Advanced 2

Advanced 2
English
Discoveries
HANDOUTS
English Discoveries
Advanced 2
Handouts
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Handout
1
Unit 1 Get To Know Your Classmates
a. Think of questions about the topics listed and write your questions in the spaces provided.
Walk around the class interviewing your classmates. Ask three people the same question.
Fill in their names and their answers. Then move on to the next topic.
For example: languages: How many languages do you speak?
What is your mother tongue?
ASK ABOUT COLLECT ANSWERS FROM 3 PEOPLE

1. languages Name: Name: Name:
2. learning English Name: Name: Name:
3. hobbies Name: Name: Name:
4. skills or abilities Name: Name: Name:
5. travels Name: Name: Name:
6. habits Name: Name: Name:
b. Choose a partner. Compare your questions. Share the information you have collected about
your classmates.
From English Discoveries Online – Advanced 2 © 2009 Edusoft

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Handout
2
Unit 1 Would You Tell The Truth?
a. Tick the box that reflects your opinion. Interview a partner and explain your answers to
each other.
The Dilemma Would you tell the truth?

Definitely Depending on Never
circumstances
1. A colleague at work asks you how much you earn.
2. You have an adopted child. He asks you why he

doesn't look like anyone in the family.
3. You are at a family dinner. You know that your political

views are different IURP those of your relatives.
4. You have been married and divorced twice. You are on

a first date with someone.
5. Your daughter brings her boyfriend to dinner. You are

not impressed with him.
6. You have won the lottery and now have a million dollars
in the bank. Your friends and relatives ask you what
your plans are for the coming year.
7. You met your spouse through a dating agency. Your

teenage son asks you how you met.
8. You are a doctor and have discovered that your patient

has an incurable disease.
9. Your friend is about to buy something that looks awful

on him/her.
b. Join another pair and discuss your answers.

Handout
3
Unit 1 Help!
GROUP WORK
a. To whom should these people turn for help?
1. “I can't get the car started. It's 8 o'clock and I have to be at work soon.”
2. “The water in the kitchen sink is not draining out.”
3. “My girlfriend has left me and I'm depressed.”
4. “My five-year-old daughter is afraid to go to kindergarten.”
5. “I don't have enough money to fix up my house. It's in terrible shape.”
6. “I can't get into any of my clothes. I hate being this fat.”
b. Now make a list of problem situations that people in your group have experienced. Next to
each one write the type of person they went to. Then add a description of how the person
helped.
Here are some expressions for describing problem situations:
I couldn't… I had to... but…

I didn't know how to… I was supposed to… but…
I was afraid to… I wanted to…
Describe the situation in which

Whom did you ask for help? Did they help you? How?
you needed help

Handout
4
Unit 1 The Perfect Person
Work in a group. Choose two people from the list below.
List the qualities you would like to find in each. Choose the qualities from the word bank and
add your own. Try to reach a consensus and decide on the five most important qualities for
each person.
a therapist: 1. a teacher: 1.
2. 2.
3. 3.
4. 4.
5. 5.
a doctor: 1. a spouse: 1.
2. 2.
3. 3.
4. 4.
5. 5.
a parent: 1. a friend: 1.
2. 2.
3. 3.
4. 4.
5. 5.
Qualities
a good listener • ambitious • can explain things • caring • considerate • easy-going
efficient • experienced • flexible • funny • generous • hard-working • honest
intelligent • kind • knows how to keep a secret • loving • patient • professional
reliable • shy • spontaneous • sympathetic • trustworthy • well-organized

Handout
5
Unit 1 What Do You Think Of…?
Work in pairs. Choose one of the situations described below. Role-play a dialogue in which
one person asks for an opinion and the other reacts.
Situations to choose from:

1. a husband and wife looking at houses to buy
2. two friends discussing which restaurant to go to
3. two friends trying to choose where to go on vacation
4. a parent and child talking about what to do on a summer day
5. two teenagers talking about which school to go to
Functions and expressions to use:

asking for an opinion: How about… What do you think of…
reacting negatively: That's the last …, I wouldn't …, I'd never...
reacting with indifference: I guess…, It doesn't matter…, To tell you the truth - I couldn't care less...
reacting positively: That's very nice... It matters a lot…
criticism: You're not being…, Couldn't you …?

Handout
6
Unit 2 Causes and Effects
GROUP WORK
a. In the RELATED IDEAS box, find pairs of words that are related by cause or effect. Write
a sentence for each pair, using verbs from the CAUSE-EFFECT box. Appoint one person
to write the sentences.
For example: Speeding causes road accidents.

Many road accidents result from speeding.
RELATED IDEAS
mosquito biteswwwdrunkennesswwwcompetition
speedingwww overworkwwwpsychological stress
malariawwwroad accidentswwwsmoking
too much alcoholwwwovereatingwwwresentment
illnesswwwbreathing problemswwwoverweightwwwhigh achievement
CAUSE-EFFECT VERBS
Cause Û Effect Effect Û Cause
cause are caused by

result in result from
bring about is/are a result of
come from
derive from
stem from
b. Join another group. Read your sentences aloud and challenge the other group to convert
them from cause Û effect to effect Û cause, and vice versa.
For example:
Lack of sleep can cause confusion. Û Confusion can stem from lack of sleep.
Confusion can stem from lack of sleep. Û Lack of sleep can cause confusion.


