Z 392A34858a ~—AxCD an Advanced Skills cory)Contents Map of the book Introduction Reading Dreams Technology Work-ife balance Relationships Futures Emotions Rights and wrongs Narratives The unexpected Coronauns Listening Dreams Technology Workife balance Relationships Futures Emotions Rights and wrongs Narratives The unexpected wovonawns ‘Speaking Dreams Technology Work-ife balance Relationships Futures Emotions Rights and wrongs Narratives The unexpected COronawns Writing Dreams Technology Work-iife balance Relationships Futures Emotions Rights and wrongs Narratives The unexpected CD track listing Recording scripts Sample texts Exam reference table Thanks and acknowledgements Coronswns New country, new life Beware technology! Women at the top Love contracts The post-human era The pursuit of happiness Don't copy — it's cheating! A pistol shot What a coincidence! My achievements What does technology mean to you? Go for it! Best friends Say what you mean and mean what you say What makes you see red? Sorry! First impressions Men's work? Avview of the future Technology and fraud Are you a workaholic? Are you the oldest. the youngest or in the middle? Life chances Charity begins at home Tough choices Magic moments It just an illusion Dream on! Are you a slave to your mobile? The right person for the job Can I help you? Life behind bars Acry for help Traffic calming Unforgettable! We smoke less but surf more 9 102 105 108 11 14 7 120 123 126 127 133 138 139[Map of the book pica Reading 1 Dreams New country, new life Reading 2 Technology Beware technology Reading 3 Workclife balance Reading 4 Relationships Love contracts Reading 5 Futures The post-human era Reading 6 Emotions The pursuit of happiness Reading 7 Rights and wrongs Don’t copy - its cheating! Reading 8 Narratives A pistol shot Reading 9 The unexpected Women at the top What a coincidence! Cora’ extract from a travel book about adjusting to life in a new country guidelines offering advice for buying and selling on the Internet article about the difference between men and women senior executives alove contract article about the future relationship between humans and computers article about trying tobe happy article about whether cheating is ‘on the increase first paragraphs of a novel extract about the nature of coincidence Cee reading for gist reading for specific information reading for gist, reading for specific information reading for gist, reading for specitic information reading for gist predicting, reading for gist, reading for specific information reading for gist reading for gist, reading for specific inforrvation reading for gist, reading for detail predicting, reading for gist Peter ace word building formal vs informal language, advice language adjectives verb + noun collocati word building specific vocabulary from the text, prepositions word building, reporting language age expressions prepositions acd 60 mins +20 mins (optional 60 mins 60 mins +20 mins (optiona) 50-60 mins 60 mins 60 min: 60 mins 60 mins +20 mins (optional) 60 minsAira Listening 1 Dreams Listening 2 Technology Listening 3 Work-life balance Listening 4 Relationships Listening Futures Listening 6 Emotions Listening 7 Rights and wrongs Listening 8 Narratives Listening 9 The unexpected ar My achievements eae five monologues about personal ambitions What does technology conversation about 1 to you? Go for it! Best friends Say what you mean and mean what you say What makes you see red? Sorry! First impressions Men's work? how technology affects people's lives interview with two people about starting and running a small business ‘our monologues describing what makes a good friend political speech before an election six monologues describing situations ‘which make people angry radio programme about the importance o apologising nine monologues in which people describe their first impressions of a new place interview with a woman who has an unusual job listening for specific information and attitude listening for specific information and attitude listening for specific information listening for specific information listening for specific information listening for gist listening for specific information listening for specific information listening for specific information listening for specific information eter specific vocabulary from recording technology vocabulary and specific vocabulary {rom recording idiomatic expressions, ‘compound nouns specific vocabulary from recordings word building phrasal verbs personality adjectives and related nouns specific vocabulary and collacations from recording specific vocabulary from recording, fronting ay 45-60 mins 45-60 mins 45-60 mins 45-60 mins 45-60 mins 45-60 mins 45-60 mins 50-60 mins +20 mins (optional 50-60 minsSrc Speaking 1 Dreams Speaking 2 Technology Speaking 3 Work-Iife balance Speaking 4 Relationships Speaking 5 Futures Speaking 6 Emotions Speaking 7 Rights and wrongs Speaking 8 Narratives Speaking 9 The unexpected cr A view of the future Technology and fraud ‘Are you a workaholic? Are you the oldest, the youngest or in the middle? Life chances Charity begins at home Tough choices Magic moments Its justan illusion Sure ‘questionnaire about personal dreams and ambitions texts presenting various kinds of fraud newspaper extracts and questionnaire about modern work trends ‘quotations about families, article ‘about the importance of birth order photographs of young people in different cultural settings descriptions of charities, questionnaire about your relationship with charities employee profiles, suidelines for giving bad news three monologues of people remembering happy occasions aphotograph, a headline and articles about two high profile stunts Ue ey asking for and sharing information, talking about. comparing, discussing advantages and disadvantages discussion comparing and contrasting comparing and speculating sharing Information, exchanging opinions, discussing, formal debating evaluating, discussing, making a decision telling story speculating, suggesting explanations, describing Parad expressions for talking about similarities and differences similarities and differences expressions for evaluating expressions for comparing and contrasting attitudes vocabulary related topersonality expressions for comparing common errors vocabulary related to losing a job vocabulary for describing, making comparisons specific vocabulary from the texts acd 50-60 mins 50-60 mins 45-60 mins 50-60 mins 45-50 mins 50-60 mins 50-60 mins 45-0 mins 45-50 minsAir ui Writing 1 Dreams Dream on! Writing 2 Technology ‘Are youa slave to your mobile? The right person for the job Writing 4 Relationships Can |help you? Writing 5 Futures Life behind bers Writing 6 . Emotions cry for help writing 7 Rights and wrongs Traffic calming writing 8 Narratives Writing 9 The unexpected We smoke less bout surf more boa Ty magazine article about achieving your dream formal letter of complaint to a mobile phone ‘company personal reference leaflet for staff suggesting ways of Impraving service discursive composition about e residential letters of advice formal report on reducing road accidents {ilm/book review report comparing Internet users in Britain Pe writing introductions, Using paragraphs, attracting and keeping the reader's attention writing formally, ordering paragraphs writing formally, planning paragraphs conveying ideas and Information clearly and concisely expressing ideas, putting an argument together, planning paragraphs writing formally and informally waiting formally, outlining a problem, making recommendations writing in a semi-formal style interpreting and writing about information from graphs and charts Language focu expressions for describing dreams for the future formal expressions for writing a letter of complaint personality adjectives, formal expressions to describe character ‘expressions for attracting reader's attention specific vocabulary from the texts formal and informal expressions for giving advice expressions for writing reports Informative adjectives describing graphs and charts ad 50-60 mins +3040 mins (writing) 50-60 mins 430-40 mins (ovrting) 50-60 mins +3040 mins (writing) 50-60 mins +30-40 (writing) 50-60 mins +30-40 mins (writing) 50-60 mins +30-40 (weting) 50-60 mins +30-40 mins (writing) 50-60 mins +30-40 mins (writing) 50-60 mins +30-40 mins (writing)READING SKILLS Reading for gist, reading for specific information MAIN TASK TYPE ‘Three-way matching task to check comprehension KEY LANGUAGE Word building: beautiful, colourful, creative, delicate, eager, exciting, exotic, frightening, mysterious, mythical, passionate, warm, wild PREPARATION ‘One copy of Worksheets 1, 2 and 3 for each student TIME 60 minutes + 20 minutes for writing (optional) Dreams New country, new life Thinking and speaking ‘A. Write Britain on the board and! ask students to say what images come to mind. Note down the ideas students come up with. This should take a few minutes. Hand out Worksheet 1 ‘Ask students to work through the table individually, noting images for each country. Students compare their lists in paits. Elicit afew ideas for each country. Keep this generally brisk, but devote more time to the subject of Spain. Note some ideas on the board so that you can refer to them later. € Students discuss the questions. Reading A Hand out Worksheet 2 and allow about five minutes fora first reading. Check answers. Answer key paragraph 2: technicolour, cathedrallke, dark, open-faced, bright red, delicate, ancient, mysterious, exotic, mythical, earthy, guttural paragraph 3; beautiful, warm, passionate paragraph 6: colourtul, exciting, wild Compare these adjectives with those that you elicited from the students earlier B Check that students understand the three choices: True, False, Can't say Students read the nine sentences before re-reading the text. Allow another 6-7 minutes for them to write the answers, Check answers. Answer key. Aste 2icsyisaicsiee 4'F 5 Te rs or, teers oe Language development ‘A Hand out Worksheet 3. Students work through the task, writing the nouns related to the adjectives. (X means that there is no useful noun) Check answers ‘Answer key 1x 5 delicacy 10. mystery 2 beauty 6 eagerness 11 myth 3 colour 7 excitement 12 passion 4 creativity (sil ax 13. warmth creator (person) 9 fright 14 wildness Note Not every related noun is included, only the most common ones. B Students work individually or in pairs. Check answers (+= postive ~ = negative). ‘Answer key People Places People and places creative> ancient’ + (usually) beautiful mysterious + usually) delicate — colourful mythical eager exciting+ warm + passionate « exotic wild frightening ~ Note A delicate person is someone who is not physically strong and is prone to illness. € Elcitthe answer to question 1 as an example, then give students a few minutes to work ‘out the rest of the collocations, Check answers. ‘Answer key 1. wild animals 3. mythical creatures 5 warm weather 2 delicate favour 4 ancient history 6 creative thinking This is an optional activity. Ask students to re-read paragraph 2 of the text in preparation for writing their own paragraph. Encourage them to be as imaginative as possible.Worksheet 1 | New country, new life Reading 1 A Here are some images of Britain. Look at the table below. What images come to mind when you think of the other countries? Make a listfor each country. Country Images Britain the Beatles, Shakespeare, rain and vuscbrellas, Liverpool FC, Big Ben, tea Brazil ] Japan Russia Spain USA. B Compare lists of images with one or more partners. Discuss these questions with your group. 1 Where do our images of other countries come from? 2. Have you visited any of the countries on the list? How different was the reality from the image? 3. Could you live permanently in any of the countries on the list? cy Press 2006 ETT OT INTE D " From Advanced Skis by Simon Hanes © Cambridge UWorksheet 2 ing any adjectives used to describe Spain and Spanish people. A lost home Often we end up doing what we almost want to do because we lack the courage to do what we really want to do, For years I lived in Italy because I wanted to be in Spain. ‘Asa teenager, Spain had captivated me. Touristy photo books showed a technicolour land of cathedral-like blue skies, dark, open-faced women with bright red camations in their hair, and the delicate columns and lines of the Alhambra and the Great Mosque in Cordoba. If seemed ancient, mysterious, exotic; a mythical country ‘where men in tight trousers fought deadly beasts and people spoke their earthy, guttural sentences that gave great philosophical importance to everyday tasks such as buying the milk. ~ In the books, Spain and its people were always beautiful and warm and passionate. It felt like a lost home. One day I felt sure I would go and live there. But things got in the way: a chance to live in Italy and the beginning of a self-destructive relationship; university to study Arabic; a year living in Egypt. In my ignorance I thought I was being drawn to the Mediterranean in general. was wrong, It was, and always had been, Spain. Then a chance to temedy things came unexpectedly: after four affectionless years, my Florentine girlftiend left me on the day of my last exam. The plan had been for me to go and join her in Italy once my degree was over afte a relationship built on phone calls and holidays, we could finally be together. But after so much time spent dreaming of an end to our separation, the opportunity to make it real proved too much. Heartbroken, I realised that my chance to make a break for Spain had finally come. Loveless and eager for adventure, [ was, free to explore the passionate world that had inspired me as a teenager. Spain, I felt, was calling me. But I was. keen not just to float around. I wanted something to do there. (One evening back in London, I got talking to a drunken busker! in a pub. ‘All that university stuf’ self- indulgent rubbish’ he assured me, ‘Lean what on earth are you gonna do with your degre if youre ever in trouble? At least I can play the guitar and earn a few quid.” He hit a nerve, After four years’ study, all I could offer were five different words for ‘camel’ and a few words of classical Arabic. I desperately wanted a skill 0 be able to do something with my hands - something creative. "You should take up the guitar’ said the busker, ‘lea a feww chords, like me’ I had never been particularly ‘musical, although the guitar had always appealed to me. Playing an instrument, however, was precisely the kind of ski T wanted to leam now. I realised all the wrong choices I had made could be cancelled out at once Twas free to live in Spain and to pick up the instrument Ihad always intended to. All at once it became clear: {should lear flamenco guitar, the musical heart and essence of Spain. It was colourful, exciting and wild — everything my life wasn't The decision itself was deceptively simple. With almost no idea about flamenco, or ‘where it might lead me, I decided to start straight away. Tt was a frightening thing to do, though — leaving everything, a structured life, the network of friends and comforis of an environment I knew well. University life was easy and sheltering, I began to have doubts. ‘You should think about staying on to do some research, my tutor said. ‘Have you thought about a life in academia? Tan just see you as a lecturer.” Thought a ticket and a guitar and caught.a plane the next day. A journey and a quest lasting several years lay ‘ahead of me, an experience that would change me for good. There was far more to flamenco ~ and to Spain ~ than I could ever have imagined, "busker: a singer or musician who performs for money in busy city streets B Read the sentences below. Now read the text again and decide if the statements are true or false. Sometimes you can't say, because not enough information is given. Next to each statement write T (True), F (False) or CS (Can’t say). 1. In the books the writer looked at, Spain seemed a romantic and magical place. The writer first went to Spain when he was a teenager. ‘The writer met his girlfriend in Italy. The writer is pleased when his relationship ends because it means he can travel. ‘The busker questions the value of the writer’s academic qualifications. The writer feels he has always had a talent for music. ‘The writer wants to leam flamenco music because it represents a new way of life for him. ‘The writer is quite attracted by the idea of working at a university The writer did not stay in Spain for a long time. 12 From Advanced Skis by Simon Haines © Camrdge University Press 2006 UTTAR ETEWorksheet 3 Language development A Complete this table with nouns related to adjectives from the text. Adjectives Nouns 1 ancient x beautiful ris (quality and person) colourful creative (Kil) (person) delicate eager exciting el sfolulalels exotic x 9 frightening 10 mysterious 11 mythical 12 passionate 13 warm wild B Which adjectives in A describe people, which describe places and which describe both? Write the words under the appropriate headings. Then work with a partner to decide whether the adjectives are positive, negative or neither. | People Places People and places ca Some of the adjectives in A are commonly used with nouns. Combine an adjective and a noun from these lists to make common collocations which match the definitions 1-6 below. Adjectives: ancient creative delicate mythical warm wild Nouns: creature flavour history thinking animal weather Lions and tigers are examples of these. Not a strong taste 1 2 3. Dragons and unicorns are examples of these. 4 If you are learning about the Egyptians and the Greeks you are studying this subject. 5 In between ice and snow and very hot sunshine. 6 We need to use this when there is no easy answer to a problem. D Write a paragraph describing a country you would like to visit. Like the writer of the text, use your imagination. Start by re-reading paragraph 2 of the text. From Advanced Skil by Simon Haines © Cambridge Universty Press 200 QPS eeTS 13Reading 2 information MAIN TASK TYPE ‘Matching sentence hralves to check comprehension KEY LANGUAGE Informal vs formal language: contact, disclose, ensure, retailer, request a refund, returned items, seek redress, the unwary, transaction Advice language (imperative form Always keep ...; Be wary of + ing; Don't worry; fin doubt, email. Never disclose ..; Only give PREPARATION One copy of Worksheets 1, 2 and 3 for each student TIME 60 minutes 14 Technology Beware technology! Thinking and speaking ‘A. Check that students understand these words and phrases: cash, cashback, debit card, chain store, mail-order catalogue. Notes Coshback is an amount of money that a shop, usually a supermarket, enables you to take from your bank account when you pay for something with a bank card. ‘A debit card is different from a credit card in that the money is taken from your bank account immesiately. Hand out Worksheet 1. Give students a couple of minutes to work through the questionnaire individually, B_ Ask students to compare answers to questions 1~4 in pairs or in groups. End with a brief class discussion Reading A Hand out Worksheet 2. Give students five minutes to read the guidelines quickly, making a note ofthe three guidelines they think are most important B Ask students to briefly discuss their choices with a partner. Then have a short class discussion about students’ ideas € Set the second reading task. Check answers. ‘Answer key 1 f (guideline 1) 4 a (guideline?) 7d (guideline 12) 2g (Guideline 4} 5h (guideline 9) 31 Guidelines} 6 c (guideline 10) Language development ‘A. Hand out Worksheet 3. Stucents work through the task. Check answers ‘Answer key 41 ensure 2 eretailer 3. the unwary (Note Unvvary is used with the definite article to refer toa group of people ~ similar to ‘the rch and famous’ etc) security disciose seek redress contact transaction avons B This writing actvity should be treated as fluency writing’, where the emphasis is on subject ‘matter or information, rather than absolute accuracy. Elict students’ ideas on the four Points listed and write them in note form on the board as reference for the writing activity. Students look back at the text and highlight some of the language used to advise, suggest, warn, remind and reassure before starting to write, Note The imperative is the only grammatical structure used in the ‘Online shopping guidelines’: Don’t worry; Ensure (that) ...; Make sure (that) ..; Only give .. Be aware of Never disclose ...; Always keep ...; Be particularly cautious ...; Be wary of + -ing; Hin doubt, email Allow students about 10-12 minutes to write thelr five guidelines. Make a time limit clear at the outset and impose it strictly When they finish, students could exchange guidelines with a partner and compare ideas Finally, sk individual students to read their most original or inventive guideline to the class. Students discuss the questions in pairs or groups.Worksheet 1 Reading 2 A Complete the following questionnaire, | ’ } é : ‘i ¢ Your buying habits <<" y Which of these ways of buying things do you regularly use? ech [ © debit card © cheques ["] © credit card How do you get cash when you need it? © from the bank | © from your employer [_] © from a cash machine [| ® from somewhere else [| © as cashback froma shop [_] Where? 3 Which of these places do you regularly buy things from? © small private shops 1] © mail-order catalogues O © chain stores / large © advertisements in department stores ul newspapers or magazines © out-of-town shopping centres [| © the Internet | 4 Complete these statements so that they are true for you. . buy things online. * Buying online can be risky | * Buying from the Internet is . enjoyable than going shopping. { * Buying ontine i for people. B Compare your answers in pairs or groups. How similar are your answers? Would you say you have similar attitudes towards buying things? ‘Don't worry, Mum. I'm just buying a few CDs From Advanced Skills by Simon Haines © Cambridge University Press 2006 @teretecna UT 15Worksheet 2 A Read the text below which offers advice on shopping online. Which do you think are the three most important guidelines? | Online shopping guidelines Internet shopping offers many benefits to consumers. these include ‘opportunities to save time and money, greater choice, the | convenience of shopping when you ke and having goods delivered, and a powerful ability to find and compare information, products and ices. Internet shopping isa least as safe as shopping in a stare or by phone, so there is o need for anyone to miss out on the benefit |W can provide. Here are some guidelines to help ensure that everyting runs smoothly for you. 1 Don't worry! Shopping online is safe as long as you use your common sense and always check the terms and conditions of offers. 