English unlimited c1 advanced teachers pack

English unlimited c1 advanced teachers pack tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất...

C1 Advanced Teacher’s Pack Adrian Doff, Johanna Stirling & Sarah Ackroyd cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521175593 © 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 Reprinted 2013 Printed and bound in the United Kingdom by the MPG Books Group A catalogue record for this publication is available from the British Library ISBN ISBN ISBN ISBN 978-0-521-17559-3 978-0-521-14445-2 978-0-521-16973-8 978-0-521-14446-9 Advanced Advanced Advanced Advanced 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 is 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 40 Unit 4 48 Unit 5 58 Unit 6 67 Unit 7 75 Unit 8 84 Unit 9 92 Unit 10 101 Unit 11 109 Unit 12 118 Contents  3  ce 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 5: 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 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 5.1 goals describe spaces in cities describe how spaces are used All the goals are of a practical ‘can do’ nature, chosen to enable Advanced learners to deal with a wide range of concepts, styles and topics in English Of course, a substantial amount of each unit is dedicated to learning lexical phrases, collocations and grammar – but the goals come first We’ve identified goals which we think will be useful for Advanced C learners to work on, and then selected topics and areas of grammar and vocabulary to help them this Where exactly the goals come from? The goals for the course have been taken from the Common European Framework of Reference for Languages (CEF), and adapted and supplemented according to our research into the needs of Advanced learners The goals in the Coursebook are based on the CEF goals but they have been reworded to make them less ‘technical’ 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 Advanced: Can give clear, detailed descriptions of complex subjects Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion l Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of n exhibition called ‘Post-it city’ view at some length with subsidiary points, reasons nk they are? Why? and relevant examples l Can handle interjections well, responding spontaneously Barcelona, Spain • Warsaw, Poland • Cairo, Egypt l l Introduction show? What4  they seem to have in common? check Which photos they match with? A2+ English Unlimited Advanced is based on ‘Can Do’ statements at the C1 level of the Common European Framework 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 and when talking about abstract topics An important tool for identifying useful language to include in the course has been the Cambridge International Corpus (CIC) What is the CIC? The CIC is an electronic collection of more than a billion words of real text, both spoken and written, which can be searched by computer to discover the most common words, expressions and structures of the language, and the kinds of situation in which they are used How has it been used in the course? The CIC has been used throughout English Unlimited to ensure that learners are taught the most useful and appropriate words and expressions for meeting their communicative goals For example, Unit introduces a range of expressions (fit in, be accepted, make an effort, be an outsider) which the CIC shows are often used for talking about adapting to a new culture The CIC has also been used in checking collocations, which form an important part of the language taught at Advanced level For example, Unit introduces common collocations used when describing cities and urban spaces (urban planning, living space, public spaces, city dwellers) – these have been carefully matched with examples in the CIC 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, subject–object inversion (Unit 10) is introduced through common expressions where we want to give emphasis (No way would I want to live there), while the present progressive active and passive (Unit 11) are reviewed in the context of describing gradual changes (Climate change is being felt all over the world) A further use of the CIC is in the Keywords pages which appear in every unit At Advanced level, each Keywords page focuses on a ‘family’ of important words used to express a particular meaning, as well as on useful expressions based around those words (for example, Unit Keywords teaches ways of expressing aim and purpose: aim to, aim for, with the aim of, for the purpose of) 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 Listening texts are also taken from authentic sources such as radio news items and web-based interviews What are the benefits for learners of using ‘authentic’ listening material? Listening to spontaneous, unscripted speech is the best way for learners to experience English as it is spoken in the real world and become accustomed to the natural rhythm and intonation of English speech 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 to 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 In particular, we include topics which relate to learners’ own lives and which touch on learners’ own attitudes and feelings 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 unit there is an Across cultures page which focuses on a particular topic of cultural interest or an issue which is of international importance 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 These include international varieties of English, such as Canadian English, West African English and Indian English, as well as non-native speakers from a range of different language backgrounds Regardless of accents, care has been taken to ensure that recordings are of appropriate speed and clarity 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 Advanced is organised As you’ll see, the first four pages are connected to each other and make up the ‘core’ of the unit, leading up to a Target activity which reflects the main goals of the unit After that, there is the Explore section, three pages of activities which have a topical or linguistic link to the unit, but which can be used separately These include an Across cultures section, which deals with a topic of international or intercultural interest related to the theme of the unit On the last two pages of each unit is the Look again section, which focuses more closely on particular areas of grammar and vocabulary which arise from the unit 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 pages at the back of the Coursebook, the Teacher’s DVD-ROM containing three extra activities for each unit of the Coursebook, Achievement and Progress tests, and the Self-study Pack, which offers more than 50 hours of additional language and skills practice material in the Workbook and on the Selfstudy DVD-ROM In the rest of this introduction you’ll find: 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 Adrian Doff Ben Goldstein Introduction  5  How a unit is organised The course consists of 12 units, each of which has 10 pages 5.1 goals describe spaces in cities Each unit covers a general unifying topic or theme 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 describe how spaces are used Concepts of space Post-it city A B C D READING a The photos are from an exhibition called ‘Post-it city’ Which cities you think they are? Why? • Hanoi, Vietnam • Barcelona, Spain • Warsaw, Poland • Cairo, Egypt b What does each photo show? What they seem to have in common? Read the captions and check Which photos they match with? Once held around the edge of an abandoned football stadium, Jarmark used to be Europe’s biggest open-air market For many years, it brought a sense of community to traders and shoppers from different nationalities who otherwise would have been on the streets It was closed in 2010, to be replaced by a new National Stadium, one of the venues for the Euro 2012 football tournament Every day in Hanoi, more than 2,000 women take to the streets selling a kind of noodle soup – Pho’ Bó, a mixture of soy, noodles, vegetables, pork or beef in a hot broth Each of these soup-sellers carries a pole balanced across her shoulders: hanging from one side is a soup pot with chopsticks, plates and whatever else you might need for eating; on the other side, stacked in order, are tiny, coloured stools This complex arrangement quickly becomes an improvised outdoor restaurant for up to ten people In an overcrowded city, living anywhere will – even a cemetery could be called home Described by politicians as a refuge for criminals, chosen by filmmakers and novelists as locations for stories of marginalisation, or declared as areas in need of protection by UNESCO, these makeshift homes remain a sign of real poverty Reclaimed as provisional allotments, these no-man’s lands found along rivers and railway lines now serve a real purpose Here, retired citizens build precarious sheds from waste and grow fruit and vegetables where they can Making use of waste ground in an original way, the project gives these elderly people a function in life 5.1 Read the captions again Which place: 46 LANGUAGE FOCUS Describing spaces has now disappeared? is viewed differently by different people? gives a part of the population something to do? is the result of a desperate situation? is viewed the most positively? brought different kinds of people together? has to be set up again every morning? a Find adjectives in the captions that mean: a b c full of people left empty improvised d e f existing outside unstable used for a limited time b Do the adjectives have a negative or neutral connotation in the captions? How does this affect the way we read them? a Which of these adjectives can describe: spaces in cities? buildings? both? Lessons include a language focus, which deals with important words, expressions and collocations, as well as reading, listening, speaking and writing activities Lessons always finish with a communicative speaking task, often involving role play or discussion See pp11–12 for details of language and skills sections claustrophobic quaint restful run-down glitzy desolate imposing bustling vibrant futuristic picturesque stylish soulless seedy ramshackle b Which you think have a positive or a negative connotation? c Work with a partner Choose a place or building in your town Think how to describe it using one or more of the adjectives d Describe your place to the class Can other people guess what it is? LISTENING a Match these words to make as many collocations as possible describing spaces and places property urban public city basic living b 2.1 organism developers dwellers needs planning space Listen to a lecture about ‘Post-it city’ Which collocations you hear? What is the speaker’s main point about: public spaces in general? ‘alternative’ urban spaces? In what way are ‘alternative’ urban spaces like Post-it notes? What is the lecturer’s attitude to urban planning? What does he say that makes you think this? c Which adjectives did the speaker use to describe the way people use urban spaces? Are any the same as in the captions? d SPEAKING 2.1 Listen again to check Talk about spaces in the area where you live Make a list of spaces which have been reclaimed or transformed, or areas which now serve an alternative purpose Think about: • squatters • teenagers • tourism • markets • music events • festivals • social groups • green spaces • building developments Do you agree with the changes? Listen to each other’s opinions and ask questions to find out more 47 Introduction 5.2 Surveillance talk about crime and surveillance A comment on experiences B READING The next two pages are another lesson related to the topic of the unit, with goals based on the CEF about 90 minutes 5.2 goals a What the images show? b Talk together Where can you find surveillance cameras in your town? What you think is their main purpose? Do you think they have helped to reduce crime? If so, how? a Read the article Where is the writer and why is he there? Does he think CCTV cameras are useful, useless or sinister? What evidence can you find in the article to support this? How does his attitude change in the second paragraph? Who runs the operation? Why does that seem to be a good idea? I N Manchester, I watch the man as he fumbles in his pocket, rolls a cigarette and lights it He is young, thin, and seems nervous He also seems oblivious to the camera through which I am watching him He is outside, in the city centre; I am in front of a bank of screens, at the NCP car park This is the control centre for Manchester’s CCTV camera surveillance operation: five operators controlling over 250 cameras, covering public spaces throughout the greater Manchester area 24 hours a day One of the operators had noticed something unusual about our man, but his suspicions, honed by hours of watching street activity, were soon allayed, and his attention turned elsewhere At one end of the screens, an operator is observing the car park A police officer is on shift for referrals for action The operation has had its successes: nearly 50 football hooligans rampaging in the city centre before last year’s UEFA cup final between Rangers and Zenit St Petersburg have been identified; mobile wireless cameras have assisted in a successful police operation against gangs in Moss Side It is not always so exciting The operator showed me his computerised log of recent incidents: a man on a garage forecourt looking at the camera, a group of youths on bicycles, someone acting suspiciously here, a shoplifter being brought out of a shop there The centre’s manager is keen to stress that CCTV is there “to improve the quality of life, not just to catch criminals” The cameras are alert to fly tipping, traffic congestion, illegal street traders “We want to be the fourth emergency service, watching out for the people of Manchester,” the manager says She also thinks