08 A rich life
This module contains various topics related to the
theme of wealth and a good life, including going into
business with friends and family, online shopping,
dining in, inheriting money, investing and donating
and the UN’s budget.
Lead-in p.119
Start with books closed. Ask students what the word
wealth means to them. Discuss ideas before asking
them to open their books at page 119 and eliciting
what the photos show (a gold bar dispensing
machine in the UAE, a bureau de change, and
someone holding a lot of banknotes).
1a This exercise encourages students to think about
different aspects relating to money and currencies
and tests their general knowledge. Students could
answer the questions in pairs or small groups and
then check their answers with those on page 205.
Find out whether they were surprised by any of the
answers.
1b Students could answer this question in the same
groupings as Exercise 1a or, with a monolingual
group, as a class. This might be a good
opportunity to also add in some information about
the currency of the students’ country of study if
different from theirs. For example, the British
currency (the pound sterling) is the oldest currency
in the world still in use and is generally recognised
as a stable currency around the world. When it
was first used in the 8th century, coins like the
penny were made from silver and it was not until
the 17th century that paper notes were introduced.
2 These quotes from famous people are designed to
get students thinking about the value placed on
money and to consider the point each person is
making. These could be discussed in small groups
before the discussion is opened to the class. Find
out which quotes students like best and why.
8A A small world?
Reading 1 p.120
1 Focus students’ attention on the cartoon and elicit
what it shows (a man and woman in business
together), before asking students to discuss the
questions in pairs. Encourage them to compile a
list of pros and cons, and elicit ideas from the
class, feeding in useful language as appropriate.
2 Ask students what they remember about the
multiple-matching task (Paper 1 Part 8) before
asking them to read the Expert Task Strategy
Advanced Expert Module 8
notes on page 169. Before they do the task,
remind students that they can choose the same
couple (A–D) more than once, although they can
only choose one answer for each question.
Encourage them to underline (and number) where
they found the answers to each question so that
they can easily check information if they have
time. With stronger students, discuss the language
presented in the Expert Word Check after they
have finished the task; with weaker students you
may wish to go through this first.
1D 2A 3C 4B 5C 6B 7D 8A
9A 10 C
3 The task analysis allows students, who have
previously practised this task type in Modules 1
and 4, to consider the techniques that work best
for them and what to avoid doing. This question
could be discussed as a class with a list of dos
and don’ts elicited.
4 These questions encourage students to discuss
their own opinions of the businesses mentioned
and to consider the qualities needed to be
successful in business. Remind students to draw
on their own experiences and round up by eliciting
ideas.
Vocabulary p.122
1 This exercise deals with fixed expressions linked
to business and provides students with an
opportunity to discuss questions relating to
decision-making and setting up and running a
business.
2a Give students a minute to complete these
collocations before checking as a class. It is
important for students to know these collocations,
so they should record any that are unfamiliar to
them. Elicit a single-word (and therefore more
formal equivalent) verb to match each phrasal
verb, e.g. to take on = to hire. Remind students
that they should be building up a record of informal
language versus formal equivalents.
1 make 2 grow 3 open up 4 take up 5 run
6 achieve 7 make 8 embark upon 9 see
through 10 do
2b This exercise provides students with an
opportunity to use the verbs from the previous
exercise to complete a text. Allow time for students
to compare answers in pairs before checking them
as a class.
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1 taken 2 making/earning 3 set 4 raised/
generated 5 developed 6 carry 7 lay 8 wind
3a Students work in pairs or small groups to discuss
compound nouns or verbs (relating to business)
that can be formed from the words given.
1 c/h 2e 3f 4b 5g 6h 7a 8 d/b
3b This question could be discussed as a class. Ask
students to pronounce a few of the words to
check.
The first syllable is stressed.
3c Students work in pairs to create their own
sentences using words from Exercise 3a.
Extra!
Students create sentences for the remaining
words.
4 This exercise focuses on prepositions used in
expressions or collocations relating to business.
Allow time for students to compare answers in
pairs before checking ideas.
1 on 2 down 3 in 4 of 5 on 6 down
5a Students work in groups of 3 or 4 to come up with
a business idea answering the question given and
incorporating vocabulary covered in this section.
For this exercise, set a time limit (e.g. 20–30
minutes) and explain that they will have to present
their ideas to the class so they must decide how
they will do that and who will do it. You may wish
to set a time limit for the presentations.
