1 is (The present simple is fits here, because the verb
reminds tell us that this is a present tense sentence,
introduced with whatever for emphasis and with a
third-person subject it.)
2 has (The answer is has because the word just tells us
that this is a present perfect sentence which requires
an auxiliary.)
3 whom (whom refers to the object: the group of
volunteers)
4 how (how collocates with just for emphasis to show
the extent of what the scans reveal)
5 makes (make sense is a phrase meaning that
something is understandable. Here the verb is in the
third-person form as the subject is it.)
6 without (The preposition without is used to refer to
the gone-off food. It is without rather than with, as
early humans might have poisoned themselves if they
hadn’t remembered the smells of dangerous food.)
7 no (The phrase at no time with the auxiliary do/does
for emphasis.)
8 Whenever (The sentence begins with the relative
pronoun when as the writer is referring to a particular
instance.)
USE OF ENGLISH 2
To start
Write the phrase Digital detox on the board. Elicit what this
phrase means (it means voluntarily coming off the internet
for a period of time). Organise the class into two teams. Ask
one half of the class to write down reasons for why this might
be a good thing to do. The other half of the class needs to
think of reasons for why this is not a good idea. Organise a
debate: each student (or student pair if you have a large class)
should make one point for or against the statement: People
should have regular digital detoxes. At the end, conduct a
vote to see if students agree or disagree with the statement.
The team which has convinced most students wins.
1 Focus students’ attention on the sign. Ask students the
questions and ask them: Have you ever seen a sign like
this? If so, where was it? Would you be put off going into a
café if you saw a sign like this outside? Do you think people
use their mobile phones too much?
Possible answers
1 Seeing a sign like this would make me want to go into the
café. I’m fed up of going to cafés where no one looks at or
communicates with each other.
Seeing a sign like this would put me off going into that
café. If I’m alone, then I’ll want to be on my phone. I’m not
really interested in talking to strangers.
2 I use my phone a lot, sure, but I don’t think I live my life
through it. It’s switched off all day at school, and I’m very
sporty, so it’s usually in my locker when I’m swimming or
playing football. That doesn’t leave me much time for it
really!
alternative: mixed ability
Allow weaker students to refer to the advice in the
explore language box while they complete Ex 5. Stronger
students should attempt the task with the box covered.
6 Ask students to complete the sentences in their own
words. After they have done this, they should compare
with a partner. Check answers around the class.
SB p28
2
Speak up
2.10 Give students a moment to read sentences A–D.
Then play the recording. Allow students to check their
answers with a partner before conducting class feedback.
7 Read the rubric together. Divide the class into two halves.
Speaker 1 – C Speaker 2 – D Speaker 3 – B Speaker 4 – A
One half should think of reasons for; the other against.
Then bring the class together to have a class discussion
on the topic. Write any new language on the board for
students to record in their notebooks.
To finish
Write the following sentences on the board. Ask students to
complete the sentences orally in pairs, so that they are true
for them. Then collect sentences around the class:
Wherever I travel, I always …
Whenever I learn a new word in English, I …
Whatever anybody says, I’m going to …
3 Ask students to look at the highlighted words. Elicit which
part of speech these words are. Challenge students to see
how many other words they can think of which belong to
the same word families in a two-minute time limit. When
the time is up, write students’ answers on the board.
They are all nouns.
A combine – combined, combination, combining
B annoy – annoyance, annoying, annoyed
C approve – approval, approving, approved, disapprove,
disapproval, disapproved, disapproving
D press – pressure, pressed, pressing
Direct students to the exercises on noun suffixes in the
Workbook. Ask for these to be completed in preparation for
the next lesson.
explore language
Presentation tool:
Unit 2, Use of English 1
4 Focus students’ attention on the explore language box.
Workbook / Online Practice:
WB p19
Photocopiable activity:
2B
Grammar reference:
SB p144
Audioscript:
SB p180
Extra Practice App
SB p160
Ask a student to read the words in the box aloud. Elicit
the correct stress pattern for each word and drill if
necessary. Ask students to complete the language box
with the words, depending on their noun suffix. Allow
students to work with a partner, monitoring them and
offering support where necessary.