this collection of functions and separation of powers between council and police is the proper model for CCTV, allowing checks and balances Certainly, to the observer, the operation smacks more of the familiar British piecemeal pragmatism than any sinister desire for control 5.2 b What you think the highlighted words mean? How else can you express the same idea? 3 as he fumbles in his pocket seems oblivious to the camera his suspicions were allayed LANGUAGE FOCUS Legal and illegal activities honed by hours of watching rampaging in the city smacks more of … pragmatism a These words are used to describe things people in streets or in buildings Explain what they mean mugging burglary vandalism riots pick-pocketing squatting writing graffiti busking robbery protest marches shoplifting street trading hooliganism begging demonstrations sleeping rough gang warfare Read two more paragraphs from the article on p129 Then answer the questions b Which words have a different verb form? Is there a noun for the people who 48 these activities? mugging → mug → mugger writing graffiti → graffiti artist c Choose five of the activities you find interesting Language focus sections expand vocabulary and focus on functional expressions used in reading or listening In your country, which are legal, which are illegal, and which can be either? Which you think should be legal / illegal? Why? Do you think any could (or should) be controlled by surveillance cameras? Are any a particular problem where you live? Security LISTENING A Look at the photos What forms of security they show? What is their purpose? B C 2.2 LANGUAGE FOCUS Commenting on experiences Listen to Jane, Uri, Patrick and Tina talking about security measures What security measure they talk about? Are they in favour of them, against them, or they have mixed feelings? a The speakers comment on things that happened to them Try to complete the gaps b SPEAKING D , as, you know, I wasn’t really doing anything that I did think it was dangerous any schoolchildren were actually crossing the road URI I think they serve URI Then they speed up again – it’s , but sometimes I think it’s just a bit PATRICK I think PATRICK But at no point did they actually ask to see my passport – it was getting priorities wrong! , I mean, if you think about it, it does make it safer TINA I think they’re to buy things TINA There was a huge queue of people standing behind me – it was JANE JANE 2.2 Listen again to check a What you think are the pros and cons of the four security measures? b Comment on an experience you have had Think about an experience you have had with security measures • What happened? • How you feel about the experience? • What comments would you like to make about it? Talk about your experiences and how you feel about them Listen to each other and ask questions to find out more 49 Introduction The fifth page is the heart of the unit, the Target activity Learners prepare for and carry out an extended task which draws on language taught in earlier lessons in the unit See p13 for details 5.3 Target activity Plan a city square The Target Activity and the next five pages will take about 45 minutes each Target activities recycle goals from the earlier lessons of the unit 5.3 goals describe spaces in cities outline problems discuss and suggest solutions View looking west View looking east a These photos show a square in Munich, Germany Imagine living on this square TASK PREPARATION What would be the advantages and disadvantages? b Read the report Did it mention any of the things you talked about? The square at Harras is situated on a major intersection of two main routes, one going south from the city centre and the other branching west towards the ring road and motorway It is also the centre of the Munich district of Sendling and is the main shopping centre of the area On the east and north-west sides of the square there are shops, offices and a library, with residential flats on the upper floors On the south side is the main post office and other, smaller shops and flats The centre of the square is kept free of traffic and is used as a bus station There is also access to the underground from various points on the square, including the central area At present, there is constant heavy traffic on all three roads which pass through the square, and they are separated from the buildings only by narrow pavements Task language sections provide learners with useful language for the task The main aim of the redevelopment is to improve the quality of life in and around the square, and to make it an attractive centre for Sendling which will be well used by residents and visitors to the area TASK LANGUAGE Outlining problems 2.3 Listen to a town planner outlining the problems Target activities include a preparation stage and have a clear outcome What does she say about: • the shops? • the square in the middle? • the traffic? • the buildings? What needs to be done? Make a list of points she mentions Then compare answers a Look at these two ways of outlining problems Add words to the gaps a shortage of inadequate no access to overcrowded inaccessible congested There’s / There are + noun There’s a lack of communication between the different parts of the square the post office There’s parking spaces There’s There’s no flow of traffic through the streets There are too many people in the square Each unit has an Across cultures page which gives learners the chance to explore topics which touch on learners’ own lives but also reflect differences – and similarities – between cultures See p13 for details is / are + adjective The different parts of the square are cut off from each other The post office is The parking spaces are The streets are The square is 10 b Which sentences apply to the square at Harras? c Which sentences in 3a could you rephrase beginning with There’s a problem? What words can come after problem? TASK a Try to find a solution for the square at Harras Follow the instructions on p129 b Present your ideas to the class c 2.4 Look on p138 and listen to the town planner’s solution EXPLORE Across cultures Privacy A a These images were all posted on Flickr.com Match them with these titles 50 Invasion of privacy Defining minimum privacy Privacy is dead Respecting beauty and privacy A little privacy please! Privacy vs security b How appropriate you think each title is? Why / Why not? The Explore section is made up of activities which extend and broaden the language and skills taught in the core part of each unit On the first page is the Across cultures section This is followed by the Keywords section On the third page is either Explore writing or Explore speaking B C D E F Across cultures sections usually contain a strong visual element to stimulate discussion What you understand by ‘privacy’? Is there an equivalent word for it in your language? 2.5 How important is privacy to you? Discuss these questions Listen to David talking about privacy What is ‘privacy’ for him? What can you tell about: • his relationships and friends? • his free time? • his life up to now? How was Egypt different from England? Is the image he conveys of England positive? Do you work better with people around, or on your own? If you went to a park or beach, would you try to find a place away from other people? If you had a day completely on your own, would you enjoy it, or would you prefer to be with other people? Would it bother you to share a hotel room with a friend? Think of a country you know Is there more or less of a sense of privacy than in your country? How does that show itself? Why some cultures attach more importance to privacy? 51 Introduction All units have a Keywords page Each one focuses on a commonly used English word, or a collection of words used to express a similar meaning See p14 for details EXPLORE Keyword need a Look at this example from the unit What words could go in the gaps? In order to turn this square into an urban space of high quality it needs , for the whole layout of the square First of all, the road, and it needs , but enabling the flow of traffic for the spaces taken up by the road need the same amount of vehicles and without causing traffic jams b Listen to check 2.6 c Notice how you can use need as a verb or a noun Verb Noun a d The traffic needs to be completely re-organised We need more discussion before we can reach a decision The whole building urgently needs redecorating b c e f There’s an urgent need for more qualified staff It’s OK – there’s no need to panic Many people in the area are in desperate need of financial support What words and patterns follow need? What adjectives / adverbs come before need? Can you think of any others? Could you say each sentence differently, using need or another expression? a These words / expressions often follow in need of Which could be about: people? a building? a system? a complete overhaul repair renovation medical treatment a break food and shelter Exercises focus not only on individual words but on phrases and collocations a change assistance an upgrade b Talk about these photos using expressions in 2a c Listen to four news items Which expressions from 2a you hear? What is each item about? 2.7 Odd-numbered units have Explore speaking pages dedicated to developing learners’ speaking skills and strategies See p14 for details a How could 1–6 continue? Add sentences with need (as a verb or noun) The windows are rotting away They urgently need replacing Don’t worry about the loan Thousands of families have nowhere to live At the moment, the square doesn’t fulfil its function The anti-smoking laws aren’t very satisfactory I can hear you very clearly b Read out one of your answers Can other people guess what the first sentence was? a Work alone Write down: • • • • a building that’s badly in need of repair or renovation something that needs reorganising or improving a group of people who you think need more help something there is an urgent need for EXPLORE EXPLORESpeaking Speaking a These photos are from a slideshow presentation b Compare your ideas with other people Goal A What you think it is about and who is it for? b 52 give a presentation with images B 2.8 Listen to Len Griffiths giving the presentation At every ‘beep’ he shows a new slide In what order you think he shows the slides? c What we know from the presentation about: Grenada? the hotel? the beach? the food? C D E F G H a Think about the way Len: introduces the presentation moves from one topic to the next finishes the presentation Try to complete the gaps Introduction Well, good afternoon My name’s Len Griffiths, I’m the manager of Petit Bacaye, and thank you very much for coming this afternoon Even-numbered units have Explore writing pages which enable learners to write a range of different text types See p14 for details Transition OK, so EXPLORE EXPLOREWriting Writing write captions India, the second most populous nation in the world, is being transformed We have heard about the rise of Asian tigers and the Chinese dragon – now here comes the elephant India’s economy is growing more than 9% a year, and the country is modernising so fast that old friends are bewildered by the changes India is now the world’s fourth largest economy At the same time, more than a quarter of India’s 1.1 billion people still live in slums and on less than $1 a day Welcome to new India description How are they different? Compare the number of: 19 million people live in Mumbai, and it is projected by 2015 to be the metropolis with the second-highest population in the world, after Tokyo But it is already a world of its own It has a film industry, ‘Bollywood’, with its own film stars There are traffic jams 24 hours a day It has slums which spread everywhere and also new apartment blocks which cost as much as some skyscrapers in Manhattan A photos A–C 2.9 Listen to check information What other words could be used instead of the highlighted words? Home to 19 million people, Mumbai is projected by 2015 to be the planet’s second-most populous metropolis after Tokyo But it’s already a world of its own with Bollywood stars, 24-hour traffic jams, sprawling slums and Manhattan-priced high-rises b Why is the language in the caption more effective? b Chowpatty is Mumbai’s most famous beach During the day, it is the of the happily unemployed who under the shade of its trees But in the evening the atmosphere is more like a : kids on Ferris wheels or taking pony rides, astrologers and monkey shows what the hotel is like answer them a Look at these ways of presenting visual Showing a view This shows you … Here’s a view of … Here’s a closer view … Let’s just zoom in on … • sentences • adjectives and two-word expressions • verbs a Read three more captions Match them with Conclusion So, that’s it, really I any questions, write economically What they tell you about the city and the way people live? Why are transformed and elephant good words to describe the changes taking place in India? Why you think people are bewildered? What does the word sprawling suggest about the slums? a Compare the caption with this more extended Petit Bacaye itself, the hotel Goals Read the website about Mumbai, India Look at the photo and the descriptions Opening description So, an idea what the hotel is like and what it’s like to stay there in a minute But a general idea about where we are I Referring to a slide As you can see from this photo … … which you can see here You can see that … b Choose one of the slides Which expressions could you use to talk about it? c Look at the script on p151 Did the speaker say J K the same as you? Give a short presentation Imagine you spent some time at the Petit Bacaye hotel Prepare to talk about your holiday using the photos on this page Think of other details you would like to explain Give your presentation to other students 53 The Sassoon Docks are the main fish loading and trading centre in South