07 Values
This module contains various topics related to the
theme of lifetime experiences, the power of implicit
memories, changing relationships, home and family,
what makes a house a home, the ideal home,
moving, experiences of travelling and what memories
are made of.
Lead-in p.103
Starting with books closed, put the word values on
the board or play a game of hangman to elicit it. Ask
students what the word means to them. You might
want to discuss how they feel values have changed
in their country/culture in the last generation or so,
and why they think this is the case.
1a Ask students to open their books and look at the
photos. Elicit what they show (a couple playing in
the garden with their child, two teenagers with
backpacks in front of an airport departure board,
students doing housework) before getting students
to discuss the questions in pairs or small groups.
1b This question could be discussed in the same
groupings or as a class.
2 This discussion provides students with the
opportunity to talk about their own experiences
and their own country. Round up by eliciting some
ideas from the class. You might want to comment
on the situation in the country of study if different
to the students’ home country.
7A Home matters
Reading 1 p.104
1 Focus students’ attention on the photo and elicit
what it shows (a young person having an
argument with his parents). Then ask students to
discuss the questions in pairs before eliciting ideas
from the class. Encourage them to think of
examples.
2 Give students 2 minutes to skim the article to find
the answer to the question. Elicit ideas, writing
them on the board (you do not need to give the
answer at this stage).
3 Find out what students remember about the
multiple-choice section of Paper 1 Part 5 (covered
in Modules 2A and 5A). Go through the strategy
with the class before leaving them to attempt the
task. Remind them to underline key words in the
questions and to eliminate distractors as they
read, so as to guide them also to the correct
answer, as well as confirm it. Elicit answers,
Advanced Expert Module 7
discussing where the information was in the text
and why other options are incorrect.
1C 2D 3A 4D 5C 6B
4 The task analysis is best conducted in pairs before
the most effective strategies used are discussed
as a class.
5 Ask students to look at the items in the Expert
Word Check box and find the words in the text and
try 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. Students then discuss
the questions in small groups or as a class, using
the language presented.
Vocabulary p.106
1 The words in this exercise commonly cause
confusion. The idea is to train students to
understand the differences between confusing
pairs of words so as to be able to use them more
effectively. Allow students time to compare
answers in pairs before checking them. You could
also discuss whether they have a negative or
positive connotation.
1 intense (having a strong effect) 2 intensive
(involving a lot of effort/activity) 3 childish
(negative: behaving in a silly way, younger than
one’s age) 4 childlike (positive: having qualities
typical of a child) 5 occurrence (happening)
6 incident (a serious or important event)
7 restricted (only used by certain people/at certain
times) 8 limited (not very great in number or
amount) 9 differentiate (recognise the
difference) 10 differ (are different in some way)
2a This exercise encourages students to think of
alternative ways of saying things and can be done
in pairs or small groups before class feedback.
Example answers:
1 relaxed/happy 2 had an effect on me 3 eats
a lot 4 as much as you like 5 I realised 6 the
town where you were born 7 focused on 8 at
their own sports field
2b Students work in pairs or small groups and, using
some of the new expressions given, share their
own experiences of home and family.
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3 This exercise focuses on word formation, which is
covered in Paper 1 Part 3. Remind students to
read the sentences first and work out the missing
part of speech, before changing the given words
so they fit both grammatically and in meaning.
Allow time for students to compare answers before
going through them. Elicit the type of word needed
in each gap and discuss the clues that helped
them.
1 uncharacteristically 2 defensive 3 influential
4 rebellious 5 destructive 6 accusations
7 internalise 8 awareness
4a Ask students to visualise their ideal home and
remind them that money is no object (i.e. there is
no limit to how much they can spend). Refer them
to the headings and language given, asking them
to make notes using the ideas given or their own.
Encourage them to use the idiomatic expressions
they have studied in this section. Allow about
5 minutes for this task.
4b Students now work in pairs or small groups and
share their ideas of what an ideal home would be
like. Round up by finding out where students
would like their home to be and what features they
would consider the most important and why. Add
in additional related language as useful (see
suggestions below).
Additional suggestions:
1 Location: by the beach, near a river bank, in the
sticks, in forested/wooded area, close to nature,
etc.
2 Type of building: bungalow, wood cabin, castle,
barn conversion, a renovation project, thatched
cottage, etc.
3 Outside: awnings, driveway, greenhouse,
summer house, shed, patio, pond, etc.
