06 Communication
This module contains various topics related to the
theme of communication, including non-verbal
communication, changes in language, mobile
phones, studying in another language, intuition and
young people today.
Lead-in p.87
Starting with books closed, put the word
communication on the board or play a game of
hangman to elicit it. Ask students what the word
means to them and find out how they communicate
with their friends and family. Alternatively, ask which
is more important – meeting friends and family face
to face or communicating with them through different
means, and why. You might want to discuss how the
way they communicate has changed in the last ten
years or so, and why.
1 Ask students to open their books and look at the
photos on page 87. Elicit what they show
(2 people with punk hairstyles, someone sitting on
the bonnet of an expensive sports car, an African
tribesman with traditional face painting), before
asking students to discuss the questions in pairs
or small groups. Elicit ideas and open the
discussion to the class, using this as an
opportunity to expand on their ideas and feed in
useful vocabulary. The photos show 3 different
ways of communicating, i.e. through fashion,
luxury and tradition.
2 This question could be discussed in pairs or small
groups before being opened to the class. This
could be a good point to bring sign language and
Braille into the discussion and find out what
students know about them.
Background
A sign language is a visual language where
gestures, lip patterns, facial expressions, finger
spelling and body language are used to express
meaning. Originally designed as a way for deaf
people to communicate, different varieties exist,
e.g. BSL (British Sign Language), ASL (American
Sign Language). Sign languages do not follow the
same structures as their counterpart spoken
language, e.g. BSL does not have the same
structure as English. In BSL, for example, you
would ask ‘Name you what?’ rather than ‘What is
your name?’, ‘Live you where?’ not ‘Where do you
live?’
Advanced Expert Module 6
Background
Braille is a language used by blind people in which
raised dots are read or written to convey meaning.
Letters, words and numbers are represented by set
groupings based on a cell of six dots and are read
using both hands (predominantly the index fingers)
simultaneously. Modifying a French military secret
code, Braille took on the name of the blind child
who developed it, Louis Braille.
Extra!
Widen the discussion and ask students to come up
with specific aspects to consider regarding
someone being a good communicator in the
following types of communication:
1 face-to-face
2 written
3 oral
Possible answers to Extra!
1 non-verbal language (body language, eye
contact, facial expression, gestures, posture) and
aspects such as patience, a personable attitude,
tone, manner, intonation, stress pattern
2 appropriate tone/register, greeting/closing, etc.
3 appropriate tone, pauses to let others speak
(relating to the situation), etc.
3 Elicit what the main five senses are (sight, hearing,
taste, smell and touch) before asking students to
discuss these questions in pairs or small groups. If
students are interested in this topic, you could
widen the discussion to the class, to talk further
about the crossing over of senses, i.e.
synaesthesia.
Background
Synaesthesia is defined as a neurological condition
where the stimulation of one sensory pathway in
effect triggers experiences in a second sensory
pathway, e.g. letters or numbers being seen as
colours. There are many different forms of
synaesthesia but few have been researched in any
depth.
6A Getting your message across
Reading 1 p.88
1 Focus students’ attention on the photo on page 89
and elicit what it shows (a doughnut). Ask whether
59
 they have any idea what to doughnut might mean
when used as a verb (the answer is in the text).
Then ask students to discuss the question in pairs
before eliciting ideas from the class. Encourage
them to think of examples of particular words,
phrases and structures that are different.
2 Give students 2 minutes to skim the text to find out
what aspect of language changes it focuses on.
3 Before students read the text in detail, focus on
the Expert Word Check box and ask them to find
the words in the text. Encourage them to deduce
their meanings from the context before looking
them up in a dictionary and noting relevant
information (e.g. pronunciation, stress, word type,
use, grammar, word family, collocations) for each
word. Then refer students to the Expert Task
Strategy notes on pages 168–169 before they
attempt the gapped text task (Paper 1 Part 7).
Remind them to use the Help clues for support as
needed. Encourage students to compare answers
in pairs before class feedback. Discuss any
potential new vocabulary, such as pretentious, to
send someone off, etc.
