10 Broadening your horizons

The theme of the module is education and Others could be: politics, government
professional development. Articles include learning administration, tourism/travel, manufacturing,
from mistakes in business, getting professional mining, design
advice, changing work practices, the value of 3 Possible answers: acceptable / good
networking, distance and new approaches to salary; pleasant working conditions; chances of
learning, and time management. development and/or promotion; the work itself
should be interesting, challenging and
Lead-in p.151 rewarding; compatible team of colleagues;
supportive boss + any other suitable ideas.
Start with books closed. Ask students to draw a 4a BA = Bachelor of Arts; CEO = Chief
simple time line on a piece of paper to represent Executive Officer; CMO = Chief Marketing
their life. They should mark on it important events Officer; HE = Higher Education (i.e. university
from their past, especially their education, show the education); HR = Human Resources; IB =
present and mark where they think they will be and International Baccalaureate; MBA = Master of
what they would like to be doing, especially career- Business Administration; MD = Managing
Director (Br Eng) or Doctor of Medicine (Am
wise, at various points in the future. They then
Eng); MEd = Master of Education; MSc =
explain their life plans to classmates in small groups. Master of Science; PhD = Doctor of
1 Students spend a few minutes discussing each of Philosophy
the four questions in small groups. 4b Possible suggestions: CPE = Certificate of
Proficiency in English!; EFL = English as a
2 Students discuss what the effects of further Foreign Language); DIY = do-it-yourself; ETA =
advances in technology will have on people’s estimated time of arrival; asap = as soon as
attitude to work and careers. possible; RSVP = Repondez s’il vous plait,
(from French, meaning: Please Reply);
3 Students are likely to have many suggestions so Examples from Latin: a.m./p.m. =
could be asked to work in pairs or groups (as in morning/afternoon (ante meridiem, meaning
an exam speaking task) to agree on the top three ‘before noon’, post meridiem, meaning ‘after
factors that would produce job satisfaction for noon’); PS = postscript; e.g. = exempli gratia
them. (for example)
SMS acronyms: OMG = Oh my god; LOL =
4a Ask students to work in pairs to identify the
laugh out loud; IDK = I don’t know; TTYL = talk
common abbreviations. Give them the clue that to you later; BRB = be right back etc; GTG =
all relate to qualifications or job titles. Spend a got to go; TMI = too much information; YOLO
while focusing on how they are used in spoken = You only live once; IMO = in my opinion;
English. They are always read letter by letter. PAW/PRW = parents are watching (Note:
Abbreviations beginning with M and H are Some students will know text abbreviations
preceded with an (e.g. an MBA, an HR manager) containing swear words such as: WTF; LMAO;
as the letters begin with a vowel sound. SH which could be considered offensive and
are, therefore, best avoided in class.)
4b Students should know some other common
abbreviations from work and study life, from
Latin and other languages and from 10A Professional concerns
SMS/texting and using online chat. If they can't
think of any, give them abbreviations from the
Reading p.152
answer key and ask them to guess the meanings.
1 When students have discussed the questions ask
1 Students should be able to add the them if they can think of examples from real life,
following: Performing Arts, Visual Arts, either theirs, their friends’ or people in the news.
Architecture and interior design, Sports,
Science / Environment, Writing and translating, 2 Students quickly read the four texts to get
Conservation work, Agriculture, Animal care as sufficient understanding of each to be able to
they have been mentioned in earlier modules. match them to the points learnt.

TEACHER’S NOTES 10 95
3 Then get them to complete the reading task Students then use eight of the phrasal verbs to
under exam-like conditions. complete the text giving advice to someone
starting a new business. Make sure that they use
4a Ask students to look at the sayings and think
the appropriate phrasal verb in the correct form.
about what they mean. They then discuss which
they agree with, supporting their opinions with 1b There are other phrasal verbs in the text that
examples. students should highlight and work out a
definition for each one.
4b Students discuss the concept of learning from
mistakes. Again personal examples would 2a Here students complete the text with the twelve
improve the discussion. words in the box forming recognised
collocations with the words in bold.
5 Get students to look at the vocabulary and to
record words that are new to them. Pay 2b Students look for more collocations in the text
attention to those with harder pronunciation using the four verbs given. Then elicit other
(such as naivety, burgeon, recoup, flounder). words that would collocate with the four verbs.