Mumbai Hundreds of women around piles of tiny shrimp, shelling them one by one Everywhere it is and smelly, yet somehow these women remain 10 and clean in their 11 orange, pink and turquoise saris B Introduction The upper class 12 with mineral water in a 13 tapas bar The booming concentration of business activity breeds a 14 , cosmopolitan outlook with 15 restaurants and nightclubs b Choose a word for each gap What effect is achieved by the way the captions are written? famous grimy squat carnival enormous C The last two pages of each unit, Look again, are a series of short classroom activities which focus on key grammar and vocabulary points which arise from the unit See p15 for details Look again Grammar activities review and expand important areas of grammar See p15 for details Grammar Passive reporting verbs a Choose a photo and imagine a news item to go with it Write one or two sentences using reporting verbs a Look at these examples from the unit a CCTV is reckoned to operate in around 500 British towns and cities, as against 50 in Italy, 11 in Austria, and one in Norway b During the 1990s, roughly 75% of the Home Office crime-prevention budget is said to have been spent on installing CCTV c It has also been shown that improving street lighting “is a rather more effective form of prevention” passive verb + to + infinitive … is reckoned to … … is said to … … has been shown to … A B The examples show two ways of using impersonal reporting verbs What other verbs can be used in the same way? Make a list it + passive verb + that It is reckoned that … It is said that … It has been shown that … Milan are reported to have signed a new mid-fielder It is believed to be the highestpaid transfer in the history of the club Which examples refer to: • the present? • the past? How is this reflected in the grammatical structures used? The expressions are typical of news reports or academic writing How could you say them in a more conversational style? C There is a Grammar reference section for each unit at the end of the book D E b Rewrite these sentences Use a suitable passive reporting verb People say that CCTV cameras in shops don’t actually deter criminals People calculate that there are over million CCTV cameras in the UK Many experts believe that the use of CCTV hasn’t had a significant effect on crime They say that speed cameras have reduced road accidents Reports show that most security checks at airports are inefficient Many people feel that security checks at airports are reassuring c How are these impersonal constructions b Read out your sentences Can other people guess the photo? Grammar reference, p142 expressed in your language? Vocabulary 54 Vocabulary activities pick up on important vocabulary areas from the unit and focus on words, expressions and collocations in more detail See p15 for details Describing places Solutions to problems a Look at this example from the unit What two ways does the town planner use to describe the square? What other shapes could a town square be? • • • • The square itself is a very unusual shape It is a triangular shape, and it is surrounded by some very fine buildings a war? immigration? redesigning a city square? an industrial dispute? b All these adjectives collocate with solution a What the highlighted expressions mean? Which speaker uses each expression? Which sentences best describe the photos? A 2.10 Listen to these extracts from presentations Which person is talking about: diplomatic global practical long-term partial proposed interim mutually agreeable B c Which expression in 7b means: C D they don’t fully solve the problem partial solutions it involves the whole world we still need to find a better solution it works it avoids fighting it’s what we suggest it will solve the problem for a long time both sides agree to it d What verbs collocate with solution? come up with a solution e The square is surrounded by fine old buildings, dating from the turn of the century The central mosque, dating from the 12th century, is the focal point of the city The road is bordered by shopping centres and retail outlets The main street is lined with restaurants The town is dominated by a citadel The neighbourhood is bounded by 35th Street and 7th Avenue There are rooms overlooking the square for about $10 a night Several small cafés look out over the river You can find good food at Viktor’s, just off the main square b What you imagine the other places to be like? Try to form a ‘mental picture’ and describe it to your partner a Think of a square, street or neighbourhood where you are now Write a few sentences describing it b Read out your sentences Can other students guess which place it is? At the end of each unit is a Self-assessment for learners to complete 10 Introduction Think of a place which you think doesn’t fulfil its function well and could be improved Discuss: what is wrong with it how it might be improved 2.10 Listen again What verbs did they use? Discuss a problem Think of a world problem, a political issue or a problem in your area Prepare to talk about it Make a few brief notes and try to use expressions from 7b Tell other students about the problem Discuss possible solutions Self-assessment Can you these things in English? Circle a number on each line = I can’t this, = I can this well describe spaces in cities describe how spaces are used talk about crime and surveillance comment on experiences outline problems discuss and suggest solutions give a presentation with images • For Wordcards, reference and saving your work ➔ e-Portfolio • For more practice ➔ Self-study Pack, Unit 55 A more detailed look at the features of English Unlimited Lexical areas Grammar Each unit of English Unlimited Advanced focuses on important lexical areas which correspond to the topics and communicative goals of the unit In most units, at least one lexical area is introduced in each of the main lessons and in the Target activity, and further lexical areas are introduced in the Keywords, Across cultures, Explore writing and Explore speaking sections, as well as on the Vocabulary page of the Look again section These lexical areas include: l important vocabulary such as words and expressions for describing Internet crime (piracy, hacking, copyright) or for talking about nutrition (processed food, wholemeal, cereals) l expressions and phrases such as ways of talking about membership (sign up for, become a member of, team up with) l collocations such as adverb/adjective combinations (hideously ugly, blissfully happy), words that go together in describing an experiment (conduct an experiment, devise a test, assess performance) or words that collocate with ‘effect’ (a calming effect, a detrimental effect, a farreaching effect) l word families such as ways of using suppose (suppose, supposedly, supposing) or adjectives and nouns that begin with self- (self-sufficient, self-contained, selfesteem, self-confidence) l frames which can be used to express language functions at an advanced level, such as ways of talking about aims and priorities (My main aim is …, I need to concentrate on …) or ways of softening criticism (It seems to me that , Perhaps it would have been better to …) The focus on collocations and longer items as well as single words will enable learners to express themselves more fluently, naturally and effectively The Advanced level of English Unlimited also goes beneath the surface of words and explores connotations and implied meaning, such as the way just and only affect the meaning of a sentence, how adjectives which describe a town (soulless, quaint, bustling) have a positive or a negative connotation, and what effect is achieved by descriptive words such as snooze, pristine and grimy Attention is also given to common language strategies that are important for speaking and writing, for example how to backtrack and reformulate successfully, how to capture the listener’s attention, how to make a brief written description concise and vivid The lexical areas focused on are generally drawn from texts which learners have already read or listened to as part of a skills section of a lesson In other words, lexis is placed in clear contexts which help learners work out what it means and how it’s used At the Advanced level of English Unlimited, we assume that learners will have already covered the main grammar of English, so the course does not set out to teach grammar as if for the first time Grammar is dealt with in two main ways through the course l Grammar points are focused on as they arise as part of the main lessons, often through noticing activities For example, in Unit 2, learners read the story of how someone met her partner; they complete a text with correct verb forms and discuss what tenses are used In Unit 10, learners read texts about football and notice how inversion is used as a way of being emphatic Look again Grammar Passive reporting verbs a Choose a photo and imagine a news item to go with it Write one or two sentences using reporting verbs a Look at these examples from the unit a CCTV is reckoned to operate in around 500 British towns and cities, as against 50 in Italy, 11 in Austria, and one in Norway b During the 1990s, roughly 75% of the Home Office crime-prevention budget is said to have been spent on installing CCTV c It has also been shown that improving street lighting “is a rather more effective form of prevention” Look again Milan are reported to have signed a new mid-fielder It is believed to be the highestpaid transfer in the history of the club A B The examples show two ways of using impersonal reporting verbs What other verbs Grammar can be used in the same way? Make a list Passive reporting verbs it + passive verb + that a Choose a photo and imagine a news item to go with it Write one or two sentences using reporting verbs It is said that Key areas of… grammar that arise in each unit are focused It has been shown that … Milan are reported to have signed a new elder It isagain believed to be the highest- These on in the Look pages passiveGrammar verb + to + infinitive part of themid-fi paid transfer in the history of the club … is reckoned to … is said to … provide…… has abeen chance for review of grammar: for example, shown to … examples refer to: Unit2 2Which covers tenses used in narration, and Unit 11 deals • the present? • the past? show two ways of using The examples with1 the present progressive active and passive They How is this refl ected inverbs the grammatical impersonal reporting What other verbs structures can be usedused? in the same way? Make a list The expressions are typical of news reports or may be new to learners or also3focus on grammar that academic writing How could it + passive verb + that you say them in a more conversational It is reckoned that …style? which they haven’t covered in depth before: for example, It isthese said that … b Rewrite sentences Use a suitable passive It hasverb been shown that … Unitreporting focuses on comparisons involving different verbs passive verb to + infi nitive in shops don’t People say that+CCTV cameras … is reckoned to … actually deter criminals and 2tenses, and Unit deals with passive reporting verbs … is said to … that there are over million People calculate … has been shown … CCTV cameras in thetoUK Manythe expertsmain believe that lessons the use of CCTV and in the Look again sections, Both23 in Which examples refer to: hasn’t had a significant effect on crime • the present? They say that speed cameras have reduced • the past? the grammar road accidents is based on what is naturally used in the How is this reflected in the grammatical Reports show that most security checks at structures used? airports are inefficient.and listening b unit 36(in reading texts and in speaking and Read out your sentences Can other people guess The expressions are typical of news reports or Many people feel that security checks at the photo? academic writing How could you say them in a airports are reassuring moreactivities), conversational style? so it is closely linked to the unit goals writing c How are these impersonal constructions reckoned that … a Look Itatisthese examples from the unit l a CCTV is reckoned to operate in around 500 British towns and cities, as against 50 in Italy, 11 in Austria, and one in Norway b During the 1990s, roughly 75% of the Home Office crime-prevention budget is said to have been spent on installing CCTV c It has also been shown that improving street lighting “is a rather more effective form of prevention” C D A B E C D E Grammar reference, p142 b Rewrite these sentences Use a suitable passive expressed in your language? reporting verb People say that CCTV cameras in shops don’t actually deter criminals People calculate that there are over million CCTV cameras in the UK Many experts believe that the use of CCTV hasn’t had a significant effect on crime They say that speed cameras have reduced road accidents Reports show that most security checks at airports are inefficient Many people feel that security checks at airports are reassuring Grammar reference In each4 Look Again section, you’ll see a label like this 54 c How are these impersonal constructions b Read out your sentences Can other people guess the photo? Grammar reference, p142 expressed in your language? … which directs learners to a Grammar reference section at the end of the book Each Grammar reference section gives a summary of the 54 grammar area in question, using simple language and a range of examples Grammar reference Passive reporting verbs Passive structures are often used in reporting what people say or believe, especially in news reports or in academic writing This enables the writer to distance him/herself from the facts or opinions being reported Compare: Informal, less ‘distanced’ Many people think that the expression ‘OK’ is of French origin More formal and ‘distanced’ It is thought that