On_Screen_C1_Teachers_book

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<p>Teacher’s Book</p><p>Jenny Dooley – Virginia Evans</p><p>01OnScreen C1 Ts POL Contents.qxp_01OnScreen C1 Ts POL Contents 12/7/18 11:45 AM Page 1</p><p>frenglish.ru</p><p>Published by Express Publishing</p><p>Liberty House, Greenham Business Park, Newbury,</p><p>Berkshire RG19 6HW, United Kingdom</p><p>Tel.: (0044) 1635 817 363</p><p>Fax: (0044) 1635 817 463</p><p>email: inquiries@expresspublishing.co.uk</p><p>www.expresspublishing.co.uk</p><p>© Jenny Dooley – Virginia Evans, 2018</p><p>Design and Illustration © Express Publishing, 2018</p><p>First published 2018</p><p>Made in EU</p><p>All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,</p><p>or transmitted in any form, or by any means, electronic, photocopying, or otherwise, without</p><p>the prior written permission of the publishers.</p><p>This book is not meant to be changed in any way.</p><p>ISBN 978-1-4715-8096-3</p><p>01OnScreen C1 Ts POL Contents.qxp_01OnScreen C1 Ts POL Contents 12/7/18 11:45 AM Page 2</p><p>frenglish.ru</p><p>3</p><p>Contents</p><p>Introduction to the Teacher .............................................................................................................. p. 4</p><p>Module 1 ........................................................................................................................................ p. 8</p><p>Module 2 ........................................................................................................................................ p. 25</p><p>Module 3 ........................................................................................................................................ p. 42</p><p>Module 4 ........................................................................................................................................ p. 60</p><p>Module 5 ......................................................................................................................................... p. 77</p><p>Module 6 ......................................................................................................................................... p. 96</p><p>Module 7 ......................................................................................................................................... p. 116</p><p>Module 8 ......................................................................................................................................... p. 135</p><p>CLIL/Culture ................................................................................................................................... p. 156</p><p>Audioscripts ................................................................................................................................... p. 161</p><p>Evaluations .................................................................................................................................... p. 180</p><p>Workbook Key ............................................................................................................................... p. 196</p><p>Workbook Audioscripts ................................................................................................................ p. 216</p><p>Grammar Bank Key ....................................................................................................................... p. 235</p><p>Practice Tests Key .......................................................................................................................... p. 243</p><p>01OnScreen C1 Ts POL Contents.qxp_01OnScreen C1 Ts POL Contents 12/7/18 11:45 AM Page 3</p><p>frenglish.ru</p><p>4</p><p>ieBook</p><p>The ieBook contains all the material in the Student’s Book</p><p>and is the Ss’ interactive study partner.</p><p>ELEMENTS OF THE COURSEBOOK</p><p>Each module begins with a modular spread that contains: a</p><p>brief overview of what will be covered in the module,</p><p>pictures and words/phrases related to the theme of the</p><p>module and exercises to practise the vocabulary presented.</p><p>Each module contains the following sections:</p><p>Vocabulary</p><p>Pictures are employed to introduce Ss to the vocabulary of</p><p>each module. Vocabulary is practised through various types</p><p>of exercises. A particular feature of the book is the teaching</p><p>of collocations, which helps Ss remember vocabulary items</p><p>as parts of set expressions. (See Student’s Book Ex. 7a,</p><p>p. 27). Ss also practise word formation, prepositional</p><p>phrases and phrasal verbs.</p><p>Grammar</p><p>• The grammar structures of each module are presented</p><p>through context (See Student’s Book Ex. 1, p. 10).</p><p>• Grammar exercises and activities reinforce Ss’</p><p>understanding of these structures. There is also a</p><p>Grammar Reference section at the back of the</p><p>Student’s Book that offers more details.</p><p>Listening Tasks and Speaking Practice</p><p>• Ss can develop their listening skills through a variety</p><p>of tasks. These tasks employ the vocabulary and</p><p>grammar practised in each module, in this way</p><p>reinforcing understanding of the language taught in the</p><p>module.</p><p>• Controlled speaking activities have been carefully</p><p>designed to allow Ss guided practice before leading</p><p>them to freer speaking activities.</p><p>• The sections provide practice in real-life communication.</p><p>Standard expressions and language structures associated</p><p>with realistic situations are extensively practised.</p><p>Study Skills</p><p>Brief tips, explanations, and reminders at various points</p><p>throughout each module help Ss develop strategies which</p><p>improve holistic learning skills and enable Ss to become</p><p>autonomous learners of the English language.</p><p>On Screen C1 is a modular course for learners studying</p><p>British English at CEF Level C1. It allows a flexibility of</p><p>approach which makes it suitable for classes of all kinds,</p><p>including large or mixed ability classes.</p><p>On Screen C1 consists of eight modules. Each module</p><p>consists of six lessons plus Language Knowledge,</p><p>Language Focus and Progress Check sections. The</p><p>corresponding module in the Workbook provides the option</p><p>of additional practice.</p><p>COURSE COMPONENTS</p><p>Student’s Book – Workbook & Grammar Book</p><p>The Student’s Book is the main component of the course.</p><p>Each module is based on a single theme and the topics</p><p>covered are of general interest. All modules follow the same</p><p>basic structure (see Elements of the Coursebook).</p><p>The Workbook is in full colour and contains modules</p><p>corresponding to those in the Student’s Book containing</p><p>practice in all four language skills. It also contains an IELTS</p><p>Practice Section and a Grammar Bank with theory and</p><p>exercises. It can be used either in class or for homework</p><p>upon completion of the relevant unit in the Student’s Book.</p><p>Teacher’s Book and Test Booklet CD-ROM</p><p>The Teacher’s Book contains Teacher's Notes which</p><p>provide step-by-step lesson plans and suggestions about</p><p>how to present the material. This book also includes a</p><p>complete Key to the exercises in the Student’s Book &</p><p>Workbook & Grammar Book and the audioscripts of the</p><p>listening material. The Tests, one per module, are available</p><p>for teachers to use as a formal means of checking their Ss’</p><p>progress. There is also a full key to the Tests, listening tasks</p><p>& audioscripts.</p><p>Class Audio CDs</p><p>The Class Audio CDs contain all the recorded material</p><p>which accompanies the course. This includes the</p><p>monologues/dialogues and texts in the Listening and</p><p>Reading sections and the material for all listening tasks in</p><p>the Workbook & Grammar Book.</p><p>IWB</p><p>The IWB contains all the material in the Student’s Book,</p><p>Teacher’s Book and Audio CDs and aims to facilitate</p><p>lessons in the classroom. It also contains grammar</p><p>presentation of all the grammar structures in the Student’s</p><p>Book as well as video extracts for Ss to further practise their</p><p>English and expand their knowledge.</p><p>Introduction to the Teacher</p><p>02OnScreen C1 Ts POL Intro.qxp_02OnScreen C1 Ts POL Intro 12/7/18 11:47 AM Page 4</p><p>frenglish.ru</p><p>5</p><p>Reading texts</p><p>These texts practise specific reading skills such as</p><p>skimming, scanning, intensive reading for specific</p><p>purposes, understanding text structure, and so on. The</p><p>texts are usually exploited in four stages:</p><p>• a warm-up activity to intrigue students</p><p>4 have 8 advice</p><p>5 a) To analyse a rubric</p><p>• Ask Ss to read the rubric. Elicit which are the</p><p>key words and ask Ss to underline them.</p><p>• Give Ss time to answer the questions.</p><p>• Check Ss’ answers around the class.</p><p>Prado Museum is located in central Madrid and is</p><p>the main Spanish national art museum. It has a</p><p>renowned collection of 12th -19th century European</p><p>art, and the world’s best collection of Spanish art. El</p><p>Prado is one of the most visited museums in the</p><p>world.</p><p>Retiro Park is the largest and most popular park in</p><p>central Madrid. It used to be the grounds of a palace.</p><p>It contains a large number of sculptures, fountains</p><p>and monuments and many events are held there.</p><p>Write an email of about 220-260 words to a</p><p>friend. In your email you should:</p><p>• tell your friend that you are sorry to hear that</p><p>he is having problems getting along with his</p><p>brother.</p><p>• suggest some things your friend could do to</p><p>improve their relationship</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 20</p><p>frenglish.ru</p><p>21</p><p>1 Module</p><p>Answer Key</p><p>1 I am going to write to a friend who is nervous about</p><p>studying abroad, to give my opinion and</p><p>suggestions.</p><p>2 I have to write in an informal style.</p><p>3 I should include my opinion about studying abroad,</p><p>and suggestions about how to make friends, how to</p><p>cope with the workload, and how to keep from</p><p>missing friends and family.</p><p>4 I could use the following opening remarks – It was</p><p>lovely to hear from you, It’s great news...</p><p>As well as the following closing remarks – I hope my</p><p>suggestions are useful, let me know how you get</p><p>on...</p><p>5 Points I should include: try to meet a lot of people,</p><p>do assignments as soon as you get them, use</p><p>technology to communicate with your family and</p><p>friends</p><p>b) To practise organising information</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Elicit various ideas for the</p><p>third suggestion/supporting detail/result.</p><p>Suggested Answer Key</p><p>1 join clubs/societies to meet people with same</p><p>interests</p><p>2 won’t fall behind in your coursework</p><p>3 suggestions - Keep regular contact with family</p><p>supporting details – talk to them on social media</p><p>and video call often</p><p>result – won’t miss them as much</p><p>7 To write an email giving advice</p><p>• Give Ss time to complete the task using the Useful</p><p>Language box and their answers from Ex. 6 a & b.</p><p>• Remind Ss to go through the checklist after they</p><p>have written their email to check their work.</p><p>• Check Ss’ answers. Alternatively, assign the task as</p><p>HW and check Ss’ answers in the next lesson.</p><p>You have received a letter from an English</p><p>friend who is planning on studying abroad.</p><p>I’m nervous about studying abroad. How will I</p><p>make new friends and cope with the work load</p><p>at college? Also, I’m worried that I’ll miss my</p><p>friends and family.</p><p>You decide to write to your friend giving your</p><p>opinion and making suggestions (220-260 words).</p><p>Suggested Answer Key</p><p>Hi Taylor,</p><p>It was lovely to hear from you! It’s great news that</p><p>you’re going abroad to study and I’ve got some</p><p>suggestions I hope you will find useful.</p><p>I think it would be a good idea if you tried to meet lots</p><p>of people in the first few days. There’ll be lots of</p><p>activities during Fresher’s week. I think you should join</p><p>some clubs or societies so that you have a better</p><p>chance of meeting people with the same interests as</p><p>you.</p><p>I wouldn’t worry about falling behind with coursework.</p><p>Just make sure to do your assignments as soon as you</p><p>get them. If you need any help organising your</p><p>timetable, just go and see your tutor. This way you</p><p>won’t fall behind in your coursework, either. You just</p><p>need to keep everything under control.</p><p>I know it can be tough when you’re away from friends</p><p>and family for the first time. But why don’t you try to</p><p>keep in regular contact with them while you’re away?</p><p>The way I see it, it’s easy to keep in touch with people</p><p>these days using social media or video calls. That way,</p><p>you won’t miss them as much.</p><p>It would be such a shame if you missed out on this</p><p>opportunity to study abroad. Don’t stay here and regret</p><p>it later. Enjoy the chance to do something new and</p><p>different. You will learn so much more.</p><p>I hope my suggestions help. Let me know how you get</p><p>on when you get there.</p><p>All the best,</p><p>Frankie</p><p>1 To prepare for a multiple choice cloze task</p><p>• Read the Study Skills box and refer Ss to Ex. 1a.</p><p>Read question one and elicit from the Ss what is</p><p>being tested (e.g. precise meaning).</p><p>• Ask Ss to answer the questions, paying attention to</p><p>what is being tested and give them time to</p><p>complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 a) 1 common collocation</p><p>2 set phrase</p><p>3 phrasal verb</p><p>4 precise meaning</p><p>5 context</p><p>6 idiom</p><p>Language Knowledge 1</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 21</p><p>frenglish.ru</p><p>22</p><p>1Module</p><p>understudy (n): a stand-in actor</p><p>captivated (adj): strongly attracted</p><p>agitated (adj): upset</p><p>ecstatic (adj): excited beyond measure</p><p>accessible (adj): approachable</p><p>sb is to blame for sth (phr): sb is considered to be</p><p>responsible for sth wrong</p><p>sth is my fault (phr): sth is my mistake</p><p>inaccuracy (n): imprecision</p><p>restraint (n): a limitation</p><p>stream (v): (of a liquid) to pour continuously</p><p>leak (v): (of a pipe, tap, etc.) to let fluid out</p><p>plummet (v): to decrease dramatically and rapidly</p><p>plough (v): to dig sth up and turn it over</p><p>intriguing (adj): interesting</p><p>inquisitive (adj): curious</p><p>ingenious (adj): inventive</p><p>innovative (adj): original</p><p>summary (n): a brief abstract</p><p>adaptation (n): a film based on a book/play</p><p>anecdote (n): an entertaining short story</p><p>variation (n): an alternative</p><p>supersede (v): to take the place of</p><p>overshadow (v): to outshine</p><p>excel (in/at sth) (v): to be very good at sth</p><p>develop (v): to grow</p><p>naughty (adj): behaving badly</p><p>spiteful (adj): malicious</p><p>mischievous (adj): annoyingly playful</p><p>dishonest (adj): deceitful</p><p>wobbly (adj): weak and unsteady</p><p>moody (adj): gloomy</p><p>patchy (adj): uneven; not complete</p><p>unsteady (adj): unstable</p><p>stranded (adj): unable to leave</p><p>sidelined (adj): pushed to one side</p><p>sequestered (adj): isolated</p><p>stunned (adj): shocked</p><p>be on my best behaviour (phr): to act very well in a</p><p>social situation</p><p>look for (phr v): to search for sth</p><p>count on (phr v): to rely on sb</p><p>look over (phr v): to check quickly</p><p>stick to (phr v): to remain loyal to sth</p><p>1 To present vocabulary about feelings</p><p>• Explain that the words in the boxes are groups of</p><p>words with similar meanings and give Ss time to fill</p><p>in the gaps.</p><p>• Check Ss’ answers, explaining any unknown words.</p><p>Language Focus 1</p><p>b) 1 C 3 D 5 D</p><p>2 C 4 A 6 C</p><p>2 To do a multiple choice cloze task</p><p>• Give Ss time to read the text and complete the task.</p><p>• Allow Ss some time to compare their answers with</p><p>a partner.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 B 3 D 5 B 7 C</p><p>2 C 4 D 6 A 8 D</p><p>3 To revise grammar structures</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Answer Key</p><p>1 A except</p><p>= not including; one thing/condition that</p><p>is an exception (apart and aside share the</p><p>meaning but must be followed by ‘from’)</p><p>2 B comparative form of good + intensifier</p><p>3 C as if + simple past = for imaginary situations that</p><p>may not be true but are possible</p><p>4 D given = (prep) knowing about or considering a</p><p>particular thing</p><p>5 D neither – (inversion) to express agreement with a</p><p>negative statement</p><p>6 A amazed by</p><p>7 B Set phrases: sth catches sb by surprise</p><p>8 D just = (adv) only; where there are two verbs in a</p><p>phrase, adverbs are placed after the first</p><p>auxiliary verb – doesn’t just play</p><p>9 C lacks = present simple, third person singular –</p><p>for a general truth</p><p>10 B be happy with + sth</p><p>11 B when it comes to sth = (idiomatic expression) in</p><p>relation to/speaking of</p><p>12 A unless = (conj) if not (expresses a negative</p><p>condition)</p><p>4 To revise vocabulary</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Answer Key</p><p>1 B 4 A 7 C 10 D</p><p>2 C 5 B 8 C 11 D</p><p>3 B 6 C 9 B 12 B</p><p>accomplice (n): a partner in crime</p><p>acquaintance (n): sb known to us</p><p>contact (n): sb you know that can help you</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 22</p><p>frenglish.ru</p><p>23</p><p>1 Module</p><p>Answer Key</p><p>1 presumptuous 7 wretched</p><p>2 argumentative 8 resentful</p><p>3 brash 9 jubilant</p><p>4 blunt 10 content</p><p>5 withdrawn 11 overjoyed</p><p>6 sulky 12 gleeful</p><p>2 a) To practise idioms</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 has a face like thunder 4 hit rock bottom</p><p>2 is happy go lucky 5 is over the moon</p><p>3 is down in the dumps</p><p>b) To consolidate the meaning of idioms by</p><p>making sketches</p><p>Ss’ own answers</p><p>3 To practise adjectives with the prefix self-</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers around the class. Ask various</p><p>students to read out their sentences.</p><p>Answer Key</p><p>1 self-conscious 5 self-disciplined/</p><p>2 self-centred controlled</p><p>3 self-pitying 6 self-reliant</p><p>4 self-important</p><p>Suggested Answer Key</p><p>Mary is very self-confident/self-assured and feels</p><p>comfortable in any environment.</p><p>I don’t like Dan’s self-righteous attitude. He’s very</p><p>smug about himself.</p><p>Jason is very self-destructive and that’s why he hangs</p><p>out with the wrong crowd.</p><p>Terry is quite self-indulgent, he’s very vain and always</p><p>buys clothes that he doesn’t need.</p><p>1</p><p>2</p><p>3</p><p>4</p><p>5</p><p>✓</p><p>✓</p><p>✓</p><p>✓</p><p>✓</p><p>Grammar in Focus</p><p>To practise grammar structures</p><p>• Explain the task.</p><p>• Ss complete the task in closed pairs.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 no 6 in</p><p>2 were studying 7 longer</p><p>3 had never met 8 out</p><p>4 told 9 had adopted</p><p>5 so 10 have been</p><p>1 To read for general comprehension</p><p>(missing paragraphs)</p><p>• Ask Ss to read the text, paying attention to</p><p>discourse markers as well as general meaning, and</p><p>fill the gaps with the missing paragraphs.</p><p>• Remind Ss to read through the whole text again</p><p>when they have completed the task to check that it</p><p>makes sense.</p><p>• Check Ss’ answers around the class and elicit</p><p>which words helped them to decide on their</p><p>answers.</p><p>Answer Key</p><p>1 G 2 C 3 D 4 E 5 B 6 A</p><p>2 To listen for specific information</p><p>(multiple matching)</p><p>• Ask Ss to read the statements A-H.</p><p>• Play the recording. Ss listen and match the</p><p>speakers to the statements.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 E 2 G 3 A 4 C 5 D</p><p>3 To revise vocabulary from the module</p><p>• Give Ss time to choose the correct words.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 timid 3 guardian 5 solid</p><p>2 laid-back 4 genetic</p><p>Progress Check 1</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 23</p><p>frenglish.ru</p><p>24</p><p>1Module</p><p>Competences</p><p>Ask Ss to assess their own performance in the unit</p><p>according to how competent they feel regarding each of the</p><p>listed activities.</p><p>4 To consolidate grammar from the module</p><p>• Give Ss time to choose the correct items.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 used to 4 was talking</p><p>2 half as 5 more and more</p><p>3 is always leaving</p><p>5 To revise everyday English expressions</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 a 2 b 3 b 4 a</p><p>6 To write an email giving advice</p><p>• Explain the task and refer Ss to the Writing Section</p><p>(1f) for a model, a plan and useful language.</p><p>• Give Ss time to plan and complete their work and</p><p>then check Ss’ answers.</p><p>• Alternatively assign the task as HW and check Ss’</p><p>answers in the next lesson.</p><p>Suggested Answer Key</p><p>Hi Sabrina,</p><p>Thanks for your email. It was great to hear from you.</p><p>What wonderful news that you’ve started your first job.</p><p>It sounds very exciting. Moving out of the family home</p><p>is a big step, but I think I can help.</p><p>First, make sure you get a place you can afford. It’s</p><p>easy to get carried away by your dream flat. However, I</p><p>would say it’s best to start small because it will be</p><p>cheaper and also easier to clean and maintain. You</p><p>could also get involved in community events, and</p><p>should get to know your neighbours. That way you can</p><p>ask them for their advice about local things and they</p><p>can help you.They are also bound to know which are</p><p>the best shops and have numbers for plumbers and</p><p>electricians.</p><p>When you do move, you can expect to find yourself</p><p>doing a lot more chores. It’s a good idea to make a rota</p><p>so you can keep on top of all the housework. You can</p><p>also expect things to be quite expensive, so make sure</p><p>you budget properly. It’s important to have enough</p><p>money for all your bills at the end of every month.</p><p>I hope my advice helps. Things will definitely be</p><p>different at first, but I think you’d love it. Do write back</p><p>and tell me how you are getting on.</p><p>Take care,</p><p>Tamara</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 24</p><p>frenglish.ru</p><p>2 ModulePushing boundaries</p><p>In this module, Ss will explore the topics of technological</p><p>developments/advance, robotics, everyday computing and</p><p>gadgets.</p><p>Lesson Objectives: to give an overview of the module, to</p><p>introduce key vocabulary for technological developments.</p><p>Vocabulary: a look into the future (equip, implement,</p><p>modernise, revolutionise, interact, interrelate, integrate,</p><p>interface, determine, designate, cease, terminate); adjectives</p><p>(be aware of, be acquainted with, compliant, adaptable);</p><p>nouns (development, advancement, condiment,</p><p>contaminant)</p><p>Lesson Objectives: to listen and read for specific</p><p>information, to answer comprehension questions based on a</p><p>text, to post a comment to a newspaper article</p><p>Vocabulary: nouns (implant, prosthetics, sensor,</p><p>metabolism, fondness); adjectives</p><p>(dashing, pulsating,</p><p>inquisitive, residual, integrated, self-regulating, neural,</p><p>elective, startling, functioning, mind-boggling, intuitive,</p><p>sophisticated, profitable, unparalleled); verbs (convey,</p><p>commence, recalibrate, be conceived, exceed); phrasal verb</p><p>(catch up with)</p><p>Lesson Objectives: to learn words/phrases related to</p><p>research & technology, everyday computing & gadgets, to</p><p>learn idioms related to technology, to learn prepositions, to</p><p>learn phrasal verbs, to practise word formation</p><p>Vocabulary: research & technology (allocate, detect,</p><p>conceive, uncover, navigation, innovation, demonstration,</p><p>installation, retain, renew, refresh, resolve, drawback,</p><p>detriment, denial, distractor, predict, indicate, hypothesise,</p><p>conjecture, oversee, conduct, carry out, undertake, facilitate,</p><p>trigger, prompt, initiate, dispute, contest, refute, contradict);</p><p>everyday computing & gadgets (browse, freeze, drag, crash,</p><p>load, video chat, computer/video interface, computer/video</p><p>buff, video call, video conferencing, computer literate,</p><p>download/access a file, access your profile,</p><p>download/access an application, access the Internet,</p><p>download an attachment, download/access a podcast);</p><p>idioms (get my wires crossed, sth is light years ahead of its</p><p>time, it’s not rocket science, be on the same wavelength, pull</p><p>the plug); phrasal verbs (turn down, fall out, turn on, fall back</p><p>on, turn into)</p><p>Lesson Objectives: to revise/practise future tenses and</p><p>other future forms, to revise/practise degrees of certainty, to</p><p>revise/practise it - there, to practise key word</p><p>transformations</p><p>Lesson Objectives: to prepare for a listening task, to listen</p><p>for gist and specific information</p><p>Lesson Objectives: to learn/practise situational language</p><p>for making and responding to suggestions, to act out a</p><p>dialogue making and responding to suggestions, to</p><p>compare and speculate on pictures</p><p>Lesson Objectives: to analyse a rubric, to analyse a model,</p><p>to practise using linkers, to predict content, to practise</p><p>language style in proposals, to write a proposal</p><p>Lesson Objectives: to prepare for and practise open cloze,</p><p>to practise key word transformations, to consolidate</p><p>vocabulary and grammar structures</p><p>Lesson Objectives: to learn extra theme-related vocabulary</p><p>on technology, to practise word formation.</p><p>Vocabulary: technology (convey, conceive, compile,</p><p>conduct, artificial, fake, false, counterfeit); collocations (have</p><p>a long-term impact on us, make advances in the field of</p><p>medicine, make a breakthrough, do ground-breaking</p><p>research, do an experiment, have far-reaching</p><p>consequences, have/do an operation, be well worth</p><p>studying/ visiting, have a great effect/influence on our lives,</p><p>be computer literate)</p><p>Lesson Objectives: to read for specific information, to listen</p><p>for gist and specific information, to consolidate vocabulary &</p><p>grammar structures from the module, to revise everyday</p><p>English, to write a proposal</p><p>Module page 23</p><p>2a Reading 24-25</p><p>2b Vocabulary 26-27</p><p>2c Grammar in use 28-29</p><p>2d Listening skills 30</p><p>2e Speaking skills 31</p><p>2f Writing 32-35</p><p>Language Knowledge 2 36-37</p><p>Language Focus 2 38</p><p>Progress Check 2 39-40</p><p>25</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 25</p><p>frenglish.ru</p><p>26</p><p>2Module</p><p>Suggested Answer Key</p><p>In terms of personal computing, I think that wearable</p><p>technology will become more and more popular. We</p><p>can already see that smartphone technology is blurring</p><p>the lines between mobiles and traditional computing</p><p>needs. I expect this to go even further with smart</p><p>watches and other such super-compact devices. These</p><p>devices could do everything for us, and we could ‘type’</p><p>essays and reports onto a screen just by thinking of</p><p>what we want to write.</p><p>I expect media will become more and more</p><p>personalised, and based on our individual DNA, so</p><p>each treatment will be unique for each person. I also</p><p>think that technology will allow us to treat any disease</p><p>or illness with a simple scan.</p><p>I would guess that to save the environment we will have</p><p>to rely more and more on renewable energy sources. I</p><p>suspect that we will no longer use any fossil fuels or</p><p>nuclear energy, and that things like hydroelectric power</p><p>and wind turbines will become more effective.</p><p>I think people will have personal assistant robots. Cars</p><p>will be a kind of robot, too. They will drive themselves</p><p>and even be able to fly, which will also totally change</p><p>travel.</p><p>In home living, smart homes will not just control the</p><p>temperature of the heating, but they will also handle all</p><p>our daily tasks, such as waking us in the morning,</p><p>opening our curtains, preparing our meals and getting</p><p>clothes ready for us to wear.</p><p>In terms of how these things will impact the world, I</p><p>think they will make life easier and safer, while</p><p>protecting and safeguarding the environment and the</p><p>natural world.</p><p>• Direct Ss’ attention to the quotation and ask Ss to</p><p>discuss what it means with a partner and/or give</p><p>their opinion on it.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>This is an interesting quote that highlights a very</p><p>important point about automation and the development</p><p>of computing technology compared to human</p><p>endeavour. While it’s certainly true that improved</p><p>machines can carry out repetitive tasks very quickly and</p><p>to a highly complex level, they can never be</p><p>extraordinary or inventive like a person can be. This is</p><p>because despite all their sophistication and refinement</p><p>machines are ultimately just a tool, developed for that</p><p>end.</p><p>Words of wisdom</p><p>Module Objectives</p><p>Direct Ss’ attention to the title of the module Pushing</p><p>boundaries and the pictures. Ask Ss to suggest what they</p><p>think the module will be about. (The module is about</p><p>technological developments/advances, robotics and</p><p>everyday computing and gadgets.) Go through the Module</p><p>Objectives to stimulate Ss’ interest in the module.</p><p>1 To introduce the topic and new vocabulary</p><p>• Direct Ss’ attention to the texts A-D and the words</p><p>in bold in each one, and give Ss time to choose the</p><p>correct word to complete the texts.</p><p>• Check Ss’ answers around the class. Explain/Elicit</p><p>the meaning of any unknown words.</p><p>• Direct Ss’ attention to the question in the rubric</p><p>and elicit answers from Ss around the class.</p><p>Answer Key</p><p>A 1 equipped</p><p>2 revolutionise</p><p>B 3 interact</p><p>4 interfacing</p><p>C 5 aware</p><p>6 determine</p><p>7 adaptable</p><p>D 8 development</p><p>9 contaminants</p><p>10 cease</p><p>Suggested Answer Key</p><p>I think technological developments in the texts are</p><p>pushing boundaries in really amazing and exciting</p><p>ways. Motion sensor technology is giving us</p><p>unparalleled freedom and new choices in how we</p><p>interact with computers. Smart bandages are taking</p><p>treatments in medicine to incredible new levels. Smart</p><p>homes offer total comfort and predict our needs, and</p><p>nanotechnology is sending science into fascinating new</p><p>directions.</p><p>2 To describe an imaginary scenario</p><p>related to the text; to make predictions about the</p><p>future</p><p>• Explain the task and give Ss some time to prepare</p><p>their answers. Advise Ss to keep notes in their</p><p>notebooks.</p><p>• Ask various Ss around the class to share their</p><p>answers with the rest of the class.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 26</p><p>frenglish.ru</p><p>27</p><p>2 Module</p><p>Reading</p><p>1 To practise key vocabulary in context</p><p>• Refer Ss to the Word List at the back of their books</p><p>and give them time to look up</p><p>the meanings of the</p><p>words given.</p><p>• Give students time to fill in the gaps in the</p><p>sentences and then check Ss’ answers around the</p><p>class.</p><p>Answer Key</p><p>1 prosthetic 3 implants 5 pulsating</p><p>2 artificial 4 self-regulating</p><p>2 To introduce the topic and to predict the</p><p>content of a text</p><p>• Ask Ss to work in pairs and decide which sentences</p><p>from Ex. 1 they think are true about Rex, the bionic</p><p>man.</p><p>(Ss’ own answers)</p><p>• Give Ss time to read the text to check their</p><p>answers.</p><p>• Elicit from Ss around the class which of the</p><p>sentences are true.</p><p>• Draw Ss attention to the fact that all of the</p><p>sentences from Ex. 1 are true.</p><p>3 To read for specific information</p><p>(multiple choice)</p><p>• Read out the Study Skills box to help Ss do the</p><p>task.</p><p>• Ask Ss to read through the text quickly, then read</p><p>the questions.</p><p>• Give them time to read the text again, carefully,</p><p>underlining the parts of the text which answer the</p><p>questions.</p><p>• Finally, ask the Ss to look at the four options and</p><p>choose the correct answer, checking that it is</p><p>supported in the text.</p><p>• Check Ss’ answers around the class and ask Ss to</p><p>justify their answers with examples from the text.</p><p>Answer Key</p><p>1 A (ℓ. 7-21) 4 A (ℓ. 74-77 & ℓ. 83-85)</p><p>2 D (ℓ. 37-42) 5 B (ℓ. 93-101)</p><p>3 C (ℓ. 56-60) 6 D (ℓ. 108-109)</p><p>• Refer Ss to the Check these words box and</p><p>explain/elicit the meanings of the words or ask Ss</p><p>to use their dictionaries and look them up.</p><p>2a Suggested Answer Key</p><p>dashing (adj): elegant; stylish</p><p>pulsating (adj): throbbing</p><p>implant (n): sth artificial that is put into the body</p><p>during an operation</p><p>inquisitive (adj): curious</p><p>prosthetics (n): the making of artificial body parts</p><p>convey (v): to communicate a feeling, an idea, etc</p><p>without words</p><p>sensor (n): a device that responds to physical signals</p><p>residual (adj): remaining</p><p>integrated (adj): incorporated</p><p>metabolism (n): the body process of converting food</p><p>into energy</p><p>self-regulating (adj): self-adjusting</p><p>commence (v): to begin</p><p>recalibrate (v): to reset</p><p>neural (adj): relating to the nerves in a body</p><p>elective (adj): that you yourself choose to do</p><p>startling (adj): extraordinary</p><p>4 a) To consolidate key vocabulary</p><p>• Ask Ss to use their dictionaries to look up the</p><p>words in bold in the text.</p><p>• Give Ss time to complete the task, then elicit the</p><p>meanings of the words, explaining any that Ss</p><p>are uncertain about.</p><p>Answer Key</p><p>fondness (n): a feeling of liking sth very much</p><p>functioning (adj): working</p><p>conceived (v): created</p><p>catching up with (phr v): reaching the same level or</p><p>standard as sth</p><p>exceeding (v): surpassing</p><p>mind-boggling (adj): difficult to understand</p><p>intuitive (adj): instinctive</p><p>sophisticated (adj): advanced</p><p>liberating (v): freeing from</p><p>profitable (adj): money-making</p><p>unparalleled (adj): unequalled</p><p>b) To check for comprehension of phrases</p><p>and sentences in a text</p><p>• Ask Ss to work in pairs. Give them time to</p><p>discuss the meaning of the underlined phrases.</p><p>• Elicit the meanings of the phrases from various</p><p>Ss around the class.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 27</p><p>frenglish.ru</p><p>28</p><p>2Module</p><p>C You’ve got a point. I also agree that market forces</p><p>shouldn’t be allowed to determine how people</p><p>remain in the future. However, it would be wrong to</p><p>ban such technology altogether. There are many</p><p>genuine medical reasons why some people might</p><p>need them. Such technologies could do a lot of</p><p>good and help reduce suffering.</p><p>D I couldn’t agree more. We could prevent so much</p><p>unnecessary suffering if we can develop these</p><p>prosthetics successfully, and it could also mean that</p><p>disability itself becomes a thing of the past. I’m</p><p>happy with the normalisation of these kinds of</p><p>prosthetics and even the idea of brain implants, to</p><p>allow people to regain sight or hearing, doesn’t</p><p>make me uncomfortable.</p><p>Writing</p><p>To write a post expressing an</p><p>opinion and supporting it</p><p>• Explain the task and give Ss some time to write</p><p>their website post</p><p>• Remind Ss to use an informal writing style and to</p><p>support their opinions with reasons/examples.</p><p>• Ask a few Ss to read their post out to the rest of the</p><p>class.</p><p>Suggested Answer Key</p><p>This newspaper article about Rex, the bionic man,</p><p>certainly raises some fascinating issues. Personally, I</p><p>believe that if someone has a serious medical problem</p><p>they could really benefit from artificial body parts, and</p><p>should absolutely use them. This is because they would</p><p>allow them to overcome their disabilities or survive a</p><p>life-threatening illness. However, I don’t believe that</p><p>people should be allowed to choose them as elective</p><p>procedures. If the artificial parts are simply used to</p><p>make the human body better, then the side effects that</p><p>the transplant could cause may make it a risk to one’s</p><p>health. There are also ethical questions about whether</p><p>people should try to fix something that isn’t broken!</p><p>Vocabulary</p><p>1 To consolidate vocabulary from a text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 integrated 3 exceed 5 replacing</p><p>2 commence 4 liberate 6 conceived</p><p>2b</p><p>Suggested Answer Key</p><p>Rex is, in many ways, an unexceptional chap = Rex is</p><p>like an ordinary person in many respects.</p><p>stumbles over his words = is unable to think of the right</p><p>word, or takes some time to think of them</p><p>will we blur the boundaries of artificial and natural to an</p><p>extent that we have to recalibrate our definition = make</p><p>things so unclear that people are forced to reconsider</p><p>what they understand as natural and synthetic</p><p>5 To consolidate information in a text</p><p>• Give Ss time to answer the questions.</p><p>• Remind Ss not to copy their answers from the text</p><p>but instead to paraphrase the information using</p><p>their own words.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>1 Rex is like a human in some ways, but not in others.</p><p>His body works almost like a human body, he can</p><p>see and speak somewhat and he has opinions. But</p><p>of course, he can’t think for himself and if something</p><p>goes wrong with his artificial body, he will not ‘die’.</p><p>Obviously, he hasn’t got feelings or emotions.</p><p>2 The technology used to build Rex could be a cause</p><p>for concern because people could abuse it to</p><p>become ‘superhuman’. Companies could also</p><p>exploit the technology to encourage unnecessary</p><p>treatments for the sake of profit above medical need.</p><p>3 I would suggest that prosthetic technology and</p><p>bionic organs only be used in the future for people</p><p>with genuine medical problems. I believe that strict</p><p>medical controls would help to ensure this.</p><p>Listening & Speaking</p><p>To express opinions and support them with</p><p>reasons and examples</p><p>• Play the recording of the text.</p><p>• Give Ss time to debate in groups of four.</p><p>• Ask various Ss to share their opinions with the rest</p><p>of the class.</p><p>Suggested Answer Key</p><p>A I think that it’s wrong to blur the boundaries of</p><p>artificial and natural to such an extent that some</p><p>people may end up not even being recognisably</p><p>human.</p><p>B I’m inclined to agree with you to some extent as the</p><p>text does imply that some people will use this</p><p>technology to build super-bodies. I don’t think</p><p>these sorts of prosthetics should be available for</p><p>elective surgery for this reason.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod</p><p>2 12/7/18 11:51 AM Page 28</p><p>frenglish.ru</p><p>29</p><p>2 Module</p><p>Suggested Answer Key</p><p>1 The data generated by the heart rate monitor was</p><p>sent to the doctor electronically.</p><p>2 There are lots of techniques in development to help</p><p>restore the sight of blind people.</p><p>3 Reading about new technology can broaden our</p><p>minds.</p><p>4 If a vital organ is removed , it must be replaced with</p><p>a transplant.</p><p>5 Developments in bionic technology are forcing</p><p>people to recalibrate their definition of the self.</p><p>6 The scientist wanted to convey a sense of amazement</p><p>and positivity towards robotics with his project.</p><p>2 To consolidate vocabulary from a text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 elective 4 intuitive</p><p>2 self-regulating 5 mind-boggling</p><p>3 pertinent 6 conscious</p><p>3 a) To introduce new vocabulary related to</p><p>the topic of research and technology</p><p>• Give Ss time to read the sentences and choose</p><p>the correct word. Remind Ss that they can use</p><p>their dictionaries to check the meaning of any</p><p>unknown words.</p><p>• Check Ss’ answers and explain any unknown</p><p>vocabulary.</p><p>Answer Key</p><p>1 detect 3 refresh</p><p>2 installation 4 detriment</p><p>b) To consolidate new vocabulary related</p><p>to the topic of research and technology</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>Energy – 4, Transportation – 1, IT – 3, Communication –</p><p>2</p><p>4 To introduce new vocabulary related to the</p><p>topic of research and technology</p><p>• Explain the task and give Ss time to complete it.</p><p>Remind Ss that they can use their dictionaries to</p><p>check the meaning of any unknown words.</p><p>• Check Ss’ answers and explain any unknown</p><p>vocabulary.</p><p>Answer Key</p><p>1 indicated 3 facilitated</p><p>2 overseeing 4 contradicted</p><p>Suggested Answer Key</p><p>1 The red light that came on when we started the car</p><p>indicated that we were low on petrol.</p><p>2 Dr Adams, who is overseeing the project, will</p><p>explain what we hope to accomplish.</p><p>3 A technological innovation facilitated the production</p><p>of affordable solar panels.</p><p>4 The data that we collected contradicted everything</p><p>we knew before.</p><p>5 a) To listen for specific information</p><p>(multiple matching)</p><p>• Explain that Ss must listen closely for the</p><p>problem (A-D) that each speaker is talking</p><p>about.</p><p>• Play the recording, twice if necessary. Ss listen</p><p>and complete the task. Check Ss’ answers.</p><p>Answer Key</p><p>Speaker 1: D, Speaker 2: A, Speaker 3: B, Speaker 4: C</p><p>b) To consolidate topic vocabulary</p><p>by using it in a discussion</p><p>• Explain the task and give Ss time to discuss in</p><p>pairs.</p><p>• Ask various Ss to share their ideas with the rest</p><p>of the class.</p><p>Suggested Answer Key</p><p>A: I believe that technology will have a huge impact on</p><p>illiteracy – especially in developing countries.</p><p>Mobile devices, such as tablet computers, make</p><p>accessing the material that people need to practise</p><p>their reading skills much easier. The educational</p><p>software and storage options on a hard drive for an</p><p>electronic library that a tablet offers provide</p><p>fantastic opportunities in remote locations.</p><p>B: Yes, I agree. And I think technology is going to help</p><p>reduce air pollution too, by giving us more eco-</p><p>friendly cars that don’t run on traditional</p><p>combustion engines. Solar powered cars would</p><p>vastly reduce carbon emissions and exhaust fumes</p><p>into the atmosphere.</p><p>A: That would be amazing, helping the environment is</p><p>so important. Technology might be able to solve the</p><p>problem of disease by creating new medicines and</p><p>safer surgeries and treatments. Robotic surgery</p><p>could help a lot in this regard and give surgeons</p><p>more time to focus on research. What do you think</p><p>about the problem of hunger?</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 29</p><p>frenglish.ru</p><p>30</p><p>2Module</p><p>Suggested Answer Key</p><p>1 A: I own a smartphone and a computer. I use the</p><p>computer for surfing the Net, doing my</p><p>homework and sometimes listening to music. I</p><p>use the smartphone to listen to music and for</p><p>the Internet when I’m not at home, for social</p><p>media, to take photos, and to make calls and</p><p>send texts. What about you?</p><p>B: I’m the same as you, except I don’t take photos</p><p>with my smartphone. Instead I have a digital</p><p>camera which I use to take photos.</p><p>2 A: I surf the Internet most days, unless I’m really</p><p>busy. It keeps me up-to-date with the world</p><p>because I use it to read the news and check my</p><p>emails.</p><p>B: I’m basically online all the time. I don’t really</p><p>‘surf’ that often but I’m always logged into my</p><p>social media accounts. I only surf the Internet if I</p><p>need to find some information about something.</p><p>3 To download a file, right click and select “save as</p><p>...” or click the appropriate tab or icon to download</p><p>on the relevant webpage.</p><p>To use a scanner place your document or photo</p><p>inside the scanner. Hold down the lid and select or</p><p>push the scan button to send the file to your</p><p>computer.</p><p>To edit a photo use an appropriate app or program</p><p>and crop, resize or adjust colour and brightness as</p><p>desired.</p><p>To bookmark a page open the desired page on a</p><p>web browser and click the bookmark icon in the top</p><p>right hand corner.</p><p>8 To present/practise idioms related to</p><p>technology</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 wires crossed 3 rocket 4 wavelength</p><p>2 light years science 5 plug</p><p>Suggested Answer Key</p><p>1 get one’s wires crossed: to get confused about</p><p>sth</p><p>2 sth is light years ahead (of its time): sth is a long</p><p>way ahead (of its time)</p><p>3 it’s not rocket science: it's not very difficult to</p><p>understand</p><p>4 be on the same wavelength: (of two people) to</p><p>understand and agree with each other</p><p>5 pull the plug: to put an end to sth</p><p>B: Well, world hunger is certainly an important issue.</p><p>One solution could be developing more genetically</p><p>modified crops. This could provide a sustainable</p><p>source of food for the world, and reduce the use of</p><p>chemicals in farming as they wouldn’t need</p><p>insecticides.</p><p>6 a) To introduce vocabulary related to the</p><p>topic</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 drag 3 has frozen 5 has been</p><p>2 crashed 4 load browsing</p><p>Suggested Answer Key</p><p>1 drag: to move sth along the floor</p><p>I had to drag the box across the floor because it</p><p>was too heavy to lift.</p><p>2 crash: to strike sth noisily</p><p>The car skidded on the ice and crashed into a tree.</p><p>3 freeze: to turn to ice; to stop moving</p><p>Susan froze with fear when she saw the shadow</p><p>out of the window.</p><p>4 load: to put sth heavy onto a vehicle/animal, etc.</p><p>Can you help me load the shopping into the car?</p><p>5 browse: to look through things in a shop/library,</p><p>etc.</p><p>Ian browsed through the goods in the shop but</p><p>didn’t buy anything.</p><p>7 a) To present collocations related to the</p><p>topic</p><p>• Give Ss time to fill in the gaps.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 video 7 download/access</p><p>2 computer/video 8 access</p><p>3 computer 9</p><p>download/access</p><p>4 video 10 access</p><p>5 video 11 download</p><p>6 computer 12 download/access</p><p>• Optional extension: Ask Ss to use the collocations</p><p>to write as many sentences as possible in two</p><p>minutes.</p><p>b) To personalise the topic</p><p>• Give Ss time to answer the questions in pairs.</p><p>• Ask various Ss to describe the procedures in</p><p>question three to the class.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 30</p><p>frenglish.ru</p><p>31</p><p>2 Module</p><p>• Optional extension: Ask Ss to write their own</p><p>sentences using the idioms and then read their</p><p>sentences to the class.</p><p>9 To practise prepositions</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix I.</p><p>Answer Key</p><p>1 with 2 with 3 from 4 for 5 to</p><p>10 To present/practise phrasal verbs formed</p><p>from fall or turn</p><p>Give Ss time to complete the task. Remind Ss they can</p><p>check in Appendix II. Check Ss’ answers.</p><p>Answer Key</p><p>1 turned 2 fallen 3 turned 4 fall 5 turn</p><p>11 To practise word formation</p><p>• Give Ss time to fill the gaps with the correct form of</p><p>the words at the end of the lines. Remind Ss to first</p><p>try to find what part of speech is missing and try to</p><p>look out for plurals or opposites.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 accessible 4 enables 7 relatively</p><p>2 installation 5 partnership 8 interactive</p><p>3 availability 6 irresistible</p><p>Grammar in use</p><p>1 a) To present/practise the future tenses</p><p>• Ask Ss to read the text and choose the correct</p><p>options.