In Frame 4 priručnik za nastavnika.pdf

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Teacher‘s Guide

Prepared by

Martin Doolan | Katarina Ivić-Doolan | Stephen Hindlaugh



IZDAVAČ

Školska knjiga, d.d.

Zagreb, Masarykova 28

ZA IZDAVAČAAnte Žužul, prof.

UREDNICA

Vlasta Čeliković

© ŠKOLSKA KNJIGA, d.d., Zagreb, 2006.Nijedan dio ove knjige ne smije se umnožavati,

fotokopirati ni na bilo koji način reproduciratibez nakladnikova pismenog dopuštenja.



ZAGREB, 2006.

Martin DoolanKatarina Ivić-DoolanStephen Hindlaugh

Priručnik

za nastavnike

engleskog

jezika za

4. razred

gimnazije

9. godina

učenja



Contents

Introduction

1 Course Aims ......................................................... 6• For Students

• For Teachers

2 Course Components ........................................... 6

• Student’s Book

• Workbook

• Cassette/CD

3 Course Content ................................................... 7

• Speaking

• Listening

• Reading

• Vocabulary

• Writing

• Functions/ Grammar

• Critical Thinking

4 Tips for Teachers ................................................. 8

4.1. Critical Thinking ............................. ................................ ...8

4.2. Group Work ........................... ................................ ..............9

4.3 Speaking ........................... ................................ ................ 10

4.3.1. Activity types and procedures ...........................11

A. ConversationB. Discussion

C. Reporting

D. Presentation

E. What About Croatia

F. Debate

G. Asking questions

4.3.2. Giving feedback ............................. ..................... 14

4.3.3 Giving grades ............................. .......................... 15

4.4. Listening ...........................................................................16

4.5. Reading ............................................................................164.6. Vocabulary........................................................................17

4.7. Writing ...............................................................................20

4.7.1. General points ............................ .......................... 20

4.7.2. Suggested procedure ............................. .......... 21

4.7.2. Giving feedback ............................. ..................... 22

4.7.3. Giving grades ............................. ........................... 23

4.8. Dictionaries .....................................................................26

4.9 Grammar/Functions ....................................................26

4.10. Use of English Exercises ........................... ................ 27

4.11. Using the Workbook .................................................27

Lesson Plans

Unit 1: The Young Generation ....................................28

Unit 2: Even the Orchestra Is Beautiful .....................37

Unit 3: Pride and Prejudice ..........................................44

Unit 4: Tomorrow’s World............................................52

Use of English exercises (1) ....................................... 56

Unit 5: The Media ..........................................................57

Unit 6: Life – And Then What? ....................................64

Unit 7: Anyone For The Quiet Life? ............................70

Unit 8: Learning .............................................................75

Use of English exercises (2) ....................................... 81

Unit 9: Who Dunnit? .....................................................82

Unit 10: Gender Issues ..................................................87

Unit 11: Another Brick In The Wall? ..........................92

Unit 12: The Word .........................................................99

Use of English exercises (3) .....................................103

Use of English Answer Sheets ................................103

Use of English Answers ...................................................



6 Teacher’s Guide

For students (SS)

The course aims

• to assist in preparing SS for the school-leaving exam

• to develop SS’ competences in accordancewith levels B2 and C1 of The Common

European Framework of Reference

• to develop the competences that SS willneed in their future personal, academic andprofessional lives

• to assist in developing SS’ critical thinking

• to assist in SS’ personal development.

The course does this by:

• providing numerous exam-type exercises

• providing activities that practise the variouscompetences at levels B2 and A1 of theCommon European Framework

• providing a clear focus on the grammarpoint of each unit

• providing a bank of grammar andvocabulary exercises

• giving SS frequent opportunity to exchangetheir opinions in both spoken and writtenform

• challenging SS to think critically aboutissues relevant to their lives,

For teachers

The course aims to help make the teacher’swork effective through providing:

• topics that stimulate discussion among SS

• numerous exercises in the Workbook that gowith each section in the Student’s Book

• answers in the Workbook so SS can check

themselves, or can catch up at home ifabsent from class

• Use of English review exercises

• ample material to select from, enough for afast-moving class to cover in the school year

• Teacher’s Notes for each unit, with answerkeys.

Student’s Book

The Student’s Book is divided into 12 units,

each practising• speaking

• listening

• reading

• writing

• functions/grammar

There are also three Use of English sections thatrevise the main items of grammar, vocabularyand function in the preceding units.

The Use of English exercises can be used astests. There are photocopiable Answer Sheetsat the back of this Teacher’s Book, so you cancollect the answers in for marking.

At the back of the book, there is also atranscript, a table of irregular verbs and aglossary.

Workbook

The Workbook is divided into sections thatcorrespond with the sections in the Student’sBook.

The Workbook provides exercises that:

• practise the grammar/function points;• reinforce and expand the vocabulary in

the Student’s Book (other meanings, wordformation, collocation, translation, etc.)

Cassette/CD

The cassette/CD contains all the listening textsfor the Student’s Book.

2 Course

Components1 Course

Aims



Teacher’s Guide 7

Tips for Teachers

Speaking

• giving and justifying opinions, while taking

opposing opinions into account• presenting and justifying arguments, with

arguments for and against

• presenting cases, judgements, group views

• asking questions

• discussion

• debate

• narration

Listening

•

for main points• for detail

• for inference

• for vocabulary

• for points of view

Text-types:

• two-way and three-way conversation

• lecture

• academic/technical interview

Reading

• skimming for gist

• scanning for specific information

• reading for textual cohesion

• identifying main ideas and supporting detail

• identifying viewpoints

• identifying arguments for and against

• responsive reading

• critical reading

Vocabulary

• vocabulary expansion

• collocation

• word formation

• prefixes and suffixes

• word choice

• prepositions

• phrasal verbs

Writing

•

summary• note-making

• letter

• report

• article

•

graph description• formal paragraph

• ‘for and against’ essay

• ‘compare and contrast’ essay

• ‘cause and effect’ essay

Functions

• contrast

• purpose

• speculating about the future/past

•

reporting• addition

• concession

• cause and effect

• emphasising

Grammar

• premodification

• relative clauses

• participle clauses

•

conditionals (1-3)• causative have

• present tenses

• past tenses

• future tenses

• the passive voice

• simple vs. perfect

• continuous vs. perfect continuous

• non-finite clause objects

• indirect and direct questions

• articles• existential sentences

Critical Thinking

• considering different points of view

• analysing

• inferring

• comparing

• evaluating

• synthesising

• justifying• problem solving

3 Course

Content



8 Teacher’s Guide

4.1 Critical ThinkingWhile the primary aim of Log on @InFrame4

is to develop SS’ competences in English inaccordance with Levels B2 and C1 of The

Common European Framework of Reference andwith a view to preparing them for the school-leaving exam and for their future academicand work environments, the course also aimsto assist SS’ personal development, particularlythrough developing their critical thinking skills.Critical thinking skills include:• asking questions• looking at different points of view• analysing• problem solving• inferring• evaluating• avoiding oversimplification

Teaching strategies to promote

critical thinking

These include:

Presenting different points of view

For example, in Unit 1 (A. Youth Culture), SSare presented with six different views on the

functions of youth culture, while in Unit 2 (B.Is Beauty In The Eye Of The Beholder? ), they arepresented with five views on beauty. There is noclear-cut answer or one right point of view.

After SS have become familiar with thepassages through the reading task (as in Unit1) or listening task (as in Unit 2), they are askedto evaluate the views, either through classdiscussion (see B. Class Discussion in section4.3.1. Types of speaking activity and suggested

procedures) or through group reporting (seeC. Reporting in section 4.3.1.) followed by class

discussion.

This involves the critical thinking processes of:• looking at different points of view,• avoiding oversimplification,• analysing,• evaluating.

This principle of presenting different viewpointsis also at the level of the Unit. In Unit 1, forexample, the issue of youth culture is firstviewed at the theoretical level (Section A),then through concrete examples (Sections

B) and in the context of the generation gap(Section C). The aim of the Unit in terms of

personal development is to encourage SS tothink critically about what they and their peersdo, why they do it and how this affects their

relationships.

Critical readingFor example, in Unit 1, C. The Generation Gap:

We’ve got a newspaper article for youentitled Teen Terror on a conflict between afather, George, and his younger daughter,Susie. Below are some comments (1-12)made by people after reading the article.Read the article and decide which part ofGeorge’s story each comment refers to.

This type of task involves the critical thinkingprocesses of:

• analysing,

• inferring.

DiscussionThis can take the form of a class discussion, aconference or a debate. Discussion assists SS in:

• identifying, expressing and re-thinking theirideas and views,

• learning new ideas and views on problems,

• contrasting their ideas and views with thoseof their peers,

• respecting different points of view,

• achieving compromises.

For a suggested teaching procedure, see B. Class

Discussion and F. Debate in section 4.3.1.

Asking questions

For example, Unit 1 The Young Generation, C.

The Generation Gap:

5 Supposing you had the opportunity totalk to any of the people mentioned inthe article, what questions would you askthem? Write some questions and thendiscuss with your colleagues how thesepeople might answer them.

This encourages SS to think about and questionwhat they read. It also enables them to hearwhat others think about the issues the textbrings up. The questions and proposed answerscan also be an impetus for class discussion.

For a suggested teaching procedure, see G.Asking Questions in section 4.3.1.

4 Tips

for Teachers



Teacher’s Guide 9

Tips for Teachers

Writing assignments

For example, Unit 7, C. Risk Of Injury :

Write your own ‘for and against’ essay of 150-200 words in which you give your view onthe risks and benefits of sport. The task is:Sport does more harm than good . Discuss.

An essay is the written form of organised criticalthinking. It requires SS to:

• consider opposing points of view,

• organise their thoughts,

• justify their conclusions.

Group work Many of the tasks in Long on 4 can be preparedin groups, who then present their conclusion tothe class.In addition to the benefits of group work withregard to language development and classmanagement, there are benefits with regard tocritical thinking through:

• discussion,

• clarification of ideas,

• evaluation of others’ ideas.

• learning learn from each other’s scholarship,skills, and experiences.

For tips on organising group work, see the nextsection: 4.2. Group work .

4.2. Group work

Reasons for group work The main reasons for group work include:

• increased student output , for it provides theopportunity for all to speak,

• peer teaching, for the students add to eachother’s knowledge,

• better preparation, for the students canrehearse a task before providing output tothe whole class,

• greater creativity , for ‘Two heads are betterthan one’,

• increased student motivation, for it providesa relaxed working environment and is anopportunity for fun, with the studentsentertaining each other,

• more critical thinking, through discussion,clarification of ideas and evaluation ofother’s ideas.

Forming groupsIf there aren’t already-formed groups in theclass and you want to take advantage of thebenefits of group work, you can:

• establish the purpose of group work. It’s worthhaving a class discussion of the value ofgroup work, starting with a brainstorm ofwhat the students think can be its positiveaspects.

• establish the groups. While the number andsize of groups depends on class size and thelayout of desks, it’s good to aim for groupsof three, four or, if necessary, five. Studentswho sit close to each other can form closed

groups with a minimum movement offurniture. Some teachers like to get thegroups to decide on a name that the teacheruses when calling upon them.