1 Negative: guilt; self-doubt; inability to let go 3a Students may be familiar with some of the
of the past; loss of confidence; unwillingness to proverbs or may recognise them if they translate
try again them into their own language. If they can't guess
Positive: willingness to learn from their the meanings, ask them to find them in a
mistakes; determination to succeed, whatever dictionary, having thought about which key
happens; an understanding that there will word to use to look them up.
always be obstacles but that they are there to
be overcome 3b As students discuss the proverbs and idioms
2 bullet point 1: text A or B; bullet point 2: they may realise that many are directly
text B or D; bullet point 3: text A; bullet point 4: contradictory or express a different emphasis
text C or D (e.g. strike while the iron’s hot / patience is a virtue;
3 1 B (it turned out to be no more than a blip. actions speak louder than words / the pen is mightier
After that we faced the prospect of radical cost than the sword).
cutting)
2 A (despite my canny parents urging restraint Photocopiable activity
and patience) Activity 10A could be used here. It is a
3 D (Marketing a product in the USA is a
groupwork activity in which students complete
different kettle of fish ... expectations are
greater) short conversations with appropriate proverbs
4 A (took out loans, ran up an overdraft but was and sayings.
still underfunded)
5 C (although our gut feeling told us otherwise)
6 A (Little did I know that he'd go ..and sell my
idea to them behind my back) Extra!
7 B (we recruited staff in the heat of the Elicit other examples idioms related to work or
moment) success/failure that they know. Discuss
8 C (the whole situation dragged on for an whether the advice that they contain is useful
inexcusable length of time) and if so how.
9 D (we headhunted some key people from a
competitor) 4a Ask students to first form the adjectives and
10 B (I was certainly out of my comfort zone) adverbs from each verb (e.g.
conceivable/conceivably) and then decide how the
Vocabulary p.154 negatives are formed (inconceivable/ly). Students
should work in pairs or smalls groups to
1a Ask students to start by highlighting the phrasal produce dialogues collaboratively.
verbs in the reading text as seeing them in
context will make it easier to match them to the 4b Students discuss what employers look for.
definitions. Note that two of the phrasal verbs Encourage them to use ideas from exercises 1
are very similar in meaning so share the same and 2.
definition.

TEACHER’S NOTES 10 96
1a 1 h set up (a business/company/ Use of English 1 p.155
organisation) 2 g - take out (a loan)
1a The word network is becoming increasingly
3 f run up (a debt, a bill) 4 j lose out (on an
common as the world becomes more connected
opportunity) 5 k take on (a new assistant)
6 d pay off (a plan/strategy pays off if it has and can be used as a verb (e.g. to network
the result you wished for) 7 i mess up (an computers). Elicit examples of other networks.
advertising campaign) 8 b take on Students may be familiar with its more recent
(undertake work/a project) 9 e drag on (a uses in social and business contexts where to
situation/an event drags on) 10 a face up network means ‘to meet/interact with others to
to (a challenging person or situation) develop professional contacts’ and is the basis of
11 h start up 12 d work out (a plan can sites such as LinkedIn (see Module 2). Where
work out in the end) possible, elicit this use as it is the theme of the
Sentences: 1 setting up 2 run up 3 pays off text.
4 face up to 5 drag on 6 lose out 7 mess up
8 work out 1b Students complete the text with a suitable word
1b bullet 1: build up ( = increase sth gradually) in each gap; remind them that the word should
bullet 4: settle for ( = accept sth, even though it fit grammatically as well as in meaning
is not what you really want or as not as good as
you wanted), step up (= increase), go along 1a telephone/rail/communications/road/
with (= agree with sb/sth or support sb/sth) television/computer/support/social/business,
2a 1 job 2 target 3 open 4 team 5 internet etc. network.
6 print 7 background 8 realistic 9 sound A network implies or facilitates communication
10 research 11 Lifelong 12 subject or connection.
2b meet deadlines, embrace technology, 1b 1 After 2 whom/which 3 with 4 order
enhance efficiency, broaden our perspective 5 takes 6 even 7 that 8 should
Also: meet sb’s needs/demands/requirements/
conditions/a problem/challenge/ a goal/target/ ► Student’s Resource Book, pages 105–106
the cost/expense of sth
embrace a new concept/religion/culture Listening 1 p.156
enhance sb’s reputation/ your skills
broaden your horizons/ your knowledge/ 1a Students discuss what they know about making
the mind/ a discussion / the appeal of sth roofs.
3a 1 It’s no use crying over spilt milk = don't
regret or spend time worrying about past 1b Some of the skills listed will be fairly universal,
mistakes others specific to a few countries. One approach
2 Where there’s a will, there’s a way = if you here would be to divide the class into groups,
have determination you will be successful giving each one or two topics, asking them to
3 Whoever laughs last, laughs longest = being research them and then give a two minute
successful after initial failure is very satisfying presentation (like a Paper 4 long speaking turn)
4 Strike while the iron’s hot = don't hesitate, on each.
seize any opportunity
5 Practice makes perfect = the more you do 2 Elicit other traditional crafts especially from the
something the better you will get at it countries/areas where the students are from.
6 Don’t count your chickens before they hatch 3 ► T2.13 Give students 90 seconds to skim the
= Don't assume a successful result until you
task before playing the recording.
have actually achieved it, things can and do go
wrong 4 The discussion focuses on students’ ideas about
7 I’ve bitten off more than I can chew = taken industries that rely heavily on human labour.
on more work that can cope with They are often seen as ‘traditional’ industries
8 Actions speak louder than words = what you and some are under threat in many countries.
do is more important that what you say you will Some are likely to have good futures (e.g. people
do
will always need a local hairdresser) but others
4a inconceivable/inconceivably;
(e.g. manufacturing) are moving to regions
indecisive/indecisively;
indescribable/indescribably; unforeseeable; where labour is cheaper.
uninformative; unrecognisable;
unreliable/unreliably; invariable/invariably
(Note: where no adverb is given, this means it
is not commonly used.)

