Attitude 4 Teacher's Book 3l242d

! difficult. baseball and Jane feels 6 Rob watches a lot okay about it I rritated by I .

USEFUL lANGUAGE Are you a shy person?

\Vel/. generally speaking, yes. btll ... According 10 the /{Jble . "--' you tend to be serious. No !I'oy! flll/lJore light.hearted. ..........

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Objectives

Topic: personality

Grammar

Vocabulary

Reading

present progressive

adjectives describing personality

on informal e·moil

Ustening a conversotion

Speaking

analyzing and discussing hondwriting

Before the lesson, ask. somebody students don', know to write their signature 00 (] piece 01 paper. Use (] photocopier 10 enlarge the signature, and tope it 10 the board to start the doss. Ask students Do you think v.'e can Iell a 101 about a person from a signature? IMlaI sex is this person? What can you say about hislhet personality?

InfTOducethetopic

1 Vocabulary: adjec li ves describing personality For Exercise la . oncourage students to make guesses beforo using a diclionary to chock answers they are not sure of. Thon give students the correct answers by read ing tho words aloud clearly, showing the prolluncialion and stress. Ask students to mark \ho strong stress in cach word. Most of these words ore cognates, so students should be able to guess their meaning. Words thot may need checking ore: boring, lonely, proud, shy.

Checking meaning

Use questions in English to check students' understanding of these words. For example, ask:

Whot is the OPPOSite of boring? Which word is the opposite of outgoing and sociable? (shyl Which word means that you feel alone and friendless? (Ionelyl My class got the best grodes in the exom. How do I feel? (proudl Give s tudents a few minutes to think of things to say for the task in Exercise lb. Ask them to write at least two sentences. but encourage them to think of more. Go a rou nd the class ,lIId help studenls with ideas. Put stude nts in pairs to share their ideas. and then as k a few s tudents to lellthe class whal Ihey wro te. Ask students to work in pa irs to share ideas for ExeN:ise le . Then as k a few s tudents to te ll the class what their partner told thom.

2 Listening skills For ExeN:ise 2a . ask s tudonts to write the sentence and their signature on Il separate picce of paper. not in their notebooks. They will need to their handwriting sample to other students in the class. Put students in pairs or small grou ps to compare their handwriting and disc uss tho ques tions in Exercise 2b. Play the aud io for Exercise 2c , and then ask students to answer the gist question. Ans we rs: Rob is feeling mUlO yed becaus e he wants to wat ch the game - ho is unin teres ted in what Jane is say ing. June is feeling annoyed and upse! Uocauso Rob isn't lis ten ing to he r. Play tho audio again. The n ask students to do Exercise 2d . Ask s tu den ts to do Exercise 2e individually and then check with a partner. Play the audio again if s tuden ts are not sure abou t some of tho answers.

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3 Speaking ski lls Have st udents do Exercises 3a and3b individually. Before doing Exercise 3e, draw attention to the Usefu l Language box.

3'--------------------------------------------------------, Rob, look ot this. Rob rm watching the game! Jone rm just doing this quiz obout graphology. Really interesting. Rob Gropho·whot? Jane Graphology. You know, hondwrifing and personolity. Rob Oh, right. Jane And you know I've got kind of large hondwriling ... Rob Yes, honey, I know. So whot does thot mean? Jane Hey.

Jane If means rm serious ond generous. Rob Well. I knew thol anyway. Too serious. What else? Jane Well. my \.YI"iling slopes to the right, kind of like this. look. Rob Okay. Thol means yau're a great person,

right? Jane Rob! Well, actually il means I'm friendly

and attractive. Rob Friendly. attractive, and .. er ... modest? Jane And my hondwriting is connected, ...mich means rm relaxed and cooperotive.

Rob Well. you're doing very well. oren" '/OO? But I want 'A watch this game. trs finishing

now. Jane You're olways watching baseball when I

want to talk! Rob I only watch baseball on<e 0 week. Jane You're always watching it! Rob Oh, don't exaggerate! I only watch ~ once a week. Jane No, you dor'lll You watch baseball f?'Iery cloy' Rob Jane!

You and me

T8

Unitl

4

Grammar rev iew and extension : present progressive Ask students to do Exercise 4a individually. Then check the answers in pairs before going through them with the whole class.

Quick grammar guide: present

progressive

The use of the present progressive in English to refer 10 future arrangements may confuse students.

Common problems and etTOrs Students translate directly from their first language and use the simple present to refer to the future. I ¥isiI my friends next Solurday. Students have a problem recognizing and ing when a verb is active or stative. Basically, stative verbs tend to express permanency, so, I like French fries (always), I am Argentinian (always!. I have blue eyes lalways!. Verbs of the mind (think" know, believe!, verbs of emotion llike, hole, won~. and verbs of possession Ihave, own, belong, ore useful groupings of slalive verbs.

Ask students to check their answers to Exercise 4b in pairs. After checking the answers, go through the rules in the Language Note. Ask students if they can think of any other stative verbs (for example. believe. hear. love, wish).

ti

5 Reading skills Set the scene for Exe rcise 5a by asking students to look at the e·mail and by asking a few simple questions: Who is writing? Who is she writing to? What subject is she writing about? Ask students to check their answers in pairs before going through them as a class. As students report their answers to the class, ask them why they chose each tense. Answers:

Here, we use present progressive to describe something happening now. Here, have is a stative verb. Hero. it is a temporary situation. Know is a stalive verb. 4 An irritat ing habit 5 617 A regular. repeated action A futuro arrangement

1

2 3

•

Ask students to check their answers to Exercise 5b in pairs. Answers:

1

2 3 4

They are friends. She is 100 busy to write at other times. She feels tired because she's working so hard. She feels irritated with Jenny because she is "a pain ." She's seeing Dave Jenkins next Saturday.

Before students do Exercise 5c, make sure they understand that a pain is a very annoying persoll. Hold a session with the whole class for Exercise 5d .

Unit 1

T9

You and me

Characteristic

M,

Meaning

1

large handwriting

large

serious, proud, generous

2

small handwriting

modes!, liberal, a good friend

3

slopes to the right

"'""

4

slopes to the left

~

shy, disciplined

5

upright

upright

independent

6

connected

~

cooperative, relaxed

7

regular, the same

re9ular

strong, conservative

8

irregular, changes

ir re filar

warm, creative, irritable

•• big loops ~

Example

10

small loops

,

relaxed, active, friendly

;),

( / rI~,/

Partner

",( "

writ!"!?

romantic, creative realistic, likes money

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4 Grammar review and extension: present progressive a Match these examples of the present progressive with their meanings. 1 I can 'I go for a walk right now because a This describes a situation thai is developing or I'm studying for an exam. changing. b This describes a temporary situation or activity. 2 The rate of inflation is rising quickly now. 3 You're always watching baseball! --_~/'\/ c This describes a definite arrangement that will 4 I'm staying with a friend until I find happen in the future.

d This describes an irritating habit thai someone has.

apartment. S I'm seeing my parenls n ext weekend .

e This describes an action happening now.

b There are some mistakes in the senlences below. Put a check next to the correct sentences. Correct the wrong ones.

X Mmm, delicious. I like this wine, 2 Are you knowing that strange man across the street? X Do you know 3 I see what you mean. V' 4 I'm having two brothers and a sister, X I have 5 She's very rich ! She owns three houses and two apartments! V' 6 I'm being tired and am wanting to go on vacation. X I'm tired, I want 1 Mmm . delicious. I'm liking Ihis wine.

LANGUAGE NOTE Stative verbs are not normally used in the progressive form because the speaker is describing "states" and not "actions". I belong to a tennis club . ./

I'm belonging to a tennis club.

X

5 Reading skills a Read jane's e-mail to Maureen. Choose the correct tense. b Read the e-mail again, Answer the questions. 1 What is the relationsh ip between Maureen and Jane? 2 Why is Jane writing so late al night? 3 How does Jane feel? Why? 4 What is Jane's good news'?

c Tell your partner about someone you know who is "a pain",

There's a guy in my closs wha thinks he knows everything. He's always interrupting the teacher. d Share your stories with the

cJflSS.

Hi Maureen, It's midn ight and I'm tired but 1 I write I'm writing a you 'nee I'm now beca~;t's1>he only time I have to do an so busy! I have V I'm having a new job 'm workin I work at Faa 0 Go, a fast food place. It's only or a ew weeks but it's horrible, I work like a slave ! There's this girl I work with. I think 4 you're knowing you know her. Jenny Carpenter? She' now t.~h~ e J.i'im:~~

she always complains I'm making the bur fries, but in fact

he's always complainin e s suppose

I make

a do the

rench he never doe / she's never doing anything .

::=wa y, life isn't all bad. Remem ber Dave Jen kins? 8 I see /

(l:!!!... seein])him next Saturday night ! Write soon,

Love, Jane

You and me

Unit]

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eo-

1 Vocabulary: colors a What color do you associate with tho items in the box? Make combinations with these words. black, blond, blue, brown, dark, light, gray, groon, hazel, red, rose, white, yellow

eggs wine coffee meat bread eyes hair people (skin color) eggs - brown. white. yellow

b Check your answers with the Vocabulary Summary on page 14.

2 Speaking skills a We often associate words, especially adjectives, with colors. Do you agree or disagree with the descriptions of the colors below? Give reasons. I agree that blue is cold - blue eyes can be cold. 1 blue (radical, cold) 2 brown (warm, fri endly) 3 yellow (qujet, bappy) 4 green (polluting. dull) 5 red (loving. aggressive) 6 gray (respectable. fun) 7 black (unhappy, negative) 8 white (pure, death-like) b Think of other adjectives that you associate with these colors. Why? I think that blue is a calm calor. It's a good color fo r bedrooms.

Unit 1

You and me

LANGUAGE NOTE

-

If you wanl coffee witho~ milk, say Black coffee. ~ please. U you want coffoo with .:;;:mill.. say Coffee, please (or Coffee with cream).

ea-

In British English. you caP_

say white coffee.

e-

Objectives

Topic: colors

Vocabulary

Writing

Ustening

colors and color collocations

a paragraph

a lecture

Speaking making associations with colors

Introduce the topic

Ask a few personalized questions 10 sellhe topic for the lesson: Whars your favorite color? Why? Are there

any colors you don't/ike? What colors do you generally wear? What color is your bedroom?

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1 Vocabulary: colors Direct students' attention to lho Language Note before asking them to do Exercise 1 a in pairs.

Mako sure students find the corroct section of the Vocabulary Summary on page 14 for Exercise lb. Noto: hazel is a light brown. slightly green color.

2 Speaking skills Discuss the first color (blue) as a class to get students started. Then ask stu dents to work in pairs to do the tasks in Exercises 28 and 2b . Brie ny elicit answers from the class.

"'---

- --

-

- - - - -- ----,

For Exercise 3 on page 11 :::.. Welcome to the first lecture on ·CoIors and Culture: We're going to explore the ossocia1ions thot colors have in our culture today. Bul before t begin. t just wont to say that color is not on internolioool concept. Okay. whal do I mean when I soy that color is not an international concept? The color red is the some for a person from Thailand and a person from Venezuela. But what Ihat color means .. the association .. can be very. very different In the second port of this lecture, I will look at how color is interpreted In different ways by different cultures. Okay. lers start. In the first part of this lalk, we'liloak at the role of colors in our life. Colors affect our lives and our feelings in many wafS. And within one culture, we all shore the some associations. As on experiment. I wont 10 ploy a lillie game with you. I'm going 10 talk oboul two different colors. butI'm not going to menlioo the names ollhe colors! See if you can guesS !he IWo colors I'm lalking about. tel's begin with color number one. In our cuUure. this is probably the strongest color of all - the king of colors! We associate it with strong emotians such as anger and ion. Irs the color 01 fire and it gives heal. Irs also the color 01 wor. II is no accident that "The God of War"" is named Mars, and that we often refer to the planet Mars with this color. Now. as I said before. we associate this calor with powerful emotions like anger. We also associate the color with high temperatures! It's also the color of love and revolution, and it gives us energy. Irs no accident that many fast food restaurants are often painted in Ihis color. Why? Well, the idea is tha t you eat fa st and go. Now for the second color. In most cultures. this color means sadness; we use it to talk about unhappy feelings and unhappy situations. In such situations, we feel there is no light. only darkness. It's the color of death. and irs no surpl"ise that at a funeral most people wear this color. In most Western cultures, irs the color of evil. And what do you calithatlype of humor that laughs at terrible things in life, such as dealh and wor? So. you see. this color rePfesents alilhot is dork and negotive in our world. Bul as you will see taler in this talk, no! all cultures see colors in the some way. Now bock to my lillie experiment. Can you guess the two colors I wos talking about?

You and me

T 10

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Listening skills

3

Encourage lots of speculation in Exercise 3a as students try to predict the content of the lecture from the litle.

o

Allow students to hear the audio only once to answer the gist question in Exercise 3b. Once you have discussed the answers with the class. let them listen again. Answers: The speaker talks about red and black. You cou ld guess from the colors' associations. For Exercise l e, you may need to play the audio twice before students get all the answers. Let students check in pairs before discussing the answers as a class. Ask students to discuss the questions in Exercise 3d in small groups. Encourage them to practice using English to talk about their own culture.

T

4 Writing skills Before doing Exercise 4a , check students understand thai fiery refors to colors associated with fire and that JlOvy blue is a dark blue color traditionally used in sailors' uniforms. As students take notes in Exercise 4b. go around the class, helping students with ideas and vocabulary. Students cou ld compare their notes with lhose of a partner before doing Exercise 4c. For Exercise 4d distribute the paragraphs randomly so that each student has a piece of writing that be longs to another student .

--

After students hove wrinen their texts, collect them and correct them. Start rhe next lesson by handing OUIthe texts at random and asking students to read and guess rhe writer. The texts can then be returned to their writers.

oltemattve

The oudioscript for Track 4 is on page no II;

\'.'--- - - -- -----, Okay, lers turn to the ideo that different cultures interpret colors in different ways. let me give you on example -the color white. In the States. ....tIite usually means something pure and cleon. And that purity is symbolized in a bride when she wears white in a "white wedding: We might also soy thot her cheroder is -whiter than white" or "as white as snow: Now thors in the United States. but when you go to Japan you realize Ihat white hos completely different associations - like, for the Japanese, white represents deoth. But be<;ouse life and death are connected. white also has associations with being born again .. so, it is associated with rebirth. So in most cultures in the U.S" you'll see peaple dressed in block at funerals, but in contrast in Japan you con see people wearing white. While is now also becoming common 01 weddings. but this is nattradilional. A 'white wedding' is on interesting example of how one culture will be inftuenced by another culture and "barrow" or adopt a new custom, Lers toke another example: blue in the United States is associated with sadness - we talk about feeling blue when we feel sod or depressed, and we even hove a type of music coiled "the blues" - which originated from the sadness of the slaves in the southern Stotes. in some cultures. however, blue hos a complele1y different meaning. In Greece, for example. blue is associated with peace and tranquility; irs a happy color. You con understand this - think. of lhe blue Mediterranean $eo and the bright blue skies. On lhe Greek. islonds, a lot of the hooses are pointed in while and blue, and they ore stunningly beautiful.

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You and me

3 Listening skills

o

a You are going to listen to part of a lecture on "Colors and Culture", What do you thi nk the speaker will talk about? b Listen to Part 1 of the lecture. Wh ich two colors does the speaker talk about? How did you guess?

\1' c

Look at th e notes a studen t made on Part 2 of "Colors and Culture", Listen and complete them.

r--1

U.S.

2

Ilu!an

3

U·S,

5

PIICb':

6

deat h

7

sadness

/mdes, 9 wfui:e -wed.dings

"---

'Wbit~

whiter than white

10

11

funera ls

I
feelin~ blue

sa or

12 dep ressed

4

8

=

13 m USiC

called

the flues

G>eec£

peace, tranquill ity, happiness

hOllses painted blue & w hite 14

d Discuss these ques tions.

1 What do blue and white mean in your country? 2 What do you personally associate with these colors? 3 Do you have any expressions in you r langu age related to these colors'? What are they? Can you think of expressions related to other colors? 4 What other colors have sp ecial mean ings in your country? Are there expressions related to these colors?

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4 Writing skills a Read this short text. Would you be attracted to this person? Why? I Why not?

b Make notes on these questions. 1 How imp ortant is the color of clothes to you? 2 What colors do you tend to wear and why? 3 What colors in clothes, if any, don't you like and wh y? 4 Do the colors of your clothes represent your personality? Why? / Why n ot? c Use your notes to write a short paragraph like the one in Exercise 4a. d Give your paper to the teacher. Read out th e paper your teacher gives to you. Can the other students guess who the writer is?

Youond me

Unit l

1 Warm up a In pairs, put the words and phrases into the appropriate category in the tahle. A water color It's a picture of two She's wearing ... An oil painting An 18th century landscape An Impressionist painting (by ... 1 [ think it's German. An abstract work A self· portrait (of ... J It shows ... I like it because of the In the foreground/backgroun d you can see.

Types of painting b Discuss these ques tions. 1 Do you have a favorite artist? Who is it? What type of work does/did the person do? 2 Do you have a favorite painting? Talk about it.

A water color An oil painting An 18th century landscape An Impressionist painling (by ... ) An abstract work A self-portrait (of. ..)

2 Task In groups, quickly find as many differences as you can between the two paintings above and write them down.

3 Prepare In pairs, write a short description comparing and contrasting the two paintings. Use tbese categories: The people and the place The activities The feelings. the colors, and the clothes

4 Report the differences you found to the class. Listen to the other pairs and note down any differences that you didn't find.

Unitl

You and me

Phrases describing paintings U's a picture oflwo .. . She's wearing .. . I think irs Gennan . II shows .. . I like it because of Lhe ... In the foregroundlllacksround you can see ...

5 Compare

o

a Listen to a tour guide talking to visitors in an art gallery. How many of your points does the speaker mention? Make a note of the points you missed. ~ b Read the sentences below and complete them with some of the words from the box. Then listen to the tour guide again and check your answers. the city the country fashion landscapes ion portraits scheme seascapes theme the lown

1 Renoir painted portraits and landscapes 2 The two paintings show dancers in the city and in the country . 3 Both paintings have a similar theme 4 Red is the color of love and ion

Objectives

Topic: art

Grammar

simple present, simple post, present

Reading comparing a written and spoken text

Writing

Ustening

a comparative description

a tour guide

Speaking comparing and contrasting paintings

progressive

Bring in pictures of famous paintings, cui from magazines. Put them on the classroom walls at the start of the lesson. Ask students to walk around the class, look 01 the paintings, and decide on their favorite. Once students are seated, ask. a few to tell the class which painting they liked and why.

Introducelhe Iopk

1 Warm up Ask students to do Exercise 1a in pairs. When students report back to the class, check that they have understood portrait (a painting of a person), self-portrait (a painting of the artist by the artist), and landscape (a painting of a scene in the country). Ask students to discuss the questions in Exercise I b as a brief open class activity.

2 Task Get students started by eliciting two or three differences from the class and writing them on the board. Then put students in small groups to extend the lists. Give a short time limit, say four minutes.

3 Prepare Go around the class, helping with vocabulary and language use, as students write their descriptions.

4 Ask a few pairs to stand up and tell the class what differences they found. Encourage the rest of the class to take brief notes as they listen . Model answer: The people and the place I the activities Both paintings show a man and woman dancing. In both paintings, you can see plants in the background. In the first painting, they are outside, whereas in the second painting they are in a very grand building - perhaps a ballroom. The feelings, the colors, and the clothes The woman in the first painting seems happy. The man looks ionate and in love with the woman. The woman in the second painting seems cold and uninterested. In both paintings, the man is wearing a black suit and the woman is wearing a light dress. In the first painting, the woman is wearing a red hat and gloves - she's holding a fan. The woman in the second painting is wearing a beautiful dress and white gloves - she is probably richer and more sophisticated than the woman in the first picture.

5 Compare Play the audio for Exercise 5a. Ask students to listen and note the points the speaker mentions. Let students compare their notes in pairs before discussing as a class. Ask students to complete the sentences in Exer cise s b before playing the audjo again so that they can check their answers. The oudioscript for Track 6 is on page Tl3 '!II

You and me

T 12

Unitl

••

6 Notice Be fore asking students to do Exercise 6a, help them identify where the lexts are from and that Text B is a transcript of an oral texl. For Exercise Gb ask students to work in pairs.

Suggested answers:

Okay, now

So

Kind of

this one

okay?

Exercise 6c can be conducted as an open class discussion .

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Follow up

7

If you brought in painti ngs to start the lesson, you could refer to them again for Exercise 7a. Ask students to work in pairs or small groups. Have them choose a painti ng and make notes to describe it. Remind students to usc the headings from exorcise 3 011 pago 12. Co around lhe class and help. Culture note

The pointing in lhe righl-hond margin of Ihis page is Picadilly Orcus by laurence Stephen lowry (1887-19761, a famous British painter who specialized in crowded urban scenes.

To make the presentations in Exercise 7b more natural. encourage students ilOilO look al their written descriptions as Ihey speak, Also cIlcollrllge Ihem to usc tho phrases they identified in Exercise 6b, Additional activity

Imaginary art gallery, Divide the closs into groups of four, Tell each group lho! they are in the middle of on art gallery, surrounded by painlings. Ask students to close their eyes and imagine one of the paintings they can see. II could be a famous painting or a completety imaginary one, Tell students 10 think carefully about how Ihey are going to describe the painting to other people. Ask students to open Their eyes and toke turns describing lheir painting. Afterwords, find ouf which students in each group really broughl their paintings to life.

For Exerc ise Sa on page 12 1't Tour guide Now, os mony of you will know, Renoir was 0 French Impressionist - one of the best. He was, uh, he was born in Limoges in 1841 and died in 1919. He painted all kinds of pictures, but, uh, he mostly pointed por1raits and landscapes. Okay, uh .. , okay, now, so ... uh .. , now here we see IWO of Renoir's besl·known paintings: the first one Is called Donee in the Counlry, and the second one is called Donee in the Cityand ... uh ... as you can see they both have a similar ", uh , .. kind of .,. Iheme: young couples dancing. Okay, leI's begin by looking at the people. Notice that in bo!h pictures we hove a young couple dancing, butlhere ore some ... um ... interesting differences. The 6rst !hing, uh ... we notice is lhe mon in the first pidure- this one, Dance in IheCounlry we can see his foce. He has a beard, and he is standing very close to lhe young lady, right? In Donce in the City, we can'! really see fhe man's foce at 011. Okay, now look carefully ollhis girl and compare her to Ihe girl in the other picture, uh, in Donce in the City. You can see Ihe first one's smiling and seems really happy, but the other one seems kind of bored so we ... we ... uh ... get the feeling that the firsl woman is crazy about him ", in love with lhe man. Tourist l in love? Sorry to interrupt. but how do we know she's in love? Guide How do we know she's in love? Well. look at Dance in the Countryogoin and nolice the colors, particularly Renoir's use of red. As you know, red is Ihe color of love, of ... uh ... ion, and Renoir often uses the color red in this way. So, the first thing we nolice is the woman's red bonne!, but there's also red in her fan, you see there? Oh yes, and she's wearing a long dress with a pattern of red flowers. Now, if we turn 10 the second picture, Dance in the City, we can see tha t the colors are generally more somber, so tho! shows us .. Tourist 2 Sorry, can I just ask you a question? There's something I don'l understand here ... Guide Yes? Tourist 2 Well, you said thaI Renoir .

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6 Notice a Compare the written and spoken texts about the artist, Renoir, Make a list of differences between the two texts.

Auguste Renoir: born Umoges, F rance, 1841; died Cagnes, 19 19. One of the greatest French impressionists, Renoir primarily painted portraits and landscapes. Dance in the Country and Dance in the City, two of Renoir's most famous paintings, both feature a young couple dancing. Despite similarities in theme, there are several interesting differences between the paintings. In the former, one can see a bearded man dancing very close to a smiling young woman. This young woman appears extremely happy, whereas the young woman in Dance in the City appears somewhat uninterested. The assumption is that the first woman is in love with her partner whereas

Tour guide Now as many of you will know, Renoir was a French Impressionist - one of the best. He was, uh, he was born in Limoges in 1841 and died in 1919. He painted all kinds of pictures, but, uh, but he mostly painted portraits and landscapes. Okay, uh ... Okay, now, so ... uh .. , now here we see two of Renoir's best -known paintings: the first one is called Dance in the Country and the second one is called Dance in the City and ... uh ... as you can see they both have a similar. uh . ,. kind of ... theme: young couples dancing. Okay, let's begin by IooI<.ing at the people. Notice that in both pictures we have a young coup~ dancing but there are some ... um ... interesting differences. The first thing, uh ... we notice is the man in the first picture -this one, Dance in the Country - we can see his face. he has a beard and he is standing very close to the young lady, okay? In Dance in the City, we can't really see the man's face at all. Okay, now look carefully at this girl and compare her to the girl in the other picture, uh, in Dance in the City, You can see the first one's smiling and seems really happy, but the other one seems kind of bored so we. we .. . uh ... get the feeing that the first woman is crazy about him ... in love with the man.

b What expressions are typical of the spoken text?

okay. now.. c Give examples of similar expressions in your own language.

7 Follow up a In pairs or small groups, choose one of the paintings on this page (or one your teacher gives you). Together, make notes on it then write a short description of it. b Present your description of the painting to the class. Don't just read out the written description - that spoken English is different from written English!

You and me

Unit 1

JAC:.;E RESOURCE •

Grammar Summary

an irritating habit that someone has: You're &Ways interrupting me, Jeff is always turning up late these clays.

• a definite anangeo"Ie(ll for the future: We're leaving at six tomorrow morning and meeting the others at the airport.

1 Review and extension of simple present Use

Fo,",

a facts, things that are true:

Affirmative: I'm reading a really interesting book right now.

b c

d e

The soo riSes in the east and sets in the west. permanent situations and states: lINe in BtaziI. I work as an engineer. rootioe, regular actions: I often go to the movies. I usuaRy watch comedies. feelings and desires at the IJ(esent tine: I want a break. I feel tired. emphaSizing a fact/feeling: He does live'here; I'm surell do love you!

Negative: We aren 't reading vet)' much right now.

QuestiOn: Are you reading anything good? Is the use o r the te n ses in these sente nces c orrect? Put a c heck by th e correct senten ces and correct th e wrong o nes. 1 "Vv'hat are you majoring in?" "I'm majoring in history:

V

2 These tomato plants are growing very quickly if the weather's

good. These tomato plants grow very quickly if the

weather's good ,

Fo,", Affirmative: She w orks in a bank. Her two friends work there,

'00. Negative: She doesn't work on the weekend. They don't worle /ate very often. Question: Does she work hard? Do they work through lunch?

Emphatic: We do wa nt you to s tay longer - it's just th81 we won't be here.

2 Review and extension of simple past

3 I can't see you ton ight - we're having a fami ly dinner.

V

4 Our neighbors are always playing loud music late at night and it really annoys me.

V

5 "How's Kevin's leg?" "OIl, it gets better. but he can't walk

yet. · it's getting botter 6 I'm never telling people my nickname -I hate it! I never tell

people my nickname - I hate itl

Vocabulary Summary

Use

1 Adjectives: personality

• a single action in the past that is now finished: We went to a bar last night. • a continuous situation or repeated action that is now firished: People lived in poverty in those days. They often diedyoung.

Posffive

"""""" -.0

"""" act""

• emphasizing a fact/feeing: You did say you'd moot me at eight, not nine!

cooperative

Fo,", Negative: We didn 't m eet until pretty /ate In the evening.

sboog modest attractive

Question: Did you meet them at the restaurant? Emphatic: I did call you!

organized

Affkmative: We m e t friends and had pizza last night.

""'"

realistic

Neutral

Negative

""""

irritating

dul

""""

sad

romantic cooservative

rod

bomg

irritable

''''''''

""""""""

urI1appy

"""""""" "" ~ined

w""' """,live

"""

happy

quiet radical

~""

respectable

"'m

Note the spelling rules for regular past forms: With most verbs, add -ed: look

-+ looked, stay -+ stayed -+ liked, fT'IO.Ie -+ maved

Cho o se three adjectives that describe each of thes e

With verbs ending in -e, add -d: like

people:

With verbs ending in consonant + -y, remove -y and add -ied: study -+ studied, carry -+ carried

yoo

With one-sylLable verbs ending in consonant + vowel + consonant. double the consonant: plan -+ planned, phi

your mother or lather

-+

pro"ad

-

A lot 01 verbs have an irregul
your best friend

2 Collocations with colors eggs

wtYte. yellow. brown

wine

reel, v.flite, rose

coffee

black, white (British English onty)

m eat

reel. white, dark (chid<.en)

are you doing?

b read

brown. white, black (German dark rye bread)

•

a temporary situation or actMty: My sister is living in right now. She's studying French art and architecture.

eyes

blue, brown. dark, gray, green. hazel, red

•

a situation that is developing or changing: Susan is losing a lot of weight, probably because her mother is getting sicker and she's worried,

3 Review and extension of the present progressive Use •

an action happening now: I'm reading about grammar. Vllhat

(sleepy, tired, sad) hair

black, brown, red, white, gray, blond, light, dark

people

.......nite. black. brown (tan from the sun), lighVdarI<

(s kin c olor)

Unit 1

You and me

Using a dictionary 1 Dictionaries you have used In small groups. discuss these questions. 1 Do you own a dictionary in your language? If yes, when do you use it? 2 Do you have a bilingual dictionary? If yes, when do you use it? 3 Have you ever used an English-English dictionary? If you don't have one, would you buy one? Why? I Why not?

2 Information a dictionary can give you

.I,)(. or ? I would use a dictionary every lime: 1 I see a word or phrase that I don', know. 2 I see a word or phrase that I can', figure out. 3 I see a word or phrase that is important to understanding a text. 4 I see a word or phrase that I am curious about.

a Would you use a dictionary in these situations? Write

b Discuss your answers. c A dictionary is full of information about words and phrases. In pairs, make a list of the different pieces of information an English-English dictionary can give you.

Jt can telL 'if!I! dJf/eYe:nl ?'Itet1m11fjS of the .£'1m1e 'm?Yd. Jt can. te1L }fJU- If a )1.00 is cou:nf4l:1e

or U:'1u:ounMile. d Now klok at the dictionary extracts on page 154. can you add anything more to the list you made in Exercise 2c?

3 USing a dictionary a Why do you think some of the words are in red? What do the one', two ", and three ••• categories mean?

b Use the dk:tionary entries on page 154 and 155 to answer the following questions. 1 Can any of the "color adjectives" be nouns or verbs? If so, which ones?

Bl ack: noun, verb Blue: noun

Green: noun Red: nOUD

2 Which two eolors can describe an unhappy feeling? Bl ack, bl ue c How many meanings do the adjectives black and green have in the dictionary entries? 7 d What do you think the f(jlowing phrases ~n Italic) mean? Check your ideas in the dictionary entries. 1 We're still in the black thanks to my new job. You do not have any debt 2 You can ask me till you are blue in the face but I won't do it! There is no use trying to persuade me

3 He's too green to do that job. He has no experien ce 4 When I got the answer wrong I turned red with embarrassment. J felt very embarrassed

e Use the dictionary entries to complete the table below with information about the words in the box. Number of syllables

Main stress

Pronunc iation

4: in·de-pend·ent

in·de-pend.ent

mdl'penckln[ Idscn(

•

3: gen ·er-ous

8en-er -011s

4 : re-spec·ta·ble

re-spec·ta-bJe

In'spe k [~bll

3: ro-man-tic

ro-m-an-tic

kou'mrenuk/

3: dis-ci-plined

dis-ci-plined

Idlsaphnd/

3: un-hap-py

uD-hap.py

IAn'hrepJ/

•

•

•

independent generous respectable f

romantic disciplined unhappy

Words often collocate with other words. For example the adjective strong can collocate to produce a strong leader or a strong drink but not a strong enemy. Which of the words in the box apart from leader and drink can strong also collocate with?

8

leader drink discussion marriage swimmer film

Strong swimmer Strong marriage

ACTION PlAN [>

Your action plan: using our dictionary Tum to page 152 and , 53 at the back of your book and look at the section on how to use your dictionary. Make a list of some more useful things that you learn about the information an English·English dictionary can give you. Note: You will need to show your list to a classmate at the end of Unit 2.

You and me

Unit l

1 Reading skills a Look at the pictures of this famous person. Answer the questions. 1 Who is the person? Z What do you know about her background? 3 Can you name any of her movies? 4 Have you seen any of her movies? If so, what did you think of them? b You are going to read an article about this person. Student A: Look at page 150. Student B: Look at page 151. e Now complete this chart with your partner.

a Look at the examples below. Then write the correct form by the rules: simple past, used to + verb, or was used to + noun/-ing verb. 1 Her parents sent her to a private Catholic school in Louisiana. simple past 2 ... she used to misbehave constant! y ... used to + verb 3 Hayek wasn't used to going against her parents' wishes ... was used to + ing verb 4 ... a job in a local theater, which didn't pay much ... simple past 5 Although Hayek was used to considerable success ... was used to + noun

Info rmat ion

Why is it important?

1

September 2nd, 1966

Salma Hayek was horn.

For habits, situations, or repealed actions in the

2

University

International Rela tions

3

Teresa

popular TV soap

•

L.A .

career in Hollywood

5

My Crazy Life

first hig break

pasl Ihal are nol true or that don't happen now. used to For situalions and actions that are now finished. simple past To express that we wnw accustomed to something in the past. be used to

6

Frida

huge success in U.S.

d In pairs, discuss these questions.

1 2 3 4

Unil2

2 Grammar review and extension : simple past, used to, be used to

What is your favorite movie? Who starred in it? What was it about? How successful was the film commercially?

Fame and fonune

LANGUAGE NOTE + used to + noun/-ing verb can be used in the

De

present or the past:

She wasn 'f used to going against her pareIlt~· · wishes. I'm used to gelling up early in the morning; in fact, I like if.

Objectives

Topic: biographies of famous people

Grammar

simple pasl, used 10 do, be used to doing

Reading a biography

Writing

Speaking

a mini autobiography

speaking from graphic information

Write on the board a dole, a place, and a pefSOfl/lhing thaI is important in your life, lor example, the dole you become a teacher, the town you were born, the name of your dog. Tell the closs 10 osk you questions 10 find oul why the dole, place, Otld person/thing ore important to you. Then have each student write down on important dole, place, and person/thing in his or her life, and ask them 10 interview a partner.

Introduce the topic

••

1 Reading skills Aflor students hAve discussed the questions in Exercise 1a briefly in pairs. elici t from the whole class. Encourage students 10 share any information they know, but don', tell them anything extra at this stage. Before starling Exercise l b, tell each student clearly whether they are student A or student B. Make sure students only read the text and complete the graph that is on "their" page. Tell pairs to complete Exerciselc together, without showing Mch other their graphs. After students have discussed the questions in Exercise ld , have a briof class discussion. The texis on page 150 ond 151 contain a number of very colloquial expressions. You may wish to check students understand them:

Vocabulary

extension

kicked oul of school = expelled from school dropped oul of school = /eft school before completing studies gol a big break

=hod a greal opportunity

Ihe film bombed = the film was very unsuccessful.

t ..

2 Grammar review and extension: simple past, used to, be used to

~

Have students foad the exam ples in Exercise 2a. Check with the class which form is being used in each exam ple. Then ask students 10 match the forms to the rules, in pairs. Draw st udents' attention to the Language Nole and ask them to think of some examples of their own. The form used to + infinitive talks about post slales and habits thaI are no longer Irue. In the form be used to + ing, usedis on adjective and 10 is a preposition, and it means be occuslomed 10. The confusion arises from the similarity of the forms. If there are no identical forms in the students' own language. they tend to ovoid using these forms.

Quick grammar guide: used 10

Common problems and errors

Students often forget to use 10.

They tJS98 ,l6r lennis. Students think the form used /0 + infinitive can be used in a present form and confuse it with usually. I tJSe Ie :eJe)' baseball on Saturday, bull never ploy on Sunday.

If a post imperfect tense in the students' own language expresses the some meaning as used to. learners sometimes think thal lhey are expressing a post habit when they use a simple post form of a verb in English.

Fameondfortune

T1 6

Unil2

Do the fi rst express ion in Exercise zb as an example to got students started. Then ask them to work individually. Discuss the qucslion in Exercise 2c with the whole class and ask them fo r the reason why this is so. (Some phrases can only be used with simple past because they refer to one fi nished time in th e past.) Have students work in pai rs for Exercises 2d and 2e , and moni tor to make sure thoy are applying the rule correctly. Use Exercise zf as a lead-in to the text by asking the whole class the questions. Answers will vary with students' background knowledge. Have students complete Exercise 2g ind ividually. Then ask them to check with a partner before discussing tho answers with the whole dass.

tl

3 Speaking skills Model the activity in Exercise 3a by d rawing a graph, or limeli ne. on the board and briefly drawi ng your "li fe " a ll it (see pages 150-1 51 for examples). Tell the class about a ile or two good or bad things from your life. Then have students draw their own timelines and label them with key events. Before putting students in pairs fo r Exercise 3b, model the speaking task by asking a capable student to talk about his or her life. Demonstrate how to interrupt with questions. Elicit additional questions from the class until you feel students understand their task. Encourage students to do this during th e activity. rather than just taking turns to give informa tion.

4 Writing skills Ask students to follow the steps in Exercise 4a to write a 50· word autobiography. Go around the class as they write, helping with ideas and vocabulary.

Prase .talkln

etIterncIIWe

Help students generate ideas by writing the following prompts on the board at the start of the activity: Bom

510rled school Moved house/ fawn

Left school Mel

Possed_ Woo__

When students are ready, ask them to exchange the ir autobiography with a partner fo r Exercise 4b. Finally, ask students to share with the class the false info rmation in each au tobiography.

AcIdttIonaI octivity

Unil2

T 17

For homework, ask stvdents to research and write the biography of their favorite movie or sports star.

Fame and fortvne

b We can use a number of time words with the 3 Speaking skills simple past, and with used to. Which of the a Think about the ups and downs in your life. expressions can go with both? Make notes and draw a graph, as on pages 150 when I lived in Canada both last winter simple past and 151, of your ups and downs. in 2002 simple past at midnight both b In pairs, show each other your graphs. Interrupt yesterday simple past last night simple past your partner to ask questions. three days ago simple past on my last birthday simple past Student A: Talk about your life. at Christmas time both when I was a child both Student B: Interrupt A to ask questions with did, at nine o'clock both this morning simple past why, when, where, etc., using the graph to help you. c Which go only with the simple past? d Complete the sentences with as many time A I used to live in Texas. phrases as possible. B Where did you live after that? A We moved to Quebec. It was difficult at first - - ; - - - c - - - i often used to visit my grandparents. because I wasn't used to the cold or speaking French. I visited my grandparents ___ _ _ __ e Choose the correct verb form in each sentence.

In two sentences both forms are correct. Which ones? 1 When I was a child, ~ I was used to walk to school. 2 Last night we used to go {;-en~to the movies. 3 W en we lived in New York, we often € : D sed to to the theater. 4 I couldn't understand the S ish here at first, because I didn't use to I asn't used to hearing that dialect. 5 My grandparents~used to JIEPin an apartment near the beaCh. 6 Did you use to 4Il.d y09 my some beer this morning?

4 Writing skills a You are going to write a mini-autobiography. Follow these steps: 1 Make brief notes for your autobiography. 2 Include one thing about yourself that is not true. 3 Write your autobiography in about 50 words. 4 Give your autobiography to a partner. b Read your partner's autobiography. Can you find the information that is not true?

f Look at the picture on the right. In groups, discuss these questions. 1 Do you know who this is? 2 What do you know about him?

g Complete the text below with the verbs in the box. Use the simple past, used to, or be + used to. compete be (x2) be born make vote play (x2) score shine spend win

,- Pew

(popular name of Edson Arantes do Nascimento) Born 1940; soccer player

Most people believe Pele 1 was the most successful player in the history of soccer. He 2 was born in Tres Coracoes, in Brazil. His family 3 were very poor and when he was a boy, Pele couldn't afford soccer shoes. But his feet didn't hurt when he played - he 4 pIayedlused to play barefoot! To make money, he 5 shinedlused to shine other people's shoes.

--

Pele 6 made his intemational debut when he was 16, and at 17 he 7 played/competed for Brazil in the 1958 World Cup Final. He 8 scored two goals in the 5-2 win over Sweden. He 9 won a second winner's medal in 1962 and a third in 1970. He 10 spent most of his career at Santos (1956-74) and then with the New York Cosmos (1975-7). He 11 played/competed in 1,363 first-class games (1955-1977) and scored 1,281 goals. In 1980 the sports wond 12 voted him "athlete of the century", and in Brazil he is a national hero.

Having a fortune 1 Reading skills

A Stingy Billionaire '---'

a WouJ d you like to be a millionaire? Why? I Why not? b Read the magazine article about th multi-milli?naire, J. Paul Getty, an: answer these questions. 1 What does he say about being a billionaire? 2 In what ways was Getty "stingy"?

c

N~",,: rea~

the advice below given by four mil lionaires and answer these questions. 1 Which one most refl ects the secret of Getty's success? 2 Which advice did Getty ignore? 3 In your opinion, which is the best advice?

GLOSSARY

stingy doesn't like spending money miserliness being stingy, refusal to spend money ransom money money demanded by kidnappers to release their prisoner insta ~lm e nts. part payments made regularly over a penod or lime

John D. Rockefeller, Jr., the only son of the world 's wealthiest businessman, said, "I

believe in the dignity of labor, whether with head or hand."

I'

John Paul Getty (18921976), one of the richest"'--" people in history, said, "If you can count your-.money, you don't have a billion dollars," Gett) ' always counted his millions very carefully. In fact, he was well known. . . . . for his miserliness. One • story has it that h \.......,. installed a pay-telephone for guests in his English mansion; another tells of wher Italian terrorists kidnapped his grandsori-" and he refused to pay the ransom money! Eventualiy, he agreed to lend his son th,,-, money to pay for the child's freedom. However, the money had to be paid bac in installments, ""The famous billionaire always said hi~ wealth was the result of hard work, "I haVt=-'" no problem with being wealthy. I worked hard for my money; I produced think...." people needed."When Getty died, he was worth over a billion dollars.

Wilson M' 'zner. th wrote in one '. e renOwned U S way up b of hiS bOOks, "Be n' '. screenwriter. ecause you'll Ice to peopl ' meet them e on yOUr on the waydo..... ." n

--Aristotle

Onassis ch eighree 8 magnate ~ e Greek . n hOur 'orked maintain h' s a day to s as a welde/ fortune. He top "'1' and ajTh Starred . .lOu h ·.. ed fj day and . aVe to chi Or rhe "}j nJghr .. h nk Inane , au ShoUld' e said Y It' ev . In YOUr SIeep..; n dream abOut shiPPin

f Unil2

Fome ond fortune

F rd founder of the Ford Motor Company, . . ld hether at H enry 0 , believed, ,. Anyone who stOPS learOlng 1S 0, ,w .ghry Anyone who keeps learrung stays young. twenty or el . ." The greatest thing in life is to keep your nund young.

GLOSSARY

magnate weallhy and powerful person welder person who makes metal ts le.g, for tIll'S, ships)

Objectives

Topic: money

Vocabulary

money: noun-verb collocations

Reading a profile of a famous person

Ustening interviews

Write one or two of the following well-known sayings on the board: Money makes the world go oround; Money con't buy me love; The love of money is the roof of off evil. Ask students whether they agree with ony of the sayings. Why? Why not? Ask students how imponont money is in their lives.

Introduce !he topic

t .. ~

1 Reading skills Discuss the question in Exercise la as a class. Encourage students to explain their answers . Before asking students to read the article in Exercise lb, check they understand the questions and draw their attention 10 the Glossary. Review the pronunciation and definition of the words, as needed . Answers: 1 Gelly said if you could count your millions, you weren't a billionaire. In other words, b illionaires are so rich t.hat it is impossible to count how much money they have. 2 He installed a pay phone for guests; he refused to pay the ransom for his grandson; instead he lent the ransom money to his son. who had to pay it back.

Vocabulary

Write the following two words from the text at the top of the board: stingy and wealthy. Then write the following words at random on the board: mean

rich

well-off

miserly

prosperous

extension

fight-fisted

Ask students in pairs to put the synonyms in the corred categories. under stingy or wealthy. Draw students' attenti on to Ihe quotes and the Glossary in the lower half of the page. Ask them to complete Exercise lc in pairs. Check answers to questions 1 and 2 and hold a class vote on question 3. Answers: 1 Onassis's advice reflects the secret of Getty's success. 2 Getty ignored Mizner's advice.

Fame and fortune

T 18

Unit 2

2 Vocabulary: money After students have done Exercise 2a in pairs. make sure they understand tha t win has a different meaning to earn, and that you lend to and borrow from . Draw students' attention to the Language Note at the bottom of the page. Check pronunciation of waste and receipt. and stress of investment and salary. In Exercise 2b, check pronunciation of cam and lose and that students can use the words correctly; make money from working, investing, etc.; rum money from your job; pay for something when you hand over money for it; My salory is the amount of money I earn in my job. Set a time limit for Exercise 2c (for example, five min utes), and see which pair can produce the greatest number of combinations. Have the whole class check in Exercise 2d. Have students change partners before doing Exercises 2e and 2f.

ti

3 Li stening skills Read the situation in Exercise 3a as a class. Then ask students to use their imagination to complete the Me column in the chart.

Presentation alternative

o o

Set the scene by asking students a few questions: How would you (eactto winning a million dollars in the

fot/ery? What would you spend the money on? How do you think it would change your life? After students have listened to the audio in Exercise 3b and completed the SUIveycolumn, ask whether they were "typical" of lottery millionaires in each category. Have studen ts attempt Exercise 3c before you play the audio again for them to complete it.

7'~--------------------------------------------Bob Now, did you know that The Notional Lolferyin the United Kingdom has sent out questionnaires to all the people who have won a million pounds - thars nearly two million dollars - or more in the lost five years? They wont to find out if the win changed these people's lives. In the sludio this morning is Janet King. whose market research company conducted the most r8(ent survey. So, Janet, how has winning a fortune affected the lives of those tucky people? Janet Good morning, Bob. Welt, as you know, we've just had the results from Ihe lolest survey, and they're very interesting. We look atlhe results in different categories. and the firsl is happiness. Bob Happiness - so to find out if money makes people happier? Janet Exactly. And that isn'l always the case. In our survey, just over half of all the people, 55%, said the win hod made them happier and just two per cent said it mode them less happy, and a massive 42% felt it had mode no difference. Bob It mode no difference to 42% of people - thars amazing! Janet It is, isn't it? And it even made some people less happy. Bob Two percent, you said. Yes, I con understand thot. Did you ask them aboullove? Janet love, yes, we did. Well, you know the old saying thaI money can'l buy love? Well, the results do seem to prove that. Surprisingly, winning a lot of money mode no difference to peaple's love lives: 95% of married couples stayed married' Bob 95%' Thars a huge percentage. Actually, irs very encouraging. Janet Yes, and the 4% who said that they were separated or divorced were probobly going to get divorced anyway' Now. we also asked about work. and Ihars also very interesting. Almost half the winners, thars 48%, kept the some job, though they hod no need 10 work anymore. Only 15% of the winners quit their job for a new one .. Bob So 15% of people actually went out and found a new job al1hough they didn't need lo? Janet Thars right. We assume that those people were able 10 leave well.paid jobs and move inlo something less welt paid but that they really wanted to do. Half of those people who changed jobs started their own business. Bob Mmm, that makes sense. Bul you'd think lt1at people would wont to spend lime doing other things. enjoying themselves. Janet Well, we asked about leisure time, and only 16% of the winners took up an expensive new hobby like golf, flying, or soiling. even though they hod become rich, Bob I suppose it"s a perfect opportunity for people to improve their children's education? Janet Indeed. Hoving money means you can offord to make choices, and major choices are health ond education, yel only a tenth of those questioned switched to private doctors, and about three percent only decided to send their kids to private schools. So that's quite surprising, really. Bob Yes. Janet The other interesting point is that the majority of the people who answered Ihe questionnaire gave money to of their family. \n locI. only 17% of respondents didn't! Bob Mmm. So. the picture appears to be that a 101 of people lend not 10 change their lives very much after a huge win. You might ask. "Whars the poinl of winning so much money if it doesn·t change your life?""

Unit2

T 19

Fame and fortune

-

2 Vocabul ary: money a Find a word from the box for each of the descriptions below. There arc six extra words.

Verbs

make cam spend save lend borrow waste win lose pay

Nouns

investment credit card salary receipt money cash

1 money in tho form of bills and coins cash 2 something you buy in order to make more money later on investment 3 get some money from a person or an institution. to be paid back laler borrow 4 got money or a pr i z~ in a competition or louory will 5 usc monoy or lime in an inefficient way waslo 6 you can pay with this if YOLI don', have cash credit card 7 give someone money temporarily; they will pay it back lend 8 what you got as proof of buying something receipt 9 what yO ll recoive overy month for working sa lary

10 use money to buy things spend

b Check that you understand the other nouns and verbs in the box obove. c Make as many verb-nou n combinations as you can wit h the words in the box above.

to -rnak

0

b Listen to an interv iew. Comp lete the missing percentages in tho las! column o f the table.

Me

an. tn.~!e,.J;

d Check your answers with the Vocabulary Summary on page 24. e Complete tho sentences with an appropriate verb from the box. 1 How much does a doctor earn in your country'? Z Do you ever waste money buying things you don't need ? 3 When was the last time you lent money to a frie nd'! 4 What do you spend most of your money on'? 5 Have you over won any money in a competition? 6 Do you pre fer to -P..i!X- by cash or credit card?

r Ask and answer the questions fro m Exercise 2e

50"",,

1

The win made me happier,

55%

2

It made me unhappy,

2%

3

It made no difference to my happiness.

4

My partner and I got divorced.

4%

5

I did not quit worn.

48%

6

I got a new job.

15%

7

I took up an expensive new hobby.

16%

8

t switched to private medical care.

10%

9

We sent the children to a private school.

3%

I gave money to my family.

83%

,.

42%

with a part ner.

3 Listening skills a How would you react to winning the lottery? Read the situation below and complete the task. Imagine thi s situation: five years ago. you won a million dollars in tho loltery. Since then you have gotten murried . moved to a new neighborhood. and had throe children. You just received the questionnaire on tho right that the lottery has sent to all its winners in the past five yoars. Think about wha t your answers would be and complete the "Me" column with "yes" or "no."

LANGUAGE NOTE YOll

~ c The represontative of the company discusses six categories. Listen agai n and write them. 1 fli1l?A.ne5S 2 love 3 work 4

leisure

5

hcallh

6 educatjon

d In pairs. discuss these questions. Thon tell the class your ideas. 1 Do any of the results surprise you? If so, which'! 2 Why do you think winning a lot of money made some people unhappy? 3 What resu lts would the same survey produce in your country?

lend sometbing to someone

You borrow some/lrills /rom someone

Fame ond fortune

Unit 2

Regrets 1 Readi ng skills a Discuss these questions. 1 Can YOll identify the people ill the pictures? 2 What do you know about them?

b Read the extracts quickly. Match each one with one of the people in the pictures. c Rea~ lhe extracts ogain. Make a note of the nchlCvcments and failures. if appropriate, of each of those people. Discuss thorn with a parlner. d Which of tho people might have theso regrets? Which ono was 1I0t a persolla] choice? '. 1 It was really stupid to got into that sluff. 2 I wish I hadn't gone back after I retired 3 I was very sorry to have to leave my co~ntry. Isabe l Allende had to leave her country - it was 1101 a personal choice

o lorda n A link known fuel: when he was in high school, he failed to get OnlO the school basketball team. Maybe he wasn 't good enough for the school tcam, but he went on to become the greatest basketball plllyer of all time. He retired twice, o nly to come back to the sport, b ut when he came back the second time to play fo r the WashinglOll Wizards, he was clearly past his m.'St.

e Allende Born in Chile, she had to leave the country of her birth after the military coup of 1973. She went toVenezuela with her husband and children. She was unable to find work in her chosen career as a jou rnalist, but it was there that her career ....... as an author took off. Since then. she has become the bestknown South American author. with several novels to her name. Her most famou s. House of the Spirits. has also been made into a film.

fD Mar adona He became Argentina's youngest ever international soccer player in 1977, and in 1982 h e became the world's most expensive soccer player when h e transferred to Barcelon a. He was captain of the Argentinian tcam when they won their second Wo rld Cup in 1986. Sadly, his career ended only a few years later, after accusations of drug abuse.

Uni!2

Fame and fortune

Objectives Grammar

Topic: regrets Vocabulary

regrets: I wish / If school a nd careers: only collocations

Pronunciation Reading intonation short biography expressing interest extracts and surprise

Ustening

Speaking

a conversation

discussing personal regrets

1 Reading skills Discuss the questions in Exercise 1a as a class. Encourage lots of speculation, but don', give away any answers yet In Exercise l b, students should quickly road the extracts and match them to the pictures . Encourage them to foc us on completing the task, and not to waste time trying to understand the ages in depth. Answers: Extract 1: Michael Jordan Extract 2: Isabel Allende Extract 3: Diego Maradona The other picture on page 20 is of Gabriel Garda Marquez In Exercise lc students should rea d the texts carefully for detaiL Ask students to make brief notes individually and then discuss their n otes in pairs . A n swers: 1 Achiev ements: greatest basketball player of al! time Failures: failed to get onto school basketball tearn; p ast his best wh en he came back tbe second time 2 A chievements: successful author Failures: had to leave Chile: couldn ' t find work as a journalist 3 Achievements: Argentina's yowlgest ever soccer player; most expensive soccer player; captain of Argentina when they won the World Cup in 1986 Failures: drug abuse D iscuss Exercise ld with the whole class. 8 For Exerc ise 3 on page 21:"!11 Bill Mmm. This is delicious. George Mm, mine's not 100 good. I wish I'd ordered a cheeseburger.

1 \~

For Exercise 4 on page 21:"!11 Reolly? You're kidding!

Bill Tao lole 10 change it now. George Yeah. Bill Oh, well. You know irs always busy here; they must be making a 101 of money. George It's nat as big as some fast food chains, you know.

Oh, yeoh. A hundred? Uh huh Yeah, right. .

Bill Yeoh, but old Joe's doing okay.

Incredible! No!

George Joe? Bin Joe Espinosa. Joe owns this place and all the other Lucky Joe reslauranls. George Really? Bill Really_We used to go to the same school George You're kidding! You used to go to the same school I? Bill Yeah. We were buddies. Usten . _you won't believe this . George What? Bill Well. Joe and I used to work in the same factory after we left school. George Oh, yeah!? Bill Yeah ... and he'd saved enough money George Uh huh? Bill Enough money to open a little hamburger place and .

George Yeah. right . Bill ... he asked me to him, you know, be his partner.

George No! And you turned him down? Bill Well. yeah and then he went on to open a second hamburger ioint and Ihen a third ... and now he's ... he's gal a chain of. ah. about a hundred outlets all over the world! George A hundred? Bill Yep. a hundred! George Incredible! Bill Yeah, amazing. I've regret1ed it a thousand times. If only I'd said yes .

Fame and fortune

T 20

Unit 2

t ·· ~

2 Grammar: regrets Use the picture and the questions in Exercise Za to establish the context: the man wants his situation to be different now. Then elicit from students what they think the man might be saying: I wish [were younger / more handsome. Ask students to work in pairs to complete Exercise zb and to complete the rules in Exercise 2e. Draw students' attention to the Language Note.

Quk\( grammar guide: I wish

Itfonly

I wish/If only + simple past is used to talk about wonting things to be different about the present.

I wish/If only + post perfect is used to express regrets about the past. Common probktms and errors Students try to express regrets about the present with a present form. I wish I eFR taller. Unlike mony other longuoges, English has no well-developed subjunctive form. Students often try to convey the subjunctive with would + verb, which is usually not acceptable.

I wish I wel:JkJ !ilre in a quieter area. Another problem is that the students' language may have no specific verb equivalent to wish but moy use a subjunctive form equivalenlto want / would like. This can lead to errors.

I would like !/:Je!.' ''''e!:J/c/ have more money.

Let students check their sentences in Exercise 2d in pairs before discussing the answers as a class. Note that in 2, any changes to some because the sentence changes from negative to positive. Answers: 2 I wish / 3 I wish / 4 I wish I 5 I wish I 6 I wish I

t

If only I had some friends here. If only I hadn't given up my job in the city. If only I made enough money here.

If only I lived in the city. If only I had listened to my parents.

3 Listening skills Before playing the audio for Exercise 3a, ask students to concentrate on answering the questions. Play the audio only once and compare answers with the whole class. After students have listened again in Exercise 3b, ask them to check in pairs. Then d iscuss the answers as a class. Elicit wish sentences in response to question 4.

4 Pronunciation skills: expressing interest and surprise Quick pronunciation guide

English has a very wide range of intonation, so students need to exaggerate the way they express interest and surprise in order to sound "natural: The intonation pattern for both interest and surprise can be represented by a falling arrow then a rising arrow. However, the fall and rise are much steeper when expressing surprise than when expressing interest.

Compare answers to Exercise 4a around the class. In Exercise 4b, pause after each word and ask the whole class to repeat. Then ask one or two indiv iduals to repeat. Concentrate on intonation. Using your hand, make a gesture that moves steeply down, then up, to encourage students to express surprise through intonation. Allow students to choose the story to expan d in Exercise 4c. Allow enough preparation time (for example, five to ten minutes) for them to feel confident when retelling. Encourage students to use the intonation patterns when responding. Ask for volunteers to report back to the class.

5 Vocabulary: school and careers Model the activity for Exercise 5c by asking three or four questions in open class.

6 Speaking skills Elicit one or two "regrets" from the class. Then allow students two minutes to tbink of ideas for the topics. Have them write notes but not whole sentences.


Ask students to imagine thai they ore 0 famous person. Have them write down three regrets lhatthey think that person might have. Ask students to read the regrets aloud to their group or to the class. Have the other students guess which famous person they are.

The oudioscripts tor Track 8 and Track 9 ore on page T20 '"

Unit2

T 21

Fame and fortune

4 Pronunciation skill s: expressing interest and surprise

o

a Listen to these phrases from the conversation. Which ones express interest? Which express surprise? Write I or S in the boxes. Really? Oh, yeah.

Uh, huh. Incredihle!

III III III lID

You're kidding! A hundred!?

Yeah. right ... No!

lID lID III lID

~ b Listen again and repeat the phrases.

2 Grammar: regrets a Look althe picture above. Answer these questions. 1 Is the man attractive now? No. 2 Was he attractive fifty years ago? Yes. 3 How does he feel about the situation'? Unhappy. 4 Can he change the situation? No. b The man expresses his regrets in different ways. Which statements are regrets about or desires for Ihe present? Which are regrets about the past? 1 If only I looked better. present 2 r wish I hadn't lost my good looks. past 3 If only I hadn't lost my beautiful hair. past 4 I wish I weren'l totally bald. present c Complete the rules. Use the sentences in Exercise 2b to help you. We can express regrets about the present with I IDm and If only + the simple ~ tense. We can express regrets about the past with I wish and If .!!D..ly.. + the Ilast perfect tense.

Stories YOIl saw a very strange animal when you were out for a walk in the woods yesterday. 2 You were invited to the Oscars and you met some famous movie stars. 3 When you were young. your parents won the lottery. 4 You saw something very strange in the sky when you closed your curtains last night.

1

5 Vocabulary : school and careers a Which of lhe nouns in the box can you put with each verb group'! college company factory job orrer money partner school store team

d Make wishes about Ihese sentences. 1 I moved to this lawn a year ago and [don't like it. IlVish I hadn't moved to this toWll. 2 [don't have any friends here. 3 II was stupid to give up my job in the city. 4 [don't make enough money here. 5 I prefer living in the cily. 6 I didn't listen to my parents. They were right.

leave / drop oul of I quit college, school, learn 2 graduate from college, school 3 become partner 4 found/start company 5 open slore, factory 6 work for company 7 work atlill factory, slore, school, college, company 8 accept / turn down job offer, mOlley

LANGUAGE NOTE When we use the simple past of be after I wish or If only, we can use either was or were after [, he, she. it. and there:

b Check your answers with the Vocabulary Summary on page 24. c Which of these have you done in your life so far? Ask and answer in pairs. A Did YOll leave school when you were 16? 8 No, I graduated from high school when I was 18.

1 wish 1 was rich. II wish I were rich. I wish + were is always correct, though some people think it is old-fashioned. It is more formal.

3 Listening skills

o

c Choose one of the "stories" below and make notes on it. Then tell your partner. When you listen to your partner's story, usc expressions from Exercise 4a to show interest and surprise.

a Listen 10 the conversation. Answer the questions. 1 Where are the speakers? fast food restaurant 2 What are they doing? eating, talking 3 What is their relationship'! friends

~ b Listen agai n and answer these questions. 1 Who did Bill use to go to school with? Joe 2 Where did Bill and joe use to work? the same factory 3 What did joe do after he left the factory? opened a hamburger place 4 What does Bill wish? he had said yes when joe asked hjm to be his partner

1

6 Speaking skills In pairs, talk about th ings you either regret in your life now or regret about your past. Use th ese to pics : fr iends, fami ly, exams, school, jobs, money. I really miss my best friend from high school. [wish I had kept in touch with h er.

Fame and fortune

Uni! 2

Lesson4

So you want to win a million? 1 Warm up Do you watch quizzes on TV? Do you enjoy them? Why? I Why not? What's your favorite TV (or radiol quiz? Why do you like it?

2 Prepare You are going to take a quiz in teams, but first, practice some of the language yo u'll need . In groups of four or five, discuss the answers to the two questions below. Use the Useful Language phrases. or other phrases that you know for discussing

choices. Which orlhase does llQ1 go with the word white? til meat hI broad c) tea ell egg What is the namo of the sea thaI separates the European and Asian parts of Turkey? a) the Black Sea bl the Sea of Marmara c) the Meditorranean Soa dl the Caspian Sea

3 Compare USEFUl. LANGUAGE J have n o idea. Isn't it ... ? It 's .. "

So, do we all

~ Listen to some people discussing these questions. Do thoy use similar language to you? Which phrases do thoy use to discuss and decide on an answer? Look at the audioscript on page 148 and underline all the expressions that will be useful in taking the quiz.

4 Tas k a Road the aim and ru les of the quiz. What is wrong in each of th ese statements? 1 You can win less than $1 ,000,000. can~an 't 2 You choose your joker after you have heard tho quostions. afi er-7befo r-e 3 One student decides on lhe answer for the group. One student-7The whol ~ t~ a m 11 Now lake the quiz! Your teacher will read the questions out fo r you.

5 Well, how did you do? Did any group win the million? Take a look at yo ur scores. What were yo ur besliworst categories? Do yo u need to improve your knowledge in any of them? If you had problems with A or B, look back over the last two units and review the vocabulary and grammar!

6 Noti ce Did you notice the question word thaI most questions began with? If not, ask yOUl" teacher to read a few questions agai n. When do we ll""lly lise this question word?

7 Foll o w up a In pairs. write two bonus questions for each category. Include the answers. b In groups of six or eight. ask your questions. These bonus questions are worth $50,000 each. Who wins tho most bonus money?

Unil2

Fome ond fortune

.

Objectives

Topic: taking a quiz

Grammar

Reading

Writing

Ustening

simple present, simple past, present progressive

instrudions

w riting questions for a quiz

a quiz

The aim of the quiz is to reviev.o and informally check some of the vocabulary and grammar practiced in the book so far. You may wanl to give your students a little advance notice 10 review their lessons before doing the quiz!

1 Warm up Set the scene and generate interest by asking the whole class these questions. Encourage lots of talking.

2 Prepare Divide students into groups and ask them to read the instructions. Briefly model the activity by pretending to speculate about the answer to the first question, using the phrases in the Useful Language box. Allow students two or three minutes to practice.

3 Compare Play the audio for Exercise 3 once and discuss the questions as a class . Then ask students to find and underline useful phrases in the audioscript on page 148 of the Student's Book. With students, build up a list of these phrases on the board.

~

4 Task Ask studen ts to check their answers to the questions in Exercise 4a in pairs before discussing them as a class. When students are ready, read the questions (on page T23). Allow only about 30 seconds for students to discuss their answers 10 each question, with a couple of min utes al the end of each category for them to decide on answers that they are unsure of. Insist that they speak in English - and quietly so that other groups can't hear. At the end of each category, read the answers aloud and ask the groups to add up their scores. Remind them 10 double the score for the category for which they played their joker.

5 Ask students to discuss the questions in their groups. Then have students share their answers as a class.

6 Notice Ask students to discuss the questions in their groups. Answer:

Most questions began with which. We usually use this question word when deciding between alternatives.

7 Follow up When students are ready, divide the class into groups of six or eight, splitting the original pairs that prepared questions together. That way each student in each group has two question s to ask.

\10'' __- - - - - - - - - - - - - - , A So, this question. Which of these does nol go with the word "white"? a - meat, b - bread, c -tea,

Mediterranean Sea, or d -the Caspian Sea? C Oh, thars difficuk. I have no idea.

d - egg. B Well. we definitely use white with egg ..

0 Welt lers Iry to work it out. Hisn'lthe Mediterranean.

C Isn1 it meat? o No, I don't think so. Chicken is white meat. C Oh, you're right. A Irs c, tea, right? We can have black tea, but we Wi tea with milk. nat white tea. right? o Yes, that's right, so irs c. Whafs the nex! question? A What is !he name of the sea that separates the European and Asian parts of Turkey? Is it a - Ihe Bled:: Sea, b -!he Sea of Marmara, c - the

B No, thars right. And the Cospian Sea is in Russia, I think. What do you think. laura? A Yes. I think you're right. So maybe frs the Block Sea? C No, I think you're wrong. Laura. ! wentta the Black Sea when I visited Bulgaria a couple of years ago. 0 So ... do we all agree thaI frs the Sea of Marmora? All Yes, ~rs put that ..

Fame and fortune

T 22

Unit 2

Quiz questions and answers Section A 1 Which of these does not describe wine? al pink, b)

ros~,

c) red, d) white

2 Which oftbese can you not do with money? a) earn it. b) spend it, c) make it. d) do it J Which of these is incorrect? a) She has brown eyes. b) Sbe bas black eyes. c) Sbe has dark eyes.

d) She has gray eyes. 4 If you found a company. a) you start it bl you close it. c ) you discover it. d) you work for it. 5 Someone who keeps to the moral and legal standards of society is ... a) realist ic, h) respectable.

c) pure, d) conservative. 6 Which ofthese is not a synonym o f quill a) drop out, b) stop. c} leave, dl

Answers: a, d. h, a. b, d

Section B 1 Which is correct? If only 1 .. . more money. a) have, bl am having, cl hod, dl will have 2 Someone who was lonely when they were in school might say I wish I ... al have more friends. bl had had more friends. cl was more friends. dl will have lIlore friends. 3 Com plete the sentence: We didn't find it difficu lt to move to the moun/a ins because ... al we used

to be cold. bl we are cold. cl we were used to being cold. dlwe wore cold. 4

Your friend asks to borrow your cell phone for the fifth time today. You say: al You 're always borrowing my phone. bl You always borrow my phone. c) r a t! do borrow my phone. dl You lIever borrow my phone.

5 After an accident someone might say If oilly 1 ... a) had m ore careful. bl am more careful. c) had had m ore careful. d) had been more careful. 6 Which sentence is not correct? a) She used to have blond hair. b) She hod blond hair. c) She was

used to having blond hair. dl She was blond. Answers: c, b, c, a. d, c

Section C 1 Who starred in the movie The Godfather Part 1'1 al Tom Cru ise. b) Tom Hanks, c) Johnny Depp.

d) Marlon Brando 2 The presidential elections in the U.S. take place every ... al year. b) three years. cl four years.

d) fivo years. 3 Where did the actor Russell Crowe grow up? a) New Zea land. bl the USA cl the U. K. d) Australia . 4 Which of these di d the French philosopher Descartes say? al I think, therefore 1 be. h) I'm thinking, therefore 1 am . c) 1 thought, therefore 1 \Vas. dl I think, therefore 1 0m.

5 Margaret Thatcher was the leader of which Bri tish political party? a) Republican, bl Social

Democrat, c) Conservative, dl Labor 6 Where was Che Guevara born? al Argentina. b) Venezuela. c) Bolivia, d) Cuba

Answers: d , c, d, d, c, a

Section D 1 Which of these colors is not in the

flag of the U.S.? a) red, b) white, c) green, d) blue

2 What did Sri Lanka use to be called? al Burma. b) Rhodesia, c) East Pakistan. d) Ceyloll 3 When did the U.S. become independent? a) July 4 1789, bl July 5 1 776, c) July 4 1776, d) July 6 1789 4

Which of these people used coins first? al the Lydians. b) the Greeks. c) the Romans, d) the Aztecs

5 Latvia used to be part of the Soviet Union. Its capital is ... al Riga. h) Moscow. cl Minsk. d) Kiev.

6 Which country's flag does not have red in it? a) Guatemala. hI Japan . c) Chile. dl Bolivia

Answers: c, d, c. II, a, a

Unit 2

T 23

Fameond fortu ne

~(:) ~(:) (j

r

WAJff T(:) WIN

11 C9 im

'1e aim of the quiz 15 to answer enough questions correctly to w in a f1i11lon dollarsl Each question has a prize of $30,000. S40,OOO. or $55.000. ~ng to the Ie~ of diffi ~ulty. If you get all the Jestion~ yOU will win $1.000,0001 But ... we've made it a bit 'aSler. Vi choose ONE of the categories (English vocabulary, English 91'8 r. Politics and cutture. Geography and history) as your 'oker'" - this means that you can double the money you w in fo r that ~e category. But you must choose your category before you start t~:~~uiz. Please note: the only prize is $1 ,000,000. If you don't reach ', at figure . you lose everything!

~ ~

I

"-- ($30 ,000) a) pink b) rose c) red d) white 2 ($30,OOO) a} earn it b) spend

it c) make it d) do it

'-- ($40,000) a} She has brown eyes. b) She has black eyes. c) She has dark eyes

d) She has gray eyes.

"' ($40,000) a) you start it b) you close it 'c) you discover it d) you work for it 5 ($5S,000) a) realistic b) respectable c) pure d) conservative a) drop out b) stop c) leave d)

""ection A score =

(out of $250,000)

"--

q English grammar

"--1

,Rules 2 3

4 5

6

Divide into teams of four or five. Look at the categories and choose your joker. You will hear each question twice. Then you must agree on an answer in your team. Circle the answer. At the end of each category, you will hear the answers. Check your answers and add up your score (honestly!). At the end of the quiz, add up your total score to find if you have won a million!

C Politics and culture

A English vocabulary

'-6 ($55,000)

(

1 ($30,000) a) Tom Cruise b) Tom Hanks c) Johnny Oepp d) Marlon Branda 2 ($30,000) a) year. b) three years . c) four years . d) five years. 3 ($40,000) a) New Zealand b) the USA c) the U.K . d) Australia 4 ($40,000) a) I think, therefore I be. b} I'm thinking, therefore I am . c} I thought, therefore I was. d) I think, therefore I am. 5 ($55,000) a) Republican b) Social Democrat c) Conservative d) Labor 6 ($55,000) a) Argentina b} Venezuela c) Bolivia d) Cuba

Section C score

=___ (out of $250,000)

($30,000) a) have b) am having c) had d) will have

2 ($30,000) a) have more friends b) had had more friends c) was more friends d) will have more friends ~

3 ($40,000) a) we used to be cold b) we are cold c) we were used to being cold d) we were cold 4 ($40,000) a) You're always borrowing my phone. b) You always borrow my phone. c) You do borrow my phone. d) You never borrow my phone. ($55,000) a) had more careful b) am more careful c) had had more careful d) had been more careful

D Geography and history 1 ($30,000) a) red b) white c) green d) blue 2 ($30,000) a) Burma b) Rhodesia c) East Pakistan d) Ceylon 3 ($40,000) a) July 4· , '789 b) July 5'", 1776 c) July 4 th , 1776 d) July 6th , 1789 4 ($40,000) a) the Lydians b} the Greeks c} the Romans d) the Aztecs 5 ($55,000) a) Riga b) Moscow c) Minsk d) Kiev 6 ($55,000) a) Guatemala b) Japan c) Chile d) Bolivia

Section D score =

(out of $250,000)

($55,000) a) She used to have blond hair. b) She had blond hair. c} She was used to having blond hair. d) She was blond.

Section B score = _ _ _ (out of $250,000)

Fame and fortune

LANGUAGE RESOURCE 3 Regret s (I wish I lf only)

Grammar Summary

u,.

1 used to + verb

we regret or desilJ about the present: I don't have a job. ~ I wish I had a job. We Irve in a smaI apartment. -+ I wish we didn't live in a small

If 0f'IIy / I wish + simple past for things that

U,. We use used to + verb to tal<. about habits, actions, Of situations in the past that are not true or do nol happen now. Habits

Actions

Situations

I used to smoke.

The children used to go swimming fM3rY day.

We used to live by the ocean.

apartment. If 0f'IIy / I wish + past perfect for things we regret about the past: I left school at 16. -+ 1 wish I hadn't left school at 16. We didn't have a vacation last year.

-+ , wish we had had a

vacation last year.

We can often use the simple past in place of used to: We used to live by the ocean. / We lived by the ocean. But note that we don', use used to for a single action in the past or for the recent past:

We used to visit the Museum of Modem Art once when we were in New York. X We visited the Museum of Modem Art once when we were in New YQrl(, ./

I used to watch 7V aN day yesterday. )( I watched 7V aD day yesterday. ,/ Fo,," Affirmative:

We used to walk to school. use to take the bus.

Negative: We didn 't

Question: Did you use to walk home, loo?

Fo,," Regret about something in the present:

If only / I wish + simple past: If only I knew the answer. I wish I had more money. Regret about something in the past:

+ past perfect: If only I hadn't eaten so much. I wish you had come to the party. If only / I wish

Complete these common regrets with the simple past or the past perfect of the verbs in parentheses, then discuss them with your partner. 00 you have these regrets, to01

I wish I had (have) mora time! I'm so busy! 2 If only I hadn't argued (not argue) with my last boyfriendlgirtfriend.

paid (pay) more attentiorl when I was at school.

Note the spelMng in the negative and question forms: use 10

3 I wish I h a d

We form short answers with did: Did you use to see her evety day? Yes, I did. ! No, I didn't.

4 If onty' I hadn't spent (not spend) SO much money last week!

2 be + used to + noun/-ing verb

u,. We use be + used to to say that we are or were accustomed to something.

I travel a lOt for my work so I'm used to spending time on planes, Be careful not to confuse the past form of this w ith used to + verb: I used to get up early when I was at school. = past habit, fact I was used to getting up early when I was at school. =

5 I wish I

could

(can) change my appearance.

Vocabulary Summary 1 M o n ey Common verb-noun combinations concerning

money:

money ( an investment earn money ( a (goodIbad) salary

make

spend ( save money

something that I was accustomed to; it wasn't a problem.

lend money (to someone) ( borrow money (from someone) waste money I win money ( lose money pay cash I by credit card ( the check I the fare ( for a ticket

Fo,,"

Answer these questions.

Subject + be

used to

-;ng verb + complement or noun

I'm

used to

goi1g to bed early. children. working hard. COld weather.

John wasn't Peler isn't

We were

1 Have you ever made a goodIbad investment? 2 When did you last spend a 101 of money? \>\'hat did you buy? 3 INhen did you last borrow money from a friend ( the bar*? 4 Have you ever won any money? How much? 5 How do you usually pay the check in a restaurant?

2 School and careers Choose the correct completion. 1 I used to

/

ent shopping last Saturday.

en'l used / / didn't use /0 getting up earty. 3 My dad sed to smoke was used to smokJng, but he quit.

2 We

4 I was used t

used to the heat when I lived in Texas.

\eave ( drop out of ( quit college ( school / a team graduate from college/school

become a partner founctlstatt a company open a factory ( a store work for a company

work aUin a college ( a company ( a factory ( a school (

a store accept ( turn down a job offer / money

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Fame ond fortune

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C!)

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t:

Di:

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o

Review your actio n plan from Unit 1: using your dictionary

1 Using e-mail

In pairs, talk about your action plan from page

Have you ever had to read or send e-mails in English? Tell your partner about it. If you've never sent any e-mailsin English. Vllhat do you think would be difficult about writing them in English?

15 and say what you have done about it. d. ~ luerenl surnames so /p,oba bly not related,

.rom'TO: ~ ~~

2 Organizing an e-mail a Read the e-mail and answer the questions.

you know? Informal : colloquial language (Hi I a big hug / etc.) , abbreviations (Glad to ... I

1 Is this a formal or informal e-mail? How do

Cl..

o -' L.J..J > L.J..J

~<J REVIEW

Informal e-mails

wasn't), first names, :.) 2 What is the relationship between the w rrter and the reader'? Find informaHon in the a-mail to justify

your answer. Friends: first names, b Ideas in e-mails are usually organized in some order. Match these descriptions with the letters in the text. 1 subject of the e-mail a 3 give information about the writer e

4 dlange the subject to another topic f 5 ask the reader to respond J do something h

6 thank the reader c

7 give a reason for closing the e-mail g

8 say heHo b 9 ask for inforrnaHon from the reader d Would the order of ideas be the same in your language? Discuss in pairs.

a How is writing an e-mail different from writing a standard letter? Make notes.

An. ~ has

_nl.

right about writing informal e-mails. Does it tell you anything you didn't mention?

life in is a lot of fun now but things weren't so easy at first. I wasn't used to the culture or speaking German all day - exhausting, but that slowly got better. Some great people in my office and I've made a couple of good friends through the gym where I work out. Oh, and met a really nice guy here too! :-} r Anyway, I'm thinking of coming to the States this summer - San Francisco first week in August. Wi ll you guys be there? Can I come to stay with you for a couple of days? Would be great to see you again . Lots of work to do so gotta go. h Write back and let me know about the summer, okay?

I

Take care and say hi to Paul. .. . ogain/ ... slill imp ly th a l lhey h.aven't seen each other for a while

Terry

Put your knowledge of writing infonnal e-mails to the test. Imagine you are Annie or Paul and write a reply to the e-mail from Terry above. Be sure to reply to all the infonnation and questions she asks.

d In pairs, compare your e-mails. Can you help improve you r partner's message?

PLAN

So when will you fin ish? And how about Pau l? Is he still working at that department store?

d

A big hug,

b Compare your ideas with the advice on the

c

Thanks for your e-mail. Really good to hear from you again. Glad to hear your degree is gOing well. C

g

3 Replying to an e-mail

a sutpl Wx £u1 a Ie&.-

Hi Annie,

e

2 close the e·mail and say goodbye i

c

b

Informal e-mails are very different in structure from more formal letters. There's usually a short, informal greeting, or sometimes no greeting. Words are sometimes abbreviated or emoticons (symbols) are used. E-mails often don't use complete sentences. Be careful to avoid misunderstandings by using enough words to make your meaning clear. to match your style to [he writer's style. Even though an e-mail is often a more informal way of communication than writing a letter, e-mails in a business environment may be much more formaL And you still need to read over your e-mail before you send it. Finally, use an English spell checker if you can!

I>

Your action plan: making key pals It is possib~ to make friends on the Internet by sending e-mails to one Of two people on a regular basis. These people are called "key pals". By using the Internet you can make friends from allover the world, find out about different cultures and practice your English at the same time! Find out about how to make key pals by usjng a search engine and entering the words key pais + EFL. Note: You will need to discuss what you have found with a classmate at the end of Unit 3.

Fame and fortune

Un1l2

1 Reading skills a Look althe pictures of phones. Answer the (!uestions. 1 How did the invention of the telephone change our lives? 2 How have cell phones changed O Uf lives? Muke a list of their ad vantages and di sadvantages. h Read th is Internet articl e on cell phones. Wri le in the correct paragraph headings. (Be careful : there is one heading too many.)

Cell phones and the family Probloms with cell ph ones Co llphonos at work Cc llphones in everyday life The history of the ce ll phone

cellphones

c Complete tho table with ideas fro m the article. Add /l il y other ideas you had in Exercise l a.

1 in everyday lifo

Advantages

Disadvantages _

can call for help on the highway

they are noisy

2 in the work place 3 for the family 4 other

-

d In grou ps, discuss these questions.

1 If yo u have a cell phon e, why do yo u need it? If you do n 't have a cell phone, w ould you like to have one? Why? I Why not? 2 Can you imagine li fe wit hout cell phones? How wo uld it bo d ifferen t?

the facts

1 The histo ry of the cellphonc

Believe it or not, cel/phones have been around for over a quarter of a century. The first commercial ceHphone system was developed by the Japanese in 1979, but cel/phones have changed a lot since thot time. In the United States, Ameritech set up the first system in 1983. The early cellphones were big and heavy but they have developed into small and light palm-sized models. There have been huge developments in their functions, too: we have had caller ID, call forwarding, text messaging, answering services and hands-free use for years, but now the re are countless new facilities, such as streaming video, instant access to the Internet and receiving and send in g photos. 2 Cell phones in everyday life Cellphones have become ve ry co mmon in ou r lives: recent statistics suggest as many as one in three people on the planet now have a cellphone, and most of them say they couldn't live without one. They are used in every area of ou r lives and have become a necessary tool, used for essential arrangements, social and for business . They have made everyday life easier but noisier. Th ey have made it easier to call for help on the highway or warn a colleague that you'll be late. They have made it possible to keep in touch with people "on the move" - when you're traveling. However, they also mean you can escape the workplace physically, but not mentally: with the help of call forwarding the employee is always at the end of the "phone line". 3 Cell phoncs and the family Cellphones have made communication easier and have reduced the need for family arguments! We can use cellphones to let our family know we'll be late or if there's a sudden change of plan or an emergency. Cell phones have eased the worries of millions of parents when their teenagers are out late: they can now their children at any time. Of course, they still don't know where their child ren are, except for those times when the kids call because they want a ride home from a late night party! 4 Problems with celillhones This does not mean that cellphones are all good news. They have brought with them a number of new headaches for t heir owners: it costs a lot to replace stolen phones, someth in g that is becoming a freq uent occu rrence, and have you ever seen such huge phone bills? More serious, however, is the potential health problem they bring: there are fears that radiation from t he phones may cause brain tumors. Th is may be a time bomb waiting to happen to you nger people who have grown up with cellphones that they simply can't live without!

Unit3

RU connected?

GLOSSARY

palm the ins ide of the hand a lime bomb something lhat is likely to have a sudden and bad effect in the future

___

Objectives

Topic: cell phones

Grammar

Pronuncicmon

present perfect simple, since and for

question intonation

Reading an Inlernet article

Ustening

Speaking discussing use of cellphones

an interview

Introduce !he topk

Write on lhe board: the Internet, the cellphone, the CD player. Ask students in pairs or grOlips 10 decide which they think is lhe most important invention and why. Hove a brief class discussion. Which invention does the class think is the most important? As on alternative, write the title RU connecled?on the boord. Ask students whot thaI means lanother way 10 write il: Are you connected?1 and what it might mean. If no answers are forthcoming. write the Internet, the eel/phone, the CD player on the board and see if students can predict what the topic of this lesson will be.

1 Reading ski lls Put studellts in pairs to discuss the questions in Exercise 18 brieny. Thon olicit answers from the class and build up a list of advantages and disadvantages on the board.

, '--

Ask students to read tho text quickly and match the headings in Exercise lb. Set a time limit of five minutes. Afterwards, refer students to the Glossary. Ask students to copy the table in Exe rcise lc on to a separate pi ece of paper, leaving plenty of room to add ideas from the text and from the list the class made in tho preceding discussions. Answer'S Advantages

Disadvantages

2 In tho workplace

Can warn a colleague that you'll he late

With call forwarding, tho employee is always at the end of the phone line

3 For the

Fewer family arguments Can let our family know when wo'll be late Parents can children at any time

family

4

Other

Costs a lot to replace stolen phones Huge phone bills Radiation may cause brain tumors

Divide the class into groups of four to six to discuss the questions in Exercise l d . Answers will vary. This text contains a number of compound nouns. Write the following two lists on the board and ask students to match a word from A to a word from B 10 make a compound noun. Hove them find the compounds in the text and check the meaning of the words. A: cell, brain, time, text, phone

_n

Vocabulary

B: bomb, message, line, tumor, phone

,,'-- - -- - - - - ---------- - - - -- - - - -- - -- - -------, For Exercise 3 page 27 ~ I.. teo iIieww In the studio is Mike Wilson, a lederal police spokesperson. Mr. Wilson, we understand thol there is now deor evidence !hot the use of cellphooes by drivers increases the risk of traffIC accidents. JVSl now dangerous are celtphones? Wilson Well. the foct is thot the number of accidents fNery year has increased enormously since we started using ceflphones about 25 years ago. The evidence suggests that you ore four times more likely to have a crash when using your cell phone while driving .Interviewer The chances of on occident are four times greatC!' - thers horrifying! Wilson Yes, ills,

IntQrviewer How many drivers do you think aduolty use !heir cellphones while driving? Wilson WeD, our figures estimate that irs around 85% -that me::lns of course that about 85% of cellphooe 0NnerS use their phaoes at some painl while they're driving. but ot:MousIy some drivers use their phones a lot. InfeI ..ieYter Do you feel we now hove enough evidence 10 make laws banning the use of a cell phone while driving? Wilson I think we do_ We've got very stricllows on drinking and driving, so why not introduce laws on talking on the phone and driving? In fact, in the lost few years, many countries hove banned Ihe use of ceHphones while driving. The United Kingdom was one of the most recent. but there are around 50 countries n<:JW

that hove decided 10 make it ~legal 10 use your cellphone <Mlile driving, and there are likely 10 be a lot more. .. lief ..iewer And do these countries enforce the laws? Wilson Oh yes, and the punishments can be very strict. In Poland, for example, there ore fines of up 10 a thousond dollars and even imprisonment hlief ..iewer And what is the situation hC!'e in Ihe Stales? Wilson Not much has happened here, really. Only two slates have banned the use of cellphones while driving - New York and New Jersey - and there is some discussion 01 nationcllfNeI, but we are way behind many othC!' countries.

RU connected?

T 26

Unit 3

t ·· ~

2 Grammar review and extension: present perfect, since and for I-Iavo students work in pairs to answer the questions in Exercise Za about the example sentences in the taxt.

Quick grammar

We use the present perfect tense to totk about aclioos or stales thol began in the past and ore continuing now. We also use it 10 discuss experiences in our lives and recently completed actions.

guide,-

periect

Common probktms and errors

-

Mony languages use the simple present 10 refer to a situation thol slarled 01 a given point in the pas! and slill continues, where English uses the present perfect This frequently causes errors. I #.e in Rio since 1985.

Students make errors with time markers cnd questions. I've lived in Rio &~fe f9( three years.

How long ~ hove you lived in Rio? Another common error is using the present perfed for a finished even! in the recen t post with a lime marker. / RS',<e qRisCtefi /unch ten minutes ago.

Ask sl ud cnts 10 work in pairs 10 malch/orand sillce 10 the time ex pressions in Exerdse 2b. Do the I1rsl Iwo as a class as examples to get students shuted. Ask students 10 choose the correct answer in Exercise 2c and then check in pairs before going through Ihe answers as a class.

3 Listening skills Prepare for the listening exercise by asking the class whal they th ink of using cell phones while driving. Ask Do YO ll think lIsing cel/phones while driving is dangerous? Why? Do yOll tl!ink it should be JxmllCcI? Have students discuss this briel1y with a partner, and then ask a few volunteers to report b."lck to the class. Next, ask students to work in pairs to do Exercise 3a .

.. ...

Now play the audio for Exercise 3b and ask students to listen and chock their answers. If needed. play the audio a second lime.

4 Pronunciation skills: question intonation Play the audio for Exercise 4a . Ask students to listen for intonation patterns and trace the intonation arrows with their fingers as they hear the questions. Ask students to ngure out the rules for question intonation in English and com plete the sentences toget her. Write these on the board. Play the audio again for Exercise 4b. Pause the recording allor each question and ask Ule whole class to repeat. Then ask two or three individuals to repeat. As students ropeal. move your hand in an upward arc or downward arc to illustrate the in tonation patt ern studen ts should be trying 10 produco. Encourage the class to mimic yom hand gestures, tracing tho intonation patterns they hear. [n Exercise 4c. ask st udents to work in pairs 10 mark the correct intonation. Allerwards. go over the answers with the class, modeling the inlonation patterns carefully. I·hlvo students work in groups offour to practice the questions in Exerc ise 4d. and afterwards ask for a show of hands to sec how many students in class sa id yes to each question.

5

Speaking skills Divide tho class into grou ps of four to six to discuss the questions in Exercise 5. Go around moni1oring and prompting students. Allow five minutes for discussion. Answers will vary. A good Wa.j to menage the activity above, and similar activities, is to assign "speaking roles: DMde the closs into groups 01 lour. Tell Sludent A in each group he/she is the group [eoder. Each group leader has to ask the questions ond prompt other students to express their opinion. Sludent B is the secretary. He/she has to in, but olso listen and toke notes. [t is their job to report whotthe group soid to the class at the end of the activity.

The oudioscript for Track 11 is on page T26

1 Do you hove 0 cellphone? 2 How long have you hod your cellphone? 3 Do you ever send lext messages? 4 Who do you normally text?

Jnit 3

T 27

RU connected?

~

~-

2 Grammar review and extension: present perfect, since and for

4 Pronunciation skills: quest ion intonation

..E'a

a Look at the parts in italic of the first two sentences in the article. Answer the questions. 1 What tense is the verb in each sentence? jJresent perfect 2 Is the action or situation in each sentence fin ished? no 3 Which sentence focuse s on a sit uation up 10 now? cellphones have been a ro und ... 4 Choose the correct words: We use fo r With€' ·o-dco-i7,",,-~ a poiat in the past. e use since with a period of time I~ ~ b tile past. c b Do we use since or for with these time expressions? S F S F Thanksgiving two years last night 25 years F . h· S . t h east I ten mlllUles t IS mornmg S . S my last bIrthday 1995

3 Listening skills

\Ii'

a You are going to listen to an interview with Mike Wilson, a police representative, about the dangers of talking on a cell phone while driving. Before you listen, read the fac t sheet below and try to fill in the blanks with these fi gufCs: 2, 4, 50. 85, 1,000. b Listen to the interview with Mr. Wi lson and check your answers.

---.....

-

2 How long have you had your cell phone?

3 Do you ever send text messages?

-.....

4 Who do you normally text?

In yesi llo questions the voice usually goes ....!!IL. In wh-queslions the voice usually goes down. Listen to the questions and repeat them. Mark the correct intonation on these examples . 1

11

...

Have you sent a lext message today?

b Who did you send

-

ii1'o'?

,-,.,-----

2 a Have you paid a cell phone bill recently?

.....

b How much did you pay?

3 a Have you ever felt irritated by-~-cell phones?

c Choose the simple past or present perfect, and for

or since if necessary. 1 The cellphone revolution(fegai'D/ llas begun in tho 1970s. _ 2 T (l apanes~ ~w-v~e-u-,-iP'- used cell phones for since the late 1970s. 3 In 2003 . the British have banned /~he use of cell phones while driving. 4 ~:S .. commercia l ce llphone.(fave) ~ exi ed or since 1963. 5 Phone ave aever ha never hCld so many feat ufCs as ey 0 a ay. 6 Peopl4 a ve IIse?J IIsed cellphone® since about 25 years now.