1F 2B 3G 4D 5A 6E
4 Have a short discussion with the class about the
linguistic links focused on before asking them to
find further examples. Suggest they underline
those linkers which point to the answers and
afterwards, as in Module 3, spend time discussing
ideas as a class. Perhaps mention that the
distractor paragraph C (On the other hand ...) is
wrong because it would introduce an opposing
view to something in the previous paragraph,
which would need to be a negative comment about
verbing as paragraph C is positive. At a quick
glance it might fit in gap 6; however, applied to
someone’s name can only refer to Stephen Pinker,
who is mentioned in paragraph G but not in the
main paragraphs.
1 evidence of this linguistic phenomenon (i.e.
verbing)
2 Additional linguistic links:
Gap 1 links to a recent example of how English is
changing and what follows the gap provides
additional examples of newly-formed words
(Further evidence of this linguistic
phenomenon …).
Gap 2 requires information on another source of
language creation as the paragraphs both before
and after the gap (Yet another productive field is
…) provide examples of sources of language
creation.
Advanced Expert Module 6
Gap 3 requires further information on the practice
of verbing, and what follows the gap (There is a
difference today, though, …) contrasts the pace at
which language changes are accepted now with
the situation in the past.
Gap 4 links to the way additions to the English
language can be almost instantly integrated into
the language throughout the world (What makes
these innovations so easy is …) and what follows
the gap provides examples.
Gap 5 leads on from contrasting verbing in English
to other languages which use inflections to
question why a more complicated approach would
be considered (What is the driving force behind
wanting to do it ...) and what follows the gap
makes a comment on the use of verbing in English
(Which is fine, but sometimes the results are
ridiculous …).
Gap 6 leads on from the focus being on going full
circle and creating new verbs from nouns (which
had originated from verbs in the first place) to
explaining why some language lovers so dislike
verbing. What follows the gap provides examples
of verbs that are particularly disliked.
5 These questions could be discussed in pairs or
small groups before being briefly discussed as a
class. This might be a good opportunity to feed in
an activity on English words which originate from
other languages (e.g. coffee from Arabic,
kindergarten from German), slang and teen speak
or text language. Note that slang and teen speak
are constantly evolving and words quickly come
and go out of use.
Extra!
Find 10–15 English words derived from other
languages and ask students to guess the language
they originate from.
Extra!
Search for SMS English on the internet in advance
and prepare some SMS language and characters
to write on the board (e.g. BTW = by the way,
ICBW = it could be worse, ROTFL = rolling on the
floor laughing, ;-) = wink, x- = you are mad, etc.).
Ask students to guess the meanings. You could
then write some messages for them to translate
into real English or suggest they write some for the
rest of the class to guess the meaning.
Vocabulary p.90
1a This exercise encourages students to think about
alternatives to a selection of phrasal verbs linked
to communication. Remind students that there is
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 always a single-word (and more formal) verb that
means the same as a phrasal verb.
1 explained properly 2 communicate with/make
(somebody) understand (something) 3 mention
4 occur unexpectedly 5 persuade (him) not to
6 discuss
1b Students work in pairs, using some of the phrasal
verbs from Exercise 1a to share their own life
experiences.
2a Whilst the verbs speak, talk and say (along with
tell) can have a very similar meaning, this changes
when they are used in idioms or phrasal verbs.
Generally, they all relate to a spoken language
being used. In this exercise, students match the
sentence halves, checking answers in pairs,
before class feedback.
1b 2e 3h 4c 5a 6g 7d 8f
2b This exercise gives students practice in deciding
which verb goes with which expression. If useful,
students could do the task in pairs. Remind them
to go with their instinct if unsure and to think about
the feel of the word used when pronouncing the
sentences. Encourage students to underline the
set expressions and suggest they keep a record of
them under the main verb used.
1 say 2 speaking 3 talk 4 talking 5 say
6 speaking 7 talk 8 saying
Extra!
Students work in pairs and note down as many
expressions using the verb tell as they can in two
minutes. After this they should join another pair
and share ideas. Next, give them 3 minutes to find
further examples in a dictionary before rounding up
by eliciting any new expressions found.
2c In this exercise students are encouraged to
formulate their own questions using the
expressions given and to talk freely about their
own experiences.
3a Explain that this exercise introduces some more
expressions. Give students a few minutes to
match and complete the exercise, and allow time
for them to compare answers in pairs before class
feedback.
1e 2c 3b 4g 5d 6a 7f 8h
3b This exercise gives students the opportunity to
put expressions from Exercise 3a into practice, in
either pairs or small groups.