2 Ensure the evetaler’ site provides a steet address and a non ‘mobile telephone number, not just an email addiess ot post office box. 3 check that the speling of the website name is accurate ~ “typosquatters have been known tock the unwary away fam genuine sites 4 Make sure your shopping will be delivered in time! Good merchants will advise you of delivery time scales and quarantee a delivery time fame. 5 nly give your payment card deta over a secure connection and never by email 6 Be aware ofthe security features available both onthe retailer’ website and on your own browse. Only trade with companies that have an encryption certificate? and use secure transaction technology. During checkout, look fr 2 dosed padlock symbol a. the bottom of the screen 7 Never disclose your credit cards PIN? to anyone, including people claiming to be from your bank or the police, and NEVER send it ve the Internet. 8 Always keep a record of every online transaction a5 proof of axder. rin of copy ofthe oder summary page aswell asthe der confirmation page 17 When you purchase goads from retailers overseas, be particulary autos, a it may be dfcult to sek redress if problems arise 10 I you havea problem, contac the company you ordered from. i they do not give you satisfaction, contact your cit cad company. 11 Always check your credit ard statement careful, You have at leas 90 days to report any transaction you are not happy with to your credit cad company, who will usually refund all of your money. 12 Be waty of opening fies attached to emails, as they may contain computer vues in daub, email or phone the ender to check the file is OK before opening it " typosquatter: someone who creates a website with a domain name that is very close to the name of another site, and in this way tricks people into visiting their site 2 encryption certificat this is evidence that the website is secure because data is in code 3 PIN: Personal Identification Number (security number, like a password) B Compare your choices with a partner. C Read the guidelines again and complete each sentence 1-7 with the correct ending a-i. You do not need to use two of the endings. Online shopping is not dangerous Reliable retailers should let customers know Bene You should never tell anyone your credit card PIN It may be difficult to get problems resolved Computers may be infected with a virus even if they say they are from the police. oe if customers send back things they have bought. im @ if customers open files attached to emails. when their goods will be delivered. if customers buy goods from other countries. i if it does not have an encryption certificate You should not buy things from an online company if they need to prove they have ordered something. (Customers should get in touch with the credit card company if the retail company does not help them with a problem. if customers check the terms and conditions of offers, 16 From Advanced Skis by Simon Haines © Cambridge Univesity Press 2006Worksheet 3 Language development A Which formal words and phrases in the ‘Online shopping guidelines’ on Worksheet 2 mean the same as these informal equivalents? Guidelines 1-6 11 make sure (1 word) 2 Internet trader (1 word with a prefix) 3 people who are not very careful (2 words) 4 safety Guidelines 7-12 5 tell (something secret), make public (1 word) 6 ask for things to be put right (2 words) 7 get in touch with (1 word) 8 business deal (1 word) B You are going to write a set of guidelines giving advice about taking care of your money when travelling away from home. 1. Before you start writing, think about these points: ‘* common travel situations when people need to have money with them possible problems or dangers in these situations + common ways of paying for things ways of making sure your money is not lost or stolen. 2 Make a note of the language used in the’Online shopping guidelines’ to advise or suggest, to warn, to remind and to reassure, = 3. Now, referring to your notes and using the’Online shopping guidelines’as a model, write your set of five guidelines C Discuss the following questions in pairs or groups. 1. Have you ever bought anything on the Internet? © If so, why did you decide to buy it on the Internet instead of in person? Would you do so again? * Ifnot, why not? Would you consider buying anything on the Internet? 2. Describe any good or bad experiences you ot people you know have had with e-commerce. 3. Can you think of any more advice which should be added to the’Online shopping guidelines’? From Advanced Stil by Simon Haines © Cambridge University Press 2006 (TONES 7men and women as managers, qualities of ‘a good colleague READING SKILLS Reading for gist, reading for specific information MAIN TASK TYPE Three-way matching task to check comprehension KEY LANGUAGE Adjectives: active, assertive, enthusiastic, forceful, involved, practical, traditional PREPARATION ‘One copy of Worksheets 1, 2 and 3 for each student TIME 60 minutes + 20 minutes for writing (optional) 18 j Work-life balance Women at the top Thinking and speaking ‘A. Wilt boss and manager on the board. Elicit students’ ideas about the difference in meaning between these words. Ask the class what qualities they think make @ good ‘manager and list them on the board, Note oss 's more informal than manager and often suggests the top manager; manager is more general word and does not imply someone right at the top. Hand out Worksheet 1, students work through the lst individually, pieking out their five essential qualities. B Ask students to compare the'r five top qualities in groups. Reading A. Introduce the second topic with a question. For example: Would you prefer to work for a ‘male or a female manager? Aiter afew minutes’ discussion, hand out Worksheet 2. Ask students to think of typical ‘male and female characteristics and make a note of thei ideas, B During the first reading, students underline any of the ideas in the article that they ‘mentioned in their notes. When they have fished reading, check énswers with the whole class, Focus on the main differences between men and women as mentioned in the text. Possible answers Women ‘eater energy, intensity and emotional expression, greater capacity to keep others enthusiastic and involved, more likely to set deadlines and monitor progress, more assertive and competitive, more inclined to let others know directly what they think ‘of them, set higher expectations for themselves and others, accommodating to the needs of others, demonstrating an active concern for other people Men ‘more restrained in emotional expression; emphasing risk minimisation; learning from experience; hands-on, practical strategies; employing a forceful, assertive and competitive approach to achieving results; seeking out authority figures to exert influence Ask students to work through the ten statements, deciding whether they apply to men or women, Check answers. ‘Answer key 1W 3NM 5M 7M oM 2M aw ow aw 10.NM Language development A. Hand out Worksheet 3. This task focuses on adjectives used in the text. Students match the adjectives with their opposites. Check answers Answer key Te b a) Ie 2a 8 6h at aw 'B Put students in pairs. Refer students to the list of qualities of a successful manager on Worksheet 1 which should be used as a model for this exercise, Students present their lsts to the class in their pairs. D_ This is an optional activity which could be done for homework i there is insufficient time in Class. You could suggest that students look at the employment sections of newspapers or fn the Internet to help them with this task.Worksheet 1 | Women at the top x Reading 3 A. Read the list below of 12 personal qualities which have been suggested as the qualities of a successful 21st-century manager. Choose what you think are the top five essential qualities of an excellent manager, then put them in B In groups, compare your five top order of importance, starting with the most essential Being human Managers should not be afraid to be themselves. They should not hide behind their authority. Big picture, small actions The excellent manager is skilful at thinking big while at the same time paying attention to the details. Commitment It is a manager’s commitment that pulls the team members forward during difficult times. Competence Employees must feel that their manager knows what he/she is doing. ~ Creativity Creativity is what separates competence from excellence. It is the creative spark that captures, people's attention. Enthusiasm Employees want their leaders to show enthusiasm and a ‘can-do’ attitude. Enthusiasm is catching. ies you need to be a successful manager Good communicator Managers need to be able to communicate well with people at all levels. Intuition Bosses need the ability to sense what others are feeling and thinking without the use of rational processes. Keeping cool under pressure Managers who seem to be in control and be taking problems in their stride are popular with their staff. Lightness An excellent manager produces outstanding results and has fun in the process! Problem-solving skills Employees expect their bosses to come up with fresh, creative responses to problems. Supportive Bosses should always be there to support staff, especially when they are criticised or under pressure. differences of opinion. qualities and the order you have ranked them. Discuss any major From Advanced Sis by Simon Haines ® Cambridge University Press 2006 QUITE TENTS 19Reading 3 re at the top J Worksheet 2 A Think of some typical male and female characteristics and make a note of them. B As you read this article about women executives, underline any of the ideas in your notes that are mentioned. Women executives’ leadership assessed ‘Are there differences in how men and women executives’ leadership styles are perceived? A recent study suggests that differences do exist, and that for women, some of these differences may be positive. The study by Management Research Group of Portland, Maine, asked four groups - self, boss, peer?, and direct reports‘ ~ to describe behaviours and styles of male and female senior executives. Direct reports described female senior executives as operating with a greater degree of eneray, intensity and emotional expression, and having a greater capacity to keep others enthusiastic and involved. Other findings: * Bosses and peers described female executives as more likely to set deadlines and monitor progress to ensure completion of activities. * Bosses described female senior executives as more assertive and competitive in their approach to achieving goals, and more inctined to let others know directly what they think of them and their progress. * Direct reports found females set higher expectations for performance for both themselves and others. * All four groups suggested male senior executives were more restrained in emotional expression. * Bosses and direct reports consider males more traditional in their approach to problems, emphasising risk minimisation and learning from experience. The authors note several important findings in ratings provided by bosses. ‘Specifically, focusing on short range, hands-on, practical strategies, and employing a forceful, assertive and competitive approach to achieving results, were seen as positively related to leadership effectiveness for male senior executives, and disadvantageous for female senior executives; the author notes. On the other hand, ‘accommodating to the needs of others, and demonstrating an active concem for other people, was seen as positively related to leadership effectiveness’ for female senior executives, but not for males. Another key difference: seeking out authority figures to exert influence was perceived as strongly related to leadership effectiveness for males but not for females. The author concludes that bosses continue to sex-role stereotype along traditional lines. However, in terms of perceived leadership effectiveness only, the study didn’t turn up gaps between males and females. the executive 1 executive's boss other executives, 4 direct reports the people who report to the executive Read the article again. Which of the descriptions 1-10 below apply to men (M), which to women (W) and which are not mentioned (NM)? Write M, W or NM next to each sentence. 1 2 3 4 5 6 7 8 9 10 ‘They are more direct in their dealings with employees, They are more likely to avoid taking risks ‘They spend more time at the workplace. ‘They are more determined to reach targets. They are less likely to express their feelings. ‘They are more thoughtful towards other people. They are more likely to lear from their mistakes. They are more energetic. They are more conventional in the way they deal with difficulties. { They are more likely to devote their whole lives to their job. From Advanced Skils by Simon Haines © Cambridge University Press 2006 QTC eeeWorksheet 3 Language development A Match the adjectives from the article on Worksheet 2 on the left with their opposites on the right. 1 active uncontrolled 2 restrained b indifferent 3. enthusiastic © junior 4 forceful d_ detached 5 involved € passive 6 practical £ unconventional 7 senior g mild 8 traditional h theoretical B Work in pairs. Make a list of the top five qualities that are essential in a work colleague or fellow student. Example: safiir share ofthe work to be done. Ag colleague ie tomeone wo doce nat try to ave. sory but dose the same anon as ever, fe. C Present your list to the class. Explain and justify your choice of qualities. D A vacancy has just come up in your company for the position of manager. Write an advertisement of 30-40 words for the position. Describe the kind of person you are looking for, using the vocabulary in A to help you. From Advanced Skis by Simon Haines © Cameridge Unversity Press 2006 (PTET 21READING SKILLS Reading for gist MAIN TASK TYPE Matching headings with paragraphs to check comprehension KEY LANGUAGE Legal language of ‘contracts Verb + noun collocations: achieve a ‘goal, cancel an ‘agreement, overcome a challenge, resolve a conflict, respect a person's rights PREPARATION One copy of Worksheets 1, 2 and 3 for each student TIME 50-60 minutes Relationships Love contracts Thinking and speaking A. Ask the class this question: if you wanted to meet new people and make new friends, what would you do? Elicit few answers before handing out Worksheet 1 ‘Students read the article quickly. Check thelr reaction to the supermarket dating idea B Ask students to workin pairs and discuss the meaning of the phrases in italic inthe first paragraph. if necessary, explain that the author has used a play on words. Check answers, ‘Answer key ‘check each other out 1 The meaning here is to assess and evaluate a person to decide if you would like to get to know them better. 2 The checkout in a supermarket isthe place where you pay for your goods, so there isa reference to this meaning here. walk down the aisles 1 Themeaning here s to walk up and down the aisles of the supermarket. 2. The more usual meaning is to walk down the aisle ofa church when a couple get married € Students work in groups to discuss other unusual ways of meeting people. if necessary, help students to think of ideas such as speed tating and singles" holidays, Reading ‘A Hand out Worksheet 2, Students look at the title of the main text and suggest what itis ‘about. Elicitideas, but do not confirm at this stage whether they are right or wrong. Allow students 3~4 minutes to read the text and decide what kind of people they think would sign a contract lke this. Ask students whether they would sign a contract like this. Find out the class consensus. Students read the text again and match the headings with the correct paragraphs, There are two more headings than the students need, Check answers ‘Answer key TAME MRS: 4d Ns ceo ate Language development AIB Hand out Worksheet 3. ‘The Love Contract’ contains some useful formal collocations. Tell students to try to match the verbs and nouns before looking for them in the text. Point out that some verbs collocate with more than one noun. Check answers ‘Answer key satisfy someone's needs/wants (paragraph 2) resolve a conflict (Paragraph 2) ‘overcome a challenge (paragraph 2) achieve a goal paragraph 3) Participate in an actvityigames and exercises (paragraph 3) keep a diary (paregraph 3) sign an agreement (paragraph 4) reach a goal (paragraph 5) terminate an agreementia contract (paragraph 6) respect a person's rights (paragraph 6) caricel an agreement (paragraph 6) Zocmvousuns 1 1 Note Students may suggest the following collocations which are possible but not found in the text: cancel an activity or @ contract, reach an agreement, sign a contract. © Students use some of the collocations to complete the five sentences. Check answers ‘Answer key 1 sign, contract 3 achieve, goai(s) 5 participating, 2 resolve, confct(s) 4 respect, rights activities 'D_ Ask students to discuss the other contracts in pairs or small groups. Ask pairs/groups to feed back to the whole class.Worksheet 1 A. Read this newspaper article. Would you be tempted by this way of meeting people? i Supermarket dating, —_ where singletons can check each other out Via the contents of their trolleys, flit while weighing vegetables and even walk down the aisies together, is ‘coming to Paris. Lafayette Gourmet, the food hall at the Galeries Lafayette deparment store in Paris, is about to unleash the concept on the worldwide capital of romance. Single shoppers will be identified on Thursday evenings by special purple shopping baskets decorated with a cartoon of a kissing couple, and offered a glass of champagne and a free photograph if they succeed in hooking up with a potential mate ‘We noticed that we have an evening clientele buying single Portions of fresh food, so we decided the demand is there,’ Lafayette Love in the aisles as supermarket dating hits Paris Gourmet Director, Sylvain Gaudu told Reuters. Paris, home to around 900,000 singles, many of whom are increasingly working hours as long as in London and New York, has already been introduced to speed dating and online dating, The ‘dating market’ shopping evenings, an idea imported from the Netherlands, will be jointly run from October 2 with Yahoo!, which already has an online dating service in Franee, ‘Once shoppers have made eyes at each other through the cereal packets or brushed past each other at the cheese counter, they can chat each other up openly in the queue for a special checkout counter reserved for singletons | Love contracts Reading 4 Reuters© Copyright, All rights reseed, Distlbuted by Reuters * singleton: a humorous word fora man or a woman who does not have a partner B Look at the two phrases in italic in the first paragraph. What do these phrases mean in this context? What other meanings or references do the phrases have? C What other unusual ways are there for single people to meet each other? Why do you think it is becoming more common for people to meet in these ways? From Advanced Stils by Senon Haines © Cambridge University Press 2006 QTR SP SEES 23Worksheet 2 A Look at the title of the text below. What do you think The Love Contract i B Read the text. What kind of people do you think would sign a contract like this? The Love Contract™ We, the undersigned, knowing and believing that love is desirable state, knowing and believing that we are potentially a good ‘match foreach other, knowing and believing that we are each curvently available o be in an exclusive relationship with each ‘other, an knowing, and believing that we are capable of growing and learning together, hereby agree as follows ‘That, forthe duration ofthis contract, we wil date only each other and will have no romantie or physical contact with other potential partners, to be able to express our thoughts and feelings to each other to be aware ofeach other's needs and ‘ants, and to know how to satisfy those nee and wants; o trust each other to know how to have fun together to kriow how to resolve conflicts that may arise between us; tobe free of inhibitions that might prevent us frm feeling love; tobe able to ‘overcome challenges to our relationship; to he able to forgive each other and finally andl most important ofall to love each ‘other with a love that is genuine, deep, and ever growing ‘That in onder toa eve these goals, we will, in good faith and with high hopes for our future, participate ina number of ‘activites. At this time we commit to engaging inthe activities checked below, By mutual agreement, we may change this list fiom time to time. daily diaries of our thoughts and feelings about each other. [] + Seeing a love therapist together atleast once a week. L) © Keeping eps + aticipting in group acto deiged wenbance or lave. + Reading tino nnn nok abt ove. + Pariipating in gates and exert designed to prot our mutual ove. CD + Going gtaays or alin rete ht might oer our love. C1 4 5 ‘This agreement will end at midnight on I we have realized our love, we wil mark this day with celebration. I've have not yet reached our goal, we wil either extend this agreement or let it lapoe, with no further obligations to continue this quest. 