English unlimited b1 + intermediate teachers pack

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B1+ Intermediate Teacher’s Pack Theresa Clementson, Leanne Gray & Howard Smith CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521157179 © Cambridge University Press 2011 This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2011 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN ISBN ISBN ISBN 978-0-521-15717-9 978-0-521-73989-4 978-0-521-15182-5 978-0-521-73990-0 Intermediate Intermediate Intermediate Intermediate Teacher’s Pack Coursebook with e-Portfolio Self-study Pack (Workbook with DVD-ROM) Class Audio CDs Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter Contents Introduction The thinking behind English Unlimited How a unit is organised 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 60 Unit 7 68 Unit 8 75 Unit 9 81 Unit 10 88 Unit 11 96 Unit 12 103 Unit 13 111 Unit 14 118 Grammar reference: Answer key 125 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 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 10: 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+ 10.1 goals talk about memory talk about what you remember All the goals are of a practical ‘can do’ nature, chosen to enable 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 Intermediate learners to work on, and then selected vocabulary and grammar to help them this exactly the goals come from? memory is?Where Think about: The goals for the course have been taken from the • songfor lyrics s • phone numbers • conversations Common European Framework of Reference adapted and image supplemented u be a goodLanguages witness?(CEF), Look and at this CCTV for according to our research into the needs of Intermediate e your books, listen to the questions and take notes learners The goals in the Coursebook are based on the CEF goals but they have been reworded to make them less ‘technical’ :31 and more motivating and accessible for learners and teachers What is the CEF? The CEF uses ‘Can Do’ statements to describe the abilities of learners of English (or any other language) at different levels The focus is on how to things in the language, rather than on abstract knowledge of the language itself For example, here are some CEF goals which describe learners’ speaking abilities at the end of Intermediate: Can explain why something is a problem, discuss what to next, compare and contrast alternatives l Can give brief comments on the views of others l Can invite others to give their views on how to proceed l 4  Introduction English Unlimited Intermediate is based on ‘Can Do’ statements at the B1 and B1+ levels of the Common European Framework It completes B1+ and prepares learners for the B2 level of competence 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 situations 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 For example, the course includes a focus on It’s + adjectives in Unit because the CIC suggests that this is a common way to give opinions (It’s better to talk to people face to face) 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 CIC suggests that a common use of verb + -ing (Unit 6) is to ‘give advice’ (Have you considered getting a new one?) A further use of the CIC is in the Keyword pages which appear in odd-numbered units Each Keyword page focuses on one or two 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 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 odd-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 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 Self-study DVD-ROM In the rest of this introduction you’ll find: l a plan showing how a unit is organised pages to 10 l more detailed notes on the different sections of the units pages 11 to 15 l information about the other components of the course pages 16 to 21 l more detailed information about the CEF page 22 We hope that you and your learners will enjoy using English Unlimited Theresa Clementson David Rea Alex Tilbury Leslie Anne Hendra Introduction  5  How a unit is organised The course consists of 14 units, each of which has eight pages 3.1 goals talk about a business idea 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 hopes, dreams and ambitions Success READING Great ideas You’re going to read about an inventor Which of these facts you think are about the inventor of: • karaoke? a b c d e f • the iPod? He never became rich from his invention He’s shy and doesn’t usually interviews He made people listen to music in a different way He used his invention to celebrate his 59th birthday He was a drummer in a band He has also designed computers Work in A/B pairs A, read the article below and B, read the article on p119 to check your ideas Mr Song and Dance Man Karaoke is a $10 billion-a-year industry, but the man who invented it has made almost no money out of it Inoue Daisuke came up with the idea in 1971 He could have become one of the richest men in Japan, but he didn’t patent his idea and doesn’t seem worried about the lost opportunity ‘I took a car stereo, a coin box and a small amplifier to make the karaoke,’ says the 65-year-old in his small office in Osaka ‘Who would consider patenting something like that?’ In the early 1970s, Inoue was a drummer in a bar band with six colleagues, playing in local clubs in Kobe They played for middle-aged businessmen who wanted to sing traditional Japanese songs Inoue says, ‘Out of 108 club musicians in Kobe, I was the worst! And the clients in my club were the worst singers!’ One day, one of his clients asked Inoue to play for him on an overnight trip Inoue, unable to leave his job, gave him a tape of the backing music instead That night, the businessman gave an emotional performance and karaoke (meaning ‘empty orchestra’) was born Inspired by this success, Inoue made 11 boxes with tapes and amplifiers, and began renting them to bars in Kobe in 1971 His plan was to make a bit of money but he never thought the idea would be so popular In fact, karaoke was soon picked up by larger companies and through the 1980s and 1990s, it swept across Asia, the US and Europe Then in 1999, Time Magazine called Inoue one of the 20th century’s most influential people, saying he had completely changed nightlife ‘Nobody was as surprised as me,’ he says Inoue himself only used a karaoke machine for the first time to celebrate his 59th birthday These days, he makes a living selling a cockroach repellent for the machines ‘Cockroaches get inside the machines, build nests and eat the wires,’ he says He’s very excited about his next venture ‘My dream,’ he says, ‘is to train Japanese pet-owners to take better care of their pets.’ Friends say he is the ideas man, while his wife, who works in the same Osaka office, helps bring the ideas to life 3.1 a A, complete the summary of this article; B, complete the summary on p119 Inoue Daisuke invented karaoke, but he didn’t … He was a drummer in a band which … The idea for karaoke started when Inoue gave Over the next twenty years karaoke became Inoue was surprised when … Now, Inoue … In the future, he VOCABULARY Talking about a business idea Look at the sentences from the articles Match 1–3 with topics a–c a b c b Tell each other about your articles How are the two men similar or different? 22 a description of the product the financial success of an idea the start of a project or invention Inoue Daisuke came up with the idea in 1971 He didn’t patent his idea You can use it to store thousands of songs Critics said it looked fantastic and was easy to use The man … has made almost no money out of it He makes a living selling a cockroach repellent Complete the questions with verbs from the highlighted expressions in in the correct form up with his idea? How did Inoue Daisuke his invention? Why didn’t he a lot of money out of the iPod? Do you think Jonathan Ive a living? What you think is the easiest way to fantastic? Is it more important that a gadget is easy to use or 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 SPEAKING Ask and answer the questions together Hopes, dreams and ambitions VOCABULARY Hopes, dreams and ambitions What’s Inoue Daisuke’s dream for the future? What you think of his idea? 1.22 Listen to Aminata, Eduardo and Elisa talking about their hopes, dreams and ambitions Match each speaker to one of the pictures A–C B C 1.22 A Listen again Complete sentences 1–8 with a–h P Aminata One day, I’d like to At some point, I’d absolutely love to I’m thinking of a b c taking some lessons be comfortable in the water learn to swim Eduardo I’m considering My dream is to d e be a guitar player doing a degree in music Elisa My aim is to My ambition is to I’ve always wanted to f g h live in Tokyo for a year train at the JKA dojo go there next year Choose five of the highlighted expressions from Write sentences about your hopes, dreams and ambitions One day, I’d like to travel around the world Every unit has a focus on pronunciation See p12 for details PRONUNCIATION Schwa /ə/ a 1.23 Listen to sentence above What kinds of word are usually stressed? What kinds of word often have a schwa? One day, I’d like to learn to swim b Mark the stressed syllables and schwa sounds in sentences 2–8 above c SPEAKING 1.24 Listen and read the script on p148 to check Practise saying the sentences Talk to your partner about your hopes, dreams and ambitions Do you think you can both achieve your ambitions? Tell the class something interesting your partner wants to in the future 23 Introduction 3.2 The next two pages are another lesson with goals based on the CEF about 90 minutes 3.2 goals Your abilities talk about abilities talk about achievements a What’s an IQ test? Have you ever taken one? READING b Read the article from an educational magazine Which intelligence types might help with these activities? • doing your accounts • playing tennis • writing a poem • designing a building • staying happy • learning a song • resolving an argument What is intelligence? emotions, goals and motivations and learn best when concentrating on a subject by themselves ➡ Not just a high IQ Verbal-linguistic People with high verbal-linguistic intelligence have a facility with words and languages They are typically good at reading, writing, telling stories and memorising words along with dates They tend to learn best by reading, taking notes, listening to lectures, and through discussion and debate The theory of multiple intelligences was proposed by Howard Gardner in 1983 He believed that the traditional intelligence test (known as an IQ test) didn’t acknowledge the wide variety of abilities that people have Here is a summary of the main types of intelligence that he identified: Logical-mathematical This area has to with logic, reasoning and numbers People with this ability excel at scientific thinking and investigation, and have the ability to perform complex calculations Traditional concepts of intelligence, or IQ, reflect ability in this area Bodily-kinesthetic People who have bodily-kinesthetic intelligence learn best by doing something physically They are good at building and making things They may enjoy acting or performing and are generally good at physical activities such as sports or dance Musical This area has to with rhythm, music and hearing Those who have a high level of musical intelligence are able to sing and play musical instruments They can also often compose music and may learn best by listening to lectures Interpersonal People who have a high interpersonal intelligence learn best by working with others and often enjoy discussion and debate They are able to co-operate in order to work as part of a group They communicate effectively and empathise easily with others Intrapersonal Those who are strong in this intelligence are typically introverts and prefer to work alone They are capable of understanding their own A lawyer probably needs interpersonal and verbal-linguistic intelligences VOCABULARY Abilities Read the article again Which intelligences you think are important for these jobs? Why? • lawyer • doctor Visual-spatial People with strong visualspatial intelligence are typically very good at visualising and mentally manipulating objects They have a good visual memory and are often artistically inclined They also generally have a good sense of direction and may have good hand–eye co-ordination • politician • singer • poet • DJ • engineer • social worker 3.2 Look at the highlighted expressions in 1–7 in the article Which can be followed by: a an infinitive? b an -ing form? c a noun? d an -ing form or a noun? Your achievements a Which intelligences you think you have? What about people you know well? Write five sentences Explain your ideas and give examples LISTENING I think I have musical intelligence because I'm able to learn tunes very quickly 1.25 Listen to