TEACHER’S NOTES 10 97
 2 Get suggestions from students regarding Alan Sugar is the founder of electronics
local crafts. company Amstrad and star of the popular TV
3 1 engineering 2 tiles 3 single-mindedness show The Apprentice.
4 ladders 5 legislation 6 (a) drawing(s)
7 carbon footprint 8 estimates 3a Students should first establish the precise
9 contingency plan meaning of the verbs in the box. When they have
4 Suggested answers: hairdressing,
used them to complete the sentences, using the
teaching, house-building, the fashion
verbs in the correct form, ask the students to
industry, agriculture, construction,
coal-mining highlight the adverbs that collocate with them
(Note: opposite is capital-intensive, which relies (e.g. Q1 openly confess).
heavily on machinery and technology.) 3b Here students use nouns formed from reporting
verbs to summarise the sense of what was said.
Language development 1 p.157 They should first think of the noun of each verb
and then match them to an appropriate sentence.
1 ► T2.14 This review of reported speech focuses Advise them to pay attention to whether the
on reporting verbs, rephrasing what people have noun should be singular or plural.
said, rather than on the grammar involved. The
assumption is that students will be familiar with Some other similar words that don’t change in
the grammar, but for those that need it, the the noun form include: attack, claim, comment,
grammar reference at the back of the coursebook compliment, protest, query, remark.
covers it all.
Photocopiable activity
Students listen to the dialogue and summarise it
Activity 10B could be used here. It is a
using the verbs in the box. Pause the recording
pairwork activity in which students complete
between each part, allowing time for them to
sentences so that they become reported speech
write the summary.
versions of direct speech sentences.
2a The phrasal verbs listed here all have a reporting
function. Students complete the sentences using 4 Brainstorm other entrepreneurs that students are
a suitable verb, ensuring that it is the correct familiar with. Many are likely to be IT-related, so
form. try to encourage students to think more widely
or suggest less well-known local entrepreneurs.
2b Students create their own sentences using verbs
from the list in the Grammar summary on p.190. 1 Part 1: 1 The day before, Mel’s boss had
This could be done as an exercise as in 2a, with congratulated her on doing a really good job
students leaving a gap for others to complete. with her presentation 2 However, Mel objected
to being/having been left with all the work on a
Background new project with a colleague
entrepreneur = sb who starts up a new Part 2: 3 Jack’s boss is insisting on Jack being
in charge of a new office in Brighton 4 Jack
business or new businesses which are usually
would prefer to have time to think about it /
very successful. prefer it wasn’t all going to happen so fast.
Stelios Haji-Ioannou is the founder of Easy Part 3: 5 Mel said that Jack would regret not
brand. Initially, the budget airline EasyJet, then taking the opportunity 6 Mel promised to go
internet cafes, a cruise ship and hotels. and visit Jack (if he took the job).
Richard Branson is the founder of Virgin 2 1 fill you in on 2 get through to 3 touched
Brand. His first business was a record shop on 4 reeled off 5 coming up with 6 put a
called Virgin Records (now Virgin Megastores); colleague down
he branched out into a record label, festivals 3a 1 (openly) confessed 2 (officially)
and radio stations. There are now over 100 confirmed 3 (seriously) doubt 4 (strongly)
Virgin companies covering everything from denied 5 considered 6 stated
cola to space flights and including airlines, (categorically) 7 is alleged
3b 1 allegations 2 demands 3 recollection
train companies, phone and internet provider,
4 approval 5 criticism 6 requirements
a bank. Not all are successful; his shop Virgin
Brides was a notable failure. Note: He is the
person in the photo at the foot of p.157.

