M01 CHOI TB INTGLB 2209 U01 - Pearson Argentina · 45 TOPIC TALK 1 Write up some facts about the...

4545

TOPIC TALK1 Write up some facts about

the heroes on the board. When students have discussed the questions, they should match the facts with the people.

2 Pause the recording between each ‘talk’. Ask students what led them to choose the person.

Answers: 1 Ghandi 2 Elizabeth I 3 José de San Martin

3 Choose eight words from the network that you think students won’t know. Tell them to read the Biography information and check any words they don’t know in their dictionaries.

Answers: Student page

4 Remind students that we say sixteen-oh-three (number 5). Put students in pairs. Give them five minutes to write down four dates that they think are important, and why. Match each set of pairs with another pair and ask them to discuss their choices in groups.

Answers: 1 1869 2 1947 3 1533 4 1588 5 1603 6 1778 7 1811 8 1850

For practice, students turn to LANGUAGE CHOICE 31.

5 You might like to get students to research their hero for homework and discuss in the next lesson.

Now your students can:• talk about the lives and achievements of important people in history.

José de San Martin (1778–1850): an Argentine general and the leader of South America’s successful struggle for independence from Spain, liberating Chile in 1817 and Peru in 1820.

Joan of Arc (circa 1412–1431): born a peasant girl in eastern France, she led the French army during the Hundred Years’ War. She was captured by the English and burned at the stake.

Gandhi (Mohandas Karamchand Gandhi) (1869–1948): the political and spiritual leader of India during the Indian independence movement.

Background

Elizabeth I (1533–1603): the daughter of Henry VIII and Anne Boleyn. She became Queen and ruled England for forty-five years.

Aung San Suu Kyi: a politician who opposes the government in Burma. In 1988, she was arrested for speaking at peaceful demonstrations for freedom in Burma. She then spent six years in prison and fifteen years under house arrest. She was awarded the 1991 Nobel Peace Prize.

aristocratic family

liberator

went back to

campaigned for equal rights

studied Law

M01_CHOI_TB_INTGLB_2209_U01.indd 45 03/11/2011 16:09

SAMPLE

SAMPLE

SAMPLE

SAMPLE U

NITUNITUNIT

Choose

UNIT Choose

th

UNITthe

UNITe n

UNITnetwork

UNITetwork

st

UNITstudents

UNITudents w

UNITw

th

UNITthem

UNITem t

UNITto

UNITo r

UNITread

UNITeadin

UNITinformation

UNITformationwo

UNITwords

UNITrds t

UNITthey

UNITheydi

UNITdictionaries.

UNITctionaries.

A

UNITA

UNITUNITUNIT

46

Speculating about the past4 Once students have completed the rule,

check the meaning with questions such as: Did he make a mistake? (We don’t know.) Why don’t we know? (because might is used) When did this happen? (in the past).

Answer: Student page

5 Recap what modals and verb forms are needed to make speculative present statements.


3 Students answer the questions. Ask: What kind of jobs can children do in your country?

Extra Exercise

Ask students to discuss the following in groups: Could these actions help to stop child labour? Arrange them in order from the most to the least effective.

• not buying goods produced in countries with child labour

• introducing compulsory education all over the world

• organising campaigns and protest marches against child labour

Background

Bonded labour: forced work for an employer without being paid.

Iqbal Masih (1983–1995): was born in Muridke, Pakistan. He was sold as a child slave for US$12. He escaped and became an international figurehead for the Bonded Labour Liberation Front. He was awarded the Reebok Human Rights Award in 1994 but he was shot in the back in 1995 at the age of twelve, possibly by the ‘carpet mafia’ who might have felt that his work threatened their profits.

‘Carpet mafia’: some carpet manufacturers in Pakistan who help and protect each other’s businesses, by exploiting workers or using criminal means.

Warm Up1 In pairs, give students a

few minutes to look at the photos and come up with some ideas. Monitor and write up any good suggestions on the board (especially those including any type of modals). In feedback, ask students to comment on the suggestions on the board.

2 Give students a few minutes to read just the newspaper cutting. Check understanding of the key facts. Check they remember campaign against which came up in the Topic Talk lesson and carpet mafia, sneak and evidence. Students read the extract from a novel and work through the questions in pairs. They can use the network in the Topic Talk lesson to help them.

