OUTCOMES

WRITING AND VOCABULARY BOOKLET TEACHER’S NOTES

FOR
MIKE SAYER
STUDENTS
IN SPAIN
UPPER INTERMEDIATE

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

CONTENTS
WRITING
1 AN INFORMAL EMAIL: GIVING ADVICE AND MAKING SUGGESTIONS 4
2 A LETTER OF COMPLAINT 6
3 A BIOGRAPHICAL ARTICLE 8
4 A BOOK REVEW 10
5 A SUMMARY 12
6 A REPORT: PROS AND CONS 14
7 AN OPINION ARTICLE 16
8 AN ESSAY: FOR AND AGAINST 18

VOCABULARY BUILDER
ANSWER KEY 20

© 2019 Cengage Learning, Inc. CONTENTS  3

1 
A N INFORMAL EMAIL: GIVING
ADVICE AND MAKING SUGGESTIONS
Aim PART 3 Giving advice and making
To help students write an informal email giving advice suggestions 1
and making suggestions. Exercises work on identifying
what to write, using opening phrases, using phrases Ask students to match the phrases (1–6) to the sentence
to give advice and make suggestions, and closing endings (a–f ). Point out the example. Let students compare
the email. their answers in pairs.
Ask students to read the email. Then ask a comprehension
question: What travel advice does the writer give? (choose one
interesting part of the city and spend all your time there; see
PREPARE!
some really famous places early in the day; buy a good map;
book cheaper hotels in the suburbs; take picnics to the parks)
PART 1  Identifying what to write about Ask students to replace the underlined phrases in the email
(a–f ) with the phrases above (1–6). Elicit the first answer to get
Ask students to read Ruth’s email and answer the questions students started. Let students compare their answers in pairs
using the underlined parts of the email. Let students compare before checking as a class.
their answers in pairs before checking as a class. In feedback,
ANSWERS
explain how it is an important writing strategy to identify the
key parts of a task that students must respond to. 1 e
2 d
ANSWERS 3 a
1 Ruth is visiting London in the summer. 4 b
2 Ruth wants advice on where to stay, what to do and 5 f
how best to travel around. 6 c
3 Because Ruth knows how well I know the city. a It’s a good idea
b Try and get to
c I’d suggest
d You really should
PART 2  Using opening phrases e If you like
f Make sure you
Read the explanatory text as a class. Then tell students that
they need to respond to a friend’s email. Elicit opening phrases
they may already know.
Ask students to complete the opening phrases with the
words from the box. Point out the example. Let students
compare their answers in pairs before checking as a class. In
feedback, ask students if they have a preferred phrase they use
when writing emails to friends.

ANSWERS

1 good
2 things
3 ages
4 well
5 Thanks
6 Sorry

4  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 4 Giving advice and making PERFORM!
suggestions 2

Ask students to complete the phrases with the imperative Aim

advice in the correct form. Point out the example. Let students This is an exam-style task that gets students to apply
compare their answers in pairs before checking as a class. what they have learned in the preparation exercises.
In feedback, ask students to think of advice they could give Ask students to read Sarah’s email. Then ask them to read the
visitors about the town or city they live in or near. Ask them to instructions and write an informal email. You could set this for
share their ideas with the class. homework, as a classroom task in which students work in pairs
to perform the task with teacher support, or as exam practice
ANSWERS
in which students complete the task individually in exam
1 You really can’t leave London without visiting the conditions. Set a time limit of 35 minutes.
Tate Modern.
2 You really shouldn’t miss riding on a London bus. MODEL ANSWER
3 If you have time, you could even go to places like Hi Sara,
Greenwich.
4 A real must-see is Buckingham Palace. It’s good to hear from you again. Hope you and your
5 If I were in your shoes, I’d buy a ticket for the family are well.
London Eye. As you know, I live near a beautiful city, so you’ll really
6 Don’t miss out on seeing a West End show. enjoy your visit. I’d suggest staying right in the centre
near the museum. It’s the liveliest part of the city and
there are lots of cheap hostels. You should go and see
Note on endings
the palace and the old quarter, and make sure you find
In Part 4, students are introduced to more idiomatic ways time to go to the National Museum. It’s a real must-see.
of giving advice and suggestions. They need to recognise If I were in your shoes, I’d take a boat trip on the river
which verbs are followed by the base infinitive (modals – too. You can’t leave my city without spending time on
for example, could and would – are followed by the base the river.
infinitive), which verbs are followed by -ing (for example, miss
In summer, it’s a good idea to bring a pullover and a light
+ -ing), and they need to recognise that we use -ing after
raincoat as well as all your summer clothes. It can get cold
prepositions such as on and without.
in the evening. And remember to bring a good camera.

If you like, we can meet up and I’ll show you round. I’ll
PART 5  Closing the email have some free time at the weekend.

Ask students to put the words in the correct order to close Write again if you want more advice. Hope to hear from
the email. Point out the example. Let students compare their you soon.
answers in pairs before checking as a class. In feedback, ask
Best wishes,
students if they can think of any other sentences to end
[name]
their emails.

