Choices Intermediate Teacher s Book

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 Students' Book Contents Teacher's Notes Module 1: Identity Module 2: Big Events Module 3: Taste Module 4: Houses Module 5: Image Module 6: Heroes Module 7: Adventure Module 8: Habitat Module 9: learning Module 10: Careers Module 11: Inspiration Module 12: Innovation Culture Choice Skills Builders Student A and B Activities Word list Irregular Verbs language Choice Students' Book Audioscript Workbook Audioscript Workbook Answer Key

ii 2 5 13 21 29 37 45 53 61 69 77 85 93 102 114 121 122 125 126 132 145 152

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).

• 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 :

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.

ii

The strong content syllabus covers the key areas in the Common European Framework of Reference (CEFR), has systematic crosscurricular 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.

• Skills Builder (a section of support strategies and model language and te xts)

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:

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

• 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,

• 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)

• 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.

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

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 su ch as doing matching or multiple-choice tasks, Writing strategies are em bedded 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, Fo r 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 ena ble 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 oneoag e Language Review after Modules L 3, 5, 7, 9 and 11. At the back of ihe Students' Book, there are the fo llowing:

• 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 wo r k and other adult contexts :

Choices

Elementary Pre-Intermediate Intermediate Upper-Intermediate Advanced

CeFR A1-A2 A2-81 Bl-82 82 82-Cl

UCleS KET PET PET 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,

iii

TOPIC TALK These boxes contain the learning objectives of each module.

The Topic Talk introduces the module topic.

IDENTIT

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

Vocabulary networks present key lexical sets and functional language to talk about the topic.

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

Students have the chance to personalise the topic and talk about themselves.

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.

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

Warm Up sections introduce the lesson topic.

Grammar Alive sections link grammar with fu nctional areas and provide practice in everyday contexts. o

W,umUp

o :.:::.:::::..~=--

-...... """. __.......

0 _ .......... _

Itl

..-

i.AtfGUAGES __

--------,

_

n

.

t

f

-

""'.t ...b_I&HociIJ.-'-lIV

..........." ....... _0I-. ........ - . ._ _ ....... _ _ "W .. ...

.. _ OIl .......

001~.,

o _ ... _.c.._""""" ........ _.

>t.

-.un

bolho\t" ...,.....,.Iirti..

rl.Jl_~"'"

:::.:~..:.""'---""""....,"'"

-

.

s.a....1Mfwgt ..

O _"'_~~",,",_l ~·

..._ . . . ""'tr__ ... _It_

'brry .... . . . ··"""... ..,Lro~ ... lItg.'otlr\olo"' _ _ '

1o"_....

......

D< _

~-=:!:'"

..... -..II~ ...... - -

:::.=:.::.::..

...

SAVE ~

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

-----_._-....,----u... ..... _

.....

... _

~.-.- ~

...--_...-

The Language Choice booklet provides more grammar practice and reference.

We use t he Present Simple to t alk about: activities that happen regul arly. h abi ts and routin es. Most children start school ot the age of six. I buy 0 lot of books. feeling s. opinions. permanent situations. Some languages have no written form. I like learning languages. We think that 'small' languages will disappear.

SKillS READING/WRITING Word Builders systematically present lexical features (e.g. prefixes/multi-part verbs).

Warm Up activities introduce the topic of the lesson.

O

!P£NT1TY

--_........-.

"'"'_.

....

Sentence Builders focus on linkers and sentence structure.

~ot

... _ _ _

~=:::-=~:

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

Simon&o,weUllIIIKtigalelOtht'"fIWitdtnd WMdffl'ulworld of...uM ....bn.

0_"'...,.,._ .............

I TlIolnl ......p.

-""-10""''''_---''..

:.~:::::::;=:::-

tloolootttlOo,lhoy_In ...

-cht.ta.,....-......·.-y·-1Moofto

_ 0 _ ....... "". _ _ ... ___

~=:~~~~ .. _ .... _)'OON,I'

...

