Instant

Lessons 0

Advanced

Deirdre Howard-Williams Mary Tomalin Peter Watcyn-Jones

Edward Woods

PENGUIN ENGLISH PHOTOCOPIABLES

Instant

Lessons O

Advanced

Instant

Lessons O

Advanced

Deirdre Howard-Williams

Peter Watcyn-Jones Edward Woods

Series Editor:

Peter Watcyn-Jones

PENGUIN ENGLISH

Pearson Education Limited

Edinburgh Gate

Harlow

Essex CM20 2JE, England and Associated Companies throughout the world.

ISBN 0 582 45145 0

First published 2000

Fourth impression 2004

Copyright © Deirdre Howard-Williams, Mary Tomalin, Peter Watcyn-Jones, Edward Woods 2000

The moral right of the authors has been asserted.

Every effort has been made to trace copyright holders in every case. The publishers would be interested to hear from any not acknowledged.

Designed by Ferdinand Pageworks

Typesetting by Pantek Arts

Illustrations by Sir Vin, Chris Pavely and Pantek Arts Printed in China. NPCC/04

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers.

Photocopying notice

The pages in this book marked From Instant Lessons 3 Advanced edited by Peter Watcyn-Jones C) Penguin Books 2000  may be photocopied free of charge for classroom use by the purchasing individual or institution. This permission to copy does not extend to branches or additional schools of an institution. All other copying is subject to permission from the publisher.

Acknowledgements

The publishers make grateful acknowledgement to the following for permission to reproduce copyright material:

p 7, Boris Karloff, Rex Features Ltd; p 7, Portrait of Mary Wollstonecraft Godwin (1759—97), author of A Vindication of the Rights of Woman, engraved by W T Annis, published 1802 by John Opie (1761—1807), Private Collection Bridgeman Art Library; p 19, 'Stop All the Clocks' is taken from 'Twelve Songs IX' from Collected Shorter Poems by W H Auden published by Faber and Faber Ltd, copyright C) 1940, 1968 by W H Auden reprinted by kind permission of Faber and Faber Ltd, Random House Inc. and Curtis Brown Ltd.; p 23, reviews for Panamarenko, American Beauty, Bash, Comic Potential and Painted Illusions — the art of Cornelius Gijsbrechts, copyright C) Times newspapers Limited 2000; p 39, 'Mistress and Maid' by Jan Vermeer, copyright C) The Frick

Collection, New York; p 39, detail from 'Girl Reading a Letter' by Jan Vermeer, Gemäldegalerie Alte Meister, Staatliche Kuntsammlungen Dresden; p 39, extract from Vermeer by Arthur K Wheelcock Jr published by Harry N Abrams Inc., New York, 1997; p 49, photograph for An Inspector Calls kindly supplied by McCabes; p 49, photograph for Romeo and Juliet, Rex Features Ltd; p 57, facts and figures, The Open University; p 61, kangaroo courtesy of Quantas.

Published by Pearson Education Limited in association with Penguin Books Ltd, both companies being subsidiaries of Pearson plc.

Contents

Introduction

Instant Lessons 3 Advanced is the third in a new series of photocopiable resource books for teachers and contains forty complete lessons for practising reading, writing, grammar and vocabulary. It is aimed at busy teachers who need an 'instant' or ready-made lesson. Although it is intended primarily for teachers new to the profession and for non-nativespeaking teachers, even the more experienced teacher should find a lot that is useful in the book.

Each activity contains material to be photocopied, usually one sheet or two, and clear step-by-step instructions to the teacher on preparation and organization. Instant Lessons 3 Advanced can be used with adults and teenagers at all levels and in all different classes to give extra practice in reading, writing, grammar and vocabulary in a fun and stimulating way.

Most of the lessons involve the students working in pairs or in small groups, which is an excellent way of making the learning process more dynamic and enjoyable.

Instant Lessons 3 Advanced is not meant to replace a coursebook but is intended as a useful resource book to complement any existing coursebook at this level. The teacher can simply pick and choose from it according to how useful and interesting a particular lesson is to his/her class.

How to use this book

Instant Lessons 3 Advanced contains forty lessons altogether. These are divided into four main sections: Reading

Writing

Grammar Vocabulary with ten lessons per section.

Each lesson is complete in itself and consists of teacher's notes, an answer key (where appropriate) and one or more handouts. Each lesson is intended to take from 50 to 55 minutes and the very detailed teacher's notes give clear guidance on how many minutes each part of the lesson might take. The teacher's notes are deliberately placed together with the handouts and, where possible, as a two-page spread — again to make the book 'user-friendly' and easy to teach from.

Choosing a lesson for your class

Lesson type

The Teacher's Notes for each lesson show at a glance the main teaching point of the lesson, making it a fairly easy task to find a suitable lesson to use quickly. The lessons are all at advanced level and do not need to be done in sequence as each lesson is complete it itself.

Preparing the activity before the lesson The Teacher's Notes to each activity have a special section called Preparation. This section tells you exactly what you need to do before. the class starts, e.g. how many pages to photocopy, how many copies are needed and if the copies need to be cut up in any way.

Organizing the activity in the classroom

Lesson plan

The Teacher's Notes for each lesson in Instant Lessons 3 Advanced are divided into four main parts: Introduction

Presentation

Practice

Conclusion

In addition, there is often a section at the end with suggestions for homework.

Introduction

The Teacher's Notes start with suggestions as to how to introduce each activity. It is usually short — no more than five minutes.,

Presentation

This is where the main teaching point is presented. It is nearly always teacher-led. It varies in length between 15—20 minutes.

Practice

This is always student-centred and it is where the students get a chance to practise (where possible in a communicative way) what they have been taught in the previous section. Students normally work in pairs or groups. This is usually the longest part of the lesson (approximately 20—25 minutes).

Conclusion

Like the introduction, each lesson has a short activity (5 minutes) to round it off. It: is often used as a quick check to see if the students have assimilated the main points of the lesson.

Pair and Group work

In most lessons students will spend much of their time working in pairs or groups. For this a certain amount of classroom reorganization may be needed.

Where possible, rearrange the classroom slightly to make it easier for students to work in pairs or groups without disturbing others. Where this is not possible, students doing pairwork should work with the person sitting beside them or the person in front or behind (they just need to turn round). For group work, two students can easily turn their chairs round to face two others behind them. When you have an uneven number of students, most pair activities can be done by three people (if necessary, two students against one).

As far as possible, vary the pairs and groups so that students do not always work with the same people. It can sometimes be useful for example, to mix stronger and weaker students in a small group so that they can help one another.

The enormous advantage of working in pairs and groups is that it gives everyone a chance to speak and in a non-threatening environment, i.e. with a fellow-student rather than in front of the teacher and the whole class. Students will learn from one another in a natural way that approximates more to the world outside and gets away from some of the constraints of the classroom. If this type of activity is new to them, it is useful to explain its advantages and to encourage them to take full advantage by participating as much as they can and sticking strictly to English!

The role of the teacher while this is going on is to facilitate communication by walking round the classroom, pausing briefly beside each pair/group. If all is going well, just encourage and move on. If things are not going so well offer help and encouragement as needed to get students working well together.

While walking round, it is useful to have a small notebook or piece of paper on which you note down any common problems or persistent mistakes you hear. You can discuss these with the whole class during the feedback session. It is usually better to avoid saying who made each mistake as this can have a discouraging effect!

A note about

photocopying

Since this is a photocopiable book with each activity containing one or more handouts, it may be worth looking at ways of reducing the costs — both in terms of time and money. The material to be photocopied can be divided into two types: (a) handouts which the students write on, and (b) material which the students use but do not write on. Of the latter, some are cut up into cards.

For sheets that can be re-used, wherever possible try mounting them on cards and protecting them either by laminating them or (a cheaper solution) by keeping them in clear plastic folders. The extra initial effort will certainly pay off as subsequent photocopying costs and time will be greatly reduced.

5

Reading:  Lessons 1-10

1 The story of Frankenstein

Introduction (5 minutes)

Ask students to look at the photograph on page 7. Ask them: What do you know about this monster? If students know nothing, ask them to describe the monster. (The photograph shows Boris Karloff as the monster in the 1931 film Frankenstein.) Then ask students: What is the connection between the woman in picture 2 and the monster in picture 1? Elicit answers, (The woman is Mary Shelley, who wrote the book Frankenstein. Read Activities B and D for more about the monster and Mary Shelley.)

Presentation (15 minutes)

c. If you don't wish to cut the story up, students can simply look at Activity A, and do it from the page. But the group activity is probably the most useful, as students have to communicate with each other. Check answers orally, giving explanations where necessary.

(continued on page 8)

1 The story of Frankenstein

A Put the paragraphs in the correct order.

     a                                                             c

b                                                                

d

(C)

Practice (30 minutes)

Activities B and C In pairs, students read a copy of the whole text again and answer the questions. Check answers orally, explaining where necessary. Question 5: No, we don't learn the name of the monster. 'The student's name is Frankenstein. The monster has no name. Encourage discussion for question 6. Write new words on the board in sentences.

If short of time

Omit Activity B, question 2 and Activity C or give for homework.

Activity D In pairs, students read the text and answer the questions, using dictionaries where necessary. Check answers orally, explaining where necessary. Check that students understand that mate means partner/wife. Question 2: Frankenstein destroys his second creation because he is afraid that the two monsters will have children and kill more people. Question 4: Frankenstein goes insane because he has lost his wife. Also, he is crazy with remorse because of what he has created. Question 5: Because he hates Frankenstein for having created him. This is an open answer, as students may not have seen a film version. Students could write the answers to these questions. Correct any serious errors.

Write new words on the board in sentences. Activity E Have a class discussion about this question. Correct any serious errors.

Conclusion (5 minutes)

Activity F Students act out the conversation in pairs. Correct any serious errors. Omit this if you are short of time.

Homework

Students write an answer to Activity E.

1 The story of Frankenstein (continued)

B     Work in pairs. Read the text again in the correct order and answer the questions.

1     Guess the meaning of these words and phrases: a clank b stir c Try as I might d handiwork e precocious

2     Describe the monster. What other words does Mary use for him?

3     Why do you think Mary dreamt about the monster?

4     How old was Mary when Frankenstein was published?

5     Do we learn the name of the monster?

6     Say what interests or surprises you about this true story.

C     Rewrite these sentences more simply.

1     Horror-stricken, the student rushed away from his handiwork.

2     Try as I might, I could not rid myself of the image of that terrible creature.

3     1 need only describe the ghost that haunted my midnight vision.

4     My imagination presented me with a succession of extraordinarily vivid images.

D    Work in pairs. Read the continuation of the story of Frankenstein and then answer the questions.

The superhumanly strong and hideous monster terrifies everyone he meets. Desperately lonely, he begs Frankenstein to create a mate for him. Frankenstein starts to do this but then destroys this second creation. In revenge, the creature kills Frankenstein's bride. Frankenstein goes insane but recovers and decides to destroy the monster. After a chase across the world, they meet at the Arctic. The monster kills Frankenstein and disappears into the ice.

1     Why does the monster want a mate?

2     Why do you think Frankenstein destroys his second creation?

3     Why does the monster kill Frankenstein's bride?

4     Why does Frankenstein go insane?

5     Why do you think the monster kills Frankenstein?

E     What are your feelings as you read the story of Frankenstein? Horror? Anger? Pity? Say how you feel and why.

F      In pairs, act out the conversation between Mary and Shelley when she tells him about the 'vision' she had.

©

2 A traveller's tales

Introduction (5 minutes)

Ask students: What is an e-mail? Do you ever send e-mails? Elicit answers from them. (An e-mail is a message sent from one computer to another using the Internet.) Then write the names of these animals on the board: anaconda, hippopotamus, kangaroo, bear. Check that students understand the meaning of the words and ask them what they know about these animals.

Presentation (15 minutes)

Activity A Pre-teach the words canoe and capsize. Working in pairs, students read the four e-mails and say which country they think James is in when he writes each one. Ask students how they know this. Tell students to use their dictionaries only when really necessary. Check answers orally, pointing out the sentences that give us the answers (see Key). E-mail b: Explain to students that the bush (line 2) is the wild area of Australia where very few people live.

(continued on page 12)

2 A traveller's tales

A Read these four e-mails from James, a young man who is travelling round the world. Say which country he is in when he writes each e-mail and give reasons for your answers. Can you say more precisely where he is in each e-mail?

a                            b

                                                                   untitled                                                         untitled

c                       d

untitled

C)

Practice (30 minutes)

Activity B Students answer the questions in pairs. Tell them to follow this procedure: 1 Read the text, using a dictionary where necessary.