5b Before students give their presentations, remind
the rest of the class to think of questions to ask
each group after their presentation.
5c Bring the class together and ask them to vote for
the best idea. Encourage them to explain their
choice.
Use of English 1 p.123
1 Refer students to Amazon’s logo on the boxes in
the photo and discuss the questions as a class.
1 It is an online retailer that originally sold books
and now sells a wide range of goods. 2 1994
2a Give students a minute to skim the text to check
their ideas.
2b If useful, refer students to the Expert Task
Strategy notes for the word formation task
(Paper 1 Part 3) on pages 167–168 before asking
them to complete the task. Encourage students to
Advanced Expert Module 8
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 (e.g. noun,
adverb, negative adjective). Remind them that
each word needs to fit both grammatically and in
meaning and suggest they note the type of word
needed in each gap as they read.
1 option 2 loyalty 3 unexpectedly 4 profitable
5 facilitate 6 selection 7 specialise
8 recognition
3 Give students a minute or two to find the two
words before eliciting ideas from the class.
origin (n) → originally (adv);
recognise (v) → recognition (n)
4 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!
Students write an article giving their opinion of
online shopping and their recommendations.
Listening 1 p.124
1 Start by focusing students’ attention on the photo
and eliciting what it shows (a yoga class), before
students discuss the questions either in small
groups or as a class.
2 If students have followed the modules in
sequence, this will be the fourth time they have
attempted a Part 3 Listening task (having
previously encountered them in Modules 2A, 2B
and 5B), so they should now be familiar with the
strategy. Elicit what they can remember before
referring them to the Expert Task Strategy notes
on page 171. Allow time for students to read the
questions and remind them to underline key
words. Remind them to try and predict the
answers and eliminate wrong answers as useful.
3 T54 Students do the task.
1C 2B 3C 4A 5B 6D
4 This task analysis is best conducted as a class.
5 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 might also find it useful to refer to
the audioscript on page 168 and locate them in
79
 context. Students then work in pairs or small
groups, sharing what they do to relax.
Extra!
Students write an article explaining different ways
to relax and saying which they prefer and why.
Language development 1 p.125
Students should already be familiar with the concept
and use of negative introductory expressions to add
emphasis (e.g. Not since, Rarely and Only now).
These expressions will in effect add further interest
and depth to students’ writing in particular.
1a See whether students can identify the difference
in emphasis between the pairs of sentences and
discuss how greater emphasis has been created.
1 b 2 b 3 b; Emphasis is created by starting
each sentence or clause with an emphatic and
negative construction and inverting subject and
verb.
1b Refer students to pages 184–185 of the Expert
Grammar and review how emphasis can be added
before students rewrite the sentences given.
Encourage students to compare ideas in pairs
before checking answers as a class.
1 will we lay off any more staff. 2 will the bank
extend the loan. 3 (I did) my finals at university
have I worked so many hours. 4 do you meet
people who have such a clear vision of what they
want to do. 5 had the business been set up
when the impact of the recession was felt. 6 are
they beginning to make a profit from the company.
2 Suggest that students skim the text to get the gist
before working out the type of word needed in
each gap, checking the words given before and
afterwards.
1 only 2 but 3 sooner 4 Under 5 on 6 do
3a Here, students are introduced to fronting parts of
a sentence to add emphasis and link ideas. Go
through the example and, if useful, do the first
question as a class. Remind them to refer to the
expressions given on pages 184–185 of the Expert
Grammar and to check answers in pairs.
Advanced Expert Module 8
1 I find it hard to believe that he’s going to resign.
2 It may be difficult but it isn’t impossible. 3 The
restaurant’s dinners are even better than their
lunches. 4 The response to the competition has
been such that … 5 However/ No matter how
hard we try, we will never … / Even if we try very
hard, we will never … 6 We were losing hope
when the train came along.
3b This exercise gives controlled practice in re-
wording the sentences using fronting to emphasise
the most important information.
1 So tense was the atmosphere that tempers
flared. 2 Try as they might, they were unable to
get a loan. 3 Opposite the new premises was a
park. 4 There was a pause and into the room
walked the actor. 5 Such was the impact of the
crash that the car was not worth repairing.