Listen to the intonation in theso questions. Complete the rules about question intonation bolow. 1 Do you have a cellphone?

b When did th is happen? 4

....

a Is you r cellphone--~=~on now? ~

--...

b Why? I Why not? d In groups. ask and answer the q uestions in

Exercise 4c. How many peop le in the class said yes to each "a" question?

5 Speaking skills In groups, discuss these questions. Is " ta lk and drive" a danger in your country? Has your government introduccd laws about it? If not. shou ld the government ban it? 2 Do you talk on the phone whi le you drive? Have you, or has anyone you know, ever had an accident while talking on a cell phone? 3 Do you think the government should also ban the use of cell phones in public places?

1

Taiiz and D rive: the facts Resear ch shoWS tha t : . . 4 times greater if . k of having an aCCident IS _ 1 the n s .' U hone. the driver IS usmg a ce p their cellphone while 2 the number of drivers who use .' . 85 percent. h dn Vlng IS . h banned using a ceUp one 50 countries ave 3 aroun d ----while driving. . fine of up to 1,000 4 drivers in Poland can r~cedtv~ ~ h . g whIle n vtng. dollars for p . onlO f llphones while driving . ban against the use 0 ce 5 ~erells a 2 state(s) in the U. S . tn on y _

RU connected?

Unil3

Netizens

Speaking skills

1 Vocabulary: the Internet

1

2 3 4

5

6 7 8 9

10

Match the words and phrases with lhe correct definitions. online " " ~ a spend time online looking through Web sites surf ~ b connected to the Internet a virus c a computer file sent with an e-mail message a chat room d information that you store under a particular name log onloff e move information from the Internet to a computer crash f disconnected from the Internet offline g start/finish using a computer system downloa h when a computer or program stops working suddenly a file a Web site people lise for exchanging messages an attachment a program that enters your computer and damages or destroys information

a In groups, discuss these questions. 1 Have you ever surfed for more than three hours online? When? Why? 2 Has your computer ever gotten a virus from the Internet? When? What happened? 3 Have you ever taken part in a chat room? Who did you "chat" wi th? What abo ut? 4 Have you ever ed files from the Internet? What kind of files? 5 Have you ever sent an attachment? What did it contain? Do you receive a lot of attachments? What are they about? b Who is the most "connected" in the group?

3 Reading skills a Do new developments in information technology affect your life? Which of these phrases best describes you? I'm an Internet addict. I have an Internet phobia. I use the Internet. but it doesn 't affect my life. Now take the quiz. Is your answer still the same afterwards? b Ask your partner his or her answers to the qlliz, note them down and discuss Ulem. Who is more addicted to the Internet. you or your partner? Look at page 149, work out your partner's score and read the analysis. Do you agree?

Internet addict or Internet phobe?,--, The Internet is rapidly replacing TV as the most popular form of home entertainment. Many people are spending longer amounts of time online, and in some cases this has had a negative effect on their work, studies, and social lives. So how about you? 00 you have your Internet use under control? Take this quiz and find out.

3 Where do you do most of your shopping? a) In stores, of course. I'd never buy anything over the Net - it's simply not safe! bJ I haven't been in a real store in over a year. I even buy my groceries online. c) I've never tried e-shopping but I think it's a good idea .

4 Have you ever met anyone over the Internet? a) Yes, lots of people. In fact, I've started dating one of them. b) Yes, but we still haven't met face-toface. c) No, I've never spoken to a stranger online. It's too dangerous.

Are you addicted to the Internet? 1 Which of these is closest to your morning routine? a) I always log on at home. I realize an hour has ed and I am late for wo~ again. 5 How often have you spent three hours or b) I get to work early so I can have some more on the Net? time alone to surf the Net and chat. a) Never. t hardly spend any time on the c) I only log on when I need the Internet for Intemet. won'b) Regularly! I usually spend at least two hours a day surfing. 2 I have more friends ... c) Only occasionally. If I need to find some a) in real life. information, I might spend a couple of b) online. hours looking online. c) in real life but I've lost touch with a lot of friends since I started surfing the Net.

Unit3

RU connected?

T

6 Which of these descriptions is closest to .......... you? a) I've never been online. I don't have access to the Intemet. b) I spend more and more time online andY don't see my friends very often. c) I go online most da~, but for practical purposes - to check my e-mail or to do ............some research.

7 How do you feel if you haven't checked yo' e-mail or been in a chat room one day? '---"" a) Not good . I could be missing something. b) Okay. I can always go online tomorrow. c) No problem. I don't use the Intemet th, often anyway. '-

Objectives

Topic: the Internet

Vocabulary

Reading

Writing

the Inlernet

a magazine quiz

writing

·char

Write Computers and the In/ernet on the board. Divide the closs into groups of lour. Teillhe groups thallhey hove one minute 10 write down all the words connected with this topic they (on thinl: of. After ooe minute ask each group how mony words they thought of. Elicil their answers and write their list of words Ofllhe board lor if you prefer, ask volunteers from each group 10 come up and simulloneously write their lisls on the boordl.

Introduce !he topk

1 Vocabu lary: th e Internet Ask students to work in pairs to match the words and defini tions. You may also want to review the pronunciation of each of these words wi th students, having thom repeat after you.

2 Speaking skills Give students a few minutos to read the questions in Exercise 2a , think about thoir answers, and write notes. Then ask them to d iscuss the questions in groups of four to six. If the questions in exercise 2a seem difficult for learners, hove a volunteer read aloud the questions to the whole claSS. After each question is read aloud, ask a student 10 explain the question or, if they connot, poraphrase the question yourself in students will more likely understand . At this point, hove students WOI'k in small groups to discuss their answers to rhe questions.

.--

3 Readi ng ski lis Elicit the meaning of addictlsomeane who con't stop doing on activity) and phobia Iteatl, using examples you think students would understand. Examples:

Vocabulary lead-in

He was a drug addiel who bought his narcotics on the slreel. She has claustrophobia and does nol en;oy being in a small, crowded room. Write the following phrases on the board:

I'm addicted _

using Ihe Inlernel

I'm obsessed _ I'm not inleresled_ I'm worried _ Ask students to tell you what the miSSing prepositions are Ithe answers in order: 10, students which phrase/s) describe them.

with. in, oboun. Then ask

Ask students to tal k to a parlner and find out their answers to lhe questions in Exercise 3a . Afterwards, quickl y Rsk for a show of hands from the class to see how many chose each phrase. Ask stu dents to take the quiz indi vidually. Circulate among students, chocking for difficulties in understanding the tex t. If needed. write new vocabulary on t ho board. There are a few words and phrases in the text thot you may wish to check. Write these definitions on the board if students are having trouble understanding the text that uses them.

VocabukJry

lose touch with (friendsl '" not see, speak to, or write to friends any longer dote (someane) '" arrange to meet someone that you are aHracted to meet (someone) face-to-face", see (someone) directly I in the Hesh - not on the phone or tnternet

-

Have students do the tasks in Exercise 3b , working with the same partner as before.

RU connected?

T 28

Unit3

4 Writing skills Ask students to work with a different partner to discuss the questions in Exercise 4a. Answers will vary. Ask students if they can give you examples or lhe kind of abbreviations and language they use in their own language when texting or chatting online . Then ask students in pairs to match the techniques and examples in fu.:ercise 4b. Before asking students to read the chat in Exercise 4c in pairs, set the scene by asking a few questions: In an online chat. what ore handles? What are the handles of the two people chatting? What are they clwtting about? Ask students 10 rewrite the chat in stondard English.

-.Itemotive

Ask students to work in pairs and foll ow the instructions in Exercises 4d and 4e. Remind students to chock the Glossary fo r unfamil iar . Move aro und the room, monitoring and h elping with idoas. You could provide some 'framework' for the choning by giving each pair a lask to perform. Write the following list either on the board or on individual cords Ihat you con hand out to pairs at random, invite your partner /0 0 party ask for help with homework ask about your partners weekend plans talk about football ask about your porlner's family ask about a topic of your choice Have each pair perform one of the above tasks when chaning.

Additional acIIYIIy

Unit 3

T 29

Hold a closs discussion on Internet safety. Ask Whot are some potential dangers of on online chot? Is it a good idea to share personal informah'on (name, telephone number, address) with a stranger online? Why? Why nat?

RU connected?

'V

VVV V

4 Writing skills a in pairs. answer these ques tions.

1 What do you know about chatting online? 2 Do you have any "online" friends? Have you ever wrillen to a stranger onli ne who has become a friend? b Chatters normally have n icknames, which they call ·'handles". Chat is like a mixture of speaki ng and writing, and chatters use d ifferent techniques to talk online. Match the techniques on the left with the exam p les of chat.

1 informallangU~~ g'~:~===~;;::~2 2 nol much punctuation :::::::=:--- _ 3 abbreviations 4

ellips is (leaving out unnecessary words) ~

-;;:-:============~~~:::::::::::.::::=

56 slang emoticons

'bil C U

lSr

gonna buy a c diane can you come saturday d :-) (a smile) e have to go - talk later f cool ! wicked!

c Read this chat between two friends . Can you understand it? (Usc the glossary to help you if necessary.) Try reading the dialogue aloud with a partner.

GLOSSARY

Emoticons :_0 = scared :( :: worried. annoyed, or really thinking :-):: a smite ;-0'" Dh . no! (0_0) = shocked :* = a kiss ;-) = a wink :-< = sad

'--

Abbrevi ations cu lar : See you later. 101 = laughing out loud ru ok= Are you ok? 2day = today cld = could, shd = should Ie = I see I I understand btw "" By the way n U :: And you? bfn = Bye for nolV ttyl = Talk to you later

From: To: Angel with a halo says: how r u Dancing and singing sa ys: im good u Angel with a halo says: good 2 what u been up 2 Dancing and singing says: not much - studying Angel with a halo soys: what 4 Dancing a nd singing says: exam in 2 weeks Angel with a halo says : :( Dancing and singing says: oh yeah! Btw u going 2 j's party fri Angel with a halo says: no gotta study :-< Doncing and singing says::( u looking forward 2 weekend? Angel with a ha lo says: sure what u doing? Doncing ond singing says: football gome sal, then probably sleep in afternoon Angel with a halo says: 101 Dancing and singing says: n u Angel with a halo says: shopping! Dancing and singing says: (0_0) u shd be studying Angel with 0 halo soys: yeah 101 gotto go ttyl Dancing and singing says: yep bfn :) Angel with a halo says : cu 18r bye :*

d You arc going to "chat" with your partner. Follow these steps. 1 Find a piece of blank paper. 2 Choose your "handle". (See Exercise 4b.) 3 Write your handle and your fi rst comment. Use the glossary to help you and to use abbreviations and ellipsis. 4 the paper to your partner. 5 Write your handle and the next comment on the piece of paper you now have and it back to your partner. 6 Continue chatting untit you decide to stop . e Look at your cha\. Change anythi ng that you wanl to and then the paper to another pair. Can they understand your conversation?

RU conne<:ted?

Unit 3

Talk 1 Speaking skills a lnp'

d

iscuss these si'uati 1 You 've just broken II . Ons. boYfriend/girlfriend P wah your 2 You are havin . Who do yo u taU: to? class Wh 8 problems with y . J v: . 0 do yo u talk lo? OUr SCi ence BIl'S,

au have m OIi C

talk lo?

.

2 Reading skills a Road the artic/e

Summary.

1 BilJ and Liz arc strc psycholnoi I . els of New York. - 0 s s workill g On the B,I/ and Liz talk I try 10 help them s~l~eobl~ all tlie streets and J BilJ and Liz e t Cu problems en courage . on Ihe street bOJ"o ~ people to talk to th em th erapeulic. ~LO. use theY be,>leve it is

.

Y problems. Who d

. qUIckly. Choose Uw best

2

o YOn

b In OUr soc' lalk Jely we have a 101 of 0 peo I on ,col/Phones. in chal Pportunilics 10

to la':ket~~I~I~o~~lain Ihal 'hC~::IO~~~~ ~~I y 10 talk 1o Ihompisls. ~~;c do you think tha t

Jsa

tome "Taking a little time to talk to someone you've never met can change you Jorever."- Liz Barry NEWYORK (AP) - It is evening rush hour in the Times Square su bway station - perhaps the most frantic time of day at the most hectic place in the busiest dry in the country. Liz Barry and Bill Wetzel have just settled into 5 two chairs against a wall. Before them is a sign that reads,

in large white letters. "TALK TO ME,"

Amazingly, for the n ext two hours, p eople do. Dozens 10 of them. Two 17year-Qld girls talk about their science class. A middleaged man gives his 15 views on politics. A young woman with purple hair, near tears, has recently broken up with her parm er. She hasn't gotten over it yet and sh e wants to talk. 20

Barry and Wetzel came to New York only a year ago, but they have already h eard m ou sands of stories like these. They have walked the streets and avenues, set up their sign and listened.

Liz and Bill, in their 20s, have discovered mat talking is highly therapeutic for New Yorkers. " Taking a little rime 25 o ut from a busy schedule to talk to someone you've never met can change your wh ole outlook forever," Liz Barry says. Barry and Wetzel figure that now, after a year, is a good 30

time to Stop. They still h aven't decided what to d o n ext, but it's unlikely to be something as original as their "Talk to me" project!

GLOSSARY frant ic busy, hurried hectic busy fu ll f d ' 0 actIVity ozens a la~e number ( one dozen - 12) >

Unit 3

RU connected?

>

Objectives

Topic: falking fa people

Grammar

adverbs used with the present perfect

Vocabulary verbs of talking

Reading a newspaper article

Speaking

Ustening a discussion

discussing problems

Write on the board folking to strangers. Ask students, In whol situations do we tolk 10 people we don't knoW? On the boord, build up a IIsl of their answers.

Introduce the topic

Suggested list: starling a conversation with strangers 01 a party or in a club; buying something in a store; dealing with customers 01 work; asking for help on the street - asking for directions.

Ask Is it easy for you fa talk to strangers? Why? Why nof?

•• 1 Speaking skills Ask students to discuss the situation s and questions in Exercises 1a and lb in pairs. Answers will vary.

2 Reading skills Ask students to read the article and choose the best summary. Remind students to check the Glossary fo r any unfamiliar vocabulary. Answer:

Summary 3

Vocabulary

The text contains a few phrasal verbs that you may wish to check. settle into.: get comfortable in (a chair) break up = end 0 relationship get over", start to feel happy again set up = put in position

13~------------------------------------------------------, For Exercise 4 on page 31 ~ tnterviewer So, Bill, how do you get people to talk? Bill Well, I simply ask them "how's your day?" tnterviewer And how do they react? Bill Well, they say, "What are you doingr and I say, "rm just being friendly"" and then we talk. Interviewer Yeah. Bill rye just spoken to a guy about how difficull it is to find work in New York. Afler 45 minutes he said, "' could stand here and loll:; all day: Interviewer Have you ever had any hassle from the police? Uz Yeah, sure, we've already had a little hassle from the cops; they might tell us to move on, but we haven't had any serious problems - not yet, anyway. Bill No, that's right. but we have been insulted by drunks. Yeah, our shaes have even been stolenl Interviewer Really? Uz Yeah, really. People don't understand us at first; they think we're cops or researchers or weirdos or something . Bill Yeah. We've tried 10 explain, but some people still hoven" learned to just toll:; to each other and to listen, of course Uz Some people find It very difficult to listen. Infefviewer So you think listening is on important ... uh .. skill? Uz Yeah, thors right. Interviewer So what have you learned from Talk to Me? Bill Well, we've learned a lot about the way people work. the way they date, they way they've grown up and settled down. Uz And we've mode a lot of friends; you Estela, Ihe oclor; she's been to see us three times already. She's become an old friend. Interviewer One final question. How have you been able to do this financially? Bill Well, we're very lucl:;y. We hod same money to start with, though that's all gone now. But there's a very nice lady we know who gives us a little money to I:;eep doing this, so we manage.

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Let students decide on their answers to the questions in Exercise 2b in pairs before discussing them as a class. Before asking students to do Exercise 2c in pairs, do the first as an example: Ask students to find them in line 5. Then point out that it is a pronoun that refers to the words Liz Bany Qlld Bill Wetzel in the previous line and that it is used because the writer does not want to repeat the people's names. Ask students to discuss the questions in Exercise z d in small groups. Answers will vary.

3 Grammar: adverbs used with the present perfect For Exercise 3a , help students find and underline the adverbs, and then ask them these check questions to make sure they are clear about the form rules: Which word goes at the end of interrogative and negative sentences? (yet) Which adverb is only used in negative sentences? (still) Which adverbs go between have and the past participle? (just, already) Which adverb can go between have and the past participle or at the end ofthe sentence? (recently) Ask students to work in pairs to do Exercise 3b. Go around the class and help.

Quick grammar

The key point is where the adverb goes in the sentence. Typically, in the present perfect. the adverb may be ploced between have and the main verb or at the end of the sentence, as in these examples:

guide: adverbs

with the present

I have already done il. OR I have done if already.

perfect

The two English words still and yet present a prablem as they are often expressed by only one word in other languages. Concentrate on the differences in form between the two words. The difference in use, is subtle: Yet is "positive" - it means "' expect this 10 happen in the fu ture: Still is "negative" - it means "This should have happened by now: Common problems and enors

Students put the adverbs in the wrong position in the sentence. ~I

have finished.

I ~ hove

finished.

Set up Exer cise 3d by modeling two or three sentences about yourself. Then ask students to write their own sentences and read them aloud to a new partner.

4 Lead in

Listening skills Set the scene by reminding students oboulliz and Bill. Point to the pictures on page 30 and ask Wha! are they doing? Why?

Put students in pairs, and then ask them 10 read the questions in Exercise 4a and predict the answers. Briefly go over the answers with the whole class. Play the audio for Exercise 4b, Ask students to liston and compare their predicted answers to the actual answers, Play the audio a second time for Exercise 4c. Ask students to check the things that have happened to Liz and Bill. Ask the question in Exercise 4d to the whole class and elicit answers briefly. Answers will vary,

5 Vocabulary: talk Ask students to try to explain the words in italics in Exerc ise Sa to each other first. Elicit from the class to make sure students understand all the words. Then ask the groups to discuss the questions, Checking meaning

As an alternative to translation, try miming the words ond having studenls guess. II's more fun! For example:

complain = briefly oct out person complaining in

Q

store

argument = move to and fro, honds on hips. pretending to be two people arguing gossip = pretend to whisper in someone's ear, and then look astounded

Ask students to do Exercise sb in pairs. Encourage the listeners to keep quiet while their partners speak, and focus on understanding and rememhering what the speaker said. This is not intended to be a conversation between the two partners but rather Speaker A and Listener B. Encourage the listeners to paraphrase, or say in their own words, what their partner communicated. The oudioscript for Track 13 is on poge T30

Unit 3

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b Read the article again. Answer the questions. 4 Listening skills 1 What impression does the writer give of New a You are going to listen to an interview with Liz Yorl:: in the evening rush hour? It is very busy. and Bill. Imagine you are Liz or Bill and answer 2 What type of people stop and talk to Liz and the interviewer's questions. Bill? All typos - teenagers. middle-aged men 1 How do you get peop le to talk? 3 How do we know that New Yorkers like talking? Z How do people react when you invite them to They have heard "thousands of stories." talk to you? 4 Why have Liz and Bill encouraged people to 3 Have you had any trouble with the police? stop and talk to them? They believe that it can 4 What lessons has "Talk to Me" taught you? c h a nge I.coplo·s outlook - it is therapeutic. 5 How have you boon able to do Ihis fina ncially? 5 Do you think that Liz and Bill have gotten any benefits from their project? ~ b Listen to the interview and compare your answers with Liz and Dill's. Find these words in the article. What do they refer ~ c Listen agBin. Wh ich of these things have to? happened to Liz Bnd Dill? 1 them (line 5) and BJL it (line 17) breaking 1 They've spokcn to someone without a job . ." up with her partner 2 They've had sorious problems with the police. 2 do (line 9) tnlk to them 5 these (line 20) stories J They've insultod someone who was drun k. 3 them {line 10) people 6 it (line 30) what they 4 Someone has robbod them . ." do next 5 They've made some fr iends . ." 6 They've made a lot of money. d Discuss these questions.

,

~

'--

4

1

z

•

How would people where you live react to "Talk to Me"? Would you stop and talk to Liz and Bill? Why? I Why not? If you did stop. what would you talk about?

3 Grammar: adverbs used with th e present perfect a Find these adverbs in the article: just, recenliy, yet, already, still. Note the way they are used and complete each sentence below with one of them. 1 " Have you finished your homewerk ~?" "I haven't even started it ~ !" 2 1 can't talk now. I've J.!:!!!... finished cooking dinner and we're about to eaL 3 "Any luck with work?" "No. I still haveu 't found n joh. ,. 4 "['II feed tho dog bofore we go out." "It's okay. ['ve already done it." 5 "Have you seen Mary at all?" "Mary? Yes, she's stayed with us a few times recentlv ." b Match the adverbs in Exorcise 3a with their meanings.

a The action happened in the immediate past, very soon before the moment of speaking. just b The action has not happened up to now but will probably happen in the future. (used with questions and negatives) yet c The action has not happened up to now but will probably happen in the future. (used only with negative scntences in the present perfect) still d The act ion or actions happened not long ago. recently e The action has happened, perhaps before expected, and doesn't need to be repeated. already c Check your answers with the Grammar Summary on page 34. d Complete the sentences to make true statements about yourself. Then compare with a partner. 1 I still haven't . Z I haven't ... yet. 3 I've just ... 4 I've already ... 5 I've recently ...

d Why do you think "Talk to Mo" is popular in New York? Suggested answers: New York is a busy. non-s top city 80 people nonna lly have no time to ta lk. Life is stressfu l in a big ci ty - iI's good to talk. In a big ci ty, there a re a lot of lone ly people.

New Yorkers are ramous fo r heing talkative.

5 Vocabulary: talk a In groups, check the meaning of the expressions in italic. then discuss the questions. 1 Have you ever complained about anything? If so, what? Z Have you /rad an argument with anyone recently? What was it about? 3 Have you shouted at nnybody this week? If so. what made you shout? 4 Do you know anyone who boasts a lot"! Who are they and why do you think they noed to boast? 5 How do you persuade people to agree w ith you? 6 Do you ever discuss problems with your parents? If so, what kind of tbings do you talk about? If not, why don', you? 7 Do you ever gOSSip? If so, who with and when? b Good communication is not only about speaking, bu t listening. too. Are you a good listener? Try this activity.

Student A: Choose a topic from 1-7 above; prepare to talk for exact ly one minute. Student B: Listen, wi/hollt interrupting, and tben repeat what Student A said. (You don't have to use exactly the sarno words.) Student A: How good a Iistenor was your partner? When you have fin ished, reverse your roles. Student B talks for one minute.

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1 Warm up a Tho World Wide Web has created a lot of weird and wonderfu l things, including new vocabulary. How good is your Web vocabulary? Match the definitions below with the words in the box. icon link FAQs Web guide toolbar Weh site Web browser search engi ne

This week's Webguide~ A

home-page URL Web page scroll bar 1 Tho plnco on the Internet that appears first on your com puter is your home page. 2 A software program that finds and dis plays pages from the Internet is a Web browser. 3 A con nection between one Internet file and anoth er is (I link 4 The row of small pictures on the screen that you click on 10 perform particular acti ons is tho Icoluor . 5 Tho long narrow line at the edge of the screen usod for movi ng information up. down, or (j

7

8

9

10 11 12

across the screen is the scroll bar . The un ique address of a computer or a document on the Internet is called a URL A place on the Internet wherc you find information about a particular subject. organ ization. elc. is a Web site . A pago or document that you can read on a Web site is a Web paee . A small pict ure on a computer screen that opens a program or performs an action is an icon A program that looks for information from many different Web pages is a search engjne . A page in a magazine that gives you information about Web si tes is a Web Kuide . Questions that Int ernet s frequcntly ask are called FADs

http :Lwww.liter!!nmet.orz lennsf I Fantastic site from CNN. Over 50 news stories categorized under headings such as crime, environment and adventure. Each story has a range of activities focusing on_ comprehension and vocabulary, mostly of the multiplechoice variety.

B http://www.npr.org/ NPR is an American radio network with an extensive audio archive - an excellent source of authentic English.

c

httgJJwww.humorlinks.com / Hilarious site bringing together over 7.000 links to humor Of every kind, from American comedy to Australian cartoons. ' Here you will see the funniest jokes and pictures from around the world.

o

http:)/www.bbc.(a.ukLbbcfau rLaudiainterviewsL Hundreds of faScinating interviews with famous people from every walk of life: actors, cartoonists, musicians, painters, philosophers, political activists, scientists and writers.

E http :lJwww.bbe.ca.u kLmusi elJ iste n lots of online music from classical to jazz, from blues to rap. You can listen to radio programs or select a range of special features .

G

http~/ www. anestapenglish_(om

Here you will find listening activities - updated each month -from the online magazine from Macmillan.

b Read the Web gu ide on the right and recommend ono or more sites for the people below. I failed my English test. If only I'd worked more on my listeningl

I just bought the new CD by The Darkness;

I miss Pilar. She always cheered me up with her jokes. I wish she was here.

they're my favorite rock band and I wish I could find more of their music.

B,G ,

A, D I haven't done any studying for the reading comprehension test yet. bound to fail it.

I wish I knew more aboul Johnny Depp! I haven 'I read anything about him for ages.

"m

E

D

c Unit 3

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Objectives

Topic: the World Wide Web

Grammar Reading simple past. used to a Web guide do, be used to doing, I wish / if only

Ustening a lecture

Writing

a lecture

Speaking deg a Web site

Ask students a few questions about the Web to introduce the topic. When was the World Wide Web invented? How often do you use the Web? Whafdo you use it for? What is the most useful function of/he Web? 00 you have a home page? What's on if?

1 Warm lip

Introduce the topic

t .. CJ

Ask students to match the words and definitions in Exercise la . and then let them check with a partner before going through the answers as a class. Note the pronunciation: icon t alkonl

FAQs fef el 'kjuzl

URl/jual'el1

Pronunciation guide

scrotl Iskroull

Write on the board: Click on

Find

Extension activity Choose

Search

Then tell students that you have switched your computer on and you ore on your home page, but you wont to go on the World Wide Web to find out exactly how old the Earth is. Ask students to give you instructions 10 find Ihe information you wonl, using the verbs on the board and computer words from exercise l a.

Read a loud the quotations by the people in Exercise lb. Then ask students to skim the web gu ide all page 32 to find useful sites for the speakers. Let students check their answers in pairs before discussing them with the whole class. You may wont to check some of the difficult vocabulary items from the text and review their pronunciation.

Vocabulary

cheer (someone) up 0: make someone happy I'm bound 10 ...

0:

irs almosl certain 10 happen 10 me

exlensive == very large archive = collection or store hilarious = very funny

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T 32

Unit 3

2 Task D iv i de stud ents into groups of four. and then go over the instruc ti on s in Exercise 2 with the cl ass.

Group organization

Before doing the lask give each person in the group 0 role: Student A == group leader - he/she has to ask the questions and make sure everybody contributes. Students Band C = the "ideas" guys - it is their job 10 think of interesting and unusual ideas_ Studenl D '" group secrelary - il is his/her job 10 make notes of all decisions and 10 report the ideas to Ihe class.

3 Prepare En courage each grou p to m ak e revi si on s to th ei r home page after comparing it to th e h ome page i n th e unit.

t

4 Feedbac k Ask one stud ent from each group to present thei r gro up's Web si te i deas . T h en h ave th e class vote on th e b es t Web site.

•

T

T h ro ugh out Exer cise 4. build up a list on the bo ard of features o f a good Web site.

....

n a,

5 Compare

\?

Pl ay the aud i o for Exercise 5. A sk students 10 listen and say w hat points fro m exerci se 4c are m en t ion ed.

@

Repeat th e audio for Exerci se 5. Ask stud en ts to write d own an y ex tra point s men ti oned i n th e lecture to add 10 th e cl ass list on th e b oard. A n sw ers

t t

..

(extra points m enti oned on audio) reliabl e, up-to-date conlent shows clearl y wha t is on Web site usable. trans p aren t navi gati on uncl uttere d d esign wit h clear text and good u se o f p ictures n ot to o m an y c ol ors or 100 many pic tures free of adverti sing. incl udi ng ani m ated pop-u ps

6 Not ice Play th e audi o fo r exercise 5 again . Ask stud en ts 10 com p l ete th e Jist i n Exer cise 6a and th e table in Exer cise 6b .

7

Foll ow u p T hi s work s w ell as a homewor k task. A sk st ud ents to p rin t ou t their favo rite home p age. an d th en present i t to the class i n a fu lure lesson.

I~ Okay. let"s begin. Now, lost week we looked at Web sites fram a designer's point of view. Today we're going to look at Web sites again. but from the point of view of the . Many people I've spoken to obout Web design soy things like, "I wish Web sites were simple and easy to follow. and not too technical: and "I need to get the information I wont as quickly as possible, so I like Web sites that have very clear links ond site mops: Well. in this talk, I'm going to give you the basic points so you can go ahead and design a usable ond attractive Web site, taking into aC(Qunt the needs of the surfer. So. if you wont your Web site to be easy to use, ask yourself the following five questions: First of all, the content: is the content rel iable? This is a key point because there·s a 101 of garbage out there in cyberspace. We'll assume thai you don't write garbage. but even good content can be unreliable because it con go out of dole very quickly, With the Internet. you want accurate. reliable, up-to-date information. Second. can the tell what the Web site is about? You see. people need to know if the site is relevonlto them; so the site should indicate very carefully and clearly exactly what is there_ The third point has to do with navigoti on. By navigati on, I mean how we move around the site from page to poge. how usable and transparent it is, so you don't gel lost and waste time trying to work out where to go nex\. tmpartant navigation features are the toolbor, a site mop, and links to other relevant pages. Fourth, what about design? Are colors used to good effect? You often find colors make it more difficult to follow the site map. and you easily get lost or waste time. so you don'l wont to use 100 many different colors. Also. the page shouldn't be cluttered - with too many different secti ons ~ the page should look open. accessible, and inviting. Design includes clear text and good use of pictures, but don·t use too many pictures or the time will be too slow. You want a fast time. Finally. the site should be as free as possible of odverti sing ~ this is another form of garbage that the doesn't want to see popping up atl the time and gening in the way of the information you real ly need. Now ore there any questions so for?

Unit 3

T 33

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NATIONAL AERONAUTICS AND SPACE I NISTRATION + ABOlTT NASA

+ NEWS & EVEHTS

+ MUlnM~DIA

-+ POPUlAR TOPICS

-+ For Kids

IF IT'S NOT SAFE, SAY 501 Rofgl.." WOfy - . - . 10 I!ASA

+ For Students

_

1.'0::

FIND IT C NASA '

+ AO'IANCED SEAJICIl

. . .~~

.

......--"-<'

EXPlORIPlG lliE UNIVERSE

HUMANS IN SPACf

09.09.04

09.01.04

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KSC Cleans Up After s

Station Crew to Far.Out Powwow + Read More

l atest on Genesis Probe + Read More ,. View Video

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09.03.04 Station Spacewa lk Successful

09.09.04 Cassini t=inds New

2 Task

3

You are going to enter a competition to create a Web b As a class. vote on the best Web site. sito for your class, and your group will have to c Make a class list of the features that a good Web design tho home page of the site. You will need to site should have. present the concept of tho Web site and the home page to the class and they will vote on the one they 5 Co mpare like the most. In your groups, discuss these points @ a Listen to a lecture on Web desig n . Which points and then design the home page. on your list from Exercise 4c does the speaker 1 Who is the Web sile for? What are their interests? mention? 2 What "'ill the Web site contain? (Articles on ~ b Listen again and add any points the speaker things such as sports. music, science, etc.; tips for mentions which are not on your class list. learning Engl ish: help with homework?) 3 What will appear on the home page? Think about 6 Noti ce text, photos, and links. ~ a Listen again. How does the speaker list her 4 What makes a good Web site? Think of your points? Complete this list. favorite Web si tes and make a list of the five most First of all, Second , The third point . Fourth , important things a good Web site should have. finally. 5 Put your ideas into action - design the home page! b Notice how the speaker identifies the good points in Web sites. Complete the table with positive Prepare adiectives and phrases about good Web design. a You are going to report your group's ideas to the Listen to the lecture again if necessary. rest of the class. List the main points about your Web site. Web site ,.,."...~ h Look at the home page from a Web site at the top Yet.olLe accurate, up-ta-dato Content of this page. Check how many of your poin ts are usable. trarll>pareut Navigation covered by this site. Can you add any other not cluttored , opon, points? Design accessible, inviting, clear c Now go back to your list of poin ts. Do you wan t to make any revisions to your Web site?

7 Follow up

4 a Present your idea for the Web site to the class and explain your home page.

a Choose a home page from a site you like and print it out. Make notes on what is good about it and what could be improved. b Present it to the res t of the class.

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LANGUAGE RESOURCE \ Five of these sentences are incorrect. The errors can be in the present perfect itself or in the use of the adverb, Check the correct sentences and correct the wrong ones.

Grammar Summary 1 Present perfect

1 The President has

tI

2 Don't wait for Janes, He's just went out, He's j ust gon e out.

To tal< about actions or states n the past but thai have some

3 Have you seen the

effect in the present.

4 Louisa has recently made a lOt 01

• Actions Of stales that began in the past but thai are

5 We haven't been to a good party since two years. ror two years, 6 Fran neyer went skiing but she hopes to go next year. Fran has

contn.ing in the p-esent: Jack has worked for Ford since 1975.-l>

«I

PAST

I

1975

PRESENT

~.

Jack Slant W()(king for Ford. Jack works for Ford • Experiences that we have had in our lives (at an unspecifIed time) and that we may have again: I've been to Chile, but I've never been to Argentina, With this use of the present perfect, we often go on to add

more information, usually with a specifIC time reference, in the simple past tense: I've been to Chile. I wetJI there last year. We tOOk an amazing cruise down the Pacific coast.

• Recent actions or actions that we expect to do: I'vEI just had some coffee (a few nToutes ago). We haven't met Anna 's new boyfriend yet (but we expect to). I've aJroody fed the cat (so you don', need to do it). Note: In informal American English, the sinpIe past is often used n sentences >Mthjust and aIra:Kfy:

I just had some coffee. I ahJady fed the cat.

Negative: No, I haven 't

been there. No, she hasn't bought a

used car.

2 Adverbs used with the present perfect just - for very recent actiorls

Pfease take your shoes off, We've just cJeaned the catpet,

already - for actions completed earlier than expected I've already flf'lished aI the questOOs, Can I go naN? yet - to ask whether an action has been done (Y to sat that an expected actiOn has not been done (question and negative form 00y) Have )OU called your mother yet? No. I haVen't called her yet because the phone isn't working/ s till - to sat that an actoo has not been done, v.ten we expect it to be done (negative form oriy) We sill hav&l't heard from our daughter il AusttaJia; we're

ge"", womod. recently - to say somethlng has happened n the recent past I've been to the movies 8 101 recent.y. ever - to ask atxxJt experieoces that have happened at least once up to now (question form onty) Have you ever been fa London? for - to state how k)ng an action has been in progress, used for periods of time We've had these dogs for five years, since - to state.....nan a continuing action started, used for a particular point n time I haven't seen Simon since Monday.

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new friends.

tI

tI

8 We've been to a concert in the new auditoriun. In fact, we've been 1(' one last week, 100. •• , w e went to one last w eek . too.

Vocabulary Summary 1 IT and Internet words Look at the IT words and expressions in the box, and check th E" meanings in Lessons 2 and 4 1 a dictionary if you need to. Th en .......... write them into the correct column in the table, and add more words of your own, attachment icon link FAOs Web guide loolbar Web site Web bro~J search engine homepage chat room crash file go online 1 offline log on 1 log off scroll bar surf virus Web page Computers

The Internet

<>a.'A

~

tool bar Iile

link FAo. web guide web site web browser search engine

to New York twice. My sister has just

Question: Have you ever been to New Itlrlc? Has she bought a used car?

Bond film stilt? James Bond film yo>t?

never been ...

We form the present per1ecl with the auxiliary verb have + a past participle. e,g. beErI, done, gNetl, bought. Affirmative: "ve been bought 8 car.

new James

7 Kevin and Jackie have just had their third child.

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never been overseas,

u,.

Both

<= homepage chat roo m go OIlIineloffii oe surr web p age

"--' v irus log on I log 01T

scroll bar

2 Words connected with talking Look at th e meaning o f these words in Lesson 31 a dictionary. Whi ch word from the table describes the situations below? Rewrr............ the sentences using a word from the table. Word or phrase Useful phrases

Example

complain

complain about someone We complained about t............. or something meal to the manager.

have an argument

have an arglJ'TlElflt with I had an 8rg.ment with iT'" someone about something brother about his friend~

shout at boast

shout at someone boast about something (to someone)

Don't shout at the call Simon's always boasting about his expensive sports car. "--'

persuade someone that

Okay, yoo'vs persuaded me to come this

persuade

~

" " '. . , ..1_ someone to do SCltTlElt!Ylg

evennr' '--'

gossip

gossip about someone

Karen gossips about everyt>ody so don't tetl her any secrets!

discuss

discuss something (with

Co.Jd I discuss my amuar-'

wmeone)

raise with yoo Icx:iay?

1 I gave Sam alilhe reasons why he should come with us on vacatior, and he agreed, I p ersuaded Sam to come with u s on va cation :--'

2 We disagreed strongly about politics. We had an argument about pol i tics.

3 I told everyone in the room about how I won the competition, I boasted ahout huw I won the competition , 4 Did Amanda tell you all about Mary's new boyfriend? Did Amanda gossip about Mary's n ew bo yfri end?

5 Iwas

unhappy about the hotel room and I told the manager. about th e hotel room.

C> Z

-Z

~<J<J REVIEW

Figuring out meaning

Review your action plan from Unit 2: Making key pals

1 Dealing with new words when reading

01::

In pairs, talk about your action plan from page 25. Did yCXJ search for information on key pals? Have you made a key pal?

a Read these strategies and check the ones that you have used when reading.

~ .....

1 If I don', know something, I immediately look it up

disagreement:

::J

2 First of all. I ask myself if the word is important in order to understand the text. If it isn't, I ignore it and carry on.

>-

3 If there are a lot of words or phrases I don't know, I stop reading because the text is too high for my level.

~

o

0...

> L.U o

Prefix Root

4 I try to figure Qut the meaning from the context.

o

....J L.U

In pairs, analyze these words in the same way as complete the table and say what they all mean. Use a dictionary if necessary.

in a dictiOnary or ask my teacher.

b Discuss your answers with the ctass.

Suffix

1 misunderstanding

mi s

under stan d

in s

2 undisciplined 3 replacement

un

,.

discipline

,d

..

p l ace

m en t

4 unhappiness

Ull

h app y

n ess

cycl e

able

5 recyclable 2 Using contextual clues to figure out m eaning

c Choose the correct word in italic.

In pairs, use the context to guess the meaning of the words in italic. Discuss the c lues you used to discover

the meaning,

1 Careful reference /<§i&encW is€sent~/ essentially in a research paper.

1 The man used a sharp ax to chop the tree down.

2 Happy / have t

We know it's sharp, like a knife, and it's a tool, so it's a tool for cutting down trees.

3

appines is a quality that we don·t all misfortune to enjoy.

0 u

~sa:sr~that her bOss

n felt salisfied critical her wo .

critici~

2 Every time I come across a new word. I reach for the dictionary.

4 The earthquake wa SIron

a k1t of destrue

3 Pete's a real technophobe. He refuses to buy a cell phone and won't use the copy machine.

Unemployed is causing

4 Hey, Jane, I have to give this presentation next week and I know that you're really goocI at that kind of thing. can I pick. your brains for half an hour or so?

de"",.a!e a<m"",

a Read this text and decide which underlined words or phrases are important to understand the text. Then try to guess more or less what the important words or phrases mean.

a You can also use information about the type of word (adjective, noun, verb, etc.), to discover what it means. In pairs. look at the sentence and answer the questions.

b Discuss your answers w ith your class or group.

The cratty choodle departed on time for a change.

rfly Jir1c ,errnan Ms=

1 Write as many quesHons as you can about the nonsense words cratty and choodle.

¥

2 What kind of word is chood/e? Write three words that could replace it in the sentence.

Tis:hJe:.r enCe:red /:he. c:tu.sm:m.. "The »O"»u2n h.an.ded fJU1 a ~y a'Yl:u:le awi f.dpfu1ty s.;ud, ~7-l'ea.se4 high!¢< allik ~-11" <M nd 7M 1m "»as 5 /umcti.snt1.l cWftad/;; !:.he I:J1e afon.e !uui ?Ole ~;,g:so; ?!74uer fl!l!t nach 1& ilM",n. f<..a1he;;r th.an 7 ~ wi my fuw m dest&Yl1Pon, J cd-ml} pd up ""iI hand and
3 What kind of word is cratty? Write three words that could replace it in the sentence.

k_:'

b You can also use word formation to discover what a

prefix

root

,e_n

flf ,"""Y ""iI h-r1c fo-maL f=m. .J was a!mud a.. ccmp!eJ:e kgtn-ney and /lad fuui 1 ku.I:!.e:dUes m '!5fI $;qr.uuh alL r.wnung JlA..i /k..w."i! aImt Ik 2 ~""'"9 f=m .3 ..1im<

'Whd lund q: chaxiIe. »a.s J?

disagreement

workers.

4 Applying what you've looked at

3 Using structural clues to figure out meaning

word means. For example. the noun made of three parts:

