English unlimited b2 TB

Contents Introduction The thinking behind English Unlimited How a unit is organised A more detailed look at the features of English Unlimited 11 The Self-study Pack 16 The e-Portfolio 18 The Teacher’s Pack 19 Assessing your learners with English Unlimited 20 The Common European Framework of Reference for Languages (CEF) 22 Teaching notes Unit 1 23 Unit 2 31 Unit 3 38 Unit 4 46 Unit 5 53 Unit 6 61 Unit 7 68 Unit 8 75 Unit 9 82 Unit 10 90 Unit 11 97 Unit 12 105 Unit 13 112 Unit 14 120 Grammar reference: Answer key 127 Contents  3  The thinking behind English Unlimited The aim of English Unlimited is to enable adult learners to communicate effectively in English in real-life situations To achieve this, English Unlimited is: 1  a practical course 2  an authentic course 3  an international course 4  a flexible course A practical course Each unit of English Unlimited is designed to help learners achieve specific communicative goals These goals are listed at relevant points throughout the Coursebook For example, you and your learners will see these goals at the top of the first lesson in Unit 3: The CEF originated in Europe but is used increasingly widely around the world as a guide for curriculum design and assessment It can be used with learners of any nationality or first language What’s the level of the course? The CEF is divided into six main levels, sometimes with ‘plus’ levels in between This table shows the CEF levels and how they relate to the Cambridge ESOL exams: CEF levels Cambridge exams C2 ‘Mastery’ CPE C1 ‘Operational proficiency’ CAE ‘Vantage’ FCE ‘Threshold’ PET A2 ‘Waystage’ KET A1 ‘Breakthrough’ B2+ B2 B1+ B1 A2+ 3.1 goals express views about different options talk about education and training chers All the goals are of a practical ‘can do’ nature, chosen to enable Upper Intermediate learners to deal with a wide range of situations and topics in English Of course, a substantial amount of each unit is dedicated to learning vocabulary and grammar – but the goals come first We’ve identified goals which we think will be useful for Upper Intermediate learners to work on, and then selected and grammar to help them this course in vocabulary your free time? Where exactly the y to spend free time where yougoals live?come from? urses in their time? Thefree goals for the course have been taken from the Common Framework of Reference six evening coursesEuropean in the Markham College brochure.for Languages (CEF), and adapted and supplemented nk could help you to: according to our research into the needs of Upper ectively? Intermediate • entertainlearners guests? • help other people? part of another culture? • save money? The goals in the Coursebook are based on the CEF goals understand people? but they have been reworded to make them less ‘technical’ and more motivating and accessible for learners and d Don’s conversation teachers ns for doing a course together? is themanage CEF? to ey discuss?What Do they The CEF uses ‘Can Do’ statements to describe the abilities ? of learners of English (or any other language) at different ach course that Carrie levels The focus is on how to things in the language, rather than on abstract knowledge of the language itself For example, here are some CEF goals which describe learners’ speaking it, or isn’t sure? abilities Why? at the end of Upper Intermediate: ● Can understand detailed instructions reliably om the conversation Find ● Can help along the progress of the work by inviting gs to each sentence A–D others to join in, say what they think, etc between two three ● or Can outline an issue or a problem clearly, speculating s one about causes or consequences, and weighing oing that! advantages and disadvantages of different approaches mind about it g a course 4  in First Aid Introduction ppeal to me er Cookery or Psychology gs about that one English Unlimited Upper Intermediate is based on ‘Can Do’ statements at the B2 level of the Common European Framework It takes learners to the C1 or ‘Operational proficiency’ level of competence An authentic course Because it is based on practical goals, English Unlimited teaches authentic language – that is, the kind of language which is really used by native speakers and proficient non-native speakers of English in everyday situations An important tool for identifying useful language to include in the course has been the Cambridge International Corpus (CIC) What is the CIC? The CIC is an electronic collection of more than a billion words of real text, both spoken and written, which can be searched by computer to discover the most common words, expressions and structures of the language, and the kinds of situation in which they are used How has it been used in the course? The CIC has been used throughout English Unlimited to ensure that, as far as possible given the level of the course, learners are taught the most frequent and useful words and expressions for meeting their communicative goals The CIC has also been used in the preparation of grammar sections, both to select structures to be taught and to identify realistic contexts for presentation For example, the past perfect simple (Unit 2) is presented in expressions with ‘saying’ and ‘thinking’ verbs (I thought you’d cancelled the meeting), while the structure will be + -ing (Unit 13) is placed in the context of informative talks and presentations (I’ll be talking about three topics) A further use of the CIC is in the Keyword pages which appear in odd-numbered units Each Keyword page focuses on one or more of the most frequently used words in English and teaches its most common meanings, as well as useful expressions based around it How else is English Unlimited an authentic course? In addition to being informed by the CIC, English Unlimited contains a large amount of unscripted audio and video material, recorded using non-actors, both native and non-native speakers Many other listening texts have been scripted from recordings of real conversations What are the benefits for learners of using ‘authentic’ listening material? Listening