INTERMEDIATE TEACHER'S BOOK with Resources DVD Multi-ROM

-,

EMMA SZLACHTA

ALWAYS LEARNING . PEARSON

INTERMEDIATE TEACHER'S BOOK with Resources DVD Multi-ROM

CONTENTS Introduction ii Students' Book Contents 2 Teacher's Notes

Module 1: Identity 5 Module 2: Big Events 13 Module 3: Taste 21 Module 4: Houses 29 Module 5: Image 37 Module 6: Heroes 45 Module 7: Adventure 53 Module 8: Habitat 61 Module 9: learning 69 Module 10: Careers 77 Module 11: Inspiration 85 Module 12: Innovation 93 Culture Choice 102 Skills Builders 114 Student A and B Activities 121 Word list 122 Irregular Verbs 125 language Choice 126

Students' Book Audioscript 132 Workbook Audioscript 145 Workbook Answer Key 152

INTRODUCTION 1 THE COURSE Choices is a five -level course for secondary students, taking learners from Elementary to Advanced level. Choices Intermediate offers ninety-six lessons of core material but because of the in-built flexibility of the course, this could be extended considerably.

2 WHY CHOICE?

When you have an element of choice in what you do, you are more likely to be motivated, and motivation is fundamental for teenage learners. People have different learning styles and need to work in ways best-suited to them. The ability to make choices when learning is an important strategy in itself and is a crucial element of life-long learning skills which will become more and more important in the 21 SI century as technology and jobs change rapidly.

Teachers work in very different contexts (e.g. number of hours, facilities, equipment) with very different groups of learners (e.g. numbers in classes, previous learning experience, interests). Every teacher has his!her own ideas aboutlearning and teaching.

3 CHOICE IN CHOICES In an educational context, choice must be guided to avoid chaos in the classroom. Choices introduces these elements of guided choice:

Topic Talk Networks: Using a language is a creative activity and involves constant choice and options. Vocabulary networks provide guided choice by marrying functional exponents with lexical items.

Your Choice: These exercises give students the opportunity to choose between different topics to discuss.

Grammar Practice: Grammatical structures are first compared and contrasted, then students are trained in choosing forms that best express given meanings or intentions.

DVD Choice: This is an optional section with authentic video material that extends the lesson topic.

Listen or Watch: Target functional language is presented through dialogues which can be watched t!l!l!ll or listened to depending on the equipment available.

Listening Choice: The teacher can choose between two levels of difficulty in the listening COs. One is slower ( ), without accents. The other is faster and more natural ((11)}, with different regional accents. This feature gives the teacher a choice, depending on the level of the students, and the option of listening to the more difficult version after students have listened to the easier level.

Language Choice: This booklet, which provides options for extra practice related to new language and language reference, comes in a convenient, fold -out section at the back of the book.

Skills Builders: Teachers and learners have the choice of using this section while doing communicative tasks and when revising: it gives support in terms of both strategies and language, with examples of linkers, explained text models and model dialogues.

Language Review/Self Assessment: Students do language revision exercises, listen and check their answers and use a feedback guide to choose what they need to practise more.

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Learning Links: There are references throughout the book to extra activities which provide a further element of choice. At the end of each module, students are directed to further cultural input (Culture Choice at the back of the book), plus extra revision, practice and self assessment (in the Workbook!MyLab).

Culture Choice: These optional lessons at the back of the book include cultural input, literature, songs and projects. They are related to pairs of modules but can be done at any time. The extensive reading can also be done by students on their own and is a good way of introducing students to guided readers (see the Penguin Readers collection).

Online Skills (Workbook): These activities, developed by ELT technology specialists, develop information-handling skills and critical thinking within the context of the internet.

Sound Choice (Workbook): Different language learners have different problems according to their own language and according to their own personal difficulties. A short diagnostic exercise is followed by a choice of exercises on problem sounds.

4 APPROACH In addition to the learner-development features of Choices that are related to the central concept of choice, the course contains other key elements:

The strong content syllabus covers the key areas in the Common European Framework of Reference (CEFR), has systematic cross-curricular input and includes up-to-date and challenging topics. Each topic-based module is introduced in the Topic Talk, then the lessons include input on different thematic strands related to the main topic. In reading lessons, there are Learning Links to Online Skills in the Workbook that enable learners to find out more about the topic.

Choices not only provides systematic cultural input about English -speaking and other cultures but gives frequent opportunities for students to talk and write about their own culture, thus strengthening their own cultural identity. In main lessons, Your Culture spots relate the topics to the students' own culture. The six Culture Choices at the end of the coursebook have input about English-speaking culture and cultural awareness, literature (poems and stories) and songs, and My Culture Projects allow students to research information about their own culture and then talk or write about it.

Rather than establish a false dichotomy between vocabulary on the one hand and grammar on the other, the language syllabus in Choices integrates different strands of linguistic input in both grammar and skills lessons through a comprehensive focus on morphology, synta x, word grammar, lexical features, text grammar, functions, conversational grammar and phonology. Features in Choices that enable the course to cover this broad scope of language are: Vocabulary Networks: They combine key functional language with

useful lexical sets and enable students to talk about common exam topics in a personal way.

Sentence Builders: They focus on difficult areas of syntax which often cause students problems and systematically cover written linkers.

Word Builders: They look at lexical features such as prefixes! suffixes and mUlti-part verbs.

Text Builders: They cover text organisation and style in written language.

As in real life, where communication usually involves more than one channel at a time, ski lls in Choices are always developed together, For example, in the main skills lesson, there are always at least three out of four of the main skills: Oral Production: Every Topic Talk has an activity in which learners

can talk about their own lives, There are other such tasks in the main skills lessons and Speaking Workshops,

Oral Interaction: There are interactive speaking activities throughout the book, especially in the oral skills lessons and the Speaking Workshops,

listening (Watching): There are four or five listening tasks in each module with a wide variety of text types: monologues, stories, dialogues, interviews and radio documentaries, Watching tasks include TV documentaries, interviews, dialogues and a situation comedy TV programme, Pronunciation activities involve intensive listening with tasks to develop learners' ability to distinguish sounds, words and expressions, There is further listening in the Culture Choices and there is a song,

Reading: There is one major reading text per module and other shorter ones in the grammar lessons and the workshops, Text types include articles, book reviews, adverts, letters, notes, a postcard, websites, magazine interviews, a magazine letter page and blogs, There are also further reading texts in the Culture Choice sections (stories, poems and a song),

Writing: There is wr iting in every module, In odd-numbered modules, there is a focus on written syntax, reference and linking followed by a short writing task: descriptions, advert, blog post and instructions, In even-numbered modules, there are more text types in the Writing Workshops: an email, a book review, a report, a letter of complaint, a CV and covering letter and an essay, Clear models are provided and there are staged tasks, plus work on text organisation and style, Further models of text types are given in the Skills Builder, which illustrates target features and language,

Elements of critical thinking are introduced in reading and listening ta sks: inference of non-explicit information, analysis of textual el ements such as author's style or context, evaluation of content or arguments in the text, application and discussion of knowledge or ideas from texts , The information-handling activities in the Online Skil ls in the Workbook provide further activities to develop learners' sk ills in selecting, evaluating and processing information in the context of the internet.

Th ere is a systematic focus on communication strategies in the Sk ills Builders for both receptive and productive skills, For reading and listening, there are both general processing strategies such as working out the meanings of new words, plus exam task strategies such as doing matching or multiple-choice tasks, Writing strategies are embedded in the tasks in the Writing Workshops and explicit speaking strategies appear in the Speaking Workshops,

Both shorter and longer productive tasks are guided in Choices, For example, in main skills lessons Your Choice tasks contain brief preparation stages, In the longer Writing Workshop and Speaking Workshop, there are explicit stages followed by feedback activities to enable students to reflect on or react to their partners' writing or what they have said, The Skills Builder acts as a back-up when learners are doing these tasks, providing model texts and dialogues,

5 COMPONENTS The components of the course are as follows:

The Students' Book consists of twelve thematic modules, Each module s clearly divided into sections: Topic Talk (opening page of the module), Gra mmar, Skills, Writing Workshop, Speaking Workshop, There is a one-oage Language Review after Modules L 3, 5, 7, 9 and 11. At the back of ihe Students' Book, there are the fo llowing:

Skills Builder (a section of support strategies and model language and texts)

Culture Choice (optional lessons which present reading te xts, poems and a song with projects related to the students' own culture)

Language Choice booklet (which provides further language practice of both vocabulary and grammar and also has a reference section for each language point that is presented)

The Workbook gives further practice of the language introduced in the Students' Book, Each module directly reflects the content of the corresponding module of the Students' Book, Every module contains a Remember section which revises basic grammar points from the previous level. At the end of each module, there is a revision section followed by a Module Diary where students assess their progress, After every second module, there is an extensive exam practice zone with practice tests for reading, listening, speaking and writing, The Sound Choice section allows students to work on their pronunciation , Finally, at the end of the book, there is a section called Online Skills, which develops information-handling skills in the context of the internet.

