OUTCOMES - rafaseoiblog.files.wordpress.com · UPPER INTERMEDIATE WRITING AND VOCABULARY BOOKLET TEACHER’S NOTES MIKE SAYER OUTCOMES FOR STUDENTS IN SPAIN Australia • Brazil •

UPPER INTERMEDIATE

WRITING AND VOCABULARY BOOKLET TEACHER’S NOTES

MIKE SAYER

OUTCOMES

FOR STUDENTS IN SPAIN

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

CONTENTS

© 2019 Cengage Learning, Inc. CONTENTS 3

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

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

Aim To help students write an informal email giving advice and making suggestions. Exercises work on identifying what to write, using opening phrases, using phrases to give advice and make suggestions, and closing the email.

PREPARE!

PART 1 Identifying what to write about

Ask students to read Ruth’s email and answer the questions using the underlined parts of the email. Let students compare their answers in pairs before checking as a class. In feedback, explain how it is an important writing strategy to identify the key parts of a task that students must respond to.

PART 2 Using opening phrases

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.

PART 3 Giving advice and making suggestions 1

Ask students to match the phrases (1–6) to the sentence endings (a–f ). Point out the example. Let students compare 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 some really famous places early in the day; buy a good map; book cheaper hotels in the suburbs; take picnics to the parks)Ask students to replace the underlined phrases in the email (a–f ) with the phrases above (1–6). Elicit the first answer to get students started. Let students compare their answers in pairs before checking as a class.

1 AN INFORMAL EMAIL: GIVING ADVICE AND MAKING SUGGESTIONS

ANSWERS

1 good2 things3 ages4 well5 Thanks6 Sorry

ANSWERS

1 Ruth is visiting London in the summer.2 Ruth wants advice on where to stay, what to do and

how best to travel around.3 Because Ruth knows how well I know the city.

ANSWERS

1 e2 d3 a4 b5 f6 ca It’s a good ideab Try and get toc I’d suggestd You really shoulde If you likef Make sure you

© 2019 Cengage Learning, Inc. Outcomes Writing and Vocabulary Booklet • Teacher’s Notes • Upper Intermediate 5

PART 4 Giving advice and making suggestions 2

Ask students to complete the phrases with the imperative advice in the correct form. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, ask students to think of advice they could give visitors about the town or city they live in or near. Ask them to share their ideas with the class.

Note on endings

In Part 4, students are introduced to more idiomatic ways of giving advice and suggestions. They need to recognise which verbs are followed by the base infinitive (modals – for example, could and would – are followed by the base infinitive), which verbs are followed by -ing (for example, miss + -ing), and they need to recognise that we use -ing after prepositions such as on and without.

PART 5 Closing the email

Ask students to put the words in the correct order to close the email. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, ask students if they can think of any other sentences to end their emails.

PERFORM!

AimThis is an exam-style task that gets students to apply what they have learned in the preparation exercises.

Ask students to read Sarah’s email. Then ask them to read the instructions and write an informal email. You could set this for homework, as a classroom 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 limit of 35 minutes.

MODEL ANSWER

Hi Sara,

It’s good to hear from you again. Hope you and your family are well.

As you know, I live near a beautiful city, so you’ll really 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 the palace and the old quarter, and make sure you find time to go to the National Museum. It’s a real must-see. If I were in your shoes, I’d take a boat trip on the river too. You can’t leave my city without spending time on the river.

In summer, it’s a good idea to bring a pullover and a light raincoat as well as all your summer clothes. It can get cold 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 have some free time at the weekend.

Write again if you want more advice. Hope to hear from you soon.

Best wishes,[name]

ANSWERS

1 You really can’t leave London without visiting the Tate Modern.

2 You really shouldn’t miss riding on a London bus.3 If you have time, you could even go to places like

Greenwich. 4 A real must-see is Buckingham Palace. 5 If I were in your shoes, I’d buy a ticket for the

London Eye. 6 Don’t miss out on seeing a West End show.

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.


AimTo help students write a letter of complaint about a hotel stay. Exercises work on opening the letter, ways to list problems, expressions used when complaining and ways to request action and make recommendations.

PREPARE!

PART 1 Opening the letter of complaint

Ask students to read the opening and closing lines of four letters of complaint and complete them with the verbs from the box in the correct form. Point out the example. Then ask them to answer the questions. Let students compare their answers in pairs before checking as a class.

PART 2 Listing problems 1: useful phrases

Read the phrases in the box as a class. Then ask students to complete the table. Point out the examples. Let students compare their answers in pairs before checking as a class. In feedback, point out that the phrases are used at the beginning of a sentence, so in a letter they would start with an initial upper-case letter.

