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5ADVANCEDwww.webframework.net

STUDEN

T’S B

OOK

Ben G

oldste

in, Rob M

etcalf,

Gill H

olley &

Lucy N

orris

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3 Hatepage 24

4 Relationshipspage 32

Adding emphasisUses of get

Expressing annoyancePersonal qualities& characteristicsWord-buildingWords from a poemAnger & annoyance idioms

The Real Thing:funny

TV GuideBitcherel poemNews articles about rage‘More action, less words’

Modal verbs Relationship problemsBreaking up Formal & business languagePhrasal verbs

The Real Thing:of course & course

‘The body beautiful?’‘Relationships in the workplace’‘Man and dolphin’

1 Attitudepage 6

Unit Language focus Vocabulary Reading

2 Communication page 14

Overview of continuous& perfect verb formsSpoken stance markers

Words with multiple meaningsGraffitiReligionLawBad attitudes

WORKBOOK:The Real Thing:well

‘Ash, ads and bans’‘Muslim girls risk careersfor headscarves’

The future with willCohesive devices

Mobile phone technologyClothesCommunication verbsAttitudes

WORKBOOK:The Real Thing:all

‘Cell, cell, cell – a mobile future’A dress code‘Avoiding miscommunication’Body language & interviews

2

Contents

5 Clubspage 42

Overview of passiveformsDistancing devicesQuantifiers with& without of

Collocations with clubTeenage problemsWords used as nouns & verbsAdjectives & descriptivephrases

The Real Thing:whatever

Descriptions of clubs‘Time banks’‘The Silver Ring Thing’‘Las Maras’Clubbing holidays‘From Dusk to Dawn’

Flashback 1 page 50

World English DVD 1: American Graffiti / Extreme Fighting page 22

World English DVD 2: Rent a Pet page 40

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Annoying thingsRole-play: Room 101Successful relationshipsRating personal qualities& characteristicsRage incidentsComplaining about productsor services

People talking about pet hatesRoom 101 TV programmePeople talking about theirrelationshipsBitcherel poem

A leaflet giving advice Takeaway English:Softening the message

WORKBOOK:Zoom in:place

Why relationships failRole-play: Relationship break-upsBody shapes & sizesWorkplace legislationProblems with friends& colleaguesPeople & animals

A wedding dayBreaking upChanging body shapesProblems with friends& colleaguesRelationships between people& animals

Agony aunt repliesA good relationshipguide

Zoom in:turn

WORKBOOK:Takeaway English:Making apologies &excuses

Speaking Listening Writing TakeawayEnglish / Zoom in

Contents

Changes in attitudesAdvertising techniquesBans & other measuresDescribing graffitiControversial issuesBad attitudes

Smoking ban in IrelandThe history of graffitiOpinions on integrationvs. segregation

A letter to a newspaper Takeaway English:Turn-taking

WORKBOOK:Zoom in:thing

Mobile phone useAcceptable & unacceptablephone useWhat your clothes say aboutyouSchool uniformsClothing & labelsCommunication problemsSelf-improvement books& courses

Camera phones The history of clothingCommunication coursesCommunication breakdownNon-verbal communication

A guide to mobile phoneetiquetteAn interview guide foryoung people

Zoom in:take

WORKBOOK:Takeaway English:Creating rapport

3

Joining clubsTime banks Teenage problemsEvaluating ‘The Silver RingThing’ projectUrban gangsFavourite clubsDesign a club

Club membershipAn interview with a clubber

A discursive essay Takeaway English:Presenting arguments& counter-arguments

WORKBOOK:Zoom in:beat

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7 Happinesspage 64

8 Numberspage 72

RegretsThe past with presentor future meaning

Emotional ups & downsAction verbsAdvertising hooksTypes of humour

The Real Thing:thing

Happiness quotationsHow to be happy‘Angela’s Ashes’Jokes from different countries

Discourse markersModals in the past

Old-fashioned languagePositive & negativecharacteristicsWord-buildingCodesCompound adjectives