4 Inside/the rooms: wide hallways, study, library,
games room, conservatory, open-plan living room
and kitchen, etc.
5 Decoration and furnishings: beams, fireplace,
log burner, shutters, spiral staircase, etc.
Photocopiable activity
Activity 7A could be used here. It is a pairwork/
groupwork activity where students do a crossword,
using vocabulary covered in this unit to complete
sentences.
Use of English 1 p.107
1 This question could be discussed in groups or as a
class. Encourage students to support their opinion.
You may want to find out where the majority feel at
home.
Advanced Expert Module 7
2 Focus students’ attention on the cartoon and ask
what it shows (someone on their way home). Ask
students to skim the text (allow one minute) and
then elicit how the concept of ‘home’ is changing.
As people work from home more, it has or will
become part of their working lives.
3 Find out what students remember about the
multiple-choice cloze task (Part 1 Paper 1,
previously covered in Modules 2A, 3A and 5A)
before referring them to the Expert Task Strategy
notes on page 167. Remind students to look at the
words before and after each gap and to eliminate
wrong answers.
1B 2A 3C 4D 5A 6C 7D 8A
4 This task analysis could be done in pairs or small
groups before the discussion is opened up to the
class.
1 only identify collocates with with 2 only regard
is followed by an object (their parents’ home)
3 only provides is followed by an object and with
Extra!
Ask students to write a description of their family
home and what it means to them.
Listening 1 p.108
1 Start by asking students what they most miss or
would most miss if they had to move away from
their home town. Alternatively, students could
discuss this in pairs.
2 T47 This exercise gives students further practice
of the Paper 3 Part 1 task (multiple choice). Give
them time to read the rubric and questions first
and, before playing the recording, remind them
that they will hear each extract twice before
moving on to the next one. Afterwards refer them
to the Expert Task Strategy notes on page 170
before eliciting the answers.
1A 2B 3A 4C 5B 6A
3 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 the discussion is opened up to the
class.
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Language development 1 p.109
This section focuses on words and phrases that add
emphasis to a point. Students with particular
difficulties should be given suitable remedial
exercises.
1a This exercise checks students’ understanding of
words and phrases for emphasis which they heard
in the listening they focused on last. Weaker
students should start by looking at the Expert
Grammar on page 183 before attempting the
exercise. Stronger students could start by doing
the exercise and then use the summary to check
their answers.
1c 2b 3d 4a
1b These questions encourage students to analyse
the construction of the previous sentences. With a
weaker class they could be discussed as a class.
1 a form of be 2 the end 3 a form of the
auxiliary do 4 1 We were amazed by how much
pleasure we’ve got … 2 Our listeners want to
know why … 3 My sister lives only a stone’s
throw away … 4 We just/only wanted to live …
1c Students work in pairs, practising the sentences
and working out the stressed words. Alternatively,
these sentences could be drilled as a class with a
class discussion of which words are stressed (and
why). If time allows, play the recording from
Listening 1 Exercise 2 again for students to check.
1 The thing that’s given us most pleasure is
hearing the owls hooting.
2 What our listeners want to know is why anyone
would be mad enough to live in a tent.
3 The place where my sister lives is only a stone’s
throw away from my parents’ house.
4 All we wanted to do was live a more sustainable
life.
2a This exercise introduces the structure it + be as a
means of emphasising a point. Go through the
examples with the class, adding a few more if
useful.
2b Weaker students may benefit from doing this in
pairs rather than alone. Encourage stronger
students to compare answers with a partner when
finished.
Advanced Expert Module 7
1 It was the garden, rather than the house itself,
which/that initially attracted us / which/that we
were initially attracted to.
2 It was the mature trees, in particular, which/that
were difficult to resist.
3 It was the beautifully proportioned living room
that/which was the main attraction inside.
4 It was five years ago that I last saw somewhere I
wanted to buy.
5 It wasn’t until we got home that I realised how
much I wanted it.
6 It’s only by me/my going back to work that we’ll
be able to afford it.
3 This exercise focuses on rewriting sentences to
shift the emphasis using cleft sentences. It may be
a good idea to do the first sentence as a class.
1 I prefer in the south is the climate. 2 most
people don’t realise is how beautiful the
countryside is in the north. 3 I left the north was
to go to university/was because I went to
university. 4 I missed more than anything was
my friends. 5 I intended to do was to stay for a
couple of years. 6 where/that I’d love to live (in)
for a while is Spain.
