1 Aiming high

this stage, they should focus on speaking fluently

Content Overview and completing the task, and not worry about
Themes timing for the time being. Also remind students
not to interrupt each other while their partner is
The unit deals with the themes of challenge,
talking. They should listen carefully and think about
ambition and motivation.
their short response once their partner has finished.
Exam-related activities
Exam note
Reading and Use of English Candidates take the Speaking test in pairs (with the
Part 5 Multiple choice last three candidates on the day in a group of three
Part 3 Word formation where there are an odd number of candidates). In
Part 2 of the test, students take turns to speak about
Writing
a set of pictures individually. First, Candidate A speaks
Part 2 Formal letter
for about one minute. The candidate is expected to
Listening go beyond basic description and comparison, and
Part 1 Multiple choice should pay special attention to the details required
by the question. Candidate B then comments
Speaking
briefly (in no more than 30 seconds), prompted by
Part 2 Long turn
a follow-up question, which involves some kind of
Other reaction to what Candidate A has said. Then the
roles are reversed, and Candidate B speaks about
Language focus 1: Modal verbs 1: might, could, may
a different set of pictures. In the exam there are
and can
three pictures in each set. Altogether Part 2 of the
Vocabulary: Collocations
Speaking test takes four minutes.
Word formation: Nouns
Language focus 2: Spelling Useful language
Students complete this exercise individually, then

Speaking Long turn compare answers in pairs before they do the exam
Part 2 Page 6 task. Check the answers together before moving on.
Encourage students to make use of the expressions
as well as the expressions for comparisons and
Lead-in
speculations from the How to go about it box in
Books closed. Brainstorm what types of big
their long turns.
challenges people face in their everyday lives (elicit
ideas like starting a new job or school, moving Answers
house, starting a family, moving to a different town
very happy: delighted, elated, thrilled, overjoyed
or abroad, etc). Ask students to work individually
sad or wanting to cry: tearful, miserable, close to
to make a list of their three biggest challenges they
tears, weepy
have faced so far in their lives. Put students in pairs
nervous or worried: anxious, apprehensive,
and ask them to discuss their three challenges and
tense, on edge
compare their experiences. Ask them to focus on
what made each situation particularly challenging, Students do the exam task in pairs. Walk around
what they did to overcome the challenges and how and monitor their progress. Provide guidance and
they felt before and after. Get some of the pairs to feedback where necessary. After no more than
report back to the class with the most interesting three minutes, remind the first speakers to wrap up
ideas. before reversing the roles to repeat the task.

Books open. Go through the task and the advice Ask one or two volunteering pairs for each pair of
together. Check students understand they are pictures to repeat the task in open class, then elicit
expected to cover three key points in their long feedback from the other students. Put the emphasis
turns. Provide more details about timings (see on the good points in each performance, but also
Exam note opposite), but remind students that at elicit any issues that need to be addressed.

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Reading and Multiple choice

Answers
Use of English Pages 7–9
Part 5 the type of person who would take up such
a challenge: lines 1–6 describe the stereotypical
Lead-in image of a polar explorer; lines 15–18 characterize
Books open. Students cover up the text above the Liautaud
picture. Focus attention on the picture. Elicit ideas their reasons for doing so: lines 30–38 describe
about what students expect the text to be about. Liautaud’s friendship with polar explorer
Accept any reasonable suggestions, and do not Swan; lines 59–60 mention Stoup and lines
give away the answer at this stage. Point out that 74–76 mention Liautaud’s determination to raise
predicting content from illustrations or headings awareness about melting ice caps
is an important step in tuning into the context, the preparation required: lines 62–64 and
which later helps students complete the reading 89–90 mention that Liautaud had to raise the
comprehension task. cost for his two attempts; line 52 briefly mentions
Liautaud’s physical preparations in the gym
1 Students read the instructions to check their
the conditions or difficulties they experience
predictions from the lead-in, then work in pairs to
in the Arctic and the Antarctic: lines 65–87
discuss the four points. Allow about two minutes
describe in detail the conditions that thwarted
for this. Elicit some ideas from around the class,
Liautaud’s first attempt to reach the Pole; lines
and invite others to comment, agree or disagree.
92–93 briefly mention the conditions of his
2 Go through the task and advice together. Before second, successful attempt; lines 157–162 provide
studying the advice, ask students to look ahead further details about what difficulties polar
at pages 8–9 to see what the typical layout is for explorers might face
the Part 5 Reading test. The How to go about it
In the second point, students work in pairs to work
box details the process of completing a multiple-
out the meaning of the five words in bold from the
choice task step by step. As this is the first time
text. Elicit ideas from a number of pairs, and invite
students encounter the task type in this course, it
comments from the rest of the class.
is advisable to complete each step one by one, with
the teacher directing the process. Treat each of Answers
the five points as a separate exercise that students
etched: if a feeling is etched on someone’s face,
complete according to the instructions in italics,
their expression shows clearly what they are
then check together in whole class, before moving
feeling
on to the next exercise. For training purposes, this
impeccable: perfect in every way
activity is done here in pairs, even though the exam
escalated: became more serious
involves individual work.
perplexed: confused because you cannot
In the first point, students skim read the text to understand something
get a general sense of its content, and look for farce: a situation or event that is silly because it
information about the discussion points in is very badly organized, unsuccessful or unfair; a
exercise 1. silly or unlikely situation