to spontaneous, unscripted speech is the best way to prepare learners for the experience of understanding and communicating in English in the real world We also find that authentic recordings are more motivating and engaging for learners in general An international course In what ways is English Unlimited ‘international’? Firstly, English Unlimited is an inclusive course, catering for learners of different backgrounds from all around the world We have taken care to select topics, texts and tasks which will appeal to a broad range of learners We’ve tried to avoid topics which learners may find uncomfortable, or simply uninteresting, and we don’t assume a knowledge of a celebrity culture, but focus instead on more universal themes, accessible to all English is most often used nowadays between non-native speakers from different places How does the course take this into account? A second strand to the ‘internationalism’ of the course is that it includes features which will help learners become more effective communicators in international contexts In every even-numbered unit there is an Across cultures page which focuses on a particular topic of cultural interest The aim of these pages is to increase learners’ awareness of how the values and assumptions of people they communicate with in English might differ from – or be similar to –­­ their own Learners who have this awareness are likely to be more sensitive and effective communicators in international environments Listening sections use recordings of speakers with a range of accents in order to familiarise learners with the experience of hearing both native and non-native speakers from a wide variety of places Regardless of accents, care has been taken to ensure that recordings are of appropriate speed and clarity for learners at this level, and that they are error-free All non-native speakers are competent users of English and should provide learners with strong and motivating role models to help them progress and achieve greater confidence in English For the purposes of language production, taught grammar, vocabulary and pronunciation follow a British English model, but by exposing learners to a wide range of accents and models, we are helping to enhance their ability to use English in real international contexts A flexible course The next five pages show how a typical unit of English Unlimited is organised As you’ll see, the first five pages are connected to each other and make up the ‘core’ of the unit After that, there is the Explore section, two pages of activities which have a topical or linguistic link to the unit, but which can be used separately On the last page of each unit is the Look again page, comprising review and extension activities, which can be done by learners either in the classroom or for homework This means that English Unlimited can be adapted not only for lessons of different lengths, but also for shorter and longer courses For example, just using the ‘core’ of each unit would be suitable for a course of about 50 hours, while using all the material, including the Explore and Look again pages, would give a course length of 80 or 90 hours The flexibility of English Unlimited is further enhanced by an extensive range of supplementary materials These include grammar reference and extra practice at the back of the Coursebook, the Teacher’s DVD-ROM containing three extra activities for each unit of the Coursebook, Achievement and Progress tests, and the Self-study Pack, which offers more than 50 hours of additional language and skills practice material in the Workbook and on the Selfstudy DVD-ROM In the rest of this introduction you’ll find: ● a plan showing how a unit is organised pages to 10 ● more detailed notes on the different sections of the units pages 11 to 15 ● information about the other components of the course pages 16 to 21 ● more detailed information about the CEF page 22 We hope that you and your learners will enjoy using English Unlimited Alex Tilbury Leslie Anne Hendra David Rea Theresa Clementson Introduction  5  How a unit is organised The course consists of 14 units, each of which has eight pages 4.1 goals describe landmarks The first two pages are a single lesson with goals based on the CEF You can, of course, spread the material over more than one lesson if you want about 90 minutes talk about landmarks where you live Local knowledge VOCABULARY Describing landmarks Landmarks a Look at the pictures of well-known landmarks Can you guess (or you know): where they are? how big they are? The Millennium Spire in Dublin, Ireland, was designed by Ian Ritchie Architects Officially known as ‘The Monument of Light’, this 120m steel spire is 3m wide at the base but just 15cm wide at the top C what they’re made of? Saigo Takamori was a nineteenth-centu ry Japanese warrior and politician, known as ‘the last true samurai’ This 3.7m bronze statue of Saigo walking his dog was made by Takamora Koun and can be seen in Tokyo’s Ueno Park B A D The Angel of the North stands on a hill near the town of Gateshead in the north of England Designed by Antony Gormley, this steel construction is 20m tall and has a wingspan of 54m Joanna Rajkowska’s Greetings from Jerusalem Avenue is an artificial palm tree in the centre of Warsaw, Poland It’s about 15m high and is made of steel, plastic and natural bark b Match the landmarks with the descriptions Find answers to the questions in 1a Work as a class Compare your ideas about these questions Which of the landmarks A–D might be a monument? Which would you describe as a statue? Which would you describe as a sculpture? Which are modern? Which are traditional? Which are abstract? Which are realistic? Which you think were made: a to commemorate a past event? d to signify an idea? b to celebrate something? e to amuse people? c in honour of somebody? f to make people think? Well, it’s a kind of abstract sculpture, maybe a monument, Work in pairs Cover and describe the landmarks A–D using the highlighted expressions LISTENING Listen to Cian, Beryl and Dominika Which landmark A–D