interviews with Aminata, Margot and Charlie about their achievements What are they most proud of? b Talk about your sentences together What intelligences most people have? Margot 24 Aminata Charlie What did she want to learn? Why? Margot What’s her book about? What’s she doing at the moment? Charlie What did he join? What they together? Match the sentences from the listening with functions a or b I’ve had the bike for about a year now I’ve just written a cookery book a I’ve learned to ride a bike recently b I’ve always wanted to write a situation or state which is still true a finished action which is important now Match the highlighted words in 1–8 with categories a–e I’ve always wanted to write I’ve just written a cookery book I’ve never been able to go with them I’ve already written a novel actually I’ve learned to ride a bike recently It hasn’t come out yet I’ve had the bike for about a year now I haven’t written anything since the cookery book When did she start learning? Do you think each of them found it easy to these things? Why? There is a Grammar reference and extra grammar practice for every unit at the back of the Coursebook Listen again to check 5 1.25 Aminata GRAMMAR Present perfect and time expressions Can you answer the questions about each person? a b c d e the whole of your life until now always / part of your life until now / something you expect to happen a short time ago / something that happened sooner than expected Notice the position of the highlighted time expressions Then add them to the sentences in the quiz Find someone who: Grammar reference and practice, p136 SPEAKING recently has won a competition What was it? recently has passed a test or an exam just has learned to drive Why not? never has done well in interviews always has achieved something today What was it? already has been married over ten years for hasn’t taken a test or an exam they left school since hasn’t done what they needed to today yet a Ask questions to find who the statements in 1–8 are true for Find out more about Have you won a competition recently? each situation b In pairs, tell each other what you found out Actually, I’ve never won a competition 25 Introduction 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 3.3 Target activity 3.3 goals Sell an idea TASK LISTENING talk about a business idea Target activities review goals from the earlier lessons of the unit talk about hopes, dreams and ambitions talk about achievements Read the advert Why people join Connections? take part in an interview Connections My business idea What’s new? Connect online Contact us Do you have a great business idea? Do you want to make money out of it? Connections can help you We specialise in bringing together entrepreneurs with suitable investors We match you with the best investor for you and organise an interview with them Interested? Then click on the link below to join our database … > Click here to join Connections a 1.26 Listen to the first part of Olga’s interview with an investor she met through Connections Label the picture with these words: strap handle wheels buggy bag top pocket side pocket Model recordings are used to demonstrate the task How does the bag work? b 1.27 Listen to the rest of the interview What does Olga want from the interview? How does she feel about the product? Listen again or check in the script on p148 a Discuss the questions Olga’s ‘easybag’ b Do you think the product will work? Why? Do you think the investor will support Olga’s idea? Why? 1.28 Listen to a phone call between the investor and Olga Were you right? TASK VOCABULARY Facts and feelings a Who says sentences 1–8, the interviewer or Olga? TASK 5 Olga explaining her idea Can you give us a bit more information about your background? We’d like to ask you some questions about international sales I’m really excited about the product I’m very keen to hear your thoughts about the business plan It’s good to see someone so passionate about their product! We have some doubts about a few things in the business plan What I’m more concerned about is the marketing I feel very optimistic about its chances of success b Which highlighted expressions are: adjective + about? noun + about? My aim is to I’m concerned about the distribution costs You’re going to have an interview with an investor at Connections I’ve worked in design since A, look on p119 B, look on p128 Complete the section about you Think about the language you can use to describe your product, your experience and your hopes for the future Work in A/B pairs A, you’re the investor Ask B questions and decide if you want to invest in his/her idea B, you’ve got a great idea Explain your idea and answer any questions Now change roles Have another interview Talk in groups Which idea you think will be the most successful? 26 Target activities have a clear outcome Introduction Task vocabulary sections provide learners with useful language for the task Learners are encouraged to take time to prepare ideas and language 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 EXPLORE Across cultures Attitudes to success LISTENING 1.29 2 1.29 VOCABULARY Attitudes to success [A/W: 3.6b] Listen again Are sentences 1–4 true or false? Mariama She says her American friends are happy to talk about what they’ve achieved She thinks British attitudes are similar to those of Americans she knows Remco He says that he always plays sports to win He has a similar attitude at work Mariama from Britain Odd-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 Listen to Mariama and Remco talking about attitudes to success How does Mariama feel about talking about her achievements? What two examples does Remco give to explain his attitude to success? Remco from the Netherlands a Who says sentences 1–7 from the listening: Mariama, Remco or the interviewer? Would you say you’re a competitive person? I’m not at all comfortable They’re much more confident about coming forward You don’t want to seem arrogant I want to win at all costs I don’t try and bend the rules as much as I in sports So you play by the rules at work? b Look at the highlighted expressions in sentences 1–7 and answer the questions What’s the difference between being confident and being arrogant? What does it mean if you want to ‘win at all costs’? What’s the difference between bending and playing by the rules? a Work alone Read the quiz questions about attitudes to success and think about SPEAKING your answers All about winning? Are you a competitive person? Do you think it’s ever OK to bend the rules to win something? Odd-numbered units have Explore writing pages which enable learners to write a range of different text types See p14 for details Do people you know think being competitive is a good thing? Are you comfortable talking about your achievements? Do you put non-professional achievements on your CV? If an employer asked about your strengths in a job interview, what would you say? Are people in your country generally happy to talk about their achievements? EXPLOREWriting b Now answer the quiz questions in groups Do you have the same or different attitudes to success? Do you think people in different countries have the same or different attitudes to success? 1 27 2 Listen to part of a job interview Answer the questions about Olga a Look at note-taking tips a–f Which you follow when you take notes? a b c use section headings and subheadings list points under each subheading don’t try to write every word Listen to Juan Carlos and Kana talk about whether presentation skills should be taught in schools Who thinks it’s a good idea? Who doesn’t? 3.18 b Complete the sentences from the conversation with expressions a–e a b c d e a Look at the things people said at different presentations In which cases is the presenter having problems? And this is the other photo Oh, that’s not the right photo! I’m very sorry I’m afraid we’ve got another problem here This video projector won’t turn on To put it another way Another point is Another thing is that on the other hand in other words Some thought it was an ‘OK idea’, but other people thought it was a ‘very good idea’ 2 It’s not like history or maths So, , we should only teach academic subjects at school? Well, yes , education is about learning how to think K Here are some photos of the new factory in Sweden There are others in the pack on your chairs b Look at the sentences in 1a again, then answer JC JC these questions Look at another/other + noun in sentences 1–3 Which is always singular? Which can be singular or plural? What another one and others refer to in and 5? Cansentences you think of examples of these different kinds of games? you played? For a/an + otherWhich we sayhave another (an other) EXPLORESpeaking A 3 My jobplayer doesn’t challenge I need to look for Each takes turns tome pick up a tile IThe always the same haven’t got aim wear is to collect tilesshoes of theIsame kind any You throw away the tiles you don’t want 4 8.00 no pm w/ C21st etc vs 10 approx 11 12 pw PTO Listen to check Now listen to the first part of the interview again Complete the interviewer’s notes about Olga b 1.33 Listen to the next two questions the interviewer asks Olga Make notes about her answers c Compare your notes with a partner Did you write down the same details? Then check your notes in script 1.30 on p149 You need to be able to communicate effectively it builds confidence contrast ideas? (x1) Goals add ideas? (x2) say youordon’t understand summarise interpret ideas? (x2) Work in A/B pairs A, you’re going to take notes in an interview for the post of student representative in a big international college B, look at these five questions for the interview and think about your answers ask for help B • Do women make good drivers? What about men? • Should extreme sports be taught in school? • Should all children be taught to cook? • What you think education is for? b Discuss your ideas Do you agree? C So, in other words, you think that D women make good drivers, but … How long have you been at the college? What experience have you got of dealing with people? What are your strengths and weaknesses? How much time can you give to the job? What can you bring to the job? Take turns to interview each other for the post and take notes about each other Interviewee Name: Experience: a Get into separate groups, As and Bs Tell each other about the person you interviewed, using your notes to help you b Are2.9theListen sentences together a to Liutrue Yingfor andyou? JenTalk playing Mahjong 1.32 explain something alone, choose one topic and make notes Think about how to use the expressions in 3b Iinnever sport or fitness classes I’ve got the middle things to doofwhich are more interesting At the end the game you count your Iscore don’t You worry much about gettoo more points forfailing things There’s always to and better particular tiles,chance like ones nines yrs 75 g 1.31 a What you think about these topics? Work • card games • board games a Add these expressions to sentences 1–5: • outdoor games • puzzles other others another another one Look at the photos of a Chinese game other called Mahjong A–Dis inmuch the photos with the rules places WhereMatch I live now nicer than explaining the game in 1–4 I’ve lived ←2 ←3 ←4 b What about how to get on in the world of work? , it teaches kids an important life skill c Which highlighted expressions are used to: ← a K JC This laptop doesn’t seem to be working Does anyone have another one? ←1 a In pairs, say what you think these abbreviations mean It’s an important part of learning to communicate KANA Yes, but , it’s not really a subject, is it? JUAN CARLOS Even-numbered units have Explore speaking pages dedicated to developing learners’ speaking skills and strategies See p14 for details use abbreviations where possible, not full words revise your notes as soon as possible don’t worry about correct spelling and grammar Interview for product development manager: Olga Petrova, Experience: - 12 yrs exp in - ICB: - developed West range Strengths: Linking expressions I think we’re going to see another photo soon … I hope… d e f b Look at the interviewer’s unfinished notes about Olga Match 1–4 with tips a–d above Keywords other, another a • getting directions • in a meeting What kind of job is the interview for? What experience has Olga got? What product is she most proud of? 12 EXPLORE Uses of other and another take notes When you take notes? • taking a phone message • in a lecture • in an interview • listening to the radio Do you use any specific note-taking techniques? 