Channel Intermediate English Teacher's Book

H.Q. Mitchell - J. Scott

mm publications

Introduction

2

Contents of Student's Book Student's Book and Teacher's Notes

Unit 1

6

Unit 2

12

Unit 3

18

Revision (Units 1-3)

24

Unit 4

26

Unit 5

32

Unit 6

38


44

Unit 7

46

Unit 8

52

Unit 9

58


64

Unit 10

66

Unit 11

72

Unit 12

.

.

78


84

Unit 13

86

Unit 14

92

Unit 15

98

Revision (Units 13-15 ) Pairwork Activities

104 :

:

106

Songs

109

Grammar Reference

110

Listening Transcripts

120

Word list

127

Out line of the course : - a nnel your English Intermediate is an innovative course, , en smo othly takes teenage learners of English from e e enta ry to a higher level of fluen cy. It has been culously designed to boost students' existing knowledge =-0 build their ability to communicate their ideas accuratel y confi dent ly. The main concern of the writers of th is book

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-a s been to explicitly demonstrate how English is used in ~~ o~life situations. thus, enabling studentsto use it in -"aningful contexts. Other important factors such as the ea rners' age and interests have been taken into co nsiderat ion in the planning and design of this book . The :,:," cs have been carefully selected to attract stud ents' ":erest and motivate learning .

:"annel your English Intermediate uses an integrated eooroach to all four language ski lls (reading, listen ing, soeaking, writing) in a well-organised. user-friend ly sylla bus :o'Tlbining functions, structures. vocabulary and :0 municat ion sk ills. The book is divided into 15 e i-developed and carefully stru cture d units. each of which 5 cased on a general topic and divided into three lessons. xa bulary and grammar are systematic ally categorised and _ esent ed in each lesson helping teache rs to manage an d y ganise their time efficiently. Communicative language -- aching is viewed as a practical activity rather than a tr eoret ical notion. :-annel your English Intermediate is suitabl e for - :ermediate level students . By the end of the book, 5:udents will have mastered the functions and structures :~tJi n e d in t he contents. Addit ionally, they will have o", eloped all four skills, having been given adequate c-acuce t hroughout the book. The mate rial included can be : ered in approximately seventy-five hours. The precise - ...... e needed will vary accord ing to factors such as school :rganisation. class size, learner ability and motivation. - 'ere are certain key feat ures in t he book tha t add to the :-allenging and motivating materi al of the course , suc h as e dialogues presenting real spoken English, and th e soecial emphasis given on vocabulary building, including :'"' rasal verbs, collocations. lexical sets. idioms, words easily contused and derivatives. Useful tips also facilitate skills oeveloprnent and help students deal wit h new task types .

• Five two-page revision units appearing at the end of each module. • Pairwork speaking activities. • Lyrics of the songs. • A Grammar reference section with useful tables, examples and explanations of the grammatical structures dealt with in each unit.

• Workbook The Workbook is divided into units and lessons in accordance with the Student's Book and contains exercises for furth er practice of the items dealt with in th e St udent 's Book . The exercises may be done in class or assigned for homework. In some units. short texts thematically linked to the topic of each unit offer further reading comprehension practice. Each unit also contains an exercise for further writing practice.

• Class cassettes or CDs The Class Cassettes or CDs con tain all the recorded material from the Student's Book: the dialogues. t he intonat ion sections. the listening exercises and the songs.

• Study Companion The Study Companion contains the words and expressions introduced in each lesson together with pronunciation. definitions in English, example sentences. their translation in the student's native tongue and vocabulary exercises. It also includes notes on grammar and usage in the student's native tongue.The Study Companion is available in a number of different languages.

• Interleaved Teacher's Book The Teacher's Book contains: • An introduction. • Table of contents as it appears in the Student's Book. • Teacher 's Notes inte rleaved with the Student's Book pages. The notes include tables wit h th e fun ct ions, structures and active vocabulary introduced in each lesson, useful tips and notes for lesson planning, answers to all exercises , the transcripts for the listening exercises and ideas for optional activities. • Pairwork activities, lyrics of songs and the Grammar refer ence sect ion as they appea r in the Student's Book. • A word list.

Course components • Student's Book --e Student's Book contains: • able of contents presenting th e to pics, vocabu lary, Sir ctu res, functions as well as the microskills practised in ea h unit. • Fifteen six-page units, each divided into three lessons. arranged in five modules.

• Test Booklet an d CD·ROM The Test Booklet conta ins: • Fifte en Quizzes (one per unit) • Five Revision Tests corresponding to the Revision Units. • A Final Exam. The CD·ROM includes all t he mater ial in the Test Booklet in elect ronic form. whic h gives t he teacher the possibi lity to add, omit or change the order of items and/ or exercises according to the needs of each class.

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Introduction .'. '"7\'-7" The structure of the units (units 1·15)

thus providing controlled practice of sentence stress and

intonation patterns (of a variety of f unct ionallanguage).Since intonation is an important feature of natural, nati ve-like

delivery of speech, it is essential that it be practised Each of th e fifte en units is divided into t hree two-page

systematica lly. Teache rs a re advised to encou rage repetit ion

lessons, which are discussed in deta il below.

either individual or in pairs or chorus.

• Lesson One

Words and phrases

Lesson One is divided into three basic sections : presentation

(dialogue), words and phrases and grammar. Some units also have an oral practice activity while for others it is incorprorated

Elaborating on t he dialogue. the purpose of this activity is to expose Ss to real/actual examples of the English language in use. The activity focuses on various kinds of words and

phrases (i.e. phrasal verbs, conversatio nal English,

in t he Teacher's book.

collocations, differences between British and Ame rican

Presentation The aims of this section are to present vocabular y. structures

English) introduce d in the.dialogue. Ss are once more exposed to diffe rent instances of spoke n English as well as pract ising important and widely used phrasal verbs and

and functions in the context of a dialogue and to expose

collocations. In this way, English is viewed as a language

students to nat ural spoken English throu gh a meaningfu l

directly linked to contem porary English culture not designed to simply serve th e purposes of a textbook.

context. . The presentation is divided into four stages : Stage one : This is a lead-in to prepare students for the

dialogue th ey will hear later. A short discussion is generated through visual a nd verbal informat ion with t he aim of

introducing the topic of t he dialogue that follows to th e students. Moreo ver. students are encouraged to get involved personally in an activity that creates expectations and motivates the m to move on to the next stage. As this is

actua lly a warm-up activ ity, it is advisable that students should not spend more than a few minutes doing it.

Stage two: In this stage students listen to the dialogue without looking at the ir books. All the dialogues have been speciall y designed to fami liarise students with spoken English in a variety of differe nt real-life situations as well as to present the functions , vocabula ry and structures practised further on. These dialogues motivate students'

ineterest t hrough witty exchanges with up-to-date modern English, the objecti ve of which is to promote learn ing in a communi cati ve way. The aim of this stage is to facilitate the unde rsta nding of ma in ideas .

Stage three: In this stage stud ents listen and read at t he same time in orde r to carry out a variety of task types.These cover T/ F sentences , open ended questions, orde ring events.

ident ifying speakers and their tone of voice, extracting specific informatio n. etc. This stage aims at enhan cing

st udents' understand ing of detailed /specific informa tion. Stage four: This final stage of the presentatio n is actually a discussion expanding on the topic of the dialogue . requiring students to relate it to personal preferenc es and experiences and/or demo nstrate some critical think ing.

Intonation The intona tion practice appearing at th e end of the presentation

stage is in the

form of a listen-and-repeat drill,

Grammar The grammar section in this lesson dea ls with a major grammatical phenomenon appearing in the presentation

stage, and is clearly presented, while usage is illustrated thro ugh notes and/or examples. However. Ss are always actively involved in the understa nding of gramma r through various language awareness activities. Ss are asked to refer to the dialogue an d the information provided in the grammar section in order to make inferences about the functions and usage of gram matical phenomena. The accompanyi ng tas ks vary, and require Ss to complete tabl es, match structures with functions a nd find more examp les or make their own. The grammar section always ends with a short exercise giving

Ss the opportunity to practise the grammatical phenomena in context. If time is scarce, we suggest that it be assigned for

homework. A more detailed presentation of th e grammatical phenomena is included in the Gramm ar Reference at the back of the book. which Ss may refe r to whenever necessa ry.

Oral practice This section appears eit her in t he Student 's Book or the Teacher's depending on the unit. The aim of this section is to provide students with furt her practice of the functions,

str uctures and vocabulary already presented in the dialogue through visual and verbal stimuli. It is advisable that every lesson be rounded up wit h t he oral practic e activity and that reas onable time be allowed for students to carry out the

task.

• Lesson Two

ce

. esso n Two focuses on recept ive sk ills (read ing and stenlng) and deals with the target language (grammar and e is) appearing in the read ing text. Lesson Two is divided -to four sections; reading. vocabulary. grammar and stenlng,

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n

St ag e four: This stage appears only in th e teacher's book as an optional post-reading activity but it is recommended th at it be done systmatically to round up the reading sect ion. Its aim is to help st udents expand on the topic of the reading text relating it to personal preferences and experience. Students should be encouraged to use as muc h of the topic related vocabula ry in the text as possible.

Rea ding

Words and phrases

- :.his section students are exposed to a wide veriety of material, such as magazine and newspaper articles, terary texts and encyclopaedic extracts.The texts have been soecially adapted to suit teenage learners' needs and --erests.They cover a broad range of motivating and : "temporary topics and provide students with interesting, ..... LJ ti-cult ural information about the real world. The main - ..en ion is to provide intensive reading practice although --eo, also lend themselves to presenting target vocabulary a-c grammar in context. Each module focuses on specific s"oskills. The tasks approximate exam type tasks (such as =CEl and they are graded in terms of diffi culty but do not ' each FCE level. There are also tips as to how to approach hand le each task type.The reading section is divided into

As with the activity under the same heading in Lesson One. this activity gives students further practice with various lexical items, such as phrasal verbs, expression s. word s easily confused. prepositional phrases. collocations and derivatives appearing in the reading text.The tasks vary and expand on the vocabulary introduced in the text.

~ea din g

,-a stages:

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Stage one : A pre-reading task always precedes the reading Its main aims are to introduce the topic of the reading --\1 with questions that relate it to the students' personal evoerience and to activate topic-related vocabulary students , -eady know.!t may appear in the form of questions that ;-e"'erate a short discussion or visua l/verbal stimuli in order • students to predict the content of the readingtext. As it is , arm-up activity it is advisab le that it be done syternat ically :J€"ore the actual reading task. · . -:? 1.

Grammar In this section a minor grammatical item introduced in the reading text is dealt with, similarly to what has been described in the corresponding section in Lesson One.

Listening The process of listening is very similar to that of reading. There is always a direct or indirect thematic link between the liste ning and the reading text. A variety of spoken text types and task formats have been em ployed, through whic h important listening microskills are developed. In most units the listening section is also divided into three stages, where as in others. where students listen to short extracts, there is only the liste ning stage focusing eithe r on gist or specific detail. Wherever there are three stages they appear as follows : Stage on e: A pre-listen ing activity smoot hly int roduc es the topic of the listening activity act ivati ng Ss' background knowledge and preparing them for the task at hand.

Stage two: In this stage students read the text for the first . """"Ie in order to perform a task. The main aim of this stage is Sta ge two: The main aim of this stage is to focus on gist an d - " elp studen ts understand t he gist of the text or th e main understanding main ideas. Students listen once to perform oeas. The tas k types vary and include matching headi ngs the task. There are various task types including multiple • paragraphs, check ing predictions. reordering jumbled .evts. multiple choice. matching paragraphs with pictures and -, matching, checking predictions. and multiple choice . --atc hing summary sentences with paragraphs, It is St age th ree: The main aim of t his stage is listening for det ail sa isable that students be given some time to perform the or specific information. Students listen to the text again or to :ask and that teachers point out to' them that unknown words a sequel and carry out the task . Task types vary and include s.-ould not worry them at this stage . T/ F exercises. mu ltiple choice, muitiple matching, note taki ng, blan k fillin g, correct ing incorrect sentences and Stage three: In thi s stage st udents are asked to read the text matc hing speake rs to what th ey said.Most activities in th is again in order to do the reading activity. The aim of th is stage stage also familiarise Ss with exam type tasks such as those s to help students develop certain microskills such as of the FCE examination. scanning for specific information, understanding text x gsntsat lon and making inferences, The task types vary and It is advisa ble that the teacher ask studen ts to read th e ' elude mu ltiple matching. multiple choice, gapped texts with inst uctions and tip carefully before the y do each activity .....,·ssing sentences or paragraphs. open-ended questions and making sure they full y understand what the y are expected to ;;ap filling_ The tasks intend to familiarise students with do. After making sure tha t Ss have unde rstood th e =CE-type tasks. Students should be given am ple time to carry instruct ions and the language included in the tasks, the tr ese tasks out in class, especially when t hey appear for th e teacher can play the tape. When answers are elicited from "rst time, When classroom time is scarce. they can be Ss, we suggest that students should be asked to justify their assigned for homework. answers. Then. if necessary. the tape may played again and any points that have not been understood can be clarified.

-

Introduction • Lesson Three Lesson Three focuses on the productive skills (speaking and writ ing) and lexical items.

Words and phrases The lexical items presented in this lesson are usually semantically grouped and clearly presented. Ss are asked to carry out one or two tasks (matc hing. labelling. classifying. word building. blank filling. multiple choicej .Thus. th ey practise usingthe lexical items presented in controlled practice activities. The lexical items practised include collocations. derivatives. idioms. verbs with prepositions, similes. compound nouns, nouns with prepositions and lexical sets.

Speaking The aim of the speaking section in Lesson Three is to enable Ss to use some of t he vocabulary. grammar and fun ct ions introduced in the unit in a meaningful context. The activities are inter esting. they closely approximate real-life tasks and there is always a goal to be achieved through th e activity. Ss always work in pairs and perform a variety of tasks . They discuss or exchange information, make suggestions. make decisions or express personal opinion in order to achieve thei r goal. Other tasks include speculati ng and narrating a story, prioritising and comparing. and contrasting pictures The speaking tasks are based on visual and/ or verbal sti muli. In some of t he speaking act ivit ies. each of th e two students is provided with different information found in a special sect ion at the end of th e book. For some of the activities there are useful tips for the students. relatingto how to hand le th e task and enhance their performance. To achieve optimum results. it is advisable to set a time limit for the activity. During th e activity. the teacher should go round the classroom and listen to the discussions taking place and make sure that Ss speak only in English. If necessary. help and support should be provided. As the aim of the activity is to enhance Ss' fluency. it is not recommended to interrupt them to correct their errors. It is preferable that the teacher keep a record of common or basic mista kes and comme nt on them at the end of the activity. There is ample opport unity to focus on accuracy and correct errors while doing other types of exercises.

Writing Like speaking. writing is a productive skill and one that Ss often have diffic ulty with. Stu dents are int roduced to different exam type writing tasks: story writing. informal letters, formal letters, articles, reports and discursive compositions. This section is also divided into stages. There are three or four . pre-writ ing stages dependin g on the unit In th e fir st pre-writing stage students are asked questio ns related to the topi c of the writ ing task . In the second stage st udents are introdu ced to a sample text in most units and elaborate on it in a variety of ways. The tasks at thi s stage focus on understandi ng gist and ident ifying style. register. purpose

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and target reader as well as elaborat ing on format/layout . In the next stages labelled Plan and Improve your style various activities focusing on a number of sub-skills (planning and organising ideas. editing to improve writin g style) prepare Ss for the actu al Writin g task. the final stage. which should be assigned for homework. Concise tips provide useful guidelines for students to base their writing on. It is very importa nt to make sure that students have fully understood what they are expected to do. Moreover. they should be fami liarised with a correction code. like the one suggested below. which will help th em identi fy and correct their own mistak es. WW: wrong word S: spelling P: punctuation T: tense A: artic le WO: word order 1\ : something missing

Revision Units The five Revisions Units with exam type tasks could be done either at home or in class depending on th e time available. The exercises thoroughly revise the functions, grammar and vocabulary that have been taught in the preceding units. Since the Revision Units are not tests. we suggest that you allow Ss to refer to the relevant units and/or the grammar reference sections when doing th e exercises if they need to. Each revision units consists of non-fictional reading comprehension texts. which are lengthier than the reading texts appea ring in the precedi ng units. and which derive from aut hent ic sources. The aim is to consolidate the sub-skills already practised in th e module.There is also a Use of English sect ion. which famili arises Ss with FCE-type tasks . There are two tasks appear ing in th e Student's Book and thr ee in t he corresponding unit of the Workbook. together with other tasks. some of which can be done in class or assigned for homework . Each revision unit ends wit h a pop song. which aims at helping Ss practise their listening skills in a highly communicative and enjoyable way. Ss should listen to the song and carry out t he tasks involved (i.e. completing missing words from th e lyrics. making and checking predictions, answering comprehension questions).

Optional activities and projects In the Tea cher's Book there are various optiona l activ ities which help Ss get a beller understanding of th e dialogue and the reading or listening texts and give t hem further practice with various grammat ical st ructures or forms. In t he Teacher's Book there are f ive projects. each of which corresponds to a Revision Unit These projects are communicat ively designed. as th e main idea is to induce Ss to be creative wit h the language rather t han simply revise gram mar and vocabular y. Through proj ect work Ss are required to use language for a purpose.

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Points to remember

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Ss

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• Whether a task is carried out in class or assigned for homework it is advisable that every effort be made to ensure that stu dents fu lly understand the rubrics, in order that t hey comprehend what they are expected to do, • For most act ivit ies, it could prove helpful to demonstrate t hrough examples what th e ta sk demands students to do, by doing the fi rst item, • Whenever a task requires understanding gist. it is recommended that the teacher should not explain unknown words, thus encouraging students to focus on gist only. Wherever necessary, however, ceratin key words that block understanding could be explained, • Regarding the grammar section , students will feel more confident if unknown words are explained before they do the grammar activities. • For the listening tasks it shou ld be ensured t hat students have no unknown words before t hey procede to th e listening task, • When explaining new lexical items a variety of techniques could be employed such as example sentences, mimicry. definitions, antonyms, synonyms, enumeration and/ or translation. At this level. discovery techniques on the students' part can also be encouraged. • Wherever elicitation procedures are required it should be ensured that everybody speaks before corrections are made by me teacher, • In cases where students are asked to do guesswork, no answers should be revealed before students precede to the actua l task and check predict ions". '. • All tips should be read and explained thoroughly so that task performance is enhanced ,

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Abbreviations used in Teacher's Book

adj - adjecti ve adv - adverb e.g, - for example etc. et cetera n noun -0.

-0.

p, pp, prep sb sth Ss -

v

-0.

page pages - preposition somebod y something students verb

TB - Teacher's Book

M

UNITS

TOPIC

1

Sports and hobbies

• • • •

Adventure

• Phrasal verbs • Adjectives describing situations andfeelings • Adjectives ending in -ed and-Ing • Word building (adjective suffixes)

• Past Simple • Past Progressive • Prepositions of time

• Referring to time • Narrating pastevents • Expressing feelings

People

• Phrasal verbs • Adjectives describing personality • Words easily confused • Word building (adverbs, negative prefixes and suffixes)

• Present Perfect Simple • Present Perfect Progressive • Comparisons

• Giving news and responding to it • Comparing • Expressing agreement anddisagreement

Education

• Phrasal verbs • Collocations (verb + noun) • Adjectives expressing like and dislike • Adjectives with prepositions

• • • • •

Talking about future plans Making arrangements Making predictions Expressing obligation, prohibition and necessity • Expressing like and dislike

Places

• Collocations with take • 'Strong' adjectives • Collocations (adjective + noun)

• Defining and Non-defining Relative Clauses

• Referring to place • Definingand giving additional information about people, things and places • Making polite requests and responding

Environment

• Phrasal verbs • Prepositional phrases referri ngto place • Word building (noun suffixes)

• Zero, First and Second Conditionals • Articles

• Talking about possibilities and future or imaginary situations • Referring to conditions • Giving information

• Phrasal verbs • Prepositional phrases including the word

• Past Perfect Simple • Past Perfect Progressive • Time linkers

• Sequencing past actions andevents • Reacting positively or negatively to what is being said

• Had better • Would rather • Should + present and perfect infinitive

• Expressing preferences • Expressing opinions • Making suggestions • Asking for andgiving advice

PAGE 6

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Phrasal verbs Words easily confused Lexical sets (sports) Collocations (verb + noun)

STRUCTU RES • • • •

Present Simple Present Progressive Stative verbs Adverbs of frequency

On your m arks

LU ....I

VOCABULARY

2

PAGE 12

Go for it!

3

PAGE 18

Wh at are you like?

FUNCTIONS • Talking about habit ca actions • Distinguishing betweer temporary and permar situations • Expressing interest and surprise

Revision Units 1-3 PAGE 24

4

PAGE 26 N

LU ....I

Learning zone

5

PAGE 32 :::l

Cl

0

::?::

Future will Future goingto Future Progressive Future Perfect Must, have to, need

The place to be

6

PAGE 38

What on earth ?

• • • •

Revisi on Units 4-6 PAGE 44 C'l

LU ....I

7

8

Teen age ::?::

2

• Collocations with make • Idioms

That 's Spooky!

PAGE 52

0

time

PAGE 46

:::l

Cl

Mystery

Channel your English

Teenagers

• Expressions with go • Verbs + prepositions

>I1t

Coritents • :oosing headings for ",-agraphs Focus: skimmingfor gist ' soeringopen-ended

: .esnons

LISTENING

SPEAKING

WRITING

• Multiple matching Focus: understan dinggist • True/False

• Speculatingand makinga decision • Making suggestions and justifying them

• An e-mail message

• Telling a story based on visual and verbal prompts

• A short story with a given title

• Multiple choice Focus: understanding gist

• Comparing and contrasting pictures • Discussing issues related to family and friends

• An informal leitergivingnews

• Multiple matching

• Speculating and making a decision • Discussing issues related to education

• An informal leiter including plansand arrangements

• Listening to check predictions • True/False Focus: listeningfor specific information

• Exchanginginformation, discussing and making a decision

• A brochure for a place based on given information

• MUltiplechoice Focu s:identifying the speaker's

• Expressing preferences and opinions • Making decisions • Prioritising

• Atransactional leiter givinginformation

• Speculating about the missing partsof a comic strip and narratingthe events

• A story beginningor ending with given words

• Discussing problems and making suggestions

• An informal leiter giving advice

Focus: understandin g specific

details

=ocus: readingfor specific :etails

•

= ~ ac - r.g to check _ ecc ions • - D e matching

• Which speaker said what? Focus: understanding specific

details

s: scanningfor specific

-'

abo"

• '2:c,-ng headings with ~~3?aph s

s: skimmingfor gist _ - De matching 5: scanningforspecific

-'

ation

• - Die choice ~ s: 3~'"

•

global understanding rea ding forspecificdetails

= ~a :

ng to check

_ eccuons • :J~e choice : transferring from verbal . risual information

•

~ ~: 'aeringju m b l ed

texts s: understanding text _ 53 isation a::o-ngtexts with pictures

Focus: identifying speakers, understanding mainideas

mainpoint, listening forspecific

information

5: transferri ng from verbal

::. .~

risual information

• ' . tiple choice

-ocus: summarising • :;Coned text =Dals: understanding text

ganisation

= ~ a c n g to check : ecictions • : oea-enoed questions =ocus: reading for specific

•

~:

• Listening to check predictions • Gap filling Focus: listeningfor specific information

• Listening and doing a personality quiz Focus: emphasising listening for a purpose

ation


3

UNITS

TOPIC

VOCABULARY

9

Humour

STRUCTURES

FUNCTIONS

• Collocations with do • Word building • SimBes with as... as...

• May, might. could, must. can't. couldn't + present and perfect infinitive • Clauses ofconcession

• Expressing possibility • Making deductions about present and past • Expressing contrast

Culture and lifestyles

• British andAmerican English • Compound nouns

• Passive Voice I • Present Participle • Participle clauses

• Making and accepting apologies

Employment

• Collocations withget • Words easily confused • Word building (noun suffixes referring to people)

• Infinitives and -ing forms • Passive Voice II

• Asking for clarification and clarifying

Technology

• Phrasal verbs • Idioms • Collocations (adjective + noun)

• Causative • Infinitive of purpose, for + -ing form

• Expressing and acceptingthanks • Expressing purpose

• Reporting verbs

• Reported speech (statements, questions, commands and requests)

• Reporting • Asking for information

Media

• Phrasal Verbs • Lexical sets (media) • Nouns with prepositions

• Wishes and unreal past • Clauses of result

• Makingwishes • Expressing ca use and result

Travel

• Phrasal verbs • Words easily confused • Lexical sets (holiday)

• Third conditional • Wishes in the past

• Expressing regret • Complaining

PAGE 58

What a laugh! Revision Units 7-9 PAGE 64

10

'
PAGE66

That's life!

LU

... :;)

11

PAGE 72

Job-hunting Cl

0

:2:

12

PAGE 78

Hi-tech Revision Units 10-12 PAGE 84

13

IS)

LU

... :;)

Cl

0

:2:

Entertainment • Phrasal Verbs

PAGE 86

Showbiz

14

PAGE 92

Connecting people

15

PAGE 98

Travellers' tales Revision Units 13-15 PAGE 104 Pairwork Act ivit ies Songs Grammar Referenc e

4


PAGE 106 PAGE 109 PAGE 110

= ~-DIN G

LISTENING

... Dole choice

= s: identifyingthe ter's purpose • ~~Ded text : 5: understandingtext sa isation

SPEAKING

• Speculatingabout pictures • Multiple choice Focus: identifying thespeaker's

WRITING • An article (personal)

mainpoint

• Gap filling Focus: listening forspecific information

_' J e choice : s: interpreting, deducing - eaning

• Listeningto check predictions • True/False Focus: listeningforspecific information

• Comparing and contrasti ng pictures • Discussing lifestyles

• Anews report

_' ore matching s: scanninga text to specific information

• Multiple matching Focus: identifying speakers

• Speculating and makinga decision

• A letter of application

2::"" g paragraphs

• Which items are mentioned? Focus: identifying the main ideas • Correctingstatements Focu s:listeningforspecific details

• Discussing advantages and disadvantages

• Areport

• MUltiple choice Focus: understanding gist

• Exchanging information, discussingand makinga decision

• Atransactional letter askingfor information

• Multiple matching Focus: identifyingthetopics discussed

• Speculating and making a decision • Prioritising

• A discursive composition (advantages and disadvantages)

• Multiple matching Focus: identifying speakers

• Comparingand contrasting pictures • Discussing holidays

• A transactional letter of complaint

:

.-

:.=: -

etures : transferring from verba l al information r "og : reading forspecific ation

~

:~-: ","ng the topics

: sc. ssec

"'= lI1derstandinggist • ' :0 e choice "'= readingforspecilic "

, infening

summary wit h paragraphs : understanding main

~ , . " " ,g

~-:=- ces

= : ,:s

• : O':"'€nded questions -

s: understanding specific

- :ta S

•

:~ :, ', "ng the main point of

ca -agraohs of a text = : understanding gist :.=:oec text (missing : -=g-aphs) : understanding text

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: :.3 .sation


5

Lesson One

presentation

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o

EJ Listen and check your a nswers in 1 . S

a . What do es Paul want to do? b . What day is it ? c. Who ca n't play foot ball tonight? Why? d . What are t he three boys d oin g to n ig ht? e . Who's playi ng as a g oa lke e per?

Before you read the dialogue, look at the picture and discuss the following: • What do yo u t hink t he boys are talking a bo ut? • Why are t hey ha ppy?

Paul Stuart Paul

Stuart Paul Steve Paul Steve Paul Stuart

Hey guys! What are you up to? Not muc h. We're ta lking about what to do ton ight . Listen . I'm glad I ran into you two. I'm th inking about joining the football team. How can I find out more about it? Ask Steve . He's th e captain. Really? Ju st turn up at training with your boots, Paul.

Paul Stuart Steve

OK, whe n's training?

Stuart

On Mondays, and we play matches on Wednesdays . Are you playing tonight then ? No, the match has been called off becau se one of th e players is... Hang on a minute! What position do you play?

D Discuss the following: • How po pu la r is football in your cou ntry? • Do yo u like it ? Why/Why not ?

6


Paul Stuart Steve

Steve Paul Stuart

Read the dialogue an d a nswer the following questions:

I'm a goalkeeper. Are you? You're kidding ! We need a goalkeeper. Can you play for us tonight ? Tonight! Why? What's up with your goalkeeper? He's ill. I think he's got the flu or something. He's a load of rubbish, anyway. He always drops the ball. That's tru e. The only thing he can catch is a cold! So Paul. what do you think? What time's kick-off? Nice one !

intonation The expressions below sho w interest or su rprise. Listen a nd repeat them. Reall y? Ar e you?

Are you serious? Do you?

You're kidding ! How interesting !

teacher's notes 01 Functi ons ~ o-essin g

surprise mg interest - g abo ut routines, temporary situations and future

--

-a·

2""cr gements

EJ

-a · - g about spo rts and hobb ies Structures

- esent Simple / Present Progressive S;:a:, ,e verbs

Vocabulary s and phrasesrelated to football goal keeper kick-off ;-.a:;:a "n join a tea m match

: xxs

- cac

ersallonal English of rub bish - e JOU serious?

position t rain (v)

t raining

What are you up to? What's up with ...? You're kidding!

ce one! somet hing :0;,,;, 501 verbs

off

=<;

fin d out

hang on

run into

turn up

):werwords and expressions

:G::- (a cold / t he flu ) : -::0 :

They are talking about footb al l. Because one of them is j oining t heir team for toda y's match .

)

-

Aim: to check com prehens ion of specific information in the dia logue • Ask Ss to read que stions a-e. • Ask Ss to unco ver the dialogue so that they can read and listen at the same ti me. Play the tape again. • Ask Ss to underline words and expressions they are not fami liar.with , but teli t hem not to worr y about unknown words at t his stage . • Give Ss ti me to work out the answe rs to the quest ions. • Check Ss' answers and ask them to provide justification.

a. He wants to j oin the foot ball team. b. Wednesda y. c. The team' s goal keeper. Because he is ill. d. They're playing a football game . e. Paul. • When t his act ivity is over. ask Ss some more questio ns. e.g. When do the boys train? What position does Paul play? What do Steve and Stuart think about the team 's goalkeeper? • Encou rage Ss to guess th e mea ning of new vocabulary such as join , position an d kick·off.

-~ 1. door

II

Aim: to encourage Ss to relate the topic of the dialogue to personal experience and prefe rences • Ask Ss to look at t he questi ons and discuss t hem.

rese ntation :0 present voca bulary, structures and functions in

optional

• e context of a dialogue about football between

If there is t ime, you may ask Ss more questions . e.g. What age gro ups usually watch football matches? Do girls like football in your country?

tee nagers

'm: to use visual information to predict the content of th e dialogue ..,;. Ss to look at t he pict ure and discuss th e questions.

intonation S

:: : i on a l

Aim: to present and practise intonati on in expressions

: _ "-'a, also ask Ss a few more questions: _ e-row old do you think the boys are? ,~hat is the relat ionsh ip between them? ,~h a t are they wearing? •~h e re are they?

• Play the tape and pause after each express ion. • Ask Ss to repeat th e expressions whi le you make move ments wit h your han d to show t he rising or fal lin g tone in each expression .

showing interest or surprise

lms: • to listen to the dialogue and check predictions • to unders ta nd the gist of the dialogue -,5, Ss to cover t he dialogue, look at t he picture and '-:- car eful ly. Play t he tape. • ... scuss answers.

S

Channel your English TB

6

I Lesson One

(continued)

EJ Alms:

0

o

words and phrases

to revise the basic uses of the Present Simpl e and the Present Progressive to give Ss practice making their own exam ple sente nces

Ask Ss to read the uses of the two tenses. Ensure that t hey underst and the terms used. If necessary, provide explanations. o Ask Ss to work individually and make their own examples. o Check answers. o

1 Phrasal verbs Alms:

to Introduce the concept of a phrasal verb to match the phrasal verbs In the dialogue with their meanings Read out and explain t he introducto ry comment. Ask Ss to do t he activ ity. Check answers. 0

o

o o o

a. run into b. find out c. turn up d. call off e. hang on

optional If there is tim e, ask Ss to make their own sentences using the phrasal verbs and check them.

2 Conversational English Aims: • to introduce expressions used in conversational English o to match the expressions with their meanings o Ask Ss to do the activity. o Check answers.

Nice one! -+ Great! What are you up to? -+ What are you doing? You 're kidding! -+ Are you serious? a load of rubbish -+ very bad What 's up wit h...? -+ What' s wrong with ...?

grammar

o o o o o

o

o

Aim: to elicit some of the uses of the Present Simple and the Present Progressive as presented in the dialogue Ask Ss the first set of questions . Tell Ss to refer to the dialogue. Elicit and check answers. Do the same for the rest of the sets of questions.

They're tal king about what to do tonight. Present Progressive. Because it is an action happening now. On Wednesdays. Simple Present. Because it is a habitual action/ routine . Tonight. Present Progressive. Because it is a future arrangement. Tonight. Present Simple. Because need is a stative verb.

o

Aim: to revise stative verbs and present some new ones o Ask Ss to read the note and explain the meaning of any unknown words. o Ask Ss to fi nd t wo examples of stati ve verbs in t he dialogue (we need a goalk eeper, I think he's got the flu) and check answers. o Point out that think can be used in the Present Progressive when it means process in one 's mind (e.g. I'm thinking about j oining the foot ball team).

optional Ask Ss to write a set of sentences or a short paragraph including as many stative verbs as possible .

D

Aim: to practise the uses of the Present Simple, the Present Progressive and the stative verbs o Ask Ss to read through the e-mail and complete the blanks. o Check answers and ask Ss to provide justification . o If time is scarce, assign the exercise for homework .

(1 ) understan d (3) lives (5 ) is playing (7) hope (2) Do you know (4) plays (6 ) are training (8 ) don't mind

optional oral practice Aims:

to practise the structures, funct ions and vocabulary presented in this lesson in the context of a dialogue o to exchange personal information Divide Ss into pairs. o Tell Ss to talk about their hobbies and the sports they do/play and discuss them in relation to the ir plans for the weekend. o If necessary, write some prompts which they can use in t heir questions on the board. e.g. what / sport / you / play? how often / you / train? what kind / music / you like? you / play / musical instrument? what / you / do / weekend? o Point out to Ss that they should use the Present Simple and the Present Progressive. They should also try to use expressions which show surprise or interest while discussing . o Have Ss do the activity. 0

ords and phrases

,.

;

.

• actions happening now e.g. Stuart, Paul and Steve are talking about the game.

1 PIlrasaI verbs - • -rasal verb consists of a verb (e.g, give, make) and an __ e.g. forward, back) and/or a preposition (e.g. for, - --e ~ eani n g of the phrasal verb is differentfrom the Y -g the verb it includes.

• temporary situations e.g. They're playing for the same team this season.

• future arrangements

e.g. Paul Is playing with the team tonight.

:- : - e phra sal verbs in the dialogue and match them - -. _ m eanings given. - • by chance

_

EJ

Read the note below and find two examples of stative verbs in the dialogue. Thefollowing verbs are not normally used In progressive

2..."11

tenses:

ar

• see, hear, smell, taste, notice, seem, look (= seem) • like, dislike, love. hate, want, need, prefer, mind • believe, think (=believe), know, understand, remember, forget, hope, mean, imagine • be, have (=possess), belong, cost

el

-, • at

-

e examples of conversational English from gue and match them with the meanings on

ne! - . are yo u up to ?

t2

D Read th e e-mail Stuart has sent to the team's goalkeeper. Complete the blanks with the Present Simple or the Present Progressive of the verbs in brackets.

What's w ro ng w i th ... ? ve ry bad

';' .idd in q t

Great !

- of rubb i sh • 5 u p wit h ... ?

What are you doing?

Are yo u se rious?

ammar .~ K

at the dialogue and answer the following

Page 1 of 1

= estions. 3: are Stuart and Steve doing at the moment? :- tense is used? Why?

--e- do they play matches ? - :- tense is used? Why? -ers Paul playing his firs t game with the new team? : ~ ense is used? Why?

-e- do Stuart and Steve need a goalkeeper? :- tense is used? Why? "ead about the uses of the Present Simple and the esent Progressive and th ink of one mo re exam ple :J ~

each use.

From: [email protected] Sent: Wednesda~ 2 May To: [email protected] Hi David I'm really sorry to hear that you caught the flu. 1 (1) feel. Guess what! (2)

•

~n e n t

sit uations

· ;.

- nes / habitual actions - --e) ' usually play matches on Wednesdays.

• ;;",""""al truths =;;. "eople play football all over the world.

(you _

know) Paul Watson who (3)

(live) next door to Steve? He (4) - - - - -- - (play) in goal as well and he (5) - -

- --

--

(play) with us in tonight's game. At the moment he's with Steve and they (6)

-.; - >J<3rt and Steve live in the same town.

(understand) how you

for the match. 1 (7) you (8)

(train) (hope) that (not mind), and that

you'll be better soon. See you around Stuart

ChannelyourEnglish

7

reading

o

EJ Read the te xt qu ickly a nd decide which of the two hea dings a or

Before you read the text

• Do yo u know of any te e nag e sports champion s ? • What sp orts d o they do/play a n d w hat awards have t h ey w on? • What so r t of pe rs on do you think you need to b e to be come a cham pion?

1

a . An un h a pp y g irl

2

a . Gre at achi ev eme nts

3

a. Tr a ining and re la xation

4 5

a . Die ting habits a . Rich a nd famo us

b . H e avi er but stron ger b . J ust another t e e nager b . A tale n t e d artist b . Family suppo rt b . Appearances d on't cou nt

""",'" Read the text quicklV. Jlou don't need to understand ellerv detail, [ust the main point of each para9raph . Find the keV Ulords/phrases in each para9raph and choose the headin9 Ulhich includes words similar in meanin9 or refer to the same topic.

r

1 When Cheryl was at primary school, nobody ever called her by her real name. There was always someone making fun of her size. But one day, when she was eleven, as she was building a tree hou se in her garden. she

When Chervl Haworlh was vounger, everybody used 10 lease her for being chubby! Well, she's found a way 10 make Ihe whole world look beyond her size...

b is more

suitable for each of the paragraph s 1-5.

answer these questions:

realised she had more physical power than all the boys. She could lift heavy logs and do thing s that oth er kids couldn't , So, she decided to go to the gym and try weightlifting. 2 Cheryl was really good at weightlifting, so her coach encoura ged her to take part in competitions. She so on

became a weightlifting phenomenon. She holds every American record in her class and she also won a bronze medal at the 2000

Olympic Games, when she was on ly sixteen.

3 Cheryl is not only strong but also very dedicated to her sport. She usually works out for three hours a day including Saturdays. How ever, this doesn't mean

that weightlifting is her only interest. Ju st like othe r teenagers Cheryl enjoys spending her free time with friends and her two sisters. They don't always go out, but when they do, they often go to the cinema or a seafood restaura nt. Cheryl also likes drawing and painting and she's a very talented artist. Her portraits made in pencil have wo n prizes in contes ts.

4 One reason why Cheryl has become the kind of

person she is today is her upbringing. Her mother says "1 never made food an issue when Cheryl was a young girl. She was born to be big. The important thing is that she is self-confident and feels good about herself." 5 Cheryl's fame and international success have made her an idol, especially among oversized teenagers. She says: "Hopefully, I can set an example to other people who feel they are far from normal and encourage them to do things that are challenging. We're not all going to be supermodels. I don't want to look like that. What's important is how you feel and how you act towards others."

IE] Read the text again and answer the following questions. a . H ow did p e op le behav e towards Ch e ryl w h e n she w as younge r? b. vvnat has sh e ach iev e d so far? c. Wh a t d oe s Cheryl do in her free time?

8


d . Ho w does Cheryl' s m ot h e r fe e l about h er daughter's size? e. What do e s Cne, yi think is more important th an a per son's size ?

teacher's notes 01

Vocabulary ords related to sports andhobbies prize petition weightlifti ng test win (a medal, a game) -edal work out (v)

oeat (an opponent )

Other words oron ze : nallenging

cnubby Jedicated 01

I

ys: re

g.

lift (v) log oversized pheno menon primary school

raise self-confi dent support (n)

Other phrases and expressions oe far from normal -o ic a record oak beyond someo ne's size -iake fun of -,ake something an issue se an example scene free ti me tak e part in take place

eading Aim: to introduce the topic of the reading text through an oral acti vity involving personal exper ience

-'sk Ss the questio ns and generate discuss ion . o -'sk Ss to look at the heading and photograph and ;;.055 what the text is about.

1.b (making fun of her size, she had more physical power, she could lift heavy logs... other kids couldn 't) 2 .a (phenomenon, holds records, won a bronze medal at the 2 000 Olympic Games) 3.a (works out, spending her free time , go to the cinema or a seafood restaurant, drawing and painting) 4.b (upbringing, her mother, "I never made food an issue... 0) 5.b (set an example, we're not all going to be supermodels, I don 't want to look like that. What's important is how you feel... ") Note: Do not expect Ss to supply all key words/phrases and do not explain any unknown words at this stage. • Ask Ss to read the text again paragraph by paragraph and ask th em comprehension questio ns. e.g. How did Cheryl realise she was stronger than all the boys? How did she start taking part in competitions? What is Cheryl's hobby? Explain unknown words.

EJ

Aim: to read for detail and understand specific inform ation

• Assign th is activity for homework.

a. They never called her by her real name and they used to make fun of her size. b. She holds every American record in her class and won a bronze medal at the 2000 Olympic Games. c. She spends it with friends and her two siste rs. When they go out , they go to the cinema or to a seafood restaurant. Cheryl also paints in her free time. d. She th inks that what is important is that Cheryl is self-confident and feels good about herself. e. How you feel and act towards others.

o

Aim: to read for gist and choose an appropriate heading for each paragraph in the text Read and explain the tip. o -'sk Ss to read the fi rst paragraph and choose the most s; ta ble heading. o heck answers, o Point out to Ss the key words/ phrases in paragraph 1, o -'sk Ss to read the text paragraph by paragraph and do tr.e rest of the activity. • -'sk Ss to look out for key words/phrases. o Check answers.

optional post-reading activity Ask Ss questions of persona l response related to the topic of the read ing text. e.g. What is your imp ression of Cheryl now that you have read the text? Do you know anyone like her? Note: You do not need to ask detailed questions at thi s stage as you will also ask some at the pre-listening stage.

Channel your English T8

8

Lesson Two (continued) words and phrases Words easily confused Aim: to practise disti nguishing betwe en words that can be easily confused • Refer Ss to the text to the word win (a medal/a prize). Ask Ss: What else can you win? • Ask Ss to do the exercise, one set at a time. For each set explain the difference through definitions or examples. beat an opponent win a game/match understand the meaning of somet hing realise the meaning and the importance of something big in size great in import ance take part parti cipate take place happen • Check answers and ask Ss to make their own examp les. Note: Explain to Ss the difference between othe r words easily confused, which will be practised in the Workbook. e.g, spend/waste size/ number among/between norma l/physical

a.won b. beat c. understand d. realise

e. big f. great g. taking part h. t ake place

grammar

II •

• • •

Aim: to practise the correct sequen ce of adverbs of frequency Refer Ss to the text. Ask th em questions: e.g.: How often does Cheryl go out? How often do you go out? Elicit adverbs of frequen cy. Draw Ss' atte ntion to hard ly ever and occasionally. Have Ss do the exercise and check answers.

always / usua lly / often / occasionall y / hardly ever /

before after after

EJ

Aim: to practise using adverbs of frequenc y in an extend ed activ ity • Ask Ss to read the information and tick the boxes which are t rue for them . • Have Ss make fu ll sente nces using the information in the table or, if t ime is scarce, assign it for homework.

listening S

II

Aims: • to expand on th e topic of the reading text • to present the topic of the listening text • Refer Ss back to th e reading text. Ask Ss: How do you feel about a female weightlifter? What did this text make you thi nk? • Elicit answers.

• Ask Ss the questions in the Student's Book and generate discussion .

EJ

Aim: to listen for gist

• Ask Ss to look at the photographs and ask: Have you heard of any of these sports? Would you like to try any of them? • Read and explain the tip. • Play the tape . • Ask Ss to do the exercise. Check answers and ask Ss to provide j ustificatio n.

Nicole: surfing (wave, balancing on your board, watching the shore, beach, catch the perfect wave) . ' Laura: paragliding (taking off from small hill s, height s, a bird 's eye view, from up there, great deal of climbing, avoid trees, crash-free land ing) Sara h: kickboxing (self-defence, martial art, karate, judo, kick, punch throw, contact sport, bruises, broken bones)

EJ

Aim: to listen for specific information

• Ask Ss to read sentences a-t. • Explain any unkno wn words in the sentences. • Play the tape again. • Ask Ss to do the exercise. Check answers and ask Ss to provide j ustification.

never

EJ

Aim: to present the position of adver bs of frequency

a. F

b. T

c. T

d. F

e. T

f. T

in a sentence

• Ask Ss to comment on the senten ces and do the activity. • Tell Ss that usually and occasionally can also be placed at the beginning of the sentence.

optional post-listening activity You may ask Ss furth er questions of persona l response related to the listen ing text. e.g, Which sport do you think is most unusua l for a gir l? ListeningTranscript (see page 120)

9

TB Channel your EngliSh

UNIT 01

listening S

ords and phrases

o

Words easily confused

• Can you t hink of so me spo rts w hic h a re genera lly believed to be mo re su ita ble for men than for w omen? • Do you agree w ith this? Why/Why not?

e the word that best completes each sentence. e has won / beaten seve ra l cham pions hips 5 season. "ialy w on / beat Ge rm any in t he fina l. do n't really understand / realise this exercise. : m so rry, I didn't understand / realise you were here . me people think t hat we ig ht lifte rs ne ed to be / great . but t hat's not t r ue . toliy Karpov was a big / great chess playe r wo rld cham pion. ill" so n is taking part / taking place in a -""lIrlITling com pe t it ion . 5e .era l sport ing events take part / take place in to wn every year.

Discuss the following:

EJ You will hear three teenage girls Nicole, Laura and Sarah talking about extreme s ports they do. Listen and write the correct nam e under the

pictures. You will not use one of the pictures.

I 1....:rD ~,

While listening to the tape try to understand the main points, not erlerlJ sinljfe word. Listen

(or key words or phrases which can guide you

to the correct answer.

bungee jumping

,

~.

ammar :Amplete the chart below with the following words. ::<6ooa lly

hardly ever

never

usually

always

.1t-

rnIJIlIIIIII] ITIIIIIIIIIlIJ [[j]]]J]]JJ[J] _

often

_

_

_

----"11

-

"ead the following extracts from the text. -...." as always so meone making fun of her size. always go out, but when they do, they often ' -e cinema or a seafood resta urant. 00 you notice about the position of the adverbs of """,:""ncy in these sentences? Complete the rules. of frequency appear: _ _ _ _ _ _ the main verb (e.g. play, go) _ _ _ _ _ _

the verb be (e.g. is , are, was)

_ __ _ _ _

the auxilia ry/modal verb (e.g. don't, will)

EJ Listen agai n a nd decide if the sentences a-f are True or False. Write T or F in the boxes.

the boxes which are true for you. Then, make 58 ten ces using the information from the table. ,

m::J

I ~' -" """ ' 0<

school

L ; necinema

a,..e a;::- txxnall on TV _-...., -"in my mum

mn,

a . Nicole started this sport re cently. b . Nico le like s to s how the boys t hat she's as good as t hey a re . c. Laura was a littl e scare d w hen she had her first le sson . d . Laura is plea sed be cause lots of people her age are int e rested in the sport she does. e. Sa rah ha s take n part in com pe t it ions . f. Sarah has h urt herself a few t imes. Channel your English

9

words and phrases 1 Collocations A collocation is a combination of two words (e.g. verb + noun, adjective + noun) which are often used together.

Com plete the coll ocations using th e verbs in th e box. Sometimes more than one verb can be used . do

join

go

win/p/qy

play

win

t ake part in

a gam e

skiing

w indsurfi ng

a championshij

a competition

a cu p

a cl ub

a prize

swimming

gymnastics

a m edal

a tournament

at h le t ics

a race

jigsaw puzzles

for a team

2 Lexical sets Comp lete t he tab le below using the appropriate pla ces and equipment from the boxes. You wi ll need to use some of the words more than once .

SPORT

football

EQUIPMENT pilch

EQUIPMENT

slope

bait. boots: d-crt s: , tir t

tennis

court

boxing

ball

boots

goggles

board net

gloves

racquet

pitch

water polo

ring

snowboarding basketball

sea

windsurfing

pool

speaking Work in pai rs. The three people in the pictures below want to ta ke up a new sport/hobby. Look at the pictures and th e notes and discuss whi ch sports/hobbies would be suitable for each of them and why. Use the ideas and the expressions in th e boxes.

shirt T-shirt

shorts

swimwear

trainers

vest

-1-1.'r1' When lJ ou do pairulork, look at lJ our partner, list en careful/lJ, show interest in

1

What he/she ;S sQljinq, express lJour opinion and ask him/her questions.

o (.-

./t: \:c--

~,.-----~---,\'=-' ~ ~

r ~~£~( ~T i..>: /~- --JA.\

...

b i rd - w at chin g j et -s k i ing gar den in g beach vo lleyba ll bask et ball cl imbing w indsu r fi ng skyd ivin g

10

Esmeralda (/8) Acapulco, Alexico bio'o student

Tim (4 2) GlasljOul, Scotland bank manaljer


•

Mitch (26) Los Anqeles, USA 'ifequard

•

Th e m ost suitabl e spor t/hob by for... wou l d be .. .. becau se .. . W h at do y ou think? .. . i s/liv es.... so I think... D o yo u agree? In my op inion. .. . shou ld t ake u p ... I ag r ee. bu t I also believe .. .

.- teacher's notes 01

p

Words related to sports and hobbies at hlet ics court bird-wat chi ng gloves board (n) goggles championship gymnastics

j et-skiing j igsaw puzzle net pitch

race racquet shoot hoops skydiving

Otherwords and phrases art s and crafts lifegua rd creat ive personal in my opinion scrapbo ok

st uff t ake up t ime consumi ng

website workout

slope swi rnwear tournament vest

words and phrases 1 Collocations

I

Aims: • to introduce the concept of a collocation • to match verbs and nouns to form collocations related to sports and hobbies o Read t he def inition of a collocat ion and ensure t hat Ss und erst and what it means. Give th em an example and as k them to make their own. o Explain any words Ss might not know. '. .. o Have Ss do t he exercise an d check answers.

in/play a gam e in/ take part in a com petition go swi mming do at hlet ics

go skiing win a cup do gymnastics win/take part in a race

go windsurf ing join a club win a medal do j igsaw puzzles

win a championship win a prize tak e part in a tourna ment play for a team

::Jti ona l • "sk Ss to work out some more collocat ions wit h th e verbs in t he box. • "sk: What else can you do/join/ play/win/ take part in? o Elicit answers e.g. do aerobics/the long jump, take part in a play/contest, go fishing/yachting, play golf/chess/a match

2 Lexical sets . : to form lexical sets • \1ake sure th at Ss know what t he sports ·-.a t appear in t he table are. • "sk Ss to use the words in t he first box ., complete t he t abl e with the places - ere each sport takes place. • Explai n any un known words in t he :. iornent box. • -tave Ss do t he exercise. • : . eck answers.

SPORT

PLACE

EQUIPMENT

tennis

court

ball, racquet. net. short s. trainers, I -shl rt

boxing

ring

boots, gloves, shorts

water polo

pool

ball, goggles, swimwear

snow boarding

slope

boots, board, goggles, gloves

basketba ll

court

ball , net, shorts , t raine rs. vest

sea

swimwea r, board

windsurf ing

p ea kin g to give Ss practice using vocabulary related to sports to discuss and make a decision . 'de Ss into pair s. "-SK Ss to look at t he pictu res an d the notes belo w them. E.. p1ain any words and/or expressions in the tabl es t hat s s might not know. ~ea d and explain t he t ip. -' - e Ss do t he act ivity. :

0

o

?


10

Lesson Three (continued ) writing

o

Aims: • to activate backg round knowledge • to prepare 5s for th e writi ng ta sk • Ask Ss the questi ons and generate discussion. Background Note: A website is a collecti on of webpages on the Internet. There are millions of websites to choose from .

EJ

Aim: to identi fy purpose, audience and stylistic features of a teena ger's website

• Ask Ss to read through the website and answer the questi ons a-c. • Check answers. Explain any words Ss might not know.

a. To give information about himself. b. Teenagers visiting his website and interested in answering back. c. Informal: e.g. Hello, that's not true, loads of fun, good workout, stuff, e-mail me.

optional Ask 5s comprehension quest ions related to the website. e.g. Where is Sebastiao from? What does he like doing in his free tim e?

mm

Aim: to help Ss plan their writi ng and encou rage them to include relevant information in it • Ask Ss to do the exercise. • Check answers.

name age

0

0

where you live

0

school subjects you like

things you do with your friends

0

hobbies

0

0

4 Linking ideas Aim: to give Ss practice linking sentences with and, so, but • Ask Ss to fi nd sentences from 5ebastiao's website including and, but and so. e.g. but that's not true, and a good workout, so I don't have muc h time to see my friends . • Read and explain the tip and ask Ss to do the exercise. • Check answers. a. b. c. d. e.

There was no food in the fridge , so we ordered a pizza. Luke likes playing th e guitar and going to the theatre. Jude heard a noise so/and he called the police. The car is very old, but it's in good condition. I'd love to come to your party. but I'm busy tonight.

5 Writing task Aim: to give Ss practice writing an e-m ail about their hobbies • Read and explain t he tip. • Assign the writ ing task for homework. • Remind Ss that they need not divide the ir writing into paragraphs.

UNIT 01

w rit ing Imagine that you've decided to write an e-mail to Sebastiao . Tick which of the following you would include.

Discuss the following: Do yo u u se th e Int ern et ? W hy/Why not ? • W hat i s a webs i te?

name

Read the website and answer the questions below. , W hy has Sebastiao cr eat ed t h i s webs i t e? W h o i s going to r ead i t? Do es Sebas t ia o use form al or in f ormal l an g uage? H ow do yo u kn ow ?

~

age

things you do with your fr iends

family details hobbies

-

3e

.Edit

ack

-,pess

Y:iew

F2vorites

..

G

Forward

Slop

100ls

where you live

schoo l subjects you like

future plans

places you've visited

I!!IElD

!:ielp

@] Refresh

~

Home

I~~~~ebastiaosao.com ::::J

SEBI\STll\ors HOMEPI\GE

»

4 Linking ideas Link your ideas. Use: • and to join tUlo similar ideas. • but to join two opposite ideas. • so to show result.

----------- --'-j~ Join the sentences below using and, but or so.

.\BOUT ME

a. T here w as no food in t he fr idge. We or dere d a pi zza.

-iellol '. y name is Sebastiao

b . Luke likes pl aying the guitar. He likes go ing t o the t h eatre .

and I'm 17. Welcome to my website. I live

Sao Paolo, Brazil.

c. Jude heard a noise downstair s. H e called the police.

eenagers here love

oarties, music and d . T he car i s v ery old. It's in go od con di t ion.

dancing. Most people ink t hat football is the only sport we play here, but that's not true. We also like to shoot hoops. I usually

e . I'd l ove to com e to yo u r party. I 'm busy tonight .

olay basket ball with some kids from my "8ighbourhood. It's loads of fun and a good workout. I also do creative stuff like arts and crafts. At the moment, I'm working on a personal scrapbook, so I

don't have much time to see my friends. Maybe it's "me consuming, but I love it' What about you?

E-mail me,

5 Writing task Now write an e-mail to Sebastiao, tellin g him about your hobbies. Mention what teenagers in your count ry like to do in their free time, too. Use the ideas you have ticked in the plan , as well as li nking words. Your e-mail should be between 80 and 100 words.

[email protected]

•

iii

When lJOU write an e-mail: • Use informallan9uage. • Include only relevant information.

- - -- - - - -- -- --'-'17 • Link lJour ideas.


11

Lesson One

pre sentat ion

II

Before you read the dialogue, look at the picture. Which of the girls do you think says the following? Why?

It was fantastic!

IIt

was ho r rible ! I

II don't w ant another go.

I

{I wa s so embarrassedi]

\y"ot a ve ry good idea]

EJ EJ

Listen and check your answers in 1.

S

Read the dialogue and put th e foll owing events in the order in which they happened. Write 1-7 in the boxes.

a . The roller coaster jolted. b . Alice bought a hot dog . c. Alice refused to get on the roller coaster. d . The roller coast er stopped upside down. e . Alice started eating the hot dog. f. Alice covered the boy with mustard and ketchup. g. Alice and Hannah got on the roller coaster.

Hannah Well, Alice, shall we have another go? Alice

Hannah

Alice

Hanna h Alice

Hannah Alice

Han nah Alice

D

I don't want to go on a roller coaster ever again. It was horrible! What are you talking about? It was fanta stic! The bit where we stopp ed and were hang ing upside down was wicked! Hannah, I don't think that was supposed to happen. Something went wrong . Maybe you're right , but who cares? It was great fun . Anyway, you wer e sitt ing at the back. It was a lot more scary at th e front, believe me. Was it? I'm going to sit at the front this time, then. We're not going on it again! Anyway, I'm not , I can't. Why not? Are you still scared? It's not only that. Remember th e hot dog I bought before we got on the roller coaster?

Discuss th e following:

• Should Alice go on the roller coaster aga in ? Why/Why not? • Have you eve r been in a situation whe re you felt embarrassed?

12


Hannah Yeah... You finished it before we got on, didn't you? Alice

Hannah Alice

Hannah Alice

Hannah Alice

Ha nnah Alice

No, I didn't have time, so I hid it inside my coat . You didn't! When we started moving, I tried to eat it. Not a very good idea. Tell me about it! As I was eating, the roller coaster jolted suddenly and I dropped the hot dog on the boy next to me . Not that cute guy in the whit e shirt ! It's not white anymore. I cove red him in ketchup and mustard. I was so embarrassed! How funny! Don't laugh. While you were having fun, I was making a fool of myself. And there's more . The roller coaster operator went nuts and threatened to throw me out of the amusement park. Now, maybe you understa nd why I don't want another go.

intonation The expressions below show feelings. Listen and repeat th em.

It was fantastic! How funny!

It w as horrible! How awfu l!

I w as so embarrassed! It was great fun!

teacher's notes 02 Functions

t"

Alice It was horrible! I don't want another go. I was so embarrassed!

Showing feelings Expressing opinions arrating past events

Hannah It was fantastic! Not a very good idea.

EJ Vocabulary Vocabulary related to feelings and opinions a vful rilliant dlsgust tng em barrassed orrible

nasty nervous sca ry / sca red super terrific

Conversational English Who cares? go nuts wicked! "ell me about it " at are you talking about? ther words and expressions usement park ce su pposed to : ase (v) : 'e - (n) ; ~ vrong -a ng

-

hide jolt make a fool of oneself operator roller coaster throw out upside down

resent at ion . to present vocabulary, structures and functions in t he context of a dialogue between two teenagers talking about a day at an amusement park

•

Aim: to use visual and verbal information to predict the content of the dialogue • -- Ss to look at the picture and discuss the questions. can also introduce the girls' names to Ss (Alice is - - ~ ie uer one wearing the red top).

:::i ona l :

may ask a few more questions: _ Where are the girls? What are they doing? hat might they be talking about? J

Aims: • to listen to the dialogue and check predictions • to understand the gist of the dialogue • -- Ss to cover the dialogue, look at the picture and caref ully. Play the tape. • _ s uss answ ers.

3-:.

S

Aims: • to check overall comprehension of the dialogue • to sequence • Ask Ss to read sentences a-g. • Ask Ss to uncover the dialogue so that they can read and listen at the same time. Play the tape again . • Ask Ss to underline words and expressions they are not fam iliar with , but tell them not to worry about unknown words at this stage. • Ask Ss which of the events a-g happened first. • Give Ss time to put the rest of the events in order. • Check Ss' answers and ask them to provide justification.

l.b

2.g

3.e

4.a

5.f

6.d

7.c

• When this activity is over, ask Ss some more questions. e.g. Why does Hannah want to sit at the front? Why was Alice embarrassed? What did the roller coaster operator threaten to do to Alice? • Encourage Ss to guess the meaning of new vocabulary such as roller coaster and amusement park. Note: Draw Ss' attention to the question: Remember the hot dog I bought before we got on the roller coaster? Point out to Ss that the personal pronouns and auxiliary verbs are sometimes omitted in questions in everyday speech.

a

Aim: to enourage 5s to relate the topic of the dialogue to personal experience and preferences • Ask Ss to look at the questions and discuss them.

optional If there is time, you may ask Ss more questions. e.g. What age groups usually go to amusement parks? Are amusement parks popular in your country?

intonation

S

Aim: to present and practise intonation in expressions showing feelings • Play the tape and pause after each expression. • Ask Ss to repeat the expressions while you make movements with your hand to show the rising tone (for positive expressions, situations or feelings) or falling tone (for negative expressions, sit uations or feelings) in each expression. It was fantastic! (rising tone) How funny! (rising tone) How awful! (fa llin g tone) It was hor rible ! (falli ng tone) I thought it was great! (rising tone) I was so embarrassed! (falling tone)

Channel your English 18

12

Lesson One (continued) PAST SIMPLE • Completed actions in t he past The bit where we stopped... was wicked! Something went wrong. I covered him in ketchup and musta rd.

words and phrases 1 Conversational English Aim: to match the examples of conversational English in the dialogue with the ir mea nings • Ask Ss to do the act ivity. • Check answe rs.

a. What are you talking about? b. was wicked c. who cares? d. tell me about it e. went nuts

PAS'y PROG RESSI VE • Incomplete actions in the past ...we were hanging upside down ... As I was eating...

2 Adjectives expressing opinions and feelings Aims: • to introduce adjectives expressing opinions and fee lings • to practise the usage of these adjectives • Ask Ss to read the adjectives in the box. • Explain any words Ss might not know and/or provide examples. • Tell Ss that in the f irst two columns they sho uld incl ude adjectives describing situations, people or t hings , wh ile in the thi rd one they should include adjectives desc ribing how people feel. Demonst rate this by using t he adjectives which have already been given as examples. • Have Ss do the exercise . • Check answers.

It was good fantastic brilliant super terrific wonderful

It was bad horrible awful disgust ing nasty terrible

I was/telt.; sca red angry em bar rasse d glad nervous

qrammar

II

Aims: • to present some of the uses of the Past Simple and the Past Progressive as shown in the dialogue • to demonstrate the differences between the two tenses • Ask Ss to read thro ugh t he cha rt. Ensure t hat Ss understand the terms used . If necessary, provide explanations. • Ask Ss to complete the chart with examples from the dialogue. • Elicit an d check answ ers .

13

TB Channel your English

• Actions that happened one after ano t her ...the hotdog I bought before we got on the roller coaster? You finished it before we got on, did n't you? I didn 't have time, so I hid it inside my coat. When we started moving, I tried to eat it. The roll er coaster operator went nuts and threatened to throw m e out of the amu semen t park.

• .Act ions t hat were happening at t he sa me ti me in the past While you were having fun, I was making a fool of myself. • Background information Anyway, you were sitting at the back.

EJ

Aim: to practise the uses of the Past Simple and the Past Progressive • Ask Ss to read the part of the letter to get the gist without worr ying about the missing words . • Have Ss do t he activity. • Check answe rs and as k Ss to provide ju stifi cati on. • If t ime is scarce, ass ign t he exercise for hom ework .

(1) happened (2) were walki ng (3) had (4 ) cau ght (5) were (6) were enjoy ing (7) came

(8 ) started (9) took (10) ran (11) were chasing (12) st oppe d (13) saw

oral practice Aims: • to practise t he st ruct ures, functions and vocabulary prese nte d in this lesson in t he context of a dialogue • to excha nge personal information • Divid e Ss into pairs . • Tell t hem to choose one of t he places at the amusement park and engage in short conver sations using t he prompts in the box. • Ma ke sure t hat Ss unde rstand wh at the words on the map mean and provide explan at ions if necessa ry. • Point out to Ss t hat they should use the Past Simple and the Past Progressive. They shou ld also tr y to use expressions which show thei r feelin gs while discu ssi ng. • Have Ss do t he activity.

EJ

ords and phrases 1 Conversational English fi ve examples of conversational English in the : - ogue and match them with the meanings given. -

= d on 't agree

- . as great -

~ d oesn 't matter

_ - com pl et ely agree with you

_

- ;ot an gr y

2 Adjectives expressing opinions and feelings :e th e adjectives in the box under the correct heading. angry awful brilliant disgusting em b ar r assed glad nasty nervous su p er terrific terrible wonderful

--_....

• was good

It was bad

I was/felt...

horrible

scared

This is part of a letter a girl has written to a friend. Complete the blanks with the Past Simple or the Past Progressive of the verbs in brackets.