Advanced Expert Module 6
4 Discuss the best way to record any new
expressions (e.g. grouped by verb) from this
section and encourage students to note linked
prepositions, e.g. speak on behalf of, speak up,
etc.
Photocopiable activity
Activity 6A could be used here. It is a pairwork/
groupwork activity where students match sentence
beginnings with an appropriate ending to complete
the expressions. This activity revises expressions
and phrasal verbs covered in Module 6A.
Use of English 1 p.91
1 Focus students’ attention on the photo and ask
what it shows (tennis player Andy Murray texting).
Find out whether students could live without their
phones before asking them to discuss the
questions in pairs or small groups.
Extra!
Students work competitively to compile the longest
list of advantages and disadvantages, obtaining
one point for each one they think of that no one
else has. Alternatively, students work in teams
(either for or against) to debate whether the
advantages of mobile phones outweigh the
disadvantages or vice versa.
2 Before students begin the word formation task
(Paper 1 Part 3), ask them to scan the text to find
the advantages and disadvantages mentioned.
Advantages: encourage people to communicate
more; are useful to people in dangerous
situations; help people to avoid unwelcome
attention
Disadvantages: people who disturb others by
talking loudly on public transport
3 Encourage students to skim the text to get the gist,
working through using clues around each gap to
identify which form of the given word is required
for each gap (noun, adverb, positive/negative
adjective, etc.). Point out that the word needs to fit
both grammatically and in meaning, and suggest
they write an abbreviation near each gap to note
the part of speech needed.
4 Students complete the task, referring to the Expert
Task Strategy notes on pages 167–168 for extra
help.
1 harmful 2 grounding 3 reassurance
4 unavailability 5 controversial 6 inconsiderate
7 minority 8 disapproval
5 The task analysis is best conducted as a class.
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 1 A prefix is required to make the noun/verb
negative (disapproval); a suffix is required to make
it into a different part of speech (inconsiderate).
2 exist: existence; harm: harmful; ground:
grounding; reassure: reassurance; available
unavailability; controversy (or controversy):
controversial; consider: inconsiderate: minor:
minority; approve: disapproval
stress changes in: available: unavailability;
controversy: controversial; minor: minority
6 Students could discuss the questions in small
groups before the discussion is opened up to the
class. Encourage students to justify their reasons
and use this as an opportunity to feed in useful
language.
Extra!
Ask students to write an email to a national
newspaper, in response to an email criticising the
21st century dependence on mobile phones. They
should agree or disagree, giving their reasons.
Then ask them to read each other’s emails. Which
is the most persuasive?
Listening 1 p.92
1 Allow time for students to discuss the questions in
pairs or small groups before opening the
discussion to the class. Encourage students to
support their opinions and to consider aspects of
different languages that would make them difficult
to learn.
2a Go through the rubric and elicit what students
remember about Part 4 of the Listening test. You
may wish to mention that they have covered this
exercise type in Module 3. Allow time for students
to underline key words and predict language they
might hear. Remind them that they will hear all
5 speakers once before the whole recording is
repeated, and to use the silent time given to read
the questions or check answers.
2b T41 Refer students to the Expert Task Strategy
notes on page 171 before attempting the task.
Encourage students to compare answers in pairs
before class feedback.
Task One: 1 F 2 H 3 C 4 E 5 A
Task Two: 6 H 7 G 8 C 9 F 10 B
3 The task analysis might best be done as a class.
Encourage students to underline the words or
phrases that help them.
Advanced Expert Module 6
She wanted to help her son, who was having
problems at school. I got more and more
interested in the French way of life might lead you
to choose H (to deepen knowledge of a culture)
and we often get cheap flights might tempt you to
choose C (to go travelling). However, these were
not reasons why the speaker decided to start
learning a language.
Extra!
Students refer to the rest of the audioscript on
page 164 and underline the words and phrases
that give the correct answers. Encourage them to
mark any other words or phrases that might
wrongly distract them. This could be done alone or
in pairs.
4 Ask students to look at the items in the Expert
Word Check box and look up all relevant
information (e.g. pronunciation, stress, word type,
use, grammar, word family, collocations) for each
word. Students then discuss the questions in
groups before you elicit key ideas from the class to
round up.
Language development 1 p.93
This section focuses on spelling. Remind students
that spelling is important in most papers, but
particularly so in word formation in Paper 1 Part 3.
