OUTCOMES

WRITING AND VOCABULARY BOOKLET TEACHER’S NOTES

FOR
MIKE SAYER
STUDENTS
IN SPAIN
ADVANCED

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

CONTENTS
WRITING
1 A FORMAL EMAIL: SUGGESTING A COURSE OF ACTION 4
2 A DISCURSIVE ESSAY: A BALANCED ARGUMENT 6
3 A STORY 8
4 AN ARTICLE 10
5 A REVIEW OF A LIVE PERFORMANCE 12
6 AN INFORMAL EMAIL: GIVING ADVICE AND SUGGESTIONS 14
7 A PROPOSAL 16
8 A DISCURSIVE ESSAY: TAKING SIDES 18

VOCABULARY BUILDER
ANSWER KEY 20

© 2019 Cengage Learning, Inc. CONTENTS 3

1 A FORMAL EMAIL: SUGGESTING
A COURSE OF ACTION
Aim ANSWERS
To help students write a formal email outlining
the problems students face when studying abroad, 1 recognise, address 1 P
praising the proposal of the new preparatory course 2 response, support 2 R
and making suggestions of what to include in it to 3 challenge, adjust 3 P
help these students. Exercises work on brainstorming 4 regard, request 4 R
ideas, opening the email, phrases to identify and 5 commend, initiative 5 P
outline problems and to suggest a course of action and 6 thank, require 6 P
recommendations, and adverb collocations.

Note on meaning and collocation

PREPARE!
PART 1 Brainstorming ideas
As a lead-in, ask students to work in pairs to think of problems
people might encounter when going to live in a foreign
country. Encourage students to share their ideas with the class
and build up a list on the board. Then ask students to read the
task and the notes, and to add two ideas to each category,
either using the ideas on the board or their own ideas. In
feedback, review some of the best ideas with your class.
POSSIBLE ANSWERS
Problems students face when studying abroad
4 finding good accommodation
5 travelling around independently and safely
Ways of helping students deal with the problems
4 providing a contact list of host families and other
student accommodation websites
5 supplying sources of maps of the local transport
system and giving information on the different types
of transport available
You may need to review the meaning of some of these low
frequency, formal words (adjust = change to new things;
commend = praise; initiative = positive decision to act;
require = need).
Point out useful collocations (address a problem = deal
with a problem; thank (somebody) for). Point out the way
nouns are used in formal phrases in letters and emails (with
regard to; in response to; your request for).
PART 3 Identifying and outlining problems
Ask students to put the words in the correct order to make
useful phrases for identifying and outlining problems. Point
out the example. Let students compare their answers in pairs
before checking as a class. In feedback, point out the use of
the structure Not only (see note below).
ANSWERS
1 It seems to me that
2 As I see it
3 Not only do students
4 A key area of concern
5 We should never underestimate
6 Over and above all other concerns

PART 2 Opening the email

Note on Not only
Ask students to look at the opening sentences and say why Point out the structure we use with Not only:
they seem formal (choice of vocabulary, use of full forms Not only + auxiliary verb + clause, but + clause + too
rather than contractions, use of fixed phrases). You could Not only do students worry about their language level, but they
pre-teach the words, if necessary (see note on meaning and worry about meeting new people too.
collocation below answers). Then ask students to complete the Not only + auxiliary verb + clause, but + (also) clause
sentences with the words from the box. Point out the example. Not only can this course help students with their confidence, but it
Let students compare their answers in pairs before checking can also provide practical help.
as a class.
When students have completed the sentences, ask them
to write R next to the sentences which state the reason for
writing, and P next to the sentences which praise the college
for taking action. Let students compare their answers in pairs
before checking as a class.

4 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
PART 4 Suggesting a course of action PERFORM!
Ask students to cross out the one word or phrase (a–d)
which cannot be used to complete each sentence. Elicit the Aim
first answer to get them started. Let students compare their This is an exam-style task that gets students to apply
answers in pairs before discussing as a class. In feedback, point what they have learned in the preparation exercises.
out the techniques to make writing formal (see note below). Ask students to read the task and remind them of the ideas
they brainstormed from Part 1. Then ask them to read the
ANSWERS
instructions and write an email suggesting a course of action.
1 d – desire You could set this for homework, as a classroom task in which
2 b – So that students work in pairs to perform the task with teacher
3 b – can support, or as exam practice in which students complete
4 c – Other the task individually in exam conditions. Set a time limit of
5 b – request 50 minutes.
6 d – number
MODEL ANSWER

To whom it may concern,

Note on formality when suggesting a course
of action I am writing in response to your notice regarding a
new preparatory course to support students travelling
Point out to students how we use hypothetical modals (would,
abroad. It is a real challenge for many students to adjust
could, might), impersonal phrases (An idea would be to …)
to life abroad, so this new preparatory course is to be
and formal vocabulary (request, factor, consider) to make
welcomed. I highly commend the college’s initiative in
suggestions formal and distanced.
taking action to meet the needs of students.