This online resource allows teachers and students to interact beyond the classroom, It has all the practice exercises of the Workbook, which can be automatically graded, and instant feedback can be sent to the student, Teachers can use MyLab to assign homework and see their students' progress in the gradebook,

The Teacher's Handbook contains reduced pages from the Students' Book, along with teaching notes, answers, teaching tips, suggestions for extra exercises and background information about the contents of each spread, It also contains the Students' Book audioscript, the Workbook audioscript and the answer key,

This DVD-ROM is a teaching resource, providing everything needed both for the classroom and for preparation, It contains: an interactive whiteboard of the Students' Book with integrated

audio and DVD, interactive activities and zoomable areas photocopiable activities to use in the classroom teacher development workshops on different elements of language

teaching the Test Master, so teachers can create their own versions of tests a comprehensive mapping of Choices to the CEFR,

The Class Audio COs contain all the listening activities recorded in the two levels of difficulty, plus recordings of all the reading texts,

6 CHOICES AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE

Choices covers most of the descriptors of the Common European Framework of Reference (CEFR) at each level, except some of those related to work and other adult contexts :

Choices CeFR UCleS Elementary A1-A2 Pre-Intermediate A2-81 KET Intermediate Bl-82 PET Upper-Intermediate 82 PET Advanced 82-Cl FeE

For a complete breakdown of the descriptors covered at this level, see the Teacher Development Workshop entitled Evaluation: European Framework of Reference on the Choices ActiveTeoch,

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TOPIC TALK

These boxes contain the learning objectives of each module.

Systematic practice of pronunciation (e.g. unstressed words, word stress, contractions).

The Language Choice booklet provides extra practice and reference.

PRACTICE o Talking about identity Complete the description.

I l~I'm quite an idealistic type of 2 __ . I'm passionate about politics and I'm keen ) _ _ photography I'm _ _ going to photoeraphy exhibitions. I suppose I'm a bit s __ laid-back sometimes because I'm , __ into studying very much. I live in Brussels but my ' _ _ roots are in England and my parents come from London. I am not very nationalistic but I'm , __ of London -I think it's a great city.

IDENTIT

GRAMMAR

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Warm Up sections introduce the lesson topic.

Presentations encourage students to work out rules in a guided way.

Students read texts containing target grammar in context and do simple reading tasks.

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3 ___ (you ' like) listening to French songs? 4 I ___ (never' be) abroad. 5 This week the students ___ (learn) to write

letters in English. 6 ___ (you ' ever try) to learn Arabic?

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Warm Up activities introduce the topic of the lesson.

Skills Builders at the back of the book provide useful reading strategies.

12 Multiple choice (choosing a t itle) First, look quickly at the text and any photos or drawings with it. Try to guess the topic. Read the text quickly to check your guess. Do not try to understand all the words. Read the Question and look again at the different t itles. l ook through the text more slowly. Find parts of the text related to the ti tles. Which titl e sums up the general topic of the text? Choose that one.

13 Matching (headings/paragraphs) Read all of the text quickly to get the general idea. Read each paragraph carefully, especially the fi rst

sentence which usually introduces the topic of the paragraph.

Underline important words in each paragraph and select a heading for each paragraph.

Make sure one of the headings does not match a para8raph.

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Vocabulary networks provide further key vocabulary.

Listening texts give input about the lesson topic.

Students can listen to or watch everyday functional dialogues.

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LANGUAGE REVIEW __________________ _

Exercises test knowledge of language from the previous module (Modules 1 and 12) or from the previous two modules .

Language Review Module 1

Revision of the Vocabulary network

Revision of the Word Builder

Revision of the Sentence Builder

Revision of Grammar

CUL lURE CHOICES

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Culture Choices are optional lessons at the back of the coursebook.

Reading tasks include inference (reading between the lines) and evaluation.

Your Culture activities relate the :opic to the students' ::rwn culture.

Listening texts 9rovide cultural Sackground.

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2

CONTENTS 1 IDENTITY Topic Talk (p.5) 1 Avatars (pp. 6-7)

2 languages (pp. 8-9) 3 Tribes (pp. 10-11)

language Review (p. 12)

Language

Vocabulary network: Identity Pronunciation: Contractions

Word Builder: Compound adjectives Sentence Builder: Uses of like

Grammar: Present tenses Grammar Alive: Personal information

Vocabulary: Urban tribes Talk Builder: Agreeing and disagreeing (1) Pronunciation: Intonation (replies) Revision: (Gap fill )

Skills

listening: Three interviews Speaking: Talking about your identity

Reading: Article about avatars (Matching, T /F/No information) Writing: Personal description

Reading: Article about saving languages listening: Dialogue about languages

listening: Interview with a sociologist (T /F) DVD Choice: Documentary about goth weekend (Matching) Watching/Speaking: Two interviews (Matching) Self Assessment ------------------------------~----------------------------~

Topic Talk (p.13) 4 The Wall (pp. 14-15) 5 The Big Game (pp. 16-17) 6 Birthdays and Funerals (p. 18) Writing Workshop 1 (p. 19)

Speaking Workshop 1 (p. 20) Culture Choice 1 (pp. 102-103)

3 TASTE Topic Talk (p.21) 7 Cooking (pp. 22-23)

Slce Cream (pp. 24-25)

9 Restaurants (pp. 26-27)

language Review (p. 28)

Topic Talk (p. 29) 10 An African Village (pp. 30-31) 11 Floating Homes (pp. 32-33)

12 Makeovers (p. 34)

Vocabulary network: Memories Pronunciation: Emphatic stress

Grammar: Past Perfect Grammar Alive: Excuses and explanations

Word Builder: Multi-part verbs (1) Sentence Builder: Uses of just Grammar: used to and would

Text Builder: Informal style Sentence Builder: Time linkers: after, before, while + -ing

Pronunciation: Intonation (reactions) Talk Builder: Telling stories

listening: Two interviews Speaking: Talking about memories

Reading: Personal accounts of a historical event listening: Short dialogues

listening: Dialogue (Mult iple choice) Reading: Newspaper interview (T /F) Reading: Personal memory

Reading/Writing: Email wit h a personal anecdote

listening: A story (ordering pictures) Speaking: Telling stories

Story: Fever Pitch by Nick Hornby Project: A sporting event

Vocabulary network: Food Pronunciation: Word boundaries

listening: Dialogue about food habitsllikes Speaking: Talking about food habits/likes

Word Builder: Verbs + prepositions Reading: Magazine profile (Matching, Multiple choice) Sentence Builder: Reason linkers: because, (just) Writing: Invitation in case, as

Grammar: The Passive Grammar Alive: Describing a process

Vocabulary network: Eating out Talk Builder: Eating out (requests/replies) Pronunciation: Polite requests

Revision: (Gap fill , Sentence transformation)

Vocabulary network: Houses Pronunciation: Unstressed function words

Grammar: Present Perfect Continuous Grammar Alive: Explanations

Sentence Builder: Modifiers and comparatives: much, a bit, even more, slightly more Word Builder: Prepositions and adverbs (e.g. downstairs, go downstairs) Grammar: have/get something done

Reading: The history of ice cream listening: Tour guide presentation

listening: Review of a TV programme (Gap fill ) DVD Choice: Documentary about Fifteen restaurants (T IF ) Watching/Speaking: Dialogue in a restaurant (Matching, Role-play) Self Assessment

listening: Three descriptions of homes Speaking: Talking about your home

Reading: Interview with anthropologists listening: Dialogues

Reading: Magazine article about a new isLand (Gap fi ll ) listening: Description of a house

Writing Workshop 2 (p. 35) Text Builder: Language for reports Reading: Magazine article about a makeover

Reading/Writing: Report and graph

Speaking Workshop 2 (p. 36)

Culture Choice 2 (pp. 104-105)

Talk Builder: Asking about accommodation/ listening: Hostel dialogue Making offers Speaking: Hostel roleplay (Role-play) Pronunciation: Intonation (offers) Story: Dracula by Bram Stoker Project: A famous building

5 IMAGE Topic Talk (p.37) 13 looking Good (pp.3S-39)

14 Fashion Contest (pp. 40-41) 15 Celebrity Culture (pp. 42-43)

Topic Talk (p. 45) 16 little Hero (pp. 46-47) 17 Action Heroes (pp.4S-49)

18 local Hero (p. 50) Writing Workshop 3 (p. 51) Speaking Workshop 3 (p.52)

Culture Choice 3 (pp. 106-107) 7 ADVENTURE Topic Talk (p. 53) 19 Risk (pp . 54-55) 20 Expedition (pp. 56-57)

21 Adventure Holidays (pp. SS-59)

Language

Vocabulary network: Appearances Pronunciation: Word boundaries

Word Builder: Word pairs (e.g. black and white) Sentence Builder: Verb patterns (e.g. want somebody to do something) Grammar: Speculating about the present Grammar Alive: Gossiping Vocabulary network: Celebrity Talk Builder: Complaining and apologising (in shops) Pronunciation: Intonation

