ADVANCED

TEACHER’S RESOURCE BOOK

Karen Alexander

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 Introduction

Components
Advanced Expert consists of:
• a Coursebook for classroom use with four audio CDs packaged in the back of the
book. Vocabulary and lexicalised grammar are key features. There is also a greater
focus on writing, particularly in Part 1 where samples and model answers are provided.
• a set of Teacher’s Online Resource Material that provides a collection of editable
Word tests based on the course content. These comprise: Quick and Full entry tests,
Module tests, Progress tests and End-of-course test.
• Teacher’s eText software for Interactive White Board: the coursebook in interactive
format, plus testing materials and reference sections.
• Student’s eTextsoftware for Interactive White Board: the coursebook in interactive
format

Six key features

1 Advanced Expert is flexible. It is designed in a modular way so that teachers can either
follow the order of the material in the book or choose their own route through the
course to meet the needs of specific classes. Each page or double-page spread is free-
standing and almost always follows the same order in each module, making it easy to
access and isolate separate elements of the course and integrate them in different ways.
So, a teacher might follow a linear route through each module and through the book.
Alternatively, you might decide to follow different, tailored routes through each
module, for example starting with Speaking or Listening rather than Reading. And you
might choose to do the modules in a different sequence, depending on your students’
interests.
2 While each section can be taught independently, there are usually links between
the sections to provide a coherent progression when the linear route is chosen. For
example, the Language development in the ‘A’ units is contextualised in the previous
Reading, as well as the Use of English text. Writing 1 usually provides useful skills
related to Writing 2 in the ‘B’ unit. The Speaking usually has a topic that relates to the
Listening in the same unit. The Language development in the ‘B’ units often provides
language that will be useful for students in the following Writing section.
The Expert Word Check box which is presented with each of the main Reading and
Listening exam tasks contains a number of words (around ten) from the text that are
intended to help students expand their general vocabulary knowledge.
3 Most of the Use of English/Language development pages follow a test–teach
approach, in which the language is first tested by means of a Use of English task, then
focused on in the Language development section, using the examples from the Use
of English task to clarify form and meaning. Students are referred to the Grammar
reference for a detailed summary of the grammar and to the MyEnglishLab: Cambridge
Advanced for extra practice (MyEnglishLab: Cambridge Advanced is only available if
you have the ‘with MyEnglishLab’ edition).
4 The sub-skills needed for the different parts of Paper 3 Listening and Paper 2 Writing
are systematically practised in Listening 1 and Writing 1 sections in the ‘A’ units. These
include: Listening: understanding text structure, identifying attitudes and opinions, etc.;
Writing: using appropriate register, planning your writing, coherence and cohesion, etc.
5 The Writing and Speaking strands in the ‘B’ units provide practice for each part of
Paper 2 Writing and Paper 4 Speaking. However, the focus is more on process than
end product. In other words, students are trained to build up good habits, develop the
skill of self-monitoring and so become more independent learners.
6 Most sections contain a Help feature, with clues that help students complete the task
at hand. These often focus attention on how the task is constructed and thus help
students to help themselves in the exam.