PART 3 Listing problems 2: ordering problems

Ask students to work in pairs to write a paragraph using the 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.

Note on meaning

to make matters worse = a way of saying that this next thing made the situation worse than it was before

PART 4 Using complaining expressions

Ask students to complete the expressions with the correct word. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, review the meaning of the expressions (see note below).

Note on meaning

not up to scratch = not up to the required standardfailed to live up to our expectations = wasn’t as good as we wanted / expectedleft a lot to be desired = a way of saying that something is of a poor standard

2 A LETTER OF COMPLAINT

ANSWERS

1 complain2 received3 hearing4 concern5 lodge6 compelled7 expect8 express1 They are complaining about a restaurant.2 C 3 We use Yours sincerely when we know the name of the

person we are writing to; We use Yours faithfully when we don’t know the name and we use Sir or Madam.

4 B5 A

ANSWERS

Stating the first problem: firstly, first of all, to start withStating 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, secondlyStating the final problem: finally, last but not least, to top it all off

POSSIBLE ANSWER

First of all, we were given a table near the toilets. Secondly, we had to wait for nearly half an hour to be served. To make matters worse, there was no meat dish available. To top it all off, the waiter spilt sauce on my dress.

ANSWERS

1 scratch2 required3 live4 bitterly5 desired6 lacked


PART 5 Requesting action and making recommendations

Ask students to complete the sentences with would or should. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, review the use of would and should (see note below).

Note on would and should

In formal emails and letters, we use these hypothetical modals to be tentative and / or distant. Should can be used: 1 as an obligation You should offer us a free meal. = There is an obligation on

you to offer a free meal.2 to mean if Should my demands not be met, … = If my demands are

not met, …

PERFORM!


Ask students to read the task. Then ask them to read the instructions and write a formal letter of complaint. You could set this for homework, as a classroom 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 limit of 35 minutes.

ANSWERS

1 would2 should3 would4 Should5 would6 should

MODEL ANSWER

To whom it may concern,

I feel compelled to write to you in order to describe the extreme disappointment we feel following our recent stay at Bellevue Hotel in Lincoln.

First of all, we were given a room on the top floor, but the lift did not work. This meant that we had to carry our own bags up the stairs. Furthermore, it was extremely inconvenient having to walk up and down four flights of stairs. As if that was not enough, the restaurant was closed, so we had to go out late at night, in the rain, 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]


3 A BIOGRAPHICAL ARTICLEAimTo help students write an article in which they describe the most difficult thing they have learned. Exercises work on deciding what to write, engaging the reader, organising ideas, giving opinions and summarising.

PREPARE!

PART 1 Deciding what to write

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 to think of one more topic they could write about and add it to the list. Let students compare their ideas in pairs before checking as a class. In feedback, ask students to share their ideas with the class, and make sure everybody has thought of something to write about.

PART 2 Engaging the reader

Read the explanatory text as a class. Review the meaning of rhetorical question (a question you ask to make a point rather than expecting an answer). Then ask students to match the sentence halves. Elicit the first answer to get them started. Let students compare their answers in pairs before checking as a class. Ask students to match each opening line to the topics (a–e) from Part 1. Elicit the first answer to get them started. Let students compare their answers in pairs before checking as a class.

PART 3 Organising ideas

Ask students to read the text. Then ask a comprehension question: What and where was the challenge? (going scuba-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 categories (1–5). Elicit the first answer to get them started. Let students compare their answers in pairs before checking as a class.

Ask students to look at the underlined phrases in the paragraph and match them to the categories. Elicit the first answer to get them started. Let students compare their 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 (a word or phrase that is commonly used with another word or phrase).

Note on variety of vocabulary

In an article, it is important to use a variety of interesting, high-level vocabulary. Explain to students that they should try to use idiomatic expressions, interesting collocations and phrasal verbs to make their writing better.

POSSIBLE ANSWER

f how to deal with a stressful situation such as preparing for important exams

ANSWERS

1 c – a practical skill such as woodwork or sewing2 a – a physical skill such as scuba diving or skiing3 e – a foreign language 4 b – a musical instrument5 d – a life skill such as how to work harder or be kinder

ANSWERS

1 back in 20122 At the time3 At first4 after a while5 By the end

ANSWERS

1 an idiom – got the hang of it2 a collocation – a tough challenge3 a phrasal verb – take up 4 an adverb – naturally5 a linking word – so


PART 4 Giving personal opinions

Read the explanatory text as a class. Then ask students to complete the paragraph with some of the phrases from the box. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, review the meaning of the phrases used in the exercise (see note below).