As I see it, students travelling abroad face a number

PART 5 Adverb collocations
of problems. These include having to overcome the
language barrier, finding good accommodation and
Read the explanatory text as a class. Then ask students to
managing their finances appropriately. Over and above
match the adverbs from the box to the sentences. Elicit the
these problems, many students feel lonely and isolated
first answer to get them started, and point out that there
abroad and this can lead to anxiety and depression.
is sometimes more than one possible answer. Let students
compare their answers in pairs before checking as a class. To deal with these problems, I would suggest including
a language component in the preparatory course. It
ANSWERS may also be a good idea to provide a contact list of host
families and other student accommodation websites in
1 highly / strongly
order to assist students in finding good accommodation.
2 deeply / strongly
An additional idea would be to invite a financial advisor
3 deeply / strongly
to discuss options for how to manage money while
4 utterly
abroad. One point to bear in mind is that fewer students
5 strongly / utterly
will want to study abroad if experiences are negative. I
6 highly
highly recommend inviting students who have previously
studied abroad to share their experiences, and I strongly
Note on adverb collocations feel that we should facilitate a discussion about engaging
with people to avoid loneliness and isolation.
There are no useful rules to give students about which adverbs
collocate with which verbs or adjectives – students have I do hope you find my suggestions helpful.
to learn and memorise them! Encourage students to use a Yours,
notebook to write down collocations they notice and write an [name]
example for each one.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 5
2 A DISCURSIVE ESSAY:
A BALANCED ARGUMENT
Aim
To help students write a discursive essay about
the growth of online shopping. Exercises work on
brainstorming pros and cons, writing an introduction,
expressing the main points in an argument, adding
supporting information and describing cause and effect,
and weighing up arguments.
PREPARE!
PART 1 Brainstorming pros and cons
As a lead-in, ask students if they have ever flown on a low-cost
airline. If so, encourage them to describe the experience. Then
ask students to look at the essay title and the ideas in the mind
map, and answer the questions. Point out the example for
question 1. Let students compare their answers in pairs before
checking as a class. In feedback, encourage students to share
the ideas that they added to the mind map with the class and
discuss which ideas are the best. Build up a list on the board.
ANSWERS
Large number of flights causes pollution C
Good for business as companies can send employees
abroad P
Too many tourists in the world – affecting developing
countries C
Over-crowding at airports C
More tourists can be good for economies of many
countries P
Comfort concerns as some airlines cut corners C
More people can travel than ever before P
Possible additional ideas:
People’s carbon footprint is increasing as more people
travel – bad for the environment
High use of unsustainable and dirty fuel
Increased employment in air travel
Increase in number of airports, which are often smaller
and quicker to get through
6 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced
PART 2 Writing an introduction
Read the explanatory text as a class. Then ask students
to apply the three-point plan to write an introduction for
each essay in their notebook. Monitor and note errors and
interesting uses of language. In feedback, review the errors
and examples of interesting language use as a class.
POSSIBLE ANSWERS
1 Today, modern technology means that we are
constantly in touch with each other. As a result, we
are able to talk to friends, families and colleagues all
around the word. Yet, despite all this communication,
are we really any better at communicating, and have
our communication skills actually got worse?
2 As our cities continue to expand, we are experiencing
a huge growth in population as more people move
from rural to urban locations for work. The effect is an
increase in the economy, but what are the challenges
that people face living in the city and how is this
change affecting our rural areas?
PART 3 Expressing the main points in
an argument
Ask students to complete the different ways of expressing
the main points in an argument with the words from the box.
Point out the example. Let students compare their answers in
pairs before checking as a class.
ANSWERS
1 advantage
2 benefit
3 problem
4 importantly
5 drawback
6 favour
© 2019 Cengage Learning, Inc.
PART 4 Adding supporting information and
describing cause and effect
Ask students to rewrite the sentences by replacing the
underlined phrase with the phrase in bold. Point out the
example, and explain that they might need to make other
changes to ensure the sentence is correct. Let students
compare their answers in pairs before checking as a class. In
feedback, review the other changes that students had to make
to their sentences (for example, substituting a new sentence
for a clause, replacing a clause with a new sentence, adding
commas, adding prepositions).
ANSWERS
1 Technology is an excellent tool for learning. What is
more, it allows us to communicate.
2 Cheap air travel causes pollution as well as being
directly responsible for many other forms of
ecological damage.
3 Major cities are expanding. Not only is this true, but
nothing is being done to stop their growth.
4 Ever-decreasing flight costs may soon lead to a crisis
in the airline industry.
5 Most airlines are committed to reducing prices
further. Besides, ordinary people don’t want more
expensive airfares.
6 Airfares may rise in some countries due to recent
legislation.
7 Many people are moving into cities because there
are declining employment opportunities in the
countryside.
8 Technology has led to an increase in identity
theft. Furthermore, the amount of cyber-bullying
has increased.
Note on use
Point out the formal phrases that are used at the start of a
sentence to add information (Moreover, Besides, What is more,
Furthermore) and phrases that join sentences together (as well
as + -ing).
Note the dependent prepositions (result in, because of, lead to,
due to).
PART 5 Weighing up arguments
Read the explanatory text as a class. Then ask students to
complete the sentences with the words from the box. Point
out the example. Let students compare their answers in pairs
before checking as a class.
ANSWERS
1 conclusion 5 all
2 considered 6 sum
3 way 7 whole
4 balance 8 light
© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced
PERFORM!
Aim
This is an exam-style task that gets students to apply
what they have learned in the preparation exercises.
Ask students to read the instructions. Then ask them to
brainstorm pros and cons. Encourage students to use a mind
map. Then ask students to write a discursive essay. You could
set this for homework, as a classroom task in which students
work in pairs to perform the task with teacher support,
or as exam practice in which students complete the task
individually in exam conditions. Set a time limit of 50 minutes.
MODEL ANSWER
The growth of online shopping has greatly improved life for
the consumer – but at what price?
The growth of online shopping means that it has
become much easier to buy whatever we want whenever
we want. Consequently, we buy more, but we waste less
time going to shops. However, many think there is
a downside to the growth of online shopping. Is there
a price to pay?
Perhaps the greatest benefit of being able to shop
online is that you can do it without leaving home. Not
only does this mean that we all save time and money,
but it also means that people who find it difficult to go
shopping no longer have an issue. Another advantage is
that we often find greater choice and lower prices online.
The main drawback of online shopping is the effect it
has on the high street. Increasingly, more major retailers
are closing down, and this leads to job losses as well as
empty city centres. Another problem is that shopping
online is not a social or physical activity. When we go
shopping, we spend time with friends or family members,
but when we shop online, we generally shop alone.
The growth of shopping online may mean the loss of
an important social activity for many people.
In conclusion, the benefits of online shopping
outweigh all the drawbacks. On the whole, this shopping
revolution has benefitted many people, and I feel that
all retailers need to adapt to this new generation
of shoppers.
7
3 A STORY
Aim
To help students write a short story. Exercises work on
identifying the shape of the story, using past forms and
participle clauses, and using direct speech and adverb /
adjective collocations.
PART 2 Using a variety of past forms
Ask students to read and put the short story in the correct
order. Let students compare their answers in pairs and
work together to decide which of the four parts is the
exposition, the conflict, the climax and the resolution.

