1 Success

This module contains various topics related to the 1A Finding a job

theme of success, including the secrets of success,
creating the correct workplace environment for a Reading 1 p.8
successful business, how to succeed in interviews,
famous success stories and the importance of With books closed, put the word prestigious on the
constructive feedback. board or play a game of hangman to elicit it. Ask
students what the word means to them and in what
Photocopiable activity contexts they have heard it previously.
The pre-course photocopiable activity on page 122
provides an introduction to the Advanced exam. 1a Draw students’ attention to the title, introduction
Students find out how much they know about the and text headings. Check that they understand
exam by collaborating to complete a quiz about it, each job title (barrister, fashion designer, banker,
referring ю the Exam reference on pages 167-172 architect) before they discuss in small groups how
of the coursebook where necessary. they would order the jobs in terms of prestige.
1b These two questions encourage students to
After the quiz, show students other features of the consider the requirements for each job in greater
book. This could be done as a quick quiz with depth and to expand the discussion into
questions such as: Where can you find the Expert considering what aspects could hinder success in
Grammar? (pages 173-189) and What can you find each profession.
on pages 190-2027? (the Expert Writing section). Use 2a Students highlight the key points in the questions
the contents map to ask questions such as: What to help them with the next task.
type of writing is practised in Module 4? (Attitude 2b They then highlight the relevant information in the
phrases and a proposal). text that answers each question.
3 Students look at the strategy before doing the
Lead-in p.7 task. If this is the first ime students have
encountered multiple matching (Paper 1, Part 8)
The purpose of the lead-ins is ю introduce те as an exam task, explain that in the Advanced
general theme of the module. Try to avoid giving too exam they will have to read 1 long (600-700
much away at this stage by keeping the discussion words) or 4-6 short texts and have о match
brief and not focusing specifically on any points that 10 questions to the text(s). Refer them to page
are covered later. 169 for the full list of strategies and focus their
attention on the help box.
Start with books closed. Ask students what the word
success means to them. Discuss different ideas and
identify the key related factors. 1A 2C 3D 4B 5A 6B 7D 8B
9C 10D
1 Ask students to open their books and look at the
photos on page 7. Elicit what they represent 4 This question encourages students to consider
(students/graduates receiving their exam diploma, similarities and brings together their understanding
business person with an expensive car) before of the text and the factors that lead to success.
students discuss the different questions. 5 Draw students’ attention to the vocabulary in the
2a Check that students understand the vocabulary Expert Word Check. This feature highlights useful
before doing the task. words from the text. Ask students to find те words
2b Students compare answers in pairs before a brief in the text and, if they are unsure of the exact
class discussion. meaning, to deduce it from the context, before
2c Give students а few minutes to think of possible giving them a definition or letting them use a
differences, then allow a few minutes to discuss dictionary to check. For example, in paragraph B,
the question. line 12, ask: Is ‘half-hearted’ positive or negative?
3 Have a short discussion with the class about the Does it describe someone’s attitude or
importance of success in relation to family and appearance?
friends. Encourage them to justify their opinions
and use this as an opportunity to add in useful
language.