In the third point, students mark the relevant

passages for each of the six questions in the margin.
Elicit answers from some students, and invite
comments from the rest of the class. Note that each
of the six paragraphs of the text corresponds to one
of the questions, and that this is often the case in
the exam, as well.

In the fourth point, students study the marked

passages for each question carefully and first

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 Unit 1

eliminate those options that are obviously wrong, Alternative approach

then choose the best answers and underline the In smaller classes, these questions could also
information that helped them decide. They complete provide the framework for a discussion in a whole-
this step individually, as they would in the exam. class setting. Get two or three volunteering students
to share their views first, then invite comments
Answers from the rest of the class. Resist the temptation to
1 A … happens to have … that quiet sense of self- join in or take over the discussion, simply steer the
confidence … (lines 16–18) discussion amongst your students with prompts or
2 C Friends and family, to whom he’d so far brief suggestions.
shown he had no particular interest in outdoor
pursuits, … were perplexed … (lines 38–43) Language focus 1: Modal verbs 1:
3 A A trip which had intended to raise awareness might, could, may and can Page 10
of melting ice caps had been obstructed. By
melting ice caps. (lines 74–77) 1 Students complete the matching task. They may
4 C … we arrived at the moment when a need help with the meaning of concession. Use an
helicopter landed to drop off a group of example to illustrate its meaning: I accept that X,
tourists … Ignoring the onlookers, he promptly but/although … .
‘checked in’ to the North Pole … (pages 95–108)
5 D His view is that it’s his generation … that
Answers
must push hardest … They are the ones with the 1 annoyance
most at stake. (lines 118–125) 2 past possibility which did not happen
6 B … an exhausting life, fraught with hostility. 3 past possibility
But Liautaud seems to relish the fight. (lines 4 future possibility
154–157) 5 present possibility
6 lack of enthusiasm – ‘might/may as well’ is a
For the fifth point, students discuss their choices
fixed phrase
in pairs, using the quotes to justify their answers.
7 concession
They also spend up to six minutes to look at the
distractors (incorrect options) and try and explain Make sure students read the advice about could
how and why they are wrong. Encourage students and may.
to focus more on the options that were difficult to
2 Students complete the statements, then compare
eliminate, and think about why that was the case.
ideas in pairs. Elicit a number of ideas for each
Elicit the underlined quotes as you check answers
sentence beginning, and invite feedback from
for the multiple choice with the whole class at
the class.
the end.

Exam note Answers

In Part 5 of the Reading and Use of English test, Possible endings:
candidates are provided a text of 650–750 words 1 phoned to say he’d be late.
and a set of six multiple-choice questions with 2 go home and watch a DVD instead.
four options. The focus is on key details as well 3 tripped and fallen over.
as any attitudes or opinions expressed, or on text 4 left in on the bus.
organization devices. The final question may focus 5 she has no idea what a modal verb is.
on the text as a whole, such as the author’s purpose, 6 never happen!
or the main idea expressed.

Reacting to the text

3 Students complete the matching task for the
various uses of can or can’t.
Students discuss the questions in pairs. Allow up
to four minutes for their discussions, and in open
class elicit some of the most interesting ideas that
have come up.

