English unlimited c1 advanced teachers pack

C1

Advanced
Teacher’s Pack

Adrian Doff, Johanna Stirling & Sarah Ackroyd


cambridge university press

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Cambridge University Press
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© Cambridge University Press 2011
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2011
Reprinted 2013
Printed and bound in the United Kingdom by the MPG Books Group
A catalogue record for this publication is available from the British Library
ISBN
ISBN
ISBN
ISBN

978-0-521-17559-3

978-0-521-14445-2
978-0-521-16973-8
978-0-521-14446-9

Advanced
Advanced
Advanced
Advanced

Teacher’s Pack
Coursebook with e-Portfolio
Self-study Pack (Workbook with DVD-ROM)
Class Audio CDs

Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding prices, travel
timetables and other factual information given in this work is correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.


Contents
Introduction
The thinking behind English Unlimited

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

40

Unit 4

48

Unit 5

58

Unit 6

67

Unit 7

75

Unit 8

84

Unit 9

92

Unit 10

101

Unit 11

109

Unit 12

118

Contents  3 


ce

The thinking behind English Unlimited
The aim of English Unlimited is to enable adult learners to
communicate effectively in English in real-life situations.
To achieve this, English Unlimited is:
1  a practical course
2  an authentic course
3  an international course
4  a flexible course

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 5:

The CEF originated in Europe but is used increasingly
widely around the world as a guide for curriculum design
and assessment. It can be used with learners of any
nationality or first language.
What’s the level of the course?
The CEF is divided into 6 main levels, sometimes with
‘plus’ levels in between. This table shows the CEF levels
and how they relate to the Cambridge ESOL exams:
CEF levels

Cambridge exams

C2

‘Mastery’

CPE

C1

‘Operational proficiency’

CAE

‘Vantage’

FCE

‘Threshold’

PET

A2

‘Waystage’

KET

A1

‘Breakthrough’

B2+
B2
B1+
B1

5.1 goals
describe spaces in cities
describe how spaces are used

All the goals are of a practical ‘can do’ nature, chosen to
enable Advanced learners to deal with a wide range of

concepts, styles and topics in English. Of course, a substantial
amount of each unit is dedicated to learning lexical phrases,
collocations and grammar – but the goals come first. We’ve
identified goals which we think will be useful for Advanced
C
learners to work on, and then selected topics and areas of
grammar and vocabulary to help them do this.
Where exactly do the goals come from?
The goals for the course have been taken from the Common
European Framework of Reference for Languages (CEF),
and adapted and supplemented according to our research into
the needs of Advanced learners.
The goals in the Coursebook are based on the CEF goals but
they have been reworded to make them less ‘technical’ and
more motivating and accessible for learners and teachers.
What is the CEF?
The CEF uses ‘Can Do’ statements to describe the abilities
of learners of English (or any other language) at different
levels. The focus is on how to 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 abilities at the end of Advanced:

Can give clear, detailed descriptions of complex subjects.
Can give elaborate descriptions and narratives,
integrating sub-themes, developing particular points
and rounding off with an appropriate conclusion.
l Can give a clear, well-structured presentation of a
complex subject, expanding and supporting points of
n exhibition called

‘Post-it
city’.
view
at some
length with subsidiary points, reasons
nk they are? Why?
and relevant examples.
l Can handle interjections well, responding spontaneously.
Barcelona, Spain
• Warsaw, Poland • Cairo, Egypt
l
l

Introduction
show? What4 
do they
seem to have in common?

check. Which photos do they match with?

A2+

English Unlimited Advanced is based on ‘Can Do’
statements at the C1 level of the Common European
Framework.

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 and
when talking about abstract topics. An important tool for
identifying useful language to include in the course has
been the Cambridge International Corpus (CIC).
What is the CIC?
The CIC is an electronic collection of more than a billion
words of real text, both spoken and written, which can be
searched by computer to discover the most common words,
expressions and structures of the language, and the kinds of
situation in which they are used.
How has it been used in the course?
The CIC has been used throughout English Unlimited
to ensure that learners are taught the most useful and
appropriate words and expressions for meeting their
communicative goals. For example, Unit 1 introduces a
range of expressions (fit in, be accepted, make an effort, be
an outsider) which the CIC shows are often used for talking
about adapting to a new culture.
The CIC has also been used in checking collocations,
which form an important part of the language taught at
Advanced level. For example, Unit 5 introduces common
collocations used when describing cities and urban spaces
(urban planning, living space, public spaces, city dwellers)
– these have been carefully matched with examples in the
CIC.


The CIC has also been used in the preparation of grammar
sections, both to select structures to be taught and to
identify realistic contexts for presentation. For example,

subject–object inversion (Unit 10) is introduced through
common expressions where we want to give emphasis
(No way would I want to live there), while the present
progressive active and passive (Unit 11) are reviewed in the
context of describing gradual changes (Climate change is
being felt all over the world).
A further use of the CIC is in the Keywords pages which
appear in every unit. At Advanced level, each Keywords
page focuses on a ‘family’ of important words used
to express a particular meaning, as well as on useful
expressions based around those words (for example, Unit 6
Keywords teaches ways of expressing aim and purpose: aim
to, aim for, with the aim of, for the purpose of).
How else is English Unlimited an authentic course?
In addition to being informed by the CIC, English
Unlimited contains a large amount of unscripted audio
and video material, recorded using non-actors, both native
and non-native speakers. Listening texts are also taken from
authentic sources such as radio news items and web-based
interviews.
What are the benefits for learners of using ‘authentic’
listening material?
Listening to spontaneous, unscripted speech is the best way
for learners to experience English as it is spoken in the real
world and become accustomed to the natural rhythm and
intonation of English speech. We also find that authentic
recordings are more motivating and engaging for learners in
general.

3 An international course

In what ways is English Unlimited ‘international’?
Firstly, English Unlimited is an inclusive course, catering
to learners of different backgrounds from all around the
world. We have taken care to select topics, texts and tasks
which will appeal to a broad range of learners. We’ve tried
to avoid topics which learners may find uncomfortable or
simply uninteresting, and we don’t assume a knowledge
of a celebrity culture, but focus instead on more universal
themes, accessible to all. In particular, we include topics
which relate to learners’ own lives and which touch on
learners’ own attitudes and feelings.
English is most often used nowadays between non-native
speakers from different places. How does the course take
this into account?
A second strand to the ‘internationalism’ of the course is
that it includes features which will help learners become
more effective communicators in international contexts.
In every unit there is an Across cultures page which
focuses on a particular topic of cultural interest or an issue
which is of international importance. The aim of these
pages is to increase learners’ awareness of how the values
and assumptions of people they communicate with in
English might differ from – or be similar to –­­ their own.
Learners who have this awareness are likely to be more
sensitive and effective communicators in international
environments.

Listening sections use recordings of speakers with a
range of accents in order to familiarise learners with the
experience of hearing both native and non-native speakers

from a wide variety of places. These include international
varieties of English, such as Canadian English, West
African English and Indian English, as well as non-native
speakers from a range of different language backgrounds.
Regardless of accents, care has been taken to ensure that
recordings are of appropriate speed and clarity and that they
are error-free. All non-native speakers are competent users
of English and should provide learners with strong and
motivating role models to help them progress and achieve
greater confidence in English.
For the purposes of language production, taught grammar,
vocabulary and pronunciation follow a British English
model, but by exposing learners to a wide range of accents
and models, we are helping to enhance their ability to use
English in real international contexts.

4 A flexible course

The next five pages show how a typical unit of English
Unlimited Advanced is organised.
As you’ll see, the first four pages are connected to each
other and make up the ‘core’ of the unit, leading up to a
Target activity which reflects the main goals of the unit.
After that, there is the Explore section, three pages of
activities which have a topical or linguistic link to the unit,
but which can be used separately. These include an Across
cultures section, which deals with a topic of international
or intercultural interest related to the theme of the unit. On
the last two pages of each unit is the Look again section,
which focuses more closely on particular areas of grammar

and vocabulary which arise from the unit.
This means that English Unlimited can be adapted not only
for lessons of different lengths, but also for shorter and
longer courses. For example, just using the ‘core’ of each
unit would be suitable for a course of about 50 hours, while
using all the material, including the Explore and Look
again pages, would give a course length of 80 or 90 hours.
The flexibility of English Unlimited is further enhanced
by an extensive range of supplementary materials. These
include Grammar reference pages at the back of the
Coursebook, the Teacher’s DVD-ROM containing
three extra activities for each unit of the Coursebook,
Achievement and Progress tests, and the Self-study Pack,
which offers more than 50 hours of additional language and
skills practice material in the Workbook and on the Selfstudy DVD-ROM.
In the rest of this introduction you’ll find:
l a plan showing how a unit is organised pages 6 to 10
l more detailed notes on the different sections of the
units pages 11 to 15
l information about the other components of the course
pages 16 to 21
l more detailed information about the CEF page 22
We hope that you and your learners will enjoy using
English Unlimited.
Adrian Doff
Ben Goldstein

Introduction  5 

How a unit is organised

5

The course consists of 12 units, each of which
has 10 pages.
5.1 goals
describe spaces in cities

Each unit covers a general unifying
topic or theme. The first two pages
are a single lesson with goals based on
the CEF. You can of course spread the
material over more than one lesson if
you want. about 90 minutes

describe how spaces are used

Concepts of space
Post-it city

A

B

C

D

READING

1 a The photos are from an exhibition called ‘Post-it city’.
Which cities do you think they are? Why?
• Hanoi, Vietnam

• Barcelona, Spain

• Warsaw, Poland

• Cairo, Egypt

b What does each photo show? What do they seem to have in common?
2

Read the captions and check. Which photos do they match with?

1

2

Once held around the edge of an abandoned
football stadium, Jarmark used to be Europe’s
biggest open-air market. For many years,
it brought a sense of community to traders
and shoppers from different nationalities who
otherwise would have been on the streets. It
was closed in 2010, to be replaced by a new
National Stadium, one of the venues for the Euro
2012 football tournament.

Every day in Hanoi, more than 2,000 women take to the
streets selling a kind of noodle soup – Pho’ Bó, a mixture
of soy, noodles, vegetables, pork or beef in a hot broth.
Each of these soup-sellers carries a pole balanced across
her shoulders: hanging from one side is a soup pot with
chopsticks, plates and whatever else you might need for
eating; on the other side, stacked in order, are tiny, coloured
stools. This complex arrangement quickly becomes an
improvised outdoor restaurant for up to ten people.

3

4

In an overcrowded city, living anywhere will do – even a
cemetery could be called home. Described by politicians
as a refuge for criminals, chosen by filmmakers and
novelists as locations for stories of marginalisation, or
declared as areas in need of protection by UNESCO,
these makeshift homes remain a sign of real poverty.

Reclaimed as provisional allotments, these no-man’s
lands found along rivers and railway lines now serve
a real purpose. Here, retired citizens build precarious
sheds from waste and grow fruit and vegetables where
they can. Making use of waste ground in an original way,
the project gives these elderly people a function in life.

5.1
3

Read the captions again. Which place:
1
2
3
4
5
6
7

46
LANGUAGE
FOCUS
Describing
spaces

has now disappeared?
is viewed differently by different people?
gives a part of the population something to do?
is the result of a desperate situation?
is viewed the most positively?
brought different kinds of people together?
has to be set up again every morning?

4 a Find adjectives in the captions that mean:
a
b
c

full of people.

left empty.
improvised.

d
e
f

existing outside.
unstable.
used for a limited time.

b Do the adjectives have a negative or neutral connotation in the captions? How does
this affect the way we read them?

5 a Which of these adjectives can describe: spaces in cities? buildings? both?

Lessons include a language focus,
which deals with important words,
expressions and collocations, as well
as reading, listening, speaking and
writing activities. Lessons always finish
with a communicative speaking task,
often involving role play or discussion.
See pp11–12 for details of language and
skills sections.

claustrophobic quaint restful run-down glitzy desolate
imposing bustling vibrant futuristic picturesque stylish
soulless seedy ramshackle

b Which do you think have a positive or a negative connotation?
c Work with a partner. Choose a place or building in your town. Think how to
describe it using one or more of the adjectives.

d Describe your place to the class. Can other people guess what it is?
LISTENING

6 a Match these words to make as many collocations as possible describing spaces
and places.
property
urban
public
city
basic
living

b

2.1

1
2
3
4

organism
developers
dwellers
needs
planning

space

Listen to a lecture about ‘Post-it city’.

Which collocations do you hear?
What is the speaker’s main point about: public spaces in general? ‘alternative’
urban spaces?
In what way are ‘alternative’ urban spaces like Post-it notes?
What is the lecturer’s attitude to urban planning? What does he say that makes
you think this?

c Which adjectives did the speaker use to describe the way people use urban
spaces? Are any the same as in the captions?

d
SPEAKING

7

2.1

Listen again to check.

Talk about spaces in the area where you live.
1

2

Make a list of spaces which have been reclaimed or transformed, or areas which
now serve an alternative purpose. Think about:

• squatters.
• teenagers.
• tourism.
• markets.
• music events. • festivals.
• social groups. • green spaces. • building developments.
Do you agree with the changes? Listen to each other’s opinions and ask
questions to find out more.

