02 New directions This module contains various topics related to the theme of change, including how to motivate poorlyperforming pupils, the role of the extended family, the impact of social networking, rehabilitating young offenders and giving ex-prisoners a second chance Lead-in p.23 Start with books closed In pairs, ask students to think for a few minutes about events that might change someone’s life Elicit ideas, noting which ones are mentioned the most Ask students what life events are shown in the photos (graduation, passing your driving test and becoming a parent) Students then discuss the questions in pairs before eliciting ideas from the class 2a Go through the expressions, encouraging students to explain them to the class where needed Give them 2–3 minutes to think of possible context and dialogue before going through ideas with the class Possible contexts: chop and change: someone who keeps changing their mind about what job or university course they want to for a change: doing something new and different, for example trying a new sport or hobby get changed: a parent getting their child ready for school spare change: someone begging for money That makes a change!: a friend, who is usually late, arriving on time to meet another friend Extra! Depending on the level of the class, suggest other expressions with change, e.g change of heart, change tack, change trains, change horses in midstream Students could then look them up to check the meaning before discussing a possible context and short dialogue for each one in pairs 2b Encourage students to discuss their ideas in pairs before opening the discussion to the class Advanced Expert Module A leopard can’t change its spots: A person’s character, especially if bad, will not change, even if that person pretends it has You can’t teach an old dog new tricks: It’s difficult to teach someone new skills or change someone’s habits A change is as good as a rest: Changing the work you can be as good for you as having a rest Give students a few minutes to share their ideas with their partner before finding out whether more people get excited than frightened by change, and why Students identify some of the key life changes they expect in their own lives and discuss in pairs how they will impact their lives and why Round up by eliciting the three biggest changes they expect 2A Making a difference Reading p.24 With books closed, ask students at what age pupils can leave education in the UK and what they would like to know about those who Ask students to read the introduction and discuss their ideas in pairs before briefly eliciting them Check that the concept of skimming (reading quickly to get a general idea of a text) is understood Students then find out what impact each of the writer’s teachers had on him Suggested answers: At the first school the teachers’ scornful attitude led him to drop out of school as soon as he was old enough At the second, they were more caring and their encouragement led the writer to think that he might have ability 3a Refer students to question and focus on the procedure If useful, follow it with the first question as a class Remind students that in the multiplechoice questions (Paper 1, Part 5) 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 3b Focus students’ attention on the Help clues before they complete the task Refer them to the Expert Task Strategy notes for Part on page 168 as needed 20 1B 2C 3B 4C 5D 6A The task analysis could be done in groups or as a whole class activity Draw students’ attention to the photo and elicit who it shows (the English footballer, David Beckham) and what they know about him Ask students (if they know of him) whether they think he is a good role model and why/why not Students then work in pairs or small groups to discuss their answers to the questions Round up by eliciting ideas and finding out who influences your students the most After this, refer them to the vocabulary in the Expert Word Check, which highlights useful vocabulary from the text Ask students to find the words in the text and, if they are unsure of the exact meaning, to deduce it from the context before giving them a definition or letting them use a dictionary to check For example, in the second paragraph, ask, Is ‘skive’ positive or negative? Does it describe appearance or behaviour? Vocabulary p.26 Start with books closed Write adjectives describing positive attitudes in the middle of the board and elicit examples, e.g friendly, happy, trusting, etc 1a Refer students to the sentences given, explaining that they each contain an adjective describing a negative attitude If useful, the first question as a class When students have completed the task, encourage them to check ideas in pairs Highlight the importance of remembering prepositions in the context of the words or expressions they follow, and encourage students to record any new ones from this exercise threatening (towards) deliberately unfriendly despise upset about/by uninterested in fed up with 1b Students work in pairs, taking turns to ask and respond to the questions Round up by eliciting some interesting or surprising responses 2a When students have completed the task, check answers and