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Solutions advanced tb1

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Solutions advanced tb1

  1. 1. AdvancedTeacher'sBool<
  2. 2. OXIORD UNIVERSITY PRESS Great Clarendon Street, Oxford ox2 6Dp Oxford University Pressis a department ofthe University ofOxford. It furthers the University's objective ofexcellence in research, scholarship, and education by publishing worldwide in Oxford NewYork Auckland CapeTown Dares Salaam HongKong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi NewDelhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile CzechRepublic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore SouthKorea Switzerland Thailand Turkey Ukraine Vietnam oxFoRDand oxrorp ENGLTSHare registeredtrade marks of Oxford University Pressin the UK and in certain other countries @Oxford Universit5rPresszoog The moral rights ofthe author have been asserted Databaseright Oxford University Press(maker) First published zoog 2013 2012 2011 zOaO2OOg 70987654327 All rights resewed. No part ofthis publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press(with the sole exception ofphotocopying carried out under the conditions stated in the paragraph headed 'Photocopying'), or asexpresslypermitted by law, or under terms agreedwith the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scopeofthe above should be sent to the ELTRights Department, Oxford University Press,at the addressabove You must not circulate this book in any other binding or cover and you must impose this samecondition on any acquirer Photocopying The Publisher grants permission for the photocopying ofthose pagesmarked 'photocopiable' according to the following conditions. Individual purchasers may make copiesfor their own useor for useby classesthat they teach. School purchasersmay make copiesfor use by staffand students, but this permission doesnot extend to additional schoolsor branches Under no circumstances may any part ofthis book be photocopied for resale Any websites referred to in this publication are in the public domain and their addressesare provided by Oxford University Pressfor information on-ly. Oxford University Pressdisclaims any responsibility for the content ISBN:978o 194552226 Printed in Spain by Orymu, S.A. ACKNOWLE DGEME NTS Thepublisherand theauthorswwldlike to thonkstre Hobbsfor thematerial she contributed to thisbook. Theauthorsandthepublisherwoddlike to extendtheir speiul thanlcsto thefollou,ing peoplefor their contributionto thedevelopmentof Solutius Adyanced'.Zinta Andzane, LaMa; Olga Belova,CzechRepublic; Katalin Bergholdn6 K6zdi, Hungary: Irena Budreikiene, Lithuania: Szilvia Csaniidy,Hungary; Henrik Csepregi,Hungary; Erzs€betCsontos,Hungary; Anita Daru, Hungary; [dik6 Ddmdtdr, Hungary; Kati Elekes,Hungary; Danica Gondovd, Slovakia; HajnalkaJuh{sz, Hungary; FerencKelemen, Hungary; Katrina Kennedy, CzechRepublic; D6ra Koltai, Hungary; NatashaKoltko, Ukraine; Alena Kopeck, CzechRepublic; Gabriella K6r6di, Hungary; Mario Maleta, Croatia; Juraj Marcek, Slovakia;DaceMi5ka, LaMa; Anna Morris, Ukraine; Zsuzsanna Nyir6, Hungary; EvaPaulerovi, CzechRepublic; Hana Pavlikovii, Czech Republic;Judit Petrask6,Hungary; Zolt:in Rdzmiives,Hungary; Katalin Ricknd Cserj6s,Hungary; Rita Rudiatiene, Lithuania; Dagmar Skorpikovd, Marta Szalka,Hungary; CzechRepublic; Gdbor T:imyik, Hungary; Katalin B. T6th, Hungary; Kati Zentai, Hungary. ThepublisherandtheauthorswouldliVctothonktheauthorof:DyslexiaandICT: Katarzlma Bogdanowicz Thewthors andpubltsheraregrateful to thosewhohavegivenpermissionto rtproduce thefollouingextrqcts andadaptationsof copyrightmateriol: p23 Extract from DeathofaSolesmaflbyArthur Miller @1952,Arthur Miller. Reproduced by permission. AII rights resewed. p25 From 'Men choosebeauty heatments to dval bride on wedding day' by SarahWomack, 10June 2006, www.telegraph.co.uk. Reproducedby permission. p8,{ From 'Antarctica to CostaRica:mapping the humpbackwhale's amazing joumey', byJarnes Randerson,4 April 2007,www.Guardian.co.uk. Copyright Guardian News & Media Ltd. 2007.Reproddcedby pennission. p97 Frorn 'It's just water, right? Wrong. Bottled water is set to be the latest battleground in the ecowar' by Lury Siegle,10 February 2008,www.Guardian.co.ttkThe Obsenter.Copyright Guardian News & Media Ltd. 2008 p101 From'Conrad, the literary outsider ignored by his adopted country'byJonathan Brown, 3 December 2007, www.Independent.co.uk. Reproducedby permission. p107 From 'The truth about lying and laughing' by fuchard Wiseman published,inThe Guardion, 72 Aprll 2OO7. Copyright @Richard Wiseman. Reproducedby permission of PanMacmillan, London. p111 From 'EndlessSummer' by David Ansen, www.newsweek.com. From Newsweek,79April2oO8 @2008 Newsweek, Inc. All rights resewed. Usedby permission and protected by the Copyright Laws ofthe United States.The printing, copying, redistribution, or retransmission ofthe Material without expresswritten permission is prohibited. Thepublisherwouldlikr to thank thefollowingfor theirpermissionto reproducethe followingphotogroph:Corbis p138 (Kylie Minogue). nfusvatiorlsby: JohnHaslam pp127, 136, 742:Ian Foulis p140
  3. 3. ThreeclassaudioCDs ThethreeaudioCDscontainattthetisteningmaterialfromthe Student'sBook. TheWorkbook TheWorkbookmirrorsandreinforcesthecontentof the Student'sBook.lt offers: r furtherpractice,lesson-by-lesson,ofthematerialtaughtin class . additionalexamtaskswithsupportforstudentsandteachers c Challenge!exercisesto stretchstrongerstudents r writinSguidesto providea clearstructuralframeworkfor writingtasks o step-by-steppreparationwithaudiomodelsforexam-style speakingtasks r cumutativereviewsto developstudents'awarenessoftheir progress,withExamChallenge!sectionsto practiseexam- typetasks r a FunctionsBankandWritingBankforquickreference . a dictionarydefinitionstyleWordlistwhichcontainsthe vocabularyactivatedin the units TheMuttiROM TheMultiROMis aninteractiveself-studytoolthathasbeen designedto giveguidance,practice,supportandconsolidation of thelanguageandskillstaughtin theStudent'sBook.The MultiROMisdividedintounitsandlessonscorrespondingwith thoseoftheStudent'sBook. r €V€rygrammarlessonin the bookis extensivelypractised . alltargetvocabularyis consolidatedwithcrossword,word search,andgap-fitlactivities r onelisteningactivityperunitis includedsothatstudents areableto practiselisteningattheirownpace . speakingandwritingsectionshelpstudentsimprovethese skillsoutsideoftheclassroom . anaudioCDelementisincluded,withalltheaudioforthe listeningtasksintheWorkbook,whichcanbeplayedona CD player TheTeacher'sBook TheTeacher'sBookwasco-writtenbyauthorswithfirst- handexperienceofteachingatthislevel.Inadditionto full proceduralnotesforthewholecourse,it offers: . optionalactivitiesthroughoutforgreaterftexibitity o structuredspeakingtasksto getstudentstalkingconfidently . teachingnoteswithusefuItipsandstrategiesto improve students'examtechnioue r 20 photocopiablepagesto recycleandactivatethe language.ofeachunitin a fun,communicativecontext TestBankMuttiROM A seoarateresourceMultiROMcontains: . Shorttests:twoforeachunit . Progresstests:anA anda Bversionforeachunit r Cumulativetests:oneforunits1-5 andoneforunits6-10 o Answerkeys . Resultstable o Audioandtapescripts TheShorttests,ProgresstestsandCumulativetestscanbe adapted.Youcanadd,removeandedittestsdependinguponwhat youhavetaught.Youcanevenpersonalisethetestsifyouwant. Website fhe Solutionswebsiteis oartof theOxfordTeacher'sClubat www.oup.com/elt/teacherisolutions.Youcanfind: . extraactivities- includingr.rritllga.c soeaking- thatare linkedto theSolutionsAcivc:cecS:,ce.:"sBook.Theseare cleartyftaggedin theteac-'-g-::is. o a fullWorkbookan51'e'<erA :- -::?-<e-::'anscripts o a teacher'sguideto c'us:ex,az'c 7 .,i,ua::ul Anotefromtheauthors OurworkonSolutionsbeganwitha researchtrip.Wetravelled fromcityto citywithcolleaguesfromOxfordUniversityPress, visitingschools,watchinglessonsandtalkingto teachersand students.Theinformationwegatheredonthattrip,andmany subsequenttripsacrossCentralandEasternEurope,gaveus valuabteinsightsintowhatsecondarystudentsandteachers wantfroma newbook.Thesebecameourguidingprinciples whilewritingSolutions.Mostpeoplewespoketo askedfor: . a clearfocuson examtopicsandtasks . easy-to-followlessonswhichalwayshavea ctearoutcome o plentyof supportforspeakingandwriting . plentyof extrapracticematerial Inresponse,we designeda bookwhichhasa crystal-clear structure:onelessonin thebook= onelessonin the classroom.Weincludedupto thirtypagesof extravocabulary andgrammarpracticewithintheStudent'sBookitselfto providemoreflexibitity.Weincludedat leasttenspecific lessonsto preparestudentsfortheschool-leavingexam,as wellasensuringthatthe bookasa wholecorrespondsto the syllabustopicsrequiredin theexam.Andwe recognisedthe difficuttiesthatstudentsnaturallyhavewithspeakingand writing,andthereforeensuredthattheseactivitiesarealways wellpreparedandwellsupported.Achievableactivitiesare essentialformotivation! Ourresearchtripsalscitaughtusthatnotwoschoolsor classes areidentica[.ThatiswhySolutionsisdesignedto beflexible. Therearefivelevets(Elementary,Pre-lntermediate, lntermediate,Upper-lntermediate,Advanced)sothatyour studentscanbeginandendthecoursewithwhicheveris most appropriateforthem. Solutionshasbenefitedfromcollaborationwithteacherswith extensiveexperienceofteaching74-19yearoldsandof preparingstudentsfortheirschool-leavingexams.Wewould liketo thankDanutaGrycaforsharingherexpertisein writing theexamproceduralnotesin theTeacher'sBook.Themain lessonnotesandculturalandlanguagenoteswerewrittenby GrolineKrantz.Theculturenotesandphotocopiableresources werebySueHobbs. WeareconfidentthatSolutionswill beeasyto use,bothfor studentsandforteachers.Wehopeit witlalsobeinteresting, engagingandstimulating! TimFallaandPaulA Dovies Thecomponentsof thecourse TheStudent'sBookwith MuttiROM TheStudent'sBookcontains: . 10topic-basedunits,eachcovering8 lessons . 5 LanguogeReview/ SkillsRound-upsections,providinga languagetestofthe previoustwo unitsanda cumulative skills-basedreview o 1,0Getreodyforyourexamlessonsprovidingtypicalexam tasks . 27 pagesof extralanguagematerial:11 pagesof further vocabularypracticeandextensionin theVocabutaryBuitder ptus15 pagesof grammarpracticewithanintegrated grammarreferencein theGrammarBuilder r tip boxesgivingadviceonspecificskiltsandhowbestto approachdifferenttasktypesin allfourmainskitls Youwiltfindmoredetailson pages5-7 in thesection'Atourof theStudent'sBook'. 4 | Introduction ,/
  4. 4. Solutionsandtheexam AlthoughSolutionsAdvancedis abovethelevelrequiredby82 exams,it helpsstudentsdevelopandextendtheirlanguage capabilitiesandfine-tunetheirexamtechniqueto atlowthem to approach82 levelexamswithconfidence. Typicatexamrequirementsarereflectedthroughoutthecourse in thechoiceoftopics,tasktypes,textsandgrammar structures.ln additionto this,Solutionsoffers: Student'sBook TheStudent'sBookincludestenexam-specificlessons designedto familiarisestudentswiththetask-typesand requirementsofthe exam.Thelessonsprovidestrategiesand examtechniquesto givestudentstheskillstheyneedto tackle examtaskssuccessfully. Workbook TheWorkbookprovidesfurtherpracticeof boththeoralandthe writtenexam.Workin classcanbefolloweduowithWorkbook tasksdoneashomework. Challenge!sectionspractiseexam-typetasks. ThelisteningmaterialfortheWorkbooklisteningtasksisonthe MultiROM. Teacher'sBook Theexamlessonsin theStudent'sBookareaccompaniedby '.rllproceduralnoteswithadviceandtipsforexampreparation. AtouroftheStudent'sBook -''rerearetenmainunitsin theStudent'sBook.Eachunithaseightlessons.Eachlessonprovides -lateriaIforoneclassroomlessonof approximatety45 minutes. r I'E I.Wa &hituiituhn'hdhld( :| @idtuseb@.dtu sd. p@pl. * tuF 6 rb, @ eddt wlv?'ltuddr@kd .wwte ed q wD Nt/ hi$i.6rthi!!ddtds4i: 2 eLFstmadb(4?hti@df, : ffsrhllq , nrrvlF , -, ry.. @rd dd&rmxd.@. i*&i:n;:lH._ i ru*",*u 3r-lil'*"d. , @B I ffiffi:*i*ffiMs'&s' t ffikrrbkee.ry '*;,";."@.;'*."".", , etudch&leeddre i B'kF*a fw.gb2.d.Giap'.ld@dft : I E-= ffiFr%*.|Drn I '*trIffiri* DJG,.KS I ,*"if*-* F'"{F| 's*ffi,g,rrsg*'ji- ai- '.*-*"*'"""'"'-'-"' ffini ffi*r*GIlnSsFii..6@rlts '""''*"' r^-{ /4D *.',k' LessonA - Vocabularyandlistening r 'ThisUnitincludes'statesthemainlanguageandskillsto betaught. r EverVlessonhasanexpticitlearningobjective,beginning 'l can...'. . LessonA introducesthetopicofthe unit,presentsthe mainvocabularyset,andpractisesit throughlistening andotheractivities. . Thislessonlinksto the VocabularyBuilderat the backof thebook,whichprovidesextrapracticeandextension. @ l irced'dk&Ri*6td aWtufrddb.tutus'di k&bddG!rBl@e! hh@etu'i*inii' LessonB-RealEngtish LessonB focusesonfeaturesof naturaIspokenEnglish andpresentsandpractisessophisticatedareasof vocabularyandgrammar. Newlanguageis presentedin a meaningfulcontext througheithera listeningor readingtext,andoftena combinationofthetwo. Thelessonalwaysfinisheswitha speakingactivitywhich bringsthelanguagefromthe lessontogether. Learnthis!boxespresentkeyinformationin a clearand conciseform. Thislessonhasa linkto theGrammorBuilderatthe back ofthe bookandprovidesextrapracticeandanintegrated grammarreference. Introduction