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 Introduction

Module and unit structure

Coursebook
Each module contains the sections listed below. For ease of
use and flexibility, the spreads are in the same order in each
The Coursebook consists of ten modules, each of which is
unit. The teaching notes indicate when the photocopiable
divided into two units (A and B). Each module practises all
activities may be used to expand or supplement the lessons.
the papers of the exam and includes grammar and vocabulary
consolidation and development.
Each module is designed around a theme and comprises a Overview and Lead-in questions
lead-in page with an Overview listing the contents of the Use the Overview to introduce the module contents. You
module, which facilitates planning. Photos, cartoons and could discuss with the class the order in which they would like
questions prompt discussion aimed at sparking students’ to cover the module.
interest in each theme.
Use the photos/cartoons and Lead-in questions to generate
Then each of the two units in the modules is based on a topic interest in the overall theme of the module.
that relates to the overall theme of the module.
At the end of each module, there is a Module review with ‘A’ units
revision and further practice of the language aspects covered
in the module. ➤➤ Reading
Other elements of the Coursebook are: The reading texts have been selected for their interest value,
as well as their potential to provide a ‘window on the world’
• Exam overview at the front of the book, presenting an and generate discussion. There is a three-stage approach.
outline of what each paper consists of and the skills which
are tested in each section Stage 1: The Before you read exercise establishes the topic
and gives a purpose for reading the test through a first
• Exam reference section at the end of the book, providing time. For example, in Module 1A (Success), students discuss
more detailed information about what to expect in each questions about the title, introduction and text headings of a
part of the paper, along with a list of recommended newspaper article. They then scan the article to highlight the
strategies for each task type key points that are reported.
• Grammar reference section, giving more detailed Stage 2: Students do an exam-style reading task. They
information about the main grammar points focused on in should be referred to the relevant Task strategy points before
each module attempting the task for the first time. These can be found at
• Writing reference, which provides: the back of the book in the Exam reference. Many of the tasks
are followed by a Task analysis exercise, in which students are
a mark scheme that shows what the examiners are looking for encouraged to discuss and compare how they performed and
when determining the three pass grades (Bands 3, 4 and 5) which strategies they found useful.
a checklist to help students monitor and edit their own writing Stage 3: A discussion activity, based on the text, that may
a sample question for each type of writing task in the exam, incorporate some vocabulary from the text. Questions for
with model answer, specific guidance and another question for discussion relate to the students’ own lives and encourage
further student practice them to give their opinions.
sections to provide useful support on areas practised in the
➤➤ Vocabulary
Writing sections, such as linking devices
This section practises and sometimes extends language from
• Speaking material/Keys section with additional material the reading text in the previous section. Areas focused on
(e.g. photographs and audioscript extracts) needed for the include collocation, idiomatic expressions, phrasal verbs,
modules prepositions and easily confused or similar words. Students
are given opportunities to use the vocabulary in a different
context and personalise it.

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 Introduction

➤➤ Use of English 1 ➤➤ Language development 1

This section practises one of the tasks found in Paper 1, This section generally focuses on an aspect of the language
Reading & Use of English, using a text that relates to the tested in the Use of English section in the same module. For
topic of the unit. In terms of language development, the aim example, in Module 4A (The global village), the focus is on
is to follow a test–teach procedure, as some of the language word formation (specifically adding suffixes and prefixes),
tested in the Use of English task is focused on and practised in which is tested in Use of English.
Language development 1.
These sections contain a range of controlled and less
Stage 1: The Lead-in exercise aims to build up motivation controlled practice activities, linked to the topic of the unit.
in relation to the topic of the text and generate some of Opportunities are given for personalisation.
the vocabulary needed. This is usually done through a short
There is often a cross-reference to the Grammar reference
discussion.
section at the end of the book, which provides a detailed
Stage 2: Students are referred to the Task strategy at the summary of the language point being practised. Students
back of the book and asked to complete the task. Graded should be encouraged to use this resource to check their
guidance is supplied, e.g. students are usually asked to read the answers.
text quickly first for general comprehension. They are further
Further communicative practice of the language area is often
supported by Help clues, which give specific guidance for
provided in the photocopiable activities.
individual answers. This support is reduced as students work
through the modules of the book and focus on task types they
have previously encountered in earlier modules. ➤➤ Writing 1
Each Writing 1 section practises a sub-skill required for the
Students are then asked to analyse the language tested in the
Writing tasks that students may be required to do in the exam.
task. The questions often relate to the language focused on in
For example, Module 6A (Communication) focuses on the use
the following Language development section.
of linking devices in creating a cohesive text, an important skill
Stage 3: A discussion based on the content of the text. for Paper 2 Part 1, the compulsory task. Module 9A (The world
of science) focuses on editing your work for accuracy.
➤➤ Listening Stage 1: Expert strategy note explaining to students how
In Modules 1–4, this section develops the listening skills practice of the sub-skill helps prepare them for Paper 2, plus
needed for different parts of Paper 3, Listening. The remaining an activity aimed at raising awareness of the issue.
modules provide further exam-style practice tasks.
Stage 2: A controlled practice task. The task might consist of
Stage 1: The Before you listen exercise encourages students to sequencing notes in the most appropriate order, rewriting a
think about the topic and introduces or generates vocabulary paragraph, choosing the most appropriate language, identifying
from the students. the key information in a text or matching information in a
student answer with language in the input.
Stage 2: Exercises focus on and develop the sub-skills needed
for Paper 3, Listening. For example, module 3A (Leisure time) Stage 3: A freer practice activity. This could consist of an
practises listening for the main idea, which is an important skill essay, a letter, a report or a review. In many cases, students
for Paper 3 Part 4. are encouraged to exchange their work with a partner.
Stage 3: A discussion activity based on the text.

