Teacher s resources book unit 10 expert

10

Teacher’s Notes

A positive outlook
This module contains various topics related to positive outlooks, including teamwork, team spirit, the spirit of
survival, feel-good activities, the two sides of being optimistic and how to have a healthier lifestyle.

3

Lead-in p.111
Start with books closed. Ask students what a positive outlook
means to them. Discuss different ideas and identify the key
related factors.
1a Ask students to open their books and look at the photos.
Elicit what they show (two people practising a martial
art, a group of young friends relaxing, a group of young
musicians playing in a band). Discuss what they might
represent in terms of positive outlook before students
discuss which of the aspects of life given are the most
important to them.
1b Students consider which affect well-being.
1c Here, students compare ideas in pairs or small groups
before discussing ideas as a class. If time allows, encourage
the class to reach a consensus over the top 5 most
important aspects.
2 The questions give students the opportunity to discuss
further aspects relating to health. These questions could
be discussed in pairs or small groups. Round up by eliciting
some ideas from the class. Check that students understand
genetics (the study of how the qualities of living things are

passed on through their genes. Children will, for example,
inherit particular features – such as a specific hair, eye or
skin colour – from their biological parents.).

10A Teamwork

1 No, read the options first.

4

1D

2C

3A

4C

5A

6D

7D

8B

9A

10 B

2 Yes

3 Yes

4 Yes

Students discuss the questions in pairs or small groups.
These questions focus on teamwork and how important
support is in certain sports.

Extra!
If students are interested in aspects connected with these
issues, you may wish to encourage them to research their
own articles in English and report back to the class in a
subsequent lesson.

Vocabulary p.154
1

This exercise introduces 3 texts that students skim and
match to the headings.
2a Why do drivers have to be fit?
2b Physical training
2c Diet

2a In this exercise, students focus on word formation and
must change the words given so that they fit in the gaps,
both grammatically and in terms of meaning. Encourage
students to compare answers in pairs.

Reading 1 p.152
With books closed, put the word teamwork on the board or
play a game of hangman to elicit it. Ask students what the
word means to them and in what situations it is common to
require it.
1 Ask students to read the title and introduction and then
answer the questions, discussing their ideas in pairs.
2 Find out which students follow Formula 1 and briefly elicit
what they know about the driver Sebastian Vettel. Ask
which part of Paper 1 multiple matching comes under
(Part 8), reminding them they covered it in Modules
1A and 8A. Briefly elicit useful strategies for this task
type before asking students to complete the task. Allow
time for them to compare answers in pairs before class
feedback. End by focusing on the Expert Word Check.
Ask students to find the words given in the text and to
deduce their meanings from the context.

The task analysis could be done in groups or as a whole
class activity. Students could check by referring to the
Expert Task Strategy notes given on page 169.

1 invariably 2 specifically 3 endurance 4 exceptional
5 unexpectedly 6 ensure 7 enable 8 essential

2b Here, the focus is on collocation. Students must select the
correct option of the two given in each case.
1 build 2 undergo 3 programme 4 intensive
6 despite 7 accommodate 8 build

5 activities

2c This exercise provides students with practice in open cloze
questions (Paper 1 Part 2).
1 of 2 like 3 in 4 However/Moreover/ Furthermore
5 themselves 6 throughout/during/in 7 quantities/amounts
8 which

3

For this exercise, students incorporate words and
expressions from Exercise 2 into a discussion (in pairs or
small groups) on how their health and fitness could be
improved. Elicit ideas from the class and, if time allows,
reach a consensus on the best 3.

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Teacher’s Notes
4a This exercise focuses on metaphors relating to sports
and fitness and encourages students to work out their
meaning. Students either work in pairs or compare
answers in pairs.

2

1 avoided mentioning 2 succeeded very easily 3 control
4 surprised her so much she didn’t know what to say or do
5 able to think quickly and intelligently 6 changed the rules

4b Students now use some of the metaphors to tell their
partner about their own life and events that are important
to them.

1A

3

Photocopiable activity
Activity 10A 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 vocabulary and expressions
relating to sport and fitness covered in Module 10A.