• establish rules for group work . The groupscan work out rules for their work and thentell the class what they think. This can leadto class discussion. You can also add yourown rules, for example:

• responsibility : it is the group’s responsibilityto make sure that the reporter is properlyprepared by the group; the group members

should take it in turn to provide the group’soutput;

• noise: not to talk so loud that it disturbs youor other groups.

Some teachers like to grade and keep a recordof group work.



10 Teacher’s Guide

Tips for Teachers

Group developmentIn the generally accepted view of groupdevelopment, the phases of groupdevelopment are1:

forming:the group establishes therules for the group work.

storming:the group establishes theroles of the individualmembers

norming:norms of behaviour emerge,mutual support and groupcohesion develop.

performing:the group is structured for itstasks, leading to constructivework and progress

However, not all groups develop in clear stagesor at the same speed.

Groups have a natural tendency to ‘norm’themselves so that they can perform the tasksuccessfully, and to feel a sense of failure if theyare unable to do so. However, some groups takelonger than others to reach the ‘performing’phase of development. And it is not unusualfor the ‘storming’ phase to be one of conflictbetween individuals and between individualrequirements and group demands. It takes timeand practise for groups to develop into effectivegroups.

Potential problems poor group dynamics

If a group has continued difficulty working witheach other, you can:

• wait for the group to sort out their

problems, unless they are causing a problemfor the rest of the class;

• give clear feedback to group output - howwell they perform the given task. The morethe group focuses attention on the task,the more likely they are to reconcile theirconflicts;

• if the group cannot reconcile their conflictsand requests a ‘trial separation’, break thegroup up.

some students may not be participating

sufficiently

A group member may have the role of ‘listener’,with the important function of providing anaudience for the others in the group. However,

if we feel that particular students are notparticipating properly, we can:

• wait for them to solve their problems withworking with others;

• make sure they have their turn in reportingto the class, so they need to participate;

• talk privately to them and stress that if theydon’t participate in the group work, they arelosing an important learning opportunity;

• accept that some individuals have difficultyin working in a group and hope that they

will change with time.use of mother tongue instead of English

Some teachers do not want the students to usetheir mother tongue during group work. Theyfeel that time spent in the classroom speakingthe mother tongue is wasted time, and they goround the groups to keep an eye on them.Other teachers feel that the important thing isthe quality of the output, not how the groupreached it; they argue that the use of themother tongue by the group:

•

is part of the natural communicationbetween the students,

• enables students to quickly clarify to eachother the goal of the task and the means forachieving it,

• leads to a more effective exchange of ideasfor the content of the output,

• leads to a richer output.

To conclude, the use of the mother tongueduring the preparation phase is only a problemif the teacher perceives it to be one.

excessive noise• If you feel the noise is excessive and there is

mention of this in the ‘rules’, stop the activityand refer the students to the rules.

• If there is no mention of noise in the rules,tell the class why you need to add it.

• If the problem persists, stop the activity andmove to individual, pair or whole-class work.

4.3 SpeakingThe speaking component of the course aims

to give SS the opportunity to express theirthoughts and opinions, and to improve their:1 This view dates back to B. Tuckman (1965) Developmentalsequence in small groups. Psychological bulletin, 63, 384-389



Teacher’s Guide 11

Tips for Teachers

• fluency;

• coherence;

•

range;• accuracy

4.3.1. Types of speaking activity

and suggested procedures

A. ConversationFor example, Unit 1, A. Youth Cultures:

Lead-in1 The 1960s and 70s saw the long-haired

Hippies, the trendy Mods and the close-cropped Skinheads. But what are theyouth cultures of today?

2 The term ‘culture’ can be defined as:

the beliefs, language, dress, manners and

tastes in food and music of a particular

group.

What can you say, with reference to thisdefinition, about the youth cultures oftoday?

This type of activity generally focuses on

Teacher-Student interaction and has thefollowing aims:

• to provide a short lead-in to a topic or as ashort rounding-off of a topic;

• to help set up a relaxed, open andcommunicative atmosphere;

• to provide the opportunity for informal chat.

Procedure

1 Direct SS to the question and give them amoment to think how they would answer.

2 Ask a S the question.3 Respond with interest (uh-huh, yes,

really?, etc.).

4 Ask a follow-up question, as appropriate(Why? How come? Where? What? etc.).

5 If the S response provides theopportunity, ask more follow-up questions to develop a shortconversation.

6 Repeat the procedure with three or fourmore SS.

Note: If short conversations do not arisenaturally, move on to the next activity. However,if it arouses various opinions, you can develop

it into a discussion (see the next section).

B. Class discussionEach section of each unit contains questions fordiscussion. These can be done:

• as a class discussion;

• in groups or pairs that report theirconclusions to the class for class discussion.

It is advisable to vary the dynamics ofdiscussions in class, as this can be moreinteresting for both you and SS.

For example, Unit 1, A. Youth Cultures:

2 Do you agree that adolescence isthe most important period in thedevelopment of the adult person?

3 Does society respect the needs of youngpeople?

4 What kind of image does the younggeneration have in the public eye?

5 How are young people presented in themedia?

6 What do you think might be the youthcultures of the next generation?

This type of activity generally focuses on S-Sinteraction, with the teacher as moderator. Ithas the following aims:

• for SS to practise expressing their thoughtsand opinions;

• to recycle vocabulary items in the precedingtext, as appropriate, or as a lead-in to thetext that follows;

• to promote critical thinking through having

to justify one’s viewpoint and throughlistening to opposing viewpoints.

Procedure1 Direct SS to the question and tell them to

prepare answers supported by reasons andexamples.

Giving reasons and examples is important if SSare to make extended contributions. Extendedcontributions:

• allow SS to develop their fluency andcoherence;

• provide more opportunity for a greaterrange of structures and vocabulary.




Tips for Teachers

2 Set a time limit for preparation. The amountof time allowed for this will depend onthe ability of the class. This time might be

gradually reduced as the course progresses.3 Nominate a S to speak. Nomination is crucial

for:

• maintaining order;

• preventing certain SS dominating;

• allowing equality of opportunity for all classmembers.

4 Listen, show interest and be non-judgemental.

• clarify as necessary (It’s not clear to me what

you’re saying. / What do you mean by ...);

•

summarise as appropriate (So what you’resaying is ...);

• thank SS for their contributions andmake a positive remark. E.g. Thank you.

That was interesting. This is important forcreating a relaxed, supportive and tolerantatmosphere;

5 If SS’ contributions are not extended, askfollow-up questions to elicit more extent.E.g. Why? Can you give us an example?

6 Nominate another S to respond to thepoints made. Ivana. What do you think?/

What’s your opinion?

7 Encourage SS to listen to what each otherhave to say. If SS are easily distracted whileothers are speaking, you could try settingfeedback tasks (see 4.3.2. Giving Feedback on

Speaking Activities).

8 Nominate further SS to respond until youfeel it is time to close the discussion.

C. ReportingThis can be used as an alternative approach toclass discussion. After SS have discussed thequestion in groups/pairs, they report back tothe rest of the class. The advantages of thisapproach are:

• more opportunity for SS to speak andexchange views;

• less stressful for some SS;

• more ideas;

• opportunities for peer input and correction,which can hopefully lead to a moreambitious and accurate final output;

• opportunity for SS to practise summarisingtheir thoughts and opinions and presentingthem in a clear, structured manner.

Procedure

1 Direct SS to the question and tell them todiscuss it in their groups/pairs and then toprepare one person in their group to reportto the rest of the class. Remind them toprovide reasons and examples.

2 Set a time limit for discussion andpreparation.

3 When the time limit has passed, nominatea group/pair to report back. It is advisable

to choose a group/pair that seems lessprepared to avoid them carrying onpreparing while others are speaking.

4 Thank the speaker and give feedback to thegroup/pair (see 4.3.2. Giving Feedback on


5 Either ask SS to respond to what hasbeen said, as in the procedure for classdiscussions, or invite another group/pairto report back.

6 Invite other groups/pairs to contribute untilyou feel it is time to close the activity.

7 Keep a note of which groups/pairs havereported back so that any groups/pairs thatdid not have an opportunity to speak thistime, will do so next time.

If you like, as the course develops, you canask SS to prepare their reports in the form of aPresentation or, if the topic is appropriate, aspart of a Debate.

D. PresentationIf you like, you can ask SS to prepare their

report in the form of a presentation.It should be emphasised that presentationsrequire more structure than the other speakingactivities and that SS should make use of therecommended structure and phrases in the Tips

For Students section at the back of the Student’sBook.

Procedure1 Direct SS to the task and put them into

groups/pairs. Tell SS that different sectionsof the presentation can be given by different

members if they wish.




Tips for Teachers

2 Direct SS to the recommended structure andphrases in Tips For Students and encouragethem to use them.

3 Set a time limit for preparation.

4 When the time limit has passed, nominatea group/pair to give their presentation. Itis advisable to choose a group/pair thatseems less prepared to avoid them carryingon preparing while others are speaking.Instruct the rest of the class to listen in orderto ask the presenter(s) questions at the endof the presentation.

5 The presenter(s) give the presentationand the rest of the class is invited to ask

questions.6 Thank the presenter(s) and give feedback to

the group/pair (see 4.3.2. Giving Feedback on


7 Other groups/pairs give their presentations,deal with questions and receive feedback.

8 If appropriate, a class discussion ordebate can be developed.

9 Keep a note of which groups/pairs havegiven presentations so that any groups/pairsthat did not have an opportunity to present

this time, will do so next time.E. What About Croatia?

In most units, there is a section entitled What

about Croatia? This provides SS with theopportunity to give a presentation about aparticular aspect of life in their own country.

For best results, it is advisable to give SS ampletime to prepare their speeches in the form of apresentation (see above).

It is recommended that SS prepare theirpresentations in their group.

The idea is for one group to prepare each What About Croatia? and to present their views tothe class for discussion. However, you can havemore than one group prepare it if you like.

It is also recommended that you give thegroups plenty of advanced warning. You mighteven want to distribute the topics around thegroups at the start of the school year /semester, so they have time to research theirtopic and to prepare their speeches outsideclass.

F. DebateIf you like, you can use a discussion questionor a What About Croatia presentation for thetopic of a debate. For example, the What

About Croatia presentation in Unit 1 The Young

Generation, C. The Generation Gap can befollowed by a debate on Parents should allow

their children to do whatever they want or Parents

are responsible for their children when their

children are young, and children are responsible

for their parents when their parents are old.

Procedure

1 Direct SS to the task and put them intotheir groups either in favour or against themotion.

2 Ask the groups to prepare someone to givea short speech and to prepare questionsthat they could ask the other speakers.

3 Give the groups time to prepare theirrepresentatives and to formulate theirquestions.

4 The speakers present their views.

5 The speakers answer questions from theclass.

6 The class votes for or against the motion.7 Thank the speakers and give feedback.

If you like, you can make steps 4 and 5 moreformal as follows:

One S speaks in favour of the motion.One S speaks against the motions.A second S speaks in favour of the motion.A second S speaks against the motion.The speakers answer questions from theclass.The class votes for or against the motion.