Skills

listening: Descriptions of celebrities Speaking: Describing a celebrity Reading: Magazine article about clothes shopping (Matching) Writing: Note to a friend

Reading: Dialogues about a fashion competition listening: Dialogue for speculating

listening: Talk about celebrity (Matching) DVD Choice: Documentary about celebrity (Matching) Watching/Speaking: Dialogues in a shop (Matching, Role-play)

Revision: Revision (Gap fill , Sentence transformation) Self Assessment ----------------------------1

Vocabulary network: Biography Pronunciation: Dates

Grammar: Speculating about the past Grammar Alive: Making guesses Sentence Builder: Prepositions at the end of sentences (questions/relative clauses) Word Builder: Prefixes

Grammar: Question tags Text Builder: Organisation and style Sentence Builder: Addition linkers Talk Builder: Talking about photos (vague language, speCUlation, additions) Pronunciation: Intonation (end of sentences)

listening: Descriptions of life stories Speaking: Describing a hero/heroine Reading: Newspaper article about child labour listening: Dialogue with guesses Reading: Dialogue about a film (Multiple choice) listening: Novel extracts: The Boume Identity

Reading: TV Interview Reading/Writing: Book review

listening: Describing a photo Speaking: Describing a photo

Story: Jane Eyre by Charlotte Bronte Project A fictional hero/heroine

Vocabulary network: Adventure Pronunciation: Emphatic stress

Word Builder: Confusing nouns Sentence Builder: Prepositions + -ing forms Grammar: Predictions, intentions, arrangements Grammar Alive: Plans and predictions Vocabulary network: Adventure sports Talk Builder: Asking for information Pronunciation: Polite intonation

listening: Dialogue about extreme sports Speaking: Talking about adventure Reading: Adverts for extreme sports (Matching) Writing: Personal email about holiday Reading: Diary of an expedition listening: Dialogues with plans and predictions

listening: Radio adverts DVD choice: BBC documentary about adventure holidays listening/Watching: Dialogue in a tourist information centre (Multiple choice, Role-play)

Self Assessment language Review (p. 60) Revision: (Gap f ill , Sentence Transformation) ~------~--------------------~------------------------------~------~ 8 HABITAT " ~.

TopiC Talk (p. 61) 22 Into the Wild (pp. 62-63) 23 The Sun (pp. 64-65)

24 Going Green (p.66) Writing Workshop 4 (p. 67) Speaking Workshop 4 (p. 6S) Culture Choice 4 (pp.lOS-109)

Vocabulary network: My environment Pronunciation: Word stress

Grammar: Future Continuous Grammar Alive: Requests Word Builder: Uses of take Sentence Builder: Reduced re lative clauses (e.g. tourists coming to the island) Grammar: myself, yourself, ourselves; each other

Text Builder: Formal style Sentence Builder: Cause linkers Text Builder: Agreeing and disagreeing (2) Pronunciation: Intonation

listening: Dialogue about environment Speaking: Talking about your environment

Reading: Dialogue about survival tips listening: Dialogues with requests

listening: Interview with a scientist Reading: Article about Longyearbyen (Multiple choice)

Reading: Newspaper article about green living

Reading/Writing: Formal letter of complaint

listening: Dialogue about traffi c Speaking: Discussing visual material

Story: A Walk in the Woods by Bill Bryson Project A beautiful natural area

3

4

CONTENTS 9 LEARNING Topic Talk (p.69) 25 Co-education? (pp. 70-71)

26 Brain Power (pp. 72-73) 27 School Life (pp. 74-75)

Language Review (p. 76)

Topic Talk (p.77) 28 Odd Jobs (pp. 78-79) 29 Future Jobs (pp. 80-81) 30 Got Talent (p. 82) Writing Workshop 5 (p.83) Speaking Workshop 5 (p. 84) Culture Choice 5 (pp. 110-111) 11 INSPIRATION Topic Talk (p. 85) 31 Musicals (pp. 86-87) 32 Masterpieces (pp. 88-89) 33 Young Artists (pp. 90-91)

Language Review (p.92)

Topic Talk (p. 93) 34 DNA Detectives (pp. 94-95) 35 Science Fiction? (pp. 96-97) 36 Experiment (p. 98) Writing Workshop 6 (p. 99) Speaking Workshop 6 (p. 100) Language Review (p.101) Culture Choice 6 (pp. 112-113)

Language

Vocabulary network: School (1) Pronunciation: Contractions

Word Builder: Making nouns (-ationl-mentl -ence/- ity/ -ship) Sentence Builder: Example linkers

Grammar: Reported statements Grammar Alive: Reporting (1) Vocabulary network: School (2) Talk Builder: Asking for permission Pronunciation: Intonation

Revision: (Gap fill , Sentence tran sformation)

Vocabulary network: Careers Pronunciation: Unstressed function words

Grammar: Reported questions Grammar Alive: Reporting (2) Word Builder: Multi-part verbs (2) Sentence Builder: Asking what to do

Grammar: Conditionals

Text Builder: Organisation Sentence Builder: Purpose linkers

Skills

Listening: Three monologues about school Speaking: Talking about school Reading: Online magazine posts (Matching, Multiple choice) Writing: Blog post

Reading: Advice website Listening: Radio interivew

Listening: Dialogue about schools DVD choice: BBC programme extract Watching/Speaking: Dialogues asking for permission (Matching, Role-play) Self Assessment

Listening: Interviews about careers Speaking: Talking about careers

Reading: Website about jobs Listening: Dialogue/job interview Reading: job adverts (Matching) Listening: Phone-in programme (Mult iple choice) Reading: Article about talent shows

Reading/Writing: Curriculum vitae; Letter of application

Pronunciation: Intonation (requests) Listening: job interviews Talk Builder: Polite requests (indirect questions) Speaking: job interview roleplays (Role-play) Story: An Ordinary Life by Amy Macdonald Project: A famous musician

Vocabulary network: The Arts Pronunciation: Word boundaries

Word Builder: Noun + noun (e.g. pop singer) Sentence Builder: Contrast linkers

Grammar: Past Conditional Grammar Alive: Regrets

Vocabulary network: Art Talk Builder: Opinions: Reasons and examples Pronunciation: Intonation

Revision: (Gap fil l, Sentence transformation)

Vocabulary network: Science and technology Pronunciation: Word stress

Grammar: Past modals Grammar Alive: Obligations and mistakes

Word Builder: Multi-part verbs (3) Sentence Builder: whatever/whenever, ete.

Grammar: Verbs with -ing or infinitive

Text Builder: Organisation; Discursive language

Talk Builder: Giving presentations Pronunciation: Intonation (linking expressions) Revision: (Gap fill, Sentence transformation)

Listening: Dialogue about the arts Speaking: Talking about the arts

Reading: Two reviews Writing: Short review of a performance

Reading: Exhibition catalogue Listening: Dialogue at a museum

Listening: Radio interview (Mat ching. Mult iple choice) DVD choice: Interviews with artists Watching/Speaking: Classroom debate

Self Assessment

Listening: Dialogue about science Speaking: Talking about science and technology

Reading: Science magazine article Listening: Dialogues about obligations and mistakes

Reading: Newspaper article (Multiple choice) Listening: Interview about science fiction writers

Reading: Magazine article about an experiment

Reading/Writing: Opinion essay

Listening: Presentation about an invention Speaking: Presentation

Self Assessment

Poems: Two poems by Wendy Cope and Brian Pattern Project: A famous poet

Skills Builders : Listening: (pp. 114-115) Reading: (pp. 116-117) Writing: (pp. 118-121) Speaking: (pp . 122-127) Irregular Verb List (p. 128) Student A Act ivities (p. 129) Student B Act ivities (p. 130) Word Li st (pp. 131-136)

IDENTITY Make guesses about which of the people in the photos (a-c):

are proud of their nat ionalit y belong to an urban tribe (e.g. goths/skaters/punk s) are int o sport care about the environment

listen to the people (1-3) and check your guesses from Exercise 1.

listen again to the first person. Complete the information in the network.

y family roots are in lEngland@ I am proud of my/our zl~"9,,~qe . On e thing I love about my country is the

3. .~.~dJc(if P.J.-, ;z suppose I'm a/an '..J22!i:t- type of person

but I'm a bit too 51~id-b~

Background

Avatar: an image that represents a person in a virtual world .

Role-playing game: a game in which players assume the roles of characters in a fictional setting. Instant messaging (IM): a form of real -time communication between two or more people using computers. Blog: a diary which you put on a website for others to read . It may contain personal information or comments on topics of interest to the writer. The word blog is combined from the words web and log.

Virtual world: an online community that is a computer-based simulated environment. In virtual worlds, like Second Life, you can earn virtual money by having a job or starting a business. Some people have made a lot of money from selling services and products in virtual worlds .