_1!y ...... ~, _',.....,1o, ~0OyotIffltlltlonlt

: :::::;~=lnfil

som~lhlft9spf!(i ·1l

toot_CR~-.e;Old_~lI:tI"I'MU'fO U'ft~O,·

~e

S

'ed wi thtM",ean1ft 'I ~ -e r.

........,-*'''' 1!\e 11-. ..7

__ t .....

"""~\

~

Andgettinllthelrop/l~i"""HtJ~IrI"""'W"

Un l~'

_de, u"lIit(l, ,""

mt' -

l

• ....... _ _

·'>eI.~"SOT>£l/It"",N'_"'_ i

~~~=1~

partlctp. ' .Oin or ... WIIe4.Wri l ~ Nlte. OI>OUl t"- ,,,. . . , . _

o I/Oirthrocl

!l'Ir(fl;lwlj __ s..u."'''''''''~

1It. 1 Will 'weliwd!ht ~ INm_

Reading

""-wa. 1I>fclI(Il ....

'1It·nt"'Sou"''''!n''1Ife _ ~w!thv..difltllII\t ... lK of ""t fl-)).

Vo wor~ IIl ., ... P'

r.h tu' n, to IeI! •.

)'G~'D}l>lle. ll

Sound Choice focuses on problem sounds.

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

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

...

.. OfPCl(rC

-. -.... -----

• ...,..-

¥

C~f)"(cc

1

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

=---~

_--_-_ _w_ __"__...-,-.--' --_ __-- .~

0......:.:,,::::.;:*_ ... - -- . ;---,, -" ,.......~........

... ......

.

......... ..

'...... "..".,....... ""'""' ..... 1" ...... 1.,..... ,...

Listening texts 9rovide cultural Sackground.

~=~~~= *.:

). ~~=;'::_I" ...

-:~ =:::::~:.=u

E=-~:=.-'-

_.....

---,-----_._-_ ----- _..... --...-

.... _ ... _ t.. ··.-.

J_

1' _ _ _

,.... _

. ---.. . . . .. . . . - . .--

0 ..- .. _ _ _ ,_"' ..... ...."..

.-~

.....

Texts include poems, stories, novel extracts and songs .

- ....-

::=:..:~ r.... _ _ "... _ "~-""""""'

o

_ _ 1IooV

---.----------_._-_ ---. ...--. -....--........_ - . .'_...--

_==.:;"-':::':"t::::::

o =.:....~;;.':'.::;~""" ..... ...

-~-............

=:".... ....-"'............ . :;:;;.-"""'._-_ ........ ..

__--__.......

..,..,. .....................

1),10 .. _ _ ...." ' - -

::"'.,:!.~

......- -•.,.

0 --. ...... ""' _ __. _

__

::::':.':'!.!:::-'''' ==~;

'~"""'N!I'""

,~&_-

--.-"~

_'".flnl,..,.:o_•.... IJftI-'''''!J. H,n_.,oo_ "'...

-.....

... .

".I -i"'~·_li"Ir

... .

d »

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.

~ 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 ny enda ngered lan guages 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. _- ;ortun ately, many of th eir languages are dyi ng and ~-s knowledge may one day be lost forever. : - ""'sti ne Davies, fro m t he Enduri ng Voices project.

=J us: ' 3 We believe we can help save so me =- :angered languages. 4 We are recordi ng the :: =.3 ers of endange red lan guages on all con ti nents . =:- exam ple, in Austra li a we have recorded th e only ; ~g spea ker of Am urd ag, so thi s language won't :-5all pear completely. But while 5 we' re ta lking now, :- " ",st speakers of some nati ve languag es all over the -::-ld are dyi ng, t aki ng their culture and knowledge -:- t hem . So we have to hurry:

A starts

B answers

1 lea rn a language?

1 study French at school - revise for a t est now 2 often go to Spain learn Spanish now 3 talk to fa mous people all t he time text Zac Efron now 4 buy designer clothes al l the time - wear an Arm ani jacket today

2 vis it Barcelona? 3 talk to a fa mous person? 4 buy des igner cl othes?

B starts 5 appear on TV?

6 feel reall y stressed? 7 fall in love?

o

Use the notes to write sentences the people (1-3) could say. Use the Present Simple, Present Cont inuous an d Present Perfect. 'm learning my 1 O~ language now. I work at university. ve studied languages since f was at school.

o

an expert on languages • learn my 10 th language now • work at university • study languages si nce I was at sch ool a 6·year-old nat ive Au stralian child • speak our language at home • learn to writ e in English at school • never speak to a foreigner an explorer • be a t raveller since I was t went y • spend very little t ime at home • prepare for a trek in t he And es

B use a laptop

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.

A answers 5 appear on TV regularly - act in a soap opera t his week 6 feel st ressed often feel stressed about the next class 7 fa ll in love all t he time - fa ll in love with you right now 8 often use a laptop - chat online on it ri ght now

CD

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

(D

\0 Use the cues to write a questionnaire. Use

Students wor k in pairs. Then choose a few students to share their information about their partner.

correct tenses. How many languages - speak] How many languages do you speak?

2 3 4 5 6

(El

What languages - learn now? What subj ect s - like lea rnin g? How many di ff erent countries - visit? How many times - speak t o a f orei gner? What f oreign language - need most often?

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