6 We recognize that discoveries we might make about each other inthe near future might be disappointing or disturbing, We therefore agree that ether of us may temminate this agreement within a period of days ater today’s date by signing on the cancellation Line (below) and returning the signed copy to the other person. We filly respect our partner's right to eancel this agreement daring this ni ‘mutual writen agreement. i contract ean he terminated only by our 7 ‘We are committed to living up to the terms ofthis agreoment fly and completely. I either of us fils todo so in some way we will do everything in our power to forgive the other person and to continue to move forwatd toward achieving lasting love. Signed and witnessed this days the i Partner in Lave Partner in Love Witness Witmess Canceled on by No hand feclings, please! © 2002, 2003, 2004, Dr. Robert Epstein. All ights reserved. Reprinted by permission. € Read ‘The Love Contract’ again and write a suitable heading above each paragraph. Choose from the headings listed below. There are two more headings than you need. a Activities © Duration e Forgiveness g_ Marriage i Second b Dating d Effective date Goals h Possessions thoughts 24 From Advanced Sis by Simon Haines © Cambridge Univers Press 2008 QELSWorksheet 3 Love contracts Language development A Match verbs 1-11 with the nouns in the table to find common collocations used in ‘The Love Contract’. Some of the verbs can be used with more than one of the nouns, and more than one verb can be used with the same noun, an activity aperson’s rights | a diary ‘a conflict someone's needs/wants a contract an agreement a challenge a goal games and exercises 1 satisfy 7 7 sign 2 resolve 8 reach 3. overcome 9 terminate 4 achieve na 10 respect 5. participate in cancel 6 keep B Check your answers by finding and underlining the collocations in A in‘The Love Contract’ Use collocations from A to complete these sentences. You may have to change the form of some words to fit the sentences, 1 When they start a job, new employees are usually required to a of employment. 2. The two leaders met in an attempt to ww the in the region 3. Ambitious people may have to work long hours and make personal sacrifices if they want to their... 4 In some countries there are strict laws to force newspapers 0 enn people's 5 When I was a child, I never liked parties and even as an adult, I'm not good at ... : in social D How would the relationships below benefit from informal contracts? What kind of things would these contracts contain? Discuss with a partner or group. 1. Parents and children 2. Best friends 3. Teachers and students ~/ ‘Just sign there, Dad. Thanks; From Advanced Sis by San Haines © Cambridge University Press 2006 QInSE TENTS 25Reading 5 READING SKILLS Predicting content from ttle and first paragraph, reading for gist, reading for specific information MAIN TASK TYPE Multiple-choice questions to check comprehension KEY LANGUAGE Word building: predict, prediction, predictable; destroy, destruction, indestructible; invent, invention, inventive PREPARATION One copy of Worksheets 1, 2 and 3 for each student TIME 60 minutes Futures The post-human era Thinking and speaking © Write the following questions on the board: To what extent do you depend on computers? Will people become more or less depenctent on computers in the next 100 years? How will human beings and computers develop between now and the year 2100? ‘© Ask students for their predictions and discuss these ideas brielly as a clas. ‘A Hand out Worksheet 1, Divide the class into six groups. Give each group one aspect of computer technology from the table to discuss, Students make notes in the spaces provided on the worksheet. After 5-8 minutes of discussion, each group presents its predictions to the class. If there is time, encourage comments from other students during feedback B Ask students to read the tite and subtitle ofthe text they are going to read and to predict the ‘main point ofthe article. Elicit their ideas, but do not say yet whether they are right or wrong Reading ‘A. Hand out Worksheet 2, Students read the text quickly to check their predictions. Have a brief ciscussion about the main idea ofthe article: the development of computers into ‘superhumans Students read through the five multiple-choice questions, then read the article again to find the answers. Check answers ‘Answer key 1 clparagraph 1) 2 biparagreph 2) 3 clparagraph 2) 4 b paragraph 5) Language development ‘A. Hand out Worksheet 3. Ask students to complete the table individually In many cases there are several nouns, adjectives or verbs that could be added to the table, so you could ‘suggest that students use their dictionaries to find as many related words as possible. Check answers Note The table below isnot exhaustive. Less common words have not been included. ‘Answer key Noun Verb Adjective 1 apology apologise apologetic, unapologetic 2 contribution, contributor contribute contributory 3 cooperation, cooperate cooperative, ‘non-cooperation uncooperative 4 destruction, destroyer destroy destructive 5 expectation, expectancy expect expectant 6 imagination imagine imaginative, unimaginative, imaginary 7. invention, inventor invent inventive 8 meaning mean ‘meaningful, meaningless 9 prediction, predictability predict Unpredictable, predictable 10 retirement retire retired B_ Students complete sentences 1-8 with words they added to the table in A. Check answers. Answer key 1 predictable 3 uncooperative 5. retirement 7 destruction 2 apologise 4 contributing «6 inventivefimaginative. 8 meaning © Arrange students into small groups to discuss whether they think Vernor Vinge's view of the future is optimistic or pessimistic. One person from each group feeds back to the class,Worksheet 1 | The post-human era A In your group, discuss and make notes on ONE of these issues related to computer technology. In the future, how do you think computer technology will affect these areas of our lives? Notes Work * type of work/long-term career © workplace Leisure © how much free time © ways of spending free time Health * how long people will live ® diagnosing and treating illnesses, Education * how schools will change # teaching methods Money « cash, credit and banking * buying things Home life = housework family relationships B Look at the title and first question of an article you are going to read. What do you think the main point of the article will be? The Digital Prophet — Vernor Vinge He predicted the Internet, but will his ideas about the post-human era be as exact? From Advance kis by Simon Haines © Cambriige Unversity ress 2006 GERRR CET 27Worksheet 2 A. Read the text and find out whether your prediction was correct. The Digital Prophet — Vernor Vinge A ‘singularity in physics and Vinge began wnting sof in the late still direct us and do things we just astronomy is a place where the laws of ‘60s. In 1981 his novela True Names don't understand, distorting nature physics as we know them break down invented the concept of cyberspace. around us perhaps. He imagines Tike @ black hole in space. But when Considered strangely prophetic, True humans cooperating with computers in applied to society by Vernor Vinge, Names told of hackers addicted to the the stage before the ‘singularity, or singularity means a moment after Internet who take on different online losing out ~ even being destroyed. And which huge but unpredictable changes personalities to attempt to fight against what about emotions? ‘| believe that occur. ‘8 worldwide artificial inteligence, emotions would still be around, though Vinge, 58, @ retired professor of The question is whether technology more complicated’ he says. computer science from San Diego State will become intelligent, because if this Man will certainly have less and less University and perhaps the world's ‘singularity’ is possible, Vinge doubts to offer, be stripped of skills and ‘most visionary science-fiction writer, whether it can be prevented. He has meaningful contributions. In his near- believes ~ and has done since 1985 already imagined in his head the future story ‘Fast times. at Fairmont that a ‘singularty’ will occur when speech he would make if his prediction High’, Vinge depicts humans wearing ‘computers become intelligent enough didn't come true, and some of his wireless-irect-mingtlinks and 12-year to upgrade themselves, because their stories are sat in futures without olds making their best efforts to avoid learning curve will be vertical In the computer intelligence, to the contact with older teenagers who will blink of an eye, or rather in as litle as disappointment of ‘singularst’ fans, tobe less able to adapt, unable to change 60 hours of becoming ‘superhuman’ - whom he is almost apologetic. "Science: fram day to day, and simply out of something he expects no later than the fiction writers used to have _ touch, year 2030 - computers could have re it easy’ he says. Now it's very hard to The shadow of the future hangs over ‘modelled society and changed laws in keep up us, and Vinge is here to intrigue, warn ways which humans will find But ifthe ‘singularity’ occurs as he and worry us about it. Maybe he will impossible to understand.‘ the early predicts, what are some fictional even — in his imaginative way ~ inspire osthuman era, everything wil be new possibilities afterwards? The science: i to happen? if the machines won't again’ So as @ scientist and fiction writer Isaac Asimov's Rule 5 of allow us to blame them, maybe they mathematician he sees this robotics involved humen rules being will allow us to blame Vinge. ‘singularity’ a5 @ point beyond which built into the superhuman computer, A final word from Vinge: "The ‘meaningful prediction and fiction but Vinge at best sees machines being “singularity” marks the passing of man writing become impossible. willing slaves — some of the time -who from centre stage: B Read the article again and then answer these multiple-choice questions by circling the correct answer. 1 What does Vernor Vinge mean by’singularity’? a A future breakdown in the legal system. 'b A definite point in time in the future ¢ Apoint in time which will mark a new beginning, _ A completely different organisation of society 2. What does Vernor Vinge believe? a We cannot predict the future of computers. b Computers will be able to think for themselves. ¢ Computers will help humans to adapt society. 4. Human beings will have a better understanding of computers. 3. What is Vernor Vinge well known for? a He isa famous academic. b He isa legal expert. ¢ Heis an author of fiction. d_ Heis a scientist and mathematician. 4. How does Vernor Vinge see the human beings of the future? a Beings who no longer have any feelings. b_ They will not be the most powerful beings on earth. ¢ The reluctant servants of computers. _ Robots which behave like machines. oR Fm Advanced Skills by Simon Haines © Camiordee Unwersitv Press 2006 METTeresteeaeN Tem:Worksheet 3 a] o it Reading 5 Language development A. The table below contains words from the article ‘The Digital Prophet -Vernor Vinge’. Complete the table with the correct related forms. Sometimes there are two words of the same type. apologetic 2 contribution cooperate destroy 5. expect 6 imaginative - 7. invent 8. meaningful 9 prediction unpredictable retired B Fill the gaps with the correct form of words from the table in A. 1 I didn't enjoy the film because T always knew what was going to happen next, and the ending was completely... 2 He didn’t to the people waiting even though he was an hour late. You never do anything I ask. Why are you so 2 2 3 4 The president thanked everyone for un. vnunet his election campaign, 5. My father finishes work next year and is looking forward to his. 6 7 8 ‘To be a good science-fiction writer, you Need aM saves enna mind. Environmentalist are very worried about the .. of the rainforests Until I read the article about Vernor Vinge, I didn’t understand the .. ‘singularity’ C Discuss the following question in groups. - of the word ‘Do you think Vernor Vinge’s view of the future is optimistic or pessimistic?” From Advanced Sas by Simon Haines © Cambridge Universty Press 2006 QQSSTORSPS TINTS 29Reading 6 MAIN TASK TYPE Matching headings with paragraphs to ‘check comprehension KEY LANGUAGE ‘assumption, consequence, contradict, duration, fleeting, frustrated, fundamental, intensity, overestimate, payoff Prepositions: based on, defend against, in the future, lead to, obstacle between X and Y, skilled at PREPARATION One copy of Worksheets 1, 2 and 3 ‘for each student TIME 60 minutes Emotions The pursuit of happiness Thinking and speaking ‘© Write Happiness is ... on the board and elicit definitions of the concept from the class. Give an example using this common formula: Happiness is a warm bath after a hard day's work ‘© Ask students to work in pairs to complete their own definitions of happ! share ideas with the whole class. and then ‘A. Hand out Worksheet 1. Put students in pairs to discuss the quotations about happiness. Monitor conversations, listening for interesting ideas that could form the basis ofa later class discussion B_Tellthe class that they are going to read an article about happiness (and unhappiness) ‘Ask students to work individually and think about how they could be happier (e.g. f you never had to work again. f you passed your exams. if you met the person of your dreams.) Students write notes. Reading ‘A. Hand out Worksheet 2. Ask students to read the article quickly and relate it to themselves. Before the main reading task, take a quick vote: How many of you find that what Professor Gilbert claims is true for you? B_ Ask students to read the headings a-i before reading the article for the second time and doing the matching task. Check answers, ‘Answer key Mies eal 810) sina Sere 7g Once they have read the article, ask students if they stil think the ideas they noted in 8 on Worksheet 1 will make them happier. Language development A. Hand out Worksheet 3, Students work through the vocabulary task. Check answers ‘Answer key 1d 31 5a 7) ge at 4h es ab 10 c B Tell students to try the task first without referring to the text. Check answers. ‘Answer key 1 in the future 2 based on| 3 skilled at 4 obstacle between... and 5 defend themselves against 6 lead to 7 makes ite difference to 8 adapt to Note skilled otis similar to good at, brillant ot, bod at, terrible at etc. © Put students into small groups to discuss the questions. Monitor their conversations, listening for a talking point that could be used to round aff the lesson.Worksheet 1 The pursuit of happiness / Reading 6 A Discuss with your partner the meaning of these quotations on the subject of happiness. Which of them do you agree with most? 1 3 When you relinquish the desire to Control your future, you can have more happiness Itisn't necessary to be rich and famous to be happy. It’s only necessary to be rich, Nicole Kidman Alan Alda A lifetime of happiness? Noman could bear it: it would be hell on earth. The pursuit of happiness is a most ridiculous phrase; if you pursue happiness you'll never find it George Bernard Shaw C.PSnow Very little is needed to make a Happiness s the interval between happy life. periods of unhappiness. Marcus Aurelius Antoninus Don Marquis Remember that happiness is a way of travel —not a destination. (only wed stop trying tobe happy we could have a pretty good time. Roy M. Goodman Edith Wharton B You are going to read an article about happiness and unhappiness. Think about your life right now. Write brief notes about what could make you happier. From Advanced Stas by Simon Haines © Camibidge Universty Press 2006 (AE RACOETENT atpursuit of happiness Worksheet 2 A. Read the article and decide whether you agree with what Professor Gilbert says. Are any of the ideas you noted in Worksheet 1 mentioned in the article? 2 ‘A professor of psychology at Harvard, Daniel Gilbert says that he studies ‘happiness: But more precisely, Gilbert The futile pursuit of happiness 1 If Daniel Gilbert is right, then you are wrong to believe that a new car will make you as happy as you imagine. You are wrong to believe that a new kitchen will make you happy for as long as you imagine. You are wrong to think that you will be more unhappy with a big single problem like @ broken arm, than with a continual one like a bad knee. You are wrong to assume that job failure will be disastrous. You are even wrong to reckon that a cheeseburger you order in a restaurant will definitely satisfy you. That’s because when it comes to predicting exactly how you will feel in the future, you are most likely to be wrong, and three colleagues have taken the lead in studying a specific type of emotional prediction. They have begun to question the decision-making process that shapes our sense of well-being: how do we predict what will make us happy or unhappy, and then how do we feel after the actual experience? For example, how do we predict ve'l feel if our favourite football team wins or loses, and then how do we really feel after the game? According to these psychologists, almost all actions are based on our predictions of the emotional consequences of these events. {3 In experiments, Gilbert has come to conclusions that contradict some of our fundamental assumptions: namely, that we humans understand what we want and are skilled at improving our well-being. But his work on prediction also raises some more worrying personal ever thought about life choices and about happiness has been greatly mistaken. 4 — The problem is that we falter when we imagine how we will feel about something in the future. We overestimate the intensity and the duration of our emotional reactions to future events. In other words, we might believe that a new BMW will make life perfect, but it will almost certainly be less exciting than we anticipated; nor will it excite us for as long as we predicted, Whether Gilbert's subjects were trying to predict how they would feel in the | questions; it forces us to wonder if everything we have future about 2 plate of spaghetti or romantic rejection did not seem to matter. On average, bad events proved less intense and more fleeting than people predicted. ood events proved less intense and briefer as wel. ‘According to Gilbert, The average person says, “I know TI be happier with @ Porsche than a Ford. Or with Linda rather than Rosalyn. Or as a doctor rather than as a plumber” That seems very clear to people. The problem is, I can't get into medical school or afford the Porsche. 50 for the average person, the obstacle between them and happiness is actually getting the futures they desire. But what our research shows is that the real problem is, figuring out which of those futures is going to have the high payoff and is really going to make you happy! Thinking about how bad things will be, produces similar results. When rally bad things happen to us, we defend ourselves against them’ Gilbert explains. ‘People, of course, predict the exact opposite. If you ask, “What would you rather have, a broken leg or a bad knee?” they‘ probably say, “A'bad knee”. And yet, if you want maximum happiness over your lifetime, you have just made the wrong choice. Our emotional defences snap ‘nto action when it comes to the big problems, like divorce or disease but not for lesser problems. We fx the leaky oof on our house, but in the long term, the broken window that we never mend makes us mare fustated! 7 ene Gilbert does not believe all forecasting mistakes lead to similar results; 2 death in the family, anew gym ‘membership and a new husband are not the same, but in hhow they affect our wel-being they are similar. ‘Our research simply says that whether its the thing that matters or the thing that doesn't, both of them matter tess than you think they will) he says. Things that happen to you or that you buy or own, as much as you think they make a difference to your happiness, you're ‘wrong by @ certain amount. You're overestimating how much of a difference they make. We don't realise how quickly our brains will adapt to new circumstances — whether they are pleasurable or not. When any event occurs to us, we make it ordinary. And through becoming ordinary, it loses its power to make us happy or unhappy ‘Copyright © 2008 by The New York Times Co, Reprinted with permission. B Read the article again and write a suitable heading above each paragraph. Choose from the headings listed below. There are two more headings than you need. Predicting how we will feel b_Dowe know what we really want? © We all know what will make us really happy. d_ Our predictions are probably wrong. @ Our natural defence mechanisms, £ Life is full of surprises. g We adapt quickly to new situations. The evidence of scientific research. i It’s never as bad, or as good, as we expect. 32 From Advanced Sis by Simon Haines © Cambridge Universty Press 2006 Genero EU TSWorksheet 3 Language development. A Match the words from the text on Worksheet 2 on the left with their meanings on the right. 1. assumption a passing quickly/temporary 2 consequence 1b powerlstrength (of a feeling) 3. contradict © reward 4 duration 4 something you accept is true without proof 5 fleeting think something is bigger or better than it really is 6 frustrated £ result 7 fundamental 8 angry because you cannot do or get what you want 8 intensity h length of time something lasts 9 overestimate i say something is wrong or untrue 10 payoff i basic B The sentences below all have a preposition missing. There are similar sentences in the article ‘The futile pursuit of happiness’ on Worksheet 2. Add the correct prepositions first, then check your answers by finding the verbs in the article. 1. Nobody can be sure of exactly how they will feel... the future, 2. Actions are based mmm OUF assumptions of how they will affect us. 3. Professor Gilbert wonders how skilled humans ate ...u.memee making decisions, 4 There is an obstacle oa. people and what they think will make them happy. 5 It is natural for humans to defend themselves ..u..mmou bad things. 6 Some of our decisions may lead... the results we predict. 7 Owning new things makes little difference ....u:mnanau OUF future happiness 8 The brain has an incredible ability to adapt ...uuesmeue NEW circumstances, C Discuss the following questions in groups. 1 Do Professor Gilbert's main ideas match your own experience? Give examples. 