z 392A34858a

Contents
Map of the book 4
Introduction 8

Reading
1 Dreams New country. new life 10
2 Technology Beware technology! 14
3 Work-Me balance Women at the top 18
4 Relationships Love contracts 22
5 Futures The post-human era 26
6 Emotions The pursuit of happiness 30
7 Rights and wrongs Don't copy - it's cheating! 34
8 Narratives A pistol shot 38
9 The unexpected What a coincidence! 42

Listening
1 Dreams My achievements 46
2 Technology What does technology mean to you? 49
3 Work-Hfe balance Go for it! 52
4 Relationships Best friends 55
5 Futures Say what you mean and mean what you say 58
6 Emotions What makes you see red? 61
7 Rights and wrongs Sorry! 64
8 Narratives First impressions 67
9 The unexpected Men's work? 71

Speaking
1 Dreams A view of the future 74
2 Technology Technology and fraud 77
3 Work-hfe balance Are you a workaholic? 80
4 Relationships Are you the oldest. the youngest or in the middle? 83
5 Futures Life chances 86
6 Emotions Charity begins at home 88
7 Rights and wrongs Tough choices 91
8 Narratives Magic moments 94
9 The unexpected It's just an illusion 96

Writing
1 Dreams Dream on! 99
2 Technology Are you a slave to your mobile? 102
3 Work-life balance The right person for the job 105
4 Relationships Can I help you? 108
5 Futures Life behind bars 111
6 Emotions A cry for help 114
7 Rights and wrongs Traffic calming 117
8 Narratives Unforgettable! 120
9 The unexpected We smoke less but surf more 123
CD track listing 126
Recording scripts 127
Sample texts 133
Exam reference table 138
Thanks and acknowledgements 139
Map of the book

Theme Title Reading text Reading skills Language focus Time

Reading 1
Dreams New country, extract from a reading for gist, word building 60 mins
new life travel book reading for specific + 20 mins
about adjusting to information (optional)
life in a new country

Reading 2
Technology Beware guidelines offering reading for gist, formal vs informal 60 mins
technology! advice for buying reading for specific language,
and selling on the information advice language
Internet

Reading 3
Work-life balance Women at the top article about the reading for gist, adjectives 60 mins
difference between reading for specific + 20 mins
men and women information (optional)
senior executives

Reading 4
Relationships Love contracts a love contract reading for gist verb+ noun collocations 50-60 mins

Reading 5
Futures The post-human era article about the predicting, reading word building 60 rnins
future relationship for gist, reading for
between humans specific information
and computers

Reading 6
Emotions The pursuit article about trying reading for gist specific vocabulary from 60 mins
of happiness to be happy the text, prepositions

Reading 7
Rights and wrongs Don't copy- article about reading for gist, word building, 60 mins
it's cheating! whether cheating is reading for specific reporting language
on the Increase information

Reading 8
Narratives A pistol shot first paragraphs of reading for gist, age expressions 60 mins
a novel reading for detail + 20 mins
(optional)

Reading 9
The unexpected What a coincidence! extract about the predicting, reading prepositions 60 mins
nature of for gist
coincidence
 Theme Title Listening text Listening skills Language focus Time

Listening 1
Dreams My achievements five monologues listening for specific specific vocabulary 45-60 mins
about personal information and from recording
ambitions attitude

Listening 2
Technology What does technology conversation about listening for specific technology vocabulary 45-60 mins
mean to you? how technology information and and specific vocabulary
affects people's lives attitude from recording

Listening 3
Work-life balance Go for it! interview with two listening for specific idiomatic 45-60 mins
people about information expressions,
starting and running compound nouns
a small business

Listening 4
Relationships Best friends four monologues listening for specific specific vocabulary 45-60 mins
describing what information from recordings
makes a good friend

Listening 5
Futures Say what you mean political speech listening for specific word building 45-60 mins
and mean what before an election information
you say

Listening 6
Emotions What makes you six monologues listening for gist, phrasal verbs 45-60 mins
see red? describing situations listening for specific
which make people information
angry

Listening 7
Rights and wrongs Sorry! radio programme listening for specific personality adjectives 45-60 mins
about the information and related nouns
importance of
apologising

Listening 8
Narratives First impressions nine monologues listening for specific specific vocabulary 50-60 mins
in which people information and collocations + 20 mlns
describe their first from recording (optional)
impressions of a
new place

Listening 9
The unexpected Men's work? interview listening for specific specific vocabulary 50-60 mins
with a woman who information from recording, fronting
has an unusual job
 Theme Title Stimulus Speaking skills Language focus Time

Speaking 1
Dreams A view of the future questionnaire about asking for and expressions for talking 50-60 mins
personal dreams sharing information, about similarities and
and ambitions talking about differences
similarities and
differences

Speaking 2
Technology Technology and texts presenting comparing, expressions for 50-60 mins
fraud various kinds discussing evaluating
of fraud advantages and
disadvantages

Speaking 3
Work-I if e balance Are you a workaholic? newspaper extracts discussion expressions for 45-60 mins
and questionnaire comparing and
about modern work contrasting
trends attitudes

Speaking 4
Relationships Are you the oldest, quotations about comparing and vocabulary related 50-60 mins
the youngest or in families, article contrasting to personality
the middle? about the importance
of birth order

Speaking 5
Futures Life chances photographs of comparing and expressions for 45-50 mins
young people in speculating comparing
different cultural
settings

Speaking 6
Emotions Charity begins descriptions of sharing information, common errors 50-60 rnins
at home charities, exchanging
questionnaire opinions,
about your discussing, formal
relationship with debating
charities

Speaking 7
Rights and wrongs Tough choices employee profiles, evaluating, vocabulary related 50-60 mins
guidelines for discussing, to losing a job
giving bad news making a decision

Speaking 8
Narratives Magic moments three monologues telling a story vocabulary for 45-50 mins
of people describing, making
remembering comparisons
happy occasions

Speaking 9
The unexpected It's just an illusion a photograph, a speculating, specific vocabulary 45-50 mins
headline and suggesting from the texts
articles about explanations,
two high-profile describing
stunts
Theme Title Text type Writing skills Language focus Time

Writing 1
Dreams Dream on! magazine article writing expressions for 50-60 mins
about achieving introductions, describing dreams + 30-40
your dream using paragraphs, for the future mins
attracting and (writing)
keeping the reader's
attention

Writing 2
Technology Are you a slave to formal letter of writing formally, formal expressions 50-60 mins
your mobile? complaint to a ordering paragraphs for writing a letter of +30-40
mobile phone complaint mins
company (writing)

Writing 3
Work-life balance The right person personal reference writing formally, personality adjectives, 50-60 mins
for the job planning paragraphs formal expressions +3Q-40
to describe character mins
(writing)

Writing 4
Relationships Can I help you? leaflet for staff conveying ideas and expressions for 50-60 mins
suggesting ways of information clearly attracting reader's +30-40
improving service and concisely attention mins
(writing)

Writing 5
Futures Life behind bars discursive expressing ideas, specific vocabulary 50-60 mins
composition about putting an from the texts + 30-40
exclusive residential argument together, mins
areas planning paragraphs (writing)

Writing6
Emotions A cry for help letters of advice writing formally formal and informal 50-60 mins
and informally expressions for + 30-40
giving advice mins
(writing)

Writing 7
Rights and wrongs Traffic calming formal report on writing formally, expressions 50-60 mins
reducing road outlining a problem, for writing reports +30-40
accidents making mins
recommendations (writing)

Writing 8
Narratives Unforgettable! film/book review writing in a informative adjectives 50-60 mins
semi-formal style +30-40
mins
(writing)

Writing 9
The unexpected We smoke less report comparing interpreting and describing graphs and 50-60 mins
but surf more Internet users in writing about charts +30-40
Britain information from mins
graphs and charts (writing)

7
 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.
Adjusting to life In a Ask students to work through the table individually, noting images for each country.
new country B Students compare their lists in pairs. Elicit a few ideas for each country. Keep this
generally brisk, but devote more time to the subject of Spain. Note some ideas on the
READING SKILLS board so that you can refer to them later.
Reading for gist, c Students discuss the questions.
reading for specific
information
Reading
A Hand out Worksheet 2 and allow about five minutes for a first reading. Check answers.
MAIN TASK Answer key
TYPE paragraph 2: technicolour, cathedral-like, dark, open-faced, bright red, delicate,
Three-way matching ancient, mysterious, exotic, mythical, earthy, guttural
paragraph 3: beautiful, warm, passionate
task to check
paragraph 6: colourful, exciting, wild
comprehension
Compare these adjectives with those that you elicited from the students earlier.
KEY LANGUAGE B Check that students understand the three choices: True, False, Can't say.
Word building: Students read the nine sentences before re-reading the text. Allow another 6-7 minutes
beautiful, colourful, for them to write the answers. Check answers.
creative, delicate, Answer key
eager, exciting, exotic, 1 T 2 CS 3 cs 4 F 5 T 6 F 7 T 8 F 9 F
frightening,
mysterious, mythical, Language development
passionate, warm, wild
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.
PREPARATION
One copy of Answer key
Worksheets 1, 2 and 3 1 X 5 delicacy 10 mystery
2 beauty 6 eagerness 11 myth
for each student
3 colour 7 excitement 12 passion
4 creativity (skill) 8 X 13 warmth
TIME creator (person) 9 fright 14 wildness
60 minutes+
Note Not every related noun is included, only the most common ones.
20 minutes for writing
(optional) B Students work individually or in pairs. Check answers (+ = positive I - = negative).
Answer key
People Places People and places
creative+ ancient+ (usually) beautiful + mysterious + (usually)
dellcate- 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.

C Elicit the 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 flavour 4 ancient history 6 creative thinking

D 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.
Q, _
 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 list for each country.

Country Images
Britain tM B~ Sfw..kMpen~Y~ P.JUi Ul41iJy~ Lioerpool-F~ Bij Be/'0 tea.

Brazil

Japan

Russia
.
Spain

USA
/

B Compare lists of images with one or more partners.

C 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?

From Advanced Skills by Simon Haines© Cambridge University Press 2006 • J:[I} MR·faf-i:WI 11
Reading 1 New country. new life Worksheet 2

A Read the text, underlining 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.
As a teenager, Spain had ~tivated me. Touristy photo books showed a technicolour land of cathedral-like
blue skies, dark, 9Ren-faced women with bright red carnations lo their hair, and the delicate columns and Lines
of the Alhambra and the Great Mosque in C6rdoba:ltseemed ancient, mysterious, exotic; a mythical country
where men in tight trousers fought deadly beasts and people spoke their earthy, ~ttural 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 l would go and live there. But things got in the~y: a chance to live in Italy and the
beginning of q self-destructive relationship; university to study Ara@c; a year living in Egypt. In my ignorance
I thought I was being drawn to the Mediterranean in general. I was wrong. It was, and always had been, Spain.
Then a chance to remedy things came unexpectedly: after four affectionless years, my Florentine girlfriend
left me on the day of my last exam. The plan~ been for me to go and join her in Italy once my degree was
over: after 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, I 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 s~ self-
indulgent rubbish,' he assured me. 'I mean, what on earth are you gonna do with your degree if you're ever in
troubleTAt 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, to
be able to do something with my hands - something creative.
'You should take up the guitar,' said the busker, 'learn a few 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 skill I wanted to learn now. I realised all the wrong choices I had made could be cancelJed out at once.
I was free to live in Spain and to pick up the instrument I had always intended to. All at once it became clear:
l should learn 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.
It was a frightening thing to do, though - leaving everything, a structured life, the network of friends and
comforts 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?
I can just see you as a lecturer.'
I bought 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.

1busker: 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.
2 The writer first went to Spain when he was a teenager.
3 The writer met his girlfriend in Italy.
4 The writer is pleased when his relationship ends because it means he can travel.
5 The busker questions the value of the writer's academic qualifications.
6 The writer feels he has always had a talent for music.
7 The writer wants to learn flamenco music because it represents a new way of life for him. \ .
8 The writer is quite attracted by the idea of working at a university.
9 The writer did not stay in Spain for a long time.

12 From AdvancedSkillsby Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE

Worksheet 3 New country, new life Reading 1

Language development
A Complete this table with nouns related to adjectives from the text.

Adjectives Nouns
ancient x
2 beautiful ................................... (quality and person)
3 colourful
4 creative ................................... (skill) (person)
5 delicate

6 eager
7 exciting

8 exotic x
9 frightening

10 mysterious

11 mythical

12 passionate

13 warm

14 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

C Some of the adjectives in A are commonly used wit nouns. Combine an adjective and a noun from
these lists to make common co1locations which match the definitions 1-6 below.
Adjectives: ancient creative delicate mythical warm wild
Nouns: creature flavour history thinking animal weather
1 Lions and tigers are examples of these.
2 Not a strong taste.
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 AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 13

 recnneregy

Beware technology!
Thinking and speaking
A Check that students understand these words and phrases: cash, cashback, debit card,
chain store, moil-order catalogue.
Buying on the Internet Notes Coshbock 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.
READING SKILLS A debit card is different from a credit card in that the money is taken from your bank
Reading for gist, account immediately.
reading for specific Hand out Worksheet 1. Give students a couple of minutes to work through the
information questionnaire indivldually.
B Ask students to compare answers to questions 1-4 in pairs or in groups. End with a brief
class discussion.
MAIN TASK
TYPE Reading
Matching sentence
A Hand out Worksheet 2. Give stud~nts five minutes to read the guidelines quickly, making
halves to check a note of the three guidelines theythlnk are most important.
comprehension B Ask students to briefly discuss their choices with a partner Then have a short class
discussion about students' ideas.
KEY LANGUAGE c Set the second reading task. Check answers.
Informal vs formal
Answer key
language: contact, 1 f (guideline 1) 4 a (guideline 7) 7 d (guideline 12)
disclose, ensure, 2 g (guideline 4) s h (guideline 9)
e-retailer, request a 3 i (guideline 6) 6 c (guideline 10)
refund, returned items,
seek redress, the language development
unwary, transaction A Hand out Worksheet 3. Students work through the task. Check answers.
Advice language Answer key
(imperative form): 1 ensure
Always keep ... ; 2 e-retailer
Be wary of+ ·ing; 3 the unwary (Note Unwary is used with the definite article to refer to a group of
people - similar to 'the rich and famous' etc.)
Don't worry!; If in 4 security
doubt, email ... ; 5 disclose
Never disclose ... ; 6 seek redress
Only give ... 7 contact
8 transaction

PREPARATION
B This writing activity should be treated as 'fluency writing', where the emphasis is on subject
One copy of matter or information, rather than absolute accuracy. Elicit students' ideas on the four
Worksheets 1, 2 and 3 points listed and write them in note form on the board as reference for the writing activity.
for each student Students look back at the text and highlight some of the language used to advise,
suggest, warn, remind and reassure before starting to write.
TIME Note The imperative is the only grammatical structure used in the 'Online shopping
60 minutes 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;
If in doubt, email .
Allow students about 10-12 minutes to write their 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, ask individual students to read their most original or inventive guideline to the class.
c Students discuss the questions in pairs or groups. /

__ 14
Worksheet 1 Beware technology! Reading2

A Co19plete the following questionnaire.

1 Which of these ways of buying things do you regularly use?

• cash D debit card • D
• cheques D • credit card D
2 How do you get cash when you need it?
• from the bank D
from your employer • D
• from a cash machine D • from somewhere else D
• as cashbackfrom a shop D Where?

3 Which of these places do you regularly buy things from?

• small private shops D •
mail-order catalogues D
• chain stores I large • advertisements in
department stores D newspapers or magazines D
• out-of-town shopping centres D • the Internet D
4 Complete these statements so that they are true for you.
)
• I buy things online.
• Buying online can be risky .
• Buying from the Internet is enjoyable than going shopping.
• Buying online is 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. rm just

buying a few CDs.'

From Advanced Sk,lls by Simon Haines © Cambndge Unrvers,ty Press 2006 PHOTOCOPIABLE 15
Reading 2 Beware technology! 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 6 Be aware of the security features available both on the retailer's
opportunities to save time and money, greater choice, the website and on your own browser. Only trade with companies
convenience of shopping when you like and having goods delivered, that have an encryption certificate2 and use secure transaction
and a powerful ability to find and compare information, products and technology. Ouring checkout, look for a closed padlock symbol at
prices. Internet shopping is al least as safe as shopping in a store or the bottom of the screen.
by phone, so there is no need for anyone to miss out on the benefits 7 Never disclose your credit card's PIN3 to anyone, including people
it can provide. Here are some guidelines to help ensure that claiming to be from your bank or the police, and NEVER send it
everything runs smoothly for you. over the Internet.
1 Don't worry! Shopping online is safe as long as you use your 8 Always keep a record of every online transaction as proof of
common sense and always check the terms and conditions of order. Print off a copy of the order summary page as well as the
offers. order confirmation page.
2 Ensure the e-retailers site provides a street address and a non· 9 When you purchase goods from retailers overseas, be particularly
mobile telephone number, not just an email address or post office cautious, as it may be difficult to seek redress if problems arise.
box. 10 If you have a problem, contact the company you ordered from. If
3 Check that the spelling of the website name is accurate - they do not give you satisfaction, contact your credit card
'typosquatters'1 have been known to trick the unwary away from company.
genuine sites. 11 Always check your credit card statement carefully. You have at
4 Make sure your shopping will be delivered in time! Good least 90 days to report any transaction you are not happy with to
merchants will advise you of delivery time scales and guarantee yourcredit card company, who will usually refund all of your
a delivery time frame. money.
5 Only give your payment card details over a secure connection, and 12 Be wary of opening files attached to emails, as they may contain
never by email. computer viruses. If in doubt, email or phone the sender to check
the file is OK before opening it.
1
typosquatter: someone who creates a website with a domain name that is very dose to the name of another site,
and in this way tricks people into visiting their site
2 encryption certificate: 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.
1 Online shopping is not dangerous
2 Reliable retailers should let customers know
3 You should not buy things from an online company
4 You should never tell anyone your credit card PTN
5 lt may be difficult to get problems resolved
6 Customers should get in touch with the credit card company
7 Computers may be infected with a virus

a even if they say they are from the police.

b if customers send back things they have bought.
c if the retail company does not help them with a problem.
d if customers open files attached to emails.
e if they need to prove they have ordered something.
f if customers check the terms and conditions of offers.
g when their goods will be delivered.
h if customers buy goods from other countries.
-:
if it does not have an encryption certificate.

16 From Advanced Skills by Simon Haines© Cambridge University Press 2006 • J:MMi•iJfl,:j I:•
Worksheet 3 Beware technology!

Language development
A Which formal words and phrases in the 'Online shopping guidelines' on Worksheet 2 mean the
same as these informal equivalents?

Informal Formal equivalent from the text

Guidelines 1-6

1 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?
• If not, why not? Would you consider buying anything on the Internet?
2 Describe any good or bad experiences you or 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 Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 17
 Work-life balance

Women at the top

Thinking and speaking
TOPIC
DEVELOPMENT A Write 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 a good
Skills and abilities manager and list them on the board.
needed by managers, Note Boss is more informal than manager and often suggests the top manager; manager
differencesbetween is a more general word and does not imply someone right at the top.
men and women as Hand out Worksheet 1. Students work through the list individually, picking out their five
managers, qualities of essential qualities.
a good colleague B Ask students to compare their five top qualities in groups.

READING SKILLS Reading

Reading for gist, A Introduce the second topic with a question. For example: Would you prefer to work for a
reading for specific male or a female manager?
information After a few minutes' discussion, hand out Worksheet2. Ask students to think of typical
male and female characteristics and make a note of their ideas.
B During the first reading, students underline any of the ideas In the article that they
MAIN TASK mentioned in their notes. _
TYPE When they have finished reading, chec~wers with the whole class. Focus on the main
Three-way matching differences between men and women as mentioned in the text.
task to check
Possible answers
comprehension Women
greater energy, intensity and emotional expression, greater capacity to keep others
KEY LANGUAGE enthusiastic and involved, more likely to set deadlines and monitor progress, more
Adjectives: 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
active, assertive, needs of others, demonstrating an active concern for other people
enthusiastic, forceful, Men
involved, practical, more restrained in emotional expression; emphasing risk minimisation; learning from
traditional experience; hands-on, practical strategies; employing a forceful, assertive and
competitive approach to achieving results; seeking out authority figures to exert
influence
PREPARATION
One copyof
C Ask students to work through the ten statements, deciding whether they apply to men or
Worksheets1, 2 and 3 women. Check answers.
for each student
Answer key
1 W 3 NM 5 M 7 M 9 M
TIME 2 M 4 W 6 W 8 W 10 NM
60 minutes+ 20
minutes for writing
(optional)
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
1 e 3 b 5 d 7 c
2 a 4 g 6 h 8 f

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.
C Students present their lists to the class in their pairs.
D This is an optional activity which could be done for homework if there is insufficient time in
class. You could suggest that students look at the employment sections of newsp~ers or
on the Internet to help them with this task.

___ 18~---~~
Worksheet 1 Women at the top 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
order of importance, starting with the most essential.

The qualities you need to be a successful manager

Being human Good communicator

Managers should not be afraid to be Managers need to be able to communicate well
themselves. They should not hide behind their with people at all levels.
authority.
Intuition
Big picture, small actions Bosses need the ability to sense what others are
The exceJJent manager is skilful at thinking big feeling and thinking without the use of rational
while at the same time paying attention to the processes.
details.
Keeping cool under pressure
Commitment Managers who seem to be in control and be
It is a manager's commitment that pulls the taking problems in their stride are popular
team members forward during difficult times. with their staff.
Competence Lightness
Employees must feel that their manager knows An excellent manager produces outstanding
what he/she is doing. results and has fun in the process!
Creativity Problem-solving skills
Creativity is what separates competence from Employees expect their bosses to come up with
excellence. It is the creative spark that captures fresh, creative responses to problems.
people's attention.
Supportive
Enthusiasm Bosses should always be there to support staff,
Employees want their leaders to show especially when they are criticised or under
enthusiasm and a 'can-do' attitude. pressure.
Enthusiasm is catching.

B In groups, compare your five top qualities and the order you have ranked them. Discuss any major
differences of opinion.

From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 19
Reading 3 omen at e top 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 - self1, boss2, peer3, and direct
reports4 - to describe behaviours and styles of male and female senior executives. Direct reports described
female senior executives as operating with a greater degree of energy, 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 inclined 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 the!.r.,.a,pproach 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 concern 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.

1 self: the executive

2 boss: the executive's boss
3 peer: other executives
4
direct reports: the people who report to the executive

C 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 They are more direct in their dealings with employees.
2 They are more likely to avoid taking risks.
3 They spend more time at the workplace.
4 They are more determined to reach targets.
5 They are less likely to express their feelings.
6 They are more thoughtful towards other people.
7 They are more likely to learn from their mistakes.
8 They are more energetic.
9 They are more conventional in the way they deal with difficulties.
10 They are more likely to devote their whole lives to their job.

20 From AdvancedSkills by Simon Haines © Cambridge University Press 2006 • Q: [I}Mi jJ ftM •.
t
Worksheet 3 Women at the top

Lan~uage development
A Match the adjectives from the article on Worksheet 2 on the left with their opposites on the right.
1 active a uncontrolled
2 restrained b indifferent
3 enthusiastic c junior
4 forceful d detached
5 involved e passive
6 practical f 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: T~ ~fmsw~ojtlte-wtJrkto be dons.
A 3oo"il CIJ~ue- u someone- ioho doe; JUJf: try to aooid: toork, buc doe; tne: auce: tUKl)UJlt f
a; everyo~ iu~.
1 .

2 ························································································································································································

3 .

4 .

5 .

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 AdvancedSkills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE 21

 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 a few answers before handing out Worksheet 1.
Unusual dating venues,
Students read the article quickly. Check their reaction to the supermarket dating idea.
love/relationship
B Ask students to work in pairs and discuss the meaning of the phrases in italic in the first
contracts paragraph. If necessary, explain that the author has used a play on words. Check answers.

Answer key
READING SKILLS check each other out
Reading for gist 1 The meaning here is to assess and evaluate a person to decide if you would like to
get to know them better.
MAIN TASK 2 The checkout in a supermarket is the place where you pay for your goods, so there
is a reference to this meaning here.
TYPE walk down the aisles
Matching headings 1 The meaning here is to walk up and down the aisles of the supermarket.
with paragraphs to 2 The more usual meaning is to walk down the aisle of a church when a couple
check comprehension get married.

C Students work in groups to discuss other unusual ways of meeting people. If necessary,
KEY LANGUAGE help students to think of ideas such as speed'ciat!ng and singles' holidays.
Legal language of
contracts Reading
Verb+ noun A Hand out Worksheet 2. Students look at the title of the main text and suggest what it is
about. Elicit ideas, but do not confirm at this stage whether they are right or wrong.
collocations: achieve a
B Allow students 3~4 minutes to read the text and decide what kind of people they think
goal, cancel an would sign a contract like this. Ask students whether they would sign a contract like this.
agreement, overcome Find out the class consensus.
a challenge, resolve a C Students read the text again and match the headings with the correct paragraphs. There
conflict, respect a are two more headings than the students need. Check answers.
person's rights Answer key
1 b 2 f 3a 4 d 5 c 6i 7 e
PREPARATION
One copy of Language development
Worksheets 1, 2 and 3 A/B Hand out Worksheet 3. 'The Love Contract' contains some useful formal collocations. Tell
for each student 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.

TIME Answer key

SD-60 minutes 1 satisfy someone's needs/wants (paragraph 2)
2 resolve a conflict (paragraph 2)
3 overcome a challenge (paragraph 2)
4 achieve a goal (paragraph 3)
5 participate in an activity/games and exercises (paragraph 3)
6 keep a diary (paragraph 3)
7 sign an agreement (paragraph 4)
8 reach a goal (paragraph 5)
9 terminate an agreement/a contract (paragraph 6)
10 respect a person's rights (paragraph 6)
11 cancel an agreement (paragraph 6)

Note Students may suggest the following collocations which are possible but not found in
the text: cancel an activity or a contract, reach an agreement, sign a contract.
C Students use some of the collocations to complete the five sentences. Check answers.
Answer key
1 sign, contract 3 achieve, goal(s) 5 participati~
2 resolve, conflict(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 Love contracts
-
A Read this newspaper article. Would you be tempted by this way of meeting people?

Love in the aisles as supermarketdating hits Paris

Supermarket dating, where Gourmet Director, Sylvain Gaudu
singletons 1 can check each other out told Reuters.
via the contents of their trolleys, flirt Paris, home to around 900,000
while weighing vegetables and even singles, many of whom are
walk down the aisles together, is increasingly working hours as long
coming to Paris. as in London and New York, has
Lafayette Gourmet, the food hall at already been introduced to speed
the Galeries Lafayette department dating and online dating.
store in Paris, is about to unleash the The 'dating market' shopping
concept on the worldwide capital of evenings, an idea imported from the
romance. Single shoppers will be Netherlands, will be jointly run from
identified on Thursday evenings by October2 with Yahoo!, which already
special purple shopping baskets has an online dating service in
decorated with a cartoon of a kissing France.
couple, and offered a glass of Once shoppers have made eyes at
champagne and a free photograph if each other through the cereal
they succeed in hooking up with a packets or brushed past each other
potential mate. at the cheese counter, they can chat
'We noticed that we have an each other up openly in the queue for
evening clientele buying single a special checkout counter reserved
portions of fresh food, so we decided for singletons.
the demand is there,' Lafayette

Reuters© Copyright. All rights reserved. Distributed by Reuters.

1 singleton: a humorous word for a 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 AdvancedSk,1/s by Simon Haines © cambndge University Press 2006 PHOTOCOPIABLE 23

 ove con racts Worksheet 2

A Look at the title of the text below. What do you think 'The Love Contract' is?
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 a desirable state, knowing and believing that we are potentially a good
match for each other, knowing and believing that we are each currently available lo be in an exclusive relationship with each
other. and knowing and believing that we are capable of growing and learning together. hereby agree as follows:
I ··························································
That, for the duration of this contract. we will date only each other and will have no romantic or physical contact with other
potential partners.
2 ··························································
That we share, and seek to attain. certain mutually beneficial goals: 10 know each other deeply; to be able to communicate
with each other effectively; to be able to express our thoughts and feelings to each other; to be aware of each other's needs and
wants. and lo know how to satisfy those needs and wants; to trust each other; to know how to have fun together; to know how to
resolve conflicts that may arise between us; Lo be free of inhibitions that might prevent us from feeling love; lo be able to
overcome challenges to our relationship; to be able to forgive each other; and, finally and most important of all, 10 love each
other with a love that is genuine, deep, and ever growing.
3 ··························································
That, in order to achieve these goals, we will, in good faith and with high hopes for our future, participate in a number of
activities. At this time we commit to engaging in the activities checked below. By mutual agreement. we may change this list
from time to time.
• Keeping separate daily diaries of our thoughts and feelings about each other, D
• Seeing a love therapist together at least once a week. D
• Participating in group activities designed 10 enhance our love. D
• Reading fiction or non-fiction books about love. D
• Participating in games and exercises designed to promote our mutual love. D
• Going on getaways or attending retreats that might foster our love. D
4 ··························································
This agreement becomes effective immediately upon signing by the parties and witnesses.
5 ··························································
This agreement will end at midnight on . If we have realized our love, we will mark
this day with celebration. If we have not yet reached our goal, we will either extend this agreement or let it lapse. with no
further obligations to continue this quest.
6 ··························································
We recognize that discoveries we might make about each other in the near future might be disappointing or disturbing. We
therefore agree that either of us may terminate this agreement within a period of days after today's date by signing on
the cancellation line (below) and returning the signed copy lo the other person. We fully respect our partner's right to cancel
this agreement during this initial period. After this initial period has passed, this contract can be terminated only by our
mutual written agreement.
7 .
We are committed to Living up to the terms of this agreement fully and completely. lf either of us fails to do so in some way, we
will do everything in our power to forgive the other person and lo continue lo move forward toward achieving lasring love.
igned and witnessed this day, the of------- , 20 __ .

Partner in Love Partner in Love

Witness Witness
Canceled on --- by -------------- . No hard feelings, please!