the expression ‘OK’ is of French origin There are two ways of using passive reporting verbs: It + passive verb + that … It is generally believed that pasta originated in China It has been shown that better street lighting reduces crime It is reported that the number of teachers retiring early has risen dramatically Passive verb + to + infinitive Pasta is generally believed to have originated in China Better street lighting has been shown to reduce crime The number of teachers retiring early is reported to have risen dramatically Infinitives after passive reporting verbs Passive reporting verbs can be followed by: the simple infinitive: Better street lighting has been shown to reduce crime (= it reduces crime) the continuous infinitive: They are supposed to be living in the Bahamas (= they are living) the past simple infinitive: Present perfect Present perfect simple To refer to events in a period ‘up to now’: The country has experienced three major earthquakes this year (= so far) You may have to help me This is the first time I’ve used this software (= in my life up to now) The present perfect simple is often used for announcing news, where the focus is on the fact that something has happened, not on when it happened The event is connected with the present (we can see the result now) There has been a serious train crash on the main London to Glasgow line (The line is still out of action) I’ve bought some strawberries (Here they are) Present perfect progressive To refer to activities or feelings that started in the past and are still going on: I’ve been trying to contact her for days, but I don’t know where she is (= I’m still trying) I’ve been meaning to email you, but I never seem to find the time (= I still intend to write) Introduction We also use it to refer to activities that have been continuing up to now, but have now stopped Where have you been? I’ve been trying to contact you for days (= now I’ve succeeded in contacting you) Look – it’s been raining (= now it has stopped, but the ground is wet) ‘State’ verbs Some verbs are not normally used in the progressive form These include: 11 12.3 Target activity Deliver a confident message 12.3 goals explain an idea deliver a positive message Pronunciation Reading Pronunciation is focused on wherever this is an important part of expressing meaning or communicating effectively, and an online companystress which aims toand answer the general public’s special TASK attention1isa Demand paidMedia to isrhythm, intonation most burning questions on their websites What kind of questions you think PREPARATION people might ask? patterns of remarks For example, in Unit 10 Look again, b Read the article on p137 and answer the questions c Compare what you found surprising in thein article learners mark the stressed words used sentence inversion; Listen to an interview with the CEO of Demand Media, Richard Rosenblatt in Unit 12 Target2 activity, they decide where to place the stress What information does he add about his company and how it works? How is it different from the way traditional content media worked? in a remark in order23 to sound andto self-confi dent What does he meanpositive by “We added a science the art of creating content”? Each main lesson of the unit has at least one major reading section Smaller reading texts are used in Target activities and can be found in Across cultures and Explore writing pages A wide range of text types is used, both printed and electronic: newspaper, magazine and online articles, web postings, brochures, adverts, interviews and personal correspondence Reading texts: l are drawn from sources around the world in order to appeal to as many learners as possible l are authentic, or based on authentic texts, ensuring that learners are exposed to natural language and preparing 1.2 them for the experience of reading 1.2 outside the classroom goals l are slightly above learners’ productive language level, so 2012/13 Athabasca University that learners have opportunities to notice new language Card Library & cation Student Identifi l provide a context for the main lexical areas to be focused Julia Gates on.1563237 Our response to the reading needs of advanced learners has not simply been to make texts longer We have: Canada’s Open University l included more demanding texts and text types, often Memory or colloquial language and dealing featuring specialist SPEAKING a How well you remember things? Look at these photos for one minute, then look 1.2 with abstract 1topics on p126 Talk together Who seems to have a better: l included tasks bwhich encourage learners to read the text • short-term memory? • memory for names and numbers? Childhood memories are in more depth and explore implied meaning and stylistic • long-term memory? • visual memory? features LISTENING a How you think these photos are connected with memory? l used the texts as a rich source of authentic language for M learners to notice and make use of themselves For example, a text about childhood memories in Unit has the following tasks: l prediction taskb (3a) Listen to five people talking about different aspects of memory Match each person with one of the images in 2a l reading for gist 2(3b) Does each person have a good or a bad memory? c Listen again and correct these statements about each speaker l focus on style and the writer’s intention (3c) Liam recalls where he is immediately and always has a good visual memory Jane doesn’t check her pockets before leaving the house because she doesn’t l in-depth reading of have time the text (3d) Olga keeps the passwords in her head but forgets them easily Uri’s memory is very good for his age, especially when it comes to numbers l language focus 4(4a) Tina can’t remember names of anything or anyone 3.31 How would you describe his attitude? a Look at these statements from the interview Which words contribute to the strength of Rosenblatt’s message and make him sound confident? b Where you would place the emphasis in each statement? Try saying them out loud We set out to create a whole new form of content We definitely think that it’s causing people to rethink their business models … we with surety can tell through the science and algorithms, is going to be successful c 3.32 Listen to check d Which sentences in 3a could these expressions be used in? How would the sentences need to change? cutting-edge there’s no question totally unique innovative to flourish without any doubt absolutely certain ground-breaking catch on TASK Listening B Think of an idea that you think is unique Use these ideas or your own: • an idea for improving your town • a way of solving a social or an environmental problem • a business idea that would fill a gap in the market Prepare to explain your message in a clear, detailed way Plan to deliver it in a positive light, so that you sound confident and have complete belief in it Anticipate any questions that you might be asked, and how to deal with them There is at least one major listening section in each of the main lessons, andb other listening activities occur frequently Work in pairs Take turns to explain your message speaking sections in the Across cultures and Explore As your partner is speaking, think of difficult questions to ‘test’ or criticise that message Find as many ‘holes’ in their argument as you can A120wide range of recordings, both authentic and scripted, is used, including monologues, topical conversations between friends and colleagues, interviews and excerpts from web-based programmes Authentic recordings are unscripted and feature both native and non-native speakers from a variety of backgrounds, usually talking at natural speed These provide exposure to a range of accents and to the rhythm of natural spoken English, as well as to features of the spoken language such as vague language, rephrasing 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 in contexts which would naturally be scripted, for example a radio feature or interview, and also to exemplify specific language points Texts are exploited using a range of tasks designed to develop specific listening skills and help learners to focus on the main points of what they hear, and also to use what 5.2 they hear as a source of language they can use themselves a These words are used to describe things people in streets or in buildings LANGUAGE Listening activitiesExplain arewhatusually preceded by a pre-listening they mean FOCUS and illegal mugging burglary vandalism riots pick-pocketing squatting writingthey graffiti task toLegal raise interest and help learners predict what activities busking robbery protest marches shoplifting street trading hooliganism begging demonstrations sleeping rough gang warfare will hear, often using visual images b Which words have a different verb form? Is there a noun for the people who these activities? For example, this listening task from Unit includes: mugging → mug → mugger writing graffiti → graffiti artist l pre-listening activity (1) c Choose five of the activities you find interesting (2) In your country, which are legal, which are illegal, and which can be either? l listening for gist Which you think should be legal / illegal? Why? Do you think any could (or should) be controlled by surveillance cameras? l interpreting speaker’s attitude (2).you live? Are any a particular problem where l focus on language used (3a, b) Security LISTENING A Look at the photos What forms of security they show? What is their purpose? B C 2.2 LANGUAGE FOCUS Commenting on experiences , as, you know, I wasn’t really doing anything that I did think it was dangerous any schoolchildren were actually crossing the road URI I think they serve URI Then they speed up again – it’s , but sometimes I think it’s just a bit PATRICK I think PATRICK But at no point did they actually ask to see my passport – it was getting priorities wrong! , I mean, if you think about it, it does make it safer TINA I think they’re to buy things TINA There was a huge queue of people standing behind me – it was JANE JANE b 12 Listen to Jane, Uri, Patrick and Tina talking about security measures a The speakers comment on things that happened to them Try to complete the gaps 2.2 Listen again to check a What you think are the pros and cons of the four security measures? b Introduction SPEAKING D What security measure they talk about? Are they in favour of them, against them, or they have mixed feelings? Comment on an experience you have had talk about memory A a Work alone Think about an experience you have had with security measures • What happened? • How you feel about the experience? • What comments would you like to make about it? Talk about your experiences and how you feel about them Listen to each other and ask questions to find out more 49 Stephen White, Registrar A B ost of us have treasured memories of the events that shaped our lives as a child Or we? Controversial new research claims that those recollections may be as real as fairytales Leading psychologist Elizabeth Loftus, of the University of California, believes your memories are more likely to be dream-like reconstructions of stories told by your parents When we think we are reminiscing, we are simply ‘rewriting’ our memory to suit ourselves She adds: “Our 1.2 biases, expectations and past knowledge are all used in the filling-in process, leading to distortions of what we remember.” She maintains there is no evidence that perfect memories are stored by individuals 1.2 C fairytales D E In one study, volunteers were asked to read about events that happened to them example, one 40-year-old man distinctly responsible for knocking over a punch as children One of these was made up – remembers his parents once punished him bowl at a family wedding and spilling it all a shopping trip when they were five, in by refusing to buy him shoes In fact, when over the bride The results were the same which they got lost and were rescued by he was three, he cut his foot on a piece of Dr Jaime Quintanilla, professor of an elderly person Later, some participants glass and developed a nasty infection For psychiatry at the Texas School of Medicine, recalled the event in detail, with selftwo weeks, he was confined to the house agrees that our earliest recollections are assurance and emotion You could argue d Which of the five people you most identify with? Why? in his socks so his wound would heal far from accurate and often complete that these people might have genuinely When he wanted to go out, he was told he distortions or figments of our imagination lost their mum in a shop at some point a Look at the title of the article What you think the author will he say about memory? couldn’t, because had no shoes ” These READING He says: “It’s a proven fact that young during childhood But Loftus later carried false suggestions about childhood events children take fragments of the experience andmain point about childhood memory? out similar studies where the fake event the article b Read quickly What is writer’s can profoundly change people’s attitudes into distorted memories For was an attack by a vicious animal, How or being we build knowthem this? and behaviour in adulthood c How does the writer grab our attention in the first few sentences? d Read the article again LANGUAGE FOCUS Remembering Why we choose to ‘rewrite our memories’? What would you say is the ‘filling-in process’? What the anecdotes about the shopping trip and wedding reveal? How are these findings shown to be important in later life? a Look at the article What synonyms can you find for remember and memory? How are they different in meaning? ‘One 40-year-old man distinctly remembers …’ What other adverbs could collocate with remember? b Look at the script for 1.2 on p146 Explain the expressions in bold using remember ‘Jog my memory’ means something makes or helps me to remember SPEAKING Discuss these questions Do you have a clear