G. Asking questions

For example, Unit 1, C. The Generation Gap:

5 Supposing you had the opportunity totalk to any of the people mentioned inthe article, what questions would you askthem? Write some questions and thendiscuss with your colleagues how thesepeople might answer them.

This type of activity aims:

• to practise question forms

• to encourage close, thoughtful reading ofthe preceding text.




Tips for Teachers

Procedure

1 Give SS time to think of what questions they

could ask and how to formulate them.2 If you like, put SS into pairs/groups to

compare questions, to correct each other’squestions and to choose one or two thatthey will ask.

3 Get SS to ask the questions. Check foraccuracy.

4 If you like, you can ask other SS how theywould answer the questions, or select a S totake the role of the person being asked thequestions and to answer them.

5 Use the answers to develop aDiscussion

as appropriate.

4.3.2. Giving Feedback on

Speaking Activities

Positive feedback Attention should be drawn to what has beendone well. This:

• increases confidence;

• reinforces good usage;

•

allows SS to learn from each other(especially if good language is boarded).Positive feedback can be provided by:1 you;2 other SS, e.g. before a presentation, dividethe class into groups and instruct each group tolisten out for different types of good language,e.g.

• good vocab;

• different linking words;

• different structures, etc.

Correction

WhatIn particular, you might want to correct errors:

• that impede communication of themessage;

• in language that has been the focus of theactivity or a recent lesson;

• that you feel are simply too big to let go;

• that are systematic and might becomefossilised;

• in appropriacy, e.g. taboo language.

Conversely, you might want to ignore errors:

• that do not impede communication of themessage;

• in language that has not been the focus ofthe activity;

• that are obviously slips, i.e. you know the Sknows the language, but maybe they’re justtired.

WhenYou might want to correct immediately if:

• it can be done unobtrusively;

• the focus is accuracy, e.g. in a drill.On the other hand, you might want to wait until

after the activity if• the focus of the activity is on fluency or

expressing thoughts and opinions;

• correction would be distracting.

HowImmediately

• a facial expression, e.g. raised eyebrows, aquizzical look, etc.

• a gesture, e.g. pointing behind you toindicate the past;

• echoing the error with a questioningintonation;

• pointing to something on the board, e.g. atimeline you’ve used to teach a particulartense;

• a brief comment, e.g. ‘past’ or ‘one ormany’? (to indicate a problem with numberagreement’)

Post-activity

• putting errors on the board for the wholeclass to correct (you can also board goodusage);

• making a note of errors on sheets of paperand handing them to SS for correction (youcan point out good usage, too). All that isneeded is a sheet of paper for each group.The errors could be categorised and thesheets would look something like this (this isonly a suggested division):




Tips for Teachers

Grammar

I don’t know ___ rest

of themHe was riding ___bicycle

Vocab

musical lessons

classic_ guitarmake an injection

Either immediately or post-activity

• reformulating.

Who byErrors can be corrected by:

1 you if this is the quickest and least disruptiveway, or if you are the only one who knowswhat is correct;

2 the S who made the mistake if you feel theyare able to. SS often understand their errorswhen they are pointed out to them and self-correction can also boost SS’ confidence;

3 other SS (peer correction) if it can be donesensitively, e.g. on the board at the end ofthe activity;

4 nobody if it was just a slip or if thatparticular language is not the focus ofwhat’s being done at the time.

4.3.3. Giving Grades for SpeakingActivities

When giving grades for speaking in class, it isadvisable to have descriptions for each grade inorder to:

• easily justify your grades;

• make your grades consistent;

• allow SS to know explicitly what it is theyhave to do in order to get a higher gradenext time.

Our description should correspond to what

we are looking for when SS speak in class. Forexample, we might be looking for the following:

1 task achievement: have SS dealt withthe task in a relevant way and spoken for asuitable length of time?

2 fluency: have SS spoken without too manyobtrusive hesitations?

3 coherence: is it easy to follow what SShave said. For instance, do they use linkingphrases effectively?

4 range: have SS used a range of different

structures and vocabulary?

5 accuracy: have SS spoken accurately? Arethe number and type of errors a problem forthe listener?

6 pronunciation: can SS be easilyunderstood? Are word stress and intonationappropriate?

Of course, when giving a grade, you mightonly focus on one or two aspects. For instance,you might give a grade for just grammar andvocabulary and then another time for fluencyand coherence, depending on what you havebeen focussing on in class.

Here is an example description of grades forspeaking. Obviously, there are other possibilities.

The example is similar to that in LogOn@InFrame3. However, the level is not determinedby the criteria but by the task.

5

§ Deals with the task fully

§ Hesitation causes no problems forthe listener

§ Easy to follow with suitable linkingdevices

§ Wide range of structures andvocabulary

§ Very few inaccuracies§ Good pronunciation, word stress and

intonation

4Characteristics of 3 and 5 in more

or less equal part

3

§ Deals with the task with only slightproblems

§ Hesitation only occasionally causesproblems for the listener

§ Reasonably easy to follow with

evidence of linking devices§ Sufficient range of structures and

vocabulary

§ Type and number of inaccuraciesrarely prevent communication ofmessage

§ Reasonable pronunciation, wordstress and intonation; only occasionalunintelligibility

2 Characteristics of 1 and 3 in moreor less equal part




Tips for Teachers

1

§ Unable to deal with the task

§ Hesitation causes problems for the

listener§ Difficult to follow; no linking devices

§ Insufficient range of structures andvocabulary

§ Type and number of inaccuraciesfrequently prevent communicationof message

§ Poor pronunciation, word stress andintonation; frequent unintelligibility

4.4 ListeningThere are four main listening activity types in

the course:

• note/sentence completion, e.g. Unit 1, D. Girl

Culture;

• matching, e.g. Unit 2, B. Is Beauty In The Eye

Of The Beholder? ;

• multiple choice, e.g. Unit 9, C. The

Stratfordian;

• true/false, e.g. Unit 10, B. Health Differences.

Procedure1 Draw SS’ attention to the relevant part of the

section on Listening in Tips For Students at the end of the Student’s Book and gothrough it with them.

2 Take SS through the instruction for the taskand make sure they understand what theyare to listen for and to get a general idea ofwhat the listening is about.

If necessary, ask comprehension questionsto make sure that SS understand the

instruction. E.g. In Unit 1, How many wordsare you allowed to write? What has Mavis

Gilliam researched? You might also want toask SS what they expect to hear in order toprepare them for what they are about tolisten to.

3 Play the recording twice.

4 Ask SS to compare their answers in pairs.

5 Ask SS how they answered the questions. Ifthere is disagreement or uncertainty, eitherplay the recording again or direct SS to thetranscript at the back of their books.

6 If the task response requires SS to writewords, ask SS to read the transcript to checktheir spelling.

Note 1: If you like, you can ask SS to comparetheir answers after the first listening and usethe second listening to clear up disagreementsor uncertainties.Note 2: If you like, instead of referring SS tothe tapescript, you can simply read out theanswers or put them on an OHP transparency.Note 3: The following activities connectedto the listening tasks can be done as a class, ingroups or in pairs. They might be of particularuse in providing support to classes who initiallyfind the listening tasks challenging:

• pre-listening discussion on the topic;• brainstorming what SS expect to hear;

• jointly predicting the missing information(this can be done as a class at the beginningof the course but might become more of anindividual activity as the course progresses).

4.5 ReadingThe aim of the reading texts is to improve SS’skills in the techniques of:

•

skimming for general understanding;• scanning for specific information;

• close reading for more detailedunderstanding.

The main reading activity types in the courseare:

• note-taking, e.g. Unit 4, A. Technological

Advances;

• matching, e.g. Unit 1, C. The Generation Gap;

• multiple choice, e.g. Unit 1, B. Hippies, Mods

and Skinheads;

• true/false, e.g. Unit 3, B. Clashes in Dover ;• gapped text (missing sentences), e.g. Unit 5,

B. Are You In Control?

The task types are designed not only to improvethe target skills but also to reflect what SSmight be required to do for the school-leavingexam.




Tips for Teachers

Some general principles

Silent reading

The target reading skills are silent reading skills,so the texts in the Student’s Book are for silentreading.

Reading aloud, however, does occur when SSquote from texts to justify their answers. Forexample, with a True/False task, a S might say:Sentence 1 is false, because it says in line 23 of

the article that ... If SS justify their answer byreformulating what is in the text, this is also askill to be encouraged.

Reading aloud also occurs after Writing tasks,

when SS read what they have written to theclass.

Note: The texts are not meant to be learned byheart or learned for ‘re-telling’.

Unknown vocabulary

The skills of skimming and scanning include jumping over unknown words. Therefore, SSshould be encouraged to read texts withoutstopping to find out the meaning of anyunknown words they might encounter. Carryingout reading tasks without understandingevery single word of what has been read is animportant life skill. Even native speakers willencounter texts with unknown words.

As a consequence, vocabulary exercises appearafter the text and main reading task. However,if vocabulary problems prevent SS fromsuccessfully completing the reading task, thenthe vocabulary exercise can be done first oryou can provide any necessary explanation ortranslation before redirecting SS to the task.

Text lengthThe texts vary in length from a few hundredwords to several hundred. Some of the textsin the course might be considered rather long.This is designed to assist SS in developingstrategies to process large amounts of text inrelatively short periods of time and reflectswhat SS might be required to do for the school-leaving exam, in higher education and at work.

Suggested procedure

1 Refer SS to the relevant part of the section

on Reading in Tips For Students at theback of the Student’s Book and go throughit with them.

2 Direct SS to the instruction. If necessary,clarify the task.

3 If the task is a skimming or scanning activity,tell SS that you are going to set a time limitto train them to read quickly.

If the task is a skimming activity, tell SS not tostop at unknown words but to jump overthem and try to get the general idea.

If the task is a scanning activity,tell SS not tostop at unknown words but to jump over

them and to find the specific information theyneed. Recommend that they look for key wordsand ignore what is not relevant.

4 Set a time limit according to text length, tasktype and class level.

5 When time is up, or when most SS havefinished, ask SS to stop reading and tocompare their answers in pairs.

6 Ask SS to prepare to justify their answers byreference to the text.

7 Get SS to justify their answers. Ask other SS ifthey agree. If an S does not agree, ask themto justify why.

8 If there is still disagreement or uncertainty,read out the answers in the Lesson Planssection of this Teacher’s Book.

4.6 VocabularyThe vocabulary tasks in the Student’sBook :• have the aim of vocabulary clarification;

• are situated after the reading texts so as notto interfere with the initial reading tasks.

If SS show that they cannot do the initialreading tasks because of vocabulary problems,you can do the vocabulary task and then returnto the reading task.Procedure:

1. Ask SS to do the task individually or in pairs/groups.

2. If done individually, ask SS to check theiranswers with someone sitting close to them.




Tips for Teachers

3. Run through the answers so SS can checkthey have the correct answer.

The vocabulary tasks in the Workbook:• focus on vocabulary expansion, word

formation, collocation (word partnerships),prefixes and suffixes, word choice,prepositions and multi-word units such asverb/adjective + preposition and phrasalverbs (multi-word verbs);

• can be done either in class or at home, as SShave the answers in the back of the book.