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 Introduction

‘B’ units ➤➤ Language development 2

As in Language development 1, this section usually practises an
➤➤ Listening 2
aspect of the language tested in the following Use of English section.
This introduces the topic of the ‘B’ unit. It may be covered
before or after the Speaking section, which usually has a ➤➤ Use of English 2
related topic.
The tasks in this section focus on another part of Paper 1. The
Stage 1: A Before you listen activity. This aims to establish texts are related to the topic of the section and the exercises
the context, to get students to predict the content and to follow a similar structure to Use of English 1 (see p.6).
generate the vocabulary needed for the task.
Stage 2: An exam task, with relevant strategies provided in ➤➤ Writing 2
the Exam reference section. Students are usually provided with The Writing 2 sections cover all the types of writing that
Help clues, which give them guidance as to how to answer students may be required to do in the exam. There is
some of the questions. There is usually a Task analysis exercise particular emphasis on the compulsory Part 1, which requires
that encourages students to reflect on the task they have analysis of input material in the form of notes made during a
completed and share the strategies they have used. seminar, lecture or panel discussion in order to write an essay
Stage 3: Discussion based on the topic of the text. developing and supporting an argument on a particular topic in
220–260 words.
➤➤ Speaking The principle behind the section is to establish ‘good practice’
Each section provides relevant vocabulary for the exam-style through a clear set of procedures consistently applied, which
task students have to do, covers the strategies needed for the can be used when answering any exam Writing task.
task and provides useful functional exponents. In Modules 1–8, The approach focuses on process more than end product.
there are recorded sample answers for students to evaluate Each spread is graded and the aim is to give carefully guided
from the point of view of appropriate language and effective preparation, so that students build up to complete the
strategies. main task at the end of the section. In each section, there
Stage 1: Vocabulary that students might find useful to the is considerable language support; in particular, a range of
Speaking task is introduced and practised. For example, in functional exponents is given and linked to the task.
Module 4, students practise matching verbs and nouns to In the Writing reference, there is a model answer for each
make forms of protest. The exam task is to discuss the forms type of writing in the exam, notes for guidance and a second
of protest illustrated in the photographs. task for further practice if desired.
Stage 2: Sample answer. Students are referred to appropriate The procedure in the Writing sections is as follows:
Task strategies at the back of the book. They then listen to
the examiner’s instructions and an example of a student or Lead-in
students doing the task. They evaluate the performance of the Understanding the task
speaker or speakers. Then they listen again to focus on useful Planning the task
language exponents. Thinking about the language and content
Writing the task
Stage 3: Students perform the exam task themselves, using Checking and improving the answer
the same photos or different ones at the end of the book. A
Task analysis exercise encourages them to reflect on how well ➤➤ Module reviews
they performed.
These review the grammar and vocabulary of the previous
In Module 10B (A positive outlook) there is a complete Speaking module in non-exam formats. The exercises can be used as
paper (Paper 4). practice in the classroom, given as a test or set as homework.