  5. 5. 1 Mh*ddr*ftqr*tuk.Meqb Aop night&e @M b &nnl .nedredF6tulwi ahMr hnrtnL d hb @t @tr tuq &D4 rus rn|s d 2 tur&ddnq,rFo4rtFki@B trili6adf.odsnlnder. :0sLbrrr+h*rt4 I . ! f, I t dkqbh.pdtu.hrh6h I r,-*,+aol**,r.,su*c .b.d6ft'e_&Fd46rwrirty. atae&)@ b3.@tu1&@ @'@a<@4rrN,4 r d&lkdrdtudtuhrfdnr! ddrir:]tdlsu@3D&, ! ser.56h*&i&!|le @rqrtufrherb.di.6h s.'.,,.h"I.'""...h||*.,.n : 5 dbddrkrdqdB{.ld.lk *d6'rgiMdn4i1q)@. LessonG- Writing:Anatysis& Task a a a O 3::*^ LessonGfocusesonwritingan examtexttype. Theanatysislessonatwaysbeginsbylookingat a model textortextsandstudyingthestructureandformat. StudentslearnandpractiseusefuIphrases. Theclearwritingguidehelpsstudentsto producetheir owntext. Thissupportedapproachto writingincreasesstudents' linguisticconfidence. to'd}d*ed*tu' ;i;;;;;;H:;ki;- ti::l; d@r@eod!ui-d,Es' tii,l ! dhMsri@FaFdnr ..ri re-- ffi r mbrerE,ud& . -.ri'hn. ilfi.e5.l;ff;lila-_ .sd'"iu'b*# *.*_.t::#L* , ;F*.*Hm.ryfriW*WK iitu ;rm*wo*l:.:;d;;.d;;;tAr';eA t-b4k**4&q!r -r@*".ro ;;rr'a; i5xeglililffilfliL-- .: i.sd'-d'!;# *.*;::,:L" - ro,ffi ffi,,ffi*it LonguogeReview/ SkillsRound-up r Therearefivetwo-pagereviews(afterunits2,4,6,8 and10). r Thefirstlessonof eachreviewis a LanguageReviewof the precedingtwo units. . Thereareexercisesfocusingonvocabularyandgrammar. r Themarksalwaystotal40,soit is easyto monitorprogress throughthe book. . Thesecondlessonof eachreviewis a Skil/sRound-up whichcoversalltheprecedingunitsof thebook. . Thelessonincludespracticeof allfourskills:listening, reading,writingandspeaking. . ThemateriaIis centredarounda youngmancalledEdgars, whoisworkingin Britain. drdtrqiftrbhhr:.. rl Getreadyforyourexam o ThereareGetreadyforyourexamlessonsaftereachunit whichfocuson examskittsandpreparation. . Thelessonsincludeexamtasksforreading,speaking, listeningandgrammar(withwritingexamtasksin the Workbook). r Theselessonsalsorecyclelanguagefrompreviousunits andtinkwiththe unittooics. T,j.Tff#fr5'"** srq:r-.i. -i''"''l ;5****gmn::;;; -i'6'ewd'e 'd 'd --.bkdsrytu-*dr a frn,.dhi :=.fHHE",r,trlltr 's"*''-^*,m"""- g:frff:::::* @ HffiH*;ffi*ffi .T3s:";r"'*nn*x_ ffiffiffiipf ffiff:tj;:"_::,"::*j r6b4dd& d6tu6',@. .5{foiiio!i6c-o-,. : i I];:;.i;:;;;i;;:'j;l;;;lG ,J -l: cdMdo,ddMffi* : : tuqb;@lrd!rd$hr sd@{!Rbn"ns.d I @EbdiEftre@6d dsddsd . &.6l6bEruFhkrtd _ lq #ffiffiH.Hs 'SEFif.E*..*- - lffiSr$ffi;lg ,#r-".--.-::,;--- ietuN*i*d.bffi dn& tbFaBbsFrF il.&F'. Introduction
  6. 6. ,, Memories tEssol{ sul,ltlARY O | & &.lr; Vocabulary:adjectivesdescribingemotionaIstates,words describingmemoryand remembering,timeexpressions,prefixes Listening:shortmonologues:listeningfor gistand specific information Speaking:describinga memory Topic:familylifeand relationships Eiqt@ Todo the lessonin 30 minutes,keepthe lead- in brief,skip item3 of exercise7,askstudentsto describe2 insteadof 3 memoriesin exercise6 andsetthe Vocabulary Builderexercisesfor homework. i Lead-in 3-4minutes Askthestudentsto brainstorm'importantfirsts'in a person'slife,suchasthefirsttimeyourodea bicycte.With a weakerctass,askthemto brainstormin pairs. After1-2 minutes,putstudentsin pairsorgroupsofthree andaskthemto sharetheirideasandpicktheirmost memorable'first'. Exercise1 page5 Askstudentsto lookatthe photoandelicitoneortwo generalcommentsonwhatis happeningandhowthe childmightbefeeling.Thenfocusontheadjectivesin theboxandcheckunderstandingoftheirmeaningby askingquestions.Ask:Whichwordmeansso impressed bysomethingthatyoufeelnervousandfrightened? (overawed);feelingworriedor unhappyabouta situation, becauseyouthinksomethingbqdmighthappenor you'renotsurethatwhatyou'redoingis rightT(uneasy); confusedaboutwhereyouareandwhereyoushould go?(disorientated);extremelyupsetandanxiousso that you con'tthink clearlyT(distraught);thinkingor worrying aboutsomethingso thatyoudon'tpayattentionto other things?(preoccupied);feelingnervousorfrightenedor havinglostconfidenceT(unnerved);feelingso emotionalin responseto sonething thatyou don't knowhowto react? (ovenrvhelmed);thinkingcarefullybeforeyoudosomething becausetheremaybe risksinvolved?(circumspect); extremelyconfused?(bewildered);extremelyquietandshy/ notwantingto talktootherpeopleT(withdrawn). Asyouelicitthewords,listenoutforerrorsin pronunciation, thenmodelanddrillthosewords;wordsmosttikelyto be mispronouncedare:distraughtldr'strc:t/,bewilderedI br qrldad/ andoverawed/.ai-rver'c:d/. 11rrpairsstudentsusethewordsto describethechitd's :eel:rgsin moredetaihencouragestudentsto expand 1r :'e 'easonswhyhemightexperiencethesefeelings, e'6; irr;6-rg he'sfeelingdistroughtas hisfatherisjust mlmrrl,nm r8r,r€h:ifl;askoneortwo studentsto repeattheir d{ffiiir'tiltiln'mcnil: :€ c"ass. rm' eilimttt:irrinn:e n*s:e ci.asssituationsthatmightcause Srllln ilffi ff]illnlml |1]f1[5.. rfiI,, rnrsier[.sfi:lJflefrfls!es::':e:heir rnemoriesof their first dirul,ff rd.rlrrruw],..u3rn$:,e -evii €ir-s drier€ possible. Conduct ; tM,rig':lmrl mgdh*aL:'t, Exercise2 pageI f) r.or . Explainthatstudentsaregoingto listento fourspeakers tatkingaboutaspectsoftheirchitdhood.Pauseaftereach speakerto allowthemto choosea topicandcomparetheir choicewitha partnerbeforecheckingtheanswerasa class. KEY Speakerlc Speaker2d Speaker3f Speaker4b Transcript1.01 Ben As I recall,the troublestartedwhenmy tittlesisterwasborn, and I hadto moveintomy brother'sbedroom.Hehatedhaving to share,and hetookit out on me- althoughof course,it wasn't myfautt.Heusedto ptayattkindsof trickson me,particularly whenI wasin bed- liketippingglassesof waterovermy pillow, or puttingstrangethingsunderneaththe blanketsto scareme.I complainedto my mumand dadtime aftertime,but eitherthey didn'tbelieveme,or theyfetttheycoutdn'tdo anythingaboutit. Withhindsight,I supposeit wasatlfairtyinnocent,and he never actuallyharmedme,physicatty- but at the time,I foundthe whole thingquitetraumatic,and I'm sureit affectedmy relationshipwith mv brotheraswe becameadults. Miranda I'vealwaysb'eenquitean obsessivesortof person- andfickletoo. l'ttgetreallyintosomething- or somebody- for a while,andthen changemy mindcompletely.Forexample,I'm totallyfanaticalaboutgoingto the gym.lt'sthe mostimportant thingin my life- for now.Butl'm sureI'ttgo off it completelyvery soon.lwas exactlythesameas a chitd.l'd havea favouritedress, for exampte,and I'dwearit attthetime.Therewasa denimdress I hadwhenI wasfour.I cansti[[pictureit clearty- it hadflowers embroideredaroundthe hem.I wouldn'twearanythingelse- for weeks!Thensuddenly,I decidedI hatedit. lt wasthe samewith videos:I'dwatchthe samefilm a hundredtimesuntilit became completelyingrainedin my memory.Thenl'd neverseeit again. My parentsalwaysthoughtI'd changeas soonas I grewup but I haven't! Phil Christmasis a veryevocativetimefor me,I guessbecause it wasso importantto mewhenI wasa chitd.Asthattime of year approached,I'd haveendtessconversationswith my mumand dad aboutwhatpresentsI wantedFatherChristmasto bringme. Theyalwayslistenedcarefully,askingquestionsto makesure that I reattywantedwhatI saidI wanted.AndwhenI openedmy presentson Christmasmorning,I usuallydiscoveredthat I'd got whatI'd askedfor.lt wasa greatfeeting.Ofcourse,oncein a whileI wasstighttydisappointed- forexample,oneyearwhen I'd askedfor a real,futt-sizedaeroplane,I didn'tgetit. Butgenerally speaking,FatherChristmaswasverykindto me,and I can'tcallto mindmanydisappointments.And I didn'tfora momentsuspect that my parentswerebuyingthe presentsfor me - at least,not untilI wasmucholder... ' t I Unhl.Beginnlngs / Forfurtherpracticeof Prefixesgo to:
  7. 7. Sue Itwasmyveryfirstdayat primaryschoolandIwasso upsetaboutleavingmymumthatI criedformostofthemorning. Anitacameupto meatlunchtimeandtoldmenottoworry,that everythingwouldbeOK.Shesmiled,andI feltbetter.I stillhave a clearrecollectionofthatsmile.Webecamefriendsatonce,and weremainedinseparableforyears.Wesatnextto eachotherin class,wehadlunchtogether,wesharedoursecrets,ourfears andanxieties,everything.Afterprimaryschool,AnitaandIwent to differentsecondaryschoolsandsawmuchlessofeachother. Westillsaweachotheratweekendssometimes,butgraduallywe driftedapart.Intheend,welosttouchwitheachothercompletely andl'venoideawheresheisnoworwhatshe'sdoing.lt'sa shame,really- | stittthinkaboutherquiteoftenandwishwe couldmeetup.ltwouldfunto reminisceaboutthegoodotddays. Mindyou,ifwemetupnow,wemighthaveabsolutelynothingin common!Perhapsit'sbetterjustto keepthenicememories. Exercise3 pages 6) r.or . Studentsworkindividually.Encouragethemto referto thewordlistatthebackoftheWorkbook.Thenplaythe recordingforstudentsto checktheiranswers. . Duringfeedbackclarifythedifferencesin meaning betweenthewords.Modelanddrillthewordswithtricky pronunciation,name[y,hindsight lhatndsarV,traumatic /trr:'metrk/andreminisce/,remr'nrs/,andhightightthefact thatthe re in recollectionandreminisceis pronounced/rel in contrastto theusualpronunciationofthe prefixrelil as in rewrite,retake,rearrange,reorganise,etc, . Witha strongerclasspointoutthattopictureis an example ofa nounusedasa verbandaskiftheycanthinkofother examptes(tofother,to mother,to bin, to knife,to network,to rubbish,to pencil). . Remindstudentsthatmanyofthewordsin the boxarepart of fixedexpressionsandthattheyshouldrecordthefull expressionin theirvocabularynotebooks.(Withhindsight, asI recall,picturesthcleorly,ingrainedin one'smemory, reminisceoboutthegoodold days.) KEY 1 recall 2 hindsight 3 traumatic KEY 1 occasionatly/ fromtimeto time 2 immediately/ at once 3 then/ atthetime 4 never-ending/ endless 5 never/ notformoment 6 altthetime/ thewholetime 7 repeatedly/ timeaftertime 8 finally/ in theend Exercise6 pases . Referstudentsto thetopicsin exercise2. Demonstrateby describinga memoryof yourown,incorporatinglanguage fromexercises1, 3 and4, thengivestudentsa minuteto makenotesto describetheirmemories. Exercise7 pases . Studentstaketurnsto describetheirmemoriesto their partners.Circulateastheydotheactivity,listening, answeringquestionsandmakinga noteof anyimportant mistakesto beusedin feedbackattheend. Notesfor Photocopiableactivity1.1 S[am! Teamgame Language:revisionof negativeprefixes,adjectivesrelatedto peopleandfeelings Materials:onecopyofthegamecutuppergroupof 3-4 students.Oeacher'sBookpage124) . Referstudentsto VocabularyBuitder1.1. . Dividetheclassintoteamsof twoandgrouptwoteams togetheraroundeachtable.Spreadouttheprefixcardson thetableandputtheadiectivecardsin a pile,facedown. Tel[studentstheyaregoingto playa fast-movinggame whichyouwillnowdemonstratewithonegroup. Exptainthatstudent1 isgoingto readoutanadjective andtheotherplayersneedto decidewhichprefixmakesit negative.Thefirstplayerto placehisor herhandoverthe correctprefixwillwinthechanceto wina point.Nowhe or shemustconferwithhis/ herteam-mateto providean accuratedefinitionof theword.lf theycandothis,theywin the point.Theteamwiththemostpointsatthe endwins. Thestudentsshouldtaketurnsto pickupanadjectivecard andreadit out.Thereadercannotplacehisor herhandover a cardonthatturnbutshouldbeinvolvedin providingthe definition. Inwholeclassfeedback,reviewanywordswhichcaused probtemseitherin choosingthecorrectprefixorfindinga gooddefinition. KEY impractical,unwilling,unenthusiastic,disadvantaged, illiterate,irrationat,immoral,impartial,unembarrassed, dissatisfied,unwise,irresponsible,unreasonable, unpredictable,immature,impatient,incapable,incompatible, inefficient,irreligious,illogicat,disapproving,inconsiderate, indecisive,immodest,intolerant,impolite,insensitive, unimaginative,unreliable i Lessonoutcome Askstudents:WhathaveyoulearnedtodayTWhatcanyou donowTandelicit:I cantalkaboutchildhoodmemoriesand describehowIfelt. 4 picture 5 ingrained 6 evocative 7 catl 8 recollection 9 reminisce Exercise4 page5 . Studentscompletetheexercisein pairs.Seta timelimitof twominutes.Checkanswersasa class. KEY 1 repeatedly 2 then 3 fornow 4 verysoon 5 altthetime 5 allthetime 6 never-ending 7 occasionally 8 never 9 immediately 8 never 9 immediately 10 finalty Exercise5 page5 . Askstudentsto completethetextindividuallyusingtwo synonymsin eachgap.Thenletthemcheckin pairsbefore goingthroughtheanswers. . Duringfeedbackhighlightthefoltowingpointsrelatedto wordorder: - Generallyspeaking,simpleone-wordadverbsof frequency,e.g.occasionally,nevercomebeforea verb, whitstlongeradverbialphrases,e.g.timeaftertime, for thetimebeingsoundmorenaturalat the endor beginningof sentences - Notfora momentiscommonlyused,asit is here,in sentenceswithdramaticinversion,e.g.Notfora moment did I thinkaboutgiving up. Unitl.Beginningst 9