Note on meaning

has opened my eyes to = here, figuratively, it is saying that I have understood or started to experience somethingto my mind = in my opinion

PART 5 Summarising

Read the explanatory text as a class. Then ask students to use the words in brackets to combine the ideas. Point out the example. Let students compare their answers in pairs before checking as a class.

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.

PERFORM!


Ask students to read the notice and decide what to write about. Then ask them to read the instructions and write an article. You could set this for homework, as a classroom 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 limit of 45 minutes.

ANSWERS

1 If you ask me how2 has opened my eyes to 3 has allowed me to4 The best thing about; is5 To my mind

ANSWERS

1 Scuba diving is both exciting and educational. I love the sport! You should try it!

2 Scuba diving is hard to learn, but incredibly rewarding to do. It has changed my life.

3 You learn about yourself while learning about the sea. That’s why scuba diving is great.

4 Scuba diving is peaceful yet very sociable. I’ve made some fantastic friends.

5 You find out how to protect the sea as well as how to dive. This is why I love my sport.

MODEL ANSWER

The most difficult thing I have learned

Can you imagine being underwater and seeing a shark for the first time? That’s what happened to me. It was, undoubtedly, the most exciting but challenging thing I’ve ever done. It was back in 2012 that I first went scuba diving. At the time, I was studying in Sydney in Australia, so naturally, it was a great opportunity for me to take up the sport. At first, I found it a tough challenge, but after a while, I got the hang of it and started to enjoy myself. By the end of my stay in Australia, I was a master diver, and I haven’t looked back since. 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 adventure. It has allowed me to see amazing creatures, such as sharks and rays. It has also helped me learn about the sea’s environment. The best thing about scuba diving is being so close to nature. To my mind, there is no place on earth more beautiful than the sea. Scuba diving is hard to learn but incredibly rewarding to do. It has changed my life. You learn about yourself while learning about the ocean. That’s why scuba diving is great.


4 A BOOK REVIEWAimTo help students write a book review. Exercises work on introducing the book and getting people’s interest, summarising the story, using cleft sentences for emphasis and descriptive adjectives to make the review interesting.

PREPARE!

PART 1 Introducing the book and getting people’s interest

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.

PART 2 Summarising the story

As a lead-in, ask students to read the text and decide whether they would like to read the book. Encourage them to share their thoughts with the class. Then ask comprehension questions: Why are books the enemy? (they encourage people to think for themselves and question things) What happens to Montag when he decides to read a book? (He has to burn down his house and he gets arrested.) Ask students to write a summary based on the prompts provided. Point out that the summary should include the essential information and that it should end with a question. Let students compare their summaries in pairs and identify what they think is essential information for the summary. In feedback, ask students why the summary ends with a question, and elicit ideas (to create interest in the story; to encourage people to read the book).

PART 3 Using cleft sentences for emphasis

Read the explanatory text as a class. Then ask students to complete the sentences with the missing words to make cleft sentences. Point out the example. Let students compare their answers in pairs before checking as a class.

Note on cleft sentences

Note the form of these structures:I like her honesty = What I like is her honesty (What clause + be + emphasised part)I like her because she’s honest = The reason why I like her is because she’s honestI like her honesty = It is her honesty that I like

PART 4 Using part to describe book genres

Read the explanatory text as a class. Then ask students to complete the sentences using part. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, ask students to think of other books they have read that could match any of the genres from the exercise. Encourage them to share their ideas with the class.

ANSWER

C (it does not give the title or say what it is about)

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?

ANSWERS

1 What2 why3 most4 What5 It6 thing

ANSWERS

1 love2 comedy3 fictional4 hero5 spy6 romance


PART 5 Using descriptive adjectives

Ask students to match the words to make compound adjectives. Elicit the first answer to get them started. Let students compare their answers in pairs before checking as a class. In feedback, point out how the compound adjectives may be one word only, two words connected with a hyphen or two separate words. Encourage students to use a dictionary if they are not sure how to write other compound adjectives they come across.

Then ask students to match each compound adjective to a sentence with a similar meaning. Point out the example. Let students compare their answers in pairs before checking as a class. In feedback, ask students if they can use any of the compound adjectives to describe a book they have read. Encourage them to share their ideas with the class.

PERFORM!


Ask students to think of a book (fiction) they know well. Then ask them to read the instructions and write a review of the book. You could set this for homework, as a classroom 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 limit of 45 minutes.