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 will inject 4 will have been running</p><p>2 will be using 5 is certainly going to inspire</p><p>3 will have visited</p><p>b) To present/practise the use of the future</p><p>tenses</p><p>• Give Ss time to identify the tenses in bold and</p><p>explain how we use them. Refer Ss to the</p><p>Grammar Reference section (pp. GR4-GR5)</p><p>for more information.</p><p>• Check Ss’ answers. Write them on the board.</p><p>2c</p><p>Answer Key</p><p>1 future simple – used for a future prediction with the</p><p>verb hope</p><p>2 future continuous – an action in progress at a stated</p><p>future time</p><p>3 future perfect – an action completed before a stated</p><p>time in the future</p><p>4 future perfect continuous – to show duration of an</p><p>action up to a certain time in the future</p><p>5 future with be going to – a future prediction based</p><p>on what we see or know</p><p>c) To present future tenses after time words</p><p>• Write examples of future tenses and time words</p><p>on the board (i.e. He will finish his homework</p><p>before he goes out. I will call you when I have</p><p>arrived.) and then ask Ss to find an example in</p><p>the text on p. 28 and elicit what tenses are used</p><p>with it to refer to the future. Point out that time</p><p>clauses follow the rule about sequence of</p><p>tenses. However, remind them that we never use</p><p>the future simple after time words. We use the</p><p>present simple or present perfect instead. Refer</p><p>Ss to the Grammar Reference section (p. GR5).</p><p>• Give Ss time to write their own examples.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>We use the simple present or the present perfect after</p><p>time words to refer to the future.</p><p>Example from text: ... by the time we reach the end of</p><p>the century ... (paragraph 4)</p><p>Examples:</p><p>Be sure to turn off the TV before you go.</p><p>As soon as I arrive at the train station, I will call you.</p><p>2 To practise the future tenses</p><p>• Explain the task and give Ss time to complete it.</p><p>Remind Ss to justify their answers.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 A: are going to be = prediction based on what we see</p><p>B: will grab = on-the-spot decision</p><p>2 will be presenting = action in progress at a stated</p><p>time in the future</p><p>3 A: Is Tracey going to come = for plans or intentions/</p><p>Is Tracey coming = fixed arrangement in the</p><p>near future/</p><p>Will Tracey be coming = an action as a result of</p><p>a routine</p><p>B: will call = a promise, finish = simple present</p><p>following a time word</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 31</p><p>frenglish.ru</p><p>32</p><p>2Module</p><p>• Direct Ss’ attention to the box in Ex. 4a and</p><p>explain the task. Give them time to put the</p><p>words in order.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>A 1 C 2 E 3 G 9 I 8</p><p>B 10 D 7 F 6 H 5 J 4</p><p>b) To practise phrases expressing degrees</p><p>of certainty</p><p>Answer Key</p><p>1 H 3 C 5 G 7 F 9 J</p><p>2 D 4 B 6 E 8 A 10 I</p><p>c) To consolidate phrases</p><p>expressing degrees of certainty; to make</p><p>predictions about the future.</p><p>• Explain the task and give Ss time to think about</p><p>or write their ideas.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>Well, this summer, I’m positive that I will go with my</p><p>family to visit my grandparents; we’ve already booked</p><p>our tickets! Next year, I will probably have to study a lot</p><p>because I will be preparing for exams. I want to work</p><p>part time, but there is not much chance that I’ll have</p><p>time. In the future, I’m fairly sure I’ll go to university, as</p><p>long as I do well in my classes. It’s possible that I will go</p><p>to study abroad; that’s something that I really hope to</p><p>do, so if an opportunity comes up, I’m almost certain I</p><p>will take it. I suppose I might have a career as a chemist</p><p>but I wouldn’t be surprised if I change my mind before</p><p>then!</p><p>5 To present it – there</p><p>• Ask Ss to find examples of it/there in the text.</p><p>• Explain that we use It instead of an infinitive phrase,</p><p>with set expressions such as It seems that, for</p><p>emphasis, as an introductory object after verbs like</p><p>love, hate, etc, and for distance, time, weather,</p><p>temperature. We use there with the verb to be</p><p>when we mention something for the first time. Refer</p><p>Ss to the Grammar Reference section (p. GR5) for</p><p>more information.</p><p>Answer Key</p><p>There’s one TV programme that … (paragraph 1)</p><p>It’s incredible to think ... (paragraph 3)</p><p>So it seems that ... (paragraph 6)</p><p>4 A: will be living = action in progress at a stated time</p><p>in the future</p><p>B: will have discovered = action finished by a</p><p>stated time in the future</p><p>5 will give = a promise</p><p>6 A: Is Ted going to get = future plans and intentions</p><p>B: will have been working = shows duration of an</p><p>action up to a certain time in the future</p><p>3 a) To present other future forms</p><p>• Elicit from Ss other ways they can think of for</p><p>forming the future and write examples on the</p><p>board (i.e. We are to be in class by 9 o’clock.</p><p>We are not to talk when the teacher is speaking.</p><p>The train is due to arrive in half an hour. etc.)</p><p>and refer them to the Grammar Reference</p><p>section (p. GR5) for more information.</p><p>• Give Ss time to complete the task and check</p><p>their answers.</p><p>Answer Key</p><p>phrases used to imply the future: on the verge of,</p><p>bound to, due to, are to. Ss explain the phrases in their</p><p>own language.</p><p>b) To practise using expressions that imply</p><p>the future</p><p>• Explain the task and give Ss time to rewrite the</p><p>sentences.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>2 Roadworks are due to start on the 3rd of March so</p><p>delays are expected.</p><p>3 The next tour of the science museum is due to start</p><p>in five minutes.</p><p>4 A leading drug company has announced it is on the</p><p>verge of new cancer drug trials.</p><p>5 Some top scientists are to meet in Rome this</p><p>weekend.</p><p>4 a) To present phrases expressing degrees</p><p>of certainty</p><p>• Draw a line on the board with 0% at one end,</p><p>100% at the other end and 50% in the middle.</p><p>Next to it write a list: I’m positive, I’m almost</p><p>certain, it’s possible, it’s unlikely, there’s no way,</p><p>I doubt, I suppose, I’m fairly sure, I wouldn’t be</p><p>surprised if, there’s not much chance. Elicit from</p><p>Ss where on the line each of the words belong.</p><p>Explain the phrases if required. Refer Ss to the</p><p>Grammar Reference section (p. GR5) for more</p><p>information.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 32</p><p>frenglish.ru</p><p>33</p><p>2 Module</p><p>6 a) To practise it/there</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 ... made it clear ... 5 ... if there is</p><p>2 Is there any ... a chance ...</p><p>3 ... find it exciting ... 6 ... like it when ...</p><p>4 If there is ... , ... look for it.</p><p>b) To revise it/there</p><p>• Read out the example and then give Ss time to</p><p>complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>2 Experts now think that there is water on Mars.</p><p>3 It’s a bad idea to buy an SLR camera if you don’t</p><p>know how to use it.</p><p>4 Is there free Internet access in this café?</p><p>5 It seems unlikely that robots will totally replace</p><p>humans.</p><p>6 There are now a few similarities between sci-fi films</p><p>and real life.</p><p>7 To practise key word transformations</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 hates (it) when the telephone interrupts</p><p>2 certain we won’t be visiting</p><p>3 is bound to win</p><p>4 will have been working</p><p>5 it hard to believe</p><p>8 To expand the topic and develop</p><p>research skills</p><p>• Explain the task. Give Ss time to research a gadget.</p><p>• Ask various Ss to present their gadget to the class.</p><p>Suggested Answer Key</p><p>As seen in Star Trek - I think a great gadget for 2100 will</p><p>be a teleporter. This will be incorporated into our</p><p>phones, which will be the gadget we will be using for</p><p>almost everything in the future. The teleporter</p><p>application would mean that we will be able to beam</p><p>ourselves to wherever we want to go. You will be able</p><p>to teleport yourself from your house directly to your</p><p>desk at work. There will be no need to have a car or to</p><p>use public transport. Your teleporter will only work on</p><p>you as it will be set to your own genetic code, meaning</p><p>that other people can’t access it. Teleporters will spell</p><p>the end for road traffic accidents and air disasters, too.</p><p>ICT</p><p>Listening skills</p><p>1 a) To prepare for a listening task (multiple</p><p>choice – short extracts)</p><p>• Ask Ss to read the Study Skills box and explain</p><p>it to them. Then Ss read the rubric and</p><p>questions 1 and 2 and underline the key words.</p><p>• Elicit what each question is asking about.</p><p>Answer Key</p><p>You hear two people talking about young children and</p><p>technology.</p><p>1 Both speakers feel that young children</p><p>2 What do the speakers disagree on?</p><p>Question 1 is asking what the speakers agree about and</p><p>question 2 is asking what they do not agree about.</p><p>b) To prepare for a multiple choice</p><p>listening task</p><p>• Give Ss time to read the extract, find what the</p><p>speakers agree and disagree on and answer the</p><p>questions.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>The speakers agree that children learn more easily but</p><p>they disagree about whether they should be allowed to</p><p>have smartphones.</p><p>1 B 2 C</p><p>2 To introduce expressions of agreement and</p><p>disagreement</p><p>• Ask Ss to look at the underlined phrases in the</p><p>extract and say which expresses agreement and</p><p>disagreement.</p><p>• Refer Ss to the Useful Language box and ask</p><p>them to replace the underlined sentences with</p><p>sentences from the Useful Language box.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>I don’t know about that: disagreement</p><p>I’ll go along with that: agreement</p><p>I don’t know about that: I’m not so sure about</p><p>that/That’s not entirely true/right/I’m afraid I must take</p><p>issue with you on that/On the contrary</p><p>I’ll go along with that: You’re absolutely right/I think</p><p>so too/That’s all too true</p><p>2d</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 33</p><p>frenglish.ru</p><p>34</p><p>2Module</p><p>Answer Key</p><p>1 What are your thoughts?</p><p>2 It might be a good idea to</p><p>3 I couldn’t agree with you more</p><p>4 I see what you mean but</p><p>5 Have you considered</p><p>6 We could I suppose</p><p>3 To act out a dialogue using prompts to</p><p>make/respond to suggestions</p><p>• Explain the task. Refer Ss to the Useful Language</p><p>box.</p><p>• Write this diagram on the board for Ss to follow.</p><p>• Give Ss time to prepare and act out their dialogue</p><p>using the ideas in pairs.</p><p>• Ask pairs of Ss to act out their dialogue in front of</p><p>the class.</p><p>Suggested Answer Key</p><p>A: The Director of Studies has asked for suggestions</p><p>on how to raise the profile of the college. What are</p><p>your thoughts?</p><p>B: Well, I think it might be a good idea to hold an open</p><p>day.</p><p>A: Yes, we could I guess, but I think we first have to</p><p>update the prospectus. It’s a bit dated and could do</p><p>with a makeover.</p><p>B: I couldn’t agree with you more. We could redesign it</p><p>and make it more attractive and we could also</p><p>include interviews with students who could share</p><p>stories.</p><p>A: Great. I hadn’t thought of that. Why don’t we also</p><p>run a stall at a college fair? If we make it really eye-</p><p>catching we could attract a lot of potential students.</p><p>We could also have students there with tutors to</p><p>explain what life is like on campus. What do you</p><p>think?</p><p>A B</p><p>Say the director has</p><p>asked for suggestions</p><p>and ask for B’s</p><p>opinion.</p><p>Give opinion on the</p><p>suggestion and make</p><p>another suggestion.</p><p>Give opinion on the</p><p>suggestion and ask a</p><p>question.</p><p>Suggest writing down</p><p>ideas and presenting</p><p>them to the director.</p><p>Give first suggestion.</p><p>Give opinion on the</p><p>suggestion and make</p><p>another suggestion.</p><p>Answer the question.</p><p>3 To listen for specific information and gist</p><p>• Remind Ss of the Study Skills box and explain the</p><p>task.</p><p>• Ask Ss to read the questions 1-6 and the possible</p><p>answers and underline the key words.</p><p>• Play the recording twice. Remind Ss to pay attention</p><p>to the underlined words as they listen and to listen to</p><p>the whole dialogue before choosing their answers.</p><p>• Ss listen and complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 B 2 B 3 C 4 B 5 B 6 A</p><p>4 To expand the topic</p><p>• Give Ss time to discuss the topic in groups.</p><p>• Elicit what schools could do to make science more</p><p>interesting from various Ss around the class.</p><p>Suggested Answer Key</p><p>I believe that science could be made more interesting</p><p>to students by teaching them about real research that is</p><p>being done. This would clearly show why we need to</p><p>know things about science, and what can be</p><p>accomplished with it. Another way to interest students</p><p>would be to teach them about famous scientists who</p><p>made important discoveries, and how they made them.</p><p>Students could read scientists’ biographies or watch</p><p>factual documentaries, for example.</p><p>Speaking skills</p><p>1 To predict the content of a dialogue</p><p>• Give Ss time to read the first exchange of the</p><p>dialogue.</p><p>• Elicit from various Ss what they think the dialogue is</p><p>about.</p><p>Suggested Answer Key</p><p>The dialogue is about students or employees of a</p><p>college talking about how to use the Internet to</p><p>promote their institution.</p><p>2 To complete a dialogue</p><p>• Explain the task and give Ss time to complete it.</p><p>• Play the recording for Ss to check their answers.</p><p>2e</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 34</p><p>frenglish.ru</p><p>35</p><p>2 Module</p><p>B: I think these are all great ideas.</p><p>A: Let’s write them down and present them to the</p><p>Director.</p><p>4 To describe pictures</p><p>• Refer Ss to the Study Skills box and ask them to</p><p>read it.</p><p>• Direct Ss’ attention to the three pictures and give</p><p>them time to describe them in pairs. Ss should talk</p><p>about people, places, what is happening and how</p><p>the people feel.</p><p>• Monitor the activity and then elicit a variety of</p><p>statements from Ss around the class describing the</p><p>pictures.</p><p>Suggested Answer Key</p><p>The pictures all show people learning in different ways.</p><p>Picture A shows a child in a classroom with a tablet</p><p>computer. The child looks happy. Picture B shows a</p><p>man and a woman using an interactive whiteboard. The</p><p>woman is writing something on the board and the man</p><p>is watching her. Maybe they are students in a tutorial</p><p>and they’re working on a problem on the board. They</p><p>both look serious and are concentrating on what they</p><p>are doing. Picture C shows two people looking at a</p><p>laptop screen. The boy is taking notes. Maybe they are</p><p>doing research for a project or an essay. They are also</p><p>concentrating and the girl looks very focused.</p><p>5 To compare two pictures</p><p>• Remind Ss of the Study Skills box to help them</p><p>with the task. Explain that Ss should say which two</p><p>pictures they will talk about and then compare and</p><p>contrast them and answer the questions in the</p><p>rubric.</p><p>• Give Ss time to complete the task in pairs.</p><p>• Monitor the activity and then elicit a variety of</p><p>statements from Ss around the class comparing</p><p>and contrasting the pictures.</p><p>Suggested Answer Key</p><p>I would like to compare pictures A and C. Both pictures</p><p>are similar as they show people learning with</p><p>computers. In the first picture, the child has a tablet</p><p>whereas in the second picture the students are using a</p><p>laptop. The child in picture A looks much happier than</p><p>the students in picture C but that may only be because</p><p>the older students have some difficult homework to do.</p><p>In my opinion, the most striking similarity between the</p><p>two pictures is that both groups are using advanced</p><p>technology for educational purposes. In the first</p><p>picture, the student seems to be using the tablet to do</p><p>exercises via an app or electronic course book whereas</p><p>in the second picture the students are using the laptop</p><p>to do research or type up an essay. Both are good tools</p><p>to make learning more interesting and stimulating and</p><p>both have benefits in education.</p><p>I think that tablets offer students a way to use apps and</p><p>e-books in a very fun and user-friendly fashion due to</p><p>their touch screen interface. I believe the most</p><p>significant benefit is that a tablet can boost students’</p><p>interest levels and facilitate their learning. In a similar</p><p>sense, laptops are beneficial as they offer an excellent</p><p>tool for research and also high quality software for word</p><p>processing, data analysis and presentations. In a similar</p><p>way to tablets, laptops also offer multimedia options</p><p>and games to enhance learning. The main benefit of</p><p>laptops, however, is for older students, who have more</p><p>technical work demands. I’m convinced that both</p><p>tablets and laptops make learning more fun and</p><p>enhance academic performance.</p><p>6 To assess and compare a model answer</p><p>Play the recording and elicit how similar/different the</p><p>model answer is to Ss’ own answers.</p><p>Suggested Answer Key</p><p>On the recording, the speaker said a bit more than my</p><p>partner did, but overall they were quite similar. Both</p><p>answered the question. On the recording, the speaker</p><p>talks about the advantages of the technologies and</p><p>compares their similarities and benefits, and my partner</p><p>did the same, focusing on a different technological</p><p>device. My partner used a wide range of vocabulary</p><p>and grammatical forms. In terms of discourse</p><p>management, the ideas were well organised and</p><p>balanced while raising some interesting points.</p><p>To personalise the topic</p><p>• Give Ss time to answer the question in pairs.</p><p>• Elicit a variety of answers from Ss around the class.</p><p>Suggested Answer Key</p><p>In my experience, learning with interactive whiteboards</p><p>is the most effective way to learn. For one thing, it</p><p>means that you can work with groups of other students</p><p>and easily share information and ideas. It’s much easier</p><p>to follow the progression of a lesson on an interactive</p><p>whiteboard when you can also see what’s going on on</p><p>a large screen. It makes lessons more alive and</p><p>enjoyable as you do not feel as if you are simply</p><p>following what the teacher says but taking an active</p><p>part in the lesson.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 35</p><p>frenglish.ru</p><p>36</p><p>2Module</p><p>4 To introduce linkers</p><p>• Refer Ss to the theory box. Give them time to</p><p>replace the linkers in the model with others from the</p><p>table.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>Finally – Lastly</p><p>Consequently – In doing so</p><p>In addition – Additionally</p><p>To begin with – First of all</p><p>because of – due to</p><p>This way – In this way</p><p>Therefore – Thus</p><p>for instance – for example</p><p>As a result – Consequently</p><p>5 To practise using linkers</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 What is more – to add more points</p><p>2 In particular – to introduce examples/details</p><p>3 To begin with – to introduce the first point</p><p>4 Therefore – to introduce effect/result</p><p>5 As a result – to introduce effect/result</p><p>6 owing to – to provide reason and cause</p><p>7 In doing so – to introduce effect/result</p><p>8 Although – to contrast</p><p>6 a) To identify the purpose of proposals</p><p>• Give Ss time to read the beginnings and</p><p>complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 to suggest things to include in a school’s career fair,</p><p>and explain their benefits</p><p>2 to evaluate existing science facilities and suggest</p><p>improvements</p><p>b) To match the beginnings and endings of</p><p>proposals; to predict content</p><p>• Give Ss time to do the task and discuss in pairs.</p><p>Remind Ss to look at both the introductions and</p><p>conclusions for ideas.</p><p>• Check Ss’ answers.</p><p>• Elicit ideas from Ss around the class about</p><p>content and possible headings.</p><p>Answer Key</p><p>1 B 2 A</p><p>Writing</p><p>1 To analyse a rubric</p><p>• Go through the theory box on proposals with Ss.</p><p>• Ask Ss to read the rubric.</p><p>• Give Ss time to answer the questions.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 I am an English student who is writing a proposal to</p><p>the school director.</p><p>2 The purpose of my piece of writing is to propose</p><p>how to spend funding to improve technology</p><p>facilities at the school, evaluate current facilities,</p><p>suggest improvements and outline the benefits for</p><p>students.</p><p>3 I should write in a formal style.</p><p>2 To read and complete a model proposal</p><p>• Give Ss time to read the model and fill in the</p><p>missing words/phrases.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 As requested 6 Consequently</p><p>2</p><p>as to how 7 Finally</p><p>3 To begin with 8 I propose</p><p>4 it would be beneficial 9 In summary</p><p>5 In addition</p><p>3 To identify formal language and the main</p><p>topics of paragraphs</p><p>• Explain the task and ask Ss to work in pairs.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>… to make suggestions as to how …</p><p>For this reason, I believe …</p><p>Therefore, I would strongly recommend …</p><p>It can be equipped with …</p><p>I propose the school creates …</p><p>I suggest that the funding should be used mainly to …</p><p>Suggested Answer Key</p><p>A Purpose D Academic Support</p><p>B Updating Equipment E Recommendations</p><p>C Multi-media Room</p><p>2f</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 36</p><p>frenglish.ru</p><p>37</p><p>2 Module</p><p>Suggested Answer Key</p><p>A: I think in proposal 1 the main body will contain</p><p>paragraphs each with an idea about something that</p><p>should be included in the careers fair and its</p><p>benefits. From the conclusion we can see that the</p><p>headings might be: Planning well, Guest Speakers,</p><p>Setting up stands</p><p>B: I think the main body of proposal 2 will contain a</p><p>paragraph about the existing laboratory and another</p><p>paragraph about suggested improvements.</p><p>Headings might be: The existing laboratory,</p><p>Suggested improvements</p><p>7 To present and practise future and</p><p>hypothetical constructions</p><p>• Read through the theory box with Ss.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 should, anticipate</p><p>2 proposed, will have been completed, unforeseen</p><p>3 look forward to, coming</p><p>4 suggest, will receive</p><p>8 a) To identify language style in writing</p><p>proposals</p><p>• Refer Ss to the Study Skills box.</p><p>• Give Ss time to read the two extracts and</p><p>choose the one written in the correct style. Ss</p><p>should provide reasons for their choice.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>A is in the correct style. It uses formal structures</p><p>correctly and does not contain jargon.</p><p>b) To revise formal style in writing</p><p>proposals</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 An effective method of heightening students’</p><p>interest</p><p>2 placements</p><p>3 As a result, they would gain insight into</p><p>4 enable them to grasp the benefits of following a</p><p>scientific career</p><p>5 dynamic science professionals</p><p>6 could also entice them</p><p>9 a) To analyse a rubric</p><p>• Give Ss time to read the rubric and answer the</p><p>questions.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 The purpose of my proposal is to make suggestions</p><p>for activities for a school science and technology</p><p>week.</p><p>2 The target reader is Mr Albertson, the head teacher.</p><p>3 I should write in a formal style.</p><p>4 I should include information about the kinds of</p><p>activities, and their benefits.</p><p>b) To evaluate plans for writing a proposal</p><p>• Give Ss time to read and evaluate the two plans.</p><p>Ss should support their opinions with reasons.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>Plan A is best because it answers the rubric. It gives</p><p>recommendations for future actions rather than</p><p>evaluating past conditions. Also, it gives the reason for</p><p>writing the proposal in the introduction, while Plan B</p><p>does not.</p><p>10 a) To match headings to content</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 b 2 c 3 a 4 d</p><p>b) To identify the main points of a</p><p>discussion</p><p>• Play the recording. Ss listen and do the task.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>All points are mentioned apart from visiting science</p><p>workplaces to shadow a professional.</p><p>• Optional extension: Ask Ss to brainstorm on</p><p>point d shadow a professional for a day, from</p><p>Ex. 10a. Suggest Ss note down ideas about</p><p>what they would do, what they would see and</p><p>how they would feel if they spent the day with a</p><p>science professional in his/her workplace.</p><p>Remind Ss that the point of brainstorming is to</p><p>come up with as many ideas as possible in a</p><p>short time, not to evaluate the ideas. Give Ss’ a</p><p>few minutes to brainstorm, then elicit ideas from</p><p>Ss around the class. Ask Ss how they think they</p><p>would benefit from this experience.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 37</p><p>frenglish.ru</p><p>38</p><p>2Module</p><p>Science competitions</p><p>Secondly, science competitions would be worthwhile</p><p>additions to the programme. Students could work in</p><p>groups to carry out experiments. This will put students</p><p>in charge and increase collaborative learning and</p><p>student participation. As a result, students will gain an</p><p>appetite for pursuing science.</p><p>Presentations from professionals</p><p>Finally, we could invite science professionals to make</p><p>presentations. They could perform shows or</p><p>experiments to highlight the fun side of science. This</p><p>would not only help students to understand specific</p><p>professions but also develop scientists as role models.</p><p>In this way, students gain an insight into the importance</p><p>of science.</p><p>Conclusion</p><p>In summary, a visit to a science museum, science</p><p>competitions and presentations from professional</p><p>scientists are bound to make a Science and</p><p>Technology week both beneficial and successful.</p><p>1 a) To prepare for an open cloze task</p><p>• Refer Ss to the Study Skills box. Give Ss time</p><p>to do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 preposition 3 quantifier</p><p>2 pronoun</p><p>b) To prepare for an open cloze task</p><p>• Give Ss time to fill the gaps with the correct</p><p>word and then compare their answers with a</p><p>partner.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 in 2 which 3 few</p><p>2 To practise an open cloze task</p><p>• Remind Ss of the Study Skills box.</p><p>• Give Ss time to fill in the gaps in the text.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 Where 4 out 7 least</p><p>2 to 5 whose 8 these/</p><p>3 being 6 on such</p><p>Language Knowledge 2</p><p>11 To listen for specific information</p><p>• Play the recording. Ss listen again and take notes of</p><p>the benefits they hear.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>1 Class trips to science museum</p><p>students have opportunity to closely examine</p><p>artefacts and exhibits – inspire interest in science</p><p>and technology</p><p>2 Presentations from professionals</p><p>give them insight into how necessary it is – motivate</p><p>students to become scientists</p><p>help students understand specific professions –</p><p>create role models</p><p>3 Science competitions</p><p>possibility of winning a prize will motivate, help</p><p>students see science as a fun subject</p><p>increase collaborative learning and student</p><p>participation and appetite for learning science</p><p>12 To write a proposal</p><p>• Give Ss time to write their proposal.</p><p>• Remind Ss to use the appropriate plan, linker,</p><p>phrases from the Useful Language box and ideas</p><p>from Exs 10a & 11.</p><p>• Ask Ss to check their first draft against the</p><p>Checklist, amending it accordingly if necessary.</p><p>• Check Ss’ answers.</p><p>• Alternatively, assign the</p><p>task as HW and check Ss’</p><p>answers in the next lesson.</p><p>Suggested Answer Key</p><p>To: Mr Albertson, Head Teacher</p><p>From: Emma Jones, student</p><p>Subject: Science and Technology week</p><p>Date: 24th June</p><p>Introduction</p><p>The purpose of this proposal is to suggest what</p><p>activities should be planned for a Science and</p><p>Technology week at our college, and also to explain</p><p>how they would benefit students.</p><p>Visit to science museum</p><p>Firstly, I would suggest a visit to the Science Museum.</p><p>This would be an excellent activity for science week as</p><p>it would introduce students to the topic in a stimulating</p><p>way. The museum has four floors of interactive exhibits</p><p>and has had excellent reviews. The museum’s artefacts</p><p>and exhibits would be sure to inspire student interest in</p><p>science and technology.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 38</p><p>frenglish.ru</p><p>39</p><p>2 Module</p><p>3 To practise key word transformations</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 have been imposed as a</p><p>2 spite of a lack of evidence</p><p>3 didn’t/did not realise he had missed</p><p>4 helped me (to) understand how to</p><p>5 it be possible for you to</p><p>6 didn’t/did not manage to get</p><p>4 To consolidate grammar structures</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 D (adv + adj)</p><p>2 D (adv – used to introduce a further negative</p><p>statement)</p><p>3 C (used to illustrate a point)</p><p>4 D (make + obj + inf without to)</p><p>5 D (happen to do sth = should you do sth)</p><p>6 B (introducing a conditional)</p><p>7 A (modals in questions)</p><p>8 D (an action that will have occurred before</p><p>a stated time in the future)</p><p>9 D (it’s worth + -ing)</p><p>10 B (be + to -inf to express formal arrangements in</p><p>the future)</p><p>11 B (inversion)</p><p>5 To consolidate vocabulary from the module</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 A 3 B 5 C 7 C 9 C 11 B</p><p>2 C 4 D 6 A 8 A 10 C 12 D</p><p>be on the verge of (phr): to be on the brink of doing</p><p>sth</p><p>be across the line (phr): to be beyond a mark</p><p>be at the edge (phr): to be at an extreme point</p><p>be on the horizon (phr): to be coming in the future</p><p>reception (n): the quality of a received TV or radio</p><p>signal</p><p>parameter (n): a measurable factor</p><p>have access to sth (phr): to be able to use sth</p><p>capability (n): sb’s potential</p><p>upgrade (v): to improve</p><p>optimise (v): to make the best use of sth</p><p>enable (v): to make it possible for sth to happen</p><p>sharpen (v): to make sth better or clearer</p><p>partition (n): a dividing wall</p><p>potion (n): a drink with magical powers</p><p>portion (n): an amount of food for one person</p><p>proportion (n): a percentage</p><p>amend (v): to change and improve</p><p>enhance (v): to improve</p><p>rectify (v): to put sth right</p><p>revise (v): (for texts) to edit</p><p>underlying (adj): very important but not obvious</p><p>starting (adj): of the beginning of an event</p><p>impending (adj): approaching</p><p>founding (adj): that establishes sth</p><p>invest (in sth) (v): to spend money on sth</p><p>devise (v): to come up with (an idea, plan, etc)</p><p>fund (v): to provide money for sth</p><p>grant (v): to let sb have sth</p><p>leave my mark on sth (phr): to have a remarkable</p><p>effect on sth</p><p>make a point (phr): to put forward an idea</p><p>position (n): sb’s situation</p><p>spot (n): a location</p><p>dispense (v): to distribute</p><p>execute (v): to carry out</p><p>operate (v): to function</p><p>engage (v): (for machines) to move and fit into another</p><p>part</p><p>unsatisfactory (adj): not good enough</p><p>unsuitable (adj): inappropriate</p><p>insufficient (adj): inadequate</p><p>incomplete (adj): unfinished</p><p>interface (v): to connect two parts of a computer system</p><p>interact (v): to make contact with sth</p><p>integrate (v): to incorporate one thing into another</p><p>interrelate (v): (of two things) to be connected with</p><p>each other</p><p>contradict (v): to dispute sth</p><p>oversee (v): to supervise</p><p>facilitate (v): to make sth easier</p><p>dispute (v): to argue with sb about sth</p><p>1 To consolidate vocabulary from the module</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 compiled 5 artificial</p><p>2 conveyed 6 false</p><p>3 conceived 7 counterfeit</p><p>4 conducted 8 fake</p><p>Language Focus 2</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 39</p><p>frenglish.ru</p><p>40</p><p>2Module</p><p>Grammar in Focus</p><p>To practise grammar structures</p><p>• Explain the task and give Ss time to complete it</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 Have you ever dreamed/dreamt</p><p>2 to become</p><p>3 it</p><p>4 more</p><p>5 uses</p><p>6 will prove</p><p>7 have invented</p><p>8 by</p><p>9 same</p><p>10 will have gained</p><p>11 Will we soon be travelling</p><p>12 if</p><p>1 To read for specific information (multiple</p><p>choice)</p><p>• Ask Ss to quickly read the text and the questions.</p><p>• Give Ss time to read the text again and underline</p><p>the parts that answer the questions.</p><p>• Tell Ss to choose which option best answers each</p><p>question. Remind them to support their choice with</p><p>material from the text.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 B (ℓ. 5) 3 A (ℓ. 37-39)</p><p>2 D (ℓ. 15-17) 4 B (ℓ. 41)</p><p>2 To practise vocabulary from the module</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 elective 5 state-of-the-art</p><p>2 artificial 6 wavelength</p><p>3 conduct 7 demonstration</p><p>4 drawback 8 contest</p><p>3 To listen for specific information</p><p>(multiple choice – short extracts)</p><p>• Ask Ss to read the questions and underline the key</p><p>words.</p><p>Progress Check 2</p><p>2 To practise phrases with make, do, have</p><p>and be</p><p>• Give Ss time to complete the task and to write their</p><p>own sentences.</p><p>• Check Ss’ answers. Ask Ss around the class to</p><p>read out their sentences.</p><p>Answer Key</p><p>1 have 4 do 7 have/do 10 be</p><p>2 make 5 do 8 be</p><p>3 make 6 have 9 have</p><p>Suggested Answer Key</p><p>1 Advances in the field of robotics are sure to have a</p><p>long-term impact on us.</p><p>2 At the moment, researchers are making great</p><p>advances in the field of medicine.</p><p>3 Dr Michaels studied the problem for years before he</p><p>finally made a breakthrough.</p><p>4 Scientists at the university do ground-breaking</p><p>research in medical technology.</p><p>5 This term, every chemistry student must do an</p><p>experiment of their own.</p><p>6 Ignoring the problem of global warming will have</p><p>far-reaching consequences.</p><p>7 Neil has to go to the hospital on Tuesday to have an</p><p>operation./The surgeon couldn’t talk to us because</p><p>he was preparing to do an operation.</p><p>8 The technological museum is well worth visiting.</p><p>9 The discovery of antibiotics has had a great effect</p><p>on our lives.</p><p>10 It is important for everyone to be computer literate</p><p>nowadays.</p><p>3 a) To practise forming nouns</p><p>• top-down activities (scanning and reading for gist)</p><p>• bottom-up activities (reading for detailed understanding)</p><p>• oral reproduction (Ss outline the main points of the text)</p><p>Writing</p><p>The writing sections have been carefully designed to ensure</p><p>that Ss systematically develop their writing skills.</p><p>• A model text is presented and thoroughly analysed, and</p><p>guided practice of the language to be used is provided.</p><p>• The final task is based on the model text and follows</p><p>the detailed plan provided.</p><p>• All writing activities are based on realistic types and</p><p>styles of writing such as letters, emails, proposals,</p><p>essays, reports, narrative writing and reviews.</p><p>Language Knowledge Section</p><p>This section follows every module and reinforces Ss’</p><p>understanding of the grammar and vocabulary from the</p><p>module. It also offers topic related tasks practising open/</p><p>multiple choice cloze texts, word formation and key word</p><p>transformations.</p><p>Language Focus & Progress Check</p><p>These follow every module and reinforce Ss’ understanding of</p><p>the topics, vocabulary and structures that have been presented.</p><p>The material has been designed to help Ss learn new</p><p>language in the context of what they have already mastered,</p><p>rather than in isolation. In the Progress Check sections, a</p><p>grading scheme allows Ss to evaluate their progress and</p><p>identify their weaknesses. The objectives of the module and</p><p>the Ss’ achievements are clearly stated at the end of each</p><p>Progress Check section.</p><p>CLIL/Culture Spot sections</p><p>• Each CLIL section enables Ss to link the themes of a</p><p>module to a subject from their school curriculum, thus</p><p>helping them contextualise the language they have</p><p>learned by relating it to their own personal frame of</p><p>reference. Lively and creative tasks stimulate Ss and</p><p>allow them to consolidate the language they have learnt</p><p>throughout the module.</p><p>• In each Culture Spot, Ss are provided with cultural</p><p>information and read about aspects of English speaking</p><p>countries that are thematically linked to a module. Ss are</p><p>given the chance to process the information they have</p><p>learnt and compare it to the culture of their own country.</p><p>Grammar Reference section</p><p>This section offers full explanations and review of the</p><p>grammar structures presented throughout the book. It can</p><p>be used both in class and at home to reinforce the grammar</p><p>being taught.</p><p>Word List & Pronunciation Sections</p><p>A complete Word List contains the new vocabulary</p><p>presented in each module, listed alphabetically, with a</p><p>phonetic transcription of each word and explanation. The</p><p>Pronunciation Section familiarises Ss with the phonetic</p><p>transcripts and pronunciation of vowels, consonants,</p><p>diphthongs and double letters.</p><p>American English – British English Guide</p><p>An American English – British English Guide outlines and</p><p>highlights differences between the two main international</p><p>varieties of English.</p><p>Irregular Verbs</p><p>This provides students with a quick reference list for verb</p><p>forms they might be unsure of at times.</p><p>SUGGESTED TEACHING TECHNIQUES</p><p>A Presenting new vocabulary</p><p>Much of the new vocabulary in On Screen C1 is presented</p><p>through context. Ss are asked to infer the meaning of</p><p>unknown words through the context they could appear</p><p>in.</p><p>Further techniques that you may use to introduce new</p><p>vocabulary include:</p><p>• Miming. Mime the word you want to introduce. For</p><p>instance, to present the verb sing, pretend you are</p><p>singing and ask Ss to guess the meaning of the word.</p><p>• Synonyms, opposites, paraphrasing and giving</p><p>definitions. Examples:</p><p>– present the word straightforward by giving a</p><p>synonym: “honest”.</p><p>– present the word broke by giving its opposite:</p><p>“wealthy”.</p><p>– present the word weekend by paraphrasing it:</p><p>“Saturday and Sunday”.</p><p>– present the word famous by giving its definition:</p><p>“very well-known (person or thing)”.</p><p>• Example. Examples place vocabulary into context and</p><p>consequently make understanding easier. For instance,</p><p>introduce the words city and town by referring to a city</p><p>and a town in the Ss’ country: “Rome is a city, but</p><p>Parma is a town.”</p><p>02OnScreen C1 Ts POL Intro.qxp_02OnScreen C1 Ts POL Intro 12/7/18 11:47 AM Page 5</p><p>frenglish.ru</p><p>6</p><p>• Reading for detail. Ask Ss to read for specific</p><p>information. (See Student’s Book, Module 2, p. 25,</p><p>Ex. 3. Ss will have to read to the text in order to do the</p><p>tasks. They are looking for specific details in the text</p><p>and not for general information.)</p><p>D Speaking</p><p>• Speaking activities are initially controlled, allowing for</p><p>guided practice. (See Student’s Book, Module 1, p. 13,</p><p>Ex. 2 where Ss use the same structures to ask for and</p><p>give personal information.)</p><p>• Ss are then led to free speaking activities. (See</p><p>Student’s Book, Module 2, p. 31, Ex. 5 where Ss are</p><p>asked to compare and speculate on pictures provided</p><p>with the necessary lexical items and structures.)</p><p>E Writing</p><p>All writing tasks in On Screen C1 have been carefully</p><p>designed to closely guide Ss to produce a successful piece</p><p>of writing.</p><p>• Always read the rubric and model text provided and</p><p>deal with the tasks that follow in detail. Ss will then</p><p>have acquired the necessary language to deal with the</p><p>final writing task. (See Student’s Book, Module 1,</p><p>pp. 14-17.)</p><p>• Make sure that Ss understand that they are writing for</p><p>a purpose. Go through the writing task in detail so that</p><p>Ss are fully aware of why they are writing and who they</p><p>are writing to. (See Student’s Book, Module 1, p. 17,</p><p>Ex. 5a. Ss are asked to write an informal email.)</p><p>• Make sure Ss follow the detailed plan they are provided</p><p>with. (See Student’s Book, Module 1, p. 14.)</p><p>• It would be well-advised to actually complete the task</p><p>orally in class before assigning it as written homework.</p><p>Ss will then feel more confident about producing a</p><p>complete piece of writing on their own.</p><p>F Assigning homework</p><p>Commonly assigned tasks include:</p><p>Copy – Ss copy an assigned extract;</p><p>Dictation – Ss learn the spelling of particular words without</p><p>memorising the text in which they appear;</p><p>Vocabulary – Ss memorise the meaning of words and</p><p>phrases or use the new words in sentences of their own;</p><p>Reading Aloud – Assisted by the ieBook, Ss practice at</p><p>home in preparation for reading aloud in class;</p><p>Writing – After thorough preparation in class, Ss are asked</p><p>to produce a complete piece of writing.</p><p>Note: When assigning writing tasks, prepare Ss as well as</p><p>possible in advance. This will help them avoid errors and get</p><p>maximum benefit from the task.</p><p>• Sketching. Draw a simple sketch of the word or words</p><p>you want to explain on the board. For instance:</p><p>• Flashcards. Flashcards made out of magazine or</p><p>newspaper pictures, photographs, ready-made</p><p>drawings and any other visual material may also serve</p><p>as vocabulary teaching tools.</p><p>• Use of L1. In a monolingual class, you may explain</p><p>vocabulary in the Ss’ native language. This method,</p><p>though, should be employed in moderation.</p><p>• Use of Dictionary. In a multilingual class, Ss may</p><p>occasionally refer to a bilingual dictionary.</p><p>The choice of technique depends on the type of word or</p><p>expression. For example, you may find it easier to describe</p><p>an action verb through miming than through a synonym or</p><p>definition.</p><p>B Choral and individual repetition</p><p>Repetition will ensure that Ss are thoroughly familiar with the</p><p>sound and pronunciation of the lexical items and structures</p><p>being taught and confident in their ability to reproduce</p><p>them.</p><p>Always ask Ss to repeat chorally before you ask them to</p><p>repeat individually. Repeating chorally will help Ss feel</p><p>confident enough to then perform the task on their own.</p><p>C Listening and Reading</p><p>You may ask Ss to read and listen for a variety of purposes:</p><p>• Listening for detail. Ss listen for specific information</p><p>after they have listened for gist. (See Student’s Book,</p><p>Module 6, p. 102, Ex. 2d)</p><p>• Listening and reading for gist. Ask Ss to read or listen</p><p>to get the gist of the dialogue or text being dealt with.</p><p>(See Student’s</p><p>using the</p><p>prefix out</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 outbreak 3 outrage</p><p>2 outlook 4 outcome</p><p>b) To practise forming verbs using the</p><p>prefix out</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 outsource 4 outline</p><p>2 outnumber 5 outdo</p><p>3 outweigh</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 40</p><p>frenglish.ru</p><p>41</p><p>2 Module</p><p>• Play the recording. Ss listen and choose the correct</p><p>answers.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 C 2 A 3 B 4 A</p><p>4 To consolidate grammar from the module</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 bound to 5 It looks like</p><p>2 ’ll be lecturing 6 is about to, starts</p><p>3 It seems that 7 is going to buy</p><p>4 ’ll have finished 8 will have been studying</p><p>5 To revise everyday English expressions</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 a 2 b 3 b 4 a 5 b</p><p>6 To write a proposal</p><p>• Explain the task and refer Ss to section 2f for a</p><p>model, a plan and useful language.</p><p>• Give Ss time to plan and write their proposals.</p><p>• Check Ss’ answers.</p><p>• Alternatively, assign the task as HW and check Ss’</p><p>answers in the next lesson.</p><p>Suggested Answer Key</p><p>To: Mr Harper, College Director</p><p>From: Anthony Smith, student</p><p>Subject: Raising the college’s profile</p><p>Date: 3rd September</p><p>Introduction</p><p>The purpose of this proposal is to suggest ways that</p><p>computers and the Internet can be used to raise the profile</p><p>of the college in order to attract prospective students.</p><p>Updating the College website</p><p>Firstly, I would suggest updating the College website.</p><p>At present the webpages are quite basic and not that</p><p>appealing. Adding more detailed information and more</p><p>up-to-date photos would help. This way, we can better</p><p>inform students of their choices, and create a positive</p><p>user experience. Furthermore, we could include</p><p>interviews with present and past students giving their</p><p>positive experiences. As a result, prospective students</p><p>could get a feel for the college from a student</p><p>perspective.</p><p>Social media</p><p>Secondly, increasing the college presence on social</p><p>media would be very worthwhile. By using social</p><p>networks we could use hashtags and trending to raise</p><p>awareness of college activities. Consequently, young</p><p>people would not only be able to take part in college</p><p>initiatives , but they would also share them amongst</p><p>their friends. We could also create a video channel to</p><p>host videos about the college. This could lead to viral</p><p>marketing campaigns, which we could use to promote</p><p>the college in a dynamic way. As a result, young people</p><p>across the country and the rest of the world would be</p><p>interested in our school.</p><p>Conclusion</p><p>To sum up, updating the college website, and using</p><p>social media platforms are excellent steps to take in</p><p>order to raise the profile of our college and to attract</p><p>more students in the future.</p><p>Competences</p><p>Ask Ss to assess their own performance in the unit</p><p>according to how competent they feel for each of the listed</p><p>activities.</p><p>04OnScreen C1 Ts POL Mod 2.qxp_04OnScreen C1 Ts POL Mod 2 12/7/18 11:51 AM Page 41</p><p>frenglish.ru</p><p>3Module</p><p>42</p><p>Widen your horizons</p><p>In this module, Ss will explore the topics of office</p><p>personalities, jobs and working life, job qualities, vocational</p><p>training, problems at work.