Exam (elaborations) TEST BANK FOR Insight Advanced Teachers Book By Christina de la Mare

Map of resources Section A: Student’s Book pages 4–6 Workbook page 4 Vocabulary bank, Describing change page 134 Teacher’s resource disk, Communication worksheet 1A Section B: Student’s Book pages 6–7 Workbook page 5 Grammar reference and practice 1.1, Workbook page 109 Teacher’s resource disk, Communication worksheet 1B Section C: Student’s Book pages 8–9 Workbook page 6 Vocabulary bank, Separation page 134 Grammar reference and practice 1.2, Workbook page 110 Teacher’s resource disk, Functional language bank Section D: Student’s Book pages 10–11 Workbook page 7 Teacher’s resource disk, DVD extra + worksheet, Celebrating multiculturalism Section E: Student’s Book pages 12–13 Workbook page 10 Teacher’s resource disk, Writing bank Teacher’s resource disk, Functional language bank Vocabulary insight 1 page 14 Advanced dictionary skills Review 1 page 15 Progress check Unit 1, Workbook page 11 Language and skills tests 1A and 1B, Test Bank 1A Reading and vocabulary Who you are Summary Topic: Factors that shape our identity Reading: Who are we? Vocabulary: Idioms with hand, skin and bone; describing change Speaking: Discussing identities Communication worksheet 1A: Collect the cards Lead-in • Put students in pairs and tell them that they have been recruited as secret agents for their country. Tell students that they are going to infiltrate an organization that the government suspects of illegal activity. In order to succeed in this task they must successfully invent a new identity that is completely different to their own. • Give students five minutes to think of everything they would have to consider when creating a new identity. • Elicit some suggestions from the class and write them on the board, e.g. Education, Family, Health, etc. Continue until you have got all students’ ideas on the board. • In pairs, students practise their new identities by taking turns to ask each other questions. • Ask the class which question(s) revealed the most information about the person’s identity. Exercise 1 page 4 • Working individually, students rank the ideas. They then discuss their answers with a partner. • Ask a few students to share their ideas with the class. Elicit what other factors shape a person’s identity (e.g. economic background, health, family size, birth order). • Then ask them to vote on the most important factors in shaping a person’s identity. Culture note: Nature versus nurture The ‘nature versus nurture’ debate is one of the oldest issues in psychology. The debate centres on the relative contributions of genetic inheritance (nature) and environmental factors (nurture) to human development. The expression ‘nature versus nurture’ in English has been in use since the 12th century, but the combination of the two concepts (as complementary) goes back to ancient Greece. The expression in its modern sense was popularized by the English Victorian polymath Francis Galton in discussion of the influence of heredity and environment on social advancement. Galton was influenced by Charles Darwin’s book On the Origin of Species. Unit 1 Identity 15 Additional vocabulary The following words are from the article Who are we?: • acknowledge (v) /əkˈnɒlɪdʒ/ to accept or admit that something is true or exists • chart (v) /tʃɑːt/ to follow or record something carefully and in detail • embrace (v) /ɪmˈbreɪs/ to accept an idea, a proposal, a set of beliefs, etc. especially when it is done with enthusiasm • soul-searching (adj) /səʊl ˈsəːtʃɪŋ/ deep and anxious consideration of one’s emotions and motives or of the correctness of a course of action • stroke (n) /strəʊk/ a sudden illness which attacks the brain and can leave a person unable to move part of their body, speak clearly, etc. • well documented (adj) /wɛl ˈdɒkjuməntɪd/ frequently recorded V insight Idioms with hand, skin and bone The individual words in an idiom rarely give the meaning, e.g. a bone of contention refers to a subject or issue over which there is continuing disagreement. Some idioms create an image which helps to convey their meaning, e.g. jump out of your skin. The image of a person jumping out of their skin suggests a quick, startled movement. Idioms are fixed expressions, e.g. the idiom close at hand cannot be expressed as near at hand. Exercise 5 page 6 • Students read the text. Remind students to use the context to help them with comprehension. They should look at the sentences before and after the highlighted text as well as the words immediately before and after it. • With a stronger class, ask students to write sentences using each of the idioms. 1 all skin and bones 2 saved his skin 3 a bone of contention 4 in Marinda’s hands 5 made no bones about 6 go hand in hand 7 close at hand 8 jumped out of her skin Exercise 6 page 6 • Students read the text, paying close attention to the words before and after each gap. They then complete the text. 1 save (their) skin(s) 2 in (his) hands 3 all skin and bones 4 close at hand 5 a bone of contention 6 go hand in hand 7 made no bones about Exercise 7 page 6 • Focus attention on the underlined verbs in the article. Elicit their meanings. Encourage students to deduce meaning by looking at the words in context. • Students work individually or in pairs to match the verbs to the correct categories. 1 evolve, adapt 2 transform, alter 3 improve, enhance, reform, progress 4 restore, reverse, revert 5 shape, determine Exercise 2 page 4 • Focus attention on the title of the article and the photos. Ask students what they think the article is about. • Students skim the article to find which of the ideas in exercise 1 are mentioned. The article mentions genes and the way we look. Exercise 3 page 4 • Go through the strategy with the class. Elicit answers for the first two points. • Ask students if the words beginning each paragraph attract their attention and why (e.g. a quote personalizes a text and makes it more interesting; adverbs such as interestingly and sadly show the writer’s attitude). • Elicit the order of information in the text (personalization, contrasting points describing the reasons for the people’s different situations, conclusion). • Students read section A again and answer questions 1–3. • Ask students to read sections B and C again. Ask the following questions: How does the writer start each extract? (The writer introduces the background / context, before moving on to the main point of the story. The writer starts with a dramatic story and then introduces the main issues.) Which words and phrases reveal the writer’s attitude and opinions? (attack basic human rights, ultimately, luckily, sadly) What questions or issues does the writer consider in texts B and C? (B: The writer highlights the importance of nature in a person’s development by describing the striking similarities between identical twins who only met in their thirties. C: The writer suggests that nurture also influences our identities by describing a boy who was adopted by monkeys.) 