Tài liệu English unlimited b2 teacher's book

Contents Introduction The thinking behind English Unlimited 4 How a unit is organised 6 A more detailed look at the features of English Unlimited 11 The Self-study Pack 16 The e-Portfolio 18 The Teacher’s Pack 19 Assessing your learners with English Unlimited 20 The Common European Framework of Reference for Languages (CEF) 22 Teaching notes Unit 1 23 Unit 2 31 Unit 3 38 Unit 4 46 Unit 5 53 Unit 6 61 Unit 7 68 Unit 8 75 Unit 9 82 Unit 10 90 Unit 11 97 Unit 12 105 Unit 13 112 Unit 14 120 Grammar reference: Answer key 127 Contents  3  The thinking behind English Unlimited The aim of English Unlimited is to enable adult learners to communicate effectively in English in real-life situations. To achieve this, English Unlimited is: 1  a practical course 2  an authentic course 3  an international course 4  a flexible course 1 A practical course Each unit of English Unlimited is designed to help learners achieve specific communicative goals. These goals are listed at relevant points throughout the Coursebook. For example, you and your learners will see these goals at the top of the first lesson in Unit 3: The CEF originated in Europe but is used increasingly widely around the world as a guide for curriculum design and assessment. It can be used with learners of any nationality or first language. What’s the level of the course? The CEF is divided into six main levels, sometimes with ‘plus’ levels in between. This table shows the CEF levels and how they relate to the Cambridge ESOL exams: CEF levels Cambridge exams C2 ‘Mastery’ CPE C1 ‘Operational proficiency’ CAE ‘Vantage’ FCE ‘Threshold’ PET A2 ‘Waystage’ KET A1 ‘Breakthrough’ B2+ B2 B1+ B1 A2+ 3.1 goals express views about different options talk about education and training chers All the goals are of a practical ‘can do’ nature, chosen to enable Upper Intermediate learners to deal with a wide range of situations and topics in English. Of course, a substantial amount of each unit is dedicated to learning vocabulary and grammar – but the goals come first. We’ve identified goals which we think will be useful for Upper Intermediate learners to work on, and then selected and grammar to help them do this. course in vocabulary your free time? Where exactly do the y to spend free time where yougoals live?come from? urses in their time? Thefree goals for the course have been taken from the Common Framework of Reference six evening coursesEuropean in the Markham College brochure.for Languages (CEF), and adapted and supplemented nk could help you to: according to our research into the needs of Upper ectively? Intermediate • entertainlearners. guests? • help other people? part of another culture? • save money? The goals in the Coursebook are based on the CEF goals understand people? but they have been reworded to make them less ‘technical’ and more motivating and accessible for learners and d Don’s conversation. teachers. ns for doing a course together? is themanage CEF? to ey discuss?What Do they The CEF uses ‘Can Do’ statements to describe the abilities ? of learners of English (or any other language) at different ach course that Carrie levels. The focus is on how to do things in the language, rather than on abstract knowledge of the language itself. For example, here are some CEF goals which describe learners’ speaking do it, or isn’t sure? abilities Why? at the end of Upper Intermediate: ● Can understand detailed instructions reliably om the conversation. Find ● Can help along the progress of the work by inviting gs to each sentence A–D. others to join in, say what they think, etc. between two three. ● or Can outline an issue or a problem clearly, speculating s one. about causes or consequences, and weighing oing that! advantages and disadvantages of different approaches mind about it. g a course 4  in First Aid. Introduction ppeal to me. er Cookery or Psychology. gs about that one. English Unlimited Upper Intermediate is based on ‘Can Do’ statements at the B2 level of the Common European Framework. It takes learners to the C1 or ‘Operational proficiency’ level of competence. 2 An authentic course Because it is based on practical goals, English Unlimited teaches authentic language – that is, the kind of language which is really used by native speakers and proficient non-native speakers of English in everyday situations. An important tool for identifying useful language to include in the course has been the Cambridge International Corpus (CIC). What is the CIC? The CIC is an electronic collection of more than a billion words of real text, both spoken and written, which can be searched by computer to discover the most common words, expressions and structures of the language, and the kinds of situation in which they are used. How has it been used in the course? The CIC has been used throughout English Unlimited to ensure that, as far as possible given the level of the course, learners are taught the most frequent and useful words and expressions for meeting their communicative goals. The CIC has also been used in the preparation of grammar sections, both to select structures to be taught and to identify realistic contexts for presentation. For example, the past perfect simple (Unit 2) is presented in expressions with ‘saying’ and ‘thinking’ verbs (I thought you’d cancelled the meeting), while the structure will be + -ing (Unit 13) is placed in the context of informative talks and presentations (I’ll be talking about three topics). A further use of the CIC is in the Keyword pages which appear in odd-numbered units. Each Keyword page focuses on one or more of the most frequently used words in English and teaches its most common meanings, as well as useful expressions based around it. How else is English Unlimited an authentic course? In addition to being informed by the CIC, English Unlimited contains a large amount of unscripted audio and video material, recorded using non-actors, both native and non-native speakers. Many other listening texts have been scripted from recordings of real conversations. What are the benefits for learners of using ‘authentic’ listening material? Listening to spontaneous, unscripted speech is the best way to prepare learners for the experience of understanding and communicating in English in the real world. We also find that authentic recordings are more motivating and engaging for learners in general. 3 An international course In what ways is English Unlimited ‘international’? Firstly, English Unlimited is an inclusive course, catering for learners of different backgrounds from all around the world. We have taken care to select topics, texts and tasks which will appeal to a broad range of learners. We’ve tried to avoid topics which learners may find uncomfortable, or simply uninteresting, and we don’t assume a knowledge of a celebrity culture, but focus instead on more universal themes, accessible to all. English is most often used nowadays between non-native speakers from different places. How does the course take this into account? A second strand to the ‘internationalism’ of the course is that it includes features which will help learners become more effective communicators in international contexts. In every even-numbered unit there is an Across cultures page which focuses on a particular topic of cultural interest. The aim of these pages is to increase learners’ awareness of how the values and assumptions of people they communicate with in English might differ from – or be similar to –­­ their own. Learners who have this awareness are likely to be more sensitive and effective communicators in international environments. Listening sections use recordings of speakers with a range of accents in order to familiarise learners with the experience of hearing both native and non-native speakers from a wide variety of places. Regardless of accents, care has been taken to ensure that recordings are of appropriate speed and clarity for learners at this level, and that they are error-free. All non-native speakers are competent users of English and should provide learners with strong and motivating role models to help them progress and achieve greater confidence in English. For the purposes of language production, taught grammar, vocabulary and pronunciation follow a British English model, but by exposing learners to a wide range of accents and models, we are helping to enhance their ability to use English in real international contexts. 4 A flexible course The next five pages show how a typical unit of English Unlimited is organised. As you’ll see, the first five pages are connected to each other and make up the ‘core’ of the unit. After that, there is the Explore section, two pages of activities which have a topical or linguistic link to the unit, but which can be used separately. On the last page of each unit is the Look again page, comprising review and extension activities, which can be done by learners either in the classroom or for homework. This means that English Unlimited can be adapted not only for lessons of different lengths, but also for shorter and longer courses. For example, just using the ‘core’ of each unit would be suitable for a course of about 50 hours, while using all the material, including the Explore and Look again pages, would give a course length of 80 or 90 hours. The flexibility of English Unlimited is further enhanced by an extensive range of supplementary materials. These include grammar reference and extra practice at the back of the Coursebook, the Teacher’s DVD-ROM containing three extra activities for each unit of the Coursebook, Achievement and Progress tests, and the Self-study Pack, which offers more than 50 hours of additional language and skills practice material in the Workbook and on the Selfstudy DVD-ROM. In the rest of this introduction you’ll find: ● a plan showing how a unit is organised pages 6 to 10 ● more detailed notes on the different sections of the units pages 11 to 15 ● information about the other components of the course pages 16 to 21 ● more detailed information about the CEF page 22 We hope that you and your learners will enjoy using English Unlimited. Alex Tilbury Leslie Anne Hendra David Rea Theresa Clementson Introduction  5  How a unit is organised 4 The course consists of 14 units, each of which has eight pages. 4.1 goals describe landmarks The first two pages are a single lesson with goals based on the CEF. You can, of course, spread the material over more than one lesson if you want. about 90 minutes talk about landmarks where you live Local knowledge VOCABULARY Describing landmarks 1 Landmarks 1 a Look at the pictures of well-known landmarks. Can you guess (or do you know): 1 where they are? 2 how big they are? 3 The Millennium Spire in Dublin, Ireland, was designed by Ian Ritchie Architects. Officially known as ‘The Monument of Light’, this 120m steel spire is 3m wide at the base but just 15cm wide at the top. C 3 what they’re made of? Saigo Takamori was a nineteenth-centu ry Japanese warrior and politician, known as ‘the last true samurai’. This 3.7m bronze statue of Saigo walking his dog was made by Takamora Koun and can be seen in Tokyo’s Ueno Park. B A D 4 2 The Angel of the North stands on a hill near the town of Gateshead in the north of England. Designed by Antony Gormley, this steel construction is 20m tall and has a wingspan of 54m. Joanna Rajkowska’s Greetings from Jerusalem Avenue is an artificial palm tree in the centre of Warsaw, Poland. It’s about 15m high and is made of steel, plastic and natural bark. b Match the landmarks with the descriptions. Find answers to the questions in 1a. 2 Work as a class. Compare your ideas about these questions. 1 2 3 4 5 6 Which of the landmarks A–D might be a monument? Which would you describe as a statue? Which would you describe as a sculpture? Which are modern? Which are traditional? Which are abstract? Which are realistic? Which do you think were made: a to commemorate a past event? d to signify an idea? b to celebrate something? e to amuse people? c in honour of somebody? f to make people think? Well, it’s a kind of abstract sculpture, maybe a monument, ... 3 Work in pairs. Cover 2 and describe the landmarks A–D using the highlighted expressions. LISTENING 4 Listen to Cian, Beryl and Dominika. Which landmark A–D does each person talk about? How do they feel about it? 5 1.24 1 2 6 4.1 1.24 Listen again and make notes on these topics for each monument. its location when it was put up 3 4 its meaning or purpose people’s reactions to it A big impression VOCABULARY History of a landmark 1 Do the highlighted expressions in a and b have similar or different meanings? If they differ, explain how. 1 2 3 4 5 6 7 8 What do you think about each of these landmarks? Do you like them? Talk together. 30 a It was erected to celebrate the Millennium. It was unveiled at the very end of 1999. It was heavily criticised at first. It caused a lot of controversy. People didn’t know what to make of it. People grew to love it. It became a landmark. People see it as part of the landscape. b It was put up during the 1990s. It was opened to the public in 2006. It was badly received. It made a big impression on people. People were baffled by it. People warmed to it after a while. It became a tourist attraction. People regard it as an eyesore. 2 a Choose expressions from 1 to complete the description of the Eiffel Tower. In some cases, more than one answer is possible. At 324 metres high, the Eiffel Tower is the tallest structure in Paris. Lessons include vocabulary and/or grammar, as well as practice in reading, listening and speaking. Lessons always finish with a communicative speaking task. See pp11–13 for details of language and skills sections. between 1887 and 1889 It 1 as the entrance arch for the 1889 Exposition Universelle (‘World Fair’). Its designer, Gustave Eiffel, had originally planned to build the tower in Barcelona, but it was decided that his idea would not suit the city. Eiffel therefore took his design to Paris instead, and the Tower 2 on 6 May 1889. when it was first built. The Tower 3 The newspapers of the day were filled with angry letters, with many people calling the Tower 4 . Other people 5 it, unsure whether the Tower was intended to be a work of art or a demonstration of engineering. The city planned to allow the Tower to stand for twenty years and then tear it it down, but with time people 6 and and it became both 7 8 . Today, the Tower is widely regarded as a striking piece of structural art. Since its construction, it’s been visited by more than 200 million people. b Compare your answers in groups. PRONUNCIATION Weak forms 3 a 1.25 Some very common words have weak forms: when they’re not stressed, you can say them with a schwa sound /ə/. Listen and notice the weak forms in this sentence. It was erected to celebrate the Millennium. Every unit has a focus on pronunciation. See p12 for details. Practise saying the sentence. b Words we usually say as weak forms include: • articles a, an, the • forms of be • prepositions as, at, for, from, of, to Look at the other sentences in 1. Write /ə/ above the words you’d probably say as a weak form. c SPEAKING 1.26 Listen and look at the script on p146 to check. Practise saying the sentences. 4 a Work alone. Choose two or three landmarks in your region or country. For each one, think about these questions. 1 2 3 4 5 What does it look like? How would you describe its style? Why was it built? What do you think it represents? When was it built? Is it popular with local people and tourists? Has its reputation changed over time? What do you think about it? Why? b Talk in groups. Can you add any more information to each other’s descriptions? Which places would you most like to see? 31 6 Introduction 4.2 Two voices The next two pages are another lesson with goals based on the CEF. about 90 minutes 4.2 goals talk about well-known people where you live describe someone’s life and work 1 a Look at the photos and read the captions. READING Which six of these things do you think could be mentioned in an article about: Umm Kulthum? Bohumil Hrabal? Prague Cairo radio concerts an accident or suicide real events a huge funeral lyrics an Oscar records a single sentence up to six hours banned books b Work in two groups. Umm Kulthum (1904– 1975) was a singer famous in Egypt and throughout the Arabicspeaking world. Article Group A – read the article about Umm Kulthum below. Group B – read the article about Bohumil Hrabal on p119. Find out which six things are mentioned in your article. Bohumil Hrabal (1914–1997) was one of the Czech Republic’s best-known and bestloved writers. Log in/create account Discussion Umm Kulthum Umm Kulthum was probably the most famous singer of the Arab world in the 20th century. Even today, more than three decades after her death, she is known as ‘the Voice of Egypt’ and ‘the Star of the East’, and her music can often be heard on radio and television. She was born in a village in northern Egypt in around 1904 and showed an extraordinary singing talent from an early age. When she was 12 years old, she started performing in a small group directed by her father. Four years later, she was noticed by Zakariyya Ahmad, a famous musician, who invited her to Cairo. There, she was introduced to the poet Ahmad Rami, who went on to write 137 songs for her. She had her first real success when she began performing at the Arabic Theatre Palace. By 1932, Umm Kulthum had become so popular that she began a long tour of the Middle East, performing in cities such as Damascus, Baghdad, Beirut and Tripoli. Her radio concerts, held on the first Thursday of every month, were famous for emptying the streets of some of the world’s busiest cities as people rushed home to listen. Umm Kulthum’s songs are about the universal themes of love and loss. A typical concert would consist of two or three songs performed over a period of up to six hours. The duration of her songs varied from concert to concert and was based on the interaction between singer and audience. One of her techniques was to repeat a single line of a song’s lyrics again and again, slightly changing the emphasis each time to bring her listeners into a euphoric state. It is said that she never sang a line the same way twice. Umm Kulthum gave her last concert in 1973. She died in Cairo on February 3, 1975. Her funeral was attended by one of the largest gatherings in history – over four million people. In Egypt and the Arab world, she is remembered as one of the greatest singers and musicians who ever lived. Since her death, it is estimated that about a million copies of her records have been sold every year. 2 a Read again. Note down one or two details about each of the six things in your article. b In A/B pairs, tell each other about Umm Kulthum and Bohumil Hrabal. What do you find most interesting about each person? VOCABULARY Talking about well-known people SPEAKING 3 Match 1–8 with a–h to make sentences from the articles. 