</p><p>Lesson Objectives: to give an overview of the module, to</p><p>introduce key vocabulary for jobs and career satisfaction</p><p>Vocabulary: widen your horizons (the backstabber, the adaptor,</p><p>the workaholic, the slacker, the multitasker, the delegator, the</p><p>yes-man); nouns (working environment, salary/wage, level of</p><p>responsibility, supervisor, creativity, general job satisfaction, job</p><p>recognition, future prospects, collaborative work, environment,</p><p>good job security, extra benefits)</p><p>Lesson Objectives: to listen and read for specific</p><p>information, to give your opinion based on a text, to write a</p><p>proposal with innovative business ideas</p><p>Vocabulary: nouns (mackintosh, obsession, vision, jumble,</p><p>entrepreneurship, fleet, conversion, investment, fiver, mate,</p><p>snap, recession, dissertation, scholar, philanthropist,</p><p>ludicrous); adjectives (prime, uncanny, strenuous, impromptu,</p><p>daunting, carbon-neutral, consummate, irreverent, mundane,</p><p>gripping, assorted); verbs (launch, restrict, generate, expand,</p><p>freestyle); adverb (naively); phrasal verbs (rack up, pay off, add</p><p>up, sign up); phrase (shrug my shoulders)</p><p>Lesson Objectives: to learn words/phrases related to jobs &</p><p>qualities, to learn words/phrases related to vocational</p><p>training, to learn idioms related to work, to learn prepositions,</p><p>to learn phrasal verbs, to practise word formation</p><p>Vocabulary: jobs & qualities (tree surgeon, marketing</p><p>executive, occupational therapist, refuse collector, insurance</p><p>broker, civil engineer, gruelling, unpredictable, stressful, secure,</p><p>rewarding, hazardous, stimulating, demanding, mind-numbing,</p><p>workmate, workload, workplace, work station, job title, job</p><p>market, job satisfaction, job prospects, job vacancy, job</p><p>description, get/be promoted, go/be on strike, be on a short-</p><p>term contract, have job security, go/be on maternity leave, get</p><p>the sack, be made redundant, be self-employed, do voluntary</p><p>work, get/have a pay rise, work/have flexi-time, go/be on sick</p><p>leave, do/work overtime, go/be on the picket line, work/do/have</p><p>the nightshift); vocational training (college course, apprentice,</p><p>technical college, gain qualifications, on-the-job training,</p><p>position, trade, leadership qualities); idioms (show sb the ropes,</p><p>get your foot in the door, recharge my batteries, breathe down</p><p>sb’s neck, call the shots, call it a day); phrasal verbs (brush up,</p><p>be snowed under, wind down, catch on)</p><p>Lesson Objectives: to revise/practise the infinitive and</p><p>-ing forms, to revise/practise intensifiers, to practise key</p><p>word transformations</p><p>Lesson Objectives: to prepare for a listening task, to listen</p><p>for specific information</p><p>Lesson Objectives: to learn/practise situational language</p><p>for giving and responding to advice, to act out a dialogue</p><p>giving and responding to advice, to negotiate and reach an</p><p>agreement</p><p>Lesson Objectives: to recognise formal and informal style</p><p>in letters/emails, to analyse a rubric, to recognise incorrect</p><p>register, to analyse a model, to write a formal letter/email</p><p>Lesson Objectives: to prepare for and practise word</p><p>formation, to practise key word transformations, to</p><p>consolidate vocabulary and grammar structures</p><p>Lesson Objectives: to learn extra theme-related vocabulary</p><p>on work and vocational training, to learn idioms related to</p><p>education</p><p>Vocabulary: work (commute, recruit, dismiss, be committed</p><p>to, keep pace with, exclude, take the initiative); vocational</p><p>training (credentials, references, trainee, apprentice, toil,</p><p>struggle, perk, bonus, prospect, potential); idioms (learn sth</p><p>the hard way, pass with flying colours, hit the books, make</p><p>the grade, pick sb’s brains)</p><p>Lesson Objectives: to read for specific information, to listen</p><p>for specific information, to consolidate vocabulary &</p><p>grammar structures from the module, to revise speaking</p><p>skills, to write a formal letter</p><p>3a Reading 42-43</p><p>3b Vocabulary 44-45</p><p>3c Grammar in use 46-47</p><p>3d Listening skills</p><p>48</p><p>3e Speaking skills 49</p><p>3f Writing 50-53</p><p>Module page 41</p><p>Language Knowledge 3 54-55</p><p>Language Focus 3 56</p><p>Progress Check 3 57-58</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 42</p><p>frenglish.ru</p><p>43</p><p>3 Module</p><p>Module Objectives</p><p>Direct Ss’ attention to the title of the module Widen your</p><p>horizons and ask Ss to suggest what they think the module</p><p>will be about (the module is about jobs and working life,</p><p>education and learning). Go through the objectives list to</p><p>stimulate Ss’ interest in the module.</p><p>1 To introduce new vocabulary</p><p>• Read out the list of office personalities and elicit or</p><p>explain the meaning of the phrases.</p><p>• Ask Ss to look at the pictures and read what each</p><p>person says and then match the office personalities</p><p>to the pictures.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 B 3 D 5 A 7 G</p><p>2 F 4 C 6 E</p><p>2 To listen for specific information</p><p>• Ask Ss to read through the list of job advantages.</p><p>Point out that more than one answer is needed</p><p>each time. Then play the recording.</p><p>• Ss listen and decide what each speaker</p><p>appreciates most about their job.</p><p>• Elicit answers from Ss around the class.</p><p>Answer Key</p><p>1 working environment, creativity, general job</p><p>satisfaction</p><p>2 collaborative work environment, general job</p><p>satisfaction</p><p>3 level of responsibility, general job satisfaction</p><p>3 To personalise the topic</p><p>• Read out the question and remind Ss to think about</p><p>the factors in Ex. 2.</p><p>• Elicit answers/discussion from Ss around the class.</p><p>Suggested Answer Key</p><p>The most important thing for me in a career is having</p><p>general job satisfaction. It’s true that earning a lot of</p><p>money and having a large salary is very nice, but if you</p><p>don’t enjoy the work or hate the working environment</p><p>then what’s the point? Personally, I think it’s much</p><p>better to be happy with what you’re doing, and to have</p><p>positive working relationships with your colleagues. I</p><p>can’t think of anything better than a job you love that</p><p>has a nice collaborative work environment where you</p><p>feel satisfied and part of a winning team!</p><p>• Give Ss time to read the quotation and discuss, in</p><p>pairs, what they think it means.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>This quote makes a very important point about our</p><p>choices in our working lives and how they can affect</p><p>our overall happiness. It reminds us that picking a job</p><p>that we enjoy will give us so much satisfaction that</p><p>work won’t ever become a chore. In fact, if we spend</p><p>our lives doing the things that we love, then we won’t</p><p>feel like we are working at all. It also acts as a warning</p><p>to not make a bad choice that you might regret later.</p><p>Reading</p><p>1 To prepare to read an article</p><p>• Direct Ss’ attention to the article and give them time</p><p>to read the title and subheadings.</p><p>• Read out the question and elicit responses from Ss</p><p>around the class.</p><p>• Play the recording. Ss listen and read to find out</p><p>more.</p><p>Suggested Answer Key</p><p>Text B stands out for me because it’s about the founder</p><p>of an online music channel, and I love music!</p><p>Text D also stands out because I have no idea what</p><p>GiveMeTap is, and I am curious to find out.</p><p>Words of wisdom</p><p>3a</p><p>London Fashion Week is a clothing trade show. It is</p><p>held twice a year in London, in February and</p><p>September. It is one of the four most important trade</p><p>shows in the fashion industry, along with New York,</p><p>Paris and Milan.</p><p>MBE stands for Member of the Most Excellent Order</p><p>of the British Empire. It is a title which is awarded by</p><p>the British monarch. It is given to people who make</p><p>contributions to the arts and sciences, or work with</p><p>charitable and welfare organisations.</p><p>Bristol is a city in South-west England. It is the UK’s</p><p>8th most populous city and the second largest city in</p><p>Southern England after London. The electronics and</p><p>aerospace industries are important in its economy.</p><p>Background information</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 43</p><p>frenglish.ru</p><p>44</p><p>3Module</p><p>3 To consolidate new vocabulary through</p><p>antonyms; to explain the words in bold</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>Text A: likely ≠ improbable, wealthy ≠ broke</p><p>Text B: refined ≠ raw, open-minded ≠ narrow-minded</p><p>Text C: order ≠ chaos, loss ≠ profit</p><p>Text D: immovable ≠ portable, increasing ≠ reducing</p><p>snap (n): a photograph</p><p>consummate (adj): very skilful</p><p>irreverent (adj): disrespectful of what most people respect</p><p>mundane (adj): boring</p><p>recession (n): economic depression</p><p>freestyle (v): to sing and dance on the street without</p><p>having done any practice before</p><p>gripping (adj): captivating</p><p>shrug my shoulders (phr): to raise my shoulders to</p><p>show ignorance or indifference</p><p>pay off (phr v): to have the desired results</p><p>assorted (adj): consisting of different items</p><p>dissertation (n): a research project prepared for a</p><p>university degree</p><p>scholar (n): an academic person</p><p>philanthropist (n): sb who consciously helps people in</p><p>need</p><p>add up (phr v): make sense</p><p>sign up (phr v): to enrol for sth</p><p>ludicrous (adj): ridiculous</p><p>4 To explain the highlighted phrases</p><p>• Give Ss time to work in pairs and explain the</p><p>highlighted phrases. Remind Ss that they can use</p><p>their dictionaries to check if they are unsure.</p><p>• Ask various Ss to tell the class.</p><p>Answer Key</p><p>does what it says on the tin: for something to fulfil the</p><p>claims made for it</p><p>cloud your vision and mess you up in the long run:</p><p>stop you seeing things clearly and causing long-term</p><p>problems</p><p>in a state of organised chaos: messy but with an</p><p>underlying order</p><p>run off his feet: very busy</p><p>to get stuck in a rut: to be unable to break a pattern or</p><p>routine</p><p>see the bigger picture: to have a clear overview</p><p>you’ll be kicking for yourself for not having thought</p><p>of it: you’ll be annoyed for not having come up with an</p><p>idea yourself, usually because the idea is so good and</p><p>so obvious</p><p>2 To read for specific information (multiple</p><p>matching)</p><p>• Read out the Study Skills box on multiple matching.</p><p>• Ask Ss to read the questions and underline the key</p><p>words and then read the texts quickly and underline</p><p>parts that seem to match the key words.</p><p>• Give Ss time to go through each question and</p><p>choose which text it best matches.</p><p>• Check Ss’ answers. Ss should justify their answers</p><p>using information from the texts.</p><p>Answer Key</p><p>1 C (… he sought investment from his family and</p><p>friends…)</p><p>2 C (… he has already started another taxi company…)</p><p>3 B (… but I just shrug my shoulders…)</p><p>4 D (… yet something didn’t add up…)</p><p>5 A (… she never liked the… mundane office</p><p>environment…)</p><p>6 D (… thinks our… obsession… is little more than</p><p>cultural conditioning…)</p><p>7 B (… looking at the competition will cloud your</p><p>vision and mess you up…)</p><p>8 B (… Jamal was given an MBE by the Queen…)</p><p>9 D (… I’m their poor mate. But it’s my choice…)</p><p>10 A (… There’s a feeling that there’s nothing to lose…)</p><p>• Refer Ss to the Check these words box and</p><p>explain/elicit the meanings of the words or ask Ss</p><p>to use their dictionaries to look them up.</p><p>Answer Key</p><p>prime (adj): very important</p><p>mackintosh (n): a raincoat</p><p>uncanny (adj): difficult to</p><p>explain</p><p>launch (v): to start</p><p>strenuous (adj): very demanding</p><p>obsession (n): excessive interest in and worry about sth</p><p>impromptu (adj): on-the-spot</p><p>restrict (v): to limit</p><p>rack up (phr v): to gather a large number</p><p>daunting (adj): intimidating</p><p>vision (n): a mental image</p><p>jumble (n): different items mixed up</p><p>entrepreneurship (n): the quality of being a businessman</p><p>carbon-neutral (adj): that doesn't emit carbon fumes</p><p>fleet (n): a company’s group of vehicles</p><p>generate (v): to create</p><p>conversion (n): changing from one form into another</p><p>investment (n): money to be used to start a business</p><p>naively (adv): easily believing that all people and things</p><p>are good</p><p>fiver (n): a British banknote worth five pounds</p><p>mate (n): a friend</p><p>expand (v): to become larger</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 44</p><p>frenglish.ru</p><p>45</p><p>3 Module</p><p>sport was his sanctuary: sport was somewhere to</p><p>escape to when life was difficult</p><p>little more than cultural conditioning: something that</p><p>is mainly caused because people adhere to cultural</p><p>norms (it implies there may not be a good reason for it)</p><p>5 a) To find specific information in a text</p><p>• Give Ss time to read the texts again to find each</p><p>person’s inspiration and make some notes.</p><p>• Ask various Ss to explain using their own words.</p><p>Suggested Answer Key</p><p>Poppy Dinsey’s inspiration to start her own business</p><p>might have been the recession and its impacts on life and</p><p>the ways she could help people make the most of things.</p><p>Jamal Edwards’ inspiration to start his business came</p><p>after he received a video camera as a present. After</p><p>posting videos online, their popularity encouraged him</p><p>to try new things and develop his ideas further.</p><p>Nicko Williamson’s inspiration to start his business</p><p>came after he drove past a garage that did</p><p>environmentally friendly car conversions. He loved cars</p><p>and wanted to make taxis greener.</p><p>Edwin Broni-Mensah’s inspiration to start his business</p><p>came from his love of sport and a desire to offer a</p><p>cheaper and more environmentally friendly option for</p><p>providing hydration. He also wanted to challenge and</p><p>change attitudes.</p><p>b) To personalize the topic</p><p>• Refer to the four young entrepreneurs and read</p><p>out the questions.</p><p>• Give Ss a few minutes to think of their answers,</p><p>then ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>I was most impressed by Edwin Broni-Mensah, because</p><p>his motivation seems somehow the purest. Everyone</p><p>needs to make money, but when it becomes the main goal,</p><p>that seems to me to be slightly irresponsible. Edwin saw</p><p>something that was causing a lot of problems, both to</p><p>individuals in terms of expense, and also to the</p><p>environment, so he decided to see if he could change it.</p><p>His aim was to help everybody, not just himself. I think</p><p>maybe the secret to his success is that he put his vision</p><p>before his own personal reward. He had a really good idea!</p><p>6 To expand the topic and conduct</p><p>another study</p><p>• Ask Ss to use the Internet to find information on</p><p>another successful young entrepreneur. (Ss could</p><p>search keywords such as young entrepreneur,</p><p>young people business success etc)</p><p>ICT</p><p>• Give Ss time to research, make notes and prepare</p><p>their presentations.</p><p>• Ss’ give their presentations to the class.</p><p>Suggested Answer Key</p><p>The young entrepreneur I researched was Robert Nay. In</p><p>2010 Robert started his own computer game company</p><p>called Nay Games, and launched a new mobile game app</p><p>called ‘Bubble Ball’. In the first two weeks of the game</p><p>appearing on download stores online it reached an</p><p>amazing 1 million downloads! Quite a feat for a 14 year</p><p>old with no previous computer experience! Robert told</p><p>reporters that he taught himself everything that he</p><p>needed to know by researching in his local library. Nay</p><p>Games now also provides games to help students with</p><p>their reading, writing and spelling. This successful</p><p>teenager has now helped young people all over the world!</p><p>Speaking</p><p>To discuss advantages and</p><p>disadvantages of jobs</p><p>• Give Ss time to discuss in pairs.</p><p>• Monitor the activity, then elicit answers/discussion</p><p>Suggested Answer Key</p><p>A: One advantage of Poppy’s job is that she isn’t stuck</p><p>in a boring office all day.</p><p>B: Yes, her life does sound very glamorous. But it must</p><p>be hard work coming up with a new outfit to wear</p><p>every day.</p><p>A: I suppose so, but it’s not the worst disadvantage</p><p>ever. Jamal must be doing very well financially as</p><p>he’s got a lot of subscribers.</p><p>B: I agree, and he’s received recognition for his work too.</p><p>But he has had to put up with a lot of negative criticism.</p><p>A: Also, it must be tough being a young boss. Nicko has</p><p>had a lot of success, too, as his business is booming.</p><p>B: Yes, he seems to be making lots of money. But he</p><p>doesn’t seem to have any time for himself.</p><p>A: That’s true. He doesn’t. Edwin, on the other hand,</p><p>seems to have a lot of personal satisfaction from his</p><p>work.</p><p>B: Yes, but not much in the way of money. Though it</p><p>seems to him that satisfaction with your job means</p><p>more than money.</p><p>Writing</p><p>To write a proposal for an innovative</p><p>business idea</p><p>• Explain the task and remind Ss that they can come</p><p>up with their own idea or use one of the ideas in the</p><p>article.</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 45</p><p>frenglish.ru</p><p>46</p><p>3Module</p><p>2 To consolidate vocabulary from the text</p><p>• Give Ss time to complete the task. Remind Ss to</p><p>put the verbs into the correct form.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 launch 3 channelled/ 4 expand</p><p>2 restrict is channelling 5 forge</p><p>3 To practise prepositions</p><p>Give Ss time to complete the task. Check Ss’ answers.</p><p>Answer Key</p><p>1 together 2 off 3 up 4 from 5 up</p><p>4 a) To introduce new vocabulary related to</p><p>jobs and qualities</p><p>• Explain the task and give Ss time to match the</p><p>columns. Check Ss’ answers.</p><p>• Elicit from Ss which jobs are depicted in the</p><p>pictures. Explain/elicit the meanings of manual,</p><p>administrative and professional and which jobs</p><p>are included in each category.</p><p>Answer Key</p><p>1 c 2 e 3 b 4 f 5 d 6 a</p><p>Picture one shows a civil engineer and picture 2 shows</p><p>a refuse collector.</p><p>Manual = involving physical work rather than mental</p><p>work – tree surgeon, refuse collector</p><p>Administrative = related to work that is necessary to</p><p>maintain the operation of a company or organisation –</p><p>marketing executive, insurance broker</p><p>Professional = related to work that requires skilled</p><p>training or higher education – occupational therapist,</p><p>civil engineer</p><p>b) To present and practise new vocabulary</p><p>related to job qualities</p><p>• Explain the task and give Ss time to do it in</p><p>pairs.</p><p>• Ask Ss in pairs to decide which of the adjectives</p><p>are positive and which are negative.</p><p>• Then ask various Ss to describe the jobs to the</p><p>class, giving reasons to support their views.</p><p>• Note that unpredictable and demanding could</p><p>be seen as positive or negative.</p><p>Answer Key</p><p>Positive Adjectives Negative Adjectives</p><p>secure, rewarding,</p><p>stimulating, unpredictable,</p><p>demanding</p><p>gruelling, unpredictable,</p><p>stressful, hazardous,</p><p>demanding, mind-numbing</p><p>• Give Ss time to write their proposals.</p><p>• Check Ss’ answers.</p><p>• Alternatively you can assign the task as H/W.</p><p>Suggested Answer Key</p><p>To: The editor</p><p>From: Claud Danes</p><p>Subject: Personal Training App</p><p>Date: 17/01/2017</p><p>Introduction</p><p>The purpose of this proposal</p><p>is to outline the idea for a</p><p>new innovative business and give an overview of the</p><p>business plan.</p><p>The Innovation</p><p>In recent years, all aspects of fitness and sport have</p><p>become a massive industry and many new businesses are</p><p>exploiting the explosion of interest in health and fitness.</p><p>One gap in the market is providing a way for fitness</p><p>enthusiasts to get into contact with people who could help</p><p>them with their diet and training. I propose setting up an</p><p>app that will allow users to contact a coach or personal</p><p>trainer suited to their particular sport for a monthly fee.</p><p>Customer Base</p><p>The app would be aimed at all sports and fitness</p><p>enthusiasts of whatever age or gender. There are many</p><p>people who are interested in particular sports or fitness</p><p>regimes. The app must cater for all types of people and</p><p>sports by acting as a multi-interest platform.</p><p>Marketing</p><p>The first step would be to set up a website that explains</p><p>how the app works and who it can benefit. The next</p><p>step would be to advertise the app among the fitness</p><p>and health community. This would mean advertising in</p><p>sports centres, leisure centres, yoga retreats and sports</p><p>stadiums. It would be a good idea to offer a cheap rate</p><p>for a trainer for a first-time user of the app.</p><p>Conclusion</p><p>In conclusion, with very little funding, a website and a</p><p>well-designed, easy-to-use app this business could</p><p>prove to be very popular within the health and fitness</p><p>community, as it would offer a bespoke service suited</p><p>exactly to each individual’s personal needs.</p><p>Vocabulary</p><p>1 To consolidate vocabulary from the text</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 strenuous 3 gripping 5 recession</p><p>2 generate 4 investment</p><p>3b</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 46</p><p>frenglish.ru</p><p>47</p><p>3 Module</p><p>Suggested Answer Key</p><p>A: … In my opinion, a marketing executive’s job would</p><p>be a bit unpredictable sometimes and demanding</p><p>because they have to do all sorts of different tasks</p><p>involved with promoting and selling a product.</p><p>B: I agree. I would find it mind-numbing, personally,</p><p>because all your time would be spent trying to</p><p>convince people to buy something. An occupational</p><p>therapist’s job is very stimulating though, I would</p><p>say, because you would get to help people with</p><p>injuries or disabilities. It would be really rewarding to</p><p>help someone lead a normal life again, as well.</p><p>A: Yes, but it could be quite stressful as well, as you</p><p>would be working with people who have great</p><p>challenges to overcome and everyone would be</p><p>different. A refuse collector’s job is pretty gruelling</p><p>too, compared to professional work, because you</p><p>are lifting heavy things all day.</p><p>B: Yes, gruelling is the word I’d use too. An insurance</p><p>broker can have quite stressful work, I think,</p><p>because they have to make decisions about money.</p><p>A: I agree. A civil engineer, however, has a secure job</p><p>because few people are that highly trained. It might</p><p>be hazardous, though, working on construction</p><p>sites.</p><p>B: You’re right, you have to be careful in an</p><p>environment like that.</p><p>5 To present phrases containing the words</p><p>work and job</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers and ask Ss’ around the class to</p><p>read out their sentences.</p><p>Answer Key</p><p>1 workmate 6 job market</p><p>2 workload 7 job satisfaction</p><p>3 workplace 8 job prospects</p><p>4 work station 9 job vacancy</p><p>5 job title 10 job description</p><p>Suggested Answer Key</p><p>1 My workmate is one of the hardest workers I know.</p><p>2 The workload this week is heavier than usual.</p><p>3 My workplace has a café and dining area for</p><p>workers to eat.</p><p>4 We’re not allowed to put up personal pictures in our</p><p>work stations.</p><p>5 Her job title is assistant line manager.</p><p>6 The job market is very competitive so you need</p><p>good skills.</p><p>7 Job satisfaction is very high up on my list of</p><p>priorities.</p><p>8 It’s a career with excellent job prospects.</p><p>9 There are various job vacancies advertised in this</p><p>week’s Gazette.</p><p>10 The job description includes supervising other</p><p>workers.</p><p>6 To present and practise work-related verb</p><p>phrases</p><p>• Explain the task and give Ss time to fill in the</p><p>correct verb to form verb phrases.</p><p>• Check Ss’ answers, then give them time to write</p><p>sentences using five of the verb phrases.</p><p>• Ask various Ss to read their sentences to the class.</p><p>Answer Key</p><p>1 get/be 9 do</p><p>2 go/be 10 get/have</p><p>3 be 11 work/have</p><p>4 have 12 go/be</p><p>5 go/be 13 do/work</p><p>6 get 14 go/be</p><p>7 be 15 work/do/have</p><p>8 be</p><p>Suggested Answer Key</p><p>1 Martin is on a short-term contract for the next few</p><p>months.</p><p>2 Being self-employed sometimes means that you</p><p>never have time off.</p><p>3 He decided to leave his job because he had no</p><p>prospect of getting a pay rise.</p><p>4 Martha chose a company that allows her to work</p><p>flexi-time as it makes managing her schedule easier.</p><p>5 They are looking for a job candidate who is willing to</p><p>do overtime in the evenings and on weekends.</p><p>7 To present and practice idioms in context</p><p>• Give Ss time to do the task and check their answers.</p><p>• Elicit the meanings of the idioms, as well as similar</p><p>idioms, if they exist, in Ss’ own language.</p><p>Answer Key</p><p>1 ropes 3 batteries 5 shots</p><p>2 foot 4 neck 6 day</p><p>Suggested Answer Key</p><p>show sb the ropes: to show sb (who is in a new</p><p>situation) how to do something or how sth works</p><p>get your foot in the door: to be able to enter an</p><p>organisation or company that could bring you success</p><p>recharge my batteries: to regain strength and energy</p><p>breathing down sb’s neck: to be putting pressure on</p><p>sb to complete work quickly</p><p>call the shots: to make the decisions about how things</p><p>will be done</p><p>call it a day: to stop working for the day and go home</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 47</p><p>frenglish.ru</p><p>48</p><p>3Module</p><p>Suggested Answer Key</p><p>1 One advantage of vocational training is that you</p><p>would get to learn in a practical hands-on way, which</p><p>is preferred by some people. It would probably also</p><p>be more focused on the subject, so you wouldn’t</p><p>have to study things that are not relevant to your</p><p>professional goals. Also, you might end up with more</p><p>job security because people who know trades like</p><p>plumbing and electrical work are always in demand</p><p>while some people with theoretical university degrees</p><p>have less practical career options.</p><p>2 Personally, vocational training interests me more</p><p>than university education. This is because I am quite</p><p>a practical person and I enjoy a hands-on approach</p><p>to learning. I also have ambitions to work in a</p><p>specialised trade and the skills that I need as a</p><p>plumber are not taught on university courses.</p><p>10 To practise prepositional phrases.</p><p>• Give Ss time to choose the correct preposition.</p><p>• Ask Ss to check their answers in Appendix I.</p><p>Answer Key</p><p>1 for 3 towards 5 on</p><p>2 among 4 behind 6 on</p><p>11 To practise phrasal verbs</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix II.</p><p>Answer Key</p><p>1 brush</p><p>2 snowed 3 wind 4 caught</p><p>• Optional extension: ask Ss to write their own</p><p>sentences using the phrasal verbs and then read</p><p>their sentences to the class.</p><p>12 To practise word formation</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers on the board. Point out the</p><p>correct spelling if required.</p><p>Answer Key</p><p>1 maturity 5 enthusiastically</p><p>2 handle 6 Unfortunately</p><p>3 combination 7 routines</p><p>4 psychological 8 willingness</p><p>• Optional extension: ask Ss to write their own</p><p>sentences using the idioms and then read their</p><p>sentences to the class.</p><p>8 To present and practice vocabulary related</p><p>to vocational training</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>• Ss answer the questions in pairs.</p><p>Answer Key</p><p>1 course 4 trade 7 position</p><p>2 on-the-job 5 apprentice 8 leadership</p><p>3 qualifications 6 technical</p><p>Suggested Answer Key</p><p>1 I think that taking a college course would enhance</p><p>my job opportunities.</p><p>2 I think that doing on-the-job training is better than</p><p>going to university.</p><p>3 I believe that sitting exams is a good way to gain</p><p>qualifications for a job.</p><p>4 I would like to learn a specialised trade, such as</p><p>carpentry.</p><p>5 I think that training as an apprentice is a useful way</p><p>to learn a profession.</p><p>6 I would be interested in attending a technical</p><p>college to learn practical skills.</p><p>7 I would like a managerial position in charge of</p><p>others.</p><p>8 I have good leadership qualities and I enjoy</p><p>delegating.</p><p>9 To expand and personalise on the</p><p>topic of vocational training</p><p>• Give Ss time to discuss the questions in pairs.</p><p>• Monitor around the class and then ask some Ss to</p><p>tell the class.</p><p>Vocational training is a type of education that is</p><p>based on practical skills and knowledge directly</p><p>linked to specific jobs and careers. It is closely</p><p>related to apprenticeship systems where young</p><p>people learn from working alongside and assisting an</p><p>experienced worker. Professions like carpentry,</p><p>plumbing, electrical, auto maintenance, filmmaking,</p><p>arts, music, business, sports, catering and tourism</p><p>services all have vocational training. In the UK,</p><p>vocational training often takes place at a technical or</p><p>Higher Education college.</p><p>Background information</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 48</p><p>frenglish.ru</p><p>49</p><p>3 Module</p><p>Grammar in use</p><p>1 a) To present and practise infinitive/-ing</p><p>forms</p><p>• Write these sentences on the board: Sophie and</p><p>Ian like cooking. They could buy a birthday cake</p><p>for their mum, but they would prefer to make</p><p>one themselves. Elicit from Ss the theory</p><p>demonstrated in the underlined parts of the</p><p>sentences. (-ing form is used after verbs such</p><p>as like, love, enjoy, infinitive without to is used</p><p>with modal verbs, to-infinitive is used with</p><p>would like, would prefer, would love to express</p><p>a specific preference). Elicit any other theory Ss</p><p>can remember about when to use the -ing form</p><p>and infinitives. Write examples on the board.</p><p>• Refer Ss to the Grammar Reference section</p><p>(pp. GR6-GR7) for more information.</p><p>• Explain the task and give Ss time to put the</p><p>verbs into the correct form and then compare</p><p>their answers with a partner.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 to develop 5 to create 9 to attract</p><p>2 treating 6 feel 10 using</p><p>3 practise 7 working 11 to learn</p><p>4 to allow 8 teaching</p><p>b) To identify the uses of infinitive/-ing</p><p>form</p><p>• Give Ss time to go through the text again and</p><p>identify which form is used for each of the</p><p>functions.</p><p>• Refer Ss to the Grammar Reference section</p><p>(pp. GR6-GR7) for more information.</p><p>• Write the functions on the board and elicit which</p><p>form is used in the text. Ss should give examples.</p><p>Answer Key</p><p>after prepositions = -ing form (before treating)</p><p>to express general preference = -ing form (love using)</p><p>after would prefer, would love = to-infinitive (would</p><p>definitely prefer to learn)</p><p>as a noun = -ing form (teaching)</p><p>after too/enough = to-infinitive (enough to attract)</p><p>after certain verbs e.g. admit, keep = -ing form (keep</p><p>working)</p><p>after modal verbs = infinitive without to (could only</p><p>practise)</p><p>after certain verbs e.g. refuse, promise, expect =</p><p>to-infinitive (promises to allow)</p><p>3c with let/make = infinitive without to (lets students feel)</p><p>to express purpose = to-infinitive (developed to create)</p><p>after a noun = to-infinitive (a chance to develop)</p><p>2 a) To practise infinitive/-ing forms</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Ss should give reasons for</p><p>their answers.</p><p>Answer Key</p><p>1 applying (-ing form after the verb consider), working</p><p>(mean + -ing form = involve)</p><p>2 redo (infinitive without to after the verb make), to be</p><p>(to-infinitive in the expression to be honest), to pass</p><p>(to-infinitive after the verb expect)</p><p>3 to find (try + to-infinitive = doing one’s best), taking</p><p>(try + -ing form = doing something as an experiment),</p><p>present (infinitive without to after modal verbs)</p><p>4 to have (to-infinitive after would like), to tell (mean +</p><p>to infinitive = intend to)</p><p>b) To practise infinitive/-ing forms</p><p>• Direct Ss’ attention to item 3 in Ex. 2a and elicit</p><p>the difference in meaning.</p><p>• Refer Ss to the Grammar Reference section (pp.</p><p>GR6-GR7) and give them time to write sentences.</p><p>• Ask Ss around the class to read out their</p><p>sentences.</p><p>Answer Key</p><p>trying to find = (try + to infinitive = to do my best, to</p><p>attempt)</p><p>tried taking = (try + -ing form = to do something as an</p><p>experiment)</p><p>Suggested Answer Key</p><p>I remember leaving the key in the door. – Did you</p><p>remember to take the key out of the door?</p><p>He stopped making a noise when they went to bed. –</p><p>Jim stopped to make a phone call.</p><p>It is impossible for Nancy to go on studying so much every</p><p>day. – She finished her project and went on to type it up.</p><p>I forgot to pay my phone bill. – I will never forget seeing</p><p>my favourite band perform live.</p><p>I regret to inform you that we are not hiring at the</p><p>moment. – He regrets not starting his own business</p><p>when he was young.</p><p>3 To practise infinitive forms</p><p>• Explain the task and give Ss time to complete it.</p><p>• Ask Ss to check their answers in the Grammar</p><p>Reference section (pp. GR6-GR7).</p><p>• Check Ss’ answers around the class.</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 49</p><p>frenglish.ru</p><p>50</p><p>3Module</p><p>like, agree, save, can, decide, deny, make, miss, quit,</p><p>can’t stand, appear, decide, appreciate, learn, expect,</p><p>hope, should, ask, keep, plan, promise, let, shouldn’t,</p><p>practise, feel, refuse, would prefer, explain, would love,</p><p>hear, could, suggest, admit, confess, fancy)</p><p>6 a) To present intensifiers</p><p>• Write examples of an intensifier on the board: His</p><p>job is very interesting. He is a very clever person.</p><p>He works very hard. Explain that very is the most</p><p>common intensifier and elicit from Ss any other</p><p>intensifiers they can think of. Write them on the</p><p>board. (i.e. extremely, really, particularly, terribly,</p><p>completely, absolutely etc.) Remind Ss to check in</p><p>the Grammar Reference section (p. GR7).</p><p>• Give Ss time to read through</p><p>the text again and find</p><p>three intensifiers.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>Training plays a very important part in healthcare ...</p><p>(Para 1)</p><p>... have totally revolutionized teaching ... (Para 4)</p><p>... they would definitely prefer to learn ... (Para 5)</p><p>b) To practise intensifiers</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Ss should give reasons.</p><p>Answer Key</p><p>1 very (greatly goes with verbs and participles)</p><p>2 particularly (means the same as very)</p><p>3 really (very does not go with strong adjectives)</p><p>4 completely (very doesn’t go with strong adjectives)</p><p>5 bitterly (collocation)</p><p>6 extremely (utterly goes with strong adjectives)</p><p>7 absolute (absolute goes with nouns while really</p><p>does not)</p><p>8 greatly (greatly goes with verbs while extremely</p><p>goes with adjectives)</p><p>7 a) To practise intensifiers</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 extremely challenging 4 ludicrously expensive</p><p>2 bitterly opposed 5 entirely satisfied</p><p>3 perfectly obvious</p><p>b) To identify words that go with certain</p><p>intensifiers</p><p>• Explain the task and ask Ss to use their</p><p>dictionaries to find examples of other words that</p><p>go with the intensifiers in Ex.7a.</p><p>Answer Key</p><p>2 Sally claims to have been working since 7 am.</p><p>3 They hope to have finished refurbishing the office</p><p>by May.</p><p>4 They appear to be studying hard.</p><p>5 He tends to be late for work (a lot).</p><p>6 They seemed to have been running a successful</p><p>business.</p><p>7 Liam appears to have missed the train.</p><p>8 Alison seems to have been absent for a long time.</p><p>4 To speak about yourself using the</p><p>infinitive/-ing form</p><p>• Give Ss time to work in pairs and make sentences</p><p>about themselves.</p><p>• Ask various Ss to say a sentence to the class.</p><p>Suggested Answer Key</p><p>A: I regret turning down the job offer in New York.</p><p>B: I look forward to going to university in September.</p><p>A: I am thinking of applying for an internship at a</p><p>software company.</p><p>B: I don’t mind writing essays during a term. I prefer it</p><p>to exams.</p><p>A: I want to do a Master’s degree when I finish</p><p>university.</p><p>5 To correct grammatical mistakes in</p><p>sentences</p><p>• Explain the task and go through the example with Ss.</p><p>• Give Ss time to correct the mistakes.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>2 Having a break and taking some time to clear your</p><p>mind is the best way to find solutions to a problem.</p><p>3 When Terry heard the joke he burst out laughing.</p><p>4 Being self-employed, she is used to having varied</p><p>job assignments.</p><p>5 It was my fault for not telling you about the change</p><p>to our schedule.</p><p>6 We can’t wait to see you speak at the London</p><p>exhibition.</p><p>7 Scott is discouraged by not having the resources</p><p>that he needs to finish his project.</p><p>8 In my job, I miss not being able to travel to other</p><p>countries like I used to.</p><p>• Optional extension: Play a game. Divide the class into</p><p>two teams and give each team a verb, in turns. If a</p><p>team correctly forms a sentence using the verb with</p><p>the correct infinitive or -ing form, they get a point. If the</p><p>sentence is incorrect, the other team gets a chance to</p><p>answer correctly. Finally, the team with the most points</p><p>wins. (Verbs: see, avoid, imagine, can’t help, would</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 50</p><p>frenglish.ru</p><p>51</p><p>3 Module</p><p>• Give Ss time to write their sentences.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>Extremely powerful – Richard’s team use extremely</p><p>powerful computers in their office.</p><p>Perfectly clear – Mr Smith’s instructions were perfectly</p><p>clear; why don’t you understand?</p><p>Bitterly disappointed – Larry was bitterly disappointed</p><p>to have been passed up for promotion.</p><p>Ludicrously difficult – The exam was ludicrously</p><p>difficult; no one in the class passed.</p><p>8 To practise key word transformations</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 have worried about not having</p><p>2 helped me (to)/allowed me to understand how to</p><p>3 few people have heard of</p><p>4 to announce the meeting without confirming</p><p>Listening skills</p><p>1 a) To prepare for a listening task; to</p><p>identify what a question is asking for</p><p>• Read through the Study Skills box with the Ss.</p><p>• Direct Ss’ attention to the question and elicit what</p><p>it asks for and what words helped Ss decide.</p><p>Answer Key</p><p>The question asks for the speaker’s purpose. The word</p><p>‘incentive’ helped me decide.</p><p>b) To prepare for a multiple choice</p><p>listening task; to answer a question</p><p>Give Ss time to read the extract and answer the</p><p>question. Check Ss’ answers.</p><p>Answer Key</p><p>Speaker B’s main incentive for training overseas was to</p><p>look for a new challenge.</p><p>c) To prepare for a multiple choice</p><p>listening task; to choose the best option</p><p>• Give Ss time to underline the key words and</p><p>choose the best option. Check Ss’ answers.</p><p>• Elicit from Ss why the other options might be</p><p>confusing.</p><p>3d</p><p>Answer Key</p><p>to find a job</p><p>to learn a new language</p><p>to try something different</p><p>to experience a new culture</p><p>C is the correct answer because looking for a new</p><p>challenge is a way to try something different.</p><p>A, B and D can be confusing because he says it is</p><p>something people are doing, but it is not his main</p><p>motivation.</p><p>2 a) To identify what a question is asking for</p><p>• Refer Ss to the Study Skills box and elicit/explain</p><p>the differences between attitude, opinion, feeling</p><p>and purpose [i.e. the presence of the infinitive in</p><p>the options indicates that the question is asking</p><p>for purpose, adjs or advs that express feelings in</p><p>the options indicate that the question is looking</p><p>for feeling, opinion and attitude are very close in</p><p>meaning but an opinion is what someone thinks</p><p>or believes, while an attitude is a feeling or an</p><p>opinion that is expressed as a behaviour].</p><p>• Give Ss time to read questions 1-6 in Ex.3 and</p><p>decide what each is asking for. Ss should</p><p>explain the reasons for their answers.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 purpose 3 opinion 5 opinion</p><p>2 feeling 4 opinion 6 attitude</p><p>b) To identify key words in stems</p><p>Give Ss time to read the options and circle the</p><p>helpful words. Check Ss’ answers.</p><p>Answer Key</p><p>1 to grow her skill set, to experience a new role, to</p><p>develop her position, to fulfil a long-held ambition</p><p>2 surprised by how easily she fit in, frustrated by how</p><p>much she had to learn, determined to learn quickly and</p><p>work hard, overwhelmed by the new working practices</p><p>3 It was a welcome change from her usual kind of</p><p>work, That most of the work was not office-based, It</p><p>helped her to build her leadership skills, She</p><p>witnessed first-hand how valuable her efforts were</p><p>4 she feels spending time with them had a number of</p><p>benefits, it helped her get over her loneliness when</p><p>she first arrived, she has been lucky that they can</p><p>help her in her field of work, they are her source of</p><p>information about the local area</p><p>5 improving her language skills, discovering her</p><p>strengths, contributing to the solution of problems,</p><p>experiencing independence for the first time</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 51</p><p>frenglish.ru</p><p>52</p><p>3Module</p><p>• Get Ss to listen and check their answers.</p><p>• Ask Ss to work in pairs and read out the dialogue.</p><p>• Monitor around the class and then ask some</p><p>pairs to read out the dialogue in front of the class.</p><p>Answer Key</p><p>1 Have you tried 4 I’ll give it a go</p><p>2 Why don’t you 5 If I were you</p><p>3 it’s worth a try</p><p>2 To act out a dialogue using prompts</p><p>• Explain the task and tell Ss that they can use the</p><p>dialogue in Ex. 1 as a model.</p><p>• Direct Ss’ attention to Useful Language box and</p><p>ask them to use the phrases for giving and</p><p>responding to advice in their dialogue.</p><p>• Write this diagram on the board for Ss to follow.</p><p>• Ss work in pairs and act out their dialogues.</p><p>• Monitor activity and then ask various pairs to act</p><p>out their dialogues in front of the class.</p><p>Suggested Answer Key</p><p>A: How’s your studying going, Emily?</p><p>B: Not so good, actually. I stayed up really late last</p><p>night because I have so much to learn and so little</p><p>time left, but today I didn’t remember anything! I</p><p>wasted so many hours and I have nothing to show</p><p>for it.</p><p>A: Well, if I were in your shoes, I’d revise for an hour</p><p>and then take a break for at least a half hour. Then,</p><p>when you start again, review what you were</p><p>studying before your break. That way you will</p><p>remember the information better.</p><p>B: Well, you have a point but I only have two weeks left</p><p>before exams!</p><p>A: I think it would be a good idea to try. It’s no use</p><p>covering a lot of material if you are too exhausted to</p><p>understand or remember any of it. You should</p><p>decide what information is most important and</p><p>make a study plan.</p><p>A B</p><p>Ask how B’s</p><p>studying is going.</p><p>Give advice.</p><p>Answer the question.</p><p>Give more advice.</p><p>Say it’s not going well,</p><p>and why.</p><p>Respond to the</p><p>advice; ask a question</p><p>or say why advice</p><p>won’t work.</p><p>Accept the advice.</p><p>Respond to the advice</p><p>and thank A.</p><p>6 stop worrying about achieving success, aim to be</p><p>better than everyone else, accept an invitation to spend</p><p>time abroad, make the most of life’s opportunities</p><p>3 To listen for specific information (multiple</p><p>choice)</p><p>• Play the recording twice. Ss listen and complete the</p><p>task.</p><p>• Check Ss’ answers. Play the recording again with</p><p>pauses for Ss to identify their mistakes and the</p><p>correct answers.</p><p>Answer Key</p><p>1 D 2 A 3 D 4 A 5 B 6 D</p><p>4 To talk about the benefits of going</p><p>on a job exchange abroad</p><p>• Read out the question and give Ss time to discuss</p><p>in pairs.</p><p>• Ask various Ss to tell the class their opinions.</p><p>Suggested Answer Key</p><p>A: I think that taking part in a job exchange abroad can</p><p>offer a number of benefits. It can improve a person’s</p><p>self confidence greatly if the experience shows them</p><p>that they can adapt and succeed at things that are</p><p>new or different. It can also make them more</p><p>independent if they see they can get by a long way</p><p>away from their family and friends. Finally, it can open</p><p>their minds to the fact that the world is a big place</p><p>and not everybody does things in the same way.</p><p>B: I think you’re right. I believe that people could also</p><p>make valuable contacts because they would meet</p><p>lots of people in their field, who they could</p><p>cooperate with in the future, perhaps.</p><p>Speaking skills</p><p>1 a) To present phrases for giving and</p><p>responding to advice</p><p>• Read out the phrases in the box.</p><p>• Elicit which phrases can be used to give advice.</p><p>Answer Key</p><p>phrases that give advice: ...have you tried..., ...why</p><p>don’t you..., ...if I were you...</p><p>b) To complete the gaps and read out a</p><p>dialogue giving/responding to advice</p><p>• Give Ss time to complete the gaps with the</p><p>phrases.</p><p>3e</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 52</p><p>frenglish.ru</p><p>53</p><p>3 Module</p><p>B: I hadn’t thought of that, it’s worth a try. Do you think</p><p>you could help me put a plan together?</p><p>A: Of course. How about coming to my house to look</p><p>at my study plan so you can see what works for me?</p><p>B: That’s a great idea! I’ll give it a go and bring my</p><p>notepad with me so you can give me some</p><p>suggestions. Thanks ever so much!</p><p>3 a) To discuss a given topic using prompts</p><p>• Direct Ss’ attention to the Useful Language</p><p>boxes on expressing opinion and agreeing/</p><p>disagreeing on the ideas that are provided.</p><p>• Give Ss time to discuss in pairs and remind</p><p>them that they can add their own ideas if they</p><p>wish.</p><p>• Monitor activity, then ask various Ss to give their</p><p>opinions to the class.</p><p>Suggested Answer Key</p><p>A: What do you think students would learn working in a</p><p>clothes shop?</p><p>B: Well, I think they could learn about how to deal with</p><p>customers, how to be dependable and responsible,</p><p>and maybe learn about fashion, too, depending on</p><p>what they were doing. What do you think?</p><p>A: I think you’re right, but I think they’d learn how to</p><p>handle money and develop their social skills</p><p>through interaction with customers. What do you</p><p>think they could learn working in a zoo?