English Language Learning: Verbs and Collocations Exercise, Apuntes de Inglés

¡Descarga English Language Learning: Verbs and Collocations Exercise y más Apuntes en PDF de Inglés solo en Docsity! 146 Unit 7 7 Heroes and villains GRAMMAR: reporting verbs and their patterns; would and used to; modal verbs: speculating about the past VOCABULARY: adjectives to describe villains; adjectives to describe heroines; nouns with more than one meaning FUNCTION: making confident and tentative statements UNIT FOCUS Introduction p73 Aims The focus of this lesson is to introduce the unit topic of heroes and villains and to consider how to define a typical hero and a typical villain in terms of their actions, in the context of a selection of films that students may be familiar with. You first! Give students a few minutes to talk about the questions in small groups. Then elicit from each group the movies they talked about and the main reasons for their choices, to establish any common favourites in the class. 1 Elicit or explain that pictures A–E are all film posters from well-known films. Students identify the films in the posters. Then elicit any other information students know about these films, such as what they’re about, the main characters, the main actors, the director, the date, etc, and note names and dates on the board. In pairs, students match five of the famous lines with the films, decide which character / actor said each one, then compare with another pair. Answers 3 D Ilsa (Ingrid Bergman) in Casablanca 4 A Matt Kowalski (George Clooney) in Gravity 5 C The Terminator (Arnold Schwarzenegger) in The Terminator 7 E Rhett Butler (Clark Gable) in Gone with the Wind 8 B Andy Dufresne (Tim Robbins) in The Shawshank Redemption Extra idea: Before eliciting information about the films in the posters, students spend five minutes in the same small groups as before, pooling their knowledge. You could write these questions on the board: 1 Which of the films have you seen? What was it about? What did you think of it? 2 Which of the others would you like to see? 3 Can you date them roughly? (Which decade?) 4 Can you name the director or any of the stars? Background notes The films are all from different decades. A Gravity (2013) is a British-American science- fiction film directed by Alfonso Cuarón, starring George Clooney and Sandra Bullock as astronauts who are stranded in space after the mid-orbit destruction of their space shuttle. The film chronicles their subsequent attempt to return to Earth. B The Shawshank Redemption (1995), directed by Frank Darabont, starring Tim Robbins and Morgan Freeman, is about a young and successful banker, Andy Dufresne, whose life changes drastically when he’s wrongly convicted of and sentenced to life imprisonment for the murder of his wife and her lover. C The Terminator (1984) is an American science-fiction action film directed by James Cameron, starring Arnold Schwarzenegger as the Terminator, an android assassin sent back in time from the year 2029 to 1984 to kill Sarah Connor, played by Linda Hamilton, whose son will one day become a saviour against machines in a post-apocalyptic future. D Casablanca (1942) is an American romantic drama directed by Michael Curtiz, starring Humphrey Bogart and Ingrid Bergman. Set during World War II, it focuses on an American expatriate who must choose between his love for a woman and helping her Czech Resistance leader husband escape the Vichy-controlled city of Casablanca to continue his fight against the Nazis. E Gone with the Wind (1939) is an epic historical romance directed by Victor Fleming, starring Clark Gable as Rhett Butler and Vivien Leigh as Scarlett O’Hara, the spoiled and attractive oldest daughter of plantation owners in the American deep South. It’s a tale of impossible love, separation, death and survival during the difficult times of the American Civil War. 2 Address this question to the whole class; if nobody knows the answers, you could give some obvious clues to help them (eg 2 It’s about a very large and dangerous sea animal. 6 It’s another movie about a space mission.). You could remind students that Unit 7 147 they can find quotes from films on the IMDb or Rotten Tomatoes websites. Answers 1 James Bond in several of the Bond films, including Casino Royale, Goldeneye and On Her Majesty’s Secret Service 2 Chief Brody (police chief) in Jaws 6 Jim Lovell in Apollo 13. The origin can be traced to the phrase in past tense (‘Houston, we’ve had a problem here’) that was used by the crew of the Apollo 13 moon flight to report a major technical problem back to their Houston base. The phrase is misquoted as ‘Houston, we have a problem’ in the movie. 3 Students can work through these instructions in pairs. Point out that for stage 1, they can invent whatever responses they like, and elicit a variety of suggested responses to the first quote as an example (eg Pleased to meet you, Mr Bond. How do you do? My name’s … Really? I’ve been wanting to meet you for a long time …). Monitor pairwork and assist if needed. Encourage students to make full use of stress and intonation when acting out the lines in stages 2 and 3. In stage 4, regroup into whole-class format for students to guess the source of each other’s favourite lines. EXPLORE ONLINE After reading the exchange in pairs, students find it on YouTube (by typing in Do you expect me to talk?) and compare how it’s said. Answer The film is Goldfinger and AG is the villain Auric Goldfinger. Extra idea: Ask students to find out how many Bond movies there have been to date and which actors have played Bond (Twenty- six movies; actors: Sean Connery, David Niven, George Lazenby, Roger Moore, Timothy Dalton, Pierce Brosnan and Daniel Craig). Students could find compilations of My name’s Bond. James Bond. on YouTube (also sometimes rendered as The name’s Bond ...) and decide which one they like the most. Some students might also enjoy James Bond deadliest one- liners on YouTube. 4 Students discuss the questions in pairs or small groups followed by class feedback. Be flexible with the definitions of hero and villain. Also elicit from students (or remind them of) the feminine term heroine, and the more informal terms goodie and baddie. In question 2, encourage students to help each other with the words in the list and, where necessary, check meanings in a dictionary. Point out that some words could be used for both heroes and villains, depending on the circumstances. Answers 1 Possible definitions (in the context of books, films, plays): hero = the main (male) character who we admire for his courage, brave deeds and noble qualities (female = heroine) villain = a character whose evil actions and motives are important in the plot 2 heroes: avenge, capture, defend, expose, fight crime, prevent, protect, rescue, right injustice, risk their life, save, set free villains: avenge, capture, cheat, corrupt, destroy, hurt, murder, plot, prevent, rob, scheme, steal, take hostages, threaten 3 Suggested answers avenge a crime / a murder / his sister’s death cheat her out of her inheritance / at cards / in the exam plot an attack / to kill him prevent them from leaving / sth from happening / disaster rob a bank / her of her savings scheme to overthrow the government / against her steal some money threaten him / to shoot the passengers / him with a gun / our planet Extra idea: Students search for more well-known Bond villains and compete for the longest list. 5 LOOK AHEAD Students flick through the unit, looking at the three lesson titles, and in pairs talk about the probable focus of each lesson. Suggested answers Lesson 1: villains Lesson 2: women’s different roles in films Lesson 3: heroes and heroines Lesson 1 What makes a good baddie? pp74–75 Aims The focus of this lesson is to expand adjectives and other vocabulary for describing villains and to revise and practise reporting verbs and their patterns. 150 Unit 7 7 Rhett Butler claimed that he didn’t give / claimed not to give a damn. 8 Andy Dufresne confessed that he was / confessed (to) being a convicted murderer who provided sound financial planning. Extra idea: Students put their own favourite movie lines (which they thought of in 3 in the Introduction) into reported speech. Listening 1 Students look at the photo and in small groups pool their knowledge about Catwoman. You could write some questions on the board to prompt them if necessary, eg What does she look like? What sort of person is she? What superpowers does she have? In what films has she appeared? What actresses have played Catwoman? Background note Catwoman (Selina Kyle) is a fictional character appearing in American comic books, commonly in association with the superhero Batman. The character made her debut in Batman #1 (1940), in which she is known as ‘the Cat’. Catwoman has traditionally been portrayed as a supervillain and enemy of Batman – in her first appearance, she was a whip-carrying burglar with a taste for high-stake thefts – but she later turned to crime-fighting and became part of the Batman family. Since the 1990s, she’s been featured in a series that depicts her as an anti-heroine rather than a traditional villain. Catwoman is known for having a complex love-hate relationship with Batman and has been Batman’s most enduring love interest. In the 1992 film Batman Returns, Catwoman was played by Michelle Pfeiffer (pictured in the Student’s Book), while the 2004 film Catwoman starred Halle Berry. 2 2.23 Students listen to the conversation for more information about Catwoman, then compare answers in the same small groups as in 1. Answers See answers for 3 and 4 below. Transcript man So why do you like Catwoman so much? woman Oh, because she moves like a cat! She’s graceful and athletic, and she’s clever and independent – she takes charge of her own life. Answer Four words in article = admit, confess, remark, warn They are all followed by that. Extra idea: Ask: How many similar verbs with this pattern can you add to the list? (Similar verbs = answer, argue, comment, doubt, fear, feel, observe, suppose, think …) 5 This focuses on the other verb patterns that can be used with the reporting verbs in the list in 3: the -ing form; the infinitive; and object + infinitive. Students work on the questions in pairs. Point out that sometimes a preposition can be added. Answers 1 B You promised (that) you would be on time. / You promised me (that) you would be on time. C He warned me that I should be careful. 2 B You promised not to be late. C He warned me not to take risks / be careless. 3 A (verb + -ing form): admit, confess (to), deny, mention, propose, report, suggest B (verb + to + infinitive): agree, claim, decide, hope, promise, propose C (verb + object + to + infinitive): advise, teach, warn Extra idea: Tell students to add these other verbs to their lists: beg, insist (on), instruct, invite, offer, prefer, swear, threaten (Answers: A insist (on), prefer; B offer, prefer, swear, threaten; C beg, instruct, invite) 6 Students do the exercise in pairs, then compare answers with another pair. Answers 1 He said that his name was James Bond. 2 Brody warned me/him/her/us that I/he/she was / we were going to need a bigger boat. 3 Ilsa told Sam to play As Time Goes By. 4 Matt Kowalski admitted (to Houston) that he had / admitted (to) having a bad feeling about the mission. 5 The Terminator promised that he would be / promised to be back. 6 Jim Lovell announced that they had a problem. Unit 7 151 She isn’t sweet and nice, but she helps people who are poor and vulnerable and who need her help. man So she isn’t like the Joker? woman No, absolutely not. She isn’t nasty and cruel like the Joker at all. man In fact, she’s not really a villain any more, is she? She’s more like a hero. woman Yes, I suppose she is. man But she hasn’t always been like that, has she? She was a villain to start with. woman Yes, she was quite a villain to start with. In fact, when she first appeared as a comic book character in 1940 in Batman 1 – in the same issue as the Joker, actually – she fought against Batman. man But she’s changed. woman Yes, over time she’s changed, like the Joker has, but not in the same kind of way. Catwoman has changed from being just a burglar and a criminal to almost being a superhero. If you watch the 2004 film starring Halle Berry, for example, you see a very different portrayal from the earlier comic books. man So what’s her real name? Does she have one? The Joker doesn’t, does he? woman Well, the Joker only has a real name in the 1989 Jack Nicholson film – Jack Napier – otherwise he’s just known as the Joker. But Catwoman does have a real name. It’s Selina Kyle. man Selina Kyle? Well, I didn’t know that! woman And did you know this – she came 51st on Wizard Magazine’s list of the top 100 greatest villains of all time. man Who came top? woman Who do you think? The Joker! man Ah! 3 Students note down the information they can remember, then listen again if necessary to check and expand their notes. They can check in pairs before class feedback. Answers 1 She moves like a cat, she’s graceful, athletic, clever and independent; she helps poor and vulnerable people, though she’s not sweet or nice herself. 2 She was originally (in 1940) a real villain – a burglar and criminal – and fought against Batman. But over time, she changed into almost a superhero who helps people who need her help. 3 Her real name is Selina Kyle. 4 Students list similarities and differences in pairs, then compare with another pair and decide who they prefer. Suggested answers Similarities: They appear in Batman stories, they fight against Batman, they are villains, they first appeared in the comic book Batman 1, they change over time. Differences: Catwoman changes into less of a villain, almost a hero, and helps people, whereas the Joker, after initially becoming funnier, then became even nastier and crueller. Catwoman has a real name (Selina Kyle), but the Joker doesn’t. Catwoman looks graceful, but the Joker looks like a clown. Did you know? Ask students if they know how the Joker acquired his appearance. Students read the information to find out. Point out that there are other versions of this tale. In The Dark Knight, for example, the Joker tells several different stories about how he got his ‘smile’, eg his father thought he was too serious and wanted to put a smile on his face, or his wife’s face was scarred so he wanted to show empathy with her. EXPLORE ONLINE Students could do the research at home or in class on tablets or smartphones, then compare what they’ve found with a partner. There are a number of different versions of Catwoman’s origins, so it doesn’t matter if they get different information. Writing and speaking MINI-TALK Draw students’ attention to the use of they/their/them instead of he or she in the questions and elicit from them (ask: Why do the questions use ‘they’, ‘them’ and ‘their’ about a singular villain?) or remind them that we often use they in this way when we don’t know if the person is male or female, to avoid the cumbersome he or she. Students use the questions to focus their online research about their favourite villain, then write a paragraph about them individually as directed. Tip: Establish a word limit from the beginning, eg 120 words, to give students some idea of what level of detail they should be aiming at. In groups of four or five, students take turns to show their photo and read out their description and the others guess who it is, asking questions if necessary. (You could make this more challenging by just having them read out their descriptions.) Monitor the groupwork and assist where needed. When all the villains have been presented, each group votes for the best baddie, then shares their choices with the rest of the class. 152 Unit 7 Lesson 2 Homemaker or troublemaker? pp76–79 Aims The focus of this lesson is to explore the changing roles of women in films and books, to expand the range of adjectives used to describe heroines and nouns with more than one meaning, and to practise the use of would and used to for past habits and states, and modal verbs for speculating about the past. Students read a blogpost about the history of women in Hollywood and a review of The Girl with the Dragon Tattoo and listen to an interview about the author Stieg Larsson. You first! Students discuss the question in small groups. Then elicit some of the reasons students gave for the different choices. (See Background notes below for details of the two photos.) Reading 1 1 Elicit which word in the title refers to which of the photos and write the two words at the top of the board. As the class as a whole brainstorms words to describe each image, write the suggestions on the board under the relevant word. Encourage students to think of both positive and negative words for both images and to go beyond appearance – they should use their imagination about the character and behaviour of the women. Answers A homemaker B troublemaker Possible words A nice, kind, caring, gentle, calm, domestic, organised, hardworking, helpful, loyal, practical, tidy, neat, organised, dutiful, unselfish, conventional, unimaginative, sweet, obedient, loving, innocent, unthreatening, etc B beautiful, attractive, fashionable, glamorous, sexy, seductive, striking, emotional, ambitious, determined, selfish, moody, gorgeous, inviting, wicked, manipulative, threatening, dangerous, etc Background notes • Photo A shows Doris Day (1924–), an American actor, singer and animal welfare activist. In the 1950s and 60s, she starred in many films and musicals and epitomised the wholesome all-American girl. • Photo B shows Lauren Bacall (1924–2014), an American actor who began her career as a model. She starred in many films throughout the 1940s and 50s with some of Hollywood’s biggest names – Humphrey Bogart, Gregory Peck, John Wayne and Marilyn Monroe to name a few. She was known for her distinctive voice and sultry looks. 2 PREDICT Give students a few minutes to discuss the question in groups. Encourage them to think about Hollywood films from different past decades they’ve seen or know about. Then students read the blogpost A potted history of women in Hollywood on page 77 to find relevant information, and compare with a partner. Answers See answers to 6 below. Background notes A Some well-known examples of Hollywood melodramas of the 1930s and 40s are The Blue Angel (1930), City Lights (1931), Baby Face (1933), The Old Maid (1939), Duel in the Sun (1946), In this Our Life (1942). B Some well-known examples of ‘film noir’ movies of the 1940s and 50s are The Maltese Falcon (1941), Double Indemnity (1941), Suspicion (1941), Farewell My Lovely (1944), Spellbound (1945), The Big Sleep (1946), Gilda (1946), Key Largo (1948), Sunset Boulevard (1950), The Big Combo (1955), Crime of Passion (1957). D The Hunger Games is a bestseller series of three adventure novels written by the American author Suzanne Collins. The series is set in The Hunger Games universe, and follows young characters Katniss Everdeen and Peeta Mellark. The novels in the trilogy are The Hunger Games (2008), Catching Fire (2009) and Mockingjay (2010). The novels have all been developed into films, starring Jennifer Lawrence as Katniss, with the film adaptation of Mockingjay split into two parts. The films were released annually from 2012 to 2015. E • Brave is a 2012 Pixar / Disney computer- animated fantasy film. Set in the Scottish Highlands, the film tells the story of a princess named Merida who defies an age-old custom, causing chaos in the kingdom by expressing the desire not to be betrothed. After Unit 7 155 Answers fascinating, 24-year-old Goth, with body piercings and tattoos, thin, small, fierce, damaged, a genius computer hacker, compelling, compulsively interesting, Sweden’s best hacker, the intensity of her focus, her walled-off emotional life, may suffer from Asperger’s syndrome, gutsy, intelligent, not seductive or alluring 3 Students talk about the question in pairs or small groups. This is an enthusiastic review, so it will probably make students want to see the film if they haven’t already. Encourage them to pick out phrases in the review that give a positive impression of the film. If students have already seen the film, ask them to say to what extent this review matches their own impressions. Suggested answers an exciting thrille; the rare quality of having a heroine more fascinating than the story; Lisbeth is as compelling as any movie character in recent memory; Rapace makes the character of Lisbeth compulsively interesting; an extraordinarily effective thriller; a sober, grown-up film; about characters who have more important things to do than be characters in an action movie 4 Students decide individually and check their choice with a partner. Answer b Phrases which show the reviewer’s opinion: an exciting thriller, a heroine more fascinating than the story itself, as compelling as any movie character in recent memory, compulsively interesting, an extraordinarily effective thriller 5 Students note down what they can remember about the author, the crime and the setting either individually or with a partner, then reread the review to check and expand their notes. Assist with vocabulary if needed. Answers a Author of The Girl with the Dragon Tattoo, died unexpectedly at the age of 50 in 2004 after completing the Millennium Trilogy b A young girl, Harriet, billionaire Henrik Vanger’s niece, disappeared 40 years earlier, from the island where he lived when it was cut off from the mainland because the bridge was blocked. Her body was never found. The killer was presumably a member of the family who live on the island. c Remote, forbidding island setting, gloomy mansion, winter chill, frosty inhabitants, dreadful suspicions 6 Students work alone to figure out the meanings from the context, then compare their answers with a partner. Finally, they can check in a dictionary. Answers fierce = aggressive, angry damaged = badly affected by past experiences resourceful = good at finding ways of dealing with problems comes across = finds by chance team up = work together forbidding = severe, threatening frosty = cold, unfriendly gratuitous = unnecessary ferocious = fierce and violent stark = simple and unpleasant sober = serious gutsy = brave, determined alluring = attractive 7 THINK Give students a few minutes to think quietly on their own about the questions; they then discuss them in small groups. Extra idea: Invent a character. Ask students: What would a female character the complete opposite of Lisbeth be like? Write these questions on the board: 1 Make a list of adjectives describing her appearance and character. 2 Give your character a name and search online to find an image that fits. 3 Show the image to other people and tell them about your character. 4 Imagine and script a very short conversation between your character and Lisbeth Salander when they meet for the first time at a cocktail party. Then act it out. Vocabulary 2 Nouns with more than one meaning 1 Students find the four nouns in the review and in pairs decide on their meaning in that context. Go through the example sentences illustrating other meanings of case, and elicit the meaning of case in each one. Then pairs think of at least two other meanings for the other three words and write a sentence for each one. 156 Unit 7 Answers In the review: line 34 Lisbeth and Mikael team up on the case (= the crime being investigated) line 12 movie character (= fictional person in a film) lines 34–35 become efficient partners (= people working together) line 45 not a deep psychological study (= research or detailed examination of a subject) Other meanings and suggested example sentences: character There are many positive aspects to his character. (= personality) She’s a real character! (= unusual person) partner He’s a partner in a firm of accountants. (= joint owner) Claire and her partner attended the event. (= spouse or long-term boyfriend / girlfriend) study I have a big desk in my study. (= room where I work) Doing a law degree requires a lot of study. (= the act of studying) 2 Allow students to choose which three nouns to cover, and let them check meanings in dictionaries if necessary to help them with their sentences. They should cover at least two different meanings for each one. Make sure that they leave a gap where the noun should go. They then swap round sentences in pairs or groups and guess the missing nouns. Suggested answers There was a bank robbery last night. They had a picnic on the bank of the river. They got stuck in a traffic jam. I love strawberry jam on my toast. The runner collapsed before completing the last lap. The cat slept on my lap all afternoon. I kept a lock of his hair. The lock on my front door doesn’t work very well – the key gets stuck. The narrow boat had to go through a lock to get to the next level of the canal. They’re watching a football match. I struck a match to light the candle. I think Pete and Susie are a very good match. He plays the organ really well. I’ve got an organ donor card, which means that if I die, doctors could use my heart, liver, kidneys, etc to help others. Helen was tired, so she had a rest. We’ve eaten half the cake – the rest is for you. This plant flowers in early spring – in March usually. They drank water from a mountain spring. There was a spring sticking up out of the old mattress. We thought it was a difficult problem, but it was just the tip of the iceberg. I gave the waiter a tip of about 10%. We took our unwanted junk to the rubbish tip. Use this knob to turn the volume up or down. Multiply the width by the length by the height to get the volume of a cube. Listening 1 GUESS Give students a minute to make their guesses based on the rubric, the photo and the information about Stieg Larsson’s novels in Reading 2 on page 78, and compare guesses with a partner. 