Teachers notes and photocopiables expert teachersnotes m04

04

The global village

This module contains various topics related to the
theme of global societies, including characteristics of
different nationalities, daily rituals, cultural sleeping
patterns, commuting at rush hours, communication,
forms of protest, the Olympic Games and helping the
local community.

Lead-in p.55
Start with books closed. Ask students what the words
global village mean to them. Discuss different ideas
and identify the key factors.
1a Explain that the photos represent contrasting
national stereotypes, before eliciting which
countries and stereotypes are shown (Japanese
and Western businessmen greeting each other in
a formal situation and a long orderly queue of
people in Britain waiting to withdraw money from a
cash-machine/ATM). Students then discuss the
question in pairs or small groups before ideas are
elicited from the class.

stereotypes represent an outsider’s view of
national characteristics.

4A A small world?

Reading 1 p.56

1 Focus students’ attention on the photo and elicit
what it shows (a Gebusi woman sleeping in
daylight) before students discuss the questions in
pairs.
2 Remind students that in Part 8 of the Reading and
Use of English paper, there will be 10 multiplematching questions based on a text 600–700
words long. Ask students to read the Expert Task
Strategy notes on page 169 and the Help clues if
needed. Remind them to identify key words, and
do the first questions with the whole class as an
example if useful. They could then finish the task
individually and compare answers in pairs. During
feedback, discuss any new vocabulary, e.g.
slumber, emanating, potential.

Background note
When teaching a multicultural class, differences in
cultural perspectives can promote positive and
dynamic debate. A nationality mix is a real asset
and encourages any stereotypes (assumptions
regarding culture, religion, class, values, etc.) to be
questioned in a respectful forum. By giving
students the opportunity to converse with each
other on topics relating to culture, ethnicity, origins,
values, etc., greater cultural understanding, and
therefore respect, are promoted. In the case of this
lesson, students in a multicultural class will have
the opportunity to observe one another and
perhaps refute the stereotypes associated with
their country. Whilst monocultural classes, by their

nature, tend to be less culturally diverse, the
background or ethnicity of students can differ, but
even where the class is quite homogeneous,
discussion drawing on students’ own experiences
of travel, other cultures, friends and family
members with different origins, etc. can promote
discussion on multiculturalism.
1b This exercise gives students the opportunity to
reflect on aspects of behaviour in their country.
Once students have answered the questions, they
could discuss them in small groups or as a class.
2 Students share their opinions in small groups
before the discussion is opened to the class.
Round up by focusing on the positive aspects:
what it is that foreigners like most about each
country. At this point, reinforce the idea that

Advanced Expert Module 4

1C
9A

2E 3A
10 D

4B

5C

6E

7B

8D

3 The task analysis gives further emphasis on the
type of connection students should be looking for
between phrases in the text and in the question
options.
4 Ask students to look at the items in the Expert
Word Check box and look up all relevant
information (e.g. pronunciation, stress, word type,
use, grammar, word family, collocations) for each
word. Students then analyse the task, discussing
their ideas either in groups or as a class, using the
language presented.

Extra!
Students write an article (220–260 words) for a
travel magazine or blog about their country
explaining:
 the main characteristics of people in their
country
 what foreigners like about their country
 daily rituals.

Vocabulary p.58
1a Refer students to the words given, discussing
meaning and parts of speech as needed. Elicit the
word that is not informal. Provide examples of

usage if useful.