</p><p>B: They would learn all about animals, of course! They</p><p>would find out what they eat and how to take care</p><p>of them. They might also learn about endangered</p><p>species and what kind of conditions they need to</p><p>live in. I think it would be a great job for a student</p><p>who wants to become a veterinarian.</p><p>A: Yes, I agree. But I don’t think they would learn</p><p>anything in a factory production line! Personally, I</p><p>think it would be quite boring.</p><p>B: I’m afraid I disagree with that. Nowadays there’s a</p><p>lot of hi-tech machinery in factories, and students</p><p>could learn how automated production works. They</p><p>could also learn a variety of tasks and skills that are</p><p>both practical and technical.</p><p>A: That’s true. I hadn’t thought of that. What about a</p><p>bakery kitchen?</p><p>B: They would learn to work to high standards and</p><p>show attention to detail. This is especially important</p><p>when making things such as cakes.</p><p>A: I definitely agree. They would also learn to work</p><p>under pressure and learn about food safety,</p><p>wouldn’t they?</p><p>B: Yes, that’s true. It’s very important in a kitchen.</p><p>A: We have one more, an office. The way I see it,</p><p>students would have to learn to be organised, to</p><p>follow instructions and to cooperate with others.</p><p>B: That’s exactly what I think. They would also learn</p><p>useful IT skills, and how to adapt to different roles, too.</p><p>b) To compare your answer to a recording</p><p>• Play the recording.</p><p>• Ss listen and compare it to their own answers.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>The recording was quite similar to our answer. I would</p><p>say they discussed each job more and went into more</p><p>detail with more specific examples. I also noticed that</p><p>they asked each other more questions than we did. I</p><p>think that’s something we should try to do next time.</p><p>We came up with a lot of the same ideas, though.</p><p>4 To answer a question related to the topic</p><p>• Read out the question and give Ss time to discuss.</p><p>• Ask various Ss to tell the class.</p><p>Answer Key</p><p>A: Now, which experience do you think would have the</p><p>greatest benefit for students?</p><p>B: It depends what they like, I think. If they liked</p><p>fashion or cooking, for example, they’d benefit from</p><p>working in a cloths shop, or a bakery kitchen.</p><p>A: That’s exactly what I think. Someone who loves</p><p>animals would benefit from working in a zoo, for</p><p>example. Or a student that wants to become an</p><p>engineer might learn a lot more working in a factory</p><p>production line – because he or she might end up</p><p>designing new machines one</p><p>day.</p><p>B: Yes. I guess it totally depends on the individual. I don’t</p><p>think we can say any one has the greatest benefit</p><p>because everyone has different needs. I also think</p><p>every job teaches students important things, such as</p><p>interpersonal skills and how to be responsible.</p><p>A: Yes, I agree. Any kind of work experience would</p><p>teach important professional and life skills.</p><p>Writing</p><p>1 To identify phrases in formal and informal</p><p>style</p><p>• Read through the theory box with the Ss.</p><p>• Give Ss time to match the informal and formal</p><p>phrases.</p><p>• Check Ss’ answers.</p><p>3f</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 53</p><p>frenglish.ru</p><p>54</p><p>3Module</p><p>b) To replace phrases that are in the</p><p>incorrect register</p><p>• Direct Ss’ attention to the model letter.</p><p>• Give Ss time to read the model and replace the</p><p>phrases.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>a 2 c 7 e 6 g 8</p><p>b 1 d 4 f 5 h 3</p><p>5 a) To analyse a rubric</p><p>• Explain the task.</p><p>• Ss read the rubric and answer the questions.</p><p>• Elicit answers from Ss around the class.</p><p>Answer Key</p><p>The email should be written in a formal style.</p><p>It should have two main body paragraphs.</p><p>Points that should be included: 1 Mr Stevens’ good</p><p>points, 2 Mr Stevens’ weaknesses, 3 a final</p><p>recommendation (whether you think he should be</p><p>promoted or not).</p><p>b) To recognise phrases with the correct</p><p>style for a formal email</p><p>• Give Ss time to read the email and underline the</p><p>correct phrases.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 Mr McCaskill</p><p>2 As per your request</p><p>3 with regards to</p><p>4 During that time</p><p>5 a variety of skills</p><p>6 key</p><p>7 enthusiasm for the work is evident</p><p>8 Moreover</p><p>9 collaborates effectively</p><p>10 However</p><p>11 on occasion</p><p>12 Despite these issues</p><p>13 All points considered</p><p>14 an ideal candidate</p><p>15 recommend</p><p>16 Yours sincerely</p><p>Paragraph A is the introduction</p><p>Paragraph B lists Mr Stevens’ good points</p><p>Paragraph C lists Mr Stevens’ weaknesses</p><p>Paragraph D provides a final recommendation</p><p>Answer Key</p><p>1 b 3 e 5 c 7 i 9 j</p><p>2 g 4 f 6 d 8 a 10 h</p><p>2 To choose the correct writing style for</p><p>different recipients</p><p>• Explain the task and refer Ss to the theory box for</p><p>more information.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 formal 4 informal 7 formal</p><p>2 semi-formal 5 formal 8 semi-formal</p><p>3 semi-formal 6 informal</p><p>3 To match beginnings and endings of semi-</p><p>formal letters/emails</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 C 2 A 3 B</p><p>4 a) To analyse a rubric</p><p>• Ask Ss to underline the key words in the rubric</p><p>and then elicit which words and phrases they</p><p>chose.</p><p>• Give Ss time to answer the questions.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>1 The person who is going to read the letter is the</p><p>colleague who let me stay at their house.</p><p>2 I am writing to express thanks for hospitality and</p><p>explain why I enjoyed the stay and the job</p><p>experience.</p><p>3 I will write in a semi-formal style.</p><p>4 I will include 2 main body paragraphs. The first main</p><p>body paragraph (2nd paragraph of letter) will thank</p><p>them for their hospitality. The second main body</p><p>paragraph (3rd paragraph of letter) will explain how</p><p>much I enjoyed my stay and job experience.</p><p>You spent two months doing a summer job</p><p>exchange in Madrid, Spain. You stayed at a</p><p>colleague’s house for that period of time. Write a</p><p>letter thanking them for their hospitality and</p><p>explaining how much you enjoyed your stay and</p><p>job experience. Write your letter (220 – 260 words)</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 54</p><p>frenglish.ru</p><p>55</p><p>3 Module</p><p>6 To identify the validity of a model letter</p><p>• Read through the theory box with Ss.</p><p>• Give Ss time to read the rubric and the model and</p><p>decide if the points in the rubric are answered.</p><p>• Elicit opinions from Ss around the class.</p><p>Answer Key</p><p>Yes, the model letter answers the points raised in the</p><p>rubric.</p><p>7 a) To analyse a rubric; to prepare to write a</p><p>letter</p><p>• Ask Ss to read the rubric and underline the key</p><p>words.</p><p>• Elicit the key words and then give Ss time to</p><p>answer the questions. Check Ss’ answers.</p><p>Answer Key</p><p>1 I’m a company employee going on a job exchange</p><p>writing to my exchange counterpart.</p><p>2 I will write in a semi-formal style as the person I’m</p><p>writing to is a colleague and not a superior so I don’t</p><p>need to be overly formal.</p><p>3 I will use option B as these items are in the</p><p>appropriate register for a semi-formal style.</p><p>4 I should include a job description, preparations for</p><p>the job and advice and suggestions.</p><p>b) To analyse a rubric; to prepare to write a</p><p>letter</p><p>• Ask Ss to read the rubric and underline the key</p><p>words.</p><p>• Elicit the key words and then give Ss time to</p><p>answer the questions. Check Ss’ answers.</p><p>Answer Key</p><p>You are exchanging jobs for a year with Jack</p><p>Sanders, a colleague from the New York branch of</p><p>your company. Write him an email explaining what</p><p>your present job involves and stating the issues he</p><p>needs to deal with on arrival as well as making</p><p>suggestions to help him settle in quickly.</p><p>Write your email (220 – 260 words).</p><p>Do employment agencies have a future? Some</p><p>experts believe that employment agencies are in</p><p>decline. With job seekers now turning to job boards</p><p>and social networking, employment agencies have</p><p>become a waste of time.</p><p>You disagree with the negative opinions expressed</p><p>by the reporter and decide to write a letter to the</p><p>editor explaining your views on the points raised in</p><p>the article and giving reasons for your opinions.</p><p>Write your letter (220 – 260 words)</p><p>1 I am a newspaper reader writing to the editor.</p><p>2 I will write in a formal style as I’m writing to an editor</p><p>of a publication.</p><p>3 I will use Dear Sir/Madam – as it is customary to</p><p>address the editor of a paper in this way even if you</p><p>know their name. I will also use Yours faithfully – as</p><p>all emails/letters that begin with Dear Sir/Madam</p><p>rather than a full name end with ‘Yours faithfully’.</p><p>4 Points that I should include are my views on the</p><p>points raised in the article, and my opinions and</p><p>reasons. In particular, the benefits that employment</p><p>agencies offer over job boards and social media,</p><p>and the fact that they are not a waste of time.</p><p>• Optional extension: Ss practise brainstorming</p><p>for ideas related to the prompt. Ask Ss to write</p><p>down Employment agencies – advantages/</p><p>disadvantages and think of as many ideas as</p><p>they can. Give Ss a few minutes to brainstorm</p><p>and then ask them to share their ideas with the</p><p>class. Write all the ideas down on the board.</p><p>8 To write a semi-formal/formal letter or</p><p>email</p><p>• Give Ss time to complete the task using the Useful</p><p>Language box and their answers from Ex. 7.</p><p>• Before Ss hand in their writing, they will complete</p><p>Ex. 9. Check Ss’ answers.</p><p>• Alternatively, assign the task as HW and check Ss’</p><p>answers in</p><p>the next lesson.</p><p>Suggested Answer Key</p><p>For rubric 7a:</p><p>Dear Mr Sanders,</p><p>As you will soon be taking my place at our London</p><p>office, I thought I’d write to you with some advice and</p><p>information about the job and settling in London.</p><p>First of all, my role in the company is personal assistant</p><p>to the managing director of the London branch. I arrange</p><p>Mr Cairns’ diary, appointments and see that he has all</p><p>the reports and figures he needs. The work isn’t</p><p>particularly difficult, but requires good organisational</p><p>skills. You’ll find Mr Cairns very pleasant to work with, as</p><p>long as you are efficient and conscientious. Shortly after</p><p>you arrive, Mr Cairns will be travelling to Berlin for</p><p>business, so the first thing you will need to do is book his</p><p>accommodation and assist him with travel arrangements.</p><p>I also have some advice on settling in that you might</p><p>find useful. When you get to Britain, be sure to get your</p><p>insurance number and tax code as soon as you can.</p><p>The office secretary can help you sort out any</p><p>paperwork needed for your placement in the office. I</p><p>would make good use of her skills if I were you. I do</p><p>hope you find the accommodation in my flat to your</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 55</p><p>frenglish.ru</p><p>56</p><p>3Module</p><p>Answer Key</p><p>nouns: -ment, -acy</p><p>adjectives: -ful, -able</p><p>verbs: -ise</p><p>adverbs: -ly</p><p>negative adjectives: im-, un-, in-</p><p>b) To identify types of words that are</p><p>missing from gaps</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 negative noun 4 noun</p><p>2 verb 5 negative adjective</p><p>3 adverb</p><p>c) To practise word formation</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 inaccuracies 4 improvements</p><p>2 modernise 5 unreliable</p><p>3 regretfully</p><p>Words requiring two changes: inaccuracies,</p><p>regretfully, improvements, unreliable</p><p>Words that are negative: inaccuracies, unreliable</p><p>2 To practise a word formation</p><p>• Ask Ss to read through the text and decide what</p><p>type of word is missing from each gap before they</p><p>do the task and remind them to read through the</p><p>whole text when they have finished to make sure it</p><p>makes sense.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 prospective 5 publicise</p><p>2 Unsurprisingly 6 unemployed</p><p>3 exposure 7 seekers</p><p>4 suitability 8 strengthen</p><p>3 To practise key word transformations</p><p>• Explain the task and go through the example with</p><p>Ss. Remind Ss not to use more than six words and</p><p>to use the word given in bold.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>liking. The neighbours are very friendly and are bound</p><p>to introduce themselves when you arrive, so feel free to</p><p>invite them in. The office also arranges social evenings</p><p>at the theatre and restaurants, so I’m sure you’ll soon</p><p>make friends.</p><p>If there’s anything else you need to know, just let me</p><p>know.</p><p>Kind regards,</p><p>Maria Gillis</p><p>For rubric 7b:</p><p>Dear Sir/Madam,</p><p>I am writing in response to an article about the future of</p><p>employment agencies that you published in your</p><p>newspaper last week. I must say that I strongly disagree</p><p>with the negative opinion expressed by the journalist. I</p><p>believe that employment agencies still have an essential</p><p>role, for a number of reasons.</p><p>Firstly, employment agencies can offer a very large</p><p>network of contacts. This enables both job seekers and</p><p>employers to access a wide range of quality matches.</p><p>As a result, these agencies are in a unique position to</p><p>connect candidates to the right hiring managers.</p><p>Furthermore, employment agencies help to prepare</p><p>candidates for future jobs. They offer CV and interview tips</p><p>to the people who come to them seeking employment.</p><p>This means that job candidates gain confidence and feel</p><p>more at ease in the presence of potential employers.</p><p>Finally, employment agencies follow up on candidates’</p><p>performance. They give candidates prompt feedback</p><p>about their successes and weaknesses. In this way,</p><p>candidates can waste less time.</p><p>To conclude, I believe that employment agencies</p><p>continue to have a clear and beneficial role in helping the</p><p>unemployed seek jobs and for this reason are far from a</p><p>waste of time. Thank you for considering my views, and I</p><p>look forward to reading others’ opinions on the issue.</p><p>Yours faithfully,</p><p>Scott Jones</p><p>9 To evaluate your classmate’s writing</p><p>• Ask Ss to swap their letters with a partner.</p><p>• Give them time to use the checklist to evaluate the</p><p>letter. Monitor around the class.</p><p>(Ss’ own answers)</p><p>1 a) To prepare for a word formation task</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Language Knowledge 3</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 56</p><p>frenglish.ru</p><p>57</p><p>3 Module</p><p>Answer Key</p><p>1 had no objection to</p><p>2 not worth taking</p><p>3 was caused by miscommunication</p><p>4 not doing what/as Michael (had) suggested</p><p>5 occurred to him to do</p><p>6 get used to waking up early</p><p>4 To practise grammar structures</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Answer Key</p><p>1 D brings out the best in sb = a set phrase</p><p>2 D sb is used to doing sth = sb is accustomed to</p><p>doing sth</p><p>3 B despite + ing form: ‘despite’ is a preposition that</p><p>expresses contrast and is followed by the –ing</p><p>form</p><p>4 D were caused: simple past, because the time is</p><p>mentioned (morning’s delays); passive voice to</p><p>express what happened to the subject</p><p>5 D under pressure = a prepositional phrase</p><p>6 C no longer = a set phrase which means in the</p><p>past but not now</p><p>7 D will have been working: to put emphasis on the</p><p>duration of an action up to a certain time in the</p><p>future</p><p>8 C had no choice but to do sth: a set phrase</p><p>followed by a to-infinitive</p><p>9 A it is: exclamations are followed by statements</p><p>with the subject-verb order</p><p>10 C apologise for having done sth: ‘apologise for’ is</p><p>followed by an –ing form, either present</p><p>(missing) or perfect (having missed)</p><p>11 C didn’t she: negative question tag after a positive</p><p>statement</p><p>12 D of whom: object pronoun usually following a</p><p>preposition</p><p>13 B have no intention of doing sth: a set phrase with</p><p>a preposition followed by the –ing form</p><p>5 To practise vocabulary</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Explain or elicit the meanings</p><p>of any unknown words.</p><p>Answer Key</p><p>1 B 4 B 7 C 10 D 13 B</p><p>2 D 5 A 8 C 11 C</p><p>3 D 6 C 9 A 12 C</p><p>demonstrative (adj): expressive; indicative</p><p>monotonous (adj): toneless and boring</p><p>uniform (adj): unchanging throughout</p><p>level (adj): horizontal; flat</p><p>threat (n): an intent to hurt</p><p>peril (n): a danger</p><p>hazard (n): a risk; a danger</p><p>take a risk with sth (phr): to take a chance on sth</p><p>opposite (n): sb completely different from sb else</p><p>contestant (n): a participant in a contest</p><p>associate (n): a partner in a company</p><p>rival (n): a competitor</p><p>remembrance (n): commemoration</p><p>reminder (n): a note that helps you remember sth</p><p>recollection (n): recall</p><p>memento (n): a souvenir</p><p>composure (n):</p><p>self-control</p><p>ease (n): lack of difficulty</p><p>stability (n): firmness</p><p>repose (n): a period of relaxation</p><p>transform (v): to change sth totally</p><p>transport (v): to take sb/sth somewhere in a vehicle</p><p>transmit (v): to convey an emotion</p><p>transfer (v): to move sb/sth from one place to another</p><p>one</p><p>revolve (around sth) (v): to go around sth</p><p>resolve (v): to find a solution to sth</p><p>evolve (into sth) (v): to gradually develop into sth</p><p>dissolve (v): to make sth become part of a liquid</p><p>uncommon (adj): unusual; rare</p><p>unaccustomed (to sth) (adj): not used to sth</p><p>unconventional (adj): not conforming to accepted</p><p>standards</p><p>unfamiliar (with sth) (adj): not knowing much about sth</p><p>sparse (adj): widely spaced; not crowded</p><p>scant (adj): inadequate; very little</p><p>slight (adj): very small</p><p>spare (adj): extra</p><p>primarily (adv): principally</p><p>chiefly (adv): mainly</p><p>greatly (adv): very much</p><p>basically (adv): essentially</p><p>incline (v): to have a tendency to do sth</p><p>elect (to do sth) (v): to choose to do sth</p><p>opt (for sth/to do sth) (v): to choose to do sth</p><p>adopt (v): to be the legal parent of a child</p><p>collective (adj): done by people acting together</p><p>joint (adj): shared by two or more people</p><p>mutual (adj): (of feelings, etc) shared</p><p>communal (adj): public; for common use</p><p>engage (sb in sth) (v): to involve sb in sth</p><p>pursue a career in sth (phr): to keep trying to enter a</p><p>specific profession</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 57</p><p>frenglish.ru</p><p>58</p><p>3Module</p><p>Answer Key</p><p>1 to fall/to have fallen = to-infinitive (either present to</p><p>talk generally or perfect for an action completed in</p><p>the past)</p><p>2 by – by accident = prepositional phrase</p><p>3 worked = past simple for a past state</p><p>4 living = -ing form after a preposition</p><p>5 of – dropped out of = phrasal verb</p><p>6 giving = -ing form after a preposition</p><p>7 to chase = to-infinitive for expressing purpose</p><p>8 abundantly – intensifier for an adjective (greatly</p><p>goes with verbs)</p><p>9 It = a subject for the sentence</p><p>10 more = comparative (more ... than)</p><p>11 do = infinitive form after a modal</p><p>12 will end up = future simple for a prediction</p><p>1 To read for specific information</p><p>• Remind Ss to read the questions and underline the</p><p>key words and then read the texts quickly and</p><p>underline parts that seem to match the key words.</p><p>• Give Ss time to go through each question and</p><p>choose which text it best matches.</p><p>• Check Ss’ answers. Ss should justify their answers</p><p>using information from the texts.</p><p>Answer Key</p><p>1 C (… but did it work?)</p><p>2 A (… yet when I went online… the only ones I</p><p>could find was a text book from 1963 and a …</p><p>dictionary…)</p><p>3 D (… this was my first conversation in Lingala</p><p>without a translator…)</p><p>4 B (… the stranger the imagery, the more markedly</p><p>memorable…)</p><p>5 B (…engine is motele in Lingala. When I learned</p><p>that word, I took a second to visualise a rusty</p><p>engine revving in a motel room…)</p><p>6 C (… yet I had only clocked 22 hours and 15</p><p>minutes…)</p><p>7 A (… it was up to me to come up with my own</p><p>mems…)</p><p>8 B (… the app refers to the words you are trying to</p><p>learn as “seeds”. Each time you revise a given</p><p>word, you “water” your “greenhouse”…)</p><p>9 D (… I did my best to tell him… but… my language</p><p>skills weren’t …. up to scratch…)</p><p>10 C (… my own pattern… worked liked this…)</p><p>Progress Check 3</p><p>practise (v): to train in sth</p><p>strive (v): to try hard to achieve sth</p><p>1 To practise thematically related vocabulary</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Elicit/Explain the meaning of</p><p>any unknown words.</p><p>Answer Key</p><p>1 recruiting 5 took</p><p>2 commutes 6 exclude</p><p>3 keep 7 committed</p><p>4 dismissed</p><p>2 To practise words that are often confused</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 huge 3 trainee 5 perks</p><p>2 credentials 4 struggle 6 prospects</p><p>3 a) To present idioms related to the topic</p><p>• Give Ss time to match the columns to form idioms.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 e 2 d 3 c 4 b 5 a</p><p>b) To practise idioms related to the topic</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Elicit/Explain the meanings of</p><p>the idioms if necessary.</p><p>Answer Key</p><p>1 make the grade</p><p>2 hit the books</p><p>3 passed ... with flying colours</p><p>4 pick his brains</p><p>5 learnt the hard way</p><p>Grammar in Focus</p><p>To consolidate grammar structures</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Language Focus 3</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 58</p><p>frenglish.ru</p><p>59</p><p>3 Module</p><p>2 To listen for specific information (multiple</p><p>choice)</p><p>• Play the recording. Ss listen and complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 D 2 B 3 D 4 D</p><p>3 To revise grammar structures from the</p><p>module</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 eating 3 do 5 complete</p><p>2 absolutely 4 to leave</p><p>4 To consolidate vocabulary from the module</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 brush up 4 mundane</p><p>2 surgeon 5 stimulating</p><p>3 dole</p><p>5 To revise expressions used for giving and</p><p>responding to advice</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Mbendjele pygmies are indigenous people who live</p><p>in the Congo rainforest and are shorter than average;</p><p>men average less than 150 cm tall. They traditionally</p><p>live a hunter-gatherer lifestyle.</p><p>Congo Basin is the watershed of the Congo River, in</p><p>west equatorial Africa. It has some of the largest</p><p>undisturbed rainforest left in the world. It goes</p><p>through a number of countries: Angola, Burundi,</p><p>Cameroon, Central African Republic, Democratic</p><p>Republic of the Congo, Republic of the Congo,</p><p>Rwanda, South Sudan, Tanzania and Zambia.</p><p>Cicero was a Roman philosopher and politician. He</p><p>was born in 106 BC and died in 43 BC.</p><p>Bomassa is a town in the northern Republic of</p><p>Congo, near the border with the Central African</p><p>Republic. It is known for its local rainforests, and</p><p>people are working to have the area designated a</p><p>national park.</p><p>Background information</p><p>Answer Key</p><p>1 a 2 b 3 a</p><p>6 To write a formal letter</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>Dear Mr Hodges,</p><p>I am writing with reference to your plan to promote a</p><p>summer work experience programme and to offer my</p><p>support for the initiative.</p><p>Firstly, I would like to state that I believe it is vital that</p><p>students gain some experience of the world of work</p><p>while still studying. It is no longer enough simply to</p><p>have learnt a subject in theory but with no practice in it.</p><p>There is no doubt that work experience will</p><p>complement their learning if</p><p>Book, Module 1, p. 12, Ex. 4. Tell Ss</p><p>that in order to complete this task successfully, they do</p><p>not need to understand every single detail in the text.)</p><p>Note: Check these words sections can be treated as</p><p>follows: Go through the list of words after Ss have read</p><p>the text and ask Ss to explain the words using the</p><p>context they appear in. Ss can give examples,</p><p>mime/draw the meaning or look up the meaning in their</p><p>dictionaries.</p><p>tall</p><p>short</p><p>02OnScreen C1 Ts POL Intro.qxp_02OnScreen C1 Ts POL Intro 12/7/18 11:47 AM Page 6</p><p>frenglish.ru</p><p>7</p><p>G Correcting students’ work</p><p>All learners make errors – it is part of the learning process.</p><p>The way you deal with errors depends on what the Ss are</p><p>doing.</p><p>• Oral accuracy work:</p><p>Correct Ss on the spot, either by providing the correct</p><p>answer and allowing them to repeat, or by indicating the</p><p>error but allowing Ss to correct it. Alternatively, indicate</p><p>the error and ask other Ss to provide the answer.</p><p>• Oral fluency work:</p><p>Allow Ss to finish the task without interrupting, but</p><p>make a note of the errors made and correct them</p><p>afterwards.</p><p>• Written work:</p><p>Do not over-correct; focus on errors that are directly</p><p>relevant to the point of the exercise. When giving</p><p>feedback, you may write the most common errors on</p><p>the board and get the class to attempt to correct them.</p><p>Remember that rewarding work and praising Ss is of great</p><p>importance. Post good written work on a display board in</p><p>your classroom or school, or give “reward” stickers. Praise</p><p>effort as well as success.</p><p>H Class organisation</p><p>• Open pairs</p><p>The class focuses its attention on two Ss doing the set</p><p>task together. Use this technique when you want your</p><p>Ss to offer an example of how a task is done. (See Ex. 3</p><p>on p. 67 of the Student’s Book.)</p><p>• Closed pairs</p><p>Pairs of Ss work together on a task or activity while you</p><p>move around offering assistance and suggestions.</p><p>Explain the task clearly before beginning closed</p><p>pairwork. (See Ex. 3 on p. 31 of the Student’s Book)</p><p>• Stages of pairwork</p><p>– Put Ss in pairs.</p><p>– Explain the task and set a time limit.</p><p>– Rehearse the task in open pairs.</p><p>– In closed pairs, get Ss to do the task.</p><p>– Go around the class and help Ss.</p><p>– Open pairs report back to the class.</p><p>• Group work</p><p>Groups of three or more Ss work together on a task or</p><p>activity. Class projects or role play are most easily</p><p>done in groups. Again, give Ss a solid understanding of</p><p>the task in advance.</p><p>• Rolling questions</p><p>Ask Ss one after the other to ask and answer questions</p><p>based on the texts.</p><p>I Using the ieBook for pronunciation and</p><p>intonation practice</p><p>Dialogues, texts and Pronunciation sections are included in</p><p>the ieBook. Ss have the chance to listen to these recordings</p><p>at home as many times as they want to improve their</p><p>pronunciation and intonation.</p><p>• S listens to the recording and follows the lines.</p><p>• S listens to the recording with pauses after every</p><p>sentence/exchange. S repeats as many times as</p><p>needed, trying to imitate the speaker’s pronunciation</p><p>and intonation.</p><p>• S listens to the recording again. S reads aloud.</p><p>• All listening tasks in the Workbook are also included in</p><p>the ieBook.</p><p>J Using L1 in class</p><p>Use L1 in moderation and only when necessary.</p><p>ABBREVIATIONS</p><p>Abbreviations used in the Student’s Book and Teacher’s</p><p>T Teacher</p><p>S(s) Student(s)</p><p>HW Homework</p><p>L1 Students’ native</p><p>language</p><p>Ex(s). Exercise(s)</p><p>p(p). Page(s)</p><p>e.g. For example</p><p>i.e. That is</p><p>etc. Et cetera</p><p>sb Somebody</p><p>sth Something</p><p>02OnScreen C1 Ts POL Intro.qxp_02OnScreen C1 Ts POL Intro 12/7/18 11:47 AM Page 7</p><p>frenglish.ru</p><p>1Module</p><p>8</p><p>Who we are</p><p>In this module, Ss will explore the topics of relationships,</p><p>family life, personality and qualities.</p><p>Lesson Objectives: to give an overview of the module, to</p><p>introduce key vocabulary for family life</p><p>Vocabulary: our favourite families; phrases (sibling jealousy,</p><p>single mother, great grandchildren); nouns (nephew,</p><p>guardian, widow)</p><p>Lesson Objectives: to listen and read for general</p><p>comprehension paying attention to how a text is structured</p><p>and developed, to answer comprehension questions based</p><p>on a text, to write a blog entry on how siblings can get along</p><p>despite their differences</p><p>Vocabulary: nouns (gene pool, geneticist, heritage,</p><p>preconception, race, slavery, solidarity, stare, tumbling,</p><p>flipside, offspring); adjectives (age-old, gregarious, identical,</p><p>wrinkly, evident, straightforward, irrelevant); phrases (genetic</p><p>mix, let alone); phrasal verb (mark sb out); verbs (be picked</p><p>on, suspect, pitch in)</p><p>Lesson Objectives: to learn words/phrases related to</p><p>family, friends & relationships, personality & qualities, to</p><p>learn idioms related to relationship, to learn prepositions, to</p><p>learn phrasal verbs, to practise word formation</p><p>Vocabulary: family, friends & relationships (line of descent,</p><p>gene pool, physical trait, cultural heritage, new generation);</p><p>relationship adjectives (supportive, distant, caring, close,</p><p>tight-knit, tense, damaged, productive, hostile,</p><p>dysfunctional, hollow, fake, dishonest, genuine, insincere,</p><p>weak, firm, solid, stable, strong); personality & qualities</p><p>(timid, dependable, sympathetic, laid-back, affectionate,</p><p>tolerant, opinionated, considerate, unemotional, thoughtless,</p><p>narrow-minded, bold, uncompassionate, highly-strung,</p><p>unreliable, open-minded, self-confident, aggressive,</p><p>headstrong, lively, dominant, submissive); Idioms (tell sb’s</p><p>side of the story, fight like cat and dog, get on like a house</p><p>on fire, be the centre of attention, be set in your ways);</p><p>phrasal verbs (stand up for, fall out, let sb down, mess up,</p><p>break up)</p><p>Lesson Objectives: to revise/practise present tenses, to</p><p>revise/practise past tenses, to revise/practise comparisons,</p><p>to practise key word transformations</p><p>Lesson Objectives: to prepare for a listening task, to listen</p><p>for gist</p><p>Vocabulary: from scripts (overwhelmed, go to great lengths,</p><p>bash, rapport, extended family, get hitched, devastated,</p><p>coincide, right as rain, cry the house down, put a spanner in</p><p>the works, run oneself ragged, choked up)</p><p>Lesson Objectives: to learn/practise situational language</p><p>for asking for and giving personal information, to act out a</p><p>dialogue asking for and giving personal information, to</p><p>answer questions about oneself</p><p>Lesson Objectives: to analyse a rubric, to compare models,</p><p>to recognise appropriate style in informal letters/ emails, to</p><p>put paragraphs in the correct order, to identify synonymous</p><p>phrases, to complete spidergrams, to write an informal email</p><p>giving your opinion and making suggestions</p><p>Lesson Objectives: to prepare for and practise multiple-</p><p>choice cloze, to consolidate vocabulary and grammar</p><p>structures</p><p>Lesson Objectives: to learn extra theme-related vocabulary</p><p>on feelings & personality, to learn idioms describing feelings,</p><p>to practise word formation</p><p>Vocabulary: feelings & Personality (blunt, brash,</p><p>presumptuous, argumentative, sulky, withdrawn, resentful,</p><p>wretched, overjoyed, jubilant, content, gleeful); idioms (be</p><p>over the moon, be down in the dumps, hit rock bottom, be</p><p>happy go lucky, have a face like thunder)</p><p>Lesson Objectives: to read for general comprehension</p><p>paying attention to how a text is structured and developed,</p><p>to listen for gist, to consolidate vocabulary & grammar</p><p>structures from the module, to revise speaking skills, to write</p><p>an email giving advice</p><p>1a Reading 6-7</p><p>1b Vocabulary 8-9</p><p>1c Grammar in use 10-11</p><p>1d Listening skills 12</p><p>1e Speaking skills 13</p><p>1f Writing 14-17</p><p>Module page 5</p><p>Language Knowledge</p><p>they seek employment in a</p><p>field related to their studies. Therefore, any kind of work</p><p>experience will teach a wealth of skills that will be useful</p><p>for any future career, such as teamwork, responsibility,</p><p>organisational skills and time management.</p><p>It is indisputable that finding jobs after graduation is</p><p>becoming more difficult and more competitive. Any</p><p>experience that can give graduates a head start in the</p><p>job market is to be welcomed. Another point worth</p><p>mentioning is that it will help ground those students</p><p>who may have unrealistic goals due to a lack of</p><p>knowledge of the world of work. Those who think their</p><p>qualifications will mean they will immediately find a</p><p>well-paid job, need to learn the realities of life.</p><p>I look forward to taking part in this scheme over the</p><p>summer.</p><p>Yours sincerely,</p><p>Janet Anderson</p><p>Competences</p><p>Ask Ss to assess their own performance in the unit</p><p>according to how competent they feel about each of the</p><p>listed activities.</p><p>05OnScreen C1 Ts POL Mod 3.qxp_05OnScreen C1 Ts POL Mod 3 12/7/18 11:52 AM Page 59</p><p>frenglish.ru</p><p>4Module</p><p>60</p><p>Health Matters</p><p>In this module, Ss will explore the topics of well-being,</p><p>health problems/conditions and injuries, food and nutrition,</p><p>fitness and sport.</p><p>Lesson Objectives: to give an overview of the module, to</p><p>introduce key vocabulary for inner well-being</p><p>Vocabulary: emotional health (diet, low in sugar, improve</p><p>quality, contribute to, social contact, overriding need,</p><p>interact face-to-face, stress-busting hormones, relaxation,</p><p>sensory input, put the brakes on, activity, lift sb’s mood, gain</p><p>a sense of, sleep, take its toll on sth, mental sharpness,</p><p>wreak havoc, purpose, generate new cells, strengthen</p><p>immune system, maintain a positive outlook)</p><p>Lesson Objectives: to listen and read for specific</p><p>information, to do research about smiles</p><p>Vocabulary: nouns (womb, reflex, heritage, non-aggression,</p><p>dopamine, endorphins, impact, evolution, primate, sincerity);</p><p>adjectives (enigmatic, therapeutic, mood-enhancing, mere,</p><p>pleasure-inducing, transformative, infectious, unique,</p><p>distinct, essential); verbs (engage, postulate); phrases</p><p>(mischievous smirk, beaming grin); adverb (regardless)</p><p>Lesson Objectives: to learn words/phrases related to well-</p><p>being, to learn words/phrases related to health problems,</p><p>injuries and health conditions, to learn idioms related to</p><p>health, to learn prepositions, to learn phrasal verbs, to</p><p>practise word formation</p><p>Vocabulary: well-being (cope with stress, disease, build up</p><p>stamina, undergo therapy, boost sb’s mood, speed up</p><p>recovery, daily/severe/emotional stress, alternative/non-</p><p>invasive/ongoing therapy, amiable/rotten/defiant mood,</p><p>dramatic/full/swift recovery, chronic/terminal/degenerative</p><p>disease, great/mental/physical stamina, splitting headache,</p><p>swollen glands, tear a muscle, throbbing pain, fractured toe,</p><p>dislocate a shoulder, relieve, heal, treat, migraine, sinusitis,</p><p>cramp, arthritis); idioms (be as fit as a fiddle, feel out of sorts,</p><p>be given a clean bill of health, be back on one’s feet); phrasal</p><p>verbs (pass away, clear up, wind down, pull through, ward</p><p>off, work up)</p><p>Lesson Objectives: to revise/practise modal verbs, to make</p><p>speculations and deductions, to practice words and phrases</p><p>that express modality, to practise key word transformations</p><p>Lesson Objectives: to prepare for a listening task, to listen</p><p>for specific information</p><p>Vocabulary: from script (general practitioner, obesity, hectic</p><p>lifestyle, nutritious, societal pressures, epidemic, tackle the</p><p>issue, starvation, muscle mass, bulk up, side effect, naturally</p><p>predisposed, physically unattainable, processed food)</p><p>Lesson Objectives: to learn/practise situational language</p><p>for expressing opinions & agreeing or disagreeing, to act out</p><p>a dialogue expressing opinions & agreeing or disagreeing, to</p><p>express opinions based on visual prompts</p><p>Lesson Objectives: to analyse a rubric, to recognise thesis</p><p>statements/topic sentences & supporting details, to analyse</p><p>a model, to paraphrase, to practise techniques for</p><p>introductions and conclusions, to write an essay based on</p><p>prompts</p><p>Lesson Objectives: to prepare for and practise key word</p><p>transformations, to consolidate vocabulary and grammar</p><p>structures</p><p>Lesson Objectives: to learn extra theme-related vocabulary</p><p>on happiness/fitness & sport/food & nutrition, to practise</p><p>idioms related to sport</p><p>Vocabulary: happiness (beam, grin, chuckle, giggle, smirk);</p><p>fitness & sport adjectives (exhilarating, invigorating,</p><p>hazardous, demanding); food & nutrition (fibre, minerals,</p><p>fatty, nutritious, appetite, bacteria, grains, calories, digestion,</p><p>obesity); idioms (learn the ropes, be on the ball, go</p><p>overboard, be a long shot)</p><p>Lesson Objectives: to read for specific information, to listen</p><p>for specific information, to consolidate vocabulary &</p><p>grammar structures from the module, to revise speaking</p><p>skills, to write an essay based on prompts</p><p>4a Reading 60-61</p><p>4b Vocabulary 62-63</p><p>4c Grammar in use 64-65</p><p>4d Listening skills 66</p><p>4e Speaking skills 67</p><p>4f Writing 68-71</p><p>Module page 59</p><p>Language Knowledge 4 72-73</p><p>Language Focus 4 74</p><p>Progress Check 4 75-76</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 60</p><p>frenglish.ru</p><p>61</p><p>4 Module</p><p>Module Objectives</p><p>Direct Ss’ attention to the title of the module Health Matters</p><p>and ask Ss to suggest what they think the module will be</p><p>about (the module is about health and well-being, health</p><p>problems, food and nutrition and fitness). Go through the</p><p>objectives list to stimulate Ss’ interest in the module.</p><p>1 To introduce new vocabulary</p><p>• Direct Ss’ attention to the pictures and elicit what</p><p>each picture shows.</p><p>• Give Ss time to read the texts (A – E) and fill in the</p><p>gaps with the correct words.</p><p>• Check Ss’ answers around the class, explaining/</p><p>eliciting meanings of any unknown vocabulary.</p><p>• Ask various Ss to tell the class what they think</p><p>affects our emotional health.</p><p>Answer Key</p><p>A: 1 low 2 improves 3 contributes</p><p>B: 4 overriding 5 interacting 6 stress-busting</p><p>C: 7 input 8 brakes</p><p>D: 9 lift 10 gain</p><p>E: 11 toll 12 sharpness 13 havoc</p><p>F: 14 generate 15 strengthen 16 maintain</p><p>Suggested Answer Key</p><p>I believe a lot of different things can affect our</p><p>emotional health. For example, following a wholesome</p><p>diet, having enough social contact, getting enough</p><p>relaxation, doing plenty of physical activity, sleeping</p><p>well and having a sense of purpose. All of these things</p><p>play an important part in our mental well-being.</p><p>2 To personalise the topic</p><p>• Ss work in pairs and answer the question.</p><p>• Monitor around the class.</p><p>• Ask for volunteers to give their answer to the class.</p><p>Suggested Answer Key</p><p>I believe I am emotionally healthy because I come from</p><p>a stable background and have a good relationship with</p><p>my parents and siblings. I also have a wide social circle</p><p>and lots of interests that keep me active, stimulated and</p><p>happy.</p><p>• Direct Ss’ attention to the quotation. Ask Ss to work</p><p>in pairs and discuss their opinions about what it</p><p>means.</p><p>• Ask various Ss to tell the class.</p><p>Words of wisdom</p><p>Suggested Answer Key</p><p>This quote makes a very important point that health is</p><p>more than just the absence of physical illness or injury.</p><p>It states that our general health is made up of our</p><p>physical, emotional and social well-being, and therefore</p><p>all elements should be cared for and attended to. I</p><p>agree with this quote and believe</p><p>that all these things</p><p>contribute to our happiness and well-being.</p><p>Reading</p><p>1 To introduce the topic</p><p>• Direct Ss’ attention to the picture.</p><p>• Read out the questions and elicit answers to the</p><p>questions from Ss around the class.</p><p>Answer Key</p><p>The painting is called the ‘Mona Lisa’. It was painted by</p><p>Leonardo da Vinci.</p><p>2 To talk about different kinds of smiles</p><p>• Read out the rubric to the Ss.</p><p>• Elicit answers from Ss around the class.</p><p>Suggested Answer Key</p><p>I would say that the woman has a mischievous smirk on</p><p>her face. It’s just a small smile, which makes you</p><p>wonder what she’s thinking. A beaming grin would be a</p><p>wider smile that reveals the teeth and looks more</p><p>clearly joyful.</p><p>3 To introduce the topic and prepare Ss to</p><p>read the article</p><p>• Read out the questions and elicit answers from Ss</p><p>around the class.</p><p>• Then give Ss time to read the article for the first</p><p>time.</p><p>Suggested Answer Key</p><p>We smile for different reasons. To help with social</p><p>interaction and also to display our emotional state and</p><p>wellbeing. Smiling can have a strong impact on us and</p><p>has many therapeutic health benefits. It can be mood-</p><p>enhancing and lower blood pressure. Smiling also has</p><p>an impact on others as it can trigger similar</p><p>transformative feel-good effects in the people around</p><p>you.</p><p>4a</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 61</p><p>frenglish.ru</p><p>62</p><p>4Module</p><p>pleasure-inducing (adj) = that brings a feeling of</p><p>enjoyment</p><p>transformative (adj) = bringing about changes for the</p><p>better</p><p>infectious (adj) = spreading quickly</p><p>5 a) To consolidate new vocabulary through</p><p>synonymous words</p><p>• Explain the task and give Ss time to find the</p><p>synonyms in the text.</p><p>• Elicit answers from various Ss around the class.</p><p>Answer Key</p><p>impact: influence (n)</p><p>unique: one-of-a-kind (adj)</p><p>evolution: development (n)</p><p>primates: apes (n)</p><p>distinct: unconnected (adj)</p><p>sincerity: genuineness (n)</p><p>regardless: irrespective (adv)</p><p>essential: vital (adj)</p><p>b) To explain the meaning of phrases/</p><p>idioms from the text</p><p>• Ss work in pairs to explain the underlined</p><p>phrases.</p><p>• Ask various Ss to give their answers to the</p><p>class.</p><p>Answer Key</p><p>Something that lifts our spirits makes us feel happier or</p><p>better than we did before.</p><p>In and of itself means alone, without anything else</p><p>being required.</p><p>Grin and bear it means to put up with something you</p><p>don’t like, rather than complain about it.</p><p>6 To consolidate vocabulary from a text</p><p>• Explain the task and check Ss’ answers.</p><p>• Elicit the words for the body parts in Ss’ own</p><p>language.</p><p>Answer Key</p><p>ear, womb, teeth, lips, muscle, mouth, cheek, eye</p><p>7 To consolidate what has been</p><p>learned and to use the Internet to collect more</p><p>information</p><p>• Explain the task and read out the three questions.</p><p>• Elicit answers from Ss around the class and then</p><p>tell the Ss to use the Internet to collect more</p><p>information to answer their questions about smiling.</p><p>4 To read for specific information; to find</p><p>synonyms/antonyms</p><p>• Read out the Study Skills box and explain how Ss</p><p>can approach T/F/DS statements.</p><p>• Ask Ss to read the statements and underline the</p><p>key words.</p><p>• Give Ss time to read the text again and tick the</p><p>correct boxes and find the synonyms/antonyms in</p><p>the text.</p><p>• Check Ss’ answers. Ss should justify their answers</p><p>with information from the text.</p><p>Answer Key</p><p>1 F (... because of the lasting power of her unique</p><p>and enigmatic smile)</p><p>2 DS (no mention of specific scientific disciplines, so</p><p>we don’t know how many are involved)</p><p>3 F (even blind babies smile – this implies smiles are</p><p>not learnt because they cannot see a smile)</p><p>4 T (fear or readiness to attack ... a sign of non-</p><p>aggression)</p><p>5 T (named after the scientist who ...)</p><p>6 C (Smiling has been recorded in babies in the</p><p>womb…)</p><p>7 C (It increases the level of reward</p><p>neurotransmitters such as dopamine…)</p><p>8 A (Smiling… is pleasure-inducing in and of itself.)</p><p>9 displays, therapeutic</p><p>10 mischievous, sincere</p><p>• Refer Ss to the Check these words box on p. 61</p><p>and explain/elicit the meanings of the words or ask</p><p>Ss to use the word list to look them up.</p><p>Answer Key</p><p>enigmatic (adj) = mysterious</p><p>mischievous smirk (phr) = a cheeky little smile</p><p>beaming grin (phr) = a very broad and happy smile</p><p>womb (n) = the organ in a woman's body where a</p><p>baby grows until it is born</p><p>reflex (n) = a natural response to a physical effect</p><p>heritage (n) = a society's manners and customs</p><p>passed on from one generation to another</p><p>non-aggression (n) = a lack of a desire to attack</p><p>engage (v) = to use (a muscle to do sth)</p><p>therapeutic (adj) = healing</p><p>dopamine (n) = a body chemical that develops a</p><p>sense of pleasure</p><p>mood-enhancing (adj) = that improves the way you</p><p>feel</p><p>endorphin (n) = a body chemical that relieves pain and</p><p>develops a sense of happiness</p><p>postulate (v) = to hypothesise</p><p>mere (adj) = only, simply</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 62</p><p>frenglish.ru</p><p>63</p><p>4 Module</p><p>• Give Ss time to research the topic and write about it</p><p>and then ask various Ss to tell the class what they</p><p>have learnt.</p><p>• Alternatively, assign the task as HW and ask Ss to</p><p>tell the class in the next lesson.</p><p>Suggested Answer Key</p><p>Before I read the article I had heard that there were two</p><p>different kinds of smiles. I knew the ones that involved</p><p>the eye muscles were more sincere, but I didn’t know it</p><p>was called a Duchenne smile. I also knew that smiling</p><p>when you don’t feel happy can actually make you feel</p><p>happier. Something new that I learned from the text is</p><p>that babies smile as a reflex before they are born. I also</p><p>didn’t know that smiles originated in primates. I would</p><p>like to know more about how many muscles a smile can</p><p>use. In my research I found out that a smile can use</p><p>from 3 to 53 different facial muscles!</p><p>Listening & Speaking</p><p>To talk about information from a text</p><p>• Play the recording of the text once.</p><p>• Give Ss time to discuss the topic in pairs.</p><p>• Ask various Ss to tell their ideas to the class.</p><p>Suggested Answer Key</p><p>A: The text discusses some very interesting points</p><p>about smiling, a lot of which I’d never even</p><p>considered! For example, the history of it and its</p><p>primate roots. For me though, I think the most</p><p>beneficial thing about smiling is the therapeutic</p><p>effects that it has on the body.</p><p>B: I totally agree! I knew it felt good but I never realised</p><p>that it lowers blood pressure and increases the level</p><p>of reward neurotransmitters such as dopamine. It’s</p><p>true that these are all very helpful, but I think that</p><p>the biggest benefit is actually how smiling can help</p><p>others feel. These infectious transformative effects</p><p>can help everyone and for me are the most</p><p>beneficial aspects.