© 2002, 2003, 2004, Dr. Robert Epstein. All rights reserved. Reprinted by permission.
C 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 c Duration e Forgiveness g Marriage Second
b Dating d Effective date f Goals h Possessions
tho~ts

24 From Advanced Skills by Simon Haines© Cambridge University Press 2006 • a:t,if ,f.t,jJ f·M ••
Worksheet 3 Love contracts Reading 4

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 a person's rights a diary a conflict someone's needs/wants

a contract an agreement a challenge a goal games and exercises

1 satisfy 7 sign
2 resolve 8 reach
3 overcome 9 terminate
4 achieve 10 respect
5 participate in 11 cancel
6 keep
B Check your answers by finding and underlining the collocations in A in 'The Love Contract'.
C 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 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 to people's

5 When I was a child, I never liked parties and even as an adult, I'm not good at in
social .
O 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

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 25

 Futures

The post-human era

Thinking and speaking
10PIC
• Write the following questions on the board:
DEVELOPMENT To what extent do you depend on computers?
Future relationship Will people become more or Jess dependent on computers in the next 100 years?
between humans and How will human beings and computers develop between now and the year 2100?
computers • Ask students for their predictions and discuss these ideas briefly as a class.
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
READING SKILLS provided on the worksheet. After 5-8 minutes of discussion, each group presents its
Predicting content predictions to the class. If there is time, encourage comments from other students during
from title and first feedback.
paragraph, B Ask students to read the title and subtitle of the text they are going to read and to predict the
main point of the article. Elicit their ideas, but do not say yet whether they are right or wrong.
reading for gist,
reading for specific Reading
information
A Hand out Worksheet 2. Students read the text quickly to check their predictions. Have a
brief discussion about the main idea of the article: the development of computers into
MAIN TASK 'superhumans'.
TYPE B Students read through the five multiple-choice questions, then read the article again to
Multiple-choice find the answers. Check answers.
questions to check Answer key
comprehension 1 c (paragraph 1) 2 b (paragraph 2) 3 c {paragraph 2) 4 b (paragraph 5)

KEY LANGUAGE Language development

Word building: predict, A Hand out Worksheet 3. Ask students to complete the table individually. In many cases
prediction, predictable; there are several nouns, adjectives or verbs that could be added to the table, so you could
destroy, destruction, suggest that students use their dictionaries to find as many related words as possible.
indestructible; invent, Check answers.

invention, inventive Note The table below is not exhaustive. Less common words have not been included.

Answer key
PREPARATION Noun Verb Adjective
1 apology apologise apologetic, unapologetic
One copy of
2 contribution, contributor contribute contributory
Worksheets 1 , 2 and 3 3 cooperation, cooperate cooperative,
for each student non-cooperation uncooperative
4 destruction, destroyer destroy destructive
5 expectation, expectancy expect expectant
TIME 6 imagination imagine imaginative, unimaginative,
60 minutes 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 inventive/imaginative 8 meaning

C 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 Reading S
(
A In your group, discuss and make notes on o E 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

- c::---:::,,-

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 Advanced Skills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE 27
Reeding 5 The post-human era 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 writing sci-ti in the late still direct us and do things we just
astronomy is a place where the laws of '60s. In 1981 his novella True Names don't understand, distorting nature
physics as we know them break down - invented the concept of cyberspace. around us perhaps. He imagines
like a 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? 'I believe that
occur. a worldwide artificial intelligence. emotions would still be around. though
Vinge, 58. a 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 1993 - already imagined in his head the future story 'Fast times at Fairmont
that a 'singularity' 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-direct-mind-links and 13-year-
to upgrade themselves. because their stories are set 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 little as disappointment of 'singularist' fans, to be less able to adapt, unable to change
60 hours of becoming 'superhuman' - whom he is almost apologetic. 'Science- from 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 if the 'singularity' occurs as he and worry us about it. Maybe he will
impossible to understand. 'In the early predicts, what are some fictional even - in his imaginative way - inspire
post-human era. everything will be new possibilities afterwards? The science- it to happen? If the machines won't
again.' So as a scientist and fiction writer Isaac Asimov's Rule 3 of allow us to blame them, maybe they
mathematician he sees this robotics involved human rules being will allow us to blame Vinge.
'singularity' as a 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 doesVemorVinge mean by'singularity'?
a A future breakdown in the legal system.
b A definite point in time in the future.
c A point in time which will mark a new beginning.
d A completely different organisation of society.
2 What doesVernorVinge believe?
a We cannot predict the future of computers.
b Computers will be able to think for themselves.
c Computers will help humans to adapt society.
d Human beings will have a better understanding of computers.
3 What isVemorVinge well known for?
a He is a famous academic.
b He is a legal expert.
c He is an author of fiction.
d He is a scientist and mathematician.
4 How doesVernorVinge 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.
c The reluctant servants of computers. ./
d Robots which behave like machines.

28 From Advanced Skills bv Simon Haines© Cambridge University Press 2006 • J:Mf.f.t.fl]fti&
Worksheet 3 The post-human era Reading 5

Language development
A The table below contains words from the article 'The Digital Prophet-VernorVinge'. Complete the
table with the correct related forms. Sometimes there are two words of the same type.

Noun Verb Adjective

1 . apologetic

2 contribution

3 . cooperate

4 . destroy

5 . expect

6 . imaginative

7 . invent

8 . meaningful

9 prediction unpredictable

10 . retired

B Fill the gaps with the correct form of words from the table in A.
1 I didn't enjoy the film because I 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.
3 You never do anything I ask. Why are you so ?
4 The president thanked everyone for to his election campaign.
5 My father finishes work next year and is looking forward to his .
6 To be a good science-fiction writer, you need an mind.
7 Environmentalists are very worried about the of the rainforests.
8 Until I read the article aboutVemorVinge, I didn't understand the of the word
'singularity'.
C Discuss the following question in groups.
'Do you think Vernor Vinge's view of the future is optimistic or pessimistic?'

From Advonced Slalls by Simon Haines© Cambridge Unrversity Press 2006 • Q: [I} MQ,1Q rfj§ i 29
 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
Trying to be happy work.
• Ask students to work in pairs to complete their own definitions of happiness and then
READING SKILLS share ideas with the whole class.

Reading for gist 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 of a later
class discussion.
MAIN TASK
B Tell the class that they are going to read an article about happiness (and unhappiness).
TYPE Ask students to work individually and think about how they could be happier (e.g. If you
Matching headings never had to work again. If you passed your exams. If you met the person of your
with paragraphs to dreams.). Students write notes.
check comprehension
Reading
KEY LANGUAGE A Hand out Worksheet 2. Ask students to read the article quickly and relate it to
assumption, themselves. Before the main reading task, take a quick vote: How many of you find that
consequence, 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
contradict, duration,
doing the matching task. Check answers.
fleeting, frustrated,
fundamental, intensity, Answer key
overestimate, payoff 1 d 2 a 3 b 4i 5 h 6 e 7 g

Once they have read the article, ask students if they still think the ideas they noted in Bon
Prepositions: Worksheet 1 will make them happier.
based on, defend
against, in the future, Language development
lead to, obstacle A Hand out Worksheet 3. Students work through the vocabulary task. Check answers.
between X and Y,
skilled at Answer key
1 d 3 i 5 a 7 j 9 e
2 f 4 h 6 g 8 b 10 c
PREPARATION
One copy of B Tell students to try the task first without referring to the text. Check answers.
Worksheets 1, 2 and 3
Answer key
for each student 1 in the future
2 based on
TIME 3 skilled at
4 obstacle between ... and ...
60 minutes
5 defend themselves against
6 lead to
7 makes little difference to
8 adaptto

Note Skilled at is similar to good at, brilliant at, bad at, terrible at etc.
c Put students into small groups to discuss the questions. Monitor their conversations,
listening for a talking point that could be used to round off the lesson.
Worksheet 1 The pursuit of happiness Reading6

A Discuss with your partner the meaning of these quotations on the subject of happiness. Which of
them do you agree with most?

1 5
When you relinquish the desire to It isn't necessary to be rich and
control your future, you can have famous to be happy. It's only
more happiness. necessary to be rich.

Nicole Kidman Alan Alda

2 6
A lifetime of happiness? No man The pursuit of happiness is a most
could bear it: it would be hell on ridiculous phrase; if you pursue
earth. happinessyou'll never find it.

George Bernard Shaw C. P. Snow

3 7
Very little is needed to make a Happiness rs the interval between
happy life. periods of unhappiness.

Marcus Aurelius Antoninus Don Marquis

4 8
Remember that happiness is a way If only we'd stop trying to be happy,
of travel - not a destination. 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 AdvancedSkills by Simon Haines © Cambridge University Press 2006 • 4 :f•}Mi• iJfli U• 31
Reading 6 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?

The futile pursuit of happiness

1 ····················································································· future about a plate of spaghetti or romantic rejection
If Daniel Gilbert is right, then you are wrong to believe did not seem to matter. On average, bad events proved
that a new car will make you as happy as you imagine. less intense and more fleeting than people predicted.
You are wrong to believe that a new kitchen will make Good events proved less intense and briefer as well.
you happy for as long as you imagine. You are wrong to 5 .
think that you will be more unhappy with a big single According to Gilbert, 'The average person says, "I know
problem like a broken arm, than with a continual one I'll be happier with a Porsche than a Ford. Or with Linda
like a bad knee. You are wrong to assume that job failure rather than Rosalyn. Or as a doctor rather than as a
will be disastrous. You are even wrong to reckon that a plumber." That seems very clear to people. The problem
cheeseburger you order in a restaurant will definitely is, I can't get into medical school or afford the Porsche.
satisfy you. That's because when it comes to predicting So for the average person, the obstacle between them
exactly how you will feel in the future, you are most and happiness is actually getting the futures they desire.
likely to be wrong. But what our research shows is that the real problem is
2 . figuring out which of those futures is going to have the
A professor of psychology at Harvard, Daniel Gilbert says high payoff and is really going to make you happy:
that he studies 'happiness'. But more precisely, Gilbert 6 .
and three colleagues have taken the lead in studying a Thinking about how bad things will be, produces similar
specific type of emotional prediction. They have begun results. 'When really bad things happen to us, we defend
to question the decision-making process that shapes our ourselves against them; Gilbert explains. 'People, of
sense of well-being: how do we predict what will make course, predict the exact opposite. If you ask, "What
us happy or unhappy, and then how do we feel after the would you rather have, a broken leg or a bad knee?"
actual experience? For example, how do we predict we'll they'd probably say, "A bad knee". And yet, if you want
feel if our favourite football team wins or loses, and maximum happiness over your lifetime, you have just
then how do we really feel after the game? According to made the wrong choice. Our emotional defences snap
these psychologists, almost all actions are based on our into action when it comes to the big problems, like
predictions of the emotional consequences of these divorce or disease but not for lesser problems. We fix the
events. leaky roof on our house, but in the long term, the broken
3 _. .. window that we never mend makes us more frustrated:
In experiments, Gilbert has come to conclusions that 7 .
contradict some of our fundamental assumptions: Gilbert does not believe all forecasting mistakes lead to
namely, that we humans understand what we want and similar results; a death in the family, a new gym
are skilled at improving our well-being. But his work on membership and a new husband are not the same, but in
prediction also raises some more worrying personal how they affect our well-being they are similar. 'Our
questions; it forces us to wonder if everything we have research simply says that whether it's the thing that
ever thought about life choices and about happiness has matters or the thing that doesn't, both of them matter
been greatly mistaken. less than you think they will; he says. 'Things that
4 . happen to you or that you buy or own, as much as you
The problem is that we falter when we imagine how we think they make a difference to your happiness, you're
will feel about something in the future. We overestimate wrong by a certain amount. You're overestimating how
the intensity and the duration of our emotional reactions much of a difference they make. We don't realise how
to future events. In other words, we might believe that a quickly our brains will adapt to new circumstances -
new BMW will make life perfect, but it will almost whether they are pleasurable or not. When any event
certainly be less exciting than we anticipated; nor will it occurs to us, we make it ordinary. And through becoming
excite us for as long as we predicted. Whether Gilbert's ordinary, it loses its power to make us happy or
subjects were trying to predict how they would feel in the unhappy:

Copyright© 2003 by The NewYork1imes 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.
a Predicting how we will feel. f Life is full of surprises.
b Do we know what we really want? g We adapt quickly to new situations.
c We all know what will make us really happy. h The evidence of scientific research.
d Our predictions are probably wrong. 1 It's never as bad, or as good, as we expect.
e Our natural defence mechanisms.

32 From Advanced Skills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE
Worksheet 3 The pursuit of happiness Reading6

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 b power/strength (of a feeling)
3 contradict c reward
4 duration d something you accept is true without proof
5 fleeting e think something is bigger or better than it really is
6 frustrated f result
7 fundamental g angry because you cannot do or get what you want
8 intensity h length of time something lasts
9 overestimate say something is wrong or untrue
10 payoff 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 our assumptions of how they will affect us.
3 Professor Gilbert wonders how skilled humans are making decisions.
4 There is an obstacle people and what they think will make them happy.
5 It is natural for humans to defend themselves bad things.
6 Some of our decisions may lead the results we predict.
7 Owning new things makes little difference our future happiness.
8 The brain has an incredible ability to adapt 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 or less money?
Give reasons.

From AdvancedSkills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE 33

 Rights and wrongs

Don't copy- it's cheating!

TOPIC
Thinking and speaking
A Start by asking students to rate their own honesty on a scale of 1-5 (1 = very honest
DEVELOPMENT
I 5 = very dishonest). Keep this general at this stage.
Is cheating on the
Hand out Worksheet 1. Ask students to work through the quiz individually.
increase?
B Ask students to compare answers in pairs. Round off with a brief class discussion.
The questions on academic matters are taken from an American university website which
READING SKILLS provides these answers to the 'Academic matters' questions:
Reading for gist,
Answer key
reading for specific
1 No. You are supposed to do original work.
information 2 Yes. You are not allowed to bring unauthorised materials into an exam room.
This includes mobile phones.
MAIN TASK 3 No. Although it may be tempting to simply write in the results that are well known,
it is wrong to falsify your lab results.
TYPE
4 Yes. You must not bring any unauthorised materials into the exam room.
Matching sentence
halves to check
comprehension Reading
A Hand out Worksheet 2. Ask students to look at the question and feed back their ideas.
KEY LANGUAGE B Allow students five minutes to read the article and find the answer to this question.
Word building: culture, C Students match sentence beginnings 1-8 with the endings a-h. Check answers.
elector, ethics, fraud, Answer key
moralise, perceptive, 1 e 2 c 3 f 4 b 5 h 6 d 7 g 8 a
pervasive, plagiarise
Language development
Reporting language:
A Hand out Worksheet 3. Students work through this task individually. Check answers.
experts say that ... ;
historians have argued Answer key
Noun Verb Adjective
that ... ; lawmakers
1 fraud, fraudster defraud fraudulent
warn that ... ; there 2 plagiarism, plagiarist plagiarise x
is broad agreement 3 ethics x ethical, unethical
that ... 4 morals moralise moral, immoral, moralistic
5 election, elector, elect electoral
electorate
PREPARATION 6 culture x cultural
One copy of 7 perception perceive perceptive
Worksheets 1, 2 and 3 8 pervasiveness pervade pervasive
for each student
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.
TIME
60 minutes Possible answers
1 Many experts say that global warming is a 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 of the city.
4 Some historians have argued that the Pyramids in Egypt were built by visitors from
another planet.
5 According to experts many species of animals are close to extinction.
6 Most students admitted to cheating in exams.

C Put students into small groups and ask them to discuss the four questions. Listen for ideas
to use in a final class discussion.
(
Worksheet 1 Don't copy- ifs cheating! r Reading7 ~
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 to go to the toilet.
Your mobile phone rings and
you answer it. When you go to
hand in your exam paper, the
invigilator asks 10 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 ...
a 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 is younger and charges him for a child's ticket, a saving of £6. You ...
a tell the cashier your brother's true age.
b take the cheaper ticket. It doesn't really matter.

B Compare your answers in pairs.

FromAdvanced Skills by Simon Haines© CambridgeUniversity Press 2006 • Q: [I} M!•jQ tzi ~j ! i 35
 Don't copy - it's cheating! 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.

has one generation complaining

Are more people about the morals of its successor,
according to Louis P. Masur, a

cheating? cultural historian. 1t's a debate that

goes way back; he says. 'Now what's
changed is the amount of coverage.
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 do so. The media coverage that
millions 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:
renowned 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 new global economy. Transitional
Josephson, of the Josephson easier to steal other people's work. periods - a war, a recession, an
Institute of Ethics, an organization Yet even in this area, lawmakers warn economic boom - have historically
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.
behavior. shifting standards. Those who say that cheating is
At the beginning of the 21st Ann Fabian, a professor of more common argue that now there
century, it is nearly impossible to American studies says: 'The Web has are more practitioners and less guilt.
turn 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
in 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.
I
For the most part, the answer to first game of baseball's 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 a big deal, saying it was just a modern
way to make objective comparisons century New York and Watergate's1 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
and politics. be said about big business. and passed it off as their own. Forty-
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 New York limes Co. Reprinted with permission.
1
Watergate: a famous scandal of the early 1970s which implicated the US President, Richard Nixon, in political corruption

C 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 c to say for certain whether it is on the increase or not.
3 Because of changing laws and morality, it is d the greater publicity cheating now gets makes us think
almost impossible it is increasing.
4 There is concrete evidence that e we hear complaints about declining standards of
morality.
5 Some historians believe that
f to compare cheating now with cheating in the past.
6 Louis P Masur believes that
g a tenth 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 h the world of politics is less dishonest now than it
used to be.
36 From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPI BLE
 Worksheet 3 Don't copy - it's cheating!

\ Language development
A Complete this table with words related to words from the article.

Noun Verb Adjective

1 (crime) defraud
.............................(person)

2 (offence) plagiarise x
............................. (person)

3 . x ethical
............................. {opposite)

4 morals
............................. (opposite)

5 (event) electoral
............................. (person)
............................. (group)

6 . 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) wanz that .

4 Some historians have argued that ..

5 According to experts, .
6 Most students admitted to ..
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 AdvancedSkills by Simon Haines © Cambndge University Press 2006 PHOTOCOPIABLE 37

 Narratives

A pistol shot
Thinking and speaking
A Hand out Worksheet 1. Students look at the book covers shown in the illustrations. Ask
students if they have read any of these books or books by the same authors. Ask students
The first paragraphs of to work through the reading survey individually.
a novel 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 fiction students have read most recently; how
students choose books; their favourite books.
Reading for gist,
reading for detail c Ask students to discuss the question in pairs or groups. If necessary, prompt students to
mention computer games, TV, DVDs etc. as possible alternatives 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 of the story.
appropriate phrases Ask students to read the extract to find the answers to questions 1 and 2. Check answers.
to check overall
Answer key
comprehension 1 On a farm, near a gravel pit (also possible: in Lincoln County, in the USA} in the early
19205.
KEY LANGUAGE 2 Three men loading gravel, a dead farmer called Lloyd Wilson, Wilson's Uncle Fred,
Wilson's two boys, the elderly housekeeper, the undertaker and assistant.
Age expressions: aged
six; in his/her
B Tell students to read the phrases and then to match them with the gaps in the extract.
early/late/mid-fifties; Check answers.
under/oversixteen
Answer key
PREPARATION a 9 b 6 c 5 d 7 e 8 f 1 g 2 h 4 i3
One copy of C Students discuss this question in pairs or small groups and feed back their ideas to the
Worksheets 1, 2 and 3 class.
for each student
Language development
TIME A Hand out Worksheet 3. Students work through the task finding equivalent phrases in the
60 minutes + 20 text. Check answers.
minutes for writing Answer key
(optional) 1 'were forbldden' 6 'he was in a cheerful mood'
2 'I took this to be a literal 7 'a man 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 sixteen' (paragraph 1}
2 'a man in his late sixties' (paragraph 3)
3 'boys, aged six and nine' (paragraph 3)
C 1 a woman in her early thirties 4 a man in his mid-fifties
2 girls over 16 5 a woman under 20
3 men aged 40 6 a man in his late 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 know well (their family or friends}. Then
they write a paragraph about the people in the photograph, mentioning their ages. They \
bring 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 Reading 8

A Answer the questions in this questionnaire about your reading habits.

Fact or Fiction?
1 What kind of books do you prefer reading? (Tick one box.)
• fiction (novels, short stories etc.) 0 (go to 2 below) Sridgel,
• non-fiction (reference, biographies etc.) O (go to 3 below)
}ones s
2 What kinds of fiction do you prefer to read? (Tick one or more boxes.)
• action novels 0 • historical novels 0 Oiory
• short stories 0 • love stories 0 Helen Fielding
• science fiction 0 • spy/thriller stories 0
• the classics 0 • horror 0
• whodunits 0 • contemporary fiction 0
• another type (please specify) .
3 What kind of non-fiction do you prefer? (Tick one or more boxes.)
• history O • science O • arts O • travel O • (auto)biographies O
• other (please specify) 0
4 What was the last book you read? . Steuben
5 What makes you choose to read a particular book?
King
• the front cover 0
• the short description or 'blurb' on the back (cover) 0
• a book review 0 WAR
• you like the author 0
• you read the first two or three pages 0
AND
• personal recommendations 0 p£ACE
6 How much do you read? (on average)
Leo To'E5!Y
• 2+ books a week 0 • 2+ books a month 0
• 2+ books a year 0 • 0-2 books a year 0
7 What is your favourite book? .

A Short
THt
H/TCHHllltW~ I
THE DEA1H History
GUIDE TO THt 61\\.1\i~ on u1nc1 ONT\-\£
Of Nearly
Douglas Adams CODE N\lE Everything
--
--
Dan Brown
BILL BRYSON
f\(,/\H\A Cl IRIS rlf

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 Advanced Ski/ls by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 39
R~ading 8 A pistol shot 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 gra, el pit was about a mile ea t of town, (a) and o deep that boy
under sixteen were forbidden by their parents to swim there. I knew it only bj hearsay. It had no bottom, people said.
and because I was very much interested in the idea that if you dug a hole straight down anywhere and kept on digging
it would come out in China, l took this to be a literal statement of fact.
One winter morning shortly before daybreak, three men loading gravel there heard what ounded like a pi tol shot
Or, they agreed, it could have been a car backfiring. Within a few seconds it had grown light. i o one came to the pit
through the field (b) and they didn't ee anyone walking on the road. The
ound was not a car backfiring; a tenant farmer named Lloyd Wilson had just been shot and killed, and what they
heard was the gun (c) .
At the coroner' inque I, Wil on's uncle. who had lived with him for a number of years, and wa a man in his late
sixties, testified that, (cl) , he saw his nephew's lantern as he passed on his
way to the cow barn. The horse barn and the cow barn were about five hundred feet apart. He did not hear the shot and
he was not aware that there was anybody on the farm that morning (e) The
household al 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 and testified that on the last morning of his life Lloyd Wilson got up al five-thirty
as usual, dressed, and built two fires. While lie was waiting for the one in the kitchen range to catch, he stood talking
and joking with her. I le was in a cheerful mood and left the house whistling. Usually he was through milking and back
in the kitchen (f) At seven o'clock. knowing that he had to go to tow n and
pick up a man he had engaged to do some belated com shucking for him, she told the younger of the two little boys to
go see what was keeping his father so long. He asked for a flashlight, and she peered out into the darkne sand then said
he didn't need a flashlight, he could see the lantern shining from the open door of the barn. In a very short while he
heard him coming back to the house. He was crying. When she opened the storm door and called out to him, he said.
'Papa is dead! He is sitting there with his eyes open but he is dead.'
Who believes children. (g) , she ran to the barn. Wilson was silting on a
milking stool in the middle stall, his body sunk over against the partition. he caught him by the hand and cried, 'Lloyd,
what on earth is the mailer with you?' - thinking he had been stricken with heart failure or possibly apoplexy. s the
child had said. he was iuing there with his eyes open. but he was dead.
The housekeeper and Fred ~ ilson did the necessary things - that is lo say, she went back to the house and made
a number of 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 mortis had set in, and they had
to cut the leeve of his jacket in order to take off his clothes. They removed his jacket. coat. corduroy , est and flannel
hirt. before they aw a small red lain on the undershirt, over the heart.
(h) - I am talking about the early nineteen-twenties - people in
Lincoln County mostly didn't lock their doors at night, and (i) , it was
against the idea of a burglar. One sometimes read in the evening paper that some man had been arrested for di orderly
conduct, but that meant drunkenness. Without thinking I 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 to do anything out of the way that somebody, by one accident or another or from simple
curiosity, would not happen to see.

1 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
C What do you think happened to Lloyd Wilson? Who do you think shot him?

40 From Advanced Skills by Simon Haines © Cambridge University Press 2006 • J !f,ii,fi,fo M ~m•
Worksheet 3 A pistol shot Reading 8

Language development
A Which literary words or phrases from the text mean about the same as these more common or
everyday equivaJents?
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 a man he had given work to .
8 he'd 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 a man between 66 and 69 years old .
3 boys who are six and nine .
C Write similar ages to describe these people. Use the words in brackets.
1 a woman of 31 (early) .
2 girls 16+ (over) .
3 men who are 40 (aged) .
4 a man 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 Skills by Simon Haines© Cambndge Unrversrty Press 2006 PHOTOCOPIABLE 41
 The unexpected

What a coincidence!
Reading and speaking
A Hand out Worksheet 1. Students read the first part of the story 'Blue skles'. Don't mention
the subject of coincidences at this stage.
Coincidences
Students compare predictions as to how the story will continue and end.
B Students read the second part of the story to check their predictions.
READING SKILLS C Check students' understanding of coincidence - perhaps teaching them the expression:
Predicting how a That's o coincidence! Then put students into groups and ask them to tell each other about
story will continue, colncidences that have happened to them.
reading for gist
Reading
MAIN TASK A Hand out Worksheet 2. Point out that the text students will read is taken from a non-fiction
TYPE book about mathematics and is written in a different style from the story 'Blue skies'. Students
read the article quickly and list the kinds of coincidences mentioned. Check answers.
Matching headings
with paragraphs to Answer key
check comprehension paragraphs 1 and 2: strangers who find out they have a lot in common with each other
paragraph 3: prophetic dreams
paragraph 4: birthdays
KEY LANGUAGE paragraph 6: premonitions of disasters
Prepositions: by
Ask students if the article mentioned any of the coincidences they had discussed in C on
accident, by contrast, Worksheet 1.
come to light, B Ask students to read the headings before they re-read the article and match the headings
contribute to, draw with the six paragraphs. Check answers.
conclusions from,
Answer key
home in on, in common 1 d ('they're to be expected')
with, read into, search 2 h ('if two strangers sit next to each other ... linked in some way')
for, settle for 3 b ('the "prophetic" dream ... after some natural disaster has occurred .... we should
expect as much.')
4 g ('No time should be wasted trying to explain the meaning of these or other
PREPARATION coincidences of similar type.')
One copy of 5 a ('A useful distinction in discussing coincidences is that between general sorts of
Worksheets 1, 2 and 3 events and particular events.')
6 f ('We forget all the premonitions of disaster we've had which didn't predict the
for each student
future')

TIME Ask students if they agree with the article.

60 minutes
Language development
A Hand out Worksheet 3. Ask students to try to think of the preposition first, before
looking back at the article to check their answers. Check answers.

Answer key
1 search for (paragraph 1) 6 settle for (paragraph 4)
2 draw (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 a survey of their classmates to see if it is 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.
C/D Students discuss well-known 'true life' coincidences like the comparison here between
Abraham Lincoln and John F. Kennedy.
Worksheet 1 What a coincidence! Reading 9

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 I walked around the house with my
sister Kathy's new parakeet on my finger, I had the idea of showing Perky what the sky looked like. Maybe he
could make a little bird friend out there. I 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 I knew that such a thing was not possible. I was inconsolable. Time passed. Eventually, my great
sorrow took a modest place among the larger things of life, and we all grew up .
.
B Read the rest of the story to check your ideas.

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pa401ew 11e p.nq a41 JO sairuord a41 pue suouecoj aln pue saiep a41 ·aouap111a 8uJzewe a41 pauuuaxa aM ')leads
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JO mo '1481a moqa seM I ua4M 'Aep auo ·w,4 108 aM AeM a41 seM, ·p,es a4 ;aid aqaaMS moqe 8uJ411saq a41,
·a!d a,1aaMs ·1aa)leJed sruq S!LI seM aw,111v JO 1ad 1sa1eaJ~ a411e41 paounouue pue JOOIJ a41 '>1001 'Al!UJeJ
Ja410 a41 JO Ja41eJ a41 'AJJe9 uauj ·aop 014:>Asd e peu as1a auoawos ·4sJJP108 8u111111sap10 a41 a11e4 01 paunep
uosrao auo ·saJJOlS 1ad 1eaJ~ 11a1 01 seM awe8 a41 '8uJua11a auo ·spua!JJ JO isaq a41 aureosc aM ·Ja41a801
euozJJ'Q' puno.ia 8uJdweo 1uaM sa,1,weJ OMl a41 ·s11assJ)I a41 'spuau, ,SP!'>i a41 JO siuaiac a41 Lll!M SJJel.lO 8U!PIOJ
U! SAepJn1es Jaooos 8uJpuads ·saqJ11J1oe J1a41 pareus aM ·auJMOJ8 uaJPl!LIO uMo AUJ pa401eM 1 'Ja1e1 sapeoao
- -
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 AdvancedSkills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE 43

Reading 9 What a coincidence! 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

1 .
Coincidences fascinate us. They seem to compel a search for their significance. More often than some people realise, however, they're
to be expected and require no special explanation. Surely no cosmic conclusions may be drawn from the fact that I recently and quite
by accident met someone in Seattle whose father had played on the same C~icago high school baseball team as my father had, and
whose daughter is the same age and has the same name as my daughter. As improbable as this particular event was - or as particular
events always are - that some event of this vaguely characterised sort should occasionally occur is very likely.
2 .
More precisely, it can be shown, for example, that if two strangers sit next to each other on an airplane, more than 99 times out
of 100 they will be linked in some way by two or fewer intermediates. [ ... ] Maybe, for example, the cousin of one of the
passengers will know the other's dentist. Most of the time people won't discover these links, since in casual conversation they
don't usually run through all their 1,500 or so acquaintances as well as all their acquaintances' acquaintances. [ ... ]
3 .
There is a tendency, however, to home in on likely mutual acquaintances. Such connections are thus discovered frequently enough
so that the squeals of amazement that commonly accompany their discovery are unwarranted. Similarly unimpressive is the
'prophetic' dream which traditionally comes to light after some natural disaster has occurred. Given the half billion hours of
dreaming each night in this country - 2 hours per night for 200 million people ·- we should expect as much.
4 .
Or consider the famous birthday problem in probability theory. One must gather together 367 people (one more than the number
of days in a leap year) in order to ensure that two of them share a birthday. But if one is willing to settle for a 50-50 chance of this
happening, only 23 people need be gathered. No time should be wasted trying to explain the meaning of these or other
coincidences of similar type. They just happen. [ ]
5 ..
I repeat that a useful 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 guaranteed to be rare - a certain individual winning the
lottery [ ... ] - while the generic outcome - someone's winning the lottery[ ... ] - is unremarkable. Consider the birthday problem
again. If all that we require is that two people have some birthday 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 for the probability to be 1 /2
that one of them has a specific birth date, say July 4. Particular events specified beforehand are, of course, quite difficult to forecast,
so it's not surprising that predictions by televangelists 1, quack doctors2 and others are usually vague, that is, until the events in
question have occurred, at which time the prognosticators3 like to assert that these precise outcomes were indeed foreseen.
6 ..
This brings me to the so-called Jeane Dixon effect, whereby the few correct predictions [ ... ] are widely heralded4 and the 9,839
or so false predictions made annually are conveniently ignored. The phenomenon is quite widespread and contributes to the
tendency we all have to read more significance into coincidences than is usually justified. We forget all the premonitions of
disaster we've had which didn'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.
1 televangelist: religious (usually Christian) 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 training or qualifications
3 prognosticator: person who foretells what is likely to occur in the future
4 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 e It is possible to predict who will
specific coincidences win the lottery
b Dream predictions are quite normal f Incorrect prophecies are forgo~en
c The real significance of coincidences g Explanations are a waste of time
d Coincidences are to be expected h Connections between people who
don't know each other

44 From AdvancedSkills by Simon Haines© Cambridge University Press 2006 • a:M MM·iU M~i4 I
Worksheet 3 What a coincidence! Reading9

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 - I opened the letter _ accident. I thought it was addressed to me.
4 As we got talking, we homed i11 _ 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 I'd settle a lower salary if I could find a job nearer home.
7 My brother and T have almost nothing C01111110n 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 J 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. ls the theory accurate?
C 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: 1t's just a coincidence'?