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

9

o

Stu dents work in pairs . Monitor and help ,', ~e r e 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 ell er 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

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.

9

Background Evanescence: an American

listening

rock band .

o

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.

o

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

o Urban t ribes emos. geeks. goths. metal heads. punks. skaters. trendies

The Whitby Gothic Weekend: a twice-yearly

€ID Listen to an interview about ur ban tribes in the UK. Check your guesses from Exercise 1.

€ID Li sten again . Are the sentences true (T) or false (F)? 1 Urban tribes sta rte d in t he 1 970 s and 80s . F 2 There are more trib es aro und t hese days. T 3 Tribes are changing f aster than before because of the internet.

Descriptions a have dyed black/straight hair - into pessimistic punk music - wear dark clothe s emos b into horror fi lms - have dyed hair - wear silver jewellery/black make-up - into Evanescence jotkr have scruffy clothes/shaved hair - chains/ piercings PIiI1k.r like deSigner labels/loose shirts (male) - into clubbing/shopping tn>tdie.s 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

festival for goths. Since it started in 1994, it has grown into one of the most popular gothic events in the world .

Warm Up

T

4 Tribes are always based on ta st es in mus ic and clothes.

F

5 The identity of some t rib es is based on interests. T 6 Most young people now only belong t o one t ri be. F

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.

Extra Exercise ",.. LANGl AGE

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.

HOIL

V')( A J IIRY FRII

v

CE

o

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

Answers: Student page For practice, students turn to

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

10

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 CD

In feedback, choose a student and say sentence 1. The student must reply with their answer. You can repeat the same sentence to several students until you have covered all of the possible answers. Then repeat with sentences 2-6,

crl!llIl Watch the documentary without sound. Order the thi ngs 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. 1iO wearing band T-shirts.

o

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 .

16

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

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

" :','jj;;z (understand) a bit of Italian. It's a great

1"ship>1--

A My sister i6 r~~;t' '""",,o!j.(fashion) and she loves wearing 8~ (new) designer cloth es,

language.

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 .

o

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? Student page Student page

Self Assessment

o

Agreeing and disagreeing (1) Complete the dialogues.

A: Ilike goth clothes. -+ (disagree) B: 134 .."d",o",,,'''-. t _ _ _ _ _ _ _ _ _ _ _ __ A: I'm not into piercings. -+ (agree) B: Me 35 l'1£itke-r A: I don't like skater clothe s. -+ (disagree)

like Put like in the correct place in the sentences.

13 14 15 16

What does your cousin, Jenny, look? She looks a bit me but she is taller and slimmer. And what is she? 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

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 ,,-" a 191 8 b 1990 © 199 4 d 1995

o

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 .

c d

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 Afri ca ns c t he crowd d Nelson Mande la e t he South Afri can te am

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 diff erent races. d was good for black South Africans.

Warm Up

e

Look at the photos (a-b). Listen and choose the main topic in the conversation . a Sout h African rugby @ South African history

Part 1

Answer: Student page

Your Culture Work in pairs. Ask and answer the questions.

South Afri ca were th e fa vou rites to win . F Francois fe lt nervous before th e game. T He hasn't got stron g memories of th e game . F The game brought all South African s to get her. T Francois was very grateful to Nel son Mandela. T The car driver was amazed to see them. T

Africa) Who presented the trophy? (Nelson Mandela) How did Pienaar feel when they won? (It was a special moment.).

a

Refer students to and check students understand the strategies , Students work in pairs.

GUAGE Answers: a hitch-hiking b tense c the whole d the pressure was on e isolation

Part 2

Reading

o