The Real Thing:yeah

Numbers in different cultures‘It’s a small online world’‘An amazing coincidence?’‘Numerology can changeyour life!’Number facts

6 Childrenpage 54

Present & past habitsSpoken narrativetechniques

Formal & less formal verbsPersonal characteristicsVocabulary used to createan impactPolitically correct language

The Real Thing:enough

‘Thinking of having children?’Tests for prospective parentsEffects of family positionon characterTeen curfewsA modern version of a fairy tale

9 Spacepage 82

Giving information aboutthingsInversion after negativeexpressions

Urban areasPhrasal verbsArchitectureVerbs of movement

The Real Thing:space

A day tour of Soweto‘The end of the office?’‘The high-rise shanty town’‘Dome, sea and sand’

4

Unit Language focus Vocabulary Reading

10 The endpage 90

all / every / eachParticiple clauses

Stance markersEuphemismsCinema wordsText types

The Real Thing:I’d better / I gotta

‘Go Bags’An obituaryLast linesNon-verbal communicationGoodbye in different cultures

World English DVD 3: Lost Boys / Life Goals page 62

World English DVD 4: Strictly Ballroom / The Secret of Happiness page 80

World English DVD 5:The End of the Elephant? page 98

Flashback 2 page 100

Language Practice Activities page 104

Communication Activities page 116

Irregular Verbs page 127

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Happiness is...In hindsightChildhood memoriesWish listsAdvertising & happinessLaughter & humourTelling jokes

Ideas of happinessLooking back on lifeWishesAn interview with a comedian

An autobiographicalextract

Takeaway English:Cheering someone up

WORKBOOK:Zoom in:up

Special numbersCoincidencesNumerologyCodes & secret numbers

Professions & numbersSix degrees of separationLife path numbersThe history of secret codes

A numerology profile Zoom in:one / it

Positive & negative aspectsof having childrenParents & familiesFamily position & personalityChildren’s free time: past& presentPunishmentsControlling teenagersRe-telling fairy tales

Views on parenthoodKids’ pastimesRadio phone-in on smackingNaughty stories

A modern versionof a fairy tale

Zoom in:keep

WORKBOOK:Takeaway English:Paraphrasing &understatement

Personal spaceHoliday activitiesTourist trailsOffice lifeWorking from homeYou and your deskImproving citiesA place to liveBuildings & architecture Role-play: A planning meeting

Space to be aloneDesk psychologySquattingInterview with an architect

A tourist trailadvertisementA report

An obituaryWriting an ending

Takeaway English:Describing dimensions

WORKBOOK:Zoom in:over

Contents

5

Speaking Listening Writing TakeawayEnglish / Zoom in

Evaluate emergency plansFrank SinatraGossipDescribing funeral traditionsFamous filmsAlternative endingsSaying goodbye

Sinatra’s coffinFuneral traditionsFilm endingsDifferent goodbyes

Zoom in:end

WORKBOOK:Takeaway English:Dealing with awkwardmoments

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6

a b

Attitude• Changing attitudes

• Words with multiple

meanings

• Graffiti

• Continuous & perfect

verb forms

• Religion

• Law

• Spoken stance markers

• Describing bad attitudes

• Turn-taking

1Changing times

Speaking

1 In pairs, decide if each photo represents the presentor the past. What changes in attitude do theyreflect?

The first photo represents now; smoking is becoming unacceptable.

2 Are these changes positive or negative for society?

Reading & Speaking

1 Look at the title of this article. What do you think it is about? Read and confirm your ideas.

c d

e f

It was around 3,000 years ago that theMayans started consuming tobacco, aplant that had grown in the Americassince at least 6000 BC. The tobaccohabit spread north and south, and wasbrought to Europe by Spanishexplorers in 1493, though it wasn’tuntil the First World War, whenBritish and American soldiers wereprovided with free cigarettes to keepup morale, that cigarettes became thenumber one tobacco product.