6 Famous it may be, but it’s very expensive too.
3c This exercise provides students with freer practice
where they use their own ideas to complete
sentences with negative introductory expressions.
Elicit a selection of ideas from the class to round
up.
Photocopiable activity
Activity 8A could be used here. It is a groupwork
activity where students have to complete sentence
stems using negative introductory expressions, so
that the new sentences have the same meaning as
the initial ones given. This activity revises and
extends students’ knowledge of emphasis through
the use of negative introductory expressions as
covered in Module 8A.
Writing 1 p.126
This section looks at ways to expand language
usage to increase interest and better engage the
reader.
1a Focus students’ attention on the photo and elicit
what it shows (the Dans le Noir restaurant which is
described in Exercise 1), before asking them to
read the two opening paragraphs describing the
restaurant. Discuss the questions as a class.
1 Customers eat in the dark. 2 The first extract
draws the reader in more, by the use of rhetorical
questions and more vivid language (left in the
dark, right up your street, popping up).
1b This exercise introduces more evocative
language to a text and asks students to identify
what might more commonly be written instead.
During feedback, discuss new language items,
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 checking that students understand what type of
words they are and how they are pronounced.
1j 2k 3c 4f 5a 6h 7l 8o 9n
10 e 11 b 12 g 13 d 14 i 15 m
Extra!
Ask students to select three words or expressions
presented in Exercise 1b and then consider
alternative options. For example: 1 tucked away
could be ‘hidden away’, 2 only a stone’s throw
could be ‘close to’ or much more informally ‘within
spitting distance’, etc.
1c Discuss the techniques as a class before students
work through the text finding examples of each
type. This could be done in pairs. Focus on the
Exam Strategy note and remind students that at
Advanced level the creative use of language is an
integral part of the writing component and there is
great emphasis on engaging the reader.
1 tucked away, stumble, fumble 2 incredibly 3 I
won’t be doing it again 4 I won’t be doing it
again. (simple); Having to guess the composition
of each forkful of food … (complex) 5 The food,
which has been described as innovative, is
actually … (indirect speech) 6 exclamation
marks, quotation marks 7 Does the idea of
dining in total, absolute darkness tempt you? / Is it
worth trying once …? 8 It is a fascinating
concept ... / The food ... is actually mediocre.
2 This exercise presents students with further
examples of interesting language and encourages
them to widen their language use through
improving descriptions.
1 cramped, packed out 2 nibbled 3 quirky
4 offhand 5 charming ambience 6 exorbitantly
priced 7 deafening 8 insubstantial
3 Here, students have the opportunity to practise
adding interest to their writing through a
description of a restaurant they know. The writing
component could be set homework and
paragraphs could be swapped in a subsequent
class.
Photocopiable activity
Activity 8B could be used here. It is a pairwork/
groupwork activity where students complete a
crossword using the missing words needed to
complete sentences given. This activity revises
expressions, phrasal verbs and collocations
covered in Module 8A.
Advanced Expert Module 8
8B A means to an end?
Listening 2 p.127
1 Begin by discussing who the photos show (British
lottery winners, American actor Johnny Depp and
Russian business tycoon Roman Abramovich) and
how these people became rich, before discussing
the questions as a class.
2 Students are given further practice of multiple-
choice questions (Paper 3 Part 1). After they read
the questions, students briefly discuss in pairs
what they can guess about the people.
3 T55 Refer students to the Expert Task Strategy
notes on pages 170–171 before they listen to the
recording and complete the task. Remind them
that each extract is repeated before moving on to
the next one.
1A 2C 3C 4B 5C 6B
4 Students compare answers in pairs before
discussing the question 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
169 and underlining where they find them in
context.
5 This discussion provides students with the
opportunity to express their own opinions and
justify them, as well as to hypothesise about what
they would have done in the same situations. This
could be done in pairs or small groups before
ideas are elicited from the class.
Speaking p.128
The photos provide examples of selling, investing
and spending. Ask students what each one shows
and what is happening (a man in a street market, a
man working on spreadsheets on two computers, a
couple in a car showroom in discussion with a
salesman). Use this as an opportunity to feed in any
useful vocabulary and discuss the questions as a
class.
1a In this exercise students discuss in pairs or small
groups which language would correspond with the
given photos.
Suggested answers relating to photos A, B and C:
A haggle, beat someone down
B buy stocks and shares, pay in full
C dip into your savings, pay in full, haggle, beat
someone down
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1b Students now discuss the meaning of these
informal expressions. This could be done with the
same groupings.