1 2 3 4 5 6 7 8 4 She was probably the most famous She had her first real success when One of her techniques was to He started out as He had his first breakthrough with One of his most famous works is The movie won an Oscar for The first of his collected writings came out in a b c d e f g h repeat a single line of a song’s lyrics. Best Foreign Film in 1967. a collection of short stories. singer of the Arab World. 1991. a story written in a single sentence. she began performing at the Arabic Theatre Palace. a poet. 4.2 She’s known as ... Think of two or three famous writers or performers in your part of the world. Choose expressions from 3 and talk in groups about: • what they’re famous for. • how and why they became famous. GRAMMAR Using the passive Well, Jang Nara is famous in South Korea. She had her first breakthrough with the hit song ... 1 Read the information about using the passive, and sentences 1–6. Find an example of: a b present simple passive past simple passive c d present perfect passive passive after a modal verb In English, you usually put the person or thing you want to talk about (the topic) at the beginning of a sentence. New information (the comment) comes after it: topic comment Umm Kulthum was probably the most famous singer of the Arab world in the 20th century. 32 Notice how the writer chooses active or passive to keep Umm Kulthum, and things closely related to her, as the topic: 1 2 3 4 5 6 is known as ‘the Voice of Egypt’ and ‘the Star of the East’. can often be heard on radio and television. showed an extraordinary singing talent. started performing in a small group directed by her father. was noticed by Zakariyya Ahmad, a famous musician. have been sold every year. She Her music She She She A million copies of her records Grammar reference and practice, p133 There is a Grammar reference and extra grammar practice for every unit at the back of the Coursebook. 2 PASSIVE PASSIVE ACTIVE ACTIVE PASSIVE PASSIVE Find and complete five common passive expressions from the last two paragraphs of the Umm Kulthum article. 1 2 3 The duration of her songs was b that It is s by Her funeral was a on 4 5 She is r It is e as that 3 a Read the profile of Jang Nara from a website for people interested in South Korean culture. At the moment, all the sentences are active. Decide which should be active and which passive, and rewrite the profile. Profile Jang Nara, entertainer (1981 – present) ✱ Jang Nara was born in Seoul in March 1981. People consider her one of the best entertainers in South Korea. ✱ She started out as an actress in her primary school days, when theatre producers invited her to appear in the play Les Misérables. Later, in high school, she modelled in a number of television ads. ✱ Jang had her first real success as a singer in 2001, when a record company released her debut album. They sold 300,000 copies of the album, and the Korean music world awarded her Best New Singer of that year. ✱ At the same time, her acting career continued to develop. Korean TV companies hired her to star in popular sitcoms and dramas, and a Chinese television station also invited her to star in the successful drama My Bratty Princess. She is very popular in China, where they know her as ‘Zhang Na La’. ✱ In addition, people have recognised her for her charity work in different countries. One Chinese charity appointed her a goodwill ambassador, the first foreigner to receive this honour. b WRITING AND SPEAKING 1.27 Listen to check. Did you have the same ideas? 4 a Choose a person you think should be included on a website for people who are interested in your country, its history and culture, for example: an artist a successful business person a scientist a sportsperson a leader Write a profile of the person for the website. Use passive expressions from 1 and 2. b Read each other’s profiles and ask questions to find out more. 33 Introduction 7 The last four pages of a unit will take about 45 minutes each. The fifth page is the heart of the unit, the Target activity. Learners prepare for and carry out an extended task which is designed to combine and activate language taught in earlier lessons in the unit. See p13 for details. 4.3 Target activity 4.3 goals Describe well-known sights to a visitor TASK LISTENING talk about landmarks where you live talk about well-known people where you live give information about interesting or important sights 1 If you were visiting Beijing or another part of China, what would you like to see? Talk together. 2 1.28 Conor is visiting his friend Mei in Beijing. Mei is describing some things to see in the Beijing area. Listen to their conversation. Which one of these sights don’t they talk about? The ‘Bird’s Nest’ The Forbidden City The Great Wall The Summer Palace The Temple of Heaven 3 1.28 1 2 3 4 5 TASK VOCABULARY Recalling details say Model recordings are used to demonstrate the task. Listen again. According to Mei, which of the sights: were built by the Emperor Yongle? have been restored? took fourteen years to build? is outside Beijing? is made entirely of wood? 4 a Complete the sentences 1–6 with the words in the box. 1 2 3 4 5 6 Target activities review goals from the earlier lessons of the unit. far read remember think heard As far as I can remember, it was in the fifteenth century. that it took a million workers fourteen years to complete. They I’m right in saying that you can rent an audio tour. I somewhere that it’s made completely of wood. I that they have English-speaking guides there. I’ve rightly, it’s a two- or three-hour trip by bus. If I Task vocabulary sections provide learners with useful language for the task. b Read the script on p146 to check. TASK 5 a Work alone. A friend from abroad is visiting you for a few days. Make a list of interesting things they could see or do during their stay. Think about things: • in your home town • in the countryside • in towns and cities nearby If the people in your class are from the same place, make a list of things to describe to a friend who’s planning to visit another region or country you know about. Learners are encouraged to take time to prepare ideas and language. b Plan what to say about the things on your list. 1 2 3 What are they like? What makes them important or interesting? What can you say about their history or reputation? Are there any interesting people or stories connected with them? Think of what language you can use from 4a. c Work in A/B pairs. A – tell your friend B about the things on your list. B – you’re the visitor. Listen to A and ask questions to find out more. Then change roles and have another conversation. 6 34 8 Introduction Which of the things you’ve just heard about would you definitely like to see or do? Tell your partner. Target activities have a clear outcome. The Explore section is made up of activities which extend and broaden the topics, language and skills taught in the core part of each unit. On the first page is Across cultures or Keyword in alternate units. On the second page is either Explore writing or Explore speaking. 4 EXPLORE Across cultures Special occasions Even-numbered units have Across cultures pages which give learners the chance to think about and discuss how cultures differ – or are similar – around the world. See p13 for details. LISTENING 1 What’s happening in the pictures? How would you describe the atmosphere? 2 1.29 Listen to Beryl and Dominika describing the occasions. Who mentions these topics – Beryl, Dominika or both? fireworks food a kind of doll borrowed items government buildings the community dancing 3 Beryl talks about Bonfire Night in England. VOCABULARY Describing a special occasion 1.29 Listen again. According to the speakers, are these statements true or false? 1 2 3 4 5 6 4 Bonfire Night is now usually organised by local councils. Guy Fawkes saved the king’s life. All children love Bonfire Night. Traditionally, Polish weddings are a community occasion. A wedding lasts at least two days. The bride and groom must each wear something borrowed. Dominika talks about traditional weddings in Poland. Which of these special occasions would you most like to experience? Why? 5 a Which of these sentences are about Bonfire Night? Which are about weddings in Poland? 1 2 3 4 5 6 7 8 9 10 Nowadays, people celebrate it together. In the old days, people used to celebrate it in their back gardens. Traditionally, it’s a celebration for an entire community. The reason we have it is because about 400 years ago, a group of ... It’s quite normal to have another celebration the day after. There’s a lot of laughing, shouting and screaming – and crying as well. There will be a huge bonfire, with a guy sitting on the top. It can be anywhere between two hundred and four hundred people. Almost the whole town or village will turn out. They go on for days on end. Even-numbered units have Explore writing pages which enable learners to write a range of different text types. See p14 for details. b Read the script on pp146–7 to check. SPEAKING 6 Choose a special occasion from your own or another culture. Think about how to describe: 1 2 what happens and why. the atmosphere. 3 4 how it can vary from place to place. how it’s changed over the years. Write a few sentences about it using the expressions in 5a. 7 4 EXPLOREWriting Talk about your special occasions in groups. • If you’re from the same country, say if you disagree with anything. Add any information you think is important or interesting. • If you’re from different countries, ask questions to find out more about the things 1 that interest you. Goal write an email or letter recommending places to see Read Gareth’s email to a friend. Where are he and his family going? What are they interested in? 35 Hi Ellie, Can I get a bit of advice from you? You used to live in Japan and know a lot about it, and we’re planning to go there for three weeks in October. Dylan will love Tokyo Disneyland, of course, but Sandrine and I are more interested in culture, history and art. So, can you give us an idea of some of the ‘must-see’ sights? It would help us a lot with our plans. Thanks! Odd-numbered units have Keyword pages. Each one focuses on a common English word, teaching and practising the main meanings and useful expressions. See p14 for details. Best wishes, Gareth 2 5 EXPLORE 3 Keyword as 1 a Complete these sentences with as, such as or like. In two of the sentences, two answers are possible. Of every 100,000 paperclips made in the United States, 19,143 are used poker chips. Unit 5 His simple but modern designs continue to influence younger designers Jonathan Ive. Unit 5 Ian Rankin has been employed a grape-picker, taxman and journalist. Unit 4 She began a long tour of the Middle East, performing in cities Damascus and Baghdad. Unit 4 Nowadays the mine at Wieliczka is a huge underground city. Unit 2 4 b Which expression – as, such as or like – can you use: 1 2 3 to describe the identity or purpose of a person or thing? to say two things or people are similar? to give examples? (x2) 2 a Work alone. Complete these sentences with as, such as or like and your own ideas. Make four true • At school I was known ... • I think my friends see me ... • I wouldn’t mind a career ... Well, I once worked as a zookeeper. b Listen to each other’s sentences and ask questions to find out more. Can you guess which sentences are false? Right ... when was that, exactly? Referring expressions with as Odd-numbered units have Explore speaking pages dedicated to developing learners’ speaking skills and strategies. See p14 for details. 3 a Keith and Leona work in different departments of a company. Read their emails and put them in order 1–6. A B Hi Keith, As you know, I’m putting together the agenda for Monday’s meeting. I was wondering if you had any last-minute points to add? Leona C Not to worry. I’ll be there, though I might have to miss the afternoon as you suggested. Are the time and venue still as agreed last time (9.30 in Media Room B)? K. D Nothing to add thanks, but as I mentioned last week, Monday’s pretty busy for me. I can do some rescheduling but would rather not. Any chance of a different day (Tue or Thu)? K. E Sorry Keith: I did ask about changing the date as promised, but half the sales team are on a training course from Tuesday! So it looks like we’ll have to go ahead on Monday as planned. Hope you can still make it 1 (even if 2.7 to extracts from onlyListen the morning part?) L. 5 5 EXPLORESpeaking two conversations from this unit. In each conversation: Thanks for your understanding about the date, and yes, the time/venue are unchanged. Here’s the agenda. Could you have a quick look through before I send it round? As you’ll express disagreement in different situations see, it’s pretty full. L. Goals make concessions and counter-arguments 1 Where are the people? 3 1 What’s the relationship between to the reader’s knowledge? (x2) them? 2 back to the past? (x5) b 2LookWhat at eight expressions are they doing? with as in the emails. Which refer: 3 conversations. as arranged as I said as you proposed as you’re aware Expressing disagreement a Are you joking? Work in two groups. b I wouldn’t exactly say Group – look at Leona’s c I’mAnot so sure about emails on p120. Write Keith’s emails. Group – lookon. at Keith’s emails on p123. Write Leona’s emails. d Oh,Bcome 4 paragraph 4 i giving you new energy j following the customs of long ago Your emails don’t have to be exactly the same as the originals, but they should have the same meaning. Making a concession Include one two that expressions with as in each email. e I have toor admit f I see what you mean. Making a concession and counter-argument g It’s true that ... but h But even if that’s the case, b 2.7 1 JAMES PALOMA Listen again to check. JAMES PALOMA 3 a Add more expressions to the groups in 2a. JAMES PALOMA Are you serious? That may be so, but How can you say that? I have to disagree with you there. I take your point, but I wonder about that. I’d go along with you there. Maybe you’re right about that. b 4 2.8 Listen to check. Which of the expressions for disagreeing: 1 2 would you probably not use in formal or professional situations? could you use in any situation? 5 a Work in two groups, A and B. As read the situations below and your group’s opinions. Bs read the situations and your group’s opinions on JAMES PALOMA JAMES PALOMA JAMES PALOMA Well, how about this one? It’s a good size. 1 Ugh ... What? It’s nice and cheerful. Yeah. We could put it in the toilet, perhaps. 2 The horse is nice. No, it isn’t. OK. Have you got any suggestions? Yes, how about this? I love the strong colours. Yeah, they’re very striking, aren’t they? But? 3 the style. For the room, I mean. Hmm, 4 No, it wouldn’t suit the living room, would it? 2 KIM BRETT KIM BRETT KIM Alright, well, I think all three designs have their strengths, but I think this one’s the weakest. Really? I liked that one. Well, 5 it emphasises the idea of ‘forever’ quite well – you know, the idea that you can give flowers any time – the colours are a bit weak. Well, 6 they’re weak. I’d say the colours are low-key and, well, quite elegant. 7 I don’t think they look dynamic enough for our business. I mean, we’re all about colour. 43 2 There’s lots to see in Tokyo. Sensoji Temple’s great. You go through an enormous red gate, then walk along a row of charming little shops to the temple. It’s a busy area, jammed with people. Next, be sure to go to the Kabuki Theatre. It’s advisable to get tickets for one act only as the whole thing can last four hours. And check out the food floors in department stores. They’re fascinating and give you a good idea of the range of Japanese food. Also, for Dylan’s sake, don’t miss the well-stocked Hakuhinkan toy store in Tokyo. 3 Ideally, you should see the cities of Kyoto, Nara and Kamakura as well. In Kyoto, I recommend you visit Ryoanji (Zen rock garden), Kinkakuji (‘Golden Pavilion’) and Kiyomizu Temple. Nearby Nara also has some very impressive ancient buildings and statues. As for Kamakura, it’s a historic city about an hour south of Tokyo. Make sure you see the Great Buddha there (a huge bronze statue) and don’t forget to wash your money at the Zeniarai Benten Shrine. They say if you do, it will double. 