At this time, cigarettes were soldas having health benefits. They weresaid to calm the nerves, give you a‘lift’ and help you stay slim. Popularsportsmen endorsed brands, andadvertisers turned health concerns totheir advantage, claiming that theirbrand didn’t ‘get your wind’, or thatdoctors smoked them. Ads alsotargeted women, who were startingto gain social and economic freedom.Film stars such as Greta Garbo and

Marlene Dietrich were used toassociate smoking – until then seen asa sign of loose morals – with style andsex appeal.

Events changed dramatically in1950, when a clear connectionbetween smoking and lung cancerwas established. Sales plummeted asadvertisers played on health fears,claiming that their filters were ‘justwhat the doctor ordered’. The USquickly banned all references tohealth in advertising, which changedtack, stressing flavour and enjoymentinstead. Ironically, sales went upagain, peaking in the late 1970sdespite the introduction ofmandatory health labels, anti-smoking TV commercials, and a banon TV advertising.

In the 1980s, the number ofsmokers started to fall steadily. Butalthough Vermont made history in1993 by becoming the first US state

to ban smoking in indoor publicplaces, smoking in the West seems tobe levelling off. Meanwhile, cigarettecompanies have sought new marketsby expanding their operations inEastern Europe, Asia, LatinAmerica and Africa. It remains to beseen whether things change as aresult of the global health treaty thatcame into effect in 2005. The 168governments that signed the healthtreaty committed themselves toimplementing strict anti-smokingmeasures, including a total ban onadvertising.

5

10

15

20

25

30

35

40

45

50

55

60

Ash, ads and bans

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Unit 1: Attitude 7

1Attitude

2 Are the following statements true or false according to the article? State why.

1 The tobacco plant is over 8,000 years old. 2 At the start of the 20th century it was socially unacceptable for women to smoke.3 Before 1950, nobody had considered smoking a health risk.4 Recent anti-smoking measures have been successful.5 The global health treaty will reduce smoking worldwide.

3 Explain the meaning of the following in your own words.

1 endorsed (line 17) 2 get your wind (line 20)3 targeted (line 22)

4 The text mentions four techniques used to advertise cigarettes. What are they? When were they used? What techniques are used in cigarette advertising today?

Listening & Speaking

1 Ireland was one of the first countries to ban smoking in public places.Make a list of some advantages and disadvantages of the ban.

One advantage is that bar and restaurant employees don’t have to put up with passive smoking.

2 1.1 Listen and compare your ideas. What other ones are mentioned?

3 Listen again and answer the questions.

1 How are smokers dealing with the ban?2 What measure is put forward as an alternative to a total ban?3 What could be the impact of the ban on local businesses? 4 Who – apart from non-smokers – totally supports the ban?5 How will the law be enforced?

4 Discuss the ban with a partner. What other ways can be used to discourage people from smoking? Which is the most effective idea?

TV commercials, fines,...

VocabularyWords with multiple meanings - lift

1 Some of the people in Transcript 1.1 may think the ban ‘should be lifted’. What does lift mean in this context?

2 Decide what lift means in these examples and match them to the diagram.

1 She didn’t lift a finger. I had to doeverything myself.

2 I’ll give you a lift if you’re short of time.3 He lifted all his ideas from a book, it’s just

plagiarism!

3 Turn to the Language Practice Activities on page 104.

pick upstealinformal

helpsomebody repeal (a law)

an elevator (US)

a happier feeling

copyinformal

a ride in a car

4 loose morals (line 27)5 plummeted (line 32) 6 changed tack (line 37)

7 levelling off (line 51)8 sought (line 52)

lift nounverb

4 The shop assistant saw him lift a book and walkout with it.

5 In the 1920s, cigarettes were said to give you a lift.6 She lifted the receiver and started to speak.7 She took the lift to the fifth floor.

Try the interactive activity for this topic on your CD-ROM.

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8

Art or vandalism?

Speaking

Discuss these questions in groups.