Handout
7
Unit 2 Persuade Me!
STUDENT A
Work with a partner. Together, write a list of advantages or reasons for choosing each of
these careers. Then join Pair B and persuade them to choose one of the careers.
CAREER ADVANTAGES
Accountant
Bank manager
Stockbroker
Advertising executive


Handout
7
Unit 2 Persuade Me!
STUDENT B
Work with a partner. Together write a list of disadvantages or reasons for NOT choosing each
of these careers. Then join Pair A. When they try to persuade you to follow one of the careers,
give them counter-arguments.
CAREER DISADVANTAGES
Accountant
Bank manager
Stockbroker
Advertising executive


Handout
8
Unit 2 Tell Me About Your Work
a. Work with a partner. Prepare a set of questions to use in interviewing someone about his/her
work. Write one or more questions about each topic.
Ask about Write your questions Write the interviewee's answers
the kind of work they do
reasons for choosing that work
job responsibilities
education, experience, skills

needed
length of time in that work/job
things they like about their work
things they don't like about their

work
job security
job benefits
relations with people at work
plans for the future
b. Join another 2 pairs. One person volunteers to become the interviewee. The other five
people become interviewers, asking the questions they prepared or any others that come to
mind.


Handout
9
Unit 2 Which One Should We Hire?
GROUP WORK
You are the owners of a small advertising firm. You are interested in hiring a new office
manager to replace someone who has been fired. You are meeting in order to decide which
of the candidates below to choose. Discuss the pros and cons of each candidate, listen to
one another's opinions, and try to persuade your colleagues to agree with your choice. In
the end, the group must reach a consensus about which person to hire. Be prepared to
present and justify your group’s choice.
The ideal candidate will:

- be energetic, hard-working, efficient, well-organized
- be willing to learn the company's procedures
- be interested in challenges and in initiating change
- want monetary reward but be willing to wait until his/her worth is proven
- understand that salary depends on experience and success at the job
- have experience in managing people and a record of good personal relations
- be ambitious and self-confident
- be willing to travel and work abroad
The candidates:
Ms. Ventura (Sandra) has extensive experience in office management. She has worked for the same
publishing company for the last 20 years, working her way up from receptionist to secretary to office manager.
She now wants to work in a new environment. She is 50 years old, in good health and has a record of knowing
how to handle people firmly but with patience. Her children have left home to go to college and she is
divorced. She is looking for a secure future and tends to be conservative in her approach to things. In her
interview, she came across as pleasant, communicative and confident.
Mr. Branson (Stephen) is a 30-year-old computer programmer. He wants to leave his present job because he
wants work that brings him more into contact with people. He is proficient in a wide range of computer
applications used in offices today and has tutored fellow workers in their use. He would like to develop a whole
new computerized office system and spends a lot of his free time working on this. Stephen does not have
much experience, because of his age. However, he realizes that he has a lot to learn and is interested in
gaining experience on the job. In his interview, he asked pertinent questions and showed interest in the
company's history and clientele.
Mr. Shannon (Simon) (35 years old) has just returned from two years of working for the UN in South America,
as head of a survey team collecting information about medical services in Colombia. He was personally
responsible for hiring, training, and managing a staff of five. In addition, he was responsible for editing the
team's report, which was written by various members of the team. He has recently married and is interested in
settling down in one place. His aim is to join a young firm with good prospects for promotion and a good
salary. He is prepared to work hard, believes that there is room for only the best people in a small firm, and is
confident that he is one of the best. In the interview, Simon answered questions with ease and displayed
interest in the company's approach to advertising.


Handout
10
Unit 2 Write A Resume (CV)
Work with a partner. Interview each other in order to complete your partner's resume.
(Note: The information you give does not need to be accurate or true.)
RESUME
Personal Details
Name
Address
Telephone
e-mail
Education (Start with the latest; list degrees, institutions and dates.)
Work Experience (Start with the present; list places of work and dates.)
Career Goals


Handout
11
Unit 3 Same Preferences: Board Game
a. Work individually and circle your preference for each topic.
b. Sit in groups of 3 or 4 around the board game. Take turns throwing the dice and moving
your marker around the board. When you land on a square, turn to someone in the group
and ask a preference question about the choices shown.
For example: If you could choose, would you rather take a vacation abroad or in the country?
If the person makes the same choice you have made, give him/her the dice. If not, take
another turn, till you find someone who has a preference that is the same as yours.
à
Start here a movie? abroad?
ENTERTAINMENT VACATION
a concert? in the country?
wine? a steak dinner?
DRINK PREFERENCES FOOD
orange juice? a green salad?
philosophy? an actor? a jeep?
STUDIES PROFESSION VEHICLES
psychology? a musician? a convertible?