</p><p>A: You’ve got a point. I agree with you actually.</p><p>Writing</p><p>To write a short summary</p><p>• Read the task aloud and give Ss time to write their</p><p>summaries.</p><p>• Ask various Ss to read their paragraph to the rest of</p><p>the class.</p><p>• Alternatively you can assign the task as H/W.</p><p>Suggested Answer Key</p><p>Smiling clearly captures our imaginations, but why do</p><p>we smile? Some reasons include when we feel</p><p>happiness or want to interact socially, and the act of</p><p>smiling goes far back into our evolutionary history.</p><p>Although it’s a simple action smiling can actually be</p><p>quite complicated, also, because there are two different</p><p>kinds of smiles with very different meanings.</p><p>One kind</p><p>is polite, and the other, which involves the muscles</p><p>around the eyes, is more sincere and shows emotional</p><p>well-being. Even so, either kind of smile is good for our</p><p>health. This amazing expression can even make us, and</p><p>the other people around us, feel happier all by itself. So,</p><p>the next time you feel bad you should try smiling to see</p><p>how much it can help you feel better.</p><p>Vocabulary</p><p>1 To consolidate vocabulary from a text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 infectious 4 mood-enhancing</p><p>2 mysterious 5 therapeutic</p><p>3 mischievous</p><p>2 To consolidate vocabulary from a text</p><p>• Give Ss time to fill the gaps with the correct form of</p><p>the verbs.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 has captured 3 lifts</p><p>2 are displayed 4 revealing</p><p>3 To practise prepositions</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 on 3 to 5 on</p><p>2 for 4 at</p><p>4 a) To present topic-related vocabulary</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers and explain/elicit the</p><p>meanings of any unknown words.</p><p>4b</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 63</p><p>frenglish.ru</p><p>64</p><p>4Module</p><p>c) To practise topic-related vocabulary</p><p>• Explain the task and play the recording twice, if</p><p>necessary.</p><p>• Ss listen and do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>Speaker 1 = sentence 2, swollen glands</p><p>Speaker 2 = sentence 4, throbbing pain in knuckles</p><p>Speaker 3 = sentence 1, splitting headache</p><p>6 To use new vocabulary to talk about</p><p>yourself</p><p>• Read out the rubric.</p><p>• Ask various Ss around the class to talk about their</p><p>experiences.</p><p>Suggested Answer Key</p><p>Well, I’ve never torn a muscle, but I did twist my ankle</p><p>once when I was playing basketball. It swelled up and it</p><p>hurt to walk for a couple of weeks. I put ice on it and</p><p>elevated it when I was at home, and I wrapped it in a</p><p>bandage when I had to go out. A friend of mine</p><p>fractured his arm several years ago as well. He had to</p><p>go to the hospital and have a cast put on his arm. I was</p><p>worried about him, but after a few weeks, the doctor</p><p>took the cast off and he was fine.</p><p>7 To revise verbs related to health.</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 heal 3 relieve 5 relieve</p><p>2 treated 4 heal</p><p>8 To practise new vocabulary</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 arthritis 3 cramp</p><p>2 migraine 4 sinusitis</p><p>9 To present idioms related to health</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Explain/elicit the meanings of</p><p>the idioms as needed.</p><p>Answer Key</p><p>1 b 2 c 3 d 4 a</p><p>Answer Key</p><p>1 stress 4 therapy</p><p>2 disease 5 mood</p><p>3 stamina 6 recovery</p><p>b) To present health-related collocations</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 stress 3 mood 5 disease</p><p>2 therapy 4 recovery 6 stamina</p><p>c) To practise health-related collocations</p><p>• Give Ss time to write their sentences.</p><p>• Ask various Ss to read out their answers to the</p><p>class.</p><p>Suggested Answer Key</p><p>1 Severe stress can take its toll on a person’s health.</p><p>2 Anna prefers to use alternative therapies such as</p><p>acupuncture rather than take pain medicine.</p><p>3 What’s wrong with Tom? He’s in a rotten mood</p><p>today.</p><p>4 Everyone was relieved when Alex made a swift</p><p>recovery after his operation.</p><p>5 Some chronic diseases can be prevented by</p><p>making lifestyle changes.</p><p>6 Working as a miner would surely require great</p><p>physical stamina.</p><p>5 a) To present topic-related vocabulary</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 splitting 4 throbbing</p><p>2 swollen 5 stubbed</p><p>3 tore 6 dislocated</p><p>b) To categorise new vocabulary</p><p>• Explain the task and give Ss time to categorise</p><p>the health problems/injuries.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>hands legs head/neck torso</p><p>throbbing</p><p>pain in</p><p>knuckles</p><p>torn muscle</p><p>in calf,</p><p>stubbed toe</p><p>splitting</p><p>headache,</p><p>swollen</p><p>glands</p><p>dislocated</p><p>collarbone</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 64</p><p>frenglish.ru</p><p>65</p><p>4 Module</p><p>The idiom that matches the picture is: to be as fit as a</p><p>fiddle.</p><p>• Optional extension: ask Ss to write their own</p><p>sentences using the idioms and then read their</p><p>sentences to the class.</p><p>10 To practise prepositional phrases</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix I.</p><p>Answer Key</p><p>1 with 3 at 5 on</p><p>2 on 4 in 6 of</p><p>11 To practise phrasal verbs</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix II.</p><p>Answer Key</p><p>1 away 3 down 5 off</p><p>2 up 4 through 6 up</p><p>12 To practise word formation</p><p>• Explain the task and give Ss time to complete it.</p><p>• Remind Ss that correct spelling is required.</p><p>• Check Ss’ answers on the board.</p><p>Answer Key</p><p>1 gratefulness 5 relationships</p><p>2 identify 6 acknowledge</p><p>3 complaints 7 transform</p><p>4 consistently 8 meaningful</p><p>Grammar in use</p><p>1 To present modals</p><p>• • Write the following sentences on the board: Lisa</p><p>is stressed about her exams. She told me./Lisa</p><p>must be stressed about her exams. She looks</p><p>unhappy. Mike usually comes with us. / OK, Mike</p><p>can come with us. Elicit from students what is the</p><p>difference between the sentences in each pair. (i.e.</p><p>the first sentences in each pair are facts while the</p><p>second contain a modal and express opinion or</p><p>attitude.) Point out that modals do not have tenses</p><p>in the normal sense and are followed by the</p><p>infinitive without to.</p><p>• Elicit from Ss as many modal verbs as they can</p><p>think of and write them on the board. (i.e. can,</p><p>4c</p><p>could, may, might, must, have to, ought to, shall,</p><p>should, would, will, can’t, mustn’t, needn’t, don’t</p><p>have to etc.) Refer Ss to the Grammar Reference</p><p>section (pp. GR7-GR10) for more information.</p><p>• Ask Ss to read the article and match the modals in</p><p>bold to their functions.</p><p>• Give Ss time to complete the task and then check</p><p>their answers. Write the modals and their functions</p><p>on the board.</p><p>Answer Key</p><p>must: deduction (positive logical assumption)</p><p>can: possibility (general theoretical possibility)</p><p>may: possibility (it is likely)</p><p>might: possibility (probably happened in the past)</p><p>can: ability (they are able to)</p><p>don’t have to: absence of necessity</p><p>could: possibility (it is likely)</p><p>should: advice (it’s a good idea to)</p><p>mustn’t: prohibition (you are not allowed to)</p><p>2 To practise modals</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>A: 1 d 2 c 3 b 4 a</p><p>These phrases express possibility in a variety of</p><p>tenses.</p><p>B: 1 d 2 a 3 b 4 e 5 c</p><p>These phrases express necessity/absence of</p><p>necessity in a variety of tenses.</p><p>C: 1 e 2 b 3 d 4 a 5 c</p><p>These phrases express obligation in a variety of</p><p>tenses</p><p>3 To differentiate between meanings of</p><p>similar modals</p><p>• Refer Ss to the Grammar Reference section (pp.</p><p>GR7-GR10) and give them time to complete the</p><p>task.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 a Criticism of a particular action. Jess stayed up</p><p>too late last Sunday.</p><p>b General advice. It would be a good idea if Jess</p><p>went to bed earlier on Sundays.</p><p>2 a Possibility. I believe that it was possible for me</p><p>to beat my record, but I didn’t.</p><p>b Ability in a specific situation in the past. I have</p><p>managed to beat my record.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 65</p><p>frenglish.ru</p><p>66</p><p>4Module</p><p>B: The woman in picture B must be a dietician. She</p><p>might work in an office. She can create/must be</p><p>creating diet plans for clients. She must enjoy her</p><p>job because she looks happy. She must have</p><p>studied nutrition at college.</p><p>• Optional extension: Ask Ss to use modals to</p><p>speculate about what their family members are</p><p>doing right now. Ss can work in pairs, then various</p><p>Ss’ can tell the class.</p><p>7 To present phrases that express modality</p><p>• Explain to Ss that there are other phrases that have</p><p>meanings that are similar to modal verbs. Elicit any</p><p>of these phrases that Ss might know, and write</p><p>them on the board. (i.e. be supposed to, be likely to,</p><p>let’s, how about, be allowed to, be bound to, would</p><p>like to, etc.) Refer Ss to the Grammar Reference</p><p>section (pp. GR9-GR10) for more information.</p><p>• Explain the task and give Ss time to fill in the</p><p>phrases and match them to their functions.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 surely – implies probability</p><p>2 supposed to – implies obligation</p><p>3 be sure to – implies advice</p><p>4 unlikely to – implies possibility</p><p>5 is bound to – implies certainty</p><p>6 allowed to – implies permission</p><p>8 To find phrases that express modality</p><p>in a text</p><p>• Give Ss time to read through the text again and find</p><p>the phrases that express modality.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>it’s quite likely that (paragraph 2), likely (paragraph 3)</p><p>9 To practise key word transformations</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 was supposed to have given</p><p>2 it be possible for the nutritionist</p><p>3 can be used or</p><p>4 it is likely that</p><p>10 To use modals to talk about yourself</p><p>• Give Ss time to do the task in pairs.</p><p>• Ask various Ss to tell the class.</p><p>3 a Obligation. It is necessary for me to practise</p><p>because somebody says so (i.e. the coach).</p><p>b Obligation. It is necessary for me to practise</p><p>because I really want to win. (I decided)</p><p>4 a Absence of necessity. It is not necessary for you</p><p>to attend the gym session.</p><p>b Prohibition. You are not allowed to attend the</p><p>gym session.</p><p>4 To practise modals</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers around the class. Ss should</p><p>explain the meanings of the phrases.</p><p>Answer Key</p><p>1 must have finished – it is a positive logical</p><p>assumption</p><p>2 can’t have been – it is a negative logical assumption</p><p>3 might be - it’s possible</p><p>4 needn’t have gone – it talks about sth that</p><p>happened though it wasn’t necessary</p><p>5 must be – it is a positive logical assumption</p><p>6 should be training – it expresses probability;</p><p>it’s almost certain</p><p>5 To rewrite sentences using modals</p><p>• Give Ss time to write their sentences.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>2 Haley should/ought to have been here by now.</p><p>3 You mustn’t/can’t use the fitness studio without</p><p>having membership.</p><p>4 I must/have to speak to an instructor before I use</p><p>any new exercise machines.</p><p>5 We needn’t/don’t have to/don’t need to book a</p><p>table at the restaurant. It’s OK if we just turn up.</p><p>6 You should/ought to/have to/must cut down on the</p><p>amount of processed food you eat.</p><p>6 To use modals to make</p><p>speculations/deductions about pictures</p><p>• Explain the task. Draw Ss’ attention to the pictures</p><p>and the ideas in the lists and read out the example.</p><p>• Give Ss time to do the task in pairs.</p><p>• Ask various Ss to tell the class.</p><p>Answer Key</p><p>A: The woman in picture A must have been exercising in</p><p>the park. She might/may be suffering from a pulled</p><p>muscle. She might not have/should/ ought to have</p><p>warmed up first. She definitely shouldn’t continue to</p><p>exercise. I think she ought to/should see a doctor.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 66</p><p>frenglish.ru</p><p>67</p><p>4 Module</p><p>Suggested Answer Key</p><p>A: I think that I should have smiled more when I</p><p>was younger. Now I know that it’s beneficial and</p><p>helps the body in lots of ways, but then I didn’t</p><p>realise. I could have made more of an effort to</p><p>be cheerful and outgoing with other people, but</p><p>I didn’t because I was quite shy. Also, I should</p><p>have slept more when I was studying for exams.</p><p>I ought to have slept for eight hours every night</p><p>and then studying probably would have been</p><p>easier and less stressful. What about you?</p><p>B: I agree, I should have slept more during exams,</p><p>too. Especially last year. I was so tired</p><p>afterwards. I could have started studying earlier,</p><p>and gone to bed every night at eleven instead of</p><p>staying up all night and trying to memorise</p><p>everything at the last moment. Also, I should</p><p>have eaten less junk food when I was younger.</p><p>Back then I just wanted to eat things that tasted</p><p>good; I didn’t worry about my health or my</p><p>weight. For example, I could have eaten fruit for</p><p>snacks instead of sweets.</p><p>A: You know, I may join a gym. That would make it</p><p>easier to exercise, especially in the winter when</p><p>the weather is bad. I definitely must exercise</p><p>more because I’m not as fit as I’d like to be. Also,</p><p>I may buy a vegetarian cookbook so that I can</p><p>learn to cook some vegetarian meals. I’m not</p><p>crazy about vegetarian food, but my doctor says</p><p>that I have to eat less meat. I know she’s right, so</p><p>I must find some meat-free meals that I enjoy.</p><p>B: I think the cookbook is a good idea; you should</p><p>get it. I may stop using elevators and always</p><p>take the stairs instead. It’s a great way to get a</p><p>little more exercise, but it’s not easy because</p><p>sometimes I feel lazy. Like you, I must get more</p><p>exercise. I’d like to lose a little weight. Another</p><p>thing that I absolutely must do is take the time to</p><p>relax more and take a break. I should try</p><p>relieving stress by listening to calming music.</p><p>Listening skills</p><p>1 a) To prepare for a sentence completion</p><p>task; to identify word type</p><p>• Read out the Study Skills box.</p><p>• Ask Ss to read the sentence, and elicit what</p><p>type of word is missing.</p><p>Answer Key</p><p>A noun is missing.</p><p>4d</p><p>b) To prepare for a sentence completion</p><p>task; to brainstorm for words</p><p>to fill a gap</p><p>• Ask Ss to write down as many words as they</p><p>can that could be used to fill the gap.</p><p>• Elicit ideas from Ss around the class.</p><p>Suggested Answer Key</p><p>The gap could be filled with: mood, health, care, diet,</p><p>condition, recovery, outlook, treatment</p><p>c) To prepare for a sentence completion</p><p>task; to read for specific information</p><p>• Give Ss time to read the audio script and then</p><p>ask the questions in the rubric.</p><p>• Elicit answers from Ss around the class.</p><p>Suggested Answer Key</p><p>Words from 1b) that were in the script: mood, recovery</p><p>Words in the script that are possible answers: attitude,</p><p>mood, stamina, recovery</p><p>The correct answer is recovery, because the text talks</p><p>about a patient being able to boost their mood and</p><p>stamina themselves, and states that the support of</p><p>friends and family is essential for their recovery.</p><p>2 a) To prepare for a listening task</p><p>• Ask Ss to look up the words/phrases in the</p><p>Word List at the back of their books.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>general practitioner (phr): a family doctor</p><p>obesity (n): the state of being extremely overweight</p><p>hectic lifestyle (phr): a frantic way of living</p><p>nutritious (adj): nourishing</p><p>societal pressures (phr): social tensions</p><p>epidemic (n): a large number of cases of a disease</p><p>tackle the issue (phr): to deal with a particular</p><p>problem</p><p>starvation (n): a lack of food</p><p>muscle mass (n): the total amount of muscular tissue</p><p>in the body</p><p>bulk up (phr v): to put on muscle</p><p>side effect (n): a secondary unwanted result of a drug</p><p>naturally predisposed (phr): sensitive to sth by nature</p><p>physically unattainable (phr): impossible to do with</p><p>your body</p><p>processed food (phr): food with chemicals added to it</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 67</p><p>frenglish.ru</p><p>68</p><p>4Module</p><p>Mum, then we could stop eating fast food. I have no</p><p>idea how to cook, though, so maybe I need to learn.</p><p>B: That sounds like a good idea! There are lots of</p><p>healthy foods that are easy to prepare.</p><p>4 To listen for specific information</p><p>• Ask Ss to read questions 1-4 and the possible</p><p>answers.</p><p>• Play the recording twice. Ss listen and complete the</p><p>task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 A 2 C 3 A 4 B</p><p>Speaking skills</p><p>1 To predict the content of a dialogue</p><p>• Ask Ss to read the first and last exchanges in the</p><p>dialogue and then elicit Ss’ guesses as to what the</p><p>dialogue is about.</p><p>• Give Ss time to read through the dialogue and</p><p>check if their guesses were correct.</p><p>Suggested Answer Key</p><p>I think the dialogue is about teen obesity and ways to</p><p>improve diets and eating habits.</p><p>2 To present phrases that express opinions</p><p>and agreement/disagreement</p><p>• Refer Ss to the Useful Language box and give</p><p>them time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>I totally agree: agreeing. It can be replaced with</p><p>‘That’s true’.</p><p>It seems to me that: giving an opinion. It can be</p><p>replaced with ‘The way I see it...’</p><p>You’ve got a point there: agreeing. It can be replaced</p><p>with ‘That’s a good idea.’</p><p>I’m not sure: disagreeing. It can be replaced with ‘I</p><p>don’t think so.’</p><p>Personally: giving an opinion. It can be replaced with</p><p>‘If you ask me’.</p><p>That’s true: agreeing. It can be replaced with ‘You’ve</p><p>got a point there.’</p><p>The way I see it: giving an opinion. It can be replaced</p><p>with ‘For me’.</p><p>You’re absolutely right!: agreeing. It can be replaced</p><p>with ‘Certainly!’</p><p>4e</p><p>b) To prepare for a listening task; to</p><p>predict content</p><p>• Ask Ss to read the title and sentences.</p><p>• Elicit ideas from Ss around the class about what</p><p>they think the talk will be about.</p><p>Suggested Answer Key</p><p>I think the audio is going to be about people who</p><p>exercise too much.</p><p>All of the missing words are nouns, except for the last</p><p>gap, which needs an adjective.</p><p>c) To listen for specific information</p><p>• Read out the rubric and play the recording</p><p>twice.</p><p>• Ss listen and complete the sentences.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 knowledge 5 use/misuse</p><p>2 health 6 genetics</p><p>3 beautiful people 7 weight</p><p>4 health complications 8 fit</p><p>3 To talk about healthy lifestyles</p><p>• Give Ss time to answer the questions in pairs.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>A: How healthy is your family’s lifestyle?</p><p>B: I think our lifestyle is quite healthy. A positive aspect</p><p>of our lifestyle is that we have a very healthy diet.</p><p>We eat home-cooked food and we don’t eat</p><p>processed food. We also eat lots of vegetables and</p><p>whole grains, and just a bit of meat, maybe once a</p><p>week. On the other hand, we’re all a bit stressed.</p><p>Sometimes we argue for no reason because we’re</p><p>tired, especially my brother and I. My parents work</p><p>long hours, and my siblings and I study a lot. None</p><p>of us have much free time to relax. I think that’s</p><p>something we should change. What about you?</p><p>How healthy is your family’s lifestyle?</p><p>A: Well, we’re quite active, so we get exercise, and we</p><p>do things together as a family to unwind. For</p><p>example, we like to go hiking in the countryside on</p><p>the weekends. Also, we laugh a lot and that’s so</p><p>important for a healthy lifestyle! Our diet is good</p><p>sometimes, but not always. We do get takeaways</p><p>several times a week because Mum doesn’t have</p><p>time to cook. And I eat too many sweets and too</p><p>many packets of crisps, I know. So that’s not so</p><p>good. We could improve our diets. I think we should</p><p>all take turns cooking, so the pressure isn’t all on</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 68</p><p>frenglish.ru</p><p>69</p><p>4 Module</p><p>3 To express opinions about a topic</p><p>• Direct Ss’ attention to the Useful Language box</p><p>and the prompts and remind Ss that they can add</p><p>their own ideas as well.</p><p>• Ss work in pairs and discuss what teens should do</p><p>to have a healthier lifestyle.</p><p>• Monitor the activity around the class and then ask</p><p>some pairs to discuss their opinions in front of the</p><p>class.</p><p>Suggested Answer Key</p><p>A: In my opinion, it’s important for young people to</p><p>stay active if they want to have a healthier lifestyle.</p><p>B: I totally agree. It’s not healthy to spend too much time</p><p>sitting in front of the television or playing video games.</p><p>It’s essential to go outside and take a walk or play a</p><p>sport, or even go to the gym. But to tell you the truth, I</p><p>think it’s even more important to have a healthy diet.</p><p>A: You’ve got a point there. I suppose if you ate junk</p><p>food all the time, you wouldn’t even have enough</p><p>energy to exercise. It would be really difficult. I don’t</p><p>think managing stress is very important though. We</p><p>all experience stress, and it doesn’t do us any harm.</p><p>It’s a part of life that can be important also, and</p><p>encourage you to work hard.</p><p>B: Oh, I don’t know. I think a lot of people have far too</p><p>much stress in their lives and it makes them</p><p>unhappy, and not only that, it makes them more</p><p>likely to get ill because stress can suppress the</p><p>immune system! It seems to me that a bit of stress</p><p>is fine, but constant high stress is a big problem and</p><p>needs to be managed. For me, getting enough</p><p>quality sleep is the least important of these points.</p><p>Sleeping a lot seems kind of like a waste of time.</p><p>A: I don’t think so! Sleep is essential, especially for</p><p>young people. A lack of sleep affects our ability to</p><p>learn in a negative way. It makes everyone more</p><p>moody and irritable, too.</p><p>B: You’ve got a point there, I hadn’t thought about it</p><p>that way.</p><p>4 To express opinions based on visual</p><p>prompts</p><p>• Read out the Study Skills box and ask Ss to look at</p><p>the picture and read the quote.</p><p>• Give Ss time to discuss in pairs.</p><p>• Monitor activity around the class and then ask</p><p>various Ss to give their opinion to the class.</p><p>Suggested Answer Key</p><p>After looking at the picture and the quotation, I think the</p><p>topic is about extreme exercise and the need to find a</p><p>healthy balance.</p><p>5 To express opinions based on prompts</p><p>• Explain the task and remind Ss to use phrases from</p><p>the Useful Language box.</p><p>• Ss work in pairs and answer the question, using the</p><p>prompts to help them.</p><p>• Monitor the activity and then ask various Ss to give</p><p>their opinions to the class.</p><p>Suggested Answer Key</p><p>A: Well, personally, it’s my belief that society does</p><p>pressure people to go to extremes to look good.</p><p>However, I don’t believe that how we look reflects</p><p>who we are. We are a lot more than just what we</p><p>look like, our personalities and interests play a large</p><p>part, too. I’m sure that adverts do promote fit,</p><p>beautiful people, but I think how much individuals</p><p>are influenced by that can vary. The way I see it,</p><p>children who watch a lot of TV are particularly</p><p>vulnerable to pressure to look a certain way</p><p>because of the images they are exposed to. I think</p><p>most older teens and adults have realised that there</p><p>is more to a person than their external appearance,</p><p>yet we all get first impressions of people when we</p><p>first meet them, and these are based very much on</p><p>how someone looks. Because of the power of first</p><p>impressions I think that fit and good looking people</p><p>may be more likely to be hired, especially for</p><p>competitive jobs, but I believe once a person has a</p><p>job and his or her abilities become evident the</p><p>advantage disappears somewhat. It depends of</p><p>course on the type of job. Footballers and models</p><p>must have certain physical characteristics, for</p><p>example.</p><p>B: I completely agree with what’s been said. In my</p><p>opinion, yes, I think society does put a lot of</p><p>pressure on people to look good. I think the most</p><p>telling fact in this regard is the number of people</p><p>who have elective plastic surgery in some parts of</p><p>the world, in order to look like models look in</p><p>adverts and posters. That’s the ultimate extreme, if</p><p>you ask me. I don’t think it’s common everywhere,</p><p>only in societies where people are fairly wealthy.</p><p>Personally, I find plastic surgery quite scary</p><p>because children can grow up comparing</p><p>themselves to others who are not actually ‘real’, so</p><p>they might develop a set of expectations for</p><p>themselves that are not actually possible. It seems</p><p>to me that this has the potential to cause a lot of</p><p>suffering. I feel that it’s quite important to keep the</p><p>definition of beauty broad and not narrow. We</p><p>shouldn’t all have to be the same to be beautiful.</p><p>And we shouldn’t need to be ‘perfect’ to be</p><p>beautiful, either.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 69</p><p>frenglish.ru</p><p>70</p><p>4Module</p><p>Answer Key</p><p>1 true</p><p>2 true</p><p>3 false – You should write in a formal or semi-formal</p><p>style</p><p>4 false – You must include two of the three methods</p><p>in your notes.</p><p>5 false – The opinions are there to give you ideas; you</p><p>can use them if you wish, but you don’t have</p><p>to.</p><p>6 true</p><p>7 false – You must provide reasons to support your</p><p>opinion.</p><p>8 true</p><p>2 a) To identify a thesis statement and topic</p><p>sentences</p><p>• Read out the box and check that Ss understand</p><p>the content.</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 E 2 B 3 C 4 A</p><p>b) To identify examples/reasons/results</p><p>supporting topic sentences</p><p>• Explain the task and give Ss time to read</p><p>through the essay again to find the answers.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>Topic sentence B: First of all, plenty of options are</p><p>available to better educate teens about healthy living.</p><p>Example 1 = provide resources and lesson plans and</p><p>help teachers organise special events</p><p>Example 2 = pass laws that ensure healthy meals and</p><p>snacks for students</p><p>Result = help Ss establish good dietary habits and</p><p>avoid unhealthy foods</p><p>Topic sentence C = Alternatively, governments can tackle</p><p>the issue of exposure to junk food through advertising.</p><p>Reason = adverts ... particularly persuasive to children</p><p>and teens</p><p>Example = one way to limit their impact would be to</p><p>introduce bans and controls</p><p>Result = young people would not be influenced to</p><p>consume junk food to such an extent</p><p>3 To present and practise paraphrasing</p><p>• Read out the box on paraphrasing and check that</p><p>Ss have understood.</p><p>6 To evaluate a sample answer</p><p>• Play the recording.</p><p>• Ss listen and evaluate the vocabulary, grammar and</p><p>manner of speech. Ss should make note of specific</p><p>examples.</p><p>• Elicit answers from Ss around the class.</p><p>Suggested Answer Key</p><p>The speaker uses rich vocabulary: pursuit of, defines,</p><p>associated health risks, portray, criteria, spend</p><p>inordinate amounts of energy, strike a balance, etc.</p><p>The speaker uses a variety of grammar structures such</p><p>as: to-infinitive ‘seem to believe…’, present simple</p><p>‘defines…’, present continuous ‘are always striving…’</p><p>The speaker uses a natural speaking manner</p><p>throughout the recording.</p><p>Writing</p><p>1 a) To analyse a rubric</p><p>• Go through the theory box with Ss and make</p><p>sure they understand the contents.</p><p>• Give Ss time to read the rubric and underline the</p><p>key words.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>b) To analyse a rubric and correct false</p><p>statements</p><p>• Explain the task and give Ss time to complete it</p><p>in pairs.</p><p>• Check Ss’ answers.</p><p>4f</p><p>Your class has listened to a radio discussion about</p><p>which methods governments should use to reduce</p><p>the amount of junk food that young people eat. You</p><p>have made the notes below.</p><p>Write an essay for your tutor discussing two of the</p><p>methods in your notes. You should explain which</p><p>method you think is more important for governments</p><p>to consider and provide reasons to support your</p><p>opinion.</p><p>You may, if you wish, make use of the opinions</p><p>expressed in the discussion, but you should use</p><p>your own words as far as possible. Write your</p><p>essay in 220-260 words in an appropriate style.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 70</p><p>frenglish.ru</p><p>71</p><p>4 Module</p><p>• Elicit which options have been used in the model,</p><p>then give Ss time to decide how they have been</p><p>paraphrased.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>The first and second opinions were used.</p><p>The first main body paragraph uses the second opinion:</p><p>‘There are many ways schools could help young people</p><p>make healthier food choices.’</p><p>This opinion has been used for topic sentence B, ‘There</p><p>are many ways schools could help young people make</p><p>healthier choices’ has been paraphrased to ‘First of all,</p><p>plenty of options are available to better educate teens</p><p>about healthy eating.’ Here, ‘there are many ways’ has</p><p>been changed to ‘lots of options are available’, ‘young</p><p>people’ was paraphrased to ‘teens’ and ‘healthier</p><p>choices’ was replaced with ‘healthy eating.’</p><p>The second main body paragraph uses the first opinion:</p><p>‘Advertisements give the impression junk food is cool.’</p><p>It is paraphrased to be used as the first reason in the</p><p>paragraph: ‘Adverts showing attractive, fashionable</p><p>people consuming unhealthy snacks are particularly</p><p>persuasive to children and teens.’ The sentence</p><p>structure has been changed and keywords have been</p><p>replaced. ‘Advertisements’</p><p>has become ‘adverts’, ‘give</p><p>the impression,’ becomes ‘are particularly persuasive’</p><p>and the idea of something being cool has been</p><p>expanded to discuss ‘attractive, fashionable people.’</p><p>• Optional extension: Elicit from Ss which of the</p><p>options from the rubric was not used in the model</p><p>essay. (i.e. price increases was not used) and ask</p><p>them to paraphrase it.</p><p>4 a) To identify linking words</p><p>• Direct Ss’ attention to the linking words in bold.</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>introduce and add points = What is more</p><p>introduce reasons/examples/results = By doing this,</p><p>Thus, Consequently</p><p>conclude = Taking everything into consideration</p><p>show contrast = Nonetheless, it is argued that</p><p>b) To substitute linking words</p><p>• Refer Ss to the Useful Language box on p. 71</p><p>and give them time to do the task.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>What is more: In addition</p><p>By doing this: In this way</p><p>Thus: Consequently</p><p>Taking everything into consideration: On the whole</p><p>Nonetheless, it is argued that: On the other hand, it is</p><p>said that</p><p>Consequently: As a result</p><p>5 To practise linking words</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 First of all, For instance, As a result</p><p>2 On the other hand, for example</p><p>6 To present techniques for introductions and</p><p>conclusions</p><p>• Go through the theory boxwith the Ss, then direct Ss’</p><p>attention to the introductions and conclusions in Ex. 6.</p><p>• Give Ss time to read the introductions and</p><p>conclusion and match them up, and then match</p><p>each of them to the appropriate technique.</p><p>• Check Ss answers.</p><p>Answer Key</p><p>1 B 2 C 3 A</p><p>Introduction 1 uses technique F – presenting a</p><p>problem that needs a solution.</p><p>Introduction 2 uses technique C – addressing the</p><p>reader directly.</p><p>Introduction 3 uses technique D – starting with a</p><p>quotation.</p><p>Conclusion A uses technique G – giving the reader</p><p>something to consider.</p><p>Conclusion B uses technique H – ending with</p><p>a quotation.</p><p>Conclusion C uses technique I – ending with</p><p>a rhetorical question</p><p>7 To present language for expressing</p><p>opinions</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>Conclusion A – ...I’m sure that... – It may be replaced</p><p>with – I strongly believe that....</p><p>Conclusion B – It is my opinion that... – It may be</p><p>replaced with – it appears to me that...</p><p>Conclusion C – I firmly believe... – It may be replaced</p><p>with – it is my firm belief that...</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 71</p><p>frenglish.ru</p><p>72</p><p>4Module</p><p>b) To prepare for a writing task;</p><p>to paraphrase</p><p>• Explain the task and read out sentences 1-3,</p><p>eliciting from Ss which opinions they match.</p><p>• Give Ss time to write alternative paraphrases.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 Matches the third opinion. (another way to</p><p>paraphrase: Having and maintaining a certain image</p><p>or look can lead to promotions and additional</p><p>opportunities professionally.)</p><p>2 Matches the first opinion. (another way to</p><p>paraphrase: Some people feel that beauty increases</p><p>their chances for popularity within the social groups</p><p>that they want to be a part of.)</p><p>3 Matches the second opinion. (another way to</p><p>paraphrase: People feel compelled to adhere to</p><p>beauty standards set by the fashion industry.)</p><p>• Optional extension: Ask Ss to brainstorm other</p><p>reasons why people might go to extremes with</p><p>their looks. (i.e. peer pressure, insecurity,</p><p>teenage rebellion, wanting attention, wanting to</p><p>fit in, wanting to feel part of a group, seeing</p><p>beautiful people on TV and in movies, some</p><p>illnesses such as anorexia etc.) Remind Ss that</p><p>the point of brainstorming is to think of as many</p><p>ideas as possible in a short time, so they should</p><p>not worry about whether the ideas are ‘good’ or</p><p>not. Give Ss a few minutes to brainstorm then</p><p>ask them to share their ideas with the class.</p><p>10 To write an essay based on prompts</p><p>• Refer Ss to the theory on p. 68 and then give them</p><p>time to complete the task using the Useful</p><p>Language box and their ideas in Ex. 9a & b.</p><p>• Remind Ss to use a thesis statement and topic</p><p>sentences, and to include techniques for</p><p>introductions and conclusions in their essay.</p><p>• Ask Ss to check their completed essay against the</p><p>Checklist.</p><p>• Check Ss’ answers.</p><p>• Alternatively, assign the task as HW and check Ss’</p><p>answers in the next lesson.</p><p>Suggested Answer Key</p><p>Have you ever looked in the mirror and felt like having a</p><p>change? Most people might try a new hairstyle or some</p><p>extra makeup, but some go to even greater lengths</p><p>such as cosmetic surgery to change their appearance.</p><p>However, where does this pressure come from? There</p><p>are several reasons people go to extremes with their</p><p>looks.</p><p>8 To practise language for expressing</p><p>opinions</p><p>• Explain the task and read through the example with</p><p>the Ss.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>2 While it’s true to say that both eating smaller portion</p><p>sizes and cutting out all sugary foods can help</p><p>someone to lose weight, in my opinion, exercising is</p><p>more effective for weight loss.</p><p>3 Some believe that taking part in team sports is</p><p>beneficial for young people since they teach them</p><p>teamwork skills; however, doing individual sports</p><p>can be even more beneficial due to the fact that</p><p>they teach young people to become self-reliant.</p><p>9 a) To prepare for a writing task; to analyse</p><p>a rubric</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>The two factors I will choose to write about are social</p><p>standing and advertising. I believe that advertising is</p><p>the most important factor that influences people to go</p><p>to extremes with their looks.</p><p>1 I am going to write an essay.</p><p>2 The target reader is my tutor.</p><p>3 I should write in a formal or semi-formal style.</p><p>4 The points which I should include should be two of</p><p>the three factors that are given in the rubric.</p><p>5 I should write four paragraphs. (introduction, 2 main</p><p>body paragraphs, conclusion)</p><p>Your class has just attended a lecture on factors</p><p>which influence people to go to extremes with their</p><p>looks.</p><p>Write an essay for your tutor discussing two of the</p><p>factors in your notes. You should explain which</p><p>factor you think most influences people to go to</p><p>extremes with their looks and provide reasons to</p><p>support your opinion.</p><p>You may, if you wish, make use of the opinions</p><p>expressed in the discussion, but you should use</p><p>your own words as far as possible. Write your</p><p>essay in 220-260 words.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 72</p><p>frenglish.ru</p><p>73</p><p>4 Module</p><p>First of all, advertisements show perfect models and</p><p>this can make viewers feel that they should look better</p><p>themselves. Advertisements appear on television, the</p><p>Internet and on our city streets, so we see these</p><p>standards of beauty everywhere we look. As a result,</p><p>this kind of perfection begins to seem normal and this</p><p>can make people, especially teens, believe their</p><p>appearance is inadequate. What is more, many</p><p>advertisements have been airbrushed, so they are not</p><p>even depicting the models’ real features. Thus, people</p><p>end up trying to live up to impossible standards of</p><p>beauty.</p><p>Furthermore,</p><p>it is a common belief that good-looking</p><p>people have more friends. In particular, attractive</p><p>people are likely to be noticed and talked about more</p><p>often. In this way, they may end up with more social</p><p>contacts. On the other hand, true friendships take time</p><p>to develop and personality is important. As a result, our</p><p>looks are not usually the determining factor in our</p><p>closest relationships.</p><p>All things considered, I believe that advertisements</p><p>have the most power to influence people to go to</p><p>extremes with their looks in order to fit in by changing</p><p>our views of what is normal. After all, most of us know</p><p>that our friends love us just the way we are; it is the rest</p><p>of society we feel more insecure about.</p><p>1 To prepare to do a key word transformation</p><p>task</p><p>• Explain the task. Remind Ss to be aware of the</p><p>word limit where it is present.</p><p>• Ss work in pairs to identify and correct the</p><p>mistakes.</p><p>• Elicit answers from Ss around the class.</p><p>Answer Key</p><p>a) 1 mistake = it has too many words (nine words</p><p>when six is the limit)</p><p>correction = extent will people be influenced by</p><p>2 mistake = the tense has been changed to simple</p><p>past when it should have remained present</p><p>perfect</p><p>correction = have been seriously affected by</p><p>3 mistake = the word given has been changed</p><p>correction = seems incapable of staying</p><p>b) 1 mistake = the to/full infinitive needed to be</p><p>added to the verb</p><p>correction = He was made to pay the tax that he</p><p>owed by the court.</p><p>Language Knowledge 4</p><p>2 mistake = the negative form is required</p><p>correction = Our community garden hasn’t been</p><p>affected by the cut in funding.</p><p>3 mistake = the wrong preposition is used</p><p>correction = Sam’s decision-making is often</p><p>influenced by his friends.</p><p>2 a) To do a key word transformation task</p><p>• Explain the task and give Ss time to complete it.</p><p>• Remind Ss to use between 3 and 6 words, and</p><p>to use the word given.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 was nowhere to be</p><p>2 expected Steve to have arrived</p><p>3 to be called off</p><p>4 resulted in Jill having to</p><p>b) To do a key word transformation task</p><p>• Explain the task and remind Ss not to change</p><p>the words given in any way.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 In view of last night’s heavy snow/the heavy snow</p><p>last night/the fact that it snowed heavily last night,</p><p>the fun run will have to be cancelled.</p><p>2 Gary paid no attention to his brother’s complaints</p><p>about the meal.</p><p>3 Sue would prefer to stay home and cook rather than</p><p>go to a restaurant.</p><p>4 In spite of not feeling well/the fact that he didn’t feel</p><p>well, Bob went to work./Bob went to work in spite</p><p>of not feeling well/the fact that he didn’t feel well.</p><p>3 To practise grammar structures</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Answer Key</p><p>1 D such a + noun phrase + that</p><p>2 C Despite + -ing form</p><p>3 D as if (phr) = like</p><p>4 C adj + to infinitive</p><p>5 C not only ... but</p><p>6 C used to + past simple shows past habits, would</p><p>cannot be used with stative verbs</p><p>7 B the gerund after preposition to</p><p>8 B she tried her best = phrase</p><p>9 C adv + intensifiers + adj</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 73</p><p>frenglish.ru</p><p>74</p><p>4Module</p><p>bruise (n): a purple mark on the skin due to an injury</p><p>rash (n): an area of skin covered in red spots</p><p>stain (n): a mark not easily removed (usually made by</p><p>wine, coffee, etc)</p><p>hinge (n): a point of connection e.g. in a door frame</p><p>intersection (n): a road junction</p><p>joint (n): a body part where two bones are connected</p><p>junction (n): a place where two roads meet</p><p>hoarse (adj): (of a voice) rough</p><p>coarse (adj): rough</p><p>rugged (adj): uneven</p><p>hefty (adj): big in size and heavy</p><p>come up with sth (phr v): to think of an idea</p><p>take up (phr v): to start a hobby</p><p>make off (phr v): to run away; to escape</p><p>fall in with sb (phr v): to agree with sb</p><p>brisk (adj): (of a walk) fast</p><p>bustling (adj): (of a place) with many people</p><p>nimble (adj): moving quickly and easily</p><p>agile (adj): flexible</p><p>1 To practise vocabulary for expressing</p><p>happiness</p><p>• Remind Ss to put the verbs into their correct form</p><p>and then give them time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 chuckled 3 giggled 5 grins</p><p>2 beaming 4 smirked</p><p>2 To present/practise adjectives related to</p><p>sports</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 invigorating 3 hazardous</p><p>2 demanding 4 exhilarating</p><p>3 To present/practise idioms related to sport</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 ropes 3 overboard</p><p>2 ball 4 shot</p><p>Ss discuss if their own language has similar idioms and</p><p>share them with the class.</p><p>Language Focus 4</p><p>10 A suggest + that + sb + bare infinitive</p><p>11 B inversion with were – noun – full infinitive</p><p>12 D modal + perfect passive</p><p>13 A participle clause (since it was completed ...)</p><p>14 B as much ..... as</p><p>4 To practise vocabulary</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Explain or elicit the meanings</p><p>of any unknown words.</p><p>Answer Key</p><p>1 A 4 B 7 C 10 B 13 D</p><p>2 A 5 C 8 A 11 C 14 A</p><p>3 D 6 A 9 D 12 A</p><p>insert (v): to put sth inside sth else</p><p>exert (v): to put your influence, your power, etc to use</p><p>assert (v): to state sth with confidence</p><p>divert (v): to turn in a different direction</p><p>sluggish (adj): slow-moving</p><p>flawless (adj): perfect</p><p>deficient (adj): lacking; inadequate</p><p>withered (adj): (of plants) dried and dying</p><p>decrease (v): to decline</p><p>descend (v): to go down to a lower level</p><p>sink (v): to go under the water</p><p>subside (v): to wear off</p><p>subscribe (v): to sign up to sth</p><p>prescribe (v): to write an order form for medication</p><p>inscribe (v): to make words on wood, stone, etc</p><p>transcribe (v): to make a written copy of sth</p><p>comprise (v): to be made up of sth</p><p>constitute (v): to form</p><p>compensate (v): to make up for sth</p><p>conclude (v): to infer</p><p>defend (v): to stand up for sb/sth</p><p>debate (v): to argue about sth</p><p>defy (v): to ignore</p><p>defeat (v): to beat sb</p><p>evaporate (v): to become steam</p><p>dissolve (v): (of a solid) to become part of a liquid</p><p>alleviate (v): to relieve</p><p>pacify (v): to make sb calm</p><p>radically (adv): extremely</p><p>excessively (adv): too much</p><p>severely (adv): seriously; very badly</p><p>gullible (adj): easily deceived</p><p>impressionable (adj): easily influenced</p><p>approachable (adj): easy to talk to</p><p>susceptible (to sth) (adj): easily affected by an illness,</p><p>etc</p><p>sprain (n): a painful injury due to a sudden twist</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 74</p><p>frenglish.ru</p><p>75</p><p>4 Module</p><p>4 To practise vocabulary related to food</p><p>and</p><p>nutrition</p><p>• Give Ss time to fill the gaps with the words</p><p>provided.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 bacteria 6 appetite</p><p>2 digestion 7 fatty</p><p>3 grains 8 nutritious</p><p>4 fibre 9 minerals</p><p>5 obesity 10 calories</p><p>Grammar in Focus</p><p>To practise grammar structures</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 can 7 helps</p><p>2 It 8 do not choose</p><p>3 to start 9 are sitting</p><p>4 good enough 10 focusing</p><p>5 by 11 have shown</p><p>6 will be meditating 12 possible</p><p>1 To read for specific information</p><p>• As Ss to read the questions and then give them</p><p>time to read the text and choose the correct</p><p>answers.</p><p>• Check Ss’ answers around the class. Ss should</p><p>justify their answers.</p><p>Answer Key</p><p>1 F he had appendicitis</p><p>2 F ‘...Ikaria looks similar to any number of other</p><p>Greek islands.’</p><p>3 DS</p><p>4 T ‘The locals also feast on locally grown wild</p><p>greens...’/‘ nearly everyone grows their own</p><p>food.’</p><p>5 B ‘...high quantities of beans...’ (beans=pulses)</p><p>and ‘...little meat or refined sugar...’</p><p>6 C ‘...digging the earth.’</p><p>7 distinct, tend</p><p>8 robustly, solidarity</p><p>Progress Check 4</p><p>2 To consolidate vocabulary from the module</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 relieve 3 infectious</p><p>2 splitting 4 displayed</p><p>3 To listen for specific information</p><p>• Explain the task and ask Ss to read sentence stubs</p><p>1-8.</p><p>• Play the recording. Ss listen and complete the</p><p>sentences.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 (famous) chain 5 excursions</p><p>2 (trainee) chef 6 (humble) potato</p><p>3 nutritious food 7 encouragement</p><p>4 household 8 (local) council</p><p>4 To revise modals</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers</p><p>Answer Key</p><p>1 can’t have/couldn’t have 3 must have</p><p>2 Did you have to 4 might/may/could</p><p>5 To revise phrases for agreeing/ disagreeing</p><p>and giving opinions</p><p>• Give Ss time to choose the correct response.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 a 2 b 3 b</p><p>6 To write an essay based on prompts</p><p>• Explain the task and give Ss time to complete it. Tell</p><p>Ss that they can use ideas from the talk in Ex. 3.