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 Introduction

➤➤ Progress Tests
Teacher’s Online Resource Material There is a Progress Test after every two modules of the
coursebook. These focus on grammar, vocabulary, listening,
The Teacher’s Online Resource Material contains: reading and writing (conventions and functions). These tests
are a useful way of revising aspects covered in the preceding
Unit-by-unit teacher’s notes two modules: Progress Test 1 covers Modules 1–2, Progress
Test 2 covers Modules 3–4, and so on. Both the reading
Guidance on how to use the Coursebook material; ‘books
and listening sections of these tests are based on texts or
closed’ activities to get things going at the beginning of
recordings originating from the coursebook, although the
modules and sections; background information on the texts;
questions themselves are different. In effect, these tests can
ideas for additional activities; and answers to all exercises with
help to pinpoint any aspects requiring revision or extended
explanations where helpful.
work. Each test should take about 40 minutes to administer.
The answer keys and audioscripts can be found in the same
OMR answer sheets (photocopiable) menu as the tests.
Replicas of the answer sheets students have to use in the
exam for the Reading & Use of English (Paper 1) and Listening ➤➤ End-of-course Test
(Paper 3) papers are available online with the Teacher’s Online This test comprises exercises on grammar, vocabulary,
Resource Material at www.pearsonelt.com/expert. They can listening, reading and writing, as covered in the Advanced
be photocopied and given to students when they do the Exam Expert coursebook. Ideally, 40 minutes should be spent
practice sections (see below). administering this test. The answer keys and audioscript can be
found in the same menu as the tests.
Photocopiable activities
A pre-course exam quiz to see how much students already Audioscripts (photocopiable)
know about the Advanced exam; three photocopiable
activities to supplement each Coursebook module, providing
These are all at the end of the Teacher’s Online Resource
communicative classroom practice for grammar, vocabulary
Material for ease of reference and photocopying.
and skills; full teacher’s notes and answer keys for each activity.

Test Bank (photocopiable) Teacher’s CD Pack

Tests to check on students’ progress and comprehension
of aspects covered in the course materials. The tests The Teacher’s CD pack contains all the listening material from
reflect the style of the CAE examination and will test the the Coursebook. There are four CDs for the Coursebook.
appropriate language skills required to pass the exam; their The listening tests in the Teacher’s Online Resource Material
principal purpose is to test the vocabulary, grammar and skills (Test Bank) and the listening exercises for the Progress Tests
development of the coursebook and they are therefore not in and End-of-Course Test come from the Coursebook, so you
the exact format of the exam itself. will require the Coursebook Audio CD to use these tests.
Audioscripts are provided separately for all listening exercises
➤➤ Entry Test that appear in these tests.
This test is intended for use at the beginning of the course Abbreviations used in the Teacher’s Online Resource Material
to give teachers an idea about their students’ level of English.
CB = Coursebook
There are two versions of this test, both of which cover key
TORM = Teacher’s Online Resource Material
areas of grammar and vocabulary. The full one comprises three
OMR = Optical Mark Reader
exercises with a total of 100 items whilst the Quick Test, which
cf. = compare
can be used when there are time constraints to testing, consists
l./ll. = line/lines
of the first 50 multiple-choice questions from the full test.
p./pp. = page/pages
The full entry test should take about 40 minutes to administer
para. = paragraph
whereas the quick test should take 15 minutes. The answer keys
to these tests can be found in the same menu as the tests.

➤➤ Module Tests
These would normally be given after a module has been studied.
However, in the case where modules are not followed sequentially
or where new students join a class, they can also be used to check
on prior knowledge. Each Module Test focuses on grammar and
vocabulary from the coursebook and comprises 25 items. There
are ten Module Tests, each of which should take 15 minutes to
administer. The answer keys can be found in the same menu as the
tests.

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 Introduction

Exam overview
Cambridge Certificate in Advanced English has four papers. Paper 1 receives 40% of the total marks and the other three papers
have 20% each. The pass mark is based on an overall mark (you do not need to pass every paper to pass the exam). There are
three pass grades (A, B and C) and two fail grades (D and E).