2 Do you think you would be happier # as a doctor or a plumber? © driving an old Ford or a brand new Porsche? * living in a small city-centre flat or a large house in the country? * with more of less money? Give reasons, From Advanced Sts by Simon Haines © Cambridge University Press 2006 ERSTE 33's cheating ‘increase? READING SKILLS Reading for gist, reading for specific information| MAIN TASK TYPE ‘Matching sentence halves to check ‘comprehension KEY LANGUAGE Word building: culture, elector, ethics, fraud, ‘moralise, perceptive, pervasive, plagiarise Reporting language: experts say that... historians have argued that ..; lawmakers warn that ... there is broad agreement that. PREPARATION ‘One copy of Worksheets 1, 2 and 3 for each student TIME 60 minutes Rights and wrongs Don't copy — it’s cheating! Thinking and speaking ‘A. Start by asking students to rate their own honesty on a scale of 1-5 (1 = very honest 15 =very dishonest). Keep this general at this stage Hand out Worksheet 1. Ask students to work through the qui individually B Ask students to compare answers in pairs. Round off witha brief class discussion ‘The questions on academic matters are taken from an American university website which provides these answers to the ‘Academic matters’ questions Answer key 1 No. You are supposed to do original work, 2. Yes. You are not allowed to bring unauthorised materials into an exam room. This includes mobile phones, 3 No. Although it may be tempting to simply write in the results that are well known, itis wrong to falsify your lab results, 4 Yes, You must not bring any unauthorised materials into the exam room, Reading ‘A. Hand out Worksheet 2. Ask students to look at the question and feed back their ideas. Allow students five minutes to read the article and find the answer to this question, € Students match sentence beginnings 1-8 withthe endings a-h. Check answers. ‘Answer key Hie Weare y-rs t | 4) b> sub lee dae Nope eae Language development ‘A Hand out Worksheet 3. Students work through this task individually, Check answers ‘Answer key Noun Verb Adjective 1 fraud, fraudster defraud fraudulent 2 plagiarism, plagiarist _ plagiarise x 3 ethics x ethical, unethical 4 morals moralise moral, immoral, moralistic 5 election, elector, elect electoral electorate 6 culture x cultural 7 perception perceive perceptive 8 pervasiveness pervade pervasive B This task draws attention to the many ways in which journalists report ideas, facts and opinions. Suggest that students work in pairs on this task. Check answers Possible answers 1 Many experts say that global warming isa serious threat to the Earth, 2. There is broad agreement among students that their fees are too high. 3 Lawmakers warn that crime is out of control in some parts ofthe city. 44 Some historians have argued that the Pyramids in Egypt were built by visitors from another planet. ‘According to experts many species of animals are close to extinction, ‘Most students admitted to cheating in exams. ow © Put students into small groups and ask ther to discuss the four questions. Listen for ideas touse ina final class discussion.Worksheet 1 Don't copy — it's cheating! “ Reading 7 9} A Answer the questions in this honesty quiz. Test your honesty Academic matters Answer ‘yes’ or ‘no’ to these questions: 1 On the first day of classes you are happy to discover that you have to write an essay on the same topic you wrote a paper on last term. You print off a new ‘copy and hand it in with a new cover page. This is your own work, so is it OK? 2 You are allowed to leave the exam room fo go to the toilet Your mobile phone rings and you answer it. When you go to hand in your exam paper, the invigilator asks to speak to you. Could you be accused of \ cheating? 3 You are frustrated about not getting the results you should during a lab experiment. You notice others at your lab table have finished and are cleaning up their materials. You decide to change your lab results to the expected outcome. Is this OK, because you know what the answers are supposed to be? 4 You reach for a tissue in your pocket during an exam and discover the revision notes you were looking at the day before. Could you be accused of cheating? Money matters What would you do in these situations? 1 You're shopping at a department store when you accidentally knock an expensive vase off the shelf It breaks into tiny pieces. You're alone in the aisle no one saw. You a immediately find the store manager and offer to pay for the bowl. b_ walk out of the store. It was an accident. 2 You're walking in the park when you see a £20 note fall from the pocket of an elderly woman in front of you. She doesn’t notice the fallen money. You @ pick up the money, and give it back to her. b_ pick up the money and put it in your pocket, 3 You take your 13-year-old brother to the cinema, The box office cashier assumes that he ts younger and charges him for a child's ticket, a saving of £6. You @ tell the cashier your brother's true age. b take the cheaper ticket, It doesn't really matter. B Compare your answers in pairs From Advanced Skils by Simon Haines © Cambridge University Press 2006 Qn e a ET 35Worksheet 2 A Before you read the article below, how would you answer the question in the title? B Read the article to find out whether it answers the question. re more people 2temce omer \ < > catral historian, esa debate that }c eating? pel oay beat Seca ou ees High profile company executives are Get Ahead, concedes that ‘by its It’s not that kids didn’t cheat at Yale ‘on trial, accused of defrauding their nature cheating is intended to go 30 years ago, but now it’s easier to businesses and their investors of undetected, and trends in unethical 40 so. The media coverage that imiltions of dollars. Schoolchildren are behavior can be hard to document. follows changes our perception of it, pirating music and films online; and If there is one place where the the pervasiveness of it! Tenowned historians are increasingly moralists have a case, however, it is _SOme experts argue that the alarm plagiarising their colleagues’ work. student cheating, because studies about more cheating is tied to wider "You have almost an acceptance have documented its rise in recent anxiety about social changes, like ‘that humankind cannot ‘resist the years. And there is broad agreement those that came after 9/11 or the pressure to cheat says Michael that the Internet has made it much "ew global economy. Transitional Josephson, of the Josephson easier to steal other people's work. Periods - a war, a recession, an ‘that works with schools and that the Internet has created a murky caused people to pay more attention. businesses to promote ethical territory of outdated laws and — to their souls. ‘At the beginning of the 2ist ‘Ann Fabian, @ professor of "more common argue that now there century, it is nearly impossible to American studies says: The Web has _af€ more practitioners and less quit. ‘tum on the television or pick up a changed notions of intellectual Donald L. McCabe, a Professor of magazine without hearing someone property, and we don't have the Management, has become known as a complain about the current decline norms to deal with it! ‘cheating guru’ for his widely jin morals. But is there any hard As for most other areas, previous reported surveys of how and why ‘evidence that more people are more ethical lapses can certainly compete students cheat. He has also looked at dishonest now than in the past? with today’s. Sports? Even the very data going back to the 1960s. For the most part, the answer to first game of baseball’ first modern _Not only is cheating significantly this question is ‘No! Many experts say World Series, in 1903, was tainted up since then, Mr McCabe has found, there is not enough data on cheating with rumors of match fixing. Politics? but many students do not consider it ‘to draw conclusions; nor is there any Between electoral fraud in 19th big deal, saying it was just a modem ‘way to make objective comparisons century New York and Watergate’s! fact of life. His study this year of about cheating over time. Rules, laws dirty tricks, some historians have 16,000 undergraduates at 23 colleges ‘and morals constantly change in argued that politics is cleaner now and universities found that 38 percent areas like finance, professional sports than ever. And similar things could had taken material from the Internet Even David Callahan, a political To some historians the current four percent of all the students scientist and the author of a book outcry about increased cheating is surveyed said it was no big deal. In a entitled The Cheating Culture: Why not surprising. What is known as the survey only ten percent of students More Americans are Doing Wrong to ‘declension view of history always admitted to Internet cheating. Copyright © 2003 by'The NewYork Times Co. Reprinted with permission | Watergate: a famous scandal ofthe early 1970s which implicated the US President, Richard Nixon, in political corruption Read the article again and complete each sentence 1-8 with the correct ending a-h. 1. Almost everywhere we go these days, a their cheating is not important. 2 In general, there are not enough facts about _b_ students are cheating more now than they used to, cheating ¢ to say for certain whether it is on the increase or not 3. Because of changing laws and morality, itis d_ the greater publicity cheating now gets makes us think almost impossible itis increasing, 4. There is concrete evidence that ewe hear complaints about declining standards of morality. 5. Some historians believe that y © Lome Mocs belenes th to compare cheating now with cheating in the past. pels fe Masur believes that § atenth of students confessed that they had used the 7 A survey carried out in 2000 showed that Internet to cheat. 8. Many of today’s students believe that hi the world of politics is less dishonest now than it used to be 36 From Advanced Skis by Simon Haines ® Cambridge Universty Press 2006 QES'ToMteTeTS ENTERWorksheet 3 * Language development A Complete this table with words related to words from the article. (crime) defraud (person) (offence) plagiarise x (person) 2 x ethical -~ (opposite) (opposite) {event} seseanvsc electoral (person) (group) x cultural 7 perception 8 pervasiveness, B The words in italic in sentences 1-6 from the article are examples of reporting language commonly used in formal journalism. Use these sentence beginnings to make up your own sentences on subjects of your choice. 1. Many experts say 2. There is broad agreement among students that 3. Lawmakers (in our country) war that 4 Some historians have argued that . 5 According to experts, 6 Most students admitted 10 wo... C Discuss the following questions with your group. 1 What makes you feel guilty? 2 Under what circumstances would you agree to match fixing in a sport you were involved in? 3 Do you think that downloading music from the Internet without paying for it is unethical? 4 How would you feel if someone used an essay of yours to pass an exam? From Advance iis by Simon Hanes @ Cambridge University Press 2006 Q@IDESES ETT 37Narratives Reading 8% =A pistol shot Thinking and speaking ‘A. Hand out Worksheet 1. Students look at the book covers show inthe illustrations. Ask students i they have read any of these books or books by the same authors. Ask students to work through the reading survey individually B Students compare their completed reading surveys with other students. Check answers with the whole class to find out how many students prefer fact to fiction; what kinds of READING SKILLS _ fiction are most popular; what books of fition students have read most recertly, hw students choose books; their favourite books Reading for gis ing for mention computer games, Tv, DVDs etc. es possible altematives to reading, MAIN TASK Reading TYPE A Hand out Worksheet 2. Refer students to the title and elicit their predictions about the Filling gaps with content ofthe story appropriate phrases ‘Ask students to read the extract to find the answers to questions 1 and 2. Check answers. to check overall Rare ‘comprehension 1 Ona farm, near a gravel pit (also possible: in Lincoln County, in the USA) In the early 1920s, KEY LANGUAGE 2 Three men loading gravel, a dead farmer called Lloyd Wilson, Wilson's Uncle Fred, ‘Age expressions: aged ‘Wilson's two boys, the elderly housekeeper, the undertaker and assistant. sir; in histher etal athe B Tel stunts to ead the phases an then to match them wth the gaps inthe xtc. underrover sixteen Answer key PREPARATION ag BO sre Sod. alee tT g2 ha i3 One copy of € Students discuss this question in pairs or small groups and feed back their ideas to the Worksheets 1, 2.and 3 dass for each student Language development TIME ‘A. Hand out Worksheet 3. Students work through the task finding equivalent phrases in the Gites 225) text. Check answers minutes for writing Answer key (optional) 1 ‘were forbidden’ 6 ‘he was ina cheerful mood! 2 ‘I took this to be a literal 7 ‘aman he had engaged’ statement of fact’ 8 ‘he had been stricken with heart 3 ‘shortly before daybreak’ failure’ 4 ‘he was not aware that’ 5 ‘the household at that time consisted of BIC Put students into pairs to work through these tasks. Check answers. ‘Answer key B 1 ‘boys under siteen’ (paragraph 1) 2 ‘aman in his late sixties! (paragraph 3) 3 "boys, aged six and nine’ [paragraph 3) © 1 a woman inher early thirties 4 aman inhis midsfities 2 girlsover 16 5 awoman under 20 3 men aged 40 6 amanin is ate eighties D_ This is an optional activity which could be done for homework if insufficient time in class. Students find a photo of a group of people they knaw well (their family or lends). Then they write a paragraph about the people in the photograph, mentioning their ages. They boring both the photograph and their paragraph to class, You could pin the photographs up around the classroom and give each student one of the paragraphs to read. Students try to match the paragraphs with the photographsWorksheet 1 | A pistol shot A Answer the questions in this questionnaire about your reading habits. Fact or Fiction? (1 What kind of books do you preter reading? (Tick one box.) * fiction (novels, short stories etc.) 1 (go to 2 below) + non-fiction (eference, biographies etc.) [] (go to 3 below) 2 What kinds of fiction do you prefer to read? (Tick one or more boxes.) + action novels = + historical novels ao © short stores «= * love stories Qo # science fiction — © spy/thriller stories =] # the classics oO horror a ‘+ whodunits Qo # contemporary fiction] * another type (please specify) What kind of non-fiction do you prefer? (Tick one or more boxes.) © history] * science] arts] + travel] (auto)biographies [] # other (please specify) (] |. | 4. What was the last book you read? | 5 | ( | What makes you choose to read a particular book? the front cover oO + the short description or ‘blurb’ on the back (cover) [5] * a book review oO \ WAR + you like the author oO \ AND ‘© you read the first two or three pages o \ + personal recommendations g PEACE 6 How much do you read? (on average) \ Leo Tolstoy + 2+booksa week © 2+books a month — - # 2+ books a year =] 0-2 books ayear 7 What is your favourite book? | A Short | DEATH History ONTHE Of Nearly NILE | | Eventing | N THE THE AITCHHIRER'S ume TOTHE GALES Da Vincl Douglas Adams Cope | | om Brown IsTIE BILL BRYSON AGATHA CHR B Compare your results with one or more partners. C Discuss this statement with your partner. ‘People read far less these days than they used to.’ From Advonced Sls by Simon Haines © Cambridge Universty Press 2006 QERSESENT ES 39Worksheet 2 ‘A Read this extract from the beginning of a novel and find the answers to these questions. Don’t try to fill in the gaps yet. 1 Where and when is the story located? 2 Who are the characters in the story? A pistol shot The gravel pt was about a mile east of town, (3) sen and so deep that boys under sixteen were forbidden by their parents to swim there. I knew it only by hearsay. had no bottom, people sai, annd because Iwas very much interested in the ides tha if you dug a hoe straight down anywhere au! kept on digging it would come out in China, I took this to be a literal statement of fact. One winter morning shortly before daybreak, three men loading gravel there heard what sounded like a pistol shot. Or, they agreed it could have been a car backliting. Within afew seconds it had grown light. No one came tothe pit tinough the field () . and they didn't see anyone walking on the road. The sonnel was not a ear backfiring tenant farmer named Lloyd Wilson had just been shot and killed, ancl what they heard was the gun () Se . At the coroner's inquest, Wilson’ uncle, who had lived with him for a number of years, and was a man in his late sintes, testified that, (A). . she saw his nephew's lantern as he passed on his vay tothe cow barn, The horse barn and the cow barn were about five hundred fet apart. He did not heat the shot and hhe was not aware that there was anybody on the frm that moraing (€) seu. The household at that time consisted of Wilson, his two little boys, aged six and nine, his elderly housekeeper, and the uncle, Fred Wilson, The housekeeper then took the stand en! testified that om the last morning of his life Lloyd Wilson got up at five-thinty 8 usual, dressed, and buil two fires. While he was waiting forthe one in the kitchen range to etch, he stood talking and joking with her. He was in a cheerful mood and left the house whistling. Usually he was through milking and back in the kitchen () aie - At seven o'elock, knowing that he had to go to town and Pick up 2 man he bad engaged to do some belated com shucking. for him, she told the younger ofthe two litle hoys to so see what was keeping his father so long. He asked for flashlight, and she peered out into the darkness and then sai he did't need a flashlight, he could see the lanter shining. from the open door ofthe barn. In avery shot while she heard him coming back to the house. He was exying. When she opened the stonn door and called ut to htm, he said, “Papa is dead! He is sitting there with his eyes open but he is deal” Who believes children. (g) sr se srsnsney he ran tothe bar, Wilkon was siting on a ailking stol in the mile stall, his buly sunk over against the partition. She caught him by the hand and eried, ‘Lloyd, What on arth isthe matter with you?" ~ thinking he had been stricken with heart failure or possibly apoplexy. 8s the child had said, be was sitting there with his eyes open, but he was dead. ‘The housekeeper and Fred Wilson dd the necessary things ~ that is to say, she went hack to the house and made ‘2 numberof telephone calls, and he finished milking the cows and turned them out into the pasture and then sat beside the body until the undertaker and his assistant came and took it back to town. Rigor mottis had set in, and they had toeut the sleeve of his jacket in order to take off his clothes, They removed his jacket, coat, corduroy vest and flanne] shirt, before they saw a small red stain on the undershit over the heart. Bi) cerns : = Tam talking about the early ninetcen-trenties — people in Lincoln County mostly didn’t lock their doors at night, and (i) aaceea + it was against the idea of burglar. One sometimes readin the evening paper that some man had beet arrested for disorderly conduct, but that meant drunkenness, Without thinking | would have said that acts of violence could hardly be: ‘expected to flourish in a place where the houses were not widely separated and never enclosed by a high wall, and where it would have been hard todo anything out of the way that somebody, by one accident or another or from simple ceuriosity, would not happen to see. + com shucking: removing the leaves from heads of corn B Read the phrases below. Now read the text again and write the correct phrase in each gap a-i. 1 before she had breakfast ready 6 that lay alongside it 2. brushing him and his story aside 7 while he was feeding the horses 3 if they did 8 who did not belong there 4 in those days 9 and the size of a small lake 5. that killed him © What do you think happened to Lloyd Wilson? Who do you think shot him? 40 From Advanced Skls by Siman Haines © Cambridge University Press 2006 M@STTetetee SCTE:A pistol shot Reading 8 Worksheet 3 Language development A Which literary words or phrases from the text mean about the same as these more common or everyday equivalents? 1 were not allowed to 2. I thought this was the absolute truth .. 3. just before the sun came up 4 he did not know that 5. living at the farm at the time were 6 he felt happy 7 aman he had given work to 8 held had a heart attack B Find age expressions in the text which could describe the following people: 1. young men of 15 or younger 2. aman between 66 and 69 years old 3. boys who are six and nine C Write ilar ages to describe these people. Use the words in brackets. 1a woman of 31 (early) 2 girls 16+ (over) men who are 40 (aged) 3 4 aman of 55 (mid-) 5 a woman less than 20 years old (under) 6 an 89-year-old man (late) D Find a photograph of friends or family and write a paragraph about the people in the photograph. Say how old each person is. From Advanced Sis by Simon Hai 5 © Cambridge Unversity Press 2006 QTR TT aReading 9 READING SKILLS Predicting how a story will continue, reading for gist MAIN TASK TYPE ‘Matching headings with paragraphs to ‘check comprehension KEY LANGUAGE Prepositions: by accident, by contrast, ‘come to light, ‘contribute to, draw conclusions from, home in on, in common with, read into, search for, settle for PREPARATION ‘One copy of Worksheets 1, 2 and 3 for each student TIME 60 minutes a The unexpected What a coincidence! Reading and speaking ‘A Hand out Worksheet 1. students read the frst part ofthe story Blue skies’ Don't mention the subject of coincidences at this stage Students compare predictions a to how the story will continue and end. B Students read the second part othe story to check their predictions. © Check students’ understanding of coincidence ~ perhaps teaching them the expression: That's coincidence! Then put students into groups and ask them to tell each other about coincidences that have happened to them. Reading ‘A Hand out Worksheet 2. Point out that the text students will read is taken from a nonfiction book about mathematics and is written in a different style from the story ‘Blue skies’. Students read the article quickly and lst the kinds of coincidences mentioned. Check answers, ‘Answer key paragraphs | and 2: strangers who find out they have a lot in common with each other Paragraph 3: prophetic dreams paragraph 4: birthdays paragraph 6: premonitions of disasters ‘Ask students if the article mentioned any of the coincidences they had discussed in C on Worksheet 1 B Ack students to read the headings before they re-read the article and match the headings with the six paragraphs. Check answers. ‘Answer key 1 (they're to be expected) 2 h (iftwo strangers st next to each other... inked in some way’) 3b (the *prophetic* dream... after some natural disaster has occurred, .. we should expect as much.) 4 g (Nottime should be wasted trying to explain the meaning of these or other Coincidences a simiar type.’ '5 a (Auseful distinction in discussing coincidences is that between general sorts of events and particular events.) 6 { (We forget al the premonitions of disaster we've had wihich didn't predict the future?) ‘Ask students if they agree with the article, Language development ‘A. Hand out Worksheet 3. Ask students to try to think of the preposition frst, before looking back at the article to check their answers. Check answers. ‘Answer key 11 search for (paragraph 1) 6 settle for (paragraph 4) 2 craw (any) conclusions from 7 in.common with (paragraph 5) (paragraph 1) 8 by contrast (paragraph 5) 3 by accident (paragraph 1) 9 contribute (something) to 4 homed in on (paragraph 3) (paragraph 6) 5 came to light (paragraph 3) 10 read (anything) into (paragraph 6) B_ Check that students can remember what the birthday theory is. Then ask students to carry out @ survey of their classmates to see if itis accurate, Students could carry out surveys of their families and other people they know for homework and report back their findings in the next lesson, CID Students discuss well-known ‘true life’ coincidences lke the comparison here between ‘Abraham Lincoln and John F. Kennedy.Worksheet 1 A Read the first two paragraphs of the true story, ‘Blue skies’. How do you think the story will continue and end? Compare ideas with a partner. BLUE SKIES In 1956, Phoenix, Arizona was a city with infinite blue skies. One day as | walked around the house with my sister Kathy's new parakeet on my finger, | had the idea of showing Perky what the shy looked like. Maybe he ould make a little bird friend out there. | took him into the backyard, but, to my horror, Perky flew off. The enormous sky swallowed up my sister's blue treasure, and suddenly he was gone. Kathy managed to forgive me, With fake optimism, she even tried to reassure me that Perky would find a new home. But | knew that such a thing was not possible. ! was inconsolable. Time passed. Eventually, my great ‘Sorrow took @ modest place among the larger things of life, and we all grew up, B Read the rest of the story to check your ideas. euoaisy ‘adway ‘Memes P4J0g ipa ByL2g jaYBls ouaM nog, ‘ples pue ~aisis Au 0] ub | s9qe] s42aK Ao Youu Jane 2m a4049q Bu0] payoauUOD Us9q pey sotiuiEj Om nO swWO9S yd PausveU if purg aut J0 s@snyoid ay} pue SuoneD9] 24a pu salep dUY “2aUApIAD SulzeWe o4p PauiMeXa aM ‘yeods 01 2lg@ fyeuy sem | uoyM ,v08Ly Kw vo papue| pue Mop payeo4 ISNT 8ayeJed anjq aj e YS anja 'J89}0 oUt 49-190 B'@ anoge Sem | YOUN ‘ep aU "LAY YOB am fem guy SOM, “ples 2y olg BaaMG Inoge BUN 1894 3uL, 81d anaams Yooreved anjq Siy Sem awiy iy 40 Y8q YSej209 a4) tH PaouNoUUE puE JODY ayy ¥004 ALE) ~#o4p9 a4 J0 Jau3e) oup"Kuseg LoUL ‘Bop o1NaKsd e pey as(a auo=HOS Us\pIOB Buty YsapIO O19 aXeU 01 powe|D LUos.ad @ug ‘Se140}8 384 420U9 113 0} Sem aweS ayy ‘SuIUana 2UQ ‘spUdLy J0 4809 ALA AED aM uoUIesON Buozuy punose Burdused ywaN SoH} OM ay, ‘s}!9SSIY Bu; ‘SPUDLA SDP) a4R Jo siUELeC! AUN IA SUIEYD BuIpIO) ‘ut shepumeg J20008 3uipuads 8 HOU Paes a) BuIMOB UaJpIIYD WO AW PaYOREM | ‘u9je| sapedaq — On ne C The parakeet story is an example of a coincidence. Tell your partner/s about any coincidences that have happened to you or people you know, From Actrance sks by Simon Haines © Cambridge Universty Press 2006 GERRRTO TTS 43Reading 9 )/What a coincidence! J Worksheet 2 A Read this extract about the phenomenon of coincidences. Make a list of the different types of coincidence described in the article. Are any of the coincidences mentioned similar to those you discussed in C in Worksheet 1? The nature of coincidence coins int They seem fo compel a seach fr tet sgfcance More often than some people realise, howevey, theyre to be expected and requie no special explanation. Surely no cosmic condusions may be drawn fom the fact that I ecently and quite by accident met someone in Seatle whose father had played on the same Chicago high school baseball team as my father had, and whose dauahter isthe same age and has the same name as my daughter. As improbable as ths particular event was-o as particular events alvays are - that some event of this vaguely characterised sort should ocasonaly occu s very likely. More precisely, it can be shown, for example, that i two strangers sit next to each other on an airplane, more than 99 times out of 100 they wil be linked in some way by two or fewer intermediates. [..] Maybe, for example, the cousin of one of the passengers will know the others dentist. Most of the time people won't discover these links, since in casual conversation they don't usualy run through all their 1,500 or so acquaintances as wel a all their acquaintances’ acquaintances...) There is a tendency, however, to home in on likely mutual acquaintances. Such connections are thus discovered frequently enough $0 that the squeals of amazement that commonly accompany their discovery are unwarranted, Similarly unimpressive is the ‘prophetic’ dream which traditionally comes to light alter some natural disaster has occured. Given the half billion hours of dreaming each night inthis country ~ 2 hours per night for 200 millon people ~ we should expect as much (r consider the famous birthday problem in probability theory. One must gather together 367 people (one more than the number of day in a leap yet) in order to ensue that two of them share abitday. But fone is wiling to sell fora 50-50 chance ofthis happening, only 23 people need be gathered. No time should be wasted tiying to explain the meaning of these or other «cincdences of similar type. They just happen. [.] "repeat that a uselul distinction in discussing these and other coincidences is that between generic sorts of events and particular events. Many situations are such that the particular event that occurs is quaranteed to be rare a certain individual winning the lottery [. - while the generic outcome - someones winning the lottery [..]~ is unremarkable. Consider the birthday problem again fall that we require is that two people have some bithday in common rather than any particular birthday, then 23 people suffice to make this happen with a probability of 1/2. By contrast, 253 people are needed in order fr the probability to be 1/2 that one of them has aspect birth date, say July 4. Particular events specified beforehand are, of course, quite dificult to forecast, 50 it’ not surprising that predictions by televangeist', quack doctors? and others ae usually vague, that is, until the events in ‘question have occured, at which time the prognostcators? lke to assert that these precise outcomes were indeed foreseen. This brings me to the so-called Jeane Dixon effect, whereby the few cortect predictions [..] are widely heralded* andthe 9,839 50 false predictions made annually are conveniently ignored. the phenomenon is quite widespread and contributes to the tendency we all have to ead mote significance into coincidences than is usually justified. We forget all the premonitions of disaster we've had which dida't predict the future and remember vividly those few which seemed to do so. [..] In reality, the ‘most astonishingly incredible coincidence imaginable would be the complete absence of all coincidences. * televangelist: religious (ustally Christan) person who appears on television to persuade people to take up their religion and give money to their organisation 2 quack doctor: person who dishonestly claims to be a doctor and treats people without medical taining or qualifications 3 prognosticator: person who foretells what is likely to occur in the future “herald: publicise or mark an event that is about to begin B Read the article again and write a suitable heading above each paragraph. Choose from the headings listed below. There are two more headings than you need. a The difference between general and @ [tis possible to predict who will specific coincidences win the lottery b Dream predictions are quite normal £ Incorrect prophecies are forgotten € The real significance of coincidences 1 Explanations are a waste of time 4 Coincidences are to be expected h Connections between people who don’t know each other 44 From Advanced Sis by Simon Hones © Cambridge Unversity Press 2006 @ETETSe ETEWorksheet 3 What a coincidence! Reading 9 Language development ‘A Complete the phrases in italic in these sentences with the correct preposition. Check your answers by finding the phrases in the extract on Worksheet 2. 1 After five days they called off the search the missing boat. 2. We shouldn't draw any conclusions the fact that he lives alone. 3. I'm sorry ~T opened the letter accident. | thought it was addressed to me. 4 As we got talking, we homed in places we were both familiar with. 5 After the murder, a lot of evidence came light which suggested that the man killed his wife. 6 Idsettle a lower salary if I could find a job nearer home. 7 My brother and I have almost nothing common each other. 8 Yesterday it was really cold. contrast, today was hot and sunny. 9, Would you like to contribute something. the school newspaper? 10 I don’t think we should read anything the fact that they get here at the same time every day. B Try out the birthday coincidence theory described in paragraphs 4 and 5 of the extract on Worksheet 2 with other students in the class. Is the theory accurate? Read the text below about coincidences between two US presidents. ‘Two tragic deaths in American history are the assassinations of Presidents Abraham Lincoln and John F Kennedy. In their lives and deaths there are amazing similarities, + Both men were deeply involved in civil rights for black people. * Lincoln became president of the USA in 1860 and Kennedy became president exactly 100 years later in 1960, * Both men were killed by a bullet that struck the back of their heads. * Both presidents were succeeded by vice-presidents named Johnson. * Lincoln's killer, John Wilkes Booth, was born in 1839 and Kennedy's killer, Lee Harvey Oswald, was born in 1939, exactly 100 years apart. * Both assassins were murdered before they were brought to trial D Discuss these questions in groups. 1 How do you explain the kinds of coincidences described in this comparison between Abraham Lincoln and John Kennedy? 2 Why do you think people don’t like the explanation: ‘It’s just a coincidence’? From Advanced Skis by Semon Haines © Cambridge Univers Press 200 QP eee 45Listening 1 My achievements Thinking and speaking ‘A. Hand out Worksheet 1. Ask students to look at the photographs and ask if anyone can do any of the activities shown. Ask follow-up questions such as How did you learn? and Would you like to be able to do any of these things? Ask students to list their achievements in the table. If necessary, give an example of your ‘own, or elicit one or two ideas from the class. LISTENING B Students compare and discuss lists in small groups or as a whole class. ‘SKILLS € Students do the task individually and compare their answers in pairs. Listening for specific : information, Listening listening for attitude A Hand out Worksheet 2, Students listen to the recording for the first time and match each & speaker with one ofthe activities or abilities a-g. (See Listening 1 on page 127 for the MAIN TASK recording script.) TYPE ‘Answer key Multiple-matching task Tk 2d ac ae 5a to check a B Ask students to listen to the recording for a second time and match each speaker with cOmpreerSeoN (© one of the attitudes a-g. Check answers Answer ke KEY LANGUAGI oy iG iB Le 2¢ 3b 4a Se common-or-garden, ae ee Language devel ent goodies and baddies, canguage developm: remote, spend ages Students try to work out the meanings of the words in pairs or groups. Check with the doing Maen class. Students then discuss all or just some of these questions, Monitor conversations, 8 listening for interesting ideas that could form the basis of a brief class discussion, D_ Ask students to look atthe tile and discuss in alts or groups what the aticle might be PREPARATION een One copy of E Students then read the article to check their answers, Round this activity off with a class Worksheets 1 and 2 for discussion of questions 1 and 2 each student TIME 45-60 minutes @ Track2Worksheet 1 A Make a list of things you have achieved that you are proud of. Write them under these headings: Achievements Things you have been taught Things you have picked up Exams you have passed or todo informally or taught yourself to do | prizes you have won B Compare your lists with those of other students. Has anyone listed achievements similar to yours? © Now think about your dreams and ambitions - things you'd like to be able to do. List them next to these headings, and then compare your lists with those of other students. Dreams and ambitions ‘Things | think | will achieve ane day Things that are possible but unlikely Fantasies: things | think are impossible to achieve From Advanced Sil by Simon Haines © Cambridge Universty Press 2006 (TNS SETS 47Listening 1 ))/My Gchievements Worksheet 2 A You are going to hear people talking about things they would like to be able to do. Match Speakers 1-5 with the activities or abilities a-g. There are two more than you need. Speaker 1 a. write fiction Speaker 2 travel all round the world Speaker 3 ¢ read other people's thoughts Speaker 4 d_ do something adults don’t usually do Speaker 5 e ay £ lear another language g study rare species of birds B Listen again. What is each speaker's attitude to the abilities they describe? Match Speakers 1-5 with the appropriate attitudes a-g. There are two more than you need. Speaker 1 a. knows itis a fantasy Speaker 2 'b is doubtful about whether this ability exists Speaker 3 ¢ is determined to do it eventually Speaker 4 doubts their family would allow it Speaker 5 € is hopeful of being able to do it fis confident about doing it in the near future 8 realises it is impractical Language development C Check that you understand the words from the recording in italic. Then discuss these questions with a partner. 1. What is your idea of a demanding job? 2 What do you spend ages doing every day or every week? 3. What is the downside of living where you live? 4 Which remote areas of your country have you visited? 5 What common-or-garden birds or animals are there in your country? 6 Who are your favoutite goodies and baddies? Think about films, folk stories ete. D The text below is an extract from an article from a scie1 think the article is about? ic magazine. Look at the title. What do you ee E_ Now read the article to find out if you were right and discuss the questions below. First Spiderman - Now Geckoman! Humans may someday be able to scuttle up walls, scamper across celings, and scurry out windows with the agity ofa startled gecko — thanks to a new adhesive tape that mimics the lizard's sticky fet. !eckoman isnot science fiction these days said Andre Geir, a physicist, who isin team that produced the first sythetc ‘gecko tape” ‘he breakthrough comes just a few years after scientists resolved the mystery of haw geckos climb up trees end cling from the underside af branches, The gecko's secret is millions of microscopic hairs on the pads of their feet. Each hair provides a minuscule adhesive force which operates over very small distances but bonds to just about anything 1 Would you like to be able to walk on walls and ceilings? Why? Why not? 2 What other‘animal’ abilities would you find useful? 48 Fram Advanced Sis by Simon Haines © Cambridge University Press 2006 MST entero estelistening for attitude MAIN TASK TYPE ‘Three-way matching task to check ‘comprehension KEY LANGUAGE bbe pushed for time, chill out, digital radio, Dv0 player, its no wonder, laptop computer, microwave oven, settle for, snail ‘mail, videophone, webcam PREPARATION ‘One copy of Worksheets 1 and 2 for each student TIME 45-60 minutes (© Track3 Technology What does technology mean to you? Thinking and speaking ‘A. Write technological gadgets on the board and ask students to suggest examples of what this means (e.g. mobile phone, videophone, digital camcorder, iPod etc) ‘Ask students whether they fel generally positive or negative towards technology. Elicit a few answers. Hand out Worksheet 1. Ask students to Uck the statements individually B Arrange students into small groups to compare their answers © Elicit the names ofthe items ilustrated. ‘Answer key laptop computer, videophone, microwave oven, portable DVD player, digital radio, clishwasher, mobile phone, webcam, car, scooter, PlayStation, digtal camcorder ‘Students should think about their attitude to each item and complete the table. Students ‘compare their attitudes with each other and share their ideas with the class, D_ Brainstorm suggestions for other technological devices, Listening A. Hand out Worksheet 2. Students predict and note down what the speakers will say B Play the recording and get students to tick off any of thelr ideas that are mentioned, (© Gee Listening 2 on page 127 for the recording script) ‘Answer key Technology affects everyday fe Technology affects everyday lile positively by negatively by . + making communication easier + making itmore complicated + making travel faster * increasing the pace of ife and causing ‘+ making things cheaper (text messages _stress and weight problems rather than phoning) Students listen again and list examples of technology mentioned. Check answers © Answer key Examples of technology mentioned Computer, phone, cars, DVD, microwave oven, TV, computer games, text messaging, mobile phone, photos, radio 1D Make sure students understand the task. Ask students to work in pairs and do the task () from memory before playing the recarding again. Check answers. ‘Answer key 18 2W 38 4M SW 6M 7m Language development. Students complete the sentences with the words from the box. Check answers ‘Answer key 1 snail mail 2 pushedfortime 3 itsnowonder 4 chillout _§ settle for F Students discuss the questions in pairs, G Arrange students with a new partner. Students choose whether to be Student A or Student B. Give them five minutes to prepare their argument. This isa uselul stage for students who ‘play devil's advocate’, . put forward a point of view they do nat really believe. Monitor the role plays, listening for any errors students make."caning » \ What does technology Listening 2 mean to you? Worksheet 1 A. How important is technology in your life? Which of these statements is true for you? 1. I buy and use as many of the latest technological gadgets as I can 2 Luse quite a lot of technological equipment, but only for my hobby, 3. Tonly use the technological essentials, like the phone and washing machine. [7] 4 I prefer not to be dependent on technology. 3 As far as possible, I avoid using machines and gadgets, B Compare your answers in A with other students. Are you in the majority or the minority in your ‘group? C Look at the pictures below and write each device next to one of the sentences. * I depend on these things and consider them to be essentials. ‘+ use these things regularly * Luse these things occasionally ‘+ Ido not use these things and consider them to be extravagant luxuries. D What other technological devices could you add to those illustrated above? 50 From Advanced Sts by Simon Haines © Cambridge Univers Press 2006 (QPMCOETTWhat does technology — Worksheet 2 mean to you? : a Listening 2 A You are going to hear two people chatting about how technology improves or worsens your everyday life. Work with a partner to predict some of the speakers’ ideas. Technology affects everyday life positively by Technology affects everyday life negatively by B Listen to the recording and tick any of your predictions that are mentioned. € Listen again and make a list of examples of technology mentioned by the speakers. D Read these statements and decide whether they represent ideas expressed by the woman (W), the man (M) or both (B). Then listen to the recording again to check your answers, Twrite letters, People are fat because they use their cars instead of walking. ‘Travelling by car can be more stressful than other means of getting around, 1 2 3 4 Modern technology saves people time. 5 Iwonder how people spend the time they save 6 1 find microwave ovens essential 7 Like to be able to keep in touch with people wherever I am. Language development E The words and phrases in the boxes below are from the recording. In each of the sentences 1-5, one of the expressions from the box is paraphrased in brackets. Use the words from the boxes to complete the sentences. chill out settle for it'sno wonder | snail mail pushed for time 1. Most people now send emails rather than using .. (etters sent by post) 2 I defrosted my meal in the microwave because I was . vow: (ina hurry), 3. Ifyou use a computer at work all day, (Um not surprised) you need glasses. 4 After work, I ike to sit in front of the television and smn (Flax J take it easy). 5 [don’t need any more gadgets. I'll just -smnmarsensene (Be Satisfied with) what I have. F Discuss these questions with a partner. 1. When would you use snail mail in preference to email? 