From Advanced Skills by Simon Haines © Cambridge University Press 2006 • Q: M (•Ji• I Q,J~Ji j 45
· Listening 1
My achievements
Thinkingand 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?
and ambitions 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 C Students do the task individually and compare their answers in pairs.
Listeningfor 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 of the activities or abilities a-g. (See Listening 1 on page 127 for the
MAIN TASK recording script.)
TYPE Answer key
Multiple-matching task 1 f 2 d 3 c 4 e s a
to check
B Ask students to listen to the recording for a second time and match each speaker with
comprehension
one of the attitudes a-g. Check answers.

KEY LANGUAGE Answer key

common-or-garden,
1 c 2 s 3 b 4 a s e
demanding, downside,
goodiesand baddies, Language development
remote, spend ages C Students try to work out the meanings of the words in pairs or groups. Check with the
doing something class. Students then discuss all or just some of these questions. Monitor conversations,
listening for interesting ideas that could form the basis of a brief class discussion.
D Ask students to look at the title and discuss in pairs or groups what the article might be
PREPARATION about.
One copy of E Students then read the article to check their answers. Round this activity off with a class
Worksheets1 and 2 for discussion of questions 1 and 2.
each student

TIME
45-60 minutes

Track 2
 Worksheet 1 My achievements Listening1

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
to do 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?
C 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 I think I will achieve one day

,
Things that are possible but unlikely

Fantasies: things I think are impossible to achieve

From AdvancedSkill, by Simon Haines© Cambridge University Press 2006 • Q :(•} M•MU,JjiI 47
Listening 1 My achievements 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 b travel all round the world
Speaker 3 c read other people's thoughts
Speaker 4 d do something adults don't usually do
Speaker 5 e fly
f learn 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 it is a fantasy
Speaker 2 b is doubtful about whether this ability exists
Speaker 3 c is determined to do it eventually
Speaker 4 d doubts their family would aJJow it
Speaker 5 e is hopeful of being able to do it
f is confident about doing it in the near future
g 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 favourite goodies and baddies? Think about films, folk stories etc.
D The text below is an extract from an article from a scientific magazine. Look at the title. What do you
think the article is about?
E Now read the article to find out if you were right and discuss the questions below.

· First Spiderman- Now Geekoman!

Humans may someday be able to scuttle up walls, The breakthrough comes just a few years after scientists
scamper across ceilings, and scurry out windows with resolved the mystery of how geckos climb up trees and
the agility of a startled gecko - thanks to a new adhesive cling from the underside of branches.
tape that mimics the lizard's sticky feet. The gecko's secret is millions of microscopic hairs on
'Geckoman is not science fiction these days' said Andre the pads of their feet. Each hair provides a minuscule
Geim, a physicist, who is in a team that produced adhesive force which operates over very small distances
the first synthetic 'gecko tape.' 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'animaJ' abilities would you find useful?

48 From Advanced Skills by Simon Haines© Cambridge University Press 2006 • d :f,iM:t,iJ•~tt•.
 Technology

What does technology

mean to you?
Thinking and speaking
1lffeds people's Ives A Wnte technotogical gadgets on the board and ask students to suggest examples of what
andthe pros and this means (e.g. mobile phone, videophone, digitol comcorder, iPod etc.).
cons of technology Ask students whether they feel generally positive or negative towards technology. Elicit a
few answers. Hand out Worksheet 1. Ask students to tick the statements individually.
B Arrange students into small groups to compare their answers.
UfflNING
C Elicit the names of the items illustrated.
SKILLS
Listening for specific Answer key
information, laptop computer, videophone, microwave oven, portable DVD player, digital radio,
dishwasher, mobile phone, webcam, car, scooter, PlayStation, digital camcorder
listening for attitude
Students should think about their attitude to each item and complete the table. Students
MAIN TASK compare their attitudes with each other and share their ideas with the class.
TYPE o Brainstorm suggestions for other technological devices.
Three-way matching
task to check
Listening
comprehension 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 their ideas that are mentioned .
.r:- (See listening 2 on page 127 for the recording script.)
KEY LANGUAGE
be pushed for time, Answer key
chill out, digital radio, Technology affects everyday life Technology affects everyday life
DVD player, it's no positively by ... negatively by ...
• making communication easier • making it more complicated
wonder, laptop
• making travel faster • increasing the pace of life and causing
computer, microwave • making things cheaper (text messages stress and weight problems
oven, settle for, snail rather than phoning)
mail, videophone,
webcam c Students listen again and list examples of technology mentioned. Check answers.

Answer key
PREPARATION Examples of technology mentioned
One copy of computer, phone, cars, DVD, microwave oven, TV, computer games, text messaging,
Worksheets 1 and 2 for mobile phone, photos, radio
each student
D Make sure students understand the task. Ask students to work in pairs and do the task
r: from memory before playing the recording again. Check answers.
TIME
Answer key
45-60 minutes
1 B 2 W 3 B 4 M SW 6M 7 M

r,:, Track 3
Language development
E Students complete the sentences with the words from the box. Check answers.
Answer key
1 snail mail 2 pushed for time 3 it's no wonder 4 chill out 5 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 8. Give them five minutes to prepare their argument. This is a useful stage for
students who 'play devil's advocate', i.e. put forward a point of view they do not really
believe. Monitor the role plays, listening for any errors students make.

49
 Wnat does technology
~istening 2 Worksheet 1
mean to you?

A How important is technology in your life? Which of these statements is true for you?
1 T buy and use as many of the latest technological gadgets as I can. D
2 r use quite a lot of technological equipment, but only for my hobby. D
3 I only use the technological essentials, like the phone and washing machine. D
4 I prefer not to be dependent on technology. D
5 As far as possible, I avoid using machines and gadgets. D
B Compare your answers in A with other students. Arc 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.

• I use these things regularly.

• I use these things occasionally.

• I do not use these things and consider them

to be extravagant luxuries.

O What other technological devices could you add to those illustrated above?

50 From Advonced Sia/ls by Simon Haines© CambridgeUniversity Press 2006 • U: [•j Mi•1 U rlH41
Worksheet 2
What aoes tecf1nology
Listening2
mean to you?

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.
C 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.
1 I write letters.
2 People are fat because they use their cars instead of walking.
3 Travelling by car can be more stressful than other means of getting around.
4 Modern technology s9ves people time.
5 I wonder how people spend the time they save.
6 I find microwave ovens essential.
7 I 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's no wonder snail mail pushed for time

1 Most people now send emails rather than using (letters sent by post).
2 I defrosted my meal in the microwave because I was (in a hurry).
3 If you use a computer at work all day, (I'm not surprised) you need glasses.
4 After work, I like to sit in front of the television and (relax I take it easy).
5 I don't need any more gadgets. I'll just (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 new technology and very You are not at all keen on new technology. You
positive about the beneficial effects it has 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 AdvancedSkrllsby Simon Haines © Cambndge University Press 2006 • Q: [I} "11{•iQ tzMII 51
 Work-life balance

Go for it!
Thinking and speaking
A Ask students if they have ever run their own business or if they would like to. Elicit what
kind of business they ran or would choose to run. Hand out Worksheet 1. Students note
Startingand running a their ideas next to the topic headings, and then compare ideas with each other. Elicit a
small business few ideas about each topic for class discussion.

LISTENING Listening
SKILLS B Students read through the questions and listen to the recording. Check answers. (See
Listening for specific ~ listening 3 on page 128 for the 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 installation and onsite repair.
3 Through advertising and word of mouth.
Sentence-completion 4 They rent a small office on an industrial estate.
task to check
comprehension C Explain that students have to complete the sentences using language from the recording.
Ask students to read the gapped sentences before they listen to find out what they have to
KEY LANGUAGE listen for. Play the recording again and students complete the sentences. Check answers.
Idiomatic expressions: Answer key
get something out of 1 by a national I by a larger 5 (full-time) secretary
someone, handy, 2 converted a bedroom 6 sorting out
hear something on the 3 three months 7 time to themselves I (free) time
4 about 18 hours 8 have personal contact
grapevine, personal
touch, poach
(customers), rip
Language development
someone off, the push A Hand out Worksheet 2. Ask students to discuss the meaning of the words and phrases in
pairs. Check answers.
we needed
Answer key /
Compound nouns:
1 How much work Jackie and Paul could do for them (the implication is that they were
bank loan, family not interested in them as people)
business, industrial 2 the motivation which made them decide to leave
estate, job satisfaction, 3 unprofessional - like stealing
4 unofficially via rumours and gossip (informal conversation)
performance targets, 5 near to I convenient for the motorway
sales figures 6 their own contact with their customers
7 cheat them I charge them more than something is worth
PREPARATION
One copy of B Explain to students that 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 1-6 in C
Worksheets 1 and 2 for to get an idea of the words they are looking for. Check answers.
each student
Answer key
TIME 1 bank loan (meaning SJ 4 Job satisfaction (meaning 4)
2 family business (meaning 3) 5 performance targets (meaning 1)
45-60 minutes
3 industrial estate (meaning 2) 6 sales figures (meaning 6)

Track 4 C Students match compound nouns in B with meanings. Check answers with key above.
D Before students start discussions, elicit examples of well-known national companies and
multinational corporations. Students discuss questions in pairs.
Worksheet 1 Go for it! . . ~
tistening 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 I 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 family business Jackie and Paul used to work for was bought .
company.
2 Instead of renting premises for their company, Jackie and Paul in
Paul's flat.
3 In under 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 PauJ to with their customers.

From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 53
Listening 3 Go or it! Worksheet 2

Language development
A The expressions below are from the recording. With a partner, work out what the words in
italic mean.
1 5
All they cared about was what they ... an industrial estate that's handy
could get out of us ... for the motorway ...

2 6
It was the push we needed to make ... we're determined not to lose
the decision. the personal touch.

3 7
We couldn't contact them directly, ( ... they know we won't rip them off.y
that would have been poaching, ...

4
... 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 c figures
4 job d Joan
5 performance e satisfaction
6 sales f targets
C Match the compound nouns in B with their meanings 1-6 below.
1 specific objectives an employee should attempt to achieve
2 area of land where a lot of factories have been built
3 company owned and run by people who are related to each other
4 happiness resulting from the work someone does
5 money people or businesses borrow .
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 AdvancedSkills by Simon Haines © Cambridge University Press 2006 • 4 :f•ii•II{•jQ (j;j4 I
 Relationships

Best friends
Thinking and speaking
A Ask a few people in the class how many friends they have. Then try to agree on a
definition of what a friend is. Brainstorm different words for friend with the class:
e.g. close/best/good friend, pol, mote, acquaintance, buddy and ask the students the
differences between them.
Hand out Worksheet 1. Ask students to read the newspaper extract and discuss whether
USTENING the findings are true for themselves and people they know.
SKILLS 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.
Listening for specific
information B Ask students to fill in the table for themselves, and then to compare charts in pairs.

Listening
MAIN TASK
C/D Ask students to predict five qualities they think will be mentioned by the speakers, and
TYPE ~ then play the recording. Check answers. (See Listening 4 on page 128 for the recording
Multiple-choice script.)
questions to check
Answer key
comprehension
Speaker 1 : a person you can call even after long periods of no contact, a person you
want to tell news to when something good or bad happens in your life
KEY LANGUAGE Speaker 2: someone with similar problems, there m times of need, someone you
ally(ies), (a person's) canftrust, someone who is loyal •
Speaker 3: someone who sharesyour interests, has the same sense of humou7.. s -4,. I--
background, crucial Speaker 4: a person you can talk to and listen to, someone who s!!cks up 1opyou,
point, magic someone you feel comfortable with, person you like to spend time with,
ingredient, on on the same ~avelength, person who is honest with you (tells you the
truth about yourselO I
someone's wavelength, ,. .'
-
./

pinpoint, stick up for

someone, treasure a A Hand out Worksheet 2. Ask students to read questions 1-6 and the three choices of
~- answer. Play the recording for a second time as students select answers a, b or c. Check
friendship, unshakeable answers.
Answer key
PREPARATION
1 a ('it certainly Isn't the same answer I would've given when I was a teenager')
One copy of 2 b ('I've been fortunate enough to have had lots of friendships')
Worksheets 1 and 2 for 3 b ('We're separated by distance .... but our friendship has remained unshakeable')
each student 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 ('I respect people more if they tell me what they really think, rather than just
TIME telling me what they think I want to hear!'}
45-60 minutes
Ask students which speaker they agree with most.

Track 5 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= solid/firm
3 pinpoint= pick out I specify I define exactly
magic Ingredient= special quality
4 a crucial point= a very significant moment
s allies = partners I friends facing the same enemy
6 backgrounds= social classes I types of family
7 stick up for = support/encourage
8 somebody who's on your wavelength = thinks in the same way as you

C Ask students to answer these questions, which recycle the vocabulary from A, in pairs or
small groups.

55
Listening 4 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?

Friehdshiie
Poll uncovers is
friendship Bo Je>reciows
secrets
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.

... ~ ........... ....
(~ ~'
'Frienasliy, is...
never havina
to say "fl\ENOS
~
you're sorry
~' n·rotEVEl
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?

C 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 Skills by Simon Haines © Cambridge University Press 2006 •a:[•it•fg•fa r·i:J4:•
Worksheet 2 Best friends Listening4 .

A Listen to the recording again and then answer these multiple-choice questions by circling the
best answer.

Speaker 1 Speaker 3
1 His idea of a good friend ... 5 According to this speaker you can make friends
a has changed as he's got older. with someone who ...
b is constantly changing. a you often meet and spend time with.
c has stayed the same throughout his life. b is similar to you in every way.
2 Which of these statements best fits the first c you only chat with on the Internet.
speaker? Speaker4
a He is too old to have good friends. 6 This speaker wants friends who will ...
b He is lucky to have had so many friends.
c He has different friends from when he was a a always tell her the truth.
teenager. b not say anything to offend her.
c say nice things about her.
Speaker 2
3 The speaker is still close to her three best
friends ...
a because they live close to each other.
b although they live in different places.
c 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.
c get together whenever they can.

-Language development
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 I ... have had lots of friendships and some I still treasure.
2 ... our friendship has remained unshakeable after all these years.
3 It's difficult to pinpoint one magic ingredient.
4 We probably met at a crucial point in our lives.
5 you could say that we were allies . . . .. .
6 We all came from very different backgrounds . . . .. ..
7 a friend will stick up foryou. .. .
8 Somebody who's completely on your wavelength.
C Work in pairs or small groups and answer the following questions.
1 What or who do you treasure most?
2 Tell each other about a friendship that has remained unshakeable.
3 Think about your closest friend. Is there one magic ingredient that they have?
4 Who would you say are your allies at school, college or work? What about at home?
5 Have you got many friends who are from different backgrounds from you?
6 Would you always stick up for your best friend?
7 Which members of your family are completely on your wavelength? Are there any who aren't on your
wavelength at all?
•

From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 57
 Futures

Say what you mean and

TOPIC
mean what you say
DEVELOPMENT
Political promises Thinking and speaking
before an election 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
LISTENING the main news stories, for example a social or economic issue, and ask students for ideas
on how the issue should be dealt with.
SKILLS
Hand out Worksheet 1. Students complete the table individually.
Listening for specific
B Students compare ideas in pairs or small groups.
information
Listening
MAIN TASK c This listening activity establishes the context of the political speech that students listen to
TYPE with Worksheet 2. Play the first part of the recording up to the beep. Students answer
Sentence-completion questions 1-3. (See Listening 5 on page 128 for the recording script.) Check answers to 1
task to check and 2 and discuss possible answers to 3 with the whole class. Write a list of possible
issues on the board.
comprehension
Answer key
KEY LANGUAGE 1 The speaker is the recently elected leader of the New Democratic Party-
the current opposition party.
Word building: elect,
2 The audience is made up of party members.
elector, electorate, 3 Possible answers: tax, unemployment, crime, social services, homelessness,
election; extreme, housing.
extremist, extremism;
A Hand out Worksheet 2. Play the second part of the recording (after the beep} and check
optimist, optimism,
students' predictions.
optimistic; lead, leader,
leadership; neighbour, Possible answers
self-help and neighbourliness; education and health care; taxation; crime; care for
neighbourhood,
people out of work, retired or ill; schools, hospitals and police
neighbourly,
neighbourliness B Ask students to read the sentences they are going to complete and then listen to the
rz- whole recording again without stopping. Check answers.
PREPARATION Possible answers
One copy of 1 win the election
Worksheets 1 and 2 for 2 say, mean
3 trust I have faith in
each student
4 tax I raise taxes/taxation, regulations
Current newspaper for s future
6 choice/freedom
discussion (optional)
7 less tax

TIME If you think students are sufficiently interested, ask them how impressed they were with
45-60 minutes the politician's speech. Would they vote for this party if they had the opportunity? Why?
Why not?
Track 6
Language development
c Students work through the task individually. Check answers.

Answer key
1 a leader b leadership
2 a extremist b extremism
3 a elector b electorate c election
4 a neighbourhood b neighbourly c neighbourliness
5 a optimism b optimistic

D Students discuss these questions in groups or as a class. (If they have already had a
discussion about politics earlier, this activity may be unnecessary.)
58
Worksheet 1
say what you mean ana
Listening5
mean what you say

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 you 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?

8 Compare your answers in pairs or small groups.

C 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 AdvancedSkills by Simon Haines © Cambridge Unrvers,ty Press 2006 • •)Mi•i4 fZM I I
Q :C 59
 ay wfia you mean an Worksheet 2
mean what you say

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 what it says.
3 The speaker believes that most people in the country do not the
current government.
4 The Freedom Party's reaction to problems is to , and introduce
new .
5 The speaker believes that it is crucial for the party to look towards the .
when they develop new policies.
6 In matters o_f 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 (v)
a A person who leads is a (n) .
b The position of the person who leads is (11) . \
2 extreme (ad;)
a A person who has extreme views is an (11) .
b The holding of extreme political views is (n) .
3 elect (vb)
a A person who is eligible to vote is an (11) .
b The whole group of people who can vote is the (11) .
c The occasion when people elect others for a position is an (n) .
4 neighbour (11)
a A local district or area is called a (n) .
b Behaving in a friendly way, like a neighbour, is being (adJ) .
c The quality of behaving like a neighbour, is (n) .
5 optimist (n)
a what an optimist feels is (11) .
b 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 Skills by Simon Haines© Cambridge University Press 2006 • 4 :f•i (Ill{• jJ M ~iiI
 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 lost time you got angry? What mode 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.

Ustening for gist,

Listening
listening for specific 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
information listening. Play the recording and check answers. (See listening 6 on page 129 for the
recording script.)
MAIN TASK Answer key
TYPE 1 Speaker 6 5 Speaker 1
Multiple-matching 2 Speaker 3 6 Speaker 4
task to check 3 Not mentioned by any speaker 7 Speaker 2
4 Speaker 5
comprehension
B Explain the second listening task and give students time to read prompts 1-7. Play the
KEY LANGUAGE recording again. Check answers.
Phrasalverbs:beat
Answer key
someone up, get back 1 Speaker 4 5 Speaker 2
at someone, nod off, 2 Speaker 6 6 Not mentioned by any speaker
shake up, split''fP with 3 Speaker 1 7 Speaker 5
someone, take out 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
Answer key
One copy of 1 split up with 5 get back at someone
Worksheets 1 and 2 for 2 wind someone up 6 take (your frustration) out on someone
each student 3 nod off 7 shake someone up
4 beat someone up

TIME
D Students work in pairs to complete this task. Check answers.
45-60 minutes
Answer key
1 shook (me) up 4 wind (you) up
Track 7
2 nodded off 5 get back at
3 split 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.

61
Listening 6 What makes you see red? Worksheet 1

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

Yes/No
, Waiting in a traffic Jam

2 Waiting in a queue in a shop, a bank

or a post office

3 Waiting for someone to answer a I

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

8 ....................................................................
····································································

9 ....................................................................
····································································

10 ....................................................................
····································································

B Compare answers in groups.

62 From AdVCJnced Skills by Simon Haines© cambridge UniversityPress 2006 • Q: l •}Mi• 1 ijflM• I
Worksheet 2 What makes you see red?

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 In a newspaper office ....... 4 On the road ....... 6 ln an office .......
2 On a plane ....... 5 At a call centre ....... 7 At an airport .......
3 At a railway station .......
B Listen again and match each situation with a speaker. Which speaker (1-6) ...
1 describes a serious crime? .
2 describes people getting angry because they can't do their job properly? .
3 finds it very difficult to deal with customers when they're angry? .
4 describes a situation where someone's personality appears to change very suddenly? .
5 was attacked by a member of the public for something that was not their fault? .
6 describes how they successfully calmed someone down? .
7 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 Perhaps he'd just split up

Computer problems really to take out their frustration withhis wife ...
wind me up ...
on us ...

. .. (he) decided to get back

One bloke said he was going ... read a bit of his book, at them ...
to come down ... and beat nodded off for a bit.
meup.
It really shook me up.

1 end your relationship with Jf.:(¢..{1f':.w.f!ht. .

2 annoy/irritate someone .
3 fall asleep for a short time .
4 hit and/or 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 appropriate 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 to you

5 l didn't invite him to my party because I wanted to him for lying to me.
E Discuss these questions in pairs or groups.
1 In what jobs is it important that people remain calm and do not get angry?
2 Have you ever done I Could you do a job where you had to deal calmly and politely with members
of the public in situations where they may get angry?
From AdvancedSkills by Simon Haines © Cambndge University Press 2006 • J:[I}Mk•iJfli:ii :m 63
 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 their own to decide how they would react in
The Importanceof
the six situations described.
apologising
B Students compare and discuss their answers in pairs.

LISTENING Listening
SKILLS A Hand out Worksheet 2 and introduce the subject of the recording: the importance of
Listening for specific apologising.
information 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.)
MAIN TASK Answer key
TYPE 1 Because apologising might mean we lose face I because we are too proud.
2 Personal apologies between husbands and wives, politicians apologising to the
Sentence-completion
public for something they or their department have done, countries' apologies for
task to check 'historical mistakes'.
comprehension 3 A well-known psychotherapist, Jeremy Driver.

KEY LANGUAGE B Play Listening 7 .2 (Track 9). Students answer questions 1 and 2 as they listen. Check
Personality adjectives answers. (See Listening 7 .2 on page 130 for the recording script.)
and related nouns: Answer key
ambitious, egotistical, 1 They generally don't like it and avoid it.
fragile, honourable, 2 To show that they understand how we feel.
3 Possible answer: he is not very sympathetic towards them.
insincere, invulnerable,
omnipotent, proud,
C Ask students to read the incomplete sentences 1-7. Explain to the student/that they
self-centred ~ must complete the sentences with a maximum of three words. Play Listening 7.2 again.
Check answers.
PREPARATION Answer key
One copy of 1 apologise more often 4 to resign I resignation
Worksheets 1 and 2 for 2 admission of weakness 5 responsible
each student 3 saving their (political) 6 overspent its budget

TIME
45-60 minutes Language development
D Ask students to look at the table and complete columns 2 and 3. There may be some
Tracks 8 and 9 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 fragile N fragility
3 self-centred N self-centredness
4 insincere N insincerity
5 honourable p honour
6 ambitious N ambition
7 egotistical N egotism/egotist
8 omnipotent N omnipotence
9 invulnerable N invulnerability

E Ask students to discuss these questions in pairs or groups.

Worksheet 1 Sorry! Listening7

A How wouJd you react in these situations? In situations 1-4 you are given three choices. In situations
5 and 6 you have to think of your own answers.

What would you do in these situations?

1 You're ten minutes late for a drink with a friend. Do you ...
a say nothing because you don't think it's important?
b say sorry and blame the traffic?
c say sorry 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?
c refuse because you will only apologise when you're ready?

3 You borrow a T-shirt from a friend and then spill coffee on it.
Do you ...
a apologise but blame the person who bumped into you in
the cafe?
b apologise and buy them a new one?
c SflY 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're afraid they will get angry with you?
b tell them and apologise?
c tell them but blame them for not being more discreet?

s 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

remarks, and you know that they are upset by yours. What
do you do?

B Compare and discuss answers with a partner.

From Advanced Skills by Simon Haines © Cambridge University Press 2006 • Q :(• H •Jl{I]Q@;j ! j 65
· Listening 7 orry! 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 What 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 to a 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 AdvancedSk1/ls by Simon Haines© Cambndge University Press 2006 • b:[t} f.ii•IJf,fo 1:1
 Narratives

First impressions
Thinking and speaking
A Ask 1f any students have had to get used to living m a new place - another country or
another city. What were their first impressions of the new place?
Hand out Worksheet 1. Ask students to look at the map of the world and choose two
countries they would like to visit or live in, and to complete the chart.
B Students try to persuade each other to v1s1t one of their countries with them by convincing
them that the countries they have chosen are in some way the better options.
C Explain that students will hear four people talking about their first impressions of a new
Listening for specific country. Play Listening 8.1 (Track l O) and ask students to answer questions l and 2. Check
answers. (See listening 8.1 on page 130 for the recording script.)
information
Possible answers
MAIN TASK 1 Speaker 1: quiet and peaceful; Speaker 2: friendly; Speaker 3: frightening;
Speaker 4: stunned
TYPE 2 Speaker l : somewhere quiet, in the country
Multiple-choice Speaker 2: somewhere unspoilt by the modern world, a small town
questions to check Speaker 3: a country that has a reputation for violence/crime
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
get acclimatised, students to the table and explain that they have to write the place they think each person
is describing. Play Listening 8.2 (Track 11 ). Check answers. (See listening 8.2 on page 131
hustle and bustle, 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: Dhaka, Bangladesh
stall, gentle breeze, B Make sure students read questions 1-7, before they listen to the recording for the second
lasting impression, time. Play the recording again. Check answers.
street vendors Answer key
1 b ('It still felt unreal', 'I could hardly believe that I was there', 'in a kind of dream')
PREPARATION 2 a ('the teacher, who'd been to China several times before')
One copy of 3 b ('I was quite surprised by some of the little everyday differences')
4 a {'I'm gradually getting used to it.')
Worksheets 1, 2 and 3 5 c {The speaker starts positively, but towards the end says 'it isn't always so idyllic'.)
for each student 6 a (This can also intensify the heat.')
7 b ('that feeling disappeared pretty quickly once I'd 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 1 O and 11 Answer key
1 c 2 f 3 g 4 e 5 a 6 b 7 d

B Explain to students that they are going to match words to form common collocations.
Suggest that they look at sentences 1-7 first 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
C This writing task could be done for homework if there is insufficient time in class.
67
 impressions 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 Choice 1 ......................................... Choice 2 .........................................

1 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

as in 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.
C 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
Speaker 2 Speaker 4

68 From Advanced Skills by Simon Haines © Cambridge University Press 2006 • 0: [I}Z•f.f.jOM:jI=•
Worksheet 2 First impressions Listening8 ""

A You are 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.

Speakers Speaker 6 Speaker 7 Speaker 8 Speaker9

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.
c 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.
c 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.
c The fact that everything was completely different.
Speaker!__
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.
c 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.
c 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.
c It makes 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.
c She has moved to Dublin.

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 69

 First impressions 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 c amazed and shocked as if knocked out
4 overwhelmed d confused about where you are
5 hustle and bustle e made to feel powerless
6 get acclimatised f protected in a comfortable environment
7 disorientated g 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 B: breeze fumes staJls shock vendors impression heat
1 I had lived in a small village in Britain all my Life, so when I moved to Tokyo I experienced severe

2 There arc hundreds of 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 It was the hottest day of the year yesterday. There was no wind, not even a ::::-'. .
5 I went on holiday to Spain when I was a child. It must have left a on
me because I chose to study Spanish at university and now I live there.
6 I enjoyed my holiday in Thailand but the 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.
C 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.
C)

-· ..... _ ·- -
To:
~
...
.....
~

Subject:...._ __,

70 From AdvancedSkills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE

 The unexpected

Men's work?
Thinking and speaking
A Hand out Worksheet 1. Ask students to complete the chart.
B Students compare answers in pairs. If students are from different countries, it will be
interesting to compare the information they fill in. If they are from the same country, check
that they all have the same answers. Then students talk about any people they know who
have done these things earlier or later than usual.

Listening for specific Listening

Information C Ask students to read questions 1-3. Play the recording for the first time. Check answers.
~ (See listening 9 on page 131 for the recording script.)

MAIN TASK Answer key

TYPE 1 She is a crane driver/operator.
sentence-completion 2 No, because they have got used to it and they know that she is careful.
3 She is 53.
task to check
comprehension D Students read sentences 1-10 which they have to complete, and then listen to the
r» recording again. Check answers.
KEY LANGUAGE Answer key
Vocabulary: catch 1 in an office 6 bricks
your breath, put 2 she was too old 7 someone on the ground
3 second time 8 wind, heavy rain (or a) thunderstorm
someone off, scary,
4 half past six I 6.30 9 she was good at her job
scrape through, 5 about five minutes 1o in a couple of years
sooner or later,
straightforward,
Language development
sway about .--
A Hand out Worksheet 2. Ask students to work in pairs to do this paraphrasing task. Check
Fronting: starting a answers.
sentence or clause Answer key
with the most 1 eventually I in the end I one day
important idea even 2 stop me trying again I make me give up I discourage me
when this may not be 3 passed with a very low score/mark
4 breathe more comfortably again
the subject of the verb, 5 easy to understand or work I not complicated
e.g. Building sites I 6 frightening
work mainly on rather 7 move slowly from side to side
8 making sure that no one is in danger
than I work mainly on
9 fit and healthy
building sites.
B Note You may prefer to do this grammar task after the final discussion activity.
PREPARATION Refer students to the language note on fronting in the box and check that students
One copy of understand the idea. Students work through B individually or in pairs. Check answers.
Worksheets 1 and 2 for Answer key
each student 2 Building sites(Dwork mainly on.
3 Fantastic views@ get from that height.
4 The controls themselves(Dfind pretty straightforward.
TIME 5 Suddenly@ can find yourself in a heavy downpour.
SQ--60 minutes
C Students work through this task, rewriting the sentences. Check answers.
Track 12
Answer key
1 Every 20 metres there are little platforms.
2 In heavy rain it's also quite frightening.
3 The thunderstorm I found very frightening.
4 At the beginning I had to prove myself.

