focus on additional forms of comparison,
deciding which option is best to complete sentences.
Discuss ideas as a class, eliciting extra examples of use as
needed.
1 too 2 such a 3 more and more 4 The fewer, the better
5 more tight 6 so much, as 7 like, as 8 The bigger, the less
9 ’d sooner, than 10 a great deal, than

2b This exercise gives students practice in rewriting sentences
using set words or phrases. With a weaker class, this
could be done in pairs.

Students work in pairs and use expressions covered in
this section to compare 2 people of their choice. Round
up by eliciting ideas and discussing the structures used
for comparison. Remind students that comparatives and
superlatives are particularly used in the long turn (Part 2)
of the Speaking test when they need to discuss similarities
and differences between photos.

1 through her accounts, the more concerned 2 have sold slightly
less well than 3 as much as me/I did/much the same (salary) as

me 4 near as high as 5 the harder we work, the happier 6 to
save a great/good deal more

2a This task analysis could be conducted as a class. Elicit
examples using the given expressions.
1 the more

2 a slightly (less)

b nowhere near; a great deal more

2b Here, students consider the best ways of approaching
key word transformations and discuss advice that could
be given under the different categories, discussing ideas in
pairs before class feedback. Compile a list of useful pieces
of advice on the board and suggest that students make a
note of them for future reference.

Writing 2 p.132
1

Students start by discussing their attitude towards reviews
and whether they themselves have ever written one.
These questions could be discussed in small groups.
During feedback, you may wish to find out whether
students tend to read reviews before or after they have
seen or read something. Ask them whether they can think
of examples when they have seen or bought something
(or not) purely because of a review.

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Teacher’s Notes
2

3a

3b

3c

4a

Here, students are given an example task. Remind
them that in the exam the review would be an optional
question. Discuss the task as a class and elicit the number
of words needed (220–260 words).
Students should determine which books they will review
before underlining the key points which they have selected
from the task and brainstorming ideas, making notes.
This exercise focuses students’ attention on making a
plan and encourages them to think about key points it
might include, along with how it will be organised into
paragraphs.
Students now know which ideas will be included in which

paragraph and have the opportunity to discuss their ideas
in pairs.
The two review extracts provide examples of different
parts of the task given in Exercise 2. Allow time for
students to read the reviews before eliciting which part of
the task they match.

Examples:
Describing
The opening chapters … (give the background / set the scene /
explain the rationale) …
The last chapter … (is a bit of a let-down / summarises the
main points)
The story … (gets bogged down in / moves at a brisk pace) … is …
(action-packed / slow-moving / spine-chilling)
Balancing an opinion
I found (the ideas confusing at times), but … / However, …
Although (the writer sometimes goes off at a tangent), …
Even so, (the ideas challenge the reader to think about) …
Despite this / In spite of this / And yet (the characterisation is
impressive / weak) …
On the other hand, (I wouldn’t recommend this book to anyone who …)
Summarising
All in all … / Quite simply … (this is the best read …)
The great strength of (the book) is that …
My only criticism of (the book) is that …

Extract 1: Explaining whether or not you enjoyed it. Extract
2: Reasons for recommending it. Extract 3: Explaining what
the book was about.

Photocopiable activity

4b Students refer to the texts to find the expressions,
discussing ideas in pairs.
Examples:
1 one of several books in recent years which
2 The main message is, is about, The book tracks, she asks the big
questions like
3 inspiring and informative, great ideas, upbeat and heartwarming,
absorbing, highly readable, modest and engaging, I love the ...
4 a bit patronising at times
5 an absolute must, this is the book for you