2 How do you like to chill out? G Work with a new partner. Decide who is Student A and Student B. Read your profile below. You have completely opposing views to each other on the subject of technology. Prepare some notes to help with your argument, and then have a discussion about the benefits of technology. Student A Student B You are enthusiastic about ew technology and very | You are not at all keen on new technology. You Positive about the beneficial effects ithas on our | believe it simply makes life more complicated lives. Argue against your partner's cynical ideas. | Argue against your partner's over idealistic opinions From Advances skis by Simon Haines © Cambridge Unversty ress 2006 ESSERE 51Work-life balance Listening 3 Go for it! Thinking and speaking ‘A. Ask students if they have ever run their own business or ifthey would like to. Elicit what kind of business they ran or would choose to run. Hand out Worksheet 1. Students note their ideas next to the topic headings, and then compare ideas with each other. Elicit a teWv ideas about each topic for class discussion LISTENING | Listening SKILLS B Students read through the questions and listen to the recording, Check answers, (See ietenite torapecht? @ Listening 3 on page 128 forthe recording script) information ‘Answer key 1 The company they originally worked for was sold to a large national company and MAIN TASK they no longer felt like individuals. TYPE 2 Computer installtion and onsite repair se etic 3 Through advertising and word of mouth. tence-completion 4 They rentasmal office on an industrial estate. task to check comprehension Explain that students have to complete the sentences using language from the recording >) Ask students to read the gepped sentences before they lsten to find out what they have to KEY LANGUAGE listen for. Play the recording again and students complete the sentences. Check answers. Idiomatic expressions: ees get something out of 1 bya national / by a larger 5 {fulktime} secretary someone, handy, 2 converted a bedroom, 6 sorting out 3 three months 7 time to themselves / (free) time hoor some te 4 about 18 hours 8 have personal contact ‘grapevine, personal touch, poach lector Language development ‘someone off, the push ‘A Hand out Worksheet 2. Ask students to discuss the meaning of the words and phrases in x pairs. Check answers. we needed : ‘Answer key : t Y bank loan, family notinterested in them as people) Pepeearna el 2 the motivation which made them decide to leave see 3 unprofessional like stealing estate, ction, jel se 4 unofficially via rumours and gossip informal conversation) performance targets, 5 near to / convenient for the motorway. sales figures 6 their own contact with their customers 7 cheat them charge them more than something is worth PREPARATION omeael B Explain to students tat they are going to match words from the two columns to form compound nouns used in the recording. Suggest that they look at the meanings 16 in C Worksheets 1 and 2 for to get an dea ofthe words they are ooking for Check anseer, each student Answer key TIME 1 bank loan (meaning 5) 4 job satisfaction (meaning 4) 2 family business (meaning 3) 5 performance targets (meaning 1) SEES 3 industrial estate (meaning 2) 6 sales figures (meaning 6) @ Track © Students match compound nouns in 8 with meanings. Check answers with key above. D_ Before students start discussions, elicit examples of wellknown national companies and ‘multinational corporations. Students discuss questions in pairs.Worksheet 1 Go for it! ( ing 3 A List some advantages and disadvantages of starting and running your own business. Group your ideas in the table below next to the topic headings. Topics Advantages Disadvantages Finance (risk or security) Working conditions / Lifestyle Personal satisfaction B You are going to hear two business partners, Jackie and Paul, talking about their small business. Listen and answer questions 1-4. 1. Why did Jackie and Paul start this business? 2. What kind of business are they in? 3. How did they find their customers? 4 Where do they work from now? C Listen to the recording again and complete each sentence with a maximum of three words. 1. The fa company. business Jackie and Paul used to work for was bought 2. Instead of renting premises for their company, Jackie and Paul in Paul's flat 3. Inunder a ..1« Jackie and Paul had plenty of work. 4 During the first few months of setting up their company, Jackie and Paul worked a day, seven days a week. 5. The first extra member of staff they employed was a 6 Having an extra member of staff meant that Jackie and Paul could spend more time customers’ problems, 7 Now that they have employed two more people, Jackie and Paul have more 8 It is important for Jackie and Paul 0 enn with their customers. From Advanced sts by Simon Haines @ Cambridge Univers Press 2006 QUI itereetay eT 53Worksheet 2 Language development. ‘A The expressions below are from the recording. With a partner, work out what the words in italic mean. 5 All they cared about was what they an industrial estate that’s handy could get out of us... for the motorway ... 2 6 twas the push we needed to make ... We're determined not to lose the decision. the personal touch, 3 7 7 ‘We couldn't contact them directly, they know we won't rip them off. that would have been poaching, ... but they got to hear on the grapevine B Match a word from 1-6 with another from a-f to form compound nouns used in the recording. 1 bank a business 2 family b estate 3 industrial © figures 4 job loan 5 performance satisfaction 6 sales F targets C Match the compound nouns in B with their meanings 1-6 below. specific objectives an employee should attempt to achieve area of land where a lot of factories have been built company owned and run by people who are related to cach other happiness resulting from the work someone does money people or businesses borrow 1 2 3 4 5 6 statistics showing how much has been sold D Discuss one or two of these questions with your partner. 1. From a customer's point of view, what are the pros and cons of dealing with these kinds of businesses: a small family business, a national company, a multinational corporation ? 2. Do you think it is possible for an employer to emphasise performance targets and sales figures and still treat employees as individuals? 3. Imagine that you and your partner plan to set up a small business. What are the advantages and disadvantages of locating the business in these places: an industrial estate, a town centre, a private address? 54 From Advanced Stils by Simon Halnes © Cambridge Unversty Press 2006 (SPRYRelationships Best friends Thinking and speaking ‘A Ask afew people in the class how many fiends they have. Then try to agree on a definition of what a frends. Brainstorm different words fr friend with the class @g. closelbestigood friend, pol, mate, acquaintance, buddy and ask the students the differences between them, Hand out Worksheet 1. Ask students to read the newspaper extract and discuss whether the findings are true for themselves and people they know. Note This extract relates to British people, This in itself is a possible talking point, especially as the British have (or had) a reputation for being reserved B Ask students to fillin the table for themselves, and then to compare charts in pairs istening CID Ask students to predict five qualities they think will be mentioned by the speakers, and @ then play the recording. Check answers. (See Listening 4 on page 128 for the recording senpt,) ‘Answer key ‘comprehension Speaker 1: a person youcan call even after long periods of no contact, a person you want to tell news to when something goed or bad hapoens inyour Ie KEY LANGUAGE Speake2: someone it simlarprosins, er tes of ned, someone you s can(trust, someone who is loyal v “' “> fe, (0 persons) Speaker 3: someone wh shares your interests, has the seme sense of humo» «4 background, crucial speaker 4 aperson you can tak to andisten to, someone who sticks up fabyau, point, magic ‘someone you feel comfortable with, person you like to spend time with, ingredient, on ‘on the same wavelengtt, person who is honest with you (tells you the truth about yourself}! someone's wavelength, water Blepai it for, A Hand out Worksheet 2. Ask stuce id stions 1-6 and the tr he ot EMenen ienance iand out Worksheet 2. Ask students to read questions 1~6 and the three choices o (@ answer. Play the recording for @ second time as students select answers a,b or ¢. Check friendship, unshakeable answers. ‘Answer key ERSPARATION 2 (tt certainly fst the same answer | would've given when | was a teenager’) One copy of 1 2. b (ve been fortunate enough to have had lots of friendships’) Worksheets 1 and 2 for 3b (We're separated by distance ..., but our friendship has remained unshakeable’) eet etiett 4 a (When one of us is down, the others are always there to pull them back up.’) 5 c (they might be someone you talk to regularly on a computer chat line’) 6 a (1 respect people more if they tell me what they really think, rather than just TIME telling me what they 45-60 minutes want to hear’) ‘Ask students which speaker they agree with most & Tracks Language development. B Ask students to work through the task in pairs. (You may have already explained some of these items in earlier tasks.) Check answers, ‘Answer key 1 treasure = value highly 2 unshakeable = solidirm 3. pinpoint = pick out /specty ! define exactly magic ingredient = special quality ‘a crucial point = very significant moment allies = partners! friends facing the same enemy backgrounds = socal ciasses /types of family stick up for = supportlencourage somebody who's on your wavelength = thinks inthe same way as you eons © Ask students to answer these questions, which recycle the vocabulary from A, in pairs or small groups. / 55istening 4 )/ Best friends J Worksheet 1 A Read this newspaper story. Are the main conclusions true for you and other people you know, including older generations like your parents or grandparents? Friendship Poll uncovers 50 praet friendship iv exclowa secrets J A survey has found that most people can expect to make about 350 mates during their lifetime but they'll only be’able to call six of them their real friends. The results showed that most of us will end up with a circle of about 30 close friends, with six of them being the ones we tell our innermost secrets to. Friends 6, never faving to say youre sorry 7) B Complete this table about three of your good friends. Compare your completed table with your partner's. Friend 1 Friend 2 Friend 3 How long have you known each other? Where and how did you meet? ‘What have you got in common? ‘What special qualities does this person have? © You are going to hear four people answering the question ‘What makes a good friend’? Before you listen, write a list of five qualities you think the speakers will mention. Listen to the recording. How many of your five qualities are mentioned? 56 From Advanced Stil by Senon Hales © Cambridge University Press 2000 QTRWorksheet 2 Best friends A Listen to the recording again and then answer these multiple-choice questions by circling the best answer. Speaker 1 1 His idea of a good friend a has changed as he's got older. b is constantly changing, has stayed the same throughout his life. 2 Which of these statements best fits the first speaker? a He is too old to have good friends. b He is lucky to have had so many friends. He has different friends from when he was a teenager. Speaker 2 still close to her three best a because they live close to each other. b although they live in different places. ¢ because they have certain problems in common. 4. These days, the speaker and her friends .. a help each other if they have problems. b are in very similar situations. get together whenever they can Language development Speaker 3 5 According to this speaker you can make friends with someone who you often meet and spend time with, b is similar to you in every way. © you only chat with on the Internet. Speaker 4 6 This speaker wants friends who will a always tell her the truth. b not say anything to offend her. € say nice things about her. B Look at the expressions below which are from the recording. Work with a partner and guess the meaning of the words and phrases in italic. 1... have had lots of friendships and some [still treasure. 2... our friendship has remained unshakeable after all these years. 3 Its difficult to pinpoint one magic ingredient. 4 We probably met at @ crucial point in our lives. 5 you could say that we were allies 6 Well came from very different backgrounds 7 a friend will stick up for you, 8 Somebody who's completely on your wavelength © Work in pairs or small groups and answer the following questions. What or who do you treasure most? Nou eene wavelength at all? Would you always stick up for your best friend? ‘Tell each other about a friendship that has remained unshakeable. ‘Think about your closest friend. Is there one magic ingredient that they have? ‘Who would you say are your allies at school, college or work? What about at home? Have you got many friends who are from different backgrounds from you? Which members of your family are completely on your wavelength? Are there any who aren’t on your From Advanced Sls by simon Hanes © Cambridge University Press 2006 QE ESET 57Listening 5 “before an election LISTENING SKILLS Listening for specific information MAIN TASK TYPE Sentence-completion task to check ‘comprehension KEY LANGUAGE Word building: elect, elector, electorate, election; extreme, extremist, extremism; optimist, optimism, optimistic; lead, leader, leadership; neighbour, neighbourhood, neighbourly, neighbourliness PREPARATION One copy of Worksheets 1 and 2 for each student Current newspaper for discussion (optional) TIME 45-60 minutes © Track 6 Futures Say what you mean and mean what you say Thinking and speaking ‘A. Ask students if they have watched or listened to the news or read a newspaper in the last few days. Find out from the class what the main news stories have been. Choose one of the main news stories, for example a social or economic issue, and ask students for ideas on how the issue should be dealt with, Hand out Worksheet 1. Students complete the table individually B_ Students compare ideas in pairs of small groups. Listening € This listening activity establishes the context of the political speech that students listen to With Worksheet 2 Play the first part of the recording up to the beep. Students answer questions 1-3. See Listening 5 on page 128 for the recording script. Check answers to 1 and 2 and discuss possible answers to 3 with the whole class. Wirite a lst of possible issues on the board, ‘Answer key 1 The speaker is the recently elected leader of the New Democratic Party — the current opposition party. 2 The audience is made up of party members 3 Possible answers: tax, unemployment, crime, social services, homelessness, housing, x A. Hand out Worksheet 2. Play the second part of the recording after the beep) and check © students’ predictions. Possible answers selfhelp and neighbourliness; education and health care; taxation; crime; care for people out of work, retired or il; schools, hospitals and police ‘Ask students to read the sentences they are going to complete and then listen to the (©) whole recording again without stopping. Check answers, Possible answers win the election say, mean, trust /have faith in tax | raise taxes/taxation, regulations future choiceffreedomn less tax Vousuns if you think students are sufficiently interested, ask them how impressed they were with the politician's speech, Would they vote for this party if they had the opportunity? Why? Why not Language development Students work through the task individually. Check answers, ‘Answer key 1 a leader bb leadership 2 a extremist b extremism 3 a elector bb olectorate election 4 a neighbourhood ib neighbourly ——_€_neighbourliness 5 a optimism optimistic Students discuss these questions in groups or as a class. (they have already had a discussion about politics earlier, this activity may be unnecessary.)Say what you mean and mean what you say Worksheet 1 A Answer these questions about your country. Questions Answers ‘1 What social or economic problems does your country currently face? 2 What solutions to these problems are being suggested or tried out (e.g. by people you know, groups yau belong to or political Parties in your country)? 3 How do the majority of the population of your country feel about the ideas and policies of the ‘main political groups? B Compare your answers in pairs or small groups. Yes, we will make the ‘environment our ‘top priority € Listen to the beginning of a speech made by a politician. Then answer these questions. 1. What is the politician’s current situation? 2 Who is her audience? 3. What specific issues do you think the speaker will mention in the rest of her speech? From Advanced Sis by Simon Haines © Cambridge University Press 2006 (IRER SETI 59you mean and Worksheet 2 A Listen to the rest of the political speech. Does the speaker mention any of the issues that you predicted? B Listen to the whole speech and complete each sentence with a maximum of three words. 1. The new party leader does not believe that it will be easy to 2. The speaker believes that the New Democratic Party should... what it means and on — what it says. 3. The speaker believes that most people in the country do not — cacao current government, 4 The Freedom Party's reaction to problems is to and introduce 5 The speaker believes that itis crucial for the party to look towards the .. when they develop new policies 6 In-matters of education and health care, the New Democratic Party wants to give ordinary people greater 7 Under a New Democratic Party government, people will probably pay than under the current government. Language development C Read the clues to find other words which are related to the root words below. 1 lead (@) a A person who leads is a (n) b The position of the person who leads is (1) 2 extreme (adj) aA person who has extreme views is an (1)... b The holding of extreme political views is (1). 3 elect (ob) aA person who is eligible to vote is an (n) b The whole group of people who can vote isthe (n) ¢ The occasion when people elect others for a position is an (n) .. 4 neighbour (1) A local district or area is called a (7) nw. b Behaving in a friendly way, like a neighbour, is being (ad)) ¢ The quality of behaving like a neighbour, is () 5 optimist (n) a what an optimist feels is (1) how an optimist feels is (ad) D Discuss the questions below related to the following statement. ‘People in many countries are disillusioned with politics and politicians.’ 1 Is this statement true of your country? 2 Why do you think this is? 3 Is people's disillusionment important? Why? Why not? 4 What could be done to restore people's faith in politicians? 60 From Advanced Skis by Srnon Haines © Cambridge Unversty Press 2006 (TMTEmotions What makes you see red? Thinking and speaking ‘A. Introduce the subject by asking the class What makes you see red? Encourage students to speculate about the meaning of the expression to see red (which means to get angry), ‘Ask follow-up questions such as: When was the last time you gat angry? What made you ‘angry? What did you do? Allow the discussion to continue briefly, then hand out Worksheet 1. Students complete the questionnaire individually. B Students compare and discuss their answers to the questionnaire in groups Listening A Hand out Worksheet 2. Tell students they are going to hear people talking about anger. Check that they understand the task and give them time to read the places 1-7 before listening Play the recording and check answers. (See Listening 6 on page 129 for the recording script.) Answer key 1 Speaker 6 5 Speaker t 2 Speaker 3 6 Speaker 4 3 Not mentioned by any speaker 7 Speaker? 4 Speaker 5 B Explain the second listening task and give students time to read prompts 1-7. Play the KEY LANGUAGE @ recording again. Check answers. Phrasal verbs: beat oar nswer key peicoie un, get 1 Speaker 4 5 Speaker 2 ‘at someone, nod off, 2 Speaker 6 6 Not mentioned by any speaker shake up, split yp with 3 Speaker 1 7 Speakers pore; take tet 4 Speaker 3 (your frustration) on someone, wind Language development ‘Someone up C_ Explain that the phrasal verbs in this task are from the recording. Ask students to Complete the task individually and compare their answers in pairs. Check answers. PREPARATION RRS ESY: One copy of 1 splitup with 5 get back at someone Worksheets 1 and 2 for 2 wind someone up 6 take (your frustration) out on someone ere 3 nod off 7 shake someone up 4 beat someone up pave D Students work in to complete this task. Che neha tudents workin pairs to complete this task. Check answers. ‘Answer key 1 shook (me) up 4 wind (you) up Wad 2 nodded off 5 get backat 3 spit up with E Introduce this final discussion by asking the class if anyone does, or has ever done a job where keeping calm is important. If there is someone, get the rest of the class to ask them ‘questions. For example: How do you manage to keep calm when someone Is being offensive or rude to you? How does it feel to repress anger? Hove you ever lost your temper? Why? What happened? Get students to discuss questions 1 and 2 in groups or as a class,Listening 6) What makes you see Ee) Worksheet 1 Is Es A Which of the situations 1-7 in the questionnaire make you angry? How do you react? Complete the questionnaire. For 8-10, add other situations that make you angry. Situations Angry? | Your reactions YesiNo 1. Waiting in a tratticjarn 2 Waiting in a queue in a shop, a bank ora post office 3 Waiting for someone to answer a | phone (e.g. on a computer helpline or another service) 4 People smoking in a no-smoking area 5 People using mobile phones in public places (e.g. on trains) 6 Loud car stereos 7 Car alarms B Compare answers in groups. 62 From Advanced Skis by Smon Hanes © Cambridge Unversity Press 2006 (TPMRCLEUTWorksheet 2 What makes you see A You are going to hear six people talking about various aspects of anger. Listen to the recording and ‘match speakers 1-6 with the places where the anger occurs. One place is not mentioned. 1 Ina newspaper office 4 On the road. 6 Inanoffice 2 Ona plane... 