Use of English 1 p.155
1

Focus students’ attention on the photo and elicit what
it shows (some boys playing rugby). Find out whether
students have played this sport themselves before asking
students to discuss the questions in pairs or small groups.
2a Give students a minute to skim before eliciting students’
opinion as a class. Encourage students to give reasons to
support their views.

2b Before students do the multiple-choice cloze task (Paper 1
Part 1), remind them that only one answer will be correct
and encourage them to cross out ‘distractors’ that they
know are incorrect. Allow time for students to compare
answers in pairs.
1A

3

2D

3C

4A

5B

6D

7C

8B

This task analysis discussion could be done in small groups
or as a class.

Students discuss the questions in pairs or small groups,
providing reasons to support their views. Round up by
finding out whether more people prefer team sports or
individual sports and why.

Extra!
Students write an essay (220–260 words) answering the
following question: ‘Some people believe that team sports
encourage greater integration and social cohesion, whilst
others feel they result in a higher level of social tension and
aggression. Give reasons to support each side and then
present your own view, giving reasons to support it.’

Listening 1 p.156
1

Start by eliciting how to approach the multiple-choice
listening task, which has been covered in Modules 4A, 4B,
7A and 8B.

2B

3C

4A

5B

6C

Refer students to the Expert Word Check and discuss
any words they are unsure of, eliciting examples of usage
as useful. Encourage students to incorporate some of
these words and expressions into their discussion of the

questions. This could be done in pairs or small groups.
Round up by eliciting some ideas from the class and
finding out whether more students are team players than
individualists (or vice versa).

Language development 1 p.157
This section offers a quick review of participle and infinitive
clauses. Students with particular difficulties should be given
suitable remedial exercises.
1a Put students into A and B pairs. Ask Student As to refer
to page 187 of the Expert Grammar whilst their partners
(Student Bs) read out the 5 sentences given. This exercise
introduces students to participle clauses that they match
together.
1 to emphasise that one action happened after another 2 to
suggest a cause, reason or result 3 to replace an adverbial clause
of time 4 a participle clause, which suggests reason
5 a participle clause of condition

1b Here, students continue working in their pairs, taking
turns to re-word the sentences from Exercise 1a using
finite verbs. With a weaker class this could be done as
a class instead. Discuss why participle clauses might be
preferable in these sentences.
1 After they were/had been … 2 Since/Because/As I knew
I’d never … 3 When I heard the news, … 4 as/since he was
determined … 5 If you give him/If he’s given …
You might want to use a participle clause instead because it shifts
the emphasis onto the main clause.

2 grammatical words

4

T59 Check that students understand the task before
playing the recording for them. Remind them, if needed,
to underline key words and eliminate incorrect distractors
as they listen and that in the actual exam, each extract
will be repeated before moving on to the next one. Allow
time for students to compare answers in pairs before class
feedback.

1c This exercise gives students the opportunity to practise
rewriting sentences so that they include participle clauses.
Students could do this alone or in pairs. Elicit answers and
discuss as a class any changes needed.
1 having won/winning 2 Flicking through the magazine, I
3 Being tall and slim, Alex is 4 Having trained for … Maya is
5 (If ) taken care of, the shoes

2

Students now focus on to-infinitive clauses and the reasons
they are used, discussing their ideas in pairs. If they find
this difficult, you might want to suggest that they re-word
them, replacing the participle clauses with finite verbs. For
example: If you watched him, you’d never guess …
1 condition

2 purpose

3 unexpected consequence

4 result

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Teacher’s Notes
3a Here students practise combining sentences using
participle and to-infinitive clauses. Remind them they might
need to make some changes to the sentences and give
them time to check their answers in pairs.
1 Not being able to afford the ticket, I didn’t go … 2 Having
really enjoyed …, I … 3 She decided to go shopping to get …
4 To see/Seeing Laura playing netball, you’d think … 5 Having
switched on/Switching on the TV, he … 6 To look at Tim, you’d
never believe he could jump so high. 7 I’ve watched the England
team play enough to know … 8 Knowing he’s/he’d lost his
squash racket, I bought my brother a new one.