47

6

Introduction


5.2
Surveillance

talk about crime and surveillance

A

comment on experiences

B

READING

The next two pages are another

lesson related to the topic of the
unit, with goals based on the CEF.
about 90 minutes

5.2 goals

1 a What do the images show?
b Talk together.
1
2

Where can you find surveillance cameras in your town? What do you think is
their main purpose?
Do you think they have helped to reduce crime? If so, how?

2 a Read the article.
1
2
3
4

Where is the writer and why is he there?
Does he think CCTV cameras are useful, useless or sinister? What evidence can
you find in the article to support this?
How does his attitude change in the second paragraph?
Who runs the operation? Why does that seem to be a good idea?

I

N Manchester, I watch the man as he fumbles in his

pocket, rolls a cigarette and lights it. He is young,
thin, and seems nervous. He also seems oblivious to
the camera through which I am watching him. He is
outside, in the city centre; I am in front of a bank of
screens, at the NCP car park. This is the control centre
for Manchester’s CCTV camera surveillance operation:
five operators controlling over 250 cameras, covering
public spaces throughout the greater Manchester
area 24 hours a day. One of the operators had noticed
something unusual about our man, but his suspicions,
honed by hours of watching street activity, were soon
allayed, and his attention turned elsewhere. At one
end of the screens, an operator is observing the car
park. A police officer is on shift for referrals for action.
The operation has had its successes: nearly 50 football
hooligans rampaging in the city centre before last
year’s UEFA cup final between Rangers and Zenit
St Petersburg have been identified; mobile wireless

cameras have assisted in a successful police operation
against gangs in Moss Side.
It is not always so exciting. The operator showed
me his computerised log of recent incidents: a man
on a garage forecourt looking at the camera, a group
of youths on bicycles, someone acting suspiciously
here, a shoplifter being brought out of a shop there.
The centre’s manager is keen to stress that CCTV is
there “to improve the quality of life, not just to catch
criminals”. The cameras are alert to fly tipping, traffic
congestion, illegal street traders. “We want to be the

fourth emergency service, watching out for the people
of Manchester,” the manager says. She also thinks
this collection of functions and separation of powers
between council and police is the proper model for
CCTV, allowing checks and balances. Certainly, to the
observer, the operation smacks more of the familiar
British piecemeal pragmatism than any sinister desire
for control.

5.2

b What do you think the highlighted words mean? How else can you express the
same idea?
1
2
3

3

as he fumbles in his pocket
seems oblivious to the camera
his suspicions were allayed

4
5
6

LANGUAGE
FOCUS
Legal and illegal

activities

honed by hours of watching
rampaging in the city
smacks more of … pragmatism

4 a These words are used to describe things people do in streets or in buildings.
Explain what they mean.

mugging burglary vandalism riots pick-pocketing squatting writing graffiti
busking robbery protest marches shoplifting street trading
hooliganism begging demonstrations sleeping rough gang warfare

Read two more paragraphs from the article on p129. Then answer the questions.

b Which words have a different verb form? Is there a noun for the people who do

48

these activities?

mugging → mug → mugger
writing graffiti → graffiti artist

c Choose five of the activities you find interesting.
1
2
3
4

Language focus sections expand
vocabulary and focus on
functional expressions used in
reading or listening.

In your country, which are legal, which are illegal, and which can be either?
Which do you think should be legal / illegal? Why?
Do you think any could (or should) be controlled by surveillance cameras?
Are any a particular problem where you live?

Security
LISTENING

1

A

Look at the photos. What forms of security do they show? What is their purpose?
B

C

2

2.2

1
2
LANGUAGE
FOCUS

Commenting on
experiences

Listen to Jane, Uri, Patrick and Tina talking about security measures.

What security measure do they talk about?
Are they in favour of them, against them, or do they have mixed feelings?

3 a The speakers comment on things that happened to them. Try to complete the gaps.
1
2
3
4
5
6
7
8

b
SPEAKING

D

, as, you know, I wasn’t really doing anything that
I did think it was
dangerous.
any schoolchildren were actually crossing the road.
.
URI I think they serve
.

URI Then they speed up again – it’s
, but sometimes I think it’s just a bit
.
PATRICK I think
.
PATRICK But at no point did they actually ask to see my passport – it was
getting priorities wrong!
, I mean, if you think about it, it does make it safer
TINA I do think they’re
to buy things.
.
TINA There was a huge queue of people standing behind me – it was
JANE
JANE

2.2

Listen again to check.

4 a What do you think are the pros and cons of the four security measures?
b Comment on an experience you have had.
1

2

Think about an experience you have had with security measures.
• What happened?
• How do you feel about the experience?
• What comments would you like to make about it?
Talk about your experiences and how you feel about them. Listen to each other

and ask questions to find out more.
49

Introduction

7


The fifth page is the heart of the unit, the Target activity. Learners
prepare for and carry out an extended task which draws on
language taught in earlier lessons in the unit. See p13 for details.

5.3 Target activity
Plan a city square

The Target Activity and the next five
pages will take about 45 minutes each.
Target activities recycle goals from
the earlier lessons of the unit.

5.3 goals
describe spaces in cities
outline problems
discuss and suggest solutions

View looking west

View looking east

1 a These photos show a square in Munich, Germany. Imagine living on this square.

TASK
PREPARATION

What would be the advantages and disadvantages?

b Read the report. Did it mention any of the things you talked about?
The square at Harras is situated on a major intersection of two main routes, one going south
from the city centre and the other branching west towards the ring road and motorway. It
is also the centre of the Munich district of Sendling and is the main shopping centre of the
area. On the east and north-west sides of the square there are shops, offices and a library,
with residential flats on the upper floors. On the south side is the main post office and other,
smaller shops and flats. The centre of the square is kept free of traffic and is used as a bus
station. There is also access to the underground from various points on the square, including
the central area. At present, there is constant heavy traffic on all three roads which pass
through the square, and they are separated from the buildings only by narrow pavements.

Task language sections provide learners
with useful language for the task.

The main aim of the redevelopment is to improve the quality of life in and around the square,
and to make it an attractive centre for Sendling which will be well used by residents and
visitors to the area.

TASK LANGUAGE
Outlining
problems

2

2.3

1
2

Listen to a town planner outlining the problems.

Target activities include a preparation
stage and have a clear outcome.

What does she say about:
• the shops?
• the square in the middle?
• the traffic?
• the buildings?
What needs to be done? Make a list of points she mentions. Then compare
answers.

3 a Look at these two ways of outlining problems. Add words to the gaps.
a shortage of
inadequate
no access to
overcrowded
inaccessible
congested

There’s / There are + noun
1
2
3

4
5

There’s a lack of communication between the
different parts of the square.
the post office.
There’s
parking spaces.
There’s
There’s no flow of traffic through the streets.
There are too many people in the square.

Each unit has an Across cultures page which gives
learners the chance to explore topics which touch on
learners’ own lives but also reflect differences – and
similarities – between cultures. See p13 for details.

is / are + adjective
6 The different parts of the square
are cut off from each other.
.
The post office is
.
The parking spaces are
.
The streets are
.
The square is

7

8
9
10

b Which sentences apply to the square at Harras?
c Which sentences in 3a could you rephrase beginning with There’s a problem? What
words can come after problem?

TASK

4 a Try to find a solution for the square at Harras. Follow the instructions on p129.
b Present your ideas to the class.
c

2.4

Look on p138 and listen to the town planner’s solution.

5 EXPLORE
Across cultures Privacy

A

1 a These images were all posted on Flickr.com. Match them with these titles.
1
2
3
4
5
6

50

Invasion of privacy
Defining minimum privacy
Privacy is dead
Respecting beauty and privacy
A little privacy please!
Privacy vs. security

b How appropriate do you think each title is? Why / Why not?

The Explore section is made up of activities which
extend and broaden the language and skills taught
in the core part of each unit. On the first page is
the Across cultures section. This is followed by
the Keywords section. On the third page is either
Explore writing or Explore speaking.

B

C
D

E

F

Across cultures sections
usually contain a strong visual

element to stimulate discussion.
2

What do you understand by ‘privacy’? Is there an equivalent word for it in your language?

3

2.5

1
2

3

4

How important is privacy to you? Discuss these questions.
1
2
3
4

5

Listen to David talking about privacy.

What is ‘privacy’ for him?
What can you tell about:
• his relationships and friends?
• his free time?

• his life up to now?
How was Egypt different from England? Is the image he conveys of England positive?
Do you work better with people around, or on your own?
If you went to a park or beach, would you try to find a place away from other people?
If you had a day completely on your own, would you enjoy it, or would you prefer to be with other people?
Would it bother you to share a hotel room with a friend?

Think of a country you know.
1
2
3

Is there more or less of a sense of privacy than in your country?
How does that show itself?
Why do some cultures attach more importance to privacy?
51

8

Introduction


All units have a Keywords page. Each one focuses on a
commonly used English word, or a collection of words
used to express a similar meaning. See p14 for details.

5 EXPLORE
Keyword need
1 a Look at this example from the unit. What words could go in the gaps?
In order to turn this square into an urban space of high quality it needs 1

,
for the whole layout of the square. First of all, the road,
and it needs 2
3
, but enabling the flow of traffic for
the spaces taken up by the road need
the same amount of vehicles and without causing traffic jams.

b

Listen to check.

2.6

c Notice how you can use need as a verb or a noun.
Verb

Noun

a

d

The traffic needs to be completely
re-organised.
We need more discussion before we can reach a
decision.
The whole building urgently needs redecorating.

b

c

e
f

There’s an urgent need for more qualified
staff.
It’s OK – there’s no need to panic.
Many people in the area are in desperate need
of financial support.

What words and patterns follow need?
What adjectives / adverbs come before need? Can you think of any others?
Could you say each sentence differently, using need or another expression?

1
2
3

2 a These words / expressions often follow in need of. Which could be about: people? a building? a system?
a complete overhaul
repair
renovation

medical treatment
a break
food and shelter

Exercises focus not only on individual
words but on phrases and collocations.

a change
assistance
an upgrade

b Talk about these photos using expressions in 2a.
1

2

c

3

4

Listen to four news items. Which expressions from 2a do you hear? What is each item about?

2.7

Odd-numbered units have Explore
speaking pages dedicated to
developing learners’ speaking skills
and strategies. See p14 for details.

3 a How could 1–6 continue? Add sentences with need (as a verb or noun).
The windows are rotting away. They urgently need replacing.
Don’t worry about the loan.
Thousands of families have nowhere to live.
At the moment, the square doesn’t fulfil its function.

The anti-smoking laws aren’t very satisfactory.
I can hear you very clearly.

1
2
3
4
5
6

b Read out one of your answers. Can other people guess what the first sentence was?
4 a Work alone. Write down:
•
•
•
•

a building that’s badly in need of repair or renovation.
something that needs reorganising or improving.
a group of people who you think need more help.
something there is an urgent need for.

5 EXPLORE
EXPLORESpeaking
Speaking
1 a These photos are from a slideshow presentation.

b Compare your ideas with other people.

Goal

A

What do you think it is about and who is it for?

b
52

give a presentation with images

B

2.8 Listen to Len Griffiths giving the
presentation. At every ‘beep’ he shows a new slide.
In what order do you think he shows the slides?

c What do we know from the presentation about:
1
2

Grenada?
the hotel?

3
4

the beach?
the food?

C

D

E

F

G

H

2 a Think about the way Len:
1
2
3

introduces the presentation.
moves from one topic to the next.
finishes the presentation.

Try to complete the gaps.
Introduction
Well, good afternoon. My name’s Len Griffiths, I’m
the manager of Petit Bacaye, and 1
thank
you very much for coming this afternoon.

Even-numbered units have Explore writing
pages which enable learners to write a range of
different text types. See p14 for details.

Transition
OK, so 5

4 EXPLORE
EXPLOREWriting
Writing
1

2
3
4

write captions

India, the second most populous nation in the world, is
being transformed. We have heard about the rise of Asian
tigers and the Chinese dragon – now here comes the
elephant. India’s economy is growing more than 9% a year,
and the country is modernising so fast that old friends are
bewildered by the changes. India is now the world’s fourth
largest economy. At the same time, more than a quarter of
India’s 1.1 billion people still live in slums and on less than
$1 a day. Welcome to new India.

description. How are they different? Compare the
number of:

19 million people live in Mumbai, and it is
projected by 2015 to be the metropolis with the
second-highest population in the world, after

Tokyo. But it is already a world of its own. It has
a film industry, ‘Bollywood’, with its own film
stars. There are traffic jams 24 hours a day. It
has slums which spread everywhere and also
new apartment blocks which cost as much as
some skyscrapers in Manhattan.

A

photos A–C.

3

2.9

Listen to check.

information. What other words could be used
instead of the highlighted words?

Home to 19 million people,
Mumbai is projected by 2015
to be the planet’s second-most
populous metropolis after Tokyo.
But it’s already a world of its own
with Bollywood stars, 24-hour
traffic jams, sprawling slums and
Manhattan-priced high-rises.

b Why is the language in the caption more effective?

