2 The natural world

This module contains various topics related to the 1c Threatened or endangered: tigers,
theme of wildlife and includes texts on uncontacted elephants, rhinos (some species have become
Amazonian tribes, tidal power, people who work extinct, e.g. the Javan rhino in Vietnam, the
with animals, lions, the Amboseli Reserve in Kenya, Indian rhino is vulnerable & they nearly all live
keeping chickens, factory vs organic farming and in protected areas, e.g. the Southern White
recycling. rhino which has a reasonable population
although it is considered near threatened),
Lead-in p.23 chimpanzees (endangered, nearing extinction),
polar bears. Reasons: poaching, hunting for the
Start with books closed. In pairs, ask students to talk ivory trade, habitat loss; black bears: healthy
for a few minutes about one animal they love and population; dormice: not endangered but
one they hate, with reasons. Tell them that the class protected and vulnerable
will be asked to vote on the most interesting or
original choice. If necessary, start with an example.
1a Ask students if they can name the seven animals 2A Wild experience
in the pictures and if so to match them to the
locations where they can be found. Reading p.24
1b Some students may have actually seen some of
With books closed, ask students what they know
them already.
about the people that live in remote parts of the
1c To save time, give students a clue that only two Amazon and what they would like to know about
of these animals are not threatened. them.
2 Avoid a long discussion at this point as the 1 Ask students to look at the picture and read the
theme crops up again later in the unit. notes about the Amondawa tribe. Encourage
students to give their reactions to these facts.
3 The most famous intergovernmental
Discuss each of the three points with the whole
organisations are probably the
class, asking students what, for example, they
Intergovernmental Panel on Climate Change
think life would be like having less emphasis on
(IPCC) and the United Nations Environment
time, having no age and changing their names at
Programme (UNEP). The best known
different stages of their lives.
international non-governmental organisations
include Earthwatch, Friends of the Earth, 2 Students discuss what they think life would be
Greenpeace, The World Wide Fund for Nature like living as the Amondawa do. Ask students to
(WWF), Rainforest Alliance. There are also work in small groups and to spend a few
hundreds of national organisations. minutes thinking of a number of advantages and
disadvantages of their lifestyle compared with
1a 1 tiger: Asia 2 polar bear: the Arctic, the that of students. Encourage them to think about
USA (Alaska), Canada, Russia, Denmark, aspects of their lives such as family life, social
(Greenland), and Norway 3 dormouse structures, work, education and health.
(Hazel dormouse, not other species of
dormouse): Denmark, Germany, the UK 3 Give students two minutes to skim the text to
(also Sweden, the Netherlands) find out what it is about. Then allow a few
4 chimpanzee (chimp): Africa (in minutes to discuss the two questions in pairs.
rainforests from West Africa and the
Democratic Republic of Congo across to 4 Have a short discussion with the class about
Uganda and Tanzania) 5 elephant: Africa, what they think an appropriate strategy is before
Asia (photo is of an African elephant, reading the notes on p. 168. Spend some time
which has larger ears) 6 black bear: the going through the notes, especially with
USA (32 states), Canada, Mexico students who have not previously taken a
7 rhinoceros (rhino): Africa, Asia, (photo is Cambridge exam. Make students aware of
of an African rhino as most Asian rhinos concepts such as cohesion and coherence. They
have only one horn) should then attempt the task.

TEACHER’S NOTES 2 20
5 Students identify some of the discourse markers 1b Students create the nouns, many of which are
that helped them to identify the correct also in the text on p.25, and match them to the
paragraphs for each gap. Some examples are meanings. When they have marked the stress,
given in the key. ask them to create the rule – one of the few for
which there are no exceptions! In words ending
6 Have a short discussion in small groups on the
in –ion, the stress falls on the penultimate
ethical issues around contact with remote tribes.
syllable (the one before -ion) irrespective of the
Example questions for discussion are: Should
number of syllables in the word.
their way of life be protected by ensuring that they
have no or limited contact with the outside world or 1c Students use the nouns in 1b to complete the
should they be introduced to medicines and sentences.
