Flash on English_Advanced_Teacher's book

Teacher’s Resource Pack – Contents Student’s Book – Contents p. 4 Introduction p. 8 p. 17 p. 25 Teacher’s Guide p. 33 p. 42 Unit 1 p. 49 Unit 2 p. 58 Unit 3 p. 66 Unit 4 p. 75 Unit 5 p. 84 Unit 6 p. 92 Unit 7 Unit 8 p. 100 Unit 9 Unit 10 p. 105 Flash on CAE Answer Key p. 129 p. 150 Workbook Answer Key and Transcripts p. 160 Tests & Resources p. 183 Unit Tests Grammar Worksheets CAE Practice Test Tests and Resources Answer Key and Transcripts

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Introduction FLASH on English FLASH on English is an English course for Secondary Schools, specifically aimed at students from age 14 to young adult, taking them from Elementary (A1) to Advanced (C1) level. Flash on English Advanced provides thorough preparation and language practice for the Cambridge English: Advanced (CAE) exam as well as being a valid advanced level course for those who do not wish to take the exam. The fundamental language objective is for students to learn English in a non-jargon form, as it is spoken today on a daily basis. Added to this, the aims are to help them acquire a greater sense of the historical, geographical, scientific and environmental background of the anglophone world, to offer an intensive exploration of the rich literary expression in Anglo-American culture and to provide a stimulating introduction to cross-curricular topics in the Culture and Civilisation, CLIL and Literature sections. FLASH on English Advanced offers an extremely coherent learning pathway subdivided into ten basic teaching units. Each unit begins with two waves of content presentation on four pages. First, a descriptive or informative text introduces the new structures and the new vocabulary along with relative practice exercises. This is followed by presentation through a listening task which expands on the structure and lexis, develops the communicative functions and provides further opportunity for practice. There follows a Use of English practice page which focuses on collocations, word formation, phrasal verbs and so on, and a Flash on Grammar page which consolidates the use of the grammatical structures studied in the unit. The last two pages of each unit (Flash on Skills) are dedicated to reading, listening, speaking and writing skills and include a variety of text types (newspaper or magazine articles, excerpts from novels, academic texts, etc.), listening types (radio broadcasts, talks and presentations, dialogues and discussions, etc.), speaking practice (debates, discussions and presentations on a variety of motivating topics), and writing tasks (reviews, reports, letters and emails, stories, etc.), all aimed at developing the language competences of your students. Components For the student Student’s Book & Workbook Student’s CD For the teacher Teacher’s Resource Pack (Teacher’s Guide with Tests & Resources, 2 Class CDs, Multi-ROM Test Maker) Teacher’s FLIP BOOK This Teacher’s Resource Pack includes: • Teacher’s guide with: – the course description and methodology – teaching notes for each unit with answer keys and transcripts – background information (culture notes) – workbook answer keys and transcripts • Tests & Resources with photocopiable Unit Tests, Grammar Worksheets and a complete Cambridge English: Advanced (CAE) practice test • 2 Class CDs with all of the audio recordings and pronunciation exercises • Multi-ROM Test Maker: the audio recording of the Listening Paper of the photocopiable CAE practice test; the Unit Tests and Grammar Worksheets in Word format, in case the teacher needs to modify them to meet different needs 8

Introduction • FLIP BOOK: contains the digital, interactive version of the Student’s Book, all of the audio material and the PDFs of the Workbook Supplementary material available on www.elionline.com Course Description Presentations The target language (vocabulary and grammar structures) is introduced through two different types of presentation: a descriptive or informative text on topics of interest, and a variety of motivating listening material. Presentation 1 Warm-up The text-based presentation starts with a warm-up phase which introduces the topic of the presentation text. Students are encouraged to contribute in a personal way to the topic, putting into practice the knowledge they have already acquired. Students explore the lexical areas of the new topic they encounter in the texts and also draw on previous lexical knowledge. This may take place through a prediction task, a picture description or through questions on the topic to encourage students’ personal responses and to check their passive knowledge of the language. This brief introduction should last no more than 5 minutes. The reading of the text allows students to check and expand on their knowledge expressed in the warm-up phase. Text In order to familiarise students with the various registers of the English language, a variety of text types are proposed, from descriptive to informative, taken from different sources such as magazine and newspaper articles, emails, messages and posts, advertisements, brochures, blogs, websites, questionnaires, interviews and quizzes. Each text has several functions. Firstly, it prepares the student to understand a variety of written forms (journalistic, advertising, bureaucratic, scientific, etc.) and different registers (formal, informal, objective, personal) in English. Secondly, it serves as a vehicle for presenting the grammar and lexis for the unit. In addition to this, the main comprehension task is often directly related to the Cambridge English: Advanced (CAE) examination, but provides equally valid language practice for those students who do not intend to take the exam. Reading comprehension The first stage usually involves skimming the text for gist or scanning it for specific information, which could be tied into the warm-up, relative to either lexis or to the general topic. The goal is to encourage the students to read a text quickly in order to grasp the overall sense or to pick out specific information. The second stage checks comprehension of the details of the text. Students complete a variety of exercises such as True or False, answering Wh- questions (requiring answers that provide information), multiple matching tasks, and so on. Presentation 2 Warm-up In FLASH on English Advanced, the second presentation section is always listening-based. Students are usually asked to predict the content of the recording by discussing pictures and other visual input which promote discussion of the topic, then they listen and answer a global comprehension question. Listening comprehension Following the initial gist listening task, there is a detailed comprehension exercise. Here too, the task may reflect a task type which appears in the Cambridge English: Advanced (CAE) examination. 9

Introduction Features common to both presentations Flash Forward This section is optional and can be used in a variety of ways depending on the needs and dynamics of the class. For example, it can be an opportunity for the teacher to give fast-finishers a task which keeps them busy in a productive way while the rest of the class is finishing the previous task. It may also be used as an extra activity for students to work on in pairs or small groups. Alternatively, the teacher may decide to use it as a whole class activity, especially where the task is a discussion point. The task may involve a written activity (for example, answering questions or writing a brief description), or an oral activity (such as discussing questions or expressing a personal opinion). Grammar Frequent Grammar boxes highlight the grammar elements of the presentation text or listening activity. The examples are taken from the text or audioscript and the key grammar focus is highlighted in bold. If necessary, a brief explanation may follow. Where appropriate, students may then be asked to look for more examples of this particular grammar item in the reading text. The morphology, structure and uses of the grammar point are further developed in the Flash on Grammar page and in the Workbook. Follow-up exercises check the student’s grasp of the form and meaning of the grammar point presented. Vocabulary Words that appear in the presentation text or recording are the basis for presenting new vocabulary in lexical groups. These groups could be based on a lexical area connected to the unit theme (for instance, modern media, travel, relationships, etc.), or to parts of speech (adjectives, nouns, verbs, adverbs, etc.). At this level they may also be based on a semantic relationship (synonyms, antonyms, etc.) or collocations. Students are asked to do exercises that deal with a particular lexical area, for example matching words and pictures, words and definitions, or classifying words into groups using diagrams, tables or mind maps. In order to activate the lexis that has been learned, an exercise is provided in which students personalise the lexical area or take part in a guided discussion which requires the use of the key lexis. Functions This section, which generally appears in the second Presentation, offers students a chance to use the grammar and the lexis that has been highlighted in the lesson in order to express a range of communicative functions. Functions are performed in written and oral activities, giving the student a solid base on which to build the difficult art of oral expression in a foreign language. In the oral activities students express opinions, solve problems, or interact in pairs and small groups in order to establish effective verbal communication. Say it! In each Presentation, students are provided with an opportunity to use the language which they have just learned (vocabulary, grammar, functions) in oral expression. The development of the speaking skill requires a great effort on the part of most students, so a variety of means are provided to aid the student and increase confidence. The oral activity is normally guided and may be based on oral models which have just been presented or may follow a written exercise on the same theme. Critical thinking Every unit offers a Critical thinking section (on either the first or the second Presentation spread). Here, students are asked to discuss and express their opinion on a variety of, often controversial, topics which promote meaningful and authentic discussion. The term ‘Critical thinking’ refers to our capacity to use rational thought that goes above and beyond prejudice and pre-conceived notions. It is reflective reasoning regarding beliefs and actions and a means for students to decide whether a claim is always true, sometimes true, partly true, or false. Critical thinking can be traced back in Western thought to the Socratic method of Ancient Greece and to the Buddhist Kalama sutta and Abhidharma in Eastern thought. Critical thinking is an important component of most professions and it is a part of the formal education process that becomes increasingly significant as students progress through their education. 10