Advanced Expert Module 1 10

 Extral for the next word in the sentence He gave a sigh
This would be a good opportunity to raise some of ... Point out that most people say reliefeven
expectations for this course, such as the amount of without any context because of the strong
work students will be expected to do, how much collocation between sigh of + relief.
homework they will have and how they can Suggest that students do the exercise first using
effectively use their time out of class. their existing knowledge and what feels’ right;
then refer to the text to find and check their
answers. Encourage students to guess answers
Vocabulary p.10
where they are unsure, as they may well know the
1a This would be an ideal opportunity to recommend correct collocation subconsciously from reading or
а good dictionary for those students who do not hearing it. Also remind students that they will not
already have one. It should be an advanced level lose marks for incorrect answers in the exam.
language learner’s dictionary that includes Once Ше collocations have been checked, ask
grammar code and usage patterns. Either the students to work in pairs, taking turns о ask each
Longman Exams Dictionary or the Longman other the questions.
Dictionary of Contemporary English (LDOCE, 2a See whether students can identify the odd one out
available at www.ldoceonline.com/) would be in each set before eliciting ideas from the class.
suitable. Discuss the correct verb that would collocate with
As some students will need an explanation of a the odd one out in each case.
few of the grammar terms, this could be a good
place to do dictionary-based activities. You may 1 severely 2 the opportunity for something 3 a
wish to ask students to find out how word types, list 4 your business 5 а good impression 6a
such as adjective, adverb, preposition and speech
pronoun, are abbreviated. Ask them to find out
what sb (somebody) and sth (something) mean in 2b Allow students a few minutes to think of three
usage notes and how the dictionaries record things about their life (two true, one false), using
useful information such as whether a word is the expressions given, before taking turns to share
British or American English (BrE/AmE), formal or their ideas with their partner. Round up by eliciting
informal, and mainly spoken or written. some examples and finding out whether anyone
guessed correctly about their partner.
1 high salary 2 main priority З tight deadlines 3a This exercise introduces phrasal verbs and
4 heavy workload 5 close-knit community expressions with the commonly used verb take.
6 wide variety Ask students to choose the correct preposition
before replacing the phrases with the expressions.
Dictionary training could continue in this exercise,
Extral as students have to work out where is the best
This would be a good point at the start of the place to look up a phrasal verb or expression. For
course to discuss with students how they plan to example, is take something in your stride listed
record new vocabulary that they encounter. Will under гаке or stride? You could share out the
they have dedicated vocabulary notes and how will expressions and ask students to check the
they arrange them (by date? alphabetically? by answers in a dictionary before checking the
topic?). Also discuss what aspects of each new
questions.
word they need to record and how, using previous
examples. To help students expand their
vocabulary faster and be more effective at using 1 e: take in your stride 2 а: been taken aback by
parts of speech, encourage students to build up 3 b: take no notice of 4 c: take pleasurein 5
word families so that from each new word they took pity on 6 a: taken advantage of 7 п: taken
acquire a set of related words (including positive exception fo 8 g: take pride in
and negative prefixes, prepositions and verbs
which collocate, whether verbs are regular or 3b Students work in pairs, taking turns to ask each
irregular, etc.). other the questions. Round up by eliciting ideas
and finding whether any responses were
1b As collocations are an important area for surprising.
advanced students in particular and learning 4a Remind students that this exercise revises
blocks of words that belong together is а language from the vocabulary section and
necessary part of language development, start by encourage them to check answers in pairs before
checking that they understand the concept of feedback.
collocation with some familiar examples. Ask them

Advanced Expert Module 1 11

 ‘something’ as it follows a feeling of and precedes
1 main 2make 3aback 4 heavy 5 stride
the preposition into. It is formed by adding the
6 wide
suffixes -ful (to form the adjective) and then -ness
4b Before students discuss the idioms in pairs, (to form the noun). (1) is also а noun, as it follows
encourage them to guess the meaning from the the adjective real. It is formed by changing те
context. It could be useful to ask students to work ending from -ide to -ision. Remind students that
in pairs to check answers using a dictionary this ability ю transform words into different parts of
(perhaps underlining the key word that each speech is why building up word families when
idiomatic expression was found under) before noting new vocabulary is very useful. Check
rounding up as a class. answers and elicited forms, discussing how they
were transformed if needed.
snapped up: taken quickly; have stood me in 3b Begin this task as a class so that students have a
good stead: have been very useful; from all clear idea of how to progress. Elicit ideas for the
walks of life: a wide variety of people, from a first few words, building up related sets of
range of backgrounds; part and parcel: a vocabulary on the board and checking on word
necessary part of something; crop up: happen stress as you go. Students then work alone or in
unexpectedly pairs, using dictionaries as needed, to complete
the exercise. Check answers as a class.
5 These questions could be discussed either in
small groups or as а class. You could also find out 3a/b 1 division 2 deceptive/deceiving
whether it is customary for teenagers in students’ 3informally 4 employees 5 additional/added
own countries to find a part-time job when at 6 productive 7 recruitment 8 competitors
school and what types of job this might include.
4 Students could discuss this question in small
Extral groups before you open the discussion to the
If you have time, you could follow up by asking class.
students to write a short text putting the information
they have given on their country into a written Listening 1 p.12
format whilst incorporating new vocabulary
covered. 1 Before students listen to the talk, ask them to
compile а list of dos and don’ts for being а
successful interview candidate. This could be done
Use of English 1 p.11 in pairs before ideas are shared as а class.
1 Refer students to the title, eliciting ideas on the 2 TO01 Play the introduction and elicit how the talk
topic of the text, and ask what the photo shows (an will be organised.
IT office that looks like а playground). Ifit is те
first time students have encountered word Divided into three parts: before and during the
formation (Paper 1, Part 3) as an exam task, interview (and after the interview, depending on
explain that in the exam there will а short text and time).
8 questions to answer. Take time to explain what
they need to do. Use the Expert Task Strategy 3 T02 Remind students that discourse markers help
notes on page 167. The task requires candidates highlight and order points and ask them to note
to identify what form of the given word is required those used in the talks, as well as listen for pauses
for each gap and to form it using prefixes and and tonal changes that guide them. Students order
suffixes, paying attention to the use of negatives. the main points given in the box. They should
2 Encourage students to skim the text to get the gist, ignore the Tips for the moment; they will look at
working through using clues around each gap to these in Exercise 4. Check answers as a class.
identify which form of the given word is required
for each gap (e.g. noun, adverb, negative 1c 2a 3d 4e 5b
adjective). Point out that the word needs to fit both Examples of discourse markers: Right, well; And
grammatically and in meaning, and suggest they obviously; Another important point, Related to
write an abbreviation near each gap to note the that; Finally.
part of speech needed.
4a Refer students to David's tips. Ask тет to decide
3a Go through the strategy before students do the
what part of speech is missing for each gap (if they
task. If useful, refer them to the Help clues and
can remember words, write them in). Check
look at the example and first question together.
students’ ideas here or when discussing answers
For example: (0) is a noun, representing
in Exercise 4c, for example: 1, 2,4 and 5 are