technology that will make life easier and safer for
them? Is it too late to leave them as they are now that 2a ► T1.09 Ask students to reread the first
contact has been made? Would their lifestyle be paragraph of the text that sets the scene of life in
improved by adopting more modern ideas? What do the rainforest by using the sounds of the wildlife
you think they would want? there. Ask them to think of any animals (not just
those found in a rainforest) that make each
7 Use the vocabulary list to practise the skills sound. The recording should help. Make it clear
developed on p.10. Students should work in that animal includes all creatures.
pairs to look the words up in a dictionary and
check their pronunciation and use as well as the 2b Students do the same for these animal sounds.
root words they are formed from and related
forms (e.g. log – logger). Here words such as Extra!
slaughter and dredging up are used in a literal Point out which of the sounds demonstrate
sense, but the dictionary will also include onomatopoeia (e.g. buzz, howl, squeak, hum).
metaphors. It may be helpful to explain this now With multi-national classes it can be amusing
although metaphors are dealt with in Module 5. to compare the sounds different animals make
and how they are described in different
4 1G 2F 3B 4C 5H 6A 7D languages.
5 G refers to the fundamentals which are the
facts listed in para 2. In F, its extraction refers 2c Point out that knowledge of this vocabulary is
back to oil in para 2. In B, hundreds of such probably most useful in its metaphorical use,
tribes refers back to some of their members of where it can have an impact on descriptive and
the Achuar tribe in para 3. The first sentence in atmospheric writing.
para 4 defines the term uncontacted at the end
of B. These few remaining tribes in C refers 2d The exercise gives examples of idioms based on
back to the 100 tribes mentioned in para 4. the animal sounds. Other examples are his bark is
incursions and what follows in H refers back to worse than his bite, buzz off and the whole area of
actions of loggers and oil companies in para 5. Twitter and tweeting based on the light repeated
… this new threat at the start of para 6 refers bird sounds.
back to the mention of hydroelectric dams in H.
In A, the first sentence is in contrast to the list 3 If students don't know these phrasal verbs, show
of negative effects in para 6. The final how they are listed in a dictionary. They could
sentence, he is happy to bring me up to date, is look for suitable verbs for some of the stems (e.g.
followed by the facts and figures in para 7. he cut, crack, step), and find other useful verbs using
in para 7 refers back to Paulo Adario in A. His particles listed that they could use in other
grandfather at the start of para 8, refers back to contexts (e.g. crack up, die down).
we visited a fisherman in D.
Photocopiable activity
Vocabulary p.26 Activity 2A could be used here. It is a
groupwork activity. Students complete
1 Point out that the suffix -ion is one of the most
sentences using a verb to forms a phrasal verb.
common suffixes to form nouns from verbs.
They use these sentences to play a noughts and
1a Ask students to find the nouns in the text. Draw crosses style game.
their attention to the fact that many of the verbs
end in e which is dropped when the noun is
formed, and that consume requires the addition
of the p.

TEACHER’S NOTES 2 21
1a 1 (over-)consumption (para 6) squeak: say sth in a little high voice perhaps in
2 integration (para B) 3 disruption (para 3) fright, a door squeaks, squeak through = just
4 colonisation (para 6) 5 isolation (para 4) pass a test or exam
6 extraction (para F) 2d 1 I don’t care. 2 He’s very happy or lively.
1b 1 contamination h 2 degradation g 3 1 crack down on, hand out 2 using up /
3 depletion i 4 deterioration a wiping out 3 Cutting down, wipe out
5 devastation b 6 implementation e 4 come up against 5 dying out / being
7 irrigation j 8 legislation f 9 pollination c wiped out 6 amounted to 7 step back
10 rehabilitation d
1c 1 rehabilitation 2 irrigation, pollination
3 contamination deterioration legislation Use of English p.27
implementation 4 degradation depletion 1a The task encourages students to skim a text to
devastation become familiar with the topic and style before
2a 1 croak: frog or toad 2 growl: tiger or lion
they attempt the task.
(also possible: dog, wolf, bear) 3 screech:
parrot family (parrot, Macaw) 4 chirp: any 1b First ask students to read the Exam reference
small songbird (also possible: certain and Expert Strategy notes on p.167 to get a better
insects) 5 hoot: owl 6 squawk: parrot, understanding of what the task involves. Set a
toucan, etc. suitable time limit (8–10 minutes) for this task.