does each person talk about? How they feel about it? 1.24 4.1 1.24 Listen again and make notes on these topics for each monument its location when it was put up its meaning or purpose people’s reactions to it A big impression VOCABULARY History of a landmark Do the highlighted expressions in a and b have similar or different meanings? If they differ, explain how What you think about each of these landmarks? Do you like them? Talk together 30 a It was erected to celebrate the Millennium It was unveiled at the very end of 1999 It was heavily criticised at first It caused a lot of controversy People didn’t know what to make of it People grew to love it It became a landmark People see it as part of the landscape b It was put up during the 1990s It was opened to the public in 2006 It was badly received It made a big impression on people People were baffled by it People warmed to it after a while It became a tourist attraction People regard it as an eyesore a Choose expressions from to complete the description of the Eiffel Tower In some cases, more than one answer is possible At 324 metres high, the Eiffel Tower is the tallest structure in Paris Lessons include vocabulary and/or grammar, as well as practice in reading, listening and speaking Lessons always finish with a communicative speaking task See pp11–13 for details of language and skills sections between 1887 and 1889 It as the entrance arch for the 1889 Exposition Universelle (‘World Fair’) Its designer, Gustave Eiffel, had originally planned to build the tower in Barcelona, but it was decided that his idea would not suit the city Eiffel therefore took his design to Paris instead, and the Tower on May 1889 when it was first built The Tower The newspapers of the day were filled with angry letters, with many people calling the Tower Other people it, unsure whether the Tower was intended to be a work of art or a demonstration of engineering The city planned to allow the Tower to stand for twenty years and then tear it it down, but with time people and and it became both Today, the Tower is widely regarded as a striking piece of structural art Since its construction, it’s been visited by more than 200 million people b Compare your answers in groups PRONUNCIATION Weak forms a 1.25 Some very common words have weak forms: when they’re not stressed, you can say them with a schwa sound /ə/ Listen and notice the weak forms in this sentence It was erected to celebrate the Millennium Every unit has a focus on pronunciation See p12 for details Practise saying the sentence b Words we usually say as weak forms include: • articles a, an, the • forms of be • prepositions as, at, for, from, of, to Look at the other sentences in Write /ə/ above the words you’d probably say as a weak form c SPEAKING 1.26 Listen and look at the script on p146 to check Practise saying the sentences a Work alone Choose two or three landmarks in your region or country For each one, think about these questions What does it look like? How would you describe its style? Why was it built? What you think it represents? When was it built? Is it popular with local people and tourists? Has its reputation changed over time? What you think about it? Why? b Talk in groups Can you add any more information to each other’s descriptions? Which places would you most like to see? 31 Introduction 4.2 Two voices The next two pages are another lesson with goals based on the CEF about 90 minutes 4.2 goals talk about well-known people where you live describe someone’s life and work a Look at the photos and read the captions READING Which six of these things you think could be mentioned in an article about: Umm Kulthum? Bohumil Hrabal? Prague Cairo radio concerts an accident or suicide real events a huge funeral lyrics an Oscar records a single sentence up to six hours banned books b Work in two groups Umm Kulthum (1904– 1975) was a singer famous in Egypt and throughout the Arabicspeaking world Article Group A – read the article about Umm Kulthum below Group B – read the article about Bohumil Hrabal on p119 Find out which six things are mentioned in your article Bohumil Hrabal (1914–1997) was one of the Czech Republic’s best-known and bestloved writers Log in/create account Discussion Umm Kulthum Umm Kulthum was probably the most famous singer of the Arab world in the 20th century Even today, more than three decades after her death, she is known as ‘the Voice of Egypt’ and ‘the Star of the East’, and her music can often be heard on radio and television She was born in a village in northern Egypt in around 1904 and showed an extraordinary singing talent from an early age When she was 12 years old, she started performing in a small group directed by her father Four years later, she was noticed by Zakariyya Ahmad, a famous musician, who invited her to Cairo There, she was introduced to the poet Ahmad Rami, who went on to write 137 songs for her She had her first real success when she began performing at the Arabic Theatre Palace By 1932, Umm Kulthum had become so popular that she began a long tour of the Middle East, performing in cities such as Damascus, Baghdad, Beirut and Tripoli Her radio concerts, held on the first Thursday of every month, were famous for emptying the streets of some of the world’s busiest cities as people rushed home to listen Umm Kulthum’s songs are about the universal themes of love and loss A typical concert would consist of two or three songs performed over a period of up to six hours The duration of her songs varied from concert to concert and was based on the interaction between singer and audience One of her techniques was to repeat a single line of a song’s lyrics again and again, slightly changing the emphasis each time to bring her listeners into a euphoric state It is said that she never sang a line the same way twice Umm Kulthum gave her last concert in 1973 She died in Cairo on February 3, 1975 Her funeral was attended by one of the largest gatherings in history – over four million people In Egypt and the Arab world, she is remembered as one of the greatest