02

New directions

This module contains various topics related to the
theme of change, including how to motivate poorlyperforming pupils, the role of the extended family, the
impact of social networking, rehabilitating young
offenders and giving ex-prisoners a second chance.

Lead-in p.23
Start with books closed. In pairs, ask students to
think for a few minutes about events that might
change someone’s life. Elicit ideas, noting which
ones are mentioned the most.
1 Ask students what life events are shown in the
photos (graduation, passing your driving test and
becoming a parent). Students then discuss the
questions in pairs before eliciting ideas from the
class.
2a Go through the expressions, encouraging
students to explain them to the class where
needed. Give them 2–3 minutes to think of
possible context and dialogue before going
through ideas with the class.
Possible contexts:
chop and change: someone who keeps changing
their mind about what job or university course they
want to do
for a change: doing something new and different,
for example trying a new sport or hobby
get changed: a parent getting their child ready for

school
spare change: someone begging for money
That makes a change!: a friend, who is usually
late, arriving on time to meet another friend

Extra!
Depending on the level of the class, suggest other
expressions with change, e.g. change of heart,
change tack, change trains, change horses in
midstream. Students could then look them up to
check the meaning before discussing a possible
context and short dialogue for each one in pairs.
2b Encourage students to discuss their ideas in pairs
before opening the discussion to the class.

Advanced Expert Module 2

A leopard can’t change its spots: A person’s
character, especially if bad, will not change, even
if that person pretends it has.
You can’t teach an old dog new tricks: It’s difficult
to teach someone new skills or change someone’s
habits.
A change is as good as a rest: Changing the work
you do can be as good for you as having a rest.
3 Give students a few minutes to share their ideas
with their partner before finding out whether more
people get excited than frightened by change, and
why.
4 Students identify some of the key life changes they

expect in their own lives and discuss in pairs how
they will impact their lives and why. Round up by
eliciting the three biggest changes they expect.

2A Making a difference

Reading 1 p.24
With books closed, ask students at what age pupils
can leave education in the UK and what they would
like to know about those who do.
1 Ask students to read the introduction and discuss
their ideas in pairs before briefly eliciting them.
2 Check that the concept of skimming (reading
quickly to get a general idea of a text) is
understood. Students then find out what impact
each of the writer’s teachers had on him.
Suggested answers:
At the first school the teachers’ scornful attitude
led him to drop out of school as soon as he was
old enough. At the second, they were more caring
and their encouragement led the writer to think
that he might have ability.
3a Refer students to question 1 and focus on the
procedure. If useful, follow it with the first question
as a class. Remind students that in the multiplechoice questions (Paper 1, Part 5) one answer is
correct and the other three are incorrect. It can
therefore be as helpful to find the evidence to rule
out the three distractors as it is to find evidence for
the correct answer.
3b Focus students’ attention on the Help clues

before they complete the task. Refer them to the
Expert Task Strategy notes for Part 5 on page 168
as needed.

20


1B

2C

3B

4C

5D

6A

4 The task analysis could be done in groups or as a
whole class activity.
5 Draw students’ attention to the photo and elicit
who it shows (the English footballer, David
Beckham) and what they know about him. Ask
students (if they know of him) whether they think
he is a good role model and why/why not.
Students then work in pairs or small groups to
discuss their answers to the questions. Round up
by eliciting ideas and finding out who influences
your students the most. After this, refer them to the

vocabulary in the Expert Word Check, which
highlights useful vocabulary from the text. Ask
students to find the words in the text and, if they
are unsure of the exact meaning, to deduce it from
the context before giving them a definition or
letting them use a dictionary to check. For
example, in the second paragraph, ask, Is ‘skive’
positive or negative? Does it describe appearance
or behaviour?