Now, you'll neverguess what (1) \ (happen) to me yesterday. As we (2) - - - - (walk) home from school, Joan ( 3 ) - - - - (have) an idea. "Let's go to the beach, girls,"she said. "It's a warm day and we could have a swim." 50 we (4) (catch) the bus and after30 minutes we (5) - - - - - - - (be) in the sea. As we (6) - - - - - - - (enjoy) ourswim, a gTVuP ofboys (7)----'-(come) along and (8) , (start) making fun ofus. They even ( g ) - - - (take) ourclothes and (10) -(run) off As we (11) _ _- - - - (chase) them across the street, a car (12) - - - (stop) and I (13) (see) that it was my dad.

oral practice ~I

d examples of the Past Simple and the Past ogresslve in the dialogue and use them to c m plete the chart below.

:l

1'11fJm~

---,

Work in pairs. Imagine that you went to an amusement park with a friend and that you were in two different places when there was a power cut. Now, you have met your friend again. Look at the map below, choose where you were and ask and answer questions using the prompts in the box.

leted actions in the past

-- - - - - - - - - - - - - - - - - 0: -- ns that happened one after the other

-- - - - - - - - - - - - - - - - - -

: : ....plete actions in the past

-- - - - - - - - - - - - - - - - - ~:-- ~

s that were happening at the ,same time in the past

-- - - - - - - - - - - - - - - - - : - :. ground information

-- - - - - - - - - - - - - - - - - OTE: Do not "use the Past Progressive to : : : : ":J€

habits in the past. Use the Past Simple or

--=-: : . ~

rien I was young, we went / used to go on Iiday by the sea.

W here / y ou / be / when / power cut? What / you / do? What / happen? How / you / feel? Channel your English

13

--.

!

-• ~

-_ .;re':7~~

•

':

~~"£ ~

T_

~

•

Lesson Two

reading

o

Read the title, the introductory paragraph and t he headings of the three paragraphs of the text. Try to guess what each paragraph is about.

Read th e text quic kl y and check the predictions you m ade in 1.

AT FREEZING POINT

THE NEED FOR SPEED

A DANGEROUS DIVE

Nick and Jill Robertson were bored

Eric Dijon's dream was to go on a trip to space. The closest he could

It's amazing how some people's nightmares

with spending their holidays in a bungalow by the beach every year. So, last year they decided to stay in

can be other people's dreams.Take Kim Jones, for example. Most people would stay on

an igloo in the Antarctic for twelve months instead. "Before we set off,

get to it was flying in a Russian MiG-2S.This is actually a rocket with wings and two seats. Back on the ground, after his exciting

we had to promise that we wouldn't ask to be saved because rescue

experience, Eric said:"1 was feeling nervous while I was waiting with

board - not dive into the sea - around Walker's Cay in the Bahamas, especially when there are sharks about. "You might say I'm out of my mind," said Kim,"but swimming with sharks is my idea of fun." Kim didn't dive in a

operations during winter months are impossible," said Jill. After full training,

my crash helmet and oxygen mask on , ready for the big take-off at

safe cage as most of us would. She went down wearing only her scuba gear.That way she was

they were given all the necessary equipment, including a satellite communication device to keep in touch."The only sound we heard

seven in the morning. The engines started roaring and in a split second the rocket shot up in the air. It was brilliant but terrifying. My heart was in my mouth when the

free to touch the sharks, even feed them. Of course, they were only Caribbean Reef sharks, not Great Whites, but what if th ey too k a liking to her legs?That didn't see m to bother

was the wind. It was always dark and we got very lonely," said Nick.

EJ

pilot did one of those loops."

Read the text again and answer the following questions. Write the correct letter (R for Nick and Jill Robertson , 0 for Eric Dijon, or J for Kim Jones) in the boxes provided.

~D Read each paratjraph carefulllJ rand (ook for the specific information which is mentioned in each of the questions. TrlJ to find words or phrases which are related to the

questions.

14

Kim at all.'They were lovely. I wou ldn't mind having one as a pet," she added.

Chan nel your English

Which holiday-maker(s) .. . a. had fun doing something which others consider cra zy? b . couldn't be reached if help was needed ? c. had one dream, but tried somet h ing e lse in stea d? d. didn't think the holiday experience \ 'as dangerous at all ? e. got fed up with always doin g he same hing? f. felt scared and excit ed at the same time?

teacher's notes 02

. Voca bulary -

0

o

0

.

~

bulary relatedto feelings and opinions . ~ zed / amazing ~--oye d / annoying :: 'ed / boring ~~

?" ~ ~ r ra ss i n g

= : O,ed / exciting

• Ask Ss to read th e text again paragraph by paragraph and ask them comp rehension questions. e.g. How long did Nick and Jill Robertson stay in an igloo in the Antarctic? How did Eric Dijon feel before the take-off? Why didn 't Kim Jones drive in a safe cage? o Explain unknown words.

EJ

Aim: to read for detail and understand specific information o Read and explain the tip. o Ask Ss to answer one or two of the questions and assign the rest of the activity for homework.

a: J b: R asal verbs andother expressions :; split second set off search of shoot up =-=:::: On touc h take a liking to -eart is in my mouth t he closest I get to _ ard .: ~ ; my mind ords andphrases unicat ion =.::- helmet

__ :e

=-::: g point

loop oxygen mask rescue operation roar (v) satell ite ta ke-off

c: D d: J

e: R f: D

optional post-reading activity Ask Ss questions of personal response related to the topic of the reading text. e.g. What do you think of these people? Would you ever attempt any of these? Note: You do not need to ask deta iled questions about Nick and Jill Robertson at th is stage as you will ask Ss more questions about the m at the pre-listen ing stage.

: • to int roduce the topic of the reading text through written prompts • to make pred ictions based on headings o read th e t itle, the introductory paragraph and - - ~ :; ~ 'n gs of th e t hree paragraphs of the text. • e . Ss 0 guess what each paragraph is about and -= :::e discussion.

--

. to read for gist and check predictions :::::: 0

read the first paragraph and check the ir

-: ::.:; s. - c .

do the same with th e remainin g paragraphs. answers.

:'5 ·0

=. ~ :-

_ -. ~ '$<: paragraph is about a t rip to the Anta rctic. _ - . ~ - - nd paragraph is about a tri p in a Mig-25 . - . := . - ord paragraph is about scuba diving with sharks.


14

Lesson Two (continued)

words and phrases 1 Phrasal verbs and other expressions Aim: to match phrasal verbs and other expressions from the text with their meanings • Ask Ss to refer to the text. • Have Ss do the exercise individually or in pairs. • Check answers.

a. set off b. keep in touch c. in a split second

d. shot up e. on board f. took a liking to

• Before

ea-,;; ea 2' :-3-

e.g, l.et s ge: ' u5e::- e- :E::-e e ;--: c ; cc• After mea ns a:e '-a- . e.g. l am ra e r ~JsJ: c-& ' -: - :::ur:

e get together aft er :1 '" - c cc• Ago is used it • e ::>cs' S~: e. : 3 a.s g s at th e end of t he sentence. .' -~J "- a", e.g. I got back from sc • By means not later tha - ) six o'clock. e.g. I will have fini shed doirg ""J J

EJ

Aim: to practise th e use of pre

.

'0

s of t im e

• Have Ss do the exercise and c ec ' a s • If time is scarce , assign t he exerci e fo

2 Adjectives ending in -ed and -ing Aim: to present and practise the differences between adjectives ending in -ed and -ing • Ask Ss to read the examples and discuss the way the two adjectives are used . • Point out to Ss that adjectives ending in -ing describe someone or something, while adjectives ending in -eo describe how somebody feels . Point out the examples. • Ask Ss to do the exercise. • Check answers.

listening

o

Aims: • to expand on the topic of the readin g text • to present the topic of the list enin g text • Tell Ss to refer to the first paragraph in t he text on p.14 . Ask Ss to th in k of some questions that they would as k Jill and Nick Robertson about the ir t rip. e.g, How did you find th is kind of experience? • Generate discussion and elicit answers.

EJ a. embarrassing b. worried c. te rrified

d. amazing e. annoyed f . excit ing

grammar

o

Aim: to revise the use of prepositions of time

• Tell Ss to refer to the text and underline all the prepositions of time in it . • Ask them to complete the table. • Check answers and discuss the use of on, in and at.

at six o'c lock / the age of six / Christmas on Monday / 8 November in May / spr ing / 1999 / the 20th cent ury in the morning / the afternoo n / th e even ing at noon / night / midday / midnight on a winter night / a cold morning / a Sunday morning • Introduce the rest of the prepositions of time, explain their use and give examples. • for + a period of time (to show how long someth ing lasts) e.g. I have been learning English for six years. • during + a definite period of time e.g. We met Jane and Paul during our holiday. • from + a point of time toj until + a point of t ime e.g. I work from 9:00 am to 5:00 pm every day from ivionday to Friday.

15

18 Channel your English

®

Aim: to listen fo r gist and check predictions

• Explain t he purpose of the act ivity to Ss. Tell them they shou ld focus on t he questions the interviewer asks the Robertsons to see if he includes any of t heir questions. • Play the tape. • Ss can take notes if they wish. • Ask Ss if any of their questions coincide with the interviewer's. • Elicit and check answers.

What gave you the idea to do such a thing? Why would you want to do someth ing like that? Were you scared at all? Did you have any contact with the outside world? Did you feel lonely at all? (Though this doesn't appear as a question in the interview, it is actually implied.)

EJ


• Read and explain the tip. • Ask Ss to read sentences a-f. • Explain any unknown words in the sentences. • Play the tape again. • Have Ss do the exercise. Check answers and ask Ss to provide justification.

Listening Transcript ~ SA8 oage 120)

UNIT 02

EJ

ords and phrases 1 Phrasal verbs and other expressions

a. Dad decid ed to change career s

the

age of 40.

- d phr asal verbs and other expressions in the text on - ge 14 and match them with the meanings given. 3.

Complete the sentences wit h prepositions of time.

b. I'm leaving for Venice

16 Octobe r.

c. There were no computers

be gan a journey

t he 19th

cent ury.

:; stay in contact

d. We always exchange presents

- in a very short time - m ov ed quickly upwards

_

Christmas.

_

e. Mum usually prepares a light dinner

c on a ship or p lane

the evening.

','er e attracted to

f. She used to work

2 Adjectives ending in -ed and -ing - ead th e foll owi ng sentences. Wha t is the difference - - een bored and boring?

_.'d e the correct word in each sent ence. t 's so embarrassing / embarrassed when my fat h er shows my childhood pictures to my frien d s.

9:00 am

_

9:00 pm when she was younger. g. They only got here twenty minutes

_

h. I'm af raid you must have th is ready

_.ic k and Jill Robertson were bored with spen d in g their holidays in a bungalow by the be ach every year. Sally' s husband is the most boring person I have ever met.

3.

_

_

to morrow. i. The sto ry begins

a cold winter night

in a snow-covered city.

listening ®

o

. Diana has trouble sleeping at night because sh e is very w orrying / w orried about her job inter v i ew . c. Joh n was terrifying / t errified when he heard a

Im agin e that you are interviewing Jill and Nick Robertson , the couple you read abou t , who spe nt a year in the Antarct ic. Wha t questions would you ask th em abo ut th eir t rip?

scr eam . . Davi d Beckham is an amazi n g / amaz ed player to w at ch live .

EJ

e. Cr ai g gets annoying / annoyed when his little si st er wants to go ou t with his friends . s:

Bunge e jumping is an excited / exciting ex p er i en ce.

EJ

rammar Look at the text on page 14 and underline all the prepositi ons of t ime. Then, complete the table below wit h on, in or a t. six o'clock / the age of six / Christmas Monday / 8 November May / spring / 1999 / the 20th century the morning / the afternoon / the evening noon / night I midday / midnight a winter night / a cold morning/ a Sunday afternoon

l

You wi ll hear an intervi ew wit h Jill and Nick Robertso n abo ut th eir t rip. What questi ons does the interviewer ask? Does he include any of your questi ons? Listen again and answer t he fo llowing questions by writing N for Nick, J for Jill or B for both .

~

~,.

f

Read the questions carefulflj before /istenintj. This will tj;,/e ljou an idea of what ljou are tjointj to hear and wilf make it easier for ljou to find the answe rs.

a. Who sent an e-ma il? b. Who doesn't like being asked why t hey went? c. Who enj oyed the tra ining course? d. Who had a problem with the communication device?

Other prepositions of time: for during from to until

before

after ago by

e. Who fell into an ice-hole? f. Who was scared by the light ? Channe l your English

15

words and phrase s A lot of adjectives are formed by adding a suffix to a verb or a noun.

o

Look at the adjectives be low a nd write how t hey are formed as in the example.

enjoyable

verb len jOIJI + able

dangerous

successful

disappointed

lucky

annoying

musical

impressive

EJ Complete the sentences below with adje ctives. Use the words in capitals and the correct suffix or -ous, -ive, -ea

(-y, -ful , -able , -aI,

-ing).

a . Your hands are very

! Go and wash them.

b. The film we saw last night was not very

DIRT

_

c. I decided to make some

FUN

changes t o t he house.

d . Britney Spears is a talented and

po p si n ger.

e. You have to be very

when you drive in t h e rain.

f. Eating too much chocolate can be

t o your health.

g. Mrs Glenda Wizz claims to have

HARM

MABIC MYSTERY

powers .

h . We don't know much about him; he's so

USE ATTRACT CARE

_

speaking Work in small groups. Make up a story using as many of the pictures and prompts in the box as possible. Then, tell your story to the class and listen to the other groups' stories.

thrilled be lost hide

scared

safe capture chase

relieved find 16

Chan nel your English -

- - - --

-

-

- - - - - --

-

-

-

-

-

-

-

-

-

-

teacher's notes 02 Words related to feelings and opinions disappointed enjoyable impressive Otherwordsand expressions abrupt ly capture acti ng claim reak down driveway

relieved

go out (lights) hurt invite sb over

shocked

thrilled

knock over mess pull into

react smash against spoil

trip over unfortunately

w ords and phrases Word building Aim: to introduce adjective suffixes • • • •

Read and explain the introd uctory comment. Discuss the example given and ensure that Ss understand how adjecti ves are formed . Explain any words Ss might not know. Have Ss do the exercise and check answers.

noun noun noun noun

(success) + ful (luck) + y (music) + al (danger) + ous

verb (disappoi nt) + ed verb (annoy) + ing verb (impress) + ive

Aim: to practise adjective formation • Ask Ss to comp lete each sentence wit h an adje ctive by adding the correct suffix to th e end of the words capitals. • Explain any unknown words. • Have Ss do the exercise. • Check answers. • Point out to Ss that the final -n in fun is doubled before -y is added, while th e fina l -y in mystery is changed to an -i and then we add the suffix -ous.

Key a. dirty b. fu nny c. useful d. attract ive

• e. caref ul f. harmfu l g. magical h. mysterious

speaking Aim: to make up a story using visual and written prompts • Make sure that Ss kriow all the words which appear in the box. Provide any explanat ions if necessa ry. • Ask Ss to make up a sto ry using as many of t he pict ures and prompts in t he box as possible. • Allow Ss some t ime to come up wit h a sto ry. Tell them to take notes and expand on th em in order to tell the ir sto ry. • Have Ss do the activity.


16

Lesson' Three (continued)

writing

EI

Aim: to prepare 5s for the writing task through discussion related to personal experiences

• Ask 5s the questions and generate discuss ion.

EJ

Aims: • to read for gist • to identify the stylistic features of a sto ry • Ask 5s to read the story and answer quest ions a-c. • Check answers. • Explain any words Ss might not know. a. The introductory paragraph sets th e scene/ describe s t he background of th e sto ry. The first paragraph of the main part describes how t he story sta rted. The second paragraph descr ibes how the sto ry developed. The final/concludi ng paragrap h ends the story and makes a short comme nt on it. b. The writer uses th e Past Simple and th e Past Progressive since th e story is about a past event. Time linkers such as when, while and as are used thr oughout the story. c. She makes her sto ry more interesti ng by using the following: direct speech , adjectives showing feeli ngs (bored, shocked, disappointed), other inter estin g expressions / phrases (unfortunately, but there was more to come), phrasal verbs emphasising some kind of motion (invite over, knock over, flow up, trip over, pull into).

optional Ask Ss comprehension questions about the story. e.g. Why did she invite some friends over? What happened while they were dancing?

What happened when the lights went out? Did her parents punish her in the end?

Aim: to help 5s organise their ideas and plan their writing • Read and explain the t ip. • Have Ss do the exercise. • Check answers .

:. ·.r• •• ..

When did thestory take place? How did you feel? What happened?

:'

'

:'

.t .t

..

: '.

.t .t

: •

;{

What happened in the end? What were you doing?

What did you/the other people do?

.t .t

Who were you with? Where were you? Has it changed your life?

Aim: to introduce and practise some narrative techniques • Read and explain the tip . • Ask Ss to find sentences from the story in 2 including while and as. e.g. While we were dancing... As I was trying to clean up... As my friends were leaving... • Ask Ss to do the exercise. • Check answers. a. While we were driving to the airport, the car broke down. b. The music was terrific, but the acting was terrible.

c. As I was trying to ope t r e ::: :' d. "What an awful f ilm! ~e - - c.

Aim: to give ss practice writing a story • Assign the writing task for homework . • Remind Ss that it is important to follow the plan they have made and vrite tr-e

17


r

s.c

~ s~

s:_ ::c ace style.

UNIT 02

writing D

Discuss the following: • What could go wrong in your normal routine and spoil your day? • How do you usually react when something goes wrong?

EJA

girl has taken part in a short story competition organised by her school. She had to write a story entitled A day at home when everything went wrong. Read her story and answer the questions below.

a. What is the main point of each of the paragraphs in the story? b. What tenses and time linkers does the writer use in the story? c. What does the writer do to make her story more i n te rest i n g?

LastSaturday evming my were away and I was home alone. I was bored, so I invited some [riends over: Whm they came they brought some CDs with them, and we decided to have a small party. While we were dancing, my best [riend Lisa knod
parents

UD

r

~,

Before LJou start writintJ, plan LJour stonj carefu((LJ and which points to include in each paraqraph, -

r:

_'

~

You have decided to take part in a short story competition organised by the local Youth Club. You will have to write a story entitled A day out with friends when everything went wrong. Look at the following questions and decide in which paragraph each of them should be answered. Some questions are related to more than one paragraph.

.•. ~ .• ~ .•.. • .. ... :

When did t he story ta ke place? How did you fee l? What happened? What happened in the end? What were you doing? What did you / th e other people do? Who were you wit h? Where were you? Has it chan ged your life?

4

'

..

. "

..".

..

. ." .

• I"

..:

..

I

. ..

Improving your style

U

D

When LJou write a storq, use past tenses, (mostlLJ Past Simple and Past Proqressiue), as we(( as time linkers (e.fj. when, white, as). rrLJ to make LJour stonj interestinq to the reader bLJ

~'r usinq:

• a rlarietLJ of adiectiues and adverbs • questions and exclamations • direct speech Rewrite the following sentences using the words in brackets and making all the necessary changes. a. We were driving to t he airport and the car broke down . (wh ile)

b. The music was very good, but the acting was very bad. (terrible, terrific)

c. I tried to op en t he door an d at that m om en t my k ey broke . (as)

d. H e sai d t he fil m w as awfu l : (w h at )

5 Writing task Now write your story for the comp etiti on. Use the plan you have made in 3 and wr ite it in an appropriate style according to the tips given. Your story should be between 1 20 and 150 words.

Channe l your English

17

Lesson One

presentation

o

Look at the colour quiz fro m a magazine, follow the instructions and discuss the following:

• Which colour d id you choose? • Do yo u t h in k that the colour yo u chose can really reveal a lot about your personality?

EJ EJ

Listen to two people talking abou t the qu iz. Do t hey agree with the resu lts of the quiz?

1!!1

Read the dialogue and decide if t he following statements are True or False. Write T or F in the boxes.

Did you know that the colour you like reveals loads about your character? Spend ten seconds focusing your

mind on the colours below..~,!!!!!!!!!!!!!!!~ Which one att racts your attention?

a . Pe ople w ho like red are usually shy. b. Chl oe 's sc hool parties were a success. c. Ryan thinks that Chloe is a leader. d . People who like ye llow are good at art. e . Ryan and Chl oe are surprised that Simon painted his room yellow. Ryan Chloe Ryan Chloe Ryan Chloe Ryan Chloe Ryan Chloe Ryan Chloe Ryan

D

18

You've been reading that magazine for ages now. What's in it? I'm doing a quiz about colours and personality. Let me see . Ah, I've done one of those before. Which colour did you choose? Red. And what does it say? It says I'm confident and outgoing, but I'm also bossy. That's true . It also says that I'm a leader. What? I don't know about th at. Why not? I've organised every school party since the first year. And everyone was a right mess! I see what you mean, but at least I did my best. That makes you ambitious, not a lead er.

Turn to page 106 and check what t he quiz says about the colour you chose. Do you agree with the results? Channel your English

Chloe Ryan Chloe Ryan Chloe Ryan Chloe Ryan Chloe Simon

Ryan Simon

Ryan Simon

Chloe

I suppose so. Now, you have a go. Erm .. . Let me see .. . Yellow, I think. Just a minute, you're cheerful and creative. Too right! And you love artistic things . That's not me . You're right, that 's Simon. He's the artistic type , isn't he? He doesn't often wear yellow, though. Speak of the devil! Hi Simon! Hi guys, what 's up? What have you been doing? You'r e covered in paint ! I've been paint ing my room. What colour? Yellow, why? What else!

intonation The expressions below show agreeme nt or disagreement. Listen and repeat them.

I agree . That's t rue . You 're right. Too right! I s upp ose so . I don 't know about that. I see w h at you mean, but... I'm afraid I don't agree.

teacher's notes 03

EJ

Funct ions :>::scribing one's personality ~pre ss i n g agreement and disagreement

:>'esent Perfect Simpl e :>'esent Perfect Progress ive

Vocabulary ords describing personality :; bit ious art isti c bossy cheerful eader outgoing shy stubborn

confident

Exp ressions showingagreementor disagreement con't know about that. I suppose so. ...., afraid I don't agree. That 's t rue. see what you mea n, but.. . You're right. nversational English :; right mess : J one's best

ads er words and phrases :;::ract one's attention :' ss one' s mind ::J one's best := austed

'.

Speak of the devil! That's not me. What 's up?

focus on reveal scene take a brea k

resentation -

: to present vocabulary, structures and functions in t he context of a dialogue between two teenagers talking about the relation between colour choices an d personality

Aim: to generate discussion related to personal opinion and preference k Ss to do the colour quiz. • Ask Ss to look at the questions and discuss them. Aim: to listen for gist' • -\sk Ss to cover the dialogue, look at the colou r qui z :;~d listen carefully. Play the tape .

S

• Discuss answers .

- ~ ey

Aim: to check comprehension of specific information in the dialogue • Ask Ss to read statements a-e. • Ask Ss to uncover the dialogue so that they can read and liste n at the same time . Play the tape again. • Ask Ss to underline words and express ions they are not familiar with , but tell them not to worry about unknown words at t his stage. • Ask Ss to decide on t he fi rst statement. • Ask Ss to work out the answers to t he rest of the statem ents . • Check Ss' answe rs and ask them to provide justification .

a. F b. F

c. F d. T

e. F • When th is activity is over, ask Ss some more questions. e.g. What does the quiz say about people who like red? What does the quiz say about people who like yellow? • Ask Ss to underline the expressions used in the dialogue to show agreement or disagreement. • Encourage Ss to guess the mea ning of new vocabulary such as ambitious , bossy, cheerful , confident, creative , outgoing, speak of the devil. Provide any further explanat ions if necessary.

o

Aim: to encourage Ss to relate the topic of the dialogue to personal opinion and preference • Ask Ss to do the quiz. Tell them that they are not supposed to choose their favourite colour but the one which attracts their attention. • Have Ss read the results on p. 106 and expla in any words they might not know. Ask Ss if they agree or disagree with the results. • Generate discussion. • Encourage Ss to use some of the express ions show ing agreement and disagreement.

intonation

S

Aim: to present and practise intonation in expressions showing agreement and disagreement • Play the tape and pause afte r each expression . • Ask Ss to repeat the express ions.

agree on some th ings but not on everything.


18

Lesson One (continued) words and phrases 1 Conversational English Aim: to match the examples of conversational English in the dialogue with their meanings • Ask Ss to do the act ivity. • Check answers.

a. b. c. d.

a right mess did my best have a go What 's up?

&

•

I·

Aim: to introduce adjectives describing personality and distinguish between positive and negative meaning • Ask Ss to do the act ivity. • Check answe rs.

Positive confident outgoing cheerful creative

Negative bossy shy stubborn lazy

grammar Aim: to elicit some of the uses of the Present Perfect Simple and the Present Perfect Continuous as presented in the dialogue

• Ask Ss the first set of questions. • Tell Ss to refer to the dialogue. Elicit and check answers. • Do the same for the rest of the sets of questions.

• No, we don 't. Ryan is talking about something he has done inhis life before. The Present Perfect Simp le • No, she hasn't. The Present Perfect Progressive • No, she hasn 't. The Present Perfect Simple • Because he has been paint ing his room. No, he isn 't. The Present Perfect Progressive

19

Aim:

0 present th e basic uses of the Present Pe ec Simple and the Present Perfect Progressive as shown in the dialogue • Ask Ss ~ reac ~ rough th e tables and ensure that they und ers and tr-e ~e' s used. If necessa ry, provide explanat io s. • Tell Ss · 0 ree r · 0 ~ e extracts in 1. • Ha e Ss do ~ e e .ercise. • Check ans vers.

Present Perfect Simple: I've done one of those before. I've organised every school party since the first year. I

o

EJ

TB Cha nnel your English

Present Perfect Progr essiv e: You've been reading that magazine for ages now. I've been painting my room.

• Point out to Ss that the Present Perfect Simple emphasises the result of an act ion , whi le t he Present Perfect Progressive emphasises the duration of an action. e.g, I have written three letters this morning. I've been writing letters all morning. • Read and explain the note. If necessary, provide fu rther examples or ask Ss to make their own.

EJ

Aim: to practise the uses of the Present Perfect Simple, the Present Perfect Progressive and the Past Simple • Ask Ss to read through the extract of the interview to get the gist. • Explain any words Ss might not know. • Ask Ss to complete the blanks. . • Check answers and ask Ss to justify them. • If time is scarce, assign the exercise for homework.

(1) have always wanted (2 ) crossed (3) got (4) have played (5 ) have done (6) have been working (7 ) have ever played (8) have been doi ng

words and phrases

EJ

1 Conversational English Find four examples of conversational English in the dialogue and match them with the meanings given . a. a disaster b . t r ie d as hard as I co u ld

Complete the tables below with an example of each use of the Present Perfect Simple and the Present Perfect Progressive. You may refer to the extracts in 1.

• an act ion which happened in the past, but t he exact t ime is not mentioned . e.g. • an action which started in the past and continues up to the present (emphasis on the action).

c. try

e.g.

d . How is it going?

_ •

I

'

•

I'

ou t going b ossy shy stubborn

Positive

I

~

•

• an action or situat ion which started in the past and cont inues up to the present (emphasis on the durati on).

Write the words in the box in the correct category. co nfident creative

_

cheerful lazy

-_.-

Negative

e.g.

_

• an action which happened over a period of time in t he past and may have fini shed, but its results are obvious in the present. e.g.

_

NOTE: Use th e Past Simple for actions which happ ened in the past and the exact time is mentioned. e.g. Ryan did the quiz yesterday.

EJ gramm ar Look at the extracts from the dialogue and answer the questions that follow.

e done one of those before. we know exactly when Ryan did one of t hose tests? , hich tense is used?

) 0

Read the extract from an interview with a film star. Complete the blanks with the Present Perfect Simple, the Present Perfect Progressive or the Past Simple of the verbs in brackets.

...Th e trut h is th at I (I)

(always

w ant ) to be an actor.T he idea first (2) (cross) my m ind wh en I (3)

_ _

(get) a role in a scho o l play back in the eighties. Since th en I (4)

(play) in many (do) several plays

films and I (5) too... I (6)

(work)

on my new film for several

• ou've been reading that tnegezine for ages now. as Chloe finished reading the magazine? hich tense is used?

e organised every school party since the first year. -ias Chloe stopped organis ing school parties? , hich tense is used ?

• ' hat have you been doing? You're covered in paint! " -/ e been painting my room." y is Simon covered in paint? s he st ill painting his room? , ich tense is used?

months now and I'm really enjoying it. It's one of the most interesting r o les I (7)

_

(ever play). It's hard work, though. Today I feel exhausted because we (8)

_

(do) the same scene all day. Anyway, we 're finish ing soo n, so I can ta ke a break...


19

reading

o

Before you read the text, discuss th e following :

• W h at ar e t he advantages an d d i sad v ant ages of be in g t h e ol d est/youngest ch ild in t he family? • W h at are the advan tages and disadvantages of b ei n g an only ch ild ?

F.I<.- _

IL

EJ

Read the text quickly and decide whi ch head ing is suitable for each paragraph by writ ing 1-4 in the boxes. There is one extra heading which you do not need to use.

a. Responsi b l e but under pressure b . Super- con f i d ent and ambitious c. Rel ax ed and outgoing d . Shy b u t fr i en d ly e. D et er m i n ed and spoiled

OR

Whether you're the only child, the eldest or the baby of the family can say a lot about you and your future.

II

If you 're the eldest, you 're multi-talented and creative and you like to keep yourself busy. You believe in yourself and you were born to lead and organ ise others. You're a perfectionist and you always want to be the best, which means you can give yourself a hard time if you don't succeed . Remember, nobody is perfect, so try not to worry too much . You like to hang out with your friends and you 're the leader of your group. However, you can be bossy and sometimes you forget to ask your friends for their opinion .

EJ

EJ If you 're in the middle, EJ If you 're the you 're good at keeping everybody happy . As you have to deal with older and younger siblings, you're more easy-going and you don 't like to cause trouble . You are a good listener and any job that involves dealing with people suits you. Usually you don 't get as much attention as your brothers or sisters do , so you have to fight for it. You worry that you 'll be left out if you keep quiet. You love meeting new people and you've got loads of friends . Whatever plans your friends make, you 're willing to agree with them .

youngest, you like being the centre of attention and you get a lot of it from your parents, perhaps too much. The greatest thing about having older siblings is that they pass on everything they have learnt. You're much more competitive than your brothers and sisters and you always want to prove you are as good as them. You always think your friends have better ideas than you. Why not speak up and surprise them?

II If you're an only child, you 're more mature than people from larger families. You've got no problems dealing with your teachers because you're always around adults. You love being in charge, so whatever job you do, you 'll be a success in no time. However, your parents can give you a hard time because they always expect you to do well. Why not remind them you can't be perfect all the time? You're not very good at dealing with lots of people at once, so you prefer hanging out with one person.

Read the text again and answer th e following ques tions. Write E for eldest child, M for middle chil d, Y for younges t child or 0 for only child in the boxes.

Whi ch p er son ... . a. doesn' t like bein g in a lar ge group of friends?

e. tries very h ar d to be like t h e others ?

b . is very friendly with people?

f. p uts too much pressure on herself/himself?

c. d oesn' t ask others what they think?

g. talks to ot h ers in an ' ad u l t' way?

d . d oesn ' t like to cause pr ob l em s?

h . gains f rom ev er y one else's ex perien ce?

20


teacher's note s 03 Key words and phrases

ss. se. Vocabulary related to family adult only child the eldest / middle / youngest child family order sibling Words describingpersonality competitive determined easy-going mature multi-talented Otherwords achieve enclose experience (n)

perfectionist relaxed spoiled willing

fight (v) gain include

Other phrases and expressions at once be in charge be under pressure deal with do well Give me a break! give oneself a hard time hang out with

single suit (v) transportation

1. b. (you believe in yourself you always want to be the best) 2. c. (you're more easy-going and you don 't like to cause tro uble you love meeting new people and you've go t loads of friends ) 3. e. (you like being the centre of attention you always want to prove you are as good as them ) 4 . a. (you're more mature they always expect you to do well) • Ask Ss to read the text again parag raph by paragraph and ask them comprehension questions. e.g. What do eldest children seem to worry about the most? Why do middle child ren tend to willingly agree with the ir friends ' pla ns? What is the best thing about having older siblings? Why does an only child prefer hanging out with just one person? • Explain unknown words.

EJ keep oneself busy leave out pass on speak up Take it easy!

Aim: to read for detail and understand specific information • Assign t his activity for homewor k.

a: 0 b: M

c: E d: M

e: Y f: E

reading

II

Aim: to introduce the topic of the reading text through an oral activity involving personal experience and opinion • Ask Ss the questions and generate discussion.

EJ

Aim: to read for gist and match the headings with the paragraphs in the text • Ask Ss to read the headings. • Ask Ss to read the f irst paragraph , look out for key words and choose the most suitable heading. • Check answers. • Ask Ss to read the rest of the paragraphs and match them with the remaining headings (Do point out to Ss that there is one extra heading t hey do not need to use). • Ask Ss to look out for key words and phrases. • Check answers.

g. 0 h:Y

optional post-reading activity Ask Ss some questions of personal response to the ideas expressed in the reading text. e.g. Do you agree/ disagree with what the text says about being an eldest! middle/youngest! only child? Note: This should be a sho rt discussion focus ing only on persona l response to the ideas of the text, since you have already held a similar discussion at the pre-reading stage.


20


words and phrases 1 Phrasal verbs Aim: to match phrasal verbs and other expressions from the text with their meanings • Tell Ss to refer to the text. • Have Ss do the exercise. • Check answers.

a. hang out b. left out c. pass on

d. speak up e. in no tim e f. give yourself a hard t ime

2 Words easily confused Aim: to practise distinguishing between words that can be easily confused • Ask Ss to read the words in t he boxes. Provide t hem with examples and/or definit ions. only = no other lonely = alone and unhappy single = not mar ried succeed in + gerund manage + full infinit ive achieve something involve = to be a necessary part of sth include = when sth is part of a whole enclose = to put something inside an envelope • Have Ss do the exercise. • Check answers .

a. imagine d. lonely g. manage j. includes

b. Think e. single h.succeeded k. involve

c. believe f. only i. achieved I. enclosed

grammar

II

Aim: to present the comparative and superlative degree of adjectives • Ask Ss to underline the comparatives and superlatives in the text on p.20. • Have Ss do the activity. Comparatives older, younger, more competitive , better, more mature, larger, more easy-going Superlatives the best , the eldest, the youngest , t he greatest

• Ask Ss to look at the underlined examples. Ask them the questions. • Elicit and check answers.

a. The comparatives and superlat ives of one-syllable adjectives are formed by add ing the endings -er and -est. b. The comparatives and superlatives of mult i-syllable adjectives are for med with more/most + adjective.

EJ

Aim: to present the structu re as... as... in comparisons

• Ask Ss to look at the example sentence from t he text. • Then, ask them to read sentences a and b and decide which of the two has the same meaning as the example from the text. • Elicit answers.

Sentence a has t he same mean ing.

EJ

Aim: to practise comparisons

• Ask Ss to read the adjectives in the box and t hen read the informat ion in the table. • Provide Ss with an example if necessary. • Ask Ss to produce thei r own sentences. Tell them to t hink of as many examples as possible using all the adjectives and the info rmation provided . • Have Ss do the activity and check answers.

Suggested ans wers: Trevor Jones is t he oldest of all. Leroy White is younger than Trevor Jones. Leroy White is not so/as old as Trevor Jones. Mariah Spencer is the shortest of all. Trevor Jones is the most successful of all. Mariah Spence r is not so/as successful as Trevor Jones. Mariah Spencer is more popular than Leroy White. Leroy White is not so/as rich as Trevor Jones.

listeninq

S

Aim: to identify speakers' roles, relationships and opinions • Ask Ss to read through the quest ions and the opt ions. • Expla in unknow n words if necessary. • Play the tape tw ice. • Have Ss do the exercise. • Check answers and ask Ss to provide j usti ficat ion.

1. b (It's Paulin e, you know, from next door) 2. b (Sometimes I feel like he has no time for his little broth er with all that work he' s got at Uni) 3. a (Well, he has this know-it-all air and thinks that everyone has to listen to him and follow his orders )

ListeningTransc ript (see page 12 1)

21

TB Chan nel your English

UNIT 03

words and phrases

grammar

o

1 Phrasal verbs Find phrasal verbs and other expressions in the text on page 20 and match them with the mean ings given. a. spend a lot of time in a place b. not included c. give to people who are yo unger

_

d. express your opinion

b

f. make thi n gs difficult for you

the same. You don 't get as much attention as your brothe rs or sisters do.

2 Words easily confused Complete the sentences with the correct form of the words in the boxes. think

a. How are the compa ratives a nd supe rlatives of one-sylla ble adjectives formed? b. How a re the compa ratives and superlatives of multi-sylla ble adje ctives formed?

EJ decide Look at the following sentence from the text and which of the two sentences a or means

e . soon

believe

Underline the: comparatives a~d superlatives in the text on page 20 and then answer the following questions:

a . Your brothe rs a nd siste rs get more attention than you do. b. Your brothers and siste rs get less attention than you do.

imagine

a. Close your eyes and

that

you 're lyin g on the beach . b. Don't make a decision n ow.

_

about it first. . The people want a leader they can

_

in .

EJ Look at the table below about three singers and make true sentences. Use the adjectives in the box, comparatives, superlatives and not so/as... as... . old

young

NAME

only

lonely

single

.... Mr and Mrs Martin felt

when

Leroy White Mariah Spencer Trevor Jones

tall

short

AGE 27 23 46

successful HEIGHT 1.85 1.68 1.79

popular

rich

RECORDS SOLD 1,000,000 1,500,000 3,000,000

th eir chil dren m oved away. e. Is Sheila

or is sh e married?

Dave is the

pe rson who ca n

You will hear people talk ing in three different situations. For questions 1-3, choose the best answer a. b or c.

answ e r yo ur question. su cceed

manage

;. How do you

achieve to stay so slim?

a. Tim ot hy

in gettin g into one

of the best universit ies in the cou ntry. .. Tr udy has

a lot in h er career

so fa r. involve

include

Th e price of the holiday

enclose a

retur n ticke t, and transportation to and from h e ai rport . . Does the job He card as a gift.

listening S

a lot of travelling? a cheque in the birthday

1. Liste n to a w oman talking on t he phone. Wh o is she talking about? a . a friend b . a neighbour c. a colleague at w ork

2. Listen to a conversation between two teenagers. Wh ich of the three is true? " a . J ohn is the eldest child. b. John is the youngest ch ild . c. John is an only child . 3 . Listen to a girl telling her friend about a boy. What do es she thin k of h im ? a . He is bo ssy. b . He is confide nt. c. He is a go od listener. Channel your English

21

words and phrases • The opposites of ma ny adj ectives are formed by add ing a negative pref ix (e.g. un-, in-, im -) to them , or a suffix (-less) to the noun that they come f rom. . • Adverbs are usually fo rmed by adding -Iy to the correspond ing adje ct ives.

EI

Complete the table below with the missing words. • I

opposite adjective

.

happy

• I

unhappy

-

opposite adverb

•

happily

unhappily

incorrect carelessly possibly unsuccessfuI

EJ

Complete the following sentences using the correct form of the words in capitals.

a . Don't be afraid of the dog; he's

_

b . I hate it when people are Read each sentence carefullLJ and decide if the missinq word should har/e a positir/e or a neqative meaninq.

_

c. Ma ry hadn't stu died for t he test, so she answered most of the questions _ d . I was so bo red by hi s

HARM PO LITE CORREC T

speech that I fell asleep . END

e . Don't d rive so

; you're going to have an accident! CARE

f. Congratulations! You did the job

PERFECT

g . Don't sit on this chair; it' s very

COM FORT

speaking

EI

Compare pictures A and B discussing the similarities and differences between them. Think about the following:

• where the people are • how old they are • what situation they are in • who they are w ith • how they fe el

Use some of the words and phrases in the boxes.

graduate degree satisfied proud concerned/worried concentrated

22


I think/believe that... It seems that .

In my opinion, . The girl in picture NB looks .. . In both pictures ... In picture A" , while in picture Boo .

EJ

Discuss the foll owing:

• How do you get on w it h your family/classmates? • Wh at are some of t he t h in gs that usually make t e e na ge rs fe el w orrie d ? • Have you ever felt prou d of yourself or a pe rson you love? Wh at was the situ ation?

teacher's notes 03 comfort concent rated

concern ed correct

Phrases and expressions a couple of t imes Best wishes catc h up wit h get on wit h get used to

degree graduate (v)

harm (n) high-rise

latest polite

proud satis f ied

hear from I have to go now say hello to settle down That's all for now.

words and phrases Aims: • to int roduce negative suffixes and prefixes for adjectives • to int roduce the formation of adverbs • Read and explain t he introductory com ment. • Discuss the exam ples given. • Have Ss do the exercise and check answers.

adj ective correct caref ul possible successful

oppos ite adjective incorrect careless impossible unsuccessfu l

adverb correctly caref ully possibly successfu lly

opposite adverb incorrect ly carelessly impossibly unsuccessfu lly

Aim: to practise the formation of adjectives and adverbs • • • •

Read and explain th e tip. Explain any words Ss might not know. Have Ss do th e exercise. Check answers.

a. harmless b. impolite c. incorrectly d. end less e. carele ssly f. perfectl y g. uncomfort able

speaking • • • •

Aims: • to compare and contrast two pictures • to ta lk about people and express personal opinions Divide Ss into pairs. Ask Ss to look at the two pictur es and th e prompts. Have Ss read t he words and phrases in t he boxes. Explain any words/ phrases Ss might not know. Have Ss do the activity. Aim: to discuss issues related to family and friends

• Ask Ss to read the questions and generate disc ussion.

Chan nel your English TB

22

Lesson Three (continued) writing

EJ

Aim: to prepare Ss for the writing task through a discussion related to personal experience

• Ask Ss the quest ions and generate discussion.

EJ

Aim: to identify the purpose and stylistic features of an informal letter giving news

• Ask Ss to read the letter and answer questions a-c. • Check answers. Explain any words and phrases Ss might not know.

a. Marion is writing to Sharon to tell her her news. b. First paragraph: reason for writing. Second paragraph: giving news. Third paragraph: asking for news. Fourth paragraph: end ing the lett er. c. Dear Sharon (Dear + first name). Sorry, we've, haven't, Mum , You know, You see, What about you ?, What are you up to?, OK, Love, Ma rion .

Aim:to introduce the structure of an informal letter giving news • Ask Ss to do the exercise and ident ify the part s a-g in Marion' s letter. • Check answers.

l. b

2. d

3.a

4.g

5.e

6. c

7. f

4 Opening and closing an informal letter Aim: to fam iliarise Ss with appropriate openin g and closing phrases for an informal letter • • • •

Ask Ss to read the phrases in the box. Explain any phrases they might not know. Tell Ss to read the examples from Sharon's letter. Have Ss do the exercise. Check answers.

• Point out to Ss that th ese phrases can be used alternately.

J

Dear Uncle Charles

Hello Tony

Set phrases for .. opening paragrap."J

It was nice to hear from you

Thank s for your letter

- Set Phr;~~;f~~

That 's all for now

Keep in touc h

Best wishes

Lots of kisses

Greet ings -

_

-1

closing paragraph Signature endings

• After completing th e table, draw Ss' atte ntion to the two phrases that have been left out. Ask Ss the reason why. Elicit answers.

The phrases "Dear Sir" and "Yours faith full y" are not appropriate for an informal letter. Both of them are appropriate for formal letters only.

5 Writing task Aim: to give Ss practice writing an informal letter giving news • Read and explain t he ti p. • .A'3'3 i g~ the writing task for homework.

23


UNIT 03

writing

EJ

Discuss th e following:

• Do you ever w r i te l etter s to fri en ds and/or

Look at Marion 's letter and write th e order in which th e following parts of an informal letter app ear. a. Greeting b . Ad dress

relatives? • W hy do y ou wri te l etters to t hem?

c. Closi ng paragra ph d . D at e

EJ

e . M iddl e par ag r aphs Marion has recently left England an d moved to Shanghai, China, with her f am ily. Read her lette r to her best f riend Sharon and answer th e questions below .

a. W hy i s Mar ion w r i t in g to Sha ron?

!J. W h at i s t he p u rpose of ea ch paragrap h? c. What exa m ples of informal language can yo u find?

f . Signature en d ing g . Open ing pa ragraph

4 Opening and closing an Informal letter Complete the tabl e below wit h the phras es given. Which tw o phrases are nof app ropria te for an informal lett er? Best w i shes Th at 's all for n ow D ear Uncl e Char les Keep in t ou ch Lot s of ki sses D ear Sir H ello Tony T hanks f or yo ur l etter Yours faithfully It w as ni ce to hear from you

D eo~ S~aAO' , So~~~

I ~alle.'t l
CW~at about ~ou? CW~at me ~ou Jp to? Is se~oo~ Ok? .A. d ~0l
Dear

~haron

=-r~ I haven't

wr it.ten for
I have t o go r "OW

Love

5 Writing task Writ e a letter to a f riend of yours who has recentl y m oved away te ll ing him/h er your latest news . Your letter should be between 120 and 140 words.

1...:" When write an informal lett er: -rtr . Write vour address in the top ritjht -hand lJOU

corner and the date befoul it. • Diflide 'Jour letter into paraqraphs and start a new paraqraph for each major

point. • Use informal ianquaqe . • Use a qreetinq, set phrases to beqin and end your letter and a siqnature endlnq.

Channel your EngliSh

23

Revision 1·3 reading Read th e text an d match the headings a-
The dream of most mountain climbers is to reach the top of Mount Everest. Sometimes, however, this dream can turn into a nightmare.

II Le n e Gammelgaard is the firs t Sca ndin av ian woman to reach the top of Mount Everest. She was asked to jo in a team of professiona l a nd non-professional climbers on a n Everest clim b in May 1996 . At midnight on 9 May t he t eam set off for t he roof of the w orld . The climb w as painful and d iffic ult, b ut everybody was thrilled to fin all y m ake it . It was a m agnifice nt ac hievement, but Lene knew t hat on ly ha lf t he j ob had been done, as s he says "On a big climb like that, going back do wn is the most da ngerous part ."

EI What Lene feared most was not far fro m the truth . As the t ea m beg an t he climb down, Le ne noticed d ark clo uds belo w. With in 45 minutes, a ter rible st orm had hit t hem and s now up to a m etre deep covere d the ir ro ute a nd rope s . The team members we re ex ha usted and had trouble staying on t heir feet . All of t hem we re trying hard to ke ep moving and st arted using oxyg en . " It's really scary bei ng t ra p ped in a snowstorm. Even thoug h yo u ca n' t

see anyt hing aro u nd you, yo u have to keep walking:' Le ne says. "The bi ggest da nger was falling o ff the edg e of a cliff."

II The wi nd was blo wing at 1 00 kph a nd the te mperatu re was a ch illing - 30"C; it was im pos sible to hear a nyt hing becaus e of the noi se . They soo n ra n ou t of oxygen and started shaking wi t h co ld. Th ey had been up there wit hout food , drink or sleep for 24 hours . Eventually t he sto rm d ied down , b ut by that time eig h t m e m bers of th e team had lost t hei r live s .

a

"You learn a lesson from tragedies but, a bove a ll,

you learn you are pow erl ess next to nature, " Len e

ad m its. "Be ing in a team m ake s yo u feel stronger and safe r. Of co urse, w he n you're in a team, you stay in a team; but in t he e nd, you ' re responsible for you r own decision s . And to te ll yo u t he tru t h, it 's n ot heroic to ris k yo ur life to save ano the r. I kno w it 's ter rible to say this, b ut it is a really stu pid thing to do."

m

Since this t ragedy there has been a lot of d iscussion abou t the risks involved w hen climbing Mou nt Everest, e sp ecia lly now t hat a ny non -profes siona l w ith e no ug h money can get a permit a nd e q uipment to take on the climb , Reach ing the top of the wo rld is something in cred ible t hat most people wou ld love to say tl:~'i ".;:va ac hieved . Bu t the question is, are the risk s to o hig h?

24


teacher's notes Rev 1-3 reading Aim: to read for gist and match t he headings with the paragraphs of the text • Ask Ss a few pre-reading questions related to the topic of the text and generate discussion. e.g. What do you know ab out Mount Everest? How difficult do you th Ink it Is to reach the top of Mount Everest? What prob lems can mountain cumbers face? • Ask 5s to read through the text for gist. • Ask 5s to read the text again paragraph by paragraph. look out for key words and/or phrases and mat ch each paragraph with one of the headings a-e. • Have Ss do the exercise. • Check Ss' answers and ask them to provide jus tification.

1: e ( 5he was asked to join a team..., the team set ofL) 2: d (Len noticed dark clouds below, a terrible storm had hit them and snow up to a metre deep covered their route and ropes) 3: a ( ran out of oxygen .., shaking with cold,...eight members of the team had lost their lives) ~: c ( but in the end, you 're responsible for your own decisions) 5: b ( the risks involved, ...with enough money you can get a permit and equip ment, ...are the risks too high?)

ote: When th is activity is over, you may explain any unknown words if necessary. ~pt i ona l

post-reading activity

-\sk Ss questions of personal response related to the top ic of the reading text. e.g. Would you like to try to reach the top of Mount Everest? Why?/ Why not? Do you agree that "it 's not heroic to risk your life to save another", as Lene says?

Channel your English ra

24

Revision 1-3 Use of English

II Aim: to revise various language form s through a multiple choice cloze exercise • Ask Ss to read through the text for gist. • Have ss complete the blanks . • Check answers.

l. b

2.b

3. c

4. c

5. b

6. a

~ b

8.a

9. c

10 . a

Note: When this activity is over, you may explain any unkno wn words if necessary.

EJ

Aim: to revise word formation through a word-building exercise

• Ask Ss to read throu gh the text for gist. • Point out to Ss th at. before completing th e gaps, t hey should decide on what part of speech is needed each time. In some cases, opposites are required. • Check answers.

(1) wonderful

(2) embarrassing

(3) careful

(4) impolitely

(5) useless

(6) angrily

(7) funny

(8) uncomfortable

Note: When th is activity is over, you may explain any unknown words if necessary.

song S Aim: to listen and check predictions • • • • •

Ask Ss to read thr ough the song for gist without worrying about the missing words. Ask Ss to guess what the missing words are. Ask Ss to listen to the song carefully and complete t he blanks. Play th e tap e. Check answers.

character, sister, hurt, advise, disagree Note: When this act ivity is over, you may explain any unknown' words if necessary.

optional project • Divide Ss into pairs or smal l groups. • Refer Ss to the Colour Quiz on p.18 and the quiz answers on p.106. • Ask Ss to work in pairs or groups and come up with a similar persona lity quiz. They should think of four to six items (e.g. free-time act ivities, sports, holiday types, animals or anything else they wish), and, decide what each of them reveals about a person's character. Ss shoul d draw or stick pictures on a piece of paper. Then, they should ask Ss in other pairs/groups which their favourite sport , animal , etc, is and tell them what this reveals about thei r personali ty. • Encourage 5s to make their quiz answers sound funny and use a variety of adjectives describing personal ity.

25


Use of English

o

song S

Read the text below and choose the best word a, b, c or d for each blank.

I'm not really an adventurous person. In fact, t he most thi ng I do is to (2)

(1)

You will hear a song call ed Be good . Before you listen, read the lyrics and try to guess what the missing words are , Then, listen and check your prediction s.

_

fis hing with my f riend Stan . However, the other day I ran an old colleague and he to ld me

(3 )

about an Advent ure Weekend he was taki ng part . The t rip (5 )

(4 )

_

food and accommodat ion, (6)

I decided

a give it a t ry. (7 )

I t hought it would be a it

weekend walking in the hills, (8)

Be good Resp on si ble, l oy al , h onest, fri endly

turn ed out to be full of extrem e sports and act ivities. To my

I won de r w hat y ou are like

surprise, I enjoyed it a lot. Now I'm even thinking about tr ying

and w h et her w e are alike

bungee jumping! If I take a liking (9)

To ha v e a

_

it, I may even (10 )

a bungee jumping

of your own

And n ot be anybo dy' s clon e

club! Chorus

1. 2. 3. 4. 5.

a) borin g

b) exciting

c) annoying

d) embarrassing

Be good to eac h ot her

a) do

b ) go

c) have

d) play

Like

a) on

b ) in

c) into

d) about

a ) on

b ) at

c) in

d) about

a) enclosed

b) involved

c) included

d) had

6 , a ) so

b) but

c) because

d) also

7. a) Final ly

b) At fi rst

c) Later

d) Then

b) because

c) but

d)and

b) in

c) to

d) into

b) t ake part in

c) take place d) play

8 . a) so 9, a) about 10, a) joi n

an d b rother

Be go od it's a v irtue Be good it w on' t

you

Ambitious, confident, cre at ive, easy-going You n eedn't analyse Cr i t icise or

_

To ag ree or

_

To be or not to be ...

EJ Complete th e blanks wit h th e correct form of th e words in capit als, Bringing up children is a (1)

experience, but children

can be really (2)

sometimes, For example, when

WONDER EMBARRASS

I'm out shopping with my t hree-year-old son la n, I t ry to be very (3)

or behave (4)

so that he doesn't ta lk . However, it doesn 't

CARE POLITE

always work. For example, when he 'started shouting in a shop last week, it was (5)

t rying to tell him to stop.

USE

I was very angry, but then I came up with a good idea, When about forty people started looking at me (6)

, I turn ed to Ian and said:

ANGRY

"I'll tell your mum all abo ut it when we go home, young man! " This really confused him and he gave me a (7) to work. It made me feel less (8 )

look, but it seemed , anyway.

FUN COMFORT Channel yourEnglish

25

Lesson One

presentation

o

Before you read the dialogue, look at the picture and discuss the following:

" Wh ich of t h e two t e enagers d o you think has go t a p roble m ? " What kin d of pro bl e m is it?

EJ EJ

Listen and che ck your a nswers in 1.

S

Read the dialogue a nd an swer the following qu estions. WrIte T for Teri, S for Scott or B for both .

Wh o a . g ene rall y gets go od m arks? b . has ba d m arks in maths ? c. like s m a ths ? d . likes the m aths teac h er? 8 . lik e s go ing t o co ncerts? f. is looking forwa rd to this even in g ? g. is g oing to stay at h om e to n ight? Teri Scott Teri

Scott Teri Scott Jeri

Scott

Teri Scott Teri

c::::J

o

o o0

0 = - =

0

It 's going to be a grea t conce rt ton ight. Are you up for it? Sorry, I can't make it . Excu se me ? Look, it's not that I don't feel like it ... What then ? Well, it's parents' eve ning" ton igh t. Have you forgotten? Oh yes, it slipped my mind . Anyway, we' ll have finished by seven o'c lock and th e concert does n't start till eight. Well, have fun! At eight o'clock I'll be sitti ng in ' my room on my own . I don't get it . Of course you don't. Little Miss Perfect always gets straight 'A:s ' I see, but your marks aren 't th at bad , are they?

* At par en ts' even ings the st ude nts'

Scott No, they're wors e actually, espec ially maths. Look at my last test. Teri Oh dea r, I th ought you liked ma ths . Scott I do. but I j us t can't stand Mr Dean . He 's so strict. I'm quite fond of him. At least he mak es us [earn . Teri Well, me anyway. Scott You're not helping, Teri . My pare nts will ground me for life. I'll be stuc k in my room, no more bask etball. no more part ies and I can forget abo ut concerts. Teri Never mind. You 've got a TV in your room, have n't you ? Scott Yes, I couldn't live without it. Teri OK th en . The concert 's going to be broadcast live on Channel 5. You can watch it there . Scott Tha nks a bunch.

pa rents are invited to school to discus s their childre n's progres s with

the teache rs.

intonation

D Discuss the following:

The express ions below s how like or dis like. Lislen an d re peat them,

Do you think that parents ' even in gs h elp? W hy/Why n ot?

I'm re ally ke e n on h e r. I'm qu ite fond of hi m. I cou ld n 't live wi th ou t it . I just can't stand him . I don 't thin k much of her. I d on't fe e l like it.

26


teacher's notes 04

EJ

Functions

Aims:' to listen to t he dialogue and check predict ions • to unde rsta nd the gist of the dia logue • Ask Ss to cover the dialogue , look at the picture and listen carefu lly. Play t he tape . • Discuss answers. _

Express ing like an d dislike Talking about futu re events Mak ing arrangements Making predict ions

S

Structures Future Future Future Fut ure

,

The boy has got a problem . His ma rks are not good and he is afraid t hat his parents will grou nd him and t here wil l be no more basketball, part ies and concerts for hi m.

Will Goin g to Progressive Perfect

EJ

Vocabulary Words and phrases that showlike or dislike bored wit h fond of impressed by/wit h can't live without can't sta nd interested in disgusted by keen on " fed up wit h sick of feel like t ired of " Conversati onal English I can forg et abo ut I can't ma ke it

Aim: to check comprehension of specific inform ati on in t he dia logue • Ask Ss to read qu estions a-g. • Ask Ss to uncover t he dialogue so t hat they can read and list en at t he same ti me. Play t he tape again. • Ask Ss to unde rline words and expressions t hey are not fami liar with , but tell t hem not to worr y about unknown words at th is stag e. • Give Ss time to work out t he answers to th e questions . • Check Ss' answ ers and as k t hem to provide justificat ion,

a. T I don't get it it slippe d my mind

b. S

c. B

d. T

e. B

f. T

g. S

• When this activ ity is over, ask Ss some more ques t ions .

e.g. Why Is Scott calling Teri "Little Miss Perfect"? Otherwords act ually broadcast (v) especially ground (v) live (adj ) Other phrases at least be st uck be up for look forwa rd to

ma rk (n) progress st raig ht (adj ) strict su bject

on one's own pick sb up Thanks a bunch

pre se nt at ion Om: to present vocabulary, structures and functions in the context of a dialogue between teenagers about school and le isure activities "

Aim: to use visual information to predict the content of the dialogue • ~ sk Ss to look at th e picture and discuss th e questi ons,

op t i o n a l

What does Terl think about Mr Dean? Does Scott like watching TV? • Encourage Ss to guess t he meaning of new vocabul ary such as can't stand, fond of, groun d, broadcast .

a

Aim: to encou rage 5s to relate th e topic of t he dia logue to person al op inio n and expe rie nce • Ask Ss to look at t he quest ion and discuss it.

optional If th ere is t ime, you may ask Ss more questions . e,g. Are parents' evenings a common practice at your school? How do parents usually react after a parents' evening?

intonation S Aim: to present and practise intonation in express io ns show ing like or dislike • Play th e tape and pause after each expression . • Ask Ss to repeat t he express ions .

ou may also ask Ss a few more qu est ions:

e.g. Where are they? Why do you think they are there? What do the objects on the table reveal about the teenagers?

Cha nnel your EngliSh TB

26

'''."~:~ ..

Learnin zone

Lesson One (continued) words and phrases 1 Conversational English Aim: to match th e exam ples of conversational English in th e dialogue wit h their meanings • Ask Ss to do the activity. • Check answers.

a. I can't make it b. It slipped my mind c. I don't get it d. I can forget about

2 Adjectives with prepositions Alms: • to int roduce adjectives showing feelings followed by prepositions • to give Ss practice using these adjectives • Ask Ss to read the adjecti ves in the table . • Explain t he meaning of any adjectives Ss might not know and/ or provide examp les. • Have Ss do the activity. Point out to Ss that sometimes more than one answer is possible .

• Check answe rs.

L bored with / sick of

2 . fed up with / ti red of / bored wit h / sick of 3 . intereste d in / keen on / fond of 4 . impressed by / with

optional If there is time, ask Ss to make thei r own sentences and check them.

grammar

o • • • •

27

Aim: to elicit the basic uses of th e Future Perfect and the Future Progressive as presented in the dia logue Ask 5s t he fi rst set of quest ions. Tell Ss to refer to the dia logue. Elicit and check answers. Do the same with the second set of quest ions.

T8 Channel your English

• Yes, it will. No, it won't • Yes, he will. Yes, he will.

EJ

Aims: • to present the basic uses of the future tenses

• to give Ss practi ce ma king their own exampl e se ntence s

• Ask Ss to read throug h the t ables and ensure that they understand the ter ms used. If necessary, provide explanations. • Ask Ss to work individually and make their own examples . • Check answers.

Suggested answers : The Future Wilt • offers e.g, I'll help you with your homework. • promises e.g, I'll do my best. • th reats e.g, I'll call the police if you don 't turn the music down. • on-the-spot decisions e.g, I like these trousers. I'll buy them . The Future Going to • future plans e.g, I am going to buy a new car soon. predictions based on evidence e.g, Look at the clouds! It 's going to rain. The Future Progressive e.g. This time next month I'll be lying on the beach. The Future Perfect e.g. I will have finished doing my homework by the time you come.

D Aim: to practise the uses of the fut ure tenses • Have Ss do the activity. • Check answers and ask Ss to provide justification. If ti me is scarce, assign the exercise for homework.

a. am going to b. will help c. is going to d. will be tr avelling e. have fi nished

EJ

words and phrases 1 Conversational English Find four examples of convers ational English in the dialogue and match them with t he meanings given.

a. it's im possible for me to come

Compl ete the tables below wit h examples of the uses of the tenses. You m ay refer to t he dialogue, but you also have to make your own exam ples for some of the uses mentioned.

• predictions e.g. My pare nt£. wm grOJnd me fo r life.

• offers e.g.

_

• promises e.g.

_

b . I f orgot abo ut i t

c. I d on't understa nd d . t her e w ill be no m or e

2 Adjectives with prepositions 'lead the table below and compl ete the sent ences wit h some of the adject ives. Sometimes more than one a swer is possible.

Expressing like

Expressing dislike

fond of

bored with

kee n on

tired of

interested in

fed up with

crazy about

sick of ",

impressed by/with

• th reats e.g.

_

• on-the-spot decisions e.g.

_

• future plans

disgusted by

e.g.

_

r'--"'~"-""" ~

r I'm rea lly (1 )

this h i st o ry

• predictions based on evidence e.g.

_

t est. [ don't know anything about World War I. ~ I st ar t ed r eading t he books but I got

r: (2 )

t he su bject r eally

q u ick ly. I' m more (3)

r

_

Rom an H i stor y ; that's much more inter est in g .

• actions that will be in progress at a specific time in the future

[ w as r eally (4 )

e_g.

g la d iators

_

after I saw t hat fi lm with Ru ssell Cr ow e . I 'm

o

e I' d m ak e a great gladiator !

0 • actions that will be completed before a specific time or another action in the future e.g.

D

_

Read the short exchanges below and circl e th e correct words.

a. "I hear you're going to Manc hester University in

gramm ar Look at the extracts from the dialogue and answer t he questions that follow. • - 'JYWay, we'll have finished by seven o'clock. I the parents' evening st art before seven o'clock?

I it fini sh after seven o'clock? •

' ~e igh t

o'clock I'll be sitt ing in my room on my own.

Scott be in his room before eight o'clock? he be in his room after eight o'clock?

September." "Yes, I am going to / will st udy French and German ." b. "How can I carry these bags home ?" "Don't worr y. I will have helped / will help you carry t hem." c. "What are all t hese peopl e doing here?" "Well , a pop star will / is going to give an interview." d. "Are you doing anything special tom orrow afternoon?" "Act ually, I will be t ravelli ng / will have travelled to Paris." e. "Is that report I gave you ready yet?" "Not yet. but I'm sure I'll have fi nished / be finishing it by 6 o'clock tonight." Channel your English

27

reading

D

Before you read the text, discuss the follow ing:

• Have you ever cheated in an exa m? • W hat m ad e you cheat? • What can be done to preve nt chea t in g?

EJ

Read the text quickly and answer the following question . Choose a, b or c.

..J...·D Before answerinq

r

~,

multiple choice

questions, read the questions and the options

carefulllj. When a question refers to the whole text, MoM options which ere true but refer onllj to part of the text .

Whic h sentenc e su mm arises t he w h ole t ext? a. Students cheat to g et into

un iver sity. b . Tech no l ogy has m ade

che ating easie r. c. Che at in g can be ex p l ain ed bu t not exc used.

EJ

means that there will always be studen who will do anything for a better mark. It has never been easier to cheat tha it is today. With all the technology available, students needn't cheat by looking over their shoulders anymore. They use mobile phones to send answers to each other during a test. There is also the Internet. With hundreds of websites. students don't have to worry because the can find lots of material which they can copy and use in proj ects. There are even tips on the art of cheating in exams. Obviously, if you get caught cheating, you fail the exam or the SUbject. But it doesn't really matter whether you get caught or not. What's important is that it' s wrong. You mustn 't cheat because cheating is a lie. It deceives people into thinking you know more than you actuall do. How can you be proud of something you've achieved through cheating? In the end. it's not about deceiving your teachers and your parents, but about fooling yourself that you can do somethi you really can't.

Read the text again and answer the following questions. Choose a, b or c.

J...:D

r

Remember that the

~,

correct option must answer the question in full and the idea it expresses must be in the text. Afloid usint} options ulhich: • sound ioqical, but are not mentioned in the text • include a word/phrase from the text, but do not mean the same thin9 • overqeneralise usinq words like alwaljs, all, etlerlj etc.