ANSWERS

1 Say hello to Ana.

2 Let me know how your trip goes.
3 Hope to hear from you again soon.
4 Write again if you want more advice.
5 We must meet up when you’re in London.
6 Hope you have a great holiday.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  5
2  A LETTER OF COMPLAINT
Aim PART 3 Listing problems 2: ordering
To help students write a letter of complaint about a hotel problems
stay. Exercises work on opening the letter, ways to list
problems, expressions used when complaining and Ask students to work in pairs to write a paragraph using the
ways to request action and make recommendations. phrases. Monitor and help if necessary. You could ask pairs
to compare their paragraphs with other pairs. In feedback,
encourage students to read out their paragraphs as there are
many possible answers.
PREPARE!
POSSIBLE ANSWER

PART 1  Opening the letter of complaint First of all, we were given a table near the toilets.
Secondly, we had to wait for nearly half an hour to be
Ask students to read the opening and closing lines of four served. To make matters worse, there was no meat
letters of complaint and complete them with the verbs from dish available. To top it all off, the waiter spilt sauce on
the box in the correct form. Point out the example. Then ask my dress.
them to answer the questions. Let students compare their
answers in pairs before checking as a class.
Note on meaning
ANSWERS
to make matters worse = a way of saying that this next thing
1 complain made the situation worse than it was before
2 received
3 hearing
PART 4  Using complaining expressions
4 concern
5 lodge
Ask students to complete the expressions with the correct
6 compelled
word. Point out the example. Let students compare their
7 expect
answers in pairs before checking as a class. In feedback,
8 express
review the meaning of the expressions (see note below).
1 They are complaining about a restaurant.
2 C ANSWERS
3 We use Yours sincerely when we know the name of the
person we are writing to; We use Yours faithfully when 1 scratch
we don’t know the name and we use Sir or Madam. 2 required
4 B 3 live
5 A 4 bitterly
5 desired
6 lacked
PART 2  Listing problems 1: useful phrases
Note on meaning
Read the phrases in the box as a class. Then ask students to
complete the table. Point out the examples. Let students not up to scratch = not up to the required standard
compare their answers in pairs before checking as a class. In failed to live up to our expectations = wasn’t as good as
feedback, point out that the phrases are used at the beginning we wanted / expected
of a sentence, so in a letter they would start with an initial left a lot to be desired = a way of saying that something is of a
upper-case letter. poor standard

ANSWERS

Stating the first problem: firstly, first of all, to start with

Stating the next or additional problems: as if that was not
enough, I would also like to point out that, on top of that,
to make matters worse, secondly
Stating the final problem: finally, last but not least, to top
it all off

6  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 5 Requesting action and making PERFORM!
recommendations

Ask students to complete the sentences with would or should. Aim

Point out the example. Let students compare their answers in This is an exam-style task that gets students to apply
pairs before checking as a class. In feedback, review the use of what they have learned in the preparation exercises.
would and should (see note below). Ask students to read the task. Then ask them to read the
instructions and write a formal letter of complaint. You could
ANSWERS
set this for homework, as a classroom task in which students
1 would work in pairs to perform the task with teacher support,
2 should or as exam practice in which students complete the task
3 would individually in exam conditions. Set a time limit of 35 minutes.
4 Should
5 would MODEL ANSWER
6 should To whom it may concern,

I feel compelled to write to you in order to describe the

Note on would and should extreme disappointment we feel following our recent
In formal emails and letters, we use these hypothetical modals stay at Bellevue Hotel in Lincoln.
to be tentative and / or distant. Should can be used: First of all, we were given a room on the top floor, but
1 as an obligation the lift did not work. This meant that we had to carry our
You should offer us a free meal. = There is an obligation on own bags up the stairs. Furthermore, it was extremely
you to offer a free meal. inconvenient having to walk up and down four flights
2 to mean if of stairs. As if that was not enough, the restaurant was
Should my demands not be met, … = If my demands are closed, so we had to go out late at night, in the rain,
not met, … looking for something to eat. To make matters worse, the
street outside was very noisy and we were unable to close
the bedroom window. As a result, we did not sleep at all
well. To top it all off, the electricity went off at midnight.
The room was freezing in the early hours of the morning.

I would be grateful if you were to offer an apology, and it

seems only fair that you should offer a full refund.

I look forward to receiving your reply.

Yours faithfully,
[Name]

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  7
3  A BIOGRAPHICAL ARTICLE
Aim PART 3  Organising ideas
To help students write an article in which they describe
the most difficult thing they have learned. Exercises Ask students to read the text. Then ask a comprehension
work on deciding what to write, engaging the reader, question: What and where was the challenge? (going scuba-
organising ideas, giving opinions and summarising. diving for the first time in Sydney, Australia)
Ask students to use the phrases from the box to organise
the ideas in the second paragraph. Point out the example.
Then ask students to match the underlined phrases to the
PREPARE!
categories (1–5). Elicit the first answer to get them started.
Let students compare their answers in pairs before checking
PART 1  Deciding what to write as a class.

ANSWERS
Ask students to look at the title of the article and decide which
of the topics in the list they could write about. Then ask them 1 back in 2012
to think of one more topic they could write about and add 2 At the time
it to the list. Let students compare their ideas in pairs before 3 At first
checking as a class. In feedback, ask students to share their 4 after a while
ideas with the class, and make sure everybody has thought of 5 By the end
something to write about.

POSSIBLE ANSWER Ask students to look at the underlined phrases in the

paragraph and match them to the categories. Elicit the first
f how to deal with a stressful situation such as
answer to get them started. Let students compare their
preparing for important exams
answers in pairs before checking as a class. In feedback, elicit
other examples of each of the categories, and build up a list
on the board. If necessary, check the meaning of collocation
PART 2  Engaging the reader (a word or phrase that is commonly used with another word
or phrase).
Read the explanatory text as a class. Review the meaning of
rhetorical question (a question you ask to make a point rather ANSWERS
than expecting an answer). Then ask students to match the
sentence halves. Elicit the first answer to get them started. Let 1 an idiom – got the hang of it
students compare their answers in pairs before checking as 2 a collocation – a tough challenge
a class. 3 a phrasal verb – take up
Ask students to match each opening line to the topics 4 an adverb – naturally
(a–e) from Part 1. Elicit the first answer to get them started. Let 5 a linking word – so
students compare their answers in pairs before checking as
a class.
Note on variety of vocabulary
ANSWERS In an article, it is important to use a variety of interesting, high-
level vocabulary. Explain to students that they should try to
1 c – a practical skill such as woodwork or sewing
use idiomatic expressions, interesting collocations and phrasal
2 a – a physical skill such as scuba diving or skiing
verbs to make their writing better.
3 e – a foreign language
4 b – a musical instrument
5 d – a life skill such as how to work harder or be kinder