TEACHER’S NOTES 10 98
 4 Mark Zuckerberg (founder of Facebook), The writer recommends/suggests doing the
Peter Thiel (one of the co-founders of Paypal), necessary groundwork before starting a
Larry Page & Sergey Brin (founders of Google), business.
Bill Gates (co-founder of Microsoft with Paul The writer hints that if you don’t do things
Allen), the late Steve Jobs (co-founder of Apple properly from the start, you might fail badly and
Inc. with Steve Wozniak), Ingvar Kamprad lose money.
(founder of IKEA), James Dyson (Dyson 1c 1 (to, from) = bullet point 4
vacuum cleaners and fans), Carlos Slim Helu 2 (to, of, to) = bullet point 5
(telecoms), the late Anita Roddick (founder of 3 (to, about) = bullet point 1
Bodyshop), Donald Trump, Oprah Winfrey, 4 (that, to, for) = bullet point 3
Sean Combs (aka Puff Daddy/P. Diddy, 5 (that, up) = bullet point 2
founder of music, entertainment and clothing 3 Suggested answer:
companies), Sara Blakely (inventor of Spanx The two texts illustrate different aspects of
(invisible underwear) and at 41 the world's achieving success in business. The writer of
youngest female self-made billionaire) + many the first text suggests that starting up a smaller
others company is no different from aiming bigger and
hints that it is vital to adhere to rules and
► Student’s Resource Book, pages 106–109 regulations. The text encourages those wishing
to start a business to stand out or identify a
Writing 1 p.158 product that is both original and in demand. It
recommends that new business listen and
1a When students have discussed the importance of learn and seek advice from industry experts.
making notes they should read the two texts and The writer warns against just trusting instinct,
then Lily’s notes. Having looked at Lily’s notes which can lead to failure.
ask students what they would add or include. In contrast with this, the second text argues
that business owners that do well have strong
1b Students decide how the points could be motivation to succeed. They set ambitious
summarised using reporting verbs. Do the first targets and will let nothing get in their way. The
point with the whole class as an example writer points out that entrepreneurs watch out
eliciting possible ways to express it. For for competing companies and respond to
example, ‘Find an area in the market where there is a market changes but acknowledges that those
gap’ = ‘The writer advises/encourages the reader to who refuse to be beaten can appear arrogant.
create an original product.‘ It hints that one secret of success is to take
positive comments on board but ignore those
1c Here the students should look at the notes Lily that seem to be negative.
makes on her opinions. They complete the Most of the ideas expressed by both writers are
sentences with a suitable preposition and match correct. It is widely accepted that success in
each to one of Lily’s notes. business, especially in the early years, requires
huge dedication, determination and sacrifice.
1d Now students make their own notes based on It's clear that good advice, research and
their own opinions. professional help are vital when starting out,
2 Students make their own notes on ideas but text 1 overlooks the fact that there may be
a gap in the market for the reason that no one
expressed in the second text and on their
wants the product, and that innovation can
opinions of it.
come from inspiration not just customer
3 Students combine the notes into an essay research. Similarly, text 2 ignores the common
answering the original question. knowledge that luck can also play a huge part
in success as well as good timing and a
1a Notes help you to select key points and supportive bank manager. (277 words)
then use them when planning writing.
ticked notes: research carefully what you want
to do, realise it’s not going to be easy
1b (suggested answers): advise, warn, 10B Learning: where do we go from
encourage, recommend, suggest, hint
The writer advises/encourages the reader/us to here?
create a product that is original and that the
market needs. Listening 2 p.159
The writer warns against trying to go it alone
without professional help. 1 Check students are familiar with the concept of
distance learning, eliciting some examples,