➤➤ Paper ➤➤ Task Type ➤➤ Task description

Paper 1: Reading and Use of Part 1: multiple-choice cloze (8 Part 1: Choosing a word or phrase from four
English questions) options to fill in gaps in a text.
1 hour 30 minutes Part 2: open cloze (8 gaps) Part 2: Filling in gaps in a text with an
appropriate word.
Eight parts Part 3: word formation (8 gaps)
Part 3: Changing the form of a given word to
56 questions in total Part 4: key word transformation (6
make it fit the gaps in a text.
questions)
Part 4: Using a given word to complete a
Part 5: multiple choice (6 questions)
sentence so that it means the same as a previous
Part 6: cross-text multiple matching (4 sentence.
questions)
Part 5: Answering four-option multiple-choice
Part 7: gapped text (6 questions) questions on a text.
Part 8: multiple matching (10 questions) Part 6: Matching a prompt to the relevant part
of one of four texts.
Part 7: Completing a gapped text with
paragraphs which have been removed and placed
in jumbled order.
Part 8: Matching information to 4–6 different
texts (or different parts of a text).
Paper 2: Writing Part 1: essay (compulsory) Part 1: An essay based on two points in the
input text.
1 hour 30 minutes Part 2: one writing task: the choice may
include a letter, a proposal, a review or a Part 2: Carrying out a writing task, using an
Two tasks (one compulsory, the
report appropriate format and style. There are three
other a choice out of three options)
task types to choose from.
220–260 words each
Paper 3: Listening Part 1: multiple choice (6 questions) Part 1: Three short unrelated extracts of
around 1 minute each; each extract has two
Approximately 40 minutes Part 2: sentence completion (8
three-option multiple-choice questions.
questions)
Four parts
Part 2: A 3–4-minute monologue with eight
Part 3: multiple choice (6 questions)
30 questions in total sentence completion questions.
Part 4: multiple matching (10 questions)
Part 3: A 4-minute interview or discussion with
six four-option multiple-choice questions.
Part 4: Five short related monologues of around
30 seconds each. There are two tasks of five
questions each, which must be selected from a
list of eight options.
Paper 4: Speaking Part 1: conversation, giving personal Part 1: The interlocutor asks each candidate
information (2 minutes) questions about themselves.
Approximately 15 minutes
Part 2: ‘long turn’, giving information Part 2: Each candidate, individually, compares
Four parts
and expressing opinions (1 minute each two out of the three photos given (1 minute) and
candidate) comments briefly on the other candidate’s photos
(30 seconds).
Part 3: collaborative task, exchanging
information and ideas (3–4 minutes) Part 3: Each candidate works with a partner for
2 minutes to discuss a task based on a diagram.
Part 4: discussion, developing the topic
They then try to reach a decision in 1 minute.
from Part 3 (5 minutes)
Part 4: The interlocutor leads a discussion
between the two candidates, developing the
topics related to Part 3.

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 Answer Key

ADVANCED

ANSWER KEY

Karen Alexander

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 1
Answer Key

Success

3
1A Finding a job
1c 2a 3d 4e 5b
Reading 1 p.8 Examples of discourse markers: Right, well; And obviously; Another
important point; Related to that; Finally.
3
4c
1A 2C 3D 4B 5A 6B 7D 8B 9C 10 D
1 folder 2 success 3 appropriate 4 practice run
5 (doing) research
Vocabulary p.10
5c
1a
1 eye contact 2 body language 3 fifty seconds 4 energy
1 high salary 2 main priority 3 tight deadlines 4 heavy
workload 5 close-knit community 6 wide variety

2a Language development 1 p.13

1b
1 severely 2 the opportunity for something 3 a list 4 your
business 5 a good impression 6 a speech 1 past simple 2 past continuous 3 past perfect 4 past perfect
continuous 5 present simple 6 present perfect continuous
3a
7 present continuous 8 present perfect simple
1 e: take in your stride 2 d: been taken aback by 3 b: take no
1d
notice of 4 c: take pleasure in 5 f: took pity on 6 a: taken
advantage of 7 h: taken exception to 8 g: take pride in used to, would; would (improvise) could be replaced by used to, but
used to (have) can’t be replaced with would in this context as would
4a
can’t be used to talk about discontinued states.
1 main 2 make 3 aback 4 heavy 5 stride 6 wide
2
4b
1 is, have ever been 2 have been, joined 3 has had, got
snapped up: taken quickly; have stood me in good stead: 4 had stopped, was called 5 have had, owned 6 sent, got
have been very useful; from all walks of life: a wide variety
3
of people, from a range of backgrounds; part and parcel: a
necessary part of something; crop up: happen unexpectedly 1 sacked 2 correct (was daydreaming is also correct) 3 started
4 correct (had rejected is also correct) 5 gave 6 correct