Advanced Expert Module 1 12

 nouns and 3 is an adjective. You might also want Language development 1 p.13
to remind students that an adjective might precede
anoun, given Ше 1-3 word gap-fill instruction. Students should be familiar with the concept and use
4b T03 Before students listen to the talk а second of verbs in the major past and present tenses. For
time, elicit the word restriction (1-3 words), those who are not, the Expert Grammar notes on
encouraging them to underline it, and remind them page 173 give an explanation of the use and form of
that what they hear may need to be transformed to the main tenses. Students with particular difficulties
fit the gap. should be given suitable remedial exercises.
4c After listening, students compare answers in
pairs. 1a Students read the text and discuss their answers
in pairs before class feedback. At this point, you
could ask students if they have ever done any
1 folder 2success 3 appropriate 4 practice
similar work experience or taken a gap year, or
run 5 (doing) research
find out whether they would want to, and why/why
5a This introduces students to Paper 3 Part 2, not.
sentence completion. Explain that in this part of 1b Students name the verb forms used and find
the exam they will hear a monologue lasting about further examples, comparing ideas in pairs. Check
3 minutes and will need to complete 8 questions answers as a class, ensuring that students are
using a single word or short phrase from the clear about how the different tenses are formed.
listening text. Refer students to the Expert Task
Strategy notes on page 171 before they do the 1 past simple 2 past continuous З past perfect
task. Remind them that sentence completion 4 past perfect continuous 5 present simple
requires careful reading of the question and 6 present perfect continuous 7 present
grammatically accurate, as well as appropriate, continuous 8 present perfect simple
answers. Encourage students to look at те words
before and after the gap to help them predict the 1c Discuss as a class why the different forms were
type of word(s) missing in each gap. If they агеп'ї used. For example, had is used to describe а
sure, encourage them to trust their instincts and to period of time that began and ended in the past,
attempt every question. Ask students to check was feeling indicates that a longer action in the
their completed sentences before going through past was interrupted by a short action (in the past),
the answers. had just got back refers to an event that only
5b T04 Elicit the word restriction (1-3 words) before occurred а short time before another event in те
students listen and point out that in the exam there past, etc.
are 8 gaps. 1d Ask students to discuss the questions in pairs
5с Students compare answers in pairs before class before opening up a class discussion.
feedback. Remind them that incorrect spelling will
lose them marks, so they must get into the habit of used to, would; would (improvise) could be
checking spelling at the end of each exercise. replaced by used to, but used ю (have) can’t be
replaced with would in this context as would can’t
1 eye contact 2 body language 3 fifty seconds be used to talk about discontinued states.
4 energy
2 Students select the correct forms, comparing ideas
6 Discuss the questions as a class. Encourage with their partner before feedback. Elicit reasons
students to give reasons to support any comments for using particular tenses as needed.
they have. Focus on the Expert Word Check,
which highlights other useful words from the text. 1is, have ever been 2 have been, joined 3 has
Ask students to find тет in the text and deduce had, got 4 had stopped, was called 5 have
their meanings from the context, recording their had, owned 6 sent, got
meanings and any other relevant information, such
as pronunciation, stress, word type, grammar, 3 Ask students who the photo is of and what they
word family, collocations, etc., creating their own know about her. Students then read the text,
example sentence where possible. choosing or correcting the forms used.