-al – denial, refusal
-ance – brilliance, dominance
-ure – departure, disclosure
-tion – declaration, distraction
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2 Perceptions
USE OF ENGLISH 2 (Continued)
exam task: word formation
Word formation tasks in the Cambridge exam test a
variety of word forms, whereas here the majority of items
tested are nouns, which is the focus of the lesson.
5
Ask students if they have ever used a mobile
phone to record a concert or a live event. Focus
students’ attention on the text and ask them to read
it quickly. Elicit the writer’s opinion about taking
phones to record live events (s/he understands the
temptation, but thinks that recording live events
takes away from our enjoyment of the moment). Ask
students to complete the text with the correct form
of the words at the end of the lines. Check answers
around the class. Ask students if they agree with the
writer’s point of view.
1 annoyance (A noun form follows the definite article
and the suffix -ance is used.)
2 pointless (We need the adjective form of the word
with the suffix -less to show that there is no point in
the action of going to see action live, as she spent the
whole time on her phone.)
3 temptation (A noun form follows the definite article
and the suffix -ation is used.)
4 pressure (A noun form follows the definite article and
the suffix -ure is used.)
5 disapproval (We need the noun form of the word as
it is proceeded by an adjective (instant), along with
the negative prefix dis- to connect with the angry
members of the audience.)
6 intrusion (A noun form follows the definite article and
the suffix -ion is used.)
7 distraction (A noun form follows the indefinite article
and the adjective huge.)
8 unfastened (This sentence is in the passive voice,
which is why the past simple form of the verb is used.)
Speak up
game on
Organise the class into two teams. Give students three
minutes to complete the challenge. When the time is up,
conduct class feedback. If appropriate, you could award a
small prize to the winning team.
extra
Challenge students to do a digital detox for one night
only. Get them to report on what they did and how they
felt about the experience in the next lesson.
Fun footer
Ask students to read the footer at the bottom of the page and
find out if they are surprised by this information. Get them
to speculate on why mobile phones contain so many germs
(e.g. people sneeze and cough on them, have them near their
mouths, some people take their phones into the toilet with
them, people don’t always wash their hands before using their
phones, people rarely clean their phones …).
To finish
Ask students to close their books and get them to stand
up. Throw a large ball or soft object around the class. As
you throw it to a student, say a verb from the lesson. The
student needs to supply the noun with the correct ending.
This student should then think of another verb and throw
the ball to another student. If a student does not supply the
correct ending they are out of the game and should sit down.
Continue, picking up speed, until all but one of the students
are eliminated and you have a winner.
Presentation tool:
Unit 2, Use of English 2
Workbook / Online Practice:
WB p20
Extend vocabulary:
SB p160
Photocopiable activity:
2C
Audioscript:
SB p180
Extra Practice App
6 Ask a student to read the question. Organise students
into pairs to discuss their ideas. Then ask students to
compare their opinions with another pair. Finally, conduct
class feedback with a whole class discussion. Write any
new language on the board for students to note down.
Possible answers
Yes, I think people spend far too much time on their phones
and it means that they miss out on so many experiences. At
school, for example, people go straight onto their phones at
any opportunity. It means that people miss out on talking to
each other. It’s the same on trains and at bus stops. Before
mobile phones became so popular, complete strangers
would have chatted to each other. Now everyone is just
locked into their own world – you miss out socially and you
also miss out on seeing the beauty of the world around you.
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SPEAKING
SB p29
3 Ask students to work with another partner. Tell them to
take turns to answer questions 1, 3 and 4 and to think
about what the pictures have in common. Conduct class
feedback.