If you are startin g 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 und erstood the gist, e,g , Which two countries were playing? (New Zealand and South Afr ica) Who wo n? (South

o

Students work individually to complete the exercise, Tell them to read through the sentences first and decide on what they think the answers are, Then ask them to read to check their answers,

Answers: Student page

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 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.

o Look at the Sentence Builder. Match the words (a-c) with the different uses of just (1-3 ).

a

really b only

c

re not one of the fa vourites to win, were you ? tea m and had just come out of sporting isolation because of - - eid. We'd had a good season but the Australians were - ~ ou ri 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? ., - ~n t 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? every minute of the game. It's still very clear in my mind.

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

Cl

CE

~ If necessary, this can

o Write six senten ces about your life with just.

I have just closed my notebook. I think Arsenal are just fantastic. I just love rugby.

~-: - be r

wa s 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 aft erwards? ., =::-'osp here 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 ake n 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

~ 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

~

... n C

= 2. n

tI)

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

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

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

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.

very/recently

-= :outh Africa n public was hoping we'd do well but we had a ~ -:;

For practice, students turn to L G 1-1

~

If you have set Exe rcise 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

GRAMMAR

BIRTHDAYS AND FUNERALS

Background

o

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

Read the sentences. Then match the verbs (1-2) with the uses (a-b) to com plete 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.

Warm Up

1 We use used to or would " 2 We use on ly used to b

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.

a wit h repeated activities in the past. b wi th states in t he past (be, hove, know, believe, etc.).

o

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 fo rty years) > Mast teenagers go to sc hool unt il t hey are sixteen. (not go to schoo l)

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 ki ng, knitting) What religion are they? (Catholic) Ho w old was Granny joy? (89) What two events do they remember on 4 December? (the birth of joy and the death of Granny joy).

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

e

Read these sentences and complete t he rule. Find more examples of used to and would in the t ext. Affirmative

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 anyo ne 's birthdoy.

Questions

Did she use to have 0 lot of f riends? Would she help the neigh bours?

Answers: The baby was named after Granny joy.

used to and would

o

Ask students if they can identify ways in the te xt 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

o

Thin k of the time w hen you went to pri mary 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

• We use used to and wo uld + inf init ive to ta lk about single~ act iviti es or situations in the past.

18

o

Give students a few minute s to complete t he exercise.

one funeral. 9 Th ere was just one ceremony and therefo re th e phone coul d only ring once.)

Answers: Student page

Answers: 1 used t o love 2 used to/would

e

organ ise 3 didn't use t o miss/wouldn't miss 4 used to ma ke/w oul d make 5 used t o tell/ would t ell 6 used t o know 7 no change 8 used to know 9 no ch ange 10 use d t o carry/ would carry 11 used t o like

Students complete the exercise, then check in pairs. Monitor and help where necessary. For practice, students turn to

o

NGUAGE

Give students a few minutes to comp lete the exercise. Monitor and help whe re 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

18

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 mid dle of the ceremony, a mobi le ' @!lg really loudly. The so und 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 :

o

Give stud ents a few min utes to complete the tas k. Monitor and help w here necessary.

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

SKillS

Writing Workshop 1

Text Builder

o Ask students to read through Elicit some main features of informal style.

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 2 Dear 4 goodbye