  8. 8. tESSOl{ SUtIi|ARY OOo* "r Grammar:habituatactions Listening:dialogueaboutfamilysimilarities Speaking:talkingaboutinheritedcharacteristics Topic:scienceandtechnology,familylifeandrelationships EiNEtr Todothe lessonin 30 minutes,keepthelead- in brief,setexercise2 andtheGrommarBuilderexercisesas homework. t Lead-in 3-4minutes r Writeontheboard'DNA'.Say:Doyouknowwhotthisis7 Talkwithyourpartnerandfindouthowmuchtheyknow aboutit.Givethemoneminutetotalktogether. o Elicitinformationfrompairstowriteontheboard. Exercise1 page6 r Focuson the photoandquestionsandestablishthe differencebetweeninherited(viaone'sgenes)andacquired (viaone'senvironment),thenaskstudentsto discussthe questionsin pairs. Exercise2 pagee6) t.oz . Studentsdothe exercisein pairs.Youcouldrunit asa competition.Aftertheyhavecompletedandanswered the questions,askstudentsto exchangetheiranswers withanotherpair.Ptaythe recordingandpauseaftereach sectionto altowthemto markthe answers.Twopointsare awardedforeachquestion:oneforusingthe correctword fromthe boxandoneforchoosingthe correctanswer. KEY t helixb 2 chromosomesa AllofyourDNAisinheritedfromyourmotherandfather,butthe partsarerearrangedin a waythatmakesyougeneticallyunique (unlessof courseyouhaveanidenticaltwin).Thatiswhyyouhave pointsof similaritywithyoursiblingsbutarealsodifferentfrom them.lt isalsopossibleto inheritphysicatorpersonalitytraits fromyourgrandparentsor moredistantancestors,sincerecessive genescanbehandeddownthroughthegenerationsandonlytake effectwhentwoareinherited,onefromeachparent.Thatis how twopeoplewithbrowneyescanproducea chitdwithblueeyes. Exercise3 pageo$) r.or . Beforeplayingtherecording,givestudentsa few momentsto readthroughoptionsa-f.Elicitsynonymsfor resemblance(simitarity)andtroits(characteristics). KEY a,b andd arementioned Transcriptr.03 Tara lt'sstrange,becausephysicatty,thepersonI'mmostsimilar to ismydad.We'vegotthesamehair,thesameeyes...andI've definitetygotmydad'snose...unfortunately!Butintermsof personality,it'smymumthatItakeafter. Ben Inwfat way? T Lotsofways.Forexample,we'vegota lotin commonwhen it comesto dealingwithstressfulproblems.Andif I'mgoing througha difficulttime,I'ltoftencallmymumto talkaboutit.She understandsmebetterthananybodyelse- becausewe'reso similar. B I don'tthinkI'mparticutarlylikeeitherof myparents,really. Butapparently,I'mthespittingimageof mygranddad.Hedied beforeI wasborn,butI'veseenphotos. Claire Andcanyouseetheresemblanceyourself? B Definitely!lt'squiteuncanny. C Hmm.Otherpeoplenoticea strongfamilyresemblance betweenmearldmysister,butto behonest,I can'treallyseeit. T Welt,Ithinkit'salwayseasierforoutsidersto seethose similarities. C True.Infact,whenwewereyounger,peoplewerealways mistakingusfortwins!| usedto hatethat,becauseI'meighteen monthsolder. B Mybrotherlooksabsolutetynothinglikeanybodyelseinthe family.We'veattgotstraight,darkhair- hishairiscurty...and ginger! T Maybetherewasa mix-upinthehospitat. B Actually,whenwewereyounger,Itoldhimhewasadopted. C Aaah,that'shorrible. B I know.ButIwasontyeightornine,I didn'tknowanybetter. T Didhebelieveyou? B Yes,hedid.Hegotreatlyupsetaboutit,andthentoldmymum - sothenI gotintotrouble. C Servesyouright! T Anddoyoulooklikeeitherofyourparents,Ben? B Yes,I supposeso.I canseemydadin myselfquiteclearly.And maybeoneortwofeaturesfrommymum- myeyes,perhaps. T lt'sinterestinghearingyousaythatyou'veinheritedyour grandfather'sappearance.Becausein myfamily,there'sthisweird connectionbetweenmysisterandmygrandma. C Ohyes?What'sthat? T Wett,mygrandmother,apparently,whenshewasa litttegirl, usedto suckthethirdfingerof herlefthand.Andmysister,when shewasyounger,usedto doexactlythatsamething- thesame finger.Andof course,sheneversawmygrandmotherdoingit - so thehabitmusthavebeenpassedongenetically. Exercise4 paseoS)r.or . Playthe recordinga secondtime,pausingto allowthe studentsto writedownthe completesentences. lnheritance 3 basesa 4 genomeb 5 code c 6 trait c Transcrlpt1.02 Everyhumanbeingintheworldbeginslifeasanegg- a single cel[.Oncefertilised,thateggdevelopsintoa person.Buthow doesonemicroscopiccellknowexactlyhowthatcomplete individualshoulddevetop? Theansweristhatalltheinstructionsnecessaryforanorganism to devetop,suwiueandreproducearecontainedin itsDNA, sometimesreferredto asthe'doubtehelix'becauseoftheway thetwolongstrandsofgeneticinformationrunsidebysideina spiral.Thenucleusofatmosteveryhumancellcontains23 pairs of chromosomes.Eachofthesechromosomescontainsseveral hundredorevenseveralthousandgenes,andeachoneofthese isinturnmadeupofthousandsor hundredsofthousandsof chemicalbuildingblockscattedbases.Thereareonlyfourdifferent bases;it'sthesequencewhichdeterminestheinformation,fust asalltheinformationoncomputerdiscs,CDsandDVDscan ultimatelybereducedto a successionof onesandzeroes. Intotal,thehumangenome,whichisa completemapof human DNA,includesabout25,000differentgenes.Thesegenesareby nomeansuniqueto humans,Chimpanzeesandhumansshare around98%oftheirgenes- andeven50oloofthegeneticcode of bananasiscommonto humans.Thatmeanswe'reallhalf bananas! 10 Unitl.Beginnings
  9. 9. KEY 1 I'vedefinitelygotmydad'snose. 2 Intermsof personatity,it'smymumI takeafter. 3 We'vegota lotin commonwhenit comesto dealingwith stressfulsituations. 4 l'mthespittingimageof mygranddad. 5 Otherpeoplenoticea strongfamilyresemblancebetween meandmysister. 6 Mybrotherlooksabsolutelynothinglikeanybodyelsein thefamity. 7 | canseemydadin myselfquiteclearly. 8 Thehabitmusthavebeenpassedongenetically. .,.. .,rt:t: .,ll:::,t OPTIOTATEXTRAACTIVITY18 Vanishingsentences www.oup.com/elt/teacher/solutions Exercise5 page6 . Givestudentsfiveminutesto writetheirsentences.Let themcomparesentenceswitha partnerbeforeaskinga few studentsto readouttheirsentences. Exercise6 page6 . Askstudentsto underlinetheverbformsandcheckthe answersbeforegettingthemto completethechart.Dothe firsttwotogetherto getthemstarted. t Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo now?andelicit:/ cantalkabouthabitualactionsin thepresent andpast.I candescribeinheritedcharacteristics. tEssol{ sutMARY a o.,s ",, Listening:a radiotalkaboutthehistoryoftheEngtishtanguage Vocabulary:wordswhichhaverecentlyenteredtheEngtish language Speaking:talkingabouttheoriginsofthestudents'ownlanguage Topic:sportandculture Eiqt@ Todo the lessonin 30 minutes,keepthelead-in brief, do exerciseL and 4 asa whole classactivity,and limit the timegivento the discussionquestionsin 5. t Lead-in 3-4minutes o Putthestudentsin smallgroups.Askthemto thinkofany wordsin their[anguagewhichmayoriginatlyhavecome fromanotherlanguage(andwhichlanguagethatmightbe). Afteroneortwo minutes,regroupthemsothattheycan sharetheirideaswithotherstudentsandfinatly,conduct whoteclassfeedback,elicitingideas,particularlyabout whenandforwhatreasonscertainwordsstartedto beused in theirlanguage. Exercise7 paget . Exptainthattheexcerpts1-5 illustratedifferentstagesin thedevelopmentoftheEngtishlanguage.Givestudents twominutesto matchtheexcerptswiththeworksof Engtish literature.Askthemto explainhowtheymadetheirchoices. KEY 1 d (altwordsarerecognisable,butsomeareuseddifferentty or in a differentorder,e.g.fourandtwentyhours) 2 c (mostwordsarerecognisable,butdothis nolongerused) 3 a (hardtyanywordsareidentifiable) 4 e (altwordsandtheirusesarethesameastheyaretoday, theimageofthegrandmotherexptodingissurrealand contemporary) 5 b (thereis a higherproportionof recognisablewordsthanin 3, butfewerthanin 2) KEY 1 usedto 5 2'tt 6 3 wereatways-ing 7 4',d 8 witt isforever-ing would usually a1 b4 c2 d8 e3 f 7 g5 h6 PROI{UilCtATtOil1{OTE- EXPRESStItG DISAPPRO,VALWITHW'LL ANDWOULD Whenwedescribea habitualactionin a neutraltone we do notplace strest on wilt andwoAldandwe often . , contra€tthernto 'll and'd.Io:expressdisapp,r:gvalof a habitualaction,,we alwaysusethsrfu,llstressedfornrof will a:r::iitould. Exercise7 page6 o Studentsdotheactivityin pairs.Circulateandmonitorfor correctuseof habituaIlanguage. Exercise8 pase6 . Focusontheinstructionsandtheexamplequestion.Asthe studentscontinuethequestionnaire,walkaroundchecking thatthequestionsarecorrectlyformed. Exercise9 page6 r Studentsintervieweachotherin pairs.Encouragethemto giveexpansiveanswerswithexamplesandto askfottow-up questions.Conducta briefwhole-classfeedbackattheend. . ,:t::, ,.:it :1.' GUTTURE]IOTE . ET{GIISH TEXTS Beowulf- Thepoemis abouta herocatledBeowulfwho fightsmonitersanda dragon.lt is setin Scandinavia.In 2,002itwas mad€r:intoa film starri6g,&ayWinstoneand AntonyHopkins. TheCanterba.y,fales- lrnthiswork,a numberof pilgrims tralreltogetherfromS.outhwarkin,Londonto Cantcrbury andtetleachotherstorieswhentheystopeachnight. Therearemanydifferentcharactersinctudinga monk,a miller,a sailor,a:knightanda nln.,:,,, ':' GeoffreyChaucer-Born1343,diedcirca1400,Chauceris sometimescatledthe futherof Engtishliterature,asbefore-i him,mostworkwasin Latinor French.Hewrotestories andpoetrybutis mainlyknownforTheCanterburyToles. ForfurtherpracticeofTalkingabouthabitualactions,go to: ^ Unitl.Beginnings( 11
  10. 10. alsobeenmadeintoafamo,usmusical. TheCrowRoad- ThisnovelrisaboutS.iotsmanPrentice McHoan.P-rentice'sUncleRorydisappearsmysteriously whilewriting a bookcaltedlhe CrowRoad.Prenticesets out to solvethe mystery. lainBanks- Born16 February1954,lainBanksis a well- knowncontemporaryScottishauthor.Hehaswrittenover,ri" twentynovels,includingsomesciencefiction.Hismost fumousnovelsto dateincludeTheWaspFacto,ryandThe CrowRood,whichhasbeenadaptedfor BritishtelevjsfOn, Exercise2 pagez 6) r.ozr . Tellstudentstheyaregoingto listento a radioprogramme aboutthehistoryoftheEngtishlanguage.Elicitideasabout whattypeof informationtheymighthear.Ask:Whatfactors influencethedevelopmentof o languoge?