ANSWERS

1 b2 e3 f4 a5 c6 d

ANSWERS

1 well-written 2 heartbreaking3 spellbinding4 thought-provoking5 action-packed6 slow-moving

MODEL ANSWER

Well-written and thought-provoking, Fahrenheit 451 is a science fiction and fantasy novel written by Ray Bradbury. Its story of a man that escapes arrest will have you gripped. 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? What I admired most about the story was its powerful message. Part science fiction, part morality tale, Fahrenheit 451 warns us that we should not take our democracy and our freedom of thought for granted. It is a commentary on how mass media reduces interest in reading literature and, therefore, is very relevant to society today. Another reason why I loved the story was the gripping plot. It is action-packed and you 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!


5 A SUMMARYAimTo help students write a summary of a text. Exercises work on identifying main controlling ideas and supporting ideas, identifying key words and phrases, and using transitions to link ideas together.

PREPARE!

PART 1 Identifying the main controlling idea

Ask students to read the text and decide which sentence (1, 2 or 3) contains the main controlling idea. Let students compare their ideas in pairs before checking as a class. In feedback, discuss the three options and get students to say why they chose their answer (see note below).

Note on the main controlling idea

The ‘main controlling idea’ is the main message or argument of the text – the key point the writer wants to make. Of the three options, the second is an example (for instance, …), so it can’t be a main idea, and the third is more information about why flexibility is important (it is an additional point rather than the main idea). The key to being a successful teacher is the attitude and approach of the individual – this is the main point.

PART 2 Identifying the main supporting points

Read the explanatory text as a class. Then ask students to read the sentences from Part 1 and decide whether they are supporting points (SP), examples (E) or additional comments (AC). Point out the example. Let students compare their answers in pairs before checking as a class.

PART 3 Identifying key words and phrases

Read the explanatory text as a class. Then ask students to look at the words in the text from Part 1 and underline those they 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 words when writing a summary (see note below).

Note on key words

It is important to emphasise that the key words students need to find are those that carry the weight of the argument in the text. Using the words above, you could (almost) make a mathematical formula to summarise the text:Successful teachers = a good attitude (encourage students to face problems, sense of humour) + a good approach (flexibility)

PART 4 Including all the key points

Ask students to work in pairs to write down the key points to include in the summary. Point out the example. In feedback, ask students to share their ideas with the class and build up a list on the board. Encourage students to give reasons for their choices.

ANSWER

Sentence 1

ANSWERS

1 SP2 E3 SP4 AC5 SP

ANSWERS

successfulteachersattitude encourageface problemssense of humourapproachflexibility

POSSIBLE ANSWERS

Main controlling idea: successful teachers; positive attitude; (positive) approach Main supporting points: encourage students when they face problems; a sense of humour is important; flexibility in approach


PART 5 Using transitions to link ideas together

Ask students to complete the summaries with the phrases from the box. Point out the example and that two options are possible in each case. Let students compare their answers in pairs before checking as a class. In feedback, review the use and meaning of transitions (see note below).

Note on transitions

We use as a result or consequently to say what the result or consequence of an action or situation is. These phrases go at the start of clauses or sentences.We use in order to and so as to to mean for the purpose or aim of. They are followed by the base infinitive and join two ideas in a sentence.

PERFORM!


Ask students to read the text. Then ask comprehension questions: What is the text about? (how to be a successful language learner) Why does the writer mention children? (They are good language learners because they focus on communication, not on being accurate.) Why is making mistakes important? (It is a helpful way of learning.) Then ask students to read the instructions and write a summary. You could set this for homework, as a classroom 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 limit of 45 minutes.

ANSWERS

1 in order to / so as to2 in order to / so as to3 as a result / consequently4 in order to / so as to5 as a result / consequently

MODEL ANSWER

Good language learners are willing to make mistakes and use the language in order to communicate and, as a result, they improve their language skills.


6 A REPORT: PROS AND CONSAimTo help students write a formal report for the principal and board of a college. Exercises work on identifying who the report is for and what they want to know, using headings for the report, using useful phrases to structure the report, and ways of writing formally and impersonally.

PREPARE!

PART 1 Identifying who the report is for and what they want to know

Ask students to read the task and answer the questions. Let students compare their ideas in pairs before checking as a class. In feedback, discuss the answers and elicit that the report is for senior people and should be formal, impersonal and based on researched information.

PART 2 Using headings

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.

PART 3 Using useful phrases to structure the report

Ask students to read through the phrases from the box. You could pre-teach the new vocabulary by providing synonyms (drawback = disadvantage; consider = think about; 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.