2b bark: dog, wild dog, fox, seal;
bellow: bull, ox buzz: bee, mosquito; 2 The text contains numerous examples of
chatter: monkey, parrot + other birds of adjective + noun collocations. Ask students to
that family; howl: dog, wolf, wild dog, find them. This could be done as a mini-
coyote, etc.; hum: bee, fly; roar: alligator, competition with students working in pairs to
elephant, lion, hippo, tiger; squeak: bat, see which pair can find the most collocations
hamster, hare, guinea pig, mouse, rabbit, with meanings in a short specified time period.
rat, squirrel
2c 1 growled 2 chirped 3 croaked 3 Students think of other examples of alternative
4 screeching 5 roared 6 chattering energy generation and discuss which they think
7 buzzing have the best future.
Uses
bark: say sth quickly in a loud, sometimes 1a Tidal power, taking energy from the
angry, voice predictable movement of water as tides
bellow: shout loudly, give a bellow of rage or change. Not widely used currently due to high
laughter (loud outburst) costs involved to generate power in this way.
buzz: used to mean a lot of activity, noise and 1b 1 sustainable 2 renewable 3 harnessing
excitement 4 predictability 5 untapped
chatter: talk quickly in a friendly way, teeth 6 inexhaustible 7 breakthroughs
chatter when you are cold 8 effectively
chirp: speak in a high voice, or (of mobile 2 Collocations include: future generations,
phone, electronic equipment) emit a high- sustainable development, integral part, wider
pitched noise aim, integral part, renewable source (of
croak: when a person is ill, particularly with a energy), tidal power, oceanic tides, high cost,
throat infection technological breakthroughs, the open market
growl: used of a person when angry 3 Other renewable/sustainable energy
hoot: with laughter, give a hoot of laughter, sources are: hydroelectricity, solar energy,
derision wind energy/power (wind turbines), wave
howl: with laughter/in pain, the wind howls, power, geothermal energy (= energy created
howl for sth = demand sth from and stored in the Earth, e.g. hot springs
hum: sing a tune with your mouth closed, the that can be used to create electricity),
sound of an expensive car engine or a piece of bioenergy (= energy produced from materials
machinery, also of a busy place such as wood, straw, manure, sugarcane, etc.),
roar: with laughter, a car roars off down the anaerobic digestion of waste
road, the roar of traffic
screech: shout or sing loudly (and not very ► Student’s Resource Book, pages 17–18
well), also screech with laughter, a screech of
tyres, car screeches to a halt
squawk: to complain loudly or to sing badly

TEACHER’S NOTES 2 22
Listening 1 p.28 infinitive in certain set expressions such as after
negative forms (e.g. nothing, no one, nowhere), the
1 Start by getting students to identify the animals verb to be and adjectives (e.g. impossible).
shown; a lioness with cub, a (blue) whale, and a
white-handed gibbon. Students discuss the three 2 Remind students that these structures are very
photos and what we have learnt or could learn useful in various forms of writing such as
from studying these and other animals. articles and reports. Point out that most of the
sentences can be written in two ways. Do the
2 ► T1.10 The extracts are to draw students’ first as an example with the whole class to
attention to three areas that they will need to demonstrate this.
listen for when doing this task type: the
speaker’s purpose, the gist and specific details. Extra!
3 ► T1.11 Remind students of alternative If there is time, ask students to write some of
strategies considered in Module 1 and of the their own sentences about interesting facts,
notes on p.171 before they attempt the task. beliefs or myths about the natural world using
impersonal passive structures. Other students
4 Students discuss the wildlife or environmental
can listen as they are read out and comment on
issues that interest them most and any dreams
whether or not they agree with them.
or ambitions that they have to research or work
on a project. 3 The exercise reminds students how use of the
passive can help change emphasis in a sentence.