To start
Ask students to visualise waking up in the morning to find that
there has been a global internet virus and that no one has a
working mobile phone anymore. Put students into small groups
and ask them to work through a typical day. Without a mobile
phone, how would their routine differ? What tasks might be
different? What tasks or activities would be impossible? What
would they do instead? What might be better? Ask students to
consider before mobile phones were invented. What did people
do if they were running late and wanted to let their friends
know? Would they like to live in a time before mobile phones?
Why/Why not? Allow students five minutes, then conduct
feedback and write any resulting language on the board.
The photos all show people using their mobile phones and
not being in the moment.
4
She describes photos A and B.
5
Power up
1 Nominate a student to read the questions aloud to the
rest of the class. Organise students into pairs to discuss
the questions. Open this up into a class discussion.
Ask some additional questions.
Possible answers
1 I was without my phone for a whole week last month, as
the screen cracked and I had to send it in to get repaired.
At first, it was a complete nightmare! I felt that that I
didn’t know what was happening in the world and I was
worried that I would miss out socially too. But by the end
of the week it really wasn’t so bad. I didn’t actually miss
out on any parties, as my friends kept me informed about
what was happening. I also read a whole book that week!
2 If I put away my mobile phone I’d probably be much more
aware of other people, little things that were happening
around me: the colour of the sky, the flight of birds …
I don’t want to admit this, but I’d probably enjoy life a
lot more.
2 Focus students’ attention on photo A and read the
question with the class. Ask students to work with a
partner to discuss the questions. Monitor as they do this,
offering support where necessary. Conduct class feedback.
2.12 Play the recording once and ask students to tell
you the two photos he is comparing. Make sure that the
students can give you reasons for their choices. Play the
recording again, and ask students to answer the two
questions. Allow them to compare their answers with a
partner before checking answers orally.
He describes photos A and C.
He correctly highlights the topic that links the two photos.
He explains why he thinks that they are both distracted. He
feels that the action in photo C is the most damaging, but in
general that both sets of people should be more like the old
lady enjoying events.
extra: whole class
1 Do you think that your school or college’s mobile phone
policy is sensible? Why/Why not? Is it different from
rules in other schools or colleges you know of? Do your
parents have rules about mobile phone use? Do you ever
try to limit the time you spend on your mobile phone? If
so, why?
2 Did you feel you missed out on things? What words
would you use to describe your feelings? Was it a
negative or positive experience for you?
3 How would it change your experiences of: holidays,
time with your family, a boring day at home, concerts,
discos, award ceremonies, your feelings about your own
appearance/clothes, etc.?
2.11 Tell students that they are going to listen to a
student comparing two of the photos. Read the rubric.
Play the recording once and ask students to decide which
of the two photos she is describing. Make sure that the
students can give you reasons for their choices.
exam tip
6
2.13 Focus students’ attention on the exam tip. Elicit
some more words for speculating.
1 suppose, probably
2 looks as if, seems
3 could be
4 I guess, either, or, and so, could be
Speak up
exam task: long turn
7
SB p163
Organise students into pairs. Refer them to page
176 and ask them to follow the instructions. They
should then swap roles. Monitor as students do this,
offering support where necessary. Nominate a couple
of confident students to perform their roleplay for
the rest of the class.
Ask students to record themselves speaking on their
phone. Before they listen to their recording, ask: Did
you use varied language to speculate about what you
saw? Did you avoid just describing what you saw? Did
you stick to the theme of the photograph? Students
should then listen to their recordings, identify areas
for improvement and record themselves a second
time. Nominate a confident pair and play the rest of
the recording to the class (you may need to connect
their phone to the IWB so that it is audible).
1 They’re all trying to film the event through their mobile
phones.
2 The old lady in the middle is just enjoying the moment.
3 People no longer experience things directly or enjoy the
present.
4 Pressure to look good on social media, or just distraction.
It means that they might not get as much out of life as
they could.
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WRITING
SPEAKING (Continued)
Possible answers
A In the first picture, two people are talking to
each other in a café. It looks like they are having
an argument. I think the man is trying to explain
something to the woman. Perhaps he is getting
frustrated because she can’t see his point of view.