Answers: 1 gear 2 Hi there 3 wiped out 4 All the best 5 nightmare 6 lots of

5 horrible 6 a lot of

o

o Look at the Sentence Builder. Rewrite the

Students can use the examples in the Sentence Builder and _ to help them rewrite the sentences. Write up sentence 1 on the board . Ask students what happened first and second. (They had a snack first. then got on the train .)

sentences (a-d) below.

Sentence Builder after/before/while + -ing

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

o

d the best man

After getting (after we had got) to the hotel, we met Carol and Dave. 2 They told us about the ceremony before giving us (before they gave us) our clothes. 3 Dave dropped his laser pistol while kissing (while he was kissing) the bride. 1

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

Answers: b We talked about From: Katy Subject: My cousin's weird wedd ing!

Before getting on the train. we had a snack.

Date: 3 March 20:32:06 BOT

b We talked about him while we were waiting for the train. ( After we had got to the station, we drove home. d While he was talking on the phone, he checked his emails.

To: Isobel

Hi there Isobel, How's everything? We've just been to my cousin Carol's wedd in g 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 ou r Star Trek clothes. We then went to the reg istry office fo r 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 cere mony, Uncle Alan spoke in Klingon (the Star Trek language) w hich wa s very stra nge. Then Dave dropped his laser pistol wh ile kissing the bride and I cou ldn 't stop lau ghing. After the second ceremony, th ere w as a big lunch w ith lots of speeches and later, there was a disco. Unfortunatel y, the journ ey 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

him while waiting for the train. c After getting to the station, we drove home. d While talking on the phone, he checked hi s ema ils,

a Before we got on the train, we had a snack.

e

This sect ion of the lesson will take around twenty to thirty minutes. Set for homework if you don't have time in class, but if you do, it would be a good idea to get students to write the notes in class. Tell students to organise their email like the example email in and to include the structures in the Sentence Builder. If students write the email for homework, they can check each other's emai ls at the beginning of the next lesson and rewrite, before moving onto the next stage.

o Write an email to a friend about a social event. 1 Choose an event . Write notes about the t hings below : • when and where it happened • who was there / how people felt what happened before I during the event • what was funny how it finished I how you got home 2 Use your notes to write your email . 3 Give your email to your partner to check for mistakes. Then rewrite it.

o

Work in groups. Ask and answer questions about your event (see ideas above in Stage 1). A: What sort of event was it? B: It was a party after a summer course.

19

Background Star Trek: an American science -fiction TV series which follows the adventures of Ca ptain 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.

o

Show students the photo and ask if they have seen Star Trek. Use the Background notes to give them some information if they haven't seen it. Introduce any specific vocabulary or people, e.g. Captain Kirk and Klingan.

Answers: Student page

o

Check understanding of registry office, laser pistol and ceremo ny. In feedback, ask students if they have been to a themed wedding.

o

Give students a few minutes to ask and answer about their event. In feedback, write up any interesting vocabulary or ideas on the board.

Now your students can: • use informal expressions in an email • write about events in the past using after/before/while + -ing.

19

SKillS

Speaking Workshop 1

Background

o Complete the story with expressions from

In this lesson, students will look at how to tell stories and anecdotes in a natural way,

the Talk Builder. It k"We"e.d tk" l~ d"lj. I 'd '~

'lot 0++ the. bus ",d I '~ ,",,'ki'q "'0''1 th" st,e."t i" the. c.f-,,+m 0+ to," •. '~, IS"," tki5 '1UIJ ".d I tho"'1h+ I ,uo'1,is"d l1 i,,,. Ii" 10oK"d I,l" +i1 is +,i",d I hcd ,"kM I '""s "t p,il\''','1 school. So 6~, th". I ,"",t "pto hiM ".d st",+e.d spe."ki,,'1 to hiM b"t i>e. look"d "t M" V"'ij stra''1e.llj. M"ljbe., he. tho"qht I '""s " bit crazlj, So the. ,e. SKILLS BUILOEP 4 Work in pairs. Listen to Edda's description of her house. Use the strategies in the Skills Builder to write notes about one of the lists (A or B).

o

Student B • the ground f loor • the living room • the main terrace • the cellar advantages of living there