4a This exercise provides students with an
opportunity for freer practice using the phrases for
emphasis.
4b Students compare their ideas in pairs before
some are elicited from the class by way of a
round-up.
Writing 1 p.110
This section focuses on aspects relating to
punctuation: the use of apostrophes, commas, full
stops, capital letters, exclamation marks, hyphens,
quotation/speech marks, colons, semi-colons and
dashes.
1a Focus students’ attention on the top photo and
ask what it shows (a typical teenager’s bedroom).
Explain that students are now going to read a
short text about such a bedroom but will have to
add in the appropriate punctuation. You might
want to check that students know when the
different punctuation devices given are used.
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 The place where I spend lots of my time is my
bedroom. It’s got all my things there and I’ve
painted it in my favourite colours, which are
purple, black and red, and I’ve put posters on the
walls. There’s a three-seater sofa too, so I can
watch TV there with my friends. My mother calls it
a ‘hamster’s nest’ because there are lots of cosy
throws on the bed. There are also piles of clothes
all over the floor. Unfortunately, I’m not the world’s
tidiest person!
1b Allow students time to compare answers in pairs
before going through the punctuation needed as a
class. Discuss which punctuation devices they find
problematic and provide additional practice as
useful.
2a This exercise gives students the opportunity to
identify different punctuation devices.
2b Refer students to the Expert Writing section on
Punctuation on page 199 to check their answers
and discuss any questions they may have.
3a This exercise gives students practice in using
commas and apostrophes. Problems with commas
vary according to L1 influences and often occur
because they require a good understanding of
complex grammatical structures, e.g. in conditional
or cleft sentences.
The main difficulties with apostrophes are usually
confusing its with it’s (or your and you’re) and
adding an apostrophe where it is not necessary
(e.g. disco’s as a plural form). You might want to
explain that irregular plurals form possessives in
the normal way (e.g. children’s).
1 you’re … piano, … you’ll … a good teacher, a lot
of time and … 2 been, in my view. 3 [correct]
4 The Artist, which won most of the Oscars, was
… 5 London’s 6 parents’ … friend’s/friends’
3b This exercise focuses on using speech marks
(also known as ‘quotation marks’ or ‘inverted
commas’) along with other more common
pronunciation devices. You might want to mention
that you can use singular (‘ ’) or double (“ ”)
speech marks but whichever you choose, be
consistent in their usage. During feedback, if
needed, explain that quotes must begin with a
capital; that a direct quote is separated from the
rest of a sentence by a comma; and that other
punctuation occurs within the speech marks.
Advanced Expert Module 7
1 ‘Ideas are like rabbits. You get a couple and
learn how to handle them and pretty soon you
have a dozen.’
2 ‘You write your first draft with your heart and you
re-write with your head. The first key to writing is
to write, not to think.’
3c Point out that each punctuation device is used
only once in the set of 3 sentences. Allow time for
students to compare answers before checking
ideas.
1 To be successful, you need three things: talent,
determination and good luck.
2 I’d like to see the show again – (;) in fact, I’m
going to book tickets tomorrow!
3 Katie is a great actress; (–) she has sensitivity
and a good voice.
4 Focus students’ attention on the photo and elicit
what it shows (a band’s colourfully painted tour
bus) before asking them to punctuate the text
relating to the photo. Give students time to discuss
their answers in pairs before rounding up by going
through the text as a class.
Suggested answers:
Because I’m a singer, I spend lots of time on the
tour bus. We get on board after one of our gigs at
about 12 pm. Once we’ve unwound, we get into
our bunks to sleep while the driver takes us on to
the next venue.
I sleep really well on the bus. In fact, when I go
home to my flat in Manchester, I find it too empty,
very quiet, and it’s difficult to get to sleep. On our
current bus, we have engineers and managers to
go with us; it accommodates 12–14 people.
When we started out, we travelled around in a
mate’s old van. We now have a double-decker
and my mum said yesterday, ‘You could be in a
nightclub when you’re on your bus.’ It’s decorated
in red and black and has all the necessities: a TV,
fridge and a microwave.
Extra!
For further practice, students complete the
following sentences with their own ideas and using
the appropriate punctuation devices.
1 If I have time this weekend …
2 After passing the Advanced exam …
3 Happiness is …
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7B Seeing the world
Listening 2 p.111
Begin by discussing what the cartoon shows and
where it could have been drawn (a young
backpacker in the mountains looking at clouds
moving across the sky and casting shadows). You
might want to then ask students whether they like
visiting new countries and how many they have
travelled to so far.