Vocabulary p.26
Start with books closed. Write adjectives describing
positive attitudes in the middle of the board and elicit
examples, e.g. friendly, happy, trusting, etc.
1a Refer students to the sentences given, explaining
that they each contain an adjective describing a
negative attitude. If useful, do the first question as
a class. When students have completed the task,
encourage them to check ideas in pairs. Highlight
the importance of remembering prepositions in the
context of the words or expressions they follow,
and encourage students to record any new ones
from this exercise.
1 threatening (towards) 2 deliberately unfriendly
3 despise 4 upset about/by 5 uninterested in
6 fed up with
1b Students work in pairs, taking turns to ask and
respond to the questions. Round up by eliciting
some interesting or surprising responses.
2a When students have completed the task, check

answers and understanding of the expressions in
italics.
1b

2d

3c

4e

5a

6f

2b Students discuss their answers in pairs.
Alternatively, you could ask students to guess
which sentences are true for their partner and
discuss their ideas.
3 Suggest that students first do the exercise using
their existing knowledge of collocations, or

Advanced Expert Module 2

guessing if they do not know, before comparing
answers with a partner. Remind them that it is a
good idea to guess answers when they are unsure
and remind them that in the exam, candidates do
not lose marks for incorrect answers.
1 up 2 close 3 across
6 set 7 run 8 high


4 good

5 after

4 This exercise gives students the opportunity to
practise using the expressions covered whilst
discussing their families.

Photocopiable activity
Activity 2A could be used here. It is a
pairwork/groupwork activity where students
complete a crossword by adding missing words
needed to complete phrases given in sentences.
This activity revises expressions, phrasal verbs
and collocations covered in Module 2A.

Use of English 1 p.27
1 Start by asking students to look at the photo and
explain what it shows. They should identify
different members of an extended family, including
grandparents. Discuss the questions as a class.
2a Give students 1–2 minutes to locate the answers
in the text before checking ideas.
Suggested answers:
1 for practical support; for emotional closeness
and stability 2 If the grandparents don’t get on
well with their daughter-in-law/son-in-law, this may
endanger the relationship between grandparents
and grandchildren.

2b If students are unfamiliar with the multiple-choice
cloze task (Paper 1, Part 1), spend some time
studying the Help clues and Expert Task Strategy
notes on page 167. Explain that this task
predominantly tests their lexical knowledge and
that they should pay attention to collocation,
complementation (when a specific preposition or
structure such as infinitive or gerund follows the
word needed) and the slight differences in
meanings of the words given. Remind students
that as with the multiple-choice reading questions,
only one answer is correct, and that it can be as
helpful to rule out the three distractors as it is to
find evidence for the correct answer.
1B

2C

3D

4A

5B

6C

7A

8C


3 This exercise could be done in groups or as a
class. Ask students to note down the collocations
and remind them to note new words in groups of
associated words where possible.

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close relatives; play a role; stand a chance; widely
accepted; at risk
4 Students discuss the questions in small groups
before you open the discussion to the class.
5 Point out that students have already considered
the role of grandparents in their culture in the
Lead-in as well as close ties they have with
particular family members. Discuss the differences
in layout and possibly register (the diary entry may
be more informal), in relation to the formats
suggested, before students write their paragraph.

1A

2 C, D

3B

5a T13 Focus students’ attention on the rubric and
remind them that Part 3 of the listening exam will
usually be in the form of an interview or discussion
aimed at a non-specialist audience lasting about

3–4 minutes. The questions will predominantly
focus on attitude and opinion and will always be
answered in the order they are presented. Remind
them that each part of the listening is played twice
and that the silent time given to read the questions
is vital. Play the recording after giving students a
minute to skim through the questions.

Listening 1 p.28
1 Start by focusing students’ attention on the photo,
eliciting what it shows (a wedding photo). Students
then discuss the questions either in groups or as a
class.
2 T10 Focus students on the question and check
they understand what listening for gist means (for
general understanding). Then play the recording
once for them to answer the question.
The proposal was videoed by a friend on his
phone.
3a T11 Focus students’ attention on the questions
and allow them a minute to look at the adjectives
before they listen a second time.
1 taken aback
4 tolerant

2 self-conscious

3 flattered

3b Encourage students to identify the words Laura

uses that correspond to the adjectives given as
answers to exercise 3a, e.g. caught totally
unawares means ‘taken aback’, (felt a bit)
awkward means ‘self-conscious’, took as a huge
compliment means ‘flattered’ and go along with
something means ‘(be) tolerant’. If useful, either
play the recording a second time or refer them to
the audioscript on page 154 and give them a
minute to scan and find the corresponding word or
phrase. Allow time for students to compare
answers in pairs before class feedback.
4a T12 Give students a minute to read the sentence
stem and possible endings before they listen to the
second part.