idea of your earliest memory? For further reading1 practice, Self-study Pack contains What you think itthe might be? Do you think this memory is your own, or was it told to you by family or friends? Why you think this memory stayed? How did you feel about what happened? six Explore reading pages, each of which focuses on a Do you agree that we tend to distort our earliest memories? different real-life reading scenario, sometimes with longer9 texts to practise extended reading skills Target activity Intercultural awareness The target activity is an extended speaking task, which draws on goals, vocabulary and grammar from 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 or Task reading sections have three objectives: they introduce the topic of the Target activity, they provide a context for the language which will be focused andactivity needed for the Task, and they provide 1.3 on Target 1.3 goals further receptiveDescribe skills adevelopment childhood 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 Intercultural awareness is developed at the Advanced level of English Unlimited in three main ways: l through the choice of topics throughout the course which have an international perspective and explore intercultural issues For example, Unit looks at the experience of children growing up in a different culture; Unit contains extracts from novels which describe contact with different cultures; Unit deals with nutrition in different countries of the world and how this is changing; Unit 10 discusses football as a uniting factor between different parts of the world l through the choice of topics which are global in their significance rather than being limited to any particular culture or country For example, Unit discusses the marketing of international brands; Unit looks at ‘icons’ of global significance which are representative of our age; Unit 12 deals with the international impact of technology on learning styles l through the Across cultures sections which appear in each unit talk about a personal memory memory TASK LISTENING evoke the feelings and moods of a past event a What images of childhood does the photo bring to mind? b Which moments can you most easily recall from your childhood? 1.3 Target activity holidays / journeys moving house your grandparents a new school Describe a childhood your best friend memory a particular day / place TASK LISTENING 1.3 goals talk about a personal memory evoke the feelings and moods of a past event a of childhood does the c What images helps trigger that memory: photo bringato mind? a smell? an image? feeling? b Which moments can you most easily 1.3 Listen to Andrew, Julia and a recall from your childhood? Ben describing their memories holidays / journeys Which topics in 1b they talk about? moving house 1.3 Listen again Try to ‘picture’ the scenes the speakers describe b your grandparents 1.3 Target activity TASK LANGUAGE TASK LISTENING Talking about a personal memory a new school What images stand out? Make notes yourWhat best feelings friend or moods are associated 1.3 with each description? Note adjectives goals a particular day / place and nouns talk about a personal memory Why is the memory still significant for each speaker? evoke the feelings and moods of a past event c What helps trigger that memory: an image? a feeling? a smell? a Look at the script on p146 Divide each memory into four different sections: of childhood does the 1.3 images a a What Listen Andrew, Julia and • focusing onto time and place photo bring tobackground mind? Ben describing their memories • describing / participants Describe a childhood memory The Task language istopics drawn from the listening or reading in 1b doyou they talk easily about? • relating a sequence of events b Which Which moments can most • giving an your evaluation from childhood? b recall Listen again Try tolanguage ‘picture’ the scenes the above, and focuses on useful forspeakers thedescribe task to b You can use different expressions to structure your memory Complete the gaps holidays journeys What/images stand out? Make notes moving house What feelings or moods are associated with each description? Note adjectives follow: Focusing on time and place Describing background / participants yourand grandparents nouns 1.3 • I remember I was little just started primary school • I8 a new school Why is2the memory stillbeach signifi cant• for each9 speaker?about four years old • I remember I must to the your best friend • The thing I remember is • We 10 in a kind of forested area TASK LANGUAGE Talking about a personal memory a particular day / place 3• One a Look at the script on p146 Divide each memory into four different sections: memories is getting married of my • She 11 c What helpson trigger that place memory: • We 12 stay in a cottage • focusing time and TASK 4• I remember Talk about2 a childhoodthe memory beach • I must about fourNote years old What feelings orto moods are associated with each description? adjectives TASK LANGUAGE Talking about a personal memory TASK an image? a feeling? a smell? • describing background Relating a sequence of events / participants Giving an evaluation • relating a sequence of events we got towards the coast • 13 back now on this occasion 1.3 Listen to Andrew, Julia and 2• a • giving an evaluation • We’re really close friends • That’s a 14 of meeting someone Ben describing their memories 15 we arrived me forever • 7b You canthe • … has just usetime different to structure your memory with Complete the gaps Which topics in 1b expressions they talk about? 1.3 is b again Tryfrequently to ‘picture’ scenesstory? thebackground speakers describe Focusing onListen time and place Describing / participants c Why would used so in the Andrew’s • I remember I was little notes just started primary school • I8 What images stand out? Make • The thing Inouns remember is • We 10 in a kind of forested area and Think of a significant childhood event from 11 which you learned something • One my 4is the memory She memories is cant• for getting married ofWhy still signifi each speaker? Decide how you want to tell it stay in a cottage • We 12 Divide the memory into four clear sections Choose expressions from 3b to help you 3Relating a Look the script p146.toDivide each memory intoand fourtalk different sections: aat sequence ofon events Giving an evaluation Tell your story Listen each other’s memories about what personal • wecance got towards the coast • 13 back now on this occasion signifi theyand still have • focusing on time place 14 • We’re • That’s abetween close friends meeting someone Talk aboutreally the differences and similarities yourofstories • describing background / participants 15 the time we arrived with me forever • • … has just • relating a sequence of events • giving an evaluation c Why is would used so frequently in Andrew’s story? b You can use different expressions to structure your memory Complete the gaps Talk about a childhood memory Focusing on time and place Describing background / participants Think of a significant childhood event8from which you learned something • I remember I was little just started primary school • I Decide2 how you want tell it • I must • I remember to thetobeach about four years old thing Divide into fourisclear from 3b area to help you • The I the memory • We 10 Choose expressions remember sections in a kind of forested Tell your story Listen to each other’s memories andgetting talk about what personal 11 memories is married • One of my • She significance they still have 12 • We stay in a cottage Talk about the differences and similarities between your stories Relating a sequence of events Giving an evaluation • we got towards the coast • 13 back now on this occasion really close friends • That’s a 14 of meeting someone • We’re • • … has just 15 the time we arrived with me forever In10the Task section, learners are given the chance to think about the ideas and the language they want to use before they begin, meaning that they will be able to focus on accuracy as well as fluency when they the task itself: c Why is would used so frequently in Andrew’s story? 10 TASK Talk about a childhood memory 10 Think of a significant childhood event from which you learned something Decide how you want to tell it Divide the memory into four clear sections Choose expressions from 3b to help you Tell your story Listen to each other’s memories and talk about what personal significance they still have Talk about the differences and similarities between your stories Across cultures The Across cultures pages are intended to help learners to: l be able to view topics and issues from an international perspective l be more aware of the kinds of differences and similarities that can exist both between and within cultures l reflect on aspects of their own and other cultures in an objective, non-judgmental way l contribute to an exchange of ideas about cultures by drawing on their own observations and experiences Each Across cultures section looks at a particular topic which is of intercultural interest or which involves crosscultural issues They are structured like an ordinary lesson, and are concerned with developing fluency rather than specific language input They typically include a brief leadin, a listening or reading text for further skills development, and a speaking stage where learners talk about their own and other cultures Introduction 13 EXPLORE EXPLORESpeaking Speaking Keywords The Keywords sections in each unit focus on a group of highfrequency words which are used to express a particular area of meaning in English Examples are ways to describe skill and ability (Unit 2), using the word need (Unit 5), using the words effect and affect (Unit 8), and describing similarities and differences (Unit 11) As in other sections in the course, attention is paid not just to the words themselves but how they are used in expressions and collocations In each unit, the Keywords section revisits words that have occurred and been significant in the unit, and are often EXPLORE illustrated using examples from the current or previous units: Keywords effect, affect EXPLORE Many experts believe that the use of CCTV hasn’t had any significant effect on crime Unit The film, with its 3D effects and rather predictable plot, is aimed at a popular audience Unit He showed that this could significantly affect people’s co-ordination skills Unit If you have something that has a positive effect on you, then your whole personality is more positive Unit Unit a Look positive at these news report extracts Add the correct forms of the verbs in the box plus effect Change this sentence using effect take produce come into reduce • Did the advert affect you? Did the advert … This is 21followed by a practice stage which focuses on What can follow effect? Toughprepositions new laws will next year theadvertising gaps Complete Much of this takes time to – it’s subliminal contexts •and We needcollocations to thehowever effects slight, can advertisinga negative the general Any change inreduce lifestyle, onpublic your sense of well-being Continue this sentence with the adjective form of effect Taking certain other prescription drugs can • The marketing campaign was very … the of the medication b 2.31 Listen to check What are the news reports about? a Look at these news report extracts Add the correct forms of the verbs in the box plus effect a Look at the example produce reduce •take The news had a come signifiinto cant effect on her life Tough new laws willcould replace significant nextWhich year of them would change the meaning? These other adjectives Much of this advertising takes time to A– it’s subliminal B positivein lifestyle, profoundhowever dramatic 3major Any change slight,great can a negative on your sense of well-being lasting 4devastating Taking certain otherimportant prescription drugs can the of the medication b Which Listen to check What are the news reports about? b words could be used as adverbs with affect? a Look at the example The news significantly affected her life 2.31 • The news had a significant effect on her life a What things have: Explore speaking These other adjectives could replace significant WhichCof them would change the meaning? D a calming effect on you? A B a cumulative major positive effect? profound dramatic great an energising effectimportant on you? devastating lasting a detrimental effect on your health? a benefi effect on your neighbourhood? b Which wordscial could be used as adverbs with affect? a disproportionate effect on poor people? The significantly her life news an adverse effectaffected on the environment? athings devastating a What have: effect? E F an immediate effect on you? C D a effect on you? 10 a calming far-reaching effect on the future of the world? a cumulative effect? b Work in energising pairs Using expressions an effect on you? from and 3, talk about: a detrimental effect on your health? Explore speaking pages occur in odd-numbered units (alternating with Explore writing), and link to and develop the topic of the unit Explore speaking is a complete, free-standing page •a something beneficial effect on ayour neighbourhood? that had major effect on your life which aims towhoequip learners with skills and strategies •a someone disproportionate effectyou on poor people? affected positively •ansomething adverse effect on the environment? or someone you think is effective a devastating effect? for improving their spoken interaction at an advanced Match these expressions with the images What an immediate effect on you? they mean and wheneffect would used? 10 a far-reaching onthey the be future of the world? level bItWork addresses real-life, immediate needs of Advanced a snowball effect ripple effectfrom a domino in pairs Usingaexpressions and 3,effect a boomerang effect the about: butterfly effect the greenhouse effect the placebo effect talk