Handout
12
Unit 3 For and Against
Work with a partner. Choose one of the proposals listed below.
Discuss arguments for and against the proposal. List your arguments and be prepared to
present them.
1. Smoking should be banned from all public places.

2. Limitations should be put on TV violence.
3. Violent videos should be banned from the market.
4. Driver’s licenses should be restricted to people over 25.
5. English as a foreign language should be taught from grade one in schools everywhere.
Proposal:
Arguments for Arguments against


Handout
13 Your Own Call-In Show

Unit 3
GROUP WORK
Work in groups of 3 or 4. Your task is to create your own radio call-in show and then to role-
play the actual show. Follow the guidelines.
a. Describe your show in general.
Type of show: radio call-in
Name:
Station:
Broadcast time:
Target audience:
Type of topics/issues it deals with:
b. Prepare to role-play 5 minutes of today's show.
• Choose an issue for today's show.
• Choose a role.
Host - introduces the show, explains the issue, asks for opinions, greets callers, asks for comments.
Callers - voice opinions, comment on each other’s opinions (agree, disagree, etc.).
• Be prepared to present your show to the class.


Handout
14
Unit 3 Learn About One Another: A Board Activity
Work in groups of 3 or 4. Sit around the board. Take turns throwing the dice and moving
your marker around the board. When you land on a square, you can either answer the
question yourself or challenge someone else to respond. Whoever responds must say what
he/she would or wouldn't do in this situation and explain why. When you finish, discuss what
you have learned about one another.
1 2 3
If a friend encouraged you If you won the lottery If a friend asked you to lie
to buy a lottery ticket, (a million dollars) and a for him/her, would you
despite your lack of close friend asked you to agree?
interest, and then you won help him/her buy
the first prize, what would something he/she
you do? desperately needed, would
you? Why or why not?
8 4
If you could acquire the If you found out that a
ability to know what your friend was gossiping about
friends really thought of
you, would you want it?
FRIENDS you behind your back,
what would you do?
Why or why not?
7 6 5
Would you accept a job If you and a close friend If you were having
(exciting, fulfilling, high were both candidates for difficulty in an important
salary) if you were not the same job, would you test and believed you could
allowed to tell any of your compete against him/her? safely cheat by copying
family or friends about it? from a friend,
would you do so?


Handout
15
Unit 3 Collect the Complaints
Walk around the room, talking to as many people as you can. For each topic, find one
complaint. Write the person's name and his/her complaint. The person who fills in all the
boxes first is the winner.
Topic Name Complaint

your building or neighborhood
your boss
TV commercials
the garbage collection
your colleagues at work
teenagers
public parks in your city
a friend
the education system
the supermarket you use
taxi drivers
teachers
the news
supervisors
doctors
Try to use as many different expressions of complaint as possible.

For example:
It annoys me when…
What really bothers me about … is...
It upsets me to see...
It makes me angry to...
I would expect...


Handout
16
Unit 4 Cartoons and Captions
STUDENT A
You have three cartoons. Describe them one by one to Student B, using “There is/are.”
Student B will listen to you and try to find a caption from his/her list to match the cartoon
you describe.
a.
b.
c.


Handout
16
Unit 4 Cartoons and Captions
STUDENT B
Your partner will describe three cartoons. Choose a caption for each cartoon from the list
below. Then check to see if the caption really matches the cartoon.
Mark the captions that you did not use. Take turns to describe cartoons that could match
them. Use “There is / There are” in your descriptions.
Is there a doctor in the house?

Is there any sugar in it?
There seems What is there to eat?

to be a bit of
a problem No problem –
here. where there's
a will, there's
a way.
Is there a problem with the house?
There's only one left. Who wants it?

Why is there
never anything in
the fridge?
Is there anything else you want, sir?


Handout
17
Unit 4 Advertise It
Group Work
Work in a group to create your own radio commercial.
1. Decide on the product or service you are going to advertise.

What is it?
What is it for?
Who is it for?
If it is a product, give it a name.
Who is offering it? (name of company)
2. Create a half-minute radio commercial for the product or service.

Ask a series of rhetorical questions to make the listener believe he/she needs it.
Say what your service or product can do for the listener.
Tell the listeners how to get it – whom to contact, where to buy it, etc.
Encourage the listeners not to wait too long.
3. Practice presenting your commercial. Give everyone in the group a part to read or say.