4 If you can, try out a mountain onsen (hot spring). They’re wonderfully refreshing. And it’s well worth staying at a ryokan, a traditional inn, where meals are brought to your room on trays. 5 I hope you have a great time! I look forward to hearing all about it later. Find adjectives in the text to match these meanings. paragraph 3 f causing you to admire it g very old h important in history forward to the future? (x1) 2 a a–hexpressions to complete with the two c Use Herethe areexpressions more common as. Which expressions in the emails could they replace? Hi Gareth, 1 It’s great that you’re off to Japan. I know you’ll love it. I’ve put together a few ideas for you. Of course you’ll discover lots more things while you’re there but this should get you started. Be sure to ... advisable ... check ... ... miss … should ... recommend ... ... sure ... ... forget ... try ... ... worth paragraph 2 a extremely large b pleasant, attractive c very crowded d extremely interesting e having a lot of goods F This all looks fine to me Leona, but I’d put the time and room number at the top. As you probably remember, someone usually goes to the wrong room or turns up late! K. wishes for the future? the purpose of the email? the countryside? the main city? other cities? Find and complete these expressions of recommendation: 1 2 3 4 5 6 7 8 9 10 sentences, and two false. • I once worked ... • I really don’t enjoy films ... • I know someone who looks a bit ... Which paragraph is about: a b c d e as compared with like 1 2 3 4 5 Now read Ellie’s reply. Which of the things she recommends would you find most interesting? Lots of love, Ellie 6 a A friend has written to you to ask what to see in a country or city you know well. Make a list of places to recommend. Then think about: 1 2 3 how many paragraphs you’ll need and what to put in each one. how to begin and end your email or letter. what language you’ll need from 4 and 5 to recommend and describe the places. b Write your email or letter. 7 Exchange emails or letters with a partner. Ask questions about any places that interest you. 36 Introduction 9 The last page of each unit, Look again, is a series of short classroom activities for reviewing and extending the language from the unit. See p15 for details. Review activities include vocabulary and grammar from the unit. Spelling and sounds activities help learners make connections between English spellings and how to pronounce them. 4 Look again Review Extension VOCABULARY Talking about landmarks SPELLING AND SOUNDS /m/ 1 a Add expressions for talking about landmarks to 4 a Underline the letters which make a /m/ sound. each group. Then check on pp30–31. 1 2 3 4 5 6 TYPE: a statue, ... APPEARANCE: modern, ... PURPOSE: to celebrate something, ... AGE: it was put up in, ... REACTIONS: people warmed to it, ... REPUTATION: an eyesore, ... climb column common immediately millennium monument palm summon b Find words in 4a to match these spelling patterns. 1 2 3 b What can you remember about these landmarks? The Millennium Spire The Angel of the North Greetings from Jerusalem Avenue GRAMMAR Using the passive 2 a Read the mini-biography of the Scottish crime writer, Ian Rankin. Choose the correct option. Born in 1960, Ian Rankin 1graduated / was graduated from the University of Edinburgh and 2employed / has been employed as a grape-picker, taxman and journalist. He 3moved / was moved to France for six years while developing his career as a novelist, and his first Inspector Rebus novel, Knots and Crosses, 4published / was published in 1987. His books 5have translated / have been translated into 26 languages, and six of them 6have adapted / have been adapted for television. In 2005, Ian Rankin 7awarded / was awarded the Grand Prix de Littérature Policière (France). He now 8lives / is lived in Edinburgh. b Now write a mini-biography about yourself, including some imaginary details. c Read each other’s mini-biographies. Guess which details are true and which are imaginary. CAN YOU REMEMBER? Unit 3 – Work and commitment 3 a Read about the people’s hopes and plans for the next twelve months. Choose the best verbs. I’d like to 1carry on / keep up exercising every day. I feel so much fitter and more energetic now. 2 I really don’t want to sign up for / take on any more big responsibilities at work. I’m already far too busy as it is. I’m going to try to 3drop out of / give up smoking again. I might try going to a hypnotist. I’ve booked a five-day summer break in Paris. I’d like to 4work on / work towards my French a bit before I go. b Use the verbs to discuss some of your hopes and c /m/ is usually spelled just m. You write mm in beginnings such as: imm– comm– and summ– A few spellings of /m/ include silent letters: mb lm mn Notice activities draw out further useful language from the unit’s reading or listening texts. Spellcheck. Listen and write twelve words. Then check your spelling on p147. 1.30 NOTICE very, the very 5 a Look at the extract from Cian’s talk about the Millennium Spire. In which expressions does very: 1 mean: a really? b exact? 2 add emphasis to: a an adjective? b a noun? It’s situated in 1the very middle of Dublin on the street called O’Connell Street. It’s essentially just 2a very tall spire or spike that extends above all the buildings that are in Dublin. ... It was erected to celebrate the Millennium so it was unveiled, er, at 3the very end of 1999. b Work alone. Choose a word to complete 1–4. first/last beginning/end top/bottom best/worst 1 2 3 4 What were you doing at the very of last year? thing you remember What’s the very doing or thinking yesterday? of the Have you ever come at the very class in an exam? singer in Who do you think is the very your country at the moment? At the end of each unit is a Self-assessment for learners to complete. c Ask and answer your questions. Self-assessment Can you do these things in English? Circle a number on each line. 1 = I can’t do this, 5 = I can do this well. describe landmarks 1 talk about landmarks where you live 1 2 3 4 5 talk about well-known people where you live 1 2 3 4 5 2 3 4 5 describe someone’s life and work give information about interesting or important sights write an email or letter recommending places to see 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 • For Wordcards, reference and saving your work ➔ e-Portfolio • For more practice ➔ Self-study Pack, Unit 4 plans for next year. 37 Can you remember? activities review a language point from the previous unit. 10 Introduction 1 2 3 4 Johan Vaaler? how people use paperclip the early history of paper 5.2 of the pap the importance A more detailed look at the features A survey conducted b of English Unlimited 5 Read again. What information does the article give about: 1 2 3 4 Vocabulary English Unlimited provides learners with a wide variety of vocabulary, chosen to meet each unit’s communicative goals. In most units, there are three or four vocabulary sections in the first two lessons and Target activity, and vocabulary is also presented and practised on Keyword, Across cultures, Explore writing and Explore speaking pages. Vocabulary includes: ● words like delighted, mortified, intrigued ● collocations like set goals, get feedback ● stems like I’m in two minds about … ● fixed expressions like It’s tried and tested. The focus on longer items as well as single words will enable learners to express themselves more fluently, naturally and effectively. The course provides a balance of: ● more frequent vocabulary, selected and checked using the Cambridge International Corpus (CIC); ● topical and functional items which learners need in order to achieve particular goals. For example, words like statue and monument are not especially frequent statistically, but are obviously necessary for the fulfilment of goals such as ‘describe landmarks’ and ‘talk about landmarks where you live’. Taught vocabulary is generally drawn from texts which learners have already read or listened to as part of a skills section of a lesson. In other words, vocabulary is placed in clear contexts which help learners work out what it means, and how it’s used. Grammar Each unit of the course teaches the grammar essential to achieving the communicative goals. The points of the grammar syllabus have been selected and placed in particular units to help learners meet these goals. For example, the passive is focused on in Unit 4 because it’s particularly useful as a way of controlling the topic of short, biographical texts about people’s lives and work. Similarly, past and present participle clauses are taught in Units 5 and 7 as they are very useful for describing physical objects and scenes. Before focusing on grammar explicitly, learners are first exposed to grammar in context through reading and listening texts. Then meaning and form are highlighted using a ‘guided discovery’ approach, which actively involves learners in finding out about the grammar for themselves while also providing plentiful support and opportunities for you to monitor and assist: GRAMMAR Describing objects – past participle clauses GRAMMAR Describing objects – past participle clauses Johan Vaaler? how people use paperclips? the early history of paperclip production? the importance of the paperclip in Norwegian culture? A survey conducted by ... GRAMMAR 5.2 1 Read the information and exa 1 Read the information and examples in the box. Then answer the questions. Describing 5 Read again. What information article give about: You can describe a noun with does a pastthe participle clause. • According to a survey conducted by Lloyds Bank ... 1 Johan Vaaler? objects – past You a noun wit clause has a similar meaning to a relative clausecan with the describe passive: 2 A past howparticiple people use paperclips? to a survey which was conducted by Lloyds Bank ... 3 • According the early history of paperclip production? participle • According to a survey con 4 There the importance of the paperclip in Norwegian culture? are two kinds of past participle clause: 1 Defining clauses • Of every 100,000 paperclips made in the United States, 17,200 hold clothing A past participle clause has A survey conducted by ... together, ... 2 Non-defining • According to a survey whi 1 Read and examples inin the box.isThen answer the questions. • the Theinformation one many readers will have mind the familiar double U-shaped ‘Gem’ clip, made originally by Gem Manufacturing Ltd. You can describe a noun with a past participle clause. • First patented by Johan Vaaler, the humble paperclip remains indispensable. • According to a survey conducted by Lloyds Bank ... 1 A past Which kind of clause clause,has defianing or non-defi participle similar meaningning: to a relative clause with the passive: a identifies thing or person you’re talking about? • According to which a survey which was conducted by Lloyds Bank ... b adds extra details about the thing or person? There are two kinds of past participle clause: 2 Which kind of clause: 1 a Defi ning always goes after the noun? c is separated from the noun by a comma? • Of 100,000 made in the United States, 17,200 hold clothing b canevery go before or paperclips after the noun? together, ... Look at the descriptions of more design classics. Use past participle clauses 2 Non-defi ning (defi•ning non-defi to rewrite pair is ofthe sentences a single sentence. Theor one many ning) readers will haveeach in mind familiaras double U-shaped ‘Gem’ clip,soy made originally by Gem Manufacturing Ltd. in 1961. It’s made by 1 The famous sauce bottle was designed by Kenji Ekuan • First patented by Johan Vaaler, the humble paperclip remains indispensable. the Kikkoman company. There are two kinds of past 1 Defining • Of every 100,000 paper together, ... 2 Non-defi ning Thorough controlled practice is provided to2 check learners’ • The one many readers 2 The Boeing 747 was chosen by architect Norman Foster as his favourite 1 Which kind of clause, defi ning orprovide non-defining: initial practice, understanding of the language and ‘building’. It which was first flown in 1969.you’re talking about? a identifies thing or person ‘Gem’ clip, made origin 3 More than fivedetails millionabout cigarette lighters are sold every day. They’re made by Bic. b adds extra the thing or person? 4 Xiaoquan scissors are made first while maintaining and thein Hangzhou, topicChina. ofThey thewerelesson: 2 Zhang Whichdeveloping kind of clause: produced 1663. •nounFirst patented by Johan a always in goes after the noun? c is separated from the by a comma? 5 A Swiss Army knife features 85 tools and weighs a kilo. It’s known as The Giant. Grammar reference and practice, p134 PRONUNCIATION Groups of words 1 b can go before or after the noun? 2 Look at the descriptions of more design classics. Use past participle clauses 2.4 Listen to some answers to 2 above. Notice how the speaker makes the 3 a (defi ning or non-defining) to rewrite each pair of sentences as a single sentence. 1 Grammar reference and practice, p134 SPEAKING PRONUNCIATION Groups of Which kind of clause, defi a identifies which thing o bThey’re adds extra details abou 3 More than fi ve million cigarette lighters are sold every day. made by Bic. Which kind of past participle clause is usually pronounced: 4 Zhang Xiaoquan scissors are made in Hangzhou, China. They were first 2 2Which of clause: 1 in the same as a separatekind group? produced in group 1663. of words as the noun it describes? 5 A Swiss Army knife featurespaying 85 tools and weighs a kilo. It’sof as The Giant. b Practise saying the sentences, attention to the groups words. aknown always goes after the n a In groups, make a listanswers of thingsto for exhibition design classics.makes Consider: a Listen to some 2 an above. Noticeof how the speaker bof words. canthego before or after t sentences easierthings to understand by dividing into groups clothes cars for the home/offi ce them electronics logos packaging sentences easier to understand by dividing them into groups of words. 1 The famous soy sauce bottle was designed by Kenji Ekuan in 1961. It’s made by // The 747 // first flown in 1969 // was chosen by architect Norman Foster // theBoeing Kikkoman company. as favourite ‘building’ // 2 his The Boeing 747 was chosen by architect Norman Foster as his favourite // More than five million lighters made by Bic // are sold every day // ‘building’. It was firstcigarette flown in 1969. 4 3 2.4 Lessons end with a//UseThe speaking (or, occasionally, writing Boeing 747 //clauses firsttask flown inverbs 1969 // was chosen by architect Normana Foster // past participle with like: as his favourite ‘building’ // designed invented called known as2produced Look made builtatmanufactured of m // More than five million cigarette lighters made by Bic // are sold language everythe day // descriptions task) which gives blearners the chance to use the of Get into new groups. Tell each other about your ideas. Which kind of past participle clause is usually pronounced: (defi ning or non-defi ning) to the lesson, including grammar, 1 in the the same group of words as thein nounfreer it describes?practice. 2 as a separate group? Design classics words 1 - ‘ball’ vacuum cleaner made by Dyson - dress designed by Versace (Liz Hurley) b Practise saying the sentences, paying attention to the groups of words. The famous41soy sauce bo the Kikkoman company. clothes cars things for the home/office electronics logos packaging Grammar reference Use past participle clauses with verbs like: 2 The Boeing 747 was chos designed invented called known as produced made built manufactured ‘building’. In each grammar bsection, you’ll seeabouta your label this ... It was first flow Get into new groups. Tell each other ideas. like 3 More than five million cig 41 4 Zhang Xiaoquan scissors Grammar reference produced in 1663. and practice, p134 5 A Swiss Army knife featur SPEAKING 1 4 a In groups, make a list of things for an exhibition of design classics. Consider: Design classics - ‘ball’ vacuum cleaner made by Dyson - dress designed by Versace (Liz Hurley) 2.4 Listen 3 a reference to some answer … which directsPRONUNCIATION learners to a Grammar section sentences easier to understa at the end of theGroups book, accompanied by extra practice of exercises. words 1 // The Boeing 747 // first flow Grammar reference and practice as his favourite ‘building’ // Each Grammar reference section sets out the meaning, Grammar reference and practice Grammar andfiAND practice 8 CONDITIONALS – PAST ANDof the 9 VERBS WITH ADVERBS // More than ve million cigar form and pronunciation point in reference question, using PRESENT PREPOSITIONS 1ADVERBS AND 8 CONDITIONALS –and PASTa AND 9 VERBS WITH simple language range of examples: Which kind of past participle 8 CONDITIONALS – PAST AND 9 VERBS WITH MEANING MEANING PRESENT PREPOSITIONS 1ADVERBS AND 1 Verbs with prepositions or adverbs are sometimes referred to PRESENT PREPOSITIONS 1 Fact about the past: I didn’t marry Juli. as multi-word verbs. 