Suggested answers: 1 Life and work was hard. They had to get up early, they couldn’t talk and their arms ached. 2 Children worked there to pay their family’s debts. 3 Iqbal escaped and brought the police to free them.

have

ab


SAMPLE

heck

SAMPLE

heckhe

SAMPLE

he k

SAMPLE

key

SAMPLE

eyhey SAMPLE

hey r SAMPLE

rememberSAMPLE

ememberw SAMPLE

which SAMPLE

hich cSAMPLE

cameSAMPLE

ameessonSAMPLE

essonaSAMPLE

andSAMPLE

ndSAMPLE

SAMPLE

SAMPLE U

NIT

4747

Grammar Alive9 Refer students back to the

girl selling snacks in Exercise 7. Ask: Do you think she has a home? (probably not) What do we call people who have nowhere to live? (homeless).In feedback after listening to the recording, check if some of their suggestions were correct.

Answers: He may have seen some homeless people in the street. Maybe he talked to some of them. He could have just wanted to get to know Fiona better. He must have fallen in love with someone there. Maybe he finds this work really interesting.

10 Put students in A/B pairs. Give them a few minutes to read through the cues and check any unknown language. Demonstrate the example with a confident student.

11 In pairs, students can speculate about the people in the photos, then discuss with the class.

Now your students can:• speculate about situations in the past

• make guesses using past modals.


8 Students work in pairs.

Suggested answers: He must have had a lot of courage. He can’t have been weak. He can’t have had a rich family. He must have been intelligent. He must have hated his situation. He must have dreamt about freedom. He must have planned his escape for a long time. He can’t have gone to school.

Practice6 Ask students to tell you which words

helped them answer, e.g. can’t have – certain.



7 Check the meaning of some of the sentences, e.g. 3 – What is the girl doing? (selling snacks in the street) Why is she doing this? (She can’t get a job. She has no money.)

Answers: 2 may have employed children in his factory 3 can’t have been born into a rich family 4 may have kidnapped her 5 might not have eaten anything all day 6 must have taken a lot of time to make it


SAMPLE

SAMPLE

SAMPLE

SAMPLE U

NITUNIT

me

UNITme

ju

UNITjust

UNITst w

UNITwanted

UNITanted

Fi

UNITFiona

UNITona b

UNITbetter.

UNITetter.

fa

UNITfallen

UNITllen i

UNITinUNITn l

UNITlove

UNIToveth

UNITthere.

UNITere. M

UNITMaybe

UNITaybewo

UNITwork

UNITrk r

UNITreally

UNITeally

UNIT10

UNIT10 Put

UNIT PutGi

UNITGi

UNITUNITUNIT

48

Reading

Extra Exercise

Choose ten words from the reading text that you think students won’t know. Stick the words and their definitions randomly around the classroom. Ask students to walk round and match the words and meanings. Give students a few minutes to read through the text and check the meanings of the words that you chose. Check the meaning of the words further in L1 if you need to.

5 Students read the extracts. They check in pairs before the class check.


3 All of the sentences come from the listening text.



Tip: Translating sentences sometimes helps students notice di�erences in how language works. Ask: Does your language use prepositions at the end of sentences?

4 Students complete the exercise in pairs. Monitor and help where necessary. Make a note of interesting ideas and any common mistakes. In feedback, discuss with the class.

Background

The Bourne Identity: the first in a trilogy of films released in 2002 and starring Matt Damon. Damon is Jason Bourne, a former CIA assassin who has amnesia. The film is based on the novel by Robert Ludlum, an American author who wrote twenty-five thriller novels. The following films are called The Bourne Supremacy (2004) and The Bourne Ultimatum (2007) and all three have been popular box o�ce hits.

Part 1

Warm Up1 Encourage general

interest by asking if students have been to the cinema recently: What film did you see? What type of film was it? What is your favourite type of film?

Listening2 Ask students if they can

remember what to do when approaching a multiple-choice exercise. Go through SKILLS BUILDER 6 and check students understand the strategies.


Extra Exercise

Ask students to listen to the conversation again and answer these questions: What does Alice think of Matt Damon? (He’s always in action films and he’s not very good-looking.) What does she think of Daniel Craig? (He’s very good-looking.) Who does Jason Bourne work for? (nobody) What problems has Bourne got? (He can’t remember anything.) Why does Alice dislike action films? (They’re always the same with lots of fighting and running around the place.).

aboutto

up

for

at

3

6

5

4

2


SAMPLE

SAMPLE

isten

SAMPLE

isten t

SAMPLE

to

SAMPLE

o t

SAMPLE

the

SAMPLE

hegain SAMPLE

gain a SAMPLE

and SAMPLE

nd aSAMPLE

answerSAMPLE

nswerW SAMPLE

What does SAMPLE

hat does What does W SAMPLE

What does WAlice think of Matt Damon? SAMPLE

Alice think of Matt Damon? f SAMPLE

filmsSAMPLE

ilmsSAMPLE

SAMPLE

SAMPLE about

SAMPLE about

to

SAMPLE to

up

SAMPLE

up

for

SAMPLE

for

at

SAMPLE

at

UNIT

4949

7 Write up the words in blue on the board. Some of the words are difficult to pronounce. Check pronunciation by asking students to identify the strong syllable in each word.