28

It's five minutes before the exam and you are in a state of panic. You just have to pass it. but how? You didn't even open the book the night before and you hear a voice in your head saying "Cheat. cheat.," So what are you going to do. ignore it and fail or go for it? It's a tough decision many students must make. Most young peopie believe that cheating is wrong. However. they have cheated at least once in their high school years. So, why do they do it? Are they too lazy to study? Perhaps, it's not as simple as that. According to some experts, one main reason why students cheat is because they see their friends get away with it. It's an easy way out. They avoid embarrassment and their parents' anger for not doing well in an exam. Research, which was recently carried out in the USA, also shows that students thi nk it's OK to cheat if the subject isn't important for their future career or if they just don't understand it. What's more, most students have to put up with the pressure of getting into university. They need to get good marks to carry on with their studies. This


1. What's the to ugh decision that m any students have to make befor e an exam : a. h ow t o ch eat b . w het h er to cheat or not c. w ha t to d o if t hey fail 2. A ccording to r esear ch . w hat's the st uden ts ' opi nion abou t chea t in g? a. Cheating i s ea sy, but a little em bar r assi ng . b . Ch eating is always t he right t hing to d o.

c . Che ating isn't wrong in some case s . 3. W hat can stud ents w h o w ant to cheat fi nd on t he Internet? a. u sefu l in fo rmatio n w h ic h can help them b . suggested an sw ers to te st s c. oth er st ud en ts ' proj ects abo ut che ating 4 . W h at 's th e w ors t th ing abou t chea t in g? a. You can get ca ug ht an d fai l. b . You cheat other s and y ourself. c. Your t eac her will inform your pa re nts.

teacher's notes 04 • Ask Ss to read the text again paragraph by paragraph and ask them comprehension quest ions. e.g. Why might some students be in a state of pan ic before taking an exam? What do most young people believe about cheating? Why might some students use the ir mobile phon es when taking an exam? Explain unknown words.

EJ Words anger art available avoid cheat (v) deceive decision embarrassment excuse (v) expert

fai l ignore

main material mobile obviously panic perform pressure prevent

proud reason research shoulder state (n) tip tolerate topic tough unforgetta ble

Phrasal Verbs carry on with carry out get away with go for put up with

Aim: to read for detail and understand specific information • Read and explain the tip . • Assign this act ivity for homework .

1. b

2. c

3. a

4. b

optional post-reading activity Ask Ss questions of personal response to the ideas expressed in the reading text. e.g. Do you think that cheating is someth ing reaily bad? Do you think that your parents ' and teachers ' expectations may make you chea t? Would you ever use a mobile phone or the Internet to chea t? Why / Why not?

Phrases and expressions according to do well in each othe r fool oneself it doesn't matter way out

reading

o

Aim: to introduce the top ic of the reading text thro ugh an oral activity involving personal experience • Ask Ss the questions and generate discussion. • Ask Ss to look at the heading and the photograph and guess what the text is about.

EJ

Aim: to identify the mai n idea

• Read and explain the tip. • Ask Ss to read the text paragraph by paragraph and choose the most suitable answer. Tell t hem not to worry about unknown words at this stage . • Check answers.

c

Channel your English TS

28


words and phrases Phrasal verbs Aim: to match phrasal verbs from the text with their meanings

• Have Ss do the acti vity individual ly or in pairs. • Check answers.

listening

o

Aims: • to expand on the topic of the reading text • to present the topic of th e listening text • Ask Ss th e quest ions and generate discussion .

EJ a. go for b. get away wit h c. carry out d. put up with e. carryon with

grammar

o

Aim: to introduce som e uses of must, have to and need as presented in the text.

• Ask Ss to read through the table and ensure that they understand the ter ms used. If necessary, provide explanations. • Ask Ss to refer to th e text and do th e act ivity. • Check answers. must:

have to:

need: mustn't: neednit:

don 't have to:

It's a tough decision many students must make. You j ust have to pass it, but how? Then, there is the pressure of getting into university most students have to put up with. This means that they need to get good marks to get on with their studie s... You mustn't cheat because cheating is a lie. With ali the technology available, students needn 't cheat by looking over their shoulders With hundreds of websites, studen ts don 't have to worry because they can find lots of material which they can copy .

Read and explain the note.

EJ

Aim: to practise using must, have to and need

• Have Ss do the exercise and check answers. • If time is scarce, assign the exercise for homework.

a. have to / need to b. mustn 't c. had to d. need to / have to e. don't need to / don't have to

29

TB Channel yourEnglish

S

Aim: to identify the speaker's roles

• Play the tape. • Ask Ss to do the exercise. Play the tape . • Check answers and ask Ss to provide justification .

Speaker 1 is a teacher. (I spend most of my free time mar king) Speaker 2 is a student. (the deadlin es for proje cts, a terrible mark) Speaker 3 is an ex-student. (Three generations of my family went there and we ali benefitted from it)

EJ

Aim: to identify main ideas

• Ask Ss to read the phrases a-d. • Explain any unknow n words in th e phrases. • Play the tape again. • Ask Ss to do the exercise. Check answers and ask Ss to provide justification.

Speaker 1: c (some of them seem to spend ali their break time in the gym) Speaker 2: a (the gym is a big bonus) Speaker 3 : b (We didn 't have ali that in my days)

optional post-listening activity You may ask Ss further questions of personal response to the listening text. e.g, Does your school offer the sam e facilities as Farnham Hill School does? ListeningTranscript (see page 121)

UNI T 04

words and phrases Phrasal verbs

EJ

Read the situati ons below and com plete the blanks using the correct form of must, need or have to.

a. Fred has just seen the doctor. He says: "I've sprained my

Find fi ve phrasal verbs in the text on page 28 and m at ch them wit h the m eanings given.

stay in bed for two days."

ankl e. I

b. You are always late for school and your teacher says:

a. choose

"In fut ure you

b . avoi d being p uni sh ed

punished. "

be late or you'll be

c. You're talking to a friend about a trekking holiday last

c. do or perform d . tole rate without co m p la i ning

year. You say: "We

e. continue d oing

equipment on our backs:

carrya ll the

d. it's absolutely necessary to call your boss. You say:

gram m ar

EJ

MUST, HAVE TO, NEED

Find examples with must, have to and need in th e text on page 28. Then, compl ete th e tabl e below with the missing words and th e exam ples you have found .

call my boss right now:

e. It isn't necessary for the students to finish the project th is week. The teacher says: "They

finish

the project th is week:

listening S

Obligation/Necessity rnu,,1

"I

EJ

is used when you

personally feel that something

Discuss the foll owi ng:

• What i s the bes t/worst thing about your school? • Have yo u got any un for gettabl e schoo l m emories?

is the right thing to do.

EJ

is used when you are obliged to do something. is used when it is

You wi li hear th ree peopl e talkin g about Farnham Hili School. Listen and m atch the speakers with the words a-d. There is one extr a word which you do not need to use.

..J...&" Don't be in a hurrlJ to answer a question

*r"'r

necessary for you to do something,

immediatelq: Listen carefulllJ till the end of the piece and check all the options before lJour final decision. j~

Example

Speaker 1 is a(n)

is used when you

a. stu d ent b . t each er

aren't allowed to do something.

Speaker 2 is a(n)

c. ex-student Speaker 3 is a(n)

EJ

Listen aga in and match the speakers with th e phrases a-d to m ake statements. There is one extra phrase whi ch you do not need to use.

and don 'I need 10 are used when it isn't necessary for you to do something.

d . ex -teach er

Spe aker 1

a. on ly likes one t hing about Farnham Hill . b. has n ot iced some

improvement at NOTE: Had to is used to express obligation in the past and didn 't have to and didn 't need to are used to express absence of obligation in the past. e.g. The st udents had to finish the exam in one hour, but they didn't have to answer all the questi ons.

Speaker 2

Speak er 3

Farn ham Hill . c. thinks the gym at Farnha m H ill is n ot u sed properly. d . talked to someone about a problem at Farnham H il l. Channel yourEnglish

29

words and phrases Collocations

school go to

a class or a lesson

./

./

./

./

a language

a course

learn

an exam

./

teach take fail

./

./

./

./

./

./

./

a. Whi ch sc hool did yo u say yo u b . I'm not surprised Sa lly c. Rob ert

./

? the exa m aga in . Sh e neve r st udies anyway. Eng lis h classes at this sc hool. but he only

_

En glish well after he had spent a year in the UK. d. Mr Smith e . I'm go ing

French at Wils do n High Sc hoo l. to

a su m mer course this year so I can fini sh university soone r.

speaking

o

Look at the plan of the school below. In pa irs, discu ss a nd de cide which two of the three facilities a, b or c s hould be built. Then , decide which of the two areas marked A and B on the map is more suitab le for each facility. You can use some of the words , phrases a nd express ions in the boxes.

II swim m ing pool

II computer room

cantee n

I

I

convenient ne ce ssary practica l have a snack ta ke exercise

have access to the Int ernet I

•

It's a go od idea to. .. because ... I th ink it would be better. .. It wouldn't be a good idea to... Don 't you th ink that ... I su ggest a rea ... for. .. as ...

A EJ Discuss the following: • What sort of facilit ies do you think yo ur school needs ? • What wo u ld yo ur ideal sc hool be like ? • How imp ortant are computers in e ducation?

30


....t..//J

U'hen discussinq somethinq «lith someone, don't hesitate to ask them to repeat or clariflJ some thlnq you hatle not understood. When it's 'Jour turn to speak, avoid (on'l pauses, as uJell as comments and answers which are too short. £~press 'Jour opinion and gille reasons. Don't worrlJ if 1J0U disatjree with the other speak er.

-r'r

teache r's notes 04 Vocabulary Words related to school and education att end canteen course -acilities

Other words accom modat ion

area arrange arrangement olo ck convenient

ide al lend plan (n) practi cal resort

Other phrases and expressions as for as long as

have a snack

...ave access to

take exercise

run a course

-ave a day off

vords and phrases ~

: to present and practise collocations related to school and education • Check Ss' background knowledge of what a collocation is (see un it 1). • .l.sk Ss to look at t he ta ble. Clar ify any questions 5 s may have. • ave Ss do t he acti vity ind ividuall y or in pairs. • Check answers.

_ go to / at tend (went to / att ended) : 'ailed attended / went to, lea rnt - :eaches / taught _. atten d / take

peaking Aim: to speculate and m ake a decision J ivide Ss into pairs. .l.sk Ss to look at the plan of the school. Explain any words/ phrases and express ions in the boxes that ss migh t not kno w. ~ead an d expla in the ti p. -lave 5s do the act ivit y. Aims: • to expand on th e topic of t he previous act ivity • to express personal opinion • .l.sk Ss t he questions. • Generate discussion.

TB Chann el your English

30


II

Aims:

0

o o

Ask 55 the questions and generate discussion.

EJ

Aims:

0

o

o o o

to activate background knowledge to prepare 55 for the writing task

to present a transactional letter giving information to match extracts from the letter with th e notes given

Allow 55 some time to read through Alex's letter. Explain any words 55 might not know. Have 55 do the exercise and check ,i)nswers.

You see, my family and I are going to Scotland for New Year's Eve, so the days around Christmas are more convenient. As for accommodation, you don't need to worry. We'lI stay at my uncle's country house which is quite close to the ski resort . You don't need to worry about equipment either. My brother will be pleased to lend you his.

EJ

Aim: to help 55 plan their writing and encourage them to include relevant information in it

o Ask 55 to do the exercise. • Check answers.

(These are the feat ures that should be tic ked) a. Use of linking words, e.g. and, so, but d. Expanding on the notes given and using your own words, (see the key answers in exercise 2 ) e. Use of appropriate fut ure tenses, e.g. My family and I are going to Scotlan d for New Year's Eve, we'll be staying, my brother will be pleased, he won't need it, we'll have a great time f. Including an opening and a closing paragraph Opening paragraph: I got your letter yesterday... I've really missed you. Closing paragraph: I really hope... we'll have a great time.

4 Writing task Aim:to practise writi ng an informal letter giving information o Read and explain the tip . o Assign the writ ing task for homework .

31


UN IT 04

writing

o

D

Discuss th e follow ing:

• W hat do you u su ally m ak e p lans/ arrangements for? • W hat thing s do you need to con sid er w h en you make plan s/ arrang ements?

EJ

Read part of th e letter Mil es has sent to his fri end Al ex, t he notes Alex has m ade and Alex's answe r to Miles, Then, under li ne t he senten ces in Alex's lette r wh ich are relevant to t he notes he has mad e.

wlLl be awa tj C f1vlstvoeas OK?

-~-

So I was thinkin'l, of \'isiting you or New Years EV( c; ,,da What do you and , V( could go skiillg tor a ,(IV . , . think? Could you am11lge CC011l11l0datlOlI~ nd . ' '' ', b 'k to let me know . , eqlllpt/1mt, vvl1 e a" Take care. Miles borrow "'-tj bvotf1ev's

"'-tj CiV\.cle's COCiV\.tVtj f10Cise ::21.s.t November

Read Alex's letter again and look at t he check-list below. Which of the fe atures a-g should you bear in m ind when you write a letter making plan s or arrangem ents? Tick th e correct featu res and fin d exam ples of each in Alex's letter.

a . u se of linking w or ds

b . use of appropriat e past t enses c. asking app ropriate question s d . ex pan d in g on t he n ot es g iven and u sing

yo ur own w ords e. use of ap propria te futu re t enses f. incl ud ing an ope nin g and a clo sing para graph

4 Writing task A fr ien d of your s from England is intereste d in doing a la nguage cours e in your country. Read t he part of t he letter he has sent you and the notes you have made , and write a letter to him . Your letter should be between 120 and 150 words.

21st) CiV\.e- 21st) Ciltj

\

Dear M lLes, I got tJ0CiV Letter aV\.eI I was H1VlLLeel to

hea r that tJ0Ci're cO>1A.l"'"0 ove« t o speV\.c\ a few elatJs wlt h L<.$ . It's beeV\. a L0"'"0 tl>1A.e slV\.Ce we Last saw each othev aV\.eI I've reaLLtJ >1A.lsseel tJ0Ci. W eLL, a sk.ll"'"0 hoLlelatJ sOe1A. V\.Ot veaLLtJ SCire aboCit th e elates. y OCi see, >1A.tJ fa>1A. lLtJ aV\.eI I are g ol"'"0 t o ScotLaV\.c\ fov N ew y ear's Eve, s o the elatJs aVoCiV\.eI Chvlst>1A.as are >1A.ove coV\.veV\.leV\.t. I k.V\.ow tJ0Ci CisCiaLLtJ have so>t1A.e of tJear, so >1A.atJbe tJOe< caV\. avva"'"0e Lt. As fov aCCO>1A.>1A.oelatloV\., tJ0Ci elOV\.'t V\.teel t o wovrtJ. W e'LL sta tJ at >1A.tJ CiV\.cLe's COCiV\.tVtJ hOCise, whlch ts q Cilte close t o t he sk.l vesort. I've ask.eel hl>1A. aV\.c\ he s atJs we caV\. «se It fov as L0"'"0 as we Wee. Y OCi eloV\."t V\.teel t o wovvtJ aboCit eqCilp>1A.eV\.t elt hev. MtJ bvoH, er wlLL be pLeaseel t o LeV\.eI tJ0Ci hls . He's got othe r pLaV\.s f or C hvlst >1A.as, so he wOV\.'t V\.teel It a V\.tJwa tJ· I reaLLtJ hope tJ0Ci caV\. >1A.ak.e Lt . W vlte back. to telL >1A.e If tJOCi agree . I pvo>1A.lse we'LL have a gveat tl>1A.e. S ee tJ0Ci sOOV\., A Lex

Could you please check whid,:e the local c,,/lege I1Ins lan'l,uage c"ur5(S and what kind"f acc"t/1m"datioll 't "ficrs? Tha1l11-' a lot. I'll Jokillg fOnvmd to y"ur later: Take care. Adam

• fvee t l>1A.e pla V\.S • sta tj OV\. aftev COCiVse eV\.els

."",., When 'I OU are asked to write a letter based on some material (part o( a tet ter, notes etc.): • Think about who lJOU are writintj to and use an

appropriate stvle. • rrv to make vour letter have a positive effect on the reader.

• A-fake sure 'l OU cover a(( the necessarq points. • Plan and orqanise vour letter in para9raphs. • Expand on the info rmation tjit/en usin q lJDur own words and ide as. Channel your English

31

Lesson One

presentation EJ discuss Before you read the dialogue , look at the pictur e and the following :

.",;. . . .

• W hich s ig h t s of London do yo u know of? • W h ic h of t he m do yo u th ink the two people

~ l

in the picture can see ?

EJ

Listen to a man a nd a woman talking and find which sights of Lo ndon the m a n mentions.

S

.. :1 :

_.

D aRereaTrue d the dialogu e a nd decide if the following statements or False. Write T or F in th e boxes .

\

.

""

l

'~.

a . Both the m a n a n d the w om a n like the vi e w from the Londo n Eye . b . Westm inster Ab bey has got a d om e . c. The w om a n h a s n' t he a rd of Sir Wal ter Ra leigh befor e . ,--,,-

0 0

d . The woman thinks tha t Big Be n is t he na m e of the tower.

e. The woman is inte re st ed in the in formation th e man is g iving her. f. T he woman wants t h e man to ta ke h e r picture

as so on as possible . Woman Man Woman Man Woman

Man Woman

Man

Woman

Man Woman Mali Woman

32

Excu se me ? Would you mind taking my pict ure? Of course not . Is this you r first time on the London Eye ? Yes, it's a gre at view from up here, isn't it? Oh, it take s your breath away. Would you like me to get St James's Park in the photo? It doe sn 't matter. Could you try to ge t as mu ch of Lond on in the back groun d as possible before we move down too much? All righ t, I' ll do my be st . I can ge t Westmins ter Abb ey in nicel y. Is that th e church with the dome? No, you're thinking of St Paul 's Cathe dral. Westminster Abbey is a church where lot s of famou s people are bu ried, Sir Walter Raleigh , for example . You kn ow, he 's th e man who bro ught potatoes to the UK. Really? Do you think you could take th e ph oto , now? Don't tak e too long becau se we 're losing the nice view. Certai nly. Let me see ... Look, just try to get a ph oto of the river and Big Ben . You mean, th e tower that hold s Big Ben . Yes, that tall bui lding there .

Cha nne l your English

Man

The bu ilding you' re talking about is not Big Ben. Big Ben is just th e bell which is insid e the tower, not th e tower itse lf. Woman That's very int eresting, bu t can you ta ke the ph oto , please ? And anot he r thing .. . Man Woman Thanks a lot. I think I'll ta ke the photo myself.

II Dis cu ss th e following: Which sights of London w ould yo u like to visit? Why?

intonation The expressio ns in bo ld a re us ed for making poiite requ ests an d res pon d ing. Listen a nd repeat. Wo u ld you mind taking m y pi ctu re ? Of course not . Co uld you pass m e t he s a lt ? Ce rta inly. Do you think you cou ld lend me yo u r b ike? All r ight. Can you te ll m e t he way to the st a t io n please? I'm sorry but I don't know .

teacher's notes 05 The man mentions: the London Eye, 5t James 's Park, Westminster Abbey, 5t Paul's Cathedral and (the tower holding) Big Ben. The man and the woma n are on t he London Eye and they can see all the othe r sights mentioned from there.

D Vocabulary ,

Words backgroun d bell bury

certainly dome famil iar

Expressions andphrases as soon as possi ble Do you t hink you could ", ? hear of on a tour take a break take a long ti me

hold poet sight

slippery tower view (n)

take a risk take care of take photos/pict ures take sb's breat h away take your time would you mind ",?

pre se ntat ion :Jm: to present vocabulary, structures and functions in t he context of a dialogue between two people about sights in London Background Note: The British Airways London Eye is the arid's largest obse rvation whee l (135m high), It was ouilt for the mi llenium celebrations in London, It is ocated on t he so uth Bank of the River Thames, There are 32 capsules, each holding up to 25 people. It offers ird's eye views of London for over 25 miles in all ::.rections. Aim: to use visual informat ion to pred ict the content of the dialogue .\sk Ss to look at the pict ure and discuss the questions.

Aim: to check comprehension of spec ific inform at ion in the dia log ue • Ask Ss to read statements a-f. • Ask 5s to uncover the dialogue so t hat t hey can read and listen at the same time. Play the tape again. • Ask Ss to unde rline words and expressions t hey are not familiar with, but tell them not to worry about unknown words at this stage . • Give Ss time to work out the answers. • Check Ss' answers and ask t hem to provide justification .

a. T b. F c. T

d. T e. F f. T

• When t his activity is over, ask Ss some more questions. e.g. Who was Sir Walter Raleigh and where is he buried? Why did the woman want the man to take her picture as soon as possible? Why did she decide to take the photo herself in the end? Encourage 5s to try to guess the meaning of new vocabulary.

D

Aim: to encourage Ss to relate the topic of th e dialogure to personal experience and preferences • Ask 5s the question and discuss it.

intonation

S

Aim: to present and practise intonation in expressions used for making polite requests and responding to them • Play the tape and pause after each exchange . • Ask Ss to repeat in pairs.

opt i o na l 'au may ask 5s a few more questions: What do you think the relationship between these two people is? What do you think they are talking about?

~.g.

Aims: • to listen to the dialogue and check predi ctions • to understand the gist of the dia logue • .\sk Ss to cover the dia logue, look at the picture and s:en carefu lly. Play t he tape . • Discuss answers.

S

Channel yourEnglish 18

32

The lace!it o Be Lesson One (continued) words and phrases Collocations Aim: to present and practise collocations with take • Ask Ss to read the collocations in the box. Provide expla nat ions if necessar y. Have Ss do the exercise and check answers.

a. take a break b. take care of c. took our breath away d. take part in e. take your time f. took a risk g. took me a long time h. take photos/pictures

grammar

o

Aim: to involve Ss in realising how defining relati ve claus es are used th rough exam ples fro m the dialogue Read and explain the definiti on of Defining relative clauses. • Ask Ss to complete the table. Tell them to refer to the dialogue. • Elicit and check answers.

Who e.g. He's the man who brought potatoes to the U.K. Which e.g. Big Ben is just the bell which is inside the tower... That e.g. You mean, the tower that holds Big Ben. Where e.g. Wes tminster Abbey is a church where lots of famous people are buried... • Read and explain the notes. If necessary, provide futher examples or ask Ss to produce their own.

EJ

Aim: to give Ss pract ice with defin ing relati ve clauses.

• Have Ss do the acti vity. • Check an swers .

• if time is scarce, assign the exercise for homework.

33

m Channel your English

1. There was a beautiful girl at the party whose brother works at the bank on West Street. 2. I was reading a book last night that/which was so good I couldn't put it down. 3. I saw a man yesterday who/that looked exactly like you. 4 . The Browns bought a house where a famo us poet used to live. 5. Show me the book (which/that) you bought last week. 6. Ian gave a speech (which/that ) many people were interested in.

oral practice Aim: to pract ise the structures, fun ction s and vocabulary presented in the lesson in a pairwork activity • Divide Ss into pairs. • Ask Ss to go to page 10 6 and look at the prompts and the example. • Have Ss do the activity.

• Oxford Street is the place which /that is full of department stores . • The Thames is the river which/that flows throug h London. • The Tower of London is the place where you can see the Crown Jewels. • Queen Victoria is the person who ruled England for 64 years. • Madame Tussaud 's is the place where you can see wax models. • Christopher Wren is the person who built St Paul's Cat hedral.

words and phrases

NOTES: • The relat ive pronouns who, which and that can be om itted when th ey refer to the obj ect of t he verb. e.g, The film (Which/that) we saw yesterday was very boring.

Collocations Look at the following collocations with take. Use them to complete the sent ences a-h. You may need to change the form of th e verb.

• Preposit ions usually appear at the end of the relat ive clause and the relative pronoun can be omitted. e.g, The building (which/that) you are talking about is not Big Ben.

take photos/pi ctures take a break take a l ong time t ake care of t ake a risk t ake part in t ake y our t im e take m y breath aw ay

• Def ining relative clauses are not separate d f rom the main clause by commas.

a. I' v e b een w or k in g so h ard all day that I r eally n eed to _ b . W ho is goi ng to

EJ

you r cat while

y ou are on holiday? c. T h e view fro m th e m ountain to p

_

a. There was a beautifu l girl at the party. Her brother works at the ban k on West Street.

I was amazed! d. H ow m an y p eople are go ing to

Join the sentences using Who , Which, that, whose or where. In some cases more than one answer is possibl e. In which sent ences can the relative pronoun be omitted?

_

th at project ? e. I won't n eed t h is book back before the end of next week, so yo u can

f. H e

b. I was reading a book last night. It was so good I could n't put it down.

_

w hen he rod e h i s motorbike

on t he slippe ry road . g. In the m orning it

to get to c. i saw a man yesterday. He looked exactly like you.

wor k becau se th ere's a l ot of traffic . h . W hen I 'm on a tour, I always

of

t he places I visit to show m y fami ly an d friends .

gram m ar

o

DEFINING CLAUSES

RE~TIVE

Look at t he dialogue and f ind exam ples of defining relative clauses includ ing that, who, which and where. Then, comp lete the table with th e missing words and the examples you have found .

d. The Browns bought a house. A famous poet used to live t here.

e. Show me t he book. You bought it last week.

f. Ian gave a speech . Many peopie were interested in it.

Defining Relative Clauses Defining relative clauses gi ve information which is needed to understand the sentence, refers to people. e.g.

_ refers to things, animals and ideas.

e.g.

_

oral practice Work in pairs. Go to page 106, look at t he prompts and discuss using who. which, that or where as in the examp les.

How mucli do yOIl know about London?

can be used instead of who/which . e.g.

_ is used to refer to possessions.

e.g. 71B WI

wfow Io:£e i> rex[

W he re e.g.

to mire ,<: c aled Fmc/.

refers to places.

_

e.g. A: I think Oxford Street is the place which... B: I don 't agree. I thi nk Oxford Street is the plac e where... Channel your English

33

'~~fi;~#

. '" ~ Lesson Two '."",

reading

o


• Have you rea d a ny books or s ee n a ny film s a bout w iza rds and wi tc hes? • Did you like them? WhyIWh y not?

EJ other Read the para graph below and guess how School is different from schools. Then. read the text and check your a nswe rs. Hogwarts

----~--"""'U""---

Do the words H oq w er ts, Quiddi t ch or Gryffindor mean anything to you? If not, it' s time you read one of J.K. Raw ling 's books abo ut t he a mazing Harry Pott er. Harry, who was brought up by his unloving uncle and aunt, d iscovers that he is a wi za rd on hi s 11 th birthday. He becomes a stude nt at Hogwa rt s School of Witchcraft and Wiza rdry, whe re his adven tu res begin.

JJogWar1:s 6chool is a castle at t he top of a mountain. lt's hidden in a place where muggles (non-wizards) cannot see it. The nearby forest . where students aren't allowed to go. is fuLL of dangerous beasts. The building itself is huge. It has many t owers which reach high into the sky. Ii: also has hundreds of rooms and secret passages. There are 142 s t aircases . some with diSappearing s t eps . and doors t hat only open if you ask them politely The most impressive room is the l\1ain JJaLL. Its enchant ed ce1ung. which reflects the s ky. is a beautiful s ight on a starry night. JJogWar1:s is a boarding school and its students are divided into four houses : R.avencLaw. JJuffLepuff. 6lytherin and c:;ryffindor, each with their own ghost. JJarry is in c:;ryffindor. The entrance to the C:;ryffindor house is behind a painting of a fat Lady in a pink dress. Of cours e. all the paintings at

JJogWar1:s moVe and speak and sometimes visit people in ot her paintings. Once you whisper t he password. t he fat lady reveals the entrance to the common room. This is a cosy round room full of armchairs. in which s tudents meet and do their homework. From t here. Two s taircases lead t o the boys and girls dormitories. 1\10st s ubjects s uch as P otions and JJist ory of l\1agic are taught in the classroomS. 60me Lessons may take place outside. for example broomstick flying. or maybe a Care of l\1agical Creatures less on. which involves a dragon or a unicorn. There are various after-school activities. Like Ouidditch. This team game. which is played on broomsticks and with four flying balls. takes place at the Ouidditch 6i:adium at JJogWar1:s. As you can imagine. Life at JJogWarts is quite exciting l1:"s definitely the perfect s etting for JJarry Potters magical adventures.

EJ Read the text again and answer the following questions. Tick the correct picture a,

b or c for each question.

1. Where is Hoqw arts sch ool?

3. What do students do in the Gryffindor common room?

2. What ca n you see in the Mai n Hall ?

4 . What t ak es place at the Qui dditch Stadium?

••

•

teacher's notes 0 5 Functions Giving additional informat io n about peo ple, t hings and places Describing places a nd buildings

• Ask Ss to read the text aga in paragraph by paragraph and ask them comprehensio n quest ions. e.g. Can Hogwart School be eas ily seen by a nyone? How do the doors of the sch ool buildi ng open? Are subjects only taught in classroom s? Explain an y words Ss might not know.

Structures Non-Def inlng Rel ati ve Cla uses

Vocabulary Words relatedto buildings

common room cosy dormitory 'Strong' adjectives amazed delighted exhausted fasc inati ng Otherwordsand phrases act ivity advent ure beast bring up broomstick

creature definitely disappear

discover divide enchanted

entrance passage staircase

furious huge perfect terrified

involve lead nearby password potion reflect star ry

unicorn whisper (v) witch wizard

Hogwarts School is a castle at th e to p of a mo untain. It cannot be seen by non -wizards. The buildin g is huge and has many towers which reach high into the sky. There are sta ircas es with disappearing ste ps and doo rs th at o nly open if you ask them po litely. The paintings at Hogwarts move and speak and someti mes visit peopl e in ot he r paintings. The subjects tau ght are st range (e.g. Potions a nd Care of Magical Creatures) and some of them take pla ce outside. St udents play a funny tea m ga me whic h is played on broomsti cks and with flying balls .

EJ

Aim: to read for detail and understand specific information • Assign t his activity for ho me work .

1. b (Hogwarts School is a castle with many towers on the top of a m ountain.) 2 . c (In the Main Hall, yo u can see the enchanted ceiling, which reflects the sky.) 3. a (In the Gryffindor co m mon room , students meet and do their homework.) 4 . b (A team gam e, which is played on broomsticks and with four flying balls, takes place at the Quidditch Stadium.)

reading

optional post-reading activity

Aim: to introduce the topic of the reading text through an or al act ivity involving personal experienc e and preferences Explain the words wizard and witch and generate discussion. • Ask Ss t he qu est ions .

Ask Ss q uestions of per son al response to t he to pic of the read ing text. e.g . What is your impression of Hogwarts School? Do you think that students enjoy themselves

o

EJ

there? Note: You don't need to ask detaiied questions at th is stage as you will als o as k some at the pre- Iistenlng stage.

Aims: • to read for gist • to make and check pred ictions • Ask Ss to read the paragraph. • Guess how Hogwarts School is differen t from other sc hools. • Discuss Ss pred ict ion s but don't revea l wha t Hogwarts School look s like. • Ask Ss to read t hro ugh t he text 'A Magica l Place to Learn ' an d check the ir pre dic tions.

Channel your EngliSh TB

34

Lesson Two (continued) words and phrases Strong adjectives

II

Aim: to introdu ce the concept of strong adjec tives

• Ask Ss to refer to the text and underline the strong adjectives huge and perfect. • Discuss the meanings of these adjectives.

The building itself is huge (= very large in size). It's definite ly the perfect setti ng for Harry Potter's magical advent ures. (= ideal, the best of its kind)

EJ

Aim: to practis e strong adjectiv es

• Ask Ss to read sentences a-f. • Have Ss do th e activi ty. • Check answers.

a. delighted b. fascina ting c. terrified

d. furious e. exhausted f. amazed

• Point out to Ss that we don't use very before 'st rong adjectives' .

grammar

II

Aim: to introduce non-defining relative clauses

• Ask Ss to read the examples and complete the rules about non-defining relati ve clauses . • Elicit answers.

by commas,

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who.

which

Aim: to pract ise non-deflnlng relative clauses

• Ask Ss to read t hrough the sentences and join them using who, which or whose. • Have Ss do the exercise. • Check answers. • If time is scarce. assign the exercise for homework.

a. My brother is going to Newcastle. where he is going to meet our cousins. b. Cherries. which are rare at this time of year, are my favourite fruit. Cherries , which are my favourite fruit, are rare at this time of year. c. Shakespeare was born in St ratford -upon-Avon. which is a small town near Birmingham. d. My roommate . who is from India , can speak four languages. My roommate, who can speak four languages, is from India. e. Britney Spears, whose songs are great hits . is a young pop star.

listening

S

II

Alms: • to expand on th e topic of the reading text • to introduce th e topic of the listen ing text • Ask Ss the quest ions and generate discussion.

EJ • • • •

Alms: • to make and check predictions • to listen for gist Ask Ss to look at the pictures and make predictions. Play the tape . Have Ss do the exercise. Check answers and ask Ss to provide jus tification.

Alnwick Castle, Gloucester Cathedral. Leavesden Studios (Goathland was not used for scenes in th e Harry Potter film )

EJ


• Ask Ss to read sentences a-e. Explain any unknown words in the sentences. • Play the ta pe again. • Have Ss do the exercise. Check answers and ask Ss to provide j ust ificati on.

a. T

b. F

c. T

d. T

e. T

optional You may ask Ss furt her questi ons of personal response to the listeni ng text. e.g. How difficult do you think it ;s to shoot a film like 'Harry Potter and the Philosopher's Stone '? ListeningTranscript (see page 121)

35


UNIT 05

words and phrases

b. Cherries are my favour ite fru it. They are rare at this t ime of year.

Strong adjectives

o EJ

Find the 'st rong' adjectives huge and perfect in th e text on page 34. What do th ey mean?

c. Shakes peare was born in Stratfo rd-upon-Avon. It is a sma ll town near Birmingham.

Read the sentences a-f and use th e adjec t ives in the box to replace th e words in bold type.

furious am azed

ex ha u sted t errified

delighted

fascin ating

d. My roomm ate is fro m India. He can speak four languages.

a . W hen Fay fou nd out she h ad passed t he exam. she was very pleased .

b . T he film we saw yeste rday was v ery interest ing. c. When the fire broke out. most people wer e

e. Brit ney Spears is a young pop sta r. Her songs are great hits.

very scared . d . T he teacher wa s very angry when h e saw me cheat in g . e. After th e l ong fli ght we were all v ery tired . f. I was very surprised to ge t a present fro m Bob. '-

listening S EJ Discuss the followin g:

grammar

• H av e y ou see n th e fi lm Harry Potter and the

o

• I f yes . w hat did you li ke abo u t i t ? • I f not. wou l d y ou like to see i t ? W hyIWhy n ot ?

Philosoph er's Ston e?

Read the extracts from the text on page 34 and complete the rules about Non-
• Harry. who was brought up by his unloving uncle and

EJ

aunt. one day discovers that he is a wizard. This is a cosy round room full of armchairs. in which

The pictures below show places which were used for scenes in the Harry Pott er film . Tick th e ones you th ink were used fo r th e scenes at Hogwarts School. Then, list en to two teenagers talking about th e film and check your answe rs.

students meet and do their homework. A lnwick Castl e

I

j

- --

• Non-defining relative clausesgive extra information and are always separated from the main clause

• In non-defin ing relative clauses , whose and where are used in the same way as in defining relative clauses. but who and

which cannot be omitted or replaced by that. • Prepositions usuallyappearat the beginning of non-defining relative clauses and are followedby relative pronouns.

EJ whose.

Join the sentences using who. which . where or In some cases more than one answer is possib le.

a. My brot her is going to Newcast le. He is going to meet our cousins there.

B

u sten again and decide whe th er the sent ences a-e are True or False . Write T or F in th e boxes.

a. Both Luke an d Ellen h av e r ead the Harry Potter book . b . Luke saw some scenes from t he film on the I nternet . c. Lu ke h as v is i ted A lnwick Cast le before . d . Real st uden ts w ere u sed fo r th e

classroom scenes . e. Lu ke and Ellen are going to w atc h t h e fil m l at er this ev en ing . Channel yourEnglish

35

words and phrases Collocations

I] Look at t he adjec t ives below which can be used to describe a person, a town and/ or a building. Decide if th ese

... ...

adjectives have a positi ve, negative or neut ral mean ing. Write + fo r positi ve, - fo r negati ve and N for neutral in . the last col um n.

~

attractive

good-looking plain

ugly tall

./ ./ ./ ./ ./

./

./

./

./ ./

deserted

lively

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luxurious historic ancient

unpleasant

./ ./ ./

weil-built

cosy

./ ./

high chubby

loneiy

odd famous

./

Com plete th e text below by choosing t he best word a. b or c for each blank.

It's r ea lly st r an ge h ow som e peopl e choose to l iv e in a place t hat doesn 't su it th eir perso na lity. Tak e my au nt Emma. f or exa m p le . Sh e's a(n ) (1) well-d r essed . Sh e's so (2)

woman w i t h a sweet f ace and she's al way s that . desp ite her age. sh e st ill p lays t ennis w ith h er fri ends

twi ce a week . A few year s ago she sol d h er huge (3 )

hou se in London an d m oved to a

(4 )

lit tl e co ttage in a v illage up north . Th e co ttage i s OK . but th e v illage i s qu ite

(5)

. w i t h ve r y narrow st re ets and d u ll ar ch i te ct u r e. Actually, a l ot of the h ou ses are

(6)

b ecau se m an y peo p le hav e m ov ed t o the city. How ev er, au nt Emma doesn 't feel

(7 )

. She's go t a few fri ends an d feel s much h appier t ha n she did w he n she was in

Lon don . 1. a) attract ive

b) p l ain

c) ugly

2 . a) ch u bby

b) liv el y

c) t all

3 . a) lu x u r i ou s

b) famous

c) goo d-lookin g

4 . a) w ell- bu i l t

b) high

c) co sy

5 . a) pla in

b) unpleasant

c) ancient

6. a) d esert ed

b) odd

c) histori c

7 . a) odd

b) u gly

c) l on el y

speaking Work in pairs. Im agin e th at you are visit ing Hong Kong wit h a friend . Each of you has got a map and information about three inte rest ing places to go to. Stud ent A, t urn to page 107 and Stud ent B, turn to page l OB. Exchange inform ation, discuss and decid e which plac es you are going to visit today and say why. Use som e of the expressions in the box.

36

Channel your

t ogusn

I think we shou l d go ... because.. .

Let's v isi t ... Why d on 't we ... ?

What's spe cia Vinteresti ng about. ..? I t 's a pl ace where/ w h i ch ... W hat can w e d o a

In .. . ?

teacher's notes 05 Vocabulary i

Adjectivesdescribing a person, a townand/or a building ancient att ractive deserted

famous good-looking historic

plain ugly well-built

lively luxurious odd

Other words andexpressions alien architecture bite (n) brochure check out

come tru e cottage dance t he night away dul l encounter (n)

fi reworks lifetime magnificent meet up narrow

personality spectacular terror theme park

w ord s and phrases

mIEJm

D Aim: to introduce adjectives used to describe peopl e, town s and/ or buildings and practise using them • • • •

Ask Ss to look at th e adjecti ves in the tables. Explain any unknown words Ss might have. Have Ss do th e activi ty. Check answers.

attract ive (+ ) good-looking (+ ) olain (-) ugly (-) tal l (N), high (+)

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chu bby (N), well-built (+) lively (+) lonely (-) deserted (-) cosy (+)

luxurious (+ ) historic (+) ancient (N) unpleasant (-) odd (-) famous (+)

Aim: to practise using adj ecti ves describing people , towns and/or buildings

• Ask Ss to read through the text fi rst to get the gist. • Explain any words Ss might not know. • Have Ss do the exercise and check answers.

1. a)

2. b)

3. a)

4 . c)

5. b)

6. a)

7. c)

speakin g

D Aim: to exchange information and make a decision • • • •

Divide Ss into pairs. Ask Ss to look at the maps and information on pages 107 and 108 respectively. Explain any words and/or expressions in th e ta bles that Ss might not know. Have Ss do the activity.


36


o

Aim: to prepare 5s for the writing task

• Ask 5s the questions. • Generate discussion.

EJ Aim: to identify purpose, audience and stylistic features of a brochure • Ask 5s to read the extract. • Ask 5s the questions and check answers. • Explain any words 5s might not know.

• To advert ise a place • The writer uses informal language to sound friendly and add liveleness to th e descripti on so as to make th e place sound more attractive and persuade the reader to visit it. There is direct address to the reader.

EJ Aim: to practise identifying persuasive devices in a text • • • •

Tell 5s to refer to the brochure. Give 5s an example of a phrase and an adjective used as persuasive devices in the brochure. Ask 5s to do the rest of the exercise. Check answers.

Phrases used to persuade the reader to visit the place: where dreams come true, be prepared for the experience of a lifetime, go for the ride of your life, what are you waiting for?, you'll be amazed by, watch out, j oin us and let the fun begin Adjectives used to make the place sound more attractive: magical , magnifi cent , wonderful, fantastic, spectacular, amazed, wonderful

4 Writing task Aim: to give 5s practice writing a brochure • • • •

37

Ask 5s to read the information and the expressions given. Explain any words/ expressions that Ss might not know. Read and explain the ti p. Assign the writi ng task for homework .


UNIT 05

w rit in g

EJ

Discuss the following: o

W hat i s t h e m ost i m pressi v e pl ace you h av e

o

W hat was specia l abou t i t ?

Read the brochure again. Underline all t he phrases used to persuade th e reader to visit the place and circl e th e adjectives used to m ake it sound more attractive,

eve r vis ited?

EJ o o

4 Writing task

Read th e following ext ract from a brochure about the famous them e park Walt Disney World in Florida , USA and answer the questions below,

W h at 's the purpose of t h e brochure? Does t he w riter u se formal or informal language? W hy?

Look at the plan of a local youth centre and write a text which will be used for a brochu re, Expand on the information given and use some of the expressions suggested, Your text should be between 120 and 150 words .

~~ I~~ APPLEVIL~ '\~' CENTRE \\l'~ ~

<;}j;cv yow uianl/ to. viswa,plare wAet0 d!wams' wnW> lwe-? Scv. wl'zayat0 'jOlf/

._

I. I

iuailinq: 10:1I? cgllle'll tile- maqicai: WMU

of CVtlalY ({fj;i5IWY all,," e.e- (z,wpa ted. 0'11 tl'ze- lWfWl iellCi'/ of a' {ifeu 11Ie-.

V Take a 1('f,t1k dm01.' _Alain Street,.whrrp

~

_

cafe.corn (Top Floor) Snack bar Internet Jukebox Gym (First Floor) Aerobics classe s

Sports Competitions

- - ---

.

. o nderfu! rules 10 go Oil . Why 1101 take a Irill 10 Nn wr

Ln;,,!? Ride all Calliaill Hook's shill alld flJ 10 Prier

Pall's world, Or go f or the ride of .1'0111' lilr all the . , r ExlraT EHHOHrslriol Al ien Encounter. It atch

0 111 -

"O ll ll e1. lfr know Hlha! is hiding ill the dark .

'ttl If yO Il 'rr h llllg l)', II )' ourlas! f ood rrslllIm ll/ls f o:' a qllick bite. Bill if .1'011 walll SO/lld /ll l1g slw(lol, check 0 111 Che] Mickri s Restnu rant . wherr Jail ((I II gel close to WHIr IJislU'J ! rif llds, iohil« fllJOJ111g a [autustu: mea! IhrJ '"r cooked IIll fo r .1'011.

" Il'hm lIigltl fall.l, 1I'alch the skJ lighl IIll wilh .1 /)fClaClllor jire1l'0rks abov« Falllll.\ylolld. You 'll be a/lloZl'd b,' the 1I'0Ildnf" I I' orld of colour. And that's 110/ all... ami let the [un brgitl!

Theatre performances Disco Exhibitions

111

:" 0 11. ( fIl l

'ttl 'J1" rr are 101.1 of

li S

-'-

Main hall (Ground Floor)

e Cinderella $ mng llijlreuf castle or have JOw ;clllre taken with )'ollr!avollrite Disney rhame/a.

So, joill

_YOUTH _~___

,

_~:o.:

I I I

.

su r f the Net hav e a game of take part in a play/com p etitio n m eet up with fri ends dan ce t he night aw ay get fi t check out listen t o t he l at est hits

..L.,·D

r

~,

When 'IOU write a brochure (or a place: 0 Focus on the positive aspects o( the place onllJ and trlJ to persuade the reader to visit

it. Re(er to the reader in a (riendllJ walJ. Use the impera tive and the pronoun 'IJOU' to address the reader directllJ, • Use a varietlJ of adjectives to make lJour brochuf!.-..-- I o

more (icte(lJ and catch the reader s attention . • Don't include unimportant details. Channel your English

37

Lesson One

presentation

o


• Do you kn ow of a ny enda nge red species ? • Wh y are t hey in da ng e r?

EJ two Listen to an Australian guide talking with • • tou rists, Which a nima ls do they mention? Which of them is an end ang ered species?

D aRead the dialogue a nd the sta teme nts a-
the boxes. a . "If you can't ke ep up w it h us , we'll carry yo u on our backs ." b . "A few bo iled le aves, a possum mayb e a nd bugs of course ." c. "I f yo u w ere stu ck out here on yo ur own, you' d have to surv ive somehow. "

d . "That 's w hy we have to ca tc h o ne be fore t hey di e out. " e . "[ ca me o n this walk to learn about Ta smanian w ild life, not to dest roy it. " Wayne Rick Wayne Rick Wayne

Listen up, every one. That 's the hill I was telling you about earlier. Excuse me. Which hill? Ah. you must be the two new bush-walkers, Martina and Dick, right? It' s Rick, actu ally. Right, to reach the hill we' ll need to walk through a difficult part of the Tasmanian bush . It can get wild out there, so if you come across a crocodile, run !

Rick Wayne Rick Wayne

How long will the walk take? All day. But don't worry, Dick, if you can't keep up with us, we' ll carry you on our backs. OK. It's just that we haven't brought any food with us. What are we going to eat? No worries, mate. The bush will provide all we need.

Martina What does that mean, exactly?

D Discuss the following: • Would you like to walk through t he Tas manian bus h? Why/Why not ? • What can be done to prote ct e nda nge red s pecies?

38


You know, a few boiled leaves, a possum maybe and some bugs of course. Martina We're going to eat insects? Yuki Wayne Let 's face it. If you were stuck out here on Wayne

your ow n, you 'd have to surv ive someho w.

Martina [ suppose so. Wayne [f we're rea lly lucky, we may catch a Tasmani an devil. There's a treat! Mmmm. I thought they were an end angered species. Rick Way ne Exactly. That's why we have to catch one before th ey die out. I don't think you should make fun of this Rick issue. These animals are almost extinct. I came on this walk to learn about Tasmanian wildlife, not to destroy it. So, can we get a move on please? Wayne Calm down , Dick. I'm just pulling your leg . Rick My nam e is Rick, mate!

intonation The following sentences refe r to conditions. Liste n and repeat them, If you come ac ross a crocodile , run ! If you ca n't keep up w ith us , we ' ll carry you on our backs . If we' re reall y lucky, we may ca tch a Tasmanian devil. If you we re stuck out here on your own, yo u'd ha ve to survive somehow.

teacher's note s 06

EJ

Functions Talking about possi bilit ies and fut ure or imaginary situ at ions Referring to conditions

Aims: • to listen to the dialogue and relate it to the previous discussion • to understand th e gist of the dialogue • Ask Ss to cover th e dial ogue, look at the picture and listen caref ully. Play t he tape . • Discuss answe rs.

S

EJ Vocabulary Conversational English get a move on let's face it no worries pull someo ne's leg

t here's a treat What on earth ...? Yuki

Phrasal verbs calm down

come across

die out

Aim: to int erpret t he speakers' ton e

• Ask Ss to read statements a-e. • Ask Ss to uncover t he dialogue so t hat t hey can read and listen at the same ti me. Play the tape again. • Ask Ss to underline words and expressions they are not familiar with, but te ll the m not to worry about unknown words at this stage . • Give Ss ti me to work out th e answers individually or in pairs. • Check Ss' answers and ask th em to provide justification.

keep up with

Other wordsand phrases boiI endangered species bug extinct bush guide (n) bush-waiker in da nger dest roy possum

a. I somehow suppose survive

pre sentation .l.im: to present vocabulary, structu res and functions in t he cont ext of a dial ogue between an Australian gui de and two tourists

b.1

c. S

d.1

e.S

• When this activity is over, ask some Ss more quest ions. e.g. What do the bush-walkers have to do in order to reach the hill? If they were stuck out in the bush, how would they feed themselves? Explain any words and/ or phrases Ss might not know.

D

Aim: to encoura ge Ss to relate th e top ic of th e dialogu e to person al opinion and preferences • Ask Ss to look at the questi ons and discuss t hem.

optional Background Note: Tasmania, t he smallest Aust ralian state, is a mounta inous island in the sout heast corner of Aust ralia. Some of it is so wild th at it has never been fu lly explored . The Tasma nian Devil, a carn ivorous and scavenging marcupial that looks like a small bear, now lives only in Tasmani a. It is very strong for its size, wit h large, sharp teeth .

D

If there is t ime, you may ask Ss more questions. e.g, Have you ever taken part in a guided tour? How did you like it? What was your impres sion of the gUide?

intonat ion

S

Aim: to present and practise intonation in condit ional Aim: to introduce one of the topics of th e dialogue

• Ask Ss to read through the questi ons . • Explain the phrase endangered species (= animals that may soon no longer exist ). Also, point out to Ss that the noun species has t he same form in both the singular and plural. • Generate discussion.

sentences

• Play t he t ape and pause after each sentence. • Ask Ss to repeat th e sente nces.


38

Lesson One (continued) words and phrases Aim: to match the examples of conversational English in th e dialogue with their me anings • Ask Ss to do th e act ivity. • Check answers. no worries b. Yuki c. let 's face it d. get a move on e. I'm j ust pulling your leg

• Read out and explain the notes concerning the uses of zero conditio nal and unless. If necessary, provide Ss wit h further examples or ask them to make their own.

EJ

Aim: to practise th e uses of Condit ional Sentences Types 1 and 2 • Have Ss do the exercise individually. • Check answers. • If ti me is scarce, assign the exercise for homework.

8.

2 Phrasal verbs Aim: to match th e phrasal verbs in th e dialogue with their meanings • Ask Ss to do the activity. • Check answers.

a. come across b. keep up with

c. die out d. calm down

grammar

II

Aims: • to present th e uses of Conditional Sentences Type 1 and 2 • to elicit th e structure of Condit ional Sentences Types 1 and 2 • Ask Ss to refer to the dia logue and under line all the conditional sentences in it. • Ask Ss to read throu gh the ta ble and ensure th at they understand the terms used. If necessary, provide explanations. • Have Ss complete the t able. • Check answers.

Conditional Sentences Type 1 w ill / mustjshould/ can/ may+base form

<

If + Present Simple

. . Imperative

e.g, If Rick and Martina see a crocodile, they will run. Conditional Sentences Type 2 If + Past Simple -+ would co uld, m ight + base form e.g. If Rick and Martina were stuck in the Tasmania n bush on their own, they would have to survive somehow.

39

TB Cha nnel your English

a. If I had time, I would/ could go to the concert ton ight. b. You may get wet if you don't take an umbrella with you. (Point out to Ss that the order of th e two clauses can be reversed in a conditi onal sentenc e). c. If Susan stud ied hard, she would pass the exam. d. He could tak e a taxi if he had enough money with him. e. Unless Dad agrees, we can't have a party.

oral practice Aim: to pract ise the structures, functions and vocabulary presented in th is lesson in th e cont ext of a dialo gue • Divide Ss into pairs and tell them to look at th e pict ure. • Point out to Ss that they should use Conditio nal Sentences Types 1 and 2. • Have Ss do the activity.

suggested answers If there is no water in th e pond, the penguins can't swim or dive. If they don't give the iion any food, it wil l die. If I were the zoo-keeper, I would fil l the pond with water / give the lion more food / find a bigger cage for the elephant / build a higher wall for the bears / clean up the rubb ish.

words and phrases

Rewrite th e followin g sentences sta rti ng with th e words given. All th e new sentences mu st be Condition al Sentences Type 1 or Type 2.

1 Conversational English Find five exam ples of conversational English in the dialogue and match th em with th e meanings given. a. t hat's n ot a p roblem

a. I haven't got time, so I won't go to the concert tonight. If I had b. Take an umbrella with you because you may get wet.

b . How disgusting !

You may get wet if

c . w e m ust ac cept it

_

c. Susan doesn't study hard. so she won't pass the

d. h u rry up

exam.

e. I' m on ly kidding

If Susan

2

_

_

d. He hasn't got enough money wit h him . so he can't

Phrasal verbs

take a taxi.

Find four phrasal verbs in th e dialo gue and match them with the m eanings given.

He could

_

e. We can't have a party if Dad doesn't agree.

a. fi nd by cha nce

Unless

b . move at th e same pac e as

_

c. be come extinc t d. stop being angry

oral practice grammar

EJ

NDmONAL SENTENCES TYPE 1AND 2)

Underlin e all th e conditional senten ces in the dialogue and then compl ete th e tabl e below. Conditional sentences Type 1

Work in pairs. Im agin e that you visite d Sadstate Zoo last week and you were shocked by the condition that the zoo was in. look at th e picture and discuss the problems the zoo has. Use Conditio nal Sentences Types 1 and 2 like this: If there is no wat er in the pond.... If I were the zoo-keeper....

They express somet hing that is possible to happen in the present or future. / must/should/ can/may+base form Ii + Present Simple

<

imperative

e.g. If Rick and Martina see a crocodile, they will run.

Conditional Sentences Type 2 They express something that is imaginary or unlikely to happen in the present or futur e. If +

, could.

might + base form e.g. If Rick and Martina were stuck in the Tasmanian bush on their own, they would have to survive somehow.

NOTES: • The Zero Conditionai (If +Present Simple ..... Present Simple) is used for general truth s. e.g. If water freezes. it turn s into ice. • Unless is used instead of if... no t... e.g. I won 't go to the pa rty unless you come (=if you don 't come) with me.


39

reading

D Discuss the following: Do you t h ink the env iro nm ent is in danger now adays? If so, wh at are the most serious problems?

EJ ofReadwhichthe isextrac ts below an d mat ch the ones on the left with those numbered 1-5 to form five paragra phs, ea ch a bout a n environmenta l issue. Then, match the five paragraphs with the pictures a-e. GLOBAL WARM ING Ch ange s in t he eart h 's clim at e have been taking place ever s ince life first ap pe ared . It's a fact that ou r pla ne t is becom ing hott er and hott e r.

Polluted w ater ca n kill animals and cau se di seases, w hile t he pollut ion of the soil from che m ica ls can seriously affect wildlife .

D

POLLUTION Pollution has been around for a long time. Th e frightening thing is the rate at w hich it is increasing. Car fumes pollute the air that we breathe, especially in the city. Factories not only pollut e the atmosphere, but they also affect the water in the world's lake s, rive rs and seas .

ACID RAIN Tr e es and an imals a ll over t he wo rld are dying because of aci d rain. Beli eve it or not, acid rain is m an-made . Cars and factories produce a lot of dangerous gases w hich enter t he at mos phe re .

RAINFORESTS Almost half of the wo rld's rem a in ing tropical rainforests are in South America. They cover an area of eight million square kilometre s and are home to ov er one mi llion specie s of wildlife.

ENERGY SOURCES 95 % of the Earth's energy come s from oil: ga s a nd coa l. These are kno w n as 'fossil fuel s', but they are not going to last forever.

Sin ce t he 19 70s t he destr uction in this area has increased dra mat ically. Tree s have been replace d by farm s, buildin gs a nd ro ad s .

EJ

Peopl e have re a lise d this and have co me u p w it h alt ernative so urces of ene rgy. such as nu clear pow er, w in d and water power and solar energy.

EJ

This is because pollution traps too m uch heat in t he atmosphere. As a result of this, the air becomes drier, the ice at the poles melts and sea levels rise. Th ere, t hey mi x w it h water. When this mi xture fall s back to t he ground, it ha rms n ot only people and wi ld life, but a lso buildin gs.

.......-

0

EJ Read t he text again and complete the sentences below with words from the text. a. b . Buildings are dest royed by

t empe rat ure is inc reas ing rapid ly. _

c . Fact ories and cars are the m ain ca use of d . South Am erica is covered by

e . On e day, f.

40


_ _

wo n't ex ist anymore . mi x w it h water a nd acid ra in is for med .

teacher's notes 06

Vocabulary Vocabulary related to environmental issues acid rain ground (n) rainfall at mosphere harm (v) rainforest chemicals heat (n) soil climate indust ry solar coal melt source dest ruct ion nuclear temperature fossil fu els pole wild life gas pollute global warming pollution Otherwords and phrases affect disease alternative dramatically be around factory because of increase (v) breat he last (v) come up wit h man-made

mixtu re

rate remaining (adj.) replace

Global Warming -> 4 -> c (climate-air, at mosphere, hotter and hot ter-heat) Pollution: 1 -> e -> (affect the water in the world 's lakes, rivers and seas-pollu ted water) Acid Rain -> 5 -> d (enter the atmoshe re-there, falls back to the ground) Rainforests -> 2 -> a (rain forests-trees) Energy Sources -> 3 -> b (energy alternative sources of energy... solar energy) Note: Do not explain any unknown words at th is sta ge. • Ask Ss to read th rough th e extracts again . Ask t hem comprehension questions. e.g. What is globa l warming all about? What are the two main causes of pollution ? Who is mainly responsible for acid rain ? Where are rai nforests found today? What are some alternative sources of energy? Explain unknown words.

rise

trap (v)

lEI

Aim: to read for det ail and und ersta nd specific information

rea din g

D

Aim: to introduce t he topic of th e readi ng text through an oral act ivity involving personal experience and opinion

• Ask Ss t he questi ons. • Generate discussion.

EJ

Alms: • to und erstand text organisatio n t hrough reordering jumbled texts • to t ransfe r from verbal to visual information

• Ensure tha t Ss understand the meanings of t he five eadings.

• Ask Ss to read th e first extract (global warming) and extract 4 and point out the key words and phrases. • Ask Ss to read through th e remaining extracts and do the matching. • Point out to Ss th at the y should look out for key words and phrases or sim ilar ideas expressed in the extracts . • Check answers. • Then, ask Ss to matc h the five paragraphs wit h th e oict ures a-e. • Check answers.

• Assign t his acti vity for homework .

a. The Eart h's b. acid rain c. pollution

d. rainforests e. fossil fue ls f. Dangerous gases

optional post-reading activity Ask Ss quest ions of personal response related to the topic of t he readi ng text. e.g How do you feel about the environment? Have you heard of any other environmental problems ? Note: You do not need to ask detail ed questio ns at th is stage as you will also ask some at t he pre-listening stage.


40


words and phrases Prepositional phrases Aim: to pract ise using prepositional phrases • Ask Ss to read through t he preposit ional phrases. Explain any unk nown words if necessary. • Have Ss do th e exercise. • Check answers.

a. at t he back of b. in the mountains c. in t he air d. in th e sea e. on th e beach

grammar

EJ

Aim: to revise th e uses of t he art icles the and a/an

• Refer to the text. Ask Ss to give some examples of noun s preceded by the and a(n) and of nouns without art icles. Compare and cont rast them . • Ask ss th e question. • Elicit answers.

listening S

EJ

Aims: • to expand on t he topic of th e reading text • to prese nt the topic of th e list ening text • Refer Ss to t he reading text. • Ask Ss th e ques tion and gene rate discussion.

EJ


• Ask Ss to read the quest ion and the th ree options. • Play t he tape. • Ask Ss to do t he exercise. Check answers and ask to provide ju stificatio n.

ss

b (I'm not saying there are no problems, but they are not as serious as some environmentalists will have you believe)

EJ

Aim: to listen for specif ic information

• Ask Ss to read the questions and the options. • Explain any unknown words if necessary. • Play th e ta pe again . • Ask to Ss do th e exercise. Check answers and ask Ss to provide j ust if ication.

Because we refer to these nou ns in t hei r general sense.

EJ

Aim: to practis e the correct use of art icles

• Read and explain th e rules. • Clarify any questions Ss might have about t he correct use of arti cles. • Ask Ss to read t hrough the paragraph first to get a genera l idea of what it is about. • Have Ss do t he exercise. • Check answ ers.

1. a 2. a

3. 4. 5. - / a 6 . t he 7. t he 8 . th e / a

9. a 10 . t he

41


1. b (because we'll be using more of the alterna tive sources of energy, like the sun, wind and sea) 2. c (it will fall once fossil fuels are replaced) 3. c (human health could also improve from this climate change)

optional post-listening activity You may ask Ss fu rt her questi ons of personal response to the list ening text. e.g. Do you agree with Carl's point of view conce rning environmenta l issues? Why / Why not? Listening Transcrlpl (see page 12 2)

UNIT 0 6

If you want to be (1)

words and phrases

you will need (2)

Prepositional phrases

on an i sland on t h e beach/coast

However, more import ant t han th at is having (4) good contacts and (5)

_

risks which are involved. You may start writ ing for school newspaper and remember

tha t you must always have (9) portfolio of (10)

in th e mountains

_

love for j ob and (7)

(6)

(8)

in t h e sea in t he air/ sky/a t m osp here in the ci t y/cou ntry

degree in Journal ism and Comm unicat ions .

(3 )

Look at th e prepositi onal phrases below and use th e mos t suitable ones to com plete th e sentences a-e. at the ba ck of at the t op!bottom of

celebrity reporter,

_

work you have

published.

a. John always si ts

the

class room .

listening S [J Put the environmental problem s presented on page

b . Jack and Jill went on a ski in g h oliday

40 in order of importance. What is t he least serious c. Tony ki ck ed t he ball h igh

probl em in your opinion? Why?

_

d . We went swim m in g

ever y day.

e. A t mid day t he san d

_

burns yo u r f eet.

gramm ar

ARTICLES

[J Look back at the text on page 40. Underline t he nouns and ci rcle th e articles the and al n) in it. Why Is t here no ar ticle before some of the nouns?

EJ

Read th e rules below and th en com plete th e paragraph wit h th e, aln) or-.

• The indefinite article a(n) is used before singular countable nouns when we refer to them in their general sense or mention them forthe first time. e.g. A pilot flies an aeroplane. I got a letter yesterday.

No article is used before uncountable nouns (concrete and abstract) and plural countable nouns when we refer to them in their general sense. e.g. Money can't b Uy love. Books can keep you company on a lonely trip.

• The definite article the is used before countable and uncountable nouns when we refer to: - unique things, e.g. The sun heats the earth. - nouns in their specific sense, e.g. The snow was one metre deep.

- nouns that have already been mentioned. e.g. I got a letter yesterday. The letter was from an old friend. - nouns t hat are defined. e.g. The parrots in this cage are very beaut iful. The house which is next to ours is 300 years old.

EJ

~.~', ' " You will hear an interview with Carl Olsen, an environme nta l specialist. Listen and answer the followin g quest ion. Choose a, b or c.

H ow does Carl f eel abou t th e environ ment? a . T he enviro n me nt i s ch anging becaus e of g lo ba l

wa rming . b . It i sn 't n ecessar y to worry abo u t t h e e nv ironment too much . c. The envi ro n ment i s not in d anger at al l.

D

Listen to th e interview again and answer th e followi ng questions. Choose a, b or c.

1 . W h at does Carl think about fossi l fu el s? a. They w ill disappear very soon . b . N at ural sou rce s of ener gy ar e re p l acin g t h em . c. Peop l e do n't u se th em anym ore .

2 . W hat d oes Carl say abo ut g lobal warming ? a. There w ill be ser io u s flo od s in many co u ntr ies. b . I t is ge tt in g worse becau se of ri sin g t emperatures. c. I t w on 't be a prob lem w hen fossil fu el s are n't u sed any more .

3 . H ow w i ll life on Earth cha nge accor d ing to Car l ? a. More people w i ll die b ecau se of t h e h eat . b . Nature w ill be l ess green . c . Peopl e w ill be heal t hier. Channel your English

41

words and phrases Word building A lot of nouns are formed by addi ng a suff ix, such as -ance,

o

·ion, -ation or -ment. to a verb.

Form nouns using the verbs in th e box a nd a su itabl e s uffix to complete th e tab le. Verb + -ance

jns-trre"

----"cr-

a n nou nce a p pear collect attrac t e d uc a t e en tertain

.-relaxa r range dir e ct

excite

d evelop in form in vit e pe rform

Verb + -lon ac tion

irt£uran c e

Verb + -atlon

Verb +-ment

relaxatio n

dev e lo pment

EJ Complet e the sente nce s with the corre ct form of som e of the nouns in th e tabl e a bove. a . The h e ad m a ste r put up an

on the n oti ce b oard .

b . If you h a ve a ny questions, go to th e

des k. of porce la in doll s .

c. She h as a m a g nifi cent d . Have you m ad e a ny e. So m e ba s ic

for t he trip ye t ? is ne ce ssa ry if yo u wa n t to ge t a job .

f. He r im pre ssi ve

m a ke s m e t h in k t ha t she 's a m ode l.

g . If you get lost , yo u ca n a lw a ys ask for h . The re w as a lot of

_ among th e stu dents w hen t hey h eard a bout th e exc u rs ion.

speaking ~_ n

O

w ork in pa irs. Look at the Intern et a dve rtise me nts for holida ys, com pa re the holidays a nd de cide which of the two you would prefe r to go on.

t-f""' Iio'_~

-;: - " - ,2 ~ ~ .!. ,~.st~.]L9

f_ 1

e 'Ii

• Come face to face with Africa's wildlife. • Explore the Kenyan bush and learn about endangered species . • Spend nights camping out in the bush and experience breathtaking sunsets.