2 Extract 1: to show how orangutans have
Compare the two versions of the first sentence.
learned social ways of behaving from their
family members and that humans are They have seen … has an emphasis on the people
therefore not the only ones to have a as subject of the sentence. Elephants have been
cultural life, as such Extract 2: to find out seen ... puts the elephants as subject and so
more about the life of wild animals: their switches the emphasis onto them.
sleeping, running and eating patterns and
4 This part practises using the passive in various
their movements Extract 3: by making
tenses, so point out that students need to think
fishing lines easier to see and by using
sound to warn the other species away about which tense (or tenses) are most
3 1 B (difficult to believe that animals appropriate in each case.
experience emotions since these aren’t
evident on their expressions) 2 A (We Photocopiable activity
don’t know exactly [what emotion it was Activity 2B could be used here. It is a
portraying], but it was apparent that groupwork activity. Students play a card game
something along those lines was being in which they must match two parts of various
expressed.) 3 A (They are one of the few active voice sentences, then rewrite the
animals that brachiate: that means they sentences in the passive voice.
swing themselves along the undersides of
branches using only their arms.) 4 B (This
is rather like a trick used by ancient Greek 1 1 to be done 2 to be found 3 to blame
athletes when performing the long jump.) 4 to do 5 to be fed 6 to understand
5 C (the lists of sales figures and targets 2 1 It is known that his furniture business
that his life had centred on up till then no uses only recycled wood. / His furniture
longer filled him with the same business is known to use only recycled
enthusiasm.) 6 B (whole text. NB Not A wood. 2 It is claimed that the board game
because toughest aspect of the job was Ethica is really good. / The board game
parting from them; not C because animals Ethica is claimed to be really good.
were born in captivity) 3 It is thought that the turtle population is
increasing. / The turtle population is
thought to be increasing. 4 It is believed
Language development 1 p.29 that the largest deep sea coral is near
Norway and covers more than 100 sq km. /
1 Students should be familiar with the both the
The largest deep sea coral is believed to
concept and use of verbs in active and passive be near Norway and is said/believed to
forms. For those that are not, the Expert cover more than 100 sq km.
Grammar notes on p.174 give an explanation of
the use and form of different passive structures.
This exercise highlights the use of the passive

TEACHER’S NOTES 2 23
 5 It is said that more than 600 new species crane: large long-legged, long-necked wetland
have been discovered / More than 600 bird.
new species are said to have been elephant grass: fast-growing tall grass (up to
discovered. 6 It is / has been claimed that 5m) with purplish tinge and sharp leaves. So
deep-sea fishermen have reported seeing called because it is said to be popular food for
giant squid. elephants (or because it grows so high). Now
3 1 have been seen crying/to cry 2 being/to
used for biofuel.
be photographed 3 must be finished by
Monday without fail 4 was explained to us oryx: large antelope with long straight horns
how a herd of elephants behaves and black and white markings.
5 were made to wear hats and heavy boots swamp: flat forested area of wetland with
on our jungle walk 6 was suggested that slow-moving water connected to a lake or
we took / take part in a new eco-project river, which is permanently flooded or with
7 wasn’t allowed to keep snakes in the changing water levels.
house
4 1 were/had been distributed 2 had been Before students do the writing task, ask them to
eliminated 3 is said 4 to have been shot read the Expert Strategy notes on p.169 which
5 be described 6 is currently (being) give information about the exam and the Expert
threatened 7 will be supported 8 has Writing notes on p.191 which include how
already been made writing is assessed in the exam.
► Student’s Resource Book, pages 19–21 4 Ask students to summarise what the task
requires. It should include three points: a
Writing 1 p.30 description of the place, mention of what the
writer saw there and an evaluation of the
1 There are a lot of points to discuss here so time importance of the place. It must be written in a
management will be important. The points style that online magazine readers would enjoy.
raised are all important when planning a
composition so allow 15–20 minutes to discuss 1 1 from the task rubric 2 formal: academic
them. One approach would be to get students to articles in academic journals, articles for
answer the questions in small groups, another serious newspapers; semi-formal: some lighter-
would be to divide the class into five groups and interest magazines, articles for a school or
get each group to answer one question. college magazine. Many articles include more
than one style (e.g. an article describing a
2a Ask students to skim the text and describe the particular experience will normally include
style of the text. They should notice that it is narrative as well as description, plus possibly
written in a very descriptive style with strong anecdote). 3 the content doesn’t have to be
imagery rather than in a more factual style. The linear: you can start off with a piece of
adjectives and adverbs in the box all have description of a current event and then
strong, descriptive, and in some cases, flashback to the past to give more detail (e.g. a
metaphorical uses. Students need to match them dropped introduction, where the scene is set in
to the simpler more common words in brackets the first paragraph, but the real ‘story’ starts in
in the text. the next one); the sentence structure should be
varied, sometimes starting with a subordinate
3 Start by asking students to identify how many clause, using a rhetorical question addressed
animals are mentioned in the extract (six) and to the reader (semi-formal) or inversion, etc.