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Answers Answers
1 theoretical possibility a faint suggests there is only a very small chance
2 criticism it might happen; the other adjectives express a
3 request more definite possibility
4 inability b a fair expresses a reasonable degree of
5 deduction possibility; the other adjectives express the
6 prohibition opposite
c good chance is incorrect because chance is
4 Students work in pairs to brainstorm ideas for countable and singular, so it should be used
possible contexts. Remind them to use modal verbs with an article: a good chance; the other
for speculation. Elicit some of the more interesting options are determiners which can precede
suggestions in open class, and invite comments. singular countable nouns
d predictably is not possible in this position in
Answers this sentence, as it is not an adverb of manner,
Students’ own suggestions. Possible answers: modifying a verb of action. It could be used,
2 This could be a girl telling off her younger however, to modify an adjective: She was
brother for playing an inappropriate joke predictably upset when she found out. It is also
on her. often used as a disjunct expressing attitude
3 This might be a woman looking for her keys in (‘as is to be expected’), referring to a complete
her handbag and handing over her shopping statement, for example: Predictably, the sun
for her husband to hold. came out just as we arrived home from the
4 This could be a young boy telling his sister he beach.
can’t reach the top of the bookshelf to take the e highly likely means ‘very probable’
book he wanted. f hardly likely means ‘not very probable’
5 This might be somebody reading the list of
ingredients on a chocolate bar wrapper. 2 Allow up to three or four minutes for students to
6 This could be a parent telling their teenage complete the statements in writing. Elicit ideas, and
child they cannot stay out after midnight. invite comments on each statement elicited. Allow
a discussion to develop if anyone wants to add to or
Refer students to page 215 for further information
disagree with comments made.
about modal verbs in the Grammar reference.

Additional activity
Answers
Students work in pairs to choose a sentence from Possible answers:
exercises 1 or 2, then use it to write a mini-dialogue 1 passing the Advanced exam
of three exchanges which ends on the sentence 2 passing the exam … revise more.
they have chosen. Then they read it out to another 3 more and more of our social life … be
pair of students, stopping before the final line, and conducted online.
getting the listeners to guess which sentence it 4 we … have to sell our house next year.
might be. 5 any one of us … get the promotion when the
manager retires.
Extension

1 Make the point that there are other ways of

Vocabulary: Collocations Page 11
expressing the same functions that modal verbs
have. Elicit students’ ideas for each statement,
1 Students complete the collocations, and compare
asking them to give reasons, and invite comments
answers in pairs.
from the class.

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Additional activity
Answers Write the following adjectives and nouns from the
a success (Note: an overnight success is one that reading comprehension text on page 8 on the board
is sudden and unexpected.) in two columns. Jumble them up in a different
b ambition order (Note: they are listed in matching order
c motivation below.). Alternatively, prepare them before class on
d failure a worksheet as a matching exercise. Ask students to
e challenge match each adjective with the correct noun, check
answers, then ask them to write or say eight sentences
2 Students use their own ideas to write new with each collocation to illustrate their meaning.
statements with the five collocations. Allow up Adjectives: ambitious, difficult, complete, prominent,
to six minutes for them to do so, or set the task high-profile, deceptive, impeccable, formative
as homework. Nouns: plan, conditions, coincidence, sceptic, trips,
appearances, manners, years
3 Students work in pairs to compare their ideas.
Elicit some of the more interesting suggestions in Multiple choice
open class.
Listening
Part 1 Page 12
4 Students match the verbs with the nouns from
exercise 1. Check answers. Lead-in
Books open. Ask students to cover up the left-hand
Answers
side of page 12, and look only at the three pictures.
fulfil/realize an ambition Elicit their ideas about what they think the themes
achieve/enjoy success might be. Accept any reasonable suggestions. Before
take up/rise to a challenge moving on to exercise 1, focus briefly again on just
end in/result in failure the first picture to elicit award, prize or trophy.
improve/lack motivation
1 Books closed. Ask the questions in open class.
Additional activity If students are stuck for ideas, elicit what kind of
Students use the verb-noun collocations from achievements people usually receive awards for?
exercise 4 to write five sentences about themselves, 2 Books open. Go through the task and the exam
then share these with a partner. information together. Check that all the details of
5 Students match the adjectives with the nouns the task are clear to students. Ask them to close
from exercise 1. Check answers. their books or cover the page, then ask checking
questions: How many extracts? (3) How many
Answers questions for each extract? (2) How many questions
altogether? (6) How many times can they hear the
a challenge
extracts? (2).
b ambition
c failure Exam note
d success The Listening test consists of four parts. In Part 1 of
e motivation the Listening test, each extract is about one minute
long. Before each extract is played for the first time,
6 Allow students two minutes to memorize candidates are allowed 15 seconds to study the two
the collocations. Books closed, they write a list corresponding questions. Each extract is played
individually, then compare results in pairs. There twice in succession before moving on to the next
are at least 35 possible collocations in this section extract. Candidates must write their answers on the
to list. Who has got the most in their list? question paper while they listen. At the end, they
have five minutes to check and transfer all their
You could reuse the same activity at the beginning
answers for the four parts of the Listening test to
of the next class or at the end of the unit as
the separate answer sheet.
revision.