8  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 4  Giving personal opinions PERFORM!
Read the explanatory text as a class. Then ask students to
complete the paragraph with some of the phrases from Aim
the box. Point out the example. Let students compare their This is an exam-style task that gets students to apply
answers in pairs before checking as a class. In feedback, what they have learned in the preparation exercises.
review the meaning of the phrases used in the exercise Ask students to read the notice and decide what to write
(see note below). about. Then ask them to read the instructions and write an
article. You could set this for homework, as a classroom task in
ANSWERS
which students work in pairs to perform the task with teacher
1 If you ask me how support, or as exam practice in which students complete
2 has opened my eyes to the task individually in exam conditions. Set a time limit of
3 has allowed me to 45 minutes.
4 The best thing about; is
5 To my mind MODEL ANSWER

The most difficult thing I have learned

Note on meaning Can you imagine being underwater and seeing a shark
has opened my eyes to = here, figuratively, it is saying that I for the first time? That’s what happened to me. It was,
have understood or started to experience something undoubtedly, the most exciting but challenging thing I’ve
to my mind = in my opinion ever done.
It was back in 2012 that I first went scuba diving.
At the time, I was studying in Sydney in Australia, so
PART 5 Summarising naturally, it was a great opportunity for me to take up
the sport. At first, I found it a tough challenge, but after a
Read the explanatory text as a class. Then ask students to use while, I got the hang of it and started to enjoy myself. By
the words in brackets to combine the ideas. Point out the the end of my stay in Australia, I was a master diver, and I
example. Let students compare their answers in pairs before haven’t looked back since.
checking as a class. If you ask me how learning to scuba dive has changed
my life, I’d say that it has opened my eyes to a world of
ANSWERS adventure. It has allowed me to see amazing creatures,
1 Scuba diving is both exciting and educational. I love such as sharks and rays. It has also helped me learn about
the sport! You should try it! the sea’s environment. The best thing about scuba diving
2 Scuba diving is hard to learn, but incredibly rewarding is being so close to nature. To my mind, there is no place
to do. It has changed my life. on earth more beautiful than the sea.
3 You learn about yourself while learning about the sea. Scuba diving is hard to learn but incredibly rewarding
That’s why scuba diving is great. to do. It has changed my life. You learn about yourself
4 Scuba diving is peaceful yet very sociable. I’ve made while learning about the ocean. That’s why scuba diving
some fantastic friends. is great.
5 You find out how to protect the sea as well as how to
dive. This is why I love my sport.

Note on similar or contrasting ideas

We use both, while and as well as to combine similar ideas.
We use but and yet to combine contrasting ideas.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  9
4  A BOOK REVIEW
Aim PART 3  Using cleft sentences for emphasis
To help students write a book review. Exercises
work on introducing the book and getting people’s Read the explanatory text as a class. Then ask students to
interest, summarising the story, using cleft sentences complete the sentences with the missing words to make cleft
for emphasis and descriptive adjectives to make the sentences. Point out the example. Let students compare their
review interesting. answers in pairs before checking as a class.

ANSWERS

PREPARE! 1 What
2 why
3 most
PART 1 Introducing the book and getting 4 What
people’s interest 5 It
6 thing
Ask students to look at the questions and then read the
opening paragraphs. Let students discuss the questions in
pairs before discussing as a class. Note on cleft sentences
Note the form of these structures:
ANSWER I like her honesty = What I like is her honesty (What clause + be
C (it does not give the title or say what it is about) + emphasised part)
I like her because she’s honest = The reason why I like her is
because she’s honest
I like her honesty = It is her honesty that I like
PART 2  Summarising the story

As a lead-in, ask students to read the text and decide whether PART 4 Using part to describe book genres
they would like to read the book. Encourage them to share
their thoughts with the class. Then ask comprehension Read the explanatory text as a class. Then ask students to
questions: Why are books the enemy? (they encourage people complete the sentences using part. Point out the example.
to think for themselves and question things) What happens to Let students compare their answers in pairs before checking
Montag when he decides to read a book? (He has to burn down as a class. In feedback, ask students to think of other books
his house and he gets arrested.) they have read that could match any of the genres from the
Ask students to write a summary based on the prompts exercise. Encourage them to share their ideas with the class.
provided. Point out that the summary should include the
essential information and that it should end with a question. ANSWERS
Let students compare their summaries in pairs and identify
1 love
what they think is essential information for the summary.
2 comedy
In feedback, ask students why the summary ends with a
3 fictional
question, and elicit ideas (to create interest in the story;
4 hero
to encourage people to read the book).
5 spy
6 romance
POSSIBLE ANSWER

Set in the twenty-fourth century, Fahrenheit 451 tells the

story of Montag the fireman who burns books. In the
plot, he decides to steal a book and read it, but he gets
arrested. Luckily, he escapes and meets a group of social
outcasts and criminals. Then, he decides to return to the
city. What will happen when he returns?