learners, such as: • something that had a major effect on your life • someone who affected you positively l telling• something an anecdote effectively or someone you think is effective 82 Match these expressions with the images What l using paraphrasing and fillers to get points theyrepetition, mean and when would they be used? a snowball effect a ripple effect a domino effect a boomerang effect across the butterfly effect the greenhouse effect the placebo effect l giving an effective presentation using images l 82 taking turns in a discussion and interrupting politely l ‘softening’ criticism and responding appropriately l reporting and reacting to an opinion Each Explore speaking page includes: l listening to an example of the interaction (for example, a discussion, a presentation, a conversation) containing the language and strategies that will be focused on This enables learners to hear the target language in an authentic context l the listening script on the same page This enables learners to see and study the target language straight away without having to flick to the back of the book E G F G 14 A B A B A B Introduction respond to criticism 3.6 Read and listen to this conversation about the cover image Who you think the people are and what are they discussing in particular? INSIDE THIS WEEK: A 14-PAGE SPECIAL REPORT ON BUSINESS IN JAPAN The City of London’s tumble A fake election in Russia So what you think of the design? I like the basic idea, but in general I don’t think you quite capture the seriousness of the topic What you mean? Well, I think this image is a bit too light and cartoony, it doesn’t really convey what the article’s about Well, I beg to differ I think it is clear, you know, it shows the dollar going down in flames I didn’t want to make it too boring It seems to me that we need to grab people’s attention, so to speak, you know, make them realise it’s important I’m not sure I just think we need something that’s a bit more serious, that’s all But let’s see what the others think India’s mobile-phone wars DECEMBER 1ST–7TH 2007 www.economist.com Germs and genes The panic about the dollar c Identify expressions used to give criticism and respond to criticism d Find examples of how the criticism is softened and then followed by an explanation £3.60 a Rank these examples of giving criticism from least to most critical l l l give criticism attracts the reader’s attention? illustrates the idea of a ‘weak’ currency? Can it get any worse for Gordon Brown? Keywords effect, affect Change this sentence using effect • Did the advert affect you? Did the advert … What prepositions can follow effect? Look at these examples Complete the gaps • Many experts believethe that the use of CCTV hasn’t had anythe significant effect on crime Unit We need to reduce effects advertising general public The film, with its 3D effects and rather predictable plot, is aimed at a popular audience Unit Continue this sentence with the adjective form of effect He showed that this could significantly affect people’s co-ordination skills Unit The campaign … • If youmarketing have something that was has very a positive effect on you, then your whole personality is more 1 b Look at these examples Goals a How you think the magazine cover: a “It’s not actually what I had inlearners mind.” activities in which notice the target language b “What on earth is this? Is it yours?” c “This is totally wrong, you’ll have to redo it.” Role play in different ways, such as categorising expressions d “I think it would have been better to take a Together, choose one of these situations different approach.” • You work for Food World magazine Create a e “I expectedto something different.” according their function cover design to reflect the new lead article: f “It doesn’t seem quite right It’s missing “Invasion of the Italians Italian cooking is something, really.” everywhere, from the humblest pizza to controlled practice exercises which build familiarity g “I think it’s really nice, but there are a few elaborate seafood dishes We trace the way things that don’t quite work.” Italians have influenced our eating.” andb Compare confianswers dence with the target language • You work for Financial Matters magazine Sales have been declining Think of a Do you have different opinions? a freer practice task, such as a role play,readership which gives plan to increase (e.g celebrity Which criticisms you think are too harsh? interviews, free gifts, appealing to a younger How could they be softened? audience, etc.) learners the chance to use the target language in a real3 a Rank these examples of responding to criticism • You work for Elegant Fashion magazine It according to how strongly the speaker rejects it is going to run a series called ‘The top ten life situation a “OK, I’ll redo it straight away.” style icons’ Decide on ten people who will UKCOVER.indd 28/11/07 21:29:18 b c d “It’s not my fault the brief was a bit vague.” “Could you be more specific?” “Yes, I know I can better I’ve been under a lot of stress.” “What you think needs changing?” “What’s wrong with it, then?” “OK, maybe it needs a bit more thought.” Explore writing e f g appear on this list (including some who could be interviewed) Work in groups: A, B and C In your group, develop a few ideas and make brief notes Form new groups so each group has one A, one B and one C In turns, tell the others your ideas and respond appropriately Be critical, but find ways to soften your criticism Choose the ideas you think are the best b Compare answers Explore writing pages occur in even-numbered units Which response you think is too aggressive? Which you think are good examples of (alternating with Explore speaking) deflecting criticism? This page is dedicated to improving learners’ writing 93 skills through a sequence of activities which build towards a practical, purposeful writing task As with Explore speaking, the page is linked to and develops the topic of the unit Specifically, Explore writing pages will help learners to: l write a range of text types appropriate to the level, e.g a cover letter to apply for a job, a caption accompanying a webpage image, a description of an organisation l understand genre-specific conventions and strategies, e.g presenting yourself in a positive light, writing economically, using persuasive language l extend their abilities in writing by planning and discussing ideas with peers, talking about and improving texts together, and building from shorter to longer texts Each Explore writing page contains one or more models of the text type learners will produce at the end of the lesson The sequence of exercises will usually require learners to: l read the model texts for meaning l notice specific language features in the texts and strategies employed by the writer l practise applying the new language and strategies l plan a piece of writing (e.g learners may be asked to generate ideas in pairs or groups, then organise their ideas into paragraphs) l write their own texts l read each other’s texts and respond, or use the text as a basis for a speaking activity You can, of course, set some of the later stages of the writing process as homework if you prefer Look again Self-assessment The Look again pages are divided into two main sections, Grammar and Vocabulary Both sections pick up and focus more closely on key language areas that have arisen in the main part of the unit The Grammar section picks up on key grammar areas, and gives a chance to review and practise them So, for example, the first lesson of Unit includes a text predicting the world’s population in 2050 In Look again, this is Look on again focused and used as the basis to review and explore waysGrammar of expressing future time 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 The future Comparisons involving different verbs and times a How could these remarks continue? Look at this example from the unit Underline the different ways to talk about the future The world’s population in the year 2050 “The choices that today’s generation of young people aged 15–24 make about the size and spacing of their families are likely to determine whether Planet Earth will have 8, or 11 billion people in the year 2050.” (United Nations Population Fund, 2005) By 2050 the earth’s population is due to reach 9.07 billion 62% of people will be living in Africa, Southern Asia and Eastern Asia – numerically this is the same as if all the world’s current population lived just in these regions In addition, another 3,000,000,000 are set to spread across the rest of the world I was a bit disappointed by the Acropolis It wasn’t nearly as impressive as I … I have to work quite hard for exams this year So I don’t go out as much as I … a Which expressions in the table talk about: something that will happen soon? due to … something that will certainly happen? + infinitive + noun or verb + -ing is due to is sure to is set to is about to is bound to is certain to is to on the point of on the verge of on the brink of b How can you talk about the future when you are less certain? New York has really changed It’s much safer than it … b 1.30 Listen to check Which words are repeated, and which aren’t? Change these sentences to comparatives Are there different ways to express the same idea? it’s likely to …; it’s unlikely to … Rewrite these sentences I’m sure there will be elections next year (certain) You very little exercise You ought to more I was expecting it to be really dangerous, but it didn’t seem to be dangerous at all The exam is usually not very difficult, but this year it was quite hard I had hoped to get a lot of work done today, but I’ve managed to a bit Of course, I had expected her to be angry As it turned out, she was absolutely furious I had imagined him to be in his late 40s, but he turned out to be nearly 60 He promised to help a lot, but in fact he hardly helped at all There are certain to be elections next year The Vocabulary section picks up4 on key areas of The schedule says that the president will arrive here at 5pm (set) vocabulary have appeared in 6the unit, and gives Eating that organic food will be a trend for some time (bound) The new pens will arrive very shortly (point) a chance to expand on them and explore collocations, The trial shall take place on 23 May (due) I think I’m going to turn down that job (verge) synonyms andnot word families for example, the first Life might be so different in 2050 (unlikely) So, How could you continue these sentences with a form? a Write three sentences about the future Include lesson of Unit is about groups comparative and group membership information about10 something that: The film was much more exciting than … The president’s speech wasn’t as impressive • will happen soon Look again this and introduces range of words I’m sure theaweather won’t be as bad • is certainreviews to happen Don’t worry When you meet him face-to-face, • is less certain to happen he’s more friendly used tob Work describe groups (e.g mob, clique), and with a partner Compare sentences and ask horde, She’s over 80 now She doesn’t get around questions to find out more about each other’s opinion Vocabulary explores meaning differences and common collocations Grammar reference, p141 44 Collective nouns for people Collective adjectives a How many different kinds of groups can you 10 a We can use adjectives as nouns to talk about remember from the unit? certain groups of people: b Sentences a–g talk about other groups of people Who you think is talking in each sentence, and about what? Which of the highlighted nouns describes a small group? Which describes a large group? Which have a negative connotation? Which could be both negative or neutral? What other words could replace the highlighted nouns? a b c d e f g Well, the hordes of admirers are difficult to put up with sometimes The suspect’s court hearing today will be on a live video link from prison, so police not have to confront an angry mob While you were just “hanging out with the gang” I was wondering if you were alive or dead! The Hunting Party – a camera crew (Gere, Howard, Eisenberg) goes looking for a Bosnian warlord in this darkly comic thriller They’ve had to learn to adjust to a high school where, if you’re not in a clique, you’re nobody All of a sudden, they became a top-40-type group appealing to the younger crowd Aberdeen’s top scorer, Stavrum, has been linked with a move to German team St Pauli a Which nouns in 7b can also be used with the ones in the box? Make as many collocations as you can Use these patterns: noun + noun mob rule noun + of + noun hordes of children tourists violence member rule flight capacity children leader b Make these sentences more precise by replacing group with an alternative He was hanging out with the wrong group They were a professional group and sorted out our problems easily These are the towns where they can recruit new group members If you go to the beach resorts in the summer you’ll find groups of tourists I was ill on the flight but the cabin group were very helpful Group violence is a cause of inner-city crime Writing game Write a sentence that could be part of a story, including a collective noun for people Pass your sentence to another pair Continue the story with another sentence Pass your sentences to another pair Continue with four or five more sentences Read out your story • homeless people → the homeless • elderly people → the elderly Complete these sentences with the and an adjective from the box rich poor elderly needy disabled homeless He knows that it’s wrong to park in spaces for from dying of The goal is to prevent exposure The gap between and is steadily increasing The risk of infection is greater in rather than the greedy that have to It’s be protected b How you express the ideas in your language? c Talk together How are these groups of people talked about in your society? Do