ANSWERS

1 b2 a3 c

ANSWERS

1 d2 c3 a4 b

ANSWERS

IntroductionThe issue was discussed with …To prepare this report, I asked … for their viewsThe purpose of this report is to …

AdvantagesA number of students said it would be a good thing to …The main point mentioned in favour of … -ing was …

DisadvantagesAs far as the majority were concerned, the main drawback was …One of the main problems of … -ing is that …

ConclusionMy overall recommendation would be to …The college should consider … -ingThe best solution would be to …


PART 4 Writing formally and impersonally

Read the explanatory text as a class. Then ask students to rewrite the sentences using formal and impersonal language. Elicit the first answer to get them started. Point out that there is sometimes more than one possible answer. Let students compare their answers in pairs before checking as a class.

Note on might

We often use might with want to:The college might want to consider combining the two rooms. We do not use could not to make negative suggestions, we use might not want to:The college could not close the library completely.The college might not want to close the library completely.

PERFORM!


Ask students to read the task from Part 1 again. Then ask them to add one more idea to each list of advantages and disadvantages. Encourage students to share their ideas with the class. Then ask students to read the instructions and write a report. You could set this for homework, as a classroom 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 limit of 45 minutes.

ANSWERS

1 More could be done to encourage students to use the library. / More students could be encouraged to use the library.

2 The college could / might / should consider combining the library with the computer room.

3 Keeping the library (open) is highly recommended. 4 You could / might / should consider moving the library

to a smaller room. 5 Speaking to other members of the public to increase

community interest would be advisable.6 It is believed that both the library and the computer

room are important. As result, / Consequently, combining the two would be the best solution.

MODEL ANSWER

REPORT ON PROPOSED NEW COMPUTER ROOM

IntroductionThis 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 of students on campus.

AdvantagesMost students believe that a new computer room would be a useful and practical addition to campus life. Access to material online is essential when doing research, preparing for tutorials or writing essays. Consequently, a cutting-edge computer room would be well-received.

DisadvantagesAs 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.

ConclusionIt 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.


7 AN OPINION ARTICLEAimTo help students write an opinion article. Exercises work on planning ideas, knowing your aim and reader, writing the introductory paragraph, using topic sentences and using persuasive phrases to make your point.

PREPARE!

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 in. Point out the examples. In feedback, ask students to give reasons for their choices for both (B).

PART 2 Knowing your aim and your reader

Ask students to match the questions (1–4) to the correct answers (a–d). Let students compare their answers in pairs before checking as a class.

PART 3 Writing the introductory paragraph

Ask students to match the sentences from the opening paragraphs to the techniques (a, b or c). Elicit the first answer to get them started. Let students compare their answers in pairs before checking as a class. In feedback, ask students which sentence they feel has the most impact and why. Encourage students to share their ideas with the class.

PART 4 Using topic sentences

Read the explanatory text as a class. Then ask students to read the two paragraphs and choose the best topic sentence (a, b or c). Let students compare their answers in pairs before checking as a class.

ANSWERS

Howswitch off lights Eintroduce paper bags in supermarkets Puse energy-saving bulbs Eintroduce a tax on products that are covered in plastic Pcharge people for using plastic bags Pincrease energy bills Eintroduce meters so people know what power they use Esell food without any packaging Peducate people about energy use E

Benefitswe use less coal, oil and gas Bthere is less litter in our streets Pmarine animals aren’t hurt or killed by plastic products in the sea Pwe protect the ozone layer Bwe reduce the amount of material in landfill sites that can’t biodegrade Pit saves people money B

ANSWERS

1 b2 d3 a4 c

ANSWERS

A rhetorical question: 1, 5B balanced question: 2, 4C worrying fact: 3, 6

ANSWERS

1 a2 c


PART 5 Using persuasive phrases to make your point

Read the explanatory text as a class. Then ask students to complete the 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, review the meaning and use of the phrases in the exercise (see note below).

Note on meaning and use

We use the following phrases to say that the point we are making is not one that anyone can argue with: It goes without saying; Without doubt; Clearly …Similarly, by saying Few people would disagree / argue that … we are saying that our point is widely held and not in doubt.These phrases are very persuasive because they say to the reader that they really should agree with them.

In short = To sum up / to say things in a brief way

PERFORM!


Ask students to read the task. Then ask them to read the instructions and write an opinion article. You could set this for homework, as a classroom 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 limit of 45 minutes.

ANSWERS

1 saying2 only3 doubt4 disagree5 worth6 reason7 Clearly8 short

MODEL ANSWER

Should we restrict the use of electricity in our homes? How could we do this and how would this help the planet? Switching on lights and machines is something we 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 in the USA it is around 12,000 kilowatts. Isn’t it time we restricted the use of electricity? For a start, we should introduce measures to make people aware of how much electricity they use. We could, for example, introduce legislation to install a meter in every home so that people could see how much electricity they use. This might encourage people to take measures to reduce how much electricity they use. We could also introduce fines for people who use an above 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.