2 2.24 Students listen and check their guesses. Answer Larsson said that Lisbeth Salander is a grown- up version of Pippi Longstocking and that they have a lot of qualities in common. Transcript interviewer It must be great to be writing a book about Stieg Larsson, Olle – his novels are so gripping. Tell us a little bit about him. He was from Stockholm, wasn’t he? olle Yes, he was. interviewer And didn’t he spend some time training female fighters in Eritrea when he was younger? I think I read that somewhere. olle Yes, he did, but he actually worked as a journalist for most of his life. In fact, he was better known as a journalist than as a writer during his lifetime. It wasn’t until after he died that his novels were discovered. interviewer And he was a political journalist with strong views, I believe? olle Yes, he was very concerned about the rise of extremism and racism, especially among young people, so he founded an organisation to fight against it, and became the editor of its magazine. Unit 7 157 interviewer That can’t have made him popular with the far right! They must have hated the criticism. olle Yes, he received a lot of death threats from right-wing organisations over the years. In fact, when he died, some people thought that extremists might have killed him. interviewer But they didn’t? olle No, it seems to have been a tragic accident. Normally, he would have been able to take the lift to the seventh floor in his office block, but that day it wasn’t working, so he had to climb seven flights of stairs, and he had a heart attack. interviewer And he was only 50? olle Yes, 50. Very young. Who knows what he might have written if he’d lived longer. interviewer Um, I read somewhere that he was given a rather unusual present for his 12th birthday that started him writing. olle Yes, his parents gave him a typewriter! interviewer Pre-computer days! olle Absolutely. I remember those! interviewer But his early writing wasn’t crime drama, was it? olle No, it was sci-fi. The crime fiction came later. interviewer So what about his three Millennium novels? olle Well, they were discovered soon after his death. He’d written them as a hobby in the evenings after coming home from work. interviewer How amazing! olle Yes, indeed. He must have spent hours writing in the evenings. And in fact, there’s a fourth novel in the series which was discovered later on another computer. It wasn’t quite finished, so it had to be finished by another author: David Lagercrantz. interviewer What’s it called? olle The Girl in the Spider’s Web. It was published in 2015. interviewer And were his books fact or fiction? olle Well, his partner, Eva Gabrielsson, said that the books may have been fiction, but they were based on true stories, showing a sinister side of Sweden that few people know about. interviewer And what about writers who influenced Larsson? Were there any? olle Yes, he said that he enjoyed American writers like Sara Paretsky and British authors like Dorothy Sayers, Val McDermid and Agatha Christie. interviewer I notice those are all women! olle So they are. And interestingly, he also said that the character from children’s books – Pippi Långstrump – was a big influence. interviewer Pippi …? Oh Pippi Longstocking! olle Yes, he said that Lisbeth Salander is a grown- up version of Pippi Longstocking and that they have a lot of qualities in common. interviewer Well I never! EXPLORE ONLINE Students use smartphones or tablets, then compare findings with a partner. Background note Pippi Longstocking is the heroine in a series of books written by Swedish children’s author Astrid Lindgren and first published in 1945. Nine-year- old Pippi is unconventional, assertive and has superhuman strength, being able to lift her horse one-handed. She is playful and unpredictable. She frequently makes fun of unreasonable adult attitudes, especially when displayed by pompous and condescending adults. A bit like Peter Pan, Pippi does not want to grow up. She’s the daughter of a buccaneer captain and as such has adventurous stories to tell. She has four best friends: two animals (her horse and monkey) and two humans (the neighbour’s children Tommy and Annika). The books are popular worldwide and have been translated into many different languages: Pippi Långstrump (Swedish) Peppi Pitkätossu (Finnish) Pipi Pikksukk (Estonian) Fifi Brindacier (French) Lína Langsokkur (Icelandic) Pippi Calzelunghe (Italian) Pipe Phakidomyte (Greek) Pipi Duga Carapa (Croatian) Changwazi Pipi (Chinese) Pippi Calzaslargas / Pippa Mediaslargas (Spanish) Pippi Thung-Taow Yaow (Thai) Pippi Langstrumpf (German) 3 In pairs, students divide the questions up (four each) and try to answer their own four without listening again. Then play the recording for them to check and complete their answers. Students share their answers with their partner. MA Weaker students could work on all eight questions together for more support. Answers 1 A political journalist 2 The rise of extremism and racism, especially among young people 3 Because had founded an organisation to fight extremism and racism and became editor of their magazine. 4 Natural causes (a heart attack) 5 A typewriter 6 In the evenings after coming home from work 7 They were fiction, but showed a sinister true side of Sweden. 8 Sara Paretsky, Dorothy Sayers, Val McDermid, Agatha Christie 160 Unit 7 and there are three extra letters which they won’t need to use. In an exam, they’d hear the recording twice. Students should read through the list a–h carefully before listening and choosing their answers. Students could compare their answers with a partner before listening a second time to focus on the items where they didn’t agree. Answers 1 e 2 h 3 g 4 a 5 c Transcript 1 I loved the film. I thought the acting was superb. Gael García Bernal was absolutely perfect as Che. I don’t think I’ve ever seen him in anything before, but I’ll look out for him now. And the other guy – Rodrigo de la Serna – he made a great Alberto. He was really funny. 2 I thought it was amazing visually – those mountain landscapes in the Andes were just stunning, took your breath away. Makes me want to go there and spend some time travelling around myself. Wouldn’t that be fabulous? Anyone up for going? 3 I liked the way the film worked on two levels. On the one hand, it was about these guys wandering around South America on their motorbike, and on the other it was about a kind of inner journey where their ideas were transformed and they began to see things very differently. A rite of passage almost. It was quite clever. 4 The music was terrific – it really captured the mood of the film – composed by Gustavo Santaolalla, the guy who did Brokeback Mountain and Babel. And the main theme song – Al otro lado del río – won an Oscar for Best Original Song. First time ever for a song in Spanish! 5 I liked the fact that it was such a global production involving companies from so many different countries – Argentina, Chile, France, Germany, Peru, the UK and the USA. And the director? Walter Salles. Brazilian! He’s directed lots of great films – On the Road, Central Station. He’s brilliant. Extra idea: If students have seen the film, elicit what they liked (or disliked) most about it, and which speaker(s) they agreed with most. 2 Make sure students understand the phrases in the box, which were all used in the recording. Students should write short summaries for each speaker using the words in the box combined with the answers from 1. MA Weaker students could be asked to do fewer summaries (two or three instead of five) and could work in pairs for extra support. 3 P 2.26 Students work in pairs, saying and marking the main stress on each word before listening to confirm. Pause the recording after each word for students to repeat, correcting them immediately if they misplace the stress. Then allow a minute for students to repeat again in their pairs. Answers photo / photograph / photography / photographer / photographic bio / biopic / biography / biographer / biographical 4 P Make sure students have noticed the stress changes which are necessary. Answer The stress falls on different syllables, depending on the word ending. For words ending in -ic, the stress falls on the penultimate syllable. For words ending in -graphy, -grapher and -graphical, the stress falls on the third syllable from the end. In other words, the stress falls on the first syllable. Music link a Students can find the music online and compare their opinions in pairs. b Students find their favourite film music online and either play it to their group in class, or share it online with the class. Take a break This could be used at any suitable time during the lesson. Students can contribute their own mellow soundtrack music or you could play your own choice. Possible examples of relaxing film music: The Godfather, Inceptio, Gladiator, Out of Africa, Across the Stars from Star Wars. You could dim the lights and suggest students close their eyes in order to focus better on breathing and relaxing into the music. EXPLORE ONLINE Encourage students to guess who the four women were before checking online using smartphones or tablets. Ask students more questions to discuss in pairs: In what way were each of these women important? Which of these biopics have you already seen? What did you think of it / them? Which of these biopics would you like to see most / least? Why? Why do you think there were so few biopics about women? Unit 7 161 Answers The four biopics about women were: La Vie en Rose (2007) about French 20th-century singer Edith Piaf, The Passion of Joan of Arc (1928) about French 15th-century fighter Jeanne d’Arc, Frida (2002) about Mexican painter Frida Kahlo, and Coal Miner’s Daughter (1980) about American country singer Loretta Webb Lynn. Background note Paste magazine’s 2013 full list of the top 20 biopics: 1 Schindler’s List (1993), 2 Raging Bull (1980), 3 Gandhi (1982), 4 Amadeus (1984), 5 My Left Foot (1983), 6 Malcolm X (1992), 7 The King’s Speech (2010), 8 La Vie en Rose (2007), 9 GoodFellas (1990), 10 The Passion of Joan of Arc (1928), 11 Walk the Line (2005), 12 The Aviator (2004), 13 Frida (2002), 14 Coal Miner’s Daughter (1980), 15 American Splendor (2003), 16 The Last Emperor (1987), 17 The Social Network (2010), 18 The Elephant Man (1980), 19 Brian’s Song (1971), 20 Capote (2004) Listening 2 1 GUESS Students talk in pairs about the photo and the questions. Point out the modal speculating about the past structure might have done (cf Grammar 2 on page 79) in question 3 and encourage students to use the same structure in answering that question. 2 2.27 Students listen and note down information about Harriet Tubman and what she did, then compare notes with a partner. Answers Harriet Tubman was a slave in the United States who escaped and helped many other slaves to escape too. She also fought in the Civil War and later promoted women’s rights. Transcript man Who do you think should have a film made about them? woman 1 Harriet Tubman, definitely. woman 2 Haven’t they just made one of her with Viola Davis? woman 1 I think there’s going to be a TV biopic, yes, but it hasn’t been made yet. I hope they do. woman 2 Me too. man Who’s Harriet … Tubman? I don’t think I’ve heard of her. woman 1 Oh, she was an incredible woman. I’ve just been reading about her. woman 2 Yeah. An absolute hero. man So, who was she? What did she do? woman 1 Well, she was born into slavery in the States at the beginning of the 19th century and of course she had a really terrible childhood as a slave. Appalling conditions for children, they had to do really hard work. woman 2 But then she finally escaped, and she spent years helping other slaves to escape too. Putting her own life at risk. If they’d caught her, they’d probably have killed her or punished her in some terrible way. She had tremendous courage. woman 1 And she actually fought in the Civil War too, as different things – at various times she was a nurse and a cook and a spy and even a fighter. woman 2 Yeah, and she liberated hundreds and hundreds of slaves at that time, too. woman 1 I read that she did a lot for women’s rights afterwards too, didn’t she? woman 2 Yeah, she was an extraordinary person. man She sounds amazing. So how come I’ve never heard of her? Background note Harriet Tubman (c.1822–1913) was an American abolitionist, humanitarian and an armed scout and spy for the United States Army during the American Civil War. Born into slavery as Araminta Ross, Tubman escaped and subsequently made some 13 missions to rescue approximately 70 enslaved families and friends, using the network of antislavery activists and safe houses known as the Underground Railroad, and in the post-war era was an active participant in the struggle for women’s suffrage. 3 Students complete the sentences individually, using what they can remember from the recording. Suggested answers 2 a really terrible childhood as a slave. / to do really hard work. 3 helping other slaves to escape. / putting her own life at risk. 4 fought as different things. / was a nurse, cook, spy and a fighter. 5 liberated hundreds of slaves at that time. / did a lot for women’s rights afterwards. 4 Students compare their answers with a partner, then check by listening again to recording 2.27. It doesn’t matter if students’ answers are not worded the same, as long as the main information is correct. 162 Unit 7 Speaking and writing 1 EVERYBODY UP! After deciding and talking about a biopic that they’d really like to see, and the reasons why, students get up and walk around the class, asking every student they meet what biopic they’d like to see and why, in order to find out if anyone else chose the same one. Set a time limit of a few minutes so that it doesn’t get tedious. 2 Students work in groups, going through the five stages. The people they choose might be from students’ own culture, or of any other nationality, as long as students can justify their inclusion. They can use the internet to check historical information. In stage 4, students allot roles and act out their script to the rest of the class. Try to ensure that each member of the group takes an active role. The voting in stage 5 could be done by a show of hands at the end. Everyday English p82 Making confident and tentative statements 1 THINK Focus on the photos and establish that the main picture shows people viewing art in a gallery, while the smaller photo on the right shows art being viewed on a smartphone screen. Give students a minute to think about the question, then elicit ideas from a few of them. 2 2.28 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Students watch or listen to the conversation, decide on their answers individually, then compare with a partner. Answers 1 False (He’s been meaning to come, as he lives very near, but he’s never been inside.) 2 True 3 False (She thinks it could work well on the screen, but in a limited area.) 4 True 5 True 6 False (He doesn’t agree, he’s got plenty of his own to do.) Transcript dana Thanks for coming with me today, Charlie. charlie Sure, no problem. I’ve been meaning to come here for a while. I mean, it’s right down the street and I’ve never been inside! dana Really? Well, my professor said that it’s a great gallery and that I should be able to get some good ideas here for my research. charlie So, what are you supposed to be doing for that again? dana Well, my professor suggested that I look at the kind of stuff they have here to see how, well, if the art can be brought into an online platform. charlie Whoa, sounds intense. dana Yeah, I guess, but I’m trying to make it as straightforward as possible. So, for example, with this painting – see how busy and bright the colours are? This could work well on a screen, but in a contained area. charlie Yeah. You couldn’t make that the whole screen or you wouldn’t be able to read anything. Look at this painting. That must have taken some time. I think this one’s my favourite. dana Yeah, I like it too. I’m pretty sure the artist did these two as a series, don’t you think? They look like they’re supposed to be together. charlie Yeah, they definitely do. A friend said that artists often create two or three pieces at a time. When they’re in a flow, they need to make several all at once. dana Right. It does seem that way. Like Picasso or Monet. I wonder how that translates online? Do you think that artists and online designers go through the same process? charlie Probably. Hey, maybe that could be your research question, Dana! dana What? charlie Well, basically ‘How is the artist’s process with real materials the same as the online designer’s?’ dana Wow. That’s not a bad idea, Charlie. I’m almost positive my professor could get on board with that. Way to go! Maybe you should be doing my graduate work, Charlie! charlie No, no way. I’ve got plenty to do on my own. It’s easier coming up with ideas for someone else’s project rather than your own! dana Well, it will be my turn to help you with yours, then. charlie OK. Deal! 3 TAKEAWAY LANGUAGE This focuses on some colloquial expressions used in the conversation. After pairs have compared their answers, you could play the conversation again for them to confirm their meanings fit. Answers 1 That sounds difficult. 2 accept that idea 3 absolutely not 4 OK, agreed. Unit 8 165 Vocabulary note Speaker 1 refers to an anaesthesiologist; this is an American English term. The British English equivalent is anaesthetist. 4 THINK Students listen to the recording again in order to find the answer to question 1, then discuss their ideas about that and question 2 with a partner. Check the answer and ask more questions about each one to focus on the information in the listening, eg 1 What was Soledad’s father’s nationality and profession? What about her mother? Where did they meet? 2 What did de Niro’s parents do? Where were his mother’s ancestors from? What about his father’s? Where did they meet? 3 What was Baez’s father when he met her mother? Where was he from? Where was her mother from? 4 Where was Ward’s mother from? What ethnicity was his father? Where was he born? Where did they move to? Where did his grandmother live? Answer 1 They are of mixed descent – their parents were different nationalities. 5 Students individually categorise the words. Encourage them to write the three headings in their notebooks and copy the words into the appropriate category for them. Extra idea: At the end of the unit, ask students to revisit their lists. How many words and phrases can they move to the I know this category? 6 Students collaborate on the two questions and use dictionaries to look up words that no one in the pair or group is sure about. Apart from the words in questions 1 and 2, you could also check that students understand that indigenous means ‘native’; that raised is more usual in American English, while brought up is more common in British English; and that descendants are people who have descended from the same ancestor (not in box). Answers 1 Immigrate means ‘to come into another country to live permanently’. Emigrate means ‘to leave one’s country to live in another country’. A migrant is a person who has moved from one place to another in order to find work or better living conditions. A refugee is a person who has been forced to leave their country in order to escape war, persecution or natural disaster. 2 Illegal aliens is a term used particularly in the USA for foreigners who are living in another country without a valid entry or immigrant visa. Economic migrants is a term used to describe people who travel to another country to improve their standard of living, not because they’re fleeing war, persecution or disaster (as are refugees). Mass migration refers to the movement of large groups of people from one geographical area to another. 7 MINI-TALK Students do individual research online, either in class or at home, and then use their notes to give a talk. This will be most interesting in a multicultural class, especially if all students in each group are from different places. MA Weaker students from the same country could work in pairs on their talk. 8 In pairs, students ask each other questions to find out the information to create each other’s family trees. This might work best if they draw the tree while they’re getting answers to the questions, to avoid the need for an extra note-taking stage. You could define how many generations back the students should go (eg back to grandparents or to great-grandparents) and suggest they note down the other information they find out (places, dates) next to each person. 9 LOOK AHEAD Students could do this in pairs and talk to each other about how the photos could be connected with the topic. Lesson 1 We are one pp84–85 Aims The focus of this lesson is to explore the topic of the unity of the USA as a nation of people from diverse origins, to expand and practise vocabulary describing how we walk, to review the use of reason and result clauses, and to use them in writing about a concert. You first! Make sure students understand national anthem and elicit briefly when national anthems are sung. Find out what the national anthems are of different countries that students know about, and what the words 166 Unit 8 describe. Students then discuss the question in pairs or small groups. Select groups could report back to the class about other important songs in different countries. Encourage the rest of the class to ask further questions to find out more about the songs. Reading 1 Students describe what the photo shows, and what they think the occasion is. Then give them a minute to read the paragraph below the photo and discuss their answers to the questions in 1 with a partner. Answers Bruce Springsteen, Pete Seeger, Tao Rodríguez- Seeger and a choir sang This Land is Your Land at a concert called ‘We are one’ to celebrate the inauguration of US President Barack Obama in 2009. It was sung to convey the message that all people in the USA are members of one nation, whatever their ethnic background. Background note Inaugurated as 44th President of the United States in January 2009, Barack Obama was the first African-American US president, as well as the first president born outside the continental United States – he was born in Hawaii. ‘We Are One’ was the public celebration of Obama’s inauguration, held at the Lincoln Memorial and the National Mall in Washington, DC, on 18 January. By some estimates, the attendance was over 400,000. The event was musically directed by Rob Mathes and featured performances by a long line-up of famous musicians, including Herbie Hancock, Beyoncé, Pete Seeger, Shakira, Bruce Springsteen, James Taylor, U2, will.i.am and Stevie Wonder. The concert also featured readings of historical passages by famous personalities, including Jamie Foxx, Tom Hanks, Martin Luther King III, Queen Latifah, Denzel Washington, Forest Whitaker and Tiger Woods. 2 2.32 GUESS Students read the jumbled verses of the song and try to guess the correct order. After a couple of minutes, they can compare their ideas with a partner. Answer 1 E 2 F 3 G 4 A 5 B 6 C 7 A 8 D 9 A 10 G 3 THINK Students spend a few minutes working out the answers to the questions on their own, then compare answers with a partner. Suggest they check difficult vocabulary themselves using dictionaries. Monitor the pairwork and offer assistance if students are really stuck. Note that the song is controversial – it can be interpreted in different ways. It can be seen as a patriotic song, praising the USA, but another interpretation is that it’s a cry of protest against the unfairness of the capitalist system which, especially during the Depression in the 30s, left so many people starving and destitute in a land where everything – food, land, etc – was actually in plentiful supply but not accessible because it stayed in the hands of the very wealthy few. When checking, rather than going through the answers to every question, it might be interesting to focus on the different interpretations. Suggested answers 1 You could mean established, wealthy people in the USA. Me could mean a poor person, like the writer. Alternatively, you and me could mean ‘people like us’, ‘ordinary people’. 2 To suggest the huge extent and variety of the whole country (ie room for everyone) 3 To suggest the wide variety of different landscapes and plentiful resources and wealth (eg golden valley, diamond deserts, wheat fields) in the USA, and how attractive it is 4 a a pointed church tower b a state department in the Depression in charge of financial assistance for very poor people (now welfare department) 5 Seeing all the very poor people with nothing to eat and not being helped made the writer wonder if it was true that the country really was for everyone. 6 The writer wants a society that isn’t governed by restrictive rules telling them where they can and can’t go. 7 A road to freedom, a way to progress and supposedly work ones way up in life, or a way to a more equal sharing of resources. 8 E, F and G, because of their political overtones Vocabulary How we walk 1 If a large number of the verbs are unknown to students, it might be useful to start off by demonstrating each verb physically in the classroom. Students then do the matching task. Point out that there may be two or three verbs for each adjective. They can work in pairs and pool their knowledge if necessary. Unit 8 167 MA Weaker students will probably need to use dictionaries. When checking answers, if you haven’t already demonstrated the verbs physically, either demonstrate or ask a willing student to demonstrate each way of walking. Suggested answers 1 fast: march, stride slow: limp, saunter, shuffle, stroll 2 purposeful: march, stride not purposeful: saunter, stroll 3 steady: march, stride not steady: stagger, stumble 4 loud: march quiet: tiptoe 2 Students continue to work in the same partner, then compare answers with another pair. Suggested answers limp awkwardly / painfully march confidently / purposefully saunter aimlessly / confidently shuffle awkwardly / cautiously / nervously / painfully / unsteadily stagger awkwardly / painfully / unsteadily stride confidently / purposefully stroll aimlessly / confidently stumble awkwardly / nervously / painfully / unsteadily tiptoe cautiously / nervously 3 Demonstrate the activity by tiptoeing cautiously into the room and focusing on the example answers provided. Unless the class is very large, do this as a whole-class activity with selected students going out of the room and coming back in different ways. If it’s a very large class, divide it into a number of manageable groups, each with space in front of them for students to ‘enter’ in different ways for their group to see and ask. Grammar Reason and result clauses 1 Ask students if they can name the person in the photo (Woody Guthrie), then give them a couple of minutes to read The voice of a generation and decide on an answer to the question. They can compare answers with a partner. After checking, draw students’ attention to Americanisms in the text and ask how they might be expressed in British English (automobile = car, railroads = railways). Answer Woodie Guthrie wrote the song This Land is Your Land. During the Depression, Guthrie travelled across America to find work in California, associating with migrant workers, who, like him, were considered outsiders. Background note ‘The Depression’ or ‘Great Depression’ (1929–1939) was the deepest and longest- lasting economic downturn in the history of the Western industrialised world. In the United States, the Great Depression began soon after the stockmarket crash of October 1929, which sent Wall Street into a panic and wiped out millions of investors. It had devastating effects in both rich and poor countries around the world. Personal income, tax revenue, profits and prices dropped, while international trade plunged by more than 50%. Unemployment in the US rose to 25% and in some countries rose as high as 33%. Cities all around the world were hit hard, especially those dependent on heavy industry, and construction was virtually halted in many countries. Farming communities and rural areas suffered as crop prices fell by approximately 60%. Extra idea: To exploit the information in the text more, add a memory task after 1: Cover the information. What can you remember about Woody Guthrie and his life? Compare your answers with a partner. Give students a time limit (eg a minute) to note down what they can remember. 