D Students work through these discussion questions in pairs or small groups.

71
Listening 9 Men's work? Worksheet 1

A In your country, at what ages do most people do these things?

Men/Boys Women/Girls

start school ............. . ............

leave school ············· ·············

learn to drive ............. .............

start work ............. . ............

get married .............

have children .............

retire .............

B Compare your answers with a partner. Then talk about any people you know who have done these
things earlier or later than most people.
C 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?
D 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

3 Sam passed her test the .

4 On a typical working day, Sam gets up at about .
5 It takes her to climb up to her cab.
6 Her crane lilts building materials, like 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 ,
..................................................................... or a .
9 At the beginning, Sam had to prove to her colleagues that .
10 Sam will probably stop doing this job .

72 From AdvancedSkillsby Simon Haines© Cambridge University Press 2006 • Q: [I}Mi•iQ flh I
 ---,
Worksheet 2 Men's work? Listening9

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 I knew I'd do it sooner or later .

2 The first time I failed, but that didn't put me off... . .
3 the second time, I just scraped through .
4 you can rest, catch your breath .
S The controls themselves I find pretty straightforward .
6 it can get a bit scary if there's a strong wind .
7 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
one is done as an example.

Language note
In spoken English, we can use word order 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.

1 ... most mornings (Dget up about half past six.

2 Building sites I work mainly on.
3 Fantastic views you get from that height.
4 The controls themselves I find pretty straightforward.
S 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 It's also quite frightening in heavy rain.
3 I found the thunderstorm very frightening.
4 1 had 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 Skills by Simon Haines© Cambridge University Press 2006 jQ: [I}f.fje,U f·i :WI 73
 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 is a first 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
ambitions hope to achieve in this course?
Hand out Worksheet 1. Ask students to complete the questionnaire for themselves.
SPEAKING SKILLS Set a time limit for this (12-15 minutes).
Asking for and B Students use the questionnaire as the basis for conversations with two other students.
If this is a first lesson, you could ask students to find out some basic information about
sharing information, each other first.
talking about
similarities and Speaking
differences
A Hand out Worksheet 2. Students make notes in the table from their completed
questionnaires in worksheet 1.
MAIN TASK B Group students so that each student is in a different group from the two students he/she
TYPE spoke to in Worksheet 1.
Interviewing 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.
KEY LANGUAGE As a round-up, ask students whether hearing about other students' ambitions, and ideas
for achieving them, have given them any new ideas about their own ambitions.
Expressions for talking
about similarities and
differences: neither of
us ... ; we're both I we
both I both of us ... ;
we're complete
opposites I like chalk and
cheese I like two peas in a
pod; we have nothing I a
Jot in common; we see eye
to eye about everything

PREPARATION
One copy of Worksheets 1
and 2 for each student

TIME
So-60 minutes
Worksheet 1 A view of the future

A Answer the questions in this questionnaire about your future.

Question Your answer Student 1 's answer Student 2's answer

Work
What is your dream job?

Location
Where would you like to
live?

Family
How would you like
your family situation to
change in the future?
Social life
How could your social life
be improved? How could
you make this happen?

View of the future

Are you optimistic or
pessimistic about the
future? Why?
Ideal day
What is 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 I would you like
to take up in the future?
Travel
What places would you
like to visit m the future?

Sports
What sports would you like
to play? What events
would you like to watch live?

B Interview two other students and complete the questionnaire with their answers.

From AdvancedSkills by Simon Haines © Cambndge University Press 2006 PHOTOCOPIABLE 75

 view oflfie future Worksheet 2

A What do you have in common with the students you interviewed? Make brief notes in this table.

Name ····················-····················--············-·················-··· Name ···························------···············--·······-··-·--------

Our common views about the future: Our common views about the future:
Work Work
B~ojU£ . 80~1(,{£ .
Location Location
Ne.i.tner 1U£ . Ne.i.tner1U£ ..

Family Family
··························································································· ......... , .
Social life 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 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 I both (want) ... I Pablo and I are both ... I We're both ... I Both of us ... I Neither of us ...
We have nothing I 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 Skills by Simon Haines © Cambridge University Press 2006 •a:[I} M,M JUMa
 Technology

Technology and fraud

Reading and speaking
• Wnte 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
folsely, spending company money on yourself (embezzling). writing o 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.
Comparing.
• The group should then decide which crimes were the most and least serious. For larger
discussing classes, you could then do a poll of the whole class to find out which crimes they thought
advantages and were the most and the least serious.
disadvantages
Speaking
MAIN TASK A Hand out Worksheet 2. Ask students to discuss and note down the advantages and
TYPE disadvantages of each of the technological crime-fighting devices shown and listed in
the table. Encourage students to use some of the language from the Useful language box.
Evaluating the
Elicit and discuss ideas from the class.
effectiveness of
anti-crime measures Suggested answers
Device Used for Advantages Disadvantages
Photofit picture Finding and Might help someone Might not be
KEY LANGUAGE identifying criminals to remember accurate enough I
Expressions for recognisable
evaluating: Lie-detector Checking whether An additional Not everyone
Although it is ... , It is a suspect is telling source of evidence accepts their
also ... ; ... is almost the truth accuracy
foolproof, but it is Street cameras Deterring crime and Can cover a wide Criminals might
(CCTV) Identifying criminals area and provide know where
expensive; ... is evidence cameras are, and
very/quite sophisticated/ avoid them
accurate but it ... ; DNA testing Identifying people 100% reliable, unique Expensive and
Some people would to one person DNA not always
readily obtainable
object to ... ; ... would be
Watermarks I Deterring/preventing Difficult for criminals May become
useful in certain copiable in time
foil strips in counterfeiting to reproduce
circumstances banknotes
Iris recognition Identifying people Unique to one person Expensive
PREPARATION Telephone Gaining prior Provides additional Not always legal
One copy of Worksheet 1 tapping information about evidence
(cut up) for each group of crimes and criminals
four students and one Computer Providing evidence Provides additional Computer hard
records of criminal activity evidence disks can be
copy of Worksheet 2 for wiped clean
each student and evidence
destroyed
TIME Chip and PIN Preventing credit/ More reliable than Individual may
So-60 minutes 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.

77
Speaking 2 ecfinology and fraua Worksheet 1

A few clicksof 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.

:}<---------------------------------------------------------------------------------------------------
8
Dear Mr Chadwick,
As part of our fraud detection measures, we are trying to identify transactions which may have been -
undertaken without your consent.
Please check the items below. If they are genuine, no further action is required. If you do not
recognise one or more transactions, please call us.
09 / 06 £27.80 China Village Restaurant OK
10 I 06 £31.37 BP Garage OK
11 / 06 £10,000.00 Harrods Not: m,e,f! Never been.to Harrod£!

.
:}E---------------------------------------------------------------------------------------------------
c
A typical case involves a cashier's check,

Online fraud cases triple thought by many people to be the same as

cash. Jessica Roth advertised a flute on an
Internet site for $825. Someone emailed to
The number of fraud cases involving say he was interested in buying it. He
Internet auction sites nearly tripled in the promised to send her a cashier's check for
United States from 2001 to 2002 as an $5,000 and asked her to wire him the
increasing number of people use the change. When the check arrived, Jessica
sites to buy everything from pets to posted the flute to the buyer and sent him
automobiles. Consumers were defrauded the change of $4, 175. The next week her
out of $54 million last year. bank told her the cashier's check was a fake.

:}<---------------------------------------------------------------------------------------------------
0

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 only incurred 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 filed 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 Skills by Simon Haines © Cambridge University Press 2006 • J: [I) l.Y.M Jr!1 ~nii
Worksheet 2 Technology and fraud

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

Photofit picture

lie-detector

Street cameras ~
(CCTV) ~

DNA test~

Watermarks I ~·
foil strips in ~
banknotes
Iris
recognition

Telephone
tapping

Computer
records

Chip and PIN BANK PlC

technology --T.~

Useful language

... is very/quite sophisticated/accurate but it ...

... is almost foolproof, but it is expensive.
Although it is ... , it is also ...
Some people would object to the idea of (phone tapping) .
. .. would be useful/effective in certain circumstances/situations.

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 Skills by Simon Haines © Cambridge University Press 2006 • Q: [I}Mi•l Qt.j:Jii 79
 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
SPEAKING SKILLS
1 Unemployment among people aged 50 and over
Discussing 2 Job sharing (two or more people sharing one full-time job).
3 Employees being at work when they should stay at home (opposite of
MAIN TASK 'absenteeism').
TYPE 4 Raising the normal retirement age to 70
S Married couple who never see each other because they both have full-time jobs
Matching headlines to at different times.
news stories as a 6 People who turn their hobby into their career.
prompt for discussion 7 Employees leaving high-level jobs to reduce stress levels.

B Ask students to match the headlines with the newspaper stories.

KEY LANGUAGE
Check their answers and clarify any points students do not understand.
Expressions for
comparing and Answer key
contrasting attitudes: 1 f 2 d 3 e 4 b 5 c 6 g 7 a
I am ... whereas my
partner ... ; Compared Speaking
to my partner, I'm ... A Hand out Worksheet 2 and ask students to work in groups to discuss questions 1-4
Neither of us ... ; We're about the trends described in the newspaper stories.
both ... ; We're fairly B Write workaholic on the board and ask students if they can explain its meaning. Elicit other
similar as far as ... is -holic words such as alcoholic, chocoholic and shopaholic. You might suggest students
invent their own new -holic words, like computaholic, sleepaholic etc.
concerned
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,
PREPARATION students assess whether their partner is a workaholic or not.
One copy of C Having discussed their similarities and differences. each pair tells another pair what they
Worksheets 1 and 2 for have discovered about themselves and each other. Encourage students to use
each student expressions from the Useful language box.

TIME
45-60 minutes
Worksheet 1 Are you a workaholic?

A Read the newspaper headlines 1-7 below. lo your group discuss what you think each headline is about.

--
1

..... Finished
•
2 .-------.,-..,_~---~-----~~~--~-----~
at fifty
. .I 6
'We pass like ships in the night'

Jo-bshares boost morale,

but only in private se~tor

7
..... - Workers' playtime
.. . .I
Workers seek to opt out
as stress levels rise

B Match the headlines in A with the extracts from the related newspaper stories.
a e
A greater number of people are looking to Most of the costs businesses bear when
leave the rat race as they become more employees get sick come from workers
stressed and reliant upon time-saving showing up - not staying home. A
services, according to a recent report. recent study found that up to 60 per cent
of the total cost of employee illnesses
b comes from so-called 'presenteeism' -
The government will be urged to raise when people continue to work despite
the state retirement age to 70 in order illnesses that reduce their productivity:
to ease the pensions crisis.
f
Three million or so ex-workers are currently
c
economically inactive. Many of them are
Life for Brian and Pauline Vollands might best be experienced and highly skilled as well as
described as a non-stop relay race. Rather than pay highly motivated. They are out of a job simply
for costly childcare, or leave 'home alone' their 12- because they are over 50.
year·old daughter, the couple work back-to-back
shifts in a warehouse. On weekdays, Lauren is
passed smoothly between them like a baton. g
Turning a hobby into your career may seem
idealistic or risky but increasing numbers of
d dissatisfied workers are finding innovative
ways to combine business with pleasure.
Businesses which help their staff juggle home Imagine spending a working day doing the
and work lives are rewarded with improved things you enjoy most. Think about it.
morale, but the reverse happens in the public A hobby is something you enjoy, are good
sector, a .report published today claims. at and are knowledgeable about. Could you
earn a living from it?

From Advanced Skills by Simon Haines © Cambridge University Press 2006 • Q :f •} MQ •fa flj;j I I 81
,,-
Speaking 3 Are you a workaholic? 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 discuss your answers with a partner. Do you
think your partner is a workaholic?

Allyo aworb lit?

Read the questions, and then circle the answer a, b or c, that best describes you.
1 How many hours a week do you spend at work? 4 Have you ever rung the office / checked your
a As few as possible. I 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 all is
b About 40 hours - I do eight hours a day, five running smoothly.
days a week, with a bit of overtime. b Only when there was something urgent to
c More than 60 hours - otherwise I just can't get sort out.
through it all. c Never. I'm not stupid!
2 What is the most important thing in your life? S How many times have you been late for a
a My friends, my family, and to a lesser extent, personal appointment because you were
my job. working late at the office?
b My career is the most satisfying part of my life. a Quite a few times. I can't just stop in the
Everything else is second. middle of something important.
c My weekends and annual leave. b Never. I always leave the office at s pm.
c I try to keep to arrangements, because a
3 What do you normally talk about with your sensible work-life balance is important.
friends?
a News, gossip and where we are going on holiday. 6 How often do you get a lunchbreak?
b It was so long ago, I can't remember. a I try to fit my work around my lunchbreak.
c The latest intrigues at the office and how I got b Never. I either see clients or eat a sandwich
my promotion. at my desk.
c Three or four times a week, although I do work
through lunch when necessary.

C 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

I am ... 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 Skillsby Simon Haines© Cambridge University Press 2006 'a! t.i l,f:t,fo M ~11;;.
 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,
SPEAKING source, to prolong, artificially.
SKILLS A Hand out Worksheet 1. Students read the quotations and decide how far they agree or
Comparing and disagree with them.
contrasting B They then compare answers and ideas with each other.
C 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.
MAIN TASK
TYPE Speaking
Discussion based
• Do a quick class survey to see how many students are the oldest child in their family, the
on information from middle child, the youngest, or the only child.
a reading text • 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
KEY LANGUAGE implications and their ideas as they go along. They should think about how true the
Vocabulary related to generalisations in the article are for them and discuss their ideas in pairs.
personality: B Arrange students into small groups and get them to discuss questions 1-3. This
competitive, creative, discussion is a natural continuation of the last activity, with students being asked to
determined, diplomatic, consider some of the general issues raised by the article.
flexible, generous, goal
Language development
setter, high achiever,
humorous, ideas person, c Ask students to complete sentences 1-3. using appropriate adjectives and phrases from
the article. Explain that students may have to use adjectives or nouns to complete the
organised, outgoing, sentences. For example, the article describes a last born child as a 'risk taker'. but
peacemaker, students will have to complete the sentence, 'She enjoys taking ... • with the word 'risks'.
perfectionist, responsible, Check answers.
risk taker, rule keeper,
Answer key
social" 1 risks, authority
2 achiever, organised
PREPARATION 3 peacemaker, diplomatic, competitive
One copy of Worksheets
1 and 2 for each student 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.
TIME
So-60 minutes

83
 ~re you ffie o desf e
Speaking 4 Worksheet 1
youngest or in the middle?

A Read the seven quotations below and give each a score between 1 and 5 according to how much you
agree (1 = strongly agree I 5 = strongly disagree).

1
Happiness is having a large, loving, caring, close-knit family
in another city.
George Burns 11 2 3 4 sj
2
The first half of our life is ruined by our parents and the
second half by our children. Clarence
Darrow 11 2 3 4 sj
3 Navaho
A man can't get rich if he takes proper care of his family.
Indian
saying 11 2 · 3 4 sj
4
Q: Why do grandparents and grandchildren get along so well?
A: They have the same enemy- the mother. Claudette
Colbert 11 2 3 4 sj
/

5
The family you come from isn't as important as the family
you're going to have. Ring
Lardner 11 2 3 4 sj
6 Chinese
If a family lives in harmony, all its affairs will prosper.
proverb 11 2 3 4 sl
7
The family: I believe more unhappiness comes from this
source than from any other- I mean the attempt to prolong
family connection unduly, and to make people hang together
artificially who would never naturally do so.
Samuel Butler 11 2 3 4 sj
B Discuss the quotations and your responses to them.
c 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 AdvancedSki/ls by Simon Haines© Cambridge University Press 2006 i:i!fo Z.Y.MJ PJ ~n :I
Worksheet 2
re you e oloest. lfie
youngest or in the middle?

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 first-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 first-borns and only children:

• Goal setters • High achievers • 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 • ociaJ • 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 or last-borns 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 apparcnt facts'frorn the article?
a First-born children tend to be perfectionist high achievers.
b Middle children tend to be generous peacemakers.
c 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.
1 Jo is a typical last-born child. She is outgoing and humorous. She also enjoys taking
.............................................. and is always questioning .
2 Her older brother Tom is a typical first-born child. He is a high who is a
determined, responsible and child.
3 Beckyis 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 Skills by Simon Hames © Cambridge University Press 2006 • Q :[ • l {tll{•i4 r·i :jijI 85
 Futures

Life chances
Thinking and speaking
• Ask students if they know anyone from a different country. If you have a multinational
class, ask the students to think of someone they know from another country.
Youni people's llves- • Ask them to think how this person's life differs from their own. Write the following prompts
now and In the future on the board: Education, Housing, Health, Family life and elicit their ideas.

SPEAKING Speaking
SKILLS A Hand out the worksheet. Students look at the photographs and think about how the
Comparing, situations illustrated are similar to and different from their own.
speculating, B Organise students into pairs or small groups and ask them to compare and contrast the
lives of the young people in the photographs. Elicit their ideas and encourage a class
discussing
discussion.
Note An alternative approach to this would be to get students to work in groups of four.
MAIN TASK Each student selects a young person shown in one of the photographs and describes to
TYPE the others what they imagine a day in that person's life would be like. Students could
Comparing describe the person's life using the third person: He/she's coiled and comes from or the/
first person: My name's ... and I come from .... The other students In the group have to
photographs as a say which person is being described.
stimulus for discussion C Keep the students in small groups, and ask them to consider how they think the young
people's lives will differ in the future. Again, elicit their ideas and encourage a class discussion.
KEY LANGUAGE You could suggest language such as From what we con see, I'd say he's going to end up ... ;
Comparing: I would say I would Imagine he/she will be ... for students' speculations.
(that) I have quite a lot D Write the word equality on the board and elicit the opposite, inequality. Ask students
what associations come to mind when they think of inequality. Make a list on the board.
In common with ... ;
Try to elicit differences between the rich and poor in one country and differences between
He/she ... whereas I ... ; the advantaged and disadvantaged in different countries or continents.
My situation is Students discuss questions 1-3 in groups then pool their ideas as a class. An interesting
completely different debate might naturally emerge.
from I very similar
to ... ; There are more
differences than
similarities between
me and ...

PREPARATION
One copy of the
worksheet for each
student

TIME
45-50 minutes
Worksheet Life chances

A Look at the photographs and compare your situation with the situations of the young people shown.
Discuss your ideas with a partner, using some of the expressions below.

Useful language

He/she ... whereas I ...

My situation is completely different from I very/fairly similar to ... I comparable to
I would say (that) I have quite a lot in common with ...
There are more differences than similarities between me and ...

B How do you think the lives of the young people in these photographs are different from each other?
Compare these aspects of their lives:
1 physical surroundings 3 health (diet, life expectancy)
2 lifestyle (hobbies, homclife) 4 relationships (family and friends).
C How do you think the lives of these young people wiJI differ in the future? Consider these issues:
1 education and employment prospects 3 family (marriage, children etc.)
2 health and life expectancy 4 likely experiences (leisure activities, travel).
O Discuss these questions in smal1 groups.
1 Do inequalities between different people matter? Why? Why not?
2 What can be done to reduce inequalities? Whose responsibility is it? What can these groups do:
international organisations (e.g. the UN); national governments; individuals and their families; charity
organisations?
3 How do you think the differences between different groups will change in the short-term and in the
longer-term future? For example:
a Wt11 the gap between the poorest and the richest groups of people widen or become narrower?
b \N'ill the richest people be prepared to give up some of their wealth, for example through taxation?

From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 87
 Emotions

Charity begins at home

Thinking and speaking
• Write charity and a charity on the board and ask students to explain the difference in
meaning.
Note Charity (uncountable abstract noun) means kindness towards other people, and a
and organisation charity (countable noun) is an organisation which collects money to help people.
• Ask students which charities they know. Write these names and a note about their work
SPEAKING on the board. For example, Red Crescent I Red Cross - public health and social welfare,
Friends of the Earth - an environmental protection group.
SKILLS
Sharingknowledge, A Hand out Worksheet 1. Ask students to only focus on the logos not the descriptions 1-6
in B. In pairs, students tell each other what they know about the charities represented. If
discussing,
they don't know the charities, they could make sensible guesses from the names and
exchanging opinions, logos. Finally, students share their knowledge and ideas with the class. ·
formal debating
(optional) Reading and speaking
B Ask students to read the six descriptions of the charities and match them with the logos in
MAIN TASK A. There is one more logo than the students need. Check answers.
TYPE Answer key
Discussing/debating 1 e 2 a 3 g 4 f s d 6 b
controversial issues
c Ask students to discuss this question with a partner. Have a brief class discussion.
related to the work of
charities Speaking
A Hand out Worksheet 2 and ask students to work individually through the questionnaire.
KEY LANGUAGE
B Students compare their answers to the questionnaire in pairs.
Common errors
c You could organise this as a normal group discussion with students expressing their
between pairs of opinions in no particular order.
words and phrases: Alternatively, it could be organised more formally, with time limits, like this:
a charity/charity, • Divide the class into groups with an odd number of students, say five.
collect/gathermoney, • The group elects a chairperson who will be neutral during the debate.
do/make a donation • Everyone except the chairperson prepares their ideas for the debate.
Two students prepare to say why they agree with the statement for debate and the
(to charity}, take/give
other two why they disagree.
money to charity, • Students take turns to present their ideas to the group, in this order:
valuable/precious, Speaker 1 For the statement
voluntary/volunteer Speaker 2 Against the statement
Speaker 3 For the statement
work Speaker 4 Against the statement
Each speaker speaks for 2-3 minutes and during this stage, the other students
PREPARATION just listen or make a note of anything they want to comment on or ask a question
One copy of about later.
• Students now ask each other questions and challenge each other's ideas.
Worksheets 1 and 2 for • Finally the chairperson summarises the main ideas expressed by the four speakers
each student and decides whose ideas and arguments have been the most convincing. The
chairperson decides who wins the debate.
TIME
So-60 minutes Language development
D Tell students not to look back at the questionnaire and get them to choose the best
alternative in questions 1-6 to see how much of the vocabulary they can remember.
Check answers.
Answer key
1 a charity 2 give 3 voluntary 4 collect 5 make 6 valuable

E Ask students to discuss the questions in 1-6 in pairs. Students should be in a different pair
here from when they discussed the questionnaire in B.

88, _
Worksheet 1 Charity begins at home Speaking 6

A Look at the logos. What do you know, or what can you work out, about these charities? Compare
your ideas with other students.

4
ca >

Amnesty
(b)~

'9} Save the Children

(c) (d)

(e)e UNAIDS
International
(f)
~c.
~ --""'°'--
UHHCl•Ut•IICEP•W,,•UNo,,u,.,,,,.

i( laDECINS
t>SANSFRONTIERES

Oxfam
B Read about the work of these organisations and match each description with a logo in A. There is
one more logo than you need.
1
\°('e believe that in a world rich in resources, poverty i n't u fact of life but an injustice which must he
overcome. Everyone is entitled to a life of dignit} and opportunity: and ,,e work with poor communities, local
partner organisations. volunteers. and upporters lo make thi a reality.

2
This is a worldwide movement of people who campaign for internationally recognised human rights. Our
mission is to undertake research and action focused on preventing and ending grave abuses of the rights to
physical and mental integrity, freedom of conscience and expression, and freedom from discrimination, within
the context of its work to promote all human rights.

3
We are an independent non-profit global campaigning organisation that uses non-violent, creative
confrontation to expose global environmental problems and their causes. We research the solutions
and alternatives to help provide a path for a green and peaceful future. Our goal is to ensure the
ability of the earth to nurture life in all its diversity.

4
\Yle are the world' leading independent humanitarian organisation for medical aid. Annually, some
3,000 volunteer doctors, nurses and support staff work in trouble spots around the world helping
tho e living on the edge of human tolerance.

5
This is an international non-profit organisation dedicated exclusively to the provision of safe
domestic water, sanitation and hygiene education to the world's poorest people.

6
[We] fight for children in the UK and around the world who suffer from poverty, disease,
injustice and violence. We work with them to find lifelong answers to the problems they face.

C Which of these charities would you donate money to? Are there any which you would not donate
to? lf not, why not? Compare ideas with a partner.

From Advanced Skills by Simon Haines© cambndge University Press 2006 PHOTOCOPIABLE 89
,..Speaking 6'
... ~I
Charity begins at home Worksheet 2

A Answer the questions in this questionnaire.

You and charities

1 Do you give money to any charity organisations? YES I NO
If NO, why not? .
If YES, which organisation/s do you give to? .
2 How do you decide whether or not to give money to a particular charity?

···············································································································································································
3 Have you ever collected money for a charity organisation? YES I NO
If YES, did you enjoy the experience? YES I NO

Why? I Why not? ········· ·················· . ················ ························· .

4 Have you ever done voluntary work for a charity? YES I NO
5 Is working for a charity more valuable than giving money? YES I NO I
6 What are the most popular charities in your country? .
7 What do you think is people's main motivation for making donations to charity? Choose ONE
of these:
• generosity O • other people's approval O • guilt O • a personal connection O • other? 0
8 Do you approve or disapprove of these methods of collecting money used by modern charity
organisations? (.I' = approve IX= disapprove)
mass mailing O cold calling1 0
email O newspaper advertisements O
street collections O door-to-door collections O
commercials using famous people O
1cold
calling: when a person in business telephones or visits a potential customer without being asked to do so
B Compare your answers with another student and discuss any differences of opinion.
C Working in groups, debate one or two of these statements.
1' Charities have become too much like multinational business corporations. They have lost touch with the
people they're trying to help.
2 Giving money to people is harmful in the long run. People need to learn to be independent.
3 Giving to charity is a waste of time because the amounts of money given are too small to have any real
effect on problems.

Language development
D Circle the best alternatives to complete these sentences.
1 Do you know anyone who works for a charity/charity? Which one?
2 Do you usually take/give money to charity?
3 Have you ever done any volunteer/voluntary work for a charity?
4 Do you ever collect/gather money for a charity?
5 Have you ever refused to do/make a donation to charity?
6 Do you think it is more valuable/preciousto give your time rather than your money to charity?
E Now answer questions 1-6 in pairs.

90 From Advanced Skills by Simon Haines © Cambridge University Press 2006 • Q: [I) Mk• jJ flfo• :I
 Rights and wrongs

Tough choices
Reading and speaking
A Start by asking the class about jobs they have had. You could ask these questions:
Who has I has had a job? How were you chosen for the job? By interview? Because of
someone you knew? If appropriate, How did the JOb come to an end? Did you resign? Did
your contract come to an end?
Hand out Worksheet 1 and ask students to read the scenario in A. Check that students
understand.
B Ask students to read the profiles of the six people being considered for redundancy and
try to decide who they think should be made redundant. When making their choice of
three people, students should remember that the company wants to save money and get
Evaluating, rid of unsatisfactory employees.
discussing and Ask students to write brief notes outlining the reasons for their choices.
making a decision C Divide the class into groups of three or four (i.e. a committee) and ask them to discuss
their three choices. They should give detailed explanations for their choices, referring to
MAIN TASK the written profiles.
TYPE After their discussions, each group votes on their choices for redundancy. Then they
report their choices to the whole class.
Reading profiles and
deciding who should Speaking
be made redundant
A Brainstorm vocabulary related to losing a job. Try to elicit the vocabulary in the Key
language list opposite.
KEY LANGUAGE Note Dismiss someone is the formal verb which means to order someone to leave a job,
dismiss someone, fire give someone the sock and fire someone are more informal and more commonly used
someone, get the push, than dismiss; moke someone redundant and lose your job are used when the company
dismisses people because It needs to save money and not because their work was
get the sack, give unsatisfactory.
someone a reference, Hand out Worksheet 2. Students read the email and discuss the way the employee found
lose your job, make out that she was being made redundant.
someone redundant B Students work with a partner to discuss and decide the best method of telling the three
people they have chosen that they are no longer required by the company. Ask students
PREPARATION to read the questions and note their answers.
One copy of Note If time allows, get students working in pairs to act out the meeting between a
member of the personnel committee and one of the employees who is going to be
Work$heets 1 and 2 for made redundant.
each student
language development
TIME C Ask students to read the guidelines and fill the gaps with words from the list. Check
50-00 minutes answers.

Answer key
1 redundant 2 absorb 3 dignity 4 private S avoid

D You could round off the lesson with a brief class discussion about these questions.

01
r Speaking 7 Tough choices Worksheet 1

A Read this scenario.

You are on the personnel committee of a small company which employs 30 people. The company has
had a poor year financially and needs to reduce the workforce by three people. Your committee has
drawn up a shortlist of six candidates for possible redundancy. All have been unsatisfactory in some way.

B Read the profiles of the six people on the shortlist and make a quick decision about which three you
think should be made redundant. Make a brief note of your reasons.

Name Terry Terry is an excellent administrator, but has consistently promoted a young
Job Department manager woman and ignored other staff in his department. Two good employees
Age 54 have already left for promotion elsewhere. Barbara, manager of another
Salary £40K department, could be promoted in his place and the two departments
could be merged.

Name Wayne Wayne is a popular member of staff who generally does a good job.
Job Clerk However, he often uses work equipment for personal use: he emails
Age :ZS and phones his friends; he buys cos and books holidays from the
Salary £25K Internet during work time. There are currently two other clerks doing the
same job in this department.

Name Bev Bev is a very efficient and popular employee, but has been involved in
Job Personal assistant trade union activities in the company. Last year she organised a
Age 27 successful strike which resulted in a 100/o pay increase for all staff.
Salary £23k

Name Jane Jane has been with the company for six months and has already saved
Job Senior manager them money by reorganising the workforce. But recently there have
Age 48 been accusations of bullying and harassment from employees at various
Salary £SOK levels. There is evidence that their accusations are true.

Name Justin The company website is not as attractive or user-friendly as it could be

Job Website designer and is bringing in very few new customers. Although Justin works hard
Age 20 and does the best he can, he has little experience and is a costly
Salary £30K member of staff. The redesign of the website could be outsourced to
another company. This would mean paying once rather than a salary
every month.