5 Atacall centre 7 Atan airport 3. Ata railway station . B Listen again and match each situation with a speaker. Which speaker (1-6) ... describes a serious crime? describes people getting angry because they can’t do their job properly? sun. finds it very difficult to deal with customers when they‘te angry? . describes a situation where someone's personality appears to change very suddenly? was attacked by a member of the public for something that was not their fault? describes how they successfully calmed someone down? describes a situation where they and another person got angry? Language development C Match the phrasal verbs in italic in these extracts from the recording with their meanings, 1-7 below. ‘when a passenger tries to take out their frustration onus Perhaps he'd ust spit up with his wife Computer problems really wind me up the) decided to get back One bloke said he was going Taian at them to come down .. and beat nodded off for a bit me up It really shook me up. 1 end your relationship with PAE. HPWH. conn 2 annoyfirtitate someone 3. fall asleep for a short time 4 hit andior kick someone so as to hurt them badly 5 take revenge on someone 6 behave unpleasantly to someone because you are upset or angry 7 make someone shocked and upset D Complete these sentences with the approy fe form of the phrasal verbs from C. 1. Seeing that car accident really me 2. The lecture was so boring that two students . after five minutes, 3. My sister has just her boyfriend, She's really sad. 4 Relax and don’t pay any attention to him. He's only trying t0 wnsmen you 5 I didn’t invite him to my party because I wanted to him for lying to me. ‘uss these questions in pairs or groups. In what jobs is it important that people remain calm and do not get angry? 2. Have you ever done / Could you do a job where you had to deal calm! of the public in situations where they may get angry? From Advanced Sis by Simon Haines © Cambridge University Press 2006 EMG. 63 and politely with membersListening for specific information MAIN TASK TYPE Sentence-completion task to check comprehension KEY LANGUAGE Personality adjectives and related nouns: ambitious, egotistical, fragile, honourable, insincere, invulnerable, ‘omnipotent, proud, selfcentred PREPARATION One copy of Worksheets 1 and 2 for each student TIME 45-60 minutes © Tracks 8 and 9 Rights and wrongs Sorry! Thinking and speaking ‘A. Ask students When was the last time you said ‘Sorry’? What was the situation? Hand out Worksheet 1. Students work on ther own to decide how they would react in the six situations descrived B Students compare and ciscuss their answers in pairs Listening A Hand out Worksheet 2 and introduce the subject of the recording: the importance of © apologising Draw students’ attention to questions 1-3 and play Listening 7.1 (Track 8). Check answers, [See Listening 7.1 on page 130 for the recording script.) ‘Answer key 41 Because apologising might mean we lose face I because we are too proud. 2 Personal apologies between husbands and wives, polticians apologising to the public for something they or their department have done, countries’ apologies for ‘historical mistakes’ 3. Awellknown psychotherapist, Jeremy Driver, Play Listening 7.2 (Track 9). Students answer questions 1 and 2 as they listen. Check (© answers. (See Listening 7.2 on page 130 for the recording script.) ‘Answer key 1 They generally dont ke it and avoidit. 2 Toshow that they understand how we feel. 3 Possible answer: he isnot very sympathetic towards them. © Ask students to read the incomplete sentences 1-7. Explain to the students that they @ must complete the sentences with a maximum of three words. Play Listening 7.2 again. Check answers. Answer key 1 apologise more atten 4. toresign /resignation 2 admission of weakness 5. responsible 3 saving their (political) «6 overspentits budget Language development D_ Ask students to look at the table and complete columns 2 and 3. There may be some disagreement about whether the adjectives are positive or negative when applied to politicians, which may lead to an interesting discussion, ‘Answer key Adjective Positive or negative Related noun/s 2 Frege N froglity 3 seltcentred N self-centredness 4 insincere N insincerity 5 honourable e honour 6 ambitious N ambition 7 egotistical N egotismiegotist 8 omnipotent N ‘omnipotence 9 invulnerable N invulnerability E Ask students to discuss these questions in palts or groups.Worksheet 1 A How would you react in these situations? In situations 14 you are given three choices. In situations 5 and 6 you have to think of your own answers, Can you say semy? What would you do in these situations? 1 You're ten minutes late for a drink with a friend. Do you say nothing because you don't think it’s important? b say sorry and blame the traffic? say sory for keeping them waiting? 2. You have upset a colleague and your manager tells you to apologise to them. Do you a agree because you regret what you said? b agree even though you don't regret what you said? © refuse because you will only apologise when you're ready? 3. You borrow a F-shirt from a friend and then spill coffee on it, Do you ... a apologise but blame the person who bumped into you in the café? f b apologise and buy them a new one? xe © say nothing and hope they don't notice the stain? 4 You accidentally overhear a private conversation between two colleagues about one person's plans to resign. Do you ... a. say nothing because you'e afraid they will get angry with you? b tell them and apologise? € tell them but blame them for not being more discreet? 5 A friend overhears you criticising them to another friend. What do you do? 6 You have an argument with a friend. You are upset by their femarks, and you know that they are upset by yours. What do you do? B Compare and discuss answers with a partner. From Advanced Stils by Sinan Haines © Cambridge University Press 2006 @STerersea nee 65Listening 7 EE i J Worksheet 2 A. You are going to hear the introduction to a talk about the importance of apologising. Listen to the recording and answer these questions. 1 Why do people find it difficult to apologise in their personal lives? 2 Whaat specific examples of apologies are mentioned by the speaker? 3. Who is going to give the talk about apologising? B Now listen to the main speaker and answer these questions. 1 How do politicians generally regard apologising? 2 Why do people want apologies from politicians? 3. What do you think is the speaker's general attitude towards politicians? C Listen to the recording again and complete each sentence with a maximum of three words. 1. If politicians want more public respect, they should be prepared to 2. According to the speaker, politicians are selfish people who think an apology is an 3. Some insincere politicians apologise as a way of career. 4 In the past the honourable thing for a politician who had done something wrong was 5. Sometimes politicians are afraid that an apology is the same as admitting they are for something, which may lead to legal problems. 6 The speaker quotes the case of a minister who resigned because his department had Language development D The speaker uses these adjectives. In this context, do the adjectives have positive or negative meanings? Write P or N in the second column and write the related nouns in the third column, Adjective Positive or negative Related noun/s 1 proud N pride 2 fragile 3 self-centred 4 insincere 5 honourable 6 ambitious 7 egotistical 8 omnipotent 9 invulnerable E Discuss these questions in pairs or groups. 1 ‘No matter what the circumstances, you should never explain and never apologise.” Do you think this advice given toa young man about to start in business is good or bad advice? 2_ What is your personal feeling about apologising? Do you see it as a sign of weakness? 66 From Advanced Skis by Simon Haines © Cambridge University Press 2006 QTE,Narratives First impressions Thinking and speaking ‘A Askif any students have had to get used to living in a new place ~ another country or another city. What were theie fist impressions of the new place? Hond out Worksheet 1. Ask stucients to look atthe map ofthe world and choose two countries they would lice to visit or Ive in, and to complete the chart. BB Students try to persuade each other to visit one oftheir countries with them by convincing them thatthe countries they have chosen are in some way the better options © Explain that students wil hear four people talking about their fst impressions of anew © country Piay Listening 8.1 (rack 10} and ask students to answer questions 1 and 2. Check answers. (See Listening 8.1 on page 130 forthe recording scriat) Possible answers 1 Speaker 1; quiet and peaceful; Speaker 2: friendly; Speaker 3 frightening; Speaker 4: stunned 2 Speaker 1: somewhere quiet, in the country ‘Multiple-choice Speaker 2: somewhere unspoilt by the modern world, a smal town ‘questions to check ‘Speaker 3: a country that has a reputation for violencefcrime comprehension Speaker 4: somewhere very hot KEY LANGUAGE Listening cocooned, A. Hand out Worksheet 2. Tell students they are going to listen to another recording where disorientated, dizzy, five different people describe their first impressions of a new place in more detail. Refer Be ad) students to the table and exolain that they have to write the place they think each person ieee ae is describing, Play Listening & 2 Track 11). Check answers. (See Listening .2 on page 131 for the recording script.) ‘overwhelmed, stunned ‘Answer key Collocations: culture Speaker 5: China ‘Speaker 8: Madrid, Spain shock, exhaust fumes, ‘Speaker 6; England ‘Speaker 9: Ireland (the Irish Republic) Ferocious heat, food Speaker 7: Dhake, Bangladesh stall, gentle breeze, Bake sure students read questions 1-7, lore they listen tothe recording forthe second lasting impression, @ time. Play the recording again. check answers. peers ‘Answer key 1 6 (‘it still felt unreal’, i could hardly believe that | was there’, ‘in a kind of dream’) PREPARATION 2 athe teacher, who'd been to China several times before?) One copy of 3b (was quite surprised by some of the little everyday differences!) 4 a((t'm gradually getting used to it.’) Worksheets 1, 2and 3 5c The speaker starts positively, but towards the end says ‘it isn't always so idyllic’) for each student 6 (This can also intensify the heat.) 7 b (that feeling disappeared pretty quickly once rd made some new friends’) TIME 50-60 minutes +20 Language development | minutes for writing ‘A. Hand out Worksheet 3. Students work through this vocabulary matching exercise individually or in pairs, Check answers. © Tracks 10 and 11 ‘Answer key Aco meet) Seem tale 15a: 6 bey aud) B Explain to students that they are going to match words to form common collecations. Suggest that they look at sentences 1-7 frst to get an idea of the phrases they are looking for. Check answers. Answer key 1 culture shock 4 gentle breeze 7. street vendors 2 food stalls 5 lasting impression 3 exhaust fumes 6 ferocious heat € This writing task could be done for homework i there is insufficient time in class. * / 47Worksheet 1 A Look at this map of the world and choose two countries you would like to visit or live in. Choose places you have not already been to and make notes in the table below. Questions 11 How quickly do you think you would adapt to life in these countries? 2 What could you do to help yourself fit in? 3 What would you find the same asin your country? 4 What would you find different from your country? 5 How would people from these countries need to adapt to life in your country? B Try to persuade another student to visit one of your countries with you. € You are going to hear four people describing their first impressions of new places. Listen to the recording and answer these questions 1 What is each speaker's main ‘first impression’? Speaker 1 Speaker 3 Speaker 2 Speaker 4 2 What kind of place is each person describing? Speaker 1 Speaker 3 Speaker2 Speaker 4 68 From Advanced Skits by Sirion Hanes © Cambridge University Press 2006 MITTENWorksheet 2 going to hear five different people talking about their first impressions of a new place they are visiting or have moved to. Listen to the recording and say where each speaker is talking about. “speaker5 [Speaker | Speaker? _—| Speaker 8 B Listento the recording again and then answer these multiple-choice questions by circling the best answer. Speaker 5 ‘1 What was the speaker's main feeling about being in the country? a. She felt completely at home. b She felt as if she was in a dream. She was very aware of how friendly the people were. 2 Why was it surprising that the teacher felt culture shock? a He had been to this country before. b He was an experienced traveller. ¢ He was a native of the country. Speaker 6 3. What surprised the speaker when she compared her country to the new country? a The fact that everything was exactly the same. b The small differences between the two countries. © The fact that everything was completely different. Speaker 7 4 How does the speaker react to being woken up early every morning? a He is slowly getting accustomed to it. 'b He wakes up but then goes back to sleep again. ¢ He is finding it impossible to get used to. Speaker 8 5. How would you summarise the speaker's feelings about his new life? a He is finding the whole experience very positive. b He can't get used to certain aspects of his new life. ¢ He has mixed feelings about the experience. 6 What effect does the heavy traffic in the city have on people? a It makes it unpleasant for them to go outside. b It makes it impossible to get anywhere quickly. ¢ Itmakes driving a very uncomfortable experience. Speaker 9 7 What is the main reason why the speaker has started feeling more comfortable in the new country? a. She has got used to the rain. b She has made new friends. ¢ She has moved to Dublin. From Advanced Sil by Simon Haines © Cambridge University Press 2006 QTE ETS 69Worksheet 3 Language development A Match the words and phrases from the recording on the left with their meanings on the right. 1. stunned a noisy activity 2. cocooned b become used to new weather conditions 3 dizzy € amazed and shocked as if knocked out 4 overwhelmed 4 confused about where you are 5 hustle and bustle fe made to feel powerless 6 get acclimatised £ protected in a comfortable environment 7 disorientated & feeling unable to balance B Match a word from list A with another from list B to form seven common collocations from the recording. Then complete sentences 1-7 below using these collocations. List A: culture street ferocious gentle lasting food exhaust List reeze fumes stalls shock vendors impression heat 1. Thad lived in a small village in Britain all my life, so when I moved to Tokyo I experienced severe 2 There ate hundteds Of .urwmononanann in Hong Kong where you can buy local specialities to eat as you walk along, 3. One of the worst forms of pollution in big cities is 4 Itwas the hottest day of the year yesterday. There was no wind, not even a 5 went on holiday to Spain when T was a child. It must have left a ‘me because I chose to study Spanish at university and now I live there on 6 enjoyed my holiday in Thailand but the ses was difficult to get used to. The only place to escape it was inside my air-conditioned hotel 7 The streets were very noisy with the sound of the traffic and the advertising their food and other goods. A penfriend from another country is staying with you. Imagine what their first impressions of your country and home might be. Then, as if you were the penfriend, write an email describing these impressions. 70 From Advanced Sis by Simon Haines © Cambridge Universty Press 2006 QYPE CETENTS\ Listening 9 KEY LANGUAGE Vocabulary: catch your breath, put someone off, scary, scrope through, sooner or later, straightforward, sway about — Fronting: starting a sentence or clause with the most important idea even when this may not be the subject of the verb, e.g. Building sites | work mainly on rather than ! work mainly on building sites. PREPARATION One copy of Worksheets 1 and 2 for each student TIME 50-60 minutes & Wack 12 The unexpected Men’s work? Thinking and speaking [A Hand out Worksheet 1, Ask students to complete the chart B_ Students compare answers in pais. I students are from diferent countries, it willbe interesting to compare the information they filin. if they are from the same country, check that they all have the same answers. Then students tak about any people they know who have done these things earlier or later than sual Listening € Ask students to read questions 1-3. Play the recording for the frst time. Check answers, © (See Listening 9 on page 131 for the recording script.) ‘Answer key 1 Sheisa crane driver/operator. 2 No, because they have got used to it and they know that she is careful 3 She is 53 DB Students read sentences 1-10 which they have to complete, and then listen to the @ recording again. check answers. Answer key 1 inan office 6 bricks 2 shewastooold 7. someone on the ground 3 second tme 8 wind, heavy rain (or a] thunderstorm. 4 half past six!6.30 9 she was good at her job 5 about fiverninutes 10 ina couple of years Language development ‘A. Hand out Worksheet 2. Ask students to work in pairs to do this paraphrasing task. Check answers. Answer key 4 eventually /in the end / one day 2 stop me trying again make me give up / discourage me 3. passed with a very low scorelmark 4 breathe more comfortably again 5 easy to understand or work /not complicated 6 frightening 7. move slowly from side to side 8 making sure that no one is in danger 9 fit and healthy B_ Note You may prefer to da this grammar task after the final discussion activity. Refer students ta the language note on fronting in the box and check that students understand the idea. Students work through 8 individually or in pairs. Check answers ‘Answer key 2 Building sites work mainly on. 3 Fantastic views(God) get from that height. 4 The controis themselves(Dfind pretty straightforward. 5 Suddenly GOO) can find yourself in a heavy downpour. Students work through this task, rewriting the sentences. Check answers ‘Answer key, 1 Every 20 metres there are litle platforms. 2 Imheavy rain it’s also quit frightening 3 The thunderstorm | found very frightening. 4 At the beginning | had to prove myself Students work through these discussion questions in pairs or small groups. mn72 Worksheet 1 start school leave school learn to drive start work get married have children retire Compare your answers with a partner. Then talk about any people you know who have done these things earlier or later than most people. You are going to hear someone talking about their job. Listen to the recording and answer these questions. 1 What exactly is Sam's job? 2 Do Sam's family think the job is dangerous? Why/Why not? 3 How old is Sam? Listen again and complete these sentences with a word or short phrase. 1. Sam used to work 2 When Sam told her family she wanted to do this job her children told her Sam passed her test the ‘Ona typical working day, Sam gets up at about It takes her .- to climb up to her cab. Her crane lifts building materials, ike steel girders, roofing and piles of 7 On the site, she works closely with -»-, whose job is to watch the crane’s movements. 8 It can be frightening in her cab in a strong .. Fr nana ora 9 At the beginning, Sam had to prove to her colleagues that 10 Sam will probably stop doing this job From Advanced Skis by Simon Hones @ Cambridge Unversity Press 2006 (QTREREETTTSWorksheet 2 Language development A. Look at the words and expressions from the recording. Work in pairs to guess the meaning and paraphrase the expressions in italic. 1... [knew Id do it sooner or later. 2. The first time I failed, but that didn’t put me off... 3... the second time, I just soraped through. you can rest, catch your breate The controls themselves I find pretty straightforward... it can get a bit scary if there's a strong wind ... .. the crane can sway about a bit... 8... we're always watching each other's backs to avoid accidents. . 9 I'm still in good shape B Read the Language note in the box, and then look at extracts 1-5 from the recording. Circle the grammatical subject in each case and underline the idea the speaker wants to emphasise. The first fone is done as an example. Language note In spoken English, we can use word otder to emphasise particular information. We can start with what we consider to be the most important idea ~ not always the grammatical subject of the sentence. This is called fronting. most mornings Dget up about half past six. Building sites I work mainly on. Fantastic views you get from that height. ‘The controls themselves I find pretty straightforward. Suddenly you can find yourself in a heavy downpour. C Rewrite these sentences, starting with a different word or phrase. 1. There are little platforms every 20 metres. 2 Its also quite frightening in heavy rain. 3. Tfound the thunderstorm very frightening, 4 Ihad to prove myself at the beginning, D Discuss these questions in pairs or small groups. 1 Do you agree with Sam that ‘anyone can do anything if they want to do it enough’? Can you think of any examples of people you know who have achieved success mainly because they were very determined or ambitious? 2 How would you feel if your mother or your grandmother wanted to do the same job as Sam? 3. Can you think of any jobs (or sports) which are traditionally done by women/men? Do you think there are good reasons for this, or could they be done just as well by the other sex? From Advanced Skls by Simon Haines © Cambridge Unversty Press 2006 Q(TTOeeE TENTS 73Speaking 1 ‘Asking for and sharing information, talking about similarities and differences MAIN TASK TYPE Interviewing KEY LANGUAGE Expressions for talking about similarities and differences: neither of Us ...; we're both / we both /both of us. we're complete opposites / ike chalk and cheese /like two peas ina pod; we have nothing /a lot in common; we see eye to eye about everything PREPARATION ‘One copy of Worksheets 1 ‘and 2 for each student TIME 50-60 minutes ma Dreams A view of the future Thinking and speaking ‘A Write ambition on the board and ask a few individuals to tell the class their greatest ambitions. If this isa fist lesson, you could ask students about their ambitions regarding English, for example: What is your ambition as far as English is concerned? What do you hope to achieve in this course? Hand out Worksheet 1. Ask students to complete the questionnaire for themselves. Set a time limit for this (12-15 minutes) B Students use the questionnaire as the basis for conversations with two other students, If this is a frst lesson, you could ask students to find out some basic information about teach other first. Speaking ‘A Hand out Worksheet 2. Students make notes in the table from their completed questionnaires in Worksheet 1 BB Group students so that each student sina different group from the two students heishe spoke to in Worksheet 1 Students report to their group about what they and the other students have in common Encourage them to use expressions from the Useful language box. Asa roundup, ask students whether hearing about other students’ ambitions, and ideas for achieving them, have given them any new ideas about their own ambitionsWorksheet 1 | Your answer ‘Student 1's answer __ Work ‘What is your dream job? Location Where would you like to live? Family How would you lke your family situation to change in the future? Social life How could your social fe be improved? How could you make this happen? View of the future Are you optimistic or Pessimistic about the future? Why? Ideal day Whats your idea of a perfect day? ‘Money How would you spend your money if you became very rich? Appearance Would you do anything drastic to improve your appearance?’ ‘Memories How would you like to be remembered? Hobbies What hobbies do you have / would you lke to take up in the future? ‘Travel What places would you like to visit in the future? Sports What sports would you lke to play? What events would you like to watch live? B Interview two other students and complete the questionnaire with their answers. From Acwanced Sis by Simon Haines © Cambridge University Press 2006 @ETIRT ELUTE 75Speaking 1 EE of the future J Worksheet 2 A What do you have in common with the students you interviewed? Make brief notes in this table. OUR et a Name .... ee ~ Our common views about the future: Our common views about the future: Work Work Both of us... Bethe of us Location Location Neither of us. Neither of us Family Family Social life View of the future View of the future Ideal day Ideal day Money Money Appearance Appearance Memories Memories Hobbies Hobbies Travel ‘Travel Sports B Work in groups. Tell each other what you and the students you talked to have in common. Use some of the expressions below. Useful language ‘Ana and | both (want) ... Pablo and | are both ... / We're both... /Both of us ... / Neither of us We have nothing /a lot in common. We're complete opposites. We're like chalk and cheese. (= We're very different.) ‘We're like two peas in a pod. (= We're very similar) We see eye to eye about everything. (= We have very similar opinions about things.) 76 From Advanced Skis by Simon Heines © Cambridge Universy Press 2006 STN CTSN TE,anti-crime measures KEY LANGUAGE Expressions for evaluating Although itis dso ...;... is almost foolproof, but itis expensive; .. Is very/quite sophisticated accurate but it. ‘Some people would object to would be useful in certain circumstances PREPARATION ‘One copy of Worksheet 1 (cut up) for each group of four students and one copy of Worksheet 2 for each student TIME 50-60 minutes Technology Technology and fraud Reading and speaking ‘© Write fraud on the board. Students brainstorm in pairs, noting down as many different kinds of fraud as they can, for example: tax evasion, claiming social security benefits falsely, spending company money on yourself embezzling), writing a cheque thot bounces, forging someone’s name on a cheque, insurance fraud, charging for services not provided, bribery, identity theft. * Put students into groups of four and give one text from Worksheet 1 to each student. ‘Ask students to read their text and then tell the others in the group what it was about. © The group should then decide which crimes were the most and least serious. For larger classes, you could then do a poll of the whole class to find out which crimes they thought were the most and the least serious Speaking ‘A andl out Worksheet 2. Ask students to discuss and note down the advantages and clsadvantages of each ofthe technological crime-fighting devices shown and Iisted in the table, Encourage students to use some ofthe language from the Useful language box Elicit an discuss ideas from the cass. Suggested answers Device Used for ‘Advantages Disadvantages Photofitpicture Finding and Might help someone identifying criminals to remember accurate enough / recognisable Uiedetector Checking whether An additional Not everyone asuspectisteling source of evidence accepts thelr the truth accuracy Street cameras Deterring crime and Cantcoverawide Criminals might (cc) identifying criminals areaand provide know where evidence cameras are, and avoid them DNAtesting Identifying people 100% reliable, unique _ Expensive and to one person DNA not always: readily obtainable Watermarks / _Deterringlpreventing _Difficultfor criminals May become foil strips in Counterfeiting to reproduce Coplable in time banknotes Irisrecognition Identifying people Unique to one person. Expensive Telephone Gaining prior Provides additional Not always legal tapping information about evidence crimes and criminals Computer Providing evidence Provides additional Computer hard records ° ‘of criminal activity evidence disks canbe wiped clean and evidence destroyed ChipandPIN Preventing credit More relable than Individual may technology. debit card fraud ‘other methods divulge number to others Note The obvious problem with the older devices is that criminals catch up with and use modern technology themselves. B Students discuss these questions in pairs, groups or as a class, 7Speaking 2 ) Technology and fraud J A Worksheet 1- Afew clicks of the mouse, and you become a doctor It’s your dream job but you don't have the qualifications. So, instead of studying for the results you need, you find an Internet website that promises you a certificate with your requirements for just £165. You send your payment and in a few days you receive an authentic-looking fake certificate — an exact copy of one issued by a real university. The owner of this lucrative business has been investigated by the police several times, but he has never been charged. Dear Mr Chadwick, As part of our fraud det undertaken without your consent. Pleas recognise one or more transactions, please call us. 09/06 10/06 11/06 £27.80 £31.37 BPG: £10,000.00 OK ”n measures, We are trying to identify transactions which may have been check the items below. If they are genuine, no further action is required. If you do not China Village Restaurant. OK Harrods Not wel! Never been to Harrods! Online fraud cases triple The number of fraud cases involving Internet auction sites nearly tripled in the United States from 2001 to 2002 as an increasing number of people use the sites to buy everything from pets to automobiles. Consumers were defrauded out of $54 million last year. A typical case involves a cashier's check, thought by many people to be the same as cash. Jessica Roth advertised a flute on an Internet site for $825. Someone emailed to say he was interested in buying it. He promised to send her a cashier's check for $5,000 and asked her to wire him the change. When the check arrived, Jessica posted the flute to the buyer and sent him the change of $4,175. The next week her bank told her the cashier’s check was a fake. Identity theft: a new crime Identity theft and identity fraud refer to crimes in which someone wrongfully obtains and. Uses another person's personal data in some way that involves fraud or deception. In one notorious case, the criminal not onl surred more than $100,000 of credit card debt, obtained a home loan, and bought homes in the victim's name, but called his victim to taunt him — saying that he would continue to pose as the victim for as long as he wanted. He eventually fled for bankruptcy, also in the victim’s name. While the victim and his wife spent four years and $15,000 of their own money to restore their credit and reputation, the criminal served a brief prison sentence. 78 From Advanced Skil by Senon Hanes ‘abridge Universty Press 2006 MEST Pe SETTER,Worksheet 2 A Below are some of the ways technology can help to solve crime. Discuss the advantages and disadvantages of each device with your partner, using expressions from the Useful language box below. Write notes about each device in the table. Device Used for Advantages Disadvantages Fingerprints Finding ond Unique to one person, | Can easily be wiped identifying erimis ff Photofit picture 9) Liedetector opopcngran street cameras icc ‘-* DNA testing a Watermarks / fol strios in on) tris recognition Telephone Computer records Chip and PIN gan technology (ita Useful language Is verylquite sophisticatediaccurate but it. ... {5 almost foolproof, but it is expensive. Although itis ..., itis also Some people would object to the idea of {phone tapping) would be usefulleffective in certain circumstancesisituations. B Discuss these questions in pairs or groups. 1. Do you think fraud and similar crimes are on the increase? Why? Do you take any steps to avoid becoming a victim yourself? 2 People say that criminals are always one step ahead of the police. Why is this? What can the police do about it? 3. Have you or has anyone you know ever been the victim of fraud? From Advanced Sts by Simon Haines © Cambridge Unversity Press 2006 TERRORS 79Speaking 3 MAIN TASK TYPE ‘Matching headlines to news stories as a prompt for discussion KEY LANGUAGE Expressions for ‘comparing and contrasting attitudes: Jom ... whereas my partner ...; Compared to my partner, 'm ‘Neither of us ...; We're both ...; We're fairly similar as for as... is concerned PREPARATION One copy of Worksheets 1 and 2 for each student TIME 45-60 minutes Work-life balance Are you a workaholic? Thinking and reading ‘A. Hand out Worksheet 1. Students read the newspaper headlines and discuss in groups what each story might be about. Check their answers, but do not confirm yet whether they are right. Answer key 1 Unemployment among people aged 50 and over. 2 Job sharing (two or more people sharing one full-time job). '3. Employees being at work when they should stay at home (apposite of ‘absenteeism’ 4 4 Raising the normal retirement age to 70. 5 Married couple who never see each other because they both have fulltime jobs at different times People who turn their hobby into their career. Employees leaving high-level jobs to reduce stress levels. Ask students to match the headlines with the newspaper stories. Check their answers and clarify any points students do not understand. ‘Answer key AS eet igel gb sien ore ee Speaking ‘A. Hand out Worksheet 2 and ask students to work in groups to discuss questions 1-4 ‘about the trends described in the newspaper stories, B. Write workaholic on the board and ask students if they can explain its meaning. Elicit other holie words such as alcoholic, chocaholic and shopaholic. You might suggest students Invent their own new -holic wards, like computaholic, sleepaholic etc. ‘Ask students to work through the questionnaire ‘Are you a workaholic?’ individually, before comparing and discussing their answers with a partner. As they discuss their ideas, students assess whether their partner is a workaholic or not. © Having discussed their similarities and differences, each pair tells another pair what they have discovered about themselves and each other. Encourage students to use expressions from the Useful language box.Worksheet 1 | Are you a workaholic? — Y speal 23 A Read the newspaper headlines 1-7 below. In your group discuss what you think each headline is about. 1 Finished at fifty Job shares boost morale, but only in private sector 3 “Presenteeism’ plagues firms | 4 "Stay on to 70’ call grows | e ships in the night’ ‘We pass 6 Workers’ playtime 7 Workers seek to opt out as stress levels rise B Match the headlines in A with the extracts from the related newspaper stories. a A greater number of people are looking to leave the rat race as they become more stressed and reliant upon time-saving services, according to a recent report. The government will be urged to raise the state retirement age to 70 in order to ease the pensions crisis OO Uife for Brian and Pauline Vollands might best be described as a nonstop relay race. Rather than pay {or costly childcare, or leave “home alone’ their 12: year-old daughter, the couple work back-to-back shifts in a warehouse. On weekdays, Lauren is passed smoothly between them like a baton. Businesses which help their staff juggle home ‘and work lives are rewarded with improved morale, but the reverse happens in the public sector, a report published today claims. Most of the costs businesses bear when employees get sick come from workers showing up — not staying home. A recent study found that up to 60 per cent of the total cost of employee illnesses comes from so-called ‘presenteeism’ — when people continue to work despite illnesses that reduce their productivity. Three milion or so ex-workers are currently economically inactive. Many of them are experienced and highly skilled as well as highly motivated. They are out of a job simply because they are over 50. ce a te Turning a hobby into your career may seem idealistic or risky but increasing numbers of dissatisfied workers are finding innovative ways to combine business with pleasure. Imagine spending a working day doing the things you enjoy most. Think about it. A hobby is something you enjoy, are good at and are knowledgeable about. Could you earn a living from it? From Advanced Skis by Simon Haines © Cambridge University ress 2006 Bier 81‘Speaking 3) Are you a workaholic? J Worksheet 2 A In small groups discuss the trends described in the newspaper extracts on Worksheet 1. 1. Which of the trends do you think you might read about in your country? Are any of them unlikely to apply to your country? 2 Do any of the trends affect you or anyone you know personally? 3. Which of the trends do you think will be permanent? 4 What do you think of these trends? If you don’t like them, can anything be done to change them? B Complete the questionnaire and then compare and think your partner is a workaholic? | Are you a workaholic? iscuss your answers with a partner. Do you Read the questions, and then circle the answer a, b or ¢, that best describes you. 1 How many hours a week do you spend at work? 4-_Have you ever rung the office / checked your AS few as possible. | arrange meetings out of ‘work email while on holiday? ; the office to break the monotony. a I try to keep in regular contact to ensure al is | b About 40 hours - | do eight hours a day, five unning smoothly. days a week, with abit of overtime. b Only when there was something urgent to © More than 60 hours ~ otherwise | just cant get Sort out through it all © ‘Neve. 'm not stupid! 2 What is the most important thing in your life? 5 How many times have you been late for a a My friends, my family, and to a lesser extent, Personal appointment because you were imy job. working late at the office? | 'b My career is the most satisfying part of my life. @ Quite a few times. | can’t just stop in the Everything else is second, middle of something important. ' © My weekends and annual leave. b Never. | always leave the office at § pm. ; € try to keep to arrangements, because a 3 mae You normally talk about with your sensible work-life balance is important. a News, gossip and where we are going on holiday. 6 How often do you get a lunchbreak? b It was so long ago, | can’t remember 2 try to fit my work around my lunchbreak. The latest intrigues at the office and how I got b Never. | ether see clients or eat a sandwich imy promotion, at my desk Thiee or four times @ week, although | do work through lunch when necessary. © What are the main differences between you and your partner with regard to your attitudes to work? Using some of the expressions below, talk to another pair of students who have worked together. Useful language Jam ... whereas my partner We're both Neither of us Compared to my partner, I'm We're fairly similar as far as... is concerned, We have completely different attitudes, 82 From Advanced Skis by Simon Haines © Cambridge University Press 2006 MES@TstesYareta PST‘TYPE Discussion based (on information from a reading text KEY LANGUAGE Vocabulary related to personality: competitive, creative, determined, diplomatic, flexible, generous, goal setter, high achiever, humorous, ideas person, ‘organised, outgoing, peacemaker, perfectionist, responsible, tisk taker, rule keeper, social” PREPARATION One copy of Worksheets Vand 2 for each student TIME 50-60 minutes Relationships Are you the oldest, the youngest or in the middle? Reading and speaking © Write family on the board. Ask students what this word means to them. Students volunteer any positive or negative associations they have with the word, ‘© Check that students understand these words and phrases: close-knit, to ruin, in harmony, source, to prolong, artificially ‘A. Hand out Worksheet 1. Students read the quotations and decide how far they agree or disagree with them, B They then compare answers and ideas with each other. Students look at the photographs and talk about the similarities and differences between them. They discuss the other two questions and feed back to the class. Speaking * Doa quick class survey to see how many students are the oldest child in thei family, the. middle child, the youngest, or the only child © Ask students if they think that this has had an effect on their personality ‘A. Hand out Worksheet 2, and ask students to read the article, thinking about its implications and their ideas as they go along. They should think about how true the ‘generalisations in the article are for them and discuss their ideas in pais, B_ Arrange students into small groups and get them to discuss questions 1-3, This discussion is a natural continuation of the last activity, with students being asked to consider some of the general issues raised by the article Language development © Ask students to complete sentences 13, using appropriate adjectives and phrases from the article. Explain that students may have to use adjectives or nouns to complete the sentences. For example, the article describes a last bor child as a ‘risk taker’, but students will have to complete the sentence, ‘She enjoys taking ..." with the word ‘risks’ Check answers, Answer key 1 risks, authority 2 achiever, organised 3 peacemaker, diplomatic, competitive D_ Encourage students to use the same vocabulary to describe people they know. They could write about themselves and/or other members of their own familyAre you the oldest, the youngest or in the middle? Speaking 4 Worksheet 1 A. Read the seven quotations below and give each a score between 1 and 5 according to how much you agree (1 = strongly agree / 5 = strongly disagree). Happiness is having a large, in another city, close-knit family George Burns a 2 (The first half of our lifes ruined by our parents and the es secon aly cu chen Gaence 39S 1 a ae ae Navaho ‘Aman can't get rich fhe takes proper care of his family ian ( = p234 5 Q Why do grandparents and grandchildren get along so well? ‘A; They have the same enemy ~ the mother. cai aS 2 The family you come from isn't as important as the family you're going to have. Ring Lardner © (ita family ves in harmony, allits affairs will prosper. = Eines 723 4 5 5 i ( The family: | believe more unhappiness comes from this source than from any other mean the attempt to prolong family connection unduly, and to make people hang together artificial who would never naturally do so. Samuel Butler B Discuss the quotations and your responses to them. © Work with a partner. 1. Describe the similarities and differences between the two families in the photographs, 2. What kind of lifestyle do you think each family has? 3. Which of these family groups would you prefer to belong to? Why? 84 From Aatancea Skis by Simon Haines © Cambridge Univers Press 2006Are you the oldest, youngest or in the mid Worksheet 2 Speaking 4 A Read this article about the importance of birth order. As you read, think about your own family. How far are the lists of characteristics of children in the three birth orders true for you and your brothers and sisters? Psychologists who have studied the impact of birth order on personality have found firs-borns tend to be highly motivated to achieve. Of the first twenty-three astronauts sent into outer space, twenty- one were first-borns or only children, Characteristics of firs-borns and only children: © Goal setters © High © Perfectionist © Responsible © Organised © Rule keepers © Determined © People with an eye for detail A good description of middle children is ‘balanced’. Middle children are good mediators and have superior co-operation skills. They don’t have their parents all to themselves or get their own way, so they learn to negotiate and compromise. Characteristics of the middle child: © Flexible © Diplomatic © Peacemaker © Generous © Social © Competitive Youngest children in the family are typically outgoing. They are also affectionate, uncomplicated and. sometimes a little absent-minded. Characteristics of the last-born child: © Risk takers © Outgoing © Ideas people © Creative ‘® Humorous © Question authority Birth order isn’t a simplistic 1-2-3 system that says all first-borns, middle children of lastborns are ‘equally one way. These are tendencies or general characteristics. B Discuss these questions in groups. 1 How much truth do you think there is in the idea that a person’s birth order in their family can affect their personality and behaviour? 2 What other factors affect personality and behaviour? 3. How do you explain these apparent ‘facts’ from the article? a First-born children tend to be perfectionist high achievers. b Middle children tend to be generous peacemakers. € Last-born children tend to be creative risk takers. Language development C Complete these sentences about fictional characters with appropriate words and phrases from the article. taking 1. Joisa typical last-born child. She is outgoing and humorous. She also enjoy “ and is always questioning, vo Who is a 2. Her older brother Tom is a typical first-born child. He is a high determined, responsible and san CR 3. Becky is the second of three children and has all the qualities of a middle child. For a start she’s the . of the family, which means that if other people are arguing she can be very : Despite this she’s still and doesn’t like to be beaten by her older brother or her younger sister. D Write sentences about three people you know, using words and phrases from the article in A. From Advanced Skis by Simon Haines © Cambridge University Press 2006 (EEN EET NS 85