1.30 Even-numbered units have Keyword pages Each one focuses on one or two common English words, teaching and practising the main meanings and useful expressions See p14 for details Goal Talk together b Decide who’s best qualified in your group to get the post Do they both know how to play? How you win the game? 99 b Read the conversation to check a Look at the highlighted expressions 1–7 in the conversation Which ones: b 28 say you don’t understand? (x2) say you partly understand? (x1) explain something? (x4) 2.10 Listen to check P a Complete the rest of the conversation using the highlighted expressions JEN LIU YING JEN LIU YING JEN LIU YING JEN LIU YING But how you get a high score? Well, there are various tiles that are worth more points, like the winds and dragons Sorry, Winds and dragons? How I know what they are? You can tell from the picture on the tile Look, this is the East Wind and this is the Red Dragon OK, But what are these tiles then? Oh, this one’s a season, and that’s a flower collect them as that helps you win points Oh right that card game, you know, whist Exactly So, shall we carry on or you want me LIU YING JEN LIU YING JEN LIU YING JEN LIU YING JEN … So, Jen, you put all the tiles in the middle, face down so you can’t see the pictures, and ‘twitter’ Sorry, I’m lost What does ‘twitter’ mean? Isn’t it some sort of website? Well, yes, but in Mahjong it just 2means you mix all the tiles up – like shuffling cards – and ‘twitter’ is the sound the tiles make when you move them around It sounds like the birds in the trees Ah, nice! Yes Anyway, everyone has thirteen tiles, and that’s what you play the game with I suppose the tiles are like cards, really Like cards? Yes, so you could say 3it’s like a card game with tiles Anyway, 4the idea is to collect sets of three or four tiles of the same kind – and then you display them in front of you and you win points Hm I’m sorry, 5I don’t get it What’s the objective of the game? How you win? Introduction 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 Look again Review Extension GRAMMAR Present perfect and time expressions SPELLING AND SOUNDS /s/ a Complete the sentences with the best time a expression Which are true for you? never I’ve had a garden I’d love to grow things I’ve lived in the same house I was born I’ve loved being alone I’m not very sociable! I’ve changed my job I’m much happier now We’ve started a family We’ve got two small children I haven’t achieved my ambition I’ve known my best friend ten years We’ve moved home We haven’t unpacked yet b In pairs, make sentences about: • your interests I’ve just … I’ve always … I’ve never … I haven’t … yet • travel • friends and family I’ve … for … I’ve … since … I’ve … recently I’ve already … VOCABULARY Hopes, dreams and ambitions a Put the words in order and make sentences about your hobbies, interests, hopes and dreams to / dream / My / is … absolutely / to / love / I’d … considering / point / At / I’m / some … wanted / always / I’ve / to … thinking / I’m / of … like / One / to / I’d / day … My dream is to have my own photography business b Talk in groups Does anyone have the same hopes, dreams and ambitions as you? CAN YOU REMEMBER? Unit – will, could, may, might; Expressing probability a Look at sentences a–f about Olga’s plans for the evening Put them in order from the most likely (1) to the least likely (6) a b c d e f I may go out for a meal tonight I’m very unlikely to go to bed early I’ll definitely have a shower later I might not watch television I won’t call my family I may well see my friends b Write five sentences about your evening using the highlighted expressions in 3a c Talk together about your evenings Who knows exactly what they’re going to do? Who isn’t sure? 1.34 Listen and underline the letters in these words which make a /s/ sound celebrate city cycle address across essay story skin supermarket price chance advice answer ask describe close increase b Find words in 4a to match spelling patterns 1–4 /s/ is spelled: s in most words and always before a consonant c sometimes before e, i or y ss after a short vowel se or ce at the end of words, after long vowels and usually ce after n Notice activities draw out further useful language from the unit’s reading or listening texts c Spellcheck In pairs, take turns to choose ten words and test your partner’s spelling NOTICE One of the … a Complete the sentences from texts in the unit with these expressions richest most successful most important He could have become one of the in Japan p22 He may be one of the industrial designers of our time p119 ICB is one of the firms internationally 1.30 men b Check your answers What kind of adjective is one of the often followed by? c Write a brief description of one of your favourite things My parents gave me a pearl necklace It’s one of the most valuable things I own At the end of each unit is a Self-assessment for learners to complete d Listen to each other’s descriptions Ask questions to find out more information Self-assessment Can you these things in English? Circle a number on each line = I can’t this, = I can this well talk about a business idea talk about hopes, dreams and ambitions talk about abilities talk about achievements take part in an interview take notes • For Wordcards, reference and saving your work ➔ e-Portfolio • For more practice ➔ Self-study Pack, Unit 29 Can you remember? activities review a language point from the previous unit 10 Introduction conditionals is not happy about doing mo comes up with new ideas? prepared something? Hm, that’s a problem for me I mean, if5 I didn’t has have three children, I’d it, no problem is a bit negative about all th Well, I suppose this is impossible, but if we employed another is realistic and possible? a b Simon Lidia c Lidia d Yelena e Lidia is unrealistic or impossible? If we open a terrace, we’ll be able to serve a lot more people But it’s too expensive And if we did that, it would take a lot longer to serve people outside A more detailed look at the features of English Unlimited person, we wouldn’t have to so many hours That’s not a bad idea But if we employ another person, we’ll take home less money b Which Thinking Hats you thi person is using? Why? b Complete the patterns for real and unreal conditionals if + if + , , + infinitive + infinitive GRAMMAR a Look at these extracts from the c We can use real and unreal conditionals to make suggestions and discuss consequences Look at sentences d and e in the grammar box Which is a Real and unreal speaker feel a situation: suggestion? Which introduces a negative consequence? Thorough controlled practice is provided to check learners’ conditionals When you speak, you use groups of words This easier to PRONUNCIATION a 1makes isyourealistic and possible? understanding of the language provide initial practice, understand Listen to the fiand rst sentence in 3a Groups of Grammar reference and practice, p140 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 dented, torn ● collocations like have a word, have a feeling ● stems like It’s no use … ● fixed expressions like so far, such as 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, natural events words (e.g a flood, a hurricane) are not especially frequent statistically, but are obviously necessary for the fulfilment of the goal ‘talk about natural phenomena’ 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, real and unreal conditionals are focused on in Unit because they are useful for making suggestions and discussing consequences 9.2 Before focusing on grammar explicitly, learners are first exposed to grammar in and context through reading and Problems solutions Listen to Simon, Lidia and Yelena talking about new business LISTENING listening texts Then meaning and form aretheirhighlighted What kind of business is it? What are they discussing? using a ‘guided2 discovery’ approach, which actively a Listen again Who: the meeting? involves learners in12 issuggests firunning nding about the grammar for openingout a terrace? is not happy about doing more hours? comesproviding up with new ideas? plentiful support and themselves while also has prepared something? is a bit negative about all the ideas? opportunities for you to monitor and assist: b Which Thinking Hats you think each 2.30 2.30 Simon, Lidia and Yelena person is using? Why? GRAMMAR Real and unreal conditionals Real conditional Unreal conditional a Look at these extracts from the conversation In which sentences a–e does the speaker feel a situation: is realistic and possible? is unrealistic or impossible? a b Simon Lidia If we open a terrace, we’ll be able to serve a lot more people But it’s too expensive And if we did that, it would take a lot longer to serve people outside c Lidia Hm, that’s a problem for me I mean, if I didn’t have three children, I’d it, no problem d Yelena e Lidia Well, I suppose this is impossible, but if we employed another person, we wouldn’t have to so many hours That’s not a bad idea But if we employ another person, we’ll take home less money 2.31 If we open a terrace // we’ll be able to serve a lot more people while maintainingb Look and developing the topic of the lesson: at sentences b–e in 3a and write // between groups of words Then words a a b Simon Lidia 2.32 listen and read the script on p155 to check Practise saying all the sentences a You’re going to discuss different ideas SPEAKING Add a suggestion for your life and for your country, then complete the notes Think about which conditionals to use Which ideas are realistic and possible for you? Which are unrealistic or impossible? Suggestions Positive consequences Your life: have your own business move abroad choose your own hours Your country: reduce the driving age to 15 host the Olympic Games If we open a terr But it’s too expen to serve people o consequences c Negative Lidia Hm, that’s a prob I’d it, no prob d Yelena Well, I suppose t person, we woul 73 e Lidia That’s not a bad Lessons end with a speaking task (or, occasionally, a writing less mone task) which gives learners the chance to use the language home of b Discuss the suggestions together Do you agree about the consequences? the lesson, including the grammar, in freer practice b Complete the patterns for real Grammar reference if + if + Real conditional In each grammar section, you’ll see a label 2likeUnreal this conditional c We can use real and unreal Grammar reference and practice, p140 consequences Look at sentenc suggestion? Which introduces Grammar reference and practice 2.31 When areference you speak, you use … which directsPRONUNCIATION learners to a Grammar reference section Grammar and practice understand NARRATIVE FORMSaccompanied at4the end of VERB theGroups book, by extra practiceListen to the first s of NARRATIVE VERB FORMS2 MEANING PRACTICE words exercises a If we open a terrace // we’ll 1PRACTICE a Complete the conversations with the correct verb forms MEANING Use the past simple to talk about things that are in the past and finished a Complete the conversations with the correct verb forms pick up ring putmeaning, the phone down Each Grammar reference sets out Use the past to I’m talksorry about things that are in section the past I dropped yoursimple camera b the Look at sentences b–e in 3a an and nished pick up ring put the phone down I metfimy husband in 1989 ? A Where were you when I form and pronunciation of the pointB Iin question, using I dropped your camera I’m sorry Grammar and practice and read the wasreference inlisten the middle of washing up When I finallyscript on p1 progressive IUse metthe mypast husband in 1989 to talk about an action that was in ? A Where were you when the phone, youI progress at a time in the past simple language and a range of examples: B I was in the middle of washing up When I finally Use the past progressive to talk about an action that was in I was working in Spain in 1989 the phone, you not want run fall break progress at a time in the VERB past NARRATIVE FORMS a You’re going to discuss differen use in theSpain pastin progressive to explain the background IYou wasoften working 1989 SPEAKING your leg? 2not A want Why didn’t me you run you falltellbreak to another past event or action MEANING You use the progressive to explain thehusband background I wasoften teaching in apast primary school when I met my to another past event or action Use can the use pastthe simple to talk about things that are inevent the past You perfect to refer to Ian earlier in the I was teaching inpast a primary school when met my husband and fi nished past You can the past to refer to an earlier event in the dropped your camera I’m sorry II went touse the shop afterperfect work and bought loads of food for the past Iweekend met my husband in 1989 I didn’t realise you’d already done the shopping this Imorning went to the shop after work and bought loads of food for the Use the past progressive to talk about an action that was in weekend I didn’t realise you’d already done the shopping this progress at a time in the past morning this morning after work now I was working in Spain in 1989 after work now morning Youthis often use the past progressive to explain the background to another past event or action you’d done the I bought loads we have too I was teaching in a primary school when I met my husband shopping of food much food you’d thepast perfect I bought we have too You can done use the to referloads to an earlier event in the of food much food past.shopping PRACTICE B Sorry, I to bother you I’m fine your leg? A didn’t you tell me you A Why So, what happened? a Complete the conversations with the correct verb forms B to the bother B Sorry, Well, I I for busyou and I’m I fine over A So, pick up what ring happened? put the phone down B have Well, Ihave gofor the bus and I over not ? A Where were you when I youmiddle good holiday? 