Apolipoproteína A-I

This section provides further practice of phrases and structure (using the past tense) for hypothetical situations through open cloze questions, which will be encountered in the open cloze task (Paper 1 Part 2).

1 Begin by focusing students’ attention on the photo (which shows a souvenir stall with goods that a tourist would find exotic) and eliciting what it shows, before giving students the chance to discuss their preferences regarding souvenirs in pairs or small groups.

2a This exercise gives students further practice of the open cloze question type as covered in Modules 1B, 2B and 4B. Here, students skim the title and text to answer the questions. Elicit the answers from the class.

2b Refer students to the Expert Task Strategy notes on page 167. Remind them to look around the gap for clues and that there may be more than one possible answer.

1 do 2 other 3 it 4 what 5 in 6 could 7 why 8 if/though

3a This task analysis is best conducted as a class.

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conjunction: if/though

fixed phrase: other than/When it comes to it … modal verb: could

preposition: in pronoun: it

question word: what, why verb: do

3b Once again, this exercise could be done as a class.

Example answers

articles, auxiliaries, phrasal verbs, linking words

4 This discussion focuses on advice to give to visitors to the students’ country or countries. It could be done in pairs or small groups. Round up by eliciting ideas.

Extra!

Ask students to write an extract from a guidebook to their country under the heading ‘Souvenirs’.

Writing 2 p.116

1 Begin by asking students to think about something they have complained about or wish they had complained about. Elicit what the problem was and what they did or could have done. Find out whether students have ever written a complaint letter in English and elicit details.

Focus students’ attention on the photo and ask what it shows (people sleeping at an airport). Give students the chance to discuss the questions in pairs and then discuss ideas as a class.

2a Students read the task. It would be useful to encourage students to get into the habit of underlining or highlighting key words. Round up by discussing their answers to check that they understand the task.

2b This exercise encourages students to identify their aim and consider an appropriate register and style to achieve it.

Discuss ideas as a class.

3a Students work in pairs to come up with possible ideas.

Remind them to look at the examples in the exercise instruction.

3b This exercise gives students practice planning the

structure of the essay and the main points covered in each paragraph.

4a In this exercise, students are introduced to phrases for letters of complaint and then select those that they can use in their own letter.

1 recent 2 catch 3 incur 4 meet 5 provide 6 full 7 shortly 8 break 9 with 10 manner 11 scheduled 12 decidedly

4b Discuss as a class which sentence opening is the best and why. Remind students that this formal and less personal tone should be consistent throughout their letter.

1 is better when writing to a company because it has a more formal, less personal tone, whereas 2 suggests that the writer is not in control of his/her feelings.

4c Focus students’ attention on the expressions. Allow them time to decide which ones match the three groupings and encourage them to compare answers in pairs. Discuss which sound stronger in tone.

1 I appreciate that to As you may remember 2 I enclose herewith, I immediately contacted, Not only was I unable, Please find attached 3 I believe your airline needs to, If I hear nothing from you, I would be grateful if you could, I await your response to, I shall expect to hear from you

4d This exercise encourages students to identify the most appropriate phrases for their own letter, where best to use them and how they can put them to good use.

5 At this point, the planning is complete, so give students 20 minutes to write their letter. The writing is best done as homework unless you wish to assess what they are capable of writing in the given time period.

6 Students spend 5–10 minutes checking their letter, using the checklist on page 190. Alternatively, students swap and check their partner’s letter.

Sample answer:

I am a frequent flyer with your airline and I am extremely disappointed with my most recent experience.

Last week, I arrived at the airport early for my scheduled flight to Amsterdam, where I was due to catch a connecting flight for Sri Lanka. On checking the electronic display, I saw the flight was listed as Delayed. I immediately contacted your desk at the airport and asked for more information but your representative was extremely unhelpful and offhand.

As the scheduled time grew nearer, I became more anxious. If I missed my connecting flight in Amsterdam, I knew that flights from Amsterdam to Sri Lanka were fully booked for several days. Although there was another flight with another airline leaving for Amsterdam at much the same time, your representatives refused to transfer me and told me my plane would be there shortly. As it turned out, the flight had been cancelled because of engine failure and your customer service desk had not been informed. I was therefore unable to get to Amsterdam and missed my flight to Sri Lanka. Your representatives did not provide any assistance apart from offering to rebook me on a flight the following day, which was no use at all.

As you can see, my experience breaks the promises you make in your customer guarantee. I believe your airline needs to take full responsibility for the inconvenience and expense incurred, as well as the communication breakdown among your staff. May I remind you of the promise to make a full refund. I enclose my ticket herewith.

[260 words]

Extra!

Have students reply to each other’s letters.

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Review

These exercises aim to help both students and teachers monitor and analyse progress after each module has been completed, focusing on vocabulary and grammar from the module. They are best used to show where further consolidation is required or, in the case of students who have missed a module, to assess how much they need to catch up on. In terms of usage, the review exercises can be set in class time as a 20–25-minute test or completed as a pair/group activity followed by a class discussion. Alternatively, they can be given for homework, which in the case of any student who has missed a module would be more practical.

1 1 fend 2 fraught 3 marooned 4 hit home 5 rebellious 6 rough 7 restricted 8 defensive

2 1 differentiate 2 occurrence 3 defenceless 4 atmospheric 5 childishly 6 tricky 7 furnishings 8 reliant

3 1 (who) I’m closest to is 2 you lived/you were to live/

you were living in a big city, how would you 3 if/though his trip across Asia went 4 upset me most was my parents’ lack of 5 if we moved to Norway rather than/instead of 6 being completely open with each other that we will 7 could go/

were able to go trekking 8 worries me more is living/I’m more worried about is living

4 1 until 2 What 3 do 4 reason 5 was 6 would 7 all/

what 8 had 9 would/could 10 time 11 were 12 would

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