C It looks as if the woman is perhaps interviewing the two
other people, as she has a notebook and is writing down
what they say to her. Maybe she is doing some kind of
project for school or college. Perhaps she is going to
use their answers for a report she is writing. I think she
is probably feeling interested in what the others are
saying, and is probably concentrating hard so that she
can accurately note down what they tell her.
I think discussing something orally (like the couple in
the first picture) can be really challenging, because it
can be annoying when other people don’t see your
point of view. And sometimes it’s impossible to get
people to change their minds about things.
8 Organise students into pairs. Model the task yourself
and ask students to speculate about why the photos are
important to you. Focus on the target language from the
exam tip box. Tell students whether their guesses are
correct. Ask students to complete the activity. Ask a few
students to report back.
extra: critical thinking
Organise students into pairs to discuss how the following
everyday situations would have been very different before
mobile phones became widespread: meeting a friend in
town; doing research for homework; going on holiday;
going on a big night out.
Open this up into a class discussion. Listen to your
students’ ideas and ask: Do you think life was easier
before mobile phones? Was it better or worse? Encourage
students to give reasons for their ideas.
To finish
Adapt a well-known drama activity to bring a bit of
movement to your class. Tell your students that you are
going to tell them the title of a photo and that they are
going to work in a small group to arrange their bodies
to present a three-dimensional representation of the
photograph. Students can assume the roles of people in the
photographs or they can arrange themselves to represent
inanimate objects in the photo. Organise your students into
small groups. Ask them to create a range of tableau with
interesting titles, e.g. the concert; the birthday party; the
argument.
When you see some good arrangements, pick two groups and
tell them to freeze. The other students should compare the
two scenes, using the language they have learned in the unit.
Repeat the activity a second time. Conduct class feedback.
Presentation tool:
Unit 2, Speaking
Workbook / Online Practice:
WB p21
Speaking file:
SB 163
Audioscript:
SB p180
SB pp30–31
To start
Write the following news headlines on the board:
Jay Z and Pink to headline V Festiva
Music festivals are measles hotspots
Muddy Lovely! Glastonbury a morass of mud
Tell students that these headlines are linked to the topic of
the lesson. Elicit the topic of the lesson (music festivals) and
conduct a class discussion about the headlines. Ask students:
What is a headline? How can festivals be hot spots for
illnesses? Should this put people off going to them? Have you
heard of the Glastonbury festival? Why is it so famous? Why is
it always muddy there?
Power up
1 Focus students’ attention on the photograph. Ask them
to describe what they see. Ask students if they have ever
been to a music festival. Organise students into small
group and ask them to complete the first half of the task
before discussing the questions. Monitor as students
complete this task, offering support where necessary.
Conduct class feedback.
Possible answer
1 I’m in a big field, surrounded by a noisy crowd. My friends
and I are dancing right next to the speakers and the noise
of the music and the roars from the festival goers are
deafening. I’m feeling hungry and I’m looking over at the
large catering tent, but there’s an enormous queue. I turn
back to face the stage and sing along with the rest of the
crowd. I feel amazing.
Plan on
2 Ask a student to read the exam task. Give students a
moment to identify the different parts of the question
and conduct feedback.
There are three parts: give information about the practical
challenges; describe techniques to raise money to fund the
project; suggest how the festival will have an impact socially.
3 Allow students to answer the questions in pairs, before
conducting class feedback. Search for reports online and
show these to students, so they can see the layout of a
report at a glance. Elicit some of the features of formal
writing (no contractions, fixed phrases, use of the passive
voice, etc.).
1 You are a member of a committee that has been looking
into the possibility of the festival and you are writing to
people in the local community.
2 to give information about the challenges of organising
the event; to suggest ways of raising money to pay for it;
to give sugguestions about the social impact on the local
community
3 a formal report
4 You should write an introduction, three main paragraphs
focusing on the three points in 2, and then a final
recommendations paragraph – five in total.