ANSWERS
PREPARE!
B Exposition
D Conflict
PART 1 Identifying the structure of the story A Climax
C Resolution
As a lead-in, ask students to say what they think makes a good
story and give examples of good stories they know. Encourage
students to share their ideas with the class. Then ask students to complete the table and discuss the
Ask students to read the description of the four parts of use of past forms. (See table at bottom of page.) Point out
a short story. Then ask them to match exposition, conflict, the example. In feedback, elicit their understanding of why
climax and resolution to the extracts (a–h) below. Elicit the each form is used. Finally, ask students to complete the
first answer to get them started. Let students compare their sentences with the correct past forms. Point out the example.
answers in pairs before checking as a class. Let students compare their ideas in pairs before checking as
a class.
ANSWERS
ANSWERS
a 3
b 1 1 were staying
c 4 2 had visited
d 2 3 was going to rain
e 1 4 had been sitting
f 4 5 walked; had waited / had been waiting
g 2 6 would buy
h 3 7 was given / had been given

Past simple Past continuous Past perfect Past perfect Past perfect Future in the past
passive continuous
1 ignored 2 was staring 3 had placed 4 had been 5 had been eating 6 would get to
delayed 7 was going to be

A completed An action in A completed Something (not An action in Statement of fact,

action in the past. progress in the action in the past important / progress in the indirect speech
past. before another relevant) had past before will → would.
action. delayed the train. another action. ‘Going to’ used,
based on evidence.

8 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
PART 3 Using participle clauses
Read the explanatory text as a class. Then ask students to write
sentences with participle clauses. Point out the example. Let
students compare their answers in pairs before checking as
a class.
ANSWERS
1 Feeling tired, John went straight to bed.
2 Broken, the toy was of no use to anybody.
3 Not knowing what time it was, we kept walking.
4 Hoping for a miracle, I started the race.
5 Lost for words, all I could do was stare.
6 Given time, Molly will probably forgive us.
PART 4 Using direct speech
Read the explanatory text as a class. Then ask students to use
the prompts to write direct speech in three different ways in
their notebook. Let students compare their answers in pairs
before checking as a class.
ANSWERS
1 ‘Can you help me?’ I asked calmly. ‘I’m looking for
the station.’
‘Can you help me? I’m looking for the station,’ I asked
in a calm voice.
Calmly / Looking calm, I asked, ‘Can you help me? I’m
looking for the station.’
2 ‘Come here!’ she shouted furiously. ‘I’ve been looking
for you everywhere.’
‘Come here! I’ve been looking for you everywhere,’ she
shouted furiously / in a furious voice.
Furious, she shouted: ‘Come here! I’ve been looking for
you everywhere.’
Note on direct speech
Ask students to identify the punctuation used in the examples.
They should notice the use of apostrophes, commas, full stops,
and question and exclamation marks. Then point out the
function of the adverbs and adverbial phrases (to describe the
manner of the voice).
PART 5 Using adverb / adjective collocations
Ask students to match the sentence halves to make adverb /
adjective collocations. Point out the example. Let students
compare their answers in pairs before checking as a class.
ANSWERS
1 d
2 a
3 e
4 f
5 c
6 b
© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced
PERFORM!
Aim
This is an exam-style task that gets students to apply
what they have learned in the preparation exercises.
Ask students to read the task. Then ask them to read the
instructions and write a story. You could set this for homework,
as a classroom task in which students work in pairs to perform
the task with teacher support, or as exam practice in which
students complete the task individually in exam conditions.
Set a time limit of 55 minutes.
MODEL ANSWER
When I got to the station, I found out that my train had
been delayed, so freezing cold and starving hungry, I
decided to get something to eat from the station shop.
I bought a coffee and a couple of bags of crisps, and
looked for somewhere to sit.
Hidden by his newspaper, a man was sitting on
his own at a table in the corner. He ignored me as I
approached. Feeling angry, I spoke in an icy voice.
‘Excuse me,’ I said. ‘Is this seat free?’
Before he could answer, I had placed my heavy bag
and my bags of crisps on the chair, and headed back to
the counter to pick up my coffee. I wasn’t going to take
‘no’ for an answer. Soon, I was sitting at the table, eating
my way through two bags of crisps and checking my
messages. I had told my brother I would get to Widnes
Station before five o’clock. There was no way I was going
to be there on time.
Suddenly, I realised that the man behind the
newspaper was staring at me angrily. I took no notice and
kept eating. ‘How dare you?’ I thought. ‘I can sit anywhere
I like.’
Anyway, shortly afterwards, the train finally arrived
and I heaved my bag on board and sat down in the
carriage. When I opened my bag, I saw two bags of
crisps, unopened, on top of my clothes. It was then that
I realised I had been eating the man’s crisps. At the same
time, I could see him boarding the train, heading my way.
I had no idea what to say. I had never felt so embarrassed
in my life.
9
4 AN ARTICLE
Aim
To help students write an article for a national
newspaper about equal opportunities for men and
women. Exercises work on choosing a title, informing,
interesting and engaging the reader, using passive
structures, using structures with It is + adjective
and There is / are + noun, and using adverbs and
adverbial phrases.
PREPARE!
PART 1 Choosing a title
Read the explanatory text as a class. Then ask students to
match the titles (a–e) to the descriptions of the different types
of articles (1–5). Point out the example. Let students compare
their answers in pairs before checking as a class.
ANSWERS
1 b
2 c
3 a
4 e
5 d
Then ask students to decide which of the titles is a provocative
statement, a direct quote or a rhetorical question. Let students
discuss their answers in pairs before checking as a class. In
feedback, ask students which title they think is the most
engaging and why. Encourage students to share their ideas
with the class.
ANSWERS
provocative statement: It’s high time you woke up to reality!
direct quote: ‘Human rights are women’s rights, and
women’s rights are human rights.’
rhetorical question: Do women have it better than men
these days?; Isn’t it time we recognised that?
10 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced
PART 2 Informing, interesting and engaging
the reader
Read the explanatory text as a class. Then ask students to
match the techniques to the sentences. Elicit the first answer
to get them started. Let students compare their answers in
pairs before checking as a class. In feedback, ask students
which sentence is the most engaging for them and why.
Encourage students to share their ideas with the class.
ANSWERS
1 d
2 a
3 c
4 b
5 e
PART 3 Using passive structures
Read the explanatory text as a class. Then ask students to
rewrite the sentences using passive structures. Point out the
example. Let students compare their answers in pairs before
checking as a class.
ANSWERS
1 It can be argued that sexist behaviour is on the rise.
2 It has been widely claimed that the figures fail to
reflect the true picture.
3 Feminists are expected to challenge the status quo.
4 The current situation is no longer accepted.
5 It should be pointed out that these views are
particular to one group.
6 It has been suggested that more legislation
is necessary.
Note on passives
Remind students of the basic rules for forming passives:
the correct form of the verb be + the past participle form
(for example, They claim → It is claimed).
© 2019 Cengage Learning, Inc.
PART 4 Using It is + adjective and There is /
are + noun
Read the explanatory text as a class. Then ask students to
rewrite the sentences using the two forms. Point out the
example. Let students compare their answers in pairs before
checking as a class. In feedback, review the word formation
required to complete the sentences accurately (confused (adj)
→ confusion (n); accept (v) → unacceptable (adj); hope (v) →
hope (n); conceive (v) → inconceivable (adj); ignorant (adj) →
ignorance (n).
ANSWERS
1 It is difficult to understand why people reacted in
this way.
2 There was (a lot of ) confusion about the new rules.
3 It is unacceptable to have a glass ceiling of any kind.
4 There is (great) hope that things will improve.
5 It is inconceivable that things will get worse.
6 There was (a lot of ) ignorance about what
would happen.
Note on glass ceiling
This expression is used to refer to an invisible barrier, which
prevents the promotion of certain groups (for example,
women, people from an ethnic background, people of lower
social status) to higher grades or jobs.
PART 5 Using adverbs and adverbial phrases
Read the explanatory text as a class. Then ask students to
complete the phrases with the words from the box. Point
out the example and that there is sometimes more than one
possible answer. Let students compare their answers in pairs
before checking as a class.
POSSIBLE ANSWERS
1 Unsurprisingly
2 importantly / remarkably
3 Undoubtedly
4 annoyance
5 worryingly
6 Annoyingly / Remarkably
© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced
PERFORM!
Aim
This is an exam-style task that gets students to apply
what they have learned in the preparation exercises.
Ask students to read the task. Then ask them to brainstorm
ideas. Encourage students to share their ideas with the class
and build up a list on the board. Then ask students to read
the instructions and write an article. You could set this for
homework, as a classroom task in which students work in pairs
to perform the task with teacher support, or as exam practice
in which students complete the task individually in exam
conditions. Set a time limit of 55 minutes.
MODEL ANSWER
An investigation into how we can move on the cause of
women’s rights in my country
It is undoubtedly true that women’s rights have
improved in my country in the last fifty years. However,
it is also true that women continue to face inequality in
the workplace and in public life. What makes us women
accept inequality is hard to put into words, and it is about
time we changed our thinking.
Today, more and more women attend university and
go on to have fulfilling careers. However, it should be
pointed out that few women in my country are able to
get top jobs in companies or leading roles in politics.
Remarkably, there are no chief executives of major
companies in my country, and worryingly, only twenty
per cent of elected politicians are women.
While much has been done to improve the rights
of women over the last century, a lot more needs to be
done. Undoubtedly, the introduction of the Equal Pay
Act was a landmark moment. Similarly, legislation to help
women attend university has been important. However,
it is unacceptable to have a glass ceiling of any kind, and
clearly, this remains the case in business and politics.
In short, the situation has improved, and many women
do not feel discriminated against nowadays in the way
they did in the past. However, the attitudes and practices
of institutions still need to be changed, and women
should be confident to stand up for their rights.
11
5 A REVIEW OF A LIVE
PERFORMANCE
Aim
To help students write a review of a live performance. ANSWERS
Exercises work on getting the attention of the reader, 1 So brilliant was his guitar-playing that I couldn’t
using negative adverb inversion for emphasis, using help cheering.
key language to describe the venue, performers, the 2 Rarely do critics take the time to listen to artists and
performance and the atmosphere, and using a summary performers.
line in the conclusion. 3 No sooner had the band walked on stage than the
crowd started booing.
4 Never before had anybody seen the band.
PREPARE! 5 Only rarely have I witnessed a singer as talented as
she is.