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They are all connected to sleep. Formal: slumber
1b This exercise introduces some phrasal verbs
connected to the topic of sleep. Students could
check their answers by looking up the verbs in a
dictionary.
crash out; doze/drop/nod/drift off
1c Students work in pairs, taking turns to ask each
other the questions. Round up by eliciting any
surprising or interesting answers given.
2 This exercise invites students to differentiate
between similar words to form the correct
collocation and then gives them the opportunity to
voice their opinion about each statement. Remind
students that an awareness of collocation will help
them in various parts of the Advanced exam, as
well as improve their writing and speaking.
1 heated
6 hang

2 log

3 apart

4 artificial

5 making

3a Remind students that idioms are commonly used
in informal language and to go with their instinct of
what feels right if they are not sure of the meaning.
Allow time for students to compare ideas with a
partner.
1 part and parcel 2 through thick and thin
and when 4 off and on 5 By and large
6 touch and go

3 as

3b Ask students to discuss the questions in pairs
before eliciting some answers from the class.
Encourage students to use the idioms in their
answers.
4a This exercise could be done in pairs or as a class
and looks at reformulating sentences to include a
phrasal verb. Elicit that only sentences 3 and 4
can be reworded to use the word in italics as a
phrasal verb. Point out that the verbs back up and
set back are both transitive in the sentences given,
i.e. someone backs you up (supports or helps you)
and something sets you back (delays progress).
3 Tania always backs me up at meetings. 4 The
bad weather set her back/set back her training for
a while.
4b Do the first question together, asking students to
identify the noun that can be used as a phrasal

verb (let down). Students then complete the task,
comparing answers in pairs.
1 let (us) down 2 broke into 3 broken out
4 builds up 5 pour down 6 kick off

Advanced Expert Module 4

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

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

Use of English 1 p.59
1 Focus students’ attention on the photo and ask
what it shows and where it could have been taken
(the photo is of a Tokyo commuter train at rush
hour). The questions are best discussed as a
class.

Possible disadvantages: time-consuming,
expensive, uncomfortable
Possible advantages: time to think, opportunity
to work whilst making journey, earn better money,
put distance between home and work
These will differ depending on the means of
transport used to commute and the distances
involved, etc.
2a Find out what students know or remember about
the word formation task (Paper 1, Part 3). Elicit
that it always consists of a short text with a total of
eight questions and that base words are given
which will require changing so that they fit
grammatically and make sense in the text. Explain
that at least one word in the text will require a
prefix and that some words may need more than
one transformation. Point out that in the exam they
should spend about 10 minutes on this task.
Give students 2 minutes to skim the text for
general meaning. Elicit what they recall.
2b Ask students to read the Expert Task Strategy
notes on pages 167–168 and refer to the Help
clues if needed before completing the task.
1 extensive 2 reliability 3 assistance
4 ensure 5 growth 6 solution 7 circular
8 overcrowding
3 The task analysis could be done in pairs or as a
whole class activity. Elicit the stressed syllable on

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the root words and the answers, discussing any
differences. Encourage students to compile lists of
words they know with the prefixes en- and overand to consult a dictionary to add to their
collection. Remind them to write example
sentences and to note parts of speech and stress
in any new words they record.

1B

2A

3c T28 This exercise follows the same procedure as
with Extract Two. Round up by discussing any
potentially new vocabulary from the two extracts
(you might want to refer students to the relevant
audioscripts), such as in-your-face, immaculate,
melting pot, etc.

2 rely – reliability, solve – solution
4 Students could discuss this question in small
groups before you open the discussion to the
class.

Extra!
Students write a short proposal suggesting ways to
make commuting in their country more pleasant
(220–260 words).

Listening 1 p.60
1 Start by focusing students’ attention on the cartoon
and asking what it shows (a man and a woman
having a discussion). Elicit the answers to the
questions given and use this as an opportunity to
expand on related vocabulary.
2a T26 The extract is to draw students’ attention to
two areas that they will need to listen for when
doing question types such as multiple-choice: the
speaker’s attitude and opinion.
1 They agree that the British play things down
whereas the Americans make more of things; they
disagree about their reaction to it. 2 e.g.
exasperated, irritated, frustrated, annoyed
2b For this exercise you may wish to play the
recording a second time.
I’m sure she would; Good point. Do you? …
actually,
2c Ask students to refer to the relevant audioscript.
some things still baffle me; But I bet … It gets on
my nerves; I find the whole thing quite funny
3a Go through the instructions with the class, eliciting
predictions.
3b T27 Find out what students know about Paper 3
Part 1 and explain if needed that it will consist of
3 unrelated extracts with 2 three-optioned multiplechoice questions each. In this instance students
are going to listen to an extract and discuss
possible answers after listening once, before
deciding which fits best the second time they
listen.