Part 1

Warm Up o Before students open their books, write up the words avatar, a chat and blog on the board. Elicit ideas about what these are. Ask students if they have seen the film Avatar. Encourage those students who visit blogs to explain to the others what they are. Ask students to open their books and use the pictures to aid the discussion further. If students use any words that you think may be useful to the lesson, e.g. virtual, character, internet, write them up on the board.

Tip: Being a digital generation, it's probable that students already know a lot about avatars. This is a good chance for 'real' interaction with students. Encourage them to tell (or teach you!) about what they know. Ask them about the most popular games, blogs or chat rooms among their friends.

s

6

Kill

AVATARS

Warm Up o Work in pairs. Which of the avatars in

the pictures (a-d) do you like most? Why? Describe an avatar you have used in a chat, blog or computer game.

Reading

o 5 Use the strategies in the Skills Builder to choose a title (a-c) for the article.

a More Avatars than People @ Creating Identity Online c The Dangers of Avatars

o K _~~ L Lf,d,. Use the strategies to match the paragraphs (1-6) with the headings (a-g). There is one extra heading.

a How avatars have developed 2-b The future of avatars " c Avatars in virtual worlds 3 d Your avatar and you 'i-e Buying virtual jewellery f Improving your looks 5 g Identity on line 1

o Read the text again. Are the sentences true (T) or false (F) or is no information given (?)? 1 When you are on line, you can take on

any identity. T 2 Avatars first appeared on internet c!lats. F 3 Some people spend a lot of money on

their avatars. -r 4 People use avatars to express their own

identity. -r 5 A person's avatar is usually not as

good-looking as he/she is in real life. F 6 Virtual worlds will be more expensive in

the future. ?

Reading o Go through - l.J and check students understand the strategies. Tell them to quickly read through the text, identifying key words that will help them match it to a title.

Answer: Student page

e Go through and check students understand the strategies by eliciting how they are going to approach the task.

Answers: Student page

Simon BosweLL investigates the weird and wonderful world of on line avatars. cm 1 When you are online you can be anyone or anything -

you can create your own image and a new personality, you can be anyone you want to be.

2 The first, simple two-dimensional avatars appeared in the mid 1980s in role-playing computer games. By the late 1990s, they were in web chats like Instant Messenger. Nowadays, avatars are everywhere. In most chats, people use simple, ready-made images or upload their own images but you can also use dynamic avatars that move around and talk when you type in your message.

3 Avatars in online worlds like Second Life can talk, walk and fly around, meet people, go shopping or go to classes. There is lots of room for creativity and you can get a brand-new identity. If you're well-off, you can spend a fortune on buying virtual clothes and jewellery for your well-dressed, fashion-conscious avatar.

4 Of course, the avatar you choose says a lot about your personality. If your blog avatar is a picture of a kitten, your message is 'I'm a playful, laid-back person.' Well-known cartoon characters or laughing chimpanzees say 'I'm a really funny person.'

5 Surprisingly, most people create avatars that look more or less like them and behave like them. However, nearly all avatars are tall, young and nice-looking so people obviously make a few improvements to their bodies and they also experiment with things like long hair, tattoos and piercings. Many people have more than one avatar, a sensible one for work, a good-looking, easy-going one for meeting people and a silly one for having fun.

6 Soon, over eighty percent of internet users will have at least one avatar and in some countries there will be more avatars than real people. Some people say that we spend too much time in virtual worlds and will become afraid of meeting people in the real world. Others look forward to the time when their avatar will look and act just like a real person and be able to travel around bigger, more exciting virtual worlds.

Extra Exercise As a follow up to -" fi :), ask students in pairs to compare which words they underlined to help them match the headings. Tell students to help each other with the meaning of any difficult words too.

o Give students a few minutes to complete the exercise.

Answers: Student page

IDENTITY

o Vocabulary look at the Word Builder. Match the adjectives with the meanings below.

rich attractive (x 2) stylish relaxed (x 2) totally new can be used immediately a flat image into wearin~ all the latest styles famous

Word Builder Compound adlectives

brand-new, easy-goin~, fashion-conscious, good-looking. laid-back, nice-looking, ready-made, two-dimensional, well-dressed, well-known, well-off

o Work in pairs. Ask and answer the questions. What well-known stars (film/music/sport) do you think are ~ood- Iooking?

2 How fashion-conscious are you? Give examples. What do you wear when you want to be well-dressed?

4 How easy-going are you? Give examples. 5 If you suddenly became very well-off. what

brand-new thin~ would you buy?

Writing o Read the description and look at the picture .

Find four differences.

What does my avatar look ' like? Well, she looks a bit ' like me but she's a bit taller and slimmer and she's got long brown hair and blue eyes. What is she ' like? When she's in her virtual world, she usually behaves 4like me. She's an alternative and rebellious kind of person, just slike me. She 6likes really cool

and hanging out in cool places in the virtual world, alike the coffee shops on Sora Island.

o

o look at the Sentence Builder. Match other examples of like (I-B) in Exercise 7 with the uses (a-e) below.

Sentence Builder like a I like chattin~ online. ~, 7

(verb: to talk about preferences) b My handwriting is like my dad's. / My handwriting

looks like my dad's. :2-, 'i, 5 (preposition: similar to)

c What is your friend like? 3 (preposition: ask for a ~eneral description)

d What does my avatar look like? 1 (preposition: ask for a description of appearance)

e There are various virtual worlds, like Second Lije. (preposi tion: jar example) ~

A ,~ ... ~~, ,~" ,

o Work in pairs . Ask and answer the questions. 1 Who are you like in your family? Who do you look like? 2 What clothes do you like? Give examples with like. 3 What do you like doing online? What kind of computer

games do you like? Give examples. 4 What websites do you visit most often? Give examples

with like.

G Create your own avatar. Write notes about the things below:

what it looks like how it behaves where you use it why you chose your avatar

~ Use your notes to write a description of your avatar like the one in Exercise 7.

f) Work in groups. Ask and answer questions about your avatars. Use the cues in Exercise 10.

A: What does your avatar look like? B: He's tal/ with long red hair. He looks a bit like me.

'I never forget a face but in your case I'll make an exception.'

American comedian

0" O'

0 0

Writing o Students find the differences.

7

4) If there are any meanings that students ,,-e unsure of, encourage them to find the -e levant compound adjective in the reading :ext and try to deduce the meaning from the - ntex t.

= r practice, students turn to GUAGE

Answers: She's got blond hair, not brown hai r. She's got brown eyes, not blue eyes. She likes colourful clothes, not black clothes,

," ,

Part 2 o Tell students to review the words in the ,,I rd Builder before they work in pairs, Give

- em ten minutes to discuss. Monitor and help " ere necessary.

o Ask students to match the examples in the text in Exercise 7 with the uses given in the Sentence Builder.

Answers: Student page

Go through SIlILL J R and check students

understand the strategies. For practice, students turn to f r

o Let students make notes before discussing the questions,

E> Tell students to include language from both the Word Builder and the Sentence Builder to write their notes.

CO Set this as either a ten-minute task in class or for homework.

G Monitor and help where necessary, In feedback, look at the most interesting ideas,

COJ:1'1 e Check understanding of exception. Ask students why Groucho Marx might want to forget the face,

Now your students can: describe themselves and others using like use compound adjectives to write interesting descriptions.

7

Background

Celtic: describes somet hing belonging to an ancient European people who were related to the modern-day Irish, Scots, Welsh and Bretons.

Amurdag: a Native Australian language historically spoken in the Northern Territory of Australia. There is only one living speaker.

Enduring Voices project: a project that identifies areas where languages are endangered and documents those languages.

Warm Up o Give students a few minutes to study the map. Elicit the names and positions of the continents in English (Asia, Africa, North America, South America, Antarctica, Europe and Australia) and write them up on the board. Then elicit students ' ideas.

Answers: Student page

o Pre-teach any words that you feel students may have problems with, e.g. endangered, ex tinct, discriminated, Aborigines, illegal and plants.

Answers: 1 Some languages are discriminated against and some languages die naturally. 2 They record the speakers. 3 because they carry amazing knowledge and culture

o Students work in pai rs. Ask them to use the map to ident ify where your language may be spoken. If your language isn't widely spoken, ask students to think about which countries people may emigrate to the most. Discuss which languages any foreign words in your language originally come from .

8

-" RAM MAR

LANGUAGE Warm Up o Look at the map of world languages. Which

continents have the lowest number of endangered languages? Asi",

o Read the text and answer the questions. 1 Why do languages di sappear? 2 What do sc ient ists do to save languages? 3 Why do we want to save them?

o Your Culture Where in the world is your language spoken? What languages have influenced your language? What foreign words are used in your language now?

Present tenses

' K-e-y---l @) = endangered

language

o Name the tenses (Present Simple or Present Continuous) in the sentences (1-5) underlined in the text and match them with the things they talk about (a-e) .