1 in the same group of word MEANING Fact about the past: We didn’t have kids. MEANING 1 Imaginary action and result: If I’d married Juli, we could have 1 Fact about the past: Ihad didn’t marry Juli. kids. Fact about the past: IWe didn’t marry Juli. didn’t have kids. This sentence links an imaginary action in the past with an Fact about action the past: We didn’t have kids. Imaginary and result: If I’d married we couldishave imaginary result, also in the past. This kindJuli, of sentence Imaginary action and result: If I’dkids. married Juli, we could have had sometimes called a third conditional. hadaction kids. in the past with an This sentence links an imaginary 2 This sentence links anin imaginary in the past with is an imaginary result, also the past.action This kind of sentence Fact aboutresult, the past: He went China. imaginary also in the past. This to kind of sentence is sometimes called a third conditional. Fact about the present: He’s married. sometimes called a third conditional. 2 Imaginary action and result: If he hadn’t gone to China, he 2 Fact about the past: He went China. might nottobe married. Fact about the past: He to China. present: He’swent married. This sentence links an imaginary action in the past with an Fact about action the present: He’s married. Imaginary and If he hadn’t to China, imaginary result in theresult: present. This kind gone of sentence ishe Imaginary action and result: If he hadn’t gone to China, he might not be married. sometimes called a mixed conditional. might not be married. This sentence links an imaginary action in the past with an This sentence links an imaginary action past with imaginary result in the present. This kindinofthe sentence is an FORM imaginary present. This kind of sentence is sometimesresult calledinathe mixed conditional. sometimes called a mixed conditional. 1 IfFORM + past perfect , modal verb + have + past participle IfFORM I’d married Juli, we could have had kids. 1 (’d = had) 1 If + past perfect , modal verb + have + past participle 2 If + perfect verb + have past participle I’dpast married Juli,, modal we could have had + kids. If verb + infi nitive I’d married Juli,, modal we could have had kids. (’d+ =past had)perfect If (’dhe = hadn’t had) gone to China, he might not be married. 2 If 2 + past perfect , modal verb + infinitive + -ing If + my company hadn’t decided to move, perfect ,to modal verb + infi nitive hepast hadn’t gone China, he might notI’d beprobably married.still be doing the job. If hesame hadn’t gone to China, he might not be married. If + past perfect , modal verb + infinitive + -ing In modern English, many people say ifI’d with would(n’t) If +my past perfect , modal verb + infi nitive +probably -ing company hadn’t decided to move, still have be doing instead ofjob. the past perfect. If mysame company hadn’t decided to move, I’d probably still be doing the If I’dsame have job. married Juli, we could have had kids. the In modern (’d = would)English, many people say if with would(n’t) have In modern English, many people say if with would(n’t) have instead of the past perfect. instead ofmarried the pastJuli, perfect. IfPRONUNCIATION I’d have we could have had kids. If married Juli, we could have had kids. (’dI’d = have would) You usually say a conditional sentence with at least two speech (’d = would) units //...//. PRONUNCIATION //PRONUNCIATION If he hadn’t gone to China // he might not be married // You usually say a conditional sentence with at least two speech You usually units //...//. say a conditional sentence with at least two speech PRACTICE units // If he//...//. hadn’t gone to China // he might not be married // Find and correct one error in each sentence. // If he hadn’t gone to China // he might not be married // 1 If she’d arrived a little earlier, she could got the express PRACTICE train. PRACTICE Find and correct one error in each sentence. 2 I might still working in an cesentence. if I hadn’t won the lottery. Find correct one error in offi each 1 He If and she’d arrived a little earlier, she could got the 3 might had become a landscape gardener if heexpress hadn’t 1 If she’d arrived a little earlier, she could got the express train. been allergic to flowers. train. 2 If I might still working in an offi if couldn’t I hadn’t won 4 he’d locked the window, thece cat havethe getlottery. out. 2 I might still working inaan office if I gardener hadn’t won thehadn’t lottery. 3 become landscape if he 5 He Themight party had would been successful if there hadn’t been a 3 He might had to become a landscape gardener if he hadn’t been powerallergic failure. flowers. been to 4 If If that he’dallergic locked theflowers. window, for theus, catwe’d couldn’t out.bus 6 taxi hadn’t stopped still have standget at the 4 he’d locked the window, the cat couldn’t have get out. 5 If The stopparty in thewould rain. been successful if there hadn’t been a 5 The party would been successful if there hadn’t been a failure. 7 power This soup would have been perfect you hadn’t added that power failure. 6 last If that taxi hadn’t stopped for us, we’d still stand at the bus teaspoon of salt! 6 If thatintaxi hadn’t stopped for us, we’d still stand at the bus the rain. 8 stop If she’d come back for a second interview, we have offered SPEAKING MEANING We put the pages into this machine. (verb + preposition) MEANING Verbs with prepositions or adverbs sometimes referred to It sticks all the pages together. (verb are + adverb) Verbs with prepositions adverbs are sometimes referred to as multi-word verbs. bothorprepositions In multi-word verbs, and adverbs are as verbs. this machine. (verb + preposition) Wemulti-word put the pages sometimes calledinto particles. We put the into together. this machine. + preposition) It sticks all pages the pages (verb(verb + adverb) You can all often theprepositions meaning aand multi-word verb from It thework pagesout together. (verb +ofadverb) Insticks multi-word verbs, both adverbs are the meaningcalled ofverbs, theparticles. separate verb and preposition orare adverb. In multi-word both prepositions and adverbs sometimes In the examples above, the meanings of put into and stick sometimes called particles. You can often work out thethe meaning of a of multi-word from together are obvious from meanings put, stick,verb into and You can oftenof work out the meaning ofpreposition a multi-word verb from the meaning the separate verb and or adverb. together. the meaning of the separate verb and of preposition or stick adverb. In the examples above, the meanings put into and In the examples above, thethe meanings of put intostick, and stick together are obvious from meanings of put, into and FORM together together.are obvious from the meanings of put, stick, into and The patterns which go with a multi-word verb depend on: together. •FORM whether there’s an object after the verb. •FORM whether the particle is a preposition or an adverb. A The patterns which with abut multi-word verb depend on: preposition has angoobject, an adverb doesn’t. The patterns whichan goobject with aafter multi-word verb depend on: • whether there’s the verb. In this unit there’s there are of multi-word • whether anthree object after thekinds verb. the particle is a common preposition or an adverb. A verb: 1 Pour the the milk into • whether particle ismixing a preposition or an adverb. A preposition has anthe object, butbowl. an adverb doesn’t. (verb with object preposition with object) preposition has an+ object, but an adverb doesn’t. In this unit there are three common 2 We passed through Dresden hours kinds ago. of multi-word verb: In unit there are the three common kinds of multi-word verb: 1 this Pour the milk into mixing bowl. (verb + preposition with object) 1 Pour the into+the mixing bowl. (verbpicked withmilk object preposition with object) 3 She her bag up. (verb with object + adverb) with object + preposition with object) 2 (verb We passed through Dresden hours ago. In verbs with anobject) object and an adverb, you can put 2 multi-word We passed through Dresden hours ago. (verb + preposition with the adverb before or after the object. (verb + preposition with object) 3 She picked her bag up. (verb with object + adverb) She picked up her bag bag.up. (verb She picked her bag up. 3 She picked with object + adverb) In multi-word verbs an object and an etc.), adverb, can put But if the object is a with pronoun (me, it, they, theyou adverb In multi-word verbs with an object and an adverb, you can put the adverb before must go after it. or after the object. the adverb before or after the object. She picked up her bag. She picked her bag up. She picked up it. She picked it up. She picked up herisbag. She(me, picked her bag up.the adverb But if the object a pronoun it, they, etc.), But if go theafter object must it. is a pronoun (me, it, they, etc.), the adverb PRONUNCIATION must go after She picked up it. She picked it up. In multi-word verbs: She picked up it. She picked it up. •PRONUNCIATION prepositions are not usually stressed. •PRONUNCIATION verbs and adverbs are usually stressed. In adverbs multi-word • are verbs: usually stressed more strongly than verbs. In multi-word verbs: • prepositions are not usually stressed. You can use tousually helpstressed. you say multi-word verbs of all • prepositions arerules not usually verbs and these adverbs are stressed. kinds. • verbs and adverbs usuallymore stressed. adverbs are usuallyare stressed strongly than verbs. • adverbs areinto usually stressed more strongly than verbs. Pour the milk the mixing bowl. You can use these rules to help you say multi-word verbs of all We passed Dresden hours ago. You can usethrough these rules to help you say multi-word verbs of all kinds. kinds. She herinto bagthe up.mixing bowl. Pourpicked the milk b Practise saying the sentence 4 a In groups, make a list of thin Design classics n - ‘ball’ vacuum cleaner made by Dyso ) - dress designed by Versace (Liz Hurley clothes cars things for the Use past participle clauses w designed invented called b Get into new groups. Tell eac The extra practice exercises can be either done in ago. class as Pour the milk the mixinghours bowl. She picked up into her bag. We passed through Dresden We Dresden hours ago. Shepassed picked through her bag up. the need arises, or set as homework. PRACTICE She picked her bag up. She picked up her bag. Put the underlined expressions in the correct order. In some She picked up her bag. cases, two answers are possible. PRACTICE Introduction 11 1 Add flour andexpressions salt, then slowly bowl order. / pour In / into / PRACTICE Put thethe underlined in thethe correct some the stirringexpressions all time.in the correct order. In some Put themilk, underlined cases, two answers arethe possible. 2 Can two you answers help me with this printer? I want to print / this cases, are possible. 1 Add the fl our and salt, then slowly the bowl / pour / into / envelope / an address / onto. 1 Add the flstirring our and salt, slowly the bowl / pour / into / the milk, thethen time. 3 Please over / turnall / the worksheet and look at question 2. the milk, stirring all the time. 2 Can you help me with this printer? I want to print / this 4 Could you from school / pick / the kids / up? I’m stuck at work. 2 Can you help with this printer? I want to print / this an me address onto. 5 Ienvelope forgot to/the agenda //attach / email / this morning’s / to. envelope / an/ turn address onto. 3 Please over / the/ worksheet and look at question 2. Pronunciation Listening There is one pronunciation section in each unit. These sections have both receptive and productive aims: ● to help learners understand natural spoken English; ● to build confidence by isolating and practising specific, manageable features of spoken English; ● to help learners speak more intelligibly. 8.2 Note that although native-speaker voices are used to model Speculation 1 Look at sentences a–d in the table and answer the questions. featuresGRAMMAR of pronunciation, the primary goal of these sections Conditionals – 1 In each sentence, are the speakers describing things that really happened, or past and present are they imagining them? is intelligibility and not (necessarily) achieving a past? native2 Look at the two parts of each sentence. Which parts are about the Which are about the present? 3 Complete the forms with these terms: infinitive, -ing form or past participle. like accent. , modal verb + have + if + had + we could’vewill had kids.be useful a If I’d address married Juli, Pronunciation sections areas which I wouldn’t have gone to China. b If I hadn’t seen the head teacher, modal verbon, + for all Upper Intermediate learners to work regardless c If I hadn’t seen the head teacher, my life would be completely different. of their first language: ‘unmarked’ and contrastive stress, d If my company hadn’t decided to modal verb + be + move, I’d probably still be doing the same job. weak forms, elision, intrusion, dividing speech into groups 2 a Work alone. Use your own ideas to complete the sentences about the people. Jeanetteof prominence. of words, and the use 1 If she hadn’t looked in that newspaper, ... 2 She might not have gone to college if ... Each pronunciationFernando section is based on a short extract 3 He’d probably have asked Juli to marry him if ... 4 If he’d asked her to marry him, ... drawn from a listening sequence. Learners are encouraged Tristan 5 If he’d been away from school that day, ... 6 Hefeature probably wouldn’t be married if ... practise it: to notice a language and then There is usually at least one major listening section in the first two lessons of each unit, and other listening activities occur frequently on pages such as Target activity, Across cultures and Explore speaking. A wide range of recordings, both authentic and scripted, is used, including monologues, topical conversations between friends and colleagues, conversations in service situations, phone calls and interviews. Authentic recordings are unscripted and feature both native and non-native speakers from a variety of backgrounds. These provide exposure to a range of accents and to features of real spoken English, such as vague language and hesitation devices. 5.1 goals Scripted recordings are based on real-world recordings and corpus data to guarantee the inclusion of natural Images expressions and features of English. They are often used to contextualise functional Picture storylanguage, such as expressions for 1 a Look or at thesignposting page from an art gallery website. What can you guess about: LISTENING discussing solutions a talk. 1 the people in the painting? 2 the relationships between them? Texts are exploited3 using a range of tasks designed to what’s happening? develop specific listening skills, build confidence and And when did you last see your father? prepare learners for less-graded authentic texts. For example, this sequence includes: ● prediction (1a); 5.1 goals ● listening for gist (1b, 2); ● listening for specific information (3); ● an opportunity for learners to respond to the recording in Images a natural way (4). Grammar reference and practice, p137 PRONUNCIATION Prominent words 1 b Compare your ideas. 3 a 2.23 Listen to the groups of words in these sentences. Notice how in each group, the speaker chooses one word to have extra-strong stress. This word is PROMINENT. 11.1 1 2 3 4 // If I’d married JUli // we could’ve had KIDS // // If I hadn’t seen the head TEAcher // I wouldn’t have gone to CHIna // // If I hadn’t seen the head TEAcher // my life would be completely DIFFerent // // If my company hadn’t decided to MOVE // I’d probably still be doing the same JOB // 1 last important word a group of words. YouThe say prominent ‘people likeword you’.isIsoften it thethe person you are that you in bring to air? b Practise saying the sentences. 2 So you love this aspect far more. Your eyes are lighting up! SPEAKING 4 a Choose a turning point in your life you’d like to talk about. It could involve, for 3 example: What do you mean? How did you do that? You have a producer. 4Is that right? Key pronunciation areas may be touched upon two or b aThink about these questions. Think of some conditional sentences you could use. pick up course something said rather earlier? c summarise or interpret? three times during the than being ‘one-offs’, b1 ask fordid more detail? What were you doingdat the check that something’s true? When it happen? time? 2 Was it your choice or did it just happen? b Match more expressions with a–d. thereby building learners’ familiarity and confidence. 3 What happened afterwards? How has it affected your life now? You ifmentioned being had a sports producer was ‘repetitive’. In what sense? 4 What somethingthat different happened? Interest is maintained 5 How by do you slightly feel about it now? increasing the level of about turning points groups. Have any of you had similar seem to beyour saying that it’s bestinnot to plan too much. Have I got that experiences? right? challenge on eachYouc Talk occasion. For example, the activity Basically, the producer isn’t very involved in the interview. Am I right? repeat above from Unit 8 asks learners simply to notice and groups of words You and prominence, the below, said something about being offeredwhile a job on pirate radio. activity Tell me more about that. 65 from Unit 11, asks learners toofmake their choices 2 a Work alone. Choose one these topics and prepareown to tell a partner about it. • why you’d make a good radio presenter • why you should get a pay rise about dividing expressions word groups assigning • your feelings aboutinto the media in your country • how youand learned English • how to reduce crime where you live • how to have a good time in your home town prominence: b In pairs, have conversations about your chosen topics. Listen carefully to what your someone important in your life a job or career decision moving to a different place buying selling something an idea you had adviceshe someone 1 a Look ator the highlighted expressions Antonia uses. Which does use to: gave you 5 choose something for a room by William Frederick Yeames (1878) 5 Click here for an introduction to this painting. Is that right? VOCABULARY Interviewing 5 describe and give opinions about images 6 4 Picture story 1 a Look at the page from an art gallery website. What can you guess about: LISTENING 1 2 3 10 11 b 3 a 3.14 2 to this painting. Listen to the audio guide about the people in the painting. In Click here for an introduction Click on 1 – 6 incommentary the painting for comments on the people. what order do you hear about the people 1–6? 