strongly enough to

estruetio

is

suffix

~~~

M

1 The prefix dis- is used with some verbs, nouns, and adjectives to create the opposite, usually negative. meaning.

2 The word agree is the base word or root. 3 The suffix -ment indicates that the word is a noun.

ACTION PLAN

[>

Your action plan: figuring

out the meaning of new words

During your next few English lessons make a list of arr.; important words

new

you learn from the reading texts.

1 Note the page reference. type of text, and title.

new words,

out and their meanings. 3 Write a short explanation of how you figured out the meaning. 2 Ust

phrases, etc. you figured

Note: You will need to show these notes to a dassmate at the end of Unit 4.

RU connected?

Unit3

a Choose the correct tense, simple present or present progressive. 1 Water is boiling ~t 100 degrees Celsius. 2 I live a lone back home but right now I share IEsharj~n apartment with my sister. ~ 3 I'm only in California for a year or so ~ taldnBY 1 take a postgraduate course at UCLA. 4 I at u early and write for a couple of hours and the~ usua y go I'm usuaJJ oing fo r II walk. ex weeken d I go / birthday party.

s

' /11

goin

0 m y grand father's 75th

b There are six mistakes with the simple past and present perfc<:t in the essay on the right, My Hom etown. Look at the example

and underline the remaining mistakes. Write the corroct form below. 3 moved Mve Icmt 1 have traveled 4 b as lived 2 m et 5 have had c Complete these sentences with five of the adverbs from the box. since for just already yet ever recently 1 I don', want to see that movie again -I've already seen it six times. Z I've studied English since I was s ix and I still make mistakes. 3 I've worked here for a long time and don 't want to leave - I'm used to working here. 4 Have you finished that assignment yet ? We have to hand it in tomorrow. S Have you ever taken part in a chat room? d Complete these sentences with the correct fonn of used 1o or be used to + .ing verb and the verb in parentheses. used to play (play) but I'm too old and slow now. 1 I don'l play soccer any more. I 2 I am not used 10 working (not/work) with music on. Could you turn it off, please? 3 I didn't use to like (not/like) gardening when I was young but now I lovo it! (you/play) with toy trains when you were a kid? Did you use to play (you/live) in the country now? It's so quiel compared to tho town you moved from. 5 Are you used 10 Ij Y in ~

•

e Match the problems with the wishes and regrets. 1 I left collage early without a degree. 2 I've gained a couple of kilos during this vacation. 3 My boss fired me. 4 I have to do two jobs to make enough 10 survive. S We broke down on the highway and had to call for help.

a b c d e

U only 1 had the money to buy 8. new car. If only I didn't have to work so bard. I wish I hadn't gone out to restaurants every evening. ( ) I wish I hadn't insulted her in fro nt of the other e mp lo~. If only I bad fin ished my major.

f Complete this text with the adjective form of five of the words in the box, attract friend create relax cooperate respect real organize romance independence

~ad a lot of bad managers in m

~me, cold, aggressive, and

mcompetent, But I'd like ~bou~ my last boss, She w: ~e~:r~u re axed SOrt of person _ sh'c never seemed uptight or nervous and she always had time and ', for everybody Sh a smile , e managed to create a pleasant, 2 friend l ~tmosPhere in the workplac! _ we all gan to see each other SOcially She en?Ouraged us all to be . 3 ~dependent ' didn't k ' In our work - she were fi eep telling us what to do _ we ree to work on our Own A result, we were 4 COOperative. ". each other: we worked wdJ With a team and with h as her- sh er. We all respected ffi' - e was not only experienced e Clent, and 5 organized b ' communicated a enl ' ut she great te'm ,. P y and Created a SPlCit.

I Wef1t to the bank for advice the other day. I've been 1 .. - a lot of money recently and I needed some acMce from my loan officer. __ ... I -'oed her what my options were, apart from 2 .. , some ,"",y .. ay, a".... more money from the bank, whict11 really don't want to dO, Of

The Ideal Boss I.'ve

h Choose the correct word, a, b, c, or d, to fill in the blanks,

course, whe!1 a bank 3 .. ' yo.; money. yo.; don't only repay the loan

q._--_.

but also the interest and I can't afford that. It's difficult for me to 4 •. .

y

~ .inht now - I have so many obligations nowadays that I

spend everything I 5 .. . right away. Toe fact is my salary IS JU low, I try to be optimistic, but life is really hard

a a a a 5 a

1 Z 3 4

using @ pending lending ~aking owes b ends keep waste win b save

right now.

c making ~ iSSing c aski ng d ?rrowing c borrows gives d guard c Jarn d gain

ffi've

Complete this dialogue by choosing the appropriate word or phrase from the box. Only five words or phrases are used. attachment file crash toolbar viru:; connection Net Web sile scroll bar home page log on online John Hey. good to see you, I wonder if you can help me. Luke r can try_ What's the problem? John r think I pir.ked lip a 1 virus when I was surfing the 2 Net Luke Oh . no! So what h<'lppens to your computer? John Well, every time I try to go 3 online ,I get this message saying an error has occurred and the computer just switches itself off. I haven '\ heen able to send any e-mails for days! Luke I know a very good 4 web site that provides really good anti-virus programs free, You can 5 them onto your computer, [ used olle and it worked. John Great. Could you send me the details? Luke Sure. Complete the sentences with the correct form of five of the words in the box,

•

g Underline the odd word out. 1 Eyes : bl<'lck/blue/brown/green 2 Wine: red/white/black/rose 3 Hair: blondlbrown/vellow/black 4 Meat: red/white/brown/dark

persuade complain boast shout gossip disr.ussion argue 1 Our neighbors complained about the noise during Oill party last night. 2 I shouted as loudly as I could <'II Ihe child, but she couldn't hear me. 3 Noth ing you say will persuade me to cross Niagara Falls on a bicycle! 4 Actors are well known for gossiping about each other - they love to talk about other stars' secret lives. 5 Have you heard? Joe and Helen had an enormous argument and aren't talking to each other anymore.

~i

1. _

-_

•

1 Reading skills a Imagine that you are at a party. The four people in the article below are a lso at the party and are not talking to anyone right now. Which one wou ld you talk to? Wh y? b Read the article quickly. Did you choose the person that the wri ter suggests is the most attractive?

GLOSSARY

a uribule ]lOslurc

A

positive foature of someone or something

the way we hold our bodies

as pire desire ilnd work toward something

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Objectives

Topic: attraction and communication

Grammar future plans and intentions

Pronunciation

intonation: (going to, present progressive, recognizing and simple present) expressing interest

Reading a scientific article

Ustening a conversation

Speaking discussing intentions

Introduce the topic

Ask students What do you do fa make a good first impression when you meet people for the first time? Write students' suggestions on the board and add (or elicit) the following: smiling

looking cool

listening

folking a 101

being funny

asking questions

1 Reading skills Set up the prediction task, and then ask students tu read the text quickly and answer the question in Exercise 1b. Point oul the Glossary. Set a time limit affive minutes. 15

For Exercise 2a on page 39 !ioI A Hello there. Are you enjoying the party? B Hello. Yes, I am, but irs a lillie difficult you know, when you come on your own. A Yeah, I know, Uh ... do you work with Dove?

a No. I know Dove from way oock - we were in school log ether, A Really? You've kept in touch? a Yeah, well. irs not so diflicull when you're in the some town, A That's tru e. Do you live near here? a Well. no, on the other side of town, near the airport A Hey, so do I, Fifty minutes on Ihe bus to get here. Whal a pain! a Well. I can give you a lift oock if you like. I have my car here, A Oh, that's rea lly nice of you, thanks, but actually I'm staying with my friend Rachelthat's her in the black dress O\lef there. She lives on the next block.

a Okay. look ... since we live near each other,

-

maybe we could gel together one evening? How aoout Saturday? A Oh, I'm sorry. I'm meeting some friends on Saturday - we're seeing a play at Ihe theater, a Okay, maybe some other time then. A Yeah ... maybe.

C Lauro, this is Jane, A Hi, laura, nice to meet you.

a Yeah, delighted to meet you, Jane, Are you enjoying the party? A Yeah, irs great I've met some rea lly interesting people, a Yeah, me, too. How do you know Angie and Dove, then? A Angie and 1worK together. a Oh, right so you're in the travel industry, How interesting! What exactty do you do? A Oh, I'm a flight anendanl, nothing exciting a Nothing exc~ing, are you Iddding? I bet you get to see some interesting places. A Well, yeah, we do, I suppose. rve just come bock from Coracas a wow, Caracas - sounds great, A Yeah, it was really fascinating. We went to a fantastic salsa dub there.

a You like salsa? A love it, a Me too, In fact, I'm going to try that new salsa club on Friday. Why don't you come along? What are you doing on Friday? A Oh, I'm flying to Paris on Saturday, and the flight leaves very early in the morning - sorry, B Don't worry, we're going to try and go every week if it's good. Come along some other time, A I'd kwe to. look I'll give you my number .. A Hi there. Are you having a good time? B Well, it's okay. A Oh, I think the JXlrly's great. I'm Rachel, by

the way,

B Yeoh, okay. rm George. A Nice to meet you, George B Yeah, sure,

A Nice shirt Did you get it here?

B Heavens, no. Irs from Italy. I oought it in Milan, A Oh, okay, Do you travel a lot? B Yes. look I'm actually waiting for someane. Do you mind ..

A Hi. B Hi, A Good party. B Yes, it is. A Where are you from? B Michigan. A Really? That's interesting. I've never been to Michigan. lpause). rm from New York lpause) So, what do you do? B I'm 0 research biologist A Wow. ThaI's fascinating. a Is it? A Do you like it, I mean, being a biologist? B Irs okay. A I mean, I bet you realty get to make some interesting discoveries, right? B Yeah, sure. lpause) A Well, I think Fli go get another drink, See you later,

"~ ;'--------------------------------------------------------------, For Exercise 2c on page 39 !II

A Do you work with Dove? B No, I know Dove from way bock - we were in school together. A Really? You've kept in touch? B Yeah, welt, iI's not so difficult when you're in the some town. A That's true. Do you live near here? B Well, no, on the other side of town, near the airport, A Hey! Sa do II

B So you're in the Iravel industry. How interesting, What exactly do you do? A Oh, I'm a flight attendant, nothing exciting B Nothing exciting, ore you kidding? I bet you get to see some interesting places, A Well, yeah, we do I suppose, I've just come back from Caracas. B Wow, Caracas - sounds great

A Where ore you from?

B Michigan. A Really? ThaI's interesting. I've never been

to Michigan. I'm from New York, 50, what do you do? B I'm a research biologist. A Wow, ThaI's fasc inating.

A Yeah, it was really fasc inating.

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T 38

Unit 4

Ask studen ts to co mpare their notes from Exercise lc with a partn er. Answers will vary. Ask stud~nt s to discuss Exercise l d in pairs. and then have student s roport briefly to the class. Answers will vary.

2 Listening skills If you wish, first ask students to predict what they thin k the people in the pict u res might say in each conversation. Play the audio fo r Exercise 2a . Ask student s to listen and match the conversat ions wi th the people. Play the aud io again. Ask students to listen for answers to tho questions in Exercise lb. Answers: In conversations 1, 3 , and 4 , the "other" person gives up and goes away. In conversation 2, they make friends and arrange to meet. Play tho aud io for Exercise 2e. Ask st udents to complete the conversations. You may need to play and pause the recording to allow students to wri1c their answers.

3 Pronunciation : intonation Quick pronunciation

The "flatter" the intonation. the more bored people sound . Conversely, the more "exaggerated" the intonation, the more interested people sound. Because English tends to use a wide intonation pattern, it is important to get students to reolly exaggerate when repealing the "interested" intonation patterns from the recording.

guide

Play tho audio for Exercise 2c aga in. As they listen. ask students to say who sou nds interested or

bored. Pause after each conversat ion to elicit studen ts' illlswers. Answers: In 1, the man sounds interested . Tho woman sounds bored because of her flat intonation: she does not seem interested in the man. In 2, both women sound interested: their intonation has more high and low tones, and they seem to like each other and are making friends. 1.0 3, the man sounds very bored; he uses a flat intonation and a ppears to be wai ting for someone and wants the other person to go away. Play the audio for Exercise 3b and ask students to listen and repeat line by line. exaggerating tho di ffe rences in pilch. as needed. to copy the intonation pall crns they hear.

4 Grammar review and extension: future plans, inten tions, and arrangements If students need help wit h Exercise 4, review the ru les for expressing intentions, plans. and arrangements in the Grammar Summary on page 4G of the Student's Book. or assign students to Tei;ld thi s again as homework. Quick grammar

The present progressive is used to talk about personal plans and arrangements that have been ful ly planned and fina lized. Going to is used to emphasize the intention rather than the plan or a rrangement - it is the decision you have mode. The difference is subtle and often either fo rm can be used in any situation. with a slight difference of implied meoning.

guide: future

I'm ploying tennis tomorrow. UI is arranged; the court is reserved.1 I'm going to play tennis tomorrow. fThars my de
Common

PfOb'ems and errors

Students m(f.j overuse the simple ptesentto lalk about personal arraogements. I fJI9y tennis tomorrow afternoon.

In English. Ihe simple present is nolo common future form - it is only used for impersonal, scheduled events.

t\it

5 Speaki ng skill s Have students work individually to plan fo r one o f the si tUlI\ions. Then put them in pairs to discuss their plans. Monitor students and listen for common mistakes. Students should be using present progressive fo r fixed arrangements and going to for intontions. The audioscripts for Track 1 5 and Track 16 are on page T38 ~

171-------------------------------------------------------------Really? Thors true. Hey. so do I

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How interesting! Nothing exciting. ore you kidding? Wow. Caracos - sounds great.

Realty? Thafs interesting. Wow. Thofs foscinating.

c Make notes of what the writer says about the four people in the pictures. Discuss the notes with your partner. Do you agree with th e writer? d Think of your best fri end or boyfriend/girlfriend. Where did you moot? What do you think first attracted you to that person?

2 Listening skills ~ a Listen to four conversations at a party. Match the

conversations with the four people in Exercise la. (The people in the pict ures are the second speaker in each conversation.) 1 person _ 4_ 2 person _ 3_ 3 person _ ,_ 4 person _ ,_ ~ b Listen again and answer the questions.

What is tho outcome of each conversation? 2 Which conversa tion is the most successfu l? Why? 1

Listen 10 these short exchanges from the conversations and complete them. 1 A Do you work with Dave? B No, I know Dave from way back - we were in school together. A Rea lly ? You've kept in touch? B Yeah, well, it's not so difficult when you're in the same town. A ThaI's true . Do you live near here? 8 Well . no, on the other side of town , near the airport. A Hey! SodoJ ! 2 8 So you're in the travel industry. How interesting . What exactly do you do? A Oh, I'm a night attendant, nothing exciting, B Nothing exciting, are you kidding ? I bet you get to see some in teresti ng places . A Well, yeah, we do, I suppose, I've just come back from Caracas. B Wow, Caracas Sounds great . A Yeah. it was really fascinating. 3 A Where are you from? B Michigan. ,.\, Really? That's interesting ? I've never been to Michigan. I'm from New York. So. what do you do? 8 I'm a research biologist. .... Wow. ThaI's fascinating .

3 Pron unciation: intonation ~ ~ listen to the exchanges again. Who sounds

interested? Who sounds bored? Why? mtonation shows how interested we are in a penon or a conversation. Listen and repeat the phrases that you wrote in the conversations above.

4 Grammar review and ex tension: future plans, intenti ons, and arrangements a Look at these examples and answer the questions. 1 I'm meeting some fri ends on Saturday. We're sccing a play at the theater. 2 The fli ght leaves very early in the morning, 3 I'm going to try that new salsa club. a Which tense/verb form is used in each example? 1 '" present progressive 2 '" simple present 3 going to + infinitive b Which example describes an intention. not a plan? 3 c Which example describes a very definite plan, such as a schedule? 2 II::

b Which sentences describe the present and which

describe the future? Write P or F. 1 Are you enjoying tho party? P 2 We're leaving for Paris noxt Monday. F 3 My train arri ves at six on Wed nesday. F 4 I'm staying with my cousin in Chicago next weekend, F 5 Jeremy always arrives late for the class. P c Read the information about the ways of express ing future plans and intentions on page 46 , then write sentences from the prompts below, using the correct form. 1 she / fly I Thailand I Saturday (She bas already bought the ticket,) 5k:s Illf"U 10 7ioa
5 Speaking skills a Choose one of the situations below, Make notes of your plans for tho situation (e.g. times, travel) and your preparations (e.g. clothes. conversation topics). 1 You're new in this town and you have been invited to a party on Saturday. You won't know anybody there. but you want to make some new friend s. 2 Your hoyfrielld's/girlfrielld's parents have invited you for lunch. You haven't met them before and you want to make a good impression. b In pairs. talk abou t the si tuations and what you in tend to do. to show interest in what your partner says ! I'm going to a party on Satllrday. 1'111 going to wear Together

Uni14

Marriage: a dying institution? 1 Read ing skills s One in Iwo couples in th e United Slates get divorced, and the rate is increasing. Why do you think people gct divorced? Are there as many di vorces in your country? b Read the art icle quickly. Match the paragraphs with the four brief summaries. 1 The statistics may give an unnecessaril y pessimistic impression of marriage and divorce. [) 2 The current trend and predictions for the future nrc for an increasing divorce rale. @j 3 A good marriage can bring a lot of benefits. 4 The increase in the divorce rate may be the result of changes in society. [li}

-

!aJ

THE STATE OF MARRIAGE TODAY • Is there something seriously wrong with marriage today? During the past 50 years, the ratc of divorce in the U nited States has exploded: almost 50% of marriages end in divorce now, Going b and the evidence suggests it is going · d . to+ver to get worse. If •• UI IS teen connnucs, first it will lead to the break-up of the eonditional family, according to a spokesperson t for the N ational Family Association. Some futuri sts predict that in 100 will+verb years, the average American will marry at least four times, and will+verb extramarital affairs will be even more common than they arc now. b

But what are the reasons for this, and is the picture really so gloomy? The answer [Q the first question is really quite si mple: marriage is no lo nge r the necessity it o nce was.

The institution of m ar riage has been based for years pa rtly on economic need. Women used to be economically de pe nde nt on their husbands as they usua lly didn' t have jobs outside the ho m e. But with the rising number of women in well-paying jobs, this is no lo nger the case, so they don 't feci that they need to stay in a failing marriage. C

In answer to the second question, the outlook may not be as pessimistic as it seems. \Vhile the rate of divorce has risen, the rate of couples marrying has never actually fallen very much, so marriage is still quite popular. In addition to this, many couples now cohabit and don 't bother to marry - these couples are effectively married, but they do not

c Find reasons for these facts in the article. Why ... 1 .. . is marriage not a necessity for women any longer? Z ... docs the number of cohabiting couples not affect the trend? 3 .. . arc the statistks deceptive with regard to people stayi ng in fi rst marriages? 4 ... is marriage benefi cial to men? d In pairs, tal k about successful marriages that you know. What makes a good marriage? Couples have to lenrll 10 accept each other's differen ces.

Unit 4

Together

appear in either the marriage or divo rce statistics. In fact, more than 50% of first marriages survive. The statistics are deceptive because there is a higher number of divorces in second and third marriages than in first marriges, d

So is m arriage really an outdated institutio n? The fact that m ost people still get married indicates that it isn 't. And it is also tr ue that married couples have a healthier life than single people: they suffer less from stress and its consequences, such as heart problems, and married men generally consider themselves m o re contented than their single counterparts, Perhaps the key is to find out what makes a successful marriage and apply it to all of our relationships!

GLOSSARY flx tra marilal outside of marriage gloomy dnprcssing. pessimistic cohauit Iivl! together (as a couple) counterpart SOlIlIlo ne in tht! .~ame POSitiOll as another persoll

Objectives

Topic: marriage and the family

Grammar predicting the future: will, going to, first conditional

Vocabulary the extended family, life experiences

Reading a social science article

Writing an Internet posting

Speaking discussing family and marriage

Write on the board Being single and Being married. Divide the class into two halves. Tell half A to work in groups of four to write a lis) of advantages of being single.Tell half B to work in groups of four to write advantages of being married. Allow one minute.

Introduce the topic

Elicit two lists of advantages on the board. Which "hair hod the most adYonloges?

1 Reading skills Discuss the questions in Exercise 1a as a class, and then ask students to read the article quickly and match paragraphs to the summaries in Exercise lb. Set a short time limit (four minutes) to encourage students to skim the article. Ask students to work in pairs to answer the questions in Exercise lc. Remind them to check the Glossary. Tell them to discuss the questions and look back at the article to research their answers . Answers: 1 They are no longer economically dependent on their husbands. 2 Because they do not appear in marriage or divorce statistics. 3 There is a higher number of divorces in second and third marriages than in first marriages. 4 Married men suffer less from stress and feel more contented. There ore a number of collocations in the text. You may wish to point them out to students.

Vocabulary

Extromarllal affairs = relationships outside marriage Gloomy picture = negative view Economic need = need for financial Pessimistic outlook = negative view of the future Outdated institution = sociallrodilion that is not modern and needs chonging

Ask students to discuss the question in Exercise l d in pairs. Elicit students ' answers and write on the board some examples of the students' advice.

Together

T 40

Unit 4

2 Grammar: pred icting the future Help students find and underline the predict ions in the first paragraph of the article for Exercise 2a , and thell ask them which forms they use. Going to expresses 0 prediction bosed on evidence now; will is used to express 0 prediction thot is 0 personol opinion.

Quick grammar guide: predictions

Common problems and errors A common persistent error is likely to be using the simple present for predidions, especially with conditionals.

If Peter doesn't come soon, he ~ the start of the film.

After students have studied the rules on pago 46, ask them to complete the paragraph in Exercise 2b with the correct verb forms. Let students check in pairs before goi ng over the answers as a class. Model the activity in Exercise 2c by providing one or two examples, and thell ask st udents to write their own predictions and compare them in pa irs.

3 Vocabulary: th e family Ask students to do Exercise 3a and 3b individually and thon compare with a partner before checking answers with the Vocabulary Summary on page 46. Move around the class, helping students with any questions they have. Put students in small groups to practice the vocabulary by discussing the questions in Exercise 3d. Answers will vary.

••

4 Writing skills Let students check their answers to Exercise 4a in pairs before discussing as a class.

Presentation altematiYe

Ask students to read the Internet posting quickly. ignoring the spoces. Ask 0 basic question to help students understond the gist (or main ideo) of the article:

Is the writer concerned about the family or not concerned?

Give students a minute to ask th eir purtner's opinion in Exercise 4b. In troduce the activity in Exercise 4c carefully. Put students in pairs and make sure they agree on which statement they are going to write about. Tell them another student will read their work lator on, so thoy should write their "posting" legibly on a soparate piece of paper. Move around the class, helping students with ideas and vocabu lary. When students are ready, form groups of four and ask the groups to follow the instructions in Exercise 4d. Additional actfvity

Unit 4

T 41

Together

Collect ond correct the postings and their replies. Then invite students to rewrite them ond post them on the classroom wall so that students have on opportunity to read whot everybody has written.

2 Grammar: predicting the fut ure a Read the fi rst paragraph of the article again. Underline four predictions ahout the future of marriage. Which future forms do th ey usc? b Look at the ways of predicting the futu re on page 46, then complete the paragraph below with the corroct form of the verbs. Dno of the problems faced by the western world is its falling population. Couples need to produce an average of 2.4 children, but in many countries that has fallen to below two and 1 will definitely continue (defini tely continue) to faiL In some European countries the average couple has only one child and evidence suggests that it 2 is Boine to get (get) worse as more couples dl.'Cide not to have children. Thi s, of course, 3 will cause (cause) many problems in the future, If the population cuntinues to fall, there 4 will be (be) fewer people in work, governments 5 will raise (raise) less money in taxati on, and there 6 will be (be) less money available for the sick and the elderly. c Complete these pred ictions in your own words. Then. in pairs, com pare your sentences. 1 in 50 years, marriage ... 2 If more people get divorced .... 3 in the fut ure, single-parent families 4 In the future. the size of families

3 Vocabulary: th e family a Complete each definition about the family with two words fro m the box. blolliea children famil y fat her half ffl-..lttw in-law mother parent single sister step tradit ional working 1

d In sma ll groups, discuss these q uestions. 1 Do any of the phrases in Exercise 3a describe you? Which ones? 2 Do you have any of the people in Exercise 3a in your family? Which ones? 3 How many of the actions in Exercise 3b have you do ne·t

4 Writing skills a Read the Internet posting
What has happened to t he 1 traditional fam ily, i.e, pare nts a nd children, with t he mothe r at home? It see ms tod ay t hat most child ren have 2 working mothers, so they are left wit h strangers all day, which can't be good for them . In my day, mothers stayed at home with their child ren, a nd if they had to work, they left the children with their own mothe r o r mot her3 in-law . Then o f cou rse there are the 4 single-parent famil ies, where a couple has gotten 5 divorced , leaving t he children with only one parent at home - or worse, where t he cou ple d idn't get 6 married in the first place, an d t he woma n has to brin g up the child ren totally o n he r own. It is n't rig ht . Then you get divorced peo ple who remarry and end up with seve ra l

7 ...!1.!UL: child re n - and these poo r child ren get totally confused. I believe that these children will grow u p with terri ble problems, which of course leads to more cri me and u nemployment. What can we do about this?

Your wife's brother is your /m:i:J..eY-{'n-/aw.

2 Your husband's father is your father-in-law .

3 If you marry a man or woman with children, they become your ~.ililJ:m. . 4 If you have a sisler with a different falher or mother, she is your half sister . 5 Mother. fat her, and two children form a traditional famil y . 6 A man or woman on their own with children form a single-parent fam ily. 1 A woman with children who works ou ts ide the home is a working mother . b Match the verbs and nouns, then write th em in the order in which we usually do these things in our lives, Compare your order with a partner. 1 got a more chi ldren b married 2 got 3 got c a baby 4 go out with d engaged a boy/girl 5 have 6 have f divorced

,

h Do you agree with the writer of Ihi s posting? Discuss the posting with a partner. c You arc going to write a posting about a related topic. In pairs, discuss the st
c Check your answers in the Vocabu lary Summary on page 46. The order of the stages most often is: e, d , b, c, a (f can come at any time after b)

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Unit4

Friendship 1 S peaking ski lis What kind of friend are you? Choose the best a answers for you in the questionnaire below. b Discuss your answers with a partner. Then look at ." your score on page 149. Do you agree? C Y and complote tho " important relattonshlps c d~~le with n amos of friends and family. Someone near " me" in the circlo is more important than those further away. d In pairs, ask and answer question s about your circle . Talk about the people and why they are important to you. How would your li fe be d ifferent with out them? A Who's Karen? B She's my girlfriend. We've been togot~er for three years and I th ink we'll get roamed some day. A And Paul? B He's my best friend. We play b8S~n t~ether every weekend and have a great bme. Without, him , I wouldn't h ave a dose friend to confide m.

What would you do .. if your friend had a new hairstyle and you thought it looked awful?

a say "What did you do to your hair?!" b say '1l1at looks great! Which hairdresser did you go to?" c say "Sorry, but I don't think it really suits you. It might be nice if you cut it shorter, though." if you were sharing an apartment with a friend and they never did any housework?

a tell your friend they had to move out

b stop doing housework yourself to make a point

c talk to your friend about it and explain the probiem if your best friend started to make a lot more money and you were still almost always broke?

If your friend was feeling really depressed after a relationship breakup?

a feel jealous and ask your friend to pay for you all the time

a stop calling your friend because he/she is atways complaining

b see less of your friend because you don't want himther to pay for everything

b tell your friend to call you whenever helshe wants

c suggest doing things together that don 't cost a lot of money

c insist on taking your friend to parties,

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but listen when he/she wants to talk

if you were at a party with a friend and you met a really attractive person? a spend all evening with the person and ignore your friend b ask your friend if helshe minds if you spend the 'NhoIe evening with the person c invite the person to you and your friend

Objectives

Topic: friendship

Grammar

second conditional

Vocabulary friendship: collocations

Reading a magazine questionnaire

Ustening interviews

Speaking

discussing friendship

Set the scene by asking students What qualilies make a good friend? Elicit words and phrases like honest,

Introduce the topk

reliable, caring, a good listener, etc,

1 Speaking skills Give students

fOUI

or five minutes to do Exercises la and lb. Briefly elici t answers from the class.

A fair-weather friend is someone who is only friends with you in the good limes - not a real friend; strike up a friendship means start a friendship.

Culture note

Foe = enemy lIiterary word, nol used commonly in speech).

For Exercise lc, have students copy the "ME" circle on a separate piece of paper. Give them two or three minutes to think of the names they are going to write in their own circle. Then put students in pairs to talk about their answers.

Far Exercise 4 on page 43 ':IiI A Excuse me, do you have a minute? I'm doing a survey on imporlont people at different stages of our lives, and I'd like to ask you a couple of questions. Would that be okay? 8 Sure, go ahead. A Thanks. First, t'm going to ask you to think bock to your childhood, to when you were very young. B How young? A Well, lers sIT'( up to the age of four. B Four. Right. A Now, if you look bock to that lime, if you had 10 choose the most imporlant person in your life, who would il be? B Mmm. That's easy, no contes!, - yeah, my mother, definitely. A Thanks, your mother, thaI's the answer most people give. Now, if you had to choose the most important person in your life from, soy, the age of fIVe to eight years old, who would you choose? Jusl one. Your mom again? 8 Well, no, I don't think so. t think it would be the girl I used to ploy with most. She lived just down the street . A And the next most imporlont person? B You mean, when I was about five to eight? A Right B . Um if t hod to choose someone from that time, I'd soy it was my school teacher. A Oh, interesting. A 101 of people still soy their mother for that age, or perhaps a brother or sister. B Well, you see, my mom used to go out to work and my teacher, you know. A She became more imporlant? B Right - she become a kind of mother figure. And I didn't have brothers or sisters. A Ah, I see. Now, fo r most people real friendship begins after this period, around the age of nine or len - would you soy thaI was true for you? B Welt I'm not sure, I can't really , bul if 1hod to soy right now, I think I'd say I made my first real friend about that time.

A And would you soy he or she was the most important person in your life then? B Oh, yeah. A More importanllhan parents? B Absolutely. Much more imporlont A Now, I'd like you to Ihink back to when you were a teenager, soy 13 to about 16. B That's easy - it wasn't so long ago! A Good. Now who stands out as the most imporlont person? B Well, thars a little mare difficult I suppose Ihars the age when you start looking for role models and I was crazy about rock slars and basketball and that kind of thing. 50 rd say Carlos 5ontano or Kurl Cobain, you know, and sports stars like Michael Jordon, peaple like that. A No friends? B Yeah, bul I think we were starting 10 get more competitive, in sports, for girls, and so on, so we didn't trusl each other as much. A Okay. Now how about the late teen years, you know, 17 10 20, 2l-ish. B Easy - my girlfriend. My first real girlfriend ... A Right, "girlfriend" and then ...? B I don't know really, but I suppose after my girlfriend, nothing else seemed to matter ... I lost touch with most of my friends and . A And how about now? Howald are you if you don't mind me asking? B No, that's fine. I'm 26. Well, I got married two years ago, so obviously my wife is real imporlont to me, but we had a baby a couple of months ago, and, well ... I guess my little daughter is Ihe most important person in my life now. You know, irs just amazing when. A Well, yes, tha t's fine. Thank you very much. B 50 wha t about my answers, what do they mean? A Well, what I can tell you is that your answers agree with most of the population .

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T 42

Unit 4

2 Vocabulary: friendship Briefly elicit answers from the pairs for Exercises 2a and 2b. Start students on Exercise 2c by giving them examples for the first two sentences, and indicate grammatically correct answers:

Friendship is ... .fun / being there / something that you have to work on. Point out that this sentence needs to be followed by an adjective, gerund, or sometll/·ng + that .. If someone at a party were unfriendly toward me, I would be upset. Here, would needs to be followed by an infinitive.

3 Grammar review: second conditional For Exercise 3a. ask students to underline the verbs in lhe clauses in exercise 2c, then complete the rules. Point out that were is commonly used in the first person in second conditional sentences, as in the example in sentence 2 . However, in modern speech was is also used. Many languages hove the past subjunctive in hypothetical condllional clauses. Since there is no such subjunctive in English, students often use would + verb in the condllionol clause as well as the main clouse, or past + past in both clauses. II is useful to help students see the similority between If I had a new car . and I wish I had a new car, and equate the simple past with such hypothetical concepts (and the post subjunctive if used in their first language!.

Quick grammar gUide: .second

condtianal

Common problems and

errofS

Students confuse which form they should use in each clouse.

If I w9wJ9 §fI now; I would gel home sooner. If I were rich, 1/F8lIeI88 around Ihe world. Model Exercise 3b carefully, pointing out that students have to match the sentence halves and then write whole sentences. Let students check their answers in pairs, and then ask different students to come up to the board and write one of their sentences.

4 Listening skills Set the scene by writing on the board: porenls, boy/girlfriend, besl friend, husband/wife. Ask At what stage of your life are these people mosl important? Why? Then ask students to copy the table in Exercise 4a into their notebooks and complete the "me" column. Ask students to listen and complete the "survey" column . Play the audio for Exercise 4b. You may n eed to play the recording a second time. Afterwards, elicit students' answers and have them compare the survey with their an swers. Play the audio again and ask students to expand the responses in Exercise 4c. As you elicit students' answers afterwards, explain that the following expressions are often used to "buy time;" in other words. they have little meaning and are used to give us thinking lime when we speak. Their approximate meanings are listed below: sure, absolutely = of course I no problem or I agree

well = give me a moment before I speak you see, I moon = I'm going to try to explain Put students i.n pairs 10 do Exercise 4d . Encourage them to practice using the words in Exercise 4c , buying time, as needed. The oudioscript for Track 18 is on poge T42 11i.

Unit 4

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2 Vocabulary: frie ndship

4 Listening skills

a Add some words and phrases from the questionnaire and scores in Exercise 1 to Lhe diagram. form a real " dose friend friendship iend'\. / __ old friend become fr ie nds I

~

best friend - - family friend

.od/

\

fri end

---

Important people in my life

be friends

unfriendly ............ friendly b Add the words in the box to the diagram. Can YOIl add any other words or phrases?

become friends form a friendship girlfriend real friend strike up a friendship unfriendly C

a Who is the most important person in your life right now? Why? Has this always been the case·! Complete this table for the different times in yo ur life.

Age

M,

Survey

0-4

mother

5-8

girl down Ule street

9-12

fi rst real friend

13-16

role models

17-21

first rea l girlfr iend

22-25

wife

~ b Listen to a survey based on the table above and complete the ·'Survey" column.

pairs. complete each sentence with two different ideas.

[11

1 Friendship is .

'-

2 If someone at a party were wlfriendly toward me. I would ... 3 If [ wanted to make new friends. I would ... 4 If [ had a fair-weather friend. 1 would ... 5 If my girlfriend/boyfriend did something I disapproved of. I would ... 6 One way of striking up a friendship is .

d Share your ideas with another pair.

'-

3 Grammar review: second conditional a Look at the clauses in Exercise 2c and complete the rule. Second conditional = if + simple ~, + would (not) + infinitive b Read about the second conditional on page 46. Then match the condition clauses with the main clauses and write sentences in the second conditional with would. might. or could.

1 If my best friend lived ncar me, 1 2 If I weren't so shy, I 3 If I wanted 10 get married. , 4 If we went out more often. we 5 If I thought a friend weren't honest with me. I 6 If you weren·t so demanding. you

a b c d e f

marry someone different from me. end the friendship. meel more people. make friends Illore easily. keep friends for longer. sec her once a week.

1

f - .If fee

'»f}f /:e1;. frIEnd

hey once. a ..... ecJ.c..

u'Ved neay me, .f 7mf}hl

2 die - If I weren't so shy, I would/migh t/could make friends more easilyhneet more people. 3 a - If I w anted to get married , I w ould marry someone different from me. 4 c - If we went out more oRen, we wouldlmight/could meet more people. 5 b - If I thought a friend weren 'l honesl with me, I would end the fri endship, 6 eld - U· you weren't so demanding, you would might/cou ld keep friends for longerl make fri ends mo re easily.

~ c When we speak naturally we often add little words to make our speech sound more natural, e.g. well. you see, sure. (Jb.~olutely, 1 mean. Listen again and expand these responses to make them sound more natural. 1

Sure, go ahead.

2 That's easy. no contest. my mother. definitely.

3 WdL. no, I don 't think so. 4 You mean . when' was abollt five to eight? 5 Well. You see , my mom used to go out to work ... 6 Well, I'm not sure , I can't really . 7 Absolutely. Much more important. 8 Easy . My girlfricnd. My first rcal girlfriend ...

d In pairs. compare yo ur answers from the chart and think about the future. Who are going to be the most important people in your life'!

Together

Unit 4

1 Warm up

5 Compare

a Look at the defi nitions. Where do you think you come on the scale below? Put a cross ut} at the best poi nt.

1. n on-assertive not making your opinions and desires known; willing to accept what others want above what you want

~ a Listen to two people completing and discussing the questionnairo. Which questions do they discuss? b What kind of person do you think Rob is, assertive, aggressive, or non-assertive? How about Jane?

6 Notice a Look at these extracts from the conversation. In info rmal conversation we often leave words out. Which words have the speakers left out from the underlined expressions? 1 I still havon't done the last two. Done yours? Have you done yours? 2 Yeah, finished ages ago. 1 finished ages ago.

2. a ssertive behaving and expressing ideas in a firm and confident manner

3. aggressive behaving in an angry or rude way, often indicating that you want to fight, attack, or argue with someone

b Find tho "missing" words in these examples from

the convorsation. This has happened to me so many times such a pain. It is such a pain 2 last summer, the restaurant near the beach? Do you .. . 3 Wasn't very assertive of us, was it? Itlfhat wasn't. .. 4 Really? Amazing. I'd ask people to introduce themselves. That's/How amazing. 1

non-assertive

assertive

aggressive I

b In groups, decide whether these expressions are assertive (A), non-assertive (NA). or aggressive (AG) language. Which of them do you tend to say? 1 I wou ld like 10 discuss this with you, if you don 'I mind. A 2 Do it now! AG 3 That's a really dumb idea. AG 4 I sec your point, but in my opinion ... A 5 Well , if you say so .. . lei's do it your way. NA 6 I don't mind what we do. NA c Thi nk of your famil y, friends, and acquaintances. Write the initials ofthree or four people on the scale. Explain 10 your partner, with examples, why you put thorn there.

2 Task a Take the quiz on the opposite page to fi nd out how assertive you are. b Discuss th o quiz in a small group. Keep a note of the other students' answers.

3 Prepare a Check your answers with the key on page 149. b Summarize what you have learned about yoursel f and others in your group. How assert ive are you compared with the other ofyoUT group?

4 Report your group's results to the class. Which group has the most assertive ?

Unit4

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7

Follow up Look at the sit uations in the quiz. Have you been in any of those situations? Did you assert yOUl'self or not? Discuss the situation with your partner. using these questions. What was the incident? I had really bad food at a res/aurnnt. Whore did it happen? II was in a pizza place in town . When did it happen? Who wero you talking to? How did you roact? Why did you roact as you did? How did you feel afterwards?

Objectives

Topic: assertiveness

Grammar

Reading

Ustening

Speaking

present perfect,

a magazine

people doing a quiz

adverbs used with

questionnaire

answering a question naire

present perfect

..•.

1 Warm up Ask students to look at the definitions in Exercise 1a and mark themselves on the scale. Then divide the class into groups pf fo ur and ask them to discuss the expressions in Exercise lb . Afterwards. elicit from students what the difference between an assertive and an aggressive statement is.

Answer:

An assertive statement is expressed us ing polite language (I would like .. ,J or conciliatory language (1 see your point, but ... J; an aggressive statement is often short and rude.

2 Task Ask students to lake the quiz. Then divide students into groups of four and ask them to discuss their answers; students should make a note of each other's answers and pay special attention to the ones they have in common.

3 Prepare After they have checked their answers, ask students to write three or four sentences to summarize their findings.

PresenIo1ion

You could write the following phrases on the board to hetp students prepare their summaries: We found that

whereas ., .

Both ... and .. .

alternative

Neither ... nor. ,

4 Ask one student from each group to present the group's findings. Determine which group is the most assertive.

5 Compare Play the audio for Exercise Sa . Ask students to listen and say which questions they discussed. Afterwards. elicit students' answers for Exer cise s b. Answers: They discussed questions 1, 2. and 3. Rob is non-assertive. Jane is assertive.

6 Notice Read through the examples in Exerc ise lia a loud, and then ask students to work in pairs to find the missing words in the sentences in Exercise lib.

7 Follow up Give students a few minutes to prepare to speak. If necessary, help them to think of a situation and of their answers to the questions in Exercise 7. When they are ready, ask pairs of students to take turns asking each other about the situations. Write three situotions on the board.

Additional activity

Decide which film you want to see at the movies tonight. Decide what you are going to cook together for dinner tonight. Decide where to go together for vacation.

Divide the class into groups of three. Give each student in each group a letter, A. B, or C. Tell As they are assertive, Bs they are non-assertive, and Cs they are aggressive. Tell the groups to discuss situation 1, playing their roles. After they hove finished. change situotions and change roles. Allow 0 couple of minutes for each role-ploy situation.

The oudioscripl for Track 19 is on page T45 11

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T 44

Unit 4

For Exercise 5 on page 44 .. Jane How are you doing? Hove you finished yet? Rob Nearly. I still haven·t done the lost two. Done all yours? Jane Yeah, finished ages ago. I love dOing these things - you find out so much about yourself, don·t you? Rob Do you? I'm not sure. What have you found out then? Jane Well, I haven't checked !he key yet, so I can't really soy. Rob Okay. What hove you got for number one then? Somebody's just taken your parking space - you sow itlirst. right? Jane Ah, yes, parking. I've been in that situalion so many times. Rob Right, me too. Every day. Jane What do you do? Rob Well, I don·tthink irs worth ge"ing in a fight, so I'd jus! drive off. Jane Really? rm amazed. This has happened to me so many limes - such a pain! I stop the car and gel out and tell them to leave the space. Okay. What about number 1Wo? Rob The restaurant. Well. we've both seen examples of thot - lost summer, the restaurant near the beach? Jane Yeah. The food was terrible. Sut we just left it, ? Wasn't very assertive of us! Rob No, you're right, but the restaurant was very busy, so "bo.. , On 10 the third one. Jane Yes, this is a funny one ... Rob But irs so true; in our Spanish closs, we still don't know each othe(s names, and we all sitlhere and soy nothing, Jane Really? Amazing, rd ask people 10 introduce Ihemselves. I hate not knowing people's names .

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Win- n, win, or just loseil Do you always win, whereas the others normally loset Just maybe you're the aggressive type. Do you usually find yourse lf losing while the others wint Then perhaps you're the non-aggressive type. Do you win and do they win, toot Well, if that's how things normally happen, you're probably the assertive type. But enough talking, take our questionnaire and find out who you are.

a I drive off without saying anyth ing.

b I insist that the other driver leave the space. , I have an argument with them and then drive off in a bad mood.

a Tell your friend firmly that you value your things and would like them back. b Tell your friend that they're behaving like a thief and you won't lend them anything else.

c. Say nothing. What are a few books and CDs compared to friendship, anyway?

'-

a I complain to the waiter.

.

.

b I leave it on the plate.

( I threaten the manager with legal action .

You've lust ed a c s 0 twenty students Rnd you don't know anybody' name. What do you dol

a I avoid using people's names and refer to them as "he" and "she" .

a I've never heard so much garbage in my life before!

b I can see what you're getting at, but have you considered .. . ? c Yeah, I suppose you're right.

b I suggest to the teacher that we all introduce ourselves briefly.

c I go around introducing myself to everyone.

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Unil4

RESOURCE 4 Second conditional

Grammar Summary

U,.

1 Future plans, intentions, and arrangements Fann

U..

Examples

going to

plans or intentions: 8 decision made before

I'm going to study

+""'"

the tine 0 1 speakKlg

Simple present

Avoid

booked, appointments made, etc. (otten with

We're leaving tomooow. I'm seeing John

time adverbialsj

tonight.

very definite rootine or scheduled events, e.g. schedules, concerts

The concert starts at eight o'clock. John's flight arrives at 16:20.

definite plans: tickets

"esent

prog..-e

medicine. She's going to get manied.

repeating the verb go when you use going to:

We're going to go to the movies. )( We're gotJg to the movies. ./ Sometimes going to and the present progressive have little or no difference in meaning: What are you doing this weekend?

are you going to do this weekend? If you are IJ'lsure which form is correct. use gohg to.

W1lat

2 Predictions about the future Fonn

Use

Examples

gXlg to + verb

predictioos for whK:h we have eVdenoe rv::m, I.e. baSed 00 SCfl'lE!thOg

we can see, hea", or feel at the time of speaki"Ig

It's goilg to rail. (look allhe clouds.) I'm going to feel bad tonight. O'~ had too much to eat.)

personal opinions about the future and

I think the Democrats will probably win the

on past evidence (often

election. No, the Republicans

with think and adverbs such as definitely.

will win. They aI'Nays do \AIhen the economy is bad.

prediction that depends on a futtxe cx;nc:jOOn

If you continue to amoy the dog, he wiD bite you.

will / won't + verb

predictions based

Frs! conditional

-

""'" fuIf"'"

We use the second oondiOOnal to talk about a future result or action • 's lX1IikeIy because the concition in the if clause wi probably not be fuIfitt.:..:.: " Phil got 8 promotion, we could move to the country. (Phil is unlikely to

get 8 promotion.) We also use this conditional when the state or action in the if clause-contrary to a present fact: "I had a big house, I'd be much happier. 0 em't have a big tnJse.) "I were you, I'd get 8 new job. (I'm not you.) Fo,," If + past, would I wouldn't + infinitive If M8Iia went to the party. then I wouldn't go. It is possible to use other past forms in the if clause, and other modal verbs (usually might or could) in the main clause:

If someone famous were coming, we would buy tickets for the festl'nlJ. If he told her he loved her. then she might marry him. We use might when the result is less certain and could when there i element of ability or possibility. -We can put the clauses in either order. She might marry him if he tokJ het" he loved her. We put a comma after the if clause when it comes at the beginning ' the sentence.

Make two complete sentences from each set of prompts, one j,

<J

first conditional and one in the second conditional. '-1 If II go / abroad next year I I /probably go / Europe If I go abroad next year. I' ll probably go to Europe. U I went abroad next year, I'd probably go to Europe. ""--' 2 If I I /win I lottery I I I give 18 lot of money / poor people U I win the lottery, I'll give a lot of money to poor people.

lfl won the lottery. I'd give a lot of money to poor poopl new iOb III accept it lflhey offer me a new job. I'll accept it. lflhey offered me a new job, I'd accept it.

3 If I they I offer me I

4 11 / I / meet / Nicole Kidman I I /ask / autograph If I meet Nicole Kidman , I 'll ask for an autograph. If J met Nicole Kidman, I'd ask for an autograph.

Vocabulary Summary 1 Family Types of family: traditional lamiy one-parent / single-parent / step

lcimity

Family : workJ:"'9 mother step mother / fathef I brother I sister han brother I sister mother / father I brother / sister~in-Iaw 2 Friends and friendship

3 First conditional

Us.

Collocations with adjective + noun: best friend cbse friend fai'weather friend good friend geat friend old friend real friend _

The first conditional predicts a Mure result dependent on a future condition: If you wert hard, you'll the exam.

Collocations with verb + noun: be friends become friends lorm 8 friendship keep friends make lriends strike up a friendsr'Compound nouns: frierdship boyfriend gI1friend "-

Fo,,"

Adjectives: ftiencIY lXlfriendly

ff + present, win I won't + infll1itive

Find these words or phrases from the lists above. 1 fax expressions that mean statt a fri€ndship become friends, form a friendship , make friends, strike up a friendship 2 ooe wf1'o/ of describing a person you have I
If Malia goes to the party, then I won 't go.

It is possible to use other present forms in the if clause of a first conditional: If James is staying a/ home tonight, I'll cancel the babysitter: We

can put the clauses in either order:

I'll cancel /he babysitter if James Is staying at home tonight.

We put a comma after the if clause when it comes at the beginning of the sentence.

friend

3 five ways of describing a friend in a positive way best friend. close friend , good friend, great friend , real friend 4 ooe way of desCfibing a friend in a negative way fair-weather frie . S two words that suggest a romanti: friendship boyfriend , girlfriend 3 Life stages

Unil4

go

out with a boy /

~

have a baby

~

girl ~ get engaged ~ get married

----------------------~ Together

have mon3 children

~

get divorced

~
C)

A discursive essay

-

1 Thinking about the main topic

~

2 Thinking about the main idea

-z

~

&:II:

~ ~

o

In a discursive essay. the writer argues for or against a main point of view. Before you read an example of a discursive essay, discuss this question: D:J you think the tradition8l fam!ty unit is in danger? Why? / Why not?

1 The fut ure of the traditional family is under threat. 2 Respect is the key to the preservation of the family.

0...

o

3 The dangers facing the fam ily's survival can be prevented.

Answer 2 is the best title.

pwp(.e c!turm tha/; in fi/l:y years (JY SO tile 1>-0LiiIinnd famuly wJl k Ie pa-ds of the wrJrtd. f ~ IAalthe famuly " lJ<.ety 10 disappw.Y

1 50me

'n

= .

compte1eLy. Jtaweny, .f blunk J; is true tfuJ1 there are a td of pessures on. the famuLy Wiay and .I ieliew thd d is im.p:Jrtan/; to tmk at ~s in. 'WIticA famuL}! kes can be 5trengt/Jened. &n. m'e a

n.wmkr of things thd can 6e d.t:me to imprcrve ~s wIlkn the famuly . , Jiyfl of aiL, ~yS of the famuly sMu1d re5p«l wd. d/,ey. AliAo«gh wd. ~r fuu a ngN 10 e-:r.pess their 'ViewS clea;,.{y and firmLy, d is 'W'I'On.9 to sIww d.isYesped; fay dh.e:rs OY far th.eiy OpiniDrlS. 3 5ecortd, paYe:n);S and ciuuben should Want 1:0 Wt:en 1:0 each ci/wy. ["Ven 1:Jwugh. many pe<Jf/.e cl.ai.m 1:0 k groi Wt:e-n..e.Ys, "Very few Yf'41Ly an: . .cd.enimg IS a great sI<.i!L wIu.ch. inm-ves Bi"Ve and I:ak..e and this ~ of c.on.stru.cf.i"Ve

cI.ia!.aJue IS "Very i?>!fXJrl;anl in a

happy famuly.

• Jina1Ly,

the~ " the ~ of fyudgm and

oiLgalums 'n the family.

.

I"~'~.):';;:;;;~ ;;_~_:~_ ..>----.--'.~--..... _____

~

! _~e:r<:tVt:

-. ~--- - ~

...,.,-c1»:t;;:i

./ agree /:hal; /;hem is a th.....-eaf; 1:0 t.h.e. 1>-0LiiIinnd famuly Iaiay . .It " the,*," -ve'1f ''''f'J>'Ia..d 1m- famulies 10 _k Iogdher 10 strengthen /:.heiy ~S . .in 7If:}f op:nam.., tfus is 6ed adl.ieved th.YOU.Idh. -values sucf. as msped, o,cen

5.1n

In pairs, show each other and talk about the important new words you learned from the reading texts in Unit 4 . Say how you figured out lhe meanings.

3 Organizing a discursive essay

a Look al these three titles for the essay below and then read it. Which title is the besl one?

>-

o ---' Ll.J > Ll.J

Review your action plan: figuring out t he meaning of new w ords

~,

CQm.muni.Ctzl:i.cn, and a senSe of ye~ . b Compare your answers and justify your chOice.

This type of essay is usually organized into three parts: the introduction, the main body of the essay, and the conclusion. a RII in the blanks in each of the definitions below vvith introduction, main body. and conclusion.

main body can be made up of two or more paragraphs. The arguments for or against the main dea. of the essay are discussed here.

1 The

2 The conclusion summarizes the main points dOCuSS6d. It restates the main idea of the essay and often finishes with the personal opinion of the writer. 3 The introduction provides the reader with the general direction of the essay. It also introduces the main idea of the essay in one sentence that can either come near the beginning or the end of the paragraph. b Under1ine the main idea of the essay in the introduction and in the conclusion.

4 Using fixed phrases in an essay a We use many fixed phrases In writing formal essays. Study the list below and then add at least one example from the essay to each category. b Check your answers with the teacher.

Function

Examples

Expressing the writer's opinion

In my view, .

Expressing other people's opinions

Some people saylbelieve tha1 . ..

Agreeing with other opinions

It is true that ...

Disagreeing with other opinions or a situation

It is not true that .

GMng examples to your argument Usting your points

For example, ...

Expressing contrasts between two ideas

However, ... Although

Making conclusions

To sum up, .

I believe that .

Farst of aJl, ... Rrst, Socond, .

5 Applying what you have learned a In pairs, complete paragraph 4 in the essay on the lell. b When you have fi nished , compare your answer with the model on page 149.

ACTION PLAN [> Your action plan: writing a discursive essay

Here are some possible essay titles:

If this type of essay is important to you for academic, professional. Of personal reasoos, why not 'Mile one? Here are some basic steps:

LMng in a small family is better than living in a big one. Being rich does not guarantee happiness.

Step 1: Look carefully at the title and brainstorm ideas.

Technology has made life today easier.

Step 2: Organize your ideas into paragraphs. Step 3: Write a draft version, in about 250 words. Step 4: Read the drall and focus on improving the organization of ideas, the language, and the punctuation.

Note: you will have to discuss your essays/discursive essays at the end of Unit 5.

Step 5: Write the final version of the essay.

Together

Unit4

2 Pronunciation : stress on compound nouns a Compound nouns are made of two words. e.g. mouse pad. Say these compound nouns to yourself. Is the stress on the firs t or second word·~

• •• • cooler armcha • ir answering • water machine

washing machine paper clip dishwasher ~ b Li ston and check your answers.

c Write fl defin it ion of an object from Exercise lb (or choose your own) . In grou ps, read ou t the deflll itions for other students to guess the objects.

USEFUL LANGUAGE

USEFUL LANGUAGE

What do you call that stuff/thins 1I"t' use for + - i118 verb?

1 Vocabulary: everyday objects a In pairs, read tho descriptions of usefu l, everyday

inventions and guess what they arc. Use the pictures and the li sl in Exercise lb to help you. 1 a small pieco of bent wire that we usc for holding pieces of paper together paper clip 2 small pieces of paper with glue on the back that are used for sticking notes on other papers and surfaces slicky notes 3 a white liquid used for covering mistakes in somothing you are writing r.orrer.tion fluid 4 (1 flat surface that you put under a computer mouse so that it can move smoothly mouse pad 5 a contai ner that stores and chills drinking water water cooler b Put tho words from the box below in the table. Wh ich items can be found at home, in tho office, or both? washing mach ine paper clip dishwasher water cooler annchair answering machine food processor ironing board alarm clock hole puncher dishtoweI fi ling cabinet correct ion fluid slicky notes photocopier mouse pad cutting board fax machine

Home

... ad-.cn.g 7>Ii1du.-ne dishwasher armchair food processor ironing board a lann clock dishtowlli cutting board

Office

Both

""'" """'"

7tII1Ck-ne filing cabinet mouse pad paper clip hole puncher correction fluid sticky notes

photocopier fax machine

ans...f'; Yl:ng

c Check your answers in the Vocabulary Summary on page 56.

UnitS

Eureka !

ft"s the thing 11"0 use at home I in the offi ce fo r ... - ing verb Irs a kind of machine 10 piece of equipment that ... J, 's a small gadget/device/machine thaI .

3 Reading skill s a Look at the pictures with the article on the opposite page. What are these objects made of? What do you think is the mosl common material we use today? b Read the article quickly and check your answers. Write a title for the article, usi ng at least two of those words: invontion material accident importa nt most durable fortunate li fe-changing history c These statemen ts all contain factual errors. Read Ihe a rticle again and correct them. 1 Society today uses a lot of traditional materials in the home and office. new/modern/plastic 2 Inven tors spent a long li me trving to fin d the fi rst plast ic. found by accident 3 Parkes found that collodion turned into a solid if it was ex posed to i!.ir.. heat 4 plast ics arc hard and durable. Some. Others are soft or malleable 5 Planes have carried radar machines since radar was invented. plastic 6 Plastic is the perfect recyclable material. not a perfect

au.

d In groups, discuss these questions. 1 What informat ion about plastic was !lew to you? 2 What plastics do you use in your everyday life? 3 Do you profer plastic or natural materials? Why?

Objectives

Topic: inventions

Grammar

Vocabulary

Pronunciation

Reading

third conditional

everyday objects

stress on compound nouns

a magazine article

Speaking hypothesizing

Put students in pairs. Tell them thol they have one minute to 1001:: in their purses and pockets and, between Ihem, r.nd five interesting inventions - an eraser. poper clip, rubber bond, etc. Ask a lew- pairs 10 teillhe doss who! they chose, ond why they think these ore useful inventions. Which one does the class think is Ihe most useful invention?

••

1 Vocabulary: everyday objects Have studcnts work in pairs to match the descriptions in Exercise 1a to tho objects. Have students copy the table in Exercise lh into their notebooks and then work in pairs to complete it. Let students chock thoir answers in the Vocabulary Summary on page 56. Note: Students may disagree with somo of the answers listed; for example, a fax machine may be found in both homes and offices. As you elicit answers from the closs, read the words in each column aloud and ask. students to repeat after you. The strong stress In each case is on the first syllable of the first word, with the exception of a 'form clock ond co 'rrection fluid. This check. teads directly into the pronunciation focus of the next exercise.

2 Pronunciation: stress on compound nouns

Pronunciation check

••

Have students say where the main stress is in the compound nouns in Exercise 2a. Play the audio for Exercise 2b. Ask students to listen and check their answers. In English, the stress is always on the firs! word of compound nouns.

A good way to manage Exercise 2c is to put students in pairs to write definitions. Make sure both students write, lind remind them to use the phrases in the Useful La nguage boxes. Then divide the class into groups of four to six, splitting the original pairs. In their groups, students take turns reading their definitions aloud and guessing the objects.

3 Reading ski lls Have a brief class discussion. eliciting student answers to the questions in Exerc ise 3a. Ask students what plastiC objects they can see in the classroom. Answers: All the objects in the pictures are made of plastic. Tell students to skim the article in order to do Exercise 3b. Give them a time limit of four minutes. Remind them to use the Glossary for unfamiliar vocabulary. Suggested tiUes:

The most important invention in history A fortunate and li fe-changing accident The most d urable malerial in history

Have students work in pairs to correct the statements in Exercise 3c. They should correct the mistakes and then look back at the relevant part of the text to find the answers and check their changes. Divide the class into groups of four to d iscuss the questions in Exercise 3d. Briefly review the answers with the class. Answers will vary. Many of the words in the text are descriptive adjectives. Ask students to find them in the text. Check. meaning by asking students to use the adiectives to describe obiects in the classroom. tough", hard, strong rubbery hord durable", long-lasting

The oudloscrlpl for Track 20 is on poge T49

soft silky '" soft and smooth like silk light heavy

~

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T 48

Unit 5

tt

LA

4

Grammar: third conditional Have students work in pairs to answer the chock questions in Exercise 4a and complete the rule in Exercise 4b.

Quick grammar guide

In many languages there are structures similar to the third conditional in both farm and meaning. The main problem with the third conditioool in English is ing to get all the parts right. Same languages use a compound subjunctive structure In the ifclouse, which has no equivalent in English. 5tudents often try 10 reflect the subjunctive by using would + have + past participle in the conditional clause as well as the main clause.

Common problems and errors Using would in both clauses instead of just in the if. or cooditional, clause,

Parkes wouldn't hove discovered plastic if he weIMlR'! /.19\'8 !eft his collodion near heat. In Exercise 4d, go over the example carefully. and then ask students to rew rite the sentences, Go around tho class and help. Let students check their answe rs in pairs before as king individuals to come to the board to write their sentences.

5 Speaking skills

-Conection guide

Give students a few minutes to look at the questions and think of answers. Then put them in groups of four to discuss the questions. Walk around the room, m onitoring students and taking notes on any common mistakes you hear.

If your students find it difficutl to be imaginative. write a few random phrases on the board a t the start 01 the activity which they might use to help them form sentences. For example:

work hard to do

have more!less free lime wash/walch/listen to/use

hod to

been able to

more/less healthy more/less Ihings

In on aclly/ty like this one. where students are trying to use a complex structure in a fluency actiYity. it is a good idea to go around the closs monitoring and noting down errors. Don't interrupt students talking in groups iuSI note down errors with the third condilional that they make.

AI the end of the activity. wrile three or four errors you heard on the board - without saying who mode them. Ask the class to correct them. Review the rules and the form.

w~---------------.

For Excrciso 2 on page 48 11; washing machine paper clip dishwasher water cooler armchair onswering machine

Unil5

T 49

Eureka!

Recent history has seen countless new inventions that have changed the lives of most people on this planet. Just look around you - how many of the things in your home or Jffice, clothes that you're wearing, tools you're using, are made of materials we didn't know 150 years ago? What, In fact, is the most common material in your environment? "Jur lives would have been vcry different if plastic had not come along 150 ycars ago. Plastic is used in just about -- everything these days, from grocery bags and children's toys 10 furniture, computers, ~ and cars. Replacement bod y parts are even made from plastic today!

We obviously need this material, but like many inventions, it came aboul through a very fortunate accident. Alexander Parkes, an Englishman, went to his medicine cabinet o ne day to get some collodion, and discovered that the liquid had tumed into a tough, rubber y material, which he realized was

a reaction to heat. The first plastic, Parkesinc, was launched in l862. At about the same rime, the H yatt brothers in the United States im'ented a similar substance that they called cellulo id, which was conunonly used in film ~ making. Since those early days m any different plastics have come into existence: hard, durable plastics; soft, silky fabri cs; malleablc, easily moldable substances. If Parkes hadn't discovcred that fi rst plastic. technological d evelopment would have been a lot slower. Because some plastics are resistant to extremes of heat and cold, they

Plastics are extremely useful because they arc cheap to produce, strong, very durable and, in comparison with glass, light and safe. Imagine carrying a pack of fo ur twoliter glass bottles hom e from the supermarket, in a papcr bag! But it can take up to 100 years for plastic to d isintegrate, and discarded plastic can be

d angerous. Plastic bags thrown into the sea, for example, kill thousands of fish and other marine animals every year. However, ma rc and more people arc recycling, and in the no t~too-dista nt furure about 40",{, of plastic may be recycled. Just think, if we could develop a plastic that was 100% recyclable, we really wo uld have found the " wonder sruff"!

d Rowrite thu sentences by putting the underli ned words and phrases in the correct order.

GLOSSARY

(;ollodion malleable

have facilitated the development of things as diverse as kitchen equipment and the space shuttle, and it was o nly with the d evelopment of light plastics that radar could be fined to planes; before then radar machines were roo heavy.

1 ~ the Web .If Tim Dem ers Lee lli!..dn..:t h wouldn't havc becomc a profossor at MIT. . c

liquid used ill medicine, to stop bleedi ng call (;honge shope easi ly

.ff 7i:m. ~ he htut.'}j.'t CYeaf:ed the Y"e6 he ha'"re ~ a ~ at 'JrLJr. '

disintegrate break up. gradually rot, or disappear

'IHJI&:i'}j.'t

2 If Isaac Newton hadn 't sat under the ap ple tree

wouldn't ~ havc llil d iscovered he wouldn't have discovered 8ravity.

4 Grammar: third conditional a Look at thi s scntcn(;o from the article and answer the questions.

3 If Ein.stcin hadn't d iscovered relativity, wouldn 't a t?ml ~ weapons have SCientists created S(;Ientisis wouldn't havll created a tomic weapons.

If Parkes hadn 't disco vered that first plastic technological development would have bee; a lot slower. 1

4

Did Parkes d iscover the first plastic? Yes

2 Was techno logical development s low? No 3 Arc the events in the sentences in the past or

present? Past 4 Can we change the facts? No b Find a similar sentence in the article and <:amplete this rulo for the third conditional.

If + .p~st ../liLr/Jl!;L, + 1!:!mM + have + pust parliclple (; Chuck your a.llswur with the Grammar Summary on pagu 56 .

'

If Al exander Fleming hadn't discovered penicillin, ~ .!!..lQLQf ~ .di!lli llillild a lot of people would have died.

5 If Bill Gales had nol started Microsoft Microsoft If slarted Bi!l Gates hill1 llQ1, he wouldn't have become the nches! man in the world.

5 Speaking skills In grou ps. discuss those questions. 1

How wo uld your life have been different if you'd boen born 50 yoars ago?

2 How would life. have been d ifferent for your great grand parents (Circa 1920s) with these invcntions? washing machines TV video I DVD .

the Internet

modern medicine

Eureka!

UnitS

c Read the article once morc and underline the import ant details. Then complete these notes wit h those details. ( to use abbreviati ons, leave out articles, etc.)

1 Reading skills 'Paragraph

a In groups, discuss the questions. Then read

I

the article and check your answers. 1 Is chocolate good or had for you? It's good in small quantities 2 How was chocolate first Ilsed? As a drink 3 Which country has the most "chocoholics"? Britain

'PaYag Yaph J 'Paragyaph 1

b Read the article again and match each paragraph with a short summary. Paragraph 1 the popularity of other Paragraph 2

'>--1--

Paragraph 3 Paragraph 4 Paragraph 5

forms of chocolate chocolate spreading to Europe how chocolate may be good for you the most "chocoholic" country in the world

the origins of chocolate

SCIENTISTS

choc good foy !fou - has fta'VGnoids, • healthy heaM + gd circularn OY'fJ"ns of choc, otmecs grow cocoa ma!fas drink cocoa 1511 choc went -7 Spain + Pori sotui choc famd, a r . 1765 Baker ~ Hanan lsi choc. mill in US U K, 6'g choc eaf;ptg counh-:/' Bril'n

d In pairs, look at yo ur notes. Can you add an ything to improve you r partner's notes'! c In groups. discuss these questions. 1 Do you eat chocolate? If not, wh y not? 2 If you do, how much chocolate do you eat? Are you a chocoholic? 3 When do people eat ch ocolate? Why do they like it so much?

SWEET

OVERY!

1 Good news for chocoholics: the treat preferred by millions all over the world is good for you, according to American researchers at the University of California. Chocolate contains substances called flavonoids that can help maintain a healthy heart and good circulation. The researchers have discovered that cocoa acts like aspirin and that eating a bar of chocolate once in a while may contribute to a healthy diet. Chocolate has also been shown to release endorphins in the body: these chemicals help to reduce pain and stress and make you feel happy.

4 By the middle of the century, solid

2 But who first discovered this wonderful way of keeping

S Since then , chocolate has grown enormously in

healthy? The Olmec Indians of Mexico and Central America were the first to@Jow cocoa beans, in about 1500 Be, and the Mayas were drinking unsweetened cocoa hundreds of years before it became fashionable in Europe. The word chocolate comes from the Nahuatl word xocolatl, which means "bitter water" .

3 In 1544, a delegation of Mayan nobles visited Philip of Spain and gave him jars of cocoa as a gift. Cocoa soon became fashionable in Spain and Portugal. The Spanish were the first to add sugar to their cocoa drink. In the 17th century, chocolate was becoming fashionable with the middle-classes, not only as a drink but also as a medicine.

chocolate was becoming familiar. In 1753, a Swedish scientist renamed cocoa theobroma or "food for the gods" . In 1765, James Baker and John Hanan opened the first chocolate mill in the United States, introducing chocolate to the average citizen. In 1876, in Switzerland , Daniel Peter had the idea of adding milk in the chocolate-making process and produced the first milk chocolate. popularity. One of the biggest chocolate-eating nations is Britain where the average man, woman, and child eats a staggering nine kilos of chocolate a year! In fact, chocolate is the number one comfort food and there are more "chocoholics" in Britain than anywhere else in the world. Researchers warn that although chocolate is good for you , it should be eaten in small quantities - and with no added milk.

GLOSSARY circulation the movement of blood around the body staggering amazing. incredible chocoholic someone who is addicted to chocolate

Unit5

Eureka!

Objectives

Topic: food

Vocabulary

Reading

Ustening

Speaking

describing foad

a magazine article

interview with a TV chef

discussing foods and diets

Introduce the topic

Write on the board: chocolale

cocoa

milk

sugar

bitler

drink

solid

xocolotl

chocoholic

Ask students whot the words hove in common.

1 Reading skills Have students discuss the pre-reading questions in Exercise In in small groups, then elicit answers. Encourage lots of speculation. Ask students to read the article to check their predictions. Ask students to read the article again and match paragraphs to the summaries in Exercise 1b, After students have done Exercise le, ask them to exchange their notes with a partner and make additions. For mony students, notetaking is a challenging skill to acquire. A good way of handling Ihis activity is 10 go through the first paragraph as a class first. asking students which words they would underline. Underline (or write in a list on the boordl:


good for you, flavanoids, healthy heart, good circulation, acts like aspirin. healthy diet, release endorphins, reduce pain and stress, feel happy. Then ask students how they would complete the note for paragraph 1. Write healthy heart + gd circularn on the boord. Point out the abbreviation. Have them write their notes on a separate piece of paper. Then ask students to underline key phrases in paragraph :2, complete the note for :2, and check with a parlner. Then ask them to do the some for paragraphs 3, 4, and 5. Put students into groups of four to six to discuss the questions in Exercise l e. Answers will vary.

21i'-- -- -- - - - - -- - - -- - - - - - - - - - - - -- - - - ----,

-

For Exercise 3 on page 51 !II Host Well, Matt your baked chocolate cheesecake has just come in at the top of our vie'vVel"S' "best comfort food" poll. Congratulations! Matt Thank you, everyone. I'm honored. Host Irs a bit of a cliche, isn't it, that something chocolatey comes in first? Why is that? Matt Well, chocolate is a great comfort food ~ sweet sticky, creamy .. Host But I must soy, I've always thought of comfort food as salty, you know, something hot and very filling, with meat and really fatty. Matt I suppose it depends on each person; yeah, we all have our own favorite comfort foods . . um ... here in the U.s.. comfort foods tend to be ones we associate with Mom and Grandma, good wholesome food, you know . Host . even if Mom and Grandma never cooked anything that didn't come out of a con i Matt I'll come back to thaI. Anyway - comfort food - the food we eat when we're upset or depressed, or want to f~ kind of taken care 01, tends to be meat, potatoes, gravy, things with lots of butter. You see, comfort foods are what we ate at Grandma's house, after a long day at school or who! Mom served when we were siCk. When we get older, we like flavors fram the past. Irs comforting. One of the top comfort foods in the u.s. is meatloof, and another is a thick meat stew - really hot, chunky, tasty dishes. Comfort foods do taste good too bad they usually have a high fat content Host 50 they're comforting, but not very healthy? Matt They used to be thought of as healthy - good heartening meols with lots of calories - but of course people used to have a much more active lifestyle and could burn off all those calories. Plus, our ideas of what's healthy have changed, and we encourage people to eotless fat today, and fewer carbohydrates, too Host I see, but I bet there's not as much fat in a good stew or meat pie as in some stuff people eat today. Matt ThaI's so right - and irs what I wanted to come bock to. When you see families eating so much garbage today, what will comfort food of the future be? Candy bors and bags of chips? You know, you look at kids today, and so many of them are really ovel"VoJeight - irs scary. We have to teoch them to cut down on fat-filled processed foods, like burgers and those with high sugar and salt content. Why doesn't the government do something to stop kids eoting so much fost food and soft drinks packed with sugar? Why are soft drinks and snack machines allowed in schools? Why doesn't the government pressure the food industry into cutting down on the dongerousry high levels of fat. sugar, and salt in foods? trs not surprising that you see 011 these fat kids - and adults - and that we get more heart diseose and other problems related to dietl II makes me mod, you know? Host Whoa! I think we get the picture. Well, Moll, I'm sure that you'll be showing us the way with your new TIl series, starting next week. Thanks very much for ..

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T 50

Unit 5

••

1i

ffi

2 Vocabulary: describing food Ask students to work in pairs to match foods and nutrients in Exercise 2a . Afterwards, elici t ans wers from students. Find out which foods they th ink am the most healthy and which are the least healthy. Suggested answers: Carbohydrates: hread. pasta. potatoes. rice Fats: buller, milk, yogurt. oil Fiber: green vegetables, legumes Protein : butter. chicken, eggs, fish, milk, red meat Sugar: honey, jam Vitamins and minerals: fruit. green vegetables. legumes, yogurt In Exerdse 2b. ask students to work in pairs 10 describe foods. using words in the Useful Language and the Language Note boxes. Then ask them to tell their partner aboullheir typical diet in Exercise 2e.

End this part or the lesson by having two pairs of studen ts combine to form a group of four and discuss the queslions in Exercise 2d .

t ··

~

3 Listening skill s Ask students about "comfort" food : IV/wi is it? Elicit examples of types of "comfort" food: chips. chocolale. cake. cookies. etc. Suggested answers:

"Comfort" food is food that makos us foel good - it cou ld be food like chocolate and candy, or it cou ld just be our favori te food. very tasty food. or food Crom our childhood. We cat "comfort" food when we are depressed. st ressed. bored. upset. sick. etc.

Ask students in pairs to discuss tho words in Exercise 3b and together predict which ones they will hellr in an intervi ew about "com fort'· food. Play the audio fo r Exercise 3c. Ask studonts to listen lind check their predictions. Ask students to complete the blanks in Exercise 3d and the n check with a partner. If students aro not sure about the answers. play the audio aga in.

4 Speaking skill s Ask st udents to read the opinions in Exercise 4a and decide which ones th ey agree with <1l1t1 why. Thon put student s in small groups to toll ono another their opinions. As groups report their answers. find out whether the class generally thinks we should improve the healthiness of our d iet or whether they think it's okay. On the board. bu ild up a list of ways of improv ing our diet:

Suggested ways of improving ou r diet Cu i down 011 fasl food. 0011'1 snuck belw(J(Jn meals. cal more frui l and vegetables. Don'l add a /01 of sugar or salt 10 food. Eot a I'aried diel . The audiascripl for Tra ck 21 is on page TSO II;

Unit 5

T 51

Eureka!

3 Listen ing skills a You are guing tu listen to an interview with a TV chefflbout "comfort food". What kind of food do you think this is? When do you think we eat it? b Look at the words and phrases in the bux. Check the ones you think you will hear in the interview. cnrbohydra te V fat content V fruit and vegetables fiber grandma V healthy V low in calories mefltloaf v overweight V potatoes V sour sweet V Listen to the interview and check your answers. Listen again and complete this summary of the interview. \'Vrite olle wurd or phrase ill each bhulk. \Vhat we think of as comfort food depends on each 1 person/individual. but it tends to be 2 hot and fi lling. We usually eflt comfort foods when we fcol 3 upset/depressed . and the y are often dishes we assor.ifltc with ollr mom and 4 ..grandma . They usually have a high 5 fat content and may be thought of today flS unhealthy. l lowever, there is a lot more fat and 6 sugar / sail in much uf the processed food we eat toda y, which results in a population that is 7 oVt:rweight and suffers from problems such as 8 heart disease .

2 Vocabulary: describing food a Chocolate tastes so good because of its combination of sugar and fat. Look <.It this list of nutrients ill food. Which types 01' food in the box be low do you assodflte with them? Food nutrients: cflrhohydffltes fats fiber protein Sllgflf vitamins and minefflls bread butter chicken eggs fish fruit green vegetables (e.g. cabbage. spinach) honey jam milk oats oil pasta pot<.ltoes legumes (e.g. beans, lentils) red mea t rice yogu rt b Look at the foods in the picture and describe two of them. using the Useful Language below. USEFUL lANGUAGE

fatty / oily I .~ olty / sllgmy / creamy / healthy / unhealthy / .~ tarchy

X i:>

f IlII of f at / sail /

S Ug (lf /

fi ber .

rich in vitamins / protein / iro n .. . high in millcm/s / c(lrbuh yd m tes . 1011'

in :>(/It I sllgor .

c Do yotl have a hea lthy diet? Make a note of what YOIl eat on a typical day and discuss it ill p
,I

LANGUAGE NOTE We say a foo d is high / /011' in or full of something. These can be positive or negative:

Eat your vegetable.'! . They're full of vitalllins. Most chips are high in fat alld salt. If we say a food is rich ill somothing. it is alwa ys

positive: Liver is rich in iron.

4 Speaking skills

.1

The chef ill the interview has the following opinions. Do you agree with him? Why? I WilY not'l 1 We associate comfort foods w ith all!' childhood. 2 We do not have an active lifestyle today. 3 People often eat garbage todny. 4 The government should do someth ing to stup children from eating junk food. 5 The food industry shou ld cut down 011 fat flnd Sfllt in food.

b Can you think of olher ways of improving people's dieU

-

Serendipity

1 Speaking skills How much do you know about Christopher Columbus? In groups. decide if these common beliefs about him
2 Rea d ing skills a Read the paragraphs about Columbus quickly and check your answers to Exercise 1. Then decide on the correct order of the paragraphs. l ID

2m

3 !!!l

4m

5 1!:)

b Which of these questions does the article answer? Check (.I) those questions.

V' 1 Where was Columbus born and misedY 2 When did he leave his native country'!

V

3 What were the reasons for the "voyage 4

5

V6 7

8

of discovery" in 1492? Who sponsored ColumbllS on his voyage of 1492Y Where exactly did he land at the end of the voyage? What were the reasons for the second and third voyages? What was the percentage of women traveling to the New World in 1498? What was the reason for his death in 1506Y

c In pairs, ask and answer the questions you

checked in Exercise 2b. Can you answer any ofthe othersY If not, try to find out the answers. GLOSSARY serendillity when something valuable is disco\'ered by luck quest a search for something

Unit 5

Eureka!

Columbus:

-

,

I known reason for this Voy~ge Of course , other commo~.y for a new route to the Sr'''e was that Columbus was I~ In~nd he believed he could rt..-,l Islands (now part of IndoneSia), st The discovery of the New them by sailing west rather th~n ea . of ~serendipity". In 1", .....'2 , fore a claSSIC case d n World was there . ed the Americas, he ha -~ edly discover 0 ., 5 He when he unexpect d had sailed for 3,00 ml e .

h~~;~ea~~:~n ~~e East Indies.

traveling

became a sailor at an early age and had made journeys as far as Iceland and Guinea before he made famous voyage in 1492. Contrary to popular belief, Columb'os didn't sail to the Americas in order to find out whether the Earth was round: at the end of the 15th century almost everyc knew it was a sphere. What was in question, however, was the size of the earth - its circumference. We do know that he sailed in part to fulfill a religious quest: he saw his journey~ a fulfillment of a divine plan for his life. "'-" i third voyage w.as not a happy one for Columbus. "I settlers rebelled against him, and he was unable to send a of 9.01d baCk. so he was arrested and re turned to Spain ' ... ch~lns. However, the King and Queen soon I i saYln.g there had been a mistake, and Columbus was By. thiS time, 1500, Columbus was not a well man and he diF' .... QUI~IIY at the age of 55 in Valladolid, Spain , on May 20 1 In hiS ~wn apartment attended by family and friends. He was a I I nch man at the time of his death.

ict

Everyone knows the name of Christopher Columbus, and,'as with any historical icon, there are as many myths as truths about the man. Take, for example, the disagreement about his Some people say he was a converted Jew. The Spanish say he was from Spain, and the Italians claim he was from Italy. There is, in fact. some evidence that he was born in 145 Genoa. which is now part of I

art

Columbus left on the voyage of discovery from the south of Spain, with a crew made up mainly of experienced sailor" from the area. He made two further voyages before the er of the century, taking Europeans across to colonize the new lands. On his third voyage in 1498, he also took women 10 the New World.

Objectives

Topic: the story of Christopher Columbus

Grammar

Reading

Writing

Speaking

past perfect simple and prog ressive

a biographical article

a short story

discussing myths about Columbus

Write serendipi/y on the board and explain thol it means when something valuable is discovered by luck. Ask students Whol is the {uckiesllhing fhol has ever happened to yoU?

Introduce the topic

1 Speaking skills Pu t students into groups of four 10 discuss the "common beliefs" in Exercise 1. Briefly discuss students' answers with the class, but don', reveal any truths at this stage. Student answers will vary.

2 Readi ng skills

t ..

Set II time limit of five minutes and tell students thaI they have to read very quickly in order to put the paragraphs in order. LeI students check in pairs before sharing their answers with the class. As students work on Exercise 2a , remind them to refer to the Glossary. Afterwards. disc uss with the whole class whether the ··beliefs·· in exercise 1 are true ur false. Answers: They are all false . This task can be very time-consuming unless students know how to approach it Plan to spend a little time preparing students for the task.

-


Ask students what clues they might find in a biography that will help them put paragraphs in order: order of dotes: order of life events - was born, grew up, died, etc. Ask students what grammatical clues might help order paragraphs in a story: use of the post perfect: use of before and affer: use of shortened forms and pronouns - Christopher Columbus - Columbus - he. A good way to start the task is to ask studenls 10 read the first line of each paragraph very quickly ond tell you which paragroph has to be the first.

Ask students to put a checkmark next to the questions in Exercise zb that the article answers. Then pili students ill pairs 10 ask and answer the questions. When sludents report back to the class, find Oul whether they know any other facts aboul Columbus. Answers: In the text: He was born in Genoa. To find the size of the Earth and to fu lfill a religious quest. To take Europeans to colonize the new lands. Columbus was sponsored by Ferdinand V and Isabella of Spain. At the end of the first voyage, he landed in what is now the Bahamas before soiling on to whal ore now Cuba and Haiti .

Culture note

There ore many words in the text connected with travel. Write the words from the text below in two lists on the boord, and then ask students to match each word in A with its synonym in B. Ask students to lell you what difference, if any, there is between the words they have matched.

Additional activity

A reach joumey find set sail go back

B discover leave voyage return arrive lin/atl

Inote: a voyage is a journey by seal

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T 52

Unit 5

3 Grammar review and extension: past perfect / past perfect progressive In Exercise 3a , have students work in pairs to find past perfect sentences in the article. Afterwards. ask students to write the sentences on the board and underline the past perfect forms.

Quick grammar guide

The pas! perlecl simple and progressive ore used to refer back to something that happened earlier. They ore often used in narrafives and often used with connectors like ofter or before.

Common problems and errors The form of the post perled progressive is long and complex, Students will make a variety of errors and will need plenty of practice. Answers: 8 Columbus ... had made journeys as far as Iceland and Guinea before he made his famous voyage in 1492 A ... he had been sailing for three weeks and had sailed for 3,000 miles. He thought he had arrived in the East Indies. C ... there had been a mistake The clause with the simple past happens first in time. Ask s1uden ts in pairs to choose the correct answer in Exercise 3b. Point out another use of the past perfect in the Language Note. Go through the example carefully in Exercise 3d . and then ask students to make sentences. Go around the class and help. Let students check their answers in pairs before you ask individuals to come to the board and write their sentences. Answers: 2e Cohunbus was impatient to set off because he'd been thinking about this voyage for years. 3c Columbus was delighted when Isabel agreed to help because he had been looking for for his journey. 4d Columbus was anxious to travel because he had been reading about Marco Polo. sb Columbus felt depressed because tbe Portuguese king bad refused to help him.

4 Writing skills Ask students to copy the table in Exercise 4a into their note books and then work in pairs to complete it.


Introduce the shon story in exercise 4b and pre-teach vocabulary by writing the following phrases on the board and checking their meaning: off-duty (firefighter) = not working grab (0 fire extinguisher) = toke hold of suddenly a burning smell smoke put out a fire", extinguish Ask students what they think the short story in Exercise 4b might be about. Then ask students to read the story and fill in the blanks with words from exercise 4a. Give students a few minutes to think of a "serendipity" story of their own. and then ask them to use the questions in Exer cise 4c to help them make notes. Go around the class helping students with ideas and vocabulary. You could let students compare their notes with those of a partner before they write their stories. Ask students to write the story and then exclHlIlge it with a partner. Ask student readers to ask their partners at least two questions about their story.

Additional activity

Put students into groups of four. Ask each student to write the first line of a story at the top of a piece of paper. They have to use a connecting word in the sentence. Then ask. students to their piece of paper to the next

student in a clockwise direction. The next student has to vvrite the next sentence, using a connector. then the piece of paper. Students should on their pieces of paper so thaI each story goes around their group twiceresutting in four eight-line slories per group. Ask one person from each group to read their best story aloud.

Uni15

T 53

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3 Grammar review and extension: past perfect / past perfect progressive a Look at these two sentences. Find aile sentence in the article that means the same. Columbus made journeys as far as Iceland and Guillea. Theil he made his famous voyage in

4 Wri ti ng skills a Columbus' discovery of tile Americas is one of the most famous examples of serendipity. You are going to read another short story about serendipity. and then write your own story. First. put these connecting words and phrases in the table.

1492.

also although as soon as because eventually fortunately in addition in the end luckily suddenly later too when while

Find other sentences in the article using the pasl perfect. Which part of the sentence happens first (in lime) . the clause with the simple past or the one with the past perfect?

b Look at the diagram and choose the correct answer. The past perfect tells us that something happened ... 1 at the same time as the events in the simple past. ® before the time referred to in the simple past. 3 after the event in the simple past.

I __ sailed for 3,000 miles ----..

six years ago, as soon as, eventually after that. in the end, laler, when, while

And-type links

either ... or. also, neith er ... nor, in addition, and , loo

But-type links

but, unless, although

Cause and resuillinks

so, because

Feelings and attitude

unfortunately, fortunately, luckily, suddenly

1492

PAST

+

NOW

Columbus had sailed for 3,000 miles when he discovered the Americas.

LANGUAGE NOTE The past perfect is often used to give an explanation for something:

Wh y did the King Gnd Queen apologize to Columbus? Because there hod been a mistake.

e Look at the sentence and complete the rule for the past perfect p rogressive. When he unex pectedly discovered the Americas, he had been traveling for three weeks. We form the past perfect progressive with had + past part iciple + -ing verb. d Make sentences by ing the questions and answers below with because. 1 Why was Columbus hap py when he reached

land? 2 Why was Columbus impatient to set off? 3 Why was Columbus delighted when Isabel

agreed to help? 4 Why was Columbus anxious to travel?

5 Why did Columbus feel depressed?

a He thought he had discovered the East Indies. b The Portuguese King had refused to help him. e He had been looking for for his journey. d He had been reading about Marco Polo. e He'd been thinking about this voyage for years.

1+"h.en k yeacfwd !and kcause he tlwughl he Iuui drtoYerrd the [ad. .In.dJ.es.

1a cdw"rnj,us "W!lS fuzpP1J

Time links

b Read the short story and fill in the blanks with words or phrases from Exercise 4a.

I'll never forget the day I met the love of my life. was on my way home from work one evening 1 six years ago . II was raining 2 ~ the streets were deserted. I had been driving for about 20 minntes 3 when I no ticed a strange burning smell. 4 Suddenly , smoke started pouring out of the hood, 5 ~ I pulled off the road, ju mped out of the car, and ran into a compute r store. The manager let me use the phone to call a garage. 6 While ! wus talking, a woman ran in, grabbed a fi re extinguisher, and put out the fire. The woman explained Illat she was an off-du ty fire~figh ter, and, 7 fo rtunalely . she had been ing the store at thai time! 'TWo years 8 laler , we got married! c Think of a case of serendipity in your li fe or in the life of someone you know. Usc the questions below to make notes about the story. • • • •

when/where d id the event take place? what were you doing at the time? what had you been doing before the event? what was the unexpected thing that happened? • what was the result of Ihis unexpected event? d Use your notes to write the story (approximately 120 words) of "a case of serendipity" . 1 Write the story, using connecting words and

phrases where you can . Look at the underlined phrases in the story above an d try to use similar phrases in your story. e.g. change one evening to one morning. or It was raining to The sun \Vas shining. .2 Read yo ur story and correct/edit it if necessary. 3 Give it to anot her student to read. Read you r partner's story and ask questions to fin d out more information .

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Unit 5

2 Task

1 Warm up a In groups, think of inventions or discoveries that

have changed our lifestyle in important ways. tlw invention of plastic b Think of poss ible inventions that don't. ex ist. ye! but that you think we need, and that will eXIst In th o fut ure. Give your reasons. If we had a gadget for ironing automatically. life would be much easier for people. c Read the descriptions below of four gadgets. Which of the gadgets ... 1 already exist? 2 do you think are going to exist in the future? 3 will never exist? d Which of these gadgets would you like to have'! Why'! I Why not?

TiVo TiVo is a remote control system that allows you to interact with Jive TV. With TiVo you can pause the action on TV, replay ii, or see aU the action as it happens in slow motion. When you go back to normal

viewing, the TV wil! continue from the point where you left off, and l iVo keeps recording ahead so you won't miss a thing.

The C·Pen pocket scanner means you will never have to search the streets for a photocopy store again. It looks like a high lighter pen, and is basically a small portable scanner that can read and memorize a text line.by-line and then transfer it directly to your PC. It can store up to 3,000 pages of text.

Eureka!

3 Prepare Write a description of your gadget (about 60 words). Usc the texts below to help you.

MultiPhone

Handy scanner

Unit5

In grou ps, invent a gadget that you think is go~ng to be useful to you or other of your socmty. Discuss these questi ons. 1 What will it he used for? 2 Who might use it? 3 Where will it be used? (at home I in the office ... J 4 Wi ll it be useful to a lot of people? 5 will it be attractive and stylish as well as useful? 6 will it he expensive? 7 Will it be easy to use" 8 will it sell in other countries?

If you're looking for a cetlphone that lets you see the person who you 're talking to, and has Internet access, a video camera, and plays your favorite CDs, this new mu lti·pu rpose phone will keep you happy. It allows you to send e·mails, do online banking, book travel tickets, and much , much more!

Thought-control computer How would you like a computer that understands your thoughts and acts upon them? You won't need a mouse or a keyboard; you just think of the command that you want to give to the computer, and the cursor wilt move where you want it to.

ThiS is the ideal gadget if you su ffer from Repetitive Action Syndrome, and for people who are physically disadvantaged.

Objectives

Topic: inventing gadgets

Grammar

Reading

defining relative clauses, first and second conditionals

specialist magazine ads

Ustening a description of a gadget

Speaking inventing and presenting new gadgets

1 Warm up In Exerc ise la , have students in groups make a list of inventions or discoveries, then elicit a class list and write it on the board . Encourage all possibilities. In Exercise lb , have students work in groups again to think of possible inventions. Answers will vary.

In Exercise I e , ask students to feod the descriptions and answer the questions. Let them discuss their answers in their groups before describing them to the whole class.

2 Task Divide students into groups of four to six to invent their gadget. Ask them 10 discuss their answers to the questions. Assign students roles in their group. Example: one person acts as a facilitator, making sure everyone speaks. One person writes notes. One person draws 0 picture of the gadget.


3 Prepare Using the ideas from exercise 2, ask students to write a short description of their gadget (60 words).

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T 54

Unit 5

4 Ask for a few volunteers to tell the class about their gadgets. Then have a class vote.

Additional activity

t .. '1J Iii'

Collecllhe wriHen descriptions and posllhem on the walls of the classroom. Ask. one person from each group 10 stand next 10 the description, ready 10 answer questions. Ask the rest of the closs 10 walk. around. read the descriptions of the gadgets on the wall, and ask questions.

5 Compare Play the aud io for Exercise 5, Ask students to listen for answers to the questions and then d iscuss them in small groups or as a whole class.

Answers: CyberBug is a device thai allows you to listen in on poop Ie's conversations .

••

6 Notice Read through the rules about relative clauses and go ovor tho oxamples as a class. Put students in pairs 10 lind and underline examples in the lexts in Exercise 6a. Answers: TiVo is a remote control system that allows you to ... ff you're looking for a cell phone that lets you ... ... basically a small portable scanner that can road.,. How would you like a computer that understands your thoughts ... ... fo r people who are physically disadvantaged After students have completed Exercise 6b. let them check their answers in pairs.

7 Follow up Give students a few minutes to think of an everyday objcct and how to describe it. Ask students to work with a new partner to describe their ohjects. Divide the closs fnta Group A and Group B. One person from each group has 10 lurn around so that he/she con'l see the board. Write a lisl of everyday objects on the boord. For example: cellphone

camera

MPJ player

Discmon

TV remote control

Each group has to describe words to the person who can't see them. When the student has guessed the word. he/she can move on to Ihe next word. Which group can guess alilhe words first?

~~.'----------------------------------. A Okay, uh ... our gadget is called CyberBug. CyberBug is a device that allows you to listen in on people's conversations. It consists of a little box that contains a microphone and amplifier, and a small earpiece. You can put the box in your bog or briefcase. in your in-troy at work, or even on your belt at the gym. and you can hear people who are talking up to 50 meters owoy. 8 Excuse me? A Yes. 8 Is the eorpiece obvious? A Not at all. Irs very small and irs mode of skin,colored plastic ...

Unit 5

T 55

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4 a Describe your invention to the class. Take notes on the other groups' inventions, and ask questions about them if you want. b Vote on the best invention in the class, according to the criteria in questions 4-8 of Exercise 2.

5 Compare ~ Listen 10 someone describing a new invention.

Answer !J18 questions. 1 What is it and what does it do? 2 Would you like to have one? 3 When would you use it if you had it?

6 Notice '-

Using relative clauses in descriptions When we describe ob jects (or people) we often add information that gives important details or differentiates the object (or person) from others. To do this we use clauses beginning with th at, which, or who. If the information is essential to the meaning of the senlence, we do not use commas: CyberBug is a device that allows YOIl to listen in on people's conversations. It consists of a little box thai con/oins a microphone ... ... you can hoor people who are talking up to 50 meters oway. a Read the descriptions in Exercise 1 again and underline examples of relative clauses. Do they describe things or people? What information do they give us? b Combine the sentences in each pair with a relative pronoun. 1 The Alcohol Sensor is a small gadget. It fits in your car. 7k ,fuf,d 5e"-'" ~ a 9mOfl gadfJd !:Iuzf, fd;s on. yJUY caY. 2 The sensor identifies people. The people have had too much to drink. The sensor identifies people who have had too much to drink. 3 It is a precaution . Police can use it to stop drunk driving. II is a precaution that police can use to slop drink driving. 4 The sensor is attached to a computer. This measures your reaction times. The sensor is attached to a computer that measures your reaction limes. 5 If your reaction times are slow, it sends out a signal. The police can pick up the signal. [f your reaction times are slow, it sends out a signal that the police can pick up. 6 It also contains a switch. The switch immobilizes your car. II also contains a switch that immobilizes your car. 7 The police can then arrest people. The people are drunk and shouldn·t be in their cars. The poUce can then arrest people who are drunk and shouldn't be in their cars.

7 Follow up Choose an everyday object. Make notes about it and describe it to your partner. Don't name the object! Can your partner guess what it is? Eureka!

Unit S

LANGUAGE RESOURCE Grammar Sum mary 1 Third conditional

Fonn past perfect si~: subtect + had + past participle I had already seen the movie, so I didn't want to last night.

Use

past perfect progressive: subject + had + been + -ing verb

To talk about actions or Situations in the past that are contrary to knoINn facts, i.e. when we imagine consequences of actions that in reality didn't happen:

Susan had been waiting frx an hour before Tom anNed.

If the Russians had used nuclear weap::l(lS in the Cold War, it

Think of explanations for the following problems, using the clues given or your own ideas.

wouJdn '/ have fJflded in the '990s. (The Russians didn't use nuclear weapons in the Cold War.)

1 INhy did Isabel leave John? (fall Il love ...) Isabel left ' oh n

We can also imagine consequences of something that did not

2 Why did Mike have a stomachache? (eat a lot ... ) Mike hu d a stom ach ach e because h e h ad eaten too much . 3 Why did they miss the plane? (arrive late ... ) They missed

happen, when in reality it did: If Fleming hadn't discovered peniciUin, 8/ot of peopJe would have died from bacterial infection. (Fleming did discover penicillin.)

Fonn If +

because sh e h ad fa llen in love with someone else.

t he pl ane hecause they had arrived too late.

were the streets wet? (rain ... ) The streets were wet because it had been raining I it had ra ined .

4 Why

5 Why were her eyes red? (cry ... ) Her eyes were red

past perfect.

~'Cau se she h 011 heen crying.

would / wouldn't + have + past participle

If Ross had studied harder, he wouldn't have failed his

6 Why did he wreck the car? (drink ...) He wreck~d the car 1>t.'Cause he had ~'Cn drinking.

exams. If Penny hadn't gone to the party, she wouldn't have met

Jeff. We can put the clauses in either order: Penny wouldn't have met Jeff if she hadn't gone to the party. We put a comma after the if clause if it comes at the beginning of the sentence. Compktte the third conditional sentences, then compare them with a partner.

1 If I hadn't studied ...

2 If ' hadn't met ... 3 If I had won ... 4 If I had been born in ...

2 Past pertect simple and progressive

Vocabulary Summary Home

Office

Both

washing machine dishwasher arrnchaK

water cooler photocopier fax machine

answering machine filing cabinet

food

proce=.-

mou"" pad

ironing board oIarrn clock

paperclip hole punche< correction fluid

dishtowel

sticky notes

cutting board

1 Everyday objects

Use

Read these descriptions of gadgets and decide which object from the box they describe. Then underline the relative clause in each one.

To show sequence in the past, for an action that happeoed before another. It is oftElfl used with connectors such as before,

1 This is something that I use 'Nhen I want to cut up vegetables. cutlins honrd

after, when.

I had become quite profICient in Spanish befrxe I visited Latin

Amerk:a. She got her degree after she had completed all the courses successfully.

Note the difference between the simple past arx::I the past perfect:

We were really late and when we 8IriIIed at the party, our friends left. rNe arrived, thel1 our friends left.) We were really /ate and when we anived at the party, our friends had 18ft. (Our friends left, then we arrived.) The past perfect is often used to give an explanation for something:

Why did they award her the Nobel Prize? Because she had fought for peace aU her life.

2 It's a device that makes holes in sheets of paper.hole punch er 3 This machine takes telephone messages for people v.'ho are not at home or in the offIce. answer i n g machine 4 This is a machine that you use for a lOt of jobs when you're cooking. food p rocessor

I cutting hoard

5 This is very useful for people v.'ho find it difficult to wake up in the morning! al arm clock 6 This is a type 01 cabinelthat we use lor storing files arx::I papers. filing cabinet

2 Describing food Nutrients: carbohydrates. fats, fiber, protein, sugar, vitamins. arx::I minerels

Adjectives describing food: sweet, sour, sally, bitler, fatly. oiy.

sugary, creamy, healthy, unhealthy, starchy Expressions: full of ' .. , rich in .... high in ... , low in .

The past perfect progressive is used for ongoing actions or

Find two types of food In the box that are usually ...

situations 'Nhich continued until, or stopped just before the past time we are talKing about:

1 high in salt 4 oity but healthy

We had been living in Chile for several months before we really feJt at home there. Will had been experiencing pain for several weeks before his was diagnosed.

heart problem

UnitS

see it again

Eureka!

2 sour to the taste 5 rich in vitamins

3 very unhealthy 6 starchy

C)

zz o

>-

In pairs, talk about your action plan from page 47. Did you write a discursive essay? If so, show it to your partner. If not. see how much you can about discursive essays arKllheri compare your ideas with page 47.

a The best way to improve your speaking is to speak! Check hOw well you are doing by complet ing this

~ ..... ::J

REVIEW

Review your action plan: Discursive essays

1 Maximizing opportunities to speak English

~

ex

ij<J<J

Speaking

questionnaire .

Speak up! Are you missing those valuable chances to practice your speaking? Take this little test and find out by checking the boxes on the right. How often do you do the following?

0....

o --l L.U > L.U o

1 Speak English in pairs during class. 2 Speak English in groups during class. 3 Speak English to your teacher in class. 4 Talk to classmates in English outside

-

c A gcxx:l way to manage these problems is to learn some phrases to use when these situations occur. Look at these groups of phrases and match them with the situations in Exercise 2a.

mreo sometimes often

0 0 0 0

0 0 0 0

0 0 0 0

0 0 0 0

0

0

0

0

0 0

0 0

0 0

0 0

0 0

0 0

O·

0

0 0

0

0

0

0

Is there a word or expression for when you can't think because your mind is frozen?

0

0

0

0

Can you say "my mind went blank" in English?

0

0

0

0

4 Uh. let me think ... I ... I want to leave @ myjob.

1 Could you speak a little more slowty I

® say that again. please?

I'm sorry, I didn't understand the part when you said you wanted to leave the job.

of the classroom.

S Talk to friends in English, for example at an English language club. 6 Talk to American friends in English.

7 Speak English to other non-native speakers.

8 Speak English to native speakers. 9 Speak English to native or non-native

-

So, you mean that you want to leave the jOb?

2 Is that clear? Do you understand me? @) What I mean is, I want to leave the job. 3 What do you call that thing for opening

ill bottles of wine?

speakers on the phone.

10 Use a dictionalY to help with pronunciation and stress.

11 Record yourself doing a role play or

12

reading aloud. Have imaginary conversations in English.

$coring Add up the fX>ints you received for each question: never = 0, rarely = 1 , sometimes = 2, often = 3 b Add up your score and check the key

on page

Well, how can I put it? I want to leave my job. Um .. what I want to say is I want to leave my job.

149.

3 Practicing the strategies

2 Strategies for getting around problems when speaking a However much you practice speaking English, there 'Nill always be

~ a Usten and repeat the phrases from

moments INhen you get stuck. This is normal when you learn any foreign language. look at the problems these students of English have and check the ones you have experienced.

"-

10

20

I'm speaking and suddenly I need a word or ph rase but I don't know it in English. Then I have to st op and that really frustrat es

me.

I' m tal king and everything's okay. Then the other person says somet hing and I'm suddenly lost because I don't understand them, That ma kes me feel very insecure.

,0

.0

Sometimes I feel pressured when I have to say something , .. I need t ime to think exactly how I'm going to say it. And the pressure makes my m ind go blank.

If I notice that the other person doesn't understand me, I usually panic .

Exercise 2c.

b In pairs, take turns talking about these situations. Practice the strategies. 1 Talk about your fam ily, but talk quickly.

2 Talk about your studiesljob. Check that your partner understands.

3 Ask your partner to help you: • You don't know the word for people who are addicted to chocolate. • You also want to know if it's okay to say "to move on a diet" in English,

one minute non-stop about what attracts you to other people.

4 Talk for

b In groups, discuss what you do in these situations.

ACTION PLAN

[>

Your action plan: making opportunities to speak English Talk to your partner about how you could speak more English. Then complete this action plan . 1 From now on, I am going to speak more English in class by .

2 From now on, I am going to speak more English outside of class by . Note: you will have to report back on your action plan at the end of Unit 6.

Eureka l

Unit5

1 Speaking ski lls a Take the quiz below. Guess the answers if you don't know them .

1 What do William

Shakespeare and Miguel de Cervantes have in common?

a) They were born on the

same day. @»They died on the same day. e} They wrote the same number of plays . 2 How big was Shakespeare's vocabulary? a} 3,700 words

® 37.000 words

c) 370,000 words 3 Approximately how many plays did lope de Vega write? a) 20

b) 200 (3)2,000

Listen to some sentences fro m the discussion. Complete them with modal verbs. 1 Shakespeare wrote lots of plays, so theyG n'U ~wrillen the same number. 2 So Shnkospellrc€ 91ad a vocabulary of 37.000 words! 3 ~11~ h.vnyrdn'l h~ written 2,000 plays. That's

ndlct~

4

J supposo

he j 'hl hav Titten 200 plflYs. 5 But they cou l( have orne from Ecuador. That's (j

Or it ~~,",,-~:::-;: h,~ ,v~~een AlLert, or Philip. I have no idea.

possibl ~

L How certAin arc the speakers in each of the sentences above? Put the number of the sen tence in tho correct place.

Tho spoaker is 100% suro thi s is not true

The speaker is f

1 3 4 5 6 2 100% sure this

is true

c Now complete these rules about ded uction and possibility in the past. Form : modal vern + .h.am + past participle Use: for certainly that something is true, we use .m..ust; for certainty that something is nol true, ..IdI.ll.1 or CQuldn'l ; and for possihility ..co.u.ld., .m.ighL. or ..JlliI>-.

4 In which country were

Panama hats first made? a) Panama

@ Ecuador c) the United States 5 What are the Canary Islands named after? a) a type of bird

@ a type of dog c) the daughter of a queen 6 What was the first name of King George VI of England? a) George

b) Philip

3 Pronunciation: co ntractions Listen to the sen tences from Exercise 2a again. Circ:le the contractions YOll hear in Exercise 2a. ... thoy .:cJjn't JuiVl!- written the same number. Listen to tl~loglle, then practice it with II partner. A Have you s(.'Cn my wallet? I can't find it anywhere. B No. You could have left it in the car. A No, J cill1 'l have left it there. I didn·t take it out with me. B Well . you mighl have put it in the dmwer. A No, it isn't there. I already looked. H Ah! Then yOlL must hilve left it in the bed room when you c1wnged earlier. A Oh, yes. J must have done that. I'll check. c Cover the dialogue and practice it again. This time change IV(Jl/fJ/ (e.g. keys, the remote control. my cell phone, my glasses) and change the places suggested flbove.

@JAlbert

b In pairs, discuss your answers. Do you agree? ~ c Listen to some peop le discussing the q uestions and check your answers.

Unil6

2 Grammar: deduction and possibility in the past

WOfds, words, words

Objectives

Topic: William Shakespeare

Grammar

Vocabulary

Pronunciation

deduction and possibility in

literature

contractions

Reading

Ustening Speaking a literary mystery a radio interview taking and discussing a quiz

the past: must/cou/dlmightl can" + have + past participle

Write on the board : William Shakespeare Miguel de Cervantes Lope de Vega Ask students What do these people have in common? Whol do you know about them?

Introduce the topic

1 Speaking skills When students have tAken the quiz Ilnd discussed dass to find Ollt what students guessed .

fltlSWers

with

Il

partner, elicit answers from the

Shakespeare 11564- 16161 was England's greatest ployv.'righL He wrote histories, comedies, and tragedies. notably Hamlet, King Lear, ond Romeo and Juliet. Miguel de Cervantes 11547-16161 was a Spanish author and dramafist, best known for Don Quixote. lope de Vega 1l562~16351 was a Spanish poet, dramatist. and novelist who wrote ploys about love and honor.

Culture note

Play the audio for Exercise 1e, Ask students to listen and check their answers.

2 Grammar: de d uction and possibility in the past Play the audio and ask students to complet e the sentences in Exercise 2a with the modal verb they hear.

~

Draw a line all the board. like the one in Exer cise 2b , and write 100% not Sllrc to the left of it and 100% sure to the rigbt. Ask students where they think the other sentences go on the line. Ask students in pairs to complete the rules in Exercise 2e.

3 Pronunciation: contractions Draw students' attention to the example in Exercise 3<1 , and then have them circle the contractions they hear on the audio. Play the audio for Exercise 3b. Ask students to listen and read and underline or circle any part of the dialogue where there is a contraction. Ask students to do Exer ci se 3e in pairs. Monitor students for pronunciation mistakes with contractions.

24~-----------------------------------------------------------------------------, A Okay, question 1. What do you think? B Well. didn't Cervantes write mostly novels? And Shakespeare wrole lots of plays. so they can't have wrinen the same number. A Good thinking' So irs either a or b. e I think irs more likely b, because people didn·t have records of births in those days, but they did hove records of the death of famous people. B Yes, t agree. A So. should I look at the answer? Right - irs b, Very good l Okay. question 2. Shakespeare's vocabulary. So what do you think? B I've read thaI Ihe overage adult these days has a vocabulary of between 25,000 and 60.000 words. A Is that so? e So Shakespeare must"ve hod a vocabulary of 37,000 words! A Yep. And the answer is. (pauses to readl b! Correct - 37,OOO! Lers look at question 3. Da you two know Lope de Vega? e I've heard of him, but thaI's ali. B Yeah. me. too. Bul he couldn·t have wrinen 2.000 plays. Thors ridiculous l

I

A I agree, so should we go for 0,20 or b. 200? C Well. I suppose he might have written 200 plays. A Yeah. lers soy thaI. 1"11 just check ... No. we're wrong. Irs c. 2,000. B WOWI Thars amazing I Hey, con I lake over here? A Yeah, go ahead. B RighI. Question 4. In which country were Panama hats first made? C Easy. They must have been mode in Panama. B No, irs too obvious. But Ihey could hove come from Ecuador. Thars possible. A Yep, a possibility. Bul why are they called Panama hots Ihen? B I don't know. but Panama is 100 obvious. C No, I don·t think so. I"m sure that Panama hals were first made in Panama l B Okay, I'll take a look. And the correct answer is ... b, Ecuador e WeH, thaI's stupid. S Okay, calm down. Next question. What are the Canary Islands named after? A Let me lake a look. Well. they couldn·t have been named after the doughter of a queen

The audioscripts for Track 25 and Track 2G ore on page T59 "::.1

C Why nof? S How many girls have you met named Canary? e (laughs] Right ... Anyway. I know the answer. A You do? C Irs a type of dog. The Canary Islands were named after dogs! B Well .. Darren's right. Wow. man, how did you know thaf? C I learned rt in latin. II comes from the Latin word for dog ~ canis - and there were dogs on the islonds when they were first discovered. B I'm impressedl Okay. Lost question. George Vl's first name. A Was he the crazy one? B No. that was George III. e Well, his name could have been George A Or il may have been Albert or Philip. I have no idea e Me. neither. LeI's check. B Okay. The answer is c, Albert. but George was one of his names. All Fine. I Okay. / So, we did ok .

I Words, words, words

T 58

Unit 6

4

Listening skills Divide the class into groups of four to discuss the areas in Exercise 4a . Tell stuclents thaI it doesn't matter iftht:y dOll 't kn ow any answers; they sh ould try to u se modals to specu late. For example, Hc must have gone 1o collosc or His jather may have beell rich,

~

o

Play the audio for Exercise 4b. Ask stud enls 10 listen and c h eck their answers. Play Ihe audio agai n . As k students to listen ,md answer the questions in Exercise 4c. [n Exercise 4d , pu t stu dents in pairs to list r eason s w h y Shakespeare could n ot have w ritten the plays. Give stu dents a four-minute time limit to thin k o f ideas_ Th en e l icit a class list and wrile it on the board.

5 Reading ski lis Put sh!dents in pnirs to discuss th eir answer s to Exercises Sa and sb, Then ask students to writ e a few sentences compari ng de Vere and Shakespeare and telling why de Vere is a likely wri ter. Briefl y discuss answers w ith the class,

6 Vocabulary: literature Ask st udents to comp lete the table in EXI~rcise 6a. Let th em check in pairs b efore the y [oak at th o Vocabulary Sum mary for Exercise lib. Ask students to discuss the questions in Exercise 6c in pairs, th en do Exercise 6d as a whole class.

"~ For Exercise 2 on poge 58 " 1 Shakespeare wrote lots 01 plays. so they can't have written the same number.

I~

For Exercise 3 00 poge 58 " A Have you seen my wallet? t can't find it anywhere.

2 So Shakespeare must have had a vocabulary 01 37,000 wards! 3 But he couldn't have written 2,000 plays. Thafs ridiculous !

A No, t can't have left iT there. t didn't take it out with me.

B No. You could have left it in the em.

4 I suppose he might have written 200 ploys.

A No, il isn't there. I already looked.

5 But they could have come from Ecuador. Thars possible.

8 Ah! Then you must have left it in the bedroom when you changed earlier.

6 Or it may have been Albert or Philip. I have no ideo.

A Oh, yes. t must have done that. I'll check.

8 Well. you might have

put il in The drower.

27'------------------------------------------------------------, Interviewer Prolessor Price, you're an authority on Shakespeare. There appears to be some controversy about Ihe great man today. so let me begin by asking you why some people say Shakespeare didn't wrile the works of ... William Shakespeare? [)on't we know who really wrote the greatest ploys in the English language? Price Well, il is a bit 01 a mystery. The loct is, although William Shakespeare is coosidered the greatest writer in the English language. we actually know very little about his life. Some people believe thal lhe lillie we do know about the man Iram Stratford suggests that he couldn't have written the marvelous plays and poems 01 the outhor "Williom Shakespeare'.

Price We know that his father worked with animal skins and was possibly a butcher, in Stratford. He was a respected man in the community, but he wasn't on educated man. We also know for a loci that William didn't go to university and he may oot even hove gone to the Iocol school. so he con't have hod a very good edu{Qtion. His porents couldn'l read or write and probably hod no books, so if their son was indeed the writer William Shakespeare, he couldn't have gotten his incredible learning from being at home till he was 20 years old l Yet, he appears a little later as the au thor of highly cultured poems and plays. Indeed, he wrote over 37 ploys and more thon 150 poems.

Interviewer BuT surely we have evidence that he was the writer?

Interviewer We know that Shakespeare hod a huge vocabulary. Where did that come from?

Price Not really. All we really know is that he was born in Stratford, that he married Ann Hathaway, that they had three children, and that he d ied a rich man on April the 23rd, 1614.

Price GQad question. The writer William Shakespeare had a vocabulary of 37,000 words, which was twice as large as mast cultured men 01 his time, yel William of Stratford's two daughters could not read or write. The question is, could this be the some man who created such wonderfully intelligent female characters os Portia, Rosalind, and VIOla? Anolher curious point is thai in his will. Shakespeare does not mention any books or any connections at all with his life as a writer. This is very odd. Could this be the man wh o wrote Hamiel, the greatest play in the English language? And if he did not write the ploys and poems 01 Shakespeare, then who did?

Interviewer But do we know he was 0 writer and an aclor? Price Well, no, lhors not quite true. Yes, we do know he was an oClor. and we know that he was a businessman - and thars about it. There are no direct connections between this actor and businessman and the man who is known as the greatest writer in the English language.

Unit 6

T 59

tnterviewer And his family? What about his porents?

Words, words, wards

4 Listening skills

6 Vocab ul ary: literature

a \V hal kind o f man (10 you think William Shakespeare was? In groups, discuss thuse areas. his fami ly his background h is education h is profession ~ b Listen to a radio interview about William Shakespeare and check your answers. Did anything surprise you about the infomwtion? Whan ~ c Listen again and answer these questions abou t Shakespeare. 1

2

3 4

5

o 7 H

a Complete lhe lub le with words and phrases about literature.

Where was he from? Strutf ord (Ens land) Who was he married to" A nn HuthUl vuy How many chi ldren did they have? 3 Whal exactly did he do fo r a living'~ oc/orlbusinessnUln What job did his father do'~ worked will! utlinlfl J skins I possibly u butch er Howald was he when ho left home'? 20 How many poems d id he wr i te'~ more thun 150 How many words did he know lind use in Engl i sh '~ 37.000

d In pa irs. make II list of reasons from the listening for why William Shakespeare cou ld not havo wrillellihe fnmolls plays and poems.

5~,. ddn'/ If' 10

aUcge.

)1£

"""'if >Ui hm< if"" 10 !dud.

S Reading ski lls a If Shakespeare d id not write the "works ofWilJiam Shakespeare". then who did? Read the text helow and check IV ) the most likely candidnte. b Ca n you guess the answer to lhe last qlleslion in the texr~ c Wrile brief notes oflhe reasons why de Vere is considered Ihe most likely writer of the "wO!'ks of William Shak.espcarc". Thon compare wi th a partner.

Kind of writing poetry

Wriler

novel

noveli st

p lay

phlywright

hislory book

historian

hiogra phy

biographer

drama

d ramalist

movie screenplays

scnJen wriler

newspHJler

journalist

poet

b Che(;k your answers in tho Vocabulary Summary 011 page 60. e In pnirs, discuss theso qt!(lslions. 1 Which of the kinds of writing in the lab Ie do YOll rend in English'r 2 Which do you read in your OWI1 lal1guagc? 3 Do you hnve a favorite wrilcr? 4 Who is the most fnmous writel' in your country? d Conduct a class survey nnd find out the answers to Ihose questions. 1 Whnt arc the three most popular forms of reading'? 2 Which kinds of writing docs nohody read'!

There have been a number of theories about w ho might have w ritten the greatest w orks of literature in the Engl ish langu age . One offers Francis Bacon, a high ly educated man for his ti me, but his writings are very different fro m Shakespeare's. Another t heory cites the great playwrigh t of t he time, Ch ristoph er Marlow e, but this seems un likely as he was assassinated ve ry young and couldn't have w ritten so many works, Many people believe that whoever "Shakespeare" was. he must have been an aristocrat, pointing to the most popular candidate nowadays, Edward de Vere, the 17th Earl of Oxford. This romantiC character would have made the perfect Hamlet; his biography fits

perfectly. He was the son-inlaw of the most powerful man in the kingdom - the Prime Minister - who is made fun of in Hamlet. People say only de Vere could have attacked the Prime Minister and gotten away with it. William of Stratford would have been imprisoned or executed!

De Vere was a respected wnter who stopped writing just when a genius called ~WiJliam Shakespeare" appeared on t he scene, and all his plays have mysteriously disappeared. His poems and letters use many unusual expressions that are also found in Shakespeare's works.

He studied law and traveled to Italy, which everybody agrees "Shakespeare" must have done. as some of his plays draw so much on the country. But if this is all true, why did he hide behind the mask of "William Shakespeare"?

Words. words, words

Unit6

Fiction

• 1 Speaki ng skills

2 Readi ng ski lls

a Look at the wards in the box. What kind of books / stories do you like to read"' Why? Choose from the reasons below. adventure/act ion stories amusing/funny books detective/police stories historical novels horror stories love stories non-fiction science fiction short stories thrillers to relax to be entertained to learn something new to be moved to escllpe from reality

•

to" " .

grew up amidst ancient fumiture. book.s in Latin , and human mummies. but none of those thmgs m~de me melancholy, because I came into the world With a breath of jungle in my memory.

©

d h 'd both been in and out They were brothers a~ t ey of juvenL" e Hall five urnes.

@

CD Years later, facing the firing squad, Colonel.

At that ti me Mac

h

.

d

'

Aurcliano Buendia would th~t dlstan~ afternoon when his father took him to discover Ice.

on a was a village of twenty adobe O" SCS, , bUilt on the bank of a river of clear water thai ran a ong a bed of polished stones , ...

®

GLOSSARY

The first time I ran away from school ,

Two o 'dcr guys talked me into it.

was ten "

@ My name is Eva. which means "l ife". according to a book of names my mother consu lted. 17\ ~

' d aY in which . cd a sausfactory d· d or gotten any worse. Dr. lannis had enJoy none of his patients had Ie

c [n pairs, discuss these questions. 1 Why is Ihe opening sentence of a story very important? 2 Which extract most makes you want to read more? How docs it do this? Words. words, words

-

He had attended a surprisingly easy calving, lanced one abscess,extracted a molar ...

what kind of story or book each one opens.

That can't be from a poem! 11 could be fro m a biography.

Unit 6

® I was bom in the back room of a shadowy house. and

®

h Read lhe opening extracts from four stories. Guess

USEFUL LANGUAGE Num ber one looks like it comes from a thriller.

• • • • •

a These four extracts foll ow the opening extracts in Exercise 1b. Read and malch each one with an opening extract.

firing squad a small group of soldiers whose job is

to kill prisoners by shooting them mummies dead bod ies preserved and wrapped in cloth (in Ancient Egypt) melancholy fee li ng very sad and without hope cnlving when a female cow is having a baby. she is calving abscess 8 painful swollen area on your skin or inside your body molar large tooth at tho back of the mouth Juvenile Hall a home for boys who got into trouble b Whi ch wortls helped you connect the sentences with the openi ng extracts? Underline them and compare with a partner.

-

-

Objectives

Topic: genres of fiction

Vocabulary

Reading

Writing

figuring oul meaning from context

extracts from novels

the continuation of a story

Speaking discussing booKs and reasons for reading

Write the names of three or four well-known novels on the board and ask students oboullhem. Ask Whars this novel called in your language? Who wrote if? What sorl of story is it? Have you read it? Whars if about?

Introduce the topic

Would you recommend it? Why? Why nof? Suggested novels: One Hundred Years of Solitude; Like Water for Chocolate; lord of the Rings

•• 1 Speaking skills Model the activity briefly, by describing what stories you like to read, and then ask students to work in pairs to do Exercise la. Briefly elicit answers from the class, and find out what types of books are the mosl popular.

Ask students to work in pairs to do Exercise l b. Answers may vary. Possible answers: 1 2 3 4

Perhaps from an adventure/action story, a historical novel. or even non-fiction. Probably nOD-fiction. Possibly a fUrulY book. It could be an autobiography. Unclear - it must be autobiographical. Perhaps an amusing book.

Ask students to continue to work in pairs to discuss Exercise l c. Answers: The opening sentence is important because it must catch the reader's attention, set the scene, introduce characters, and make the reader want to continue. Answers to the second question will vary.

2 Reading skills Briefly introduce Exercise 2b by eliciting students' answers to exercise l b as a whole class. Ask students to match the extracts, then discuss Ihe question in exercise 2b wilh a partner. Remind Ihem to refer to the Glossary for unfamiliar vocabulary. Answers: A 3: key words "My name is ... " "I was born ... " "I came into the world" B 4: key words: "Or lannis" "palients" '; He" ;'calving" C 2: key words: "l\vo older guys ... " "They wore brothers .. D 1: key words: "that distant afternoon" "At that time"

Words. words, words

T 60

Unit 6

Ask students to look at the phrases fro m the story in Exercise 2c . Have students talk in pai rs briefly to predict the story, then elicit answers fTOm the class. Ask students to read the story to check their predictions. Ask students to read the story again and write true or false next to the statements in Exercise 2d . Let students check in pairs before going through the answers as a class. Ask students to work in pairs to do Exercise 2e. Encourage them to use past modals to specu late. Possible answers: The older boys do; they are brothers. But the narrator doesn't know them well. They may have played hookey because they were juvenile delinquents I they were bored and haled school ! it was a nice day. The older boys may have felt il wasn't worth goi ng to. The narrator must have felt nervous. They must have felt happy.

3 Vocabulary: figuring out meaning from context Ask students to work in pairs to figure out the meanings. Refer students to Develop Your Learning on page 35. Read through the strategies with students before they do the task. Answers: moved a bike by pushing the pedals (what you put your feet on) a narrow stream a type of smaJl, edible freshwater lobster somothing you use to attract and catch fish a type of meat food betweenlwo pieces of bread chocolate candy pieces softened in the sun bottom of a river or creek with no water said ··no··

Hi

4 Writing skills Ask students to follow lhe steps in Exercise 4 to continue the story. Move around the class, monitoring and helping with ideas and vocabulary. When students have finished, ask some volunteers to read their stories aloud to the class, or quickly put students into small groups and have a couple of volunteers sharo theirs aloud. Have students vote on which is best. Ask students to read tho actual continuation on page 147 ohhe Student's Book. Ask In what ways is the actual continuation different from your stoIJ'?

Additional activity

Unit6

T 61

Collect the paragraphs and publish them by posting them on the classroom walls. Then ask students to read all the stories and decide which ane they like best and why.

Words, words, words

c You are now going to read the next part of one of the stories. Look at the phrases that come from it and guess which story it is. Try to predict what might happen in the story, then read the extract and check your predictions. stole three bikes a short vacation at the edge of the Arroyo a big flat rock tore the package open reached Los Angeles They told me it would just be like taking a shOrt vacation . So I \........ went. We stole three bikes out of a back yard and took off for the Afra'IO Seco. The bike I stole was too big for me so I could r,ever sit up en the seat all the Wf;r.j. I pedaled standing. \....... We hid the bikes in a stand of eucatyptus trees at the edge of the Afra'IO and.....-ent doNn the creek. We caught crawdads 'Nith marshmalk'JW bait then tore the shells off them and used \...... ttreijr meat to catch more cravvdads. Wrtff(1lunchtime came I had to share my lunch 'Nith the brotherS beCaUse they'd forgotten to bring theirs. I spread the contents of the paper bag ~ out on a big !\at rock. A carrot vvrapped in wax paper 'Nith a rubber bard arourd it. A meatloaf sandwich· A metted bag of M & Ms. They ate the M & Ms first. Tore the package open and tiCked the chOCOlate off the paper. They offered me a licI< but I declined. I didn't eat any of the meatloaf sardwich eijther. I atwaYS hated meatloaf. Especialty cold and between bread . The rest of the afternoon we climbed around the hills looking , for snakes until one of them got the idea of IcJ.Nering our bikes dQIM1 into the aqueduct and riding along the dry bed IJltil we reached lOS.AngeleS. I said 'yes' to ev6!'jthing, even though I suspected LA was at least a hurdred miles ~. The ooty otrer time I'd fNf$ been to los t>r.getes was wtlen my aunt took me to the Farmer's t>Aarket in her '44 Dodge to loOk at the myna birds. I must have been six then.

't

d Read the story again. Are these statements true or false? 1 The boys went on a vacation . False 2 They took their bikes with them. False 3 They had fish for lunch. False 4 The narrator gave his lunch to the other boys.

e In pairs. guess the answers to these questions. 1 Do the boys know each other well? 2 Why did they play hooky? 3 How do you think they felt about school? 4 How did they feel when they stole tbe bikes? 5 How about when they caught the crawclads?

3 Vocabulary: figuring out meaning from context Look at tbese words from the slory. Use the strategies from Develop Your Learning on page 35 to figure out their meanings. 1 pedaled 2 creek 3 crawdads 4 bait 5 meatloaf sandwich 6 a melted bag of M & M's 7 dry bed 8 dedined

4 Writing skills a Now continue the story in pairs. Imagine that you are the narrator. Draw on your own experience and imagination . Follow Ulese steps: 1 Look at the lasl few lines of the story, especially the last sentence. 2 Decide if the next part is going to be funny, sad, or d ramatic. 3 Make notes on the basic events. 4 Think of a sentence that will continue s~ooth l y from the last part of the story, and wlil catch the attention of the reader. 5 Add details to your notes. such as adjectives. adverbs of manner, etc. 6 Start forming sentences, adding connecting words (See Writing Skills, Unit 5, page 53). b Now write the next paragraph of the story. When you have finished, check your writing. c Read your paragraph aloud to the class. Which is the best continuation? d To find out bow the original story continues, go to page 147.

1m.

5 The narrator ate meatloaf sandwich and chocolate. False

Words, words, words

Unil6

Fact to fantasy 1 Speaking ski Us a ::::nOle5 of everything you know 1 the Harry POlter books :.:: the Harry POller movie~. 3 1. K. Rawling. b Look at the headlines bel I predictions. OWan( make 1

The headlines have bee 'k fro 'I naen m arl l~ es. What are the articles about" 2 Which articles will express a p "r ' point of view and who h . OSllVe Ilegat' , . Ie will express a 1\ e poml of View? Why? 3 Where do you think . . I you might see the artIc os that the hcadl'Ines Come from?

USEFUL LANGUAGE be about .. ,

/1 mUst

They must have been ...

Magician Harry Potter brings ®

riches to author

Harry Potter

m_~~"",...~

:

~",goes to China ~

@Hany Potter is magic 2 Reading skills

for tourism

I.K. Rawling. the author of h you think her n h t 0 Harry Polter books is b Read th .,' e .as changed since Harry POlter~ndnt~\;; world-;a mous writer. How do a

Excrcis:

la:~c;:s ~~:~;~::~i~hle~k your ideas from ExerciseO~~;h~:~ohnee dWI~s P:lblished? . a me ,rom

1

As the new Harry Pon er story was being eagerly awaited by millions of fans all over the wo rld, it was announced that J.K. Rowling, author of the fantasy novels that arc popular with young and old alike, is now richer than the Queen of England.

2:

Like that of her character, Harry Potter, J.K. Rowling's life resembles a fairy talc. Divorced, unemployed, and living in a tiny Ed inburgh apartment with her infant daughter, Rawling wrote Harry Poner and the Sorcerer's Stone at a table in a cafe wh ile her daughter was sleeping. And like the proverbial prince, it was her creation, Harry, who rescued her from her life of rags and brought her one of riches.

J

The novelist's first attempt was turned down by several __ publishers, but once accepted and publish ed, it got rave reviews on both sides of me Atlantic, which have led to the publication of four sequels so far. They have all beel translated into more than 20 languages. Now the goodnews is that Harry Poner, the schoolboy magician and hero of the books, has made his creator wealthier than Quee Elizabeth II, on e of the richest women in the world. The38-year-old author is now the ninth richest woman in the u.K., with a fortune estimated at one billion dollars.

.

GLOSSARY

rags old and shabby clothes offshoots something that dcvelo s Ii e.g. a smaller campall fro I P fOm '.lIIother thillS. y m a arger compallY Unit 6

Words, W()(ds, words

~

• In the years slOce the appearance of the first H arry Potter story, J.K. Rowling has become a full-time writer and has g iven up her tiny rwo-room apartment for a Scott' mansion and luxury apartments in born Edinburgh anu London. Her fans arc quick to point out that despite her success, or maybe because of it, she is one of the bigy donators to charity that me country has ever seen, e..... _. writing Harry Potter offshootS and giving the proceed s to her favorite causes.

Objectives

Topic: J.K. Rawling and Harry Potter

Grammar

the ive

-

Vocabulary avoiding repetition


Speaking predicting from headlines

Divide the class into groups of four to six. Write the words Harry Pot/cron tho board, and then give the groups timo 10 jot notes down on everything they know about Harry Polter. After\vards, ask each group to share their three most interesting facts with the class.

1

Introduce the topic

Speaking skills Ask studen ts to discuss the headlines in Exercise Ib in pairs or in groups. Encourage them to use medals. Point out the Useful Language phrases.

Suggested a nswers: Headline 1 Tho article is probably about the author and how sho has become rich. It 's positive. . It must come from a newspaper or magazine article. Headline 2 It is probably about how the book has been translated into Chinese and is proving successful there. It 's positive. It's probably fro m a newspaper - it might be from a publishing magazine. Headline 3 Irs probably about how the Harry Poller books have had a negative effect on read ing I the English language I literature or something like that. It's negative. It may come from a literary or educational article in a newspaper. Headline 4 It's about how people from all over the world are visiti ng places in Britain where Harry Potter was written or filmed. It's positive. It could come from an article in a travel magazine.

2 Reading skills In Exercise Zn , elicit from tho class a few predictions about how J.K. Rowling's lifo has changed. Then ask students to road the article to answer the question in Exercise z b and check their predictions. Answers: Sho has become a successful writer, lhe ninth richest woman in the U.K., and she owns II Scottish mansion and luxury apartments. She gives a lot of money to charity. Headline 1 goes with the article. J.K. Uoonnel Rawling did not use her first nome on the books because she lel1that boys might be put off reading the book il they knew it was by a "girl: She wonlS to motivate boys. especially, to read. which has been one 01 the great successes 01 the Herry Potier books.

Culture note

Words, words. words

T 62

Unll6

Ask students to look through the questions in Exercise 2c and decide which paragraph might answer them. Go over the answers briefly with the class. Then ask students to look through the relevant paragraph for answers and discuss them with a part ner. Answers: no answer She was divorced, unemployed, had a small child. and lived in a small apartment. (para. 2) No. (para. 3) They "got rave reviews on both sides of the Atlantic.. - so, equally successful. (para. 3) No answer. Less than 38. (para. 3) No. She has given some money from "offshoots" to her fa vorite causes. (para. 4) Ask students to discuss the question in Exercise 2d in pairs. Answers: The art icle is positive. ing phrases include: eagerly awaited, popular, resembles a fairy tale, rescued .. . from ... rags (10) riches, rave reviews, one of the richest women in the world, biggest donators to charity

3 Vocabu lary: avoi ding repetition Tell students to copy the table in Exercise 3h into their notebooks. Ask lhem to scan the lext for synonyms and paraphrases that refer to lhe author J.K. Rowling and lhen complete the table with these phrases. Answe rs: Adj(l(:tives

Adjectival phrases

Nouns

Noun phrases

divorced unemployed

38-year-old full-time

author novelist creator writer donator

the author of the fantasy novels one of the richest women in the world one of the b iggest donators to charity

4 Gram mar review: the ive Ask stude nls to work in pairs to match examples in Exercise 4a to uses. Ask students to work in pairs to answer the q uestions aboul lhe examples in Exercise 4b. Point out the Language Note on page 63 and refer them to the Grammar Summary on page 66 to check their answers. Quick grammar guide

ive constructions exist in many languages but often are not as commonly used as they are in English. A reflexive construction with on active verb is sometimes preferred, with the subject after the verb. not a t the beginning of the sentence. Common enors and problems

• Students may attempt a reflexive construction which is impossible in English. ,ariF!' IRe B99/@; in Hong Kong. 's fJ'f.'R.'99 IRe Be9.1r!; in Hong Kong. ~' ts fJ'fjR/e9 IRe Be9/@; in Hong Kong . • A common mistake is to make an active sentence without a subject pronoun. WI9/e her firsl book in Edinburgh. Answers: a No. It isn't important. b millions of fans eWe wanl to focus on "the new Harry Potter story " - this is the important or new information. d several publishers e 1 Someone announced that ... 2 Someone has translated them inlo ... 3 Millions offans weTO eagerly awaiting ... 4 Several publishers turned down ... They are still correct, but 1 and 2 sound odd. In Exercise 4d, ask students to complete the sentences ind ividually, then check in pairs.

5 Speaking skills Divido students into groups of four to six to discuss the questions.

Unil6

T 63

Words. words, WOfds

c Docs the article answer all of the following questions? Decide which paragraph you can find the answer in when possible. then answer the ques tions. 1 Why did J.K. Rawling write the Potter books? 2 What was her life like before the first book

3 4

5 6

was published? Was she immediately successful with her first story? Have the books been more successful in the U.S. or the U.K.? How old was she when the first book was published? Has she profited from all of her books?

d Is the article more positive or negative about Harry Potter and his author? Make a note of the words and phrases that your answer.

3 Vocabulary: avoiding repetition a Read the article again and note all the references to J.K. Rawling.

'-

b Look at these examples from the article and answer the questions. 1 .. . it was announced that J.K. Rowling .. . is

now richer than the Queen of England. 2 They have all been translated into more than

20 languages . 3 As the new Harry Potter story was being eagerly awaited by m illions of fans ... 4 The novelist's fi rst attempt was turned down by several publishers ...

a Do we know who announced the news in 1, or who translated the books in 2? Is it important? b Who or what does the action in 3, "the new Harry Potter story" or "millions of fans"? c In 3. the agent (millions of fans) is quite important. so why is the ive used? d Who does the action in 4? e Try to put the four sentences above into the active voice. Are they still correct? c Check your answers in the Grammar Summary on page 66.

aWJ,o, UJ>ds.. OiW>'Wi•. b Write the words and phrases you have noted in the table.

Adjectives

Adjectival

Nouns

Noun phrases

author

the author of the fantasy novels

LANGUAGE NOTE tllat we make the ive with a form ofthe verb be + past participle: it was announced; they have all been translated.

phrases divof1:ed unem ployed

38·year-old

d We can use the ive in most tenses and verb forms. Identify the tense or verb form in the active sentences below and complete the ive sentences. 1 The publishers print the books in Hong Kong.

(prefe.-.t!;

c We use synonyms and paraphrases to avoid repetition and help the flow oftexl. Find : 1 three ways the journalist refers to Rawling's occupation. au tho r, novelist , writer 2 four ways he refers to Harry Potter. her character. her creation . the schoolboy magician , hero of the books 3 three ways he refers to the books. fantasy novels, first attempt, four sequels, offshoots

4 Grammar review: the ive

2

3

4

a Look at the examples of ives. 1--4. Match them with the correct use from the list below. The ive is often used in ... 1 academic works, e.g. science journals: A constant temperature is maintained ... 2 manuals: Ensure that the plug is fitted correctly before ... 3 public notices: engers are kindly requested not to smoke. 4 newspapers: Find an example in the headlines in Exercise lb.

7 ~L

We lise the ive when: a the subject of the action is unknown b the subject of the action is unimportant c we want to focus on new information by putting it at the end of the sentence d we want to avoid naming or blaming the subject of an action

5

6

!'i.mrieJ

The books ... aYe pr-mled m. JWng Kong. Distribution companjes are shipping millions of the new Harry Potter book around the world. present progressive Millions of the new Harry Potter books are being shipped around the world. Several publishers rejected J.K. Rowling's first book. simple past J.K . Rawling's first book was rejected by severa l publisbers. The publisher has announced the launch date for the latest Potter book. present perfect The launch date for the latest Potter book has been announced by the publisher. They should ban the words Harry Potter. should + infinitive The words Harry Potter should be banned . They had made the first book into a fi lm before Rawling wrote the fifth book. past perfect The first book had been made into a film before Rawling wrote the fifth book.

5 Speaking skills In groups , discuss these questions. 1 What books are being fead by kids in your country right now? 2 Make a list of your favorite books when you were

a kid and compare them with your group. 3 Which is your all·time favorite book? Why? Words, words, words

Unit 6

~

1 Warm up An urban myth is an often-repeated story. which mayor may not be true, of an unusual and sometimes terrible event that happens to an ordinary person, usually a "friend of a friend", The stories usually have a surprise ending. They are often told when fr iends get together at d inner parties or bars. a The sentences below are taken from Iwo different urban myths. They are taken from the beginning, the midd le, and the end of each story. Put them into the correct order. Story A; 1 Q!J 2 I:m 3!ID Story 8; 1 !g 2 ID 3@

b In grou ps, compare your answers and try to figure out what Lhe two stories are about . Use the questions to help you. 1 Who arc the characters in the story? 2 Where does the story take place? 3 When do the events take place? (morning/evening? present/ past?) 4 Is the story a funn y one, a thriller. a mystery. a crime story? 5 Docs it have a "happy ending"?

•

~

~

~

~

Wo will como back to these stories at the end of the lesson. ~

USEFUL LANGUAGE Thi.~ must be from ... This could be the first one.

®

They later found that the thief had used their car for a robber y on the very day it had disappeared.

r--

I ~ r-A--c-o-u-p-le--in-C;C,-e-e-n-'vCi-ch-CVCiCl I-ag-e--'v-o-k-e-u-p--o-n~e=,"==o=nn==i=n g==to==fi=n=d==th=a=t====~------------------------------'-' someone had stolen their car.

~----~=====================~------~~ @ A friend of mine was d riving along the Massachusetts Highway o ne evening when he ed a young lady walking along the side of the road.

@

" Yes, the purse belonged to my daughter, but she was killed more than 20 years ago in a car accident on the Massachusetts Highway."

® CD

The note explained the thief had taken the car because he didn't have a car himself and his wife had gone into labor with their first baby.

A couple of days later, he was cleaning his car when he cam e across a wo man's pursC!=.

Words, WOfds. words

Objectives

Topic: anecdotes and urban myths

Grammar Reading past perfect simple urban legends and progressive, third conditional

Writing

Ustening

Specking

an anecdote

on anecdote

telling an anecdote

•• 1 Warm up Ask students to do Exercise la in pairs. Aftenvards, ask the class which picture goes with which story. Ask students to discuss th e stories in groups o f four, using the questions in Exercise lb. Monitor the discussion. but don't reveal any stories at this stage.

Words, words, WOfds

T 64

Unil 6

t

2 Task Go over the instructions for the task carefully with the class. Play the audio for Exercise 2. Ask students to listen to lhe first piece of music, with eyes closed if they like, and think of images. After the first piece. pause the recording and tel] students to write notes to build up the story. Then continue this procedure for the second and third pieces of music.

3 Prepare Ask students to follow the guidelines to develop their story. Stress the content and also have students each other in reviewing the grammar and form of their stories.

4 Put students in pairs to tell their stories.

5 Compare For Exercise Sa, ask students to listen to the story on the audio and check their predictions. Elidt wa ys of completing the sentence in Exercise 5b and write good sentences on the board.

1/ the couple hadn't gone to the theater, they would still have their possessions.

6 Notice ~

Play the audio for exercise 5 again. Ask students to copy and complete the table in their notebooks. Answers Interjections

Echo questions/repetition

Simple phraseslwords

Incredible! Oh,no. You must have heard it.

Their car was stolen? But you said they Of course. And? A nole?Oh?

Go on, Rob. Oh, yeah ... Mmm. I bet.

7 Follow up Ask students to read the second urban myth all page 147 ofthe Student's Book and check their predictions. Ask students to write their stories from their notes and then exchange stories with another student to read.

ITrack 28

features three excerpts of muSic.

I

'9~------------------------------------------------------,

Unit 6

Rob Great. Have you heard Ihe one about the

the house, with a note under the windshield wiper.

couple whose cor was stolen and. Shira Their cor was stolen? No, I don·tthink so. Trevor No, I don" think I've heard that one. ..lOne You must hove heard it. Everybody knows it. I've heard it so many times! Shira Oh. I love these urban mythsl Trevor Go on, Rob. Here, hove another drink. Rob Oh, all righlthen, pour me anather gloss of wine and I'll tell you. Oh, great. thanks. This Oduolty happened to a friend of a friend of mine .. Trevor Oh, yeah .. Rob Well, there was Ihis couple in Greenwich Villoge. you know, professionals, good jobs, big house, gorage, the Vv"Ilole thing. and one morning they wake up to find thol someone hod stolen their cor. Shira But you soid they hod a goroge .. Rob Oh, right well. you see, rhey'd parked it outside rhe house the night belOfe; they hodn'r put it in the gorage. Shira Oh. Jane Mmm. Rob So they reporled Ihe theft 10 the police. Trevor Of course. And? Rob Well, later the some day. they got home from work to see the cor bock again, you know, outside

Trevor A note?

T 6S Words, words, words

Rob Yeah, il was a note explaining thaI the thief hod taken the cor because he didn't hove a cor himself, you see, so ... and .. his wife had, you know, gone into Iobor with their first baby. stMra Oh? Rob So he hoped they didn't mind 100 much rhat he'd taken their car without permission, you know. Trevor Incredible! Rob Well, to $Offen the blow, he'd enclosed two tickets for a Broadway show thor weekend. The couple was delighted. Shira I bet. Jane Go on, Rob. Rob So. anyway, to make a long $lory short, they went to Ihe show and when they got home offer it, they found thai while they hod been out enjoying their Broadway musical, the crook hod robbed their entire house of its conleots. Trevor Oh, no. Rob Hong on, ond ... and , .. uh , .. to make Ihings WOfSE!, they later found that the thief hod used their car fOf a robbery on the very day it hod disoppeared!

2 Task

4

In pairs, tell your story to each other. Practice being You are going to write a very short story and tell it to a good story-teller and a good listener! other students. To h elp you, hore are the sentences th at begin each of the throe paragraphs of yOW" story. Story-teller: Use your notes to guide you, and try not to read word-by-wo rd . 1 If Tom hadn'l gone to the party. he would never have met Pe nclope. Listener: Show you are listening. ask questions. make commonts. 2 They had been going out together for about a year when ." 5 Compare 3 Years later, he looked back: if he hadn't .. . ~ a Listen to one of the stories from Exercise l a. ~ Think about your story, but don '( take notes yet. To Which story is it? Were your predictions about help you develop your story. you are going to listen the story correct? to three pieces of music. Each piece goes with each of the three paragraphs. As you listen, follow the b Complete the sentence. music and tho images it brings to your mjnd. Take If the couple hadn 't gone to IJ1e theater, notes to bui ld up your story. The music will stop after each p icce to give you time to write.

6 Notice

3 Prepare Look over your notes fo r the three paragraphs. Make any changes you wish to the content or the language. Now use these guide lines to help you develop you r story. 1 The characters: are they young or old? How do they feel? Z Time and place: where does the story take p lace? (city/country? ins ide/o utside?) When does it take place (morning/evening?) 3 Background: what was the weather like? What had th ey been doing before the story began? 4 Ending: you can make the ending a "surprise" in true urban myth tradi tion ! 5 Language narrative tenses: simple past. past perfect, past perfect progressive connectors: when, and then, after a while, as soon as, mfHlIlwhile. finally adjectives: to make your story more vivid

~ Listen to the conversation again. Notice the way the

listeners res pond to show they are listening. to show interest, to encourage the speaker. to check understanding. and so on. Make notes of any phrases they usc as you Iiston. and write the responses in the table. Interjections

Echo questions I repetition

Simple phrases I words

Incredible!

Their car was stolen?

Goon, Rob. Oh.

7 Follow up a Read the full version o fth e other story from Exercise l b on page 147. Were your predictions correct? b Go back to the notes on your story and write it up as a complete text of about 150 words. Make any changes you wish , using the stories in this lesson to give you ideas. c Give your story to a di fferent partner to read. Which of you wrote the more interesting story? Which had the best English?

Words, words. words

LANGUAGE RESOURCE Grammar Summary

•

Sometimes we leave the agent out because we do not want to sa-; who did .somethi"Ig, trough it may be important. 0Ne want to avoid bIarnilg a.rseIves I someone else.) Mom, the COOkies were eaten while'you and dad were out.

•

Sometimes we want to put new information at the end of the sentence to give it more importance. We use the ive to do this. \'Vhen we include the agent, we intiOOuce it with by:

1 Deduction and possibility in the past

(I ate them but I don't want to it it.)

Use

We use must (not) / may (not) I might (oot) / ootid (not) / can't + have to make deductions aboot the past and to tal< about possiJity i"I the past. The verbs stxm differanllevels of certai'lty. Positive

She must have arrived. HE!( coat's hanging in the closet. Less certain She might have arrived,}

She could have arrived. She may have arrived.

~

train gets hef"e at 3.30.

Negative

Certain

She can't have arrived yet. } The train isn't due for another ten She couldn't have arrived yet. minutes, She !Tight not have arrived yet.} I haven't seen She may not have arrived yet. her suitcase.

The nev.r Harry Potter story was eagerly awaited by miIOns of fans. It is not always possible to use an active sentence instead of a ive one: Translators have translated all the books. This Is too repetitive to be correct.

Fo"" We form the ive with the verb be and a past participle. We can use the ive in most tenses, but we tend not to use it with the present perfect progressive or past perfect progressive. Form (pp iii past participle)

Example

Simple

is/are + past participle

Our bills are paid through the bank.

is/are + being + pp

The childlBfl are being taught latin Itlis yeaf.

was/wete + pp was/wal'"e + being + pp

Our cat

preseot P<esent

prog

Fo"" sub;ect + modal verb + have + past participle

Simple past

The modal verbs most often used are must, might (not), could

Past

(not), may (not),

and can't:

They mustn't have anMJd yet. X

They can't have anMJd yet..!

She can have atrived. )(

She may have affl.ted. ,/

Choose the correct modal verbs in this conversation.

Joe

Have you seen Sara?

Uz

No, so she 1 must ~ve arrived yet. She ~/ can't have gotten caught in traffic. No, she 3~ may not have. She was walking. She wanted to buy some wine so she @ ' can have

Liz

Joe

stopped at the superma,rket

Uz

Yeah, I suppose She she'd get here

Joe

S @ must have. I just wish

Joe

@ can't have hoc! a tot.rj1 day.

You poor thing! Here, have a drink.

2 The ive Use

• When the agent (subject) of the verb is unknown: Our car was stolen last night. 0Ne don't know who stole it.) • When the

A new bridge has been built over the river. The letter had been sent before I realized ...mat was You will be notified in due course. The car must be

Past perfect

had + been + pp

Modal

modal verb + be + pp

ive

agent is known

but not important:

A new Jaw regarding advertising was ed yesterday. (The government ed it but we already know that.) Newspapers and scientifiC texts frequently use the ive in this way.

repaired immediately. '--' De cide if these ive sentences are correct or not. Co rrec t those wIth e rro rs.

V

1 Uniforms must be worn at all times by soldiers on duty. 2 The books have been awaited for a long time. The books have been awaited for a ong time. 3 YQI.I" order was ~ prepared YIIher'l I last checked. Your order

rng

;:vas

being pnlparlld when I last checked . 4 0cIer teachers are often asked questions by younger teachers. '" 5 My wallet was taken from my jacket pocket yesterday by SOOlI3()I)9':"-' V

Vocabulary Summary Literature

Kind of writing

Writer

Kind of writing

Writer

poet"

poet

bklgrnphy

bklg""",",

oovet

novetist

playv-mght

d.ama movie screenplays

dramatist

p~y

histOf)' boo!<

hIstorian

new"""",

journalist

screenwn

we call ..• 1 someone who writes for the lheater? playwright 2 someone who writes about the life 01 a famous person?

Answer thes e questi o ns. What do

hiogrD plll~r

3 someone who writes about important events in the past?

historian 4 someone who writes fictional stories? novelist 5 someone who writes dialogues for the movies? screenwriter

Unit 6

~

so we can start dinner.

Ycu k:lOk tied. Ycu

Yeah, I ~~ could have left home before six this morning. st~1 dark outsicle, and I 8 mustn't ~ have stopped for more than ten rTW1utes all day.

Uz

was run over by a ();r.'

The book was being printed last night.

haslhave + been + pp

parlee!

He could have arrived. Note that we do not usa the negative of must or the positive of

Joe

prog
They must have arrived by now. $he may not have arrived yet.

~

Tense

Words, words, words

~<J REVIEW

C)

A narrative

-i=a::

1 Looking at what makes a good story

z

3:

Cl! ~

o

>0...

o --' LJ.J > LJ.J o

Review your action plan; making opportunities to speak English

What makes a good story? In this lesson you will ook at the techniques involved in making a good story. that is, a story that gets the reader's attention and keeps rt. a In pairs. look al the "ingredients of a good story" below and number them in order of importance: 1 == the most important, 5 = the least important.

o o o o o

a wide range of appropriate vocabulary and

interesting expressions

In pairs, tell your partner about your action plan for Unit 5, and wtlat opportunities for speaking EngliSh you have taken.

3 Analyzing how language is used to make a good story a A writer needs to use variety to make a story come alive. Put the types of language in the box into the correct column of the table. Add some more examples if you can.

a well·organized narrative that is easy to follow and understand an interesting plot that makes you want to read to the end

characters that are well-developed and believable at first

a range of different tenses, most of which will be past forms

suddenly

c Read this story. In pairs, answer the questions.

that summer

Pamgn;ph 2

b End in an interesting way, e.g. solve a puzzle, provide a 'twist:

--I--l-- c d

before

sea-blue

dangerously in the meantime

Sequencing expre ssion s

Descriptive tanguage

past progressive (to set the scene) simple past past perfect past perfect progressi ve reported and direct speech

meanwhile later that evening ... at first two days earlier as soon as before that summer in the meantime

adverbs: sadly adjectives: merciless unfortunately slowl y suddenly piercing brightly shiver ing sea-bl ue dangerous l y

b Now find examples of some of the points in the table in the anecdote in Ex8f'Cise 1c.

4 Applying what you have learned

Read the anecdote again and look at how the writer develops the story. Match the paragraph with the part of the story.

a Develop the story step by step.

shivering

Ten ses I verb forms

2 Analyzing the organization of a story

Pamgn;ph 1

brightly

past perfect

past perfect progressive

reported and d irect speech

2 Did you enjoy the story? Why? / Why not?

I was a six-year-old living in Hawaii at the time. II was a beautiful sunny afternoon with not a cloud in the sky. I'll never forget what happened, although the truth is I don't recall anything immediately after that unlucky event. I was walking home from school. I took my usual shortcut home - along the beach, over the fence, and through the trees. 1 heard friendly laughter and I looked up to see two boys playing in the trees. Suddenly, there was a scream and then all fell silent. The next thing I knew I was lying in a hospital bed with my head bandaged up. The two boys bad been playing with a sugar cane knife when onc of them lost hold of it. It ricocheted off a tree and then bounced off my head. The blow must have knocked me unconscious. Although I nothing of the accident, 1 have a three-inch scar along my skull to prove it. And I'm still visited by the baunting thought that death can come calling at any time, even on a beautifully sunny day.

piercing

as soon as

1 What title would you give to this anecdote?

Paragraph 4

unfortunately

two days earlier slowly

b Compare your answers with the class.

Pamgn;ph 3

simple past

Intreduce a change in the action to increase interest, e.g. a problem, a surprise.

Grve backgrOUnd to the story.

You are now going to write a short story of between 150 and 200 words. You probably won't finish it in class but you will be expected to finish it as part of you r action plan. Follow the steps below.

1 Think of an interesting story that happened to you or someone you know.

2 Make a few notes to summarize the main points of the story.

3 Organize the story into paragraphs. You can use the model in Ex8!'cise

2 if you want.

4 Write a fi rst draft. Don't worry about producing perfect English now, but put the story into paragraphs and make it as clear as possible.

S Read you r story. Correct the English and add descriptive language to make it more interesting.

6 Finally, rewrite your story on a clean piece of paper and give it a title.

--- PLAN [>

Your action ptan; writing an interesting story

Finish writing your story. You

can rewrite it as many times as you

like.

Note: you wi ll need to show your final anecdote to your classmates at the 8fId of Unit 7.

Words, words, words

Unil6

a Complete this conversation using the simple present or present progressive tense, or going to + verb. Tom 11 'm going (go) to a concert on Saturday night. Do you want to come? Rita I'd love to but 2 I teach (teach) my salsa class every Saturday night. Tom Dh. right. I forgot. Any plans for Sunday? Rita No, not really. 3 I 'm going to stay (stay) at home and clean my apartment - it's a mess ! 4 Are you doinS (you/ do) anything? Tom Well. it's Father's Day so I 5 'm going to cook (cook) dinner for my dad in the evening. Why don't you us? Rita In the evening? Thanks. I'd love to. b Complete this conversation using going to + verb, will/won 't + verb or the first conditional. Jean I saw TIm and Helen in the street. Helen's huge now. She 1 ',soinl to bave (have) the baby in three weeks. Bob Fantastic! Do you think TIm 2 will make (make) a good father, though? Jean What do you mean? Bob Well , he's very selfish, isn't he? If there 3 is (be) a football game, he 4 ' U go {gol to it , Ho 5 won't want (not want) to sit at home and take care of the baby. 'II be (be) a great Jean I don't agree, I think he 6 dad!

c Complete the second sentence so that it means the same as the first one. Use the word in parentheses, 1 The lecture started at 9:00 and we arrived at 9:15. (already) When we arrived at the auditorium, the lecture bad already started . 2 The police are questioning several suspects. (being) Several suspects are being questioned . 3 Marriage made him unhappy. (bappy) If he'd remained single, be would be { would have been happy , 4 They didn't have more children because they couldn't afford them, (might) They migbt have bad more children if they'd been richer, 5 They separated after four years of dating. (dating) They bad been dating for four years before they separated,

d Expand these notes to make complete sentences. 1 If the New World / not I discover I native civilization I not "--" I destroy. If the New World had not been discovered, native civilization wouldn't have been destroyed. 2 If Fran I get I marry I to John, I they I live I Australia, '--" but l ean 't soe that happening. If Fran got married to John, they would Jive in Australia" . 3 She / might / got I bellor grade I if I not I feel sick I all 1......./ the day of the exam. She might have gotten a better grade if she hadn't felt sick on ... 4 I havo somo spare money, so II buy I new cell phone I if \...J I not I too / expensive, [have some spare money, so I'll buy a new cellphone ifit isn't too expensive. 5 I I buy I thai apartment / if / I I be I you, That's my advice, I'd buy that apartment if! were you. .. '--" e Look at these notes made by a police detective at the \.../ scene of a murder in New York. Then look at the theories the detective is formulating and make deductions. 1 He was wearing a wedd ing ring so he must be married 2 Ho had two ports so he could have dual nationality 3 He was meeting a woman named Paula - she might be his girlfriend 4 He still had a lot of money so the motive for the shooting couldn't be theftlmoneylsreed 5 He still had tho tickets for the game so he couldn't have 80ne to the game

r There is a 8rammatica l mistake in each of these sentences. Co rrect the mistakes. 1 The worl d's first cell phone virus has invented by hackers. was 2 These shoes !!.!2. designed by the famous French designer. Claude Lomax in 1906. were 3 Native American languages speak more widely than Spanish in Bolivia. are spoken 4 Children are teaching Greek in tenth grade. being taught/are taught 5 The new skyscraper should have completed by next summer. have been completed

Match tho words with the a ppropri ate definition. There is one extra item. a fiber b fat c carbohydrates d minerals e vitamins f protein 1

2

3

4 5

g Read this story a nd comillele it with the words or

found in food like bread and potatoes and gives your body heat and energy @) fowld in food li ke oil and butler and gives you energy but is fil llening I!il the parts of fruit. 'Iegetables, or grains (com , wheal) that help food through your body I!l a substance in foods such as meat. eggs, and milk that makes you strong Rnd healthy I!l natural substances in foods like iron and calcium, which we need for good health lID

phrases fro m the box. become close fr iond s mother-i n-law a single parent fr iendsh ip stepsisters . out together for years Martha and Miko had ~eoll gOI~I~ e they decided to live and after they both fi mshe: co \gengagod but Mike together. 1\'10 years later t oy go. e was tile correct wasn't really sure whether ~arn:~raditiOnal family and me slep for him. Martha c.a a:~~idS. but Mike's family liked the idea of marriage I different. His mom and background was compl~te ~ he was just a baby. His dad had gott~n di'lO~:in;le O; arent but hi~ dad d th 2 stepslSters . Over mother temalDed 1 ha close rea .- d M- ~ .' rcmarfl'ed and Mike noW becOme frien s . aJ Ul the years they had 3 "ke another sister to I ht that sho was 1 sometimes I. \Qug r 'endshi\! or marriage? Mike. So did he want 4 fI 5 mother-in-Ia'!.. got Luckily, Martha Bnd her ~utu;~ Martha thai Mike was along well and she explilmo ' rO ' ed marriage. Happily. f his parents 81 scared because 0 d M'ke got milrried. two years liltor Marlha an 1

h What do the speakers need? Choose an objcct from the box. sticky notes a hole puncher an alarm clock an ironing board correction fluid a dishwasher an armchair a paper clip an answering machine a food processor a washing machine 1 Do you have anyth ing I can hold these pieces of paper together with? a paper dip 2 I've made a couple of mistakes on this application form; 1 can', send it like this. correction Ouid 3 I can't wake up in the morn ing and I'm always lale for work. an alarm dock 4 We keep arguing about who's going to do the dishes after dinner. a dishwasher 5 I'm out of the house a lot and people complain they can never reach me. an answering machine

Complete the text with a form of the words in the box. screen novel play poetry biography

I

1 Vocabulary: the face a Match the faces with these descriptions. 1 wide, round face C 2 long. bony face D 3 large, angular face A 4 small head and small facial features 8 b Complete the labels 011 the faces with these phrases.

bushy eyebrows thin lips prominent chin low forehoad heavy eyelids small nose full lips small ears close-set eyes c Can facial features lell you anything about a person? In pairs. discuss these features. full lips a weak chi n close-set eyes thin lips a high forohand bushy eyebrows

2 Reading skills a Th,a article on tho right is about face reading. In p8i~S, tr~ to describe the characters of the people In Exorcise 1 from their faces. Use these words and phrases. ox~rovortcd/introverted optimistidpessimistic qUIet/confident calmlbad-tempcred lazy/.ct· d . I h lve aca. ernie at lotic intelligent/ not very smart SOCIable/a loncr b Read the articlc and check your answers. Match each description with one of the faces then compare your answers in groups. c Find personality adjectives in the article that have the opposite meaning to these. cheerful demanding honest outgoing predictable slow-wittecl

GLOSSARY untrustworthy not copablo of being trusted fly ofT the handle become angry very quickly lacking without something. having none of someth ing

Unil7

Body language

Some people believe we con judge

person's character from their faciol characteristics. Face reading has a long hislofy and even IOdoy people ore surprised by ils accuracy. There are certain fealures thot tend 10 indicate personality types, such as heavy eyelids indicating on introveft, someone who keeps their feelings 10 themselves. People with Ioog, thin noses are often loners and workaholics, and while many people 05SOCiale dase-set eyes with a ntrustwort rson, they p::>inl more often to someone who i uIC'1 in In According 10 face-reading specialists, faces fall into certain types, such as the four below: 1. This type has a large head and a wide, round face. tends to be small. Their personality is oo,·m"lIlIv they're extroverted, optimistic, 0

~;;;~ ~~~:~~~~;~c:ondepressed. cha nge suddenly tl}t

2. This type has a

a long, bony lace, usually square-shaped. These people are basically introverts: they tend to be quiet, fSliy-. types. Nevertheless, they can be emotionally ~ble, so they tend to be bod.fempered and can suddenly "fly off the handle". They generally don't like sporls. 3. This athletic type tends to be of medium height with brood shoulders. They tend to have a lorge, angular face with thin lips. The nose is often flat and the chin is prominent. They are active and enjoy physical work in the open air. They prefer individual sports, such as boxing and weightlifting, to team sports. 4 . This type hos a small head and small facial features; they tend to have a low forehead, small ears and a small nose. Although by no means locking in intelligence, these types can react spontaneously without thinking about the consequences. They tend to be loners. Many movie directors and other artists tend to belong to this type. 58

,

Objectives

Topic: face-reading

Vocabulary

Reading

the face

a psychology article

Writing a detailed description

Speaking describing people's faces

of a face

Put on the board a large magazine picture of 0 person's face. Ask How can you describe this person's face in deloil? What con you say about this person's personality? Do you think you can make guesses about someone's personality from their face?

Introduce the topic

1 Vocabulary: the face Bri efly pre-teach the paris of the fac e by pointing to parts of your face and asking W}lQrs this? You/' chin, etc. Ask students 10 do Exercise 1a in pairs. Go through the answers as a class.

[n Exercise l b. ask students to lahelthe paris of the faces at the lop of the page, then check in pairs. As a whole class, you may need to check the meaning of the adjectives by miming and showing. (For example. push out your chin to show "prominent" chin .) Ask students to discuss the features in Exercise 1c in pairs. Elicit a few ideas from different pairs at the end.

••

2 Reading skills Di vide students into pairs to make predictions aboutlhe people i.n exercise 1, using the descriptive adjectives in Exercise 2a. Ask a few pairs how they have described the people.

In Exercise 2b. ask students to match the descriptions to the faces and check in groups. Remind students 10 check the Glossary for unfamiliar vocabulary. Ask students to match the words in Exercise 2c with opposites in the text.

Body language

T 70

Unit7

3 Speaking ski lls Ask students to work in small groups. In Exercise 3a, they have to decide whose face in the group matches which description in the text. Then lei the individual concerned decide whether the description matches hisfhor personality. Encourage students to try oul phrases from the Useful Language box. Note

Handle Ihis activity with sensitivity. If you feel any students might be uncomfOrloble tolking about their appeorance, then skip exercise 3a and move straight on to exercise 3b.

Ask students in groups to describe the faces of the famous people in Exercise 3h and decide what they arc like. Give the groups five minutes to discuss. Then ask ono perSOIl from each group to stand up and describe one of the famous people to the class. Ask students to read the description in Exercise 3c. and match it to a face.

4 Writing skills Ask students to copy the table in Exercise 4a into their notebooks. Then ask them to work in pairs or small groups 10 complete the lablo. Afterwards. check answers with the class while you build up a class lable on the board.

Suggested a nswers:

oval. plump, round. large, small. wide. narrow, long, bony. angular. square-shaped eyes large, deep-sel. bloodshot. dose-set. wide-set. friendly, light blue, heavy-lidded eyebrows thin. th ick. raised, bushy eyelids wrinkled. heavy forehead broad. low. high. wide. wrinkled nose large. pointed. long. thin. small. flat. poi nted. slightly hooked wido, narrow mouth lips fu ll , thin ears sticking-out. small, long face

Ask studonts to read and analyze the texl in exercise 3c by answering the questions in Exercise 4b. Let students check in pairs. then briefly elicit answers from the whole class. Answers: 1 The first sentence describes the fa ce and general appearance because it is best to start with a general description before moving to spocifics. 2 1 fo rehead. 2 eyes. 3 eyebrows. 4 nose, 5 mouth/ lips. 6 jaw/chin. 7 ears 3 looks intelligent; slightly wrinkled : hair is receding; laughter lines 4 very. slightly, quite, fairly In Exercise 4c. aftor students have selected their identikit picture from pago 147, ask them to write their description. Move around the class. monitoring and helping with idoas and vocabulary. Make sum students have finished their descriptions before going on to Exercise 4d . Students have 10 read their descriptions aloud while their partners look at page 147 and identify the face being described.

Additional actMty

Unit 7

T 71

Bring in a pile of "faceso cut from mogozines. Write a number Il. 2. 3. elc.) on each pidure. Divide the class into pairs, and give each pair a magazine °foce: Ask them to work together to write a description of the foce. Collect all the descriptions. and write a letter IA. B. C, etc.) at the lop of each one as you collect them. Coiled the magazine pictures and stick them on the walls around the classroom. Put the descriptions in a pile on your desk and ask the pairs to pick up a description, read it, and find the picture. Tell students they have seven minutes. Which pair can match the most descriptions to pictures in that lime?

Body language

3 Speaking ski lls a Look carefully at your classmates. How many examples of the faces described in the article can you find? Are the descriptions accurate? Check with your classmates.

USEFUL LANGUAGE Do YOII think / Would you say thai you 're shy?

How would you describe yourself? Do you think the descriptions ore accurate?

b Look at the faces of famous people below. Discuss what the faces say about their characters. c Now read this description of a famous person and match it with one of the faces. This person has a long. angular face, and looks intelligent. He/She has a wide high forehead, which is slightly wrinkled. The hair is receding a little from the forehead. His/Her large. friendly, light blue eyes are wide-set and quite heavylidded. The eyebrows are very thick and bushy, and are low over the eyes. The person's nose is long, pointed, and slightly hooked at the end . His/Her mouth is wide, with fairly thin lips. The jaw and chin are strong, and the chin is quite prominent. He/She has quite long ears and has laughter lines at the corners of the eyes and between the nose and mouth. Mel Gibson

4 Writing ski lls a Complete this table with words and phrases from the lesson. Write as many ways of describing a face as you can. Face

oval, plump,

Eyes

large, deep-set, bloodshot,

Eyebrows

thin, thick, raised,

Eyelids

wrinkled,

Forehead

broad,

Nose

large, pointed.

Mouth

wide, narrow,

Lips

full ,

Ean;

sticking-out,

b You are going to write a very detailed description of a face. First, look at the description in Exercise 3c and answer Ute questions. 1 What docs the first sentence describe? Why? Z Number the parts of the face in the order of the description: nose ears eyebrows forehead jaw/chin mouth/lips eyes 3 What other details about the face does the description give? 4 Which words does the writer use to modify the adjectives. e.g. very? c You have witnessed a crime and you need to describe the offender to the police. Turn to page 147 and choose the parts to make a face from the " identikit pictures". Write a careful description of the face, giving as much detail as you can . d [n pairs, see how good your description is. Student A: Read your description to B. Student B: Look at page 147 and identify the "face" that A describes. You will need to identify Uuee parts of the face, one each from groups 1, 2, ilnd 3. e Now swap roles and repeat Exercise 4d.

Body language

Unit?

Body talk 1 Vocabulary: adjectives describing personality

®

Look at the pictures of the six people. Choose adjectives to describe each one.

-

aggressive arrogant authori tative bored confident conten t easy-going edgy indifferent nervous relaxed superior threatening vain

2 Speaking skills a In pairs, look at the pictures of people. Which one(s) would you like to meet? b List the reasons why you chose the perso n/people and discuss them with another pair. We ljke Persall 2 most. She seems authoritative. but she looks like a warm kind af persan. USEFUL lANGUAGE

He/She looks/seems + adjective: She seem.~ confident. He/She looks like + noun phrase: He looks like a boss / an authoritalive person.

LANGUAGE NOTE The verb look describes only appearance. but seem can describo behavior. voice. etc. He looks velY pleasallt. She seemed sure oj the facts. We can use to be after seem. but not after look: They seemed to be interested in the house.

3 Listening skills c What do you think each person might be saying or thinking? Choose the best answer then discuss it with a partner. 1 a " I don't like this." b "I'm feeli ng great." c ''I'm tired." 2 a "r know they respect me." b " I can't wait to get away." c "I hate giving presentations." 3 a "Out of my way!" b "You're in trouble!" c "I'm terrified! " 4 a "I don't have any money!" b "I hate this place." c "Everything's okay!" 5 a "I don't know what to say." b "The interviewer looks sick." c "I'm so nervous." 6 a "I really don't know. " b "I really don't care." c "That's great!"

Uni17

Body language

Listen to a body language expert ta lking about first impressions and check the aspects of a person's appearance that the expert mentions. build I!:j' height !1 color I!:j' clothes character 0 posture 1!1 face 1!1 eyes 0 hair 0 expression ~ gestures voice 0

1!1

i!1

b Complete these notes about fi rst impressions.

Listen again to check if necessary. We often make up our minds about people on the basis of first impressions. 2 There is a danger of stereotyping people but first impressions are often correct. 3 Peop le use clothes to give an image of themselves. 4 The face is importan t but expression is more important . 5 One of the most important things in forming opinions is gesture. c Do you agree or disagree with the statements in Exercise 3b? Why? / Why not? 1

Objectives

Topic: personality

Grammar

Vocabulary

Pronunciation

Ustening

Speaking

linkers expressing

adjectives describing

intonation of feeling

contrast

personality

interview with an expert

about character

making inferences

Slar1lhe lesson by checking the meaning and pronunciation of the adjectives in exercise 1.

Introduce the topic

Read the adjectives aloud modeling the correct stress. [The stress is on the first syllable of all the words listed, except for the following, which corry stress on the se<:ond syllable; ag'gressive. ou'thorifalive, con'tent in'different, re'/axed, su'perior.J Check understanding with questions like:

How can you describe someone who is always shouting of people? (aggressive1

How can you describe someone who thinks he or she is better than otherS? (arrogantl

1 Vocabulary: adjectives describing personality Ask students to look at picture 1. Elicit adjectives from tile box to describe the woman. Then put students in pairs to think which words describe the other people. Elicit descriptions from the class.

2 Speaking skills Point out the Usefu l Language and Language Note boxes before asking students to choose and describe the person they would like to meet in Exercise 2a . Ask students in pairs to discuss Ule best answer in Exerc ise 2c . Answers: Students' answers may vary. However, the following are likely: 1b 3 a or b 5 all 3 are possible 2 a ll 3 arc possible 4c 6 a or b

3 Listening ski lls ~

Play the audio for Exercise 3a . Ask students 10 listen and check their answers to exercise 2c. Answers: According to the body language expert, the following are the best answers from 2e: 1b, 2a, 3b. 4c, 5c (but b in some cultures), 6a

~

Play the audio agai n. Ask students to check the boxes for Exercise 3a. Ask students 10 work in pairs 10 complete the notes in Exercise 3b. Do Ihe first as ao example. You may need to play the audio agai n. Put students in small grou ps to discuss tbe statements in Exercise 3e.

30'' ------------------------------------------------------------------------------, ~

-

A Fran Mast€!'s, you've done a lot of work on the Imporlance of body language. How great a pori does it play in forming opinions about peop!e? B WeD, ~ depends on your definition of body language, I think of rt as being everything about our appeorance, in which case ~ ploys a huge perl in forming opinions, The first thing we notice about people. of caurse, is their physical appearance - their build, how loll they are, their color, their clothes, and we often make up our minds, you know, we form opinions about people on !he basis of first impressions. A Isnl that a bi! dangerous? I mean, you don't gwe people a chance! B Well, there is a danger of st€!'ootyping people although you'd be amazed at haw often first impressions are correc1. A You mentioned clothes - how important are they? B Th€,{re imporlant because they're the first impression we get of how people choose to present themselves, so someone in smarl

business clothes is likely to be authoritative. But of course, people may choose to give a different image of themselves. I sitting next to someone on a plane who was dressed in black and she looked pretty somber. However, when we storied talking, she was roolly talkative and funny, so we do hove to be careful. A Now, how about posture, the way we carry ourselves. How imporlant is that? B £x!remely imporlanl. The mare we extend and stretch ourselves, the more content and relaxed we are - think of someone sitting with their legs extended, arms above their head th€'{re feeling grootl Similarly, standing upright but relaxed with your hands 00 your hips gives a sense of being in control and authoritative. On the other hand, imogine someone standing with their legs aporl and leaning forward - that can be very threatening. especiOlly if the person is also pointing aggressively - ~ means trouble! A I see. What about the face in oil lhis? B Well, of course thars imporlant, but

expression is more imperlanl. You can be ottracted to a beautiful face, but if that person is miserable and frowning, the expression will create a great€!' impresslon, despite the person's beauty. A Okay. Finally. you're an expert on gesture. How imperlant is thot? B I think gesture is one of the most imporlant things in forming our opinion of peopie and responding to them - and irs so variable from country to country. Take stroking your chin - for us it terlds to mean that the person is thinking, or even thai th€,{re nervous, but for some nationalities, ~ suggests they think someone is siCk. Another example is the shrug - you know - raising both shoulders, Husually means "I don't know: Finally, a classic example of a gesture we hove to be careful with is the "0" sign, formed by the thumb ond forefing€!'. In most countries rt moons "Everything'Sfine", but rt can also moon the figure zero. Howev€!', in some countries it is extremely rude! Sa you can imagine Ihe impresslon that might gwe ..

Body language

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Unit7

4 Grammar: lin kers expressing contras t After asking students to underline the linkers in the examples in Exercise 4a, elicit rules from them. Quick grammar guide: linkers

Contrast linkers, or connectors, can toke several forms: they can be subordinoting conjunctions fa/though, etc.), adverbs, {however, neverlheles$ or prepositions or prepositional phrases lin spite of. despite!. Each type follows different form rules. 'Nhich con be difficult for students to . Common problems and

8ITOfS

Students often translate directly from their own language and confuse the form rules. lJesf;ite IRQ!! I~Q!j tired, I went to the party. Students tend to forgel of in in spite of. I went out iR spile R'W headoche. Read through the Grammar Summary on page 78 with students before asking them to complete the sentences in Exercise 4b. Let students check their answers with a partner before discussing them as a class. Ask students to choose the correct linker in Exercise 4c and check with a partner. End this part of the lesson by getting students to ta lk in groups about mistaken first impressions in Exercise 4d.

-

altematM>

Help students prepare to speak about mistaken first impressions by writing some sentence starters on the board, using longuoge from the lesson. When I first met he/she seemed .. . However, when I got to know him/her, he/she .. . At first, he/she__ Although he/she~ he/she_. later _ _

it

5 Pronunciation : intonation of feeling Play the audio for Exercise Sa. Ask students to match statements to pictures, Play the audio again for Exercise 5h. Ask students to match statements to feelings. Intonation is the 'music' of a language -the way the tone of our voice is used to express emotion and carry meaning. BosKally, the stronger the emotion (enthusiastic, angry!. the more extreme the intonation pottern is going to be. Tone range in English is very wide, so irs Important to get students to exaggerate the wa>f the expressions are soid when they imitate the recording. Play the audio for Exercise 5c. Pause after each statement and ask the class to repeat. Then ask one or two individuals to repeat. Encourage students to exaggerate when they mimic the strong intonation potterns of the speakers. End this Pllrt of the lesson by putting students in pairs to practice speaking with feeling, using the expressions in Exercise 5d.

Addffional activity

Ploy this papular intonation game. Write the following words in a list on the board: No Movies Yes Oh Homework Tonight

Why not

When Parents

Tell students in pairs that they con put the words (but only these wordsl in any order to make a dialogue. Give students time to practice their dialogues. Then ask a few pairs to oct out their dialogues for the closs. With the correct intonation, the dialogues can be very funny.

322'-- - - - - --, 2 3 4 5 6

Unit 7

T 73

Body language

Now. just listen. You say thot og
I 2 3 q 5 6

Now, just listen. Mmm ... this is great. This is awful. I'm not really sure. I'm sorry. This is wonderful.

4

4 Grammar: linkers ex pressing contrast a Read the examples from the interview and underline the linkers thai express contrast. 1 There is a danger of stereotyping people, although you'd be amazed at how often firs t impressions are correct. s two clauses, separated by a comma 2 ... sho looked rather somber. However, ,.. she was rea lly chatty and fun ny, precedes second sentence after a period , followed by a comma 3 ... the expression will create the greater • . . . . impression. despite the person's beauty. followed 5 PronunCIatIon : mtonati on of feehng by noun or - ing, separatt.'ti by a comma ~ a Listen to six statements and match them with the b Complete each sentence below with as many people in the pictures. linkers as possible. Read the notes in the Grammar 1 No w. just listen. You say that again and you'll Summary on pago 76 fi rst. Use the linkers fro m the be sorry! 3 examples and these: 2 Mm m ... this is great, and there's my new but even though in spite of boyfriend. 1 nevertheless though 3 This is o wf ul ... I can't wait for the interview to be over. 5 1 Mark proved to be very reliable 4 I'm /J o t really sure. Can J think about it a little although/even thoughlthough he arrived at the 6 bit ? interview an hour late! 5 I'm sorry, but I think we need to talk about 2 Mark proved to be very reliable despitelin spite of your last essay. 2 his laic arrival for the interview. 6 This is wonderf ul ... the chair is so 3 Mark arrived an hour late for his interview. comfortable and relaxing. 4 HoweverlNeverthelcss , he proved to be very reliable. ~ b Listen aga in and match the statements with these feelings. c Choose the correct linker in these sentences. a) serious l[) bl enthusiastic III cl relaxed f!) 1 ~ I Despite I thought she was going to be dl ansry [) eJ uncertain 11) 0 miserable lit a very boring person, in fac t she was a lot of fun to_be with. ~ c Listen and repeat the first few words of each 2 €Spite EJ I However his serious appearance, he statement. Try to copy tho feelings. d In pairs, practice speaking with feeling. 3 Student A: Say any of the short expressions below with one of the feelings in Exercise 5b. 4 Student 8 : Listen and say which feeli ng A is ex pressing. 5 We try to mako everyone welcome ·n spite 0 Then SWAP ro les. even though fin ding some people very u lendly. Expressions 6 Somo paronts can be vory strict and fonnal with I really don '/ k no w. theiT chi ldren. Even though I€ verthele-mthey Really. love their children as much as less !onnal parents. How are YOII ? And what 's next ? d Most of us have made a mistake at some point Come on, let's go. when judging a person. Try to an example and make notes. In groups, talk about the situat ion and contrast your first impressions with your final impreSSions. Body Ionguoge

Unit7

Dishonesty 1 Speaking skills a Are you a good judge of character? Wo uld you trust these people? In pairs, decide if they are honest people.

b Read about the people and check how good a judge of character you are!

Number 1 is Bonnie P k committed bank rabbe . or er, who

the U S d ' h nes and murders in Clyd~ Barr~:9 t e ) 930s with her paOner Number 2 is Aileen W

Americon, who murdered al~:s~os, an seYen men ,

She Was executed in 2002

Number 3 is Uich Ram' also known as Corlos th lrex Sanchez, in Venezuela and Was li~k~~ol. H,e was born terrorist activities in Europe in

and 80s.

the ol'9,07uO's \l

Number 4 is Jose h G b propaganda minister i~ N ~ bels, Hitler's master of the · big lie" _ th aZI and

about Jews.

e propaganda

c How honest are you? Decide whether you agree or disagree with the statements below, then add up your score and read the analysis on page 149.

agree strongly:: 4 agree:: .J not sure:: 1 disagree:: I d'sagree strongly:: 0

How

honest are YOUl

) ' enjoy..readin&. the e-malls intended fo other pe , r op e In my family. !eavinj" Out informatIon from WoUldn't tt Your income tal( f nOrmal _ orm Is !!" receivf~ too mUch everYOne money from does it. a Cash machine. I'd try to get a jab & ve saved money !..l!!!&.. about my inthepasth qua.Hlcations on m traveli"J'. on publJc resume. y transPOrtation Without a ticket. I don·t think COPr'ng my classmates' Work for aSSignments ;::!ake extra vacation is dishonest. I Work ~ CaJUI1l n sick now and th en. ~aggeratln..s. a story to make It more Interesting ISn't dishonest.

2

5'

3

6"

4

Unit7

7 8

Body language

2 Grammar: the - ing verb a Look at the statements in Exercise 1c and underline tbe -ing verbs. Write them next to these rules for using -ing verbs. We use the - ing verb: 1 as the subject of the sentence: t.eaYI:I1.g, exaggerating 2 as the object of the sentence and after some verbs: ~ng, copying 3 after prepositions: by ty:.ng, to receiving, by traveling, by calling, b Complete these sentences with the -ing form of a suitable verb and any other words necessary. Then compare your answers with a partner. 1 I'm not interested in wasting time _ _ . 2 is the best form of exercise for allaround fi tness . 3 I would never it to _ _ to my boss or my teacher. 4 I really enjoy _ _ on the weekend in the winter. 5 _ _ is not very good for you if you suffer from high cholesterol. 6 I've always hated people _ _ when they're not my parents or my boss. c In pairs, discuss your responses to the statements in Exercise l c. Give reasons for your response. I said "agree" for Number 1 because I reod my husband's e-m ail. I don't think reading other people's e-mails is serious when you share a computer with them because they know it might happen. USEFUL LANGUAGE

J think / J believe stealing is wrong.

Telling lies can be serious. J disagree with cheating.

Objectives

Topic: being honest or dishonest

Grammar the -ing verb

Reading a short story, o questionnaire

Speaking

discussing a moral dilemma, a role-ploy

Introduce the 10pic

Write on the board:

tell the truth

tell a lie tell a white lie

Ask Are you an honest person? Do you always tell the truth? In what situations should you never lie? In what

situations is lying acceptable?

••

1 Speaking skills Put students in pairs to briefly discuss the pictures in Exercise la . Afterwards, elicit answers from the class and ask why students thought the people were honest or dishonest Ifor example: He/She lias worlll eyes, a nervous smile, etc.). Answers will vary. Ask students to road the short texts in Exercise lb and check their answers. You may wish to check students' understanding of the "crime" vocabulary in the text.

Vocabulary check

to murder = to kill a person 10 commit a crime/murder/robbery = to "do" a crime a murderer = someone who kills a person a bank robber = someone who takes money from 0 bank a terrorist = someone who kills people using bombs. etc. for political reasons to be executed = to be killed by the state for committing a crime

Ask students to do the quiz ill Exercise Ic individually and then chock their answers in pairs or groups.

2 Grammar: the -ing verb Ask students to check their answers to Exercise 2a in pairs before checking the rules as a class. Ask students to complete the sentences in Exercise 2b and then check in pairs. Answers will vary. In Exercise 2c, end this part by getting students to discuss Ute questionnaire in exercise Ic in pairs. Encourage students to use - ing verbs when they speak. Also, point out the Useful Language box. As students discuss the questionnaire. go oround the room. monitoring and noting mistakes made involving

-ing verbs. At the end of the activity. write some of these errors on the board ond elicit corrections.

Coneclion

_bock

Body language

T 74

Unit 7

ti

3 Reading skills Give students a couple of minutes to fead and think about the questions in Exercise 3a. Then put them in small groups to discuss their answers. In Exercise 3b, have students work individually to find the answers to these questions, and then ask them to check their answers with a partner. Remind students about the Glossary. Answers: 1 A consultant

2 He felt he was charging a company an exorbitant fee. 3 He didn't know whether he should be honest and resign or not. 4 He felt a responsibility to his family - a responsibility to earn. Answers to Exercise 3c will be individual. Encourage students to discuss their answers with a new partner. After students complete Exercise 3d. ask the class whether the minister's advice was the same as their advice.

4 Speaking skills Ask students to read the newspaper extract in Exercise 4a and in pairs make a list of possible opinions. Then match one pair with another to form a grou p of four to do the role-play in Exercise 4b. Write the roles on the board, and ask each student in each group to choose one: A local resident

C member of local Chamber of Commerce

8 social worker

o local doctor

When students have selected their role, ask them to look at page 146 and read their role card carefully. Monitor and help with vocabulary. Ask students to list the opinions of their "character" in note form and add any from exercise 4a . When the students are ready, ask them to discuss the site. Give a time limit of, say, eight minutes. Remind students that tbey have to come to a decision about what to do about the site. Presentation altemative

Write some useful language on the board to help students with the role-ploy:

I think / I believe we should. Surely it's beller to / important to ,. Building , . would be . I see your point, but.

Unit 7

T 75

Body language

3 Reading skills a Before you read, answer these questions. Be honest! 1 When you need someone to talk to. who do you turn to? 2 Would you resign from a job if you had to do something you believed was wrong? 3 Would you resign from Ihal job if you and your family needed the money? II Read tho story on the right and answer the questions below. 1 What was the man's job? 2 What was the problem he perceived with h is job?

3 What wns his moral dilemma? 4 How did his fa mily affect the moral dilemma? c In pairs. discuss these questions. 1 How do you think the minister responded to the man's request? 2 What would you have advised the man to do? 3 What do you think the man did in the

end? d To find out how the story ends. look at the bottom of the page.

4 Speaking skills a Look at the newspaper extract. In pairs, discuss what you think might be the opinions of the poople who live near the land. the notoriOUS The fate of d in the Las \ t onan vacant p o . . going to be di tflCt 1S EstfeUas s '" evening at decided tOIUorro\ '"" hall. The . in the Cl~J e a n'lC eung tY since fir d h as been ern:P 'wl t\\lO \ an the old hoSP1 destroyed _1 residents and \oC
A Moral Dilemma S

everal years ago in Bangor, Maine, a man knocked on the door of a minister late at night. H e said, " I've been walking up and down the street wondering if I should disturb you. I need someone to talk to." H e was on a first assignment with a wcll~kJl ow n consulting firm in New York City, evaluating the operating of a fail ing company in Bangor. For a fcc of $25,000, the consultants were to determine the reasons fo r the losses of the comp,my, and to chart a way to profits. " I worked for months to get this job," he said. " It's just what

r

wanted. But, though it's easy to see many faults in its operation and cite remedies, I am convinced that we are charging this company a n exorbitant fcc far beyond its power to absorb and far beyond the proper charge for the services we arc rendering. Should I resign and tell the board of the company how I feci? My responsibility to my family disturbs me. Do I have the right to renounce a good salary and impose hardships on my fa mily until I get another job?"

GLOSSARY

delermine find oul absorb (here) pay without finding illoo difficult render a service give/offer 8 service

b In groups of four, imagine you are al the meeting. Your teacher will give you roles from p~gc ~4G. Come to a decision about the site, consIdering the moral implications of your decision.

Body language

Unit7

-

1 Warm u p a Read tho toxt below, then answer the questions. What can you guess about the people in the pictures?

ACCOr ()1D.g to

one UCLA. studY.

uate one ual (appearance) ,

people eVal

the "Three Vs"': visaU say) . AbOut 93

another usi,ng and verba.l ( what Y ffectiveness is vocal (voice), rson's co:aununica.ti°C:t~on. Moreover, percent nonverbal COJOlll~k the connection dewrro.\ne ds ro.a.ke or bres. the first

Of:::

the first 30

S~~le when

betWeen tWO

they roe

et

:~t"View, k eep

xt tune you're on an dra.wing

tun;::;~dO :~:t~~e interviewer JIly~;'~: even gotten to in u before llUU

conclusions a.bOut y o

the interview room.

1 What do you th ink the people are like? He's/She's the kind of person who ... He/She looks I looks like ... 2 What can yo u guess about their past? He/She m ightlcouJd have ...

b Read the ad for a fundraiser. On the basis of appearance alone, would you discount any oftha applicants in the pichlres? c Ln pairs, list the qualities and skills necessary for tho job advortised, What would you say about those aspect s? appearance nonverbal communication oyo han dshake backgrou nd oducati onallovel commun ication skills confidence voice

Unit 7

Body longuoge

- ~ - Rainforest ~Research Rainforest research is looking for experienced fund raisers to ioin our team! We need highly motivated people to raise public awareness of the problems faci ng rainforests today, and to help us ra ise the funds necessary to continue our research, The ideol candidates will be commiHed to ecological and green issues and will be ionate and enthusiastic when dealing with both the public and with other organizations. Your interpersonal skills will be essential in establishing a rela tionship with potential donors. W e are looking for people with a creative streak and lots of imaginatio n, w ho will be able to think of and manage original but successful fundraisi ng projects.

Candidates will ideally have experience in working for a charity, but trai ning will be provided.

Objectives Grammar

Topic: interviews Reading

dedudion and possibility in job ods, CVs. the post; the ive interviewers' notes

Ustening an interview ponel

Speaking assessing candidates, making a presentation

Write on the boord: A job interview.

Introduce the topic

Ask If you wont 10 make 0 good impression of a job interview, whol is il importonllo do?

Elicil answers and write a lisl on the boord. Some possible answers ore:

dress smartly; wear a suit; arrive on time; smile; make eye conlad; prepare what you won/lo say; be polile; be enthusiastiC: be positive.

••

1 Warm up Ask studonts to do Exercise 1a in pairs. As students report their answers to the class , e ncourage lots ofspccullllion. Suggested answers: Matthew is tho kind of person who doesn't like people to be late. Ho looks confident, perhaps arrogant. He looks like a movie star. Ho might have worked for a high-powered company. Louise is the lcind of person who likes to be friendly and helpfu l. She looks confiden t and easy-going. She may have worked in public relations. Anna is the kind of person who is very quiet at parties. She's shy. She might not have been to a job interview before. Ask students to read the ad in Exercise l b and discuss the question . Then put students in pairs to list qualities and skills under the headings in Exercise l c. Monitor and help with ideas. Possible list:

Appearance: smart casual; friendly; smiling; enthusiastic Non-verbal communication: good posture: confident manner Eye : need to be good at making eye ; warm. smiling eyes Handshake: strong; finn Background : well-traveled; need to have worked with people: an interest and knowledge of environmental issues Educational level: well-educated but no need to be very intelligent Communication skills: need to be very good Confidence: h igh - but not overly so (arrogant) Voice: clear; enthusiastic; positive

Bodylonguoge

T 76

Unil7

2 Task Divide students into groups of four to read the infonnation, discuss i t, and make notes. Ask students to refer back to tho list they made in exercise l e. When eliciting answers from the class, find out which candidates students would recommend and why.

3 Prepare Ask students to remain in the same small groups and follow the instructions to propare for the group presentation. Go around the class, helping with vocabulary and ideas.

4

Pair up groups. Ask the chairperson of each group to prescnt their ideas to the other group.

il

5 Compare ~

Play the audio for Exercise Sa. Ask students to listen and note the outcome. Answer:

They offer Matthew a job and ask Louise to come back for a second in terview.

Ask students to copy the table in Exercise sb into their notebooks. Play the audio again. Have students listen and make notes. Answers: For

Against

Anna experience in fundra ising and managing money; degree is right

Matthew likes a challengo; liked travel potential

Louise pleasant manner - nico smile, good eye , and that kind of thing; would be good at the personal side of the job.

Greenpeace job more office work than this job; interpersonal skills aren't really good enough; eye was bad; kept looking over my shoulder; possible personal problems

at first seemed a bit

she lacks a key skill; financ ial planning; theater management experience not relevant: a little too confi dent , maybe? qualifications not exactly relevant

indi fferent, not excited about the job

Elicit answers from the class before asking students for their own opinion, in Exercise 5c.

6 Follow up Before dividing the class into groups of fi ve for Exercise 6a, make sure students understand that debriefing means finding out information about a past action or event, usually by questioning someone thoroughly. Subdivide the groups and allow the two interviewers and three interviewees five minutes to prepare. TeU the interviewers to briefly list the points they wish to make to each candidate. When students are ready, ask them to sit a circle of five , with tho interviewers faci ng the candidates. Encourage the interviewers to be diplomatic in what thoy say. Start the role-play. Go around monitoring and noting any mistakes for later discussion. End the lesson by discussing the questions in Exercise 6b . ~'-----------------~----~~--------------------------------------, A So, we'd better look at the three candidates hove hod some personal problems or B Yeah, I thought 01first that her theater we've interviewed today. something. /Jo.rtywaoJ, I dOll't think we can management experieoce may hove been B Yes. Wei, who! did yoo think of Anno?

""'good' A Well. although Anna hod the key experience and skills, you know, good experience in fundroising and managing money - she must hove done exactly whot we wonl in the Greenpeoce iOb - she WOSfi't really right fOI'

Ihe "". B No, and from whol Anno said, the Greenpeoce job mUSl hove involved more office work thon our job. Her interpersoool skills orenl really good enough. A No, she really needs 10 wort. on those - her eye conlOO wos bod; she kept looking over my shoulder, though her degree is exoctly right. I wonder why she hod those two years out from 2000 to 2002, B Mmm, she didn't wont 10 tell us. She might

Unil7

T 77

Body language

'"""'" ""'.

A I agree. Ncm, NIaIIhew ... on interesting guy.

I liked him. B Me, too. I thought at first he seemed a bit indifferent. not excited obout the job. but then he improved during the interview. A Yes. well he sold he likes a challenge - and he must hove hod plenty of those in advertising - so he might hove thought at first tho! the job didn't offer enough challenges. He gol more interesled v.tlen we talked oboullhe travel potef1lial. B Yes, he did. Well. I think we should offer him one of the jobs. Do you? A Yes, I do. Okay, thors one job filled, Now, at first I lhought louise would hove beerl ideal buI she locks a key skiI; finonciol planning.

relevant, buI it isn1 really. Rnonciol planning is key! We hove 10 hove someone who coo do thot! A Well. if we send her on a training course, she should learn that in a couple of weeks. B True, sending her on a course should help, She's got a very pIecsont manner - nice smile, good eye cootOCf, and tho! ki'ld of thing. She'd be good at the personal side of the job. A A liII1e 100 confident, maybe? And her Quolificalioos oren1 exactly relevant. B No ... I didn't think she was 100 confident; I think thars her manner. and irs what we need. look. I think we should get her bock for a SC(ond interview, gel 0 better ideo of how QUickiy she might pick up the financial side. A Good ideo. let's do thot. Okay, let's go and tell them the news ..

r

r

Matthew Candidate information Anna 'ucation

1995- 1998 1998-200 0

work 2002- 2006 xperie nce : '-

. f Maryland (Environmental UniversIty 0 Studies) . Harden BiochemiCals Research assIstant , . G enpeace Fundralser, re

Louise Qualifications

I~&

Jj.U- 2002 2003-2004 Work experience 2004-2006

~~

~ . in Media Studies Ce rtificate in The f~_

•

~ sutant)

Mana

Interviewers' notes

ater Management

ger, Lyric Theater

4 Present your analysis and recommendations to another group. Then Iislen to their presentation. Do you agree with their recommendations? Can you add anything?

5 Compare ~ a Listen to two people discussing the candidates after the interviews. What is tho outcome of their discussion? ~ b Listen again and note the points made for and against each candidate. Anna

Matthew

Louise

Fo, Aga inst

c Did you agree with the docisions ofthe interviewers in Exercise Sa?

6 Follow up

2 Task You are going to present your assessment of the best candidate for the job. In groups, read the information above and make notes about each candidate. Would you recommend each one or not?

3 Prepare In your groups, prepare a three·minute presentation

of your recommendations 10 presenl 10 other groups. Think about the fo llowing: 1 How will you arrange your presentation? (by candidate, by skill, experience, etc?) 2 What language will you need to compare the candidates? 3 What are your final recommendations? (. there is more than one job.) 4 Appoint a chairperson to take notes for the presentation.

a You are going to hold the debriefi ng meetings with the three candidates. Work in groups of five and take these roles: the two interviewers, Anna. Matthew. and Louise. Interviewers: Prepare your for each candidate, then give the resu lt of the interview to each candidate in tum and tell them why they got I didn 't get the job. Candidates: Talk 10 each olber about how the interview went fo r you, then respond to the interviewers when they are ta lking to you. When they are talking to the other candidates. listen and offer advice afterwards. b In the whole class, discuss these questions.

How did you feel about tho debriefing meeting? Z After the debriefing meeting, would you change any of the decisions?

1

Body language

Unit 7

LANGUAGE RESOURCE Grammar Summary 1 Linkers for contrast The lable below Shows a number of ways in which we can compare and contrast two ideas.

although, though, """ though

U..

Fonn

intrOduce a second idea thai makes the mai"I idea SI.XpI'isi"lg

SLtJordilating c:orlu1ctkxls: a mail clause arx:l a subordinate clause. The Slbor'dnate clause can come frst or second h the sentence. INhen the ~te clause comes first. 'M3 separate the clauses 'Mth a rorrvna.

add an idea thai makes a previously mentioned idea surprising or less true

Example

AlthOugh she had the right

Qt.I<Wfications, she didn't get the Pb. She didn't get the Pb even IflcxJgh she had the ng,t qualifications.

advertls: precede a second sentence: usucilly after a period but can be after a

It was a very difficult job.

sam-colon. Followed by a comma.

It

Nevertheless, we finished it in time.

was a very difficult job; i"lO'Nev€r",

we finished it in time. in spite of, despite

Introduce a second idea thai

makes the maln idea surprising

prepositions: follov.'ed by a noun oc-ing form of the verb; despite is fl'lOI'e formal than in spite of. VV'hen the subordinate Clause comes first, we separate the clauses with a comma.

We can use a variety of forms of contrast. with little change to the sentence: We often judge people by appearances but/ though some people may not be happy about this.

He got the job in spite of / despite his long hair. In spite of I despite having long hair, he £Ptthe job.

Vocabulary Summary 1 The face

We often;.x:Jge people by appearances. However/Nevertheless, sane people are not happy 800ut this. We often judge people by appearances in spite of the fact that some people are not happy about this. I in spite of some people not being happy about this.

cI"Wl ears eyebrows eyelids eyes face forehead lips

Write or talk about the contrasts in your life. Complete these sentences with your own words.

2 a promineflt

mou1h """ Make combinations of these adjectives and a noun from the list above.

1 an angular

3 full

1 In spite of being a good student at school, . 2 I enjoy my work/studies althOugh .

5 thin

We use the -ing verb in the fOllOwing ways: •

as the subtect of the sentence, before the main vern:

Studying hard is the only way to the exam. Reading lots of books is the best way to

team new

~

•

as the complement or object after some verbs:

Yotx WOfSt habit is lying to me! I really hate rushing to finish assignments.

•

2

after the following common verbs: like, enjoy. dislike, hate, mind, avoid, keep, miss, d91y, suggest. Note: in American English we can also use to + infinitive after like and hate: I hate to be late.

• after a preposition: He apologized for being late for tile Interview. Complete these statements with the -ing form of a suitable verb and any other necessary words. 1 _ _ is the best way to be successful in your career.

e)!elids

6

hewy

7

a high fo r ehead

• 9

10

l ips

bloodshot

e)!e!;!

a poijnted

chin

sticking-out

..

~

Personality adjectives academic athletic changeable

2 The -in9 verb

D21!fl

lins

4 buShy eyebro ws

3 I don'! earn much money; however, .. . 4 AlthOugh I am not an expert in computers, .

face

demanding edgy intelligent optimistic quick-thinking slow-witted

",happy

active authoritative

cheerlul deprossed extroverted Introverted outgoing quiet

--

untrustworthy

arrogant aggressive bad-tempered calm coofident conl ent dishonest easy-going honest indifferent .",

neM>US

pessimistic

prodictabIe

""""" su"""'" "'"

Shy threatening

Complete this table with one adjective with a similar meaning to the one provided, arn::! one with an opposite meaning. Adjective

Similar meaning

Opposite meaning

'

oa1~

2 dishonest

untrustworth y

honest

3 extroverted

outgoi ng

introverted

4 easy-going

rel axed

demanding

5 intelligent

{Iuick .thinking

slow·wilted

t

ne

2 _ _ is the ideal way 10 learn a foreign language. 3 _ _ Is important if you

want to lead a good life in my country.

4 One thing I enjOy doing in my free time is _ _ " 5 Vv'hen I have enough money, I look forward to _ _ "

Unit7

Body language

Choose three adjectives which describe you and three which are not like you at all. Compare with a partner and explain your choices.

(!)

zZ

IX

§ ~

~

~

Cl...

o

-J

L.U

> o

L.U

Using a monolingual dictionary

I<J<]

REVIEW

Review your actio n pla n: writing an interes ting s tory

1 How a dictionary can help you

In pairs. exchange and rBad your partner's anecdote. Then discuss these questions.

a In grouPS. list all the ways a dictionary can help you.

A ~

1 'Nhal did you think about the anecdote?

can. hdp ""' ckd. spd/."i/ ,.f,e".

.1m -nd .54~.

O~ ",.

~.

2 Ive there arTf questions you want to ask about the story? 3 can you make My suggestions 10 rnprove it?

g>ed Joy <>pJ.>UU"i/1P'Y

b Look at the dictionary entries 00 page 154 and see if you can add anything to the group's lisl.

2 Using a monolingual dictionary

face} I retsl verb

At this level of English, you shoukl be working with an effective monolingual dictionary. If you aren't working with one, or have never worked with one, it's time to get startedl You are going to work on the word face. look at the headword face. It is in red because it is frequently used. The three red stars mean thai it is one of the 2,500 most frequently used words in the English language. Now answer the questions that follow the extract. General organization

1 look al the headword for the verb face. How many definitions of this verb are thefe? five 2 Each headwooj is followed by a number of different categories of words. Put this list into the order thai they appear in the dictionary: compound nouns, idioms or phrases, phrasal verbs. phrases, phrasal

verbs, compound nouns 3 How many p/vasaI verbs are listed undef the

headword face? one Meaning 1 How many definitions are given for faceIfft? two

2 How are examples sho\.Yn in this dictionary? in italic 3 Rewrite these senteoces USilg a form Of the verb face. a You have to accept that if you don't study. you'll fail the exam. Let's face it, if you don't study, you 'll fail the exam. b Italy will have to play against Brazil in the final of the World Cup. Italy will face Brazil in Lhe final of tlie World Cup. c I want an apartment that looks onto a park I want an apartment that faces the park. Grammar 1 What part of speectl is the 'NOId faceless? adjective

2 Is the p/YasaI verb face up to transitive or intransitive? transitive 3 WtJch two forms can follow can 't face? noun, - ing form Pronunciation 1 \'Vhich is the stressed syllable in faceless? fa ce 2 PtvasaI verbs are made of a verb plus one or two prepositions and adverbs. look at the stress in the phrasal verb in the extract. Is the main stress on the

***

1 be turned to 2 deal with problem 3 accept 4 talk to sb

5 compete against sb + PHRASES + PHRASAl VERB

to have your face or front toward omeone or something' The two m fh~~~~he;Macross thfie ta·ble. • I turn:~ {~%~e 2 .' y room aces north [T] if you face a problem or if it Ii you have to deal with it" be f d ~hes YOU, The COuntry is now faced Withc;h Wit. Iby sth of war. • face doin th M e P10spect workers faa! losin~ ~heir of the shipyard ; lilT]

i::t

!A~] ~yat~c~~~~itt~ ~~~~n:~tion

exists fact that she still miss~ h' had to face the 4 [T] to talk to someone Wh~~tn .. . %~re:gb~rr~~sing: I'll never be ablelStg:~ult 5 T t am GJ ter what happened. w~llfi~cec°Campepte/agfiamst someone: Williams ria I or the title