1A

2B

3D

5b Students compare answers with a partner before
class feedback. Encourage students to explain
their choices.
5c This exercise encourages students to consider
how information might be given and how each part
might be signposted.
6 First draw students’ attention to the vocabulary in
the Expert Word Check. This feature highlights
useful vocabulary from the recording. You could

ask students to find the words in the audioscript on
page 154 and, if they are unsure of the exact
meaning, to deduce it from the context before
giving them a definition or letting them use a
dictionary to check. For example, ask: Is ‘awkward’
positive or negative? Does it describe appearance
or behaviour?
Students then discuss their reactions to what they
have heard. Ask them to speak with a partner
about whether we are better or worse off by using
social networking. Ask them to think of occasions
when social networking has had a positive and/or
negative outcome.

Language development 1 p.29
Students should be familiar with the concept and use
of relative clauses. For those who are not, the Expert
Grammar notes on pages 174–175 give an
explanation of the use and form of relative clauses.
Students with particular difficulties should be given
suitable remedial exercises.
1 This exercise highlights the use of relative
pronouns in relative clauses.

Option B
1 B, C
4b This exercise encourages students to analyse the
different options presented in the previous
question. It might be helpful for students to refer to
the audioscript on page 154 to check their

answers before you run through them as a class.

Advanced Expert Module 2

2 A, D

3A

4 A, D

2a This exercise gives students practice in using
relative pronouns and evaluating which relative
clauses are non-defining and therefore require
commas.

22


2b Students discuss their answers in pairs, deciding
which pronouns can be omitted. Remind students
that the pronouns (that, who or which) in defining
clauses can be left out if they are the object, for
example: Yesterday I visited a friend (who/whom) I
hadn’t seen for a month. Discuss the difference in
formality between whom (very formal; mostly used
in writing) and who (informal).
1 whose 2 who/whom 3 which 4 which/that
5 which/that 6 where
Punctuation: 2 … colleague, who you met last
week, 3 … brothers, 6 … area,

Pronouns can be left out in 5

Extra!
If time allows, give students 6–8 further examples
of relative clauses and ask them to decide in which
ones the relative pronouns can be omitted.
Alternatively, ask them to work in pairs to write
three sentences of their own where the pronoun
can be omitted and three where it cannot. They
then swap sentences with another pair and decide
which pronouns can be left out.
3a Find out what students know about Romeo and
Juliet and explain that they will find out more about
the other people and characters in the exercises
that follow. Students then complete the first text,
comparing answers in pairs.
1 in which 2 as a result of which 3 without
whose help 4 all of which 5 at which point
6 many of whom
3b This exercise gives students practice in
transforming formal language (pronouns with
prepositions) to informal language. It can be done
in pairs or as a class.
Examples:
1 where 2 which means that 3 because
without him 4 but most of them 5 She then
(new sentence) 6 and lots of them
4 Ask students whether they have heard of the
English king Henry VIII and find out what they
know about him. Mention that this exercise

includes information about his life and partly
explains why he is famous today. Find out whether
students know what a reduced relative clause is
before referring them to Section E of the Expert
Grammar on page 175. If useful, do the first
sentence of the exercise as a class. Remind
students that there might be more than one option
for each sentence and allow them time to compare
answers in pairs before going through them as a

Advanced Expert Module 2

class. Highlight the present and past participle
clauses and infinitives, discussing any alternatives
as a class for the first example as needed.
1 who was born 2 who/whom he believed/who
was believed, that/whom he believed 3 who was
living, who was later executed 4 who gave/was
to give, who was called 5 who was said
5a Focus students’ attention on the photo and ask
who the people in it are and what they know about
them (Richard Burton and Elizabeth Taylor in the
film Cleopatra). Explain that they will find out more
information as they join the sentences, using
relative and reduced relative clauses. As before,
the first one could be done as a class by way of an
example.
5b Students work in pairs to go through their
answers before a general class review of the
exercise.