This section highlights common patterns and words
that are often misspelt. Begin by eliciting from
students words that they often misspell.
1 Go through the techniques given with the class,
discussing any others they (or you) know.
2 Students identify the correctly spelt words,
comparing ideas with a partner.
1 recommend, successfully 2 exaggerate,
difference 3 According, disappointed
4 addition, beginner 5 opportunity, business
6 necessary, accommodation 7 embarrassed,
professionalism 8 apartment, immediately
9 occurred, preferred 10 career
3 The plural forms of the nouns given all follow a
particular rule or pattern. Students should decide
on the plural spelling of each noun before referring
to the Expert Writing section on Spelling on
page 200. Check on pronunciation if useful and, if
time allows, ask students to think of other words
which in the plural form would follow the same
rules.
boxes, chiefs, enquiries, flies, heroes, journeys,
leaves, lives, potatoes, radios, thieves
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4 In this exercise, students have to identify the
incorrectly spelt words first, before correcting
them.
1 assistance 2 separate 3 niece 4 Medicine
5 advice (as a noun) 6 arriving 7 practise (in
British English, practice in American English)
8 prettier 9 families 10 receive
Photocopiable activity
Activity 6B could be used here. It is a pairwork/
groupwork activity where students take turns to say
a word which another student then has to spell out
loud. This activity focuses on words that are
commonly misspelt.
5a The words in this exercise are commonly
confused. The idea is to train students to spot
differences so that they can more easily identify
their own mistakes when writing. Encourage
students to get into the habit of checking their own
work for words they often misspell or ones, such
as those in this exercise, which are easily
confused. They should by now have some pieces
of written work that they can refer to and, from
these, they should be able to produce a list of
words they often spell incorrectly (but with the
correct spelling given) that they can use for future
checks. This should be kept up to date.
1a loose b lose 2a stationary b stationery
3a ensure b insure 4a affect b effect
5b Students write their own sentences to show the
differences between the pairs of words given,
referring to their dictionary as needed. Allow time
for students to compare ideas before eliciting
examples from the class.
Extra!
Ask students to think of a further 5 pairs of
homophones and to write a definition for each one.
In the subsequent lesson, students could work in
pairs and take turns to read out a pair of
definitions. Their partner then has to write down
the 2 words being defined. Students continue
taking turns and, when finished, check their words
and spelling with each other.
6 Discuss what a hyphen is and the general rules of
usage. Explain that the rules for hyphens are
complicated and that fewer people use them these
days, choosing to either join words (e.g.
playground, seafood, riverbank) or to write them
as separate words (e.g. gift giving, web page,
house plant). Before students complete the task,
remind them to check in a dictionary if they are
unsure whether to use a hyphen or to write the
Advanced Expert Module 6
words separately. Allow time for students to
compare ideas in pairs. Refer students to the
Expert Writing section on page 200 for further
information on hyphens.
1 re-formed (to distinguish from the verb reformed
= improved by making changes) 2 break-ins
3 ex-husband 4 Day-to-day 5 co-star; down-to-
earth
Writing 1 p.94
This section focuses on aspects of cohesion: the
relationships based on grammar or vocabulary
between parts of sentences or across them that hold
the text together.
1a Go through the points made in the Expert
Strategy box and spend some time discussing the
information on linking devices given in the Expert
Writing section on sentence structure on
page 202. Students then complete the task. With a
weaker class, this could be done in pairs or as a
class. Once students have identified what the links
refer back to, ask how the sentences would be
without them (repetitious and boring). You might
also want to ask whether references always refer
back (they can also refer forward, e.g. A few days
before she left for university, my sister gave me
the keys to her car).
1 One method: several ways; Another: several
ways/methods 2 there: the local college; then:
last month; That’s why: because she’s been going
there; her: Rebecca 3 those people: the people
who find it difficult to learn a language; so: you are
one of those people; millions: of people 4 one: a
dictionary; the ones: dictionaries 5 neither: I
don’t want to join
1b This exercise gives students practice using a
variety of linking devices. Encourage students to
skim the text to get the gist of it before they
complete it. Suggest that they fill in the gaps they
are more confident about first, and remind them to
cross out expressions as they use them so that
they eliminate options as they go. Allow time for
students to compare answers and, during
feedback, discuss what is being referred to and
what the function of the linking device used is (e.g.
to contrast ideas, to present an example).
