NEW LANGUAGE LEADER

ADVANCED

TEACHER’S NOTES INTRODUCTION

Teacher’s notes: Karen Alexander and Grant Kempton
Course authors: David Cotton, David Falvey, Simon Kent, Ian LeBeau, Gareth Rees
INTRODUCTION
FROM THE AUTHORS
Welcome to New Language Leader. In this introduction we
outline some of our ideas about the course and introduce
you to the features of the new edition. We have done our
best to create course materials that teachers and students
will enjoy using, and to enhance the new edition with
improvements and exciting new features. We very much
hope that we share with you – as teachers – a common set
of beliefs and practices, and a common sense of purpose.
Our approach
New Language Leader is an international course with a
global focus, and is aimed at citizens of the 21st century
world – people who cross (and communicate across)
national borders. We believe that students are curious
about the modern world, and that this course engages
with it. New Language Leader enables students to be better
informed and helps them understand and express their
ideas and feelings about the world. Whilst the course is
designed for anyone who appreciates a content-rich,
intelligent approach to learning, it is particularly suited
for students in universities, other higher education
institutions, and students preparing for university study
(for example, on foundation or other ‘university pathway’
courses). New Language Leader is not a course in English
for Academic Purposes: however, it contains ‘general
English with an academic flavour’ and can help students
cross the ‘bridge’ from General English to being able to
use English in a more specialised academic context.
We believe it is important to offer students stimulating
topics that engage their interest and increase their
motivation for learning. As authors, we have made use
of our diverse backgrounds, personalities and interests to
provide students with a rich variety of different topics.
Each unit contains an ‘umbrella topic’ with a different
subtopic in each lesson, allowing us to explore a range of
issues within a single topic and also to recycle vocabulary.
The intelligent approach to the topics in the course is
intended to challenge students and allow them to develop
their powers of expression and analysis – and in particular,
their critical thinking skills. New Language Leader reflects
our belief that language learning is not merely a form of
training, but should be situated in a broader educational
context. We hope that students who use the series will
not only learn English, but – through English – will also
learn interesting things about the world and about
themselves. These insights should be transferable to the
world of academic studies and employment.
New Language Leader is based on a broadly
communicative approach, with language contextualised
in texts and a task-based approach to practice and
language exploration. Pair and group work is an
important part of the learning process. The Common
European Framework and the Global Scale of English
have informed many of the speaking activities.
How language is developed
Throughout the units, there is careful development and
logical staging of new language, as well as substantial
recycling of previous language, enabling students to
move forward rapidly. The Language Reference and Extra
Practice sections consolidate and extend students’ learning,
as do the activities available on the MyEnglishLab.
The texts in New Language Leader not only provide
context for grammar and vocabulary, but also
systematically develop students’ reading and listening
skills. The reading texts are authentic or semi-authentic,
or at lower levels based on real sources, and are taken
from a variety of genres (for example, newspapers,
magazines, literature and publicity materials). Listening
skills are also developed throughout the course. Each
unit has a number of listening activities and there is a
wide variety of different listening texts (for example,
radio programmes, conversations, interviews, talks and
lectures), as well as a varied range of activity types.
There is considerable variety in the length of these
reading and listening texts: some are relatively short,
but New Language Leader also offers students an
opportunity to deal – in a supported way – with some
longer texts. Students who suddenly find themselves in
an English-speaking environment – whether in their
home country or abroad – often have difficulty with the
large quantities of spoken and written English that they
are exposed to. This course helps them to build up their
confidence in handling extended amounts of English. In
addition, many of the reading and listening exercises are
based on exam-type questions, including task types from
IELTS (International English Language Testing System)
and PTE-A (Pearson Test of English – Academic), major
global tests of English used in university entrance contexts.
There are constant opportunities throughout the course
for students to improve their speaking skills, with
speaking activities in every lesson. Students can
comment on the topics and discuss the issues that arise,
as well as talk about more personal experiences and
knowledge, through a variety of activities, such as
information gaps, personalised question and answer
activities, role plays and debates.
The Scenario lessons are an important communicative
feature of New Language Leader. Every unit includes a
Scenario lesson, devoted to extended speaking practice in
a real-life situation. Information has to be processed – and
decisions made – leading to a specific outcome. Students
are given support to carry out the task, including a
pre-task listening activity and a focus on key language.
The course contains comprehensive coverage of the key
English grammar. Grammar is contextualised and
students are encouraged to analyse and understand
grammar through an inductive approach with reference
to examples in reading and listening texts. The grammar
is practised in motivating and interesting activities. The
Language reference and Extra practice section at the back of
the book extends students’ knowledge of grammar and
provides further practice. These sections can be used in
class or for independent study at home.
Lack of vocabulary is one of the main problems many
students face. Consequently, students struggle to make
sense of texts and express themselves. Put simply, they
need more words, and this need is especially acute in a
university context, with the additional demands of
subject study. New Language Leader has a wide range of
vocabulary, contextualised in texts and recycled through
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the course. The Language Reference section now identifies
not only words taught in vocabulary activities, but other
vocabulary occurring in the course which is intended to
become part of the students’ active vocabulary.
Critical thinking, critical reading, and critical
listening
In the new edition, the skills work has been enhanced
with additional activities which focus on important
academic and career skills such as critical thinking,
critical reading, and critical listening. These are flagged
up in the Coursebook with a sub-heading in the task
instructions, in orange, identifying the skill that students
are developing: whether that is reacting authentically to
the text, identifying its genre, exploring the assumptions
made by the author, paraphrasing key ideas, offering an
alternative point of view, and so on. These activities aim
to make the students more aware as learners of the skills
they bring to texts, and also to help them learn to read
and listen – even in a foreign language – in a more
personally engaged, purposeful, and questioning way.
A high value is placed on the ability to handle texts in
this way in many academic and university contexts.
Indeed, it is sometimes the case that learners finish a
university foundation course with excellent English, but
remain unable to participate meaningfully in academic
life, because they have not developed the ability to
engage with texts in this more critical fashion. In
addition to this continual focus throughout the course,
one of the Study Skills sections (Lesson 7.5) explores the
concept of critical thinking further.
Writing skills and Study skills
Writing in English is often a student’s weakest skill. Even
with very able students, it often drags down their scores
in examinations in which they would otherwise perform
well. It is, however, an essential skill for university
students, as well as in many employment contexts. We
consider that writing is a skill in which – with a little
help – students can make significant progress. New
Language Leader has a page in every unit that is devoted
to the development of writing skills, and there are also
further writing activities throughout the course. Because
of the systematic approach to the development of writing
skills in the course, students should be able to make real
progress in their writing, and derive great satisfaction
from this. Again, there is a wide variety in the length and
type of tasks. We place considerable emphasis, even at the
lower levels, on discourse features of written English, with
frequent analysis of text models and plenty of writing
practice at both paragraph and text level. In addition, we
have included activities designed to encourage students
to be rigorous in checking their own writing.
Each unit also includes a Study Skills page, which
encourages students to be independent learners with a
high level of self-awareness. The skills that we cover in
this section are not just for students who are on
educational courses in universities, colleges and schools;
they are also transferable skills which will be useful to
students in many different contexts, including their
careers and personal lives. Study Skills are not just about
the written language and, in the new edition, three of the
Study Skills sections at each level are based on video clips
(see below).
Flexibility
Of course, we hope that your teaching context allows
you to use every page in the book! But the New Language
Leader format can lend itself to different teaching situations
and can be adapted easily depending on the length and
type of course you are teaching. Teachers are best placed
to decide on these adaptations for their own context, but
for shorter courses, you might consider setting longer
reading work, Meet the Expert video viewings, and
Writing Skills work as homework, and use classroom
time to focus more on the development of speaking
skills, including the motivating, extended Scenarios.
To conclude, we trust that you and your students will
find New Language Leader interesting, motivating and
enjoyable. We also hope that it will meet your students’
needs as well as providing something new. We welcome
your comments on the course and hope to have the
pleasure of meeting you in the future.
David Cotton, David Falvey, Simon Kent (Intermediate,
Upper Intermediate, and Advanced)
Gareth Rees, Ian Lebeau (Elementary, Pre-intermediate,
and Advanced)
COURSE DESCRIPTION
New Language Leader is a general English series for adults
and young adults. The course has a topic-based multi-
strand syllabus which includes comprehensive work on
grammar, vocabulary, pronunciation and the four skills.
A significant emphasis is placed on reading, writing and
study skills (suitable for learners in a university or
university ‘pathway’ context) as well as speaking and
listening.
New Language Leader has five levels and takes learners
from Elementary to Advanced. Each level offers 90 – 120
hours of work in the Coursebook, including the Meet the
Expert video materials.
COMPONENTS OF NEW LANGUAGE
LEADER
Coursebook
The twelve Coursebook units are divided into double-page
lessons, each with clear aims, which are designed to
make the course flexible and easy-to-use.
• Introduction lesson: in New Language Leader Advanced
the first spread is where the unit topic is presented
with core vocabulary and lexis through reading and
listening texts, and where students discuss some of
the themes of the unit and activate any previous
knowledge and vocabulary.
• Input lessons: there are two further input lessons in
each unit (Lessons 2 & 3 in each unit). Here, new
language is presented through informative texts with
a balanced mix of grammar, vocabulary,
pronunciation and skills work.
• Scenario: in the fourth lesson, learners integrate and
practise the language presented in the previous
lessons through a more extended communicative
task. This major speaking activity is carefully staged;
the Key language section gives extra support by
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 developing functional exponents. The final Task is As with all truly unscripted, authentic material, the
where students are really challenged to use English at language level of the interviews will be found
the limits of their competence and – through careful challenging by some classes, but we feel that the
preparation and post-task reflection – to become more authenticity of the interview is a powerful motivator to
proficient and confident users of the language. understanding, and the judicious use of transcripts, and
• Study and Writing Skills: the fifth lesson consists of splitting the material into shorter chunks, will help
a Study skills section, followed by Writing skills, which students who are in difficulty. The importance of
helps students to write a text in a particular genre exposure to real English speech is clear: many users of