understanding of the expressions in italics 1b 2d 3c 4e 5a 6f 2b Students discuss their answers in pairs Alternatively, you could ask students to guess which sentences are true for their partner and discuss their ideas Suggest that students first the exercise using their existing knowledge of collocations, or Advanced Expert Module guessing if they not know, before comparing answers with a partner Remind them that it is a good idea to guess answers when they are unsure and remind them that in the exam, candidates not lose marks for incorrect answers up close across set run high good after This exercise gives students the opportunity to practise using the expressions covered whilst discussing their families Photocopiable activity Activity 2A could be used here It is a pairwork/groupwork activity where students complete a crossword by adding missing words needed to complete phrases given in sentences This activity revises expressions, phrasal verbs and collocations covered in Module 2A Use of English p.27 Start by asking students to look at the photo and explain what it shows They should identify different members of an extended family, including grandparents Discuss the questions as a class 2a Give students 1–2 minutes to locate the answers in the text before checking ideas Suggested answers: for practical support; for emotional closeness and stability If the grandparents don’t get on well with their daughter-in-law/son-in-law, this may endanger the relationship between grandparents and grandchildren 2b If students are unfamiliar with the multiple-choice cloze task (Paper 1, Part 1), spend some time studying the Help clues and Expert Task Strategy notes on page 167 Explain that this task predominantly tests their lexical knowledge and that they should pay attention to collocation, complementation (when a specific preposition or structure such as infinitive or gerund follows the word needed) and the slight differences in meanings of the words given Remind students that as with the multiple-choice reading questions, only one answer is correct, and that it can be as helpful to rule out the three distractors as it is to find evidence for the correct answer 1B 2C 3D 4A 5B 6C 7A 8C This exercise could be done in groups or as a class Ask students to note down the collocations and remind them to note new words in groups of associated words where possible 21 close relatives; play a role; stand a chance; widely accepted; at risk Students discuss the questions in small groups before you open the discussion to the class Point out that students have already considered the role of grandparents in their culture in the Lead-in as well as close ties they have with particular family members Discuss the differences in layout and possibly register (the diary entry may be more informal), in relation to the formats suggested, before students write their paragraph 1A C, D 3B 5a T13 Focus students’ attention on the rubric and remind them that Part of the listening exam will usually be in the form of an interview or discussion aimed at a non-specialist audience lasting about 3–4 minutes The questions will predominantly focus on attitude and opinion and will always be answered in the order they are presented Remind them that each part of the listening is played twice and that the silent time given to read the questions is vital Play the recording after giving students a minute to skim through the questions Listening p.28 Start by focusing students’ attention on the photo, eliciting what it shows (a wedding photo) Students then discuss the questions either in groups or as a class T10 Focus students on the question and check they understand what listening for gist means (for general understanding) Then play the recording once for them to answer the question The proposal was videoed by a friend on his phone 3a T11 Focus students’ attention on the questions and allow them a minute to look at the adjectives before they listen a second time taken aback tolerant self-conscious flattered 3b Encourage students to identify the words Laura uses that correspond to the adjectives given as answers to exercise 3a, e.g caught totally unawares means ‘taken aback’, (felt a bit) awkward means ‘self-conscious’, took as a huge compliment means ‘flattered’ and go along with something means ‘(be) tolerant’ If useful, either play the recording a second time or refer them to the audioscript on page 154 and give them a minute to scan and find the corresponding word or phrase Allow time for students to compare answers in pairs before class feedback 4a T12 Give students a minute to read the sentence stem and possible endings before they listen to the second part 1A 2B 3D 5b Students compare answers with a partner before class feedback Encourage students to explain their choices 5c This exercise encourages students to consider how information might be given and how each part might be signposted First draw students’ attention to the vocabulary in the Expert Word Check This feature highlights useful vocabulary from the recording You could ask students to find the words in the audioscript on page 154 and, if they are unsure of the exact meaning, to deduce it from the context before giving