3 a 5 6 4 4 What aspects of the painting do you like or dislike? Having listened to the commentary, do you feel differently about the painting? Talk together. 38 Reading how to divide them into groups of words. which word in each group should be prominent. 4 a On a piece of paper, write down a topic you’d like to be interviewed about and three Learners can alsob practise the individual sounds they Exchange papers with a partner. Add to your partner’s paper: 1 a question to open the interview. have problems with, using the phonemic chart on the 2 one other question you’d like to ask. Self-study DVD-ROM. Inpartner. addition, e-Portfolio 5 Interview your Use expressionson from 1the to develop the interview and get further details. word list, learners can check their pronunciation of words 6 Change pairs. Tell your new partner what you learned about the person you interviewed. Do you think you got the best out of the person you interviewed? How? and expressions against British and American English recordings. questions you’d like to be asked about it. 87 Introduction Listen again. What does the commentary suggest about: the appearance of the little boy? the fact that the little girl is crying? the soldiers outside the door? the expression on the questioner’s face? the soldier standing next to the little girl? the jewel box and open chest? b Compare your answers, then read the script on p147 to check. 2 c Compare your ideas with another pair. 12 2.2 1 2 3 43 5 6 1 Remember how: 1 you speak in groups of words to help people understand you. 2 in each group, you choose a key word to have prominence (extra-strong stress). SPEAKING Listen to the audio guide introduction to the painting. Find answers to the 2.2 // What do you MEAN? // How did you DO that? // // You have a proDUcer. // Is that RIGHT? // 1 2 2.1 by William Frederick Yeames (1878) Listen to these sentences. Practise saying them. b In pairs, look at the sentences in 1b and practise saying them. Decide: the people in the painting? the relationships between them? what’s happening? And when did youquestions last see your father? in 1a. 12 partner says and choose expressions from 1 to develop the conversation. PRONUNCIATION Prominent words 2 choose something for a room 2 8 9 describe 5 and give opinions about images 3 1 6 7 Click on 1 – 6 in the painting for comments on the people. Units usually have at least one major reading section in the Listen to the audio guide introduction painting. Find answers to the first two lessons. bSmaller reading textsto theare used in some questions in 1a. Target activities canto thebe found in Across 2 andListen audio guide commentary about the peoplecultures in the painting. In and what order do you hear about the people 1–6? Explore writing3 apages. Listen again. What does the commentary suggest about: 1 the appearance of the little boy? A wide range of text types isgirlused, 2 the fact that the little is crying? both printed and 3 the soldiers outside the door? 4 the expression on the questioner’s face?online articles, electronic: newspaper, magazine and 5 the soldier standing next to the little girl? 6 the jewel box and open chest? web postings, brochures, interviews and personal b Compare your answers, then read the script on p147 to check. correspondence.4 What aspects of the painting do you like or dislike? Having listened to the commentary, do you feel differently about the painting? Talk together. Reading texts: 38 ● are drawn from sources around the world in order to appeal to as many learners as possible; ● are authentic, or based on authentic texts, ensuring that learners are exposed to natural language and preparing them for the experience of reading outside the classroom; ● recycle known language in order to build learners’ confidence in reading; ● are slightly above learners’ productive language level, so that learners have opportunities to notice new language; ● provide a context for vocabulary and grammar which is to be taught. 2.1 2.2 2.2 7 7 Inspiration Working it out Texts are exploited using a range of tasks appropriate for 7.1 goals having a coffee having a bath the level and text type. For example, this walking around the room getting some sleep sequence includes: listening to music thinking about something else for a while meditating to the topic doing housework ● personal orientation of the text (1); going out for a walk talking to yourself 2 Read the article. Which things in 1 can improve your ability to solve problems, ● reading for gist (2); according to the article? Inspiration READING 1 Which of these things help you when you’re thinking about a problem? Do you do anything else? Talk together. talk about how you deal with problems describe experiences of problem solving NEWSONLINE1 Distracted genius Read the caption and look at the site map, which shows the proposed structure of the website. Do you think the site map is logically organised? Would you add or change any pages? 3 2.11 Listen to Ben and Ramdas talking about the site map. Which pages do they mention? 4 2.11 Listen again. Look at the site map and mark the changes Ben and Ramdas suggest. Do you think the site map’s better now? 5 Looklearners at the sentences from and Ramdas’sthe conversation. Which fiveto highlighted In the Task section, areBengiven chance think verbs could be replaced by a verb from the box? about the ideas andswitch theconnect language they want to use before add drop shift 1 I think we should link that page to ‘Portraits’. they begin, meaning that they will bepage.able to focus on 2 I think we should cut the ‘About Us’ 3 If we leave it where it is, no one’ll see it. better to movewhen all that information to the homepage. accuracy as well as45 flIt’s uency they do the task itself: My idea is to stick another page here. TASK VOCABULARY Describing changes 6 TASK Working it out READING 2 a shop Which of these things help you when you’re thinking about a problem? Do you do anything else? Talk together. having a coffee 1 2 3 It also helps to explain an earlier study by Dutch investigators in the journal Science, which reports that the mind can be much better at coming up with solutions if we switch off our conscious thoughts by relaxing in the tub, taking a walk or meditating. The in Science also suggests creativity-based companies mightfrom wellmobile profit from encouraging staff to build some slack TOO report many distractions? Good. We’re that constantly experiencing interruptions phones, emails andtheir all the head-noise of modern into theiroddly, days, this rather than staying to at their desks. life, but, may make us farglued better finding answers to problems, says new research in the journal Psychological Science. Tests on 130 volunteers have shown that if you’re distracted while trying to concentrate on a tough problem, it may help you solve it later on. 3 Read again. According to the article: A team of psychologists, led by Northwestern University, say their tests show that creative problem solving requires a two-stage process of unconscious thought. And it works you interruptions get a break between the phones, stages. emails and so on be helpful? 1 better why ifcan from each group of volunteers at Northwestern have do? Their experiments involved asking2twowhat groupsdid of volunteers to perform a series of tricky word-association University tests. One group wasto told to 3 which group results? stop work on the tests halfway through and to try some got otherbetter tests instead. When they returned to the first tests, their performance was 4 why might things like meditating help us solve problems? much better. 5 what should some businesses consider doing? Professor Adam Galinsky, who led the study, says this two-step unconscious system explains a phenomenon that many of us have noticed – if you give up on4a problem, somehow sorts itself out inthe yourideas head ain little later. What do youit think about the article? Do they match your own experiences of thinking about It also helps to explain an earlier study by Dutch investigators in the journalproblems? Science, which reports that the mind can be much better at coming up with solutions if we switch off our conscious thoughts by relaxing in the tub, taking a walk or meditating. VOCABULARY 5 a Decide if these pairs of expressions from the article are similar or different in The report in Science also suggests that creativity-based companies might well profit from encouraging their staff to build some slack meaning. If they differ, explain how. Problems and into their days, rather than staying glued to their desks. solutions 1 concentrate on a problem / sort out a problem For further reading2 practice, the Self-study Pack contains solve a problem / find the answer to a problem 3 give up on a problem come up with a solution 3 Read again. According to /the article: seven Explore reading pages, each of which focuses on a 1 why can interruptions from phones, emails and so on be helpful? 54 2 what did each group of volunteers different real-life reading scenario. at Northwestern University have to do? 3 which group got better results? 4 5 4 why might things like meditating help us solve problems? what should some businesses consider doing? What do you think about the ideas in the article? Do they match your own experiences of thinking about problems? Target activity VOCABULARY Problems and 5 a Decide if these pairs of expressions from the article are similar or different in solutionsactivity 1 is The target an extended speaking task, which concentrate on a problem / sort out a problem 2 solve a problem / find the answer to a problem 3 give a problem / come up with a solution recycles some or all ofup onthe goals, vocabulary and 54 grammar of the previous two lessons. It is the conclusion of the first five, topically linked pages of the unit. As part of the task preparation, the Target activity also 6.3 Target activity provides further listening or reading skills development, 6.3 goals and further language Target activity pages have three Design input. a site map Talk together. TASK LISTENING 1 sections. 1 Which websites do you most often visit? Why? What would you say are the characteristics of a well-designed website? Task and23 Task sections have three What thingsreading about websites really annoy you? 6.3listening Target activity 6.3 goals objectives: they provide a model for the task which students Design a site map do laterTASKon, they provide a context for the vocabulary which Talk together. LISTENING 1 1 Which websites do you most often visit? Why? is presented afterwards, and they provide further receptive 2 What would you say are the characteristics of a well-designed website? 6.3 Target activity 3 What things about websites really annoy you? skills development: 6.3 goals meaning. If they differ, explain how. justify your point of view describe possible consequences of actions suggest changes to a plan or document justify your point of view describe possible consequences of actions suggest changes to a plan or document TASK LISTENING Design a site map justify your point of view 1 suggest changes to a plan or document Talk together. 1 2 3 describe possible consequences of actions Which websites do you most often visit? Why?Ben and Ramdas have just started a What would you say are the characteristics ofsmall a well-designed website? They’re photography business. What things about websites really annoy you?discussing a possible site map for their business’s website. TASK VOCABULARY Describing changes 2 Read the caption and look at the site map, which shows the proposed structure of the website. Do you think the site map is logically organised? Would you add or change any pages? 3 Ben andmap. Ramdas have just started a 2.11 Listen to Ben and Ramdas talking about the site Which pages do they small photography business. They’re mention? 4 Listen again. Look at the site map and mark the changes Ben and Ramdas suggest. Do you think the site map’s better now? Read the caption and look at the site map, which shows the proposed structure of theat website. Do you think the site is logically organised? Would add or Look the sentences from Ben and map Ramdas’s conversation. Which fiveyou highlighted change any pages? verbs could be replaced by a verb from the box? 2.11 2 5 discussing a possible site map for their business’s website. The Task vocabulary isconnect drawn from listening or doreading to Ben add and Ramdas talking the about the site map. Which pages they 3 switchListen drop shift mention? 1 I think we should link that page to ‘Portraits’. above, and focuses on useful language for the task to follow: 2 I think we should cut the ‘About Us’ page. Listen again. Look at the site map and mark the changes Ben and Ramdas 4 2.11 Ben and Ramdas have just started a small photography business. They’re discussing a possible site map for their business’s website. 2.11 3 If we leave wherethe it is, nomap’s one’llbetter see it.now? suggest. Do youit think site Read caption and look at the site map, to which shows the proposed structure 4 It’sthe better to move all that information the homepage. of the website. youanother think thepage site map is logically organised? Would you add or 5 My is toDo stick Look atidea the sentences from Ben andhere. Ramdas’s conversation. Which five highlighted change any pages? 6 I think we should swap ‘Landscapes’ and ‘Weddings’. verbs could be replaced by a verb from the box? 2 TASK VOCABULARY Describing TASK changes 5 2.11 Listen to Ben and Ramdas talking about the site map. Which pages do they 3 6 a Work in groups. switch connectYou’re addgoing dropto plan shifta website for: 4 TASK VOCABULARY Describing changes TASK 5 b 6 a c 7 b 50 TASK 6 a c 7 50 b mention? a shop a band a gym a language a family a café a sports team 1 I think we should link that page toschool ‘Portraits’. Listen ator the siteof map and mark the changes Ben and Ramdas 2 2.11 I think should cut the ‘About Us’ page. Choose onewe ofagain. theseLook ideas think your own. suggest. Do youit think site 3 If we leave wherethe it is, nomap’s one’llbetter see it.now? Now work alone. Thinkall about questions, sketch a site map based on 4 It’s better to move that these information to thethen homepage. your ideas. Look atidea the sentences from Ben andhere. Ramdas’s conversation. Which five highlighted 5 My is to stick another page verbs could beshould replaced by ‘Landscapes’ asite verbhave from the 6 What I think we swap and ‘Weddings’. 1 pages should your (up tobox? 12)? What will be on each page? 2 How should the pages be linked together? switch connectYou’re addgoing dropto plan shifta website for: Work in groups. 3 Which pages need photographs, animation, music, etc.? 1 I think we should link that page toschool ‘Portraits’. a shop a band a gym a language a family a café sports team In your groups, compare your site maps. Discuss your ideas and aconsider possible 2 I think we should cut the ‘About Us’ page. changes and consequences. Then design final site map together. Choose of these ideas think of see youra 3 If weone leave it where it is,orno one’ll it.own. 4 It’s better to move all that these information to thethen homepage. Now work alone. Think about questions, sketch a site map based Show the other groups your site map. Can you suggest any improvements to on each 5 My idea is to stick another page here. your ideas. other’s maps? 6 I think we should swap ‘Landscapes’ and ‘Weddings’. 1 What pages should your site have (up to 12)? What will be on each page? 2 How should the pages be linked Work in groups. You’re going to plantogether? a website for: 3 Which pages need photographs, animation, music, etc.? a shop a band a gym a language school a family a café a sports team In your groups, compare your site maps. Discuss your ideas and consider possible Choose these ideas orThen thinkdesign of youra own. changesone andofconsequences. final site map together. Now work alone. Think about these questions, then sketch a site map based on Showideas. the other groups your site map. Can you suggest any improvements to each your other’s maps? 1 What pages should your site have (up to 12)? What will be on each page? 2 How should the pages be linked together? 3 Which pages need photographs, animation, music, etc.? c In your groups, compare your site maps. Discuss your ideas and consider possible changes and consequences. Then design a final site map together. 