Handout
18
Unit 4 Office Alphabet
Group Work
Work with your teammates. Your task is to collect words for items that can be found in an
office. Try to find a word for each letter of the alphabet. You may use a dictionary. Appoint
one person to write down the words you suggest. The team that finds the most words in 10
minutes wins the game.
a n
b o
c p
d q
e r
f s
g t
h u
i v
j w
k x
l y
m z


Handout
19
Unit 4 Pros and Cons
Work with a partner. List all the advantages and disadvantages of working from home. Then
count the number of arguments in each list. What is your conclusion? Discuss the
advantages and disadvantages with other pairs. What is the majority opinion?
Advantages Disadvantages


Handout
20
Unit 4 Job Satisfaction Questionnaire
In pairs, interview each another. Ask questions about each topic listed and answer by
giving a rating. At the end, sum up your conclusions about your job satisfaction.
WORK LOAD
light heavy
1wwwwwwwwwwwwwww2wwwwwwwwwwwwwww3wwwwwwwwwwwwwww4wwwwwwwwwwwwwww5
INTEREST
boring fascinating
OPPORTUNITY FOR ADVANCEMENT

none assured
WORK RELATIONS
terrible excellent
SALARY
very low appropriate to job
RESPONSIBILITIES
few many
CHALLENGE
none very high
BENEFITS
none excellent
1 2 3 4 5
GENERAL JOB SATISFACTION

completely dissatisfied very satisfied


Handout
21
Unit 5 Tell It All
a. Work with a partner. Interview each other in order to discover something about
each topic listed below. Write the information you collect in the spaces provided.
b. Join another pair and compare what you have discovered about one another.
Tell about something…
you hate doing
you love doing
you are afraid to do
you are proud of having done
you have never done
you would never do
you don't know how to make
you are an expert at making
you want to learn to make
you are proud of having made
you aren't interested in making
you are afraid to make


Handout
22
Unit 5 What's Your Problem?
Group Work
Work in groups of 4 or 5. Appoint a group leader and a group secretary. The group
leader's task is to get group members to tell stories. The secretary's task is to take
notes. Tell stories about problems that you or someone else have had. You can even
make up a story.
Type of
Story notes Storyteller
problem


Handout
23
Unit 5 Personality Test
STUDENT A
a. Interview your partner (Student B) to find out how he/she reacts to these problems.
1. When you are down in the dumps, do you:

i. cut off all contact with people?
ii. stay home but talk to friends on the phone?
iii. go out on the town with friends?
2. When you have a serious problem, do you:
i. keep the problem to yourself?
ii. talk about it to a close person?
iii. go see a therapist?
3. When you are under stress, do you:
i. cry and lose your temper?
ii. find it hard to concentrate?
iii. work more efficiently?
4. When a friend is in need, how do you react?
i. You feel sorry for your friend but do nothing.
ii. You listen to your friend and offer advice.
iii. You make yourself available to help your friend.
b. In very general terms, tell your partner what his/her answers indicate. Choose
appropriate words from the following list and add any of your own.
dependent • generous • helpful • independent • introverted • jealous • loyal • moody • practical

• secretive • selfish • sensitive • stubborn • sympathetic
You are
c. Does your partner agree with your assessment?


Handout
23
Unit 5 Personality Test
STUDENT B
a. Interview your partner (Student A) to find out how he/she reacts to these problems.
1. How often do you confide in a close friend?

i. never
ii. only if I can't solve a problem by myself
iii. all the time
2. When you have to make a major decision, do you:
i. mull it over in your own head?
ii. talk to as many people as possible?
iii. discuss it with one or two people?
3. If someone is disloyal to you, do you:
i. feel ashamed and keep it to yourself?
ii. tell only close friends about it?
iii. tell everyone about it and then feel better?
4. If a close friend is in trouble, do you:
i. sympathize but go on with your own business?
ii. listen to your friend's problems?
iii. spend a lot of time helping your friend?
b. In very general terms, tell your partner what his/her answers indicate. Choose
appropriate words from the following list and add any of your own.
dependent • generous • helpful • independent • introverted • jealous • loyal • moody • practical

• secretive • selfish • sensitive • stubborn • sympathetic
You are
c. Does your partner agree with your assessment?


Handout
24
Unit 5 Problem Partners
a. Describe problems that you have in THREE of the categories listed below.
b. Walk around the room and find other people who have similar problems. When you have
found someone who shares a problem with you, fill in that person's name and discuss
your problem with that person.
CATEGORY YOUR PROBLEM PARTNER'S PROBLEM

PERSONALITY
(jealousy, temper, stubbornness, willpower)
HABITS
(lateness, putting things off)
PHOBIAS
(fear of flying, heights)
RELATIONSHIPS
(with children, parents, life partners,
colleagues, teachers, neighbors, friends)
WORK
(promotion, salary, work conditions,
influence, accepting guidance)
FINANCIAL
(debts, expenses, bad credit)
MENTAL
(learning difficulties, memory, understanding,
analyzing)
SOCIAL
(too many or too few friends and
acquaintances, no privacy, social
obligations)
OTHER


Handout
25
Unit 5 Pick a Book
STUDENT A
You have descriptions of people with problems. Student B has a catalogue of books for
helping people. Describe the problems to student B and ask him/her to recommend suitable
books.
Mark and Gayle are parents of four Monica and Charles are about to
children, all under the age of ten. become parents. They want to have
They feel generally overwhelmed something to turn to when the
with the task of parenting. problems crop up.
Rita is a teacher who is David and Clare have a large family

contemplating leaving the profession ranging from ages two to eighteen.
because she can't control her large They are having trouble getting the
class of 8-year-olds. older children to cooperate and help
with the chores. Since Clare has
recently lost her job, they are also
looking for ways to budget better.
Nora isn't doing well in school. Her
parents have grounded her for the
whole semester and she is looking
for a way out of the situation. Diane is a high-school teacher
dealing with troubled teens on a
daily basis. She would like to help
some of her students who are in
constant conflict at home and is
Ben's parents are worried about his
looking for something to recommend
screaming and generally
to them.
uncontrolled behavior. He is only
two, but they think they should get
help now.