2 Remind students of the difference between reason and result using the examples in the table. Draw students’ attention to the numbered phrases in italics in the text; they then copy and complete the table individually and check with a partner. In class feedback, write the structures (rather than just the item numbers) into a copy of the table on the board. Answers Reason clauses: 1, 2, 7 Result clauses: 3, 4, 5, 6, 8, 9 3 FINISH IT Students write their own endings to the sentence beginnings, then compare answers with a partner. Encourage them to add a little background information so that their partners can appreciate the context of each sentence. 170 Unit 8 3 would; other modal verbs that often follow so that: can, could, will 4 a noun 2 In pairs, students think of multiple reasons and express them using a variety of the purpose clauses from 1. They should give at least two or three reasons for each item, and each one should use a different form. Reading 2 1 GUESS In pairs, students exchange ideas about what the article will be about based on the photo. Tell them to notice what the woman is wearing and to take into account the title of the article and the caption. 2 Students read the article to confirm its topic and discuss with a partner what they found surprising, if anything. 3 This exercise checks the basic facts of the article; students should be able to explain the relationships without reading the article again. However, encourage them to try to expand their answers with more information from the article about the places, looking back at relevant parts of it where necessary. Answers Dana is an immigrant in Brazil, because it was the only place she could get to legally. Deraa was her home in Syria; it was hit by the early stages of the conflict. She made contacts in Brazil through the Sunni mosque of Pari, who helped her find accommodation and take language lessons. She lives in São Paulo. She comes from Syria, but had to leave because of the war. Her father and sister live there. 4 Students work through the questions in pairs, focusing particularly on the vocabulary items in italics. When students have finished, check answers and focus on the meanings of those words. Answers 1 Professional success and career progression 2 It’s against the law. 3 There are legal requirements for people moving from one country to another, eg passport, visa, travel permit, etc. People also smuggle drugs, stolen goods, tobacco, etc. 4 A sibling is not gender specific – it means ‘brother or sister’. 5 Expensive designer shops and high-class cafés 6 They welcome you – they’re pleased to see you, accept you into their society and make you feel part of it. 7 Loneliness is feeling unhappy because you’re alone. Being alone is the state, not a feeling. 8 It means to make them smaller, less grand. Extra idea: Ask more questions about the article, eg What had Dana studied? Why did she come to Brazil all on her own? How well can she speak Portuguese? What’s her job now? What does Dana like about Brazil? What does she find difficult there? How have her dreams changed? 5 ROLE-PLAY Students could do this in small groups. First, each student writes three questions that aren’t answered in the article, but are about further aspects of Dana’s life and experiences; they then compare them in the group. For the role-play, one member of the group should act as Dana and the others ask her their questions, avoiding any repetition. Did you know? After drawing students’ attention to this information, ask them if they think this article is generally upheld and whether it poses any particular challenges for the 21st century. Vocabulary Collocations 1 This section focuses on collocations with the word alone. Students read the lines of the concordance and decide on the missing word. Point out that the illustration on the right depicts the example in the first line. Answer alone 2 Students match the expressions in italics in 1 with definitions 1–9. After completing the exercise individually, students can compare answers in pairs. Point out the note about the informal spoken preference for by yourself and on your own over the use of alone. Answers 1 Leave me alone! 2 stood alone 3 felt so alone 4 catering alone 5 all alone 6 you are not alone in feeling 7 work alone 8 go it alone 9 being alone Unit 8 171 3 EVERYBODY UP! Set a time limit of about five minutes for this activity and enforce it strictly. Students move around the class asking as many people as possible the four questions. Afterwards, compare answers as a class. POEM LINK a In pairs, students try to answer the questions, looking up words if required. Answers 1 Mostly in the Caribbean and South America 2 beacon b Students look up and read the poem online and think about the questions, then compare ideas with a partner. Answers 1 She’s in London, feeling homesick and cold. 2 She’s thinking nostalgically about her home (ie where she comes from in the Caribbean, not where she lives now) and her mother’s home cooking. c Students research Grace Nichols online and pool their findings in pairs. Encourage them to find other poems by her about the experience and feelings of being an immigrant. d Students discuss their own ideas in pairs. Extra idea: Students write their own nostalgic poem using images and food from their own country. Culture note Grace Nichols (1950–) was born in Georgetown, Guyana, and grew up in a small country village on the Guyanese coast. She moved to the city with her family when she was eight, an experience central to her first novel, Whole of a Morning Sky (1986), set in 1960s Guyana during the country’s struggle for independence. She worked as a journalist and reporter before coming to Britain in 1977. One of the most celebrated women poets in Britain, Nichols has expressed a continuous sense of struggle concerning belonging. Her first collection, i is a long memoried woman (London, 1983), won the 1983 Commonwealth Poetry Prize. In her second collection, The Fat Black Woman’s Poems (in which Like a Beacon appeared), she addressed the need to dismiss cultural stereotypes regarding black women and celebrate belonging to a former homeland. Speaking This topic is discussed in parliaments around the world; it’s constantly in the media; it’s part of every nation’s discourse. However, if you consider that it’s too sensitive an issue to debate at such length, you could choose to omit this section completely. 1 If the class isn’t too big for a whole-class debate, divide the class into two groups, A and B, each of which will prepare to debate opposite sides of the motion. If the class is very large, divide it into several sets of A and B groups which will prepare in the same way but end up conducting separate, simultaneous debates. If students aren’t familiar with formal debating procedure, make sure they’ve read and understood the instructions and the points to remember. Set a time limit for the preparation stage – eg ten minutes – and encourage students to make notes of their points but not to write out arguments in full. They’ll need to speak convincingly, not read out a text. They can check facts online that could support their arguments. 2 Students follow the instructions on the procedure of the debate. It’s also advisable to impose a time limit of two minutes per speaker, in order to keep things moving and to give everyone the chance to speak. One member of each group (not the proposer or seconder) could be responsible for time-keeping. In a big class, to enable multiple debates to carry on simultaneously, make sure that each set of opposing groups has a designated area where they won’t be bothered by the other sets. If possible, students should manage the debate without the need for your intervention. MA It will work best if stronger students take the role of proposer and seconder, and weaker students add other statements. However, make sure everyone participates actively. 3 At the end of the debate(s), the class, or each set of opposing groups, holds a vote on the motion. Encourage students to vote according to the strength of the arguments they’ve heard during the debate, not their personal opinions. Lesson 3 The modern city pp90–91 Aims The focus of this lesson is to review and practise expressing contrasting ideas and vocabulary describing how countries are organised, while exploring the topic of modern cosmopolitan cities. Students also listen to a song by Sting. 172 Unit 8 You first! Students spend a few minutes in pairs or small groups discussing their preference for cities or villages, with reasons. You could then bring the class together and elicit briefly the main reasons for and against each option. Listening 1 Students look at the six photos of cities and reorder the letters to form their names, then compare answers. They should be able to do this whether or not they recognise the cities from the pictures. Answers 1 London 2 Mexico City 3 Madrid 4 Bogotá 5 Melbourne 6 Toronto Extra idea: In small groups, students discuss what they know about these cities, eg where they are, what languages are spoken there, the size and make-up of the population, what they’re like to live in, what there is to visit, any problems, etc. Background notes All the cities apart from Madrid are in the top ten cities in the world with large immigrant populations. • London: At the time of the 2011 census, 36.7% of London’s population was foreign born (including 24.5% born outside Europe). With 3,082,000 residents born abroad in 2014, London has the largest population number (not percentage) of foreign-born residents from all over the world. There are significant communities of immigrants from (in alphabetical order) Bangladesh, China, Cyprus, France, Germany, Ghana, India, Iraq, Ireland, Jamaica, Japan, Kenya, Korea, Nigeria, Pakistan, the Philippines, Poland, South Africa, Sri Lanka, Turkey, the United States, Yemen. • Mexico City is today home to large numbers of immigrants and expatriates from Canada, the United States, South America (especially Colombia, Argentina and Brazil), Central America (particularly Guatemala and El Salvador), the Caribbean islands (mainly Cuba and Haiti), Europe (particularly Spain and Germany) and the Middle East (especially Egypt, Syria and Lebanon). Most recently, there has been an influx of immigrants from Asia-Pacific countries like South Korea and China. There are no official figures on the immigrant population in Mexico, but estimates show significant numbers, including around 700,000 US Americans in Mexico City. • Madrid: Nearly 90% of Madrid’s population are native (Spanish born). The official ‘immigrants’, or registered foreign residents, in 2006 were mainly Romanians (148,000), Ecuadorians (136,000), Moroccans (68,000), Colombians (61,000), Chinese (50,000) and Peruvians (35,000). However, these official numbers do not include the large numbers of illegal (ie unregistered) immigrants. Also during the recent economic crisis, large numbers of immigrants left, especially Romanians, Colombians, Ecuadorians and Moroccans. • Bogotá has a population of around seven million people, including both the largest immigrant and IDP (internally displaced people from rural areas) populations in Colombia, hosting 270,000 internally displaced people. Immigrants are mainly from other Latin American countries. • Melbourne is one of Australia’s most diverse cities – 33.2% of its residents in 2006 were born outside Australia. The city has attracted waves of immigrants over the years and, as well as a large (around 150,000) British community, there are more than 50,000 people in Melbourne who were born in each of the following countries: China, Greece, India, Italy, New Zealand and Vietnam. Looking further back to ancestry, 43.3% of Melbourne’s population reported that they had British or Irish ancestry, 28.2% reported Australian ancestry, and 18.2% reported that they had Asian ancestry (including 6.5% who reported Chinese ancestry). • Toronto: According to a national survey in 2011, Toronto had the largest foreign- born population of any metropolitan area in Canada. 46% of Toronto’s population were immigrants – a total of 2,537,410 foreign- born people. In 2011, the largest groups of Toronto’s foreign-born population were Indian, Chinese and Filipinos. Other top source countries of immigration were Italy, United Kingdom, Sri Lanka, Hong Kong, Pakistan, Jamaica, Portugal, Guyana, Poland, Iran, Vietnam and the United States. 2 2.33 Students listen to the recording of six people who live in the six cities to find out which one each person lives in. They then compare answers with a partner. Unit 8 175 Transcript 1 Even though it’s getting more and more crowded here – it’s the fourth largest city in Latin America and the traffic gets really bad sometimes – I love this city. 2 While it isn’t the capital and it may not have the famous views of other cities in the country, it’s more cosmopolitan and it’s more alive somehow – I mean than other places in Australia. 3 Despite not really being a city person, I’m living in one of the biggest cities in the world. 4 I’m used to the cold, whereas my British friends find it very tough. 5 In spite of the fact that I thought I’d only be here for six months, well, maybe a year, I’m still here. 6 Although it wasn’t great, I kept going and then I became a waiter, then a restaurant manager and then I opened my own place. 3 Students match statements 1–6 with their contradictions and check answers with a partner. They then take it in turns to combine them using the listed contrast linking words and expressions. Answers 1 d 2 f 3 c 4 e 5 a 6 b eg Although Even though In spite of the fact that Despite the fact that While he had trained for several weeks, Karl didn’t manage to complete the 10km run. Despite training for several weeks, 4 FINISH IT Allow students about five minutes to write sentences including contrasting ideas about themselves, then compare in pairs or small groups. SONG LINK a P Students spend a few minutes pairing or grouping the words according to rhyme. Answers can, man day, say gun, one, run, sun notoriety, propriety, sobriety, society talk, walk Those that don’t rhyme are: alien, dear, gentleness, modesty, said, smile b This can be done in pairs on smartphones in class using shared earphones, or you could play it to the whole class. Suggest that students number the words in the box as they occur. Answers talk, walk; day, say; propriety, notoriety; one, sun; sobriety, society; man, can; gun, run c Students discuss their reactions to the song in small groups. Culture note Englishman in New York is a song by English artist Sting, released in 1988, from his second studio album Nothing Like the Sun. The Englishman in question is the eccentric gay icon Quentin Crisp and his experiences as an outcast. Sting wrote the song not long after Crisp moved from London to an apartment in Manhattan. The song talks about him having to adjust and the changes he goes through while adapting to a new society. He’s viewed as an immigrant, an outsider, and doesn’t enjoy the feeling of isolation. 5 VIDEO OPTION This could be done at home, or in class if there’s time and space for students to video themselves simultaneously. It could be about the city, town or village where students live, or about their actual home. Encourage students to spend some time thinking and preparing their talk, and deciding what footage of the place to include. Students could film themselves describing the place all in one shot with footage of the place, or it might be easier to film them separately and then edit them together. Ideally, students share their videos online with the rest of the class or group. Vocabulary and speaking How countries are organised 1 Go through the words in the box with the class and check students understand them. Encourage students to explain any words their classmates don’t know rather than supply the explanation yourself. Allow them time to complete all the questions, then check answers. Answers 1 nationality 2 resident 3 identity card 4 mayor 5 local 6 parliament 7 vote 8 passport 9 monarchs 10 citizens 11 leaders 12 government You don’t need elections, president, prime minister or subject. 176 Unit 8 2 Students ask and answer the questions in pairs about their own country. In a mixed-nationality class, it will be more interesting if you ask students to work with someone from a different country. Finally, students work together to make sentences about their countries with the four words (elections, president, prime minister, subject), using dictionaries if necessary. 3 Students discuss the questions in small groups. Background note People applying for UK citizenship must first pass a British Citizenship Test consisting of a series of challenging questions about a variety of aspects of British history, the constitution and culture. The pass mark is 75%. 4 Each group should choose a different country, not necessarily their own, and create a citizenship test. 5 Each group reads out their questions (they could share the reading out) and the rest of the class should individually note down their answers. At the end of the test, they should swap papers with another student, mark each other’s tests and work out a score as one member of the testing group supplies the correct answers. You could agree on a pass mark of, for example, 75%. Everyday English p92 Giving a presentation 1 Students make their lists and compare. Then elicit points and build up a master list on the board. Suggested answers Speakers should: make it interesting; keep on the subject; illustrate points; be clear and organised; introduce the topic at the beginning and sum it up at the end; speak clearly; keep to the time allowed; be well prepared; take their audience into account; etc. Speakers should not: be boring; be repetitive; wander off the subject; be disorganised; use too many complicated visuals; go on too long; be too obscure; mumble or speak very quietly; ignore their audience; etc. 2 2.36 Students identify the topic of the presentation, then suggest questions to ask the speaker. Answers It’s about the three main reasons for immigration and why we have a responsibility to help immigrants. Transcript abina Good afternoon, everyone, and thank you for coming. My presentation today is about the reasons for emigration and about why we have a responsibility to help immigrants to our country. There are many reasons why people leave their homes and move to other countries, and in this short talk, I will outline three of them: the desire for a better life, political or religious freedom, and, finally, conflict and war. One of the main reasons for the movement of people has usually been because of poverty and lack of work in the emigrants’ home countries. It is only natural for people to want to try and find a better life for their children and move to a country where they can find work and build a future for themselves and their families. As a result, there has been a huge movement of people from poorer countries to richer, more industrialised nations. A second reason why people emigrate is to find religious and political freedom. This was the reason why the Pilgrim Fathers emigrated from England to America in the 17th century, and it is the reason many people emigrate from their home countries today. Finally, a third – and very urgent – reason for emigration is because of conflict and war. People whose homes have been destroyed and who are unable to live with their families in peace are forced to flee and find safety elsewhere. These are the refugees who are often in desperate need of humanitarian help and who feel that they have to escape – often without any money or possessions. They are the people who have no way of establishing themselves in a new country without our help. And so, in this short presentation, I have suggested three main reasons for emigration, and I have also suggested that the people emigrating for the third of these reasons – those who are escaping war and conflict – are those that most deserve our care and help. If we cannot do anything to prevent war in other countries, the least we can do is try to alleviate the suffering of the people whose lives have been destroyed by those wars. Thank you very much for your attention. I’d be happy to answer questions. moderator Thank you, Abina, for a very interesting and clear presentation. Now I’d like to invite the audience to ask their questions. Yes? Unit 8 177 3 Play the recording again. Students focus on the questions while listening, then go through their answers in pairs. MA Weaker students could look at the transcript on page147 of the Student’s Book for extra support while doing 3, 4 and 5. Answers 1 1 poverty and lack of work and the desire for a better life, 2 religious and political freedom, 3 conflict and war 2 The refugees escaping war and conflict 3 There are three reasons for immigration – the desire for a better life, religious and political freedom, and conflict and war. We should particularly provide help to those fleeing conflict and war. 4 TAKEAWAY LANGUAGE This focuses on some very common colloquial phrases used in the presentation. Students complete the sentences on their own, then check with a partner. Make sure they understand the meaning of the phrases by asking them to suggest a paraphrase of each one. Answers 1 find work 2 build a future 3 It is only natural 4 in desperate need of 5 the least we can do 5 Draw a table on the board with the headings on the left (see below). Students copy it into their notebooks and use it to record their answers. Play the recording again and pause where necessary to give students time to write. To check answers, elicit phrases from different students and complete the table on the board. Answers Greeting Good afternoon, everyone Thanking Thank you for coming Introducing the topic My presentation today is about … Giving an overview of the content There are many reasons why … and in this short talk I will outline three of them: … Sequencing One of the main reasons for … has been … A second reason … is … Finally, a third reason for … is Concluding And so in this short presentation I have suggested … and I have also suggested … Thank you very much for your attention. Asking for questions I’d be happy to answer questions. 6 P 2.37 Explain that in a spoken talk, pauses, stress and intonation all play an important role in dividing up the content into meaningful chunks. In the written version, this is shown by punctuation and paragraph divisions. Play the recording for students to punctuate the extract and decide on the paragraph break. They can check with a partner, then look at the first two paragraphs of transcript 2.36 on page 147 of the Student’s Book. Suggested answer Good afternoon, everyone, and thank you for coming. My presentation today is about the reasons for emigration and about why we have a responsibility to help immigrants to our country. There are many reasons why people leave their homes and move to other countries, and in this short talk, I will outline three of them: the desire for a better life, political or religious freedom, and, finally, conflict and war. 7 P Students discuss the question in pairs. Answer The biggest pause is a) for a new paragraph, to show she’s moving on to a new subject. The size of the other pauses are, in descending order, b) for a full stop, c) for a colon, and d) for a comma. 8 P Play the extract again for students to all read it out loud as they listen, trying to imitate as closely as possible the way it’s spoken. 9 P In pairs, students take turns to read the extract to each other with the same pauses, stress and intonation. The listener can correct, assist and assess their partner’s reading. 10 MINI-TALK Students choose one topic from the five given and prepare their own presentation, following the instructions and advice. They can refer to the internet to check facts, but advise them not to spend too long researching online – it would be more useful to spend time on constructing an organised and well-expressed talk using the language and techniques explored in this lesson. Students can give their presentations in groups; the other members of the group should pay attention and make a note of good and interesting elements. MA Weaker students could work in pairs to help each other prepare, but should each write and give their own presentation. 11 Students should use their notes to give feedback on each other’s talks as directed. 180 Units 7&8 Review Aspects of culture a Give students five minutes or more to read the descriptions and match them with the countries. They can compare answers with a partner and together try to decide on the identity of each folk hero or heroine. Answers A China – Mother Lü B Mexico – Zorro C America – Bonnie (of Bonnie and Clyde) D England – King Arthur b Students read again to match a character from the four texts with the descriptions. Note that this is similar to an examination multiple-matching reading comprehension task. Answers 1 C 2 C 3 A, B 4 A 5 A 6 B, C 7 A 8 B, D c THINK Give students a minute or two to think about the questions. Then they discuss their answers in pairs or small groups. Suggested answers 1 They all fought against evil and injustice in some way. 2 In an unjust world, a hero that fights for justice can easily capture people’s imagination. EXPLORE ONLINE This can be done as homework or in class. Students can choose a folk hero to research and, using their smartphones or tablets, they find out information about what their chosen hero did and answer the question. Set a time limit for the research in order to keep the activity fairly short. d In pairs, students compare their findings and make notes about aspects 1–4. They should present one of the heroes / heroines to the class. Remind students of what they learnt about giving a good presentation in Unit 8 Everyday English. If there isn’t time during class for all pairs to present their folk heroes / heroines, they could video themselves giving the presentation and share it online. Writing skills: Module 4 181 Writing skills Module 4 Writing a review pp158–159 Before you start 1 In small groups, students talk about the questions. Then check what they answered for question 4 and build up a list on the board, which should certainly include an opinion of the programme. Language box Point out that the opinions in a review might be positive or negative, and may be expressed with different strengths. Tell students to read through the lists of adjectives and identify which they know and which they need help with. Put students in groups to help each other as much as they can, then assist with any remaining items they’re unsure of. 2 Allow students time to read through the paragraphs expressing opinions about TV programmes and complete them with suitable adjectives from the language box. Let them compare answers in pairs before checking as a class. Note that a variety of different answers are possible. Suggested answers (Many variations are possible.) 