7 50 Show the other groups your site map. Can you suggest any improvements to each other’s maps? a family a café a sports team What pages should your site have (up to 12)? What will be on each page? How should the pages be linked together? Which pages need photographs, animation, music, etc.? c In your groups, compare your site maps. Discuss your ideas and consider possible changes and consequences. Then design a final site map together. according to the article? Their experiments involved asking two groups of volunteers to perform a series of tricky word-association tests. One group was told to stop work on the tests halfway through and to try some other tests instead. When they returned to the first tests, their performance was much better. ● a language school your ideas. A team of psychologists, led by Northwestern University, say their tests show that creative problem solving requires a two-stage process 2 Read the article. Which things in 1 can improve your ability to solve problems, of unconscious thought. And it works better if you get a break between the stages. Professor Adam Galinsky, who led the study, says this two-step unconscious system explains a phenomenon that many of us have noticed – if you give up on a problem, somehow it sorts itself out in your head a little later. a gym b Now work alone. Think about these questions, then sketch a site map based on having a bath listening to music thinking about something else for a while Tests on 130 volunteers have shown that if you’re distracted while trying to concentrate on a tough problem, it may help you solve it meditating doing housework later on. going out for a walk talking to yourself reading in detail (3); NEWSONLINE an opportunity Distracted genius for a natural, personal response to the text (4). a band Choose one of these ideas or think of your own. TOO many distractions? Good. We’re constantly experiencing interruptions from mobile phones, emails and all the head-noise of modern walking around the room getting some sleep life, but, oddly, this may make us far better at finding answers to problems, says new research in the journal Psychological Science. ● I think we should swap ‘Landscapes’ and ‘Weddings’. 6 a Work in groups. You’re going to plan a website for: 7 Show the other groups your site map. Can you suggest any improvements to each other’s maps? 50 You can support your learners during task preparation by encouraging them to look back at the relevant vocabulary and grammar sections from the preceding lessons. Across cultures More and more people around the world are learning English in order to live, work, study and travel in other countries. The increasingly global nature of business, travel, education and personal relations in today’s world means that intercultural awareness is an area of growing interest and need for learners everywhere. The Common European Framework of Reference for Languages (CEF) identifies intercultural awareness as a key sociolinguistic competence (chapter 5.1.1–3). Learners who are interculturally competent are more sensitive and effective communicators in international situations. To this end, the Across cultures pages are intended to help learners to: ● communicate better with people from a range of cultural backgrounds; ● be more aware of the kinds of differences and similarities that can exist both between and within cultures; ● reflect on aspects of their own and other cultures in an objective, non-judgemental way; ● contribute to an exchange of ideas about cultures by drawing on their own observations and experiences. The course has seven Across cultures pages in evennumbered units (alternating with Keyword). Each looks at a particular topic from an intercultural perspective: Unit 2 4 6 8 10 12 14 Aspects of culture Special occasions Ways of communicating Languages Rights and obligations Health and healthcare Recruitment Across cultures pages are structured like an ordinary lesson. They typically include a brief lead-in, a listening or reading text for further skills development, and some language input to support learners in a final speaking stage where they talk about their own and other cultures. Listening stages usually use authentic recordings of people talking about their own countries and cultures. These are intended to engage learners’ interest and promote discussion, rather than representing the only ‘truth’ about a given culture. Indeed, learners with experience of the same culture are encouraged to agree, disagree and add further information. Introduction 13 ExplorESpeaking 13 EXPLORE Keyword put 1 a 2.18 speak tactfully in different situations Listen to three short Keyword 13 EXPLORE conversations. put = move or place something 1 a 3.29 Goal Listen to four people talking about the disastrous dinner organised by Caitlin’s charity (see the previous page). The Keyword most frequent words in English tend to have a 1 Who works charity? Who works at the1hotel? Conversation put for the 2 How do you think each person feels? Why? number of different meanings and to occur in a range of What’s putb=Compare move oryour place something ideas, then read the Jan script onnoticed p157 to check. about Kelly? 1 a a Theand Listen to fourWhat’s people talking about the disastrous reason? patterns Each odd-numbered unit of the 2 speakersexpressions. use eight expressionsthe with put, all with the same dinner organised by Caitlin’s charity (see the previous page). basic pattern. Find and write them in a table like this. Who works for the charity? Who works at the hotel? course 12has a self-contained Keyword page which focuses Conversation 2 something/someone preposition putHow do you think each person feels? Why?something yourthe ideas, then read the script on p157 to check. put these half guests inHarold a little side roomkey Why’s worried about Rajeev?and on oneb Compare of words, clarifi es its meanings 2 b a Which The speakers use eight expressions with put, with the same expressions are about moving or placing something physically? What kind ofallproblem is it? research, and useful expressions ed by corpus basic pattern. Find and writeas them identifi in a table like this. Which are more abstract? something/someone preposition something put alone. Conversation 3 your opinions or 3 a Work Write four or five sentences expressing practises them. experiences put. put half with the guests in a little side room What Lucia ask Hee-Sun? I think the government should putdoes more money into primary education. The meanings and expressions ofexplain? the keyword are often My husband’s always putting me in really situations. b Which expressions are about moving or embarrassing placing something physically? What won’t Lucia Which are more abstract? b In groups, listen to each other’s sentences and ask questions. illustrated using examples from the current unit and 3 a Work alone. Write four or five sentences expressing your opinions or Why primary in particular? What kind of situations?to check. beducation Read the conversations experiences with put. previous units: I think the government should put more money into primary education. 3.29 You can, of course, set some of the later stages of the writing process as homework if you prefer. In many cases, the goals for these pages refer to both traditional and electronic media (e.g. ‘write a formal letter or email of refusal’), meaning you can choose to ask your learners to write either on paper or on computer if the facilities are available. Explore speaking Explore speaking pages occur in odd-numbered units (alternating with Explore writing). My husband’s always putting me in really embarrassing situations. Multi-word verbs with put b In groups, listen to each other’s sentences and ask questions.1–8 in the 2 Which expressions Explore speaking is a complete, free-standing page which 4 a Can you guess the meanings of the multi-word verbs in these sentences? Why primary education in particular? What kind of situations? conversations have a similar purpose aims to equip learners with skills and strategies for to a–c? improving their spoken interaction in a wide range of Multi-word verbs with put do the same sentences. The verbs look same asmy the ones in 4a but have 4 b a Now Can you guess thewith meanings of the multi-word verbs in the these sentences? a theseMaybe it’s none of business but … situations. It addresses real-life, immediate needs of Upper different meanings. It’s aon?difficult situation. 1 Do you mind if I b put the television Intermediate learners, such as: 2 I know I should see a dentist but I keep putting it off. 3 The hotel was full to put menot up for ato few days. c so I asked I’dAbbas prefer answer that. ● using vague expressions to describe categories of things; 4 It’s a very old building but we’ve decided to put in central heating. b Now do the same with these sentences. The verbs look the same as the ones in 4a but have 5 a Cover the sentences in 4a and 4b, then complete 1–8 below. different meanings. 3 a Choose expressions from 2 to complete ● showing different attitudes and feelings; Find someone who: 1 Do you mind if I put the television on? when they’re working. likes to put music these conversations. Different answers I know I should see a dentist but I keep putting it off. This is 2321followed by ● making concessions and counter-arguments; once put a notice incontrolled their neighbourhood. and freer practice: The hotel was full so I asked Abbas to put me up for a few days. when they go to work. 3 always puts a tie 4 It’s a very old building but we’ve decided to put in central heating. aresomething possible. 4 keeps putting important. ● 1speaking tactfully in different situations; 5 a 5Cover theoften sentences in 4a and 4b, then quite puts friends at thecomplete weekend.1–8 below. a lot of practice for a sport every week. 6 puts Find someone who:1 jan Max, have got a moment? a but I heard your brother’s ● giving 7 recently put a new bathroom or kitchen at home. emphasis to you different kinds of information; when they’re working. 1 likes to put music 8 was put a subject by a horrible teacher at school. a notice in their neighbourhood. just closed down. 2 once put max Sure. company ● 3 always puts apeople tie when theyand go try to work. b Talk to different in your class to checking that people understand. Do you put music on when you’re working? 4 keeps putting something important. find at least one person for each 1–8. jan I’m slightly worried about Kelly. . b statement Yes, but If I’m at home, yes. 5 quite often to puts Ask questions findfriends out more. at the weekend. 6 puts a lot of practice for a sport every week. What kind of thing do you listen to? Eachmax ExploreOK speaking page … erm, how doincludes: you mean? 2 a newabathroom Well, happy birthday! how old are or kitchen at home. 7 recently put 8 was put a subject by a horrible teacher at school. ● jan Well I can see that she’s happy in Finance, you? a listening text containing the not target language. The 107 b Talk to different people in your class and try to Do you put music on when you’re working? 1 find at least one person for each statement 1–8.. It’s a secret! but she won’t say why. I don’t want to be nosy b If I’m at home, yes. listening, which generally links to the topic of the unit as Ask questions to find out more. What kind of thing do you listen to? but do youa know going knowlanguage; her 3 a Alistair told me you’re not speaking. a whole, provides clearwhat’s context foron? theYou target better than I do. what’s the problem? 107 ● the listening script on the same page. This enables max Well, 2it’s a bit delicate. Erm … She has to work b Well, . It’s just that he’s sometimes Explore writing learners to see and study right away with Ken but, erm,the theytarget used tolanguage be in a relationship. so opinionated. without having to fl ick to the back of the book; jan Oh, I see. I didn’t know that. Explore writing4pages occur in even-numbered units a Do you know why Jerry was fired? b I do,speaking). but . I promised not to gossip (alternating with Explore 2 about it. This page is dedicated to improving learners’ writing harold So, how are things? 2.19 Listen to some possible answers. Were skills throughba sequence of activities which build towards rajeev Oh, not too bad, you know. Getting along. yours similar? a practical, purposeful writing task. As with Explore harold Rajeev, 3I don’t mean to pry, but is something wrong? You’ve been looking really tired recently. speaking, 4the apage will havegroups. a topical link with the rest of Work in two rajeev Erm, yeah, 4I’d rather not say. Sorry. the unit. Group A – read the six situations on p122. harold No, no, that’s fine. Specifically, Explore will help learners to: Groupwriting B – readpages the six situations on p126. rajeev It’s just, erm ... 5it’s just a personal thing. ● write a range of text types appropriate to the level, e.g. harold OK, no problem. So, did you see the game last In your groups, plan what to say for each situation. an email recommending places to see, a dramatic story, a night? Think of what language you can use from 2. web posting putting forward an argument, a proposal; 3 ● understand genre-specifi c conventions, e.g. the b Get into A/B pairs. Have your conversations. ● activities in which I’m learners the I’m target lucia Hee-Sun! so gladnotice to see you! a bit language language and content of a complaint, the language and in differentconfused. ways, such asthe categorising What’s quickest wayexpressions to get to 5 Go back to your groups. What answers did organisation of a proposal, ways of making a story from here? according Paul’s to their function; dramatic; you get from the people you talked to? hee sun Oh, well, er, go downwhich 125th Street, left into ● controlled practice you exercises buildthen familiarity ● develop confidence in writing by planning and White Avenue, then turn right into Orchard Street. and confidence with the target language; discussing ideas with peers, talking about and improving lucia Right into Orchard ... OK, sorry I can’t stop. Bye. ● a freer practice task, such as a role play, which gives hee-sun Er, 6if you don’t mind me asking, what is the big texts together, and building from shorter to longer texts. learners the chance to use the target language in a realhurry? Each page contains one or more models of the text type life situation. lucia Erm, 7I can’t really talk about it right now. 8It’s learners will produce at the end of the lesson. The sequence kind of complicated. of exercises will usually require learners to: hee-sun Ah. OK. ● read the model texts for meaning; lucia But don’t worry. I’ll be fine. See you. hee-sun Bye. ● notice specific language features in the texts; ● practise using the new language in writing; ● plan 60 a piece of writing, e.g. learners may be asked to generate ideas in pairs or groups, then organise their ideas into paragraphs; ● write their own texts; ● read each other’s texts and respond where possible (either orally or in writing); ● work to improve their own or each other’s texts. 14 1 2 3 4 He asked me to put on a suit jacket to ensure my job offer was for real. Unit 11 I’m not trying to put you off but travel writing has to be something you want to do passionately. Maybe we could put some notices up outside. Unit 8 Well, you’re only a beginner. You just need to put in some practice. Unit 1 1 2 3 4 He asked me to put on a suit jacket to ensure my job offer was for real. Unit 11 I’m not trying to put you off but travel writing has to be something you want to do passionately. Maybe we could put some notices up outside. Unit 8 Well, you’re only a beginner. You just need to put in some practice. Unit 1 Introduction Unit 9 Unit 9 Look again Self-assessment The Look again page is divided into two columns, Review and Extension. Although some sections can be set as homework, the page is intended as a series of communicative activities for learners to do in class. The Look again page also includes a final Self-assessment for the unit. Each unit concludes with a Self-assessment box for learners to complete either in class or at home. Many learners find it useful and motivating to reflect on their progress at regular intervals during a course of study. For teachers, the Self-assessment will be a valuable means of gauging learners’ perceptions of how much progress they’ve made, and of areas they need to work on further. Self-assessments can also be useful preparation for oneto-one tutorials in which the learner’s and teacher’s perceptions of progress are compared and discussed. Review The three Review activities will help learners to recycle language from both the current and previous unit: 1 Vocabulary – provides further communicative practice of a key area of functional or topical language from the unit. 2 Grammar – provides further communicative practice of the key grammar point in the unit. 3 Can you remember? – recycles a key language focus from the preceding unit to help learners reactivate and better retain the language. Extension The two Extension activities focus on useful aspects of language, extending learners’ knowledge beyond what is taught in the main body of the unit. 4 Spelling and sounds – this section is intended to meet the need of learners and teachers for a systematic approach to English spelling. It takes a ‘sounds to spelling’ approach in the belief that the most useful guide for Upper Intermediate learners is to help them spell words when they hear them. It looks at different spellings of consonants such as /dZ/, /m/ and /g/ (including silent letters and consonant doubling), vowels such as /e/, // and /U/, and vowel digraphs such as /eI/, /e@/ and /@U/. Spelling and sounds will help students to: ● become aware of sound / spelling correlations, helping to improve both spelling and pronunciation; ● learn general rules for spelling in manageable amounts; ● develop accuracy in spelling and therefore confidence in writing; ● revise words encountered in the current and previous units. 