(frequently based on a familiar academic text genre, New Language Leader will have a pressing need to
of the kind required in exams such as IELTS). understand authentic speech on academic topics, and
many others will already be familiar with authentic
At the back of the Coursebook, you will find: English-language video online.
• Language reference/Extra practice: this section
In Advanced the Meet the Expert clips are:
consists of one cross-referenced spread for each unit.
The left-hand page includes a grammar summary for Unit and lesson Description
the unit, plus reference lists for Key language and
Vocabulary. The right-hand page provides extra 1 Education and Helen Kempster, a careers consultant
practice for consolidation. employment at the University of London, talks
about the best ways to prepare for
• Communication activities: supporting material for 1.3 Job hunting
interviews and get the job you want.
the information-gap, role-play and similar tasks used
2 Tourism and Noirin Hegarty, Managing Editor
throughout the course.
conservation of Lonely Planet, talks about the
• Meet the Expert: material accompanying video clips processes involved in publishing
(see below). 2.3 The perfect beach
materials for travel enthusiasts
• Audio scripts: transcripts of all the audio used in the and the impact of travel on the
course. environment.
3 International Brendan Paddy, Head of
Video materials relations Communications for the UK’s
New Language Leader is enhanced with two entirely new Disasters Emergency Committee,
3.2 International
strands of video-based content which bring topics to life talks about the collaborative
collaboration
and develop important learner skills. The video clips for processes involved in delivering
the course are available on the teacher and student international aid.
resource sites, as well as on the Teacher’s eText for IWB 4 Health and care Neil Shah, Director of the Stress
and the Students’ eText Coursebook. Management Society, talks about the
4.1 Health and
Activities for using the video in class are in the impact of stress on our personal and
happiness
Coursebook, and there are additional video activities on working lives and the importance of
the MyEnglishLab. The materials in the Coursebook focus taking measures to combat it.
on the engaging content of the video, while the activities 5 Fashion and Francesca Rosella and Ryan Genz,
on the MyEnglishLab explore the language further. consumerism co-founders of the fashion company
CuteCircuit, talk about wearable
Every unit of the course contains a video clip, and there 5.3 Catwalk
technology and the future of
are two distinct strands of video material. controversies
fashion.
Meet the Expert 7 People and ideas Mairi Ryan, Head of the Public
Events Programme at the Royal
In nine units, there is an authentic video interview with an 7.2 Great thinkers
Society for the Arts, talks about
expert from a field of work related to the unit topic. The
the role of the organisation and
purpose of these interviews is to bring the topic to life,
describes some of the many events
provide fresh angles, realistic spoken models of language
she has organised.
use, and allow students to relate the topics they have been
studying to their possible future fields of academic study 8 Journalism and Dr Nell Haynes, an anthropologist,
or careers. Many of the interviewees are leading academics media talks about her research into the
in their fields giving insights into their research and others impact of social media around the
8.3 Conquering social
are major authors or figures in their professions. They globe.
media
have all been selected first and foremost for the fresh 9 Law and society Nik Peachey, an educational
angles they can provide on the topics and because they consultant, talks about body
have something to say which will be new to the learners. 9.1 Hidden rules
language and how it affects our
Freestanding classroom activities (approximately relationships with people from other
45 minutes of additional classroom material per clip) are cultures.
provided in the back of the Coursebook. These are 12 Science and nature Professors Richard Kitney and Paul
signposted prominently at the end of the main lesson the Freemont talk about the practical
12.2 Fantastic plastic
clip accompanies. This is the recommended point at applications of synthetic biology and
which classes could use the clips, although teachers may how it can be used to transform the
vary this, for example using the clip at the beginning of world around us.
the relevant lesson as a lead-in.
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Study Skills video
In three of the units (Units 6, 10 and 11) the video clip
accompanies the Study Skills section, and focuses on key
skills students need for English studies, academic life
and careers (listening to lectures and talks; taking part in
discussions in a group; making presentations). Each of
these clips provides a model for the students to view and
analyse, and the accompanying material focuses
attention on the language used and the communication
skills on display (including non-verbal communication,
such as gesture and body language). In these units, the
video material is integrated into the core lesson, rather
than being in the back of the Coursebook.
In Advanced, the Study Skills clips are:
Unit and lesson Description
6 Technology and Students watch a video of someone
change giving a talk about the personal
qualities and skills people need when
6.5 Intercultural
studying abroad. They discuss the
awareness
importance of intercultural awareness
and analyse some case studies.
10 Arts and Students watch a video of students
entertainment participating in a seminar about the
difference between real conversation
10.5 A seminar about
and conversation in plays, radio and
the language of
TV drama and films. They analyse
drama
the language used by the seminar
leader and participants and prepare
to participate in a seminar on a
related topic.
11 Business and Students watch a presentation about
economics the launch of a new product. They
analyse the structure of the
11.5 Making a
presentation and then practise making
business presentation
their own business presentations.
Audio
The audio material which accompanies the Coursebook
can be streamed or downloaded from the teacher and
student resource sites.
The class audio is also available to purchase as audio CDs.
MYENGLISHLAB
MyEnglishLab is Pearson’s easy to use Learning
Management System, now on a new, improved software
platform. The New Language Leader Advanced
MyEnglishLab provides over 300 interactive activities,
focusing on grammar, vocabulary, pronunciation and the
four skills, in a media-rich environment, with plenty of
audio and video support. MyEnglishLab gives students
instant, targeted feedback, including answer-specific
hints and tips to help them work out language points for
themselves. Students and teachers alike can easily track
their progress through the grade book.
Teachers can assign tasks easily, monitor task completion
and performance across their classes, and create
Common Error reports enabling them to focus on class
and individual weaknesses and strengths. In addition to
the practice activities, teachers can also assign all the
course tests and assessments through the MyEnglishLab.
TEACHER’S ONLINE RESOURCES
The teacher’s resource site contains all the support
teachers need: detailed teaching notes which accompany
the course; extra photocopiable activities; class audio and
video; a comprehensive testing and assessment package.
Teacher’s Notes
There are warning points to alert teachers about possible
problem areas as well as teaching tips to help them.
Taking into account teachers’ busy schedules, the
Teacher’s Notes are designed as lesson plans, with ideas
for extension and adjustment, which are especially
useful for mixed ability groups. There are also
suggestions for adapting material to focus on academic
English, or on exams skills.
warning points
extension
teaching tips
adjustment
academic English focus
exams skills focus
Testing and Assessment package
New Language Leader contains a comprehensive testing
and assessment package. Printable, photocopiable tests
are contained on the teacher’s resource site with full
instructions for their use.
There is a short Achievement Test for each unit, which
has grammar, vocabulary and integrated skills sections.
For a more developed assessment of students there is a
Mid-course Assessment, to be carried out after the
students have completed units 1-6 of the course, and
an End-of-course Assessment, to be carried out after
units 7–12. The two major Assessments are based on
descriptors from the Global Scale of English, and they
test Reading, Listening, Language Use, Writing and
Speaking separately. The sections of these Assessments
can be split out and used over several lessons if
preferred.
For teachers using the MyEnglishLab with their classes,
the full testing and assessment package is also available
on the MyEnglishLab. This takes a significant marking
chore away from the teacher, as it is scored automatically
within the MyEnglishLab – apart from the mid-course and
end of course Writing and Speaking tests, which are
submitted to the teacher for moderation.
SYLLABUS AREAS
Topics: the units are based on up-to-date topics of
international interest or new angles on familiar subjects
and many of the texts have been substantially revised for
the new edition. Themes have been carefully chosen to
engage the learners and to provide a springboard for
their own ideas and communicative needs. The video
material is completely new for the new edition.
Grammar: New Language Leader follows an established
syllabus progression and learners are actively involved
in developing their knowledge of grammar. The
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Grammar sections in the input lessons focus on the main ALIGNED WITH GLOBAL LANGUAGE
language points presented through the texts and learners
are encouraged to work out the rules for themselves.
SCALES AND EXAMINATIONS
They are supported by the Grammar tip boxes and Common European Framework of Reference: the ethos
cross-referred to the corresponding Language reference of the CEFR is reflected throughout New Language Leader
and Extra practice pages at the back of the book for in a variety of ways. For example, the outcomes of the
reinforcement. Scenario lessons reflect the ‘Can do’ descriptors and help
Vocabulary: vocabulary input is derived from the unit students use the language they have learnt effectively.
topics and texts, allowing the teacher to build on words Also, great emphasis is placed on the development of
and phrases the students already know to create lexical independent learning across the course including the
sets. Additional attention is paid to word building and extensive work on study skills, good study habits and
lexical patterns. The vocabulary is recycled through the self-assessment.
speaking activities in each unit, revised in the Extra The Global Scale of English: New Language Leader is
practice and practised further in the MyEnglishLab. informed by the descriptors of the Global Scale of
Reading: there is a wide range of reading material in English, which sets out detailed descriptions of language
New Language Leader and a variety of exercise types skills and competence on a scale, aligned to the CEFR,
developing the reading skills. The informative texts have from 10 to 90.
been chosen for their interest and to provide a context Link to examinations: New Language Leader can be used
for the grammar and vocabulary items being studied. to help prepare students for a range of common exams,
The texts are based on real-life sources (magazines, especially those used internationally for university
websites, etc) and related activities include entrance. Activities in the Coursebook, the MyEnglishLab
comprehension, vocabulary and reading sub-skills work, and the Testing and Assessment package reflect task
as well as a strong focus on critical reading (see above). types used in IELTS (International English Language
Listening: students are given many opportunities to Testing System) and PTE-A (Pearson Test of English
develop a wide range of listening skills in New Language – Academic). The Teacher’s Notes also contain regular
Leader, both in terms of text types and activity types suggestions for lightly adapting course material for
(e.g. checking predictions, table and note-completion). exams-focused classes.
Students have access to class audio for additional
practice, and there is more listening practice on the
MyEnglishLab to further build the learners’ confidence.
Speaking: opportunities for oral practice of language
and freer discussion appear regularly in every lesson.
There is at least one speaking activity per lesson (and
more opportunities for speaking embedded in other
activities), and a major communicative task in the
Scenario lesson. Many of the speaking and discussion
activities are designed to engage students’ critical
thinking skills.
Writing: the writing syllabus introduces students to
different genres and develops students’ writing through
analysis of models and practice in producing different
text styles.
Study skills: a systematic approach to developing study
skills fosters independent dictionary use, gives students
help in approaching exams, learning outside the
classroom, taking part in discussions, taking notes in
lectures, giving presentations, and so on.