2 Read the first question. Look through the text for the answer. Do the same with each of the other questions. Write new words on the board in sentences.

Activity C Students answer these questions in pairs. Check answers orally, explaining where necessary. Correct any serious errors. You may want to write correct answers up on the board. If you wish, students could write answers to this activity. Alternatively, they could write answers for homework. Question 5: Check that students understand the word 'slang'. Questions 6 and 7:

Encourage discussion.

Activity D Students read and answer the questions in pairs. Check answers orally, explaining where necessary. Encourage discussion about the last question.

If short of time

Omit Activity D or give it for homework.

Conclusion (5 minutes)

Activity E Walk round and check students' answers. Ask one or two students to read out what they have written.

Homework

Students write an e-mail similar to the ones in Activity A.

 2 A traveller's tales (continued)

B     Work in pairs. Answer the questions.

In which e-mail(s) does James say that...

1            ..he was attacked by a wild animal?

2            ...he climbed into a tree?       

3            she encountered a snake?      

4            .he fell into water?      

5            .he had to get away very fast?

6            ...he had to stay still in order to save himself?    

7            ...he is in a town or village?       

8            ...an animal attacked him early in the morning? 

C     In pairs, answer these questions.

1            What have you learnt about these creatures?

a taipans b leeches c hippopotamuses

2            When would you 'shake like a leaf'?

3            When would you 'move at the speed of lightning'?

4            Name two animals that might charge you.

5            Which two slang words does James use when he talks about money?

6            What kind of person do you think James is? Do you like him? Say why/why not.

7            Do you think his parents should send him money? Say why/why not.

D    Read James' last e-mail and, in pairs, answer the questions.

1            What do we learn about James' 'scary' e-mails?

2            Are you surprised? Say why/why not.

E     Write one or two sentences in answer to these questions.

How would you feel if your son sent you e-mails like this? What would you do?

                                                                                                                             C)                                           

3 Twentieth century achievements

Introduction (5 minutes)

Ask students: What do you think was man's greatest achievement in the twentieth centuny? Check that students understand the word achievement and can use the words man or mankind correctly.

Presentation (15 minutes)

Activity A Pre-teach the words: atom, technology, gene (gene = the part of a cell that controls our inherited characteristics, for example, eye colour). Students read the list of Twentieth Century Achievements, using their dictionaries where necessary, and then do questions 1 and 2. In question 1, ask students to try and guess the meaning of these words without using their dictionaries. Then check answers orally, explaining where necessary. Ask them: Do you know the English word for any other organs in the body? (brain, lungs, stomach, pancreas, liver, intestines, sexual organs). Check answers to question 2 orally, explaining where necessary and making sure that students understand the phrases in the box. An assembly line is a sequence of machines and workers assembling something,

e.g. a car, on a moving 'belt' in a factory.

Practice (30 minutes)

Activity B In pairs, students order the items on the list according to how important and useful they think the achievements are. Give students about seven minutes to do this and then elicit answers from some pairs. This will provoke class discussion. Correct any serious errors. Remind students not to use the because they are talking generally. Example: I think the discovery of antibiotics is the most important achievement. I think 'c' is the most important achievement. It has completely changed the way we live and think. Mention that we do say: The Internet, the assembly line. Write new words in sentences on the board.

(continued on page 16)

3 Twentieth century achievements

A 1 Work in pairs. Read this list of twentieth century achievements. Without using your dictionary, try to guess the meaning of the words in italics (transplanted, organs, atom, assemble).

2 Write each phrase from the box in the right place in the list of achievements.

Twentieth Century Achievements

a  We landed men on the moon.

 We transplanted new organs, for example, a heart, into living people.

c    We travelled fast by land or air all over the world using cars and planes.

d 

 We used the power at the centre of the atom. We made bombs with it but we also used it for energy.

f                                         We learnt how to transfer information to computers. Almost all offices now have computers.

 We learnt to assemble machines, for example, cars, in factories and massproduce them.

h    We learnt how to scientifically alter the structure of genes, so that, for example, a new kind of sheep or vegetable can be created.

i      We used equipment to communicate over distance in pictures, sounds, and words. This gave us radio, the telephone, television.

 In the last part of the century we connected up computers all over the world so that they could communicate with each other.

B Work in pairs. Put the achievements above in rank order according to how important and useful they have been for us. Be prepared to explain why you have put them in this order.

Activity C Students discuss these questions in pairs. Then elicit answers from them, encouraging discussion. Correct any serious errors.

Activity D This vocabulary exercise uses words used in Activity E. Check answers orally and write them on the board.

Activity E Students read this list of possible twenty-first century achievements, using their dictionaries where necessary. Check that they understand the words likely, unlikely. Working in groups, they tick the 'likely' or 'unlikely' column for each achievement. Again, this will provoke discussion. After seven minutes or so, check students' answers orally, explaining where necessary. Ask students to explain their answers. Example: I don't think world government is likely. Countries are too different. Too many countries hate each other. Write new words in sentences on the board.

Conclusion (5 minutes)

Activity F Students write a brief answer to this question. Walk round and check their answers. They can write this at greater length for homework.

3 Twentieth century achievements (continued)

C     Work in pairs. Look at the list in Activity A again and answer these questions.

1         Sentence 'i' talks about telecommunication. Which other sentence also describes a form of telecommunication?

2         Which achievement do you think is the most dangerous? Why?

3         Are there any other achievements that you think should be in the list? What are they? Why?

D     Work in pairs, Make nouns from these verbs.

          g to protect                                        n to communicate

E      Work in small groups. Read this list of possible twenty-first century achievements. Mark with a tick if you think an achievement is likely or unlikely. Likely Unlikely

1         Increase of the human lifespan to 120 years,

2         Control of the weather.

3         Colonisation of the moon.

4         World government.

5         Computers and robots to perform most household, office and factory tasks.

6         The prevention and cure of many illnesses, for example, cancer.

7         Genetically engineered human beings, animals and plants.

8         World peace.

9         Protection of the environment.

10   Other forms of energy to replace electricity.

F      Discuss this question in pairs.

Which of the above possibilities frightens or excites you the most? Explain why.

                                                                                                                             C)                                          

4 Stop all the clocks

Introduction (5 minutes)

Tell students that they are going to read a poem called Stop all the clocks. Write the title on the board and ask them: What do you think the poem is about? Elicit suggestions.

Presentation (20 minutes)

Activity A This famous poem is by the English poet W.H. Auden (1907-1973). Working in pairs, students read the poem and answer question 1, without using their dictionaries if possible. Check answers orally, pointing out how other words in the sentence can help with the meaning. In question 2, students have to choose a line to complete each verse. Ask them to identify, in each case, the line written by the poet. Allow students to use their dictionaries where necessary. (Vocabulary note about crepe bows: Crepe is a thin, crushed material. A bow is a thin piece of material tied in two circles.

'A crepe bow is a black crepe bowtie worn round a man's neck at a funeral.) Check answers orally, explaining language where necessary. Ask students to explain why they chose one line and not another. Tell students to write in the correct last line of each verse on their handouts. Students then do question 3. Ask them to give reasons for their answer. Example: The poet is writing about someone he has loved very much, who has died. We know this because he wants the aeroplane to write the words He Is Dead. Finally, write new words on the board in sentences.

(continued on page 20)

4 Stop all the clocks

A 1 Work in pairs. Read the poem and try to guess the meaning of these words: muffled, scribbling, dismantle.

2       Read the poem again and look at the two choices below for the last line of each verse. Complete each verse with the line that you think the poet wrote.

b For nothing now can come to any good.

3       Discuss what you think the poem is about.

©

Practice (25 minutes)

Activity B In pairs, students read the poem again and read the questions, using their dictionaries if necessary. After a few minutes, check that students understand the questions. Then they answer the questions. Check the answers orally, explaining meaning where necessary. For questions 3, 5, 6, 7 and 8, encourage discussion. With question 1 you may want to explain to students that this poem was written about fifty years ago, when people wore crepe bows and black gloves at funerals. Activity C In groups of four, students read aloud one verse each. Before they do this, read the whole poem aloud to the class first. If appropriate, read the first verse again for the whole class to repeat and then do the same with the other three verses. Then students can read the poem in their groups.

Conclusion (5 minutes)

Activity D (This activity is optional. Each teacher will judge whether or not it is appropriate for his/her students.) Students discuss the following question in pairs. Then ask some students for their opinions, Would you choose to read this poem ifsomeone you loved died? If not, why not?

4 Stop all the clocks (continued)

B       Work in pairs. Read the poem again and answer these questions.

1      Which words refer specifically to death, and the things that happen or that we wear when someone is dead?

2      When do we mourn? What is a mourner?

3      In your country, what colours or clothes do people wear when someone dies?

4      Which verse suggests...

a              ...that the poet wants everyone to know his loved one is dead?

b             ...that the poet wants the universe to be destroyed, to turn black?

c              ..that the poet wants to stop all the sounds?

d             ithat the person the poet lost meant everything to him?

5      Why do you think the poet wants to stop all sounds?

6      Why does the poet want to 'put out' the stars and 'pack up the moon'?

7      Which is the most powerful verse, in your opinion? Explain why?

8      What is your opinion of this poem? How does it make you feel? Do you think the poet really loved this person?

C       Work in groups of four. Read aloud one verse each.

                                                                                                                                                                                          (O                                                                 

5 What's on?

Introduction (5 minutes)

Ask students these questions: Do you know the name for a report in a newspaper about a new book, play or film? (a review) What's the name for the person who writes these reports? (a critic) You could also ask these questions: Do you ever read reviews? Have you ever seen a film or read a book because it received a good review?

Presentation (70—15 minutes)

Activity A There are six short reviews. There are, but not in this order, two film reviews, two reviews of plays and two reviews of (art) exhibitions.

a is a review of the film American Beauty directed by Englishman Sam Mendes. It was released in 1999 and won several Oscars. b is a review of a play called Bash by contemporary American playwright and film director Neil LaBute. It was first performed in 1999.

c is a review of a Chinese film called Xiao Wu directed by Zhang Ke and first released in 1999. d is a review of an exhibition of the paintings of Cornelius Gijsbrechts, a Danish painter working in the 1670s. Very little is known about him, not even his date of birth.

e                    is a review of a play called Comic Potential by the well known contemporary British playwright Alan Ayckbourn. It was first performed in 1999.

f                     is a review of an exhibition of the work of the contemporary Belgian artist Panamarenko. The first sentence or phrase of each review has been removed. Students have to insert each sentence/phrase at the beginning of the correct review. Students can do this in pairs or in small groups, using their dictionaries. Check answers orally, explaining where necessary.

(continued on page 24)

5 What's on?

A Work in pairs. The first sentence (or part of a sentence) of each of the reviews below has been removed. Match each sentence or phrase with the correct review.

1      In art at least, everyone enjoys being tricked.

2      Aeroplanes, personal flying machines, submarines, cars and other fantastic contraptions:

3      Neil LaBute's play is in fact three plays:

4      Alan Ayckbourn's 53rd play is one of his artful best.

5      The tale of a pickpocket in provincial China,

6      There is nothing currently on release

C)

Practice (30 minutes)

Activity B In pairs, students answer these questions, using their dictionaries. Check answers orally, explaining where necessary. Activities C and D Walk round and check students' work for Activities C and D. Also check answers orally. Write example answers on the board for these activities (see answer key). Write new words on the board in sentences.

If short of time

Omit Activities C, D or both and give for homework.

Activity E In pairs, students discuss the questions. Walk round and listen to them. Then, as a whole class activity, correct any serious errors. Then have a class discussion on these questions.

If short of time

Omit one or two of these questions and give for homework.

Conclusion (5 minutes)

Activity F Walk round and check students' sentences.

5 What's on? (continued)

B     Work in pairs. Answer these questions.

1      Sort the reviews into three groups:

              plays:            exhibitions:            films:

2      For each review, write down the words or phrases that show that the reviewer recommends the film/play/exhibìtion.

3      Which of the terms below can be used about

a)     plays and films?

b)     films only?

director         on release      cast     screenplay monologue performance actor   scriptwriter

C     Work in pairs. Explain the meaning of the words or phrases in italics.

1      a suburban middle-aged man with a dead-end job

2     

3      Janie Dee's performance is seriously funny

4      an artificial actress with a programmed mind

D    Work in pairs. Answer these questions.

1      What do the 'contraptions' in review f have in common?

2      Read review d again. How can we be 'tricked' in art?

3      Read review f again. The artist shows a submarine 'marooned high above the river'. What is strange or interesting about this?