' Every two weeks, a language dies. Languages are becoming extinct faster than endangered ani mals. Because language i s part of national identity, minori~ languages have of ten been discriminated against. In the 19th cent ury, Native Australians and American Indians were not allowed to use their native language i n public in Australia and the United States. It was also illegal to speak Celtic languages in Ireland, Scotland and Wales i n the street. Some languages die naturally. While the languages of powerful groups have always spread, the languages of smaller cultures have disappeared. Small communities stop speaking thei r traditional language and choose the more 'popular' one. Slowly, older speakers di e and the original language is forgotten.

a feel ings and opinions 3 b facts and permanent situations 7-c routines. things that happen regu larly 1 d things happening exactly at t he time of speaking 5 e things happening around now. not necessari ly at

t he time of speaking '/-

4) Read the rule. Can you change the verb forms in bold in the sentences (1-2) into the continuous? We use the Present Simple (not Present

Continuous) with state verbs like these: be. believe. belong, know, like, prefer, remember, wont. understand.

P rtire

Older speakers of the language die. yu (",re dyil13) 2 We believe we can help save some endangered

languoges. /110

o Which of the people (a-c) could!!Q1 say these sentences? Why?

1 'I'm living in the Amazon jungle: @ a native Amazon Indian

8

() Match the Present Perfect sentences (1-2) with the uses (a-b) .

Australian and South American natives have always used plants to treat people. b

2 A lat af languages af smaller cultures have disappeared. "

a We ta lk about past events when it doesn't matter when t hey happened (often they have some consequences in the present).

b We talk about a situation or habit that started in the past and is sti ll going on.

Present tenses o Students complete the exerc ise in pairs or individually.

Answers: Present Simple: a, b, c Present Continuous: d, e Student page

e Check the rule with the class. Answers: Student page

o Ask: When did South American natives start using the plants? (We don't know - some time in the past.) Answers: Student page

b a student on holiday in the jungle c an engineer build ing a road in the jungle

2 '1 teach English: a an experienced teacher of English b a fUll-time English teacher a PE teacher teaching an English class

3 'I've done my homework: a a student giving her homework to the teacher b a student after she f inished her homework

CD a student planning to do her homework

Practice o Check understanding of PE (Physical Education). Give students a few minutes to complete the exercise. Student s check in pa irs before the class check.

Answers: Student page

For practice, students turn to L ')

GUAGE

---------------- --------------------------------- IDENTITY

- 'any enda ngered languages have no written ":'m but they car ry amazing knowledge of loca l =-lironments. Native Au stralians and South

-~e rica n s have always used plants to t reat people. _ - ;ortunately, many of their languages are dyi ng and ~-s knowledge may one day be lost forever. : - ""'sti ne Davies, from t he Enduri ng Voices project. =J us: ' 3 We believe we can help save some =- :angered languages. 4 We are recordi ng the :: =.3 ers of endangered languages on all conti nents. =:- example, in Austra lia we have recorded the only

; ~g speaker of Amurdag, so thi s language won't :-5allpear completely. But while 5 we're ta lking now, :- " ",st speakers of some native languages all over the

-::-ld are dyi ng, t aki ng their culture and knowledge -:- them . So we have to hurry:

o Use the notes to write sentences the people (1-3) could say. Use the Present Simple, Present Cont inuous and Present Perfect.

'm learning my 1 O~ language now. I work at university. ve studied languages since f was at school.

an expert on languages learn my 10th language now work at university study languages since I was at school

o a 6year-old nat ive Australian child speak our language at home learn to write in English at school never speak to a foreigner an explorer be a t raveller since I was twent y spend very little t ime at home prepare for a trek in the Andes

o Students work in pairs. Monitor and help ,', ~e re necessary.

nswers: 2 I speak our language at home. - earning to write in English at school. I've

- :: er spoken to a foreigner. 3 I've been a .-= . eller since I was twenty. I spend very little - -e at home. I'm preparing for a trek in the - - j es. =:;- pract ice, students turn to GUAGE

Grammar Alive Personal information

o Listen to the dialogue. Answer the questions about Martha and james.

What languages do they speak well? 2 What languages are they learni ng? 3 What count ries have they been to?

~ Work in pairs. Use the cues to make dialogues.

A: Hove you ever learned a foreign language? B: 5ure. I study French at school. I'm revising

f or a test now.

A starts B answers

1 lea rn a 1 study French at language? school - revise for a

t est now 2 vis it Barcelona? 2 often go to Spain -

learn Spanish now 3 talk to a famous 3 talk to famous

person? people all the time -text Zac Efron now

4 buy des igner 4 buy designer clothes clothes? al l the time - wear

an Armani jacket today

B starts A answers 5 appear on TV? 5 appear on TV

regularly - act in a soap opera this week

6 feel really 6 feel st ressed often -stressed? feel stressed about

the next class 7 fall in love? 7 fa ll in love all t he

time - fa ll in love with you right now

B use a laptop 8 often use a laptop - chat online on it right now

\0 Use the cues to write a questionnaire. Use correct tenses.

How many languages - speak] How many languages do you speak?

2 What languages - learn now? 3 What subject s - like learning? 4 How many di f ferent countries - visit? 5 How many times - speak to a foreigner? 6 What foreign language - need most often?

(El Work in pairs. Ask and answer the questions. Tell the class about your partner.

Grammar Alive

9

o Before you play the recording, ask students if they speak other languages. How well do they speak them? What countries do they like to visit on holiday? Where have they been where they didn't know the language? Check the answers w ith the class. Elicit the key sentences and write them up on the board, e.g. I'm learning .... I don 't know any languages. I've only ever been to Spain. I've been to Italy. I speak Italian. I'm listening to .. . . I don't understand .... by asking What did Martha say? What did lames say? Check the tense and use.

Answers: 1 Martha: Italian, Spanish

James: None 2 Martha: French

James: Italian 3 Martha: Italy

James: Spain

G> Check understanding of feel stressed and fall in love. Do the example together as a class, then in pairs. Elicit item 2 if necessary and drill it as a class. Put students in A/B pairs. Monitor and check the use of tenses only.

Tip: When students are doing a practice activity, it's useful to focus on one aspect of what they are doing. If you have a lot of students, it would be impossible to monitor everything they are saying, e.g. pronunciation, use of vocabulary and grammar. In this case, just monitor their use of tenses and if they're forming them correctly.

CD Tell students to use their notes from Exercise 9 and what they practised in Exercise 10 to help them .

(D Students work in pairs. Then choose a few students to share their information about their partner.

Now your students can: identify and use present tenses to describe situations.

9

Background

Evanescence: an American rock band .

Whitby: a place in Yorkshire on the north-east coast of England. Whitby has featured in literary works, television and cinema, most famously in Bram Stoker's novel, Dracula. The Whitby Gothic Weekend: a twice-yearly festival for goths. Since it started in 1994, it has grown into one of the most popular gothic events in the world.

Warm Up Extra Exercise Find some photos, either from magazines or printed off from the internet that show the urban tribes. Stick the photos around your classroom or on the board and ask students to match them to the tribes listed in Exercise 1.

o Use the photos (both those you may have brought in and those in the Students' Book) to help with any vocabulary problems.

Answers: Student page

For practice, students turn to

10

o Vocabulary Look at the network and the photos (a-b). Try to match the tribes w ith the descriptions (a-g).

Urban t ribes emos. geeks. goths. metal heads.

punks. skaters. trendies

Descriptions a have dyed black/straight hair - into pessimistic punk

music - wear dark clothes emos b into horror fi lms - have dyed hair - wear silver

jewellery/black make-up - into Evanescence jotkr

listening o ID Listen to an interview about urban tribes

in the UK. Check your guesses from Exercise 1.

o ID Listen again . Are the sentences true (T) or false (F)? 1 Urban tr ibes sta rted in t he 1970s and 80s . F 2 There are more tribes around t hese days. T 3 Tribes are changing f aster than before because of

the internet. T 4 Tribes are always based on tast es in mus ic and

clothes. F 5 The identity of some t ribes is based on interests. T 6 Most young people now only belong t o one t ribe. F

have scruffy clothes/shaved hair - chains/piercings PIiI1k.r like deSigner labels/loose shirts (male) - into clubbing/shopping tn>tdie.s

o Your Culture Work in pairs. Which of the tribes in Exercise 1 do you have in your country? Can you think of any others? Tell the class. e wear dull clothes - obsessed with technology

and gaming jUks f have long hair/beards - wear leather jackets/

black T-shirts - into heavy metal wte.ttif/ he.ti!ds g wear baggy clothes - hang out at skate parks - into

indie and punk S ktilte.rs

",.. LANGl AGE HOIL v V')( A J IIRY FRII CE

listening o The Warm Up should provide plenty of lead in to this listening activity. Check understanding of sociologist before students listen.

o Ask: Do you know what urban tribes were popular in your country in the 80s? What other pop or rock bands do yau associate with certain tribes? Do you agree that 'geeks' are not into clothes? Aren't all teens from any social groups into computers and technology?