</p><p>• Give Ss time to plan and complete their work and</p><p>then check Ss’ answers.</p><p>• Alternatively assign the task as HW and check Ss’</p><p>answers in the next lesson.</p><p>Suggested Answer Key</p><p>Most people love to eat a delicious meal, but fewer</p><p>really love to cook. This is especially true among young</p><p>people, as they simply do not know how. Nowadays,</p><p>with rising levels of obesity in teens, it is essential they</p><p>have the skills to cook healthy meals for themselves.</p><p>Luckily, there are a number of ways to achieve this.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 75</p><p>frenglish.ru</p><p>76</p><p>4Module</p><p>All in all, while both parental encouragement and</p><p>education are effective methods to help teens acquire</p><p>the skills to cook healthy meals, I feel that including</p><p>cooking in the school curriculum will make the greatest</p><p>impact because not all families are able to provide</p><p>these skills on their own. And after all, aren’t schools</p><p>meant to provide students with the knowledge they</p><p>need to succeed in life?</p><p>Competences</p><p>Ask Ss to assess their own performance in the unit</p><p>according to how competent they feel for each of the listed</p><p>activities.</p><p>First of all, cooking can be incorporated into teens’</p><p>education. For example, schools could include</p><p>mandatory cooking and nutrition lessons in their</p><p>curriculums. In this way, every student would have the</p><p>opportunity to learn basic cooking skills. Schools could</p><p>also hold fun cooking-related events, for example</p><p>bringing in professional chefs to speak, or holding cake</p><p>sales to raise money for trips or equipment. As a result,</p><p>students would come to see cooking in a positive light.</p><p>Secondly, parental encouragement can go a long way</p><p>in promoting cooking skills. This is because young</p><p>people learn from their parents’ examples almost</p><p>subconsciously. So if cooking meals is a fun family</p><p>activity, it will set them up for a lifetime of enjoying</p><p>cooking. On the other hand, not all parents are able or</p><p>willing to cook, so this method will not work for</p><p>everyone.</p><p>06OnScreen C1 Ts POL Mod 4.qxp_06OnScreen C1 Ts POL Mod 4 12/7/18 11:53 AM Page 76</p><p>frenglish.ru</p><p>5 ModuleCause for Concern</p><p>In this module, Ss will explore the topics of modern social</p><p>problems, crime and punishment, social injustice and world</p><p>problems, and the environment.</p><p>Lesson Objectives: to give an overview of the module, to</p><p>introduce key vocabulary for modern social problems</p><p>Vocabulary: social problems (right to an education,</p><p>sustainable development, gender inequality, extreme</p><p>poverty, developing countries, finite resources, earn on</p><p>average, sanitation facilities, renewable resources, public</p><p>infrastructure, reading support programmes)</p><p>Lesson Objectives: to listen and read for cohesion and</p><p>coherence, to do research about “green jobs”</p><p>Vocabulary: nouns (borough, shed, heap, till receipts,</p><p>offender, bugbear, tenant, nappy, sack, stench,</p><p>repercussions, chit chat, obstruction); adjectives (oozing,</p><p>knotted, meticulous, split, leaking, sound, alleged, collapsed)</p><p>adverbs (obediently, inexplicably, prematurely); verbs (haul,</p><p>disown, yield, rummage, be disposed of); collocations (bin</p><p>bags, back alley, photographic eye, addressed envelopes,</p><p>waste disposal, registration number, incriminating details,</p><p>rotting food, charming smile, front lawn)</p><p>Lesson Objectives: to learn words/phrases related to social</p><p>injustice & world problems, to learn words/phrases related</p><p>to crime & punishment, to learn words/phrases related to the</p><p>environment, to learn prepositions, to learn phrasal verbs, to</p><p>practise word formation</p><p>Vocabulary: social injustice & world problems (anti-social</p><p>behaviour, disadvantaged children, alarming rate, affordable</p><p>housing, youth detention centre, harsh punishment,</p><p>appalling conditions, deprived areas, prejudice and</p><p>discrimination, juvenile crime, recession, impoverished</p><p>communities, terrorism, malnourishment); crime &</p><p>punishment (trespassing, jaywalking, warning, ban,</p><p>securities fraud, a fee, compensation, embezzlement, hefty</p><p>fine, licence, assault, manslaughter, trial, probation, libel,</p><p>fraud, murder, mugging, capital punishment, imprisonment,</p><p>vandalism, homicide, community service, sentence); the</p><p>environment (face reality/extinction/the facts, adapt to a new</p><p>habitat/to change, avert a tragedy/a scandal/a disaster, curb</p><p>emissions, pollution, the spread of, rainforest destruction,</p><p>endangered species, water pollution, climate change, toxic</p><p>waste, nuclear industry, landfills, chemicals and pesticides,</p><p>greenhouse gas emissions, global warming, burning fossil</p><p>fuels, deforestation, illegal logging, cattle farming, poachers,</p><p>disease, destruction of habitat, oil spills, marine dumping,</p><p>sewage); phrasal verbs (wipe out, break down, stand up to,</p><p>call for)</p><p>Lesson Objectives: to revise/practise the passive voice and</p><p>personal/impersonal structures, to revise/practise reflexive –</p><p>emphatic pronouns, to revise/practise the causative,</p><p>to</p><p>present substitution & ellipsis, to practise key word</p><p>transformations</p><p>Lesson Objectives: to prepare for a listening task, to listen</p><p>for gist and specific information</p><p>Vocabulary: from script (the underprivileged, recession, the</p><p>bubble burst, compound, stark, knock-on effect, state</p><p>handouts, demoralising, default, confide, get sth out in the</p><p>open, put sth in perspective)</p><p>Module page 77</p><p>5a Reading 78-79</p><p>5b Vocabulary 80-81</p><p>5c Grammar in use 82-83</p><p>5d Listening skills 84</p><p>77</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:55 AM Page 77</p><p>frenglish.ru</p><p><None></p><p>Lesson Objectives: to learn/practise situational language</p><p>for discussing causes/results of an issue offering solutions,</p><p>to act out a dialogue discussing causes/results of an issue</p><p>offering solutions, to do a collaborative task</p><p>Lesson Objectives: to analyse a rubric/model, to practise</p><p>formal style, to practise linking words/phrases and</p><p>structures, to practise techniques for introductions and</p><p>conclusions, to write a report</p><p>Lesson Objectives: to practise multiple choice cloze, to</p><p>practise word formation, to practise key word</p><p>transformations, to consolidate vocabulary and grammar</p><p>structures</p><p>Lesson Objectives: to learn extra theme-related vocabulary</p><p>on law enforcement, to learn extra theme-related vocabulary</p><p>on the environment, to practice idioms related to social</p><p>issues</p><p>Vocabulary: law enforcement (plead guilty, reach a verdict,</p><p>make an arrest, break the law, pay a fine, take the blame,</p><p>driving ban, suspect, suspend, acquit, pardon, accuse,</p><p>blame, charge, sentence); environment (green credentials,</p><p>reservoir, pollutant, game reserve, haven, shelter, deciduous,</p><p>paddy fields, evergreen, arid region, setting, finite resource,</p><p>natural pollutants, organic, ecological); idioms (foot the bill,</p><p>on the fringes of society, spiral out of control, find oneself</p><p>back against the wall, come to a head, in dire straits)</p><p>Lesson Objectives: to read for cohesion and coherence, to</p><p>listen for gist and specific information, to consolidate</p><p>vocabulary & grammar structures from the module, to revise</p><p>speaking skills, to write a report</p><p>Language Focus 5 92</p><p>Progress Check 5 93-94</p><p>Language Knowledge 5 90-91</p><p>5e Speaking skills 85</p><p>5f Writing 86-89</p><p>Module Objectives</p><p>Direct Ss’ attention to the title of the module Cause for</p><p>Concern and ask Ss to suggest what they think the</p><p>module will be about (the module is about social</p><p>problems, crime and punishment, the environment etc).</p><p>Go through the objectives list to stimulate Ss’ interest in</p><p>the module.</p><p>1 To introduce new vocabulary</p><p>• Direct Ss’ attention to the web page and give</p><p>Ss time to read it and to fill the gaps with the</p><p>provided words.</p><p>• Check Ss’ answers and elicit/explain meanings</p><p>of any unknown words.</p><p>Answer Key</p><p>1 developing 3 average</p><p>2 finite 4 sanitation</p><p>A right C gender</p><p>B sustainable D extreme</p><p>2 To match solutions to social issues</p><p>• Explain the task and remind Ss that they can</p><p>add their own ideas.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers and elicit ideas for other</p><p>solutions for each issue.</p><p>Answer Key</p><p>A offer free reading support programmes at</p><p>school/in the workplace (suggested answers –</p><p>offer free meals at school so more poor</p><p>children will attend, make and enforce laws</p><p>supporting mandatory education, provide</p><p>transport for children living in remote areas)</p><p>B promote the use of renewable resources</p><p>(suggested answers – invest in recycling</p><p>schemes, make and enforce laws that penalise</p><p>wasteful industries, encourage responsible</p><p>consumer behaviour)</p><p>C encourage companies to pay equal salaries to</p><p>men and women (suggested answers – create</p><p>awareness campaigns, educate children in a</p><p>way that minimises gender stereotypes)</p><p>D invest in public infrastructure (suggested</p><p>answers – make some changes to global</p><p>economy, make sure people in poverty have</p><p>access to education, provide food banks for</p><p>those in need)</p><p>78</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 78</p><p>frenglish.ru</p><p>79</p><p>5 Module</p><p>3 To rank social issues in terms of</p><p>their importance</p><p>• Explain the task and give Ss time to rank the social</p><p>issues according to what they think is most</p><p>important. Remind Ss that the question asks for an</p><p>opinion and there are not right or wrong answers.</p><p>• Ask Ss to compare their answers with a partner.</p><p>Monitor around the class.</p><p>• Elicit orders of importance from various Ss around</p><p>the class and encourage discussion.</p><p>Suggested Answer Key</p><p>While I believe it is difficult to say which issue is the</p><p>most important, as they are all very serious, I’ve ranked</p><p>the issues as follows:</p><p>1 A: right to an education – because an education</p><p>gives people options and allows them to figure</p><p>out how to solve their problems for themselves</p><p>2 D: extreme poverty – because poverty is the root</p><p>cause of a lot of the other social problems.</p><p>3 B: sustainable development – because destroying</p><p>the environment harms plants and animals, not</p><p>just humans.</p><p>4 C: gender inequality – I ranked it lowest only</p><p>because solving the other problems makes this</p><p>one less likely to appear (poverty and lack of</p><p>education both create gender inequality). Also,</p><p>people have the most personal power to</p><p>eliminate gender inequality in their own lives by</p><p>not accepting it.</p><p>• Give Ss time to read the quotation and discuss, in</p><p>pairs, what they think it means.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>This quote makes a very important point about how we</p><p>can deal with social issues in our societies. It reminds us</p><p>that the responsibility to be a force for good falls to each</p><p>and every one of us. If we want the world to be a better</p><p>place, it’s up to us to bring about positive change.</p><p>Reading</p><p>1 To introduce the topic and prepare for a</p><p>reading task</p><p>• Ask Ss to read the title and the introduction, then</p><p>elicit how the activities might be related to the job</p><p>of Environmental Crime Investigator.</p><p>• Give Ss time to read the text to find out.</p><p>Words of wisdom</p><p>5a</p><p>Suggested Answer Key</p><p>Perhaps all of these activities are things that an</p><p>Environmental Crime Investigator has to do as part of</p><p>his/her job.</p><p>2 To read for cohesion and coherence; to do</p><p>a missing sentences task</p><p>• Read out the Study Skills box and ask Ss to read</p><p>the missing sentences and identify the main point</p><p>of each. Elicit the main point of the sentences from</p><p>Ss around the class.</p><p>• Give Ss time to read the article again and do the</p><p>task. Remind Ss to pay attention to the meaning of</p><p>the text before and after each gap.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>2 H 3 F 4 B 5 C 6 A</p><p>• Refer Ss to the Check these words box and</p><p>explain/elicit the meanings of the words or ask Ss</p><p>to use their dictionaries to look them up.</p><p>Suggested Answer Key</p><p>borough (n): a municipality</p><p>oozing (adj): leaking out slowly</p><p>knotted (adj): tied</p><p>shed (n): a small outhouse used for storage</p><p>heap (n): a pile</p><p>meticulous (adj): attentive to detail; precise</p><p>split (adj): open</p><p>leaking (adj): letting liquid out</p><p>till receipt (n): a bill of sale issued from a cash register</p><p>offender (n): a criminal; a wrongdoer</p><p>bugbear (n): sth that irritates sb</p><p>1 18-19</p><p>Language Focus 1 20</p><p>Progress Check 1 21-22</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 8</p><p>frenglish.ru</p><p>9</p><p>1 Module</p><p>Module Objectives</p><p>Direct Ss’ attention to the title of the module Who we are</p><p>and ask Ss to suggest what they think the module will be</p><p>about. (The module is about relationships, family life, and</p><p>people’s personalities and qualities.) Go through the</p><p>objectives list to stimulate Ss’ interest in the module.</p><p>1 To introduce new vocabulary</p><p>• Direct Ss’ attention to the texts A-D and the words</p><p>in the list and give Ss time to use the words to</p><p>complete the sentences.</p><p>• Check Ss’ answers around the class and explain/</p><p>elicit the meaning of any unknown words.</p><p>Answer Key</p><p>1 sibling 3 guardian 5 widow</p><p>2 nephew 4 single 6 great</p><p>2 To match quotes to the characters</p><p>• Ask Ss to read the quotes and match them to the</p><p>characters from the texts. Remind Ss that they can</p><p>use the information from the texts to help them.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 D 2 A 3 C 4 B</p><p>3 To listen for specific information</p><p>• Play the recording. Ss listen and note down what</p><p>each speaker values.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>Speaker 1 values the feeling that she can be herself</p><p>with her granddad.</p><p>Speaker 2 values being able to talk through</p><p>disagreements with her mother.</p><p>Speaker 3 values being close to her sister because she</p><p>has someone to talk to in difficult times.</p><p>Speaker 4 values her aunt’s life experience and</p><p>wisdom.</p><p>4 To practise new vocabulary by talking</p><p>about family</p><p>• Give Ss time to answer the questions in pairs.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>The family member that I feel closest to is my older</p><p>brother Jason. He is laid-back and funny. Even though</p><p>we fight sometimes, he is somebody that would always</p><p>stand up for me if I had a problem. Because our ages</p><p>are close, I feel like he understands me better than my</p><p>parents do sometimes.</p><p>• Direct Ss’ attention to the quotation and ask Ss to</p><p>discuss what it means with a partner and/or give</p><p>their opinion on it.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>This is an important quote which highlights how crucial</p><p>families are to society. It draws attention to the fact that</p><p>families play an important role in understanding our</p><p>past as well as shaping who we will be in the future.</p><p>Reading</p><p>1 To introduce key vocabulary and practise it</p><p>in context</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Explain/Elicit the meanings of</p><p>any unknown words.</p><p>Answer Key</p><p>1 inherited 4 prejudice</p><p>2 academic 5 gregarious</p><p>3 spitting 6 threatened</p><p>2 To read for specific information</p><p>• Give Ss time to read through the sentences in Ex. 1</p><p>again and then read the article and do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 Daniel 3 James 5 James</p><p>2 James 4 Daniel 6 Daniel</p><p>3 To read for general comprehension</p><p>(missing paragraphs)</p><p>• Read out the Study Skills box.</p><p>• Ask Ss to read the text, paying attention to</p><p>discourse markers as well as general meaning, and</p><p>fill the gaps with the missing paragraphs.</p><p>Words of wisdom</p><p>1a</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 9</p><p>frenglish.ru</p><p>10</p><p>1Module</p><p>preconception (n): the idea you have before learning</p><p>the facts</p><p>race (n): a human group with the same features</p><p>4 a) To consolidate vocabulary through</p><p>synonyms</p><p>• Explain the task.</p><p>• Give Ss time to check the words in their</p><p>dictionaries and match the synonyms. Then ask</p><p>Ss to identify the parts of speech.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>offspring: children – noun</p><p>pitch in: help out – phrasal verb</p><p>flipside: opposite – noun</p><p>evident: obvious – adjective</p><p>picked on: bullied – phrasal verb</p><p>suspect: think – verb</p><p>straightforward: honest – adjective</p><p>irrelevant: insignificant – adjective</p><p>b) To consolidate vocabulary in context</p><p>• Explain the task.</p><p>• Give Ss time to check the phrases in the Word</p><p>List at the back of their books and write</p><p>sentences.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>diametrically opposed (phr): completely opposite</p><p>the spitting image of (phr): sb’s lookalike</p><p>it’s a wind-up (phr): it’s a joke that you tell to make sb</p><p>angry</p><p>like chalk and cheese (phr): (of two people) totally</p><p>different</p><p>keep one another at arm’s length (phr): to not have a</p><p>close relationship with sb</p><p>Sentences:</p><p>1 The two friends couldn’t be more different;</p><p>everything about them is diametrically opposed.</p><p>2 My little sister is the spitting image of our mum.</p><p>3 They didn’t believe me; instead they laughed and</p><p>said it was a wind-up.</p><p>4 My cousins are completely different; they are like</p><p>chalk and cheese but they get along well.</p><p>5 Although the siblings keep one another at arm’s</p><p>length, they would always be there for each other in</p><p>a crisis.</p><p>• Remind Ss to read through the whole text again</p><p>when they have completed the task to check that it</p><p>makes sense.</p><p>• Check Ss’ answers around the class and elicit</p><p>which words helped them to decide on their</p><p>answers.</p><p>Answer Key</p><p>1 G (Daniel is pale and wrinkly, i.e. light-skinned –</p><p>the heritage of the twins’ father – Errol is</p><p>Jamaican)</p><p>2 A (Most Caribbean people have European DNA,</p><p>the child must have inherited more of the</p><p>father’s European DNA – one dark – and one</p><p>pale-skinned child, one dark-skinned and one</p><p>light-skinned twin)</p><p>3 F (people used to say “is that a friend you brought</p><p>along?”, got used to the … comments – the</p><p>boys went to secondary school, everyone at the</p><p>school ...)</p><p>4 C (siblings … pitch in when one of them is</p><p>threatened – when we got pulled into fights, I</p><p>went in too, to help him)</p><p>5 D (the boys frequent very different social scenes –</p><p>occasionally, though, they do go out together in</p><p>the evening)</p><p>6 E (How many light-skinned or dark-skinned</p><p>grandchildren will I have? – Her husband, Errol,</p><p>laughs at this.)</p><p>• Refer Ss to the Check these words box and</p><p>explain/elicit the meanings of the words or ask Ss</p><p>to use their dictionaries and look them up.</p><p>gregarious (adj): sociable</p><p>let alone (idm): even less (used to emphasise the fact</p><p>that because the first statement is unlikely, the next</p><p>thing cannot be likely either)</p><p>identical (adj): looking exactly the same</p><p>wrinkly (adj): with lines on the skin</p><p>geneticist (n): the scientist who studies the function of</p><p>genes</p><p>heritage (n): the traditions and qualities that are</p><p>passed down from one generation to the other</p><p>gene pool (n): the characteristic genes of a specific</p><p>species, tribe, etc.</p><p>slavery (n): owning people who work for you</p><p>genetic mix (phr): a combination of genes</p><p>mark sb out (phr v): to make sb look clearly different</p><p>from others</p><p>stare (n): a persistent look</p><p>age-old (adj): existing since old times</p><p>solidarity (n): (of two or more people) help and support</p><p>for each other</p><p>tumbling (n): acrobatic exercises on the floor</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 10</p><p>frenglish.ru</p><p>11</p><p>1 Module</p><p>5 To check comprehension</p><p>• Give Ss time to answer the questions.</p><p>• Remind Ss not to copy from the text but to try to</p><p>paraphrase the</p><p>tenant (n): sb who rents a house/flat</p><p>obediently (adv): submissively</p><p>haul (v): to drag sth</p><p>disown (v): to refuse to acknowledge sth</p><p>nappy (n): a diaper</p><p>sack (n): a large bag</p><p>yield (v): to give some information</p><p>inexplicably (adv): in an unexplained way</p><p>Enfield is a borough in north London which used to</p><p>be an industrial town but is now suburban and has</p><p>been redeveloped. About 330,000 people from a</p><p>mixture of ethnic groups live there.</p><p>Background information</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 79</p><p>frenglish.ru</p><p>80</p><p>5Module</p><p>6 To answer comprehension questions</p><p>on a text</p><p>• Give Ss time to read the text again and write</p><p>answers to the questions using their own words</p><p>without copying information straight from the text.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 When Patricia searches for clues, she looks for</p><p>things such as addressed envelopes and labels or</p><p>receipts that could point to an individual or</p><p>business.</p><p>2 I guess she won’t follow up any of these cases by</p><p>prosecuting them because they are first offences</p><p>and maybe the people didn’t know better. I’m sure</p><p>she writes notes and keeps a record though, so if</p><p>the same people cause trouble again she can take</p><p>stronger action.</p><p>3 I believe one of the main skills Patricia needs for her</p><p>job is good interpersonal skills because she often</p><p>needs to deal with people in difficult situations. She</p><p>would certainly need to be observant so that she</p><p>can find clues, and she would need to be able to</p><p>stand disgusting smells and sights because she</p><p>has to look through rubbish.</p><p>• Optional extension: Ask Ss to imagine they are</p><p>reporters who are going to interview Patricia Henry</p><p>and write down three questions they would like to</p><p>ask her. Ss then exchange questions with a partner</p><p>and imagine they are Patricia Henry. Ss should use</p><p>the information in the text and their own ideas to</p><p>answer their partner’s questions.</p><p>7 To expand the topic; to present a green job</p><p>to the class</p><p>• Explain the task.</p><p>• Give Ss time to research online, make notes, and</p><p>prepare their presentations.</p><p>• Ask Ss to give their presentations to the class.</p><p>Suggested Answer Key</p><p>Ecologist</p><p>What the job entails: ecologists are scientists who</p><p>study how all the animals and plants in the ecosystem</p><p>live together and interact. They study the relationship</p><p>between living things and their environment.</p><p>How it helps the environment: This job is important</p><p>because ecologists study how a healthy ecosystem</p><p>works, and as a result they can monitor any changes that</p><p>might take place that threaten it. Ecologists often carry</p><p>out environmental impact assessments when any kind of</p><p>development or building project is going to take place to</p><p>insure the environment is not damaged: in particular, any</p><p>building projects such as motorways, dams or housing</p><p>near rural or environmentally important areas.</p><p>3 To consolidate new vocabulary through</p><p>synonymous words/phrases</p><p>• Read the words phrases in the list and give Ss time</p><p>to find their synonyms in the text.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>stench = strong smell</p><p>prematurely = too early</p><p>rummaging = searching</p><p>repercussions = negative consequences</p><p>sound = accurate and strong</p><p>disposed of = thrown away</p><p>chit chat = friendly light-hearted conversation</p><p>alleged = said to have happened</p><p>collapsed = fallen apart</p><p>obstruction = blockage</p><p>4 To consolidate phrases from the text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>• Ask various Ss around the class to read out their</p><p>sentences.</p><p>Answer Key</p><p>1 bin 5 disposal 9 charming</p><p>2 alley 6 registration 10 lawn</p><p>3 photographic 7 incriminating</p><p>4 addressed 8 rotting</p><p>Suggested Answer Key</p><p>1 The crime scene was full of incriminating evidence</p><p>left by the criminal.</p><p>2 The stench of rotting food drifted up from the pile of</p><p>black bin bags.</p><p>3 Back alleys can often be dark and unpleasant</p><p>places.</p><p>4 Many people take pride in keeping their front lawns</p><p>in good condition.</p><p>5 To explain underlined phrases/sentences</p><p>from a text</p><p>• Give Ss time to discuss in pairs and monitor activity</p><p>around the class.</p><p>• Elicit the meanings of the underlined phrases/</p><p>sentences from various pairs.</p><p>Suggested Answer Key</p><p>‘The stench is so thick I can almost taste it’ is used to</p><p>describe a smell that is very strong and overpowering; it’s</p><p>an expression that leaves an impression on the reader.</p><p>‘During some apparently innocent social chit chat’</p><p>means that they were talking casually, but it wasn’t</p><p>really as innocent as it seemed because Patricia was</p><p>trying to find something out.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 80</p><p>frenglish.ru</p><p>81</p><p>5 Module</p><p>Suggested Answer Key</p><p>A: I would say that Patricia Henry has got an</p><p>interesting job. I think it is a good job because it is</p><p>varied and not boring, and also she is</p><p>accomplishing something important. It would</p><p>certainly have some challenges, though. The</p><p>biggest challenge must be that she has to go to</p><p>dirty places and deal with disgusting things.</p><p>B: Yes, this is why I would never want to do a job like</p><p>this. I wouldn’t like going through old discarded bin</p><p>bags. The smell would probably be too much for</p><p>me.</p><p>A: But it sounds like the smell is something she has got</p><p>used to and doesn’t even notice.</p><p>B: I don’t think I could ever get used to the smell of</p><p>rubbish. Another challenge she faces is that she has</p><p>to deal with all kinds of people. Some are probably</p><p>unfriendly and uncooperative, so she would need</p><p>strong interpersonal skills for interacting with</p><p>people. It could be very difficult.</p><p>A: Well, I think she likes interacting with people, so that</p><p>isn’t much of a challenge for her. I guess it would be</p><p>for some people, though. I think she is doing a very</p><p>important job because it directly impacts lots of</p><p>people’s quality of life, as well as the environment.</p><p>B: I completely agree with that – it’s an extremely</p><p>important job. I still wouldn’t want to have this job,</p><p>though, personally.</p><p>Speaking</p><p>To personalise the topic</p><p>• Give Ss time to discuss the questions in pairs and</p><p>monitor activity around the class.</p><p>• Ask various Ss to give their opinions to the class.</p><p>According to the United Nations Environment</p><p>Programme, green jobs include ‘work in agricultural,</p><p>manufacturing, research and development,</p><p>administrative, and service activities that contribute</p><p>substantially to preserving or restoring environmental</p><p>quality. Specifically, but not exclusively, this includes</p><p>jobs that help to protect ecosystems and biodiversity;</p><p>reduce energy, materials, and water consumption</p><p>through high efficiency strategies; de-carbonise the</p><p>economy; and minimise or altogether avoid</p><p>generation of all forms of waste and pollution.’</p><p>Background information</p><p>Writing</p><p>To personalise the topic</p><p>• Give Ss a few minutes to think about their answers</p><p>and write a few sentences.</p><p>• Ask various Ss to read out their comments to the class.</p><p>Suggested Answer Key</p><p>This is a great article and Ms Henry does a great job for</p><p>the community. I believe the most important thing we</p><p>can do to prevent the kind of crimes that she</p><p>investigates is to educate people. I think a lot of the</p><p>individuals who dispose of their rubbish in an</p><p>irresponsible way simply don’t know what to do with it.</p><p>Community clean-up programmes, where residents</p><p>meet up and clean up public spaces together, might</p><p>help, too. If an area is full of rubbish, people might not</p><p>bother to put their own</p><p>rubbish where they are</p><p>supposed to, while if it is clean and nice, I’m sure they</p><p>would be more motivated to keep it that way.</p><p>Vocabulary</p><p>1 To consolidate vocabulary from a text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 patrols 4 incriminating</p><p>2 disposal 5 prosecution</p><p>3 stinking 6 dumping</p><p>2 To consolidate vocabulary from a text</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 burst 3 knotted 5 alert</p><p>2 Rummaging 4 yield</p><p>3 a) To present and practise topic-related</p><p>vocabulary</p><p>• Give Ss time to fill the gaps with the words from</p><p>the box.</p><p>• Check Ss’ answers. Explain/Elicit the meanings of</p><p>any unknown words.</p><p>5b</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 81</p><p>frenglish.ru</p><p>82</p><p>5Module</p><p>B: Yes, I agree. I think compensation would also be a</p><p>good punishment for someone who commits fraud.</p><p>They should return what they stole, and pay more</p><p>on top of that, too.</p><p>A: Well, I think fraud is quite a serious crime. I agree</p><p>that they should pay compensation, but I also think</p><p>they should be given a prison sentence. What do</p><p>you think about mugging?</p><p>B: Mugging is a very serious crime, so I think the</p><p>mugger should definitely go to jail.</p><p>A: Yes, I totally agree that a prison sentence is an</p><p>appropriate punishment.</p><p>6 a) To present and practise collocations</p><p>related to the environment</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 face 2 adapt 3 avert 4 curb</p><p>b) To use collocations related to the</p><p>environment in context</p><p>• Give Ss time to complete the sentences and</p><p>then write sentences of their own.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 curbing emissions 3 facing extinction</p><p>2 avert a disaster 4 adapt to a new habitat</p><p>Suggested Answer Key</p><p>It’s important to face reality; we have limited natural</p><p>resources and we must conserve them.</p><p>It’s time to face the facts; global warming has been</p><p>scientifically proven.</p><p>Habitat loss is forcing animals to adapt to change in</p><p>order to survive.</p><p>The US navy has been deployed to help avert a looming</p><p>environmental disaster and contain the oil spill.</p><p>The destruction of local forests is a terrible scandal that</p><p>needs to be averted.</p><p>It is essential to curb pollution of the air in city</p><p>environments.</p><p>There was a vaccination campaign to curb the spread</p><p>of the disease.</p><p>7 To present and practise topic-related</p><p>vocabulary</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 anti-social 5 detention</p><p>2 disadvantaged 6 harsh</p><p>3 alarming 7 appalling</p><p>4 affordable 8 deprived</p><p>b) To categorise topic-related vocabulary</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 A 2 D 3 C 4 F 5 E 6 B</p><p>4 To present and practise topic-related</p><p>vocabulary</p><p>• Give Ss time to choose the correct item.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 trespassing, warning</p><p>2 embezzlement, fine</p><p>3 manslaughter, probation</p><p>4 libel, compensation</p><p>5 murder, punishment</p><p>6 vandalism, service</p><p>5 a) To consolidate topic-related vocabulary</p><p>• Explain the task and refer Ss to the crimes in Ex.</p><p>4.</p><p>• Play the recording, twice if necessary. Ss listen</p><p>and match the speakers to the crimes.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>Speaker 1 – libel</p><p>Speaker 2 – fraud</p><p>Speaker 3 – mugging</p><p>b) To consolidate new vocabulary</p><p>through personal opinions</p><p>• Ask Ss to work in pairs and refer them to Ex. 4</p><p>for ideas.</p><p>• Give Ss time to discuss the topic.</p><p>• Monitor activity around the class, then ask</p><p>various Ss to give their opinion to the class.</p><p>Suggested Answer Key</p><p>A: I think the appropriate punishment for a magazine</p><p>that commits libel would be to pay compensation to</p><p>the person whose reputation has been damaged.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 82</p><p>frenglish.ru</p><p>83</p><p>5 Module</p><p>Answer Key</p><p>1 rainforest – c 4 climate – b</p><p>2 endangered – d 5 toxic – a</p><p>3 water – e</p><p>8 To expand the topic and develop</p><p>research skills</p><p>• Give Ss time to research online, write a few</p><p>sentences and prepare their presentations.</p><p>• Ask Ss to give their presentations to the class.</p><p>Suggested Answer Key</p><p>I think that climate change is the most serious</p><p>environmental issue, because once it happens it is</p><p>irreversible and truly global. It’s caused by burning fossil</p><p>fuels, deforestation and intensive farming of livestock.</p><p>The best solution is to stop releasing CO² and other</p><p>greenhouse gases into the atmosphere. Developing</p><p>renewable energy would help a lot in this respect.</p><p>9 To practise prepositions</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix I.</p><p>Answer Key</p><p>1 in 2 in 3 on 4 to</p><p>10 To present and practise phrasal verbs</p><p>related to the topic</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix II.</p><p>Answer Key</p><p>1 out 2 down 3 up 4 for</p><p>• Optional extension: Ask Ss to write their own</p><p>sentences using the phrasal verbs.</p><p>11 To practise word formation</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>ICT</p><p>The vaquita, Phocoena sinus, is the smallest species</p><p>of porpoise. They are endemic to a tiny geographic</p><p>area in the northern Gulf of California, in Mexico.</p><p>They are the smallest porpoise, rarely growing larger</p><p>than 140 cm. They live alone, and are usually found in</p><p>shallow water, though they are very rarely seen. They</p><p>eat many kinds of fish and other sea creatures and</p><p>use echolocation to find their prey.</p><p>Background information</p><p>Answer Key</p><p>1 endangered 5 hunters</p><p>2 reproductive 6 illegally</p><p>3 conservationists 7 invisible</p><p>4 principally 8 entangled</p><p>Grammar in use</p><p>1 a) To present the passive</p><p>• Write the following sentences on the board:</p><p>William started a charity to help the homeless</p><p>last year. A charity to help the homeless was</p><p>started last year by William. Elicit the</p><p>differences between the sentences (active,</p><p>passive with agent); the object becomes the</p><p>subject in the passive sentence, the agent can</p><p>be added at the end following by. Then write:</p><p>Someone called the police to the scene. The</p><p>police were called to the scene. Explain that</p><p>when the subject of the active sentence is:</p><p>people, one, someone, they, etc the agent is</p><p>often omitted in the passive sentence.</p><p>• Elicit from Ss the reasons why we use the</p><p>passive and write them on the board. (i.e. We</p><p>don’t know who did the action. It’s not important</p><p>who did the action. We want to avoid blaming or</p><p>taking responsibility for a bad/unpleasant action.</p><p>In headlines, advertisements, instructions, etc)</p><p>Refer Ss to the Grammar Reference section</p><p>(pp. GR10-GR11) for more information.</p><p>• Ask Ss to read the newspaper report, identify</p><p>the passive forms, and answer the questions.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>The passive is formed using the verb to be in the</p><p>appropriate tense, along with the past participle of the</p><p>main verb.</p><p>were donated (l.4) – past simple passive</p><p>is said (l.7) – present simple passive</p><p>has been named (ll.12-13) – present perfect passive</p><p>will be accepted (l.17) – future simple passive</p><p>are expected (l.18) - present simple passive</p><p>Mexico is a Spanish-speaking country located in</p><p>southern North America. It has a population of more</p><p>than 119 million people. There is a strong electronics</p><p>industry and an active economy, though there are</p><p>large differences in standard of living between the</p><p>wealthy and the poor. Mexico has a very rich pre-</p><p>Columbian history.</p><p>5c</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 83</p><p>frenglish.ru</p><p>84</p><p>5Module</p><p>3 To practise the passive with by/with; to</p><p>practise changing between passive and active</p><p>structures</p><p>• Write the following sentences on the board: The</p><p>trees were planted by the students. The trees were</p><p>planted with a shovel. Elicit from Ss what is the</p><p>different in meaning between by and with when</p><p>using the passive. (i.e. by + agent shows who did</p><p>an action while with + instrument/material/</p><p>ingredient shows what the agent uses)</p><p>• Explain the task and refer Ss to the Grammar</p><p>Reference section (pp. GR10-GR11) for more</p><p>information.</p><p>• Give Ss time to complete the task and then check</p><p>Ss’ answers.</p><p>Answer Key</p><p>2 with – Local volunteers are running the litter</p><p>collection campaign with a lot of energy and</p><p>enthusiasm.</p><p>3 by – Sadly, boat propellers injure many sea turtles.</p><p>4 with – Someone had vandalised the whole wall and</p><p>(had) covered it with graffiti.</p><p>4 To write sentences using the passive</p><p>• Explain the task and give Ss time to write</p><p>sentences.</p><p>• Ask various Ss to read out their sentences.</p><p>Answer Key</p><p>2 The national health budget will be cut by the</p><p>government.</p><p>3 A free pick-up of garden rubbish is provided every</p><p>Tuesday./Garden rubbish is picked up for free every</p><p>Tuesday.</p><p>4 Two hundred employees have been made</p><p>redundant by a car firm.</p><p>5 To present/practise personal and</p><p>impersonal structures</p><p>• Write the following sentences on the board: Most</p><p>people know that recycling helps the environment.</p><p>(active structure), It is known that recycling helps</p><p>the environment (impersonal passive structure),</p><p>Recycling is known to help the environment.</p><p>(personal passive structure). Write a list on the</p><p>board of the verbs that can have both of these</p><p>passive structures. (i.e. assume, believe, feel, know,</p><p>report, say, think, understand, allege, claim,</p><p>estimate,rumour, expect etc) Refer Ss to the</p><p>Grammar Reference section (pp. GR10-GR11) for</p><p>more information.</p><p>can be used (l.18) – present infinitive passive with</p><p>a modal</p><p>was asked (l.19) – past simple passive</p><p>b) To practise changing between passive</p><p>and active structures</p><p>• Explain the task and give Ss time to complete it.</p><p>• Refer Ss to the Grammar Reference section</p><p>(pp. GR10-GR11) for more information.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>They became the new owners of coats that Makenna</p><p>donated to them ...</p><p>People often say that charity begins at home ...</p><p>Makenna herself even started a charity, which she has</p><p>named ...</p><p>Makenna’s charity will gladly accept any size, style or</p><p>colour.</p><p>Makenna expects items to be clean and in a condition</p><p>that the homeless can use.</p><p>When reporters asked why she decided to help ...</p><p>2 To practise the passive</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Elicit why the passive was used</p><p>in each case.</p><p>Answer Key</p><p>1 was broken into (the person who did the action is</p><p>unknown)</p><p>2 were recovered (the action itself is more important –</p><p>as in a newspaper headline/obvious from the</p><p>context)</p><p>3 are being set up (the action itself is more important</p><p>– as in a formal notice)</p><p>4 was misled (to avoid responsibility/saying who is to</p><p>blame)</p><p>5 having been declared, was rediscovered (the</p><p>person who did the action is unknown or</p><p>unimportant)</p><p>6 be recycled (the action itself is more important than</p><p>the people doing it)</p><p>Arizona is a state in the south west United States.</p><p>Southern Arizona has a hot desert climate while the</p><p>north has pine forest and cold winters. The state has</p><p>a large Native American population. The Grand</p><p>Canyon is there, and the state has many striking</p><p>geological features.</p><p>Background information</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 84</p><p>frenglish.ru</p><p>5 Module</p><p>• Ask Ss to read the text again and find examples of</p><p>personal and impersonal structures. Elicit from Ss</p><p>how these structures are formed.</p><p>• Go through the example and then give Ss time to</p><p>report the weird facts as in the example.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>From the text: It is often said that charity begins at</p><p>home ... (para. 2), ... items are expected to be clean and</p><p>in a condition ... (para. 3)</p><p>Impersonal structures: it + passive verb + that-clause</p><p>Personal structures: subject + passive verb + to-</p><p>infinitive</p><p>2 it is reported that people have a unique tongue</p><p>print, similar to a fingerprint?</p><p>people are reported to have a unique tongue print,</p><p>similar to a fingerprint?</p><p>3 it is said that recycling one aluminium can, saves</p><p>enough energy to run a TV for 3 hours?</p><p>recycling one aluminium can is said to save enough</p><p>energy to run a TV for 3 hours?</p><p>4 it is estimated that the amount of wood and paper</p><p>we throw away yearly is enough to heat 50,000</p><p>homes for 20 years?</p><p>the amount of wood and paper we throw away</p><p>yearly is estimated to be enough to heat 50,000</p><p>homes for 20 years?</p><p>6 To develop research and presentation</p><p>skills; to practise the passive voice/personal or</p><p>impersonal structures</p><p>• Explain the task and give Ss time to find facts</p><p>online, and prepare their presentations. Remind Ss</p><p>to use personal/impersonal structures.</p><p>• Ss present their weird facts to the class.</p><p>Suggested Answer Key</p><p>Weird environmental facts</p><p>It is said that glass bottles take more than 4,000 years</p><p>to decompose! / Less than 1 percent of the water on</p><p>Earth is believed to be available for use. The rest is</p><p>either salt water or ice! / Fifty thousand rainforest</p><p>species are claimed to go extinct annually; that is about</p><p>137 species a day! / It is said that the human population</p><p>on Earth has grown more in the last 50 years than it did</p><p>in the previous 4 million years! / The oldest trees in the</p><p>world are thought to be more than 4,600 years old!</p><p>7 To present reflexive and emphatic</p><p>pronouns</p><p>• Write on the board: myself, yourself, himself/herself/</p><p>itself, ourselves, yourselves, themselves. Tell Ss that</p><p>reflexive-emphatic pronouns are frequently used with</p><p>some verbs (i.e. behave, burn, cut, enjoy, hurt, kill,</p><p>look at, feel, look, seem etc) and NOT with other verbs</p><p>(i.e. wash, shave, dress, undress, meet, rest, relax,</p><p>stand up, get up, sit down, wake up etc). Point out</p><p>that we use reflexive pronouns when the subject and</p><p>the object of the verb are the same person, but we</p><p>use emphatic pronouns to emphasise the subject or</p><p>the object of a sentence. Refer Ss to the Grammar</p><p>Reference section (p. GR11) for more information.</p><p>• Give Ss time to find examples of reflexive –</p><p>emphatic pronouns in the text.</p><p>• Elicit from Ss how they have been used and why.</p><p>Answer Key</p><p>... found themselves receiving ... (para 1) – after certain</p><p>verbs</p><p>... who took it upon herself ... (para 1) – after a</p><p>preposition</p><p>Makenna herself even started ... (para 2) – to emphasise</p><p>the fact that a certain person performed an action</p><p>8 To practise reflexive and emphatic</p><p>pronouns</p><p>• Explain the task and read through the example with</p><p>the Ss. Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>2 hurt yourself 4 did it myself</p><p>3 got up 5 be yourself</p><p>9 To present the causative</p><p>• Write the following sentences on the board: Alex</p><p>washed his car. Alex had his car washed. and elicit</p><p>what Alex did in each sentence (i.e. in the first</p><p>sentence he himself washed the car, and in the</p><p>second he told someone else to wash the car.).</p><p>Explain that we can also use the causative when</p><p>something unpleasant happens to us (i.e. Alex had</p><p>his car stolen again.). Refer Ss to the Grammar</p><p>Reference section (pp. GR11-GR12) for more</p><p>information.</p><p>• Ask Ss to find an example of a causative structure</p><p>in the text and elicit from Ss how we form the</p><p>causative, why it is used in the text and what the</p><p>other uses of the causative are.</p><p>Answer Key</p><p>... she got her parents to print fifty flyers ... (para 2)</p><p>The causative is formed with the verb have (or get) +</p><p>object + past participle.</p><p>In the text, the causative is used to say that sb convinced</p><p>someone to do something for them. The causative is</p><p>mainly used to say that sb has arranged for someone to</p><p>do something for them and it is also used to talk about</p><p>an unpleasant experience that somebody had.</p><p>85</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 85</p><p>frenglish.ru</p><p>86</p><p>5Module</p><p>• Elicit from Ss what the other two questions are</p><p>asking for.</p><p>Answer Key</p><p>Question one is asking for a specific fact. The question</p><p>word ‘where’ helped me to decide. Question 2 is asking</p><p>for a reason and question three is asking for a feeling.</p><p>b) To prepare for a listening task (multiple</p><p>choice)</p><p>• Give Ss time to read the extract and answer the</p><p>question.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 C she ‘...decided to return home to study’ and she</p><p>is from England.</p><p>A is wrong because she did volunteer work and a</p><p>course in psychology in Australia and applied to</p><p>universities there, but did not choose to study there.</p><p>B is wrong because while she has relatives there and</p><p>applied to universities there, she did not choose to</p><p>study there.</p><p>2 a) To prepare for a listening task</p><p>• Direct Ss’ attention to the words and ask them</p><p>to look them up in the Word List.</p><p>Answer Key</p><p>the underprivileged (pl n): the deprived people</p><p>recession (n): economic downturn</p><p>the bubble bursts (phr): when a successful period of</p><p>time suddenly comes to an end</p><p>compound (v): to make sth worse</p><p>stark (adj): unpleasant</p><p>knock-on effect (phr): the fact that sth happening</p><p>causes sth else to happen</p><p>state handouts (pl n): benefits from a government</p><p>demoralising (adj): discouraging</p><p>default (v): to fail to pay sth on time</p><p>confide (v): to trust sb and tell them your problems</p><p>get sth out in the open (phr): to make sth public</p><p>knowledge</p><p>put sth in perspective (phr): to judge sth sensibly and</p><p>in comparison with similar things</p><p>b) To identify what questions are asking for</p><p>• Give Ss time to read the questions and decide</p><p>what they are being asked to listen for.</p><p>• Check Ss’ answers around the class.</p><p>10 To practise the causative</p><p>• Explain the task and go through the example with</p><p>the Ss. Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>2 have the garden tidied up</p><p>3 Jake (has) had his bike stolen</p><p>4 having leaflets printed</p><p>11 To present substitution and ellipsis</p><p>• Read out the theory box and check that Ss’</p><p>understand.