Introduction Use of English The fifth page of each unit is the Use of English page. Here, students are presented with a series of exercises that help them to contextualise and practice various aspects of the language studied in the unit, such as idioms, collocations, fixed phrases, phrasal verbs, word formation and semantic precision. The Use of English page also includes one specific Cambridge English: Advanced (CAE) exercise type from Parts 1-4 of Reading and Use of English (multiple- choice cloze, open cloze, word formation, or key word transformation). Flash on Grammar The Flash on Grammar section summarises the grammar and key structures learned in the unit, offering additional practice exercises. The page include specific exercises to address each single grammar item, and a final summative Round up! exercise which practices all the key grammar of the unit together in a text-based or dialogue-based task. Flash on Skills (Culture and civilisation / CLIL / Literature) The last two pages in each unit, Flash on Skills, present material that is linked to Culture and civilisation, CLIL or Literature. The topics were chosen in relation to the theme for each unit. A reading text recycles the grammar and the vocabulary of the unit, but also presents a limited number of new words, for passive recognition rather than active use (the new words are not included in the oral exercises or in the listening comprehension questions). On these pages, emphasis is placed on developing the four skills (reading, listening, speaking, writing) in a dynamic way. The Culture and civilisation pages deal primarily with the United Kingdom in the lower levels of FLASH on English, whereas in the higher levels sociocultural topics pertaining to the world are covered. The CLIL (Content and Language Integrated Learning) pages propose work on other subjects, both school-related and work-related, presented in English. Students learn to absorb and deal with information from the real world, discussing it in English, at a level that matches the language they are currently studying. The Literature pages present literary extracts as vehicles which allow students to practise and expand on the language learned in the unit and also to acquire cultural notions through the English language. Flashback Every two units there is a double-page spread of exercises, Flashback, to review key language objectives. The exercises cover the material from the previous two units, subdivided into Grammar and Vocabulary. The teacher can use this revision to check what has been assimilated by the students, to identify any gaps or weak points, or to consolidate key language points before moving on to the next two units. Course Methodology FLASH on English adopts an eclectic teaching methodology which combines well-known, tried and tested traditional techniques with a balanced use of the most recent developments in language learning, based on new innovations in the field of foreign language acquisition. It offers a solid base of grammar and lexis, but complements this with an emphasis on receptive skills in the four areas of listening, speaking, reading and writing. The course is designed around the conviction that students in this phase of their language study need guidance and support in language production (speaking and writing) and constant training to hone their language comprehension (listening and reading). In the methodological approach adopted by FLASH on English, the texts used in the presentation pages are essential for contextualising the language and for fostering student interest in the topic. Moreover, the course is built on the fundamental principle that language serves as the bridge to content and therefore, it encourages students to learn new things about the world around them through the medium of language. This is especially true in the last lesson of each unit, in the Culture and civilisation, CLIL and Literature pages. A cohesive development of language and content not only makes it easy to assimilate and retain what is being learned, but allows for a fluid sequence of exercises, lessons and units characterised by a seamless continuity. 11

Introduction Approach to grammar The approach to grammar is inductive and follows either of two paths: from the example to the rule and practice or from the structures to the rule and practice. In each unit, the grammar in question appears in the presentation text before it is formally introduced. On the Presentation pages, the students observe the grammar in context so as to have an idea of the forms, meaning and use of grammatical elements and structures. Then, they study the grammar box which provides examples taken from the text and highlights the morphology. At this point, the students are sometimes asked to go back to the text to find other examples of the structure in question, thereby activating their awareness of the grammar seen in context. The teacher is encouraged to ask questions to focus attention on the grammar points being presented or revised. This encourages students to extrapolate the rule by themselves, and thus remember it more easily. It also prepares them to be more focused when they do the grammar exercise that follows. The exercises are a controlled manipulation of the forms, presented in such a way as to also illustrate the meaning. In some cases students then have the opportunity to use the grammar in short exchanges in the Functions section. The Flash on Grammar page of each unit provides further practice of the structures studied in a series of carefully planned and varied exercises followed by a final contextualised summative exercise. This page can be used in a variety of ways – as revision and consolidation in class, as a homework assignment, or as a self-check. The grammar of each unit is presented through a deductive approach and explained in depth in the Workbook. Each Workbook unit starts with a grammar reference section to be used at home or when a comprehensive view of the grammar point is needed during the classroom lesson. These pages contain a thorough analysis of the grammatical elements in question, using verb tables, morphology, structure and explanations on usage, all with clear examples. The explanatory pages are followed by two pages of tasks (gap fill, multiple choice, sentence formation with word prompts, matching sentence halves or matching answers and questions, and so on). The Grammar reference section (Student’s Book pages 118-129) provides students with detailed grammar notes, tables and examples for each unit and can be used to consolidate and extend students’ knowledge of the grammar points required at this level. The section also provides a list of key phrasal verbs with contextualised examples. The photocopiable Grammar Worksheets at the end of this Teacher’s Resource Pack (pages 150-159) help students to revise and consolidate their use of the main grammar points taught in FLASH on English Advanced. Approach to lexis In FLASH on English, great emphasis is placed on learning the lexis as this is essential for communication. Teaching lexis is therefore one of the objectives that pervades each unit, particularly in the lower levels where building a strong lexical base is fundamental. Words are organised into semantic-lexical groups to facilitate the memorisation and recall processes. At the higher levels, lexical sets continue to be taught or expanded on, but sometimes the combination of words is tied to usage (collocations) and sometimes attention is focused on the grammatical form of the word or on derivatives (from verb to noun, from an adjective to its opposite, etc.). As with grammar, studying lexis also starts with the form and meaning and then looks at how the words are used in context. When teaching with FLASH on English, the lesson may begin with a warm-up exercise that introduces the lexical theme. Examples of the target vocabulary are used in the presentation, allowing students to deduce the meaning from the context. A specific exercise follows each vocabulary section, which reproposes the words from the text and adds others to build a lexical group (always of a manageable size of between 8 and 20 elements). At this point, students are encouraged to tackle a personalised exercise using the lexis they have learned, or to do another type of exercise in which the vocabulary is used in context and in a meaningful way. The study of the lexis is reinforced in the Workbook where students will find a section which summarises the main vocabulary topics taught in each unit and contains a more-in-depth analysis of collocations, phrasal verbs, language development, idiomatic expressions, word formation and easily-confused words, followed by two double pages which include a series of lexis-building exercises. As the course progresses, the language from one unit is recycled in the units that follow so as to reinforce the learning process. This helps the students’ long term memory and offers the opportunity to explore other contexts in which the same lexis is used. 12

Introduction Approach to functions In FLASH on English, regular sections highlight specific communicative functions. Students are thus given the chance to communicate in English, using a wide range of functional language. The functional language appears in the listening task on the second presentation page of most units, so students are initially exposed to the language in a meaningful communicative context. They then study the examples in the functions box and are encouraged to discuss the subtle differences in the expressions presented. Finally they are presented with a communicative activity which makes active use of the functions learnt in a natural situational context. Approach to reading For effective development of reading skills, activities on the Flash on Skills pages are normally broken down into three different steps. • Before you read: during the preparatory step (pre-reading or warm-up) students are asked to draw on previous knowledge of the topic or recall some language requirements. In some cases it may be necessary to provide new information, but wherever possible it is recommended that teachers try to use what the students already know. It is good practice in teaching to build new knowledge on the basis of prior knowledge. This will give students confidence, bolster their self-esteem and make it easier for them to approach the reading text. • While you read: students are asked to read the text a first time to check their answers to the warm-up questions or to grasp the gist. This should not be presented as something difficult, because it is simply the first contact with the text. The second step, requires a more detailed reading and an exercise on more thorough comprehension. The main reading comprehension task that students carry out on the Flash on Skills pages is always in the style of a task type used in the Cambridge English: Advanced (CAE) examination and will help students to prepare for Parts 5-8 of Reading and Use of English (multiple choice, cross-text multiple matching, gapped text, or multiple matching). • After you read: in this phase, the students are encouraged to react to the issues raised in the text. This final phase requires as much personal input as possible, so as to help students commit to memory both the language and the content. While it is not necessary to insist that the students understand every word of a text, the material is presented in such a way that by the end of the three reading phases the class should have understood almost everything. Approach to listening In order to develop listening skills, the course offers ample and varied opportunities for listening practice. All of the listening sub-skills are developed to promote effective listening (pre-listening, listening for gist, listening for specific details, deep listening to grasp all of the meanings and levels of communication, and so on). Students are generally introduced to the listening topic in a warm-up exercise before they listen, and encouraged to predict or comment on what they will hear. Then they are asked to listen for the first time and concentrate on the gist and general meaning. The main listening comprehension task on the Flash on Skills pages helps students to prepare for the Cambridge English: Advanced (CAE) exam and presents a variety of tasks related to Parts 1-4 of Listening (two types of multiple choice, sentence completion, or multiple matching). Finally, students are encouraged to express their personal reactions to, or their opinions of, what they have heard. The Audioscripts for all the listening comprehension tasks in Units 1-10 (Presentation 2 Listenings, and the Skills Listenings) can be found on pages 130-143 of the Student’s Book. Approach to speaking The skills that require production from the students (speaking and writing) are often perceived as requiring more effort compared to those that call for comprehension (reading and listening). One of the fundamental guiding principles of FLASH on English is to provide students with a detailed guide and all of the necessary support material for the speaking activities. Therefore, speaking activities are closely linked to other activities (lexis-related and grammar- related, reading, listening), but above all, students are encouraged to think about the topic and jot down a few notes before they begin to talk about it. This preparatory step will be especially useful when they begin to speak. This approach can be summarised in the formula, think, write and speak. A variety of oral activities are undertaken: brief monologues or speeches made to the class, pairwork or groupwork in which students talk to a partner or a small group and share opinions, express agreement or disagreement, ask for and give information, offer suggestions to solve a problem, and so forth. The speaking activities sometimes involve written prompts (words, questions) or visual prompts (pictures) or a questionnaire to be answered. 13