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HOW A UNIT WORKS (ADVANCED)
Introduction & input lesson

The contents of
2
2.1
Tourism and conservation WISH YOU WERE HERE ?

La d
each unit are

st- ea
A Spend seven nights exploring the
2.1 WISH YOU WERE HERE ? 6a Analysing a genre Find examples in the extracts

mi ls
Caribbean aboard a state-of-the-art vessel: The

nu
Palladium. Offering the ultimate on-board experience of typical language for travel brochures. Write them

clearly labelled at
the top of the
te
and boasting eleven decks, it still retains a unique and under these headings.
IN THIS UNIT
GRAMMAR
intimate atmosphere. Select a stateroom with a balcony
for awe-inspiring ocean views or share a cabin for four. With
Positive adjectives (and collocations): comprehensive range
Imperatives: Call now
five restaurants to choose from, each meal is a gastronomic
• articles Other expressions: … why not try … ?
• modal verbs
delight. In the evenings, choose from a comprehensive range
of entertainment options: from cabaret to DJs and live bands.
Pamper yourself with a wide variety of treatments available in
6b Write a one-paragraph brochure entry about your
VOCABULARY local area or the area you are studying in.

opening page. • travel collocations the Palm Court Spa. Or why not try indoor rock-climbing? Fully
• multi-word verbs escorted organised excursions are available at each port of call.
• the natural world This is an experience not to be missed. Call now on … VOCABULARY
MULTI-WORD VERBS
SCENARIO
• stating your position, B Romantic specials. Weekends for two in Paris.
7a Some tourists are talking about what they like
clarifying Explore the famous sights of the city of love – the Eiffel to do on holiday. Complete the sentences with the
• participating in a meeting Tower, the Louvre, Montmartre – and then sample the words in the box.
culinary skills of renowned Parisian chefs. Stylish boutique
STUDY SKILLS around away back down in
hotel in the heart of this chic, bustling capital. Unbeatable
• planning and organising of off (x2) up (x2)
prices. For more info, go to Earlybird.biz.
essays
WRITING SKILLS 1 ‘A holiday is all about getting from it all.’
C Feeling restless? Itchy feet? Active budget holidays in New
Stimulating
• a problem–solution essay 2 ‘I just want time away from work when I feel I can
Zealand. The holiday includes a week of escorted trekking with
breathtaking views, the opportunity to bungee jump and try really let my hair .’
paragliding. Experience a variety of exotic landscapes with a visit to 3 ‘I just love going somewhere new and soaking

topic-related a volcano, glacier hiking and whitewater rafting. Local specialities

and hospitality as you’ve never experienced before. All flights and
the atmosphere.’
4 ‘We live in a big city, although I grew up in the
country, so getting to nature is important.’
Travel makes a wise man better, but a fool worse. Thomas Fuller (1654–1734), English physician and writer internal transfers included. Book now at DownUnder.net.

quotation to D Thai Odyssey. Fully guided holidays to explore the

5 ‘I love to really live it on holiday. I like to
blow what money I have in a short time. I save all
year and then have a really good time.’
SPEAKING READING
engage learners.
spectacular ancient monuments of a country rich in history. 6 ‘We’re keen on finding unusual places – going
1 Work with a partner and discuss how important 4a Read the holiday brochure extracts A–F and match Enjoy magnificent scenery, baking temperatures and indulge the beaten track.’
the following are for tourists. Put them in order of them with the holiday types in the box. You do not in mouth-watering local delicacies. Our ‘green’ under-canvas
7 ‘Steering clear the tourist traps is our main
importance (1–8). ‘hotels’ encourage visitors to calculate carbon emissions and will
need all of the words in the box. priority when booking a holiday.’
arrange for guests to plant trees if they want to offset their carbon
• weather • accommodation 8 ‘I don’t really like to do very much on holiday. Just
adventure holiday backpacking city break footprint. Holidays for the discerning and sophisticated traveller
• cost • sights lounging by the pool is enough.’
cruise resort holiday safari self-catering holiday with an interest in sustainable development. An experience to
• food • activities savour. Flights not included. Single supplements apply. For 9 ‘The main thing is to avoid getting ripped ,
Vocabulary • ease of travel • environmental considerations