PART 1 Getting the attention of the reader Note on inversion

Read the explanatory text as a class. Then ask students to read So + adjective or the negative adverbial (Rarely, No sooner,
the opening paragraphs. Ask a comprehension question: What Never before, Only rarely) goes to the start of the sentence, and
sort of performances are they describing? (a play, a classical the subject and auxiliary verb invert.
concert, an art exhibition, a funk music concert)
Ask students to match the techniques (1–4) to the opening
PART 3 Describing the venue, the performers,
paragraphs (A–D). Let students compare their answers in
the performance and the atmosphere
pairs before checking as a class. In feedback, discuss what
information helped students find the answers.
Ask students to read the descriptions and replace underlined
words with the words with similar meanings (a–e). Elicit the
ANSWERS
first answer to get them started. Let students compare their
1 A answers in pairs before checking as a class.
2 D
3 C ANSWERS
4 B
1 large c
place d
concert b
PART 2 Using negative adverb inversion crowded e
for emphasis lively a
2 exciting a
Read the explanatory text as a class. Then ask students to use action-packed d
negative adverb inversion to rewrite the sentences. Point out performance c
the example. Monitor at this stage and help if necessary. Let best e
students compare their answers in pairs before checking as songs b
a class. In feedback, review inversion (see note on inversion 3 impressive c
below answers), and point out other examples of negative gleaming e
adverbials (for example, hardly, only then, not only … but, redesigned a
nowhere, little, in no way, seldom). stage b
seating area d
4 excited a
audience d
full of anticipation b
moving from side to side e
shouting c

12 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
 5 band e PERFORM!
raced a
popular d
Aim
latest b
This is an exam-style task that gets students to apply
anticlimactic c
what they have learned in the preparation exercises.
Ask students to read the task and think about performances
PART 4 Using adjective + noun collocations they have seen and could write about. Then ask them to make
notes in their notebook about the venue, the performers, the
Read the explanatory text as a class. Then ask students to read performance and the atmosphere. Encourage students to use
the sentences and match the underlined adjectives to the a table to organise their ideas.
definitions (a–c). Elicit the first answer to get them started. Let Ask students to read the instructions and write a review.
students compare their answers in pairs before checking as You could set this for homework, as a classroom task in which
a class. students work in pairs to perform the task with teacher
support, or as exam practice in which students complete
ANSWERS the task individually in exam conditions. Set a time limit of
55 minutes.
1 a
2 c MODEL ANSWER
3 a
4 c I arrived at the City Theatre to see Graham Hall’s new
5 b adaptation of Hamlet with low expectations. It was cold
6 b and wet outside, and I was feeling miserable. No sooner
had the play begun, however, than my mood changed. So
exhilarating was the performance that I forgot all about
the weather.
PART 5 Using a summary line in your
City Theatre looks impressive, with its gleaming,
conclusion
redesigned foyer and a larger stage and seating area. Its
refurbished performance space is the perfect setting for
Ask students to complete the summary lines with the verbs
Shakespeare’s most famous play. In the lead role, Danny
from the box. Point out the example, and explain that they will
Forster gave a spectacular performance, and newcomer
need to use the correct form of the verb. Let students compare
Sally Holler’s touching portrayal of Ophelia made me
their answers in pairs before checking as a class. In feedback,
cry. Many of the supporting cast gave accomplished
review the meaning of the idiomatic phrases in the exercise
performances too, and the audience found the play both
(see note below), and ask students to think of an example for
exciting and moving. Scarcely had the actors left the
each. Encourage students to share their ideas with the class.
stage at the end of the play than the auditorium burst
ANSWERS into applause. It was an absolutely dazzling version of
such a famous play. My only criticism would be that the
1 sum rather basic set design left a lot to be desired.
2 lived Were I to sum up the performance in one word, it
3 left would be ‘inspiring’. The refurbished venue lived up to the
4 set hype, the individual performances of the actors ticked all
5 ticked the right boxes, and the brilliant direction of Grace Lomax
6 goes was impeccable. This production has set a benchmark for
other theatre directors.