Answers: Student page

o Do this as a class discussion if possible. Perhaps try to match the names of tribes in your own language to those in English.

o Choice

crl!llIl Watch the documentary without sound. Order the things the journalist does (a-e). Then watch it with sound and check your answers.

a He goes to the party in goth clothes and make-up.

This review focuses on the vocabulary and language areas covered in Module 1.

o Answers: Student page o Answers: Student page o Answers: 13 What does your cousin, Jenny, look like? 14 She looks a bit like me but she is taller and slimmer. 15 And what is she like? 16 She is an easy-going and laid-back type of person like my brother, Tom, 17 She is really into doing sports like hockey and basketball.

o Answers: 18 What language do you usually speak? 19 What languages are you learning this year? 20 What language do you want to learn? 21 How many countries have you visited so far? 22 Have you ever done a language course abroad?

e Answers: Student page o Answers: Student page

Self Assessment Students check their answers by listening to the recording, Check spelling where necessary,

When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on, Ask them to use the table to find practice exercises,

Give students time in class or at home to complete the practice exercises they identify,

Direct students to the Learning Links at the bottom of the page to complete either in class or at home,

12

Language Review Module 1 o Identity Complete the text with the correct words.

I'm very proud '-L my surname, Bruce, because my ancestor was Robert the Bruce who defeated the English at the battle of Bannockburn in 1314. One thing I really love ' 1iO wearing band T-shirts. 16

o Compound adjectives Add one extra word to the words in brackets to complete the sentences with the correct adjectives,

1"ship>1--A My sister i6r~~;t' '""",,o!j.(fashion) and she loves

wearing 8~ (new) designer clothes, B I am not very ' weil-olf (well) so I haven't got much

money for clothes but I always try to be 10 wtll-drused (dress).

.. , weil -C Robert Pattlnso'},~~_reaIIY' Ww,,- (know) actor and he's very 12~(good) - everybody likes him.

16

o like Put like in the correct place in the sentences. 13 What does your cousin, Jenny, look? 14 She looks a bit me but she is taller and slimmer. 15 And what is she? 16 She is an easy-going and laid-back type of person

my brother, Tom. 17 She is really into doing sports hockey and

basketball. 15

o Present tenses Use the cues to write questions, 18 what language / you usually speak? 19 what languages / you learn this year? 20 what language I want to learn? 21 how many countries I you visit so far? 22 you ever do a language course abroad? 15

4) Present tenses Complete the phone conversation with the verbs in brackets in the correct tense,

A: Hi, Anna. How are things? B: Okay, Claire, but I'm a bit tired because I 23 Mve

(have) two exams today. ~.z!y~t{ A: Wh~ 24 (do) at the moment?

B: I 25 writiWl (write) to my co~sin Eric. A: The one from Belgium? l 26 ve~er(never meet) him. B: He's really nice. He 27 lives (live) in Brussels and

he can speak four languages. His English is so good that people often 2B thi>1k (think) he is English.

A: Lucky him. I 29 w""t (wan,V. to learn Italian but we can't do it at school. I ;ostu:!iw (study) French for three year?,tlUt I'm terrible at it.

B: Well, I 31 visited (visit) Italy a couple of times and I " :','jj;;z (understand) a bit of Italian. It's a great language. 110

o Agreeing and disagreeing (1) Complete the dialogues.

A: I think punk music is great. -!o (agree) B: So " ...!d""o .... I ____________ _ A: Ilike goth clothes. -+ (disagree) B: 134 .."d",o"-,,,'''-.t ____________ _ A: I'm not into piercings. -+ (agree) B: Me 35 l'1itke-r A: I don't like skater clothes. -+ (disagree) B: I 36"'d"'o _____________ _ A: I'm into urban tribes. -!o (agree)

B:Me 37~t~oo~ ___________ ___

A: I don't like tattoos. -!o (agree) B: Neither 38"'''-''-0''''1 __________ _ A: I'm not into dyed black hair. -!o (disagree) B: I ,,-"

BIG EVENTS

One specia l event I remember was the : wedding of mv older s~J~[d .11 It was great because we ' ~. A sad occasion was the funeral of my ' grandfather/ ndmath]p the lQM One of my best sporting m~'P3[.lp was ' Cup FI""1 The best bit was when 5 s

Background

The Berlin Wall: between 1961 and 1989, the Berlin Wall prevented almost all emigration from East Germany. Only Poles were allowed to travel to Western Europe in the 1970s and 1980s. In the rest of the communist countries, travel outside of the country was strictly controlled . The West Berlin city government sometimes referred to it as the Wall of Shame. The political system in the communist countries in Europe changed in 1989 and 1990. When the wall came down in 1989, the public chipped away parts of it. It was officially taken down over a period of time, concluding on 3 October 1990.

Warm Up o Write up communist. democratic and barrier on the board. Elicit ideas about the meaning of the words and the subject of the text that students are going to read. Students open their books. Give students a few minutes to read and check. Before talking about the photos, check understanding. Ask: When was the wall built? (1961) What happened in 1989? (communist governments were falling) What does 'failing ' mean? (losing power) How long did the wall stand? (twenty-eight years) Why were 150 people killed? (because they tried to cross the wall) . o Check understanding of armed soldiers, Checkpoint Charlie, to demonstrate and tyranny.

o Elicit ideas and write them up on the board, t hen discuss with the class.

14

rm Up

~ TH6WAll

o look at the photos (a-b) and read the information about the Berlin Wall . When were the photos taken?

The Berlin Wall was built in 1961 to stop East Germans escaping from their communist country to the democratic West. In 1989, the communist governments in Eastern Europe were falling and on 9 November, East Berliners broke the barriers at the crossing points between East and West Berlin. In the twenty-eight years of the Wall, over 150 people were killed when . they were trying to cross It.

o Read the web~te with memories of the fall of the Berlin Wall in November 1989. What were joanna, Richard and Dieter doing in Berlin at that t ime?

Past Perfect o Read the Past Perfect sentences. Find more

examples in the website. e Your Culture What has been the most important event in

your country's recent history?

C!JQ) I arrived in West Berlin on 10 November. Poland had already chosen its democratic government. The atmosphere was amazing: people had come from all over Europe to celebrate. We cheered every East German car that came through the gate. But I remembered crossing that border before on the train to Paris - it had been very scary, with never-ending luggage checks, unfriendly soldiers and police dogs. And now, the people who had lived all their lives under tyranny were finally free. f'\. Joanna, Poland If\f

I went to primary school in West Berlin . When the border was opened, our teacher took us to Checkpoint Charlie, a famous border crossing point. We gave flowers to the people who were crossing from the East. They hadn 't seen their relatives for almost thirty years! A woman was crying - her brother had died trying to climb over the wall. Richard, UK

It was like a dream. The people who had demonstrated against the walljust a few days earlier were still in prison. And now, all the checkpoints were open. The dogs and armed soldiers .b..a..d...g,Qn. We were knocking down the wall with all sorts of tools, even our bare hands. Ironically, it wasn't difficult to destroy: the communist builders hadn 't used good quality materials to build it.

14 Dieter, Berlin

Affirmative Her brother had died trying to climb over the wall.

Negat ive The communist builders hadn't used good qUality materials.

Question Had the police arrested any people?

e Read the sentences. Which event (1 or 2) happened firs t? Wh ich event is given first by the author? Complete the timeline (a-b) with the names of the tenses used in the sentences (1-2). 2 ; 1 ' I arrived in West Berlin on 10 November. People ' had come from 011 over Europe.

~ ... * I ~

o Read the sentences. Match the verb forms (1-3) with the uses (a-c). Write the names of tenses for the uses (a-c). We ' gave flowers to the people who were crossing from the East. A woman ' was crying - her brother ' hod died trying to climb over the wall.

Post Per(u.t a an event that happened before other events in the past 3

Post S;m pif b an event in the past 1 Post c."t;""o,,", c an activity that continued for a

period of ti me in the past :2

Past Perfect o Recap the form had + past part iciple. Ask students to find more sentences on the website page.

o Do this as a class. Then choose two other sentences to focus on and ask questions

Answers: Student page

to further check understanding, e.g. ask: It wasn't difficult to destroy: the communist builders hadn't used good quality materials to build it. Which happened first? (The wall was built.) Did they use good materials? (no) What did this mean? (I t was easy to destroy.) Which event is given first by the author? (destroying the wall) . Use the timeline to help you . Answers: Student page

o El icit the answers from the class. Answers: Student page

Practice o Match the sentences (1-3) with the time the

speakers visited Berlin (a-c). 1 When I arrived in Berlin. the wall was falling. c 2 When I arrived in Berlin. the wall had fallen. " 3 When I arrived in Berlin. the wall hadn't fallen. b a 1990 b 1987 c 1989

o Use the informat ion from the website in Exercise 2 and the Past Perfect to complete the sentences. Use the verbs below.

come ttse arrest die be

It was easy to destroy the Berlin Wall because the communist builders had used bad quality materials.