1 have so much money you buy things that aren’t
necessary 2 only have enough money for the
basics 3 spend more money than you can afford
4 do something rather than just talk about it
1c Check that students consider their own response
to the questions before discussing ideas in pairs.
2a This exercise invites students to identify the most
appropriate words or phrases to complete the text,
focusing on collocation and related prepositions.
1 make ends meet 2 hard 3 chip 4 support
5 contributing 6 sum 7 funding 8 donors
9 dipping into 10 on 11 raise 12 sponsor
2b Students could discuss the stress patterns of
these words in pairs.
contribute/contribution; subscribe/subscription;
luxury/luxurious; subsidise/subsidy
2c These questions encourage students to discuss
their views on whether charities are important and
how they should best be helped.
Extra!
Students find out about one charity in their own
country and prepare a short presentation on it for a
subsequent lesson.
3a Remind students that they have covered the long
turn (Part 2) in previous modules (1B, 4B and 6B)
before giving them 2 minutes to read and correct
the 5 mistakes in the instructions. Allow time for
them to compare answers in pairs before class
feedback.
The 5 mistakes are: 1 You should not describe
each photo in detail – you must speculate on only
2. 2 You have a minute. 3 Try not to stop.
4 You must speculate, not describe. 5 Your
partner mustn’t interrupt. (Also the interlocutor will
not mention the wide range of language needed,
although it is true that candidates must do this.)
3b T56 Here, students listen to extracts of 2
candidates attempting Part 2 and note the
strengths and weaknesses of each one. Allow time
for students to discuss their ideas with their
partner before eliciting ideas from the class.
Advanced Expert Module 8
A: The student shows a good range of language,
is grammatically correct and is trying to interpret
what is going on. However, he gets bogged down
trying to describe each photo rather than
speculate and answer the 2 questions. Also, he is
about to go on to describe the third photo, which is
not required.
B: The student is more focused on the task given.
She speculates on the similar and different
challenges of two situations. The range of
language is reasonable and includes informal
expressions. However, her answer is too short
and she finishes rather abruptly.
4a Students now practise the long turn in pairs,
taking turns. Check they understand the
instructions before they start.
4b Give students time to discuss the three photos
and reach their decision.
4c The additional photos on page 206 allow students
further practice of the long turn task.
5 Students work in their pairs to appraise each
other’s performance using ideas from Exercise 3b,
before a general discussion on strengths and
weaknesses as a class. Remind students to note
areas they have improved on and those needing
further work so they can refer back to these in the
future.
6 Give students time to discuss these questions in
pairs or small groups before opening the
discussion to the class to round up.
Extra!
Students write an essay (220–260 words) to
answer Exercise 6 question 2, incorporating ideas
from their discussion.
Language development 2 p.130
Students should be familiar with the concept and use
of comparatives and superlatives, although 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 mistakes
relating to the grammar focus in this section. With
a weaker class, you might wish to refer them to the
Expert Grammar on page 185 first, or students
could refer to it after reading the text. Check
answers as a class.
much the same than as Australians; one of the
best paid stars; became a great deal richer;
nothing as like Lady Gaga’s; by far the less most
expensive shoes; considerably fewer less than
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1b Students locate examples of comparatives and
superlatives in the text, discussing their ideas in
pairs before class feedback. Focus on the degree
of comparision where applicable and discuss other
examples from the text.
1 richer/more prosperous (higher degree); the
same as (same degree); less than/nowhere near/
nothing like (lower degree) 2 one of the best
paid/the most expensive 3 much, far, one of the,
even more, by far the, considerably
1c Refer students to the words given in the table and
focus their attention on the example before they
consider their own responses to the questions.
Allow time for them to compare ideas in pairs and
elicit some example sentences.
Extra!
Students write new sentences using the remaining
words from the table.
1d This exercise gives students further practice using
comparative and superlative forms but in the
context of where they live. With a weaker class,
this could be done in pairs or small groups. You
might wish to begin by giving a few example
sentences about the place where students are
studying if different from their own towns.
2a Here, students focus on additional forms of
comparison, deciding which option is best to
complete sentences. Discuss ideas as a class,
eliciting extra examples of use as needed.