8 AN ESSAY: FOR AND AGAINSTAimTo help students write a for and against essay. Exercises work on presenting a balanced argument, writing an introduction, expressing advantages and disadvantages, and writing a conclusion.

PREPARE!

PART 1 Presenting a balanced argument

Read the essay titles as a class. Ask students to say whether they agree or disagree and why. Encourage students to share 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. Let students compare their answers in pairs. Then ask them to think of two For and two Against arguments of their own for essay B and write them on the list. Encourage students to share their ideas with the class.

PART 2 Writing an introduction

Read the explanatory text as a class. Then ask students to match the three introductory techniques (a–c) to the example opening sentences (1–6). Point out the example. Let students compare their answers in pairs before checking as a class.

PART 3 Expressing advantages

Read the explanatory text as a class. Then ask students to read the paragraph. Ask a comprehension question: What examples does the writer provide? (It allows more free time for students to do other things; They are less likely to get bored, which results in better school work; They are less likely to miss school if they have more official days off.) Then ask students to rewrite the paragraph in two different ways using some of the phrases from the box to replace the underlined words. Point out the example, and explain that they may need to make other changes. Let students compare 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.

ANSWERS

1 both, For2 A, For3 both, For4 B, Against5 both, Against6 B, For

POSSIBLE ANSWERS (ADDITIONAL ARGUMENTS)

7 students would get more sleep in the morning 8 teachers would find it easier to get to work as they

wouldn’t need to travel in rush hour 9 a lot of students would waste time in the morning

and not use the extra time to do something productive

10 organising school trips would be limited with a later start

ANSWERS

1 c2 b3 a4 c5 b6 a

POSSIBLE ANSWERS

Version 1A significant advantage of introducing a four-day week is the fact that it allows students free time to do other things. For instance, they might take up a sport or a musical instrument. In addition to this, students are less likely to get bored or tired in class. As a result, they 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 2One 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.


PART 4 Expressing contrasting disadvantages

Read through the explanatory text as a class. Then ask students to complete the phrases with the words from the box. Point out the example. Let students compare their answers in pairs before checking as a class.

Note on in spite of

In spite of can be directly replaced with despite. Despite is not followed by of.In spite of the advantages of a shorter week, I still believe that a five-day week is more beneficial for students. Despite the advantages of a shorter week, I still believe that a five-day week is more beneficial for students.

PART 5 Writing a conclusion

Read the explanatory text as a class. Ask students to complete the concluding sentences with the words from the box. Then ask them to decide whether the sentences are V (the writer’s view) or R (something for the reader to think about). Point out the example. Let students compare their answers in pairs before checking as a class.

PERFORM!


Ask students to read the instructions and write a for and against essay. You could set this for homework, as a classroom 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 limit of 45 minutes.

MODEL ANSWER

Secondary schools should start later in the morning. Discuss.

Some people believe that we should be flexible about setting school hours to suit our students, while others think that students should adhere to traditional hours. One major advantage of starting the school day later is the fact that it allows students more time to get up and prepare themselves for the school day. Teenage students generally sleep longer at night than adults. In fact, teenagers need more sleep than at any other time of their lives. As a result, they are often bad-tempered and unprepared for the school day if they wake up too early. Extra hours in bed mean a brighter mind in the classroom. What is more, students are more likely to work hard. This results in better schoolwork. On the other hand, there are obvious disadvantages to changing school hours. While teenagers may prefer a late start, younger children and teachers would prefer to go to school at a traditional time. Furthermore, young people should get used to getting up early because when they start work, they will have to start early. In conclusion, while there are strong arguments on both sides, I believe that we should keep the school day as it is. While changing hours may suit teenagers, it would be a considerable problem for their parents, teachers and younger brothers and sisters.