Vocabulary Look at the Word Builder. How do you say the words in your language? Do you use the same words for place and movement?

Word Builder Prepositions and adverbs ~ LANGUAGE CHO CE Zl

o

Work in pairs. Take turns to say sentences about the rooms (a-c) with the adjectives below: My parents' bedroom is 0 bit bigger than my bedroom but my room is much cosier.

a your bedroom/your parents' bedroo m b your classroom/the school library c your living ro om/the local sports hall big small (un)comfortabl e ugly cosy quiet attractive noisy warm cold good views

'e 1 2 3 4 5 6 7 8

downstairs there is ... upstairs there is ... inside there is a ... outside there is a .. along one wall there are .. on one side of the room there is ... in the corner there is ... below the ground floor there is .. 9 above the living room there is ...

go downstairs go upstairs go inside go outside go along the path go onto the terrace get into the boat go down to the storage area go up to the top floor

Go through SVILLS BUILnER 4 , Students write an empty network in their books, Draw an example on the board, They choose either List A or B as their headings for each section. As they listen, they make notes under each heading in their network. Recap on the strategies to do this. Answers: A It's floating because of flooding and rising sea levels, You get to it along a path next to the canal. One side of Edda's bedroom has got a round wall and on the other side, there's a fitted wardrobe and there's a washbasin in the corner. It's very cosy - a bit like a ship's cabin . It's got great views with enormous w indows. The top floor has another terrace and her parents' room.

B Downstairs there are two bedrooms, hers and her sister's, plus a small bathroom . The living room is enormou s, It covers all the first floor, Outside the living room there's a big terrace with lots of plants, Below the ground floor there's a stora ge area in the cellar, She's into sailing; it's quiet and they get lots of birds and wildlife, too. Her dad likes fishing,

LANGUAGE CHOICE 23' VOCABI ILARv PRMT CE

o Work in pairs. Use your notes from Exercise 7 and expressions from the Word Builder to ask and answer questions about Edda's house. A: What is there on the ground floor? B: Downstairs, there's ...

~ Choose one of the options (a-c). Write notes about it.

a your home b your ideal home c another home you know well ~ Work in groups. Ask and answer questions about your home from Exercise 10.

A: What do you see when y ou go through the from door? B: There's 0 small hall with three doors.

o o

to L

o

Students discuss the questions.

Answers: 1 Advantages: can live a simple life; helps solve the problem of plastic rubbish; can deal with problems of rising sea levels and over-population; can be self-sufficient Disadvantages: vulnerable to the weather; students can also suggest their own ideas 2 students' ideas 3 Plast ic rubbish pollutes the sea and kills sea creatures.

o

Check understanding of simpler and protected, Elicit what the expressions in bold are in Ll. Ask: How much smaller is the new island? (a bit) Is this a large or small amount? (small) Does 'slightly' mean a lot more protected or 0 small amount more? (a small amount more) How much simpler is his life in Mexico? (a lot).

For practice, students turn to (HO ( 22 .

o

GUAGE

Write up the first prompt on the board and go through the exam ple with students. Elicit further examples.

For practice, students turn G J GE HOI(E 23 ,

Put students in A/B pairs. Give them time to be both A and B,

~ Give students ten minutes to write the notes,

(D

Students ask and answer in pairs ,

Now your students can: • use modifiers and comparatives to describe their surroundings • use prepositions and adverbs to describe houses.

33

GRAMMAR

MAKEOVERS

Background Cleaning tips : TV programmes and magazine art icles abo ut reorganising your home are popular in the UK. How Clean is Your House? is a light-hearted show where expert s clean dirty houses and give cleaning tips .

Warm Up

have/get something done

o

o Read the sentences (1-3) from the text.

Look at the photo. Who do you think lives in the flat?

Who did all of the activities (a or b)?

a a group of male students @ a group of female students ( a mixed group of students

o

We got 011 these things removed. b

2 We had to get the wh ole kitchen disinfected. b

3 They have their carpets cleaned. b

Read the text. What problem did the students have wi th the things (a-d) below?

a the person who is the subject of th e sentence b someone else. an expert

a their clothes ( their kitchen b washing d cooking

o

Warm Up

Cl)

Are you clean and tidy at home? WhyfWhy not?

o