2 What are popular holiday destinations for people from

sightseeing tour working holiday
further details, visit Exped.biz. so I try not to look like a tourist.’
10 ‘I love seeing new things and taking the sights.’
4b What other holiday types can you think of?
exercises present 7b
your country? How have these changed in the last ten years? 2.1 Listen and check your answers. Then
Speaking
E Explore the picturesque Greek island of Kefalonia.
5a Which of the holidays in the extracts would be Help out restoring isolated cottages or work on an practise saying the sentences with the correct stress.
VOCABULARY suitable for the following people? Work with a partner archaeological dig. Explore the island on foot. Experience the 7c Which of the opinions in Exercise 7a are most like
and practise TRAVEL COLLOCATIONS

3a Match 1–8 with a–h to make collocations. Then check

and discuss your ideas.
1 an adventurous ecology graduate travelling alone
outstanding views and secluded beaches and unwind in this off-
the-beaten-track location, far from the stresses and strains of the
rat race. Steer clear of the tourist traps, recharge your batteries
your own?
exercises get
2 a sporty group of friends in their twenties looking for
SPEAKING
topic-specific
your answers in the holiday brochure extracts opposite. and return completely refreshed. Ideal for groups. All-inclusive
fun and excitement
1 budget
2 boutique
a deal
b delicacy
3 a young urban professional couple who want plenty
to do
budget deal. Special offer price includes flight (budget airline)
and basic s/c accommodation (upgrades available). Optional
Jeep hire. Athena Travel.
8 What do you know about the specialised types of
tourism below? How do you feel about them? Work
students talking
lexis and useful 3 carbon
4 last-minute
5 local
c monuments
d footprint
e airline
4 a cultured holidaymaker interested in the
environment
in small groups and discuss your ideas.
• battlefield about the topic.
5 a wealthy couple looking for a relaxing holiday F The holiday of a lifetime in the Badumbas National • culinary

collocations. 6 ancient
7 organised
8 baking
f temperatures
g hotel
h excursions
6 four student friends with a limited budget who want
to escape after the exams
Park. See the big game and get back to nature and make
new friends. Staying at the exclusive Masai Game Lodge
with three-star facilities, you will also spend time under
• eco
• disaster
• celebrity
5b Which holiday would you choose? Why? canvas out in the bush. Stunning flora and fauna. A visual • health/medical (including ‘surgery safaris’)
3b Match the collocations in Exercise 3a with the feast of wildlife, all experienced at close quarters, including
categories in Exercise 1. • volunteer
lions, elephants and rhinos. All travel is in air-conditioned
• space
off-road vehicles. New company. Special introductory offer.
3c What other collocations can you add to each category?
Unbeatable fifty percent discount. No single supplements
accommodation: luxury hotel apply. For more info, go to ZebraTourZ.

16 17

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Input lesson (1)

2.2 THE GALAPAGOS ISLANDS THE GALAPAGOS ISLANDS 2.2 Clear

READING 3a Read the text again. Write a heading for each
paragraph.
VOCABULARY
THE NATURAL WORLD
GRAMMAR
ARTICLES
presentation of
1a Work in groups and brainstorm everything you
know about the Galapagos Islands.
1b Read the text quickly and check your ideas in
3b
•
Where would you expect to find this text? Why?
online news website
5 Find words or phrases in the text with
these meanings.
8a Match the uses of articles a–k with the underlined examples in the
text on page 18.
grammar followed
• travel company website
by useful practice,
Exercise 1a. 1 native or restricted to a certain place 1 Definite article
• online encyclopedia 2 an area for animals and birds where a common knowledge – we know/can tell from the context what is
2a Work with a partner. Student A, read the first two
paragraphs of the text and write three quiz questions. 3c Which fact or facts in the text did you find most they are protected being referred to

with concept-
Student B, read the last two paragraphs and write interesting? Why? 3 a chain of islands b repetition – this is not the first mention of the person or thing
4 a huge slab of rock that makes up the c uniqueness – the only one of its kind in the world or in this context
Listening
three quiz questions. 4 What do the highlighted words in the text refer to? top layer of the Earth d with a superlative phrase
2b With your partner, ask and answer each other’s
check questions
5 molten rock that flows from volcanoes e with names of countries, federations or groups of islands which are plural
questions from Exercise 2a. 6 escaped from domestication and f with names of rivers, oceans and seas
exercises guide become wild
7 a variety of different life forms living in
2 Zero article

the area
g with uncountable nouns, when speaking about the noun in general
h with the names of most cities, streets, countries and continents that encourage
students through The
8 all the animals and plants that live in a
particular area
i with plural countable nouns, when speaking about the noun in general

students to work
j with most numbers (except a half, a hundred, a thousand)

audio texts and Galapagos Islands

LISTENING
6a 2.2 Listen to the first part
encourage Located about 926 km off the coast of Ecuador in the Pacific Ocean and just a short flight from
of an interview with Dr Graham
Watkins, the Executive Director of a
Quito, the capital, the Galapagos Islands are a small chain of islands spread out over 220 km and conservation charity and an expert
different styles of
known for their vast number of endemic species. There are eighteen major islands in the chain, on the Galapagos Islands. Are the
five of which are inhabited, and more than 100 smaller islands covering a total land area of about statements about him true or false?
8,000 km2. The largest island is Isabela, which makes up three-quarters of the total land area and Correct the false statements.
3 Indefinite article
k with a singular countable noun mentioned for the first time
8b Match the correct article (a/an, the or zero) with the uses 1–3. out the grammar
1 to introduce what is new or something the reader is unaware of
2 to indicate ‘common ground’ (e.g. to refer forwards, backwards or to
our shared experience or general knowledge) rules themselves.
3 to make generalisations (with plural and uncountable nouns)
8c Off the coast and a number of are fixed expressions, where the

listening. rises to a height of 1,707 m. The islands are surrounded by the Galapagos Marine Reserve,
stretching over 137,269 km2.
1 His father was a conservationist.
2 Dr Watkins studied Biology at Oxford
article is always the same. Complete the fixed expressions below with a or
the.

Cross reference
University. 1 bit of 3 off record
The Galapagos archipelago is distributed on either side of the equator and sits on a tectonic plate
3 He worked as a guide in the 2 in hurry 4 make start
which is moving towards the South American continent at a rate of over 6 cm a year. The first
Galapagos Islands.
islands were formed by volcanoes that rose out of the ocean at least 8,000,000 years ago. Lava  Language reference and extra practice, pages 128–129
directs students
4 He studied Zoology and Evolution at
built up underwater, forming undersea mountains which broke through the water and formed the University of Pennsylvania.
islands. While the oldest islands have now sunk back beneath the sea, new ones are still being 5 His first job after leaving the University
8d Complete the extracts from the listening, adding articles
formed by volcanic eruptions, the most recent of which was in 2009. where appropriate.