2

b

Chowpatty is Mumbai’s most 1 famous beach. During the
day, it is the 2
of the happily unemployed who 3
under the shade of its 4
trees. But in the evening the
atmosphere is more like a 5
: kids 6
on Ferris
wheels or taking pony rides, astrologers and monkey shows.

what the hotel is like.
answer them.

3 a Look at these ways of presenting visual

Showing a view
This shows you …
Here’s a view of …
Here’s a closer view …
Let’s just zoom in on …

• sentences.
• adjectives and two-word expressions.
• verbs.

3 a Read three more captions. Match them with

Conclusion
So, that’s it, really. I 6
7
any questions, 8

write economically

What do they tell you about the city and the
way people live?
Why are transformed and elephant good
words to describe the changes taking place in
India?
Why do you think people are bewildered?
What does the word sprawling suggest about
the slums?

2 a Compare the caption with this more extended

1

Petit Bacaye itself, the hotel.

Goals

Read the website about Mumbai, India.
Look at the photo and the descriptions.
1

Opening description
So, 2
an idea what the hotel is like and what
it’s like to stay there. 3
in a minute. But
4
a general idea about where we are ...

I

Referring to a slide
As you can see from this
photo …
… which you can see here.
You can see that …

b Choose one of the slides. Which expressions
could you use to talk about it?

c Look at the script on p151. Did the speaker say

J

K

the same as you?

4

Give a short presentation.

1
2
3

Imagine you spent some time at the Petit
Bacaye hotel. Prepare to talk about your
holiday using the photos on this page.
Think of other details you would like to explain.
Give your presentation to other students.
53

The Sassoon Docks are the main fish loading and trading
centre in South Mumbai. Hundreds of women 7
around 8
piles of tiny shrimp, shelling them one by
one. Everywhere it is 9
and smelly, yet somehow these
women remain 10
and clean in their 11
orange,
pink and turquoise saris.

B

Introduction

The upper class 12
with mineral water in a 13
tapas bar. The booming concentration of business activity
breeds a 14

, cosmopolitan outlook with 15
restaurants and nightclubs.

b Choose a word for each gap. What effect is

achieved by the way the captions are written?
famous

grimy

squat

carnival

enormous

C

9


The last two pages of each unit, Look again, are a series of short
classroom activities which focus on key grammar and vocabulary
points which arise from the unit. See p15 for details.

5 Look again

Grammar activities review
and expand important areas of
grammar. See p15 for details.

Grammar
Passive reporting verbs

2 a Choose a photo and imagine a news item to

go with it. Write one or two sentences using
reporting verbs.

1 a Look at these examples from the unit.

1

a

CCTV is reckoned to operate in around 500
British towns and cities, as against 50 in
Italy, 11 in Austria, and one in Norway.

b

During the 1990s, roughly 75% of the Home
Office crime-prevention budget is said to
have been spent on installing CCTV.

c

It has also been shown that improving
street lighting “is a rather more effective
form of prevention”.

passive verb + to + infinitive
… is reckoned to …
… is said to …
… has been shown to …

3

A

B

The examples show two ways of using
impersonal reporting verbs. What other verbs
can be used in the same way? Make a list.
it + passive verb + that ...
It is reckoned that …
It is said that …
It has been shown that …

2

Milan are reported to have signed a new
mid-fielder. It is believed to be the highestpaid transfer in the history of the club.

Which examples refer to:
• the present?
• the past?
How is this reflected in the grammatical
structures used?

The expressions are typical of news reports or
academic writing. How could you say them in a
more conversational style?

C

There is a Grammar reference section
for each unit at the end of the book.

D

E

b Rewrite these sentences. Use a suitable passive
reporting verb.
1
2
3
4
5
6

People say that CCTV cameras in shops don’t
actually deter criminals.
People calculate that there are over 4 million
CCTV cameras in the UK.
Many experts believe that the use of CCTV
hasn’t had a significant effect on crime.
They say that speed cameras have reduced
road accidents.

Reports show that most security checks at
airports are inefficient.
Many people feel that security checks at
airports are reassuring.

c How are these impersonal constructions

b Read out your sentences. Can other people guess
the photo?

Grammar reference, p142

expressed in your language?

Vocabulary
54

Vocabulary activities pick up on important
vocabulary areas from the unit and focus
on words, expressions and collocations in
more detail. See p15 for details.

Describing places

Solutions to problems

3

7 a

Look at this example from the unit. What two ways
does the town planner use to describe the square?
What other shapes could a town square be?

•
•
•
•

The square itself is a very unusual shape. It
is a triangular shape, and it is surrounded by
some very fine buildings.

a war?
immigration?
redesigning a city square?
an industrial dispute?

b All these adjectives collocate with solution.

4 a What do the highlighted expressions mean?

Which speaker uses each expression?

Which sentences best describe the photos?

A

2.10 Listen to these extracts from presentations.
Which person is talking about:

diplomatic global practical long-term
partial proposed interim mutually agreeable

B

c Which expression in 7b means:
1

C

2
3
4
5
6
7
8

D

they don’t fully solve the problem
partial solutions
it involves the whole world
we still need to find a better solution
it works
it avoids fighting
it’s what we suggest
it will solve the problem for a long time
both sides agree to it

d What verbs collocate with solution?
come up with a solution

e
1
2
3
4
5
6
7
8
9

The square is surrounded by fine old
buildings, dating from the turn of the century.
The central mosque, dating from the 12th
century, is the focal point of the city.
The road is bordered by shopping centres and
retail outlets.
The main street is lined with restaurants.
The town is dominated by a citadel.
The neighbourhood is bounded by 35th Street
and 7th Avenue.
There are rooms overlooking the square for
about $10 a night.
Several small cafés look out over the river.
You can find good food at Viktor’s, just off the
main square.

b What do you imagine the other places to be like?
Try to form a ‘mental picture’ and describe it to
your partner.

5 a Think of a square, street or neighbourhood where
you are now. Write a few sentences describing it.

b Read out your sentences. Can other students
guess which place it is?

6

At the end of each unit is a Self-assessment
for learners to complete.

10

Introduction

Think of a place which you think doesn’t fulfil its
function well and could be improved. Discuss:
1
2

what is wrong with it.
how it might be improved.

8

2.10

Listen again. What verbs did they use?

Discuss a problem.
1
2
3

Think of a world problem, a political issue or a
problem in your area.
Prepare to talk about it. Make a few brief notes
and try to use expressions from 7b.
Tell other students about the problem. Discuss
possible solutions.

Self-assessment
Can you do these things in English? Circle a number
on each line. 1 = I can’t do this, 5 = I can do this well.
describe spaces in cities

1

2

3

4

5

describe how spaces are used

1

2

3

4

5

talk about crime and surveillance

1

2

3

4

5

comment on experiences

1

2

3

4

5

outline problems

1

2

3

4

5

discuss and suggest solutions

1

2

3

4

5

give a presentation with images

1

2

3

4

5

• For Wordcards, reference and saving your work ➔ e-Portfolio
• For more practice ➔ Self-study Pack, Unit 5

55


A more detailed look at the features
of English Unlimited
Lexical areas

Grammar

Each unit of English Unlimited Advanced focuses on
important lexical areas which correspond to the topics and
communicative goals of the unit. In most units, at least one
lexical area is introduced in each of the main lessons and in
the Target activity, and further lexical areas are introduced

in the Keywords, Across cultures, Explore writing and
Explore speaking sections, as well as on the Vocabulary
page of the Look again section.
These lexical areas include:
l important vocabulary such as words and expressions for
describing Internet crime (piracy, hacking, copyright) or
for talking about nutrition (processed food, wholemeal,
cereals)
l expressions and phrases such as ways of talking about
membership (sign up for, become a member of, team up
with)
l collocations such as adverb/adjective combinations
(hideously ugly, blissfully happy), words that go together
in describing an experiment (conduct an experiment,
devise a test, assess performance) or words that collocate
with ‘effect’ (a calming effect, a detrimental effect, a farreaching effect)
l word families such as ways of using suppose (suppose,
supposedly, supposing) or adjectives and nouns that
begin with self- (self-sufficient, self-contained, selfesteem, self-confidence)
l frames which can be used to express language functions
at an advanced level, such as ways of talking about aims
and priorities (My main aim is …, I need to concentrate
on …) or ways of softening criticism (It seems to me that
..., Perhaps it would have been better to …)
The focus on collocations and longer items as well as single
words will enable learners to express themselves more
fluently, naturally and effectively.
The Advanced level of English Unlimited also goes
beneath the surface of words and explores connotations
and implied meaning, such as the way just and only

affect the meaning of a sentence, how adjectives which
describe a town (soulless, quaint, bustling) have a positive
or a negative connotation, and what effect is achieved by
descriptive words such as snooze, pristine and grimy.
Attention is also given to common language strategies that
are important for speaking and writing, for example how to
backtrack and reformulate successfully, how to capture the
listener’s attention, how to make a brief written description
concise and vivid.
The lexical areas focused on are generally drawn from texts
which learners have already read or listened to as part of a
skills section of a lesson. In other words, lexis is placed in
clear contexts which help learners work out what it means
and how it’s used.

At the Advanced level of English Unlimited, we assume
that learners will have already covered the main grammar
of English, so the course does not set out to teach grammar
as if for the first time. Grammar is dealt with in two main
ways through the course.
l Grammar points are focused on as they arise as part
of the main lessons, often through noticing activities.
For example, in Unit 2, learners read the story of how
someone met her partner; they complete a text with
correct verb forms and discuss what tenses are used. In
Unit 10, learners read texts about football and notice
how inversion is used as a way of being emphatic.
5 Look again
Grammar
Passive reporting verbs

2 a Choose a photo and imagine a news item to

go with it. Write one or two sentences using
reporting verbs.

1 a Look at these examples from the unit.
a

CCTV is reckoned to operate in around 500
British towns and cities, as against 50 in
Italy, 11 in Austria, and one in Norway.

b

During the 1990s, roughly 75% of the Home
Office crime-prevention budget is said to
have been spent on installing CCTV.

c

It has also been shown that improving
street lighting “is a rather more effective
form of prevention”.

5 Look again
1

Milan are reported to have signed a new
mid-fielder. It is believed to be the highestpaid transfer in the history of the club.

A

B

The examples show two ways of using

impersonal reporting verbs. What other verbs
Grammar
can be used in the same way? Make a list.
Passive reporting verbs
it + passive verb + that ...

2 a Choose a photo and imagine a news item to

go with it. Write one or two sentences using
reporting verbs.

It is said that
Key areas
of… grammar that arise in each unit are focused
It has been shown that …
Milan are reported to have signed a new
elder. It isagain
believed to be
the highest- These
on in the
Look
pages.
passiveGrammar
verb + to + infinitive part of themid-fi

paid transfer in the history of the club.
… is reckoned to …
is said to …
provide…… has
abeen
chance
for
review
of
grammar:
for
example,
shown to …
examples refer
to:
Unit2 2Which
covers
tenses
used
in
narration,
and
Unit
11 deals
• the present?
•
the
past? show two ways of using
The
examples

with1 the
present
progressive
active
and
passive.
They
How
is this refl
ected inverbs.
the grammatical
impersonal
reporting
What other verbs
structures
can be usedused?
in the same way? Make a list.
The expressions
are
typical of news reports
or may be new to learners or
also3focus
on
grammar
that
academic
writing.
How
could
it + passive verb + that ... you say them in a

more
conversational
It is reckoned
that …style?
which
they
haven’t
covered
in depth before: for example,
It isthese
said that
…
b Rewrite
sentences.
Use a suitable passive
It hasverb.
been shown that …
Unitreporting
4
focuses
on
comparisons
involving different verbs
passive
verb
to + infi
nitive in shops don’t
1 People
say
that+CCTV

cameras
… is reckoned
to …
actually
deter criminals.
and 2tenses,
and
Unit
5
deals
with
passive reporting verbs.
… is said
to … that there are over 4 million
People
calculate
… has
been shown
…
CCTV
cameras
in thetoUK.
Manythe
expertsmain
believe that lessons
the use of CCTV and in the Look again sections,
Both23 in
Which examples refer to:
hasn’t had a significant effect on crime.
• the present?

4 They say that speed cameras have reduced
• the past?
the grammar
road accidents. is based on what is naturally used in the
How is this reflected in the grammatical
5 Reports show that most security checks at
structures used?
airports
are inefficient.and listening b
unit 36(in
reading
texts
and
in speaking
and
Read out your
sentences.
Can other people guess
The expressions
are typical of news reports or
Many people feel that security checks at
the photo?
academic writing. How could you say them in a
airports are reassuring.
moreactivities),
conversational style? so it is closely linked to the unit goals.
writing
c How are these impersonal constructions
reckoned
that …

1 a Look Itatisthese
examples
from the unit.

l

a

CCTV is reckoned to operate in around 500
British towns and cities, as against 50 in
Italy, 11 in Austria, and one in Norway.

b

During the 1990s, roughly 75% of the Home
Office crime-prevention budget is said to
have been spent on installing CCTV.

c

It has also been shown that improving
street lighting “is a rather more effective
form of prevention”.