</p><p>• Give Ss time to find examples of substitution and</p><p>ellipsis in the text. Refer Ss to the Grammar</p><p>Reference section p. GR11 for more information.</p><p>Answer Key</p><p>... in Makenna’s case that (the fact that charity begins</p><p>at home) was certainly true. (para 2) = substitution</p><p>... she decided to go around town with a small cart and</p><p>(she decided to) collect ... (para 2) = ellipsis</p><p>12 To practise substitution and ellipsis</p><p>• Explain the task and go through the example with</p><p>the Ss. Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>2 (arrived – ellipsis)</p><p>3 one (charity – substitution)</p><p>4 there (at the police station – substitution)</p><p>13 To practise key word transformations</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 were held up by an accident</p><p>2 agreement had been reached on/about</p><p>3 disruption has been caused to trains</p><p>4 will have a professional install</p><p>Listening skills</p><p>1 a) To prepare for a listening task (multiple</p><p>choice)</p><p>• Read out the Study Skills box and check that</p><p>Ss have understood.</p><p>• Ask Ss to read the three questions and elicit</p><p>which is asking for specific facts. Then elicit</p><p>which words helped the Ss decide.</p><p>5d</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 86</p><p>frenglish.ru</p><p>87</p><p>5 Module</p><p>Answer Key</p><p>1 specific fact – a place 4 gist</p><p>2 an opinion 5 an opinion</p><p>3 specific fact – a feeling</p><p>c) To do a listening task (multiple choice);</p><p>to listen for specific information; to listen for gist</p><p>• Play the recording twice. Ss listen and complete</p><p>the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 C 2 B 3 A 4 C 5 B</p><p>3 To personalise the topic</p><p>• Give Ss time to discuss in pairs and write a few</p><p>sentences.</p><p>• Monitor activity around the class then ask various</p><p>Ss to report to the class.</p><p>Suggested Answer Key</p><p>A: Homelessness is a very big problem in my area, and</p><p>there are not many social services to help people.</p><p>B: I agree. I think one big cause of homelessness in my</p><p>area is unemployment. People lost their jobs in the</p><p>financial crisis and they ended up on the street. It’s</p><p>very difficult to resolve this kind of problem because</p><p>without further growth and new jobs people will</p><p>struggle to support themselves.</p><p>A: Yes, that’s true. These people can really benefit</p><p>from simple kinds of help, such as a shelter where</p><p>they can sleep, shower and wash their clothes.</p><p>B: Yes, and any kind of educational programme that</p><p>will help them to get back in the workforce would be</p><p>very useful, too.</p><p>Sentences:</p><p>Some people become homeless because they have</p><p>lost their jobs and can’t find another because of the</p><p>economic recession, so they lose their homes.</p><p>Shelters that provide basic necessities such as a place</p><p>to sleep and wash can help homeless people.</p><p>Education programmes can help homeless people get</p><p>back into the workforce.</p><p>4 To do a multiple matching listening task; to</p><p>listen for gist</p><p>• Give Ss time to read the statements.</p><p>• Play the recording twice. Ss listen and match the</p><p>statements to the speakers.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 C 2 G 3 E 4 H 5 A</p><p>Speaking skills</p><p>1 To predict the content of a dialogue</p><p>• Ask Ss to read the first and last exchanges and</p><p>elicit what they think the dialogue is about.</p><p>• Play the recording. Ss listen and check if their</p><p>guesses were correct.</p><p>Suggested Answer Key</p><p>I think the dialogue is about homelessness;</p><p>they will</p><p>probably discuss the reasons why there are more</p><p>homeless people recently and what could be done to</p><p>help them.</p><p>2 To practise phrases for discussing causes</p><p>and results and offering solutions</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>I guess that’s mostly down to ... = discusses a cause.</p><p>Replace with: I think the recession has a lot to do with it.</p><p>As a result, some people end up on the streets =</p><p>discusses a result. Replace with: This invariably leads</p><p>to some people ending up on the streets.</p><p>... a long-term solution would be ... = offers a solution.</p><p>Replace with: I think a lot could be achieved by local</p><p>authorities giving ...</p><p>3 To act out a dialogue using prompts</p><p>• Explain the task and tell Ss that they can use the</p><p>dialogue in Ex.1 as a model.</p><p>• Direct Ss’ attention to the Useful Language box</p><p>and remind them to use the phrases for discussing</p><p>causes and results and offering advice when they</p><p>act out their dialogue.</p><p>• Write this diagram on the board for Ss to follow.</p><p>5e</p><p>A B</p><p>Make a comment</p><p>about the issue of</p><p>youth unemployment.</p><p>Mention a cause</p><p>of the issue.</p><p>Ask what can be</p><p>done.</p><p>Agree and offer</p><p>another solution.</p><p>Agree and make</p><p>another comment.</p><p>Agree, comment and</p><p>add a result.</p><p>Offer a solution.</p><p>Justify your opinion.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 87</p><p>frenglish.ru</p><p>88</p><p>5Module</p><p>B: I agree with you that recycling is essential, but</p><p>personally I don’t think making it compulsory would</p><p>do any good. How could this be enforced? I think it</p><p>would be impossible! However, I would suggest</p><p>making recycling really easy, for example by putting</p><p>individual bins for glass, plastic, paper and compost</p><p>out in front of each building and having them</p><p>collected. That way, it will be easier to recycle than</p><p>to just throw stuff away. It would be so easy that</p><p>everyone would do it!</p><p>A: That’s a good point. What about planting more</p><p>trees? I think it’s an excellent idea. Trees look good,</p><p>and also clean the air. They are essential for a</p><p>healthy environment.</p><p>B: Plants are certainly important in a city environment,</p><p>and planting trees is a good thing to do. However,</p><p>in my view creating community gardens might be</p><p>even better. It would also introduce plants into the</p><p>city environment, and it would have the added</p><p>benefit of providing organic produce, not to</p><p>mention outdoor exercise for residents. What do</p><p>you think about building car parks near transport</p><p>connections?</p><p>A: It’s not a bad idea, but as far as I’m concerned it</p><p>would be the least effective. I think most people</p><p>who drive would still drive, regardless of the</p><p>presence of a car park. I think cycle lanes would be</p><p>a better option. That way, we can avoid car use</p><p>altogether.</p><p>B: Yes, personally I know a lot of people who would</p><p>like to travel around the city by bicycle but don’t</p><p>because it isn’t very safe. I believe that making bike</p><p>lanes would have a big impact. Well, we already</p><p>talked about community gardens, so, what about</p><p>starting litter clean-up schemes? It’s not a bad idea.</p><p>A: Well, I think it’s a terrible idea! I say this because</p><p>cleaning up their litter is something everyone should</p><p>do anyway. It shouldn’t require a special scheme.</p><p>B: Yes, but evidence suggests that when people work</p><p>together to clean up their neighbourhoods, they</p><p>take better care of them. It could be effective. But I</p><p>agree it might not be as important as some of the</p><p>other options. I think the best by far is creating</p><p>community gardens. What would you say?</p><p>A: It’s really difficult just to choose two because they</p><p>are all good suggestions, and all things that should</p><p>be done. But I agree about community gardens and</p><p>then I’d go for introducing cycle lanes.</p><p>B: Great! That sounds good. I agree with you.</p><p>• Optional extension: Ask Ss to work in pairs. Ss tell</p><p>their partners something they don’t like about their</p><p>town, neighbourhood or community, and their</p><p>partner offers solutions</p><p>• Ss work in pairs and act out their dialogues.</p><p>• Monitor activity and then ask various pairs to act</p><p>out their dialogues in front of the class.</p><p>Suggested Answer Key</p><p>A: It’s terrible that there are so many young people</p><p>who are unemployed.</p><p>B: Yes, and youth unemployment seems to be a much</p><p>bigger problem now than it was just a few years</p><p>ago.</p><p>A: Well, I guess the recession plays a huge part in that.</p><p>There just aren’t enough jobs to go around, and</p><p>young people often lack qualifications and skills so</p><p>they haven’t got much chance of being hired.</p><p>B: You’re absolutely right. It is particularly hard for</p><p>people to get their first job, because they don’t have</p><p>any job experience yet, but they have to get a job in</p><p>order to have experience! This can lead to poverty</p><p>and debt when people are just starting out in their</p><p>professional lives, and as a consequence it can be</p><p>really hard on their self-esteem.</p><p>A: Yes, but what can be done about it? These are such</p><p>difficult times because the economy isn’t strong.</p><p>B: I know what you mean, but there are things that</p><p>could improve the situation. For example, I think a</p><p>lot could be achieved if the government would give</p><p>incentives for businesses to employ young people –</p><p>something like a tax rebate. The reason I say this is</p><p>because everyone would benefit – both businesses</p><p>and young people.</p><p>A: That’s a good idea. Some people say that there</p><p>should be more vocational training for young</p><p>people, and I agree that this might help them gain</p><p>practical skills that employers value.</p><p>B: Yes, that sounds like a good solution, too.</p><p>4 To do a collaborative task</p><p>• Read out the Study Skills box and check that Ss</p><p>understand.</p><p>• Explain the task and refer Ss to the Useful</p><p>Language box. Remind Ss that they should</p><p>discuss all the options and come to a consensus by</p><p>the end of the discussion.</p><p>• Ss read the information and options and use the</p><p>Useful Language box to do the task.</p><p>• Monitor activity and then ask various pairs to do the</p><p>task in front of the class.</p><p>Suggested Answer Key</p><p>A: Well, I would say that making recycling compulsory</p><p>is a good idea. It’s extremely important for everyone</p><p>to recycle, but some people can be lazy about it.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 88</p><p>frenglish.ru</p><p>89</p><p>5 Module</p><p>5 To analyse a model answer</p><p>• Play the recording.</p><p>• Ss listen to the model answer and compare it to</p><p>their own.</p><p>Suggested Answer Key</p><p>The example of the task covered all of the points like</p><p>our discussion. However, it was slightly more detailed</p><p>and examined each topic in greater depth.</p><p>Writing</p><p>1 To analyse a rubric</p><p>• Read through the theory box on reports with the Ss</p><p>and check that they understand the material.</p><p>• Give Ss time to read the rubric, underline the key</p><p>words and answer the questions.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 I have to write a report for the head of the</p><p>community affairs committee.</p><p>2 I expect to use the passive voice and advanced</p><p>vocabulary.</p><p>3 My report must include the improvements that were</p><p>made in my neighbourhood, whether the</p><p>improvements have been successful and what more</p><p>could be done.</p><p>2 To read a model report and match headings</p><p>to paragraphs</p><p>• Give Ss time to read the model and choose the</p><p>appropriate headings for each paragraph.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 B 2 C 3 A</p><p>5f</p><p>You work for the local council. The head of the</p><p>community affairs committee is investigating ways</p><p>to improve neighbourhoods in different towns. He</p><p>has asked you to write a report</p><p>in which you give</p><p>information about the improvements in your</p><p>community.</p><p>Your report should briefly describe what has been</p><p>done to make your neighbourhood a more pleasant</p><p>place to live, discussing whether the improvements</p><p>have been successful. It should also explain what</p><p>more could be done.</p><p>3 To practise formal style</p><p>• Explain the task and give Ss time to read the model</p><p>again and find the corresponding phrases/</p><p>sentences.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 The aim of this report is to outline and assess the</p><p>improvements that have been made to my</p><p>neighbourhood ...</p><p>2 While some measures taken have been successful,</p><p>other measures have been less so.</p><p>3 ... there are several ways in which the</p><p>neighbourhood could be further improved.</p><p>4 Despite these efforts, there is still a problem with</p><p>youth unemployment and delinquency.</p><p>5 Several major improvements have been made to the</p><p>neighbourhood recently.</p><p>6 ... I believe that the impact of recent rejuvenation</p><p>and redevelopment in the area is positive but there</p><p>is still room for improvement.</p><p>4 a) To practise formal style</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 an alarming increase</p><p>2 globally</p><p>3 plague</p><p>4 In terms of new statistics</p><p>5 serious consequence</p><p>6 rapid deterioration</p><p>7 Citizens</p><p>8 escape</p><p>9 prompt action is taken</p><p>b) To expand prompts into full sentences</p><p>• Give Ss time to use the prompts to write</p><p>sentences.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>1 Water pollution has been increasing/has increased</p><p>at a worrying rate.</p><p>2 The majority of water pollution is due to/down</p><p>to/the result of rubbish and industrial waste being</p><p>dumped in rivers and oceans by individuals and</p><p>large industries.</p><p>3 This problem needs to be addressed quickly.</p><p>4 New data suggests that water pollution levels will</p><p>continue to rise in the future.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 89</p><p>frenglish.ru</p><p>90</p><p>5Module</p><p>6 To practise grammatical structures used in</p><p>reports</p><p>• Read through the theory box with Ss and check</p><p>that they understand the material.</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Ss should give reasons for their</p><p>choices.</p><p>Answer Key</p><p>1 increased is crossed out (have increased – present</p><p>perfect because it is talking about something that</p><p>has recently been completed)</p><p>2 will volunteer is crossed out (volunteer – present</p><p>simple describing a situation in the present)</p><p>3 might is crossed out (could = hypothetical</p><p>construction)</p><p>4 predict is crossed out (hope (v) = to want something</p><p>to happen), potential is crossed out (future (adj) =</p><p>anything that occurs in the future)</p><p>5 proposed is crossed out (expected (adj) = a</p><p>prediction), possible is crossed out (forthcoming</p><p>(adj) = something that has been arranged and will</p><p>happen soon)</p><p>7 a) To predict content of reports from</p><p>introductory paragraphs</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>A The report will evaluate a charity event. Possible</p><p>headings: Overall attendance, Donations</p><p>B The report will be about homelessness. Possible</p><p>headings: Reasons homelessness has increased,</p><p>Possible solutions</p><p>b) To match the beginnings and endings of</p><p>reports</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 B The writer gives an opinion and summarises</p><p>2 A The writer summarises and recommends a</p><p>course of action</p><p>8 a) To expand prompts into sentences and</p><p>put them in order to form a paragraph</p><p>• Give Ss time to write sentences and put them in</p><p>order.</p><p>• Check Ss’ answers around the class. Elicit</p><p>which is the topic sentence and which are</p><p>supporting sentences.</p><p>5 The outcome of this will not only be/is not only</p><p>going to be the destruction of marine life, but also</p><p>the loss of our drinking water supply.</p><p>6 One way to prevent water pollution could be by</p><p>imposing heavy fines and severely punishing</p><p>individuals and industries.</p><p>7 The effect of this will/is going to deter others./This will</p><p>have/is going to have the effect of deterring others.</p><p>5 a) To practise linking words and phrases</p><p>• Read out the language box on linking words/</p><p>phrases and structures.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 Nevertheless/However</p><p>2 While/Although, For example/For instance, In</p><p>addition/Furthermore/Additionally</p><p>3 Firstly, although/while</p><p>b) To practise linking words/phrases and</p><p>phrases/structures to make suggestions/</p><p>recommendations, express opinion and conclude</p><p>• Explain the task and remind Ss to look at the</p><p>language box above and also the Useful</p><p>Language box on p. 89.</p><p>• Give Ss time to fill in the gaps.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 Despite, I would recommend</p><p>2 It seems to me, for instance/for example/</p><p>especially/particularly/specifically</p><p>3 In conclusion/To conclude, In this way/</p><p>Consequently/As a result</p><p>c) To practise phrases for making</p><p>suggestions, expressing opinions and concluding</p><p>• Give Ss time to read the model again and</p><p>complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>making suggestions: I would recommend ...</p><p>expressing opinions: ... I believe that ...</p><p>concluding: On the whole ...</p><p>Suggested Answer Key</p><p>I would recommend = I would suggest/one solution</p><p>would be to/one suggestion would be to</p><p>I believe that = It seems to me that/As far as I am</p><p>concerned</p><p>On the whole = To conclude/In conclusion</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 90</p><p>frenglish.ru</p><p>91</p><p>5 Module</p><p>Suggested Answer Key</p><p>A 2 Some measures that have been taken, such as</p><p>stricter policing and heavier fines when the law</p><p>has been broken, seem to have made the area</p><p>safer and more pleasant.</p><p>B 4 On the other hand, the installation of closed-</p><p>circuit television in public places has done little</p><p>to deter burglaries in the area.</p><p>C 1 While some crime prevention measures have</p><p>been successful, other measures have not.</p><p>D 3 Moreover, not only has ugly graffiti been cleaned</p><p>off the walls, but colourful murals by talented</p><p>young artists have appeared in its place.</p><p>C is the topic sentence and A and D support the first</p><p>part of the sentence, while B supports the second part.</p><p>b) To practise writing supporting</p><p>sentences</p><p>• Explain the task and remind Ss to use language</p><p>from the Useful Language box.</p><p>• Give Ss time to write their sentences and</p><p>compare with a partner.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>A Without a doubt, recent changes have made the area</p><p>more attractive for young families, yet there are further</p><p>measures that need to be taken. Firstly, a brand new</p><p>housing estate has been built, with affordable homes</p><p>and plenty of green spaces where children can play.</p><p>In addition, improved public transport links have</p><p>made it easier for residents to commute to the city for</p><p>work. However, despite these changes, crime rates</p><p>are still higher than in surrounding areas and action</p><p>should be taken to reduce them.</p><p>B The issue of unemployment is one</p><p>that the</p><p>government can take action to improve. One solution</p><p>would be to give employment subsidies; for example,</p><p>firms could be given tax breaks for hiring long-term</p><p>unemployed people. In addition, vocational training</p><p>schemes could be created that provide free classes</p><p>for the unemployed. In this way, their job skills would</p><p>improve. I believe that if these measures were</p><p>implemented, it would ameliorate the situation and</p><p>the unemployment rate would drop.</p><p>9 a) To analyse a rubric</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 I have to write a report about the problem of</p><p>homelessness in my town.</p><p>2 I am a member of a volunteer group that helps</p><p>homeless people. I am writing to a member of the</p><p>town council.</p><p>3 I should write in a formal style.</p><p>4 I will use the present, past and future tenses; the</p><p>passive voice should also be used.</p><p>5 In the introductory paragraph I will include a clear</p><p>statement of the purpose of the report, and the</p><p>content that it will include.</p><p>6 I will write 2 main body paragraphs.</p><p>7 The subheadings I will use are: ‘The problem of</p><p>homelessness’ and ‘Possible solutions’.</p><p>8 In the conclusion I could include a summary of the</p><p>information in the report and an opinion or</p><p>recommendation.</p><p>b) To write a report</p><p>• Refer Ss to the theory box on p. 86 and then</p><p>give Ss time to write their reports using the</p><p>Useful Language box and their answers from</p><p>Ex. 9a.</p><p>• Remind Ss to use the appropriate formal style</p><p>and to give each paragraph a suitable heading.</p><p>• Ss should check their reports against the</p><p>Checklist when they have finished, or they can</p><p>swap reports and evaluate each other’s piece of</p><p>writing.</p><p>• Check Ss’ answers.</p><p>• Alternatively, assign the task as HW and check</p><p>Ss’ answers in the next lesson.</p><p>Suggested Answer Key</p><p>To: City Council</p><p>From: Matt Hopkins</p><p>Subject: Homeless people in our community</p><p>Date: 30/07/17</p><p>Introduction</p><p>The purpose of this report is to discuss homelessness</p><p>in the town of Oakridge and propose solutions that</p><p>might help the homeless in our community.</p><p>You work for a volunteer group that helps</p><p>homeless people in your community. A member of</p><p>the town council has asked you to write a report</p><p>about the problem of homelessness in your town.</p><p>Your report should briefly discuss the causes and</p><p>results. You should also suggest solutions to help</p><p>the homeless people in your community.</p><p>Write your report in 220-260 words.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 91</p><p>frenglish.ru</p><p>92</p><p>5Module</p><p>2 To practise word formation</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers on the board.</p><p>Answer Key</p><p>1 recognition 5 staggeringly</p><p>2 participants 6 edible</p><p>3 misshapen 7 unnecessarily</p><p>4 retailers 8 motivates</p><p>3 To practise key word transformations</p><p>• Explain the task and remind Ss not to go over six</p><p>words and to use the word given.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 are expected to make an arrest</p><p>2 came to the conclusion</p><p>3 last time I saw Angela was</p><p>4 isn’t cut out for</p><p>5 are believed to be in danger</p><p>6 I have both been victims</p><p>7 turned out to be</p><p>4 To practise grammar structures</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Answer Key</p><p>1 A present perfect passive</p><p>2 A as (conj) = because</p><p>3 B would rather sb + past perfect (past reference)</p><p>4 B by herself = without help</p><p>5 A a modal verb in the passive voice</p><p>6 A word order: subject + verb with adverb between</p><p>the auxiliary and main verb</p><p>7 C substitution (not replaces he does not go with</p><p>you)</p><p>8 B reduced relative clause + phr v</p><p>9 D even though (phr) = although</p><p>10 C neither … nor</p><p>11 D one is ... and ... the other is not (word order =</p><p>subject + verb)</p><p>12 C were permitted to</p><p>5 To practise vocabulary</p><p>• Give Ss time to do the task.</p><p>• Check Ss’ answers. Explain or elicit the meanings</p><p>of any unknown words.</p><p>The problem of homelessness</p><p>Economic problems are the main cause of homelessness</p><p>in Oakridge, and the results are devastating. Due to the</p><p>recession, companies are laying off many employees. As a</p><p>result, there has been an increase in the number of people</p><p>seeking jobs. Unfortunately, few new positions are being</p><p>created and people who become redundant are not able to</p><p>find employment. If mortgage payments are missed, they</p><p>can easily lose their homes and find themselves on the</p><p>street. This can negatively affect people’s self-confidence</p><p>and emotional state, making recovery even more difficult.</p><p>Possible solutions</p><p>There are a number of things that should be done to</p><p>help homeless people in our community. First of all,</p><p>although Oakridge has a homeless shelter, it is small</p><p>and ill-equipped. It should be expanded so that more</p><p>people can use the facilities. Secondly, the council</p><p>could set up an educational programme to help the</p><p>unemployed find new jobs. Since many people have to</p><p>change fields of work, guidance regarding what</p><p>direction to take and how to get started would be</p><p>invaluable for them. Finally, each citizen ought to</p><p>donate or volunteer as much as they are able to charity.</p><p>Conclusion</p><p>To conclude, homelessness has become a pressing</p><p>problem in the community of Oakridge. However, if the</p><p>shelter is expanded, educational support provided and</p><p>everyone does what they can, the prospects of the</p><p>homeless will be greatly improved.</p><p>1 To read for cohesion and coherence</p><p>• Ask Ss to read the text and then read the 4-word</p><p>options (1-8).</p><p>• Give Ss time to read the text and choose the</p><p>correct word to fit in each gap.</p><p>Answer Key</p><p>1 A 3 D 5 A 7 B</p><p>2 B 4 C 6 C 8 C</p><p>Language Knowledge 5</p><p>Zimbabwe is a landlocked country in southern</p><p>Africa, with a population of almost 13 million people.</p><p>Its capital city is Harare. It has a mix of tropical and</p><p>warm desert climates and has suffered recent</p><p>droughts. There have been frequent wars and</p><p>political unrest in recent times.</p><p>Background information</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 92</p><p>frenglish.ru</p><p>93</p><p>5 Module</p><p>Answer Key</p><p>1 D 4 D 7 B 10 B 13 A</p><p>2 D 5 A 8 C 11 D 14 D</p><p>3 B 6 B 9 A 12 C</p><p>disappear (v): to vanish</p><p>dissolve (v): to become part of a liquid</p><p>disengage (v): to detach</p><p>disperse (v): to make a crowd go in different directions</p><p>be in a critical condition (phr): to be seriously ill</p><p>central (adj): principal; main</p><p>crucial (adj): very important</p><p>criminal (adj): law-breaking</p><p>confer (v): to consult with sb</p><p>consent (to sth/doing sth) (v): to agree to do sth</p><p>conceal (v): to hide sth</p><p>convert (v): to transform</p><p>determine (v): to establish sth; to find facts so as to</p><p>prove sth true</p><p>discern (v): to be able to see or notice sth</p><p>detect (v): to discover sth</p><p>discriminate (between two things) (v): to distinguish</p><p>between sth and sth else</p><p>subdue (v): to suppress</p><p>discipline (v): to train sb to obey rules</p><p>soothe (v): to calm sb</p><p>conquer (v): to defeat an enemy</p><p>make ends meet (phr): to barely earn enough money</p><p>to live</p><p>ally (n): a supporter</p><p>peer (n): a person of the same age as you</p><p>colleague (n): a co-worker</p><p>associate (n): a partner; a collaborator</p><p>repel (v): to drive sth/sb away</p><p>deflect (v): to divert sth</p><p>fend sb off (phr v): to defend yourself against sb</p><p>havoc (n): destruction</p><p>defect (n): an imperfection</p><p>deficit (n): a shortfall</p><p>fracture (n): a broken bone</p><p>recoil (v): to pull back in fear</p><p>shun (v): to avoid sb</p><p>balk (v): to refuse to try sth</p><p>steer (v): to cause a vehicle to move in a particular</p><p>direction</p><p>conform (to sth) (v): to comply with sth</p><p>create (v): to make sth</p><p>realise (v): to become aware of sth</p><p>establish (v): to verify sth</p><p>regulation (n): an official rule</p><p>restraint (n): the repression of your emotions</p><p>restriction (n): a limitation (on sb/sth)</p><p>renovation (n): refurbishment</p><p>adhere (to sth) (v): to abide by sth; to follow sth</p><p>bond (v): (of two things) to fix together</p><p>affix (sth to sth else) (v): to stick sth to sth else;</p><p>to attach sth to sth else</p><p>cling (to sth/sb) (v): to hang on to sth/sb</p><p>transmit (v): to transfer sth</p><p>switch (v): to change to sth new</p><p>divert (v): to reroute</p><p>1 To present and practise new vocabulary</p><p>related to the topic</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Explain/elicit the meaning of</p><p>any unknown words.</p><p>Answer Key</p><p>1 pleads 3 to make 5 pay</p><p>2 reached 4 are breaking 6 took</p><p>2 To present and practise new vocabulary</p><p>related to the topic</p><p>• Give Ss time to choose the correct word.</p><p>• Check Ss’ answers. Explain/elicit the meaning of</p><p>any unknown words.</p><p>Answer Key</p><p>1 ban 3 acquitted 5 charged</p><p>2 suspended 4 accused</p><p>3 To practise idioms related to the topic</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 on the fringes of society</p><p>2 foot the bill</p><p>3 in dire straits</p><p>4 came to a head</p><p>5 spiral out of control</p><p>6 back against the wall</p><p>4 To present and practise new vocabulary</p><p>related to the topic</p><p>• Give Ss time to choose the correct items.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 credentials 3 paddy 5 finite</p><p>2 reserve 4 region 6 organic</p><p>Language Focus 5</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 93</p><p>frenglish.ru</p><p>94</p><p>5Module</p><p>2 To consolidate vocabulary from the module</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 address 3 deprived 5 leaking</p><p>2 disowned 4 white-collar</p><p>3 To listen for specific information; to listen</p><p>for gist (multiple choice)</p><p>• Play the recording. Ss listen and complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 C 2 A 3 C 4 B 5 B</p><p>4 To consolidate grammar from the module</p><p>• Give Ss time to choose the correct items.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 do 4 he had it repaired</p><p>2 was rediscovered 5 will have been lowered</p><p>3 myself</p><p>5 To revise language for discussing causes</p><p>and results and suggesting solutions.</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 b 2 a 3 a</p><p>6 To write a report</p><p>• Give Ss time to write their reports.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>To: Local Council</p><p>From: Katie Hawks</p><p>Subject: Environmental issues in our community</p><p>Date: ...</p><p>Introduction</p><p>The purpose of this report is to discuss the</p><p>environmental issues in our community, and suggest</p><p>ways to resolve them. There are two main</p><p>environmental issues, but steps can be taken to lessen</p><p>their impacts.</p><p>Grammar in Focus</p><p>To practise grammar structures</p><p>• Explain the task and give Ss time to compete it.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 had been living/had lived 8 this/it</p><p>2 had to 9 could</p><p>3 to 10 so</p><p>4 not 11 runs</p><p>5 was being fed 12 to show</p><p>6 where 13 to be adopted</p><p>7 little 14 they</p><p>1 To read for cohesion and coherence</p><p>• Explain the task and remind Ss to read the missing</p><p>sentences and identify the main point of each</p><p>before they read the article.</p><p>• Give Ss time to read the article and do the task.</p><p>Remind Ss to pay attention to the meaning of the</p><p>text before and after each gap.</p><p>• Check Ss’ answers</p><p>Answer Key</p><p>2 B (after gap it is certainly true refers to statement</p><p>in B because the carbon footprint of these</p><p>people is small)</p><p>3 H (network of cyclone shelters in H + these</p><p>shelters after the gap)</p><p>4 A (before the gap, talking about changes + also in</p><p>A, after the gap, monsoon = a seasonal pattern)</p><p>5 G (after the gap there refers to other places in G,</p><p>also G is example of challenges)</p><p>6 C (their new home after the gap refers to</p><p>sentence C Most live... ,)</p><p>Progress Check 5</p><p>Bangladesh is a country in South Asia. It has a</p><p>population of almost 169 million people. It is</p><p>considered a developing nation, and has been</p><p>affected badly by poverty and natural disasters. It is</p><p>one of the largest exporters of textiles in the world.</p><p>Kutubdia Island is in Bangladesh in the Bay of</p><p>Bengal. It is an agricultural and fishing community. It</p><p>exports fish and salt. There is less than 30% literacy</p><p>there.</p><p>The Bay of Bengal is the north-eastern part of the</p><p>Indian Ocean. It is the largest bay in the world.</p><p>Background information</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 94</p><p>frenglish.ru</p><p>95</p><p>5 Module</p><p>Traffic</p><p>One major environmental problem is heavy traffic. It</p><p>causes air pollution, noise pollution, and makes life</p><p>generally unpleasant. Cars get stuck idling in traffic</p><p>jams for long periods which exacerbates the situation.</p><p>Data from other cities show that banning cars from the</p><p>city centre is an effective solution that can improve the</p><p>city environment and raise quality of life. Alternatively, a</p><p>scheme could be created allowing people to bring their</p><p>cars into the city only on certain days of the week.</p><p>Pollution from fires</p><p>Secondly, wood and even rubbish is frequently burned</p><p>in order to heat homes. As a result, a great deal of</p><p>smelly black smoke is produced. This smoke is toxic,</p><p>causes breathing problems, and harms the city trees.</p><p>What is more, it creates black dust that settles</p><p>everywhere and makes it impossible for residents to dry</p><p>their clothes outside. This problem is due to the fact</p><p>that people cannot afford to heat their homes any other</p><p>way, so the government should lower taxes on</p><p>electricity and natural gas, and take other actions to</p><p>alleviate poverty. As a result, people would not burn</p><p>rubbish because they could afford to use the central</p><p>heating.</p><p>Conclusion</p><p>Our community faces some serious environmental</p><p>problems due to</p><p>heavy traffic and fires. However, I</p><p>strongly believe that if appropriate steps are taken, we</p><p>can live in a cleaner and healthier environment.</p><p>Competences</p><p>Ask Ss to assess their own performance in the unit</p><p>according to how competent they feel regarding each of the</p><p>listed activities.</p><p>07OnScreen C1 Ts POL Mod 5.qxp_07OnScreen C1 Ts POL Mod 5 12/7/18 11:56 AM Page 95</p><p>frenglish.ru</p><p>6Module Material World</p><p>96</p><p>In this module, Ss will explore the topics of advertising,</p><p>shopping, money and spending.</p><p>Lesson Objectives: to give an overview of the module, to</p><p>introduce key vocabulary for advertising</p><p>Vocabulary: advertising (brochure, digital advertising, full</p><p>page spread, digital hoarding, classified ad, flyer, pamphlet,</p><p>catchy slogan, alliteration, attention-grabbing headline,</p><p>scientific reference)</p><p>Lesson Objectives: to listen and read for opinion, attitude</p><p>and specific information, to do research and write a report</p><p>about reusing, recycling and reducing waste</p><p>Vocabulary: nouns (obsession, extraction, distribution,</p><p>disposal, horror, fertilizer, pesticides, resources, narrative,</p><p>exposé); adjectives (humble, compelling, practical,</p><p>developing, affluent, concrete, appealing, engaging, dismal,</p><p>second-hand); verbs (value, collapse, resonate, scoff,</p><p>interweave); adverbs (sorely, purposely, poorly); phrases</p><p>(break the vicious cycle, material acquisition)</p><p>Lesson objectives: to learn words/phrases related to</p><p>shopping, to learn words/phrases related to money &</p><p>spending, to learn prepositions, to learn phrasal verbs, to</p><p>practise word formation</p><p>Vocabulary: shopping (delicatessen, organic food shop, DIY</p><p>superstore, farmer’s market, millinery shop, craft shop,</p><p>hammer and nails, canvases, seasonal vegetables, pesticide</p><p>free food, a fascinator, cold meals); money & spending (leave</p><p>sb broke, email alerts, proposal, offer, deduction, discount,</p><p>last-minute, end-of-season, be out of fashion, knock-down</p><p>prices, returns policy, repayment, buy on impulse/at</p><p>auction/on hire purchase/in the sales, pay in arrears/in full/in</p><p>advance/in instalments/in cash/by credit card/with a store</p><p>card, be in debt, spendthrift, bargain-hunter, sales, get a</p><p>good deal, frugal, stingy, pricey, split the bill); phrasal verbs</p><p>(shop around, sell out, take sth back, run out of)</p><p>Lesson Objectives: to revise/practise conditionals, mixed</p><p>conditionals, wishes and other phrases with hypothetical</p><p>meaning, to practise key word transformations</p><p>Lesson Objectives: to listen for specific information</p><p>Vocabulary: from script (take a battering, aspiring, boom in,</p><p>revenue, tedious, limitation, inventory, warehouse,</p><p>invaluable, the exception that proves the rule, convenience,</p><p>hardware store, contend with, overheads, running costs, opt</p><p>for, warrant, vigilant)</p><p>Lesson Objectives: to learn/practise situational language</p><p>for making and responding to a complaint, to act out a</p><p>dialogue making and responding to a complaint, to express</p><p>an opinion on a controversial issue based on written input/</p><p>argue a case</p><p>Lesson Objectives: to analyse a rubric/model, to practise</p><p>techniques of cohesion, to practise punctuation, to practise</p><p>linkers and linking phrases, to write a for-and-against essay</p><p>Lesson Objectives: to practise open cloze, to practise word</p><p>formation, to practice key word transformations, to</p><p>consolidate vocabulary and grammar structures</p><p>Lesson Objectives: to learn extra theme-related vocabulary</p><p>on advertising, shopping, money & spending, to practise</p><p>idioms related to money</p><p>Vocabulary: advertising (boost, promote, launch, release,</p><p>deliver, distribute, employ, occupy, express, convey);</p><p>shopping (import, reasonably priced item, complete a</p><p>transaction, offer, stock); money & spending (invest, deposit,</p><p>withdraw, owe, savings, expenses, loan, fee, generous,</p><p>stingy, poor, rich, miserly, prosperous, affluent, hard-up,</p><p>well-off, penny-pinching, broke, mean, big-hearted, tight-</p><p>fisted, wealthy, charitable); idioms (cost an arm and a leg,</p><p>foot the bill, be strapped for cash, save for a rainy day, a</p><p>license to print money)</p><p>Lesson Objectives: to read for opinion, attitude and</p><p>specific information, to listen for specific information, to</p><p>consolidate vocabulary & grammar structures from the</p><p>module, to revise speaking skills, to write a for-and-against</p><p>essay</p><p>6a Reading 96-97</p><p>6b Vocabulary 98-99</p><p>6c Grammar in use 100-101</p><p>6d Listening skills 102</p><p>6e Speaking skills 103</p><p>6f Writing 104-107</p><p>Module page 95</p><p>Language Knowledge 6 108-109</p><p>Language Focus 6 110</p><p>Progress Check 6 111-112</p><p>08OnScreen C1 Ts POL Mod 6.qxp_08OnScreen C1 Ts POL Mod 6 12/7/18 11:57 AM Page 96</p><p>frenglish.ru</p><p>97</p><p>6 Module</p><p>Module Objectives</p><p>Direct Ss’ attention to the title of the module Material world</p><p>and ask Ss to suggest what they think the module will be</p><p>about (the module is about advertising, shopping, money</p><p>and spending). Go through the objectives list to stimulate</p><p>Ss’ interest in the module.</p><p>1 To introduce new vocabulary</p><p>• Go through the list of advertisement types with Ss.</p><p>• Explain that the word ‘advertisement’ has two</p><p>abbreviations, ‘ad’ and ‘advert’, and that both are</p><p>used in this module.</p><p>• Direct Ss’ attention to the ads and elicit which type</p><p>each one is.</p><p>• Direct Ss’ attention to the question and give them</p><p>time to discuss it.</p><p>• Elicit answers from various Ss around the class.</p><p>Answer Key</p><p>1 digital hoarding 3 pamphlet</p><p>2 full page spread 4 digital advertising</p><p>Suggested Answer Key</p><p>S1: What are some other types of advertising?</p><p>S2: Well, some other types of advertising include flyers</p><p>and classified ads. Can you think of any others?</p><p>S1: Yes, how about radio advertising and viral</p><p>advertising campaigns on the Internet?</p><p>S2: That’s great. Viral advertising has become very</p><p>popular these days.</p><p>2 To discuss the messages in ads</p><p>• Read out the questions and give Ss time to answer</p><p>them in pairs.</p><p>• Elicit answers from various Ss around the class.</p><p>Suggested Answer Key</p><p>Ad 1 is selling cars. The target audience is anybody</p><p>travelling on the road. The message is that you can get</p><p>a very good deal on a car, so if you want/need one, now</p><p>is the time to buy.</p><p>Aloe is a genus of plants from tropical and southern</p><p>Africa. Aloe vera is a plant with medicinal properties.</p><p>The gel inside the leaves is thought to help the skin</p><p>heal and today it is a frequent ingredient in</p><p>commercial creams.</p><p>Background information</p><p>Ad 2 is selling clothing. The target audience is the</p><p>readers of the magazine; it is probably a fashion</p><p>magazine and the readers are probably women. The</p><p>message is that these clothes can make you look</p><p>glamorous, and maybe also that it’s time to change</p><p>your looks for the changing seasons.</p><p>Ad 3 is promoting a delivery service. It is probably</p><p>aimed at business owners who have to ship their</p><p>product to customers, or maybe this service distributes</p><p>informational material like flyers or leaflets. The</p><p>message in a bottle in the picture suggests a lost letter</p><p>drifting aimlessly in the sea, so this ad is saying that you</p><p>have to send your message in the correct way.</p><p>Ad 4 is promoting a product – aloe. I’m not sure if it is</p><p>selling a specific cream, or an ingredient for creams, so</p><p>it is either aimed at companies who produce creams or</p><p>individuals who buy creams. The message of the ad is</p><p>that this product really works, and that their claim is</p><p>backed up by scientific proof.</p><p>3 To introduce new vocabulary</p><p>• Explain the task and read out the phrases. Elicit/</p><p>explain the meanings of any unknown words.</p><p>• Ask Ss to find an example of</p><p>each of the phrases in</p><p>the adverts.</p><p>• Elicit what impact Ss think they might have on the</p><p>reader.</p><p>Answer Key</p><p>a catchy slogan = Your message is our message! (or</p><p>Bargains to blow you away, or Step into Spring with</p><p>Style)</p><p>Alliteration = Step into Spring with Style, or Bargains</p><p>to blow you away</p><p>an attention-grabbing headline = Bargains to blow</p><p>you away!/Step into Spring with Style/Don’t leave it to</p><p>chance/Researchers agree!</p><p>a scientific reference = Researchers agree!</p><p>I think all of these things would have an impact on the</p><p>reader by catching their attention and making them</p><p>want to find out more. The catchy slogan and</p><p>alliteration would probably also stick in the readers’</p><p>minds and cause them to remember the advert and the</p><p>product.</p><p>4 To discuss the effectiveness of ads;</p><p>to personalise the topic</p><p>• Elicit from Ss around the class what makes an ad</p><p>effective.</p><p>• Ask various Ss to say which ad they think is most</p><p>effective and why.</p><p>08OnScreen C1 Ts POL Mod 6.qxp_08OnScreen C1 Ts POL Mod 6 12/7/18 11:57 AM Page 97</p><p>frenglish.ru</p><p>98</p><p>6Module</p><p>4 negative – words that helped me decide: dramatise</p><p>the issue, intention of engaging, but ... the exact</p><p>opposite</p><p>b) To introduce the topic; to listen and read</p><p>for specific information</p><p>• Direct Ss’ attention to the picture and the title of</p><p>the text.</p><p>• Elicit from Ss what they think the book reviewed</p><p>in the text is about.</p><p>• Play the recording. Ss read and listen to find</p><p>out.</p><p>Suggested Answer Key</p><p>I think the book is about the issue of consumption in</p><p>our society, the impact of over-consumption, and ways</p><p>to solve the problem.</p><p>c) To match opinions to reviews</p><p>• Explain the task and give Ss time to read the</p><p>text and match the opinions to the reviews.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 B 2 D 3 A 4 C</p><p>2 To read for opinion, attitude and specific</p><p>information; to do a cross-text multiple matching</p><p>task</p><p>• Read out the Study Skills box and check Ss’</p><p>understanding.</p><p>• Ask Ss to go through the texts and underline the</p><p>parts that express an opinion or attitude, then ask</p><p>them to read the questions and underline the key</p><p>words.</p><p>• Remind Ss that for each question they have to</p><p>identify an opinion and then find similar or different</p><p>opinions given by the other reviewers.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Ss should justify their answers.</p><p>Answer Key</p><p>1 C Text C = ‘not likely to resonate with most</p><p>readers’</p><p>Text A = ‘you won’t be able to put this book</p><p>down’</p><p>Text B = ‘compelling examples’ and ‘worth</p><p>a read’</p><p>Text D = ‘fascinating’; ‘engaging’ and ‘draws</p><p>the reader in’</p><p>2 D Text A = ‘not all doom and gloom’</p><p>Text D = ‘allows some room for hope’</p><p>Suggested Answer Key</p><p>I would say the digital hoarding is most effective, first of</p><p>all because it is huge! You really can’t miss it. But I also</p><p>believe it’s an effective ad because it’s advertising cars,</p><p>right by the roadside. The people who see it will be</p><p>driving their cars when they see it, or maybe even riding</p><p>in an uncomfortable bus. So if they don’t like their</p><p>current mode of transport, that’s exactly what will be on</p><p>their minds when they see this car advert.</p><p>• Direct Ss’ attention to the quotations and give them</p><p>time to discuss in pairs.</p><p>• Ask various Ss to give their opinion to the class.</p><p>Suggested Answer Key</p><p>S1: I agree with the second quote. I think that</p><p>advertisements very rarely tell the whole truth.</p><p>Instead, they present things in a way that makes</p><p>their product look better than it actually is. So,</p><p>even if the individual points are not lies, the</p><p>whole message can be very inaccurate.</p><p>S2: Yes, you have a point. However, I don’t think all</p><p>ads work in this way, so I would tend to agree</p><p>with the first quote. I believe that some</p><p>advertisers know that consumer trust, which is a</p><p>result of telling the truth, is very powerful.</p><p>S1: I think it depends on the product, though. If</p><p>someone is buying a new car, for example, they</p><p>want to feel that they can trust the person they</p><p>are buying from. They want to be sure it’s safe,</p><p>and that if they have a problem, they will have</p><p>support. However, if someone is buying clothes,</p><p>they probably don’t want to know the truth! They</p><p>want to believe that the clothes will make them</p><p>beautiful and happy!</p><p>Reading</p><p>1 a) To identify opinion</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers. Elicit the words that helped</p><p>them decide.</p><p>Answer Key</p><p>1 positive – words that helped me decide: thought-</p><p>provoking, important</p><p>2 positive (mostly) – words that helped me decide:</p><p>relevant, compelling, really engages</p><p>3 positive – words that helped me decide: goes way</p><p>beyond, practical solutions</p><p>Words of wisdom</p><p>6a</p><p>08OnScreen C1 Ts POL Mod 6.qxp_08OnScreen C1 Ts POL Mod 6 12/7/18 11:57 AM Page 98</p><p>frenglish.ru</p><p>99</p><p>6 Module</p><p>3 D Text C = ‘If you were expecting a narrative ...</p><p>you’ll be sorely disappointed.’</p><p>Text D = ‘interweaves all the facts and statistics</p><p>... with engaging tales’</p><p>4 C Text D = ‘although some arguments sound</p><p>borderline obsessive’</p><p>Text C = ‘the author’s view ... seems far too</p><p>extreme’</p><p>• Refer Ss to the Check these words box and</p><p>explain/elicit the meanings of the words or ask Ss</p><p>to use their dictionaries to look them up.</p><p>Alternatively, ask Ss to try to explain the words in</p><p>context by giving an example sentence, a</p><p>synonym/antonym or by miming their meaning.