1 fascinating 2 excellent 3 amazing 4 superb 5 spectacular 6 incredible 7 awesome 8 disappointing 9 dull 10 dire 11 confusing 12 interesting 13 entertaining 14 annoying 15 awful Understanding the task 3 Students read the review, decide on the answers and compare with a partner. Note that the review is slightly longer than the usual expected length at this level. Answers 1 A TV documentary called New to Britain about Asian immigrants in the UK 2 It was fascinating, an interesting portrayal of a traditional celebration, the difference between generations, well researched and edited, a great presenter. 3 The interviews with the teenage daughters 4 excellent, fascinating, interesting, clever, funny, superb, wonderful, unclear, awful, entertaining 4 Students focus on the paragraph plan of the model review by numbering the points. Answers a 2 b 5 c 3 d 1 e 4 5 This focuses in more detail on the contents of each paragraph in the review. Students do the exercise, then compare answers in pairs. Answers 1 paragraph 5 2 paragraphs 2 and 3 3 paragraph 4 4 paragraph 1 6 Students focus on the variety of ways of introducing an opinion that are used in the model review by underlining the different phrases they find. Answers I found it (fascinating to see …) It was really interesting to (watch …) What I particularly liked were … My only complaints were (that …) I would definitely recommend … Practice 7 Students find and underline the linking words in the model review on page 158 and identify their function. Then give them time to categorise the linking words and phrases in the box, compare with a partner and check answers. Answers a furthermore, in addition b despite, in spite of c so as to, so that d so, therefore e as, because (of), due to f as for 8 This focuses on linking words in the context of extracts from reviews of a book, a concert and an exhibition. Students read the extracts, choose the most appropriate linking words, then compare with a partner. 182 Writing skills: Module 4 Answers 1 as 2 Although 3 in fact 4 because 5 both 6 and 7 However 8 and 9 though 10 In addition 9 This exercise provides practice in introducing and expressing opinions, linking and expanding ideas. Go through the example answer, then give students time to work in pairs on items 2–6. Remind them also of the phrases for introducing opinions they saw earlier in 6. Suggested answers 2 What I particularly liked were the actors. They were convincing in their roles and all gave great performances. However, it was a shame that the minor characters had so little time on stage. 3 My only complaint was that the lead singer had a rather weak voice, and by the end of the concert he had an awful cough. Despite this, it was a fantastic evening. 4 I found the dialogues rather unrealistic and the plot slow and boring. In addition, the main actor forgot his lines several times. 5 As for the costumes, they were very impressive, so the actors all looked really glamorous. Because of this, the whole performance was a pleasure to watch. 6 I really loved the soundtrack – it was brilliant, and the final track was particularly memorable. In fact, I’ve been singing it to myself all week. Now you 10 Give students five to ten minutes to read the task and discuss the questions in pairs. Monitor pairwork and assist with ideas or language where needed. 11 Students write their review at home. Remind them to use the Check it! list before submitting their writing. Sample answer I recently watched a fascinating documentary about the search for Noah’s Ark which made me think about the role of women in society today. It was presented by a woman – Joanna Lumley, who is a very engaging personality, in spite of her rather ‘posh’ accent. She visited a variety of countries in search of the final resting place of Noah’s Ark and looked at its place in different religions and cultures. She interviewed a wide range of people and made the interviews lively and interesting, despite often having to work through a translator. She also had a clever way of presenting fact mixed with her own opinion, which I found quite intriguing. However, I was really struck by the segregation of women in many of the countries that she went to. Perhaps this was why, although she interviewed many people, only one (a Jewish scholar in London) was a woman. Although Lumley failed to find Noah’s Ark, which was a bit disappointing, the programme was beautifully filmed and featured some amazing landscapes. I would highly recommend this programme to anyone interested in history and culture. (185 words) Unit 9 185 2 A A plot of rainforest in southern Belize B Huså, a remote area in the far north of Sweden 3 A They wanted to bring up their children in the country. B They found their lives quite stressful, and Richard had always wanted to live in a cabin in the forest. 4 A Mains electricity (they have solar power), a modern kitchen, running water B Electricity and running water 5 A They keep chickens, grow their own vegetables, wash in rainwater and cook over an open fire. B They fetch water from the river; they run outdoor survival skills workshops; they find plants, mushrooms and berries; they catch fish and hunt reindeer. 6 A Chickens, snakes, dogs, jaguars, ants, scorpions. Snakes, jaguars, ants and scorpions are dangerous. B Fish, reindeer, bears, wolves, Siberian huskies. Bears and wolves are dangerous. 7 A Huts B An 18th-century log cabin 8 A They love spending time together as a family and find their life exciting; they’re living their dream. B They both love living in the forest, they have a wonderful view, they appreciate things more because they have so little. 3 TAKEAWAY LANGUAGE This focuses on three colloquial phrases from the texts. Students work in pairs. Check answers to question 1 first and make sure students understand the three phrases; then they continue talking about questions 2–4. Answers 1 a Claire Rees b Richard and Claire Rees c the Atkinsons 4 Students combine a word from box A with a word from box B to make collocations about being self- sufficient that were in the texts. They then check with a partner and together make a list of other words to go with the verbs, still on the topic of self– sufficiency. Answers catch fish, fetch water, grow vegetables, hunt reindeer, keep chickens Other collocations: catch mice, a rabbit fetch wood, help grow fruit, herbs, wheat hunt foxes, wild boar, lions, tigers, elephants, etc keep pigs, sheep, cattle, geese, ducks, etc 5 Give students about five minutes to select and discuss whichever two questions they find most interesting, in pairs or small groups. Point out and go through the Grammar spot about indirect questions, which is relevant to question 2. MA Weaker students could focus on just one question to discuss. Extra idea: Following feedback on question 2, students could search for more information about either household online and report back to the class. EXPLORE ONLINE Students plan their journey using online maps, then report back to the class and compare routes. Ask also which of the two places they think is the easier to get to. Extra activity: Students write an email to someone who’s thinking of going to one of the places, explaining how to get there. Grammar Passives 1 – tenses 1 SEARCH AND THINK Students do the underlining individually, then compare with a partner. As they go through, they discuss together the reasons for passive use, as in the example given. Answers p95, Exercise 3: are based p95, Exercise 4, text 1: is still delivered p95, Exercise 4, text 2: has been continuously inhabited; are being conducted p95, Exercise 4, text 3: are stored and kept safe p96 A: will be used; is made from; which are taken from; are taught at home; are surrounded by dangerous animals; are often eaten by snakes; were killed by jaguars; is infested with ants and scorpions p96 B: is supplied by a nearby river; everything is used; are kept company and helped by 54 huskies; are really well looked after In all cases, passives are used because we’re more interested in what happens than in who does it or because we don’t know who did it. 186 Unit 9 2 Students complete the table with passive forms of each tense, then check the examples in the text. MA Weaker students may need to spend time reading the grammar reference to check forms and use. For most of the class, this will be revision. Answers 1 are being conducted 2 is used 3 will be used 4 were killed 5 has been [continuously] inhabited 3 Point out that the aim is to practise passives, so every answer should include a passive form. Students could do this individually or in pairs. They shouldn’t look back at the texts initially, but can do so once they’ve finished, to check their final answers. Answers a The earthship is made of car tyres which are taken from a rubbish dump. b The children are taught at home as well as at the local schools. c Their chickens are often eaten by snakes. d The house is infested with ants and scorpions. e Water is supplied by a nearby river. f Everything is used from the reindeer. g The huskies are really well looked after. Writing 1 Give students a few minutes to read the task, the questions and the advert, then check comprehension of them (eg Who posted the advert? What is their project? What kind of help do they need? What sort of people would they prefer? What information will you need to give in your email? What do you need to decide before writing?). Whatever students’ own feelings, remind them that for this task, they should play the role of someone who’s keen to participate in the advertised project. They could make notes of their answers to the questions, which bring out some key information that needs to be mentioned in their email. Then work with them to form a rough paragraph plan on the board, eliciting what information might go where, eg 1 Reason for writing – reference to advert 2 Areas I’d like to work in + relevant skills and experience 3 How long and when 4 My questions 5 Sign off Also point out that in paragraph 4, it would be polite to use indirect questions, which were mentioned in the Reading and speaking section after 5. Students could do the actual writing of the email in class, if there’s time, or at home. Extra idea: Students share their emails online with other students, then the class votes on which applicants should be shortlisted by the Atkinsons. 2 VIDEO OPTION Students could do the earthship research online at home or in class using smartphones or tablets. Their description should answer the questions given and include any other information they find interesting. The video can include existing clips, but must also include their own description / presentation. After sharing online, the class could vote on the most interesting / beautiful earthship. MA Weaker students could work on this in pairs and share the research, the writing and the videoing. Lesson 2 The best job in the world? pp98–101 Aims The focus of this lesson is to revise tag questions and modal passives and to expand and practise vocabulary for geographical features. Students read about a job in a desert island paradise and listen to an interview for the job. You first! Students look at the map and the photograph and discuss the questions in pairs. After a few minutes, elicit from the class some of the reasons they mentioned why it might be a nice place to work (or not). Speaking 1 Students suggest locations based on the map and the photo. 2 Students read the text and, after checking the location of the islands, discuss their answers to the question in pairs. Encourage them to back up their views with reasons. During class feedback, ask more questions to check comprehension of the text, eg When was the job advertised? (2009) Who was the employer? (Tourism Queensland) How long was the job for? (Six months) What did it involve doing? (Exploring the islands and sharing their adventures) Why had the job been created? (To promote the islands internationally). Unit 9 187 Background note Of the approximately 900 islands of the Great Barrier Reef, the best known are the Whitsunday Islands, a group of 74 islands bordered by the Great Barrier Reef World Heritage Area and the sheltered waters of the Coral Sea. With palm-fringed secluded white sand beaches surrounded by clear blue waters, the Whitsunday Islands are the epitome of a tropical paradise. Hamilton Island is the largest inhabited island of the Whitsunday Islands. It’s positioned approximately 887 kilometres (551 miles) north of Brisbane and 512 kilometres (318 miles) south of Cairns. It’s the only island in the Great Barrier Reef with its own commercial airport, with short direct flights from Sydney, Melbourne, Brisbane and Cairns. 3 Students focus on the words in blue in pairs. Encourage them to work out meaning from the context rather than refer to a dictionary, then report back to the class. Answers apply for = make a formal written request caretaker = person who is employed to look after a place based = live and do most of the work in this place promote = encourage people to go there publicity stunt = something done just in order to attract the public’s attention recruitment = the process of appointing new staff 4 PREDICT Make sure students understand the words and phrases in the box (they should recognise most of them, but might need assistance with adept (= very skilled) and a flair (= natural talent). Elicit what prepositions they’re used with and write them on the board for students to fill in the gaps in the box, along with some common verbs used with them: have a familiarity with be adept / good at have a background / experience in; be an expert / interested in have a knowledge of have an ability / a willingness to have enthusiasm / a flair / a passion / responsibility for In pairs, students use these phrases to talk about the skills and qualities they think would be needed for the job advertised, compare with another pair and finally report back to the class. 5 This focuses on the actual requirements for the job advertised. Students do the initial matching on their own, then compare with a partner and together answer the question, and compare with their own guesses in 4. Answers Note that other combinations are possible (eg a passion for snorkelling and / or diving, etc). This is fine, as it will encourage discussion, but this is the actual list: 1 i 2 j 3 a 4 f 5 b 6 h 7 c 8 e 9 d 10 g The item which is not a requirement is 4 f (fluent Swahili, which is spoken in Kenya). 6 Pairs select two questions and discuss them for a few minutes. Monitor the pairwork and assist if needed. Fast finishers could go on to discuss the other two questions too. Go through the collocations in the Vocabulary spot and elicit more. Apart from the skills in 5 (communication skills and English skills), we often say things like practical skills, academic skills, culinary skills, IT skills, artistic skills, etc. Did you know? Students could look at a map to locate the Great Barrier Reef. They should note that statistics regarding the length of the reef and the number of islands vary, according to the source consulted. EXPLORE ONLINE Students do the research in class (using smartphones or tablets) or at home, then compare facts in groups. Background note The Great Barrier Reef is found in the Coral Sea, off the coast of Queensland, Australia. It’s a popular tourist destination and attracts over two million visitors each year. It’s the largest living structure on Earth and is visible from outer space. It’s thought to be as much as 20,000,000 years old and is the largest coral reef system in the world. There are 600 types of hard and soft coral and it’s home to countless species, including six species of turtles, 215 species of birds, 17 species of sea snakes and more than 1,500 species of fish. Around 10% of the world’s total fish species can be found just within the Great Barrier Reef; whales, dolphins and dugong can also be seen there. The biggest threat to the Great Barrier Reef is probably coral bleaching due to climate change. 190 Unit 9 4 Students work in pairs, then compare answers. Discourage them from checking in a dictionary before they’ve worked out the meanings. Answers plain sailing = very easy, with no difficulties work ethic = an inner feeling that it’s important to work hard squeeze = just manage to fit brush with death = an incident when he was nearly killed jellyfish = jelly-like sea creature which often stings lurk = wait or move as if trying not to be seen post-Christmas = after Christmas (25 December) bee-like = resembling a bee forearm = the part of the arm between the elbow and wrist fingernail = the nail on one’s finger remit = responsibility roving = travelling, not based in a fixed location wanderlust = a love of travelling Grammar 2 Passives 2 – modal verbs 1 Students work in pairs to complete the examples of modals with passives in the table, then compare with another pair. Elicit examples from different pairs to use for completing the table on the board. Example answers present passive past passive could be seen must be given might be caught should be told could have been seen must have been given might have been caught should have been told 2 Allow a couple of minutes for students to find the three examples of modal passives in the article on page 100. For each one, check that they understand the time reference (present or past) and draw their attention to the use of by and with. Answers He may have been surrounded by paradise, but … (past) It should have been called ‘the busiest job in the world’ ... (past) The seas off Queensland can be filled with danger ... (present) 3 Point out that in this exercise, students have to decide whether to use the active or passive form with the modal given. Students do the exercise alone, then compare with a partner. MA Support weaker students by telling them that the sentences are all about the past, and that half of them are passive, half active. Answers 1 must have seen 2 must have been 3 may have been taken 4 might have been killed 5 can’t have been 6 could have been put off 4 Students should be familiar with this type of basic transformation exercise, so they can do it alone, then compare with a partner. MA Weaker students could do it in pairs. Answers 1 Those sculptures must have been made by the same person. 2 We should have been given a pay rise. 3 Tickets can be bought online as well as at the theatre. 4 My sister could have been hurt in the accident, but thankfully she was OK. 5 I might be taken to the beach by my friends for my birthday. Take a break 3.4 Use this at any point during the lesson when you think students would benefit by relaxing completely. You could turn off or dim the lights, try to cut out background noise and tell students to sit in a comfortable position with their eyes closed. Play the recording for them to follow the instructions. At the end of the recording, allow a minute or two of silence for students to gradually ‘return’ to the room in their own time. Transcript Take a moment to think of a remote spot where you feel calm and relaxed. Walking on a beach or wandering in a forest or swimming in a lake or looking out to sea on top of some cliffs – doing whatever you like, wherever you like. Just go there in your mind for a moment. Look around you and enjoy what you see. Listen to the sounds that you hear. Feel a sense of peace and tranquillity. Just enjoy being there for a moment. And, as you begin to relax, maybe bring a word to mind that symbolises this place and this gentle state. Next time you want to feel peaceful, just say this word to yourself. And when you’re ready, just come gently back into the room. Unit 9 191 Vocabulary Geographical features 1 Students look through the words in the box in groups of three and pool their knowledge of the words, then together decide on the odd one out. Answer resort (because it isn’t a natural geographical feature) 2 Students stay in the same groups to categorise the words and talk about their own countries’ geographical features, before reporting back to the class. Make sure students understand the words that didn’t fit into any of the four categories, ie bush, desert, outback, plain, resort, valley. Suggested answers 1 a water: bay, beach, coast, cove, reef, swamp, waterfall b trees: forest, rainforest c height: cliff, dune, mountain, plateau d vegetation: grassland 3 P Students say the words to each other in pairs. Don’t check answers, as they do this in 4. Answers 1 same 2 same 3 different 4 different 5 different 4 P 3.5 Play the recording for students to check their answers. Then play it again with pauses for them to repeat each word. In pairs, students practise saying the words correctly. Then each student should each think of two more words that use the vowel sounds practised, and ask their partner to say if they’re the same or different. 5 EVERYBODY UP! Give students a minute to decide on their opinion, then impose another time limit for the next stage, eg three minutes. Students all stand up and circulate in the class, asking as many people as possible the same question in the time, and note down names of people who share their opinion. Speaking and writing 1 Elicit what the photo shows (a desert), then let students discuss the question in small groups. 2 In the same groups, students talk about the questions. 3 Allow a few minutes for each student to decide on the wording of their tweet and check that they haven’t exceeded the character limit. If possible, students should share their tweets with the class online in order to compare ideas. If not, students could circulate them in groups. Lesson 3 A single to Mars! pp102–103 Aims The focus of this lesson is to explore (through listening and reading) the idea of travelling to Mars and to revise vocabulary for the planets. You first! Students talk about the question in pairs or groups of three. Ask them if their answer would be different if it were a return ticket. Listening 1 1 3.6 Students listen and decide which of the three adjectives best describes each of the ten speakers, then compare answers with a partner. Answers enthusiastic: speakers 7 and 9 unenthusiastic: speakers 1, 2 and 6 unsure: speakers 3, 4, 5, 8 and 10 Transcript interviewer Would you want to go to Mars – on a one-way ticket? 1 What? You mean not coming back again? Staying there for ever? No way! 2 No. Out of the question. 3 Can you get Facebook on Mars? I think it’d be all right if you could. 4 Um, I’d like to know a little more about it. 5 Would I have to pay? It would be expensive, wouldn’t it? 6 You must be joking! 7 Like a shot! When can I leave? 8 How long does it take to get there? 9 What a wonderful opportunity! Of course I’d take it. 10 Why can’t I have a return? 2 Focus on the expressions in the box, which were used by speakers 1, 2, 6 and 7. Elicit what they mean and give students a minute to decide if they would personally use any of them in answer to the You first! question. 192 Unit 9 Answers Yes: Like a shot! No: No way!, Out of the question., You must be joking! 3 Students listen again and note down the various questions asked by the speakers, then compare with a partner and together discuss possible answers and further questions of their own. Class feedback could focus on eliciting the further questions from different pairs. Answers Speaker 1: You mean not coming back again? Staying there forever? Speaker 3: Can you get Facebook on Mars? Speaker 5: Would I have to pay? It would be expensive, wouldn’t it? Speaker 7: When can I leave? Speaker 8: How long does it take to get there? Speaker 10: Why can’t I have a return? Listening 2 1 3.7 Elicit that the speakers in the recording are all negative about the idea of going to Mars. Students read through the list of possible reasons (a–h); assist with any difficult vocabulary (eg put on weight = get fatter, arduous = difficult and tiring). Students listen and decide on each of the five speakers’ main reason for not wanting to go, then compare with a partner. Note that this is an exam-style multiple-matching task. Remind students that they should use each letter only once, and that there are three extra letters which they don’t need. You could play the recording again for students to check their answers. When checking as a class, elicit evidence for each answer. Answers 1 e 2 h 3 a 4 b 5 g Evidence – see underlined text in transcript below. Transcript 1 When people say things like ‘Oh, what a wonderful opportunity. I’d go to Mars like a shot!’, I’m wondering if they really know what’s involved and what they’d be letting themselves in for. I know it seems like an exciting challenge, but I’ve read a bit about it and I think it would actually be an incredibly tough experience – much worse than they could ever imagine. 2 Getting there to start with is not just a question of hopping on a rocket and ‘fly me to the moon!’ like in the movies. You’d be travelling for eight or nine months. Months! Not eight or nine hours like you do on a transatlantic flight, which most of us find pretty constraining, but eight or nine months. And with a very small group of people, in very cramped conditions. What a horrible thought! 