SS are not necessarily expected to know thesolutions to the exercises but to develop their

vocabulary through seeing the answers tothem. The Workbook exercises are for studypurposes.

Procedure:

if done in class:

1. SS do the tasks in pairs/groups.

2. SS check their answers with the answers intheir book.

3. Ask SS to make a note in their notebooks ofwhat they didn’t know for personal revision.

if done at home:Every so often, check the Workbooks to see thatSS have done the exercises.

Reviewing Vocabulary

It is impossible to expect SS to remember allthe words and phrases they meet in LogOn@

InFrame4. However, we can help them learnnew words and phrases by recycling them.

The following vocabulary recycling activitiesrequire little or no planning and are suitable aswarmers in the first few minutes of a lesson oras fillers if you only have a few minutes left untilthe end of the lesson but don’t want to startanything new. As with most things, reviewingvocabulary is probably more fun if a variety ofapproaches are adopted.

A. BingoThis can be used with definition typevocabulary exercises, e.g. Unit 1, B. Hippies,

Mods and Skinheads, Vocabulary 2.Focus: meaningProcedure:

1 Put the definition exercise answers on theboard (in the above example there areseven);

2 Get SS individually to choose one or twofewer than the number on the board (in theabove example this would be five or six);

3 Read out the definitions in the textbook in adifferent order;

4 SS cross out their words as they hear themdefined. The S who crosses out all theiranswers first is the winner.

B. Pause readingThis can be used with any text, including

exercises, model answers and transcripts, e.g.Unit 5 transcript.Focus: word partnerships and dependentprepositions.Procedure:

1 Tell SS that you are going to read a text butthat you will pause in certain parts and thatwhen you do this they should tell you whichword comes next. If they think they knowwhich word comes next, they should raisetheir hand.

2 Read the text and pause in front of the item

you wish to focus on.3 SS guess the next word.

4 You can turn this into a game by dividingthe class into teams and awarding one pointfor a word that would be possible and twopoints if SS say the exact word that appearsnext in the text.

For example:T: The problem is that nothing that you put on the

Internet is really secure. People can hack … SS: into

T: Two points. People can hack into your e-mails,

for example, or get your credit card …

SS: details.

T: One point.

SS: number.

T: Two points. … if you buy something. The CIA

already has sophisticated …

SS: software.

T: One point.

SS: technology.

T: Two points.




Tips for Teachers

C. Connect three

This can be used with any text, including

exercises, model answers and transcripts, e.g.Unit 1, B. Hippies Mods and Skinheads text.

Focus: word partnerships, phrases anddependent prepositions

Procedure:

1 Put a grid on the board and in each squareput the initial letters of the words of aphrase that you wish to focus on. E.g.

AA ALAO ATST

BTD TMI AMM

AFC TAO SV

2 Give a definition or translation of the phrase.E.g.

AA = izazvati pozornost ; ALAO = ograničena

količina; ATST = u isto vrijeme

BTD = veliki tehnološki razvitci ; TMI = glazbena

industrija; AMM = masovno tržište

AFC = centar mode; TAO = iskoristiti ; SV =duhovne vrijednosti

3 Ask SS what the letters stand for. NB SSshould raise their hands and wait to benominated to prevent everybody shoutingout answers.

AA = attract attention; ALAO = a limitedamount of; ATST = at the same time

BTD = big technological developments; TMI= the music industry; AMM = a massmarket AFC = a fashion centre; TAO = takeadvantage of; SV = spiritual values

4 When a group gets the right answer, awardthem the square. If a group connects any

three squares on the grid, they are thewinners.

5 The grid can contain any number of squares,depending on the number of items you wishto review or amount of time you need to fill.As an alternative to squares, you could usecircles, etc. You could even dispense withthe idea of connecting three squares andaward points for correct answers.

D. Phrase snakesThis can be used with a set of any phrases orword partnerships, e.g. Unit 10, A. Gender and

Achievement in Education, Vocabulary.Focus: phrases and word partnerships.

Procedure:

1 Board the phrases without any breaks tosignify the ends of words. E.g.

Raisechildrenfosterinterestexertpressureadopta

stancepursueaninterest

2 SS in groups break the ‘snake’ down into itsconstituent phrases, i.e.

raise children, foster interest, exert pressure,

adopt a stance, pursue an interest3 Repeat the procedure with another set of

phrases.

The activity can be made competitive byawarding points to the team which is first tobreak down each snake.

E. Lost vowelsThis can be used with any vocabulary that youwish to recycle, e.g. Unit 11, Writing.Focus: phrases and word partnerships.

Procedure:

1 Board phrases but remove the vowels, e.g.

_ /_ m/ wr_t_ng/ _n /c_nn_ct_ n/ w_ th

_/ l_ _ k/ f_rw_rd/ t_/ r_c__v_ng/ y_ _ r/ r_ply

_ / w _ _ ld/b _/gr_ t _ f_ l/_f/y _ / c_ _ ld

2 SS guess what the phrases are. Again, theactivity can be competitive with teams andawarding points for correct answers.

Answers: I am writing in connection with; I lookforward to receiving your reply; I would begrateful if you could

F. Find the right partnerThis can be used with any text/transcript andbe done as a class or used as an extra task forSS that have finished a task early. E.g. Unit 4, A.Technological Advances.Focus: word partnerships

Procedure:

1 Identify word partnerships in the text, e.g.verb-noun partnerships, and then boardone half of the partnerships, e.g. only thenouns. Alternatively, this could be presented

as a worksheet. E.g.




Tips for Teachers

problems

our environmentprogress

global warming

crops

shopping

interests

a say

control

2 SS search the text for the partners. Point outthat partnerships don’t necessarily occurimmediately next to each other. The activitycan be done individually, in pairs or ingroups. If you like, you could even do it as arace.

Answers: solve problems; pollute ourenvironment; make progress; reduce globalwarming; grow crops; do shopping; pursue

interests; have a say; have control.

G. Fifty-word textThis can be used to recycle any vocabulary andcould be used in the last ten minutes of a lessonor as a supplementary activity for SS who havefinished a task earlier than the rest of the class.Focus: phrases and word partnerships

Procedure:

1 Present SS with a set of vocabulary items,e.g. the partnerships from the activity in F.above and ask them to produce a text usingas many of the items as possible without

using more than 50 words.2 SS, individually or in pairs/groups produce

their texts. E.g.

We’ll have to solve many problems in the future.We’ll have to stop polluting the environmentand make progress on reducing globalwarming. To feed the planet, we’ll grow GMcrops. We’ll do shopping on the Internet andwe’ll have more time to pursue our interests. (7phrases in 46 words)

The above text resembles a summary, butyou could allow SS to use the phrases more

creatively, e.g. a short story.

3 Quickly check completed texts to see ifthe vocabulary has been used correctly.If you like, the activity could be done as a

competition to see which group can use themost phrases within the limit given.

H. Personalised questionsThese can be used to recycle any vocabularyitems immediately after the activity, at the endof the lesson or at the start of the followingone. E.g. Unit 4, A. Technological Advances,Vocabulary.Focus: any vocabulary

Procedure:

Ask SS, individually or in groups/pairs, ques-tions using the target vocabulary. E.g.

§ How can we preserve the environment?

§ What kind of bad behaviour do you thinkhas become commonplace in society thesedays?

§ What kind of advances do you think we willsee in the future?

4.7 WritingThe writing component of the course practises

various types of writing (see Course Content onpage 6) and is designed to reflect the kind ofwriting skills that SS might need for the school-leaving exam and for academic and workenvironments.

4.7.1. General points

Writing in class vs. writing at home

The advantages of writing in class are that:

§ it gives SS practise in writing in conditionssimilar to when they take the school-leaving

exam;§ it gets done (there are no homework-eating

pets);

§ you can be sure it’s SS’ own work and hasnot been plagiarised from the Internet or isthe work of someone else;

§ you have more control, e.g. you can allotspecific amounts of time for planning,writing and editing;

§ you can provide instant feedback/correctionif you monitor as SS write. This can mean

less work later;




Tips for Teachers

§ SS can ask you or each other for anynecessary input, e.g. vocabulary, orclarification;

§ writing tasks can be done individually, inpairs or in groups.

The disadvantage of writing in class is that:

§ if you are under time pressure, it takes uptime that you could use for something else.

The advantages of writing at home are that:

§ SS can devote more time and resourcesto the task, e.g. dictionaries, Internet, etc,resulting in a higher quality output;

§ more time is freed up in class for focussingon other areas.

The disadvantages of writing at home are that:

§ SS can spend too much time on the task;

§ you might have doubts about the extent towhich it is the SS’ own work;

§ you might have to spend more timechecking papers.

Writing individually vs. writing in groupsThe advantages of writing being done individu-ally are that:

§ you get better insight into individual

performance/progress;§ SS get individual feedback.

The disadvantages of writing being doneindividually are that:

§ you get more papers to mark, which can betime-consuming;

§ it can be tougher for SS.

The advantages of writing being done ingroups are that:

§ more sources of input can lead to a moreambitious output;

§ peer correction can take place, which canlead to a more accurate piece of work;

§ it puts less pressure on SS;

§ you have fewer papers to mark.

The disadvantages of writing being done ingroups are that:

§ you get less insight into individualperformance/progress;

§ SS don’t get individual feedback.Some writing tasks in the textbook are intended

to be done in class and some are intended to bedone in groups. Whether or not you choose to

do the remainder in class/at home or individu-ally/in groups will probably depend upon:

§ class ability;

§ task type;

§ your workload.However, a certain amount of variation might bemore interesting for both you and SS.

4.7.2. Suggested procedure

The procedure differs according to the tasktype. However, here as an example procedurefor Unit 7, C. Risk Of Injury .

Write your own ‘for and against’ essay of 150-200 words in which you give your view onthe risks and benefits of sport. The task is:Sport does more harm than good . Discuss.

Present your argument in four paragraphs:an introduction, two paragraphs arguingyour case, and a conclusion..

Before writing

1 Refer SS to the section on Writing in Tipsfor Students at the back of the Student’sBook and go through it with them.

2 If you like, you can:

• take the ‘for or against’ topic and conducta class brainstorm, noting the ideas on theboard;

• discuss with SS which ideas can be groupedinto potential paragraphs (e.g. all thearguments ‘for’ in one paragraph and all thearguments ‘against’ in another);

• take a ‘paragraph’ and discuss with SS whatwould be the logical order (e.g. the mostimportant argument first and the least

important last);• discuss with SS what supporting argument

they can give each point;

• show how, by adding linking words (e.g. The

main argument is..., In addition, ... Moreover, ...),SS can easily produce a coherent paragraph.

The writing task then becomes a question oftransposing the notes into accurate sentences.

3 Decide on whether the writing is to be doneindividually or in pairs/groups.

4 Allow time for SS to plan their writing.




Tips for Teachers

Note 1: If necessary, set a minimum time limitfor planning, e.g. 10-15 minutes, and don’t letanyone start writing their answer until this

time has elapsed. This can get shorter, i.e. 5-10minutes, as the year progresses.