3b Focus students’ attention on the photo of the two
acrobats and find out whether anyone has seen or heard
of Cirque du Soleil. Elicit what they know about them
before asking them to read and rewrite the text. In this
exercise, students are given further practice in using

participle and to-infinitive clauses. Students may wish to do
this in pairs or alone and then check ideas with a partner.
Discuss ideas as a class.
1 Having already seen, … I … 2 (While) watching 3 Soaring
4 Swooping and gliding 5 watching 6 to meet 7 Having been
introduced 8 to see/seeing them perform

Background
The Cirque du Soleil is a Canadian entertainment company
originating in Montreal. It was set up in 1984 by Guy
Laliberté with the idea of providing a spectacular mix of
circus and street entertainment. The success of Cirque du
Soleil has seen it develop to a stage where different troupes
of performers simultaneously tour the world, circulating
in a variety of themed shows such as ‘Alegria’, ‘Michael
Jackson ONE’, ‘Totem’, etc.
3c Round up by discussing the questions as a class.

Writing 1 p.158
1a Focus students’ attention on the photo and elicit what it
shows (young people map-reading while on a camping
expedition). Read through the Expert Strategy note
before referring students to the sentence patterns in the
Expert Writing section on page 202.

Background

Suggested answers:
1 Although I’m a risk-averse kind of person in my daily life, I do
enjoy skiing and rugby, which means that I’ve had quite a few

injuries. 2 Many people, including Ronaldo, say that Messi – born
in Argentina but living and working in Spain – is the most talented
footballer in the world. 3 Although my brother was useless
at team sports at school, probably because of his lack of coordination, he excels at long-distance running and cycling.
4 My daughter has been working all year towards the Duke of
Edinburgh’s Award, in which students not only have to show
evidence of having worked at a physical activity and a skill, but also
have to go on expeditions in which navigation skills, teamwork
and resourcefulness are tested. 5 Riding can be both expensive
– especially if you have your own horse – and dangerous when
jumping and doing cross-country activities.

1c Here, students have the opportunity to consider
alternative ways to write the sentences from the previous
exercise. Elicit ideas from the class, adding in further ideas
as useful. An example of a rewritten sentence 1 is: Whilst
risk-averse in my day-to-day life, I have received a number of
injuries through my enjoyment of sporting activities such as
skiing and rugby.
2a Focus students’ attention on the task and give them a
minute to read it and consider the points needed.
2b In this exercise, students focus on another candidate’s
writing and identify how to improve it by combining
sentences and widening the range of sentence patterns.
This could be done alone or in pairs.
3a Here, students have the opportunity to complete the
answer. Alternatively, with stronger students, they have
the option to plan and write their own answer to the task.
The writing stage could be set for homework.
Sample answer:

I’m not sure I’m the best person to be giving you advice, particularly
as I haven’t seen you for quite a while and also I’m not very fit myself
these days, mainly because I don’t have as much time as I used to,
because I’ve got kids! As well as that, I’m quite a gregarious person,
as you say, which means I like team sports a lot, something I feel may
not appeal to you as much. What I really enjoy is getting together with
a group of mates for a kickaround, followed by a curry and a drink at
our local Indian restaurant.

3b Students check and edit their answer using the checklist
on page 190. Alternatively, students swap and check their
partner’s answer.

The Duke of Edinburgh’s Award is a charity that was set
up in 1956 by HRH the Duke of Edinburgh. It offers a
variety of citizenship training programmes for young people
(14–25 years old) in the UK. The focus is to improve
fitness, increase employability, provide life experiences and
ultimately promote personal and social development. There
are three levels of attainment: Bronze, Silver and Gold,
each of which comprises different sections and activities,
and programmes are run throughout the UK at a variety of
centres.
1b This exercise gives students practice in joining sentences
using a variety of patterns.