1 too 2 such a 3 more and more 4 The
fewer, the better 5 more tight 6 so much, as
7 like, as 8 The bigger, the less 9 ’d sooner,
than 10 a great deal, than
2b This exercise gives students practice in rewriting
sentences using set words or phrases. With a
weaker class, this could be done in pairs.
1 The more people worry about banks, the more
they use cash. / People increasingly use cash, the
more they worry about banks. 2 I’m not getting
such a good … 3 More and more banking is … /
People are doing more and more of their banking
… 4 Some people are too afraid of fraud to bank
online. 5 I’m not so much happy as relieved I got
… 6 I’d sooner use smart cards everywhere …
3 Students work in pairs and use expressions
covered in this section to compare 2 people of
their choice. Round up by eliciting ideas and
discussing the structures used for comparison.
Remind students that comparatives and
superlatives are particularly used in the long turn
Advanced Expert Module 8
(Part 2) of the Speaking test when they need to
discuss similarities and differences between
photos.
Use of English 2 p.131
This section provides further practice of the language
of comparison through the practice of key word
transformations (Paper 1 Part 4).
1a Begin by focusing students’ attention on the
example and discussing the transformed sentence
and the changes made.
is by far the most important
1b Weaker students could read the Expert Task
Strategy notes on page 168 before attempting the
task, whilst stronger students could do the task
and then refer to the notes to check afterwards.
Remind students of the word restrictions and allow
time for students to compare answers before class
feedback. Discuss any alternatives possible.
1 through her accounts, the more concerned
2 have sold slightly less well than 3 as much as
me/I did/much the same (salary) as me 4 near
as high as 5 the harder we work, the happier
6 to save a great/good deal more
2a This task analysis could be conducted as a class.
Elicit examples using the given expressions.
1 the more 2 a slightly (less) b nowhere near;
a great deal more
2b Here, students consider the best ways of
approaching key word transformations and discuss
advice that could be given under the different
categories, discussing ideas in pairs before class
feedback. Compile a list of useful pieces of advice
on the board and suggest that students make a
note of them for future reference.
Writing 2 p.132
1 Students start by discussing their attitude towards
reviews and whether they themselves have ever
written one. These questions could be discussed
in small groups. During feedback, you may wish to
find out whether students tend to read reviews
before or after they have seen or read something.
Ask them whether they can think of examples
when they have seen or bought something (or not)
purely because of a review.
2 Here, students are given an example task. Remind
them that in the exam the review would be an
optional question. Discuss the task as a class and
83
 elicit the number of words needed (220–260
words).
3a Students should determine which books they will
review before underlining the key points which
they have selected from the task and
brainstorming ideas, making notes.
3b This exercise focuses students’ attention on
making a plan and encourages them to think about
key points it might include, along with how it will be
organised into paragraphs.
3c Students now know which ideas will be included
in which paragraph and have the opportunity to
discuss their ideas in pairs.
4a The two review extracts provide examples of
different parts of the task given in Exercise 2.
Allow time for students to read the reviews before
eliciting which part of the task they match.
Extract 1: Explaining whether or not you enjoyed
it. Extract 2: Reasons for recommending it.
Extract 3: Explaining what the book was about.
4b Students refer to the texts to find the expressions,
discussing ideas in pairs.
Examples:
1 one of several books in recent years which
2 The main message is, is about, The book tracks,
she asks the big questions like
3 inspiring and informative, great ideas, upbeat
and heartwarming, absorbing, highly readable,
modest and engaging, I love the ...
4 a bit patronising at times
5 an absolute must, this is the book for you
4c These phrases will help add emphasis to
students’ evaluations and make their reviews far
more engaging. Begin by focusing their attention
on the words and phrases given and then the
notepad with the ‘positive’ and ‘negative’ columns.
Give them 2 minutes to decide, in pairs, which
columns the words/phrases fit in before class
feedback. Discuss meaning and pronunciation of
any new language and, if useful, provide/elicit
examples of their use.
Positive: (quite) witty; (truly) original; (really)
lively; thought-provoking; (profoundly) moving;
(refreshingly) different; (beautifully) written; a
gripping (read); couldn’t put it down; well worth
reading; (particularly) memorable; (absolutely)
hilarious; compelling
Negative: (a bit) repetitive; (entirely) predictable;
(excruciatingly) boring; (totally) unconvincing;
(thoroughly) tedious; (rather) flat; hard to follow;
(vastly) overrated; (thoroughly) implausible; (too)
far-fetched
Advanced Expert Module 8
4d This exercise gives students practice in using the
phrases from Exercise 4c in conjunction with
additional language which they may find very
useful in their reviews. Students could work in
pairs or small groups to discuss their ideas before
class feedback.