Note 2: If you like, you can collect the plansalong with the compositions to make sure theyhave been done and to select good plans toshow the rest of the class what a good planlooks like.

During writingWhile SS are writing, you can go round and cor-rect if you like. This will save you time later.It is recommended that SS have access to

dictionaries or are allowed to ask you or otherSS for any necessary vocabulary. Hopefully, thiswill encourage them to use a greater range aswell as providing an opportunity for learningnew items. (See 4.8. Dictionaries.)

After writing

1 Allow 5-10 minutes for SS to edit theirwriting. This is important if SS are going toimprove the accuracy and coherence of theirwork;

However, SS need to know what they’relooking for when editing their work. If theydon’t, they’ll end up simply rereading theirwork, which is different from editing it. Inorder to look for something, we need toknow what we’re looking for. SS shouldtherefore be encouraged to make a checklistof common avoidable mistakes that theymake. Typical examples would probablyinclude number agreement, the spelling ofwords ending in –ful , etc. These checklistsshould be used during editing.

2 Do the follow-up task as suggested in theLesson Plans section of this Teacher’s Book(e.g. the letters in Unit 1, C. The GenerationGap can be collected and handed out toother SS to read in groups as newspapereditors and to select one letter they wouldpublish).

3 If you like, you can ask SS who haveproduced a selected piece of writing to readit to the class. If you like, you can collectin the writing for giving feedback or for

grading (see below).

4.7.3. Giving feedback

Positive feedback

What has been done well should always bepraised. You can do this by:

§ highlighting excellent usage with afluorescent marker. SS can then exchangepapers and easily notice each other’s goodlanguage use;

§ ticking great language;

§ making a positive comment, either verballyor in written form, on what has been donewell;

§ reading out examples of good writing to

the rest of the class. This could be combinedwith a listening task, e.g. “This half of theclass, you make a note of all the excellentvocab, and this half, you note down all thedifferent linking devices used.”

Correction

1 Peer correctionSS look at each other’s work before it is submit-ted and recommend any changes they think arenecessary. The advantages of this approach are:

§ greater accuracy and therefore hopefully

less work for you if you decide to take thework in to mark;

§ it encourages editing skills which can betransferred to SS’ own work.

A disadvantage is:

§ SS might correct good usage, too.

2 Correct as you goYou can monitor SS’ work in class and correctit while they are writing. The advantage is thatthis means a more accurate piece of writing andless work later, but a potential disadvantage is

that it might be distracting for SS while they areon task.

3 Correction codeIt can be more memorable for SS to correcttheir own work rather than have it done forthem. It can also be less work for you. To help SSdo this, you could use a correction code like theone below.

Note: This is just an example. Other variationsare, of course, possible.




Tips for Teachers

Sp=

spelling

MW=

missing word

T=

tense

P=

punctuation

WW=

wrong word

WO=

word order

WF=

wrong form

/=

extra word

The advantage of this approach is that it canprovide highly personalised and detailed feed-back. A disadvantage is that you need to checkthat the corrections have been made and madecorrectly, which can be time consuming.

An example of a correction code in use:

Although it’s small, it has MW very WWdeep

history Pso it has many interesting sights.

The best to see are MW ruins of the old

cityP which liesWF on a hill from which you

can see the whole new part of the town.WWThat’s really romantic. Other interesting

places are churchesMW museums, etc.

4 Selective use of correction codeA correction code can also be used selectivelyto highlight only certain errors or certain types

of error. This is useful if :§ there are a lot of errors and you wish to

avoid demotivating SS by returning an essaycovered in red;

§ you wish to focus on only one or twoaspects of the language;

§ you consider certain errors to beunimportant;

§ you are short of time.

5 Written commentsE.g. “Have another look at your use of thepresent perfect and also your articles”. This ap-proach might be suitable when:

§ you don’t want to correct everything;

§ you’re short of time;

§ your SS are quite strong.

6 Underlining errors

Errors can be underlined but not coded. This is auseful approach if:

§ your SS are strong and able to recognisetheir own errors;

§ you are short of time.

7 Only indicating lines with errorsYou can just put a line ( | ) or some other symbolin the margin next to the line where an erroroccurs. If there is more than one error, put a cor-responding number of lines. This approach canbe useful with strong SS who have not mademany errors.

General remarks about correctingwritten work

1. Correction should be balanced by praise forwhat has been done well.

2. It’s important to check that corrections havebeen made. In this way, you can ensure that

SS have looked at your feedback. As youhave already highlighted problem areas, youshould be able to see reasonably quicklyif corrections have been done and donesuccessfully.

3. If work has been written in groups, it shouldbe corrected in groups.

4. It’s probably a good idea to vary the wayin which you give feedback, as this can bemore interesting for both you and SS.

4.7.4. Giving grades

When giving grades for written work, it is advis-able to have descriptions for each grade inorder to:

§ easily justify your grades;

§ make your grades consistent;

§ allow SS to know explicitly what it is theyhave to do in order to get a higher gradenext time.

Our description should correspond to what weare looking for in a piece of writing from SS. Forexample, we might be looking for the following:

1. task achievement: have SS done whatthey have been asked to do, e.g. wordlength and have all the necessary pointsbeen included, etc?

2. organisation: have SS used paragraphingand linking words effectively so that theirwork is easy to follow?

3. range: have SS used a range of structuresand vocabulary to communicate theirmeaning effectively?

4. accuracy: what effect do the number and

type of errors have on the reader?




Tips for Teachers

5. register and layout: are the register andlayout suitable for the task?

Of course, when giving a grade, you might onlyfocus on one or two aspects. For instance, youmight give a grade for just range and accuracyand then another time for organisation andregister, depending on what you have beenfocussing on in class.Here is an example description of grades forwriting. Obviously, there are other possibilities.The example is the same as that in LogOn@

InFrame3. However, the level is not determinedby the criteria but by the task.

5

§

Achieves the task fully§ Well organised with suitable linking

devices and paragraphing

§ Wide range of structures andvocabulary successfully used

§ Very few inaccuracies

§ Register and format appropriate

4Characteristics of 3 and 5 in

more or less equal part

3

§ Covers most of the necessary points

§Sufficiently organised with evidenceof linking devices and attempts atparagraphing

§ A sufficient range of structuresand vocabulary generally usedsuccessfully

§ Generally accurate, type andnumber of mistakes rarely preventcommunication

§ Register and format generallyappropriate

2 Characteristics of 1 and 3 inmore or less equal part

1

§ Inadequate attempt at task, (seriouslyunderlength, gross irrelevance,missing points)

§ Inadequate organisation, no linkingdevices, no paragraphing, incoherent

§ Structures and vocabulary insufficientfor the task

§ Mainly inaccurate, type and numberof errors cause major problems

§ Register and format inappropriate

Sample 1

Sport does more

harm than goodIt is said that sport does more harm than good.

When you better think sport does harm.

The main and rare advantage are: it keeps you fit

and don’t forget about your health, if you work it

is going on better and better. Other thing is sport

makes fun.

On the other hand, that were the only good things

about doing sport. If you are doing sport it takes

you a lot of time and you came home late and

exhausted. There is always a possibility to get

injured, you can get hit by the ball in the head or

broke your leg while you are running.

To sum up, if you want to deal whit sport it is better

to watch it on TV or to go to some match and stay

safe whitout broken leg or head in bandages.

(141 words)

Task achievementThe answer addresses both parts of thequestion, which places it above 3 (covers mostof the necessary points). However, it does notachieve the task fully (grade 5), as it is slightlyunderlength at 141 words. This gives it a 4 fortask achievement.

OrganisationParagraphing is suitable (grade 5), as thereis an introduction, a paragraph dealingwith advantages, another dealing withdisadvantages and a conclusion. The responsealso has evidence of linking devices (grade 3),e.g. On the other hand , To sum up, etc. However,inaccuracies in the use of linking devicessometimes make the response incoherent (grade 1). E.g. On the other hand, that were theonly good things about doing sport , etc. Theperformance for organisation is a really mixedone with elements of 1, 3, and 5, which makes

the final mark 3.RangeThere is a sufficient range of structures, e.g.passives, co-ordination, subordination, if clauses, etc. However the structures in theessay are generally used successfully (grade3) rather than successfully used (grade 5).Similarly, there is also a sufficient range ofvocabulary (grade 3), e.g. it keeps you fit ,exhausted , get injured , head in bandages, etc.However, this range is not always successfullyused (grade 5), e.g. The main and rare

advantage, it is going on better and better , etc.The final grade for range is therefore 3.




Tips for Teachers

AccuracyThe writing contains a number of errors.However, the language is not mainlyinaccurate (grade 1), as there are severalaccurate phrases, e.g. It is said that , you can gethit by the ball in the head , it is better to watch iton TV , etc. This suggests that it is closer to agrade 3. On the other hand, the type of errors do cause major problems (grade 1) at times,e.g. When you better think sport does harm, rareadvantage, etc. The mark for accuracy containselements of 1 and 3, which makes it a 2.

Register and Format

The tone of the essay is generally appropriate (grade 3) rather than consistently so. For

instance there is a mixture of rather indirect,formal language, e.g. It said that sport does moreharm than good together with a very direct andchatty style, e.g. and don’t forget about yourhealth. In terms of format, the layout is alsogenerally appropriate, as it is rather odd tohave such a short title over two lines. The markfor register and format is therefore 3.With one 4, three 3s and one 2, this essay comesout as a grade 3 according to the criteria used.The grading of this piece of work suggests thatthe advice to this student would be to work onimproving their accuracy.

Sample 2

SPORT – HARMLESS OR NOT

Many people believe that sport does more harm

than good. There are many arguments that support

the both sides of those views.

One of the main advantages of doing sport is that

it’s very healthy and it keeps you fit. If you do some

sport, you won’t be worried about your weight

because you will always be in a good shape. Besides

that, you can meet a lot of new people if you train in

some club. Furthermore, sport gives you a chance to

free yourself from all the stress that you have, so atthe end of the day, you feel happy and satisfied.

On the other hand, there are also a number of

disadvantages. To begin with, you can easily get

injured if you’re not careful. For example a ball can

hit you in the head or you can break your arm or leg.

In addition, doing sport takes a lot of free time so

you must be a very good organiser to plan your day.

If you don’t, you will be very tired when you come

back home.

In conclusion, I think that sport does more good

than harm because there are more advantages than

disadvantages of doing sport. Sport makes you feel

alive.(207 words)

Task achievementThe answer is of an appropriate length andaddresses both parts of the question, i.e. for andagainst. The response achieves the task fully (grade 5.)

OrganisationThe response is well organised with suitablelinking devices (grade 5), e.g. Furthermore,On the other hand , To begin with, For example,etc. Paragraphing is also suitable (grade5), as there is an introduction, a paragraphdealing with advantages, one dealing withdisadvantages and a conclusion.

RangeThere is a successfully used range of structures.Most of the sentences are complex ones, thereare two different kinds of conditionals, i.e.types Ø and 1, and also modals, passives and acausative. Similarly, there is also a successfullyused range of vocabulary, e.g. keeps you fit ,worried about your weight , feel … satisfied , get

injured , etc. Although there might not be awide range (grade 5), the range is more thansufficient … for the task (grade 3). This wouldmake the grade for range a 4.