Note on the meaning of idiomatic phrases

lived up to the hype = was as good as people (for example,
the press) expected and predicted
left a lot to be desired = wasn’t as good as you wanted
set a benchmark = set a high standard for others to try
to reach
ticked all the right boxes = did everything it should have done
go from strength to strength = get better and better

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 13
6 AN INFORMAL EMAIL:
GIVING ADVICE AND SUGGESTIONS
Aim
To help students write an informal email giving advice
and suggestions to a friend who wants language
learning advice. Exercises work on identifying who
you are writing to and what information they want,
acknowledging the sender’s email, giving advice and
making suggestions, using informal language and
closing the email using anyway.
PART 3 Giving advice and making
suggestions
Ask students to complete the phrases with one word in each
space. Point out the example. Let students compare their
answers in pairs before checking as a class.
ANSWERS

1 If
2 Don’t
PREPARE! 3 What
4 Have
5 Make
PART 1 Identifying who you are writing to 6 Whatever
and what information they want 7 Avoid
8 One
As a lead-in, ask students when they last received an email,
who it was from and what information the sender wanted.
Then ask students to read the email and answer the questions. PART 4 Using informal language 1 – phrasal
Elicit the first answer to get them started. Let students verbs
compare their answers in pairs before checking as a class.
Read the explanatory text as a class. Then ask students to
ANSWERS
complete the sentences with verbs from the box. Point out the
1 They are friends. example. Let students compare their answers in pairs before
2 He wants to learn German. checking as a class. In feedback, review the meaning of phrasal
3 He wants advice on how to learn a foreign language verbs with up (see note below).
as a beginner (from scratch) and in a short amount of
ANSWERS
time (in a hurry).
4 An informal and chatty style. 1 catch
5 Giving advice and suggestions. 2 pick
3 give
4 set
PART 2 Acknowledging the sender’s email 5 sign
6 speed
Read the explanatory text as a class. Then ask students to
complete the opening lines with the words from the box. Point
out the example. Let students compare their answers in pairs Note on phrasal verbs with up
before checking as a class. The particle up, when used as a part of a phrasal verb, can
mean increase (for example, speed up = increase in speed;
ANSWERS pick up (German) = increase knowledge (in German); speak
1 so much up = increase the volume of your voice). It can also mean in
2 so good a complete way (for example, sign up = sign so that you are
3 absolutely ages officially a member (completed a contract); give up = stop
4 really sorry completely; eat up = eat everything).
5 great news
6 all about

14 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
PART 5 Using informal language 2 – idiomatic PERFORM!
expressions

Ask students to complete the idiomatic expressions with parts Aim

of the body. Point out the example. Let students compare This is an exam-style task that gets students to apply
their answers in pairs before checking as a class. Review the what they have learned in the preparation exercises.
meaning of the idiomatic expressions (see note below). Ask students to read the email and decide what information
to provide in their reply. Encourage them to make notes. Then
ANSWERS
ask students to read the instructions and write an informal
1 body email giving advice and suggestions. You could set this for
2 leg homework, as a classroom task in which students work in pairs
3 neck to perform the task with teacher support, or as exam practice
4 mouth in which students complete the task individually in exam
5 ear conditions. Set a time limit of 55 minutes.
6 head
7 heart MODEL ANSWER
8 heads Hi Gus,

Note on meaning
put body and soul into = try / work very hard
cost an arm and a leg = cost a lot
up to my eyes in work = very busy
by word of mouth = through people talking about
something, and telling people that it is a good or bad thing
(recommending or not recommending it)
keep my ear to the ground = pay attention to what people are
saying in order to find out information
head and shoulders above the rest = much better than the rest
learning by heart = memorising
give you a heads up = let you know in advance / update you
about what is happening
Thanks for your email. It was so good to hear from you. It’s
been ages. Sorry for not writing sooner, but I’ve been up
to my eyes in work. What great news that you’ve got a job
in Germany at last!
There are loads of things you can do to learn German
before you go. If I were you, I’d definitely get an online
one-to-one teacher. And make sure you get yourself a
good course book and dictionary. You’ll need to work
hard and study every day – you have to put body and
soul into learning a language. It’s difficult to learn a
language, so don’t give up easily. Avoid being tempted
to take short cuts, as learning a new language takes time.
And don’t even think about getting one of those awful
‘German in a week’ downloads. They never work!

Once you’re in Germany, make sure you’re in a German-

PART 6 Closing the email speaking environment. Don’t hang out with English
speakers all the time. Have you thought about staying
Read the explanatory text as a class. Then ask students to with a German family? That’s a good way to pick up the
match the sentence halves. Elicit the first answer to get them language quickly. Doing a conversation exchange with
started. Let students compare their answers in pairs before a native speaker will really speed up your progress too.
checking as a class. In feedback, point out that anyway is also And it won’t be hard to find Germans who want to
useful when closing a conversation, for example, bringing a practise their English with you!
phone call to an end.
Anyway, I hope that’s helped. I think it’s great that you’re
ANSWERS going to Germany. I know you’ve always wanted to
work there. I’d better go now. Look after yourself and
1 c good luck!
2 d
3 f All the best,
4 a [name]
5 e
6 b