to the Language
of Pennsylvania was in the field of
conservation biology. 1 I became conservationist in part because of my family background.
The islands, discovered in 1535, are among the most scientifically important and biologically outstanding
My father was agricultural scientist and travelled throughout world.
places on the planet. According to zoologists and botanists, they are home to some of the most beautiful 6b 2.3 Listen to the second part of the One of my brothers was born in Africa. I was born in British Guiana.
sights in nature. Almost all the reptiles and half the species are not found anywhere else. Marine iguanas,
flightless cormorants, mocking birds and thirteen species of finches are all endemic to the islands, which
interview and answer the questions.
1 Does Dr Watkins think tourism is a
2 I went to University of Oxford to study Zoology. I finished my first
degree there. After that, I was lucky enough to become guide in
reference and
are also famous for their giant tortoises, blue-footed boobies and the only living tropical penguins. bad thing? Why?/Why not? Galapagos Islands. I did that for about eighteen months and as a result
There are a number of environmental threats, the main one being the plants and animals, such as
feral goats, cats and cattle, brought to the islands by humans. An eradication plan only partially
2 Give examples of negative
consequences of tourism that are
of that experience, which was really quite life-changing experience, I
went to University of Pennsylvania to study Ecology and Evolution.
Extra practice
a direct. b hidden.
spread at the
succeeded in ridding the islands of introduced species. The island’s biodiversity is also under 3 I think first thing to say about tourism is that in many situations it’s
threat from the human population, which is growing at an unsustainable rate. In the 1950s, the 3 What are invasive species? very positive thing. It can help conservation quite substantially, but
population was 1,000, whereas it is now over 26,000. Furthermore, the Galapagos Marine Reserve there are also many examples in world, for example in Caribbean,
7a Predicting In the third part of the
back of the book.
and whole ecosystem is under threat from illegal fishing activities, while the growth of tourism where tourism also causes problems and has direct impact on
interview, Dr Watkins is asked whether environment. Many of reefs in Caribbean have serious problems as
also threatens the wildlife of the archipelago. we should stay away from conservation result of pollution.
areas. Predict what he will say.

7b 2.4 Listen and check your SPEAKING

predictions. Then answer the questions.
9 Work in groups. Choose one of the following that you would like
1 How can the impact of tourism be to protect in your country. Discuss the threats facing it and how you
minimised? would protect it.
2 What are the best forms of tourism?
1 a natural feature
3 What is sustainable development?
2 a historical building
4 How do you feel about Dr Watkins’
3 an endangered species
final statement?
18 19

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Speaking
exercises
personalise the
language and
encourage
communication.

7
Input lesson (2)

Informative 2.3 THE PERFECT BEACH THE PERFECT BEACH 2.3

reading texts READING

A Picture a perfect beach. From an expanse of
GRAMMAR
MODAL VERBS
1 Work in groups and discuss the advantages and D Environmental issues were, naturally, one of the

provide the
flawless white sand, implausibly turquoise water main planks of the collective’s campaign. As the group
disadvantages of going to: 9 Read a leaflet encouraging people to sign a petition
shelves out over a stoneless seabed to a clear warned on its website, ‘The landscapes of the rest of
1 an isolated, unspoilt beach with no amenities. horizon. Overhead, pelicans wheel lazily in search of to save a beach and underline the modal verbs. Then
the beaches of La Paz have already been modified
2 a resort beach with sun loungers, waiter service and match the modal verbs with these functions. A modal
context for
fish. One suddenly folds its wings, like a prehistoric with various types of constructions and installations;
full water sports facilities. umbrella, and hurtles downward. The splashdown is verb can go with more than one function.
Balandra is the only one that remains to us.’
the first sound you can remember hearing for several
2 Read the article quickly and choose the best title.
minutes. E But there were social considerations at stake here, 1 lack of obligation We don’t have to let them win.

language and A THE BEACH THAT TURNED BACK

THE B Now imagine a whacking great hotel plonked
too, because Balandra is essentially a beach for the
people of La Paz, where tourism is of the unobtrusive
2
3
obligation not to do something
advice
6 future possibility
7 obligation
COMMERCIAL TIDE on all this; plus a golf course and a few jet skis, of variety. In stark contrast to the super-rich celebrity 4 refusal 8 deduction

vocabulary being B MEXICAN COMMUNITY STOPS DEVELOPERS

course, just to keep the decibel levels up. This is
the fate that has befallen so many of the world’s
idyllic places that there seems something almost
playground of Cabo San Lucas, just down the road,
this is not a place that exists to service the appetites of
5 ability
 Language reference and extra practice, pages 128–129
deck shoe-wearing management consultants from LA.

studied. 3 Complete the introduction to the article with a

inevitable about it. Thanks to a determined and
organised grassroots campaign, however, it won’t be
happening on this particular Mexican strand.
possible ending.
C Balandra beach, outside the city of La Paz, state
capital of Baja California Sur, has been spared from
Robert L. White reports on how a determined group future development after residents, civil society
of locals in Mexico …
Reading
groups and environmentalists organised themselves
into a collective, amassing a petition of 18,440
4 Read the article again and match the paragraphs signatures calling on the regional authorities to
exercises aid A–G with the topics 1–4. A topic can go with more than protect the area. On 25 March, after a protracted
struggle by the Colectivo Balandra, state officials
one paragraph. One paragraph has no match.
finally designated a total of 2,131 hectares of land
1 resorts for the wealthy
and sea a natural protected area, in a move that
comprehension 2 the campaign to save the beach
3 an unspoilt beach
could signal a shift in Mexico’s approach to tourism
and conservation.
4 the fate of other beaches
F The threat came, specifically, from a business
consortium headed by the son of a former state
SAVE OUR BEACH!
You might have seen reports that developers are
governor of Veracruz, whose family own land in planning to destroy our beach.
the area. Miguel Alemán Magnani’s hotel-and-golf
We mustn’t let them do that. We don’t have to
vision involved international capital, according to the
let them win. It might mean fewer tourists in the
Mexican newspaper El Universal, and the group had
short term, but we believe it is worth fighting
been trying since at least 2005 to get the go-ahead for
for. With your help, we can win this campaign
the project.
and we may be able to change the government’s
G Development of Balandra would surely have attitude to the environment.
brought jobs: margaritas would have been served, tour
You should sign the petition on the back now.
parties guided and pets pampered. But the people of La
Your signature could help us make a difference.
Paz have looked into that particular future and dared
to choose another path. They have shown that it is
possible to take on the inevitable – and win.
You have to be eighteen to sign this petition. We
won’t stop until the developers stop!

of the text and 5 Compare paragraphs A and B of the article. What do

you notice about the writer’s language?
10
1
Complete the sentences with modal verbs.
The developers do that. I’m absolutely sure
it’s against the regulations.
develop skills. 6 Find two-word phrases in the article with these
meanings.
2
3
That
I
be the Mayor. He’s in Balandra.
go to La Paz this afternoon. I have a
1 a series of actions by ordinary people intended to meeting there at 4.30 p.m.
achieve a result 4 We leave for La Paz yet. We’ve got lots of time.

Writing exercises
2 an official organisation that has power to make 5 The developers asked for a meeting with the
decisions for a particular area citizens of La Paz first.
3 a long, hard fight 6 We speak to the reporters until we are

practise short
4 problems concerning the people and things around you absolutely clear what our message is.
5 facts relating to human society that you think about 7 I can’t meet you tomorrow. I work on the
6 a group of companies working together environmental campaign.

Critical thinking
contextualised
8 Sorry, but I come to the residents’ meeting.
7 Answer the questions.
1 Do you agree that the destruction of many of the
world’s idyllic places is inevitable? Why?/Why not?
I’m too busy then.

SPEAKING AND WRITING

tasks encourage
2 In which ways do you think this story is an example
of a significant or general change in attitude towards 11a Work in groups. You are responsible for looking text construction.
tourism development? after a local beach. Talk about the rules that users of
the beach will have to follow.
students to 8 Evaluating advantages and disadvantages Work with
a partner and do the tasks. 11b Write a notice with your list of rules to be placed
at the entrance to the beach.

analyse and react

1 List the advantages and disadvantages of developing
Balandra, as described in the article.
2 Add your own ideas about the advantages and
MEET THE EXPERT Authentic video
Watch an interview with Noirin Hegarty

to the text.
disadvantages of this type of development, from the
viewpoint of different interest groups.
3 Evaluate the advantages and disadvantages. Was the
from Lonely Planet, about the work of a
travel publisher.
interviews provide
Turn to page 150 for video activities.
additional input
right decision made?

20 21

and discussion
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material,
extending
the topic.