Name Tony Tony is very experienced and has worked for the company for over 20
Job General administrator years, but now he is less efficient than he was: letters are sometimes
Age 62 lost; doors have been left unlocked at night and there have been
Salary £30K problems with the car park.

C Work with two or three students and imagine that you are the committee, meeting to discuss the
redundancies. Take it in turns to present the reasons for your choice of three people to be made
redundant. Listen to the other students and ask questions about their choices. Your job is to convince
the others that your choice is the best. However, the committee must agree on three people, so you
may have to compromise.

92 From AdvancedSkills by Simon Haines © Cambridge University Press 2006 •a:l•H•U•fa fii:u.
 ~
Worksheet 2 Tough choices Speaking 7

A Read this email. What do you think of this method of finding out that you have been made redundant?
!To: All staff
Subject: Cheerio

lrhis is probably my final email to you all. It's goodbye, I'm afraid, after ten good
I;ears with the company. I've made some good friends and I've enjoyed my job.
What saddens me is the way I found out about losing my job. I was in town at
the weekend and I saw an ex-colleague. We had a chat and then she said 'Sorry
to hear about the job.' I asked her what she meant, and apparently, the Head of
Personnel had told her - at a party ! ! ! - that I was going to be made redundant.
You can imagine my shock - I felt physically sick.

B You are now going to discuss the best way of telling the three employees on Worksheet 1 that they are
going to lose their jobs at the end of next month. Discuss these questions with a partner and note your
answers.

Questions Your answers

When and where should the three employees be
told the bad news?
Who should tell them?

What reasons should be given for the decision to

make them redundant?
How could you help the employee to accept the
bad news?

Language development
C Complete the guidelines below by using the words from the box.

dignity avoid absorb redundant private

J
How to l>e the bearer of l>ad news
Resist the temptation to soften the blow with kind words. Get to the point: 'As you know, the
1 company has to reduce its activities and I am orry to ay your job i .'

2 Check that the person has understood. People bad news at different rates.

Accept chat they will feel vulnerable. Have a plan to help restore their .
3 Help them co decide what to do next.

Don't get defensive if people

4 Make ure that the bad news is discussed in
get angry.

Ensure they will be safe when they leave you. . delivering bad news on
5 Friday evenings or just before a holiday.

6 Give people a few moments' warning in situations where they need to maintain their
composure.

7 Understand that the announcement will be remembered in detail for years.

D How many of the ideas in C did you think of in B? How realistic are these guidelines?

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 93

 Narratives

Magic moments
Listeningand thinking
• Write Magic moments on the board and ask students what they think it means.
Note It is a romantic cllche used to refer to happy moments in people's lives that they will
always remember. (It is also the title of a song by Perry Como recorded in the 1950s.)
occasions • Use an example of one of your magic moments, but discourage students from telling each
other theirs at this stage as they will have the chance to do this later.
SPEAKING A Hand out the worksheet. Students listen to the three speakers describing their magic
SKILLS moments and complete the table. The main purpose of the listening task is to let students
Telling a story hear how people speak about happy memories, not to practise listening for detail. Check
answers. (See Speaking 8 on page 132 for the recording script.)
MAIN TASK Answer key
TYPE Speaker1 Speaker 2 Speaker 3
Telling someone Lisbon (Portugal) in Black Canyon I in the air (sky)
about a happy a bar I in a square I Colorado River I above Chamonix
in the streets near Hoover Dam
memory
dancing around to paddling down the paragliding
a band river in a canoe /
KEY LANGUAGE amazing felt like he was at peace
Vocabulary: My magic flying/weightless
moment was when ... ;
This is something I B Tell students they are going to prepare to tell someone about a magic moment. They
should work systematically through stages 1-3 and make notes to refer to later. Point out
never imagined I'd do; It
the Useful language students could use.
was a really magic
moment. Speaking
Making comparisons: C In pairs, students tell each other their magic moments. It may be that some stories are
I felt as though I was ... ; worth repeating for the whole class to hear.
It was like ... -ing; You could set this up by dividing the class into two groups. The groups sit facing each
other, either in two rows or in two circles. Give students three minutes to tell their story to
The (water) was like ... the person sitting opposite them. When both students have told their story, get one of the
groups to move one place to the left. The students now tell their story to a new partner.
PREPARATION Continue as many times as the students want to.
One copy of the If time permits, you could ask students to report back to the whole class one of the magic
moments that they heard about.
worksheet for each
student You could remind students that repeating a story like this is an excellent way for them to
increase their confidence.

TIME Language development

45-50 minutes
D This activity focuses on the language of comparison used by one of the speakers.
In tasks 1 and 2, students practise using the three structures for making comparisons.
Track 13 You could get students to work in pairs and then elicit their ideas.

Possible answers
Task 1
a The sun was like a fiery ball.
b The clouds were like woolly lambs.
c The sunflowers were like a sea of smiling faces.
Task 2
a I felt as though I was drowning in glue.
b It was like falling through space.
c I felt as though I was melting.
Worksheet Speakings 1

A Listen to three people describing 'magic moments' in their lives. As you listen, answer these questions.

Speaker 1 Speaker 2 Speaker 3

1 Where did the speakers experience their
magic moments?

2 What were they doing at the time?

3 How did they feel?

B Prepare to tell a partner about one of your magic moments.

1 First, decide which moment to talk about. It could be a special
time in your life, or your memory of a particular, person or place.
For example:
• your first/last day at school or your graduation
• meeting someone special or getting married
• a place you went on holiday.
2 Think about how you are going to describe the specialness of
the moment to your partner. Describe:
• where you were
• what you were doing
• how you felt.
3 Think about the best language to use. You may find some of
these words and expressions from the recordings useful.
Useful language

My magic moment was when ...

This is something I never imagined I'd do.
It was a really magic moment.

C Work with a partner.

1/ Take turns to describe your magic moments to each other.

2 When your partner has finished speaking, ask questions about any aspect of their memory that interests
you.

Language development
D The second speaker makes three comparisons in his description.
1 He says The water was almost like glass. Use this language structure to compare the following with other
things. Thh like,, ~bwdat.
Example freshly fallen snow r~~.~ ~ : .
a sunrise on a summer morning .
b white clouds .
c a field of sunflowers .
2 He says I felt as though l was flying and It was like gliding through the air. Use these language structures to
compare the following with other things.
Example swimming in a rough sea ..!ftk..'¥..~~&.!..~/Jj.~ ..~fe!:'_~.f:<!#.fi:!!1'!·~~?.:. .
a walking through mud .
b running downhill .
c dancing on a hot night··········································································································································~·

From AdvancedSkills by Simon Haines © Cambridge University Press 2006 •a:[•l Mi•j4(;M• I 95
 The unexpected

It's just an illusion

Reading and speaking
A Hand out Worksheet 1. Ask students to only focus on the photograph and the headline,
not the descriptions below. Students speculate about what the photograph and headline
Stu1ls andpubic might be about in pairs. It is quite possible that they will remember these high-profile
reactions to them stunts, which both took place In Britain, but do not confirm or deny their suggestions at
this stage.
SPEAKING B Check that students understand the vocabulary below before they read the short texts
which explain the photographs:
SKILLS
Ordeal, stunt (students may know stuntman), fast (n). play Russian roulette (dangerous
Speculating, game of chance where each player aims at their own head with a gun which has one bullet
suggesting in it, after having first spun the chambers), dice with death, temple.
explanations, Students read the texts to find out whether their ideas were correct. Check answers.
describing
Speaking
MAIN TASK A Hand out Worksheet 2. Ask students to read the two opinions and discuss the question
TYPE below in pairs or groups.
Expressing opinions B Ask students to discuss questions 1-3 in groups. These questions are about the related,
but more general topic of so-called reality TV programmes like Big Brother and Pop Idol.
based on visualand
Groups discuss these questions, expressing personal opinions.
textual prompts
c Divide students into different groups to brainstorm a concept for a new reality TV show Elicit
a few Ideas for the class to consider. Students then present their ideas to the class in their
KEY LANGUAGE groups.
boost, broadcast
rights, dice with death, Language development
fast, footage, ordeal, D Students work in pairs to paraphrase the words and phrases. Check answers.
play Russianroulette,
Suggested answers
stunt, temple 1 to make himself feel better
2 to increase his Income
PREPARATION 3 objection
One copyof 4 people's intelligence
s permission to show on television
Worksheets 1 and 2 6 we are the ones who have actually been deceived
for each student 7 film of an event

TIME
45-50 minutes

--~,6------
 Worksheet 1 It's just an illusion Speaking 9

A Look at the photograph and newspaper headline and describe what you think is happening in each.

Public outcryover live

TV Russian roulette
B Read the paragraphs below which describe the two events in A. Were your ideas correct?
In late 2003, David Blaine, the American When Derren Brown announced that he was
magician and illusionist spent 44 days going to play Russian roulette on live TV - and
suspended in a transparent box over a London possibly shoot himself, everybody seemed to
street. At the end of his ordeal, 30-year-old believe that he was genuinely going to dice with
Blaine, who consumed only water during his death. Despite the fact that newspaper
stunt, was taken to hospital. It is estimated that commentators condemned it as an irresponsible
over a quarter of a million people came to see stunt, 3 million viewers saw Brown fire a gun,
him in his box during his 44-day fast. said to contain a live bullet, at his temple after
he had claimed he could predict which chamber
held the bullet.

From Advanced Skills by Simon Hames © Cambridge University Press 2006 • Q: [e} ( • tQ:• l Q tJ:j! j 97
Speaking 9 It's just an illusion Worksheet 2

A Read what two people have said about David Blaine's 44-day starvation act, and then discuss the
question below.

He is doing it to boost his ego, his popularity, and his bank balance - pure selfishness.

What was he doing it for, some kind of protest? I am thoroughly disappointed in the
intelligence of the human race that so many people think that the whole thing was real.
It was a trick. And if it was some kind of meaningful experience, why did he then sell
the broadcast rights for $8 million? I think the real trick is on us, the fact that he could
sell footage of himself sitting in a box doing nothing for 44 days for $8 million dollars.

Two hundred and fifty thousand people came to see David Blaine and 3 million people watched
Derren Brown on television. Why are the public interested in stunts like these?
B Discuss questions 1-3 below in groups.

1 Do you think such stunts are part of the current craze for'realityTV'?
One newspaper journalist wondered whether the public had got so bored with normal reality TV that
they needed to see a 'real' death to have a thrill.
2 Are reality TV programmes popular in your country? How do you account for the popularity of
programmes like Big Brother (in which a group of people Jive together in an apartment and are voted off
the show by the other contestants and the public over several weeks) and Pop Idol (in which members of
the public audition in front of a panel of judges to become pop stars and are then voted off each week by
the public)?

3 Would you like to be invited on to a reality TV programme? Which one? Why? Why not?
C Work in pairs or groups. Think of an original concept for a new reality TV show. Use these questions
to help you.
• Who are the contestants?
• What do they have to do?
• Are the public involved? If so, how?

Language development
D Paraphrase the following words and phrases from the two quotations in A.
1 to boost his ego .
2 to boost his bank balance .
3 protest (n) .
4 the intelligence of the human race .
5 broadcast rights .
6 the real trick is on us .
7 footage .

98 From AdvancedSkills by Simon Haines© Cambridge University Press 2006 • J:f.i M.f,IJ M :Ii :I
 Dreams

Dream on!
Thinking and speaking
• Write the title of this unit on the board: Dream on! Ask students if they can guess when
this expression rs used. If students have no idea, illustrate the meaning using the following
situation: You ask your friend what they ore going to be when they leave school. Your
friend says 'I'm going to be a famous rock stat.' You don't think this is very likely, so you
say 'Dream on!' or 'In your dreams!'
• Write 2025 on the board and ask students to say what they hope they'll be doing and
what their lives will be like in this year. Ask students what they think will be more
Introduction, important to them: wealth, health or happiness?
using paragraphs, A Hand out Worksheet 1. Ask students to look at the images and say which one most
attracting and closely represents their dream for the future. Elicit a few replies, and then ask What ore
keeping the reader's your dreams? Students could discuss this in pairs.
attention B Ask students to read the magazine article 'Why not do something less boring?' As they
read, students should consider questions 1 and 2. Elicit their answers.
MAIN TASK Answer key
TYPE 1 His dream was to take a break from his everyday life and go to Mexico.
Writing a magazine He tried to achieve 1t when he was 31.
2 Better.
article
c These questions could be used for a group or a class discussion.
KEY LANGUAGE
Expressions for Possible answers
1 He has a greater sense of responsibility and purpose; he is helping to save the
describing dreams for
planet; he is clearly enJoying his life more than he did.
the future: 2 Try something for a short time.
(Even) If I don't achieve 3 He has a completely different set of priorities. The things that were important to
it, I'll ... ; I'm going to do him no longer are.
4 Students' own answers.
everything I can ;
I might have to ; It's not
D The questions in C were about the content of the article, whereas this section asks
going to be easy to ... ; I students to consider the style and structure of the article. Allow students time to think
wonder what your dream about and discuss the questions and then elicit their answers.
is. Mine is to ...
Possible answers
1 He asks them questions (see paragraphs 1 and 6). In paragraph 5, he hints at the
PREPARATION idea that readers might be interested in doing what he has done ('I am now
One copy of Worksheets convinced there are many other people who would follow my example').
2 Students' own answers.
1 and 2 for each student

One copy of the sample Writing

article on page 133 for A You could start by asking these general questions:
each student • Where do people read feature articles (as opposed to news articles)?
• Why do people read feature articles?
• How are feature articles different from news articles?
TIME
Hand out Worksheet 2 and read through the writing task with the class. Before moving
So-60 minutes + 3o-40 on, ask students for examples of dreams that people have.
minutes for writing
Ask students to work through questions a-d, making a note of their own answers.
Students then compare and discuss their answers with a partner.
B Students should work individually through this plan, making notes to refer to later.
C Set the writing task which can be done m class, if time permits. or for homework.
Remind students to use the Useful language and the paragraph notes they have made.
Note If you wish, photocopy the sample article on page 133 to give to students after they
have completed their own article.

99
Writing 1 Dream on! Worksheet 1

A Do you have a dream for the future? What is it? Do any of these photographs reflect your dream?

B Read this magazine article and then answer the questions.

1 What was the writer's dream? When did he try to achieve it?
2 Has his life been better or worse in reality than his dream of it?

Why not do somethingless boring?

Richard Surma Since turning my own life upside down, I am now
I'm currently on an island called Qalito in the South convinced there are many other people who would
Pacific. I've been here for three months. I've also been follow my example if they were cont ident enough to
on a small island off the north-eastern coast of make that initial decision. I'm not talking about
Honduras, and in a little fishing village in Mexico. Does dropping everything, or doing anything drastic. It's
this all sound wonderfully exotic? actually a lot easier than it seems to try something else
Before Mexico I had worked for various software just for a short time. It was by doing something else for
companies in London. Going to Mexico was the break I'd a short time that I found myself suddenly responsible
dreamt of since starting f ull·time work, so making the for making life better for other people, other
decision at the age of 31, to take three months out of my communities, and the volunteers in my care.
everyday life and do something less boring, was a I'm glad I took that decision to 'do something less
natural realisation of this dream. I had money in the boring' and I admit that, although I'm doing my bit to
bank, and a promising career path should I wish to save the planet, the person who is benefiting most
follow it. I knew I had nothing to lose, but I didn't quite from the experience is me. Do you think you might
realise what I might gain from my decision. benefit from a similar experience?
So, confident that I could go back to my 'normal' life
at any time, I enrolled as a volunteer on a conservation
group expedition to Mexico. It started out as a way of
indulging my passion for diving, doing something
worthwhile, and spending some lime in an active
environment. After this, I starting working as a
volunteer expedition leader for the conservation group
Coral Cay Conservation.
Needless to say, the career path I had mapped out
for myself is long forgotten. I'm now 33 and work full
time as an expedition manager. I work permanently
overseas with the occasional break in the UK. Things
that I once felt were important to me simply don't
exist any more: house, car, wallet, smart suit etc.

C Discuss these questions with a partner.

1 How does Richard feel he has benefited from his experience?
2 What docs he suggest people do if they want a change?
3 How does he now regard his previous life?
4 Docs changing your life in a similar way appeal to you?
O Do you think this an effective article? Think about these questions.
1 Docs the writer try to involve the reader? If so, how?
2 Do you find anything in the article persuasive or particularly interesting?
100 From AdvancedSk,J/s by Simon Haines© Cambndge University Press 2006 •J:f•h•U•iJti:h\l
Worksheet 2 Dream on!

A You are going to write your own magazine article related to this topic.
1 Read the task carefully.

Writing Task

Write a magazine article of 250-300 words describing a future dream of yours. Say how you plan to
achieve it.

2 Before you start writing, make notes in answer to these questions:

Questions Notes
a What exactly is your dream?

b How easy/difficult will it be to achieve?

c What do you plan to do to help you achieve

your dream?

d How will you feel if you don't achieve it?

3 Compare notes with a partner. Discuss the similarities and differences between your dreams.
B Referring to the notes you have just made, organise your ideas into paragraphs. Try to interest,
involve, amuse or surprise the reader.
Here is a possible five-paragraph plan based on the notes you have made:
Title Give the article a catchy title. Remember, you want to attract people's attention to
read the article.
Paragraph 1 Introduce your subject. You want to involve the reader, so your first sentence is very
important. You couJd start with a question. Say briefly what your dream is.
Paragraph 2 Say how easy it will be to achieve your dream.
Paragraph 3 Say what you will need to do to achieve this dream.
Paragraph 4 Say what you will do and how you will feel if you don't achieve it.
Paragraph 5 End in an interesting way, for example, with another question or a dramatic statement.
C Write your article. Use your paragraph plan and some of the expressions below. As you write, also
think about the style and tone of the article 'Why not do something less boring?'

Useful language
Have you got a dream?
I wonder what your dream is. Mine is to ...
It's not going to be easy to ...
I'm going to do everything I can ...
I might have to ...
(Even) If I don't achieve it, I'll ...

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 101
 Technology

Are you a slave to your

mobile?
The uses of and Thinking and speaking
problems associated A Ask students to put their hands up if they have, or regularly use, a mobile phone. Then
with mobile phones write the quiz title on the board: Do you ow11 your mobile, or does your mobile own you?
Check that students understand what this means.
Hand out Worksheet 1 and ask students to work through the quiz individually, answering
WRITING SKILLS 'yes' or 'no' to each question. You might need to check that students understand these
Writing formally, words and phrases: o loss of signal. your battery was running low, a landline.
ordering paragraphs B Students compare their answers in pairs or groups. Who is the worst mobile phone 'slave'
in the class?
MAIN TASK c Brainstorm the question What problems ore associated with mobile phones? Elicit a few
TYPE answers, for example, noise pollution by people having phone conversations in public
places or by people forgetting to turn their phones off dunng a film or other event, always
Writing a formal letter
being available because you con be contacted at any time, and write them on the board.
of complaint Then ask students to read and answer the questions about the six extracts.

KEY LANGUAGE Possible answers

Extract Problem Possible solutions
Formal expressions a Mobile phone virus • phone companies could develop
for writing a letter of anti-virus software
complaint: According to b Junk mail I Spam sent to • make Junk mall illegal
my records, ; By my mobile phones • fine the senders
• make it illegal to pass on a
calculations, ; mobile number to another company
I am writing to inform c Health dangers to children of • ban sale of mobiles to children
you ... ; I do not accept that exposure to mobile phones under13
... ; I should remind you • inform children and their parents
about the dangers of over-exposure
that ... ; The purpose of this to mobile phones
letter is to draw your d High mobile phone charges • consumers could switch to
attention to ... ; Under no cheaper companies
circumstances am I government regulation of mobile
phone industry
prepared to ... e Mobile phone thefts • improve security devices {PINS
etc.)
PREPARATION f Who pays debts run up on • phone companies should issue
stolen mobiles? clear guidelines
One copy of Worksheets 1
• once phone has been reported
and 2 for each student stolen, original owner should not be
liable for the cost of further calls
One copy of the sample
letter on page 133 for each
student Writing
A Hand out Worksheet 2 and read through the task with the class. (The task picks up the
issue raised In extract f on Worksheet 1.)
TIME
Tell students to read the final demand letter from the phone company and the notes they
So-60 minutes + 3o-45
made in response to it.
minutes for writing
Check that they understand these words and phrases: final demand (the last time you will
be asked for payment; after this legal action may be taken) and the outstanding amount
(the amount of money left to pay).
B Students put the paragraph descriptions into the correct order. Check answers.

Answer key
a 3 b 2 c 4 d 1

c Set the writing task, which can be done in class if time permits, or for homework. Draw
students' attention to the Useful language box.
Note If you wish, photocopy the sample letter on page 133 to give to students after they
102 have completed their own letters.
Worksheet 1
Are you a slave to your
Writing 2
mobile?

t•
A Answer the questions in this quiz.

Do you own your mobile,

or does your mobile own you?
Circle 'Yes' or 'No' for each of these questions.

Have you ever ...

1 put your mobile on the table at a mealtime?
I Yes/No J

2 laughed at someone else's mobile because it wasn't as small as yours? I Yes/No J

3 reacted angrily to a loss of signal, screaming madly even though the other
person obviously cannot hear you? !Yes/No

4 forgotten your mobile and spent the day jealously looking at other people's? Ives/No

5 lost your mobile and all your phone numbers because you didn't write them down? I Yes/No
6 pretended that your battery was running low to avoid making a phone call? Ives/No

7 let your phone ring and ring, because you didn't want to talk to someone? Ives/No

8 phoned your mobile from a landline to find out where it was? Ives/No

B Compare answers with other students. Are you more or less a mobile phone 'slave' than others?
C Read extracts a-f which are from newspaper stories about mobile phones. Then discuss these
questions with a partner.
1 Have you been affected by or involved in any of the problems described in these stories?
2 What can or should be done to deal with these problems?
a d
First mobile phone Consumers to hold one-day
virus discovered mobile phone 'strike'
A consumers' association is to hold the first ever
THE first computer virus that can infect national 'mobile phone strike' against what they
mobile phones has been discovered, call the excessive pricing of phone companies. The
according to anti-virus software developers. association is encouraging the public to refuse to
use their mobiles for a whole day as a protest.

b
Mobile phones face e
'spam epidemic' Huge surge in mobile
Mobile phones have become an es ential phone thefts
business 1001 for many workers, hut an
Thefts of mobile phones in Great Britain
explosive growth in junk mail targeted al have surged, with new research suggesting
mobile users could undermine their more than 700,000 were stolen last year.
effect i vcness, Reports say that children under 15 are the
most likely victims.
c
Childrenshouldnot f
Justice for victim of
have mobilephones mobile phone thieves
Children under the age of 13 should not have A well-known mobile phone company has
their own mobile phones according to new finally agreed to cancel a debt of £1.100
research. The main concern is the possible owed by an elderly man whose mobile phone
damage posed by radiation and fears that was tolen and then u ed by thieves. The
children using mobiles may become guinea man aid he never used his phone for more
pigs for potential danger. than five or ten minutes a month.

From AdvancedSkills by Simon Haines © Cambridge University Press 2006 • 4 :f•H•f.M4 f;j:jI I 103
 re you a slave to your Worksheet 2
~riting 2
mobile?

A Read the task, letter and notes carefully.

Writing Task
'

Today is 29 March and you have received a letter from your mobile phone company, demanding
payment of a phone bill.
On 2 March your mobile phone was stolen. You phoned the company on 3 March and told them about
the theft. The representative you spoke to said that you would not have to pay for calls made from your
mobile after that date. On 21 March they sent you a bill for £769.00 which you have not paid.
Write a letter to the company in 200-250 words explaining why you are not prepared to pay the full
amount they say you owe.You have made some notes about points you want to raise in your letter.

24 Hendon R
Cambri,
CBl2
28 March 2005
Dear Customer,
FinaJ demand
The phone bill we recently sent you does not appear to have been paid.
lf you have not alrea~y done so, please could you pay the outstanding
amount (£769.00), using one of the payment methods detailed on the
ba~k of. this reminder by 3 April. Non-payment will result in your phone
being disconnected and your contract with us being discontinued.
If you have made a payment in the last few days, please accept our
thanks and our apologies for having troubled you.

B Read the descriptions of the paragraphs for your letter and put them in the correct order, 1-4.
a Say how much of the bill you arc prepared to pay, and why. Repeat the company's reassurance
that you would not have to pay more.
b Remind the company that you already informed them about your stolen phone. Give an
account of events, with dates.
c Conclude by saying what you hope they will do, and what you will do if they do not drop their
demand for full payment.
d Explain why you are writing and refer briefly to the company's'Final demand' letter.
C Write your letter. Follow the plan in Band use the notes in A. Write in a formal style, using some of
the expressions below.

Useful language
Starting a formal letter Other formal expressions
I am writing to inform you I request I complain about ... I should remind you that ...
I am writing in response to ... I do not accept that ...
The purpose of this letter is to draw your attention to ... Under no circumstances am I prepared to ...
Including facts/evidence
According to my records, ...
By my calculations, ...

104 From AdvancedSkills by Simon Haines© Cambridge Univers11y Press 2006 • a:M M,M O ill u,
 Work-life balance

The right person for the job

Thinking and speaking
A Hand out worksheet 1 and get students to think about the qualifications, experience,
abilities and personal qualities needed by people doing the jobs listed. Elicit their ideas.

Possible answers
Group leader for a children's holiday camp
Experience of working with children, evidence of police check (in the UK, anybody who
works with children must have a police check), enthusiasm, patience, creativity.
Skiing instructor
Writing formally, Skiing ability, instructor's qualification, physical strength, patience, ability to explain
planning paragraphs clearly, good with people, sense of humour
Building volunteer for a charity
Experience of working in difficult conditions, physical strength, stamina, generosity,
MAIN TASK kindness, sympathetic nature, but not over-sensitive.
TYPE Language teacher
Writing a personal Experience, teaching qualification, knowledge of subject, ability to explain clearly,
reference for a job sense of humour, ability to interest students.

KEY LANGUAGE B Ask students to discuss the two questions. Monitor their conversations, listening out for
Vocabulary: interesting ideas that could be used to round off the discussion.
approachable, C Explain that students are going to read two job advertisements and note the advantages
and disadvantages of each job. Once they have done this, get them to compare ideas in
committed, dynamic, pairs or groups.
innovative, proactive,
resilient, stable Possible answers
Group leader
Advantages: varied, fun, physical, outdoor, lots of games, time with children, creative.
Formal expressions to Disadvantages: long working hours, not much time off
describe character: Building volunteer
As far as Philip's Advantages: chance to help other people, physical and outdoor work, chance to learn
how to build houses, chance to experience another culture.
character is concerned,
Disadvantages: work could be too hard, might not be able to speak the language, have to
I can confirm that ... ; go for a long time, have to pay own airfare and medical insurance, danger of getting ill.
He gets on well with ;
I have known ... for . D Ask students to continue working in pairs to discuss how suitable these two jobs would be
for themselves and for other people they know.
years; I have no hesitation
in recommending ... for ... Language development
A Hand out Worksheet 2. Students match the personality adjectives with their meanings.
PREPARATION Check answers.
One copy of Worksheets 1
and 2 for each student Answer key
1 e 2 g 3 a 4 f 5 c 6 b 7 d
One copy of the sample
reference on page 134 Writing
for each student
B Check that students understand what the email is asking them to do (write a reference).
C Read through the task with the class and answer any questions they have. Ask students to
TIME work individually through these planning guidelines, wnting notes to refer to at the writing
So-60 minutes + 3o-40 stage. Remind students that they should write in formal English and draw their attention
minutes for writing to the expressions in the Useful language box on the worksheet.
D Set the writing task, which can be done in class, 1f time permits, or for homework.
Note If you wish, photocopy the sample reference on page 134 to give to students after
they have completed their own references.

105
 T e right person for
Writing 3 Worksheet 1
the job

A What qualifications, experience, abilities and personal qualities are needed by people doing
these jobs:
1 group leader for a children's holiday camp?
2 skiing instructor?
3 building volunteer for a charity?
4 language teacher?

B Discuss these questions with a partner.

1 Which of the jobs in A would you most like to do for a trial period of a few months?
2 What personal qualities I experience do you have that would help you to do this kind of work?
C Read these advertisements for temporary jobs for young people. Make a note of the advantages and
disadvantages of each job.

Job Group leader location United Kingdom Job Building volunteer Location Central America
Organization Kids' Camps Organisation Quake- \icl
Description The Group leader assists with the Description
organisation of the group and plans and runs the This summer Quake-Aid and local charities need volunteers
evening entertainment programme. You will therefore to help rebuild homes in a village in Central America that
need to be dynamic and mnovative. You will narse with 11a;; damaged in 1111 earthquake,
the accompanying party leader so you need to be able to \olunteer:, will ret·ril't' training and support from Quake-
communicate equally well with adults and children We Aid workers. Applicants must ht' able to stay for three
are looking for somebody who is approachable but who months. and pa) for their m111 airfort> and medical insurance.
also has good leadership skills \'('<' arc looking for stable. c·ommittf'rl people "ho arc resilien
Working hours are from 7am to 3pm or from 3pm to enough to deal 11 ith cliffic·ult and often harrowing situations.
1 lpm, with one day off a week (which may not be at the 'uc1·r,-,-ful applicants, will be proactive and hard-working
weekend). ,,itlt experience working us pun of a team.
Requirements Rc<1uir1•111c111s
• Experience of working with children aged 9-13. * You nl'ed to hr in good health and physically lit.
• A sympathetic nature and lots of enthusiasm * An open mind i,- a g:rcat advantage for this kind of work.

Job Advantages
- Disadvantages
Group leader at a camp • •
for children • •
• •
Building volunteer for • •
a charity • •
• •
D Work in pairs and discuss whether or not you would be interested in applying for either of these
jobs. Do you know anyone else, for example in your family, or among your friends who would be
interested in one of these jobs? Are you or they suited to these jobs? How?
106 From AdvancedSkillsby Simon Haines© Cambridge University Press 2006 • a:MM·Mb hi :j4 I
Worksheet 2
The ngtit person for
Writing3
the job

Language development
A Match the personality adjectives from the job adverts on Worksheet 1 on the left with their
meanings on the right.
1 dynamic a friendly, easy to talk to
2 innovative b quick to recover after a shock or disappointment
3 approachable c serious about, prepared to devote yourself to something
4 stable d making things happen, rather than waiting for something to happen
5 committed e lively, enthusiastic
6 resilient f calm, not easily upset
7 proactive g full of original, interesting ideas
B Read the email below from a friend. What would they like you to do for them?
--
800 C)

e
Cnltte
!Qi
Reply
TD; a
Reply All Forw.1rd
0
d
Pnnt
.---- --
Hi,
I've applied for a summer job as a volunteer rebuilding a village that was destroyed in an
earthquake in El Salvador. I'm attaching a copy of the job description. The thing is, I've had an
interview, and now the charity, Quake-Aid, needs a personal reference. Naturally, I thought of you,
as we've been friends for nearly ten years.
They basically need to know what I'm like as a person, how well I'd manage to do this kind of work,
and how I'd get on working as part of a team.
I
I'd be very grateful if you could write me a reference and send it to Marion Lovell, Personnel
Officer, Quake-Aid, 54 Lombard Street, London E3 2BN.
Thanks

C Read the task carefully.