AccuracyAlthough there are errors, e.g. the both sides

of those views and in a good shape they are veryfew (grade 5) in number and do not even rarelyprevent communication (grade 3). The mark foraccuracy is therefore 5.

Register and FormatThe tone of the essay is suitably neutral and thelayout is what would be expected, e.g. title andindented paragraphs. Register and format are

appropriate, which means a 5.With four 5s and one 4, the writing comes outas a grade 5 according to the criteria used.

4.8 Dictionaries

Why encourage SS to use dictionaries?Using dictionaries:

• is a life skill that encourages SS to be moreindependent;

• can allow for more accurate written work;

• allows SS to expand their vocabulary range.




Tips for Teachers

When to use dictionariesDictionary work can be useful when:

•

writing;• correcting writing;

• doing vocabulary exercises.

What to use dictionaries forIn addition to the meaning of an individualword, SS can find out the following from a goodEnglish-English dictionary:

• dependent prepositions by looking at theexamples (useful when correcting writing);

• word partnerships and collocations also byexamining the examples (useful for writing);

• the pronunciation of a word;

• different forms of the same word, e.g.adjective, adverb, noun, etc. (useful in wordbuilding exercises)

• the register (formal or informal) of a word(useful in writing);

• whether a word is British or AmericanEnglish.

Besides English-English dictionariesthere are also:

• bilingual/semi-bilingual dictionaries forquick and easy translation;

• collocation dictionaries for finding outwhich words combine with each other.

When not to use dictionariesIn reading, when the focus is on:

• skimming;

• scanning;

• processing large amounts of text in shortperiods of time;

• inferring meaning from context;

• dealing with unknown words, etc.

Possible problems with dictionariesHowever, teachers should be careful that SS usedictionaries carefully, as possible disadvantagesof using dictionaries include:

• spending too much time looking at them;

• SS can become overly reliant on them.In addition, learning to cope without adictionary is a life skill.

4.9 Grammar / Functions

Grammar/Functions Tasks in theStudent’s Book:

Procedure:

1 Ask SS to study the explanations and dothe tasks in pairs/groups. As they finish,encourage them to check with those aroundthem.

2 Ask SS for their answers. If some SS have anincorrect answer, ask other SS to explain thecorrect answer. Add further explanation asnecessary.

Grammar/Functions Tasks in theWorkbook:

Procedure:if done in class:

1 SS study the explanations and do the tasksindividually or in pairs/groups.

2 SS check their answers with the answers intheir book.

3 Explain the answers as necessary.

if done at home:Every so often, check the Workbooks to see thatSS have done the exercises.

4.10. Use of EnglishexercisesThere are special Use of English exercises atthe end of Units 4, 8 and 12. The aims of theseexercises are:

• to review particular language points;

• to give SS practice in exercise types thatthey might encounter in exams.

The answers are not in the Student’s Book butin this Teacher’s Book, so you can use theseexercises as a form of test, if you like.

There are photocopiable Answer Sheets at theend of this Teacher’s Book. You can give each San Answer Sheet to fill in and then collect in thesheets for marking or to give other SS to mark.

The answers are also in photocopiable form atthe end of this Teacher’s Book, so you can give

SS the answers for self-correction, if you like.




Tips for Teachers

You can ask SS to do these exercisesindividually, in pairs or in groups.

If you like, you can ask SS to do these exercisesat home.

Note: Refer SS to the section on Use of English

Exercises in Tips For Students at the back of theStudent’s Book.

4.11. Using the Workbook

The Workbook is divided into sections thatcorrespond with the sections in the Student’sBook. The aim of the Workbook exercises is topractise, reinforce and expand on the language

points in the relevant section in the Student’sBook. There are no Workbook exercises for thefinal unit, Unit 12.

SS are not necessarily expected to know thesolutions to the exercises but to learn throughgiving their own answers and then comparingthem with the correct answers. The Workbookexercises are for study purposes. Therefore, theanswers to the exercises are at the back of theWorkbook.

The Workbook exercises can be done either in

class or at home.If you use the Workbook in class, SS can do theexercises individually or in pairs/groups. Theadvantage of doing it in pairs/groups is that SScan discuss the questions and clarify languagepoints to each other. Thus they can teach eachother. They can then check their answers withthe answers in the book. You can answer groupqueries as necessary.

If you ask SS to do Workbook exercises at home,periodically check to see that SS have done

them.




UNIT 1 THE YOUNG GENERATION

Overview

The development aim is that SS think critically about why groups of teenagers behave the way they do.

Section A looks at youth culture from the sociological point of view, that is, what the functions of youth culture are ingeneral.

Section B looks at three specific youth cultures (Hippies, Mods and Skinheads) and asks the students to talk aboutyouth cultures in Croatia.

Section C concerns girl culture.

Section D concerns the generation gap that arises from differing values between parents and children.

Student’s Book

Speaking: discussion (A-D); giving a speech (B, C).Listening: listening for the main points of an interview on an academic topic (D).

Reading: reading for the main points of academic extracts (A); reading for details and main ideas in a specialisedarticle (B); reading a magazine article for inference (C).

Writing: note-taking (B); summarising (B); letter (C).

Function /Grammar : relative clauses (B); contrast (B).

Workbook

Vocabulary : stages in life; phrases with go; temporal sequencing (A); opposites; collocations; word formation;,Cockney slang (B); keep + preposition; stay + preposition; word formation (C); words to do with gender (D).Grammar : premodification of nouns (A); relative clauses (B).

Function: expressing contrast (B); asking for an opinion (C).

A. Youth Cultures

Student’s Book

Lead-in

The aim of the lead-in is to focus SS attention on the topic of youth cultures. There is noneed to spend much time on it, unless SS have a lot to say (see A. Conversation in section4.3.1. of the Introduction to this book).

1 Ask SS what the youth cultures of today are and write their suggestions on the board.If necessary, you can start them off by giving examples, choosing from, for example, punkeri , raveri / partijaneri , metalci , skateri , šminkeri , skinsi, darkeri .

2 Draw SS attention to the definition of culture and ask them what they can say about theyouth cultures on the board. For example:

Skinsi: beliefs: nazi, anti-gays, anti-foreigners etc; dress: DMs, white shoelaces, hangingbraces, close-cut hair; music : nazi punk; drugs: alcohol, hash.

Punkeri: beliefs: anti-nazi, pro-anarchy; dress: DMs, red shoelaces, hanging braces;mohican/ spiky hairstyle; music : GBH, NoFX,Toy Idols; drugs: alcohol, hash.

Raveri: manners: have rave parties; music : rave, house; drugs: ecstasy, LSD, energy drinks.

Metalci: dress: dark, leather, studs; long hair; music : heavy metal, gothic metal; drugs:

alcohol, hash.

LESSON PLANS




The Young Generation

Skateri: manners: draw graffiti, do skateboarding; dress: baggy clothes, Globe trainers;music : hip-hop, rap.

Šminkeri: manners: be trendy, be seen; dress: designer clothes; music : in-music, top tenmusic; drugs: alcohol, cocaine.

Note: there is no need to give SS the above information if they don’t know it; the aim ofthe lead-in is just to give SS the opportunity to say what they already know about thetopic.

Reading

The aim of this task is to practise reading for the main points of academic extracts (see4.5. Reading in the Introduction). Set a time limit of, say, 4 minutes.

Do not bother with ‘unknown’ words at this stage, for this activity practises the skill ofgetting the gist of a text without understanding all the words.

Check the answers, asking SS to justify their answers from the text.

1 E; 2 C; 3 A; 4 F; 5 B; 6 D; 7 C; 8 E.

Discussion

1 Either use the statements 1-8 for class discussion (see B. Discussion in section 4.3.1 in theIntroduction).

or put SS into groups (see 4.2. Group Work in the Introduction) to decide on the opinionsthey most and least agree with and to report their decisions, along with justifications, tothe class (see C. Reporting in section 4.3.1 in the Introduction).

2-6 Either use the questions for class discussion or ask SS, in their groups, to discuss one ofthe questions and to report their conclusions to the class for discussion.

Workbook

For tips on using the Workbook, see 4.11 Using the Workbook in the Introduction.

1 A 1 minor, juvenile; 2 adult, grown up, senior citizen; 3 baby, toddler; 4 child, senior citizen; 5 child, adolescent,adult; 6 toddler, grown up.

B 1 a toddler; 2 infant; 3 a minor; 4 a juvenile / a minor; 5 baby; 6 a teenager; 7 senior citizen.

2 1 Go for it!; 2 Give it a go; 3 touch and go; 4 what she says, goes; 5 to go; 6 Anything goes; 7 on the go; 8 As faras that goes.

3 A 1 Begin; 2 breaking; 3 adding; 4 Meanwhile; 5 After; 6 has melted; 7 When/Once; 8 When/Once; 9 arecooked.

B For example:The Evolution of Computers

Computers, which are so essential in our lives today, have evolved incredibly in size and capabilityin a relatively short period of time. The first computers were built around 1945 and were so large thatthey required special air-conditioned rooms, but by the mid 60s there were desk-sized computers,which represented a gigantic advance. By the end of the same decade, a third generation ofcomputer had been invented which were smaller and faster, using simple integrated circuits. The firstmicroprocessor, less than one square centimetre in size, was invented in 1971, leading to computerssmaller than the tip of your fingernail by the early 70s. Today, we have lap-tops and palm-tops so wecan carry our computers around with us. Thus computers have changed our way of work in a matter of

only a few decades.




Unit 1

Grammar: Premodification of nouns

1 1 C; 2 A; 3 B; 4A E; 4B D.

2 1 an identity crisis; 2 the adult personality; 3 the consumer society.

3 1 a heart-broken man; 2 her mystifying behaviour; 3 the war-damaged areas; 4 A fully-functioning team.

4 1 his life story; 2 women’s rights; 3 society’s values; 4 office work; 5 the bedroom culture; 6 the family structure;7 consumer goods; 8 a workplace.

5 1 a completely terrifying experience; 2 a much-needed rest; 3 a widely-read student; 4 His record-breaking journey; 5 a long-lasting relationship; 6 damaged goods.

B. Hippies, Mods and Skinheads

Student’s Book

Reading

1 This task practises reading for details in a specialised article (see 4.5. Reading in theIntroduction). Refer SS to the task and set a time limit. Then ask SS to check their answersin pairs/groups. Finally, ask SS for their answers and to read out the relevant part of thearticle that justifies their answers.

1 D (they were considered irreverent and rebellious – lines 9-10);

2 B (there began to appear a class of teenagers with pocket money to spend – lines 16-18);

3 A (they rejected the materialist approach to life – lines 32-33);

4 C (it was a sign that they had ‘dropped out’ of ‘the system’ – line 51);

5 B (a youth culture grew up with the slogans ‘Peace and Love’ and ‘Make Love Not War’ – lines 44-46);

6 D (in short, there was a feeling of belonging and community – lines 63-64);

7 C (the traditional East Enders moved out to find jobs or were relocated in high-rise apartments – lines 78-80);

8 C (they made a point of showing they aspired to the affluent culture – lines 86-87);

9 A (they accentuated their working-class background – lines 91-92 – and often showed violence towards peopleof immigrant origin – lines 96-98).