Note: These answers show reduced relative
clauses
1 actress who made many films … the most
famous of which was probably …
2 they made their first film together based on the
story of Cleopatra, in which Elizabeth played the
Queen.
3 The couple, already married … fell in love on the
set, attracting huge publicity.
4 The couple married in 1964, going on to live …
lifestyle, which resulted in them becoming …
5 a huge diamond, (which was) the largest, most
expensive in the world, engraved with …
6 got divorced in 1974, meeting up again later and
re-marrying the following year. (OR remarrying a
year after meeting up again later)

Photocopiable activity
Activity 2B could be used here. It is a pairwork
activity where students practise relative clauses
and pronouns through a game of dominoes,
matching sentence halves according to the correct
relative pronoun.

Writing 1 p.30
1 Start by focusing students’ attention on the Expert
Strategy note and explain why planning is so
important to good writing. Ask students to work in
pairs or small groups to order the points and,
during feedback, elicit ideas and explanations for

choices made. Discuss alternative ideas and come
to a general agreement about a logical order for
the steps and why.

23


Suggested order:
c, e, f, a, d, b
2a The exercise focuses on the form of various types
of text and checks that students understand how
they might be organised into different sections.
2b Discuss ideas as a class, eliciting which texts
would be semi-formal/formal and referring to the
information given in the Expert Strategy notes.
1, 2 and 4 are more formal and should have a
formal structure.
3a Allow students time to read the task before asking
how many paragraphs they feel would be
necessary and what they would include in each
paragraph.
3b Start by asking what the photo shows (Keira
Knightley and Matthew Macfadyen in the film Pride
and Prejudice) before referring to the notes made
about the film. Ask why the points have been
crossed out.
The information in the notes is irrelevant to the
task.
3c Students then order the paragraph topics,
comparing ideas in pairs before class feedback.

Suggested answers:
1 title/type of film 2 plot summary
impression 4 opinion in detail
5 recommendation

3 overall

3d Ask students to complete the plan and add in the
notes where needed, and check answers before
continuing to the next exercise.
Suggested answers:
1 (title) Pride and Prejudice … love story …
2 (plot summary) man and woman … prejudiced
against each other …
3 (overall impression) interesting new version …
main focus on …
4 (opinion in detail) film locations, costumes, etc.
… Keira Knightley …
5 (recommendation) better for young people, etc.
4a Students discuss a film or story they know.
4b Ask students when they last read a film or book
review and discuss what makes a good review
(interesting language, great descriptions, a logical
build up of ideas, etc.). Students then plan their
own review. Remind them not to include a title
saying which film or book they are writing about
and refer them back to the points given in
Exercise 1 which will help them.

Advanced Expert Module 2


4c Students read each other’s reviews, deciding
which film or book has been reviewed. Reach a
class consensus on which one is the most and
which the least popular choice and why.

2B A second chance

Listening 2 p.31
1 Start by discussing what the photo shows, before
referring students to the title and introducing the
topic of crime. Ask students to consider what the
connection might be between the photo and the
topic and then ask them to discuss the questions
in groups before opening up the discussion to the
class.
2 Ask students to read the task introduction and
highlight key words: the nouns and verbs that
contain the main information. If helpful, discuss the
key words in the first question and the four options
given with the class (for example: Question 1:
main aim, project, young offenders, Option A:
encourage, violent, Option B: ensure, qualification,
etc.). Students then complete the exercise,
comparing answers together before a brief class
feedback.
3 T14 Go through the task and refer students to the
Expert Task Strategy notes on page 171, giving
them time to read the Help clues before listening.
After listening, allow time for students to compare

answers in pairs before checking them as a class.
Round up by discussing the connection between
the photo and the topic (as introduced in
Exercise 1): a dance project that teaches young
offenders how to dance and gain a qualification in
the process. It aims to get them interested in
something new, to gain a sense of achievement
and possibly a change of direction in their lives.
1D