EJ some Now, discuss a nd decide which of the ite ms be low you would/wouldn't ta ke on the trip an d why. You ca n use of the phrases in the box. cam era sleepi ng bag dia ry po rtable TV sungla sse s fir st a id kit

42


boot s m obile phone su n b lock ski jacket laptop book

If w e go on .... we m u st/s hou ld .. . Why do n 't we ... ? It wo u ld be a go od id e a to .. . A w ou ld come in h andy. A is u sele ss for.. .

teacher's notes 06 Vocabulary Nouns deriving from verb roots action collection announcement development appearance direction att ract ion education other words andphrases breathtak ing first aid kit coach glacier come in handy lap to p drop someone off natu re reserve excursion opportu nity

entert ainment exciteme nt information insura nce

invitation perfo rmance relaxation

porcelain port able rubbish sanctuary sightseeing

sunblock useless woods

words and phrases Word building

o • • • •

Aim: to introduce and practise noun formation

Read and explain th e introducto ry comment as well as the examples provided. Ensure that Ss und erstand the procedure. If necessary, provide Ss with furt her examples. Have Ss do the activity and check answers.

Verb + -ance insurance appearance performance

EJ

Verb + -Ion action attraction education collection direction

Verb + -ati on relaxation information

Verb + -ment development

invitation

enterta inment arrangeme nt excitement

ann ouncement

Aim: to practi se using nouns in context

• Have Ss do the activity and check answers. • Explain any unknown words if necessary.

a. an nounceme nt

b. information c. collection d. arrangements

e. education f. appearance g. directions h. excitement

speaking

o • • • •

Aims: • to comp are and contr ast two holiday options • to practi se decision m aki ng based on personal preferences

Divide Ss into pairs. Ask Ss to look at the Internet advertisem ents. Explain any words in the advertise ments th at Ss might not know. Have Ss do the activity.

EJ

Aim: to give s s practic e with prior iti sing

• Ask 5s to look at the picture as well as the boxes with the words and the phrases. • Explain any words and/or phrases in the boxes that Ss might not know. • Have Ss do the activ ity.

Chan nel your English T8

42

Lesson Three (continued) w riting

II

Aims: • to relate environme ntal problems to personal experience • to prepare Ss for the writing t ask

• Ask Ss the questions and generate discussion.

EJ

Aim: to identify the purpos e and audience of th e text

• Ask Ss to read the text and answer the quest ions. • Check answers. Explain any words Ss might not know.

a. It was written for the students of St Pat rick's School t aki ng part in an excursion. b. To give st udents informa tio n about the excursion.

D Aim:

to identify the main ideas of the text

• Refer Ss to the text. • Have Ss do the act ivity. Elicit and check answers.

We'll be meeting outside the school at 9 a.m. ~ information about the meetin g place and time The woods can be very cold and muddy in the winter ~ information about t he weather conditions We will give everyone... at the end of the day ~ informa tion about what they shou ld do with the rubbish they collect ...we will spend the whole day there ~ information about the duration of the excursion so that students can arrange for food The excursion will finish at around 4 p.m. ~ informa tio n about the time of arrival The coaches will drop you off at school again ~ information about the place of arriva l and' th e means of t ranspo rt used to get there .

a

Aim: to present and practise words/phrases used for listing points

• Ask Ss t he quest ions. • Elicit answers.

Dear st udents, First ly, we will be meeting ... Secondly, don't forget to wear ... We will, also, give everyone a plastic bag ... What's more, bring a packed lunch ... Finally, the excursion will finish ...

Aim: to give Ss practice writing a letter giving information Read the brochur e, the extract fro m the lett er and provide explanat ions if necessary. • Read and explain th e t ip. • Point out to Ss that it is important to write their lette rs according to the tip provided. • Assign the writing t ask for homework.

43

TB Chan ne l your English

---I UNIT 06

D Suppose that the text which you read had to be written In the form of a lett er to the stude nts . What

writing

would the beginning of the letter be like? Where would you put the words an d phrases below to list the informat ion given?

[J Discuss the following: • What e nv ironmental problems a re there in the area w here you live ? • What have you do ne or ca n you do abo ut t hem?

EJ Read the text a nd an swer the question s below. • Who was t he text w ritte n for? • What is t he pu rpose of t he text?

a lso

fin ally

w hat's more

Imagine that you are one of the organ isers of 'Green Day'. You have received a letter from a teenager who has seen the adve rtise me nt below an d would like so me extra information. Read part of his/her lett er a nd the notes you have mad e. Then , write a lette r to the teenager giving the necessary information.

vis it blre!

Do ~our bit: for t:he environment:!

The stu den ts of St Patrick 's College takin g part in the excursion n ex t Sunday should n ote th e fo llow ing: • We'll be m eeting outsid e t he college at 9 a .m. Coac h es w ill t ak e you to Shipton Woods . • Don't forget to wear warm clothe s and boots. as t he woods ca n be very co ld a nd m uddy in w inter. • We w ill give everyone a plasti c ba g to put all t he ru bbish in and we w ill collec t t he m at t he end of t he day. • As for food, br ing a packe d lunch . becau se we w ill spend the w ho le day there . But remembe r. don't leave any r ubbish behin d ! • The excursio n w ill fini sh at around 4 p .m. The coaches w ill dro p yo u off at t he colle ge

'9"" {~??r )\ ~/

secondly

5 Writing task

CLEAN SHIPTON WOODS .

...... ' '\

firstly

-, \ ,.)\ , ,

EJ giving Read the text ag ain a nd underline a ll the phrases informa tion a bout the excursion. What kind

'*

'*

Help out

sa V\.Ct L
at~ure rese0J ---t~

Take part in ecycling progra mm

• over 1-4l:Jears oLcl • S L<""clal:J

1-7t" Marc ~

!-towever, I WOL
~.,

When lj UU write a tetter '1;tlin9 information:

• Cover all the points made in the notes and ortJanise them in a efear, (olj;ca( order.

• Use words/phrases to refer to the information (e.lj. as for) and to list points (e.lj. firstly, another thinlj.. .J, • Don't forljet to use set phrases at the beljinninlj (e.Ij, I'll be Ijlad to Iji~e you information about... ) _ and the end of your letter (e.Ij, If you need anlJ more information,...),

I

of Informa tion is given? Channel your English

43

Revision 4-& reading Read the text and answ er th e quest ions 1-4. Choose a. b or c.

managed to ret urn home alive. However. they brought back diseases with the m. which killed most of the rest of the inhabitants. Because of these trag ic decreases in population . it is difficult to t race where the islanders originally came from. There are no writte n records of the island's history and with the death of its inhabit ants the oral tr adit ion faded away. There are two major theories regarding the islanders' origins. The fi rst is that th ey were Polynesian. while the second suggests that they came from South America. Whoever t hey were. one thi ng is certain. They have constructed the most famous stone statues in the world. These statues are figures of men showing only t he upper body. According to archaeologists . they were made of volcanic rock and were built some t ime between 1000 and 1600 AD. They were firs t carved lying down and then lifted into the posit ions where t hey stand today. There are approximately six hundred of"th em and experts believe th at t hey represent men who belonged to the ruling tri be of the island. These men were worshi pped like gods after their death. The statues have long ears and wear a red stone hat. which probably represents the red hair most of the isla nders had. The exact reason why the st atues were built remains a mystery. There are so many unanswered questions concerning Easter Island. its histo ry and its inhabitants. This is probably what makes it a truly fasc inating place.

E

aster Island is one of t he world's most famo us places . However. it is also one of the loneliest. Easter Island is a small island in the Pacific Ocean. 4000 kilometres off the coast of South America and around 2000 kilometres from the nearest island. It can only be reached by plane . as it has no harbour. Most of the coast line consis ts of cliffs and the re are some ext inct volcanoes. As the island is covered in grass . most of its inhabita nt s are sheep farmer s. Besides its unique geographical locatio n. Easter Island also has an extraordinary history. It was discovere d by a Dutch explorer. Jakob Rogeveen in 1722 on Easter Sunday. Some fifty years later . Captain James Cook came to the island during his second Pacific voyage of discovery. To his surprise. he found between 600 and 700 men and only 30 women living on the island . Legend has itthat the women and children were captured and ' eate nduring a war in 168 0 between th e two tribes living on theIsla nd, The populat ion decreas ed even more in 186 2. when about one th ird of t he isla nd's inhabit ants were ta ken to Peru to work as slaves . Only fiftee n of them

44


I . W hat makes East er I sl and spe cia l? a. its l andscape b . its g re at d i stance from any l and

c. its name 2 . W hy d id t he p opulati on of East er I sl an d d ecrease in th e 19th centu r y? a . Because m any people d ied of illnesse s. b . Becau se many peop l e w ere killed during wa r. c. Becau se most of t he people were car r ied

away as s lave s . 3. What d o t he statu es r epresent? a. m en from two different tribes b . t h e i sl and's gods c. m en from the most power f u l tribe 4 . What i s th e pu rp ose of t h i s t ext ? a. To at t r act v i sitor s to Easter I sl an d . b . To exp la in how t he st atues wer e const ructed . c. To inform about the i sland's history.

teacher' s notes Rev 4-6 readin g Aim: to check 5s' readin g comprehension skills t hrough a multiple-choice exercise • Ask 5s a few pre-reading questions related to the topic of the text and generate discussion. e.g. Have you ever heard of Easter Island? What do you know about it? If Ss don't know anything about Easter Island, ask them to look at the pictu re and guess where it is, why it is an extraordinary island etc. • Ask 5s to read through the text for gist. • Ask 5s to read the text again paragraph by paragraph and answer the questions choosing the most appropriate answer. • Ask Ss to look out for key words and/or phrases as well as specific informat ion relate d to each questio n. • Have Ss do the exercise and check answers."

1. a (paragraph 1; Most of the coastline ...are sheep farme rs) 2. a (paragraph 2: ...which killed most of the rest of the inhabitants. NOTE: One third of the island 's inhabitants is less than most of the people) 3. c (paragraph 3: ...they represent men who belonged to the ruling tribe of the island) 4. c (overall impression) Note: When this activity is over, you may explain any unknown words if necessary.

o pt i o na l post -r eading a ctivity Ask Ss some questions of personal response to the ideas expressed in th e text. e.g. What do you think is the most fascinating fact about Easter Island? Would you like to visit it? Why/Why not?


44


o

Aim: to revise and check str uctu ral accuracy throu gh an error correctio n exercise

• Ask Ss to read through the text for gist. • Have Ss decide whether each of the lines Is correct or contains a word which should not be there. • Check answers and ask Ss to provide justificati on.

1. been 2. most

8. is

3../

9. do

7../

4. an

10. we

5. th e

11../

6. being

12. which

Note: When this activity is over, you may explain any unknown words if necessary.

EJ Aim: to revise and check struct ural accuracy thro ugh an open cloze exercise • Ask Ss to read through the text for gist without worrying about the missing words. • 'Ask 5s to fi ll in the gaps with one word only. • Check answers and ask Ss to provide justification.

(1) most

(6)

(2) across

(7) need/have

(3) will (4) calm

(8) an

who

(9) when

(10) him

(5 ) of

Note: When this activ ity is over. you may explain any unknown words if necessary.

song

S

Aim: to liste n to th e song and check 5s' com prehension of It • Explain the meaning of the word preacher. • Play the tape and have Ss listen to the song. If necessary, play the tape again. • Ask ss the questions and generate discussion.

1. The teacher believes that students should not be taught ju st information and facts but values as well. 2. The boy sounds quite puzzled because he does not see the point in studying all these subjects. He is also quite stressed and worried whethe r the re will be 'A's in his school report. Note: When this activity is over. you may explain any unknown words if necessa ry.

optional project • Divide Ss into small groups. • Ask 5s in each group to work together and do a project about the area where they live. the environmenta l problems it faces and what shou ld be done about them . • Encourage Ss to collect informa tion and then draw or stick pictures and write slogans on a large piece of paper or cardboard.

45

T8 Channel your Engl ish

.se of English e ad the text below. Some of the li nes are corre ct, and some have a word which should not be there. If a line is eoerect, put a ti ck (,/ ) in th e space provided. If a line has a word which should not be th ere, write the wor d in the space provided. _ -.ave you ever been heard of recycling? e pollutio n has become one of the most biggest _ blems in the world today, recycling is an •

~ect i ve

solutio n to it. It is an impossible for

_ 'One to live without producing th e waste. e and more people are being worried today, -

esoecially about toxic waste, which is dangerous oecause it is contains poisons. The purpose of recycling

•

_ :0

find a way to reuse th ings that we do no longer want

ead of we th rowing t hem away. In th is way, _ can save energy, mater ials and money. - 75 money which can be spent in other usef ul ways.

song ® "ead the text below and complete each blank with e word only. mend, Frank, is one of the (1)

_

"-' g people I have ever met. He ju st never seems to 0<

You will hear a song called Like a preacher. Listen and answer th e questions below.

1. W h at does t he t eacher believ e stu d ents sho u ld be t aug ht? 2. H ow d oes t he bo y feel ab out school?

suff er from any kind of st ress, even when he

(2)

unexpected diffi culties.

_ go up to him and tell him th at you feel st ressed - somet hing, he (3)

defini tely

. ' Oh, (4)

down, lite's too

" fie r all.' Alth ough Frank has never been really 5)

school, he has never

an exam. Frank, (6)

grew up

:c 'ng and relaxed environment. believes that you - 1)

to panic every time

_ are close. He is (8) ~'"""';ti·c

_

person by nature and I great ly admire his way

·jng . - s so amazingly cool th at (9) ~-

ers tell (10 )

_ to st udy

- ne usually replies: "Don't worry, it's just a test

Channel yourEnglish

45

Lesson One

presentation

o

Look at th e picture and discuss the following:

• Where do yo u thi nk the peo ple are? • How wou ld you describe t he atmosphere?

EJ the List en to th e dialogue a nd a nswer following questions. • Who is the man in black in t he pict ur.e. • Where is h e ?

D aRead the dialogue a nd nswe r th e following qu estions: a. Who ca lle d Nat? b . How did Nat get in to t he theatre? c. Why could n't Nat see t he ot her people? d . What was differe nt a bo u t Leroy? e. Why does Na t think she was not dreaming? Amy What happened, Nat? You look awfu l! Nat I don't wa nt to talk about it. You probably wouldn't believe me, anyway. Will Believe what? Tell us what happened. Nat That' s just it. I'm not sure if anything happened. Will Huh? Nat Last night. I was watching the telly when the phone ran g. It was my cousin Ler oy. He said: "Come to th e old theat re, now ! It's urgent." Amy Why? Nat I didn't have time to ask. By the time I figure d out who it was, he had hun g up. Will Carryon. Nat So, I went to the old theatre . A window was slightly open, so I climbed in. I tripped over and cut my hand. Amy You're cra zy! Will What happened next? Nat I had been wandering arou nd in the dark for a few minutes when suddenly a brigh t light appeared. It was coming from th e stage. Amy Ah! This is too mu ch for me. Will Don't be silly. Go ahea d, Nat. Nat I saw Leroy on the stage. He was dressed in black. Behind him th ere were some more people . I couldn't really make out their faces because they were surrounded by smoke or something. Amy That's enough Nat. You're scaring me.

46

Cha nnel your Englis h

Will Nat

Shhh! Tell us more . Well, Leroy knelt down and spoke to me, but ~ had a st range voice. He said: "Come with us." Amy And th en? Nat The lights went out and I found myself back a home in front of th e te lly. Will So you were dreaming? Nat That's what I thought. My hand was n't cut, but look at my jacket. .. Amy Blood!

a


• Do yo u know a ny m y s terious or sp oo ky st ories like Nat's? • Have you ever ex perie nced so met hing t hat yO!. cou ld n 't ex pla in?

intonation The expressions below are used to react posit ively oe

neg atively to what is being sa id, Listen a nd repeat th em , Go ahead. Carry on . Wh at happened next ? Th is is too m uc h for m e !

Tell us m ore . And then? That 's enough.

Lesson One (continued) words and phrases 1 Phrasal verbs Aim: to match the phrasal verbs in the dialogue with the ir meanings o Ask Ss to do the acti vity. o Check answers.

optional If there is ti me, ask Ss to make the ir own sentences and check th em.

2 Prepositional phrases 0

to introduce time preposit ional phrases to match the prepositional phrases with th eir meanings

Ask Ss to do the activi ty. Check answers.

o o

a: 2

b: 4

c: 3

d: 5

e: 6

f: 1

grammar

o o

o o

o

Aim: to elic it som e uses of the Past Perfect Sim ple and th e Past Perf ect Progressive as presente d in th e dialogue Ask Ss t he first set of questi ons. Tell Ss to refer to t he dialogue. Elicit and check answers. Do the same for the second set of questions.

First, he hung up and , then . she figured out who he was. The Past Perfect Simple and the Past Simp le. o

47

She had been wandering for a few minutes. She stoppe d wander ing when a bright light appeare d. The Past Perfect Progressive and the Past Simple.

fB cner u-et ,our Engl,sn

Aim: to revise the basic uses of the Past Perfect Sim ple and the Past Perfect Progressive

o Ask Ss to read through the table and ensure that they understand the terms used. ~ necessary. provide explanations. o Tell Ss to refer to the extract in 1 or make their own examples. o Have Ss do the exercise. o Check answers.

Past Perfect Simp le By the time I figured out who it was, he had hung up. Suggested answer: By the time I finished my homework, the fi lm had already started. Past Perfect Progressive: I had been wandering arou nd in the dark for a few minutes when suddenly a bright light appeared. Suggested answer: They had been walki ng for two hours when they realised they were on the wrong platform .

a. figure out b. hang up c. trip over d. go ahead/ carry on e. make out f. go out

Alms:

EJ

EJ

Aim: to practise the uses of the Past Sim ple, the Pa Perfect Sim ple and the Past Perfect Progress!.. o Ask Ss to read throu gh the text and complete the blanks. o Explain any unknown words if necessary. o Check answers and ask Ss to provide j ustificati on. o If time is scarce, assign the exercise for homework.

had been driving saw had had got had been stand ing stopped had disa ppeared

oral practice Aim: to practise the structures and functions presented in th is lesson through specul ation o Divide Ss into pairs. o Tell Ss to look at the picture and the clues provided. o Point out to Ss that they should use the Past Perfect Simp le or the Past Perfect Progressive. Have Ss do the act ivity and check answers.

By the time I arrived at the party, o Frankenstein had been dancing for an hour. o the ghost and the skeleton had been ta lking to each other for a while. o the Dracula had been playing t he guita r for an hour. o the mum my and the witch had stopped dancing.

EJ

ds and phrases •

0

sal verbs In the dialogue and match th em - ::>!la nings given.

erstand • a te leph on e convers at i on

The Past Perfect Progressive Is used for: an action which had been going on for some ti me before

nue

another action or a specific time in the past. e.g.

:;M;oc-.ge to see shin in g

0

an action which had already happened before a specific time or another action in the past. e.g. _

_

" acci d ent

•

Read about the uses of the Past Perf ect Sim ple and the Past Perf ect Progressive and comp lete the tabl e with exam ples.

EJ

0

sentences a-t and match the prepositional

.._ s in bold with their meanings 1-6.

_

Compl ete the text with the Past Simple, the Past Perf ect Simple or the Past Perf ect Progressive of the verbs in brack ets.

Jack and I were on our way back home aft er an

EI occas io na lly!

exhausting day at work. We (1)

(drive)

for at least half an hour down a dark count ry road when

a the correct time

B

n ot lat e

we (2 )

(see) her stan ding by t he trees

in the pouring rain. We (3)

I!I j u st f or now

(have) no

idea how she (4) to v i si t m y cou sin in Scotland from to t ime . -. - 10 :4 3 trai n from Bristo l w ill arrive time. - 're was n o t r affic. so we got th ere

ti m e . E'rin arrived at the airport in ti me . DO

long she (5)

(stand) there in the cold.

By the time we (6)

-

• s cl ean thi s r oom f or the time b eing . do the re st of th e hou se lat er. game ha d alr eady sta rted by t he t ime arriv ed . _

PAST PERFECT SIMPLE· PAST PERFECT PROGRESSIVE

•

(get ) there or how

(7 )

(stop) the car, she (disappear) into the forest in front

of our eyes.

oral practice The pictu re below is from a Halloween party. Imagine that you were invited to th is part y, but unfortunat ely, you were delayed and arrived late. Say what the peopl e had done or had been doin g at th e party (and for how long) before you arrived.

k at th e acts from the logue and answer th e questions th at follow.

: T-e time I figured out who it was, he had hu ng up.

~

of the two actions happened first and which ned next ? ::h tenses are used?

. _, been wandering around in the dark for a few ures when SUddenly a bright fight appeared. long had Nat been wandering? 81 did she stop wandering? tenses are used? Cha nnel your English

47

Lesson Two

re ading

o


EJ Read thePayextract from a short story include d in the book of no attention to the miss ing sente nces. Which of the th ree sentences The Adventures

• Have you read a ny stories or se en any films / TV se ries about Sherlock Holm es ? • Did yo u like them ? Why/Why not?

bes t summarises the extract? Choose a. b or c. a . Sh erl ock Holmes and Watson w ent to t he doctor's hou se to find out w hat t he bright light w as . b . Sherlock Holm es a nd Watso n saw so me st ra nge ani mals on their w ay to thedoctor's hou se . c. She rlock Ho lm es and Watson w alked throu gh t he garden into t he doctor's hou se and waited quietly.

THE SPECKLED BAND

"My God, " I whispered. "What's that?" For a m om ent. Holm es was as shocked as I was. Th eil he gal'e a low laugh and whisp ered ill my ear.

"It's a nice househo ld, " he said. "Th at's the

At ab out nine a 'clock it was filially dark aro und th e big hou se. We had been waiting for two ho urs when, sudde nly, a bright light started shining right in fro nt of liS. "Tha t 's our signa l, Watson, "said Holm es, jumping to his feet. "It's com ing from the middle windo w. " Bef ore we left th e inn, Holm es had to ld the lan dlord that we were going to visit a friend and that we might spend the night th ere. A chilly wind was blowing ill Ollr faces as we were walking towards Dr Roylott 's house. Th e ye llow light showed liS the way. We made ollr way througli th e trees to the lawn, crossed it, and were about to en ter through the bedroom window when we saw so m ething moving. It was Gn ugly looking creature which ran out of the bushes and threw itself all th e grass.

II

EI

11

baboon. Th ere is a ch eetah, too. We might m eet it at any moment."

II

I lI;lISt say that I fel t m ore comf ortable after I ha d taken off my shoes and followed H olm es into the bedroom. My comp anion closed the shutters quietly, moved the lamp a ll to th e table an d took a good look Ground the room. Holm es then came close to m e and Whispered so softly I could hardly hear him . "It is really importan t we don 't make any noise, " he said. "We must wait here without a light. " I nodded my head. "Make sure yOIl do 1I0t go to sleep, " h e said. "Yo llr life m ay depend a ll it, and have YOllr pistol ready. YOII lIlay nee d it. " I did wha t he said, altho ugli I didn 't have a clue how this could help to solve the mystery of the speckled band...

II

21

20

EJ a-eReadbelow. the text again. Complete the blanks 1-5 with the sentences a . It w as exactly as it had be en w hen we saw it du rin g the day. b . A moment late r we were on t he dark road . c. I had forgotten t he st ra nge pets the doctor kept. d . It was quite ea sy to get into t he grounds of the house as there were many hole s in the wa ll. e . As soon as it go t up, it ran acros s t he lawn and di sa ppea red in to the da rkne ss.

48

Sherloa

Holm es.


-I-irD

• Read

the whole " " first and the the se ntences 'lIt/en. • Pay specia l attention to the t/ocabufary, pronouns (e.'}. it, he, this) and words/ph ras whic h link sentences (e.'}. howeve), just the n) both in the text and in the sentences 'lit/en. Remembe r that the se nte nce you choose for a '}ap must make sense to'}ether with the sentences before and after th e 'J~p. _

1/

teacher's note s 07 • Ask Ss to choose which of the thr ee sentences given best summar ises th e ext ract . • Check answers and ask Ss to provide justification.

..,lock

ICe S

to t h e

or's :
chilly creat ure grounds handwriting hardly household

ationswith make e a mistake --2~e an effort - 2::': e an excuse - 2. "'E noise

'1 Dr

inn investigate landlo rd lawn nod (v) pistol

shutter signal (n) ventil ator weapon whisper (v) ugly-looking

make one's way make sense make sure make up your mind

phrases and expressions JE<:€f1d on have a clue lose control of attention to

acting groundNote: The extract from "The Speckled -- " presented in this lesson, is a simplified version - me story included in th e book The Adventures of - ' ",rtock Holmes by Arthur Conan Doyle (1859-193 0). - '", tit le of the story, The Speckled Band, refers to a XlISOnous snake, an adder, which is the key to the - rtio n of t he mystery. The writer chose to use the om band, which literally means a rubber st rip used to things togeth er, to refer to a snake in order to _ =,,:e a vivid meta phor adding, t hus, to the mystery of 0= story, It is import ant , th erefore, not to reveal the ~ : of t he story to your studen ts , as they will have the ::-c ..ce to fi nd out at the listening stage.

e,

• Ask Ss to read the text again and underline any unknown words they might have. • Ask Ss some comprehension questi ons. e.g. Why had Holmes and Watson been waiting for two hours outside the house before they decided to make a move? What made them feel shocked on their way to the bedroom? What did Sherlock tell Watson to do jf his life was at risk? • Explain unkn own words.

EJ

Aim: to understand text orga nisat ion

• Read and explain the tip. • Point out to Ss that t hey should look out for words and phrases that precede and follow th e missing sentences. • Have Ss do the acti vity. • Check answers and ask Ss to provide j ustificat ion.

1. b (the meaning of this sentence is consistent both with what it poceeds and what it follows. Draw Ss' attention to the sequen ce of events.) 2. d (Get into the gro unds of the house is consistent both with showed us the way, which proceeds it. and with we made our way thro ugh the trees, which follows it .) 3. e (It refers to the ugly looking creature.) 4, c (Strange pets refer to the baboon and a cheetah.) 5. a (It refers to the room.)

optional pos t - re adi ng acti vity

~l

1',,1

Sentence c best summa rises the extract. (Sentence a is inappropriate because Holmes and Watson already knew what th e bright light was -it was th eir signal. Sentence b is also inappropriate because it refers to a specific incident. not the whole extract ).

lm: to introduce the topi c of th e readin g text through an ora l activity involving personal experie nce a nd opinion

. Ss the questions and generate discussion. lm: to read for gist and sum ma rise .: . Ss to read throu gh th e extract quickly to get a EfOI idea of what it is about. out to Ss tha t they should not pay any atten tion - ", missing sentences or to any unknown words they = • have.

Ask Ss questions of personal response related to the topi c of the reading text. e.g. How does this extra ct make you feel? Would you be interested in reading the conti nuation of the story? Why/ Why not? Note: You do not need to ask det ailed questions at this stage as you will also ask some at the pre-listening stage.


48

Lesson Two (continued) words and phrases Collocations Aim: to present and practi se collocations wit h make • Ask Ss to read the collocations in the box. • Have Ss do the activity. • Check answers and explain any unknown words if necessary.

a. make up your mind b. make an excuse c. make sense d. make my way

e. made noise/ were making noise f. Make sure g. make an effort h. make a mist ake

grammar

D

Aim: to intro duce ti me linkers used for linking past

actions

• Refer Ss to the t ext and explain to Ss what time linkers are. • Give Ss an example from the text. • Ask Ss to underline the rest of t he ti me linkers in the text. • Have Ss do the activity. • Check answers. • We had been waiting for t wo hours when, suddenly, a bright light start ed shin ing right in front of us. • Before we had left the inn, Holmes told the landlord that... • A chilly wind was blowing in our faces as we were walking towards Dr Roylott's house. • We were about to enter through the bedroom window wh en we saw something moving. • As soon as it got up, it ran across the lawn and disappeared into darkness. • I must say that I felt more comfortable aft er I had ta ken off my shoes and followed Holmes into th e bedroom. • It was exactly as it had been when we saw it during the day.

EJ

Aim: to match tim e linkers with their uses

• Ask Ss to read the rules and do the exercise. Ensure that Ss underst and all the terms used. • Check answers. Whil e and as ~ the second set of rules When, after, before, until, as soon as and by the time ~ the first set of rules

EJ Aim: to practise th e use of tim e linkers used for link ing past acti ons • Ask Ss to j oin the two sentences in a. • Check answers and draw Ss' attention to the changes made. • Have Ss do the rest of the activity. • Check answers. If time is scarce, assign the exercise for homework.

a. As soon as I got into the house, the phone rang / The phone rang as soon as I got into the house. b. While she was driving to work, she suddenly lost control of the car / She suddenly lost control of the car while she was driving to work. c. By the tim e she came, we had already finished dinner I We had already fi nished dinner by the t ime she came. d. After they had painted t he house, they sold it. / They sold the house afte r they had painted it. e. He aida t go out until the rain had stopp ed.

listening

S

II Alms: • to expand on the top ic of the reading text • to present the top ic of th e listening text • Ask Ss the questions and generate discussion.

EJ

Aim: to listen for gist and ch.eck predictio ns

• Play the tape. . • Have Ss do the exercise. Check answers and ask Ss to provide justification .

• Sherlock Holmes is investigating the mysterious dea of a woman. • Sherlock Holmes will finally reveal who the murderer is and will solve the mystery of t he speckled band.

EJ Aim: to listen for specif ic informatio n • Ask Ss to look at the pictures and make sure that they have understood what the words mean. • Ask Ss to read sentences a-d. • Explain any unknown words in the sentences. • Play the tape again and tell Ss to ta ke some notes w listening. • Check answers and ask Ss to provide ju stificat ion.

a. Dr Roylott b. adder/snake c. adder/snake, bell-rope, cane d. adder/ snake, ventilator, Dr Roylott 's, killed/bit him listen ing Transcript (see page 122)

or

o

ords and phrases Collocat i ons

a. I got into t he house . Then, imm ediately t he phone rang. (as soon as)

at t he following collocations with make and use to com plete the sentences a-h. You ma y need to ge t he form of the verb.

e an excuse

m ake make make make

e an eff ort make up your mind

e se nse 51

th e

Com e on Miles,

a mistake sure m y way n oi se

b. She was driving to work. SUddenly, she lost contro l of th e car. (while)

c. She came late. We had already f in ished dinner. (by t he t ime )

, w ill you ? d. First t hey painted the house . Then they sold it. (aft er)

- 'e ha v en't got all day. :>On' t try to

for H arry' s

cehaviour. H e won't ge t away with i t this t ime . ( The:Y

Join the following sentences using t he ti m e link ers given. Make all the necessary changes.

_. bo dy can

e. The rain stopp ed . Then, he went out. (unt il)

of Julie' s

nandw r i t in g . had to

t hrough the sn ow

• var ds the v illage .

listen in g S

o

You will hear a radio play whi ch is th e conti nuat ion of t he story on page 48. Before you listen, discuss th e following:

The w h ol e n ei ghbou rhood w as co m p l ain in g

text text ~

be cause we

at St ev e's

party ,

_ _ _ _ _ _ _ _ _ y ou don't forg et anything ! ' Ve have to

if we w ant

:his proj ect to suc ceed . Sk Ss to

t do esn 't m att er if y ou

_

as lo ng as you l earn from it .

JS

death

ucerer ld.

ammar

• Wh at i s the m y st ery that Sh erlock H ol m es i s inv estigating? • What d o y ou t hink w ill happen?

EJ

o

TIME LINKERS

Listen to th e fir st part of i he rad io play and check your predict ions in 1 . Look at th e pictures and th e sente nces a-d. Then, listen to th e rest of th e rad io play and complete th e sentences. Use t he words under th e pict ures and others.

~~

~.

Look at the te xt on page 48 and und erline all the time linkers that link past act ions . "

add er

Now match the two groups of time linkers with their

uses. 3

they

act ions, one of which

.. ~

happe ned ear lier than t he

t

are used to lin k two past

While and as es while

oth er. We often use t he

tion .

which happene d earlier.

Past Perfect for the action

are used wit h t he Past

en, after, before, until, as soon as and by the time

Progressive to link two past actions which were

!' l.

v entil ator

1" 'f/~

.

- -

\ / 1bell- rope

-

a.

~

was t he murderer.

b . T h e sp eckled ban d was actually a(n)

_

that w as used as a weapon . c. T h e _ _ _ _ _ __ _

clim be d do w n t he an d H olm es h i t it with h i s

happ ening at the same t im e or to introduce the 'longer' of th e two actions .

d . Th e _ _ __ __ _ r oom an d

to

w ent throu gh t h e _ _ Channel your English

49

Lesson Three

words and phrases

mm:mI Read the sentences below and dec ide what the idioms in bold express. Use the words in the box. anger

fear

annoyance

happiness

a . He nearly jumped out of his skin when he heard the loud bang. b. Wh en I found out I had won t he com petit ion I was over the m oon . c . As s he wa s walking d own t he a lley, s he reali sed so meone w as following her. Her hair st ood on end . d . My nei ghbour's dog ke eps d igging hole s in m y gard en; it 's getting on my nerve s .

e . It drive s me up the wall; I can never rem em be r the name of that Am erican tennis player.

f. It was Frid ay even ing, Sall y had a new d ress on an d she wa s go ing out clu bbing . She felt on top of the world . g . He s lip pe d and wa s hanging over t he e dge of the cliff. His heart was in his mouth.

h . It makes my blood boil t o se e people being cruel to animals.

speaking Work in pairs . Make up a story using your imagination and the pictures below. Then, tell your stor y to the rest of the class. Use some of the idioms above a nd the expressions in the box to make your stor y sound more dram atic. Sta rt like this: It was a nice Sunday afternoon and Rob and Hannah

Speak clearlv and 10udiV so that the peo 'IOU are talkinq to can hear 'IOU.

were bored.

All of a sud den I Suddenly Th e next thing he/sh e/th ey kn ew

50

Cha nne l your English

Fort unately I Luckily H e/Sh e could n't beli eve hi s/he r eyes .

Unfortu nately I Unluc It was a real shock .

teacher's notes 07 Idioms referringto feelings be over the moon drive sb up the wall feel/be on top of the world get on sb's nerves j ump out of one's skin make sb's blood boil one's hair stan ds on end one's heart is in one's mouth Other wordsandphrases all of a sudden annoyance break th e silence fear fort unately lane luckily

make up a story passenger reply (v) suddenly unluckily whist le (v)

words and phrases

m=rI

Aim: to introduce the use and meaning of idioms

. • Explain any words in the sentences Ss might not know. • Have Ss do the exercise and check answers.

a. fear b. happiness c. fear d. annoyance e. annoyance

f. happiness g. fear h. anger

speaking Aims: • to speculate about th e m issing parts of a comi c strip • to mak e up the story and narrate it • Divide 5 5 into pairs.

• Ask 5s to look at the pictures. • Explain any words and/ or expressions from the tabl es that Ss might not know. • Have 5s do the acti vity.


50


o

Aim: to prepare Ss for the writing task

• Ask Ss to iook at t he pict ure and predict what t he story is about. • Generate discussion.

EJ

Aim: to understand specific information and read between the lines

• Ask Ss to read the story and answer questions a-b. Check answers. Explain any words Ss might not know.

a. He in the last sentenc e refers to Malcolm. b. He never again went near the place of the car accident because he was scared.

optiona l Ask Ss comprehension questions about th e story. e.g. Why was Malcolm whistli ng? What made his hair stand on end?

3 linking past events Aim: to practise using time linkers for past events • Ask Ss to do the exercise. • Point out to Ss that they should use the appropriate past tenses. • Check answers.

a. By t he time they reached th e haunted cast le, black clouds had gathered in th e sky. b. Mei and Zina had been walking for one hour when they reaiised they were iost. c. As soon as Sandra heard a strange noise outs ide, she called the police. d. David had gone to bed before t here was a knock on the front door. e. Carol was eating while she was watch ing a horror fil m on TV.

4 Writing task Alms: to give Ss practice writ ing a story ending with a set sentence • Read and expiain the tip. • Assign the writing tas k for homework.

51 ra Channel yourEnglish

UNIT 07

writing

II

3 Linking past events

Brian has entere d a short story competition organised by a teenage magazine. The com petiti on rules say th at the story must end with th e foll owin g words: He never went near th at place again. Look at the pictur e that Brian drew for his story and guess what th e story is about .

Expand the notes below into full sentence s. Use th e appropriate past tenses and the ti m e li nkers given. a. T hey / r each / h aunted castle / b la ck clou ds / gath er / in t he sky (by t h e tim e)

b . M el an d Zina / w alk / one hour / r ealise / lost (w hen)

c. San d r a / h ear / st r an ge / no is e / outsi de / call / police (as soon as)

d . D av id / go / bed / kn ock / fro nt / d oor (befo r e)

EJ

Now read the story below.

a~d answer th e questi ons e. Carol /eat / watch / h orror / film / TV (w hile)

a. Who i s 'He ' in t he last sentenc e? b . W hat is t he place he n ev er w en t near ag ai n? Why ?

. Outside the nt'?,ht was cold and wet. Th e da rk country mad was elllpty. Malcolm was walking tluvugh the sn ow towards a viI/age called Ha nsbv. He was whistling to brrak the silence. M alcolm had bern walking {Or about an hour when he heard som ething. He turned around and saw two bri,ght It'?,hts. As they cam e closer; he realised it was a COl; He shouted and the car stopped. There well' three people inside. Malcolm g ot in and sat in the back. "It's t iffz ing t"'t('?,ht," sa id M alcolm to the passrnger who was sitting beside him. Th e man didn 't ll'p ly. 5 uddrnly. it becam e l 'f r y cold in th e car and then: was a strange smell. Whrn Malcolm looked at the passrngers, his hair stood on end. Th ey 11'f 1f dead - all or them! Th eir " clothrs 1Vi'1f old and their {Oces lVi'1f white. Malcolm screamed and jumped out "r the COl; Th e next thing he kn ew he was in hospital. Th e place what he had bern {Ound Ims exactly where a car had crashed years be{OIP. Nobody believed his st", y, but Malcolm kn ew that he inside th e c.:'?,host COl ; _ was the {Ourth . rIIassrn'?,er c.: He never went near that place again.

4 Writing task You have decided to enter a short story compe titi on orga nised by a teenage magaz ine. Read the competition rules and write your story.

. ltn the following words: d Write a story ending W I t thing that ha es It was definitely the strang happened to her.

120 and 150 words.

Your st ory should be between

-/?., I

J

When lJOU have to write a storlJ tha t begins or

ends with some words q i(/en: • Ma ke sure that lj UU use the exact words qiven a t the

beginning or the end of the storlJ and that the plot of lJour storlJ is related to these words. • your storl) ca n be either true or ima tjinarlj, but remember tha t it must be interestinq to the reader.

• Use the appropriate past tenses and link the events with time linkers. • rrlJ to make lJour st orlJ sound drama tic blJ usinq appropriate expres sions and idioms.

-


51

Lesson One

presentation

II Before you read the dialogue, look at the picture an d discuss the following: • What do you think the girl s are tal king ab out? • Why do yo u think t hey are laug hing?

EJ Listen to the dialogue and check your S answe rs.

EJ the Read the dialogue a nd decide whether following sentences are True, False or Not mentioned . Write T for true, F for false a nd N for not mentioned. a . J an ice thi nks Tom is horrible. b . None of t he g irls like the w ay Pe ter d ress es. c. The colour of Peter's hair is t he result of a n experiment. d . Emma think s a party w it h boys w ill be dull . e. Isabe l d oe sn't m ind Tom co mi ng to t he pa rty. f. Tom do e sn't w ant to com e t o the party a lone.

D

D D D D

D

Janice So, is everything ready for the big party on Saturday? Isabel Big party? Leave it out. It' s just going to be you two, my siste r and some of her friend s. Emma Why don't you ask some boys to come? Isabel Like who? Emma How about Peter and Tom? Isabel What ? Peter! Janice Shhh ! They're sta nding just over there. Isabel I'd rather invite Frankenstein than ask Peter; he's horrible. Janice He's not that bad . Isabel Let's face it, he needs a few lessons in fas hion. Emma You're right . That shirt he wea rs all the time looks like a tablecloth. Janice I take your point, he should lose those awful baggy shorts as well. Isabel And that bleached hair... It looks like a science experiment that went wrong. Emma OK, OK, so you'd rather not invite Peter. But Tom's nice. Anyway, you'd better ask some boys to come, ot herwise it' ll be boring. Janice She' s right . Maybe you should ask them now, before it 's too late. Isabel I'd like Tom to come, but not Pet er.

52


Janice If I were you, I'd ask Tom when he's not with Peter. Isabel What 's the point ? He won't wa nt to come on his own, will he? Emma

You never know.

Janice You'd better be careful. Tom may bring someone else . Emma Like who? Frankenstein? Isabel No problem . As long as it's not Pet er, I don't care .

D Discu ss the following: • How do you decide w ho to invit e to a party? • Wh at's t he best party you've ever been to ?

intonation The words/ phrases in bold are used for ma king suggest ions or givi ng advice. Listen an d repeat Why don't you as k some boys to com e? How abo ut Peter and Tom ? Maybe you sho uld as k them now. You'd better be ca refu l. If I w e re you . I'd ask Tom w hen he 's not w it h Pete r.

- - - - - - - - - - - - - - - -r-. teacher's notes 08 • They are talking abo ut the party one of the girls is having and wheth er she should invite two boys, Peter and Tom, to it. • Because th ey are making funny comments about the two boys.

o Words baggy blame (v) bleach blush

experime nt (n) fashion like (conj) ot herw ise

Conversational English How abou!...? I don 't care Leave it out.

sof a spoilt (adj) tablecloth

ta ke sb's poi nt you never know What's th e point?

Expressions with go go bad go over th e top go bana nas go red

go wild go wrong

a. F

b. T

c. F

d. F

e. T

f. N

• When th e acti vity is over, ask Ss some more quest ions. e.g. What do the girls me an by referring to Frankenstein? Why do you think Peter won't want to go to the party

on his own?

Other phrases andexpressions be in t he mood get off say a word about

• Encourage Ss to t ry to guess th e meaning of new vocabulary such as tablec loth, experiment and wen t wrong.

Ell

presentation Aim: to present vocabulary, structures and functions in th e context of a dialogue bet ween teen agers tal king about havin g a party

o

Aim: to encourage 5s to rel ate th e topic of th e dialo gue to personal experience • Ask Ss to look at th e questions and discuss t hem.

optional

Aims: to use visua l info rm ation to predict th e content of th e dialogue • Ask Ss to look at th e picture and dis cuss t he questi ons.

optional You may ask Ss a few more quest ions: e.g. How old do you think the girls are? What is the relationship between them ? Where are they?

EJ

Aim: to check com prehe nsion of speci fic info rmation f rom t he dialogue • Ask Ss to read se ntences a-t , • Ask Ss to un cover t he di alogue so th at they can read and liste n at t he same t ime . Play t he ta pe again . • Ask Ss to underline words and expressions th ey are not familia r wit h, but te ll th em not to worry ab out unknown words at t his stage. • Give Ss t ime to work out th e answers. • Check answers and ask Ss to provide j ust if ication.

If there is time, you may ask Ss mo re qu est ions. e.g. What do you think of the conversation between the girls? Do you often have similar conve rsations with your friends? Who/What are they abou t?

intonation Aims: • to listen to th e dialogue and check predictions • to und erstand the gist of th e dialogue

• Ask 5s to cover t he dialogue. look at t he pict ure an d listen caref ully. Play t he tape. • Discuss answers.

S

S

Aim: to present and practise intonat ion of words and phrases used for m aking suggestions or giving advice Play t he tape and pause after each sente nce. • Ask Ss to repeat them.


52

Lesson One (continued) words and phrases 1 Conversational English Aim: to match the expressions of conversational English in the dialogue with their meanings • Ask 5s to do the act ivity. • Check answers.

• • •

a. Leave it out. b. I take your point. c. What's th e point? d. You never know. e. I don't care.

2 Expressions Aim: to match expressions with go to their meanings • Ask Ss to read through the sentences a-f as well as the meanings 1-6. • Have 5s do the exercise. • Check answers.

a: 3 b: 1 c: 5 d:2 e:6 f: 4

grammar

o

Aim: to introduce the difference In meaning between had better and would rather • Ask Ss to read the two sentences from the dialogue and decide on th eir mean ings. • Check answers. If necessary, provide Ss with further explanations and/or examples.

I'd rather invite Frankenstein than ask Peter = would prefer You 'd better ask some boys to come ~ should

EJ Aim: to involve 5s in realising the difference between had better and would rather based on examples from the dialogue Refer Ss to the text and ask them to find more examp les of had better and would rather. • Have Ss do the exercise. • Check answers.

53

ra Channel your English

•

Had better future to Would rath er without I'd rather I'd rather not

EJ Aim: to practise had better and would rath er • Ask Ss to read through the dialogue and complete the blanks . • Explain any unknown words. • Have Ss do the activity. • Check answers and ask Ss to provide j ustification. • If t ime is scarce, assign the exercise for homework.

Key (1) (2) (3) (4) (5)

'd 'd 'd 'd 'd

. bette r stop rather stay better tell rather go rather go

optional oral practice Aims: • to give 5s further practice of had better and would rather in the context of a dia logue • to give 5s practice making suggestions or giving advice • Divide Ss into pairs. Tell the m that they should organise a party for t heir fr iends . • Ss should discuss where to have thei r party, who to invite and all the necessary preparations they should consider (food, refreshments, music, decoration ). • 5s should exchange ideas, make suggest ions and state their preferences. • Point out to 5s that they should use had better and would rather, as well as words and phrases for making suggestions or giving advice. • Have Ss do the acti vity.

words and phrases

Would rather • It is used to express preference.

1 Conversational English

• It is followed by infinit ive

to.

Find five examples of conversational English in the dialogue and match them with th e me anings given.

• In spoken English its short forms are commonly used

a . Do n't say t hat .

• Its negative form is

b . I understand w hat yo u're sayin g .

_ __ ___ , you'd rather etc.). .

EJ

c. W hy ? d . Maybe.

_

Complete the dialogue below with had better or would rath er and the verbs in brackets .

e. It makes no differen ce to m e.

2

Expressions

Read the sent ences a-t and decide what t he expressions in bold me an. Choose from th e me anin gs 1-6 .

D not work p'roRer ly E!b ecom e SRoilt

I!Ido som et hing t oo mucH

II get exc i t ed III blush

a. M ilk goes bad i f you d on 't keep it in the fridge. b . The coach's new st rategy went wrong an d w e l ost th e game. c. You went over the top w h en you ca lled her a silly cow. d. The teacher went bananas w h en h e saw I was cheat i n g. e. Sh eila went red when Ph ilip asked her to the party. f. T h e band walke d on stage and the crow d w en t w ild.

_ Hal Come on Phil, get off th at sofa. You (1) --'-

_

_

_

_

unless you want to ruin your eyesight. Why don 't we

(stop) star ing at t hat tel ly

go to Steve's party? _

Phil Leave me alone Hal. I'm not in the mood. (stay) at home

1(2 )

_

ton ight. _

Hal You've been doing that for th e past week. Aren't you bored?

WOULD RATHERgrammar HAD BETTER EJ Read the follow ing extracts from the dia logue . prefer and

Phil No. Hal

I know someth ing's wrong. You (3)

Which of the verbs in bold me ans would which means should?

_ __ _ _ __ _ _

(tell) me what's going on.

word about it to anyone.

Hal Find more examples of would rather and had better in the dialogue and complete the tables below.

I promise.

Phil It' s that new girl, Vanessa. I asked her to come to Steve's party wit h me...

Had better • It means it is advisable and it refers to the present

_

Phil Nothi ng... Oh, all right. I'll tell you, but don't say a

• I'd rather invite Frankenstein t han ask Peter. • You'd better ask some boys to come.

o

Give me a break Phil. It's me you' re talking to.

or

_ __ _ _ _ _ • not the past. • It is followed by infinitive without _ • In spoken English its short forms are commonly used (I'd better. you'd better etc.). • Its negative form is I'd better not.

Hal And?

Phil Can you believe it? She said she (4) _

Hal

_

(go) wit h that idiot Rory.

I don't blame her. If I were a girl, I (5)

_

_ _ __ ___ (go) out wit h Rory than wit h you.


53

Lesson Two

reading ~ Read the heading of the text, look a t the pictures and discuss the following: • Whatdo you thi n k Tee n Co urt is ? How IS It different f . rom a typica l cou rt? (Thi nk a bout the ' d . n JU ge, Ju ro rs. la wye rs a n d p unishment ) U Now read the text a nd check your answers in 1. .

TeenCourt

Kaysi Holman is questioning Roben Fomby about arecent car accident. "Roben,please tell the court what happened that night," says Kaysi, hislawyer,"I took my dad's car without his permission. As I was driving, my phone rang. I know I should have been more carelul.l shouldn't have answered it... explains Robert. Beth Parker, who is the lawyer lor the other side.yells:"No, you shouldn't have taken the car in the lirst place:' Kaysi jumps to her leet:"Objection, your Honour!"

At first this may seem like a typical courtroom trial, but there is a difference. What makes this trial unusual is that th e judge, the lawyers, and the juro rs are all teenagers. Teen Cou rts are no new invention . The first trial was held in Texas in 1976. Today they exist in almost every state in America. How did people come up with this idea?Well, the standard justice system didn't seem to work for te enage troubl emakers. So, th e auth orities had to find a system th at would reach teenagers, a system where pe er pressur e would play an important role. It is o ne th ing when a teenager faces an adult jury and quite anoth er when the jurors are their peers or even their friends. It is easier for te enagers to come clean in front of people their own age, as thei r pe ers can understand their pro blems in a way adults cannot.

Not all teenage rs who break the law e nd up inTeen Co urts and not all Teen Courts work in th e same way. However, they all have som ething in co mmo n. As all th e troublemakers have already admitted their wrongdoing, the trial doesn't determine whethe r they're guilty or innoce nt. It is used to find an appropriate punishmen t, which involves community service rather than send ing the troublemaker to jail. Also, after teenagers have been sentenced for a crime , they have to come bac k and participate in oth er trials. Do Teen Courts really wor k? Supporters of th is system say that fewer teenagers repeat a crime compared to those w ho have appeared in no rmal youth cou rts. Teenagers probably learn their lesson better this way and many of th em say that Teen Court has helped the m becom e better people.

EJ Read the text aga in an d a nswe r the questions below. a . Why is Robe rt Fomby in COUrt? b . Where ca n Te e n Courts be fou nd > c. Wh y do t eenagers feel m ore co m;ortable a d m itt in ' . . d . What IS the p urpo se of a Tee C . g their m istak e In Te en Courts ? e In h' h n o urt tna l? . . w IC wa y a re Te e n Courts m ore effe ct ive tha n n orm a l cou rts?

54


•

teacher's notes 08 • Ask Ss to read th e t ext agai n paragraph by paragrap h and ask t hem comprehension quest ions. e.g, When was the first trial in a Teen Court held? How did the idea for a Teen Court originate? • Explain unkn own words. Words and phrases related to law and court admit ja il question (v) be sentenced for j udge t ria l break t he law juror troublemaker community service ju ry wrongdoi ng court ju st ice your Honour courtroo m lawyer guilty objection innocent punishment Otherwords appropriate be heid determine exist face (v)

requirement supporter typical vary yell (v)

invention

participate perm ission

recent repeat

Otherphrases and expressions at first come clea n come up with end up in

j ump to one's feet learn one' s lesson peer pressure rat her t han

reading

D

Aim: to int roduce th e topic of th e read ing text thr ough an oral activ ity involving personal opinion • Ask 5s t he quest ions and generate discussion. • Ask Ss to look at the heading and the photograph.

Note: You may need to elabora te on th e meaning of community service (= legal punish ment for a crime t hat consists of t he criminal doing a number of hours in t he form of usefu l act ivit ies in t he community).

EJ

Aim: to read for detail and underst and specific information • Assign t his act ivity for homework.

a. Because he has caused a car accident . b. They can be found in almost every state in America. c. Because they feel t heir peers underst and the m in a way adults can't. d. To f ind an approp riate type of punishmen t for troub lemake rs. e. Teenagers seem to learn their lesson better t his way. Many of th em also admit tha t Teen Court has helped them become better peop le.

optional post-reading activity Ask Ss quest ions of personal response related to t he to pic of t he readi ng text. e.g. What do you think of Teen Courts? Do you think they can really be effective? Do you think that Teen Courts could work in your country?

EJ .

Aim: to read for gist and check predictions

• Ask Ss to read t he text paragraph by paragraph and tr y to f ind out th e answers to t he questions above. • Check answers and ask Ss to provide justificatio n.

Key

.

Teen Court is where teenage troub lemakers are put on t rial. It is different from a typical court because t he lawyers, t he j udge and the jurors are teenagers. Also, teenagers who are put on t rial in a Teen Court have adm itted t heir wrongdoing before hand, so the t rial doesn 't determine whethe r they 're guilty or innocent.

Cha nne l your English 18

54


words and phrases Phrasal verbs and other expressions

listening

o

S

Aim: to present t he topic of the listening text

• Ask Ss to read t he quest ions. • Generate discussion.

Aim: to match phrasal verbs and other expressions from the text with their mea nings • Have Ss do t he exercise. • Check answers.

EJ

a. at first b. come up with c. come clean d. rat her tha n e. learn my lesson

. • Tell Ss to listen and mark the ir answers in the boxes. • Play t he tape. • After listening to the five questions in t he quiz. pause t he ta pe. • Allow Ss some time to add up their scores according to th e inst ructions on the tape.

grammar

EJ

o

Aim: to int roduce should and shouldn't + perfect infinitive • Ask Ss t he fi rst set of question s. • Elicit and check answers. • Do th e sam e wit h t he secon d set of questi ons.

Aim: to em phasise listening for a purpose

Aim: to em phasise listening for a purpose

• Tell Ss to listen to t he results of t he quiz and fin d out what the quiz reveals about them . • Play t he tape again. • Ask Ss th e questions and generate discussion.

ListeningTranscript (see page 123 ) • No, he wasn't.

He feels tha t he hasn't done th e right t hing. • Yes, he did. No, she doesn't.

EJ

Aim: to present and practis e t he uses of should and shouldn 't • Read and explain th e rules. Provide any fu rth er explanati ons and examples if necessary. • Have Ss do th e exercise. • Check answers.

a. should brush b. shoul d have thought c. shouldn't have read d. shouldn't lift e. shou ld have visite d f. shouldn't have to ld

55

18 Channel yourEnglish

UNIT 08

w ords and phrases Phrasal verbs and other expressions Find expressions in the text on page 54 and match the m with the m eanings given.

e. I

(visit) Stonehenge

while I was in England, but I didn't have t he time. f. You

(tell) Trudy the

secret. I bet everybody knows about it by now.

a. to begin wit h

listening S

b . think of someth ing

o

c. te ll t he tru th d . instead of

• I n w hich si tu at i on s d o you fee l p r essured by yo ur pe er s? • H ow d o you react?

e. r ealis e tha t w hat the y did was wrong

gramm ar


SHOULD / SHOULDN'T

Look at the extracts from th e text on page 54 and answer the quest ions that follow.

• I should have been more carefu l. Was Robert careful ? How does he feel about it?

• You shouldn't have taken the car in the first place. Did Robert take the car? Does Beth t hink that Robert did the right t hing? Read the rules below. Then, complete the sent ences a-t with should or shouldn'f and the correct form of the verbs in brackets. • Use should/shouldn 't + base form to ask for or give advice, express an opinion, make a suggesti on or express mild obligation in the present or future.

EJ You will hear a quiz which Is part of a radio programme. Listen and do th e quiz. Mark your . answer s in the boxes below.

• Use should + have + past participl e to critici se or express regret about something that didn't happen in the past. • Use shouldn't + have + past participle to criticise or to express regret about something that happened in the past and was wrong.

A

"B-

c

Q;..testtoV\. i Q;..testtoV\. :2 Q;..testtoV\. 3

a. You

(brush) your teeth at

Q;..testtoV\. 4

least twice a day. b. Jason

(think) carefully

Q;..testtoV\. 5

before he made his decision. c. Karen is very upset with me. (read) her diary.

it Gene

(lift) heavy things

because he's got a problem wit h his back.

EJ Now listen to th e continuation of the radio programme. What does the quiz reveal about you? Do you agree? Channel your English

55

Lesson Three

words and phrases Verbs with prepositions Look at the verbs in the box and use so me of them to complete the sentences a-f. You may have to chan ge the form of the verb. s hout at/to sb speak to/with sb arg ue w it h sb abou t st h com plain abo ut sth to sb

talk to/with sb a bout st h discus s st h with s b mention st h to sb laugh at s b

a . Alt houg h J ane is quit e a n honest pers on. s he

agre e wit h sb on/about st h ag ree/d isagree wit h sb on/ab out st h advise sb about/on sth lie t o sb ab ou t st h to m e abo ut where s he w ent last

night . b . My pare nts always

at m e when I come home la te .

c. I d idn't a ttend t he m eeting be ca use nob od y d . It 's too lat e now, I'll e . The lawy er

it to m e .

it w it h you in the morning . wit h the j udge abo ut t he se nte nce.

f. When I ar rived a t sc hoo l w ith m y slippe rs on , every one

at m e .

speaking

o

Look at the pictu res below. In pa irs , discuss the problem s the two people have and say what they should do.

I think he/she sho uld .. , If I we re in his/her s hoes .. ,

EJ give him/he r advice,

It wo uld be a good idea to . .. Sh e/H e sho uld .. ,

lii turns, think of a problem you have and ask your partner for advice. Then,

56


~~:; ..,: ;'1 to your partner's problem and

teacher's notes 08 Vocabulary Words accent advice

advise argue

compare complain

Phrases and expressions be aware of be in sb's shadow be in sb's shoes

Iw ords

deserve depressed

honest j ealous

lie (v)

mat e

call sb names can't help compare sb/ sth to sb else/sth else

mention self-confidence pretend sentence (n)

slippers smart

get sb/ sth wrong go through

and phrases

Verbs with prepositions ;l.lm: to present and practise verbs with prepositions , Ask Ss to read through the list of verbs wit h prepositi ons. Explain any unknown words Ss might have. .It might also be useful to draw Ss' attention to the differen ce between laugh at sb (= make fun of sb) and laugh with sb = laugh because sb has said or done something fu nny). • Have Ss do the exercise. • Check answers. 1. lied 2. shout 3. mentioned 4. discuss 5. (has) agreed/ disagreed 6. laughed

opt i ona l • Have Ss make their own examples with the rest of the verbs with prepos itions in the box. • Elicit and check answers.

Ispea kimg

EI • • • •

Aim: to discuss probl ems and m ake suggestions

Divide Ss into pairs. Ask Ss to look at the pictures and read the phrases given. Explain any phrases in the tab le th at Ss might not know. Have Ss do the activity.

Suggested ans wers: , In the first picture, the boy's roomate is a really unt idy person. I think he should ta lk to/ with him about it. If I were in his shoes, I would complain about th e situ ation. , In the second pict ure, the girl' s parents do not let her go out. I think she should discuss it with them. It would be a good idea to tal k to /with them about it.

:J Aim:

to practise asking for and giving advice

, Ask Ss to thin k of a problem and in turns ask for and give advice. , Have Ss do t he activity.

Chann e l your English TB

56

Lesson Three (continued)

writing

II

Aim: to prepare Ss for the writing task by relati ng it to personal experience

o Ask Ss to read the questions. • Generate discussion.

EJ Aim: to involve s s in giving advice with in a m eaningful cont ext o

o o

Ask 5s to read the lett er and answer th e question. Explain any words and/ or expressions Ss might not know. Elicit answers.

EJ o o

D o o o

Aim: to familiarise Ss with the conventions of letters giving advice

Ask Ss to read the reply giving advice and answer the quest ions, Expiain any words and/or expressions Ss might not know. Elicit answers and generate discussion,

o

Aim: to identify some stylisti c features of a letter giving advice

Refer Ss to the text in 3. Have Ss do the exercise. Check answers.

Why don't you...? ...you could... it would be a good idea to...

5

Writing task

Aims: to give Ss practice writing a letter giving advice o Ask 5s to read the part of the letter and provide any necessary explanations. o Read and explain th e ti p. o Assign the writi ng task for homework.

57

r s Channel you r English

---------------~ UN IT 0 8

writing

EJ Discuss the following: • Wh at do yo u do w he n yo u hav e a problem ? • Do you know what a problem pag e is? • Do you think problem pag es gi ve good ad vice?

EJ Below is part of a problem page from a teenage magazine. Read the letter that a girl wrote. What advice would you give her?

D Read the text in 3 aga in and underline all the expressions which are used to give advice or make suggestions.

5 Writing task Read the part of a letter below. Imagine that a friend of yours has sent it to you. Write back, giving him advice.

Whenever I hang out with my best mate, I can't help feeling that I'm a really boring person. I understand why everyone likes her; she's better loo king than me and she's smart and outgoing. Don 't get me wrong, I'm not jealous, but sometimes I can't help feeling that I'm in her shadow.What can I do? Sometimes I feel like I don 't want to go out at all. Depressed, IS,Tooting

EJ theNowadvice read the advice given to the girl. Do you think is helpful? Why/Why not? Was the advice similar to yours?

It so unds like you' re comparing yourself to your frie nd . Why don't you try to find out what m ak es you a specia l person? While you're at it, you cou ld develop your own interests . It cou ld in crease your self-confidence. Also, it would be a good idea to have a word with your fri end . Mayb e s he's n ot aware of what you're going through.

~." • •

• •

Whe.n lJou write an informa l letter qil/int} advice : Use an appropriate qreetinq and siqnature endinq. Use set phrases at the be'}innintJ (e.'}. I was somJ to hear that 90u'~e '}ot problems) and at the end of 90ur lett er (e.'}. I hope I've been of some help to 90U). 8e friendl9, use informallan'}ua'}e and show that 90U understand the problem. Alahe diffe rent su'}'}estions to help salve the problem . Use expressions to qive advice in the main part of 90ur letter (e.'}. In m9 opinion, 90U should... r I think 90u'd better..., If I were 90U..., Wh9 don't 90U... J, It'd be a '}ood idea to... ). Channe l your English

57

Lesson One

presentation EJ Before you read the dialogue, look at the picture and discuss the following:

• Do you find clowns funny? Why/W hy not ? • What do you think about t he clown in the picture?

EJ talking List en to two friend s, Dom and Paul, ® a bout the clown in the pictu re, Who is the clown? Choose a , b or c. a . Dam's fathe r b . Paul's bro th er c. a stree t entertainer

D Read the dialogue and a nswer the following questions :

a . Wh en was Dam's dad a clown? b . What did Dam 's da d wear w hen he was a clown? c. What is hap pe ning next Saturday ? d . What ca n Dam's dad do as a clown? e. How doe s Dam feel ab ou t Paul t easing him?

Paul Dam Paul Dam

Dom Paul

Hey Dam ! Check it out! It's your dad . It can't be my dad. Why not? He used to be a clown, didn't he? Leave it out! He dressed up as a clown, once, at my seventh birthday part y. So he is not a professional. What a shame! He's really funny, you know. He could have had a good caree r as a clown . Don't be silly. Did he wea r a stupid red wig like that at your party? He must have looked great. It was green actua lly - and he looked ridiculous. Hey, is your dad doing anything next Saturd ay? I don't know. He migh t be, why? Well, can you do me a favour? My brother is having a birthd ay party... Don't! ...and he wa nts a clown .

Dom

You can't be serious.

Paul

Why not? Your dad must be bett er than tha t bloke over ther e. He just makes stuff with balloons.

Paul

Dam Paul Dam Paul Dom Paul

58


Dom My dad does magic tricks, as well. Paul That's sorted then . Two o'clock round my house . And I think it would be good if your dad had a helper, too . So, don't forget your monkey suit. Dom That 's enough! Stop teasing me!

D Discuss the following: • Do yo ur fri ends tease you? What do they do/say? • How do yo u re act?

intonation The modal verbs in bold are used for expressing possib ility or making deductions. Listen and repeat. He m ight be . He cou ld h ave had a good caree r as a clow n . Your dad must be better t han that bloke ove r the re . It can't be m y dad . He m ust have looke d g reat.

teacher's notes 09

o

Aim: to check com prehension of specific informatio n from the dialogue • Ask Ss to read quest ions a-e. Explain the word tease. • Ask Ss to uncover the dialogue so that they can read and listen at the same time. Play the tape again. • Ask Ss to unde rline words and expressions they are not fam iliar with, but tell them not to worry about unkn own words at th is stage. • Give Ss ti me to work out the answers to the questions individually or in pairs. • Check answers and ask ss to provide j ustifi catio n.