• subject + hove/get + somethi ng

Ask students how the photo makes them feel.

Answer: Stud ent pa ge

o Rewrite the sentences using

o

We hod the carpets washed yest erday.

2 3 4 S 6

@

Carrie Douglas presents a TV programme about housekeeping. She helps people clean their homes and tidy the mess. She talks about three (ollege students who took part in her show.

'They were t he messiest people I've seen. They rented a flat together and never cleaned anything. There were dirty clothes everywhere. They didn't have a washing machine so we had one installed for them so that th ey could wash their clothes. The flat was full of rubbish. like old magazines. dead plants and ugly souvenirs. We got all these things removed. The worst place was the kitchen - the smell was horrible. the table and worktops were covered with unfinished take-away meals (they never cooked. they had all their meals delivered), and the sink was full of dirty mugs and plates. There were insects in the cupboards so we had to get the whole kitchen disinfected. The girls took part in our programme because they had no idea how to keep their home clean. I'm still in touch with them. They say they have changed and now they clean regularly. they have their ca rp ets cleaned once a year. They've had their old clothes taken away to be sold by a charity. Let's hope the change is permanent l '

o

Students discuss in pairs . Ask a few students to tell the class about their partner.

have/get something done

o

Students complete the exercise . Check the answers with the class.

Ans wers: Stude nt page

o

Elicit examples from the class. Students then complete the patte rn.

lAN

o

Students complete the exercise, then check in pairs.

Suggested answers: 2 I'll get someone t o pa int the kitchen. 3 We have had all t he window s re placed. 4 We have to have the roof repaired . 5 We get ou r §5as cooker checked regu lar ly. 6 "-'e'l l get our grass cu t -:....,orrow.

34

have/get

1 A person washed the carpets yesterday.

Answers: a dirty clothes everywhere b no washing mac hine c smelly, dirt y worktops, in sects in the cupboards, sink full of di rty mugs and plates d They didn't cook, t hey had meals delivered.

For practice, students turn to

+t-.t'ti:fpK.

something done.

Give students a few minutes to skim the text.

Answer: St udent page

Find similar sentences in bold in the text and complete the pattern .

o

I'll ask someone to paint the kitchen. The builders have replaced all the windows. Someone has to repair the roof. A person regu larly checks our gas cooker. Someone will cut the grass in our garden tomorrow.

Use the verbs in brackets to write sentences about these situations (1-6). Use corre ct tenses. The window is broken . (replace) We hove to hove the windo w replaced.

2 The tap leaked. (repair) The clock has stopped. (fix) 4 The tree was too high. (cut) S The living room walls are dirty. (point) 6 The computer doesn't open those files. (upgrade)

o

Use the cues to write sentences about what people have done in the places (1-6). We have our car repaired in a garage.

teeth - checked health - checked car - repaired car - washed hair - cut glasses - made 1 garage 2 dentist's 3 doctor's

4 optician's S hair salon 6 car wash

34

o

Ask a few students to write up the answers on the board.

Suggested answers: 2 We have had the tap repaired . 3 We have to get the clock fi xed . 4 We have had the tree cut. 5 We have to get t he living room wa ll s pa inted. 6 We have to have t he comp ute r upgraded.

o

Put students into A/B pairs . They can do th is exercise orally to get some spoken practice of the language.

Answers: 2 We have our teeth checked at t he dentist's. 3 We have our health checked at t he doctor's. 4 We have our glasses made at the optician's. 5 We have our hair cut at the hair sa lon. 6 We have ou r car washed at the car w ash.

Now your students can: • use have/get someth ing done to describe activities that someone has done for them.

SKillS _______ _

------ ----

Writing Workshop 2 Graph about household chores amongst children and young people in the UK -

tf

Boys Girls '00

Text Builder

o

Text Builder

Answers: a about; around b just over c just under d only e all of f over g under h most of i none of j some of

o Match the words in blue in the report with the meanings (a-j).

"

a b c d

app rox imately (x 2) a bit more tha n a bi t less t han not more tha n a particular number e 100%of

f g h i

more t han less than the majo ri ty of 0% of a few of

For more examples in conte xt, students turn to

o

la Cook meals

Tidy their Iron the ir raom clothes

Make bed

Mow lawn