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 1 their 2 such claims 3 On the contrary
4 instead of 5 since 6 Firstly 7 whatever
8 which is why 9 such as 10 Secondly
11 What’s more 12 The reason 13 in the
process
2a Give students a few minutes to read the text and
underline any repetition noticed, before discussing
ideas in pairs or small groups.
2b Students now rewrite the extracts, incorporating
cohesive devices to limit repetition. This could be
done alone or in pairs. Alternatively, this could be
set as homework and gone through in a
subsequent lesson after students have had a
chance to swap work and perhaps read each
other’s.
Suggested answer:
INTRODUCTION
Studying for a degree in a second language is a
challenge, whatever the academic goals. What’s
more, it is something that very few people are
capable of. Students should remind themselves
what an amazing achievement studying a second
language represents and that they are bound to
feel frustrated at times. Therefore, we believe that
most will benefit from English language training to
ensure they fulfil their academic potential.
OUR COURSES
Do you have language difficulties in your seminars
and suffer from lack of confidence, both of which
can affect your academic performance? If so, then
our Language Support programme aims to help
you. Our programme, which is free, is open to all
students for whom English is not their first
language. It offers both individual tutorials for
students who wish to discuss their academic
writing and language training in groups. We think
our programme offers the best available support
and, we are pleased to say, so do our students.
3 Students work in pairs to organise and write an
information sheet, checking that their work
incorporates linking devices to limit repetition and
correcting any spelling mistakes noticed. This task
could be set as homework if Exercise 2 is done in
class, with students comparing ideas in groups in
the subsequent lesson, deciding which place they
would prefer to go to and why.
Advanced Expert Module 6
6B A sixth sense
Listening 2 p.95
Begin by asking what the cartoon represents
(intuition) and explain that the heading is a clue. Find
out whether students believe in intuition.
1 These questions are best discussed in pairs or
groups before ideas are elicited from the class.
2 T42 This exercise gives further practice of Paper 3
Part 2. Students should be familiar with this type of
sentence completion, having covered it in Modules
1 and 5. Give students time to read through the
text to get the gist of it, as well as to predict the
types of word to complete each gap. If useful, refer
them to the Expert Task Strategy notes on
page 171 before playing the recording.
1 music 2 unsettled 3 logical 4 (university)
noticeboard 5 diary 6 brain waves
7 numbers 8 rhythm
3 Students work in pairs to compare answers, before
discussing the questions of the task analysis as a
class. Check that students can justify their
answers and, with a weaker class, refer students
to the audioscript on page 164 as useful.
4 Ask students to look at the items in the Expert
Word Check box and look up all relevant
information (e.g. pronunciation, stress, word type,
use, grammar, word family, collocations) for each
word. Students then discuss the questions in
groups or as a class, using the language
presented. Encourage students to provide
examples of relevant situations or experiences.
Speaking p.96
The photos show 3 unexpected situations (a man
whose car has a flat tyre, a birthday celebration, a
car blocking a driveway). These should act as a
prompt for showing different emotional reactions, and
the question should encourage students to speculate
on initial reactions and difficulties dealing with the
situations. This discussion could be done in pairs or
small groups. Round up by eliciting ideas and asking
students which situation might be the hardest to
handle and why.
1a Students discuss the questions, with reference to
the photos, in pairs or groups before the
discussion is opened to the class. Use the
questions as an opportunity to feed in further
adjectives, e.g. disgruntled, perturbed.
64

1 They all show someone reacting to an
unexpected situation. 2 One photo shows
someone having a nice surprise; the other two are
unpleasant surprises. 3 A frustrated
B absolutely delighted C seething with anger
1b T43 This exercise focuses on sentence stress.
Give students a minute to read the sentences
before playing the recording. Allow them time to
compare answers in pairs and, if useful, play the
recording a second time, pausing after each
sentence and eliciting the stressed word. Elicit
which types of word are stressed (i.e. those
carrying most meaning or emotion, generally
adjectives, verbs and nouns).
1 I was absolutely livid because I was stuck. 2 I
immediately burst into tears. 3 I was in two
minds and had to weigh up what to do next.
4 It’s thoroughly depressing when you’re stranded
and can’t move. 5 I welled up – I was so moved.