you think attitudes towards them have changed over the last 50 years? If so, how? Self-assessment Can you these things in English? Circle a number on each line = I can’t this, = I can this well describe groups and membership describe feelings about belonging give opinions emphatically 5 explore strategies for analysing authentic texts persuade others to take action describe an organisation present something in the best possible light • For Wordcards, reference and saving your work ➔ e-Portfolio • For more practice ➔ Self-study Pack, Unit 10 105 Introduction 15 The Self-study Pack About the Self-study Pack English Unlimited Advanced 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 DVDROM provide a wide range of language and skills practice activities to accompany each unit of the Coursebook, so you can: l set homework tasks based on the Coursebook lessons l supplement your lessons with further language and skills practice l use authentic video activities in class, or get learners to watch in their own time Your learners can: l consolidate their knowledge of language and skills taught in class l practise and check their pronunciation l learn and practise essential speaking skills l 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 Childhood l check their progress and get feedback on their level of Read three quotes coming toof live in anotherculty country Complete the gaps with VOCABULARY English and any specifi cabout areas diffi expressions from the box Adapting to another culture l record and listenmake toanthemselves speaking in everyday effort missed like an outsider adapted integrate expats welcome haven’t got used to socialise fit in conversations, using the audio materials People really make an effort to talk to you and Petar from Bulgaria Nkoyo from Nigeria they’re curious about you and where you come from Explore reading, in even-numbered units, offers practice in reading, understanding and responding to a range of everyday texts, such as news stories, personal texts, blogs and emails As Advanced learners are expected to be able to deal with longer and in-depth reading tasks, each Explore reading section is two pages long This allows for an extended reading task, with detailed comprehension, language and exploitation work EXPLOREReading The gondola ride … 10 In the Workbook certain habits that I yet, but all in all I feel as if I here, sure It’s not difficult, really, you just have to have an open mind English Unlimited Advanced Workbook contains: I feel , marginalised in a way I had troubles from extend the start here I the vocabulary my home l activities which practise and and and family immediately It’s because the people are a bit cold, they don’t you in a very friendly grammar taught in the Coursebook units way, that’s all And I felt they looked at me strangely, as l further reading and writing if they didn’t want to admit me to their private club skills practice l numerous opportunities in each unit forbutlearners to Now, after 20 years, I feel I’ve to life here, it wasn’t easy The other Korean I know just stay in their groups and don’t personalise what they are learning to their own interests really with the locals This way, you’ll never into this society No one is saying that it’s easy here, but that approach is all and situations wrong, I think, and then they spend their whole time complaining The first three pages ofthe words each unit consist of replace vocabulary VOCABULARY a Look at in bold Which words in the box could them? Choose two and for each sentence Remembering grammar practicetrigger activities to consolidate and reinforce distinct conjure up happy bring back clear revive treasured / ) Certain stir different memories forwhich me ( trigger can what has been taught insmells thecanCoursebook either / ) I have very fond memories of my childhood ( The trip left me with vivid memories of that desolate landscape be used in class or3 set for homework Over to you activities ( / ) suggest ways for learners tomemories practise and personalise the Music can recall immediately ( / ) b Put these words in order to create sentences similar to those in 2a language and skills1 they have learned in a more open way different / me / of / smells / things / remind / Certain / immediately / you / somewhere / Music / transport / can / else / The gondola ride: B Because they represent the two sides of Maya’s personality Because they symbolise the two conflicting parts of Maya’s life Because they are the two most dramatic scenes in the film Complete these sentences about some of the film’s scenes and characteristics showing her mother tells us the origin of Maya’s passion for clothes-making The The scene with Maya Louise shows her blue scarf to Maya at the end, which is symbolic of Modern and traditional music is used in the film to express the two sides of Maya’s We see the interview repeated at various points to emphasise the importance of Maya’s her father with insulin shows us his great dependence on her a What does Talal mean when he says the following? “the big day” “that’s not bad, you’re improving” “you got in!” b What does Maya mean when she says the following? lot / memorable / childhood / from / have / a / moments / I / of / my / mind / really / landscape / The / my / stuck / in / Mixing the serious and the funny Referring more to the writer’s attitude to a place than the destination itself Blending historical facts with writer use to reveal her own strong, negative contemporary observations feelings? Describing a chance encounter which A has a profound meaning Before you watch, answer these questions Look at two stills from the film a place or object Personifying Baghdad Express We can see Maya, the main character in the lm, inhighly two descriptive prose with an fiUsing symbolic scenes opinionated tone What and who you think she is looking at? How you think she feels in each scene? 22 10 The crowds of tourists: b Why are the two images so significant? Over to you Write about a personal memory Use some of the language in 2 a Watch the film and check your answers The “imitation quadriga” (four horses on the façade of St Mark’s): DVD-ROM Extra Baghdad Express 1 d What four words beginning with ‘d’ does the Imsuk from Korea The writer uses would four times in the second paragraph What does it mean and why does she use it? She refers to many different aspects of the ‘real contemporary Venice’ Which of these does she consider to be positive, negative or both? Find evidence in the text to support your decision The building work taking place in the city: Explore writing, in odd-numbered units, gives learners 11 Read the rest of the article Match the role of each paragraph to descriptions a–e key pointers on structure and language, to enable them to a describing a vision of the city based on The city “as spectacle”: experiences / images produceb previous a wide range written texts, focusing on such recounting an event which led of to a major change establishing the context for the writing The city “under water”: areas ascd reports, summaries and tributes Taken alongside realising that one has to accept the reality and see the city for what it is the Explore writing pages e explaining the disappointment of seeingin even-numbered units of the that fantasy does not match reality The carnival: Coursebook, this means that there is a dedicated writing 12 a Jan Morris intends to “spend happy interludes” in Venice What other expressions reflect this? lesson for every unit of the course 14 a Underline the parts of the article which communicate these ideas in a literary, poetic style The last page of each odd-numbered has setlooking of at the Theunit writer was going a to enjoy b She describes Venice as “supreme” What other buildings with a drink adjectives reflect this? She wasn’t going to worry about money activities that link up directly with23 the authentic video on the The city decided to cut its link with the past It enjoys its money-making role Self-study DVD-ROM Learners have the chance to watch b Here are some aspects of style which can be c She suggests Venice has “degenerated” What of literary writing Tick the three which are adjectives about the city reflect this? authentic documentaries on topicstypical connected to the unit most common in the article There are still some things which I struggle with, 13 Read the first two paragraphs by the well-known travel writer Jan Morris about Venice What does she remember from her previous visits to Venice? “you can buy dad, but you can’t shop” “I might be desperate, but I’ve got taste” Who makes these statements in the film? Why are they so meaningful? “Limos are for dreamers, people with ambition.” “When you close your eyes, what you see?” “You know, duty calls.” Read about the making of Baghdad Express Complete the gaps with words from the box choices themes immigration loyalties idea complexities categorisation heritage idea The for Baghdad Express arose when writer / director Nimer Rashed contributed a short piece of writing to an anthology on the subject of to the UK Eager to explore the of a protagonist faced with divided , Rashed set about crafting the story of a teenage British Arab torn between caring for her diabetic father and the desire to leave home to follow her dreams of becoming a fashion designer “Although the story is simple,” Rashed says, “it addresses many of the which fascinate me, not least of which is how second-generation immigrants are often perceived as being entirely beholden to their cultural Ultimately, I hope that Maya escapes easy or pigeon-holing – her 8 16 Introduction , although unexpected, are uniquely her own.” Think about these questions When you were younger, could you choose what you wanted to study? If not, who decided for you? What were the reasons for this? What family duties you have, or have you had in your life? Have you ever made difficult choices, or had divided loyalties? On the Self-study DVD-ROM The English Unlimited Advanced 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 Each unit’s activities practise and extend the vocabulary, grammar and Keyword areas focused on in the Coursebook, as well as providing further pronunciation practice 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 techniques into their own spoken English Listening activities expose learners to useful everyday listening texts, often extended, such as lectures, a radio phone-in show and personal conversations 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 odd-numbered unit of the Self-study DVD-ROM, you will also find video, which can be used by the teacher with the whole class or by the learners 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 Advanced level, there are six authentic videos on interesting contemporary topics from leading documentary and short-film makers and animators: l short documentaries: Iconic buildings; Health Food Junkies; Dead Icons and Garbage Warrior a short film and an animation: Baghdad Express; Forgetfulness 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 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 involving the listener, or reformulating what you say, and then incorporate these Introduction 17 The e-Portfolio The English Unlimited Advanced 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: l are teaching courses of different lengths; l want to supplement the Coursebook materials; l have different class sizes and types; l are teaching in different parts of the world; l are addressing different assessment needs; l want to use video materials in the classroom English Unlimited Advanced Teacher’s Pack offers a stepby-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 (pp23–125) to accompany the Coursebook material These notes are a comprehensive and easy-tofollow guide to using the English Unlimited Advanced Coursebook, and have been written with a broad range of class types and teaching styles in mind Each unit’s notes take you smoothly through the different stages of the Coursebook lessons Answers are clearly highlighted, and the Individual, Pair and Group work symbols show at a glance what interaction is suggested for each stage On most pages, there are instructions for alternative activities, clearly boxed, to offer greater variety and interest There are also suggestions throughout for adapting activities to stronger and weaker classes, multilingual and monolingual classes, and to different class sizes and environments On the Teacher’s DVD-ROM A teacher-friendly resource English Unlimited Advanced 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: l 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 l l l l 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 36 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 and grammar 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 12 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 videos from each odd-numbered unit of the Self-study Pack are 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 six documentaries and short films are each linked topically to their corresponding 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 and engaging 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 Advanced 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 Advanced completes CEF level C1 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 12 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 language 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 l Achievement test can be taken after Unit l Achievement test can be taken after Unit l Achievement test can be taken after Unit 12 These tests are based on the four skills: Reading, Listening, Writing and Speaking Reading tests Each test is based on a short text and we advise allowing no more than 15 minutes for each test As with the Coursebook and Listening tests, there may be a few unfamiliar items in the text, but