singers and musicians who ever lived Since her death, it is estimated that about a million copies of her records have been sold every year a Read again Note down one or two details about each of the six things in your article b In A/B pairs, tell each other about Umm Kulthum and Bohumil Hrabal What you find most interesting about each person? VOCABULARY Talking about well-known people SPEAKING Match 1–8 with a–h to make sentences from the articles She was probably the most famous She had her first real success when One of her techniques was to He started out as He had his first breakthrough with One of his most famous works is The movie won an Oscar for The first of his collected writings came out in a b c d e f g h repeat a single line of a song’s lyrics Best Foreign Film in 1967 a collection of short stories singer of the Arab World 1991 a story written in a single sentence she began performing at the Arabic Theatre Palace a poet 4.2 She’s known as Think of two or three famous writers or performers in your part of the world Choose expressions from and talk in groups about: • what they’re famous for • how and why they became famous GRAMMAR Using the passive Well, Jang Nara is famous in South Korea She had her first breakthrough with the hit song Read the information about using the passive, and sentences 1–6 Find an example of: a b present simple passive past simple passive c d present perfect passive passive after a modal verb In English, you usually put the person or thing you want to talk about (the topic) at the beginning of a sentence New information (the comment) comes after it: topic comment Umm Kulthum was probably the most famous singer of the Arab world in the 20th century 32 Notice how the writer chooses active or passive to keep Umm Kulthum, and things closely related to her, as the topic: is known as ‘the Voice of Egypt’ and ‘the Star of the East’ can often be heard on radio and television showed an extraordinary singing talent started performing in a small group directed by her father was noticed by Zakariyya Ahmad, a famous musician have been sold every year She Her music She She She A million copies of her records Grammar reference and practice, p133 There is a Grammar reference and extra grammar practice for every unit at the back of the Coursebook PASSIVE PASSIVE ACTIVE ACTIVE PASSIVE PASSIVE Find and complete five common passive expressions from the last two paragraphs of the Umm Kulthum article The duration of her songs was b that It is s by Her funeral was a on She is r It is e as that a Read the profile of Jang Nara from a website for people interested in South Korean culture At the moment, all the sentences are active Decide which should be active and which passive, and rewrite the profile Profile Jang Nara, entertainer (1981 – present) ✱ Jang Nara was born in Seoul in March 1981 People consider her one of the best entertainers in South Korea ✱ She started out as an actress in her primary school days, when theatre producers invited her to appear in the play Les Misérables Later, in high school, she modelled in a number of television ads ✱ Jang had her first real success as a singer in 2001, when a record company released her debut album They sold 300,000 copies of the album, and the Korean music world awarded her Best New Singer of that year ✱ At the same time, her acting career continued to develop Korean TV companies hired her to star in popular sitcoms and dramas, and a Chinese television station also invited her to star in the successful drama My Bratty Princess She is very popular in China, where they know her as ‘Zhang Na La’ ✱ In addition, people have recognised her for her charity work in different countries One Chinese charity appointed her a goodwill ambassador, the first foreigner to receive this honour b WRITING AND SPEAKING 1.27 Listen to check Did you have the same ideas? a Choose a person you think should be included on a website for people who are interested in your country, its history and culture, for example: an artist a successful business person a scientist a sportsperson a leader Write a profile of the person for the website Use passive expressions from and b Read each other’s profiles and ask questions to find out more 33 Introduction The last four pages of a unit will take about 45 minutes each The fifth page is the heart of the unit, the Target activity Learners prepare for and carry out an extended task which is designed to combine and activate language taught in earlier lessons in the unit See p13 for details 4.3 Target activity 4.3 goals Describe well-known sights to a visitor TASK LISTENING talk about landmarks where you live talk about well-known people where you live give information about interesting or important sights If you were visiting Beijing or another part of China, what would you like to see? Talk together 1.28 Conor is visiting his friend Mei in Beijing Mei is describing some things to see in the Beijing area Listen to their conversation Which one of these sights don’t they talk about? The ‘Bird’s Nest’ The Forbidden City The Great Wall The Summer Palace The Temple of Heaven 1.28 TASK VOCABULARY Recalling details say Model recordings are used to demonstrate the task Listen again According to Mei, which of the sights: were built by the Emperor Yongle? have been restored? took fourteen years to build? is outside Beijing? is made entirely of wood? a Complete the sentences 1–6 with the words in the box Target activities review goals from the earlier lessons of the unit far read remember think heard As far as I can remember, it was in the fifteenth century that it took a million workers fourteen years to complete They I’m right in saying that you can rent an audio tour I somewhere that it’s made completely of wood I that they have English-speaking guides there I’ve rightly, it’s a two- or three-hour trip by bus If I Task vocabulary sections provide learners with useful language for the task b Read the script on p146 to check TASK a Work alone A friend from abroad is visiting you for a few days Make a list of interesting