Scenario lessons
practise Key
Scenario language from
the unit through
a meaningful
final task.
The clear,
well-structured
2.4 SCENARIO 2.4 communicative
The situation sets GRANVILLE ISLAND GRANVILLE ISLAND
up the Task enables
SITUATION KEY LANGUAGE TASK
background Granville Island is a fairly large island in the
STATING YOUR POSITION, CLARIFYING PARTICIPATING IN A MEETING
USEFUL PHRASES
Supporting the project
students to
Caribbean with a population of 780,000. Its main 3a 2.6 Listen to a conversation between Ricardo
information.
sources of income are fruit, fish and tourism. Five
years ago a hurricane devastated the capital city
Hernandez and Louisa Bradshaw, the Mayor of the
community where Hernandez would like to develop a
The Mayor decides to hold an informal meeting to
There’s no doubt it’ll bring great benefits to our
community. practise language
allow Ricardo Hernandez to talk about his project The resort is clearly in everyone’s interests.
and nearby towns, as well as the fruit plantations. golf course. Answer the questions.
As a result, the unemployment rate on the island
has risen to 20 percent. Now foreign property
1 What is Hernandez’s position concerning the length
of the golf course?
and for other group representatives to express their
opinion and ask questions.
The project will revitalise the area.
Rejecting the project
in a meaningful
companies are coming to Granville Island to
context.
2 What supporting arguments does he use to persuade After the meeting, the Mayor will decide whether to The project simply isn’t feasible.
develop its economy and rebuild its tourist the Mayor to accept his point of view? recommend the project to the local council. It’s not the right thing for this area.
facilities. This has led local environmental groups 3 What will Hernandez do if his project is not
to accuse the authorities of sacrificing Granville’s You haven’t thought it through.
accepted?
natural habitats in order to develop a seaside resort. 6 Work in groups of five. You are going to attend the Asking polite questions
3b Listen again and complete the sentences from the informal meeting. Read your role cards and prepare
recording. Could I (just) ask you, what else will you do for our
for the meeting. You can add your own ideas.
Ricardo Hernandez 1 I’d like to make about this. Student A: Mayor: look at page 155.
community?
I’d like to ask you a question. How does this project
2 The size of the course , I’m afraid. Student B: Ricardo Hernandez: look at page 156.
Born in Cuba, Hernandez entered the United States help young people?
3 It to shorten its length. It’s my dream to Student C: Head of the Wildlife Society: look at
as a political refugee. He made a fortune in real estate
in New York refurbishing
old apartment buildings,
build the
this island.
golf course in the world here on page 157.
Student D: Journalist: look at page 158.
Checking understanding
So what you’re saying is …
Useful Phrases
4 But I if I have to build a shorter course. Student E: Chamber of Commerce representative:
then moved to Florida, 5 You see, a full-length, eighteen-hole course Do you mean … ?
look at page 158. If I understand you correctly, you’re saying …
where he made another if you want to attract the top golfers in the world to
fortune constructing play here. 7a Hold the meeting. Ask your questions and give Showing you don’t understand
hotels. A billionaire, now 6 I hope you . your opinions. Try to persuade the other people at the
of American nationality, he 7 Exactly. A full-length course . meeting to accept your ideas. Sorry, I’m not (quite) sure what you mean.
8 I couldn’t go ahead on that. Could you explain that point again, please?
is thought to be in the top 7b The Mayor announces whether he/she will
five of America’s 3c Work with a partner and practise saying the recommend that the local council supports the project. Expressing reservations
richest sentences in Exercise 3b. I’m not sure this is the right project for this area.
men. I think this needs further thought.
4 Look at Audio script 2.6 on page 167. Find examples
of seeking and giving clarification. Let’s think about the implications.
There could be several harmful effects. For example, …
Scale down? What do you mean exactly?
Challenging the argument
5 Paraphrase each of the examples you found in
Exercise 4. I think there’s a flaw in this argument.
Could you clarify what you mean by ‘scale down’? I’m not totally convinced by what you say.
It sounds like a good idea, but …

Students are 1 Read the situation and the information about

Ricardo Hernandez above and answer the questions.

given preparation 1 How might the authorities be sacrificing Granville’s

natural habitats?
2 What is special about Ricardo Hernandez?

for the task 2a 2.5 Listen to an excerpt from the local radio
news and make notes under these headings.
• Reason for buying the Roberts Estate
through different • Planned facilities
• Possible problems

activities. 2b Work in groups and discuss the possible

advantages and disadvantages of Hernandez’s project.

22 23

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The Key
language of the
lesson is
presented and
practised.