~~~~~~I~i?§~~:}t~~nt~ ':t"Jn~~: ~~

left it 'until t~~d':z~~ic:,gth: c~on'1'tef work, ' fi . ace conference. can t ace attending another let's fac~ it spoken used before saying somethmg that people might not want t ~J~;~d' ~:tyO~~ it is true: Let's face it. ~e dSo .he

omg 5th I just

ay.

fr;u~~~1.h~Bon~;C~~~P~~~%~~:;~;~:~h; 3: fa~~t·~~~~r~l~s:nar~~i~~~~l~St person does f repr:sen,t a large organization ecause they ace.hft. I fels,hftl noun [Cj 1 a medical operation to make someone's face look younge~ 2 work that is done to make someth¥lg look more attractive

vefbs or the prepositiorv'adverb? the preposition 3 Think about stress and say this sentence: Face up to your responsibilities

Your action pla n: exploring idioms and compounds Look at the entry for eye and the compound entries that follow it on page 157 al the back of your book and complete the task on page 156. Note: you will need to show these notes to a classmale at the end of Unit 8.

Body language

Unit7

The great picture shaw

What makes a great sports picture? In 2003, reporters on the UK Observer newspaper ch~se the 50 best sports photographs of aU time. Among thelT choices were these three pictures, all of which illustrate qualities thot make a great sports picture.

~

It captures a great event: action, movement, victory, the

1 B

race for the finishing line, defeat.

2

It captures a mo ment af great emo tio n: rage, ecstasy.

3 11 captures

the essence of a great competitor : deter mined, fearless .

4

It i s spontaneous - it hasn' t been specially set up by the photographer.

S It

is timeless - more

than iust a great sports picture.

1 Speaking skills USEFUL LANGUAGE Whot I like about this picture is

a Look at the text and the pictures. Which picture do you think is the best? Number them in order of preferonceand note your masons. . b In group.s . co~pare your answers. Justify your preferences w ith reference to the quaht\es III the text. Which is the most popular picture in your group/class?

' 0'

f don't know why llike 1M!; picture, bul .

I'm not sure which is the best picture.

2 Reading skills What I love about the picture is that the phOtographer has gone up high into the stands. The more popular place to go for in big games is at ground level. And he's got a dean background. It's a

picture that sums up this great player beautifully - it did take five or six players to take him out! He was a

mesmerizing player and what the photographer has done is capture that

perfectly. The expressions on their faces and the fact that they aU look as thOugh they are about to run off in different directions is wonderful.

a

Th e~e

are the captions that accompanied the photographs. Read each captIon and match it with the correct picture.

® There's

. not a great story behind this Picture. It was a normal fight H Scharfma n, the great SPOrts' erb If/ustrated h t t p a ographer was there 00 ~ he's the one that you can ~ behind the champion's legs. Herb actually had first choice of seats was a bit annoyed when I got so

h~

th iS shot. It all happened so fast I loved shooting this man h . ~ . ' ewasmy ,aVOrlte subiect Such I· a WOnderful

h~m~n being. I've just been out to MIChigan to shoot him again.

UnitS

Sports

©

'--' The moment the world 01 athletics 'NOS Mood upsid e down. Cae crosses the line to toke the 1500m gold . the Moscow OlympiCS. Steve Ovett, !he fovorite fOf tt ......

I 500m had already won the 800m gold - the race

Cae - had dreamed about for years- . But this time 0 was beaten

by Sebastian Cae: -I couldn't see Steve. ,

was now funning lor the tope knowing 1had hit my limit. The onxiety over the lost meters wos unbeorob!

A lew meters post the line I sonk to my knees. It was such a bloody marvelous leliel.-

GLOSSARY mesmerizing very attractive. causing you to watch

Objectives

Topic: sports

Grammar

Vocabulary

Reading

noun clouses using whquestion words

track and field

extracts from a sports magazine

Speaking ronking photographs according to criteria

Write Olympic Sports on the boord. Elicit as many sports as you con from students and write them on the board. A~ernolively, put students in pairs 10 write their own lisl- give them two minutes to do it. Then compile a closs lisl on the board. Ask students which sports they enjoy playing or watching and why.

Introduce !he topic

., 1 Speaking skills Ask studen ts to look at the pictures. name the sport, and lell you what is happening or has just happoned in each picture. The lext is short, so you cou ld road it aloud while students listen and read. Give students two minutes to rank the pictures in order of proference for Exercise 10. Draw their attention to tho Useful Language box. Then div ide students into groups of four to six to discuss their proforonc(ls in Exercise l b. Presentot;on

It is a good idea to model the task first. In other words, choose a pidure and describe it: What/like about this picture is it /s spontaneous. The photographer has captured a brief momenl- the moment of winning ...

alternative

You may need to check if students understand some difficult words connected with emotions and qualities.

Vocabulary check

rage = extreme anger ecstasy = extreme happiness determined '" really wonting to win/succeed fearless", not afraid

Z Reading skil ls Ask students to do the task in Exercise 2a quickly. They should scan each text for clues as to which pict ure it describes. Give students a one' minute time limit to do this. Afterwords. ask the class which words helped thorn answer the question. Answers: A The soccer picture: Diego Maradona of Argentina fa ces the lJelgian defonse in the semi-fi nal of the World Cup in 1986. H Tho boxi ng picture: Muhammed Ali knocks oul an opponent. C The ath letics (track and fiel d) picture: Sebastian Cae ofC reat Britain wins tho l S00-meter gold medal at the Moscow Olympics in 1980 - and he beats his great rival and teammate Sieve Ovett.

Sports

T 80

Unit8

Ask students to match the captions to the phrases in Exercise 2b. Let students work in pairs. Ask students to work in pairs to do Exercise 2c. Guessing meaning from

context

Ask students to work out what port of speech the word or phrase is. For example. take .. . Oul must be a phrasal verb. Then ask them to use other neighboring words to help them decide what the words might mean. For example. five or six players are needed 10 do this. So, take ... out must mean defeat or stop. Suggested answers: 1 stop him. 2 photograph, 3 the fi nishing line. 4 at the end of my physical reserves, 5 an excessive amount

t ·· a

3 Grammar: noun clauses (1) Have students underline the noun clauses, then answer the questions, in Exercise 3a. Ask them to work indiv idually and then compare their answers with a partner.

Quick grammar guide: noun

clauses

Noun clauses, beginning with a question word. ca n be confusing for students because (unlike yes/no questionsl there is no inversion or use of question-forming auxiliaries after the question word. Common PfOb'ems and errors Students often attempt to apply question forms 10 Ihe clauses. I'd like to know R9W €lees f::Ie play so wel/. Nobody knows WRI' i5 Re so good.

Have students do Exercise 3b in the same way, then check their answers with the Grammar Summary on page 88. Answers: Here the noun clauses are subjects. We use noun clauses as subjects when we want to emphasize them .

0_

Presentation

Ask students to complete Exercise 3d and check with a partner before discussing the answers as a class. Do the first sentence in exercise 3d as an example. Point out that is needs to be followed by a noun or noun phrase. or by that + a clause (= subject + verb + object), for example:

What/like about soccer is the ball skills. What/like about soccer is that the players are so skillful.

••

4 Vocabulary: track and field Have students work in pairs or groups of three or four to do Exercises 4a to 4d. A good way to manage this activity is to leave them to work through the activities at their own speed, with an overall lime limit of ten minutes. Have them appoint one person as the timekeeper for the group. Those who finish early will have longer to do the discussion in exercise 4d. At the end, briefly check the groups' answers.

Unit 8

T 81

Sports

b Read the captions again. Which ono describes (or which ones describe) the fo llowing? 1 a great personal ity A, 13. 2 a great event A, C 3 an unusual perspective for a picture A 4 movement A , C 5 victory B, C 6 great emotion B, C 7 the race for the fini shing li ne C 8 professional rivalry B, C c Find the following words or expressions in Exercise 2a. Figu re out what they mean from the context. 1 take him out {A} 2 shot (8) 3 the tape (C) 4 hit my limit (C) 5 unbearable (C)

3 Grammar: noun clauses (1) a Look at these quotes describing tho pictures . Underline the noun clause in each sentence. Then answer the questions. 1 The perspective of the picture is what I love about this one. 2 Herb couldn 't understand how I got such a good shot. 3 You can see from this picture why Coe was such a great competitor. a Which question words in troduce the clauses? what , how. why b Are the noun clauses the subject or the object of the sentence? the object b Now look at these sentences from the captions a nd underline the noun clause. How Bre these different from 1, 2, and 3 above? Why do you th ink this is? 1 What J love about the picture is that the photographer has gone up high into the stands. 2 What the photographer has done is capture that perfectly. c Check your answers in the Gra mmar Summary on page 88. d Complete these sente nces with your own words. Then compare them with a partner. 1 What I like about soccer (track and fi eld I boxing) is ... 2: What I dislike about soccer (track and fi eld I boxing) is ... 3 Lot me tell you why .. . is my fa vorite sport : 4 What I really like Idon't like about the Olympic Games is ... 5 One thi ng I don't understand about sports is why ... 6 It always amazes me in big soccer or football games how ... 7 What attracts me to watching sports on television is ... 8 I can't understand the menta lity of sports fans who ...

4 Vocabulary: track and field a Complete the table with the correct nouns or verbs. Verb swim do lhe longjump do Ih ~ higlu ump sprint di vl' lift weights Ihro\\ the ja\'clin

Sport swimming long jU1I1J.l the high jump sprintin).! diving wei&,htlift ill8 the javelin

Person swimmer longlwnper his!Lj ume.er sprinter diver weightlifter javelin thrower

b Check your answers in the Vocabulary Summary on page 88. c Wh ich sport wou ld these animals excel in? Write the sport in the sentences below. a cheetah a flea a kangaroo a dolphin an ant

1 sprinting : the cheetah can run 100 meters in five seconds; it is the fastest creatu re on earth. 2 high jump : a fl ea can jump 100 centimeters high - that means it accelerates fa ster than the space shutt le! 3 long jump : a kangaroo can jump 13 meters; the kangaroo rat can jump 10 ti mos its own length. 4 swimming : dolphins can travol great distances in the water without stopping, at a speed of up to 46 kilometers an hour. 5 weightlifting : a real ly strong man can li ft twice his own weight. but an ant can lift 50 times its own weight. d What makes a great athlete? In pairs. discuss these athletes, using the criteria in the box and any others you can think of. 1 boxer 2 soccer player 3 runner 4 basketba ll pl ayer 5 weight-lifter 6 race car dri ver abi lity to ru n/jump speed strength hand-eye coordination love of danger ability to work in a team stamina determi nation

I think whot mokes a great boxer is .. . e Com pare your ideas with the rest of the class.

Unit S

1 Reading skills a In pairs, discuss the pictures. 1 What are the people in the pictures d· omg., 2 What is the purpose of these sports? 3 Do you do any sports like these? Why?

b In pairs, read about two martial arts. Student A: Read the text below, about capoeira. Student B: Read the text about karate on page 150. c Ask your partner these questions about their text. 1 2 3 4

d

Where did the sport originate? When did it originate? Why do people practice the sport? What are its main movements?

Would you prefer to take up karate or capoelra., .

Why?/Why not?

•

capoelra Capoeira was originally an African martial art imported to Brazil along with African slaves. The first record of it dates from 1770. after the early years of slavery. It was developed by the slaves in Bahia, Brazil. so as to fight their masters, Soon, the slave owners prohibited it, so the slaves practiced it secretly in the forest In order to disguise it from their masters, the slaves made it look like a dance.

2 Grammar: expressing purpose a A common way of expressing purpose is with to: I took up karate 10 keep fit. Find mor~ ways of expressing purpose in the texts. WhIch verb forms follow the expressions?

Martial arts: Capoeira is now mainly known as a mixture of dance, gymnastics, and martial arts. It has become very popular in recent years. Some people see it purely as a way of enjoying themselves, others do it to keep fit, and others to defend themselves. It consists of a number of movements based on attack and evasion. So in capoeira you might head butt an opponent, do a handstand to move away, drop onto your elbovvs and kick, or twist away. It involves both strength and suppleness.

LANGUAGE NOTE We can use the expressions of purpose in the negative. too: I took up judo so as nollo I so that I . wouldn 't feel scared in the streets at mght. b Complete these sentences with an expression of purpose and your own words. Try to make at least one negative sentence. 1 Some peop le take up a martia l art ... 2 People sometimes do volunteer work ... 3 We should try to use our cars less ... 4 Everyone should eat a balanced diet. 5 A lot of people do yoga or meditate. GLOSSARY

martial to do with war or fighting suppleness being able to move and bend your body easilv

'-

UnitS

Sports

Objectives

Topic: martial arts and parts of the body

Grammar

Vocabulary

expressing purpose

ports of the body w eak forms with l'd/

Pronunciation

Reading

Writing

Ustening

extract from a

on advice leaflet on security

a radio phone-in

martial arts book

Wrile Martial Arts on the board. Ask students to give you examples of martial arts I;udo. karole, toe kwon do, kung fuJ. Write on the board:

bell

/dc,

throw

twist

self-defense

confidence

Introducethetopk

keep fit

Ask How are these words related /0 martial artS?

•• 1 Reading skills Ask stude nts 10 work in pai rs to do Exercise l a. Check answers wit h the class briefly.

For Excn:ise l h .lell students in pairs to decide who is goi ng to bo "A ," unci who is going to be "B. " Ask them to road their texts carefully. Point out the Clossary. Then ask thorn to take turns to ask and answer tho q uestions in Exercise l e. Aftcrwurds, ask one or two As to summarize the answe rs from B's text, and vice versa, Answ ers: Capooim Africa Beforo 1770 To en joy themselves, keep fi t, defend themselves Allack and evasion: head bUll , handstand, drop to elbows, kick. twist away

Karote lndia 2.000 years ago Self-defense. philosophical way of life Allack with foot and hands, force comes from hips - balance and hip ro tation

Divide the class into A poirs and B poirs. A poirs read text A. a nd B pairs read text B. Then they discuss it with their portner, who ha s read the some text. They hove to make sure they can answer the questions and explain difficult words to each other. Then mix students so that As are paired with Bs. Students then ask a nd answer the questions. By doing this, you give students preparation Hme so that they are ready to answer queslions, ond it gives you on opport unity to mix pairs in the classroom.

-

altemative

Discuss student s' responses to Exercise 1d as a w hole class.

2 Grammal': ex press ing purpose Write studen ts' findings from Exercise 2a on the board. and point o ut tho rules of uso and form. Draw attention to the Languago Note , which includes h ow to form tho nogative of an expression of purpose using those phrases. To, in order 10, and so as to a re used to express purpose, They are followed by on infinilive. So (thaI) is followed by a clouse. Be careful: so is used twice in the text with the meaning of consequently. II is not, here, on expression of purpose.

Quick grammar guide

Answers: .. . so as to fight their masters ... so thai you can use Ihem with force and accuracy ... In order to disguise it ... ... to keep fit ... 10 defend themselves Complete tho fi rs t son te nce in Exercise 2b as an exa mple to get stude nts sta rted . then as k them 10 use their imagination to w rite sentences. Let st udents check in pa irs. T hen as k a few ind ividuals to read their sen tences aloud for the class. Model a nswers: Some people take up a martial art to keep fit. Some people take up a martial art in order to enjoy themselves. Some people take up a martial art so thai they know how to defend themselves.

~,~----------------------~ For Exercise 4 on page 83 ::wi Sometimes irs scary walking home at night. so I took up karate to feel stronger. to feel more prepared. You don't hove to walk at nig ht here - you can toke 0 cob. but I need to save money. Karate may not really make me sofer, but I started it in order to feel safer. ond I do_

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Unit 8

3 Vocabulary: parts of the body For Exercise 3e, divide students into groups of four. Give them an example (soccer: foot, shin, knee, ankle are important, as is head), Then ask them to discuss some sports, using the words in exercise 3b.

4 Pronunciation: weak (unstressed) forms with l'dl

gQuick

pronundation

~

it

The weak unstressed 13/ sound is the most common phoneme in English. AI limes, irs so unstressed in continuous spee<:h that it con barely be heard. Words which ore commonly unstressed, like prepositions, (to, otJ, or1icles, /0, the!. and other structure words ore often pronounced with the /3/ sound.

Allow students to check their answers in pairs before they listen to the audio for Exercise 4b to check. Replay the audio. After each line, pause the recording, asking students 10 repeat.

5 Listening skills Play the audio for Exercise Sa once through and then check answers. Play the audio again for Exercise sh and have students check the p hrases the police officer agrees with.

In Exercise 5c, encourage students to take notes as they liston. It should not be necessary to pause the recording for them to write.

Ti

6 Writing skills When students have done Exercise 6a , check that they understand that the leafl et is written for tourists. Clues: in a place you don't know, make sure you know enough of the language to ... For Exercise 6b seat each group of six in a circle or around a table. Ask students to read through steps 1 to 4 carefully. Sub-divide the groups and make sure each pair chooses a different situation. Allow five minutes to discuss and make notes. It is a good idea to hand out blank pieces of paper to make sure all the leaflets are the same size, After Exercise 6c, staple the leaflets together to make a guide for vis itors, the guides around the class for other groups to read, or put them on the class notice board. The audiascript for Track 34 is on poge T82

~

35~-------------------------------------------------------Host Recently, there has been on increase in anocks on women in the streets at night. Police and women"s organizations soy the problem is getting worse. So the progrom today is asking: is there ony1hing women con do? To help us come up with some answers, I hove a police expert Martin Fowles, with me today. Expert Hello. Host I understand that a lot more women are taking up martial arts these days. Is thot useful? Expert Yes, it is. but our first advice would be not to put yourself in any s~uotion 'Nhere there might be danger. Why go on the streets alone? Host We have a coller who'd like to soy something here. Deborah? Caller 1Oh, hi. Well, I live in New York: and sometimes irs scary wolking home at night. so I took up karate to feel stronger, to feel more prepared. You don" have to walk at night here - you can take a cob, but I need to save money. Karote may not really make me safer, but I started it in order 10 feel sofer, and I do. Expert Yes, thars true, sometimes just feeling sofer can help. You dorn want to look like a victim - if you have to walk the streets alone at night, walk toll, look ahead, not down, and took purposeful, as though you know where you're going. Muggers tend to go for people who look nervous. So. yes. martial arts or seIf·defense courses can help your confidence. Host What other basic advice would you gwe women wolking alone at night? Expert Well. there's alilhe obvious advice, you know. keep to well-lit streets where there are lots of people; donl go down alle-ywoys or into badly·lit areas if you con help it. H's sometimes bener to walk on the street rather

Unit 8

T 83

Sports

__

than the sidewalk - if there isn't a lot of troffic. of course as you're in the open there. Host We have another call. Jason, what would you like to

'-Of' Caler 2 Hello. I'd just like to soy that irs not just women who are anocked at night. I was attacked a few months ago .. Host Ch,no ... what happened? Caler 2 Well. the guy threatened me with a knife. He took my wallet and my cellphone, but he didn't harm me, so I guess ~ wasnl too bad. But, you know, rve started to carry, like, a weapon with me now - I feel safer. Expert Joson, thaI isn't a good ideo. I understand that you feel safer, but an onacker could use your weapon against you. Or if you harm someone, you could be in trouble. Host But what should someone like Jason do, if he's attacked again? Expert If you get in a situation that you can't avoid, try running fi rst. If that doesn't work, and the anacker wants money, just give it to him. There's no point in risking your life for money. Host Okay. Now we hove Allie on the line. Allie? Calef 3 Yes. I wanted to ask about something I've heard. I've heard that if you're allacked, you should shout au! "Fire!" as loud as you can. Is that true? Host Fire? Expert Yes, rve heard that, too, and irs a good idea. You see, if you call out "Helpr, people may not want to get Involved, but if you coli aut "Firel", people come out of their houses to see v.-hors happening. Sod, but true .. Host Okay. Thank you, Allie. Now we hove ..

-3 Vocabulary: parts of the body \.......

a Go through the Iwo texts in Exercise 1 and find six parts of the body. Capoira: head, hand . elbows Karate: hand16st. fect, hips, muscles b Match the numbered parts orthe body with the words in the list. abdomen armpit elbow fool head hip shoulders toes wrist

0

[jJ

[l ~

[) !]j

Iill [j)

ankle sh in fingers hand heel knee th igh waist

~

ffi III III

0

iJ!I

IJ[J IE)

III

c In groups, discuss which parIs of the body are important in any sports Ihal you play.

4 Pronunciation: weak (unstressed) forms with fa!

..........

a Read what this woman says about why she took up karate. Say the text to yourself and circle the words that become weak (unstressed). The first two are circled for you. Sometimes it's scary walking home@night, so I took up karate@fcel stronger, to feel more prepared. You don't have to walk at night hereyou can take a cab, but J need to save money, Karate may not really make me safer, but I started it in order to feel safer. and I do. ~ b Listen and check your answers. then repeat the lext

5 Listening skills ~ a Listen 10 a phone-in program on the rad io and

answer these questions. 1 What is the topic? allacks on women on the street at night. Z Who is the program mainly aimed at? women ~ b Listen aga in. Does the police expert agree with these ways of protecti ng yourseJf? 1 Taking up a martial art 2 Keeping to well-lit areas at night 3 Carrying a weapon 4 Running away from an attacker ~ c Listen and make a note of all the advice that the police expert gives. Compare your notes with a partner. Do you agree with the advice?

6 Writing skills a Read the extract below - who might rcad it? Why? Do you agree with the advice?

Practical tips When you're in a place you don't know: 1 ensure you find out where lhe dangerous areas are and don't go there! '

2 make sure you know enough of the language to ask for help.

If you think someone is going to attack you' 1 start running.

.

2 'tlttract attention by breaking a bottle, a window or anything tat makes a lot of noise,

'

3 carry a whistle and blow it hard so people can hear it and come to your rescue.

If you can't run away: 1 shout for help as loudly as you can. 2 kick your attacker in the shin - but make sure you hit the bony part.

b Now write a leaflet advisi ng visi tors on security in your city. In groups of six, fo llow these steps. 1 Divide into pairs. Each pair takes a different

situat ion from the ones below, or from others in your city. Example situations: on the street, on public transportation, at cash machines, in parks. 2 Think about attacks that may happen to visitors and the pur pose of the attack, e.g. cameras, cell phones, money. jewelry. 3 Decide what information, if any, you will use fro m the radio program and add information relevant to a local context. 4 Write a list of practical tips for your situation. c Show your leaflet to your group . Check each other's content and language. Then decide on the headings for your leafl et and put a.ll the information together.

Sports

UnitS

Not for girls?

Sport or spectacle? 1 Reading skills a In groups, discuss these questions about the pictures o n this page.

1 Are you surprised at seeing wom en doing these sports? 2 Which one is the most surprising/shocking? Why? 3 Can you think of any

sports that are more associated with women than men? What might be the reaso n? b Read the article about Laila Ali, the daughter of Muhammad Ali. Which of the phrases below refer to Laila and which to Muhammad? Why is each one im portant in the context of the article? 1 the most fam ous sports fig ure on earth Muhammad 2 feisty and determined Laila 3 Parkinson 's disease Muhammad 4 the greatest Muhammad 5 a magne t for worldwide media a ttention Laila

MuhammadAli is probably the most famous sports figure on earth; he is recognized on every continent and by all generations. The diagnosis of his illness as Parkinson's disease after his retirement fuelled the debate about the dangers of boxing and criticism of the sport. That, plus his outspoken opposition to women's boxing, made people wonder how he would react when one of his daughters decided to take up the sport. His presence at laila's first professional fight, however, seemed to "-broadcast her father's . Of course Muhammad Ali wanted to watch his daughter fight.The ring announcer introduced him as the "The Greatest" and ar he sat down at the ringside the crowd chanted "AIi,AIi,AIi ...". '--

Twenty-one-year-old Laila's debut fight was a huge success and there was as much publicity for the fight as her father's fights once attracted. Unfortunately, Laila's opponent was much weaker than she was and the fight lasted just 31 "-seconds. Since then, laila has won most of her fights by knocking out her opponent. "She knows what she's doing, all right," said one referee about her."~ knows about moving well. You can see some of her dad's moves." "-laila Ali would rather not compare herself to her father. She prefers to make hr own name. Her father s her decision to enter the sport but he has not "spared her the details of what can happen. Laila realizes that her father wants her to understand the worst possible scenario to see if she still wants to go forwar" with it. She knows she's going to get hit hard at times, that she may get a broken~ nose or a swollen face , but at least she is prepared for it. Ali's decision to start boxing despite her father's struggle with the symptoms 0 ', Parkinson's disease has of course sparked a mixture of debate and criticism. ButLaila is a feisty and determined individual and it is that as much as her famous last name that has made her a magnet for worldwide media attention. Of course, t~, "arrival on the boxing scene of a woman with her family history attracts even more questions about whether women's boxing is sport or spectacle.

GLOSSARY

feisty having a strong character swollen larger and rounder tha n usual spectade an impressive show (sometimes used to show disapproval of something ridiculous)

Objectives

Topic: women and sports

Grammar

verb + verb constructions (to + infinitive / -ing verb!

Reading on Internet article

Ustening an informal conversation

Speaking

a role-play

Write the names of two or three famous sporlswomen on the board. (For example. Serena Williams, Mia Hamm, Gabriela Sabatini - but choose women well-known to your studentsl. Ask Whol sports do Ihese women ploy'! Whol qualifies and strengths do they have? What other female sports stars do you know?

Introduce the topic

1 Reading skills Ask students to work in groups of four to six to discuss the questions in Exercise l a . Afterwards. find out the degree to which your students agree or disagree with each other.

Answers: Sports associated with women : ice-skating, gymnastics, synchronized swimmingprobably because the sports are gracefu l and balletic. Volleyball, field hockey, and tennis are often associated with women - possibly because these are sports that most girls play at school. In the U.S ., women's' soccer is very popu lar. In Exercise lb, ask students to read the article and match phrases to the people. Let students discuss their answers with a partner before sharing them with the class. You may wish to check that students understand these words connected with boxing;

Vocabulary work

to fight/to box a fight / a boxing match boxing ring'" place where boxers fight 01ringside", next 10 the boxing ring lake up boxing"" start doing the sport of boxing knock out on opponent ::= make him/her unconscious

Sports

T 84

Unit8

in Exercise l c, ask students to read the statements carefully before researching the article to find phrases in the texl that their answers, Let students discuss their answers with a partner before sharing them with the class. Answers: "his presence at Laila's first professional fi ght ... seemed to broadcast her fath er's " "Lalla has won most of her fights .. . " "the diagnosis of .. . Parkinson's disease fuelled the debate about the dangers of boxing" "hor fa mily history attracts even more questions about whether women's boxing is sport or spectacle" "Muhammad Ali wanted to watch bis daughter fight " Following Exercise ld, have a brief class debate about boxing or any other sport in which women's participation is currently controversial .

2 Grammar: verb + verb constructions Exercise 2a can be done in pairs. Ask students to research the text, find examples, and complete the table, [n Exercise 2b, also point out the Languago Note that discusses start. Quick grammar guide: verb+verb

Students simply need to memorize whether verbs ore followed by to + verb, the simple verb, or the -ing verb. Prepositions ore always followed by -ing.

Common problems ond errors Translating from the students' first language and overusing 10 + verb

My parents don'llel me ~ oul/ole.

I don'l en;oy ~so hard.

After students have comploted tho sentences in Exercise 2c, let lhem check their answers in pairs, and discuss the sentences.

3 Listening skills in Exercise 3a, elicit the answer to the first question from the class to get them started, then give students three or four minutes to complete Ule rest of the text, Let them compare their answers with a partner. ~

Play the audio for Exercise 3b, Ask students to listen and check their answers,

~

Play the audio again, Pause the recording to give students time to note the arguments. Answers: For: iI's exciting Against: she should be studying for her exams; it 's dangerous; it's expensive

4 Speaking skills Allow four or five minutes for studonts to do Exercise 4a, Elicit ideas from the class and write ospecially good ones on the board, building up a list for and against. Encourage students to read tho Useful Language box as they prepare their arguments, Once students have read their role card for Exercise 4b, give them a few minutes to prepare what they are going to say.

-~~-----------------------------------------------------, Mother And what do you think you're doing? Girl Nothing. Mother What do you mean, nothing? Where are you going? And don', soy "nowhere: Girl Okay, then. I'm going motorcycling. Father [from another room) Motorcycling? Mother Motorcycling? Girl Yeah, motorcycling. I'm in a race tonight. Father But you don't even have a motorcycle. Girl No ... actually t wonted to talk to you about that. Right now, I'm using Joke's but he .", Mother Wait a minute. Motorcycling? Racing? How long hos this been going on? Girl I started motorcycling - with Joke, on his bike - about six months ago, and I've been racing a few limes. Mother And why didn't you tell us? Why did you hide it from us?

Unit 8

T 85

Sports

Girl Well, thars obvious, isn't it? I didn't wont to tell you be<:ause you would have stopped me from doing it. thers why. Father Thafs not true, darling; irs just that we think you should be studying for your exams. Girl I'm always studying. I'm the best student in my class. Mother Well, I'd prefer you to take up dancing or something like thaI. Girl I can already dance. rd rather spend my free fime motorcycling. trs excrting. Mother But isn't It dangerous? trs just tholt'm worried. Father And isn't It expensive? t mean, you con" use Joke's bike forever. Gift Exactly, and thars what I wont to talk to you obout. Irs my 18th birthday soon, and I'd reolry like .. Mother Now, hong on. If you think we're going to buy you a matorcyde for your birthday ... I think we need a serious conversafion oboul all this ..

c Read the article again. Find evidence to these statements. 1 Muhammad Ali accepts his daughter's decision to become a boxer. 2 Laila Airs boxing career is successful. 3 There is a lot of controversy about both boxing itself and about women boxing. 4 Laila has a good relationship with her father. d Look at the last sentence in the article. Is boxing a sport, a spectacle, or something else? Can you think of other sports that provoke a similar debate?