Handout
25
Unit 5 Pick a Book
STUDENT B
You have a catalogue of books for helping people. Student A wil describe people with
problems. Recommend a suitable book for each problem.
CHEAPER BY THE DOZEN PERFECT PARENTING

by Ben and Natalie Zachs A dictionary of 1,000 parenting tips
Parents of a large family share their by Don Masters
secrets of successful parenting and An effective guide to disciplining young
successful budgeting. children, covering parents' most-often-
Catalogue # 3344 asked questions and helping them find
the answers they need.
Catalogue # 2020
BECAUSE KIDS DON'T COME WITH
INSTRUCTIONS
by Melanie Bazarte
Focusing on three keys to successful
WHY THEY MISBEHAVE
family life: unconditional love, good
by Nigel Edmunds
management habits, and a sense of
Tested methods for dealing with a range
humor, this book discusses positive
of behavior problems common to
language, limit-setting, choice-giving, and
toddlers and preschoolers are presented
power-balancing. Full of tips for use with
here. Explores everything from tantrums
children of all ages.
and bad language to stealing and
Catalogue # 477
bragging.
Catalogue # 8889
DON'T GIVE UP TILL YOU'VE READ THIS
by Pat Monarch SO YOU'RE HAVING PARENT
An encouraging narrative of a young PROBLEMS
teacher's experiences during two years of by Neil Langham
ups and downs and the insights she An easy-to-read guide for young people
gained. Useful practical advice. unable to cope with their parents'
Catalogue # 5990 management style and looking for ways
to remain independent while avoiding
conflict. A must for troubled teens.
Catalogue # 2121


Handout
26
Unit 6 I Have a Problem
a. With a partner, choose one of the following situations. Work together to write a dialogue
in which one person asks the other for a favor and the other responds. Use “will” and
“would” to express requests, willingness and conditions.
1. NEIGHBORS
You are both neighbors in the same building. Neighbor A is doing renovations and the noise and dust
are beginning to bother neighbor B. B complains, describes the problem, and asks that something be
done about it. A claims nothing can be done. B politely asks about the duration of the renovations.
When B finds out it will take two more months, he/she asks if A is willing to get the workers to make
less noise and clean up after themselves. A isn't willing to make the effort.
2. AT SCHOOL
One of you is a parent and the other is a teacher. The parent has a child (or teenager) who came
home with a bad report. The parent speaks to the teacher and asks for a meeting. At this meeting,
the teacher complains about the child. The parent wants the teacher to pay more attention to the
child. The teacher agrees, provided that the parent makes sure the child attends classes and does
homework regularly. The parent agrees to try.
3. AT THE BANK
One of you is a bank manager and the other is a bank client. The client wants the bank manager to
authorize a loan for buying a car. At first the bank manager isn't willing. The client asks about
conditions for getting a loan. The manager explains under what conditions he would approve the
loan (regular salary, guarantors). The customer proves he has a regular salary and then promises to
bring guarantors. The manager agrees to approve the loan the moment the guarantors sign.
b. Decide which roles you and your partner will take. Then practice your dialogue with your
partner.


Handout
27 What For?
Unit 6
Work with a partner. Your task is to tell each other about things you have done or plan to do
and then to discuss your purposes/reasons. A tells B about something he/she did or plans to
do and B questions A's purpose or reason for doing it. A explains the purpose.
Switch roles so that each of you gets a chance to tell and explain. Use connectors of purpose,
reason, and condition.
For example:
A: I've decided not to take a vacation this summer.
B: Why?
A: So I can take a longer vacation in the winter.
A: I got a dog last year.

B: Why did you do that?
A: In order to force myself to walk more. / I knew that if I had a dog, I'd get more exercise.
Sample topics for discussion

Leaving your job
Switching professions, careers, or courses of study
Selling your home
Moving to a new place
Taking your child out of a particular school
Upgrading your computer
Changing the furniture
Renovating your home
Getting a dog
Switching to another bank
Taking your money out of a savings plan
Taking out extra medical insurance
Buying a TV for the bedroom
Buying a subscription to a concert series or to a cinema club


Handout
28
Unit 6 Storytime
STUDENT A
Work with Student B.

a. Read each story aloud and ask Student B to find a suitable proverb for it.
b. Listen to the stories that Student B reads to you and find a suitable proverb for each one.
STORIES
A hungry fox tried to reach some fruit which he saw hanging very high up in a tree.
When he couldn't reach it, he went off and comforted himself by saying: “It wasn't ripe anyway.”
A wolf made fun of a lioness because the lioness never had more than one baby cub.
The lioness replied haughtily: “Yes, that's true. Only one, but a lion.”
A lion was just about to eat a rabbit that he had caught when he saw a deer go by.
So he left the rabbit and ran after the deer. After a long chase, the lion found that he
could not catch the deer, but when he went back to get the rabbit, he found that it too
had run away.
Proverbs
• Slow and steady wins the race.