the tasks are graded so unknown items should not hinder the learners’ ability to answer the questions The teacher may mark the tests or it may be acceptable for learners to mark each other’s work Listening tests The audio tracks for these are found at the end of the three Class Audio CDs Achievement test is track 31 on CD1; Achievement test is track 34 on CD2; Achievement test is track 36 on CD3 20  Introduction We suggest carrying out tests under controlled conditions, with the recording played twice Each test should take no longer than ten minutes As with the Coursebook audio, there may be a few unfamiliar language items in the listening text, but tasks are graded to the level of the learner, so unknown items should not hinder the learners’ ability to answer the eight questions The tests are simple and quick to mark They can be marked by the teacher or it may be acceptable for learners to mark each other’s work Writing tests Learners are set a writing task based on themes from the Coursebook and the teacher assesses work using the Writing assessment scales provided Tasks are designed to simulate purposeful, real-life, communicative pieces of writing The teacher should endeavour to identify the band the work falls in for each category This marking scheme can give learners a profile of the strong and weak points of their written work, creating a virtuous circle of improvement through the course If the tests are to be used under timed conditions in class, 40 minutes should be allowed for the learners to produce their texts – planning and redrafting may be encouraged by the teacher at the outset Another way is to set the tasks as assessed writing assignments to be done as homework In these cases, the teacher should interpret the band scales according to the time available and the availability of dictionaries and other reference materials The option chosen will depend on your learning environment A timed test may help you assess learners under equal conditions, but can be a rather artificial, pressured environment Written homework assignments are less controlled, but could be a better way of encouraging learners to work at their writing and feel satisfied with a polished piece of written work The Explore writing tasks in the Coursebook and Self-study Pack may also be used as assessed assignments and marked using the assessment scales Speaking tests These are designed to be carried out by an assessor, who may be the learners’ regular teacher, or another teacher in the institution Learners the tests in pairs The ideal environment is for the test to take place in a separate room from the rest of the class, who can be engaged in self-study work while the testing is taking place It is best if seating is set up as a ‘round table’ if possible, rather than the assessor facing both learners across a desk, so as not to suggest an interrogation! Each test takes 14 minutes The assessor should be familiar with the Speaking assessment scales for the Speaking tests before the test and have a copy of the Mark Sheet for each learner with their names already filled in Screen the Mark Sheets from the learners The assessor will need the Teacher’s Notes, which provide a script of prompts for the test Each test is in two parts In Part (three minutes), the assessor asks the learners in turn a selection of questions from the Notes, based on themes from the Coursebook The assessor may depart from the script to elicit further responses, maintaining a friendly, encouraging manner The assessor may begin to note down some marks based on the scales for each learner In Part (six minutes), learners are provided with prompts for a communicative task, which they carry out between themselves Learners may need some encouragement, or to have the instructions explained more than once During this section, the assessor should withdraw eye contact, making it clear that the learners should talk to each other, listen closely and revise the marks from Part 1, gradually completing the grid In Part (five minutes) the assessor asks learners questions related to the task in Part The assessor may now make any final necessary adjustments to the learners’ marks The assessor should not correct learners at any point during the test Filling in the Mark Sheets Once all four papers of the Achievement tests have been carried out, the teacher can provide marks for each learner This includes analytical marks for the Speaking and Writing tests, and an average mark out of five for each one; and marks out of eight for the Reading and Listening tests This gives the learners a snapshot of their performance in the four skills The learners should be encouraged to reflect on what they found easy or difficult, and given strategies to improve performance in different skills The marks can be used as the basis for course reports or formal assessment Self-assessment Assessment is not just about tests Self-assessment encourages more reflective and focused learning English Unlimited offers a number of tools for learner selfassessment l Each unit of the Coursebook ends with a Self-assessment grid in which learners are encouraged to measure their own progress against the unit goals, which in turn are based on the can-do statements of the Common European Framework of Reference for Languages l Progress with the activities on the Self-study DVD-ROM can be analysed in detail on the Progress screen l The Self-study DVD-ROM also contains Quick check tests, using a bank of 700 multiple-choice questions Learners select which units they want to be tested on and how long they want the test to be – new tests will be randomly generated each time Using the e-Portfolio Portfolio-based assessment is a useful tool for both selfassessment and formal assessment, particularly for teachers seeking an alternative to traditional timed writing tests The e-Portfolio allows learners to: l assess their progress against can-do statements and revise their assessments later in the course depending on progress made build up a personal e-Portfolio of written work associated with the course The learner may then select their best work, as an alternative to tests, or at the end of the course to be provided as a Portfolio This may include word-processed documents, project work and even audio files Some of the Explore writing tasks may lend themselves well to portfolio work, and in some classrooms, learners may be asked to record personal audio files based around speaking tasks in the Coursebook The satisfaction of producing a polished spoken text is a rare one in a language course, but if the learner or the centre has access to a microphone, it is relatively easy to Written texts and audio in a learner’s e-Portfolio may be assessed using the same analytical scales as the Writing and Speaking Achievement tests You can find more information about the e-Portfolio on p18 l Continuous assessment Finally, some teachers and institutions may prefer to dispense with tests and adopt a form of continuous assessment This can be demanding on teacher’s time but perhaps no more so than the marking load created by frequent formal tests The important thing is to explain the system to learners early in the course, and regularly show them their Mark Sheets to indicate how they are getting on How actual assessment is carried out may differ between institutions, but here are some guidelines and ideas l It is possible to assess learners using the Speaking assessment scales regularly through the course The Target activities, where learners are involved in more extended discourse, offer an opportunity for this l Tell learners when their speaking is being assessed and the teacher can monitor particular groups l Learners should be assessed several times during the course or they may rightly feel they were let down by a single bad performance, even if the assessment is not ‘high stakes’ l An atmosphere of gentle encouragement and striving for improvement should always accompany this kind of assessment Some learners can get competitive about this, which can have a negative effect on class atmosphere and demotivate less confident learners l The Explore writing tasks can be used for continuous written assessment, using the Writing assessment scales A final word Testing and assessment can be a vital tool for teachers and learners in assessing strengths and weaknesses, building awareness and encouraging improvement But it can be frustrating for a learner to feel that they are being assessed too often, at the expense of actually learning, and while there are certainly learners who like being tested, there are many others who certainly don’t! English Unlimited aims to help learners communicate in real-life situations, and the testing and assessment tools provided should be used with that purpose in mind Testing and assessment should never take precedence over learning, but serve as useful checks on the way to increasing confidence, competence and fluency Introduction  21  The Common European Framework of Reference for Languages (CEF) A goals-based course Where the goals are met English Unlimited is a practical, goals-based course for adult learners of English The course goals are taken and adapted from the language-learning goals stated in the Common European Framework of Reference for Languages (CEF) The goals of the CEF are divided into a number of scales which describe abilities in different kinds of communication We’ve chosen the scales which we felt to be the most useful for adult general English learners at Advanced level These are: As you’ll see in the example unit on pp6–10, goals are given for the two lessons at the start of each unit, for the Target activity, and on the Explore speaking and Explore writing pages They are also listed in the Self-assessment, which learners at the end of the Look again page Listening and reading goals are not usually given on the page, as they are addressed repeatedly throughout the course The CEF tables on the Teacher’s Pack DVD-ROM show which parts of the course deal with the listening and reading goals Speaking Describing experience Putting a case Addressing audiences Conversation Informal discussion Formal discussion and meetings Information exchange Interviewing and being interviewed Compensating Monitoring and repair Turntaking Writing Creative writing Reports and essays Correspondence Listening Overall listening comprehension Understanding conversation Listening to audio media and recordings Reading Overall reading comprehension Reading correspondence Reading for orientation Reading for information and argument 22  Introduction Find out more about the CEF You can read about the CEF in detail in Common European Framework of Reference for Languages: Learning, teaching, assessment (2001), Council of Europe Modern Languages Division, Strasbourg, Cambridge University Press, ISBN 9780521005319 [...]... and saving your work ➔ e-Portfolio • For more practice ➔ Self-study Pack, Unit 10 105 Introduction 15 The Self-study Pack About the Self-study Pack English Unlimited Advanced 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... There are also CEF tables, which show how English Unlimited Advanced completes CEF level C1 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... 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: l are teaching courses of different... addressing different assessment needs; l want to use video materials in the classroom English Unlimited Advanced Teacher’s Pack offers a stepby-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... sizes and environments On the Teacher’s DVD-ROM A teacher-friendly resource English Unlimited Advanced 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...A more detailed look at the features of English Unlimited Lexical areas Grammar Each unit of English Unlimited Advanced focuses on important lexical areas which correspond to the topics and communicative goals of the unit In most units, at least one lexical area is introduced... a skills section of a lesson In other words, lexis is placed in clear contexts which help learners work out what it means and how it’s used At the Advanced level of English Unlimited, we assume that learners will have already covered the main grammar of English, so the course does not set out to teach grammar as if for the first time Grammar is dealt with in two main ways through the course l Grammar... well as giving learners the chance to listen to authentic and engaging 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 Advanced Teacher’s DVD-ROM also contains the whole Teacher’s Book in PDF format, so that you can print out the unit... at an advanced level, such as ways of talking about aims and priorities (My main aim is …, I need to concentrate on …) or ways of softening criticism (It seems to me that , Perhaps it would have been better to …) The focus on collocations and longer items as well as single words will enable learners to express themselves more fluently, naturally and effectively The Advanced level of English Unlimited. .. work 4 EXPLOREReading 9 The gondola ride … 10 In the Workbook certain habits that I yet, but all in all I feel as if I 3 here, sure It’s not difficult, really, you just have to have an open mind English Unlimited Advanced Workbook contains: I feel , marginalised in a way I had troubles from extend the start here I the vocabulary my home l activities which practise and and and family immediately It’s because ... 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 ... e-Portfolio • For more practice ➔ Self-study Pack, Unit 10 105 Introduction 15 The Self-study Pack About the Self-study Pack English Unlimited Advanced Self-study Pack offers a wealth of activities for... 978-0-521-14445-2 978-0-521-16973-8 978-0-521-14446-9 Advanced Advanced Advanced Advanced Teacher’s Pack Coursebook with e-Portfolio Self-study Pack (Workbook with DVD-ROM) Class Audio CDs Cambridge