Examples:
Describing
The opening chapters … (give the background /
set the scene / explain the rationale) …
The last chapter … (is a bit of a let-down /
summarises the main points)
The story … (gets bogged down in / moves at a
brisk pace) … is … (action-packed / slow-moving /
spine-chilling)
Balancing an opinion
I found (the ideas confusing at times), but … /
However, …
Although (the writer sometimes goes off at a
tangent), …
Even so, (the ideas challenge the reader to think
about) …
Despite this / In spite of this / And yet (the
characterisation is impressive / weak) …
On the other hand, (I wouldn’t recommend this
book to anyone who …)
Summarising
All in all … / Quite simply … (this is the best
read …)
The great strength of (the book) is that …
My only criticism of (the book) is that …
Photocopiable activity
Activity 8C could be used here. It is a pairwork
activity where students take turns to give clues to
their partner so that their partner can complete a
grid with the necessary vocabulary and work out
the extra word given. This activity revises useful
language that can be used to make written reviews
more interesting and engaging, as covered in
Module 8B.
5 At this point, the planning is complete, so give
students 20 minutes to write their review. The
writing would be best done as homework unless
you wish to assess what they are capable of
writing in the given time period.
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 Sample review: Review
It’s time we got over our obsession with
These exercises aim to help both students and
shopping. That’s the message of Not Buying It,
teachers monitor and analyse progress after each
one of several books in recent years that
module has been completed, focusing on vocabulary
encourage us to spend and consume less for both
and grammar from the module. They are best used
personal and environmental reasons.
to show where further consolidation is required or, in
Not Buying It is about one New Yorker’s
the case of students who have missed a module, to
attempt to call a halt to her spending for a year,
assess how much they need to catch up on. In terms
with the exception of a few basic foodstuffs (but no
of usage, the review exercises can be set in class
processed food), medicine and toiletries. This
time as a 20–25-minute test or completed as a
means doing without new clothes, buying music or
pair/group activity followed by a class discussion.
going to the cinema. The book tracks her ups and
Alternatively, they can be given for homework, which
downs, as she and her partner pursue their
in the case of any student who has missed a module
careers. On the way, she asks the big questions
would be more practical.
like, ‘Can the economy survive without shopping?’.
At the end of the year she saved up enough
money to pay off a huge credit card bill and she 1 1B 2D 3A 4C 5B 6A 7C 8A
claims her spending will never be the same again. 2 1 Hardly had the tablet gone on sale when
Some critics have found the writer too self- another company brought out an even better
centred. They like to point out that she is self- model. 2 The more I think about the problem,
employed and childless, which makes her the more worried I become about it. 3 On no
experiment much easier. In places, the book is a account (should/must you) disclose your business
bit repetitive and does go off at a tangent more plan to anyone at this stage. 4 It wasn’t such an
often than I would like but on the whole I found it easy decision as I thought (it would be). 5 We
calm and inspirational. The author is honest about were too exhausted to move. 6 Not since
how difficult everything was, her many slip-ups Charles Dickens has any English writer written so
and what she discovers about herself. well about the poor. 7 James is slightly taller
than his brother. 8 I give nowhere near as much
[220 words] to charity as Liam (does). 9 The other ring is
somewhat pricier than this one. 10 I’m not so
6 The students spend 5–10 minutes checking their much angry as depressed about losing my wallet.
review, using the checklist on page 190 as 3 1 neighbourhood 2 luxurious
necessary. Alternatively, students swap and check 3 specialisation (specialism) 4 perception
their partner’s. 5 philanthropic 6 scepticism 7 disloyalty
8 strengthen
Extra! 4 1 as 2 try 3 into 4 up 5 than 6 took
After reading each other’s reviews, students decide 7 deal 8 of 9 on/upon 10 such 11 in
whether or not the review would persuade them to 12 for 13 down 14 like 15 only 16 as
read the book in question. Discuss, as a class, 17 but
which reviews were most persuasive and why.

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