them a definition or letting them use a dictionary to check For example, ask: Is ‘awkward’ positive or negative? Does it describe appearance or behaviour? Students then discuss their reactions to what they have heard Ask them to speak with a partner about whether we are better or worse off by using social networking Ask them to think of occasions when social networking has had a positive and/or negative outcome Language development p.29 Students should be familiar with the concept and use of relative clauses For those who are not, the Expert Grammar notes on pages 174–175 give an explanation of the use and form of relative clauses Students with particular difficulties should be given suitable remedial exercises This exercise highlights the use of relative pronouns in relative clauses Option B B, C 4b This exercise encourages students to analyse the different options presented in the previous question It might be helpful for students to refer to the audioscript on page 154 to check their answers before you run through them as a class Advanced Expert Module 2 A, D 3A A, D 2a This exercise gives students practice in using relative pronouns and evaluating which relative clauses are non-defining and therefore require commas 22 2b Students discuss their answers in pairs, deciding which pronouns can be omitted Remind students that the pronouns (that, who or which) in defining clauses can be left out if they are the object, for example: Yesterday I visited a friend (who/whom) I hadn’t seen for a month Discuss the difference in formality between whom (very formal; mostly used in writing) and who (informal) whose who/whom which which/that which/that where Punctuation: … colleague, who you met last week, … brothers, … area, Pronouns can be left out in Extra! If time allows, give students 6–8 further examples of relative clauses and ask them to decide in which ones the relative pronouns can be omitted Alternatively, ask them to work in pairs to write three sentences of their own where the pronoun can be omitted and three where it cannot They then swap sentences with another pair and decide which pronouns can be left out 3a Find out what students know about Romeo and Juliet and explain that they will find out more about the other people and characters in the exercises that follow Students then complete the first text, comparing answers in pairs in which as a result of which without whose help all of which at which point many of whom 3b This exercise gives students practice in transforming formal language (pronouns with prepositions) to informal language It can be done in pairs or as a class Examples: where which means that because without him but most of them She then (new sentence) and lots of them Ask students whether they have heard of the English king Henry VIII and find out what they know about him Mention that this exercise includes information about his life and partly explains why he is famous today Find out whether students know what a reduced relative clause is before referring them to Section E of the Expert Grammar on page 175 If useful, the first sentence of the exercise as a class Remind students that there might be more than one option for each sentence and allow them time to compare answers in pairs before going through them as a Advanced Expert Module class Highlight the present and past participle clauses and infinitives, discussing any alternatives as a class for the first example as needed who was born who/whom he believed/who was believed, that/whom he believed who was living, who was later executed who gave/was to give, who was called who was said 5a Focus students’ attention on the photo and ask who the people in it are and what they know about them (Richard Burton and Elizabeth Taylor in the film Cleopatra) Explain that they will find out more information as they join the sentences, using relative and reduced relative clauses As before, the first one could be done as a class by way of an example 5b Students work in pairs to go through their answers before a general class review of the exercise Note: These answers show reduced relative clauses actress who made many films … the most famous of which was probably … they made their first film together based on the story of Cleopatra, in which Elizabeth played the Queen The couple, already married … fell in love on the set, attracting huge publicity The couple married in 1964, going on to live … lifestyle, which resulted in them becoming … a huge diamond, (which was) the largest, most expensive in the world, engraved with … got divorced in 1974, meeting up again later and re-marrying the following year (OR remarrying a year after meeting up again later) Photocopiable activity Activity 2B could be used here It is a pairwork activity where students practise relative clauses and pronouns through a game of dominoes, matching sentence halves according to the correct relative pronoun Writing p.30 Start by focusing students’ attention on the Expert Strategy note and explain why planning is so important to good writing Ask students to work in pairs or small groups to order the points and, during feedback, elicit ideas and explanations for choices made Discuss alternative ideas and