Introduction Speaking activities in FLASH on English are found in various different sections of each unit. • Say it! This section appears on the Presentation pages and is an opportunity for students to communicate in relation to the text or recording that they have read or heard during the presentation. This section often also makes full use of the functional language that students may have been taught in the course of the second Presentation section. • Critical thinking In this sections which appears in every unit, students are encouraged to formulate opinions, discuss controversial issues and do collaborative problem-solving activities. • Flash Forward Many of the activities in these sections involve written tasks which expand on the exercises they have been working on and which then often lead to a collaborative speaking task (asking and answering, giving opinions, making decisions, etc.) aimed at consolidating students’ use of the language in a communicative context. • Use of English On this page students are often required to practice collocations, phrasal verbs and so on through a speaking task which helps them to focus on the grammatical structures in a communicative context. • Flash on Skills pages: Naturally, the main speaking task of each unit is found on the Focus on Skills pages where students are asked to do a variety of more demanding, but carefully guided, tasks (for example a discussion of a variety of visual images, an indepth discussion based around written stimuli, a collaborative decision-making task, and so on). The speaking tasks in the Focus on Skills section are related to Cambridge English: Advanced (CAE) Speaking and will help students to prepare for each of the four Parts of the Speaking examination. • Focus on CAE The guided Cambridge English: Advanced (CAE) practice test on pages 98-117 of the Student’s Book includes a section which gives tips and advice on how students can prepare successfully for the Speaking exam. The section is aimed at building confidence and making students more autonomous in their approach to the specific speaking tasks that they will be required to undertake. Approach to writing Writing is a useful preparatory activity for speaking and also serves to consolidate the language that has been learned, but it is also a skill in and of itself. In every unit of FLASH on English students are asked to do brief writing exercises, often leading up to the speaking activities or following them as a conclusion. • Focus on Skills pages: the main writing task appears here. Students are asked to undertake more demanding, but always guided, written production. This task is related to Cambridge English: Advanced (CAE) Writing and covers a variety of assignments ranging from writing an essay with a discursive focus to a number of different text types (a letter or email, a proposal, a report or a review). • Focus on CAE pages: as for the speaking section (see above), the guided Cambridge English: Advanced (CAE) practice test on pages 98-117 of the Student’s Book gives helpful tips and advice for students preparing for the Writing exam. Recycling The FLASH on English course recycles grammar and vocabulary in various ways. • Graded material: the new texts are based on pre-existing knowledge of both grammar and lexis; new structures are avoided if they are not covered in the unit in question; previously-studied and well-known language forms are incorporated throughout the book to create a sense of continuity and uninterrupted flow. • Focus on Skills pages: the final pages in each unit recycle as much language as possible from the unit and from previous units. • Flashback activities: after every two units, students can check what they have retained from the grammar and lexis learned up to that point by doing revision exercises. • Workbook activities: language from previous units is constantly recycled in new and meaningful contexts throughout the Workbook. Mixed-ability classes Nearly all classes can be defined ‘mixed-ability’ because students come from different linguistic experiences, are motivated differently, have different interests, learn at different speeds and have different types of intelligence (kinesthetic, linguistic, logical-mathematical, musical, naturalistic, spatial-artistic, interpersonal), etc. Therefore, it is useful to understand the problems facing a teacher and helpful to know how they can be solved by adopting appropriate strategies and techniques. For effective teaching that can reach all students, even the weakest ones teachers should aim to: • make frequent use of visual materials that will attract students of all levels and of all types of intelligence; • be prepared for all situations, for example, have an extra exercise ready to give to those who finish sooner, such as the Flash Forward exercises proposed in FLASH on English; 14

Introduction • avoid assigning a whole activity to all of the students, but assign different parts so as to graduate the activity according to ability; • assign open-ended exercises, for example, write a letter, finish the story, describe a picture, so each student can do the task according to his or her level since there is no one correct answer to this type of exercise; • personalise the exercises to adapt them to the students’ interests; • make use of role-play and drama activities, or lexis and grammar contests to involve and motivate the whole class; • divide the class into groups or pairs with strong and weak students working together, or make groups of the same level and then assign tasks of varying difficulty. Cambridge English: Advanced (CAE) Cambridge English: Advanced (CAE) is a high level qualification that is officially recognised by universities, employers and governments around the world. It proves that a candidate has a high level of English for use in academic or professional settings. The exam is divided into 4 papers as follows: • Reading and Use of English. In this paper, students are expected to be able to demonstrate the ability to apply their knowledge and control of the language system by completing a number of different tasks at text and sentence level; demonstrate a variety of reading skills including understanding of specific information, text organisation features, implication, tone and text structure. The Reading and Use of English paper comprises 8 different task types. • Writing. In this paper, students are expected to write an essay based on an academic activity, such as attending a panel discussion or watching a documentary. They are provided with notes on the topic and a series of opinions to consider. They are also required to write non-specialised text types such as a letter, a report, a review or a proposal. The Writing paper comprises 2 different task types. • Listening. In this paper, students are expected to show understanding of feeling, attitude, detail, opinion, purpose, agreement and gist. The Listening paper comprises 4 different task types. • Speaking. In this paper, students are expected to be able to respond to questions and to interact in conversational English. The Speaking paper comprises 4 different task types. The task types included in this course are valid for all students, whether or not they intend to take the CAE examination, but for those that do wish to take it, FLASH on English provides full preparation for all four papers of the exam with over 130 CAE-style task types clearly highlighted throughout the Student’s Book and Workbook. For quick reference, the table below lists the page number where each of these CAE task types can be found. CAE Exam section Student’s Book page Workbook page 12, 48, 56 10, 21, 30, 40, 48, 51, 60, 61, 70, 81, 90, 100 Reading and Part 1 20, 74, 92 11, 21, 30, 40, 51, 61, 71, 81, 91, 100 Use of English Part 2 30, 66 11, 20, 31, 41, 50, 60, 70, 80, 91, 101 38, 84 11, 16, 20, 31, 41, 50, 57, 71, 77, 80, 87, 91 Part 3 14, 50, 68 102 32, 59 22, 72 Part 4 16, 23, 86, 94 7, 42, 82 8, 40, 44, 76, 80 12, 32, 62, 92 Part 5 15, 59, 69, 87 43, 93, 103 23, 33, 41, 51, 77, 95 22, 33, 53, 63, 73, 83, 93 Part 6 15, 28, 77, 94 43, 83 23, 51, 59, 82 13, 52, 73, 93, 103 Part 7 33, 69 33, 53, 63 41, 46, 54, 87, 90 22 Part 8 15, 77, 95 23, 51 Writing Part 1 33, 59, 87 41, 69 Part 2 Listening Part 1 Part 2 Part 3 Part 4 Speaking Part 1 Part 2 Part 3 Part 4 15