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Play the recording, pausing after you played each

and it backfired. That’s all I’ve got to say on that game,
extract twice to allow students to think about and but I have to say that I do have a problem with the way
choose their answers. Get them to compare their that a couple of the players only seem interested in
offering their skills to the highest bidder. They’ve got no
answers in pairs, and discuss any differences in
regard for the fans, apparently.
opinion, then play the whole recording for a third
YM: That’s what it looks like, certainly on the outside.
time to settle their disagreements. Check answers It’s a shame because those guys have inspired a
with the whole class. generation. You have to wonder whether the newspapers
are doing what they usually do and stirring up a bit
Answers of controversy – but if it’s true the players are quitting
and going overseas just for the big dollars, that’s very
1 A  2 B  3 A  4 B  5 C  6 B disappointing.
Extract Three
Elicit students’ experiences of the exam task: Is
W = Woman M = Man
there any aspect of the task they found difficult?
W: 40-hour Famine is about students not eating food for
Why? Discuss their ideas about how they might be
40 hours. The idea is to promote a bit more awareness
able to overcome their difficulties next time. of what it’s like for people who are starving through no
fault of their own – say through crop failure or drought.
Students can find the listening script on page Many students are too young to volunteer to go overseas
225 of the Coursebook, in case they want to and help out directly and they haven’t got the cash
look up the passages they found difficult as they to make monthly donations, but taking part in this is
something they can do. And, of course, the sponsorship
listened. Encourage them also to record any useful
they get goes to excellent charities. This is my first year,
expressions from the texts. but it’s Tom’s second, isn’t it, Tom?
M: Yeah.
Remind them that although in the book the three
W: How did you do last year?
extracts are all related to the main theme of
M: I only made it to 35, actually. I felt really dizzy and
Unit 1, in the exam they will hear three extracts on
had to give up. But no one made me feel like I’d let
completely unrelated subjects. them down; they were just concerned. I thought ‘Oh,
well, I’ll make sure I manage it next time.’ And look …
Listening script 1.1–1.3
in another four hours I will have reached that goal.
Extract One
M = Man   W = Woman
M: You know, when we heard we’d been nominated for 3 Use the questions in the book to lead a whole-
an award – and we knew who the other nominees were class discussion of the themes from the extracts.
– well, just for a brief moment, I guess we got a kick out
of it. I mean, the other bands are guys we really respect, Alternative approach
but we’ve always used our music to attack capitalism.
Instead of a whole-class setting, put students in
It would be incredibly hypocritical to go to a ceremony
sponsored by the corporate world. groups of four to six to discuss the questions, then
W: Yeah, and we knew who had voted for us. We’ve been get each group to report back with their stories and
together for four years, and the people who liked our experiences before you wrap up in open class.
music from the start, the ones who’ve been coming to
the gigs, they know what our principles are. And they
wouldn’t go in for that kind of thing. But you know, you
Word formation: Nouns Page 13
get your first number one single and the mainstream
music listeners think you’re a new band and they go 1 Students use the verbs to form the nouns, which
out and vote for you. For a moment in time your song’s
all appear previously in the unit.
getting the biggest number of hits – and then the public
move on.
Answers
Extract Two
OM = Older man   YM = Younger man achieve-ment motivat-ion fail-ure
OM: Well – obviously – I was gutted that the home
team didn’t come out on top, but it wasn’t altogether 2 Explain that this exercise is useful preparation
a surprise. Three of the players were making their
building towards the Reading and Use of English
debut, and you can tell they were a bit overawed by
the occasion, and it impacted on the overall team test Part 3, as the format is quite similar. However,
performance. You can’t put the blame on the coach – the instructions here are more detailed and provide
giving the novices a chance was a management decision, more support, and all the words are grammatically