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Teacher’s Notes

10B Feeling good
Listening 2 p.159
Begin by discussing what the photograph shows (a choir being
conducted as they sing, accompanied by a pianist).
1 Elicit what students remember about the multiplematching (Paper 3 Part 4) task from Modules 3A, 3B, 6A
and 7B, before referring them to the instructions for the
first task. Discuss the question as a class.
2 T60 Discuss useful strategies for this task type before
students do the task.
Task One: 1 F 2 B 3 E 4 C 5 G
Task Two: 6 E 7 D 8 A 9 H 10 F

3
4

These task analysis questions are best discussed in pairs or
small groups before ideas are shared as a class.
Ask students to look at the items in the Expert Word
Check box and to discuss (in pairs) pronunciation, stress,
word type, use, grammar, word family and collocations for
each word. Students then discuss the questions in pairs or
small groups, using the language presented. Round up by
eliciting some ideas from the class.

4

5

6

Language development 2 p.162
Students will have encountered modals and semi-modals in
Module 3 and so should be familiar with their usage. You may
wish to review some of the structures covered in Module 3,
however, before focusing on the more advanced examples
covered in this section.
1a The quiz checks on students’ understanding of modals and
semi-modals. Students could work in pairs or small groups
to discuss the questions.
1 True: A, B, C False: D, E
2 Modals: can, could, may, might, must, shall, should, will, would
3 Semi-modals and other verbs with modal meaning: be able to,
be allowed to, dare, had better, have (got to), manage to, need,
ought to, used to, be going to
4 requesting: can/would/could (you); offering: may (I), would
(you like), shall I/I’ll; giving permission: can/can’t/may; advising:
ought to/should/had better; suggesting: (you) could; inviting:
would (you)/can; expressing certainty: will/must/can’t (be)

Speaking p.160
Here, students have the opportunity to do a complete Paper
4 Speaking test, which should give them a better sense of how
all the different parts come together, although it will not be
under exam conditions.
1a Begin by doing the first part of the quiz to remind students
of the key points. One way to do this could be as a books

closed lead-in. Read out the questions and either ask
students to note the answers down or to give them as a
class.
1b These questions test students’ knowledge of more
in-depth requirements of the Speaking test and can be
answered in small groups or, once again, as a class. Ask
students to note their ideas down.
1c Students refer to page 171 to check ideas. Round up by
eliciting the key requirements so they are fresh in their
minds before they begin the speaking tasks.
2a Divide the class into groups of 4 (or 3 if this is not
possible). If students know who their partner will be on
the day of the actual exam and they are in the same class,
they should pair up now. Ensure that students are familiar
with the roles and responsibilities of the interlocutor (who
controls the test, gives instructions, asks the questions
and checks timings are adhered to) and the assessor (who
greets and listens to the candidates, noting strengths and
weaknesses). The interlocutor asks some introductory
questions from page 207, involving both candidates
equally and maintaining the conversation for 2 minutes.
2b Students swap roles and the new interlocutor uses some
of the remaining questions.
3 Students either stay in the same groups as in Exercise
2 and swap roles so that the interlocutor and assessor
become candidates, or form new groups. The
interlocutor’s instructions for the long turn are on page

207. Candidate A should use the first set of photos given
on page 161 and Candidate B should use the second set.

For the collaborative task, let the second pair start first,
referring them to page 207 for the instructions.
Maintain the discussion for the final part before returning
to and repeating Parts 3 and 4 (Exercises 4 and 5) for the
second pair.
Here, students have the chance to assess themselves and
each other, as well as to discuss ways they could improve
their performance.

1b Refer students to pages 188–189 of the Expert Grammar
to check their answers and discuss any questions that
arise.
2a Discuss the sentences as a class.
1 Stressing will in b makes the speaker sound critical (the same
is true of would in the past). 2 In a the phone is ringing and the
speaker is certain that it is Nick on the phone; b is talking about
Nick’s characteristic behaviour in the past.

2b This exercise gives students practice in using modals. Ask
students to do the next exercise before checking answers
to both Exercise 2b and Exercise 2c.
2c This discussion could be done in pairs or small groups
before being opened up to the class.
1 would (typical behaviour) 2 will (certainty) 3 would,
wouldn’t (annoyance) 4 shall (offer) 5 Would (request)
6 won’t (refusal) 7 would/will (insistence) 8 would (surprise)

3

Here students identify a suitable modal to write sentences

whilst retaining the same meaning. Students could either
work in pairs or compare ideas with a partner. During
feedback, elicit any possible alternatives, discussing any
that are not suitable and why.