C

D

A

B

E

C

D

E

Grammar reference, p142

b Rewrite
these sentences. Use a suitable passive
expressed in your language?
reporting verb.
1

People say that CCTV cameras in shops don’t
actually deter criminals.
People calculate that there are over 4 million
CCTV cameras in the UK.
Many experts believe that the use of CCTV
hasn’t had a significant effect on crime.
They say that speed cameras have reduced
road accidents.
Reports show that most security checks at
airports are inefficient.
Many people feel that security checks at
airports are reassuring.

Grammar reference
2
3

In each4 Look Again section, you’ll see a label like this ...
54

5
6

c How are these impersonal constructions

b Read out your sentences. Can other people guess
the photo?

Grammar reference, p142

expressed in your language?

… which directs learners to a Grammar reference section
at the end of the book.
Each
Grammar reference section gives a summary of the
54
grammar area in question, using simple language and a
range of examples.
Grammar reference

5 Passive reporting verbs

Passive structures are often used in reporting what people say
or believe, especially in news reports or in academic writing.
This enables the writer to distance him/herself from the facts
or opinions being reported. Compare:
Informal, less ‘distanced’
Many people think that the expression ‘OK’ is of French origin.
More formal and ‘distanced’
It is thought that the expression ‘OK’ is of French origin.
There are two ways of using passive reporting verbs:
1 It + passive verb + that …
It is generally believed that pasta originated in China.
It has been shown that better street lighting reduces crime.
It is reported that the number of teachers retiring early has
risen dramatically.
2 Passive verb + to + infinitive
Pasta is generally believed to have originated in China.
Better street lighting has been shown to reduce crime.
The number of teachers retiring early is reported to have risen
dramatically.
Infinitives after passive reporting verbs
Passive reporting verbs can be followed by:
1 the simple infinitive:
Better street lighting has been shown to reduce crime.
(= it reduces crime)
2 the continuous infinitive:
They are supposed to be living in the Bahamas.
(= they are living)
3 the past simple infinitive:

6 Present perfect

Present perfect simple
To refer to events in a period ‘up to now’:
The country has experienced three major earthquakes this year.
(= so far)
You may have to help me. This is the first time I’ve used this
software. (= in my life up to now)
The present perfect simple is often used for announcing news,
where the focus is on the fact that something has happened,
not on when it happened. The event is connected with the
present (we can see the result now).
There has been a serious train crash on the main London to
Glasgow line. (The line is still out of action)
I’ve bought some strawberries. (Here they are)

Present perfect progressive
To refer to activities or feelings that started in the past and are
still going on:
I’ve been trying to contact her for days, but I don’t know where
she is. (= I’m still trying).
I’ve been meaning to email you, but I never seem to find the time.
(= I still intend to write)

Introduction

We also use it to refer to activities that have been continuing
up to now, but have now stopped.
Where have you been? I’ve been trying to contact you for days.
(= now I’ve succeeded in contacting you)
Look – it’s been raining. (= now it has stopped, but the ground
is wet)

‘State’ verbs
Some verbs are not normally used in the progressive form.
These include:

11


12.3 Target activity
Deliver a confident message

12.3 goals
explain an idea
deliver a positive message

Pronunciation

Reading

Pronunciation is focused on wherever this is an important part
of expressing meaning or communicating effectively, and
an online companystress
which aims toand
answer the
general public’s
special TASK
attention1isa Demand
paidMedia
to isrhythm,
intonation
most burning questions on their websites. What kind of questions do you think

PREPARATION
people might ask?
patterns of remarks.
For
example,
in
Unit
10
Look
again,
b Read the article on p137 and answer the questions.
c Compare what you
found surprising
in thein
article.
learners mark the stressed
words
used
sentence inversion;
Listen to an interview with the CEO of Demand Media, Richard Rosenblatt.
in Unit 12 Target2 activity,
they decide where to place the stress
1 What information does he add about his company and how it works?
How is it different from the way traditional content media worked?
in a remark in order23 to
sound
andto self-confi
dent.
What does he meanpositive
by “We added a science

the art of creating content”?

Each main lesson of the unit has at least one major reading
section. Smaller reading texts are used in Target activities
and can be found in Across cultures and Explore writing
pages.
A wide range of text types is used, both printed and
electronic: newspaper, magazine and online articles, web
postings, brochures, adverts, interviews and personal
correspondence.
Reading texts:
l are drawn from sources around the world in order to
appeal to as many learners as possible.
l are authentic, or based on authentic texts, ensuring that
learners are exposed to natural language and preparing
1.2
them for the experience of reading 1.2
outside
the classroom.
goals
l are slightly above learners’ productive language level, so
2012/13
Athabasca University
that
learners have opportunities to notice new language.
Card
Library
&
cation
Student Identifi

l provide a context for the main lexical areas to be focused
Julia Gates
on.1563237
Our response to the reading needs of advanced learners has
not simply
been to make texts longer. We have:
Canada’s Open University
l included more demanding texts and text types, often
Memory or colloquial language and dealing
featuring specialist
SPEAKING
a How well do you remember things? Look at these photos for one minute, then look
1.2
with abstract 1topics.
on p126.
Talk together. Who seems to have a better:
l included tasks bwhich
encourage learners to read the text
• short-term memory?
• memory for names and numbers?
Childhood
memories
are
in more
depth and
explore
implied meaning and
stylistic
• long-term
memory?

• visual memory?
features.
LISTENING
2 a How do you think these photos are connected with memory?
l used the texts as a rich source of authentic language for
M
learners to notice and make use of themselves.
For example, a text about childhood memories in Unit 1 has
the following tasks:
l prediction taskb (3a).
Listen to five people talking about different aspects of memory.
1 Match each person with one of the images in 2a.
l reading for gist 2(3b).
Does each person have a good or a bad memory?
c
Listen again and correct these statements about each speaker.
l focus on style and the writer’s intention (3c).
1 Liam recalls where he is immediately and always has a good visual memory.
2 Jane doesn’t check her pockets before leaving the house because she doesn’t
l in-depth reading of
have time.
the text (3d).
3 Olga keeps the passwords in her head but forgets them easily.
Uri’s memory is very good for his age, especially when it comes to numbers.
l language focus 4(4a).
5 Tina can’t remember names of anything or anyone.

3.31

4

How would you describe his attitude?

3 a Look at these statements from the interview. Which words contribute to the
strength of Rosenblatt’s message and make him sound confident?

b Where you would place the emphasis in each statement? Try saying them out loud.
We set out to create a
whole new form of content.

We definitely think that it’s
causing people to rethink
their business models.

… we with surety can tell through the science
and algorithms, is going to be successful.

c

3.32

Listen to check.

d Which sentences in 3a could these expressions be used in? How would the
sentences need to change?

cutting-edge there’s no question totally unique innovative to flourish
without any doubt absolutely certain ground-breaking catch on
TASK

Listening

1

B

Think of an idea that you think is unique. Use these ideas or your own:
• an idea for improving your town.
• a way of solving a social or an environmental problem.
• a business idea that would fill a gap in the market.
Prepare to explain your message in a clear, detailed way. Plan to deliver it in a
positive light, so that you sound confident and have complete belief in it.
Anticipate any questions that you might be asked, and how to deal with them.

2
There is at least one
major listening section in each of the
3
main lessons, andb other
listening activities occur frequently
Work in pairs.
1 Take turns
to explain
your message. speaking sections.
in the Across cultures
and
Explore
2 As your partner is speaking, think of difficult questions to ‘test’ or criticise that
message. Find as many ‘holes’ in their argument as you can.
A120wide range of recordings, both authentic and scripted,

is used, including monologues, topical conversations
between friends and colleagues, interviews and excerpts
from web-based programmes.
Authentic recordings are unscripted and feature both native
and non-native speakers from a variety of backgrounds,
usually talking at natural speed. These provide exposure to a
range of accents and to the rhythm of natural spoken English,
as well as to features of the spoken language such as vague
language, rephrasing and hesitation devices.
Scripted recordings are based on real-world recordings and
corpus data to guarantee the inclusion of natural expressions
and features of English. They are often used in contexts which
would naturally be scripted, for example a radio feature or
interview, and also to exemplify specific language points.
Texts are exploited using a range of tasks designed to
develop specific listening skills and help learners to focus
on the main points of what they hear, and also to use what
5.2
they hear as a source of language they can use themselves.
4 a These words are used to describe things people do in streets or in buildings.
LANGUAGE
Listening
activitiesExplain
arewhatusually
preceded by a pre-listening
they mean.
FOCUS
and illegal
mugging
burglary

vandalism
riots pick-pocketing
squatting
writingthey
graffiti
task toLegal
raise
interest
and
help
learners
predict
what
activities
busking robbery protest marches shoplifting street trading
hooliganism begging demonstrations sleeping rough gang warfare
will hear, often using
visual images.
b Which words have a different verb form? Is there a noun for the people who do
these activities?
For example, this listening
task from Unit 5 includes:
mugging → mug → mugger
writing graffiti → graffiti artist
l pre-listening activity
(1).
c Choose five of the activities you find interesting.
1 (2).
In your country, which are legal, which are illegal, and which can be either?
l listening for gist

2 Which do you think should be legal / illegal? Why?
3 Do you think any could (or should) be controlled by surveillance cameras?
l interpreting speaker’s
attitude
(2).you live?
4 Are any a particular
problem where
l focus on language used (3a, b).
Security
LISTENING

1

A

Look at the photos. What forms of security do they show? What is their purpose?
B

C

2

2.2

1
2
LANGUAGE
FOCUS
Commenting on
experiences

, as, you know, I wasn’t really doing anything that
I did think it was
dangerous.
any schoolchildren were actually crossing the road.
.
URI I think they serve
URI Then they speed up again – it’s
.
, but sometimes I think it’s just a bit
.
PATRICK I think
.
PATRICK But at no point did they actually ask to see my passport – it was
getting priorities wrong!
, I mean, if you think about it, it does make it safer
TINA I do think they’re
to buy things.
.
TINA There was a huge queue of people standing behind me – it was

1

JANE
JANE

8

b

12

Listen to Jane, Uri, Patrick and Tina talking about security measures.

3 a The speakers comment on things that happened to them. Try to complete the gaps.

7

2.2

Listen again to check.

4 a What do you think are the pros and cons of the four security measures?

b
Introduction
SPEAKING

D

What security measure do they talk about?
Are they in favour of them, against them, or do they have mixed feelings?

2
3
4
5
6

Comment on an experience you have had.

1

2

talk about memory

A

4 a Work alone.

Think about an experience you have had with security measures.
• What happened?
• How do you feel about the experience?
• What comments would you like to make about it?
Talk about your experiences and how you feel about them. Listen to each other
and ask questions to find out more.
49

Stephen White, Registrar

A

B
ost of us have treasured memories of
the events that shaped our lives as a
child. Or do we? Controversial new research
claims that those recollections may be
as real as fairytales. Leading psychologist
Elizabeth Loftus, of the University of
California, believes your memories are more

likely to be dream-like reconstructions of
stories told by your parents. When we think
we are reminiscing, we are simply ‘rewriting’
our memory to suit ourselves. She adds: “Our
1.2
biases, expectations and past knowledge
are all used in the filling-in process, leading
to distortions of what we remember.” She
maintains there is no evidence that perfect
memories are stored by individuals. 1.2

C

fairytales
D

E

In one study, volunteers were asked to
read about events that happened to them
example, one 40-year-old man distinctly
responsible for knocking over a punch
as children. One of these was made up –
remembers his parents once punished him
bowl at a family wedding and spilling it all
a shopping trip when they were five, in
by refusing to buy him shoes. In fact, when
over the bride. The results were the same.
which they got lost and were rescued by
he was three, he cut his foot on a piece of

Dr Jaime Quintanilla, professor of
an elderly person. Later, some participants
glass and developed a nasty infection. For
psychiatry at the Texas School of Medicine,
recalled the event in detail, with selftwo weeks, he was confined to the house
agrees
that
our
earliest
recollections
are
assurance and emotion. You could
argue
d Which of the five people do you most identify with?
Why?
in his
socks so his wound would heal.
far from accurate and often complete
that these people might have genuinely
When he wanted to go out, he was told he
distortions or figments of our imagination.
lost their mum in a shop at some point
3 a Look at the title of the article. What do you think the
author
will he
say
about
memory?
couldn’t,
because

had
no shoes.
” These
READING
He says: “It’s a proven fact that young
during childhood. But Loftus later carried
false suggestions about childhood events
children
take fragments
of the
experience
andmain point about childhood memory?
out similar studies where the fake
event the article
b Read
quickly.
What is
writer’s
can profoundly change people’s attitudes
into distorted memories. For
was an attack by a vicious animal, How
or being
do we build
knowthem
this?
and behaviour in adulthood.

c How does the writer grab our attention in the first few sentences?
d Read the article again.
1

2
3
4

8

LANGUAGE
FOCUS
Remembering

Why do we choose to ‘rewrite our memories’?
What would you say is the ‘filling-in process’?
What do the anecdotes about the shopping trip and wedding reveal?
How are these findings shown to be important in later life?