2 Grammar: verb + verb constructi ons a Look at the categories on t.he left of the table and find examples of these in the article. Check ( ~ ) the correct column in the table to show what follows them. Category

to + verb

Verbs like IVan I, decide, prefer

,/

Simple verb

- ing verb

,/

Verbs like slarl, suggesl Verb phrases like I'd rather, you'd betler

,/

Modal verbs and make/lei

,/

Prepositions, e.g. from, by. about b Check your answers in the Grammar Summary on page 88. c Complete these sentences with the correct form of the verb in parentheses. 1 I'm interested in watching (watch) boxing on TV. 2 I'd rather take part (take part) in sports than watch (watch) them. 3 I started learning (learn) English when I was five years old. 4 My parents wanted me to follow (follow) in their footsteps and do the same kind of work as them. 5 I would prefer to live (live) on my own than in an apartment with others. 6 I'm afraid of being (be) without work.

,/ LANGUAGE NOTE Slart can be followed by either an -ing verb or to + verh.

d In pairs, discuss the sentences. Are they true for you? If not. change them so that they are.

'-

3 Listening skills a Look at the picture then read this summary of a conversation between Emma and her parents. Try to fill in the blanks. Emma started 1 going motorcycling about six months ago. She didn't want 2 to tell her parents because they would have stopped her from 3 doing it . They think that she should 4 study for her exams, and her mother would prefer her 5 to take up dancing. Emma would rather 6 spend her free time 7 motorcycling and she wants 8 to talk to her parents about 9 buying her a motorcycle for her 18th birthday. Listen to the conversation and check your answers. Listen again. Make a note of the arguments that Emma and her parents raise for and against her hobby.

4 Speaking skills '-

_.

."

a In pairs. try to think of other arguments for and against a girl of 17 motorcycling. b In groups of three. you are going to role play the conversation between Emma and her parents. Choose your role and read it on page 1413. Then follow these steps: 1 Tell the others how you feel about the situation . Try not to get angry. 2 Discuss the situation and try to reach a compromise. You will need to negotiate, using some of the Useful Language phrases. 3 When you nave reached a compromise and you know how you are going USEFUL LANGUAGE to resolve the situation. stop talking. I'd like you to ... c Tell the other groups in the class about your solution to the problem. Who I'd be really happy if you'd found the best solution? I see what you mean. but . If you agree to X, then /'11 ...

Sports

Unit8

4 Tho current system, with countries taking turns organizing the Olympics, is fairest. 5 The Olympics should be abo ut athletes compoting witil each other. 6 There is too much commercialism in the

1 Wa rm up a In groups, discuss the Olympic Games. 1 When were the last Olympic Games? Whero were they held? 2 What do lhe imagos on these pages tell you about the Olympic Games? 3 What arc tho main objectives of the Olympics? Are they usually achieved? b Read these statements about the Olympics and decide whether you agree with them or not. Share your views with your group. 1 Keeping politics out of the Olympic Games is essential. 2 Countries at war should stop fighting during the Olympic Games. 3 The Olympics shouldn't only be held in rich countries.

Olympics these days. 7 The Olympics should be all about entertainment; they should be a good show. 8 The Olympics should be abandoned these days as they attract terrorists. 9 Bringing nations together in friendship should be the only aim of the Olympics.

2 Task You ore going to debate the role of the Olympics (today and in the future). First , read the following quotes and decide which of the views in Exercise lb each speaker holds. (They may hold more than one of the views.)

(l)

The games should have nothing to do with politics; the games exist to encourage the highest standards both on and off the field. Breaking world records is important, but providing .... excitement is the main '\ purpose of the 1,." games" eommitte e ,

I believe there's nothing wrong with the Olympics as they are run today. something works, we should leave it alone. Although there are problems, they are beyond the responsibility of the Olympic committee. However, I believe countries at war shOuld be banned from competing, or at least we should insist on a ceasefire.

"'","7;;;;;;;;,;;;;;;;;;;;;;;;;;;;;;;:::;':'--~"_ We are applying to host the games next time so that we can boost our economy and provide more jobs for our citizens. We could be given an opportunity to imprOYe all kinds of services. As a small country, we should be given a chance to develop, too.

"

G

'Gl. "'

"

"ClaSs athlete

Unit 8

Sports

.

"" ~'

began" ....~bA. ''V

_--------:-:----'-"'~~:~~: ~ medal viIOrd-

In my opinion, the Games are a media event: they are all about entertainment. The Games should be spectacular - and the system of having the Olympics in a different country every four years is good because it increases interest.

As an athlete, I think the Olympics are an opportunity to prove ourselves on the world stage and to become better known. In spite of the ~ . ' ideals of bringing peace and friendship, it is about competition and ~ making a living.

Q

ioum

\

In the old days, the games had nothing to do with big business or with entertainment for its' \ own sake. Nevertheless, we athletes , were justly proud of our physical and mental fitness. Sadly, the spirit of t(e ~ games is dead - they must be given back to Greece where they

The world is in Crisis, with wars and aggression all around. The Games are a symbol of international cooperation and we have tl"" work with all nations to make them work, despitE:. our feelings towards countries we perceive as aggressors.

Objectives

Topic: the Olympics

Grammar

Reading

Ustening

Specking

linkers expressing contrast and -ing verbs

quotes

a committee discussion

debating the role of the Olympics

Write The Olympics on the boord. Ask students a few personalized questions to gellhem started, for example:

Introduce the topic

Do you enjoy watching the Olympics? Which events do you walch and why? Is it important to you when somebody from your country wins a medal? Why?

1 War m up Divide students into groups of four to six to discuss the questions and statements in Exercises 1a and lb. Afterwards, elicit from one person per group a summary of the main points they discussed. Beijing is hosl of the 2008 Olympics and the 2012 Olympics will be held in london. The images on pages 86 and 87 show the Olympic flame; branding and advertising; Block Power solutes by American athletes at Ihe 1968 Mexico City Olympics protesting segregation; Ihe murder of 11 Israeli othletes by Palestinian terrorists ot the 1972 Munich Olympics.

Culture note

Nominate a group leader to ask the questions and rea d the statements aloud for others 10 discuss. II is his or her job 10 make sure thai everyone in Ihe group speaks and that no one speaks about one topic for 100 tong.

Organizing group discussions

2 Task Let students work in pairs to match quotes and views. Give a short time limit, say four minutes. Answers: A 2, 4 D 3, 4

81 ,7 E 4,7

Co F5

G9

Sports

T 86

Unit 8

3 Prepare Divide students into groups. Then give them a minute or two to decide which statement they wish to discuss, and decide which role they wish to play. Make sure that each student in the group chooses a different role. Tell students to list at least five arguments they wish to make. Tell students that they have five minutes to discuss. Remind them that they have to agree on a proposal. After five minutes. stop the discussion. Tell groups to decide on the wording of their proposal. and tell them to decide on who is going to read it aloud to the class .

•

T

4 Ask one student from each group to stand up and deliver their group's proposal. After each, elicit comments from the rest of the class .

• ••

T1I

5 Compare Play the audio for Exercise Sa. Ask students to listen and say who is speaking.

0 0

ii

Play the audio again. Let students check in pairs before discussing their notes as a class. lfyaur students have problems hearing the expressions, you could play the same audio a third time, pausing as needed .

6 Notice Read through the example and rules as a class, then ask students to find other examples from the lesson. Answers: lb shouldn'!. .. be held; should be abandoned Z should be banned; must be given; could be given; should be given

ii

7

Follow up Divide the class into the same groups as in exerc ise 3. Give students four or five minutes to discuss the statement. Nominate one student in each group to write down arguments why. Ask that student to summarize their group's ideas for the class at the end.

Additlon.1 acIMty

In groups, osk students to design a poster to promote on Olympic bid from their city. On the poster, they have to design a logo, write a slogan, and five reasons why their city should get the Games. These reasons may be in shari, bulleted note form.Give each group a large sheet of poper to design their poster on. Put lhe posters on the classroom walls.

J7~----------------------------------------------------RepresenkrIiv9 of International Olympic Committee Well, thank you all for coming. We're here to discuss Ihe future of the Olympics and to suggest some practical solutions for improving ~. We hove severol items on the agenda, so lers start. Rrst, as a representalive of the International Olympics Committee, my job is to make sure we maintain the highest standards both in athlefics and in the way the Olympics are run. tn of the competitors, we're concerned that some of Ihe highest-quality athleles have decided not to attend recently. I'd like an athlete to comment first on this. Sylvina? Athlete Well, irs gelling tougher for us all the time. As athletes, we have to train harder and harder and so many of us are getting injured. The Olympics means a lot of time out 01 our schedules - time when we're not earning any money - so I think we should be paid to compete - not to win - just a sum 10 take pari, That would also mean that athletes who don't make a lot of money would be able to come. I think there should be a reasonable financial reward for athletes and the work they do. Representative Thanks very much for your view. if athleles were paid, we'd obviously have to 1001: Of how we could raise the money to do that. Ticket prices are already really high. Yes. Adriano?

Unit 8

T 87

Sports

Retired athlete Well, allhough I do agree with Sylvina

thai we athletes are overworked and underpaid, I think 01 the same time thatlhere is lar too much commercialization and focus on money. We are in danger of losing sight of the main aim of the Olympics - to help bring peace among nations. When I won my gold medal thirty years ago, it was very different - it was all about showing the high physicol and mental standards that human oongs could reach. l leel rt would be a step in the wrong direction to pay the athletes. RepresentotiwI Okay, thanks. lers have a view from someone who isn'l an athlete. someone less directly involved. Yes? Journalist Okay, I tend to agree with Adriana. Even Ihough athletes give up a lot 01 time to compete in the Olympics, it does benefit them - it increases their public prolile and competing for your country can make you inlo a national hero. But my main point is thaI the Gomes ore all about competing, pushing yourself. providing entertainment, and so on. I think if we introduced payment to take pari, as Sylvino suggests. Ilhink we'd lose pari of thaI. RepresentotiwI Right. Thanks for Ihot, Before we move on to the next topic, lers just lake a show of honds_ Con you raise your hands if you think that athletes should be paid? Thank you, !hars ..

3 Prepare In groups of four or five, choose one orthe statements 1 - 4 below about the future of the Olympics. then follow the steps a - c to have a shorl debate. 1 Tho Games sho uld be restricted to countries that are democracies, peaceful, and wilh good human rights records.

2 The Olympics should always be held in the wealthiest countries as poorer cou ntries find it very difficult to raise the money to host them. Let the wealthy countries pay for the Games! 3 Athletes should he paid to enter the Games. then all the best ath lot es would enter. 4 There should be no commercialism associated with tho Games - no adverti sing. no merchandising. etc. a Form a commilloo 10 discuss the statement: each student chooses II different role from Exorcise 2: athlete, TV producer. etc. b Make notes on the arguments you will present to the other memhors of the committee. Use tho (Iuot es and tho statements in Exercises 1 and 2 for ideas. c Discuss tho issuo with the olher of lhe commillec. Form a proposa l about the statement . Start like this: Ladies and gelltlemen. We have discussed the statement ... [Read the statemen t you cbose.]. and

after some cOll sidcmtion. we lIove come to the fol/oll'ing conclusions. First, ."

4 Report back to tho rest of tho class on you r proposa ls. Liston to tho other groups and make notes. 00 you agree with thei r proposals? Why? I Why not?

5 Compare @ a Listen to a committee discussing one of the statements in Exercise 3. Which one? Which oflhe speakers from tho quotes in Exercise 2 do you hear? A. B, C, F

~ b Listen aga in and mako notes on the following. 1 How does tho chairperso n introd uce the topic for discussion'! We're here to discuss ... 2 How doos he soloct the speakers? I'd li ke an athlete 10 comment 6 rsl on this. LeI's have a view from someone who ." 3 How do the second and th ird speakers start their speeches'! Well .. . 4 How do they fi nish their speech in each case? I think there should be ... / 1 feel it would be .. . s How does the chairperson ask for opinions at the end? let's just ta ke a s how of ha nds.

6 Notice Look at this example from the debate:

Itllink we should be paid to compete. When we are debating or having a discussion, we often usc the ive voice with a modal verb: 1 to avoid making tho dobato too personal. 2 10 avoid accepting responsibility for everything we say. 3 when we don't know who takes responsibility for an Ilction. Find other exa mples of tho modal ive in lhis lesson in Exercise lb Il nd Exorcise 2.

7 Follow up In groups. decide whether you agree or disagree with the statemen t below. Then share your ideas with the class. Did most of the groups agree or disagree?

Our COlllltry should be chosen 10 hosltlle Olympics in the near futuro.

Spons

UnitS

Grammar Summary 1 Noun clauses (beginning with a question word) A noun clause can be the oOject of a sentence: I don't know what he is doing. It's amazing how clever she is. We reaJ/y can't rtgure out why Susanna left Michael.

The noun clause can also be a subject and come at the beginning of the sentence. We often use them in this position when we want 10 emphasize them. How you live your fife is none of my business. What we need is more government for our enterprises. Where Philip

goes every evening remains a mystery to me.

2 Expressing purpose an infinitive or by a subordinate clause. Connector

Followed by

Example

to

infinitive

We went out for dnner to celebrate Mary's birthday.

The government has increased wages in Ofder to gain popularity before

the election. She confessed her crime so

so as to

as to get a lighter sentence.

sa (Ihal)

CIa"se

This form follows prepositions: You can team a lOt from looking at people's garbage. It also folows a number of verbs, including most verbs of liking:

Jason suggested ing the sports club in the center.

I don't

en;oy going under the water when I'm swimming.

Some verbs can be followed by either the -ing verb or vert) + to: Gary hates to meet I meeting new people. I've started to learn I learning Japanese. Complete these sentence stems about yourself. Use a verb form in each one. Compare your sentences with a partner. 1 Work I want ... 2 A big decision: When I decided . 3 Hobbies / Free time: I'm interested in . 4 A big change: When I started .

We can express purpose with connectors that are followed by

in order 10

-ing verb

I got up early so (thai) I wouldn't miss the plane.

you now so (that) you don', forget the party.

I'm calling

The connectors in order to and so as to are more formal lhan to + infinitive or so that + clause. II is possible to make so as to negative by putting not before to: The po/ice put the witness in a safe hOuse so as not to expose him to danger. 3 Verb + verb constructions Many verbs in English can be followed by other verbs, and preposiHons can also be followed by verbs. These verbs take a number of forms:

to. verb This form lolows a number of verbs, often verbs thaI involve wants and desires:

I want to spend our vacation in Florida this year.

We prefer to watch movies at the movie theater. We can also use verb • to after some verbs of liking: Karl likes to go dancing on Friday evenings. Simple verb

This form follows !T"IOdal verbs, and make and let: We should pay our phone bill as soon as poSsible. They made me clean the whole hOuse every day. It also follows the phrase I'd rather (without an object);

I'd rather watch auto racing on 7V than go to the track.

5 Going out: I enjoy. 6 My pet peeve: I hate. 7 Making myself better: I should .

Vocabulary Summary 1 Sports: track and field p"""",

Ve'"

Sport

"";m

swimming

swimmer

do the lOng·jump do the high jump

the long jump

long jumper

the high jump

high jumper

sprint

sprinting

sprinter

dive

diving

dNe<

lift weights

weightlifting

wejghtlifter

throw the javelin

the javelin

javelin thrower

Answer these questions. 1 Do you play / Have you ever played any of these sports? 2 If not, which would you like to try and why? 3 Which of the above sports, if any, do you find boring,

and why?

2 Parts of the body

bead

Labet the parts Of the body using the words in the box.

sboul elbow

"""""'" ",ide armpit elbow fingers foot hand head

----

heel hip knee

shin shoulders

waist wrist

"-

hand

\ I

fingers

ankle

Unil8

5po

abdome. waist

~ wrist

liugh

(!)

Z I Q:

3: ~

::,)

~

Q...

9

L.J.J

> L.J.J

o

rn REVIEW

A short report

Review your action plan: using your dictionary

1 Thinking about the topic of your report a Work in small groups. You are going to write a report foc a Web site about sports in your country. The report is The most popular team sports in my country. Before you start, discuss lhese questions. 1 Which are the mast popular sports in your

country?

In pairs, talk about your action plan for Unit 7. Tell yout: partner which words, collocations, idioms, Q( phrasal verbs you looked up in your dictionary and 'Nhat information you learned about them.

I came across "to give someone a black eye" when J was reading. I thought "8Jack Isn '/ right! We don't say that' So J chOCked it out in the dictionary, and in English you do say "8 black eye", Interesting!

2 Which people like these sports?

3 When are the games played? 4 VVIlefe do people watch the games? b D::> you know the most popular team sports in the U.S.? Put these sports in order, WIth number 1 as the most popular.

Basketball

Football

Baseball

2 Analyzing three short reports a Read the three brief reports and check your answers to Exercise 1b.

b The reports all deal with the same topics: fans, tickets, popularity, when the games are played, and where they are watched. Can you find any patterns in the order of these topics in the reports? c Read the reports again and unde!1ine any words or phrases that may help you write your report on sports in your country. d tn pairs. compare the language you have underlined.

3 Writing a brief report a In small groups, brainstorm and make notes on the three most popular team sports in your country. Use the key

ideas in Exercise 2 to help you. b In pairs. decide how to order the information and write a draft of the two most popular sports. c Take one sport each and write a short report about It. d When you have finished, exchange your work with your partner. Try to help your partner by making suggestiofls to improve the writing. Comment on these areas.

1 Structure:

are ideas in the report logically ordered?

2 Interest: do the ideas and range of language make this report interesting to read? 3 Accuracy; is the language oorrectly used? For

example, are the punctuatiofl, spelling, and grarrvnar correct?

e Make final corrections to your reports and then read them to each other in small groups. Are the reports good enough to go up on a Web site?

There is no doubt that football is the most popular sport in the United States. Fans usually tend to be male. However, the sport is also very popular with women, too. Due to its popUlarity, it is often difficult to get tickets for National Football l eague (NFL) games as they are generally sold out before the season begi ns. Games are usually played on Sunday afternoons and if spectators don't go to the game at the stadium, they watch live or recorded games in a local bar or at a friend's house. Baseball is the second most popular sport in the USA and as is the case with football, fans are predominantly men although so me women are also ionate about the sport. Unlike football, games take place on weekday evenings or afternoons between earl y spring and late fall. Teams in Major league Baseba ll (M l B) play 81 games in an average season. Tickets to baseball games tend to be much cheaper and easier to get than those for football and basketball games. For those who cannot make it to their team's stadium, baseball is regularly shown on TV. Basketball games are also extremely popular in the U.S. So popular in fact, that National Basketball Association (NBA) games in many cities are sold out in advance, so it may be difficult to get tickets. The basketball season is much shorter than baseball's with NBA teams playing 41 games in a normal season. Fans are attracted from all walks of life and as is the case with both baseball and football, the majority of fans are men. Nevertheless, there are ten Women's National Basketball Association teams (WNBA) in the U.S. Many people follow their favorite NBA team by watching their games on TV.

PlAN [> Your action plan: writing a short report

Write a short report. You can eithef use your notes to write about the third most popular sport in your country or you can write about anothef team sport in your country. Nole: you win need to Show your fv"laI written report to your classmates at the end of \JrIit 9.

Sports

UnilS

1 Speaking skills

~ b Now listen and chock your answers.

~ c Li ston again and complete the rest orthe noles. Which of tho images of beauty on this page do you find tho mostllcasl beautiful? In pairs, compare your ideas . giving reasons for your choice.

'Pu,Ypo$ cf .>UY>ey.

2 Listening skills a You are going to listen to part of a presentation about the media and personal image. In pairs, try to complete the presenter's notes using the numbers in the box.

I

5 15 15 44

80 50 90 8,000

to analyze the effects of women's media on tho health of the fema le population

f<.easun, fey

-aomen's ~ when

Ye(J1iJ:nfj?n0fJ5' the way women are pNl!lcnted as perfecl in these magazines ~ cf kauI:y m 'I?Ie.dut:wo men who have perfect skin and beautifuJ Dowing hair, who are Ian. and who are very slim

.fMds 10 heaDh p.o!/urns, ef! anorexIa

Suney ct!n.dJA.ded wr.I:h I !L1ill9 '"It"OmE?1-. " Z JIlL ~ ~ when. >Wi ,"""",,5 """9' " 3 ..5lL ~ pp. Ik-nl< tky hme ~ f"ck " 1 .!!2.. ~ ~ hme IR= on. did " :J li ~ ~..,JA~ Ji'omen.~

• 6 'M Uton- on. did pmiud.s .. 7 $2...,. I:xttwrt Q)1. ~

" 8 'll. Uton- on. c!Mes " accessme.s ~'if'

Mis, Mgs!

Brain and beauty

1M mu.!l; Ie 5a U>n.)f people m. US. (are) ovcnvcighl

d In pairs, discuss these questions. 1 Do children and adults have ··weight problems" in your count ry? 2 If so, what are the main reasons for this? 3 How much do YOlL spend on clothes, cosmetics, and diet products? Is this average for your country? 4 Do you pay attention to the images of beauty presonted in the media?

Objectives

Topic: images of beauty and health

Grammar non-defining relative clauses

Vocabulary

Reading

your image and health

a radio presenter's

Usfening a presentation

Speoking discussing beauty and how it is maintained

notes

'--.) Write on the board: fashionable clothes, cosmetics, hairstyles, beauty treatments, keeping fit. Ask Which of these things are important to you? How much lime and money do you spend on these things? Do you think we worry about how we look 100 much?

Introduce the topic

••

1 Speaking skills Ask students to briefly discuss the pictures in pairs. Afterwards. elicit from the class how important culture, age, and fashion are to our ideals of "beauty. "

2 Listeni ng skills Read through the notes in Exercise 2a as a class. Then ask a few questions to fOCllS students on the task. Ask Do you think the media help women have a positive image of themselves? Do you think women spend a little or a Jot? Ask students to guess the answers in pairs. Play the audio for Exercise l b. Ask students to listen and check their answers,

~

For Exercise l e , play the audio again, Ask students to listen and complete the notes. Let students check their answers in pairs.

~

Put students in pairs to discuss the questions in Exercise ld , Afterwards, find out how many students are very concerned about image,

~ H." 0" 'p"""

Ihl' ",eolog

I, 01. "eo. Cam,,,o "0m Ih' Sao

Diego Institute of Health, who is presenting the findings of her recent research into the link between the media and women's health in the United States. Dr. Cameron. Dr Cameron Thank you. My team conducted a survey over two years, covering a sample of eight thousand women. We wonted to analyze the effects of women's media on the health of the female population. Our first, and perhaps most dramatic, finding was that a huge proportion of women - 90% - tend to feel depressed when they read women's magazines. The reason for this is the way women are presented as perfect in these magazines, which the average woman connot hope to imitate. Of course, the first ideal women are given in magazines, on TV, in the movies, is that of physical beauty - we'll look at perfection in other spheres of life later in the presentation - women who have perfect skin and beautiful flowing hair, who are ton, and who are very slim. In fact, about 50% of all adults in the United States believe that they have a weight problem, and much of that stems from comparison with media images. Of course, it has to be said that many people in the U.S. are overweight The problem of weight and image is not confined to adults - many children see themselves as too fat, or their parents see them as too fat - and as many as 80% go on a diet at some time during their childhood. This points to a severe dissatisfaction with their image, which, in the cose of teenage girls in particular, can lead to terrible health problems: by the time they reach adolescence. 15% of children suffer from anorexia. This constan t comparison of oneself with on unattainable image can lead to obsession, which explains the amount thaI women in the U.S. spend on diet products each year - a staggering $44 billion. Compare that with the amount women spend on cosmetics - 55 billion. They do spend more on clothes and accessories - in the region of 515 billion, which is still a lot less than they spend on Irying to get thin. Now, the next aspect we looked at was .

Brain and beauty

T 90

Unit 9

••

3 Vocabulary: your image and health In Exercise 3a, pair up students to read tho problems, check their meanings in the Vocabulary Summary on page 98, and decide which ones arc not related to beauty. Checking ,.aning

Afterwords. use check. questions to see how well students hove understood the new vocabulary. For example:

Which word means you ore 100 fof? Which word means you hove no hair?

Which word describes spots on your face?

Cheddng pronundaIion

Read these words out aloud, and ask students to repeat, and 10 check. syllable stress and proounciolioo. depression indigestion

obesity

anorexia

boldness

fatigue

ocne

eczema

anemia

Ask students to do Exercise 3b in pairs.

Divide students into groups of four or fivc to discuss the questions in Exercise 3e. Answers will vary.

••

4 Grammar: re lative clauses Have students road the examples in Exercise 4a and discuss the questions in pairs.

Quick 9' Oi III"nOI"

guide

Relative douses lalso called adjective douses) give more information about a noun in the main clause. They usually begin with the relative pronoun. who, which, or that. Common probkNns ond errors

Repeating the subject pronoun after the word who or which: Young women are people who IRey may become anorexic. Confusion between who and which in relative douses: Dr. Cameron is a researcher wAAA has corried oul a survey. In Exercise 4b, ask students to work in pairs to compare the sentences, answer the questions, and check their answers in the Grammar Summary on page 98.

Ask studenls 10 complete Exercise 4d and check with a partner before discussing the answers as a class.

5 Speaking ski lls Ask students to look at the pictures, and then olicit the vocabulary from tho class. Suggested answers:

1

perfume

2 hair dye 3 razor/shaving foam 4

5 6 7 8

--Unit 9

T 91

aftershave fake Ian bair conditioner make-upllipstick tattoo

Pair up students to discuss the questions. Then elicit answers from tho whole class. You could do exercise Sb as a doss survey. Ask students in pairs to think of fIVe or six questions to ask about the products. For example: Which of lhese products do you use? How ohen do you use them? How much do you spend on /his product each month? Ask students to walk round the closs and interview as many people as possible in, say, eight minutes. Ask students to discuss their finding in pairs and then report them to the class.

Brain and beauty

3 Vocabulary: your image and health

b Compare these two pairs of sentences.

Problem

You are/fe el

Yo u suffer from

depression

depressed

feelings of despair

la Young girls. who often feel unhappy with their image, shouldn't read these magazines. lb Young girls who feel unhappy with their image shouldn't read these magazines. Za Women's magazines, which promote the perfect image. are part of the problem. zb Women's magaZines that promote the perfect image are part of the problem.

obesity

overweight

eating for the

1

a An obsession with beauty is often a risk to one's health. The table lists some possible health problems. Arc any of these problems not related to b~auty or image?

wrong reasons a norexia

anorexic

an eating disorder

ba.ldness

ba ld

loss of hair

fatigue

tired (aUthe time) loss of energy

2

3

Which one in each pair contains a nondefining relative clause? la , 2a Which sentence in each pair describes a particular group ofgirls/magazines? lb, 2b Which describes all girls/magazines? la, 2a Can we replace the relative pronoun with thol in defining or non-defining relatives? definin g

acne/eczem a pimply

a skin disorder

indigestion

nausea ted

acid in the stomach

c Check your answers with the Crammar Summary on page 98.

a nemia

faint/dizzy

lack of iron in your body

d Add commas where necessary to the fo llowing definitions. Change the relative pronoun to that where possible. 1

b Complete the table with these adjectives and noun phrases.

2

acid in the stomach anorexic dopressed an eating disorde r bald overweight pimply eating for the wTOllg reasons faint/dizzy fedint;s ef eles]'>IIH lack of iron in your body loss of energy loss of hair nauseated a skin disorder tired (all the time)

3 4

5

c In groups. discuss these questions.

6

1 Which of the problems do people in your

country worry about most? Z Do you know anyone who suffers from any of these problems? 3 What can people do about them? Use the Useful Language to think of some advice.

Anorexia, which often affects young girls, makes you want to stop eatin!\. A hangover is a feeling whicht"~3tl get the day after you drank too mllch alcohol. Dandruff is flakes of dry skin in your hair, which fall onto dothing around the shoulders. Freckles, which appear on the skin of both males and females . are small brown spots. The freckles which~~h get on your face are usually com pletely harmless. Nutritionists. w ho are experts in food and eaLing problems, can help with some disorders.

5 Speaking skills a The pictures show ways in which people try to make themselves more attractive. In pairs. answer the questions.

USEFUL LANGUAGE

1 What does each picture show? How do the

They/You could / should / ought 10 .. . Why don't they/you try .. . ?

products/changes make people more attractive? 2 Are they effective'! Which are most effective? 3 Do you use/do any? Which olle(s)?

It might be an idea to .. .

3

4 Grammar: relati ve clauses

4~

a Read the examp les from the presentation and answer the questions. l Our speaker this evening is Dr. Elena Cameron from the San Diego Institute of Health. who is presenting the findings of her recent research Z They do spend more on clothes and accessories - in Ule region of $15 billion, which is slill a lot less than they spend on trying to get thin. a The sections in italic are non-defining relative clauses. Do the sentences make sense if we remove these parts? yes b Which relative pronouns are used in the examples? who, which c Where does the comma come in the sentence? comma comes before the pronoun

5

b Discuss your ideas in class. Is there anything in the pictures that no one would do/use?

Brain and beoufy

Unil9

1.0. 1 Speaking skills

2 Reading skills

a An "LQ." test is a kind of intelligence test consisting of problems or puzzles that you have to solve. Take the mini test below.

1 Shoe is to foot a( 'ove; to: a toes b head , hand d fingers

2 Find the picture below that fits best in the empty square.

b

a

c

• •

3 Which are the next two numbers in this sequence: 120, 105, 115, lOa, 110, 957 a 105, 9S € 05, ~ , 110 , 100 d 80, 90 4 Read the puzzle. How quickly can you figure out the answer? A man lives on the' Oth f~oor of an apartment building . On hiS way to work in the morning, he gets into the elevator on the lOth floor and goes down to the 1st floor. When he comes home from 5 k he gets into the elevator and goe :O~d the 6th floor then he gets ou~ and :alkS to the 10th floor. He does thiS every day. Why?

a Read the article quickly and check your answers to Exercise 1b. Questions 2 and 3. Write the kind of puzzles by each one.

Most people have heard of intelligence quotient tests (I.Q. tests) but few people know much about them. In fact, 1.0. tests have had a long and varied history. The first tests were invented by Frenchman Alfred Binet. He devised them to test a person's cognitive abilities, mainly to identify schoolchild ren who might benefit from extra help. The tests were grad ually applied more generally and came to be seen as a way of measuring average intelligence relative to other people in the same age group. However, by the seco nd half of the 20th century, l.Q. tests were being used to theories that some races were genetically more or less intelligent than others, which brought accusations of racism, and the tests were discred ited. l.0. tests usually have different sections to measure different abilities. Most I.Q. tests consist of problems assessing an individual's verbal abilities, logical reasoning, numerical ability, and spatial awareness. Clearly, while the second two types can be completed by anyone, the first two are highly dependent on the language of the person taking the test: non-native speakers are likely to score lower in linguistic tests than native speakers, regardless of their level of intelligence. I.Q. tests have also been criticized for being too restrictive and not taking into other abilities. such as musical or artistic talent.

Today, 1.0. tests are considered quite limited in the type of intelligence they measure and they are not generally used so much. In addition, many people are against such tests because they believe they discriminate against people who learn in different ways from those demanded by the test. In recent years, Gardner's theory of multiple intelligence has received a lot of interest. This accepts the traditional ideas of intelligence, i.e. those of logical, linguistic, and spatial awareness, but adds to those, other types of intelligence, such as being able to understand and empathize with other people. The main uses of 1.0. testing today are probably in recruitment of employees and in school testing, which is appropriate as this was the use for which it was originally devised.

The man is very short and can't reach the button (or the 10th Door. b Work in groups. Compare your answers to the puzzles and discuss the questions, (The answers are on page 149.) 1 Which test did you find easiest I most difficult? 2 What do you think each puzzle is testing? 3 Do you think that the puzzles are more difficult for you than for a native speaker of English? What does this tell you about LQ. tests? 4 Have you ever taken an LQ. test? When? For what reason?

Unh9

Brain and beauty

GLOSSARY

cognitive related to the brain, and the way it understands things spatial related to the size, shape, and position of things discriminate (against) treat someone unfairly because of race, religion, etc. empathize (wi lli) understand how someone else feels

1 1

1 1 1

1 1 1

1 1 1

1 1

Objectives

Topic: intelligence (I. Q)

Grammar non-defining relative clauses as sentence modifiers

Reading

Writing

Speaking

an Internet article, an La. test

topic and ing sentences

an 1.0. lest

taking and discussing

1 Speaking skills Tell students that they have five minutes to take the mini I.Q. test in Exercise la . After five minutes, tell the class to stop, and then let them check their answers on page 149 orlhe Student's Book. Pul students in groups of four or five to discllss the questions in Exercise lb.

T •• &:'l

2 Reading skills Draw students' attention to the Glossary. Ask them to read the text and do the task in Exercise Za. Limit the time to five minutes, and then let students check their answers to questions 2 and 3 with a partner before sharing them with the class. Answers: 2 Puzzle 1 is testing verbal abilities; 2: spatial awareness; 3: numerical ability; 4: logical reasoning 3 Yes - highly dependent on the language of the person. I.Q.lesls are limited in what they test. There are a number of synonyms in the text. You may wish to check these words by writing them on the boord in two lists and asking students to match them.

A

Vocabulary work

B

1 invented

0

2 used

b restrictive

benefit

3 help

,

4 measure

d devised

5 limited

e applied

assess

Answers: l-d, 2-e, 3-0, 4-<, 5-b.

Brain and beauty

T 92

Unit 9

Ask students to read the sentences in Exercise 2b carefully and decide whether they are true or fal se. Ask them to research the text to find reasons for why some sentences are nol true. Let students check answers with a partner before discussing them as a class . Answers: 1 False. They wero devised as a way of identifying children who needed extra help in schools. 2 False. The tests were discredited because they were being used to racist theories. 3 False. NOll-native speakers are likely to score lower. 4 True. 5 False. They are used in recruitment of employees and schoollesting.

3 Grammar: non-defining relat ive clauses as sentence modifiers Ask students to do Exercise 38 individuall y and th en check the answers in pairs before going through them wi lh the whole class. Answers: ... who might benefit ... (l ine 5) .. . , which brought ... (line 11) ... who learn ... (line 26) ... . which is appropriate (linn 33)

defining non-defining defin ing non-defining

Ask students to work in pairs to find answers to the questions in Exercise 3h. Answers: the use of I.Q. tests to racist theories its main uses in recruiting and school testing Ask students to check their answers to Exercise 3c with a partner before disclJssing them as a class. Clauses a and b comment on the whole sentence. Set up Exercise 3d by doing the first one as an example: Examinations are designed for particular kinds of learners. which is the mason why other types of learners do badly.

t .. LA

Let students compare answers in pairs before eliciting some good examples from the class and writing them on the board.

4 Writ ing skills: topi c senten ces Ask students to match paragraphs and topics in Exercise 43. (They should then underline the first sentence of each paragraph .) Let them check their answers in pairs before going through them as a class.

Topic sentences

A topic sentence is generally the first sentence of a paragraph. By reading the topic sentence. it is usually possible to guess the general content of the whole paragraph. Afterwards. elicit from the class the reason(s) topic sentences are important. (They give the main idea of the paragraph.) Point out the Language Note on page 93. Prepare students to do Exerc ise 4b by doing the first as an example. Ask students to predict which words they expect to see in a ing sentence. They should expect to see some key words repeated. and they should expect to see similar words. for example . in the first set of sentences. encoumging/pressure. appearance/attractive. Let students check their answers in pairs after they have completed the exercise. Give students a minute to read through the sample paragraph in Exercise 4c. and point out its structure (location of topic and ing sentences). Ask students to choose and write down a topic sentence from exercise 3d. Cive students five to ten minutes to write their paragraphs. Go around monitoring. helping with ideas and vocabulary. In Exercise 4d , ask individuals to stand up and read their paragraphs aloud (without the topiC sentences) for students to guess.


Once students have chosen their topic sentence. tell them to prepare carefully before writing by brainstorming words or phrases tho! would naturally follow from the topic sentence. For example. if a student chooses 6 There is more pressure on men /0 succeed and make money .. , Ihey could brainstorm: successful make money work hard get promo/ion be rich Brainstorming these words should help them with ideas for what they could include in the rest of Ihe paragraph. In exercise 4d, consider pulling students in smoll groups to do the task. Or have students post their answers on the wall. and allow students a few minutes 10 circulate around the room, taking notes on which topic sentences best fit the ing sentences.

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T 93

Brain and beauty

-

b Only one of the sentences below is true. Decide which one, and find the phrases in the article that tell you the others are false or that we don't know they're true. t I.Q. tests were invented in .

no, they !Jui

11e

wel'e

mw-n1ed Ity

dmit knhw

a .hencA'"m(1:n,

~.

Z They were devised as a way of putting less

intelligent children into difforent schools. 3 All I.Q. tests are racist. 4 The tosts are very reliable. i.e. they will always give the same score for people of the same intelligence level. 5 The theory of multiple intelligence is less restrictive than the theory behind I.Q. tests. G I.Q. lests are hardly used today.

3 Grammar: non-defining relative clauses as sentence modifiers

4 Writing skills: topic sentences a Look at the article in Ex ~rcise 2. Match the paragraphs with the topics. then underline the topic sentence in each paragraph. Paragraph 1 the use (If I.Q. tests today Paragraph 2 types of lests Paragraph 3 the histc ry of I.Q. tests

x

b The sentences in Exerche 3d arc ali lopic

sentences. Match three of them with these ing sentences. 1 The media is full of <.dvertisemcnts encouraging women 0 spend more on their appearance. 5 Z For example. exams usua lly have strict time limits, which suits the more competitive kind of person. 1 3 We need to understand what it is about height that can give people a head start. 4

a Look at the article again and find oxamples of the

relative pronouns who and w/!ich. Do they introduce defining or non-defini ng relative clauses? b We can use non-defining relative clauses to comment on a whole sentence. Answer the Iwo questions below by findi ng the two non-defining clauses in the article. 1 Whal brought accusations of racism to I.Q . tests? 2 What is appropriate about I.Q. testing today? c Match sen tences 1 - 3 with the appropriate nondefining clause a-c. Which relative clauses comment on the whole of the previous sentence? 1 The explorer was in danger of being eaten by wild animals, b Z The man was very short, a 3 So, just for fun, we are going 10 try the fo llowing puzzles, c a which was why he couldn't reach the last button. b which was a frightening thought! c which will also test your knowledge of English! d Complete these statements with a non-defining relative clause starting which is the rooson why ... or which explains why .... Then compare your answers with a partner. 1 Examinations are designed for particular kinds of learners ... . 2 Intelligence depends as much on the environment as on your genes .... 3 Some parents do not have many books in the house .... 4 They say tall people do better in li fe, ... 5 There is more pressure on women to be attractive than on men, ... 6 There is more pressure on men to succeed and make money than on women .. ..

LANGUAGE NOTE A topic sentence gives the main idea of a paragraph. It often (but not always) comes at the beginning of the paragraph. It is usually followed by one or more ing sentences.

c Read the sample paragraph. Then choose one of the other topic sentences from Exercise 3d and write a short paragrap h, with one or two sup porting sentences.

There is more pressu re on women to be attractive tha n on men, which means that the majorit y of a d verti sing for cosmetics an d other beauty produc ts is aim ed at wom en . T he m edia is full of a d vertisemen ts encouragin g wom e n to s pe n d more o n the ir a p pearance. The use of young, beautiful supe rm odels in these seems to im ply that the average woman can look like a su perm o d el if s he buys these prod ucts. However, the result of a ll th is pres sure can be count erproductive - w om en become worrie d and stressed abo u t their appearance, which can actu ally make the m less, not m o re , attractive.

sUlllJOrting sentences

t:oncJuslon

d Read your paragraph aloud to your partner but don't read the topic sentence. Can they guess which topic sentence you are writing about?

Broin and beauty

Unil9

The secret of life

1 Reading skills a LoO,k at the pictu res. How old are the people? Which one looks healthier? Why? b The average li fe expectancy has increased a lot in the last hundred years. Discuss the answers to these questions: then read the report and check. 1 What is the life expectancy in the United States now? Men 74, Women 80 2 Why has lifo expectancy increased in the last hundred years? Infectious diseases - less deadly. general environment cleaner, eat better

c Underline the important words and ideas in the repo rt and write a brief summary of each paragraph. Then compare your summaries with a partner.

'P~ 1 ieIl.s u.s Ik tie ~n.C1J 100 lP"" ago and Way, and ...

Life expectancy in the last hundred years: changes and reasons for change A hundred years pgo. liG. expectancy in developed countries was about :lL in the early 21st century. men in the United States and the United Kingdom can expect to live to about 'Ii. VlQIDm to about aQ. and these ages are rising all the time. \Vhat has brought about these changes? \Vhen we look at the life span of people 100 years ago, we need to look at the greatest killers of the time. In the early 20th century, thcse were the acute and often highly infectious diseas~ such as pneumonia, tuberculosis,

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BraIn and beouty

health has improved with improvements in our general environment: cleaner air, better means of preserving food, better and warmer housing, and better In the developed world understanding of nutrition. these diseases are far ~ deadly today, and in some Q enetically, we should all cases have almost be able to live to about R2. disappeared. A number of but while people do live factors have led to this: longer today, there arc still improvements in sanitation some big killers around and hygiene, the discovery that are preventing us from and use of ~nribiotics, which consistently reaching that make bacterial diseases age. The problems that much less dangerous, and affect people today are the vaccinations against marc chronic illnesscs, common diseases. In such as heart disease and addition, people's general strokes, and those spread

and smallpox. Many children died very young from these diseases and others, and the weak and elderly were always at risk.

by viruses, such influenza and AIDS. Of course, cancer is a huge killer as well. In most cases these diseases affect older people, but there are worrying trends in the developed world with problems such as obesity leading to more heart disease and illnesses such as diabetes at younger ages.

"

The killers today can be "lifestyle classed diseases", which means that it may be possible to halt their progress.

Objectives

Topic: life expectancy

Grammar

Vocabulary

Pronunciation

Reading

lag questions

health and disease

intonolion in

question lags

a newspaper article

Write on the boord: food

work

medicine

Ustening a radio discussion

Speaking discussing ways of improving life expectancy

lifestyle

Irrtroduce the topic

Ask In whol ways have changes in these areas improved our health and fife expectancy? tel students discuss the question briefly in poirs, and then have a whole-dass discussion.

1 Reading skills Ask studen ts to lell you about the pictures in Exercise la. Possible answers:

The woman in the large picture appears to be in her sixties or seventies. and looks much healthier than the oUler woman. Tho h ealth ier woman clearly keeps fit (cycling) and has a healthy lifestylo. Tho other womBn drinks alcohol.

Put studonts in pairs to discuss the questions in Exercise l b, Encourage them to think ofthree or four reasons for the answer to question 2 before readi ng the text, Help students prepare their summaries by underlining the first two or three important words and ideas as a class, Then ask students to underline other ideas, before chocki ng with a partner, Briefl y elicit answers from the class to make sure students have underlined more or less the same things, then ask students to write their summaries fo llowing the example in Exe rcise l c, Stress the importance of students' using their own words to summarize an article, explaining the main ideas they have understood from reading it. Model summary:

100 years ago life expectancy was on ly 47, whereas today it is 74 fo r men and 80 for women. The shorter life expectancy in the past was a result of killer

infectious diseases, Infectious diseases are less dead ly today because of better sanitation, antibiotics, and vaccinations and because we have im proved general health a nd a cleaner environment. Genetically, we should all reach 85, but we don't because of chronic diseases lile heart attacks and lifestyle trends like obesity, The killers today are "lifestyle diseases," which we have some influence over,

r

For Exercise 3b on page 95 :III Host Welcome to this week's Science Now. Today we discuss the question: what makes people live longer? There is no doubt life expectancy is increasing, but v.ill this continue? Well. v.ith me to discuss the queslion is Professor foAoyumi Hotushi, an expert on nutrition, and Brion Winter, on exercise coosullont. Brion, you firs!. Brian HeHo. Well. yes, life expedoncy shook:! continue 10 increase, buI there is couse for concem that Iodoy's generation rno( noT rIVE! as long. Host Oh, why's that? Brian Irs completely dooMllo our Ideslyle. We Ieod very inocTiYe lives nc:rw - most people sit all day. We're not exercising enough buI.....e still eot as much as, if nol more than, people vsed 10 eol years ago when most JOOs were active. So this leads 10 obesity and 011 ~s problems, Host So we need more exercise, don't we? Brion Yes, we should do qurte sTrenoous exercise for aboulthirly minutes three limes a week. This will also help 10 ensure good sleep, which is important, Host Okay. Moyumi, do you ogree? Moyumi Oh, yes, lifestyle is very important. My interesl is in nu1rition, as you knaw. Bul did yau

know thai women in Japon live longer than any oTher people on the planet, to aboUT 82 in general? Host No! Why is lhot? Moyumi Irs hard 10 soy exoctly, but one reoson is !he diel: in Japon, we eol lots of fish and fresh vegelables. fd soy thot Japol'lCSe women trodiliooolty don'l hove a 101of stress, though thofs chonging now that more and more are working. Host And Japanese 'NOffiell don1 drink a 104 of okahol, do they? Mayuni fd soy thors changing, too! Host Who! about salt? Thafs bod lor you, Too, isn1 it? Mayumi Too much saU is, yes, buI rd soy.....e eot quite a lot. Oh, and another thing - lea. Teo is good lor you, espe60Ity green tea. Host Oh, I didn'T knavv that Now, we've lalked about diet, exercise, sleep, stress. IS there anything else? Brion Well. rd soy thot irs irnpoflonl 10 Iry To keep oplimistic ond happy and not 10 lei problems stress you too much, I think it's important to hove close friends, people you con rety on and lalk 10. You know what1hey soy - 0 problem shored Is a problem halved!

Brain and beauty

T 94

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t ·· ~

2 Vocabulary: health and disease Copy the word map in Exercise 2a on to the board. Ask students to copy it into their notebook. Word maps are a great visual way of recording. learning. and ing words. Encourage your

students to design word maps for other sets of words taught during the course. Have students do Exercise 2b in pairs or sma!! groups.

3 Listening skills After students have read the list and selected their five important things. let them discuss their ideas with a partner. Play the audio for Exercise 3b. Ask students to listen and check the things mentioned.

Play the audio again for Exercise 3e. Ask students to listen and answer the questions. You may need to play the recording a second time before students get all the answers. Ask students to discuss the questions in Exercise 3d in small groups. Answers will vary.

4 Grammar review: tag questions Qukk grammar guide

Question togs in English are quite complex, so geHing students to use them accurately can be a slow task. The first key to the system is grasping that auxiliary verbs in the main clouse ore repeated in the question tog. However, the verbs switch from affirmative in the main clouse to negative in the tog clouse, or the other way around. The second key is grasping that when there is no auxiliary in the main clouse, danY, doesn't, or didn'l is needed in the question tog.

Common errors and problems Students may transfer a simple system of questions togs from their first language 10 English;

You like it, A6? They ore married .

?

Students may overuse the tog "isn'l il? Youlikeit. ~?

Ask students to complete the question tags as they listen to the audio for Exercise 4a. Play the recording again. pausing at Ule tag questions, if students are not sure of the answers. Let students check their answers to Exercise 4c in pairs before discussing them as a class.

5 Pronunciation : tag questions Read through the rules in Exercise 5a as a class before doing the exercise. Play the audio again. Ask students to listen and repeat. Play and pause, ask the whole class to repeat. and then ask two or three individuals to repeal the sentences as well. Play the audio for Exercise 5c. Ask students to listen and write "checking" or "asking".

6 Speaking skills Give students five minutes to discuss and list health problems and causes. Briefly survey answers from the class, and ask each group to identify what they think the major problem is. Encourage students to use the example in question 4 as a model for their writing. Finally, have one student from each group present their report to the whole class.

~~----------------------, a Sa we need more exercise, don't we? b Japanese women don't drink a lot 01 alcohol, do they? c Thars bad lor you, too, isn't it?

Unit9

T 95

Brain and beauty

\41'---------------------------. 1 2 3 4 5 6 7

II isn't raining again, is it? IfaUI Sarah didn't eat much, did she? Ifalll Patrick booked the tickets, didn't he? Irisel I'm invited to the party too, aren't I? Irisel Nothing'S going right these days, is it? {lallJ This is the right place, isn't if? (rise] They'll be late, won't they? 110111

2 Vocabulary: health and disease a Go through the report on page 94. Find the d iseases mentioned and the ways o f dealing with some of them. Add them to this word map.

ways or dealing with different problems

health and disease

@

a Complete these tag questions. Listen and check your answers. 1 So we need more exercise, don 't we ? 2 Japanese women don " drink a lot of alcohol, do they ? 3 That's bad for you too, isn't j! ?

b Complete the rules for tag questions. If the main verb is positive, the tag question is negative . If the main verb is negative, the tag question is positive .

b Discuss the diseases and problems in the word map. Think about possible causes of each one from the list below, and how they can be dealt with. infected food and water bacteria/viruses working too hard eating the wrong food pollution

4 Grammar review: tag questions

radiation

stress alcohol abuse smoking ignorance

LANGUAGE NOTE There are some "irregular" tag questions: I'm -7 aren't I? This is -7 isn't it?

c Write the tag questions for these sentences. js it ? 1 It isn't raining again, 2 Sarah didn't eat much, did she ? 3 Patrick booked the tickets, djdn 't be ? 4 I'm invited to the party too. oreo 'l i ? 5 Nothing's going right these days. is it 6 This is the right place. iso 'l iI ? 7 They'll be late, MlIlD'llbey ?

?

3 Listening skills a The repo rt mentions "lifestyle diseases", which 5 Pronunciati on: tag questions may slop the average life expectancy from ~ a Wo can use tag questions to check something we increasing. How can we improve our lifestyle and think we know, or to ask a real question. If we live longer? Look al this list and decide which ask a real question, the voice rises on the tag five you think are the most imporlant. questions; if we are checking, it falls. Listen to 1 eating fish ~ the three questions from Exercise 4a again. 2 avoiding sugar 0 Wh ich one is "real"? 3 avoiding too much salt Listen and repeat the three questions. 4 not too much alcohol Listen to the questions in Exercise 4c, Write 5 not smoking "checking" or "asking" by each one. 6 doing lots of exercise 7 keeping a healthy weight 8 sleeping well 6 Speaking skills 9 being optimistic IH In groups, discuss ways of improving life expectancy 10 not too much stress ~ in your country. 11 being married I with a partner 0 1 List the ma jor health problems in your country. 12 having close friends ~ 2 List their causes: are they lifestyle·related? Listen to a radio discussion about life expectancy 3 Suggest ways of dealing with these problems. and li festyle. Put a check by the things on the list that are mentioned. 4 Write a short report about one or two of the major problems. Li sten again and answer the questions.

B B

o

B

o

B

1 Why is the amount we eat a problem today? because of inactivity and obesity 2 How much exercise should we do? thirty minutes three times a week 3 Why do Japanese women live longer than everyone else? because they eat fish and vegetables, have liule stress and don't drink much alcohol 4 Why does Brian think fr iends are important? you need people to rely on and talk to d In pairs, discuss these questions. 1 Do men or woman live longer in your country? Why? 2 Think of very old people you know. Does anything in their lifestyle explain their long life? 3 Would you like to live to over 1oo? Why? I Why not?

in ouy ayea, a1Le ygi£S aye a 6t-g flYo6&m. 7he)! can be caused by plan!:5 OY pe15, 6u.1 lhe)! can also be caused by ,,"Y pdtu.lU)n, wfuch can ¥eaLt)! damage )!""Y heaLih. 'Peopte can gel vaeem,,5 ag,,"nsC ce.uun aLteygie5, a-nd Ihey 5huuld h-y ..wi ro have plan!:s oy pUs Ihat cause aLteYg"'s. The .f!uvern/",,,n!: sMul.d h-y ro Yeduce atY pcllultnn 6ecau.se tl makes aLUygi£S woyse. 5 Compare your ideas with other groups.

Broin ond beauty

Unil9

1 Warm up a How do you think you learn most effectively? Before you start work on this lesson, make notes about the ways in which you think you learn best, e .g. visually. by doing things with your hands. by talking to others. b In Lesson 2 oflhis unit you read a little about Howard Gardner's theory of multiple intell igence. Now you are going to learn more about this. Read the lext and write the kinds of intelligence in the table below.

Kind of

INTRODUCTION

What does it mean?

Examples

Learning through

Reading articles

in telligence their . k that every parent th"nks \ Teachers often)O e arch Suggests that . . od recent resc child IS a gemus, a roa bcl lntclligence is affect~d to some extent they d~ffercnl factors: gellene, by a number of . nal and so on. In the late environmental, cm otlO d doer of H ar vard Howar ar . 20th centur y, . d dOff nl kinds ofintelhgence, . "ct nnile I CfC I University I C th factors. For examp e, ccount esc which take IOta, a . c which refers to people there is visual tntclhgenc .' maps and so on . th ough pictures, , who learn best r th thcr hand refers to onco l JIgen ' c e, ' blem solving, and L ogical 'IOte . th gh numbers, pro . learnUlg rou f . I traditional intelligence analysis. These arc air ~ d tifled more unusual G dncr also I en . types, but ar rural intelhgence .' such as no. d IOtelhgcnce,. nnd thc environment), an re (underst.andlO~ natu ( ki g questions about life), existential intc~lgen.ce a~ : nderstanding yourself intrapersonallOu~\hgcnc () d intcrpersonal d I mng alonc, an d well an ear d' other people an n intelligence (understa . 109 cong well WI·th lnlera . them) . \Vhal all thIS means is that if we can , identify child ren'S " ~ different strengths among of these type s intelligence, we can hC\~ child ren to fulfill thclr potential as learners.

'0

1

Verbal

language 2

visual

Learni ng thro ugh looking

Using tables and graphs

3

logical

Learning th rough analysis

Problem-solving ac ti vities

4

Kinesthetic

Learning though doing

Doing physical games

5

Musical

Learning through sounds and rhythm

Using chants and rh ymes

6

intral)ersonal

Learning through thinking and working on your own

Writing a diary at home

7

interpersonal

Learning by interacti ng with other people

Working in groups, e.g. role play

•

natural

Learning through observation of the world Bround you

Working outside, in the countrySide

•

existential

Learning through asking questions abo ut life

Discussing important issues

o

•

,.

;,

Unit 9

Brain and beauly

Your ~ score

Objectives

Topic: different types of intelligences and learning styles

Grammar

Reading

Ustening

Speaking

verb + verb constructions. noun clauses, and relative clauses

a book extract

an informal discussion

analyzing learning styles

Write a set of words on the board. For example: jump

skip

hop

leap

step

stride

Introduce the topic

Ask If you had to, how would you go about learning those words? Who of you would write frans/a/ions? Who

would put these words in sentences? who would learn them by miming or matching to pictures? After eliciting a few different answers. ask What does this Ie/I us about the way we learn?

1

....

Warm up Have a brief class discussion for Exercise la . Find out how students feel they learn best. Ask students to read the text and complete the first column of the table in Exercise lb .

~~--------------------------, For Exercise 6 on page 97 1I Jane I was reading a really interesting article earlier today. Rob Yeah? Jane It was about Howard Gardner and his theory of multiple intelligences. Rob Oh, yeah, I've heard of that. Isn'l it about how diHerent people learn in different ways? Jane Thars right. Irs about how some people prefer 10 learn through listening or reading or taking notes, you know the kind of thing.

looking 01 maps and figuring things out from pictures. I like learning through aclivity, too, through games and activities where you get up and move around. I just like doing things. I'm physical, you know, the kinesthetic type. Rob I think that we both have something of the other types of learning, too. I mean, I prefer to study alone and figure oul problems for myself. but you prefer 10 study with other peaple, don't you? Jane Oh, yes, I'd rother study in a class Ihan on my own. I feel that t can learn a 101 from ather people.

Rob Oh, yeah, I know what you mean. Jane Have you ever analyzed yourself? Do you know how you learn best? Rob I haven'l analyzed it, but I tend to write things down, like I'd always keep notes when the teacher was talking. I don't feel I'm learning unless I write. Strange, isn't it? Jane Well, it's one of the ways of learning. Thai must be port of verbolleorning - using language. Rob I'd say thai writing is also Ie
Rob Sa you must be, um, interpersonal, whereas I lend to be more intropersanal. Jane Thars right. But, you know, surely it's not iust about learning; irs about teaching, too. I mean, you can leach in lois of different ways to make the lesson more interesting and to make sure more and more learners are, you know, motivated. Rob Not only can teach, but should teach. I haled college - all the professors iust stood up and lectured all the time. They didn't use any other techniques, so they were really blocking out some types of learners and making life more diHicull for them ..

Brain and beauty

T 96

Unit 9

2 Tas k Ask students to work ill pairs to add to the Examples column in the table. Have a brief class discussion o f students' answers. Ask studcnts to work out their score and discuss the results with a partner. From a show of hands , find out which types of learners are most common in the class.

3

Prepare Ask students to use the phrases in the Usefu l Language box to write 8 short analysis of their learning style. You cou ld help students by reading out a model ana lysis. For example: 1 learn best by analyzing. J prefer doing problem-solving (lctivities to reading or speaking.

4

Ask students to take turns to read their analyses aloud. Aften'lsrds. ask a few students to briefly su mmarize what they found out about their partner.

5 Comp are Play the audio for Exercise 5. Ask students to listen and say what typos of intelligence the speakers have. Let students check their answers witb a partner beforo discussing them with the class. Answers: Rob: verbal, kinesthetic, inlrapersonal Jane: visua l. kinesthetic , interpersonal

•• 6

Notice Play the audio agai n for Exercise 6a. Ask students to co mplete the sentences and check their answers in pairs. You may need to play and pause to give students sufficient time to write their answers. Give students two or three minutes to prepare a brief description of their learning style using the new languago. Change pai rs in the classroom. Thon ask studonts to tell their new partner about their learning style: I tend to learn best by analyzing. I lean toward doing probJem+solving activities rother Own reading or speaking.

7

Follow up Divide students into groups of four to six to share their ideas and prepare a report in note fonn. Ask each grou p to report to the class.


Additionalodivity

Write the following language on the board to he1p with preparing the report:

We all tend /0 .. . Both ... and .... prefer ...., but ... .... leons toward ... whereas. On one hand ... On the a/her hand / In contrast, . Bearing in mind which types 01 intelligence are most common in the closs. brainstorm on the board ideas for types of activities that could be used in and out 01 closs to facilitate learning. For example. if mostleorners are visual, you could use more pictures, drowing. labeling, tables. and videa in closs. Also, students could draw and match pidures more when studying vocabulory ot home.

The Qudioscripl for Track 42 is on page T96 '"

Unit9

T 97

Brainondbeouty

2 Task a Usa your noles from Exerc ise 18 to add more exam ples to the table. b Find out about your "intelligence" (we can all have more than onc type of intelligencel, Read the table again and give yourself a score of 0-3 for each type of intelligence. 0 ", I don't learn like this at all. 1 '" I rarely learn in tbis way. 2 = I sometimes learn in Ihis way. 3 = This is one of the ways I learn best.

3 Prepare Use your scores above to list your styles of learning. Make noles to toll your partner about how you learn.

6 Notice Listen to Rob and Jane again. Complete the sentences below. 1 Jane: Some people prefer ... 2 Rob: I lend .. . 3 Jane: I lean toward ... 4 Jane: I love .. . 5 Jane: I like ... 6 Rob: I prefer ... 7 Jane: I'd rather ... 8 Rob: ... wheroas I tend ... b In the sarno pairs, describe your learning styles to each other again. This time try 10 use some of the language in Exerciso 6a.

7 Follow up USEFUL LANGUAGE I learn best by... J prefer .. I'd rather ... J like I don 't like .. . Can you give me an example a/what you mean?

a In groups, describe your styles of learning to each other. Whal kinds of intelligence do you all have? Which is the most common kind ofintelligence in the group? b Report the resu lts of your group to the whole class. Keep a note on the most common types of intelligence in other groups. c Decide w hich are the three most common types of intelligence in the class.

4 a Present your analysis of ycur learning sty les to your partner. Listen 10 your partner's analysis. b Discuss your learning styles together. Did anything surprise you about your partner? Did you agree with their analysis?

5 Compare ~ Listen to Rob and Jane doing the same task. Which types of intelligence do they each have?

Brain and beauty


3 Tag questions

u,.

1 Relative clauses A relative clause gives more information about a noun 1"1 the main clause of a sentence. It usually begins with who, which, whose, that, where or when. There are two types of relative clauses: defining (Identifying) and non-defining.

Identifying or defining relative clauses This kind of relative clause tells us exactly which person or thing we are talking about. We cannot usually leave out the

information in defining relative clauses:

'!-tlu've been to Europe several times, haven't you?

:::.I

We can also use them to ask a real question. i.e. to ask about something we don't know. In this case. the voice rises on the tag question:

I don't know Pilar. She speaks English, doesn't she? 71

F"""

She's the woman who won the beauty contest. (She's the

In simple tenses (simple PfBSSfIt and past). we foon the tag question with doIdoes/did:

woman.'1

Jack lived in this house, didn 't he?

Mandy tOOk the intelligence tast that focused on spatial awareness, (The relative clause identifies which test.)

In other tenses we use the auxiliary that is used to form the tense:

In defining relative clauses we often use the pronoun that instead of who or which. Where the relative pronoun is the object of the relative clause, we can leave it out: I failed the math exam (that) I took last month.

Kevin and Laura aren't coming tonight, al'8 they? M8J'k's been with that company for years, hasn't he?

Note that defining relative clauses are not separated from the main clause by commas, Non-defining relative clauses

This kind of relative clause gives additional information about a person. thing, or idea. If we leave out the information in the relative Clause, the sentence stilt makes sense:

My wife, who 's an architect, WOrlcs for the lOcal fflUflkipaIity. The Harry Potter t:xx:Jks, which have sold millions of copies, are read by young and okJ alike. Note that we do not use the pror1C)IJ'I that in non-defining relative clauses, and that we always separate them from the main clause with a comma. Non·defining relative clauses are used mof8 in written than spoken English. Choose a word to define from the list, using a relative clause. In pairs, guess which word your partner is defining. antib;otics a hangover a topic sentence Japan alcohol an optimist

a professor Switzerland a manager

a biologist chemistry smallpox

A It's a person who teaches in a university. B A professor.

2 Non-defining relative clauses as sentence modifiers We can use non-defining relative clauses with which to commeflt 00 the Idea in a 'NhoIe sentence:

She lives in 8 v&y big house, which is odd, because she doesn't have much money. ~.e. it is odd that she lives in a big hOuse)

The elections taka place SVSf}' three )'OOIS, which is very democrafic. ~.e. the fact that the elections take place fNefY three years is democratic) Write a sentence about each of the following, giving more infonnation in non-defining relative clauses. Then compare your sentences with a partner.

)la:,,'vam U1U-vey~, wfuch is one of tAe k5l 1t.1UWY.sdtes m tAe wo-dd, is especuu1:y welL-known. fqr lis taw scAoot. 1 Harvard University is especially well-known for its law school. 2 Gabriel Garda Marquez wrote A Hundred 'rOOrs of SoJitude. 3 Mumps is a painful disease. 4 Tom Cruise used to be married to Nicole Kidman. 5 LQ. tests are restricted to traditional kinds of intelligence.

Unit 9

We can use tag questions to check something that we think we know. In this use the voice falls on the tag question:

Broin ond beauty

With modal verbs. we use the modal to form the tag questiOn:

Brian can't sing very well. can he? If the verb in the main part of the sentence is positive, the tag question is negative. If the verb in the main part of the sentence is negative. the tag question is positive:

It's really cold today. isn't it? There

al'8n 't any concerts here this weekend, al'8 there?

Vocabulary Summary

- -

1 Diseases and problems

acne """",>cia diabetes indigestion smallpox

_esOOo

AIDS

allergies

anem~

eczema

""""'" fatigue

heart disease

innuenza stroke

tuberculosis

pneurT'oOflia

2 Causes of disease I health problems alcOhol abuse viruses smoking

bacteria pollution

strnss

eating disorders radiation infection / infected food or water

3 Prevention and cure antibiotics mediCation

diet sanitation

exercise sloop

hygiene vaccination

Choose five of the diseases or problems in 1 and write a definition/description of each, using words and phrases from 2, and any other language you need. Use relative clauses where you can.

.In!lue:n}4, wluch is caused by a "YtrnJ, is spyuut from peyson, UJ peyson, when we snee;.e qr cqu,gh. . .Jl:, can 6e ptt'V'en1:ed now by a "Y(lCC.,L~, wfuch t.5 9t'V'en UJ e/4.e,'y(:y pele e....-e'1f .n:niey.

C)

-z Z

1 What do you personally think about English

grammar? (Is it easy/diffJcultl\ogical7) 2 When you make notes on new grammar, what information do

~

you include?

3 Accuracy: is the language correctly used? For example, are the punctuation. spelling, and grammar correct?

grammar?

o >-

4 What is "grammar"? b Share your ideas with the class.

2 Working with grammar a Here are eight lips to help you learn new grammar thOroughly. Match the tips with the examples of hOw to use the techniques.

-J

L.U

>

o

1 Structure: are ideas in the report logically ordered? 2 Interest: do the ideas and range of language make this report interesting to read?

3 What techniques do you use to learn new

~

L.U

In pairs. exchange and read the final written report about one of the most popular team sports in your country from Unit B. As you read, think about these areas.

a In small groups, discuss these questions.

~ o

Revtew your action plan: writing 8 short report

1 Thinking about grammar

01:

c...

D<J<] REVIEW

Written grammar

d

,

e

g a

1 Think of grammar as a fun puzzle and a!\-vays try to a Set short, but regu~ times to go over new grammar again, Ten minutes a day is enough, figure out the meaning first. 2 Be systematic about hOw you record tle'N grammar b ... increasing your depth of understanding of the fl8V>I item, A good w'iX'f to do this is by under1ining examples of it in texts and making by noting the form, ' notes in the margin, 3 it's not enough to know the form , You also need to understand and record the meaning(s} c '" for example, word order (e.g. subject + verb + OOject), whether a verb is transitive or intransitive, of the grammar and give an example to illustrate the meaning, d Then dlec!<: your ideas about meaning by looking for other examples to see if they fit. You can also check 'Nitl1 a grammar book, 4 f:.sk yourself d you know wilen to use the grammar, I.e, in Vllhich kind of situations, e For example: we can express purpose 'Nith connectors that are followed by an infinitive, such as in order to + nfinitive: The 5 Review all new grammar regular1y or you 'Nil! forget government has increased wages in order to gain popularity before

"

b • Look for examples of it in differenl contexts. Seeing or hearing it again and again 'Nil! rep rneroory as well as ,

b 7 Keep a ~st of the grammatical mistakes you keep making in a special part of your notebook.

f

• Finally, actively look for appropriate situations when

f

the election, You do not want to sound too formal in an informal situation, or the opposite!

g This couk:l be n a conversation or when you are writing something, h Go back to your lisl from time to lime, VV11erl you don't make that mistake any more, cross it off your 1St.

you can use the language,

b Look at the list of techniques again and mark each one with one of these keys:

.I",

I already do this,

X",

I'm not interested in this.

*=

I m ight try this.

*** =

I will try this,

3 Putting the tips into use In pairs, look at these examples and follow the steps below, 1 t know a few people who have really high 1.0, scores. 2 Few people have high enough scores to be considered geniuses, 3 A little wisdom can go a lOng way,

4 There is little hope of finding any survivors now, a Use the examples to try to figure out the differences between a few, few, a little, and little, Think in of both the form of the language and the meaning. b Compare your ideas with other pairs. c Can you tI1ink of / find any other examples of these? (The text in Exercise 2b on page 102 might hep you.) Do these examples confirm your ideas? d Now check your ideas with the Language note on page 103. e Finally. record this grammar in your notebooks so thai you will how it is used.

ACTION PIAN

I>

Your action plan: working with written grammar If you do not have a special notebook for grammar, create a special grammar section in your normal notebook. Vv'hile you are working on Unit 10, note down some grammar that interests you and use the steps in Exercise 3 to understand and record it. Note: you wijU need to show a classmate the notes on the grammar that you have made in your notebook at the end of Unit 10.

Brain and beauty

Unit9

a Complete the second sentence so that it means the same as the first one. Use the words in parentheses. 1 Although she answered all the questions, she failed the test. (in spite 00 She failed the test in spite of answering all the questiON . 2 The weather was terrible. However, the runners all managed to fini sh the marathon. (even though) The runners all managed to finish the marathon even thouKh the weather Was terrible . 3 He woro a suit because he wanted to make a good impression at the interview. (ill order to) He wore a suit in order to make a good Impression at the interview . 4 She took up karato so as to defend herself from attack. (so that) She took up karate so that she could defend herself from aUack . 5 A lot of women hove cosmetic surgery even though it is very expensive. (however) Cosmetic surgery is very ewensive. However. a lot of women have it b Expand these notes to make complete sentences. You will need to add a question word to each one. 1 I can'l imagine I he I lives on I salary I can't imagine how he lives on hislthat salary. 2 The interviewer asked I she I wanted I do I after I finish I college The interviewer asked what she wanted to do after finl.shlng ' ,he had finished college. 3 I always feel homesick' think ' friends ' my hometown I always feel homesick when(ever) I think of my friends and my hometown. 4 this country' need ' greater ' economic stability What this country needs is greater economic stability. 5 he I want ' live' there ore' Jots I job opportunities He wants to live when there are lots of job opportunities. Where he wants to live, there are lots of job opportunities.

'in

c Match A and B to make complete sentences. Then write the correct fonn of the verbs in parentheses. A

H

Eating (oat) loss is 2 The childron apologizod for 3 Gettinll u~ (gel up) early 4 She denim\ 5 He doesn't mind

a

being (be) late; they had missed thoir bus. ironing (iron) but I hate ill c not always the best way to lose weight. d stealing (steal) clothes from the store. e is something I really hate!

1

1IID

2~

h

3W
d There is a relative pronoun missing in all of these sentences. Write the pronoun in the correct place, and add commas where necessary. "fw

She's the teacher " taught me French. that had 1 We saw an interesting film last night lwl. music but no dialogue. which is 2 They don 't know each other, strange as they work in the same building. thatlwhich 3 I hate books have long chapters. " which have 4 The Star Wars films , ~ been a huge success, have great special effects. which was 5 Tbey only bought one oftheir three children a bicycle, ~ unfair.

a

e Complete these questions with appropriate words. 1 You don't have a car, do you? 2 Picasso and Dali are both Spanish painters, aren't they ? 3 It's been raining all day, hasn't it ? 4 She couldn't speak Japanese a year ago, could she ? 5 Excuse me. There isn'l a bank around here, is there?

f Complete the sentences with five ohhe facial features from the box. Use the context to hell> you.

anJd.

chi n forehead eyelids eyebrows nose lips cars eyes mouth 2

1 His eyebrows arc very arched . They make him look surprised all the lime. 2 I don't like my low foreh ead . Kids at school used to call me "Neanderthal Boy". 3 You need to gel more sleep, darling. Your eyelids look very heavy and yo ur eyes are bloodshot. . . . . 4 I never like to sec a prominent chin on a pohtlClan . It gives . the impression that they're very stubborn. 5 Mary is reall y n very nice person but she has such Ihm lips that her smilos look fal se.

foot

o-{:.::... 3 ---.:.'= hin~~)

knee

g Complete these sentences with a noun that describes an athlete and that is related to the words in italic. 1 He can ju mp vory high. He's a great hjgh jumper . 2 Sho can jump a long dis tance. Sho's a champion long jumper . 3 Ho can run short dis tances ve1J' quickly. He's a great sprinter 4 She can jump in to the water hood first from a great height. Sho's an Olympic d iver 5 He can lift 150 kilos. Ho's a weiehtlifter . waist h Label the pictu re on the right using ten of the words from the box. abdomen ankle armpit bottom calf elbow fingers fist foot hand hoad heel hip knee Deck shin shoulder thigh toes waist wrist

What are theso patients suffering from? Use the noun form oftive of the words from the box. allergic fatigued d iabetic can cerous obese strossfu l bald anemic depressed 1 I just can't feel positive about anything -l ife seems so black to me . ..dmuession . 2 I look so pale and I just don't have any energy. fatigue . 3 I guess it's partl y poor diet and no exercise. but I'm 40 pounds overwOIght. obesity . 4 It happens in the spring - my eyes start to water and they Itch badly. a llergy 5 I fee l nervous and tonse nil the ti me, especially at work. stress

wrist Complete the text with the correct form of the words in parentheses.

A HEALTHY LIFE Modem lite brings with It a wide range of illnesses and diseases. and a variety of cures and remedies. Nowadays, patients are told to lead a less 1 stressfu l (Stress) lite It they can possibly do so, as this is one of the main reasons !of sickness

in the western world. In other parts of the world there are other reasons for illness; for example, in some countries 2

sanitation

(sanitary) is very poor and can result in a number of 3

infUI:tions

~nfect) that spread in dirty water

and food. Cities in many countries cause problems because they have serious levels of 4

poilu lion

arising from the number of cars, but also from factOfies. Doctors prescribe different kinds of 5

(pollute), often

med icine

(medicaij

to counter illnesses, the most common of which are antibiotics. But the more antibiotics we use, the mare resistant the bacteria become, so we really have to fight the causes of illness, as well as treating the symptoms.

Unitl0 The world around

us

lesson 1 1 Speaking skill s ,I W,lin! d~ you know about waler? Take the wat erw ise qUI z and find ou\.

2 Reading skills a T he following sentences come from the article below Read them and predict what the article is about. .

1 The city is lndore, in India, where [ grow up. 2 A project to draw water from the Narmada Ri ver lay unfinished for years. 3 T he city doesn't s leep easy. 4 Moreover. the water shortage is not shared equally. 5 M~ Il~oth er reminds every household member whe w IiI listen to use less water. ..........

b Read the article aud check your predictions. The sentences from 2a are missing from the start of paragra p~s A.-E. Write the numbers of each sentence "-" at the begmnmg of the appropriate paragraph.

Precious Fluid ~; A~ It sleeps with one ear tumed to the fully opened faucets with buckets dangling from them. At the first sounds of the water's arrival through the pipes in the pre-dawn dark, bodies spring from beds to fiU buckets and pots. In the slums, people have been awake since before the first droPS arrived. Uning up, half-asleep with their pots by the communal tap, waiting. Sometimes the water runs for an hOur, sometimes just a few minutes. Sometimes the water company skips a day or two, sometimes more. B~ Several trips are made through the day to inspect the level of the tanks _ one on the roof of our house, one on the ground. The city'S poor people, with hardly any storage at their disposal, are forced to buy exorbitantly priced water brought in by tanker. Rghts erupt. There have even been murders.

e lIl

It has 1.5 million inhabitants and there has been a water problem here as far back as I can . Today it is estimated that the water supply to the city is half of the amount required . A rise in population and a steady decline in rainfall are usually blamed. But there are other culprits, too.

D@}

Meanwhile, Indore's streams, an histOrical source of water, were neglected and tumed into drains. The govemment's '-promise of "a faucet in every home" tums people into ive consumers of state-provided water, weakening the traditional role of communities in maintaining local water supply.

E!D

~ b Now listen and check your answers. c In grou ps, compare your scores. Who is the most "water-wise"? Which is the most important fact you discovered fro m the questionnaire?

The street where the rich live has lush gardens, even during the dusty Indian summer. An industrialist's mansion down thl road from my parents' house has an indoor swimming pool. ........ And then there are whole localities with either very little water or no water at all.

.,. GLOSSARY (see opposite page)

UnitlO

The world around us

Objectives

Topic: water

Grammar quantifiers

Reading a magazine article, a quiz

Ustening a conversation

Speaking laking and discussing a quiz

Write wateron the boord. Put students in pairs and ask them to write as many uses for water as they can in one minute. Find oul which pair thought of the most uses. Possible list:

Introduce the topic

you con drink it; you can swim or dNe in it; you can water plonts with it: you can wash in it; you can hove a shower or bath in il; you can wash dishes with it; you can wash clothes/cors/windows with il; you con make fountains, pools, and ornamental ponds; you con go sailing/woterskling/windsurfing/speedbooling on il; you con put flowers in il; you can freeze it and make ice for your drinks; you con boil it and make tea; steam engines

Note on numbers

There are many numbers in this unit, Here is how to pronounce a few. 60% = sixty per cent 1.5 liters", one point five liters 0.01% '" zero point zero one per cent (in British English, nought paint nought one per centl 2025 '" twenty twenty~five 400.000", four hundred thousand

1 Speaking skills Ask students 10 lake the quiz in Exercise la . Limil lhe lime 10 five minutes. Play the audio for Exercise l b. Ask students to Iislen and check their answers. Then let groups of students discuss the quiz. Afterwards, find out ITom the class what surprised or worried them.

@

T .• ~

2 Reading skills Pul students in pairs 10 predict ITom the sentences in Exercise 2a . Ask students to read the article quickly, and find out whether any of their predictions are mentioned. Draw attention to the Glossary. Briefly, elicit answers ITom the class. Put students in pairs to match sentences to paragraphs in Exercise 2b .

.~~-----------------------------------------------, ~

A lers check the answers now. B Okay. You read out the questions, and I'll give you the answer from the bock 01 the magazine. A Right. Question 1. How long can the overage person survive without water? We said b. three weeks. B We were wrong. II"s a - only three days. A Is Ihat all? Wow! Okay, question 2. What can happen if you don't drink water regularly? We said a - you develop kidney problems. B And a it is! That's correct. Question 3? A How much water should you drink every day? We said b. about half a liter. B Actually, it's a. at least one and a half liters. That's a 101, isn't it? A Yes, it must be about seven or eight glosses. I don't drink that much water. B Neither do I, but maybe we should. Okay, question 4. A Right. How much of our body is water? We said c, 60 per cent. B Thars right, c, irs about 60% water. A Good. Now, 5, approximately how much wa ter do we have in our body? We said c, 50 liters. B And we were right. C - our bodies contain obout 50 liters of water. A Well, that was okay. Question 6 was how much of the earth's surface is covered by water? We said c, 70%.

B Yeah, right again, irs over two-thirds water, so about 70%. We're doing okay. So, question 7? A 7. How much 01 the earth's water is drinkable? We said c, 10%. B ah, not so good here. The answer is b. In fact, irs less than one per cent. A Gosh, I didn't know thaI. Okay. Question 8, how much water does an overage African use every day? We said 0, five liters. B Yeah, that's right, a, five liters. A Good, and question 9, how much water does an overage American use every day? We said it would be more, so about 50 liters, b. B Well, we were wrong again. The overage American uses about 500 liters of water every day! Thors c. A Thars amazing - and frightening. How do we use that much? B I suppose in boths and using hosepipes, and washing cars - all that kind of stuff. A Yeah, , expect you're right Last question - by 2025, how many people on the planet will face a water shortage? We said 0, one third. B Well, the horrifying truth is that irs c, about Mo-thirds. Isn't that awful? A Yes. So how did we do? B Uh, we got five right and fIVe wrong, so it wasn't too bod, bull think we should really know more about things like this ..

The world around us

T l02

Unit 10

Ask students to research the article and list points under the headings in Exercise 2c. Afterwards, build up a class list of points on the board. Possible answers:

The poor: lhey get up early to line up at the communal tap; they have to buy overpriced water because they can't collect water; they fight over water, and people are murdered. The rich: not affected; lush gardens and indoor swi mming pools The author's fami ly: mother reminds people to use less water; she inspects the fam ily water tanks regularly.

End this part of the lesson by having a brief class discussion about the questions in Exercise 2d.

3 Grammar review: quantifiers Do the first as an example to get students started on Exercise 3a. Point out every household member in sentence 5 of exercise 2a, and tell students to underline it. Then tell students to find and underline other sentences with quantifiers in the text. Let students check ill pairs. Then ask them to discuss Ule questions in Exercise 3a in pairs. Quick grammar

guide: quantifiers

The problem with quantifiers is which words they go with - countable or uncountable nouns? Singular or plural nouns? And, since Ihis is often different from students' firsl languages, il can lead to many errors.

Common problems and errors Some nouns may be countable in students' languages and uncountable in English or ",ice verso;

All the furnitures 6fC comfortable. There .¥;R "

FF1~€-R

nice clothes here.

He gave me a lot of informaliofl5. Much, many, and a lot of I lots of cause confusion: He has fRI:JER money. Little and few may be interchangeable in the students' first longuoges. I have lew money,

Answers: Every household member Somelimes just a few minutes Several trips are made ... With hardly any storage , .. .. . half the flmOWlt required ... very litUe water or no water at all.

followed by countable, singular nOWI followed by a countable, plural noun - a small quantity followed by a countable, plural noun -a mediwn quantity followed by an uncountable noun · - a very small quantity followed by an uncountable noun'" followed by an uncountable noun - a small quantity followed by an uncountable noun *

*Note that. although followed by all w lcountable here, Ulese can also be followed by counlables, (hardly any people; half the students, etc.) Ask students to complete the table in Exercise 3b, then check wi th a partner. Ask students to complete the sentences in Exercise 3c. Let students check with a partner before discussing as a class, Go through the example in Exercise 3d as a class, then give students a minute or two to read the facts and think of how they can express the facts using quantifiers. Remind them about the Language Nole. and clarify any confusion related to using/ow I a few and little I a little. Put students in pairs to discuss. Monitor and listen for accurate use of quantifiers. Afterwards, elicit from each pair their "best" sentence.

Unit 10

T 103 The world around us

-

c Read the article again and make notes on how the water problem affects these people. the poor the rich the aUlhor's family d Are water shortages andlor water pollution a problem in your country or region? What are the problems? Can you suggest some solutions?

3 Grammar review: quantifiers a Find the quantifiers below in the article and the sentences in Exercise 2a. Underline the sentence each quantifier is in. Then answer the questions. every a few several hardly any half very litt le no

c Complete the sentences with an appropriate quantifier. 1 "Some more wine?" "No thanks. I still have some/a HIlle left." 2 It is the responsibility of even person to take care of the environment. 3 "Would you like to try the left or right shoe?" " I'd like to try .hW.h.. of them, please." 4 There are a (ew!some/seyeraJ coins left in the car. We'd better got them for the parking meter. S We get a lot of/a good deal of rain here in the summer, so the grass is very green. d In pairs, d iscuss these facts about water. using an

Are the quantifiers followed by countable or uncountable nouns? 2 If the quantifier [s fo llowed by a countable noun, is it singu lar or plural? 3 Which quantifiors refer to a large quantity and which 10 a small quantity?

1

b Write the
correct group below.

Quantifier type

Examples

Inclusive

both, either, each, ~, all

Large or medium quantities

many, a lot of. a groat/good deal of. seyeral

Small qua ntities

some, few, ~, hardly aoy, yecr little

Precise quantities

a quarter, two-thi rds, ..llillL

Negative qua ntities

neither. ......lliL....., none

LANGUAGE NOTE Nota tha differonce betwoen Q [ew/o little and felli/little: We get a littlo rain every day. / The ground is dry because lIIe get little rain in the summer. There are a few French speakers here. / There are few speakers left of some languages. a felll/fl little", some: [elll/little = not enough

GLOSSARY (Procious Fluid) dangling hanging, swinging slum poor area of a town with very bad housing exorbitant overpriced, costing much more than is usual culprit person or thing responsible for something badlillegal drain age through which water or sewage nows away lush very green nnd healthy

appropriate quantifier. We Jose 0 Jot of our water because of old pipes. / We waste a great deal o[ water.

Amazing facts! We lose 70% of our water because of old pipes.

The average citizen in Britain uses 200 liters of water a day.

An average citizen in Mozambique uses 9 hters of water a day.

400,000 litres of water is used In the production of a car.

Over two-thirds of the earth's surface is water.

Only 0.D1 % of the earth's water is drinkable.

The world around us

Unit 10

lesson2

1 Listening skills a Look at the picture. What do you tllink the object is? Why is tho man !ooking al it? b Choose a caption for the picture from the olles on the right. @ C Listen to Pari 1 orlhe radio program to check your answer. ~ d In pairs, guess the answers to these questions. Then listen to Part 2 and check your guesses. 1 How many pieces of man-made jWlk are there in outer space? 70,00010150 ,00 2 What kind of man-made jun k is there? mostly sateUiles and rockets, but also wrenches, gloves, cans and bags, scraps of paper, plastic 3 Who dumped it in outer space? astronauts 4 What might happen if this junk falls back onto the earth? it might disintegrate when it enters the earth 's atmosphere 5 What's the largest thing that has ever fallen back onto the earth? a space station 6 Wh o does the garbage belong to? USA, Russia, Britain, e What do you think can be done to solve the problem of "space junk"?

"T'his South

_ one of the tWO

metal obiects that fe\\ from the skY and landed ,

white hot , on a farm near

CapeTown.

b What usually comes in these containers? Put lhe things in the box in the correct columns.

Carton

Do.

honey

milk

chocolate beer

paint

instant calfee

orange juice

cereal

orange cerfllli juice

soda

jam

icecream

matches

wine

lemonade ointment yogurt

wine

olives

IDOls

minerai cookies water soda lemonade

toothpaste bakod beans ointment

UnillO

..,

,,,

C."

The world around us

Bottle

PaYer is tr .

oUI

r.

Ylrlg

an UnUSual Orm of the €'
African farmer keeps his '--" distance from the bomb in case it explodes.

the ball is mad

of melal.

e

a We use of to combine the conta iners and their contents. e.g. a lube o/toothpaste. 1 Which word in the phrases below has the main stress? the container word . 2 Which word is weak. with the vowel reduced to I~I? of a can of baked beans a carton of milk a jar of honey a bailie of beer a box of chocolate a bag of chips

@

b Listen and check your answers. Then repeal.

c In pairs, check your an swers to Exercise 2b. Say the phrases with the correct stress. A inslan/ coffee B a jar of ins/ant coffee

4 Vocabulary: collocations with containers

instant coffee paint jam orange juice matches wine ice cream cookies cereal mineral water soda ointment olives tools lemonade potatoes yogurt Tn,",

AFricans I OCcer

3 Pronunciation: stress in phrases

2 Vocabu lary: containers a in the radio p rog ram. Major Lewis mentioned cans and bags among the space junk. What might have been in them?

®A South

@

chips

a What is the differe nce between a lube of toothpaste and a toothpaste tube? Label LANGUAGE NOTE the pictures with the two phrases. We do not use the plural farm in these b Listen to the phrases phrases: and re peat them. Where is the main stress in a call of ooked beans these phrases? but (looked bean can.......,.. The main stress is on the first word .

potatoes

=-= = =

tube oftoothpaste

----

too thpas te lube

Objectives

Topic: iunk and disposing of waste

Grammar modal verbs: active and ive

Vocabulary containers

Pronunciation stress in phrases

Ustening

Speaking

a radio interview

discussing waste

Write on the board:

Introduce the topic

a garbage can

a wastepaper basket

a yard sale

a recycling center

a second-hand clothing shore

a landfill site

Ask What sort of things do we put in or give to Ihese places or things? Why? Do you pay attention to whether you get rid of your garbage or junk? 00 you recycle things?

t .. CJ

1 Listening skills Ask students to work in pairs or groups oflmee or fo ur to discuss the picture in Exercise l a and match the caption from Exercise lb. Afterwards, compile a list of possible explanations on the board from the class's answers. Play the audio for Exercise Ie. Ask students to listen to find out if their predictions were correct. Answer:

@

Th e object is space junk - a large metal hal! that fell from space. The best caption: 1.

For Exercise 1d, first put students in pairs to predict answers. Model the activity briefly to preview and encourage the use of modals: I'm not sure, but J think there must be millions. Then p lay the audio. Ask students to listen and check.

~

Have a brief class discussion about the question in Exercise le. Answers will vary.

2 Vocabulary: containers Encourage specu lation about the question in Exercise 2a, then ask students to complete the table in Exercise 2b. Let students check answers in pairs hefore disc ussing them as a class. It is 0 good ideo to bring in 0 shopping bag of different tubes, cans, jars, bottles, ond bogs. You can use them to elicit the vocabulory. You can also use them in the pronunciation activity that follows to proctice stress in phrases.

Using realia

3 Pronunciation: stress in phrases Ask students to work in pairs to predict answers to the question s in Exercise 3a. Play the audio for Exercise 3b. Ask students to listen and check their predictions. Play the recording again . pausing after each phrase, and ask students to repeat chorally. Ask one or two individuals 10 repeat individually, 100. Make sure students are pronouncing of with a weak stress. For Exercise 3c, ask stu dents in pairs to look hack at exercise 2b and practice pronouncing the answers with the correct stress.

4 Vocabulary: collocations with containers

@

T .• ill

Ask the question in Exercise 4a to the class, and point out that tube of toothpaste means Ihere is toothpaste in it, whereas toothpaste tube is describing the object, regardless of whether the tube has anything in it or not. Point oul both the illustration and the Language Note, Play the audio for Exercise 4b. Ask students to listen and repeat.

I

The audioscript for Track 45 is on page nos ::..

,~

I

Ho" W"com, 10 Sd,n" In Adlon " lodoy,

program, we investigate a new kind of garbage called 'space junk: We begin with the mysterious appearance of two metal balls that formers in South Africa say fell from the sky near Cope Town. Now, irs not the first time man-made junk has fallen on to earth from outer space, and it seems it wan·1 be the last. Space watchers say that. in fact. something falls from the sky ~ery day. Here in the studio 10 throw light on the problem is Major Richard lewis.

46i'-- - - - - - ,

47"---------,

o can of baked beans a jar of haney a carton of milk a box of chocolate a bottle 01 beer a bog of chips

a baked bean can a honey jor a milk carton a chocolate box a beer bottle

The world around us T 104

Unit 10

Put students in pairs or small groups to discuss Exercises 4c and 4d . Encourage students to practice all the vocabulary introduced in this section.

5 Grammar: modal verbs + active and ive Put students in pairs to work through Exercises 5a to 5d . Allow about ten minutes. Monitor carefully and be ready for questions. At the end, elicit answers from the class and clarify any confusion. Quick grammar guide: models

The major problem here is Ihot many students ovoid modols in general and ive modals in particular. They tend to use expressions from their native languages. like /I is necessary Ihal .. Oughllo is also a problem - both beca use it is followed by 10 and because it is difficult to pronounce.

Answers: a Ought is followed by to. b Somebody must track all the junk ... Somebody should destroy them ... Somebody ought to make the countries take more care ... The subject is somebody- in other words, we don't know andlor we are not interested in who does the action of the verb. c 2 is more objective because it does not "blame" anyone by saying who should be building landfill sites. We tend to use the ive to be impersonal and objective. Do the first sentence in Exercise 5e as an example. Let students check their answers in pairs when they have finished . Make sure students say either should + verb or ought to + verb.