(wars,invasions, immigration,trade). . Focusonthequestionsandplaytherecording.Check answersasa ctass. KEY lOld 2Middle 3Modern Transcript1.04 ThehistoryoftheEnglishlanguageisa compticatedone,mainly becauseit isinevitabtytinkedwiththehistoryofBritainandits inhabitants.Languages,tikepopulations,areinfluencedbywars, invasions,immigration,tradeandmanyotherfactors.Butinorder to simplifythestoryofEnglish,weoftendivideitshistoryinto threemainohases. Duringthefifthcentury,BritainwasinvadedbyGermanictribes frommainlandEurope:theAngles,theSaxonsandtheJutes.They displacedtheexistingpopulation- andtheirCelticlanguages- to thefringesofthecountry:Wales,CornwattandtheNorth.The languagesoftheinvadingtribesformedthebasisoftheEnglish language.Today,weusuallyrefertothisAngto-Saxonlanguage as'OldEnglish'andmuchofthevocabutarythatwestilluse todayhasitsrootsinOldEngtish- particulartywordswhichare connectedwiththeirfarminglifestyle:earth,ploughandsheep arethreeexamptesofwordswithAnglo-Saxonorigins.Perhaps surprisingly,OtdEngtishdidnotborrowmanywordsfromthe CelticlanguagesofAncientBriton- maybebecausethetwo populationsdidnotreallymix.OneofthefewisthewordBritain itsetf- anotheristhenameof London'smainriver,theThames. lt didborrowwordsfromLatin,however- schoolisoneexample- aswe[[asadoptingtheRomanatphabet,whichisstillusedtoday towriteEngtishandmanyotherlanguages. Betweenabout800and1000AD,VikinginvadersfromNorway andDenmarkcameto Britain,settlingmainlyinthenorthernand easternpartsofthecountry.Manywordsfromtheirlanguage- OldNorse- becamepartofOtdEngtish,andsomeofthese surviveto thisday,suchasthecommonverbsget,takeandwant. ThetransitionfromOtdEngtishto MiddteEngtishhappened gradually- beginningaroundtheeleventhcentury.Grammar becamemuchsimpler.InOldEngtish,thereisa complexsystem ofinftections,iustasthereisinGermanorLatin.ButinMiddle Engtish,thereareveryfewinftections.Toavoidthisresultingin ambiguity,thewordorderbecomesmorerigid.Inotherwords,we cantellwhichnounisthesubjectofaverbandwhichistheobject notbytheendingsofthenouns,butbythefactthatthesubject comesbeforetheverbandtheobiectcomesafter.Thisisofcourse a featureof ModernEngtish,too. Aswellasthe grammar,the vocabularyof MiddleEnglishis differentfromOtdEnglish.Forexample,it containsa lot of French words.Thisis becauseBritainwasconqueredbythe Normans fromNorthernFrancein 1066.Forthe nextthreehundredyears or so,Britainwasruledbythe French,andthe Anglo-Saxon populationweremainlydeprivedof powerandwealth.The superiorsocialpositionof the Frenchduringthattime is reflected eventodayin someof the wordswe use.Forexample,the words for the meatsbeef andmutton comefromthe Frenchwordsboeul andmouton,whilethewordscowandsheeporiginallycomefrom Anglo-Saxon.Thisreflectsthe factthatthe Anglo-Saxonpeasants hadto lookafterthe animalsso thattheirFrenchmasterscould dineon the meat. Thethirdphase,ModernEnglish,isgenerallyagreedto begin aroundthetimethattheprintingpresswasinventedattheendof thefifteenthcentury.Inthe1700s,thefirstdictionariesofEngtish beganto recordvocabulary.Thespettingofwordsbecamemore stable;uptothistime,writersusedto spellawordhoweverthey wantedto!Andasscienceflourished.thousandsofnewwords wereaddedtotheEngtishlanguage,themajoritytakenfrom Greek- forexampte,microscopeandbiology- or Latin,suchas thewordscienceitself. Theprocessofchangeisa continuousone- andthereis noreasontothinkthatModernEngtishwittbethefinaland everlastingformofthelanguage.Onthecontrary,it isalready beingtransformedbyseveralpowerfulinfluences.Oneofthemis theInternet;another,relatedinfluenceistheglobalcommunity ofnon-nativespeakersof Engtish,whichfaroutnumbersthe communityofnativespeakers.WhatwitttheEngtishlanguagebe tikeinthefuture?Nobodycanbesure- butitwillcertainlynotbe thesameastheEngtishoftoday. Exercise3 pagezf) r.o+ . Focusonthesentencesandem0hasisethateachsentence shoutdbecompletedwitha maximumofthreewords.Let studentscompletesomeofthesentencesfrommemory.For theothers,givestudentspracticein predictinganswersby goingthroughandelicitingguessesforthetypeof answer theycanexpect. . Playthe recordingagainandcheckanswerstogether. o Witha weakerclassgetstudentsin pairsto recaponwhat informationtheyheardbeforetheylistenagain. KEY Romeoand'lulief - fhit:ii':me tragicstoryof a youngman 'andyou*gwomanwhofallin lovebuf,cannotbetogether because,,of,thefeudbetweentheirfamities.Manyfamous actorshaie ptayedthg Starringroles,e.g.La:urdilce Olivier,JudiDench,1t,rhasbeenmadeintoa nurm,berof ,,.,ii films,includingonestarringLeonardoDiCaprio.lt also wasthe basisforthe musicalWestSideStory. WllliamShakespeqre- BornApril1564,d16dAprll1616. ThisEngtishpqqt'Endplaywrightis oftencalledEnglan.dis nationalpoet.Heis bestknownforhisplaysbutalso wrote154sonnetsandoth€r',psems.Hisplayshave b€entrans,latediflto everymajorlivinglanguage,andare performed,,moreoftenthanthoseof anyotherptaywright. GreotEqectations- Thisnovelwaswrittentowardstheend of Dicke:n,s'stife.lt is threstoryof the,orphanPip,writing hislifeflomhisearlydaysof chitdhooduntitadulthood. Charleg,,Dkkens-,Bom 7 February1812,died,9June 1870,Dickensisqnq of England'sbestknowi'Wctorian novelists.Hewroteovertwen,tvnovelsandmanyshort,,:.::t,,, stories.Wel[knownnovelsincludeOliverTwist,A ChllStnasCarolandGreatExpectafions.Manyof his novelshavebeenmadeintofilms andAliverTwisthas 7 2 3 4 5 Celticlanguages andthe North farmingIifestyte thealphabet northernandeastern 6 muchsimpler 7 French 8 printingpress 9 non-nativespeakers 12 | Unitl.Beginnings
  11. 11. Exercise4 page7 o Focusontheinstructions.Dothefirstquestiontogether thenaskstudentsto continuetheexerciseindividuallvand checkin pairsbeforeclassfeedback. . Duringfeedbackaskstudentsto explainhowthewords wereformed. KEY 1 d (anacronymfromnotin employment,educationor training) 2 h (fromshed andheadquarters) 3 a (frompeer andparent) 4 f (frommore andbourgeoisie) 5 c (fromner,yandrepeat) 6 b (fromslum andsuburb) 7 e (fromlocal andglobolisation) 8 g (fromlocal and-ivore(carnivore/ herbivore) OPTIOI{ALACTIYITY-,N.EO[OGl5ll5,:,, Writethefollowingneologisms(newwords)ontheboard andaskstudentstotrytoguesswhattheymean. EilNEtr Todo the lessonin 30 minutes,keepthe lead-in brief,skip thesecondpart of exercise2 and askstudentsto readthe textsfor thefirst timeat home. i Lead-in 4-5minutes o Tellthestudentsyouaregoingto givethemoneminute to thinkofa sport,theequipmentneededto playit,the numberof peoplewhoplayandtheplacewhereit is ptayed. Theyshoutdnottalkto anyoneelse.Afteroneminute,put themin groupsof fouror fiveandaskthemto slowlygive piecesof informationabouttheirsport,pausingto givethe otherstudentsinthegrouptimeto thinkandguess.The personwhoguessesthesportfirstgetsa point. r Asa class.elicitsomeof themoreunusualsoorts. Exercise1 page8 . Referstudentsto thequotationandelicitideasaboutwhatit means.Thenaskstudentsto talkin pairsfora minuteabout whethertheyagreewithit,beforediscussingasa class. KEY RobertMorleyis probablysuggestingthatbaltsportsbringout humannature'sworsttraits:a tendencvto warlikebehaviour, violenceandcheating. ''l:.l:l"lll:::::':::... r:::l,lilllrl:li:1i,..' CUTTUREilOTE,;;."XnBERTli,Ofi,LEY TheactorRobett'Mbitey(1908-igtiltgsknownror being'portly'(overweight)witha doubtechin.Heoften '.,, I ptayedratherpompouscharacterpaitsinfilms.lt'seasy . ,, to imaginqthAtsp,ortwasn'trealty'hJsthing. r',,:i:::::,1:,i,. , r':l Exercise2 page8 o Putstudentsintopairsto namethesports,checkanswers, thenaskthemto thinkof tenmoreballsports.Stopwhen thefirstoairhascomeuowithten. KEY Waterpolo,rugby,polo,hockey,basketbatt Otherbaltsports:baseball,bittiards,bowling,cricket,croquet, football,gotf,netball,squash,(tabte)tennis,volteybalt Exercise3 page8 r Askstudentsto skimreadthetextsto findtheanswers to thequestions.Seta timelimitofthreeminutesto discouragethemfromreadingtoo intensivelyat thisstage. Theywitlhavea chanceto readthetextin moredetaillater. KEY A rugby B basketbatlC baseball Rugbywasinventedfirst(1823),baseballsecond(1839),and basketbatlthird(1891) Exercise4 pagea o Focusonthereadingtip andaskstudentsto hightightthe keywordsin thequestionsbeforetheyreadthetext.They thenlookforsynonymsor paraphrasesinthetextand underlinethe relevantsections.Checkanswers. KEY 1B 2C 3C 4A 5B 6B 7C 8A 9B 10A 1 staycaliqn 2 fingxieqt 3 exergaming 4 babymoon ,,,,,,,'.,,.1,5 marmaladedropper Elicitideas,but don'tcgnfirmor denyatthis:point.Next, readout the definitionsbelowonebyone.Students-call outtheanswers. a lhe activityof playingvideogamesthatprovide physicalexercise b vacationta.keAl]a{r0i::neafone'shome c a pieceof info:r:nia(ion,especiallyin a newspaperor on televisionwhich,,isveryexciting,;,,,;,,,1,,. d theannoyingfeelingof mistakenlythinkingyoucan hearyourmobilephoneringing e a speciaIhotidaytakenbyparents-to-bebeforetheir firstbabyis born KEY 1b zd 3a 4e 5c Exercise5 pagez . Askstudentsto thinkaboutthequestionsin pairsbefore openingupthediscussionto theclass. i Lessonoutcome Askstudents:WhathaveyoulearnedtodayTWhatcanyoudo now?andelicit:I canunderstanda talkabouttheoriginsand developmentof theEnglishlanguage.I havelearnedsome wordsthothaverecentlyenteredtheEnglishlanguage. Sportingorigins LESs()1{ SUmMARY a O. 'j; Reading:threeshortarticles;multiplematching Vocabulary:adverbsandadverbcollocations Speaking:discussionaboutsport Topic:sportandculture Unitl.Beginnings( t3
  12. 12. KEY 1 largety 2 resolutety 3 promptly 4 supposedly essentially thus roughty ironically 9 widety 10 cateforically 11 onwards 12 loosely CUTTURALIIOTE. PUBLICSCHOOL :,Remindstrtdqntstriflecessary,that,a:rp!:bficqehool,in directcontrastto whatitsnamesuggests,is actuallyan expensiveandexclusivetypeof privateschool.Well- knownpublicschoolsareEton,Harrow'andRugby,which, likeotherpublicschools,placea lotof emphasison traditionalsubjectsandsport.Theterm'public'refersto the factthat in th,epa,sttheseschoolscouldbeattended by anymemberof,.thepayingpublic,,a!,lopposedto a ,,.r:eligiousschoot;:t&tli1chwasopenon]ly,rb.:m€mberssf s ;,:,: particularchurch.lt atsodistinguishedit fromprivate educationat home. Exercise5 page9 r Studentscomoletetheexercisealoneandthencomoare answerswitha partnerbeforewholeclassfeedback.Eticit a ouicktranslationto checkcomprehensionofsomeofthe trickierwords. LESSOI{ SUilll,lARY o | 0 r, Grammar:ohrasalverbs Reading:twoshortarticlesabouttheeffectofgenesand environmentonpersonality Speaking:talkingaboutpersonatitytraits E!UI@ Todo the lessonin 30 minutes,setthe Grammar Builderexercisesashomework. t Lead-in 2-3 minutes o Writeon the board:Notureor nurture?Askif anyonehas everheardthisphrasebefore.lf not,tettthemit'sabout whetheryourenvironmentandupbringingoryourgenesare responsibleformakingyourpersonatity.Putthemin small groupsto discusswhichtheythinkistrue,givingexamples if theycanfromtheirlives,theirfamilyandfriends.Conduct classfeedback. Exercise1 page1o . Focusonthetitleofthetextandaskstudentswhatthey thinkit means.Theneitheraskstudentsto readthetext sitenttyor getthemto takeit in turnsto readit aloudaround theclassandexplainthemeaningofthequestion.Inpairs theywritea sentencesummarisingtheanswer.Checkthe answertogether, KEY Thetitle asksthe question:Whatorethefactorsthatdetermine someone'spersonality? Answer:Yourgenetics,yourenvironment,yourfreewill Exercise2 page1o . Gothroughthefourdifferenttypesof phrasalverbs.Write anexampleonthe boardto iltustrateeachtype.(e.g.1 sit down,2pointout- pointouta mistake,pointa mistakeout, butpointit out notpoinffi,3 lookfor - lookfor thebook notleekthe4ookJor 4, get owaywith) . Dothefirstonetogether,thenstudentscontinueatoneor in oairs. 5 6 7 8 LAXGUAGE ]IOTE . COTLOCATIOl{ Tofurtherillustratethe pointaboutcollocationin thelook out!box,referstudentsbackto exercise5 andexplain thatsomeofthesynonymscouldbesubstitutedintothe ' 1.., text,whereasotherswouldn'tsoundnatural.Forexample, looselybasedsoundsnatural,whereasvaguelydoesn't . "' .. normallycollocatewithbased,andthereforedoesn't soundasnatural.Likewise,statecategoricallycollocates morenaturallythansfafeunambiguously.Collocationis highlyimportantat advancedlevel,anda senseofwhich wordscommontyco-occurcanonlybedevelopedthrough maximumexposureto writtenands,,pgk€-n,,qng[sh. Exercise6 page9 . Readthroughtheinformationaboutcoltocationsin theLook out!boxtogether. Introducethetopicof drugsin sportbywritingdopingon the board,askingstudentsto tellyouwhattheyknowabout it andif theyknowof anyrecentscandatsinvolvingathletes thathavebeenbanneddueto a drugs-relatedincident. Studentscompletetheexerciseindividuattyor in pairs. Checkanswerstogether. KEY 1b 2a 3b 4c 5a 6c 7c 8a Exercise7 page9 . Beginbygivingyourownexampleof a sportwhichshould beun-invented,givingreasonswhy.Dividetheclass intosmallgroupsandaskthemto dothesame.Aska spokespersonfromtwoorthreeof thegroupsto reporttheir ideasbackto theclass. I Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whatconyoudo now?andelicit:/ canunderstandanarticleabouttheoriginsof sports.I canunderstondtheimportanceof collocationondhave Iearnedsomeadverbcollocations. KEY a type4 b type2 c type3 d type1 e type1 f type2 type4 type2 c h Forfurtherprocticeof Phrosalverbs,go to: unitl'Besinninss