4 a Look at the article.
1
2

What synonyms can you find for remember and memory?
How are they different in meaning?
‘One 40-year-old man distinctly remembers …’.
What other adverbs could collocate with remember?

b Look at the script for 1.2 on p146. Explain the expressions in bold using remember.
‘Jog my memory’ means something
makes or helps me to remember.
SPEAKING

5

Discuss these questions.

Do you have a clear idea of your earliest memory?
For further reading1 practice,
Self-study Pack contains
What do you think itthe
might be?
2 Do you think this memory is your own, or was it told to you by family or friends?
3 Why do you think this memory stayed? How did you feel about what happened?
six Explore reading
pages,
each
of which focuses on a
4 Do you agree that we tend to distort our earliest memories?
different real-life reading scenario, sometimes with longer9
texts to practise extended reading skills.


Target activity

Intercultural awareness

The target activity is an extended speaking task, which
draws on goals, vocabulary and grammar from the
previous two lessons. It is the conclusion of the first five,
topically linked pages of the unit.
As part of the task preparation, the Target activity also
provides further listening or reading skills development,
and further language input. Target activity pages have three

sections.
Task listening or Task reading sections have three
objectives: they introduce the topic of the Target activity,
they provide a context for the language which will be
focused
andactivity
needed for the Task, and they provide
1.3 on
Target
1.3 goals
further receptiveDescribe
skills adevelopment.
childhood

More and more people around the world are learning
English in order to live, work, study and travel in other
countries. The increasingly global nature of business, travel,
education and personal relations in today’s world means
that intercultural awareness is an area of growing interest
and need for learners everywhere. The Common European
Framework of Reference for Languages (CEF) identifies
intercultural awareness as a key sociolinguistic competence
(chapter 5.1.1–3). Learners who are interculturally
competent are more sensitive and effective communicators
in international situations.
Intercultural awareness is developed at the Advanced level
of English Unlimited in three main ways:
l through the choice of topics throughout the course
which have an international perspective and explore
intercultural issues. For example, Unit 1 looks at the

experience of children growing up in a different culture;
Unit 3 contains extracts from novels which describe
contact with different cultures; Unit 4 deals with
nutrition in different countries of the world and how this
is changing; Unit 10 discusses football as a uniting factor
between different parts of the world.
l through the choice of topics which are global in their
significance rather than being limited to any particular
culture or country. For example, Unit 8 discusses the
marketing of international brands; Unit 9 looks at ‘icons’
of global significance which are representative of our
age; Unit 12 deals with the international impact of
technology on learning styles.
l through the Across cultures sections which appear in
each unit.

talk about a personal memory

memory

TASK LISTENING

evoke the feelings and moods of a past event

1 a What images of childhood does the
photo bring to mind?

b Which moments can you most easily
recall from your childhood?

1.3 Target activity

holidays / journeys
moving house
your grandparents

a new school
Describe
a childhood
your best friend
memory
a particular day / place
TASK LISTENING

1.3 goals
talk about a personal memory
evoke the feelings and moods of a past event

1 a
of childhood
does the
c What images
helps trigger
that memory:
photo
bringato
mind? a smell?
an
image?
feeling?

b Which moments can you most easily
1.3 Listen to Andrew, Julia and
2 a recall
from your childhood?

Ben describing their memories.
holidays
/ journeys
Which
topics
in 1b do they talk about?
moving house

1.3 Listen again. Try to ‘picture’ the scenes the speakers describe.
b your
grandparents

1.3 Target activity
TASK LANGUAGE
TASK
LISTENING
Talking
about
a personal
memory

a new
school
1

What
images stand out? Make notes.
yourWhat
best feelings
friend or moods are associated 1.3
2
with each
description? Note adjectives
goals
a particular
day / place
and nouns.
talk about a personal memory
3 Why is the memory still significant for each
speaker?
evoke
the feelings and moods of a past event
c What helps trigger that memory:
an image? a feeling? a smell?
3 a Look at the script on p146. Divide each memory into four different sections:
1
of
childhood
does
the
1.3 images
2 a
a What
Listen
Andrew,

Julia
and
• focusing
onto
time
and place.
photo
bring tobackground
mind?
Ben
describing
their memories.
•
describing
/ participants.

Describe a childhood
memory

The Task language
istopics
drawn
from
the listening or reading
in 1b
doyou
they
talk easily
about?
• relating

a sequence
of events.
b Which
Which
moments
can
most
• giving
an your
evaluation.
from
childhood?
b recall
Listen
again.
Try tolanguage
‘picture’ the scenes the
above, and focuses
on
useful
forspeakers
thedescribe.
task to
b You
can use
different expressions to structure your memory. Complete the gaps.
holidays
journeys
1
What/images

stand out? Make notes.
moving
house
2
What
feelings
or
moods
are
associated
with
each
description?
Note adjectives
follow:
Focusing
on
time and place
Describing background / participants
yourand
grandparents
nouns.
1.3

1
• I remember
I was little ...
just started primary school.
• I8
a new

school
3
Why
is2the memory
stillbeach
signifi...cant• for
each9 speaker?about four years old.
• I remember
I must
to the
your best friend
• The thing I 3
remember is ... • We 10
in a kind of forested area.

TASK LANGUAGE
Talking about
a personal
memory

a particular
day / place
3• One
a Look
at the script
on p146. Divide each memory
into four different sections:
memories is ...
getting married.
of my 4

• She 11
c What
helpson
trigger
that place.
memory:
• We 12
stay in a cottage ...
• focusing
time and

TASK

9
4• I remember
Talk about2 a childhoodthe
memory.
beach
... • I must
about fourNote
years
old.
2 What feelings orto
moods
are associated
with each description?
adjectives

TASK LANGUAGE
Talking about

a personal
memory

TASK

an
image? a feeling?
a smell?
• describing
background
Relating
a sequence
of events / participants.
Giving an evaluation

5 • relating a sequence of events.
we got towards the coast ... • 13
back now on this occasion ...
1.3 Listen to Andrew, Julia and
2• a • giving
an evaluation.
• We’re 6
really close friends ... • That’s a 14
of meeting someone.
Ben describing their memories.
15
we arrived ...
me forever.
• 7b You canthe
• … has just

usetime
different
to structure
your memory. with
Complete
the gaps.
Which topics
in 1b do expressions
they talk about?
1.3 is
b
again.
Tryfrequently
to ‘picture’
scenesstory?
thebackground
speakers describe.
Focusing
onListen
time and
place
Describing
/ participants
c Why
would
used
so
in the
Andrew’s
1

• I remember
I was
little
... notes.
just started primary school.
• I8
1 What images stand
out?
Make

3
• The thing
Inouns.
remember is ... • We 10
in a kind of forested area.
1 and
Think
of a significant childhood event from
11 which you learned something.
• One
my 4is the memory
She
memories
is ... cant• for
getting married.
3 ofWhy
still
signifi
each speaker?
Decide

how you want
to tell
it.
stay in a cottage ...
• We 12
2 Divide the memory into four clear sections. Choose expressions from 3b to help you.
3Relating
a Look
the script
p146.toDivide
each
memory
intoand
fourtalk
different
sections:
aat
sequence
ofon
events
Giving
an evaluation
3 Tell
your
story.
Listen
each other’s
memories
about what
personal

• 5
wecance
got towards
the
coast ... • 13
back now on this occasion ...
signifi
theyand
still
have.
• focusing
on time
place.
6
14
• We’re
• That’s abetween
close friends
meeting someone.
4 Talk
aboutreally
the differences
and...similarities
yourofstories.
7 • describing background / participants.
15
the time we arrived ...
with me forever.
•
• … has just

• relating a sequence of events.
• giving an evaluation.
c Why is would used so frequently in Andrew’s story?
b You can use different expressions to structure your memory. Complete the gaps.
4
Talk about a childhood memory.
Focusing on time and place
Describing background / participants
1 Think of
1 a significant childhood event8from which you learned something.
• I remember
I was little ...
just started primary school.
• I
Decide2 how you want
tell it.... • I must 9
• I remember
to thetobeach
about four years old.
2 thing
Divide
into fourisclear
from 3b area.
to help you.
• The
I 3 the memory
• We 10 Choose expressions
remember
... sections.
in a kind of forested

3
Tell
your
story.
Listen
to
each
other’s
memories
andgetting
talk about
what personal
4
11
memories is ...
married.
• One of my
• She
significance they still have.
12
• We
stay in a cottage ...
4 Talk about the differences and similarities between your stories.
Relating a sequence of events
Giving an evaluation
• 5
we got towards the coast ... • 13
back now on this occasion ...
really close friends ... • That’s a 14
of meeting someone.

• We’re 6
• 7
• … has just 15
the time we arrived ...
with me forever.

In10the Task section, learners are given the chance to think
about the ideas and the language they want to use before
they begin, meaning that they will be able to focus on
accuracy as well as fluency when they do the task itself:
c Why is would used so frequently in Andrew’s story?
10

TASK

4

Talk about a childhood memory.
1
2
3
4

10

Think of a significant childhood event from which you learned something.
Decide how you want to tell it.
Divide the memory into four clear sections. Choose expressions from 3b to help you.
Tell your story. Listen to each other’s memories and talk about what personal
significance they still have.

Talk about the differences and similarities between your stories.

Across cultures
The Across cultures pages are intended to help learners to:
l be able to view topics and issues from an international
perspective.
l be more aware of the kinds of differences and similarities
that can exist both between and within cultures.
l reflect on aspects of their own and other cultures in an
objective, non-judgmental way.
l contribute to an exchange of ideas about cultures by
drawing on their own observations and experiences.
Each Across cultures section looks at a particular topic
which is of intercultural interest or which involves crosscultural issues. They are structured like an ordinary lesson,
and are concerned with developing fluency rather than
specific language input. They typically include a brief leadin, a listening or reading text for further skills development,
and a speaking stage where learners talk about their own
and other cultures.

Introduction

13


9 EXPLORE
EXPLORESpeaking
Speaking

Keywords

1
2

The Keywords sections in each unit focus on a group of highfrequency words which are used to express a particular area
of meaning in English. Examples are ways to describe skill
and ability (Unit 2), using the word need (Unit 5), using the
words effect and affect (Unit 8), and describing similarities
and differences (Unit 11). As in other sections in the course,
attention is paid not just to the words themselves but how they
are used in expressions and collocations.
In each unit, the Keywords section revisits words that have
occurred
and been significant in the unit, and are often
8 EXPLORE
illustrated using examples from the current or previous units:
Keywords effect, affect

1

8 EXPLORE

Many experts believe that the use of CCTV hasn’t had any significant effect on crime. Unit 5
The film, with its 3D effects and rather predictable plot, is aimed at a popular audience. Unit
He showed that this could significantly affect people’s co-ordination skills. Unit 7
If you have something that has a positive effect on you, then your whole personality is more
positive. Unit 8

Unit 8
2 a Look positive.
at these news

report extracts. Add the correct forms of the verbs in the box plus effect.

1

Change this sentence using effect.

take produce come into reduce
• Did the advert affect you? Did the advert …
This is 21followed
by a practice
stage which focuses on
What
can follow effect?
Toughprepositions
new laws will
next year.
theadvertising
gaps.
2 Complete
Much of this
takes time to
– it’s subliminal.
contexts
•and
We
needcollocations.
to
thehowever
effects slight, can
advertisinga negative

the general
3 Any
change
inreduce
lifestyle,
onpublic.
your sense of well-being.
3 Continue this sentence with the adjective form of effect.
4

Taking certain other prescription drugs can
• The marketing campaign was very …

the

of the medication.

b 2.31 Listen to check. What are the news reports about?
2 a Look at these news report extracts. Add the correct forms of the verbs in the box plus effect.
3 a Look at the example.
produce
reduce
•take
The news
had a come
signifiinto
cant effect
on her life.
1 Tough
new

laws willcould replace significant.
nextWhich
year. of them would change the meaning?
These
other
adjectives
2 Much of this advertising takes time to
A– it’s subliminal.
B
positivein lifestyle,
profoundhowever
dramatic
3major
Any change
slight,great
can
a negative
on your sense of well-being.
lasting
4devastating
Taking certain
otherimportant
prescription drugs can
the
of the medication.

b Which Listen
to check. What are the news reports about?
b
words could be used as adverbs with affect?

3 a Look
at the example.
The news significantly affected her life.
2.31

• The news had a significant effect on her life.
4 a What
things have:

Explore speaking

These other adjectives could replace significant. WhichCof them would change the meaning?
D
1 a calming effect on you?
A
B
2 a cumulative
major
positive effect?
profound dramatic great
3 an energising
effectimportant
on you?
devastating
lasting
4 a detrimental effect on your health?
5 a benefi
effect
on your
neighbourhood?

b Which
wordscial
could
be used
as adverbs
with affect?
6 a disproportionate effect on poor people?
The
significantly
her life.
7 news
an adverse
effectaffected
on the environment?
8 athings
devastating
4 a What
have: effect?
E
F
9 an immediate effect on you?
C
D
1 a
effect
on you?
10
a calming
far-reaching
effect

on the future of the world?
2 a cumulative effect?
b Work
in energising
pairs. Using
expressions
3 an
effect
on you? from 2 and 3,
talk
4 about:
a detrimental effect on your health?