6 When people do things like that it winds me up.
7 My patience soon wore thin – the situation was
driving me mad. 8 I was really down and a bit
grouchy beforehand – but I cheered up straight
away.
1c Students match the sentences, which express
different emotions, to the photos.
1 A/C 2B 3C 4A 5B 6C 7 A/C 8 B
1d Students work in pairs, discussing their own
reactions to the situations given. Elicit from the
class which students would be calmer and which
more agitated, and why.
2a Focus students’ attention on the cartoon and ask
what it shows. Students then complete the text
choosing the correct alternative, comparing
answers in pairs.
1 in high spirits 2 lost my cool 3 flew into a
rage 4 In the heat of the moment 5 snapped at
6 ratty 7 make a scene 8 delightful 9 get to
me 10 calmed down
2b Give students a minute to scan the text for the
synonyms before eliciting them from the class.
1 lost my cool, flew into a rage, snapped at him,
ratty, make a scene 2 in high spirits, delighted
3 pull myself together, calmed down
2c Briefly elicit some examples of new words or
expressions, e.g. ratty (irritated), before giving
students a few minutes to write down some
questions using them. Students then take turns to
Advanced Expert Module 6
ask their partner their questions. Round up,
eliciting some of the questions asked and answers
given.
3a T44 Refer students to the photos in Exercise 1
and elicit ideas on what the interlocutor might ask.
Play the recording and discuss the task set.
3b T45 Students now listen to another candidate
attempting the task, deciding which photos are
chosen. Elicit answers and ask students their
opinion about his interpretations.
He talks about the man changing a wheel and the
woman being given a surprise party. His personal
comments about him not being able to change a
wheel and most people don’t know how are
irrelevant.
3c T46 Before students listen again, refer them to the
assessment criteria on page 171 and the Expert
Task Strategy notes on page 172, and give them a
minute to reread them. Play the recording and
allow them a few minutes to evaluate in pairs how
well the candidate dealt with the task in relation to
the strategies and criteria, before rounding up by
discussing ideas as a class.
4a For this exercise, ask students whether they can
recall the expressions used. Alternatively, play the
recording for Exercise 3c a third time or refer
students to the audioscript on page 165.
1 whereas 2 is probably, seems to be 3 must
be, I do think, obviously
4b This exercise gives students practice in rewriting
sentences using a range of aspects, such as
possibility, emphasis, etc.
1 might be a bit difficult 2 Actually, I do think a
lot of people … 3 I do think 4 I’ve never done it
myself 5 Perhaps she’s even shocked 6 My
guess is it won’t …
5 Briefly elicit what students remember about the
long turn (Paper 4 Part 2), which was introduced in
Module 4. Then focus their attention on the task,
checking they understand what it involves, the
photos they should use and the timing they must
adhere to before they attempt the task in pairs.
6 The task analysis is best conducted in pairs before
a general discussion on strengths and
weaknesses as a class. Remind students to note
the areas they need to improve on and to refer
back to these before further practice.
7 Give students time to discuss these questions in
pairs or small groups before opening the
discussion to the class to round up.
65
 Extra!
Students choose one of the three questions from
Exercise 7 and write an essay (220–260 words),
incorporating ideas from the discussion.
Language development 2 p.98
Students should be familiar with the concept and use
of verbs followed by -ing or the infinitive with to.
Weaker students might benefit from some additional
practice from other sources before focusing on the
more advanced examples covered in this section.
1a This exercise asks students to identify verbs and
the forms that follow them. Allow time for students
to compare ideas in pairs.
+ infinitive: agree, attempt, choose, deserve,
guarantee, hesitate, hope, long, neglect, struggle,
volunteer
+ -ing: consider, contemplate, deny, fancy,
imagine, involve, put off, practise, resent
Both + infinitive / + -ing: attempt
1b Students refer to the Expert Grammar on
page 182 to check their answers. Check that
students understand the meaning of the verbs
given as well as their pronunciation.
Extra!
Students work in pairs to decide the number of
syllables and the syllable stress pattern for each of
the verbs given in Exercise 1a.
1c This exercise gives students practice using some
of the verbs from Exercise 1a. Allow time for a
discussion of the answers, particularly when more
than one option is possible.
1 imagine 2 struggled 3 agreed (volunteered/
attempted/chose) 4 hoped/longed 5 volunteer/
hope (agree/attempt/guarantee) 6 put off,
agreed (volunteered)
1d This exercise provides freer practice using verbs
and their associated forms. After students have
finished asking each other questions, elicit some
of the endings to the stems given to form
questions.