2 There was a crowd of people in Berlin who Md come. from all over Europe.

3 People remembered their re latives who Md died when they were t rying to

escape to West Berl in. 4 I couldn't forget crossing the East-West

Germany border - it kgd bUI1- a very unpleasant experience.

S I couldn't believe that the wall was down because the police Md qrre.rtedmy brother during a demonstration a few days earlier.

o Complete the sentences with the verbs in brackets in the Past Simple, Past Continuous and Past Perfect.

1 When an earthquake struck Haiti in 2010, a scientists had warned (warn) that the

island was at risk many times. b a lot of countries ___ (send) rescue

t eams there. c a lot of people ___ (sleep) in their homes.

2 When the World Trade Center towers in New York were attacked on 11 September 2001, a a lot of New Yorkers ___ (travel) to work. b firemen ___ (try) to rescue the people

from the buildings. c terrorists ___ (hijack) four planes.

3 When Princess Diana died in 1997, a most British people ___ (cry). b she ___ (run away) from photographers. c she and Prince Charles ___ (be) divorced

for a year.

Practice

BIG EVENTS

Grammar Alive Excuses and explanations

~ mJ Listen to the dialogues and answer the questions. Dialogue 1: 1 Where was Fiona going? 2 Why did the underground

close? 3 Was Fiona in danger?

Dialogue 2: 4 Where was Mark going? 5 What caused the problem

on the bus? 6 Why were the police

called? 7 Why was Mark late?

~ Work in pairs. Use the cues to make dialogues. A: Why didn't you eat anything? B: I wasn't hungry. I had eaten a big lunch.

A starts 1 You didn't eat

anyth ing. 2 You didn't laugh. 3 The teacher shouted

at you. 4 You walked home.

B starts 5 You didn't go to the

cinema with us. 6 You didn't come to

the school dance. 7 You missed the

concert. 8 Your parents didn't

believe in you r story.

B answers 1 11 not hungry I eat big

lunch 2 I1 hear the joke before 3 She I angry I I1 not do

my homework 4 Someone I steal my bike

A answers 5 I 1 already see the film

6 I1 have an argument with my boyfriend

7 I1 not get the ticket

8 Il li e to them before

~ Use the notes to prepare explanations of why you did not go to a friend's birthday party. Use the Past Simple, Past Continuous and Past Perfect.

I was going to your party when I realised that I had left your present at home. I walked back home and I slipped and broke my arm.

go to your party - realise - leave your present at home -walk back home - slipped and break my arm

2 in the shopping mall. look for a present for you - police arrest a man - he robbed a bank the day before - police interview all shoppers - home at midn ight

3 trave l on the underground - someone stop the train -a group of football fans start a fight - spend two hours on the platfo rm

4 jog in the park - see a girl in the lake - fa ll into water-jump in and save her - take a first aid course earlier in the year

~ Work in pairs. Ask for and give explanations.

o Give students a few minutes to complete :le exercise individually. Check the answers :Ji t h the class.

o Allow students time to complete the exercise individually. Monitor and help where necessary.

Answers: 1 b sent c were sleeping 2 a were travelling b tried c had hijacked 3 a cried Answers: Student page

=or further practice, students turn to

o Give students a few minutes to complete :he exerc ise individually. Check the answers " ith the class. Ask further comprehension : es tions if necessary.

Answers: Student page

b was running c had been

For further practice, students turn to . It could be set for

homework to allow time in class to work on the Grammar Alive section.

Grammar Alive e Check understanding of underground before students listen. Check the order of events once students have listened. Ask: Did they find the bag before or after the underground was closed? (before) When did the fight happen - before or after the fans were drinking? (after). Answers: Dialogue 1: to a wedding; there was a bag on the rails; No, she wasn't in danger. Dialogue 2: to an exam; because there was a fight; people had been drinking; because the police interviewed everyone

G Write up the first prompts on the board. Then go through the example with students using choral drilling. f) Go through the example with the class.

Suggested answers: 2 I was in the shopping ma ll, looking for a present for you, when the pol ice arrested a man. He had robbed a bank the day before. The pol ice interviewed all the shoppers. I arri ved home at midnight. 3 I was travell ing on the underground when someone stopped the train. A group of football fans had started a f ight, I spent two hours on the platf orm. 4 I was jogging in the park when I saw a girl in the lake. She had fallen into the water. I jumped in and saved her. I had taken a first aid course earlier in t he year.

e Put students in A/B pairs. Fast finishers could invent some new explanations .

Now your students can: use past tenses to describe events

give excuses and explanations.

15

Background

Francois Pienaar: a former rugby player who played for the South African rugby union team (the Springboks) from 1993 until 1996. He was the captain of the Springboks and led them to victory in the 1995 Rugby World Cup.

Inv;cfus: the film telling the story of the events in South Africa before and during the 1995 Rugby World Cup hosted there. The film was directed by Clint Eastwood and starred Morgan Freeman as Nelson Mandela and Matt Oamon as Francois Pienaar. It was released in 2009 and the title Invictus means 'undefeated' in Latin.

Part 1

Warm Up o Do this as a class activity. Elicit ideas and write them up on the board. Encourage information on any sports as students may have varying interests.

Listening o Refer students to LS

. If they need prompting to speculate about the photos, ask: What do you think the sport is? (rugby) Who is the actor in the middle? (Matt Oamon) What country do you think it's in? (South Africa). Answer: Student page

e Refer students to lLS and check

students understand the strategies. Ask them to think about how they are going to approach the task. Give them a few minutes to read through the multiple-choice questions. As the Skills Builder suggests, ask students if they think they know any of the answers. Write up any key language or vocabulary that may be helpful on the board .

Answers: Student page

16

THE BIG GAME Warm Up o Your Culture Work in pairs. Ask and answer the

questions.

1 What are the national sports in your country? 2 What are the names of some of your greatest

nationa l sport ing heroes? 3 What have been your country's most famous

nationa l sporti ng victories? Do you remember them? How did you feel? How did you celebrat e?

Listening

o Look at the photos (a-b). Listen and choose the main topic in the conversation.

a South African rugby c the film Invictus @ South African history d Nelson Mandela

o m Use the strat egies in the Skills Builder t o listen again and choose t he best answers to the quest ions.

1 The system of 'apartheid' in South Africa: a was bad for wh ite South Africans. b f inished after 1995.

separat ed people of dif f erent races. d was good for black South Afr icans.

2 When did Nelson Mandela become president> a 1918 b 1990 1994 d 1995

3 Black Sout h Africans didn't like their rugby t eam before the World Cup because: a all the players were white. b South Africa weren't very good. c Pienaar was the captain. @the team was a symbol of apartheid.

4 Wh ite South Afr icans changed their attitudes to the 'new' South Africa because: a the team sang the old national anthem. @ Mandela appeared in the team jersey. c th e team had f ive non-white players. d Mandela spoke to the crowd.

S What happened in the f inal? a It was a 12-12 draw. b New Zea land played bad ly.

South Africa won in the end . d South Africa won eas ily.

6 The most important result of the game was that: South Afri cans became more un ited. b the crowd went wi ld. c Pienaar got the trophy. d there were big celebra ti ons.

o These are sentences from the listening text, All of t hese mUlti -part verbs are intransitive, i,e, they are not followed by an object, Answers: Student page

For practice, students turn to

Part 2

Reading

GUAGE

o If you are starting a new lesson, recap on the subject of the spread, Give students a few minutes to read the t ext. Ask questions to make sure students have understood the gist, e,g, Which two countries were playing? (New Zealand and South Afr ica) Who won? (South

o Vocabulary Look at the Word Builder. Match the sentences (1-B) from the dialogue with the people they are about (a-e) . Then listen to the sentences and check your answers.

a Francois Pienaar b South Africa ns c t he crowd d Nelson Mandela e the South Afri can team

Word Builder Multi-part verbs (1) 1 He came out of prison in 1990. d 2 They met up,

ois Pienaar received the trophy for the 1995 Rugby World from then President Nelson Mandela after an exciting, Iow-- 9 final. Here Pienaar talks about his country's historic ry over New Zealand.

re not one of the favourites to win, were you? -= :outh Africa n public was hoping we'd do well but we had a

~ -:; team and had just come out of sporting isolation because of - - eid. We'd had a good season but the Australians were

- ~ ouri tes. _ about the day of the final? Was it exciting from start to finish?

;.: 'lcredibly tense and emotional - some of the guys were 311y il l. You can't imagine but it's such an important hour-and-

=: , your life. Then the pressure was on. Can South Africa do it? ., - ~nt before, I only slept four or five hours - I was constantly

-g about the game. When I woke up, I thought about getting - -::Jhy. Later, when we got to the ground, there were sirens and

=~ - ng. It was like a scene out of a movie. It was good to :J ay.

o you remember about the game? ~-:-ber every minute of the game. It's still very clear in my mind.

was your reaction when the final whistle went? -: "'1y knees. Then all of a sudden I realised the whole team was -:; me - that was a special moment.