Advanced Expert Module 4

3C

4B

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

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

Language development 1 p.61
This section concentrates on word families that are
useful for word formation as well as other question
types in the Advanced exam. Focus students’
attention on the Expert Strategy notes and go
through the points made.
1a The use of suffixes is the key to changing words
to other parts of speech. In this exercise, students
practise using suffixes and identifying word stress.
Encourage students to compare answers in pairs

before eliciting ideas from the class.
1 dependable, different/differing, hesitant,
influential, productive, affectionate, aggressive,
funny, historic/historical, hopeful/hopeless,
willing/wilful
2 amusement, confrontation, decision,
defence/defender, discovery/discoverer,
participation/participant, persistence,
pleasure/pleasantry, safety, accuracy, cruelty,
confidence, diversity/diversification, happiness,
jealousy, popularity/popularisation, tolerance
3 beautify, deepen, generalise, legalise,
strengthen, widen

Extra!
Students write their own sentences using 5 words
from each section.
1b This exercise focuses on different prefixes and
suffixes used to transform words. Encourage

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students to go through the list, adding further
examples as they go.
2 Accurate spelling is crucial for Advanced. In this
exercise students transform adjectives and verbs
into nouns, making the appropriate spelling
changes.
breadth, choice, death, flight, length, proof,

strength, success/succession
3 Refer students to the table of prefixes, going
through the information given. Students then work
alone or in pairs to add in further examples using
the words given.
unpopulated, unwilling, insecure, disappear,
irreversible, non-conformist, misprint, co-exist,
co-worker, endanger, enrich, reappear,
rearrange, redevelop, repopulated, reprint,
underdevelop, underpopulated, overdevelop,
overpopulated, pre-arrange, predate, pre-exist,
pre-school

Extra!
Students write their own example sentences using
the additional words.

Writing 1 p.62
This section focuses on attitude phrases, which are
an important aspect of good writing, particularly in
the case of reports.
1a Start by focusing students’ attention on the Expert
Strategy note and going through the advice, before
asking students to read the extract and answer the
questions.
1 Generally speaking

2 What was noticeable

1b This exercise introduces attitude phrases and

provides examples which students add to after
reading a further two extracts. Encourage students
to compare answers before checking them as a
class. At this point it would be useful to refer
students to the attitude phrases given in the Expert
Writing section on page 201.
Generalising: on the whole; Giving your
opinion/reaction: Understandably, Surprisingly;
Commenting on the truth/likelihood of something:
Presumably; Emphasising: Indeed; Reporting an
opinion: Apparently
2a Ask students to complete the text, discussing
answers in pairs before class feedback.

Photocopiable activity
Activity 4B could be used here. It is a
pairwork/groupwork activity where students revise
the prefixes covered in Module 4A through a game
of dominoes, matching prefixes with words they
would correctly link to.
4a This exercise gives students practice creating
word families and identifying stressed syllables.
Encourage students to discuss ideas in pairs
before class feedback, and highlight the benefits of
using this method to expand their vocabulary
knowledge in more effective ways.
1 envy 2 enviable 3 unenviable
4 (un)enviably 5 envious 6 enviously
7 hesitation 8 hesitancy 9 hesitant
10 hesitantly

4b Students practise making further word families
following the model of the words in Exercise 4a.
This could be done alone or in pairs.