3 Being without gravity for long periods of time is really bad for your body. It affects your bones and your teeth and all your muscles, including your heart and your eye muscles. It affects your immune system, your circulation and your breathing. It affects a lot of things! It’s really not good news. 4 It would be extraordinarily stressful. Apart from the constant noise and vibration, and not being able to sleep properly, you’d have to be on your toes all the time to spot technical problems and deal with mechanical failures that could be a matter of life and death. You could never really switch off. Nor could you go for a walk, a run or a swim to chill out! 5 It would be so unbelievably boring! You’d be sitting there in a confined space hour after hour, just looking at instruments on a panel, having conversations with the same few people, eating the same old boring reconstituted meals – probably worse than any airline! I know there would be lots of technical things to keep an eye on all the time, but what else would you do? How would you pass the time? 2 TAKEAWAY LANGUAGE Make sure students understand the colloquial expressions from the recording that are italicised in these questions. Students then ask and answer the questions orally in pairs. 3 In pairs or small groups, students select one question and discuss it. Draw attention to the Vocabulary spot and make sure students understand the difference between pass time and spend time (we use spend time to talk about the time you do an activity, but pass the time means doing something to make the time pass faster while you’re waiting for something else). Reading 1 PREDICT In pairs, students think of predictions, then report back to the class. 2 Allow about five minutes for students to read the article and check their predictions from 1. Unit 9 195 marianne I’ll email Richard now and see if he can meet us on the 20th. dana OK, sounds good. I’ll get back to looking at the websites. I want to send Richard some ideas before our meeting. marianne Great! 3 Students fill in the dates on the calendar from memory, then compare with a partner. Don’t confirm the answers yet, as students will hear them again when they do 4. Answers 1 27 October 2 25–29 October 3 20 October 4 Students watch or listen again and note down answers, then compare with a partner. Answers 1 She says Excuse me, Marianne and talks about her progress with looking at websites and making suggestions. 2 She wants permission to take a week off. 3 To present a paper about her graduate work at a conference 4 Yes, because it’s a bad time for the company. 5 It will help her with her thesis. 6 They move the meeting with the designer to the week before. 5 TAKEAWAY LANGUAGE This focuses on some colloquial phrases used in the conversation. Students discuss the meanings in pairs. Answers 1 How are you managing with your work? 2 what to do next, how the project will develop 3 I understand 4 Is that OK? 6 Students note who used which phrases. Ask them to try and reconstruct the whole question / sentence. Answers Would you mind if I wasn’t here for that? (Dana) Would it be possible for me to take a week off then? (Dana) OK, well, if you’re sure you can get everything ready by the 20th, you can have the last week of October off. (Marianne) 7 Students discuss the words and phrases they remember that were used for working out a solution. Don’t expect them to come up all the ones listed here, just a few of them. Answers I know … Well, we have … Well, I’d actually really like … We could … How does that sound? OK, well, if you’re sure … Really? That’s wonderful. Thank you … I really appreciate it. Good. I’m glad … Oh, and thank you for … 8 Students reorder the lines of the dialogue by numbering them 1–8 as they listen again. Answers a 7 b 2 c 5 d 3 e 4 f 8 g 1 h 6 9 Students discuss the questions in pairs, then confirm by reading the transcript on page 148 and underlining the relevant words. Answers Marianne was hesitant because she didn’t want the project to go wrong and wanted Dana to be at the meeting with the designer. She wasn’t sure if bringing the meeting forward would give Dana enough time to prepare. Dana makes Marianne confident in her decision by reinforcing how useful the conference will be for her and then reassuring her by saying she’s going to do the work right now and mentions sending the designer ideas before the meeting. 10 P 3.9 Play the recording two or three times for students to focus on the intonation and mark it, then compare answers. Answer I know that time isn’t ideal for the company, but would it be possible for me to take a week off then? 11 P Students decide on the effect in pairs, then check. Play the recording again a few times, pausing for students to repeat it, copying the intonation they hear. 196 Unit 9 Answer The repeated rising intonation makes it sound more hesitant. Dana is unsure that she’s going to get the answer that she wants, as she knows it’s awkward. Extra ideas: Divide the class into sections, with each section repeating separately. This introduces some variation to choral repetition and can be combined with an element of competition (Which section can say it best?), and at the same time allows you to hear more clearly if students are using the intonation correctly. Invite students to make the request using different intonation (eg falling on company) to see how it changes the approach. 12 P Students write more requests as directed and practise them in pairs. Monitor the pairwork, focusing on the intonation range. 13 ROLE-PLAY Elicit a few situations in everyday life when making a request could be difficult or awkward. Then, in pairs, students follow the instructions and talk about their own experiences and practise asking for and giving permission in those situations, using the language from 6 and hesitant intonation as in 10. Monitor the pairwork and make sure students are using appropriate language and intonation. Unit 10 197 10 The environment GRAMMAR: It is + adjective / noun + to; sequencing events; modifying adjectives; just VOCABULARY: bridge; wet and dry; waste FUNCTIONS: suggesting, agreeing and refusing UNIT FOCUS Introduction p105 Aims The focus of this lesson is to introduce the unit topic of the environment by focusing on a number of recycling projects and vocabulary connected with water and crossings. You first! Students talk about the question in pairs. You could extend the discussion by adding more questions, eg What things? Are there any systems for collecting recyclable materials where you live? What happens to the things collected? What recycled products can you buy? What’s the difference between reuse and recycle? 1 GUESS In pairs or small groups, students talk about their guesses. Encourage them to talk about what they can actually see (There’s…, It’s…, etc) and about what they can guess (using modal verbs, eg It could / may / might be …). 2 3.10 Students listen and match, then compare with a partner. When checking, elicit any evidence they can remember for their choices, ie things mentioned that are shown in the pictures. Don’t insist on too much detail, so as not to pre-empt the next exercise. Answers Speaker 1: picture A (special little pods) Speaker 2: picture B (subway cars, great big barges, dumped them in the ocean) Speaker 3: picture D (roads out of plastic bottles, channels underneath for cables and things) Speaker 4: picture C (tear out a page, pages have advice written on them) Transcript speaker 1 I still don’t quite believe it. Edible plastic! No, really. It’s a thing that has been cooked up between some people in Vienna, Austria, and a design studio called Livin, together with the University of Utrecht, Holland. It’s called a funghi mutarium, apparently, and what they do is they get old plastic, they blast it with ultra-violet rays to sterilise it, then they put it in special little pods and pour liquid mushroom juice onto it. And then the mushrooms start to eat the plastic and together they make a new food. How about that! Can you imagine? What’s for dinner tonight, darling? Plastic! Oh good. My favourite! speaker 2 New York’s Metropolitan Transit Authority, the MTA, had all these old subway cars which they don’t want any more, so they took all the seats and things out of them, all the glass and anything else. And then they took them out to sea off the coast of Delaware on great big barges and dumped them in the ocean. Goodness, I don’t know the names of fish – but all of them hiding from sharks. And that’s without mentioning the crabs and worms and shrimps. It’s fantastic. A whole ecosystem living in cars that used to take people all around New York City! speaker 3 One of the craziest things I’ve heard in a long time is what they are planning to do in Rotterdam, in Holland. They’re going to make their roads out of old plastic bottles! According to the guys who are planning this, plastic is far better than asphalt. It won’t require so much maintenance, they say, it’s lighter, so it’s better for the ground, and it could even withstand greater temperatures, so none of those holes in the road after cold weather. You can assemble the roads away from the site and you can easily put channels underneath for cables and things. speaker 4 Well, it’s designed especially for people in developing countries. They often have a problem with drinking water. It’s full of bugs and chemicals and bacteria and all sorts of nasty things which can cause illness, vomiting, diarrhoea, death. But now Dr Teri Dankovich, a postdoctoral researcher at Carnegie Mellon University in Pittsburgh, has come up with a system that eliminates 99% of all bacteria. All you do is tear out a page and put it in the simple holder and pour the water on – and through it. And the best part is that the pages have advice written on them all about clean water – written in different languages. Each one could filter an individual’s drinking water for about four years. 3 In pairs, students give a short explanation for two pictures each. MA There is probably less to say about pictures A and C, so weaker students could focus on these. 4 Students work in pairs, matching and answering, and making a note of their answers. To make it 200 Unit 10 e a card game for four players who play in pairs f a piece of material that contains one or more artificial teeth and is kept in place by being fastened to the natural teeth g a small piece of wood over which the strings are stretched on a musical instrument such as a guitar or violin h a contrasting section in a piece of music that prepares for a return to the original theme bridge (verb): a to make the difference or division between two things smaller or less severe b to build a bridge over or across something, eg a gap 3 burn your bridges = do something that makes it impossible to go back to a previous situation cross that bridge when you come to it = deal with a problem later, if it occurs, not worry about it in advance 4 It’s all water under the bridge = It’s in the past and therefore forgotten or no longer important. EXPLORE ONLINE After their online research and group decision, students could present their favourite bridge to the class, showing photos and including interesting facts. If they’re stuck for ideas, you could suggest some of the bridges listed in the Background notes below. Background notes Some spectacular bridges • Golden Gate Bridge: San Francisco, California, United States (1937) • Sydney Harbour Bridge: Sydney, Australia (1932) • Ponte Vecchio: Florence, Italy (Roman) • Brooklyn Bridge: New York City, United States (1883) • Gateshead Millennium Bridge: Gateshead, England (2002) • Tsing Ma Bridge: Hong Kong, China (1997) • Akashi-Kaikyō or Pearl Bridge: Kobe-Naruto, Japan (1998) • Hangzhou Bay Bridge: Zhejiang, China (2008) • Nanpu Bridge: Shanghai, China (1991) • Tower Bridge: London, England (1894) • Pont du Gard Aqueduct: Gard, France (19bc–150ad) • Royal Gorge Bridge: Canon City, Colorado, United States (1929) • Seri Wawasan Bridge: Putrajaya, Malaysia (2003) • Lupu Bridge: Shanghai, China (2003) • Millau Viaduct: Tarn Valley, France (2004) • Vasco da Gama Bridge: Lisbon, Portugal (1998) • Khaju Bridge: Isfahan, Iran (1650) • Wind and Rain Bridge: Sanjian County, China (1916) • Sunniberg Bridge: Klosters, Switzerland (1998) • Helix Bridge: Marina Bay, Singapore (2010) • Bridge of Sighs: Venice, Italy (1600) • Forth Railway Bridge: Edinburgh, Scotland (1890) Speaking ROLE-PLAY Go through the situation with the class and check that everyone has understood. Choose five students suited to the roles, bearing in mind that E must be someone who is capable of taking charge, and A–D must be able to expand their argument and argue persuasively. Make sure everyone has understood the roles, then allow five minutes for A–D to prepare their arguments, for E to decide how they will impose their authority, and for the rest of the class to decide what they think about the proposal. Then E takes over, following the instructions given. Only intervene if E gets stuck or forgets to invite people to speak. Extra idea: Students write a report of the meeting, including the opinions stated and the final decision made. This could be for the newspaper run by E. Lesson 2 Environmental pioneers pp108–111 Aims The focus of this lesson is to explore some innovative environmental solutions from around the world, and at the same time revise and practise ways of sequencing events and modifying adjectives. Students also look at a range of adjectives to describe wet and dry conditions. You first! Students answer the question and compare experiences in groups of three. Encourage them to extend their accounts by writing a few more questions on the board, eg When and why did it happen? How long did it last? How did you / people feel? What were the immediate effects? Were there any long-term effects? What was the solution? Unit 10 201 Reading 1 In the same groups of three, students divide up the texts and read a different one each in order to find out the information in the bullet list. Suggest a time limit for the reading stage (eg three minutes); students then move on to sharing the information about their text with the other members of the group. MA Weaker students could use a dictionary for extra support while they’re reading. Answers A Boyan Slat is from Holland. The problem: The huge amount of plastic (8 million tons) in the ocean, killing birds and sea life. The solution: V-shaped floating barriers attached to the sea bed to collect the plastic brought in on the currents, with a machine to extract the plastic for recycling. The event: Diving on holiday in Greece, he noticed more plastic than fish, and people said nothing could be done about it. B Fatima Jibrell is from Somalia. The problem: The desertification of Somalia caused by people cutting down trees to make charcoal for cooking The solution: She trained a group of young people to teach everyone about the negative effects of charcoal burning and she started Sun Fire Cooking to introduce solar cookers to Somalia. The event / thought: She realised the connection between resource protection, the need for communities to learn skills, women’s empowerment and peace. C Rajendra Singh is from India. The problem: Inadequate water; deeper bore holes just made the water table dry. The solution: Rebuilding the ancient water-storage tanks for storing monsoon water – so water soaked into the ground and the wells filled up and some rivers too. The event / thought: He and friends went to Alwar to help by educating people, but a village elder told them that water was more important. 2 Students find the answers to the questions for their text, then report back to their group. Encourage students to deduce meaning from the context where possible, but they can then use their dictionaries to check. MA For extra support, weaker students could pair up with a student from another group who has read the same text. Answers BOYAN SLAT 1 Large numbers of something in the same place 2 A rotating sea current 3 You think of a solution. FATIMA JIBRELL 1 Move from place to place, not live in one fixed place 2 In the country, with the animals 3 Giving women the power to make decision could lead to better community decisions and more likelihood of resource protection, skills development and peace. RAJENDRA SINGH 1 To have achieved this thing 2 With respect 3 Deep under the ground 3 THINK Students work in pairs. Within each pair, each student’s choice of two questions must be different those of their partner. They ask and answer, allowing thinking time for each question. Encourage them to expand on their answers with information from the text. Monitor the pairwork and focus on expansion of answers, making suggestions where necessary. Suggested answers 1 Sea: Boyan Slat (by removing plastic) Land: Fatima Jibrell (stopping deforestation); Rajendra Singh (getting water to accumulate) 2 Old ideas: Rajendra Singh (rebuilding ancient water-storage tanks) New ideas: Boyan Slat (clean-up barriers); Fatima Jibrell (solar cookers) 3 Relied on others: Rajendra Singh (got a group of young volunteers to do the work); Boyan Slat (people watched his TedX talk and gave him money) Helped others: Fatima Jibrell (trained a group of young people to teach everyone) 4 Went somewhere: Boyan Slat (Greece), Rajendra Singh (Alwar district) Went home: Fatima Jibrell (went back to Somalia after graduating abroad) 5 Inspired by older person: Rajendra Singh (a village elder) Provoked by what they found: Boyan Slat (shocked at the amount of plastic and resignation) Worked to change old habits: Fatima Jibrell (to stop charcoal burning and start solar cooking) 202 Unit 10 6 Regenerated a vital resource: Rajendra Singh (water returned) Trying to stop a natural process: Fatima Jibrell (to stop the advancing of the desert) Wants to clean something up: Boyan Slat (clean up the ocean from plastic) 4 Students decide on their own, then compare and agree with a partner, report their choice to the class, and finally have a class vote. Make sure that during this whole process, students try to persuade others by backing up their opinions with explanations. EXPLORE ONLINE Students do the research in class or at home using smartphones or tablets. Encourage them to make notes of the information they find. They could then either share their findings orally with their group, or write a short advantages-and-disadvantages essay about solar cooking. Background notes The first solar cooker we know of was invented by Horace de Saussure, a Swiss naturalist, as early as 1767. There are more than 500,000 solar cookers in use in both India and China. There are also tens of thousands of solar-panel cookers in use by the Darfur refugees in the camps in Chad. Solar-cooking projects exist in most of the countries of the world. There are many different types of solar cookers, eg panel-style, box-style, parabolic, trough and evacuated tube cookers. Some solar cookers can be bought and others can be made at home. Advantages • Environmentally friendly – doesn’t use up fuel or produce smoke or gases • Doesn’t contribute to deforestation • Safe – no fire risk • Sunlight is free. • Slow cooking means less water used, and more retention of flavour and nutrients than conventional cooking. Disadvantages • Dependent on the weather – no good if cloudy, raining or at night, no good in the winter months • Solar panel has to be outside, and face the sun. • Slower than conventional cooking. • Initial cost of equipment Extra idea: Using the information about solar cooking, students could role-play a meeting in a developing African country between one or two young volunteers and local villagers. The volunteers try to persuade the villagers to abandon open-fire cooking and to start using solar cookers. Grammar 1 Sequencing events 1 Allow a few minutes for students to find the sequencing words and phrases in the three texts, then compare with a partner. When checking, write the phrases in a list on the board. Answers 1 At first, 2 A few months later, 3 As a young girl, 4 At the age of 16, 5 Two degrees … and five children later, 6 When Rajendra Singh … was still in high school, 7 When, some years later, Singh ... was disillusioned with life, 8 One day, 9 At the time, 10 Gradually, as he and his team started rebuilding, … 11 Eventually, 2 In pairs, students think of other words and phrases used for sequencing. Elicit a selection from different pairs and add them to the list on the board. Suggested answers Then, Next, After that, In the end, Afterwards, Later, After a while, Before, As soon as, Finally, etc. 3 The next three exercises give students the chance to practise sequencing a written and then oral narrative about events in their own lives. They start by working individually, choosing a topic and making notes based on their own experiences. 4 Using their notes from 3, students write a short narrative about the topic they chose. They should use as many of the sequencing words and phrases in the box as possible. Set a time limit for the writing and suggest an approximate length to aim at (about 200 words) so that the task is more clearly defined. Unit 10 205 Answers 1 to some degree 2 completely 3 completely 4 to some degree 5 For clarity, write on the board the five adverbs from 2. Refer to the example answer to show that students should both modify the adjective they choose to use and also expand their answer with a reason or some more detail. In pairs, students take turns to ask and answer about the topics. Monitor the pairwork and make sure students are modifying adjectives with appropriate adverbs and expanding their answers. 6 P 3.12 Explain that when modifying gradable adjectives with quite, we can use stress to vary the level of enthusiasm we wish to show. Students listen and identify attitude and mark the stress. Play the recording a second time, pausing after each item, to check. At the end, establish the connection between stress and enthusiasm: stress on quite indicates less enthusiasm, whereas stress on the adjective indicates more enthusiasm. Point out that when we modify non-gradable adjectives, no such difference exists; the main stress is on the adjective itself. Answers 1 quite interesting (fairly enthusiastic) 2 quite nice (only slightly enthusiastic) 3 quite comfortable (only slightly enthusiastic) 4 quite good (only slightly enthusiastic) 5 quite tired (fairly enthusiastic) Transcript 1 man What did you think of the lecture about fog catchers you went to last night? woman It was quite interesting. 2 man What did you think of that lecture theatre? woman It’s quite nice. 3 man What did you think of the seats they’ve got there? woman They were quite comfortable. 4 man What did you think of the slides she used in her presentation? woman I thought they were quite good. 5 man How are you feeling? woman I’m quite tired. 7 P In pairs, students take turns to ask and answer the questions given. The student answering can use the adjectives in the box or any other appropriate adjectives, but must modify them with quite, and use stress to indicate the level of enthusiasm, like the woman in 6. Make sure they’ve noticed the one non-gradable adjective in the box (fascinating). Extra idea: Students can continue the exercise by thinking up questions of their own. Take a break You could use this at any suitable point in the lesson where you feel students would benefit from a short pause before moving from one section to another. Here, between Grammar and Vocabulary sections would work well. Dim the lights a little if possible and impose a moment of silence before starting. Give students a few moments to become absorbed by the patterns in the image. After an agreed signal from you to mark the end of silence, students talk in pairs about any thoughts and images that they experienced. Vocabulary Wet and dry 1 Students work in pairs on the matching, then check in a dictionary. Check as a class, asking students to identify whether each adjective is gradable or non-gradable, and establish what that means about how they can be modified (soaked, parched and waterlogged are non-gradable; the rest are gradable). Answers 1 g 2 c 3 d 4 b 5 e 6 a 7 i 8 h 9 f Extra idea: Students use their tablets or smartphones to find example sentences that illustrate the meaning of the words. Tip: Increase motivation by introducing an element of competition. Pairs could remove the target words from their example sentences and swap gapped sentences with another pair for completion. See which pair can finish first. 2 In pairs or small groups, students tell each other about their experience, using as many words from 1 as possible. Remind them that they can modify the adjectives they use with suitable adverbs. 3 VIDEO OPTION Students could do this at home, where they have access to the article they’re describing and can also be inventive about using the video camera on their tablet or smartphone. They should spend a few minutes thinking about 206 Unit 10 the article and making some notes in answer to the questions given, and any other interesting information about it, but not write out the whole speech. They can use their notes when making the video, but not simply read from a written script. Encourage them to use humour or drama, as suggested. Ideally, all students share their videos with the rest of the class. Speaking and writing 1 MINI-TALK In small groups, students follow the instructions for preparing and presenting their talk. They could divide up the research between them and then collate the information into one talk, collaborating to add visuals and graphics as suggested. Encourage them to focus particularly on one specific area in the world that suffers from drought to give illustrations of some of the general points (causes and measures). Ideally, the whole group should participate in giving the talk, so they should plan how to divide it up. Each group gives their talk to the rest of the class, who should listen carefully and ask questions about things they mention or omit to mention. After all the talks have been given, groups should try to find answers to any questions they were unable to answer. 2 Students could do the actual writing task at home, but preparation could be done in class. Before they write, they need to spend some time deciding which of the points and examples mentioned by their group and other groups they’ll use in their essay; they also need to make a clear paragraph plan. Lesson 3 Doomed? pp112–113 Aims The focus of this lesson is to explore the topic of efforts to deal with climate change, including solar power, honeysuckle planting and recycling, while reviewing and practising different uses of just and vocabulary about waste. You first! Write global warming and climate change on the board and ask students to talk in pairs or small groups about any visual images that come to mind in connection with this topic. Listening 1 GUESS In pairs, students talk about what the pictures show, how they might be connected with efforts to improve the environment, and the possible location of such efforts. 