5 Notice – this section further exploits reading and listening texts from the unit by briefly looking at and practising a useful and regularly occurring language feature, e.g. nouns linked with and and or (binomials), the uses of very and the very, verbs with off, a set of expressions about planning and spontaneity. Introduction  15  The Self-study Pack About the Self-study Pack Explore reading, in even-numbered units, offers practice in reading, understanding and responding to a range of everyday texts, such as news and popular science articles, information websites and emails. As Upper Intermediate learners are expected to be able to deal with quite long and in-depth reading tasks, each Explore reading section is two pages long. This allows for an extended reading task, followed by detailed comprehension, language and exploitation work. English Unlimited Upper Intermediate Self-study Pack offers a wealth of activities for learners to reinforce what they have learned in class. It has been designed to offer flexibility and depth to your English teaching, whatever the specific needs of your learners. The Workbook and Self-study DVD-ROM provide a wide range of language and skills practice activities to accompany each unit of the Coursebook, so you can: ● set homework tasks based on the Coursebook lessons; 14 ● supplement your lessons with further language and skills EXPLOREReading practice; 8 Look at these threats to life on our planet and answer the questions. ● use authentic video activities in class, or get learners to • Meteorite impact • Viral pandemic • Take-over by robots • Climate change • Nuclear war • Eruption of super-volcano watch in their own time. 1 Which one do you think is most likely to occur during our lifetime? 2 Which one do you think would have the biggest impact on life on our planet? Your learners can: 9 Quickly read the article, in which scientists talk about the major threats to life on our planet. Which two threats in Exercise 8 are not mentioned? ● consolidate their knowledge of language and skills taught in class; What a way to go ● practise and check their pronunciation; ● learn and practise essential speaking skills; ● create tests on specific language areas quickly and easily, Explore writing, in odd-numbered units, gives learners key pointers on structure and language, to enable them which allows learners to focus on either grammar-based to wide range oforder, written texts, or vocabulary-based questions or both from any unit or 1 Put these expressions in produce a logicalachronological from 1 tosuch 5. as a web VOCABULARY posting, a letter to a newspaper or a statistical report. Taken combination of units; Crimes and be arrested go to prison suspected ● check their progress and get feedback on their alongside the Explorebewriting pages in even-numbered level of justice be sentenced be accused units of the Coursebook, this means that there is a dedicated English and any specific areas of difficulty; ● record and listen to themselves speaking in everyday writingwith lesson for every unit ofwords. the course. 2 Complete these news stories crime and justice conversations, using the audio materials. a b The last page (or sometimes two pages) of each unit has a A York mother has been given set of activities that link up directly with the authentic video on the Self-study DVD-ROM. Learners have the chance In the Workbook of £75 for feeding the a1 to watch and listen to real people from around the world, English Unlimited Upper Intermediate Workbook contains: ducks at her local park – but her talking about topics connected to the unit. ● activities which practise and extend the vocabulary daughter was allowedand to carry on, grammar taught in the Coursebook units;English 2 she 1 as under Interview Hidden talents ● further reading and writing skills practice; Twin brothers who were 3 for robbery in 1 Before you watch, think about these questions. was too young to prosecute. ● numerous opportunities in each unit for learners to Do you have a particular skill? How did you learn it? havelife?been released. The twins are 4 Do you useBerlin it in your professional personalise what they are learning to their own interests 2 Watch Clare and Carlos. What skill or talent do each c 80 of them talk Do they use it£5.6m professionally? ofabout? stealing of jewellery and watches, but police and situations. Circle Yes or No. A man from Poland has finally Yes / No Clare’s skill: can’t prove which one was responsible. Carlos’ skill: Yes / No The first three pages of each unit consist of vocabulary won an 18-month legal battle 3 Watch Clare again (0:11–1:03) and answer the and grammar practice activities to consolidate and d questions. Use the glossary to help you. 1 When did she start learning her skill? to clear name. Theinman reinforce what hashis been taught the Coursebook, which What does she do to develop The2 Dutch creator ofheraskill? computer virus 5 3 Name the four types of cake that she makes. wasused in classoforkicking can be either set for his homework. Over to 4 What has been her most difficult cake? Why? that infected computers around the you activities suggest bucket. ways for learners to practise and 4 Complete these extracts from what Clare says. Write one word in each gap. Use the definitions in brackets to neighbour’s help you, and watch world was 6 again if necessary. to 150abouthours personalise the language and skills they have learned in a 1 It’s something that I three years ago now. (started doing) 27 I make money from making birthday cakes. (these words add emphasis) of 3 I think the most difficult service on Thursday. more open way. cake I’ve done is probably ... (until now) 6 Virtual worlds How will it all end? Below, four scientists talk about their greatest fears and explain how society could be affected. After each one, we estimate the chance of the threat occurring in our lifetime (over the next 70 years), and the danger that it would pose to the human race if it did happen (10 = making humans extinct). Nick Brooks, senior research associate at the Tyndall Centre for Climate Change Research: Threat 1 ‘By the end of this century it is likely that greenhouse gases will have doubled and the average global temperature will have risen by at least 2°C. This is hotter than anything the Earth has experienced in the last one and a half million years. In the worst case scenario it could completely alter the climate in many regions of the world. This could lead to global food insecurity and the widespread collapse of existing social systems, causing mass migration and conflict over resources 1 .’ Threat 2 Air Marshal Lord Garden, author of Can Deterrence Last?: ‘In theory, a nuclear war could destroy the human civilisation but in practice I think the time of that danger has probably passed. There are three potential nuclear flashpoints today: the Middle East, India-Pakistan and North Korea. But I like to believe the barriers against using a nuclear weapon remain high because of the way we have developed an international system to restrain nuclear use. The probability of nuclear war on a global scale is low 2 .’ Donald Yeomans, manager of NASA’s Near Earth Object Program Office: Threat 3 ‘To cause a serious setback to our civilisation, an impactor would have to be around 1.5km wide or larger. We expect an event of this type every million years on average. The dangers associated with such a large impactor include an enormous amount of dust in the atmosphere, which would substantially shut down sunlight for weeks, thus affecting plant life and crops that sustain life. All of these effects are relatively short-term 3 .’ Threat 4 Professor Bill McGuire, director of the Benfield Hazard Research Centre: ‘Approximately every 50,000 years the Earth experiences a super-volcano. More than 1,000 sq km of land can be obliterated, the surrounding continent is coated in ash, and sulphur gases are injected into the atmosphere, reflecting back sunlight for years to come. A super-volcano is 12 times more likely than a large meteorite impact. Places to watch now are those that have erupted in the past, such as Yellowstone in the US and Toba. But, even more worryingly, a supervolcano could also burst out from somewhere that has never erupted before 4 .’ Clare e 5 Over to you I’ve done cakes for hen parties and 5 That , really. (a lot of different types) quite a lot of my time. (occupies) Watch Carlos again (1:06–3:04). Are the sentences true or false? Correct the false ones. He has a clear memory of when he started writing. TRUE / FALSE A German 12bank who transferred pounds from Before hemanager studied writing at school, he already had his own voice. millions of TRUE / FALSE 3 His novel is a love story. 6 His dream to publish a novel came true as a result of sending his novel to a publisher. 4 He says that the characters developed as the story progressed. wealthy clients tois told customers debt will not go to 8 5 The story from the point of viewin of one character. Write a short description of a crime that has been in the news recently. VOCABULARY Justifying your point of view 4 Carlos TRUE / FALSE TRUE / FALSE TRUE / FALSE TRUE / FALSE use? Watch again to check. 9 given a 22-month apply to expresssuspended study improve publish 3 a novel . skills yourself a school techniques Decide which two of the expressions on the left in 1–4 can be used to make the 7 Which skill would you most like to have, Clare’s or Carlos’? Why? Is there a particular skill you would like learn? relationship between the two tosentences clearer. Then rewrite the sentences twice, using one of the possible expressions each time. You may need to join the GLOSSARY (noun): a Christian ceremony at which a baby is given a name sentences or add commas. christening hen party (noun): a party for women only, held for a woman before she is married tier (noun): one of several layers or levels icing (noun): a sweet food used to cover or fill cakes, made from sugar and water or sugar and butter 16 . The woman, the as‘Robin bybox. the was 6 Make called as many collocations you can withHood one word orBanker’ expression from each Whichpress, ones does Carlos Introduction Tips when choosing and using computer passwords_ that way or then 1 8 Include letters and numbers. Your password will be harder to guess. On the Self-study DVD-ROM The English Unlimited Upper Intermediate Self-study DVD-ROM offers your learners over 300 interactive activities which they can use to practise and consolidate what they have learned in class, while providing a number of easy ways to check their progress at every step of the course. Just click on the icon for each unit and the learners will find a wide range of engaging and easy-to-use activities, from picture matching and drag-and-drop categorisation to cloze exercises. Learners are also able to record themselves, practising pronunciation or taking part in conversations, and compare their recordings with the original audio. If learners have used their e-Portfolio from the Coursebook, they are able to save their conversation recordings direct to their e-Portfolio. learners to useful everyday listening texts, such as a lecture, a radio phone-in show and a job interview. In most language courses, it is rare for learners to get the chance to listen to themselves in conversation, but if there is a microphone available, this can be done easily using the recorded dialogues on the DVD-ROM. Learners listen to the dialogues, take a closer look at the language used, and then have the opportunity to record themselves and play back to hear how they sound in the conversations. If they have installed the e-Portfolio from their Coursebook, they can save this conversation directly to the My work section. Learners can also record and listen to themselves during any exercise, for example, to practise pronunciation. In every unit of the Self-study DVD-ROM, you will also find video, which can be used with the whole class or by the learners themselves outside class, using the last page (or two) of each unit of the Workbook, or just watching them to get extra exposure to real language. At Upper Intermediate level, there are two types of authentic video: � 11 sets of Interviews including topics such as: A holiday to forget, Virtual world and How not to get the job. Each unit’s activities practise and extend the vocabulary, grammar, pronunciation and Keyword areas focused on in the Coursebook. Learners can also generate tests quickly and easily, using the Quick check test question bank. They can choose which units they want to test and how many questions they want the test to consist of, and Quick check will randomly select from the 700 questions in the bank. � Learners can also keep track of their progress as they work through the course with the Progress page, which shows which exercises they have attempted and their scores. Learners can therefore quickly see the language areas where they need to do more work and can retry the relevant exercises. In addition to language practice, each unit of the Self-study DVD-ROM also contains Explore speaking and Listening activities. Explore speaking trains learners to notice key speaking skills, such as using stress to show disbelief or expressions such as whatever, anyway and right as discourse markers, and then incorporate these techniques into their own spoken English. Listening activities expose three short Documentaries, each starring one or two experts in their field discussing engaging topics. The three documentary subjects are: – The sculptors – The human rights lawyer – The Antarctic researcher These videos on the Self-study DVD-ROM are available in full-screen version with optional subtitles, or inset alongside an onscreen transcription. In the full-screen version, subtitles can be easily toggled on and off, so learners can find extra support for any part of the video if they need it. Introduction 17 The e-Portfolio The English Unlimited Upper Intermediate e-Portfolio is an interactive DVD-ROM which learners can use as a progress check, a reference tool and a store of written and spoken texts. It contains useful features to help reinforce learning and record and encourage progress. Learners click on one of the four icons on the start-up menu to start using these features. Self-assessment My work The My work feature gives learners a convenient repository in which they can build a portfolio of their work as they progress through the course. Divided into Reading and writing and Speaking and listening folders, My work allows learners to import recorded examples of speaking and written work directly from the Self-study Pack or to import documents and files directly from their computer. The Self-assessment feature allows learners to reflect on their own progress through the course. They do this by choosing a number between one and five to assess how well they feel they can complete each communicative goal from the Coursebook units. This encourages learners to take responsibility for their own progress and also motivates them by giving a visual record of the goals which they feel they are able to achieve. These rankings are recorded and can be revised when learners feel they have made improvements. Developing a bank of their own written and spoken work provides another opportunity for review over a longer term and can be exceptionally motivating for learners. My work also offers a simple solution for English courses in which the production of coursework counts towards a learner’s end-of-course grade. Word cards Word list The Word list feature gives learners a comprehensive reference tool for checking the spelling, meaning and pronunciation of the words and expressions presented in the Coursebook. Learners can search by Coursebook unit or by topic group. Clear definitions show how each word or expression is used in the Coursebook, and both British and North American pronunciation guides allow learners to listen and compare with their own pronunciation. The Word list also allows learners to enter and save new information about each word or expression. They can make notes on a word or expression, or add an example sentence which they have heard or read. New words that learners discover for themselves can also easily be added to the list, giving learners the chance to extend and personalise the Word list. 18 Introduction The Word cards feature encourages the review of words and expressions from the Coursebook. A series of words and expressions can be generated randomly by unit or topic, with the number of ‘cards’ set by the learner. Cards are then dragged and dropped into categories based on how well the learner can recall the word. A learner can check the meaning of the word by turning over the card. There is also the option for learners to include new words which they have added in the Word list. This is a fun and easy-to-use way of reinforcing vocabulary acquisition. The Teacher’s Pack We understand that no two teachers or classes are alike, and that the role of a Teacher’s Pack accompanying a language course is to cater for as diverse a range of pedagogical needs as possible. The materials in this Teacher’s Pack serve to enhance the flexibility of English Unlimited to meet the needs of teachers who: ● are teaching courses of different lengths; ● want to supplement the Coursebook materials; ● have different class sizes and types; ● are teaching in different parts of the world; ● are addressing different assessment needs; ● want to use video materials in the classroom. English Unlimited Upper Intermediate Teacher’s Pack offers