what they are: hippos, bushbuck, oryx, cranes, 4 a wide range of interesting verbs, adjectives
catfish, hyenas. From the context, and what they and adverbs should be evident which will bring
know about the animals listed, students guess the article alive. Grammatical structures should
the meaning of the descriptive verbs in bold include, where possible, some use of the
passive, modals, conditionals, a range of
before checking in a dictionary.
tenses, verb structures, etc. 5 title: by using
word play, double entendre, etc. 1st paragraph:
Background by appealing to the reader, by making slightly
bushbuck: smallish solitary antelope less than controversial statements, by appealing to their
one metre high at the shoulder. senses though evocative descriptions, etc.
catfish: a common freshwater fish without
scales but with distinct ‘whiskers’ around its
mouth.

TEACHER’S NOTES 2 24
2a 1 wide-eyed 2 peacefully 3 daintily It is a fascinating country with spectacular
4 lavishly (a metaphorical use here as scenery and the last home of many rare
lavishly = apply/embellish generously, species that are indirectly protected by the
abundantly usually refers to actions by tourists who go there to see them. (289 words)
people) 5 grumpy 6 trumpeting 7 euphoric
8 wistfully 9 massive 10 lazily
3 wallow: used of (large) animals when they
lie in shallow water or mud in a relaxed lazy 2B Closer to home
manner to keep cool
twitch: sudden movement of part of your body.
Listening 2 p.31
This enhances the idea of the nervousness of
this particular animal. 1 Start with a discussion about what animals
bound: leaping into the air students keep at home and what factors affected
strut their stuff: an idiomatic phrase meaning their choices. Extend the discussion with the
to show off (your appearance). This is also an points listed.
example of metaphor, and alliteration (when
two or more consecutive words start with the 2 ► T1.12 Draw students’ attention to the
same sound or letter) pronunciation of coop / kuːp/ as opposed to co-
skulking: hiding or moving about secretly,
op, which can also be spelt coop, which they may
especially with bad intentions. The verb aptly
describes this animal, which is a predator and be more familiar with. Students listen to
hunter. the extract and complete the sentence. They
Some of these verbs are onomatopoeic, similar should notice that the information in the
to those describing animal sounds on p.26 (see sentence is not in the same order as in the
also Module 5). audioscript. Also, they have to make sure that
4 Suggested answer: they don’t get confused by other possible
Tea and tigers answers such as nesting boxes.
If you ever get the opportunity to visit Nepal,
you should jump at the chance as it has some 3 ► T1.13 Review the task strategy on p. 170 and
of the most fantastic natural scenery you will remind students that each gap requires either a
ever see. The region has abundant wildlife, single word or a noun group that must be spelt
incredible variety and is geographically correctly and fit grammatically. The required
important as many of the most important rivers words are heard on the recording and the
in Asia begin in the Himalayas. I was very lucky questions follow the same order as the text. They
to spend a few weeks there recently. should beware of distractions, e.g. in Q1 when
Starting in the south, I visited a national park in more than one website name is mentioned.
the foothills of the mountains where many rare
species are protected. Within no time, we had 4 When students have discussed the pros and cons
seen the most amazing butterflies dancing over of keeping animals for food in groups, find out if
the bushes, then multicoloured parakeets any students do keep any domestic animals such
circling overhead. In the evening, we saw as chickens, pigs, rabbits, bees or if they would
peacocks strutting proudly in a clearing making like to.
the most incredible squawking sound. I went
with a guide on foot looking for rhino and, after 5 The words could be checked as homework with
a couple of hours tracking them, we heard students creating their own sentences to
them on the other side of the bushes ahead of demonstrate meaning and use.
us. The tension was unbearable.