10  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 5  Using descriptive adjectives PERFORM!
Ask students to match the words to make compound
adjectives. Elicit the first answer to get them started. Let Aim
students compare their answers in pairs before checking as This is an exam-style task that gets students to apply
a class. In feedback, point out how the compound adjectives what they have learned in the preparation exercises.
may be one word only, two words connected with a hyphen Ask students to think of a book (fiction) they know well. Then
or two separate words. Encourage students to use a dictionary ask them to read the instructions and write a review of the
if they are not sure how to write other compound adjectives book. You could set this for homework, as a classroom task in
they come across. which students work in pairs to perform the task with teacher
support, or as exam practice in which students complete
ANSWERS
the task individually in exam conditions. Set a time limit of
1 b 45 minutes.
2 e
3 f MODEL ANSWER
4 a Well-written and thought-provoking, Fahrenheit 451 is a
5 c science fiction and fantasy novel written by Ray Bradbury.
6 d Its story of a man that escapes arrest will have you
gripped.
Set in the twenty-fourth century, Fahrenheit 451 tells
Then ask students to match each compound adjective to a
the story of Montag the fireman who burns books. In the
sentence with a similar meaning. Point out the example. Let
plot, he decides to steal a book and read it, but he gets
students compare their answers in pairs before checking as
arrested. Luckily, he escapes and meets a group of social
a class. In feedback, ask students if they can use any of the
outcasts and criminals. Then, he decides to return to the
compound adjectives to describe a book they have read.
city. What will happen when he returns?
Encourage them to share their ideas with the class.
What I admired most about the story was its
ANSWERS powerful message. Part science fiction, part morality
tale, Fahrenheit 451 warns us that we should not take our
1 well-written democracy and our freedom of thought for granted. It
2 heartbreaking is a commentary on how mass media reduces interest
3 spellbinding in reading literature and, therefore, is very relevant to
4 thought-provoking society today. Another reason why I loved the story
5 action-packed was the gripping plot. It is action-packed and you
6 slow-moving really want to know what happens to Montag and
the other characters.
If you are a fan of challenging science fiction and
perfect prose, I’d highly recommend this book. It is in
parts both spellbinding and heartbreaking. Buy it, read it
and think!

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  11
5  A SUMMARY
Aim PART 3  Identifying key words and phrases
To help students write a summary of a text. Exercises
work on identifying main controlling ideas and Read the explanatory text as a class. Then ask students to look
supporting ideas, identifying key words and phrases, at the words in the text from Part 1 and underline those they
and using transitions to link ideas together. think are key words. Point out the example, and tell students
that they can refer back to the text for help. Let students
compare their answers in pairs before checking as a class. In
feedback, highlight the importance of identifying the key
PREPARE!
words when writing a summary (see note below).

ANSWERS
PART 1  Identifying the main controlling idea
successful
Ask students to read the text and decide which sentence (1, 2 teachers
or 3) contains the main controlling idea. Let students compare attitude
their ideas in pairs before checking as a class. In feedback, encourage
discuss the three options and get students to say why they face problems
chose their answer (see note below). sense of humour
approach
ANSWER flexibility
Sentence 1
Note on key words
Note on the main controlling idea It is important to emphasise that the key words students need
to find are those that carry the weight of the argument in
The ‘main controlling idea’ is the main message or argument of
the text.
the text – the key point the writer wants to make.
Using the words above, you could (almost) make a
Of the three options, the second is an example (for
mathematical formula to summarise the text:
instance, …), so it can’t be a main idea, and the third is
Successful teachers = a good attitude (encourage students
more information about why flexibility is important (it is an
to face problems, sense of humour) + a good approach
additional point rather than the main idea). The key to being a
(flexibility)
successful teacher is the attitude and approach of the individual
– this is the main point.
PART 4  Including all the key points
PART 2 Identifying the main supporting
Ask students to work in pairs to write down the key points to
points
include in the summary. Point out the example. In feedback,
ask students to share their ideas with the class and build up
Read the explanatory text as a class. Then ask students to
a list on the board. Encourage students to give reasons for
read the sentences from Part 1 and decide whether they are
their choices.
supporting points (SP), examples (E) or additional comments
(AC). Point out the example. Let students compare their
POSSIBLE ANSWERS
answers in pairs before checking as a class.
Main controlling idea: successful teachers; positive
ANSWERS attitude; (positive) approach
Main supporting points: encourage students when they
1 SP
face problems; a sense of humour is important; flexibility
2 E
in approach
3 SP
4 AC
5 SP

12  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 5 Using transitions to link ideas PERFORM!
together

Ask students to complete the summaries with the phrases Aim

from the box. Point out the example and that two options are This is an exam-style task that gets students to apply
possible in each case. Let students compare their answers in what they have learned in the preparation exercises.
pairs before checking as a class. In feedback, review the use Ask students to read the text. Then ask comprehension
and meaning of transitions (see note below). questions: What is the text about? (how to be a successful
language learner) Why does the writer mention children?
ANSWERS
(They are good language learners because they focus on
1 in order to / so as to communication, not on being accurate.) Why is making
2 in order to / so as to mistakes important? (It is a helpful way of learning.)
3 as a result / consequently Then ask students to read the instructions and write a
4 in order to / so as to summary. You could set this for homework, as a classroom
5 as a result / consequently task in which students work in pairs to perform the task
with teacher support, or as exam practice in which students
complete the task individually in exam conditions. Set a time
Note on transitions limit of 45 minutes.
We use as a result or consequently to say what the result or
MODEL ANSWER
consequence of an action or situation is. These phrases go at
the start of clauses or sentences. Good language learners are willing to make mistakes
We use in order to and so as to to mean for the purpose or aim and use the language in order to communicate and, as a
of. They are followed by the base infinitive and join two ideas result, they improve their language skills.
in a sentence.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  13
6  A REPORT: PROS AND CONS
Aim PART 3 Using useful phrases to structure
To help students write a formal report for the principal the report
and board of a college. Exercises work on identifying
who the report is for and what they want to know, Ask students to read through the phrases from the box. You
using headings for the report, using useful phrases could pre-teach the new vocabulary by providing synonyms
to structure the report, and ways of writing formally (drawback = disadvantage; consider = think about;
and impersonally. mentioned = said). Then ask students to complete the table
with the phrases from the box. (See table at bottom of the
page.) Point out the example. Let students compare their
answers in pairs before checking as a class.
PREPARE!
ANSWERS
PART 1 Identifying who the report is for and
Introduction
what they want to know
The issue was discussed with …
To prepare this report, I asked … for their views
Ask students to read the task and answer the questions. Let
The purpose of this report is to …
students compare their ideas in pairs before checking as a
class. In feedback, discuss the answers and elicit that the
Advantages
report is for senior people and should be formal, impersonal
A number of students said it would be a good thing to …
and based on researched information.
The main point mentioned in favour of … -ing was …
ANSWERS
Disadvantages
1 b As far as the majority were concerned, the main drawback
2 a was …
3 c One of the main problems of … -ing is that …