  13. 13. Exercise3 page1o o Readthroughthetookout!boxtogetherthenfocusonthe instructions.Analysethefirstverbtogetherasa wholeclass beforestudentscontinuealoneor in oairs. KEY 1 to admitdefeat,to takebackanopiniontype1, active 2 to resist,notacceptbadtreatmentfromsomebodywithout complaining,type4, active 3 to continueto dosomethinguntilit hasfinished,in spiteof difficulties,type2, active 4 to stopdoingsomething,type1, active 5 to givesomethingto thenextgeneration,type2, active 6 to developintoanadult,typeL, active 7 to betheexplanationfor,type3, active 8 withmind= to decide,type2, active Exercise4 page1o o Studentsquicktyreadthetextto answerthequestion. KEY ldenticaltwinshavethesameDNA,soanydifferencesbetween themmustbeaccountedforbvtheirenvironment. Forfurtherpracticeof Phrasalverbs:passiveand infinitive forms,go to: Exercise5 page1o r Studentscandotheexerciseindividuallvor in oairs. EXTRA AGTIYITY - TURTHERPHRASAT YERBS PRACTICE Askstudentsto write-fivequestionsto asktheirpartner, alongthe linesofthosein exercise5, usingtheoth€r phrasalverbsin exercise3.fiowever,insteadofwritingthe fuil phrasalverb,theyshouldwritethe:particle(adverbor -,:r':, preposition)butbtankoutthemainverb.Theypassthe questionsto theirpartnerwhofillsin the btanks;lheythen intervieweachotherusingthequestionstheyhavewrit!!n. NotesforPhotocopiabteactivity1.2 Phrasalverbs Pairwork Language:revisionof phrasalverbsin differenttensesand inctudingpassiveforms,withandwithoutobjectpronouns Materials:onecopyofthegamecutuppergroupof4 students. (Teacher'sBookpage125) . Referstudentsto GrammarBuilder7.2and1..3. Dividetheclassin hatf.Thestudentsin onehalfarestudent A andtheothersarestudentB.Teltthemthatyouaregoing to givethemsomesentenceswithgaps.Thesegapsshould befitledwithphrasalverbswhichshoutdbein thecorrect form,includingpronounsif necessary.Putthestudentsinto pairsof thesameletter,i.e.StudentA + StudentA, handout thesentencesandgivethemtenminutesto dothistaskin theiroairs. Nowgiveeachpairof StudentAsa copyof the multiple choiceanswersto B'ssentencesandviceversaforthe oairs of StudentBs.Tetlthemnotto showthesemuttiplechoice answerS. Eachpairshouldnowtakeit in turnsto readouta sentence. lfthe phrasalverbis correct,the pairscoretwopoints.lf it is incorrect,theyhaveanotherchanceto scorea pointby listeningtothethreemultiplechoiceanswers,choosingthe correctoneandreadingthesentenceagainwiththe phrasal verbin thecorrectform.NBit is importantthatthe multiple choiceanswersarekepthiddenasthecorrectchoicesare circled. Youwillneedto monitorcarefullyandconductfeedbackat theendto highlightanyproblemsyouhavenotedinterms ofthe form/ tenseused.Theremayalsobecaseswhere studentshavechosendifferentohrasalverbswhichmake logicalsensein thesentencesortheymaywishto askwhya certainphrasalverbis notpossible.Theseissuescouldalso beaddressedduringfeedback. KEY StudentA 1 putherup 2 wasbroughtup 3 ranintohim 4 cheerhimup 5 droppedoff 6 havebeenlaidoff StudentB 1 getawaywith it 2 hasbeencalledoff 3 turnedit down 4 getroundto (doing)it 5 letmedown 6 setoff 7 getthroughto him 7 to dropmeoff 8 putupwiththem/ it 8 wasbeatenup i Lessonoutcome Askstudents:Whathaveyoulearned?Whatcanyoudo now? andelicit:I canusephrasalverbscorrectly. LA]IGUAGETOTE- THEG.NATTAROF PHRASATYERBS Theaim'ofexercise2 isto remindstudentsthatknowing a phnsatverbis notsimplya questionof understanding its meaningbuf:bfknowinghowit beFravesgrammaticalty aslwetl.Studentsarenqtt,expectedto remembrgrin the futureexact,lywhata typ,e2 phrasalverbis in relationto a type3, orto beableto statewhethera phrasalverb is transitlveor separable,butjustto be awareof the differentpatterns.Forthisreasonwhentheycomeacross a new']ihrasalverbtheysho:iildmakea pointof inoticing' the patternitta&es,andwhennotingjt downin their vocabularybook,includinganexamplewhichshows whichtypeit is. KEY 1 breakit down 2 lookingintoit 3 comeupwith 4 giveit up getawaywiththem workit out broughtup in differentfamilies accountforthem 5 6 7 8 Exercise6 Pagero o lf possible,getstudentsto workwitha differentpartnerfor thisexercise.Encouragethemto usethe phrasalverbsin theiranswersandto askat leasttwofollow-upquestionsfor eachanswertheirpartnergives. Unit1. Beginnings
  14. 14. tEssoll sutilARY o.o., FunctionalEnglish:reactingto opposingviews Listening:a discussionaboutgeneticengineering Vocabulary:adverbcollocations Topic:scienceandtechnotogy,healthandfitness i '--! -!--,1 E!@@ Todo the lessonin 30 minutes,keepthe lead-in brief,playthe recordingonceonlyand limit the discussiontime in exercise7. * Lead-in 3-4minutes . Putthestudentsin pairsor smallgroups.Askthemto brainstormwhattraitsmakehumansuniquein theanimal world.Afteroneminute,askthemto thinkof anyanimals thattheythinkdisplaytraitswhicharesimilarto human beings.Giveanexampleif necessary;dogsareoftensaid to showloyatty,dolphinsdisptayconsiderableintelligence. Givethema minuteortwoto brainstorm.Nowaskthem: Whichof theseanimals,blendedtogether,wouldbe the closestto a humanbeingTAftera minutemorediscussion time,studentssharetheirideaswiththeclassandgive explanationsfortheirchoiceswherenecessary. Exercise1 page11 r Focusstudentsonthequestionandtheoptionsandthen askthemto quicktyfindtheanswerin thefirstparagraph. KEY c Exercise2 page11 . Askstudentsto readthe restofthe textandsharetheir viewswitha partner.Keepthisbriefin ordernotto pre-empt thediscussionlater. Exercise3 page11O 1.05 . ln aweakerclasspre-teach:weird,alter,feotureandoffspring. . Playthe recordingonceandletstudentscomparewitha oartnerbeforeclassfeedback. KEY a Themanis in favour,thewomanisagainst. b Thewomanthinksthe manisn'tbeingseriouswhenhe startsfantasisingabouthavingSpidermanpowers. Transcdpt1.05 Man Didyoureadaboutthatexperimenttheydidona monkey- addinga genefroma ietlyfish? Woman IthinkI sawsomethingaboutit onW. M lt madethemonkeygiveoffgreentight.Weird,eh? W Ithinkit'sterrible. M Why?lt'sjustanexperiment.ThemonkeylookedOKto me- it wasn'tin painoranything.ltwasjusta bit...welt,a bitgreen. W Ijusthatethewholeidea.I don'tthinkyoucandefendanimal experiments,froma moratpointofview.Wedon'thavetherightto useanimalsinthatway. M I don'treallyagreewiththat.Ofcoursenobodywantsanimals to beharmedunnecessarily- butthesearereallyimportant experiments.Withoutthem,scientistswillneverfinda curefor seriousdiseaseslikecancer. W That'slustanopinion- there'snoevidenceto proveit. M I reckonit'strue,though.AndIthinkgenetictreatmentsare thefutureofmedicine.Infact,in myopinion,scientistswillone daybeabteto cureanydisease- seriousdiseases,I mean- by atteringa patient'sDNA.I readthatin a magazinesomewhere. Wouldn'tit beamazingif allthosediseaseshadcures? W Butwherewiltit end?lt'sa dangerousroadto goalong,don't youthink?| mean,westilldon'tknowenoughabouthowourDNA works.Wemightmakealterationswhichcurea certaindisease, butatthesametime,haveotherterribleconsequences- you know,sideeffectsthatnobodypredicted. M That'sa fairpoint,I suppose.Butin myview,it'sworthtaking therisk- becausethebenefitscouldbesofantastic.Andthe scienceisadvancingsoquickty- it'simpossibleto stopit,sowe shouldlearnto livewithit andbehappyaboutit. W Thatargumentdoesn'tmakesense.Justbecausesomething seemsunstoppableisnoreasontowelcomeit.I mean,youcould saythesameaboutglobalwarmingandclimatechange.Would youwelcomethose? M Well,I dotikea bitofniceweather. W I iusthatetheideaof'designerbabies',withparentschoosing al[thebestfeaturesfortheiroffspringbytookingattheirgenes. Itiustisn'tright.Andyouknowwhatwitthappen- 'ordinary' people,whohaven'tbeenspeciatlydesignedbytheirparents usinggenetictechnology,willendupassomekindofinferiorrace. Onlythegeneticallyperfectpeoplewiltgetgoodjobs,orhealth insurance- orbeallowedto havechildren. M Youdon'tneedto takethingsto suchanextreme.Nobody's talkingaboutcreatinga raceofsuper-humans- it'smuchsimpler thanthat.Whyshoutdn'tparentshavethechoiceofa girlora boy? W Huh.I knowwhichI'dchoose. : M Whatdoyoumean? W I'mamazedyou'restilldefendingthiskindofexperiment. Can'tyouseewhereitwilllead?Onedaythey'reexperimenting onmonkeys,thenextthey'ltbecreatingsomekindof monsterby combininghumanandanimalDNA.lt'slikea sciencefictionhorror movie. M I seewhatyoumean.ButI quiteliketheideaofsomehow mixinghumanandanimalDNA.lmagine,youcouldhavea spider geneinsideyouandbeSpiderman- watkingupbuildingsand spinningwebs... W Youcan'tbeserious. M OrEagleman- withthepowerofflight... W Nowyou'rejustbeingsitty.I'mnottalkingtoyouaboutit any more. Exercise4 pagerr o Havingestablishedwhois in favourandwhoisagainst,the studentscanworkoutwhomadeeachstatementwithout hearingthe recordinga secondtime. Studentsthenworkindividuatlyor in pairsto complete thesentences.Pointoutthatmanyofthesearefurther examplesof adverbcollocationsandshouldbelearnedand recordedasa completephrase. Duringfeedback,to checkunderstanding,askforsynonyms forsomeofthe morechallengingvocabulary,e.g. indefensibIe (wrong),modified (changed),unfo reseen (not predicted),virtually(almost). KEY 1 morally 2 genetically 3 eventua[[y 4 freely 5 entirely 6 realistically 7 widely 8 virtualty Exercise5 pase116) 1.06 o Askstudentsto completethesentences,thenlistenand check. KEY 1 agree 2 prove 3 end 5 make 4 suppose 6 have;take 7 see 8be t6 | Unitl.Beginnings t
  15. 15. 4 qlterlybarbarie 5 lglatlyunethical 6 gdectty iustifiable 7 entirelyreasonable. 8 morallywrong g,l:,:Virtuallvimpgggible 10 hishlyimprobable Exercise6 page11 Transcriptt.06 1 don'treatlyagreewiththat. 2 That'sjustanopinion- there'snoevidenceto proveit. 3 Butwherewillit end? 4 That'sa fairpoint,I suppose.Butin myview... 5 Thatargumentdoesn'tmakesense. 6 Youdon'tneedtotakethingsto suchanextreme. 7 | seewhatyoumean.But... 8 Youcan'tbeserious. EXTRA"PROf,iU:ilCIATIOilACTIVITY-'WORD STRESS The{oliowingadverb-adiectivecollocationsare_usefuI fordiscussion.Writethemonthe board(withoutstress marked)forstudentsto copy.Readthemout (stressing themasshown)andaskstudentsto markthestress. Wjth a strongerclasstheycanbe askedto write the stressbeforilhearing,it.Mode[anddrillthewords .,i,, 'ghorally andindividudlly,keepinrga snappypace. 1 environmentallyunfriendly 2 politicaltyincoryqg! 3 completelyunacggptable lfllNnlf*ilfdilnm Todo the writing analysisand writing taskin one45-minutelesson,keepthe lead-infor the writing analysisbrief, skipexercise6 of the writinganalysisand the Iead-infor the writing task.Askstudentsto brainstormondplan in classbut to finish exercise7for homework. r Lead-in2-3minutes r Putthestudentsintopairs.Tellthemto askeachother: What'syourfovouritekindof musicand whooreyou listeningto thesedays?Doyou buyCDsor downloadmusic files?Doyouprefersongsin Englishor your language? r Givethemtwo minutesto tatkthenasksomestudentsto feedbackonwhattheirpartnersaid. Exercise1 page12 r Studentsreadthemodelandanswerthequestionin pairs. MakesurestudentsunderstandIhatgig (meaningconcert) canreferto a smallbandptayingin a smal[venueora big namebandplayingat a verylargevenue.Aska fewstudents to reportbacktheirpartner'sexperience. o Witha weakerclasspre-teach:buzz(thesoundof people tatkingin an excitedway),makeouf (distinguish),encore (anextrashortperformanceof a songattheendof a concert),stumbleouf (walkoutsidein anunsteadyway). Exercise2 page72 . Focusonthewritingtip andaskindividualstudentsto find examplesof shortsentencesanddeterminetheirpurpose. KEY I wasthrilled usedforemphasis Wewaited usedto buildsusoense Exercise3 page12 o Studentsrewritethesentencesindividuallvor in oairs. KEY 1 Whenwearrivedat ourhotel,I wentstraightupstairsand lookedoutof thewindow.Therewasthesea! 2 AsBenapproachedthedoor,hecouldhearfootstepsinside theroom.Heturnedthehandle.Thedoorswungopen. Hefinatlycamefaceto facewiththemanwhohadbeen fotlowinghim. 3 TheplaygroundwashugeandI hadneverseenso many childrenin oneplace.Theywererunningto andfro, shoutingandbumpingintoeachother.lt wasterrifying. Exercise4 pagetz . Studentscomptetetheexerciseindividualtyor in pairs. KEY 1 like 2 as;as 3 asif Exercise5 page12 . Again,studentscandothetaskindividuallyorin pairs.Check studentsunderstandthemeaningofmaze(labyrinth).Point outthatosthoughcanbeusedasanalternativeto asrf. KEY 1 tike 2 as;as 3 asif lthough . Readthestatementtogetherandfindoutviaa showof handshowmanystudentsagreeandhowmanydisagree. Dividethestudentsintotwogroupsaccordingly.Thegroups shoutdbeequalin sizesosomestudentsmayhaveto 'adopt'anotherview.Monitorastheywritetheirlists, feedingin ideasif necessary. Exercise7 pagett r Askstudentsto finda partnerfromtheoppositegroup,sit nextto themanddiscussthestatement.Circulateasthey speak,notingdownexamplesof language(bothgoodand bad)to highlightin a languagefeedbacksession. :''1::l'l'I r::'r:r:irl oP[toltAtspEAKtltcAcnvtTylF ,,,,:]i: Presentation:sportsat school www.oup.comlett/teacherlsolutions I Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whatcanyoudo now?andelicit:/ canexpressmyopinionson ethicalissues. t Essol{ suMilARY .. & {:: Writing:anaccountofanevent Language:usingsentencesofdifferentlengths,usingsimiles Topic:people EI@U Todothelessonin 30minutes,keeptheleadin briefondskipexercise6. OPTIOIIATEXTRAACTIVITYlG Similes www.oup.com/elt/teacher/solutid{rs Describing ^ Unitl.Beginnings[ 17