come to a general agreement about a logical order for the steps and why 23 Suggested order: c, e, f, a, d, b 2a The exercise focuses on the form of various types of text and checks that students understand how they might be organised into different sections 2b Discuss ideas as a class, eliciting which texts would be semi-formal/formal and referring to the information given in the Expert Strategy notes 1, and are more formal and should have a formal structure 3a Allow students time to read the task before asking how many paragraphs they feel would be necessary and what they would include in each paragraph 3b Start by asking what the photo shows (Keira Knightley and Matthew Macfadyen in the film Pride and Prejudice) before referring to the notes made about the film Ask why the points have been crossed out The information in the notes is irrelevant to the task 3c Students then order the paragraph topics, comparing ideas in pairs before class feedback Suggested answers: title/type of film plot summary impression opinion in detail recommendation overall 3d Ask students to complete the plan and add in the notes where needed, and check answers before continuing to the next exercise Suggested answers: (title) Pride and Prejudice … love story … (plot summary) man and woman … prejudiced against each other … (overall impression) interesting new version … main focus on … (opinion in detail) film locations, costumes, etc … Keira Knightley … (recommendation) better for young people, etc 4a Students discuss a film or story they know 4b Ask students when they last read a film or book review and discuss what makes a good review (interesting language, great descriptions, a logical build up of ideas, etc.) Students then plan their own review Remind them not to include a title saying which film or book they are writing about and refer them back to the points given in Exercise which will help them Advanced Expert Module 4c Students read each other’s reviews, deciding which film or book has been reviewed Reach a class consensus on which one is the most and which the least popular choice and why 2B A second chance Listening p.31 Start by discussing what the photo shows, before referring students to the title and introducing the topic of crime Ask students to consider what the connection might be between the photo and the topic and then ask them to discuss the questions in groups before opening up the discussion to the class Ask students to read the task introduction and highlight key words: the nouns and verbs that contain the main information If helpful, discuss the key words in the first question and the four options given with the class (for example: Question 1: main aim, project, young offenders, Option A: encourage, violent, Option B: ensure, qualification, etc.) Students then complete the exercise, comparing answers together before a brief class feedback T14 Go through the task and refer students to the Expert Task Strategy notes on page 171, giving them time to read the Help clues before listening After listening, allow time for students to compare answers in pairs before checking them as a class Round up by discussing the connection between the photo and the topic (as introduced in Exercise 1): a dance project that teaches young offenders how to dance and gain a qualification in the process It aims to get them interested in something new, to gain a sense of achievement and possibly a change of direction in their lives 1D 2A 3C 4C 5D 6B Extra! Discuss why the distractors for each question are incorrect, e.g Why is A not the correct answer in Question 1? Then ask students to make a record of any useful crime words/expressions from the text, adding an example sentence for each one where possible 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 24 Extra! To encourage students to get into the habit of creating their own sentences showing the usage of new words or phrases, ask them to write an example sentence for each of the words or phrases from the Expert Word Check Speaking p.32 1a Focus students’ attention on the photo and ask what it shows (a schoolgirl being interviewed) At this point, you could brainstorm what students know about Part of the Speaking test (Paper 4) Then direct them to the Exam reference on page 171 In Part 1, students have to ask and answer questions about themselves This part gives them the opportunity to use a wide range of grammatical structures and, as it also tests their ability to use interactional and social language, they will need to listen and respond appropriately Bearing this in mind, students need to think of questions that would lead to the answers given Encourage them to discuss ideas in pairs Suggested answers: What you here?, How long have you been studying English? What has been your most interesting travel experience and why?, What you hope to be doing in five years’ time? 1b T15 Students listen and check their answers 1c Elicit answers as a class, discussing the merits of Candidate B’s responses Allow time for students to underline useful phrases, eliciting further examples of use if needed Candidate A repeats the words of the question Candidate B gives a natural response with an expanded answer Note