1 This exercise gives further practice of multiple
matching (Paper 3 Part 4) as introduced in
Module 3. Focus students’ attention on the
instructions and the list of options given in the first
task. Students then discuss the questions in pairs
or small groups.
2 T48 Refer students to the Expert Task Strategy
notes on page 171 before they listen to the audio
and complete the two tasks. Remind them that
they will hear the complete recording twice and
that they can either focus on Task 1 the first time it
is played and Task 2 the second time or use the
first listening to answer the questions and the
second to check their answers. During feedback,
discuss which strategy they tried and how
successful it was. Suggest they try the other
strategy next time they do this kind of listening
task to see which works best for them.
Task one: 1 H 2D 3C 4A 5G
Task two: 6 C 7A 8D 9G 10 E
3 Students work in pairs to compare answers before
discussing the questions of the task analysis as a
class. Students could then 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 before referring to the audioscript on page
166 and underlining where they find them in
context.
4 This exercise encourages students to give
opinions and advice relating to a travel adventure.
Student A must decide on the type of trip they will
focus on before considering the problems that
might be faced and asking Student B for advice.
Remind Student B to incorporate the phrases
given into their suggestions. Monitor pairs,
checking on progress and language, and round up
by asking how the activity went and about the
problems and advice discussed.
Speaking p.112
The cartoons illustrate people having different travel
experiences and provide an example of a travel
Advanced Expert Module 7
experience relating to the spidergram, whilst the
questions should encourage students to speculate on
what people could learn from the experiences listed.
Elicit what the illustrations show (someone
surrounded by sharks, mountaineers ascending a
mountain, people eating a meal, people on a coach
with a flat tyre and people watching a religious
float/procession), before students discuss the
questions in pairs or small groups. Round up by
eliciting ideas and asking students which situation
travellers might learn the most from and why.
1a Students work in pairs or small groups to come up
with contexts relating to the items in the
spidergram. Elicit ideas from the class.
1b This exercise gets students to identify which
contexts the pictures correspond to, and could be
done as a class.
A finding oneself alone in a dangerous situation
B going on an adventure with other travellers
C living among different cultures D travel plans
going wrong E watching a religious festival
2a Students match the sentences, comparing
answers in pairs before class feedback. Check on
the understanding of potential new language, such
as fraught with danger, to sleep rough, to fend for
yourself, and provide additional examples if
needed.
1e 2f 3a 4b 5c 6d
2b This exercise encourages students to link the
expressions given to the situations in the
spidergram. Students could initially work in pairs
before the class is brought together to discuss
ideas. For example, get away could match with
going on an adventure with other travellers or
finding oneself alone in a dangerous situation;
sleep rough could match with travel plans going
wrong, etc. Alternatively, ask students to take one
of the situations, e.g. travel plans going wrong,
and list the expressions that might be useful for
that situation (tricky situation, fraught with danger,
sleep rough, marooned in the middle of nowhere).
2c Students work in pairs, taking turns to choose a
situation and describe it using expressions from
Exercise 2a where appropriate.
2d Focus students’ attention on the spidergram and
ask them to note a context for each situation
given. Students then put themselves in each of the
situations, taking turns to explain their experience
to their partner. Remind students to use some
expressions from Exercise 2a.
3a T49 Find out what students remember about the
collaborative task (Paper 4 Part 3), which was
introduced in Module 3B. Then refer them to the
73
 question before playing the instructions and
eliciting what the task involves.
The task involves candidates talking to each other
about what travellers might learn from each of the
experiences shown in the pictures.
3b T50 After students listen to two people doing the
task, ask whether they agree with the opinions
given and find out why they do/do not agree.
3c T51 Before students listen a second time, give
them a minute to read the statements.
1 T 2 T 3 T but only briefly to illustrate – it
doesn’t interfere with the task 4 F 5 T 6 F
7F 8T
3d Students work in pairs or small groups to
compare and justify their answers for Exercise 3c.
With a weaker class, you could suggest they refer
to the audioscript on page 167 and find examples
to support their answers, eliciting these during
feedback. Examples of inviting each other’s
opinions could be: (Speaker B) What do you think?
and (Speaker C) Don’t you agree? Examples of
them talking about their own experiences could be:
(Speaker C) The times I’ve ended up sleeping
rough ... and (Speaker B) I know what you mean.