things they could see or during their stay Think about things: • in your home town • in the countryside • in towns and cities nearby If the people in your class are from the same place, make a list of things to describe to a friend who’s planning to visit another region or country you know about Learners are encouraged to take time to prepare ideas and language b Plan what to say about the things on your list What are they like? What makes them important or interesting? What can you say about their history or reputation? Are there any interesting people or stories connected with them? Think of what language you can use from 4a c Work in A/B pairs A – tell your friend B about the things on your list B – you’re the visitor Listen to A and ask questions to find out more Then change roles and have another conversation 34 Introduction Which of the things you’ve just heard about would you definitely like to see or do? Tell your partner Target activities have a clear outcome The Explore section is made up of activities which extend and broaden the topics, language and skills taught in the core part of each unit On the first page is Across cultures or Keyword in alternate units On the second page is either Explore writing or Explore speaking EXPLORE Across cultures Special occasions Even-numbered units have Across cultures pages which give learners the chance to think about and discuss how cultures differ – or are similar – around the world See p13 for details LISTENING What’s happening in the pictures? How would you describe the atmosphere? 1.29 Listen to Beryl and Dominika describing the occasions Who mentions these topics – Beryl, Dominika or both? fireworks food a kind of doll borrowed items government buildings the community dancing Beryl talks about Bonfire Night in England VOCABULARY Describing a special occasion 1.29 Listen again According to the speakers, are these statements true or false? Bonfire Night is now usually organised by local councils Guy Fawkes saved the king’s life All children love Bonfire Night Traditionally, Polish weddings are a community occasion A wedding lasts at least two days The bride and groom must each wear something borrowed Dominika talks about traditional weddings in Poland Which of these special occasions would you most like to experience? Why? a Which of these sentences are about Bonfire Night? Which are about weddings in Poland? 10 Nowadays, people celebrate it together In the old days, people used to celebrate it in their back gardens Traditionally, it’s a celebration for an entire community The reason we have it is because about 400 years ago, a group of It’s quite normal to have another celebration the day after There’s a lot of laughing, shouting and screaming – and crying as well There will be a huge bonfire, with a guy sitting on the top It can be anywhere between two hundred and four hundred people Almost the whole town or village will turn out They go on for days on end Even-numbered units have Explore writing pages which enable learners to write a range of different text types See p14 for details b Read the script on pp146–7 to check SPEAKING Choose a special occasion from your own or another culture Think about how to describe: what happens and why the atmosphere how it can vary from place to place how it’s changed over the years Write a few sentences about it using the expressions in 5a EXPLOREWriting Talk about your special occasions in groups • If you’re from the same country, say if you disagree with anything Add any information you think is important or interesting • If you’re from different countries, ask questions to find out more about the things that interest you Goal write an email or letter recommending places to see Read Gareth’s email to a friend Where are he and his family going? What are they interested in? 35 Hi Ellie, Can I get a bit of advice from you? You used to live in Japan and know a lot about it, and we’re planning to go there for three weeks in October Dylan will love Tokyo Disneyland, of course, but Sandrine and I are more interested in culture, history and art So, can you give us an idea of some of the ‘must-see’ sights? It would help us a lot with our plans Thanks! Odd-numbered units have Keyword pages Each one focuses on a common English word, teaching and practising the main meanings and useful expressions See p14 for details Best wishes, Gareth EXPLORE Keyword as a Complete these sentences with as, such as or like In two of the sentences, two answers are possible Of every 100,000 paperclips made in the United States, 19,143 are used poker chips Unit His simple but modern designs continue to influence younger designers Jonathan Ive Unit Ian Rankin has been employed a grape-picker, taxman and journalist Unit She began a long tour of the Middle East, performing in cities Damascus and Baghdad Unit Nowadays the mine at Wieliczka is a huge underground city Unit b Which expression – as, such as or like – can you use: to describe the identity or purpose of a person or thing? to say two things or people are similar? to give examples? (x2) a Work alone Complete these sentences with as, such as or like and your own ideas Make four true • At school I was known • I think my friends see me • I wouldn’t mind a career Well, I once worked as a zookeeper b Listen to each other’s sentences and ask questions to find out more Can you guess which sentences are false? Right when was that, exactly? Referring expressions with as Odd-numbered units have Explore speaking pages dedicated to developing learners’ speaking skills and strategies See p14 for details a Keith and Leona work in different departments of a company Read their emails and put them in order 1–6 A B Hi Keith, As you know, I’m putting together the agenda for Monday’s meeting I was wondering if you had any last-minute points to add? Leona C Not to worry I’ll be there, though I might have to miss the afternoon as you suggested Are the time and venue still as agreed last time (9.30 in Media Room B)? K D Nothing to add thanks, but as I mentioned last week, Monday’s pretty busy