Introduction In addition to the frequent practice exercises which appear throughout Flash on English Advanced, on Student’s Book pages 98-117 (Flash on CAE) students will find a complete guided CAE practice test with useful advice and tips to help them face the exam with confidence. The recordings for the Listening paper of this guided test can be found on Class CD2 (for the teacher) and also on the Student’s CD which is packed with the Workbook. The Tests & Resources section at the end of this Teacher’s Resource Pack also provides teachers with a complete CAE practice test (pages 160-182) which can be photocopied by teachers and used as a mock exam to assess students, readiness to undertake the CAE exam. The recordings for the Listening paper of this photocopiable test can be found on the Multi-ROM Testmaker. Because they are designed to be used as practice tests, the Audioscripts for the Flash on CAE guided test and the photocopiable CAE test do NOT appear in the Student’s Book, but can be found in the relative Answer Key and Transcripts sections of this Teacher’s Resource Pack (see pages 187-190), and are also available for teachers online. Tests & Resources The Tests & Resources section of this Teacher’s Resource Pack contains the following photocopiable material: • 10 double-page Unit Tests • 10 Grammar Worksheets • a complete Cambridge English: Advanced (CAE) practice test Unit Tests The series of Unit Tests provide a written test of the grammatical and lexical elements presented in each unit of the Student’s Book, as well as the language functions and the lexis covered in the Topic Vocabulary section of the Workbook. Each test is graded out of a total score of 100. Grammar worksheets Each Grammar Worksheet focuses on a different aspect of English grammar studied in FLASH on English Advanced. The worksheets provide students with an opportunity to assess their weaknesses and consolidate their knowledge of grammar through a series of exercises which are graded at two levels of difficulty. Cambridge English: Advanced (CAE) practice test The Advanced level of FLASH on English provides thorough preparation and practice for all Papers of the Cambridge English: Advanced (CAE) examination (see above), but CAE-style tasks within the Student’s Book and Workbook are always carefully designed to be equally useful for those students who will not be taking the actual exam. For students who wish to take the CAE exam, FLASH on English Advanced provides a complete photocopiable practice test which can be used as a mock exam to check whether or not they are ready to do the exam and to build confidence. The Unit Tests and Grammar Worksheets can also be found in Word format on the Multi-ROM Testmaker so that teachers can modify and personalise them if they wish. The Multi-ROM also includes the recordings for the Listening paper of the photocopiable CAE practice test. 16

1Trailblazers Topic: intrepid and adventurous travel Transcript [Track 1.02] see Student’s Book pp. 8-9. Grammar: revision tenses: Past simple and Past Background information continuous, Present perfect simple and Present Right To Play: a global organization that uses the perfect continuous, Past continuous, Past perfect transformative power of play to educate and empower simple and Past perfect continuous; used to + children facing adversity. It was founded in the year infinitive; be used to + ing/noun. 20​00 by Johann Olav Koss, a four-time Olympic gold medalist and social entrepreneur. Through sports and Vocabulary: achievements; weather and games, the charity helps children in many countries to build essential life skills and better futures, while temperature; travel and exploring. driving social change in their communities with lasting impact​. Functions: expressing interest and asking follow- The Outward Bound Trust: an educational charity that uses the outdoors to help develop young people from up questions. all walks of life. It runs adventurous and challenging outdoor learning programmes that equip young people Use of English: phrasal verbs and expressions with valuable skills for education, work and life; helping them to become more confident, more effective and with set; multiple-choice cloze. more capable at school, college and in the workplace. Reading: an article about contemporary female 3 CAE p. 8 explorers; a text about the life of a BBC foreign Explain that this type of exercise will help students correspondent. to practise for the CAE, Reading and Use of English Part 8 (multiple matching). Listening: a conversation about a travel experience A useful way to prepare for this exercise type outside in France; two different conversations about risk- the classroom is for students to familiarise themselves taking. with texts which give different pieces of information on a related theme, such as travel brochures, topic- Speaking: asking and answering about experiences. specific magazines, book reviews and so on. Writing: writing an essay on whether you feel that Students read the text again for detail and do young people no longer take action or take risks. the comprehension exercise. Encourage them to underline the parts of the text which seem to provide Critical thinking: a discussion about the pitfalls them with the answer and to double-check their answers when they have matched an explorer to of travel and how to avoid them. each question. Contemporary explorers Answers pp. 8-9 1B 2A 3E 4F 5B 6C 7D 8A Do some warm-up discussion of the photo asking 4 p. 8 students where the people are and what they are doing. Discuss what students think might drive Answers 6 the bare minimum someone to do this kind of activity. Ask them to look 7 couchsurfing at the title of the page and elicit ideas from the class 1 on a shoestring 8 urge as to the meaning of the noun trailblazers (‘people 2 disadvantaged 9 gruelling who are leaders or innovators in a particular field, 3 endurance 10 quest especially those who do something before anyone 4 skipper else does’). 5 the rat race First presentation text – reading 2 1.02 p. 8 Have students read the article while they listen to it, then give them a few minutes in pairs to discuss which of the explorers they find most impressive or interesting. 17

1 Say it! 8 p. 9 FLASH FORWARD Read through the task assignment and check Assign the activity to any students who finish exercise that students are familiar with the people and 4 quickly. Put the students in a pair with another organisations. student who has finished quickly, or do it as a whole class activity. Have the students work in pairs. Monitor the exchanges, providing additional vocabulary if Answers necessary. Write any new words on the board. cycling running (marathons) Background information J K Rowling: bestselling author of the Harry Potter rowing (long distance) walking books. kayaking bungee jumping Simone Biles: American gymnast and winner of numerous Olympic gold medals. skydiving rollerskating Hillary Clinton: 2016 Democratic candidate for the climbing American presidency and wife of former US President, Bill Clinton. GRAMMAR Rafa Nadal: Spanish professional tennis player, Past simple and Past perfect considered one of the greatest players of all time. Have the class read and translate the examples. Christine Lagarde: French lawyer and politician who If necessary, remind them of the use of the Past became the Managing Director of the International simple and compare with the use of the Past Monetary Fund in 2011. perfect. Cristiano Ronaldo: Portuguese professional footballer Now go to p. 118 and go through the rules and who is widely considered one of the best players of all additional examples. time. 5 p. 9 3 had never been; went Medecins sans Frontieres: international humanitarian 4 was; got; had just left NGO (non-governmental organisation) founded in 1971 Answers providing medical aid in war-torn regions and countries 1 was; had run affected by endemic disease. 2 left; began Friends of the Earth: federation of autonomous Vocabulary: Achievements environmental organisations which campaigns in more 6 p. 9 than 70 countries worldwide on urgent environmental and social issues. Students work individually or in pairs to collocate the expressions and work out the meaning. Beyoncé: American singer, songwriter and actress and one of the best-selling music artists of all time. Answers 1d 2f 3a 4h 5g 6b 7c 8e Felix Baumgartner: Australian extreme sports enthusiast, especially famous for setting world records 7 p. 9 in skydiving. As a homework assignment after students have done Amnesty International: humanitarian NGO (non- the exercise, you could have them contextualise each governmental organisation) founded in 1961 which expression by writing it in a new sentence. protects human rights around the world and campaigns for compliance with international laws and standards. Answers 1 blazed a trail The Red Cross: international humanitarian movement 2 tackled the challenge; accomplish a feat with about 97 million volunteers, members and staff 3 raising awareness; on a mission worldwide. It was founded to protect human life and 4 take (all the criticism of him) in his stride health, to ensure respect for all human beings, and to 5 set a record prevent and alleviate human suffering. 6 physical endeavour 18