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Teacher’s Notes
Examples:
1 They’re not here yet so they might/may have had an accident.
2 Clara needn’t have driven to work. 3 You should/ought to
have gone to bed early last night. 4 Tom will leave/will keep
leaving the door open. 5 They’ll be there/They must be there
by now. 6 I don’t remember exactly what time we left but it
would/will/must have been around seven. 7 He said he was 40
but he can’t/couldn’t have been telling the truth. 8 We’ve been
invited to a party but we don’t need to go/have to go/needn’t go
if we don’t want to.

wish to review the Expert Task Strategy notes on page
167 first.
1 out

3

4

4a Here, students focus on structures that can be used in
place of modals. Discuss differences in register and ensure
that rewrites maintain the same level of formality, etc.
Examples:
1 You were supposed to get a licence for that TV. 2 Visitors are
required to report to reception on arrival. 3 I think I’d better
phone home and tell them I’m going to be late. 4 You are under
no obligation/You shouldn’t feel obliged to answer any questions.
5 All DVDs out on loan are to be returned by the end of term.
6 I felt obliged to invite my cousins to the wedding. 7 It is
forbidden to use mobile phones in this part of the hospital.
8 It is advisable to take out insurance when travelling abroad.

Students rewrite their sentences from Exercise 4b, replacing
the alternative structures with suitable modals.

Photocopiable activity
Activity 10B could be used here. It is a pairwork/
groupwork activity where students have to change given
sentences containing modals into non-modal forms, using
the verb or words dictated on the card. The new sentences
must retain the same meaning as the original ones. This
activity revises structures used to replace modals, as
covered in Module 10B.

5

4 in

5 go

6 Rather

7 was

8 one

These questions are best discussed in small groups and
they give students the opportunity to present their own
viewpoint as well as to discuss differences between
people and cultures.
Elicit key points and strategies for key word
transformations (Paper 1 Part 4) to check what students
recall. Allow time for them to compare answers in pairs
on completion of the task and, during class feedback,
discuss possible alternative answers.

This question could be discussed in small groups or as
a class. Round up by reaching a consensus on the top 5
factors.

Extra!
Students write an article (220–260 words) expressing their
view on the most important factors for a healthy life and
why they are so valuable.

Writing 2 p.164
1a Start by focusing students’ attention on the

advertisements and the photo of a woman having a facial
massage, and discuss the questions as a class.
1b These questions give students an opportunity to talk
about their own interests and can be discussed in pairs or
small groups.
1c This question could be discussed in the same pairs or
small groups before being opened up to the class.
2 Give students a few minutes to go through the task,
highlighting key parts and organising the points into related
areas, and to consider their answers. Discuss ideas as a
class.
Why you are writing, who the target reader is, how many parts
are there to the question? Will you give facts, opinions or both?
What style will you use? Neutral? Persuasive? What layout will you
use? Headings? Numbering?

Use of English 2 p.163
1

These questions could be discussed in small groups or as
a class. Elicit ideas and find out how many students have
heard of the idioms to see a glass half full (to believe a
situation to be more good than bad, i.e. to be optimistic)
or to see a glass half empty (to believe a situation to be
more bad than good, i.e. to be pessimistic). Ask students
whether they have the same or a similar set of idioms in
their own language.
2a Give students 2 minutes to quickly look at the title and
text before eliciting the answers to the question.
2b Here, students have further practice in the open cloze

question type (Paper 1 Part 2). Stronger students could
go straight on to do the task, whereas weaker ones might

3 even

1 had turned up for her appointment 2 down/back slightly
on the amount of 3 insisted on me/my accompanying/that I
accompany 4 probably be held/caught 5 led to Jake being
cured 6 it when instructors shout at me

4b The discussion of possible situations could be done in
pairs or small groups before students write their own
sentences for each. Round up by eliciting ideas and
checking on the accuracy of the sentences produced.