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 15
7 A PROPOSAL
Aim
To help students write a proposal. Exercises work
on organising the proposal and brainstorming ideas,
writing the introduction, describing the current situation,
listing and making recommendations, and writing
the conclusion.
PREPARE!
PART 1 Organising the proposal and
brainstorming ideas
As a lead-in, ask students how often they take public transport
and what they think of it. Encourage students to share their
thoughts with the class.
Read the explanatory text as a class. Then ask students to
read the task and work in pairs to complete the notes under
each heading with ideas and recommendations of their own.
In feedback, encourage students to share their ideas with
the class. If students are short of ideas, use the possible
answers below.
POSSIBLE ANSWERS
2 Current issues with public transport
Trains are too crowded
Dirty buses and trains with litter and food waste
on seats
3 Recommendations for change
Increase the number of coaches on trains and / or the
frequency of trains for busy routes
Introduce harsh penalties for leaving litter on public
transport (for example, high fines)
16 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced
PART 2 Writing the introduction
Ask students to read the introductory sentences and complete
them with the verbs from the box. Point out the example. Let
students compare their answers in pairs before checking as a
class. In feedback, point out the two common collocations that
helped students choose the correct verb (deal with, look at).
ANSWERS
1 highlight
2 draw
3 deal
4 make
5 look
6 improve
PART 3 Describing the current situation
Read the explanatory text as a class. Then ask students to
complete the sentences below with the correct active or
passive form of the verb in brackets. Point out the example,
and tell students that there is sometimes more than one
possible answer. Let students compare their answers in pairs
before checking as a class. In feedback, ask students to look
at the sentences again and tick which sentences refer to
evidence gathered to support the view expressed.
ANSWERS
1 have been carried out
2 follow / are following / have followed
3 have been expressed / were expressed
4 find / have found / are finding
5 have been raised / have risen
6 to be taken
Sentences 1, 3, 4 and 6 refer to evidence gathered to
support the view expressed.
© 2019 Cengage Learning, Inc.
PART 4 Listing and making recommendations PERFORM!
Read the explanatory text as a class. Then ask students to
complete the sentences in the two sets of suggestions with Aim
the words from the box. Elicit the first answer to get them This is an exam-style task that gets students to apply
started. Let students compare their answers in pairs before what they have learned in the preparation exercises.
checking as a class. In feedback, review the meaning and use Ask students to read the task. Elicit what information they
of the fixed phrases used in the sentences (see note below). must include in the proposal. Then ask students to read
the instructions and write a proposal. You could set this for
ANSWERS
homework, as a classroom task in which students work in pairs
1 as to to perform the task with teacher support, or as exam practice
2 order to in which students complete the task individually in exam
3 so that conditions. Set a time limit of 55 minutes.
4 a view
5 in case MODEL ANSWER
6 To avoid Introduction
The aim of this proposal is to draw attention to several
issues regarding access to local public parks and the
Note on meaning and use
provision of facilities in them. The proposal will also
We use to, in order to, so as to, so that to express purpose and make recommendations on how to improve the current
to answer the question why something is done. situation.
To, in order to and so as to are followed by an infinitive
Current issues with public parks
(without to).
Surveys have been carried out which show that few local
So that is followed by a clause.
residents are happy with the current provision of access
We use in case to make a provision against something
and facilities. The parks are only opened at nine o’clock in
happening or being true. It is followed by a clause.
the morning and, even in summer, close at seven o’clock
in the evening. Early morning runners and families feel
PART 5 Writing the conclusion that this prevents them from making full use of the park.
Not only that, but few visitors are aware of the current
Read the explanatory text as a class. Then ask students to facilities available in the park, such as the children’s play
complete the sentences with the words from the box. Elicit the areas and the tennis courts. However, as the council may
first answer to get them started. Let students compare their be aware, there are currently no cafés in any of the parks.
answers in pairs before checking as a class. Mobile vendors, selling ice creams and soft drinks, are
only present at weekends and for limited periods. This
ANSWERS means that the general public can only spend longer
periods of time in parks if they take their own food
1 lead
and drink.
2 bound
3 doubt Recommendations for change
4 result The following action plan should be implemented
5 make immediately:
6 certain • It is recommended that park opening hours should be
reviewed, and that in the summer months, they should
open from sunrise to sunset.
Note on meaning • More effort should be made to advertise facilities in the
lead to = result in park in order to encourage visitors.
bound to = definitely going to • Cafés selling sandwiches, salads, ice creams and hot
and cold drinks should be opened in all parks, especially
at weekends.

Conclusion
If these recommendations are implemented, it will lead to
an improved experience for people who visit local parks
as well as growing numbers of visitors.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 17
8 A DISCURSIVE ESSAY:
TAKING SIDES
Aim
To help students write a discursive essay in which
they take sides in arguing for the inclusion of a sport
in the Olympics. Exercises work on taking sides in the
introduction, giving and supporting personal opinions,
expressing and refuting opposite arguments and
linking ideas.
PART 2 Giving and supporting personal
opinions
Ask students to complete the personal opinions with the
words from the box in the correct form. Point out the example.
Let students compare their answers in pairs before checking
as a class. In feedback, ask students to say which sport each
sentence might be describing.

ANSWERS
PREPARE!
1 concerned
2 mind
PART 1 Taking sides in the introduction 3 goes
4 dare
Read the information about Mark and Sue as a class. Then ask 5 argue
students to read the opening paragraphs and decide which 6 held
of the statements correspond to Mark’s paragraph and which
correspond to Sue’s. Let students compare their answers in
POSSIBLE ANSWERS
pairs before checking as a class.
1 ice hockey
ANSWERS
2 skeleton / bob-sleigh
1 Both Mark and Sue have introduced the topic clearly. 3 football
Arguably, Mark’s is the clearest because it’s simpler. 4 boxing
2 Both Mark and Sue have stated the aim of the 5 rugby
essay clearly. 6 decathlon
3 Mark has used an interesting fact to create interest
(Golf is played by millions of people in almost every
country around the world …). PART 3 Expressing opposite arguments
4 Sue has used a rhetorical question to create interest
(Should there be a place in the Olympics for sports that Read the information and examples as a class. Then ask
most people have never heard of?). students to rewrite the sentences provided in 2 and 3 in two
different ways. Let students compare their answers in pairs
before checking as a class.

ANSWERS

2 It is (often) believed (that) the sport is not

truly competitive.
There are some who believe (that) the sport is not
truly competitive.
3 A number (of people) claim that golf is too slow.
It is (often) claimed that golf is too slow.