1 Intrepid holidaymakers Rick the shops and back, quite another to cycle pp. 10-11 Liz 60 kilometres in a day! Yeah, I know what you mean. But, did you at 1 p. 10 Rick least manage to make it to your destination Liz each day? Introduce the topic by asking the students if they Well, yes, just about, even if it took us have ever been to France and in particular the region Rick hours longer than we estimated. Oh, of Provence. Explain that it’s a popular holiday Liz except for on the second day. We’d set off destination for British tourists and ask them, why Rick about mid-morning, on a beautiful route they think that might be (for example, it’s not far Liz along country lanes, no hills, the sun was from the UK and easy to reach by Eurostar and shining, it was warm, but not sweltering Eurotunnel, it has better weather than the UK but Rick like it had been the day before, probably isn’t too hot, over 12,000 British people live there Liz about 25 degrees, hardly a car in sight, so a lot of people visit relatives or friends, it’s very through fields of vines – it was pretty much picturesque, the food is good, etc). Rick the stereotypical, perfect scene of a cycling Have students look at the photos and work in pairs to Liz holiday in France. describe what they see. Elicit key vocabulary related It sounds amazing! to the photos (bridge, village, lake, monastery, Yeah, well, it was – at first! Anyway, we’d lavender, cycling, uphill, downhill, countryside, been going for a couple of hours, when woods, steep, flat, café, etc). suddenly the sky clouded over, the wind started blowing and it started raining, Second presentation text – listening just drizzling at first, but then it was soon pouring down, and it wasn’t just a summer 2 1.03 p. 10 shower either, it really set in, and we didn’t have proper waterproof gear... Tell students that they will listen to Liz and Rick No? Why not? discussing a holiday in Provence that Liz went on Well, you don’t think you need it in August with another friend. Ask them to try to understand in the South of France, do you?! the gist of the conversation and not worry about Oh, right, yes, I suppose that’s true. individual words. So we got completely soaked, and really cold – freezing, in fact. We carried on cycling for Transcript [Track 1.03] a while, but then, when I heard the thunder, I decided that was it! I’d had enough. The Rick So, how did it go? When did you get back? problem was, though, we were still about Liz Last Sunday, and I’ve been recovering ever 30 kilometres from Avignon, where we were supposed to get to that night. since! So what did you do? Rick Really? What happened? We pushed the bikes to the next village – Liz Well, it turned out that I wasn’t as fit as I and we were completely drenched by this stage, our shoes were literally squelching! thought I was. I haven’t done anythign since I’d been thinking that we could find a café we got back: I’m too exhausted! I definitely and sit and dry out a bit and wait for the bit off more than I could chew. rain to stop, but it was a tiny village and Rick Oh, really? there was nothing open and no one around Liz Yeah, I mean six different towns and more to ask. All we could find was a bus stop than 300 kilometres in six days – what with a shelter, so we sat there feeling very was I thinking?! I was OK going downhill sorry for ourselves. – funnily enough! – and when it was flat, I can imagine - it sounds really grim! but as soon as there was a hill, I got off Yeah, it wasn’t much fun! So, anyway, we and pushed. I’m not used to cycling up hills, were sitting there, wondering what on earth even when they’re not very steep. My legs to do next, when this car came along and I just aren’t strong enough. saw that, by some miracle, it was a taxi! So I Rick But I thought you’d done loads of training rushed out into the road and waved it down, for the trip, hadn’t you? and, in my very bad French, asked the driver Liz Hmm, I don’t know about loads… I’d done a if he could possibly take us to Avignon. bit, but not nearly enough. I used to do a lot of cycling in the past, but I’m just not used to such an intense pace anymore. I mean, it’s one thing to cycle a few kilometres to 19

1 Rick But how could he, with the bikes? Liz Well, it took a bit of negotiation – we paid a fortune for the fare! - and we had to take GRAMMAR Rick the wheels off the bikes, to fit them in, and, Liz even then, it was difficult, but we managed Past continuous, Past perfect it! And got to Avignon twenty minutes later! simple and Past perfect continuous Sounds like cheating to me! Well, you could look at it that way, I suppose, Have the class read and translate the examples. but I’d call it expediency.. If necessary, remind them of the use of the Past continuous, Past perfect simple and Past perfect 3 1.03 p. 10 continuous Now go to p. 118-119 and go through the rules Answers and additional examples. 1F 2F 3T 4F 5T 6T 7F 8T 5 p. 11 FLASH FORWARD Answers Assign the task to students who finish quickly or do it 1 had been raining with the whole class. First they work individually and 2 hadn’t been waiting make notes then they can work with a partner and 3 were standing; had ended up exchange ideas. 4 had had 5 had been working; hadn’t had GRAMMAR 6 had been calling; he’d received Present perfect simple and GRAMMAR Present perfect continuous used to + infinitive, be used to + Have the class read and translate the examples. If -ing/noun necessary, remind them of the use of the Present perfect simple and Present perfect continuous. Have the class read and translate the examples. Now go to p. 118 and go through the rules and If necessary, remind them of the use of used to additional examples. + infinitive, then explain that we use be used to + gerund when we talk about an action or 4 p. 11 noun that has become familiar to us and is now a normal or habitual activity. Answers Go to p. 119 and read through the rules and 1 ’ve been cooking additional examples. 2 ’ve failed; have (you) been doing; Haven’t (you) 6 p. 11 been studying 3 hasn’t played; has been recovering Answers 4 ’ve been working; have been; ’ve really had 1 correct 5 have lived / have been living 2 she used to multitask she’s used to multitasking 3 It was used to coming It used to come 4 correct 5 he used to live he’s used to living Vocabulary: Weather and temperature 7 p. 11 Ask students to look out of the window and elicit any words which describe today’s weather then ask them what part of speech the words they suggested are (verbs, nouns or adjectives). Then assign the task individually and correct it orally, drawing attention to the parts of speech 20

Now have the students work in pairs to discuss the 1 ideas on the board and more of their own. After they Answers have had 5-10 minutes, have them share their ideas with the class. rain drizzle (n and v); pour down (v); downpour wind (n); shower (n); set in (v); clear up (v) Use of English p. 12 sky hot blow (v); die down (v); breeze (n); gale (n) Phrasal verbs and expressions wet with set cold cloud over (v); brighten up (v); overcast 1 p. 12 (adj); clear (adj) Answers 5 f (set off/out) sweltering (adj); baking (adj); heat wave 6 e (be set on) (n) 1 b (be all set) 7 c (be dead set against) 2 h (set sth up) 8 a (set up) soaked (adj); drenched (adj); squelching 3 g (set sb straight) (adj) 4 d (a setback) freezing (adj); cold spell (n); cool down (v); cool (adj) FUNCTIONS 2 p. 12 Expressing interest and asking While students are doing this activity in pairs, monitor follow-up questions them and check that they are using the language correctly. Go through the examples with the class and If you hear a particularly good contextualised use check that they understand the meaning. of the phrasal verbs and expressions with set, ask the student to say the same thing to the whole class Tell the class that we use these expressions to afterwards. show interest and they make conversations more vibrant and natural. Vocabulary: Travel and exploring 3 p. 12 Move on to exercises 8 to practise these functions. Answers Say it! 1f 2b 3g 4h 5a 6c 7e 8d 8 p. 11 4 p. 12 Have students work individually to plan their story then work in pairs. Monitor the exchanges to be sure Students ask and answer in pairs. While they work, everyone is using the language and functions correctly. monitor them and check that they are using the correct form of the collocations. Critical thinking To consolidate, when they have finished working in pairs, ask if anyone gave a particularly interesting Background information answer and ask them to share it with the whole class. The term Critical thinking refers to the capacity to use rational thinking that goes above and beyond 5 CAE p. 12 prejudice and pre-conceived notions. Critical thinking is an important component of most professions and it This can be used as a preparatory exercise for the is a part of the formal education process that becomes CAE, Reading and Use of English Part 1 (multiple- increasingly significant as students progress through choice cloze). their education. Ensure that students read the whole text through to get an idea of the content before they do the exercise. Then 9 p. 11 tell them to look carefully at the words that precede and follow each gap before making their decision. Introduce the term Critical thinking to the class and tell them that the activity in exercise 9 aims to Answers stimulate critical thinking and discussion. 1B 2A 3D 4B 5A 6B 7D 8C Because this is the first time a critical thinking activity has been presented, you could initiate the activity orally with the whole class: Read through the task with the class and then do a brainstorming session and elicit ideas. Write some of the ideas on the board and provide some vocabulary, especially for weaker classes. 21

1 Flash on Skills / Culture and civilisation Flash on Grammar p. 13 Life at risk pp. 14-15 You can use this page in different ways – either as revision and consolidation, or as a homework Before you read assignment. It offers exercises on the grammar 1 p. 14 covered in the unit. Explain that students are going to read an article Past simple and Past perfect about a BBC foreign correspondent. Ask questions to 1 p. 13 set the scene, for example: – What kind of things might a foreign correspondent Answers report on? (political events, extreme weather 1 arrived; had already closed; missed events, environmental issues, wars, illness and 2 had never tried epidemics, etc.) 3 spent; hadn’t realised – Is it a job that appeals to anyone in the class? 4 was; loved; Hadn’t you been; had always wanted Why?/Why not? – What can you see in the photo? (some soldiers in Present perfect simple and Present a war zone and a reporter taking a photograph of perfect continuous something) 2 p. 13 Explain that John Simpson is primarily a war correspondent, and put students in pairs to carry out Answers the task. Then discuss their answers with the whole class. 1 ’s been working; has really changed 2 ’ve been shopping; ’ve had Reading 3 ’ve been; haven’t managed 2 p. 14 4 been doing Have students read the article and check that they Past continuous, Past perfect simple have understood the general meaning then discuss and Past perfect continuous which of the risks that they thought of in exercise 1 3 p. 13 are mentioned in the text. Answers 4 ’d missed; ’d been 3 CAE p. 14 drinking 1 ’d been saying This can be used as a preparatory exercise for the 2 was living CAE, Reading and Use of English Part 5 (multiple 3 ’d been having choice). Remind students to read each question carefully and used to + infinitive, be used to + underline the part of the article where they think -ing/noun the correct answer is, and to double-check that the 4 p. 13 answer they have chosen corresponds to the meaning given in the text. Answers 3 ’m not used to living They should know that the questions are in the same 4 wasn’t used to order as they appear in the text – this will help them 1 used to see to find the correct answers. 2 Did you use to do; sitting Remind them to try to identify the ‘distractor(s)’ in 5 used to work the four options (options which may seem correct, used to play; used but are subtly different from the correct one). to go Answers Round up! 5 p. 13 1D 2D 3A 4B 5B 6C Answers 6B 7A 8B 13 A 14 B 1B 2A 3B 4B 5A 9 B 10 B 11 B 12 A 22