2A This is a close reading activity. Ask SS to read the text again and to find whether theextracts 1-6 are supported by the article. They can do this in pairs/groups. Finally, gothrough each extract, asking SS whether they are supported and, if so, how.

1 There is no direct reference to this in the article. However, it could be argued that the Mods and Skinheads werein search of an identity when their traditional community broke up.

2 There is no direct reference to this in the article. However, it could be argued that Carnaby Street and the discosare just for providing fun.

3 This is not supported by the article. The article suggests the style of the Hippies, Mods and Skinheads had strongmeaning.

4 This is supported in the second paragraph of the article as a major reason for the appearance of youth culture.

5 This is supported throughout the article. The Hippies were in reaction to the mainstream materialist culture;the Skinheads were in reaction to the new affluent culture that had replaced their traditional culture; the Modsaspired to the mainstream affluent culture.

6 This is supported in the second paragraph of the article, with the mention of mass markets and entrepreneurs.





2B This is for class discussion.

While any argument can be accepted that can be justified, extract 5 appears to provide the best summary.

Vocabulary

1-2 You can do these two exercises either separately or together.

Refer SS to the tasks and ask them to do them in pairs/groups. Then check the answers.

1 1A; 2A; 3A; 4A; 5A; 6B; 7C; 8 B.2 1 irreverent, rebellious; 2 ration; 3 entrepreneurs; 4 coined; 5 aspired; 6 close-knit; 7 deprivation.

DiscussionEither use the questions for class discussion or ask SS, in their groups, to

discuss one of the questions and to report their conclusions to the class fordiscussion.

Workbook

1 2 narrow; 3 mainstream; 4 wide; 5 previous; 6 second-hand; 7 affluent; 8 extended; 9 materialistic.

2 A: 1, 4, 7, 6, 3, 2, 5, 9, 8, 10

B: 1, 6, 2, 8, 4, 3, 7, 5, 9.

C: 1 pocket money; 2 identity crisis; 3 take advantage; 4 stark contrast; 5 range of goods.

3 1 economics; 2 economy; 3 economical; 4 economic.

4 1 trousers; 2 shirt; 3 face; 4 hands; 5 ears; 6 arms; 7 legs; 8 feet; 9 chin; 10 hair; 11 stairs; 12 wife; 13 tea;14 mouth; 15 drunk; 16 cheese; 17 onions; 18 head; 19 boots; 20 house.

Student’s Book

Writing: note-taking and summarising

You can do these two exercises either separately or together.


Point out that, when writing a summary, the first step is to take notes of the importantinformation. Then, when writing the summary, you just transfer the notes into text byadding the appropriate ‘structural’ words and linking words.

1 1 B; 2 C; 3 A; 4 A; 5 A; 6 A.2 1 the; 2 in; 3 which; 4 to; 5 there; 6 was; 7 who; 8 due; 9 as; 10 were; 11 They; 12 These.

Grammar: Relative clauses

You can do these three exercises either separately or together (see 4.9. Grammar/

Functions in the Introduction).





Unit 1

1 1 B C; 2 A D.

2 that : A B C D; which: A D; who: B C; whom: C; whose: E; Ø C D.

3 which: B D; who: A C; whose: E.

Workbook

1 1 Some say that the Hippie movement, which began in the 60s, died in the Summer of Love of 68.

2 The East End economy, which was based on the Docks, declined in the 60s.

3 The traditional East Enders who didn’t move out were relocated in high-rise apartments.

4 The Skinheads, who wore steel-capped DMs, often showed violence towards immigrants.

5 Applicants who are put on the short list will be invited for an interview.

6 The Internet, which is a recent invention, has revolutionised access to information.

2 1 which; 2 who; 3 that/Ø; 4 which/that; 5 who; 6 whose; 7 who/that; 8 who; 9 who; 10 that/Ø.

Student’s Book

Function: expressing contrast

1 The aim of this exercise is to remind SS of the most frequent ‘contrast’ words and phrasesand where they can go in a sentence. You can do this quickly whole class.

Draw SS attention to the fact that Group 1 expressions are used to link two sentences,Group 2 words are used to link two clauses in one sentence, while group 3 expressionsare used to link a clause and a noun phrase (the noun phrase can be followed by arelative clause).

1 C; 2 B; 3 A.

2 Ask SS, in pairs or groups, to practise the ‘contrast’ expressions in sentences oftheir own, using the table as a source of information.

Either go round the class and check the sentences while SS are working, or , when youthink SS have had enough time, ask for examples of Group 1 expressions, then group 2expressions, then Group 3 expressions, giving feedback on the appropriateness of their use.

Workbook

For example: 1 whereas; 2 on the other hand; 3 while; 4 unlike; 5 however; 6 in contrast to.

Student’s Book

What About Croatia?See E. What About Croatia? in section 4.3.1 in the Introduction.

C. The Generation Gap

Student’s Book

Lead-in

1 Do a quick brainstorm of what SS consider to be the main areas of conflict betweenparents and adolescents (e.g. staying out late, not spending enough time studying).





Then develop a short conversation/discussion on whether conflict between thegenerations is inevitable, that is, part of the natural process as children move fromchildhood towards adulthood.

However, the aim of this discussion is to raise questions that will be dealt with in thenext exercise, which develops the topic further. Therefore, there is no need to bring thediscussion to a conclusion, unless SS become very involved in it.

2 Refer SS to the passages and ask them, in pairs or groups, to choose which one reflectstheir views more closely and why.Give SS a minute or so to read the passages and discuss their conclusions, then developa class discussion as appropriate.

ReadingThis task practises reading for inference. It is a close reading activity, so allow SSenough time to read the article closely. Then ask SS to compare their answers inpairs. Finally, go through the comments, asking SS to say which lines they mightrefer to and to read out the relevant passages.

1 I’ve had no trouble with Helen, apart from a bit of bulimia. (lines 16-18)

2 She used to be a lovely girl with her dolls and toys. (lines 19-20)

3 but a few months ago her behaviour started to deteriorate. (lines 20-21)

4 She started dating people who were much poorer than her. Her American boyfriend was coloured and mucholder than her, not at all suitable for her. (lines 22-26)

5 ...after one row she stormed out and went missing for a whole weekend... one night she went out when we’dgone to bed, and in the early morning the police brought her home.. (lines 27-33)

6 After that, I hoped she would start listening to me. But she didn’t. (lines 35-36)

7 I was taken to the police station like a common criminal... But it was really unpleasant. I’m just a normal fathertrying to save my little girl. (lines 46-51)

8 I drove them to piano lessons and drove them back. My wife always made sure they were dressed really nicely.We gave them everything we could, the sort of things I never had when I was a child. (lines 53-57)

9 I never spoke back to my parents. (line 59)

10 I was working when I was 16, and I’ve spent my life building up a business for my family, so they would have abetter future. And now this! I feel like my world has fallen apart. (lines 62-66)

Discussion

1-4 These can be used to develop class discussion.

5 Ask SS to individually choose one of the people in the article and to write 5 questionsthat they could ask them.

Example questions:

George, why don’t you want your daughter to date a coloured American?

Susie, why did you tell the police your father has assaulted you?

Helen, have you recovered from your bulimia?

Susie’s mother, did Susie ask you if she could go out?

Then either asks SS to discuss the questions in their groups or get SS to be thecharacters and to answer questions from the class.

If you like, you can have the students to sit in front of the class to answer questions. Youcan start with George and Susie and then bring in new characters, like Helen, Susie’s




Unit 1

mother and the American boyfriend. Listen to the correctness of the questions; if there isa mistake in a question, correct it and ask the speaker to ask the question again.

If you like, you can turn this into a role play. Ask SS to prepare to play the parts ofGeorge, his wife, Susie, Helen and the boyfriend. If possible, divide the class into fivegroups, each group to prepare one of their members for the part; tell the ‘actors’ that,during the role play, they can always stop and ask their group what to say next. Then setthe scene in front of the class. You can have George arrive home and talk with his wifeabout the problem. When you feel the time is appropriate, get Susie to come in andcontinue the discussion, then Helen and finally the boyfriend. When you feel the roleplay has run its course, you can develop a class discussion about how the family couldsolve their problem.

Workbook

1 A 1 E; 2 C; 3 G; 4 B; 5 H; 6 A; 7 F; 8 D. B 1 održati obećanje; 2 čuvati tajnu; 3 zadržati ostatak; 4 držati se teme; 5 paziti na nešto/nekoga; 6 potražiti;7 ostati u kontaktu; 8 držati na umu.

Student’s Book

Writing: a letter1 The aim of this task is for SS to read through a model letter. Ask SS to read the

letter and answer the question.

C (No one seems to know what the rules are any more).

2 The aim of this task is to prepare SS for what they will write in their letter. Use it for classdiscussion.

3 The aim of this task is for SS to have a close view of the structure and style of the modelletter. You can either ask SS to work on the answers in pairs/groups or go through thequestions whole class.

1 For example: 1 to say why she’s writing; 2 to say what some of the problems facing young people are; 3 to suggestpossible choices in dealing with these problems; 4 to conclude by saying what will happen if something isn’tdone.

2 More teenage girls are getting pregnant and there are more single mothers. There is also a higher incidence ofteenage boys dropping out of school and more gangs on street corners. 22 percent of boys up to age 18 are

reported by a school or other authority for delinquency. Moreover, suicide rates among young men are climbingand a third of teenagers suffer depression at some point. These facts are used by the writer to give support to herargument.

3 also – to give a further example; Moreover – to emphasise an additional point; But – to signal a transition, i.e. froma paragraph about problems to one about solutions; However – to contrast paragraph 3 (no-one seeming to knowthe answers) with the conclusion (the fact that we need to find answers).

4 But what are parents to do? Should they be more liberal and risk losing authority in the child’s eyes? Or more

authoritarian and risk alienating their children so much they won’t talk about their fears and concerns? Should they try

to stop them having sex, or encourage safe sex?

In this particular case, the use of rhetorical questions, i.e. questions that we don’t expect answers to, suggests thatmaybe there are no immediate answers.





4 Refer SS to the instruction and then get them to write the letter either in class or at home(see 4.7. Writing in the Introduction to this book).

When the letters have been written, you can put SS into their groups, distribute theletters, and ask each group to be the editors of the newspaper and to select one letterthey would publish and why. They then report to the class.

What About Croatia?

See E. What About Croatia? in section 4.3.1 in the Introduction.

You can follow this up with a debate (see F. Debate in section 4.3.1 in the Introduction)on, for example, one of the following topics:

Parents should allow their children to do whatever they want.

Parents are responsible for their children when their children are young, and children are

responsible for their parents when their parents are old.

D. Girl CultureStudent’s Book

Lead-in

This is for class conversation/discussion. If necessary, you can ask questions such as:

Are there any youth cultures that are more for boys than girls and vice versa?

Are there more male ‘metalci’ than female ‘metalci’?

Are both boys and girls equally likely to be ‘šminkeri’?

If you see a group of young people hanging around in the street or in a park, would you

expect to see more girls in the group or more boys?