</p><p>Suggested Answer Key</p><p>obsession (n) = a bad persistent interest in sth</p><p>extraction (n) = obtaining sth from sth else,</p><p>e.g. oil/gold from the earth</p><p>distribution (n) = supplying goods to shops</p><p>disposal (n) = throwing sth away</p><p>fertiliser (n) = a chemical substance for helping plants</p><p>grow</p><p>pesticide (n) = a chemical substance for protecting</p><p>crops against insects</p><p>value (v) = to consider sb/sth highly important</p><p>break the vicious cycle (phr) = to put an end to a</p><p>situation in which one problem creates another worse</p><p>than the first</p><p>collapse (v) = to fall down on a sofa/bed etc to relax</p><p>humble (adj) = ordinary, not special but useful</p><p>compelling (adj) = interesting</p><p>resources (n) = mineral, precious stones, metals etc</p><p>that exist naturally in the earth</p><p>material acquisition (phr) = obtaining money and</p><p>goods</p><p>narrative (n) = a story</p><p>sorely (adv) = very seriously</p><p>resonate (v) = to be sympathetically received by sb</p><p>scoff (v) = to make fun of sb/sth</p><p>exposé (n) = a news story revealing sth shocking</p><p>purposely (adv) = on purpose</p><p>interweave (v) = to closely connect one story with</p><p>another</p><p>engaging (adj) = captivating</p><p>dismal (adj) = depressing</p><p>Annie Leonard is an American writer and activist,</p><p>and the Executive Director of Greenpeace. She not</p><p>only wrote a book called The Story of Stuff, but also</p><p>made an animated film of the same name.</p><p>Background information</p><p>3 To consolidate new vocabulary through</p><p>synonyms/antonyms</p><p>• Give Ss time to find the synonyms in the text and</p><p>then use a dictionary to find the antonyms.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>feasible = practical, antonym = impossible</p><p>terror = horror, antonym = delight</p><p>advancing = developing, antonym = developed</p><p>(i.e. world), regressing</p><p>prosperous = affluent, antonym = impoverished</p><p>attractive = appealing, antonym = unappealing</p><p>real = concrete, antonym = abstract</p><p>captivating = engaging, antonym = boring</p><p>badly = poorly, antonym = well</p><p>used = second hand, antonym = new</p><p>4 To consolidate the meaning of new</p><p>vocabulary in context</p><p>• Explain the task and give Ss time to do it in pairs.</p><p>• Ask various Ss to tell the class.</p><p>Suggested</p><p>information in their own words.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 James and Daniel are different in every way. Their</p><p>personalities and appearance are different. James is</p><p>dark-skinned and Daniel is light-skinned. James is</p><p>gregarious and academic while Daniel is shy and</p><p>disliked school.</p><p>2 To sum up the twins’ relationship I would say that</p><p>although they aren’t very close friends, they are very</p><p>loyal to each other. We can see this in the way they</p><p>stand up for each other when necessary.</p><p>3 I would say that the writer’s overall impression of</p><p>the Kelly family is very positive. She seems to have a</p><p>lot of respect and admiration for the Kellys. We can</p><p>see this in the way she says that although the Kellys</p><p>are straightforward and outspoken, all they’ve ever</p><p>wanted for their boys is an equal and fair future.</p><p>Listening & Speaking</p><p>To consolidate information in a text</p><p>• Explain the task and ask Ss to work in groups of</p><p>three.</p><p>• Give Ss time to prepare questions and answers</p><p>based on the text and then act out their interviews.</p><p>• Ask various Ss to act out their interviews for the rest</p><p>of the class.</p><p>Suggested Answer Key</p><p>Interviewer: Good morning, James, good morning,</p><p>Daniel! I’m glad you both came to talk to us today. I</p><p>have some questions for you. First of all, what was it</p><p>like growing up with a twin that’s so different from you?</p><p>James: When we were small, it was no problem at all.</p><p>People would comment because they were surprised,</p><p>but the other children at school never seemed to notice</p><p>that we had different skin colours. But when we got</p><p>older, things got more difficult.</p><p>Interviewer: How exactly did they get difficult?</p><p>Daniel: Well, in secondary school I got picked on a lot,</p><p>and I got in a lot of fights. The other kids had a problem</p><p>with the fact that I looked white, but in their minds I</p><p>wasn’t really. James got pulled into it, too.</p><p>Interviewer: I’m sorry to hear that. What happened</p><p>James?</p><p>James: I couldn’t just watch people fighting with Daniel</p><p>while they left me alone. I had to get involved. But</p><p>things are better now that we’re older.</p><p>Interviewer: That’s good to hear. So apart from your</p><p>appearances, are your hobbies and interests different</p><p>too?</p><p>James: Actually, our hobbies are quite different also.</p><p>I’m really into cheerleading.</p><p>Daniel: And I’m very interested in acrobatics. I love</p><p>doing it!</p><p>Interviewer: Wow! You guys really are like chalk and</p><p>cheese! Thanks for talking to us.</p><p>Writing</p><p>To write a blog entry</p><p>Suggested Answer Key</p><p>Michelle’s Blog</p><p>Hi everybody! Today I’m going to talk about siblings</p><p>and how they can get along despite their differences.</p><p>As we all know, brothers and sisters can often have</p><p>very different tastes and interests. However, there are</p><p>many ways siblings can still get along regardless. They</p><p>could spend more time together by making quality time</p><p>for each other and sharing their favourite activities. This</p><p>would allow them to value each other more and</p><p>become closer. They could also improve their</p><p>communication, as a lack of communication often leads</p><p>to misunderstandings. This can be helped by</p><p>discussing issues in a calm way and by trying to</p><p>understand each other’s feelings.</p><p>What do you think about this topic? Leave a comment</p><p>and tell me!</p><p>Vocabulary</p><p>1 To consolidate vocabulary from a text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 image 4 suspect 7 picking on</p><p>2 stares 5 observe 8 provoke</p><p>3 glimmer 6 presume 9 threatened</p><p>2 To practise prepositions in context</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 to 2 of 3 of 4 to 5 to</p><p>1b</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 11</p><p>frenglish.ru</p><p>12</p><p>1Module</p><p>roles and repeat the activity. ( i.e. S1: My</p><p>brother Tom is usually late. Also, he often</p><p>promises to do something but then forgets to</p><p>do it. S2: Tom is unreliable.)</p><p>c) To practise vocabulary for personality</p><p>and qualities</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers, explaining any unknown</p><p>vocabulary.</p><p>Answer Key</p><p>1 c 2 f 3 e 4 a 5 b 6 d</p><p>6 a) To consolidate new vocabulary</p><p>• Explain the task and give Ss time to prepare</p><p>their answers.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>I believe that I am an affectionate and considerate person.</p><p>I’m open-minded and tolerant of others’ views. However,</p><p>I’m not very self-confident. In fact, I’m a little timid and</p><p>submissive. I wish I could be more lively and bold.</p><p>b) To consolidate new vocabulary</p><p>and discuss in pairs</p><p>• Give Ss time to answer the question in pairs.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>A: What qualities do you think a perfect friend should</p><p>have?</p><p>B: For me, a friend has to be tolerant and open-</p><p>minded. I prefer talking to people who can see</p><p>things from different perspectives.</p><p>A: Well, I think it is really important for friends to be</p><p>dependable and considerate. A good friend should</p><p>always be there to support you when you have</p><p>problems or need their help, and they should be</p><p>kind and not judge you harshly. If they don’t do</p><p>those things then I don’t think they’re a good friend.</p><p>B: Yes, you’re right. Friends should be sympathetic,</p><p>too, because sometimes you just need someone to</p><p>listen.</p><p>7 To present/practise idioms describing</p><p>relationships</p><p>• Explain the task and remind Ss that they can check</p><p>in the Word List.</p><p>• Check Ss’ answers.</p><p>3 To present and practise topic-related</p><p>vocabulary in context</p><p>• Explain the task.</p><p>• Give Ss time to complete it.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>1 descent 3 trait 5 generation</p><p>2 gene 4 heritage</p><p>4 To present and practise topic-related</p><p>vocabulary in context</p><p>• Explain the task. Explain any unknown words and</p><p>go through the example with Ss.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>2 Andrew and his brother have a very productive</p><p>relationship that helps them work well as a team.</p><p>3 Jessica is a genuine person; she is always sincere</p><p>and honest.</p><p>4 His commitment to his diet is rather weak; it might</p><p>not last for a long time.</p><p>5 a) To present vocabulary for personality</p><p>and qualities</p><p>• Explain the task. Refer Ss to the Word List to</p><p>check any unknown vocabulary. Give Ss time to</p><p>complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 d 3 e 5 a 7 h</p><p>2 g 4 f 6 c 8 b</p><p>b) To listen for specific information</p><p>(multiple matching)</p><p>• Ask Ss to read the qualities in Ex. 5a.</p><p>• Play the recording. Ss listen and match the</p><p>speakers to the qualities.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 thoughtless 3 timid</p><p>2 unreliable 4 opinionated</p><p>• Optional extension: Ask Ss to work in pairs.</p><p>One Ss describes a family member’s personality</p><p>(the description should be based on one of the</p><p>qualities in Ex. 5a, but the word should not be</p><p>used; instead examples should be given) and</p><p>the other student chooses the word from Ex. 5a</p><p>that best describes</p><p>Answer Key</p><p>A: ‘the result is a horror in which we’re all implicated’ =</p><p>Something terrible and frightening has happened</p><p>that we are all responsible for.</p><p>‘But it is not all gloom and doom’ = Not everything</p><p>is bad, there is something positive, too.</p><p>B: ‘The Story of Stuff is definitely worth a read and, more</p><p>importantly, a lot of thought afterwards’ = The book</p><p>should be read, and not only that, people should think</p><p>about its message in relation to their own lives.</p><p>C: ‘The Story of Stuff has fatal flaws’ = There are</p><p>problems with the book that ruin it completely.</p><p>‘not likely to resonate with most readers’ = Most</p><p>people won’t agree with what is being said.</p><p>D: ‘you might expect a level of dryness with this</p><p>subject matter’ = The topic is boring, so it isn’t easy</p><p>to write about it in an interesting way.</p><p>‘this is not such a dismal book that it leaves you in</p><p>despair’ = The author gives hope to the reader,</p><p>makes suggestions about how to solve the problem,</p><p>for example.</p><p>5 To analyse the text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 the book or the 4 the author’s view</p><p>general situation 5 to finish the book</p><p>2 the book 6 the book</p><p>3 materialism</p><p>08OnScreen C1 Ts POL Mod 6.qxp_08OnScreen C1 Ts POL Mod 6 12/7/18 11:57 AM Page 99</p><p>frenglish.ru</p><p>100</p><p>6Module</p><p>Every pound of cotton produced uses 1/3 pound of</p><p>chemical fertilizers and pesticides. Imagine that! Also,</p><p>do you ever wonder why your favourite clothes never</p><p>last? It’s because some products are poorly made on</p><p>purpose so they are cheaper to replace than repair.</p><p>Forcing you to buy more! Here’s another shocking fact,</p><p>only 20% of the world’s population is responsible for</p><p>over 75% of its consumption. Think about that…</p><p>So, why is consumerism a problem? It’s a problem</p><p>because it negatively impacts the environment, hurts</p><p>human relationships, harms people in the developing</p><p>world, and even leads to wars over resources.</p><p>Seems pretty bad doesn’t it? You probably want to</p><p>know what can be done. Well, don’t worry. You can</p><p>make a difference. Simple things will help, such as</p><p>valuing time with friends and family, composting,</p><p>buying second hand, supporting local businesses and</p><p>buying less.</p><p>Thank you for your time, and remember, together we</p><p>can make a better world!</p><p>Writing</p><p>To use the Internet to research a topic;</p><p>to write a report</p><p>• Explain the task and give Ss time to use the Internet</p><p>to find information on how to reuse, recycle and</p><p>reduce, and then write their reports.</p><p>• Ss read their reports to the class.</p><p>• Alternatively, assign the task as HW and Ss read</p><p>their reports in the next lesson.</p><p>Suggested Answer Key</p><p>Introduction</p><p>The purpose of this report is to present ways that we</p><p>can all reuse, recycle and reduce in order to help the</p><p>environment.</p><p>Reuse</p><p>There are plenty of ways to reuse items. First of all, give</p><p>away or sell old items of clothing or furniture, and look</p><p>for second-hand products to buy instead of new.</p><p>Bottles and jars can be washed and used to store</p><p>things, and worn out clothes can be used for rags for</p><p>cleaning. You are only limited by your imagination.</p><p>Recycle</p><p>Recycling may be the easiest of these options. Most</p><p>communities have recycling facilities these days so all</p><p>you have to do is find out what facilities your</p><p>community has and take advantage of them. You may</p><p>have to do a little research, and change your routine, for</p><p>example by washing and saving packaging instead of</p><p>throwing it away. Starting a compost heap is a good</p><p>way to recycle kitchen waste.</p><p>ICT</p><p>6 To consolidate information from a text</p><p>• Give Ss time to talk about what they have learnt in</p><p>pairs.</p><p>• Monitor activity around the class.</p><p>• Ask various Ss to tell the class what they have</p><p>learnt.</p><p>Suggested Answer Key</p><p>I learnt that a lot of fertilisers and pesticides are used to</p><p>produce cotton. I also learnt that a simple way to</p><p>reduce consumption might be to change our attitudes</p><p>about the value of time spent with family and friends. I</p><p>learnt that 20 percent of the world’s population is</p><p>responsible for 75 percent of its consumption and I</p><p>learnt that there are also a lot of practical steps we can</p><p>take to improve the situation.</p><p>Speaking</p><p>To consolidate information in a text;</p><p>to give a talk</p><p>• Explain the task and give Ss time to make notes.</p><p>• Ss use their notes to give a talk to the class.</p><p>Suggested Answer Key</p><p>Why you wrote the book</p><p>I fear we are trashing the planet, our communities and</p><p>our health, and I would like to change this.</p><p>Some interesting facts about consumerism</p><p>Every pound of cotton produced uses 1/3 pound of</p><p>chemical fertilizers and pesticides.</p><p>Some products are poorly made on purpose so they</p><p>are cheaper to replace than to repair.</p><p>20% of the world’s population is responsible for over</p><p>75% of its consumption.</p><p>Why consumerism is a problem</p><p>It negatively impacts the environment, hurts human</p><p>relationships, harms people in the developing world,</p><p>and can lead to wars over resources.</p><p>What can be done</p><p>Valuing time with family/friends, composting, buying</p><p>second hand, supporting local business, buying less</p><p>and buying only what you need.</p><p>Suggested Answer Key</p><p>Hello everyone, my name is Annie Leonard and I’m the</p><p>Executive Director of Greenpeace. I’m here today to</p><p>give a short talk about my book, ‘The Story of Stuff’.</p><p>Many of you might wonder why I wrote the book. Well,</p><p>that’s easy to answer. I wrote ‘The Story of Stuff’</p><p>because I fear we are trashing the planet, our</p><p>communities and our health, and I would like to change</p><p>this.</p><p>Perhaps you never thought about these issues, but</p><p>here are some interesting facts about consumerism.</p><p>08OnScreen C1 Ts POL Mod 6.qxp_08OnScreen C1 Ts POL Mod 6 12/7/18 11:57 AM Page 100</p><p>frenglish.ru</p><p>101</p><p>6 Module</p><p>Reduce</p><p>An obvious way to reduce is to buy less, and buy only</p><p>what you really need. When you go to the supermarket,</p><p>take a cloth bag, and avoid buying items with a lot of</p><p>packaging. Try not to shop for fun, but rather for</p><p>necessities only.</p><p>Conclusion</p><p>I am sure if we all implemented these ideas in our</p><p>everyday lives and reused, recycled and reduced more</p><p>than we do now, we would have a better world in the</p><p>future.</p><p>Vocabulary</p><p>1 To consolidate vocabulary from the text</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 production 5 impose</p><p>2 consumption 6 impact</p><p>3 extraction 7 is implicated</p><p>4 distribution 8 implies</p><p>2 To consolidate vocabulary from the text</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 obsessive 4 scoff at</p><p>2 resonate with me 5 indigenous</p><p>3 engaging</p><p>3 a) To present new topic-related vocabulary</p><p>• Explain the task and give Ss time to complete</p><p>the sentences.</p><p>• Check Ss’ answers. Elicit/Explain the meaning</p><p>of any unknown words.</p><p>Answer Key</p><p>1 farmers’ market 4 millinery shop</p><p>2 craft shop 5 delicatessen</p><p>3 DIY superstore 6 organic food shop</p><p>b) To practise vocabulary related to the</p><p>topic of shopping</p><p>• Give Ss time to match the items to the places in</p><p>Ex. 3a.</p><p>• Check Ss’ answers.</p><p>6b</p><p>Answer Key</p><p>hammer and nails – DIY superstore, canvases – craft</p><p>shop, seasonal vegetables- farmer’s market, pesticide-</p><p>free food – organic shop, fascinator – millinery shop,</p><p>cold meats – delicatessen</p><p>c) To personalise the topic</p><p>that person. Ss change</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 12</p><p>frenglish.ru</p><p>13</p><p>1 Module</p><p>Answer Key</p><p>1 your side of the story 4 the centre of attention</p><p>2 like cat and dog 5 set in her ways</p><p>3 like a house on fire</p><p>• Optional extension: Ask Ss to write their own</p><p>sentences using the idioms and then read their</p><p>sentences to the class.</p><p>8 To present and practise prepositional phrases</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix I.</p><p>Answer Key</p><p>1 in 2 of 3 of 4 in 5 to</p><p>9 To present and practise phrasal verbs</p><p>• Give Ss time to complete the task.</p><p>• Ask Ss to check their answers in Appendix II.</p><p>Answer Key</p><p>1 up for 2 out 3 down 4 up 5 up</p><p>10 To practise word formation</p><p>• Give Ss time to fill the gaps with the correct form of</p><p>the words at the end of the lines.</p><p>• Check Ss’ answers.</p><p>• Explain that Ss should first read the text quickly to</p><p>get a general idea what it is about. Ss then read the</p><p>text sentence by sentence and try to decide what</p><p>part of speech each missing word is (noun, verb,</p><p>adjective, adverb etc.) They also think of possible</p><p>prefixes/suffixes that are used to form various parts</p><p>of speech.</p><p>• Remind Ss to look out for plurals or opposites.</p><p>• Ss complete the text, then read the completed text</p><p>to see if it makes sense.</p><p>• Point out that correct spelling is required.</p><p>Answer Key</p><p>1 beneficial 5 attentively</p><p>2 improvements 6 ensure</p><p>3 interruption(s) 7 uncertainty</p><p>4 nervousness 8 misunderstandings</p><p>Grammar in use</p><p>1 To present and practise the present tenses</p><p>• Direct Ss’ attention to the text and give them time</p><p>to complete the task.</p><p>1c</p><p>• Remind Ss to read the Grammar Reference</p><p>section (pp. GR1-GR2) for more information.</p><p>• Check Ss’ answers. Ss should identify the tenses</p><p>and justify their use.</p><p>• Revise the tenses and their uses if necessary.</p><p>Answer Key</p><p>1 adore – present simple – stative verb describing</p><p>feelings and emotions</p><p>2 have been laughing – present perfect continuous –</p><p>to put emphasis on the duration of an action which</p><p>started in the past and continues up to the present</p><p>3 play – present simple – a repeated action/habit in</p><p>the present</p><p>4 show – present simple – a repeated action/habit in</p><p>the present</p><p>5 have appeared – present perfect simple – an action</p><p>that happened at an unstated time in the past. The</p><p>emphasis is on the action. The time when it</p><p>occurred is unimportant or unknown.</p><p>6 have become – present perfect simple – a personal</p><p>experience of change.</p><p>7 are getting – present continuous – for currently</p><p>changing and developing situations</p><p>2 To practise the present tenses</p><p>• Explain the task and go through the example with</p><p>Ss. Remind Ss to see the Grammar Reference</p><p>section (pp. GR1-GR2) for more information.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers. Ss should identify the tenses</p><p>and justify their use.</p><p>Answer Key</p><p>1 a) Kate works as a writer at a film studio. (simple</p><p>present – indicates a fact and permanent state)</p><p>b) Kate is working on a new film right now. (present</p><p>continuous – indicates an action taking place at</p><p>or around the moment of speaking)</p><p>2 a) I’ve been organising business events for years.</p><p>(present perfect continuous – indicates emphasis</p><p>on the duration of an action which started in the</p><p>past and continues up to the present.)</p><p>b) I’ve organised three business events so far.</p><p>(present perfect simple – to put emphasis on the</p><p>number of times something has happened)</p><p>3 a) I’m not starting my shift until 11:00 tonight.</p><p>(present continuous – indicates a fixed</p><p>arrangement in the near future)</p><p>b) I don’t usually start my shift until eleven. (present</p><p>simple – used for a daily routine (with always,</p><p>usually, etc)</p><p>4 a) He always borrows my car on weekends.</p><p>(present simple – indicates a habit (with always,</p><p>usually, etc)</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 13</p><p>frenglish.ru</p><p>14</p><p>1Module</p><p>5 To practise the past tenses</p><p>• Explain the task and give Ss time to complete it.</p><p>• Remind Ss to see the Grammar Reference section</p><p>(pp. GR2-GR3) for more information.</p><p>• Check Ss’ answers. Ss should give reasons for their</p><p>choices.</p><p>Answer Key</p><p>1 A: was painting – past continuous – an action</p><p>which was in progress when another action</p><p>interrupted it. We use the past continuous for</p><p>the action in progress (longer action) and the</p><p>past simple for the action which interrupted it</p><p>(shorter action)</p><p>had made – past perfect – an action which</p><p>happened before another past action or before a</p><p>stated time in the past</p><p>B: cleaned – simple past – an action that occurred</p><p>at a definite time (stated or implied) in the past</p><p>2 A: did Nick return – simple past – an action that</p><p>occurred at a definite time (stated or implied) in</p><p>the past</p><p>B: had been meeting – past perfect continuous –</p><p>to put emphasis on the duration of an action</p><p>which started and finished in the past, before</p><p>another action or stated time in the past, usually</p><p>with for or since</p><p>3 A: was listening – past continuous – an action</p><p>which was in progress at a stated time in the</p><p>past – we don’t mention when the action started</p><p>or finished</p><p>B: woke – simple past – an action that occurred at</p><p>a definite time (stated or implied) in the past</p><p>4 A: had been waiting – past perfect continuous –</p><p>to put emphasis on the duration of an action</p><p>which started and finished in the past, before</p><p>another action or stated time in the past, usually</p><p>with for or since</p><p>B: Were you – simple past – an action that</p><p>occurred at a definite time (stated or implied) in</p><p>the past</p><p>5 A: were you doing – past continuous –</p><p>simultaneous actions in progress at the same</p><p>time</p><p>B: was making – past continuous – an action</p><p>which was in progress at a stated time in the</p><p>past – we don’t mention when the action started</p><p>or finished</p><p>6 A: wasn’t working – past continuous – an action</p><p>which was in progress when another action</p><p>interrupted it</p><p>B: had finished – past perfect – an action which</p><p>happened before another past action or before a</p><p>stated time in the past</p><p>b) He is always borrowing my car without my</p><p>permission. (present continuous – indicates</p><p>anger or irritation at a repeated action with</p><p>adverbs such as always)</p><p>5 a) I think he is selfish. (present simple – indicates</p><p>character - a permanent state)</p><p>b) I think he is being really selfish at the moment/</p><p>these days/right now. (present continuous –</p><p>indicates behaviour – a temporary state)</p><p>3 To revise the difference in meaning</p><p>between stative verbs in the present simple and</p><p>present continuous</p><p>• Explain the task and remind Ss to see the</p><p>Grammar Reference section (pp. GR1-GR2) for</p><p>more information.</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 a) feels = has the texture of</p><p>b) is feeling = describes her state of being</p><p>2 a) see = understand</p><p>b) is seeing = is watching</p><p>3 a) fits = it’s the right size</p><p>b) is fitting = is attaching</p><p>4 a) has = owns, possesses</p><p>b) is having = is doing now</p><p>5 a) looks = appears</p><p>b) is looking = is taking a look at</p><p>•</p><p>Optional extension: Ask Ss to try to think up more</p><p>pairs of stative verbs that have differences in</p><p>meaning in the present simple and present</p><p>continuous (i.e. smells – is smelling, thinks – is</p><p>thinking, tastes – is tasting, weighs – is weighing etc.)</p><p>and write sentences demonstrating their meanings.</p><p>4 To present and practise the past tenses</p><p>• Direct Ss’ attention to the text and ask them to find</p><p>and underline the past tense forms.</p><p>• Remind Ss to see the Grammar Reference section</p><p>(pp. GR2-GR3) for more information.</p><p>• Check Ss’ answers. Ss should identify the tenses</p><p>and justify their use.</p><p>• Revise the tenses and their uses if necessary.</p><p>Answer Key</p><p>played – past simple – an action that occurred at a</p><p>definite time (stated or implied) in the past</p><p>had been dreaming – past perfect continuous – an action</p><p>which happened before another past action or before a</p><p>stated time in the past, emphasising the duration</p><p>read – past simple – an action that occurred at a</p><p>definite time (stated or implied) in the past</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 14</p><p>frenglish.ru</p><p>15</p><p>1 Module</p><p>6 a) To present and practise used to – be/get</p><p>used to – would</p><p>• Write on the board: I used to visit/would</p><p>visit/visited my cousins every summer when I</p><p>was young. I used to have/had a blue bicycle</p><p>when I was eight. I am used to travelling on the</p><p>train. I am getting used to living in London. Elicit</p><p>that we can use used to, would or past simple</p><p>for repeated past actions, but we can only use</p><p>used to or past simple for past states. Remind</p><p>Ss that would cannot be used with stative</p><p>verbs.</p><p>• Draw Ss’ attention to the grammar structures</p><p>that follow be/get used to (i.e. bare infinitive or -</p><p>ing form)</p><p>• Refer Ss to the Grammar Reference section (p.</p><p>GR3) for more information.</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 A 2 B 3 D 4 C</p><p>b) To practise the correct use of would</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>We can use would instead of used to in sentence 2</p><p>because it shows a past habit whereas sentence 1 talks</p><p>about a past state, which means we cannot use would</p><p>(be is a stative verb).</p><p>c) To practise the correct use of be/get</p><p>used to</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>Sentence 1 (My family got used to living in the city.)</p><p>means that the family became accustomed to living in</p><p>the city whereas sentence 2 (My family was used to</p><p>living in the city.) means that my family was</p><p>accustomed to living in the city.</p><p>7 To practise the correct use of used to and</p><p>would</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 ✓ 3 – 5 ✓ (and would)</p><p>2 ✓ (and would) 4 – 6 –</p><p>8 To present and revise comparative and</p><p>superlative forms</p><p>• Write examples on the board: My brother is taller</p><p>than me. He is the tallest person in his class.</p><p>Remind Ss that we often use than after a</p><p>comparative and the before a superlative.</p><p>• Elicit from Ss other ways they can think of for</p><p>making comparisons and write them on the board,</p><p>i.e. My brother is as tall as my dad. I’m almost as</p><p>tall as my brother. I’m less tall than my brother. My</p><p>sister is by far the shortest person in my family. etc.</p><p>• Remind Ss to check the Grammar Reference</p><p>section (pp. GR3-GR4) for more information.</p><p>• Give Ss time to find the comparative and</p><p>superlative structures in the text on p. 10 and to</p><p>answer the question.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>... the most entertaining ... (= to show that one person</p><p>or thing is the best of its type)</p><p>... but no more so than ... (= to show no difference in</p><p>the amount of sth)</p><p>... better and better ... (= shows that something is</p><p>increasing or decreasing)</p><p>... see more of ... (= see an increasing amount of)</p><p>How we form the comparative and superlative:</p><p>• For one syllable adjs add -(e)r to form the</p><p>comparative and -(e)st to form the superlative</p><p>• for one-syllable adjs ending in vowel + consonant,</p><p>double the consonant</p><p>• for adjs ending in a consonant + y, replace the y</p><p>with an i and add -er to form the comparative and</p><p>-est to form the superlative</p><p>• for two-syllable adjs ending in -ly, -y or -w, add -er/est</p><p>• for other adjs with two or more syllables, use more</p><p>for the comparative and most for the superlative.</p><p>9 To practise comparisons</p><p>• Give Ss time to complete the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 far more 3 good enough 5 much better</p><p>2 too 4 not quite as 6 less</p><p>10 To practise comparisons</p><p>• Give Ss time to complete the task in pairs.</p><p>• Check Ss’ answers around the class.</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 15</p><p>frenglish.ru</p><p>16</p><p>1Module</p><p>Answer Key</p><p>The question asks for the main reason.</p><p>b) To identify specific information</p><p>• Give Ss time to read the extract and answer the</p><p>question. Remind Ss to pay attention to the</p><p>underlined phrases.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>C – This best answers the question because the</p><p>celebration is the main point of the event.</p><p>2 a) To prepare for a listening task (multiple</p><p>matching)</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>The question is asking for the speaker’s feelings.</p><p>Key words: lack of people, facilities on offer,</p><p>entertainment and catering</p><p>b) To identify specific information</p><p>• Give Ss time to read the extract and answer the</p><p>question. Remind Ss to pay attention to the key</p><p>words they underlined in Ex. 2a.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>A – The words that helped me decide were “I didn’t</p><p>know a soul there.”</p><p>3 To introduce new vocabulary and prepare</p><p>for a listening task</p><p>• Refer Ss to the Word List at the back of the book</p><p>and give them time to look up the meanings of the</p><p>words/phrases given.</p><p>Answer Key</p><p>overwhelmed (adj): stunned</p><p>go to great lengths (phr): to make a great effort</p><p>bash (n): a party</p><p>rapport (n): a good relationship</p><p>extended family (phr): a family consisting of the</p><p>parents, their children and other relatives</p><p>get hitched (phr): to get married</p><p>devastated (adj): very shocked and upset</p><p>coincide (v): to happen at the same time</p><p>right as rain (idm): perfectly healthy</p><p>cry the house down (idm): to burst into tears loudly</p><p>Answer Key</p><p>1 Nowhere near as opinionated means Shawn is</p><p>very opinionated and Margret is much more</p><p>opinionated. BUT Not quite as opinionated means</p><p>both are opinionated, however Margret is just a little</p><p>bit more opinionated.</p><p>2 The meaning is the same.</p><p>3 Considerably better means my mum is a lot better</p><p>at tennis than my dad BUT slightly better means</p><p>my mum is a little bit better at tennis than my dad.</p><p>4 Just as dependable means they are equally</p><p>dependable. Almost as dependable means Jack is</p><p>a little less dependable than Alice.</p><p>11 To practise key word transformations</p><p>• Explain the task and give Ss time to complete it.</p><p>Remind Ss not to change the word in bold and to</p><p>make sure they use between two and six words.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 gives the impression of being</p><p>2 am not used to going</p><p>3 first time she has ever felt</p><p>4 as many medals as</p><p>12 To consolidate comparisons by writing and</p><p>talking about family members</p><p>• Explain the task and give Ss time to complete it.</p><p>• Ask various Ss to read their sentences to the class.</p><p>Suggested Answer Key</p><p>I am considerably livelier than my sister.</p><p>My brother, James, is a great deal more dominant than</p><p>my sister, Alice.</p><p>My uncle is far more self-confident than my aunt.</p><p>My brother is just as considerate as my sister.</p><p>My cousins are nowhere near as affectionate as my</p><p>siblings.</p><p>I’m almost as open-minded as my granddad.</p><p>Listening skills</p><p>1 a) To prepare for a listening task (multiple</p><p>matching)</p><p>• Read out the Study Skills box and explain the</p><p>task. Give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>1d</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 16</p><p>frenglish.ru</p><p>17</p><p>1 Module</p><p>put a spanner in the works (idm): to do sth that</p><p>prevents sth else from turning out well</p><p>run oneself ragged (phr): to make oneself very tired</p><p>choked up (phr): unable to speak because of a strong</p><p>emotion</p><p>4 To prepare for a listening task</p><p>• Give Ss time to read the tasks and determine what</p><p>they are being asked to listen for.</p><p>• Check Ss’ answers around the class.</p><p>Answer Key</p><p>Task one asks me to listen for the speaker’s main reason.</p><p>Key words: quality time, sense of pride, reaction, get to</p><p>know, reminder, show of support, attendance,</p><p>discovery of</p><p>Task two asks me to listen for the speaker’s opinion.</p><p>Key words: too many, untimely illness, move abroad,</p><p>bad weather, miscommunication, mixed feelings,</p><p>scheduling conflict, late start</p><p>5 To listen for gist (multiple matching)</p><p>• Read out the Note box. Explain and then play the</p><p>recording twice.</p><p>• Ss listen and complete the task</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>TASK ONE</p><p>1 D 2 C 3 H 4 B 5 E</p><p>TASK TWO</p><p>6 F 7 G 8 E 9 B 10 C</p><p>6 To personalise the topic</p><p>• Read out the questions to Ss.</p><p>• Ask various Ss to tell the class.</p><p>Suggested Answer Key</p><p>I’ve shared lots of special moments with my family. One</p><p>event that really stands out is my brother’s graduation</p><p>from university. He looked amazing in his robes and it</p><p>was really memorable because a famous singer was</p><p>also there getting an honorary degree. Another</p><p>occasion I’ll never forget was my cousin’s wedding. He</p><p>is a huge ‘Lord of the Rings’ fan and everyone dressed</p><p>up as characters from the stories. It was really</p><p>interesting because instead of a suit he wore a set of</p><p>armour belonging to the main hero Aragorn.</p><p>Speaking skills</p><p>1 a) To identify topics of discussion</p><p>• Ask Ss to read the first exchange and decide</p><p>which topics they are talking about.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>home, studies</p><p>b) To identify situational language for</p><p>asking for and giving personal information</p><p>• Explain the task and give Ss time to replace the</p><p>phrases.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 is your favourite part 5 how do you spend</p><p>2 I need to think about it your time</p><p>3 I like the most 6 I’m mad</p><p>4 I really want to do</p><p>2 To act out a dialogue based on a model</p><p>• Explain the task and remind Ss to use the Useful</p><p>Language box and the model dialogue to help them.</p><p>• Write this diagram on the board for Ss to follow.</p><p>• Give Ss time to act out their dialogues in pairs.</p><p>• Monitor activity around the class and then ask some</p><p>pairs to act out their dialogue in front of the class.</p><p>1e</p><p>A B</p><p>Greet B. Say B ...</p><p>is in your class.</p><p>Say where you are</p><p>from and ask B where</p><p>he/she is from.</p><p>Reply</p><p>Reply</p><p>Express uncertainty</p><p>and talk about your</p><p>possible plans.</p><p>Reply</p><p>Accept</p><p>Confirm who you are and</p><p>introduce yourself. Ask A</p><p>where he/she is from.</p><p>Reply. Ask A about his/her</p><p>studies</p><p>Comment and ask A what</p><p>he/she likes about his/her</p><p>studies here.</p><p>Comment on that and ask</p><p>A about his/her plans after</p><p>graduating.</p><p>Ask A what he/she does</p><p>at the weekends</p><p>Comment and invite A out</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 17</p><p>frenglish.ru</p><p>18</p><p>1Module</p><p>Overall my partner’s performance was good. They</p><p>spoke clearly without any hesitation. However, some of</p><p>their answers especially at the beginning were quite</p><p>short. However, as they progressed the answers</p><p>became longer and their reasons were more detailed.</p><p>They used some rich language and a variety of</p><p>grammar structures. They also spoke in a natural</p><p>manner.</p><p>Writing</p><p>1 To practise informal language and</p><p>recognise opening and closing remarks</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 i opening 6 c closing</p><p>2 e opening 7 h closing</p><p>3 a opening 8 g opening</p><p>4 d closing 9 f closing</p><p>5 b opening</p><p>2 To analyse a rubric</p><p>• Ask Ss to read the rubrics and underline the key</p><p>words, then elicit the key words from Ss around the</p><p>class.</p><p>• Give Ss time to answer the questions. Remind Ss to</p><p>use the key words to help them.</p><p>• Check Ss answers.</p><p>Suggested Answer Key</p><p>A You have received an email from an English friend.</p><p>Write your email in reply (220-260 words)</p><p>1 I am going to write an email.</p><p>2 The email is going to be read by a friend who wants</p><p>my advice.</p><p>3 I should write my email in an informal style.</p><p>1f</p><p>Next month my class is having a retirement</p><p>party for one of our favourite teachers and I’m</p><p>in charge of organising it.</p><p>I remember that you organised a party for one</p><p>of your teachers last year. I’d like your advice</p><p>please. Can you tell me what went well at your</p><p>party and what didn’t? I would really appreciate</p><p>any other suggestions you might have.</p><p>Cheers,</p><p>Jenna</p><p>Suggested Answer Key</p><p>A: Hi, I’m Eric. I think you’re in my history class.</p><p>B: Yes, you’re right. I am. My name’s Nathan. Where</p><p>are you from, Eric?</p><p>A: I’m from Stockholm, Sweden. How about you?</p><p>B: I’ve lived here in London all my life. How long have</p><p>you been studying at the university?</p><p>A: I’m in the final year of my degree. I like it a lot.</p><p>B: Great! What do you like most about studying here?</p><p>A: That’s a difficult question, but I think my favourite</p><p>thing about London is all the live music and theatre</p><p>productions that are always taking place here. There</p><p>is always something to see and do!</p><p>B: That’s true! Are you planning to stay here after you</p><p>graduate?</p><p>A: I hope so. I’ve applied to do a post graduate degree</p><p>here.</p><p>B: So, what have you done in the time that you’ve</p><p>been here?</p><p>A: Well, besides studying, I’ve seen some really great</p><p>live music. I’m crazy about jazz music, and there are</p><p>lots of performances all the time.</p><p>B: Yes, it’s brilliant. My friends and I are going to see a</p><p>band this Friday. You might like them. Would you</p><p>like to join us?</p><p>A: Yes, definitely!</p><p>3 To assess and compare model answers</p><p>• Read out the Study Skills box and explain the task.</p><p>• Ask Ss to read the questions and then play the</p><p>recording. Ss listen to the recording and tick the</p><p>boxes.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>1 A 2 B 3 A 4 B 5 B 6 B</p><p>4 To answer questions about yourself and to</p><p>assess your partner</p><p>• Ss work in pairs.</p><p>• Explain</p><p>the task and give Ss time to answer the</p><p>questions and evaluate their partner’s answers.</p><p>• Monitor around the class.</p><p>Suggested Answer Key</p><p>I grew up in Milan and now I’m a student there. I like it</p><p>there. It’s where all my friends live and there are lots of</p><p>things to do. It’s a very lively city that’s exciting and this</p><p>really suits my nature, and as a fashion lover, I also</p><p>appreciate that it’s famous for its style. The only thing I</p><p>don’t like is that it’s an expensive city.</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 18</p><p>frenglish.ru</p><p>19</p><p>1 Module</p><p>4 I should include information about what went well</p><p>and what didn’t when I organised a party.</p><p>5 I should write 220-260 words.</p><p>B</p><p>1 I am going to write an email.</p><p>2 The email is going to be read by a friend who will be</p><p>visiting my home town. My friend has asked for my</p><p>suggestions for activities that they could do during</p><p>weekdays and weekends.</p><p>3 I should write my email in an informal style.</p><p>4 I should tell my friend that I’m happy they are</p><p>visiting my home town. I should also include</p><p>information and suggestions about activities that</p><p>can be done on weekdays and also for weekend</p><p>excursions.</p><p>5 I should write 220-260 words.</p><p>3 a) To match rubrics to models</p><p>• Give Ss time to read the models and choose the</p><p>correct rubric.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>The models both match rubric A.</p><p>b) To compare models</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers</p><p>Answer Key</p><p>1 A & B 4 A & B 7 A 10 A</p><p>2 A & B 5 A 8 B 11 A</p><p>3 A 6 A 9 A 12 A</p><p>c) To evaluate how models fulfil the task in</p><p>the rubric</p><p>• Give Ss time to answer the question. Remind</p><p>them to support their answer with examples.</p><p>• Check Ss’ answers around the class.</p><p>Suggested Answer Key</p><p>Model A best answers the rubric because it covers the</p><p>situation well and includes both what went well at the</p><p>party and what didn’t. It addresses the reader in the</p><p>correct way and the target reader would have no</p><p>Write an email of about 220-260 words to a</p><p>friend. In your email you should:</p><p>• tell your friend that you are happy that he/she</p><p>will be visiting your home town.</p><p>• Suggest some fun activities for your friend to</p><p>do on weekdays and on weekend excursions.</p><p>problem understanding the advice. The style is</p><p>appropriate as it is chatty and colloquial throughout. It</p><p>covers the type of task well as it is the form of an email.</p><p>The specific topics in the rubric are covered and it</p><p>offers advice that is realistic as well as examples of</p><p>what could go wrong.</p><p>Model B doesn’t address the situation well as it omits</p><p>what did not go well at the party.It doesn’t address the</p><p>reader in the correct way. While the language is</p><p>generally chatty, it uses inappropriate formal linkers and</p><p>full verb forms.The style as a result, is unnatural and</p><p>rigid. However, it still covers the type of task as it is in</p><p>the form of an email.The specific topics in the rubric are</p><p>not all covered and it contains too much advice with</p><p>few details. Some of the advice might not be practical,</p><p>also.</p><p>d) To recognise appropriate style</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>The full verb forms and formal linking words make the</p><p>email sound very stilted and unnatural for the situation</p><p>and would convey the wrong tone to the target reader.</p><p>4 a) To put paragraphs in the correct order</p><p>• Give Ss time to read the model and do the task.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>A 3 B 1 C 4 D 2</p><p>Toledo is a city in central Spain. The city is a</p><p>UNESCO world heritage site and is known as the</p><p>‘City of Three Cultures’ because of its historical</p><p>tolerance and diversity. It is 60 miles from Madrid and</p><p>today has a population of 84,000.</p><p>Segovia is another city in central Spain that is a</p><p>UNESCO world heritage site. It has a population of</p><p>around 56,000. Segovia is a popular tourist destination.</p><p>The Roman Aqueduct of Segovia is famous for its</p><p>architectural beauty. It is still used to carry drinking</p><p>water today.</p><p>Madrid is the capital of Spain. It has a population of</p><p>3.2 million. It is the third largest city in the European</p><p>Union. It is a modern city with a high standard of</p><p>living, and many trees and green spaces. It is known</p><p>for the many outdoor sculptures on its streets.</p><p>Background information</p><p>03OnScreen C1 Ts POL Mod 1.qxp_03OnScreen C1 Ts POL Mod 1 12/7/18 11:48 AM Page 19</p><p>frenglish.ru</p><p>20</p><p>1Module</p><p>Answer Key</p><p>1 I am writing to a friend, to give advice about a</p><p>problem.</p><p>2 I have to write in an informal style.</p><p>3 I should include my feelings about the problem and</p><p>offer suggestions and advice on the issue.</p><p>4 I could use the following opening remarks – How</p><p>are you? I hope you are well. I was sorry to hear</p><p>about your problem with …</p><p>As well as the following closing remarks – I hope my</p><p>advice/suggestions will help. Write back soon to tell</p><p>me if things are better. Take care</p><p>5 I should write 220-260 words</p><p>b) To practise organising information into</p><p>paragraphs</p><p>• Ask Ss to put the notes in the correct place in</p><p>the spidergrams and elicit answers around the</p><p>class.</p><p>• Give Ss time to write their paragraphs. Remind</p><p>Ss to use a topic sentence to introduce the main</p><p>idea of the paragraphs.</p><p>• Check Ss’ answers. Ask various Ss to read out</p><p>their paragraphs to the class.</p><p>Answer Key</p><p>1 discuss issues in a calm way</p><p>2 share your favourite activities</p><p>Suggested Answer Key</p><p>I think it would really help if you worked on improving</p><p>communication with your brother. Obviously, a lack of</p><p>communication can lead to serious misunderstandings.</p><p>You need to talk to him about issues and you also need</p><p>to listen to him. Try to get things out in the open by</p><p>discussing things in a calm way. I think if you do this, it</p><p>will help you to understand each other’s point of view.</p><p>This will make it much easier to avoid arguments.</p><p>Have you thought about spending more time with your</p><p>brother doing things you both enjoy? I believe spending</p><p>quality time together would do wonders for your</p><p>relationship. Why don’t you ask your brother along</p><p>when you are doing your favourite activities? I think if</p><p>you spend more time doing fun things together, it will</p><p>help you to become closer and then you will value each</p><p>other more.</p><p>6 a) To analyse a rubric</p><p>• Ask Ss to read the rubric. Elicit which are the</p><p>key words and ask Ss to underline them.</p><p>• Give Ss time to answer the questions.</p><p>• Check Ss’ answers around the class.</p><p>b) To identify synonymous phrases</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Answer Key</p><p>A 5 C 4 E 6 G 8</p><p>B 2 D 3 F 1 H 7</p><p>c) To practise the use of topic sentences</p><p>• Explain the task and give Ss time to complete it.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>Para A – 1 Para D – 2</p><p>d) To practise organising information</p><p>• Give Ss time to complete the spidergram.</p><p>• Check Ss’ answers.</p><p>Suggested Answer Key</p><p>1 I’m glad 5 train ride (away)</p><p>2 I’ve come up with 6 cuisine</p><p>3 explore 7 aqueduct</p>