Use of English 1 p.11 4a

3b 1 took place 2 had already seen 3 arrived 4 had been
snowing 5 turned up 6 had been celebrating 7 had
3a/b 1 division 2 deceptive/deceiving 3 informally
recorded/recorded 8 went on 9 are still buying/still buy
4 employees 5 additional/added 6 productive 7 recruitment
8 competitors
Writing 1 p.14
Listening 1 p.12 1a
2 1 to complain about the lack of parking facilities at the college
2 it is more formal because it is written to somebody in authority
Divided into three parts: before and during the interview (and after
at the college
the interview, depending on time).

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 Answer Key

1b 4a

1 on this occasion 2 express my dissatisfaction 3 rationale for Examples:

encouraging 4 to enable them 5 be reliant 6 are doubtless 1 they are both situations in which people are learning.
aware, 7 imposed 8 in the immediate vicinity of 9 I must 2 in one photo a teacher is teaching a large number whereas in the
urge you to 10 solution to other the learner has a personal tutor. 3 are sitting passively, the
person in the other photo seems to be actively engaged.
2
4 overwhelmed/intimidated by the amount of information they’re
1 completed 2 acquire 3 unable 4 receive 5 assistance/aid/ receiving. 5 apprehensive because it is her first time on skis.
award 6 enable 7 number 8 vouch 9 contact 6 the instructor is showing her how to position her legs; a lot of
10 response/reply information being thrown at the students; quite difficult to create
enthusiasm in a lecture situation.
3
4b
Suggested answers:
F complex structures, linking words I suppose, I suspect, I guess
I phrasal verbs, contracted forms, idiomatic expressions, missing
pronouns, dramatic punctuation
Language development 2 p.18
1
1B Learning experiences 1 The focus is on the person who has something done to them
rather than the ‘doer’ (the person who does it). The doers’ names
Listening 2 p.15 are not known or not important. They can be omitted or put at the
2 end of the sentence using by. The passive can sound rather formal
and impersonal.
1 run-down 2 impressive, hi-tech, light, airy
2 We can focus on new information by putting it at the end of
3 the sentence.

1 run-down 2 (world) map 3 radio program(me) 4 history 2a

5 teachers 6 art 7 social workers 8 careers
1 must be given an identity card. 2 are being started deliberately
and they’re spreading very quickly. 3 is said to be the greatest
Speaking p.16 drummer alive. 4 will be sent out in six weeks. 5 can be
done about it without a receipt. 6 has been decided that three
1a
students will be interviewed. 7 has just been given to me by my
Suggested answers: grandmother.
1 A, C 2 B 3 B 4 C 5B 6A 7B 8A
3a
1b
1 is perceived 2 allows 3 to be recorded 4 is emailed
Word stress: apprehensive, directionless, disillusioned, 5 being opened 6 starts 7 submitted 8 is highlighted 9 can
distracted, engaged, inspired, intimidated, motivated, muddled, be heard 10 remark/ have remarked 11 give/are giving
overwhelmed, passive, pressurised, relieved, self-conscious, 12 tend 13 to be given 14 explain/are explained (they may
well-supported refer to the teachers or to the suggestions)
1 overwhelmed 2 pressurised 3 intimidated 4 distracted
5 apprehensive 6 motivated 7 well-supported 8 relieved 5a

Example: Good quality feedback …

1d
5b
2 syllables: engaged, inspired, muddled, passive, relieved
3 syllables: distracted, overwhelmed, pressurised, self-conscious Suggested answers:
4 syllables: apprehensive, directionless, disillusioned, motivated, 1 the programme, we have decided that the number of
well-supported destinations should be slightly reduced. 2 is anticipated that
5 syllables: intimidated this year there will be a huge increase in the response to our
advertisement. 3 is currently being developed by the marketing
3b
department. 4 selected as the Capital of Culture this year,
1 Talk/answer a question briefly about your partner’s photos. Liverpool remains/must remain one of our key destinations.
2 About a minute 5 reservations are recommended in order to/so as to avoid
disappointment.
3c