Answers: a untidy b dislike c uncomfortable d incorrect e unknown f unfriendly g unhappy

8 Give students a few minutes to prepare some answers before completing the sentences.

9 Give students a few minutes to complete the exercise.

10 Make it clear that students shouldn’t say the name of their film.

Now your students can:• form sentences with prepositions at the end

• talk about films using adjectives and verbs with prefixes.

Possible answers: 1 operated on by English-speaking doctor (the ship's engineer in film) 2 shot many times (in the film only two bullets) 3 in Zurich he goes to a hotel (he sleeps in a park and has a fight with the police who try to arrest him) 4 at the hotel, he finds out that his name is J. Bourne (in the film he doesn’t find this out until later) 5 at the bank, the banker opens the box (in the film he opens the box himself) 6 the papers in the box are bank statements in his name with a lot of money (in the film he finds lots of money in cash, a gun and passports) 7 he finds out that he used to work for a company called Treadstone (in the film he doesn’t find this out until later)

Part 2

6 Choose several stronger students to read a couple of sentences each of the synopsis out loud for the class to hear. This is a small text and it will keep students focused. Then put students in new pairs and give them a few minutes to find any differences they can together.

unsympatheticunwrap unpack

impatient illegal impersonaldisappear


SAMPLE

SAMPLE

SAMPLE

SAMPLE impatient illegal impersonal

SAMPLE impatient illegal impersonal

disappear

SAMPLE disappear UNIT

mi

UNITminutes

UNITnutes

an

UNITanswers

UNITswers

se

UNITsentences.

UNITntences.

UNIT9

UNIT9 Give

UNIT Give students

UNITstudentsmi

UNITminutes

UNITnutes t

UNITtex

UNITexercise.

UNITercise.

UNIT10

UNIT10

UNITUNITUNIT

unsympatheticUNITunsympathetic

unwrap unpack UNITunwrap unpack

impatient illegal impersonalUNITimpatient illegal impersonal

50

accident in your school last year, was there? 5 The criminal had a gun, didn’t he/she? The criminal didn’t have a gun, did he/she? 6 You would like to learn self-defence, wouldn’t you? You wouldn’t like to learn self-defence, would you?

7 Put students in pairs with someone they know fairly well.

8 In feedback, correct mistakes in form or intonation.

Now your students can:• use question tags.

5 Students refer to the initial dialogue for help.


Faster finishers complete LANGUAGE CHOICE 36. Alternatively, set for homework.

6 In feedback, encourage students to focus on the correct intonation.

Answers: 2 You can put out a fire, can’t you? You can’t put out a fire, can you? 3 Your friends have done first aid training, haven’t they? Your friends haven’t done first aid training, have they? 4 There was an accident in your school last year, wasn’t there? There wasn’t an

Warm Up

Extra Exercise

To give students practice of describing pictures, bring some interesting newspaper or magazine photos into class (particularly ones which show heroes). In pairs, students choose a photo and describe what they can see. Remind them of phrases such as in the background, on the left, etc.

1 Elicit ideas from the class.

2 After listening, give students a few minutes to work out the answers. Play the recording again and check pronunciation of the question tags.

Tip: Rather than asking students to listen to the recording, tell them to read the dialogue in pairs. It’s good speaking practice and you can also get an idea of how well they pronounce the question tags as you monitor. Play the recording again as a pronunciation check.


Question tags3 Give students a few

minutes to read through and then elicit the rules as a class.


4 Students work individually before the class check.


TT

F

ab

haven't you

was heweren't they

can you

won't itwould you

have youaren't they


SAMPLE

SAMPLE

SAMPLE

individually

SAMPLE

individually

tudent SAMPLE

tudent p SAMPLE

page SAMPLE

age SAMPLE

SAMPLE

SAMPLE U

NIT

5151

Text Builder2 Students need to refer

back to the text a second time in order to match the topics.


Extra Exercise

Ask students to pick out words in each paragraph that helped them to match the topics, e.g. 2b: the story is about.

3 Give students a few minutes to focus on this and then check answers in pairs.

Answers: 1 I would definitely recommend reading 2 set in 3 The plot is full of 4 Another criticism

4 Read the sentences as a class and elicit the translations.

For practice, students turn to SKILLS BUILDER 30.