Conversational English bloke That's enough ! That 's sorted. What a shame!

a. He was a clown at Dom's seventh birthday party. b. He wore a green wig. c. Paul's brother is having a birthday party. d. He can make stuff with ballons and do magic tri cks, as well. e. He feels a bit annoyed.

Collocations with do do a favour do damage do good do housework

do my best do tricks do well "

Other words career

clown enterta iner professional

ridiculous tease wig

• When t his activi ty is over, ask Ss some more quest ions. e.g. Why is Paul telli ng Dom no t to forge t his monkey s uit? Do you think that Paul really wants to upset Dom ? Do you find the way Paul is teasing Dom funny or annoying? Encourage Ss to try to guess the meaning of new vocabulary such as professional, wig and ridiculous .

D

Aim: to encourage 5s to relat e the topic of the dialog ue to personal experience • Ask Ss to look at the questions and discuss them.

presentation Aim: to present vocabulary, structures and funct ions In the context of a dialogue between two teenagers

o

Aim: to use visual information to predict the content of the dialogue • Ask Ss to look at t he pictu re and discuss the questi ons.

optional You may ask Ss a few more questions: e.g. Where is the clown stan ding ? Why? What is he doing? Are there any people watching him?

optional If the re is time , you may ask Ss more question s. e.g. Do you tease your friends? If yes, what do you usua lly tease them a bout?

intonation

®

Aim: to present and practi se intonation in sent ences expressing possibility or m aking deductions. • Play the tape and pause after each senten ce. • Ask 5s to repeat.

EJ Aim: to li~ten to the dialogue and understand the gist of the dialogue • Ask Ss to cover the dialogue, look at th e pict ure and listen carefully. Play the tape . • Check answers.

®

Channe l your Englis h TB

58

Lesson One (continued) words and phrases 1 Conversational English Aim: to match t he exam ples of conversation al English in the dialogu e with th eir meanings o o

Ask Ss to do the act ivity. Check answers .

a. Check it out ! b. What a shame ! c. bloke d. stuff e. That's sorted

2 Collocations Aims: to practise collocations wit h do Ask Ss to read the collocations in the box. Draw 5s' attention to the difference between do good (make someone feel bett er) and do well (have a good perform ance in an exam, test, etc). o Have 5s do th e exercise. o Check answe rs. o

a. do tricks b. do good c. do a favour d. does well e. doing housework f. do my best g. did damage

grammar

EJ Aim: to elicit t he m ean ing of mod al verbs in o

o o

o

sentences expressing possibility and m aki ng deductions as presented in t he dialogue Tell Ss to refer to the dialogue. Read th e f irst sente nce and ask 5s to choose a or b. Elicit and check answers. Do the same for the rest of t he sentences.

o

a

o

a

b b

59


EJ

Aim: to pressent th e basic uses of mod al verbs expressing possibility and making deductions for present and past as shown in th e dialogue o Read and explain t he fir st two examples. o Ask Ss to read t hrough th e tables and ensure t hat t hey underst and t he terms used.Draw Ss' attenti on to t he different infinitive forms used when the t ime reference is in t he present (present infinitive) and when it is in th e past (perfect infinitive). If necessary, provide explanatio ns. o Tell Ss to refer to th e dialogue. o Have 5s do th e exercise. o Check answers.

Expressing possibility o could + have + past participle: He could have had a good career as a clown. Mak ing deductions o mu st + base form of verb: Your dad must be better than him... o can't + base form of verb: It can 't be my dad. o must + have + past participle: He must have looked great.

EJ Aim: to pract ise modal verbs used for expressing o o o o

possibility and making deductions Explain any unknown words. Have Ss do th e exercise. Check answers and ask 5s to provide j ustif icat ion. If time is scarce, assign the exercise for homewo rk.

a. might not b. must have c. can't d. could have e. have slept f. can't g. may rain

optional Ask 5s to provide th eir own example sentences using moda l verbs expressing possibili ty and making deducti ons referring either to present or past sit uat ions.

• Your dad must be better than him . a. Your dad has to be better than him . b. I believe your dad is better than him.

w ords and phrases 1 Conversational English

EJ

Find five exam ples of conversational English in th e dialogue and m atch th em with th e m eanin gs given.

Read the tables bel ow and complete th em with exam ples fr om th e dialogu e.

Expressing possibility

a. Look! b . T hat's d i sappoint ing! may/might

c. man

+ base form

d . t h ings e. It's arranged .

may/ might + have + past part iciple

2 Collocations Look at th e following collocations with do and use t hem to complete the sentences a-g. You m ay need to change th e form of th e verb. do go od do a f av our do h ou sew ork

do well dp m y best

do d amage d o tri ck s

a. I'm t eaching my dog to b . It w i ll

coul d + have + past participle

_ y ou

Something possib ly happened in t he past. e.g, Tim i, latB; hB may/migh t haVB rni<;<;Bd thB boc: Something was possibl e to happen . but it didn't. e.g, _

Making deductions _

t o get out of t he house more, c. Will you

Somethi ng is possible to happen now or In th e f ut ure . e.g, I rna/ might be (ree next t:Junday, but I'm not core !pt .

me

_

must + base form

We are almost sure th at somet hing Is tru e. e.g. _

please? Just t his once. I promise . d . Tom always

in h i s ex am s.

We are r eally proud of him . e . I don't like f. Look, I' ll

We are almost sure th at som ething happened in t he past.

_

e.g,

_

past part icipl e a l ot of

_

to the b u ilding.

EJ

must + have +

, but [ ca n't

prom ise anyth ing . g . The fire

grammar

e.g,

. I t 's boring and

tiring , too .

We believe that something is impossibie.

ca n't + base form

MODAL VERBS USED FOR EXPRESSING POSSIBILITY AND MAKING DEDUCTIONS

Look atthe ext racts from th e di alogue and choose wh ich of th e statem ents a or b is the closest in meaning.

can't/couldn't + have + past participle

D

We are almost su re th at somet hing didn 't happen. e .g, Yw can't have ceen 9Je a l 1/.., parly: cbe s: in Iialy.

Read the sentences below and circie the correct words.

a. Tim might not / must not come today because his fli ght has been delayed. b. Sally could have / must have taken your watch. I saw it in her room yesterday.

• It can 't be my dad. a. I'm sure it's not my dad. b. It's my dad , I can' t believe it!

c. That can 't / mustn't be his mot her. She looks so young.

• He could have had a good career. a. He managed to have a good career. b. It was possible for him to have a good career, but he didn 't. ·

e. She can't sleep / have slept with all that noise last

• He might be. a. It's possib le. b. It was possib le.

d. We must have / could have won t he matc h. but we didn't play as well as we can. night. f. Nick

Look! There's Cliff.

Ronald No. t hat can't / may not be Cliff. He's on hol iday in South America. g. It may rain / have rain ed. You'd bette r take an umbrella. Channel your English

59

re adin g

D Before you read the text, loo k a t the pictur e a nd discu ss th e following : • What do you know a b out the people in t h e picture ? • Do you fin d t h em funny ? Why / Why n ot?

EJ

Re ad th e text quickly withou t paying atte ntion to the missing sente nces, What is th e writer' s ma in purpo se? Choose a , b or c,

a . To a m use the reader. b . To inform the re ad er about La urel a n d Hardy. c. To e xp ress hi s op in ion a bo u t Laure l and Hardy.

AN UNJFORGETTABLE P AiR he n yo u hear the wo rds film com edian, many name s come to mind. Howeve r, w hen yo u hear the words comedy double act, you probably auto mat ically think of the pair who we re the leading comedy doubl e act of the tw entieth ce ntury.

Stan Laurel was th e brai ns be hind thi s unusu al comedy double act. Ollie Hardy's famous saying : "Here's anot her nice mess you've gotten me into!" is enough to bring a sm ile to most people's face s. Wha t they don't know, however, is that it was written by Stan Laurel.

Oliver Hardy was the son of a lawyer and he was born in Harlem, Georgia in 189 2. He became totally fascinated by the mo vie wo rld and wo rked for a number of stud ios before he ende d up in Hollywood, at the Hal Roach studios. A directo r there th ou ght that it might be funny to contrast the fat Hardy w it h a s kinny acto r. Sta n Laure l wa s chose n and a legend wa s

Laurel and Hardy wo rked togethe r for twenty-five years and made over one hundred films together. Th e highlight of their caree r was an academy award in 1932 for the ir film Th e Music Box. Despite his weight, Ollie Hard y was a very good golfer, w hile Stan Lau rel liked fishing and also exp erim ent ing w it h gardening. He once created a ve getab le which wa s ha lf potato and ha lf onion, but he couldn't ge t anyon e to try it .

W

II

EJ

born.

Alth ough man y people believe Stan Laurel was an Ame rican, he was actually born in Ulv erston , England, and he was already working in show business wh en he was on ly six years old . He worked w ith Cha rlie Chaplin, and like Chaplin, he decided to stay. He wo rked as a write r and an actor and had some succes s before he went to work at Hal Roa ch's studios in 192 6 .

II

D a. b. c. d. e. f.

60

II

Laurel an d Hardy set the standard for generations of comedians to come. A great film historian once said, "The best visual comedians imitate childre n." Th ere wa s so mething childlike and lovab le a bout t his am us ing pair that is still keepin g people lau ghing into the twenty-first century.

II

••

Re ad the text again a nd the se nte nces a-f below. Complete the blanks 1-5 with the co rrect sentence. Ther e is one extra senten ce which you do not need to use.

No one co uld do t h is as well as Laurel and Hardy. Whe n h e was a bo u t tw enty, h e w as g ive n the op po rt u n ity to t rave l to Ame r ica . Their films w e re based on everyday s itua t ion s . They a re of course Sta n La u rel a n d Olive r Ha rdy. In s p ite of s t udyin g law at un iversi ty, h e n eve r b ec ame a lawye r. Even t houg h they h a d to w or k hard, they managed to find some time for other act ivit ies. Channel yourEnglish

teacher's notes 09

EJ

Aim: to underst and text organisat ion

• Refer Ss back to th e tip on p. 48 . • Tell Ss to read sente nces a-f. • Point out that the re is one ext ra senten ce which they do not need to use. • Have Ss do th e activity or assign it for homework. Words amusement amusing award childlike comedia n comedy contrast (v) director

doub le act experiment (v) generation highlight (n) humorous humour imitate laughter

leading (adj) legend lovable purpose show business skinny totally visual

Phrases and expressions be the brains behind get into (gotten Am. E.) set the standard

reading

o

Aim: to int roduc e th e topi c of th e reading text t hrough an ora l act ivity Involving back ground kn owledge and opinion

• Ask Ss the quest ions and generate discussion.

EJ

Aim: to read for gist and identi fy the wr iter's main purpose • Ask Ss to read through the text. Point out t o them th at they shou ld not worry about t he missing sentences at t his stage. • Have Ss do the act ivity. Elicit answers and ask ss to provide j usti fica ti on.

1: d (f inal sentence of th e first paragraph int roducing the topic of t he text ) 2: e (expandin g on the informat ion given in the previous sentence, l.e. Hardy's background ) 3: b (expand ing on the information given in t he previous sentence, i.e. Laurel 's backgro und) 4: f (they had to work ha rd is related to worked togeth er in the opening sentence of the paragrap h, and other activities is related to golfer, fishing and gardening menti oned in th e sent ence th at follows) 5: a (It best rounds up th e topic of th e text. Also, the words this amusing pair in t he next sent ence refer to Laurel and Hardy)

optional post-reading activity Ask Ss quest ions of personal response to t he topi c of t he reading text. e.g. Do you know any other comedians like the ones mentioned in the text? Have you seen any of th eir films ?

b • Ask Ss to read the text again paragraph by paragraph and ask them comprehension questio ns. Encourage Ss to guess th e meaning of unknown words from the context. e.g. How did Laurel and Hardy get together and form a pair? What is Hardy's fam ous saying? What did Laurel and Hardy use to do in their free time?

What are th e two things that ma ke La urel and Hardy an unforgettable pair in the history of cinem a? Explain unknown words

Channel you r English TB

60


words and phrases

listening

Word building

II

Aim: to practise word form ation • Ask Ss to read thro ugh the chart. • Refer Ss to the text. • Have Ss do the exercise individua lly or in pairs. • Check answers.

S

Aims: • to expand on the 't OPiCof the reading text • to present th e topic of th e listeni ng text

• Ask Ss the questions and generate discussion.

EJ Aim: to listen for gist and identify th e speak er's main point

funny (adj) laugh (v)

comedy (n) amusing / amused (adj)

grammar

II

Aim: to introduce clauses of concession

• Ask 5s to read the fir st extract and decide what it means. • Elicit and check answers. • Do t he same for the second extract.

l :b

2 :b.

EJ Aim: to present and practise clau ses of concession • Read the rules. Ensure that Ss und erstan d all the terms used. • If necessary, elaborate on the st ructure of clauses of concession and give more example s.

• Have Ss do the activity. • Check answers.

• Ask Ss to read the three sentences. • Play the tape. • Have ss do the exercise. Check answers and ask ss to provide justification. b (That is not the story, however. in Hollywood, but it did not receive any award from the Academy)

EJ Aim: to listen for specific information • Read and explain the ti p. • Ask Ss to read sentences a-f. • Explain any unkown words in the sentences. • Play the tape again. • Have 5s do the exercise. Check answers and ask Ss to provide justification.

a. kid comedy b. one comedy c. 1981

d. any recognition / award e. crazy humour f. cry

UsleningTranscripl(see page 123 ) a. Although / Even though I was sleepy, I stayed up and waite d for my sister to come back. In spite of / Despite being sleepy/my sleepiness, I stayed up and waited for my sister to come back . b. Alt hough / Even t hough it was snowing, it was not very cold. In spite of / Despite t he snow, it was not very cold . c. Although / Even tho ugh I have a driving licence, I do not drive. In spite of / Despite having a drivin g licence, I do not drive. d. Alth ough / Even though she was ti red, she did the housework. In spite of / Despite being tired / her tiredness. she did the housework.

61


optional post-listening activity You may ask Ss furt her quest ions of personal response related to the listenin g text. e.g. Have you seen any of the films mentioned in the listening text? If yes, did you like them? Do you also think that it was unfair that they did not receive any recognition from the Academy? Do you prefer comedy film s to drama film s? Do you agree that it is "much harder to make people really laugh and enjoy themselves "?

UNIT 09

words and phrases

c. I have a driving licence, but I do not drive.

Word building Look at the text on page 60 and find words to complete the chart below.

d. She was ti red, but she did the housework.

Adjectives

comic amuse

grammar

o

ALTHOUGH EVEN THOUGHDESPITE - IN SPITE OF

Look at the extracts from the text on page 60 and decide what each of them means. Choose a or b.

• Although many people believe Stan Laurel was an American... a. Many people believe St an Laurel was an American and they're right. b. Many people believe Stan Laurel was an American . but they're wrong. • Despite his weight , Ollie Hardy was a very good golfer. a. Ollie hardy was a good golfer because he was fat. b. Ollie hardy was fat. However, he was a good golfer.

EJ

listening S

o


• Who's you r fav ourit e co med ia n? W hy ? • What i s t he best comedy you ha v e seen at t h e ci ne ma? W hat did y ou like about i t ?

\ EJ

You will hear a radio present er talking about com edies. Listen and decid e which of the three statem ents best sum ma rises his main point. Choose a, b or c.

a. T h ere ar en 't eno ug h good comedies t h ese day s. b . H ollywood doesn't h onour co medies enou gh .

Read the rules below. Then, rewrite the sentences a-d in two different ways, using although or even though and in spite of or despite.

Use although, even though, in spite of and despite to introd uce an idea which is in contrast with th e idea the

c. M ore co m edies sh ou ld be m ad e.

D Listen again and complete the sentences a-f. Writ e one or two words in each blank.

ma in clause expresses.

• although I even though + subject + verb e.g, Aithough / Even though I was disappointed, I decided to keep trying. • in spite of I despite + noun or -lng form e.g. In spite of/Despite being disappointed, I decided to keep trying. In spite of / Despite my disappointm ent, I decided to keep trying. a. I was sleepy, but I st ayed up and waited for my sister

Complete the blanks with words that VOU hear. Don't write too lon'l or complicated phrases. a. Childre n u sually prefer

like

H om e A l on e. b . Sin ce World War II on ly

_

h as w on an awar d for best p ictu r e. c. Arthur was a sm ash hit in th e year

to come back . d . D eath Becom es Her an d Four Weddings an d a

Fun eral didn't r ecei v e

_

from the A cad emy. b. It was snowing, but it was not very cold.

e . Robin Wi lliams i s fa m ou s fo r his

_

but he w asn 't awar ded for it . f, I t 's easie r t o m ake p eop le

_

t h an lau gh . Chann el you r English

61

..

words and phrases Similes are expressions which include the words as or like and are used to make comparisons.

Mat ch the two ha lves of the s imiles below. Then , complete the sentences a-
as a fe at her

as qui et

as a wo lf

as lig ht

as a whale

as good

as t he s ky

as free

as a s he et

as w hite

as a mouse

as hung ry

as a bi rd

as blue

as gold

a . Danie l hadn' t eate n all day, so w he n he got back hom e he was _ b . Afte r Sa lly bro ke up with Harry she fe lt c. Judy is d . He r-face went

. She never says a word . w he n s he heard

heavy footsteps com ing to wards her bedroom door. e . Did you see t hat su mo w restl e r on TV la st night? He was _

speaking Look at picture A be low. What do you think has happ ened? How does the man in the picture feel? Discuss your ideas using may, might, could, must a nd can 't/couldn 't as in the exam ple. Then , do the same for picture B. e .g, A: The dogs in pictu re A migh t have thought that the man was a huge cat. B: I agree and they must have chased him.

62


teacher's notes 09 alarmed anniversary April Fool's Day break up with someone celebrate exit fancy (adj) feather footsteps

no way out revolving door romantic sheet surrender washing-up wedding whale wrestler

words and phrases

Aims: o o

o o

o o o

to introduce th e concept of similes to practise th e form at ion and use of some sim iles Read t he defin ition of a simile and ensure that Ss understand what it means. Allow Ss some t ime to do the matc hings, Explain any wo rds Ss might not know. Elicit and check answers. Have Ss read senten ces a-e. Explain any unknown words if necessary. Have 5s do the exercise. Check answe rs. 0

o

as big as a whale as quiet as a mouse

as light as a feather a. as hungry as a wolf b. as free as a bird

as good as gold as free as a bird as white as a sheet

as hungry as a wolf as blue as the sky

d. as white as a sheet e. as big as a whale

c. as quiet as a mouse

speaking Aims:

0 "0

to give Ss pract ice using mo dal verbs to speculat e about pictures

Divide Ss into pairs. Ask Ss to look at the pictures and read the example. Point out to Ss th at they should be careful using the present or the perfect infiniti ve depending on th e time refere nce each ti me. o Have Ss do the activity. o

o

Suggested answers A: The man in picture A might have been invited to a fancy-dress party. B: Probably, and he must have climbed up the t ree to protect himself from the dogs. A: Look at the expression on his face! He must be terrifi ed worried/cold/t ired! A: The couple in picture B must have bought tickets for the w rong part of the stadium . B: I agree and t heir team must have j ust scored. A: Look at the man! He must be so embarrassed !

Channel your EnglishTB

62


EJ Aims: to make predictions based on prompts Ask Ss to look at the pictu res and the words below th em. Read the quest ion and generate discussion.

o o

EJ

Aims:

0

o

to read and check predictions to introduce the layout and cont ent of an article

Ask Ss to read the article and decide on the most suitabie title for it. Check answers and ask Ss to provide just ificat ion. Expiain any words Ss might not know.

o

o o

b

EJ o o

Aim: to identify the stylis tic featu res of an article

Refer Ss to t he artic le in 2. Have 5s do the exercise and check answers.

c. d. e.

D

Aims:

0

o o o

o o o

to give Ss practic e writing a paragraph based on visual and verbal prompts to prepare Ss for the writin g task

Ask Ss to look at the pictures and the prompts . Explain any words Ss might not know. Allow Ss some time to write a short paragraph. Read and discuss some of the Ss' paragraphs. If ti me is scarce. this activ ity can be done orally.

5 Writing task Aim: to give Ss practic e writing an article about a personal experience o Read and explain the tip . o Assign th e writing task for homework.

63


UNIT 09

EJ

writing B

l OOk at th e pictures and th e words below. They are all relat ed to a m agazine art icle. What do you think happ ened?

Read th e art icle again an d look at th e ch eck-list below. Whi ch of th e following does th e writer of the arti cle do to attract th e reader's atte nti on? Tick th e corr ect boxes.

The w r i ter : a . u ses a title w h ic h r ev eal s the events in

-

t he article . b . u ses formal la nguage . c . ad dresses t he r ead er directly w ith yo u . d . starts t h e arti cle in a way that urges the

read er to co nt in ue readi ng.

_

e. u ses interesting wor d s/ p h r ase s/e x press i ons . _

D EJ

look at th e picture. What do you think happened to t he coupl e? Ima gin e that you are eit her th e man or th e wom an and writ e a paragrap h of about 60 words using th e prompts give n.

Read th e m agazin e artic le and check your predi ction s In 1.. Then, decide which of th e three titles is th e mo st suit able for the article. Choose a, b or c.

a.

TERROR allhe Bank!

b.

NOWAYOUTI

c. we dding anniversary fancy restaurant celebrate

, . always finds h' k life is boring, It

romantic dinner

ust w hen yOU t. \n , can't remember a way to surprise YOU ' r amused by what

J

rher l was . alar m e d 0 we h happened that day. n walked in:They k when tWO me of I was in th e ban hiding guns,and one were wearing masks .a~d 0 bber { ' lust then. \ saw a the m yelled out: "T,h1s IS :~~dS the bank . He t~ok oU: r ' e offIcer runnmg to h bank's revol....ing do . po \ic himself at t e . h got . his gun and threw made it inside. as e Unfortunately. he nevehf. is possib\e.The answer IS ask how t IS H must have stuck.YoU may b'g as a whale. e ffi r was as I \do't sto p that the 0 Ice 160 kilos.The thieves co: Altho ugh

weighed at least

s the money intO the ag .

it was

laughing as th ey put . . n to be in, I must say htening sltUatlO . it was a fng . h th ieves also quite f unny. t end ed wnen t e . a the amusemen was th e only eX it

d

rev;lvi~;:~~r

~ut

d i : : : : that the ot her choice to from the building.So, t ;,:er became a hero. As or surre nder.The pO~lce .o s quite an ex.perl ence.

discover forget w allet _ _ _....;w,;,;a;,;sh in g - up

You have been asked to write an arti cle ent itl ed: An Unforgettable Apri l Fool's Day for a teena ge ma gazine. Your arti cle should be betw een 1.20 and 1.50 words .

~., • • • • •

When .IJOU write an article about a personal erpertence: Write an interestlnq title and introduction in order to catch the reader's attention. Refer to the reader in a friendll/ wal/. Use int erestinq tlocabulartj. Include Iinkin9 words to join I/our ideas. End I/our article in a wal/ that will impress the reader.

_ I

_____~I/

me . YOU can imagIne It w a Channel your English

63

Revision 7-9 reading Read the text and complete th e blanks 1·5 wit h th e sente nces a-t below. There is one extra sentence which you do not to use.

a . Schol ars say that this superstition cam e from Scand inavi a. b . Th ese objects ar e p robably associate d w i t h good l u ck becaus e in anc ient t imes m ak in g i ron into somet h in g u sefu l was r egard ed as m ag i c. c. At l east t he ex p lanat i on to thi s su pers t i t i on sou n ds m ore re alistic t han an ol d fairy t al e. d . As a ch ild , I cou l d n ever understand why h er r eact ion wa s so extr em e . e. People d on 't u su ally b eliev e in superstit i ons t h at ar en't based on t r u e stor ies . f. How e v e r, this explanat ion soun ds illogi ca l to me .

U00vUUvv~v00UUUUv0~UUv00 Since I am not a supers titious person myself, I'm always

A more recent superstition is the belief that lighting three

amused when othe r people behave superstitious ly. In fact,

cigarett es in a row with one match is unlucky. This strange

when I was young and wanted to drive my mot her crazy, I

belie f has its roots in t he Boer War, which took place in

would open an umbrella in t he house.

II

To tell you

South Africa between the Brit ish and the Afrikaners at th e

t he truth, I st ill haven't been able to f igure out why opening

end of the ninetee nth cent ury. The Afrikaners were such

a brolly indoors is supposed to bring bad luck.

good gunmen th at they could kill th ree soldiers in a row who had just lit the ir cigarett es wit h the same match.

II

Some superstitions can be traced back to ancient religions. Take the number 13 , for example. Some people are so

However, not all superstitions have to do with bad luck.

lEI

superstit ious about it that t hey will avoid having th irteen

Horseshoes, for example, are tho ught to be lucky.

people at a table at all costs. In America, some well-known

Another explanation might be that the horse was a sacred

hotels have no rooms or floor s numbered 13 .

animal for the Celt ic people of Europe. Even Admiral Nelson

EI

Accord ing to a Norse myth, twelve gods and goddes ses

nailed a horses hoe to the mast of his ship to bring good

were having a feas t when the evil god Loki jo ined t hem

weathe r and calm seas on his j ourneys.

uninvited. This caused an argument, which result ed in the death of Balder, the most loved of all t he Norse gods.

II

I find it hard to believe that people are still so strongly

affected by something which never really happened .

Whatever the explanations for superstitions are, none of

t hem sound totally convincing to me. But t hen again, th at is exact ly t he reason why t hese beliefs are considered superstitions and not science .

64

Channel yourEnglish

teacher's notes Rev 7-9 reading Aim: to check ss' reading comprehension skills in text organisatio n • Ask 5s to look at t he t it le of th e text and t he pictu res . • Ask Ss a few questions and generate discussion. e.g. What superstitio ns do you think are discussed in the text? Do you thi nk they are associated with good or bad luck? Why? • Ask Ss to read through th e text for gist. • Ask Ss to read t he text aga in paragraph by paragraph and decide on the co rrect order of the missing sentences. • Ask Ss to look out for key words and/or phrases as well as specif ic informat ion related to to each sentence. • Have Ss do the exercise . • Check answers and ask Ss to provide just if ication .

1. d (As a child refers to when I was young, her reaction refers to my mother ),

2. a ( this supers tition refers to being supe rstitious about number 13 ), 3. f ( this explanation sounds ill ogical to m e is related to I find it hard to believe that which appears in t he se ntence that follows),

4 . c (it 's realisti c becau se it refers to real inciden t, not a fairy t ale), 5. b (these object s and iron refer to horseshoes).

. .;

Note: When t his acti vity is over, explain any words Ss might not know, if necessary.

optional post -reading activity Ask Ss some questions of persona l respo nse to the ideas expressed in the text. e.g. Have you heard of any other superstitio ns? Do you believe in superstitions? Why/Why not ?

Channel yourEnglish 18

64


II Aim: to revise word formation through a word building exercise • Ask Ss to read t hrough the text for gist. • Point out to Ss that, before they start completing the blanks, they should decide on what part of speech is needed each ti me. • Check answers. (1) lawyer (2) fu nny (3) professional (4) decision (5) reaction

(6) pressure (7) disappointment (8) comedian (9) comforta ble (10 ) event ually

Note: When thi s activity is over, you may explain any unknown words if necessary.

EJ

Aim: to revise various language structures throu gh a keyword transformation exercise

• Have Ss do the act ivity. • Check answers.

1. had been waiting (for) 2. had made a cake 3 . must have stolen 4. should sto p 5. cannot have said

6. may not come to work 7. had better ask Sheila 8. would rather go to 9. laughing at 10. despite st udying.

song Aim: to listen to the song and check Ss' comp rehension of it • Ask Ss to read the questions. • Ask Ss to listen to the song carefully. Play the tape. • Elicit and check answers.

1. The singer is iying in his bed. 2. He is scared because he th inks that someone or something is by his bed. 3. He can see a shadow coming closer to him and can hear its breath getting heavier.

optio nal project • • • •

65

Divide Ss into small groups. Ask the Ss in each group to work together and do a proje ct about some other superstiti ons. Encourage Ss to collect informati on inclu ding where th e superstitions came from . Ss should draw pictu res, write short texts and present their projects in class.

TB Chann el your English

Use of English

o

Com plete the blanks wit h the correct form of the word s in capitals.

It's not easy to decide on what career to pursue. Take me, for example. When I was younger, my parents wanted me to become a (1)

_

However, as I've always been a (2)

type of guy,

I told t hem I wanted to become a (3 )

FUN

clown instead.

Of course, my parents were furious with my (4)

_

I was really disappointed with their (5)

PROFESSION DECIDE

, but I

REACT

from the m that I was forced

received so much (6)

LAW

PRESS

to give up my plans. But then, I've never wanted to deal with anything too scientific. So, to their (7)

again, I decided to become

an actor, or, to be more precise, a (8)

_

I feel really (g)

COMEDY

and happy with my new idea.

As for my parents, I'm sure they'll (10)

DISAPPOINT

give in.

EJ Compl ete the second sente nce so that it has a similar meanin g to th e first sentence, using the word given. You mu st use betw een two and five words, includin g the word given.

COMFORT EVENTUAL

song S Listen to the song Who's there? and answer the following questions.

1. I waited for fiftee n minutes and then the bus arrived. waitin g

_ _ _ __ _ _ _ fifteen min utes when t he bus arrived.

2. First she made a cake. Then, she did the washing up. mad e

After she

1. W he re i s the sin ge r ? 2. H ow d oes he feel ? W hy? 3. W h at can he see and h ear?

, she did the washing up.

3. I am sure John stole the money. mu st

John

the money.

4. It is a good idea to sto p smoking. should

You

smoking.

5. I cannot believe that Mary said such a thing said

Mary

such a thing.

6. I think that Ben will not come to work today because he is sick. may

Ben

today because he is sick.

7. Why don't you ask Sheila about it? better

You

--'--'_ _

about it.

8. I would like to go to the cinem a tonight instead of staying at home. rath er

the cinema tonight than st ay at home.

g. My siste r is always making fu n of me. laughing

My sister is always

me.

10. Paul failed his exams although he had stud ied hard. despite

Paul failed his exams

hard.


-

..........

65

Lesson One

presentation

o

Before you read the dialogue, look at the picture of Mike a nd Claire a nd the note from Claire's diary. Then, discuss the following:

• What do you think they are ta lking about? • Whe n did Mike arrive from the USA?

EJ anListen to the dialogue an d check your S swe rs In 1..

EJ Find Read the dialogue a nd the example be low. five more differences between the UK a nd the USA. a. Cr i,;P<' are known a,; c hiP<' in t he U SA. b.

_

c.

_

d.

_

e.

_

f.

_

Mike It's grea t to see you again after all th ese years. But why didn't you call me? I've been in England a month already. Claire What ? In your e-mail you wrote that you were arriving on th e sixth of July. I remem ber. Mike No, I wrote Ju ne seve nth. Claire Look, I've got it written down here. Mike Ah, now I see the problem . In the States th e month is written before the day. Claire How confusing! I'm sorry. Mike Never mind. It' s not your fault. There are so many differen ces between America and England. I always forget things. Yest erday, I was in a mall and [ wa nte d some chips. I went to a store and [ was told to go to a fast food place. Claire You should have asked for crisps, not chips. Mike I realise tha t now. It's like you speak anot her language over here. In fact, everything's

D Discuss the following: If yo u had t he chance to spend a year in t he UK or t he USA, w he re wo uld you prefer to go ? Wh y?

66


different . You drive on the wronqside of the road and the cars here are so small!

Claire That 's because there aren't many parkin g spaces and the roads are narrower.

Mike Something should be done about that . In the States the streets and the sidewalks are much w ider.

Claire Ther e's more space, isn't th ere? Mike Absolutely! Claire I couldn't live in the USA. I mean . all that 'life in the fast lane'! You know, drive-in cinemas.

drive-in cashpoint s, eve n drive-in weddings, so I've been told. It would drive me crazy! Sorry Mike. Mike That 's all right. Anyway, life is too short to waste time . Claire And it'll get shorter if you don't get out of your car and do some exe rcise.

intonation The words/ phrase s below a re used to ma ke a nd acce pt a pologies . Listen and rep eal. Sorry. I' m sorry. I' m t erribly so rry. That's all right. It 's not yo u r fault . Not to w orry.

Never mind .

teacher's notes 10

EJ Aim: to check comprehension of specific inform ation in the dialogu e • Ask Ss to uncover t he dialogue so t hat t hey can read and listen at t he sam e tim e. Play th e tape again. • Ask Ss to underline words and expressions t hey are not fam iliar with, but tell t hem not to worry abo ut unknown words at th is stage. • Give Ss time to work out the differences between the UK and the USA accord ing to the example in the ir book. • Check Ss' answers and ask them to provide justification. American English apart ment chips elevator garbage

line mal l pants sidewalk

store vacation

Otherwordsand phrases absolutely cashpoint collapse (v) crisps drive sb crazy emergency

fau lt incredibly lift parking space pavement queue

throughout victi m waste (v) wide

presentation Aim: to present vocabulary, structures and functions in t he cont ext of a dialogue between a man and a woman talking about th e differences betw een th e UK and th e U5A

II

Aim: to use visual information to predict th e content of a dialogue • Ask 5s to look at the pict ure and discuss the questions.

optional You may ask 5s a few more questions: e.g. Where are the people and what are they doing? Do th ey seem to be having a good time ?

EJ

Aims: • to listen to th e dialogue and check predictions • to understand the gist of the dialogue

• Ask 5s to cover t he dialogue, look at t he pict ure and liste n carefully. Play the tape. • Discuss answers.

S

b. In t he USA the month is writte n before th e day, in the UK t he day is written before th e month. c. In t he UK people drive on t he left, in t he USA t hey drive on t he right. d. In t he UK cars are smaller. e. In t he UK t here are fewer parking spaces tha n in the USA. f. In t he USA roads and pavements are wider th an in t he UK. • When th is acti vity is over, ask Ss some more questions. e.g, How long has Mike been in England? What does Claire mean by saying that life in the USA is "in the fast lane"? Encourage Ss to try to guess t he meaning of new vocabu lary such as mall, sidewalk and cashpoint. • Explain unknown words.

II

Aim: to encourage 5s to relate the topi c of th e dialogue to personal preference • Ask Ss to look at the quest ions and discuss t hem.

optional If th ere is t ime, you may ask Ss more questions. e.g. Do you think that 'life in the fast lane' would drive you crazy or do you agree with Mike tha t 'life is too short to waste time ? Why?

intonation S Aim: to present and practise intonation in expression s used to make and accept apologies • Play t he ta pe and pause afte r each expression. • Ask Ss to repeat th e expressions.

• They are talking about Mike's experiences in England and the differences between America and England. • He arrived in England on 7 June.


66

Lesson One (continued) words and phrases British and American English

o

Aim: to m atch the examples of Ame rican English in the dialogue wit h their Briti sh English equivalents

• Refer Ss to t he dialogu e. • Have Ss do th e act ivity. • Check answers .

a. mall b. chips c. store d. sidewalk

EJ Aims: • to revise the form ation of Passive Voice • to give Ss pract ice m aking t heir own exam ple senten ces • Ask Ss to read through the table and ensure t hat they underst and the terms used. If necessary, provide explanati ons. • Ask Ss to work ind ividually and make t heir own examples. • Check answers.

Suggested answers Present Simple: In England t he day is writte n before the mont h. Past Simple: My uncle's house was built f ive years ago.

EJ Alms: • to present Ss wit h more Am eric an English words • to m at ch some words in Ame rica n English wit h th eir Brit ish Engli sh equivalents • Ask Ss to do t he activi ty. • Check answers.

Present Perfect Simple: I have been told that life in the USA is different from life in England. Past Perfect Simple: When we got the re, we realised t hat th e car had been stolen . Future Will: A new shopping cent re will be built opposite t he t rain stat ion. Modal Verbs: Somet hing should be done about t hat.

. a. 7

f .9

b.4

g.6

c. 1

h.8 i. 2

d.3

€l.5

optional If t here is ti me, you can draw Ss' atte ntion to some of the spelling differences between American and Brit ish English. e.g, cente r (AmE) = centre (8 r.E), color (ArnE) = colour (8 r.£.), realize (AmE) = realise (8 r.£.), traveled (AmE) = tra velled (8r. E), gray (ArnE) ~ grey (8 r.E).

grammar

o

Aim: to elicit t he basic use and form ati on of Passive Voice as present ed in th e dialogue • Ask Ss t he f irst set of quest ions. Elicit and check answers. Do t he same for the rest of t he sets of quest ions.

• b • b

•a

67

f 8 Channel your EngliSh

D • • • •

Aim: to pract ise Passive Voice

Ask Ss to read t hrough t he text. Have Ss do t he exercise. Check answers and ask Ss to provide ju stificat ion. If t ime is scarce, assign th e exercise for homework .

collapsed crashed were called out was done were killed have been t aken are still trapped has risen be done

EJ Complete th e t able below with exam ples. Use exam ples fr om th e dialogue and your own.

words and phrases British and American English

o

I

Find fou r exam ples of Ame rican English in t he dialogue and m at ch th em with th e meanin gs given.

,;,'':1

• am/is/ are + past part iciple F

'In

a. shopp ing centre

e.g. was/were + past participle

,

b . cr is ps

e.g.

c . shop

~

d. pav ement

..

have/ has + been + past partic ip le e.g.

~

had + been + past parti ciple e.g. will + be + past parti ciple'. e.g. can/ must/ may/should etc. + be + past parti ciple

Modal Verbs a. I want to buy an apartment w it h a v i ew of .. .. t he ci ty. b . I'll ask for th e check if ev eryb ody ' s fini sh ed eat in g.

.

c. Th e old m an was stuc k in the elevator betw een the seventh an d eighth floor. d . I m et m y w ife in the fall of 19 8 7 . e. I h ate it w he n people thro w their ga r bage in the st reet. f. She st op pe d to fill th e car w it h gas . g. Do you think thi s sh i rt goe s with these p ants? h . I ' m goin g on vacat ion n ext week. 1.

The line outside the cinema was so lon g th at we decid ed to go back home.

grammar

o

e.g,

--

PASSIVE VOICE I

D

_

Read th e text below and circle th e correct verb fo rm.

DAILY HERALD

TRAIN DISASTER

in Cameroon

A

bri dge

Sana ga

crossi ng

River

th e .

in

Eastern Cameroon

colla psed / was colla psed last night dur ing a heavy stor m. A

Look at th e two exam ples of th e passive voice from th e dialogue and answer th e questions th at follo w.

• In the States the month is written before the day. Which of t he two is more importa nt? a. Who does the action. b. The act ion itself. • I was toid to go to a fast food piace. What does Mike mean in the above sente nce? a. "I told somebody to go to a fast food place." b. "Somebody told me to go to a fast food place." How is the passive voice formed? a. verb be + past parti ciple b. is or was + Past Simpl e

trai n ca rrying pa sse ngers to D ou ala

failed to not ice t he . was cras hed into the fiver destroyed bridge and eras h ed / . . below. Emergency tea ms were called out / wer e ca lling

out immediately and an excellent job had done / was k'\1 d / have done. Incredibly. only five peo ple were I e . . killed o ut of the \47 passen gers. Most of the VIctims have been taken / have be en taking to th e neare~t . iit a.I bu t a few people are st Ill t t ra pp ing / a re sti li hosp d i the train The rain has continued th rou ghout · . t rap pe m . b ' en / ha s rise n, so .: the night and th e fiver has een n s . st be done / be doin g befor e It s too late. . somet Iung mu .

Chann el your English

67

reading

D

What do you think the following phrases mean?

lov e at fi r st sight

All's fair in lov e and w ar.

Love makes t he worl d go r ound .

Lov e is blind.

EJ Read the magazine art icle below. Why did the writer choose the titl e is lEI answer Read the magazine article again and the questions 1-4. Choose a, Love

Love t6 Blind

True love never dies, you'll hear people say. If you think this Is Just a lot of nonsense, then you haven't met John Gallagher. e managed to find his high school sweetheart. Anjali Henry, after fourteen years of being apart. John and Anja li were schoolmates at Perkins School for the Blind in Watertown, Massachusetts. It was t here, between classes, t hat John slipped a fifteen-dollar ring on Aniali's finger. Unfortu nately, the romance came to an end in 1982, when Anjali had to return to her native country, India. Weeks before she left, John broke off the engagement only to regret it afterwards. As John couldn't get Anjali out of his mind, he decided in 1988 to track her down. He mailed a letter to the address t hat Anjali had given him before she left , hoping it would reach her. When he didn't receive a reply, he wrote again and again. Finally, in t he spring of 1996 a letter came back. It wasn't from Anjal i, though, but from her former neighbour. Feeling sorry for John, she sent him Anjali's new address in Bissamcutt ack, 1000 miles southeast of New Delhi. On the other side of the world, Anjali carried on with her life. She earned a Master's degree in medical and psychiatric social work. Despite complete blindness, she opened Bissamcutt ack's first psychiatric ward at a local hospital. Anjali was shocked by John's first lett er, so she didn't reply. But when another one arrived, Anjali decided to write back. John didn't beat about the bush. He immediately replied to her: "Aft er 14 years i know I still love you," Reading this, Anjali thought it was absurd. However, she was soon convinced that John was sincere. On December 30, 1996, John arrived in India with a diamond engagement ring in his pocket. Anjali quit her job, said goodbye to her family and moved to the USA with John, where they got married eighteen months later. Obviously, love doesn't only make the world go round. It can aiso make people go round the world in search of it. "It's a nice feeling," says Anjali, "to know there is someone, somewhere just for you."

.68


Blind?

b

or c.

..J....&I) When answerinq questions ulhich

r

~, 5

focus on readinq between the lines:

TTlJ to interpret what the writer means rather than takin9 literal/v what is written. • Consider the context and situation in Ulhich a phrase is used in order to understand

what it actual/v means. • Try to put lJoursetf in the person 's position 10

and imaqine what he/she mi9ht think or how he/she miqht feel in the specific situation. When answerintj questions which require 'Iou

15

to find what a word in the text (e.9. it, theV, this) refers to, read careful/v the sentence which includes that word, as well as a few sentences before it, to see what the word refers to.

I

20

25

1. What did John r egret in line 17? a. Th at he got engaged to A njali. b. That he ended t he relationship w it h Anj ali. c. That Anj ali left h im to go to I ndia. 2. What doe s ' it' r efer t o in line 20 ? a. Anj ali's address b . John's letter

30

35

40

c. Anj ali's r eply 3. Wh at does t he w r it er m ean by 'John didn't beat about the bu sh ' in line 30 ? a. H e di dn't wast e t ime. b . H e didn't know w ha t to do . c. H e d idn't t ake it ser ious ly. 4. Why did Joh n go to I ndia? a. To tell Anj ali that he st ill lov ed her. b. To get m arried to A nj ali. c. To ask Anjali to be his w ife .

teacher's notes 10

Words absurd afterwards blind convince engagement

The writer chose the title Love is blind to refer to the love story of two blind people in a figurative way. Two blind people met at school, fell in love, separated, then got togethe r again and finally got married. They were blind so they could not see each other. On a metaphorical level, your love for someone can blind you to their faults. fair former native

nonsense obvious

population quit reach regret slip

sweetheart ward

Phrasalverbs break off track down Phrases and expressions at first sight beat about the bush come to an end get sb/sth out of one's mind

reading

o o o

Aim: to introduce the topi c of the reading text through an oral act ivit y Tell Ss to read the phrases in the boxes. Generate discussion and elicit answers.

s uggested answers Love at first si ght: to become very fond of sb immediately or short ly afte r you have met. All 's fair in love and war: all behaviour is justified in order to win sb's love or a war. Love makes the wor ld go round : love is the moving force behind all human behaviour and it is so powerful th at people think it makes the Eart h and the Sun move. Love Is blind: when you are in love, you cannot see faults in your partner. (Do not get into too many details here as you will have the chance to talk more extensively about it in the following activ ity.)

EJ

Aim: to read for gist and interpret

Note : Do not explain any unknown words at this stage. o Ask 5s to read the text again paragraph by paragraph and ask them comprehension questi ons. Encourage Ss to guess the meaning of unk nown words from the context. e.g. Where did John and Anjali meet for the fir st time? How did John show Anj ali his true feelings? Why did their roma nce come to an end? How did John try to find Anjali ? How did John finally man age to find Anja li's new addre ss? What had Anjali managed to accomplish despite her blin dness when John tracked her down? How did she react to John's letters ? Where did they settle down after they got married? o Explain unk nown words if necessary.

EJ o o

Aim: to read for detail and deduce meani ng

Read and explain the tip. Assign this acti vity for homework.

1. b ( John broke ott tne engagement ...)

2. b ( he mailed her a letter...) 3 . a ( he immediately...) 4 . c ( John arrived in India with a diamond engagement ring...).

optional post-reading activity Ask Ss questions of personal response to the topic of the reading text. e.g. How did you like the love story of John and Anj ali? What do you think of them? How difficult is it for two blind peopl e to make such a decision? What does it take to make such a decision?

o Ask Ss to read through the text. Point out to them t hat they should not worry about unknown words at th is st age. o Ask 5s the question. Draw 5s' attention to the parallelism between blindn ess as a physical disability and as a state when you cannot see fault s in your partner because of strong feeling s of love. In order to facilitate both the ir understanding and the discussion, you can ask t hem further question s: e.g. When you are blind, you canno t see. In the same way, how can love make people blind? What characteristics of your partner can you be blind to when you are in love? o Elicit answers and ask 5s to provide justification.

Channel your English re

68


words and phrases Phrasal verbs and other expressions Aim: to match phrasal verbs and expressions from th e text with t heir m eanings • Refer 5s to t he dialogue . • Have 5s do the exercise. • Check answers. a. came to an end

listening.S

D

Alms: • to present t he topic of th e listening text • to relate it to Ss' back grou nd kn owle dge

• Tell Ss to read the questions and the opt ions. • Have Ss do this activity as a general knowledge quiz. • Elicit answers, but do not check Ss' answe rs at t his stage .

D

Aim: to listen fo r gist and ch eck answe rs

b. broke off c. get out of his mind d. tra ck down e. in search of

• Play t he tape. • Ask Ss to do the exercise. • Check answers.

grammar

1. b

D

Aim: to Int roduce th e m eanin g of participl e clauses as present ed in th e text • Tell Ss to read the first senten ce. • Ask Ss the quest ion and elicit answers. • Do t he same for the secon d sentence. Elicit and check answe rs.

b

•a

D

Aim: to present and practise t he use of particip le clauses

• Ask Ss to read th e rule and the table below it. Ensure that Ss understand all the term s used. If necessa ry, provide explan at ions. • Refer 5s to the text and ask them to do the exercise. • Check answers. • Read and expla in t he note

• Reading t his, Anja ll tho ught it was absurd. • Feeling sorr y for John, she sent him Anjali's new add ress.

EJ

Aim: to give Ss practice wit h participl e clauses

• Have Ss do the exercise. • Check answers. • If time is scarce, assign the exercise for homework.

a. Opening th e window, she saw a stranger in the garden. b. Feeling ill, I decided not to go to work. c. Looking through the book , I came across an old fam ily photograph. d. Not knowing his phone numb er, I didn 't call hi m.

69


EJ

2. c

Aim: to liste n for specific information

• Ask Ss to read sentences a-e. • Explain any unknown words in the sentences. • Play the tape again. • Ask Ss to do t he exercise. Check answers and ask Ss to provide j usti f ication.

a. F (I'm 29 now and I came here when I was 21) b. T (...1worked in an Irish bar for six months until I got my first j ob in journalism) c. T (They try to be, but it's ne ver the same) d. F (...there are more than forty million people here...) e. F (Most Irish people wouldn 't be seen dead wearing green ... it's considered bad luck to wear it ). L1stenlngTransc ript (see page 124 )

UN IT 10

EJ

words and phrases

Rewrite the sentences below using participle clauses to replace the clauses in bold.

Phrasal verbs and other expressions Find phrasal verbs and other expressions in the text on page 68 and mat ch th em with th e meanings given.

a. When she opened the window, she saw a stranger in . the garden.

a. fi n i shed b . en ded a relation ship b. As I felt ill, I decided not to go to work.

c. forget d . find e. l ook in g fo r

c. Whil e I was look ing through th e book, I came across an old family photograph.

grammar

EJ

PRESENT PARTICIPLEPARTICIPLE CLAUSES

Look at th e two ext racts fro m the text on page 68 and answer the questions th at follow.

d. As I didn't know his phone num ber, I didn't call him.

• Feeling sorry for John, she sent him Anjal i's new address. What does Feeling sorry for John mean? a. Although she felt sorry for John b. Because she felt sorry for John

listening S

• Reading this, Anjali thought it was absurd.

EJ

What does Reading this mean? a. When she read th is b. Before she read th is

What do you know about Ireland and Irish culture? Try to answer the questions below.

• W h ic h i s Irel and's

EJ

nation al colour? Read the rules below and complete the t able with exam ples from the text on page 68.

The Present Participle (base form + -ing) is used in progressive tenses and in participle clauses.

In participle clauses the present participle: • replaces a clause of time (When, while etc. + subject + verb) e.g.

a. Orange b . Gr een c. White • Which i s the most important Iri sh cele bratio n? a. St Georg e's D ay b . St D avid 's Da y c. St Pat ri ck 's D ay

_

EJ • replaces a clause of reason (because/ as + subject + verb) e.g.

_

NOTE: The negative form of the present part iciple is not + present participle. e.g. Not having enough money, I decided not to buy a new car.

EJ

Listen to a conversati on between two reporters covering an event in New York and check your answers in 1 . Listen to the conversation again and decide if th e followin g sta temen ts are True or False. Write T or F in the boxes.

a. Jerry has li v ed in New York since he w as 29 . b . Jerry's first j ob in Ne w Yor k was in a bar. _ c. I r i sh bars in New Yor k are different from t h ose in I r eland . d . The population of I r eland i s f orty million . e. People in I r el an d like wear ing gree n . Channel your English

69

Lesson Three

words and phrases Compound nouns A com pound noun is a combination of two nouns which fu nction as one word. Note that the first noun def ines the second

one (e.g. a bus stop is a stop for buses).

o

Match the nouns on the left with those on the right to form compound nouns.

prot e st department sho pp ing traffic emergency eye office po lice security

jam guard w itness block store officer march ce nt re exit

EJ Complete the foll owing se nte nces1. with some of the co m pou nd nou ns from exe rcise

a . Sorry I'm lat e . I got stuc k in a(n)

_

on Beacon Street .

b. A(n)

to ld the po lice t hat she

had seen the robbery from her bedroom w indow. c. Most of the peopl e w ho work in this

_

are lawyers . d . An environmental group organised a(n) _ __ _ _ _ _ _ _ _ in the city ce ntre . e . In case a fire breaks out, you should all use the

speaking

o

Work in pairs. Comp a re pictu res A a nd B a nd discuss the s imilarities a nd differen ces between them. Think a bout where the people a re. what their lives a re like . how they feel etc. Use some of the words a nd phrases in the boxes. I

I

life style daily ro ut ine lon ely crowded relaxed satisfied stressed

phrases' I think/beli eve ... because ... I disagree becau se ... I agree, but.. . In picture A ..., wh ile in picture B... In my opinion, ...

EJ Discuss the following: • Whic h of t he t w o lifestyles would yo u prefer? Why? • What wo uld yo u like to change abo ut your lifestyle? Why? • What do you t h ink life wi ll be like in the future ?

70


teacher's notes 10 Compound Nouns departme nt store

eye witness

Otherwords banner chain (v) demol ish

protest march

security guard

out raged (adj ) present (v) protest protester

demo litio n form (v) gather grand

committee

Phrasal verbs break out

off ice block

traffic ja m

resident

pull down

Phrases andexpressions get st uck in keep th ings under control

make way for

words and phrases Compound nouns

o

Aims:

0

to introduce the concept of a com pound noun

• to form compound nouns

o Read the defini ti on of a compound noun and ensure that Ss underst and what it means. Give them a couple of examples and ask them to make their own. • Explain any words Ss might not know. • Have Ss do the exercise. • Check answers.

protest march depart ment store shopping centre

EJ o o o

traffic ja m emergency exit eye witness

office block police officer security guard

Aim: to practise using compound nouns

Have Ss do t he exercise. Explain any unknown words if necessary. Check answers.

a. traffic jam b. eye witness

c. off ice block d. protest march

e. emergency exit

speaking

o o o

o

Aim: to compare and contr ast two pictu res

Divide Ss into pairs. Ask Ss to look at the pictu res and read the words and the phrases on t he left . Have Ss do th e activity.

EJ

Aims:

to discuss lifestyles to relate the topi c of the speaking activity to personal preferences Ask Ss to read the questions and generate discussion. 0

o

o


70


o

Aims: • to activa te Ss' background knowledge of interpr eting headlines • to prepare Ss fo r the writ ing t ask

• Ask Ss to read the headline fro m the news report. • Ask Ss the question and elicit answers.

The news report is about a demonstrat ion; the residents of a town have organised a demonstration in order to prevent the local authorities from demolishing an old theatre.

EJ

Alms: • to check predictions • to underst and text organisation throu gh re-ordering paragraphs • Ask Ss to read the news report and put the paragraphs in order. • Check answers and ask s s to provide ju stificati on. Explain any words Ss might not know.

Paragraph 1: Angry scenes... save the theatre. (setting the background of the event ) Paragraph 2: Yesterday... the entrance door. (describing the event in more details) Paragraph 3: "We will stay... World Word I. " (including comments made on the spot) Paragraph 4: Last night... to the theatre. (final comments about the event itself as well as the consequences and/or the act ion th at will be taken in the future)

3 Writing headlines for news reports Aim: to give Ss practice writing suitable headli nes for news reports • Read and explain the ti p. • Have Ss do the exercise. • Check answers.

Suggested answers a. Longferd Gallery Opening Today b. Bush Fire Endangers Villages c. England Beats France

4 Writing task Aim: to give Ss practic e writing a news report • Read and explain the tip. • Assign th e writing task for homework.

71

r s Channel your English

,. UNI T 10

writing

o

Look at the following headline from a news report. What do you think the news report is about?

•

RESIDENTS PROnSTTO SIIE TRUTRE

Read the open ing paragraphs of th ree different news reports. Write an interesti ng headline for each one in the space provided.

o

Today is the grand opening of the Longferd Gallery. The owner is proud to present works from Picasso 's Blue period. .; __ _ -

I

EJ Read the news report below. The paragraph s have been jumbled up. Put them in order by writin g th e numbers 1-4 in the boxes. Then, check your predictions in 1.

----.,.....-.-.-.

o

7

. '

Yesterday a bush fire broke out .In Australia de str oying many areas of Victon a. FirefIghters have warned resid ents in nearb y VIllages to leave tnetr

Yesterday a crowd of people gathered in front

of the theatre. They were

hom es .

carrying banne rs and dem andin g that the loca l autho rities do so me thing to prevent the de molition. Some residents even chained the mse lves to the entrance door.

Last night the po lice tried to keep things under control as the protesters settled down in their

slee ping bags on the ste ps of the theatre. It is still too early to say what will happen to the theat re. Angryscenes continue in Hexley-on-Sea as bulldozers try to move in

. ."" .... .."" sa..

e

England beat France 2-0 in a .. Pari s. English fans were n excl tmg match last night in seen celebrat ing all night on the streets of Lo ndon. #

R

01 1 ;",

4 Writing task

3 Writing headlines for news reports

Imagine that you are a news reporter for a local newspaper. Write about an event in your city/town when people prot ested against a decision they did not agree with. Your news report should be betw een 120 and 150 words .

When

~ou

write a headline for a news report:

• Man e sure the headline is short and to the point. Use interestinq 1I0cabular~. Use the Present Simp le.

• Don't include: articles (e.9."::A- TO RNADO DES TROys:A:COAS TAL TOWN), . . possessives (e.9. WOMAN S ETS FIRE TO 7:JEk. OWN HOUSE), auxiliar~ verbs (e.9.~ /PLOMAT tMS.. liff-N ARR ESTED FOR SHOPLIFTING), full stops and commas.

When

lJOU

write a news report:

• Write an interest inq headline to catch the reader's attention. • In the introduction mention on/v the main points briefl~ and clearl~. • Use the passive voice and participle clauses. • Include on/~ facts. Do not express ~our feelin9s and

opinion. • Use direct speech when reportinq peop le 's comments. • Don't write sente nces that are too short. Link 'Jour ideas us;nlj relative pronouns/ time linners, althou9h etc.

f


71

Lesson One

presentation

o

Read the tille of the unit, look at the picture a nd discuss the following:

• What do you think the man a nd the . ~ . woman are talkmg about? • What's the piece of paper that the woman is holding?

EJ Liste n a nd chec k your a nswers in

:l!,

D taRead the dialogue and compl ete the ble below. hi" pr oviouc job

Jenny Ther e's no point in sulking, Geoff, You'll get a job

soon. Geoff Don't be so sure, I'm fed up with sending my CV to loads of companies without getting any reply, Jenny Maybe it has to do with your Cv. Geoff You think so? Do you mind having a look at it? Jenny Why not? I'll give you a hand , Let me see now. What's this? Only one job? Geoff What do you mean ? Jenny I mean . under Work Experience you've just put your previous job and noth ing else , Geoff Well. th at' s th e t ruth , Jenny What I'm trying to say is that you're not selling yourself. Geoff, Geoff I still don't get you , Jenny Liste n. you worked in a corner shop once. right? Geoff Yes. when I was younger. but I got th e sack afte r ju st a couple of weeks. Jenny Doesn't matter. We'll write sales assistant for

Geoff Jenny Geoff Jenny Geoff Jenny Geoff Jenny

Don't you thi nk it's too much to write th at? Why? What was th e play? Robin Hood, Don't forget to sell yourse lf, Geoff. I bet you were a great Robin Hood, I wasn't actually. th at is to say, I didn 't play Robin Hood, No? What was your role? I was 'Third tree on th e left'. but I was a great tree! That's the spirit. Geoff,

D Discuss th e following: • Do yo u think Geo ff s hould ad d w hat J enny suggested to hi s CV? WhyIW hy not ? • If you had to write yo u r own Cv. w hat would you put in it ?

local newsagent.

Geoff Jenny Geoff Jenny Geoff Jenny Geoff Jenny

That sounds good. But I don't want to lie. It's not a lie. It ju st makes you look good. If you say so. What else? You haven't got much under Personal Interests, either. ju st football. I didn't know what else to put, Mmm.; Have you ever taken part in a play? WelL yes, but it was ju st the local drama club, Isn't that a silly thing to menti on? Not at all! Let's put active member of local theatrical society,

72


intonation The express ions below a re used for as king for cla rification or clarifyi ng what has been sai d. Listen and repea t. Wh at d o you m ean? What a re yo u trying to say? I m ean.. . What I'm trying to sa y is that '" .." tha t is to ~U'y, . . .

teacher's notes 11 • They are talking about Geoff 's CV. • It's Geoff s CV.

EJ Conversallonal English I bet I don't get you If you say so th at 's the spirit Collocalions wilh gel get a j ob get on sb's nerves get dark get ready get down to business Olherwords active afford consider CV(Curriculum Vitae )

get rid of get the sack

newsagent sulk theatrical society play (n) sales assistant sell oneself

Aim: to check comprehension of specifi c info rm ation in the dialogue • Ask 55 to look at the t able. • Ask 55 to uncover the dialogue so th at they can read and listen at the same time. Play the tape again. • Ask Ss to underline words and expressions th ey are not familiar with, but tell them not to worry about unk nown words at this stage. • Have 55 do the act ivity. • Check answers and ask 55 to provide just ificati on,

WhaleJse Geoffaclually did his previous worked in a Work corner shop Experience j ob WhalGeoff hasIn hlsCV

I

WhalJenny suggests

sales assistant for local newsagent

Phrases and expressions do you mind fall asleep give sb a hand it has to do with

it's no use that is to say there comes a t ime there is no point in

Personal Inleresls

football

took part in a active play in the local member of local theatrical society drama club

• When this act ivity is over, ask 55 some more questions

e.g. According to Jenny. wha t should Geoff try to

presentation Aim: to present vocabulary, str uctures and fun ctions in the conte xt of a dialo gue betwee n two young people about writing a good CV

o

Aim: to use visual infor mation to predict the conte nt of th e dialogu e • Ask 5s to read the title of the unit, look at the picture and discuss the questions.

achieve with his CV? How long did Geoff work in the corne r shop? Wha t happened? What was Geoff s role in that play? • Encourage 55 to t ry to guess the meaning of unknown words.

D

Aim: to encourage 55 to relate the topic of the dialogue to personal opinion • Ask 55 to look at the questio ns and discuss them.

optional

opt ional

You may ask Ss a few more questions: e.g. How old do you think the people are? What can you tell fro m the expression on their faces?

If th ere is t ime, you may ask Ss more questions, e.g, How important is a good CV when you apply for a job? How distressing can looking for a job be?

EJ

Aims: • to listen to t he dialOg~e and check predictions • to understand the gist • Ask 55 to cover the dialogue. look at the picture and listen carefully. Play t he tape. • Discuss answers.

S

intonation S Aim: to prese nt and practise intonat ion in expressi ons

used to ask for clarification or to clarify what has been said Play the tape and pause afte r each expression, • Ask 55 to repeat t he expressions.

Chann el your English 18

72

. ~~

Job-huntin Lesson One (continued) words and phrases 1 Conversational English Aim: to matc h the examples of conversational English in the dialogue with their meanings • Ask Ss to do the activity. • Check answers.

Collocations

Aim: to practise collocations with get • Ask 5s to read the collocations in the box. • Have Ss do th e exercise. • Check answers. a. get rid of b. getting on my nerves c. get ready d. gets dark

e. got the sack f. get down to business g. get a job

grammar

II Aim: to present some of the basic uses of infinitives and -ing forms through elicita tion • Refer Ss to the dialogue and ask Ss to under line all the examples of infi nitives and -ing for ms. • Ask 5s to complete th e rules. • Check answers and provide explanations if necessary. Examples in t he dia logue Full infinitives Maybe it has to do with your CV What I'm trying to say is... But I don 't want to lie . I didn 't know what else t o put. tsn': that a silly thing to men tion? Don't you think it's too much to write that ? Don': forget t o sell yourself, Geoff. that is to say... Bare infi nit ives Let me see. It j ust makes you look good. Let's put active member... -lng for ms There's no point in sulki ng, Geoff. I'm fed up with sending my CV witho ut getting any reply Do you mind having a look at it?

73


EJ Aim: to practi se infinitives and -ing forms • Ask Ss to read through t he text and complete the blanks . • Explain any unknown words. • Check answers and ask Ss to provide j ustificat ion. • If time is scarce, assign t he exercise for homework.

a. there's no point in b. it has to do with c. i'll give you a hand d. I don't get you e. 1bet

2

Rules bare infinitives full infinitives -ing forms

(1) (2) (3) (4) (5 ) (6)

to get to buy affo rd giving explain cleaning

(7) (8 ) (9 ) (10) (11)

washing make to order to make wear

optional oral practice Aims: • to practi se the structures, funct ions and vocabulary presented in th is lesson in the context of a dialogue • to exchange personal informa tion

• Divide Ss into pairs. • Ask Ss to imagine they are looking for a job. • Ss should disuss why th ey need to look for a job , what kind of j ob they want to get or is suita ble for them, what th ings they like and hate doing etc. • Point out to 5s th at they should use infi nitives and -lng forms . They should also tr y to use expressions asking for and providing clarification. • Have Ss do the acti vity.

Use

words and phrases

after:

• certain verbs (want, would like, hope, decide, ma nage, agree, refuse, seem, promise etc.) • it + be + adject ive (it's nice, it was stupid etc.) • too and enough • question words (how, what, when, where etc.)

1 Conversational English Find f ive examples of conversationa l English in th e dialogue and m atch them wit h th e m eanin gs given.

a . it's no use

Use

after:

b . it's r el at ed to • certain verbs (avoid, enjoy, love, hate, fin ish, imagine, mind, risk, suggest, consider etc.) • certain expressions (how about, it's no use, it's no good, there's no point in, be used to etc.) • prepositions (for, about, withou t etc.)

c. I'll h elp you d . I don 't u nder sta nd y ou 8.

I'm sure

EJ

2 Collocations Look at th e foll owing collocations wit h get and use t hem to com plete the senten ces a-g. You may need to cha nge th e form of th e verb.

Complete the text below with the full infi nitive, the bare infin itive or th e -lng form of the verbs in brackets.

ge t d ar k get r eady ge t a j ob g et the sack get rid of

ge t do wn to busine ss ge t on somebo dy's nerv es a. I t h ink w e sh ou l d

_

t h at old sofa an d b uy a n ew one . b . Stop t h at noise ! I t 's my

_ _

c. M y older sis te r takes an h our to _ _ _ _ _ _ _ _ _ _ _ _ in t h e m orning . d . I n th e w i nter it

_

much ea rlie r than in the s ummer. e. Jo h n

becau se h e

fell asl eep at h i s d esk .

f. Ev ery b od y i s her e, so l et 's, g. You can

_ at t h e

su per m ar ke t at weeke nds to m ake some

extra mon ey.