2A

3C

4C

5D

6B

Extra!
Discuss why the distractors for each question are
incorrect, e.g. Why is A not the correct answer in
Question 1? Then ask students to make a record
of any useful crime words/expressions from the
text, adding an example sentence for each one
where possible.
4 Ask students to look at the items in the Expert
Word Check box and look up all relevant
information (e.g. pronunciation, stress, word type,

use, grammar, word family, collocations) for each
word. Students then discuss the questions in
groups or as a class, using the language
presented.

24


Extra!
To encourage students to get into the habit of
creating their own sentences showing the usage of
new words or phrases, ask them to write an
example sentence for each of the words or
phrases from the Expert Word Check.

Speaking p.32
1a Focus students’ attention on the photo and ask
what it shows (a schoolgirl being interviewed). At
this point, you could brainstorm what students
know about Part 1 of the Speaking test (Paper 4).
Then direct them to the Exam reference on page
171. In Part 1, students have to ask and answer
questions about themselves. This part gives them
the opportunity to use a wide range of grammatical
structures and, as it also tests their ability to use
interactional and social language, they will need to
listen and respond appropriately.
Bearing this in mind, students need to think of
questions that would lead to the answers given.
Encourage them to discuss ideas in pairs.

Suggested answers:
1 What do you do here?, How long have you been
studying English? 2 What has been your most
interesting travel experience and why?, What do
you hope to be doing in five years’ time?
1b T15 Students listen and check their answers.
1c Elicit answers as a class, discussing the merits of
Candidate B’s responses. Allow time for students
to underline useful phrases, eliciting further
examples of use if needed.
Candidate A repeats the words of the question.
Candidate B gives a natural response with an
expanded answer. Note the phrases: well,
actually; I was lucky enough; lots of things, I hope;
I don’t feel quite …
1d This exercise gives students the opportunity to
practise incorporating useful phrases from
Exercise 1c whilst extending responses to give
more information. Round up by eliciting some
possible ideas and discussing aspects that could
be added.
Example: 1 Well, actually, I’m still a student but
I’m in my last year at college.
2a Students match the questions and answers.
During feedback, focus on the type of information
the best responses have included, as well as
linkers and other useful phrases used.

Advanced Expert Module 2


1 work and study; A is a better answer as it is a
personal response that reflects an aspect of
studying. It is a more complex sentence.
B repeats words from the question, then just gives
a list.
2 relationships; B is a better answer. The
sentence structure is more complex and the
vocabulary richer, the information more detailed
and interesting. A repeats the words of the
question and doesn’t expand on the answer.
A doesn’t sound interested.
3 communication; A is informal and enthusiastic,
which is good, but B gives a more thoughtful
answer, uses richer, more complex sentences and
a range of vocabulary.
4 your background; A is better because it gives a
broad context and answers the question. B is
rather negative, uses a narrower range of
language, and doesn’t answer the question.
5 imaginary situations; B is a better answer,
expressing the person’s feelings with a good
vocabulary (value my privacy, I don’t think I could
cope with). A doesn’t give a personal opinion and
so doesn’t answer the question.

Extra!
As a way to reinforce the differences between a
great and a poor response, ask students to build
up a list of what to do (e.g. use complex structures,
sound interesting, use a range of vocabulary, etc.)

and what not to do (e.g. repeat the words in the
question, keep the answer short, not give an
opinion, etc.) in this stage.
2b Focus students’ attention on the Expert Strategy
note and the list of useful phrases given below.
Refer them to page 172 for further strategies as
useful. Students then work in pairs to practise
asking and responding to the questions, taking
note of advice and phrases discussed previously.
3a T16 Having read the task, students listen to two
candidates attempting Part 1. Encourage students
to be constructively critical, to recognise why
Paola’s responses are better than Frédéric’s.
Paola answers fully, and gives relevant answers.
She sounds relaxed and natural, whereas
Frédéric’s answers are short and formulaic, as if
he has rehearsed them.
3b T17 Students now listen to the same two
candidates attempting the final part of the task and
then evaluate their performances.
1 That’s difficult to say … there have been so
many …