3not A Ihave go ofa washing B was inhave the up When I finally B No, we the phone, a very good time, you actually a goodbeen holiday? A A Oh dear!you Why not? You’ve there before, B No, we you? a very good time, actually haven’t not want run fall break A Oh dear! Why not? You’ve been there B Well, we never to thatbefore, hotel before, haven’t you? your leg? A and Whyitdidn’t you tell me you was really unpleasant B Well, to that Sorry,we I tonever bother you I’m fine.hotel before, b Take turns to start conversations 1–3 and it was really unpleasant A So, what happened? B Well, I for the bus and I over b Take turns to start Put the words in theconversations correct order1–3 to make sentences Suggestions Your life: FORM I went to the shop after work and bought loads of food for the weekend I didn’t realise you’d shopping this FORMPast simple Pastalready done thePast perfect morning progressive Past simple Past Past perfect thisWhere morning after work now progressive did you What were you Where had you go last night? doing? been? Where did you What were you Where had you go lastto night? doing? been? IIwas driving to I’d been in a too you’dI went done thea bought loads we have party work café much food shopping food to I went to a I wasofdriving I’d been in a party work café I didn’t enjoy it I wasn’t going I hadn’t realised fast how late it was FORMI didn’t enjoy it I wasn’t going I hadn’t realised fast how late tried it was Did you stay Were you using Had you to Past simple Past Past perfect long? a mobile? ring? progressive Did you stay Were you using Had you tried to long? a mobile? ring? Yes, I did Yes, I was Yes, I had Where did you What were you Where had you go last night? doing? been? Yes, did Yes, II wasn’t was Yes, had No, II didn’t No, No, II hadn’t 2 have your own business move abroad what / Later, found / hadorder / we /to out / happened not have have gocorrect Put the words in/the make sentences didn’t / was / I / what / going on / know // Later, we //out / happened you/ /found aWe good holiday? what A there realise been//had // had didn’t / an / didn’t was / I / what / going / know B No,/we a very goodon time, actually earthquake /happened been We/ /remember had / didn’t /before, an / A Oh//dear! Why not? /You’ve been there there can’t Irealise / what / really earthquake haven’t way / I / onyou? / called / the / you / was / the station / can’t / I / what happened / remember / really B Well, we never to that hotel before, to / when / I//itIon thecomputer / you / was / the/ station and really//unpleasant way trying /was to/ called write the / was an / / to / when email / when / crashed b Take turns to start conversations 1–3 to write the computer / was / an / / trying started/ /I /went out // Everything / the lights / and email / when crashed Putsuddenly the words in/the correct order to make sentences / shaking heard started/ we / went out / Everything / the lights / and / / the / warnings / Unfortunately, / hadn’t what / Later, / found / had / we / out / happened suddenly / shaking didn’t / was / I / what / going on / know heard / we / the / warnings / Unfortunately, / hadn’t there / realise / been / We / had / didn’t / an / Your country: I went to a INo, was driving to I’d been in a No, I didn’t I wasn’t No, I hadn’t PRONUNCIATION party work café You usually stress question words and main verbs PRONUNCIATION I didn’t enjoy it I wasn’t going I hadn’t realised Where did you go? What were you doing? Where hadlate you it been? fast how was You usually stress question words and main verbs I went to party I was driving to work I’dWhere been Had inhad a café Where dida you What were you doing? you tried been?to Did you go? stay Were you using you long? aand mobile? in to negative usually IBut went a party.sentences I was driving toshort work.answers, I’d been ring? inyou a café Add a suggestion for your li Think about which condition you? Which are unrealistic o reduce the driving age to 15 host the Olympic Games b Discuss the suggestions togeth earthquake can’t / I / what happened / remember / really way / I / on / called / the / you / was / the station / to / when trying / I / to write / the computer / was / an / email / when / crashed started / went out / Everything / the lights / and / suddenly / shaking heard / we / the / warnings / Unfortunately, / hadn’t stress did, was, were and had I did.sentencesYes, was answers,Yes, had But in Yes, negative and Ishort youIusually Istress didn’t did, enjoy it were I wasn’t was, andgoing had fast I hadn’t realised No, I didn’t No, I wasn’t No, I hadn’t I did I was I wasn’t IYes, didn’t enjoyNo, it I didn’t I wasn’t Yes, going fast No, I hadn’t realised PRONUNCIATION had No, No,IIdidn’t hadn’t Yes, I was No, I wasn’t Yes, I did You usually stress question words and main verbs Yes, I had No, I hadn’t Where did you go? What were you doing? Where had you been? I went to a party I was driving to work I’d been in a café The extrasentences practice But in negative and short exercises answers, you usuallycan either be done in class as stress did, was, were and had the need arises, or homework I didn’t enjoy it I wasn’t going fast set I hadn’tas realised Yes, I did No, I didn’t Yes, I had No, I hadn’t Yes, I was 137 No, I wasn’t 137 b Complete the patterns for real and unreal conditionals Grammar reference and practice, p140 PRONUNCIATION Groups of words Real conditional Unreal conditional if + if + , , + infinitive + infinitive c We can use real and unreal conditionals to make suggestions and discuss consequences Look at sentences d and e in the grammar box Which is a suggestion? Which introduces a negative consequence? a 2.31 When you speak, you use groups of words This makes you easier to understand Listen to the first sentence in 3a a If we open a terrace // we’ll be able to serve a lot more people b Look at sentences b–e in 3a and write // between groups of words 2.32 Then listen and read the script on p155 to check Practise saying all the sentences SPEAKING a You’re going to discuss different ideas Add a suggestion for your life and for your country, then complete the notes Introduction 11 137 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 Note that although native-speaker voices are used to model features of pronunciation, the primary goal of these sections is intelligibility and not (necessarily) achieving a nativelike accent Pronunciation sections address areas which will be useful for all Intermediate learners to work on, regardless of their 3.1 first language: the schwa sound, sentence stress (including 2.1 contrastive stress andat theemphatic stress), intonation, groups Look sentences from the articles Match 1–3 with topics a–c VOCABULARY Talking about a description of the product a aLooka at some sentences from the conversations Who says 1–6? VOCABULARY business idea tone units) of words (or and linking (including consonant– b the financial success of an idea Expressing I’d say it must be impossible to relax, though c1 the start of a project or invention opinions I reckon you must get tired vowel linking and 3common pairs ofideawords) say you need to take breaks work They Inoue Daisuke came up with the from in 1971 Some people say you shouldn’t take your work on holiday He didn’t patent his idea no point in being friends, really Each pronunciation562 There’s section is based on a time short You can use it to store thousands of songs There’s no harm in checking your emails from to time extract Critics said it looked fantastic and was easy to use b Look at the highlighted expressions in 5a drawn from a listening sequence Learners are encouraged The man … has made almost no money out of it Which expressions: makes a living selling a cockroach repellent a Hegive the speaker’s opinion? b give other people’s opinions? to notice a language feature Which expression: and then practise it: Complete the questions with verbs from the highlighted expressions in in the 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 (for instance, on radio shows and in presentations), conversations between friends and colleagues, conversations in service situations and phone calls 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 Scripted recordings are based on real-world recordings and corpus data to guarantee the inclusion of natural expressions and features of English They are often used to contextualise functional language, such as expressions7.1 for making a complaint or resolving a dispute It’s the kind of job that … VOCABULARY a Read these opinions about success.of Do you agree? Why? Why not? Texts are exploited using a range tasks designed to Personal developqualities specific listening skills, build confidence and prepare learners for less-graded authentic texts For example, this sequence includes: ● listening for gist (2); ● listening for specific information (3); What personal qualities doto you need: ● an opportunityb for learners respond to the recording in in the army? when you fail at something? when you work alone? if you want to be famous? a natural way (4) in an emergency? to be a dancer? PRONUNCIATION Sentence stress SPEAKING a introduces an expert’s opinion? b says it’s OK to something? correct form.there’s no reason to something? c says up with his idea? How did Inoue Daisuke a Look at this sentence from and Deniz’s conversation Why didn’t he hisGraham invention? andJonathan notice which lotstressed of money out of the iPod? 1.11 DoListen you think Ive words aare say What you is the easiest to a living? I’d it must bethink impossible to relax,way though Is it more important that a gadget is easy to use or fantastic? b You stress the most important words in a sentence (often nouns, main verbs, adjectives Ask adverbs) and answer theatquestions and Look sentencestogether 2–6 in 5a Mark the words you think are stressed c 1.12 Listen and read the script on p147 to check Practise saying the sentences Hopes, dreams and ambitions A SPEAKING a Write one or two sentences giving your opinions about these statements You can includeInoue other Daisuke’s people’s opinions too Use the expressions in 5a What’s dream for the future? VOCABULARY What you think of his idea? Hopes, dreams Using mobile phones on Texting is making Women make better You should only have and ambitions public transport is 2impolite.1.22 Listen our spelling worse than men children if you’re married to Aminata, Eduardobosses and Elisa talking about their hopes, dreams and ambitions Match each speaker to one of the pictures A–C b Talk about the sentences together Do you have the same opinions? Key pronunciation areas may be touched upon two or three times during the course rather than being ‘one-offs’, thereby building3 learners’ familiarity and confidence Listen again Complete sentences 1–8 with a–h a taking somelevel lessons of It’s good to by One talk day, I’d like to Interest is maintained slightly increasing the b be comfortable in the water Aminata At some point, I’d absolutely love to VOCABULARY Use the to complete the opinions from Graham and c learn to Deniz’s swim conversation adjectives I’m thinking of challenge on each occasion For example, the focus on It’s + adjectives d be a guitar player I’m considering amazing diffi cult tiring Eduardo e doing a degree in music My dream is to sentence stress above Unit 2, while sequence It’s is from being on call all the time it’s the + adjective + -ing form f it’s live in Tokyo for a year is to sometimes It’s6 My aim to relax, + adjective + infi nitive train at the JKA dojo word Elisa3 It’s7 My ambition is to how much I miss the buzz of work g it’s + adjective + question shown below is from 3wanted and schwa h gothe there next year Unit I’ve always to deals with In sentences like these, the -ing form and infinitive usually have the same meaning Chooseof five of the highlighted expressions from Write sentences about your sound, with a review sentence stress: hopes, dreams and ambitions B 1.22 P You need to have faith in the people around