E     In pairs, discuss the questions.

1      Choose one play, one film and one exhibition that you would be interested in seeing. Explain why you made that choice.

2      Are you interested in the kind of art reviewed in f? Why/why not?

3      Is there any one of these films/plays/exhibitions that you would really not want to see? Explain why.

F      Complete one of these sentences.

I prefer the cinema to the theatre because...

I prefer the theatre to the cinema because...

6 Should you smack your children?

Introduction (5-10 minutes)

Write these two sentences on the board: Smacking stays legal. Parents could be jailed for using slippers or the cane. Tell students that they are headlines from a newspaper. Check that students understand to smack, legal, jail, slippers. Ask students: What do you think these headlines are about? What do you think a 'cane' is? (A long stick that teachers and parents have used to hit children with.) Elicit answers from students, Then give them the following explanation: In 2000 the British government proposed that smacking should remain legal. However, the government said it would consider jailing people who use slippers or the cane on children.

Presentation (15 minutes)

Activity A Ask students: What is the European Union? Explain that the European Union now has a European Court of Human Rights. If, for example, an individual is unhappy about a legal decision in a British court, he/she can take the case to the European Court, which is a higher court. Elicit the meaning of or teach these words: to try someone in court, to assault, to acquit, to admonish, guilty, not guilty. Then, working in pairs, students read the articles and match the sentences. Check their answers orally and explain where necessary.

Activity B Encourage students to use their dictionaries. Then check their answers/explain where necessary. You may want to teach them these legal terms items: to fry someone (in court), to find guilty or not guilty, to acquit, to take to court, to admonish (= to say that an action was wrong and must not happen again). Write new words on the board in sentences. Activity C Check that students understand these words: inhuman, social worker.

(continued on page 28)

6 Should you smack your children?

A      Work in pairs. Read the two newspaper articles and match each sentence below with the correct article.

a   This man hit his child in public.

b   This man hit his child with a long stick.

c   This man was found guilty in a British court.

d   This man was found not guilty in a British court.

B      1 Circle the words in the box below that are connected with 'hitting' someone.

2 Underline the 'legal' language in the two articles.

C      In pairs, discuss these questions.

1     Do you think it is 'inhuman' to hit a child with a one-metre cane?

2     Do you think the court was right to send social workers to visit the man in the second case?

Practice (25 minutes)

Activity D Have students read this using their dictionaries. Then go through it, checking comprehension. At the same time, briefly check who agrees and disagrees with each statement. Then students circle their answers (1 to 5) and get in small groups for discussion. Walk round and note major errors. At the end of the activity, point out any major errors and write some model sentences on the board. Activity E Students identify four phrases from Activity D that mean that something should be illegal.

If short of time

Omit Activity E or give for homework.

Conclusion (5 minutes)

Activity F Students work in pairs. Check answers orally Elicit and write these words on the board in different sentences, if possible.

6 Should you smack you children?

(continued)

V,-orking alone, read through the following statements and then circle a number from 1 to 5 to show how much you agree or disagree with each one.

1              

2               Now work in pairs or in groups of three. Compare and discuss your answers.

3               Discuss these questions.

^I.Vhat happened in your family?

Did your parents ever smack you? If so, why? What had you done?

If not, how else did they punish you when you had done something wrong? you/do you smack your children? Why/why not?

E       Identify four words or phrases from Activity D that mean that something should be illegal.

F        1 iVork in pairs. Complete the sentences.

a       I don't believe that children  ever be smacked. They don't need to be smacked. Talking to children is much more effective than them.

b      It's crazy to  smacking a child. A child sometimes needs that kind of punishment. Beating a child with a  is another matter. That is wrong and should be

2 -Match each statement above with one of the statements in Activity D.

7 The flood

Introduction (5 minutes)

Ask students these questions: What happens in a flood? When do floods happen? Can you remember any big floods that have happened in the past few years? Elicit answers from students.

Presentation (15 minutes)

Activity A In this activity, students have to arrange the sections a, b, c, d, in the right order to tell a story. Students can work in groups of four. Cut the story into four sections, a, b, c, d and give one to each member of a group. Each student reads his/her section. S/he must not show his/her section to the other students. Then, as a group, students have to put the story together. They do this by telling each other about their sections or they can read them aloud to the rest of the group if they wish. Alternatively, students can do the activity in pairs. In this case, give one student sections a and d and give the other student sections b and

c. If you don't wish to cut the story up, students can simply look at Activity A, and do it from the page. But the group activity is probably the most useful, as students have to communicate with each other. Check answers orally, giving explanations where necessary.

Practice (30 minutes)

Activity B In pairs, students read the text again in the correct order and answer the questions. Check answers orally, explaining where necessary. Question 1: The story is taking place in the future but not in the very near future because there has already been a major climate change. For question 6, walk round and check students' sentences. At the end of this activity, write new words on the board in sentences.

(continued on page 32)

 7 The flood

A Put the paragraphs in the correct order.

a

But now, once again, the winds of change were blowing. In the last six months, the country had lost small but significant parts of the land to the sea. There was ominous talk among the scientists. So far, only a small portion of the ice-cap had melted, sending the sea flooding in. They feared that the whole ice continent would suddenly turn to water. Then, thought Julia, then..

b

Fortunately the government had given people good Warning of the impending catastrophe. People had fled further inland) to relatives or up government camps. A few remained, choosing not to warnings, What must it have for them, Julia wondered, as before the waters. None had Like everv other country in the Britain was in turmoil, But it coping — just. As yet, only small of the country were under water. The rest of the country was enjoying the benefits Of its newfound Mediterranean climate.

d

Julia gazed around her, wondering at the vineyards and orange groves that flourished everywhere between the hills and the sea, She was old enough to remember when these same fields the had grown apples and plums fruit of colder, more northerly countries. When it had become clear that the climate was changing, the government had overseen the change to more southerly crops. The cost had been huge but Britain had made the change, and its economy had survived.

c

Julia stood on the top of the hill and looked out to sea, HOW calm it seemed. Here in the south of England they were safe, the scientists told them — for the moment. In the south-east, in Norfolk, less than two months ago the sea had rushed in a hundred miles or so, claiming the land for its own, destroying villages and towns in a few terrifying hours. Those villages and towns were gone forever now — where there was life and laughter, now there was water, turbulent or calm, as the weather dictated. The sea had not withdrawn.

Activity C In pairs, students put the conversation in the right order, using their dictionaries. Note: by-product = a substance produced during the making of something else; the poles = the North and South Poles. Check answers orally, explaining where necessary. Activity D Check that students know the word helicopter. Encourage students to read the text and answer the questions without using their dictionaries. Check answers orally, explaining where necessary.

If short of time

Give Activity D for homework.

Conclusion (5 minutes)

Elicit new words that students have learnt and write them on the board in sentences.

7 The flood (continued)

C Work in pairs. These are the first two lines of a conversation. The rest of the conversation is in the wrong order. Number the lines in the correct order. Then, in pairs, read the dialogue aloud.

1 Jack: Why might the icecaps melt? 2 Jill: Because of global warming.

              Jill:     Glad to hear it.

              Jack:   And so the sea heats up and the ice at the poles melts?

              Jill:     Because of pollution.

                Jill:         Gases that are created as by-products of industry and cars. The gases remain in the atmosphere and prevent heat from escaping into space. Therefore the atmosphere heats up and consequently the global temperature rises.

              Jack:   I hear what you're saying. But I'm an optimist, personally.

               Jack: What kind of pollution?

                Jack: Global warming — you mean that the planet is getting hotter? Why is that happening?

D Work in pairs. Read the text and answer the questions.

1      Do the events in this text happen before or after the events in the text you read in Activity A?

2      What has happened?         She was alive.             this a good or bad thing, she wondered? She lay awake, shivering, wishing that her sleeping bag thicker, knowing that she was lucky to have one at all. Th cold grey light in the tent that signalled the approaching morning. She rose and wentere was a wearily outside. Most people were still asleep but in one corner of the field a helicopter had

walked over to him.e pilot climbed out and she

at's the news?" she asked nervously. The man looked away from her.

The worst. Two thirds ofthe country's under water." Julia turned and walked slowly back to her tent.

8 How are things in Connemara?

Introduction (5 minutes)

Ask students to look at the title of the lesson, the pictures and their captions. Ask these questions: What is this advertisement selling? What is a tourer? What does the caption in the first picture (Never better according to...) mean? Elicit answers. Don't tell students which answers are correct, apart from the answer to the last question. The caption Never better according to Jim and Jane Walden in their Freelander tourer. means that things are great and they are having a wonderful time. Point out that this caption is the answer to the question of the title of the lesson.

Presentation (20 minutes)

Activity A This activity is very similar to a Cambridge Advanced English exam task. In pairs, students read the paragraphs 1—6 and choose which paragraphs a—f fit in the numbered gaps. Allow students to use their dictionaries. Check answers orally, explaining where necessary. Help students to find words/phrases in the text that show paragraph order.

(continued on page 36)

8 How are things in Connemara?

A Read the advertisement below and decide which of the paragraphs a—f on the following page fit into each numbered space.

1              We docked at Dublin's ferry port in under four hours and were soon. zooming along the Camac Valley Tourist Park. The park lies within 300 acres of Corkagh Park and enjoys open views across mature woodlands.

2              That evening we watched the sun sink below the treeline as we tucked into the steaming stew and sipped from glasses of ruby claret. After eating, we switched on the central heating and stretched out on the double bed and watched TV. Bliss.

3              After a day's busy sightseeing, we picked up some provisions and headed back to the tourer. It was Jim's turn to cook, so whilst: I luxuriated in a hot shower, he made a delicious pasta dish.

4              Following the N6 we forded the mighty Shannon river and made our way along the deserted roads to the Cong Caravan Park near Connemara.

5              With the light fading, we cycled along the winding lane into Cong village itself. The place seemed haunted by the past with ancient stone circles and burial mounds surround the village like a primeval necklace, and the remarkable ruins of a medieval abbey.

6        In short, when the day finally came to hitch up the tourer and return home, we knew we'd be leaving a small part of ourselves behind forever on that fair island.

Practice (25 minutes)

Activity B In pairs, students answer the questions. Check answers orally, explaining where necessary, Question 3: Example answer:

The Irish countwside is romantic because it is very beautiful and silent, appealing to your imagination and making you think of the past. Allow the word breathtaking if students can give examples to support their choice. For question 4, encourage students to talk.

Activity C In pairs, students say whether the sentences are true or false, using their dictionaries. Check answers orally, explaining where necessary (see key). Write new words on the board in sentences.

If short of time

Give either Activity B or C for homework. Activity D In small groups, students discuss question 1. Walk round and listen to students, making notes of any serious errors. Then correct mistakes and ask students for their answers. Write key sentences up on the board. Question 2can be done for homework.

Conclusion (5 minutes)

Ask students to make two sentences using expressions that they have learnt in this lesson. Example: I was up with the lark I got up very early) because I had to catch a plane.

8 How are things in Connemara? (continued)

a       Next morning, we headed off into the watery heart of Ireland. It was like entering a different world. Everywhere you look are lakes which glisten in the morning sun.

b      The next couple of days were spent exploring the jagged Connemara coastline, And after the exertions of the day, there was always the welcoming lure of the pubs with their dancing fiddle tunes and mellow fug of pipe smoke.

c       We decided to cut our touring teeth the very next week by exploring Connemara on the glorious west coast of Ireland. From our home it was a short drive to Holyhead to pick up the afternoon ferry. The tourer was so easy to tow, Jim almost forgot it was there.

d      The park gave a splendid view of the legendary Cong Countryside. We lifted our mountain bikes from the back of the car and headed off to explore the deserted landscape of glacial lakes and silent mountains.

e       After unhooking the car and siting the tourer, we had dinner. I'd already prepared a pot of Irish stew which had been tucked away in the tourer's fridge. So it was straight into the oven with the meal (did I mention the tourer came with a full-sized oven and hob, complete with 4 rings, no less?)

f        The first thing I noticed on waking was the absence of roaring traffic. In fact, the only sound to disturb the silence was birdsong. We had a day's sightseeing in Dublin lined up, so it was up with the lark and after a cooked breakfast, on with the action.

B      

1     What is this text advertising?

2     What is a tourer? What do you learn about the tourer in this advertisement?

3     •Which of the following words glamorous, romantic, monotonous or breathtaking would you use for the Irish countryside described in the text?

•Why would you use this word?

4     How are the writers trying to make you feel? How do they try to do this? Do you think they succeed?

C       Work in pairs. Say whether these statements are true or false.