1 The writer starts with a quote to engage the reader’s interest. The quote is surprising and challenges the reader’s assumptions about the topic. 2 Marinda had to make a difficult decision about her dying mother’s face being used in a transplant. She might have questioned how she would cope with a stranger having her mother’s face, and whether her mother would have wanted it. 3 Paragraph 2 asks: ‘Could a person really be themselves wearing somebody else’s skin?’ The writer answers by giving examples of people who have had difficult experiences after receiving an organ donation, e.g. depression, nightmares, refusal to look at the body part. The writer discusses the fear that the donor’s personality could take control of the person receiving the transplant. Exercise 4 page 4 • With a weaker class, before they answer the questions, ask students to highlight the key words in each question that will help them to find the information in the text, e.g. extraordinary, psychological implications and check their meanings if necessary. • Check answers as a class. 1 A 2 A 3 B 4 C 5 B 6 C 7 C 16 Unit 1 Identity Exercise 8 page 6 • Ask students to read the questions. Then refer them back to the reading strategy, focusing on the first two points. • In groups, students discuss the questions. • Ask a few students to share their ideas with the class. Extra activity: Further discussion In small groups, students discuss the following questions: • Advances in medical science mean that the number of people whose lives could be saved by a transplant is rising more rapidly than the number of willing donors. In the UK, over 1,000 people die every year waiting for organ transplants. Do you think organ donation should be obligatory unless people opt out? Why / why not? • What traits do you think you have inherited? What traits do you think you have acquired because of your environment? Extra activity: Stronger students Ask students to look at the situations below and discuss how the sudden changes in these people’s lives could influence their sense of identity: • a soldier is injured in war and loses their legs • a child is adopted and taken to another country at the age of six • a child from a deprived background wins a scholarship to an elite school • a middle-aged woman is diagnosed with cancer and although the treatment is successful, she loses all her hair after the chemotherapy • a teenage boy with end-stage renal disease undergoes kidney transplant surgery and the operation is successful • a young woman finds out that she has a twin sister whom she has never met Students find an example on the internet of a person whose life changed suddenly and write another section for the article, using the notes in the strategy box. Vocabulary bank: Phrases describing change page 134 1 1 d 2 g 3 a 4 h 5 c 6 f 7 e 8 b 2 1 make great strides, pull your socks up, turn the corner, go from strength to strength 2 chop and change, back to square one, move the goalposts, turn (something) upside down 3 1 moves the goalposts 2 chopping and changing 3 made great strides 4 back to square one 5 turned the corner 6 turned (everything) upside down 7 gone from strength to strength 8 pull their socks up Learning outcome Ask students: What have you learned today? What can you do now? and elicit answers: I can understand an article about how nature and nurture influence identity. I can use idioms with ‘hand’, ‘skin’ and ‘bone’ and verbs describing change. I can give my opinion on the influence of nature and nurture on a person’s identity. 1B Grammar and listening Every object tells a story Summary Topic: The stories behind objects Listening: It belonged to my grandmother Grammar: The perfect aspect Speaking: Discussing the significance of personal belongings Communication worksheet 1B: Perfect possessions Lead-in • Ask students to think of possessions which people often keep and which belonged to their grandparents or other relatives. Write a list on the board, e.g. clocks, furniture, clothes, toys, diaries, etc. Ask why they might keep such items. • Ask students if they or their family have any possessions which used to belong to their grandparents or other relatives. Ask: Are they important to you? Why? Exercise 1 page 6 • As a class, look at the objects in each of the photos. Ask individual students to describe them. • In pairs, students look at the objects in the photos and discuss the questions. Elicit ideas and write notes on the board. Exercise 2 $ 1•01 page 6 • Tell students they are going to hear three people describing some of the objects in the photos and their significance. • Play the recording. Then ask students to what extent their ideas in exercise 1 were correct. • Tell students that they are going to listen to the recording again and answer the questions. Before they listen, ask students to underline the key parts of the questions and think about the information they are listening for. Play the recording and check their answers as a class. Speaker 1 talks about object B, her mother’s pasta maker. Her mother used it to make pasta. The speaker uses it to make pasta and also displays it in the window of the family’s restaurant. Speaker 2 talks about object A, her grandmother’s trunk. Her grandmother used it to carry her belongings from Beijing to the USA. The speaker used to store blankets in it, but now uses it to store old books and magazines. Speaker 3 talks about object C, the Matryoshka doll that her grandfather made. The speaker and her sister played with it when they were children. Now the speaker’s grandchildren sometimes play with it. Audio script 1 Well, I’ve had this pasta maker for many years. It was handed down to me by my mother. One of the few treasures that she and my father brought with them when they left Italy in the 1950s. They couldn’t take much, so when she made a list of things, she hadn’t given it a second thought – it wasn’t a priority. But in the end, it was destined to make the voyage. Having packed most of the suitcases, she noticed it on the