TEACHER’S NOTES 10 99
 before they start the discussion on the 9 F In the forums, I quickly met all sorts of
advantages and disadvantages of it. amazing people who’ve become like my best
Online study has made distance learning much mates
more attractive than years ago when lessons 10 A it’d been his idea all along to make me
head of department once I’d got the certificate
were delivered by post and contact with tutors
under my belt.
and fellow students was very limited.
2 ► T2.15 Students should complete the listening ► Student’s Resource Book, pages 110–112
task in circumstances similar to the exam, so do
not allow them much time to read the task Speaking p.160
before playing the recording and do not
1a Ignore the pictures at this stage as students will
interrupt the recording.
be using them in the speaking activity later.
3 Find out if students have ever studied online
Students complete the text about new
and if so what. Ask how easy they think it
approaches to learning with the correct word.
would to study a language in that way.
4 Look at the useful vocabulary from the listening, Background
noting idioms (e.g. be at a loose end) and informal Sir Ken Robinson: Born in Liverpool UK in
language (e.g. gobsmacked) and when it would be 1950, Robinson is an internationally recognised
appropriate or not to use them. authority on the development of education and
creativity. He was a university professor of
1 Suggested answers: education and has advised the UK and other
Advantages: fitting in study around a governments. He campaigns for increased
professional/family life; living too far away; it’s
creativity in education. He now lives in Los
now a cheaper option than studying at a UK
Angeles.
university; more flexibility, they can organise
their study as they wish and can usually take Salman Khan: Born in New Orleans USA in
longer to complete the degree 1986, Khan is the founder of the Khan
Possible disadvantages: lack of face-to-face Academy, an online resource of free learning
contact with other students on the course or materials in numerous subjects. Their mission
lecturers; lack of exposure to other elements of is to be 'not-for-profit with the goal of changing
student life; online learning possibly relies more education for the better by providing a free
on self-motivation so there might be a higher world-class education for anyone anywhere'.
dropout rate The following links have further information
2 1 G I was sent to China as part of my job about the topics raised in the text. If time
and met another British girl there who’d applied allows, some of the video clips could be shown
to do a distance degree in IT, so I thought:
to the class. Alternatively, give students the
‘Why not me?
links and ask them to research the topics before
2 C rehearsals were only held in the mornings,
so I was feeling at a bit of a loose end; the lesson to get some background knowledge.
3 H I knew what I was doing, but felt at a bit of [Link]
a disadvantage when called upon to explain rsa-animate-changing-paradigms
why in meetings... I’ve got a firmer grasp on
underlying concepts now; [Link]
4 D Since my parents were keen on me going sir-ken-robinson
in for teaching, I chose an online degree course
in literature [Link]
5 B I’d always hankered after getting a college [Link]
education
6 C my tutor said my thesis was worthy of [Link]
publication
7 G to be offered a post as a music therapist in 2 Students discuss the questions related to
a big London teaching hospital on the strength learning and teaching.
of it
3a Students work in pairs to practise the speaking
8 D the rest of the team really seem to be
taking me more seriously now exam. They start by looking at pictures 2 and 3
together, and discussing their attitudes (or the
pros and cons) of these styles of learning.