• Look before you leap.
• The pot calls the kettle black.


Handout
28
Unit 6 Storytime
STUDENT B
Work with Student A.

a. Listen to the stories that Student A reads to you and find a suitable proverb for each one.
b. Read each story aloud and ask Student A to find a suitable proverb for it.
Proverbs
• Sour grapes
• A bird in the hand is worth two in the bush.
• It’s quality not quantity that counts.
STORIES
A wolf was carrying a sheep, which he had lifted from a flock, when a lion met him
and took the sheep from him. The wolf was indignant, saying: “You have no right to
take away my property.”
“I suppose you came by it rightfully, of course,” replied the lion, sarcastically.
Then he added: “No doubt you got it from a friend.”
A turtle and a rabbit had an argument over who was faster, so they decided to have
a race. The rabbit was so confident that he didn't even bother about the race
and went to sleep by the wayside. Meanwhile the turtle, conscious of his weakness,
crawled along without stopping, until he passed the rabbit and won the race.
A thirsty bird saw a jug of water in a picture. Mistaking it for a real jug, she flew at it
with all her strength. The result was that she dashed herself against the picture, fell to the
ground and was caught by a hunter passing by.


Handout
29
Unit 6 You and Animals
Conduct a survey of your classmates' attitudes toward animals.
Find out what they feel and believe. Ask each person one question.
Ask them to support their opinions with facts or anecdotes.
What do you think? Agree Not sure Disagree Support Name
Having a pet animal helps you

stay healthy.
Animals have feelings.
We shouldn't use animals for

medical experiments.
Cats are not as loyal as dogs.
Dogs are man's best friends.
It's important to give shelter to

animals in distress.
We can learn a lot from animals.
Caring for animals is an important

part of a child's education.
People who live alone should

have pets.


Handout
30
Unit 6 Family Tales
Group Work
In each group, appoint a group leader and a secretary. The task of the group leader is to get
each person to tell a story that they heard within the family. The group leader asks questions
according to the form below. The task of the secretary is to fill out the form with brief
information about each story told.
When and from What is its To whom have

Who or what is
Storyteller whom did you importance in you passed it
it about?
hear it? the family? on?


Handout
31
Unit 7 Find Someone Who…
Walk around the class speaking to your classmates. Find someone to fit each criterion.
Write the person's name.
Find someone who… Name
began to work before the age of 16.
has had the same job all his/her life.
has a pension plan at work.
has excellent fringe benefits attached to her/his job.
has changed jobs more than three times.
has changed professions.
has taken a retraining course sponsored by the

government.
has never been unemployed.
has collected unemployment insurance.


Handout
32
Unit 7 The Unemployment Game
Group Work
Take turns throwing the dice and moving around the board. If you land on squares 4, 7 or 10,
which show you made an effort to get a job, take an extra turn. The winner is the first one to
land on square 12.
1 2 3 4
START Go to the
unemployment office.
Collect
unemployment
Register for job
retraining.
Your boss has fired insurance for 6
you. You are now months.
unemployed.
12 5
CONGRATULATIONS!! Get accepted into a
retraining program.
YOU GOT A JOB.
11 6
Go for a job Get rejected by a
interview. retraining program
(because it is too full).
10 9 8 7
Take a course in how Write a resume. Fail a retraining Pass a retraining
to find a job. course. course.


Handout
33
Unit 7 The Tax Man
Pair Work
Student A is a representative of the government tax office, whose job is to collect

information about people’s earnings and expenses. Student A asks the questions on the
form. Student B (the interviewee) pretends to be a wealthy business person and makes up
suitable answers. When you finish, decide if the interviewee should pay a high tax or a
reduced tax, depending on his/her expenses.
Earnings Tax-deductible expenses
Do you have any dependents (wife, children,

What is your monthly income?
old parents, etc.)?
Did you get a bonus this year? Do you have any insurance policies?
Do you work as a consultant from time to Do you have a car? How much does it cost
time? each month?
How much money do you have in your saving

What are your office expenses?
account?
Have you inherited any money this year? How large a staff do you employ?
What expenses does the company pay for? Do you go abroad on business?
Do you own any failing businesses? Do you entertain guests from abroad?
Do you have any other income (rent from Do you have any other tax deductible
property, etc.)? expenses?