25


Others might include: You know, I’d have to think
about that. / Hmm … that’s a good question. /
Let’s see … that’s a tough one to answer.
2 Frédéric is not very forthcoming. He could have

made one up. It doesn’t have to be true.
4a This exercise gives students the opportunity to
practise asking, responding to and evaluating
responses to the questions covered in this section.
Put students into groups of four and either allocate
the roles of Interlocutor, Assessor and Candidates
A and B or ask students to sort out their roles.
Point out that the instructions for the interlocutor
are on page 203. Check that students know what
they are doing and answer any questions they
have before they begin this exercise. During the
activity, move around the class, monitoring how
each group is doing. Note strengths and areas to
discuss during feedback after exercise 4b.

Extra!
For students who like to have teacher evaluation
rather than peer evaluation, an idea might be to
use smartphones to record the exchange and then
send it to the teacher, or have it played to the
class.
4b Students swap roles until each person has tried
each one and give constructive feedback in their
groups.

Photocopiable activity
Activity 2C could be used here. It is a pairwork/
groupwork activity where students match
responses to the appropriate Part 1 questions.
They then continue by taking turns to ask and

answer the same questions in pairs/groups, using
their own ideas.

Language development 2 p.34
1a Start by checking whether students know what
articles are (a, an and the) before eliciting the most
appropriate options to complete the sentences.
1 Biology because it is the subject in general; the
study because it is defining ‘biology’; living
organisms (no article) because it is a general
plural.
2 The murderers because both speakers know
who is being talked about; to prison because they
are talking about an institution (the typical use of a
place) rather than a building.

weaker students, start off by referring them to the
Expert Grammar summary on pages 175–177
before asking them to attempt the exercise.
Stronger students could start by doing the exercise
and then use the same summary to check their
answers.
1 a 2 the 3 the 4 ø 5 ø 6 ø (mentioned for
the first time; in general); the (if thinking of specific
criminals) 7 the 8 an 9 the 10 ø 11 the
12 the 13 a 14 the 15 a 16 a/the 17 a

Extra!
Tell students they are going to write an email to a
friend to persuade him/her to try and get a job as a

forensic scientist. Write the notes below on the
board. Students should use them along with the
information in Exercise 1b, inserting articles where
appropriate.
1 Your strengths: Outgoing personality (good
presenting skills / ability to communicate / positive
attitude). Right qualities!
2 Need inquisitive mind / patience (large amount) /
strong stomach at scene of crime!
3 Responsible for: liaising with police / justifying
findings in law court (sometimes the most difficult
part of job) / supervision of lab assistant in lab
(easiest) / involvement in research.
4 Salary and working conditions: excellent. Good
future!
1c Find out who would be interested in working in
forensics and why. Ask whether anyone watches
any TV series based on forensics, such as CSI
(Crime Scene Investigation).
2a Students look at the words given, deciding which
verb form they would be followed by and why.
a majority of (+ noun/pronoun) is usually followed
by a verb in the plural (but singular for an
anonymous mass, e.g. A majority of the country
believes that …); genetics: singular (it refers to the
study of genetics – genetic in the singular is an
adjective); the government: can be followed by a
verb in the third person singular or plural – it can
also be made plural (governments); the police:
plural

2b Weaker students could use pages 175–177 of the
Expert Grammar to help them, whilst stronger
students correct the sentences and then refer to it
to check their answers.