Extral
Ask students to write a short email to a friend,
giving advice on how to prepare for an interview
OR how to behave during one.

Advanced Expert Module 1 13

 Background ideas and cohesion. This section focuses on using
JK Rowling was born in 1965 and is best known for an appropriate register for the type of writing.
creating the world-famous wizard Harry Potter and
1a Elicit what register refers to and explain its
the best-selling series of fantasy books of his
importance in the exam, perhaps briefly focusing
adventures, which have been translated into over
65 languages. These stories were made into an on the writing tasks and discussing which register
extremely successful series of films by Warner might be needed for each and why. Ask students
Brothers and have made JK Rowling the best- to read the text and answer the questions,
selling UK author ever. discussing ideas in pairs before class feedback.

1 to complain about the lack of parking facilities at

1 sacked 2 correct (was daydreaming is also
the college 2 it is more formal because it is
correct) 3 started 4 correct (had rejected is
written to somebody in authority at the college
also correct) 5gave 6 correct
1b Students choose the correct options to complete
4a Focus students’ attention on the photo and elicit
the letter before checking ideas as a class. Briefly
what it shows (pop group the Beatles early in their
elicit more informal types of language and check
career). Find out what students know about the
any unknown vocabulary in the letter. (NB the
Beatles before they complete the text. Encourage
answer key gives the more formal alternatives, but
them to check their answers in pairs before class
most semi-formal letters would probably mix
feedback.
formal and less formal options in order not to
appear pompous.)
Background
The Beatles, consisting of John Lennon, Paul
McCartney, George Harrison and Ringo Starr, 1 on this occasion 2 express my dissatisfaction
originated from Liverpool (England) and were a 3 rationale for encouraging 4 to enable them
popular rock/pop band from 1960 to 1970. 5 be reliant 6 are doubtless aware, 7 imposed
Nicknamed the ‘Fab Four’, they became the best- 8 in те immediate vicinity of 9 | must urge you
selling band in history, made famous by songs like їо 10 solution to
Let it be, A day in the life, Hard day’s night and
Strawberry fields forever. Their music lives on 2 Students read the letter and complete the email in
today even though they disbanded in 1970. pairs. During feedback, discuss alternative
answers and the formality of those given.

1 took place 2 had already seen 3 arrived

1 completed 2 acquire 3 unable 4 receive
4 had been snowing 5turned up 6 had been
5 assistance/aid/award 6 enable 7 number
celebrating 7 had recorded/recorded 8 went on
8 vouch 9 contact 10 response/reply
9 are still buying/still buy
3 Refer back to Ше letters/emails from Exercise 2
4b Students write about a short text using a variety of
and ask students to consider in pairs the stylistic
tenses. This could be set as homework with a
features. Round up by discussing the formality of
word limit (e.g. 75-100 words).
different features, eliciting further examples as
needed.
Photocopiable activity
Activity 1A could be used here. Itis а
pairwork/groupwork activity in which students have Suggested answers:
to identify grammatical mistakes in sentences, F complex structures, linking words
correct them, then decide how certain they are that І phrasal verbs, contracted forms, idiomatic
they have corrected properly, winning or losing expressions, missing pronouns, dramatic
points based on their answers. punctuation