Advanced Expert Module 4

1 In the main 2 Presumably
4 Naturally 5 personally

3 Apparently

2b Students work in pairs to identify how the writer
tries to persuade the reader to accept their ideas.
Encourage them to underline key phrases and
round up by discussing ideas as a class, providing
further examples of usage of the phrases as
useful.
I feel it’s well worth; we really should; I feel
absolutely sure that; I’d be absolutely delighted if;
It would be wonderful if
3 This exercise gives students the opportunity to
think of their own ideas for a given scenario and
then write a persuasive email. Begin by going
through the situation. With a weaker class,
students could discuss ideas in pairs before
moving on to point 2 where they discuss their
ideas in small groups (or, if students have been
working in pairs, in groups of four). For the writing
stage, suggest a word limit of 220–260 (in line with
the writing tasks for the exam) and remind

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

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their finished emails with another student. Round
up by discussing as a class which proposals are
the most original and which are the most
persuasive.

4B Making a difference

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

Listening 2 p.63

Speaking p.64

1 Begin by asking what the photo shows (a bicycle
completely covered in a colourful, tight-fitting,
knitted cover, chained to a post) before students,
working in pairs or small groups, discuss the
questions. During feedback, you might want to ask

what action, if any, students themselves have ever
taken.
2 Give students 2 minutes to read the questions
before eliciting their ideas. Do not correct them at
this stage.
3a Students read the task and questions, highlight
key words and identify what they will listen for in
the task.
3b T29 Ask students to read the Expert Task
Strategy notes on page 170, allowing them time to
read the Help clues if needed. Remind students
that in multiple-choice questions, one answer is
correct and the other three are incorrect. It can
therefore be as helpful to find the evidence to rule
out the three distractors as it is to find evidence for
the correct answer. Remind them that each extract
is repeated before moving on to the next extract.

The photos should act as a prompt for some different
ways in which people protest, and the questions
should encourage students to speculate on what is
happening in each photo and why. Use the
discussion to draw out useful vocabulary to describe
forms and aspects of protest, e.g. demonstration,
banner(s), occupy, slogan(s), a lie down as well as
causes of protest, e.g. cuts, austerity, devolution.

1 C we need to reduce the number of cars on the
road and improve mobility.
2 A What I’m really proud of is that now we have

230 ports dotted around, in each of which you’ll
find a map showing where they all are and a cycle
route.
3 B which is great because it becomes a
community thing.
4 C They sound to me like a bunch of ordinary
people wanting to liven up their lives.
5 B People follow my videos online and make their
own recordings. There are now over 900 members
worldwide.
6 A But I like the idea of people coming together to
empower each other. … We’ve got to stop doing
things just for our own personal well-being.
4 The task analysis could be conducted with the
whole class.
5 Ask students to look at the items in the Expert
Word Check box and look up all relevant
information (e.g. pronunciation, stress, word type,
use, grammar, word family, collocations) for each
word. Students then analyse the task, discussing
their ideas either in groups or as a class, using the
language presented.

Advanced Expert Module 4

1a Check students’ understanding of the vocabulary
in the box before they match the verbs and nouns.
This exercise could be done in pairs.
Distribute leaflets; draw graffiti; go on/organise/
take part in demos/a strike; hold/organise/take

part in meetings/demos/sit-ins/marches;
sign/organise petitions; write to/distribute
newspapers
1b If students have already answered this question in
the lead-in, comment briefly on the forms of
protest, adding in any further vocabulary that
would relate to the photos.
1c This question could be discussed in small groups
before ideas are elicited from the class.
1d This exercise focuses on the prepositions used in
set expressions relating to protest. Ask students to
check answers in pairs before class feedback.
1 against 2 in favour of 3 back down 4 on
5 on 6 for 7 about 8 on 9 to 10 about
1e Students discuss the questions, incorporating
language covered in the previous exercises.
2 Ask students to complete the extracts, comparing
answers with a partner.
Suggested answers
1 held/organised 2 put pressure on 3 change
their minds/back down 4 force them to come to a
compromise 5 totally against/opposed to
6 signed a petition 7 had their say 8 major
doubts/organised demos 9 distributing leaflets
10 changing the minds
3a T30 Spend a few minutes reviewing the structure
and requirements of Paper 4 Part 2, the long turn,
by reading through the Expert Task Strategy notes
on page 172. Then focus students’ attention on the
photos and play the instructions for them to

