CAE Gold TB

{ ,\'ITII Always on my mind

the article together and make any further suggestions arising from the list in Exercise 2.

Briefly check that students have noted all the key parts of each task. Then they form pairs or groups with others who have chosen the same article.

3, 4, 5, 6 Writing the articles could be done in class or for homework. When they have finished or in the next lesson, they should swap with a partner for feedback. Checking the article against the grammar checklist could be done either individually or, if students are happy about this, by their partner. Remind them of the piecemeal editing technique as suggested in earlier units. Allow students to rewrite their articles if they wish before handing them in to you for the final check.

ANSWERS

Ex. 1

3

a) 2 b) 2 c) 3 d) 1 e) 4

Ex. 2

2, 3, 4, 7, 8, 10

Ex. 3

1a) optimistic not pessimistic; b) other people do better than you do; c) there are always opportunities to be found

2

7go for it

~Photocopiable activity 11 B Eureka moments p.17S

Speaking 2 p.140

Aim:

•to practise exchanging information and explaining reasons in spoken interaction

1Students try the two experiments in pairs. For the second, you will need to provide pieces of coloured card. Students read the two explanations on pp.189 and 190 of the Coursebook, then close their books and explain them to each other in their own words. At the end, ask them if they know of any other optical illusions.

2Students discuss the puzzle in groups and see which group can arrive at the correct solution first.

UNIT 11 ~eview p.141

ANSWERS

Ex. 1

2

maximum - maximise dominate - dominant search - researchers

3

01 the verb 'have'after the gap indicates a plural noun, whereas 'research'is uncountable - so the answer must be the people who do it - researchers. Advice: look carefully at the grammar of the sentence around the gap.

03 needs a plural noun because 'establishment' here is a concrete noun meaning an institution, so is countable. The rest of the sentence 'andprivate companies'helps you to see this.

Advice: Think about the context of the sentence around the gap.

08 The negative prefix is wrong here as it contradicts the idea of 'getstuck in'in the previous sentence which means immobile. So people 'regain mobility'if they are stuck.

Advice: Think about the meaning of the whole text and check the sentences before and after the one with the gap to check that your answer makes sense.

Ex. 2

l'l\"1T 12 A matter of time

ANSWERS

Ex. 3

Writing: essay (Part 2) p.151

Aim:

•to give practice in writing an argumentative essay

12 Go over the information about the possible struct~res and conventions for argumentative essays with

students. Then students complete the table comparing the features of essays, articles and reports. Check the answers and ask students if they can suggest other typical features of each genre.

3 After students have read the task, ask if they agree or disag ree and why. Write their ideas on the board, divided into reasons why the past should be preserved and reasons why there is no point. Develop these ideas by eliciting concrete examples of buildings and stories which would be worth preserving and possibly also ones which would not.

Students then write the essay, either in class as a timed exercise or for homework.

4

1Students read the example answer and pick out which of the three possible ways of organising it the writer has used. Point out the use of rhetorical questions to reinforce an opinion or challenge a statement and ask students to find further examples in paragraphs 2 and 3.

2Complete the outline of the essay together as a class.

3, 4, 5 Students now focus on the language of the essay. They underline the link words and check they understand the function of each. Then ask them to suggest alternative link words that could be used.

5Students work in pairs to develop the paragraphs further. If they have difficulties, suggest that they think of a concrete example of the type of person who looks back too much or something specific about the past that is useful to understand.

6This can be set for homework. If the students are confident about this type of writing task, you could give it to them without doing any class preparation. Otherwise, you could plan it in class beforehand following the steps in Exercise 4.2 above.

ANSWERS'

Ex. 2

Ex. 4

1

1 Plan A

2semi-formal

3to introduce the argument

2

-there is a strong argument for looking forwards, not backwards

-we can'tchange the past, it is where we came from

3

the first idea: on the one hand

a contrasting idea: on the other hand an opinion: it seems to me

a reason: so/for this reason

4 surely/obviously: they show the writer'sown opinion

too: it indicates that we understand our background at the moment, but that future generations won't

5 general statement: some people say

a rhetorical question: But is this really true?/And surely we have a responsibility to future generations, so that they too can understand their background? sentence in the conclusion that links back to the introduction: For this reason, I feel that there is a lot of point in preserving old buildings and stories from the past, and that the statement is wrong.

2Students rewrite the sentences and then check answers in pairs. If they are confident about this grammar, you could do the second part of the exercise orally.

3Ask the class to look at the example sentences and again complete the rules together.

4Students rewrite the sentences and then check their answers in pairs

5

Give students 15 seconds or so to skim the text and then ask them to summarise the two main arguments that it refers to.

2Students rewrite the passages in the text using participle clauses. You may need to warn them that this may involve shortening some of the clauses.

3Students now discuss the content of the passage as a class. Ask them to think back to their first experience of learning another language and see if they can remember any experiences which might support one of the theories.

ANSWERS

Ex. 1

1

a) and 2 a) use a relative clause

2Pair 1 is active, pair 2 is passive active ... present participle passive ... past participle

Ex. 2

1The witnesses saw a fire burning in the distance.

2Not all the people registered for the conference actually attended.

3The piece of wood holding the window open had fallen out allowing the burglar to enter the house.

4Your priority when making a career move should be the salary.

5We obtained a copy of the government report published last week.

6Anyone wanting to join should register on the website.

7Working at a desk piled high with papers, his working conditions were clearly poor.

Ex. 3

1a) Since (reason)

2a) Once (time)

3a) so (result)

The words are replaced in b) by participle clauses. Words such as ill once and since can be replaced by a participle clause.

When the sentence is in the past, the participle clause can be formed by having + past participle.

LT~IT 13 A way with words

Ex. 4

1Having arrived very late, we decided to get a taxi from the airport.

2Having seen what the food was like in the hotel. I went to a restaurant to eat.

3Having announced their proposals, the management expected the workforce to support their new pay structure.

4Having looked forward to the party for weeks, I was upset when it was cancelled.

5Having finished his lunch, he rushed out of the house to catch the train.

6Having ordered a steak, I was annoyed when the waiter brought me fish.

Ex. 5

1 the idea that we all are born with language

2

(1)having been born/being born with an innate knowledge of grammar

(2)having started to speak

(3)showing

(4)copying models

(5)learning the rules

Speaking: discussion (Parts 3 and 4) p.1S8

Aim:

•to carry out an exam-style speaking task (Paper 5, Part 3)

1Students talk in pairs for about four minutes about the photos and make their decision. Ask one or two pairs to tell the class their decision and why.

2For these general questions, students could either discuss in pairs again or you could take the role of interlocutor and nominate individual students to answer them. At the end of the activity, give a short feedback session on any vocabulary or grammar errors.

Exam focus

Paper 3 Use of English: multiple-choice doze

(Part 1) p.1S8

Aim:

•to complete an exam-style multiple-choice doze exercise

Students will now be familiar with this type of exercise. Go over the exam information and suggested procedure and ask if they have any more advice to add.