the phrases: well, actually; I was lucky enough; lots of things, I hope; I don’t feel quite … 1d This exercise gives students the opportunity to practise incorporating useful phrases from Exercise 1c whilst extending responses to give more information Round up by eliciting some possible ideas and discussing aspects that could be added Example: Well, actually, I’m still a student but I’m in my last year at college 2a Students match the questions and answers During feedback, focus on the type of information the best responses have included, as well as linkers and other useful phrases used Advanced Expert Module work and study; A is a better answer as it is a personal response that reflects an aspect of studying It is a more complex sentence B repeats words from the question, then just gives a list relationships; B is a better answer The sentence structure is more complex and the vocabulary richer, the information more detailed and interesting A repeats the words of the question and doesn’t expand on the answer A doesn’t sound interested communication; A is informal and enthusiastic, which is good, but B gives a more thoughtful answer, uses richer, more complex sentences and a range of vocabulary your background; A is better because it gives a broad context and answers the question B is rather negative, uses a narrower range of language, and doesn’t answer the question imaginary situations; B is a better answer, expressing the person’s feelings with a good vocabulary (value my privacy, I don’t think I could cope with) A doesn’t give a personal opinion and so doesn’t answer the question Extra! As a way to reinforce the differences between a great and a poor response, ask students to build up a list of what to (e.g use complex structures, sound interesting, use a range of vocabulary, etc.) and what not to (e.g repeat the words in the question, keep the answer short, not give an opinion, etc.) in this stage 2b Focus students’ attention on the Expert Strategy note and the list of useful phrases given below Refer them to page 172 for further strategies as useful Students then work in pairs to practise asking and responding to the questions, taking note of advice and phrases discussed previously 3a T16 Having read the task, students listen to two candidates attempting Part Encourage students to be constructively critical, to recognise why Paola’s responses are better than Frédéric’s Paola answers fully, and gives relevant answers She sounds relaxed and natural, whereas Frédéric’s answers are short and formulaic, as if he has rehearsed them 3b T17 Students now listen to the same two candidates attempting the final part of the task and then evaluate their performances That’s difficult to say … there have been so many … 25 Others might include: You know, I’d have to think about that / Hmm … that’s a good question / Let’s see … that’s a tough one to answer Frédéric is not very forthcoming He could have made one up It doesn’t have to be true 4a This exercise gives students the opportunity to practise asking, responding to and evaluating responses to the questions covered in this section Put students into groups of four and either allocate the roles of Interlocutor, Assessor and Candidates A and B or ask students to sort out their roles Point out that the instructions for the interlocutor are on page 203 Check that students know what they are doing and answer any questions they have before they begin this exercise During the activity, move around the class, monitoring how each group is doing Note strengths and areas to discuss during feedback after exercise 4b Extra! For students who like to have teacher evaluation rather than peer evaluation, an idea might be to use smartphones to record the exchange and then send it to the teacher, or have it played to the class 4b Students swap roles until each person has tried each one and give constructive feedback in their groups Photocopiable activity Activity 2C could be used here It is a pairwork/ groupwork activity where students match responses to the appropriate Part questions They then continue by taking turns to ask and answer the same questions in pairs/groups, using their own ideas Language development p.34 1a Start by checking whether students know what articles are (a, an and the) before eliciting the most appropriate options to complete the sentences Biology because it is the subject in general; the study because it is defining ‘biology’; living organisms (no article) because it is a general plural The murderers because both speakers know who is being talked about; to prison because they are talking about an institution (the typical use of a place) rather than a building weaker students, start off by referring them to the Expert Grammar summary on pages 175–177 before asking them to attempt the exercise Stronger students could start by doing the exercise and then use the same summary to check their answers a the the ø ø ø (mentioned for the first time; in general); the (if thinking of specific criminals) the an the 10 ø 11 the 12 the 13 a 14 the 15 a 16 a/the 17 a Extra! Tell students they are going to write an email to a friend to persuade him/her to try and get a job as a forensic scientist Write the notes below on the board Students should use them along with the information in Exercise 1b, inserting articles where appropriate Your strengths: Outgoing personality (good presenting skills / ability to communicate / positive attitude) Right qualities! Need inquisitive mind / patience (large amount) / strong stomach at scene of crime! Responsible for: liaising with police / justifying findings in law court (sometimes the most difficult part of job) / supervision of lab assistant in lab (easiest) / involvement in research Salary and working conditions: excellent Good future! 