5 It should have headings, subheadings, bullet points, etc. to
make it visually easy to read.
6 recommendations
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4 Focus students’ attention on the questions and allow
them to check anything they don’t understand. Then
give them five minutes to read the report and answer
the questions. Conduct class feedback. Students are
allowed to use bullet points in a report and proposal in
the CAE Writing paper. However, this is not obligatory
and students will not be given a higher grade for using
bullet points. On the contrary, they can often result in
low grades. Bullet points naturally lead to over-reliance
on simple structures and weak cohesion and linking. For
that reason, they are not encouraged in this exercise, and
should be used with caution.
1 Yes. The writer offers practical suggestions and addresses
all of the points.
2 No. The writer paraphrases a lot of the ideas, which is a
good habit.
3 Paragraph 1 – Introduction, Paragraph 2 – Practical
considerations, Paragraph 3 – Financing the event,
Paragraph 4 – Possible impacts, Paragraph 5 –
Recommendations
4 It’s very informal and unsuitable to the task.
5 Suggested answer: I recommend that we work in close
consultation with members of the local community,
without whose support, this project would not be able to
go ahead.
5 Ask students why we need to use linking words when we
write (so that whoever is reading can follow our train of
thought). Elicit some linking words from students (e.g.
firstly, secondly, consequently, nevertheless, furthermore).
Put students into pairs to reorder the sentences, link
them together and choose a suitable subheading. Monitor
as students complete the task, checking the order of the
sentences are correct, before the students go on to link
them together. Conduct class feedback.
Suggested answer
Social impact
There are several reasons to hold the festival here in
Hoopers Hill. Firstly, young people’s needs for entertainment
have been neglected in the past and there are few events for
young people. They could volunteer with the organisation if
they can’t afford the entry tickets. In this way, the event can
provide opportunities for all of them to participate.
explore language
SB p144
6 Focus students’ attention on the explore language box.
Ask students to complete the box with the writer’s aims.
Allow students to compare notes with a partner before
conducting feedback.
7 Students complete the sentences with the phrases from
the box. Check answers around the class.
1 the majority ​2 Broadly speaking
​ We would recommend ​4 I would suggest ​5 should
3
Write on
8 Ask students if they have ever been to a food festival. Get
them to tell you about their experience and ask questions:
What did you eat? Did you try anything new? What was
the atmosphere like? Give students a minute to read the
task and allow them to ask questions about anything they
don’t understand. Elicit the headings students will need
for their reports and write them on the board. Then give
students ten minutes to make notes under each heading.
Allow students to share their ideas with a partner before
conducting class feedback.
Three parts:
Information about the challenges
Ways of publicising the event
Suggestions about the event’s long-term impact
9 Organise students into groups of three to conduct the
debate. Give them five minutes to collect some ideas
before beginning to debate. Choose a couple of confident
groups to perform their debates to the class. After each
debate, elicit the strongest argument for and against.
10 Students should write a plan of their report using their
notes from Ex 8. Alternatively, ask students to do this
with a partner. Monitor as students complete this task.
Conduct feedback. Nominate an able student to share
his/her plan with the rest of the class. Allow students to
make some adjustments to their plans.
exam task: report
SB p167
The rubric for the report task in the Cambridge exam does
not always include bullet points. Here it clarifies the task
for the students.
11
Students write the report. When they have been
writing for ten minutes, ask them to exchange their
work with a partners’. Ask students to check their
partners’ work and offer constructive feedback.
When students have completed their reports, collect
students’ work. (Alternatively, students can complete
their reports for homework). Choose one model
answer to display on the IWB. Ask students to read it
and offer suggestions as to why it is a successful piece
of work and suggest some areas for improvement.
1 to give an overview of
2 to suggest ways of financing this event
watch out for
Students often write down a lot of different thoughts,
rather than building a reasoned argument. Encourage
them to make sure that all of their points support their
main conclusion.