1 What types of graffiti do people normally write onwalls? Why?political statements – to influence people

2 What graffiti is there where you live? Can you thinkof any specific examples?

Listening

1 Answer the following questions.

1 Which language does the word graffiti comefrom, and what does it mean in that language?

2 Where and when was the graffiti art movementborn?

3 What was the original function of graffiti art?4 What is the most common type of graffiti

written today?

2 1.2 Listen to the first part of a radio programme and complete your answers to the questions.

3 1.3 Listen to the second part and match the four types of graffiti to the photos (a–d).

_____ tag _____ throw-up_____ stamp _____ production

3 Have you ever seen anyone writing graffiti?Describe the situation.

4 Have you ever written any graffiti yourself? Tellthe group what you wrote and why.

a

b c d

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Speaking

In groups, discuss the views on graffiti presented below. Share your views with the class.

Language focusOverview of continuous & perfect verb forms

Unit 1: Attitude 9

1Attitude

4 Listen again and make notes on what Vince Jordansays about:

• how he became a graffiti artist.• the meaning of the words get up and crew.• his reasons for writing graffiti.• his current situation.• his opinions on whether graffiti is art or not.• the reasons behind tagging today.

5 In small groups, compare your notes. If necessary,listen again.

Useful languageI thought he said that…That’s not what I heard.I heard something about…Didn’t he mention…?

I can’t see anything posi

tive about it.

It’s just vandalism. It ma

kes buildings,

neighbourhoods, sometimes

whole cities look

run-down, ugly and dangero

us, and we all end

up paying for it to be cle

aned up.

I don’t really like graffiti, but I don’tobject to it in principle. What I doobject to is the fact that we haveno choice about where we see it.Cities should provide places wherepeople can go and write it.

Society doesn’t listen to young people. Graffiti is one of theonly ways they have for making themselves heard. We shouldall stop and listen.

All verbs used in the continuous and perfect formshave common meanings.

Continuous verb forms indicate that an activity is in progress and tell us that a situation is:1 temporary.2 changing.

1 What is in progress in these examples? Is the situation temporary or changing?

He’s visiting the UK for the Brixton Graffiti ArtFestival.I’ll be talking to Vince in just a moment.Other new styles were coming up. Writers weregetting into colour and size.More and more cities around the world aregetting tough on graffiti.

Perfect verb forms tell us that an action or activity is:1 unfinished.2 finished at an indefinite time.3 recent.

2 Match these examples from the interview withone of the meanings.

The throw-up had just hit.By then things had already gone beyond tags.Graffiti’s been with us since the beginning of human society.

When you combine perfect and continuous verbforms you emphasise the progress of an activityrather than the result.We’ve been working on this piece for days.(Implication: it’s not finished)

3 Are these pairs of sentences similar or different in meaning? Why/not?

I’ve written graffiti since I was 12 years old.I’ve been writing graffiti since I was 12 years old.

I’d been painting a train car when the policecaught me.I’d painted a train car when the police caught me.

4 Turn to the Language Practice Activities on page 104.

See Reference Guide, pp. 2–4. See Workbook, pp. 3–4.

Try the internet activities for this unit at www.webframework.net

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10

a b c d

Speaking & VocabularyReligion

1 Which religions do you associate with the photos?

2 What special objects and clothes do followers of these religions use and wear? Make a list.

Islam Judaism skull cap

Reading & Vocabulary

1 Before reading the text about a headscarf ban in France, decide if the statements are true or false.

1 The ban forbids pupils from wearing any religious symbols.2 Wearing headscarves is a sign of increasing radicalism among Muslim girls. 3 Schools will have no choice but to expel students who continue to wear religious symbols.