6 Speaking skiUs Put students in groups of four or five to discuss the questions in Exercise 6a. Give them three or four minutes. then have a brief discussion with the class. Give students a couple of minutes to read through the table in Exercise 6b. Check any problem vocabulary, Then ask students to add to the list any ideas they can think of. Put students back in the same groups as for exercise 6a, and ask them to discuss the questions. After students have discussed the questions, ask them to outline the main problems and their recommendations for reducing and disposing of waste. Ask one student from each group to present their ideas to the class, At the end, vote on which group had the best ideas, 45'-----------------------------------------------------------~

For Exercise ld on page 104 II; Presenter Major Lewis. can I begin by asking you just how much space junk is flying around up there in outer space? Lewis Well, at the Space Center at present. we're tracking around 8,000 pieces of man-made junk that are floating around the earth. In fact there are probably a lot more than 8,000 - it s just that our radar can't pick out anylhing smaller than these. Altogether. we think there are about 70,000 to 150.000 pieces of garbage out there. Presenter And how big are these ... uh ... pieces of junk? Do we know? Lewis Yes. they're between one centimeter and 10 em in size. Presenter Uh. huh. And what kind of things are we talking abaut? Lewis All kinds of things ~ wrenches. gloves, cons and bags, scraps of paper and plastic, but mostly we're talking about parts of satellites and rockets. Presenter I see. And where did all this junk come ' from? Lewis Well. a lot of it has been left behind by astronauts over the years during the various space missions. let's sayan astronaut drops a wrench while he's working at the space lab, well. that wrench goes out into space and becomes a piece of spoce junk. Presenter And whot's going to happen to all this stuff - is it dangerous? Lewis Most of it isn't - a lot of it diSintegrates when it enters Ihe earth's atmosphere but some of this

Unit lO

Tl05

Theworldaround us

Irash is going to foil bock 10 earth. as happened in 1979 when a whole space station crashed inlo Australia. Presenter A whole space stolion! Was anybody hurt? Lewis No. thankfully no one was in jured Presenter And what about this mysterious melal ball in South Africo? Lewis Well, that was a very hal metal sphere, weighing about . uh ... 35 kilos and it landed with a loud boom in a vineyard only 50 meters or so from where some farme rs were working. There were in fact two balls. But this kind of thing happens every day. Presenter One last question: who does this gorboge belong to? Lewis Actuolly. the United Stotes owns the mosl oboul 3,000 items. and Russia is second with 2.500. Britain and have only one piece of trash each that we're aware of. Presenter And is anyone going to do anylhing about the problem? Lewis We can hope! All the junk must be tracked carefully so that we know if there are any large objects up there ~ and. if possible. they should be destroyed when they start to fall to ovoid any damage. And of course. countries with satellites and space stations ought to be made to take more care of their things in space. Presenter Well, that's all fascinating. Major Lewis, thonk you for ing us today.

c What arc the containers in tho taule in Exercise 2b usually made of? Discuss in pairs. Materia ls: plastic. paper, glass. metal. something else Toothpas te tubes aro made of metal, aren 'tthey? d Household packaging is a real "junk " problem . When you have finished with the containers, which onos do you throwaway. which do you keep, and which do you recycle?

6 Speaking skills a General waste is becoming a huge problem today. In groups. discuss the fo llowing questions. 1 What kind of things have you thrown away in the past week? Think abou t all your waste. 2 What do you think happened to your garbage? 3 How does your country or community deal with garbage? b In your groups, discuss how waste is handled in your cou ntry or com munity. Answer the questions helow. Use the ideas in the table and your own ideas. 1 What are the problems related to waste? 2 Do people try to reduco wasle? If so. in what ways? 3 How is waste disposed of! Arc there any problems associated wi th this?

5 Grammar: modal verbs + acti ve an d ive a Look at these ive sentences from the listening. Underline the modal verbs. What is different about ough(! 1 All the junk must be tracked carefully ... 2 ... they should be destroyed when they start to fa ll ... 3 ... countries ... ought to be made to take marc care of thei r things in space.

Problems

Ways of reducing waste

Ways of disposing of waste

littering

taxing households that produce excessive waste

burying in landfill sites

b Rewrite the sentences with active verbs. Who

is the subject in each one? c Look at theso two suggestions. Which one is more objective? Why? 1 The govern men t ought to build more landfill sites. 2 More landfill si tes ought to be built. d Check your answers with the Grammar Summary on pago 110. e Complete these suggestions with should or ought to. Decide whether to use an active or ive form. 1 Households that produce a lot of garbage s hould/oughlto be taxed (tax) more. 2 We shouldn't/ouKhl nol 10 Use (usc) so many plaslic shopping bags when we go to the supermarket. 3 Newspapers and magazines should/ought to be recycled (recycle). 4 People should/ouXht 10 be encouraged {encourage} to take bottles to a recycle center. S If you have a garden, you shouldlought to put (put ) all vegetable and fruit waste on a compost heap. (I Stiffer fines s hould/ouCht to be introduced [introduce) for people who litter in the street.

inefficient garuage collection too many nOll· biodegradable containers not enough garbage cam

pollution of air and water from landfi lls lack of recycling centers

providing recycling facilities for more items, e.g. cans providing an incentive for recycling, Le. a small paymont punishing people who litter or leave their garbage in inappropriate places

burning in incinerators sending into space putting in deep oceans melting and reusing for new products, e.g. plastic

c Make recommendations for your country or community. Present your ideas to the class. Decide as a class which were the best ideas. Say what you think the major problems are and make recommendations for improvement. Say what the current forms of waste disposal are and suggest some alternative forms which you feel would be practical, economical, and ecological. A Littering is a big problem. A lot of people litter because there aren't fI nol/gh garbage cans in

streets, We think the city government alight to provide more garbage cons.

tilt)

B

res. Jllore garbage cans would help, ond nlso the schools should ...

The world oround us

UnillO

~ b Listen carefully and fill in the rest oflhe blanks. There are three words in each blank.

3 Reading skills a In pairs, read two arguments. for and against CM food . Student A: Read the text below and complete the table with argume nts for CM food. Student B: Read the text on page 151 and comple te the table with arguments agains t CM food.

Fo'

Against

GM food: the arguments for

1 Vocabulary: GM food What do you know aoout genetically modified food? What are the argu ments for and against il? Use th ese

words and expressions in your answers. contaminated crops flooding genes food chai n GM feed imp lanting pesticides resistant

2 Li stening skills

@

a Read these sections from a debate on CM food. Fill the boxes with the words in Exercise 1. T hen listen and check.

1 The issue of [I====G ~ML====I foods is a controversial one . As YOll know, we arc now able to change the I genes I in plants, and this has caused a lot of debate . 2 It is only in this way that we will be able to I feed I the world 's exploding population. Second , scientis ts can now

p rod uce GM I cro ps I that can grow in harsh environments . such as areas thaI used to lose cro ps through I flooelinG I or extreme heat.

I resistant to insects, so the s tro ng I pesticides have been used un ti l now will become a thing of the past.

GLOSSARY biotechnology science based on cells and bacteria

3 Fi nally. GM crops will be

4 It has al read y been

GM food has enormous potential for helping nations suffering from famine and for feeding the exploding world population. The world's population is now six billion and will grow to eight billion by 2020 and perhaps eleven billion by 2100. The pressure to feed people is rapidly intensifying. Ie is difficult to argue against GM crops when the welfare of billions of people is involved. Biotechnology is now being used to create crops that: * flourish in harsh environments such as arid land and salty soil; * require little water and fertilizer; * bear abundant fruit with little supervision and carei * are enriched with vitamins and minerals. A tremendous milestone in this direction was achieved when the genome of rice was finally identified, the first time in history that this had been done fo r a major food crop. Since four billion people (about 60% oftbe world's population) depend on rice, this will have eno rmous consequences. It is now possible to create "super rice" with increased fertility and resislance to disease a nd insects. Scientists have recentl y produced GM rice with increased vitamin A and iron content. This will help people who suffer from low levels of vitamin A and iron, which cause blindness and anemia.

I that

flourish grow weil and be healthy a rid very dry with few plants a bundant plenty of, in large quantities

proved that

I

im plantin~ I a gene can introduce sOl1s of problems into the I food chain : for example. a gene from Brazil nuts has been implanted into tomatoes , ._,

genome the complete set of genes in a living thing

jill

5 AnQther serious obh:<:lion is that growing GM crops in close proxi mity 10 other crops means

that those crops wi ll be I contaminated

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The world around us

I.

b Choose the Iwo strongest arguments fo r or against CM food from your text. 1 Describe the arguments to your partner.

2 Explain why you think the y are the most

important arguments in your text. 3 Write your partner's arguments in the other column of the table.

Objectives Grammar reported speech

Topic: GM food Vocabulary

Reading

Writing

Ustening

Speaking

GM food

a magazine orticle

a discursive essay

a debate

discussing GM food

Write GM food on the board. Ask What does GM stand for? Whol sort of food is genetically modified these days? Hove you ever eoten GM food? Whars the law on GM food in this country?

Introduce the topic

1 Vocabulary: GM food As 8 closs, discuss the vocabulary in the box in Exercise la . Then give studen ts a minute to prepare what thoy want to say about GM food. Put students in groups of fou r to discliss their ideas, then elicit comments from the class. In the activity and loler in the lesson, in exercises 3b and 5, the longuage of presenting an argument for and against is used. You may wish 10 write the longuoge below on the board to help students do Ihis and loler activities:

Useful language

The moin argument in favor of .. is . The mosl convincing orgument against ... is . The main problem with / drawback of / concern with ... is lhal .. . The main reason for . . is ...

2

Listening skills Ask students to fill in the boxes in Exercise 2a wilh words from exercise t . Do the first as an example. Tell students not to worry about the other blanks at this stage. Let students check their answers with a partner when they have finished. Play the audio and ask students to listen and check. In Exercise 2b. ask students to fill in the rest of the blanks first. Then play the recording again. You may need 10 play and pause the recording to give students time to write answers.

@ @ ••

3 Readin g skills This is a jigsaw reading. in which students read different ages and try to put together their understanding of the text to make it whole. Put students in pairs. one A and one B. Tell them to write For (if thoy aro A), or Against (if they are B) al the top of a page in their notebook. Tell UlOm they havo nvo minutes to read their text and outline arguments. When students have finished. ask them to describe and explain their argu mellts in pairs. Make sure that thoy exchange and write down each other's information, using a table they have coped from Exercise 3a into their notebooks. Divide the closs into fWo equal halves. Groups A and B. Group A read the text on poge 106; Group Bread the text on poge 151. When Ihey have finished, students can check their answers with others from the some group. Then ask students 10 stand up and find a portner from the other group who has read a different text. in poirs, they then sit down and do exercise 3b together. This is a good wov of mixing students and crealing more interadion. Aa students do Exercise 3b. walk around the class, monjtor, and holp with problems. The oudioscripl for Track 48 is on IXlge n07

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Unit 10

4 Grammar rev iew and extension: reported speech [n Exercise 4a. ask students to read through the reported statements. Model the activity by matching tho fi rst reported statement to the direct speech in ~xercisc 2n (section 11 as a class. Quick grammar guide

The main thing tho! students need to grasp when reporling speech is the ·one tense back'" tense chonge, from are to were, will be to would be, etc. Common problems and errors Forgetting to change tense. He said thaI he it; fired.

There is often confusion between the verbs soyond felf. Common mistakes include wroog placement of to and incorred use of on objed pronoun after soy. He lells ~ me to be quiet.

The teacher &9t" !fie Ihe onswers.

Put students in pai rs to work on Exercises 4a through 4e. Monitor and help with questions and confusions. At the end. go through the answers as a class. Answe rs: Changes: Verbs go one tense back. e.g. in 1. ore changes to were, has caused changes to !Jad caused. In 2, will become changes to would becom e. Sometimes, the pronoun changes, e.g. in 1. we changes to they.

5 Writing skills In Exercise 5a. divide students into groups of four or five to completo a fo rlagainst table. Make sure that everybody fi lls in the columns. as they will need these notes to write thei r essay. Ask the groups to decide what their viewpoint is. for or against GM food. Ask students to follow the inslmctions in Exercise sd to write thei r ind ividual essays. This could be sot for homework.

~~--------------~ For Exercise 2 00 Poge 106 iii;

Mon The Issue 01 genetically modified loods is a controversial one. As you know, we are now able 10 change the genes in plants. and this has caLlsed

a lot 01 debate. My opinion is that GM crops will be with us lorever, for very good reasons. First, GM allows us to produce bask loodstuffs beller and more cheaply. which should please everyone. II is only in this woy that we will be able to leed the world's exploding population. Second, scientists can now produce GM crops thai can grow in harsh environments, such as areas that used to lose crops through flooding or extreme heal. Peaple In these areas will now have enough to eat. Finally, GM crops will be resistant to insects, so Ihe strong pesticides that have been used until now will become a thing of the pas!. Woman I agree with the first speaker that the issue 01 GM crops is controversial, but my agreement stops there. I disogree completely with GM crops. lor these reasons. My main objection is thot we really don't know what genetic modification does 10 a plant and, therelore, whal it might do to animals and human beings. II has already been proved that implanting a gene con introduce all sorts 01 problems into the food chain: lor example, 0 gene from BraZil nuts has been implanted into tomatoes. and people with nut allergies are experiencing allergic readioos to these tomatoes. In some cases. this may prove 10101. Anolher serious obieCtion is thai growing GM crops in close proximity to olher crops means lhatthose crops will be contaminated. And in answer to the argument about feeding the world - we can already do thot if we slop using all our land to raise CQ'NS and pigs for food. Furthermore, by forcing GM crops on poorer notions. we are pulling them into a position where they wilt no longer be able to grow non-GM food.

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T 107 TheWOl"ldaroundus

4 Grammar review and extension: reported speech a Look at these reported statements from the debate in Exercise 2. Find the direct speech in Exercise 2a. 1 The man claimed that they were able to change the genes in plants, and that had caused a lot of debate. section 1 2 He predicted that the strong pesticides that had boon used unlit now would bocome a thing of the past. section 3 3 The woman explained that implanting a gene could introduce all sorts of problems into the food chain. section 4 4 She argued that growing GM crops in close proximity to other crops meant that those crops would be contaminated. section 5 b In pairs, compare the direct speech sentences in Exercise 2a with the reported speech above, and list tho changes you find. c Usc your answers to Exerciso 4b and your knowledge of reported speech to complete this table.

'- Simple present "-

"-

Present progressive

eM food bas enormous potential. Reported: He said GM food had enormous potenlial. Direct:

Direct:

We IlJ'(l not saying that all eM crops are dangerous.

Reported: He said they were ... ' - Simple past

' - Present perfect

"Past perfect '--

'--

Direct

They exported food from Ethiopia.

Reported:

He said tbey ...

Direct:

Scientists have rocently produced GM super rice.

Reported:

He said scientists ...

Direct:

They bad already started the trials.

Reported: He said they ... Modals: can, will, should

Direct:

The developed world can help tho third world.

Reported:

He said ...

Direct:

The world's population will grow to eight billion by 2020.

Reported: Direct:

He said ... We should all be aware of the problems.

Reported:

He said we ...

d Check your answers with the Grammar Summary on page 110. e Look at the text you read in Exercise 3a. In pairs, report other things that the author said. Use different reporting verbs, e.g. say, tell, claim , argue, predict, explain.

., ,

5 Writing skills a In groups , think of as many reasons as you can for and against eM food. Write them in the for/aga inst table in Exercise 3a. Use the information in this lesson and your own ideas. b How do these arguments fo r and against relate to your country? Agree on the greatest threats and opportunities that GM food represents for your country. c Go through the arguments for and against GM food in this lesson and sum up your position. d Write a discursive essay with the title Is GM food a positive or negative development? Follow the notes below and use you r notes for this lesson. Also use the plan for writing on page 47. Your essay should have four paragraphs and be between 200 and 250 words long. Paragraph 1: introduce the topic Paragraph 2: list the arguments for GM food Paragraph 3: list the arguments against GM food Last paragraph: summarize your viewpoint and conclude the essay.

Theworld around us

Uni!10

lesson4

Climate change > 2 Task Read these frequent ly asked questions about global warming. Can yo u answer an y of them?

• • • • • • • •

What exactly is t he green house effect? A Is climate change a natu ral or human-caused phenomenonWhat are the possi ble effects of cli mate change? B '--' Wilt there be any benefits associated with climate change? B How much climate change has been observed up till now? Is pl anting more trees a way of solvi ng global warming? B '--" Are there any alternatives to coal and oil? B Who is responsible fo r greenhouse gas emissions and climate change? B • How do scientists estimate the climate of the futu re and how reliabl e are their projections? A • What are the current estimates for 21st centu ry cli mate change? A

1 Warm u p a Match these key words with the defin itions. 1 global warming b 2 CO2 (carbon di oxide) c

3 atmosphere e 4 degrees a 5 climate d 6 weather f a un its that are used for measuring temperature b the increase in te mperature that has been taking place in recenl years

c a colorless, odorless, non-poisonous gas that is a normal part of the air d the normal temperatures, rainfall , etc. of a country, a region, or the earth e the air around the earth f temporary conditions in the air, e.g. hot or cold , sunny or rainy b Fill in the blanks in the text with fiv e of the key words.

Wha t is globa l warming?

The earth's temperature has risen by 0.7 l degrees in the last 150 years. Scientists believe the m ain reaso n for Ihis is that we are putting too much 2 ~ into the 3 atmosphere . Some scientists believe the temperature is going to continue rising. which is a ma jor cause for concern. but some people say 4 global warming is a m yth they say there have always been 5 cl jmate changes on earth and it's too earl y to say w h ether this parti cular change is part of a norm al cycle or something unusual. If globa l warm ing is really h appening, it mean s the sea level will rise Ilnd in some cou ntries thi s w ill cause catastrophic flo od ing. In others , there will be no w ater, only desert.

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The world around us

3 Prepare a You are going to look for the answers to some of the questio ns in a short text. You have only three m inutes to do this. Th e teacher will di vide the class into two groups. Group A: Read quickly through the text below. Grou p B: Read quickl y through the text at the bottom of the opposite page. b Put a check (..... ) by the questions in the list above that your text answ ers and make brief notes about them. c Work in pairs of A and B students. Ask yo ur partner the questio ns that your text didn't answer and take notes. Answer your partner's questions. Can you an swer all the questions n ow ?

Group A text The greenhouse effect is the orocess where heat js unable to escape from the earth's atmosphere, which causes the temperature of the earth to rise. The rise in temperature is called global warming. The greenhouse effect is caused by both natural and human activity. Studies carried out by scientists into climate change in the last century show that volcanic activity, change in land use, and greenhouse gases all cause climate change. Of these, greenhouse gases, such as carbon dioxide, have been the main causes of climate change in recent years. Globally. air temperature increased by one degree Fahrenheit in the 20th century but some regions, such as Alaska, have seen a four degree Fahrenheit increase in temperature. Scientists estimate their predictions for the future ~ knowledge of historical climate Change and comp uter models of the climate system . These p redictions are based on a number of factors and are not absolute. The latest predictions for the 21st century are for an increase of 2.5-1 0.4 degrees Fahrenheit. -

'--'

v '---

"---'

\.....,.,

\.......-

'r--' I ,

r

t

l It----

Objectives

Topic: climate change

Grammar

wifl, going 10, first conditional. present perfect

Vocabulary climate change

Reading

Writing

Ustening

extracts from a science book. an

FAOs on a Web site

a college seminar

FAQ page

Write global warming on the board. Ask Do you think this is

Q

serious problem? What factors ore causing

global worming? Elicit as many suggestions as you con from students, and write them on the board.

t .. 0

1 Warm up Ask students to match words and definitions in Exercise la , then check with a partner. Ask students to read the text in Exercise l b quickly for a general understanding before fill ing in the blanks.

2 Task A good way of doing this is a pyramid discussion. Give students one minute to read and nole answers to the questions. Then put them in pairs and give them one mar£! minute to compare answers. Then put one pair with another pair, making a group of four, and give them one more minute to compare answers one fmal time.

3 Prepare If you haven't done so already, divide the class into groups of four. Label half the groups A, the other

half B. Ask students to read and check the questions in Exercise 2 that their text answers. Let students briefly check answers with people in their group. Divide the class into pairs of A students and B students. The best way to do this is to ask students to stand and then find and sit with someone who has read a d iffe rent text. Ask the pairs to discuss their texts until they can answer all the questions.


Unit 10

..•. 4 Briefly discuss the results with the class.

5 Compare Play the audio for Exercise Sa. Ask students to listen and order tho FAQs. Stop the audio after each question and remind students what numuer they are on. Answers: 1, 9. 2. 3, 4. 7, 8 , 10, 5. 6 Play the audio again. LeI students compare the notes they make with a partner before going through UlC answers as a class, Answers: Additional information is underlined in the audio script.

••

6 Notice

..

Ask students to look at the phrases, and discuss their use with a partner. Play the audio one more time. Discuss the answers as a class,

7 Follow up Model the activity brielly with a good sludent. Ask the first question then briefly improvise a conversation with the student. using one or Iwo of the phrases from Exercise 6. Put students in pairs. Tell them to take turns asking and answering the questions in Exercise 2. Monitor carefull y, noting mistakes and prompting students to use the phrases they have studied.

49'_-------------------------------------------------------------------, Tutor Good morning, everyone. Before we talk serious~ about the next block of work do you hove any questions on climate change?

Student 1 Yes, con you tell us ogain, what exactly is the greenhouse effect? Tutor Okay. The greenhouse effe
""'Student 2 But is it all bad? Wan" there be any benefits from climate change? Tutor Not many, I'm ofraid, but the pidure isn't all black. Moderate global worming will favor some fmmers, pot1iculgt1y in dry megs wh ere there'll be mme rgin Student 3 How do we know about this? I mean, how much climate change has been observed? Tutor In the 20th century, air temperature increased by about one degree Fahrenheit; but some regions like Alaska have seen 0 four-degree Fahrenheit increase in temperature. Now, that is huge and very worrying, especially if the trend continues. Is that okay? Student 3 Yeah, but haw do they know it will continue? How do scientists estimate the rate of climate change? Is it reliable? Tutor Well, they estimate on the basis of historical climate chonge ond computer models of the climate system. Is it reliable? Well, we don't really know. The climate of the earth has changed many times in the post. going fram extreme~

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T 109

The world around us

hot to extremely cold, the ice ages, so there's a lot of disagreement in the scientific world about global worming. let me put it like this - lhe signs me worrying gnd we'd be foolish tq iQnme lhem

Student 4 What ore scientists prediding about this century? Tutor The 21st century? They soy there'll be on increase of between 2.5 and 104 degrees Fahrenheit. Student 1 Con't we stop this? I've heard that planting Irees is a way of solving the prablem. Tutor Well, yes, increasing the forest meas will help to slow down global worming because plants and trees reduce tbe effe
4 .............

Tell the class how many questions you could answer. Ask about any questions you were unable to answer.

5 Compare Listen to a college seminar about climate change. Number the FAQs in the order you hear them . (The words may be slightly different.) Listen again and make notes of any additional infomlation to an swer the questi ons.

6 Notice ~ Listen to the seminar again. How are these phrases used? Docs each one introduce an example. clarify something, or chock 011 understanding? 1 Lei me explain ... cla rify something 2 Is that clear? check on understanding 3 A good example o r ... introduce an example 4 5 6 7

Is that okay? check on understanding Let me put it like this ... clarify something What that means is .. . clarify something Understand? check 011 understanding 8 Let me give you some examples. introduce aD example

7 Follow up [n A and 8 pairs, ask and answer the FAQs again. This time. try to make your answers as full as possible, and use the phrases from Exercise 6.

\.....,. Group B text Climate change will force some species of birds to migrate: water resources will increase or decrease; there will be more floods and droughl . Sea levels will ri se in some coastal areas. There will be heatwaves and more air pollution, '--- which in turn will cause infectious diseases to spread. There will, however, be some benefits, 100. Moderate warming will fayor some fanners. Some areas will have more water and more synshine. There are ways of attempting 10 slow climate change, such as replanting and increasing the area of the wortd's forests, because plants and trees reduce Ihe effects of carbon dioxide, but on its own this is not enough 10 stop global warming. For this to happen, we must cut down on OlIr production of carbon dioxide. One way to do this is to cut down on our use of fossil fuels like coal and oil, which is possible but must be done gradually: coal and oil can be replaced over a period of lime by wind energy and solar DOWer. Climate change is not entirely new: greenhouse gases have been increasing since the Industrial Revolution, two hundred years ago, which of course means that the countries of the developed world so far bear the main responsibility for greenhouse gases. In recent years, the United States has been responsible for 25% of greenhouse gas emissions. However, in the fu ture, developing countries like India and China will produce more greenhouse gases than the United Stales and Europe.

The world around us

The past perfect does r"IOt change:

Grammar Summary

I had heard of this place. .... She said she had heard of that pIaco.

1 Review and extension of quantifiers

Some modal verbs change in reported speech:

Type

Quantifiers

Followed by noun

Inc lusive

, bo1I1

1 plural COLf1table

1 both books

2"''''' 3_

2 sOgUar COLf1table J singtJar COU"Itabie 4 SirlgLW COlI"lIabie

2 either book 3 each book

45 ""'" aI ~he) Large or

, many

2 a 101 01 medium quantities 3 a great deal! a good deal of 4 several

home

Sm all

quantities 2 (a) fev.r 3 (a) little

4 hardy any 1 half (o~ quantities 2 a quarter I

Precise

the

meet you tomorrow. .... They said they would meet us

next day.

The modaJ verbs, should, ought to, and would do not change: You ought to compiete the form . .... He said I ought to

compJete the form.

"""",to'"

You should listen to her. .... He said I should hsten to her.

, ~~

2 pllI
or uncountable 3 uncountable 4 pural countable 1 plural countable or uncountable 2 plural countable 3 uncountable 4 p/lxal countable

., ... """'"

, many books 2 a lot of books I a lOt of money 3 a great deal! a good deal of money 4 several books 1 some books I some money 2 (a) few books 3 (a) little money 4 hardly any books I

",uncoco_

hardy any money

pkxal COlJ'llabie

1 half (oQ the books 2 a quarter of the

or UI'lCOlI'ltabie

money no book I no books I ro money

' '''

1 si1guIar/pk.ral COLf1table or

1

2 rl9Ither 3 rona Of the

"""""-

2_

2 sngJIar countable

3 pItxaI countable or lI'lCOI.Xltabie

3

none 01 the

books I none of ... money

We can use the COlI'ltabie quantifiers with a pltral noun if we add of the: each of the books, both of the books, neither of the books Choose t he correct quantifier. 1 Wool u like~ neither of these coats? No, I don', like 'ther each 0 hem.

AJI student in class should have a textbook.

2 E

We will

4 ""'" book 5 plural coootabIe or 5 an the books I

two-thirds of Negative q uantities

Examples

We can find it . .... They said they could find it.

3 I invitee.@) some my friends but only fffW ~f them came to the party. 4 She doesn't ha~ a little friends in her town.

2 Modal verbs + active and ive

that the pronouns in reported speech often change. e.g. I ~ she and we .... they in the examples above. Adverbs of place and time often change too. e.g. this place .... that place, tomorrow .... Ihe next day. The most common reporting verbs are say and Ieli. However, it is better to use a variety of verbs when reporting speech, e .g. it, argue, predict. claim, announce. Report these st atem ents.

1 "I have discovered a new land." Columbus claimed he . Columbus daimed he had discovered a new land.

2 "I came, I saw, I conquered." Caesar said ... Caesar said he had com e, had seen. and had cOOiluered . 3 "I'll lOve you forever, JUliet!" Romeo swore ... Romeo swore that he would love Juliet forever. 4 "I have a dream. " Martin Luther KJ-.g said ... Mart in Luther King sai d he had a dream. 5 "This is one small step for a man." Neil Armstrong said ... Neil Armstron g said this was one small step fOT a man .

Vocabulary Summary 1 Containers Tube

toothpaste, ointment

c,"

baked beans. paint. soda, lemonade, sardines, ca l food

J"

honey, instant coffee, jam, olives, shaving cream , peanu t bu tt er

Carto n

milk, orange juice, yogurt, k:e cream, butter

Bo,

chocolate, matches, cereal, tOOls, c andy. envelopes

Bottle

beer. wine, mineral water, lemonade, s hampoo . oil , d etergent

B,.

chips, potatoes, cookies

We often use the iVe after modal verbs:

Seat belts should be worn at all times. VoJhen we make suggestions or express obligations using the ive, the suggestiorv'obIigatiOn is ~ive, i.e. we don't see it as being imposed by the speake(: You ought to IIlV6St more in road-bUilding. (the speaker's opinion)

shaving cream candy peanut butter envelOpes

More ought to be invested in road-building. (an objective suggestiorv'recommendation)

butter

Should and ought to in the ive are often used for rules:

Cars should not be parked on the sidewalk.

3 Reported speech

sardines

detergent

oil

shampoo cat food

2 GM food biotechnology contaminate crops feed flood food chain gene genome GM Implant pesticide resistant Find five GM word s to match these definitions .

In reported speech the verb usually changes tense, and moves one step back Into the past:

1 a chemical used to kill insects pesticide

I have an idea. ~ She said she had an idea.

2 harm a substance by ing or spread ing chemicals to it contami nate

I have had an idea. ~ She said she had had an idea. I'm thinking about it. ~ She said she was thinking about it. I was thinking about it . .... She said she had been thinking

about/to Unit lO

Add these item s t o th e correc t column.

The world around us

3 give food to feed 4 the complete set of genes in a living thing genome 5 put something into a person, animal, or a plant implant

'-'

C)

-z

!: ~

~

I

Editing your work

Review your action plan: wonting with written grammar

1 Thinking about writing a Make a list of all the different types of things you have written in English.

CompeO/ltg a fYa'rnmtLy ~ 'W~ng a ~ m an

[ngt.sh

b Compare your list with a partner.

CL

d Is this student's experience of writing in English the same as yours? If not. how is it different?

o --' LU > LU o

In pairs, look at the notes on g rammar that you made at the end of Unit 9. Explain the grammar you looked at, how you worked out the ru les and meaning. and show your partner how you recorded it. Compare ways of record ing - can you improve each other's methods?

eMm

0<:: :::)

o>-

REVIEW

c Read the text written by a person studying EngliSh. Give it a title. (Do not worry about the errors in the

text.)

e In groups, discuss what you find difficult abOut writing in English.

2 Exploring the stages involved in writing an essay There are a number of recommended stages in writing a formal essay. Look at the stages below. They are in the wrong order. Reorder them according to the most efficient way of writing an essay.

III a III b iii c III d IKI e

lEI f

Organize your ideas into a structure with a beginning, a middle, and an end. Read the essay litle or question carefu lly and decide why you are writing it and who you are writing it for. Write your first d raft from the beginning to the end. Proofread your final essay, checking grammar, spelling, and punctuation carefully. Revise your first draft and check for structure and content. Rewrite the text and produce your final essay.

~ g Brainstorm ideas that are relevant to the question.

3 Editing a text

a

In pairs, go back to the essay in Exercise 1 and edil it. You w ill need to look at all 01 these features very carefu lly. the grammar the spelling the content the structure

punctuation

Student A: Look at the grammar and the content. Student 8: Look at the spelling, punctuation, and structure.

b Together. rewrite the essay. correct ing all the errors you found.

c

Exchange your revised essay with another pair of students. Read their version of the essay and improve it if you can .

GLOSSARY

ACTION PLAN

4 Applying the stages a The student who wrote the essay in Exercise 1 did not finish the last paragraph. In groups, brainstorm and note ideas for this parag raph. The first sentence is:

A.!lIuYug!, l'/"r"J:mg on

[~ can

dd-fl.Oi!l:., Ii; is ~?np;rtanl !:c 'wrJe '" """""". Ji><1 '" alt, ...

Ie 'W!¥)f a n1l.m.6er

hJy

b In pairs, organize the ideas that your g roup thought of. Ust a number of reasons to the argument.

draft {of a lext] unfinished stage in developing writing

c When you are ready, write the paragraph individually. Conclude the essay in one or two sentences. Use the

proofread read something to find and mark errors for correction

d Exchange your work w ith a partner. Gan they improve

stages in Exercise 2 to help you. your wriling?

I>

Your action plan: editing your work Using the recommended stages in Exercise 2, write the last paragraph of an essay about reading in English. The paragraph begins: Although reading in English can be very difficult, it is important to read for a number of reasons. First of all, .... Keep all your d raft texts as well as your final version. The paragraph should be no more than 120 words long. Note: you will need to show a classmate the final version of your paragraph and your drafts at the end of Unit 11 .

The world around us

UnitlO

1 Speaking skills

Reality TV on your screens this week Adrian Soloman reviews the current reality TV shows.

Look at the pictures and answer the questions.

1 What kind arTV shows do you think they come from?

Z

\o~h at makes people wanl to appear in this kllld of show?

Z Readin g skills ,I Read tho reviews of four reality TV shows.

Match each rev iew with one orthe pictures. h Road tho reviews again. Choose the rating you think the reviewer gave each show.

c Figure out tho meaning of the followin" words and oxpressions from the context. " 1 primo-timo slot (line 10) a time in when il lot ,of 1,Ieollie are watching in the evening 2 gnppl~lg sluff (line 13) exciting SUbjllcl 3 cast (lllIe 21) people appearing in the s how

4 switch to (line 22) change channels 5 sett ing (line 32) placellocation 6 would-be slars (line 38) people who wan I

1 B* *" - de. **** Excellent miss it. "'-' ThiS was the first modern *** Very interesting, reality show and it has been worth watching. showing for more than ten ** OK for a couple 0 years. The concept - a group episodes, if there's 5 of young people locked up in nothing better or a house together for several A yawn. Chan¥ * thebigchannel. weeks and filmed for 24 hours a day - is as fascinating as ever and still claims a 10 prime· time slot in the evening. Despite the number of similar shows now produced, none has beaten the original idea. Gripping stuff!

1

2

10 be fam ous

Two spoiled young rich girls leave their posh Beverly Hills homes to go and live in a small town in Arkansas. There they have to cope with living on a farm and working in a fast-food resturant . Quite frankly, this show hasn't managed to generate much excitement in spite of the good-looking cast and the provocative theme. Switch to the big movie on

d III groups, discuss these questions. 1 Which of the shows sounds the most

interesting as a TV show? Z Which reality shows have you seen'" \Vh did you watch them? . y :4 Would you ever take part in one of these shows? Why? I Why not?

1.5

20

3 Liste n i ng skilis ~

It

Listen to a phone-in program. Which of the shows in the pictures are mentioned?

~ b Listen again. Below are some reasons for the popu larity of reali ty TV shows. Who gives these reaso ns? Write K (Kate). M (Myriam) or p. (psyc hologist). More than one person may give the same reason. K 1 Rea lity T V shows arc something new. K 2 People talk about them, so everyone wanls to see them. P 3 People like scandal and watch in case anyt hing happens! M 4 People get involved in the shows. M, P 5 These shows give people a kind of power over olher peop le's lives. P G People are nosy. They like gossip. c In yo ur opi nion . what is the fascination of re~ lit y TV? ~~y w~ether you agree or disagree With Ih e oplll lOns III Exercise 3b.

A

ChannelS instead. C** Another one In the theme of "put a group of young people together and see what happens", but the action takes place on a beautiful Pacific island . Can the participants survive on what they find on the island? What will they eat? This hasn't been running as long as the other shows, and it shows some promise, but the beautiful setting is not enough to stop boredom taking over after a while.

3 25

30

4 35

GLOSSARY causing comment. anger. excitement prom ise {nl (here] potential to do well

p rov~calive

Unit 11

Medio

40

P **·

A group of unknown musicians spend all their time in an academy, training to do concerts. This is hugely popular, and the winners have become national superstars with their albums. The young would·be stars in recent episodes have been competing to see who is going to represent the U.S. in the Pan -American Song Contest. very entertaining.

Objectives

Topic: reality TV

Grammar present perfect progressive

Reading a TV program review

Writing

Ustening

a review of Q TV show a radio phone-in

Speaking discussing TV

programs

Write TV programs in the middle of the board. Elicit as many different types of programs as you con from students, and write them on the board. Ask How often do you walch TV? Who! kind of programs do you walch? What kind of programs do you never watch?

Introduce the topic

TV programs: news and current affairs; documentary; drama series; soap opera; sitcom; quiz show; talk show; realily TV; lifestyle program; breakfast TV

1 Speaking skills

••

Put students in pai.rs to discuss the questions in Exercise 1 briefly. Then have them share answers with the whole class. Answers: Reality TV programs. People want to be fa mous, want to have a career in the media, want to win a lot of money, want to test themselves in difficult circumstances.

2 Reading skills

••

Allow four min utes for students to do Exercise 2a. Allow them to check their answers to Exercise 2b in pairs. Let students work in pairs to discuss words and expressions in Exercise 2c.

Show students how to guess what the words mean by looking at context. Do the first one as on example. Ask students to find prime-time slot in the text ond underline il. Ask Whal pon of speech is if? Answer: compound adieclive and noun.

Guessing meaning from context

Ask What clues in the sentence help you figure oul/he meaning? Answer: In Ihe evening tells students that a prime-time slot must be a ·slor in the evening lV schedule. Ask studen ts to discuss the questions in Exercise 2d in groups of four or fi ve and then have a brief class discussion .

3 Listening skills Play the audio fo r Exercise 3a. Ask students to listen an d say which shows are mentioned . Answers: Big Broth er (8), American Idol (0) In Exercise 3b , ask studen ts to listen to the audio again and put the correct letter next to each reason. Lei stude nts check their an swers in pairs before discu ssing them as a class. Have a brief class discussion about the question in Exercise 3c. The audiascript for Track 50 is on page nl3 :ill

Media

T 112

Unil ll

4 Grammar review and extension: present perfect progressive Have students read the examples in Exercise 4a. Ask them to tell you which form is being used in each example, then ask students in pairs to match forms to rules.

Quick grammar

The present perfect progressive (have + been + -ing. the present participlel is different from the present perfecl simple in that it emphasizes duration and unfinished activity

guide, _ periect~

Common problems ond

errot'$

Students may use a simple presen t tense to refer to something that started in the past and tha t continues up to now. where English would use the present perfect:

l /We in Buenos Aires since 1995. Another common error is using the present perfect progressive fo r a finished event in the recen t post with a time reference:

I J.fJ"e eeeR we(~Rf/ lote losl week. Ask students to ch oos e the best forms in Exercise 4d. Before leaving the topi c , remind students to read the Language Note.

_on

5 Writing skills Put students in pairs to discuss the questions in Exercise Sa . Lead in briefly by eliciting names of popular reality TV programs that have been shown recently or are on currently. Find out which students a re "hooked" on these shows, and which are not that interested. Then try to pair enthusiastic reality TV fons with a partner who, perhaps, knows little about them.

attemative

Ask each pair to follow the steps in Exercise sb to write their review. Point out that the easiest way to organize the review is to organize it under the headings in exercise Sa . When they are ready, ask pairs to swap r eviews. Encourage pairs to comment on each other's work.

~,~--------------------------~ for Exercise 3 on Page 112 " Host Welcome back to liveline. Today we're talking aboUllY, and rea~ty TV in particular. Here in the USA. we've been watching reality TV since the earty days of Condid Comero in the 1940s, but in the rest of the world Reality TV has become a big thing in recent years, ever since the arrival of Big Bro/heron Dutch 1V. This morning we wont to know who! you think, so why don't you give us a call and give us your toke on reality 1V? Now lers go to our first coller. Kate, good morning to you.

MVOOm Well, we've also been wotching a show obout young artists. It's coiled The Academy. And of (ourse we hod Big Brother, as well. Host Right. Myriom That's been running for years now. But you know whars really popular in Mexico? Irs that kind of discussion and debate show, like Cristina-those are the most popular ones. They've mode a lot of those shows in the lost lev.' years. Host Why do you think these reality 1V shows ore so popular?

Kate Good morning, Neil. Host Now, Kate, have you been wotching all these real ity shows? Kate Wel l, some of them. You see, I've been living in Spain. In lad, I just got bock. OIer there "Gran Hermono: you know, Big Brother, wos incredibly popular, so it really has spread around the world. Host Why do you think thot is, Kate? Kate I think irs, in Spain 01 least, the main reason was the nove~ value .. Host RighI.

Myriom Well, you know, people get incredibly invotved in them, like in Big Bro/her - W'ho is staying on the show or who has been voted oft. I also think people liKe the power that voting gives them; they kind 01 control people's lives, you know who! I mean? Host Yes. thars really interesting. Thank you, Myriom .... Now, I gather we have a psychologist on the line, so lers ask her the some question. Professor Weinberg, good morning and welcome 10 the show. How do you explain the enormous popularity of rea lity 1V? Weinberg Well, I think there are several reasons. I think we humans ore fascinated by prying into other people's lives.

Kate ... it wos something nfNI - and also because everyone's been talking about it, of course, so everyone wants to see it. The olher big hH is "Operoci6n Tn'unfd" .. Host Ah, yes, a bn like our American Idol .. Kate ... thars it _ people who wont to be pop stars are auditioned, chosen, then trained, over several months _ it's been massive in Spain. The program where they voted on the first series was probably the most watched program eNer _ and mode front-page nOW'S on every nOW'Spaper, even the mosl serious.

Host Even though those lives are, like, in a game? Weinberg You mean like in Big Brolhet1Yes, because the people in it still go about their lives, and they forget aboutlhe cameros. Of, course, as your previous coller said, we also like to control other people and hove some influence on their lives. Host Yeah, I see.

Host Thanks very much, Kate. Now, on the line I have Myriom Sanchez from Mexico, who is in the States doing her Masters Degree. Myriom. welcome to the show. Myriom Hi.

Weinberg And there's one more factor. The viewer hopes that maybe, one day, at some point, some juicy gossip might come out, or something might happen in the bedroomsadly, this is what often attracts people to shows like Blind Trusl - and this, of course, is also what the program makers hope. Irs sod but true.

Host Whot about reality 1V shows in Mexico? Are they popular?

Unit 11

T 113

Host You mean we love to be nosy? Weinberg RighI. We love to watch others go about their doily lives while we're sitting there, on the solo. wotching them!

Media

4 Grammar review and extension: present perfect progressive a Look at these examples from the reviews and the phone-in. Match the examples with the explanations below. (l'wo of the examples match one explanation.) 1 It has been showing for more than ten years.

2 ... the w inners have become national

superstars ... 3 I've been living in Spain. 4 Big Brother ... really has spread around the world. It's very popular. 5 They've made a lot of those shows in the last few years. a This focuses on an action that is completed. b This focuses on the continuation and I or the du ration of the action. c This focuses on a completed action with a result in the present. d This focuses on the number of times the action has been done. b Use your answers to write simple or progressive in the rules . We use the present perfect simple to express repeated actions and completed actions, We use the present perfect progressive to focus on the continuation or the duration of an activity. c Check your answers with the Grammar Summary on page 120.

LANGUAGE NOTE It is possible with some verbs to use both the present

perfect simple or progressive:

I've lived here / I've been living here for len years. Sam has worked I has been working for me since I star/ed the company.

d Choose the best form of the verb in the following sentences.

1 I've learned ~ 'I'e been leu min panish for five years but I"m s I no vm' ood! 2 [ 'm not feeling well rve been coughing I've coughed all day. 3 ['ve been seeing € e seli!YBig Brolher only four ·mes. 4

'o;;';";;:"rrr~::re: Peace. m on

5

5 Wri ting skills a In pairs, answer the following questions about a reality TV show you both know. 1 What is the aim of the show?

2 Where does it take place'? 3 What kind of people take part? (the public?

celebrities?) 4 How do they spend their time? I What do they have to do? 5 What is the public opinion of the show? 6 What is your opinion of the show? b Follow these steps to write a brief review of the show with your partner. 1 Look at the reviews in Exercise 2. Make notes of any other information that you might wan I to include. 2 Decide how to organize your review: which information comes first I at the end? 3 Is your review going to be positive, negative, or balanced? Think of a few suitable ad jectives to describe the show. 4 Write your review together, then check it and edit it. c Swap your review with another pair. Do you know the show thai they wrote about? Do you agree with their review?

We usually do this with verbs that express actions tha t continue over quite a long time.

Media

Unit 11

3 Readi ng skills a D0. yo u ,th ink video games can be harmful? In pairs. dlscus~ the queslion and check the possible e ffects that Video games might have. Video games can make the p layers: more irritable IiJ more violent more depressed 0 more lonely less crealive less sociable less intell igent 0 Jess confi dent fiJ

i

IE'

b Read the newspaper article quickl y and check your answers to Exercise 3a.

1 Speaki ng skills L~ok at the video games on this page. DIscuss the questions.

1 How do you p lay these games? What do

you have to do to win? 2 I-low many different kinds of video games can yo u th ink of, e.g. combat, sports?

2 Listening skills @ a ~a lch the tilles with the types of games the box. Then listen to a video game designer talking about the games and check yo ur answers. 3. I 1 2 • magic lorror sports heroic action In

~ b The game designer is asked "What is it that makes these video games so popular?" What do you think? Listen to Part 2 and see if the expert agrees with you. The next question is "What kind of people do video games attract?" What do you think? Liston to Pari 3 and see if the expert's opinion is the same as yours.

Video games:

movement and eyesight but 25 very little thinking. If "-..-/ parents want their kids to have imagination and confidence, they should '--'( persuade them to spend less 30 , Findings from a recent time playing video games research project in Japan and get them to go out and suggest that tOO much time play with their friends playing video games can instead. 5 make you less creative. Professor Mori's research People who play video comes at a time when video games tend to have shorter games have been blamed for attention spans; they causing violence in U.S. ............ become more irritable and schools. Parents of high!O find it difficult to make school murder victims are in ~ friends. 'l1,e damage can be the process of suing games ............ permanent - if you StOp companies for $130 million playing video games, you because they attribute the don't necessarily get better. cause and motivation for the "killings to some of the 45 15 Professor Akio Mori has been conducting research violent games. But the into the effects of playing general public in the U.S. video games over a long doesn 't think that violent period of time; he has video games cause violent 20 carried out exper iments behavior: 57% of Americans with 240 people aged six to questioned thought there 29 - and discovered that was no connection between when someone is playing a violence in high schools and ........, video game they use IV or video game violence.

bad for your health?

GLOSSARY nltentlon Silan the amount of time a person can focus on something without thinking about something else nttrihute (vh) believe something is responsibJu for A situation or event

Unil l1

Media

Objectives

Topic: video games

Grammar

noun clauses using relative clouses

Vocabulary collocotions with video

Pronunciation

Reading

Ustening

expressing incomplete information

a magazine article

a radio interview

Ask a few general questions to set the scene and help students relate to the topic: Who plays video games? How ollen do you ploy? Woors your favorite game? Who has never played video games?

Introduce the topic

••

1 Speaking ski lls Discuss the question in Exercise 1 as fI class. Elicit different kinds ofvidco games and write thorn on the board . Suggested answers: combat. sports, magic, horror, heroic action, fantasy, futuristi c

2 Listening skills Put students in pairs to match titles to games. Play the audio for Exercise 2a. Ask students to listen and check thcir answers. Havo a briof class discussion about the question in Exercise 2b. Elicit suggestions to the board. Then play the audio so that students can find out whether they predicted correctly.

,5i\ ""

~

Answers: the graphics are incredibly attractive and real I realistic entertainment I simple to play I they have the dynamism of movies. but you can play them at home I they have the power and all the color of cartoons and comic books - the usc of color is fa ntastic I they involve the players in imagi native ways I in video games viewers take part, they have an active role. Do the same for Exercise 2c, thcn play the audio.

Answers: young guys - from as young as six till they become young adults. But they appeal to all ages - you can lind plenty of adults playing, too, so they attract all ages, from six to sixty.

3 Reading skills Put students in pairs to discuss the question in Exercise Ja , Ask them to check the boxes to show their opinion. Aft erwards, with the class check the meaning and pron unciation of the adjectives . 'irritable = a bll bad-tempered and angry

'violent

de'pressed ::: feeling unhappy

'lonely = having no friends

cre'ative

'sociable

'confident

in'telligent

t Pronunciation ond

meaning

Ask students to read the articlc and check their answers in Exercise J b, Remind them to check the Glossary, The oudioscripls for Tracks 51, 52 and 53 are 00 page T261 ::..

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T 114

Unilll

Go through the example carefully so that students are clear about what they need to do in Exen:;ise 3c. Let students chuc k their an swers in pa irs before going through the answers as a class.

4 Grammar: noun clauses (2) Ask studonts to match the sentence halves in Exercise 4a , and then check their answers with a partner. Te ll students that they h ave to what the people said on the recordings. Qukk grammar

guide

Noun clauses often contain a noun phrase and are followed by a complement When placed 01 the slart of sentences. they are used for emphasis. They are besllaughl and learned as fixed expressions. When checking answers with the class, paint Qui the structure that all theso noun clauses follow. Write tho structure on the board:

Something (tllat) + relative clouse + is/ore +compJement Th e thing (thot), etc. Also point out the Language Note. Ask students to work in pairs to complete the statements in Exercise 4b with their own ideas. Monitor, help with ideas, and correct as needed. Ask a few volunteers to read their best sentences to the class.

tI

Jl

I? Quick pronundation guide

5 Pronunciation: incomplete information Play the audio for Exercise Sa. Ask students to listen and mark the rise and/or fa ll on sentonces 1 and 2. The secret 10 gelling students to imitate a good inlOflalion pallern for Ihese sari of noun clauses is 10 get them to try 10 start with their intonation quite high, then get them to make it go higher and higher leven if it sounds funny!] and then lei it drop suddenly from the word is or ore !like a deflated balloon1. Play the audio for Exercise 5b. Ask students to analyze the intonation. Then compare answe rs as a class. With the class, discuss the qu estions in Exercise 5c . Answers: In Sa. the speaker's voice is still rising because the statement is incomp lete. In sb. the speaker's voice falls to show Uwt the statement is finished. For Exercise 5d , model the activity with a good stude nt. Say the first part of the first sentence, starting high, with a rising intonation, then get the student to complete the statement with falling intonation. Ask studen ts in pairs to take turns starting and completing sen tences.

-

alternative

A useful way to set sludents up for exercise 5d is to start with a whole-closs drill. Model the fi rsi half of each sentence in exercise 4b, nominating different students to complete each sentence with their own ideas. Then nominate an individual to soya first half. and anolher the second half. and so on, around the class. This way you provide same whole-class practice before doing pair work. Give studonts a min ute or two to think about what they can say ahout the subjects in Exercise 5e, then put them in groups of four or five to share their ideas. Monitor and insist on good intonation patterns.

6 Vocabulary: collocations with video Lead in

Write video on the board. Ask students how many words they can think of that collocate with video. In Exercise 6a . put students in pairs to work through the exercises . Monitor and help, as needed. At the end. ask a few students to read their sentences from Exercise 6c aloud with the class.

~

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1 Something that reatly onrecls people 10 video games ... 2 The thing I really like about them ...

I\?

1 Something that really a nracls people to videa games is lhe graphics. 2 The thing I really ~ke about them is the dynamism.

c Replace the italic words and expressions in the sentences below with words or phrases from the lex\. Make any other changes necessary. 1 Video games arc uSllolly more popular with boys than girls. [line 7)

'Y1lieo gameS tend

to ie

mJJYe

p:JpUiay ""d:h IxryS than fflls.

Researc h 2 ffl\ BfJligBIiBl1fJ into video games and violence have not proven a connection. (line 16)

confidence 3 It is true that too many video games make you lose )'!;IW ~ " r; !i{ i'l p ;.ur ~bi/iW Iii' gp Ih;I'l8' ,,",,/J , (line 29) blame TV 4 People Il~i{lk TV if; P8SfJ9RfJi&!B for the increase in violence in Ollr society. (line 37) sue (suing)

5 The parents were right to ~ tlie video company /8 88111'/' (line 41) motival~OQ for 6 I really can 'I understand the 1 t; tJifdlt:Y hcftilld such mindless acts of violence. (line 44)

4 Grammar: noun clauses (2) '----

a Complete the sta tements from the listening with the endings on the right. a the dynamism. 1 Something that really annoys me about these games is ... 2 Something that really attracts people to video games is . b the action and the violence. 3 The thing I really like about them is ... - _ _ _ __ _"!( c the way lhey're all so male orientated, d the graphics. 4 The things that may make them attractive to guys are . b Complete these statements with your own words. 1 Something thaI really attracts me to video games ... 2 The thing(s) I don't like about video games 3 Something thai really annoys me about TV . 4 The thing(s) I really like about movies ... S One thing that"s good about DVDs ... 6 Something that really irritates me about reality shows ...

LANGUAGE NOTE We can reverse the order of the subject (the thing ... ) and the complement (the dynamism): The dynamism is the thing 1 really like about them.

5 Pro nunciati on : in com p lete inform ati on Listen to the firs t part of two sentences from Exercise 4a. Does the voice rise or fall on the last words? Mark 71 or ::::.I . 1 Something that really attracts people to video games ?! 2 The thing I really like about them ?! Now listen to the complete sentences. Does the voice rise or fall on the last words? Mark 71 or ::::.I . 1 Something that really attracts people to video games is the g raphics. ~

2 The thing I really like ahout them is the dynamism . ~ c Has the speaker finished in Exercise Sa? In Exercise 5b? What indicates this? d [n pairs. compare your sentences fro m Exercise 4b, but split the sentences. as in the example. Use the correct intonation . A Something that really annoys me about TV ... [ 71 1 8 .. is all the commercials. 1::::.1 1 e In groups, find out whal your classmates like about these activities. and why, playing video games watching videos watching DVDs going to the movies surfing the Internet

6 Vocabulary: collocati ons w ith video a All the following words can follow video to form a collocation. except two. Which two? camera cassette cassette record conferendng game arcade phone ~ tape theater b Check tho collocations then answer the ques tions. Which of the items in Exercise 6a would you use if you wanted: • to speak to someone and look at them at the same time'? Video phone • to make a film of your birthday party? Video camera • to take part in a discussion with colleagues in other cities or countries? Video conferencing • to go somewhere to play games? Video arcade c Complete theso sentences with a collocation from Exercise 6a so that they are true for you, Then discuss them with a partner. 1 lawn.. . 2 I often use,.. 3 I've never used." 4 I'd like to have ...

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Unit 11

TV or no TV? 1 Speaking ski ll s In pairs, discuss thl::se questions

1ri;>;:_t4.._ about your TV viewing habits.

In which room(s) do you have a TVt Do you have the TV turned on

2 Reading skills a In pairs, look at Part 1 of an article below and try to complete it. b Compare your answers with another pair. Part 2 Then check with your teacher.

c TV may be a good thing for some people, but it causes problems, too. List some disadvantages of TV; then read Part 2 and compare your ideas with the next part of the article.

Does TV turn us into dumbos?

Part 1

A report just published

TV facts Television is probably the most powerful medium of communication ever invented. It is certainly the most popular and most widespread. On average, most homes in the U.S. ~ave 1 2 televisions In the house. Statistics tell us that in most countries 60% of the population h TV 'In the 2 li viD!! roomas a I 30% has one in the 3 bedroom , and 13% has one in the kitchen. In two out of three homes with a TV (61.4%), it is on all the time, whether somebody is watching it or not. Only

GLOSSARY

dumb u a stupid person

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read less. The same applies to talking to each other. the more lV we watch, the less we talk to each other. Many adults don't even discuss which show to watch: they just get another lV and put it in another room. It is widely believed that if we didn't ""have lV, we would talk to each other more, which might even result in fewer divorces!

says people who watch a lot of lV may be damaging 4 - L % of the population their brains. It appears that when we watch lV, we use does not watch TV; in fact, most people spend on only 10% of our brain average 3.4 hours watching power, and that watching lV at a distance of less TV every day. although the than three meters can day on which people watch cause stress, headaches, the most TV is Sunday. In and sleeplessness. The 22% of homes, 5 the fa ther report, based on a survey ~ecjdes what to watch and of 1,000 U.S. lV viewers, In 21 % it is 6 the chil dren . also suggests that if you Only in 7---..!!.JL% of cases watch a lot of lV, you will does the mother decide which channel to watch Finally, 8 ~ % of th~ d All the questions from Exercise 1 are d iscussed in the most popular shows on TV first part of the article except one. which is discussed in are - you 've guessed itthe second part. Which one? football or Soccer games. e In groups. look at the information in the article and answer the questions. 1 How do your viewing habits (discussed in Exercise 1) compare with the article? 2 Do you find any of the facts worrying? Which onels)? 3 Are the facts in the article typical of the situation in your coun try? 4 Did TV affect your childhood relationships? If so, how? (colloquial)

Objectives

Topic: watching TV

Grammar

Vocabulary

Reading

Ustening

Speaking

conditionals

television genres

extrocts from magazines

a radio phone-in

discussing TV viewing habits, planning a TV schedule

1 Speaking skills

••

Put students in pairs to d iscuss the questions in Exercise 1. Afterwards, find out whiGh students watch the most TV.

2 Reading skills For Exercise 2a, explain that the answers rely on students' own general knowledge and guesswork. [f necessary. help students to make guesses al the first answer. If students need more help you could

write some of the answers 011 the board as they do the exercise. without revealing which blan k they go in. When you elici t answers from students in Exercise 2b. ask for lots of guesses before revealing the actual answers. Ask if any thing surprises students, For Exercise Zc, give a couple of examples to get students started, (For example, people don'//alk; people ea/ TV dinners), Elicit answers fro m the class and note a few good ideas on the board. Note that only question 6 from Exercise 1 is discussed in part 2 of the article, Put students in groups of four or five to discuss the questions in Exercise Ze.

The articles present a pretty negative view of TV. Ask. students in pairs or small groups to make a list of advantages of television, For example, its relaxing to walch TV after a hard day; same programs are very educational, Ask some pairs or groups to present their ideas to the closs,

Additionaloctivtty

Useful language:

An advantage of " is , One of the best things about ., is Another good thing about . is.

56'~---------------------------------------------------------, For Exercise 3 on page 117 !II Host We've talked about addiction a lot before, but today we're going 10 talk about a different kind of addiclion - addiction 10 the TV. First, we're going to talk to Maureen, who used to be addicted to the TV but who is now one of the four per cent of people who have chosen to live without TV. So, Maureen, what was so bad that it made you give up television completely? Maureen Well, I used to juSI watch TV now and again in the evenings, and on Sundays, like most people, but then I lost my iob four years ago, and I was at home all day. I watched daytime TV, and after a while I got hooked on TV junk shows; I iust used to lie on the sofa all day doing nothing, I'm so embarrassed to think about it now. Host So you decided 10 do something aboul it? Maureen Yes, well, after a year or so I reali zed that il wasn't healthy, so I went to my doctor, and he said that if I watched less TV, I'd be able to do more with my life, you know, find another iob, have mare friends. So. I thought, 'That's it. No more TV." I gave the TV away and my life changed - quite a bit. Host How did your life change exactly? You stopped watching TV? Maureen Exactly - it gave me more time, If I still had a TV, I'd have less time to do things. I've done so much since I gal rid of the television - I've found a new job, met people, I listen to music a lot more ... and if I hadn't stopped watching TV, I would never have discovered the pleasures of reading. Host I see, And how about your health? Maureen Well, I used to feelli red and irritable all the lime. Now I feel much better; I'm not stressed out any more, The more surfing through channels I did, the more irritated I felt. If I hod all these digital channels to choose from now, I think I'd go crazy, Host So you think that TV is all bad? Maureen No, not at all. There's some very good stuff on TV, but you have to be able to control what you watch, and I couldn't do that. If I ever get a TV again, I won't let it toke control of me, Host So, Maureen, what's your advice to people who want to cut down on TV? Maureen Well, I think a very importanlthing is not to have the TV in Ihe living room - put it in another room. rt you hod to go to another room to switch Ihe TV on, you'd watch less TV, But most important is to control the TV, don't let il control you, learn where the ·off" switch is, and use il!

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Unit 11

••

3 Listening skills Give students a minute to briefly d iscuss the statements in Exerc ise 3a in pairs, and then elicit answers from the class. Note: hooked on = obsessed with

@

Play the audio for Exercise 3b. Ask students to liston and comp lete the task. Answers: 1 and 2 were true of Mauree n in the past. Now sho has more friends , has a bette r life. and reads more (3 and 4).

Play the audio again for Exercise 3e. Ask students to complete the statements. Let them c heck in pairs before discussing them as a class.

t ..

4 Grammar review: conditionals Read through the example carefully as a class so that students are clear about the task. Let studen ts complete Exer cise 4a indi vidually, then check answers in pairs.

Quick grammar guide: condmonals

In of use, students need to differentiate between the first conditional. where the condition is possible, and the second conditional. where the condition is unreallLe. improbable or impossiblel. For example:

If I become Presidenl, 1'1/ reduce laxes. IPresidential candidate speokingl If I were Presidenl, I'd cullaxes. IUncle Bob speokingJ II is, however, In of form that students make most errors. They often try to express the ideo of the

subjunctive In the conditional clouse by using will or would. Common probtems and enors Students get the form wrong.

If I will-win, I will be happy. If I weflo!g 1:Je'¥~ seen you, I would hove said hello. Ask students to complete the sentences in Exerc ise 4b, thon chock in pairs. Model the activity in Exercise 4c by eliciting or providing two or three possible sentences. Then give students three or four minutes to thjnk up and w ri telheir own sentences. Put students ill pairs to share their ideas. When eliciting answers from the class. ask a few individuals to tell you their best sentences.

5 Vocabu lary: television Read th rough the words in the list in Exercise students to match the words to the pictures.

50 ,

modeling stress and pronunciation. Then ask

Answers: The top p icture is of the American sitcom Friends. T he other p icture is of Fid el Castro being interviewed. It looks like a talk show, but cou ld also be no ws or curront affairs. Divido students into groups of four or five to do Exercise 5h .

Additional activity

••

....

Find and photocopy a page from on English-language lV listings page. Choose one which lists the title of the program and describes its content. Photocopy enough copies for everyone in the closs. Ask students to scan the lV page and find examples of the different types of program listed in exercise Sa .

6 Speaking ski lls Ask students to decide what kind of channel from the list they wou ld like to design programs for. The n ask them to stand up and find another student in the class w ho has chosen the same channel. You will need to monitor the "pair-choosing" carefull y. and aile or two pairs may have to compromise. Ask students to sit down with their partner. Give them 10 minutes to p lan and write out their TV schedu le on a sheet of paper. Ask them to think. of 8 name for their channel. Monitor and encourage st udents to speak.

When students h ave finished, ask them to show their schedu le to two or three other pairs in the class and talk about it with them. Have students briefly share answers in the class and find out who wrote the best schedule . The audioscripl for Track 56 is on page n16 It

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3 Listening skills a Some people are really "hooked" on TV, [n pairs. discuss whether these statements are true of anyone yOll know. 1 They"re hooked on TV junk shows. 2 They often lie on the sofa all day doing nothing but watching TV, 3 If they watched less TV. they'd have more friends and a better life. 4 If they sold the TV, they'd read more. 5 They surfchaflncls a lot while they're watching TV.

Listen to Maureen talking about her TV viewing habits. Which of the statements were true of Maureen in the past? Wh ich are true now? Listen again and complete Maureen's statements. 1 ... he said that if [watched less TV. I'd be .. hie

5 Vocabul ary: television a Look at the two pictures on this page and find the kinds of shows they represent from the list helow. lalk show currenl affairs documentary drama movie music program quiz show reality TV sitcom soap opera sports show the news variety show b [n groups, think of the most popular eXflmple in your country of each category of TV sbow,

2 If [ still had a TV. I'd have less lime!o do mo re. 3 If [ hadn't stopped watching TV. I.

0"""'''1., to choose from

4

5 If [ ever gel a TV again. I won't let iltake control of me.

4 Grammar review: conditionals a Read these conditional sentences and write post. prese/lt. or future, and possible or unreal by them. If you sit close to the TV, you may damage your eyes. (/uluJ<e, p:mUe) 1 If you watch a lot of TV. you will read less.

future, possible 2 If we didn't have TV, we would talk to each

other more, present, unreal 3 If I had a TV. I would watch it every night. present , unreal 4 I'd have gone out more if I hadn't had a TV. past , unreal 5 I'll watch more TV if I get digital channels. future , possible

6 Speaking skills a In pairs, yo u are going to design TV programming for an evening for one channel. Choose from one of these channels. Channel 1: commercial channel. caters for people aged 16-35, focus on entertainment Channel 2: public service channel. caters for all ages, focus on education and information Channel 3: public service channel. caters for people over 30, likes to broadcast new, different programs Channel 4: commercial channel. caters for all ages, tends toward common interests such as sports and musi c b Plan a rriday evening's TV schedule, from 6:00p.m, to 1 :30a,m., Note the program type and an example of the show for each time slot.

{,:OD-7:00 /;k Pops

teen.age

?>ut£

f'YO:J'"am. , eg. Top of

c Compare your schedule with other pairs. Choose the best schedule for the class.

b Now complete the sentences with the correct form of the verb in parentheses. 1 If you stopped watching TV, you would suffer (suffer) deprivation symptoms. 2 If I hadn 't watched so much TV as a child, I wou ld have read (read) more books. 3 If the chann els showed (show) more documentaries. I would watch more TV. 4 If your child continues (continue) to watch too much TV, he will become isolated. 5 [wou ld have gone oul with you last night if they badn'l shown (not showl Big Brother! c Make conditional sentences lLsing these phrases. Then discuss them in pairs, have a TV in the bedroom appear on TV be addkted to (show name) waste time watching TV .If .I didn't M--ve a TV m the fed.:rwm, .I'd 'ltaf.ch

less TV.

Media

Unit 11

1 Warm up a Check th e words and phrases in italic in a dictionary or with your teacher. Then. in pairs, discuss the questions with reference 10 the last newspaper you read. 1 Was il a tabloid or broadsheet newspaper? 2 What was the lead story about? Report the main points 10 your partner. 3 What was the headline on the front page? 4 Was the report sensational or factual? 5 Were there any scandal or gossip reports? 6 Does this newspaper have a large circulation? 7 Which section of Ihe newspaper did you read in mosl detail? Sections: national news, international news, )ocalnews, social events, crime reports, sports . the classifieds, editorials, reader comments, entertainment b Now discuss newspapers in general in your country. 1 How many major newspapers are there in your country? .... 2 How many are tabloids/broadsheets? 3 Whal sect ions can probably be found in each of them? 4 Who is the main audience for each one? (young people. business people, conservat ives, liberals. middle/lower economic groups. etc.)

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2 Task a One of the crit icisms of some newspapers is that they do not respect people's privacy. How do newspapers breach people's privacy? Who is usually affected by breaches of privacy? b You are going to draw up a code of conduct on privacy for newspapers. In pairs, say whether you agree or disagree with these opinions and why. 1 Newspapers have a duty to publish anything they think is in the public interest. even if it reveals private information abo ut people. (For example, a politician who is having an affair.) 2 Any person who is in the public eye has to expect media interest. 3 The public has a right to know every detail about the lives of fam ous or important people. 4 Famous people are usually secretly pleased that newspapers write about them - it shows that they are still important. 5 Any kind of spying on famous people by newspaper reporters should be banned. 6 Newspapers which publish inaccurate reports about famous people should be fined and banned from publishing the reports.

3 Prepare In groups, decide on four "golden rules" of conduct for journalists. You may use the points in Exercise 2b and rewrite them so they reflect your opinion, or think of your own ideas.

Objectives

Topic: newspapers and privacy

Grammar modal verbs, active and ive

Writing

Speaking

a code of conduct

presenting ideas for a code of conduct

If you can. bring in two or three different English languoge newspapers. Show them 10 students and them around the class. Ask What are the names of the newspapers? What kind of newspapers do you think they ore? What stories are fronl page and back page nev.'S?

Introduce !he topic

You could use the newspapers 10 elien and/or explain the words In italics in exercise 1 a.

••

1 Warm up Ask students to road through the questions in Exercise 1a and check the vocabulary. Bri ng a newspaper 10 class to hel p you point oul and explain di fficult vocabulary. Put students in pairs to ask and answer the questions. Divide tho class into groups of fo ur or five to d iscuss the questions in Exercise l b .

tabloid = newspaper with small pages and sensational staries

Vocabulary

broadsheet'" newspaper with big pages and serious stories lead story '" the main story on the frool page classifieds '" short, small ads on the inside pages edilOfials '" newspaper articles in which the editor gives the newspaper's opinion on on issue in the news

2 Task Have a brief class discussion, and elicit ideas in answer to the questions in Exercise 28 . Elicit an explanation of breach le.g. to breach privacy). Suggested answeres:

Newspapers breach privacy by: interviewing ex-friends. ex-partners, and neighbors; following people; going through private records, such as doctor's records; going through your garbage: taking photos with powerful lenses on beaches or in bedrooms; etc. The people usuall y affected arc well-known people - pop and movie stars, TV celebrities, sports stars. politicians. However. people in the news for other reasons, such as the victims of crime or lottery winners, are also affected.

Put students in pairs to read the opinions in Exercise 2b and decide whether they agree with them or not. Have a brief class discussion of the answers.

3 Prepare Put students in groups of fou r to wri te their "golden rules." Monitor and help with vocabulary.

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4 Ask one student from each group to read their main points aloud. Ask the rest of the class to take notes about what each speaker says. Then put the groups together again to complete their code of conduct.

5 Compare ~

Play the audio for Exercise Sa. Ask students to listen and answer the question , In Exercise 5b, ask students to complete the descriptions and play the audio again . Put students in pairs to read the descriptions in Exercise 5c and find the throe mistakes.

Answers: They say thai because the photo of Princess Diana was taken in , the photographer was allowed to take it. Not true. They say that they can take and print pictures of close-ups with telephoto lenses in the u.s. Not true. They say that in some places. like Britain, photographers can't take pictures in restaurants. Not true.

6 Follow up Put students in groups of four to draw up their own code of conduct. Elicit the best ideas from each group to build up a class code of conduct on the board.

,~ ,..

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A Okay. LeI's start. We're all here to discuss a few problems we've hod recently with breaches of people's privacy, We have to look at improving things ourselves or the government will impose new rules on us, and as a newspaper editor myself, I really don't want that. Mario, yes? C As you know, I'm a photographer and I believe in freedom to toke the pictures I wont, but that example of Princess Diona after her cor crash, well, that was just sick. No one should be allowed to print that. o You mean the one of her in the car after it hod crashed? That was terrible, I agree, but it was taken in , so the photographer was allowed to toke it. B Isn't the issue that it was printed, rather than the pictures was token? A Yes, bull don't think we need to focus on that case too much, I think we can all agree that our first rule is that we do not invade the privacy of people who are sick or dying. Do you agree? e yes, defnitely, BID Yeah. I Of course. A I'm more concerned about ordinary people, There were some pictures token recently of the widow of a soldier - at his funeral. The photographer had taken close-ups of her crying, using a telephoto lens. I think thars on intrusion on her grief, on her suHering. o I agree, but that was public interest - a lot of people think that the ormy shouldn't have gone out there. B Okay, so pictures of the funeral are okay, but not of people in this case?

A Yes, I think so - the event is in a public place, so of course we can toke and print pictures of that, here in the United States 01 least, even of close-ups with telephoto lenses, but not close-ups of grieving relatives, I think. B Yes, I completely agree with tha t. but what about famous people? I mean, if famous people are at a restaurant or somewhere, they're in public. C DiHicult - restaurants are really private places that open up to a few people at a time, oren'tthey? So, in some places, like Britain, photographers can't take pictures there. o Mmm, you also have to be careful who you take you know that singer, Chris Martin of Co/dp/a,/? He anaclced a photographer. A I think you'Ulind that was because his wife was pregnant and didn't wont to have photographs taken. B Another thing - what about pictures of famous people's weddings and things like that? I mean, they're not like funerals, they're happy occasions. A But you have to be invited - you're unlikely to get pictures of a wedding unless you're inside the church or you use a telephoto lens. the pictures of the wedding of Catherine Zeta-Jones and Michael Douglas? They sued the newspaper over that, and t do not wont my newspaper to be sued ! C Of course not, but I think they had a deal with another newspaper, which is why there were all the problems -that newspaper had an exclusive, A look. we're not getting very far, We've only agreed that we can't have pictures of sick people or of people who are grieving, We'd bener get on ,

, 4 a Choose the three main points of your code of conduct on the press and privacy. Present them to the rest of the class. Make a note of ideas from other groups. b Combine all the ideas you agree with to make a complete code of conduct for journalists reporting on the lives of the rich and the famous.

5 Compare Listen to a discussion about another aspect of newspapers and privacy. Which aspect are the people talking about? photographer.; and privacy Listen again. The people give four examples of pictures that intrude on people's privacy. Complete the descriptions of the four pictures. 1 a picture of Princess Diana after ... her car crash. z a picture of a soldier's ... widowlfuneral. 3 pictures of famous people in ... a restaurant/a IJUblic place. 4 pictures of two actors· ... wedding. c Look at the descri ptions of the laws relating to photographing people in some countries. The people in the discussion made three mistakes when discussing these laws. What were they? d Do you know the laws on press and privacy in your country? Ifnot, can you guess?

'--

6 Follow up a In groups, draw up two or three ideas for a code of conduct for press photographers. b Compare your ideas with other groups and pul together a class code of conduct

, laws exist, bUt photographerS No prnacy d for harassment or may be sue . tresing on pnvate property.

herS could be sued for taking PhOtograp. ....1<>1"''= VYithOUt consent. pictures in private .......~d ven "private places" includes cars an e publiC areas·

ItalV

doO even of people PiCtures taken out rs. ·vate bOat standing on the deck of a po '

are alloWed·

United States standing in public piCtures of someone balcony plainly view, for example o~ra sidewalk, are visible from a pu Ie . a permissible. However, If yOU use raph lenS ard a IaC\def to protog ~=~ in his backyard, you may be txea\<.ing the law.

LANGUAGE RESOURCE 3 Conditionals

Grammar Summary

For more information on each conditional, see Page 46 (first and second conditionals) and Page 56 (third conditionaQ.

1 Present perfect progressive Use To talk abrut an action or activity that started i1 the past and is still contim.1Q:

Us.

We've b800 deconlting this room. fNe haven't finished yet.)

to talk abOut events/situatiOns whiCh are possible in the present

Note the difference between the simple and the progressive he,,"

o

We've docorated this room. fNe've finished.)

If we get a DVD pJayet; we 'll watch more movies at home.

I've been writing this essay for three hours. To talk about a series of actions, but the focus is

Fo"" if + present + wiIf + infinitive

To express duration (often with a time phrase):

()(l

the activity:

Second conditional

We've been watching a lot of foreign movies recently. We do not use the progressive to talk about the number of actions/times we have done something. We use the simple:

1) to talk about unlikely events/situations in the present or Mure

We've watched three French movies this week.

2) to talk about impossible events/situations in the present

We can use both the present perfect smpIe and progressive to talk about actioos with a result n the present. The progressive suggests that the action was VfJly recently finished:

Fo""

It\Ie've decorated this room. n /t:xJks much better now. Sony about the mess. We've been decorating. rNe've just firishOO.) We can use both the siTl>Ie and progessive with rK) change in ITIEHling with some verbs thaI have a sense of oontiluatoo, suctJ as Iva, work and study: Hi&y has attended I has been attencfng this sdKXJI for (\AI() )'EIa'S.

Fo"" have + been + -4ng verb Negative: We haven't been watching much TV recently. Ouestiofl: Have you been watching much TV recentty? Choose t he correct tonn of the verb, or write both jf both forms are possible.

1 I've been working (, :J~"~~~ed !£!io~ th~ e 'library all summer, buth 2 You must be tired. ou've been drivin You've driven for hours. I'll take over.

3 Where have you been~ calii?J I've been calling you at least ten times. 4 I've waited (I've been waiting for Charlie for ages. I'm going to go home now. hl!!O!!th, ---,. 5 It's snowed ~ ~II night and it stiD hasn't stopped.

2 Noun clauses

If we place the noun dause before the verb. emphasis to the complement:

we are adding

The thing I really like ebout Thailand is the food. Something that really depresses me is cold. wet weather.

Media

if + past. would/could/might + infinitive

1) If I got lhejob. I'd move to a new house. 2) If I h ad my cell phone,

we could call for help.

Third conditional

Us. to talk about imaginary (unreaQ events/situations in the past

Fomo If I ha d had a oomputer. I might have finished the book earlier.

Vocabulary Summary 1 Collocations with video video game arcade video camera video game video phone video recorder video tape video cassette video cassette recorder video conferencing

2 TV shows talk show current affairs documentary drama movie music program quiz show reality TV sitcom soap opera sports show the news variety show

Match these definitions with a word or phrase from t he lists in 1 and 2. 1

NOlI1 clauses otten COfItoo a relative clause. These noun clauses take a complement and can come either before or after the verb. It is rTlClt9 neutral to put them after the verb: The food is the thing I realty like about Thailand. Cold, wet weather is something that rooJly de{Yesses me. A good. hot soup is one thing I really like to eat in the winter.

One thing I really like to

Us.

if + past perfect + wouIeJ/couIdImight + have + past participle

Affirmative: We 've been watching 8 lot of TV recently.

Unilll

First conditional

eat in the winter is a good, hot soup.

a continuing TV series abOut the imaginary lives of a group

of people soap opera 2 TV programs that do not use real actors but show ordinary people doing ordinary things reality TV

3 a place wheI'a you can play video games in machines by putting mooey in them video game arcade 4 a TV comedy sefies that takes place in a particular situation. e.g. an apartment. an office sitcom 5 a TV show in which well-known people are intefViewed talk show 6 a TV show that has a number of different acts. e.g . singers and comedians variety show

-

C)

-z z

~

Working with vocabulary 1 Reviewing techniques for recording vocabulary

~ .....

a Are you making the most of your vocabulary learning potential? Write down the two Of three ways you most commonty record new vocabulary.

b LOOk at what these students below say about how they record new vocabulary. Which person do you resemble most?

a::: ::::>

o

>0...

o-' UJ

> UJ o

,

Review your action plan: editing your written work

Give your partner the final version of the paragraph you wrote in Unit 10 about the importance of reading. Read it and check any Ideas that you suggested in your paragraph. Underline any ideas you didn't include.

Discuss any questions you have, or any ideas lor improving the organizaHon, grammar, vocabulary, spelling, and punctuation of the paragraphs.

My teacher calls me "the detective" because I love trying to guess words from context. Yes, I do use my English dictionary. but only lor very ' difficult expressions. I had a great teacher who once told me that if you don't think about the meaning of new vocabulary in context, it will be very hard to find the correct definition when you look in a dictionary. I have a notebook that I only use for vocabulary and I'm very organized. I usually write an example of the words or phrases and the other helpful technique I use is to divide language into topic areas, you know, holidays, work, the family, stuff like that. Oh, and I also use highlighter pens. , ,

Ference Lukacs, Hungary

, , I am pretty clear about what language I want to learn. I'm an engineer and keep a notebook just for that area of my English. But I"m not doing English only for my work! I words and phrases from songs or interesting texts - I enJoy read ing in English and underline "nice" expressions. By "nice" I mean vocabulary that interests me like idioms, collocations, and phrases. It's kind of a hObby. I copy the phrases into a special notebook. I enjoy writing them down although to be honest, I never use any of them. , ,

Ana Ramos, Chile

c

In pairs, discuss which students are not making the most of their opportunities to learn vocabulary. What practical advice would you give them?

I would tell Keisuke to think about the general meaning of a new word before he looked it up in a dictionary. That would help him find the exact meaning more quickly and he wouldn't feel so frustrated. either.

2 Expanding your repertOire of techniques

a Read the four case studies above again and underline the techniques they mention. Put a check next to the effective techniques. Make a list of the techniques you would like to try,

b In pairs, talk about the list you have made with your partner. I've never had a special notebook for vocabulary. I'm going to buy a cheap notebook and copy everything into that.

c

Discuss the techniques as a class. Add any other techniques to the list that you think may be useful.

,

When I come across new vocabulary I ask my teacher or I look It ' up in my bilingual dictionary. But this is often difficult because there are a lot of meanings for one wordthat frustrates me. I write the date at the top of the page and make a list of all the new vocabulary I learn that day, I use different techniques: a picture, a synonym, or an opposite, but mostly I write translations. Correct pronunciation is very important for me too, so I show the main stress and write in phonetics - that is a big help. , ,

Keisuke Katsura, Japan

,

Most of my techniques are probably ' considered "traditional". have to see a word written down if I want to it. That's just the way my mind works, I guess. I like repeating things aloud as well. I enjoy fill-in exercises and I prefer a bilingual dictionary so that I'm sure I've understood something. I'm not very organized about keeping vocabulary although I'm always very careful about including information about the grammar of a word or phrase - recording if something is a phrasal verb, an adverb, and so on. That's important if you want to be able to use the language. And I do .. I always try to put new language into use as soon as I can. , ,

Helena Heinemann,

_ L-__ PLAN C> Your action plan: working with vocabulary

Put your list from Exercise 2c into action tomorrow. Experiment with new ideas and you will find new techniques that suit the way you like to learn. You'll also make yourself a better language learner in the process! Note: bring any new vocabulary entries to the class at the end of Unit 12. Media

Unit 11

Unit12 Looking ahead lesson 1 Which exam? 1 Vocabulary: tests a Try to complete this cOllversat ion between two science students. Usc one or more words in each blank. A So did you that science test? B No, I 1 failed il! I only 2 scored/got seven out of 25. We were 3 teslfld Oil molor functions. which really wasn't fair because \'\10 haven ', covered that yet. Hey, speaking of lests. didn't you 4 !llke your lab practica!s last week? A Yeah! And thankfully I got II good 5 grade ,which means that I So much depends dOll" have to 6 retake that part of the course. So only tho theory on the day and how you now. Thai reminds me I have to go now. We have a really tough biology lest tomorrow so I'd bettor get home and 7 reyiew [Of it! Tests make some people feel J hato May and June - all these 8 examsltesls are killing mol really nervous, so how can b In pairs. compare your opinions. Use the words and phrases in the box 10 complete the blanks you could not fill. Have you used the same words as in the box?

do your best under that kind of pressure?

exams/ tests grade take/do review for scored/got tested on failed retake

2 Speaking skills Do you agree with these statements in the speech bubbles about tests? Write A (agree). NS (not sure) or D (disagree) by each one. b In class. compare your opinions about the statements. c In pairs, discuss these questions. 1 What's the best experience you have ever had in an exam? 2 What's the worst experience you have ever had in un exam? 3 What havo your experiences with English exams been like? Ii

You have to take tests. How else can you place peop le in class levels, award certificates and above all. decide who should continue in future studies or get a good job?

o Tests gi ve you an idea of how you are progressing. You find v "" ~~ \ about your strong and your weak points. That means you can build on ,t,en.gth,_1 and work harder on weak arCaS. Some st udents forge t everything they've studied the moment a test is over, so tests are really pointless. Unil 12

Objectives

Topic: exams (the TOEFl)

Vocabulary fests

Reading on exam leaflet

Ustening an informal tolk

Speaking agreeing and disagreeing with statements

Ask a few personalized questions to get students storied. When did you losl take a test? What was if a lest on? How did you do? What sort aftest do you like to take? 00 you get nervous when you lake tests?

Introduce the topic

1 Vocabulary: tests Ask students to fead the conversation quickly and guess which words afe missing. Let them check in pairs and then work in pairs to check and complete Exercise 13 with the words in the box in Exercise l b,

2 Speaking skills Ask students to listen and read . Read Qut statements 1 to 4 in the speech bubbles on the page. and ask students to write whether they agree or disagree with them. Have a class discussion of the answers. Encourage lots oftalking, and find out how students really feel about exams. Put students in pairs to discuss the questions in Exercise 2e. Afterwards, ask two or three individuals to summarize for the class what their partner told them. Additionol activity

You could extend the closs discussion following exercises 2a and 2b by asking further questions:

What do/can you do to prepare yourself for exams? What canldo you do to ovoid being too nervous or under too much pressure?

If we don't take tests, who! other ways are there of deciding who should a course or graduate? What sort of tests work best? How can we make tests less pointless and more useful? Alternatively, you could use these questions, and gel students 10 odd others, to do a class survey. Ask students to interview each other, note suggestions, and shore their answers with the closs.

58~------------------------------------------------------, For Exer cise 4 on page 123 ':IiI Teacher Okay, I want to begin the closs by lolking a lillie more about the Internet-based TOEFl. Anybody whallhol is? Student A Sure! It's Ihal tesl lhat foreign sludenls take to show their English is okay. Teacher Uh, almost. To show Iheir English is okay, okay for what? Student A To show their English is good enough to sludy in on American college. Teacher Right! Student B And you lake the lest online, righl? Student C And there's also a .. . a ... one that you do on paper, too. Teacher Yes, thars called a ' paper-based- test. Yep, you 're bolh right. Okay, lers .. ., we're going to look at Ihe Internel-based TOEFl. let's start wi th Ihe different sec tions of Ihe lest. Now as most of you already know, Ihe lesl is in four sections, and each porl tesls one of the four skills: listening, speaking, reading, and writing. Student B Excuse me. Er, how ... how long is the lest? Teacher The 10101 examination lasts aboul lour hours - one hour per section. You can complete il

on the same day. A very positive feature is Ihal you can toke notes throughout the test - , nole-taking will help you what you want to soy or wri te ... so thaI's good news for testlakers, righl? .. Sa lers go on to the individual papers; t'li begin with reading; now in Ihe reading seclion, you will be given three ages 10 read and, of course, you will be asked 10 complete comprehension questions. Student 0 What kind of ages are there? Teacher Well, as you kn ow, TOEFl is designed to tesl if non-native speakers ore ready to to ke courses in English-speaking colleges in Ihe U.S. So the ages ore typical of the kind of Ihing you would see if you were sludying in the Stoles. For example, orticles you would find in an academic textbook or journot . Ihot kind of thing. Student C Thanks. And one more thing. Are .. . are the texts long? . how many words? Teacher Good question -the lexls a re prelly long between 650 and 750 words. Sa you have to wo rk quickly. Now, where were we? Oh, yes. Apart from the note laking, there's another very useful feature in this test. First. all th e words thai may be difficult are explained for you. There's a g lossary. Now, lers go on

looking ahead

T 122

Unit 12

3 Reading skills For Exercise 3<1 , have a brief discussion, first in groups and then as a class, to find out what students know about the TOEFL. Ask students to read through the questions in Exe rcise 3b carefully, They may know or guess some answers, If so, lell them to note them in pencil. Then give them one minute to find answers to the questions in the tex\.

Scanning

Set a shan time limit for e xercise 3b because this is a scanning task Students should scan through the text un til they find the answers, Their goal is to find cenoin specific information quickly. Answers: 1 paragraph 1 2 paragraph 2 3 paragraph 2

4 paragraph 2 5 paragraph 3 6 paragraph 4

Ask students to skim the test to locate the answers in Exercise 3c. Then have them read in detail. If neccessary, draw attention to the Glossary. Let students check their answers with a partner before discussing them as a class. Answers: 1 Non-native speakers o f English who want to study in an English-speaking academic environment (colleges and universities) 2 4 3 Reading, writing, listening, speaking 4 It mirrors the way English is lIsed for commwlicative purposes in the real world, 5 Independent questions ask t.est-takers to talk about topics they are familiar with and can answer from personal knowledge and experience; integrated questions requi.!'e candidates to combine two or three skills, 6 2

4 Listening ski lls Ask students to read the notes in Exercise 4a carefully, and predict wha t might be the answe rs, Then play the audio. Ask students to listen and complete the noles, Play the audio for Exercise 4b. Ask students to take notes, using th e notes in exercise 48 as a model. Lei them check their notes in pairs. Suggested answer:

listening section: conversations and lectures, (real academic si tuations) range of native-speaker accen ts: US, Canada, Britain. Australia, Tasks: 6 (2 conversations, 4 lectures) based on: how things bappen in real world. (e.g. , predicting what speaker is going to say)

Exercise 4c is an opportunity to have a question and answer session aboul the TOEFL exam. or other exams thai your students may be planning to take. The oudioscript for Track 58 is on page T122 Pi.

~~---------------------------------------------------------------------------------,-Teacher Now, lers go on 10 the listening section. In the listening test you will hea r conversotions and lectures, which wi ll be similar to those that you wil l hear in real academic s ituations. The record ings will include a range of nativespeake r accents, pa rticularly from the United States, Canada, Britain, uh, Britai n, and Australia. Student A And how many different listening tasks are the re? Teacher There ore two conversations and lour lectures. Student C Does tha t mean six different liste ning tasks!? Teacher Yeah. Six. But they ore all the kind of thing you would nor ma lly hear if you were livi ng a nd studying in the U.s. They are based on how things happen in the real world. Student C What do you mean, the "real wo rld"? Teacher Well, remembe r this is 0 test to see how you would do in an academic environment, okay? So if you were studying in an Ame rican college, you'd have to go to lectures and toke notes, right? Students Yeah, right

Unit 12

T 123

looking ahead

Teacher So tha t is what I mean by -real world: Okay, let me give yo u a n example: lers soy, let's say you've been asked to listen to a dia logue between a professor and a college student Now this is a situati on you might find yourself in, yeah? So you must be able to fo llow a conversati on like this. But to fol low a conversation isn't always enough. You also have to be able to, uh, anticipate ... uh ... 10 predict what Ihe speake r is going to soy next To do this, of course, you have to understa nd whot he or she already said before. Student B But how do you tesllhat? I mean, how do you test thot I can predict? Teacher Wait a second. I'm just coming to thot. Okoy, so you are liste ning to the conversati on and th en it suddenly stops and you ore as ked what will come next - you are given four opti ons. You have to pick the correct option. Student C That sounds tricky. Teacher No, it's really not. We'll be looking 01the d ifferent sons of thi ngs you need to do in the exam so your students will be well prepared for the test So relax.. irll be okay.

A brief introduction to the TOEFL CST

3 Reading skills a Vou are going to mad pari of a loaflet on the Test of English as a Foreign Language (TOEFL), In groups . discuss anything you have heard about the exam.

What is the TOEFL CBT and what does it do? The CST is the Computer Based TOEFL or Test of English as a Foreign Language. It is an English language proficiency test taken by non-native speakers of English who want to study in an English-speaking academic environment. It assists colleges and universities in itting and then placing non-native speaking students within their courses. In addition, the test-takers are given results which help them pinpoint their strengths and weaknesses. This helps English students and their teachers identify the particular skills they need to improve in order to be ready to lake an academic course in an English-speaking environment. Please note that this test can also be taken in a paper-based form,

1

II's the exam YOII take when YOll lI'ont to study

at a college in the States, isn', if? b Look through lho leaflet very qu ickly. In which paragraph would you expect to find the answer 10 each question? 1 2 3 4

Who is the exam for? How many parts are there in the test? What does TOEFL test? What is an illtegralod+skills approach to losting? 5 What is the difference between an independent and an integrated speaking tas k? 6 How many pioces of writing uro there?

c Read the leaflot carefully and answer the questions in Exercise 3b.

4 Listening skills ~

a You arc going to listen to an Englisb teacher trainer talking to her teachers about the TOEFL. Complete the notes taken by a teacher.

What is tested and how is it tested? 2

.(engfh of feds,

Jte!p g <>L

ti' b

6

5 -

650 - 750 wQrd~

glOssa ry

-

Tho teacher trainer then ta lks about tho listening section of the test. This time lake your own notes on what the leacher trainer says.

c Think about everything you have learned about the TOEFL: would you tako it? If so, why? If not , why not? Find other people in the class who would like to take the test and find out why.

types of questions: independent and integrated. The two independent questions ask testtakers to talk about topics they are familiar with and will be able to answer from their personal knowledge and experience . The four integrated questions require candidates to use a combination of two or three skills. For example, they may be asked to listen to part of a lecture and then record their answer. In addition, they may be asked to read a short text on a related subject and then record their answer.