you You can’t be successful if you don’t have any talent Lucilla, Brazil SPEAKING SPEAKING a b b c a Learners can also practise the individual sounds they b have problems with, using the phonemic chart on the Discuss all the ideas Try to agree on three things that are a waste of time 23 Self-study DVD-ROM In addition, on the e-Portfolio 15 Word list, learners can check their pronunciation of words and expressions against British and American English recordings In addition to the dedicated pronunciation sections, you’ll often see the symbol in Vocabulary and Grammar sections This symbol indicates points in the lesson at which it would be useful to some drilling of new language 12 Introduction Craig, Scotland You need to have confidence People listen to confident people Asim, Egypt Juan, Spain c Talk together Do you have the same or different ideas? LISTENING 2.13 Listen to Anne talking about being a dancer Put these topics in the order she talks about them: • competition • body shape • motivation • disappointment 2.13 Listen again Which of these things does she say are important? You need to … really want to be a dancer … be pushed by your parents … have discipline … be skinny … have confidence in yourself … be able to take rejection … have some luck a Put the words in order to make sentences PRONUNCIATION Schwa /ə/ Anne, Ghana You have to have initiative You can’t wait for someone to tell you what to do! It’s good to have an open mind about things You never know what’s going to happen next C One day, I’d like to travel around the world It’s / face to face / to people / better / to talk It’s better to talk to people face to face 1.23 It’sListen / seeing / easy / to1stop / your oldkinds friends to sentence above What of word are usually stressed? What It’sof/ word in contact to keep / with your family / important kinds often/have a schwa? It’s / you / much free time / stressful / when / don’t have One day, I’d like to learn to swim It’s / a lot of time / spending / boring / alone Mark the stressed syllables and schwa sounds in sentences 2–8 above Talk together Do you agree with the sentences in 2a? Why? Why not? 1.24 Listen and read the script on p148 to check Practise saying the sentences Work alone Tick (✓) the things you think are a waste of time Talk to your partner about your hopes, dreams and ambitions Do you think you can At work: chatting to colleagues, surfing the Internet, having meetings … both achieve your ambitions? At home: tidying up every day, dressing up to go out, cooking complicated meals … Going out: waiting in queues, window shopping, walking everywhere … Tell the class something interesting your partner wants to in the future Add another activity which you think is a waste of time to each list You have to have discipline to keep going, mentally as well as physically Naoko, Japan Anne is Ghanaian Talk together Do you agree with the statements? VOCABULARY Matching people to jobs and activities Reading Parents should push their children to be successful Success is about being in the right place at the right time Look at the sentences from Anne’s interview In which other jobs are these qualities important? Make a list You need to be You have to be someone the kind of person the sort of person who that never gives up can take rejection well keeps going needs a lot of discipline in the something Units usually have 2atIt’sleast one major reading section requires a lot of confidence the kind of job that That’s don’t really understand the sort of thing first two lessons Smaller reading texts arepeople used in some Work alone Write three or four sentences about your job, and the sort of person it would suit Use expressions from and Target activities and can be found in5 Across cultures and Nursing is the kind of job that requires a lot of patience You also need to have discipline … Explore writing7 apages SPEAKING Tell each other about the jobs Try and find someone who would be suitable for each job b Tell the class who youis chose and why both printed and A wide range of text types used, 55 electronic: newspaper, magazine and online articles, web postings and blogs, interviews, advertisements, reviews and personal correspondence Reading texts: ● 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 Acting is the kind of job that looks easier than it really is 3 Describing someone’s influence 3.1 goals talk about a business idea • a verb? 3.1 goalsappropriate for Texts are exploited using a range of tasks Success the level and text type For example, this sequence includes: Great (1); ideas ● a prediction task Success You’re going to read about an inventor Which of these READING ● reading for gist facts (2); you think are about the inventor of: READING TASK They can be: talk about hopes, dreams and ambitions • a teacher • a boyfriend/girlfriend your first teacher • the iPod? Inoue himself only used a karaoke machine for the first time to celebrate his 59th birthday These days, he makes a living selling a cockroach repellent for the machines ‘Cockroaches getonly inside the Inoue himself used a machines, karaoke build nests wires,’ machine forand theeat firstthe time to he says He’shis very excited aboutThese his next celebrate 59th birthday venture dream,’ heselling says, ‘is days, he ‘My makes a living a to train Japanese pet-owners take cockroach repellent for the to machines better care of get their pets.’the Friends say ‘Cockroaches inside machines, he is the ideas man, while his wife, build nests and eat the wires,’ he who in the sameabout Osakahis offinext ce, says.works He’s very excited helps bring the ideas to life venture ‘My dream,’ he says, ‘is to For further reading practice, the Self-study Pack contains b Tell each other about your articles How are the two men similar or different? seven Explore reading pages, each of which focuses on a 22 different real-life reading scenario Target activity The Target activity is an extended speaking task, which recycles some or all of the goals, vocabulary and 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 provides further listening or reading skills development, and further language input Target activity pages have three sections Task listening and Task reading sections have three objectives: they provide a model for the task which learners later on, they provide a context for the vocabulary which is presented afterwards, and they provide further receptive skills 7.3development: Target activity 7.3 goals describe personality say how a person has influenced you Discuss the questions 7.3 Target activity Can you remember the name of your first: • teacher? • friend? • colleague? • boss? 7.3 goals about them? What kind of person were they? What you remember describe Which kinds of people tend to be role models forpersonality young people in your country? Talk about people who say how a person has influenced you a Listen to Tara talking have infl uenced you about two people who have influenced her 2.17 TASK LISTENING TASK VOCABULARY Who are they? Discuss the questions 2.17 Listen again How did each person influence Tara? Can you remember first: to check Make notes Then read the name script of onyour pp153–4 • teacher? • friend? • colleague? • boss? What kind of person they? What you a Can you remember who were Tara is talking about in remember about them? Which kinds of people tend to be role models for young people in your country? each sentence? b Describing confi a huge impression The Task vocabulary is dence drawn from theonwhome listening or reading a HerListen to Taramade talking about two people have influenced her someone’s She Who arereally they?got me interested in the subject uence She really helped me to be myself, I suppose above, infl and focusesb 34 on useful the task to follow: Listen again Howlanguage did each person uence Tara? She made me much more confi dent inflfor 2.17 2.17 TASK VOCABULARY Describing someone’s influence TASK Make notes Then read script onuniversity pp153–4 to check She encouraged methe to go on to She really had faith in me a Can you inspired remember Tara is talking about in She mewho to better each sentence? b Which highlighted expressions above are followed by: Her confidence made a huge impression on me • verb? • agot noun? • a comparative adjective? a She really me interested in the subject Tara from Iran She really helped me to be myself, I suppose a 4You’re talk about twoconfi or three Shegoing madetome much more dent.people who have influenced you They canencouraged be: She me to go on to university really had faith in • me • a She teacher a friend inspired me to •better • a She boyfriend/girlfriend a family member • a colleague • someone famous Tara from Iran b Which highlighted above are followed by: Influences in your expressions life • a verb? TASK their personality He was a great character She was the sort of person that … how they changed you He made me much more … He got me interested in Really? Is she a musician then? He was a drummer in a band which … The idea for karaoke started when Inoue gave Over the next twenty years karaoke became Inoue was surprised when … a A, the…summary of this B, complete the summary on p119 complete Now, Inoue In the future, hearticle; Inoue Daisuke invented karaoke,How but he … men similar or different? b Tell each other about your articles aredidn’t the two He was a drummer in a band which … The idea for karaoke started when Inoue gave Over the next twenty years karaoke became Inoue was surprised when … Now, Inoue … In the future, he • a noun? • a comparative adjective? a You’re going to talk about two or three people who have influenced you your first They can be: ? teacher • a teacher • a boyfriend/girlfriend • a friend • a colleague In the Task section, learners are given the chance to think • a family member • someone famous uences in your life about the ideas andInflthe language they want to use before b Think about how to talk about: they begin, meaning that they will be able to focus on their personality He was a great character She was the sort of person that … rst changed you He made me much more … He got me interested in your howfithey ? ? accuracy as well5 as fl uency when they ?the task? itself: teacher a Talk about your people in groups Ask questions to find out more ? ? ? My mum encouraged me to learn a musical instrument b Think about how to talk about: Really? Is she a musician then? b Who has personality had the biggest oncharacter each of your lives? their Heinfl wasuence a great She was the sort of person that … how they changed you ? My mum encouraged me to learn a musical instrument businessmen who wanted to sing Europe Then in 1999, Time Magazine train Japanese pet-owners to take traditional Japanese songs Inoue called Inoue one of the 20th century’s better care of their pets.’ Friends say a A,incomplete the summary of this article; B, complete theideas summary on p119 says, ‘Out of 108 club musicians most infl uential people, saying he had he is the man, while his wife, Kobe, I was the worst! And the clients completely changed nightlife ‘Nobody who works in the same Osaka office, Inoue Daisuke invented karaoke, but he didn’t … in my club were the worst singers!’ was as surprised as me,’ he says helps bring the ideas to life TASK LISTENING ? b Who has had the biggest influence on each of your lives? One day, one of his clients asked Inoue to play for him on an overnight trip Inoue, unable to leave his job, gave him a tape of the backing music instead That night, the businessman gave emotional performance and Onean day, one of his clients asked karaoke ‘empty orchestra’) Inoue to (meaning play for him on an overnight was trip born Inoue, unable to leave his job, Inspired by this success, Inoue made gave him a tape of the backing music 11 boxesThat with night, tapes and amplifiers, instead the businessman and began renting them to bars inand gave an emotional performance Kobe in 1971 His plan wasorchestra’) to make karaoke (meaning ‘empty a bit born of money but he never thought was the idea would be success, so popular In fact, Inspired by this Inoue made karaoke was soon picked up by ers, larger 11 boxes with tapes and amplifi companies and through 1980s and began renting them the to bars in and 1990s,init1971 sweptHis across themake US and Kobe planAsia, was to Europe Then in 1999, Timethought Magazine a bit of money but he never called Inoue onebeofso the 20th century’s the idea would popular In fact, most inflwas uential people, saying had karaoke soon picked up byhe larger completely changed nightlife ‘Nobody companies and through the 1980s and was as surprised as me,’ he says 1990s, it swept across Asia, the US and Talk about people who have influenced you ? a Talk about your people in groups Ask questions to find out more reading in detail (3a); a jigsaw reading task which provides an information gap (3a) and motivates learners to speak (3b); an opportunity for a natural, personal response to the text (3b) 22 • a colleague • someone famous b Think about how to talk about: Mr Song and Dance Man ● ? Work in A/B pairs A, read the article below and B, read the article on p119 to check your ideas Karaoke is a $10 billion-a-year industry, but the man who invented it has made almost no money out of it Inoue Daisuke came up with the idea in 1971 He could have become one of the richest is men in Japan, but he didn’t Karaoke a $10 billion-a-year patent hisbut idea doesn’t seem industry, theand man who invented it worried about theno lost opportunity has made almost money out of it ‘I took a car stereo, a coin box and a Inoue Daisuke came up with the idea small amplifi er to make the karaoke,’ in 1971 He could have become one of saysrichest the 65-year-old in hisbut small the men in Japan, he didn’t office inhis Osaka ‘Who wouldseem consider patent idea and doesn’t patentingabout something that?’ worried the lostlike opportunity In the early 1970s, Inoue was a a ‘I took a car stereo, a coin box and drummer in aerbar band the withkaraoke,’ six small amplifi to make colleagues, playing ininlocal clubs in says the 65-year-old his small Kobe They played forwould middle-aged offi ce in Osaka ‘Who consider businessmen who wanted to sing patenting something like that?’ traditional Japanese Inoue In the early 1970s, songs Inoue was a says, ‘Out of 108 club musicians drummer in a bar band with six in Kobe, I wasplaying the worst! And clubs the clients colleagues, in local in in my club were the worst singers!’ Kobe They played for middle-aged ● • a friend • a family member Influences in your life Mr Song and Dance Man ● • a noun? • a comparative adjective? talk about a business idea b He’s shy and doesn’t usually interviews You’re going to read about an inventor Which of these cfactsHe people tothe music in a different way domade you think arelisten about inventor of: d He used his invention to celebrate his 59th birthday • karaoke? • the iPod? e He was a drummer in a band fa He has also designed never became richcomputers from his invention b He’s shypairs and doesn’t interviews Work in A/B A, readusually the article below and B, read cthe article He made music in a different way on people p119 tolisten checkto your ideas d He used his invention to celebrate his 59th birthday e He was a drummer in a band f He has also designed computers Tara from Iran a You’re going to talk about two or three people who have influenced you Great ideas a He never became rich from his invention Her confidence made a huge impression on me She really got me interested in the subject She really helped me to be myself, I suppose She made me much more confident She encouraged me to go on to university She really had faith in me She inspired me to better b Which highlighted expressions above are followed by: talk about hopes, dreams and ambitions • karaoke? He made me much more … He got me interested in a Talk about your people in groups Ask questions to find out more You can support your learners during task preparation by encouraging them to look back at the relevant vocabulary 58 grammar sections from the preceding lessons and 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-judgmental 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 oddnumbered units (alternating with Keyword) Each looks at a particular topic from an intercultural perspective: Unit 11 13 Intercultural experiences Attitudes to success Saying no Roles in life Dealing with conflict Attitudes to family Rules and risk 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 write their own texts; read each other’s texts and respond where possible The most frequent words in English tend to have a (either orally or in writing); number of different meanings and to occur in a range of ● work to improve their own or each other’s texts patterns and expressions Each even-numbered unit of the You can, of course, set some of the later stages of the course has a self-contained Keyword page which focuses writing process asGoal homework if you prefer on one of these words, clarifies its key meanings and add comments to saypages how you feel to both useful expressions as identifi ed by corpus research, and In many cases, the goals for these refer When was the last time you had a long weekend? practises them What did you do? traditional and electronic media (e.g ‘referring back in emails or letters’), meaning that the language is appropriate The 14 meanings and2.44 expressions of the keyword are often EXPLORE Listen to two conversations between for either format You can choose to ask your learners to illustrated usingMariah examples theanswer currentthe unit and and from Pat and questions Keyword see 14 EXPLORE write either on paper or on computer if the facilities are previous units: 14 EXPLORE Meanings of see Conversation (Monday): available Keyword see Match the uses of see in the sentences with meanings A–D Keyword ● ● 10 EXPLORESpeaking Keyword see When they decide to take a day off? Why? Meanings of see Anyone who saw the incident is asked to A understand Conversation (Friday evening): How much time they get together in the end? call Crime Stoppers U14 Meanings of see B find out / check Match thecan uses see in the sentences with meanings A–D You seeofif somebody is lying by C notice with looking at their body language U11 Match the uses of see in the sentences with meaningsyour A–D.eyes Anyone whowhy sawyou’re the incident to I can see upset, is butasked I don’t A understand U14 lucky you’ve call Crime Stoppers how think you appreciate D meet up/with B understand fi nd out check Anyone who saw the incident is asked to A You can U9 see if somebody is lying by been call Crime Stoppers U14 C fi notice looking their body language U11going B nd outwith / check The lastat time I saw you, you were You can see if somebody is lying by your eyes I can seefinance why you’re to study U5 upset, but I don’t C notice with looking at their body language U11 think you appreciate how lucky you’ve D meet up with your eyes I can see why you’re upset, but I don’t been U9 think you who: appreciate how lucky you’ve Find D meet up with someone The last time I saw you, you were going Did been U9 to study finance U5 saw news night The the last timelast I saw you, you were going sees their finance family most to study U5 days a Explore speaking Listen again Are the following statements Explore speaking pages occur in even-numbered units true or false? (alternating with Explore writing) you see the news last night? 2.44 Yes, I did Mariah isn’t worried about writing her essay Did you hear about ? Did you see the news last the night? She thinks she can Did finish itnews before you see the last night? Yes,Thursday I did They are often contextualised in listening or reading texts: you hear about the Yes, ? I did Pat thinks it’s better toDid take Thursday off Did you hear about the ? Mariah says driving was a bad idea Pat didn’t enjoy his day off adverts Mariah is looking forward to the rest of the a How you feel about on TV? Patterns with see b Listen to Meninda and Richard talking about TV adverts Who likes Who doesn’t? What reasons they to Meninda andweekend Richard talking about TVgive? adverts b a Look atListen thethem? sentences from the conversation In which pattern can see mean: Explore speaking is a complete, free-standing page which aims to equip learners with skills and strategies for improving their spoken interaction in a wide range of situations It addresses real-life, immediate needs of Intermediate learners, such as: ● ask for clarification and clarify what you’re saying; likes them? Who doesn’t? What reasons they give? ThisPatterns is Who followed by meaning checks and freer practice: a understand, b check? c notice with your eyes? with see check or notice with your eyes? bdoRead conversations and C2seeto check your ideas ● 1say you don’t understand, ask for help and explain Patterns with a Look the see sentences from the conversation A seeatsomeone something B see + if In which pattern can see mean: + wh- word something; a Look at the sentences from the conversation In which pattern can see mean: PAT Shall we something nice this week? We could her drive check past here the with If you give me the b remote I’ll see cif I notice I’ll with see when it’s on aI saw understand, or notice your eyes? check? your eyes? day canyour findeyes? it I see what you mean aother understand, check or notice with b check? c notice with your eyes? see her someone doLook something B if highlighted C see + whword new IAsaw come out of the I’llsee just+see if it’s on another channel.comments You can see what stuff toin buy the take a day off work ● describe objects at the 1–7 you don’t know the name of; supermarket yesterday A see her someone something B see give + if me the remote I’ll see if I C wh- word I saw drive past here the If you I’llsee see+when it’s on MARIAH Well, I’ve got that essay to write, other day.drive past can find it me the remote I’ll see if I I see what youit’s mean conversations I saw her here the If you give I’ll see when on ● use vague language to describe things;which I think is b Discuss the questions I saw her I’ll just seeyou what new stuff to buy other day.come out of the can findsee it if it’s on another channel IYou seecan what mean yesterday going to be a bit tricky 1Isupermarket What would you if you were in the supermarket and you saw someone steal something? saw her come out of the I’ll just see if it’s on another channel You can see what new stuff to buy ● refer to an earlier topic or conversation 2supermarket When you watch look at the to see what’s on first? 1TV, you What isguide each comment about? yesterday b 3Discuss questions Whenthe you’re shopping, you ever see if you can find things you’ve seen in adverts? PAT Why, when you have to finish it? the last saw ain friend something silly, funny? What it? b Discuss questions Mariah’s essay When’s Whatthe would you time if you you1 were the supermarket and yourisky sawor someone steal was something? OtherMARIAH pagesIt’s help toFriday, be more confi andit take gotlearners to be in on but I’d likedent to finish by What Whenwould you watch TV,ifdo you lookinatthe thesupermarket guide to seeand what’s first? Expressions with see you you were youon saw someone steal something? When When you you’re shopping, you ever seeexpress: if you to can find things 2does Which watch TV, do you look at the guide see what’s onyou’ve first? seen in adverts? a Which meaning in 1time see have in these When When’s the last you friend something risky or funny? was it? Wednesday at the latest interaction further, forevening instance: you’re shopping, dosaw youaever seedoifexpressions? you can findsilly, things you’ve seen What in adverts? •Whatnegative feelings? the last you• sawI positive a friend something risky or funny? was it? When’s TV reality shows are stupid just don’tdo see thefeelings? pointsilly, of them Expressions with seetime PAT comments Yeah? to say how you feel; ● add Personally, don’t see the problem of violence on TV It just reflects real life Expressions with Isee a Which meaning in doesfor see haveTVinchannels these expressions? I don’t see the need more We already have enough MARIAH Which is probably 5nitelyshows asee Add defi attraction ofin not having athe TV.point from a Which meaning in 1the does seeexpressions have these expressions? ITV reality are stupid I just don’t see of them the box to which was and ● give yourself time to think;impossible Explore writing Children love a good story, whether it’s in a book or on TV I don’t see the difference TV Personally, I don’t see the problem of violence TV.of It them just reflects real life reality shows are stupid I just don’t see the on point PAT Why? complete the conversation below Personally, I don’t see need foror more TV channels already have enough b Work alone Dothe agree disagree with the We opinions? Think about use the highlighted Iyou don’t see the problem of violence on TV It just refl ectshow realtolife ● manage a discussion; II defi nitely the attraction not having aWe TV.already have enough expressions tosee giveneed your opinions writing don’t see the for more of TVoccur channels Explore pages in odd-numbered units MARIAH Well, I’ve still got a lot to – I’m waiting for a love good story, whether it’s in aabook Children I defiyour nitely seea the noteach having TV or on TV I don’t see the difference c Discuss ideas Doattraction you agreeof with other? ● interrupt politely Children loveyou a good story, whetherwith it’s in a opinions? book or onThink TV I don’t see the difference b Work alone Do agree or