- all a little crazy afterwards? ., =::-'osphere on the streets of South Africa was just incredible.

-~ 'i rst time, all the people had come together and all races and :"s were hugging each other. It was just wonderful.

;~tting the trophy from Nelson Mandela was '" ing special? .::- ', andela said, 'Thank you very much for what you 've done ::_: Africa: but I said, 'Thank you for what you 've done: I __ 'elt like hugging him but it wasn't appropriate, I guess. Then I

-: --e trophy. It was unbelievable -I can't describe the feeling.

t about the night out afterwards? - - e got back to the hotel after the official dinner, nothing = ,,-ned. I ended up hitch-hiking with my girlfriend and Joel -: and his wife. There was no transport because the other

-,,0 aken it but we'd decided to go for a drink. So we hitched. :;- , opped and the look on the driver's face was incredible -::.5 so surprised. He just said 'please get in' and then couldn't ~ ' :x the rest of the journey.

. by Matt Majendie

o Look at the Sentence Builder. Match the words (a-c) with the different uses of just (1-3 ). a really b only c very/recently

Sentence Builder just 1 We had just come out of isolation. C 2 The atmosphere was just incredible. Cl 3 He just said 'please get in'. b

CE

o Write six sentences about your life with jus t. I have just closed my notebook. I think Arsenal are just fantastic. I just love rugby.

~ Choose a sporting event you have participated in or watched. Write notes about the things below:

when and where it happened how you felt before it what happened during it

what the resul t was how you felt afterwards

~ Work in groups. Ask and answer questions about your sporting events.

~ C ...

n = 2. n tI)

'1: my country we go to prison firsta:~j then become President.' ~

o Encourage students to look back at the main text to see the wider context.

JlNC;UAGE CHOICE 1 ~ will give students some more controlled practice of just before doing Exercise 9.

Answers: Student page

For practice, students turn to L G 1-1

o Tell students they can use any topic to illustrate the use of just. If you think they will need help, brainstorm some possible topics and write them up on the board, e.g. schoolwork, hobbies, favourite bands, foods, etc.

~ If necessary, this can be set for homework. Tell students that it doesn't have to be a big national or international event. It could be a school team that they watched or a local sporting event. Refer them to the Word Builder on page 16, and encourage them to use the multi-part verbs they have learnt on the page.

G If you have set Exercise 10 for homework, you could use this as a Warm Up for your next lesson. If not, let students stand up and walk around to ask and answer their questions. However this activity is organised, it is important to elicit the questions and write them up on the board before you start . In feedback, choose three or four students to tell the class about the most interesting event they heard about.

oCe me Ask students about the tone of the comment. Was Nelson Mandela being serious?

Now your students can: use strategies to approach a multiple-choice task

write and talk about sporting events.

17

Background

This lesson focuses on used to and would within the context of family history and traditions.

Warm Up o Ask if any student s have the same name as their granddad or grandma or any other member of their family. If yes, why? Ask what makes (or made) their grandparents special (if they are no longer with us). Ask students to open their books. Elicit ideas with the class.

Tip: If you are able to personalise a topic by asking students a few questions, it will help create interest and bring up vocabulary that may be useful.

e In feedback, ask checking questions: What hobbies did Granny joy have? (ba king, knitting) What religion are they? (Catholic) How old was Granny joy? (89) What two events do they remember on 4 December? (the birth of joy and the death of Granny joy). Answers: The baby was named after Granny joy.

used to and would o Ask students if they can identify ways in the text of talking about the past. If they mention the Past Simple or Past Continuous as well, th is is fine. If students identify used to or would, write up examples on the board. Based on the examples you elicit ask them the question in Exercise 3: Are they repeated or single activities? (repeated). Refer students to Exercise 4 to consolidate.

Answers: Student page

18

GRAMMAR

BIRTHDAYS AND FUNERALS

e Read these sentences and complete t he rule.

o Read the sentences. Then match the verbs (1-2) with the uses (a-b) to complete the rules . She would/used to go to every funeral . She wetikI/used to believe thot birth ond deoth ore important events. She would/used to help the neighbours. She wetikI/used to have a lot of friends.

1 We use used to or would " 2 We use on ly used to b a with repeated activities in the past. b wi th states in t he past (be, hove, know,

believe, etc.).

Read the sentences (1-6) about life in modern Europe. Then use the cues in brackets and used to/didn 't use to to describe what things were like a hundred years ago.

. 1 Most women give birth in hospital. (at home) A hundred years ago, women in Europe used to give birth at home. Fathers look after babies. (not look after bobies) Small children go t o nursery school. (stoyat home)

4 Teenagers don't work to earn their living. (work) 5 People live about seventy-six years on average.

(about forty years) > Mast teenagers go to school unt il t hey are

sixteen. (not go to school)

Rewrite the underlined verbs using used to or WOUld. There are two verbs that cannot be changed.

Find more examples of used to and would in the t ext.

My grand fat her Ronal d ' lIDl.e.d ceremonies and ce lebrations. He 2~ part ies on every poss ible occasion. he 3~ a wedding, he ' !Ilillle speeches and 5:t.QJlLanecdotes. He 6kn.el!.1 everybody in our town. His funeral 7~ quite an event. too. The people he 'kru:w all came. In the middle of the ceremony, a mobi le ' @!lg really loudly. The sound was coming from the coffi n. Granddad l 0!:.il!.!:i.e.d his phone in his pocket all t he time and someone had left it there. And someone said 'Ron lllike.Q company, so I guess he wanted to keep in touch after he'd gone:

Aff irmative She used to spend 0 lot of time helping others. She would bake cokes f or people's birthdoys.

Negative She didn't use to stay at home much. She wouldn 't forget anyone 's birthdoy.

18

Questions Did she use to have 0 lot of f riends? Would she help the neighbours?

We use used to and would + inf init ive to ta lk about single~activities or situations in the past.

o Give students a few minutes to complete t he exercise.

Answers: Student page

e Students complete the exercise, then check in pairs. Monitor and help where necessary.

For practice, students turn to NGUAGE

o Give students a few minutes to comp lete the exercise. Monitor and help where necessary. Ask one or two st udents to tell the class. Ask why it is not poss ible to change words 7 and 9. (7 He cannot have more t han

o Think of the time when you went to primary school. Describe your memories using used to and would.

I used to wolk to school. After school, we would play football in the school playground. I didn't use to be o good ployer but I loved it

one funeral. 9 Th ere was just one ceremony and therefore the phone could only ring once.) Answers: 1 used t o love 2 used to/would organ ise 3 didn't use to miss/wouldn't miss 4 used to make/would make 5 used t o tell/ would t ell 6 used t o know 7 no change 8 used to know 9 no change 10 used t o carry/would carry 11 used t o like

o Give students a few minutes to complete the task. Monitor and help where necessary.

Now your students can: use used to and would to ta lk about past habits.

SKillS

Writing Workshop 1 Text Builder

Match the informal words and expressions in blue in the email with the words and expressions (1-6). 1 clothes 3 very tired 5 horrible 2 Dear 4 goodbye 6 a lot of

o Look at the Sentence Builder. Rewrite the sentences (a-d) below.

o Look at the photo of a Star Trek wedding. Which of these people (a-d) can you see? the bride the groom b the bridesmaid d the best man

o Read the email . Would you like to go to a Star Trek _ wedding? Why/Why not?

From: Katy Subject: My cousin's weird wedding! Date: 3 March 20:32:06 BOT To: Isobel

Hi there Isobel,

How's everything? We've just been to my cousin Carol's wedd ing in London - it was really WEIRD!!!!!!!!!! After arriv ing at the hotel, we met Caro l and Dave, her future husband. They told us about the surprise Star Trek ceremony before giving us our Star Trek clothes. We then went to the reg istry office for the civil ceremony which was quite short. Afterwards, we went back to the hotel to change into our Star Trek gear. My Uncle Alan was Capta in Kirk, Martin, the best man was an alien and Sally, the bridesmaid, was a doctor. During the ceremony, Uncle Alan spoke in Klingon (the Star Trek language) w hich was very strange. Then Dave dropped his laser pistol wh ile kissing the bride and I cou ldn 't stop laughing. After the second ceremony, there was a big lunch w ith lots of speeches and later, there was a disco. Unfortunatel y, the journey home was a NIGHTMARE because the trains were delayed. In the end, it took six hours - when we got home I felt completely wiped out! Write soon. :-) All the best, Katy xxxxx

Background

Star Trek: an American science-fiction TV series which follows the adventures of Captain Kirk and his crew. They are on a space exploration mission, travelling between galaxies aboard a spaceship called the USS Enterprise. There have also been eleven Star Trek feature films . Star Trek has some very dedicated fans who call themselves trekkies or trekkers.

Sentenc