2 Read and check your answers.

3 Complete the sentences with words or expressions from the text.

1 If you break a law, you are _____ _____ _____ the law. (para 2)2 Another word for a law is _____. (para 2)3 If a law forbids something, it can also be referred to as a _____. (para 2)4 If you neither break a law nor follow it exactly, you _____ _____ the law. (para 4)5 To _____ a person is to call them for a formal court hearing. (para 6)6 You _____ the law if you deliberately break it. (para 6)

4 Use the notes on page 116 to organise a group discussion.

Signs of the times

When Samia and her twin sisterSamira arrive for school todaywearing headscarves, they will bemaking more than a fashionstatement. Their choice of outfit islikely to bring them into directconflict with the law and maydamage their future careers.

The twins, who have worn theirIslamic headscarves to school for thelast seven years, will today be inbreach of new legislation whichforbids pupils in state schools frommaking a conspicuous show of theirreligious affiliation. The ban includesthe veil, skullcaps, turbans and largecrucifixes, although it doesn’t extendto small crosses or the Star of David.

Many pupils, like Samia, feel thelaw is a direct attack on Muslims. ‘Asmall cross, which is what mostCatholics wear, counts as a discreetsign of faith. A headscarf doesn’t. Idon’t feel we are being treatedequally,’ she said. ‘It’s a shame that I have to spoil my good academicrecord because of my religion.’

Muslim groups, giving advice topupils who are struggling toreconcile their religious convictionswith their desire to continue theireducation, have set up a telephonehotline in Strasbourg. The hotlinesuggests that girls can get aroundthe law by wearing smallhandkerchiefs covering their heads.

A volunteer from the hotlinedenies suggestions that the veilrepresents a growing radicalismamong Muslims and insists thatsecond-generation immigrants aresimply more confident aboutdisplaying their religion now.

School directors have beenadvised to summon any schoolgirlswho directly flout the law and warnthem that they may be sent homeand eventually expelled if they failto comply. In the case of Samia andher sister, expulsion is an unlikelyoutcome as they are prepared tocompromise. ‘If the director of theschool tells me to wear a beret, I’llwear a beret instead,’ she says.

Muslim girls risk careers for headscarves

Sikhism Christianity rosary beads

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Unit 1: Attitude 11

1Attitude

Listening

1 Do you agree with these statements? Rewrite them so that they are true for your group.

• It’s a pity if cultural traditions are lost in an effort to adapt to a new country. • It’s up to the local community to accept the immigrant population. • Immigrants should make an effort to adapt to the culture of the country they are living in.• Immigrants should not expect their host country to cater for their specific needs.

2 1.4 Listen to the following four people speaking about integration. Which of the above points of view does eachperson express?

3 Listen again and complete the extracts.

1 _____, you can only be a visitor for so long.2 _____, I think it’s time we stopped worrying so much about the needs of cultural minorities and thought

more about the interests of the national majority. 3 _____ my mother and father-in-law felt that if their children left their culture behind, they wouldn’t be

subjected to the same stigma they’d felt.4 _____, before I went over there to work I had the same opinion as most people in our country.

Language focus Spoken stance markers

a b c d

Spoken stance markers convey the speaker’s attitude to the information they express.

1 Match the spoken stance markers (1–8) with the attitude they convey (a-h).

1 undoubtedly, certainly2 admittedly3 basically4 quite honestly/frankly5 apparently6 presumably 7 inevitably8 all in all

2 Turn to the Language Practice Activities on page 105.

3 Present your view on the following topic to other students. Use spoken stance markers to convey your opinions.It’s essential that immigrants learn the language of their host country.

See Reference Guide, p. 4. See Workbook, p. 4.

a my honest opinionb something I assume c a point I conceded what I’ve heard, though I don’t know if it’s truee the essential pointf something I’m sure is true g takes everything into accounth an unavoidable conclusion

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12

Bad attitude

Speaking & VocabularyDescribing bad attitudes

1 How would the following people behave if they have a bad attitude towards others?

• An office worker meeting with her boss. • A shop assistant dealing with a customer returning an unwanted item.• A schoolgirl asked to explain why she hasn’t done her homework.• A teenager on public transport.