4c These phrases will help add emphasis to students’
evaluations and make their reviews far more engaging.
Begin by focusing their attention on the words and
phrases given and then the notepad with the ‘positive’
and ‘negative’ columns. Give them 2 minutes to decide, in
pairs, which columns the words/phrases fit in before class
feedback. Discuss meaning and pronunciation of any new
language and, if useful, provide/elicit examples of their
use.
Positive: (quite) witty; (truly) original; (really) lively; thoughtprovoking; (profoundly) moving; (refreshingly) different;
(beautifully) written; a gripping (read); couldn’t put it down; well
worth reading; (particularly) memorable; (absolutely) hilarious;
compelling
Negative: (a bit) repetitive; (entirely) predictable; (excruciatingly)
boring; (totally) unconvincing; (thoroughly) tedious; (rather) flat;
hard to follow; (vastly) overrated; (thoroughly) implausible; (too)

far-fetched

4d This exercise gives students practice in using the phrases
from Exercise 4c in conjunction with additional language
which they may find very useful in their reviews. Students
could work in pairs or small groups to discuss their ideas
before class feedback.

Activity 8C could be used here. It is a pairwork activity
where students take turns to give clues to their partner so
that their partner can complete a grid with the necessary
vocabulary and work out the extra word given. This activity
revises useful language that can be used to make written
reviews more interesting and engaging, as covered in
Module 8B.
5

At this point, the planning is complete, so give students 20
minutes to write their review. The writing would be best
done as homework unless you wish to assess what they
are capable of writing in the given time period.
Sample review:
It’s time we got over our obsession with shopping. That’s the
message of Not Buying It, one of several books in recent years
that encourage us to spend and consume less for both personal and
environmental reasons.
Not Buying It is about one New Yorker’s attempt to call a halt to
her spending for a year, with the exception of a few basic foodstuffs
(but no processed food), medicine and toiletries. This means doing
without new clothes, buying music or going to the cinema. The book

tracks her ups and downs, as she and her partner pursue their careers.
On the way, she asks the big questions like, ‘Can the economy survive
without shopping?’. At the end of the year she saved up enough
money to pay off a huge credit card bill and she claims her spending
will never be the same again.
Some critics have found the writer too self-centred. They like to
point out that she is self-employed and childless, which makes her
experiment much easier. In places, the book is a bit repetitive and
does go off at a tangent more often than I would like but on the
whole I found it calm and inspirational. The author is honest about
how difficult everything was, her many slip-ups and what she discovers
about herself.
[220 words]

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Teacher’s Notes
6

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

Extra!
After reading each other’s reviews, students decide

whether or not the review would persuade them to read
the book in question. Discuss, as a class, which reviews
were most persuasive and why.

Review
These exercises aim to help both students and teachers
monitor and analyse progress after each module has been
completed, focusing on vocabulary and grammar from
the module. They are best used to show where further
consolidation is required or, in the case of students who have
missed a module, to assess how much they need to catch up
on. In terms of usage, the review exercises can be set in class
time as a 20–25-minute test or completed as a pair/group
activity followed by a class discussion. Alternatively, they can
be given for homework, which in the case of any student who
has missed a module would be more practical.
1 1B 2D 3A 4C 5B 6A 7C 8A
2 1 Hardly had the tablet gone on sale when another company
brought out an even better model. 2 The more I think about the
problem, the more worried I become about it. 3 On no account
(should/must you) disclose your business plan to anyone at this
stage. 4 It wasn’t such an easy decision as I thought (it would
be). 5 We were too exhausted to move. 6 Not since Charles
Dickens has any English writer written so well about the poor.
7 James is slightly taller than his brother. 8 I give nowhere near
as much to charity as Liam (does). 9 The other ring is somewhat
pricier than this one. 10 I’m not so much angry as depressed
about losing my wallet.
3 1 neighbourhood 2 luxurious 3 specialisation (specialism)
4 perception 5 philanthropic 6 scepticism 7 disloyalty

8 strengthen
4 1 as 2 try 3 into 4 up 5 than 6 took 7 deal 8 of
9 on/upon 10 such 11 in 12 for 13 down 14 like
15 only 16 as 17 but

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