2 Students rewrite the sentences, comparing ideas
in pairs. With a weaker class you might first want
to elicit the form that follows each verb given in
brackets.
Advanced Expert Module 6
1 them to enjoy the holiday 2 us to go to a very
exotic market 3 them not to try/them against
trying the very sour milk 4 loving the mysterious
atmosphere 5 the excursion to be cut short 6 a
taxi to take her back to her hotel
3a In this exercise, students need to identify the
correct form to follow the verbs so as to give the
correct meaning. If useful, discuss the first one or
two answers as a class before students attempt
the task. Allow time for them to compare answers
in pairs before going through them. Discuss the
difference in meaning when the -ing or infinitive is
possible.
1 walking 2 feeling 3 to stay 4 him telling
5 going 6 to hurry 7 to collect 8 picking 9 to
explore 10 having 11 not having taken/not
taking 12 to find 13 sheltering/to shelter
Extra!
Students write their own sentences using the same
verbs as given in the exercise but with the form
(-ing or infinitive) that was not used in the text.
3b This exercise could be done in pairs. Suggest that
students write an example sentence with each
form and refer to a dictionary if necessary. Elicit
sentences and discuss differences as a class.
Extra!
Students think of an alternative verb for each of the
10 different meanings (e.g. go on to do something
= to progress to, go on doing something = to
continue).
4 For this exercise, students could work in pairs or
small groups to match the sentence halves and
discuss any differences in meaning before class
feedback.
1 a ii (specific case); b i (generalisation) 2 a ii
(part of an unfinished action); b i (complete
finished action) 3 a i (present simple + -ing for a
generalisation); b ii (would prefer + infinitive for a
specific case) 4 a i (specific case); b ii
(generalisation) 5 a i (single short action); b ii
(repeated action) 6 a ii he continued waiting
while I went home; b i purpose: his purpose was
to wait for the shop to open.
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 Photocopiable activity
Activity 6C could be used here. It is a pairwork/
groupwork activity where students match question
beginnings with an appropriate ending, such that
the verb in the first part is followed by another verb
in the correct form. They then take turns to ask
each other the questions made. This activity
revises the use of verb + -ing or infinitive with to
forms as covered in Module 6B.
Use of English 2 p.99
This section provides further practice of verbs
followed by -ing or the infinitive through key word
transformations that they will encounter in Paper 1
Part 4.
Begin by focusing students’ attention on the cartoon
and asking what it shows. Briefly elicit what students
remember about this part of the exam (which is
covered in Module 3B) before looking at the
example.
1 This exercise could be done in pairs. Weaker
students might need to refer to the Expert Task
Strategy notes on page 168 for support before
doing the exercise, while stronger students could
complete the exercise and then refer to it. Allow
time for students to compare answers in pairs
before discussing them as a class.
1 being spoken to as though/if 2 be guaranteed
to last 3 it that persuaded you to 4 was only
when/after Emily arrived 5 ever having
hurt/hurting him 6 was in no mood to get
2 Discuss ‘over-transformation’ as a class, eliciting
students’ own examples.
3 The task analysis is best conducted in pairs before
ideas are discussed as a class. Ask what students
have learnt from doing the task and remind them
to make a note of the forms that follow particular
verbs in their vocabulary records.
1 The idea has been changed from ‘speak to’ to
‘thought of’. 2 The key word ‘guaranteed’ has
been changed to ‘guarantee’. 3 The answer is
more than six words. 4 The answer is more than
six words and has had extra elements added.
4 This exercise gives students further practice in key
word transformations. Allow time for students to
discuss their ideas in pairs before eliciting
examples from the class to round up.
Advanced Expert Module 6
Writing 2 p.100
1 Start by asking what the photos show (one
teenager doing voluntary work in a hospital and
another lying on her bed checking her mobile
phone with a laptop on her lap and headphones
around her neck) before asking students to
discuss the questions in small groups or as a
class. Encourage students to compare cultural
differences in young people’s behaviour as well as
attitudes towards them, etc.
2 Give students a few minutes to read and
appreciate the scope of the task and discuss the
questions in pairs. Open the discussion to the
class, eliciting that it is an opinion essay. Check on
any new vocabulary and remind them to refer to
the planning and organising strategies covered in
Module 5B. You may wish to spend a little time
recapping on these. Elicit the word limit for the
essay (220–260 words).