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 Unit 1

related (all involve changing words into nouns)

Answers
– which is not the case in the exam task. Check that
students understand that the word formation may 1 mixture (verb: mix), pressure (verb: press/
involve up to three different changes for each noun. pressure)
As they use each ending, students should cross 5 advocacy (verb: advocate), agency (noun:
out the endings they have already used. Students agent)
complete the task individually, then compare 7 reality (adjective: real), hostility (adjective:
answers in pairs. Then check answers with the hostile)
whole class. You may want to check spelling by 8 friendship (noun: friend)
asking students to write their answers on the 10 (self-)confidence (adjective: self-confident),
board and inviting comments or corrections from correspondence (verb: correspond), coincidence
the class. (verb: coincide), existence (verb: exist)
11 awareness (adjective: aware)
Answers 12 collection (verb: collect), legislation (verb:
1 refreshments 2 disapproval legislate), location (verb: locate)
3 eagerness 4 procedures Also: champagners, emissions (verb: emit),
5 insignificance 6 simplicity explorer (verb: explore), leaders (verb: lead),
7 secrecy 8 membership pursuits (verb: pursue), tourists (noun/verb: tour)
9 breakage(s) 10 likelihood – types not listed in the chart
11 independence 12 anxiety The following words have typical noun endings
but are not directly derived from other words:
Point out that the expressions in bold are all useful expedition, accomplice, condition, ration,
collocations and fixed phrases, and encourage generation, opinion, portion, station.
students to record them in their notebooks.

3 This exercise could be done as a race. Which Additional activity

student can find the common suffix and complete Put students in groups of three. Student A gives
all the words most quickly? Check answers together. any root word from the chart (or those identified
You may want to check spelling by asking students in exercise 4), Student B provides the noun formed
to write their answers on the board and inviting from it, then Student C makes up a short sentence
comments or corrections from the class. to illustrate its meaning. They change roles around
the circle and then continue. For example: A hostile,
Answers B hostility, C The supporters of the visiting football
1 pleasure, exposure, closure team were greeted without any hostility towards
2 appearance, annoyance, reliance them.
3 storage, shortage, package
4 rehearsal, renewal, proposal Language focus 2: Spelling Page 14
5 efficiency, intimacy, vacancy
6 enjoyment, requirement, commitment 1 Students study the two extracts and read the
7 prosperity, originality, familiarity question. Elicit their ideas.
8 leadership, companionship, partnership
Answers
9 neighbourhood, fatherhood, adulthood
10 absence, persistence, evidence Verbs ending in consonant + vowel + consonant
11 selfishness, tiredness, carelessness double the final consonant if a) the final syllable
12 explanation, interpretation, application is stressed or b) there is only one syllable. Note
the difference in the position of the stress between
4 Students look back at the reading text on page 8 adˈmit, reˈfer and beˈgin on the one hand, and ˈopen
to find further examples of noun formation, then on the other. Drum ends in consonant + vowel +
add these to the relevant row of the chart in consonant, so the doubling rule applies, but claim
exercise 3. Check answers. Elicit what adjectives, ends in consonant + two vowels + consonant, so
verbs or nouns they have been derived from. the rule does not apply.

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 Unit 1

2 Students apply the rule they have just deduced Writing Formal letter
to the ten verbs in the box. Some of the verbs need Part 2 Pages 14 and 15
further spelling changes.
Study the information about the exam together.
Answers Stress the importance of completing the task
fulfilling, limiting, setting, upsetting, targeting, according to the instructions. Each question will
forbidding, writing, waiting, travelling, panicking include a number of key content points, and they
Targetting is also possible, similarly to focusing/ must all appear in a successful candidate’s answer.
focussing or benefiting/benefitting. Marks are deducted for missing out any content
In American English, the final consonant is not elements – even when the overall quality of writing
doubled in traveling and similar verbs. is excellent.