1     Helen's parents did not expect their daughter to be quite so pleased about leaving home.

2     They ate a pre-cooked meal at their first campsite.

3     On their first morning in Ireland, the birds woke them up.

4     They decided to go sightseeing when they woke up.

5     There are many legends about the Cong countryside. 6 They enjoyed the dance tunes in pubs.

Say which of the following things you would prefer to be given as a present. Give reasons.

a tourer (1 week's hire) a mountain bike a two week holiday in a good hotel £800

2 Write an advertisement for a tourer.

9 The letter

Introduction (5 minutes)

Ask students to look at the two pictures on page 39. Ask them: Without thinking about it, which picture do you like the best? Elicit answers from students and then ask a few of them to try and explain why. Supply vocabulary if needed. Check that students understand the words mistress, maid.

Presentation (15 minutes)

Activity A In pairs, students read the text and write ^I l' or '2' in what they think is an appropriate place. Explain that there are various possible answers. Students can use their dictionaries. Check answers orally, explaining where necessary. (Line 4 mentions 'a second or third figure', so phrase 1 must follow it as there are two people mentioned.)

Activity B In pairs, students use their dictionaries, and answer the vocabulary questions. Question 1: the word cityscape may not be in their dictionary. Explain that it has a similar meaning to the word landscape. Check answers orally. Write new words on the board in sentences.

Practice (30 minutes)

Activity C Students can answer these questions in pairs or small groups. Walk round and check any serious errors. Then go through the questions with the whole class, encouraging discussion.

(continued on page 40)

9 The letter

Mistress and Maid           Girl Reading a Letter by an Open Window by Jan Vermeer (1632-75)   by Jan Vermeer (1632—75)

A       Work in pairs. In the following text, two phrases referring to the paintings above have been omitted. Write 1 or 2 to indicate the places in the text where these phrases could be inserted.

1    

2     a girl reading a letter

HE IMAGES THAT THE DUTCH painter Jan Vermeer (1632—1675) has left us are few and of limited scope. Many of his paintings feature single figures, for example, a woman pouring milk in a sunlit corner of a room, a girl adorning herself with pearls. Occasionally he introduces a second or third figure and depicts a concert, a gentleman offering a woman a drink. Two cityscapes, a Biblical painting, a mythological scene, a few allegories, nothing more. Yet we esteem him as one of the greatest artists who ever lived.

B       Work in pairs. Answer these questions.

1     What is a cityscape?

2     Find synonyms for these words: a scope, b adorning, c depicts, d esteem

C       Work in pairs, Answer these questions.

1     What was the woman in painting 1 doing before her maid interrupted her?

2     How would you describe the maid's attitude to her mistress in picture 2?

3     How are the two women in pictures 1 and 2 different, do you think?

4     From these two paintings, why do you think Vermeer is so greatly admired? Give reasons.

5     Which painting do you prefer? Why?

Activity D In pairs, students read the text and answer the questions, using their dictionaries. Check answers orally, explaining where necessary. (The word Before refers to painting 1. The word After refers to painting 2. The words are used because Mistress and Maid shows a woman receiving a letter and before she reads it. Girl Reading a Letter shows a girl after she has received a letter.)

Activity E In pairs, students say whether statements are true or false. If the statement is false, they must correct it. Check answers orally and write the correct answers on the board. Write new words on the board in sentences.

Activity F This activity can be given as homework.

Activity G Walk round and check what students have written. Offer help with vocabulary.

Conclusion (5 minutes)

Invite students to read their descriptions or stories aloud, either for the whole class or in small groups.

 9 The letter (continued)

D    Work in pairs. Read this text and follow the instructions.

1      Say what the words Before and After refer to in this text. Explain why they are used this way. 2 Write 1 (Mistress and Maid) or 2 (Girl Reading a Letter) in the gaps below.

Of the thirty-four works that we know to be by Vermeer, six show a woman in the acting of either, receiving, writing or reading a letter. The paintings shown above could almost be named Before and After, although those words are rather demeaning to the poetry of these two great works. In painting  a woman handed a letter reacts with faint anxiety. In painting in an utterly private moment, a woman is absorbed in the act of reading a letter.

One of Vermeer's identifying characteristics was the way in which he used windows as a way of shedding light on a scene. Thus, in painting the young woman's face is suffused with a pale, golden light. In picture however, the dark background makes the woman's face and clothing particularly luminous.

Much of Vermeer's greatness lies in his abilitv to capture in paint a moment so real that we feel certain that the painter must have witnessed it before painting it. It is as if we can almost hear the thoughts of the two women in these paintings ('two women' because the maid in paintingis of secondary interest only). What is it that concerns and puzzles the woman in painting? What words in the letter she holds are so absorbing to the woman in painting? One feels that behind each painting there is an untold story that will forever tantalize the viewer.

E    

1      The writer feels that the titles Before and After describe the paintings adequately.

2      The writer feels that the paintings have the attributes of poetry.

3      The writer feels that the woman handed the letter by her maid is extremely anxious.

4      One can often recognize a Vermeer painting by the way in which he darkens the background, making the figures more luminous.

5      The writer feels that on seeing these paintings one wants to understand the stories behind them.

6      The writer feels that the maid in picture 2 is as interesting a figure as her mistress. 7 We know that Vermeer witnessed the moments portrayed in these paintings.

F      Work in pairs. Find these details in the two paintings and write 1 or 2 beside each one.

ringlets reaching down to her shoulders  a rather crumpled letter      an ornate box      a reflection in glass        tassels a rich fur border       a white collar     

G    Work on your own. Choose one of the writing tasks below.

1      Write a description of one of the pictures. Write down the new words you have learnt in this lesson and try and use some of them in your description. Try not to look at the texts as you write your description.

2      Write a story of one or two paragraphs about one of the pictures.

10 Homeopathy and herbal medicine

Introduction (7 minutes)

Write these words on the board: solution, principle. Ask students to write a definition of each word. Elicit answers and explain if necessary. This will help students with the reading texts. Also teach these words: to dilute, side effect a secondary, usually unpleasant effect of a drug, e.g. a headache).

Presentation (20 minutes)

Activity A Try not to let students take more than five minutes to look through the texts as this activity gives practice in scanning.

(continued on page 44)

10 Homeopathy and herbal medicine

A Look quickly through these two texts and say where you think they are taken from. Explain your answer.

a       A newspaper article about homeopathy and herbal medicine.

b       A textbook for people learning about homeopathy and herbal medicine.

c       A brochure in a health clinic that offers homeopathy and alternative medicine.

d       An advertisement for homeopathy and herbal medicine.

                                                                                                                     ©                                                

Activity B In pairs, students read the text again, using their dictionaries where necessary. Check answers orally, explaining where necessary. Question 1 tests students by asking them to explain things in their own words. In question 2, encourage discussion. From language that has come up, write down ten new words that students have learnt on the board, in sentences, if possible. Remind students that when we talk about medicine as a whole, the word is uncountable (medicine is...) but when we talk about different kinds of herbal medicines, for example, the word is countable (the medicines are )

Practice (25 minutes)

Activity C Students answer the multiple-choice questions, using their dictionaries. Explain to students that they must look as carefully at the question as at text. Check answers orally, explaining where necessary. Write new words on the board in sentences.

Activity D Check that students understand the meaning of the phrase alternative medicine. any type of treatment, for example, herbal medicine,

acupuncture, aromatherapy, that promotes health without using artificial drugs). Go through the words quickly, checking that students understand them and teach the meaning if necessary (charlatan = someone who falsely claims to have special knowledge). Then, in pairs, students answer the question. Walk round and listen to students as they talk. Then correct any serious errors. As a whole class activity, elicit answers from students. Write up key language

on the board.

Activity E Discuss this question as a whole class activity. Encourage students to talk about personal experiences. Then go through major errors and write up key language on the board.

If short of time

Omit Activity D or E or give as a written task for homework.

Conclusion (5 minutes)

Ask one or two students to read out what they have written for Activities D or E.

10 Homeopathy and herbal medicine (continued)

B     Work in pairs. Answer the following questions in your own words.

1     How are homeopathy and herbal medicine different from each other?

2     Which of these two types of medicine sounds the safer, in your opinion? Explain why you think this.

C      Work in pairs. Read the text again and choose the right answers below.

1     According to the text, ...

a        ...people used to believe that homeopathy only worked for psychological problems.

b        ...we now know that Homeopathy works because people believe that it works.

c         ...homeopathy works because the medicines are effective.

d        ...homeopathy works with animals because they react psychologically.

2     Homeopathic medicines...

a        .. .may be harmful when diluted many times.

b        . . .may have unwanted side-effects.

c         ...are not dangerous because they are so diluted.

d        ...are diluted because it makes the medicine less effective.

3     According to the text

a        ...40% of the world population do not use herbal medicine.

b        ...60% of the world population use only herbal medicines to cure themselves.

c         ...Many people have used herbal medicines for thousands of years. d ...60% of the world population use herbal medicine because it is successful.

4     Herbal medicines. ..

a        .. .are given in higher dosages than conventional medicine. b ...use parts of plants and minerals,

c        ...like conventional medicine, treat the body as a whole.

d       .. .are more similar to conventional medicine than homeopathy.

D     Work in pairs. Which of the words and phrases in the box would you use when talking about alternative medicine? Explain why.

E      In pairs or small groups, discuss these questions.

What is your opinion of homeopathy and herbal medicine?

If you were going to choose one of them as treatment for an illness, which one would you choose? Why?

(O

Writing:  Lessons 1 1—20

1 1 Once upon a time...

Introduction (5 minutes)

Ask the class to sit comfortably as you are going to tell them a story. Then tell a fairy tale (not Cinderella) — either a traditional tale like

Sleeping Beauty; Beauty and the Beast, The Little Mermaid, etc. or a tale that the class know well. Afterwards ask them to talk about the content, the style and the typical elements of a fairy tale,

e.g. a happy ending, romance, magic, etc.

Presentation (15 minutes)

Give each student a copy of the handout and start by reading the story of Cinderella all together. If this is a story that is unfamiliar to your class, make sure the content is clear. If the class know the story well, ask them what details have been missed out in this brief summary and how important these are. Draw attention to the typical beginning and ending and the fairy tale characteristics.

Practice (20 minutes)

Divide the class into groups of between four and six students and ask each group to choose a fairy tale that they all know well to work on. (Try to make sure that each group chooses a different fairy tale, if possible.) Give them time to work on expressing their fairy tale in a variety of different ways and with a bit of a modern twist. Circulate to give help and encouragement. Feedback could either be a whole class feedback where individuals read out their work for appreciation and comment, or two groups could get together and listen to one another's work, only reading a selection to the whole class. Make a note of any language problems and spend some time going through these at the end.

Conclusion (5 minutes)

Discuss the following questions with the class. Ask: Why are fairy tales so popular? Do they embody universal truths and aspirations? Or are they now out-of-date and no longer relevant? Do we need some more modern fairy tales about ordinanx' men and women who take their fate into their own hands?

Homework

Ask students to write newspaper articles based on fairy tales with a modern twist and relevance.

Once upon a time there was a beautiful young girl called Cinderella who lived with her cruel stepmother and her two ugly stepsisters who made her do all the housework and treated her cruelly. One day the king of that land organised a grand ball to find a bride for his son and all the ladies of the land were invited. alas she had at home. As her fairy changed her gown With made a pumpkin and could go promzse to be

prince had they danced recognised

her, not even her ugly stepsisters but everyone was intrigued by the beautiful stranger. Then the clock began to strike midnight and Cinderella rushed from the palace, dropping one of her glass slippers in her haste. As she ran home, her fine clothes changed back into rags and her horses became mice again.

The prince could not forget her and decided that he would find this mysterious lady and make her his bride. Every woman in the land was invited to try on the glass slipper and the prince swore to marry the person it fitted The slipper however was tiny and no one could get it on until of course, Cinderella came out of the kitchen in her rags and tried it on. It fitted perfectly and the prince recognised her as hus true love. He took her away to his palace where they were married and lived happily ever after.

2)

                                                                                                                          C)               Books                    

12 What's On?

Introduction (10 minutes)

Introduce the topic by talking about a good film you have recently seen or hope to see. Ask the class what types of film they enjoy. Write this list of different genres on the board: thrillers, war films, horror movies, disaster movies, adventure movies, westerns, science fiction films, cartoons, romantic comedies, comedies, historical films, fantasy, documentaries. Students work in pairs. Ask them to choose two genres and write a very short piece of dialogue to illustrate each one Pairs then read out their mini-scripts to the class and invite guesses as to which type of film they come from.