3e T52 Students now listen to the instructions given
for the second part of the task and the candidates’
discussion. After playing the recording, ask the
class whether they agree with their conclusion and
why/why not.
3f Before students evaluate the candidates’
performance in pairs or small groups, refer them to
the Speaking assessment criteria on page 171.
After this, discuss as a class how successfully the
task was carried out and whether the advice given
was followed.
4a Ask students whether they can remember the
expressions the candidate used to agree and
disagree. You may wish to refer them to the
audioscript on page 167 and give them a minute to
underline all the examples they can find before
eliciting ideas.
4b Students complete the sentences from memory,
comparing ideas in pairs.
1 start if you like 2 sort of 3 But don’t you think
that 4 What you need to do 5 You mean like
6 be between 7 go for 8 necessarily
9 You’ve got a good point there 10 along
4c T53 Play the recording again so that students can
check their answers. It might help to pause the
recording after each answer is given and to elicit
the complete sentence each time.
Advanced Expert Module 7
4d Refer students back to the categories given in
Exercise 4b before asking them to match the
language given. For this exercise students could
work in pairs, adding in other expressions they
know.
Beginning the task: start the ball rolling
Imprecise language: stuff like
Asking for agreement: Wouldn’t you say that
Emphasising: absolutely right; The thing that
Disagreeing: I’m not so sure about that; but that’s
not always the case
Asking for clarification: Sorry, I don’t quite follow
you; Sorry, I don’t really see what you’re getting at
Expressing a choice: settle for
4e This exercise focuses on pronunciation and
intonation and gives students practice in saying
the expressions given. Depending on the level of
the class, you may wish to discuss word stress
and intonation as a class first and then ask them to
practise or, with stronger students, do it the other
way round.
5a Students now refer back to the task in Exercise 1
and get the opportunity to do the task themselves,
in pairs. Check they remember how long they have
and remind them to time themselves. Before they
begin, give them time to review the Speaking
assessment criteria on page 171 and the Expert
Task Strategy notes for Part 3 on page 172.
5b Bring the class together to share students’
choices and to elicit the reasons for their choice.
6 The task analysis is best conducted in pairs before
a general discussion on strengths and
weaknesses as a class. Remind students to note
useful language for this task, 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.
Extra!
Ask students to write an article (220–260 words)
on their dream holiday, incorporating ideas from
their answer to Exercise 7.
Photocopiable activity
Activity 7B could be used here. It is a groupwork
activity where students play a board game, which
gives them the opportunity to respond to questions
relating to travel and holidays.
74
Language development 2 p.114
Students should be familiar with the concept and use
of past tenses for hypothetical meanings, e.g. third
conditional sentences or ones using phrases such as
I wish and I’d rather. These expressions may refer to
imagined or unreal situations in the present, past or
future. 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 introduces different past forms to
students and checks their level of knowledge of
them. Students could answer the questions in
pairs before checking their ideas in the Expert
Grammar on pages 183–184.
1b Here, students choose the correct option to give
the same meaning for each sentence, comparing
ideas in pairs before class feedback.
1 is: wish + past tense is used to describe a
situation we would like to be different 2 not
optimistic: if only + would is used for
events/actions beyond our control that are unlikely
to change 3 should have got expresses
criticism/regret for a past action/situation
4 doesn’t: as though + past tense is used to
describe something that is unlikely 5 should
leave now: it’s time + past continuous is used for
something that should be happening but isn’t (yet)
6 shouldn’t wear: I’d sooner + past tense is used
to say what we would like to happen 7 might:
supposing + past tense is used in 2nd conditional
to mean if
2a Wish and if only are used with the past to
describe a present situation that we would like to
be different. In the context of this exercise, remind
students to focus on the tense following the main
verb when determining which options are correct.
Give them time to compare ideas in pairs before
checking them as a class. Explain why the
incorrect answers are not possible and discuss
what would need changing to make them correct
(e.g. 1. I wish I can could pass my exams).
Advanced Expert Module 7
1 hope: expresses a real future possibility
2 could: wish + past is used to refer to something
we would like but which is not happening 3 was:
If only + past is used to describe something we
would like to do in the future but which is unlikely
4 wishes: ongoing wish in the present for
something not currently happening (he isn’t able to
drive); wished: single act in the past (he no longer
wishes it); had wished is unlikely but possible if he
subsequently did become able to learn 5 didn’t:
past simple for present habit (he regularly cuts his
hair short); hadn’t: past perfect for single act in the
past 6 you/he: wish + wouldn’t is used to
describe something that happens regularly which
we would like to stop 7 you only/only you: only in
a 2nd conditional if clause, often without the result
clause, is used for emphasis. The inverted form If
only you is more emphatic.