for me I can some rescheduling but would rather not Any chance of a different day (Tue or Thu)? K E Sorry Keith: I did ask about changing the date as promised, but half the sales team are on a training course from Tuesday! So it looks like we’ll have to go ahead on Monday as planned Hope you can still make it (even if 2.7 to extracts from onlyListen the morning part?) L 5 EXPLORESpeaking two conversations from this unit In each conversation: Thanks for your understanding about the date, and yes, the time/venue are unchanged Here’s the agenda Could you have a quick look through before I send it round? As you’ll express disagreement in different situations see, it’s pretty full L Goals make concessions and counter-arguments Where are the people? What’s the relationship between to the reader’s knowledge? (x2) them? back to the past? (x5) b 2LookWhat at eight expressions are they doing? with as in the emails Which refer: conversations as arranged as I said as you proposed as you’re aware Expressing disagreement a Are you joking? Work in two groups b I wouldn’t exactly say Group – look at Leona’s c I’mAnot so sure about emails on p120 Write Keith’s emails Group – lookon at Keith’s emails on p123 Write Leona’s emails d Oh,Bcome paragraph i giving you new energy j following the customs of long ago Your emails don’t have to be exactly the same as the originals, but they should have the same meaning Making a concession Include one two that expressions with as in each email e I have toor admit f I see what you mean Making a concession and counter-argument g It’s true that but h But even if that’s the case, b 2.7 JAMES PALOMA Listen again to check JAMES PALOMA a Add more expressions to the groups in 2a JAMES PALOMA Are you serious? That may be so, but How can you say that? I have to disagree with you there I take your point, but I wonder about that I’d go along with you there Maybe you’re right about that b 2.8 Listen to check Which of the expressions for disagreeing: would you probably not use in formal or professional situations? could you use in any situation? a Work in two groups, A and B As read the situations below and your group’s opinions Bs read the situations and your group’s opinions on JAMES PALOMA JAMES PALOMA JAMES PALOMA Well, how about this one? It’s a good size Ugh What? It’s nice and cheerful Yeah We could put it in the toilet, perhaps The horse is nice No, it isn’t OK Have you got any suggestions? Yes, how about this? I love the strong colours Yeah, they’re very striking, aren’t they? But? the style For the room, I mean Hmm, No, it wouldn’t suit the living room, would it? KIM BRETT KIM BRETT KIM Alright, well, I think all three designs have their strengths, but I think this one’s the weakest Really? I liked that one Well, it emphasises the idea of ‘forever’ quite well – you know, the idea that you can give flowers any time – the colours are a bit weak Well, they’re weak I’d say the colours are low-key and, well, quite elegant I don’t think they look dynamic enough for our business I mean, we’re all about colour 43 There’s lots to see in Tokyo Sensoji Temple’s great You go through an enormous red gate, then walk along a row of charming little shops to the temple It’s a busy area, jammed with people Next, be sure to go to the Kabuki Theatre It’s advisable to get tickets for one act only as the whole thing can last four hours And check out the food floors in department stores They’re fascinating and give you a good idea of the range of Japanese food Also, for Dylan’s sake, don’t miss the well-stocked Hakuhinkan toy store in Tokyo Ideally, you should see the cities of Kyoto, Nara and Kamakura as well In Kyoto, I recommend you visit Ryoanji (Zen rock garden), Kinkakuji (‘Golden Pavilion’) and Kiyomizu Temple Nearby Nara also has some very impressive ancient buildings and statues As for Kamakura, it’s a historic city about an hour south of Tokyo Make sure you see the Great Buddha there (a huge bronze statue) and don’t forget to wash your money at the Zeniarai Benten Shrine They say if you do, it will double If you can, try out a mountain onsen (hot spring) They’re wonderfully refreshing And it’s well worth staying at a ryokan, a traditional inn, where meals are brought to your room on trays I hope you have a great time! I look forward to hearing all about it later Find adjectives in the text to match these meanings paragraph f causing you to admire it g very old h important in history forward to the future? (x1) a a–hexpressions to complete with the two c Use Herethe areexpressions more common as Which expressions in the emails could they replace? Hi Gareth, It’s great that you’re off to Japan I know you’ll love it I’ve put together a few ideas for you Of course you’ll discover lots more things while you’re there but this should get you started Be sure to advisable check miss … should recommend sure forget try worth paragraph a extremely large b pleasant, attractive c very crowded d extremely interesting e having a lot of goods F This all looks fine to me Leona, but I’d put the time and room number at the top As you probably remember, someone usually goes to the wrong room or turns up late! K wishes for the future? the purpose of the email? the countryside? the main city? other cities? Find and complete these expressions of recommendation: 10 sentences, and two false • I once worked • I really don’t enjoy films • I know someone who looks a bit Which paragraph is about: a b c d e as compared with like Now read Ellie’s reply Which of the things she recommends would you find most interesting? Lots of love, Ellie a A friend has written to you to ask what to see in a country or city you know well Make a list of places to recommend Then think about: how many paragraphs you’ll need and what to put in each one how to begin and end your email or letter what language you’ll need from and to recommend and describe the places b Write your email or letter Exchange emails or letters with a partner Ask questions about any places that interest you 36 Introduction The last page of each unit, Look