2 3.13 Students listen once, then assess in pairs how accurate their guesses in 1 were. Transcript man Hello. woman Hello! man Can I come over? woman Can it wait? I’m in the middle of something right now. man You know what? Sometimes, when you think of the problems in the world, it’s just like, well, there’s no point, is there? We might as well all jump off a cliff right now. It’s just terrible. We’re all doomed! Listen, can I come over? woman Oh, for heaven’s sake! You don’t call for weeks and then you ring me out of the blue and you expect me to drop everything! Some of us have work to do, you know. man Please. Just for a few minutes. I really need someone to talk to, face to face. Can’t I just come over? Please! woman No. No. No. I’m writing an important article. I have a deadline to meet. My editor … man I’m on my way. *** woman Here’s your coffee. man Thanks. That’s just what I wanted. woman So, let me get this straight, little brother. You’re depressed about climate change. That’s what you’re worried about. That’s why you turned up on my doorstep and interrupted my work? man Yes, exactly – and you write about the environment and everything for that magazine of yours, so I thought perhaps you could reassure me. woman Reassure you? man Yes, just tell me it’s all going to be all right. woman Well, that’s not going to be easy. man So we’re all doomed. There’s no hope for us. I knew it. No wonder I’m depressed. woman I didn’t say that there’s no hope. Some people are doing something about it, trying to find solutions. man Like who? What are they doing? woman Well, in Morocco, for example, they’re building a massive solar power plant in the desert. It’ll be the largest solar power site in the world. It’ll power at least a million homes in a few years. man OK, that’s just one example, but that’s not enough. Not if the world is going to end. woman OK, how about Amsterdam? man Amsterdam? woman Yes. They’re putting honeysuckle plants in a big huge circle around Amsterdam to eat up the pollution in the air – from cars and things. man You’re just having me on. You’re just trying to make me feel better. Honeysuckle? That’s what people put in their gardens for decoration. Unit 10 207 woman You’re right, but honeysuckle has little hairs on it which eat all the pollution in the air. Oh, and while we’re about it, the honeysuckle plants will provide enough biofuel to heat Schiphol Airport – one of the busiest airports in the world. man Yeah, yeah. That’s just pie-in-the-sky talk. No one’s really doing anything about it. We’re all doomed, just as I said. Doomed. woman I’m not getting through to you, am I? The Amsterdam honeysuckle ring, the Moroccan solar-power project – they’ve been started already. People all over the place are doing their best to do something about climate change. And then there are all the recycling projects around the place. Plastic made into food, into roads, all that kind of thing. Be optimistic, for heaven’s sake! We got ourselves into this mess. We just have to get ourselves out of it. Now go on, go home. man Why? I’m not in your way. woman You are in my way! I need to get back to work. You’re distracting me. Go home! man But I’ve only just got here. woman Too bad. I have to get back to my article. Please give me some space. man All right, all right, I’m going! But when the world comes to an end, don’t say I didn’t warn you! 3 Give students a few minutes to focus on the connections listed and see to what extent they can explain them and note down what they can remember. Play the recording again for students to add to their notes. They can go through the answers in pairs before class feedback. Answers 1 The man is the woman’s younger brother. 2 He’s depressed about climate change. 3 She writes about the environment for a magazine. 4 Morocco is building a massive solar power plant in the desert. 5 There’s a huge circle of honeysuckle around Amsterdam, to eat up the air pollution. 4 Play the recording again while students focus on the five questions; they then compare answers. Note that the answer to question 1 will be conjecture, as there’s no concrete evidence in the recording. Answers 1 He’s probably always worried about something, a bit neurotic. His sister doesn’t seem particularly concerned that he’s upset, as though this is something that happens regularly for no real reason. 2 Not often – he hasn’t called for weeks. 3 She’s working on an important article and has a deadline to meet. 4 It’ll produce enough energy for at least a million homes in a few years. 5 It’ll produce enough biofuel to heat Schiphol Airport. EXPLORE ONLINE Students do their research about one of the items, make notes to answer the questions, then share their information with students who have researched the other item. For this to work, divide the class in half and decide in advance which half will research which item. Background notes • Moroccan solar power plant In February 2016, Morocco turned on a massive solar power plant in the Sahara Desert, the first phase of a planned project to provide renewable energy to more than a million Moroccans. The project is largely funded by Climate Investment Funds (CIF), the World Bank, German investment bank KfW and the European Investment Bank. The Noor I power plant is located near the town of Ouarzazate, on the edge of the Sahara. It’s capable of generating up to 160 megawatts of power, covers thousands of acres of desert, making the first stage alone one of the world’s biggest solar thermal power plants, and is visible from space. When the next two phases, Noor II and Noor III, are finished in 2018, the plant will be the size of the country’s capital city, and the single largest solar power production facility in the world. The system at Ouarzazate uses 12-metre-tall parabolic mirrors to focus energy onto a fluid-filled pipeline. The pipeline’s hot fluid (393°C) is the heat source used to warm the water and make steam. The plant doesn’t stop delivering energy at night time or when clouds obscure the sun – heat from the fluid can be stored in a tank of molten salts. • Amsterdam honeysuckle ring This initiative, started by engineer Ton van Oostwaard after he discovered that honeysuckle eats pollution, involved planting enough honeysuckle in a G-shaped ring around the city to cleanse the air. By cutting the honeysuckle every five years, it will create a huge amount of biomass, which can be converted to bio fuel. It has been called the Green Junkie – because it’s literally addicted to pollution. The 210 Unit 10 bernie It’s OK. I’m not having a go at you. Not really. But look, maybe you could ask some of your running friends? jo Of course I will, but wouldn’t the best thing be to put posters up around the place? You might get more people that way. abby Good idea. We could put some posters up in the library, too. Come on, Jo! You can help us with that, surely. jo Oh, all right. I suppose I might be able to manage an hour or so. bernie Brilliant! Let’s meet tomorrow evening and put our heads together and make a plan. jo Oh no! What have I let myself in for?! 3 In the same pairs, students try to answer the questions from what they can remember of the conversation. Then play the recording again for them to complete their answers. Answers 1 Jo 2 Bernie and Abby 3 Bernie, by the litter on the beach 4 Jo 5 Jo 6 Bernie 4 Students list the four reasons, then compare with a partner. Answers It’s ugly, it’s dangerous to birds and other wildlife, it’s a health hazard for humans, and it might stop people coming to the area. 5 In groups, students brainstorm ideas for cleaning up the beach or preventing it from getting covered in rubbish, then report back to the class to compare suggestions. 6 TAKEAWAY LANGUAGE This focuses on some colloquial phrases used in the conversation and their meaning. Students match and decide who said which phrase, then compare answers in pairs. If necessary, play the recording again to check. Answers 1 b (Bernie) 2 e (Jo) 3 a (Jo) 4 c (Bernie) 5 d (Bernie) 7 This focuses on the language of suggestions and responses to suggestions. Students match 1–9 with a–i, then compare answers with a partner. Answers 1 d 2 g 3 a 4 b 5 c 6 f 7 e 8 i 9 h 8 Write the four bullet points as headings across the top of the board, then give students a few minutes in pairs to decide which phrases go in each category. When checking, write the key functional parts of the phrase under the correct heading on the board. Answers Asking someone to do something It would be really great if you could … You can … , surely. Saying you can do something I suppose I might be able to … Saying you can’t do something I’d love to help, but … I’d help if I could. Suggesting a course of action Wouldn’t the best thing be to …? Maybe you could … We could … Let’s … 9 Students suggest other phrases to add to each heading. Add each new one to the lists on the board. Suggested answers Asking someone to do something Could you …? Do you think you could …? Would you mind -ing …? Saying you can do something OK, sure. Yes, of course. Saying you can’t do something I’m afraid … (I’m busy, etc) Sorry, but … Suggesting a course of action Why don’t we / you …? What about -ing …? How about -ing …? 10 P 3.15 Play each dialogue twice for students to listen, decide and compare answers with a partner. If students can’t decide, tell them that although in each case the man makes an excuse, the way he uses his voice (his intonation) affects the overall message. Answers 1 may help 2 may help 3 won’t help 4 won’t help 5 may help The falling intonation at the end of the excuse indicates certainty, suggesting the man won’t change his mind; fall then rise at the end of Unit 10 211 the excuse suggests uncertainty and a possible willingness to change his mind and do what he’s been asked. Transcript 1 woman Could you help me with the shopping? man Well, I am really busy. 2 woman Could you bring some logs in for the fire? man I’m in the middle of something. 3 woman Could you wrap up the presents for your brother? man I was just going to watch TV. 4 woman Could you cycle round to Jo’s and give her this book? man I’m revising for my exam. 5 woman Could you peel the potatoes? man I’ve got some emails I have to answer. Extra idea: Replay the recording, pausing after each of the man’s replies for students to repeat, copying his intonation. 11 P Check that students realise that sentences 1–5 are all excuses that could be given in response to a request for help. Check that they’ve understood how they can vary the intonation of such excuses to affect the overall message – they could be said very firmly, with falling intonation, to indicate refusal to help, or with a less certain ‘fall–rise’ intonation to indicate uncertainty regarding the excuse and so a final (reluctant) agreement to help. In groups, students take turns to say one of the excuses in one of the ways and the others guess whether they’re refusing or reluctantly agreeing to help. 12 Students decide on an order in pairs, then compare their order with another pair. Suggested answer 1 a 2 b 3 e 4 c 5 g 6 d 7 f 13 In pairs, students take turns asking someone to help or making suggestions, and responding by refusing politely with an excuse or agreeing reluctantly. Remind students to use phrases from 7 and 12 and to vary intonation as in 10 and 11. Monitor the pairwork and assist with phrases or intonation where needed. Extra idea: Students continue practising by thinking up their own situations for trying to persuade someone to do something or help with something, and acting them out. 212 Units 9&10 Review Units 9&10 Review pp115–116 Aims To review the vocabulary and grammar covered in Units 9 and 10. Students also focus on amazing remote getaway destinations and tiny houses, and read about celebrating the seasons in different countries in Aspects of culture. Reading and grammar 1 GUESS In pairs, students guess the location illustrated in each of the three photos on the page and evaluate its appeal, with reasons. 2 Allow students about five minutes to read all three of the reviews and find the clues to the location of each one. Then they compare ideas in pairs and discuss the final probable location. Answers A Mongolia (clues: East Asia, yurts, grasslands, horseback, vast horizons, lush valleys) B Finland (clues: igloo, Northern Lights, reindeer sleigh ride, ice-fishing, cross-country skiing) C Peru (clues: treehouse, rainforest, tropical humidity, birds and animals, canopy walkway) 3 Without looking back at the reviews, students try to remember which things are mentioned in which review. After guessing and comparing with a partner, they should read the reviews again to check their answers, and also say what exactly is mentioned about each thing in the text. Answers 1 A, B, C (A: grasslands, vast horizons, lush valleys; B: sky, moon, stars, Northern Lights; C: rainforest) 2 C (tropical humidity) 3 A, B (A: horseback; B: reindeer sleigh) 4 B (the moon, the stars) 5 C (birds and animals) 6 B (serene night sky) 4 Students should find the words in the reviews and work out the meaning from the context, then compare with a partner. Answers 1 Long, difficult and tiring journey 2 Line in the distance where the earth appears to meet the sky 3 Very bright 4 Kind of deer with large antlers that lives in the subarctic regions of Eurasia and North America 5 Situated high up on the edge of something 6 The uppermost branches of the trees in a forest, forming a more or less continuous layer of foliage 5 This exercise revises grammatical structures from Units 9 and 10. Students find instances of the seven structures in the three texts, then in pairs, explain their use and meaning. Answers 1 present passive A: are constructed, is heated, is furnished; B: are made; C are perched Used to show what generally happens, with emphasis on what happens, not on who does the action. 2 present perfect passive A: has been covered, have been beautifully hand painted; B: have been specially designed Used to show things that have happened, without saying who has done it. 3 words that modify adjectives A: completely unforgettable; B quite unbelievable; C incredibly difficult, extremely noisy, totally awesome Completely, quite and totally are used to modify ungradable adjectives; incredibly and extremely with gradable adjectives; students may also identify specially designed and so incredible in text B, although these modifiers aren’t part of the group that they’ve studied. 4 it + adjective + to A: It was wonderful to come back … Used to emphasise how wonderful it was. 5 past passive A: were amazed at …; B: were made from glass Used to emphasise what happened, not who did it. Writing skills: Module 5 215 Answers and, or, so, but Linking words like furthermore, moreover and therefore are too formal. 6 Referring back again to the model email, students number the elements in the list from 1–9 to indicate the order they’re covered in the email and identify the paragraph divisions. Answers a 3 b 4 c 8 d 9 e 5 f 1 g 2 h 6 i 7 Paragraph divisions come between a and b, between e and h, and between i and c. Practice 7 Students find the words and phrases, and compare with a partner. When checking, establish what feature of informal style each item is an example of. Answers 1 you’re, I’ve (contracted forms) 2 asked (simple vocabulary) 3 a couple of (rough inexact numbers) 4 There’s loads of (colloquial phrases) 5 on a really tight budget (informal expressions) 6 What do you reckon? (direct questions, informal expressions) 8 Students work in pairs to produce their own informal sentences to convey the same meaning as the formal sentences given. Do the first sentence together with students as an example. Suggested answers 1 I hope you’re well. 2 I’ve got a few suggestions / ideas. 3 Another idea is to find out more from the internet. 4 I’m sure you’d love it. 5 I think it’ll be great fun! 6 Write soon. Now you 9 Give students about five minutes to read the task and discuss the questions in pairs. Monitor pairwork and assist with ideas or language where needed. 10 Students write their email at home. Remind them to use the Check it! list before submitting their writing. Sample answer Hi Joanie! Thanks for your email. It was great to hear your news. I can’t believe your sister has a baby now! Please send her our love and best wishes. You asked if I had any suggestions for an activity holiday in Scotland this summer. You obviously don’t want to soak up the summer sun, then! Well, I’ve got a couple of ideas. They do some great white-water rafting courses near here, and there’s a company that offers bungee jumping. Why not stay with us and combine the two? Then we could do some kayaking on Loch Tummel. It would be lovely to see you both. If you fancy something a little less energetic, you could always go walking in Glen Coe. Even if the weather’s not brilliant, the scenery is amazing, and there are loads of great walks. It’s a bit too far away for you to stay here, but I know a cosy bed and breakfast in Glen Coe that’s not too expensive. If you choose to do the walking holiday, maybe we could meet for dinner one night? Let me know. Lots of love, Kirsty (188 words) 216 Unit 11 11 Getting older GRAMMAR: conditionals; wish / if only; mixed conditionals VOCABULARY: success; verbs for thinking FUNCTION: wishing someone well UNIT FOCUS Introduction p117 Aims The focus of this lesson is to introduce the unit topic of ageing by looking at the seven ages of man and considering words and ideas associated with them. You first! Students look at the picture and identify what it shows (the Seven Ages of Man). Ask them to name each stage (eg baby, child / boy, teenager / adolescent, young adult / man, middle-aged person / man, old person / man, very old person / man); they then talk about the question in pairs. 1 Students read the speech and try to complete it, then discuss their answers in pairs. Avoid talking about where the speech is from, since the questions in 2 cover that. Answers 1 stage 2 players 3 exits 4 entrances 5 parts 6 ages 2 Students discuss the questions about the speech in pairs, then compare answers with another pair. Answers 2 William Shakespeare 3 The play As You Like It 4 This world is like a stage and all human beings are nothing more than actors in a play, acting out roles according to seven ages. Culture note The lines are the beginning of the famous monologue from the play As You Like It by William Shakespeare (1564–1616), spoken by Jaques in Act II Scene VII. It’s one of Shakespeare’s most frequently quoted passages. The idea of comparing the world to a stage was not new – it was a popular idea in Elizabethan England, and Shakespeare used the metaphor frequently. Shakespeare did not invent the idea of the stages of life either: philosophers have been addressing it for millennia. Aristotle had four ages of man, and they were extended to seven in the middle ages. By the time the Elizabethan age arrived, it was a most familiar idea and Shakespeare’s audience would have immediately recognised the concept. 3 Point out that the lines in 1 are just the beginning of a much longer speech, and that the words in the box are taken from the rest of the same speech, which describes the seven ages in more detail, using these seven terms to define each ‘age’. In pairs, students order the words and ascribe approximate ages to them, then compare with another pair. When checking, explain that the word pantaloon in Shakespearean English was used to mean ‘old man’. Suggested answers 1 infant (0–4) 2 schoolboy (5–12) 3 lover (13–19) 4 soldier (20–30) 5 justice (31–59) 6 pantaloon (60–79) 7 second childishness (80–100) This is the order given in the Shakespeare monologue; the ages are a very rough guide. Extra idea: Point out that the speech talks only about ‘man’. Ask students to suggest what names they could give to the different ages for women. EXPLORE ONLINE Students find different renderings of the speech and choose a favourite. Suggestions are the versions by Benedict Cumberbatch and Morgan Freeman. Students shouldn’t worry if they don’t understand every single Shakespearean word (they almost certainly won’t!), but should just enjoy the ‘music’ of the speech. They could also find the text of the whole speech to read and listen at the same time. Background notes The features of the Seven Ages: 1 Infancy: a helpless baby, just crying and throwing up 2 Schoolboy: This is where his formal education starts, but he goes reluctantly. 3 Teenager: His main interest is girls. Unit 11 217 4 Young man: He’s a bold and fearless soldier – passionate in the causes he’s prepared to fight for. 5 Middle-aged: He regards himself as wise and experienced and is prosperous, plump and respected. 6 Old man: He’s old and thin with a high voice – nothing like his former self. 7 Dotage and death: He loses his memory, teeth and sight and then dies. 4 Check students are familiar with all the words in the box – either help them with unknown items or suggest they help each other and use a dictionary. In pairs, they match the words with the seven ages, then compare with another pair. Suggested answers Infant: cot, crying, home*, nappy Schoolboy: bell, playground, timetable, uniform* Lover: romance, secret, wedding Soldier: battle, career*, death*, profession*, refugee, siege, uniform*, war Justice: career*, profession*, salary Pantaloon: pension*, retirement, slippers* Second childishness: death*, dementia, home*, pension*, slippers*, stick, wheelchair * Words that go in more than one category 5 In pairs, students discuss one of the questions. 6 VIDEO OPTION Students spend a few minutes noting down their thoughts (this shouldn’t take long, given their discussion in 5), then use their notes to speak to the camera. They could use smartphones or tablets and film themselves, or in pairs film each other, then share their videos online. 7 MINI-STORY Students read the beginning of the story, then in pairs discuss ways of completing this initial part, ie reasons for the friends’ choice of restaurant. Then read out the completed story section for students to check (it isn’t recorded on the audio): A group of 20-year-old friends had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because the waiters and waitresses there were really friendly – and attractive! 8 LOOK AHEAD Allow students a few minutes to flick through the rest of the unit (tell them not to actually read it, but to focus on the pictures and headings), and talk with a partner about the different ages that appear to be featured. Lesson 1 Will it be too late? pp118–119 Aims The focus of this lesson is to develop and practise vocabulary for describing success and to revise zero and first conditionals while exploring ideas about success and achievement of goals in life. You first! Write the word SUCCESS on the board in capital letters. In small groups, students tell each other about what they feel are their own greatest successes in life so far. If there’s time, groups could report back to the class to see the range of types of success that have been mentioned. Vocabulary Success 1 Following on from feedback from You first!, ask students if they can define the word success. Elicit a few suggested definitions. In the same small groups, students go through the words in the box, helping each other with unfamiliar items; for each word, they should explain if and how they associate it with success. If necessary, model the first item as an example. Note that all of these words could be associated with success, depending on your idea of what success is. 2 P 3.16 Students now focus on the pronunciation of the words in 1, particularly on the stress. Play the recording for students to mark the main stress, then play it again, pausing after each word for them to check and repeat. They can then practise saying each one a few times to each other in pairs, focusing particularly on any that they find difficult to say correctly. Answers achievement, bonus, breakthrough, challenge, determination, effort, feedback, fulfilment, goal, happiness, luck, money, obstacle, opportunity, power, recognition, security, status, struggle, youth 3 This focuses on verb–noun collocations. In pairs, students go through the list of verbs and decide which collocate with the nouns in 1. Point out that there are multiple collocations (many nouns go with several verbs, many verbs go with several nouns). Students then compare with another pair. When checking, encourage students to say the complete collocation, including the article where appropriate (ie for countable nouns). 220 Unit 11 Answers 2 They were all late starters, achieving success later in life (cf article lines 33–34: ‘... major creative breakthroughs often happen when we’re slightly older …’). Background notes • Samuel L. Jackson (1948–) didn’t become famous until he was in his forties, acting in Spike Lee films (1989–1991) and Pulp Fiction in 1994. • Vera Wang (1949–) was 40 when she began her career in design and became one of the world’s top fashion designers. • Susan Boyle (1961–) was 48 when she began to sing professionally (and came second in Britain’s Got Talent in 2009). • Paul Cézanne (1839–1906) was 56 when he had his first solo exhibition in 1894 (and his masterpiece The Bathers was completed in 1905, when he was 66). 2 ROLE-PLAY Go through the instructions and point out that the ‘breakthrough’ can be in any area of life – science, art, music, entertainment, sport, business, etc. Allow five to ten minutes for pairs to brainstorm, then choose an idea and prepare their respective roles. Student A needs some notes to remember the main facts, while Student B needs a list of interview questions. Set a time limit for the actual interview, eg five minutes. While the interviews are taking place, go round monitoring and assisting where needed. Also make a note of persistent errors to deal with later. Extra idea: Students write an article for the local newspaper reporting the interview. Did you know? When students have read through the information and looked at the photo, ask them for their reactions. 