1b Focus students’ attention on the photo and elicit
what it shows (a forensic scientist at a crime
scene). Continue with the exercise, which checks
students’ understanding of the use of articles. With

Advanced Expert Module 2

26


1 People agree … things need 2 any evidence
… which suggests 3 one of his pieces of
luggage … some of his belongings were
(belongings is a countable plural but is never used
in the singular – we do not refer to a belonging)
4 investigators has risen 5 days is a long time
(the verb agrees with time) 6 ... is a small pay
rise … staff are going 7 no progress … some
good advice
3a Students choose the appropriate determiner to
match each noun. During feedback, ask why the
other answer is incorrect in each case, providing
further examples of use as needed.
1 little is negative/dismissive (✓); a little is positive
2 most (✓); the most is not used with of 3 Many

(✓); people is a countable noun 4 every (each is
usually used before of but every collocates with
single piece) 5 A great deal of (✓); many can
only be used with countable nouns and damage is
uncountable 6 An awful lot (✓); amount can only
be used before uncountable nouns 7 Both (✓);
(both is used for two, all for more than two or
uncountable nouns) 8 Hardly any (✓); little can
only be used with uncountable nouns.
3b Check that students understand the term civil
disturbance, also known as civil unrest (fighting or
rioting among groups of people living in the same
country). Discuss the question as a class, eliciting
recent examples of civil disturbances that students
know of.
4a Find out whether students like crime stories and
ask them to explain their opinion. Briefly focus on
what crime authors or TV series are popular in
their country.
4b This exercise focuses on other common
quantifiers and some of their more advanced uses.
At this point you might wish to explain that a
quantifier is a particular kind of determiner that is
used to say how much or how many of something
is being described. Students could refer to the
Expert Grammar on pages 176–177 before
attempting the task. Remind students that only one
fits in each gap and that they should identify the
differences between them. Round up by finding
out whether students have ever read any

Scandinavian crime novels or watched any
Scandinavian TV crime series.
1 none 2 Not 3 no 4 either
7 the whole 8 Neither

Advanced Expert Module 2

5 both

6 One

Background
A number of Scandinavian TV crime series have
become popular outside Scandinavia in recent
years, e.g. The Killing, Those Who Kill, The Eagle:
A Crime Odyssey, Rejseholdet (also known as
Unit 1) and Wallander.

Use of English 2 p.35
1 Start by looking at the photo and asking students
whether they know who Richard Branson is and if
so, what they know about him. Ask them to
consider why a successful entrepreneur like him
might have ended up in prison. After this, elicit
possible difficulties that ex-offenders might
experience on their release.

Background
The British billionaire Sir Richard Branson was
born in 1950 and is best known for founding the

Virgin Group. He is reported to be the 4th-richest
citizen of the UK and, as well as being a successful
businessman, is a keen sailor and balloonist.
2a Refer students to the title and text, allowing them
a few minutes to quickly read them before eliciting
the answers to the questions. Ask them whether
they are surprised by any of the answers and if
yes, why.
1 Very few of them manage to get a job. 2 to
employ ex-prisoners to give them a second
chance 3 for tax reasons and for protesting
about the Vietnam War
2b Give students time to read the instructions and
remind them that in the exam, Part 2 will consist of
8 gaps plus one example. Explain that this task
tests their knowledge of language structures and
the text, and that the answer will always be a
single word, although there may be more than one
possibility.
2c Allow students five minutes to complete the task,
highlighting the Help box hints and the Expert
Strategies on page 167. Encourage them to check
answers in pairs before class feedback.
1 Everyone/Everybody
4 neither 5 few 6 in

2 none 3 against/about
7 whom 8 being

3 Discuss the task analysis as a whole-class activity.

4 Check that students understand what antidiscrimination laws are (laws to prevent
discrimination on the basis of race, religion,
gender, disability, etc.) before asking them to
discuss the questions in pairs or small groups.
Round up by eliciting their opinions.

27


Extra!
Write an email to a friend telling them about
someone you know who was given a ‘second
chance’. (220–260 words)

Writing 2 p.36
1 Start by asking what the photos show (they are
also of different fundraising situations) before
asking students to discuss the questions in small
groups or as a class.
2 Give students a few minutes to read and
appreciate the scope of the task in Exercise 3 and
answer the questions. This could be done in pairs.
Remind students to underline key words and of the
word restriction (220–260 words). Refer them to
the Expert Strategy notes and if useful, to the
Expert Task Strategy on page 170 and the
example report given on page 193.
3a Students select the most suitable headings and
then complete their own paragraph plan. This
could be done alone or in pairs, before ideas are

discussed as a class.