Students study the task on page 14. Elicit the

3 Students look through the lists, find the
number of content elements required (three) and
incorrect items and correct them. Check answers.
what these are. Elicit the target audience (manager

Answers of an organization), the purpose of writing

(fundraising) and the type of text required (letter),
1 pleasent – pleasant
as well as what register is suggested by the context
Note the differences between the noun
(formal, rather than informal or semi-formal). You
appearance (see example 0) and the adjective
may want to teach students to ask themselves four
apparent.
simple questions before setting out to complete any
2 neccessary – necessary
writing task: Who? Why? What? How?
3 publically – publicly
4 definate – definite 1 Students read the model answer and check
5 irresponsable – irresponsible whether it adequately addresses the above four
6 leafs – leaves questions. They then check the letter to answer
Other examples with this spelling change are the questions. Ask students to give reasons for
calf – calves; half – halves; life – lives; loaf – their opinions.
loaves; self – selves; shelf – shelves; wife – wives.
7 preceeding – preceding (from the verb precede)
Answers
Note the spelling difference between exceed/ The answer addresses all aspects of the task and
succeed/proceed and precede/recede/concede. would have a positive effect on the manager
8 bussiness – business reading it.
9 dissappointed – disappointed
Remind students that although this is a good model
disappear is also commonly misspelt by students.
answer, there may be other model answers in the
10 recieve – receive
Coursebook where the focus will be on identifying
Seize and weird are correct, exposing the often
problems in them, so they should remember to read
quoted spelling ‘rule’ of ‘i before e, except
the model answers critically.
after c’. This only seems to be true (and worth
learning) for words such as believe, relieve, 2 Point out that in a well-written formal letter
achieve and conceive, receive, deceive. each paragraph focuses on one key idea or one set
11 influencial – influential of connected ideas. Students read the model answer
12 factery – factory again to answer the first question. Check answers
before they scan the text and underline linkers.
4 Students work in pairs to follow the instructions
and dictate words from pages 204 and 207
respectively to test each other. Make sure they
cannot see each other’s lists as they write, and that
they do not look at each other’s lists before they
have completed writing it out.

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Answers Answers
Paragraph 1: Reason for writing – description of we need assistance

the project, need for money and reason to help finance our project

Paragraph 2: Description of the fundraising event help us by paying for the hire

– expected outcomes our key sponsor

Paragraph 3: How the organization’s sponsorship If sponsorship … were possible

money will be used – benefit to the organization

Paragraph 4: Closing comments – suggestions for 5 Remind students to read the How to go about it
meeting and further discussion box, and ask any questions they might have before
Linkers: As you may know, also, Unfortunately, starting to write their letters.
therefore, Naturally Sample answer

3 Students read the advice and discuss the Dear Sir/Madam,

questions in pairs or small groups before you elicit I am writing to ask if you are interested in acting like
their ideas in open class. a sponsor for a children’s sports club.

The club was set out a year ago by local voluntaries

Answers
and our goal is to encourage kids from different
Possible answers: social enviroments to make sports. We’ve seen the
the way the writer describes the community advantages on the children’s health from doing
centre and the event: The writer suggests that regular exercise and we also believe that team spirit
the community centre benefits many local people, in youngers will help to them in other aspects of
including adults, teenagers and children, and their life.
fulfils a range of purposes. This would be more
likely to attract a potential sponsor’s attention. Until now we have been using the playing fields at
The writer also provides a good amount of detail Wentworth College. However, some club members
about the event to show that it will be well have problems getting to the college, so we would
organized and interesting, which should also like to rent a field and changing rooms closer to the
encourage a sponsor to contribute. centre of town. Consequently we need obtain a quite
the point at which the writer asks for money: large amount of money, so we are planning an event
The writer delays asking for any money until to earn money.
the third paragraph, using the first and second We will charge a small entrance ticket and there will
paragraphs to convince the potential sponsor that be various activities which people will have to pay for.
the community centre is a worthwhile cause We would like to have a lottery for a pair of football
to support. boots, have an arching and a long jump competition.
the verbs and tenses used by the writer in the We also have baby photos of famous sports
third and fourth paragraphs: The writer uses personalities which aspirants have to guess. There
modal verbs would and might and the second will be stalls selling second hand sports equipment
conditional because of the tentative nature of the and a healthy selection of food and drinks will also
request. This means to suggest that everything is be served.
dependent on the manager’s agreement.
We would be extremely grateful if you could provide
4 Students first read the advice. Explain that in us t-shirts with the club logo on and some prizes
order to be polite in a formal context, the writer for the competitions as different items of sports
needs to be fairly indirect when making a request equipment.
for help. This, in part, can be achieved through I look forward to your reply.
circumscription: avoiding mentioning money
directly. Students identify the expressions for this in Yours faithfully,
the model answer. Katerina
247 words

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 Unit 1

Examiner’s comments structures and vocabulary). Each criterion

Content: The writer addresses all three points will be given a mark out of 5. Writing to the
successfully. Good realization of task. required extent (220–260 words) is also part of
the assessment.
Communicative achievement: Register is
consistently formal and polite. The target reader It is essential to recognize the importance of task
would be well informed and would consider completion! Irrelevant answers, no matter how well
sponsoring the club. written, will be penalized.