ANSWERS

1 other2 spite3 However4 Even 5 argued6 true

ANSWERS

1 conclusion, V2 considered, R3 way, V4 question, R5 seems, V6 sum, V


1 ENTERTAINMENT

Prepositions

A 1 between2 as3 between4 of5 of6 of7 in8 by

B 1 from2 of3 to4 between5 on6 as7 with 8 to

Word families

C 1 uplifted2 tense3 ambiguously4 confrontation5 restore

D urge, disguise, slice

Collocations

E 1 c2 e3 f4 a5 b6 d

F 1 gripping2 disturbing3 hilarious4 willing5 predictable6 conventional

G 1 ordeal2 despair3 bankruptcy4 obstacles5 impression6 temptation7 impression8 interpretation

2 SIGHTSEEING

Prepositions

A 1 to2 between3 of4 for5 of6 by7 off8 to

Word families

B 1 deprivation2 attachment3 grandeur4 transformation5 oversight6 hideously7 affluence

Collocations

C 1 c2 b3 d4 e5 a6 g7 f

D 1 made2 constitutes3 exercise4 caught

E 1 months2 view3 lifestyle4 sites5 facilities

Phrasal verbs

F 1 to2 off3 up4 down5 up6 in


Patterns

G 1 to promote2 to erect3 to attach4 to join in5 spinning

3 THINGS YOU NEED

Prepositions

A 1 in 2 into3 from4 with5 round6 in

Word families

B 1 private2 acquisition3 admit4 hazardous5 command/commanded6 traumatised

C settle, army

Collocations

D 1 pose2 pin3 make4 spring5 demand

E 1 c2 d3 e4 a5 b

F 1 emotional2 practical3 violent4 hairline5 occupational

Phrasal verbs

G 1 together2 of3 down4 apart5 up

Patterns

H 1 to resolve2 retaining3 to acquire4 to resist5 to replace

4 SOCIETY

Prepositions

A 1 of2 by3 of4 on5 on6 in7 into

Word families

B 1 ruling2 donor3 cutbacks4 toleration5 reflection6 reversal

C abuse, claim, assault, conduct, boost

Collocations

D 1 victory2 pace3 conflict4 crop5 root6 step

E 1 provoke2 declared3 conduct4 award5 launchF 1 food2 fashion 3 decide4 succeed

G 1 soft2 physical3 economic4 controversial5 morally


Phrasal verbs

H 1 carry out2 come across3 cut back on

5 SPORTS AND INTERESTS

Prepositions

A 1 about2 of3 in4 from5 in6 about7 into8 for9 on

Word families

B 1 reluctantly2 substitute3 self-consciously4 power5 flexible 6 disappointing7 knit

C cheat, sprain, sack, tackle

Word-building

D 1 unable2 incomplete3 unconscious4 uncoordinated

Collocations

E 1 d2 a3 c4 b

F 1 shape2 fixtures3 fool4 coordination5 breath

G 1 get2 make3 regain4 work up5 relieve

Phrasal verbs

H 1 round2 on3 out 4 with5 up

6 ACCOMMODATION

Prepositions

A 1 about2 with3 out4 on5 in6 in

B 1 in2 from3 in4 at5 with6 of

Word families

C 1 transform2 resistance3 mud4 sarcasm5 filth

Word-building

D 1 integration2 combination3 frame4 reservation

Collocations

E 1 highlight2 pitch3 have4 make5 return

F 1 daily2 soaked3 stunning4 complete


G 1 d2 c3 a4 b5 e

H 1 resistant2 welcome3 reservation4 pride

Phrasal verbs

I 1 off2 away3 over4 up

7 NATURE

Prepositions

A 1 as2 into3 on 4 from5 in6 of7 in

Word families

B 1 civilisation2 brave3 rooted4 inherited5 misunderstand6 intimidate

Word-building

C2, 3, 4, 6, 8

Collocations

D 1 blossomed2 turned3 settled4 left5 dare

E 1 glorious2 shattered3 genuine4 dense

F 1 c2 a3 e4 b5 d

Patterns

G 1 to contest2 picking3 to pull over4 to freeze

8 CRIME AND PUNISHMENT

Prepositions

A 1 as2 between 3 about4 for5 from6 into / to7 in8 on

Word families

B 1 burglar2 disappeared3 fraudulent4 relieve5 acceptable6 harsh

Word-building

C 1 raiders 2 ranking3 staging4 coverage5 convictions6 rioters

Collocations

D 1 serious2 starring3 thin4 social5 violent6 unsuccessful


E 1 fraud2 enquiry3 acceptance 4 emphasis5 peak6 performance

F 1 c2 d3 a4 b5 e6 f

Phrasal verbs

G 1 broke into2 turned off3 came up4 put forward5 went off6 get hold of 7 account for