Finally, we glimpsed the grumpy beasts 2 poles
through a gap in the branches lazily drinking 3 1 Chicken World 2 roof 3 tunnel 4 fence
from a small stream. We didn’t manage to see 5 self-sufficient 6 sleeping quarters
tigers as they are so rare nowadays, but saw 7 sneaky 8 (bare brown) wilderness
signs of where they had passed a short time 9 alarm
before and the remains of a deer that had been 4 Pros: you are in control of what the
caught and eaten by one.A week later, in a animals eat and the conditions in which you
village in the mountains to the north, with white keep them (your conscience is clear since the
snow-capped peaks towering above me on all animals are likely to be free-range and not
sides, I sat drinking tea with an old mountain confined in huge sheds with hundreds or
guide who told me tales of how he had led thousands of other animals); you have a food
expeditions to find yaks and snow leopards. source that is fresh, untainted by chemicals,
tastier.

TEACHER’S NOTES 2 25
 Cons: keeping animals often means that Photocopiable activity
you grow fond of them and therefore it is Activity 2C could be used here. It is a
doubly hard when the time comes to send them
pairwork/groupwork activity. Each pair gives
to slaughter; you must have a certain amount
of land to keep them on and money to invest in another pair a CPE Paper 4 ‘long turn’ question
buying and feeding them; animals are prone to and then they evaluate their answers.
diseases and you will have vets’ bills to pay
2 1 welfare concerns 2 natural surroundings
3 cost-effective 4 confined space
Speaking p.32 5 nutritional value 6 roam freely 7 lifespan
1a Ask students to look at the pictures contrasting 8 animal pollination 9 fungal diseases
cattle and chicken kept in confined areas inside 10 daylight hours.
with others that have more freedom to move 4 Starting-off: Well, they are all important
issues Linking: the other issue that worries me,
about outside. Encourage students to think of
not only that, and finally Expressing personal
both positive and negative points for farmers opinion: the one I feel most strongly about, to
and consumers in each situation. me it seems … Summing up: So, all of those
issues are important …
Extra!
One way to introduce the topic would be to ► Student’s Resource Book, pages 22–24
split the class into four groups and ask each to
prepare and argue the case for the world’s Language development 2 p.34
most invaluable species. Nominations could
1a These phrases are derived from familiar verbs,
include: cattle/cows (for milk, meat and
such as put, bring, take and a noun (e.g.
labour), bees (for pollination of most fruit and
importance), noun phrase (e.g. on a whim) or an
vegetables we consume), fungi (for
adjective (e.g. up-to-date) . Review how such
decomposition, soil improvement and in
phrases are recorded in a dictionary before
production of important foods such as bread,
students attempt the task. Point out that the
cheese), plankton (oxygen production,
collocations are not fixed and each has various
decomposition and recycling and as a marine
forms (e.g. to buy sth / act on a whim, place
food source).
importance/value/emphasis on, meet the needs/
2 Start by checking understanding of the demands/requirements, capture the attention/
vocabulary in the box. Students then read and imagination/hearts of). Elicit other examples.
complete the fact sheets. 1b Students use the same verbs highlighted in 1a to
3a Students should include points from question 2 complete the text, paying attention to the tense.
as well as their own ideas. Again follow by eliciting examples of other verb
phrases that would fit the context using different
3b ► T1.14 Students should read the cue card verbs. (e.g. put/place sb in charge; bring sth to an
before listening to the candidate and timing the end/a halt/a close/a conclusion; meet/reach/achieve
response. goals; place/make/take an order; show/make/achieve a
3c ► T1.14 While listening to the task again, profit).
students compare their ideas with the candidate 2 The exercise focuses on verb phrases with have +
doing the task and listen for useful language. a noun phrase. Variations include Have
serious/far-reaching/disastrous consequences; have
4 Students should look at the phrases on p. 206
strong/no views on.
that can be used to structure a long turn.
5 Spend a few minutes reviewing the structure Extra!
and requirements of Part 3, the long turn, by Follow with some personalisation. For
reading through the strategy notes on p.171. example, get students to use the phrases in a
6 Finish the section with a general and open context such as People in my town/country have/
discussion on students’ views on don't have ...
environmental issues.