4a Go through the situation with the class before

Writing 1 p.14 asking them to discuss their ideas in pairs. Round
up by eliciting possible ideas before checking on
Writing 1 sections focus on developing writing sub-
the register and features their letter should include.
skills that will enable students to improve their writing
for the Writing 2 sections. As such, these sections
4b It would be useful for students to write their first
letter in class, where support is readily available.
include work on using an appropriate register,
Encourage students to make a plan to help them
planning and organising, coherence, supporting
with the order of points. Remind them that the

Advanced Expert Module 1 14

 required length for the letter in the exam is 220- Speaking p.16
260 words.
1a The photos should act as a prompt for showing
Extral different ways of learning (for example: a lecture to
The letters could be written for homework and then a group of people, individual lessons and self-
displayed where all students could read them study) and how learners using each one might
before or after the subsequent class. feel. Find out which of them students have tried
themselves before they match the sentences to
1B Learning experiences the photos, either alone or with a partner. Remind
them not to worry about the missing words at this
Listening 2 p.15 stage.

Begin by discussing what the photo shows and

where it could have been taken, before asking Suggested answers:
students how these children’s experience of primary 1A,C 2B 3B 4C 5B 6A 7B 8A
school might compare to theirs. 1b Ask students to check their understanding of the
vocabulary in the box. You might want to elicit
1 Use the discussion questions to draw out useful
which adjectives sound positive in meaning and
vocabulary associated with leaming experiences.
which negative. Students then complete the
2 Ask students to read the text before going through
sentences, checking answers with a partner before
the task as a class. Highlight the word limit and
discuss the answers together.
class feedback.

Word stress: apprehensive, directionless,

1 run-down 2 impressive, hi-tech, light, airy
disillusioned, distracted, engaged, inspired,
3 TO05 Explain that one question type in the listening intimidated, motivated, muddled, overwhelmed,
is sentence completion, which uses the same passive, pressurised, relieved, self-conscious,
strategies as the Use of English word formation well-supported
task. Before students listen, allow them time to
read the information and predict the types of word 1 overwhelmed 2 pressurised 3 intimidated
needed in each gap. You might want ю discuss 4 distracted 5 apprehensive 6 motivated
which part of speech is needed in each gap before 7 well-supported 8 relieved
playing the recording, for example: 1 adjective,
2 noun, etc.
1c Students create their own sentences for the words
not used in Exercise 1b, either in class or for
homework.
1 run-down 2 (world)map 3 radio
program(me) 4 history 5 teachers 6art Photocopiable activity
7 social workers 8 careers Activity 1B could be used here. It is a pairwork
4 Ask students to discuss these questions in small activity where students compete against each
other to complete gapped sentences with an
groups before opening the discussion to the class.
appropriate word.
This should generate ideas relating to students’
own countries, focusing on the positive aspects of 1d T06 Students group the words according to the
multicultural classes. Round up, referring students number of syllables, then mark the main stress
to the language in the Expert Word Check box. before listening to check. Discuss answers as
needed.
Extral
For homework, ask students to use their
2 syllables: engaged, inspired, muddled, passive,
dictionaries ю find all relevant information (e.g.
relieved
pronunciation, stress, word type, use, grammar,
3 syllables: distracted, overwhelmed, pressurised,
word family, collocations) for each word and
encourage them to write their own example self-conscious
sentence for each word/phrase. Alternatively, give 4 syllables: apprehensive, directionless,
students the words to look up in class and explain disillusioned tivated, well-supported
the rest to them. 5 syllables: idated

2a Refer students again to the three photos and ask

them to choose one of them. Students then
complete the sentence stems for that photo using