9 CAREERS AND STUDYING

Prepositions

A 1 with2 of3 in4 on5 of

B 1 of2 at3 about4 with5 since

Word families

C 1 drained2 redundancy3 stimulation4 interference5 promotion6 novel

D 1 rewarding2 manager3 countless4 delegated5 interference6 restlessly

Word-building

E 1 trainer 2 researcher 3 manager4 beggar5 exploiters

Collocations

F 1 get 2 hand 3 sum up 4 carry out5 outline6 make up

G 1 training2 rise3 overview4 touch5 row 6 spirit

Phrasal verbs

H 1 up 2 on 3 up4 for5 up6 in

10 SOCIALISING

Prepositions

A 1 with2 for3 by4 on5 into6 of7 on/to

B 1 by 2 of3 on4 from5 of6 for


Word families

C 1 interruptions2 slap3 failure4 slap5 casual6 rivalry7 treat8 versatility

Word-building

D 1 outrageous 2 sympathetic3 boring4 harmless5 affectionate

Collocations

E 1 burst2 publicised3 polish4 moan5 left out

F 1 c2 a3 b4 e 5 d

G 1 break2 side3 renewal4 impact5 side6 display7 rally

Phrasal verbs

H 1 out2 on3 over4 up5 up6 out7 up

11 TRANSPORT AND TRAVEL

Prepositions

A 1 in2 of3 for4 to5 of6 on

Word families

B 1 bumps2 dented3 stiffly4 concerning5 remarkably6 dreaded

Word-building

C 1 imposition2 indicator 3 leakage4 maintenance

Collocations

D 1 flat2 cracked3 endless4 fast5 different6 sheer

E 1 leak2 deposit3 myth4 fare5 perspective 6 blister

F 1 read2 uncovered3 lodge4 developed5 fallen6 hired

Phrasal verbs

G 1 off2 out3 up4 off5 out6 up


12 HEALTH AND MEDICINE

Prepositions

A 1 from 2 over3 in4 with5 on6 by

Word families

B 1 chronically2 swollen3 relieve4 surgical5 chesty6 disputed

C 1 healing2 removal3 outsourcing4 gambler 5 detractors6 qualifications

D arise, detract

Word-building

E 1 negligent2 globalised3 literate4 qualified5 productive

Collocations

F 1 collapse2 manage3 making4 practised5 keep

G 1 b2 c3 d4 a5 f6 e

H 1 rash2 fumes3 transplant4 gesture5 phenomenon6 mortality

13 LIFE-CHANGING EVENTS

Prepositions

A 1 with 2 of3 in4 to5 with6 for7 in8 to9 from

Word families

B 1 tension2 validity3 approach 4 burial5 blessed6 exhausting7 vanity8 bridal

C 1 affectionate2 dignity3 loyally4 commuter5 convictions6 postponement

Collocations

D 1 d2 a3 h4 b 5 c6 f7 e8 g

E 1 threw2 reached3 proposed4 sat5 satisfy

F 1 take2 break3 give4 suffer5 cover6 drink


Phrasal verbs

G 1 off2 across3 to4 out5 up6 back

14 BANKS AND MONEY

Prepositions

A 1 into2 from3 on4 to5 about6 of

Word families

B 1 authorisation2 disobedient3 claim4 desperate5 reluctant6 withdraw

C 1 overdrawn2 dissuasion3 suspiciously4 authorisation5 descent6 greedy

Collocations

D 1 refuse2 raise 3 win4 come5 build6 take

E 1 budget2 reluctantly3 misleading4 trial5 precious

F 1 c2 e3 a4 b5 d6 f

Phrasal verbs

G 1 out2 up3 forward4 out5 out

15 FOOD

Prepositions

A 1 on2 in3 in4 with5 for6 of7 on

B 1 from2 about3 with4 for5 by6 in

Word families

C 1 publicity2 unhygienic3 sprinkling4 disqualification5 subtlety6 confession7 persistently

D squeeze, soak, urge, stir

Word-building

E 1 disobedient2 contaminated3 melted4 prohibited5 appalling6 discarded

Collocations

F 1 put2 pass3 denied4 issued


G 1 a 2 c3 e4 b5 d

H 1 change2 sample3 wild4 stay

16 BUSINESS

Prepositions

A 1 of2 into3 to4 by 5 on6 over

Word families

B 1 understand2 projections3 tolerant4 excel5 nomads6 declaration

Word-building

C 1 merger2 devastation3 reflection4 fulfilment5 observation

Collocations

D 1 moaning2 merge/be merged3 seized4 ploughed5 embarking

E 1 joint2 hectic3 annual4 political5 light

F 1 d2 e3 b4 a5 c

Phrasal verbs

G 1 up2 up3 on4 up5 even6 off

Documents

OUTCOMES - rafaseoiblog.files.wordpress.com · UPPER INTERMEDIATE WRITING AND VOCABULARY BOOKLET TEACHER’S NOTES MIKE SAYER OUTCOMES FOR STUDENTS IN SPAIN Australia • Brazil •