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 p.56 Focus students’ attention on the photo and elicit what it shows (a Gebusi woman sleeping in daylight) before students discuss the questions in pairs Remind students that in Part 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 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 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 1C 9A 2E 3A 10 D 4B 5C 6E 7B 8D 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 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 40 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 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 heated hang log apart artificial 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 part and parcel through thick and thin and when off and on By and large touch and go 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 and 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) Tania always backs me up at meetings 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 let (us) down broke into broken out builds up pour down kick off Advanced Expert Module 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 p.59 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 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 extensive reliability assistance ensure growth solution circular overcrowding The task analysis could be done in pairs or as a whole class activity Elicit the stressed syllable on 41 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 rely – reliability, solve – solution 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 p.60 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 They agree that the British play things down whereas the Americans make more of things; they disagree about their reaction to it 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 Part and explain if needed that it will consist of unrelated extracts with 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 3C 4B 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 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 dependable, different/differing, hesitant, influential, productive, affectionate, aggressive, funny, historic/historical, hopeful/hopeless, willing/wilful amusement, confrontation, decision, defence/defender, discovery/discoverer, participation/participant, persistence, pleasure/pleasantry, safety, accuracy, cruelty, confidence, diversity/diversification, happiness, jealousy, popularity/popularisation, tolerance beautify, deepen, generalise, legalise, strengthen, widen Extra! Students write their own sentences using words from each section 1b This exercise focuses on different prefixes and suffixes used to transform words Encourage 42 students to go through the list, adding further examples as they go 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 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 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 Generally speaking 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 envy enviable unenviable (un)enviably envious enviously hesitation hesitancy 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 In the main Presumably Naturally personally 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 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 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 43 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 p.63 Speaking p.64 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 Give students 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 C we need to reduce the number of cars on the road and improve mobility 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 B which is great because it becomes a community thing C They sound to me like a bunch of ordinary people wanting to liven up their lives B People follow my videos online and make their own recordings There are now over 900 members worldwide 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 The task analysis could be conducted with the whole class Ask students to look at the items in the Expert Word Check box and look up all relevant information (e.g pronunciation, stress, word type, use, grammar, word family, collocations) for each word Students then analyse the task, discussing their ideas either in groups or as a class, using the language presented Advanced Expert Module 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 against in favour of back down on on for about on to 10 about 1e Students discuss the questions, incorporating language covered in the previous exercises Ask students to complete the extracts, comparing answers with a partner Suggested answers held/organised put pressure on change their minds/back down force them to come to a compromise totally against/opposed to signed a petition had their say major doubts/organised demos distributing leaflets 10 changing the minds 3a T30 Spend a few minutes reviewing the structure and requirements of Paper 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 out of 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 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 are obviously protesting could be very will probably have It’s difficult to say depends on are bound to sit up might well 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 it with the same urgency as in exam conditions 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 Task analysis could initially be done in pairs before the discussion is opened to the class to round up Language development 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, D 2, 4, 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 which/what (wh- clause as object of the verb; question word clauses are related to questions) that (following an adjective) 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) Why (the reason why) It was highly likely (that clause after adjective)/There was a strong likelihood (that clause after noun) how far (degree)/whether (simply yes/no: Were we doing it because …?) To (more formal); Doing (-ing clause less formal as subject) 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 45 Part 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 (that) (that) What (that) how/what where who why/that 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? 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 Part and elicit how many words they must write in their response (3–6 words) With a weaker class, students could work in pairs is/’s easy to be/get/become confused strong likelihood of the school was the subject of (a/the/some) suddenly struck me (that) he is quite understandable that/why people look … been affected by illness was unclear 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 p.67 Start by focusing students’ attention on the quote and discussing the questions as a class 2a Give students minutes to skim read the title and text before eliciting the answers to the questions to combine street-running with visiting the elderly in their homes Elderly people have visitors and runners can fit the visit into their training routines 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 does Whoever all point As without whether 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 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 p.68 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 Part and that it may come up as an option in Part 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 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 Part 2) Advanced Expert Module 46 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 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 Justifying a recommendation Making a recommendation 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 Moreover, Furthermore therefore thus thus, hence 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: Usually homelessness is only one of the problems the person has The most successful approach is when people teach others a skill they have One idea would be to assign students to individuals Potential volunteers would put themselves forward, depending on what they can offer Advanced Expert Module 47 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 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 fast, wide over off in/late to off By through down in in on out back off up that Why which how That whether Using to see extensive tolerant growth unlikely heated confrontation(s) strengthen influential 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 48