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SWITCH ON
WRITING (Continued)
Model answer
Food Festival in Lower Hamworthy
Introduction
The purpose of this report is to report on the views of
local residents on the proposed food festival in Lower
Hamworthy. Residents were invited to share their views
in an online questionnaire, and the findings are reported
below.
Considerations
One of the main challenges with the proposed festival
will be make sure that food is safe. Concerns were raised
over fridges and equipment to store and cook the food.
As the food will be served on disposable plates, the
festival is also likely to create large amounts of rubbish.
However, we feel that this can be managed.
Attracting visitors
An event like this is likely to be very popular, but we
can make sure that enough visitors come by inviting
journalists from the local TV and radio news channels.
The locals we spoke to all expressed interest, and many
said that they would invite friends to attend.
Long-term effects
The area has several restaurants and cafes that have
been experiencing difficulties in the current economic
climate. An event like this can draw attention to the
great cuisine our area has to offer. It will give the town
the chance to build a positive reputation for food.
Conclusion and recommendations
It is the view of the local residents that the festival
should go ahead. However, it will be necessary to employ
people to deal with the large amounts of waste that the
event is likely to generate.
extra: mixed ability
Challenge students to find out more about local
delicacies, chefs and food experts and get them to
research this online. They can include this information in
their report.
To finish
Conduct a speed debate. Ask students to debate in a similar
fashion to the way they did in Ex 9. Give them two more of
the following topics, depending on the time available:
We need more fast food restaurants in our town.
Large festivals always have a positive effect on the area
they’re held in.
This school/college should have one internet-free day each
week.
Allow students one minute to make notes and three minutes
to debate each point. Nominate different groups to report
back on their arguments for and against.
Presentation tool:
Unit 2, Writing
Workbook / Online Practice:
WB p22
Writing file:
SB p167
SB p32
As I see it
1 Start by asking students to tell you what their favourite
colour is. Ask them to be as specific as possible: if a
student says blue, find out whether they mean light or
dark, royal blue or navy blue. Organise students into pairs
and ask them to work through the tasks together.
The students choose a green highlighter pen.
Student A chooses green, then adds an adjective to get
fluorescent green, then another to get acidic fluorescent
green.
Student B chooses green, then adds an adjective to get
bright green, then another to get bright lime green.
This should illustrate that we all see colours (and the world)
slightly differently. Everything, including colour, is subjective.
alternative
Change the complexity of Ex 1 by bringing in or choosing
five objects yourself. Monitor as students compare their
ideas, noting down any particularly interesting differences
which you can bring up at the end of the task. Conduct
class feedback.
2
Focus students’ attention on the question and play
the clip. Conduct feedback, and ask students to locate
Northern Namibia on a wall map or on the IWB.
Northern Namibia
3
Focus students’ attention on the rubric and stress
that the summary they write has to be one sentence.
Play the recording again. Allow students to share their
answers with a partner before conducting class feedback.
1 ZOOZU, which is most dark colours and includes reds,
blues, greens, and purples
VAPA, which is mainly white, but includes some yellow
BOROU, which includes some greens and blues
DUMBU, which includes different greens but also reds and
browns
2 Serge asks that the Himba man and woman look at a
screen which is displaying 12 colour squares and indicate
the one that is a different colour.
4 Monitor as students write their summaries. If students are
finding this difficult, prompt them to express their ideas
orally before writing them down. Nominate a couple of
students to read their summaries to the rest of the class.
Suggested answer
The Himba appear to favour categorising groups of colours
more than identifying individual ones. This is shown by
their having fewer, broader terms for a variety of colours.
In contrast, Westerners tend to identify colours on an
individual basis, like green or blue. When tested, the Himba
were able to swiftly identify subtle differences between two
very similar shades of green, because for the Himba these
shades are actually in two entirely different categories of
colour. A Westerner would struggle because for them, the
colour green is one category only.
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