1 Listening table, told me that she had an appointment 4 1.04 CAE p. 15 and would be back in about two hours, then off she went! Explain that students will hear two extracts from Claire No! Really? She just left you there on your interviews where people talk about being at risk own? and taking a risk. Ensure that they understand the Fred Yeah. At first, I just concentrated on my difference (being at risk means being in danger, taking milkshake, but I soon finished that off, and a risk means consciously deciding to do something someone took the glass away and then I just inadvisable or dangerous). felt really awkward, just sitting there on my Tell students that this task helps prepare for CAE own, the only child in the place – I mean, Listening Part 1 (multiple choice). local kids didn’t go to cafés like that on their Point out to your students that in this task they should own at that age, and nor did I, actually, be wary of choosing an answer simply because it when I was back at home in the UK in my contains words and phrases heard on the recording. hometown – with my Mum, yes, or my older Rather, they should read through the questions before sister, but not on my own, not even with they listen and think about what they are being asked friends of my own age. At that age, I didn’t to listen for. This could be the speaker’s purpose, even have a mobile, I didn’t have a book attitudes and opinions, the gist of an argument, or with me, I literally had nothing to do except perhaps whether or not the speakers agree about a just sit there and wait for her. She hadn’t certain point under discussion. told me to stay in the café, but I was scared Play the recording and assign the task. just to go wandering off on my own. Claire It sounds awful, Fred! You poor thing. Transcript [Track 1.04] Fred Mmm, I don’t think I actually realised the potential danger of the situation, I mean, how Extract 1 vulnerable I was, until a long time afterwards Fred My scariest moment? Um, let me think ... – at the time, I was a bit dazed by it, I think, but I do remember feeling completely alone, Probably when I was eleven and in India and just kind of helpless. I didn’t really visiting my father, who was working there at know where I was, or where she had gone, the time. or when she was coming back, and I had no Claire OK, so what happened? way of contacting my dad, or anyone, in fact, Fred Well, basically, he used to go off to work if something went wrong. every day and leave me with his wife – Claire That’s terrible, honestly. By the way, what my stepmother, I suppose, though I never did the stepmother actually have to do that thought of her that way. I mean, she didn’t she had to leave you on your own like that? really know a lot about taking care of kids, Fred Oh, that’s the best bit – I found out later and never knew what to do with me or what that she’d gone for a beauty treatment, a to say to me. facial, or something like that. Claire Sounds like it was a difficult situation for you. Claire I don’t believe it! Leaving you like that so Fred Yeah, it wasn’t great. I mean, I just wanted she could go to a beauty salon? to see my father, not be with her, but anyway, on this particular day, she said she Extract 2 was going to take me out, that we were Amy Dad, we’re doing this project at school, going to go to a shopping mall. Claire Really? I don’t imagine that was your about risk, and… favourite kind of place when you were that Dad Mmm, that sounds interesting. What sort of age, right? Fred Not exactly, no – and they’re still not, oddly risk? enough! But I thought it would be better than Amy I was just going to tell you! Anything, really. staying at home, and I thought that maybe she was going to buy me something, like It could be to do with lifestyle – you know, a video game or something! So, we drove smoking, diet, that kind of thing – or it could to this mall – I’d never been there before, be about specific times that people have put it seemed to take forever to get there, it themselves at risk. And the teacher said we was a long way from the house – and when should ask our parents. we arrived, she took me straight to a café, Dad OK, right. bought me a milkshake, sat me down at a Amy So, what do you reckon’s the riskiest thing that you’ve ever done, then? 23

1 Speaking 5 CAE p. 15 Dad Apart from having children, you mean? Um, let me think. Well, I suppose it could be This can be used as a preparatory exercise for the that time I went swimming with sharks in CAE, Speaking Part 1 (a short conversation). Australia… Encourage students to give full answers. The other student should react by showing interest (using Amy Oh come on, Dad, I know that’s not true! the functional language of this unit, see page 11). Dad Or what about the time that I rowed single- Encourage students to ask follow-up questions where appropriate. handedly across the English Channel? Time and monitor the exchanges. Give the students Amy Dad, come on, be serious! feedback after completion of the task, pointing out Dad OK, well, in that case, I think it would where they did well and where they could do better. probably be when I was in Japan back in Writing the ’80’s, and I went for this dinner where 6 CAE p. 15 they served a type of fish – ‘fugu’ it’s called, blowfish in English – that could be This can be used as a preparatory exercise for potentially lethal. the CAE, Writing Part 1 (writing an essay with a Amy What do you mean? discursive focus). Dad Basically, if it’s not prepared properly, it can Explain the writing task and tell students it will give kill you. It’s considered to be a real delicacy, them an opportunity to hone their writing skills in but it’s full of poison and has to be prepared general, but also in preparation for the CAE exam. by a specially trained chef who knows how Have the class read the input and make sure they to get the poison out. understand what they have to do. Suggest that they Amy That sounds really scary! Did you know how make notes about what they plan to write. You may risky it was before you ate it? want to give them a framework for their essay. Here Dad Well, someone did mention something, but, are some suggestions: to be quite honest, I’d had a few glasses of – Paragraph 1: introduce the topic and state your sake by then, and didn’t really get just how dangerous it was. first reason why you think young people don’t Amy Honestly, Dad, talk about lifestyle risks! take action, giving examples to substantiate your Dad Yeah, well, I was younger then, and took opinion. more chances. Anyway, I remember that it – Paragraph 2: state your second reason in the same tasted delicious. It was only afterwards, the way. next morning, I think, when I was talking to – Paragraph 3: explain which of the reasons you someone about the previous night’s dinner, feel is more important and more to blame for the and they explained the whole thing to me, problem. Motivate your answer. that I started to realise the risks. Apparently Assign the actual writing task to be done at home. just one fish has got enough poison to kill Always remind them of the word count (220-260 around 30 people. words). Amy That’s terrifying! Dad Yeah, but, the restaurant we’d been at was apparently famous for its fugu, and no one had ever died after eating there. Amy Oh, that’s reassuring! Dad But a couple of people did after eating it at one just down the road. Amy Blimey. I don’t think I ever want to try it. Dad Well, I probably wouldn’t risk eating it now, but, then again, with enough sake, who knows? Amy Honestly, Dad! Parents are supposed to be a good example to their kids! Answers Extract 1 1 A 2 C 3 B Extract 2 4 B 5 C 6 B 24

2People close to us Topic: growing up and social interaction First presentation text – reading Grammar: revision of the third and mixed 2 CAE p. 16 conditionals (past action and present consequence); Have students skim read the article individually then modal verbs for possibility, impossibility and ask a few questions to check general understanding, probability. like: – Who did the woman grow up with? (She was Vocabulary: expressions describing people’s adopted at 6 months old by a couple but grew up character; idiomatic expressions. mainly with her father because her mother died when she was seven.) Functions: sharing your experiences and telling a – Does she seem to describe her personality in an objective way? (Yes, she lists both positive and story about yourself. negative aspects of her personality.) – Did she ever meet her real family? (Yes, she met Use of English: phrasal verbs and expressions her real father and some siblings when she was an adult) with down and up; phrases with fact; open cloze – Does she think that mainly nature, mainly nurture or a mix of both were important in the Reading: an article exploring the issue of nature development of her personality? (She thinks that both were important.) versus nurture in adopted children; a text about a woman who was raised by monkeys. Now have students do the task individually. Listening: two different experiences of meeting This and the Skills reading text can be used to help prepare for CAE Reading and Use of English Part 7 new people; a monologue about a research project. (gapped text). The task tests comprehension of text structure, cohesion, coherence, and global meaning. Speaking: making deductions about photographs. Writing: writing a review of a book or film about Suggest that students read the whole of the text again in order to gain an overall idea of the structure and the a person who has had an unusual or amazing meaning of the text, and tell them to notice carefully experience. the information and ideas before and after each gap as well as throughout the whole of the gapped text. Critical thinking: a discussion about the pros They should then decide which paragraphs fit the gaps, remembering that each letter may only be used and cons of online and offline dating. once and that there is one paragraph which they will not need to use. Nature versus nurture pp. 16-17 Answers 1 p. 16 1A 2E 3D 4B Do some warm-up discussion of the photos asking 3 p. 16 students where the people are and what they are doing. Students read the text again for detail and do the comprehension exercise. Look at the questions and ask students what they understand by nature and nurture in the development Answers of someone’s personality (‘nature’ is the genetic influence on your personality, intelligence and 1F 2T 3T 4F 5T behaviour; ‘nurture’ is the way the environment in which you grow up can affect your development – the way you are brought up, events and traumas you experience, the people around you). Have students discuss the questions in pairs and then open the questions up for a whole class discussion. 25