2 Read these texts about bad attitude. Who are the writers? Why did they write the letters?

3 Find adjectives in the extracts to match the definitions below.

a impolite rudeb hostile, confrontationalc using abusive or obscene languaged angry and irritablee talking to someone as if they were inferior

4 In groups, tell each other about your experiences of bad attitude. Choose one story to tell the class.

f always looking for an argumentg tending to seek revengeh openly challenging authorityi uncivil and disrespectfulj using irony to insult someone

The boys, who could only have been

about 15, were rude and antagonistic.

When I asked the one who was

scratching his name on the window to

stop, I was insulted and made fun of by

the whole group. One particularly foul-

mouthed youth proceeded to light up a

cigarette and blow smoke in my face. It

was a humiliating experience. It was

not, however, an isolated incident.

I was greeted with a defiant ‘What?’ when I placed the DVD on the counter. But not only was the

assistant bad-mannered, she was also incredibly sarcastic. The DVD was faulty, I explained, but my

complaint was met with raised eyes as she told me I probably didn’t know how the player worked. By this

time I was really angry and asked to see the manager. ‘She’s having lunch,’ she said. ‘Come back later.’

She’s bad-tempered and condescending with most of the

staff. She’s also totally unreasonable. A few days ago

she told me I had to work the evening shift in the duty-

free shop. When I pointed out I’d been working since

7am that morning, she accused me of being argumentative

and uncooperative, which is really unfair. She’s too

vindictive to let an incident like that go, though, and later

on that day I paid the price for standing up to her. I

had asked for two days’ unpaid leave at the end of the

month. My request was turned down.

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Unit 1: Attitude 13

1Attitude

WritingA letter to a newspaper

1 Read the letter. What attitude does the writer have towards graffiti?

2 Complete the letter with the words and phrases below.

a What’s more,b Unlessc Some might sayd To a certain extente This f It’s about timeg However,h Much has been said about

3 Underline the phrases the writer uses to describethe city’s graffiti. What do some of the phrasesassociate graffiti with?

4 Who does she refer to as support for her pointof view?

5 Look at the response to the letter on page 116.Do you think it is a good answer?

6 Write a similar letter expressing your attitude on oneof the themes raised in the unit. Give your letter toanother student, who will reply.

·Graffiti vandalism·Dear Sir/Madam

1_________ the council’s efforts to make the city

centre more upmarket. 2_________ these efforts have

been successful, bringing new facilities into the area.3_________ I would like to draw attention to the

epidemic of graffiti on almost every available surface.4_________ this graffiti is harmless, but I see it as

visual poison, and I know that this is how many other

people feel. It lowers property values and creates a

threatening atmosphere for locals and visitors alike.5_________ it defaces the historic buildings that have

made the city centre one of the country’s most popular

tourist destinations.

6_________ the council stopped pretending the

problem didn’t exist and followed New York’s

example. There, graffiti is considered a crime, and

offenders can be sent to prison. This zero tolerance

policy has all but eradicated the graffiti problem.7_________ similar action is taken here, the city

centre will quickly become a no-go area for locals and

visitors alike. 8_________ would discourage further

investment in the area and have disastrous

consequences for the city’s economy.

Yours faithfullyMargaret Murray

TAKEAWAY ENGLISH: Turn-taking

1 1.5 Listen. What are these people talking about?

2 Listen again. Describe Cat and Mike’s attitudes using adjectives from Exercise 3 on page 12.

3 Complete these turn-taking expressions from the listening.

1 Initiating a turnWell, …And … / But …Yes / No, but (don’t you think…)

2 Taking a turnCould I _____?Could I just interrupt for a moment?Can I just ask a quick question?

3 Keeping a turnJust _____.Could you _____?Can I just finish what I was saying?

4 Use the notes on page 116 to organise a class discussion.

4 Giving somebody else a turn_____, (name) what do you think?I’d like to hear what (name) thinks / has to say.

5 Defending someone else’s turnHang on, (name). _____.Could I just hear what (name) was going to say?

Now do Unit Test 1 on your CD-ROM.

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