1c Find out who would be interested in working in forensics and why Ask whether anyone watches any TV series based on forensics, such as CSI (Crime Scene Investigation) 2a Students look at the words given, deciding which verb form they would be followed by and why a majority of (+ noun/pronoun) is usually followed by a verb in the plural (but singular for an anonymous mass, e.g A majority of the country believes that …); genetics: singular (it refers to the study of genetics – genetic in the singular is an adjective); the government: can be followed by a verb in the third person singular or plural – it can also be made plural (governments); the police: plural 2b Weaker students could use pages 175–177 of the Expert Grammar to help them, whilst stronger students correct the sentences and then refer to it to check their answers 1b Focus students’ attention on the photo and elicit what it shows (a forensic scientist at a crime scene) Continue with the exercise, which checks students’ understanding of the use of articles With Advanced Expert Module 26 People agree … things need any evidence … which suggests one of his pieces of luggage … some of his belongings were (belongings is a countable plural but is never used in the singular – we not refer to a belonging) investigators has risen days is a long time (the verb agrees with time) is a small pay rise … staff are going no progress … some good advice 3a Students choose the appropriate determiner to match each noun During feedback, ask why the other answer is incorrect in each case, providing further examples of use as needed little is negative/dismissive (✓); a little is positive most (✓); the most is not used with of Many (✓); people is a countable noun every (each is usually used before of but every collocates with single piece) A great deal of (✓); many can only be used with countable nouns and damage is uncountable An awful lot (✓); amount can only be used before uncountable nouns Both (✓); (both is used for two, all for more than two or uncountable nouns) Hardly any (✓); little can only be used with uncountable nouns 3b Check that students understand the term civil disturbance, also known as civil unrest (fighting or rioting among groups of people living in the same country) Discuss the question as a class, eliciting recent examples of civil disturbances that students know of 4a Find out whether students like crime stories and ask them to explain their opinion Briefly focus on what crime authors or TV series are popular in their country 4b This exercise focuses on other common quantifiers and some of their more advanced uses At this point you might wish to explain that a quantifier is a particular kind of determiner that is used to say how much or how many of something is being described Students could refer to the Expert Grammar on pages 176–177 before attempting the task Remind students that only one fits in each gap and that they should identify the differences between them Round up by finding out whether students have ever read any Scandinavian crime novels or watched any Scandinavian TV crime series none Not no either the whole Neither Advanced Expert Module both One Background A number of Scandinavian TV crime series have become popular outside Scandinavia in recent years, e.g The Killing, Those Who Kill, The Eagle: A Crime Odyssey, Rejseholdet (also known as Unit 1) and Wallander Use of English p.35 Start by looking at the photo and asking students whether they know who Richard Branson is and if so, what they know about him Ask them to consider why a successful entrepreneur like him might have ended up in prison After this, elicit possible difficulties that ex-offenders might experience on their release Background The British billionaire Sir Richard Branson was born in 1950 and is best known for founding the Virgin Group He is reported to be the 4th-richest citizen of the UK and, as well as being a successful businessman, is a keen sailor and balloonist 2a Refer students to the title and text, allowing them a few minutes to quickly read them before eliciting the answers to the questions Ask them whether they are surprised by any of the answers and if yes, why Very few of them manage to get a job to employ ex-prisoners to give them a second chance for tax reasons and for protesting about the Vietnam War 2b Give students time to read the instructions and remind them that in the exam, Part will consist of gaps plus one example Explain that this task tests their knowledge of language structures and the text, and that the answer will always be a single word, although there may be more than one