2 6 (they’re) a given 7 p. 17 4 p. 16 7 birth parents 8 exasperated Answers Answers 9 (take) took issue with 1 snobby about 10 thrill 2 stubborn as an ox 1 siblings 3 full of energy 2 DNA 4 traditional in their outlook 3 traits 5 into 4 a host of 6 relaxed attitude to tidiness 5 stunned 7 easy to talk to 8 filthy sense of humour FLASH FORWARD Say it! Assign the activity to any students who finish exercise 8 p. 17 4 quickly. Put the students in a pair with another student who has finished quickly, or do it as a whole Students work in pairs to discuss their personality class activity. traits and what they have and don’t have in common with other family members. Possible answers – school – geographical location Meeting people pp. 18-19 – parents – social class – siblings 1 p. 18 – friends Introduce the topic by asking the students how they GRAMMAR usually meet new friends and new boy/girlfriends. Elicit what is happening in the photos then get them Third and mixed conditionals (past to do the task. As a follow-up, ask if they know anyone action and present consequence) who has used any of these methods of meeting people, or if they would ever do it themselves. Have the class read and translate the examples. If necessary, remind them of the use of the third Answers conditional and mixed conditionals. 1b 2e 3d 4a 5c Now go to p. 119 and go through the rules and Second presentation text – listening additional examples. 2 1.05 p. 18 5 p. 17 Tell students that they will listen to Mark and Ruth each talking about an experience when they met Answers someone new. Have students listen for gist and do the task. 1 would have got 2 would be Answers 3 had been born Mark had a blind date; Ruth did speed dating. 4 would be; hadn’t taken 5 had been 6 wouldn’t be living; hadn’t got Vocabulary: Expressions describing people’s character 6 p. 17 Answers 1 b 3 h 5 d 7 e 9 i/j 2 f 4 g 6 a 8 i/j 10 c 26

2 Transcript [Track 1.05] you, I don’t think everyone was completely honest in this respect. There was one guy Mark So, it was all set up by a friend of mine from there who must have been at least 40, work, Lucy. She knew that I was single and but pretending he was 30! Anyway, there said that she had a friend who she thought were fifteen women and fifteen men at the would be ideal for me, that we would have event. We had five minutes to speak to each loads in common. I wasn’t keen at first person, then the bell rang and everyone – to be quite honest, I was happy on my changed places to speak to the next person. own – but then I thought, why not give it You make a note of who you’re interested a go, what have I got to lose? If we got on, in, then, when you get home, you go to the it could be great, and if we didn’t, I could webpage and tick the box for that person. always make an excuse and leave early! If they’ve ticked your box, too, then you’re So, anyway, through Lucy, we arranged to given each other’s contact details and it’s meet for a drink at a French cafe in town, up to you to take it from there. My ticks followed by dinner if all went well, I arrived coincided with a couple of people, and I’ve a bit early, got myself a drink and sat at been out on dates with them, but nothing a table and waited. I must admit that, by long-term has come of it. Still, it hasn’t put that stage, I was feeling a bit nervous, me off – it was fun, and it might have been even though I didn’t have particularly high different with a different set of people – so I expectations of the evening. Anyway, it got would try it again. But I’ll wait for a while, to eight o’clock, which was the time that we I think. were supposed to meet, and then it got to quarter past eight, and I thought to myself, 3 1.05 p. 18 OK, well, she could have got stuck in traffic, or she may have just misjudged how much Answers time it would take to get there. But, when I was still waiting at quarter to nine, I thought 1 He wasn’t keen – he was happy on his own. that she couldn’t have been held up for that 2 Make an excuse and leave early. long – the traffic wasn’t that bad – and 3 Two – that she had got stuck in traffic, or that, if she was going to come, she really should have arrived by that point, and that misjudged how much time it would take to get to she must have changed her mind. Lucy had the cafe. given me her phone number, so I could have 4 That she had changed her mind. called her to see what was going on, but I 5 He left the café feeling embarrassed, cross and was too embarrassed. I did try calling Lucy upset. to see, but her phone was turned off. So, I 6 She hadn’t been out with anyone for a year or so, basically finished my drink and left, feeling her friends were in couples or married and she pretty cross and upset, I can tell you. I had wasn’t meeting anyone new. been stood up by someone that I’d never 7 She doesn’t want her partner to be a lot older or even met! a lot younger than her. 8 That he was 40 or older, but pretending to be 30. Ruth I thought I might as well try it. I mean, I 9 15 men and 15 women, so 30 in total. They had hadn’t been out with anyone for a year or 5 minutes to speak to each other. so, all my good friends were in couples, or 10 Yes and no. She had fun, and has been on dates married, and I just never got to meet anyone with people she met there, but these haven’t new. I think that as you get older, it can developed into long-term relationships. be quite difficult to meet someone in the traditional way, like at a party. Anyway, I FLASH FORWARD looked into it a bit and found this company that runs events for different age groups, Assign the task to students who finish quickly. This is so 20-30, 30-40, and so on, and signed also a good way for students who don’t usually work up for one. I thought that at least that way I together to get to know each other better, because could be sure to meet someone who wasn’t they are unlikely to be in a pair with the person they years older, or years younger than me. Mind normally sit next to. 27

2 Critical thinking 7 p. 19 GRAMMAR Remind students of the ‘rules’ of critical thinking. Modals for possibility, Give them a moment or two to think of the pros and impossibility and probability cons of each situation. Have the class read and translate the examples. If you think it would be useful, initiate a brainstorming If necessary, remind them of the use of these session to get them thinking and to provide some modal verbs then go to Workbook pp. 14-15 and vocabulary, especially for weaker students. go through the rules and additional examples. Now have the students work in pairs to discuss their 4 p. 19 ideas. After they have had 5-10 minutes, have them share their ideas with the class. Answers 1B 2A 3A 4C 5A 6C Use of English p. 20 Vocabulary: Idiomatic expressions Phrasal verbs with down and up 5 p. 19 1 p. 20 Tell students that in the recording that they have Answers 5 me just heard (exercises 2 and 3), Mark and Ruth use 6 me various common idiomatic expressions that it would 1 We 7 herself be useful to focus on. 2 things 8 someone 3 children Students do the task individually. Afterwards they 4 work could check their answers with a partner and translate the sentences together. 2 p. 20 Answers 5 have While students are doing this activity in pairs, monitor 6 take them and check that they are using the language 1 have 7 come correctly. 2 give 3 make If you hear a particularly good contextualised use of 4 might the phrasal verbs with down and up, ask the student to say the same thing to the whole class afterwards. FUNCTIONS Expressions with down and up 3 p. 20 Sharing your experiences and telling a story about yourself Answers 5 down f / up e 6 down c Go through the examples with the class and 1 up e / down f 7 up g check that they understand the meaning of all 2 up b 8 down a the expressions. Explain that most are used 3 up d primarily in spoken, informal English. 4 up h Move on to exercise 6 to practise these functions. Phrases with fact 4 p. 20 Say it! 6 p. 19 Answers 4 Inspite of/Despite the fact (that) Have students work individually to plan what they 1 It’s a fact that are going to say, then work in pairs. Monitor the 2 Due to the fact that 5 as a matter of fact exchanges to be sure everyone is using the language 3 The fact is (that) and functions correctly. Encourage students to ask questions and expand on the stories. 28