Presentation (15 minutes)

Give out the handouts and ask students to read the publicity about An Inspector Calls. Explain that this is a famous play by J.B. Priestley (1894—1984) which is currently enjoying great success in London's West End (the theatre district). Draw their attention to the quotes from reviews that are being used to advertise the play and discuss the language used. Point out that a new production of Romeo and Juliet (advertised below) also needs some 'rave' reviews to boost audiences. Give about five minutes for students, working alone and then in pairs, to write some glowing tributes. Listen to examples and note some of the best ones.

Practice (20 minutes)

Look now at the short summaries of the plot that are given in the publicity material — just enough to whet the appetite and give some idea of the subject matter but not so detailed as to give the ending away. Ask students now to think of a play or film they may have seen recently that they would be able to describe to others. As far as is possible, put the class into groups where one person has seen something that the others in the group have not seen. The aim now is for that person to tell the rest of the group the plot and then everyone works individually to sum up that plot in no more than about four or five sentences. Versions are compared in the group and the most accurate chosen. The group then work together to produce a summary suitable to include in an advertisement for their film or play. These are read aloud to the class who vote on which ones they feel most motivated to see.

Conclusion (5 minutes)

Write the following phrases on the board: original version, dubbed version, sub-titled version. Check that students understand these terms as they are used for films. Invite the class to discuss the advantages and disadvantages of each type of presentation.

Homework

Ask students to write either a review of a film or a play or a short script for an imaginary production.

 12 What's on?

C)

13 Good manners around the world

Introduction (5 minutes)

Tell the class that you are going to tell them about an embarrassing situation and then ask them what it shows us. If you have a real personal experience, use this. Otherwise, tell them about a friend of yours who was on holiday in Greece and decided to call in unexpectedly on some friends at about three o'clock in the afternoon. She was surprised to find them all in bed having a siesta and very embarrassed when they all had to get up and get dressed to entertain her. Introduce the idea of different customs, habits and ways of life. Ask if anyone else has an amusing (or otherwise!) story.

Presentation (10 minutes)

Activity A Give out the handout and ask the students to fill in the quiz individually. Then, ask them to compare their answers in pairs and small groups. Discuss the answers and write them on the board. 1 c In Britain it is polite to arrive slightly after the stated time. 2 b It is an important document and should be treated with respect, 3 a This is the customary greeting for people you do not know well. 4 a It is polite to take something for your hosts, but chrysanthemums are associated with funerals while red roses can be seen as a declaration of love!

Practice (30 minutes)

Activity B Turn the discussion round to the students' own country and customs and how easy or difficult it would be for newcomers to adapt. Read the extract from the letter and

so

explain that you are going to answer it with some do's and don'ts. (Check that students understand the expression do's and don'ts.) Discuss what aspects of daily life need to be covered and make a list on the board. For example: how to greet and address people, what to wear on different occasions, how to behave at work or at college, punctuality, politeness, mealtimes, paying for things and giving tips, how to behave when invited to people's homes, etc. Divide the students into groups of between three and five and give each group one or more of the topics. (Try to cover them all if possible.) Ask them to work together to write a paragraph giving some useful tips on how to behave. Allow between ten and fifteen minutes for this. Circulate to give help and encouragement. Any group that finishes early could be asked to add an additional paragraph on any other subject they consider useful. Finally ask each group to read out their paragraphs and invite comments from the rest of the class.

Conclusion (5 minutes)

Discuss the following questions with the class. Ask: With the development of international communications, are all countries becoming more similar? Are good manners as important as they used to be? Encourage discussion and debate.

Homework

Ask students to write another paragraph about do's and don'ts of social customs but for a category that they did not cover in their group during the lesson.

13 Good manners around the world

                                                                                                                                                                                        (O                                                                 

14 Save the tiger

Introduction (5 minutes)

Show the picture of the tiger (or write the word tiger on the board). Invite-the class to give you their reactions — one adjective from each student, e.g. wild, fierce, majestic, etc. and write these up on the board. If the word endangered does not come up, introduce it and invite brief comment.

Presentation (15 minutes)

Explain to the students that they are going to learn about the tiger and the problems facing its continued survival. Give each student one of the sections from the handout and give them a few minutes to read. They may have some questions about vocabulary and you can write difficult words on the board or encourage students to use a dictionary, Students then work individually to make notes on a separate piece of paper about their section. Explain that the notes will be for another student to read so they must be legible and as clear as possible and they must cover all the main points. They should write the title of their section at the top of their paper and then the notes, which must total no more than forty words.

52

Practice (20 minutes)

Once all the notes are ready, each student exchanges papers with another student (who has worked on a different section) and reconstructs the notes into a continuous paragraph of about five sentences. They are not allowed to ask the person who made the notes any questions and they must just work from what is in front of them. Circulate to give help and encouragement. When the paragraphs are ready, students hand them back to the person whose notes they worked from. Each student can now compare the original passage with the passage another student was able to construct from their notes. They should work together for a few minutes commenting on this and how good they found the notes, etc. A short feedback session can concentrate on the importance of picking out the important points and making notes clear.

Conclusion (5 minutes)

Students would probably like to read the whole passage so put them in groups of four to read both the two passages they did not read earlier and also the reconstructions of these passages. Encourage discussion about what else could be done to protect the tiger, e.g. breeding programmes with captive tigers, encouraging photographic safaris, etc.

Homework

Ask students to do research into another endangered species and to write a report.

 14 Save the tiger

(O

15 For Sale

Introduction (5 minutes)

Tell the class that you or friends of yours want to sell your house and ask for their advice on how to proceed, e.g. putting up a For Sale sign, advertising in the local newspaper, consulting an estate agent, etc. Talk about estate agents and how they work and ask if anyone knows any stories about buying and selling property.

Presentation (15 minutes)

Give out the handouts and explain that these are details from estate agents of houses for sale in London. Read through the first one as an example, focusing on the specialised vocabulary used to describe the house, both rooms and fittings, and also the flattering words that are used to present the property in its best light.

Divide the class into two groups and give them time to read all the descriptions. Ask one group to make a list of all the house vocabulary, e.g. fitted kitchen, semi-detached, west-facing garden, etc. while the other group notes all the 'biased' vocabulary designed to paint a glowing picture,

e.g. impressive, well-presented, spacious, etc. When both groups have finished, discuss the lists, clarifying any doubts as necessary.

Practice - part 1 (15 minutes)

Divide the class into groups of between three and five students and ask them to write a short description of the house shown at the bottom of the handout. They should aim to give details of the rooms and fittings and also highlight the advantages with carefully chosen descriptive words (while not exaggerating so much as to be unrealistic) in no more than four sentences. Groups read out the finished product to the class who choose those who look set for a promising career as estate agents!

Practice — part 2 (75 minutes)

Organize new groups of three to five students and ask them to think of a building or residence to sell that everyone knows, e.g. the prime minister's residence, the president's palace, the college, the town hall, a place of work, the building where the class is taking place, etc. They should keep this a secret from the other groups and imagine they are writing a short description to sell this property to an Englishspeaking purchaser. Give them about five minutes to write a short description which they then read aloud to the class. The idea is to see if their description is detailed enough to enable the others to guess the place.

Homework

Ask students to write a description of their own home (or somewhere else they know well) as if they were hoping to sell it.

For sale

C)

16         Open University

Introduction (5 minutes)

Introduce the subject of universities, e.g. talk about your own or ask if students are planning to go or have been and ask why it is difficult for some people to go. The subject of finance should be raised at this point and you can write the words Open University on the board. Invite discussion about how a university can be open to everybody.

Presentation (20 minutes)

Give out the handouts and read the facts about the Open University. (Do not look at the statistics at this point.) Check that everyone understands and then ask students what they think about the presentation of these facts. They will probably say, for example that it's boring, that it doesn't make you want to read any more, that it doesn't make the OU sound the sort of place you would like to go to, etc. Invite students to become image consultants, publicity agents and copywriters for advertisements and discuss briefly how these facts could be made more interesting, e.g. presented visually, as a series of questions and answers, as a case study, etc. Divide the class into small groups of three or four and give them about ten minutes to come up with a new way of presenting the facts about the OU. (Explain that it is not necessary to present all the facts that are given.) They should do this on paper to show the rest of the class. After hearing the presentations you might like to encourage brief discussion as to which was the most effective.

56

Practice (20 minutes)

Now look at the statistics about the OU and divide the class into eight groups. Allocate one set of statistics to each group. Their task is to present these statistics in a written form rather than in numerical form as now. They need to work together to write a short flowing paragraph presenting the information as in the 'facts/ section of the handout. Allow about ten minutes for this and encourage careful checking of the finished product for accuracy. Finally each group chooses one person to read out their paragraph to the class (who can follow in their statistics). Ask if they feel they understand better when reading figures or when listening to somebody expressing those figures and why this is so.

Conclusion (5 minutes)

Computers have revolutionised information technology. If the class are computer users, ask them to explain how they use the computer to access information. Otherwise ask them to write down three ways of getting information, e.g. asking people, libraries, telephone, leaflets, etc. and say how effective they think these media are.

Homework

Ask students to find some factual information on a topic of their choice and present it in a variety of ways.

     16         Open University

Instruction is provided by various forms of distance learning specially produced textbooks, tv and radio programmes, audio and video tapes, computer software and home experiment kits - combined with tutorials and summer schools.

More than 70% of OU students remain in full-time employment throughout their studies and two-thirds of students are aged between 25 and 45. There are no formal academic requirements for entry to first level courses.

Courses are available throughout Europe and, by means of partnership agreements with other institutions, in many other parts of the world. Over 30,000 learners are studying OU courses outside the UK.

THE FIGURES

17 Into        future

Introduction (5 minutes)

Introduce the topic of the future and the technological advances it may bring. Do this either with a picture or simply with an idea, e.g. cloning human beings, taking holidays on the Moon, etc. Invite reactions and ask the class if they feel optimistic or pessimistic about the future and why.

Presentation (15 minutes)

Divide the class into two groups: the optimists and the pessimists. Ask each student to write three sentences about the future (negative or positive according to their group), covering personal, national and international predictions and using a variety of future forms. Listen to the ideas, listing some on the board as models. Discuss as a class which are most likely to come true.

Practice (25 minutes)

Write the following on the board: the human body, entertainment, robots, computers, communications, travel. Explain that these are areas where there is certain to be enormous technological advance in the future. Divide the class into six groups (corresponding to these six areas) and give each member of the group the same section from the handout, i.e. all members of one group will have the section on computers, etc. Each section contains two

58

sentences with information on what advances are already on their way and space for students to add a sentence of their own with their own predictions. Students work individually for about five minutes thinking of a future prediction and how to express it. Then they get together with the other members of their group to choose the best one and to polish the sentence so that it is written in the same style as the rest. Circulate to give help where necessary. Each group then chooses a spokesperson to read out their section, inserting their own sentence. The other groups listen and note down which prediction they think the group made up. Give time for some discussion and keep score to see which groups did best, both in foxing the others and in choosing correctly.

Conclusion (5 minutes)

A millionaire has given money to develop one single invention for the good of humanity. Ask students what they would suggest.

Homework

Ask students to write about society in the future — in 20 years and in 100 years. Ask them to consider whether English will end up becoming the world's universal language.

     17 Into        future

(O

18 Off to Australia

Introduction (5 minutes)

Ask the class to brainstorm what they know about Australia. Ask them what impressions they have of the country and whether they would like to go there for a holiday if money were no object.

Presentation (10 minutes)

Give out the handout and ask the class to read through it quickly. Ask them if this information corresponds to what they knew or believed. Explain that their task is to write the script for a one-minute television commercial to be shown in all English-speaking countries to encourage people to take a holiday in Australia. Discuss how a TV script needs to be written, making a clear difference between what is seen and what is heard. As practice, ask the class to say what they would write in a simple TV script where a man gets out of a car and apologizes for being late. You might like to write the following on the board as an example:

SCENE 1: EXTERIOR: A COUNTRY ROAD

A BLUE CAR DRIVES SLOWLY ALONG THE

ROAD AND STOPS OUTSIDE A SMALL HOUSE.

A MAN GETS OUT AND LOOKS AROUND

CLEARLY LOOKING FOR SOMEONE. A

WOMAN APPEARS AT THE DOOR OF THE HOUSE LOOKING WORRIED AND CARRYING A BABY IN HER ARMS.