Organization: The introductory paragraph Review 1 Pages 16–17

introduces the purpose of the letter well and
subsequent paragraphs are well organized.
Modal verbs
Language: There are some grammatical errors
– acting like, misuse of bare infinitive – need
Answers
obtain, omission of preposition – provide us
t-shirts. However, the writer shows a good control 1 can, have
of tenses – have been using, we are planning, will 2 may/might
also be served. Word choice is sometimes incorrect 3 to, well
– set out, aspirants, and there are errors with word 4 unlikely/improbable, may/might/could
formation – voluntaries, youngers, arching, as well 5 at, no
as some spelling mistakes – enviroments. However, 6 in, to
the writer has used a range of vocabulary related to
the theme – sponsor, goal, playing fields, changing
Spelling
rooms, long jump, club logo.

Mark*: Good pass Answers

*Note on marking 1 important 2 generally
Each of the four categories is awarded a mark out 3 objective 4 identifies
of 5. These marks are then added up to give a total 5 successful 6 themselves
score out of 20. 7 of 8 to
9 confident 10 factors
For the purposes of this course, the sample answers
11 were 12 interest
have been graded according to the following scale:
13 their 14 improvement
borderline, pass, good pass and very good pass.
15 perceive
Exam note
There will be two parts in the Writing paper of
Reading and Word formation
the Advanced exam, weighted equally. Candidates
will be allowed 90 minutes for completing both Use of English Page 17
Part 3
tasks. In Part 2 of the exam, they will have to write
one of the following text types: an email or letter, Before students complete the Word formation task,
a proposal, a report or a review. The context will ask them to read the whole text ignoring the gaps
define what sub-type (e.g. formal or informal) to get a general idea. Elicit a summary from the
is necessary. students in a single sentence. Remind them about
a similar task they completed on page 13, which
To assess candidates’ performance in Writing,
only involved changing other words into nouns. Ask
examiners will look for four criteria: content
them to look through the text again and work in
(coverage of all key points from the task),
pairs to discuss and decide what part of speech may
communicative achievement (applying the
be needed for each gap. Tell them to look for clues
conventions of the required text type), organization
both before and after the gap: parts of collocations,
(linking of ideas) and language (how well
what part of speech the surrounding words belong
candidates demonstrate their knowledge of
to, etc.

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 Unit 1

Point out that a word formation exercise might Word combinations

involve making multiple changes to the word. As
this is the first time students will do this type of
Answers
exam task, you may want them to brainstorm all
possible derivations of the eight words given on the 1 strong

right before they choose one of these derived words 2 slightest

to fill the gaps. 3 every

4 stand

Students work individually to complete the gaps, 5 tears

then compare answers in pairs. Encourage them 6 delighted

to read through the whole text for general sense 7 enjoyed (Note: was or became are wrong

to make sure they have not missed any important because they would be followed by an
details. The words formed must fit the text both overnight success, with an article.)
logically and grammatically. 8 rose

Then check answers with the whole class. 9 lifelong

10 light

Discuss the students’ experience. Was there any
aspect of this task that caused them difficulty? What
advice would they give one another to help them DVD resource: Unit 1

 
overcome the difficulties?

Answers
1 EXPECTATIONS

2 PAYMENT(S)

3 PERFORMANCE(S)

4 RECOGNITION

5 ABILITY

6 DIFFICULTIES

7 FAILURE

8 JUDGEMENT/JUDGMENT

Exam note
In Part 3 of the Reading and Use of English test,
candidates will be provided a text of 150–170 words
in length, with eight questions. In the exam, they
are asked to write their answers in capital letters.
The changes required in word formation may
involve adding prefixes and/or suffixes, but also
internal spelling changes, adding plural endings,
etc.

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