44


answer the questions about the photos on
pages 64–65.
Compare 2 out of 3 photos and answer questions
on them.
3b T31 Students now listen to a candidate attempting
the task. Encourage students to be constructively
critical, to recognise and highlight strengths and
weaknesses in Thérèse’s performance according
to the advice given. This could be done in pairs.
Thérèse only partly hypothesises/speculates on
why, in two of the photos, they might be protesting
and how effective the protest might be. She gets
sidetracked by the third photo and gives her own
personal opinion on the rights and wrongs of the
protest and which forms of protest are effective.
Her discourse management is weak: her answer
isn’t very coherent (her utterances aren’t arranged
logically), and she uses short, rather abrupt
sentences. She doesn’t use a wide range of
vocabulary and structure. She is intelligible but her
use of word stress is very marked (e.g. banner,
effective). Also, she doesn’t use all her time (one
minute).
3c T32 Students now listen to a different candidate
(Francesca) attempting the task, and then
evaluate her performance in pairs.

Francesca speculates as requested and is clear
and coherent. She uses a wide range of
vocabulary and structure accurately. Her
pronunciation is intelligible – she uses word stress
and intonation correctly and her individual sounds
are clear.
4 T33 Focus students’ attention on the text and give
them one minute to quickly read through it before
playing the second candidate’s answer again.
Allow time for students to compare ideas in pairs
before checking them as a class.
1 are obviously protesting 2 could be very
3 will probably have 4 It’s difficult to say
5 depends on 6 are bound to sit up 7 might
well
5 Give students a few minutes to look back over the
expressions highlighted in the previous exercises
before they attempt the task in pairs. Encourage
them to do it with the same urgency as in exam
conditions.
6 Encourage students to use the questions to
analyse their own performance in the same way
that they analysed Thérèse’s and Francesca’s.

Advanced Expert Module 4

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

Language development 2 p.66

This section reviews noun clauses (also known as
nominal clauses), which are dependent clauses
functioning as nouns. The exercises highlight the
various forms commonly used and which are vital for
advanced users of the language. As students may
have difficulties with correct word order and tense
changes, further remedial work might be required.
1a Find out what students know about the Olympic
Games and ask when and where the last one was
held. Students then read the text, discussing the
question as a class.
A volunteer needs to be well briefed to answer
difficult questions, and have a lot of energy.
1b Focus on the underlined part of the text and
explain that these noun clauses act as nouns.
Refer students to pages 179–180 of the Expert
Grammar and ask them to identify the different
noun clauses, comparing answers with a partner.
1A
9B

2C 3B
10 C

4C

5A

6B

7B

8C

1c With weaker students this exercise could be done
as a class, or else students complete it alone or in
pairs before class feedback.
A 3, 9, 10

B1

C 5, 7, 8

D 2, 4, 6

2a This exercise provides students with further
practice using noun clauses and could be done
alone or in pairs. Discuss answers as a class,
providing additional explanation or examples as
needed.
1 which/what (wh- clause as object of the verb;
question word clauses are related to questions)
2 that (following an adjective) 3 that (that clause
as object of a verb, not related to a question)/
when (wh- clause as object of the verb; question
word clauses are related to questions) 4 Why
(the reason why) 5 It was highly likely (that
clause after adjective)/There was a strong
likelihood (that clause after noun) 6 how far
(degree)/whether (simply yes/no: Were we doing it

because …?) 7 To do (more formal); Doing (-ing
clause less formal as subject) 8 How (related to
question How did we feel about the uniforms?)
2b Remind students that this exercise is an open
cloze type which they will encounter in Paper 1