a step-by-step guide to teaching from the Coursebook, more than 50 photocopiable activity worksheets to extend and enrich your lessons and a complete testing suite. The Teacher’s Pack consists of the Teacher’s Book and the Teacher’s DVD-ROM. In the Teacher’s Book Teacher’s notes In the Teacher’s Book, there are more than 100 pages of teacher’s notes (pp23–126) to accompany the Coursebook material. These notes are a comprehensive and easyto-follow guide to using the English Unlimited Upper Intermediate Coursebook, and have been written with a broad range of class types and teaching styles in mind. Each unit’s notes take you smoothly through the different stages of the Coursebook lessons. Answers are clearly highlighted, and the Individual, Pair and Group work symbols show at a glance what interaction is suggested for each stage. On most pages, there are instructions for alternative activities, clearly boxed, to offer greater variety and interest. There are also suggestions throughout for adapting activities to stronger and weaker classes, multilingual and monolingual classes, and to different class sizes and environments. On the Teacher’s DVD-ROM A teacher-friendly resource English Unlimited Upper Intermediate Teacher’s DVD-ROM offers a large suite of language and skills practice, assessment and video materials in an easyto-use package. It also contains unit-by-unit PDF files of the Teacher’s Book. It is designed to offer flexibility to teachers who may want to use materials in digital and paper format. So you can: ● display activity worksheets and tests on a screen or whiteboard as well as distributing paper copies to learners. This is useful if you want to: demonstrate an ● ● ● ● activity; go through answers with the whole class; zoom in on an area of a worksheet; display Progress or Achievement tests as learners attempt them, or when you go through the answers; display answers to Progress tests, so that learners can mark their own papers; print out just the unit of the Teacher’s Book that you are using, rather than carrying the book around; display answer keys to Coursebook exercises from the Teacher’s Book; watch videos with your learners. Photocopiable activities There are 42 photocopiable activity worksheets on the Teacher’s DVD-ROM (three for each unit), ready to print out and use straight away. These offer extra vocabulary, grammar and pronunciation practice, extra reading and writing work, role plays and games which further activate the language that learners have been introduced to in the Coursebook, and build their fluency, confidence and communication skills. Each activity is accompanied by a page of clear, step-bystep instructions, with answer keys and extra teaching ideas. At the end of each unit of the Teacher’s notes, there is a page to help you find the activities you need, and there are also boxes in the unit notes which suggest when particular activities might be used. Progress and Achievement tests The English Unlimited testing suite consists of 14 unit-byunit Progress tests and three skills-based Achievement tests to motivate your learners and give you and them a clear idea of the progress that they are making. These and other methods of assessment are discussed in detail on pp20–21. Videos The video from each unit of the Self-study Pack is also included on the Teacher’s DVD-ROM, as this is easily adaptable for use in class, either using the video exercises from the Workbook, or just for extra listening practice and class discussion. The 11 Interviews and three Documentaries are each linked topically to the unit, and so they offer extension and consolidation of the work done in the Coursebook, as well as giving learners the chance to listen to authentic, spontaneous speech from a range of native and non-native English speakers. The subtitles toggle on and off, so you can easily show any sections of text which learners find difficult to understand. The book on the disk English Unlimited Upper Intermediate Teacher’s DVDROM also contains the whole Teacher’s Book in PDF format, so that you can print out the unit or section that you want, instead of carrying the book around with you. There are also CEF tables, which show how English Unlimited Upper Intermediate completes CEF level B2 by mapping the relevant ‘can do’ statements from the CEF to specific pages and tasks in the Coursebook. Introduction 19 Assessing your learners with English Unlimited There are many ways of assessing learner progress through a language course. For this reason English Unlimited offers a range of testing and assessment options, including progress tests, skill-based achievement tests, assessment using the e-Portfolio, self-assessment and continuous assessment. Tests on the Teacher’s DVD-ROM There are two types of test available as PDFs on the Teacher’s DVD-ROM: Progress and Achievement tests. Progress tests There is one Progress test for each of the 14 units of the course. These assess the learners’ acquisition of language items taught in the main Coursebook material. Each test carries 40 marks and includes questions assessing grammar and vocabulary items taught in the unit. These are not intended to be ‘high stakes’ tests but rather quick checks that will help the teacher and learner judge which language points have been successfully acquired and understood, and which areas individual learners or the whole class may need to study again. We suggest that each test should take no more than 30 minutes in the classroom. Tests can be copied and distributed to each learner and taken in class time. The tests are designed for quick marking with the provided Answer Key. Teachers may choose to mark tests, or, alternatively, learners can mark each other’s work. A mark can be given out of 40. If particular problem areas are identified, learners can be directed to do extra work from the Self-study Pack. Achievement tests There are three Achievement tests, designed to form the basis of formal learner assessment. ● Achievement test 1 can be taken after Unit 4. ● Achievement test 2 can be taken after Unit 9. ● Achievement test 3 can be taken after Unit 14. These tests are based on the four skills: Reading, Listening, Writing and Speaking. Reading tests Each test is based on a short text and we advise allowing no more than 15 minutes for each test. As with the Coursebook and Listening tests, there may be a few unfamiliar items in the text, but the tasks are graded so unknown items should not hinder the learners’ ability to answer the questions. The teacher may mark the tests or it may be acceptable for learners to mark each other’s work. Listening tests The audio tracks for these are found at the end of the three Class Audio CDs. Achievement test 1 is track 31 on CD1; Achievement test 2 is track 29 on CD2; Achievement test 3 is track 37 on CD3. 20  Introduction We suggest carrying out tests under controlled conditions, with the recording played twice. Each test should take no longer than ten minutes. As with the Coursebook audio, there may be a few unfamiliar language items in the listening text, but tasks are graded to the level of the learner, so unknown items should not hinder the learners’ ability to answer the eight questions. The tests are simple and quick to mark. They can be marked by the teacher or it may be acceptable for learners to mark each other’s work. Writing tests Learners are set a writing task based on themes from the Coursebook and the teacher assesses work using the Writing assessment scales provided. Tasks are designed to simulate purposeful, real-life, communicative pieces of writing. The teacher should endeavour to identify the band the work falls in for each category. This marking scheme can give learners a profile of the strong and weak points of their written work, creating a virtuous circle of improvement through the course. If the tests are to be used under timed conditions in class, 40 minutes should be allowed for the learners to produce their texts – planning and redrafting may be encouraged by the teacher at the outset. Another way is to set the tasks as assessed writing assignments to be done as homework. In these cases, the teacher should interpret the band scales according to the time available and the availability of dictionaries and other reference materials. The option chosen will depend on your learning environment. A timed test may help you assess learners under equal conditions, but can be a rather artificial, pressured environment. Written homework assignments are less controlled, but could be a better way of encouraging learners to work at their writing and feel satisfied with a polished piece of written work. The Explore writing tasks in the Coursebook and Self-study Pack may also be used as assessed assignments and marked using the assessment scales. Speaking tests These are designed to be carried out by an assessor, who may be the learners’ regular teacher or another teacher in the institution. Learners do the tests in pairs. The ideal environment is for the test to take place in a separate room from the rest of the class, who can be engaged in self-study work while the testing is taking place. It is best if seating is set up as a ‘round table’ if possible, rather than the assessor facing both learners across a desk, so as not to suggest an interrogation! Each test takes 14 minutes. The assessor should be familiar with the Speaking assessment scales for the Speaking tests before the test and have a copy of the Mark Sheet for each learner with their names already filled in. Screen the Mark Sheets from the learners. The assessor will need the Teacher’s Notes, which provide a script of prompts for the test. Each test is in two parts. In the first part (three minutes), the assessor asks the learners in turn a selection of questions from the Notes, based on themes from the Coursebook. The assessor may depart from the script to elicit further responses, maintaining a friendly, encouraging manner. The assessor may begin to note down some marks based on the scales for each learner. In Part 2 (six minutes), learners are provided with prompts for a communicative task, which they carry out between themselves. Learners may need some encouragement, or to have the instructions explained more than once. During this section, the assessor should withdraw eye contact, making it clear that the learners should talk to each other, listen closely and revise the marks from Part 1, gradually completing the grid. In part 3 (five minutes) the assessor asks learners questions related to the task in part 2. The assessor may now make any final necessary adjustments to the learners’ marks. The assessor should not correct learners at any point during the test. Filling in the Mark Sheets Once all four papers of the Achievement tests have been carried out, the teacher can provide marks for each learner. This includes analytical marks for the Speaking and Writing tests, and an average mark out of five for each one; and marks out of eight for the Reading and Listening tests. This gives the learners a snapshot of their performance in the four skills. The learners should be encouraged to reflect on what they found easy or difficult, and given strategies to improve performance in different skills. The marks can be used as the basis for course reports or formal assessment. Self-assessment Assessment is not just about tests. Self-assessment encourages more reflective and focused learning. English Unlimited offers a number of tools for learner selfassessment: ● Each unit of the Coursebook ends with a self-assessment grid in which learners are encouraged to measure their own progress against the unit goals, which in turn are based on the can-do statements of the Common European Framework of Reference for Languages. ● Progress with the activities on the Self-study DVD-ROM can be analysed in detail on the Progress screen. ● The Self-study DVD-ROM also contains Quick Check tests, using a bank of 700 multiple-choice questions. Learners select which units they want to be tested on and how long they want the test to be – new tests will be randomly generated each time. Using the e-Portfolio Portfolio-based assessment is a useful tool for both selfassessment and formal assessment, particularly for teachers seeking an alternative to traditional timed writing tests. The e-Portfolio allows learners to: ● assess their progress against can-do statements and revise their assessments later in the course depending on progress made; build up a personal e-Portfolio of written work associated with the course. The learner may then select their best work, as an alternative to tests, or at the end of the course to be provided as a Portfolio. This may include word-processed documents, project work and even audio files. Some of the Explore writing tasks may lend themselves well to portfolio work, and in some classrooms, learners may be asked to record personal audio files based around speaking tasks in the Coursebook. The satisfaction of producing a polished spoken text is a rare one in a language course, but if the learner or the centre has access to a microphone, it is relatively easy to do. Written texts and audio in a learner’s e-Portfolio may be assessed using the same analytical scales as the Writing and Speaking Achievement tests. You can find more information about the e-Portfolio on p18. ● Continuous assessment Finally, some teachers and institutions may prefer to dispense with tests and adopt a form of continuous assessment. This can be demanding on the teacher’s time but perhaps no more so than the marking load created by frequent formal tests. The important thing is to explain the system to learners early in the course, and regularly show them their Mark Sheets to indicate how they are getting on. How actual assessment is carried out may differ between institutions, but here are some guidelines and ideas: ● It is possible to assess learners using the Speaking assessment scales regularly through the course. The Target activities, where learners are involved in more extended discourse, offer an opportunity for this. ● Tell learners when their speaking is being assessed and the teacher can monitor particular groups. ● Learners should be assessed several times during the course or they may rightly feel they were let down by a single bad performance, even if the assessment is not ‘high stakes’. ● An atmosphere of gentle encouragement and striving for improvement should always accompany this kind of assessment. Some learners can get competitive about this, which can have a negative effect on class atmosphere and demotivate less-confident learners. ● The Explore writing tasks can be used for continuous written assessment, using the Writing assessment scales. A final word Testing and assessment can be a vital tool for teachers and learners in assessing strengths and weaknesses, building awareness and encouraging improvement. But it can be frustrating for a learner to feel that they are being assessed too often, at the expense of actually learning, and whilst there are certainly learners who like being tested, there are many others who certainly don’t! English Unlimited aims to help learners communicate in real-life situations, and the testing and assessment tools provided should be used with that purpose in mind. Testing and assessment should never take precedence over learning, but serve as useful checks on the way to increasing confidence, competence and fluency. Introduction  21  The Common European Framework of Reference for Languages (CEF) A goals-based course Where the goals are met English Unlimited is a practical, goals-based course for adult learners of English. The course goals are taken and adapted from the language-learning goals stated in the Common European Framework of Reference for Languages (CEF). The goals of the CEF are divided into a number of scales which describe abilities in different kinds of communication. We’ve chosen the scales which we felt to be the most useful for adult general English learners at Upper Intermediate level. These are: As you’ll see in the example unit on pp6–10, goals are given for the two lessons at the start of each unit, for the Target activity, and on the Explore speaking and Explore writing pages. They are also listed in the Self-assessment, which learners do at the end of the Look again page. Listening and reading goals are not usually given on the page, as they are addressed repeatedly throughout the course. The CEF tables on the Teacher’s Pack DVD-ROM show which parts of the course deal with the listening and reading goals. Speaking Describing experience Putting a case Addressing audiences Conversation Informal discussion Formal discussion and meetings Goal-oriented co-operation Transactions to obtain goods and services Information exchange Interviewing and being interviewed Planning Compensating Monitoring and repair Turntaking Co-operating Asking for clarification Writing Creative writing Reports and essays Correspondence Processing text Listening Overall listening comprehension Understanding conversation Listening to announcements and instructions Listening to audio media and recordings Reading Overall reading comprehension Reading correspondence Reading for orientation Reading for information and argument 22  Introduction Find out more about the CEF You can read about the CEF in detail in Common European Framework of Reference for Languages: Learning, teaching, assessment (2001), Council of Europe Modern Languages Division, Strasbourg, Cambridge University Press, ISBN 9780521005319.