TEACHER’S NOTES 2 26
3a/b Point out that prepositional phrases are very 2 Ask students to read the task and to consider the
common and knowledge of them aids fluency in questions. Ask them to compare their ideas in
speaking and listening. Emphasise the need to pairs. Point out that the five questions are part of
learn them as ’chunks’, as single items of the process of planning their article. The first
vocabulary. Suggest students use instinct first to (What type of writing will you include ..) asks what
decide which preposition fits before looking up style they will write in (e.g. factual, anecdotal).
a dictionary. Students then try to sustain a Ask students to consider what they will include
conversation, scoring a point each time they in their article. They should use the ideas on
correctly and naturally use one of the phrases. p.30 on how to make an article more interesting.

1a 1 up-to-date 2 at our ease 3 on a whim 3 The exercise gives students a detailed example
4 the attention 5 the needs 6 interest of how to plan a piece of writing, including
7 no signs of 8 importance 9 thanks to content, style and organisation.
1b 1 took 2 was 3 captured 4 brought 4 Students should consider how many paragraphs
5 bought 6 put 7 met 8 place 9 showed
they will need and the content of each. They will
2 1 have no say, have the right to 2 have
need to begin in a way that captures the reader's
serious consequences 3 have strong
views on 4 had a major impact on 5 had attention, and decide how to finish. They should
no inclination to 6 have access to also use useful advanced level vocabulary that is
3a in all likelihood; in captivity; by chance; topical, as well as grammatical structures.
with ease; in living memory; on occasion; 5 Draw students’ attention to the noun phrases
out of breath; in other words; with
with two nouns joined by of (e.g. crack of dawn,
pleasure; in sb’s wake; out of tune with
sense of smell) and the binomial phrase – two
(compared with in tune with)
words, in this case nouns, joined by and, either
► Student’s Resource Book, page 24 near synonyms (peace and quiet) or opposites.
6a One way to help students learn and remember
Use of English 2 p.35 the vocabulary is to ask them to process it in
1 Students discuss their experience of recycling different ways. For example, first ask students to
household rubbish. divide the ways of moving into either fast vs
slow, then into with difficulty vs with ease.
2 This exercise focuses on the need to understand
the style and intention of the writer. 6b Students should know most of these extreme
adverbs, but remind them that painstakingly
3 Remind students that the single word required means carefully.
must be in the correct form and correctly spelt.
On the answer sheet, they must write it in 6c Elicit the effect the adverbs have here. Compare
capitals. There may be more than one possible hot –very hot – extremely hot –boiling hot. Elicit the
answer. In Q8, the correct answer is fewer as it difference between wet and soaking wet. Remind
precedes a plural countable noun. However, in students that this type of writing requires
modern usage, the distinction between less impact, and so requires more dramatic language.
(often before uncountable nouns) and fewer is 7 Elicit the differences bewteen the two passages.
disappearing, so it is common to hear less in Ensure that students realise that A is more
such a context. descriptive and atmospheric whereas B is more
4 Continue the discussion from 1 with how far factual. Elicit examples of what makes this so.
students are prepared to change to become more 8 Point out that the planning has now been done.
environmentally friendly. At this stage, students will have a plan of the
content and organisation and ideas of useful
3 1 Getting 2 to 3 There 4 being 5 What vocabulary to include. They should then use
6 make 7 down 8 fewer them to write the article.
► Student’s Resource Book, page 25 9 Remind them to check their work systematically;
first of all, by rereading the task to check that
Writing 2 p.36 they have included all the key points, then by
working through the checklist on p.191. Finally,
1 Put students in small groups to create a list of
they should check their spelling, subject–verb
what they might find on an organic farm.
Suggest that they look back at p.32 for ideas.

TEACHER’S NOTES 2 27
 agreement, use of tenses, prepositions and any The best fruit went to local shops and
other types of error they often make. restaurants and the rest went to a local
► Student’s Resource Book, page 27 company that produced organic jams and
sauces. But whenever I found the perfect
1 list could include: sustainability (careful use strawberry, I ate it! Although it was very hard
of the land, e.g. through crop rotation, so that it work, I was never hungry as I have never eaten
is not destroyed by over-use), natural fertilisers, so much delicious fruit. As I trudged back to the
free-range animals, greater biodiversity (more farm house each evening, I had time to reflect
flowers and insect life), renewable energy on the natural existence and connection to the
sources, more labourers, poorer farmers. weather and the seasons that farm life brings.