5 CAE p. 20 If people had really thought about what they were 2 voting for, the result of the referendum would have This can be used as a preparatory exercise for the been different. CAE, Reading and Use of English Part 2 (open cloze). We wouldn’t have democracy now in our country if Ensure that students read the whole text through to get there hadn’t been a revolution. an idea of the content before they do the exercise. Then tell them to look carefully at the words that precede and Brad Pitt and Angelina Jolie wouldn’t have follow each gap before making their decision. Remind separated if they hadn’t had so many children! them that they can only use one word in each space. I wouldn’t have been able to learn to ski if we hadn’t gone to Austria last year. Answers 4 making 7 down Modals for possibility, impossibility 5 on 8 up or probability 1 a 6 fact 3 p. 21 2 to 3 all Flash on Grammar p. 21 Answers You can use this page in different ways – either 1 can as revision and consolidation, or as a homework 2 can’t assignment. It offers exercises on the grammar 3 could/may/might covered in the unit. 4 may/might not have 5 must Third and mixed conditionals (past 6 may/might/could have action and present consequence) 7 must have 1 p. 21 8 should Answers 4 p. 21 1 If he had gone to university, he might/would have Answers a better job now. 1 She mustn’t have been She can’t have been 2 If I hadn’t gone to the party I wouldn’t have seen 2 He could eat dinner He could be eating dinner my ex-girlfriend and we wouldn’t have got back 3 correct together. 4 She might not see you She might not have seen 3 If I hadn’t stopped having guitar classes when I was you younger, I might/would be able to play better now. 5 correct 4 If we had put our house on the market last year, Round up! we might/would have sold it by now. 5 p. 21 5 If she hadn’t taken the job that she was offered Answers 7 must have last year, she wouldn’t be living in Italy now. 8 should get 1 can’t be easy 9 hadn’t had 6 If I hadn’t been adopted when I was six months 2 must be 10 hadn’t thrown old, I might/would have been brought up in an 3 may sound 11 might have been orphanage. 4 can’t have 12 could be 5 had been 2 p. 21 6 would have Possible answers If I hadn’t decided to study History at university, I might have chosen Law instead. I could be earning more money now if I hadn’t become a teacher. I would have hated it if my parents had got divorced. I wouldn’t be the person I am today if I had never met my best friend. 29

2 This can be used as a preparatory exercise for the CAE, Listening Part 2 (sentence completion). Flash on Skills / Culture and civilisation Remind students that sometimes one word is required Living with monkeys to fill the gap and sometimes a short phrase. Point pp. 22-23 out that they should be careful with their spelling. Before you read Play the recording and assign the task. 1 p. 22 Transcript [Track 1.06] Explain that students are going to read an article about a woman who claims to have had a very Sylvia Good morning, everyone, unusual childhood in that she was abandoned in the My name’s Sylvia – most of you already Colombian jungle and was brought up by monkeys. know me, so you know that anyway – and As a warm-up task you could have students brainstorm I’m working on a research project at the some questions that they would like to ask the woman moment which, as some of you might also if they met her to find out more about her experience. know, was inspired by my grandmother, or, actually, not so much my grandmother Then have students do the task in pairs. but her dog, Fidél. Fidél became ill a few months ago and eventually had to be put Reading down – he was 13, which is a good age 2 CAE p. 22 for a labrador, so it wasn’t a massive shock for anyone, but I saw the effect that it had Have students read the article then check that they on my grandmother, how upset she was have understood the general meaning. Discuss if any and how much she missed him, and this of their guesses from exercise 1 were correct. got me thinking about the whole dynamic between animals and humans and I thought Then have students do the task. This is preparation it would be interesting to find out more. for CAE Reading and Use of English Part 7 (gapped In the project, we’re asking questions like text). The task tests comprehension of text structure, ‘Does having a pet make people less likely cohesion, coherence, and global meaning. to suffer depression?’, ‘Do pet owners tend to have better physical health’? and Suggest that students read the whole of the text again ‘Can children learn nurturing skills from in order to gain an overall idea of the structure and the caring for a pet?’ It’s early days yet – the meaning of the text, and tell them to notice carefully project doesn’t have to be in until the end the information and ideas before and after each gap of term, after all, so why rush?! Seriously, as well as throughout the whole of the gapped text. though, there’s still lots more research to They should then decide which paragraphs fit the do, but what I wanted to share with you gaps, remembering that each letter may only be used today is to do with a concept put forward once and that there is one paragraph which they will by Dr Vint Virga, a specialist in veterinary not need to use. behavioural medicine that I’ve come across in my research. He basically talks about the Answers positive influences that animals can have on our lives, or, in other words, what we can 1F 2D 3G 4B 5C 6A learn from them. First of all, he says that humans are 3 p. 22 constantly thinking about the future and the past, as opposed to the present, Have students work with the same partner as they whereas animals, by comparison, are worked with in exercise 1 and discuss whether they focused entirely on the present, thinking think the story is true. about food, water and shelter. By living more in the moment, then, we as humans Listening can appreciate and enjoy more what is 4 1.06 CAE p. 23 happening in our lives right now. Secondly, Dr Virga says that humans could Explain that students will hear part of a talk given by learn from animals’ trust of their instincts a student about a research project she is doing, and in dealing with the world around them. they will need to complete the eight sentences that Humans tend to ignore what their instincts comprise a summary of what she says. 30

are telling them about people and events, 2 and instead rationalize things, which puts us at risk of missing important signals that Speaking could help us respond better to what is 5 CAE p. 23 happening around us. Another way that humans could follow This can be used as a preparatory exercise for the animals is to consider more the effects CAE, Speaking Part 2 (a individual ‘long turn’ with of our non-verbal communication on the another candidate, describing and speculating on people around us – so how our facial photos). expressions, the tone of our voice, the way we hold ourselves, even the odour that we Explain that each student will have to describe their give off, can all convey what we’re thinking photos and speculate on various aspects of the images and feeling, often more accurately than for one minute while their partner listens. Then their through our speech. partner should use the prompt given to react to what I really like this next one! Just like animals Student A has said and express an opinion. do, we need to take time out to rest. Think of your dog sprawled out on the floor, fast Time and monitor the exchanges. Give the students asleep, in the middle of a hot afternoon, feedback after completion of the task, pointing out or your cat curled up in an armchair by where they did well and where they could do better. the fire, snoozing the day away, whereas we humans are constantly rushing around Writing doing things, working, socialising, dealing 6 CAE p. 23 with stuff – and just getting worn down and stressed out. So justification for a siesta This can be used as a preparatory exercise for the there, I think! CAE, Writing Part 2 (writing a review). This is an interesting one. Dr Virga says that, whilst animals suffer negative feelings Explain the writing task and tell students it will give like grief and misery, they don’t linger over them an opportunity to hone their writing skills in them like humans tend to. They have to general, but also in preparation for the CAE exam. get on with their lives – the daily need for food, water and shelter continues – Have the class read the input and make sure they rather than relive the past. I think what Dr understand what they have to do. If necessary, you Virga is saying here is that humans could could brainstorm the names of some books or films learn from this not to bear grudges, to be which they might like to use with the whole class. forgiving and to move on. I must say that Suggest that they make notes about what they plan I’m not sure about this one. If animals to write. only live in the present anyway, maybe it’s more a question of forgetting rather than Assign the actual writing task to be done at home. forgiving? Always remind them of the word count (220-260 On a lighter note, this next one is a good words). reminder to us all. When animals aren’t looking for food, or sleeping, what are they doing? That’s right – they’re playing. Answers 5 instinct(s) 6 speech 1 her grandmother’s 7 rest dog (Fidél) 8 forgive 2 dynamic 3 learn 4 present 31

2 6 p. 24 Flashback 1-2 pp. 24-25 Answers Grammar 6 ’m trying Students’ own answers 1 p. 24 7 ’m not doing 8 ’ve had 7 p. 25 Answers 9 haven’t managed 10 ’m looking for Answers 1 haven’t travelled 2 are 1 should, shouldn’t, must 3 want 2 might 4 ’ve been 3 can 5 ’ve never been 4 must, could, might 2 p. 24 Vocabulary 4 endeavour 8 p. 25 5 trail Answers Answers 4 outlook 1 I live here since I’ve lived here since 5 relaxed 2 correct 1 stride 3 We have We’re having 2 feat 9 shower 4 They never went They’ve never been 3 awareness 10 set in 5 correct 11 overcast 6 She takes part She’s taken part 9 p. 25 12 die down 13 drenched 3 p. 24 4 ’d left Answers 14 squelching 5 moved 15 freezing Answers 6 Have (you) spoken 1 snobby 2 stubborn 4 well 1 ’d had 3 into 5 high 2 ’ve missed out 6 nothing 3 ’d forgotten 10 p. 25 4 p. 24 4 ’d been travelling Answers 5 was shaving Answers 6 had been running 1 heat-wave 2 sweltering 1 was preparing 3 cooling down 2 ’d been trying 4 breeze 3 ’s been talking 5 clouded over 6 blew up 5 p. 24 7 drizzling 8 pouring Answers 11 p. 25 1 hadn’t had to 2 would have had Answers 3 wouldn’t have woken up 4 wouldn’t have gone 1 go 5 wouldn’t have bumped into 2 lose 6 wouldn’t have known 3 excuse 7 had forgotten 8 had found out 9 would still be 10 hadn’t gone 11 wouldn’t have met 12 wouldn’t be 32