again, is a series of short classroom activities for reviewing and extending the language from the unit See p15 for details Review activities include vocabulary and grammar from the unit Spelling and sounds activities help learners make connections between English spellings and how to pronounce them Look again Review Extension VOCABULARY Talking about landmarks SPELLING AND SOUNDS /m/ a Add expressions for talking about landmarks to a Underline the letters which make a /m/ sound each group Then check on pp30–31 TYPE: a statue, APPEARANCE: modern, PURPOSE: to celebrate something, AGE: it was put up in, REACTIONS: people warmed to it, REPUTATION: an eyesore, climb column common immediately millennium monument palm summon b Find words in 4a to match these spelling patterns b What can you remember about these landmarks? The Millennium Spire The Angel of the North Greetings from Jerusalem Avenue GRAMMAR Using the passive a Read the mini-biography of the Scottish crime writer, Ian Rankin Choose the correct option Born in 1960, Ian Rankin 1graduated / was graduated from the University of Edinburgh and 2employed / has been employed as a grape-picker, taxman and journalist He 3moved / was moved to France for six years while developing his career as a novelist, and his first Inspector Rebus novel, Knots and Crosses, 4published / was published in 1987 His books 5have translated / have been translated into 26 languages, and six of them 6have adapted / have been adapted for television In 2005, Ian Rankin 7awarded / was awarded the Grand Prix de Littérature Policière (France) He now 8lives / is lived in Edinburgh b Now write a mini-biography about yourself, including some imaginary details c Read each other’s mini-biographies Guess which details are true and which are imaginary CAN YOU REMEMBER? Unit – Work and commitment a Read about the people’s hopes and plans for the next twelve months Choose the best verbs I’d like to 1carry on / keep up exercising every day I feel so much fitter and more energetic now I really don’t want to sign up for / take on any more big responsibilities at work I’m already far too busy as it is I’m going to try to 3drop out of / give up smoking again I might try going to a hypnotist I’ve booked a five-day summer break in Paris I’d like to 4work on / work towards my French a bit before I go b Use the verbs to discuss some of your hond they’ll reproduce the whole conversation from memory Unit 12  Alternatives  109  GRAMMAR will be -ing a / Learners complete the short conversations with their own ideas, using will be -ing, e.g A: Are you working late tonight? B: No, not tonight, but I’ll definitely be working late on Friday b Learners compare their ideas and see how many different ones they’ve come up with Extension In pairs, learners write two or three more short conversations of their own Then they read them in groups or to the class CAN YOU REMEMBER? Unit 11 – Giving statistics a / Learners match the expressions (words) and percentages (numerals) about two-thirds of them: 65% almost none of them: 2% exactly half of them: 50% just over half of them: 51% just under a quarter of them: 23% most of them: 80% nearly all of them: 97% six out of ten: 60% b Learners look around at the other people in the class and discuss questions 1–5 in pairs, choosing suitable expressions from a, e.g Well, nearly half of the people / the students / us are male c Learners compare their answers with another pair and find out if they agree Extension SPELLING AND SOUNDS /eə/ a / Learners complete the spelling of the words with the four options aerobics, repair, software, airline, vegetarian, parent, prepare, chair, airport, aeroplane b / Learners match each word in a with one of the spelling patterns a–c a ae, air  b a  c air, are Language note In many accents, air and are would also be pronounced with an /r/ Also, in American English, /eə/ is usually just said as /e/ c / Learners identify more ways of spelling the sound /eə/ in a few exceptions Five ways: aire, ayer, ear, eir, ere d Learners take turns to test each other’s spelling, choosing nine words each from a and c 110  Unit 12  Alternatives NOTICE -ly adverbs a / Learners complete the sentences from various reading and listening texts from this unit thoroughly  publicly  potentially  seriously independently  reasonably  strongly  constantly b Learners test each other on the sentences in a Encourage the learner remembering the adverbs to so without looking at the book Optional extra Write this on the board: Tell me about: a restaurant in your town which … something in your home which … something you think politicians should … someone you think is good at … Learners complete each sentence with their own ideas, including a suitable adverb from 5a For example: Tell me about a restaurant in your town which is constantly busy and hard to get into Then they listen to each other’s sentences and ask questions to find out more Self-assessment To help focus learners on the self-assessment, read it through and get learners to give you a few examples of the language they have learned in each section Give an example to start them off if necessary Then learners circle the numbers on each line Unit 12  Extra activities on the Teacher’s DVD-ROM Printable worksheets, activity instructions and answer keys are on your Teacher’s DVD-ROM 12C Advice columnist 12B Nonsense … or not? 12A What we’ll be doing is … 1 save 13 12 A red sky at night means good weather the next day Doing word and number games on a regular basis keeps your brain healthy You won’t gain any weight if you walk 10,000 steps a day 15 20 Computers are making us more intelligent Eating onions and garlic is good for your health S Oak Lane College homepage > Community > Classes > Digital photography Digital photography 14 share T R A T print Are you nervous about technology? Do you feel left out when everyone else is happily using their digital cameras? This class can help you! There are two teachers for a maximum class size of ten During this one-week course, we’ll be: – helping you understand