5 Tell students to use SKILLS BUILDER 30 and the main text to help them.

Answers: 2 Lorna was a beautiful woman as well as a good person. 3 John was not only very strong and brave but also honest and loyal. 4 The book was both exciting to read and very romantic.

6 If you wish, you could set this for homework. Tell students to do the first point in class and to write a plan of what they intend to put into each paragraph. They should use the main text to help them and SKILLS BUILDER 31.

7 If you wish, use this activity as a warmer in your next lesson.

Now your students can• write a book review using linking words.

Doone were published, anonymously, in 1869. Only 300 sold. The following year it was republished and became a huge critical and financial success. Since then, it has never been out of print.

1 Elicit ideas. Give students a couple of minutes to read the text. Check their guesses and use the Background information to confirm or correct any other information.

Answer: Student page

Background

Richard Doddridge Blackmore (1825–1900): an English novelist who spent much of his childhood in Exmoor in Devon. Lorna Doone is a romance based on a group of historical characters set in the late seventeenth century in Devon and Somerset. Blackmore incorporated real events and places into the novel. Apparently, Blackmore invented the name Lorna, possibly drawing on a Scottish source. Blackmore had di�culty in finding a publisher and only 500 copies of Lorna

historical romance

42

13


SAMPLE

SAMPLE

SAMPLE

SAMPLE U

NITUNIT

A

UNITAns

UNITnswers:

UNITwers:

re

UNITrecommend

UNITcommend

3

UNIT3 T

UNITThe

UNIThe p

UNITplot

UNITlot i

UNITis

UNITs f

UNITfcr

UNITcriticism

UNITiticism

UNIT4

UNIT4 Read

UNIT Readcl

UNITclass

UNITass

UNITUNITUNIT

52

6 Give students five minutes to prepare and make their notes. Tell them to use the Talk Builder and SKILLS BUILDER 47 to help them. Tell them also to look at SKILLS BUILDER 48 for ideas on how to keep talking. Monitor and help where necessary when the pairs describe the photo.7 Elicit ideas from students. They may

already know the story. If so, elicit what they remember.

Now your students can:• use a variety of expressions to describe photos.

5 Tell students to use the Talk Builder to help them.


Extra Exercise

To give students further practice, bring in photos from magazines or newspapers and ask them to do the task again in different pairs.

Background

Phil Borges: a photographer who has lived with and documented indigenous and tribal cultures around the world. He attempts to create a relationship between the audience and his photographic subjects.

Women’s rights in Afghanistan: when the Taliban came to power in Afghanistan in 1996, they imposed a medieval type of regime on women, banning women from working, forbidding girls from attending schools, and punishing women for minor misdemeanours. The Taliban were overthrown in 2001 and conditions for women have been improving gradually ever since.

Captain Chesley ‘Sully’ Sullenberger: successfully ditched a US Airways flight in the Hudson River in New York City on 15 January 2009, saving the lives of all the 155 people on board the aircraft.

1 Tell students to note down their guesses (they will need this for Exercise 2).

2 As students listen, tell them to tick the guesses that were correct from Exercise 1.

Extra Exercise

Dictate five statements of your own choice about the listening text. Some statements should be true and others false. Play the recording again and tell students to mark the statements true or false.

Tip: Dictation practises listening, writing and spelling.

3 Do the first item as a class, then give students a few minutes to match the others.

For practice, students turn to SKILLS BUILDER 47.


4 Do this as a class exercise using choral drilling to start and then choose a few students to read longer sentences.

21

43

somewherethink

man


SAMPLE

o

SAMPLE

of

SAMPLE

fbout

SAMPLE

bout t

SAMPLE

the

SAMPLE

heome SAMPLE

omehould SAMPLE

hould b SAMPLE

be SAMPLE

e t SAMPLE

trueSAMPLE

rue aSAMPLE

andSAMPLE

nde SAMPLE

e re SAMPLE

recordingSAMPLE

cordingtudents SAMPLE

tudents t SAMPLE

toSAMPLE

o mSAMPLE

markSAMPLE

arkalse.SAMPLE

alse.SAMPLE

SAMPLE

SAMPLE U

NIT

M01 CHOI TB INTGLB 2209 U01 - Pearson Argentina · 45 TOPIC TALK 1 Write up some facts about the...

Documents

Transcript of M01 CHOI TB INTGLB 2209 U01 - Pearson Argentina · 45 TOPIC TALK 1 Write up some facts about the...