Conclusion
My overall recommendation would be to …
PART 2  Using headings The college should consider … -ing
The best solution would be to …
Ask students to put the headings and opening lines of each
paragraph (a–d) in the correct order. Point out the example.
Let students compare their answers in pairs before checking
as a class.

ANSWERS

1 d
2 c
3 a
4 b

14  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 4  Writing formally and impersonally PERFORM!
Read the explanatory text as a class. Then ask students to
rewrite the sentences using formal and impersonal language. Aim
Elicit the first answer to get them started. Point out that there This is an exam-style task that gets students to apply
is sometimes more than one possible answer. Let students what they have learned in the preparation exercises.
compare their answers in pairs before checking as a class. Ask students to read the task from Part 1 again. Then ask
them to add one more idea to each list of advantages and
ANSWERS
disadvantages. Encourage students to share their ideas with
1 More could be done to encourage students to use the the class.
library. / More students could be encouraged to use Then ask students to read the instructions and write a
the library. report. You could set this for homework, as a classroom task in
2 The college could / might / should consider which students work in pairs to perform the task with teacher
combining the library with the computer room. support, or as exam practice in which students complete
3 Keeping the library (open) is highly recommended. the task individually in exam conditions. Set a time limit of
4 You could / might / should consider moving the library 45 minutes.
to a smaller room.
5 Speaking to other members of the public to increase MODEL ANSWER
community interest would be advisable. REPORT ON PROPOSED NEW COMPUTER ROOM
6 It is believed that both the library and the computer
room are important. As result, / Consequently, Introduction
combining the two would be the best solution. This report aims to investigate the advantages and
disadvantages of replacing the old library with a new
computer room. The issue was discussed with a number
Note on might of students on campus.
We often use might with want to: Advantages
The college might want to consider combining the two rooms. Most students believe that a new computer room would
We do not use could not to make negative suggestions, we use be a useful and practical addition to campus life. Access
might not want to: to material online is essential when doing research,
The college could not close the library completely. preparing for tutorials or writing essays. Consequently, a
The college might not want to close the library completely. cutting-edge computer room would be well-received.

Disadvantages
As far as the majority were concerned, however, the main
drawback was the closure of the library. One of the main
concerns is that, while most research is carried out online,
it is sometimes important to look for material in books.
If the library were closed, this would be impossible.
Furthermore, a number of students said it would be a
good thing to keep the library open as a quiet area. They
liked the idea of having a campus library because of its
peaceful atmosphere where students could research and
study.

Conclusion
It is recommended that the college rethink its decision
to close the library. It is believed that both the library
and the computer room are important. Consequently,
combining the two would be the best solution.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  15
7  AN OPINION ARTICLE
Aim PART 2  Knowing your aim and your reader
To help students write an opinion article. Exercises
work on planning ideas, knowing your aim and Ask students to match the questions (1–4) to the correct
reader, writing the introductory paragraph, using answers (a–d). Let students compare their answers in pairs
topic sentences and using persuasive phrases to before checking as a class.
make your point.
ANSWERS

1 b
PREPARE! 2 d
3 a
4 c
PART 1  Planning ideas

Read the task as a class. Then ask students to work in pairs to

decide which article the ideas from the notes could be used
PART 3  Writing the introductory paragraph
in. Point out the examples. In feedback, ask students to give
Ask students to match the sentences from the opening
reasons for their choices for both (B).
paragraphs to the techniques (a, b or c). Elicit the first answer
ANSWERS to get them started. Let students compare their answers in
pairs before checking as a class. In feedback, ask students
How which sentence they feel has the most impact and why.
switch off lights E Encourage students to share their ideas with the class.
introduce paper bags in supermarkets P
use energy-saving bulbs E ANSWERS
introduce a tax on products that are covered in plastic P
A rhetorical question: 1, 5
charge people for using plastic bags P
B balanced question: 2, 4
increase energy bills E
C worrying fact: 3, 6
introduce meters so people know what power they use E
sell food without any packaging P
educate people about energy use E
PART 4  Using topic sentences
Benefits
we use less coal, oil and gas B
Read the explanatory text as a class. Then ask students to
there is less litter in our streets P
read the two paragraphs and choose the best topic sentence
marine animals aren’t hurt or killed by plastic products in
(a, b or c). Let students compare their answers in pairs before
the sea P
checking as a class.
we protect the ozone layer B
we reduce the amount of material in landfill sites that ANSWERS
can’t biodegrade P
it saves people money B 1 a
2 c

16  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 5 Using persuasive phrases to make PERFORM!
your point