18 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
PART 4 Refuting opposite arguments PERFORM!
Review the meaning of refute (prove to be wrong) with the
class. Then ask students to match the sentence halves to make Aim
sentences we can use to refute opposite arguments. Elicit the This is an exam-style task that gets students to apply
first answer to get them started. Let students compare their what they have learned in the preparation exercises.
answers in pairs before checking as a class. In feedback, review Ask students to read the task. Have a brief class discussion
the meaning of the vocabulary / phrases in the sentences (see and ask students to say which sport they would like to defend
note below). and why. Then ask students to read the instructions and
write a discursive essay. You could set this for homework, as
ANSWERS
a classroom task in which students work in pairs to perform
1 b the task with teacher support, or as exam practice in which
2 f students complete the task individually in exam conditions.
3 d Set a time limit of 55 minutes.
4 a
5 c MODEL ANSWER
6 e Why boxing should be in the Olympics
Should there be a place in the Olympics for a sport that
Note on meaning glorifies violence? That is the question often asked about
boxing. However, in this essay, I will argue that, despite
flaws = problems or errors being more dangerous than other sports, there are many
only to a point = only to a limited amount good reasons to keep this historical and popular sport in
It does not hold water. = It is not a convincing argument. the Games.
To my mind, no sport better combines skill with
PART 5 Linking ideas bravery than boxing. In a boxing match, competitors
must fight each other for victory, and there can be
Read the explanatory text as a class. Then ask students to only one winner. As such, it is a true test of the human
complete the sentences with some of the phrases from the spirit. Moreover, it is one of the few modern sports
table. Point out the example, and tell students that there that our Greek ancestors would recognise. For these
is sometimes more than one possible answer. Let students reasons, I have long held the view that it is the ultimate
compare their answers in pairs before checking as a class. Olympic sport.
It is often argued that boxing is too violent and
ANSWERS dangerous to be an Olympic sport. Another argument is
that its example is a poor one for young people watching.
1 To put it more simply However, while nobody can deny that there are dangers
2 By contrast / On the other hand inherent to boxing, there are a number of flaws in these
3 such as arguments. Firstly, there are many safeguards in amateur
4 Moreover / Furthermore boxing, which can prevent boxers from being seriously
5 Similarly hurt. Secondly, there is evidence to show that boxing
6 namely allows young people from poor backgrounds to escape a
life of violence and crime. It provides a good example of
how to channel your aggression in a positive way.
Boxing is a historical and timeless sport for the skilful
and the brave, and a sport that sets an example for young
people. To put it more simply, it is the ultimate Olympic
sport, and one that should remain in the games.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 19
1 CITIES 2 RELATIONSHIPS

PREPOSITIONS PREPOSITIONS
A A
1 through 1 about
2 on 2 for
3 of 3 to
4 to 4 in
5 on 5 to
6 to 6 with

WORD FAMILIES
WORD FAMILIES
B
1 buzzing B
2 mugged 1 cynicism
3 thrilling 2 incompetent
4 demolition 3 intensity
5 spotlessly 4 thoroughness
6 congestion 5 frailty
7 affluence 6 unsteadily
C spark, halt, crawl, buzz C charm, discharge
D
PHRASES 1 d
2 c
D 3 e
1 first 4 b
2 on 5 a
3 order E
4 long
1 c
5 tired
2 d
6 here
3 a
7 then
4 f
8 peace
5 b
6 e
COLLOCATIONS
PHRASAL VERBS
E
1 c F
2 h
1 blown over
3 g
2 answered back
4 f
3 sound out
5 b
4 giving away
6 e
5 took over
7 a
6 suck up
8 d
7 stand up
F 8 lighten up
1 toxic
2 global
3 urban
4 good
5 full
6 heavy

PHRASAL VERBS
G
1 show off
2 brought in
3 set out
4 pouring into
5 springing up
6 knocked down
20 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
3 CULTURE AND IDENTITY 4 POLITICS

PREPOSITIONS PREPOSITIONS
A A
1 to 1 for
2 on 2 about
3 to 3 of
4 around 4 at
5 on 5 at
6 of 6 at
7 to 7 in

WORD FAMILIES WORD FAMILIES

B B
1 commercial 1 unanimously
2 diversity 2 rig
3 autonomous 3 prominence
4 ripped 4 charisma
5 puzzling 5 compassionate
6 disgusting 6 satire
7 hypocritical C bid, trigger, clutch, leak
C benefit, grasp, clamp, disgust, scrub
COLLOCATIONS
COLLOCATIONS
D
D 1 b
1 c 2 f
2 a 3 d
3 b 4 c
4 e 5 a
5 f 6 e
6 d E
E 1 hollow
1 social 2 satirical
2 positive 3 outspoken
3 domestic 4 prominent
4 household 5 rigged
5 ruling 6 unanimous
6 regional F
F 1 lacks
1 making 2 show
2 doing 3 playing
3 living/to live 4 called
4 took/take 5 signed
5 expressed 6 hold
6 limit G
1 glare
PHRASES 2 giggle
3 gasp
G 4 clutch
1 first 5 stroll
2 fine 6 trudge
3 done
4 sort of
5 big
6 one

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 21
5 GOING OUT, STAYING IN 6 CONFLICT AND RESOLUTION

PREPOSITIONS PREPOSITIONS
A A
1 on 1 on
2 on/around 2 at
3 with 3 of
4 by 4 on
5 of 5 with
6 of 6 in

WORD FAMILIES WORD FAMILIES

B B
1 mortifying 1 vandalised
2 overwhelming 2 hostility
3 eccentrically 3 withdrawal
4 resolved 4 outbreak
5 pleasurable 5 raging
6 inducement 6 fatal
C hassle, hype, treat, yawn C march, dispute, surrender

PHRASES PHRASES USED IN ARGUMENTS

D D
1 bits 1 clear
2 stitches 2 wires
3 hand 3 circles
4 top 4 end
5 track 5 crying
6 tip 6 twisting

COLLOCATIONS COLLOCATIONS
E E
1 c 1 give
2 a 2 get to
3 f 3 make
4 b 4 pick up
5 d 5 earn
6 e F
F 1 hostile
1 bunch 2 gross
2 horde 3 crucial
3 pastime 4 notable
4 dialogue 5 legitimate
5 memoir 6 fatal
6 narrator G
7 oppression
1 get
G 2 took
1 went 3 suffered
2 feeling 4 join
3 lend 5 give
4 shed 6 imposed
5 make

22 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
=7 SCIENCE AND RESEARCH 8 NATURE AND NURTURE