English language proficiency is tested in four separate sections: Reading, Writing, Ustening, and Speaking. In this test the skills are not tested in isolation - testtakers are required to combine different skills in order to complete different tasks. In the real world people almost always combine different skills when they communicate. This is called an integrated-skills approach to testing. Put simply. the idea behind this is that the approach mirrors the way English is used for communicative purposes in the real world, whether for professional, personal, or academic needs.

What happens in the writing section? 4

What is the speaking section like? 3

In this section candidates are tested on their ability to communicate successfully in an academic environment. Testtakers speak into a microphone to record their answers. They are required to answer two different

In the writing section test-takers have to complete two pieces of written work: an independent and an integrated task. The independent task requires testtakers to write approximately 300 words about a topic of which they have knowledge or personal experience. In the integrated task test-takers will be asked to read a short text and then listen to a college-level lecture on an academic topic before writing a response to what they have heard of 150225 words. Test-takers need to demonstrate not only that they know the content but also that they can organize it.

What is th e reading section like? 5

In this section test -takers are required to

GLOSSARY pinpoint discover exactly whnt something is mirror (vb) reflect

looking ohead

Unil12

On with English! 1 Vocabulary: further edu cation a Choose the correct word or words to comp lete the sentences. 1 I'm planning I~I make a course in business i~0?ation. 2 I'm hoping to into ~ntery graduate program.

3 I'd like 10 finish

;(iiiaiO?>nsomething to do

with man ~ ement. 4 I'd like t get take a high grade on an examination ike the TOEFL. 5 If I arr&:Qc~erled ~ entered into a university

in the U.S.,9 !J stud engi neering. 6 I need to get goo rade notes in science subjects. 7 I'm doing a career ~gf~i n biochemistry. 8 I'd like to take a parI- time course@)t 0 11

history and work at the same time. b Check the sentences that were true, are true now, or could become t rue for

y Oll .

2 Reading skills a Imagine that you have the opportunity to study English in a college in the United States. In groups, write a list of five things you need to think about before you go. '!flake SUn> ,!

ha"tl!- enough

~

to pay fay

~"fJ ,.,/de .I;" a""il' b Read the article below quickly to see how many of your ideas are mentioned. Add any extra ideas to your list. c Imagine you are interested in studying English in the U.S .. Read the article more carefully and ta ke notes on the advice that you think is important fo r you. Then compare your notes with a partner. Did yo u think the same information was important? d In class, discuss the following. 1 In your coun try. what SlOpS most students who would like to study abroad? 2 What possible solutions are there to these hurdles?

c Use the ideas above to tell your partner about your experience, plans, or hopes of further education.

3 Woul d y ou like to study English abroad? If you could, what would the benefits be?

So you've finally persuaded your parents or employer to let you go for a month to study English? Congratulations! That's the first hurdle crossed . What else do you need to do before you pack your bags? Visas

depressed.

If you arrive at Immigration Control without a visa to study in the U.S" you will not be itted to the country. To obtain an E1

The schooL

Student Visa go to your local U.s. Consulate or Embassy with a completed 1-20 Form along with your port and an Affidayjt of financial

Medical insurance All students studying in the U.S. are required to have medical insurance. If you don't contract medical insurance before you leave, you must apply on arrival. Good schools should offer th is facility.

Money If you don't have a clear idea of what a course can cost. go online and check out the fees of a number of schools. On top of tuition and fees, add accommodation, food, books, travel to and from school and, of course, entertainment. Watch what you spend if you don't want to be broke after a few weeks.

So what should you look for? That depends on you. Do you want to be in a big school (500+ students) or a small one (under 50)? Do you want lessons that are formal or informal? Does the school offer a range of different classes so that you can pick and choose classes to meet your needs?

The teachers Personal qualities are very important in a teacher. In addition, they should also be qualified to teach English. Any good school will be happy to tell you about its teachers and their qualifications.

Sports and sociaL program

Accommodation

Studying English is not limited 10 the classroom. Good schools offer a wide range of optional activities to help you ma ke new friends, learn about different aspects of the United States, and generally have a good time.

Why not stay WI th a host familv if you want to expenence Amencan home life? Ot herwise, the options are to rent your own apartment, or stay in a st udent dorm. Above all, that it's important to stay somewhere where you will be happy. Don't go for the cheapest room if it means that you'll never meet anyone and get

It is crucial that the school provides each student with a counselor - someone to give help and advice to them, especially about personal problems. Studying abroad is very exciting but it can be stressful as students cope with cultural changes and speak English 2417.

If you study at English@San Francisco, you certainly won'tY regret it. We offer all of the services above and more.

I

If you have any further questions, please e-mail

me. Greg Scott Director of Studies English @ San Francisco g.scottoengllshatsanfranos(O,com

Counselors

GLOSSARY cross a h urd le deal with a problem so that you can go on to do something successfully be bro ke (informal) have no money

do something 2417 (informal) do it all the time. Le. 24 hours. seven days a weok

Unit12

lOOking ahead

r r

r

Objectives Grammar functions of conditionals

Topic: further education and studying English abroad Vocabulary

Reading

further education

a Web site ad, a Web page

Writing a formal e-mail requesting

Speaking discussing further education

information

Ask students a few personalized questioos. What are you planning 10 do nexJ when you finish your currenl studies? Whol are your pions for continuing fa study and improve your English in the future? Ate you planning 10 take any courses in the near future fa improve your career or employment prospects?

Introduce the topic

If you con find any leoRets for longuage schools in lhe U.s. or elsewhere, bring them inlo class, and them around. Ask Which language schools look interesting and why? Ask students whot they would look for in a language school abroad.

••

1 Vocabulary: further education Ask students to choose the correct word in Exercise la , then check answers with a partner. Put students in pairs to talk about their further education plans. Have a brief class discussion of answers.

....

2 Reading skills Di vide students into groups of four or five to write their list for Exercise 2a . Monitor and help with ideas. At the end, ask one group to read their list aloud. Ask other grou ps if they have anything interesting to add. In Exercise 2b, ask students to read the article and check and add to their list. Let them check what they found in their groups. and then have a brief class discussion. Ask students to read the article more closely for Exercise 2c and underline or write down information that is relevant to them. Remind students about the Glossary. Let them compare in pairs. Have a class discussion. Find out which students would like to study at the school in the article. End this pari ofth e lesson with a discussion . asking the questions in Exercise 2d .

looking ahead

T 124

Unil12

T .• ~

3 Grammar: functions of conditionals Ask students to do Exercise 3a . Then have them check their answers with a partner and the Grammar Swnmary on page 130. Answers: Advice An offer A requirement A promise A suggestion A warning

!fyau arrive at Immigration Control without a visa to study in the U.S., you will no t be itted to the country. Uyau have any further questions, please e-mail me. If you don't contract medical insurance before you leave, you must apply on arrivaL If you study at English@SanFrancisco. youcertai nly won'! regret it. Why not stay with a host family if you want to experience American home life? Watch what you spend if you don't want to be broke after a few wooks.

Do the firs t situation in Exercise 3c as an example with the class. Elicit two or three different conditional sentences from the students and write them on the board. Then put students in pai.rs to write conditional sentences. Suggested answl!l'S for situation 1: You have to get a visa if you want to st udy in my country. (advice) II you don't get a visa, you won't be allowed enlry at Immigralion Control. (warni ng) Give me a call if you wanl any advice about gelling a visa. (offer) When students have fi nished, ask them to share their ideas with another pair in Exercise 3d . Ask a few students to read their sentences aloud to the class.

Additional activity

Divide students into groups of six to eight. Nominate one student to write. Ask them to choose one of the situations in exercise 3c, pool their ideas, and write a poster with six pieces of a dvice, requirements. suggestions, andlor warnings. Put the posters on the classroom walls for other students to read.

4 Writing skills Put students in pairs to write their list in Exercise 4a . Then have them do Exercise 4b individually. Have students do Exercise 4c in groups of four, and make sure they make note of the questions not answered. Divide Ute class into pairs for Exercise 4d . Ask pairs to exchange drafts. Tell pairs to read the drafts carefully. Encourage readers to add any queslions they wish clarified or answered in the e-mail (in order to add more meaningful con tent) and also to write suggestions for improvement in pen. Also tell them to use pencil to circle any mistakes they spot. After they have their original drafts back, ask students to write their e-maiJs.


If your students ore unclear about how 10 organize their e-mail. write the following advice and useful language on the board: Paragroph 1: Introduction I am in/eresled in attending ,.. I would like /0 find more information about .. . I am writing to ask about .

Paragraph 2/3: Asking questions Could you please tell me . Could you let me know exadly .

Final paragraph: Conclusion Thank you very much for . I'm looking forward to hearing from you.

Unil12

T 125

Looking ahead

~ook a l the condif

3 Grammar: f unctions f a

0 conditionals Italic). Match JO na! sentence . in the text them with the f U ll the article (in , -:-_ _ _ " __ C iOn they serve

~.1Il

4 Writing skill s a Imagine that you arc . 1he gomg to stud . Make a lisl of language you requYr:nf U.S .. b Rd' rom a ea the thin .' 'ad vertisemenl b I

'scho~~erything

,I

advice

.

an offer a requ irement

g' '" yom 1i,l lh,I;1 e ow ,nd ,heck , II I}

n groups . 1 k covers. M k 00 at you ]"

Ie

doaes~~1 ~~:~v~~ all the ~~:~~i~~~t~::~ise ?a. . . vertlsement

a promise

d You af

a suggestion

e gomg to wri ask your un Ie an e-mail \ the order questions. the, school to then pu i lli . you will ask for' f paIrs , organize d e mfo, " '" om"r " raft e-maiL mahon into para f a IOn and e When you} g phs. Write a lave II . h another pair fro~JllS ed, exchange vo Suggest imp'o your group to ell": k'lrr draft with f vements} "c or yo Write th e Ii Ilal e-mail. an( th e (Irart back. u.

th:~swere~

a warning

your answ . b Check on page 130 ers w Ith the Gram , A ",ud "" Summ"y ellt IS com' language. In lair mg t ~ your countr t study yo ur about the fo lIo ,5. 1 visas 2 lllg sItuations to hel 4 } med,,,} ;n, p un/h,," a ang uage s h I urancc 3 BC . yom longuose ',nO; 5 6 d Read expen ence you }ys to learn r cu ture yo ur sentenc they agree with yo~~ ~~:~:other pair and see if

m"

\~

w~lte cOllditioll~ sCh~tenccs .~

r

I~

I~"he" ~~~HTIod"I;On

Welcome to

,... V~~ .. -.:;;.. .... \.,.,"..

language schOol

A first-class school, offering yOU the very best in language learning"

one of the most popular schoolS in Boston, servicing the educational needs of over 12,000 foreign students a year. courses

PiCK from our wide range of cOurses including for Business, ex
En~ish

10Ef\-. and

En~'ISh for AcademiC puf?0S8S'

leache tS

lively, dynamiC lessons with native-speaKer teacners.

Accommodation

Choose the type of accommodatiOn that suits you beSt. All aUf accommodation is within a 20_minute walK from the

scnool.

social program and sports activities 8'1jo)' our extensive prow-am from theater visits to a chance to see the famOUS soston Red Sox. We also have excellent sports facilities on the Woodland campus. If you want to maKe real progress with )'our and have fUn at the 53me time. then

8'1~is\"l

us at Woodlandl f or fUrther informatiOn, please e_mail us I at

tooking ahead

Unit 12

Which future? 1 Speaking skills

2 Listening skills

a In pairs, discuss what predictions fo th you can make about the next 30

year~

follow~ng~

.3 ...

~~~I~~n~a~~\et t hmcalth po~u lalion growth fa

Ie

vacatIOns

work

I hole the ido(/ of clonin but l' scientists will bu obi> I g I m pretty sure thai within the next deca~e~ c one a human being

a L'Isten and answer these questions 1 Wh o is the speaker? a politician' fa 2 Who is he talking to? th r the People PI 3 I I ' evoters , s Ie a pessimist or an optimist? a pessimist

~ b Listen agail I an d -Mlswor these (IUesf 1 Wh 'I IOns.

y WI I fuel be n major problem? b nuduar en ' . ecause , ergy IS tuo dangerous fossil f I arc runmng oul ,an d b aven't' look d ue S we renewable sources e at

b Compare your prodict ions with other pc I A you a pessimist or an optim ist? op e. ro

p~iclions

o~t;~=::sti~~t~e",)k

c Now read the art icle below bo the a (OPlimisti:l

2 Why will faccmasks be more there will be more 3 gave Why will pollution be worse?. be cause th e ' mmenl IS doing nothing 4 ~hy will unemployment gel worse? e economy will continue to dete~ior~1 c I . .. e. , n pairs, turn to the audioscri Underline all the . . . pt on page 148. , .. pesslmlslic points and th' k r an counter-argument ~or cae h pom! I," a U optJmlsllc I

becaus~

d In prurs , compare your answers. Are thO)' th . '~ e In groll d' e sarno.

ps, ISCllSS theso questions. 1 Whi.ch p fCCrIctlOns - do you think w'll b reahty and why?

I

ocome

2 Which predictions might affect yo personally? U 3 hWhich . prod' . Ie t'IOns are most important for umamly 11\ general and why?

p~~~:~n?

nemp oyment? New' b the time in the

'

~ervicj~n~~:}::s~;~r=!~dr ...01/

4 ~o~:~~~~~ the most terrifying predictions

Future fact or future fantasy?

Since time immemorial, people have tried to predict the future, with varying

degrees of accuracy- However, scientifiC research is increasingly able to paint (future progressive} an accurate picture of how things will be in the not-too-distant future.

Not surprisingly, some of the results arc so P • AIDS: In only a fcw years, the AIDS will be claiming a million liycs a harrowing that they make yOU wanllO stay in bed and hide under the covers, BUl it's not a\l year, By the year 2025,AIDS will be by far doom and gloom. Have a look at these the major killer in many African and Asian

~idcmic

snapshots of furore lifc and iudge fN yourself. (future Will pl)rfect) p • Worlc Un<mploym,m hoY' o.W of the population by 2035. w, (ftill ' ''ha lre pr,rfccd,\ _c th

'0 25%

countries. . . ' p . Porltin.' In ""," d,,-doped ,oe"",,.l!u'u," I",,-r,el) fighting over purking spacc will haYe beCOme a serious source of social conflict by 2020.

he on 0 cr pace: wC O•S planets by W the end\'eof\oun the centurY. (fulure progrcssh'c)

P • Population: B, 2100. the \\'Orld's population will havc IYaehed 10 billion. (future lwrfecl) ure O . Vacations: Peoplethe willncxt be L'lking space vacations \vithin 15 to 20 years, plO' Cloning: l3y 2035, il will ha\'c becom!:lful purfed} ive) possible for a clone to run for president of the USA-The U.S, Constirution doc'Sn't O. Cancer: Within th e next 25ycarS, new drugs haYc a clone clausc. As long as you arc a will have heen de\'c1opcd that will ameliorate citizen and 35 years or older you are eligible. most, if not all, cancers and maybe even cure

~

(fllturcJJI~rfl!c:t

some of them.

P • Diet: Despite the advice of medical experts who consrandy point out that obd;il)' can lead to diabetes, heart disease, and high blood pressure, b, 2025 IDeo.\'croge human being will have gained 2,51cilos.lfuture perrect}

O. Baldness: Scientists at Cornell Univcrsil)' cxperimenting with a gene cal1ed SHl-l will Q.r obably h3\'C found a cure for baldness by 2020. (future perfect) GLOSSARY harrowing extreme Iy WOrrylDg ' or upseuin ameliorate mab batlB . g Unlf12

Looking ahead

Objectives

Topic: life in the future

Grammar

fulure progressive and future perfect

Pronunciation echo questions


listening a politician's speech

Speaking making and discussing predictions

Write three or four of your own predictions for the future on the board. Ask students jf they agree or disagree with them. Ask students how they think these things will be different in the future.

In1roduce the topic

Suggestions:

I think Chino will become the richesl and most powerful country in the world. I think mos/large animals will become extinct. I think we will be mining and building factories in ouler space.

•

1 Speaking skills Ask students to work in pairs to discuss their predictions in Exercise la . Then put them in groups to share their ideas. Afterwards . ask one student from each group to summarize what the group said, and say who in their group is optimistic and pessimistic. Ask students to read the article , mark the predictions, and then check in pairs. End this part of the lesson by asking students to discuss the questions in Exercise 1e in groups of four or five.

Vocabulary

You may wish 10 check the following expressions: since lime immemorial = dating bock to a point long ago in time

Irs not all doom and gloom", Irs not all depressing news. snapshots 101 future life) = brief but reveoling pictures/images/insights

T.. ~

2 Listening skills Play the audio for Exercise 2a . Ask students to listen and answer the questions.

~

Play the audio again. Ask students to listen and answer the questions in Exercise 2b. Let students check their answers in pairs.

~

Ask students to work in pairs to underline the pessimistic points of the speech in the audioscript on page 148 and think up and write optimistic counter-arguments. Ask students to prepore on -optimistic· political speech in opposition to the speech of the politician on the recording. Ask two or three confiden t students to present their speech to the closs.

Additional activity

Alternatively, for more shy students, you may invite them to post their speeches on the wall for other students to read.

So nuclear energy will probably be finally abandoned because it is simply too dangerous. So what are the options? Fossil fuels? If we

continue to burn fossil fuels like coal and oil the way we are doing now, we will have run out of them within 0 couple of generations. We need to look at clean. renewable energy sources like solar, wind, and tidal power. But what is the present government doing? In a word, NOTHING! And the result? If we continue like this, our future looks dark. very dark. tf pollution continues to increase, our towns and citieS will have a permanent blanket of pollution hanging over them. We'll be living in a world where the sun doesn't shine. We'll be living in a world where when it rains, it will rain ACID ... acid rain. And just imagine the impact of that on the health of our children! Focemasks facemosks will have become common in towns and cities. You see cyclists or the odd person wearing a facemosk today, butthafs not the norm. Imagine .. a world where every living person wears a face mask. Imagine a world where every baby wears a facemask. But I'm not talking about a science fiction movie, I'm talking about your street, your town, your city. .. I'm talking about your world!

We also foresee that there will be so much traffic. so much traffic. ladies and genllemon, that parking will have become a major prablem. There will simply not be enough space to park your cor. Parking places on the street - full. Public and private parking lotsfull! Double and even triple parking on sidewalks! And our streets will be in a constant danger of gridlock. Already gridlock is a common. everyday problem. Imagine in ten years. my friends! Just imagine. And what about genetically modified food? This government is responsible for a lock of clear policy on genetically modified food, and the way things are going, sadly, much of our food will soon be genetically modified. II may look like the answer in the short term, but what will the long-term effect be on the food chain and on the heolth of our people? And thars not all. The economy will conlinue to deteriorate and, as a result, our young people will be left without work: unemployment will have risen to alarmingly high levels, perhaps as much as 25-30%! Our only hope is a greener policy - a vote for the People Party. So on Thursday, vote for us, vote for.

Looking ahead

T 126

Unit12

t .. ffi

3 Grammar: future progressive and future perfect Have students check answers to Exercise 3a in pairs. Point out the form of the two lenses.

Quick grammar guide: future progressive and futu", perlect

The future progressive (will + be+ present participle] and the fu ture perfect I will + have + past participlel both have complex forms. However, since mony languages hove comparable forms and uses, they should not be too tricky, particularly in controlled silualions. The main problem is that students lend 10 oyoid using them, opting for simpler forms.

Common errors Overusing simple present instead of more complex future forms. By 2030, I M in Q beautiful house.

Use Exercise 3b to check that students can recognize the form. Ask students to complete the article in Exercise 3e. Let them check answers in pairs. Do Exercise 3d as a brief class discussion.

Ht .1> @ Qu;ck prononciation

guide

@

4 Pronunciation: echo questions Play the audio for Exercise 4a. Ask students to listen and answer the question. To soy these e<:ho questions corre<:lIy, students need to star! with their intonation high (and disbelieving!). then leI it rise, fall a little, and rise again 01 the end. For Exercise 4b, play the audio again. Discuss the questions as a class. Answers: The predictions: By 2100, the world's populalion will have reached 10 billion. lIn a few years, the AIDS epidemic will be claiming a million lives a year! Carol is sW"prised. She doesn't believe it. She isn't asking a question - it is an echo question , which. here, expresses sW"prise. Play the audio for Exercise 4c. Let students listen to the audio o nce. paying aUention to the intonation patterns they hear. T hen replay and pause the recording afte r each stateme n t. Have students repeat in unison. Ask two or three individuals to repeat. Play the audio for Exercise 4d. Ask stud ents to listen and respond. Do the first statemen t as a class to get students started. Then play each statement. pause, and let students shout out an echo question. If students don't d o this very well the lirst lime, play the recording again .

••

5 Speaking skills Put students in pairs to put the lime expressions in Exercise 5a in the chart. AHow two or three minutes for students to think ofthings to say for Exercise 5b. When they are ready. ask them to take turns making predictions.

6l~--------------------------------, Peter 11 says here: -By 2100, the world·s population wHi halle reached 10 billion: Carol Will have reached 10 billion? Peter Yes, 10 billion! Peter This is horrific. Usten to this: -In a few years, the AIDS epidemic will be claiming a million lives a year!Carol Will be claiming a million lilies a year? Peter Yes. terrible. isn't it.

-

~'

Unit 12

T 127

By 2100, the world's population will halle reached 10 billion! 10 billion? Have reached 10 billion? Will have reached 10 billion? In a fll'N years, the AIDS epidemic will be claiming a million lives a year! A million? Oaiming a million lives a year? Will be claiming a million lives a year?

Looking ahead

\o:.~------------, 1 Peter This is horrific. listen to this: -In a few years, the AIDS epidemic will be claiming a million lives a year!Carol Will be claiming a million lives a year? 2 Peter I don't believe this! It says within 50 years. the blue whole will have died ouI! Carol Will have died aut? 3 Peter Oh, and listen to this: By 2030, 50% of the world's workforce will be working from home! Carol Will be working from home? 4 Peter This is incredible. In 2030. the water level will have risen by 50 centimeters! Carol Will have risen by 50 centimeters? 5 Peter Can this be true? It says. within two generations the average life span of a person will have increased by 20 years! Carol Will have increased by 20 years? 6 Peter And listen to this one: Within 50 years, streets will disappear in cities. People will be traveling in robot vehicles on sky roods! Ca rol Will be traveling in robot vehicles on sky roods?

3 Grammar: future progressive and fu ture perfect

4 Pronunciation : echo questions

~ a Listen to Peter and Carol discussing an article about the future. What are the two predictions? a Match these predictions from the article with the descriptions that follow. ~ b Listen agai n. What is Carol's reaction to tile predictions? Is Carol reaUy asking Peter a 1 By 21 00, the world's population will have question? reached 10 billion. In only a few years, the A IDS epidemic will be ~ c Listen and repeat what Carol says. clai ming a million lives a year. @ d Now listen to six things Peter says and respond with an echo question. This tense is used for activities that will be in progress at a particular time in the future. e In pairs, make some crazy predictions about some of these aspects of the future, and respond to each b Th is tense is used for activities that will be other with echo questions. comp leted before a definite time or event in the future. computers entertainment money the world water food b Read through the predictions in the text in Exercise t again. Which are in the fu ture perfec t 5 Speaking skills and which are in the fu ture progressive? 11 We can use the future perfect and future c Complete the fo llowing article about the fu ture. progressive for prodictions in the near future and Use the future perfect or the future progressive. fo r personal predictions. Look at the time expressions commonly used with these tenses and add them to the chart below.

c

An optimistic future

By the year 2025, many of us 1 will he living (live) in neighborhoods where the air is clean and where places to wo rk, play, and do our shopping will be close at hand. Many people, III fact, (work) from 2 will be working home. Those who have to go out to work 3 will he using (use) clean hydrogen-powered transportatio n that will produce little or no pollution. People 4 will he returning (return) to riding bicycles because of the increased awareness of the effects of pollution and the importance of regular exercise. We 5 will be geUing (get) some energy from windmills but much of it will be generated in our own homes by rooftop solar s. Most homes 6 will have a lso installed (also install) a basem ent fuel unit, which will produce hydrogen to be used on days when there is no sunshine. In order to avoid chemicals, many people 7 will be Growing (grow) food in their backyards or buying it from nearby organic far ms. Since these far ms will employ natural forms of pest control, carcinogens 8 will have di sappeared (disappear) from food produced in this way. d Which areas of the article do you agree with? Which areas do you disagree with? Which view of the future do you feel is more realistic: the view stated in the listening or the one in the text above?

by tilen within a month before December within a generation this time next week before the government changes by next June by next summer by 2010

Near future

Distant futu re

by Saturday

in 20 years

this time tomorrow

wilhin the next 20 years

next month

wiLhin a generation

by then

by 2010

within a month

by then

before December

before the government changes

this time nexl week

before the government changes by next June hy next summer

h In pairs, make predictions about your personal fu ture and the fu ture of your country. Use these topics. education work population the economy traffic potlution travel

By 2010. I'll be working ill my father's company. With in the nex t two years. I wjll /Jove graduated.

looking ahead

Uni! 12

f h game This is a team game and the aim is to be the first team to cross the finish line. You move forward one space at a time by correctly answering questions on seven different topics; General knowledge. Sports, People, Words. Grammar. Science. and Entertainment. The team can discuss the question together and when they decide on the answer they wish to give. they tell the team secretary. Only the secretary can give the answer. If another member of the team says their answer before the secretary. the team is penalized and has to move back one space. The questions are given to the team by the referee or "Quizmaster". The only cxC{)ption to the correct answer - one space forward· rule is when you land on the "wild card". This type of card is unpredictable and may result in you moving forward, backward or staying where you are. The game is played in two teams of three or four players. There can be 8S many pairs of teams as needed. Each pair oftoams has a Quizmaster whoso job it is to read tile questions to each learn and to keep scoro. The Quizmaster is not pari of a learn. It is also the job oftho Quizmaster to control the two teams the same as a referee does in a soccer game.

Unil12

looking ohead

Objectives

Topic: end-ol-year quiz

Grammar

Reading

language and conlent

instructions

U5tening a quiz

Speaking

an end-af-year quiz

of Student's Book

The aim of this activity is to provide a fun, light-hearted way of practicing spoken English, and reviewing some language al the end of the course. Read through the task first to make sure you really understand it, and be sure you prepare enough photocopies of the quiz cards for your students in advance of the game. The secret of success is to manage the activity carefully. Work out in advance how you are going to organize the classroom. For example, if you have 18 students, a good way to start is to give every student a number by counting and pointing at students like this: 1. 2, 3, 4, 5; 1, 2, 3, 4. 5; 1, 2. 3, 4; 1,2,3,4.

Tell students to form groups. You should have four grou ps of four, and one of two students. Tell groups 1 and 2 to sit facing each other around one of the quiz boards on the left·hand side of the class, and tell groups 3 and 4 to sit facing around a board on the right-hand side. Tell them that they are going to take a quiz and that they have to choose a secretary - one person who will write down the group's answer for each question. Tell students to read the rules of the game carefully. Go over any questions about the rules before getting started. Finally, give the quizmasters the quiz cards. Tell them to the teams. Once they have tossed a coin to decide which teams starts, they have to start asking questions. You can find the quiz cards on page 1'129. (These should have been photocopied and cut out in advance.) Set a time limit for the quiz, and walk around the class as students play, answering any questions they may have.

lookingoheod

T 128

Unit 12

Quiz cards Grammar Change the word but in this sentence Wlthout changing the meaning of the sentence. They are rich BUT unhappy.

2

3

4

5

6

7

8

9

(ANS WER: They are rich; however. thoy are unha ppy. Alt ho ugh/Though/Evon tho llgh thoy oro rich. they lifO unhappy. T hey are unhappy although/even though \hey are rich.) Rephrase this sentence. Begin it by using II form of the verb study. The only way to the exam is to study. (ANSWER: St udy ing is the only way to tlle exam.) Is thIS true or false J A noun d.:Iuse can be the subject or the object of II senterx:e. (ANSWER: true.) Name five different quantifier.;, for example, l'YE'ry. (ANSWER: both. either. each. every, all (the). man),. II lot of. II great/good deal of. severn!. some, (a) few, (a) li n Ie. hardly any. half (01). II quarter f two- thirds or, no. neithe r of the. nono of the ... J Change the word to in this sentence without changing the meaning of the sen tence. I got up early to catch the bus.

(ANSWER: [ got up early so as to catch the bus. [ got up early in order to catch the bus.) Imagine you heard this sentence on the news and you want to report It back to me. The woOd"s populatIOn will grow to eight billion by 2020. Start : The newscaster. (ANSWER: Tho nowscaster said (that) the werld's population would grow to eight billion by 2020.) In wtlich of these two sentences is the event more likely to happen? a) If I get the job. 1"11 buy a cell phone. b) If I got the job, I'd buy a cell phone, (ANSWER: in a). II"s the first conditional.) Your boy/girlfriend is leaving to study in Canada for two months. Make himlher a promISe. (Ma ny possibilities here. They have to be logical. howc\'er. Possible answer: 1"1/ call you evory day if you IOTllllmo 10.) Make two predictions about the future, use the future progresSIVe in one and the future perlect In the other. (There are many possibilities here. but the sentences have to be "predictions" and they also have to make sense!)

' spons Where and when did karate start? (ANSWER: Japan, In the 17th century) 2 What is Muhammed Ali's daughter's name? (ANSWER: leila) 3 What does the INOfd karate mean? (ANSWER: empty hilnd) 4 Can you name three different martial arts? (ANSWER: karate, Judo, tae kwon do, capoeira.) 5 What is the name of the international sports comp!?tition wtlere teams from around the world compete for the title of the best soccer team? (ANSWER: World Cup) 6 Name five trad and field spoIlS. (ANSWER: the long jump, the high jump, sprinting, the javelin. the discus, the hammer, hurdles, distance running) 7 INhat is the modern in ternatIOnal sportll1g competitIOn In which people of all nationalities compete in varIOUS sports? (ANSWER: Olympic Games) 8 In which sport do pjayers "slam dunk"? (ANSWER: basketball) 9 Can you give me the first and se<:ond most popular spectator sports in the U.S) (ANSWER: Number 1 is football. Number 2 is baseball. ) 10 Which sport did Sebastian Cae excel In? (ANSWER: distance runlllng)

Unil1 2

T 129

l ookingaheod

General knowledge Where did Ca~ra come from originally? (ANSWER: Africa) 2 Which insect can Jump 100 centimeters? (ANSWER: a flea) 3 Who wrote A Hundred Years of Solitude? (ANSWER: Gabriel Garcia Marquez) 4 Which (feature can lift 50 times its own weight? (ANSWER: an ant) 5 Name the country in Asia which consists of four large islands. (ANSWER: Japan) 6 What does IQ stand for? (ANSWER: Inte lligence Quotient) 7 Name one International e
Science What is the everyday term for the chemical formula CO/ (ANSWER: carbon dioxide) 2 What does 'GM' stand for In "GM foods "? (ANSWER: Genetically Modified) 3 What percentage of our body weight is water? (ANSWER: 60%) 4 What am I describing: A substance that a doctor prescribes to cure people of an illness, or an illegal substance that afferu people mentally or physically when they take it? (ANSWER: a dmg) 5 Name the process in wtlich heat is unable to escape from the atmosphere and causes the tempera ture of the eanh to nse. (ANSWER: The Greenhouso Effect) 6 What is the name of the unit used for measuring temperature? (ANSWER: a degree) 7 Can you give me the chemical formula for watef? (ANSWER: HP) 8 What IS the name lor the complete set of genes in a living thll"lg? (ANSWER: The genome) 9 Name at ledst three of the possible efferu of dirnate change. (ANSWER: Climate change will forte some species of birds to migrate; water resources will increase or decrease: there will be more floods IlIld drough t. Sea levels will rise in some constal areas. There will be heat WIiVes and Illore air pollution, which in turn will cause infectiolls diseases to spread. There will, however. be some benefits. too. Moderate warming will fa,·or some fanners.) 10 HooN much of the earth's surface IS coYef!'d by water? (ANSWER: 70%)

More Quiz cards ore on on page T260 !II

_bIe C E
The Rules of the Game 1 Decide how many pairs of teams will play. 2 Select one Quizmaster for ~ pair of

USEFUL LANGUAGE . . sa heads or '0115. When you toSS a com. you Y

3 Move into your teams and select a team

A,

4

Heads. Qui l.JllastCr: . , You slar!. I Tails, Heads, you \I'm.

The other team star1s.

yO ll

lose.

teams.

5

6 7

8 9 10

secretary. Quizmasters. your teams. Your teacher will give you the questions. Quizmasters, toss a coin to see which team starts. Quizmaster5, read a question from the categOl)', then check it to shaoN that it has been used. If the team answers correctly, they move forward. If the answer is incorrect, they stay where they are and wart until it is their turn again. The other team is nO'N asked a question. Cootinue until the game is finished . If the teams finish befOfe others in their class, they should 'MlI'k in their teams and WTlte some more questions to ask the opposite team.

looking ahead


Vocabulary Summary

1 Functions of conditionals

1 Tests

We often use conditionals to express functJons su:h as advice and promises. These are often based on the loon of the rll'St conditionaJ (see Unit 4). but sometimes use modal verbs and imperatives in the main clause instead of Vt1II\'VOf'I't. Here are some convnon fooctions of !irs! condillOl"\als: Advice If you want /0 moot new people, try ing dubs or a gym. Offers me if you need clarification on any of these points.

Suggestfons

ltail a tesVexam get goodIbad

scorestgrades

be tested on a topic/subject lake/retake

a lesVexam

review /0( a tesVexam

lake a course

enter a graduate program

Why not travel by train if you want 10

see more of /he

countryside? Requirements If you want /0 open 8 bank , you must provide proof of

major in artIhiSlory

be accepted to a cotlege or university do a degree in biochemistry/modern languages

identity.

take a course in history

Promises /'11 be very careful If you Jet me use the car lomght.

Replace the words in italic with a word or phrase from the two lists above. M ake any changes necessary.

Warnings

I Ihink it's very diffICUlt 10 eH#eF Harvard. be accepted to

If you don't tell me what the problem is, I can't help you.

2 I don't think I will

2 Future progressive and future perfect

ever §e.' H+.<6~ ItIs English exam.

4 She eel6:R88 excellent grades on the exam. gol

We use the future progressNe to talk about a situation 01" an action thai will be in progress at a definite time in the Mure:

5 I expect to flAeM IH)' eefle§8 68tff68 in electronics

next year. graduAte

beach in Rio. Don'/ caRJlffllhis evening - he'll be watching the bg game.

6 1he exam

We use the future perlect to talk about a situation Of an actoo that win be completed by or befOff! a specific time in the future:

7 Harry 13 310d.r ill~ computing at COllege

the

Wail for me. I'H have finished the dishes in five minutes. Julia will have completed her course

In physiOtherapy by June.

Fo= future progressive: wilVwon'r + be + -ing verb We 'll be wsitlng at the end of the pia/form when your train

arrives.

ruture perfect: wllVwon'r + have + past participle They'll have demolished the building by the rime you arrive. so I'll take some pictures for you. We often use the prepositions by and before with the future perfect

1'/1 have sent the report to you by/before Friday. We oftefl use the tIme expressions in X weekslmonthslyears and within (Ihe next) X weel<slmonthslyears with the Mure

progre5SlVe: People wiD be traveling in fuel efficient cars within the next ten years. In two weeks /he politiCians win completely different.

be arguiflg about something

Complete the paragraph with the future progressive or future perfect of the verbs in parentheses.

This tllne tomorrow I 1 will he O),jllJ;,.. (tIy1 to England. By two o'ckx:k. 12 wjll have arrjved (arrive) in London. My sister 3 will be Wilj1jll~ (wait) for me. I hope. \lVhile I'm in England. I 4 will be sla)'illa (stay) WIth he( and her husband in the country. 15 will he slo)'j!l~ (stay) with them for a week and we 6 will II!: goine... (go) for lOts of country walks. The fdlowing wool< t 7 will be stayjng (stay) in a hotel in london. I 8 will he dQjna:.,. (do) a 101 of shoppng and going to shQv.Is. By the end of my stay, I 9 will have sl!lilll. (spend) a lot of money but r 10 will haVe seen (see) a lot of great shows.

looking ahead

3 1 EA~ 19th'; .~e/! on my last malh test. got good grades

Use

Next Sunday. I'H be lying on

Unil12

-

2 Further education

M

8

was unfcur - we hB~ /19 eil8l.ef~I!!l1>8I!!I

a novel we hadn't

sludied.

were tested

I liitlfl'f j8688 my driving test so

failed

now.

on

is taking

now I have to 96 it ageiR. relake it

C)

The writing part of an exam

-

1 Looking at an exam question

-z

t~

~<J
I~ pairs, Ic ek at the new vocabulary entries you have made Since Unit 11. Talk about any new techniques you have tried.

Read this exam question. How easy would it be for you to answer this question?

~

b Look at the answer more carefully. Use the examiners' criteria and the scoring system tc give the student's work a final score.

0::::

Section 3: Writing

::)

You have 60 minutes to complete this section. You may make notes and write drafts on the paper provided. Write your final answer neatly in the test booklet.

o >Q..

o u.J > u.J o

-'

your action ptan: working with vocabulary

Score for

Criteria 1

this work

Content: hew fully did the candidate answer

Question 1

/5

the question?

Imagine you have just seen the following ment for an international TV magazine. Write your article for the International TV magazine (150-1S0 words).

2

Accuracy: how accurate is the grammar and vocabulary?

InlemalionallV magazine

3

Variety: how varied is the grammar and vocabulary?

4

Organizatien: How clear is the text? Are ideas

/5 /5

logically .organized and does the w riting flow smoothly?

• What is your favorite show on TV? • Why do you like it?

5

Style: Hew appropriate is the style for the context?

/5 /5

I.e. is it too formal, too infermal. or jusl right?

We are looking for short artictes answering these

6

questions. The best three will be published in

Reader: Hew easy would it be for the reader te

/5 130

understand what the writer says?

January's edition of International TV magazine.

Successful entrants will receive a free subscription

Total score for Question 1

to the magazine fer .one year!

Scoring system 5 "" ex.cellent 4 := very good 1 = poor 0 := ve ry poor

3 == good

2 '" borderline

2 Examining a sample answer

a Read this lest-laker's answer. Has the question been completely answered? Do you think this would or fall? Why?

3 Editing the sample In pairs, impreve the student's answer by correcting the mistakes, which are underlined.

4 Having a strategy j

I

wrJ.e to w an op."/UOlt on.

a In groups. discuss these questiens.

q:. til£- TV

1 Have yeu ever written a timed essay in yeur language or in English?

t

2

_1J1q;t """"c';~US':'.-_~"' "J l'tt-"t""", .k_"locc= ~'"'''filL'::a>Ui ~_ _1 usually bqp >VK1y fad /axi5. ! . I i:eLeYl/nq tius and -me fdvre j trof.ed aJ; tk ,

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I

~ake a list of differences between writing a timed essay and .one witheut a time limit.

3 Will you ever have to write a timed essay in English in the future? If yes, when? b Many people think that ing an English test only requires. good Eng.lish. That is true but yeu need test-taking strategies, too. As tests are timed, good time management IS essential. Having a structure for approaching writing is crucial, as well. Look at these seven recommended steps. There is one mistake in the order. Can you lind it? 1 Read the question very carefully.

2 Make notes that answer the question. 3 Organize your notes into paragraphs. 4 Write a draft using complete sentences.

5 Revise your first draft. 6 Allow time te proofread your final essay. 7 Write your essay again.

ACTION PLAN

I>

Your action plan: werking w ith vocabulary Put yeur strategies into action! Write your answer te the exam question in Exercise 1.

looking ohead

Unit 12

a Fill in the blanks using an appropriate expression of quantity. In some cases, two answers may be possible. everyone all both hardly any a little a few several two thirds half A OK, sir, which ofthese shirts would you like? B I need more shirts so I'll take bothlalVeyetJ one of them, please. 2 A Do you usc any salt in your cooking? B JUSI enough to give the food a little more flavor. 3 A Why are there so few students at school today? B There was so much snow, th at hardly any of the students came. 4 A Is all ofthe equipment in the computer room new? B No, bul most of it is. Yes. over 90% of it is new. 5 A When my mom died she len me 33.33% of the property, to be precise. B And the other two Ibirds are equally divided between your brother and sister, right?

1

b Complete the second sentence so that it mea ns tbe same as the firs t one. Use the words in pa rentheses. 1 You have to wear a he lmet at all times on the building site (worn) A helmet must be worn at all times on the building site. 2 It is a requirement of the government to spend more money on public health care. (ought) The government requires that more money ought to be spent on p ublic health care 3 "I have no idea who the murderer is." she said. (claim) She claimed to havelthat she had no idea who the murderer was . 4 ;'I'm thinking about what you said," she sa id. (told) She told me that sbe was thinking about what lsaid . 5 II's the weather I like most ahout Greece. (thing) Tbe weather is tbe tbinl that 1 like most about Greece c Choose the correct answer, a , b, c, or d to fill in the blanks in the article on the right. 1 a gOI b were gettin.t. c get @)lave been getting 2 a might have been (JYwill be c have d have been 3 a are increasing @ vi\l have increased c will be increasing d increase 4 a would have b may @ vould d will 5 a will never be b had never been beard @ vould never have hoon d won't be

d Match the two halves to make complete and logical sentences . 1 Give me a call e 2 If you lend me five dollars, d 3 If you take that without asking her. b 4 If you want to joi n the swimming club. c 5 Try linding a cheaper apartment a a b c d e

if you want to save money. she'll be angry. you have 10 be at least 12 years old. I'll pay you back tomorrow. if you need my help.

Global warming or global warning'f

The effects of carbon dioxide in the atmosphere 1 WOrse and worse and if nothing is done they will COntinu: to have a damaging effect ~n the quality of life. The Water I~~el has been [lsmg in coastal areas and if . . Whole cities 2 action IS not taken opinion is dividcd~n th ffithreatened. H owever' One farmer told us that h~ e ects of climate change. the increase in rain. IS crops had benefited from Experts predict that b temperatures 3 end of the cenrury P - y 2.5 degrees. ' ~fessor Greenmore of the U· . said that if we didn't tak . ruverslty of Maryland climate change 4 e action SOOn, the effects of long-term effect Could be accelerate and the Professor Greenmore sa~atastro~hic. Furthermore. hadn't been invenrcd Slog ~at If r.he automobile heard of. J a warmmg 5 _ _ __

b

e Choose the best hmse from the list below to complete the sentences. Use the verb in parentheses. future perfect future progressive present perfect present perfect

progressiv~

1 By March. we will have finished the house. (finish) future perfect 2 This time noxt year. we will be Jjying in our new house. (live) future p rogressive 3 In ten years. scientists will have found life on Mars. (find) future perfect 4 I dou' t w;lI1 t lo watch the midnight movie. I have watched enough TV ror today. (watch) present per fect 5 1'111 exhallsted. I have_been working all day non-stop. so I'm goi ng to bcd. (work) present perfect progressive f Read the text below and look carefully at each line. Some of the lines are correct and some have a word which s hould not be there. Check (v) the correct lines and cross ()O those where there is an extra word. G!\'I Foods: a possibl e solution? 1) Genetically modified food has become a conlroversial subject 21 in recent yea rs. Many I)f'scien1ists argue that GM food should be 3) adopted as th e onl y so lution to the problem of feeding the world. 4) whOSE) population has been \1I«f increasing at alarming rates. _ K5) Scientists predict that it will have ~ doubled by Ihe end of the 6) 2'lst century. If we do not accept GM foods. famine wil! increase. If 7) The oplion of GM food should ,1.6 be taken seriously by environmcntal /C 8) orga nizHtions. If they are reall y opposed to the use of pesticides in 9) fa rming, thell they must ~e consider the fact that GM foods are resistant 10) to insects and if we J}JIe" change 10 GM foods in twenty years. 11) pesticides could become a thing of the past. Environmental organizutions 12) say that GM foods should not jd' be imposed un til we know mo re about the dangers. g Think ortwo words that are ofte n used with the following containers. 1 A bagof; _ _ ' _ _ _ 2 A can of: , _ __ 3 A jar of; ___ ' ___ . 4 A bottle of: _ _ , _ _ 5 A carton of: ___ , ___ _

h Choose the best definition of the following words, 1 A pesticide is chemi cal used to kill insects. b a medicine given to animals. c a substance that makes plants grow. 2 The genome is a someone who is very intelligenl. (li),he complete set of genes in a living thing. c th e history of a fami ly. :J An implant is a something YO ll pu l in the ground .® mmething placed in a person. animnl. or plant. c something you feed animals. 4 Crops aro a food for nnimal s.
®

Which kind orTV show do these lines come from? Choose from the list orTV shows in the box. tal k show current affairs documentary dra ma movie music program q u iz show reality TV s itcom soap opera s ports show the news va riety show 1 2 3 4

Harry; But yo u can 't leave me, C.1roline! I love you! And whal about the ch ildren? soap opera Both teams now have 12 points. OK . Team B, this question is for you. When did ... quiz show News has just come in abou t the conti n uing civil war in Zalibad , Our repo rtor, Diane Case has this ... the news A long ... Janssen es the ba ll but Makelele intercepts. moves past Wilson and shoots. II 's a goal! What a goall The goalkeeper didn 't stand a chance, sports show 5 Host: And when did you know yo u wanled to be an aclress? talk show Actress: Since I was about six . I used to sing and da nce fo r guests w hen they ... Complete the text with a word or words from the box. Not all the words are used. did getting into good grade fa il a test degree in retake reviewing for I had a hard time 1 .getting into college. ! failed my final high schoo l exams, so Illfld to 2 retake them. I spent all summer 3 reviewing for the exams while my friends were out having fun. But I ed them and tlnally entered the uni versity that fall . I did a four.year 4 ..degreeJn chemistry and after that 15 djd a Master's and specialized in petroch emicals. I've been working with a petrochemical company ever s ince then.

Beautiful by Christina Aguilera "Everything has its beauty . J) but not everyone sees U

,...-------

Confucius

1 Getting started a Work in groups. Here are a famous American person and place which many people consider to be beautiful. Do you think they 're beautiful? Why / Why not? b Choose three people or places from your country and tell your group why you think they are the most beautiful.

2 Listening for gist ~ Read the questions and then listen to the song. Which is the most appropriate answer to these questions? 1 Where is the beauty the singer describes in the song? Q nside ourselves b in the world around us c nowbere to he found

;1'

2 What kinds of problems does the song refer to? a global b fam ilyGPersonal 3 What is the overall tone of the song?

@

Song 1

Beautiful

ptimistic b neutral c pessimistic

•

3 Listening for deta il ~ a Lislen and complete the song lyrics. Nole that the expressions in numoors four, five, and six arc repealed.

Beautiful Don't look at me Every day is so 1 wonderful then suddenly, it's hard to 2 Now and then I get 3 insecure from all the pain. I'm so ashamed.

breathe

I am beautiful 4 no mailer wh at they say Words can't bring me down . I am beautiful 5 in every single way Yes, words can't bring me down. So 6 don't vou bring me down today To all your friends, you're 7 delirious So consumed in all your doom. Trying hard to fill the 8 emptiness , the piece is gone, left the puzzle undone. Is that the way it is? You are beautiful 9 no mailer what they say Words can't bring you down, oh no. 'Cause you are beautiful 10 in every s ingle way Yes, words can't bring you down, oh, no. So 11 d on'l yoy bring me down today No matter what we do, no matter what we say, When the sun is shining through Then the clouds won't stay And evel)"'Nhere we go the sun will always 12 But tomorrow will find a way on the other side.

shine

'Cause we are beautiful 13 no mailer what they say Yes, words won'l bring us down, oh, no. We are beautiful 14 no mailer what they sa y Yes, words can't bring us down, oh , no. So 15 don 't you brillg me clown today .

b In groups, discuss these questions. 1 What is the song ahout? Z Why does the subject pronoun change from ''I'' in the first verse and chorus to "you" in the second verse and chorus and then to "we" in the iast verse and chorus?

4 Finishing off Discuss those questions. 1 Do you like the song? If yes, what is it you like? lfnot, what don't you like about it? Use the ideas on the right to help you. Z There is an expression in English: Slicks and stones con breok your bones but words can never hurt YOII. How much do you agree with this? Can you think of any occasions when words havo hurt you or someone you know?

GLOSSARY

wonhIlyria sI"_'' ""'"

.........

to bring someone down to depress someone. to be delirious 10 think or talk in a confused way because you are menIally or p hysically ill. to be consumed in all your doom to feel thaI your situation is so terrible thai you can only feel negative about everything.

Instruments

Beautiful

I'll Be There For You by the Rembrandts

Fr iends "Friends" is about a group of six young New Yorkers who share apartments and 1

hang

out in the

same toffee shop_ They don't seem to have very much in 2 common . Monica, for instance, is a chef,

while her brother, Ross, is a paleontologist. The other characters have jobs ranging from massage therapist to soap opera actor. Over the years, their relationships have their ups and 3

downs

• From time to time, two oflhe friends

have a 4 fight and 5 fall out but before long, you know they're going to 6 make up and become friends again. In fact, two of the characters, Monica and Chandler, get married, while two others, Ross and Rachel. have a baby together. II looks as if Joey and Phoebe will never rea lly 7 settle down. either in their careers or private lives. But one thing that is constant throughout is their friendship. Each one of them knows that if they are down, there wi ll always be someone 8 tbere for them.

1 Getting started a Read this text about the American comedy series "Friends" and fill in the blanks. You can use the words in the box below or your own ideas. settle figh t fall bang there make downs common b Write down the names of two or three of your closest friends. Read the questions and pick four that you'd like to talk about. Think about what you can say about the friends you've chosen. 1 Do all your friends know each other or do you have separate groups of fri ends? 2 Are your friends male, female . or both? 3 Do you have a different relationship with your male and fema le fri ends? 4 How did you meet them? 5 What do you have in common with your friends? 6 Where do you usually hang out? 7 Have you ever really fallen out with any of your fri ends? 8 What kinds of things have you had fi ghts about? 9 How did you manage to make up with them? 10 Have you ever dated any of your fri ends? c In pairs, talk about the questions you chose. Ask and answer the other questions if you want to. Song2

111Be There ForYou

\........I

2 Listening for gist '-- ~ T hese sentences about the song are in the right order, but some of them are not true, Listen and put ur" next to the true sentences and "F" next to the false sentences, The first two have been do ne fo r you as examples. 1 Everyone told you life wou ld be like this.

2 You do n 't like you r job.

J

T

3 This was a great year for you, F

4 I'll always be your friend. T 5 6 7 8

I know you' re my friend. T You're lale for work. T Everything's fine today. F I'm an easy person to undersland . F

3 Listening for detail ~ Read the words of the song and then listen and fill in the blanks.

I'll Be There For You So no one told you 1 life was gonna be this way. Your job's a joke, you're 2 broke your love life's D.D.A. II's like you're always 3 stuck in second gear. And it hasn 't been your day, your week, your ffiDflth, or even your year, but .,. stands for 'dead on arrival' , In other words, your love life is a disaster!

I' ll be there for you pour When the rain starts to 4 I'll be there for you like I've been there 5 before I'll be there for you 'Cause you're there for me 6 too You're still in bed at ten and work began at 7 eight You've burned your breakfast so far, things are going great. Your 8 mother warned you there'd be days like these. But she didn't tell you when the world has brought you down to your 9

stuck in secon d gear This is 8 driving metaphor. You can only go very slowly in second gear! So if your life seems to be going nowhere, yo u could say you're stuck in second gear.

knees

Chorus No one could ever 10 _--" kn ~o ~w ,,:-_ me, no one could ever see me. Seems you' re the only one who knows w hat it's like to be me. day with, make it through all the rest with Someone to face the 11 Someone I'll always 12 laugh with. Even at my worst, I'm best with you. Yeah! It's like you're always stuck in second gear. And it hasn't been your day, your week, your month, or even your year. but .. ,

Chorus singer's voice

4 Finishing off Discuss these questions. 1 Do you like the song? if yes, what is it you like? lf llot, what don't you like about it? Usc the ideas on the right to help you. 2 Have you heard it before? If so, how m uch of it di d yo u un derstand before?

images central message music

instruments........

Song 2

Cry Me A River

by Justin TImberlake

1 Getting started a Match the firs t and second halves of thase sentences. 1 He really burned his br idges when he left the company when he - -___

a so can', we go back to the old one?

2 She's really blown her chance of b th e job 3 This new computer program is c rea lly messing with my head, 4 J bet he's going to give the job to d And rea; in fact I'm sure of it because 5 My whole world came crashing e down when I lost my job · ~

she's always been his favorite !

told his colleagues exactly what he thought ofth em. by arriving late for the interview. "'-'

it's a mystery to me.

6 Can you find out why the Intern~ f it meant everything to me. isn', working because b Guess the meaning of the words in bold from the context. c Now check your answers by matching the expressions in bold with the correct meaning below. a to get information 6 b to seem as if it has been destroyed 5 c to waste an opportunity 2 d to be sure of something 4 e to be driven crazy by something/someone 3 f to make sure there is D O chance of going back 1 d In the sentences above. the context is work. Now, with your parlner, use the same expressions to describe a relationship. For example, you could say: I bet my brother's going to marry his girlfrie nd. I saw them looking at rings in a jewelry store.

2 Listening for gist ~ You're going to listen to a song in which a guy tells a girl about their relationship. Listen and circle the correct answer for each of the questions below. 1 Whose plans were destroyed? 2 Who fo und out about them? 3 Who burned their bridges? 4 Who wasted their opportunity? 5 Who cried a river before? 6 Who's going to cry a river now?

5ong3

Cry Me A River

h is~

9

/ hcr

him.-€D

him~ CE!9'her hi ~

'-../

3 Listening for detai l ~ Complete the SOilS with the words in the box. Then listen and check.

leaving sad other refuse earth a lready talked honesty alone turn

Cry Me A River You were my sun; you were my 1

earth

But you didn't know all the ways I loved you, no. 50 you took a chance, you made 2 other plans. But I bet you didn't think the thing would come crashing down, no. You don't have to say what you did, 13 already know, I found out from him. Now there's Just no chance, for you and me, don't let that be. And don't it make you sad about it. You told me you loved me. Why did you leave me, al l 4

alone

7

Now you tell me you need me when you call me on the phone. Girl, I 5 refu se : you must have me confused w ith some other guy. Your bridges are burned and now it's your 6 turn to cry. Cry me a river. Cry me a river, Cry me a river. Cry me a river. You know that they say some things are bener left unsaid. But it wasn't like you only 7 talked to him and you know it. (Don't act like you don't know it). AU of the things people told me keep messing with my head . You should've picked B honesty ; then you may not have blown it. Chorus (Oh) The damage is done so I guess I be 9 leaving You don't have to say what you did, I already know, I found out from him . Now there's just no chance, for you and me, don't let that be. And don't it make you 10 sad about it. Cry me a river Go on and just cry me a river 'Cause I've already cried Cry me a river yeah yeah Ain't gonna cry no more, yeah yeah

4 Finishing off Discuss these questions. 1 Do you like the song? If yes, what is it you like? If not, what don 't you like about it? Use the idoas below to help you.

Images

central mess.

musk:

instruments

Z Imagine that you wore one of the singer's closest friends. What things could you say to him to mako him feel beller?

Don't Let The Sun Go Down On Me by Elton John

1 Gett ing started a This song was a big hit for Elton John and George MichaeL Toll your partner anything you know about these Iwo s ingers. b The six highlighted words in the sentences below are all in the song. Before you listen to the song. read the sentences and then match the words with the correct definitions below, 1 Sorry I'm late. I wenl to the wrong street - I must have mis rea d the address. b 2 Pi ease do not discard food containers Oil the beach. e 3 Unfortunately, his broken leg look several months to hea l. r 4 A fr agment of a lost Shakespeare play has beon discovered in tho British library. a 5 Don', dry your now I-shirt in the sun - the colors will fade. d 6 We don', need a map. We're just goi ng to wander around tho city for a few hours. c

a a small piece b read incorrectly c to walk without any direction or fixed purpose d become weaker or less bright e throw away f become we ll or whole again c The tit le of the song you are going to hear is "Don't Let the Sun Go Down On Me". Thinking ahout the six words in exercise l b and the title. how might they be connected with a song abou t a relationsh ip? For instance, how could " misreading" be a problem in a relationship?

2 Listening for gist ~ a Listen and put the pictures in the order you hoar them mentioned in the song. For exam ple, if you hoar about a door being closed first. then write the number 1 next 10 that picture. h Having listened to the song once. did YO ll learn anythi ng else about what the singer means by the phrase "Don', leI the sun go down on me"?

5ong4

Don', leI The SUn Go Down On Me

©.

3 Listening for detail ~ a Read tho words of tho song and then listen and fill ill the blanks.

Don't let The Sun Go Down On Me I can't light no more of your 1 darkness . All my pictures seem to fade to black and white tired and time stands still before me I'm growing 2 Frozen here on the :3 ladder of my life. Too late to save myself from 4 falling I took a chance and changed your way of life But you misread my 5 meaning when I met you Closed the door and left me blinded by the 6 light

Don't let the sun go down on me 7 Although I search myself, it's always someone else I see

I'd just allow a fragment of your life to wander 8 free But 9 losing everything is like the sun going down on me. I can't find, oh. the right 10 romantic line But see me once and see the way I feel Don't discard me just because you think I mean you 11

But these cuts I have they need 12

love

harm to help them heal.

b Find tho six words you made predictions about in Exercise t c. Were your

predictions right? What con nection do the words have with the relationship described in the song?

'---

4 Finishing off a Do you like the song? If yes. what is it you like? If not, what don't you like about it ? Use the ideas below to help you. words/tyrks images

rhythm

stnger's voke cent,al message

music

chorus instruments

b The expression, "Don't lot tho sun go down on me" cou ld mean "Don't tako away a ll hope", Hero are other expressions in English abou t "light"

and "hope". There 's /iSht at the end of the tunnel. Look on the hrisht side. The dorkest hour is just before the dawn. Where there's life, there's hope. c Do you have similar expressions in your language? Tell your partnor about a time whon you needed to use or hoar one of these expressions.

The Logical Song by Supertramp

o

1 Getting started "Tho Logical Song" is about how education in general and sch ool

educalion in particular can shape our personality and limit our individuality. Here are some opinions about this subject. Ch~~ the box thai represe nts yOW" op iniOn for each sontence. T hen compare and discuss your answers with your partner.

2 Listening fo r gist @ Tho song examines diff~rent slages

o 0 o

o

0

o

0

o

o

0

o o o

0

o

in the si nger's life. Predict the order of these slages and then listen to the song and check yo ur answers.

III

The singer becomes angry and rebellious.

CD The singer is happy and open to his world. !II T he Singer begins to question his education . W Tho singer is sen t to a school where he is socia lized .

50095

The logicol Song

School days afe the best days of your life.

0

o

0

o

0 0

o o

0

o

Children should be free to study what and when they like.

..........

The mai n purpose of school is to preserve the status quo. It is n't the role of a school to teach children what's right and wrong. Schools give children the discipli ne they need to beco me useful of society. AU good schools help chitdren to discover and develop their creativity.

GLOSSARY 10 preserve the sta lus quo to keep things the way they have been traditionally.

..........."

3 Listening for detail a There are II number of adjectives inlhc song. Before you listen 10 it again. complete the sentences below with the most appropriate adjectivo.

responsible dependable presentable practical cynical absurd 1 For goodness' sake, put on a clean shirt! You've got to be presentahle for tho interview. 2 Don', be so cynical . Thoro's somo good in everyone, you know. 3 Ms. Thornton is a vcry dependable employee. In the ten years that she has worked with the bank sho bas never been lale fo r work. 4 J wish you were a bit more responsi ble about your work: you just don't

seem to care. S lie's 8 good candidate on papor. but he doesn't have much practical expericnce in everyday business. G YOli expcct me to bolieve that your dog ate your homework!? Marlin, that is completely a h!>urd ! ' - ' ~ b Now liston to lho song and numbe r tho words in the box above in tho ordor you hear thom in the song. ~ c Now read lhe song and check your answers. Then listen to the song again 'and fill in the blanks.

The Logical Song When I was young, It seemed that life was so wonderful, a miracle, oh It was beautIful, 1 magical [ And all the bIrds In the trees, well they'd be sInging so happily, Joyfully, oh, playfully 2 watching mel But then they sent me away 10 teach me how to be 3 sensible , Io9l
4 Finishing off Discuss these questions. 1 Do you like the song? If yes, what is it you like? if not, what don't you like about it? Usc tho ideas on the right to he lp you. 2 Tho song takes a very nogative view o f growing up and education. But what do you think? Discuss with your partner whether any of tbese sentences wero true for you or someone you knew. I cried a lot when I first wont to school. I was more creative as a child Ihan I am now. We wera made 10 feel responsible for our own learning. It was hard 10 get inspired at school - the leachers wera too cynical. We learned plenty of practical subjccls at school- it wasn'l just inlcllcclunl stuff.

1 Getting started a Look at this list of words commonly used when talking about the music world. Check that you know all of them. singer/songwriter studio label charts track album touring stage musicians copies gig/concert band/group awards fans b Read this short article and complete the text using some of the words from Exercise la.

GLOSSARY

the Grammy Awards (he mosl important annual awards gi ven to performers and music writers by the American Music Industry.

Norah Jones is the daughter of one of India's most famo us 1 musicians , Ravi Shankar. However, she has never lived in India. She was brought up by her American mother in Texas, but it seemed t hat music was in her blood. She began si nging in church when she was five and took up the piano two years l ater. gig on her 16th She played her first 2 birthday an d went on to win a number of special 3 awards for her jazz singi ng. In 1999, she moved to Manhatta n and start ed pl ayi ng wi th a 4 group called "Wax Poetic", but soon formed her own group. In 2000, they were signed by America's most famous jazz 5 label

"B lue Note" and recorded their first 6 album Come Away With Me. This was an incredible track ,ColT' ~ worldwide success and the title 7 Away With Me was one of the most played songs 0 . ........... the year. She went on t o sell nea rly 2 0 million albums in the fi rst t wo years and won eight Grammy Award s. -......... In 2004 , Jones foll owed t his up with the album , Feels like Home, which went straight to the top of the 8 charts in 16 different countries. Since ____ then, this talent ed 9 songwriter hasn't stopped singi ng her unique blend of country, jazz, and blue ~

c You're going to listen to one of Norah Jones' most famous songs, Come Away With Me. All of the images on page 145 are mentioned in the song. Before listening, make up a short story with your partner including all the pictures. When you're finished, tell some other students your story. Which story is the most romantic / the strangest / the most original?

Song 6

Come Away With Me

2 Listening for gist Now listen to the song and put the pictures in exercise lc into the order you bear them. For example, you'll hear ''I'll write you a song" first, so write " 1 " next to that picture. b Wbafs the relationship between the singer and the person she's singing to?

3 Listening for detail ~ a Read the lyrics and check the order of the pictures. Then listen again and

write the missing words.

Come Away With Me Come away with me in the night Come away with me And I will write you a song

Come away with me on a bus Come away with me where they can't 1 With their 2 lies

tempt

us

I want to walk with you on a cloudy day In fields where the yellow grass grows 3 Knee high So 4 won't you try to come?

Come away with me and we'll 5

kiss

On a mountain top

Come away with me And I'll never stop 6

loving

you

For I want to 1 wake up with the rain Failing on a tin roof While I'm 8 safe there in your arms So alii ask is for you To come away with me in the night Come away with me

~

4 Finishing off a Do you liko the song? If yes, what is it you like? If not, why not? Use the ideas be low to help you. Do you find any of the images in the song beautiful, original , or romantic? wordsllyrks

Images

singer's voke central message

rhythm

musK

chorus

instruments

b In grou ps. discuss these questions. 1 Who do you think ,·they" are in verse two? 2 Why does tho singer ask her lover to go away with her "in the night "? 3 Why do you th ink the lovers in the song might need to leave? 4 Do you know any stories of lovers who have run away?

... _- ,

..

Unit 7 Lesson 3 Exercise 4b Read the role your teacher gives you.

Role C : membe r of local chamber of commerce Role A: local resident You really do not want the hostel to be built on the land . Before the hospital was burned down, the area was very pleasant to live in. It has deteriorated over the last two years, and you think it will get worse if the hostel is built as it win attract some undesirable people. You think this will affect property prices and will become dangerous for the children in the area. The area is quite bui\t* up and you think the land should become a park, with a children's play area, and maybe a swimming pool. There is an industrial area on the other side of the city, which you feel would be a better site for the hostel. You are also personaUy worried about how this would affect the value of your property. You recognize that such centers are needed, but why on your doorstep?

Your concern is the economic weU-being of the city. It used to be a very wealthy city, but that has changed over the last ten years as a number of businesses have moved away. The area of the city under discussion is a prosperous residential area, and you feel that a commercial center, with banks, shops, and businesses would be a much better use of the site. It would encourage the wealthy residents to spend money, and as it is on the outskirts of the city, it would also encourage people from the surrounding area. You could also benefit financially from such a project as you have a building company.

Role. B: social worker

~~~:I~s~ re:1 PrOblem in the city with P two smau h:t:isT~re are currently enough beds. This ;ite ~tbithere aren't

~;~e t hostel that could tagk:~~~n~~~

e ess people. Most f homeless people d 0 the problems in the i . 0 not cause alcoholics and dr~~y~~~~r: ~re a few people would stand a '~~c~tbthese chance of 9 tf etter lived . h e mg treatment ;f they m a ostel It wo Id I that the h . u a so mean jobs and could get the city S h e wealth of also h~lp u~ou a development would fru t . r career as you are s rated In your present job.

c~~~~~:e~~of~e

Role 0 : local doctor You can't understand why the old hospital isn't going to be rebuilt. It was a small, old-fashioned hospital -and after the fire all the patients were. moved to the main city hospItal. However, the main _ hospital isn't big enough to cater for the whole city, so another hospital is needed, and there is now the opportunity to build one that is -bigger and more modern, and which could have specialist units. Furthermore, a new hospital would "benefit you personally as your office would probably be incorporated "into the hospital.

Unit 8 Lesson 3 Exercise 4b

Emma

You are relieved that your parents know about your hobby, but you are determined to continue it. However, you know that you are going to have to make some compromises to continue, because you need their . You also hope that they win buy you a motorcycle for your 18th birthday. You'll have to think of a couple of very good reasons why they should. Be prepared to listen to your parents' arguments and agree to anything sensible. Reassure them th~t you will continue to study and you WIll go to college . You really want a motorcycle, but you'\I wait to get a good one, and you have some money that you can contribute towards the cost.

Mother You are horrified at Emma's hobby and you're very angry that she hid it from ¥ou. You also don't like Jake, her boyfriend, whose bike she uses. You want her to stop motorcycling but you don't want to have a huge argument about it. You're worried that it's dangerous, especially racing .

Try to persuade Emma to stop racing and to go o~ the motorcycle only in safe, places, I.e. not on main roads. You re aware that she has probably not had a proper course in riding a motorcycle, and offer to pay for one before she gets a bike of her own.

Father You are also concerned about Emma's hobby, but you're not as worried as her mother. You know that Emma is a sensible girl and that she doesn't take unnecessary risks. You are worried about the cost of a motorcycle if she continues, though, and the costs of insuring it. You also feel that she should be using a small, not very powerful bike right now, as she hasn't had a lot of experience. You're prepared to pay some of the money towards a motorcycle for her birthday, but not a\1.

Unit 6 Lesson 2 Exercise 4d

Unit 7 Lesson 1 Exercise 4c/d

Read the next paragraph of the story.

Choose one part from each of groups 1. 2 and 3 to write your description.

I climbed the chain-link barrier fence while the two brothers took the tension out of the barbwire strands at the top. Enough so I could straddle the fence, get one foot on the concrete wall of the aqueduct and drop some ten or twelve feet to the bottom. Then they lowered the bikes down to me su.s~nded on their belts. We rode for miles dOw~ this grant cOrridor of cement, the wheels of our bikes bumping over the brown lines of caulking used to seal the seams. Except for those seams it was the smoothest, flattest surface I'd ever ridden a bike on.

Group 1

(Story ending: The bo% spend hours bike riding in the aqueduct and through a tunnel, and they are eventually picked up by the police and taken home.)

Group 2

'-'

Unit 6 Lesson 4 Exercise 7a Read the full version of the story of tho hitchhiker. A friend of 8 friend was driving along the Massachusetts Highway one night when he noticed a young woman walking along the side of the road. Concerned for her safety, he pulled over and asked her if she would like a ride. Without saying a word. she got into the car. As they were driving, he tried to engage her in conversation, but she remained silent and didn't say a single word during the entire journey. At the end of the Highway, he stopped at somo lights. The young woman got out of the car without saying goodbye or thanks. Thinking sho was extremely ungrateful, the man drove off and thought no more about her. A feW days laler he was cleaning his car when he noticed a purse on the floo r. Inside the purse was Ihe address of a house not too far away so he decided to return it to the young woman. when he arrived at tho house, an old man opened the door. The young man exp lained that he had come to return the purse to the young woman who lived there. The old man looked at the purse in amazement. "This purse belonged to my daughter, but she was killed in a car accident on tho Massachusetts Highway more than 20 years ago."

Group 3

Unit 2 Lesson 4 Exercise 3 A So, this question. Which of these does not go with the word white? a) meat, b) bread, c) tea, d) egg. B Well, we definitely use white with egg . e Isn't it meat? D Na, I don't think so. Chicken is white meat. e Oh, you're rii ht. A It's c, tea, right? We can have black tea, but we say tea with milk, not white tea, right? D Yes, that's right, so it's c. What's the next question? A What is the name of the sea that separates the European and Asian parts of Turkey? Is it: a) the Black Sea, b) the Sea of Marmara, c) the Mediterranean Sea, or d) the Caspian Sea? C Oh, that's difficult. I have no idea. D Well , let's try to figure it out. It isn't the Mediterranean. B No, that's right. And the Caspian Sea is in Russia, I think. What do you think, Laura? A Yes, I think you're right. So maybe irs the Black Sea? C No, I think you're wrong, Laura. I went to the Black Sea when I visited Bulgaria a couple of years ago. D So ... do we all agree that it's the Sea of Marmara? All Yes, let's put that ...

Unit 12 Lesson 3 Exercise 2c So nuclear energy will probably be finally abandoned because it is simply too dangerous. So what are the options? Fossil fuels? If we continue to bum fossil fuels like coal and oil the way we are doing now, we will have run out of them within a couple of generations. We need to look at clean, renewable energy sources like solar, wind, and tidal power. But what is the present government doing? In a word, NOTHING! And the result? If we continue like this, our future looks dark, very dark. If pollution continues to increase, our towns and cities will have a permanent blanket of pollution hanging over them. We'll be living in a world where the sun doesn't shine. We'll be living in a world where, when it rains, it will rain ACID ... acid rain. And just imagine the impact of that on the health of our children! Facemasks ... facemasks will have become common in towns and cities. Vou see cyclists or the odd person wearing a facemask today, but that's not the norm. Imagine ... a world where every living person wears a facemask. Imagine a world where every baby wears a facemask. But I'm not talking about a science fiction movie, I'm talking about your street, your town, your city ... I'm talking about your world !

We also foresee that there will be so much traffic, so much traffic, ladies and gentleman, that parking will have become a major problem. There will simply not be enough space to park your car. Parking places on the street - fulL Public and private parking lots - full! Double and even triple parking on sidewalks! And our streets will be in a constant danger of gridlock. Already gridlock is a common, everyday problem. Imagine in ten years, my friends! Just imagine. And what about genetically modified food? This government is responsible for a lack of clear policy on genetically modified food: and the way things are going, sadly, much of our food will soon be genetically modified. It may look like the answer in the short term, but what will the long-term effect be on the food chain and on the health of our people? And that's not all. The economy will continue to deteriorate and, as a result, our young people will be left without work: unemployment will have risen to alarmingly high levels, perhaps as much as 25-30%! Our only hope is a greener policy - a vote for the people party. So on Thursday, vote for us, vote for ...

Answers and scores Unit 3 Lesson 2 Exercise zb

Un it 4 Develop your writing Exer cise s b

Figure out your partner's score llnd read the analysis. Do you agree?

Compare this model paragraph with the one you have written.

Internet addict or Internet phobe? Scoring

1 a3 2 a1 3 a1 4 a3

b2 b3 ,2 b3 ,2 b2 01

"

5 a1 6 a1 7 a3

b3 ,2 b3 ,2 b 2 01

_ _ _'_ '_._

~

_ _

._ _ - -. ~ - . -1--

Ji-rwlLy, there is the quesb:on. rf fw.,edgm. and oLtgai:vm.s in tk fa-wLJi. On. """ ,",wi, _ Imngs duua. On 1M dheo-, " 1m"!!, ~. ')rkm. fw.,edgm. and ~ are nd 6aLa-need, there is cqn,f{jd. JOy exa'"rnfle, a !:ee?lL1ffY -wanis f:.o go !:o a po;.ty and tk pJ.;yenis dIJ nd -wani tIwm. f:.o ffJ. )tow can flus ccnftid be ewied. l /3df.. pa..ties -need 'WOYk. /;0 u" rel="nofollow">Ui.e:r1;a.nd the dhc:Ys peYSpx1:i've and I:d..e ~ fq,- theiy O>+n adions. .k paYenls -need f:.o 5Iurw theiy ciuld.Yen I:.Iu1l -wJh fw.,edgm. COmeS ~, so chi!d.Yen need 5Iurw paren1:s t/uU; !:ky can -manage t/uU; ~. In my w"W, the I:ee~ sIwuld.. tei1l:J-.ei.y paYems wf1ere t-ky aYe gccng, ..,.,.fll1f; k'»le !:ky ...dt niurn. fu:rme, and ask. ~ !:o go.

w

w

An a lYSis

18-21 : You're hooked on the Internet! If you don't start cutting back soon you may end up "disconnected" from the rea l world! 11-17: You have a healthy interest in information technology but you balance it with an interest in ~reallife". 7-10: Is your life affected at all by recent developments in

Information Technology? You are in no danger of getting hooked bu t it may be a good idea to explore the Internet a little more: it might enrich your life rather than limit it.

~y tkn needs !:o fuLfill theiy otligalwn. £wY]! b.'»Ie a paYe:n1 and a ciuld.'s /::rn1; is wi fmi<.e.n, freedom ...dt i~. Of cau:r!e, alL !:fu.s is ea5[ey sad I:f.an done. Hc»e-yey, by tnd and em?Y a-nd. genu..?1£ Lo-ve and wn.dedandJ.-ng fa~ can 6ecurne ewn. ~.

7k

Un it 5 Develop your learning Exercise lb Check the key to the questionnaire.

25·36: An excellent score! You're getting lots of good practice and if you

Uni t 4 Lesson 3 Exercise l b

keep doing these things your confidence can only grow. As they say, the best way to improve your speaking is to speak and you're certainly doing that . But that doesn't mean you should sit back and relax. Keep looking for ways to challenge yourself.

Look at the analysis for your score. Do YOli agree?

Your score

13-24: You're doing a lot of things riglit. Congratulations! But don't stop there. There are still opportunities to take. Look down the list and see what you can work on . And although having imaginary conversations with yourself in English may sound half crazy, it does work. So build on the good work you're dOing!

M ostly a: you're a fa ir-weather friend, You use your friends and see them when it suits you, but drop them Quickly if you no longer want their friendship. Do you have any old friends?

Mostly b: you're a very good friend. but you're probably not quite as honest In friendships as you should be. You don't say what you think. so people don't always believe what you say.

0-12:

Mostly c: you 're a great friend. You probably have a lot of close friends because you are very caring and loyal. You make friends easily and keep friends fOl" a long time.

Things aren't too bad and can only get better. Most people feel uncomfortable speaking in a foreign language but one thing is for sure - it will only get better if you work at it. Start by speaking more in class. You can also record yourself speaking English or have imaginary conversations ;n English. It rea lly helps. So start today - life's too short to miss opportunities and you never know where English could take you. Good luck!

U n it 4 Lesson 4 Exer cise 38 Check your answers

ami re"d the analysis for you.

Un it 7 Lesson 3 Exercise lc Read the analysis for your score. Do you agree?

Analysis a - O b- I c - l a -I b- O c - l a-O b - I c - l

a -I

b - l

a-I

b- I

c - O c - O

a -O

b-l

c -I

Analysis 0-4:

You haven't learned how to be assertive, have you? You shou ld take credit for the work you do and make more of your career opportunities. Don't let people take advantage of you _

5-6:

You have your beliefs and you stand up for them, but you also respect the rights of others to express t heir views _You've gotten a good balance into your life.

7· 12. You've become a bit too aggressive: it's good to be confident but you should try and show more consideration for other people's feelings and views.

G-8,

Well, you're very honest (If you've answered the quiz honestly, of courser). Lying or cheating really isn't your thing, is ttl Good for your 9-19: You have been known to lie or try to cheat the system a IJttle, but who hasn't' There may be the odd occasion when being a little dishonest Is acceptable, but don't do it very ottent 20-32: Have you really told the truth in answering the questions or is that not In your nature' Your score suggests that you think nothing of being dishonest - but what do other people think about this! Unit 9 Lesso n 2 Exercise lb Check your ans wers to th e 1.Q. puzzles.

1 c 2 d 3 b 4 The man is very short and can't reach the bulton for th e 10th floor.

Communication activities

149

Student A Unit 2 Lesson 1 Exercise lb Read the text about SlIlma Hayek's cnrl y life. Complete the graph.

® soap opera

®

went to

university

became an

","""

good

bad

moved to LA

CD

®

boen

went to school in Louisiana

1966

kicked out

®

of school

dropped out of university

Livin' the Vida Loca

5alma Haye k is the first Mexican actres~ to Hollywood movie star Since become a R' Ha ek was bom in Veracruz, Dolores De lio. Y 2 1966 He r parents M 'co on Septem ber, . eXI, a rivate Catholic school in

sent her to

P

11 The school

Louisiana whe n she was

•

. behave

expelled h e r because she used to mls constantly. and so she had to return

t 0

Mexico. In college she stu

d' d Intemational Relations Ie

d

h

but she didn't finish her studies; instea • ~ e d out with the intention of becoming droppe arents didn't agree at fi~st, an actress. Her p ' d to goong h Hayek wasn t use bU~i:~~hh:~gparents' wishes, she ~ollo",:ed ~er

~;stincts. Her first break w;S gett~~;~o:ul: i~

local theate r, which didn t pay . . Then she got a starrmg was good experience. The role in a popularTV soap opera. Tereso . . Hayek famous m shoW'S success ma d e . Mexico. Despite her success, she deCided to quit the show and to move to L.A. to make a career in Hollywood.

150

Unit 8 Lesson 2 Exen::ise 1 b Read the text about ka rate. then go back to page 82.

karate

Martial arts:

Karate is a form of martial art originating over two thousand years ago in India. However, it is now known as a Japanese martial art: it was brought to Japan via China and became established there in the 17th century. The word karate means "empty hand", which describes the open hand technique used now - the sport used to involve closed fist fighting before it evolved into its present form. The aim of karate is to be in total control of the muscles in your body so that you can use them with force and accuracy. Experts often break objects to show mental and physical training but when

they fight, their blows do not make physical . The sport is based on attacks with the feet or the hands, but the force and momentum comes from the hips, so good balance and hip rotation is everything. Many people take up karate as self-defense, although for many others the martial art and the philosophy behind it form a way of life.

GLOSSARY

GLOSSARY

misbehave act in an unacceptable way

martial to do with war or fighting

instincts natural feelings

momentum the rorce thai keeps something moving

Communication octivities

StudentB U nit 2 Lesson 1 Exer cise 1b

Read the text and complete the graph about Sa1ma Hayek's life after sho moved from Mexico to the U.S.

® Dogma

learned to drive

Despemdo

The Faculty

@

®

Frida was a huge success

®

®

good

learned bad

English From Dusk TIll Dawn bombed

Wild Wild West

Unit 10 Lesson 3 Exercise 311

Livin' the Vida Loca Although Hayek was use d to considerable success and fam e in Mexico, she decided not to pursue her career immediatety in LA. On th e contrary, she used to avoid the movie crowd when she first arrived there. Instead, Hayek spent her first yea r learn ing English and sh e also learned to drive. The actress got her first big break in 1991 when she starred in My Crazy Life. He r next moyie Desperado, which starred Antonio Banderas I put Haye k on the Hollywood map: oUnfortunately, the movie that followed. From usk. Till Dawn ( 1996). bombe d at the box. office. The Faculty (1998). a tee n thriller, did muc h be ~ter. and Dogma (1999), was a success With both critics a nd audiences. In the sam e year, Haye k had a starring role in Wild Wild Wen. which a lso starred Will Smith a n~ Kevin Kline. Unfortunately. the film was a disaster. In late 2002, Haye k released Frida base d on the life of the fa mous M exica~ painter, Frida Kahlo. The film wa s a huge success in the U.S.

GLOSSARY pursue to follow a courso of action bomb (in this context) to be a failure

Road th e arguments against GM foo d and complete the table on page 106.

GM food: the arguments against Although we haven't proved that ~M ~~ps are dange rous, there is an unp redIctabIlity and uncertainty in genetic modific3tion because of a 13Ck of knowledge about how genes work. We 3re not saying that all GM cropS arc dangc rous. They won't be. BUI we must ha\"C 3 right to look carefully al those that are da ngerous. We want 3 global ban on GM . I s, which is why wc muSI find alternatives. For Uta . example, biotechnology provides resistance to certam insects but only for 3 period of, say, five years ..The alternative is to plant a kind of grass that gelS nd of the insects. This was done with corn and the crop doubled, and the grasses were used to feed anim~ls. T h is solution used local materials, not expensIve technology. Grecnpeacc says food supply is nOI the issue. ~ unger in the world is to do wi th mo ney. Even dun ng the famines in Ethiopia, the government exported f~ from there because that was the way me economiC ". d Th,-', systcm \\-"O,,,e. •... ne\"er been a serious faminc in any country whcre merc·s been a democracy. ~e GM solution is 3 quick, tcchnical solution thai wlil lead to orner problems later. There are other \~ays that can acmallY provide a better long-term solunon.

GLOSSARY

biotechnology science basad on cells and bacteria ban stopping someone from doing something

Communication aetMties

151

Units 1 &2

Beautiful Lead in

by Christina Aguilera

Bring in your own pidures of beautiful people and things: pop and film stars; locations in students' countries; etc. Use these pictures when doing the group work task in exercise 1 .

1 Getting started Put students in groups of four or five to do the task in Exercise 1.

2

Listening for gist Read through the questions in Exercise 2 carefully as a class. Play the song. Ask students to listen and choose the best answe r.

3 Listening for detail Play the song agnin. Ask students to listen and complete the lyrics. You may need to play it more than once. or piny and pause. Let students check their answers in pairs. Preseillalion

• 1Iemative

If students have problems hearing the missing words, write them at random on the board. Students have to listen and "choose" the wo rd they hear.

Put studen ts in groups of four or five to discuss the questions in Exercise 3b. Answers: The song is ahout how everybody is beautHul inside, and should have the confidence to feel beautiful, even if other people are criticizing them. In the first verse the singer is singing about how she feels. ("ugly" and as hamed because she's famous and has too much exposure). In the chorus. she is speaking directly to the people listening to her. and saying tbat they should feel beautiful. too. In the last verse and chorus, she is saying that everybody shou ld feel confident about being positive and "'beautiful".

4 Finishing off Discuss lhe questions in Exercise 4 as a class. Addiflonol activity

What makes a person beoutifvl? Ask students to work in small groups to make 0 list of five or six things thot make a person beautiful inside and/or outside.

~~---------------------------------------------------, Don't look at me Every day is so wonderful then suddenly, irs hard to breathe. Now and then t get insecure from all the poin. I'm so ashamed. I am beautiful no molter what they soy. Words con·t bring me down. 10m beautiful in ~ery single way. Yes, words con't bring me down.

You ore beautiful no molter what they soy. Words can't bring you down, oh, no. ·Couse you ore beautiful in ~ery single way. Yes, words can't bring you down, oh, no. So don't you bring me down today. No molter what we do, no molter whot we soy, When the sun is shining through Then the clouds won't stay And ~erywhere we go the sun will always shine. But tomorrow will find a wayan the other side.

So don·t you bring me down today.

To all your friends you're delirious. So consumed in all your doom. Trying hard to fill the emptiness. the pieces gone. teft the puzzle undone. Is that the woy it is?

Song 1

T 134-13S

Beautiful

'Couse we ore beautiful no molter what they soy. Yes, words won't bring us down, oh, no. We ore beautiful in fNCry single way. Yes. words con·t bring us down, oh, no. Sa don·t you bring me down today.

Units 3 &4

I'll Be There For You

by The Rembrandts

Ask students what they know about Friends. Ask What are the names of the characters? What do they do? Can you any words from the theme song?

Lead In

1 Getting started Ask students to complete the text with the words in the box. Let students check their answers in pairs before discussing as a class.

Vocabulary

Vocabulary connected with friends: share on apartment = live in the same apartment

hong oul (with friends I in cofesl = spend lime together fall oul = hove an argument and slop being friends make up = apologize and be friends again sett!e down = stop being young and "free" - and get married, have babies, buy a house, etc.

Give students three or four minutes to prepare answers to the questions they have chosen. Then put them in pairs to discuss their answers. In the , ask three or four students to tell the class what their partner told them.

2 Listening for gist Ask students to read through the statements carefully. Play the song for Exercise 2. Ask students to listen and write T or F.

@

3 Listening for detail Ask student to read the words of the song carefully, and fill in any blanks they can . Play the song again. Ask students to listen and fill the rest ofthe blanks.

~

4 Finishing off Discuss the questions in Exercise 4 as a class. Addi1ional acIivity

A friend is .. . Ask students in pairs or small groups to complete the sentence starter above in five different ways. For example, A friend is someone you can trust, A friend is forever, etc. Ask students to share their ideos with the class.

6S~-------------------------------------------------------------------, So no one told you life was gonna be this way. Your job's a joke, you're broke, your love life's D.OA Irs like you're always stuck in second gear. And it hasn't been your doy, your week. your month, or even your year, but . rll be there for you When the rain storts to pour I'll be there for you Uke rve been there before I'll be there for you 'Couse you're there for me too. You're sfill in bed ot ten and work began at eijght. You've burned your breakfast so far, things are gOing great.

Your mother wamed you there'd be days like these. But she didn't tell you when the world has brought you down to your knees that .

I'll be there for you When the rain starts to pour I'll be there for you Uke I've been there before I'll be there for you 'Couse you're there for me too. No one could ever know me, no one could ever see me. Seems you're the only one who knows what irs like to be me. Someone to face the day with, make rt through all the rest with

Someone rll always laugh with. Even at my worst, rm best with you. Yeah! trs like you're arways stuck in second gear. When it hasn1 been your day, your week. your month, or even your year, but . I'U be there for you When the rain storts to pour 111 be there for you Uke I've been there before 111 be there for you 'Couse you're there for me too.

I'll Be There For You

T 136-137

Song 2

Units5& 6

Cry Me A River by Justin Timberlake Lead in

Write Cryan Ihe board. Ask When did you losl cry? Whot kinds of things make you cry? What do you think

Cry me a river means?

1 Getting started Ask students to match the sentence halves and then check their answers in pairs. Elicit responses from the class and discuss the answers to Exercise 1 a to le. Idioms

You could explore the idiomatic nature of some of the language In . For example, ask. What does burn bridges literolly mean? Why is il a good metaphor for saying you can', go bock? Ask students how they would express the idioms in theif language. Ask students in pairs to try to use the vocabulary in the context of relationships. As you elicit answers, note some good contextuaiized examples of the language and write them on Ule board .

2 Listening for gist Read through the questions carefully. Play the song for Exerc;ise2 . Ask students to listen and circle the correct answer.

3 Listening for detail Ask students to try to complete the song with the words in tbe box. Let them discuss ideas with a partner.

~

Play the song again. Ask students 10 listen and check.

Note

Before they do the lask. point oul to students thai. here. refuse is a verb.

4 Finishing off Discuss the questions in Exercise 4 as a class. Additional acttvity

'"

Rale·play one of the situations suggested by the song: friend trying to make singer feel better; singer telling boy/girlfriend why the relationship is over. ~

You were my sun; you were my earth. SUI you didn't know oillhe ways I loved you, 1"\0. So you took a chonce, and mode other pions. But I bel you didn1 think your thing would come crashing

down, no. You don', hove to SCI'i, whot you did, I already know, l lound CUI from him. Now there's just no chance, for you and me, there11

.,.....be. And don't it make you sod about it. You tokl me you loved me. Why did you leave me, all alone? Now you teH me you need me when you coil me on the phone. Girl. I refuse; you must hove me confused with some ather guy. Your bridges were burned

5ong3

T138·139

and now it's your turn to cry. Cry me a river. Cry me a river Cry me a river Cry me a rivef You know tho1 they SCI'i some things ore betrer left unsoid. ~ WOSI"I11ike you only talked 10 him and you know it. 1000l ad like you don" know it). All of these thilgs people lOkI me keep messing with my head. [Messing with my head) You should've picked honesty, then you may not have blown it. You don·t hove to SCI'i, whot you did, (Danl hove to soy. who! you didl I already know. I found out from him. II already know, uh) Now there's just no chance, for you and me, there11

Cry Me A River

never be. INa chonce, you and me) And don'l it make you sod about it. You told me you loved me INtrv did you leave me. all olooo?

!AI olonel Now you tell me you need

me when you call me, on Ihe phone. !When you call me on the phone] Girt, I refuse; you must hove me confused with some other guy. lrm not like them baby) Your bridges were burned and ncm irs your tum Itt's your turnl To cry. Cry me a river IGo on and just) Cry me a river IGo on and jus!I Cry me a river IBaby go on and just) Cry me a river yeah, yeah

Oh the domoge is done so I guess I be leaving. Oh the damage is done So I guess I be leaving. Oh

IOhi The domoge is done So I guess I be leaving. Oh

IOhi The damage is done So I guess I be ... leaving. You don" hove 10 sa(, who! you did, lOon" hove to sa(, who! you did) I already know, I found ou1 from him. II already know! Now there's just no chance, for you and me, there'll

""""' be.

INa chance, you and mel And don't it make you sod abou' it. Cry me a river IGo on and lustl

Cry me a river IBoby go on and justl ~ Cry me a river rfou can go on and just) Cry me a rivef, yeah yeah

Cry me a rivef IBoby go on and jus!) Cry me a river IGo on and just! Cry me a rivef ICouse rve already cried! Cry me a river, yeah yeah IAin1 gonno cry no more, yea·yeol

Cry me a rivef Cry me a rivef, oh Cry me a rivef, oh Cry me a river, oh Cry me a river, oh (Cry me, cry me) Cry me a river. oh

(Cry me. cry me) Cry me a river. oh (Cry me, cry me) Cry me a river, oh ICry me. cry me)

Units 7 & 8

Don't Let The Sun Go Down On Me by Elton John Bring in pictures of. or CDs by. Elton John andlor George Michael. Use these 10 elicit ideas and information about the singers.