3 MINI-STORY Remind students of Part 1 of the story on page 117, then give them a couple of minutes to look at Part 2, think of how it could finish and compare ideas with other students. Finally, read out the full version: The same group of friends, now 40 years old, had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because the food there was excellent. Then ask students what they see as the significance of the difference between Part 1 and Part 2 endings. Lesson 2 Changing lives pp120–123 Aims The focus of this lesson is second and third conditionals and verbs for thinking. Students also explore the topic of ‘changing lives’ by learning about an organisation that helps street children in South Africa and reading an excerpt from a bestselling novel about the adventures of a 100-year-old man. You first! Students look at the photograph and describe their thoughts in pairs or small groups. Reading 1 1 In pairs, students think of and list as many words as possible connected with the word sky, and write definitions as instructed. Then they compare answers with another pair; they could also compare their scientific definition of sky with a dictionary definition. Don’t spend too long on this; the aim is just to get students thinking as widely as possible about the word. 2 In pairs or small groups, students exchange knowledge of the expressions they know and look up the rest online. During feedback, make sure that the examples are appropriate. Ask a different student to supply an example sentence for each word. Write them on the board and invite peer comments. Suggested answers • the sky’s the limit = there is no limit to what you can do / have / ask for / achieve If you work hard in this company, the sky’s the limit. • go sky-high = rise extremely high The price of steel has gone sky-high since the strike. • pie in the sky = a nice dream but unlikely to actually happen His ambition to be a famous mathematician is just pie in the sky. He can’t even add up! • castles in the sky (or castles in the air) = dreams that are unrealistic or impossible Sharon’s always building castles in the sky about opening her own business, but she has no financial plan and no idea of the practicalities. • out of the blue = suddenly and unexpectedly Tina rang me out of the blue yesterday. I hadn’t spoken to her for months. Unit 11 221 • reach for the sky = aim to achieve the maximum you can imagine (though you may not actually achieve it all) You’re a very talented musician, so reach for the sky. 3 Students treat the article as a jigsaw reading in groups of three. Each student reads a different section – A, B or C – finds the answers to the relevant questions, then reports back to the group. Alternatively, if you feel students need more practice reading longer texts, they could all read the whole article, do all the questions, then compare answers in their groups. Suggested answers 1 Terrible – he was an orphan from the age of six and lived on the streets, stealing to support himself and his disabled older brother. 2 A kind aunt took him in and taught him about the power of love and caring. 3 Singing in a choir, learning, drawing, reading, discussing difficult issues 4 Meals, help with homework, theatre, poetry, dance, etc 5 Hungry people become aggressive and destructive and turn to crime, but kids who are fed can be taught and are receptive to focusing on learning. 6 Their minds can be ‘glorious palaces of possibility’, ie unlimited by their circumstances ... so they can ‘reach for the sky’ given a bit of support. 7 He thinks they shouldn’t expect help, they need to learn to work hard and become self-sufficient. 4 Students should look for the words and phrases in the section they read, then report back to their group. Elicit answers from a selection of students, along with line numbers, and write each word or phrase on the board. Answers 1 hand-to-mouth (line 3) 2 a thug (line 6) 3 looking out for (lines 12–13) 4 shack (line 13) 5 weighed heavily on (line 17) 6 a handful (line 29) 7 square meals (line 32) 8 gnawing (line 36) 9 rife (line 44) 10 tenets (line 49) 11 handouts (line 51) 12 rely on (line 53) 5 Without looking back at the article, students try to complete the sentences with correct information that they can remember from it. Point out that their sentences don’t have to be word for word the same as the article, just convey the same information. After comparing answers with a partner, students read the article again to locate and check the information. MA Weaker students could re-read the article. Suggested answers 1 … children are cared for, fed and taught moral values. 2 … can be taught and are able to focus on education. 3 … can easily become aggressive and destructive. 4 … who will? 5 … change the world. 6 THINK Students spend a few moments thinking about the questions, then in pairs or small groups select one to discuss. EXPLORE ONLINE Students can do the research in class using smartphones or tablets or at home, then compare facts in groups and discuss preferences for supporting. You could make some suggestions for their research: • http://matadornetwork.com/change/50-nonprofits- making-a-world-of-difference • Organisations like Child Empowerment International in Sri Lanka, the Dhaka Project in Bangladesh, Whiz Kids Workshop … • If students are interested in knowing more about Bob Nameng, they can watch his TED talk ‘The Children of SKY’ in Warwick in 2013 on YouTube. Grammar 1 Second conditional 1 3.17 Students listen to the recording once, answer the questions and compare answers in pairs. Answers 1 A children’s storytelling centre 2 Read books, talk about them or present them, listen to stories told by guests, go to workshops to help them write and illustrate their own stories, then tell them or act them out 3 A big place that’s cheap and near the school 222 Unit 11 Transcript woman If I had the time, I’d do something for the kids in our area. There isn’t much for them to do here. man Really? What would you do? woman Well, if I had the resources, I’d set up a children’s library. Well, not exactly a library, more of a storytelling centre. If I found a big enough place, I’d create a space where kids could come and read books and talk about them or present them. And parents would be very welcome too if they wanted to come. I’d call it Bookworm! man That’s a great name! woman And they could listen to stories too if we invited people in to tell them. man And you could maybe run workshops for kids to write and illustrate their own stories too? And then tell them or act them out! woman Absolutely. man But how would you start? woman Well, the books are easy. My children are grown up now, and I have so many children’s books at home that no one reads any more – seems a shame not to do something with them. man Yes, and if you put an ad in the local paper, you might get books from other people around here too. woman Yes. That’s a good idea. man I think finding a place would be more of a problem though, wouldn’t it? woman Yeah. If we went ahead with the idea, we would need to find somewhere big. man And cheap! And near the school, so kids could get to it easily after school. woman Yep. I was just wondering – you know that place on Crown Street that’s been empty for a while … 2 Students focus on the two examples of second conditional sentences from the recording in 1 and circle the answers to complete the correct grammatical information about the use and form of the second conditional. Answers 1 hypothetical 2 present, future 3 past 4 would 5 could 3 SEARCH AND THINK Allow students a few minutes to find other second conditional examples in transcript 3.17 on page 149. Answers If I had the time, I’d do something for the kids in our area. If I had the resources, I’d set up a children’s library. If I found a big enough place, I’d create a space where kids could come and read books and talk about them or present them. And parents would be very welcome too if they wanted to come. And they could listen to stories too if we invited people in to tell them. If you put an ad in the local paper, you might get books from other people around here too. If we went ahead with the idea, we would need to find somewhere big. Extra idea: Ask students to identify incomplete conditionals in the transcript (ie sentences where the if clause is understood rather than stated): What would you do [if you had the time]? I’d call it Bookworm [if I set it up]! And you could maybe run workshops for kids to write and illustrate their own stories too [if you set it up]? But how would you start [if you decided to go ahead]? 4 Students write sentences in pairs, then share them with another pair. Speaking and writing 1 Ask students to think about children in the area where they live now or where they come from and consider what kinds of problems they have and what kind of help they might benefit from. In groups of three or four, students use the questions as a basis for talking through ideas for their project. Once they’ve decided on a project, they should plan it in more detail. You could also write a few prompts on the board for further practical points that may need some thought and decisions in the planning stage, eg time? place? money? As you monitor groupwork, provide assistance with planning or vocabulary if needed. 2 Establish that the letter to the local government will be a formal, polite letter of request, and therefore should be written in an appropriate style. Ask students to suggest any formal phrases for polite requests using conditional forms that might be suitable for this letter, eg We would be very grateful if … We would very much appreciate it if … We would like to suggest … Students in each group should collaborate to write a single, joint letter to the local government requesting funding. Unit 11 225 Extra idea: Students find and listen to the poem being read aloud on YouTube. Speaking EXPLORE ONLINE Students look up the name of Jonasson’s next novel and discuss in pairs what they think of the title and whether it encourages them to read it. Answer The Girl who Saved the King of Sweden MINI-STORY Elicit the story so far and the different endings for Parts 1–3; students then read this fourth section and discuss possible endings. Then read out the actual complete Part 4, and elicit reactions to it: The same group of friends, now 80 years old, had to decide on a restaurant for a celebration dinner. In the end, they chose the Sea View Restaurant because the restaurant was wheelchair accessible … and it even had a lift. Lesson 3 Life is short pp124–126 Aims The focus of this lesson is to revise and practise wish / If only structures and mixed conditionals in the context of old age, regrets and things to do before you die. You first! Students talk about the question in pairs or groups of three. Encourage them to think about aesthetic and emotional value as well as scientific value. Listening 1 1 PREDICT Explain that Nadine Stair was a woman from Kentucky who, at 85, responded to the question about living her life again with a poem that’s now quite well known and which some people regard as inspirational. Check that students are familiar with all the words in the box and help them with the meanings of any they need (eg limber up, hot water bottle, merry-go-rounds). Then in pairs they guess what she might have said about each item. Tip: Let students decide which words they need help with rather than making the decision yourself. This encourages them to take responsibility for their learning. 2 3.19 Students listen to the poem to find out what Nadine said. Answers See words from box highlighted in transcript. Transcript If I had my life to live over, I’d dare to make more mistakes the next time. I’d relax. I would limber up. I would be sillier than I have been on this trip. I would take fewer things seriously. I would take more chances. I would climb more mountains and swim more rivers. I would eat more ice cream and fewer beans. I would perhaps have more actual troubles, but I would have fewer imaginary ones. You see, I am one of those people who lives sensibly and sanely, hour after hour, day by day. Oh, I’ve had my moments, and if I had to do it over again, I’d have more of them. In fact, I’d try to have nothing else; just moments, one after another, instead of living so many years ahead of each day. I’ve been one of those persons who never goes anywhere without a thermometer, a hot water bottle, a raincoat and a parachute. If I had to do it again, I’d travel lighter than I have. If I had my life to live over, I would start barefoot earlier in the spring and stay that way until later in the fall. I’d wade in more mud puddles. I would go to more dances. I would ride more merry-go- rounds. I would pick more daisies. 3 Without listening a second time, students in pairs try to remember what Nadine Stair said about each item in the box in 1. Once they’ve finished, play the recording again for them to check, pausing after each sentence in which words from the box were used. MA Weaker students could be allowed to look at the transcript of the poem on pages 149–150 for extra support. 4 Students discuss the question in pairs, then report back to the class. Grammar 1 wish … / If only … 1 GUESS Tell students to discuss the question in pairs with reference to any elderly people that they know, for example in their family or neighbourhood. 2 Students read the list and discuss their reaction in pairs. Then elicit from a number of different students anything that surprised them in the list, and why. 226 Unit 11 3 Give students a couple of minutes to work through the exercise in pairs. Point out that they can use examples from the list of regrets on the right. Then elicit answers and write the completed examples on the board, checking that students understand the grammatical rules about tense and time reference. MA This should be revision for most students and therefore not pose a particular problem, but weaker students could look up the rules in the grammar reference for extra support while doing the exercise. Answers 1 past perfect – I’d played 2 past simple – didn’t feel 3 would + infinitive – would come Extra idea: Ask students if they can remember what other things Nadine Stair wished. Make sure they express them using appropriate tenses, eg She wished she had climbed more mountains. 4 FINISH IT Students write two different versions of each sentence about themselves and their own wishes. Draw their attention to the use of do for emphasis in sentence 3, and point out that it’s most likely to introduce a wish for other people’s behaviour to change, ie using would or wouldn’t + infinitive, as in the example given in the Grammar spot. Listening 2 1 GUESS Introduce the situation and give students a minute or two to exchange ideas about the people’s possible wishes. 2 3.20 Play the recording of each speaker twice for students to check and make a note of regrets that they didn’t guess. They should then compare answers in pairs – encourage them to express the wishes using He / She wishes he / she had … , and identify any wishes that surprised them. Answers Speaker 1 wishes she’d been braver and more honest, and had said ‘no’ more often. Speaker 2 wishes he’d done more before getting married – he wishes they’d travelled more and seen more of the world. Speaker 3 wishes he hadn’t got a credit card so young. He wishes he wasn’t so impulsive. Speaker 4 wishes she hadn’t worked so hard and had spent more time with friends and family and hadn’t lost touch with so many people. Speaker 5 wishes she’d gone to university – and wishes she had a degree. Transcript 1 If I were a more confident person, I would have been braver when I was younger. I wish I’d been more honest and said what I really felt, and that I’d taken more risks. I think I was a bit of a coward. I could have said ‘no’ much more often. I said ‘yes’ too much because I wanted to please people or I was afraid of hurting them and so I ended up doing things I really didn’t want to do and feeling unhappy about it. I think I wouldn’t have so many regrets today if I’d been more honest and braver. 2 I wish I’d done more before getting married and having kids. I love my family to bits – don’t get me wrong – and I wouldn’t change them for the world. I love getting home to them in the evenings after work and having time to play with the kids and bath them and put them to bed. I love all of that, but it would have been nice for both of us to see more of the world before settling down. If we’d travelled more then, we’d be less restless now and more content to just be. 3 If only I hadn’t got a credit card so young! I’m impulsive, and I spent money like there was no tomorrow! I bought whatever I wanted: expensive clothes and computer games and I even got myself a nice car. I got into lots of debt and my parents had to lend me a hand. If I wasn’t such an impulsive person, I wouldn’t have got into so much financial trouble. Now I try to be much more careful with money. In fact, I’m saving up to buy a motorbike! 4 I really wish I hadn’t worked so hard. I thought my work was so terribly important, but it wasn’t. And I thought I was indispensable, that they couldn’t possibly do without me at the office – ever! I had to be there and I had to work all hours. But I’ve come to realise that family and friends are much more important. I wish I’d spent more time with them. I’ve lost touch with quite a few people over the years. If I hadn’t been so busy, we’d still probably be in touch and that would be nice. 5 I do wish I’d gone to university when I was younger. I thought at the time it wasn’t worth it and I was in a hurry to get out there and earn my own money, be independent, do my own thing, but I think now that I probably missed out a bit. It would have been a great experience. Not just the studying and getting a degree but also meeting people with similar interests – all of that. And if I had a degree, my Unit 11 227 career would have taken a very different path, I’m sure. It’s never too late of course. Lots of older people go back and study. Maybe I’ll do that one day. I’ll look into it. 3 THINK Students talk about the questions in small groups. Monitor the groupwork and check that they’re using appropriate verb forms for wishes (question 1) and lessons, eg modals should / ought to (question 2). Also make a note of particularly interesting issues mentioned to bring up during class feedback afterwards. Grammar 2 Mixed conditionals 1 Write the example sentences a) and b) on the board and elicit what verbs were used by speaker 1 in recording 3.20 to complete them. Go through them with students and establish that these are examples of mixed conditionals, where the time reference is different in each part of the sentence, so they use elements from both second and third conditionals. Any part of the sentence that refers to the present uses second conditional forms, whereas any part of the sentence that refers to the past uses third conditional forms. Once this is clear, ask students to go through transcript 3.20 on page 150 and find other examples of mixed conditionals, and to establish whether they’re like example a), which is a present condition with a past result, or like example b), which is a present result and a past condition. Point out that the condition and the result clause may swap order without any change of meaning. Answers a) If I were* a more confident person, I would have been braver when I was younger. b) I wouldn’t have so many regrets today if I had been more honest. * was is also correct here, but were is used in the recording. 1 a past simple in if clause, would have in main clause b past perfect in if clause, would have in main clause 2 In a), the if clause refers to the present and the main result clause refers to the past. 3 In b), the if clause refers to the past and the main result clause refers to the present. 2 3.21 Students complete the examples and compare answers with a partner. Then elicit answers and write them on the board. Answers 1 ’d done 2 wasn’t; wouldn’t have got 3 hadn’t worked; hadn’t been; ’d still probably be 4 had; would have taken 3 Students compare the regrets from 2 with the list on page 124 and answer the question in pairs. Answers Sentence 1 is similar to item 4 on the list; sentence 3 is similar to item 1. Extra idea: Students decide which of the regrets the two photos might best illustrate. Speaking and writing 1 Students look at the Chinese proverb and the book cover; ask: What do they have in common? (Both are about doing things before it’s too late.) Have you seen any similar books before? Then use the rubric to introduce the idea of a ‘bucket list’ of things to do before you die. Divide the class into small groups and explain that each group will be creating a list of five things, but there are rules dictating how they should do this. Make sure they read and understand the rules. Add that in order to reach an agreement within the group, each member will need to come up with various proposals and then discuss them, ie explain what’s so interesting or important about the proposal, and compare and evaluate the various proposals, and finally agree. Also remind students that they can look online to find out about the six events listed in order to decide which one, if any, they want to include, and to find different events. Then give them a fixed time limit (eg ten minutes) to agree on a list. Monitor the group discussions and make sure they’re all participating and using appropriate language for suggestion, explaining, agreeing, disagreeing, etc. When they’ve finished, groups can share and compare lists, by reading them out, posting them online or in the classroom, in order to see which things come top of the list for the class as a whole. Extra idea: Before they start, revise various forms for making suggestions, explaining, comparing, agreeing, disagreeing, deciding, etc. 230 Unit 11 Pronunciation note The speakers in the video / recording pronounce Peace Corps as /ˈpiːs ˈkɔːps/, but it’s also often pronounced as /ˈpiːs ˈkɔː/. 4 Without watching or listening again, students try and remember and list the four challenges. Don’t check answers, as students will do this in 5. Answers 1 She lived in different countries. 2 She trained as a nurse. 3 She had a farm. 4 She learnt to fly. 5 P Students use the transcript on page 150 to check the four challenges, and underline the words in the list that they think are stressed. 6 P 3.24 6 Students listen to the recording of the list and check where the stresses actually lie. Then play the recording again once or twice for students to focus on intonation and answer the question about that. Answers Stresses She’s done so many different things – lived in different countries, trained as a nurse, had a farm, learnt to fly ... Intonation things: voice goes down countries: voice goes up nurse: voice goes up farm: voice goes up fly: voice goes up The rising intonation emphasises that there’s more to come. 7 P Play the recording again, pausing after each item in the list for students to repeat, copying the stress and intonation exactly as they hear it. Do this a second time, then give students a minute or two to go through the list a few times in pairs, taking turns to say it again with the same stress and intonation on their own. 8 TAKEAWAY LANGUAGE This focuses on some idiomatic phrases used in the conversations. Students complete the phrases, then look again at transcripts 3.22 and 3.23 on page 150 to check and to work out their meaning, before comparing in pairs. Answers 1 speaking of which (= on that subject, connected with something we’ve just mentioned) 2 something like that (= not exactly, but quite similar) 3 Good for her. (= That’s great – shows approval or her action) 9 Go through the various phrases and their permutations with the class and elicit some of the situations in which we commonly wish someone well (eg going on holiday, moving house, starting a new job or college, getting married, etc). Then students exchange wishes in pairs – suggest they imagine a specific situation for each wish to make it more realistic. 10 Play recording 3.23 again for students to complete the extract using variations on phrases from 9, then compare with a partner. Answers 1 please tell her I wish her all the very best 2 I hope all goes really well for her over there. 3 Here’s to Judy 4 May she have a wonderful time Language note Phrases beginning with May ... are generally used in the context of proposing a formal toast, so it’s best to stick to the other structures in more informal situations. 11 Students discuss the question in pairs. Answer Marianne says it isn’t eating muffins. 12 Each pair makes a list of as many things as they can that could promote a long life and talk about each one. Suggest they also include things to avoid. After a pre-agreed time limit, students count up how many things they’ve listed. The pair with highest number read theirs out, then elicit any other very different things from other pairs. EXPLORE ONLINE As an alternative to everyone searching for the same information, students could work in pairs with one researching the American Peace Corps and the other researching VSO. They then exchange information and discuss whether they would consider joining either or both of them, and why. Unit 11 231 Background notes • The American Peace Corps is a volunteer programme run by the United States government. The stated mission of the Peace Corps includes providing technical assistance, helping people outside the United States to understand American culture, and helping Americans to understand the cultures of other countries. The work is generally related to social and economic development, especially in countries with urgent problems, in Africa, Latin America, Asia and Eastern Europe. Volunteers work with governments, schools, non-profit organisations, non-government organisations and entrepreneurs in education, business, information technology, agriculture and the environment. Peace Corps Volunteers have to be American citizens, typically with a college degree. They are given three months of training and then work abroad for a period of two years. After 24 months of service, volunteers can request an extension of service. • VSO (Voluntary Service Overseas) is an international development charity with a vision for a ‘world without poverty’ and a mission to ‘bring people together to fight poverty’. VSO recruits professionals to work as volunteers, living and working alongside local populations in developing countries. Founded in 1958, VSO has sent over 50,000 volunteers. As of 2015, VSO worked in 23 countries in Africa, Asia and the Pacific. 13 MINI-TALK The preparation for this could be done at home. Students find two organisations offering volunteer work overseas and learn something about them, including information connected with the bullet list. They can report back to the whole class or to groups of four or five and say which of the two they would prefer to work for and why. 232 Unit 12 12 Doing things together GRAMMAR: reviews of: conditionals, cleft sentences; reported speech; verb tenses and forms; questions VOCABULARY: collecting money; surprise; collocations; the countryside FUNCTION: asking for information, clarification and confirmation UNIT FOCUS Introduction p127 Aims The focus of this lesson is to introduce the unit topic of doing things together by looking at voluntary activities and charities, and vocabulary connected with collecting money. You first! Students talk about the question in small groups. In order to encourage them to tell each other some details about any recent voluntary activities they’ve done involving a lot of people, write a few question words on the board, eg When? Where? Why? With whom? How successful? etc, and suggest the groups use them to ask each other for further information. 