Writing Task
Decide who the email in A is from and write them a reference in about 200 words. You could write about
a real or an imaginary person. Work out a paragraph plan based on the information your friend has asked
you to provide, and on the guidance below. Use some of the adjectives from A if you can.
In references it is normal to include the following information:
• The length of time you have known the person.
• Your relation to the person, for example, friend, colleague etc.
• Comments on any appropriate experience the person has.
• A final recommendation about the person's suitability for the job.
Think about an appropriate style for this kind of reference. The style of the note is very informal, but
your reference should be formal.

O Write your reference using some of the expressions below.

Useful language
I have known ... for ... years
As far as Philip's character is concerned, I can confirm that ...
He gets on well with ...
I have no hesitation in recommending ... for the job as a ...

From AdvancedSkills by Simon Haines © Cambridge University Press 2006 • Q: [I} M•M4f+N ! I 107
 Relationships

Can I help you?

Thinking and speaking
A Write relationships on the board. How many different kinds of relationship can students
think of? Brainstorm for a few minutes, for example, husband-wife, boyfriend-girlfriend,
Achieving successful parents-children, brother-sister, police-public, pol,ticions-voters, workers-employers,
relationships between shop assistants-customers, doctor-patient, neighbours, countries, social classes,
different groups teacher-student.
of people Hand out Worksheet 1 and get students to discuss what makes successful relationships
between the groups of people listed in 1-6, for example, trust, mutual respect, being able
to see a situation from the other person's point of view, tolerance, empathy. You could
WRITING SKILLS round off this part of the lesson with a brief class discussion about one of these
Conveying ideas and relationships. Note Avoid shop assistants-customers at this stage.
information clearly
and concisely Reading and speaking
B Students read the leaflet which gives advice to shop assistants on how to treat customers,
and answer questions 1-3 in pairs.
MAIN TASK
Note Students are going to write a leaflet later in the lesson. This is a model they could
TYPE follow.
Writing a leaflet
C/D This task gets students to think about what makes an effective leaflet, as they rank the
features listed in order of importance. To make this activity more 'real'. you could bring in
KEY LANGUAGE a range of real leaflets - not necessarily in English - for students to look at and compare.
Expressions for Arrange students into groups for this task.
attracting the readers' You could use students' ideas as the basis for a class discussion.
attention: Be polite ... ;
Don't ... ; How can
Language development
we/you make sure ... ?; A Hand out Worksheet 2. Ask students to find equivalent expressions in the text. Check
answers.
Remember ... !; Try to ... ;
Why do you/people ... ? Answer key
1 make eye contact
2 lose your temper
PREPARATION 3 keep a customer waiting
One copy of Worksheets 4 take precedence over
1 and 2 for each student 5 grumble
6 ensure
Some sample leaflets in
English
Writing
One copy of the sample
B Ask students to read the writing task. Elicit their ideas about what problems a visitor
leaflet on page 134 might have, for example, they may get lost in the building, need to find their way to
someone's office/the eautoueuco: pork/lift, need to use a telephone.
TIME c Ask students to work individually through the planning stage, making notes to refer to
So-60 minutes + 3Q-40 when they write. Circulate, giving advice and help where necessary.
minutes for writing Suggested answers
1 Potential students, teachers coming for interviews, sponsors
2 To see If the school ls suitable, for an interview.
3 Teachers, students.
4 Pleasant atmosphere, nice place to work, well-run and organised, friendly, clean,
well-resourced.

D Set the writing task, which can be done in class 1f time permits, or for homework. Draw
attention to the Useful language box, which suggests some ways of attracting the
attention of potential readers of the leaflet.
Note If you wish, photocopy the sample leaflet on page 134 to give to students after they
have completed their own leaflets.

108
Worksheet 1 Can I help you? Writing4

A Discuss in pairs. What makes a successful relationship between these groups of people:
1 teachers and students?
2 police officers and members of the public?
3 employers and employees?
4 employees (e.g. shop assistants) and customers?
5 next-door neighbours?
6 nurses/doctors and patients?

B Read this leaflet which gives advice about how shop assistants should treat customers. Then answer
the questions and discuss your answers with a partner.
1 Which do you think is the most important tip?
2 Ar.e there any tips that you do not agree with?
3 Have you ever had an unpleasant experience with a sales assistant? What did they do which upset you?

ARE YOU IN 'PEOPLE WORK' OR 'PAPER WORK'? llf, - •r-----

Ooes your work involve meeting customers? ~~/
~ 1
Here are some tips to help you give
your customers a better service
• Make your customers feel important. They're essential
• Remember that the
customer is always right. ( \{
Do not argue or lose \ f'
1-
:::::=.
·1

to your business.
your temper with them. - r
· :>
• Ensure that customers are not kept waiting for longer • II is important to make eye contact with your customers.
It shows them that they have your full attention.
than a couple of minutes.
• Do not grumble about other customers in front of your
• Greet every person that walks through your doors
immediately. customers.
• Discuss customers' credit problems or other difficulties
• Say 'How may I help you?' rather than 'Did you want
some help?' in a private area.
• When customers leave, say something more
• Customers must take precedence over talking to other
employees, making phone calls or arranging paperwork. imaginative than 'Have a nice day'!
• Take people to the right area rather than just pointing • Ask customers to tell YOU - not 1 o other people - 1f
they are not entirely satisfied.
and saying 'It's over there'.

C What makes an effective leaflet? Look at the leaflet above and rank these features in order of
importance, 1-5:
A clear purpose.
A clear layout.
Simple, easy-to-understand information.
The use of headings or bullets(•).
Attractive appearance (images, colours, style).
D Compare your ideas with other students.

From Advanced Ski/ls by Simon Haines© Cambridge Un,versny Press 2006 • Q: [I}Mi•'4r·M • I 109
Writing 4 Can I help you? Worksheet 2

Language development
A Find the equivalent expressions to 1-6 below, in the leaflet 'Are you in 'people work' or 'paper work'?'
1 look directly into someone's eyes .
2 get angry with someone ..
3 continue to do something else while a customer waits ..
4 take priority over something .
5 complain .
6 make sure ..
B Read the task carefully. What problems do you think visitors to the school/college might have?

Writing Task
Your school/college regularly has visitors. The director has noticed that some visitors are not being dealt
with as efficiently or politely as they should be. She has asked you to produce a leaflet for all the staff at
the school/college, giving tips about welcoming and helping visitors. Write your leaflet in 150-200
words, using the layout you have chosen.

C Make notes to help you organise your ideas. Think about these points:
1 Who are the visitors to the school/college?

2 Why do they visit?

3 Who do they meet and talk to?

4 What first impressions of the school should you aim to give visitors?

D Plan your leaflet.

1 Write a list of tips taking the above points into account.
2 Organise your tips in order of importance.
3 Decide on a layout to suit the purpose of your leaflet.
E Write your leaflet, using your notes and some of the expressions below.

Useful language
Ways of attracting the reader's attention
Asking questions:
Why do you/people ... ?
How can we/you make sure ... ?
Using imperative expressions:
Be polite ...
Try to ...
Remember ... !
Don't ...
Always offer I Never ignore ...

110 From AdvancedSkills by Simon Haines© Cambridge Umvers,ty Press 2006 • Q :C•l Mi•fa ,.fo •.
 Futures

Life behind bars

Thinking and speaking
A Brainstorm a list of possible places to live, for example, village, town, city, suburbs,
outskirts. Ask students which of these places they would prefer to live in and why.
Hand out Worksheet 1. Ask students to look at the photographs and to discuss the three
questions in pairs.
Round off this introductory activity with a class vote on how many students would prefer
to live in each type of place.
B Re-group the students so that they can work with a new partner, and explain the reading
putting an araument task: Student A reads text 1 while Student B reads text 2. The two articles are both about
people who live in exclusive areas. As they read their respective articles, both students
together, should think about the kind of people who choose to live in these areas.
planning paragraphs CID Students tell each other about their texts, compare their ideas about the kinds of people
who want to live in these areas, and then discuss the two questions in D. Before moving
MAIN TASK on to the writing task, find out if there is a class consensus on the desirability of 'kid-free
TYPE villages' or 'gated communities'.
Writing a discursive
Language development
composition
A Hand out Worksheet 2 and get students to match the words with their meanings.
Students may be able to use some of these topic-related words in their compositions.
KEY LANGUAGE Check answers.
development, elitist,
enclave, exclude, Answer key
1 e 2 d 3 a 4 c s e 6 b 7 f
exclusive, refuge,
retreat, single mom
Writing
PREPARATION B Check that students understand the writing task, making sure that they know the meaning
One copy of of these key phrases: exclusive residential areas and socially divisive.
Worksheets 1 and 2 for As students read the task they should decide the position they are going to take when
they write their compositions.
each student
C Ask students to make notes summarising some of the ideas that have been expressed in
One copy of the the lesson so far.
sample composition
Example notes
on page 135 Arguments in favour of the Arguments against the
statement statement
TIME • They provide a secure environment • They are not available to everyone.
for vulnerable individuals or groups • They encourage elitism and social
So-60 minutes + 3o-40
of people. segregation.
minutes for writing • They are quiet, peaceful retreats for • They are unnatural.
people who want to get away from
the bustle of modern life.

D Give the students five minutes to plan their compositions, stressing the importance of
sketching out the structure of discursive writing of this kind. Point out that it is better to
develop two points in detail than to list four or five undeveloped arguments.
E Set the writing task, which can be done in class if time permits, or for homework.
Note If you wish, photocopy the sample composition on page 135 to give to students after
they have completed their own compositions.

111
 Life behind bars Worksheet 1

A Look at the two photographs and discuss the questions below with your partner.

1 What arc the differences between the two places in the photographs? How do you imagine everyday life
would be different?
2 Which is more like the place where you live?
3 Which of these two places would you prefer to live in? Give reasons.
B These two articles describe types of residential area which are becoming more popular among
particular groups of people. Work in pairs. Student A: read text 1 and Student 8: read text 2.
1

Escape to a kid-free village

For those driven to distraction by screaming children in the local pub and library, a brave new world!
beckons. The days of dodging skateboarders and worrying about meeting threatening youths after dark arc
over. Adult. -only villages have arrived.
Anyone under 45 ic; excluded from the new development . modelled on retreat'> that have been hugely
successful in the United States. Resident, can play golf, relax in the swimming pool or spend an afternoon
reading, all safe from interruption by noisy kids and flying footballs.

"brave new world' has become a common phrase in English and alludes to the novel Bmoc 'cw World, by Aldous
Huxley, published in 1932, about a future society run in a totalitarian wa). The phrase b usually used in this ironic way
to describe a disastrous future world.

2
Gated communitiesmore popular, and not just for the rich
To find refuge, the wealthy here live in gated month. An iron fence surrounds her development.
suburban communities with exclusive names, like She needs a coded card to get past the electronic
Barkley Estates and Oakland Plantation. Six-foot brick gates that guard all three entrances. In cities and
walls and iron fences encircle these enclaves of suburbs from New York to Los Angeles, wealthy
luxury homes. Electronic gates and 24-hour security homeowners no longer are the only ones retreating
guards keep outsiders out. behind gates. The desire to lock out the outside
)
A mile away, Gina Rojas, a waitress and single world cuts across all income groups, according to
mom, also enjoys a gated lifestyle. But she lives in a a recent survey.
one-bedroom apartment that rents for $492 a

C Tell your partner about the text you have read. Discuss what kind of people you think would choose
to live in these areas. Would you?
D Discuss these questions with your partner.
1 What do the people who choose to Jive in 'kid-free villages' or'gated communities' gain and lose by
separating themselves from the wider community?
2 What do you think of this trend?

112 From AdvancedSkills by Simon Ha,nes © Cambridge University Press 2006 • U: [I} Mk•fa fj fii :m
Worksheet 2 Life behind bars Writing 5

Language development
A Match the words from the texts on Worksheet 1 on the left with their meanings on the right. (The
text number is given in brackets.)
1 exclusive (2) a a mother who is not married
2 development (1) b safety
3 single mom (2) c small area of land belonging to a group of people surrounded by
another larger area
4 enclave (2) d an area containing many houses or flats built close together
5 exclude (1) e limited to only one person or a group of people
6 refuge (2) f a private and safe place
7 retreat (n) (1) g keep out
B Read the task carefully.

Writing Task
Argue for or against the following statement:
Exclusive residential areas, like 'kid-free villages' and 'gated communities', are socially divisive and
should be discouraged.
Write a composition of 225-250 words agreeing or disagreeing with the above statement.

C Make notes of your ideas about the statement in the task. Put your notes under the correct heading.

Arguments In favour of the statement Arguments against the statement

• •
• •
• •
D Now organise your ideas into paragraphs. Here is a possible paragraph plan based on the notes you
have made:
Paragraph 1 Introduction to the topic. Brief description of the trend, including the reasons why these
types of communities are becoming more popular.
Paragraph 2 Argument 1 for/against
Paragraph 3 Argument 2 for/against
Paragraph 4 Conclusion. Summarise your arguments and then say whether you think the trend towards
exclusive residential areas will continue in the future or not. What will happen if this trend
continues or does not continue?
E Write your composition. Express your own opinions, draw on your experience and knowledge,
as well as ideas you have picked up from the articles you have read.

From Advanced Ski/ls by Simon Haines © Cambridge University Press 2006 M Q: [I}Mi•'4 flH 4 I 113
 Emotions

A cry for help

Thinking and speaking
TOPIC
A Write the word problem on the board and ask students to think of different kinds of
DEVELOPMENT problems people have today. Elicit ideas, for example, money, studies and exams,
Personal problems relationships, family health.
and who best to Hand out Worksheet 1 and ask students to discuss questions 1-4 in pairs or groups.
discuss them with Note Make it clear that you are not expecting students to reveal their own personal
problems, but to discuss who they would and would not go to for advice. Students may
WRITING SKILLS volunteer personal information, but should feel under no obligation to do so.
Writing formally and End this preliminary activity with a class discussion on the question: What ore the qualities
of a good advice-giver?
informally
Reading and speaking
MAIN TASK
B Ask students to read the three letters and discuss the advice they would give to each of
TYPE the letter writers.
Writing letters of
advice Language development
A Hand out Worksheet 2 and check that students understand the first activity - to choose
KEY LANGUAGE the most appropriate language for a formal letter of advice.
Formal and informal Ask students to make their Individual choices and then compare their answers with a
expressions for giving partner. Check answers.
advice: If I were in your Answer key
position, I might (very) 1 thought-provoking
well ; If I were you, 2 I should say
3 not uncommon
I'd ; If you were to
4 In my opinion
follow my advice. you 5 always has too much to do
would ... ; My suggestion 6 If my assumption is correct
is I would be to ... ; The 7 In other words
8 over-demanding
other alternative would
9 feeling threatened
be to ... ; What I'd suggest 10 My suggestion would be
is that you ... ; Why don't
you ?; You could I might
Writing
even .
B Ask students to read through the task and decide which letter they will find easier to
write. This will give an indication of whether they are more confident writing formal or
PREPARATION informal English.
One copy of Worksheets Ask students to write a first draft informal reply to letter 2, drawing their attention to the
1 and 2 for each student Useful language box. This first draft could be done in class. Ask students to exchange
letters and comment on their partner's reply, paying special attention to style.
One copy of the sample
C/D Students could write the final version of their reply to letter 2 and their reply to letter 3 for
letters on page 136 for homework if there is insufficient time in class.
each student Note If writing two letters Is too time-consuming, ask students to write only one. They
could decide for themselves which letter to answer and whether to write in a formal or
TIME informal style.
50-60 minutes + 3o-40 A paragraph plan is not provided for this task, as students have the model advice
letter in A to refer to.
minutes for writing
Note If you wish, photocopy the two sample replies on page 136 to give to students after
they have completed their own.

114
 Worksheet 1 A cry for help Writing 6

Language development
A Discuss these questions with a partner or in groups.
1 If you have personaJ problems, who do you discuss them with?
2 What kind of problems would you find it difficult or impossible to discuss with these people:
a members of your family?
b teachers?
c work colleagues?
3 Under what circumstances might you consult these people:
a a professional counsellor?
b an agony aunt in a magazine?
c an expert on a radio phone-in programme?
4 Are you better at giving advice or taking it?
B Read these letters asking for advice. What advice would you give each person? Compare your ideas
with a partner. Make notes to refer to later.
1
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PetJ~ sees«: to UK.b me, atfar~ but aftu a, wlt,i,le, t/uy lose: uri:ued. Tfuy ,top,p/wfUlfj PJUl P.Maf,
seeuc. to luwe, excusesfor Mt reeilt.j nee.
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I !~34feP.rf oUPJUlI Uve,olt/fflf OU/11/.

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From AdYanced Skills by Simon Haines © Cambridge University Press 2006 • Q: [I}i•ti•l Q (;j ~j • I 115
 cry for 11elp Worksheet 2

Language development
A Read the letter below, which is a reply from an agony aunt to letter 1 on Worksheet 1. Underline the
words and phrases in italic which are appropriate in a formal letter of this kind. The first one has
been done for you.

Dear X,
Tl,ank you I Thanks for your (I) interesting I thought-provoking letter. (2) let me say I I should say that your
problem is (3) not uncommon I pretty common, especially in people of your age.
(4) In my opinion I For me, there arc two main explanations for this problem: fir tly. you are probably a
very busy person who (5) always has too much to do I is always dashing around and probably doe n't have
very much time to socialise and get to know people very well.
(6) If I'm right I If my assumption is correct, this could lead Lo the econd explanation: you are not giving
friendship a chance to develop naturally. (7) In other words I What I mean is, you're expecting too much too
soon. Maybe the people you mention in your letter who like you at first feel you're being (8) too pushy I
over-demanding too early in the friendship and are (9)Jee/ing threatened I getting coldfeet. You may think
they are losing interest in you when they may simply be trying to slow things down.
(JO) I've got a suggestion: I My suggestion would be to spend more time ocialising and building up a
reliable circle of friends and acquaintances. Under these circumstances, there is a better chance that
friendships will develop slowly and naturally.
Best wi hes and good luck for the future.

B Read the task carefully.

Writing Task
You are going to write replies to the other two letters (2 and 3) on Worksheet 1 . The reply to letter 2
should be an informal email, as if from a friend. The reply to letter 3 should be a formal letter as if from
an agony aunt.
Each reply should be 150-220 words long.

1 Which reply, the formal or informal, will you find easier to write?
2 Use your notes from B in Worksheet 1 to decide what advice you are going to give. Plan the paragraphs
in your letter. Write a first draft of your reply to letter 2, using some of the expressions below, and then
exchange it with a partner.
3 Read your partner's email and comment on the style: is it too formaJ? Make suggestions for
improvements.
C Write a final version of your reply to letter 2, taking account of your partner's suggestions.
D Repeat steps B and C for your reply to letter 3.

Useful language
Formal advice Informal advice
The other alternative would be to ... What I'd suggest is that you ...
My suggestion is I would be to ... If I were you, I'd ...
If you were to follow my advice, you would . If I were in your shoes, I'd ...
If I were in your position, I might (very) well . You could I might even ...
Why don't you ... ?

116 From Advanced Skills by Simon Haines © Cambndge University Press 2006 • Q: [I} Mi•j4 ftM • I
 Rights and wrongs

Traffic calming
Thinking and speaking
• Write Traffic calming on the board and establish the meaning of the phrase {features on a
road which force vehicles to travel more slowly).
• Ask the class what traffic calming measures they are familiar with. You could try to elicit
phrases such as speed bumps, street narrowing, speed cameras etc.
• Then put these questions on the board and ask students to discuss them in pairs:
Is road safety a big problem in your country?
What is being done in your country to reduce the number of road traffic accidents?
What more could be done in the area where you live and work?

Reading and speaking

A Hand out Worksheet 1. Draw students' attention to the pictures at the top of the page. Ask
them if they are familiar with all of the traffic calming measures illustrated.
MAIN TASK Explain that students are going to read short extracts about traffic calming in different parts
TYPE of the world.
Writing a report Note These extracts may include information students need when writing their reports.
Divide students into groups of four. Each member of the group reads a different extract,
KEY LANGUAGE 1, 2, 3 or 4, and then tells the rest of the group the most important information from
Expressions for their extract.
writing reports: In Possible answers
view of this, I would Students may find this information important:
suggest that ... ; Extract 1
The purpose of this Effective measures involve 'vertical movement' as would be caused by speed bumps.
Measures reduce accidents by as much as 40%.
report is to ... ; This
Extract 2
report has two main
Any of these percentages are important, but perhaps the most interesting are 57%
aims ... ; It has been reduction in fatal accidents and 66% reduction in child accidents.
shown/provedthat ... ; Extract 3
The number of accidents Measures are very popular with those they benefit.
has been reduced; In view 20 mph {= 32 kph) is very slow.
of this, I would recommend Extract 4
The large decrease in pedestrian deaths.
that ... ; In my opinion,
these measures would ... Ask students to discuss this question as a group: What general conclusions can be drawn
from these extracts? Round off this stage with a brief class discussion.
PREPARATION Note General conclusions from the extracts: traffic calming measures are effective in
reducing accidents (extracts 1, 2 and 4); traffic calming measures can reduce the number
One copy of Worksheets 1, 2 of deaths in road accidents (extracts 2 and 4); there is a demand from the public for more
and 3 for each student traffic calming measures (3).
One copy of the sample
Writing
report on page 137 for each
student A Hand out Worksheet 2 and refer students to A. Make sure students understand the task.
B Students work in pairs to plan their report, taking account of the Ideas about traffic
calming they have already discussed. Draw their attention to the Report writing tips, and
TIME the formal report language in the Useful language box. Emphasise that they should write
So-60 minutes + 3~0 in a formal style.
minutes for writing c Set the writing task, which can be done in class, if time permits, or for homework.
Note If you wish, photocopy the sample report on page 137 to give to students after they
have completed their own. You could analyse the sample report with the class, pointing
out these features in particular:
• the overall structure: the division into sections with clear headings
• the introduction of the topic in the first sentence
• the closing statement of opinion
• the formal style of language.

117
Writing 7 Traffic calming Worksheet 1

speed bumps road narrowing rumble strips speed limit

speed camera mini roundabout

A Read one of these extracts from different surveys about traffic calming and note down any
important information. Then telJ the rest of the group the key information from the extract.
1
A review of traffic calming techniques
I. I Traffic calming is fundamentally concerned with reducing the adverse impact of motor vehicle on
built-up areas.
1.2 The most effective traffic calming measure for reducing vehicle peed involve vertical movements
in the road.
1.3 Studies have shown that traffic calming mea ure can reduce accidents by up to 40%, and have a
significant impact on reducing the severity of accidents.

2 3
In praise of traffic calming
Here are some of the benefits of using traffic
Demand soars for
calming found in a German city.
500/o increase In bicycle use
traffic calming
570/o reduction in fatal accidents Many local councils in the UK are struggling to
450/o reduction in severe accidents cope with the huge demand for traffic calming
400/o reduction In slight injuries measure . according to recent research.
Demands for peed bump • road clo ure .
430/o reduction in pedestrian accidents
safe routes to school • pedestrian crossings. 20
160/o reduction in cycling accidents
mph zones and re idential zones are increasing
160/o reduction in traffic accident costs faster than supply.
660/o reduction in child accidents
from BBC News at bbcnews.com
4 City of Brasilia
In 1994, 53 radar/speed camera systems were set up at 153 critical locations in the city of Brasilia. The result
was a dramatic reduction In pedestrian fatalities and severity of collisions. The following statistics were reported:

Year Pedestrian deaths Driver deaths Passenger deaths

1995 305 191 152
1996 266 211 133
1997 202 180 83
1998 153 158 119

Adapted from Cannell and Gold, 'Accident Reduction: The role of traffic control and driver training', as cited online:
www.jtsbenefits.jts.dot.gov
B Discuss this question in groups.
'What general conclusions can be drawn from these extracts?'

118 From Advanced Skills by Simon Haines© Cambridge University Press 2006 • J :f ,iMJ,fJM :Ha
Worksheet 2 Traffic calming Writing 7

A Read the task carefully.

Writing Task

You have been asked by your school principal I employer to write a report suggesting measures to
reduce road traffic accidents in the area surrounding your school or workplace. Your report should be
200-250 words long, and should include:
1 an assessment of the current traffic situation
2 a range of possible improvements to particular problem areas
3 your recommendations.

B Plan your report, taking account of the ideas you have been discussing and the tips below.

Report writing tips

• Decide on the number of sections in your report and give each section a clear heading. For example,
'1 The current traffic situation'.
• The style of writing should be formal and generally impersonal, except for the section where you make
your recommendations. Passive verbs are commonly used in reports.
• Paragraphs are often numbered 1.1, 1.2 etc. in reports (as in extract 1 on Worksheet 1 ).

C Write your report, using your plan and some of the expressions below.

Useful language

Introducing the topic

The purpose of this report is to .
This report has two main aims: .
Passive expressions
It has been found/shown/proved that ...
The number of (fatal/serious) accidents has been reduced.
These measures could/should/must be introduced.
Making recommendations
In view of this, I would suggest/recommend that ...
Concluding with a statement of opinion
In my opinion these measures will ...

From Advanced Skills by Simon Haines© Cambrtdge University Press 2006 •J:f.iM4,iJf.fol:I 119
 Narratives

Unforgettable!
Thinkingand speaking
A Ask students to tell each other the name of the last film they saw at the cinema and the
last novel they read. Do a short class survey to find out if there is any consensus.
Favourite fllms and Hand out Worksheet 1 and ask students to complete the table.
books B Students compare notes and tell each other briefly about their films and books.

WRITING SKILLS Reading and speaking

Using verbs in the C Tell students to read the two reviews quickly. If they know the book or the film, ask them
present simple to to decide if they agree or disagree with the reviewers. If they do not know them, ask them
tell a story, to decide whether they would like to read the book and see the film.
writing in a D Ask students to compare their ideas in pairs or groups.
semi-formal style,
using informative
Language development
or interesting A Hand out Worksheet 2 and ask students to read the reviews again, this time more
thoroughly, looking at the language used by the reviewers. Get students to work in
adjectives different pairs and ask them to work through the three language questions, discussing
their ideas with their partners. Check answers.
MAIN TASK
TYPE Answer key
1
Writing a film or
Factual language Opinion language Adjectives
book review (This is) a murder mystery I absolutely loved this ... Interesting/gripping (novel)
story told by ... (The style is} a real breath original (storyline)
KEY LANGUAGE (It) makes (fascinating) of fresh air. fascinating (observations)
observations about .. It's easy to read ... charming I predictable
colourful, compelling,
(It) comes in two editions. I would strongly (comedy)
dark thriller, (It's) a (charming} comedy. recommend the book. colourful (characters)
dazzling/dullprose, The plot is based on ... I found It impossible to
freshltired descriptions put down.
I certainly enjoyed this film.
intricate/weak plot, It follows a repetitive pattern.
light/charming comedy, The film-makers have made
memorable, a good job of ...
moving/striking/wooden This is a 'nice' film ...
I'd recommend you to ...
performance, unforgettable
2 The verbs which tell the story are in the present simple.
PREPARATION 3 The style is 'semi-formal'. It is not conversational, but neither is it formal. The
One copy of Worksheets 1 reviewers openly express their likes and dislikes, frequently using the pronouns
'I' and 'we', and addressing the reader. The style avoids slang expressions, but
and 2 for each student includes verb contractions. It avoids passive verbs but includes phrasal verbs.

TIME
50-00 minutes + 3o-40
Writing
minutes for writing B Ask students to read through the task. Notice that the task itself suggests an
appropriate structure for students to follow.
c Ask students to plan their review, taking account of the reminder about paragraphing
and stylistic features.
D Set the writing task, which can be done in class, if time permits, or for homework.
Encourage students to use the language in the table they completed in A.
Note No additional sample review is provided here as students have already read
reviews on Worksheet 1.
Worksheet 1 Unforgettable! Writing 8

A What is your favourite novel and your favourite film?

Make notes in this table, including comments on what you like and don't like about the novel
and film.

Title and author/ Type (genre) of Brief outline of plot Opinions (why you like this
director and stars novel/film (including main characters) novel/film and things you
don't like about it)

Novel

Film

Note Genres could include: comedy, action, thriller, historical, romance, detective, musical, fantasy, horror.
B Compare your answers in pairs. If your partner does not know your novel or film, briefly tell them
the plot.
C Read the reviews and decide whether you would Jike to read the book or see the film. If you already
know them, decide if you agree with the reviewers' opinions or not.
1

The Curious Incidentof the Dog in the Night-Time *****

This is a murder mystery story, told by someone with a different view of life. Christopher Boone finds his
neighbour's dog murdered, and decides that this is a mystery which needs solving. But Christopher is
autistic, and this means that he doesn't understand or relate to other people the way most of us do.
I absolutely loved this interesting and gripping novel, which gives us insights into Christopher's
condition with an original storyline and makes fascinating observations about life in general. Although I
know very few people who actually suffer from this terrible condition, I can easily understand the
inconvenience and frustration shown throughout this book.
The style is a real breath of fresh air: it's easy to read and understand, and comes in two editions: one
for adults and the other for children.
I would strongly recommend the book to anyone who wants to experience something different. Once I
had started it, I found it impossible to put down.

2
Bend It Like Beckham ir, we wonder whether her parents will eventually
give in and Jee her follow her dream. Eventually, of
course, they do!
The film-makers have made a good job of portraying
Bend It Like Beckham is a charming comedy about an rhe parents as staunch tradirionalisrs, buc nor such a
Indian girl,Jesminder, who lives in England and who, good one ac ocher relationships: especially the one
against her parents' wishes, wanes co play football. berween Jesminder and her best friend Juliet, rhe
The plot is based on familiar formulas: in particular English girl who first encourages her co play for che
the spores srory, the growing-up-teenager story, and local rerun. jesminder's relationship with the rerun
the absorption-of-a-family-inco-the-culrure-of-cheir- coach adds an inreresring rwisc co the storyline.
new-country story. This is a 'nice· film which leaves you with a warm
I certainly enjoyed chis film, despite the face that it feeling. We laugh at and sympathise wich all che
follows a repetitive paccern and becomes increasingly characters, from the central threesome co the odd
predictable: Jesminder plays football, her parents find supporting case of concerned parents and colourful
out and disapprove; then she plays some more, and characters from the wider community.
her parencs find our and disapprove again. Watching I'd recommend you co go and see ic.