Read the explanatory text as a class. Then ask students to Aim

complete the phrases with the words from the box. Point out This is an exam-style task that gets students to apply
the example. Let students compare their answers in pairs what they have learned in the preparation exercises.
before checking as a class. In feedback, review the meaning Ask students to read the task. Then ask them to read the
and use of the phrases in the exercise (see note below). instructions and write an opinion article. You could set this for
homework, as a classroom task in which students work in pairs
ANSWERS
to perform the task with teacher support, or as exam practice
1 saying in which students complete the task individually in exam
2 only conditions. Set a time limit of 45 minutes.
3 doubt
4 disagree MODEL ANSWER
5 worth Should we restrict the use of electricity in our homes? How
6 reason could we do this and how would this help the planet?
7 Clearly Switching on lights and machines is something we
8 short regard as normal in our everyday lives, but do we really
need to use so much electricity? The average UK home
uses around 4,000 kilowatts of energy every year, and
Note on meaning and use in the USA it is around 12,000 kilowatts. Isn’t it time we
We use the following phrases to say that the point we are restricted the use of electricity?
making is not one that anyone can argue with: It goes without For a start, we should introduce measures to make
saying; Without doubt; Clearly … people aware of how much electricity they use. We
Similarly, by saying Few people would disagree / argue that … could, for example, introduce legislation to install a
we are saying that our point is widely held and not in doubt. meter in every home so that people could see how much
These phrases are very persuasive because they say to the electricity they use. This might encourage people to take
reader that they really should agree with them. measures to reduce how much electricity they use. We
could also introduce fines for people who use an above
In short = To sum up / to say things in a brief way average amount of electricity.
The benefits of restricting the use of electricity are
considerable. Not only would we use up less coal, oil and
gas, but we would also save the average consumer a lot
of money. It goes without saying that the benefits for
our planet would also be significant. Cutting our use of
electricity would reduce greenhouse gases and protect
the ozone layer.
In short, few people would disagree that reducing our
consumption of electricity is a priority. It would protect
our natural resources and reduce global warming, and it
would save all of us money.

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  17
8  AN ESSAY: FOR AND AGAINST
Aim PART 2  Writing an introduction
To help students write a for and against essay. Exercises
work on presenting a balanced argument, writing an Read the explanatory text as a class. Then ask students to
introduction, expressing advantages and disadvantages, match the three introductory techniques (a–c) to the example
and writing a conclusion. opening sentences (1–6). Point out the example. Let students
compare their answers in pairs before checking as a class.

ANSWERS
PREPARE!
1 c
2 b
PART 1  Presenting a balanced argument 3 a
4 c
Read the essay titles as a class. Ask students to say whether 5 b
they agree or disagree and why. Encourage students to share 6 a
their ideas with the class.
Ask students to read the notes and decide whether they
relate to essay A, essay B or both. Point out the examples.
PART 3  Expressing advantages
Let students compare their answers in pairs. Then ask them
to think of two For and two Against arguments of their own
Read the explanatory text as a class. Then ask students to read
for essay B and write them on the list. Encourage students to
the paragraph. Ask a comprehension question: What examples
share their ideas with the class.
does the writer provide? (It allows more free time for students to
do other things; They are less likely to get bored, which results
ANSWERS
in better school work; They are less likely to miss school if they
1 both, For have more official days off.)
2 A, For Then ask students to rewrite the paragraph in two different
3 both, For ways using some of the phrases from the box to replace the
4 B, Against underlined words. Point out the example, and explain that
5 both, Against they may need to make other changes. Let students compare
6 B, For their answers in pairs before checking as a class. In feedback,
review some of the changes students had to make to ensure
that their versions were accurate.
POSSIBLE ANSWERS (ADDITIONAL ARGUMENTS)
POSSIBLE ANSWERS
7 students would get more sleep in the morning
8 teachers would find it easier to get to work as they Version 1
wouldn’t need to travel in rush hour A significant advantage of introducing a four-day week
9 a lot of students would waste time in the morning is the fact that it allows students free time to do other
and not use the extra time to do something things. For instance, they might take up a sport or a
productive musical instrument. In addition to this, students are
10 organising school trips would be limited with a less likely to get bored or tired in class. As a result, they
later start produce better schoolwork. Last but not least, a further
advantage is that students will be less likely to miss
school if they have more official days off.
Version 2
One point of view in favour of introducing a four-day
week is the fact that it allows students free time to
do other things, such as taking up a sport or musical
instrument. Furthermore, students are less likely to get
tired and bored in class. Consequently, better schoolwork
is produced. Moreover, another major plus is that
students will be less likely to miss school if they have
more official days off.

18  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
PART 4  Expressing contrasting disadvantages PERFORM!
Read through the explanatory text as a class. Then ask
students to complete the phrases with the words from the Aim
box. Point out the example. Let students compare their This is an exam-style task that gets students to apply
answers in pairs before checking as a class. what they have learned in the preparation exercises.
Ask students to read the instructions and write a for and
ANSWERS
against essay. You could set this for homework, as a classroom
1 other task in which students work in pairs to perform the task
2 spite with teacher support, or as exam practice in which students
3 However complete the task individually in exam conditions. Set a time
4 Even limit of 45 minutes.
5 argued
6 true MODEL ANSWER

Secondary schools should start later in the morning.