Advanced Expert Module 1 15

 words from Exercise 1. Encourage students to
| suppose, | suspect, | guess
compare answers before eliciting ideas from the
class. It would be useful to provide an example for 5 This exercise provides further practice in the long
the first sentence, for instance: It's easy to get turn. Students refer to the photos on page 203 and
bored when you're working alone because you work in pairs, taking turns to respond ю Ше
have no one о discuss ideas with. questions given (as in Exercise 3). Monitor
2b Give students time (e.g. 3—4 minutes) ю think students during the task, helping as needed.
about a learning situation they have had; they may 6 Round up by finding out how the task and timings
want to make notes. Students then work in pairs, went. Discuss any problems that arose.
taking turns to tell each other about it. Remind
them not to say what they were learning to do at Language development 2 p.18
this stage.
2c Students now guess what their partners learnt 1 This section assumes students are familiar with
and ask further questions to find out more. Round how the passive is formed in different tenses and
up by finding out what everyone has learnt to do. focuses on its use. Refer students to the
3a If students are unfamiliar with the Advanced sentences and discuss their answers. Ask which
exam, explain that Part 2 of the Speaking test passive tense is used in each one, for example: in
(Paper4) focuses on their ability to compare, sentence 1 the past simple passive is used, in
describe and express opinions. Ask students to sentence 2 the past continuous passive is used.
read the Expert Strategy note, referring to page For further explanation of the use and form of
172 for further ideas. different passive structures, see Ше Expert
3b T07 Students refer back ю the photos and then Grammar notes on page 174.
listen to the interlocutor’s instructions before
answering the questions. 1 The focus is on the person who has something
done to тет rather than the ‘doer’ (the person
1 Talk/answer a question briefly about your who does it). The doers’ names are not known or
partner’s photos. 2 About а minute not important. They can be omitted or put at the
end of the sentence using by. The passive can
3c T08 Students now listen to а candidate doing the sound rather formal and impersonal.
task. Elicit the situations mentioned and discuss 2 We can focus on new information by putting it
whether students agreed with the points made. аг те end of Ше sentence.

A lecture, learning to ski with а personal tutor 2a This exercise helps prepare students for the key
word transformation task in Part 4 of the Reading
4a T09 Before students listen again, allow time for and Use of English paper, where they rewrite the
them to read the sentences. Students then first sentence keeping the same meaning. Here,
complete them, comparing answers in pairs before the task is to rewrite the sentences using the
class feedback. passive. Encourage students to compare answers
before discussing ideas as a class.
Examples:
1 they are both situations in which people are 1 must be given an identity card. 2 are being
learning. 2 in one photo а teacher is teaching а started deliberately and they’re spreading very
large number whereas in the other the learner has quickly. З is said to be Ше greatest drummer
а personal tutor. З are sitting passively, те alive. 4 will be sent out in six weeks. 5 can бе
person in the other photo seems to be actively done about it without a receipt. 6 has been
engaged. 4 overwhelmed/intimidated by the decided that three students will be interviewed.
amount of information they’re receiving. 7 has just been given to me by my grandmother.
5 apprehensive because it is her first time on skis.
6 the instructor is showing her how to position her 2b Ask students to discuss the questions in pairs or
legs; а lot of information being thrown at те small groups before opening the discussion to the
students; quite difficult ю create enthusiasm in а class. The passive is generally used in more
lecture situation. formal situations where the agent (the ‘doer’) is not
known or unimportant.
4b Give students a few minutes to discuss their ideas 3a Students now complete the text on feedback,
in pairs before eliciting answers and further using the correct form of the verbs given. They
examples of use as needed. then compare answers in pairs before class
feedback.