The passive is often used because it describes
actions, not those who do them; gives the
impression of being objective; is useful for making
generalisations.
4b This exercise gives students practice using some
of the phrases. With a weaker group, suggest that
students continue to work in pairs. Elicit some
examples before continuing.
5 Students write their report using the plan and
notes they have made as well as expanding on the
sentences written in Exercise 4b.

Paragraph 1: Introduction Paragraph 2: Aims of
the project Paragraph 3: Methods of fundraising
Paragraph 4: Results Paragraph 5: Conclusion
3b This exercise gives students support by providing
ideas that they then need to organise according to
the appropriate paragraph. Once again, this could
be done in pairs.
Introduction: Interviewed young offenders
Aims: useful paid work in community; can help
them understand impact of offending behaviour;
can help change behaviour
Methods: help organise jumble sale; charity
collections (under supervision); collection boxes
Results: £200 raised; worked hard to do
something positive …;
Conclusion: provides important life skills

3c Students decide which ideas to use and add them
to their plan, as well as noting additional ideas
they wish to use. Remind them that they must not
exceed the word limit of 220–260 words.
3d Ask students to choose a suitable title for their
report, for example: Fund-raising for positive
change, Promoting community, etc.
4a The exercise gives specific phrases that help to
structure a report of this type. Elicit why the
passive is often used in reports and encourage
them to use the set phrases.
Sample answer:

Advanced Expert Module 2

28


AN UNUSUAL FUNDRAISING PROJECT
Introduction
The purpose of this report is to outline the findings
of my research into an unusual fundraising project
for local charities involving young offenders, and
to indicate the lessons that can be learned. As
preparation for this report I interviewed some
young offenders who participated in the project, an
officer responsible for them and a representative
of one of the charities.
Aims of the project
1 To get young offenders to raise money for

charity.
2 To give young offenders useful unpaid work in
the community that helps them understand the
impact that their offending behaviour had on the
local community and helps change their behaviour
for the better.
Methods of fundraising
Techniques included distributing collection boxes
to local businesses; charity collections under the
supervision of an officer; helping organise a
jumble sale
Results
1 The total raised to date has exceeded £200,
which will benefit many local charities, who are
obviously delighted.
2 On the whole, the young people worked really
hard to do something positive that would benefit
the local community. Many of the offenders said
that they had taken part in several community
service activities, including picking up litter, but
this was by far the most rewarding as the money
will make a real difference to people’s lives.

Review
These exercises aim to help both students and
teachers monitor and analyse progress after each
module has been completed, focusing on vocabulary
and grammar from the module. They are best used
to show where further consolidation is required or, in
the case of students who have missed a module, to

assess how much they need to catch up on. In terms
of usage, the review exercises can be set in class
time as a 20–25-minute test or completed as a
pair/group activity followed by a class discussion.
Alternatively, they can be given for homework, which
in the case of any student who has missed a module
would be more practical.
1 1 scornful 2 aggressive 3 disaffected
4 reliable 5 expectations 6 distressing
7 indifferent 8 hostility
2 1 set 2 look 3 comes 4 stand
5 accepted 6 runs 7 keep 8 rub 9 seen
10 get
3 1 for which he’s best known 2 none of whom
I’d met before 3 as a result of which I missed …
4 from which it never really recovered 5 neither
of which I could get on 6 most of which I just
about understood 7 on whose financial support
they rely 8 in which case, press …
4 1 an 2 the 3 the 4 the 5 ø 6 the 7 is
8 have 9 a 10 have 11 few 12 ø

Conclusion
In my view, this approach to community service
helps provide the youngsters with so many
important life skills which will help reintegrate them
into the community. I have no hesitation in
recommending the approach to be tried
elsewhere.
[257 words]

6 Refer students to the writing checklist on page 190
and give them 5–10 minutes to edit their work. If
time allows, ask students to peer check each
other’s work first.

Advanced Expert Module 2

29