Discuss.
Note on in spite of
Some people believe that we should be flexible about
In spite of can be directly replaced with despite. Despite is not
setting school hours to suit our students, while others
followed by of.
think that students should adhere to traditional hours.
In spite of the advantages of a shorter week, I still believe that a
One major advantage of starting the school day later
five-day week is more beneficial for students.
is the fact that it allows students more time to get up
Despite the advantages of a shorter week, I still believe that a
and prepare themselves for the school day. Teenage
five-day week is more beneficial for students.
students generally sleep longer at night than adults. In
fact, teenagers need more sleep than at any other time
PART 5  Writing a conclusion of their lives. As a result, they are often bad-tempered
and unprepared for the school day if they wake up too
Read the explanatory text as a class. Ask students to complete early. Extra hours in bed mean a brighter mind in the
the concluding sentences with the words from the box. Then classroom. What is more, students are more likely to work
ask them to decide whether the sentences are V (the writer’s hard. This results in better schoolwork.
view) or R (something for the reader to think about). Point On the other hand, there are obvious disadvantages
out the example. Let students compare their answers in pairs to changing school hours. While teenagers may prefer
before checking as a class. a late start, younger children and teachers would prefer
to go to school at a traditional time. Furthermore, young
ANSWERS people should get used to getting up early because when
they start work, they will have to start early.
1 conclusion, V
In conclusion, while there are strong arguments on
2 considered, R
both sides, I believe that we should keep the school day
3 way, V
as it is. While changing hours may suit teenagers, it would
4 question, R
be a considerable problem for their parents, teachers and
5 seems, V
younger brothers and sisters.
6 sum, V

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  19
1 ENTERTAINMENT 2 SIGHTSEEING

Prepositions Prepositions
A A
1 between 1 to
2 as 2 between
3 between 3 of
4 of 4 for
5 of 5 of
6 of 6 by
7 in 7 off
8 by 8 to
B
1 from Word families
2 of
3 to B
4 between 1 deprivation
5 on 2 attachment
6 as 3 grandeur
7 with 4 transformation
8 to 5 oversight
6 hideously
Word families 7 affluence

C Collocations
1 uplifted
2 tense C
3 ambiguously 1 c
4 confrontation 2 b
5 restore 3 d
D urge, disguise, slice 4 e
5 a
6 g
Collocations 7 f
D
E
1 made
1 c 2 constitutes
2 e 3 exercise
3 f 4 caught
4 a
5 b E
6 d 1 months
F 2 view
3 lifestyle
1 gripping 4 sites
2 disturbing 5 facilities
3 hilarious
4 willing
5 predictable Phrasal verbs
6 conventional
F
G
1 to
1 ordeal
2 off
2 despair
3 up
3 bankruptcy
4 down
4 obstacles
5 up
5 impression
6 in
6 temptation
7 impression
8 interpretation

20  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
Patterns Patterns
G H
1 to promote 1 to resolve
2 to erect 2 retaining
3 to attach 3 to acquire
4 to join in 4 to resist
5 spinning 5 to replace

3 THINGS YOU NEED 4 SOCIETY

Prepositions Prepositions
A A
1 in 1 of
into
2 2 by
3 from 3 of
4 with 4 on
5 round 5 on
6 in 6 in
7 into
Word families
Word families
B
1 private B
2 acquisition 1 ruling
3 admit 2 donor
4 hazardous 3 cutbacks
5 command/commanded 4 toleration
6 traumatised 5 reflection
C settle, army 6 reversal
C abuse, claim, assault, conduct, boost
Collocations
Collocations
D
1 pose D
2 pin 1 victory
3 make 2 pace
4 spring 3 conflict
5 demand 4 crop
E 5 root
6 step
1 c
2 d E
3 e 1 provoke
4 a 2 declared
5 b 3 conduct
F 4 award
5 launch
1 emotional
2 practical
3 violent F
4 hairline 1 food
5 occupational 2 fashion
3 decide
Phrasal verbs 4 succeed
G
G 1 soft
1 together 2 physical
2 of 3 economic
3 down 4 controversial
4 apart 5 morally
5 up

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  21
Phrasal verbs Phrasal verbs
H H
1 carry out 1 round
2 come across 2 on
3 cut back on 3 out
4 with
5 SPORTS AND INTERESTS 5 up

6 ACCOMMODATION
Prepositions
A Prepositions
1 about
2 of A
3 in 1 about
4 from 2 with
5 in 3 out
6 about 4 on
7 into 5 in
8 for 6 in
9 on B
1 in
Word families 2 from
3 in
B 4 at
1 reluctantly 5 with
2 substitute 6 of
3 self-consciously
4 power Word families
5 flexible
6 disappointing C
7 knit
1 transform
C cheat, sprain, sack, tackle 2 resistance
3 mud
Word-building 4 sarcasm
5 filth
D
Word-building
1 unable
2 incomplete
3 unconscious D
4 uncoordinated 1 integration
2 combination
Collocations 3 frame
4 reservation
E
Collocations
1 d
2 a
3 c E
4 b 1 highlight
F 2 pitch
3 have
1 shape 4 make
2 fixtures 5 return
3 fool
4 coordination F
5 breath 1 daily
G 2 soaked
3 stunning
1 get 4 complete
2 make
3 regain
4 work up
5 relieve

22  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
G F
1 d 1 c
2 c 2 a
3 a 3 e
4 b 4 b
5 e 5 d
H
1 resistant Patterns
2 welcome
3 reservation G
4 pride 1 to contest
2 picking
Phrasal verbs 3 to pull over
4 to freeze
I
1 off 8 CRIME AND PUNISHMENT
2 away
3 over Prepositions
4 up
A
7 NATURE 1 as
2 between
Prepositions 3 about
4 for
A 5 from
6 into / to
1 as 7 in
2 into 8 on
3 on
4 from
5 in Word families
6 of
7 in B
1 burglar
Word families 2 disappeared
3 fraudulent
B 4 relieve
5 acceptable
1 civilisation 6 harsh
2 brave
3 rooted
4 inherited Word-building
5 misunderstand
6 intimidate C
1 raiders
Word-building ranking
2
3 staging
C 4 coverage
5 convictions
2, 3, 4, 6, 8 6 rioters

Collocations Collocations
D D
1 blossomed 1 serious
2 turned 2 starring
3 settled 3 thin
4 left 4 social
5 dare 5 violent
E 6 unsuccessful
1 glorious
2 shattered
3 genuine
4 dense