PREPOSITIONS PREPOSITIONS
A A
1 upon 1 in
2 against 2 as
3 to 3 to
4 to 4 into
5 at 5 of
6 in 6 with
B 7 for
1 in
2 from WORD FAMILIES
3 in/into
4 for B
5 against 1 breathtakingly
6 for 2 expert
3 intuition
WORD FAMILIES 4 startling
5 superstition
C 6 defiance
1 anonymous C glance, tunnel, process, stray, scramble
2 flaws
3 scrutinise COLLOCATIONS
4 anomalous
5 mutation
6 undertaking D
D breed, duplicate, probe, shield 1 c
2 d
3 b
4 a
COLLOCATIONS 5 f
6 e
E E
1 d 1 range
2 e 2 ridges
3 a 3 plain
4 b 4 strays
5 c 5 horn
6 f
F F
1 play 1 horned
2 a mess 2 dismissive
3 breakthrough 3 extensive
4 logic 4 predatory
5 profession 5 thorny
G
1 financial PHRASAL VERBS
2 genetic
3 correct G
4 mixed 1 butting into
5 shocking 2 let out
6 delicate 3 crack down
4 drawing on
5 puffs up

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 23
9 WORK PHRASAL VERBS
H
PREPOSITIONS
1 into
2 off
A
3 in
1 with 4 up
2 to
3 for
4 on
10 HEALTH AND ILLNESS
5 of
6 about PREPOSITIONS
WORD FAMILIES A
1 of
B 2 with
1 liaison 3 in
2 admiring 4 of
3 conspirators 5 in
4 hungover 6 to
5 redundant
6 mourning WORD FAMILIES
7 failure
8 immigration B
C labour, schedule, invoice, input 1 excruciatingly
2 rehabilitation
PHRASES 3 recurrence
4 resentful
5 sceptical
D 6 prescription
1 ropes C clutch, bleach, fast, graft, relapse
2 question
3 wheels D
4 most
1 break in
5 straw
2 fall out
3 break out
COLLOCATIONS 4 cover up
5 bring up
E 6 shake up
7 work out
1 c
8 walk out
2 a
3 b
4 f COLLOCATIONS
5 d
6 e E
1 b
F 2 a
1 a duty 3 f
2 spot 4 c
3 advice 5 d
4 conspiracies 6 e
5 perks F
G 1 general
1 military 2 failing
2 constructive 3 balanced
3 voluntary 4 strict
4 sheer 5 vigorous
5 tight 6 complete
6 national G
1 paid off
2 shrugged off
3 dwelling on
4 blew up

24 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
11 PLAY 12 HISTORY

PREPOSITIONS PREPOSITIONS
A A
1 at 1 of
2 to 2 on
3 in 3 of
4 of 4 to
5 from 5 on
6 to
WORD FAMILIES
WORD FAMILIES
B
1 abusive B
2 substitution 1 evacuees
3 engrossing 2 nationalisation
4 punning 3 harshness
5 trauma 4 rightfully
6 coder 5 holiness
C boo, chant, challenge, code, substitute C plague, reform, overthrow, massacre

PHRASES SIMILES
D D
1 bullet 1 c
2 good 2 d
3 right 3 e
4 rot 4 b
5 lap 5 a
6 gun E
7 day
8 doom 1 hard
2 dead
3 white
COLLOCATIONS 4 old
5 clear
E
1 dirty COLLOCATIONS
2 overrated
3 attentive F
4 traumatic
5 moderate 1 survey
6 engrossing 2 community
3 position
F 4 memories
1 e 5 reality
2 d 6 excuse
3 f G
4 b
5 a 1 e
6 c 2 c
3 b
4 f
PHRASAL VERBS 5 a
6 d
G
1 scraped through PHRASAL VERBS
2 knocked out
3 went through H
4 sent off
5 nodding off 1 ruled out
6 spun off 2 been over
3 couple with
4 passed away
5 dropped out
6 built up

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 25
13 NEWS AND THE MEDIA 14 BUSINESS AND ECONOMICS

PREPOSITIONS PREPOSITIONS
A A
1 from 1 on
2 of 2 with
3 with 3 to
4 of 4 in
5 of 5 for
6 about 6 of

WORD FAMILIES WORD FAMILIES

B B
1 suppression 1 consolidation
2 subversion 2 diversity
3 rioters 3 floatation
4 assurance 4 disclosure
5 thuggish 5 termination
6 bidder 6 layoffs
C bid, clash, grumble, raid, punch C approach, chair

COMMON SAYINGS COLLOCATIONS

D D
1 fix 1 dire
2 cooks 2 obscure
3 chickens 3 solid
4 cloud 4 transparent
5 worm 5 ongoing
6 throw stones 6 substantial
7 going E
8 join
1 c
2 f
COLLOCATIONS 3 a
4 b
E 5 d
1 clear 6 e
2 change
3 went PHRASAL VERBS
4 feeling
5 make F
6 threw
1 gone under
F 2 pencilled in
1 d 3 lay off
2 a 4 take on
3 f 5 taken to
4 b 6 bailed out
5 c 7 scale back
6 e 8 tap into

PHRASAL VERBS
G
1 keep up
2 tipped off
3 burst out
4 pulled out
5 got off

26 Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced © 2019 Cengage Learning, Inc.
15 TRENDS 16 DANGER AND RISK

PREPOSITIONS PREPOSITIONS
A A
1 on 1 on
2 for 2 in
3 from 3 in
4 in 4 of
5 about 5 of
6 of 6 for
B
WORD FAMILIES 1 in
2 with
B 3 of
1 evolve 4 against
2 pierced 5 for
3 breadth 6 with
4 hesitation
5 insecure WORD FAMILIES
6 analogous
C lace, champion, wane, zip C
1 offputting
FASHION VOCABULARY 2 disruptive
3 liable
4 absurdity
D 5 scalding
1 revealing 6 agonisingly
2 worn out D spam, menace, detox, repeal, whack
3 frayed
4 Bushy
5 Wedges COLLOCATIONS
6 Flares
7 Flats E
8 Lapels
1 slim
2 sound
COLLOCATIONS 3 bleak
4 present
E 5 deteriorating
1 viral 6 perilous
2 profound F
3 grassroots
1 c
4 sturdy
2 a
5 loud
3 f
6 routine
4 b
F 5 d
1 c 6 e
2 d
3 b PHRASAL VERBS
4 a
5 f G
6 e3
1 verging on
2 put off
3 holding back
4 guard against
5 topped off
6 come to

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Advanced 27