D Compare your ideas in pairs or groups.

From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 121
Writing 8 n orgettaole! Worksheet 2

Language development
A Work in pairs.
1 Read the reviews on Worksheet 1 again. Circle any language which seems to be special 'review
Language', and underline any opinions (positive or negative) expressed by the reviewer and any
adjectives the reviewer uses to describe the book or film.Then complete the Useful language box with
the expressions you found.

Useful language

Factual language Opinion language Adjectives

This book/film is about ... It's the best book/film I've ever compelling
The acting I camera work I read/seen. dark (thriller)
special effects is/are ... You really must read I go and dazzling/dull (prose)
The style is ... see it. fresh/tired (descriptions)
The main character is ... I really recommend this book/film. intricate/weak (plot)
My only criticism is ... light (comedy)
moving/striking/wooden
(performance)
unforgettable (scene)

························································ ························································
........................................................ ························································
························································ ························································
························································ ························································

2 What do you notice about the verbs in the parts of the reviews which tell the story?
3 How would you describe the style (formal, semi-formal, informal) of the two reviews?

B Read the task carefully.

Writing Task

An international magazine has invited readers to send in reviews, of 150-250 words, of their favourite
film or book. You decide to write a review.
1 Say what type of story it is and give a brief summary of the plot.
2 Say what you like about the film or book you have chosen.
3 Say what (if anything) you dislike about the film or book.
4 End with a recommendation. Should readers read the book or see the film?

C Plan your review, using one of the two reviews you have read as a model.
1 Include paragraphs on each of the main points mentioned in the task.
2 Incorporate these stylistic features: present simple verbs to tell the story, a semi-formal style,
informative or interesting adjectives (both positive and negative).
D Write your review, making sure you deal with all the points mentioned in the task and use some
of the Useful language in the lists above.

122 From AdvancedSkills by Simon Haines© Cambridge University Press 2006 ti!f,ll,f.M JM :Ii :I
 The unexpected

We smoke less but surf

more
Thinking and speaking
A Ask students some or all of these questions: Do you smoke or hove you ever smoked? If
you have smoked, have you given up or tried to give up? What do you think of the health
warnings on cigarette packets? Do you think fewer people smoke in your country than in
the past? Is this true of all age groups and of men and women?
Netherlands and
Hand out Worksheet 1. Ask students to describe the key features of the information
Internet users of shown in the graph. Elicit and write on the board a few facts from the graph.
different ages in
Britain Reading and speaking
B Tell students to read the report to find any information which is not shown on the graph.
WRITING The purpose of this task is to get students to read the report closely in conjunction with
SKILLS the graph. Check answers.
Interpreting and Answer key
writing about The last three paragraphs of the report contain information not shown on the graph.
information from The graph only shows overall percentages of men and women who smoke and does
not give a breakdown related to age.
graphs and charts
The last paragraph relates to smokers' attitudes.

MAIN TASK c In this task students relate the information on the graph and in the report to the situation
TYPE in their country/countries. Ask them to discuss these questions in pairs or groups. This will
Writing a report give students useful practice in talking about factual information. •

KEY LANGUAGE Writing

Describing graphs and A Hand out Worksheet 2 and read through the task with the class.
tables: a larger/smaller Let students look at and analyse the information in the chart then ask them for their
reactions.
proportion,
B Ask students to answer questions 1-8 with information from the chart. (This is to
Approximately/aboutX.% ... ,
familiarise themselves with the detailed information chart.) Check answers.
the figure for (the 65+ age
range), the gap between X Answer key
1 It increased.
and Y narrowed/widened,
2 highest 16-24, lowest 65+
the percentage (of users) 3 a 70%, b 60%, c 50%, d 30%
rose/fell/dropped slightly/ 4 a 16-24, b 65+
substantially,the rate of 5 in 2004, 16-24
6 55-64165+
decline slowed I levelled out
7 Possible answer: It may be that no figures are available for these years either
because nobody in this age group used the Internet (not likely), or because
PREPARATION figures were not collected because it was assumed that nobody in this age
One copy of Worksheets 1 group used the Internet.
and 2 for each student
C Discuss these questions briefly as a class.
One copy of the sample
D Ask students to write their reports, using information shown in the chart and the Useful
report on page 137 for each language in the box on the worksheet. They could also use the model report on
student Worksheet 1 as an example of style. This report uses bullet points instead of headings to
mark the separate sections. If there is insufficient time in class, the writing task could be
set for homework.
TIME
Note If you wish, photocopy the sample report on page 137 to give to students after they
So--60 minutes + 3o-40 have completed their own reports.
minutes for writing

123
~
vyriting9 Worksheet 1

A Look at this graph which shows the percentage of adults who smoke cigarettes in Great Britain.
Discuss these questions in pairs.
1 What does the ~aph tell you about smoking habits in Britain?
2 Given what we now know about the harmful effects of smoking, would you expect so many people to
be smokers?

Percentage of adults who smoke

cigarettes: by sex, Great Britain
60
I
, Weighted
I

40
QJ
0\
IQ

'E
QJ 30
~
QJ
0...
20

10

0
1974 1980 1986 1998/99 2003/04
Source: Office for National Statistics

B Read this report which accompanies the graph you have just been discussing. Underline any
information in the report which is not shown on the graph.

Percentage of adults who smoke cigarettes in Great Britain 1974-2002/03

• In 2002/03, 26% of adults (aged 16 and over) in Great Britain were cigarette smokers.

• The percentage of adults who smoked cigarettes fell sub taruially in the 1970s and the early 1980s -
from 45% in 1974 to 35% in 1982.

• After 1982 the rate of decline slowed and then levelled out from 1992, at around 26% to 28%.

• ln the 1970s men were far more likely than women to be smoker . Ln 1974, 51 % of men and 41 % of
women smoked cigarettes.

• During the 1970 and 1980 the gap between men and women narrowed. IL has still not disappeared
completely.

• In 2002/03, 27% of men and 25% of women were cigarette smokers.

• Although, overall, a greater proportion of men than women smoke, this is not the case for those aged 16
to 19. In 2002/03, 29% of young women (aged 16 to 19) were cigarette smokers compared with 22% of
young men.

• Since the early 1990s, cigarette smoking has been more common among people aged 20 to 34 than
those in other age groups.

• Overall, in 2002/03, 68% of smokers aid they would like to stop smoking altogether.

C Are the trends shown in the graph and described in the report also true in your country? Think
about the gender and the age differences.
1 Does anything in the report surprise you?
2 Why do you think men generally smoke more than women?

124 From AdvancedSkills by Simon Haines © cambridge University Press 2006 • Q:(I} M•M Uf.:J:iiI
Worksheet 2 Writing9
more

A Read the task carefully.

Writing Task

Write a report of about 150 words comparing the number of adults in different age groups in Britain
who used the Internet between 2001 and 2004.

B Before you write your report, look at the chart and answer the questions below.

Adults who use the Internet by age group

Key
80 • 2001
Cl)
• 2002
g 60
c 0 2003
~
w 40 D 2004
e,

20

Age group Source: Office for National Statistics

1 Overall, did Internet use increase or decrease between 2001 and 2004? .
2 In general, which age groups had the highest and the lowest percentage of users in every year? .
3 Approximately what percentage of people in these age groups used the Internet in 2001?
a 16-24 .
b 25-44 .
c 45-54 ············
d 55-64 .

4 In which age group did the percentage of Internet users fall slightly?
a in 2003 .
b in 2004 .

5 When, and in which age group was the sharpest rise in the percentage of Internet users? .
6 In which age groups were less than 50% of the people Internet users in 2004? .
7 Why do you think there are no Internet use figures for the 65+ age group for the years 2001 and 2002?
C Discuss the following questions.
1 Is there anything in the graph that surprises you? Explain.
2 How do you expect these trends to continue in the future?
D Now write your report. Include only information shown in the chart, and use some of the
expressions below. Use the report on Worksheet 1 as a guide to style.

Useful language
The rate of decline slowed / levelled out.
The gap between X and Y narrowed/widened .
... a larger/smaller proportion ...
The percentage (of users) rose/fell/dropped slightly/substantially.
The percentage of users increased/decreased in (2004) .
. . . the highest/lowest percentage of users ...
Approximately/about X% ...
The figure for (the 65+ age group/range) ...
X% of people aged 55-64 ... compared with I in comparison with {only) Y% of people aged 45-54

From AdvancedSkills by Simon Haines © Cambridge University Press 2006 • Q :I•H•fg:ejQ flj;j• I 125
Track 1 Copyright

Track 2 Listening 1 five monologues

Track 3 Listening 2 conversation

Track 4 Listening 3 interview

Track 5 Listening 4 four monologues

Track 6 Listening 5 political speech

Track 7 Listening 6 six monologues

Track 8 Listening 7 .1 radio programme

Track 9 Listening 7 .2 radio programme

Track 10 Listening 8 . 1 four monologues

Track 11 Listening 8.2 five monologues

Track 12 Listening 9 radio interview

Track 13 Speaking 8 three monologues

 _, 0::
·r~j

Listening 1 Woman: Everyone's in such a hurry these days. They drive

everywhere - they don't even think of walking or cycling.
Speaker 1: I've reached that age when I seem to spend all
It's no wonder they're stressed and overweight.
my time working - I've got a pretty demanding job - six
days a week most weeks and, er, sometimes seven. If I Man: But cars save you so much time, I mean, to walk to
had the time, the first thing I'd do is enrol on a Spanish work would take me 45 minutes, whereas I can just get in
course. I did it at school years ago and I was okay at my car and be there in ten.
reading and writing, but I couldn't communicate to save Woman: And what do you do with all that time you've
my life. So that's what I'd do - conversational Spanish. I'll managed to save?
do it one day even if I have to wait till I retire. Man: That's the whole point - you've got a choice. You can
Speaker 2: You'll probably think I'm completely mad, but do what you like - Just chill out, listen to music. watch
whenever I'm taking my dog for a walk in the park, I a DVD.
spend ages watching the kids skateboarding and I think Woman: I'd have thought walking was more relaxing - you
to myself 'Corl I'd love to do that'. It must be a fantastic haven't got to worry about being held up in traffic jams,
way to enjoy yourself and at the same time keep fit. My or accidents or foul weather.
grandson's even offered to lend me his board, but I know
Man: You've got a point there. Things are getting pretty
I'd probably fall off and break my leg if I tried.
bad on the roads at certain times - people do get very
Speaker 3: This is gonna seem a bit strange, probably, but stressed and irritated when they get held up.
I've often wondered what it'd be like to be able to read
Woman: And another modern gadget that I can't
other people's minds. I'd love to know what my girlfriend's
understand is these microwave ovens.
thinking sometimes - and it'd be really helpful in certain
situations at work. Though I guess it has its downside- Man: Oh, I couldn't live without mine -you can have a meal
like for example if someone didn't like you. ready in just a few minutes.
I know there are people who claim they can actually do it Woman: I know that, but I really enjoy cooking.
- but I just think it's luck if they get it right. Man: But the microwave means you don't have to spend
Speaker 4: I'm a keen bird-watcher - so I spend quite a lot of all that time in the kitchen. Think of all the time you
my free time - weekends and holidays - in pretty remote could save.
areas - the best places to spot some of the rarer species of Woman: But you still haven't told me what you do with all
birds and I quite often find myself looking up into the sky at the time you've saved.
a majestic eagle or a common-or-garden seabird and
Man: I suppose in the end you get more spare time for
thinking - I wish I could do that. Wouldn't it be wonderful
yourself - time to go out and enjoy yourself; go to the
to have wings and be able tog~ around in the sky? gym to keep fit; watch TV; play computer games. Or you
Speaker 5: For as long as I can remember, I've been can chat to your friends on the phone, or just text them,
fascinated by stories of other worlds - magical stories, you know.
like the ones in the Harry Potter books. What I'd really Woman: No, unfortunately I don't know - I don't
love to do is invent my own world, with mysterious understand any of it. How do you text someone? Is it like
characters - lots of goodies and baddies - and put them writing a letter?
in fantastic situations. I've already thought of a few ideas
for stories, but I haven't actually got round to writing Man: Not really. You need a mobile phone to text someone.
anything yet. I hope one day I will. You key your message into your phone and then send it
to your friend's number. Texts are really cheap these days
Listening 2 - you can send photos as well.
Woman: What I don't really understand and nobody seems Woman: Why would I want to do that?
to be able to explain it to me is this: how are our lives any Man: It's a laugh, isn't it?
easier now than they used to be? Everything just seems
Woman: Is it? Why don't you just call on your friends?
to get more and more complicated. That wouldn't cost you anything.
Man: Okay, I'll give you an example - take my computer. If
Man: You can sometimes, but mobiles and texts are another
I didn't have a computer I wouldn't be able to email my
way of keeping in touch with people you can't call on.
friends and colleagues.
Woman: Or can't be bothered to call on, you mean. I still
Woman: What's wrong with writing to them?
don't see what's wrong with ordinary phones.
Man: You mean snail mail?
Man: There's nothing wrong with them, but having a mobile
Woman: Of course. I still write regularly to friends I've means you can contact people anytime, wherever you
known for years. happen to be. And of course they can contact you.
Man: And so do I, when I'm not pushed for time. But Woman: But what if you don't want to be contacted at any
sometimes I need an immediate reply to a question. I time of the night and day?
can't wait several days, especially if I'm writing to
Man: Well, you just have to switch off and whoever's
someone in Australia or the Far East. ringing you can leave a message. When you switch your
Woman: You could use the phone, couldn't you? phone on again, it rings and tells you someone's left you a
Man: Well, I could, but it'd work out much more expensive message, so then -
- and anyway I don't want a nice cosy chat with these Woman: Oh, stop, stop - it's all too much for me - I think I'll
people. I often just want the answer to a question. just settle for what I've got. I listen to the radio every day

From Advanced Skills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE 127
 1ng scnpts

while I'm doing my housework, then in the evenings I Interviewer: And what about the future? Do you have any
watch television for an hour or so. plans for expanding the business even more?
Man: That's old technology - but it's technology all the same. Paul: Well, obviously, we'd like the business to grow and be
more successful, but we're determined not to lose the
Listening 3 personal touch. At the moment, we know all our
Jackie: We made the decision to set up on our own when customers personally. They trust us to do a good job and
the company we were working for, a family business that they know we won't rip them off. That's the way we'd like
had been established for over 20 years - very nice people to keep it.
- suddenly sold up to a much larger national company. Interviewer: Right, well, thanks very much and good luck for
Interviewer: So did you leave straight away? the future.
Paul: Er, no, no, we went on working for the new set-up for
a few months, but it wasn't the same - we were just
Listening 4
numbers to our new employers. All they cared about was Speaker 1: Hmm, what makes a good friend? Well it certainly
what they could get out of us - it was all performance isn't the same answer I would've given when I was a
targets, sales figures. We weren't treated like individuals teenager. I'm 31 now and I've been through a lot m my life.
any more. I've been fortunate enough to have had lots of friendships
and some I still treasure 25 years later. Er, I think a good
Jackie: Yeah, you know, the JOb satisfaction wasn't there
friend is ... someone you can call even though you may not
any longer. We'd thought about leaving for a long time,
have spoken to them for a couple of years and then it's like
and I just felt that this was the perfect opportunity.
you talked to them only yesterday. And I suppose a good
Paul: It was the push we needed to make the decision. friend is someone you want to contact when you have
Interviewer: So, what kind of business is it exactly? really good news or really bad news.
Jackie: We're a computer Installation and onsite repair Speaker 2: I've had the same three best friends since I was a
business. teenager. We're separated by distance and situation now,
Interviewer: So what exactly did setting up on your but our friendship has remained unshakeable after all these
own involve? Did you need to rent your own premises, years. Looking at these friendships, it's difficult to pinpoint
for example? one magic ingredient. We probably met at a crucial point In
our lives, when we had similar problems, so I suppose you
Paul: It wasn't that complicated actually - er, mainly
could say that we were allies, but I think it goes beyond
because we work Qfilite. So, no, we didn't need a
that. We all came from very different backgrounds and had
workshop or even a special office. We converted one of
the bedrooms in my flat Into an office and we used our completely different interests and personalities, and we
dealt with our problems in different ways. Yet there was,
own cars to travel from one job to the next.
and still is a remarkable sense of togetherness - and of
Jackie: The first thing we did was arrange a bank loan to course trust and loyalty. When one of us is down, the
keep us going until we got our first customers, and, of others are always there to pull them back up.
course, we had to do a bit of advertising.
Speaker 3: A good friend can be anyone - even someone
Interviewer: What about old customers that you'd worked you haven't actually met face to face - I mean they might
with before, you know, at your previous company? be someone you talk to regularly on a computer chat line
Paul: We couldn't contact them directly, that would have They usually share your interests, and have the same
been poaching, but they got to hear on the grapevine sense of humour, but it doesn't matter if they have
that we'd started our own company and a few of them different opinions from you or irrelevant things like
contacted us. different hair or skin colour.
Jackie: Yeah - surprisingly, it didn't take that long to build Speaker 4: Erm, a true friend Is someone you can talk to,
up a~ of contacts - in less than three months, we'd got as well as someone you can listen to. If people are giving
more work than we could cope with. you a bad time at college or at work or wherever, a friend
Interviewer: That's pretty good. So what did you do? will stick up for you. And then there are those friends you
Jackie: Well, for the first few months we were working feel really comfortable with, people you can just hang
about 18 hours a day, seven days a week. Then, once we around with. Somebody who's completely on your
were sure that the work was gonna keep coming in, we wavelength. I also think that to be good friends with
took on a full-time secretary to take care of all the paper someone, you just need to be as honest as possible. I
respect people more if they tell me what they really think,
work, enquiries - that sort of thing. That meant that we
rather than just telling me what they think I want to hear!
could both spend more time visiting customers and
sorting out their problems. Listening 5
Paul: Since then, we've taken on two more people and Woman: It's difficult to believe that it is only a week since I
rented a small office on an industrial estate that's handy agreed to be a candidate in the election for the leadership
for the motorway. It means we don't have to use my of the New Democratic Party. I stand here honoured that
bedroom any more. And also having two other people so many of you have asked me to steer the party to
working for us means Jackie and I have a bit more time for victory at the next election. It would be dishonest of me
other things - you know, like a personal life! to pretend that our return to power after many years in
opposition will be an easy matter, but I am grateful to
have been given the chance to lead that struggle and am
optimistic about our chances of winning.

128 From Advanced Skills by Simon Haines© cambridge UniversityPress 2006 , J :f.iof.I,fo P~l:IIa
 eco • rr, r· '.:".
,! . - .,~
< -.
~·

I believe firmly that the country has had enough of Listening 6

extremist politics. Our task as New Democrats is to show Speaker 1: Almost every caller has to wait in a queue for at
the electors that we are a genuine centre party. But what least five minutes, usually listening to some terrible
does this mean in practice? To me it means combining repetitive music which really gets on their nerves. This
free market economics with social justice - a fair deal means some people are in quite a state by the time you
for everyone. (BEEP] get to talk to 'em (= them]. From time to time they get
I am also committed to establishing a different kind of very angry and you can't get any sense out of 'em
party. I want to lead a party that is trusted by the (= them]. If this happens you Just have to hang up - and,
population. The way to achieve this is to 'Say what we mean as you might imagine, this usually makes things worse.
and mean what we say' at all times. The people have Quite often you get sworn at and occasionally even
already lost faith in the current government - they need a threatened. One bloke said he was going to come down
new party to believe In. we must become that party. to the office and beat me up. Comments like that are not
The current government - the so-called Freedom Party unusual. When someone's in that frame of mind, it's
- started off as a centrist party, but recently we have seen almost Impossible to find out exactly what their problem
their true colours - as a party that still prefers to govern is. Some of my colleagues are really good at dealing with
by central diktat. And when faced with a problem, they angry customers so I sometimes put difficult people
are a party whose instinct is still to tax and regulate. through to them.
By contrast, we must develop a wholly different
Speaker 2: Believe it or not, last week I was attacked by a
approach. Twenty-first-century New Democrats must show
passenger with a really heavy bag because I wouldn't
they understand 21st-century electors. As traditionalists
allow him to take it on board as hand luggage. Luckily, I
we are proud of our past and we believe passionately that
dodged and he only caught my arm, so I wasn't badly
our future should be built on this past. But more
injured or anything, but it can get a lot worse than that.
importantly, New Democrats must look forwards and
Last month one of my colleagues was actually stabbed in
develop policies that are relevant to all the people.
the leg with a broken beer bottle by a passenger because
We know that most of what we do is done with others,
their flight was two hours late. He was on his way to an
whether in the family, at work, or in the community. We
important meeting, but it was very foggy that morning
must focus on what people can do for themselves, in their
and hardly any flights could take off on time. So, in that
own families, neighbourhoods and communities. A living
case, it wasn't even the airline's fault, and of course the
community is one where people come together to make
things happen by means of self-help, mutual support, and passengers had been kept fully informed. The trouble is,
working at the check-in desks we're in the firing line. It
good old-fashioned neighbourliness.
can get very nasty when a passenger tries to take out
In the end people don't want to be told what to do by a
government which doesn't understand their needs. They their frustration on us because we happen to be right
want to live in a free society where they can make their there in front of them.
own decisions about their future lives. For example, as Speaker 3: It was only about three-quarters of an hour
parents we know our own children best; so we should before we were due to land when this bloke suddenly
have more choice and the final say over our children's started screaming, 'You people can't treat me like this. I
education. The same arguments are true for health care. demand to speak to the captain.' Until then he'd just been
And what about earnings? People work hard for their an ordinary business-class passenger, he'd done the
money. They want to keep more of it, to save more, to things most passengers do - had a drink, read a bit of his
support their families and communities. So the New book, nodded off for a bit. We tried to calm him down but
Democrats are proud to be known as the party of he just went on and we ended up having to physically
low taxation. restrain him. The problem is that all the other passengers
And of course, people want to feel secure, especially expect you to do something miraculous to calm the
when they are vulnerable, for example when they are out of person down, but when things get as bad as that, there's
work, retired or in ill health. And they want to feel safe from actually nothing much you can do. This passenger was
crime, whether they are in their homes or on the streets. probably just tired and stressed and needed to get
So these are the main issues the New Democrats will something off his chest. We never did find out what his
focus on in the run-up to the election. We are. problem was. Maybe something in his mind got to him and
passionately committed to the transformation of our he just lost control. Perhaps he'd just split up with his
schools, our hospitals, and our police. Our approach is to wife, or lost an important business customer. Who knows?
trust the people, the users of services, to make the right Speaker 4: I'll never forget that day - he took us
choices. It is our belief that if we can transform the completely by surprise. He burst into our open-plan office
country after the next election, we will also succeed in and started shooting - just firing at anyone he could see,
restoring people's faith in their country, in their you know, at random. It was utterly terrifying. It must
government and above all, in themselves. have only lasted about a minute but it felt much longer.
The party is depending on you now to do your best to Then it suddenly stopped and he disappeared. People
secure a successful election campaign. We know we have had been hiding under their desks but lots of them hadn't
the right policies, we know that the electorate are tired of had a chance to hide. It turned out to be just an ordinary
this government. Let's go and do something about it! guy who'd been made redundant by our company a
couple of years previously. He'd never been able to get
back on his feet and then fairly recently, he'd lost another
Job and he just flipped. He held our company responsible
for what had happened to him and decided to get back at

From Advanced Skills by Simon Haines© Cambridge University Press 2006 •J:M,,f.t,jQlJ~hl 129
 1ng scnpts

them in this way. It's frightening. This kind of thing seems Listening 7 .2
to be getting more and more common - people get Jeremy Driver: I'd like to start by considering the case of
furious and then take their revenge on big corporations. politicians. In general, I'd say that they're very bad at saying
Speaker 5: I was driving home from work one night when I sorry, and this is unfortunate because politicians often do
saw the headlights of another car in my mirror. The car things for which we would like an apology. It seems to me
came really close but it couldn't overtake because the that the public would have more respect for politicians if
road was so narrow. As we came to a roundabout, the they were prepared to apologise more often, but the truth
other driver tried to get ahead of me by going the wrong is they have fragile, self-centred personalities which regard
way round the roundabout. I was still ahead of him after apologies as unnecessary admissions of weakness. They
the roundabout and he came right up behind me again, don't seem to realise that the apology is not really about
flashing his lights and sounding his horn. them. It's about the public. They need to apologise to us for
I was furious. So when we had to stop at the next set of the way we feel because of something they've done. An
traffic lights, I stopped my car, got out and asked him apology shows that you understand the feelings of the
what he was playing at. As he looked at me, his eyes sort person who feels offended, and when somebody feels
of turned red and he went berserk, running after me and understood, they'll deal with you and be more prepared to
attacking my car. accept you. But how often do you hear people say that, if
Eventually, I managed to get into my car and drive away, only politicians would admit their mistakes and apologise,
but I can tell you, it really shook me up. The next day I they would be prepared to accept all the other things they
reported the incident to the police but they weren't very said?
interested. It was Just another case of road rage to them. Of course, carefully-timed political apologies can be
Speaker 6: Computer problems really wind me up, and I'm completely meaningless. A genuine apology means admitting
not the only one. I've seen some of the editors get really a mistake and promising to change your behaviour in the
violent when their computers break down. They shout at future. but politicians often get into real difficulty because
the screen, punch the keyboard with their fist or throw they have no intention of changing their behaviour. Apologies
things like a mouse or even a printer across the office. For that are simply ways of saving political careers will always
me, the most frustrating problem is when your computer sound hollow and insincere. The public recognises Insincerity
freezes or crashes and you lose all your work, and most like this and refuses to be taken in. In the past, proof that a
of us have such tight deadlines these days. In the end we politician was sincerely sorry for something he or she had
all rely so much on computers that we don't know how to done was resignation; to the public this was a sure sign that
cope if the technology goes wrong, and I think it's this an apology was felt; it was 'the honourable thing to do'.
feeling of being powerless that causes stress. But there is another problem related to a politician
I was reading a survey the other day which said that apologising which is sometimes forgotten, and that is a
nearly a third of people had physically attacked a genuine fear of the law. After all, if a politician says they're
computer, and well over half regularly swore at their sorry, legally what they're doing is accepting responsibility.
machines. In the end this 'technology rage' rs the latest They may have been advised by their lawyers, especially if
rage -you know, like 'road rage', 'trolley rage' or 'air rage'. they're in a high position, not to accept responsibility,
because they might end up in court. I think that fear explains
Listening 7 .1 the unwillingness of many politicians these days to apologise.
Presenter: Someone giving advice to a young man starting A notable exception to this general rule was the recent
work In business once said, 'If you want to succeed in this resignation of a government minister after it was found
business, just remember: No matter what the that his department had overspent its budget by over a
circumstances, never explain and never apologise.' billion pounds In one financial year. The politician in
In our personal lives, too, it's sometimes very difficult to question made his apology and his resignation on
say sorry without losing face. How many marriages and television in front of over 20 million viewers. He also
other relationships have gone wrong because someone admitted that he didn't feel capable of doing the job for
was too proud to say 'Sorry'? which he was being paid. All of this took both the
And Increasingly these days, it seems, we expect our government and the public by surprise and resulted in a
politicians and other public figures to apologise. Recently, great wave of sympathy for the minister in question.
a British politician has felt the need to apologise for using In the end, however, the unwillingness of the majority of
private health care instead of the National Health Service; public figures to apologise may have more to do with the
a government minister was forced to apologise for a kind of people they are. Most ambitious. egotistical people
mistake which occurred in his department, but for which have an image of themselves as being omnipotent, and
he personally was not responsible. Even entire countries invulnerable, and I think in some cases, having to make an
have made apologies for their historical mistakes. For apology can actually lead to a personal breakdown.
example Fiji apologised for its cannibal past, and Britain
formally said 'Sorry' for its part in the slave trade. Listening 8.1
But how important is it for public figures to apologise Speaker 1: I couldn't believe how quiet and peaceful it was -
when they have done something wrong? What real in fact for the first couple of days I found it quite disturbing.
meaning do these apologies have? Today's talk is by the There were no roads so there was no noise from traffic. It
well-known psychotherapist, Jeremy Driver. was like I'd been deprived of my senses.