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  23
E Word-building
1 fraud
2 enquiry E
3 acceptance 1 trainer
4 emphasis 2 researcher
5 peak 3 manager
6 performance 4 beggar
F 5 exploiters
1 c
2 d Collocations
3 a
4 b F
5 e
6 f 1 get
2 hand
3 sum up
Phrasal verbs 4 carry out
5 outline
G 6 make up
1 broke into G
2 turned off 1 training
3 came up 2 rise
4 put forward 3 overview
5 went off 4 touch
6 get hold of 5 row
7 account for 6 spirit

9 CAREERS AND STUDYING Phrasal verbs

Prepositions H
1 up
A 2 on
1 with 3 up
2 of 4 for
3 in 5 up
4 on 6 in
5 of
B 10  SOCIALISING
1 of
2 at Prepositions
3 about
4 with A
5 since
1 with
2 for
Word families 3 by
4 on
C 5 into
1 drained 6 of
2 redundancy 7 on/to
3 stimulation B
4 interference 1 by
5 promotion of
2
6 novel 3 on
D 4 from
1 rewarding 5 of
2 manager 6 for
3 countless
4 delegated
5 interference
6 restlessly

24  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
Word families 11  TRANSPORT AND TRAVEL
C
Prepositions
1 interruptions
2 slap
A
3 failure
4 slap 1 in
5 casual 2 of
6 rivalry 3 for
7 treat 4 to
8 versatility 5 of
6 on
Word-building
Word families
D
B
1 outrageous
sympathetic
2 1 bumps
3 boring 2 dented
4 harmless 3 stiffly
5 affectionate 4 concerning
5 remarkably
6 dreaded
Collocations
E Word-building
1 burst
C
2 publicised
3 polish 1 imposition
4 moan 2 indicator
5 left out 3 leakage
4 maintenance
F
1 c
2 a
Collocations
3 b
4 e D
5 d 1 flat
G 2 cracked
3 endless
1 break 4 fast
2 side 5 different
3 renewal 6 sheer
4 impact
5 side E
6 display 1 leak
7 rally 2 deposit
3 myth
Phrasal verbs 4 fare
5 perspective
6 blister
H
F
1 out
2 on 1 read
3 over 2 uncovered
4 up 3 lodge
5 up 4 developed
6 out 5 fallen
7 up 6 hired

Phrasal verbs
G
1 off
2 out
3 up
4 off
5 out
6 up

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  25
12  HEALTH AND MEDICINE 13  LIFE-CHANGING EVENTS

Prepositions Prepositions
A A
1 from 1 with
over
2 of
2
3 in 3 in
4 with 4 to
5 on 5 with
6 by 6 for
7 in
Word families 8 to
9 from
B
Word families
1 chronically
2 swollen
3 relieve B
4 surgical 1 tension
5 chesty 2 validity
6 disputed 3 approach
C 4 burial
5 blessed
1 healing 6 exhausting
2 removal 7 vanity
3 outsourcing 8 bridal
4 gambler
5 detractors C
6 qualifications 1 affectionate
D arise, detract 2 dignity
3 loyally
4 commuter
Word-building 5 convictions
6 postponement
E
1 negligent Collocations
2 globalised
3 literate D
4 qualified 1 d
5 productive 2 a
3 h
Collocations 4 b
5 c
F 6 f
7 e
1 collapse 8 g
2 manage
3 making E
4 practised 1 threw
5 keep 2 reached
G 3 proposed
4 sat
1 b 5 satisfy
2 c
3 d F
4 a 1 take
5 f 2 break
6 e 3 give
H 4 suffer
5 cover
1 rash 6 drink
2 fumes
3 transplant
4 gesture
5 phenomenon
6 mortality

26  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.
Phrasal verbs Phrasal verbs
G G
1 off 1 out
2 across 2 up
3 to 3 forward
4 out 4 out
5 up 5 out
6 back
15  FOOD
14  BANKS AND MONEY
Prepositions
Prepositions
A
A 1 on
1 into 2 in
2 from 3 in
3 on 4 with
4 to 5 for
5 about 6 of
6 of 7 on
B
Word families 1 from
2 about
B 3 with
1 authorisation 4 for
2 disobedient 5 by
3 claim 6 in
4 desperate
5 reluctant Word families
6 withdraw
C C
1 overdrawn 1 publicity
2 dissuasion 2 unhygienic
3 suspiciously 3 sprinkling
4 authorisation 4 disqualification
5 descent 5 subtlety
6 greedy 6 confession
7 persistently
Collocations D  squeeze, soak, urge, stir

D
Word-building
1 refuse
2 raise E
3 win
4 come 1 disobedient
5 build 2 contaminated
6 take 3 melted
4 prohibited
E 5 appalling
1 budget 6 discarded
2 reluctantly
3 misleading Collocations
4 trial
5 precious
F
F
1 put
1 c 2 pass
2 e 3 denied
3 a 4 issued
4 b
5 d
6 f

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate  27
G Collocations
1 a
c
2 D
3 e 1 moaning
4 b 2 merge/be merged
5 d 3 seized
H 4 ploughed
1 change 5 embarking
2 sample E
3 wild 1 joint
4 stay 2 hectic
3 annual
16  BUSINESS 4 political
5 light
Prepositions F
1 d
A 2 e
3 b
1 of
4 a
2 into
5 c
3 to
4 by
5 on Phrasal verbs
6 over
G
Word families 1 up
2 up
B 3 on
4 up
1 understand
5 even
2 projections
6 off
3 tolerant
4 excel
5 nomads
6 declaration

Word-building
C
1 merger
2 devastation
3 reflection
4 fulfilment
5 observation

28  Outcomes Writing and Vocabulary Booklet  •  Teacher’s Notes  •  Upper Intermediate © 2019 Cengage Learning, Inc.