1 GUESS In pairs, students look at the photos and talk about their guesses. Encourage them to talk about what they can actually see (There’s / There are …, It’s …, etc) and about what they can guess (using modal verbs, eg They must / could / may / might be …), as well as the probable connection between the photos. When checking, supply the word stocks to describe the wooden structure in photo C. 2 3.25 Students listen to assess the accuracy of their guesses in 1 and to find out what’s actually happening in each photo; they also match speakers with photos. They can compare answers with a partner before the class check. Answers Photo A: A sponsored run (Speaker 1) Photo B: Giving a concert playing new instruments they’ve only been learning for eight weeks (Speaker 2) Photo C: The teachers were put in stocks and people paid to throw wet sponges at them (Speaker 4) Photo D: Sponsored skydiving (Speaker 3) The connection is that they’re all raising money for charity. Transcript 1 My sister and my best friend Tara and I did a five-kilometre run to raise money for Cancer Research UK. People pledged money which they would give us if we completed the run – and we did! We raised £200 between us. Not bad, eh? We were all running for my nan, you see. She’s had cancer and she came through it, but it was really tough for her – and for all of us. The doctors were amazing, though, and they helped her through. If we raise enough money, one day they’ll discover a cure and then people won’t have to have such a horrible time. Isn’t that a lovely dream! 2 We each chose a musical instrument we had never tried before, something completely different. We got one – only one – 60-minute lesson on this new instrument, and then eight weeks later we took the official Grade 1 exam. Just eight weeks to get your lips or hands round a completely new instrument – in my case, the tuba. I have never practised so much in my life. I got a distinction! How about that! And then, after the exam, we had a concert. It sounded awful. Everybody playing on their Grade 1-level instruments. But we ended up donating over £75,000 to Médicins sans frontières (Doctors without borders), so it was worth it in the end. We got people to sponsor us and pay up if we got the certificate. 3 A few of us wanted to raise money for CARE. They try and do something about people living in poverty. Someone suggested skydiving – you know, doing a parachute jump – but I didn’t really fancy it. The idea terrified me, to be honest. But what can you do? I would have looked stupid if I’d said no. So then I set about asking people for money – you know, would they sponsor me if I went skydiving? And they did! I raised hundreds for CARE. I’m so pleased. But I tell you, I’ll never do that again. I think I’ll stick to donating blood in the future! 4 At my school, we raised money for Children in Need. You had to pay money to take part. And then the thing is, they put teachers in the stocks – you know, like in the Middle Ages. They stuck their heads through this frame thing and we threw sponges full of icy water at them. I threw my sponges at Miss Smith and Unit 12 235 6 After some initial thinking time, students describe their event to the rest of their group. They should do this without looking back at the texts. Encourage students to prompt the other members of the group if they forget anything. Listening 1 Students write the three lists in their notebooks and compare with a partner. 2 3.26 Play the recording once for students to focus on basic information that may have answered some of their questions. After listening, students compare answers in pairs. Transcript man I just don’t get it. What is a flash mob? woman Well, the idea is that you get a group of people – usually quite a large group – who turn up suddenly in some public place. And then they sing or dance or do something similar, and the idea is that it’s a complete surprise for the people who are there. man What’s the point of it? woman Depends who’s organising them. Sometimes they’re just for fun, sometimes they’re like performance art, sometimes they’re political, sometimes they’re used for advertising. Anything really. man Have people always done ‘flash mobs’? Do you ‘do’ flash mobs?! woman I’m not sure what verb I’d use. I guess you take part in flash mobs or something. But actually, there is a date everyone recognises as the first flash mob, and that was June the 17th, 2003. About 150 people went to the ninth floor of Macy’s department store in New York. That was the rug department. And they stood around and if anyone asked them, they said they all lived together and made their decisions together – so they had to buy a rug together! And then after a few minutes they just all disappeared. man And that was it? woman Yes, that was it. man Sounds pretty pointless to me. woman They didn’t think so. It was a political act, in a way – people reclaiming commercial spaces, that kind of thing. But anyway the idea caught on, and there have been more and more of them. Orchestras turn up one by one in public squares or shopping malls. Students create mass dances in university squares, people are surprised on their birthdays in Washington Square, or suddenly find themselves being proposed to on a London tube with a chorus of 30 people singing around them. man How on earth do you organise something like that? woman Well, ‘in secret’, is the best answer. Everyone has to keep the plan completely secret. The whole point – well, for me anyway – is for a flash mob to be a complete surprise. So maybe the internet isn’t the place to send out instructions. man Hmm. Not sure I’d be happy to be suddenly surrounded by hundreds of people singing or dancing when I was trying to have a quiet coffee! 3 Play the recording again for students to answer the questions. They can compare answers with a partner before you check as a class. Answers 1 In the rug department on the ninth floor of Macy’s department store in New York 2 They stood around and told anyone who asked that they all lived together and were trying to make a joint decision about a rug. It was a political act about reclaiming commercial spaces. 3 The woman is quite positive. The man is more negative. EXPLORE ONLINE Students use tablets or smartphones to find and watch some other flash – mob – performances. Suggest they find different kinds and in different places. Then they can report back to their group, describing what they’ve watched. They could vote on the most interesting one, then each group could share that one with the class. Vocabulary Surprise 1 Use the example of flash mobs to introduce the idea of ‘surprise’ and give students a short time to decide in pairs which adjective in the box doesn’t collocate with surprise. Establish that the other seven adjectives are used to qualify surprise. Answer bad Extra ideas: Tell students to think of concrete examples of each kind of surprise – either that they (or someone they know) have experienced or that they can imagine. Students could also try to find other adjectives that can qualify the word surprise (eg complete, real, wonderful, fantastic, etc). 2 In pairs, students talk about possible contexts (where and who) for the four phrases in the box. Encourage them to think of real-life examples that show how they could be used. Students could look up actual examples online. 236 Unit 12 Suggested answers • A surprise attack could happen between enemies in a war (eg The Greeks managed to get a large wooden horse inside the city of Troy, with Greek warriors hidden inside – they emerged and, in a surprise attack, defeated the Trojans). • A surprise move could be in the context of business, politics, sport, etc (eg In a surprise move, Manchester United sacked manager Louis van Gaal, despite their recent FA Cup success, and replaced him with ex-Chelsea boss Jose Mourinho). • Your friends might organise a surprise party for your birthday. • A surprise victory could be in sport, politics, elections, war, any competition, etc (eg Leicester City’s surprise victory in the 2015–2016 English Premier League). 3 This exercise focuses on commonly used phrases with the word surprise. Students complete the phrases, then compare answers with a partner. Check as a class and make sure they understand the meaning of each phrase. Answers 1 in 2 come 3 in store 4 get 4 VIDEO OPTION This could be done in class or at home. Students spend a short time thinking about the title and the questions given to help. Suggest they make brief notes of their thoughts, which they can use when recording, but avoid writing out the whole thing in full sentences. They can then use smartphones or tablets to record themselves talking from their notes. Ideally, they share their videos online. Once everyone has accessed the videos, the class could hold a vote to decide on, for example, the funniest or the most unusual video. Take a break This could be used at any point between sections during the lesson where you feel students would benefit from a complete break in rhythm and focus for a few minutes. Read through the instructions and focus on the illustration; elicit what’s happening (The man is posing as a statue, the woman is trying to make him laugh or move) and which famous statue they think the man is posing like (Rodin’s ‘Thinker’). Give students a few minutes to think of their statues. If necessary they can discretely check online images to see the pose. Then students take turns to pose and distract. Grammar Review 1: conditionals and cleft sentences FINISH IT Check that students remember both grammar points and know where to find examples of each one. Set a time limit, eg five minutes, during which students should try to write as many sentences as possible – they should make at least one with each pattern, more if possible. They do the exercise individually, writing their sentences in their notebooks, only looking up examples if they need help. Go round the class monitoring the writing. Draw their attention to any major structural errors you see them making, eliciting how they could be improved. MA Weaker students could aim to write just one sentence for each pattern, and could refer to the grammar reference for extra support. Do a whole-class check in which you elicit one typical example of each sentence pattern and write it on the board, establishing the likely structural forms that students should have in their own sentences. Grammar Review 2: reported speech 1 In pairs, students share their sentences about flash mobs from Grammar Review 1 with their partner, taking it in turns to talk and listen. Remind students to listen very carefully to their partner’s sentences, as they’ll need to remember them in order to do the next exercise. 2 Ideally each pair should now join with another pair, forming a group of four. Students take turns to report their partner’s sentences about flash mobs from 1 to the other pair. Draw attention to the example and tell students to try to use a range of appropriate reporting verbs, not just say, and to remember the rules of reported speech. Monitor the groupwork and make sure that students are reporting speech correctly and using a range of suitable reporting verbs. Only interrupt if something very serious is going wrong, but keep a note of language issues that you notice, and also particularly good examples of reported speech, to analyse with the class afterwards or at a later date. MA Weaker students may need to do a quick revision of reported speech rules before they start. Tip: Remember to give positive feedback after pair- or groupwork, not just a list of errors. Although it’s obviously useful to draw students’ attention to errors they’re making and to help them correct them, students can find it discouraging if there’s no expressed appreciation of what they did well, and they may become demotivated. Unit 12 237 Speaking and writing 1 Focus on the photograph of a flash-mob performance and ask students a few questions about it, eg Where do you think it is? What kind of performance is it? How is the audience reacting? What do you think the purpose of the performance might be? Then students form pairs and think about and plan a flash-mob performance they’d like to take part in, using the questions given to talk through the details. Monitor the pairwork, assisting with ideas or language if needed. 2 In the same pairs, students collaborate to produce a written announcement as instructed, using the ideas they discussed in 1. Set a suggested word length (eg 100 words) to give students an idea of the length they’re aiming at. They can share their announcements with the rest of the class online. Lesson 2 Can you help me? pp130–133 Aims The focus of this lesson is reading about crowdfunding and patronage and about a woman’s journey with a donkey. Students also revise and practise verb tenses and forms, and collocations with give, and learn compound nouns describing the countryside. You first! Students discuss the question in pairs, then report their ideas to the class. Reading 1 1 PREDICT Ask students what the photo on the right shows (the Statue of Liberty) and where it is (New York), then give students a minute to guess what the connection might be between the statue and singer Amanda Palmer. Elicit a number of suggestions from different students, then move on. Don’t confirm or reject any suggestions, as students will find out the connection in the next exercise. Background note Amanda Palmer (1976–) is an American alt-rock singer-songwriter who first rose to prominence as the lead singer, pianist and lyricist / composer of punk-cabaret duo The Dresden Dolls. She has had a successful solo career, is also one - half of the controversial conjoined-twin mime act called Evelyn Evelyn (they wear a specially constructed two-person dress) and is the lead singer and songwriter of Amanda Palmer and the Grand Theft Orchestra. 2 Students read the article to find out the connection between Amanda Palmer and the Statue of Liberty, then compare their answer with a partner. Answer The connection is crowdfunding: the money needed to build the pedestal for the Statue of Liberty was raised by appealing to the public, the first kind of crowdfunding. Amanda Palmer also uses crowdfunding to finance her work – initially to fund her album Theatre is Evil. 3 Students do the exercise individually; allow them to look back at the article to find the names. Point out that they don’t need to re-read the whole article – just scan it to find the specific information and names they need for this exercise. They should check answers with a partner and if there’s any disagreement, refer to the article again to make sure of the answer. Answers 1 Joseph Pulitzer 2 Gustave Eiffel 3 Frédéric-Auguste Bartholdi 4 Baron Gottfried van Swieten 5 Patreon 6 Amanda Palmer 7 Nadezhda von Meck 8 Kickstarter 4 Students use the context to work out what the green words and phrases mean, then compare answers with a partner and discuss any differences. Finally, they can check in a dictionary, but remind them to locate the relevant use of the word. MA Weaker students could work in pairs and divide up the words between them, so they cover four or five each, then share their answers. Answers assembled = put together to make a whole the necessary funds = the money needed financed the project herself = used her own money to pay for (making the album) fans = very enthusiastic supporters a set amount = a fixed amount subscriber = person who has paid to be able to have access to (a site) struggling artists = artists who are finding it difficult to support themselves financially keep them going = enable them to continue generous patronage = large amount of money given as support 240 Unit 12 4 Students read the eight false statements, then read the article again in order to find the information that contradicts each one, proving it to be false. Draw students’ attention to the glossary pictures at the end illustrating stile and kissing gate. When they’ve finished, they should check their answers in pairs. Tell them to express the information given in the lines they’ve found, not just quote the line numbers. Answers 1 She’s from Aberystwyth in Wales. (lines 1–2) 2 For many years, she lived on a narrowboat, but after the walk, she left her London narrowboat and moved back to Aberystwyth. (lines 2–3, 77–78) 3 She’d never owned an animal before, only a goldfish, though family had a rabbit once. (lines 18, 25–27) 4 There were lots of stiles and kissing gates. (lines 42–44) 5 She got the idea from a film about a man leading a horse across the Sahara desert. (lines 15–17) 6 They were terrified of each other. The donkey had a mind of its own, was very stubborn, and it made her frustrated and furious at times. (lines 23–28, 32–40) 7 They stayed in a lighthouse, hay barns and a tiny house. (lines 58–60) 8 She needed money to finance the film and the book and raised over £35,000 through Kickstarter. (lines 66–75) 5 Students find and underline the words and phrases, then in pairs use the context to work out what they mean. Finally they can confirm meanings by checking in a dictionary / online. Suggested answers 1 sudden realisation 2 being very determined not to change one’s mind 3 very noisy crossroads 4 badly treated donkeys 5 person who drives mules (or donkeys) 6 ways to make somebody furious 7 extremely heavy rain 8 living without spending much money, finding other solutions to problems Extra idea: Write more comprehension questions on the board, eg 1 Why did Hannah decide to do the walk? (To celebrate the new footpath and her country) 2 How long did it take Hannah to complete the walk? (Five and a half months) 3 How did she record her progress on the walk? (She kept a blog.) 4 What did she find worthwhile about the experience? (The adventure of travelling so far so slowly, getting to know the donkey, meeting so many interesting people) 5 How did Rhys contribute? (He walked some of the way with her, took hundreds of photos and filmed some experiences) Did you know? Students read the information and comment on it, saying if they find it surprising (make sure they know where Patagonia and Wales are in relation to each other). Also ask if they know of other pockets of a culture that have been preserved. 6 Students talk about the question in groups, giving reasons for their opinions. 7 YOUR STORY Students think about their strangest or longest journey and the answers to the questions. Then, in groups, they take turns to tell each other about their journey. Tip: Encourage students to be active listeners by telling them to ask each speaker at least one question asking for clarification or further information. Extra idea: Students could find out more online about Hannah Engelkamp, the Wales Coast Path or about some of the other long- distance paths in the UK, eg the Pennine Way or the South West Coast Path. Culture notes • The Wales Coast Path is a long-distance footpath which follows, or runs close to, almost the whole coastline of Wales. It opened in 2012, and offers an 870-mile walking route from Chepstow in the south to Chester in the north, the world’s first uninterrupted route along a national coast. The path runs through a wide range of contrasting coastal scenery, including beaches, fishing villages and historic castles. Unit 12 241 • Walking is a very popular activity in the UK and there are well over a thousand long- distance paths. Some of the most famous are the Pennine Way (255 miles), the South Downs Way (99 miles), the Thames Path (185 miles), the Cotswold Way (102 miles), Hadrian’s Wall Path (84 miles), the Great Glen Way (73 miles) and the South West Coast Path (628.5 miles). Most walkers tend to walk a specific section of these paths over a few days, though some, like Hannah Engelkamp, cover the whole length. Vocabulary 2 The countryside 1 Students match the words to make compound nouns about the countryside, then compare answers with a partner. They may need to check in a dictionary / online to see which are one word and which are two. Answers 1 kissing gate 2 narrowboat 3 riverbank 4 hay barn 5 footpath, coast path 6 lighthouse 7 woodland 8 windmill 9 signpost 2 Students work in pairs to design a set of symbols, then swap with another pair to see if they can understand them. SONG LINK a Groups of four could divide into two pairs, with each pair focusing on a different song. They should find a recording online and listen to it as well as reading the lyrics, then answer the three questions. Answers 1 A winding road is one that isn’t straight, but which bends and curves around features in the landscape. 2 The Long and Winding Road 3 Every Day is a Winding Road b Pairs join again into the original group and take turns to describe their song to the other pair, relay their answers to the questions in a) and talk about where and when they would like to listen to it. Culture notes • The Long and Winding Road was one of the last Beatles songs, written by Paul McCartney based on the tensions within the band, and released in 1970 on the album Let It Be. • Every Day is a Winding Road was the second single from American singer-songwriter Sheryl Crow’s 1996 self-titled album. The song was used in several 2006 and 2007 Subaru commercials and in the films Erin Brockovich and Phenomenon. Speaking and writing 1 Students work in groups. They can choose their own country or any other country and discuss ways to celebrate it. The ideas in the box are there to help them, but they don’t have to use them if they have other ideas of their own. They should reach an agreement on the best one or two ways and plan it / them in detail, ready to present to the class. They could prepare slides covering the main points for projection if there’s time. 2 Each group presents their ideas to the rest of the class, who should ask a few questions requesting clarification or further detail. 3 Students follow the plan given and each write their essay, at home if there isn’t sufficient class time. Lesson 3 The great chilli cook-off pp134–135 Aims The focus of this lesson is to explore the topic of cooking and food while reviewing and practising different kinds of question. Students also get the chance to create and participate in a quiz about the book. You first! Students talk about the question in pairs. To extend the conversation, they could also tell each other what they like cooking best and exchange some favourite recipes and / or cooking tips. Reading 1 PREDICT Students decide on the likely answers individually, then compare their predictions with a partner. Don’t check answers yet, as students will find out when they read the article. 2 Students read the article and confirm which of the statements in 1 are in fact true and which false. They should find evidence in the article to support their decisions. 242 Unit 12 Answers 1 True (lines 12–13: an important ingredient in Mexican cooking) 2 False (lines 9–10: It’s from Nahuatl, the language of the Aztecs of Mexico.) 3 False (line 14: They originated in the Americas.) 4 True (lines 22–26: chilli cook-offs) 5 True (lines 26–28: British farmers export chillies to Mexico and Pakistan.) 6 False (line 19: the relatively mild Mexican jalapeño) 3 Without looking at the article, students note down everything they can remember about chillies, then compare with a partner and see who could remember the most facts. Afterwards, they can check the text to clear up any uncertainties and find any important details they didn’t remember. 4 Students look up the meanings of five words they didn’t know or weren’t sure of, and assess how useful they may be. They can then compare words with a partner. EXPLORE ONLINE Students do online research into the health benefits of chillies and people’s reasons for eating them. They can then share the information in small groups. Background notes • Research has shown a large number of health benefits of regular chilli consumption, eg it’s good for diabetes sufferers as it lowers blood sugar levels and helps to control insulin levels after eating; it improves blood circulation and thins the blood, which reduces the risk of strokes; it can provide pain relief without causing numbness or drowsiness; it can reduce inflammation in rheumatism and arthritis; it can help relieve and prevent headaches and migraines; they helps unblock your sinuses if you have a cold; it can raise your metabolic rate, so it helps to burn fat; it can lower cholesterol; chillies have antibacterial properties. • There are a lot of studies and conjectures about why people eat chillies; reasons suggested include their role in preserving food and killing bacteria, in causing sweating and so lowering body temperature, and the connection between the sensations of pleasure and pain, human conditioning, etc. Listening 1 3.27 Go through the situation outlined in the rubric and make sure students have understood. Give them a minute to read through the questions, and play the recording once for them to find and note down the answers. They can then compare answers with a partner before you check as a class. Answers 1 Karl 2 He’s been talking to the Chilli Cookmasters team. 3 He’s thinking of joining them because they’re more exciting. They’re using the Komodo Dragon. 4 The Komodo Dragon is too hot and will unbalance the flavours. 5 He’s one of the judges and he likes super- hot chillies. Transcript suri OK, everyone. Let’s get started. stephanie Isn’t this exciting? Our first ever chilli cook-off competition is nearly here! suri Let’s hope we do well, then – even if it is our first time. Now then, er, Gregor’s missing. Does anyone know why? Julia? julia Well, he didn’t say anything to me. suri What about you, Karl? Do you know why he isn’t here? karl Why are you asking me? suri Why am I asking you? Because you and Gregor are close, that’s why. karl Well, he’s my friend, but that doesn’t mean I know everything about him! suri But he is coming to this meeting? karl How would I know? suri Karl. Is there something you’re not telling us? karl No. Not really. Why? Anyway, why are you all looking at me like that? julia Come on, Karl. Aren’t you going to tell them what you told me? suri Tell us what, Karl? karl It’s nothing. You wouldn’t expect me to repeat private conversations, would you? stephanie Who expects what? I didn’t hear what you said. julia It’s Karl, Stephanie. He said we shouldn’t expect him to repeat private conversations. stephanie Who shouldn’t repeat private conversations? About what? julia About Gregor. We’re talking about Gregor and why he isn’t here. stephanie Well, yes, actually, speaking personally, I would expect Gregor to be here. Doesn’t he care