Extra!

2 so

3

This exercise gets students to start brainstorming ideas
for their proposal as well as encouraging them to consider
how they might structure them. Students could do this
alone or, in a weaker class, in pairs.
Decide on headings for your proposal. Make some notes
under each heading. You may use some of the ideas in the
advertisements or think of your own. Will you need to use subheadings, numbering or bullet points?

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Teacher’s Notes
4a Here, students identify what makes a good introduction
and why. Students could discuss their ideas in pairs before
class feedback.

2 Another low-cost option for the Centre would be the addition of
therapies such as Indian head massage and aromatherapy. Customers
would be prepared to pay if the treatment is professional and effective.
3 A constant complaint is that the Centre has no café where
customers can meet their friends and unwind. I suggest we allocate
a small part of the centre to a cafeteria selling drinks and healthy
snacks. This could be franchised out to one of the cafés in the city.
Publicity
1 Obviously, all developments must be put on our website, which many
customers think is in need of a major overhaul.
2 The Centre has not been featured in the media for some time and is
therefore currently underexposed. I would suggest that we invite local
journalists to the launch of many new activities.
Conclusion
If the Centre is to develop, it is vital that some, if not all, of the above
measures are adopted.
[258 words]

B is the better answer. It clearly states the aim of the proposal

and how the recommendations were arrived at (i.e. customer
feedback) in a neutral style.
In A, the opening question Q/A technique belongs more to a
newspaper article than a proposal. The style is too personal and
uses a contracted form. Also, the writer repeats too many words
from the question instead of using his/her own words.

4b This exercise focuses on useful phrases to include in their
proposal and provides examples of form for students to
refer back to. Students could discuss answers in pairs or
small groups.
Examples:
1 A constant complaint has been 2 The facility could be
3 Obviously, all developments 4 Many say they would/It is clear
that our customers 5 Customers would be prepared to pay if/If
the centre is to develop, it is vital that 6 I would suggest that we
… 7 It is clear that our customers … 8 A constant complaint
has been that/Customers have commented that 9 Customers
have commented that/Customers would be prepared to pay if/
If the centre is to develop, it is vital that 10 Another low-cost
option would be the 11 There have been many requests for

Photocopiable activity
Activity 10C could be used here. It is a pairwork/
groupwork activity where students add in phrases to
complete the sentences of a proposal which they then
put into the correct order so as to produce a completed
version. This activity revises useful phrases covered in
Module 10B and also gives students practice in organising
and ordering ideas for a proposal.

5

Refer students to the Expert Task Strategy notes on page
169 and the notes on writing a proposal on page 170
before they begin to write their proposal. They might also
find it useful to refer to the sample proposal given on page
196 of the Expert Writing section. Allow 20 minutes for
the writing or set this task as homework.
Sample answer:
Proposal
The aim of this proposal is to suggest what activities might be added to
the centre’s portfolio and how we should promote them. Having looked at
customer feedback received in recent months, a clear picture emerges.
Suggestions and recommendations
Sports and fitness
It is clear that our customers appreciate our superb state-of-the-art
facilities and the range of activities on offer, but there have been many
requests for tennis coaching and tournaments.
Health and wellbeing
1 Many customers say they would welcome meditation workshops to
help them deal with the stresses of daily life. These could be run by
volunteers.

6

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

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 1D 2B 3B 4A 5A 6C 7C 8B
2 1 effortlessly 2 enlightening 3 Invariably 4 resentment
5 constraints 6 refreshing 7 collectively 8 unexpectedly
3 1 Given half a chance, I’d … 2 Tim will talk/ will keep talking
while … 3 It couldn’t have been easy for her to face up to the
truth. 4 To look at him, you wouldn’t think he was over 60.
5 Do we have to/need to work together … 6 Not having
enough time, I couldn’t get the tickets. 7 Seeing there was no
one there, I realised … 8 Having got our things together,
we set off.
4 1 would 2 enough 3 having been 4 Knowing 5 are not
allowed to 6 wouldn’t be 7 On discovering 8 to put on
9 only to find 10 would have been advisable 11 have been
12 must have been

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