2b In this exercise, students move from recognising
the correct answer(s) to producing it/them.
Suggest that they refer back to the previous
exercises for help if useful. Elicit ideas.
3a Emphasise that different answers are possible for
many of these questions and encourage students
to think of how the meaning might change
depending on the options chosen. Allow time for
students to compare answers before class
feedback.
1 to buy (I’m going to buy one/you should buy
one); I bought (it’s annoying I haven’t got one)
2 get (expresses a real possibility); got (expresses
a less likely possibility); had got (I did not buy one)
3 didn’t bring/wouldn’t bring (2nd conditional: both
express a wish that the person would not do
something but it is unlikely; wouldn’t bring is a
mixed conditional (would in both clauses) and is
more distant/formal 4 was/were (the speaker is
not stupid): were is a more literary form (it is the
subjunctive form, which is less used in informal
spoken English than in the past, although this
expression remains) 5 gets (expresses a real
possibility); got expresses a less likely possibility
6 have seen
3b This exercise gives students practice in sentence
transformations. Remind them that there may be
different ways to rewrite each answer and, during
feedback, discuss alternatives. Highlight the
structure of the verbs that follow the different
expressions if necessary.
75
 1 you hadn’t suggested I order the seafood.
2 you ate more protein and got your strength back.
3 if we crossed the river at daybreak instead of at
night?/we didn’t cross the river at night but
crossed it at daybreak? 4 we had stayed on in
the village a bit longer? 5 nothing happened/had
happened. 6 I had met her family, what do you
think would have happened?
4 The phrases linked to the missing words in the text
cover everything from this section. Students need
to complete the text by selecting the most suitable
tense for the verbs given.
1 gave up 2 were/was 3 could find
4 wouldn’t/didn’t keep 5 gave 6 hadn’t
bothered 7 had wasted
5 Students work in pairs, taking turns to ask each
other about hypothetical situations related to the
cues. Encourage them to use as many of the
forms covered in this section as possible. Round
up by eliciting some ideas and the forms used.
You might want to start by giving your own answer
for the first question.
Photocopiable activity
Activity 7C could be used here. It is a pairwork
activity where students have to complete sentence
stems using past tense structures for hypothetical
meanings, so that the new sentences retain the
same meaning as the initial ones given. This
activity revises the past tense structures for
hypothetical meanings covered in Module 7B.
Use of English 2 p.115
This section provides further practice of phrases and
structure (using the past tense) for hypothetical
situations through open cloze questions, which will
be encountered in the open cloze task (Paper 1
Part 2).
1 Begin by focusing students’ attention on the photo
(which shows a souvenir stall with goods that a
tourist would find exotic) and eliciting what it
shows, before giving students the chance to
discuss their preferences regarding souvenirs in
pairs or small groups.
2a This exercise gives students further practice of
the open cloze question type as covered in
Modules 1B, 2B and 4B. Here, students skim the
title and text to answer the questions. Elicit the
answers from the class.
2b Refer students to the Expert Task Strategy notes
on page 167. Remind them to look around the gap
for clues and that there may be more than one
possible answer.
Advanced Expert Module 7
1 do 2 other 3 it 4 what 5 in 6 could
7 why 8 if/though
3a This task analysis is best conducted as a class.
conjunction: if/though
fixed phrase: other than/When it comes to it …
modal verb: could
preposition: in
pronoun: it
question word: what, why
verb: do
3b Once again, this exercise could be done as a
class.
Example answers
articles, auxiliaries, phrasal verbs, linking words
4 This discussion focuses on advice to give to
visitors to the students’ country or countries. It
could be done in pairs or small groups. Round up
by eliciting ideas.
Extra!
Ask students to write an extract from a guidebook
to their country under the heading ‘Souvenirs’.
Writing 2 p.116
1 Begin by asking students to think about something
they have complained about or wish they had
complained about. Elicit what the problem was and
what they did or could have done. Find out
whether students have ever written a complaint
letter in English and elicit details. Focus students’
attention on the photo and ask what it shows
(people sleeping at an airport). Give students the
chance to discuss the questions in pairs and then
discuss ideas as a class.