Sooner or late r, there comes a time when everyone

needs (1) (get ) a job. In my case that t ime was when I was sixteen and I wanted (2)

(buy) a pair of cool t rainers.

Unfort unate ly. I cou ldn't (3 )

(afford)

t hem. and my parents wouldn't even consider (4 )

(give) me money for what would

be th e th ird pair of t rainers th at year. So, I got an

grammar

o Use

INFINITIVES -ING FORMS

Underlin e all t he exam ples of f ull infinitives (e.g. to do ), bare infinitives (e.g. do) and -ing form s (e.g. doinlf) in th e dia logue. Then. com plete the rules. afte r:

• modal verbs (can, could, must, shou ld, may etc.) • let and make in t he act ive voice • would rat her ana had better

evening j ob at a local Italian restaurant, but I quit aft er two days. Let me (5 )

(explain) why.

First of all, I hated (6)

(clean) t he

tab les and the flo or and (7)

(wash)

dirty dishes t ill two o'clock in the mornin g. Then, t here were all those people who couldn't (8) _ (make) up t heir min ds what (9)

_

(order) and othe rs who were very impolite. One night, a customer was so rude to me t hat I decided (10) (make) him (11)

_

(wear) his pasta ! Channel your English

73

reading

o

Discu s s t he following:

W ha t wo u ld yo u r ideal job be ? W hy?

EJ

Re ad the artic le be low and circle th e jo bs whic h th e write r co nsidered when he was in his last ye a r of school.

doctor

CAREER CHOICES I'm often asked t he questio n "How did you become a jo urnalist?" You see, everybody expected me to follow in my father's footsteps and become a doctor. W ell, during my last year of schoo l I was given th e o ppo rtunity to visit a caree r guidance counsellor and I drove her cra zy w ith my cho ices. My first cho ice was a choc olate te ster. Although my co unsello r wasn't very impressed, she go t me the inform ation. I discovered that choco late testers earn a

lot o f money, so I was sure I had found my dream job. However, when I found out tha t chocolat e testers do n't just sit aro und eating chocolate all day, I lo st my enthusiasm. It seems that th ey are also Brand Managers, whic h mea ns they are involved in th e marketing and pro motio n of th e pro duct. I fi nally de cided against it when I rea lised a univers ity degree would be neede d. Ne xt, I th o ught of beco ming a football referee. I had loved fo otball from a yo ung age, but being a

professiona l foo t baller was o ut of th e question, as I co uldn't play very well. Anyway, it seems that refere es must be able to run two and a half miles in less than twelve minutes and they are required to take exams

throughout th eir t raining. On top of that, o nly after many years of experience· and if th ey are lucky - do they get th e chance to referee big professional matc hes. So, my dr eam of show ing David Beckham a red card was shattered . Finally, I had th is brillia nt idea of beco ming a dog stylist.That was afte r I realised how much money our dog stylist. Shirley,was being paid every time we visite d her with ou r Lhasa Apso, Philipo. However, on ce, w hile she was styling Philipo, I not iced that he t ried to bite he r."It happe ns all the time," she to ld me. As you can imagine, tha t really put me off. To cut a long sto ry short, all this research made me realise I had a gift fo r investigatio n, so by the end of the school year I had decided to beco me a journalist,

EJ dog Read th e text aga in a nd a nswer t he following qu estions. Write C for choco late tester, F for foo t ba ll re feree or D for stylist in th e boxes. In w h ic h j ob do you : a . g e t p a id we ll? b. c. d. e. f.

74

h a ve to be p h ys ica lly fit ? t a ke a lon g time to r e a ch t h e top? get injure d quit e o ften ? h ave to s t u dy for m any yea r s? get invo lv e d in a d vertis ing?


teacher's notes 11

EJ

Aim: to scan and f ind specific informat ion

• Assign thi s act ivity for homework.

a. C ( chocolate testers earn a lot of money,...), Words

career counsellor earn

guidance investigation

b. j ournalist prod uct promotion referee shatter

c. d.

e. Phrases and expressions bel get involved in follow in sb's footsteps have a gift for on top of that

f. out of t he question put sb off to cut a long story short

readin g

o

Aim: to introduce the topic of the reading text throu gh an oral activ ity involving person al opinion and preference • Ask Ss the questions and generate discussion.

.EJ

D ( when I realised how much money our dog stylist, Shirley, was being paid...) F (...referees must be able to run two and a half mil es in less than twelve minu tes) F (...only after many years of experience, and if they are lucky, they get the chance to referee big professional matches) D ( he tried to bite her."It happens all the time,"...) C ( a university degree would be needed) C ( they are involved in marketing...)

optional post-readong activity Ask Ss questions of personal response to th e topic of the reading text. e.g, Would you ever consider any of these j obs? Which of them appeals to you the most? Note: You do not need to ask det ailed quest ions at t his stag e as you will also ask some at t he pre-listening stage.

Aim: to read for gist and elici t th e main Ideas

• Tell Ss to read t he text paragraph by paragraph and underline all t he j obs ment ioned by th e write r. • Ask Ss to do t he act ivity. • Check answers and ask Ss to provide j ustificat ion.

dog stylist foot baII referee chocolate tester journalist • When t his activity is over. ask Ss to read t he text again paragraph by paragraph and underline all the unknown words. • Ask Ss comprehension quest ions. e.g, Why was the writer expected to become a doctor? Why did he decide not,to become a chocolate tester? What was one of the writer's dreams and why was it shat tered? What made the writer think of becoming a dog stylist? How did he end up becoming a journalist? • Explain unkno wn words. Background Note: Lhasa Apso is a breed of dog. originally from Tibet.


74


EJ

words and phrases Words easily confused Aim: to practi se dist ingui shing betwee n words tha t can be easi ly confused • Refer Ss to the words career (CAREER CHOICES) and j ob (...1 had found my dream job ) and discuss them. Point out to Ss that the word work has a more general meaning (i.e. t asks/ things that need to be done). • Have Ss do the exercise and check answers. For each set explain the difference th rough definitions or examples. win - to be successful in a contest (refer to Unit 1 ) gain - to get more of something (the idea of benef it or profit is involved) earn - to get money by working (earn is closely associated with money) notice - to see or observe something watch - to look at something with attention (e.g. television) look (followed by the preposition at ) - to pay atte ntion to something

a. work b. jo b c. career

d. gained e. win

f. earn

g. notice h. look i. watching

grammar

o

Aim: to pres ent some uses of th e Pa ssive

Voice based on exam ples from th e text • Refer Ss to the text. • Ask Ss to read through the tables and ensure that they understan d the te rms used. If necessary. provide explanatio ns. • Ask Ss to find similar examples of the Passive Voice in the text. • Elicit and check answers.

Verbs with two objects I'm often asked th e question I was given the opportunity Present Progressive ... how much mon ey our dog stylist. Shirley. was being pa id ...

Note: It is advisable to ela borate on t he cases of Passive Voice presented here by providing Ss with more examples and/or further explanations.

75


Aim: to pract ise Passive Voice

• Have Ss do the exercise. • Check answers. • If time is scarce, assign it for homework.

a. I was offe red a well-paid j ob by the company. b. The criminal was being taken to court when he escaped. c. Was the menu brought to you? d. A bank is being built next to my house. e. Your letter of applicat ion has not been sent to the company.

listening S

o

Aims: • to expand on th e topic of th e reading text • to present the topic of th e list ening text • Ask Ss to look at the j obs a-e. • Discuss th e questio ns and elicit answers.

EJ

Aim: to identi fy speaker's roles

• Play the tape. . • Have Ss do the exercise: If necessary, play the tape again. • Check answers and ask Ss to provide j ustification.

Speaker 1: b (we nearly at e as much as we collected ) Speaker 2: e (at lunch times, as it was s place ... orders constantly ) Speaker 3: d (I had to take care of the plants and trim the bushes) Speaker 4: a (I like being out and about a lot, good tips, not giving clear addresses) Listening Transcript (see page 124 )

UNIT 11

words and phrases subject + am/is/a re + being + past participle e.g. Lo o k ! W e are bQir19 Iollowed,

Words easily confused Complete the sentences with the corr ect form of th e words in the boxes. job

w or k

a. We d on 't h av e a lot of

at thi s

EJ

time of year. b . I want to f in d a part-time

subject + was/ were + being + past part iciple e.g. W hQn I got to t he garagQ. my c ar wa c; <;till be ing repaire d,

_

for the summer. c. He thou ght a

Rewrite the following sentences in the passive voice . Begin with the words given and make all the necessary changes.

in business

a. The compa ny offe red me a well-paid j ob.

earn

b. The police were taki ng th e criminal to court when he

sou n de d b oring .

win

ga in

d . I'v e

escape d.

a l ot of ex per ie n ce

The crimi nal

wor king in t h is co m pany.

_

c. Did the waite r bring you t he menu ?

e . Jer r y gets ve ry u p set w hen his t eam doesn 't

Was

f. H ow much m oney do you

a

year?

_

d. They are build ing a ban k next t o my house.

A bank

notice

_

e. I haven't sent your lett er of applicat ion to the com pany.

watch

Your letter g . D id you

_

t hat aw f u l dress

s h e was w earing? h. I think that 's my coat . Let me

_

at it.

Are you

1.

th is , or ca n I

switch t o a nother chan n e l?

grammar

listening S

o

G

PASSIVE VOICE II

o

Read the tables. Then, find similar examples of the . passive voice in the text on page 74.

'~"

~:-

.

Pi zza d eliv ery person

.

•••• Fr uit p icker

••

'"'~ c. Verbs wttb two objects

I

~ Gardener l ~ Wa iter/Waitress I

ACTIVE VOICE: ThQ~

Which of the jobs a-e appeals to you the most? Why?

gave M ary a camera as; a birthd ay pr e <;Qnf:

or T hf:'l,d oave a c am e r a t o M ary as; a bir thday pr l2<;enL

PASSIVE VOICE:

indirect object (as SUbject) + verb be + past part iciple + direct object Mary wac; g ivl2n a c amera a s; a birthdald prese n t..

EJ

You will hear four students talking about different part-time jobs they had while they were at college. listen and match the four speakers with the jobs a-e above. There is one extra job which you do not need to use.

or direct object (as SUbject) + verb be + past part iciple + to + indirect object A cam era w ac; given t o Mary a<; a bir thdalj pre cerit. Channe l your English

75

words and phrases Word building Nouns that refer to people are comm only formed by add ing the suff ixes -er, -or, -sr and -ien to verbs or other nouns.

II Complete the table with nouns t hat refer to people . Use the words in th e box a nd a s uita ble s uffix. JRttStc

--type-

.aer

-Ian

-lst

~

m anage b uild direct invent vis it po liti cs style science mathematics produce entertain reception magic collect art

mnplOtjer

tnu~jc ian

ac tor

EJ Complete the se nte nces with the correct form of some of the nou ns in the table a bove. a . My grand mo t he r always votes for the b . What 's the name of t hat

w ho st arred in Star Wars?

c. J ack used to be a d . My previou s

w ho we ars t he ni cest su it .

in the Suffolk Ph ilharmonic Orchestra . used to g ive us t he day off w he n it wa s hi s birthday.

e . The re 's an exhibit ion of paintings by Spanish

at the galle ry on Lee St reet. .

f. The food at the restaurant was di sgusting. so w e a sk ed to speak to t he

_

speaking Work in pairs. Imagine that you a re in charge of hiring new staff at th e Bay View Hotel. Read th e advertisem ent below a nd the profiles of three people who have a pplied for the jobs advertise d. Discuss a nd decide which person wouid be th e most s uita ble for each job and why the othe rs a re uns uita ble . Use th e express ions given.

BAY VIEW HOTEL •

IS LOOKING FOR TWO ENERGETICYOUNG PEOPLE RECEPTIONIST

1

Applicants must:

N am e : Nick Davis

N ame : Lauren Wes t

Nam e : Valerie Smith

• have good communication skills

Age : 42

Age: 18

Age: 22

Qualifications: • Master's in Roman Histo ry ' • Fluent in Fre nch and Ge rman Exp eri ence : Guide in museum Interests: Reading, trave lling Available :Wee kdays o nly

Qual ifications: • High school graduate • Basic knowledge of com puters • Speaks Spanish Experi ence : Part-t ime secreta ry Interests: Sports, Drama Availabl e : Any time

Qual ifications: Business Administratio n stude nt Exp erience: • Ass istant o n cruise ship • Recept ionist for local tou rist agency Availabl e : From July to September

• be prepared to work long hours (one

day off per week) • have a friendly personality

Knowledge of foreign languages and computer skills preferred

TOUR GUIDE Applicants must: • enjoy working outdoors • have good communication skills • speak foreign languages • be available during summe r season

Knowledge of local historypreferred

Expressions ~r I thi n k.. . would be t he m ost su itable for t he j ob of.. . beca u se ... I believe ... would be more suitable t han... because ... I d on't th ink... would be (at all) suitable fo r t he job of.. . as ... I a gree, b ut I al so think... Well, I'm not so sure about ... be cause ...

teacher's notes 11 produce qualifications quality reference letter require

exchange exhibiti on flu ent knowledge manage

administrati on applicant apply for comment (v) day off

star (v) suita ble take into consideration

words and phrases Word building

n

Aim: to introduce and practise form ation of nouns that refer to peopl e

• Read the introductory note and ensure that 5s understand what it means. • Explain any words Ss might not know. • Have Ss do the exercise and check answers.

-e r

-or

-lst

-ian

employer build er manager produce r ente rtainer

actor director inventor visitor collecto r

typist receptionist stylist scientist artist

musician politician mathematician magician

EJ Aim: to pract ise using nouns referring to peopl e in cont ext • Have Ss do the act ivity. • Explain any unknown words if necessary. • Check answers.

a. polit ician b. actor c. musician

d. employer e. artists f. manager

speaking Aims: • to give Ss practice using vocabulary related to jobs • to speculate and m ake a decision • Divide 5s into pairs. • Ask Ss to read the j ob advert isement and the applicants ' profiles . • Explain any words that Ss might not know. • Tell Ss that they should discuss their decisions using the expressions given. • Have Ss do the activity.


76


o

Alms:

0

o

to acti vate background knowledge to prepare s s for the writing task

Ask Ss to read the questions and generate discussion.

o

EJ Aim: to identify audience and stylistic features of a lette r of application Ask Ss to read the advert isement and the lette r of application and answer questions a-e. Elicit and check answers. Explain any words Ss might not know.

o

o

a. The lett er is formal because the writer of the letter does not know the person she is writing to. b. The sender's address and the date is on the top right-hand corner of the page. The recipient's address is on the left-hand side of the page, a line below the date and a line above the greeti ng. When the recipient is unknown, the letter always begins with Dear Sir/ Mada m and ends wit h Yours faithfully, followed by t he sender's signat ure and then his/her full name. The paragraphs are not indented. There is a blank line separating the paragraphs. c. §1: reason for writing including the positi on the writer is applying for as well as where and when she read the adverti sement §2: writer's age and current occupation, reasons for suitability referring to previous experience §3 : previous job and experience, good qualities , reasons for suitability §4 : mention of a CV and a reference letter being enclosed (this adds to the image the writer wants to estab lish.) §5 : closing remark (a sta ndard way to end a formal letter)

3 Improve your style Aim: to give s s practi ce with the register and style of a formal letter of applicati on o o o

Read and explain t he tip. Have Ss do the exercise. Ss may need to refer to the letter in 2. Check answers.

I am writing to apply for the positi on of offi ce assist ant as advertised in the Boston Herald on 3 April. I am twenty-t wo years old and I am a Law stud ent in my final year. I believe I am suita ble for this job as I have some work experience in the field, having worked as an assistant at a law fi rm during last summe r. I am fl uent in French and I also speak some Spanish. In addition , I have good knowledge of computers and the Internet.

4 Writing task Aim: to give 5s practice writ ing a letter of application o o

77

Read and explain the tip . Assign the writ ing task for homework.


UNI T 11

writing

o

3 Improve your style

Discuss t he fo llowing:

• H ow d o p eople fi n d jobs? • H av e you ever had a job? What did yo u do?

EJ application. Read the advertisement and the letter of Then. answer the questions below. a. Is t he l etter formal or informal ? W hy? b . W ha t do you n ot i ce about the la y out of t he letter? c. W ha t sort of information h as been included in each p aragr aph?

-

-/-I.,

A letter of application is a formal letter. Remember: • Follow the lalJout of formal letters. Use block para9raphs and write qour address, as well as the address of the person/companlJ lJou are writin9 to. • Start lJour letter with Dear Sir or Dear Madam and end it with Yours faithfulllJ, followed blJ lJour slqnature and full name. • Use [ormal lanquaqe. Don't use short forms (e.9. I'm, don't) or abbre~iations (e.9. ad, info)' j

I I

Below is part of a letter of application. Rewrite it in a more appropriate style and t ake out any unnecess ary informat ion which you think should not be included.

REQUIRED AT HARLEQUIN MUSIC STORE

Must be oyer 18

Sales ex perience necessary Basic com puter knowledge Frien dly per son ali ty

Apply in writing to: 14 Station Road , Liverpool L18 8YZ

21

Gmnt Close

Livrlpool L I5 SYF '4 Station Road Lil't!rpool L,s Syz

23

km narv 2002

Dear Sir or Madam. I m~1 Wliting to apply fOr the positionof part -time assistant as advert ised ill the Times on 2 2 lanuarv . I "" nineteen yem>old and I am in my first year at Univcrsitv, I bdievc I am suitable fOr the job as, when

I was at school, I olsaniseda CD bank. whctrstudent' could exchancr.e or sellCDs. • In addition. I have somesales expetiena . I spent the last two summers work.itt.tl. as an assistant ;'1 a gift shop in Betchlry My employer " l1S 'Tly satisfied with my "" 1* Gildrrgular customers commcnted on what a nia perS Oil I lm~. Furtlm7l101r.. ~ have a basic knowkt{r;;r of c,>mputa>. I belkvc these qua!Jt/(s make me suitable fOr the job. I have also enclosed my CV and a /ffrlrner letter fivm my pm 'lous employrr. I hope that my application will be rakrn into cOllsideratlon. I look fOlward to hemiltr. fivm you. Yow>fOithfidly.

~/er

4 Writing task Writ e a letter to app ly for one of th e two jobs advert ised on page 76 . Your letter should be between 120 and 140 words.

-/-I.,

When lJou write a letter of application:

• Mention the position lJou are appllJin9 for and where and when lJou saw the job advertised. Invent a name for a newspaper and a date if thelJ are not qioen. • Read the advertisement carefulllJ, especially the qualities required for the job. Expand on them, Jescribintj 'lour qualifications anti experience and

explain whlJ lJou belie~e lJou are suitable for the job. • lnctude onflj information that is relevant to the job lJou are appllJin9 for. • Don't mention 'Jour bad qualities.

• Don't write that qau want the job for the monelJ. • Mention that

'IOU

are enclosing a CV and a

----

reference letter, and end lJour letter with an appropriate set phrase.


77

Lesson One

presentation

o

Before you rea d the dialogue, look at the picture, Which of the people do you think says the following? Why?

( How does it w ork?

J

IThanks for everythin~1

You sho uld buy one of thes e little bea ut ies . [ It' s an MP3 player. j

EJ Listen and check your a nswers in 1.

••

D quest Read the dialogue a nd a nswer the following ions: a . Wha t is La ra ' s probl em? b . What are t he adv antages of an MP3 player? c. Wh ere ca n you bu y a n MP3 player? d . Why does Lara t hank Toby? e . What ca n Lara do w it h he r o ld CDs? Lara Life can be a pain in the neck sometimes. Toby Why do you say that ? Lara My stereo broke down and I'I1 have to pay an arm and a leg to have it repaired. It will cost the same amount to buy a new one . What shall [ do? Toby Neit her. Lara But I can't do without my CDs. Toby Forget CDs, they're ancient history. You should buy one of these little beauties. Lara A personal ste reo? Toby No, it's an MP3 player. Lara I've heard about them. How does it work? Toby It's digital. You store music files from your computer on it. You can store up to five hun dred songs on this one and the quality is amazing. Lara Where can I find MP3 files? Toby Ju st log on to the net and download them to your .computer. Lara Sounds great. I'd like to get my hands on an MP3 player. Toby You can get one from any computer shop. But I bought mine from the net and had it delivered for free . In fact, I was given a 10% discount on my next purchase. You can use it if you like. Lara Thanks, that 's kind of you. Toby That' s OK.

78


Lara But what about my oid CDs? Toby You can turn them all into MP3 files, it's easy. I'm telling you, it's the way forward. Lara Thanks for everything. Toby. Toby Don't ment ion it.

D Discuss the following: • How importa nt is technology in you r every day life ? • Is t here a gadget t hat yo u ca n' t do w it ho ut?

intonation The expressions below a re used for expressing and acce pting tha nks. Listen and repeat. Tha nks, tha t's kind of you . Th at's OK. Th an ks for eve ryt hing . Don't menti on it . T ha nk you ve ry much . It was not hing .

teacher's notes 12

EJ Aims: • to listen to the dialogue and check predictions • to understand the gist • Ask Ss to cover the dialogue, look at the picture and listen carefully, Play the tape. • Discuss answers.

S

Vocabularyrelated to computers digital download file (n) Idioms a pain in the neck get cold feet get my hands on get my teeth into

log on

store (v)

keep an eye on keep your hair on make head or tail of pay/ cost an arm and a leg

Other words andexpressio ns advantage beauty be the way forward discount do without

Don't ment ion it. purchase (n) report (n) t urn into

• How does it work? : Lara • Thanks for everything: Lara • You sho uld buy one of these little beauties: Toby • It's an MP3 player: Toby • Forget CDs: Toby Lara is asking these questio ns because she doesn't know what an MP3 player is. Toby knows what an MP3 player is because he has one already.

D Aim: to check com prehension of specif ic information from the dialogue • Ask Ss to read questions a-e. • Ask Ss t o uncover the dialogue so that they can read and listen at the same time. Play th e tape again. • Ask Ss to underline words and expressions th ey are not familia r with, but tell th em not to worry about unknown words at t his st age. • Give Ss time to work out the answers to t he rest of the questio ns individually or in pairs. • Check answers and ask Ss to provide j ustificati on.

presentation Aim: to prese nt voa bula ry, structures a nd fu nctions in

the cont ext of a dia logue between teenagers about technology Background Not es: • Hi Tech is a short form for High Technology. • The Net is a colloqu ial way of referring to the Internet. '. MP3s are digital audio files that have been reduced in size while still maintaining their original sound quality. So, you can download (=tr ansfer computer data from a Web site to your compute r) MP3 music files on to your comput er from the Internet. • An MP3 player is an electric al device which enables you to download and listen to MP3 fi les.

o

Aim: to use visual and verbal informati on to predict the content of the dialogue • Ask Ss to look at the pictu res and discuss the quest ions.

optional You may also ask Ss a few more questions : e.g, What can you tell from the expressions on their faces? Where do you think they are?

a. Her stereo has broken down and it is going to cost her a lot of money to have it repaired. b. It can stor e up to five hundred songs from a computer and the quality is amazing. c. You can buy an MP3 player from any computer shop or from the Internet. d. Because Toby has offered to give her his 10% discount he is entitled to. e. She can t urn them all into MP3 files.

D

Aim: to encourage Ss to relate th e topic of the dialogue to personal experience and opinion

• Ask Ss to look at t he questions and discuss t hem.

optional If there is time. you may ask Ss more questions. e.g, Would you Ike to have an MP3 Player? WhyjWhy not? At what age do children in your coun try start using the Internet?

int on at ion

S

Aim: to present and practis e intonation In expressions used for expressing and accepting thanks • Play t he ta pe and pause after each expression. • Ask Ss to repeat t he expressions.

Channel your English 18

78

, (-\~~ -

Hi-tech

. 1:~

Lesson One (continued) words and phrases 1 Phrasal verbs Aim: to mat ch the phrasal verbs in the dialogue with their meani ngs • Refer 5s to the dialogue. • Ask Ss to do th e activi ty individually or in pairs. • Check answers.

a. break down b. do without c. log on d. turn into

EJ

Aim: to present and practi se t he causati ve

• Read and explain t he rule. • Tell 5s to read the first exampl e. Discuss th e rule and its appiication. If necessary, provide Ss with further explanat ions and/or examples. • Have 5s do the activity. • Check answers. • If time is scarce, assign the exercise for homework.

b. My mother will have one of the kitchen t aps fixed. c. I'm going to have my favourite TV series recorded. d. 5 heila had a report typed. e. We had some roses planted in our garden. f. Miss Ellis is having her pictu re taken.

optional If the re is time, ask Ss to make the ir own sente nces and check them.

optional

2 Idioms

Ask Ss to t hink of some thi ngs from their daily life that they do not do themselves, but they have someone else do them and provide the ir own example sentences.

Aims: • to introduce idioms • to mat ch the idioms with their mean ings • Ask s s to do the act ivity. • Check answers.

a:3 b: 1 c: 4

e:2 f: 5 g: 6

d: 7

grammar

II Aim: to elicit the use and form ati on of the • • • •

causative as presented In the dialogue Ask ss the fir st set of questi ons. Tell Ss to refer to the dialogue. Elicit and check answers. Do the same with the second set of question s.

• No, she isn't. An electrician is going to repair it for her. • Yes, he did. No, he didn't. The verb have.

79


But I bought mine from the net and had it delivered for free.

words and phrases 1 Phrasal verbs Find lour phrasal verbs in t he dialogue and match them wit h the me anings given. a. stop working

Did Toby buy an MP3 player himsell? Did he deliver it himsell ? Which verb do we use when we don't do an acti on ourselves?

EJ Study the rule below. Then, read the situ ations a-I and com plete the sentences using the causat ive, as

b . m an age w he n someth ing i s missing

In the exam ple.

c. co n nect t o t he Internet d. cha nge into someth i n g We use the causative (subject + have/ get + object + past participle) when we do not do something ourselves, but we arrangefor someone else to do it for us. e.g. I have rry hair cut once a me"I"" Look ! 0Je ha< had her hair cut.

differ ent

2 Idioms Read the sent ences a-g and decide what the idioms in bold mean. Choose Irom the meanings 1-7.

repaired by a mechanic.

II become afraid or nervous

I need to have tnt{ car engihe r~!pair~

II work w i t h enth us iasm on som eth in g II l ook after II st ay calm

b. One 01 the kitchen taps is leaking. My mother will call

a. I'm n ot buy ing you tho se trainers , they cost _ an ann and a leg. b . Wh ere can I g et my h ands on a b ag like tha t ? c. M arcu s got cold f eet an d decid ed to ca ll off t he w eddi ng at the la st minute.

-_

d . K eep your h air on. Sue! Behaving like t ha t won't h elp t he si tuation . _ e. I can 't make h ead or tail of these

instru ctions . f. T hat's too easy. W hy d on 't you give m e something that I can r eally get my t eeth into? g. Can you keep an eye on the baby w h ile

I'm out ?

grammar

EJ

WiK

a. There is a problem with my car engine. It needs to be

EI underst and

II find

I didn't have "'J hair cut beceose "'J hairdre«er aw<'J-

CAUSATIVE

Look at the extracts lrom the dialogue and answer the questions that l ollow.

My stereo broke down and 1'/1 have to pay an arm and a leg to have it repaired.

the plumber to li x it. My mothe r

_

c. I've got a class until 8.30 pm and my lavourite TV series starts at 7.3 0 pm. My brother is going to record it lor me. I'm going to

_

d. Sheila had to type a report. but she isn't good at typing, so her sister typed it lo r her. Sheila

_

e. The gardener has planted some roses in our garden. We

_

I. Miss Ellis isn't available at the moment. A photographer is ta king her picture . Miss Ellis

--'

_

Is Lara going to repair her stereo hersell? II not. who is going to do it l or her? Channel your English

79

reading

II Look a t the picture , read the title of the text a nd discuss th e following: What kind of gadgets do you t h in k home s in the fu t ure w ill have ?

EJ

Rea d t he text quick ly. Which of th e items 1-7 in the pict ure are described in the text? Match the m with the . par a graphs a-d.

I TBC~"() . . ·.. . . . ·.. . .· ···T F~t~~~ ·h·~~·~~··~iil · b~·· fully automated and equipped with lots of wonderful gadgets.

1~;~1~~R~~~: -

sitting the re o n the so fa and watching the dirt fro m the carpets move to the edges and

might th ink you liked it and you want mo re! You can re lax

disappear without you lifting a finger!

for the time being. Although Internet fridges are available

~ Special built-in sensors w ill scan and mon itor your

computer built into th e door. wh ich can be used for

now, they can't o rder things yet.They just come with a

health every t ime you jump in the shower. T hese sensors

sho pping o r downloading recipes from the Net. You can

will be connected to an on-line health centre w hich will

also leave video messages on the screen for the rest of the

have a co mplet e record of yo ur medical hist o ry. from

family.

serious illnesses to minor colds. If the sensors detect a pr oblem, your doctor

I!IJ Watching telly will be a two-way exper ience. An

will be no tified at once . T his way.

intera ct ive TV may not actually watch yo u, but it wi ll learn

you wo n't need to worry about regular check-u ps.

your viewing preferences and will choose or recommen d

m=J Run o ut of mil k? N o sweat! Leave it up t o t he

programm es from the thou sands of channe ls available. Al so,

Intern et fridge. Its job will be to keep tr ack of what you

the TV, radio and Internet service will become one unit.

eat and to reorder it auto matica lly fro m an on- line

T hree fo r t he price of one! H ang-o n-t he-w all t elevisions,

superm ar ket . Not bad, you may think. But try fooling the

which are now available, will beco me ancient histo r y.

fridge over some t hing you buy in a mom ent of weakness.

Floo r-co- ceiling video screens are t he futu re, and they may

You'll pro bably lie awake at night worrying that the fridge

even re place traditional wa lls and windows in your home.

EJ

Rea d t he text ag a in an d com plete the sente nces a-e with a word or a s ho rt phrase.

a . Ca rp ets w ill b e cleane d by

t h a t w ill b e as s mall a s

b . Wh e n e ver you ta ke

_

w ill b e chec ke d by s pecia l

machin es . c. A doctor for a d. Frid ge s w ill b e able to e.

from a(n) w ill a u to m at ica lly select

prefe rence s .

80

of a ll you r illne sse s w ill be a vailable on - line and you won' t ha ve to see t h e _


_

to suit the viewer's

'1

teacher's notes 12

Vocabulary related to computers automated gadget insta ll interactive monito r (v) Other words built-in (adj) check-up detect edge equip government medical minor mission Other phrases andexpressions fool over jump in keep track of leave IT up to sb

on-line (adj) roam scan screen (n) senso r

• Ask Ss to read the text again paragraph by paragraph and ask them comprehension question s. e.g. How will carpets be cleaned in the future? Will you have to go to a doctor 's to have a check-up in the future? How will supermarket shopping be done in the future? Will you have to use a remote control to change TV channels in the future? • Explain unknown words.

EJ

Aim: to read for detail and understa nd specific information

• Assign this activity for homework. notify recipe recommend record (n) traditi onal two-way (adj) vacuum cleaner viewing( n) weakness

lie awake no sweat run out of WIThout lifti ng a finger

a: robots, spiders b: a shower, your health c: complete record, (regular) check-up d: reorder, on-line supermarket e: An interactive TV, programmes

opt i ona l post-reading activity Ask Ss quest ions of personal response related to the topi c of the readi ng text. e.g. Do you agree with the writer 's point of view on how houses will look in the future? Would you like to live in a fu lly automated house? Why/ Why not? Do you thi nk that all these gadgets will eventually make our fives easier?

reading

I! Aim: to introduce the topic of the reading text th rough an oral activity involving personal expe rience a nd opinion

• Ask Ss the question and generate discussion.

EJ

Aims: ·to read for gist • to tra nsfer from verbal to visual information

• Ask Ss to read t he first paragraph and decide which of the items in th e picture it refers to. Elicit and check answers. • Ask Ss to read the text paragraph b y paragraph and do the rest of the act ivity. • Elicit and check answers.

a. 3

b. 2 c. 4 d. 6

Cha nnel your English TB

80


words and phrases Phrasal verbs and other expressions Aim: to match the phrasal verbs and other expressions from the text with their meanings • Ask Ss to do the activi ty. • Check answers. a. without lifti ng a finger b. run out of c. leave it up to someone d. keep tr ack of

grammar

o

Aim: to introduce the infinitive of purpose

• Refer Ss to the text and explain what the infinit ive of purpose is. • Give Ss an example from the text. • Ask Ss to underlin e the rest of the infi niti ves of purpose in the text. • Have Ss do the act ivity. • Check answers. Infinitives of purpose ...will roam carpets to keep them clean ...its j ob will be to keep track of what you eat and to reord er... Otherinfinitivesin the text will roam , will become , ...mo ve to the edges and disappear, will scan and monito r, will be connected, will have, won't need to worry , you'll lie awake, might th ink , can relax, can't order , can be used, you can also leave, may not watch, will learn , will choose, will recommend, will becom e, may replace

EJ

Aim: to match examples expressing purpose with their forms • Refer Ss to the previous acti vity and ask th em to write the examples of the infinitive of purpose. • Refer Ss to the text. Ask the m to uderline for + -ing and write th e example in the space provided. • Check answers. . ... carpets to keep them clean ... to keep track of what you eat and to reorder . ... used for shopping or downloading

D Aim: to pract ise expressing purpose • Ask Ss to read through th e sentences. Explain any words Ss might not know. • Have Ss do the rest of the exercise and check answers. • If t ime is scarce, assign the exercise for homework.

81


a. Computer s will be installed in th e office to make work easier. b. My sister ofte n uses my mobile phone for sending messages to her friends. c. I'm going to the computer shop to complain about the mouse I bought. d. Don't use this oil for frying fish . e. I'll buy Super Tech magazine to find all the informati on I need.

listening

o

S

Aims: • to expand on the topic of the reading text • to intr oduce the top ic of the liste ning text through an oral acti vity • Ask Ss the questions and generate discussion.

EJ


• Play the tape. • Ask Ss to do the exercise. • Check answers and ask Ss to provide justification.

a (personal pager) b (underwater camera) c (Think Pad mini-comp uter)

D Aim: to listen for specific information • Ask Ss to read sentences a-e. • Explain any unknown words in the sentences. • Play the tape again. • Ask Ss to do the exercise. Check answers and ask Ss to provide justification.

a. they're not real b. Spies (not Governments) c. in (not before) 19 65 d. receive (not send ) e. Think Pad (not Goldeneye) ListeningTranscrlpt (see page 125)

optional post-listening activity You may ask Ss further questions of personal response to the listening text. e.g. Do you like James Bond film s? Why/ Why not? How realistic do you find them ?

UNIT 12

words and phrases

d. Don't use th is oil. You can't fry fish in it. (for)

Phrasal verbs and other expressions

_

Find phrasal verbs and other expressions in the text on page 80 and match them with the meanings given. e. I'll buy Super Tech magazine. I can fi nd all the information I need.

a. making a lit tle eff ort b . finish t he su pp ly of

(to)

_

c. le t someon e be r esponsible f or a job d. be infor m ed about

grammar

EJ

INFINITIVE OF PURPOSE OR + - ING FORM

Look back at the text on page 80 and underline all the infinitives in it. Which of them express purpose?

EJ Complete the table below with examples from the text on page 80. We express purpose with:

listening S

EJ

Before you listen , discuss the following:

• What do yo u know abo ut James Bond? • Can yo u think of any gadgets h e h as u sed in h i s film s?

EJ

• full infinitive

You will hear two teenagers tal kin g about gadgets used in James Bond films. Look at the pictures below and tick the ones which are mentioned.

e.g.

• for + -ing form e.g.

D

_

Join the following sentences using the words in brackets. Make all the necessary changes .

a. Computers will be install ed in the office. They will make work easier. (to)

_

D b. My sister ofte n uses my mobile phone. She sends messages to her friends. (for)

The words in bold in th e sentences below are incor rect. Listen again and correct them .

a. Andy likes Bon d m ov ies becau se they 'r e re al. b . Government s were m ad e to watch Bond

_

mo vies. c. An u n derw ater ca mera w as availab le in the shops befor e 196 5 .

c. I'm going to th e computer shop. I want to complain about the mouse I bought. (to)

d . In From Russia with Love Bond u sed a p er son al _

pag er to sen d m essages abo ut his missio n . e. Golden eye i s a m ini- comp uter w h ich i s as powerful as an office co m p u ter. Channel your EngliSh

81

words and phrases Collocations Match th e adj ecti ves on th e left with t he nou ns on the right to fo rm collocations. Which of th e it ems can you see in th e pictures on th e right? digit al

co ntrol

v irtua l

devi ce

h ar d

power

com pact

r eality camera driv e disc

s ola r e lectronic remote

.•.~.

speaking You have recentl y visite d th e MOFT (Museum of Fut ure Tech nology ) and you have seen the t hree exhi bits below. In pairs, discuss th e advantages and disa dvantages of each one. Then, decide which one wo uld be the most usef ul. Use som e of th e words and phrases in th e box.

words and phrases en v ir on m en t ally frien d ly

s mall in s ize

82


.' hi-tech

expe ns ive

conve n ie nt com p li cat ed to u se

stylish pow erful la ck of safe ty

teacher's notes 12 access aspect besides code compact disc complicated design (n) deta il exhibit (n) furthermore futuristic hard drive

image in addition in conclusion lack (n) lightweight operate positi ve powerful remote control stylish virtual reality

words and phrases Background Note : • In virtual reality, computer technology works directly on your senses, especially vision, hearing and touch, thu s creating the illusion of reality. • Hard drive is a computer storage device on which large amounts of data can be recorded. • A microchip is a t iny but compex electronic device, usually made of silicon , used to form an integrated circuit.

Collocations Aim: to introduce colloc ations related to high technology • Have Ss do the rest of the exercise individually or in pairs. • Check answers and provide Ss with any definitions and/ or expianatio ns if necessary.

digita l camera virtual reality hard drive compact disc solar power electronic device remote control

speaking Aim s: • to give Ss practice using vocabulary related to high technolo gy • to discuss a nd m ake a decision • Divide 55 into pa irs.

• • • •

Ask Ss to look at the pict ures and the notes made about the exhibits. Explain any words and/or expressions that 5s might not know. Point out to Ss th at it is importa nt to use some of the words/ phrases in the box. Have Ss do the activity.

Chann el your English T8

82


o

Aims:

0

o

to expand on the top ic of the speak ing activ ity to prepare Ss for the writin g task

Ask Ss to look at the questions and then read th e highlighted part of th e report. Ask the questions. Elicit and check answers.

o o

o

o

Lee Knowles For Mr Collins About the smart card It could be an employer-employee relationsh ip or a teacher-student relationship.

EJ

Aim: to ident ify audience and stylistic featur es of a report

Ask Ss to read the report and answer the questions . Check answers. Explain any words 5s might not know.

o o

o o o

The writer uses formal language. It is mostly factua l, but in the last paragraph the writer gives his opinion. It is a formal layout. The paragraphs are not indented and there are double spaces between paragraphs.

EJ Alms:

0

o

o o

to understand the gist of each paragraph in a report to present headings used In reports

Ask Ss to do the exercise. Check answers.

1st paragraph: Introduction 2nd paragraph: Advantages 3rd paragraph: Disadvantages 4th paragraph: Conclusion

o o o o

Aim: to practis e linking words/phrases

Ask Ss to read through the extract. Explain any words if necessary. Have Ss do the exercise. Check answers.

To begin with also However In conclusion o

o

When thi s activity is over, it is advisable to elaborate on th e use of linking words and phrases. Provide Ss with examples of other linking words/ phrases and demonstrate their usage.

Aim: to give Ss practice writing a report o o

83

Read and explain the tip . Assign the writing task for homework.

TB Cnanrelyour English

UNIT 12

writing EJ Someone visited the MOFT (Museum of Future

Technology) and was asked to write a report. Read the highlighted part of the report only and answer the following questions.

• Wh o wrote the r ep ort?

• Who was it written for? • What i s it about? • W ha t do yo u think the r el at ionsh ip between Lee Knowles and M r Collins is?

EJ

Now read the rest of the report and answer the questions below.

EJ

Sometimes reports have headings for each parag raph . What headin gs would you use In th e report in 2?

1st paragraph : 2n d paragraph : 3r d pa r agraph: 4th paragraph:

D Underlin e all the linking words/phrases in the report in 2. Then, read part of a report below and circl e th e correct linking words/phrases.

• What kin d of languag e doe s the w r iter u se? • I s t he r eport based on facts or on t he writer's

opinion? • W hat do y ou n ot ice ab ou t the layout?

T o: M r Colll"'-S Ftc",,: Lee K "",wles l>
111e olw.. of t~ Ls report ts t o elescrLbe t~e pos Ltlve oV14 Vl-tgatlve aspects of t~e sw..art caYel, w~ Lc~ Is OVl-t of t~e e)( ~ Lb Lts at t~e vo..ewl!::J O]'evo..eel Museuw.. of Fut u ye Tec~V\.Olog!::J ' A sw..art caYel ts a caYel wLt~ a buLLt-LV\. w..lc Yoc ~ Lp w~lc~ wlLL stoye all !::JOUY peysoVloOl lV\.forw..atlo V\.. It wlLL eve-, ~ave !::JOUY w..eellca l yecoYels aV14 elyLvL""0 LlceV\.Ce OV\. Lt . W~ at Ls w..oye, Lt wlLL be us eel foy snO]'pL""0 aV14 baV\.k.l""0' as Lt wLLl coV\.t aLV\. all !::J OUY baV\.k. eleta LLs . Fu rt~ e yw..oye, !::Jou wlLL V\.Ot nave to caYY!::J !::JOUY k.e!::Js because tn e access coele to !::JOUY f roV\.t elOOY wlLL be yecoyeleel OV\. Lt, t oo. However, tn e w..aLV\. pyoblew.. wLtn sw..art cayels wlLL be safet!::J. If Lt ts stoleV\., sow..eboel!::J wLll ~a ve access to all !::JOUY peysoV\.a l LV\.f oyw..atloV\.. IV\. aelel Lt loV\., !::JOUY ba~k. accouVIotS w..a!::J be at risk., as well as tn e safet!::J of !::JOUY now..e. IV\. coV\.ClusLoV\., elespLte t~e risks, t~e sw..a rt carel wlLL be veY!::J useful LV\. tn e future. IV\. w..!::J O]'lVloloV\., Lf a secuYLt!::J s !::Jst ew.. ts avallable, sw..art cayels wlLL be safe aVl4, as a yesult, t~e!::J wlLL becow..e part of OUY eveY!::Jela!::J Llfe.

5 Writing task Imagine that your teacher or your boss has asked you to write a report on eith er the Streamline ZZ2 car or the Optiphon e from the speaking exercise on page 82. Writ e your report (1 40-16 0 words). •

.-n.,

When

lJOU

write a report remember:

• Write at the top of the page To: From: Date: Subject: • Use block paragraphs. • Begin vour report with: The aim/purpose of this report is to.", This report describes... • Write vour report in a formal stvle. • Include clear and factual information. Gi~e lJour opinion only in the conclusion.

• Use linking words and phrases.

I .

Channel yourEnglish

83

Revision 10-12 reading Read the text and a nswe r the questions 1-6. Choose from th e periods A-D a nd write th e correct letter in ea ch box. In 1. 2. 3. 4. 5. 6.

which period did cars need a lot of fuel? w ere ca rs m or e environmentally friendly? _ were cars like ho me s? w ere drivers well protect ed? were cars reduced in size ? did ca rs use different for m s of power?

Cars a re of e no rmous importan ce in our live s a nd we are in clined to ta ke the m for granted . It ' s am az in g to th in k that a cen tury ag o they had ba re ly been in vented . The firs t cars a pp ea red at the e nd of the 19 th ce nt ury and looked quit e st ran ge, compared to the ones we us e today. Very few of t he m ran on pe t ro l; m os t of them m oved u si ng s te a m or e le ct ric ba tteries . On e of the st ra ngest ca rs was invent ed in France an d wa s po w ered by d ogs r un n ing insid e it s ba ck w heels . Ca rs of th is period were very expe ns ive and only the rich cou ld afford t hem. It wasn' t until after World War II that ow n ing a ca r wasn 't a lu xu ry. By the 1950s cars we ren't just for travelling; they also showed peop le 's position in society. They were hu ge, es pe cia lly in Am erica, beautifully decora ted a nd had so m an y ex tras yo u cou ld al mo st live in them. Beca u se of their s ize, t hey used u p e normous am ou n ts of pe trol, but at the time concer n for the env iro n ment w as no t a n is su e . They h ad a lso become much cheaper. Th is mea nt that many tee nage rs w ere ab le to make their dream come true a nd dri ve t heir own ca r. Things chan ged ag a in in the 19 70s. Cars became much sm aller and more econ om ica l because of

84


A La te 19th century B 19 50s C 19 70 s D 19 9 0 s

t he oil cr isis . The ca r was still a status sym bol, bu t pe ople we re more aware of the price of petro l ~ n d of how e fficie nt ly th eir ca rs ran . There wa s a lso a growin g aware nes s of the da mage that exha us t fum e s were doing to th e env ironm e nt. In fact, poll ution was pro bably the thin g most ta ken int o consi deration when the cars of the 19 90s w ere be ing d esig ned. All ca rs were fitted w ith catalytic converters, d evice s w h ich rem ove harmfu l po llutants from ex haust ga ses. Duri ng that period two maj or developmen ts in sa fety we re a lso m ad e. Air-bags were insta lle d in mo st cars to prevent s eriou s injury in the eve nt of a crash, and ABS (Anti-lock Brak ing Syste m) wa s developed to prevent ca rs from s kidd ing Th e d es ign of ca rs was infl uenced by sci e nce fiction film s, and they be came sm oother and m or e aerodynam ic in shap e . As for t he fu tu re, it' s di fficult to imag ine w hat cars will be like a t the end of this century. One thing is ce rta in, thou gh, cars w ill be an importa nt part of our lives for a long t ime to come .

teacher's notes Rev 10-12 reading lm: to check 5s' reading comprehension sk ills through a multiple matching exercise • Ask 5s a few pre-reading quest ions related to th e topic of the text and generate discussion . e.g. Are yo ~ interested in cars? Why/Why not? Which of the cars in the pictures appea ls to you most? Why? • Ask Ss to read through the text for gist. • Ask 5s to read the text again paragraph by paragraph and answer t he questions. • Ask Ss to look out for key words and/or phrases which are related to each question. • Have 5s do the exercise and check answers.

1. B (Because of their size, they used up enormous amounts of petroL ) · C (There was also a growing awareness of the damage tha t exhaust fumes were doing to the environ ment. ) D ( pollution was probably the thing most taken into consideration when the cars of the 1990s were being designed) · B ( and had so many extras you could aim ost live in them on.) ~. D (During that period two majo r developments in safety were also made.) - . C (Cars became much smaller...) · A (...most of them moved using steam or electric baUeries.) te: When this activity is over, you may explain any unknown words if necessar y.

pt i ona l post-reading activity k Ss some ideas of personal response to the ideas expressed in t he text. .g. If you lived in the 1950s, would you like to have owned a car? Why/Why not? What do you thin k cars in the next 5-10 years will be like?


84


o

Aim: to revise various language forms through a mul tiple-cho ice cloze exercis'e

• Ask Ss to read through the text for gist. • Have Ss complete the blanks in the text. • Check answers.

2. a

1.b

3. c

4. b

5.a

6. b

7. c

8.a

9.b

10. d

Note: When this activity is over. you may explain any unknown words if necessary.

EJ

Aim: to revise various language structures through an error correction exercise

• Ask 5s to read th rough the text for gist. • Have ss do t he act ivity. • Check answers.

'

Key 1. not

• 2. been

s. «

4 . in

5. the

6. ,f

7. having

8. ,f

9. have

10. of

11. ,f

12. to

13. will

Note: When t his activity is over, you may explain any unknown words if necessary.

song @ Alms: • to liste n to the song and check predictions • to check Ss ' listening comp rehension skills • Ask Ss to read the words. Explain any unknown words if necessary. • Ask Ss to make their predictions. • Ask s s to listen to the song carefully, Play the tape . • Discuss and check answers.

galaxies. stars. planets . technology, future, t urn up, pump up

optional project • Divide 5s into small groups. • Ask Ss in each group to thin k about and discuss a new gadget. It could be a new invention or an improvement of an existing gadget. • Ss should decide what the special features of their gadget are and then come up with an advertisement presenting the ir gadget. • Ss should draw pictures. write short texts and present th eir projects in class.

85


song S

Use of English

o

Read th e t ext below and choose the best word a, b, c or d for each blank.

It is said (1)

o

technology has helped us live a better

life. Gadgets, like computers , mobile phones. CD and MP3 players, give us a

You will hear a song cail ed Space bass. Look at the words below and guess which of th em are included In the lyrics of the song. Then, listen to the song and check your predictions.

sense of comfort and luxury. Thinking about it more carefully. though , have they reaily made our lives better? A lot of people argue that technology has changed our real needs and, as a result, we cannot do (2)

_

our favourite gadgets. Now, let me (3)

you this simple

quest ion: Has technology made us happier? I'm sorry to say that it has not. I can't see why teenagers enjoy (4)

the Net so much,

when they can hang (5)

with the ir friends and have

fu n! After ail, you will not be fifteen for ever! What I am trying (6) is that technology is OK, but Instead (7)

_ listening to

music on your MP3 player alone, how (8)

trying to be

more social? Personaily, I would (9)

invite some

friends over to share the (10) 1. a) to

2. a) without 3. a) teil 4. a) going 5. a) out 6. a) to teil 7. a) to 8. a) about 9. a) better 10. a) story

b) that b) with b) say b) surfing b) off b) to say b) with b) for b) rather b) tr uth

, than be ail on my own. c) which c) off c) ask c) running c) over c) to ask c) of c) if c) prefer c) fact

d) of d) from d) make d) shopping d)on d) to question d) when d) when d) like d) experience

0 comets ~~omputer 0 stars .0 c..tu~up 0 pl~s \ P',',t ~ . 0 tech,nology . pl}mp p 0 spacesh ip 0 keep u 0 galaxi. :s:::::::.o - futu r e

B

Read the text below. Some of the lines are correct , and some have a word which should not be there . If a line is correct, put a tick (,f) in the space provided. If a line has a word which should not be there, writ e the word in the space provided. 1

I will not never forget the year I spent in England.

2

I had always been wanted to go there , so I was reaily happy

3

when my dream came tr ue. Even though I had been looking forward to it ,

4

I was also a bit nervous as it was my first time in abroad.

5

However, as soon as I landed at the Heathrow Airport, I knew

6 that everything was going to be fine. And so it was. 7

Having living in England actuail y turned out to be a great learning

8

experience. To begin with, I was able to improve my English

9 since I have had to use it all the time . Of course, it took me some time :10 to get used to all those different accents, but it was of the best pract ice

U

I could have had. Besides, i met a lot of interesting people. The year

12 I spent there also taught to me that despit e some differences in the ir everyday 13 routine and habits , people from all over the world wlil can be good friends.


85

presentation

EJ Before you read the dialogue, look at the pictu re a nd discu ss the following: • Where do you think the people in t he pictu re have been? • What is the boy showi ng the gi rl?

EJ

Listen and check your a nswe rs in 1 .

'S

D Read the dialogue a nd match the two halves of the sentence s.

a. Gavin arranged to m e e t Tina afte r b . Ga vin met the Qu ee n of hip hop w hen c . Gavin to ld the Qu e en of hip ho p t hat d . The Queen of hip hop told Gavin that e . Tin a realised that Gavin was telling t he t ru th just before

Tina Gavin Tina Gavin Tina Gavin

Tina Gavin Tina Gavin

he was a ra pp er. he showed her the autograph. s he needed an ext ra rapper. he got los t ba ckstag e.

the conce rt had fin ished .

Whe re have you been? We said we would meet at the exit after the gig. You don't want to know. You'll only get jealous. Jealous of what? Well, I was thirsty, so I went to get a drink . I found a drinks machine, but then I got a bit lost. Typical Gavin! Anyway. as I was walking down a corridor. I saw a woman coming toward s me. She smiled and told me that I had obviously taken a wrong turn somewhe re. Whe n I saw her face. I ju st froze. Who was it? I'll give you one guess. No! Are you su re it was her? You bet ! I must have walked backstage by accident.

I can't believe you just bump ed into the Queen of hip hop. Gavin I did. And she wa nts me to join her group. Tina What? Gavin I told her that I did a bit of rapping and she said she needed an extra rapper. Tina I can't believe th is. Gavin She told me I should call her agent. Tina So you and her are best mates now. eh? Tina

86


Gavin That 's right. Actually, she said that she was

having a party later and she invited me. TIna Now. you're telling fibs. Gavin OK. maybe a bit. But I did get her autograph. Tina

Look. Wow!

D Discuss the following: • Wh o is your favourit e pop st a r/g ro u p? • If yo u had th e chan ce to me et t hem, w hat w ould you say to them?

intonation In the following sentences the spea ker repor ts something that has been said before. Listen a nd repeat.

We said we w ould m eet at the ex it a fte r t he gig . She to ld me that I had obviously taken a w ro ng turn somewhere .

I t old her tha t I d id a bit of ra pp ing . She said s he needed a n ext ra ra pper. She sa id tha t s he was ha ving a pa rty lat er.

teacher's notes 13

EJ

Aim: to chec k com prehension of specific Inform ati on in th e dialo gue • Ask Ss to read sente nces a-e. • Ask Ss to uncover t he dialogue so t hat th ey can read and listen at the same t ime . Play t he ta pe agai n. • Ask Ss to underline words and expressions t hey are not fami liar wit h, but tell th em not to worry about unknown words at th is stage. • Give 5s time to work out th e quest ions indi vidually or in pairs. • Check answers and ask Ss to provide justification.

Conversational English bump into fi b (n) gig

I can't wait to No way! You bet !

Other words and phrases agent autograph backstage by acci dent corrido r

freez e j oin occupatio n take a tu rn

presentation Aim: to present vocabulary, str uct ures and functions in t he con text of a di al ogue between teenagers talk ing about a concert Background Notes: • Hip Hop is a type of rap , which is modern music with a fast stro ng rhyth m and words which are spoken fast, not sun g, original ly played by young African Americans, • A rapper is t he singer of a hip hop group , • Rapping is th e speaking of th e words of a rap song,

o

Aim: to use visua l inform ation to predict the

content of a dia log ue • Ask' 5s to look at th e pict ure and discus s t he questions.

a. t he concert had f inished. b. he got lost backstage. c. he was a rapper. d. she needed an extra rapper. e. he showed her the autograph . • Ask Ss to look at t he quest ions and discuss th em. e.g. Why did Gavin get lost? How did Gavin feel when he fir st saw the Queen of hip hop? Did the Queen of hip hop and Gavin become best mates? Encourage 5s to guess t he meaning of new vocabulary such as gig and bump into. • Draw Ss' attention to th e sente nce But I did get her autograph. Point out to Ss t hat t he auxilia ries do/does/ did foll owed by a present bare infin it ive are used in order to lay emphas is on an affirmativ e sentence. • Provide Ss wit h more examples and/or explanat ions if necessary. e.g. He does eat a lot. They do make a lot of noise. I did write the essay myself.

D

ss

Aim: to encourage to relate th e top ic of th e dialogue to personal experience and preferences • Ask Ss to look at the questions and discuss t hem.

optional You may also ask Ss a few more questi ons: e.g. What can you see in the background? What are they wearing? What do you think the relat ionship between them is?

EJ

Aims: • to listen to the dia logue and check predictions • to understand t he gist of the dialogue • Ask Ss to cover t he dialogue, look at t he pictu re and listen careful ly. Play t he tape.

• Discuss answers.

S

optional If t here is t ime , you may ask Ss more questions. e.g. Do you like going to concerts? Why/Why not? What are the advantages and disadvantages of making a career in showbiz?

int onation

S

Aim: to present and pract ise intonat ion in reporte d statem ents • Play th e tape and pause after each sente nce . • Ask 5s to repeat th e sente nces.

• They have been to a concert. • He is showing her an autograph.


86

, '» _-:~

Shovvbiz

,~~:"

Lesson One (continued) words and phrases Conversational English Aim: to match the examples of conversational English in the dialogue with the ir mean ings • Ask Ss to do the activi ty. • Check answers .

a. gig b. You bet! c. bumped into d. mates e. f ibs

grammar

o

Present Simpie _ Present Perfect _ Will Would

EJ

Past Simple Past Perfect

Aim: to practise Report ed Speech

• Ask Ss to read t he senten ces in the speech bubbles. Explain any unknown words and/or phrases. • Check answe rs and ask Ss to provide justification. • If time is scarce, ass ign th e exercise for homework .

Aim: to present report ed sta tements

• Read the first extra ct and ask Ss what Gavin's exact words were . • Elicit and check answers . • Ask Ss to t urn the othe r two statements into Direct Speech. • Elicit and check answers.

• "I do a bit of rapping." • "I'm having a party later." • "You took a wrong tu rn somewhere." • Draw Ss' attention to the difference between say and tell. In reported speec h, say is followed by a tnet-cteuee whi le tell is fo llowed by an object (person) and a that-elause. When say introduces a direct statement it can be follo wed by t he prepos ition to + object (person) and a that-elaus e. In this case, in reported spe ech say is tu rned into tell follo wed by an obj ect (person).

EJ

Aim: to present th e changes from Direct to Reported Speech • Refer Ss to t he dialogue and ask th em to f ind some examples of Reported Speech.

We said we would meet at the exit after the gig. She told me I should call her agent.

87

• Read out the rules in class and ensure that Ss understand the terms used. If necessa ry, provide explanat ions. • Have Ss complete the rules. • Check answers .


My mum said (t hat ) I should thin k about a more seriou s occupation , My dad agreed with her and said (t hat) I would never get a well-paid job. My brot her didn't like the idea either. He told me (t hat) I had been terrible in every school play. Only my sister got excited about it and said (t hat ) she could n't wait to see me on TV.

words and phrases

D that Read what Alex's family said when he told them he wanted to be an actor. Then, complete the

Conversational English

text below using Reported Speech,

Find five examples of conversational English in the dialogue and match them with the meanings given.

You shou l d t h in k

about a more serio us occ upatio n.

a. concert b . Yes, d efinitely !

Your m other is right. You w ill nev er get a well- pa i d j ob .

c. m et by cha nce d. fri en ds e. lies

grammar

EJ

REPORTED SPEECH (statements)

Read the following extracts from the dialogue. What were the speakers' exact words? What 's the difference between said and told?

• I told her that I did a bit of rapping... I said to her: "

_

• ...she said that she was having a party later... She said: "

_

• She told me that I had taken a wrong tum somewhere. She said to me: " _

EJ

No way! You w ere t errible in every school play.

Great! I can't wait to see y ou on Tv.

Find more examples of Reported Speech in the dialogue. Study all the examples and then complete the rul es below,

We use Reported Speech when we report what someone said without using their exact words. When we change Direct Speech to Reported Speech: • Pronouns and possessive adjectives change according to the meaning of the sentence. • Tenses, modal verbs and time expressions usually change as follows:

Present Simpie

Simpie

---l.~

W~ e Vl. I

toLcI ""-!j fa""-" !j ' waVl.t ecl to be a VI. actoY,

Present Progressive Past Progressive r Past Simple ----l.~ Past Perfect Simple • Present Perfect can -------.~ couid

t~ e!j

will

~

M!j clacl agyeecl w,t l1l1ey aVl.cl sa,cI

must

•

_

_

had to

NOTE: The Past Perfect and t he modal verbs should, could, would and might do not change. today this morning yesterday last week omorrow next month

were q u,t e SUI1lY'secl . M!j ""-u",,- saLcl

M !j brotl1er cI' cl VI.'t LLk.e tl1e ,clea e'tl1ey. t-te toicl ",,-e

that day that morning the previous day the week before the next day the following month


87

reading

o

Before you read the text, discus s the following:

Do you like reading abo ut famou s s inge rs/ g ro ups? Why / Why not?

EJ following Read the text quickly a nd dec ide which of the a re discussed. a . The be gin ning of Robbie's ca reer b. Robbie's family c. Robbie's favourite son g d . Robbie 's previou s band e . Rob bie's lat est co nc ert

laughed and answered it might be bette r to ask his mum that ques tion . It turned out that she

about leaving long before that, he

was the one w ho got him into t he

then went through a difficult period

band Take That whe n she wrote to

image. A lthough he was thinking was shocked by their attitud e. H e

20

all that is in the past now and

Robbie was busy tou r ing, playing

Robbie's back w here he belongs. T hen, I asked him which of his

at under- I S discos and doing gigs.

R

off, as

Br itn ey, is one of those

5

his concerts to sing along to. H e

concer t in Leeds last we ek.

feeling of listening to his fans 30

A knock on the door re minded

have ever wanted since I was a

me t hat my time with Robbie was

young boy. H owever, once I had

over. As I said goo dbye, a tattoo

achieved it, I wasn't so sure

on his arm caught niy eye. It said 35

band mate s to leave 15

6

such a pow erful effect on the pop

and dow ns. H e was to ld by his

time .The first thing I wan te d to

'Born to be M ild', w hich was quite strange for someone w ho has had

Robbie's career has had its ups

ask him, but unfortu nate ly so little

singing that song.

he said."A fter all, fame was all I

anymore ."

There was so much I wanted to

added that noth ing could beat the

being famous."In the beginning I felt like I was on top of the world,"

10

that it had to be Angel, a song he always encourages the crowds at

I wo ndered if Robbie was happy

talking about. Robbie is of course no ne o ther than Mr Williams . whom I had the pleasu re of

know was how it had all begun. H e

2S

the early nineties.

peop le instantly realise wh o yo u're

interviewing just before his

Take That became the most

successful boy band in Britain in

few po p stars who are so famo us that yo u only need to mention their first name and

songs he liked best. H e told me

Eventually, all the hard wor k paid

obbie, like Kylie or

in his career and life. Fo rtunately,

their manager. Before he knew it,

Take Thar.

worl d.

because he was bad for their

EJ Read the text again a nd answer the following questions. Choose a, 1. What do es the writer m ean by 'all the hard work

paid off in line s 24 -2 5? a . The hard work was too much to dea l w ith . b . The ha rd w ork was w orth it . c . The hard w ork was unneces sary.

b or c.

3 . Wh a t is the m ost a mazing feeling for Robbie ? a . When h is fans s hout for hi m to come on Sfa! b. When he he ars his fan s sing hi s favourit e song . c. Whe n h is fa ns as k him to sing h is fav ourite s ong .

2. Wh at w as Robbie's dre am as a ch ild? a . He w anted to be in the band Tak e That. b . He was n't su re w ha t he wanted to do. c . He wanted to be famo us.

88

Channel you r English

4 . Why do es the w rite r find Robbie's tattoo q uite strange? a . Because it says a lot about his charact er. b. Because it ';" 1: ve ry little about his su ccess. c. Because it says w hat his fans t hink of him .

te acher's notes 13

EJ

Aims:' to read for detail and understand speci fic informa tion • to infer • Assign this act ivity for homework.

Words attitude band critic effect enccurage event ually Phrasal verbs and expressions be over catch one's eye have the pleasure of payoff

l :b fan instantly interview (v) mild

tattoo tour (v)

sing along turn out ups and downs

2:c 3:b 4:b

optiona l pos t - read ing activity Ask Ss questi ons of personal response to t he topic of the reading text . e.g. Do you like Robbie Williams? Why/Why not? If you had the opport unity of interviewing him, what other questions would you ask him?

reading Aim: to int roduce t he top ic of th e rea ding text th rough an oral activ ity involving person al preferences • Ask Ss the questions and check answers . • Ask Ss to look at t he heading and photogra ph and guess what th e text is abo ut. Backg round Note: Kylie Minogue and Britney Spears are two of t he most successful and famous fema le singers in t he world of pop mus ic.

Aims: • to read for gist • to identify th e topics discussed • Ask Ss to read t he text paragrap h by paragra ph. Do not explain any unknown words at t his stage. • Have Ss do the activity and ask them to provide j ust if icat ion.

a. c, d • When this activity is over, ask Ss to read the text again paragraph by paragra ph and ask them comprehe nsion quest ions. e.g. How did Robbie get into singin g/show business? Why did his band mates tell him to leave Take That? What does he usually encourage the crowds to do at his concerts? • Explain any unknown words and phrases.

Channel your EngliSh TB

88

Lesson Two (continued) words and phrases Phrasal verbs and expressions Aim: to match the phrasal verbs and expressions in the text with their meanings • Have 5s do th e activity. • Check answers.

a. turned out b. paid off c. on top of th e world d. ups and downs e. went through f. was over

grammar

II

Aim: to revise Reported Speech In questions, commands and requests

• Have 5s do the activity. • Elicit and check answers.

How did it all begin? (Robbie), are you happy being famous? • Which of your songs do you like best? The verbs in the report ed questions are in the affi rmat ive form.