8
Study and writing skills
The Study skills 2.5 STUDY AND WRITING SKILLS
section develops STUDY SKILLS
PLANNING AND ORGANISING ESSAYS
students’ ability 1a There are some fundamental steps involved in writing
essays. Put these steps in the correct order (1–10).
to work on their a Establish your argument or point of view.
b Analyse the question and define key terms.
c Brainstorm ideas.
own and in d Complete and check your references and
bibliography.
e Research and take notes on the topic, using books,
the classroom journals, the internet and other credible academic
sources.
f Write your plan and organise your ideas.
environment. g Write a first draft to include your introduction, main
body and conclusion.
h Prepare the final draft.
i Redraft and edit your essay.
j Have a friend or colleague read your final draft.
1b Work with a partner and compare your answers to
Exercise 1a.
2 Analysing the question To answer an essay
question effectively, it is essential to understand the
verb which gives the key instruction. Look at these
essay questions. Work with a partner and discuss the
meaning of the verbs in bold.
1 Discuss the advantages and disadvantages of
ecotourism.
‘Discuss’ means you are being asked to write about
the advantages and disadvantages of ecotourism in
detail, considering different ideas and opinions.
2 Define the term ‘ecotourism’, giving examples.
3 Account for the decrease in the whale population
during the last twenty years.
4 Critically evaluate the role of tourism in protecting
the environment.
5 Outline the steps taken by your local community to
recycle waste.
6 Analyse the threats to the world’s coral reefs.
7 Assess the effects of illegal logging on wildlife in
Students are
Mexico.
8 Compare the measures taken by Kenya and Uganda
to protect wildlife.
given real life 3a 2.7 Brainstorming is an effective activity for
generating new ideas about an essay topic. Listen to
a university lecturer giving advice to a student, Erika,
tasks. about three approaches to brainstorming. Make notes
under these headings.
• Free association
• Visual thinking
• Question and answer
3b Work with a partner and compare your notes.
Which approach do you prefer?
24
M02_NELL_CB_ADVGLB_8162_U02.indd 24
OTHER SECTIONS
Meet the Expert
1 EDUCATION AND EMPLOYMENT
1 You are going to watch an interview with Helen
Kempster, a careers consultant. Before you watch,
work with a partner and discuss the questions.
1 In what ways do you think Helen helps people find
a job?
2 What do you think are the best ways of preparing for
a job interview?
Interviewees are 2 1 Watch the interview and number the topics
Helen discusses in the order she talks about them.
leading a what’s important when writing a CV
b different ways she helps people find a job
c two main types of interview questions
professionals and d her most important advice for people looking for work
e how to prepare for an interview
3 Watch the interview again. Are the statements true
academics, (T) or false (F)?
1 The Careers Group only finds jobs for people who
providing fresh
have recently graduated.
2 Helen helps create specialised training programmes
within academic departments.
angles on the
3 The most important thing for people with little
experience is how they look.
4 You should create just one CV with all your skills
course topics.
and experience and use this for each job application.
5 You should prepare how you are going to answer
certain questions in an interview.
6 Interview questions are based around what you can offer
the company and your reasons for applying for the job.
7 Competency-based questions use example situations
to test your problem-solving abilities.
Carefully- 8 When preparing for an interview, you need to do
more than just finding out what the company does.
4a Match the competency-based questions with the
scaffolded tasks skills in the box that they are asking about.
creativity flexibility independence
make the
leadership teamwork
authentic
1 Tell us about a situation in which you developed a
new way of doing something.
2 Tell us about a time when you worked with a group
language
of people to solve a problem.
3 Describe a situation in which you had to guide a
group of people to success. What did you do to
motivate them?
accessible. 4 Describe a situation in which you had to change
the way you were doing something. What did you
change and how did it improve the situation?
5 Tell us about a time when you went against the
usual way of doing things. Why did you feel this was
necessary?
4b Choose one of the questions in Exercise 4a and
prepare your own answer to it.
4c Work with a partner and share your answers.
150
Z02_NELL_CB_ADVGLB_8162_MTE.indd 150
STUDY AND WRITING SKILLS 2.5 Writing Skills
WRITING SKILLS
focus on a
A PROBLEM–SOLUTION ESSAY
4a Study this pattern of organisation, which is often different genre of
found in academic texts that present problems and Discuss the reasons why the Antarctic is under threat and suggest
explore what can be done about them.
1 Situation
how its environment can be protected. writing in each
2 Problem(s)
A
3 Solution(s)
4 Evaluation (assessing the solution and implications)
The natural wilderness of the Antarctic is under threat because of the increasing number of
tourists who are visiting the area. As many as 30,000 are expected to come to Antarctica this unit.
year to observe penguins, seals and seabirds.
4b Read the problem–solution essay opposite. Match
the paragraphs (A–F) with topics 1–4 in Exercise 4a. B Scientists worry that this curiosity to see the Antarctic area before the ice melts away will
only hasten its deterioration. They believe that the growth in tourism could increase the risk
Some paragraphs may go with more than one topic.
5
1
Underline linking words or phrases in the essay which:
add something. 4 show cause and effect. C
to the marine environment and land ecosystems.
A major concern is that cruise ships are increasingly visiting the area and if there was an Students are
accident, they could cause major pollution. For instance, a Norwegian cruise ship recently
2 give an example. 5 indicate a good result.
given model texts
3 make a contrast. ran aground on Antarctica’s Deception Island, spilling diesel fuel.
6 Work in groups. Read the essay question and D Fortunately, the Norwegian ship was ice-strengthened and it only spilled a small amount of
to follow and
brainstorm ideas for the topic. fuel, which quickly dispersed in water. On the other hand, some bigger cruise ships do not
have super-strengthened hulls and use heavy fuel oil. This would be very difficult to clean
up in the event of a serious accident and thousands of penguins and other marine life could
The elephant is an endangered species. Discuss
what action can be taken to protect elephants and
save them from extinction. E
become coated in oil.
As a result of the Norwegian accident, there have been several proposals for dealing with
analyse.
the problem. One idea is that there should be a ban on ships which have not been specially
strengthened to deal with sea ice. Another suggestion is that there should be a buddy system
for large ships so that if one gets into trouble, there would always be another vessel nearby,
which it could call for help. A more radical suggestion is that only small research vessels
should be allowed into the Antarctic area.
F Whatever the solutions, any action would be difficult to implement because, unlike in the
Arctic region, there are no state or international laws governing tourism practices in the
Antarctic. Moreover, the owners of the cruise ships do not seem to be able to agree on what
sort of checks and controls are needed in the region.
7a In your groups, match the information from your
brainstorming with topics 1–4 in Exercise 4a.
7b What is the best way to deal with the problem in
the essay question? What are the implications of the
solutions you propose?
8 2.8 Listen to a wildlife expert describing the
situation of the elephant population of Africa and
make notes on the main points.
9a Write the first paragraph of the essay. Use a
maximum of 70 words.
9b Work with a partner. Read each other’s paragraph
and comment on its content and language.
10 Write a problem–solution essay on one of these
topics. Use the structure in Exercise 4a.
1 an animal which is under threat of extinction, e.g. the
elephant, rhinoceros, cheetah, gorilla, tiger or whale
2 an environmental problem, e.g. the harmful effects
of tourism
25
27/11/2014 12:36 M02_NELL_CB_ADVGLB_8162_U02.indd 25 27/11/2014 12:36
Students are
given a guided
writing task.
Authentic video
interviews provide
motivating,
real-life input.
Students are
encouraged to
2 TOURISM AND CONSERVATION 3
1
Work in small groups and discuss the questions.
Do you agree that travel is a force for good?
4 HEALTH AND CARE discuss, react and
1a Read the description of Lonely Planet and answer Why?/Why not? 1 You are going to watch an interview with Neil Shah,
the questions. 2 How can we practise responsible tourism? Make a
list of things a responsible tourist does.
Director of the Stress Management Society. Before you
watch, discuss the questions with a partner.
take the topic in
Lonely Planet is the most
successful publisher of
3 INTERNATIONAL RELATIONS
1 What are some stressful aspects of modern-day life
which weren’t around 20 or 30 years ago?
2 What attitudes do people have towards stress in your
new directions.
travel guides in the world.
Founded in the 1970s with 1 You are going to watch an interview with Brendan country?
just one 94-page guide for
budget travellers in Asia, it
Paddy, Head of Communications for the Disasters
Emergency Committee (DEC). Before you watch, work
3 What are some of the health issues which may be
linked to stress?
with a partner and discuss the questions. 4 What can you do to alleviate stress in your life?
now produces guidebooks
and apps for destinations
in 195 countries, in nine
1 What do you think the DEC does?
2 What do you think Brendan’s job involves?
5 What can companies do to manage the stress their
employees face?
3 What difficulties do you think the DEC faces? 2
different languages. 4 Watch the interview. How does Neil answer
the questions in Exercise 1?
2 3 Watch the interview and tick the four topics
Brendan talks about. Were your ideas from Exercise 1 3a Without watching again, try to complete the notes.
1 What qualities do you think Lonely Planet looks for
correct?
1 Where he works 1 Nowadays people aren’t able to with the amount
in their writers? 2 What his job involves of information they face every day.
2 What type of information do you think Lonely Planet 3 Successful international collaboration 2 Part of the problem is that we have to deal with
guidebooks offer? 4 Political problems at the same time.
3 What do you think are the benefits of travel, 5 Common misconceptions about international aid
according to Lonely Planet? 3 In western countries people face problems with a ‘stiff
6 What he doesn’t like about his job
’. They their up and carry on.
7 What he likes about his job
1b 2 Watch an interview with Noirin Hegarty, the
4 Eastern cultures have traditionally well-being.
Managing Destination Editor for Lonely Planet, and 3a Work in two groups. Watch the video again and 5 Stress leaves you open to illness as it harms
check your answers. make notes on the questions below. your .
2 Watch the interview again and choose the correct Group A 6 is a good way to alleviate stress as it
answer (a, b, or c). 1 What’s the most important thing for Brendan when produces chemicals which make you feel happier
1 What is Lonely Planet’s target market? communicating with the public? and .
a adventurous travellers on a budget 2 What types of local organisations do their member
7 Employee morale, productivity, and output
agencies work with?
b people going on short trips are ways of measuring what’s happening in an
c all types of travellers 3 In what situation is it especially important to involve
organisation.
local people in the project?
2 Which type of information is not mentioned as 8 A happy workforce will work harder, which means
4 What two things make Brendan’s job difficult
something Lonely Planet provides?
a planning your trip
b tips on finding work while travelling
sometimes?
Group B
there’s a direct
stressful.
in making their lives less
c what to do if you have a problem 1 What channels of communication does Brendan use
when communicating with the public?
3 Researching a book involves 3b Watch the interview again and check your answers.
2 What’s the most important starting point when
a one author and one editor.
dealing with cultural differences?
4a Which of these situations would you find most
b an author travelling for three to nine weeks.
3 What are the benefits of buying things locally rather stressful? Why?
c using Lonely Planet’s contacts to arrange
than shipping them from abroad, according to
accommodation for authors. 1 You have important exams soon and you’re
Brendan?
exhausted from staying up late every night studying.
4 What does Noirin say about collecting information? 4 What impresses Brendan about people who have
a They only look at new destinations. 2 You are constantly distracted by notifications on
been affected by tragedies?
b They allocate more time and money to social networks, emails and text messages. You find
lesser-known destinations.
c It’s an ongoing, year-round process.
3b Compare your notes with other students in your
group.
it difficult to focus on anything for very long and find
it hard to switch off.
3 You manage a large team of people. Staff surveys
5 How does Lonely Planet deal with the impact of 3c Work with a partner from the other group and reveal that many employees in your team are
mass tourism? share your information. unhappy and feel they need more support.
a It won’t provide information on some activities,
such as dolphin tours. 4 Work in small groups and discuss the questions.
4b Work in groups and discuss the questions.
b It aims to show both sides of the story and let the 1 How can other countries help those affected by 1 What measures could you take to reduce the stress
reader decide. disasters, apart from by sending money?
caused by the situations in Exercise 4a?
c It avoids recommending places which are not 2 Would you like to work for an international aid 2 Have you been in any similar stressful situations?
currently tourist attractions. agency? Why?/Why not? How did you cope?
151
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 9
Language reference / Extra practice There is one
Language
reference and
Extra practice
spread for each
unit at the back of
the book.