the correct words to complete the sentences . 1 OnIY/Under/Over~S!~y'ii>70% of the class make t heir beds . (71% 2 About/Only/Unde,; ust unde 60% of the class t idy t heir roo ms. (59%) 3 €J]JtAII of/None of/Som e a/the class do something at home. (90%) 4 About~Over/lust over 20% of the class iron their clothes . (15%) 5 ({fjjjyIUnder/AboutlOver 2% of the class do the cooking. (2%)

you hate doing? What other chores do you do? Tell the class.

o Look at the graph a nd read the report. Find two differe nces between t he results in the national and t he school survey. Do you agree with the writers' conclusions?

(ill)

o Work in pairs . Write five questions about household chores.

Survey of Household Chores:

1 Around 12% of boys and only 3% of girls do nothing at home. Most ofthe students do some household chores . However, none of the students spend more than an hour a day on chores. 2 More girls than boys do chores at home except for mowing t he lawn, taking out the rubbish and walking the dog. 3 Over 75% of girls and boys make their beds and tidy t heir rooms. 4 Only about 18% of boys and around 25% of girls cook meals at home. S Under 30% of girls and just under 10% of boys sometimes iron their clothes . To sum up, girls do more housework than boys although all of the students at our school have the same amount of homework and free time. This is probably because some of the parents treat girls unfairly and expect them to do more housework than their brothers.

Answers: Student page

How long do you spend on chores every day? What chore do you like/hate doing? Do yo u ever cook meals at home?

Yarpole School According to various studies, British women still spend much more time on household chores than men. We interviewed j ust over a hundred students at our school to find out about differences between male and female teenagers. Here are the results:

Go through the first item with the class. Check the meaning of the words to rule each wrong answer out. Refer students to the example of only in the te xt (and only 3 percent of girls do nothing) . Check understanding. Ask : Does 'only' mean many or very few of something? (very few). Therefore, the answer must be just over.

o Look at the percentages in brackets . Choose

o Look at the graph . Which of the household chores do

o

e

Students use the graph, su rvey and the te xt from the grammar lesson for id eas.

Work in groups or go around the class. Ask and answer your questions. Write down the results.

o

If you have a large class, split them into two or three groups to complete the task.

o

o Work in pairs. Use your information to

This can be set for homework. Make sure students have all th e information they need before they start the task.

writ e a repo rt.

1

Calculate your res ults in percent ages. Then use these results to draw a graph .

2

Use your graph to write a report like the one in Exercise 2.

3

Pass you r reports around the class .

For guidance on the form of a report, students look at

S

o What was the most interesting report? What

Ask students if they think the graph is representat ive of their country too .

a

Check students know how to say % in Eng lish (percent) . El icit the percent ages shown on t he graph for each cho re. Ask st udents to skim read t he articl e and find the diffe rences.

Suggested answers: At Yarpole School, around 70% of girls and 60% of boys make t heir beds. Only 65% of boys tidy their rooms .

D

Extra Exercise

results surprised you? Tell the class.

35

o Check understanding of ch ores.

Students check in pairs.

Write up Useful phrases and Linking words on the boa rd. Students go through the survey again and find three useful phrases and four linking words and write them under the correct headings. They chec k their answers by looking at

o

In feedback, choose a few students to tell the class the results . If students were working in groups, ask one person from each group to te ll the class two results.

Now your students can: • write a report usin g linking words, useful ph rases and w ord s t o describe quantities.

35

SKILLS _

Speaking Workshop 2

Background

o f:lP tID

In this lesson, students will look at how to make offers and accept or refuse them in a hotel situation.

Look at the photo and listen to the dialogue. Write information about the things (1-8) below.

1 2 3 4

5 6 7 8

Extra Warmer In pairs, students describe the photo. Ask them to speculate about where the girls are, what they are doing, how old they are and how they are feeling .

o

type of hotel backpackers' hostel cost of a double room £75 location of single-sex showers e.ve.ry floor cost of internet It's fre.e.. cost of breakfast £(" t imes of breakfast 7