2a Students read the task. It would be useful to
encourage students to get into the habit of
underlining or highlighting key words. Round up by
discussing their answers to check that they
understand the task.
2b This exercise encourages students to identify
their aim and consider an appropriate register and
style to achieve it. Discuss ideas as a class.
3a Students work in pairs to come up with possible
ideas. Remind them to look at the examples in the
exercise instruction.
3b This exercise gives students practice planning the
structure of the essay and the main points covered
in each paragraph.
4a In this exercise, students are introduced to
phrases for letters of complaint and then select
those that they can use in their own letter.
76

1 recent 2 catch 3 incur 4 meet 5 provide
6 full 7 shortly 8 break 9 with 10 manner
11 scheduled 12 decidedly
4b Discuss as a class which sentence opening is the
best and why. Remind students that this formal
and less personal tone should be consistent
throughout their letter.
1 is better when writing to a company because it
has a more formal, less personal tone, whereas 2
suggests that the writer is not in control of his/her
feelings.
4c Focus students’ attention on the expressions.
Allow them time to decide which ones match the
three groupings and encourage them to compare
answers in pairs. Discuss which sound stronger in
tone.
airline leaving for Amsterdam at much the same
time, your representatives refused to transfer me
and told me my plane would be there shortly. As it
turned out, the flight had been cancelled because
of engine failure and your customer service desk
had not been informed. I was therefore unable to
get to Amsterdam and missed my flight to Sri
Lanka. Your representatives did not provide any
assistance apart from offering to rebook me on a
flight the following day, which was no use at all.
As you can see, my experience breaks the
promises you make in your customer guarantee. I
believe your airline needs to take full responsibility
for the inconvenience and expense incurred, as
well as the communication breakdown among
your staff. May I remind you of the promise to
make a full refund. I enclose my ticket herewith.
[260 words]

1 I appreciate that to As you may remember 2 I Extra!

enclose herewith, I immediately contacted, Not Have students reply to each other’s letters.
only was I unable, Please find attached 3 I
believe your airline needs to, If I hear nothing from
you, I would be grateful if you could, I await your
Review
response to, I shall expect to hear from you These exercises aim to help both students and
teachers monitor and analyse progress after each
4d This exercise encourages students to identify the
module has been completed, focusing on vocabulary
most appropriate phrases for their own letter,
and grammar from the module. They are best used
where best to use them and how they can put
to show where further consolidation is required or, in
them to good use.
the case of students who have missed a module, to
5 At this point, the planning is complete, so give
assess how much they need to catch up on. In terms
students 20 minutes to write their letter. The
of usage, the review exercises can be set in class
writing is best done as homework unless you wish
time as a 20–25-minute test or completed as a
to assess what they are capable of writing in the
pair/group activity followed by a class discussion.
given time period.
Alternatively, they can be given for homework, which
6 Students spend 5–10 minutes checking their letter,
in the case of any student who has missed a module
using the checklist on page 190. Alternatively,
would be more practical.
students swap and check their partner’s letter.
1 1 fend 2 fraught 3 marooned 4 hit home
Sample answer:
5 rebellious 6 rough 7 restricted 8 defensive
I am a frequent flyer with your airline and I am
2 1 differentiate 2 occurrence 3 defenceless
extremely disappointed with my most recent
4 atmospheric 5 childishly 6 tricky
experience.
7 furnishings 8 reliant
Last week, I arrived at the airport early for my
3 1 (who) I’m closest to is 2 you lived/you were
scheduled flight to Amsterdam, where I was due to
to live/you were living in a big city, how would you
catch a connecting flight for Sri Lanka. On
3 if/though his trip across Asia went 4 upset me
checking the electronic display, I saw the flight
most was my parents’ lack of 5 if we moved to
was listed as Delayed. I immediately contacted
Norway rather than/instead of 6 being
your desk at the airport and asked for more
completely open with each other that we will
information but your representative was extremely
7 could go/were able to go trekking 8 worries me
unhelpful and offhand.
more is living/I’m more worried about is living
As the scheduled time grew nearer, I became
4 1 until 2 What 3 do 4 reason 5 was
more anxious. If I missed my connecting flight in
6 would 7 all/what 8 had 9 would/could
Amsterdam, I knew that flights from Amsterdam to
10 time 11 were 12 would
Sri Lanka were fully booked for several days.
Although there was another flight with another

Advanced Expert Module 7 77