  16. 16. Exercise6 pase12 r Putstudentsin pairsto inventtheirownsimiles.Aska few pairsto readouttheiranswers. i Lessonoutcome Askstudents:Whathaveyoustudiedtoday?andelicit:I can describeanevent.I knowhowto createemphasisandbuild tensionusingshortsentences.I canmakemywritingmore descriptiveusing similes. an tESSOll SUMilIARY .. Writing:a descriptionofanevent Topic:people EigE@ Todothelessonin30minutes,finishthewriting taskforhomework. i Lead-in 2-3 minutes . Givestudentstwominutestobrainstormad.iectivesfor feelings,e.g.delighted,depressed.Whenthetimeisup, askthemtogiveyouadjectivesforanystrongfeelingsand checkeveryoneknowsthemeaningofeachword. Exercise1 page13 e Studentsdothematchingtaskindividualtyandthencheck in pairs.Encouragethemto referto thewordtistatthe back ofthebook.Checktheiranswers,eticitingquicktranslations fortheharderitems,beforeaskingthemto thinkof situationswheretheymightexperiencethesestates. KEY Possibleanswers 1 Theroomwasvast,withenormouswindows. 2 Shewasa slenderwomanwitha slimface. 3 Myclothesweresoakedandmyhairwasdripping. 4 | couldseethebreathtakingmountainsandthestunning lakes. 5 Whenthe phonerang,I answeredit straightaway,andknew atoncethatsomethingwaswrong. 6 | discoveredmyfather'sdiaryandcameacrossan old Dostcardinsideit. Exercises4 page13 o Askthestudentsto discusstheirpersonaImemories,and encouragethemto asktheirpartnerquestions,in orderto helpgeneratecontentfortheirwritingtask.Askoneortwo studentsto reportbackontheirpartner'smemories. Exercise5 page13 o Studentscopyandcompletethe ptanwithbriefnotes. Exercise6 page13 . Focusonthe instructions.Askstudentsto formdifferent pairsforthisactivity. Exercise7 page73 . Givethe studentsfifteento twentyminutesto writethefirst paragraphor twoof theirarticle.Walkaroundmonitoring andhetpingandencouragingstudentsto self-correct.They canfinishthearticleforhomework. Exercise8 page13 . Studentschecktheirwork.lfthereistimeaskthemto swao essayswitha partner.Theyshoutdassessthe essayin termsof the criteriain the Checkvourworklisl. oPTtoltALWRmilGACT|VITY,,IG. ,: An accountof an event r':f www.oup.com/eltiteacher/solutions t Lessonoutcome Askstudents:Whathaveyoustudiedtoday?Whatcanyoudo now?andeticit:/ candescribean event.I canusesynonymsto avoidrepetition. gDescribin KEY apprehensive,nervous baffted,perplexed disenchanted,disiltusioned eager,enthusiastic elated,thritled petrified,terrified reluctant,unwilling remorsefu[,repentant tense,uptight Exercise2 page13 o Readthroughthewritingtip together.Youcouldpointout thatevenin a richlanguagetikeEnglishthereareveryfew truesynonyms.Wordswhichseemlikesynonymsusuatly differveryslighttyin meaning,collocation,registeror regionaluse.ThedictionaryextractshowshowtheOxford AdvancedLearner'sDictionarygivesinformationaboutthe differencesbetweenthesesynonyms. o Studentsdothetaskindividuallvandchecktheiranswers witha partner. KEY lcross 2mad 3indignant 4mad Exercise3 page13 . Dothefirstsentencetogetherandthenstudentscontinue theactivityindividuatlyor in pairs.Makesurethey understandthattheyneedto findanalternativeforbothof the repeatedwordsin eachsentence. event { 18 ) Unitl.Beginnings
  17. 17. TOPIC a . & Sclenceandtechnotogy i Lead-in paget4 2minutes ' Write:DollytheSheepontheboardandelicitwhatthe studentsknowaboutit. . Askthestudentsto explainwhatcloningis. Exercise1 page14 5minutes . Asktwostudentsto readthedictionarydefinitions. r Askthe classto make2-3 sentenceswithcloneasa verb anda noun. . Dividethestudentsintopairs;askhatfof thegroupsto writedowntwoargumentsin favourof cloning;theother half- againstcloning. . Atlowfiveminutes.Askeachstudentto presentoneargument; askthemnotto repeatargumentsalreadypresented. ExerCiSe2 page74 2-3minutes r Tetltheclasstheyaregoingto reada textaboutctoning. Askthestudentsto scanthetextto findtwoargumentsin favourofcloning.Tettthemto ignoreboththegapsandthe sentencesbelowthetext. . Allowtwominutes.Checkanswersasa class. KEY peoplewhomisstheirdeadpetswillhavea chanceto getan identicalanimahctoningwillbea sourceof usefulanimalslike specialdogs ExerCiSe3 page14 15minutes @ o Askstudentsto readtheinstructionsandthetextcarefully. Explainthatif theyidentifythetopicof eachparagraph,it willbeeasierto narrowtheoptionsto thosesentencesthat deatwiththerighttopic. Exptainthateachmissingsentencewillhavea certain functionin thetext.lf it'sthefirstsentenceof a paragraph, it witlprobablyintroducea newtopicor linkthisnew paragraphwiththe previousone.lf it closesa paragraph,it maysummarisewhathasbeensaidin thisparagraph.lf it's in the middle,it witlprobabtyserveasa linkbetweenthe precedingsentenceandtheonethatfollows.Thestudents shouldnoticethe positionof thesentencein a paragraph andalsoreadcarefullythesentencesbeforeandafterthe gapto understandthecontext. Tellstudentsyouaregoingto dothefirstpartof thetaskas a class.Askthemto readsentencesA-Fandidentifutwo mostlikelyoptions- theyshouldeasilypicksentencesA andD.Pointto thewords'thetissue'in thesentenceafter thegapandaskwhatit refersto.Stress'the'andelicit thatthetissuemusthavebeenmentionedbefore.Askthe studentswhetherthereis anytissuementionedin eitherof thesentencestheyhavepicked. Askthestudentsto dotherestofthetaskin pairs, hightightingthepartsofthetextthathavehelpedthemto choosetherightsentence.Allow8-9 minutes,Checkthe answersasa class,pointingto thehetpfutphrasesinthetext. Witha weakerclass,dothe wholetaskasa class.Forgap2, tellonestudentto readoutthesentencesbeforeandafter thegap.Askthestudentswhatthispartofthe textdeals with(researchteam),andwhichsentencesA-Freferto the sametopic.Thenpointto 'thelatter'in sentenceB andask whatit refersto. Referthembackto theword'disgraced'in thesentencebeforethegap. Askanotherstudentto readoutthe sentencesbeforeand aftergap3. Bythistime,theywillrememberthatsentenceA wasnotusedforgap1. Remindthestudentsto crossoutthosesentencestheyhave atreadyused.Aska studentto readoutthesentenceafter gap4. Pointto thewords'at leastoneofthese'andask what'these'coutdbe.Askthemto tookin theremaining sentencesforwhatcoutdbe referredto as'these'. Teltthestudentsto readthesentencesbeforeandaftergap 5 andbothremainingsentences.Tellstudentsthatifthey cannotdecidewhichsentencefitsthegap,theyshouldtry to eliminatetheonethatis lesssuitable.Pointto thefact thatsentenceEintroducesa newtopic(cloningpeople) whichthetextdoesnotmentionat al[. Remindthestudentsthatin anexam,afterfitlingaltthe gapstheyshouldreadthetextagainto checkit'scoherent. l(EY 1D 28 3A 4F 5C ExefCiSe4 page74 1-3minutes . Chooseoneofthe questionsin theexercise.lfyouare runningoutof time- skipthequestions,justaskthe studentsto lookatthe pictureandidentifywhatit shows. ElicitFrankenstein,andteltthe studentsthatthe textthey aregoingto workwithconcernsctoningpeople. EXerCiSe5 page14 10-15minutes @ . Readouttheinstructions;stresstheimportanceof spelting in thisexaminationtask. Tettthestudentsto scanthetextsothattheyknowwhatit is about.Tellthemto ignorethegapsat thisstage. Askstudentsto workindividualty.Askthemto readthetext oncemore,aloudsothattheycanhearthemselves.While readingtheyshoutdfillthosegapsthatseemobvious.Advise strongerstudentsto repeattheprocess.Allow3-4 minutes. Gothroughthetextasa classwithstudentscontributing theirwordsforeachgap.lf therearenosuggestionsfora particulargap,leaveit unfilled. Aska studentto readoutthetext.Forthegapsthatstilt remainunfilled,helpthestudentswiththerightanswer, e.g.forgap1,write'peopleregardclones- horrof,for gap10,rephrasethesentence- lt'sanotherquestion_ cloningpeoplewouldbea goodthing.Explainthatif an indirectquestionis frontedwhetheris used,notrf. l(EY 1 with 2 out 3to 4 even 5 too 6as 7do 8ln 9 even l0 Whether ExerCiSe6 page74 3-5 minutes . Askthestudentsto discussthetopicin pai:rs.lfyouare runningshortof time,setthetaskashomework.Askthe studentsto prepareto argueeitherforor againstthe idea of cloninghumans.Alternatively,askthemto preparea 2-3 minutepresentationeitherforor againsttheidea. I Lessonoutcome Askstudents:Whathaveyoulearned/ practisedtoday?and elicit l haveleornedaboutcommercialcloningof animals.I havepractisedreadingcomprehensionthrougho matching task.I havepractisedvocabularythroughcompletingagap- filling task. Getreadyforyourexamt g
  18. 18. ,uiltT tltcluDEs ,a a $ , . compoundadlectivosi qornpournd:nounsr verb-noun/ nouncollocationse phrag4tv€fbs, agp€Ctsoffilrrlsr ad:iectives films. modifyingadv€-rb9.: .:: c like,unlikeandss.:,$airativetenses. simpleandcontinuousfarfis. .. .:,.:, .i::. ltalking aboit clpr:aeteroiii f!!msandboqks. talkingaboutTVviewing i-€actlngto liternrytetit$: Speaker3 Theonlyfilms| [ikearesci-fiandfantasy.I love fitmsthataresetinthefar-distantfuture,tikeBladeRunner,for example.lt'squiteanotdfilm- itwasmadein 1982,butit's a realclassic.lt'squiteslow-movinganddifficultto followat times,butit'sa fitmyoucanwatchoverandoveragain.Themain character,ptayedbyHanisonFord,isanex-copwho'sbroughtout ofretirementto helpfindanddestroythingscalled'repticants', whicharebasicallygenetically-engineeredrobotsthatare indistinguishablefromhumans.Theseman-maderepticantshave super-humanstrengthbuttimitedlifespansandtheywantto force thepeoplewhocreatedthemto prolongtheirshortlives.I guess thefilm'sreallya futuristicdetectivethrilter. Exercise2 pase15 6) 1.07 o Studentsworkindividuallyto fittinthegaps.Thenplaythe recordingforthemto checktheiranswers.Pointoutthatthe wordsarenotin order. r Encouragestudentsto guessthemeaningof anyunfamiliar wordsfromtheircomponentparts.Tocheckcomprehension askquestionsaboutsomeof thewords,e.g.Which compoundadjectivemeons:causinghappinessorpleasure? (heart-warming) intelligentor fastthinkingl (quick-witted) in verybad condition?(run-down)extremelyfrightening (hair-raising)notpreparedto acceptideasor beliefsthatore differentfromyourown?(narrow-minded).Onceyouhave gonethroughtheanswersasa class,checkcomprehension of someof thewordsandphrasesbyaskingquestions. Asa generalrulethisis the mosteffectivemethodof checkingthatstudentsunderstand.lfyousimplyaskDoyou understand?or Doyouhaveanyquestions?studentsmay notrespondbecausetheyareeithertooshyto askor may wronglysupposethattheyalreadyknowthe meaning. KEY 1 engineered 2 action 3 heart 4 moving 5 man 6 witted 7 cool 8 time 9 run 10 raising 11 narrow 12 self Exercise3 page15 o Dothefirsttwotogetherandthenaskstudentsto complete theexercisealoneor in pairs,writinga or b nextto the word.Checkanswers,thenaskstudentsto readthe informationin theLearnthis!boxsilentlyandthenaskthem to closetheirbooksandeticitexamptesoftypes1aandb, type2 andtype3. KEY a 7, 6, 7, 17, 72 b 2, 3, 4, 8, 9, t0 Exercise4 page1s . Putstudentsintopairsandgivethema timetimitofthree minutesto comeupwithasmanycompoundadjectivesas theycan.Writetheirwordsontheboardandclearup anV questionsaboutmeaning. ,t rs Compoundadjective tEssoll suMilARY oof g: Vocabulary:compoundadjectives,aspectsoffitms listening:monologues- listeningforgistandspecificlanguage Speaking:talkingaboutfictionatcharacter Topic:sportandcutture EIQI@ Todo the lessonin 30 minutes,keepthe lead-in brief, skipexercise7 andset the VocabularyBuilderexerciseas homework. i Lead-in 4-5minutes . Askthestudentsto thinkwhatis importantforthemwhen choosinga bookto readordecidingwhichfilmto see.They shouldmakea listof fourfactorstheymightconsider.Give thema minuteto thinkandthenputthemin pairsandask themto findoutiftheirpartnerhasthesamefactorsin mind. o Witha strongerclass,encouragethemto ranktheirkey factorsin orderof importance. . Aska fewstudentsto feedbackto the class. Exercise1 pase15O 1.07 . Focusonthe photosandaskstudentsto identifythe films. Tellthemtheyaregoingto hearthreespeakerstatking aboutthe fitmsin the photos.Askthemto predictwhat positivethingstheyaregoingto hearaboutthesefilms. r Witha weakerctass,in orderto facilitatethe listening process,beforeyouplaythe recording,elicitmore informationaboutthefilms:theoutlineof thestory,the maincharacters,whereandwhentheyareset. . In a weakerctassit wouldbealsobe usefulto pre-teach: contemporary(setin today'swortd),run-down(in a verybad condition),deadagainst(incompletedisagreementwith), twistsandfurns(unexpecteddevelopmentsin a story),cop (policeman(slang))andindistinguishablefrom (impossible to tellthedifferencefromotherthingsor people). KEY 1 setin the realworld,it's heart-warming 2 it'saction-packed,DanielCraigis cool 3 it'ssci-fi,youcanwatchit overandoveragain Transcript1.07 Speaker1 | tikecontemporarydramasthat areset in the reaI world.Oneof my all-timefavouritesis Billy Elliot.lt's set in a run-downminingtownin the northof England,and it's aboutan eleven-year-old,working-ctassboywho wantsto becomea batlet dancer.Buthisdadand brother.who area bit old-fashionedand narrow-minded,aredeadagainstit andwanthimto becomea boxer.Butwhen hisdad getsto seehisson dance,he comes roundto the ideaand letsBitlygoto balletschool.lt's a really heart-warmingstory. Speaker2 | reallylikeaction-packedthrillers,with a fast-moving r.ci and lotsof twistsand turns.Forexample,I iust lovethe James 3orC filns, especiallythe morerecentones,with DanielCraig as 3ond. He'ssucha coolguy,you know,smartlydressed,good- -oc<"rga'ld alwaysso self-assured.Hegetsinvolvedin somehair- z'si-g ao'.,entures,but he remainscool-headedhowevermuch :a-ge'-e's i.r,and he'salwaysquick-wittedenoughto getout of :': -: .e. Forfurtherpracticeof Compoundadjectives,go to: 20 Unit2.Stories