Advanced Expert Module 1 16

 You might also ask how old they were when they
1is perceived 2allows 3to berecorded 4 і5
started, how often they had to practise, etc. Ask
emailed 5 being opened 6 starts 7 submitted
students to discuss the questions in pairs or small
8is highlighted 9 can be heard 10 remark/
groups before opening the discussion to the class.
have remarked 11 give/are giving 12 tend
Mention one or two advantages (for example, it
13 to be given 14 explain/are explained (they
encourages manual dexterity, concentration,
may refer to the teachers or to the suggestions)
dedication and teamwork) and disadvantages (for
3b These questions encourage students to express example, it can be expensive, requires hours of
their own opinions on the topic of feedback and practice to reach a good standard).
can be done in pairs or as а class. 2a Give students 2-3 minutes to scan the title and
4 Ask students to complete the sentence stem using text to find the answers.
ideas of their own and the verbs given. Encourage
students to read their partners’ ideas before asking 1 to promote social change 2 because of their
for a few possible endings to each of the stems. brilliance and exuberance 3 the name, because
5a Give students a minute to find an example and the players are no longer so young
elicit ideas.
2b The next exercise introduces students to the open
cloze question (Paper 1, Part 2), which in
Example: Good quality feedback ...
Ше Advanced exam consists of a short text with
5b This exercise gives students practice in key word 8 items. This question type draws on candidates’
transformation, which in the Advanced exam understanding of structures and the text, as there
would consist of 6 sentences with one key word for are no given words to choose from. The focus is
each sentence. Ask students to read the rubric either grammatical (articles, pronouns, etc.) or
and point out that the second sentence must be lexico-grammatical (phrasal verbs, linkers, etc.)
more formal than the first. If useful, go through те and each item will always require a single-word
example with the class and discuss possible answer, although there may be more than one
answers to the first question before students possible choice. Remind students that the single
complete the exercise. word required must be in the correct form and
correctly spelt. You might also want to mention
Suggested answers: that they will not lose marks for incorrect answers
1 the programme, we have decided that the in Part 2 and should therefore fill each gap. Ask
number of destinations should be slightly reduced. students to read the Expert Strategy note, and
2 s anticipated that this year there will be а huge refer them to page 167 if further guidance is
increase in the response to our advertisement. needed.
3 is currently being developed by the marketing 2c Students do the task. On completion, remind тет
department. 4 selected as the Capital of Culture to read the text to check that it flows and makes
this year, Liverpool remains/must remain one of sense, as well as to check spelling. Use feedback
our key destinations. 5 reservations are as an opportunity to discuss any new vocabulary
recommended in order to/so as to avoid in the text.
disappointment.
1as 2under 3like 4few 5on/upon
6 addition 7no 8 themselves
Photocopiable activity
Activity 1C could be used here. Itis а 3 These questions should encourage students to
pairwork/groupwork activity in which students have express their own opinion on the role of music in
то complete sentence stems using passive forms education, as well as which subjects they consider
5о that they have Ше same meaning as the initial more important and why. Students could initially work
sentences given. in small groups before class feedback.

Use of English 2 p.19 Extral

Ask students to write a paragraph from an essay,
1 Ask students to look at the photos and elicit what giving your views on which subject should get the
they show (a child learning to play an instrument most priority at school and why.
and an orchestra). Find out how many of the class
can play a musical instrument. It could also be
interesting to discuss why they chose their
instrument, if they did, or whether it was their
parents or school that influenced their decision.

Advanced Expert Module 1 17

Writing 2 p.20 Paragraph 3 (offer reassurance): keen to make
career with company; one-off situation as father
1 Remind the class that in Part 2 they choose one wants to be independent and sister will be
question from а choice of three, one of which may returning home soon
be а letter, and must write 220-260 words. Elicit Paragraph 4 (propose a solution): suggest
different types of letter before asking students to spending a few days with current engineer before
answer the questions in pairs. taking unpaid leave

1 Examples: asking for a refund; requesting funds; 4a Students complete the sentences using the
asking for leave of absence 2 Examples: present correct word or phrase. Encourage them to
your argument clearly and neatly; don’t apologise compare answers in pairs before class feedback.
or be conceited — remember you are the one Focus on new vocabulary such as predicament.
asking for а favour; don't be too pushy Ask whether it sounds positive or negative and
discuss how formal it sounds.
2 Now ask the class to read the task. It would be
useful to encourage students to get into the habit 1 on his own, recently had 2 quite an
of underlining or highlighting key words. Round up independent 3 should 4 totally, such a
by discussing their answers to check they 5 soon after 6 predicament, solution
understand the task.
4b In this exercise students rewrite the previous
1 an international student; а local company 2 to sentences in a more formal style, using the
persuade the person reading to allow а later start prompts given. Discuss answers as a class, writing
date; understanding 3 have to include the points and correcting ideas on the board as useful.
listed; have to invent the reason and the proposed
solution 4 neutral (semi-formal) 5 clear, with Suggested answers:
persuasive rationale for the postponement 1 (I was а successful) applicant/candidate for the
post/position of systems engineer. 2 (ltis with)
3a Students look at the ideas listed and check great regret (that | must) ask for a delay of two
understanding. They then match them to the topic weeks. 3 (The unfortunate incident) has
areas before deleting those that do not fit and incapacitated him and | must return home. 4 (He
adding extra ideas of their own. With а weaker is extremely) concerned not to be a burden to
class, this could be done in pairs at this stage. me/in case he is а burden о me. 5 (It would be
only natural) for you to assume that this could be a
Suggested answers: recurring problem. 6 (You were very) insistent
Cut: no need ю re-advertise that | start work on 1st March. 7 (In the)
Reason you are not available: father has had an circumstances, | would be only too happy to spend
accident; very tightly-knit family; need to go back some time in the company before | leave.
shortly and arrange home care 8 (Should you) wish to discuss the matter, please
Offer reassurance: really keen to make role as don’t hesitate to contact me.
assistant systems analyst into career with
company; won't happen again; father wants ю be 4c Students complete the sentences with ideas of
independent; sister returning home from university their own, comparing ideas in pairs before class
course abroad feedback. Discuss the structures needed and
Propose a solution: could spend a few days with check that Ше formality of the sentence endings
present engineer before | leave matches the prompts. With a weaker class it might
be useful to do this exercise as a class.
3b Ask students to choose which points they will use 5 Ask students to read Ше Expert Strategy note and
in their letter and complete a paragraph plan. refer them to page 170 for extra strategies if
Discuss where they will add their reason for needed. Remind them to be mindful of the word
writing. Generally speaking this would come at the limit before they write their letter and discuss
beginning of the first paragraph. possible strategies for keeping a count of words
written (e.g. looking at а page of their writing to
Suggested answers: work out the average number of words per line,
Paragraph 2 (reasons you are not available): then counting down that number of lines and
father has had an accident, very tightly-knit family marking about 240 words as a guide).
therefore need to return shortly to arrange home 6 Encourage students to spend 10 minutes checking
care for him their work systematically, using the writing

