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