A lecture, learning to ski with a personal tutor

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 Answer Key

Use of English 2 p.19 4b

2a Suggested answers:
1 (I was a successful) applicant/candidate for the post/position
1 to promote social change 2 because of their brilliance and
of systems engineer. 2 (It is with) great regret (that I must)
exuberance 3 the name, because the players are no longer so
ask for a delay of two weeks. 3 (The unfortunate incident) has
young
incapacitated him and I must return home. 4 (He is extremely)
2c concerned not to be a burden to me/in case he is a burden to
me. 5 (It would be only natural) for you to assume that this
1 as 2 under 3 like 4 few 5 on/upon 6 addition 7 no
could be a recurring problem. 6 (You were very) insistent that
8 themselves
I start work on 1st March. 7 (In the) circumstances, I would be
only too happy to spend some time in the company before I leave.
Writing 2 p.20 8 (Should you) wish to discuss the matter, please don’t hesitate to
contact me.
1
6
1 Examples: asking for a refund; requesting funds; asking for leave
of absence 2 Examples: present your argument clearly and Sample answer:
neatly; don’t apologise or be conceited – remember you are the Dear Sir/Madam,
one asking for a favour; don’t be too pushy I was recently a successful applicant for the post of assistant systems
engineer with your company with a start date of 1st March. However,
2 it is with regret that I must request a short delay of two weeks in my
1 an international student; a local company 2 to persuade the taking up the post. My father lives on his own and recently had an
person reading to allow a later start date; understanding accident which has incapacitated him, and I must return home soon to
3 have to include the points listed; have to invent the reason and help him make the final arrangements for his home care. Most of this
the proposed solution 4 neutral (semi-formal) 5 clear, with he has already done himself and he is determined to be independent,
persuasive rationale for the postponement but I cannot responsibly be totally absent at such a difficult time.
Of course, I am extremely anxious about how you may react to this
3a news since it would be only natural for you to assume that this could
be a recurring problem, but let me assure you that this will not be
Suggested answers:
the case. Fortunately, my sister is returning home from her university
Cut: no need to re-advertise
course abroad in June and is planning to live close to our father and
Reason you are not available: father has had an accident; very
give support. My father is also very concerned that he should not be a
tightly-knit family; need to go back shortly and arrange home care
burden to me and that I should further my career.
Offer reassurance: really keen to make role as assistant systems
I know that you were insistent that I start work at the beginning
analyst into career with company; won’t happen again; father
of March because the current assistant is leaving shortly afterwards
wants to be independent; sister returning home from university
and, quite rightly, you wanted there to be a handover period. Under
course abroad
the circumstances, I would be happy to spend a few days unpaid with
Propose a solution: could spend a few days with present engineer
the current post holder before I leave. I hope you will understand my
before I leave
predicament and will accept my suggested solution.
3b
Yours sincerely,
Suggested answers:
Mario Boschi
Paragraph 2 (reasons you are not available): father has had an
[266 words]
accident, very tightly-knit family therefore need to return shortly
to arrange home care for him
Paragraph 3 (offer reassurance): keen to make career with Review
company; one-off situation as father wants to be independent and
sister will be returning home soon 1 1 A 2 B 3 A 4 D 5 D 6 C
Paragraph 4 (propose a solution): suggest spending a few days 2 1 by 2 in 3 about 4 of 5 of 6 into 7 on 8 by
with current engineer before taking unpaid leave 3 1 aback 2 crop 3 stood 4 snapped 5 stride
6 overwhelmed
4a 4 1 will have been closed 2 are being repainted 3 was
1 on his own, recently had 2 quite an independent 3 should expected 4 have been hoping 5 will be invited/are going to be
4 totally, such a 5 soon after 6 predicament, solution invited/have been invited 6 can be seen 7 has been
8 have been circulating 5 1 has been working/has worked
2 was offered 3 was 4 had run away 5 was never found
6 wanted 7 carries 8 is hidden 9 is never left 10 ties

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