Handout
34
Unit 7 Sorry, but…
a. Work with a partner. Choose one of the situations described below and role-play a
conversation between the two people. One of you needs to say something but feels
uncomfortable about saying it. The other reacts positively or negatively to the complaint.
b. Choose another situation, but switch roles, so that you are now playing the other person.
Here are some expressions you may want to use:
Complaints Responses
Pardon me for … That's all right.
Excuse me, but … You're absolutely right.
Sorry for … Thank you for correcting/reminding me.
Sorry about … I didn't realize …
I don't want to …, but ... Oh, really?
I don't quite know how to put this. What do you mean?
I believe/think … I think you're making a mistake.
It seems to me that ... How could you say something like that?
Situations
• Someone has forgotten to return money that you lent to him/her.
• Your child's teacher, who is a close friend of yours, has insulted your child.
• You lent someone a book a long time ago and he/she hasn't returned it.
• Your boss promised you a bonus, but never gave it to you.
• You suspect that your employee has taken something from the office.
• You have bought something that isn't working properly.
• Your colleague has taken credit for a job you both did together.
• Your boss has published a paper/article that you helped write and has not
acknowledged your contribution.
• Your employer promised to provide you with a pension plan, but has
neglected to do anything about it.


Handout
35
Unit 7 Write the Commercial
Group Work
Choose one of these products and create a radio commercial for it. To sell the product,
describe it in detail. Give information about the following:
- what it is
- what it looks like
- what it can be used for
- what kind of people will like it
- how it will make the buyer feel


Handout
36
Unit 8 Being a Model
a. What qualities does a young woman need in order to become a fashion model? Write the
five qualities you think are the most important. Choose from the list below or add your own.
must have must be

classic beauty tall
exotic good looks photogenic
long, thick hair intelligent
sparkling personality patient
great smile ambitious
straight white teeth long-legged
high cheekbones motivated
lithe body thin
charm graceful
endurance sexy
tanned
1.
2.
3.
4.
5.
b. Present your choices to the other members of the group. Give reasons or examples to
support the qualities you chose. Listen to the choices made by others.
c. Collaborate to create a group list of the five most important qualities a model must have.


Handout
37
Unit 8 Fashion Facts
STUDENT A
Work in pairs. Read these fashion facts. Prepare questions about them and quiz your partner.
Your partner will then quiz you. Each student gets two points for each correct answer. The one
with the most points wins.
1. The man who made jeans popular in America was Levi Strauss, an immigrant tailor who worked in
California during the California gold rush. He invented the idea of using metal pins to strengthen
workmen's trousers made of denim.
Your questions:
2. 1907 was the year when the word “brassiere” was first reported in an American copy of “Vogue”
magazine.
Your questions:
3. Stockings died as a fashion accessory in the mid-1960s. They were replaced by pantyhose, known also
as tights, to accommodate the miniskirt. Stockings came back only as late as the 1990s.
Your questions:
4. In the second half of the 1960s, Britain was the center of fashion for the young. Designers like Mary
Quant exported miniskirts to America and “Time Magazine” labeled the British capital “Swinging London.”
Your questions:
5. “The New Look” was the name given to the fashion trend after World War II. It was characterized by soft
lines and long, wide skirts - a sharp change from the austere military garments of wartime.
Your questions:


Handout
37
Unit 8 Fashion Facts
STUDENT B
Work in pairs. Read these fashion facts. Prepare questions about them and quiz your partner.
Your partner will then quiz you. Each student gets two points for each correct answer. The one
with the most points wins.
1. In the 1980s, women began wearing clothes with ever widening shoulders, dressing the way men did in
order to ascend the corporate promotion ladder.
Your questions:
2. Bikinis were worn in Crete thousands of years ago. The modern version of the bikini was patented by
Louis Reard in 1946.
Your questions:
3. Young women of the twenties wore bathing suits that were figure-hugging jersey sleeveless tank suits,
ideal for the athletic figure that fashion was promoting in the 1920s.
Your questions:
4. White dresses for brides became a fashion only after Queen Victoria of England chose to wear a simple
white dress when she married Albert in the middle of the 19th century. Before that, brides just wore the
best dress they owned.
Your questions:
5. Women began to wear pants in World War II when they worked in munitions factories and were afraid
that their skirts would be caught up in the machinery. None of the women's pants at that time had
front fastening.
Your questions:


Handout
38
Unit 8 Advice Line
ROLE-PLAY
a. With your partner, role-play two telephone conversations from a radio call-in show that
offers advice to people. One of you is the host of the program and the other is looking for
help with a problem.
b. Exchange roles so that each partner has a chance to act as host.
c. Prepare to present your conversation to the class.
Choose two of the situations listed below or make up your own.

1. You are in love with two people and don't know which of them to marry.
2. You have a terrible fear of flying. It has interfered with your professional and personal life.
3. Your child has an extreme fear of dogs. Even hearing a dog barking in the distance sets off a
panic attack.
4. Your job requires you to do a lot of public speaking in front of large groups of people.
Unfortunately you are terrified every time you have to do it.
5. YouU teenage son suffers from extreme shyness. He is so shy that he cannot answer the
teachers' questions in school and is falling behind in his studies.
6. You are faced with a dilemma You must choose between two jobs. One is a high-paying but
pressured position with a hi-tech company. The other is an exciting job that demands lots of
travel but a lower salary.
7. Your teenage daughter has been “discovered” by a modeling agency and is determined to
quit school and work as a model. You don't know how to persuade her to finish her
education.