all the ‘buttons and things’ on your digital camera – covering the basics of photography, both technical and artistic – showing you how to edit photos to make them more attractive – teaching you how to attach photos to emails and upload them to social networking sites – doing everything we can to help you get the most out of your camera and feel confident about photography Send us an email to find out about prices and course dates Our next course will be starting on February Contact details Email: Click here to reply to this advert ! H IS IN F 11 In order to succeed in business, you have to be tough and ruthless 16 19 10 We can things if we believe we can Positive thinking works Intelligent life is unique to our world Sunlight is bad for us If you wear bright colours, it means you are more optimistic than those who wear dark colours 17 18 How we dress and look at work is as important as what we Married people are happier than single ones You shouldn’t go swimming for at least an hour after a meal It’s possible to slow down the ageing process The media are more interested in selling stories than in telling the truth Chewing gum helps to clean our teeth ESP (extrasensory perception) is real There is a ‘sixth sense’ People who travel are more openminded than those who don’t Course name: Notes English Unlimited Upper Intermediate Teacher’s Pack I often fly on business (in economy) and am frequently annoyed by the behaviour of small children and babies The parents let them scream and cry for ages or argue or run around the plane bothering people I’ve even see kids throw food on the floor The flight attendants can’t always handle the situation I find the whole thing really stressful and always get a terrible headache What’s the correct way to deal with situations like this? Photocopiable © Cambridge University Press 2011 12A What we’ll be doing is … Activity type: Reading and speaking – Mingle – Pairs / Whole class Aim: To plan the content of a short course Language: will be -ing – Use at any point from 12.2 Preparation: Make one copy of the worksheet for every pair Time: 40 minutes English Unlimited Upper Intermediate Teacher’s Pack F Samuel, San Francisco My wife and I want to go on a week’s holiday to a nice sunny place for our tenth anniversary in August An island would be great, but is not totally necessary We’re interested in beaches, snorkelling, taking long walks and buying interesting local arts and crafts We have a reasonable amount to spend Where should we go that’s not too crowded – and how should we get there? M Kim, London I’ve got an old computer that’s a bit out of date but still works OK What should I with it? Should I throw it away, and if so, where? Or is there some group or organisation I can give it to? Julio, via email I’ve been invited to a wedding in a month and need advice on what gift to take for the couple They are ‘green’ – very green! For example, they’ve just bought a small farm, so they’ll be living in the country They don’t use a car, but prefer bicycles and horses They’re vegetarian and eat organic food only They like things made of natural materials and they recycle everything Can you give me a few ideas? Donnalee,Toronto Photocopiable © Cambridge University Press 2011 I’m allergic to something in my house, but don’t know what it is When I go out, I’m fine, but as soon as I return home, I start sneezing and my eyes water Sometimes I get itchy red spots on my skin I don’t have any pets I’ve had allergy tests, and they don’t show anything Help! Corinne, Melbourne I need to brighten up my living room The walls are ivory, and the sofa and chairs are beige and brown I have brown wooden bookshelves and a black TV and TV stand I’d like to keep those things as they are but add colour to the room somehow I’m not good at interior décor, so please give me specific advice: what to get and where to get it Thanks! Kwan, via email English Unlimited Upper Intermediate Teacher’s Pack Photocopiable © Cambridge University Press 2011 12B Nonsense … or not? 12C Advice columnist Activity type: Speaking – Board game – Groups / Whole class Aim: To express belief and scepticism about a variety of topics, and say why Language: Belief and scepticism / Supporting an argument – Use at any point from 12.2 Preparation: Make one copy of the worksheet for every three learners Prepare dice: one for each group Make three small, different-coloured markers out of paper for each group (or learners can use a small personal item such as a ring, a coin, an eraser, etc.) Time: 35 minutes Activity type: Reading and speaking – Advising on problems – Groups Aim: To give advice by making recommendations and justifying them Language: Recommending and justifying – Use at any point from 12.3 Preparation: Make one copy of the worksheet for each learner Time: 45 minutes Unit 12  Self-study Pack In the Workbook Unit 12 of the English Unlimited Upper Intermediate Workbook offers additional ways to practise the vocabulary and grammar taught in the Coursebook There are also activities which build reading and writing skills and a whole page of listening and speaking tasks to use with the Interview video, giving your learners the opportunity to hear and react to authentic spoken English • Vocabulary: Health and treatments; Belief and scepticism; Supporting an argument; Recommending and justifying; Healthcare • Grammar: will be -ing • Explore reading: Article: Laughter • Interview: Alternative treatments – Leo and Anna Laura On the DVD-ROM Unit 12 of the English Unlimited Upper Intermediate Self-study DVD-ROM contains interactive games and activities for your learners to practise and improve their vocabulary, grammar and pronunciation, and also their speaking and listening, with the possibility for learners to record themselves, and a video of authentic spoken English to use with the Workbook • Vocabulary and grammar: Extra practice activities • Pronunciation: Fluent speech – It’s and ’s • Explore speaking: now • Listening: A doctor’s recommendations • Video: Alternative treatments Unit 12  Alternatives  111