Explore speaking pages occur in odd-numbered units
(alternating with Explore writing), and link to and develop
the topic of the unit.
Explore speaking is a complete, free-standing page
5 •a something
beneficial effect
on ayour
neighbourhood?
that had
major
effect on your life.
which aims
towhoequip
learners
with skills and strategies
6 •a someone
disproportionate

effectyou
on
poor people?
affected
positively.
7 •ansomething
adverse effect
on the environment?
or someone
you think is effective.
8 a devastating effect?
for improving
their
spoken
interaction
at an advanced
5
Match
these
expressions
with
the
images.
What
do
9 an immediate effect on you?
they
mean
and wheneffect
would

used?
10 a
far-reaching
onthey
the be
future
of the world?
level. bItWork
addresses
real-life,
immediate
needs
of Advanced
a snowball
effect
ripple effectfrom
a domino
in pairs.
Usingaexpressions
2 and 3,effect a boomerang effect
the about:
butterfly effect the greenhouse effect the placebo effect
talk
learners,
such
as:
• something that had a major effect on your life.
• someone who affected you positively.
l telling• something
an anecdote

effectively.
or someone you think
is effective.
82
5
Match these expressions with the images. What do
l using
paraphrasing
and fillers to get points
theyrepetition,
mean and when would they
be used?
a snowball effect a ripple effect a domino effect a boomerang effect
across.
the butterfly effect the greenhouse effect the placebo effect
l giving an effective presentation using images.
l 82 taking turns in a discussion and interrupting politely.
l ‘softening’ criticism and responding appropriately.
l reporting and reacting to an opinion.
Each Explore speaking page includes:
l listening to an example of the interaction (for example,
a discussion, a presentation, a conversation) containing
the language and strategies that will be focused on.
This enables learners to hear the target language in an
authentic context.
l the listening script on the same page. This enables
learners to see and study the target language straight
away without having to flick to the back of the book.
E

G
F

G

14

A
B

A
B

A

B

Introduction

respond to criticism

3.6 Read and listen to this conversation about
the cover image. Who do you think the people are
and what are they discussing in particular?

INSIDE THIS WEEK: A 14-PAGE SPECIAL

REPORT ON BUSINESS IN JAPAN

The City of London’s tumble

A fake election in Russia

So what do you think of the design?
I like the basic idea, but in general I don’t think you quite
capture the seriousness of the topic.
What do you mean?
Well, I think this image is a bit too light and cartoony, it
doesn’t really convey what the article’s about.
Well, I beg to differ. I think it is clear, you know, it shows
the dollar going down in flames. I didn’t want to make it
too boring. It seems to me that we need to grab people’s
attention, so to speak, you know, make them realise it’s
important.
I’m not sure ... I just think we need something that’s a bit
more serious, that’s all. But let’s see what the others think.

India’s mobile-phone wars
DECEMBER 1ST–7TH 2007

www.economist.com

Germs and genes

The panic about
the dollar

c Identify expressions used to give criticism and
respond to criticism.

d Find examples of how the criticism is softened

and then followed by an explanation.

£3.60

2 a Rank these examples of giving criticism from least
to most critical.

l

l

l
6

give criticism

attracts the reader’s attention?
illustrates the idea of a ‘weak’ currency?

Can it get any worse for Gordon Brown?

6

Keywords effect, affect

Change this sentence using effect.
• Did the advert affect you? Did the advert …
2 What
prepositions
can follow effect?

Look
at these
examples.
Complete the gaps.
1 • Many
experts
believethe
that
the use of CCTV
hasn’t had anythe
significant
effect on crime. Unit 5
We need
to reduce
effects
advertising
general public.
The film, with its 3D effects and rather predictable plot, is aimed at a popular audience. Unit
3 2 Continue
this sentence with the adjective form of effect.
3
He showed that this could significantly affect people’s co-ordination skills. Unit 7
The
campaign
…
4 • If
youmarketing
have something
that was
has very

a positive
effect on you, then your whole personality is more
1

1

b

Look at these examples.
1
2
3
4

Goals

1 a How do you think the magazine cover:

a “It’s not actually
what I had inlearners
mind.”
activities
in which
notice the target language
b “What on earth is this? Is it yours?”
c “This is totally wrong, you’ll have to redo it.”
4
Role play.
in different
ways,

such
as
categorising
expressions
d “I think it would have been better to take a
1 Together, choose one of these situations.
different approach.”
• You work for Food World magazine. Create a
e “I expectedto
something
different.”
according
their
function.
cover design to reflect the new lead article:
f “It doesn’t seem quite right. It’s missing
“Invasion of the Italians. Italian cooking is
something, really.”
everywhere,
from the humblest
pizza to
controlled
practice
exercises
which
build
familiarity
g “I think it’s really
nice, but there are
a few

elaborate seafood dishes. We trace the way
things that don’t quite work.”
Italians have influenced our eating.”
andb Compare
confianswers.
dence with the target language.
• You work for Financial Matters magazine.
Sales have been declining. Think of a
1 Do you have different opinions?
a freer
practice
task,
such as a role
play,readership
which
gives
plan to increase
(e.g. celebrity
2 Which
criticisms do you think
are too harsh?
interviews, free gifts, appealing to a younger
How could they be softened?
audience,
etc.).
learners
the
chance
to
use

the
target
language
in
a
real3 a Rank these examples of responding to criticism
• You work for Elegant Fashion magazine. It
according to how strongly the speaker rejects it.
is going to run a series called ‘The top ten
life situation.
a “OK, I’ll redo it straight away.”
style icons’. Decide on ten people who will
UKCOVER.indd 1

28/11/07 21:29:18

b
c
d

“It’s not my fault the brief was a bit vague.”
“Could you be more specific?”
“Yes, I know I can do better. I’ve been under a
lot of stress.”
“What do you think needs changing?”
“What’s wrong with it, then?”
“OK, maybe it needs a bit more thought.”

Explore writing
e

f
g

2
3

appear on this list (including some who
could be interviewed).
Work in groups: A, B and C. In your group,
develop a few ideas and make brief notes.
Form new groups so each group has one A,
one B and one C. In turns, tell the others your
ideas and respond appropriately. Be critical,
but find ways to soften your criticism.
Choose the ideas you think are the best.

b Compare
answers.
Explore
writing
pages occur in even-numbered
units
4
1 Which response do you think is too aggressive?
2 Which do you think are good examples of
(alternating
with Explore speaking).
deflecting criticism?
This page is dedicated to improving learners’ writing
93

skills through a sequence of activities which build towards
a practical, purposeful writing task. As with Explore
speaking, the page is linked to and develops the topic of the
unit.
Specifically, Explore writing pages will help learners to:
l write a range of text types appropriate to the level, e.g.
a cover letter to apply for a job, a caption accompanying
a webpage image, a description of an organisation.
l understand genre-specific conventions and strategies,
e.g. presenting yourself in a positive light, writing
economically, using persuasive language.
l extend their abilities in writing by planning and
discussing ideas with peers, talking about and improving
texts together, and building from shorter to longer texts.
Each Explore writing page contains one or more models of
the text type learners will produce at the end of the lesson.
The sequence of exercises will usually require learners to:
l read the model texts for meaning.
l notice specific language features in the texts and
strategies employed by the writer.
l practise applying the new language and strategies.
l plan a piece of writing (e.g. learners may be asked to
generate ideas in pairs or groups, then organise their
ideas into paragraphs).
l write their own texts.
l read each other’s texts and respond, or use the text as a
basis for a speaking activity.
You can, of course, set some of the later stages of the
writing process as homework if you prefer.

Look again

Self-assessment

The Look again pages are divided into two main sections,
Grammar and Vocabulary. Both sections pick up and
focus more closely on key language areas that have arisen
in the main part of the unit.
The Grammar section picks up on key grammar areas,
and gives a chance to review and practise them. So, for
example, the first lesson of Unit 4 includes a text predicting
the world’s population in 2050. In Look again, this is
4 Look on
again
focused
and used as the basis to review and explore
waysGrammar
of expressing future time.

Each unit concludes with a Self-assessment box for learners
to complete either in class or at home. Many learners find it
useful and motivating to reflect on their progress at regular
intervals during a course of study.
For teachers, the Self-assessment will be a valuable means
of gauging learners’ perceptions of how much progress
they’ve made, and of areas they need to work on further.
Self-assessments can also be useful preparation for oneto-one tutorials in which the learner’s and teacher’s
perceptions of progress are compared and discussed.

The future

Comparisons involving different verbs and times

1

5 a How could these remarks continue?

Look at this example from the unit. Underline the
different ways to talk about the future.
The world’s population in the year 2050
“The choices that today’s generation of young
people aged 15–24 make about the size and
spacing of their families are likely to determine
whether Planet Earth will have 8, 9 or 11 billion
people in the year 2050.” (United Nations
Population Fund, 2005)
By 2050 the earth’s population is due to reach
9.07 billion. 62% of people will be living in Africa,
Southern Asia and Eastern Asia – numerically
this is the same as if all the world’s current
population lived just in these regions. In
addition, another 3,000,000,000 are set to spread
across the rest of the world.

I was a bit
disappointed by
the Acropolis. It
wasn’t nearly as
impressive as I …

I have to work quite
hard for exams this
year. So I don’t go
out as much as I …

2 a Which expressions in the table talk about:
something that will happen soon? due to …
something that will certainly happen?

1
2

+ infinitive

+ noun or verb + -ing

is due to
is sure to
is set to
is about to
is bound to
is certain to
is to

on the point of
on the verge of
on the brink of

b How can you talk about the future when you are

less certain?

3

New York has
really changed.
It’s much safer
than it …

b
6

1.30 Listen to check. Which words are repeated,
and which aren’t?

Change these sentences to comparatives. Are
there different ways to express the same idea?

it’s likely to …; it’s unlikely to …

1
2

Rewrite these sentences.

3

1

I’m sure there will be elections next year. (certain)

You do very little exercise. You ought to do more.
I was expecting it to be really dangerous, but it
didn’t seem to be dangerous at all.
The exam is usually not very difficult, but this
year it was quite hard.
I had hoped to get a lot of work done today, but
I’ve managed to do a bit.
Of course, I had expected her to be angry. As it
turned out, she was absolutely furious.
I had imagined him to be in his late 40s, but he
turned out to be nearly 60.
He promised to help a lot, but in fact he hardly
helped at all.

There are certain to be elections next year.
The Vocabulary
section picks up4 on key areas of
2 The schedule says that the president will arrive
5
here at 5pm. (set)
vocabulary
have
appeared
in 6the unit, and gives
3 Eating that
organic food
will be a trend
for some
time. (bound)

4
The
new
pens
will
arrive
very
shortly.
(point)
a chance
to expand on them and explore
collocations,
7
5 The trial shall take place on 23 May. (due)
6 I think I’m going to turn down that job. (verge)
synonyms
andnot word
families.
for
example,
the first
7 Life might
be so different
in 2050. (unlikely) So,
7
How could you continue these sentences with a
form?
4 a Write three sentences about the future. Include
lesson
of

Unit
is about
groups comparative
and
group
membership.
information
about10
something
that:
1 The film was much more exciting than …
2 The president’s speech wasn’t as impressive ...
• will happen soon.
Look again
this and introduces
range
of
words
3 I’m sure theaweather
won’t be
as bad
...
• is certainreviews
to happen.
4 Don’t worry. When you meet him face-to-face,
• is less certain to happen.
he’s more friendly ...
used tob Work
describe
groups

(e.g.
mob,
clique),
and
with a partner. Compare
sentences
and ask horde,
5 She’s over 80 now. She doesn’t get around ...
questions to find out more about each other’s
opinion.
Vocabulary
explores
meaning differences and common collocations.
Grammar reference, p141

44

Collective nouns for people

Collective adjectives

7 a How many different kinds of groups can you

10 a We can use adjectives as nouns to talk about

remember from the unit?

certain groups of people:

b Sentences a–g talk about other groups of people.

1

Who do you think is talking in each sentence,
and about what?
Which of the highlighted nouns describes a
small group? Which describes a large group?
Which have a negative connotation? Which
could be both negative or neutral?
What other words could replace the
highlighted nouns?

2
3
4
a
b

c
d

e

f
g

Well, the hordes of admirers are difficult to
put up with sometimes.
The suspect’s court hearing today will be on
a live video link from prison, so police do
not have to confront an angry mob.

While you were just “hanging out with the gang”
I was wondering if you were alive or dead!
The Hunting Party – a camera crew (Gere,
Howard, Eisenberg) goes looking for a Bosnian
warlord in this darkly comic thriller.
They’ve had to learn to adjust to a high
school where, if you’re not in a clique,
you’re nobody.
All of a sudden, they became a top-40-type
group appealing to the younger crowd.
Aberdeen’s top scorer, Stavrum, has been
linked with a move to German team St Pauli.