TEACHER’S NOTES 10 100

3b They then move on to the second stage in which When they have completed the sentences by
they should discuss all the pictures and how forming suitable nouns, ask them to compare the
they relate to learning in the future, and need to phrasal verb and the noun forms. Ask if they can
add another idea. work out the general pronunciation rule. It is
that as phrasal verbs they are normally stressed
Remind them that they are expected to work
on the second word – the particle, but as nouns
together, negotiating agreement and working to
they are usually stressed on the first part
complete the task. Remind them also of the
irrespective of the part it is formed from. Use the
criteria on which they are marked, i.e. fluency,
examples given: to break through – a breakthrough;
interaction and range of vocabulary and to put in – input.
grammatical structures including those for
speculating, evaluating, comparing, 1a 1 exempt 2 question 3 comparison
inviting/giving opinions. 4 practice 5 making 6 short 7 justification
8 disposal 9 aback 10 concern
4a/b Students now have their individual long turns 2 Philip was a very keen student of French.
following the instructions on the Task cards. His university tutor thought he had a good
Remind them that here they should speak chance of going for a doctorate after he
confidently and fluently for two minutes with graduated. As the summer holiday approached
their personal reaction to, and opinion of, the before his final year at university, he came to a
topic on the card. The three bullet points are decision. He would take the opportunity to go
there to help them but they do not have to use backpacking around France and practise his
them. French. It went without saying that he’d have to
take some textbooks with him, but he was
They should appropriate language to introduce pretty fit so he should manage OK. While Philip
the topic, to link or contrast their points and to was in France, he picked up a strange bug
sum up. which meant he had to stay in bed for a day –
and study – but he then made a swift recovery
5 Finish the lesson with a whole-class discussion and hitched a lift with a lorry that was going to
on life-long learning and a wider debate on from the Dordogne area. The lorry dropped him at
whom or from where we learn. the foot of a little hill, and as Philip came to an
exhausted halt outside a little brasserie, who
1a 1 traditional 2 quoted 3 lateral should he see but …
4 diminishes 5 collated 6 source 7 tuition 3 1 outgoings, income 2 upturn, takeover
8 pace 9 originating 10 endless 3 breakdown 4 lookout, intake 5 output
6 drawback, feedback
Language development 2 p.162 ► Student’s Resource Book, pages 113–114
1a The exercise highlights some verb phrases that
are not especially idiomatic but are frequently Use of English 2 p.163
used. Students complete the verb phrases and
1 Students discuss how good they are at managing
thus the sentences using a word from the box.
their time. Ask what techniques or tools they
1b Students have the topic and context to create a have to remember and to make sure they do
dialogue using the verb phrases. Get the pairs to things on time.
act them out in front of the class and vote for the
2 Note that the words in the box are a mixture of
best.
verbs, adjectives and nouns but all can form
2 Start by letting students spend a few minutes nouns using one of the suffixes listed. When
looking at the section on verb phrases on page students have formed the nouns, ask them to
190. They then underline examples that they find consider the stress patterns and identify any
in the start of the story. Finally they collaborate words where the stress changes when the noun
to complete the story. is formed (e.g. maintain – maintenance, visible –
visibility).
3 Demonstrate that phrasal verbs can form nouns
in different ways using the examples to break 3 Ask students to start the task in the usual way
through – a breakthrough (one word); to put in – by skimming the text to get a general
input (reversed); to stop off – a stop-off (two words understanding, then looking at each gap trying
hyphenated). to determine the type of word required. Finally,
they should work out that form of the word