Advanced Expert Module 1 18

 checklist on page 190. Remind them they need to my predicament and will accept my suggested
get into the habit of checking their work, as errors solution.
with spelling and grammar will lose marks in the
Advanced exam. Yours sincerely,

Extral Mario Boschi

This is a good time to increase awareness of
common types of mistake to look for when [266 words]
checking their work in те future. Many students
make the same mistakes repeatedly in their written
work. Ask them to look back at the corrections of Review
some recent writing and make a note of the types
These exercises aim to help both students and
of mistake they made. They should then
teachers monitor and analyse progress after each
specifically look out for such mistakes when
module has been completed, focusing on vocabulary
correcting this and future essays. They should add
and grammar from the module. They are best used
to their list of ‘favourite mistakes’ as the course
to show where further consolidation is required or, in
goes on.
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
Extral time as а 20-25 minute test or completed as a
To encourage a process approach, have students pair/group activity followed by a class discussion.
swap answers and check their рагіпег5 piece Altematively, they can be given for homework, which
against the checklist о see whether anything has in the case of any student who has missed a module
been overlooked. would be more practical.

Sample answer: 1 1A 2B 3A 40 50 6C
Dear Sir/Madam, 2 1by 2in 3about 4of 5ої 6into
I was recently а successful applicant for the 7on 8by
post of assistant systems engineer with your 3 1aback 2crop 3stood 4 snapped
company with а start date of 1st March. However, 5 stride 6 overwhelmed
it is with regret that | must request а short delay of 4 1 will have been closed 2 are being repainted
two weeks in my taking up the post. My father 3 was expected 4 have been hoping 5 will be
lives on his own and recently had an accident invited/are going to be invited/have been invited
which has incapacitated him, and | must return 6 canbe seen 7 has been 8 have been
home soon to help him make the final circulating
arrangements for his home care. Most of this he 5 1 has been working/has worked 2 was
has already done himself and he is determined to offered 3 was 4hadrunaway 5 was never
be independent, but | cannot responsibly be totally found 6wanted 7 carries 8is hidden 9 і5
absent at such a difficult time. neverleft 10 ties
Of course, | am extremely anxious about how
уси may react to this news since it would бе only
natural for you ю assume that this could be a
recurring problem, but let те assure you that this
will not бе the case. Fortunately, my sister is
returning home from her university course abroad
in June and is planning to live close to our father
and give support. My fatheris also very concerned
that he should not бе а burden to те and that |
should further my career.
I know that you were insistent that | start work
at the beginning of March because the current
assistant is leaving shortly afterwards and, quite
rightly, you wanted there to be a handover period.
Under the circumstances, | would be happy to
spend a few days unpaid with the current post
holder before | leave. | hope you will understand

Advanced Expert Module 1 19