Lead in

1 Getling started Elicit as much information about George Michael and Elton Jobn as you can from students. Culture note

E1ton John Ellon John was born in England in 1947. His feol nome is Reginald Dwight He become famous in the 19705 when. writing with Bernie Toupin, he hod a 101 of lop len hils, including Rockel Man and Crocodile Rock. He is famous for his outrogeous clothes and glosses. His most famous song is CondIe in the Wind. He was knighted in 1998, so he is Sir Elton John. Geof'ge Michael George Michael was born in london )0 Greek parents. His real name is Giorgos Kyriatou Ponayiotou. He become famous in 1982 when he and his friend Andrew Ridgley hod lOP len hils as the pop bond Whom! His best-known albums are Faith and Older.

Ask students in pairs to match the words to definitions. Ask students to discuss how the words might connect to the song in pairs. Monitor and prompt. In the feodback. encourage students to share their best ideas.

2 Listening for gist Ask students to look at the pictures in pairs, and tell each other what they think might be happening in cach. Play tho song and ask students to listen and order the pictures. Have a brief d iscussion in about what the title ofthe song might mean. Answer:

~

"The sun going down" here means the end of the relationship - if the singer's lover does not return. then it will be like the night falling.

3 Listening for detail Ask students to road the song carefu lly. and see if they can or guess the missing words. Play the song again. Ask students to listen and fill in tho blanks.

~

4 Fi nishing off Discuss lho questions in Exercise 4 as a class. Ask students in groups of three to think of a singer or bond they know well, and prepare to present a brief description under these headings: childhood

influences

career

songs

Additional activity

gossip

Ask one person in each group to make the group's presentation.

~~,,-------------------------------------------------------------------, ,..

I con'tlight no more of your darkness. All my pictures seem 10 fade to black ond white rm growing tired ond time stands sUIl before me

Frozen here on the ladder of my life.

Icon1 find the right romantic line But see me once and see the W!rf I feel Don1 discord me just because you think I mean you harm Butlhese cuts I hove they need lave to help them heal. Dh. don11et the sun go down on me

Too lale to save mysell from falling I look a chan<:e and changed your way of lile But you misread my meaning when I met you Oosed the door and left me blinded by the light

AIIhough I search myself. irs always someone else tholl see I'd just allow a fragment of your life 10 wander free 'Couse losing everything Is lik.e the sun going doWTl on me.

Don'tlel the sun go down on me Although I search myself. Irs always someone else I see I'd just allow a frogment of your life to wonder free Bullosing everything is like the sun going dOWTl on me.

Don·t let the sun go down on me Allhough I seorch myself, irs always someone else Iholl see. I'd just allow a frogmenl of your life 10 wonder free. baby, oh. 'Cause losing everything is lik.e the sun going down on me.

Don·t let The Sun Go Down On Me

T 140-141

Song 4

Units9& 10

The Logical Song Lead in

by Supertram p

Write -able, -ible, and -af on the board. Ask students in pairs to write as many English adjectives as they con thol end with these suffixes in one minute. Find out which pair gal the most, and ask them to read out their list.

1 Getting started Ask students to complete the questionnaire, and check their answers with a partner. Elicit answers from the class and find out who believes school is useful and who thinks it is harmful.

2

Listening for gist Ask students to decide on the order of stages. Then play the song so that students can check their ideas.

3

Listening for detail Once students have completed the sentences in Exercise 3a with the adjectives, play the song again. Ask students to number the words in the correct order. Let students read thro ugh the song to check their answers. Play the recording again. Ask students to fill in the blanks.

Pronunciation note

Note that the stress goes on the syllable just before -ible or - oble.

4 Finishing off Discuss the questions in Exercise 4 as a class.

Addltionalocttvity

Ploy -guess the word." Divide the class into groups of six. Divide each group into two teams of three. Ask each team to choose four -ible, -able, or -a/words from the lesson. or words they come up wi fh in the lead in. They have to write a sentence fhat defines and contexlualizes each word they hove chosen. They read their words aloud to the other learn in Iheir group, who have to guess which word they are describing.

-

~8

When I was yaung, it seemed that life was so wonderful. a miracle, oh it was beautiful, magical! And all the birds in the trees, well they'd be singing so happily, joyfully, playfully watching me! But then they sent me awoy to teach me how to be sensible, logical. responsible, practical. And then they showed me a world where I could be so dependoble, clinical, intellectual, cynical. There are times, when all the world's asleep, the questions run 100 deep for such a simple man. Won', you please, please tell me what we've learned,

Song 5

T142-143

The logical Song

I know it sounds absurd, but please tell me who I am. Now, watch what you say or they'll be calling you a radical, a liberal, a fana tical, a criminal! Oh won" you sign up your nome, we'd like to feel you're accep,able, respectable, presentable, a vegetable! At night, when all the world's asleep, the questions run so deep for such a simple man. Won't you please, please tell me what we've learned, I know it sounds absurd, but please tell me who 10m.

Units 11 & 12

Come Away With Me by Norah Jones Bring in a large picture or pictures of a rock band or pop singer. Brainstorm and write on the board as many words as you con connected with the subjed of rock music.

Lead In

1 Getting started Ask students to discuss the words in pairs and look up unknown words in their dictionary. In , ask questions )0 make sure students know the more djfficult words, for example: What do you call the place where bonds record musiC? (studio) Whol is a live show by a band in a bar or club called? Igigl

Ask students to complete the text with words from Exercise la and then check with a partner. Put students in pairs to create a story using the pictures. Then put students in groups of four or five , splitting the original pairs, and have them tell their group their idea for the story, Elicit one or two short stories for the class to hear,

2

Listening fo r gist Play the song, Ask students to listen and label the pictures.

3 Listening for detail Let students read through the song to check their answers. Play the recording again. Ask students to fill in the blanks.

~

4 Finishing off Discuss the questions in Exercise 4 in groups and as a class, Role-play an interview with Norah Jones. Student A is the interviewer and has to prepare questions to ask. Student B is Norah and has to read the biographical details in exercise Ib again so that he or she is ready to answer questions,

AddIIIonaI actMIy

~'-----------------------------------------------------------; Come away with me in the night Come away with me And I will write you a song Come away with me on a bus Come away with me where they con't tempt us With their lies Iwant to walk with you on a cloudy doy In fields where yellow grass grows Knee high 50 won" you try to come?

Come away with me and we'll kiss On a mountain top Come away with me And I'll never stop loving you For I wont to wake up with the rain Falling on a tin roof While I'm safe there in your arms 50 0111 ask is for you To come away with me in the night Come away with me

Come Awoy With Me

T144-145

Song 6

Quiz cards

,

Entenainment What or who was 'Pong'? (ANSWER: The first video game)

2

What kind of program has the highest audience ratings in the U.S.? (ANSWER: football)

3

What do you (aU a magazine that you read on the Internet? (ANSWER: an e--zine. The word combines two words: 'electron ic' an d ' magazine',)

4

5

6

Can you give me the name of three famous Reality TV programs? (ANSWER: Big Brother. Tem ptation Island. America's Next Top ModeL ) In the sentence The newy,papef has a massive drculiJtion, what does the word circuldrion mean? (ANSWER: The number of copies sold every day,) Name three things you would expect to see on a language

school's social program. (ANSWER: exam ples might include visits to museums. theatres. movie houses. clubs.

7

8

9

historical sights, famous places. and natural landmarks. It might also include sports and SI)Or1 ing events as welt as discos, special ceJooI'8tions such as Thanksgiving. etc.] What does DVD stand for? (ANSWER: Digital Versatile Disk) Name five different kinds of TV program. (ANSWER: talk shows, current affairs. documentaries. drama, movies, llUiz shows. etc.) Name the sport where two people wea ring special gloves fig ht each other in a ring. (ANSWER: boxing)

Words Is a tabloid newspaper small or big in size? (ANSWER: small) 2 What do you stop doing if you suffer from anorexi.3? (ANSWER: eating) 1 What do we call the father of your wife or husband? (ANSWER: father-in-law) 4 What do you call those two lines of hair above your (?yeS? (ANSWER: eyebrows) S What is the colledive name for a massive number of trees in a tropical region.....nere it rains a Iot7 (ANSWER: a rainforest) 6 'IoIhat do yo u suffer from the next day if you have drunk too much alcohoP (ANS WER: II hangover) 7 What do you call old or broken th ings wh ich are worthless? (ANSWER: junk) 8 Can you give me five different features of the human face? (ANSWER: chin, ears. eyes, eyebrows, eyelids, forehead, lips. mouth, nose) 9 lNhat is an 'Fl Student Visa' used for? (ANS\\'ER: Students who want to study in the U.s. need th is type of visa to enter and study there.) 10 What is the informal word for not having any money? (ANSWER: broke)

Wild Card People Name the lead singer of the British rock band, The Rolling Stones. (ANSWER: Mick Jagger) 2 Which famous Australian actor directed a film about Jesus Christ? (ANSWER: Mel Gibson) 3 Name five parts of the human body. (ANSWER: abdomen, ankle, armpit, bottom. calf, elbow, fingers. fist , foot. hand. head, heel. hip, knee, shin. shoulders. thigh, toes. waist. wrist.) 4 Can you name the man who developed the theory of 'multiple intelligences'? (ANSWER: Gardner) S 1Nhich disease does Muhammed Ali suffer from? (ANSWER: Parki nson 's) 6 What was the infamous couple Bonnie and Clyde so well known for? (ANS\¥ER: Robbing banks) 7 What is the opposite of an introvert ? (ANSWER: An extrovert) 8 1Nho was the infamous German leader during Wood War II? (ANSWER: Adolf Hitler) 9 According to one study, people evaluate each other using the 'three Vs'. What are they? (ANS WER: Visual (the way you look), Vocal (the way you solllld) and Verbal (w ha t you say). 10 By what name was the terrorist Inich Ramirez Sanchez better known? (ANSWER: Carlos the Jackal) 1

T 260

QuizCords

2 3 4

S

6

7

8

Stand up and whistle a song by any English-speaking group_ If you do this successfully, move fOfWard two spaces. Oh, dear! Teday's not your day. Move back two spaces. Sing a song in English or move back two spaces_ Mime this type of person - someone.....no is aggressive_ If the opposite team guesses the adjective correctly, your team can move forwa rd one square. On a piece of P
\..

--

OEtIiIoricIMocniIondeMl!xko. SAdeC.V. 2006

For Exer cise 2 on Page 114 "Port 1 Friend So what exoctly is it you do, Johnny? Is il computer programming? Johnny Sort of -I design videa games. I've been deg them since the ... I dunna ... the early days, Ihe early 80s. ThaI's a long time! Friend Yeah, over 20 years. There must have been a 101 of changes since then. Johnny You bet! I the first videa game - it was called Pong. Friend Pong!? Johnny Yeah! Anyway, il appeared in 1972 and il was pretty bosic, as you can imagine. But since then Videa games have been getting more and more sophisticated. There are so many different kinds of games now. Friend Kinds of games? What do you mean? Johnny Well, one of the most popular Kinds of videa game is the 'heroic action" game. That just means irs full of adventure and monsters and lots of pretty

violent odion. A good example 01 this type is Commando - you moy have heard of iI. Friend fr, no ... I've only heard of Tomb Raider. Johnny Some Kind of thing. Then, of course, there are loIs of sports videa g
52~---------------------------------------------------, For Exercise 2 on Page 1I4 ,. Port 2 Friend What is it that makes these video games so popular? Johnny Well, something that really allrods people to videa games is the grophks - the grophks these days are incredibly ollroctive and real. If yoU're looking for realistic entertainment. then videa games ore a good choice. Then they're simple to ploy; the instrudions are really obvious. The thing \ really like

about them is the dynamism - to me they have the dynamism of movies, but you can ploy them at horne. And they hove the power and all the color of cartoons and comic books - the use of color is fantastic. 1M above all, they involve the players in imaginative WfSo/S. In the movies the viewers are ive. but in video games they toke port, they hove on active role. Friend Mmm. I guess I can see that. But whot kind of people do they allrac!?' bel irs all ...

~53 '-------------------, For Exercise 2 an Page 114 ,. Part 3

Friend ... I bet iI's all boys and yaung guys. Johnny Well. yeah, the people who play videa games are mostly young, and they do tend to be young guys . they start from as young as six and ploy till they be
Friend Why do you think irs mostly young guys, and especially teenoge boys, who are attracted to ~ i deo games? Johnny II"s difficult to soy. I think port of it is that boys seem to be attracted to new technology more than girls. but sadly I think the things that may make them attradive to guys are the adion and the violence in so many of them. We know bays tend to be mare violent than girls . Friend Yeah. so whot oboutlhe harmful effects? You know, some people say videa games have bod effects on the people who ploy them. Do you think ...

Audiascripts

T 261

Workbook Answer Key Unit 1 Lesson 1

Unit 1 Lesson 3

Exercise 6 Conv£wsa\ll.)l'l A is about Iendi1g

Exercise 1

Exercise 1 1 hazel, 2 rose, 3 fai". 4 bkJe, 5 tar, 6 hazel. 7 blond, 8 rose

""""'"' """'Y, Conv£wsation B is about paying too

1 tie, 2 was, 3 1Ned, 4 moved, 5 hated, 6 caIed, 7 ddn1, 8 made. 9 asked, 10 like

Exercise 2 1 amm, 2 chcv1ged. 3 did, 4 fould, 5 made, 6 WI'OIe. 7 ~ed, 8 gave, 9 e rel="nofollow">!pIaned. 10 became. 11 caIed Exercise 3 Ie, 2d, 3a, 4c Exercise 4

1 didn', ~, 2 worM. 3 means, 4 gave, 5 1ound, 6 doesn't have. 7 were, 8 calls

Exercise 5 1 Bi!lie, 2 Marisot 3 MartsoI, 4 Adriana, 5 AdriMa Exercise 6 1 That's, name; 2 fri9"ds. SQ: 3 know,

rane, means: 4 1i<e, rane: 5

o::vmon, COlIltry; 6 named, aJYOIl8: 7 '/ohlal. MarisoI, mecn; 8 WhaI, S3f. name Exercise 7 I e. 2g. lb. 40, Sa, Sa, 71, 8d

Exercise 2 1 negatIVe. 2 fl.n. 3 cold, 4 dIAl, 5 QLDeI , 6 radical Exercise 3 1 happy, 2 ptXe, 3 aggressive, 4 duI, 5 respectable. 6 radcaI, 7 negalive Exercise 4 l c, 2 a, 3 c Exercise 5 1 True, 2 False, 3 True, 4 False, S

True, 6 False, 7 True. 8 True

Unit 2 Lesson 1 Exercise 1 1 was, 2 used la, 3 used to, 4 was used to, S weren1 used 10. 6 used la, 7 played, 8 scaed Exercise 2 1 used to take; 2 isn't used to gattng~: 3 used 10 hate, 'm used 10 dOIlg: 4 used to waII:: 5 used to have: 6 'm not used to ctivi'IQ

Unit 1 Lesson 2

Exercise 3 2, 3, 5, 6

Exercise 1 1 active. 2 attractl\lE!. 3 modest, 4 conservative, S romantic, 6 discipWned, 7 creatrve, 8 irritatng, 9 borI1g, 10 aware. 11 generous.

Exercise 4 SfnpIe past: yesterday, tOO roorni'g. on my lasl birthday Simple past and used to: when I was a ctWd, whef11 was 14. on my birthday, last year, al nne o'clock

Exercise 2 1 's doing, 2 know. 3 's practiCing. 4 Do you uroderstand, S like, 6 am cooI<.ng, 7 f9C0QrMze, 8 ():Ies this

Exercise 5 I C, 2 b, 3 a 4 b,5 c, 6 a 7 c, 8 b

12 ""

"""'"

Exercise 3 1 Are, waithg; 2 is annoying. 3 1m cookhg. 4 1s~. 5 are, stlXlying; 6 am WOfkng, 7 'm not dci1g. 8 are, watchi1g Exercise 4 1 Do you lke tIJS rTIOIIie? 4 He owns I'M:) ca-s. 5 I'm writJng you now to i'Mle you to dnnef. 7 I believe you den', know ead'I other. 10 Do you wn~eIse?

Exercise 5 1 False, 2 TM. 3 False, 4 False, S

True, 6 False. 7 True, 8 False Exercise 6 1 generous. 2 OI"gar1i2ed, 3 rot'l'lMtic, 4 irritatng, 5 conservative, 6 SErious, 7 active. 8 friendly

IllJCh /c( scmething.

Conversation C is about someone whO is rri:serIy, Conversation 0 is about paying too fl'k.Idl /c( a bad ~ ieI 'Ce, ConversatlCtl Eis about someone's

"""',

Exercise 7 1 True, 2 FalSe. 3 True, 4 FalSe, S TM

Unit 3 Lesson 2 Exercise 1 l allactment, 2 chat. 3 'Iirus, 4 emoIicon, 5 doY.Tioad, 6 orb, 7 internet, 8 h
Unit 2 Lesson 3 Exercise 1 I I wish I were lamous. 2 I orly I had more lriends. 3 1wish I hadn't spool aI my money. 4 If Oft.t I hadn't ooived tate. 5 I wish I had a beller job. 6 1wish I hadn't eaten so rructl! 7 If crit I had lislened in SChool. 8 If orly I hadn't beerl so stupidl Exercise 2 1 ~ 2 ~ 3 t 4 L 5 ~ 6 g, 7 d, 8 e

Exercise 3 I looked, 2 had pa.d, 3 cn.tl fly, 4 hadn't Ixu;trt, 5 ooJd, 6 hactl'\, 7 asked, 8 hadn't argued Exercise 4 I !Uprise, 2 interest 3 SU'P'ise. 4 SU'pi:se, 5 r\leresl, 6 interest 7 St,I'pise, 8 " terest

Exercise 5 I 10lII'ld. 2 graduated from, 3 Qlit, 4 opened, 5 team, 6 opened, 7 the job ,,~

I c, 2 h, 3 ~ 4 ~ 5 g. 6 d 7 a, 8 f

Exercise 4 l a 2 ~ 3 ~ 4 c , 5 ~ 6 a, 7 c, a a

Exercise 5 1 False, 2 False, 3 True, 4 True, S

False, 6 True. 7 False, a False, 9 TM

Exercise 6 1 crine, 2 M, 3 dowIioad, 4 bg off. 5 aash. 6 file, 7 Wus, a allach'nenl

Unit 3 Lesson 3 Exercise 1 1 ~ 2~ 3a4~ 5~ 6~ 7L 8a

Exercise 2 1 d, 2 i. 3 1, 4 a, 5 c. 6 e, 7 g, a j, 9 h, 10 b Exercise 3 I ever, 2 never, 3 just. 4 recently, S recenUy. 6 already, 7 st •. 8 just

Exercise 6 2.6. 10,7,4, 9,8,5, I, 3

Exercise 6 Across: 5 fortune, 6 receipt, 9 refuse, II wish, 12 know1edge, 14

....,

Exercise 4 1.4,6,8

Unit 2 Lesson 2

Down: 1 alford, 2 proof, 3 fame, 4 COI..Jl, 6 revise, 7 casI1, 8 1emporary, 10 ransom, 13 tend

1 I have aready read this book. 2 I sUI haven't spokoo to Jack. 3 Have you seen Mile yet? 4 The gossp has just started. 5 Have you fM!l used a cha1 room? 6 Have you tned to pefSUade Mary yet? 7 I have recently thoulj1t about my iU1tJ'l!. 8 I have neyer heard aJYIhilg so

Exercise 1 1

Mart" Martilez, 2 Grace McBride, Unit 3 Lesson 1

3 MartIl'1 Martinez, 4 Martin Martinez, 5 Grace McBtide. 6 Martil MartIl'1f!.Z. 7 Grace McBride

Exercise 2 Maley. cats, were. 82, six, react la, PatA, dressed. in

Exercise 1

1 SInCe, 2 fa. 3 sh:::e. 4 /C(, 5 lor, 6 fa. 7 SR)8, 8 sh::e

Exercise 5

-

Exercise 6

1 COIl'o'eI'SaIoo 2, 2 cx:n.oersaIion 4,

Exercise 3 1 lend: 2 pay; 3 earn: 4 buy, waste: 5 1'111: 6 borrow: 7 sperd; 8 cash: 9

Exercise 2 For: 25 years, a few holr's, a tcng time, a week, eiglt r'I'IhJtes Since: 2003, March, ttls anernoon, last week, yesterday

~

Exercise 3

Exercise 1

Exercise 4

1 ~ 2 L 3 a, 4 ~ 5 a ,6b , 7 L 8 b

I Inp!essions , 2 nterestO';!, 3 altraclive, 4 judgment. 5 tasci1atng. 6 appealing, 7 expressions, 8 conversatoo, 9 a1traction

1 False, 2 True, 3 False, 4 True, S True, 6 False, 7 False, 8 True, 9 True, 10 False

Exercise 5

Exercise 4 I True, 2 True, 3 False, 4 False, 5 True, 6 False, 7 True, 8 False

1 !llQ(ley, 2 inyWment 3 ~, 4

Exercise 5 1 speaker I, 2 speaker 3, 3 speaker

l!lliery, 8 ~it

2, 4 speaker I, 5 speaker 4, 6 speaker 2, 7 speaker 3, 8 speaker 4

wrow, 5 ~, 6 i'.&il.!thy, 7

T262

Exercise 6 1 nsilg, 2 fallilg, 3 /aIIi);;!, 4 risilg. 5 risi'lg, 6 f~. 7 rising, 8 ta1ing

3 conversatoo I, 4 corwersa100 3

Unit 4 Lesson 1

Exercise 2 1 interested, 2 bored, 3 .,terested, 4 interesled. 5 bored, 6 bored, 7 bored, a "terested

Workbook Answer Key Exercise 3 1 defme plarVroutne, 2 <M'T~, 3 arrangen"I9'lI,

4 ll\entlOl1, S iltentlOn, 6 <M'Tocgement, 7 definite planllO.JIne, 8 arrMgE!ITIent,

9 iltention

Exercise 4

1 is gcW'Ig shopping, 2 are haWlg k.n::h, 3 IS visitng, 4 are playing terris, S is going to, 6 is going sYNmlilg, 7 is meetng

Unit 5 Lesson 1 Exercise 1 1 d, 2 b, 3 1. 4 a. 5 j, 6 i. 7 h, 8 c. 9 9, 10 e

Exercise 2

G Exercise 3 1 f, 2 c, l ;, 4 9, 5 b, 6 i, 7e, 8 a, 9 h, 10 d

Exercise S

Exercise 4 l b, 2 b, 3 a, 4 b, 5 b, 6 a

Exercise 6 1 B,a; 2 A, c: 3 C,b; 4 D, d

Unit 4 Lesson 2 Exercise 1 1 a'e going to, 2 wiI, 3 Wll , 4 is goog to, S is going to, 6 wi, 7 is going to, 8 is going to Exercise 2 2,3,4,5,7,10

Exercise 5 1 hadn't started, wouldn't have become; 2 had lived, would have been: 3 hadn't flown, wouldn't have struck; 4 hadn't been, woojdn't have invented: 5 had been, wouldn 't have left: 6 hadn't made, W(:Mjdn't have desigled: 7 haoo't foond, woUd have died: 8 hadn't inve1ted, WOl.IIcn', have become Exercise 6 1 pericIil, 2 radilm, 3 !T<JVl1Y, 4 penci, 5 dshwasher, 6 plastIC, 7 gadget. 8 sc:i.<>s

Unit 5 Lesson 2

Exercise 4

' ~ 2~ 3a 4l 5~ 6~ 7 ~ 8e

1 ~ 2 a, 3 ~ 4 ~ S c, 6 ~ 7 b, 8 b,

Exercise 2 1 protejn, chocolate, Slbstance: 2 calories, mreais, 'Jitarni1s; 3 lfflWgetened, unheaHhy, potatoes: 4 circulation, cartdlydrate, chOCoholiC

Exercise S l d, 2 h, 3 ~ 4 l 5 a 6 ~ 7 c, 6 e

Unit 4 Lesson 3

Exercise 2 1 9, 2 d, 3 ~ 4 l S ~ 6 h, 7 a 8 e

Exercise 3 1 make new friends, 2 SlJUCk !,.p a friend~, 3 best friend, 4 ~, S tar·wealhe' friend, 6 a

... "'"

Exercise 4 Patien::e 3, trust I, rT'O'I9y 2, respect I, srnilat age 4, a sense of tvnor 2, good at tiStenng 3, SIfT'i(I' tastes 4

Exercise S 1 Well, 2 Su'e, 3 1rne.YI, 4 absolutely, S you see, 6 S\Ke Exercise 6 Across: 4 garbage, 7 tend, B silcefa, 10 counterpart, 13 select. 15 Mlsist. 17 postt.re, t 8 tradrtiOnal Down: 1 react. 2 trend, 3 inOk;:ate. 5 aW!(j, 6 protective, 9 ig1ote, 11 pursue, 12 cohabit, 14 aspire, 16

""""

Exercise 2 1 have written, 2 have written, 3 have been, 4 have been, 5 not have been, 6 have been e)l8CUled, 7 have had, 8 have protected, 9 have corne, 10 not have been

caugh1 !,.p 11 the magi;

Exercise 4 I False, 2 True, l False, 4 True, 5 False, 6 True, 7 True, a False, 9 True

Exercise 3 The secood, third, fifth Bf1d eighlh sentences are correct.

Exercise 5 I shotjd be banned, 2 wrote, 3 have beefI sold. 4 should be released, S are reading, 6 are wailing, 7 was shown, a prediCted

Exercise 4 , Cervantes, 2 died, 3 Shakespeare. 4 SlI'PI1Si'Ig, S didn't go to, 6 oo.Jd have, 7 ltao/. 8 ten, 9 slave, 10

Exercise 6 Across: 1 urban, 6 mask, 7 rave, a tore, 11 biography, 13 creek, 14 myth, 16 offshoot, 1a romantic,

"",,',

""'"

1 C, 2 f\C, 3 C, 4 NC, SC, 6 C

Down: 2 reserrtie, l poetry, 4 JX>1. 5 bal, 6 meIar'd'oIy. 9 bait. 10 dr
Exercise 6

" '-

Exercise S

Unit 7 Lesson 1 Unit 6 Lesson 2

Exercise 1

Exercise 1

9 b, 10 c

Exercise 1

Exercise 3 l D, 2 A, 3 E, 4 B

Exercise 1 1 WOUd see, 3 wanted, 6 marry, 7 met, 9 saw, 10 would help

Exercise 1 1 C, 2 L, 3 L, 4 C, 5 L 6 C, 7 C, a L

Exercise 3 1 IS tne latest n this arr-.aDng series, 2 but then ~ you are a Potter far'!, you wonl nm, 3 and the photography~, 4 For ttose of you who h special ellecls, S YCUlQ viewers mIQh1 find paris of the movie rather fnghlerWlg, 6 There IS also some ~ acthg, 7 1eadng the~, 8 but for thJse ~

I b, 2 a, 3 a, 4 a, 5 c, 6 c

Exercise 3 t False, 2 True, 3 True, 4 False, 5 True, 6 True, 7 False, 8 True

9 a, 10 a

Unit 6 Lesson 1

1 0, 2 H, l C, 4E, 5 A 6 F, 7 9, 8

1 are going: 2

leaves: 3 Ate, going to watch: 4 is goilg 10 cal: Sare,leaVng: 6 does, start: 7 starts: 8 are going, 9 am going to visit; 10 are, do4ng

Exercise S 1 CoUOOus. 2 Eriksson, 3 Magellan, 4 MageIarl, 5 Eri<sson, 6 Cok.rrtJus, 7 ~, 8 MageIan, 9 Colntlus

Exercise 4 I balar'ced diet 2 protel1, 3 h&aHhy, 4 vitamins, 5 fat, 6 calories, 7 overweig1l. 8 fiber Exercise 5 l d, 2 g, l a 4 l 5 ~ 6 ~ 7 ~ 8 e

Exercise 6

l L 2 a, 3 d, 4 g, 5 ~ 6 a 7 h, 8 c

Exercise 2 1 horror stOfY, 2 k:rve story, 3 non· fiction, 4 SCience flCtlOr1, 5 detective

Exercise 1

1 had been travetng: 2 had been Io
Exercise 3 I CoUnbus, 2 Columbus, 3 Columbus, 4 Eriksson, 5 Vespucci, 6 Vespucc:i, 7 Eriksson, a Vespucci Exercise 4

Exerci se 2 I B, 2 A, 3 D Exercise 3

"""

1 d, 2 g, l b, 4 a, 5 e, 6 h, 7 c, a f

Exercise 3

Exercise 4

l E, 2 D, 3 B, 4 C, 5 A

1 acawniC, 2 ~ul, 3 1OQ1lfident.

Exercise 4

4 detJJaQding, 5 el\troverted, 6 hQnest, 7 Mll!l!!igent, a optimi:itic, 9 ~abIe , 10 mabie

l c, 2 e. l b, 4 d, 5 a

Exercise S 1 FaJse, 2 True, 3 Not mentioned, 4 True, 5 True, 6 FCWl, 7 F.vse. a False, 9 Not mentioned, 10 True Exercise 6 l a 2~ 3a4a S~ 6~ 7a8b

2,5,7,8,9

Unit 5 Lesson 3

I C, 2 ~ l a 4 ~ 5 ~ 6 ~ 7 a 8 a

Unit 6 Lesson 3 Exercise 1 I IVe, 2 ive, 3 active, 4 ive, 5 ive, 6 actIVe, 7 active, 8 ive Exercise 2 1 was written: 2 are rsoc!: 3 were sold; 4 are beng printed: 5 ts beng written: 6 be banned; 7 were filled: a has, been annot.llCed

.-

Exercise 5 I oval, 2 bushy, 3 eyelids, 4 wmkIed, 5 hoOOld, 6 jaw, 7 bor'rt, Exercise 6 1 False, 2 True, 3 True, 4 False, 5 True, 6 False, 7 False

Unit 7 Lesson 2 Exercise 1 l b, 2 c, 3 1, 4 a, 5 d, 6 e

Exercise 2 , Despite, 2 A!tt'ough, 3 NeY8I1he1ess, 4 In spite 01, 5 evm thoug/1, 6 In spite 01, 7 Mhough, 8 However, 9 Nevertheless, 10 Although Exercise 3 l a, 2 c, 3 ~ 4 a ,5 c, 6 a, 7 a 8 b

Exercise 4 2,3,5,6,10

1 b, 2 a, 3 a, 4 b, 5 a, 6 b

_

.~

-J _

T263

_ _ _ ~_

Workbook Answer Key Exercise 5 1 ~ 2~3~4L 5~6~ 7a 8~

9 b, 10 C

Exercise 6 1 ~ 2~ 3a4~ 5~ 6L7~ 8b

Unit 7 Lesson 3 Exercise 1 1 tying. 2 waitng, 3 raIaxng. 4 exaggerati1g. 5 copying. 6 being. 7 steali'lg. 8 teli'lg Exercise 2 1 tyilg. 2 arguing, 3 (iStuTtliog, 4 determirW'lg, 5 imagination, 6 telling, 7 dleatng, 8 getting, 9 difference Exercise 3 1 10 meet, 2 to , 3 telling, 4 to call, 5 smoki'Ig, 6 COOling. 7 telling, 8 watching, 9 to let, 10 waitng Exercise 4 1,3,6,7,10 Exercise 5 1 conversation 4, 2 conversatOl l , 3 comersatiOn 5, 4 conversatkln 3, 5 c:ooversatiOn 2 Exercise 6 1 b, 2 c, 3 a, 4 C, 5 b

Unit 8 Lesson 1 Exercise 1 1 how, 2 'MIat, 3 why, 4 why, 5 t'oN, 6 what. 7 Where, 8 'Nhere Exercise 2 1 why I like SOCC8f so 1l1\..d1, 2 how ~ tmgs people together, 3 how you spend your money, 4 whal we need to think abOut. 5 how he won thai race. 6 why ~ is so impOrtant to wil. 7 what is reaItt i'npc:rlant. 8 .....nat I dislike about boxing, Exercise 3 1 4 2~ 3& 4~ 5l6~ 7. 8c

Exercise 4 1 abilitY, 2 <XlrT'QIiIliIor, 3 ccqdina:tOl, 4 detmmination, 5 Ill§(l1EII'izil, 6 ~, 7 ~ 8 ~ory

Exercise 5 1 Fasa, 2 True, 3 True, 4 False, 5 True, 6 True, 7 True, 8 False, 9 True, 10 False Exercise 6 1 shot, 2 captiJed, 3 essence, 4 expression, 5 rvt, 6 tape, 7 IXIbaarable, 8 turned, 9 favorite, 10

Exercise 2 1 (] order to, 2 so that, 3 so that 4 in order 10, 5 so that, 6 In order to, 7 n ordef \0. 8 so that Exercise 3 2.3,5,8 Exercise 4 ~

many rea5CIlS It! p€q)Ie

W
two reasons n most corrm::n. Ill: first Q{ these ~ dyrmic nature Qj most martial arts. Men, II. fHlicIJar, am attracted .tb:....II:l!l mage tIJaI many ~ martial arts have. 1m secood reason. and ODe that is corrmon amoog women, i:l....as...a means Q! self-defense. In fact, il today's society, ITlO!e aD!:! more people feet IbaI they need ~ able lQ protect themselves ~ walki'lg ak:lng streets, especiaIy at nigtlt. Exercise 5 1 c, 2 a, 3 c, 4 b, 5 c, 6 a, 7 a Exercise 6 1 heel, 2 wrist, 3 waist, 4 toes, 5 abdomen, 6 ankle, 7 head, 8 knees

Unit 8 Lesson 3 Exercise 1 1 see, 2 Pri'lg, 3 Exercise, 4 go, 5 to meet, 6 soong, 7 choose, 8 doing, 9 watching, 10 watch Exercise 2 2,3,6,7,6 Exercise 3 1 the man, 2 the man, 3 the woman, 4 the man, 5 the worna.n, 6 the woman, 7 the worna.n, 8 the man Exercise 4 1 False, 2 Not mentioned, 3 True, 4 Fatse, 5 True, 6 True, 7 False, 8 True Exercise 5 1 watching, 2 goilg, 3 10 do, 4 geninQ, 5 stay, 6 to meet, 7 pay, 8

""""

yoo begrl deti1g you CM never Slq>!

Unit 9 Lesson 2 Exercise 1 Exercise 2 3,4,6,7,8 Exercise 3 1 The man, 2 The WOfl'\af1, 3 The woman, 4 The woman, 5 The man, 6 the man, 7 The man, 8 The man, 911",,,",,,,,, Exercise 4 1 {;QgrWtive, 2 ~tial , 3 dissmlinate, 4 mnP
"""'"

Unit 9 Lesson 1

1 ~ 2 ~ 3 ~ 4 ~ 5 a 6 ~ 7 c, 8 ~

Unit 9 Lesson 3 Exercise 1 9 c, 10 c

Exercise 1 1 definr.g, 2 cIefJ:lir);j, 3 defrirog, 4 ron.oofirMg, 5 ron-
Unit 8 Lesson 2

Exercise 3 1 anemia, 2 anorexia, 3 bald, 4 depression. 5 diSOfder, 6 dizzy, 7 obesity, 8 indigestion, 9 nauseated, 10 faHgue, 11 obsession, 12 pi'npIy

Exercise 5 1 inJected, 2 stress, 3 e>:pectancy. 4 hygiene, 5 ctronic, 6

arose, 7

~, 8 bacttm

Exercise 6 Speaker 1 obesity, Speaker 2 stress, Speaker 3 alcohol, Speaker 4 srnoki'v;j. Speaker 5 lack of exercise, 1 b, 2 a, 3 a, 4 b, 5 a

Unit 10 Lesson 1 Exercise 1 1 drinkable, 2 bocke's, 3 shortage. 4 drop, 5 lush, 6 faucet, 7 supply, 8

drains Exercise 2 1 ~ 2b,3 ~ 4 & 5 & 6 b. 7b , 8 a

Exercise 3 1 Waading, 2 l1:1derstand, 3 70%, 4 'Nithoul, 5
l c, 2 ~ 3 ~ 4 ~ 5 4 6 ~ 7 ~ 8 '

Exercise 6 Across: 1 shil, 4 evasion, 5 capture, 6 protect, 9 slave Down: 1 SCEI"aio, 2 mcmentlITl. 3 defeaI, 7 rage, 8 calf

Exercise 2 1, 3,5,7,8, 10

T264

Exercise 5 mage has t!lwiJys t'oeewl ifl1n1ant. b.rt f'XIYI8days it seems to be CW'I obsesso'l. This CIbsessm does nO: m., rn.:ritest ~seIf in the pdlxes in IfEI"ti 01 the r;ja?;sf maga2i'Ies. but in the h.n::Ireds of dets that n a'QlJ"Ij WId the (rl'IOU'1\ of ~ spEWlt CIl them. In fact, women in the U.S. sperd ahlost len times !'I'ICftl on deti1g II'm they do on make-~ IW"Id other beauty products. Ten times the 8(J)()U')\I .AJ\t'oou;11 women sperd a lot on ciothes Md jev.'e/fy. INs
,.,..."

Exercise 1 1 so that. 2 in order 10, 3 to, 4 in order rot 10. 5 So as not to, 6 " order 10. 7 to, 8 So lhal

Exercise 4 1 I. 2 d, 3 i, 4 a, 5 g. 6 J, 7 b, B e, 9 C, 10 h

Exercise 2 1 ¥eIl't you, 2 isn't he, 3 do you, 4 can'l you, 5 have you, 6 isn~ ~. 7 arEW'I 't they, 8 don't they, 9 haven't you. 10 doesn~ she Exercise 3 2,5,6,7,10 Exercise 4 1 dlecki'lg, 2 asking, 3 askilg, 4 cIleckrlg, 5 Checkilg, 6 asking, 7 chec:kt1g, 8 asking, 9 askilg, 10

"""

Exercise 6 1,5,7, S

Unit 10 Lesson 2 Exercise 1 1 b, 2 c, 3 h, 4 a, 5 f, 6 d, 7e, 8 g Exerci se 2 1 QaoI~atooof~? 2 How CD!&lJ is that ~ of ~? 3 ~ me the jar: of!:l!loe'i, 4 We.t:l!lOO. mther tube of toothpaste. 5 He..a1t1 a~of ~ 6 We!ii::t two ca100s 01 iI.!iI;§ a~, 7 'MIa! lIIr&lr: is that .I6l!lliIi!le!: of ic:e=qeooJ? 8 A 1
Exerc ise 5 1 ~ 2 d, 3 ~ 4 l 5 h, 6 ~ 7 e. 8 a

Unit 10 Lesson 3 Exercise 1 1 has; 2 wit find; 3 is being rnported; 4 have a.1!ecCt seen; 5 can be clone; 6 started, knew

Workbook Answer Key Exercise 2 1 ab,I}dant, 2 con!imf\ated, 3 jarme. 4 ~iIizer, 5 11!:&Lish, 6 geaetiCS, 7 irrlI:!Bltng, 8 £W:Iity, 9 QeSlicides, 10 ~tant

Exercise 3 1 True, 2 True, 3 False, 4 True, 5 False, 6 True, 7 False, 8 True, 9 False, 10 False

Exercise 4 1 wasnt 2 had conduCted; 3 had, produced; 4 sI'IOUd be. wished; 5 had. COfTllIeled: 6 .....ood be; 7 wasn't: 8 didn't taste: 9 COUldn't help: 10 were tryilg Exercise 5 Across: 2 Iremeodous, 4 enriCh, 6 inspect. 9 slum, 12 spring, 13 melt, 14 estimate, 16 lush, 17 Sl.KVive, 18 flood, 19 modify Down: 1 genes, 3 dump, 5 compost. 7 slop, 8 Climate, 10 IiIter, 11 ntensify, 12 scarce, 15 a1d

Unit 11 Lesson 1 Exercise 1 a 4, b S, c 2, d 8, e l, f 5, g 3, h 7 Exercise 2 1 seen, 2 been recording, 3 seen, 4 viSited, S frished, 6 been taI
Exercise 4 1 has been going; 2 has asked; 3 has beer'! tryilg; 4 hal/9 knOwn; 5 has dreamt; 6 have, read: 7 have been planning, haven't had; 9 Have, seen, 10 have heard

Exercise 2 1 games, 2 e<mem, 3 contermcng, 4 ~, 5 cassette recorder, 6 gMlIiI a-cade, 7 ~ Exercise 3 1 begiri'lg, 2 begffiing, 3 end, 4 end, 5 beg~, 6 eoo, 7 ero, 8 begi'ri'lQ Exercise 4 l treatng. 2 ~, 3 sirTlJIe. 4 lot , 5 O:Iicating, 6 spendng, 7 amou'll. 8 forget, 9 1mes, 10 prevent

Exercise 5 l D, 2 B, 3 A, 4 C

1 ~ 2~ 3a4~ 5 ~ 6~ 7 a8~

9. Exercise 4 1 Bad, 2 Good, 3 Not StnI, 4 Good, 5 Good, 6 Not StnI, 7 Bad, 8 Bad, 9 Good, 10 Bad

Exercise 4 When sdentists.Q'Jt from ScotlWxl created a sheep named dolly. they

Unit 12 Lesson 2

5 watched, 6 WQIjd have watched. 7 cidn't have, 8 WQIjd have been , 9 wiI watch, 10 wOOd yOJ have ..".

Eltercise 1

1,4,5,7,10

Exercise 4 1 h. 2 e, 3 j. 41, 5 i. 6 d. 7 0, 8 a, 9 C, 10 9 Exercise 5 l a, 2 ~ 3 ~ 4 ~ 5 c , 6 ~ 7 ~ 8 a,

9 c, 10 0 Exercise 6 1 movie. 2 dr
4 program, 5 news, 6 variety. 7 sitcom. 8 reality

Unit 12 Lesson 1

Exercise 5

Exercise 1 1 f, 2 g, 3 d, 4 a. 5 h, 6 c, 7 e, 8 0

Exercise 2 1 fa!, retake; 2 pres&n!; 3 g-ade; 4 reviewi'lg, exam; 5 sette; 6 certificates

l a 2~3a4a 5a6a 7 a80

Exercise 2 1 have viSited, 2 be wcr1Ii1g, 3 be suffering, 4 have beccme, 5 have risel, 6 be using, 7 have Idled. 8 be

Eltercise 6 1 waste, 2 forget, 3 pressIXe, 4 ability, 5 weaknesses. 6 CheCkng,

Exercise 1 1 buy. 2 would, 3 hadn't been, 4 will,

Exercise 3

Exercise 1

"'"

awam,

Unit 11 Lesson 3

Eltercise 2 1 made; 2 haal't seen; 3 don't stop; 4 watched; 5 were; 6 WOIJd have taken; 7 'd have bWght; 8 wOOd have; 9 would, take P1I1

Unit 12 Lesson 3

Exercise 5 1 exam, 2 ~, 3 Illlake, 4 QQil1Iess, 5 ~, 6 D!![VOUS, 7 8 forgm

7 Text A, 8 Text B, 9 Text B, 10 Text A

1 False, 2 True, 3 True, 4 False, 5 False, 6 True, 7 False, 8 True, 9 True, 10 True

Unit 11 Lesson 2

Exercise 3

l d, 2 a 3 c, 4 ~ 5 a , 6 a 7 ~ 8 ~

9d Exercise 2 l a 2 ~ 3 a 4 d, 5 ~ 6 g, 7 t 8 c

Exercise 3 1 take, 2 , 3 1'101es, 4 ca<eEr, 5 get, 6 enter, 7 graduated, 8 accepI, 9 take, 10 grades Eltercise 4 1 True, 2 False, 3 True, 4 False, 5 False, 6 False, 7 True, 8 TI\I8 Exercise 5 Dew Juan, This is a diff\cutt questiOn, and one that I've been asked before. I tlWi<: it's inportant for young people today to realize how useful rt can be to speak another language, especiaty English. I have a few questiOnS I'd like to ask you; Is 'fOOl son interested in learning English? Has yoot son evet' been to an EngliSh speaking COlI"Itry, somewhere like the U,S, or Sritaf1? If I were you. I'd tal< to y;n son and find out v.t.ether he'd Mke to spend a lew monthS in the U.S. or Britan, ~ co..tI be very good for tis english. I tq:le ~ acMce ~. J.x1y

Exercise 3

3,4,5,7,10

accomplished what many had thought was an iT1possib1e. Not ooly dkl Daly take after her biological mother, she was n fact a carbon copy QI_ CIorWlg of a bit more limited sort has been around lor years. Scientists have t!e!i:a already ctoned rrioe and /rogs, buI these were ;..m from embryos. 'Nhat it made DoIy such a t:reakt1Tou!tl was thai she was ctoned form the DNA 01 an adult. The abi1y to cIcne using DNA leads III to many posslJiIiIies. These range from being ate to save II:!l: ~ species to reprOO.dlg ~!lLorg<ns

lor use in

operations. 'Nhat frigltoos many people is the dea that SOO'leCIOe rniglt 10 cIeci:Ie to clone a complete person, thus aeating a mocIern day Frari<enstein

monster. Exercise 5 l d ,2 ~ 3 c, 4 ~ 5 d ,6 c, 7 ~ 8 a ,

9 d, 10 d Eltercise 6 Across: 1 dynamic, 4 overt, 6 retake, 8 mirror, 10 sUI, 12 fossil, 14 onine, 15 grade, 16 PtJ"nal. 17 tricky

Down: 2 comI: rel="nofollow">I'latiOn. 3 decade. 5 toss, 7 eigibIe, 9 optiOn, 10 snapshot, 11 donilg, 13 lack

""""'.

Exercise 1 1 Neutral, 2 En'llhabC, 3 Neutral, 4 Errp'laoc, 5 Neutral, 6 Neutral, 7 Errp'latiC, 8 Emphatic, 9 Neutral, 10 Emphatic

-key

T265

Workbook Audioscript A Well, black Of \'<'hite? B White, please. A wt»ch of these cups is

Unit 1 Track 2 A Hi! I'm MarisoI. 'M'Iat's y<:u

B C A C

-'

I'm Actiana. AncIl'm Bile. Bile! Thai's M IAISI.IaI name. YeOO! Well my dad's illO jazz. so

I was named altar Sime Holiday. A VIIho's he? C Not "he" Bilie Holiday was a A

""""". CtI, sorry. But v.t1y'S She

famous? She was a jaZZ ~ from Amo'ca. B What did you say yru name

C

was? A

Marisol, but my friends call me

So"

--

B Wr'rf do \hey cal you Sol? 'MlIn I was YIlllQ. I was

A

B I stJ don', get it. A WeI, Sol means "$1.1'1" Of "Stmy" and my parents decided 10 call me Sol. e And what does MarisoI mean? A It me<ns"SlIYJy sea" i1 SpMsh. "M
C

B A

B

""""" Yes. It's

because it means "dark and rict1", 'Ntr{s that firrly? Because I'm neither and, ¥TfW
""". Maybe, but

~'s

pretty CXlI1ll'01

il my cowlry. Track 3 1 l'baI.:s an tnJSUaIlliIIIl!I. 2 My I!if!l!:IS call me SIll. 3 00 you I!ailtt what you IiIDIl ...", 4 00 you 1M you' QiIDIl:7 5 It's pretty Q;XD[[l!;!l i'I my

6 7 8

"""".

Were you I1lIIIilld aftar~?

Wba1 does ~ n::mJ.? ~didyouw:yrullillIl!l

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Track 1 A B A

B

A B

2

A

4

So, which one's GIeg? O'I! Wei, he has bkn:l t\ai', Oh I know who you me
coflee, Mile? B What 00 you mea-I?

Audloscript

we should send? wen we can't send the red

When Grace McBride died, her family was n for a so.xprise. Grace, 12, ived alone WIth her five cats n an old house n the loYII'l 01 f'.eN Haven. Maile. When Glace's !emit saw her wiI, !hey Oscovered she was worth over S20 milliOn
"""

YOOO;'

B 01! MIne's the bUl one. C No, that's nw.e. B CtI SOtry. wei 11 have it n t~

3

A A B

Track 6 GalS in the cash

ye'IcN one.

""'.

So whiCh ones do )'(Xl thilk

A 'Wtry not? B WeI, red is rcmanti::, isnl it? A weJ, what aboot the yf!kIN

""""

B I'm not SlXa. A Come on, we have to

"""".like

these. B Wei. I A Prid You have to be jokng. B They're not pink, they're

""'.

A Look, I ctiiI:

,2 """"

we shoJd send

Unit 2 Track 5 In F~ 20:13, the rT"II:Me "Ffija' , starTing actress SaIrna Hayek, was released. In teday's progral1 we're goilg to take a brief look al the ife 01this amazing woman. Frida KahlO was born on July 6", 1907 n her pamt's ho.Jse 1'1 a Slb..dl 01 Mtm:o

Qty. The f.:rit horne, caIed Gasa Aru - 8lIe House - was tot by her father a few ye.:rs before she was born, Mel she was to ive (II her ife there. She was ctYisteoed Magdalena. Garmoo Frieda KahlO Y Galderon - She dropped the "e' from Frieda 11 about 1935. ctoog'og the spelling to F-R·I-D-A. AI. the age of seven. she bec<me sick Mel was diagnosed as suffemg frool polo

Mel rTlISS8d tIYae yea-s 01 school. later,11 1922, when she entered the Natiooal pr-epiM"atory school, she gave her date of birth as 1910. Some hiStorians think she did this as rt was also the yeat of the Mexican 1925, Ka'*l was ~ ... a bJs acOOIn on her W'i# home fn:m sctcd. The acOOIn almost proved fatal
Trac k 10 on! I hate them. H realty annoys me whM someone's eel phone goes off 11 a teS\alnnt (X whM ycu're tablg to them. 2 Cell a:;h:I'les! I c:otttl't lM:! 'MthoIJ mi'le. I cal't lnagi'1e haw people

3

4

3

"'"

4

5

"""""

6

_hy

7

lottery creda

receipt

Track 8 A A So what happened? B Wei, I was expecling him to pay me back today. A M::l he dktl'l? B No,
,,.,,

B

A How rn.dI? B FIVe tuJdred doI
Track 11 1 Do you have a cell phone? 2 How tong have you had yCIl.I' eel phone? 3 INhen did you buy yCIl.I' eel 4

5 6

7 8

stores were closed. C

o

E

A So, how was the date? B AasastB'. A Wtr{! 'Mlat happeMd? B I've never met a'1)'OfIe IKe hin, He 6'IEI'l made me pay for rT'ri diYler! A Hewhat? A Three hundred doUars, and ~ was tefflble. B So ycu WOlUl't go agatl. A No, way! H wasn't worth ElYQ"'I hall 01 that. A So, how's the rew;:b? B WeI, it's not bad. A And the mooey? B Well, I get twice as Il1Udl as before.

2

1

2

3

3 4 5

6

7 8

4

B lIh,lU1. A Great haifcuI. B a-. I Tha.rrl\s, A I ed the exam. B Amazing! A We're goilg to Florida. B I'm """" A I"IaW1g a party. B When? A He's almost 60. B No way! A Look! IS(1"\ that Brad Pitt? B Yeah!

A So, hOw good are yoo? B WeIA. I'd have to S
A weJ, """" B I don't wa'1I to SOI..I'ld mrr.odesI ... but let's say I'm the arty person t kI1O'N who can do it. A No way! B Wllat do ycu mean? A I'm not gcWIg. B Qh, come on! H's orty lor a day. A No, 00, 00, B Stop shouting. A No! A Have yoo heard the news? B Wllat news? A Jack and Mgeta have spI~

.

Sat{s getti1g nmied again.

B Agai1! A I saw Matk yesterday.

Do you use yru eel phone a lot? Does anything annoy)'(Xl about ceA phones? 'Mlat's the most aTOYf'9 thtlg about eel phones? I WWd you be ate to m.:mge withOut ycu cell phone? How often do you text yCIl.I'

Track 12

Track 9 A

""""

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worth that muct1, B Yeah, wei! All the cheaper

SI..J'.1ved i'l the past without them. I bought this lantastic phooo last week. I can take pictlJ"ElS, play ganes, Mel even su1 the internet - H's great. wtTt WCUd I want a eel phone? I don', wartt ~ to be ate to conta:t me ni;tlt 3f'd day. And wtlen I go on v~tiOn - wei, aI I want is peace and qu~t.

nvestment

8

the yellow ones. B on! OK. then.

""""' 00. n

Track 7

Unit 3

B No! Reatt? A B Yes? A ThIs soup is realy not hot

"""'" "'"

""",,,. B on! I'm sorry, sir. 1'1 get you

MOther bov.1 rigtlt away.

Unit 4 Track 13 1 A I ive JUSt around the COfT)9(. 2

B Realty? A Do you want to know my

3

B Not rea/tt. A can I get ycu a drn<,

-,

8

Y~!

Workbook Audioscript 4

5

6 7

a

-

A B A B A B A B A B

I work in the travel industry. Do you? Do you like the party? Mmmmm. Do you know John, too? YoM Would you like to dance? To dance? Great party!

Absolutely! [interested]

Track 14 A So, how did you first meet? B Well, rt's so funny. I was running for the bus and A B

2

A

B A B

3

A

B A B

A

4

tripped. AM' There he was, helping me to my feet - ~ was really embarrassing. What about you, 00w did you meet? Oh! Nothing unusual, we were at scho:xlI together, Did you date at school? No! In fact I didn't ~ke him at all. So, 00w Ioog have you known Jake? AtXlut seven weeks. N1CI 00w did you meet? I was waiting fOf a bus and there he was, getting off, I thougtlt, "He looks nice!' But if he was getting off,

B

A

B

B

""""'".

Sure they did. They showed the birth rate and the increase in people 's life expectancy. Yeah, but they forgot to mention that fewer people are gening married and many are starting their families later, SO the population won't grow as quickly as they think, Do you think fewer peope will get married? Sure, Most of my friends aren't married and I don't tl1ink any of

workir.g model was invented by

few years. That might be true, but it doesn't mean that they won" have children. Mmrnmm ... well, that's true, but I still don 't think the

Alexander Graham Bell in

fXlPlI\ation

wi~

2

3

4

MaIch. 1876. It takes ~s name from Greek and means "far

5

daJbIe.

Track 16 1 A So, what qualit;es do you think are impJrtant in a friend? B Oh, without a doubt, trust. A Why trust?

"'"

. B Oh, rt was easy! I dropped my purse and he helped pick up all the things, A You wouldn 't believe how t met my boyfriend, B Go 00. A I was working as a waitress in a restaurant and I spilled SOUp over this man, B [)on', ten me - he's OON your boyjriend. A Yep! B That's pretty funny,

Track 15 A A1l<Ji, did you see that show on TV last night? B What show? A The one about the world 25 years from now. B Oh! That one, yes. A Isn't ~ incredible that the population of the world is going to double, B Yoo don't believe that, do you? A &lre, [)on 't you? B No, They didn't have any A

A

them will get married in the next

B Well. rt's no good if someone is jealous or if they don't respect you for who you are, A For me, ~ has to be money. B Morey'? A Come on! t'm joking. Hyou can't take a joke, then I wouldn't want you as a friend, B A Qualities of a friend? B Yeah! A Well, I haven't really thought about it. but I'd guess I'd need them to be able to listen to me. B Well, you talk enough, A Very fulny, B N1CI another quality? A Sometl1ing you don1 have, B Arld what 's that? A Patience, of course. A I've never understood 00w FIOI18 and Marl< can be such good friends. B What do you mean? A WeB, she's about 22 and he must be at !east 50. B So? A Well, I think that's too big an age difference and they don't even ~ke the same things, B A Sure, She likes going out to discos and he just likes a quiet time fishing.

"""

""'"

Unit 5 Track 17 1 John S, Thurman invented this in t899. The first model used gas for power. He went from door-to -door cleaning ~'s carpets. 2 William Cullen, a Scotsman, was the inventor of this technology and Faraday later used the idea, The first electric model wasn't invented until 1803, It wasn't until almost 100 years later that peope could buy one to keep their f()(Xj cool, 3 Both Joseph Swan and Thomas Edison invented the electric version in t878. lt was an invention with a bright Mure, 4 Marconi, who some people think invented this, only made the idea popular, The first

6

=>d" This was inveflted by accider1t in 1946 when Dr. Petey leBaron Spencer found that a chocolate bar that was in his pocket had rnej\ed while he was workilg with mK:rowave radiation.

Earty versions of this were made from DOe piece of metal. Modern cross·blades are used

by clothes makers and barbers. The ear1iest types of these didn't have arms, they rested on the bridge of the nose. They were probably invet1ted in Italy. 8 This was in~ented by a Norwegian clerk named Johann Vaaler. Originally rt was a triangular shape made of wire. ~ is very usefut for keeping pieces of pap9f together, 9 The modern ' lead' ~ersion was invented in England. It oontained no lead and was given its name by mistake, It is useful fOf writing and drawing and can be erased very easily, 10 This was invented by a secretary from Texas, USA, It was very popular as it was easy to correct mistakes,

7

Track 18 1 protein /I chocolate II substance 2 calories II minerals IllIitamins 3 unsweetened II unhealthy II potatoes 4 circulation II carbohydrate /I

-<

Track 19 1 A So, Mike, INhat do you like eating? B Well, I'm a vegetarian so I don't eat meat. A But does that mean you onty eat vegetables? B No! In fact, I guess ~ I had to choose one thing, rt would be fish . 2 A So, FIOI18, INhat do you like eating? B I guess I'm a litHe bit of a

"""""'"

3

A How much do you eat eacll week? B Oh! At least a bar a day! A So, Sandra, what do you like eating? B I guess I'm not like many

""'"

4

A What do you mean? B Weil l don't really like chocolate, Given the choice, a piece of cheese is what I'd have as my comfort food, A So, Miguel, INhat do you like eating? B Ah! A difficutt question, fI.ty favome food is probably Italian, but I don't like piZZa. A But that's Italian,

B Sure, but for me rt's pasta, especiaJ~ spaghetti with

mushrooms.

Track 20 Welcome to Chox, the biggest chocolate factory in the world. V'Illile

we walk around the factory, I' ~ tel you a little bit about chocolate. Of course, many of you will know that chocolate Ofiginally comes from Central i\merica, But you might rot know that the Aztecs used to use cocoa beans as a kind of money. In fact, on one of his voyages to the Americas, Coh.mbus was given a gift of cocoa beans, It wasn't unt~ the early nineteenth century that chocolate as a food, rather than a drink, became popular, Howe~er, the real popularity of chocolate does not really come down to the cocoa itself. No, what makes chocolate so addictive is all the extra things that are added to rt - none of them dangeroos, t hasten to add. One of the main ingredients is sugar, whch is added to take rmw the naturally bitter taste of cocoa, As many poisonous plants would normally be bitter, people naturally have a ' sweet tooth' . Chocolate also contains a natural "love drug" - Tryptophan. So, when people eat chocolate, they feel happy and relaxed! One question I'm often asked is, ' Is chocolate good for you?' Well, interestingly, scientists in a number of countries have found that chocolate contains chemk:aJs that have benefrts, In Japa!1, for example, scientists have found that part of the cocoa bean contains a chemical that helps prevent tooth decay! N1CI in the U,S., they have found that eating chocolate helps fight heart diseasel

Track 21 A Hey Jane, INhat are you reading? B I'm reading an arbcle aoout Columbus. A Columbus? You mean the glJ)' who discovered America? B Yeah! Except he didn1 discover A

B

A

B

A

B

A

""""".

What do you mean? 01 course he did, Well, put rt this way, most of the time the places he tanded on were islands - what he called the West Indies. I've neve..- understood that why did he call them the West Indies? They're nowhere near India. No, wel l, Columbus didn't realize that. In fact. he thougllt he'd sailed around the world and reached the Spice Islands, what we know as Indonesia, Wow! But still, he was the first European to reach America, Probably not. Most people think 1JJal. honor should go to Leit Eriksson, Leifwho?

AudIoscript

Workbook Audioscript Leif Eri<sson. He was a Vi
B

A B

A

"""'" -~.

' " why? Because he was the Iirst person to re
Unit 6 Track 22 1 Do you think M.:v1owe rni!1l1 h<MI been the real 2 3

4

5 6

-'

I guess he may have. No, It (3l', have been MaOOwe. I think ~ COlJj have been de

""". Surely it 0:::000', have.

II's amazing to think that

Cervantes and Shakespeare migtlt have died on the same

between good and eW - a theme otten fOlIld illTl(l'l'J fantasy 000ks. Ttfden created his own world, caIed Middle-Earth, with races 01 00 own OIention, as wei as ffiCI1y traditional mythical races such as elves, dwarves, and wizards. Probably the most noticeable thing atxJut Tolkien's work is how real his world seems. Since Lad 01 the Imgs, many fantasy writers have tried to create eq.,eJt vMd Mel rea!isoc worlds. But not I.I'1II HatTy Potter has WI')'OOe managed to succeed. ex cc:use, arl)U19 ....ro cx:mpares Hogwarts with Midcle-Earth wi anger Mel outrage Ttfden fans. However, HaIry Porter has already exceeded The Lord of the Rings in one way - and that is financiaJly.

Unit 7

Track 23 A Fa 1M, reacMg is abou1 reIaXilg. I dal't WMI to have to think \'He I'm reaci1g. just sit back
B Give me a good murder mystery Mf day. For me, the best part is trying to figure out who dunnit! UI'\Iess there's a good twist n the plot, then I'm rot happy. C FICtion! Wasta 01 tme. 'Mlat's the point 01 reaOOg abou1 stull that iSn't even ~ NcrN, a biography ex a 000k about real

o

E

events, that's ....nallll<e. I think fflEIClng SI'IOUd be 10" learning. no! just for ILnt People said I wcUd fYW' out 01 them. but wtr{? They have great stories, amazirlg cmracters, and the pictures just add to the whOle thir,g, My favorite has to be SpiOerman - but I hated the

"""'.

I don't rdy have tine. But H I'm goi'Ig to read SClI'lleII'i'g, !hen I W
Track 24 Everyone has heard about Harry Porter. but....nat about other fantasy books? Fantasy books have been arOO'ld lor many years. CXle of the best kNOwn is The Lord of the Rings by J.RR TeoI<8l. The Lad 01 the Rings is about the age--
3

....man

TNs

• • • •

3

OK, so I stole it. Yoo won't tel anyone, wi) yOOl A 'MIat are you going to do? AbouI....nat? A WfA, you have !tYee Ixlxes 01 cigarettes Mel at least two bottles 01 whske,-.

•

• • • • swm •

So? A So, the limit's one box Mel one bottle. I know that, but the customs officer doesn't need to. C AnyItmg to declare?

No. A Hey! Stop cheamg! A But 'PI're cheatilg. So? If yw keep quiet, nobOOy wi know. A But that's not fair.

•

5

Sh! Hyou don't ru~, the teadW wi he<w". A Are you coming to the party tcright? I can't. My mom won 't ~t

• "".

A Come on. Tel her you're

has really deep-set

going to a frierd's to do

eyes l.I'Ider bushy eyebrows. !-is Iorehead is klw and he has a nat

,

•

""".

2 3 4

5 6 ? S 9

10

•

,

""""'"

2 3 4

5 6 7 S 9

10

""""

AeoIy? Oh, nol 00, nol Oh, no?

Mm"",

""""" -" _"

Track 28 A IIo'1c7N Illi best Iriero's boyfrierd is SEOOg someone else. I r.st doo't know WI Should tell her. 01 CXlUfS& you s!'lotjj! A But d I do, shl3'1 be so

•

-

• out

2

We're going to catch up on some school wO!K. C School work! You're not lying to me, are yoo? No, mom. Can I gJ?

intelligent optmistic

"""""

If you doo't. and she firds you knew, she'. be reaIy 8IYT'I with you. A Vvhere did you get that?

•

I"~,,,?

toJerny's?

• ""'"

"""""' """""'''' """' ,"

Track Z1 AeoIy?

I can't.

C Wrrf do you w<¥'1t to go

""""" ""'.,."

-

some sctooI worK.

A Don't be such a baby! Oh, ok then. Mom, can I go

Track 26

•

Unit 8

,

-

Track 29

2 3 4

5 6 7 S

•

the 2004 Olympics. the best moment has to be Manhew" Pinsent winning his fro1h gold in four difftwent Olympics.

WOO? A You know, the British

• ...."

rtMte(,

Oh yea,! But vbj was he so

A WeI, ~ team wasn't the laYoriIe, IItri. the Ganacians were. 'MIat was anazing was the lac! that ~ team Oft.! won by less than taf a second. H you ttri: atxJut ~, after two iOCmeters of rowilg to win by on~ a fraction of a second . unbelievable! The team had so much stamina and det9l'1'l'Wlation . Woo! A Yeahllwl ....nat was reaIy goot was the bok on tis lace after he'd won. Frst 01 aI he coIapsed Md then he cried his eyes out when he g:rt tis

•

"""'.

Tra ck 31 There are many reasons for people wanting to learn a martial art, but two reasons are most common. The first 01 these is the dynarric nature 01 most nwtiaI arts. Men, in particlJl<M', are anracted by the inage that many of the martial ats have. The second reason, Md one wtictt is COI'T'lTlCtl 00"0I1Q women, is as a means 01 self-defense. In fact, il leday's society, more m more people leal that they need to be able to ~tect themselves when walking aIoo;I streets, especially at night. Track 32 A HtJ1! Look at lt1is article hero. Another woman darning she can c:orrpete against men. Vvhat do you mean? A Wei, everyc:ne knows that men <W& better at sp:::rtS than

•

• """"". ""'''' • • • or

"""' ,' '>< coordinaton

A Yes, faster, stronger ••• better, Wei, not an sports are about

determination mesmeriZing ,,,,,",,

A

""'""""

A Huh! That's not a real sport. 'Nhat? COlI"S9 it is. A WeI, you stxJN me a woman

Track 30

A WON! look at this j:tloto. Yean! Pretty~. It kild 0( captlX9S the rooment. A 'Nhal's the !1OOtest sporti1g moment for you, Pete? lkl1, ~ has be Michael Phelps

•

•

S'oWmWlg il the 200B

","""". A But StXeIy if 'PI're Iookilg at

No, I didn't. I txlught it.

A 'Nhat with? Yoo're always 00rr0wing I"I"'O"le'I from me!

4

Track 25 TNs man has a pretty pk.mp face. His ips ae vesy hAl 00t he has a Iaitt smaI rose. He has ttwl eyebrows abo\Ie i&'ge eyes. 2 TNs man has an angular face. He has a pointed nose and a prominent ctMn. His ears stick out and his eyes are fairly dose-

My.

A That jacket. I bo..o;1l1 ~. A ""~. I did! A Yeah, rigltt Yoo stole~.

wiming his fifth gold medal of the 0I'ympic games in Athens. 'Nhat I loved was the look of astonishment on his face when he reaized what he'd dOlle, Just Jnagine, this guy was my nineteen and he could easily be

strength. Tell me one that isn't. Gymnastics.

....ro can beat men at n.ming or

•

boxilg 01 ..• .

Fb..rmg - what about PaJja Radciffe, the Bmish rna
• •

Workbook Audioscript B

WeI, I thi'lk the maill'9aSCJl

men don't want women COI1l)8ting in the S
Noway!

B So, ~t is the reason? WeI ... ~'s;.st not lair. is~?

A B

Fait? Far Ior....oo? Aanit you're aI just scared.

~.

Unit 9 Track 33 A Look at this! Another 1.0. test B Yaat1! There seems to be one in fMJfy

A B

magazine nowadayS.

Have you &vef taken one? Yes, and I still don't beUeve they

""'"

Vllhat do you 1ll6lI1? B WfA, for example. SQI'l1e ol the QOeSIions ~ to do with shapes. To be hcroest, I've neY9I" been very good with spatial tli'lgs, but it doesn't mean I'm rot intEligent. A &.e, but you can learn, can't yo./? B CII, come Ofl! That's noI the point. A Wf;J, what is? B Wf;J, bok at ttis one. You're gM3n three ~ and a bIri square, then you're asked to Choose from leu dtferent Shapes end deC:XIe which one best fits the empty space. A Easy! ~'s the thil"d shape. B But how do you know that? Why can't ~ be the second A

A

A

B A

B A B

A

B A

"""'.

other ways. Sure.

Track 34 1

cognitive

2 3 4

spatial discriminate empathize

56 7

Track 35 1 You're American, aren't yoo? 2 ThaI's bad lor YOU. isn't it? 3 You exercise fNefy day, don't yo./? 4 Men don't lYe as long as women, 00 they? 5 You're rrmied, aren't you? 6 You're ~ wi toniojlt, ..." yo./? 7 Ths lastes great, doesn't it? 8 You cooked this ~f, didn1 ",,1 9 II wasn't you. was~? 10 You want rTlO!e. don't you? Track 36 1

2

3

4

5

Well, I don't see how that tasts .,telligence.

But one 01 the ideas now is that there MI different ki'ods 01 inteIigenCEI. Vllhat. like musical inteligence Mel ilterpersonal intelligence? Yes, that's right. I ttri:. it's caIed ~ inteligenCe$. M:I how many typeS eX inteligera are thInI ~ to be? Oh! I think it's eight. .Alld how rnarrt 00 these socaIed tests check? ProbOOIy r:rit two or tIYee. WeI, thEw"e you go, then. I'm ctMousIy intelgent in one of the

"""'" intelligence discredted

water is 10 us. To start with,

""""'"

atnost three-quarters 01 the

artistic 10 abilities

""" Because you have to think about the color 01 the backgrourd, as wei as the

B

89

To be honest, Ws rIOt surprising. People just don't watd1 what they eat. The arncu1t of junk food eaten nowadays, well, people are asking lor ~! My husband suffers from this. He's;Jways WOIl)Ylg that he'. lose !-is job. H means that he leaves lor work at about seven in the morning and I'm kicky ~ he's home before nine at rj;;jht! It's so easy, isn't it? You get heme after a long day at work, poll" ~ one to ~ you retax. The next thing you know. you've dru1k half a bottle! It's easy to say you don1 have a proIjem, but I think a lot 01

"""" do. Wei, I've art down. I used to go through aOOut a pack a day, but now I probably orty have about five a day. I know it's unhealthy. but I need something to calm my nerves. 'Twice a week' . my doctor said, but it isn't that easy. I tried to sign ~ to a local hea/lh dub but it cost $25 a week! I know I should waJ<..to work, but it's;;st so easy to drive everywhere, isn't it?

Unit 10

--"""

SLM"face 01 the earth is coYOred with the stull. H's pretty /\my that we cal 0lI" planet "Earth. because it ShOIJd realty be

A B

""""" •5 " 6 "' foore1 3

7

8

"""" drains

Track 38 A On today's program we have Dr. Paul Roberts, one of a number 01 wOOd experts on water. Good afternoon, Dr. Roberts. B Good afternoon. A So, Dr. Roberts, water? B Yes, water. Something that is viIalto us. In lact, most people jllS! don·t realize how il1portant

B

A

""'" WeI, \hirl( abrut it - ~ we
A

B

B

--. """ He.

You mean that the amount of water doesn't change? B No, the only thing that changes is wI'le!e ~ is. We recycle water all the time. After all, that's part of its beauty. Water starts Off in the ocean, evaporates " to the air, then !oms douds. After that. it rains onto the lend, and the water goes into rivers and strewns, .....tlich in tum go back "to the oc:e
What do you mean? Wf!j, gNen how ~ ~ is, ~'s <maZing hOw rru::h we waste. 'Nhen we talk about dirty water crd contaminated water. ~ the ones who MI guilty. It'S absokJIeIy scandalous how we continue to pollute the YefY thing that keeps

"";o9?

3 4

5

6 7 8

me the jar 01 honey. We need Mother t!.be 01 toothpaste. He ate a v.OOIe bar 01 ChocoIa.te! We drink two C<W10flS 01 juiCe a doy. IMIat ftavcI" is that container 01 k::ecnxm? A can 01 beans, ~.

'Mla.t do you me
""". ""'.

B Not atways -there's organic lood .

And you're telling me that orgaric food is better for me? B It's probably healltl ier. A No, just more expensive. B Wei. you get ....nat you pay lor. A I tel you ....nat, I don't know ....nat all the fuss is about. I 1Tl!m. they're r:rit vegetables. B No. look. this ~ is GM free. A How can mil. be GM free? B It means the WNS haven't been led with food that's been A

""""".

A

.AIXI what atlererce does thai

B

WeI, do you rernerrber allhose scaes abrut Mad CoN Disease a lew years back?

""'"

A

Yep!

B

W9I that was all caused by the cows being led contcrnina.ted

A

So you're S8"ying that GM is the same as contanYlated. No. I'm just saying that unli I know ....nat's in rt am....nat it does. I'm not going to eat rt. Well, you won 't catd1 me worrying atxJut it. After ai, you r:rit live once. Exactly.

lood.

B

us alive.

Track 39 1 Gan I have a bag of d1ips? 2 How rroch is that bonle of

Wei that's!1XJd then, isn't it?

W"fI

A Oh, come on! AI food is messed cro.n:I with. 11ll6lI1, lhink of an the lertizers that are

with water.

Track 37 1 2

B A

caIecI "INat&<".

A It's that ~? B Oh, yes! Pro we ffilISt also that lhe ~tity A

B A

A

B

Unit 11 Track 42 Have you seen the latest reaity 2 3

IV"""' Why's he baking so happy? How long have you been

4 5

""'"

3 ,..,...

. ......

6

They've aI becO'ne nalicroal

56 7

8

Track 40 1 ,b..,,,,,,, 2 contarmated

"""'" genetics implanting

89

"""" pesticides 10 resistant

Track 41 A Look at this packet. B Vllhat? A It says "Contails no GM ingredients."

7

How many have you seen? I've never ~ watchi'lg Tv.

'"""""" '"""""

How rTQ"ly tines has he been

Have they firished?

Track 43 1 The thing I really hate about this 2

"""

The way in l'Alich games become addictive

3 4 5

the terrible graphics. the tlWlg lhat amoys mel One tt"Wlg that stops people buying vk.1eo games

Workbook Audioscript 6 7

8

0 &re, ~'s pretty funny. A No. ~'s adictive trash.

the twgh cost. the tI1ng thai pefSU&CIes Ptq)Ie \0 buy the game. An exciting commercial

e

Wet I'd prefer to watch that than some doct.rnentary on people""",,. A Just shows hem sI'\aI::Jw you

Track 44 A

()l10dayS program we'lS askJ'g Ate I'Ii:1eo games bad fa )OO? In \he stLdo I have Ryan Ferguson, who has been carrying out research on this topic for more than three years. Good evooing. Ryan.

B Good evening. So, Ryan, are ..;deo games bad

A

"'.

0 Hey! No need to be Ilde. 2

A

B

"'yo.(?

B Thai's a Vf1fY ilterestng question because it treats the topic as vert black and white. In reality it's not as clear cut as that, as there are two Sides to the issue. On the one hand there is ~ of evidMce to Show that W:teo games can be bad. FrstIy, Ihero are medcaI reasoos. For ex
are the

psyd'loIogicaJ reasons. MMy 01 these games are extremely vioIeI1t and this can't be good

for young people. But, as far as I'm concemOO, the biggeSt problems we social. These kids Jose the abity to sociaize most ~ers play these g<mes aIore. HcM'eYtY. there ere also some positive effects and these should oot be Jorgelten. One thing I've noticed is thatl'T'Wly kids who play lots 01 these gcrnes have ~ Q..ick reactiorls and geat hcn:Ieye coordnation. Ar'IOIh&- tlWlg ~ that ij the kids are pIayi1g garnes, at least they can~ be gelling into trouble on the streets.

,

Trac k 45 A Wr:m! Did you see lhat Show on TV last ni!;tlt? Tho _ B 'M'ich one?_ _ A

!anile in Africa. e INrri wooId you want to watch that stuff? A Because it's ro.xational. e But TV stnJId be reIa.xi"1g, oot , - . B So I guess you watch aI those soaps Md reaity

e

"""'.

Not aD, but some of them. 0 Me, too. A Vohlat? You watCh that stuff as well?

A

B

A

On tonigll's show 'He'A.! gcMng to be taJIOOg to Samantha Wilson, star of Channel 1's latest reality SOOw, Gocx:I evOOng, Sa-Mntho. Evening, it's geat to be here. Please cal me &vn. OK, Scm, so 1I
-""'"

B I ~t kM of wrote in. I"d watched the first series Md thOught. "That kXlks M ' , so when I heard they were maktlg MOlher show, I thoulj11. "Come on, you can cIothat".

...,

A An:j what

was ~ actl.l8ti

B It was tooiJle! You ~'t believe how nasty othef people can be! And to know that the wt'toIe COlKltry knows all ycu secrets, they're watcti"g everyttWlg you do - even when you're

-..

...

A So. Hyou had the chcr'lce to do it again, WOI.Jd you? B Oh, yeah! Sure, ~ was reaJIy bad at the time, but now I'm

famous. aren't I?

.,

A I'lld you ttWlk it was worth

B [)efi1tetj, I1CM' I'm makilg lots 01 money and 11 never have to wOOl. in a

-

~agajn.

A Well, Sam, thank you for being my first guest on the

..

Unit 12 Track 46 A The phone-in on teday's show is about exams and how ~t they ere. Before we take yr:AJI cals, we have two guesls in the studo that have dfIerilg W3ws on the vakJe 01 exMIS. ArstIy, Dr. Ivan ParIts who ~ the head of Awonl. one of the IeOOng exam boards in the COUltry. B A I'lld OU" secord guest is the

""'.

novelist Annie Jones. Hi. A First, Dr. Parks. Dr, Parks, are exans a fair way of frong out how srra1. people ere? B 01 cx:use they n. How else WOI.M:I we go about it? We've been usilg exaTIS oo:Ilests silce we first stood on two legs. It's absurd to say they don', wOO<. e I'm sony, but I think that's

and yet I was still pretty successful, so ~ 's reafty difficu~

e

B

e

-. ""fI

They my measue hcr.v goOO someone is at Iakilg tests, not how sma1 they are. B WeI, I'm sony you leellhat wWof. but tests are a proven way 01 showing ij someone ~ smart e Oh, come on! You can't reaIri believe that. I mean, does irY;j exans Show v.tleIher you'. be su::x::essfU in ife? B &re .. e In wtich case, J can~ be

"""""'.

Vv'hat cIo you mean? e Well, lief! school at 16 without irY;j ant of my ex<ms. A 'MIat, not even EngIsh? e No! I was tentlle at Ergish. B Yes, but we're not taIIing;..st atout school exams. I mean, you have to be able to rTI6aSI.I"e some peqJIe's knOwledge.

A

e

-

B Well. WOI.Jd you want to employ M engineer to build a tri:Ige W they'd fajed thai' 9' 'gi I0OI i WJ

e

""""?

WeI, I guess not, but •. . An:j WOI.Jd you want to go to a doctor who hadn't ed medical school? e No, but that's different. B In what w<J(? e They need to Show ~ know stuff, rut thai's not the same as being soo::essfU. A OK Tt\CJlk you both. I think yoJ've both!1Y&1 us !lings to think about. let's go to OU" li"st caner. Leanne on line one. 0 Yes, good morning ...

B

,

Track 47 A ~e waste of lime. You 00her kn:lw it Of you cion'\. 2 WfA, it makes people reW:lw what they've stU(ied and that can orVy be beneficial. 3 Well, it really depends on the test, doesn't it? I guess some are good, but others ¥8 a waste of time. 4

''-''''-''I wortc. ISIder because

wgJ

""""",.

5

6

~ has to be the ~ w&i. I mean, how else WOI.Jd you find out who knows things? I failed aI my exams at SChOOl

to S2tj. 7

Tests! Completely pointless, if

you ask me. They don't ~ a thing! I ed my math exa-n 00:1 yell stiI e
8

,

Track 48 2 3 4

5 6 7

8

""" ..-

"""

pOOtless

-

"""'" """"" ",,",

Track 49 WfJa:xne to WoocI <:l language school. we h::jpe that you time here will be both and useflj. teach cm students a year. wt1ich is considerable number offer wide range cooses h toefl business engish. p.j teachers n.y quaified have experience workilg in variety ro.xational institufuns. this ooabies us to grve exact wtlat they require also our with thew accorrmodation needs. there ere types of accorrvnodation available from ilc:lnestay seii-oontained apmmer1ls. makilg it possijie lor find somethi slit who o:mes. iyi extensive social program including vigjts the theater sporting events those you....no are nterested pwtic:tlating not just watchi1g won dsappoiltecl. so if iflt ..>
,

Track 50 optirristic 2 -", 3 4 arne(iorate 5 6 7 8 9 scientifc 10 tl'8f1SlX(lation

--

...... "'" ••,.h,,, ..,.

Macmillan Companies and representatives throughout the world Teac:her'$ edition le~1 written by Mike Sayer O.R. C) Editorial Macmillan de Mexico,

S.A. deC.V. 2006 Student's Book text C .R. C Kale Fuscoe, Barbar.J Garside. Luke Prodromou 2006 Design and lIIusuation C .R. C Edilooal Macmillan de Mexico, SA de C .V. 2006

First put rel="nofollow">lished 2006 All rights reserved : no part of this pubHcation may be reproduced , stored in a retrieval system, transm itted in any form, or by any means, electronic, mechanical, pholocopying , recording, or otherwise, wjthoulthe prior written permission of the

publis.hers. Design: Illustration:

Desigl'Mlf$ Collective Greg Hargreaves. SteYe Linnell, Run Willms

Cover design. OW Design CcMIr image:

The Source Photography

The authors would like to thank all those at Macmillan inYOlved in the project. especially M~ey Rogers and Jonn Waterman fOf allthei, hard wOrk. , and

encouragement. The authors and publisherl> would like to thank all the leachers and students who contributed 10 the development of this course. We WOiJ ld particu larty like to thank the following people for their help in piloting materia~ and making suggestions: Mariel8 Cano Moreno. Judy Chiachin Huang. Mei Mel Alicia Chu Pulido, Claudia Cruz Annenla. Aulaa Conce~ Faria de Araujo. Edwin Giebelen. Joel Victor Hugo Gooz./llez . Oth6n Lll90 Cruz. Jose Luis Martinez Prado. Israel Martinez Quiroz. Aurelio Antonio Martinez Rivera . Ana Palricia Maf1 iMz Vile. Rocio Matabuena Cascajaras, y8(Iid Monroy Segundo. Brigitte Mund , Jose Carbs Pana Alves, Maria Cristina Pinheiro da COncei!;OO. Sabine RaizlOf, Mari Cnoz Rea. Tom Salsbuf)". Jorge Antonio SIlonchez S!!onchez. Chris Taylor. Rocio Tepichin. Maria Cristina V. Aguiar. Sty1ianos N . Vackimes Serret. Mirna Zuge.

The authors and the publishers would like to thank the following for permission to reproduce their photographs .

'--'""

Action Plus p82; Atamy/ Archiv Berlin FOIoagoentur GMBH p108b. AJamyl Bill Bachmann p1Ob, A1amy/ ()av;s Young-WOtt'f. p7A1amy/ John Fon p6c, Atamyl Robert Harding World Imagery p58, Alamy/ Gavin HeliBr p90.2. Alamy/lmage 100 PI) 72.3. 89. Alamy/ lmage Source pSa . Alamyllmagll State pl OI . Alamyllogram Publishing, p65, Alamyl Andre Jenny pIDl . ALamyl Johnathan Kim p20 (jordan). Alamyl U I
pp 20 (shakifa). 263. l1Jr. 113br. CorbisI Bob Rowan 97b. Corbis! Chuck Savage '-'" p131 . Corbis/ Rose serral11b. CorbisI Walter Smith p73.5 . Corbis! Stapleton COllection p52b, CorbisITom Stewart p124a . CortIisI Stave Thornton p142e. Corbis, Bergsaker Tore p84b1, Corbisl Craig Tt,JIlIe p 1260, CorbisI Raben Van der Hilsl p50b, CorbisI Anne-Marie Webber p32 .4 . COfbisi Stephen Welstead pl38. CorbisI '-..-/ Elizabeth Young p 32 .1; Digital VISion pl32: EmpicsI Sven Simon pl1 . 81 : Getty PI) 8 (headerJ. 15. 26 (headef).35, 38 (header). 47 , 48 (header), 48b, 4&:1 . SOa. 51 . 58 (header), 67 , 70 (header).7g. 89 , 96It, 99, III. 1191. 121. 131 . 141 : Gettyl Image bank pp Ila. 122. 124b. 147 (old woman). 147 (young man); Gelly! National ' - . / Geographic pllc; Getty! Stone pp 10m, lIb, 22a. 112 (header), 1341. 139.142b,

T he publ ishers gratefu lly acknowledge the following for permission to reproduce copyright material. Unit I : Lesson I extract from 'Why people use pseudonyms' by Alex McNeil first published in Shakasp6af8 Matters VoI.2 No.2 Wlnt8f 2003. reprinted by permission of the autl"lor. Uni12: Lesson I : Beal.llifu/ Words and Music by Linda Perry copyright

CI Famovs Music Publishing Umited 2003, reprinted by p8fmission 01 Music Sales Umited. All RighI!! Resel'Ve(t Intemational Copyright Secured. Unit 3: Lesson 2: I'll Be Thent fOT You Words and Music by Michael Skloff. Marta Kaul'fman. David CraM. Phil Solem . Allee Willis and Danny Wilde copyright C n Dawn Music CA. USAIW_ Chappell North America.l.on(Ion W6 8BS 1995. reprinted by permission of Il1Iemationat Music Publications Lid. A~ Rights ResefV8d. Lesson 3 : Extract from "Talk 10 me' by Liz Barry copyright C Uz Barry 2003, first published in Associated Press 23.07.03. reprinted by permission of the author and publishef. Lesson 4: Extract from "Web Issues' by Adrian Tennant copyright CI Adrian Tennant 2003. first published in IATEFL Issue No: 173 June-July 2003, reprinted by permission 01 the author. Unit 5: Lesson 3: Cry Me A RiverWords and Music by Justin Timberlake , Scott Storch and Timothy Mosley copyright CI EMI April Music InclTennman TlInes . TVT Mllsic lroc and Virginia Beach Music. USA 2002. raprinted by permission of tnternational Music Publications Ltd , EMI Mllsic Publishing Ltd , lonoon. WC2H DOY and Music Sales Limited. All RighlS Reserved. Intemabonal Copyright Se<:ured. Lesson 4 : Extract from 'Focus Rated' first published in Focus

Ma(l8zi116 September 1999. reprinted by permission of the publisher. Unit 7: Lesson 3: Extract from 'How honest 8fe you?', taken from www.bibIe.caIs·honesty.html, reprinted by petrTlission of the publisher. Lesson 4 : Don'f Lei The Sun Go Down On Me Words by Bernie Taupin afld Music by Elton John copyright C Big Pig Music'Warner Chappell Arlemis Music Limrted , London. W6 8BS 1974. raprinted by permission of Intarnational Music Publications Ltd. All Rights Reserved . Unit 8: Lasson 1: Extract from "The great picturo shOW' by Gordon Thomson copyright Cl The Guardian 2003. first published in The Guardian 17.08.03. reprinted by permission 01 the publisher. Unit g: Lesson 5: Tha Logical Song Words and Music by Roger Hodgson & Richard Davies copyright CI Delicate MusiclAlmo Mllsic Corporation. USA. RonOor Music (London) Limrted 1979. reprinted by permission of Music Sales Limited. An Rights ReS8fVed. International Copyright Secured. Unit 10: lesson 1: Extract from ' Precious fluid' by Dinyar Godrej. first published in New Infamafionalisl

Magazinf1 No. 354 March 2003. reprinted by permission of the publisher. Lesson 3 : Extracts from 'Can GM crops feed the world' by Dr Michoio Kaku and ' GM : a QUick fix that is doomed to fait . an interview with D< Doug Parr. chief flCientist 01 Greenpeace' both taklln from Fows Magazine september 2000, reprinted by permission of tha publisher. Unit II : Lesson 6 : Come Away Wilh Ma Words and Music by Norah Jones copyright Cl Muthajonas MUSic LLC, USA and EMI Blackwood Music Inc. USA 2002. reprinted by permission of Internationat Music Publicat ions Ltd and EMI MusiC Publ ishing Ltd. London . WC2H DOY. AI Rights Reserved. Dictionary work: Extracts taken from the Macmillan English AdvancfJd Dictionary for L(lBmers of American English Cl Bloomsbury PlIblishing Pic 2002 .

147 (young woman), 147 (old man); Getty I Tax i pp43, 59, 97t, 142; Gelly News and Sport! Pedro Armestra pl06. Getty News and Sport! Tony Duffy p86a . Getty News and Sport! Alfred Eisenstaedt pOO .4 . Getty News and Sport! Soon Halleran p84m: '-" Gelly News and Sport! Steve Hansen p86b. Getty News and Sport/ Hulton Archive p14 .2. Getty News and Sport! Keystone p90.6 ,I34b. Getty News and Sport! Mark Mainz p141 , Get1y News and SpoIV S teve Poweg p 8Obr. Getty News and Sport! Pascal Rondeau p86. Getty News and SpoIV Mario Tama pJOb. Getty ~ and

............

SpoIV Wamer Bros. PI36, Getty News and Sport! Staton R. Wintef p87tr; Infograms pI14t1 ; Kabat COllection pp 16a. 16c. BOa; MiIfY Evans pp 59b. 59<1: Nintando p114bl ; Penguin Books pp 6Ob; Photoclisk pp 16. p80 (headef). 90 (header). 101 (header): Powerstockpp 90.5. 135. 142a. 142d. t42c; Press Association pp 62e. -.-' 74 .3. 104; Press Association! Neil Leiffer p801 ; Redfems Music Pictures p7la: Rubi)(/ Seven Towns Limited {rubix cube icon)pp12, 13.22. 32, 33. 44 . 45, 54, 55. 64 . 65.

soc.

S7. 77. 86. 87. 96, 97. 108. 109. 118. Ilg. 128, 129; Science Photo LibrarylAdam Hart-Davis p 102; Stil l Pictures! Mark Edwards p107: Topfoto p5S<:; Union Toots p67a; "'-""" WEN N p11311. 113r. 114br. 114tr. 117a. Comm issioned Photographs by: Dean Ryan

PI> 38a. 38b. 38c, 3&1. 44a , 4Sa . 48c,

5ga.

Every effort has been made 10 trace copyright holders. but in some cases this has proved imposs.ible. The publishers would be happy 10 hear 'rom any copyright hoIdet that hat not been acknowledged. ISBN-13 : 978-97().{;50-35HI tSBN.IO ; 970~50-351·X Editorial Macmillan de Mexico. S.A . de C .V.

Av. Prol. San Anton io 170. 01180 M6xico. D .F. Tel: (55) 5482 2200 Fax: (55) 5482 2203 [email protected] A wholly owned subsidial}' 01 Macm~lan Publish8fs Holding Ltd www.macmillan.oom.mJ( _

.macmillanenglish.com

Printed and bound in Thailand Thil boo!<. was printed in January 2007 by: Thai Watana Panich Press Ltd Wave Place Build ing. Unit 3. 9th " oor. W ireless Road. Lumpini. Pathumwan . Bangkok 10330,Thailand

20 11 2010 2009 2008 2007 1098765432

Attit[!]de Build Positive Attitude

Ensu ring that students have a positive attitude to learning is the key to thei r success. Through a series of high -interest topics, challenges, and reflective activities, Attitude engages students in a learni ng experience that is both meaningful and re levant to their current reality_

Develop w ith Attitude

Attitude introduces a unique focus on the development of study and writing skills, empowering students to become effective learners through awareness-raising activities, learning

tips, and fol low-up tasks. Communicate with Attitude With so lid learni ng foundations, students will have the

confidence to express t hemse lves, reflect who t hey are, and approach learning with attitude!

Attitude lets you be who you really are - in English!

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