  19. 19. o Pointoutthatcompoundadjectivesarenearlyalways hyphenated,asopposedto compoundnounswhichare sometimestwoseparatewords,sometimeshyphenatedand sometimesoneun-hyphenatedword,dependingon how longthewordhasexistedin the Englishlanguage. KEY Possibleanswers big-headed,big-hearted,broad-minded,broad-shouldered, cold-blooded,cold-hearted,empty-handed,empty-headed, fair-skinned,fair-haired,fair-minded,kind-hearted, tong-legged,narrow-minded,single-minded, single-handed(donebyonepersonalone,withoutanyhelp), thin-haired,thin-skinned(oversensitiveto criticism),wide-eyed Exercise5 page15 . Studentsdotheexerciseindividuatlyor in pairs. KEY ...NobelPrize-winningauthor,JohnSteinbeck... ...Georgeis quick-thinkingandkind-hearted... ...LennieSmall,whoischildlike ...Georgeissmallandslim-built,whileLennieista11and broad-shouldered ...Theendingis heart-breaking... ...Thehundred-pagenovelisa fantasticread Exercise6 page15 . Demonstratebygivingyourownexampleof 1 and2. Studentscontinuethe exercisein pairsbeforefeedingback to theclass. KEY Sometypicalcollocationsinclude: 1 Cotd-bloodedmurder/ execution/ attack/ crime 2 Absent-mindedorofessor 3 Light-heartedfitm/ book/ ioke 4 Long-lastingbattery/ tightbulb/ relationship/ friendship/ effects 5 Time-eonsumingtask/ recipe/ hobby 6 Cut-pricetickets/ computers 7 Remote-controlledaeroplane/ boat/ robot Exercise7 pagetl . Studentsmakenotesindividuatty.Makesuretheychoosea characterwhoothersmayknow. Exercise8 page15 . Studentsdescribetheircharactersin pairsor smallgroups. Forfurtherpracticeof Compoundnouns,go to: Notesfor Photocopiabteactivity2.1 Compounddominoes Game Language:compoundnounsandcompoundadjectives Materials:onecopyoftheworksheetcutuppergroupof 3-4 students.Oeacher'sBookpage126) . Referstudentsto VocabularyBuilder2.7 and2.2. . Ctarifythefollowingrulesfor'compounddominoes'.Allthe dominoesaredealtoutfacedown,equallyto all players. TheplayerwhohastheSTARTdominoplaysfirst.Thenext ptayerattemptsto putoneoftheirdominoesdownbutif it is notpossiblethenthe nextplayercantry.Thiscontinues untilaltdominoesareonthetable.Thefirstoersonto use atttheirdominoesisthewinner. . A follow-upactivitywouldbeforpairsor smallgroupsof studentsto takeeachcompoundnoun/ adjectivein turn anddiscusshowimportantit is forthemwhendeciding whetherto seea film.(t mighthelpto tellthemto imagine theyhavereada filmreviewwhichcontainstheword.) o Analtemativefollow-upactivitywouldbeforgroupsof studentsto sittogether,eachstudentchoosingtwoofthe compoundnouns/ adjectives.Thefirststudentbeginstalking abouta fictitiousfilmandusesoneofhiswords.Thenthenext studentinthecirclecontinuestheoralfilmreviewanduses oneofhiswordsandsoonuntilallthewordshavebeenused. . Thesecondsetofdominoesisto be usedafterlesson34 as a quickreviewof strongcollocations. t Lessonoutcome Askstudents:WhathaveyouleornedtodayTWhatcanyoudo now?andelicit:/ cantalkaboutvariousaspectsofstories.I can understandandusea rangeof compoundadjectives. tESSOll SUttARY a a. & 1. Grammar:like,unlikeandos Reading:a shortarticleabouttheeffectsofTVonchildren listening:threepeoplediscussingtelevision Speaking:discussionabouttheeffectsofTVonchildrenand aboutviewinghabitsandpreferences Topic:school,scienceandtechnology 'l Elqt@ Todo the lessonin 30 minutes,keepthe lead-in brief; don't play therecordinga secondtimefor exercise6 and set the GrammarBuilderexercisesas homework i Lead-in 2-3 minutes o Writeon the board;books,films,television,radio,theatre. r Askstudentsto discussin pairsor smatlgroupswhichof thesemediatheypreferforentertainment,givingclear reasonsfortheirpreferenceovertheothermedia.Givethem 1-2 minutesforthis. o Conducta potlwiththewholeclass.lf thereis onemedium whichstandsout,eticitreasonsforthischoice. Exercise1 page16 o Askthestudentsto dothetaskindividuallyandthencheck answersin pairsbeforewholeclassfeedback. . Tellthemthattheyshouldfittin thegapswith'functional'or grammarwords,suchasprepositionsandadverbs,andnot 'content'words,whichcontainconcretemeaning. o Thetextis richin usefullanguage,soduringfeedback, analyseitslinguisticfeaturesasfollows: 2 Ask:Howelsecouldyousoy:HewotchesTVfor four hours everyday?(HewatchesfourhoursofW a day) 3 AsktWhat'sonotherwayof soying:Theyare lesslikelyto graduoteT(lt is lesstikety/ probabtethattheywill graduate) Ask:WhoareyourpeersT(Otherpeopleof the sameage) 4 Ask: What'stheoppositeof holf aslikely?Twiceas likety (nottwicemoretikely) 7 Write:subsequentontheboard:Askwherethestress falls(subsequent),elicita synonym(later). Write:hefailed to graduateAsk:Doesthatmeonthesame ashefailedhisexams?(No,it meanshedidn'tgraduate,fail to meansnotdo somethinge.g.hefaitedto arriveontime.) What'sonthebox? Unit2. Stories
  20. 20. KEY 1in 2of 3 than 7in 8Bv 9on 10 of 11 with 12 such 8 Write: 1_ comparisonto hisbrother,lohn is veryshy. 2 Hisbrotheris outgoing._ comparison,lohn is shy. Elicitthe prepositions(1 : In,2 : Ay).Explainthatif comparisonisfollowedbya comma,asin thetext,we use by. lf foltowedbyan objectto +object,we needin. 11 Writeattentiondeficit.Askwherethe stressfalls (attentiondeficit)Askfora paraphrase(inabitityto pay attentionforlong). Ask:Whotis a learningdisorder?A conditionwherechildren havedifficultyreading,writingor doingmathematics.Ask:/s it relotedto intelligence?(No) Finatly,askstudentsto tellyoutheadjectiveformof behaviour(behavioural),cause(causaDandchallenge (challenging). 5 Doyouwatcha lotoftetly,thenJoanna? J I supposeIwatchquitea lot...butI don'thaveaW in my bedroom,likeChrisdoes.I tiketowatchthenewsandfindoutr what'sgoingonintheworld.Andumweusualtysitdowntogether afterdinnerasa familyandwatchtelty...Wetikethesamekinds ofthings,luckity. 5 Whatkindof stuffdoyouwatch? I Wewatchdramasandfilmsmainly,andserieslikeHeroes. 5 Realty?| can'tstandallthatfantasyandsuperherostuff. I Heroesisgreat.Thestorytinesarereallygood. C I'mwithJoannaonthat.Thestoriesarefascinating,asarethe characters- reallywelldrawn. S I preferseriestikelosf.Thestoriesandcharactersaregreat too,butunlikeHeroes,losf is setin therealworld. J I'ma bigfanoflosttoo,butIwouldn'tsayit'ssetinthereal world.InfactoneofthereasonsIwatchit isto escapefromthe realworld.Youcanreallyloseyourselfin programmestikethat. C Welt,ourfamilycanneveragreeonsomethingto watch.My mumandsisteralwayswantto watchromanticcomediesorslushy sitcoms.Meandmydadatwaysgoforthethrillersortheaction- packedblockbusters.ButI guessit'sjustthatmenandwomen havedifferenttastes. J Ithinkthat'sjuststereotypingpeopte,I don'tthinkit holdstrue foreverybody.I'mnota bigfanof rom-coms,likeyourmumand sister- | prefersomethingwitha bitofaction... C Theexceptionthatprovestherule! J Yeah.Whatever. S losl'sstartingin a fewminutes.Shattwewatchit? Exercise4 page16 . Studentscompletethe exercisein pairsreferringto the wordlistif necessary. o Checkthe pronunciationof unwind/,,rn'warnd/and demonstrateitsmeaning,mimingthewindingupandslow unwindingof a toy. 4to 5to 6 between Exercise2 paget6 . Aska studentto summarisethe informationin thetext. r Putthestudentsin pairsor sma[[groupsto discussthe question.Goroundmonitoringastheydo so,listening, correctingandofferingyourownopinions. o Conducta briefwhole-classfeedback. Exercise3 page16 O 1.08 r Askstudentsto closetheirbooks.Tellthemtheyaregoing to hearthreepeoplediscussingtelevision.Brainstormas a classthe reasonswhypeoplewatchtelevisionandwrite theirideasontheboard.Askthemto ooentheirbooksand comparethewordsin the boxwiththeirownideas. . Playthe recordingandaskstudentsto writedownthewords whichhelpedthemanswerthequestion. KEY Relaxation(givemybraina rest) Gettingnews(watchthe news) Familyactivity(sitdowntogetherafterdinnerasa family) Escapism(toescapethe realworld) Transcript1.08 Chris IwatchW mostdaysI guess,usuallywhenI comeinfrom school.I doit to unwindrealty,andgivemybraina rest.l'ltwatch moreorlessanything,andMumcomesintomyroomand- JoannaYou'vegotaW inyourbedroom? C Yeah,yeah,andMumcomesinandshe'slike,'Whyareyou watchingthatrubbish?' Steve Yeah,myparentsarea bitlikethattoo.Butthey'rejust asbad,foreverwatchingcheesysitcomsandquizshows.lt'strue there'sa lotof rubbishon,though,don'tyouthink? | | suppose.MymaincriticismofTVthesedaysisthewaywomen areportrayed.They'reatlimpossibtythinandgood-looking. Andeverythingissosexualised.Thewomenandgirlsareallin relationshipswithguysandtherelationshipsare,um,nothinglike whathappensintherealworld. S Yeah,Ithinkyou'rerightabouttheworldweseeinW programmesnotbeingrealistic.There'salwaysa beginning,a middteandanend- usuallya happyone- andthingsjustaren't tikethatin reallife. C Storiesareatwaystikethat,though,whetheronW orin books orwhatever. Exercise5 pagere o Askthefirstquestionto oneortwostudentsasa demonstration,makingsurestudentsgiveexpansive answers,thenstudentscontinueaskingthe questions in pairs.Attheend,gothrougheachquestionasking individualsto reportbacktheirpartner'sanswer, encouragingthe restofthe classto react. Exercise6 page16 O 1.08 r Studentsdothe exerciseindividually.Ptaythe recordingfor themto check. . Highlightthe useofthe presenttenseto talkaboutthe past in sentencea.Thepresenttenseis oftenusedinsteadof pastin this kindof narrative. KEY alike blike clike dlike eas f unlike Exercise7 page16 r Studentsdotheexerciseindividuallyor in pairs. KEY 1b 2c KEY 1 to unwind 2 rubbish 3 slushy 4 areportrayed 5 we[[-drawn 6 set 5d 6a 3e 4f Forfurtherpracticeof asand likego to: 22 ) Unit2.Stories