EJ

Aim: to elicit how Reported Speech is used in quest ions, commands and requests • Ask 5s to read through the charts and ensure that they understand t he terms used. If necessary, provide further explanations and examples. • Have ss do t he activity. • Elicit and check answers.

Reported questions • ask, wonder • the same quest ion word • if • affi rmative

89


EJ

Aim: to practise Reported Speech in questions, commands and requests . • Have ss do the exercise. Elicit and check answers. If time is scarce, assign th e exercise for homework.

a. The teacher told Peter to stop making noise. b. Lynn asked me if I had ever met a famous person. c. The man wanted to know how he could get to the Apollo Theatre. d. The recepti onist asked Anne if she remembered her passport number. e. My wife asked me not to be late.

listening

S

Aim: to listen for gist and specif ic inform ati on • Ask 5s to read quest ions 1-4 and the options below them. • Explain any unknown words. • Play the ta pe tw ice. • Have Ss do the exercise. Check answers and ask Ss to provide jus tificati on.

1: b (I took par t in the film, I was in .make-up...) 2: c (close to the stage, a fan of the group, everybody was in a state of frenzy, jumping up and down, shouting) . 3 : a (what I truiy found amazing were the extraordina ry costumes the dancers wore... without them the musical wouldn't have been half as good ) 4: a (Just look at this place. It's a pigsty. Popcorn here, empty bottles there.)

ListeningTranscript (see page 125 )

1UNIT 13

words and phrases

Reported commands and requests • We usually use tell and ask to report commands and

Phrasal verbs and expressions

requests.

• These are followed by full infinitive or not + full Infinitive. e.g. Ope n t he w indow, p lease. -.. (;:he asked me

Find phrasal verbs and expressions in the text on page 88 and match them with the meanings given.

to open the window. a. proved to be

Don't t OJch it! -.. ~ t old me not t o coocb it.

b . brought g ood r esu lts

EJ Read th e following sentences and report what the people said.

c. very happy or proud d . good an d bad mom ents

a. "St op making noise, Peter!" the teacher said.

e. experienced

The teacher told

f . had en ded

_

b. "Have you ever met a famous person?" Lynn asked me. Lynn asked

grammar

II Read the follow ing extracts from the

REPORTED SPEECH (questions, commands and requests)

_

c. "How can I get to th e Apollo Theatre?" the man asked. The man wante d to know

_

d. "Do you remember your passport number?" the recepti onist asked.

text on page 88. What questions did the reporter actually ask Rabble? Are the verbs in the reported questions in the affirmative or in the question form? • The first thing I wanted to know is how it had all begun.

The receptionist asked Anne

_

e. "Don't be late, please," my wife said. My wife asked

_

?

How • I wondered if Robbie was happy being famous .

-----------------_ ? • I asked him which of his songs he liked best.

-----------------_ ?

EJ Look at the extracts in 1 again and complete the rules below.

listening

~

You will hear people talking In fou r different situations. For questions 1-4, choose th e best answer, a, b or c.

1. You w ill h ear part of a radio in tervie w . Who i s being inter viewed?

a. a w rite r b . an actress c. a dir ector

Reported question" • They are usually Introduced with the verbs

2 . List en t o a m an talking on the phone. What i s h e t alking ab out?

and want to know.

• If the direct question begins with a question word (who, what, when etc.), the reported question begins with

a. a play b . a film

c . a conce rt • If the direct question does not begin with a question word, the reported question begins with

or

whether. • The verb In a reported question Is in the form. • When we change questions from Direct to Reported Speech, pronouns, tenses etc. change in the same way as when we report statements.

3. Listen t o a cr it ic talki n g about a musi cal. What d oes she like b est ab ou t it?

a . th e costumes b . th e m u sic c . the d an cing 4 . Listen to a conver sat ion b etw een two p eop le at the cinema. What i s the man com p lain in g about? a. pe opl e l eav ing rubbish behind b . p eople t alki ng in front of h im c. p eople u sing th eir m obile phones Channel your English

89

Lesson Three

words and phrases Reporting verbs Complete the following sentences with the correct form of the ver bs in the box. refuse } promise agre e

+ fu ll in fin it ive

su gge st } ad m it deny

+ -in g

form

advise } order remind

+ object +

fu ll infinitive

a . I had forgotten about th e contrac t , but luc kily my s ec reta ry

me to sign it.

breaking t he w indow a nd offered to pay for it .

b . He c. Chris

to d o t he wash ing u p, so I had to do it .

d . My do ctor

m e to st ay at hom e a nd get some rest .

e . Mr Carte r w as happy becaus e t he bank

to lend him t he money for his new

bus in es s. f. I ca n't t ell yo u beca use I

not to te ll anyo ne.

g. We could n't find a flat to let, so I h . She

look ing in t he new s paper.

having a nyth ing to do w it h the robbe ry.

i. The judge

the peop le in t he court to be quie t.

speaking Work in pairs. Imag ine you are planning a n eve ning out. Each of you has informa tion a bout th ree different places to go to, Stud ent A, turn to page 107 a nd Stud ent B, turn to page 108. Exchan ge information, discu ss and decide which place or places you will go to. Use some of the express ions in the box.

I

•

Wh y do n't w e .. . ? What time do e s .. . ? How much ... ? How about. .. ? Wh at ' s on at ... ? I'm not sure abo ut. . .

Solo Jazz Club Q%njt(}J'(d d7lRabe

OdeOnCinema D OMINO T HEA T RE

Gilbert Hall

Nighttever Disco

90

Channel your Englis h

teacher's notes 13 advertisement appreciate assistance contrac t deadline

deny entry form grateful in advance order (v)

refuse register (v) remind robbery wit h regard to

words and phrases Reporting verbs Aim: to present and practis e reporting verbs • Tell Ss to read through the verbs in the box. Provide them with any necessary explanations. • Explain any words in the sentences that Ss might not know. • Have Ss do the exercise. • Check answers.

a. reminded b. admitted c. refused d. advised e. agreed f. promised g. suggested h. denied i. ordered

speaking Aims: • to exchange informa tion • to discuss and make suggestions and decisions • Divide Ss into pairs. • First, ask Ss to look at t he pictu res. the names of th e places and the expressions. • Then, ask Ss to turn to pages 107 and 108. Explain th e procedure to t hem. • Explain any words and/or expressions Ss might not know. Point out to them that How about is followed by gerund . • Have Ss do the activity.


90


o

Aim: to prepare Ss for the writing task

• Ask Ss to read t hrough the advertisement. Explain the words register and entry form. • Ask the quest ion and generate discussion.

suggested answers: • Who can enter the dance compet ition? • What time does it start/finish? • How can one get entry forms? • Until when can one register? • What are the prizes?

EJ Aim: to Identify purpose, audience and stylistic features of a leiter asking for Information • Ask Ss to read the letter and answer the questions. • Explai n any words Ss might not know.

• He is asking: if part icipants have to have a partn er. what type of music they have to dance to. · if they can choose thei r own music to dance to. • what time the competition starts. · when the deadline for registration is. · what prizes the winners get. o

o

• He uses indirect questions.

• This letter is formal because: · it begins with Dear Sir/Madam and ends with Yours faithfu liy foliowed by the writer's signatu re and fuli name. the writer has used formal language and words like I would appreciate it, I would also be interested in, I would be grateful. I would like to know, I look forward to hearing from you, etc. Words like would and could always make a leiter more polite. · there are no short forms . · the layout is formal. o

3 Improve your style Aim:to present and practise appropriacy of style in a leiter asking for inform ation • Read and explain the tip. • Have Ss do the exercise. • Check answers.

suggested answer To begin with, I would like to know how long the course lasts and how many hours a day the iessons wili be. Furthermore, I would be interested in finding out the number of students in each class. Finaliy, I would appreciate it if you could let me know when the course begins and how much it costs.

4

Writing task

Aim: to give Ss practice writing a formal leiter asking for information • Assign the writing task for homework. • Remind Ss that they have to use t he notes provided.

91


UNIT 13

writing

o


Look at the advertisement below. If you were interested in entering the dance competition, what additional information would vou like to have?

mo

..fip

ANCe

• Use indirect questions (I would like to know i(.. ., Could 1J0u tell me when... etc.). • Use words/phrases to list 1J0ur questions (firstl", to begin/start with, in addition, [urthermore, also, (inalllJ etc.). • 8e polite and write 1J0ur letter in a (ormal / stlJle.

COMPETITION On July 7

Great prizes for the winners •

To register send entry form to: 20 Cornwall Street Birmingham B5 2DT

EJ

,!,hen IJO~ write a letter asking (or mformatlon:

Below is part of a letter which somebody has written to ask for information about a drama course. Rewrite the paragraph in an appropriate style . Use words/phrases to list the questions.

"""-----

Now read a letter, which somebody has written to ask for information about the dance competition , and answer th e questions below.

• What infor m ati on is the writer of the let t er asking for? H as h e includ ed any of y our qu est i on s? • What type of q uestions does the w r i t er u se to ask fo r in f or m ation? • What features m ak e thi s letter f ormal? 4 Lryton Rrod. Covattrv ( 6 gFG 12

May

Comwafl sm« Binningham 85 2DT

20

How long does the course last and how many hours will we have every day? Are th e classes small? When does the course begin and how mu ch doe s it cost?

4 Writing task You have seen the adverti sem ent below and would like to have some further information. Write a letter using the notes you have made. Your letter should be between 120 and 140 words .

Dear Sir/Madam, I am writing with trprd to your adwrtistmt~t . pabllshed in the Daily News. I am intatstedin ta~ng. part in thedana compttition and I would ~pptrClatt ~t ifyou couldgiw me some [urther infOrmation about It. To btgin with, I would likt to know if I need to. have a

partner in order to participate. I would also belntatsted to know what typt ofmusic we will have to dana to and whether "" could choose it ourselves.

I ,.

In addition, I would begmttftll ifyou could infOn,n me about thetime tire dana competition starts, as thiS l\-l1S not mentioned in your adwrtisement. Furthermore, I wouldlike to know when tire deadline is to trgister fOr thecompetition. Finally, c01~/d yo~ pleas: infOml me what prius the winners Will naive?

,

• I

.

I

I

"

'

.•

.

.

,

.

Tlranking you in advance fOr your assistance. I look fOrward to Irearing

p myou.

Yours fOitlrfully,

)!!p David Briggs

•

W~e v\'

• /-tow

vi oes It

st~rt?

""'uc~ ? Channel your English

91

pre sentat ion EJ Before you read the dialogue, look at the picture a nd discuss the following:

Whi ch of t he follow ing sect ions in the new spap er do you t hink the boys are inte re ste d in? POLITI CS

SP ORTS

PEOPLE

MONEY

CI:ASSIFIED ADS

INTERNATI ONAL NEWS

EJ Listen and check your answers in 1. S EJ Read the dialogu e a nd answer the questions. a . Why do the boy s t hink t hat the reporter's art icle isn't acc urate? b . Wh at d oe s Len suggest that Jack should do? c. Why d id J ack buy t he new spaper? d . What d oe s Len want t o buy? e . Wh o is Dave Jackson?

; '" 7',;.'

-.. .".:.-: ': 'r·

.' .:..:-'~"';;. .'; . - .,

••.. -: n. ' ~, :_>

Jack What a load of rubbish ! Len What's that ? Jack It says here that we were lucky to beat Man United yeste rday. Len The reporter obviously didn't eve n go to the matc h. Jack He probably just saw the highlights on TV. Len That 's the media for you. Jack I wish newspapers we re more accurate. Len Maybe it's time you bought a different newspaper. Jack I don't normall y get this one, but today's issue has got a section on second-hand cars. Hey, are you still looking for a cheap motorbike? There are some real bargains in here. Len I'd rath er you didn't bring that subject up . Jack Sorry. So, you've given up on that idea? Len No, it's just that I haven't saved up enough yet . Jack If only we could win th e lott ery, eh? Check this guy out . Which page was it? Ah, here it is! "TEEN WINS LOTTERY" Len That 's Dave! Hand it over !

92


Jack Len Jack Len Jack Len

< ' .. ~. ~ ',~

~'.

,'; : ;: ':. .... -~, -,.

..., . ,. ", .~

," :"' ~." .•,.•'v-:' .•'.' .: " •

Dave who? Dave Jackson, I used to go to school with him. Really? Yes, he was a good mate. Ther e you go then. Ring him up and ask him to lend you th e money for a bike. You reckon?

D Discuss the following: • What do you like reading in newspapers? • Do yo u beli eve t hat the media is accurate? Why!Why not?

intonation The express ions in bold a re used for making wishes . Listen a nd repeat. I wish ne w spapers were mo re accurate . If only we could w in t he lottery.

I wish I had the money to buy a motorbike.

teacher's notes 14 The boys are interested in Sports, People and Classified Ads.

D Aim: to check comprehen~ion of specific information from th e dialogu e • Ask Ss to read questions a-e. • Ask Ss to uncover the dialogue so th at they can read and listen at the same time. Play the tape again. • Ask Ss to underl ine words and expressions they are not familiar with , but tell t hem not to worry about unknown words at th is stage . • Give Ss time to work out the answers to the quest ions individually or in pairs. • Check answers and ask Ss to provide ju stification .

Conversational English There you go. You reckon? Phrasal verbs give up hand over look for Other words and phrases accurate headline bargain (n) issue classified ad lottery commercial (n) media

ring up save up

presenter second-hand section viewer

pre sentat ion Aim: to present vocabulary, structures and functions in the cont ext of a dialogue between teenagers about newspap ers/m edia Background Notes: • Ads is an abbreviat ion for adverti sements. Classified ads are short advertisements placed in newspapers or magazines by people who wish to sell or buy something, seek employment or want to employ somebody. These advertisements are arranged in categories or groups. • Man is an abbreviation for Manchester.

o

Aim: to use visual information to predict th e content of the dialogue • Ask Ss to iook at th e pict ure and discuss t he quest ions.

optional You may also ask Ss a few more questi ons: e.g. What are the boys doing? What can you tell from the expression on their faces? Why do you think they are laughing? What is the relationship between them?

EJ

Alms: • to listen to th e dialogu e and check predictions • to understand the gist of the dialogue • Ask Ss to cover t he dialogue, look at the picture and listen carefully. Play the ta pe.S • Discuss answers.

a. Because they believe that the reporte r obviously didn't go to the match, but he probably j ust saw the highlights on TV. b. Len suggests that Jack should start buying a different newspaper. c. Because it has got a secti on on second-hand cars. d. He wants to buy a cheap motor bike. e. Dave Jackson is a teenager who won the lottery. He also used to go to school with Len. • When this activity is over, ask Ss some more quest ions. e.g. What doesn 't Len want Jack to bring up the subje ct of the motobike he wants to buy? What Is Jack's suggestion to Len's problem? • Encourage Ss to guess the meani ng of new vocabulary such as highlights, issue and bargains.

a

Aim: to encourage Ss to relat e the topic of th e dialogue to personal experience and preferences • Ask Ss to look at the questions and discuss them.

optional If t here is t ime, you may ask Ss more quest ions. e.g. Is reading newspapers popular among young people in your country? Why/Why not?

intonation

S

Aim: to present and practise Intonation In expressions used for making wish es • Play the ta pe and pause aft er each sentence. • Ask Ss to repeat the sentences.


92

Connectin

eo

It

Lesson One (continued)

EJ

words and phrases 1

Alms: • to present the basic uses of Unreal Past • to give Ss practice making the ir own example sentences • Ask Ss to read the rule. Provide any explanations if necessary. • Ask Ss to make their own examp les or provide examples from the dialogue. • Check answe rs.

Phrasal Verbs

Aim: to match the phrasal verbs in the dialogue with their meanings • Ask ss to do th e activity indi vidually or in pairs. • Check answers.

a. look for b. bring up c. give up d. hand over e. ring up

*wlsh I If only I wish newspapers were more accurate. I wish I' lf only I could go on holiday. If only we could win the lottery, eh? *would rather I'd rather you didn't bring that subj ect up. I'd rather you didn't read my diary. *It's time Maybe it's t ime you bought a different newspaper. It 's t ime you stopped watchi ng TV.

optional If t here is t ime, ask Ss to make t hei r own sentences using th e phrasal verbs and check them.

2

Lexical sets

Aim: to present and practise lexical sets related to newspapers and television • Ask Ss to read t he words in th e box. Explain any words if necessary. • Ask Ss to do t he activ ity. • Check answers . Key News apers articie reader classifi ed ads

EJ

Aim: to give

ss further practice with

Unreal Past

• Tell Ss to read sentences a-e and explain any unknown words if necessary. • Ask Ss to do t he exercise. • Check answers. • If time is scarce , assign the exercise fo r homework .

. Television commercia ls

viewer st udio presenter program me

Both interview headiine journalist reporter

a. b. c. d. e.

I'd rath er you did the washing up (because I'm too tired). I wish I knew the answer to this problem . If only I had enough money to buy t his watch. It 's t ime you tidied up your room. I wish I didn 't have to cook every day.

grammar

optional oral practice

II

Alms: • to practise the structures, f uncti ons and vocabulary presented In the context of a dialogue • to exchange personal information Divide Ss into pairs . • Tell Ss to talk about present situations that they would like to be different using wish, if only, would rather and it's time. • Ss may talk abou t school , t hei r fri ends and fa mily or any other situation the y might want to be different or change. • Have Ss do t he activity.

• • • •

Aim: to elicit some of the uses of Unreal Past as presented In the dialogue Ask s s the f irst set of quest ions. Refer ss to t he dialogue. Elicit and check answe rs. Do th e same for the rest of the sets of questions.

• No, he doesn 't . He is expressing a wish about a present situation. • Len is critising Jack's choice of newspaper. • Yes, he has. Jack doesn't feel very comfortable about it.

93

TB cnenner your English

words and phrases 1 Phrasal verbs Find five phrasal verbs In the dialogue and match th em with the meanings given.

EJ Complete th e table below with examp les. You may refer to the dialogue or ma ke your own examples. Unreal Past

a. try to find

Sometimes we use the Past Simple when referring to the present or future. This is called Unreal Past and it is used after:

b . m ention

• wish I if only

c. st op trying

e.g.

_

d. give e. p h one • would rather (when there are two different SUbjects) e.g.

_

2 Lexical sets Look at the words in the box and decide if they are related to newspapers , television or both . Then, complete the chart. commercials article headline viewer j ou rnalist interview Newspapers

reporter studio Qresenter

e.g. - - - -- --

-

-

-

-

-

-

-

-

--

rea der

programme cla ssi fied ads

Television

Both

o

Read th e following situations and decide what you would say in each of them. Start with the words given.

a. You are too tir ed to do the washi ng-up and you want your sister to do it. I'd rather

_

b. You are ta king a maths test and you don't know the answer to the problem. I wish

grammar

o

_

UNREAL PAST

Look at the extracts from the dialogue and answer the questions that follow.

• I wish newspapers were more accurate .

c. You want to buy an expensive watch, but you haven't got enough money. If only

_

Does Jack th ink that newspapers are accurate? Is Jack expressing a wish about a present or a past sit uation? • Maybe it's time you bought a diffe rent newspaper.

d. You want your flat mate to t idy up his room. It's ti me

_

Is Len praising or criticising Jack's choice of newspaper? • I'd rather you didn 't bring that SUbject up. Has Jack brought up the SUbject?

e. You are fed up with having to cook every day. I wish

_

How does Len feel about it?

Channel jour English

93

reading

o

Read the he adi ng of th e text an d look at the picture. Try to g uess what the text is a bout.

EJ ofRethade thetext.textTherebe lowis one and ch oose the most su ita ble s um mary sente nce from the list a-f for each par a graph (1-5) extra su m mary se nten ce which yo u do not ne ed to use . a . People can' t do without information. b . Newspapers w ere very popular until the in ve ntion of te levision . c . People b e came m ore aware of dai ly ne w s thanks to n e w spapers . d. There were some weaknesses in early m ass co m m u nication . e . Too much information is n ot a lways a good t h ing. f. Te chnology h a s made info r m a ti on read ily a vail able .

--

Information has always been at the centre of human communication. You may ask why. Well, communication between people involves giving and receiving information. But the way we give and receive information today is very different from what it used to be in the early 1900s.The 20th century saw a revolution in the development of the mass media.

D The fi rst truly mass II Nowadays, tho ugh, things are completely different.We communication medium

was the newspaper. Fo r the fi rst time in history.

people cou ld read abo ut events in th eir cou ntry and from

aro und the world every day. As the years went by. newspapers became more and more importa nt. By the beginning of the 20th century the demand was so high that hundreds of thousands of copies were print ed every day.At tha t t ime newspapers we re the o nly source of information .

EJ

However, there were two problems with newspapers of tha t time . Firsdy. newspape rs were available o nly in large cities. Transpo rt was so slow that getting newspapers to the countryside was a difficult and time-consuming task. This meant that a lot of people found out about t he events days

after they had happened. Apart from that. newspapers were n't

can choose from a wide variety of so urces to get infor mation.Television and the Inte rn et have given us the chance to be informed about everything the minute it hap pe ns. Numerous radio and TV stations, satellite channels and millions of websites help peo ple keep up with th e latest news. People live history and are part of it .

III

O n the other hand. there is such a great amount of info rmatio n available that people are unable to process it properly.T he human brain needs time to thin k about and take in infor mation.Without this time people can feel at a loss. So, w hat's the use of having such a w ide range of info r mat io n if it's o nly go ing t o co nfuse us?

B

The media has come a lon g way in t he last ce ntury and there is no doubt that we no w live in the info r mat io n age . Whatever type of med ia we choose , it all comes down to the need for information.This w ill always be a basic need as long as communication is part of human nat ure.

always re liable. as th e re was a limit ed range of opinions. Readers were fo rced to cons ider the information in a newspaper true because they weren't able to compare it to othe r sources.

D

Read th e text again a nd answer th e following qu estions .

a . Wh y is information considered the ce n tre of human co m m unicat ion? b . How did newspapers chang e people 's live s ? c. What p roblem did slow transport ca use? d . How h a s te chnology im pro ve d t he m a s s m edia ? e . Why do people feel a t a los s in today's information age?

94

Cnannel your Englis h

teacher's notes 14

Words amo unt

brain cancel communication confus e copy (n) dema nd (n) doubt (n)

event limited (adj) medium nowadays numerous print (v) process (v) range (n)

reliable revolution task tra nsport (n) trul y variety

Phrasal verbs and expressions apa rt from at a loss be for ced to come a long way come down to

go by on the ot her hand take in t hanks to what's the use of

reading

o

Aim: to introd uce th e to pic of th e reading text t hrough an oral activi ty • Ask Ss to read t he heading of the text and look at t he picture. • Generate discussion.

EJ

Aims: • to understand ma in points to m atch paragraphs with summary sent ences

• Ask Ss to read t he f irst paragraph and choose t he most suita ble head ing. . ; Check answers . • Point out to Ss the key words/ phrases in paragra ph 1. • Ask Ss to read th e text paragraph by paragraph and do t he rest of the act ivity. • Ask Ss to look out for key words/ phrases. • Check answers.

• Do not expect Ss to su pply all key words/ phrases and do not explain any unk nown words at this stage . Not e: Point out to Ss t hat th e nouns informa tion and news are both unco untable and therefore singul ar. e.g. The news is really depressing today. This information is considered to be confidential. • Ask Ss to read the text agai n paragraph by paragraph and ask t hem comprehens ion quest ions. e.g. Why were newspapers considered not to be reliable? Why were readers forced to consider the information in a newspaper true? How are people informed about what is going on around the world nowadays? • Explain unk nown words.

EI

Aim: to read for det ail and understand specific inform ation

• Assign th is activ ity for homework.

a. Because human communicat ion involves giving and receiving information. b. Thanks to newspapers, people could read about events in their count ry and aro und the world every day. c. Getting newspapers to the count ryside was a diff icult and ti me-eonsum ing task . d. We can be informed about everything th e minute it happens . e. Because t here is so much informat ion available today that people are unab le to process it properly.

optional post-reading activity Ask Ss questions of personal response related to t he topic of t he readin g text. e.g. Nowadays people are instantly informed about everything the minute it happens. How do you feel abo ut this? How do you get info rmed? Note: You do not need to ask deta iled questions at this stage as you will also ask some at t he pre-liste ning stage.

Key words/phrases 1. c ( ne wspapers becam e more and more important.) 2. d ( there were two problems with newspapers of that time were available only in large cities ... getting newspapers to the count ryside was a difficult and tim e-consuming task.) 3 . f (We can choose from a wide variety of sources to get information .) 4 . e (...there is such a great amount of information available that people are unable to process it properly.) 5. a (...it all comes down to the need for information .)

Channel your Enll.lish TB

0 Ii

Lesson Two (continued) words and phrases Phrasal Verbs and other expressions Aim: to match the phrasal verbs and expressions In the text with the ir mean ings • Ask Ss to do the activity. • Check answers. a. went by b. apart from c. keep up wit h d. on the other hand e. ta ke in f. at a loss g. has come a long way h. it all comes down to

grammar

II • • • •

Aim: to elic it meaning and structure of clauses of result as presented in the text Ask Ss the first set of quest ions. Tell Ss to refer to the dialogue. Elicit and check answers. Do the same for th e second set of questions .

• Getting newspapers to the countrys ide. Transport was so slow. • A great amount of information is available. People are unab le to process it proper ly. So is followed by an adjective without a noun (so slow), while such is followed by an adje ctive wit h a noun (such a great amount of information).

EJ Aim: to present and practise clauses of result • Ask Ss to read the rules and ensure that they understand the terms used. If necessary, provide explanat ions. • Have Ss do the activity. • Check answers. a. The fil m was so boring that I fell asleep. It was such a boring fi lm that I fell asleep. b. They had such good prices that I decided to buy two j ackets . Their prices were so good that I decided to buy two j ackets . c. There was such terrible weather that all the flights were cancelled. The weather was so terrible that all the fl ights were cancelled. d. The party was so successful th at we didn't want to leave. It was such a successful party th at we didn't want to leave.

95 ra Channel your English

listening 19

II

Alms: • to expand on the topic of the reading text • to present the topic of the listening text • Ask Ss to look at th e quest ions and the pictu res below them. • Generate discussion.

EJ Aim: to Identify the top ics discussed • Ask Ss to do the exercise. • Play the tape twice. • Check answers.

Speaker 1: e (the first thing I turn on, keeps me informed about current affa irs, my favourite series, ads that interrupt) Speaker 2 : a (It can liven up a boring drive... film s) Speake r 3 : d (overall comprehension) Speake r 4 : c (it gives you a daily report on, different subjects, weather report, carto ons, show biz section, crossword)

optional post -listening activity You may ask Ss furth er questi ons of personal response related to the listen ing text. e.g. What do you think of the Internet? Do you prefer listening to the radio or watching TV? Why? Do you prefer reading a magazine or a newspaper? Why? UstenlngTranscript (see page 12 5)

UNIT 14

words and phrases

c. The weat her was terrible. All the fl ights were cancelled.

Phrasal verbs and other expressions Find phrasal verbs and oth er expressions in the text on page 94 and match them with the mean ings given.

There was

_

The weathe r

_

d. The party was very successful. We didn't want to leave.

a. p assed b . ex cept for c. be inform ed d . h ow ev er

listening S

e. understand

f. con fused

o

g . made progress h . it's sim p ly a matter of

grammar

o


• How often do yo u u se t he types of m edia b elow ? • What do you u se them f or?

CLAUSES OF RESULT

Look at the extracts f rom the text on page 94 and answer th e questions that follow.

• Transport was so slow that ge tting newspapers to the coun tryside was a difficult and ti me-consuming task .

What was diffi cult and ti me-consumi ng? What was the reason for th is? • There is such a great amount of information available tha t people are unable to process It properly.

How much information is avaiiable? What is the result of th is? What is the diffe rence between so and such?

EJ

Read the rules below. Then, rewrite the sentences a-d in two different ways, using so and such.

To express result we use:

• so + adjective or adverb + (that) e.g. It was so cold that we stayed at home all weekend. He was speaking so quickly that I couiatv: understand him. • such + (a/ an) + (adj ective) + noun + (that) e.g. The show became such a hit that it was rated one of the country's top shows. a. The film was boring. I fell asleep. The film was It was

_ _

EJ

You will hear fou r people talking about different types of media. Listen and match the fou r speakers with the types of med ia a-e above. There Is one extra which you do not need to use.

b. They had good prices. I decided to buy two j ackets. They had Their prices were

_ _ Channel your English

95

Lesson Three

words and phrases Nouns with prepositions Look at the nouns + preposition s in the box a nd use som e of them to complete the sentenc es a-g. an exa m ple of a need for an increase in

a de script ion of a reason for

a decrease in

a . The m ain

an advant age of a connect ion between/w it h an influence on

a disadva ntage of a solutio n to damage to;... _

wo rk ing for a fa st food resta urant is that you get

free food . b . Th e flood caused a lot of c. I gave t h e po lice a detailed d . Ca n you give m e e . Th ere ha s been a (n)

and Com municat ion . f. Advertisi ng has a b ig g . Th ere's no

the village . m y car. how thi s w ord is used? the number of students st udying Media w hat we buy. yo u to pick me u p from wo rk to day, I'll get a taxi.

speaking Work in pairs. Imagine that your school is having a fete to raise money for charity. Read the information given and then discu ss a nd decide where it is best to advertise the fete, on the Internet, in a loca l newsp ape r or on the radio. Think about the following: • • • • •

How many peop le w ill see or hear t he ad ve rt isement? Wh at sort of people do you w ant to ad vertise to ? Wha t sort of information do you want to include in the advert is em ent? How do you want the informa tion to be pr es ent ed? What are the adva nta ges and disadvantag e s of each m ed ium?

WcLLl NC1TON SC.HOOLr-; f~\

S u""el~!j jthJ uV\.t St~rts ~t 1.:0 0

1'''''' Lots of st~ L1.s wtt h h~VIocl"",~ele gtfts Fooel ~ VIocl el rt ""ks. Fu""

~""el g~""'es

A LL 1', oceeels go t o ch~,tt!j

96


teacher's notes 14 charity connection damage (n) decrease (n) disadvantage handmade (adj)

increase (n) influence (n) interact millennium proceeds stall

Background Notes: • A fete is an outdoor event usuall y held to raise mone y for a special purpose. • A chat room is an on-line space for tal king via the keyboard. • A cybercafe is an ordinary cafe which not only sells drinks and snacks but charges people for access to t he Net as well. • Cyberspace refers to the place where electronic messages . informat ion, pictures etc. exist when the y are sent from one computer to another. • A virus is a rogue programme that can destroy data and generally cause problems in the event that one of t he files you download is infected.

words and phrases Nouns with prepositions Alms: • to present nouns followed by prepositions • to practise using some of these nouns with prepos it ions • Ask ss to read t hrough the ta ble containing th e nouns with prepos itions. Explain any words 5s might not know. • Have 5s do the exercise and check answers.

a. reason for b. damage to c. description of d. an examp le of e. increase/ decrease in f. influence on g. need for

optional • Ask Ss to make their own examples using the nouns with prepos itions that were not used in the previous exercise.

speaking Alms:' to give 5s practice using vocabulary related to media • to speculate, priorlt ise and make a decision • Divide ss into pairs. • Ask Ss to read through t he quest ions and the information given. • Explain any words ss might not know. • Have 5s do the activity.

Channel

your English TB

96


II

Aims: • to activa te background knowledge • to prepare 5s for th e writi ng ta sk

• Ask 5s th e question s and generate discussion.

EJ

Aim: to identify purpose, audience and stylistic features of an essay (advantages and disad vanta ges)

• Ask 5s to read t he essay and answer questions a-c. Check answers . • Explain any words 5s might not know.

a. Open answers. b. The write r uses formal language. c. The purpose of t he senten ces in bold is to int roduce th e topic of each sente nce.

3 Topic Sentences Aim: to f amiliarise 5s with topic sentences • Read and explain th e t ip. • Ask 5s to read through topic sent ences a-f. Explain any words 5s might not know. • Have Ss do th e exercise. • Check answers and ask Ss to provide justification.

a. A

b. D c. C

4

d.D e.C f. A

Writing task

. Aim:to give 5s practice writing an essay (advantages and disadvantages) • Read and explain th e t ip. • Assign t he writ ing task for homework. • Remind Ss that th ey shou ld use topi c sentences to int roduce each paragraph.

97


UNIT 14

writing II Discuss the following: What are t he advantages and disadvantages of u sing the Internet ?

EJ

3 Topic Sentences

-L.,0"

r

~,

• Introduce the subject in the introduction. • In the main part present the ad~antaiJes in one Dr more paraiJraphs, and then the disad~antaiJes. • Use topic sentences to introduce each paraiJraph. These sentences present the main idea of the paraiJraph.

A teacher has asked her students to write an essay on the advantages and disadvantages of using the Internet. Read the essay which a student has written and answer the questions below.

a. Which of your ideas in 1 we re included i n the essay? b . What kind of language does the write r use? c. What is the pu rpo se of the sentences in bold?

THE ADVANTAGES AND DISADVANTAGES OF USING THE INTERNET It Is hard to Imagine life without the Internet. This fantastic world of information, fun and games has become an important part of our life since the end of the last millennium. There are so many things you can dO. on the Internet. You can find all sorts of information With the help of search engines. You can also meet new people. join chat rooms and send e-malls to your friends all over the world. What's more, you can play games, download different things or shop at online stores. . However, cyberspace Is not safe. Every time you send an e-mail or surf the Net you could be watched . If you do a lot of downlO~ding , there IS always the risk of catching some kind of ~"us which can damage your software. Shopping on the Internet can also prove to be risky, as you are asked to give your personal information. All In all the Internet Is an exciting world of Informatlo~ and a great form of entertainment, but it comes with risks.

When vou write an essav discussiniJ the ad~antaiJes and disad~antaiJes of sometlriniJ:

I

• In the conclusion make a general comment and state

vour opinion if vou want to. Don't include anv new information.

Read the topic sentences a-f below taken from different students' essays. Decide if they are used to introduce Advantages, Disadvantages or the Conclusion. Write A, D or C in the boxes. a. Radio is not only used to entertain, but also to inform and educate people. b . On t he other hand, t here is quite a lot of usel ess infor mation in lifestyle m agazines. _ c. To sum up, n ew spaper s are still an important part of the media. _ d. Even though cybercafes provide Internet access t o anyone, t hey are qu ite costly. e. I n conclusion , using the computer has a lot of benefi t s and, in my opini on . everybody sho uld get one . f. I n the future, computers will fully interact with their users.

4 Writing task Your teacher has asked you to write an essay on the advantages and disadvantages of watching television. Your essay must be between 120 and 160 words.

p

~

When vou write an essav:

• Make a list of ad~antaiJes and disad~antaiJes before 'Iou start ",ritint}_

,

• Use formallaniJuaiJe. • Use linkiniJ words and phrases. • Moid usiniJ the first person siniJular (I) unless 'IOU are statini} lJour opinion in the conclusion.

~I-


97

Lesson One

presentation

EJ aBefo re you rea d the dialogue, look at the picture nd discuss the following. • Wh ere do yo u t h ink the people are? • Wh at do you th ink they are doing? . . • Do y ou .think they are. e nj oyin g themselves?

-EJ Liste n a nd che'c"ky-;;ur a~swe;s in L t. ~ •

•

--

-

-

..

Q;

-

,

I 1III!i!i~jii.~.

.d

an d decide if the following sentenc es are True or False . Write T or F in the boxes.

a. Scott wanted to take pictures of t he mountains . b . The first place Scott and Mandy visited in America , .was Seattle. • c . Mandy w ould prefer to be in California . d . Mandy and Sco tt's trip will e nd in a we ek's time. 4,1'
• e. Scott ha s organised t heir next h olid ay. , ~I.- .,.,.

'0

'"JEll

..

Mandy I think this ferry trip was a mistake. Scott What are you on abou t? It's lovely. J ust look at th e view of th e mountains, it's spectacular! I ju st wish I hadn't forgott en my camera. Mandy We can always buy a few postcard s. Let's go back inside now, I'm freezing. Scott In a minute . Mandy Why on earth did we come to Seattle in the first place? We're supposed to be on holiday. Scott You said that you wante d to see as much of America as you could while we're here. Mandy Yeah. but just think. If we had stayed longer in Californ ia, we could have spent more time on th e beach. Scott Stop moaning. You were complaining about the heat whe n we were in LA, now you've got a problem with the cold. Mandy It's ju st that we're going home in a few days and it seems a bit of a downer to finish our trip here. Scott If we hadn't spent a whole wee k in New York, we would have had more time to see th e rest of the USA. Mandy If only we had planned our trip bett er. Scott Next tim e we'll be more organised. Mandy Wher e are we going to go? Scott I've got something in mind.

98


Mandy What? Scott Let's ju st say we're going to see a lot of the Mediterranean. Mandy Nice. As long as there are no ferry trips. I'm easy. Scott Oh dear! Lucky I didn't book it. Mandy Come again? Scott Nothin g.

II Discuss the following: • Whi ch of t he place s mentioned in t he dialogue w ould you like to visit? • What do yo u like to do while you' re on holiday?

intonation The following sente nces express regret. Listen a nd repeat them. I w ish I had n't for gotten my cam era . If w e had stayed longer in Cali fornia. we cou ld h ave spent more time on the beach. If we ha dn't spe nt a w ho le w eek in New York, w e would have had more time to see the rest of the USA. If only we had planned our t rip better.

teacher's notes 15

D

Aim: to check comprehension of specific information

• Ask Ss to read sentences a-e. • Ask Ss to uncover th e dialogue so that th ey can read and listen at the same ti me. Play th e tape again. • Ask Ss to underline words and expressions they are not familiar with. but tell them not to worry about unknown words at this stage. • Give Ss time to do t he act ivity individually or in pairs. • Check answers and ask Ss to provide just ification. ConYersational English a bit of a downer Come again? have (got) sth in mind

I'm easy What are you on about?

a. T b. F

c. T d. F e. F

Other words andphrases book (v) moan (vj cruise (n) plan (vj honeymoon tou r (n) j ourney travel (n)

trip voyage

presentation Aim: to present vocabulary, structures and functions in the context of a dialogue between two people about travellin g abroad

II Aim: to use visual information to predict the content of the dialogue • Ask Ss to look at the picture and discuss the questions.

optional You may also ask Ss a few more questions: e.g. What kind of clothes are they wearing? What do you think the relationship between them is?

fJ

Alms: • to listen to the dialogue and check predictions • to understand th e gist of the dialogu e • Ask Ss to cover the dialogue . look at the picture and listen carefully. Play the tape. • Discuss answers.

S

• When th is activity is over, ask Ss some more questions. e.g. Why Isn't Mandy having a good time? What didn't Mandy like about LA? Where is Scott thinking of going for their next holiday? Does Mandy like ferry trips? • Encourage Ss to guess the meaning of new vocabulary such as a bit of a downer, I'm easy, Come again?

D

Aim: to encourage Ss to relate the topic of the dialogue to personal experience and preferenc es

• Ask Ss to look at the questi ons and discuss them .

optional If there is time, you may ask Ss more quest ions. e.g. What can spoil your holiday or your mood?

intonation

S

Aim: to present and practise intonation in sentences expressing regret • Play the tape and pause after each sentence . • Ask Ss to repeat the sentences .

• They are on a ferry-boat in Seattle. USA. • They are tak ing a boat tr ip. • The man is enjoying himself, but the woman is a bit annoyed.

Channe l your English T8

98

r

Travellers' tales.:s Lesson One (continued) words and phrases 1 Conversational English Aim: to match the examples of conversational English In the dialogue with their meanings • Ask Ss to do the activity. • Check' answers.

a. What are you on about? b. a bit of a downer c. I've got something in mind d. I'm easy e. Come again?

2 Words easily confused Aim: to practise distinguishing between words that can be easily confused • Refer Ss to t he word trip from the dialogue. • Ask Ss to do the exercise. For each sentence explain the word through def initions or examples. excursion = a short j ourney arranged for a particular purpose (e.g. a visit to a place) journey = travelling from one place to another, especially over a long distance tour = an organis ed sightseeing trip around a particular place trip = a j ourney to a place and back again voyage = long sea j ourney cruise = a holiday on a large ship travei = the general act of moving from one place to another • Check answers and ask Ss to provide justificati on.

a. t rip b. j ourney c. tou r d. voyage

e. excursion f. cruise g. travel

grammar

II Aim: to ellcllthe meaning of wishes in the past and conditional sentences type 3 • • • • •

99

Ask Ss th e first set of questions. Refer Ss to the dialogue. Elicit answers. Check answers. Do the same for the other set of quest ions.


No, he didn 't . He regrets it. Yes, they did. They didn't have enough t ime to see the rest of the USA.

EJ Aim: to present conditional sentences type 3 and wishes in the past • Ask Ss to read the rule and ensure t hat they underst and the term s used. If necessary, provide explanations. • Have Ss do the act ivity. • Check answers. • If time is scarce, assign the exercise for homework.

have

D

Aim: to practise wishes in the past and conditional sentences type 3 • Have Ss do the act ivity. • Check answers. • If time is scarce, assign the exercise for homework.

a. If Robert had st udied harder, he would have passed his exams. b. I wish I had gone to Jane's party. c. If May had been more careful / had not been careless, she would not have had an accident . d. I wish I had bought those earri ngs. e. If Tom had not arrived late / had arrived earlier at the airport, he would not have missed his flight. f. If only I had taken an aspirin.

words and phrases

• I wish I hadn 't forgotten my camera. Did Scott take his camera with him? How does he feel about it?

1 Conversational English Find five examples of conversational English in the dialogue and match them with the meanings given.

• If we hadn't spent a whole week in New York, we would have had more time to see the rest of the USA.

a. I don 't agr ee w i t h you

Did Mandy and Scott spend a week in New York? What was the result of this ?

b. a little de p r essing

EJ

c. I 'm thin k ing abo ut somet h in g

Read and complete the rules below.

Conditional Sentences Type 3 They are used for unreal situations in the past or to express regret about something that happened or didn't happen.

d . I do n't m ind e. I beg your pardon.

If + Past Perfect ~ would/ could/might +

2 Words easily confused

+ past participle

Com plete the sentences a-g with words from the box. Use each word only once.

e.g. H we had

s t~

longer in Calilornia. w e c ould

have spen t m ore time on the beach.

Wish / If only + Past Perfect We express regret about something that happened or didn't happen in the past. e.g. I wish / II o nl!oJ we had

excursion

tour

journey

trip

cruise

voyage

EJ

travel

a. During my last

to

our trip beHer.

Rewrite the following sentences sta rting with the words given.

a. Robert didn 't pass his exams because he didn't stud y enough. If Robert _

Edinburgh I visited the castl e. b. We re ally enj oye d the train

~anned

_

through Au stria. c. The

of the anci ent

city lasted much l on ger th an I t ho ught it wou ld . d. T he Tit anic san k on i t s first

e. T he ch il d r en were u p set when their

_

g. M alcolm and Vivian are both fond of fo reig n

o

c. May had an accident because she was careless. If May

_

_

around the Caribbean f or ou r honeymoon.

grammar

_

_

across the Atlantic.

to the zoo w as canc elled . f. We w ent on a

b. I'm sorry that I didn't go to Jane's party. I wish

CONDITIONAL SENTENCES TYPE 3 WISHES IN THE PAST

Look at the extracts from the dialogue and answer the questions that follow.

d. I didn't buy those earrings and now they're sold out. _ I wish

e. Tom missed his flight because he arrived late at the airport. IITom _

f. I didn 't t ake an aspirin and now I feel worse. If only


_

99

reading

II


• If you h ad the opportunity t o travel around the worl d. w hich countr ies w ou ld y ou v i sit? • What m eans of transport w ou ld you u se? Why?

EJ

Read the text, from which fou r paragraphs have been removed. What Is the main point of each of the paragraphs below? What do you th ink each of the missing paragraphs Is about?

When 1J0u are presented Ulith a text from Ulhich some paraijraphs have been removed, first read the ijapped teKt t{uickllJ. IdentiflJ the main point of each paraijraph and the UlalJ the teKt is orijanised. TrlJ to ques« Ulhat each of the missinij paraijraphs is about, rememberinij that it must erpress an idea Ulhich is 10ijicallIJ related to the paraijraphs before and after it.

WERE h\i\DE f OR WALKING Dave Kunst is the first person on record to walk around the world. It took him four years, three months and sixteen days. Dave walked 14,450 miles crossing four continents and thirteen countries. He walked more than twenty million stepsand wore outtwenty-one pairs of shoes. However, he cou ldn't have doneit without the help of histwo brothers, John and Pete, and an Austral ian schoolteacher, Jenni Samuel.

11

_

11

_

In Europe they had some wonderf ul experiences. They

When it was all over. he returned to Australia to meet up

met Princess Grace of Monaco and had an amusing

with Jenni again. A year later they retu rned to America.

incident with Willie In an Italian resta urant. The owner

where they got married. Nowadays, Dave tells

made the mistake of inviting Willie inside. where she

his amazing story to schoolchildren

caused chaos by bumping into tables and spilling drinks .

and adults. In 19 96 he

However. nobody seemed to mind and even the owner

was chosen to carry the

was laughing.

to rch for the

fJ_~~~~_-:-~_~

centennial

This proved to be a good decision. as afte r the desert they

Olympic Games

had to deal with the mounta inous landscape of

in Atlanta .

Afghanistan. which was the most perilous part of t he journey. In the foothills of the Hindu Kush mountains they were attacked by bandits. Dave was wounded and John was shot and killed .

11

_

Unfortunately, th is is where they had to leave Willie behind because she wasn't allowed to cross over to Australia . But as soon as they set foot in Perth . they were given another mule, which they called Willie Makeit 2. Halfway across Australia Pete had to return to America because of his job . To make matte rs worse. the difficult walk across the Australian outbac k turned out to be too much for Willie 2, who died of a heart attack .

100


teacher's notes 15 Words bandit board (v) cause (v) centennial chaos companion

continent foothills heart attack incident landscape mayor

Phrasal verbsand expressions be attached to means of transport on record pull t hrough

mind (v) mule outback perilous spill (v) step (n)

torch trade (v) uneventful wagon wound (v)

set foot to make matters worse wear out

Note: Do not expect ss to be able to make precise guesses as to what the missing paragraphs are about and do not explain any unknown words at this stage. o Ask Ss to read the text again paragraph by paragraph and ask them comprehension questions. Encourage Ss to guess the meaning of some unknown words which are related to the questions. e.g. What happened in the Italian restaurant? What happened to Dave and John in Afghanistan? Why did they have to ieave Willie behind? What did Dave do in 1996? o Explain unknown words .

reading

o

Aim: to introduce the top ic of the reading text t hrough an oral activity involving person al preferences o Ask Ss to read the questions and generate discussion. o Ask Ss to look at the heading and photograph and guess what t he text is about.

EJ

Aim: to read for gist and identify th e m ai n point of each pa rag raph o Read and expla in the t ip. o Ask Ss to read the fi rst paragraph and dec ide what it is about. o Ask 5s to read the text paragraph by paragraph and find the main points in each one of them . o Ask ss to try to guess what each of the missing paragraphs is abo ut. o Elicit and chec k answers.

Dave Kunst... Jenni Samuel.: Introduction. In Europe... was laughing.: A funny incident in Europe. This proved to be... and killed.: Adventures in Asia. Unfort unateiy. this is... heart attack.: A new travel companion When it was all over... in Atlanta.: Dave's life after the end of his journey Suggested answe rs o The first paragraph which is missing must be about the beginning of their journey. o The second paragraph which is missing must be about some further incidents in another country. o The third paragraph which is miss ing must be about what happened after John's death. o The fourth paragraph whi ch is miss ing must be about how Dave met Jenni and how his journey ended.

Chann el your EngliSh TO

1 nn


EJ

Aim: to understand text organisation

Read and explain the tip . o Ask Ss to read t hrough paragraphs a-d. o Point out to Ss t hat apart from underst andin g th e main point of each paragraph , t hey should also try to spot t he lexical ite ms, perso nal pronouns, demonst rat ives, definite articles, senten ce linkers etc. which will help them decide on the order_of th e paragraphs that have been jumbled. o Explain any words Ss might not know. o Check answers and ask Ss to provide j ustifi cation . o

Key 1: c (The phrasal verb set out mentioned in paragraph c indicates that th is is t he fir st paragraph of the text . In Europe mentioned in paragrap h 1 refers to Portugal ment ioned in paragraph c. Finally, Willie is int roduced in paragraph c and in paragraph 1 Willie is ment ioned again.) 2 : a (This in paragraph 2 refers to t he camel driver's offe r ment ioned in paragraph a.) 3: d (It took Dave four months to pull through refers to John was shot and kill ed mentioned in para graph 2 .) 4 : b (Dave wasn 't on his own for long refers to Pete's departure and th e death of Willie 2 mentioned in paragraph 3. Also, in paragrap h b Jenni is introduced and in paragrap h 4 Jenni is mentioned again. )

listening

II o o

S

Aim: to present th e top ic of the listening text th rough an oral act ivity Ask Ss to look at t he picture and read th e questio ns. Generate a short discussion.

EJ

Aim: to identify speaker's experiences and atti t udes

o Ask Ss to read th rough phrases a-e. Explain any unknown words if necessary. o Play the tape. o Ask Ss to do th e exercise. o Check answers and ask Ss to provide ju stificati on.

Speaker 1: e (I wish the plan e had left witho ut him, unfortunately he sat in the empty seat next to mine, I had to listen to him babbling abouL., I tried to change my seat... ) Speaker 2: c (overall comprehension) Speaker 3: a (It was awful, I had no leg room, I didn 't get any sleep, my back was killing me, I was squashed ) Speaker 4: b (After waiting in the departu re lounge for som e tim e without knowing why, we were informed tha t boarding would be in an hour's time..., The hour actually turned out to be three hours before the plane took

off.)

optional post-reading activity Ask Ss questions of personal response related to th e to pic of the reading text. e.g. What do you think of Dave's story? Would you ever attempt to go on a simila r jo urney? What does it take to do something like David dId?

optional post-listen ing activity You may ask Ss f urther quest ions of persona l response related to t he listening text. e.g. Have any of these incidents ever happened to you? Listening Transcript (see page 126 )

words and phrases Phrasal verbs Aim: to match the phrasal verbs in the text with their meanings o Refer Ss to t he text. o Ask Ss to do th e activity. o Check answers. o If t ime is scarce, assign the exercise for homework.

a. set out b. wore out c. deal with d. pull t hrough

101


UNIT 15

D a-d Read the text again. Choose from the paragraphs the one which fits each gap (1-4) of the text on page 100.

words and phrases Phrasal verbs

J..,·D

Read the text a9ain and stop at each 9ap. ~, Read the parts of the test before and after the 9ap, as well as the para9raphs which haoe been remooed, verv carefullv. PaV particular attention to the ideas expressed, the oocabularv used and the words/phrases that are used to connect the ideas in a text. Considerin9 all the abooe, decide which of the para9raphs fits the 9ap.

r

j-

Find five phrasal verbs in th e text on page 100 and in th e paragraphs a-d and match them with th e meanings given. a. b egan a j ourney b . destroye d by u sing too much c. face a problem d. recover

II The earthwa lkers were quite surprised by how friend ly and helpful people were. In Turkeythey were offered a wagon to carry the water and food they needed to cross the deserts of Iran. There, a camel driver wanted to trade his camel for Willie, but Dave and John didn't even consider the offer, as they were far too att ached to their four-legged travelling companion.

listening S

II Discuss the followin g: • W ha t are the advan tages of trave lling by aer op lan e? • W hat can m ake an aeroplan e journey uncomfortable or an noyin g?

III Dave wasn't on his own for long. He met Jenni Samuel, who offered to help him out by pulling the wagon with her car to Sydney. As soon as he reached the Pacific Ocean, he fl ew back to America for the final leg of his walk. On 5 October 1974 Dave Kunst walked back into Waseca from the west and his name was added to the Guinness Book of Records.

II Dave and John, along wit h a pack mule named Willie Makeit , set out eastwards from Waseca, Minnesota on 20 June 1970. They had with them a piece of paper, on which t hey would collect stamps and signatures from the mayors of every town or city they visited. They had an uneventful walk to New York City, where they boarded a plane to Lisbon, Portugal. m

it took Dave four months to pull th rough and

continue his jo urney. His oth er brothe r. Pete, joined Dave on his walk through Asia. The

EJ You will hear four people compl aining about aeroplane journeys. listen and match the speakers with th e phrases a-e to make statements. There Is one extra phrase which you do not need to use.

and th ey were t he fi rst non-Asians to

a. thou ght t he fligh t w as uncomfortab le. b . com pla ined abou t the delay.

:10 so since the time of Alexander the

c. wasn't satisfie d w ith

3reat. Then, they walked across

the service. d. h ad his/her luggage lost . e. h ad an ann oyin g flight compan ion .

two men got special permission to walk through the Khyber Pass in Pakistan

ndia and finall y reached the ndian Ocean.

Ch a n nel jOu r Eng/,sll

101

words and phrases Lexical sets Look at the words/ph rases in the box, which are related to different types of holidays an d complete the chart. You will need to use som e of the words/phras es more tha n once. sunbathing tent trekking ca bin Type of holiday

caravan water sports fishing rafting hotel hostel so uvenir sho pping guided tour cottage Where to stay?

What to do?

Package tour by the sea Camping in the mountains

I

Cruise

I

Three-city tour

speaking II Compare pictures A a nd B discuss ing the s imilarities a nd difference s between them . Think about the following: • • • •

type of holiday weat her surro u nd ings activities

EJ Discuss the followi ng: • • • •

102

What would your ideal holiday dest inat ion be ? Why? How do yo u spen d yo ur time w hile on holiday? Is th ere anything yo u don't like abo ut holidays ? Do yo u agree that t ravel broade ns the mind? Why!Why not ? Channel your English

clubbing snorkelling

teacher's notes 15 hostel inefficient mud ordeal rafting reserve (n)

be st randed broaden cabin caravan destination guided to ur

snorkelli ng sunbath ing surround ings tr eat ment trekking unbearable

words and phrases Lexical sets Aim: to present lexical sets related to holidays o Ask 5s to read t hrough the words in the box. Explain any unknown words Ss might have. o Ask 5s to do the exercise. o Check answers .

Type of holiday

Where to stay?

What to do?

Package tour by the sea

hotel. hostel . cott age

sunbathing, water sports, snor kell ing, fishing, clubbin ,souvenir sho in

Camping In the mountains

tent, caravan

fishing, rafti ng, trekking

Cruise

cabin

sun bat hing, clubbi ng

Three-city tour

hote l, hostel

clubbing, souvenir shopp ing, guided tour

speaking

II

Alms:

0

o o o o o

to give Ss practice using vocabulary related to holidays to compare and contr ast two pictures -

Divide Ss into pairs. Ask Ss to look at t he pictu res. Have Ss do the activity. Elicit answers.

Picture A

Picture B

type of holiday

holiday in a sea resort

weather surroundings

hot cosmopol itan environment, beach, resta urants, cafes swimming, sunb ath ing, watersports sights eeing, souvenir shopping, taking pictures shopping, clubbing, ta king pictures

activities

EI o

o o

sights eeing tour in a country of archae lo leal interest (E pt) hot anc ient city, temples, buil dings in the desert

AIm: to discuss and exchange personal Ideas about traveiling and holidays

Ask Ss to read t he questions. Explain any words th at ss might not know. Have 5s do t he act ivity. Channel your Englis h TB

102


II Alms: • to acti vate background knowledge • to prepare Ss for the writing t ask • Ask Ss th e questions and generate discussion.

EJ

AIm: to identify purpose and stylistic features of a written complaint

• Ask ss to read the text and answer the quest ions. • Elicit and check answers. • Explain any words Ss might not know.

• The writer Is complaining about the poor treatment she and her husband received during a safari holiday In Zimbabwe. • To my surprise, As if that wasn't bad enough, I was really upset, I'll never set foot in that place again.

optional Ask ss comprehens ion questions related to the text. e.g, Did everything go wrong right from the first day? Why did they have to push the car? How long did they have to walk before th ey saw the gates of the reserve? What was it that really upset them when they got back to the reserve ?

3 Improve your style Aim: to give Ss practice using the appropriate register and style In a letter of complaint • • • • •

Read and explain the tip. Ask 5s to read through the extract. Ensure that Ss realise the inappropriate style in which the letter is written. Explain any unknown words ss might have. Have Ss do the activ ity. Elicit and check answers.

Suggested answer To begin with, your advertisemen t stated t hat the cabins were clean and comforta ble, but th is was not tru e. On the contrary, my cabin was rather unclean and the staff never seemed to tid y it up. In additi on to t his, your advertisement stated that three meals were included In the price of the ticket. You can imagine how surprised J was when I found out that only one meal was included. To make matters worse, the food was far from satisfactory. As if all this was not enough, practically all the staff were impolite and rather ineffi cient. To sum up, I found your advertisement misleading and would like to demand a full refund of my money.

4 Writing task Aim: to give Ss practice writ ing a letter of complaint based on material provided. • Read and explain the tip. • Assign the writi ng task for homework. • Remind Ss that they have to use a formal style and include all the notes made.

103


UNIT 15

Below is part of a letter a person has written to complain about his trip by boat. Rewrite it In an appropriate style.

writing

o


• H ave y ou ever been on a h oliday dur ing w hich things didn't go as pl anned ? • Wh at happened? • Did you do anything about it?

EJ Read the following text which appeared in a magazine and answer the questions below. • Wh at i s the writer com pla ining about ? • Which words/phras es does the w riter use to show dissatisfaction?

Safari

· When my husband Barry said that we w?re going on a safari holiday in Zimbabwe, I couldn t walt. We. stayed on a reserve, ciose to which leopards, elepliantsand crocodiles roamed and we really enjoyed our first two days there. On the third day, we hired a car to explore the breathtaking African landscape . On the way we saw signs not to leave the car. Two hours late r we got st uck in the mud. We had no choice but to get out and push the car. It was no use, though. The heat became unbearable and we soon ran out of water. To make matte rs worse, we had to spend the night in the car. Early next morning we decided to walk back. Afte~ ten hours , we saw the gates of the reserve. To my ·surprise, nobody had even noticed that we had been missing. As if that wasn't bad enough, the staff at the reserve found our ordeal quite funny. . I was really upset by the treatment we received. I' ll never set foot in that place again.

You lied about the cabin s being clean and comfortable. Th e on e I stayed in was dirty and in a mess . There was only one meal included in the price of the tick et, not thr ee as you said . Oh , and by the way , the meals were dis gusting. I wou ldn 't have given my dog that hor rible food . Something else. The staffwere rude and inefficient. You r adve rtisement was full of lies. I want my

.....

money back.

J

t'

4

Writing task

You went on a package holiday recently, but there were many things that you didn't like about it. Look at the advert isement and the notes you have made. Then, write a lett er of complaint to the travel agent covering the points in your notes and adding any relevant information. Your letter should be between 120 and 150 words. Ii\.O vi zw

r-

Discover the exotic city of Bangkok in Thailand • Seven nigh ts accommodat ion in a luxurious hotel Rooms with a view including breakfast an d inne • Friendly staff at yo ur service hree ightseeing tours uide w ith ex pe rience Retur n ticke ts a n::d _~_. \ airport transfers eluded p~ lol

two o"'"'-l:j

f or t~)(l spoke "'-0 c""9 lls l1

When you are asked to write a letter o( complaint based on some material:


-1-1.,

When .tjou write a lett er o( complaint:

• Use (ormallanlJualJe. • Be (irm, but polite. • State lJour complaints in a clear ulalJ. • Don't include unneeessarq details.

-

• Use the layout o( (ormalletters. • BelJin your letter with a set phrase (e.lJ. j am writinlJ to complain about... ). • Make your complaints in the main part o( the letter. • Make sure you include all the complaints noted. • In the closinlJ paralJraph use a set phrase (e.lJ. I hope that you willlJi~e this matter your attention.), and state what action you want to be taken _ (e.lJ. I belie~e I am entitled to a (ull/partial reiund.). Channel you r English

103

Revision 13-15 reading Read the text and match the summary sentences a-g with the paragraphs 1-6 of the text. There is one extra sentence which you do not need to use.

a. b. c. d. e. f. g.

MTV's wo rldwide audie nce can pick t heir favo urite clips . Th e m usi c and film indu st ry saw they could make money from music videos. MTV's global popularity means it 's here to stay. MTV was created to entertain people of all ages. MTV offe rs its viewers a variety of program m es. MTV introduced a different way of ex periencing m usic. In its first yea rs MTV worked like a ra dio station .

B

"Ladies and gentlemen. rock and roll!"

These were the first words spoken on MTV by John Lack, one of its creators. This introduction was immediately

followed by the music video Video Killed the Radio Star by BuggIes. A new kind of television channel was bam, a channel wh ich would change the nature of music itself.

II

MTV was launched in America in 1981 and became

an instant success.The key to its popularity was the constant flow of music videos. wh ich were only inter ru pted

by the comments of video jockeys or VJs. In the beginning, MTV was much like a radio station and record companies were keen to provide video clips to promote their artists. MTV became the platform for new talent, as radio stations had been for decades before.

II

The first music videos were very simple in form . They showed th e artists performing at concerts o r in other situations. It soon

became clear that the power of music videos was a major selling point. As a result, more money was pumped into the making of videos. and actors, dancers and m odels were hired to

perform in them. Recently, music videos have been used to promote the soundtracks of films, which in tum advertises the film itself.

II

But MTV is not just about music videos. Among its programmes are cartoons. comedy

104


shows and rockumencaries. MTV also broadcasted one of the first reality TV shows The Real World. Then, of course, there is the MTV MusicVideo Awards, which has become the top ceremony on the music calendar. It's an extravagant show involving top stars and is viewed live worldwide.

II

The MTV phenomenon has spread throughout the world. It has its own programming in Europe, Asia, Australia and Latin America . As MTV has various interactive programmes. viewers from all over the globe can choose wh ich videos they w ant to watch.

iii

Thanks to MTY, the idea of a new song without a video clip seems ridiculous nowadays. MTV has revolutionised the music world. For over twenty years MTV has not only entertained millions of people worldwide, but it has also spread cultural awareness.Through music. MTV has become a voice for the younger generation and there's no doubt that it will continue to rock the world well into the third millennium.

teacher's notes Rev 13·15 reading AIm: to check ss' reading comprehension skills In matching summary sentences with the paragraphs of the text. • Ask 5s a few pre-reading questions related to the topic of the text and generate discussion. e.g. Which of the two do you prefer doing in your free time, listening to music or watching TV? Why? What do you know about MTV? • Ask ss to read through the text for gist. • Ask ss to read the text again paragraph by paragraph and match each paragraph with one of the summary sentences

a-g. • Ask Ss to look out for key words and/or phrases as well as specific information related to each summary sentence. • Have ss do the exercise. • Check answers and ask Ss to provide j ust ification.

1. f

2. g

3. b

4. e

5. a

6.c

Note:When this activity is over, you may explain any unknown words if necessary.

optional post-reading activity Ask ss questions of personal response related to the topic of the reading text. e.g. What's your opinion of video clips? Do you like watching MTV? Why/Why not?


104


EJ

Aim: to revise various lan guage st ruct ures throu gh a key word t ransf orm ation exercise

• Have Ss do t he activity. • Check answers.

1. if I knew

2. such a cold day that 3. only you had followe d/taken 4 . he had seen 5. wish I did not have 6. she let me down 7. ti me you started tellin g 8. wish I had travelled

EJ

Aim: to revise various structu ral forms through an open cloze exercise

• Ask Ss to read t hrough th e text for gist wit hout worryi ng about t he missing words. • Ask Ss to fi ll in t he gaps with a single word. • Check answe rs and ask Ss to justi fy th eir answers.

(1) who (2) of (3 ) to (4 ) it (5 ) and

(6 ) one (7) top (8) or (9 ) used (10) will/can

Note: When th is activi ty is over, you may explai n any unk nown words if necessary.

song

S

Aims: • to listen to th e song and check predictions • to unde rsta nd th e gist of th e song • • • • •

Ask Ss to read th rough t he song for gist wit hout worrying about th e missing words. Ask Ss to guess what th e missing words are. . Ask Ss to listen to the so ng ca refutly and comp lete t he bla nks Play the ta pe. Check answers.

Key

.

my bed, age nt , and everywhere , by ai r, und er t he sky, on my own, long holiday, or money Note: Whe n t his act ivity is over, you may explain any unknown words if necessary.

optional project • Divide Ss into pairs or sm al l groups. • Ask Ss in eac h pair/ group to make a holi day brochure. They should t hink of a place, fi nd photos and write texts si mila r to t he ones found in t he writ ing t ask (Student' s Book p. 10 3 ) and exercise E (Workbook p. 71). • Tell Ss to use language of praise and persuasion. • Have Ss present t hei r proj ects in class.

105


song S

Use of English

o

Complete the second sentence so that it has a sim ilar meaning to the first sentence, using th e word given. You must use between two and five words, including the word given.

You will hear a song call ed I Wish I coul d go somewhere . Before you list en, read th e lyrics and try to guess what the missing words are. Then, listen and check your predictions.

1. "Do you know Mary's phone number?" John asked me. if John asked me _

.~

Mary's phone number. 2. The day was very cold, so we decided to stay indoors. such

It was

we decided

to stay indoors. 3 . It would have been better if you had taken my advice. only

If

my advice.