Handout
39
Unit 8 Job Interviews
ROLE-PLAY
a. With a partner, role-play job interviews. One of you is the interviewer/manager and the other
is a candidate who wants the job.
b. Exchange roles so that each partner has a chance to play each role.
c. Prepare to present your interviews to the class.
Choose from these positions and requirements, or make up your own.

• a telephone support person for an Internet company – must have good computer skills, clear speech, and
patience
• a community worker to work with teenagers – must have experience working with troubled young people
• a TV host for a game show – must be good-looking, charming, and funny
• a person to tutor individual children after school – must have patience and love children
• a housekeeper to manage a large home – must be efficient and able to handle staff and must have references
• a female model for a catalogue company, with “the girl next door” look – must have a complete portfolio of
past photographs
• a psychologist or social worker with writing experience – to write a weekly advice column for a newspaper
• a person to manage a clothing store – must be interested in fashion and good at managing others
• a cook for a busy cafeteria – must be quick but also calm


Handout
40
Unit 8 Interview a Famous Person
a. Work with a group. Your task is to prepare questions for an interview with a famous
person. Choose someone well known, either alive or dead. Compose ten questions to
ask that person and write them below.
NAME OF GUEST
INTERVIEW QUESTIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
b. Present your questions to the class without giving them the name of the person.
Can they guess who your interviewee is?
From English Online ANYTIME – Advanced 2 © 2009 Edusoft


Handout
41 Reflection
Unit 8
Name of student:
Think about the course you have just completed. How do you feel about it? Are you pleased
with your progress or are there still areas for improvement? Answer the questions below and
also add your own comments.
01. Generally speaking, do you feel your progress 06. Did you find the lessons with your teacher:
has been: - very helpful?
- very good? - quite helpful?
- quite good? - not very helpful?
- not good enough?
07. Which unit interested you most? Why?
02. In which section do you feel you have made the
most progress?
- Listening 08. Which unit interested you least? Why?
- Reading
- Speaking
- Grammar
09. Did you find the Workbook activities helpful and
03. In which section do you feel you need more interesting?
practice? - very much
- Listening - quite a lot
- Reading - not very much
- Speaking
- Grammar 10. What comments or suggestions would you like
to add about the course?
04. Did you find your way around the computer
lessons
- without any difficulty?
- with a little difficulty?
- with a lot of difficulty?
05. Did you use the student features (Community

Site, dictionary, translation)?
- some of them
- one or two of them
- none of them
From English Online ANYTIME – Advanced 2 © 2009 Edusoft


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ASK ABOUT COLLECT ANSWERS FROM 3 PEOPLE

2. learning English Name: Name: Name:

3. hobbies Name: Name: Name:

4. skills or abilities Name: Name: Name:

5. travels Name: Name: Name:

6. habits Name: Name: Name:

From English Discoveries Online – Advanced 2 © 2009 Edusoft

The Dilemma Would you tell the truth?

1. A colleague at work asks you how much you earn.

2. You have an adopted child. He asks you why he

3. You are at a family dinner. You know that your political

4. You have been married and divorced twice. You are on

5. Your daughter brings her boyfriend to dinner. You are

7. You met your spouse through a dating agency. Your

8. You are a doctor and have discovered that your patient

9. Your friend is about to buy something that looks awful

b. Join another pair and discuss your answers.

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Here are some expressions for describing problem situations:

I couldn't… I had to... but…

Describe the situation in which

From English Discoveries Online – Advanced 2 © 2009 Edusoft

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Situations to choose from:

Functions and expressions to use:

From English Discoveries Online – Advanced 2 © 2009 Edusoft

For example: Speeding causes road accidents.

speedingwww overworkwwwpsychological stress

too much alcoholwwwovereatingwwwresentment

illnesswwwbreathing problemswwwoverweightwwwhigh achievement

Cause Û Effect Effect Û Cause

cause are caused by

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Copyright © 1990-2016. Edusoft Ltd. All rights reserved.

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Copyright © 1990-2016. Edusoft Ltd. All rights reserved.

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Copyright © 1990-2016. Edusoft Ltd. All rights reserved.

Ask about Write your questions Write the interviewee's answers

the kind of work they do

reasons for choosing that work

education, experience, skills

length of time in that work/job

things they like about their work

things they don't like about their

relations with people at work

plans for the future

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Copyright © 1990-2016. Edusoft Ltd. All rights reserved.

The ideal candidate will:

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Copyright © 1990-2016. Edusoft Ltd. All rights reserved.

From English Discoveries Online – Advanced 2 © 2009 Edusoft

Copyright © 1990-2016. Edusoft Ltd. All rights reserved.

a concert? in the country?

wine? a steak dinner?

DRINK PREFERENCES FOOD

orange juice? a green salad?

philosophy? an actor? a jeep?

STUDIES PROFESSION VEHICLES

psychology? a musician? a convertible?