possibility 2c Allow students five minutes to complete the task, highlighting the Help box hints and the Expert Strategies on page 167 Encourage them to check answers in pairs before class feedback Everyone/Everybody neither few in none against/about whom being Discuss the task analysis as a whole-class activity Check that students understand what antidiscrimination laws are (laws to prevent discrimination on the basis of race, religion, gender, disability, etc.) before asking them to discuss the questions in pairs or small groups Round up by eliciting their opinions 27 Extra! Write an email to a friend telling them about someone you know who was given a ‘second chance’ (220–260 words) Writing p.36 Start by asking what the photos show (they are also of different fundraising situations) before asking students to discuss the questions in small groups or as a class Give students a few minutes to read and appreciate the scope of the task in Exercise and answer the questions This could be done in pairs Remind students to underline key words and of the word restriction (220–260 words) Refer them to the Expert Strategy notes and if useful, to the Expert Task Strategy on page 170 and the example report given on page 193 3a Students select the most suitable headings and then complete their own paragraph plan This could be done alone or in pairs, before ideas are discussed as a class The passive is often used because it describes actions, not those who them; gives the impression of being objective; is useful for making generalisations 4b This exercise gives students practice using some of the phrases With a weaker group, suggest that students continue to work in pairs Elicit some examples before continuing Students write their report using the plan and notes they have made as well as expanding on the sentences written in Exercise 4b Paragraph 1: Introduction Paragraph 2: Aims of the project Paragraph 3: Methods of fundraising Paragraph 4: Results Paragraph 5: Conclusion 3b This exercise gives students support by providing ideas that they then need to organise according to the appropriate paragraph Once again, this could be done in pairs Introduction: Interviewed young offenders Aims: useful paid work in community; can help them understand impact of offending behaviour; can help change behaviour Methods: help organise jumble sale; charity collections (under supervision); collection boxes Results: £200 raised; worked hard to something positive …; Conclusion: provides important life skills 3c Students decide which ideas to use and add them to their plan, as well as noting additional ideas they wish to use Remind them that they must not exceed the word limit of 220–260 words 3d Ask students to choose a suitable title for their report, for example: Fund-raising for positive change, Promoting community, etc 4a The exercise gives specific phrases that help to structure a report of this type Elicit why the passive is often used in reports and encourage them to use the set phrases Sample answer: Advanced Expert Module 28 AN UNUSUAL FUNDRAISING PROJECT Introduction The purpose of this report is to outline the findings of my research into an unusual fundraising project for local charities involving young offenders, and to indicate the lessons that can be learned As preparation for this report I interviewed some young offenders who participated in the project, an officer responsible for them and a representative of one of the charities Aims of the project To get young offenders to raise money for charity To give young offenders useful unpaid work in the community that helps them understand the impact that their offending behaviour had on the local community and helps change their behaviour for the better Methods of fundraising Techniques included distributing collection boxes to local businesses; charity collections under the supervision of an officer; helping organise a jumble sale Results The total raised to date has exceeded £200, which will benefit many local charities, who are obviously delighted On the whole, the young people worked really hard to something positive that would benefit the local community Many of the offenders said that they had taken part in several community service activities, including picking up litter, but this was by far the most rewarding as the money will make a real difference to people’s lives 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 scornful aggressive disaffected reliable expectations distressing indifferent hostility set look comes stand accepted runs keep rub seen 10 get for which he’s best known none of whom I’d met before as a result of which I missed … from which it never really recovered neither of which I could get on most of which I just about understood on whose financial support they rely in which case, press … an the the the ø the is have a 10 have 11 few 12 ø Conclusion In my view, this approach to community service helps provide the youngsters with so many important life skills which will help reintegrate them into the community I have no hesitation in recommending the approach to be tried elsewhere [257 words] 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 Advanced Expert Module 29