4. "I saw a great fi lm on TV the other day," Bill said to Claire. had Bill told Claire that _ a great film on TV the other day.

I Wish I Could Go Somewhere r

5. I hate waking up early but I have to. wish

I

to wake up early.

6. She promised to help me, but she disappointed me in the end. let

She promised to help me, but

_

in t he end. It' s

,"'"

/

.... ;.~'

- j

I

-

travelled I

""pi

0C_~

~elli!a/, it~pera':.Y~ I'I

It - .P<.... ,

"~

sent me.

.

" ~} \,. ,,'.,\

more when I

-',

.>:

'.

"O n e life is no t enough .to see~

was younger.

,"'-

Read the text below and complete each blank with one word only.

'\

~

The w or ld weijliv~ inlP,f",rl ~ '\. . I w ish I cou ld go som ",:Vher e .

~~~

I

".' - -- 81

A recent survey shows that a lot of young people aged

From h er e to there

between 18 and 25 have considered working in show

I'd go by road, by sea' llc'.,-_ _._•...: <,:".c. ...., .,-

business. Everyone (1)

,.,

(f '

I'll do something.p iffe re nt. i ns~ ~ ____ ' / .-1'" ' ~-............-I think I lie onmy .m at t ress ("'/

-A s That rnytra

the tr uth.

8. I regret not t ravelling more when I was younger.

EJ

-DrJ:W

An~l\~":l°~ ,:r 't~ atlas

7. You should start tell ing t he truth. time

" L~' l-. tLh.rll _' Lfl --ll rIl ld LJ '0. ~tl./ ·r~

-

I'm to o lazy to m ak e

took part in th is

survey was asked to give a descript ion (2)

By rail, on fo ot ...

_

anyw~ere. \

_

'

~

their ideal j ob. Almost all of th em said that tradi tional j obs

I'd st ay in h u m bl e 'nlotel s,

would bore them (3)

H ost el s ol"luxu ry hotels

death. Then, they were

asked to specify the kind of work they would like to do. Most

.9()" t~mpi ng, sleep

of th em said that they would love to work in show business because (4) (5)

With com pany or _'-

exciting, After examinin g the findings of

_

A s a t ourist or rolling st on e.

the survey more carefully, researchers pointed out t hat it all thing: the need for fame

I'd like to see the worl d today

and wealth. It seems that a j ob in showbiz would make them feel on (7)

Make m y life a

of the world. That' s because teachers as they once (9)

_

I adm it it m ay sou n d funny

young people no longer want to become doctors, lawyers (8)

_

Will it b e easy i f I try?

is believed to be glamorous

comes down to (6)

.-

.J/

_

Since I hav e no t im e

to. But will th is passion last forever? Who knows? Only time

I cou l d t ra v el imagining I were a king

(10)

It wou l dn' t cost m e a thing

tell!


105

Unit 3

Lesson One

C LO R Q 1% answers You 're outgo ing and confident, w h ich m eans your're a born leader. You like t o get involved in everyt hing a nd you know how to hav e a good time . How ever. yo u ca n be bossy at t imes .

e e e e

You 've got a great sense of humour. You're always cheerful a nd o ut go ing. You're also sporty, creat ive a n d artistic . You 're cool-heade d and yo u love ro ut ine a nd sta bility. You're shy and di fficu lt to understand beca use yo u're quit e mysterious. You re ally stand out from t he crowd. Art ap peals to yo u beca use it gives you t he oppo rt un ity to express yo urself. You a lways like to look go od . Emotion s run yo ur life be cause you're a dr eame r. You live in a w orld of your own and you can be stu bborn. Yo u like to party, so a ca reer in s how biz is not out of the quest ion . Your fr iends can a lways re ly on yo u and you a lso help strangers. You are a peaceful person but yo u are lazy, and you don't adapt to cha nge easily.

Unit 5

Lesson One

oral practice

How much do you know about-London?

Work in pairs, look at the prompts below and make true statements using who, Which, that or where as in the exa mple. e.g. A: I think Oxford Street is the place which... S: I don't agree. I think Oxford Street is the place where...

you can see wax models built St Paul's cathedral

. J ':\ \

~"' II

'II

I,.

•.~ tt , 6'

'fllssa li d's

is full of department store s

'

ruled England for 64 years

\

flows through London

t

Christopher Wren

106


you ca n se e the Crown J ewels

Student A

Unit 5 Lesson Three speaking

Welcome to Hong Kong, the city which never sleeps ...

---

Kowloon Tong Festival Walk A g reat pl ace to s hop. This shop ping centre ha s a cinema w it h e le ven screens, theme re stau rant s, like the Rainforest Cafe , a huge ice rink and a bookstore .

Mongkok Markets Visi t Mong kok, w hich is fam ou s for its m arkets . T he re are fou r of them ca lled t he Yuen Po Stre et Bird Ga rde n , t he Flow er Ma rket , t he Gold fish Ma rket a nd t he Ladies ' Market. You w ill see j ust a bo ut everyth ing from exotic birds a nd / .. t ropical fish to flowe rs and . in expensive fashiona bl e clothes .

/

\- -

-

-

---11

Hong Kong Peak

* Unit 13

Take a trip to t he Peak a nd e njoy a s pectac ular vie w of Hong Kong from the top. This h ill is th e perfect p lace to relax and have a picnic w ith fa mily and frie nds .

Lesson Three

speaking

Cliff MOfgB1l

ALIEN ATTACK!

Solo Jazz Club

T hree hours of sci-f action that will keep yo u on the edge of yo ur seat!

and his Jazz band For a relaxing evening with a pleasant atm osphere

Entrance free

Chan ne l your English

107

Student B

Unit 5

Lesson Three

speaking Snoopy's World Ente n irnagica l w orld and let Snoopy, Charlie Brown and t he re st of t he Peanuts gang show you a good t im e !

J

--

!)

Dragon Centre If yo u ' re looking for a lit tl e exc itement, yo u' re in the right place . It is the only mall in Hong Kong w hich has a n ind oor roller coaster.

Harbour Cruise \ Board a magnificent rest aurant boat w hich sails along the Victoria Harbou r. Enjoy a lovely dinnet w ith a ni ght view of the city and dance to t he music of a live band.

I

Unit 13

/

Lesson Three

speaking Twist and Shout!

An unforgettable night of singing and dancing to the rhythm of the 60s

RockmoopERS AT Gilbert Hall

70s and 80s night _ at Nigh~r QiSCO B

Prep are yourself for a wild night of chart-topping hit s .

Co nc e r t

. 9.0 0 •

b e tJ'1l1S .

\ll1l

0

Performance starts 01 9:30pm Hoek tr oupers

Tickets priced at£10

108


Tickets

0 11 !'i lu ge:

0 11 sa le

10:00 I)m

Irum 3:00 pm

((Ili e-li e !' expec ted]

Dan ce competition , win £1001 Open from I 0:30 pm till 5:00 a m

/~

~c.._

,

'-,. : .

I I

son s

•

Who's there? I once had a teacher Who spoke like a prea ch e r A lot of things he said Still ec ho in my h ead

Th ere 's a shad ow by my side a nd there's nobody around Th e w ind is ho wling in the ni ght and I hea r a terrible sound My ha ir is sta nding on e nd, my heart is be at ing very fast, it feel s like a ro ck My temperature is rising, my body d oe sn't wo rk at all, it 's going in to shoc k

How ca n I shout or j ump about Since I don 't kn ow much about Physics and Mat hs and Biology History, Musi c and Chemistry

Chorus 1 Is there som eone by my bed? Can't yo u se e it ? Can't you see it ? Or is it a ll in my head? Can't you se e it ? Can't yo u see it?

I on ce had a teacher Who spo ke like a preach er A lot of things he sa id St ill echo in my head All of yo u ought to learn va lues Not just information If you want t o get a Decent ed ucation Everybody ha s to study If t hey want to be so mebod y Learning at school can be an art If you do it wit h yo ur heart It' s hard to learn ev erythin g you're taught Will there be 'l\.s in my school report? Phys ics, Maths, Biology I' m afraid it 's a ll Gre ek t o me I once ha d a teac he r Who spo ke like a prea ch e r A lot of thin gs he said St ill echo in my head All of you ought t o lear n value s Not just information If you want to get a Decent education Eve rybody ha s to study If they want to be somebody

Learning a t school can be an art If yo u do it w it h your he a rt

It' s t he dead of the ni gh t a nd t he mo onlight fills t he room The shadow is co m ing clo ser w it h a vo ice fu ll of doo m Its breat h is ge tting heavy, a nd I can feel it's to uch, sending chills down my spine 1 don't kn ow whe re to go, 1 d on 't kn ow where to hide, I'm running out of tim e Cho rus 2 Is there so meone by my bed? I ca n see it ! I can see it ! And it' s messing with my he ad! 1 ca n see it! I can see it!

It' s a Space ba ss It 's a Space bass It 's a Space bass There's a pa rty going on for a week in spa ce J oin me on a journey t h rough t ime and space Th ere's a sound unknown to t he h uman ra ce Rocking past ga lax ies t hro ug h t he nig ht Travelling fas ter t han t he speed of light It 's a Spa ce bass It 's a Space bass It 's a Space bass

-

-

Th e stars are m oving , a ll the plane ts are grooving Technology 's q uickly cha nging, don't even think of sav ing All t he t hing s fro m the pa st, the future 's here to last Don't sit ba ck and wait , let's t urn up t he spa ce ba ss! It' s a Space bass It 's a Space bass It 's a Space bass

I

Liste n a nd yo u wi ll find , a rh ythm t hat w ill blow your mind A place t hat you 'll wan na be , dancing in virt ua l rea lity So, pump up t he volume, and keep up the pa ce And mo ve your body to the sounds of Space ba ss It's a Space bass It's a Spa ce ba ss It 's a Space bas s

--


109

Grammar reference c:

UNIT 01

NOTE: Certain verbs from the list above can be used in progressive tenses. but they have a different meaning:

Present Simple I work Do you work? They don't work

He runs Does she run? It doesn't run

The Present Simp le Is used for: • permanent situations Sue works in

a bank.

• routines / habitual actions He often g oes out on Saturda ys. • general truths Water boils at 1oorc.

always, often, usually, never etc. every day, once a week etc.

Present Progressive He 's running Is she running? It isn't running

The Present Progressive Is used for: • temporary situations She 's r eading a historical novel at present. • actions happening at the moment of speaking The dog's eating no w .

• future arrangements We're vi si ting m y aunt nex t Saturda y.

Time expressions now, at present, at the moment today, tonight etc.

Stative verbs The following verbs are not normally used In progressive tenses: • Verbs of the senses : feel , hear, smell, taste, notice, seem, look (= seem) etc. • Verb s of emotions: love, hate, like, dislike, want, need, prefer, mind etc. • Verbs of perception and opin ion: know, think (=believe), believe, understand, remember, forget, hope, mean, imagine etc. • Other verbs : be , have (= possess), own, belong, cost etc .

110


I'm thinking about my summer holidays.

• see (= meet, visit) He's seeing the doctor tonight.

• have (= drink, eat, ta ke) She 's having dinner with a friend. • taste (= try food) Mum's tasting the soup to see if it's ready.

Adverbs of frequency The most common adverbs of frequency are:

Time expressions

I'm working Are you working? They aren't working

• think ( = process in one's mind)

always / usually / often / sometimes occasionally / rarely / hardly ever / never

The adverbs of frequenc y are usually posit ioned: • before the main verb Mark sometimes comes late to school.

• after the auxiliary/modal verb You can always trust them . I don 't usually watch TV at weekends.

• after the verb be He is often late for work.

UNIT 02

.

Past Simple I worked Did you work? They didn't work

He ran Did she run? It didn't run

The Past Simple Is used fo r: • completed actions that took place at a definite time in the past. The time is either mentioned or implied . We w alked to the station. She arrived here last week.

• ha bitual or repeated past actions . I played in a team wh en I was ten . • completed actions which happened one after the other in the past. He got up, washed and left for work.

Time expressions ago, yesterday, in 1998, last week/month/night etc.

before/after + a certain point of time

Past Progressive I was working Were you working? They weren't wo rking

Th ey go t here befor e/ after nine o'clock .

He was running Was she running? It wasn't running

--------'

The Past Progressive is used for:

• action s that were in progress at a spec ific point of time in t he past. I was watching a film at ten o'clock las t night. • an action that was in progress in the past when it was interrupted by an ot he r action (The action that interrupted the one in progress is in the Past Simple.) We were having dinner when the lights w ent out.

• actions that were happening at the same tim e in the past (usually with wh ile, as). While Liz w as preparing lun ch Frank w as w atching the ne w s.

• background inform ation. The sun was shining and the sn ow wa s melting slowly.

Prepositions of time on is used:

by = not later than You must have it ready by tomorrow.

ago refers to a period of time In the past starting from now They le ft an h our ago .

UNIT 03

"

Present Perfect Simple I have worked Have you worked? They haven't worked

He has run Has she run? It hasn't run

The Present Perfect Simple is used for: • an action which happened in the past but the exact time is not mentioned. I have visited Ital y twice in my life.

• an a ction which started in the past and continues up to the present (emphasis on the action) . I've had this car since 1998 (= I stil l ha ve it) • actions t hat were completed rec ently (usually with j ust). She 's j ust finished cooking.

• before days and dates on Sunday on 14 July on Christmas Da y • with the expressions : my binhday, a sum mer night, a Friday evening etc.

Time expressions just, yet, already, ever, never, how long, for, since, recently; lately, once, twice etc .

in is used: • before months, seasons, years, centuri es in June in spring in the 19 th cen t ury

in 2001

• before periods of the day in th e m orning/aftern oon/evening

at is used: • to show the exact time at nine o'clock

at half past ten

• wit h the expressions: the age of. Christmas, Easter, night, noon, midda y, m idnight, the w eek en d

for + a period of time (to show how long something lasts) She waited for hours.

during + a definite period of time During 1999 cenain events changed m y life. You must be quiet during th e lesson .

from + a point of time to/until + a point of time She works from 8 :00 am to/until 4:00 pm.

Present Perfect Progressive I've been wo rking He has been running Has she been running? Have you been working? They haven't been working It hasn't been running

The Present Perfect Progressive is used for: • an action or situation which started in the pa st and continues up to the presen t (emphasis on the duration) . Tom 's been listening to music for hours.

• an ac tion w hich happened over a period of time in the past and may ha ve fini shed, but its results are obvious in the present. I t 's been r aining h ard. The ro ads ar e still w et.

Time expressions for, since, how long, all day/week etc.


111

reference NOTES:

for + period oft ime s ince + point of t ime I've been living here for ten years. I've been living here since 19 92. have been = have visited an d come back They've been to Paris already. have gone = have not returned yet They aren' t here; they've gone to the market. 0

o

The com parative form of adjectives or adve rbs is used when w e com pare tw o pe op le, a nimals, t h ings or s ituations .

The superlative form of adject ives or adverbs is used w he n we com pa re one person, an im al. thing or s it uat ion w it h several of the same kind. Wha les are the b iggest an imals in the world.

less

o

good/well bad/badly much/many lit tl e far o

Superlative best w ors t most least furthest/farthe st

The com paratives a nd su perlatives of one-syllable adject ives and adverbs are formed by addin g t he e nd ings -er a nd -est .

n ear-n earer-nearest Th e comparative s and su pe rlativ es of adj ectives a nd a dverbs w it h three or m ore sy lla bles a re for med w ith more/most + adj ectiv e/adverb. b eautiful-m ore b eautiful-most b eautiful com forta bly-more com fortably-most comfortably

o

+

a djective/adverb

+

t han

She's much prettier than her fri end Sally.

.

Future Will He 'll run Will she run? It won't run

I'll work Will you work? They won't work

The Future Will is used for : o

pred icti on s Sh e 'll p ass the exam .

• promises I'll never do that aga in .

offers I'll drive yo u to th e sta tion .

ta ll- ta ller -tallest o

as

NOTE: To em phas ise a compa rative we use the words much, a lot an d far.

o

Irregular forms Comparative better worse mo re less further/farther

+

H e 's l ess ta lented than his fa ther .

It 's th e m ost exciting experience I've ever had . Positive

adjective/adverb

UNIT 04

Mary is shorter than Su san . Th i s b ook i s more interesting than the on e I r ead last week. He dri ves m or e carefully than h is brother. o

+

H e 's not so/as talented as his father.

Comparisons o

not so/as

Some two-syllable adjectives a nd a dverbs form the comparative and superlat ive wi th -er/-est and some ot he rs wit h more/most + adject ive/ adverb. h appy-happier-happiest useful-more useful-most useful early-earlier- earliest slowly-mor e slowly-most slowly

o

t hreats I'll punish you if yo u say that a ga i n.

o

on-t he-spot decisions I won 't b uy it; it's too expensive.

Future Going to I'm going to work Are you going to w ork? They aren't going to work

He 's going to run Is she going to run? It isn' t going to run

The Future Going to is used for : o

future plans Ron is go i ng t o study astronom y.

o

predict ions base d on evidence Wa tch tha t runn er ; h e 's g oing to w in th e r ace.

Future Progressive I'll be working Will you be w orking? They w on' t be wo rkin g

He ' ll be running Will she be running? It wo n' t be running

The Future Progressive is used for: o

ac tions that w ill be in progre ss at a specific time in the future . We11 b e driving to Lond on at noon tomorrow .

Other forms of comparison o

as

+

adj e ctive/adverb

+

as

H e 's as talented as his fa ther.

112

Chann el your English

Future Perfect I'll have worked Will yo u h ave worked? They wo n't have worked

UNIT 05 He ' ll have run Will s he have run? It wo n't h ave r un

The Future Perfect is used for : • actions that w ill be completed befor e a specific time or another ac tion in the future . He~l h ave fin i shed r eading the book before you

arrive tomorrow. NOTE: We never use the Fut ure Will or Future Perfect in time clauses. We use t he Simple Pres ent or the Present Perfect. When I get home, 1'1/ call you.

...'

Defining Relative Clauses Defin in g relative clauses give information w hich is needed to und e rstand the m eaning of the sentence . Th ey a re not separated fro m t he ma in clause by comm as . They a re introd uced by rel ati ve prono uns/a dverbs . • Who refers to people . Sh e 's the g ir l w ho lives n ex t d oor .

• Which refe rs to t hings, an ima ls a nd ideas . Th e book w h ich yo u bo ught is on the desk . • Th at can be us ed in stead of who/wh i ch. The p erson that informed m e is a friend.

• Whose is used to refer t o po ssessions .

Must / Have to / Need

Th e m an wh ose car wa s sto len is a travel age nt.

Expressing obligation/necessity

The hotel w h ere we stayed wa s lux urious.

• Must is used w he n we persona lly feel t hat so met hing is the rig ht thing to do. 1 must tell her the tr uth .

• Have t o is used w hen we are obliged to do so mething. We have to be at sch ool a t 8: 00 am . • Need is used whe n it is necessary to do something. I n eed to have a re st. NOTES: • Had to is used to express obligation in the past. I had to study hard when I was at college.

Will have to is used to express obligation in the future. We'll have to stay late because there's a lot of work to be done.

• Where refers to places . NOTES: • Who, which a nd that can be omitted if the y refe r to the object of the sentence. They ca nnot be omitted if the y refer to t he subje ct of the sen te nce. Whose a nd where cannot be omitted. The book (which) you lent me was boring. The book which is on the shelf is quite old. Prepos itions usu ally appear at the end of the relative clause. The relative pronoun (who/ which/ that) can be omitte d. The chair (which/ that) I a m sitt ing on isn' t very comfortable.

Non-Defining Relative Clauses

Expressing prohibition

Non-de fining relative clauses g ive extra

• Mu stn't is use d w hen we a re not allowed to do som et hing .

infor m ation about t he person, thing or idea they refe r to . Th ey are always separated fro m the main cla use by com mas . They a re introduced by re lative pron ouns/adverbs, w hich cannot be omitted .

You m ustn 't park h er e.

Expressing absence of obligation/necessity • Don't h ave to, d on 't n e ed t o a n d n e edn't are

used w hen it isn't nece ssa ry to do so met hing . You d on 't h ave to go if yo u don 't wa nt to. Sh e ne edn 't cook. We 've had dinn er al rea dy.

• Didn't have to and didn' t need to are us ed w hen it was n' t nece ssary to do so met hing in t he past. It w as q ui t e w arm, so we didn 't have/ne ed to turn th e heater on .

NOTE: Need can be a main verb or a modal verb. When it is a main verb, it is fol lowed by to + base form. It can be a modal verb only in the inte rrogat ive and negative form of the Present Simple and it is followed by bare infinitive. Need you go out? I need to go out. Do I need to go out? I needn't go out. I don't need to go out.

• Who refers to people . Mr Brown w ho is our biology teach er, is quite old. • Which refers to t hings, animal s, ideas. Our car, w hich cos t us a l ot, k eep s br eaking down . • Whose is used to refer to pos sessi ons . My f riend Fi on a, w hose fath er wa s a f amous scientist, is com ing to visit us next week. • Where refers to plac es. Paris, w h ere we spent our honeymoon, is a lovely ci ty.

NOTES: • That ca nnot be used in non-defining relative cla us es. • Pre pos itions usual ly appea r at the beginning of non-deflntng relat ive clauses an d a re followed by relative pronouns. This cupboard, in which I keep my oId toys, hasn 't been cleaned for ages. Channel your English

1 1 ..,

reference .~:

UNIT 06

Zero Conditional The Zero Conditional is used to express general truths.

If-clause

Main clause

If + Present Simple - . . Pr esent Simple

If you press the red button, th e machine starts .

Conditional Sentences Type 1 Conditional sentences type 1 are used to refer to situations which are possible in the present or future .

If-clause

If + Present Simple

Main clause will/must/should/can/may + base fonn

<

. Imperative

If we get there on time, we won 't miss th e beginning of the film . If you go to the con cert, you may get an autograph. If you see John, tell him about my party.

Conditional Sentences Type 2 Conditional sentences type 2 are used to refer to situations which are imaginary or unlikely to happen in the present or future .

If-clause

Main clause

If + Pa st Simple - . . w ould, could, might +

base form

If I had more money, I would buy a bigger house. NOTES: • We may use

when instead of ifin

the Zero Conditional. When you press the red button, th e machine starts. • In cond it ional sentences type 2 were is often used instead of was in t he if-claus e . If I were rich I would live in a luxurious house. • Unless can be used instead of if.. . not... in a ll conditional sentence s. I won 't buy this car unless you agree (=ifyou don 't agree). • Condition al sentences type 2 are also used to express an opinion or t o give a dvice. If I were you, I wouldn 't buy it.

Articles

wan

The indefinite article is used before singular countable nouns when we refer to th em in the ir general sen se or when they are mentioned for the first ti m e.

114


An architect designs buildings.

Sh e received a parcel yesterday. The definite article the is u sed before cou ntable and uncountable nouns when w e refer to: • som ebody/so met hin g already mentioned She is on a business trip. The trip will last three days. • unique things The Moon revolves aroun d th e Earth . • somebody/somet hing specific The rain caused m any problems . • the su perlat ive degree of adj ectives/adve rb s He's the best student in class.

• seas, rivers, oceans, des erts the Mediterranean Sea , the Pacific Ocean • groups of islands. mountain range s, count ries in the plural the Alps, the Canary Islands, th e USA • nationalities (when we refer to the whole nation) the English • family names (when we refer to the whole family) The Smiths are visiting us tonight. • name s of hot els, re staurants, theatre s, cinemas , newspapers the Rex cin ema, th e Times, the Shangri- La restauran t. • musical instruments Sh e plays th e violin. The definite article the is not used when w e refer to: • names of people , streets, islands, mountains, cities, count ries, cont inents Mandy Brown, Malta, Everest, Madrid, Asia • day s an d months on Frida y, in Jun e • uncountable or plural co untable nouns in the ir general sense Cats like milk. • magazines, sports, games, colours, lang uage s (when t he word language does not follo w), school su bjects I lik e volleyball. My favo urite colour is blue. Does h e speak Spanish ? • abstract nouns Love is a beautiful thing.

• me als What shall we h ave for dinner ? • the w ords: h ospital. school, w ork, home, bed, ch urch prison, university, when they a re used for the purpose for w hic h they exist . Mark h ad an accident an d was taken to hospital.

UNIT 08

UNIT 07

Had Better

Past Perfect Simple I had worked Had you worked? They hadn't worked

He had run Had she run? It hadn't run

.......

-~-~~-_

The Past Perfect Simple is used for: o

an action which had already happened before a specific time or another action in the past. After I had read the book, I lent it to Joan. She had finished work by 6:00 pm.

Past Perfect Progressive I had been working He had been running Had you been working? Had she been running? They hadn't been working It hadn't been running

The Past Perfect Progressive is used for: o

an action which had been going on for some time before another action or a specific time in the past. We had been waiting for hours when the bus finally arrived.

Time linkers • While and as are used to link two past actions which were happening at the same time or to introduce the 'longer' of the two actions . They are commonly used with the Past Progressive. AslWhile she was doing her homework, her b:other was watching a film . AslWhile I was waiting for a taxi, it started to rain. • When, after, before, until, as soon as, by the time are used to link two past actions, one of which happened earlier than the other. We often use the Past Perfect for the action which happened earlier. After she had passed her driving test, she bought a car. As soon as she realised she had lost her wallet, she went to the police station. By the time we arrived, the play had started.

Had better is used to show that something is advisable. It refers to the present or future, not the past. It is followed by infinitive without to. Its negative form is had better not. In spoken English the short form is commonly used (I'd better, you'd better etc.). You'd better ask a doctor about it.

Would Rather Wouldrather is used to express preference . It is followed by infinitive without to and than. Its negative form is would rather not. In spoken English the short form is commonly used (I'd rather, you 'd rather etc.). I'd rather listen to pop music than rock music.

Should / Shouldn't We use should/shouldn't + bare infinitive to: ask for and give advice Should I stay or should I go? • express an opinion She should tell her mum about it. o make a suggestion Shouldn't we discuss it with the boss first? o express mild obligation You should go to work on time. o

NOTE: Should/shouldn't to the present or future.

+ infinitive refers

We use should + have + past participle to: express regret about something that didn't happen in the past I should have told the truth. • criticise somebody's behaviour You should have been more careful. o

We use shouldn't + have + past participle to: • express regret about something that happened in the past and was wrong I shouldn't have bought that old car. NOTE: Ought to can be used instead of should in all the above cases.


1.1.5

Grammar reference UNIT 09

'

Expressing possibility • may/m ight + ba se form expresses possibility in t he present or fu t ure . I m ay/migh t go to Sally's party. • m ay/might + have + pa st participle expre sses . po s sibility in the past. Sh e might have overslept and gone to w ork late. • cou ld + h ave + past participle expresses po ssibility in the past w hich wa s not fulfill ed . They could have had an accident.

Making deductions • must + ba se form expresses ce rtainty t hat somet hing is true . He must be at work righ t no w. • can't + ba se form ex presses beli ef t hat so methi ng is impossible , Th at can 't be Tom ; h e 's n ot in to wn . • must + h ave + past participle expresses ce rtainty that so meth ing happened in the past, The y mus t have seen the robbery outside th eir h ouse. • can't/couldn't + have + past participle expresses ce rt ainty that something didn't happen . The y can't have h eard th e doorbell; they were out.

Although / Even though In spite of / Despite Although, even though, in spite of and despit e are used to in troduce an id ea w hich is in contrast with the idea t he m ain clause expresses , Although and even t hough are followed by a clause (su bject + verb). Alth ough/Even th ough it was raining, we went out. In spite of a nd despite are follow ed by a noun, a pro no un or a n -ing for m . In spite of/ Despite the rain, we went out, In spite of /Despite being sick, Phil w ent to work ,

UNIT 10

a:

Passive Voice I The Passive Voice is used: to emp hasise the ac t ion ra ther than w ho or w hat is re sp onsible for it,

116

Cha nne l your EngliSh

The Passive Voice is formed : w it h the ve rb be in t he appropriate form and the past participle of the main ve rb , Present Simple He is paid I a m call ed Are you called? Is she paid? It isn't paid They aren't ca lled Past Simple I w as ca lled He was paid Were you calle d? Was she paid? They w eren't called It wasn't paid Present Perfect Simple I' ve been ca lled He 's been paid Have you been called? Has she been paid? They haven't been called It hasn't been paid Past Perfect I'd be en calle d Had you been ca lle d? They hadn't been called

Simple He 'd been paid Had she been paid? It had n't been pai d

Future Will He 'll be paid I'll be ca lle d Will you be ca lled? Will s he be paid? They w ill be ca lled It won't be paid Modal Verbs He may be paid I can be calle d Should you be ca lled? Must she be paid? It can't be paid They mustn't be ca lled

Man dy was fired yesterday. Our h ouse has been broken into twice . NOTE: When we want to m enti on who or

what is re sp onsible for the ac t ion, we u se t he agent (by + noun). The book was writ ten b y a young author.

Present Participle Participle Clauses The Present Participle (base form + -lng) is used in Participle Clauses: • to replac e a t ime cla use (when , wh ile , after etc .

+ subj ect + ve rb) Reading th e report, I noticed th ere were some mistak es . • to replace a clause of reason (because , as, since + su bje ct + ve rb) Being ill, I was un able to go to wo rk .

NOTES: • The negative form of the present participle is not + present participle. When a sentence st art s with a present participle, the subject of the participle is the same as the subject of t he verb in the main clause.

Not knowing what to do, the old lady called for help. (= Th e old lady didn't know w hat to do, so she called for h elp .)

Past Progressive I was being called He was bei ng called Were you being ca lled? Was she being paid? They weren't being called It wasn't being paid

Verbs with two objects Some verbs (give, offer, send etc.) usually take two object s in th e active voice: They offered Tracy some flowers.

UNIT 11

.•

Infinitives and -ing forms The full infinitive is used: • to express purpose She went out to buy some m ilk.

• after it

The passive vo ice can be formed in tw o ways: • indirect object (as subject) + verb be + past participle + direct object Tracy was offered some fl ow er s.

• d irect object (as subject) + verb b e participle + to + indirect object

+

past

Some fl ow er s were offered to Tracy.

+ be + adjective

it 's nice t o h ear you 11 be back soon.

• after too and enough She is too busy to ta lk to yo u now. He's not tall enough to reach the shelf

• after certain verbs (want, would like, hope, decide, plan, advise, offer etc.) They've offered to help us with o ur project.

• after question words (who, w hat, ho w etc .)

UNIT 12

Causative The ca usativ e is u se d w hen we do not do something ourselves, b ut we arrange for somebody else to do it for us. su bject

I don't know what to do.

The bare infinitive is used : • after modal verbs (can, may, m ust, shou ld et c.) You should pay the phone bill today.

• after the verbs let and make in the active voi ce My mother makes me study at the weekend. • after wo uld rather and had better I'd rather stay at home tonight.

The -lng form is used: • after ce rtain verbs (avo id, enjoy, love, hate, suggest, consider etc .) 1 l o v e going out on Saturday evenings. • after certain expressions (how about, it's no use, it 's n o good, t here's no point in etc.) There's no point in telling her about i t . • after prepositions (for, about etc.)

.

+

have/get

+

obj ect

+

past participle

Present Simple : I have my car serviced. Present Progressive: I'm h aving my car serviced. Past Simple: I had my ca r serviced. ", _ Past Progressive : I was having my ca r serviced . Future Will: I' ll have m y car serviced. ' Present Perfect Simple: I've had my car serviced. Past Perfect Simple: I had ha d my car serviced . Modal Verbs: I m ust have my ca r serviced . NOTES: • The interrogative and negative forms of t he Presen t Simple and the Past Simple are formed with the auxiliaries do/does and did.

H ow often do you h a v e your ha ir cu t? Sue didn 't have her hair cu t yesterday. In informal langua ge we can use get instead of have. I m ust get the TV set repaired .

We're th in k ing about moving house.

Passive Voice II . Present Progressive I am being called He's being paid Are yo u being ca lled? Is she being paid? They aren' t being ca lled It isn't being paid

Infinitive of purpose For + -ing form Purpose is expressed w ith : • full infinitive She went out to b uy a newspaper.

• for

+

-in g form

We use this knife for cutting b read. Chann el your English

117

Grammar reference t om orrow -+

Reported Speech Reported Statements • Reported Speech is used when we report what somebody said without using their exact words. We use a reporting verb (usually say or tell) and th at before the reported statement. That can be omitted . • When a sentence is changed into Reported Sp eech, pronouns and possessive adj ectives change ac cording to the meaning of the sentence. M y sister always says, " You can 't take m y CDs. " My sister always tells m e that I can 't take her CDs.

• When the reporting verb is in the Past Tense. we usually make the following chan ge s: Present Simple -+ Past Simple Sue said, "I need a new pair of trainers. " She said that sh e needed a n ew pair of trainers. Present Progressive -+ Past Progressive Bob said. "I 'm writing the report. " Bob said he was writing the report.

Past Simple -+ Past Perfect Simple Lynn said, "M um made a cake." Lynn said h er mum had made a cake . Present Perfect -+ Past Perfect Joe said, "I've finished doing my homework." Joe said he had finished doing his homework.

will -+ would Mark said, "I'll l et yo u know soon ." Mark said he would let me know soon.

can -+ could H elen said, "I can finish that later ." Helen said she cou l d finish that later .

m ay-+might Frank sai d, "I may Iind some free time. " Frank said he might find some free time.

must -+ had to I said, "I must get back home early." I said I had to get back home early.

today -+ that day Phoebe said, " We'r e having pizza for l un ch today. " Phoebe said they were having p izza for lunch that day.

yesterday -+ the previous day / the day before Dad said, "I bo ught the tickets yesterday." Dad said h e had bought the tickets the previous da y.

118

the next day / the following day

Fay said, "I 'm visiting my grandparents tomorrow. " Fay said she was visiting her grandparents the following day.

last w eek, month etc. -+ the previous week, month etc. / the week, month ete. before Dave said, "I met her last year." Dave said he h ad met her the p re vi ous year.

next week, month etc. -+ t h e following w eek, month ete. Leo said, "I'll take the exam next year." Leo said he would take the exam the following year.

NOTE:

The Past Perfect and the verbs

coul d. might, shoul d, wo ul d and used to do no t

change in Reported Speech.

Reported Questions • We usually introduce Reported Quest ions with the reporting verbs ask, wonder and what to know.

• Reported questions follow t he word ord er of affirmative sentences. " What did you say?" he asked.

He asked me what I had said. • If a direct question begins with a question wo rd. the reported question also be gin s w it h t he same question wo rd . " What are you doing?" she asked. She wanted to kn ow what I was doing.

• If a direct question doe s not begin wi th a

q uestion word, the reported question begins with i f or whether. • "Are yo u going to the party?" he asked. He asked me if I was going to t he pa rty. • When we change questions from Direct to Reported Speech, pronouns, tenses, adverbs etc. change in t he same w ay as when we report statements.

Reported Commands and Requests • We commo n ly u se tell when we report co mmands and ask w hen we report reques ts. • The Imperative changes to full infinitive or not + fu ll infinitive.

this morning, year ete. -+ that morning, year etc.

"Stay there, " the man said. The man told me to sta y there.

Liz sai d, "I haven't been abroad this year." Liz said she hadn 't been abroad that year.

"D on 't take this away, " she said. She asked me n ot to take that away.


NOTE: Instead of sa y and tell we ca n also

use so me ot her reportin g ve rbs : o refuse, promise, agree + full infinit ive o suggest, admit, deny + -ing form o advise, order, remind + obj ect + full infinit ive

UNIT 14

l

Unreal Past Sometime s w e use the Past Simple w hen referring to the pre sent or future . This is ca lle d Unreal Pa st. o wish / if only + Pa st Simple: t o mak e a w ish abo ut a present s it uation we w ould like to be d ifferent. I wish I had th e m oney to buy this car. o would rat h er + Past Simple : to ex press preference w hen there are t w o di ffe rent su bject s t o ask som ebody to do somet hin g different from w hat is being done I'd rather you didn 't use my phone. • it 's time + Past Simple: complain, criticise or expres s w hat we think s hould be done . It 's time you had your h air cut.

UNIT 15

Conditional Sentences Type 3 If-clause Main clause If + Pa st Perfect ______ w ould, could, might + past participle

Conditional senten ces type 3 are used: o to talk abo ut im agina ry/unreal sit uations in the past If I had finished earlier, I wo uld ha ve let you know. • to express regret If I had been m ore care ful, I wo uldn 't have had an acciden t. • to criticise If you had told th e tru th. you wouldn 't have got into trouble.

Wish / If only

+ Past Perfect

We u se wish / if on ly + Pa st Perfect to express reg ret abo ut somet hing that happened or d idn't happen in t he past. I wish I hadn 't bought this car; it keeps breaking down . If only I had th ou ght abo ut it earlier.

NOTE: In Unreal Past we usually use were instead of was.

Clauses of Result To express result we use: o so + adj ectiv e / adverb + (that) Th e room was so cold th at we turned on th e heater. o such + (a/an) + (adj ective) + n oun + (that) It was such a successful book that it became a best se ller. This restaurant serves s uch good food th at it 's always full. NOTES: We say so + m uc h/many, but suc h a lot of • That cart be omitted especially in spoken English. 0


119

UNIT 2

UNIT 1

Nico le:

Laura:

Sarah:

120

Well, for me, riding th e perfect wave i~ like living your life on the edge. I've been doing this practically all my life. It 's an amazing feeling balancing on your board and watching th e shore rushing towards you. This sport takes dedication, a lot of hard work and practice if you want to get the hang of it. Once you do though the feeling is unbeatable. You need to be stro ng and have good baian ce too . A great advanta ge of th is sport is that you can meet cool guys altho ugh most of the m think you're no good because you're a girl. I enjoy proving to them how wrong they are. Since I live near the beach I try to go t here even in th e winter. My mates get so annoyed when we go there to hang out and I rush off to catch that perfect wave instead. Last year my dad and I wanted to tr y someth ing different so we gave it a go. My first lesson was bri llia nt. I'd be lying if I said it wasn't frighten ing. But th e more we went the more I enj oyed it and forgot about my fear. I started taki ng off from small hills but now I go for greate r heights. I feel more confident and I love the sense of freedom and adventure you get, You have a bird's eye view of the world and the sea looks magnificent from up there . You definitely need to be fit because there's a great deal of climb ing involved. This sport isn't as dangerous as people t hink. All you have to do is avoid t rees and hope for a crash-free landing. Ha, hal So far, I haven't had any accidents. Unfortunately, this sport isn't good for meeting guys because they're mostly older than I am. My friends thin k I'm crazy for wasti ng my weekends on it but I love it! At fi rst I didn 't take it serio usly. I sta rted it t hree years ago to learn self-defence but now I'm even competi ng. Just recently I won a medal. Although it's fu n, it's also a lot of hard work. I train five times a week. This sport is a form of marti al art, like karate or judo where you have to kick , punch or throw your opponent on the floor in order to win. As it's a contact sport, it can be quite dangerous and you can hurt yourself pretty badly. I inj ured my shoulder last year. Going home with bruises, broken bones or strained muscles is someth ing I've got used to. I feel that this sport has done a lot for me. I've become more confi dent and I feel better about myself. I've made loads of friends here at the club and the guys don't treat us diffe rentl y because they know we're just as good.


Interviewer:

Nic k: Jill: Interv iewer:

Nick+JiII: Interviewer: Nick:

Inter viewer:

Jill:

Interviewer:

Jill:

Nick: Interviewer: Jill:

Interviewer:

Nic k: Jill: Nick: Jill :

Good evening, ton ight we have with us quite a remarkable couple, Jill and Nick Robertson... Hello. Hi. Now, let me get th is straigh t. You spent the whole of last year in a hut, in the Antarcti c, with below zero temperatures and with winds of up to 300 kilometres per hour. You must have amazing strength, will, and determinatio n to do thi s, or are you j ust crazy? Ha, ha, ha... No really, what gave you the idea to do such a thing? We saw an art icle in a magazine about other couples who had been there. There was an e-mail add ress at the bottom, so Jill sent for more infor mation and that was it, we were hooked... The question is, though, why on earth would you want to do something like th at ? I hate it when people ask that. People are always asking me and I jus t answer, 'Why not?' I mean, it's all about adventure. You can say that again! But surely it was dangerous. Weren't you scared at all? A bit, but before we left we had a training course which we both enjoyed very much. It taught us about surviving in sub-zero condit ions. The worst danger we discovered was falling into holes in th e ice... t hat 's not much fu n, as Nick found out. Don't remind me. Did you have any contact with the outside world? The hut had a satellite communica tion device, but we couldn't make it work all the t ime and when we did it was diff icult to get a signal, so we gave up trying to use it. So you didn't see anyone else for a whole year. Well, there was that ti me when... Oh yes, of course. One night we were having our dinner... Tinned salmon again. ...and there was this funny noise. Nick thought it was ju st the wind but it was gett ing louder, as if it was getting... closer. Suddenly, the room was flooded with light from the window. I was quite fr ightened to be honest with you. Then, there was this 'thud !'

Nick:

Jill: Interviewer:

Nick:

Jill: Nick : Interviewer:

I opened the door and found a box outs ide in the snow. I looked up and saw a helicopter flying away. They were passing nearby and someone told them that we were out there. They dropp ed us a box with newspapers. magazines and some fresh fr uit and vegetables. It was a lovely surprise. But th en they were soon gone and we were on our own again. You must have been terri bly lonely at times. And bored. The winter was the worst part , you see. it's dark for months at a tim e and we were all aione down th ere. there's no life whatsoever. Apart from two crazy humans... Ha, ha, tru e... Now. someone told me that in the Antarcti c... (fade out)

UNIT 3

1. Hi sis, am I calling at a bad t ime? I'm sorry t o bother you at work, but I really need to talk to you. No... no... it's got nothing to do wit h th e kids. It's Paulin e. you know. from next door. I just can't take it anymore. She's become so annoying. I mean. she j ust doesn't care what other s th ink. She behaves as if she is the only person in the world. Can you imagine she had a party last night in her back garden that went on till early in the morn ing? I couldn't get any sleep because she had the music blast ing all night long. It doesn't bother her in the least t hat people have to go to work the next day. My friends and I have parti es too, sis, but we care about the people around here... Of course I went over to t alk to her. but she was so rude... She actually slammed the door in my face... No I didn't , but if thi s continues. I'll have no other choice but to call the police.

2. Susan: Hey, John! How are things at home? John: Boring. You've got no idea what it 's like to have noone in th e house to talk to except your parents. Susan: Well. at least you've got t he room to yourself now. No more sharing. John: I know... It's j ust that the house is so empty now th at Matt's away at college. Susan: Don't worry! You'll get used to it. I had the same probiem when my older sister moved away. John: Just the other day I really needed his opini on on something. Susan: So why didn't you call him up? John: I did, but he wasn't there. Sometimes I feel like he has no time for his littl e brother with all t hat work he's got at Uni.

3. Adrian: OK, now. Will you tell me what's up with you? Millie: Oh, I cant sta nd th is new guy. Brandon. Adrian: Why? What's wrong wit h him? Millie: Well, he has t his know-it-all air and t hinks that everyone has to listen to him and follow his orders. Adrian: Really? I did n't get th at impression about him. Millie: Look. we've been tr ying to organise this school celebration for ages now and as soon as he got \ involved, he started criti cising us with an over-confident voice and making really rude comments. Adrian: I see what you mean, but... Millie: It 's ju st th at he can't accept that there's nothing really competitive in this celebration. It 's a j oint effort and it's really annoying having someone tell you what to do all the time . UNIT4

Speaker 1 I don't know what to say. I've only been at Farnham Hill for a few months. but I think I've settled in OK. The only problem I have is homework. I spend most of my free time marki ng. I discussed the matter with th e headteacher, but I seem to be the only one complaining . I don't have a problem with th e kids, they're OK. However, some of them seem to spend all th eir break time in the gym. They think every lesson should be PE. Speaker 2 It's all right I suppose. But I think I prefer my oid school. Probably because it was easier. I mean. the deadlines for proj ects we get are rid iculous. I spent the whole of this weekend tr ying to fi nish one - and I got a terrible mark. Is it worth it? I have to say the gym is a big bonus. although we aren't allowed in there as oft en as we'd like. How are we supposed to practise? One PE lesson a week is not enough. Speaker 3 Farnham Hill? It 's a great school. The teachers really know how to get the best out of stud ents . Three generations of my family went there and we all benefitted from it. Of course, nowadays it 's a lot different. The facilities are extre mely good. There's a computer room. a swimming pool and a full y-equipped gym. We didn't have all that in my day, you know. UNIT 5

Luke: So what was the film like? Ellen: I must say it was better than I thought it would be. Luke: Was it anything like th e book? Because th at was fabulousl Ellen: Well. th at was the best thing. All th e actors, setti ngs and that were just how I had imagined the m.

Channel you r English

121

Li tenin

Transcri ts

Luke: Tell me more. What was Hogwarts like? I saw a bit Ellen: Luke: Ellen : Luke: Ellen: Luke: Ellen :

Luke: Elle n: Luke : Ellen: Luke : Elle n: Luke : Ellen:

Luke: Ellen :

Luke: Ellen: Luke: Ellen: Luke : Elle n: Luke: Ellen: Luke:

on the trai ler. Brilliant. Do you thi nk they used a real school? They didn't. I read about it on t he Net. So? Was it all filmed in a studio? Actu ally, they used lots of different sites around England. Oh! So they did use real places. Yes, the castl e grounds around Hogwarts were fi lmed at Alnwick Castle . That's where Harry learns to ride his broomstick. Really? I went there once with my parents when I was little. Well, it was huge! I know, it 's the second largest inhabited castl e in England . You mean people live th ere? Yep. And th ey've made other films there too, like Robin Hood. Oh, I thought I'd seen it somewhere before. What about the Hogwarts Express? The train? Well, they used the station in a village called Goat hland, which is somewhere in Yorkshire and t he steam train was from the old West Somerset Railway. Tell me about inside the school. The classrooms, the Main Hall? They must have used special effects to make the enchanted ceiling, i supp ose. I do know tha t some of the school scenes were fi lmed at Gloucester Cathedral, where th ey used some of the st udents from th e school next to the cathedral as extras. Wow! Imagine being in the Harr y Pott er fi lm. Did the extras get to play Quidd itch? No, they were just in the background , around the school and in classes. What about the sta dium at Hogwart s? You know, where they play Quiddi tch... I'm not sure. A lot of it was fi lmed at Leavesden Studios. So they might have done it th ere. With computer graphics and st uff . Yeah. The fi lm was full of great special effects. That 's it ! I'm going to see it tonight. I'll come with you! Again? It must be good!

UNIT6 Kelly: Good evening. Tonight on "Green Talk" we have an

environm ental specialist with a different point of view. Dr Carl Olsen. Welcome, Carl. Ca rl: Thank you, Kelly. Kell y: So, Carl, let me get th is stra ight. You believe there's nothing wrong with the environment. Ca rl: No, no. People often make th is mistak e. I'm not saying there are no problems, but they are not as serious as some environmenta lists will have you believe.

Kell y: So, you're against environmenta lists? Carl : It 's funny you shou ld say that. You see, I used to be

a strong green supporter. Kell y: Really? What made you change your mind? Car l: One day I read an article which argued that the

Kelly: Car l:

Kell y:

Car l:

Kelly :

Carl:

Kell y: Ca rl:

Kelly :

environment was doing better than ever. I was so angry that I decided to prove it wrong. But afte r I'd done quite a lot of research, I realised the person who wrote it was actual ly right. What do you mean? Well, everybody seems to believe that we will run out of fossil fue ls. That's nonsense! In fact, it's unl ikely that we'll continue using fossil fuels in the fut ure. The oil age wont end because we will run out of oil, but because we'll be using more of the alternative sources of energy, like the sun, wind and sea... I see. What about pollut ion? It seems to be a big problem in lots of cit ies, what with the burni ng of fossil fuels, cars, indust ries... I thin k that the air and water are becomi ng less and less polluted. Many countries have done a lot to reduce pollution and thi s has considerably helped solve the problem. Right. But surely global warming is a threat to our environme nt. If the climate becomes warm er, the ice on the Poles will melt , t he level of th e sea will rise and we'll have floo ds. Don't worry Kelly, we're not going to drown. The temperatu re is rising, I'm not saying it isn't. It's increasing between 2 to 3 degrees Celsius, not 5 degrees as some people like to believe. Besides, it will fall once fossil fuels are replaced. . Yes, but by the t ime that happens, the environment will be a lot less green. It might sound funny to you, but global warming will actu ally make the Eart h greener. There's proof already. And contrary to what others believe, human health could also improve from this climate change. More people die from cold weath er than from the heat. Isn't th at so? You've got a point there Carl, but I can't.,

UNIT 7 Narr ator: The Speckled Band, by Arthur Conan Doyle.

A young woman asks Sherlock Holmes to investigate t he mysteri ous death of her sister, who died at Dr. Roylott 's house. Before she died, the only th ing she could say was "The speckled band!". Holmes and his companion Dr Watson visit Dr Roylott's house, a place full of wild animals. When we left them in last week's episode, they were inside the house, quietly waiti ng in the dark. This week is the last episode, in which Holmes reveals who t he murderer is and uncovers the mystery of the speckled band... Holm es: Listen, Watson! You see it, Watson? You see it? It's on the bellrope. Aaaaaaa!

atson: I can 't see anyth ing, Holmes . mes: It must have gone back th rough the ventilator. atson: What went th rough the vent ilator? oice: AAAMAA RRRRG GGHH!! olm es: It's al lover. Perhaps it's for the best. Come , Watso n, we sha ll ente r Dr Roylott's room . atson: Oh dear, is he... Holmes: Yes. A te rrible way t o go, but he was a mu rde rer af te r all. Wats on: What's t hat th ing arou nd his head ? Holmes: That, my dear Watso n, is th e speck led band . It 's a swa mp add er, India's most poisonous snake. He died alm ost instant ly. Wats on: But how on ear t h did you know, Holme s? Hol mes: Well, I knew th at someth ing was goi ng to come t hrough t hat venti lator because of t he bellrope. Watson: I'm not sure I follow you. Hol mes: The bellrope t hat I hit wit h my ca ne is use less. When I pulle d it, not hing happened. So why is it t here? Watson: So someth ing coul d climb down it. Hol mes: Exactly, Watson . And land on the bed to attack its vict im . Wats on: But how did you know it was a snake? Holmes: Well, it was obvious. Roylott had a knowledge of Indi an wildlife so , he knew t hat th e poison fr om t his sna ke can not be discove red in t he victim's bod y. Watson: I see . The perfect wea pon. Holmes: When I hit t he swamp adder with my cane ... Wat son : ...it climbed back t hrough th e vent ilator and bit its owner. Holmes: Precisely! The murderer was killed wit h his own te rrible wea pon , so t here is nothi ng to fee l sor ry ab out .

UNIT 8 Narrator : And now, I hope you've got your pencils ready because it 's t ime for our weekly quiz. This week, 'Are you a pee r pressur e vict im?' Let's f ind out... .

Number three. You have a f riend who's not very clever. He reall y needs to pass next wee k's maths test . He as ks you if he can sit next to you and copy fr om you. What do you do? Do you... a. pretend you're ill so you m iss the test? b. let him copy off you? or c. offer to help him out by stu dyi ng toge t her? On to nu m ber fo ur. A girl in your class is runni ng for class presid ent. All your fri en ds are vot ing for her beca use she is popular. However, you know th at t he boy runni ng agai nst her would be a better leader. What do you do? a. Don't vote or get involve d? b. Vote for t he boy but tell all your f riends you vote d fo r th e girl? c. Decide to help the boy become class president ? Num ber five . You're out shopping with your friend. You t ry on a jacket which you think looks cool, but your fri end says it ma kes you look st upid. What do you do? Do you... a. buy it , but not wea r it when you go out wit h your fri end ? b. decide not to buy t he j acket because you tru st your f riend 's tas te in clot hes? or c. buy t he j acket beca use you like it? That 's it. Now add up your scores . 1 point for any 'a' answe rs, 2 points fo r 'b' an d no points for 'c'. I'll be back after this s hort co mmercial break to give you the resu lts. And now... t he res ults . If your sco re is between 0 and 3 poin ts, t hen you are not a pee r pressur e victim. You're not af raid to speak your mi nd and you usually do what YOU t hink is right. If your score is between 4 and 7 point s, you haven't got a big peer press ure problem . But th at 's proba bly becau se you avoid makin g difficult decisions and take t he eas y way out. Don 't be afraid to have an opinion so metimes. Right t hen , if you got bet ween 8 and 10 points, th en you've got a probl em. You t ry very hard to be acce pted . Unfo rtu nate ly, the result is peo ple take adva ntage of you. Try to be more self-confident.

Number one. A cousin of yours has come to visit. He's OK, but there's on e problem . He's so unfashionable it's em barrass ing. You 've mad e plans to go to a cafe wit h your fri end s. What do you do?-Do you... a. go to th e cinema with your cousin instead? b. stay hom e and watch TV with your cousin? or c. bring your cousin along to the cafe anyway?

That 's all from me. Next week 's quiz, 'Are you an Int ern et addict?' See you next week, bye bye.

Number two. Your parents have gone away for t he weeke nd so you're home a lone . Your mates want to have a party but you know your pa rents wouldn 't like it. Do you... a. invite a few fr iend s over fo r a qu iet night? b. invite loads of people over for a wild party? or c. tell your fr ien ds that a party's out of t he questio n and s uggest going out inste ad ?

Hell o folk s, Jim Wiseman here aga in wit h our come dy slot , whe re I give you all t he info on what 's go ing on in th e world of come dy. But let me start by te lli ng you so met hing t hat' s been bugging me for the last few days. There aren't many of us who do n't enjoy a good come dy, wh ethe r in th e t heat re, at the cinema or on television. We do have our prefere nces , of co urse, some peop le prefe r romantic comedy to blac k come dy, and young people naturally will

UNIT 9


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probably prefer kid comedies. Things like Home Alone , you know... Then, when t he theat re and television awards ceremon ies come round. people give credit and honour t he comedies. That is not the story. however, in Hollywood. Did you know that since World War II only one comedy has won the Oscar for best picture at the annual academy awards ceremony in Los Angeles? That was Woody Allen's Annie Hall in 1977. It's st range because th ere have been some excellent performances. In 19 81 , Ar thur was the smash hit of the year and, in my opinion, it didn 't face muc h competition . There were great performances by Dudley Moore and Lisa Minelli, but all it earned was a best supporting actor award for Sir John Gielgud. The same was true in 1992 with the wacky comedy Death Becomes Her, a very enterta ining box off ice smash. However, it did not receive any recognition. Probably the biggest injustice was the fil m Four Weddings and a Funeral. I mean, I haven't met anyone th at didn't thoroughly enj oy t hat movie, but it did not receive any award from the Academy. It 's not as if they don't honour comedians. Robin Williams is best known for his crazy humour, but when he received his Oscar, it was for a dramati c roie in t he 1997 fi lm Good Will Hunting. So, come on, guys, start giving the funn y people a break. After all, we have plenty of reasons to cry and it is much harde r to make people really laugh and enj oy themselves. Anyway, this week there's a new comedy which... UNIT 10 Fran k: Well, here we are on another 17th of March. Jerry: Yeah, another Saint Patri ck's Day parade in New York. Frank : Tell me, Jerry, how long have you lived in New York? Jerry: Let 's see. I'm 29 now and I came here when I was 21. Yes, it must be nearly eight years. Frank: And have you been working on the radio all that tim e? Jerry: Oh God, no. When I first got here, I did what nearly every Irish immigrant seems to do. Frank: What's that? You became a New York cop? Jerry: Come on now, Frank! Frank: But isn't there a history of Irish immigrants who came to New York and j oined the police force? Jerry: Of course, but that was about a hundred years ago. No, I worked in an Irish bar for six months until I got my first j ob in jou rnalism. Frank: I have to adm it th at Irish bars are th e best. But tell me, are the bars here iike t he ones back in Ireland? Jerry: They try to be, but it 's never the same. I think it might be the variety of people that go to t hem. It makes the atmosphere completely different. Frank: So, they don't make you feel like you're back home? Jerry: Listen, Frank, there are more than forty mil lion people here who say they are Irish, but they don't live like the people in Ireland do. They only think

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they're Irish because they go to bars or wear green. Frank: So, seeing everybody wearing green today, doesn't it make you feel more at home? Jerry: You're joki ng. Most Irish people wouldn't be seen dead wearing green, even on Saint Patrick's Day. Frank: Are you kidd ing? It 's the Irish colour. Jerry: Yes, for leprechauns, t he fairy people. But it's consider ed bad luck to wear it. And anothe r thing. Peopie in Ireiand never say 'Begorah', For some stra nge reason, when I tell people I'm from Ireland, they sta rt talking in a silly way. I thi nk t hey've seen too many old movies. Frank: I've seen those movies, too. You mean people don't ta lk like th at in Ireland? Jerry: Of course they don't, and not all men are called Paddy or Mick either. Frank: Anyway, the parade is moving off. We'd bett er get ready to let t he good old folks of New York know... UNIT 11 Speaker 1 It was really hard work and for the fi rst week my back was killing me. But I enjoyed it all the same. We were a lot of students working together and we stayed in a couple of dormitories at the back of the farm house. For th e fi rst few days we nearly ate as much "as we collected, but the n we sett led down to work and really enj oyed th e farmer's wife's home cooki ng. Speaker 2 It was really busy t here, especially at lunchtimes. And as it was a place where customers didn't sit for a long time, I was taking orders constantly. By the end of the day, my feet were killing me. I was on the go from when I got there until I left. The money wasn't that good, but we got to eat for free and we could also take home what was left at the end of t he day. Speaker 3 I st art ed really early in the morning. I had to tak e care of th e plants and trim the bushes. I had th e midd le of t he day fr ee because it was very hot. This gave me time to stud y and rest a bit. In the early evening I just used to have to water everything. It's great having a jo b th at gives you t he opportun ity to be outside most of the tim e. Mind you, it might not have been so much fun if the weather was cold. Speaker 4 I like being out and about a lot. so the job really suited me. Also, I loved the fact th at I could eat as much as I liked. But I must say, it got a bit boring after a while. Most of the customers gave me good ti ps, which was helpful because th e pay was bad. Of course, the custome rs could be really st upid sometimes, not giving clear addresses, th at sort of t hing.

c

UNIT 12

Bert: What I don't get, Andy, is how you can say you aren't interested in technology and at the same tim e you love Bond movies, I mean, th ey are really hi-tech, Andy: Bond? Bond is just fantasy, There' s not hing real about those movies, That 's why I love them, Bert: But, that 's where you're wrong, They're not fantasy at all, Andy: What are you on about? Are you saying that James Bond is real? Bert: No, I'm saying the gadgets were real. Andy: Are you sure? Bert: Yes, some governme nts used to insist that the ir spies wat ch every new Bond movie in order to get new ideas.

Andy: Bert: Andy: Bert: Andy Bert:

Andy: Bert: Andy: Bert: Andy: Bert: Andy: Bert: Andy: Bert:

Andy:

Bert:

Andy:

You're kidding! No, I'm not. And how do you know th is? I remember reading a magazine article about it. Is that all it said? No, there were othe r examples. A Japanese company produced a camera which worked underwater for Thunderbilll, which came out in 1965, This was a long time before you could get them in the shops, Yes, I remember the scene with that camera, Bond movies are full of tech nology, I suppose you're right, But that was ages ago. And what about Bond's personal pager in From Russia with Love? Oh yes, that little thing on his belt that went 'beep' when he received messages about his mission, Well, they hadn't been invented before that fi lm, But , somehow, th at was a believable gadget. What do you mean? I'm saying that in recent movies things have been just a little bit too far out , Oh come on, Andy, that's ridiculous , I mean, you've seen Goldeneye, haven't you? Well, what about the Think Pad? You know. Bond's mini-eomputer? Yeah, tiny little thing. The size of a book so it can fit in your pocket. but as powerful as any office computer. You can actua lly buy one in the shops now. That 's what I've been t rying to say. These things aren't just fantasy. I suppose you're right, but I still th ink...

UNIT 13

Interviewer: Actress:

every day and some of the scenes took ages to get right. It must have been wort h it in t he end, t hough. Defini tely. I think it's one of the highlights of my career,

2 Mmm, I thought it was great. The tickets were a bit expensive, but it was worth every penny... I know I could have got cheaper ones, but you can see so much better when you are close to the stage .., Yes, it was crowded. Lots of famous people were there. Guess who I saw?... No, it was an actor, someone we both like... That' s right, in the flesh. Can you believe it? I had no idea he was a fan of the group... Anyway, it all lasted about two hours or so. Everybody was in a state of frenzy, jumping up and down, shout ing... No, Jen didn't enjoy it much . She said people were pushing her and stepping on her feet all the time.

3 It's tru ly a work of art . The sto ry is quite inte resting and the music is wonderful, with some very catc hy songs. It 's a magical perfor mance with excellent acting and singing, brilli ant sets and special effects. But what I tru ly found amazing were t he extrao rdinary costumes t he dancers wore. There were some amazing designs and the colours were beaut iful. I th ink that without them the mus ical wouldn't have been half as good,

4 Roger: I can't believe that people can be so inconsiderate. Ethel : Calm down, Roger. They were only whispering. not shout ing. Roger: I'm not talking about th em. Ethel : Is it the person behind us talking on his mobile? I must say it is quite annoying. Roger: It has nothin g to do with that. Ethe l: Then what? Roger: Well, if only YOU'd let me fin ish. Just look at this place. It's a pigsty, Popcorn here, empty bottles there. Is this what we're paying for, Ethel? UNIT 14

Speaker 1 I couldn't live with out it. It' s the fir st thin g I turn on the morning. As I live on my own, it keeps me company, somehow. It also keeps me informed about current affa irs, which is essential in my line of work. And, of course, there 's my favourite seri es which is on at nine o'clock. It's just the ads that interrupt films that drive me crazy.

1 Interviewer: Actress:

Interviewer:

Actress:

Do you t hink the film is true to the book? Absolutely. I think a great job was done adapti ng the book for t he big screen and I'm proud to say I took part in the fi lm. Was the fil ming a lot of hard work? You bet. I was in make-up for three hours

Speaker 2 There are so many statio ns the se days it' s diffi cult to choose. I usually have it on while I'm doing j obs around the house. It can also liven up a boring drive to work in the morni ngs. It' s strange, but I actually enj oy the advert s j ust as much as the music, they can be so funny Channel your English

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sometimes. Then, ther e's the news broadcasts. They always keep me up to date on news and the traffic bulletin is very useful. Speaker 3 As I work at home, I find it useful for many reasons. For me, it gives th e most in-depth news and while I'm working I usually listen to music from all around the world. When the work's all done, it helps me with my leisure activities. I'm a film buff , you see. I can check out what's on at the cinema and th en find more information about the fi lm. I can even book ticke ts. Sometimes, the adverts that pop • up all th e tim e can be annoying, but I j ust ignore th em. 'Speaker 4 I like it because it gives you a daily report on diffe rent subj ects like politi cs, economics and sports. The weather report isn't always as accurate as it should be, but that' s not a big problem. My children love the cartoons and of course the gossip in the showbiz secti on that comes out on Saturday. I always try to solve the crossword while I'm on the train to work, but I never have the ti me to fi nish it.

UNIT 15 Speaker 1 What a nightmare! There I was in my seat, trying to make myself comforta ble when the captain announced that we were unable to take off because a passenger was missing. Thinking about it, I wish the plane had left wit hout him. Anyway, after half an hour the passenger was finally located and boarded the plane. Unfortunately, he sat in th e empty seat next to mine! For nine hours I had to listen to him babbling about his j ob and family. I tried to change my seat, but th e plane was full. Speaker 2 The check-in clerk told me that I had excess baggage and would have to pay a fee for security reasons. I was really upset because I only had five kilos overweight. I tried to reason with her, but as that didn 't work I demanded to see t he supervisor. In the end, I was told that if I didn't pay the fee I wouldn't be able to board the plane. I had no other choice but to fork out the money. To make things worse, I wasn't even given the window seat I'd requested. Then, when we landed in Geneva I had to wait for an hour to pick up my suitcase . Is this any way for an airline to treat its customers? Speaker 3 Since I had a long flight ahead of me, I asked for an aisle seat so I could move around easily without disturb ing th e others. I just can't sit in one place for too long, you know how it gets on the plane. Unfort unately the check-in clerk made a mistake and gave me a seat in the middle. It was awful! I had no leg room and what was worse, my seat was broken, so I couldn't put it down. I didn't get any sleep and my back was kill ing me. Not to mention the fact that I was squashed, sitti ng there between two passengers. The

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cabin crew were sympathet ic to my sit uat ion but they couldn't do anything about it. Speaker 4 We checked-in, got our boarding passes and went throu gh passport control. There was time to kill, so we decided to look around the shops and have a snack at th e coffee shop. Finally it was time to go. After waiting in the depart ure lounge for some ti me withou t knowing why, we were informed that boarding would be in an hour's time . We were quite worried, since we had a connecti ng flight to catch. The hour actually turned out to be t hree hours before the plane took off.

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