Grammar is
cross-referenced 1 LANGUAGE REFERENCE EXTRA PRACTICE 1
to separate GRAMMAR
G1 THE CONTINUOUS ASPECT
PAST PERFECT
The past perfect looks back from a time in the past to
G1 1Complete the sentences with the correct
continuous form of the verbs in brackets.
V1 4
from V1.
Complete the sentences with words or phrases

another time before that.

1 Mercedes (work) as a teaching assistant since she 1 The subjects studied in a school/college are called
grammar points in
Use the continuous aspect to talk about:
She’d applied for ten jobs before she got this one.
• an action or situation which is/was in progress at a arrived here two years ago. the .

particular time.
each unit.
He was researching into gene therapy at the time.
• an unfinished action or situation.
He had been working in the lab when I met him.
• a temporary action.
I’m using Jo’s laptop while mine is being repaired.
• a trend, changing action or situation.
Scientists say the weather is getting hotter.
Use the present continuous to talk about actions or
situations currently in progress.
The students are They’re conducting a series of experiments into
genetic mutation at the moment.
given a summary Also use the present continuous to describe future
arrangements.
I’m giving the lecture on Thursday.
of the Key
Use the past continuous to talk about an ongoing
action in the past, often unfinished.
I was working on the genome project the whole of
language and last year. (The project hadn’t finished by the end of
the year.)
Extra practice
The past perfect continuous focuses on duration. 2 I (try) to finish my assignment all through the 2 If you reproduce other people’s work and claim it as
She’d been applying for jobs for months before she plane journey, but it was too turbulent. your own, you are guilty of .
got this one. 3 The rearranged lecture (take) place next Friday at 3 TV broadcasters are often accused of because
5.00 p.m. programmes aren’t intellectual enough.
FUTURE PERFECT
The future perfect looks back from a time in the
4 Working conditions in the factory
before the new management started.
(improve) 4 is often criticised because it does not
encourage independent thinking.
exercises for the
future to another time before that.
5 The whole family (stay) with Ralph’s parents 5 It is necessary in a language course to have frequent
Lucas will have finished the job by 6.00 p.m.
The future perfect continuous focuses on duration.
until the building work is completed.
6 The security guard (lock) the office when the
to measure students’ progress.
6 Some schools practise , that is, they have
Grammar, Key
Lucas will have been working on it for three hours burglars forced their way past him. groups of different abilities for some subjects.
by then. 7 I know I failed the test because I (not
concentrate) in Professor Williams’ lectures. V2 5 Replace the underlined phrases with reporting
language and
OTHER FORMS verbs from V2 in the correct form.
The perfect has an infinitive form: to + have + past
participle.
G2 2 Choose the correct forms to complete the
sentences.
1 The teacher put forward the idea that we might want Vocabulary
to review the perfect aspect for the test.
I expected you to have completed the questionnaires
1 By the time the strike at the car plant was over,
by now.
The -ing form is having + past participle.
several of the workers already found / had already 2 They were about to leave when Nikki brought to our studied in the
found new jobs. attention that we still had ten minutes left.
Having arrived at the laboratory, we were shown to 2 Alan will have negotiated / been negotiating deals
Professor Dalton’s office. with the USA for 40 years when he retires.
3 That office block has been / was empty since 2012.
3 In this presentation I’ll make the point strongly that unit.
KEY LANGUAGE
KL STATING REQUIREMENTS, SAYING WHAT IS
4 They have closed / been closing the production
department for five days already this month.
we need to invest more in education.

Vocabulary they
Use the present perfect continuous to talk about
an ongoing action or situation in the past that is still
continuing into the present or has just finished but
have studied in
has a result in the present.
The doctor has been waiting for you for ages.
I’ve been running to get here on time. That’s why I’m
5 We really wanted to have / having finished all the 4 The president says it is not true that he was involved
ESSENTIAL AND DESIRABLE
work by now. in any arms deals.
ESSENTIAL 6 The company had recruited / been recruiting
It’s absolutely essential that … graduate trainees for over 20 years when the scheme 5 After studying your application, we have decided
They/The candidate must have (done) … was ended. after consideration that you would be the best person
They’ll have to have (done) … for the position.
Candidates have to be able to … KL 3 Read the advert and complete the sentences

the unit.
out of breath.
That’s/X is a pre-requisite/an essential requirement. with phrases from KL. 6 Scientists in France state that it is true that they have
Use the past perfect continuous to talk about an
DESIRABLE found a cure for cancer.
ongoing action or situation in the past that is still
continuing up to another time in the past. (I imagine) it would be helpful to have (done) … University of West Hampton UWH
has
The researchers had been focusing too narrowly – It’d be a good thing if he/she had (done) … The Languages Department currently V3 6 Complete the definitions with an adjective
Language Studies.
that’s why we stopped them. It would be an advantage if he/she had (done) … a vacancy for a lecturer in English formed from a word in the box.
That/X would probably give them an edge.
Use the future continuous to talk about temporary The successful candidate must:
a native or bilingual speaker of English. affection ambition empathy infection
• be
actions in progress at a particular time in the future. VOCABULARY • have a first degree in English
or Linguistics. persuade speculate
We’ll be working on the project all next week. on in a related
V1 ISSUES IN EDUCATION • have a postgraduate qualificati
G2 THE PERFECT ASPECT assessment, critical thinking, curriculum, dumbing subject. 1 Someone who shows you in a gentle way that they
down, elitism, informed decisions, interpersonal skills, desirable:
Use the perfect aspect to look back from one time to The following are also care about you is .
knowledge base, plagiarism, rote learning, streaming, language.
another. traditional teaching • knowledge of at least one other 2 A theory which is based on guesswork rather than
sector.
• experience in the higher education facts is .
PRESENT PERFECT English language.
V2 REPORTING WHAT OTHERS SAY • interest in the development of the 3 Someone who is determined to be successful in life
This looks back from now to a time before now. It is .
argue, claim, comment, conclude, deny, point out, suggest .
often focuses on completed actions or situations. Terms and conditions on application 4 An illness which is spread easily is .
We’ve already interviewed ten people for this post. V3 SUFFIXES (ADJECTIVES) 5 Someone who is able to understand other people’s
The present perfect continuous focuses on the affectionate, allergic, ambitious, analytical, educational, 1 the applicant speaks English fluently. feelings and problems is .
duration of the action. empathetic, famous, fictional, infectious, influential, 2 studied English or linguistics. 6 An argument which can make you think differently
We’ve been interviewing all morning. logical, passionate, persuasive, powerful, speculative, 3 completed a postgraduate degree. about something is .
successful, toxic 4 could speak another language.
5 worked in higher education.
V4 ABBREVIATIONS
6 were interested in the development of the
BA, BULATS, CV, IELTS, MBA, MSc, PhD, TOEFL English language.

126 127

Z01_NELL_CB_ADVGLB_8162_LEP.indd 126 27/11/2014 13:32 Z01_NELL_CB_ADVGLB_8162_LEP.indd 127 27/11/2014 13:32

MYENGLISHLAB

A blended and
personalised
learning
environment with
materials that
can be assigned
at the click of a
mouse.

Rich media
activities using
audio, video, and
‘record yourself’
functionality.

Interactive
practice exercises
with instant
feedback and
automatic
gradebook.

10
MYENGLISHLAB

Interactive
practice exercises
with instant
feedback and
automatic
gradebook.

Tips and
feedback that
direct learners
to reference
materials and
encourage
them to work
out answers for
themselves.

• Achievement tests for each unit, and mid-course and end of course assessments.
• Common error report that highlights mistakes that learners are making.

11