MAN

Sorry I'm late. It was the traffic. Hope you weren't worried

Draw attention to the use of capitals for the description of what is seen and the way the name of the person speaking is also in capitals and is centred above their speech. Students could adopt this convention or use different coloured pens. Suggest that they think about who could present their commercial e.g. a famous actor, some typical Australians or simply a voice-over, that is, an unseen presenter

Practice (30 minutes)

Students now work in groups Of between three and five working on the script for their commercial encouraging people to spend a holiday in Australia. Stress that they can choose what information to give and they can add what they like. However they should time their commercials and restrict them to one minute.

Remind them that TV time is expensive! Circulate to give help and encouragement. When the groups have finished, each one should present their commercial to the class.

Conclusion (5 minutes)

Discuss how much this has inspired them to visit Australia one day or not! Ask: Is TV the best way to advertise holiday destinations? What about glossy brochures? Can we believe what we read or see?

Homework

Ask students to write the script for a commercial — either the best of what has been presented on

Australia, or for another country of their choice.

CLIMATE

Australia generally has a pleasant climate without extremes of temperature. About 40% of Australia (Northern Queensland, the Northern Territories and the Northern Areas of Western Australia) is in the tropical zone with hot summers and very mild winters. To the south, remaining areas (New South Wales,

Victoria, Tasmania, South Australia and Southern Western Australia) are in the temperate zone where summers can be agreeably hot and winters seldom cold.

WHAT TO WEAR

Lightweight comfortable clothing and shoes, hat and sunglasses are practical for touring Australia.

VACCINATIONS AND HEALTH None required Unless you have recently travelled from an area infected with yellow fever. There are very few health hazards — the water is safe to drink and the standards regulating food hygiene ore rigorous. In addition, Australia has an excellent health system.

DARWIN

                                                       NORTHERN                            CAIRNS

                                 GREAT                                                                     TOWNSVILLE

                                 SANDY           LICE SPRING

DESERT

AYERS ROCK

CANARVON                                                                    QUEENSLAD

                      AUSTRALIA                                                                               BRISBANE

AUSTRALIA

                   PERTH                                                           NEW SOUTH

                        FREEMANTLE                                                  WALES            SYDNEY

CANBERRA ADELAI                     VICTORIA

MELBOURNE

HOBART

CURRENCY

Australian Dollar. AUDS = 100 cents

WHAT TO SEE: 6 TOP SIGHTS

I    Cities: All worth a visit. Don't miss cosmopolitan Sydney with its famous harbour, opera house and beaches.

2     Outback: There is plenty of this in Australia and a wide selection of tours and safaris to introduce you to ancient Aboriginal cultures.

3     Great Barrier Reef: 1,200 miles of coral reef — a must for all divers but can also be viewed from an underwater observatory and on cruises.

4     Islands and beaches: Australia has more beaches than any other nation — 7,000.

5     Notional Parks: More than 2,000 national parks which include tropical rain forests, deserts, snow-capped mountains, reefs and glacial lakes.

6     Nature reserves: See some of Australia's Unique wildlife — kangaroos, koalas, platypuses and dingoes to name but o few too good to miss!

C)

Introduction (5 minutes)

Tell the class that you have something you want to sell and ask them to suggest how you should go about it. Elicit ideas such as putting a small advertisement in a local paper, for example. Ask if anyone has ever sold something and how they went about it.

Presentation (10 minutes)

Give out the handouts and explain that these ads were placed by private individuals who wanted to sell something. Focus attention on the style and explain that this is because advertisers pay a certain amount per word so obviously they try to limit the number of words they use. Divide the class into eight groups and ask each group to look at a different ad. Ask them to note down what else they could add to their advertisement if money were no object and to give further details to encourage a buyer. Discuss their suggestions, checking understanding of all the vocabulary.

62

Practice (30 minutes)

Divide the class into groups of three to five and explain that each group is going to write two ads to sell items they no longer need. For the first ad, everyone has the same item. Choose something your students know about, e.g. a camera, a guitar, a bicycle, a collection of old magazines, etc. Limit the number of words to between fifteen and twenty and give the students time to compose their ad. When everyone is ready, each group reads out its ad and the rest of the class take this down as a short dictation. Then they compare the ads and choose the most successful. For the second ad, each group chooses what to sell. This can be anything, but you should fix an approximate price. Once again they write their ads of fifteen to twenty words. When ready, the ads are passed round to the different groups and each student notes down which item they would choose to buy and why. Feedback discussion will reveal the most popular.

Conclusion (5 minutes)

Discuss the advantages (mainly price) and disadvantages (condition, no guarantee, could be stolen, etc.) of buying items in this way.

Homework

Ask students to write a selection of small ads for unusual things or things they would like to buy themselves.

19 The small ads

(O

20 Playing the game

Introduction (5 minutes)

Ask the class what sports and games they play and write a list on the board. Ask them what they know about badminton, e.g. the rules, the equipment, etce

Presentation (15 minutes)

Give out the handouts and ask the students to read about playing badminton. Ask them if the information confirms what they said previously. Point out that sixteen words are missing from the text. Give time for the students to work individually to find these words and then compare their answers with a neighbour. Go through the answers: 1 players, 2 hit, 3 net, 4 opponent, 5 points, 6 games, 7 court,

8 markings/lines, 9 rackets, 10 synthetic,

11 shorts, 12 scores, 13 rally, 14 serve, 15 side,

16 match. Discuss the details given in the text. Ask students if they now feel they have a clear idea of how badminton is played. Ask them if there is any other information they would like to have been given.

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Practice (25 minutes)

Students now work in small groups to prepare a similar sheet describing the rules, equipment, etc. of a game they know. Based on what students said in the introductory phase, encourage them to choose unusual games if at all possible and group themselves with others who know how to play the same game. Within each group, individuals might like to work on different aspects and then all work together on the final product. Circulate while students are working to give help and encouragement. When groups are ready, they should come up to the front and read out what they have written. Another group member could mime the actions and be ready to answer questions from the class.

Conclusion (5 minutes)

Allow one minute and see who can write down the most games and sports that can be played with a ball.

Homework

Ask students to write and illustrate an information leaflet about a game or sport of their choice,

20 Playing the game

©

Grammar: O Lessons 21-30

21 Relative clauses — defining and non-defining

Introduction (5 minutes)

Write the following sentences on the board: la The railway station was the first one in this part of the country. 1b The railway station is by the castle. 2a That girl is the cleverest in the class. 2b She lives in the small house near the park. Now ask students to make one sentence from la and 1b and one sentence from 2a and 2b. Then write the two new sentences on the board: 1 The railway station, which is by the castle, was the first one in this part of the country. 2 That girl, who lives in the small house near the park, is the cleverest in the class. Underline which and who and remind students that which is used for animals and things and who for people. Distribute the handouts and ask students to work on the Introduction Activity in pairs. All the relative clauses fit together to make one sentence. (There are two non-defining relatives among them, which are to be dealt with during the presentation. Make sure you put the commas round the two non-defining clauses.) The complete sentence is: The cat is sitting on a wall which was built round a farm which belonged to my grandfather, who died ofcancer which was caused by smoking in 1937, which was the coronation year of George VI.

Presentation (15 minutes)

Explain that some relative clauses (called defining relative clauses) give us essential information about the person or thing, which helps us to understand which person or thing is being discussed. Other relative clauses (called

non-defined relative clauses) give us additional information about the person or thing, which may or may not be relevant. Now ask the students to look through the Introduction Activity and see which of the sentences they have made have defining relative clauses. Write them on the board: 1 The cat is sitting on a wall which was built round a farm 2 the farm which belonged to my grandfather 3 cancer which was caused by smoking. Show that, without the relative, it wouldn't be clear what we were talking about. Try covering up the relative in some way. Now ask them to pick out the sentences with non-defining relative clauses and write them on the board: my grandfather, who died of cancer in 1937, which was the coronation year of George VI.

In this case, cover up the relative and show that it is quite clear who and which year we are talking about. The relative clause is an additional piece of information and we could say: It was built by my grandfather and he died of cancer in 1937. He died in 1937 and this was the coronation year of George VI. Stress the importance of putting commas round the relative in this second case and point out how you can replace the relative clause by a coordinating clause beginning with and.

Practice (20 minutes)

Activity A Ask students to work in pairs. Check answers orally and deal with any problems.

(continued on page 68)

06

21 Relative clauses - defining and nondefining

Introduction Activity

Work in pairs and put the clauses in the right order.

A Work in pairs and decide which of the relative clauses in the dialogue are defining and which are non-defining.

                                                                                                                                                                          (O                                                                

Activity B With this Activity, you can let the students work in pairs or individually from the worksheet. Check answers orally.

Conclusion (10 minutes)

Activity C Have students do this as an individual task.

Homework

Ask students to describe a place they know in the way the small fishing village was described in Activity B.

68

21 Relative clauses - defining and nondefining (continued)

B    Work in pairs. Number the sentences a to j in the correct order.

a     By the 1970s, it had become a popular seaside town.

b    The fishing village is a place where the people now work as service staff in the hotel.

c     Thus the small seaside village became a town — a honeymoon town. d  The cabins could be rented by the day from the hotel.  As a result, many of the fishermen turned their homes into small hotels.

f       For many years, Ashanto was a quiet seaside village.

g     The offshore island now had lots of little wooden cabins among the trees.

 Then a company built a large hotel on the shore i  In the 1960s, people started to visit the village. j  But it was only for tourists.

Now read the clauses below and write the number of each one in the appropriate place in the text above. Insert one clause into each sentence. Make them relative clauses and put who, which or that at the beginning as necessary. Note whether they are defining or non-defining.

1               depended on fishing for its livelihood

2               had heard of the palm island just offshore

3               tourists liked to visit

4               had found fishing hard and unprofitable

5               had hotels all over Japan

6               had just got married

7               attracted young, married people

8               had been covered only in palm trees

9               were heart-shaped

10         always lived there

C    Decide which of the relative clauses in the following sentences are defining and which are non-defining.

1        Gonzalez who was Prime Minister of Spain in the 1980s was a socialist.

2        The film which made Leonardo DiCaprio famous was Romeo & Juliet.

3        Audrey Hepburn who was a film-star in the 1960s and 70s did a lot of work for UNESCO.

4        That desk which was bought in 1958 was a birthday present.

5        The journey which was only 600 km took them more than twelve hours.

6        The young man who was attacked at the club had taken the security guard's girlfriend.

7        He tried to phone Hazel who was going to China.

8        Bangalore which is in Southern India is the centre of the Indian IT industry.

9        The villagers gathered to pray for the symbol which had been lost.

10  That shop which changed owners last year has never been successful.

                                                                                                                                          ©                                          

22 Reduced relative clauses

Introduction (5 minutes)

Hand out the Introduction Activity. Do the first two with the whole class. Then have students work in pairs joining the two halves A and B together. Then they should identify the defining and the non-defining relative clauses. Remind students about the difference between a defining and a non-defining relative. Write on the board: Conan Doyle, who created Sherlock Holmes, was interested in forensic science. The man who created Sherlock Holmes was interested in forensic science. Point out that another version of the first example is: Conan Doyle created Sherlock Holmes and was interested in forensic science. In the first example, the relative clause is not needed to identify the person interested in forensic science whereas in the second example it is.

Presentation (15 minutes)

Explain that you are going to show how relative clauses can be reduced and that you can avoid using the relative pronoun when the relative is the subject of its clause. Write on the board some of the answers from the Introduction Activity like this:

Dave Kelly is the man who is writing a history of wine-making.

Dave Kelly who is writing a history of wine-making is the man

Now cross out the relative clause where the relative clause is a defining relative and replace it with just the verb (writing). Explain from the examples that the defining relative can be reduced by replacing the relative pronoun and its verb with either the present participle of the verb or the past participle. Point out that this is not possible with a non-defining relative and the verbs to be and to have when they are the main verbs. Then discuss with students when we use which participle, i.e. the present participle if the verb is active and the past participle if the verb is passive.

(continued on page 72)

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22 Reduced relative clauses

Introduction Activity

Join the sentences in A and B together.

Dave Kelly is the man

The man works at the criminal court

I went to see The Lion King

Don married that woman

The instructions don't make sense

John Price is working in

Majorca now

Conan Doyle created the character of Sherlock Holmes Joe fell in love with the girl

They say that man has been kidnapped

I've just seen that film

He is writing a history of wine-making

He lives in the end house

It was showing at the Apollo theatre

She is making millions from her paintings

They were sent with the machine

He has financial problems

he was interested in forensic science

She sold ice cream at the theatre

He owns a TV company

It was recommended in all the reviews

Practice (20 minutes)

Activities A and B Ask students to do the activities in pairs and then to check their answers.