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Part 2 and that, although they must only write one
word in each gap, there may be alternative
answers. Students should first skim the text to get
the general sense and then identify the most
suitable word for each of the gaps.
1 (that) 2 (that) 3 What 4 (that) 5 how/what
6 where 7 who 8 why/that 9 how/why/that
10 whether 11 what 12 (that) 13 how

Extra!
Ask students whether they have had any
experience of volunteering. If so, what were the
highlights and the difficulties? What are their views
on the role of volunteering in society?
3 This exercise gives students further practice using
noun clauses in the form of a key word
transformation exercise. Remind them that they
will encounter this question type in Paper 1 Part 4
and elicit how many words they must write in their
response (3–6 words). With a weaker class,
students could work in pairs.

1 is/’s easy to be/get/become confused 2 strong
likelihood of the school 3 was the subject of
(a/the/some) 4 suddenly struck me (that) he
5 is quite understandable that/why people look …
6 been affected by illness was unclear
4 Students form sentences about themselves using
noun clauses, sharing ideas with their partner on
completion. Round up by eliciting answers which
students found surprising or interesting.

Photocopiable activity
Activity 4C could be used here. It is a pairwork/
groupwork activity where students have to
complete sentence stems using noun clauses, so
that the new sentences have the same meaning as
the initial ones given.

Use of English 2 p.67
1 Start by focusing students’ attention on the quote
and discussing the questions as a class.
2a Give students 2 minutes to skim read the title and
text before eliciting the answers to the questions.
1 to combine street-running with visiting the
elderly in their homes
2 Elderly people have visitors and runners can fit
the visit into their training routines.
3 The runners have a criminal record check.

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

in the instructions before completing the task.
Remind them that the single word required must
be in the correct form and correctly spelt. On the
answer sheet in the exam, they must write it in
capitals. There may be more than one possible
answer.
1 does 2 Whoever 3 all 4 point
6 As 7 without 8 whether

5 despite

3a The task analysis is best conducted in groups or,
with weaker students, as a class. Discuss the
analysis and what students learnt from doing the
task.
Examples: Noun clause: What the gym does is …
Fixed phrase: a (training) point of view
3b This question could be discussed as a class.
adjectives; concrete nouns
4 This discussion could be done in pairs or small
groups. Round up by eliciting ideas.

Extra!
Students write an article explaining whether the
Good Gym would work in their country or not and
why. Encourage them to make the article
persuasive and incorporate attitude phrases as
covered in the Writing section in Module 4A. You
may want to set a word limit (220–260).

Writing 2 p.68
1 Start by asking what the photos show (students
doing voluntary community work) before asking
students to discuss the questions in small groups
or as a class. Find out who has written a proposal
before and point out that they might have to write
one for their compulsory task in Paper 2 Part 1
and that it may come up as an option in Part 2.
2 Give students a few minutes to read and
appreciate the scope of the task and answer the
questions, referring to the strategy given in Writing
2 in Module 2B (page 36). This could be done in
pairs. Remind students to underline key words and
elicit the word restriction for each task of the
writing exam (220–260 words). The Expert Task
Strategy notes on pages 169–170 provide useful
information and there is also an example proposal
in the Expert Writing section on page 196.

2b This exercise gives students further practice of
the open cloze question type (Paper 1 Part 2).

Advanced Expert Module 4

46


2 Structure/layout: Like a report, there will often be
a clear layout, probably with headings/subheadings. Also there will be some analysis and
suggestions. With a report there is more emphasis

on the analysis (probably with some concluding
recommendations); with a proposal, there is more
emphasis on a set of suggestions (possibly with
some analysis) and persuading the reader as to a
course of action.
Style: consistently formal or neutral
Time: usually the future
Verb form: modals with future reference
3a This exercise provides students with the
opportunity to brainstorm ideas for the community
project; with a weaker class you might want
students to do this in pairs or even as a class.
3b The headings given help students organise their
ideas in a constructive way that links in with the
structure of the proposal. Encourage students to
discuss their ideas in small groups.
3c Go through the instructions, highlighting the
language suggestions. Students now identify the
supporting information for their recommendations.
3d This question could be discussed as a class.
4a Begin by focusing students’ attention and asking
what a volunteer is (someone who gives their time
and help without payment). Before continuing, you
could ask whether students have ever been
volunteers themselves and, if so, who they
volunteered for and what they did. In this exercise
students determine in which paragraph the
example sentences would best fit and compare
ideas with a partner before class feedback.