disagree the about how to use the highlighted great excellent important nice tricky book I’ve ordered to arrive (alternating with Explore speaking) expressions to give your opinions b Work alone Do you agree or disagree with the opinions? Think about how to use the highlighted give your opinions understandable unfortunate typical a shame EachPAT c expressions Discuss yourto ideas Do you agree with each other? Look, why don’t we both take the day off on Explore speaking page includes: c Discussis yourdedicated ideas Do you agree with other? This page toeach improving learners’ writing skills115 Thursday? ● a listening text containing the target language The A How was your weekend? through a sequence of activities which build towards a MARIAH Yeah, maybe, or Friday Taketoa long weekend B Nice Some good friends who I don’t see much 115 came to listening, which generally links the topic of the unit as practical, purposeful writing task As with Explore speaking, 115 PAT Which would be better, I suppose stay, a whole, provides a clear context for the target language; the page will have a topical link with the rest of the unit MARIAH Yeah, let’s that I’ll take my essay into university A Oh right What did you do? ● the listening script on the same page This enables in the morning, and then we can both relax B Well,writing on Saturday Erinwill wasn’t very well, to: , but Specifically, Explore pages help learners learners to seeyeah and It’ll study the target language right away PAT Yeah, be good to spend some time on text Sunday I cooked a nice meal and later we went for ● write a range of types appropriate to the level, without having to fl ick to the back of the book; together a long information walk, or What about offers you? and e.g an email giving making A Well, I had to go in to work on Saturday, promises, a web posting explaining an argument, a book because I was supposed to be going out with an old PAT So, how was your day? I thought you’d be back review for a website; friend earlier Did you get your essay in on time? ● understand genre-specific conventions, e.g appropriate B Oh no Why did you have to work? MARIAH Yeah, just I decided to drive to the university, language for Aa factual report new or awas book review Well, somebody starting andand they got in a which was unfortunate mess, , but nobody else was around, so I went referring back in letters or emails; PAT Why? Was the traffic bad? in to help ● develop micro-skills such as taking notes, writing MARIAH Yeah, it was awful It took hours to get in I was so stressed … summariesband writingwith cohesively using range of linkers; Compare a partner Didayou choose the same PAT Which isn’t good in the car ● develop confi expressions? dence in writing by planning and MARIAH No, I had to listen to the radio to calm myself down discussing cideas with improving Write fourpeers, more talking lines to about finish and the conversation PAT So much for the long weekend together texts together, and building from with shorter to longer texts Use two expressions which MARIAH Yes, sorry Did you have a nice day? Each page contains one more pair’s models of the text type PAT Yes, I didn’t much, 6which actually was very d Listen to or another conversation Which relaxing I even fell asleep after lunch endingatdothe youend prefer? learners will produce of the lesson The sequence MARIAH Well, we’ve still got the rest of the weekend free, of exercises will usually require learners to: which is great Take turns to start a conversation with the ● read the model texts for meaning; PAT Er, yeah, did I tell you my parents rang? They’ve underlined questions in conversations and ● notice specifi c language features inhow the you texts; invited us for lunch on Sunday, so I said yes Make comments about feel ● practise using the new language in writing; MARIAH Yes, of course That’ll be nice Ah well, we’ve still got tomorrow ● plan a piece of writing, e.g learners may be asked to generate ideas in pairs or groups, then organise their ideas into paragraphs; 84 2 Findprefers someone who: DVDs to seeing films at the cinema always seelast how to put flat-pack furniture together Find someone who: can saw the news night to seefamily what most friends are doing online likes seesthe their days saw news last prefers looks atDVDs the end ofnight a book first see if they want to read it to seeing films atto the cinema sees their family most days can always see how to put flat-pack furniture together Ask questions to fi nd out more prefers DVDs to seeing films at the cinema to see see what friends doing online likes can always how to putare flat-pack furniture together likes looks atsee the what end offriends a bookare fion rst to see if they want to read it a How you feel about adverts TV? to doing online looks at thetoend a book first to see if they want to read it Ask questions findofout more b 3.36 Listen to Meninda and Richard talking about TV adverts Ask questions to fi nd out more What reasons they give? Who likes them? Who doesn’t? a How you feel about adverts on TV? 3.36 3.36 14 Introduction activities in which learners notice the target language in different ways, such as categorising expressions according to their function; ● controlled practice exercises which build familiarity and confidence with the target language; ● a freer practice task, such as a role play, which gives learners the chance to use the target language in a reallife situation ● Look again 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 in class The Look again page also includes a final Self-assessment for the unit Self-assessment 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: Vocabulary – provides further communicative practice of a key area of functional or topical language from the unit Grammar – provides further communicative practice of the key grammar point in the unit 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 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 Intermediate learners is to help them spell words when they hear them It looks at spelling patterns for different consonant and vowel sounds, such as /f/, /s/, /k/, /O:/, /u:/ and /OI/ Spelling and sounds will help learners 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 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 expressions with off and on, the use of synonyms in texts and expressions with and, such as on and on or over and over Introduction  15  The Self-study Pack VOCABULARY Facts and feelings Complete these extracts from a job interview using the words in the box Sometimes more than one word is possible concerned doubts excited information optimistic passionate questions thoughts About the Self-study Pack English Unlimited 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; ● supplement your lessons with further language and skills practice; ● use authentic video activities in class, or get learners to watch in their own time Your learners can: ● consolidate their knowledge of language and skills taught in class; ● practise and check their pronunciation; ● learn and practise essential speaking skills; ● create tests on specific language areas quickly and easily, which allows learners to focus on either grammar-based or vocabulary-based questions or both from any unit or combination of units; ● check their progress and get feedback on their level of English and any specific areas of difficulty; ● record and listen to themselves speaking in everyday conversations, using the audio materials 13 Looking back In the Workbook VOCABULARY Events in business Complete the magazine article using the expressions in the box Put the verbs in the correct form bankrupt build up fire resign run set up take over (x2) English Unlimited Intermediate Workbook contains: ● activities which practise and extend the vocabulary and Mahesh Bhatt started working in By an ironic twist, his brother the clothing industry at 15 years soon Sameer went grammar taught in the Coursebook units; old He got off to a bad start He afterwards, after investing his was money in the same American from his first job ● further reading and writing skills practice; company, which had then failed when he was rude to the manager, The two brothers but did well in his next job and, ● numerous opportunities in each unit for learners to after a few years, he a small business selling original designs in luxury fabrics They the company from the owners personalise what they are learning to their own interests Over the next 35 years, he it with a small staff of three people, and are doing well the small business and situations into a successful chain of factories ‘We are older, wiser and happier and shops He from now,’ says Mahesh ‘For us, small The first two pages of each unit consist of vocabulary and the company at the age of 54, really is beautiful.’ when it was by an grammar practice activities to consolidate and reinforce American group what has been taught in the Coursebook, which can either Complete what the people say about things they regret in their working lives GRAMMAR should have or could have and the verbsOver in brackets to you activities be usedshould inhave, class orUseset for homework could have I could have gone (go) to university when I left school, but I suggest ways for decided learners to practise and personalise the to get a job instead Now I’m 35, and I’m working parttime while I study for a law degree It’s hard work studying when you’re olderhave and working, too I (not language and skills they learned in a more open way refuse) my university place when I was 18 Small is beautiful Corrado, Italy I’m a civil engineer, and in my first job I was asked to work in Saudi Arabia for two years I refused because my wife was expecting our first child I (accept) the (earn) a lot of money job; I to support my family, and I would have been promoted by now, too, with that extra experience Over to you Write about some things you regret in your work or education When I left university, I (join) my uncle in his business, but I wanted to get some experience first I came to work for this multinational corporation, but I’m unhappy and stressed in my job I (go) to work with my uncle, but I missed the opportunity, and he’s taken on someone else now 10 Who says each sentence in Exercise 8? Write C (candidate) or I (interviewer) What is his problem? How does he try to help himself? In Russian there’s no ‘present perfect’ We just have a present tense and a past tense, so I find it very difficult to use the present perfect naturally in English I say things like I still didn’t finish it and I’m here since two o’clock When I have time to think and remember the rules, I know I should say I still haven’t finished it and I’ve been here since two o’clock but when I’m speaking to someone, I forget I think people mostly understand me OK, but I feel quite dissatisfied with myself I like music, and I try to remember words of songs to remind me how to say things correctly – I know I still haven’t found what I’m looking for and We’ve only just begun, for example It doesn’t always help me at the right moment, but sometimes it works! YOUR English Do you make mistakes with the present perfect? Can youoffers change thesea fun way for Time11 out, in similar even-numbered units, sentences to use the present perfect correctly? I’ve known him since 2006 learners1 to vocabulary sets I knowpractise him from 2006 and remember How many years you study English? It’s seven years that I live here Explore reading, in odd-numbered units, offers practice He is become rich It’s 8.20, and she still didn’t come in reading, understanding and responding to a range of 12 Andrey says he uses songs to help him remember the correct grammar everyday asperfect’ journalistic articles, leaflets, web Do youtexts, know any of such these ‘present song titles? never been to me (Charlene) pages, I’ve reviews instruction manuals I’ve just seen a faceand (The Beatles) loved you for a thousand lifetimes (Michael Whalen) I’ve I’ve just begun having my fun (Britney Spears) I’ve waited so long (Foreigner) Places I’ve never been (Mark Wills, country singer) EXPLOREReading 16 10 Read the introduction to a book about personality, Please understand me II by American psychologist, David Keirsey Say whether the people (1–9) below believe … a b people’s behaviour depends on their inborn natural preferences people’s behaviour depends on other factors Hippocrates Galen Pavlov Freud Watson Jung Myers Briggs the author of the book He said that we have a natural, innate inclination to either ‘extraversion’ or ‘introversion’, combined with an inborn preference for one of what he called the ‘four basic psychological functions’ – ‘thinking’, ‘feeling’, ‘sensation’, ‘intuition’ The idea that people are born with very different innate