Conclusion (10 minutes)

Activity C Have students do exercise C and then check orally.

Homework

Ask the students to write a short story in the style of either the story in Activity A or the onet in Activity C.

22 Reduced relative clauses (continued)

A      Read the text. State whether the participle in italics represents an active or a passive relative clause.

Mike (1) driving the car was the one in charge. Dave and Bill (2) sitting in the back seat had the guns. When the car stopped outside the shop (3) standing at the corner of the High Street, Dave and Bill strode into the shop. A girl at the counter (4) told always to smile at new customers greeted them warmly. Then her smile faded as she saw the gun.

Screams (5) echoing through the building attracted the attention of the shop owner. Dave and Bill hadn't expected this. The two men were terrified by the turn of events and ran from the shop into the car. "You've messed it up," Mike said. But he didn't drive off. He pulled back a blanket (6) lying on the front passenger seat where there were two toy pistols. "Here take these. Go back into the shop and say you were joking." As Dave and Bill got out of the car, Mike quickly drove away. This surprised Dave and Bill. They were left standing on the pavement as the police car arrived.

Now rewrite the text using relative clauses

B      Work in pairs and rewrite the short paragraphs below reducing the relative clauses. When you have finished, check your answers with another pair.

1      I sat opposite a woman who was smoking a pipe. The woman was dressed all in black and smiled at me. I have often sat opposite women who smiled at me, but never opposite a woman who was dressed in black and who was smoking a pipe.

2      The house which stands at the end of the terrace is the one where my mother was born. My mother hated the town and determined to leave as soon as she could. She met a man who lived in London. She liked the idea of cities which attracted young people like London did and decided to go to London. The man knew she was coming, found an apartment for her and then asked her to marry him. So he became my father.

3      There was a swan which was swimming in the canal which ran past my house. The people who saw the swan were very surprised. This was the first swan who lived on the canal and it was all alone. So the people were sorry for it and it became the first swan which was adopted by the town.

4      The street lamp which flickers all night is the one which was damaged by the crowd which came back from the football match last Saturday. One team had played only ten men. The team which played only ten men and which was defeated by ten goals to one was not popular that night. Nor were the lampposts.

C      Rewrite the following story reducing the relative clauses.

The young journalist who wrote the story about the monkey who plays golf every

Tuesday must have been unaware of curious incidents which always follow such stories. Do you remember this? In 1989, a young zookeeper who had been given the job of feeding the monkeys who lived in Castleford Zoo accidentally left his football boots in the monkey house, When he went back to collect them, he found a monkey, who sat crouching in a corner and who looked very suspicious, had put them on. As the keeper went in, the monkey jumped up and started to run around like a footballer who was waiting for a game. The monkey used its feeding dish as a ball. The ball hit the keeper and knocked him out. When the keeper regained consciousness, he found the monkey, who was excited at what happened, had fetched its other monkey friends and they were all playing football with the feeding dish. When this story, which was written as if it was an unusual event, was published, stories came in from zoos all over the world. Nearly every zoo had a keeper who had been knocked out by a monkey who played football. And, of course, there are scores of journalists with close monkey-friends who play golf.

C)

23 Reporting statements

Introduction (5 minutes)

Arrange the students in small groups. Give each group a set of the Introduction Activity cards. As each student picks up a card, he/she has to rephrase the statement as a reported statement using say or tell. Give the students approximately three minutes to do this and then listen to some of their responses and write them on the board.

Presentation (15 minutes)

Tell the students you are going to consider reporting verbs other than say or tell. Then discuss with them the difference in use between say and tell. Now put two columns on the board thus:

Now elicit any reporting verbs other than say or tell. As students suggest verbs, write each one in the appropriate column according to how it is used. Possible answers are: Verbs used like say —

admit, agree, announce, answer, argue, claim, complain, decide, deny, explain, insist, mention, promise, reply, suggest, warn. Verbs used like tell — admit, announce, complain, convince, explain, inform, mention, notify, persuade, reassure, remind, warn. Point out that where a verb can be used in both forms, it is usually necessary to use the preposition to rather than the indirect object,

i.e. he told me that he would be late, but he mentioned me that he would be late. An exception here is the verb warn. Also show that when the verbs in the tell column are used in the passive, they are not followed by the indirect object, e.g. They were told that he would not come until eight. They were persuaded that this was thèir best chance.

Practice (20 minutes)

Activity A This task should be done in pairs. When students have finished, discuss with them the verbs they chose and why. If there is time, introduce other verbs that might have been used and discuss what they mean.

(continued on page 76)

23 Reporting statements

Introduction Activity Cards

A Work in pairs. Complete each gap in the sentences with one of the following verbs. Each verb can only be used once. In some cases the verb is in the passive voice.

1 1       with you that he did the right thing he was the heir to a multi-million fortune.

3 He refused to that he had stolen the money although it was found in his suitcase.

 her that there would be no trouble now that he was safely in prison.

5          John that everyone must arrive by ten o'clock, or the coach would go without them.

6          Jane  she would come without fail.

7          We by the police that the trial would start on Monday.

8          Theythat the best route was via Madrid and not down the coast as they had planned.

9          Tony Sheila that his intentions were honourable. So she married him.

10     Sheila's friendsher that Tony always said such things.

(O

Conclusion (10 minutes)

Activity B This activity can be done individually. At the end discuss other ways in which each statement could have been reported.

Homework

Ask students to complete Activity C and to be ready to explain their answers next class.

23 Reporting statements (continued)

B      Work in pairs and match each statement with the reported statement.

John.

C      Complete these sentences by using one of the words in the brackets at the end of each sentence. Be careful with the tense!

1         Theyto me that you were interested in the job. (inform/mention)

2         Marythat she had cheated with her homework. (admit/tell)

3         Gill to the department head that the visitor had been very uncooperative. (complain/insist)

4         1        her that she was paid to be here until five o'clock. (mention/remind)

5         Nelson         that the best city in Britain was Aberdeen. (claim/notify)

6         David and Roy have       that they won't come and upset the visitors.

(promise/reassure)

7         Dianne         that it was better to take the train rather than fly from

San Francisco to Vancouver because you would see more. (argue/convince)

8         Katie  she wouldn't be home for Christmas. (say/tell)

9         Brian  us he was leaving. (explain/inform)

10   Are you that you agreed to work on the project. (deny/notify)

                                                                                                                                                                                             (O                                                                

24 Reporting orders, requests and questions

Introduction (5 minutes)

Say the following to four different students: Hand out these books. Could you fetch me a newspaper at lunchtime? What will you do this evening? Can I have your homework? After each request, order or question, ask another student to report what you just asked. Write the correct answers on the board: You asked him to hand out those books. You asked him if he could fetch you a newspaper at lunchtime. You asked what she would do this evening. You asked to have his homework. Ask the students to say which were requests, which were orders and which were questions.

Presentation (15 minutes)

Check the answers with the students and ask them what is special about the third and fourth ones, i.e. a) we do not need to use the indirect object with a question if it is obvious who was asked or it is a general question and b) the subject of the request in the fourth one is the same as the subject of the reporting verb. Discuss with them the main features of reporting orders, questions and reports. 1) With orders we use the reporting verb followed by the indirect object and the infinitive. Finish that work by one o'clock! He was told to finish that work by one o'clock. 2) With questions the reporting verb is followed by a clause beginning with the question word used in the original question or if when it is a question requiring a yes/no answer. Where are you going? He asked me where I was going. Did you finish the work on time? He asked her ifshe had finished the work on time.

3) With requests we use both forms. When the subject of the request is the person making the request or the person reporting the request, we can use either form. Could I come with you? She asked to come with us. OR She asked ifshe could come with us. Would you let Jane go with us? They asked me to let Jane go with them. OR They asked me ifI would let Jane go with them. When the subject of the request is not the speaker of the request nor the reporter of the request, then we use the reporting verb followed by an if clause. Can Jane come with us to the cinema? They asked ifJane could go with them to the cinema. Note that requests are often made in a question form beginning with could, would or can.

Now ask the students to supply alternative verbs to ask and write them on the board: infinitive — advise, beg, command, forbid, instruct, invite, order, persuade, remind, tell, warn if + question word — inquire, wonder Now ask students to work in small groups to see what alternative verbs they could have used for the orders or requests you made and the questions you asked.

Practice (15 minutes)

Activity A Students work in small groups matching the two parts, what was said and how it could have been reported. When they have finished, they should discuss the changes in the reported statements, first in their own group and then with the rest of the class.

(continued on page 80)

3 "I think you should take the job.

d 4 "Don't be late for the meeting, e

He begged Mary to let him go with her.

She advised him to take the job.

Doug hoped Jacqui would be at the opening.

He agreed to meet the chairman.

She inquired about Joaquim's English.

They asked Tom what he had thought of Greece.

Guy was told not to be late.

He asked Joe if he was going to the see the championship match at the weekend.

He was forbidden to use her car again.

He invited them to dinner.

Conclusion (15 minutes)

Activity B Students work in small groups to write a report of the interview. Encourage them to explore different ways of reporting what was said, so as not to repeat the same introductory verbs.

Homework

Ask students to complete Activity C and be ready to explain their answers next class.

    (O 24                                              and

Reporting orders, requests questions (continued)

B        Write a report of the following interview. The opening has been done for you.

The interviewer asked Ms Tomlinson why she had decided to become a politician. In turn, she wondered why he had become an interviewer.

        Interviewer:      Now Ms Tomlinson,

C        Rewrite each statement using the given verb as the reporting verb. The name of the person or people with the verb should be used as the subject of the verb. When there is no subject named, the report should be in the passive.

1    Is this the right time to buy shares in dot.com companies? (Jim/wonder)

2    I should buy that car if I were you, Ali. (Sheila/advise)

3    Could I come with you to Africa, Tim? (Gary/ask)

4    Who's got the job then, Dave? (ask)

5    Don't stay out after midnight, Mary. (her father/order)

6    Of course, you'll finish that essay by Friday, won't you, Gille (the lecturer|expect)

7    What will happen when the present director leaves? (the staff/wonder) 8 My plan is to visit all the major Roman sites in North Africa. (Tim/intend)

9 Yes, I said I would be at the races. (Alice/agree) 10 Just how old are you, Barbara? (Mick/ask)

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25 Gerund and infinitive 1

Introduction (5 minutes)

Ask the students to make a list of the following items: a) things they remember doing when they were younger but don't do now b) things they forget doing but must have done c) things they regret doing d) things they've stopped doing. Then have them compare their list with their classmates.

Presentation (15 minutes)

Ask the students to give you some examples from their lists (at least one example for each category) and write these in full on the board. Point out that in all the examples these verbs are followed by the gerund or 4ng form. Discuss the time relationship between the main verb and verb in the -ing form. Point out how, in general, the verb in the -ing form refers to something that has happened in the past, however recent. For example: I remember playing tennis with Alice. I forget meeting Peter in the garden. Now ask students to 'convert' their sentences into sentences using the infinitive. For example.' I remembered to play tennis with Alice. I forgot to meet Peter in the garden. Now discuss the difference in meaning between the sentences with the -ing form and those with the infinitive, Explain the following points: With remember/forget, the -ing form shows that the person is remembering or forgetting something that happened in the past whereas with the infinitive form, the person remembered and then completed the activity. In this second case it is better to think of forget as meaning 'not remember'. With stop, the -ing form shows an activity which the person is no longer continuing to do, whereas the infinitive form shows the reason why a previous activity was stopped. With regret, the -ing form shows something that has already happened. With the infinitive form, regret is always followed by a reporting verb in the infinitive, for example regret to tell you, regret to inform you, regret to show you, etc.

Practice (20 minutes)

Activity A Have students do this activity individually. Check answers orally. Activity B Organize students in pairs or small groups. When they have finished, discuss their answers with them.

(continued on page 84)

25 Gerund and infinitive 1

A      Put the verb in brackets in the correct form, either the -ing form or the infinitive.

1        I remember (meet) him last year, but I forget what he looks like.

2        I'm sorry. I forgot (buy) some apples. Should I go back to the supermarket?

3        Stop (do) that! That banging noise is driving me mad!

4        I regret (be) at the meeting last night. Now they think I support their ideas, which I don't*

5        You're wrong! I did remember (go) to the library and I got the books you wanted.

6        We regret (announce) that the First Minister was taken ill during the night and died early this morning.

7        But it was only two minutes. I stopped (ask) that person the way. It can't have been long.

8        I bet the Prime Minister regrets (promise) to lower taxes.

9        Don't forget (make sure) all the doors and windows are locked before you leave.

10  I shall always remember (meet) the Pope in 1996.

B      Read the sentences and tick (V) the correct explanation for each one.