4c The exercise gives specific phrases that help
students to structure different elements of a
proposal. Students should be encouraged to learn
them as set phrases.
1 Justifying a recommendation 2 Making a
recommendation 3 Explaining the practicalities
4d Students select sentence openings from the three
groups, completing them with their own ideas.
Allow time for students to compare ideas in pairs
before eliciting some examples from the class.
4e Connecting words are instrumental in text
cohesion and students should be familiar with the
ones given. This exercise could be completed in
pairs before a class discussion. Remind students
that more than one answer may be possible.
1 Moreover, Furthermore
3 therefore 4 thus

2 thus, hence

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

A A good clear opening statement for the proposal
in neutral style B A concluding statement but
expressed far too personally C A good clear
closing statement for the proposal in neutral/semiformal style D An opening statement but too
informal and casual in this context
4b In this exercise, students should bring together

the review of noun clauses with work on word
families and attitude phrases from earlier in this
module.
Examples:
1 Usually homelessness is only one of the
problems the person has. 2 The most successful
approach is when people teach others a skill they
have. 3 One idea would be to assign students to
individuals. 4 Potential volunteers would put
themselves forward, depending on what they can
offer.

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Sample answer:
Introduction
This proposal is for a way of getting students
involved in helping the homeless on a voluntary
basis. Having a roof over one’s head is thought of
as a right but, for many, being homeless is the
reality, and usually homelessness is only one of
the problems the person has – there is often
illiteracy, a lack of life skills, mental illness or drug
addiction to make matters worse. Not surprisingly,
help is desperately needed.
Recommendations
• Get students involved in local shelters for the

homeless and fulfil a role according to their skill,
whether it is helping to cook, looking after young
children, teaching a musical instrument or working
with computers. In general, people work best
when they do what they are good at.
• The commitment should be ongoing and
students would be assigned to individuals. The
project could be counterproductive if volunteers
are insufficiently committed.
• To set up the scheme, the Student Union
would organise a Volunteers Fair and different
tables would represent different skills needed by
our local hostel; potential volunteers would put
themselves forward depending on what they can
offer. It is obvious that for it to work the scheme
needs to be well organised.
Conclusion
The project is clearly worthwhile. It would
enable young people to understand the difficulties
that many people face in our society; it would
benefit the shelter because they are always
looking for help; and it would be good for the
homeless because they would come into contact
with enthusiastic young people offering support.
The project would give everyone involved
something valuable and it would be good for
society at large.
[269 words]

Review

These exercises aim to help both students and
teachers monitor and analyse progress after each
module has been completed, focusing on vocabulary
and grammar from the module. They are best used
to show where further consolidation is required or, in
the case of students who have missed a module, to
assess how much they need to catch up on. In terms
of usage, the review exercises can be set in class
time as a 20–25-minute test or completed as a
pair/group activity followed by a class discussion.
Alternatively, they can be given for homework, which
in the case of any student who has missed a module
would be more practical.
1 1 fast, wide 2 over 3 off 4 in/late 5 to
6 off 7 By 8 through
2 1 down 2 in 3 in 4 on 5 out 6 back
7 off 8 up
3 1 that 2 Why 3 which 4 how 5 That
6 whether 7 Using 8 to see
4 1 extensive 2 tolerant 3 growth 4 unlikely
5 heated 6 confrontation(s) 7 strengthen
8 influential

6 Refer students to the writing checklist on page 190
and give them 5–10 minutes to edit their work. If
time allows, ask students to peer check each
other’s work first.

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