3a Students work in pairs to discuss the questions
and brainstorm ideas for the essay. Elicit the
number of characteristics they must focus on (2)
and remind them to add reasons and examples to
support their ideas.
3b This exercise invites students to consider the
number of paragraphs they will write for their
essay and where they will add their point of view.
Briefly elicit ideas from the class.
3c Students now decide which ideas to include and
where. Remind them to consider where to add
reasons and examples.
4a This exercise focuses on the opening sentence of
the introduction to an essay and encourages
students to consider the best way to begin their
essay. The examples given could be discussed in
pairs or as a class.
A The writer’s personal opinion is given too early.
B A good opening sentence to introduce the
overall subject of the essay, saying what it is you
are going to discuss.
C This sentence jumps into specifics too quickly
without giving the reader a general idea.
4b Remind students that a topic sentence should
make clear the topic of a paragraph and is usually
the first sentence of a paragraph. Students
complete the sentence stems, adding their own
ideas, before discussing them in pairs or small
groups.
See sample answer.
4c This exercise focuses on phrases used to present
an opinion or support an opinion. It could be done
in pairs or discussed as a class.
67
 6 Students spend 5–10 minutes checking their
1 belief (S) 2 worry (I) 3 claims (I) 4 hold the
essay, using the checklist on page 190 as
view (S) 5 argued (I) 6 conceded (I) 7 point
necessary. Alternatively, students swap and check
of view (I)
their partner’s essay.
4d Students now write their own sentences using
selected phrases. Allow time for them to compare Review
ideas in pairs and elicit some examples from the
These exercises aim to help both students and
class.
teachers to monitor and analyse progress after each
4e Focus students’ attention on the expressions
module has been completed, focusing on vocabulary
before asking them to complete the headings,
and grammar from the module. They are best used
using the words given.
to show where further consolidation is required or, in
the case of students who have missed a module, to
A Expressing general views B Conceding assess how much they need to catch up on. In terms
C Beginning a conclusion D Emphasising of usage, the review exercises can be set in class
E Disputing F Giving reasons time as a 20–25-minute test or completed as a
5 At this point the planning is complete, so give pair/group activity followed by a class discussion.
students 20 minutes to write their essay. The Alternatively, they can be given for homework, which
writing would be best done as homework unless in the case of any student who has missed a module
you wish to assess what they are capable of would be more practical.
writing in the given time period.
1 1C 2A 3D 4B 5C 6A 7A 8D
Sample answer: 2 1 mind 2 word 3 make 4 mulling 5 end
In recent years, there has been concern that 6 say 7 at 8 spirits
youth attitudes have changed as living standards 3 1 ex-girlfriend, advice 2 principal, their
have risen and that young people have become 3 affected, ensure 4 enquiries, independent
less empathetic. But is this true? 5 Additional, receive 6 day-to-day, lives
It is certainly the case that many young people 7 Unbelievably, lose 8 healed, successfully
in the West seem to be more self-centred and in 4 1 saying 2 to tell 3 to drive 4 to bathe
need of more personal attention than ever. They 5 to see 6 splashing 7 to take 8 to panic
believe that everything they do is important and 9 trumpeting 10 to be 11 taking 12 to try
are intolerant when they are criticised. 13 to provoke 14 to react 15 to leave
Consequently, they are sometimes known as the
‘Me-generation’ as opposed to the ‘We-
generation’: egotistic and lacking self-discipline. It
is perhaps no coincidence that this attitude reflects
the behaviour of media celebrities that many
young people seem obsessed by. When they mix,
they only mix with people like themselves, a
situation encouraged by the advent of online
social networking.
On the other hand, in some countries younger
people are volunteering for charity work in greater
numbers than ever before, and are more
concerned about social inequalities than their
parents. Moreover, they also have a far higher
tolerance of other people’s beliefs than ever
before, opposing discrimination against minorities
and believing strongly in equal rights.
In other words, the picture is contradictory. It is
my firm belief that young people are probably
much the same as they have always been. The
social conditions of the country they live in are
bound to have an effect but in general young
people are still a mixture of good and bad, of
selfishness and selflessness. [240 words]

Advanced Expert Module 6 68