1 Mary remembered to book the theatre tickets.

a)    She remembered and then she booked the tickets.

b)   She booked the theatre tickets but now can't find them.

2 The film critic regretted saying that the film was trivial and poorly directed when it won the Oscar for the best film.

a)             The critic said this in the past before it won the Oscar.

b)            The critic is saying this now that it has won the Oscar. 3 After he won the lottery, he stopped living in a caravan. a) He is going to live in a caravan.

b) He used to live in a caravan but now lives in a house.

5       He was painting the house when he stopped to have lunch.

a)    He stopped for lunch.

b)   He stopped having lunch.

6       It's now March. She must have forgotten to take her Christmas decorations down.

a)    The decorations are still there.

b)   She took them down but doesn't know where they are.

7       Thelma was a world-class athlete, but she stopped to look after her mother.

a)    She doesn't look after her mother anymore.

b)   She's not an athlete anymore.

8       The workforce remembered hearing the boss say there would be a pay rise.

a)    They went to hear the boss speak.

b)   They heard it in the past.

9       The boss conveniently forgets saying there would be a pay rise.

a)    The boss doesn't think he said it.

b)   The boss intended to say so but didn't.

C)

Conclusion (10 minutes)

Activity C Ask students to complete the letter individually and then to compare answers in pairs.

Homework

Ask students to write a list of some of the things: a) they remember doing when they were younger b) they have stopped doing now c) they forgot to do this last week d) they regret doing.

                            25                                                   1 (continued)

regret not (9)

to drive you to the concert on Saturday! a But taxi.f have

remembered (10)          (book) Don't forget (11)  (wear) that new dress you bought.

Afl good wishes,

Rob

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26 Gerund and infinitive 2

Introduction (5 minutes)

In small groups get the students to make a list of things they are now allowed to do at home, at work or at school. Then get them to make a list of things they are trying to achieve at the moment or in the future. Then get each group to compare its list with that of another group.

Presentation (15 minutes)

Explain that you are going to look at the verbs try and allow to see what differences occur either in form or meaning when they are followed by the infinitive or the -ing form.

Elicit examples of sentences using allow + infinitive. You can expect most of the examples to be in the passive, e.g. We are not allowed to smoke. Rewrite these sentences in the active form beginning with the impersonal they, e.g They don't allow us to smoke. Then rephrase them again to show the use of the -ing form,

e.g. They don't allow smoking. Finally discuss the difference with the students and draw up the rules. Use the infinitive a) when allow is passive

b) when allow is followed by the person who is the object of the verb, for example, Her father doesn't allow her to smoke in the house. Use the -ing form when the activity is the object of allow. For example, He doesn't allow smoking in his house.

Now go through the same steps with fry starting with sentences with the infinitive form. Draw up some rules. Use the infinitive to show an 'attempt' to do something, for example, He tried to get to work on time on his first day. Use the -ing form to show one or a series of 'experiments' for example, He needs money to buy a car. He could try borrowing some from his father. The difference is that with the infinitive, it is a one-off attempt, which is either successful or a failure. With the -ing form, the subject is looking at a number of ways of doing something.

Practice (20 minutes)

Activities A and B Ask students to do these individually or in pairs. It is Important to discuss their answers with them at the end.

(continued on page 88)

       26                                    2

A      In each sentence, write the correct form of the verb in brackets, either the -ing form or the infinitive.

1    He tried (tell) her on many occasions, but she wouldn't listen.

2    Yes, of course, I'm allowed (attend) the meeting. 3 My father allowed me (go) but not my sister.

4           Try (tell) him. That's one possibility.

5           It's hard to know what to do. I've tried (write) to the authority, but they don't answer.

6           I tried (persuade) the company that we were not at fault, but they didn't accept that.

7           You surely don't allow (smoke) during the meeting.

8           If you try (drive) to London instead of (go) by train, you'll see what the problems are.

9           Try (get) a good lunch in that restaurant after 2 0'clock and you'll see what sort of place it is.

10      Excuse me. Are we allowed (go) across the playing field?

B      Complete each space in the text with the verb given in brackets in the correct form, either the -ing form or the infinitive.

Many people have tried (1)  (invest) in internet companies, hoping to make a lot of money. Some companies are so over-subscribed that investors are only allowed (2)  (buy) very few shares at one time. I tried (3)  (invest) in one, but was told I was too late. When the company goes on the stock market, a time is announced by which you have to have put in your application, and you are not allowed (4)  (submit) an application after that time, until after a few days, when people start selling. If you manage to buy some shares and you try (5)  (sell) them quickly, you will have to pay a lot of tax. In this way, they are trying

(6)   (stabilize) the market. The Stock Exchange also forbids

(7)   (use) 'insider' information. It you try (8)  (sell) or (9)  (buy) because someone has told you what is going to happen to the company, you are breaking the law. Recently, with the coming of the Internet, there is a new type of investor — the 'day-trader'. If you want to become a 'day-trader', it is better in the beginning to try (10)

(play) with the stock-markets with pretend money. You pretend to invest and see from the financial columns how your investments would have done. The most important thing is not to allow friends (11)  (advise) you!

©

Conclusion (10 minutes)

Activity C Have students do this activity in pairs. Check answers orally.

Homework

Imagine a friend is looking for promotion to a very good post at his/her place of work. Make a list of a) the things he/she should try to do and

b) the things he/she is allowed to do or is forbidden to do.

                 26                                                            2 (continued)

C Rewrite each sentence using the verb given in brackets as in the example.

So you want more money. You could rob a bank, you could get a better job, you could invest in one of the new Internet companies. (try)

So you want more money. Try robbing a bank, or getting a better job, or investing in one of the new Internet companies.

1         Gill wants to work in Spain. What can she do? Teach English, open a bar, sell luxury homes? (try)

2         Mary doesn't like her son bringing home strange cats. So she has told him not to. (forbid)

3         Alice is very easy about smoking. Anyone can in her house. (allow)

4         If you want a good grade, work harder. (try)

5         He needs you to understand him. (Please try)

6         They tell me I can work as a financial adviser without special qualifications. (allow)

7         Tell them they can't build on that field. (forbid)

8         I want to get in touch with her. I've faxed, phoned and e-mailed, but she doesn't reply. (try)

9         Let him work on his painting in the garden. (allow)

10   I wanted to see the exhibition, but it was too crowded. (try)

                                                                                                                               C)                                         

27 It - 'Impersonal subiect

Introduction (5 minutes

Ask a few students to answer the following questions with full sentences: When is your birthday? What's the weather like today? What's the time? What do you think of? (here choose a popular film, book or magazine likely to appeal to the class). If you do not get a full sentence, give a model for a full answer, e.g. When's your birthday? It's on 21st June. After hearing a few answers, have students work in pairs and ask each other similar questions.

Presentation (75 minutes)

Write one example of their answers next to each of the questions on the board. Then ask the students what all the answers, regardless of the subject, have in common (the use of it). Explain how it is used as an impersonal subject. Normally, it as a pronoun refers back to some thing already spoken about. In this lesson, however, such a referring back is not so clear. Elicit more examples of sentences using it to do with the time/date, the weather or opinions (for example, It was okay, I guess.) and write

examples on the board. Then introduce the use of it to show interest, pleasure, surprise or upset,

e.g. It surprises me that so few ofyou did the homework. It upset Mary to find the cat missing. and write these examples on the board. Then try to elicit a rule for the use of the that clause (the object of the main verb is different from the subject of the verb in the that clause) and the use of the to + infinitive phrase (the object of the main verb is the subject in the infinitive phrase). Finally put on the board some examples of reporting: The school is said to be good. The dog is thought to be dangerous. Point out the passive form of the reporting verb and show how the use of it can be used to reorganise the sentence. It is said that the school is good. It is thought that the dog is dangerous. Ask students to give you some more examples.

Practice (20 minutes)

Activities A and B These activities should be done in pairs. Allow time for discussion afterwards.

(continued on page 92)

27 It— impersonal subiect

A      Rewrite the following sentences so that they begin with it as in the example

Having e-mail is very convenient.

It's very convenient to have e-mail,

1        Not to have seen the Beatles when they were playing is a great pity.

2        Meeting Dave Brown is always a pleasure.

3        Driving a car without proper insurance is illegal.

4        That you look as young as you do is amazing.

5        That Lynn of all people got the best exam result is very surprising.

6        To get an e-mail from Tony and Jane was very exciting.

7        To hear the news about Peter here will be very upsetting.

8        Getting to work on time is very difficult in all this traffic.

9        To avoid paying your tax is a crime in my book,

10  Being a billionaire would be very worrying.

B      Replace the word it at the beginning of each sentence by transferring a noun phrase from another part of the sentence as in the example.

It was great fun going on holiday with them.

Going on holiday with them was great fun.

1        It's exciting going to another country for the first time on your own.

2        It would be lovely to see you again.

3        It's so boring going out with Mel.

4        It could be dangerous walking alone along the canal at night.

5        It's sad that Tim's leaving.

6        It's quite expensive eating at restaurants every night.

7        It's nice to come home after a long trip away.

8        It's very difficult trying to talk to her.

9        It must be very exhausting to write such a big book.

'10 Itß cheaper to use e-mail rather than the telephone,

C)

Conclusion (70 minutes)

Activity C This can be done individually or in pairs. Allow time for discussion of their answers.

Homework

Set Activity D for homework. Give an example to get them started: It will be fun living in Tokyo,

92

27 lt- impersonal subiect (continued)

C       Complete the sentences by using one of the introductory phrases in the box. Each phrase may only be used once.

1     she didn't come to the party.

2     doing this job when the director's away.

3     he should get the prize.

4     not knowing who got the job.

5     to go on holiday with Sarah and Jane.

6     to plan things a long way ahead.

7     to invest a lot of money in that hotel chain.

8     having to wait an hour in the rain, you know. 9  to see the advances taking place in medicine.

10  spending so much money on a coat.

D      See how many sentences you can make using the phrases in the table below.

                                                                                                                                                                                                                (O                                                                  

28 Purpose and reason

Introduction (5 minutes)

Introduce the topic by asking questions about yourself or your family, e.g. Why do I leave home early in the morning? Why do we switch off the heating at night? Why did I decide to become a teacher? Tell the students not to answer with because. Write on the board the phrases: to, so as to, in order to, in order not to. Tell them to answer using one of these phrases. Write an acceptable answer for each question, for example: to be able to walk to school, so as to save money. Make sure that the answers you select give an example of each type of purpose phrase and then underline it. If any are missing, rephrase one of the answers you have been given.

Presentation (15 minutes)

Draw attention to the phrases underlined and explain that we use these to show purpose.

Explain that in each question that you asked the subject of the main verb was the same as the subject of the purpose clause, so we use an infinitive phrase to introduce the purpose. Ask a question, e.g. Why was the United Nations set up? In order that the world might live in peace. Explain

that we always use a that clause when the subject of the main clause is different from that of the purpose clause. We cannot use it when the subjects are the same, e.g. I leave home early in order that I can walk to school. When we use the that clause, we usually have a modal verb in the clause. Ask students which question type these clauses answer. Point out that why is the question word. And in this case, the answer shows the purpose. But we also ask why when we want a reason for doing something. Then the answer begins with because, since, as. For example, Because he worked hard, he won the prize. If there is confusion over the concept of reason and purpose, show that here we have a reason: He won the prize because he worked hard. Purpose changes this around: He worked hard in order to win the prize.

Practice (20 minutes)

Activities A and B Students can do these activities individually or in pairs. Check answers orally.

(continued on page 96)

28 Purpose and reason

A      Join the two sentences together using the link words in brackets at the end. Then say whether the sentence expresses purpose or reason.

1    Terry went to London. He wanted to see the Queen. (in order to)

2    He's leaving early. He's going to the theatre. (as)

3    Why don't you go abroad? You could get some useful experience. (so that) 4 Linda wants a good degree result. Then she can get a good job. (so as to) 5 Don't telephone after ten o'clock. I go to bed then. (because)

6          Jane lives in the Lake District. She likes to go climbing at the weekend. (so that)

7          You must give yourself time. This will need a lot of work. (since)

8          The minister wasn't happy. He knew he wasn't going to promoted in the government. (as)

9          Make sure you get up early. You must see the sunrise tomorrow. (in order to)

10     I don't like that photograph. It was taken without my permission. (because)

B      Put the most suitable linking phrase in each gap.