8 a Which nouns in 7b can also be used with the ones

in the box? Make as many collocations as you can.
Use these patterns:
1 noun + noun. mob rule
2 noun + of + noun. hordes of children
tourists violence member rule
flight capacity children leader

b Make these sentences more precise by replacing
group with an alternative.
1
2
3
4
5
6

9

He was hanging out with the wrong group.
They were a professional group and sorted out
our problems easily.
These are the towns where they can recruit
new group members.
If you go to the beach resorts in the summer
you’ll find groups of tourists.
I was ill on the flight but the cabin group were
very helpful.
Group violence is a cause of inner-city crime.

Writing game.
1
2
3

Write a sentence that could be part of a story,
including a collective noun for people. Pass
your sentence to another pair.
Continue the story with another sentence.
Pass your sentences to another pair. Continue
with four or five more sentences.
Read out your story.

• homeless people → the homeless.
• elderly people → the elderly.

Complete these sentences with the and an
adjective from the box.
rich poor elderly
needy disabled
1
2
3
4
5

homeless

He knows that it’s wrong to park in spaces for
.
from dying of
The goal is to prevent
exposure.
The gap between
and
is steadily
increasing.
The risk of infection is greater in
.
rather than the greedy that have to
It’s
be protected.

b How do you express the ideas in your language?
c Talk together.
1

2

How are these groups of people talked about
in your society?
Do you think attitudes towards them have
changed over the last 50 years? If so, how?

Self-assessment
Can you do these things in English? Circle a number
on each line. 1 = I can’t do this, 5 = I can do this well.
describe groups and membership

1

2

3

4

5

describe feelings about belonging

1

2

3

4

5

give opinions emphatically

1

2

3

4

5

1

2

3

4

5

explore strategies for analysing authentic
texts
persuade others to take action

1

2

3

4

5

describe an organisation

1

2

3

4

5

present something in the best possible light

1

2

3

4

5

• For Wordcards, reference and saving your work ➔ e-Portfolio
• For more practice ➔ Self-study Pack, Unit 10

105

Introduction

15


The Self-study Pack
About the Self-study Pack
English Unlimited Advanced Self-study Pack offers a wealth
of activities for learners to reinforce what they have
learned in class. It has been designed to offer flexibility
and depth to your English teaching, whatever the specific
needs of your learners. The Workbook and Self-study DVDROM provide a wide range of language and skills practice
activities to accompany each unit of the Coursebook, so
you can:
l set homework tasks based on the Coursebook lessons.
l supplement your lessons with further language and skills
practice.
l use authentic video activities in class, or get learners to
watch in their own time.
Your learners can:
l consolidate their knowledge of language and skills

taught in class.
l practise and check their pronunciation.
l learn and practise essential speaking skills.
l create tests on specific language areas quickly and easily,
which allows learners to focus on either grammar-based
or vocabulary-based questions or both from any unit or
combination of units.
Childhood
l check their progress and get feedback on their level of
1
Read
three quotes
coming toof
live in
anotherculty.
country. Complete the gaps with
VOCABULARY
English
and any
specifi
cabout
areas
diffi
expressions from the box.
Adapting to
another culture
l record
and listenmake
toanthemselves
speaking

in everyday
effort missed like an outsider
adapted integrate
expats welcome haven’t got used to socialise fit in
conversations,
using
the
audio
materials.
People really make an effort to talk to you and

1

Petar from Bulgaria

1

Nkoyo from Nigeria

they’re curious about you and where you come from.

Explore reading, in even-numbered units, offers practice
in reading, understanding and responding to a range of
everyday texts, such as news stories, personal texts, blogs
and emails. As Advanced learners are expected to be
able to deal with longer and in-depth reading tasks, each
Explore reading section is two pages long. This allows for
an extended reading task, with detailed comprehension,
language and exploitation work.

4 EXPLOREReading
9

The gondola ride …

10

In the Workbook
certain habits that I

yet, but all in

all I feel as if I 3

here, sure. It’s not

difficult, really, you just have to have an open mind.

English Unlimited Advanced Workbook contains:
I feel
, marginalised in a way. I had
troubles
from extend
the start here. I the vocabulary
my home
l activities which practise
and
and
and family immediately. It’s because the people are a bit
cold,

they
don’t
you
in
a
very
friendly
grammar taught in the Coursebook units.
way, that’s all. And I felt they looked at me strangely, as
l further reading and writing
if they didn’t
want to admit
me to their private club.
skills
practice.
l numerous opportunities
in each unit
forbutlearners
to
Now, after 20 years, I feel I’ve
to life here,
it wasn’t easy.
The other Korean
I know just stay in their groups and don’t
personalise what
they are
learning
to their own interests
really
with the locals. This way, you’ll never

into this society. No one is saying that it’s easy here, but that approach is all
and situations.
wrong, I think, and then they spend their whole time complaining.
The first
three pages
ofthe words
each
unit
consist
of replace
vocabulary
VOCABULARY
2 a Look at
in bold.
Which words
in the box could
them? Choose two and
for each sentence.
Remembering
grammar practicetrigger
activities
to
consolidate
and
reinforce
distinct conjure up happy bring back clear revive treasured
/
)
1 Certain
stir different memories forwhich

me. ( trigger can
what has been taught
insmells
thecanCoursebook
either
/
)
2 I have very fond memories of my childhood. (
The trip
left me
with vivid memories of that
desolate landscape.
be used in class or3 set
for
homework.
Over
to you activities
(
/
)
suggest ways for learners
tomemories
practise
and
personalise
the
4 Music can recall
immediately.
(
/

)
b Put these words in order to create sentences similar to those in 2a.
language and skills1 they
have
learned
in
a
more
open
way.
different / me / of / smells / things / remind / Certain / .
5

2

3

4

immediately / you / somewhere / Music / transport / can / else / .

The gondola ride:

B

Because they represent the two sides of Maya’s personality.
Because they symbolise the two conflicting parts of Maya’s life.
Because they are the two most dramatic scenes in the film.

Complete these sentences about some of the film’s scenes and characteristics.

1

showing her mother tells us the origin of Maya’s passion for clothes-making.

The

2

The scene with Maya

3

Louise shows her blue scarf to Maya at the end, which is symbolic of

4

Modern and traditional music is used in the film to express the two sides of Maya’s

5

We see the interview repeated at various points to emphasise the importance of Maya’s

her father with insulin shows us his great dependence on her.
.
.
.

4 a What does Talal mean when he says the following?
1

“the big day”

2

“that’s not bad, you’re improving”

3

“you got in!”

b What does Maya mean when she says the following?

5

lot / memorable / childhood / from / have / a / moments / I / of / my / .
mind / really / landscape / The / my / stuck / in / .

3

Mixing the serious and the funny.
Referring more to the writer’s attitude
to a place than the destination itself.
3 Blending historical facts with
writer use to reveal her own strong, negative
contemporary observations.
feelings?
4 Describing a chance encounter which
A
has a profound meaning.
Before you watch, answer these questions. Look at two stills

from
the film a place or object.
5 Personifying
Baghdad Express. We can see Maya, the main character in the
lm, inhighly
two descriptive prose with an
6 fiUsing
symbolic scenes.
opinionated tone.
1 What and who do you think she is looking at?
2 How do you think she feels in each scene?

1
2
3

22

10

3

The crowds of tourists:

b Why are the two images so significant?

Over to you
Write about a
personal memory.
Use some of the

language in 2.

2

2 a Watch the film and check your answers.

7

9

The “imitation quadriga” (four horses on the
façade of St Mark’s):

DVD-ROM Extra Baghdad Express

1

6

8

1

1
2

d What four words beginning with ‘d’ does the

1

4

Imsuk from Korea

The writer uses would four times in the second
paragraph. What does it mean and why does she
use it?

She refers to many different aspects of the ‘real
contemporary Venice’. Which of these does she
consider to be positive, negative or both? Find
evidence in the text to support your decision.

4 The building work taking place in the city:
Explore
writing, in odd-numbered
units, gives learners
11 Read the rest of the article. Match the role of each
paragraph to descriptions a–e.
key pointers
on structure and language,
to enable them to
a describing a vision of the city based on
5 The city “as spectacle”:
experiences / images
produceb previous
a wide
range
written texts, focusing on such
recounting

an event
which led of
to a major
change.
establishing the context
for the writing.
6 The city “under
water”:
areas ascd reports,
summaries
and tributes.
Taken
alongside
realising that one has to accept the reality
and see the city for what it is.
the Explore
writing
pages
e explaining
the disappointment
of seeingin even-numbered units of the
that fantasy does not match reality.
7 The carnival:
Coursebook,
this means that there is a dedicated writing
12 a Jan Morris intends to “spend happy interludes” in
Venice. What other expressions reflect this?
lesson for
every unit of the course.
14 a Underline the parts of the article which

communicate these ideas in a literary, poetic style.
The last
page
of
each
odd-numbered
has
setlooking
of at the
1 Theunit
writer was
going a
to enjoy
b She describes Venice as “supreme”. What other
buildings with a drink.
adjectives reflect this?
She wasn’t going to worry about money.
activities that link up directly with23 the
authentic
video
on the
The city decided to cut its link with the past.
4 It enjoys its money-making role.
Self-study
DVD-ROM.
Learners
have
the
chance
to

watch
b Here are some aspects of style which can be
c She suggests Venice has “degenerated”. What
of literary writing. Tick the three which are
adjectives about the city reflect this?
authentic
documentaries on topicstypical
connected
to the unit.
most
common in the article.

There are still some things which I struggle with,
2

13

Read the first two paragraphs by the well-known
travel writer Jan Morris about Venice. What does
she remember from her previous visits to Venice?

6

1

“you can buy dad, but you can’t shop”

2

“I might be desperate, but I’ve got taste”

Who makes these statements in the film? Why are they so meaningful?
1

“Limos are for dreamers, people with ambition.”

2

“When you close your eyes, what do you see?”

3

“You know, duty calls.”

Read about the making of Baghdad Express. Complete the gaps with words from the box.
choices

4

themes

immigration

loyalties

idea

complexities

categorisation

heritage

idea
The 1
for Baghdad Express arose when writer / director Nimer Rashed contributed a short piece
of writing to an anthology on the subject of 2
to the UK.
Eager to explore the 3
of a protagonist faced with divided 4
, Rashed set about
crafting the story of a teenage British Arab torn between caring for her diabetic father and the desire to
leave home to follow her dreams of becoming a fashion designer.
“Although the story is simple,” Rashed says, “it addresses many of the 5
which fascinate me,
not least of which is how second-generation immigrants are often perceived as being entirely beholden to
their cultural 6
. Ultimately, I hope that Maya escapes easy 7
or pigeon-holing – her
8

7

1
2

8

16

Introduction

, although unexpected, are uniquely her own.”

Think about these questions.
When you were younger, could you choose what you wanted to study? If not, who decided for you?
What were the reasons for this?
What family duties do you have, or have you had in your life? Have you ever made difficult choices,
or had divided loyalties?


On the Self-study DVD-ROM
The English Unlimited Advanced Self-study DVD-ROM
offers your learners over 300 interactive activities which
they can use to practise and consolidate what they have
learned in class, while providing a number of easy ways to
check their progress at every step of the course.

Just click on the icon for each unit and the learners will
find a wide range of engaging and easy-to-use activities,
from picture matching and drag-and-drop categorisation to
cloze exercises. Learners are also able to record themselves,
practising pronunciation or taking part in conversations, and
compare their recordings with the original audio. If learners
have used their e-Portfolio from the Coursebook, they are able
to save their conversation recordings direct to their e-Portfolio.

Each unit’s activities practise and extend the vocabulary,
grammar and Keyword areas focused on in the Coursebook,
as well as providing further pronunciation practice.

Learners can also generate tests quickly and easily, using
the Quick check test question bank. They can choose which
units they want to test and how many questions they want
the test to consist of, and Quick check will randomly select
from the 700 questions in the bank.

techniques into their own spoken English. Listening activities
expose learners to useful everyday listening texts, often
extended, such as lectures, a radio phone-in show and
personal conversations.