temperaments or tendencies is very old It was first proposed by Hippocrates around 370 bc and the Roman doctor, Galen, developed the idea around ad190 The idea continued in medicine, philosophy and literature up until the 19th century Explore writing, in even-numbered units, gives learners In spite of Jung’s work, for many years, the study of psychology was dominated by Freudian psychodynamics the beginning of the 20th century, however, another key Atidea pointers on structure and language, enable them on the one hand, andto Pavlovian conditioning on the was proposed – the idea that people are born without other Behaviour was explained as due to unconscious innate natural tendencies or preferences Ivan Pavlov, a motives ortexts, to past conditioning, or to both Russian scientist, said that behaviour was the product of written a to produce a wide range of such as emails, simple mechanical response to stimulation, and he claimed Then, in the middle of the 20th century, an American to have demonstrated this with his famous experiments woman called Isabel Myers and her mother, Kathryn reviews, letters adverts on dogs John Watson, the fiand rst American behaviourist, Taken alongside the Explore Briggs, discovered Jung’s book and, inspired by this, they claimed he could form a child in any way that he wanted designed a questionnaire to identify sixteen patterns of writing pages in inodd-numbered units of the Coursebook, by ‘conditioning’ it to behave a particular manner action and attitude By the 1990s, over a million people were taking this questionnaire every year, and interest in behaviourism, many investigators at the this Alongside means that there isthatapeople dedicated every personalitywriting types was restoredlesson in both Americafor and Europe beginning of the 20th century also believed were fundamentally alike and shared the same basic Perhaps people are not all the same, and their patterns of for everything they Sigmund Freud claimed unitmotive of the course attitude and action are just as inborn as the shape of their we are all driven from inside by instinct and although body Perhaps different people are intelligent or creative many of his colleagues and followers disagreed with him in different ways Perhaps they communicate in different other points, most of(or them kept the idea of a single two pages) of each unit has a Theonunderlying last page sometimes ways Perhaps they want to learn different things at school motivation for our actions Perhaps they will be good at different sorts of work Thenactivities in 1920, a Swiss doctor named Carl Jung disagreed set of that link up directly the authentic video We can gainwith a lot by appreciating these fundamental fundamentally with Freud In his book Psychological differences between people, and lose a lot by ignoring them Types, he wrote that people are different in essential ways on the Self-study DVD-ROM Learners have the chance to watch and listen tothereal people from around the 11 Read article again and say whether these statements are true, falseworld, or not stated (NS) in the article talking about topics connected to the unit Medicine and philosophy shared many ideas for over a thousand years TRUE / FALSE / NS The majority of psychologists in the 20th century were followers of Freud’s theories TRUE / FALSE / NS Pavlov and Freud had similar ideas TRUE / FALSE / NS Myers and Briggs’ work helped to create new interest in the idea of personality types TRUE / FALSE / NS The Myers Briggs questionnaire is used a lot by psychologists TRUE / FALSE / NS The writer thinks we should understand and value people’s Before you watch, think about these questions differences TRUE / FALSE / NS Have you ever been to another place where the ways of behaving were different from your own Which younotice? think was the original title of this section of the book? culture? What kinds12 of things diddoyou Interview Different ways of life Ruth, England 38 a The influence of Sigmund Freud on 20th-century psychology Watch Inmaculada talkingbabout Seville and Alex A short history of psychology talking about Marrakesh cWhich city these Temperament theory: Lost and found ways of behaving refer to? Write S or M 3 Manoel, Brazil people go to each other’s houses people don’t pay the full price for things people say hello to each other in the street people exchange stories with each other people invite you for tea Alex She thinks her neighbours in Seville are more important than family She is not currently living in Seville She has a good relationship with her neighbours at the moment She doesn’t like the fact that, in Seville, your neighbours know what you’re doing TRUE / FALSE TRUE / FALSE TRUE / FALSE TRUE / FALSE Match the sentence halves to complete what Alex says about his experience of Marrakesh Then watch again (1:54–3:08) to check What’s so famous about Marrakesh … In Marrakesh, everything that you bought in the market, … If they told you a price, … As we got to know them more and more … We were surprised when … a b c d e they became more friendly you needed to bargain for it is basically, really, the markets one of the shopkeepers actually invited us you needed basically to knock off 75% of it Complete what Inmaculada says about relationships with neighbours Watch again (0:11–1:50) to check close Introduction Inmaculada Watch Inmaculada again (0:11–1:50) Are these statements true or false? 16 about your professional background Read what Andrey says 66 C about your career structure? I’d like to ask you some MYEnglish Can you give me a bit more My English, in odd-numbered units, profi les I’m very about the possibilities the job wouldlearners offer I’m interested to hear your about working from home from around the world, offering your learners a different I’ve always been about quality in customer care I have a few about your ability to work under pressure perspective on learning English and encouraging them to One thing I’m about is the financial aspect of the job; I don’t much experience in that area reflect on their own8 have learning I feel very about you working with the team helpful explain know relationship anonymous family business You have a very close Everybody knows about your You live a more I don’t You with your life and you don’t have to It is to know that if you need help, your neighbour is there carry on with your neighbours; they are like life; you are not as with your neighbours any of my neighbours where I live at the moment yourself to anybody Complete these extracts from what Alex says about shopping in Marrakesh with correct prepositions Watch again (1:54–3:08) to check • … markets that sell practically and literally everything, foods clothes jugs leather shoes dried On the Self-study DVD-ROM The English Unlimited 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 everyday listening texts, such as a podcast, a sales pitch or a news broadcast 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 Intermediate level, there are two types of authentic video: l 11 sets of Interviews including topics such as: A proud moment, Reunions and Making presentations 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 l 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 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 Explore listening activities Explore speaking trains learners to notice key speaking skills, such as reacting when people say sorry or using I suppose to agree tentatively, and then incorporate these techniques into their own spoken English Explore listening activities expose learners to useful three short Documentaries, each starring one or two experts in their field discussing engaging topics The three documentary subjects are: – The chef manager – The hairdressing entrepreneurs – The runner 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 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 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 Intermediate Teacher’s Pack offers a step-by-step guide to teaching from the Coursebook, three sets of photocopiable activity worksheets per unit 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 (pp23–124) to accompany the Coursebook material These notes are a comprehensive and easy-tofollow guide to using the English Unlimited 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, multi-lingual and monolingual classes, and to different class sizes and environments On the Teacher’s DVD-ROM A teacher-friendly resource English Unlimited 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 Intermediate Teacher’s DVD-ROM 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 Intermediate completes CEF levels B1 and B1+ 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 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 can be taken after Unit ● Achievement test can be taken after Unit ● Achievement test 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 texts 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 five 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 is track 54 on CD1; Achievement test is track 48 on CD2; Achievement test is track 40 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 five 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, helping them improve their writing skills over the length of 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 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 ten 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 [...]... are also CEF tables, which show how English Unlimited Intermediate completes CEF levels B1 and B 1+ 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... 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... serve people outside A more detailed look at the features of English Unlimited person, we wouldn’t have to do so many hours That’s not a bad idea But if we employ another person, we’ll take home less money b Which Thinking Hats do you thi person is using? Why? b Complete the patterns for real and unreal conditionals 1 2 if + if + , , + infinitive + infinitive GRAMMAR 3 a Look at these extracts from the... or over and over Introduction  15  3 The Self-study Pack 8 VOCABULARY Facts and feelings Complete these extracts from a job interview using the words in the box Sometimes more than one word is possible concerned doubts excited information optimistic passionate questions thoughts 1 About the Self-study Pack 2 English Unlimited Intermediate Self-study Pack offers a wealth of activities for learners to... addressing different assessment needs; ● want to use video materials in the classroom English Unlimited Intermediate Teacher’s Pack offers a step-by-step guide to teaching from the Coursebook, three sets of photocopiable activity worksheets per unit 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... and environments On the Teacher’s DVD-ROM A teacher-friendly resource English Unlimited 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... occasion For example, the focus on It’s + adjectives d be a guitar player 4 I’m considering amazing diffi cult tiring Eduardo e doing a degree in music 5 My dream is to sentence stress above Unit 2, while sequence 1 It’s is from being on call all the time it’s the + adjective + -ing form f it’s live in Tokyo for a year is to sometimes 2 It’s6 My aim to relax, + adjective + infi nitive train at the JKA dojo... 137 No, I wasn’t 137 b Complete the patterns for real and unreal conditionals 1 2 Grammar reference and practice, p140 PRONUNCIATION Groups of words 2 Real conditional Unreal conditional if + if + , , + infinitive + infinitive c We can use real and unreal conditionals to make suggestions and discuss consequences Look at sentences d and e in the grammar box Which is a suggestion? Which introduces a negative... their level of English and any specific areas of difficulty; ● record and listen to themselves speaking in everyday conversations, using the audio materials 13 Looking back In the Workbook VOCABULARY Events in business 1 Complete the magazine article using the expressions in the box Put the verbs in the correct form bankrupt build up fire resign run set up take over (x2) English Unlimited Intermediate. .. 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 Intermediate Teacher’s DVD-ROM also contains the whole Teacher’s Book in PDF format, so that you can print out the ... to proceed l 4  Introduction English Unlimited Intermediate is based on ‘Can Do’ statements at the B1 and B 1+ levels of the Common European Framework It completes B 1+ and prepares learners for... 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 ... 978-0-521-73989-4 978-0-521-15182-5 978-0-521-73990-0 Intermediate Intermediate Intermediate Intermediate Teacher’s Pack Coursebook with e-Portfolio Self-study Pack (Workbook with DVD-ROM) Class Audio CDs