130 From AdvancedSkills by Simon Haines© Cambridge University Press 2006 • Q: [I}M·M a,.§;Ha
Speaker 2: I couldn't get over how friendly everyone was. Speaker 8: What are our first impressions? That's a hard
People in the shops, taxi drivers, hotel staff - everyone. question, but the main thing is we're both very happy and
They couldn't do enough for me. And people seemed to life so far has been pretty good. We've managed to find
want to talk - they weren't always in a hurry. everything we need, like a car and a house, within our
Speaker 3: I have to admit, I found everything very small budget.
frightening. Even before I got on the plane, I was nervous Our house is near a church. Most mornings just after
because of newspaper reports I'd read just the day before sunrise, I sit on the step outside our house, sipping my
about the crime rate in that part of the world. I arrived on coffee. The air's coolish and there's often a gentle breeze.
the early flight. The airport was deserted apart from a few I can hear birds singing and the choir practising in the
cleaners and policemen - that was a bit scary in itself. church. On Sundays, of course, the whole area is alive
Then someone snatched my shoulder bag - my first with people going to the early morning service.
reaction was 'Oh no, I'm being robbed'. Turned out to be Unfortunately, it isn't always so idyllic. The heat in
a taxi driver who was rather eager for my custom. summer is ferocious here - sometimes reaching 40
Speaker 4: Stunned - that's the only way to describe my degrees. And the Madrid traffic can be terrible. Some
feeling. The thing is, you're cocooned in the plane, days exhaust fumes produce a dull grey haze that sits in
protected by the air-conditioning. Then, the instant you the air. This can also intensify the heat so, if you're out
walk out into the sun - it just hits you. It's like walking into during the day, you end up limp, sweaty and
a door or being whacked with a baseball bat. disorientated.
Speaker 9: The first day I felt a little bit homesick. It's true
Listening 8.2 that it is difficult to arrive in a new country far away from
Speaker 5: The first week I was there, it still felt unreal. It home. The first thing I saw of the city was the docks - it
was a combination of different things - like the people must be the worst area of all.
staring at us wherever we went, the incredibly bright Before I got here - I was really anti - I was actually
lights everywhere you looked, the amazing food stalls at afraid of the idea of staying here for a whole year! But
the side of the street. It made me feel sort of dizzy and I that feeling disappeared pretty quickly once I'd made
could hardly believe that I was there. I felt as if I might some new friends.
wander through my time here in a kind of dream until it Now I'm very happy. I've travelled around a bit, seen
was time to go back home again. more of the country. I've even managed to get to Dublin,
The whole group felt severe 'culture shock', even the and I've discovered what a beautiful country it is - when it
teacher, who'd been to China several times before. For a isn't raining! And Irish people are really friendly, too.
start, we were all overwhelmed by the sheer numbers of Listening 9
people everywhere. They weren't hostile towards us, of
course - just very interested. In fact, most of them were Sam: It was something I'd wanted to do for as long as I can
friendly once they realised we were students who had remember, and I knew I'd do it sooner or later. My first job
come to take part in a sports competition. was working in an office, but I just knew I'd got to get out
Speaker 6: I suppose I expected everything in England to be and do something different, more exciting and active.
the same as at home, so I was quite surprised by some of Interviewer: So how old were you exactly when you made
the little everyday differences. For example, the first day I this momentous decision?
came out of the school and was going to cross the road to Sam: I was 45. It was the year that Claire, my youngest, was
catch my bus. Instinctively I looked left and saw there was 18 and starting university. My other children had already
nothing coming. So -you can guess what I'm going to say, left home so I knew that it was now or never, really. I
can't you? - that's right. As I stepped off the pavement, a thought that if I waited any longer I'd be too old to do
car hooted at me and nearly knocked me over. such a physical job.
And even before that- it was my first evening, I think -
Interviewer: And, how did the family react when you told
I had a shower and I wanted to dry my hair. I'd brought my them your plans?
own hair-drier and tried to plug it in, and of course I
suddenly realised that your system is completely different Sam: Well, they were a bit surprised, to say the least,
from the German system. It had never occurred to me that because I'd never mentioned it to them, not even to my
it might be different and I'd never heard of a 'plug adapter'. husband. His initial reaction was to laugh. He thought I
was joking but when he realised how serious I was and
Speaker 7: Just a few steps out of the airport, the city how important it was to me, he couldn't have been more
leaves a lasting impression. If you thought London was a supportive. My kids said, 'Mum, you're too old. You'll
hustle and bustle kind of city, then I can assure you Dhaka
never manage it at your age.' So I said, 'Nonsense,
is at least ten times as busy. The combined noise of
anyone can do anything if they want to do it enough.'
rickshaw bells, car horns (drivers here certainly aren't
afraid to use them), street vendors and the call to prayer Interviewer: So, how was the training?
from the nearest mosque is a little bit surprising at first, Sam: Well, I must admit, it wasn't easy, because I needed to
but it doesn't take very long to get used to it. The first call develop a lot of new skills. It wasn't only learning how to
to prayer of the day is at ten to five in the morning. In the operate the crane but also estimating distances. But I was
couple of places I've lived since I got here, the mosque determined to do it. I did a very intensive six-month
has always been very close. It used to wake me up before course and I had to take a special test, of course, to
I was ready, but I'm gradually getting used to it. become a qualified crane driver, which was really difficult.
As for the heat and humidity, I've been getting The first time I failed, but that didn't put me off, and the
acclimatised by walking for at least an hour each day. second time, I just scraped through.

From Advanced Skills by Simon Haines © Cambridge University Press 2006 PHOTOCOPIABLE 131
 .. .,-:;-
~ I (Ic scripts
-·...
Interviewer: So tell me about a typical working day, Sam. Speaking 8
Sam: OK, well, most mornings I get up about half past six and Speaker 1: My magic moment was on our last night in
I drive to the site, or go by bike if it's quite close. Building Lisbon when we arranged a get-together for dinner.
sites I work mainly on - more often than not in towns, but Afterwards, we walked over to a nice bar. A couple of our
sometimes I get out into the country. I work from about half group started dancing around the square. Suddenly, a
past seven in the morning 10 half seven at night with a break four-man band appeared out of nowhere and struck up a
for lunch. It takes me about five minutes to climb up to my lively tune. Within moments, everyone was dancing. We
cab up in the air, overlooking the site. I have to climb up soon had a small audience, and one of our group went
several ladders to reach the cab. There are little platforms around the rest of the group with her hand held out for
every 20 metres so that you can rest, catch your breath and donations, which she then took over to the band. It was a
have a look at the view. It's no good if you're frightened of great ending to a wonderful trip. It felt amazing to be
heights, of course. I come down for my lunch and then go dancing in the streets of Lisbon at 9 o'clock on a Tuesday
back up Fantasticviews you get from that height. night. It's something I never imagined I'd do, but it will
Interviewer: So, you're up there In your cab - what do you certainly be a memory I'll never forget!
actually do? Speaker 2: I woke at first light, packed up my camp and
Sam: I control the crane - that means lifting heavy stuff paddled back down Black Canyon on the Colorado River, a
from one side of the site to another. Things like steel few miles below the Hoover Dam. March mornings are
girders or sections of roofing or great piles of bricks. The usually crisp and clear. The water was almost like glass.
controls themselves I find pretty straightforward. It's As I watched the front of my canoe and the reflection of
knowing exactly how high to lift the load so that you don't the canyon walls and the sky off the water, I felt as though
damage other parts of the building, that's what takes the I was flying. I could see sky beneath me and above me
skill. But I also work closely with someone on the ground and for that magic moment I was weightless. It was like
below. We're in constant radio contact and he watches gliding through the air.
the crane and guides me. You've got to be really careful Speaker 3: I faced my fear of heights when I paraglided
about the other people working on the site. There've over Chamonix. I felt so at peace up there with the wind
been some nasty accidents involving cranes like mine. against my face and the valley below me. It was a really
Interviewer: It sounds quite dangerous. Do your family magic moment. And there were many other little moments
worry about you? that I'll always remember. I remember the kind
Sam: No, I don't think so - not now they've got used to it, encouragement of one of the group who stayed behind
and they know I'm careful. I haven't been involved in any with me when I almost couldn't finish the biking trip. There
accidents myself. was the hiking In the Tarn that led to a path of mountain
Interviewer: Do you ever feel as if you're in danger? goats with bells running across the road. And on my last
night, a butterfly landed on my nose when I was waiting to
Sam: Not normally, no. I suppose it can get a bit scary if get into dinner.
there's a strong wind, you know, the crane can sway about
a bit. It's also quite frightening in heavy rain. Suddenly you
can find yourself in a heavy downpour and, and you can't
see much. And I'll never forget when I was up there in a
thunderstorm. That really did scare me. There was
lightning Oashing all over the place. But I wouldn't
normally go up in the cab if the weather was bad. I decide
if it's too dangerous to go up, which is quite good.
Interviewer: Now, I guess it's still a pretty unusual job for a
woman. What kind of a relationship do you have with your
workmates?
Sam: Well, I've been working with the same guys for
about eight years now so we know each other quite well. I
had to prove myself at the beginning but as soon as they
saw that I could do the job well, I was accepted and the
fact that I was a woman wasn't important. There's a lot
of joking around, of course, but in this job everyone has
to look out for each other, we're always watching each
other's backs to avoid accidents.
Interviewer: So, erm, I don't mean to be rude but you are,
what. 53 now? How much longer do you think you'll carry
on?
Sam: Another couple of years, I think. I'm still in good
shape but I do find that I get more and more tired at the
end of the day. It also seems to take longer and longer to
climb up to the cab. One thing's for certain, I know that
I'll miss the job when I stop doing it.

132 From AdvancedSkills by Simon Haines© Cambridge University Press 2006 • 0: f.if.fi,]li hth a
 Sample t

Writing 1
Dream on!

Not the end of the world!

Everyone has a dream, even if they don't believe salary every month. Of course, I haven't found a castle
they'll ever achieve it. My dream is to buy a ruined yet, but there are plenty to choose from in country
castle in France and spend as long as it takes to make areas of France. My latest idea is to ask my best friend
it into a home. After that, I'll invite all my friends to if they'd like to share my dream and buy the castle
visit whenever they feel like a holiday. with me.
Do you think it's an impossible dream? You may be I know I may never earn enough money for a real
right, it's not going to be easy, but that won't stop me castle. And even if I have the castle, I may not be able
trying to achieve it. I know I'll need a lot of money as to afford to have it rebuilt. Of course, that'll be
well as plenty of time. How much it will cost and how disappointing, but it won't be the end of the world. I'll
> long it will take are questions I can't answer yet - still be able to invite my friends to visit me in my
I
that's one of the interesting things about dreams. little flat.
I might have to get a better job to afford anything My dream motivates me. It gives me a sense of
more than a little flat, but I've already applied for purpose and an aim. How about you? Do you have
promotion in my present job and I'm saving half my a dream?

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE

~----------------------------------------------------------------------------------------------------
Writing 2
Are you a slave to your mobile?

29 March 20 ...

Dear Sir,

l am writing in response to your letter of 28 March regarding my mobile

phone bill.

I would like to remind you that I informed you on 3 March that my phone
had been stolen the day before (2 March) and was assured by the
representative I spoke to that I would not be charged for any calls made after
that date. I also informed the local police of the theft of my phone on the
same date.

According to my records and the itemised bill which you sent me, I made
three calls between 1 March and 3 March. By my calculations, the cost of
these calls is a maximum of £3.00. I am fully prepared to pay this amount,
but I do not accept that l am in any way liable for the full amount of £769.00
quoted in your letter. Under no circumstances am I prepared to pay this,
especially as I was given assurances that I would not have to pay for any
calls made after 3 March. I assume that you keep records of conversations
between customers and your representatives and can check my account of
what happened.

I trust that you will agree to my paying for the three calls I made between I
and 3 March and will now drop your demand for the full amount. If
necessary I am prepared to take legal action on this matter.

Yours faithfully,

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 • J:[t} lJi.Yliffuj}I 133
 . amp e texts

Writing 3
The right person for the job

Reference for Mr Philip Greenwood

I have known Philip Greenwood for nearly ten years. We were at primary and econdary
school together and have been close friends for most of that time. We have also worked
together doing part-time holiday jobs for the last two years.
A., far as Philip'v character is concerned. I can confirm that he is an honest, hard-working
person. In all the time I have known him he has shown himself 10 be a reliable and
trustworthy friend and colleague. He works well as pan of a team. and has a reputation for
being prepared 10 do more than hi, fair share in many situations.
As far as I am aware. Philip is in good health, is physically fit and mentally well suited 10
the type of work he will be asked to do if you accept him as a Quake-Aid worker. He gets on
well with everyone he meets and is well known for being sympathetic and open-minded.
He has always been enthusiastic about doing work that matters and helping people worse
off than himself. I have no hesitation in recommending Philip for the job 3!. a building
volunteer with Quake-Aid.

From AdvancedSkills by s,mon Haines© Cambridge University Press 2006 PHOTOCOPIABLE

~----------------------------------------------------------------------------------------------------
Writing 4
Can I help you?

Who visits our college and why?

Students: to see rf they would like to study there
Parents: to see if it is right for their children (if there are classes for younger learners)
Inspectors:to check that everyone's working properly
Teachers: to be interviewed for teaching positions and to give special lessons to students
Investors:to decide whether to fund a new school project
Builders: to plan new buildings
Trainee teachers:to observe classes
How can you make sure our visitors get a good impression of
the school? Here are some points to remember:
~ Be polite and welcoming to everyone you see in our school. Greet visitors with a 'Good morning'
or a 'Good afternoon' and ask 1f you can help them.
"Cc If they need to wait to see somebody, offer them a tea or coffee.
t..'<Do not ignore them or leave them waiting for longer than a couple of minutes .
., _,_, Always greet visitors with a smile.
,, If you have time. take them on a tour of the school.
.,< Direct them to where they want to go.
1.~ Show them where the toilets are.

Remember - all visitors are important!

Treat them with friendly respect.
134 From AdvancedSkills by Simon Hames© Cambndge University Press 2006 • Q: [I} MM• fa,. §:I ti
Writing 5
Life behind bars

Exclusive residential areas, like 'kid-free villages' and 'gated

communities', are socially divisive and should be discouraged.

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I
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II\ col\clusior1., I be.lie.ve. +ha+ e.l(clusive. re.side.l\+ial are.as are. ar1.
ur1.de.sirable. phe.l\0Me.r1.ol\ which should be. discouraqe.d. lAl\+or+ul\a+e.111
howe.ve.r, l +hil\k +he. .f-re.r1.d w,11 cor1.+il\ue. ar1.d Malj le.ad .f-o a backlash
1

+roM qroups who be.coMe. re.Se.l\++ul be.cause. +he.lj +e.e.l Uclude.d.

From Advanced Skills by Simon Haines© Cambridge University Press 2006 • 0: [t} i,fk,jJf·fo I\• 135
 pie texts

Writing 6
A cry for help
Informal reply to letter 2

C)

Q O
Delete Reply Reply All Forward Print
~~~~~~~~~~~~~~~~~~~~~~~~~~--.-
Hi,
I got your email this morning. It was good to hear from you, but I'm sorry about your problem.
Can't say I'm really surprised. Once you've been away from home for any length of time, it's
very difficult to fit in with your parents again, especially if they treat you like a helpless teenager
who's never been away. I know exactly how you feel - something similar happened to me when
I came home after travelling round the world for nine months.
You should try to explain honestly to your Mum and Dad how you feel. In the end, most parents
only want what's best for their children and yours probably think they're doing the right thing.
If I were you, I'd talk to them before the situation gets any worse. Tell them you're independent
now and want to live your own life. You could even offer to pay rent and do your own cooking,
just to let them know you're serious.
What I'd suggest is that you find a place of your own. In the long run, this is probably the best
solution.
Anyway, good luck. Let me know how things work out.
Best wishes

FromAdvanced Skills by Simon Haines~ CambndgeUnwers1ty Press 2006 PHOTOCOPIABLE

~----------------------------------------------------------------------------------------------------
Writing 6
A cry for help
Formal reply to letter 3

Dear ...

Thank you for your letter. l hould ay immediately that you are not alone in your situation.
I regularly receive letters from people with imilar problems. It eem to me that more and
more young people are under pressure to conform to other people's expectations. and end up
pleasing everyone except thernselve . In the long run. lam convinced that thi unwilling
conformity can only lead to unhappine .

In your ca e, you clearly have a pas ion for mu ic. You say that you are not a genius. but
maybe you need time to allow your talent to develop. nd there i no rea on "hy you hould
not get Lo know people who might help you lo achieve your ambition.

My ugge lion i to follow your instinct and pend a few years trying to 'make it' as a
compo er. Explain Lo other people why you are doing thi . Jf they want what is be t for you,
they will understand.

If you do not succeed as a composer. there will till be the po sibility of doing a more
financially ecure job. lf you were to follow my advice, al least you will have tried. lf you
don't do thi now, you may spend the re l of your life wondering what might have happened.

Be l wishe and good luck

136 From AdvancedSkills by Simon Haines© Cambridge University Press 2006 i:i!f,jM.f,fo hU 1:1
 ampe

Writing 7
Traffic calming

Purpose
The purpose of this report is to assess road safety in the area surrounding the school and 10
recommend ways of reducing accidents.
The current traffic situation
The school has its entrance on a main road linking the motorway with the city centre. Traffic is
particularly busy during rush hour periods. There are traffic lights on the main road which allow
cars to leave and enter the school car park, but in recent years there has been a significant increase
in accidents involving pedestrians. According to police reports, the main cause of these accidents is
speed. At the moment there are no speed limits on the road and it is clear that some students have
been knocked over because they have misjudged the speed of approaching vehicles. The other main
problem is cars overtaking each other near the school entrance. This has led to accidents involving
cars entering and leaving the car park.

Possible improvements
There are a number of measures that could be taken to reduce accidents, including speed cameras,
road narrowing, speed bumps and a series of mini-roundabouts.

Recommendations
In view of the worsening situation, I would recommend that the authorities immediately introduce
speed limits and install speed cameras on both sides of the road. Finally, I would suggest that the
road outside the school is narrowed to prevent overtaking. lt has been shown elsewhere how
effective these measures can be in reducing serious accidents.

In my opinion these measures will lead to significant improvements in road safety in this area.

From AdvancedSkills by Simon Haines© Cambridge University Press 2006 PHOTOCOPIABLE

~----------------------------------------------------------------------------------------------------
Writing 9
We smoke less but surf more

• Between 2001 and 2004, the percentage of Internet users in Britain rose in all age groups
except the 65+ age group where the percentage decreased from 2003 to 2004.

• The 16-24 age group was lhe group with tbe highest percentage of users in every year.
Although there was a slight fall in the percentage of users in 2003, this was more than
made up for by the rise in use in 2004 which took the percentage of users in this age group
to about 85%.

• Approximately 85% of people in the 16-24 age group used the Internet in 2004, whereas the
figure for the 65+ age range was approximately 15%.

• In 2000 approximately 45% of people in the 45-54 age group used the Internet compared
with less than 30% in the 55-64 age group.

• In every year between 2000 and 2004 a lower percentage of people aged 55-64 used the
Internet in comparison with people aged 25-44.

From AdvancedSkills by Simon Haines © Cambridge University Press 2006 • Q: [•} ( •f! • lQ fZi ~j • I 137
.Exam reference sheet

Advanced Skills includes many tasks that are similar to those that candidates have to do in the Cambridge ESOL IELTS, CAE
and CPE examinations. These tasks could be especially useful for students studying for these exams. The table below shows
the tasks in each unit which are similar to those in these exams.

Reading Listening Speaking Writing

Reading 1 p.12 Listening 1 p.48 Speaking 1 p.75 Writing 1 p.101

Three-way matching Multiple matching Asking for and sharing Writing a magazine article
personal information

Reading 2 p.16 Listening 2 p.51 Speaking 2 pp.78-9 Writing 2 p.104

Matching sentence halves Three-way matching Comparing, discussing Writing a formal letter of
advantages and complaint
disadvantages

Reading 3 p.20 Listening 3 p.53 Speaking 3 p.82 Writing 3 p.107

Three-way matching Sentence completion Discussing Writing a personal reference
for a Job
Reading 4 p.24 Listening 4 p.57 Speaking 4 pp.84-5 Writing4 p.110
Matching one-word headings Multiple-choice questions Comparing and contrasting, Writing a leaflet
with paragraphs with three options discussing

Reading 5 p.28 Listening 5 p.60 Speaking 5 p.87 Writing 5 p.113

Multiple-choice questions Sentence completion Comparing, speculating and Writing a discursive composition
with four options discussing using visual
prompts

Reading 6 p.32 Listening 6 p.63 Speaking 6 p.90 Writing 6 p.116

Matching sentence-headings Multiple matching Discussing/debating Writing letters of advice
with paragraphs

Reading 7 p.36 Listening 7 p.66 Speaking 7 pp.92-3 Writing 7 p.119

Matching sentence halves Sentence completion Evaluating, discussing and Writing a report
making a decision

Reading 8 p.40 Listening 8 p.69 Speaking 8 p. 95 Writing 8 p.122

Filling gaps in a text with Multiple-choice questions Telling a story Writing a film or book review
appropriate phrases with three options

Reading 9 p.44 Listening 9 p. 72 Speaking 9 pp.97-8 Writing 9 p.125

Matching sentence-headings Sentence completion Speculating, expressing Writing a report based on
with paragraphs opinions using visual information from charts and
prompts graphs

138
·Thanks and
acknowledgements
The author would like to thank N6irin Burke of Cambridge University Press, who endorse any text or actlv,ues that accompany the materials; logo and'extract
commissioned the project, Martine Walsh and Caroline Packer of Cambridge reprinted with permission of Maggie Paterson. Amnesty International UK; logo and
University Press and Brigit Viney, who edited the material. extract reprinted with permission of Ludmila Baars, GreenpeaceInternational; logo
reprinted with permission of AnnemarieHou, UNAIOS; extract and logo reprinted
The author and publishersare grateful to the following Individuals who reviewed and with permission of Polly Markandya, M~inssans Frontieres. extract and logo
piloted the material with their students during its development: reprinted with permission of Tamsln Maunder, WaterAid; extract and logo reprinted
Jana Cadov~. Prague, Czech Republic; Philip Dover, Hexham, UK; Fiona Dunbar, with permission of Rob Gayton, save the Children; p.93: extract from 'How to ... be
Seville, Spain; Jean Greenwood, Ashlngton, UK; Ersoy Osman, London, UK; Kevin the bearer of bad tidings' by Neasa MacErtean published The Observer (16 March
Rutherford, Warsaw, Poland, Wayne Trotman, Izmir, Turkey, Clare West, Somerset, 1997). Copyright Guardian Newspapers Limited 1997; p.98: extract reprinted with
UK; Tadeusz Wolanski, Gdansk, Poland permission of James Clgler; p.100. extract from 'A taste of the exotic' by Richard
The author and publishers are grateful to the following copyright holders for Surma Copyright 2005 Coral Cay Conservation (www coralcay,0(2), p.103: extract
permission to reproduce copyright material. While every endeavour has been made, from 'Mobile phones face "spam epidemic··. published CNN.com, Reprinted with
it has not been possible to Identify the sources of au the material used and In such permission; extract from 'Huge surge 1n mobile phone thefts', published BBC News
cases the publisherswould welcomeinformaoonfrom copynght sources. Apologies at www bbcnews com Reprinted with permission; p I 09: extract from '15
are expressed for any omissions. TechniquesWhen Oeahng With Customers• by Michael 8 Wasserman, published by
My Success Company www.bluinc com Repnnted with permission of Aylene Rhiger;
p.12: adapted extract from Duende:A journey m search of flamenco by Jason p.112: extract from 'Escape to a kid-free village• by Stephen Khan, published The
Webster, published by Doubleday. Reprinted by permission of The Random House Observer (4 May 2003). Copynght Guardian Newspapers Limited 2003; extract from
Group Ltd. and also adapted extract from Duende:A journey into tne heart of 'Gated communities more popular, and not just for the nch' by Haya El Nasser,
flamenco by reson Webster,copyright© 2002 by Jason Webster.Used by permission pubhshed USA TODAY.Reprinted w,th permission;p.118: adapted extract from 'A
of BroadwayBooks, a d1V1Sion of Random House, Inc. Also with the permission of AP review of traffic calming techniques' by Tim Harvey, published www. itsleeds ac yk.
Watt on behalf of Jason Webster: p.16: adapted extract from IMRG Guidelines Reprinted with permission; extract from 'In praise of traffic calming• by Dom Nozzl,
www,imrg Ql'.i © 2000-2005; p. 19; adapted extract from 'Top 10 Qualities of an publlshed http·//user eru.net Reprinted with permission of Dom Nozzl: extract from
Excellent Manager' by Jan Gordon, Copyright O 2002 by Jan Gordon, 'Demand soars for traffic calming• from BBC News at www.bbcnews.com: extract
www gyaUtycoaching.com AH rights reserved, p.20 extract from 'Women Execs· from Cannell and Gold, 'Accident Reduction: The Role of Traffic Control and Driver
Leadership Assessed' from wwwwgmeno{ corntAtticiestcbJ 12000 asp, p 23: 'Love Training'. Reprinted w,th permiss100 of Rob Maccubbln; p.121: extract from • At·A·
In the aisles as supermarket dating hits Pans', reproduced with permission~ Glance Film Reviews: Send it hlce Beckham' by Samuel Stoddard, published onllne
Copyright Reuters. All rights reserved Distributed by Valeo IP; p.24: 'The Love http·/Jrjnkworks com Reprinted with permission of Samuel Stoddard; p.124 and
Contract' by Or Robert Epstein. C 2002, 2003, 2004, Or Robert Epstein. All rights p. t 25· graphs reprintedwith permission of Off,ce of National Statistics, p 132: words
reserved Reprinted by permission; pp.27-28. adapted extract from 'The d1g1tat from audio recording track 13 from www nckstms com Repnnted with permission
prophet: Vemor V1nge• by John Hind, published The ObserverMagazine, reprinted of Robin Goddard, extract from 'ReftectJons from the Cockpit "Magic Kayaking
with permission of Dr Robert Epstein; p.32. extract from 'The Futile Pursuit of Moments• by Wayne Horodowich, published www useakayak ocg Reprinted with
Happiness' by Jon Gertner published The New York Times (7 September 2003). permission of Wayne Horodow,ch
Reprinted with permission; p.35 extracts from quiz • Academic Code of Conduct· Photos: The author and publishersare grateful to the following photographicsources
published www yman;toba ca, with perm1Sslon of University of Manitoba and
Concordia Un1Vers1ty; p.36 extract from 'Are More People Cheaung?' by Fellcla R p.11 (Shakespeare)C> The Bridgeman Art Library, {Big Sen) © Gettty Images,
Lee, published The New York Times(3 October 2003). Reprinted with permission; photographerJanet Gill, (Liverpool FC) e Getty lmages/Songarts, photographer
p.40: extract from So Long, See You Tomorrow by William Maxwell, copyright© 1979 Christo! Koepsel, (umbrellas) © Alamy, photographer Dominic Burke, (Beatles) ©
by William Maxwell. Used by permission of Alfred A. Knopl, a division of Random Getty Images/Hulton Archrve/CBS Photo Archive, (cup of tea)© Alamy/Foodfolio; p.23
House, Inc. and also from SO Long, See You Tomorrow by William Maxwell, published (supermarketdattng) C) Getty Images, photographer Frank Herhok:tt, p.35 (students)
by Harvill Press. Reprinted by permsslon of The Random House Group Ltd; p.43: © Getty Images/Halos, p.45 W>raham Lincoln) e The Art Archive/CulverPictures,
adapted extract from 'Blue skies' by Corid Stewart in True Tolesof AmericanLife (John F. Kennedy! e Getty Images/HultonArchive/Keystone;p.47 {tango dancers) ©
edited by Paul Auster. Reprinted with permission of Corki Stewart; p.44: extract from Alamy, photographer Carolinede Bertodano, (tuba playerl © Alamy, photographer
Beyond Numeracy:An uncommon dictionary of mothemotlcsby J A Paulos Jell Greenberg, {cheO © Getty Images, photographer Manfred Rutz, {artist)© Getty
published by Vlking 1991, Penguin 1991. Copynght©John Allen Paulos, 1991. Images, photographer Jerry Driendl; p.84 (familyof four)© Punchstock/Photodisc
Reproduced by permission of Penguin Books ltd; p.48: extract from 'Will "Gecko Red, (family of two) © Getty Images, photographer Alain Oaussin; p 87 (Kenya) ©
Tape• Let Humans Climb Walls>• by John Roach, pobhshed Notionol GeographicNews Alamy, photographer Tina Manley, (Japan) © Getty Images, photographer Eri Morita,
(2 June 2003) with permission of National Geographic Image Collection; p.56: extract (Mexico) © Still Pictures, photographerMark Edwards, (America) © Getty Images,
from 'Poll uncovers friendship secrets', with permission of BBC Newsr(!und, photographer Larry Dale Gordon; p.95 (kayak)© Getty Images/Kerrick James
http}/news bbc.co.uk/cbbcnews· p.78: extract from 'Online fraud cases triple' by Photography; p. 97 (David Blainel C) Rex Features; p. I 00 (celebrities)©
Steve Pardo, published The Detro,t News (7 December 20031 Repnnted with Punchstock/Dtg,talVision, {family) C) Getty Images, photographer Bntt Erlanson,
permission from The Detroit News; p.81: extract from 'Workers seek to opt out as {backpackers) © Alamy/StockConnection, photographer Michael OeYoung, (beach) ~
stress levels rise• published Guardian Unlimited (3 October 2003). Reprinted with Alamy/lmageState/royalty·free; p.106 (ski instructor)© Alamy, photographer Graham
permission from the Press Association: extract from ••stay on to 70" call grows• by Lawrence, (teacher) © Punchstock/Photodlsc Red; p.109 (neighbours) © Getty
Jill Treanor, published Guord,onUnlimited (7 OCtober 2002), Copyright Guardian Images. photographer Michael Helnsen, (pohceman)© Getty Images, photographer
Newspapers Limited 2002, extract from 'We pass like ships In the night' by Polly Peter Dazeley, (shop) c, Getty Images, photographer Barbara Maurer. p.112 (block of
Ghazi, published Guardian Unhmlted (25 September 2002) Reprinted with Oats) C> Alamy, photographer J1ri Rezac, (Vlllage) C> Alamy, photographer David Martyn
permission from Polly Ghazi; extract from •Job shares boost morale, but only In Hughes, p t 19 (busy road)© Alamy, photographer Jeff Morgan
private sector' by Jeevan vasagar, published Guardian Unl1m1ted (27 May 2002), Illustrations: Mark Duffin (p.SO, p.79, p 118); Tim Kahane (p.31, p.65); Paul Mccaffery
Copyright Guardian Newspapers Limited 2002, extract from "Presenteeisrn" plagues (p.19, p.25, p.41, p 43, p.62), Peter R1chardsoo (p 15, p 27, p.53, p.S9, p.109).
firms' published CBSNEWS com (22 Apnl 2004) Reprinted with permission; extract
from 'Finished at fifty' by Isabel Hilton, published Guord,on Unl,mlted (7 January Text design: Hardlines, Fenlock Court, Long Hanborough, Oxfordshire
1999). Reprinted with perm1Sst0n of tsabet Hilton; extract from 'Workers• playtime'
by Irene Krechowlecka, published Guard/on Unlimited ( t 8 May 2004). Copyright Page make-up: Kamae Design, Worton Farm, Casslngton, Oxfordshire
Guardian Newspapers Limited 2004: p. 82 extract from 'Money quiz "Are you a Cover Illustration: Tim Kahane
workahohc?*' published Guardian Unhm1ted Copynght Guardian Newspapers
Limited 2005; p 85: adapted from the results of a research project from a United The publisher has used its best endeavours to ensure that the URLs for external
States university website, p 89 extract from www oxfam Pl'.i uk and Oxfam logo is websites referred to m this book are correct and active at the time of going to press.
reproduced with the permission of Oxfam GB. Oxfam House, John Smith Drive, However, the publisher has no responslbflity for the websites and can make no
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139
 Z 392A34858a

Advanced Skills is a lively collection of photocopiable

activities for advanced-level students. The book is
divided by skill into four sections. Each section has nine
units on the same nine topic areas. While not specifically
written as exam practice material, the book includes
many tasks similar to those that students encounter in
the main Cambridge exams (CAE, CPE, IELTS).

• Advanced Skills is organised around carefully

selected topics so that the activities can be slotted
into any lesson and used alongside any coursebook.
• All units integrate other skill areas while practising
one key skill, preparing students for effective
communication in everyday life.
• The book contains authentic material and realistic
tasks that will engage and motivate students.
• Each unit lasts approximately 60 minutes and
contains one to three photocopiable pages for
students, together with a page of step-by-step
teacher's notes to guide the busy teacher through
the activity.
• The material offers teachers an original approach to
nine familiar topics.

Also available:

- Ii;.::'
1~
f - 'I

ISBN·ll 9780 521 559799 ISBN·13 978 0 S21 774369 IS8t/.13:9780 521 614030 15BN·l3; 9780 521604994
ISBN·10:0 521 559790 15BN·IO O 521 774365 IS8N·l0; 0 521 61403 I ISBN·IO· 0 521 604990