2 1 narrative, descriptive, evaluative,
anecdotal 2 what work you were involved
in, what you had to achieve while you were
there, what the whole experience was like Module 2: Review p.38
3 perhaps sth using green or eco-, e.g. 1 1 destruction 2 Consumption
Green living – quite an experience!, My 3 implementation 4 extraction
eco-experience! 4 will it be a linear 5 colonisation 6 integration.
narrative or will it start off with description? 2 1 wiped out 2 crack down on 3 step back
5 vocabulary to do with the environment, from 4 cut down 5 died away
sustainability, etc 3 1 to 2 is 3 not 4 are 5 been
5 1 crack 2 common 3 self-sufficient 4 1C 2B 3C 4A 5B 6B
4 community 5 home-made 6 manual 5 1 up 2 to 3 on 4 on 5 towards 6 of 7 in
7 touch 8 starry 9 quiet 8 against 9 with 10 on
7 Students’ own choice; Both have their
good points. A is more descriptive, setting the
scene, and B is more factual, giving the
Exam practice 1 TRB p.180
background. However, B also includes a strong
Paper 1: Use of English Part 2
last sentence with Little did I know, which is a
1 Given/Considering 2 might/could 3 come
literary device used to arouse and hold the
4 Or 5 which 6 What 7 with 8 so
reader’s interest.
Paper 1: Reading Part 7
8 Suggested answer:
1 B 2 C 3 D 4 A 5 A 6 D 7 A 8 D 9 D 10 B
Strawberry Fields Forever
After eight hours of bending and back-breaking
work, I felt totally exhausted, but still thought I
had found the perfect summer holiday job! It
was the first day of a fortnight spent as a
volunteer on a farm to gain some experience of
rural life. It would be two weeks picking organic
fruit. I was out of the city and staying on a farm
with other young people like myself who had
grown up in the heart of the city.
Although I had never spent any time in the
countryside, I had read many novels set in
remote communities and had dreamt of an
idyllic life getting back to nature. In my
imagination, country life would be long lazy
days strolling through the fields, watching birds
and other wildlife and recharging my batteries
with fresh country air. Unfortunately, no-one
had told me how much hard work it would be!
Each morning we were told what fruit we would
be picking, how to tell if it was ripe enough and
the correct way to pack it in containers. We
were given a target of how many kilos we were
expected to pick per hour and then left in the
baking sunshine to get on with it. The smell of
the fresh fruit was marvellous and I soon learnt
how to avoid the spiders and other bugs and
get straight to the crop.

TEACHER’S NOTES 2 28
Paper 2: Writing Part 1Suggested answer:
The two texts both consider the influence of rap
music. Indeed, the first text claims a central
place for rap in modern US culture, underlining
the dynamic nature of both the music and its
performers, contrasting this with the rather dull
offerings of contemporary rock music. It also
makes the point that rap is no longer just a
purely US phenomenon. Rap has had a
considerable impact on the international music
scene, where its exponents are now major
stars. Although not a fan of rap music myself, I
cannot disagree with these points. Where I
would take issue, however, is with the writer’s
assertion that rap lyrics are a type of poetry.
True, certain similarities are evident. Rap often
rhymes for example, as do certain types of
poetry, but to my mind, good poetry has a
depth and sophistication that is a million miles
away from the rather prosaic lyrics of most rap
songs. The second text also outlines the great
popularity of rap music. It tells us how many
hours the average teenager spends listening to
rap, and compares this with time devoted to
other activities. This writer, however, is
concerned about the effects of rap, especially
in the messages it conveys and the influence
this might have on the way young people think
and behave. Although some rap lyrics are
rather strong, I think this is an over-reaction. In
the 1950s, the music of Elvis Presley was
regarded as immoral; in the 1960s it was The
Beatles who were thought to corrupt the young.
The simple fact is that the revolutionaries of
today tend to become the establishment figures
of tomorrow – and the same fate could well
await rap artists. (282 words)
Paper 3: Listening Part 1
1C 2A 3B 4C 5B 6B

TEACHER’S NOTES 2 29