  21. 21. Exercise8 page16 r Studentsdiscussthequestionin pairsorsmallgoups.Have a briefclassfeedback. t Lessonoutcome Askstudents:Whatdidyoulearntoday?Whatcanyoudonow? andelicit:I candiscusstheeffectsofTVon children.I cantalk aboutmy TVviewingpreferences.I cantalkaboutsimilarities anddifferencesusingas, likeandunlike. tESSOll SUilIMARY o. a &.:i- Reading:anarticteaboutArthurMilterandDeathofaSalesman Vocabutary:adiective+ nouncollocations,verb+ noun coltocations Listening:anextractfromDeathofa Salesman Speaking:a discussionabouttheissuesraisedinDeathofo Salesman Topic:sportandcutture,work Eiqt@ Todo the lessonin 3Ominutes,keepthe lead-in brief,don't spendlong dealingwith unknownvocabularyin exercises3 and4 ond Iimit the timespenton discussionin exercise9. r Lead-in3-4minutes o Dividetheclassroomin halfandexplainthatonesideisfor thosewhobelieveyoushouldhavedreamsandambitions andbelieveyoucanachievethem,nomatterwhoyouare. Theothersideisforthosewhobelieveyoushouldberealistic andhaveyourfeetonthegroundandin thatwayyouwillbe happy.Askthestudentsto choosetheirside.Dependingon thedistributionof students,youcouldputthemin pairsor smallgroupsacrossthecentrelineandaskthemto defend theirposition,or encouragedebatefBtweenthetwogroups. Exercise1 page17 . Readthedefinitiontogether,explainingif necessary prosperity(beingsuccessfulandearningmoney)and irrespective(withouttakingsthintoconsideration).Let studentsconsidertheirviewsin pairsbeforeelicitinga few opinions.lfyourstudentshavedonethelead-inactivity,omit the pairworkandmovestraightintothe openclassstage. Exercise2 paget7 . Studentsdotheexerciseindividuatly.Seta timelimitof four minutes. . Witha weakerclass,gothroughthe firsttwo gapstogether, elicitingwhatclassofwordis neededto goin thegaps (adjective,noun,etc.). r Writetheanswersuponthe boardassomeofthewords maypresentspeltingdifficulties. r Studentsmightcomeupwithindicationsfornumber4.The differencebetweenthetwowordsisverysubtle.Indication is a signthatsomethingis happeningorwhatsomebody is thinkingor feelinge.g.Thereareindicationsthatthe economyisslowingdown.Indicator,ontheotherhandisa sign,thatshowswhatsomethingis like,e.g.anindicatorof wealth,poverty,high self-esteem,etc. KEY 1 dramatist 2 financial 3 insistence 4 indicators 5 employers 9 prestigious 6 painfutty 10 guilty 7 pretence 8 enthusiastic Exercise3 page1z . Readcarefutlythroughtheinstructions.Studentsdothe exerciseindividually. KEY 1 experience 2 attract 3 setup 4 overturn 5 financial 5 social 7 titerary 8 communist Exercise4 paget7 o Studentscando bothpartsof theactivityindividuallyor in pairs.Checkanswersto the matchingactivitybeforethe studentswritetheirsentences. . Asyougothroughtheanswerselicitor explainmarital sfofus(whetheryou'resingle,married,divorced,etc.), right-wing(stronglysupportingcapitatism)andcoveted (somethingthata lotof peoplewantverymuch). . Explainthatto havesympathy(uncountabte)meansto feel sorryfor,orto understandor careabouta person'sproblems. Thecountablenounsympothresis usuallyplural,goesafter anadjectiveandmeansshowingsupportfora politicalcause. KEY a reacha verdict b serveon a committee c causehardship d drawattention maritaIstatus right-wingsympathies covetedaward considerabtehardship e f c h Exercise5pagerzO1.09 o Tel[studentstheyaregoingto listento the opening of Death ofo SalesmanFocusattentionon the glossaryandonthe questionandoptions. . Encouragestudentsto sitbackandenjoythe playwithout beingdistractedbyunknownvocabulary. KEY t Tnnscrlptr.09 Linda Witty! Wilty lt'sattright.I cameback. L Why?Whathappened?Didsomethinghappen,Willy? W No,nothinghappened. L Youdidn'tsmashthecar,didyou? W I saidnothinghappened.Didn'tyouhearme? L Don'tyoufeelwelt? W I'mtiredtothedeath.I couldn'tmakeit.Ijustcouldn'tmake it,Linda. L Wherewereyouallday?Youlookterribte. W I gotasfarasa littleaboveYonkers.I stoppedfora cupof coffee.Maybeit wasthecoffee. L What? W I suddenlycouldn'tdriveanymore.Thecarkeptgoingoffon totheshoulder,y'know? L Oh.Maybeitwasthesteeringagain.I don'tthinkAngelo knowstheStudebaker. W No,it'sme,it'sme.SuddenlyI realizeI'mgoin'sixtymilesan hourandI don'trememberthelastfiveminutes.I'm- | can'tseem to - keepmymindto it. L Maybeit'syourglasses.Youneverwentforyournewglasses. W No,I seeeverything.I camebacktenmitesanhour.lttookme nearlyfourhoursfromYonkers. DeathofaSalesman Unit2. Stories
  22. 22. L Well,you'lljusthaveto takea rest,Witty;youcan'tcontinue thisway. W IjustgotbackfromFlorida. L Butyoudidn'trestyourmind.Yourmindisoveractive,andthe mindiswhatcounts,dear. W I'ttstartoutinthemorning.MaybeI'llfeelbetterinthe morning.Thesegoddamarchsupportsarekittingme. L Takeanaspirin.ShouldI getyouanaspirin?lt'llsootheyou. W Iwasdrivingalong,youunderstand?AndI wasfine.lwas evenobservingthescenery.Youcanimagine,melookingatthe scenery,ontheroadeveryweekofmylife.Butit'ssobeautifulup there,Linda,thetreesaresothick,andthesuniswarm.I opened thewindshietdandiustletthewarmairbatheoverme.Andthen allofa suddenI'mgoin'offtheroad!I'mtellin'ya,I absotutely forgotIwasdriving.lf I'd'vegonetheotherwayoverthewhiteline I might'vekittedsomebody.SoIwentonagain- andfiveminutes laterI'mdreamin'again,andI nearty- | havesuchthoughts,I havesuchstrangethoughts. Exercise6 pase17O 1.09 o Gothroughthequestionsandaskstudentsto makenotes fortheanswersastheyhearthe recordinga secondtime. Letthemdiscussthequestionswitha partner,iustifoing theirreasons. KEY 1 He'sphysicattyandmentallyburnedout.Hefeelstired to deathandhisfeetarehurtinghim.Heis constantly distracted(bythebeautifulsceneryforexample)andunable to focus.Heistroubledbysomestrangethoughtsand bewilderedbyhisownbehaviour. 2 Lindais caring,attentiveandextremelyworriedabouthis mentatandphysicalstate.Weknowthisbecauseshetries to findreasonsforwhathappenedto him,probablyto reassureherselfasmuchashim. 3 Shesuggestsfirstthatwhathappenedwasdueto the steeringonthecar,thenthatit washisglasses. 4 Shesuggeststhathetakesa breakandrestshismind,then thathetakesanaspirin. Exercise7 page17O 1.10 . Explainthattheyaregoingto listento anotherextractwhich followsstraighton fromthe first.Askstudentsto read throughtheglossaryandthenelicitpredictionsaboutwhat theywilldiscuss.Again,encouragethemto puttheirpens downandiustsitbackandlisten. KEY TheytalkaboutWilty'sworkandabouttheirsonBiffs lackof achievement. Transcript1.10 Linda Witty,dear.Tatkto themagain.There'snoreasonwhyyou can'tworkin NewYork. Willy Theydon'tneedmein NewYork.I'mtheNewEnglandman. l'mvitalin NewEngland. L Butyou'resixtyyearsotd.Theycan'texpectyouto keep travellingeveryweek. W I'llhaveto senda wireto Porttand.I'msupposedto seeBrown andMorrisontomorrowmorningatteno'clockto showtheline. Goddammit,I couldsellthem! L Whydon'tyougodowntotheptacetomorrowandtellHoward you'vesimplygotto workin NewYork?You'retooaccommodating, dear. W lf oldmanWagnerwasaliveI'da beeninchargeofNewYork now!Thatmanwasa prince,hewasa masterfulman.Butthatboy ofhis,thatHoward,hedon'tappreciate.WhenIwentnorththefirst time,theWagnerCompanydidn'tknowwhereNewEnglandwas! L Whydon'tyoutellthosethingsto Howard,dear? W Iwill,I definitetywitt.lsthereanycheese? L I'l[makeyoua sandwich. W No,goto sleep.I'lltakesomemitk.I'11beuprightaway.The boysin? L They'resteeping.HappytookBiffona datetonight. W Thatso? L ltwassoniceto seethemshavingtogether,onebehindthe other,inthebathroom.Andgoingouttogether.Younotice?The whotehousesmellsofshavinglotion. W Figureit out.Worka lifetimeto payoffa house.Youfinatty ownit,andthere'snobodyto tiveinit. L Well,dear,lifeisa castingoff.lt'salwaysthatway. W No,no,somepeople- somepeopleaccomplishsomething. DidBiffsayanythingafterIwentthismorning? L Youshouldn'thavecriticizedhim,Witty,especiallyafterhejust gotoffthetrain.Youmustn'tloseyourtemperwithhim. W WhentheheltdidI losemytemper?| simplyaskedhimif he wasmakinganymoney.lsthata criticism? L But,dear,howcouldhemakeanymoney? W There'ssuchanundercurrentin him.Hebecamea moody man.Didheapologizewhen| leftthismorning? L Hewascrestfallen,Witly.Youknowhowheadmiresyou.Ithinkif hefindshimself,thenyou'tlbothbehappierandnotfightanymore. W Howcanhefindhimselfonafarm?lsthata tife?Afarmhand? Inthebeginning,whenhewasyoung,Ithought,well,ayoung man,it'sgoodforhimto tramparound,takea lotofdifferentjobs. Butit'smorethantenyearsnowandhehasyetto makethirty-five dollarsa week! L He'sfindinghimsetfiWitly. W Notfindingyourselfattheageofthirty-fourisa disgrace! L Shh! W Thetroubleishe'slazy,goddammit! t Willy,please! W Biffisa lazybum! L They'resleeping.Getsomethingto eat.Goondown. W Whydidhecomehome?| wouldliketo knowwhatbrought himhome. L I don'tknow.Ithinkhe'sstilltost,Witly.Ithinkhe'sverylost. W BiffLomanis [ost.Inthegreatestcountryin theworldayoung manwithsuch- personalattractiveness,gets[ost.Andsucha hardworker.There'sonethingaboutBiff- he'snotlazy. L Never. W I'llseehiminthemorning;l'llhavea nicetatkwithhim. I'ltgethima jobselling.Hecouldbebigin notime.MyGod! Rememberhowtheyusedto fottowhimaroundin highschool? Whenhesmiledatoneofthemtheirfaceslitup.Whenhewalked downthestreet... Exercise8 pagerz f) r.ro o Asbefore,askstudentsto takenotesastheylistenand thento poolwhattheycanrememberwitha partnerbefore whole-classfeedback. KEY 1 LindasuggeststhatWillasksto relocateto NewYorksothat hedoesn'tneedto travelsomuch. 2 Thefirsttimehedisagreeswiththeidea,sayinghe'stoo importantin NewEngland,thesecondtimeheignoresher andstartsthinkingabouthismeetingthe nextday,andthe thirdtimehefinallyagreesto speakto hisboss. 3 WitlyhadcriticisedBifffornotmakinganythingof his workinglife,forworkingona farminsteadof tryingto get aheadin business. 4 Hesayshewon'tspeaktohisbossaboutrelocatingthen changeshismind. HecomplainsthatBiffis lazythensayshe'sa hardworker. HesaysBiffis a moodymanthensayshehasanattractive personality. Unit2.stories
  23. 23. Exercise9 page77 o Putstudentsin differentpairsto discussthequestions. Aftera fewminutesasksetectedoairsto summarisetheir conversations. t Lessonoutcome Askstudents:Whathaveyoulearnedtoday?Whatcanyou donow?andelicit:I canunderstandanarticleaboutArthur Miller.I canunderstandandreactto an extroctfromDeathof a Salesman. LordoftheFlies tESSOlt SUMilIARY o o. Reading:an extractfrom a novet;sentenceinsertion, comprehensionquestions Speaking:discussionabouthumanbehaviour Topic:peopte,sportand culture EIE@ Todo the lessonin 30 minutes,keepthe leod-in briefand askstudentsto readthe textbeforethe lesson. t Lead-in 2-3 minutes . Putthestudentsin pairs.Askthemto lookatthe ohotoon page18anddescribeit in asmuchdetailaspossible.After oneminute,askthemwhattheythinkmighthappennext, givingreasonsfortheirsuggestions. CUITURE TOTES WitliamGoldingBorn1911,died1993,Gotdingwasa Britishnovelistand poet,:1.|ewonboththe N:obelPrize for Literatureandthe BookerPrize.Lordof the Fliesishis bestknownnovel,publishedin 1954. Lordof the FliesThebookis aboutwhathappenswhen a groupof boysarestrandedon a deert island,lt covers themessuchasleadership,moralchoices,civitised versusanimalbehaviourandthegroupversusthe individual.Twofilmsof Lordof theFlieshavebeenmade -int963 and1990. Exercise1 page18 . Askstudentsto discussthequestionsin pairsthenhotda classfeedback. Exercise2 page18 . Studentsreadthetextandanswerthequestions.Refer themto theglossaryandwarnthemthatnotallthe questionsarein thesameorderasthetext. KEY 1 Theyhavebeenmaroonedon a desertislandfollowinga planecrash. 2 Heis angrybecausethefirehasbeenallowedto goout. 3 Thepurposeofthe firewasto attracttheattentionof passingships. 4 lt isJack'sresponsibilityto keepthefiregoing. 5 Hewashunting. 5 Hesaysthatheneededeverybody'shelpto capturethe pig andtheyneededmeat. 7 Ratphhadbeenchosenastheleader. 8 JackbrokePiggy'sglasses. 9 SimonhetpsPiggyfindhisglasses. 10 Jackapologisesforlettingthefiregoout. Exercise3 page18 . Remindstudentshowto approachthiskindof readingtask. Askthemto rereadthetextupto the [ine12carefulty,stop at thegap,lookatthesentenceafterthegapandtryto predictwhatkindof informationmightcomein between. Thenreferthemto theideasa-h andseeiftheideathey predictedisthere(d- retatesto thesentenceafterthegap andmirrorsitslanguage).Studentscontinueatone. . Duringfeedbackaskstudentsto explainthe linguisticand or conceptual[inkbetweenthe insertedsentencesandthe sentencesbeforeandafter. KEY 1d 2 h (thenhisvoicecameafrerbeingsilentfor a moment) 3 b (beinghitinthestomachbyJackmadehimsitdownwith a grunt) (glasses- specs(spectacles)) (laugh- laughterrose...) (in the wrong- an apology- pronounonerefersto opology) (lackloud andactive- gaveorders,sang,whistled) 4a 5f 5e 7g Exercise4 page18 . Studentsdothetaskindividualtyandcomparetheiranswer witha partnerbeforefeedback. KEY 1 Thedepressingtruththattheycouldhavebeenrescuedwas beingpassedonfrompersonto person. 2 Jackrepresentedtheexciting,unrestrainedsideof life,e.g. huntingandextremepleasure.Ralphrepresentedsensible behaviourandaninabilityto comprehendJack'srashness. 3 Ratphwasangryandfeltit thatit wasunfairthatin addition to lettingthefiregooutandhittingPiggy,Jackhadgiven theimpressionof beingdecentbyapologising. 4 Thebarriermadeof woodforthefirewassymbolicof the enormousriftbetweenthemandof theirtotallycontrasting characters, Exercise5 page19 o Askstudentsto underlinetherelevantsectionsof thetext. Theydothetaskindividuallythencomparetheiranswers witha partner. . Makesurestudentsunderstandthe meaningof defiance (rebelliousness,refusalto obeyorders). KEY Hisvoicewasloudandsavage,andstruckthemintosilence. Whenheheardthe huntersagreethatheshouldn'thave letthe fire outTheboltinglookcameinto hiseyesandhe hit Piggyin thestomach.HesmackedPiggy'shead.He's alwaysshouting. lackhackedandpulledatthepig. HisvoicewasshakywhenhewasangrywithJack,he laughedatjackwhenhedidn'tmeanto,hestepped forwardwhenJackthreatenedPiggybutdidn'tstophim fromhittinghim 2 3 unit2.stories e

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