In most language courses, it is rare for learners to get the
chance to listen to themselves in conversation, but if there
is a microphone available, this can be done easily using the
recorded dialogues on the DVD-ROM. Learners listen to
the dialogues, take a closer look at the language used, and
then have the opportunity to record themselves and play
back to hear how they sound in the conversations. If they
have installed the e-Portfolio from their Coursebook, they
can save this conversation directly to the My work section.
Learners can also record and listen to themselves during
any exercise, for example, to practise pronunciation.
In every odd-numbered unit of the Self-study DVD-ROM,
you will also find video, which can be used by the teacher
with the whole class or by the learners outside class, using
the last page (or two) of each unit of the Workbook, or
just watching them to get extra exposure to real language.
At Advanced level, there are six authentic videos on
interesting contemporary topics from leading documentary
and short-film makers and animators:

l short documentaries: Iconic buildings; Health Food
Junkies; Dead Icons and Garbage Warrior.

a short film and an animation: Baghdad Express;
Forgetfulness.
These videos on the Self-study DVD-ROM are available
in full-screen version with optional subtitles, or inset
alongside an onscreen transcription. In the full-screen
version, subtitles can be easily toggled on and off, so
learners can find extra support for any part of the video if
they need it.
l

Learners can also keep track of their progress as they work
through the course with the Progress page, which shows which
exercises they have attempted and their scores. Learners can
therefore quickly see the language areas where they need to 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 Explore
Listening activities. Explore speaking trains learners to
notice key speaking skills, such as involving the listener,
or reformulating what you say, and then incorporate these

Introduction

17


The e-Portfolio

The English Unlimited Advanced e-Portfolio is an interactive
DVD-ROM which learners can use as a progress check,
a reference tool and a store of written and spoken texts. It
contains useful features to help reinforce learning and record
and encourage progress. Learners click on one of the four
icons on the start-up menu to start using these features.

Self-assessment

My work
The My work feature gives learners a convenient
repository in which they can build a portfolio of their work
as they progress through the course. Divided into Reading
and writing and Speaking and listening folders, My work
allows learners to import recorded examples of speaking
and written work directly from the Self-study Pack or to
import documents and files directly from their computer.

The Self-assessment feature allows learners to reflect on
their own progress through the course. They 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:
l are teaching courses of different lengths;
l want to supplement the Coursebook materials;
l have different class sizes and types;
l are teaching in different parts of the world;
l are addressing different assessment needs;
l want to use video materials in the classroom.
English Unlimited Advanced Teacher’s Pack offers a stepby-step guide to teaching from the Coursebook, three sets
of photocopiable activity worksheets per unit to extend
and enrich your lessons and a complete testing suite. The
Teacher’s Pack consists of the Teacher’s Book and the
Teacher’s DVD-ROM.

In the Teacher’s Book
Teacher’s notes

In the Teacher’s Book, there are more than 100 pages of
teacher’s notes (pp23–125) to accompany the Coursebook
material. These notes are a comprehensive and easy-tofollow guide to using the English Unlimited Advanced
Coursebook, and have been written with a broad range of
class types and teaching styles in mind.
Each unit’s notes take you smoothly through the different
stages of the Coursebook lessons. Answers are clearly
highlighted, and the Individual, Pair and Group work symbols
show at a glance what interaction is suggested for each stage.
On most pages, there are instructions for alternative activities,
clearly boxed, to offer greater variety and interest. There are
also suggestions throughout for adapting activities to stronger
and weaker classes, multilingual and monolingual classes, and
to different class sizes and environments.

On the Teacher’s DVD-ROM
A teacher-friendly resource
English Unlimited
Advanced Teacher’s
DVD-ROM offers a
large suite of language
and skills practice,
assessment and video
materials in an easyto-use package. It also
contains unit-by-unit
PDF files of the Teacher’s Book.
It is designed to offer flexibility to teachers who may want
to use materials in digital and paper format. So you can:
l display activity worksheets and tests on a screen or
whiteboard as well as distributing paper copies to

learners. This is useful if you want to: demonstrate

l

l

l

l

an activity; go through answers with the whole class;
zoom in on an area of a worksheet; display Progress or
Achievement tests as learners attempt them, or when you
go through the answers;
display answers to Progress tests, so that learners can
mark their own papers;
print out just the unit of the Teacher’s Book that you are
using, rather than carrying the book around;
display answer keys to Coursebook exercises from the
Teacher’s Book;
watch videos with your learners.

Photocopiable activities
There are 36 photocopiable activity worksheets on the
Teacher’s DVD-ROM (three for each unit), ready to print
out and use straight away. These offer extra vocabulary
and grammar practice, extra reading and writing work, role
plays and games which further activate the language that
learners have been introduced to in the Coursebook, and
build their fluency, confidence and communication skills.

Each activity is accompanied by a page of clear, step-bystep instructions, with answer keys and extra teaching ideas.
At the end of each unit of the Teacher’s notes, there is a
page to help you find the activities you need, and there are
also boxes in the unit notes which suggest when particular
activities might be used.
Progress and Achievement tests
The English Unlimited testing suite consists of 12 unit-byunit Progress tests and three skills-based Achievement tests
to motivate your learners and give you and them a clear
idea of the progress that they are making. These and other
methods of assessment are discussed in detail on pp20–21.
Videos
The videos from each odd-numbered unit of the Self-study
Pack are also included on the Teacher’s DVD-ROM, as this
is easily adaptable for use in class, either using the video
exercises from the Workbook, or just for extra listening
practice and class discussion. The six documentaries and
short films are each linked topically to their corresponding
unit, and so they offer extension and consolidation of the
work done in the Coursebook, as well as giving learners
the chance to listen to authentic and engaging speech from
a range of native and non-native English speakers. The
subtitles toggle on and off, so you can easily show any
sections of text which learners find difficult to understand.
The book on the disk
English Unlimited Advanced Teacher’s DVD-ROM also
contains the whole Teacher’s Book in PDF format, so that
you can print out the unit or section that you want, instead
of carrying the book around with you.
There are also CEF tables, which show how English
Unlimited Advanced completes CEF level C1 by mapping

the relevant ‘can do’ statements from the CEF to specific
pages and tasks in the Coursebook.

Introduction

19


Assessing your learners with
English Unlimited
There are many ways of assessing learner progress through
a language course. For this reason English Unlimited
offers a range of testing and assessment options, including
progress tests, skill-based achievement tests, assessment
using the e-Portfolio, self-assessment and continuous
assessment.

Tests on the Teacher’s DVD-ROM
There are two types of test available as PDFs on the
Teacher’s DVD-ROM: Progress and Achievement tests.
Progress tests
There is one Progress test for each of the 12 units of the
course. These assess the learners’ acquisition of language
items taught in the main Coursebook material. Each test
carries 40 marks and includes questions assessing language
items taught in the unit. These are not intended to be ‘high
stakes’ tests but rather quick checks that will help the
teacher and learner judge which language points have been
successfully acquired and understood, and which areas
individual learners or the whole class may need to study again.

We suggest that each test should take no more than
30 minutes in the classroom. Tests can be copied and
distributed to each learner and taken in class time. The tests
are designed for quick marking with the provided Answer
Key. Teachers may choose to mark tests, or, alternatively,
learners can mark each other’s work. A mark can be given
out of 40. If particular problem areas are identified, learners
can be directed to do extra work from the Self-study Pack.
Achievement tests
There are three Achievement tests, designed to form the
basis of formal learner assessment.
l Achievement test 1 can be taken after Unit 4.
l Achievement test 2 can be taken after Unit 8.
l Achievement test 3 can be taken after Unit 12.
These tests are based on the four skills: Reading, Listening,
Writing and Speaking.
Reading tests
Each test is based on a short text and we advise allowing no
more than 15 minutes for each test. As with the Coursebook
and Listening tests, there may be a few unfamiliar items in
the text, but the tasks are graded so unknown items should
not hinder the learners’ ability to answer the questions.
The teacher may mark the tests or it may be acceptable for
learners to mark each other’s work.
Listening tests
The audio tracks for these are found at the end of the three
Class Audio CDs. Achievement test 1 is track 31 on CD1;
Achievement test 2 is track 34 on CD2; Achievement test 3
is track 36 on CD3.

20  Introduction

We suggest carrying out tests under controlled conditions,
with the recording played twice. Each test should take
no longer than ten minutes. As with the Coursebook
audio, there may be a few unfamiliar language items in
the listening text, but tasks are graded to the level of the
learner, so unknown items should not hinder the learners’
ability to answer the eight questions. The tests are simple
and quick to mark. They can be marked by the teacher or it
may be acceptable for learners to mark each other’s work.
Writing tests
Learners are set a writing task based on themes from
the Coursebook and the teacher assesses work using the
Writing assessment scales provided. Tasks are designed
to simulate purposeful, real-life, communicative pieces
of writing. The teacher should endeavour to identify the
band the work falls in for each category. This marking
scheme can give learners a profile of the strong and weak
points of their written work, creating a virtuous circle of
improvement through the course.
If the tests are to be used under timed conditions in class,
40 minutes should be allowed for the learners to produce
their texts – planning and redrafting may be encouraged by
the teacher at the outset.
Another way is to set the tasks as assessed writing
assignments to be done as homework. In these cases, the
teacher should interpret the band scales according to the
time available and the availability of dictionaries and other
reference materials.

The option chosen will depend on your learning
environment. A timed test may help you assess learners
under equal conditions, but can be a rather artificial,
pressured environment. Written homework assignments are
less controlled, but could be a better way of encouraging
learners to work at their writing and feel satisfied with a
polished piece of written work. The Explore writing tasks
in the Coursebook and Self-study Pack may also be used
as assessed assignments and marked using the assessment
scales.
Speaking tests
These are designed to be carried out by an assessor, who
may be the learners’ regular teacher, or another teacher
in the institution. Learners 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


Part 1 (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.
l Each unit of the Coursebook ends with a Self-assessment
grid in which learners are encouraged to measure their
own progress against the unit goals, which in turn are
based on the can-do statements of the Common European
Framework of Reference for Languages.
l Progress with the activities on the Self-study DVD-ROM
can be analysed in detail on the Progress screen.
l The Self-study DVD-ROM also contains Quick check
tests, using a bank of 700 multiple-choice questions.
Learners select which units they want to be tested on
and how long they want the test to be – new tests will be
randomly generated each time.

Using the e-Portfolio
Portfolio-based assessment is a useful tool for both selfassessment and formal assessment, particularly for teachers
seeking an alternative to traditional timed writing tests. The
e-Portfolio allows learners to:
l assess their progress against can-do statements and
revise their assessments later in the course depending on
progress made.

build up a personal e-Portfolio of written work
associated with the course. The learner may then select
their best work, as an alternative to tests, or at the end
of the course to be provided as a Portfolio. This may
include word-processed documents, project work and
even audio files. Some of the Explore writing tasks

may lend themselves well to portfolio work, and in
some classrooms, learners may be asked to record
personal audio files based around speaking tasks in the
Coursebook. The satisfaction of producing a polished
spoken text is a rare one in a language course, but if the
learner or the centre has access to a microphone, it is
relatively easy to 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.
l

Continuous assessment
Finally, some teachers and institutions may prefer to
dispense with tests and adopt a form of continuous
assessment. This can be demanding on teacher’s time
but perhaps no more so than the marking load created by
frequent formal tests. The important thing is to explain the
system to learners early in the course, and regularly show
them their Mark Sheets to indicate how they are getting on.
How actual assessment is carried out may differ between
institutions, but here are some guidelines and ideas.
l It is possible to assess learners using the Speaking
assessment scales regularly through the course. The
Target activities, where learners are involved in more
extended discourse, offer an opportunity for this.
l Tell learners when their speaking is being assessed and
the teacher can monitor particular groups.
l Learners should be assessed several times during the

course or they may rightly feel they were let down by
a single bad performance, even if the assessment is not
‘high stakes’.
l An atmosphere of gentle encouragement and striving
for improvement should always accompany this kind
of assessment. Some learners can get competitive
about this, which can have a negative effect on class
atmosphere and demotivate less confident learners.
l The Explore writing tasks can be used for continuous
written assessment, using the Writing assessment scales.

A final word
Testing and assessment can be a vital tool for teachers and
learners in assessing strengths and weaknesses, building
awareness and encouraging improvement. But it can be
frustrating for a learner to feel that they are being assessed
too often, at the expense of actually learning, and while
there are certainly learners who like being tested, there are
many others who certainly don’t!
English Unlimited aims to help learners communicate in
real-life situations, and the testing and assessment tools
provided should be used with that purpose in mind. Testing
and assessment should never take precedence over learning,
but serve as useful checks on the way to increasing
confidence, competence and fluency.

Introduction  21 


The Common European Framework

of Reference for Languages (CEF)
A goals-based course

Where the goals are met

English Unlimited is a practical, goals-based course for
adult learners of English. The course goals are taken and
adapted from the language-learning goals stated in the
Common European Framework of Reference for Languages
(CEF).
The goals of the CEF are divided into a number of
scales which describe abilities in different kinds of
communication. We’ve chosen the scales which we felt
to be the most useful for adult general English learners at
Advanced level. These are:

As you’ll see in the example unit on pp6–10, goals are
given for the two lessons at the start of each unit, for the
Target activity, and on the Explore speaking and Explore
writing pages. They are also listed in the Self-assessment,
which learners 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
Information exchange
Interviewing and being interviewed
Compensating
Monitoring and repair
Turntaking
Writing
Creative writing
Reports and essays
Correspondence
Listening
Overall listening comprehension
Understanding conversation
Listening to audio media and recordings
Reading
Overall reading comprehension
Reading correspondence
Reading for orientation
Reading for information and argument

22  Introduction

Find out more about the CEF
You can read about the CEF in detail in Common European
Framework of Reference for Languages: Learning,
teaching, assessment (2001), Council of Europe Modern
Languages Division, Strasbourg, Cambridge University

Press, ISBN 9780521005319.