TEACHER’S NOTES 10 101

 given. They should finish by reading through
Photocopiable activity
the text once more to check that it all sounds
coherent. All that should be done in about ten Activity 10C could be used here. It is a
minutes. groupwork activity in which students identify
and correct mistakes in sentences on cards,
4 Follow up with an analysis of the task and competing against others in their group to be
whether they recognised all the clues as to what the first to collect five cards.
form of the word was required.
7/8 Students write, correct and self-assess their essay
5 Students finish with a discussion about
before handing it in to be marked.
achieving tasks. Find out who are list makers
and who are procrastinators. 5 1 Apparently/Evidently 2 Presumably/
Theoretically 3 In some respects / To a
2 1 -ance/-ence: allowance, maintenance, certain extent 4 up to a point / in some
relevance, significance, confidence, respects / to a certain extent
existence, experience, patience; 7 Suggested answer:
-ency: proficiency, efficiency, fluency, While text 1 argues that a university education
literacy; is still the target for many young people, text 2
-ity: ability, priority, security, visibility; makes the case for alternative routes to work.
-ship: apprenticeship, entrepreneurship, The first text suggests that although many
hardship young people still aspire to graduating from
3 1 prioritise 2 inability 3 realistically university, it is hard to know how higher
4 appreciable 5 accessible 6 insights education will be delivered in years to come. It
7 productively 8 interruptions maintains that increased freedom to travel will
result in more people studying abroad and that
Writing 2 p.164 online study will play a greater part in how
education is delivered, although it is generally
1 Students discuss the pros and cons of going to accepted that it will never totally replace
university. Many of the points (and some of the spending time with a teacher.
opposites) will have been raised in the The second text considers other choices school
discussion on online learning. leavers have, including training for specific
occupations at colleges or as an apprentice. It
2 Students skim the two texts and write a single claims that increased happiness is just one of
sentence to summarise each one. They should the advantages of this path, others being the
also reflect on the extent to which they agree fact that you can earn as you study and that
with the writer. you are likely to get permanent work on
completion.
3 Students should now write complete notes
It is widely understood that higher education is
summarising each text and how they will a good thing and that we need alternatives
evaluate the contents. when people consider what occupation they
4 Draw students’ attention to the fact that many of would like to go into. Without doubt we need
the statements come across as being more formal both systems in order to train people for the
range of occupations society needs. Vocational
because they use passive structures and are
study is a great preparation for those who want
therefore less personal. There are many ways to to become self-employed. I am not entirely
express similar ideas (e.g. It is common knowledge convinced that many people will decide to
that ... / It is widely known that ...; many people study in another country as language may be a
claim / it is often claimed that ...). barrier, although online study will undoubtedly
5 As the adverbial phrases introduce or link form a greater part of the learning process
even at traditional universities. I am inclined to
points, they are usually used at the start of a
agree with those who say that as the cost of a
sentence or clause.
university education rises alternatives will
Students decide which are possible in each of the become more popular, especially if they bring
gaps in the sentences. enhanced job prospects. (282 words)

6 This could be done as a quick spoken exercise or

as a written exercise which would help to
reinforce the language.

TEACHER’S NOTES 10 102

► Student’s Resource Book, page 115 Both writers adopt a rather extreme position,
and I can’t help but think there is a middle way.
Module 10: Review p.166 Although it is true that there are no winners
1 1 invariably 2 unrecognisable 3 security without losers, that one student’s success
4 entrepreneurship 5 insufficiently means that another is doomed to failure, the
6 unforgettable 7 indescribably first writer seems not to care about what
8 significance happens to those who fail. To my mind, this
2 1 objected to our leaving 2 commented on seems too harsh and insensitive. By the same
the management’s 3 have come in for token, to imagine a world without competition of
criticism because 4 me to fill you in on some sort is perhaps a little idealistic, not to
5 was suggested that I (should) sum up say naive. So I would suggest a compromise.
6 talked their boss into giving Rather like team sports, life itself calls for both
3 1 granted 2 question 3 surprise 4 worse competitiveness and for a degree of co-
5 short 6 access 7 saying 8 comparison operation. It is by knowing when and how to
9 justification 10 board encourage each of those things that teachers
4 1B 2A 3C 4A 5C 6B can ensure their students receive a balanced
Exam practice 5 TRB p.202 education. (282 words)
Paper 1: Use of English Part 1 Paper 3: Listening Part 3
1B 2D 3A 4C 5C 6B 7A 8D 1C 2A 3C 4D 5B
Paper 1: Reading Part 6
1 C 2 H 3A 4D 5G 6 E 7 B
Paper 2: Writing Part 1
Essay
Key points to include are:
• whether children should be encouraged to
compete with each other at school
• whether schools should encourage
participation in competitive sports
• whether competitiveness is a necessary skill
to do well in life
Suggested answer:
The issue of whether competiveness is a good
thing, and whether it should be actively
encouraged, is discussed in the two texts. The
writer of the first text sees competition as a fact
of life and believes that school activities should
prepare people accordingly – for competition is
what lies ahead in the real world. The writer of
the second text takes a different view, putting
forward the view that society should be
organised according to co-operative principles,
and that these should be instilled in young
people during their formative years, as
happened at the school he attended.
Both writers give the example of academic and
sporting achievement to illustrate their points.
However, the first writer sees competitive
sports and exams as essential in motivating
schoolchildren and encouraging them to do
their best, whereas the second writer gives the
example of people who have done well in life
without such a background.

TEACHER’S NOTES 10 103