However, the main aim of this lead-in is to raise the topic of ‘girl culture’, so there is noneed to develop a discussion unless SS have something to say.

Listening

For tips on doing Listening exercises, see 4.4. Listening in the Introduction to this book.

This task practises listening for the main points of an interview on an academic topic.Refer SS to the instruction and draw their attention to the fact that this is not a dictationexercise but that they need to listen to the interview and decide on a word thatcompletes the sentence grammatically and reflects what Mavis Gilliam says.

Before you play the interview, give SS a few moments to read the sentences and predictpossible answers.

Play the passage twice. Allow SS to compare their answers with each other and to checkthat:

• they use only one word in each space,

• the words fit grammatically,

• they words are spelled correctly

Then go through the answers. If there are disagreements, refer SS to the transcript.

1 gender; 2 gangs; 3 bedroom/house; 4 home; 5 sexual; 6 sleeps; 7 sex; 8 inevitable; 9 delay.

Discussion

Put SS into their groups and give each group two questions: one to discuss in order

to report their ideas to the class and one to discuss so they can comment on anothergroup’s presentation.




Unit 1

Take the first question and ask the group that prepared for it to present their opinions.Then ask the group that also discussed this question what they agree/disagree with andwhy. Then throw the issue open to the rest of the class and develop a class discussion as

appropriate. Do the same with the remaining questions.

Workbook

1 sex; 2 masculine; 3 neutral; 4 feminine; 5 sexual; 6 gender; 7 neutral; 8 female/male;

9 masculinity; 10 neutrality; 11 femininity; 12 sexuality; 13 neuter.




UNIT 2 EVEN THE ORCHESTRA IS BEAUTIFUL

Overview

The development aim is that the students think critically about attitudes to beauty and love.

Section A deals with what people do to themselves to appear attractive.

Section B contains a range of theories about where out concept of beauty comes from.

Section C develops the theory that our concept of beauty is defined by our genes.

Section D contains two poems with physical descriptions of woman, one in which she is an idealised beauty and onein which she isn’t, and also a piece of prose about a person falling in love.

Student’s Book

Speaking: discussion (A-D); giving a speech (B).

Listening: listening for points of view (B).

Reading: scanning for detail (A); close reading of a specialised article (C).

Writing: paragraph (B).Function /Grammar : purpose (A); causative have (A); present tenses (B); non-finite clause objects (C).

Workbook

Vocabulary : hair and skin colour, describing a face; phrases using parts of the face (A); describing character; universalconditional-concessive clauses (B); ways of looking; go on; carry + preposition; get + preposition; collocations; wordchoice; word for (C).

Grammar : agreeing and disagreeing; expressing purpose (A); present tenses (B).

Function: causative have/get (B); non-finite clause objects (D).

A. Being Sexy Can Be DangerousStudent’s Book

Lead-inBrainstorm examples of suffering for beauty. Use the results of the brainstorm forclass conversation/discussion on the reasons why people suffer for beauty.However, the topic is developed further in the unit, so there is no need to spendmuch time on it, unless SS have a lot to say.

Reading

1 Ask SS, in pairs, to match the ‘improvements’ and the reasons for using them.

1 H; 2 A; 3 F; 4 B; 5 I; 6 C; 7 G; 8 D; 9 J; 10 K; 11 E.

2 Draw SS attention to the phrases for agreeing and disagreeing and ask them to lookthrough the reasons and choose ones that they can use these phrases with. Ask them toprepare to give a reason for their opinion. For example:

I completely disagree that people wear contact lenses so as not to look older. Contact lenses

are so much more convenient than glasses.

Ask a S for an opinion and then ask another S how far they agree with it and why. Do thesame with a few more SS.

3 Ask SS, in pairs, to match the ‘improvements’ and the dangers.

1 D; 2 F; 3 I; 4 G; 5 B; 6 J; 7 C; 8 K; 9 A; 10 H; 11 E.




Unit 2

Workbook

1 hair and skin: black, dark, dry, fair, white; skin: light, pale, tanned; hair : blonde.

3 1 Don’t be nosy. 2 My lips are sealed. 3 keeping a stiff upper lip / putting a brave face on it. 4 It’s written all overhis face. 5 Your eyes are bigger than your stomach. 6 She’s up to her eyes in housework. 7 Don’t be cheeky. 8keeping a stiff upper lip / putting a brave face on it. 9 face the music. 10 play it by ear.

Student’s Book

Discussion

Put SS into their groups and give each group at least two questions: one to discuss inorder to report their ideas to the class and at least one to discuss so they can commenton another group’s presentation.

Take the first question and ask the group that prepared for it to present their opinions.

Then ask the group that also discussed this question what they agree/disagree with andwhy. Then throw the issue open to the rest of the class and develop a class discussion asappropriate. Do the same with the remaining questions.

Function: expressing purpose

1 Ask SS where the groups of words can go. Finally, point out that

• in order to, so as to and to is used only when there is no change of subject,

• in order for is used only when there is a change of subject,

• in order that, so that and so + subject + modal can be used both when there is a change ofsubject and when there isn’t,

• for is used before a noun phrase.

1 B; 2 A; 3 D; 4 E; 5 C.

2 Ask SS, in pairs or groups, to write 4 sentences using the different ways ofexpressing purpose. You can go round checking their sentences while they areworking.

Workbook

For example: 1 so that you can; 2 in order to; 3 in order that you can; 4 so as to; 5 to; 6 so as not to;7 in order for; 8 so.

Student’s BookGrammar: causative have/get

1 Ask SS where for and by go. Follow up with questions like:

When do you have your photograph taken? (for passports, special occasions etc)

When did you last have your photograph taken? What was the occasion?

Do you like having your photograph taken?

A for; B by.

2 SS, in pairs or groups, write the sentences. You can either go round checking their

sentences while they are working or, when they have finished, you can tell them theanswers so they can check themselves.




Even the Orchestra Is Beautiful

2 Conduct a short class discussion. However, the primary aim of this discussion is toraise the issue that is dealt with in the text that follows, so there is no need to force adiscussion unless SS have a lot to say.

Reading

This task practises close reading of a specialised article. SS can do it individually and thencheck with those around them.

1 F; 2 C; 3 I; 4 A; 5 D; 6 K; 7 G; 8 B; 9 J; 10 H; 11E.

VocabularySS can do this in pairs and then check with those around them.

1 elated; 2 secreted; 3 offspring; 4 dilated; 5 attachment; 6 intrusive.

Discussion1 Put SS into their groups to brainstorm questions they could ask. If you like, you can ask

for a certain number of question, such as three. Ask them to write their questions down,using the sentence starters. For example:

As I understand it, our bodies are advertising hoardings for our genes. Then could youexplain why people wear make-up?

I wonder if you could explain why people use perfumes. Is it to hide our pheromones?

Do you think you could tell us if you have ever fallen in love?

Could you explain why so many marriages end in divorce? Do our genes also make us fallout of love?

If you like, you can go round the groups correcting the questions while they’re working.When time is up, have one or more SS to be the scientist and to answer the questions.During the questioning, focus on the correctness of the questions.

2 Ask SS, in their groups, to discuss the questions. Then take the first question and ask agroup what their response is and why. Ask another group if they agree or disagree andwhy, or if they have anything to add. Develop a discussion as appropriate. Then move onto the next question, and so on.

Workbook

1 A 1 C; 2 G; 3 E; 4 D; 5 B; 6 F; 7 A.

B 1 E; 2 B; 3 A; 4 C; 5 F; 6 G; 7 D.

2 1 D; 2 B; 3 F; 4 A; 5 C; 6 E.3 1 C; 2 B; 3 A; 4 D.

4 1 F; 2 B; 3 H; 4 A; 5 D; 6 G; 7 C; 8 E.

5 1, 5, 4, 6, 7, 2, 8, 3, 9.

6 1 A; 2 A; 3 B; 4 B; 5 B.

7 1 expressing; 2 expressive; 3 instructions; 4 instructors; 5 please; 6 pleasant/pleasing; 7 complete;8 completion; 9 recognition; 10 recognisable; 11 productive; 13 production; 14 attracted; 14 attractive.

Student’s BookGrammar: Non-finite clause objects

You can do these either whole class or SS can work through the exercises in pairs orgroups.




Unit 2

1 1 kneeling; 2 clasped.2 A: A 2; B 4; C 3; D 3; E 1.

B: 1 without; 2 with3 1 looking; 2 to protect; 3 to feel; 4 feel; 5 waiting; 6 tested.

Workbook

1 to-infinitive: 1, 5, 6, 10, 14; -ing participle: 2, 7, 8, 11, 12; either: 3, 4, 9, 13.

2 to-infinitive: 1, 2, 5, 8; bare infinitive: 3, 4, 7; either: 6.

3 1 to sit sitting; 2 going to go; 3 ü; 4 to Ø; 5 to see seeing; 6 ü; 7 to leave leaving; 8 to Ø.

D. Literary Love

Student’s BookD1. Two Love Poems

1 Give SS a few minutes to read the poem To Cynthia and to select the option thatbest summarises the poem.

Option A.

2-3 These tasks require close reading of the poem, so give SS time to read it again andto confer with each other on the answers.

2 mouthwash: that fragrant scent, thy breath, which to all flowers hath lent perfumes ; toothpaste: thy pearly teeth;

hair dye: those tresses fair ; lipstick: coral lips; contact lenses: thy radiant eyes; chest make-up: those breasts of thine,more snow-white than the Apennine.

3 a. her voice; b. her breath; c. her breasts; d. her eyes; e. her hair; f. her teeth.

4 This is for class discussion.

5 Give SS a few minutes to read the sonnet and to select the option that best summarises it.

Option C

6 This requires close reading of the two poems, so give SS time to read them again and toconfer with each other on the answers.

For example: Cynthia’s breasts are white, while the Mistress’s breasts are a darkish grey; Cynthia’s hair is fair andsilken, while the Mistress’s hair is black and wiry; Cynthia’s breath is like perfume, while the Mistress’s breath has abad smell; Cynthia’s voice is like music, while music is far more pleasing than the Mistress’s voice.


D2. Tess of the D’Urbevilles

1 This is a close reading task, so give SS time to read the text and to confer with each otheron the answers. Tell SS that they need to justify their answers by referring to the text.

When you feel time is up, ask a S for their answer. Ask the S to read the part of the textthat supports this conclusion. Ask SS if there is anything else in the text that supports

this conclusion. Ask SS if there is anything in the text that argues against this conclusion.




Even the Orchestra Is Beautiful

Take each option in turn to see whether there is anything in the text that supports them.Accept any conclusion that SS can justify.

2 Ask SS who might make the comment. Remind SS of the text on The Chemistry of Love inthe lead-in to section C

1 K (the lip is not perfect, while Cynthia is perfect in all respects);

2 S (the sonnet says that physical beauty is not important for the poet – he loves his Mistress for other reasons;Clare, however, only mentions the physical aspects of Tess and seems obsessed by her lips;

3 P (the text on the Chemistry of Love says that the main aim of our genes is to propagate life by combining withthe genes of another person through sex; the theory suggests that the emotion that we call love is really just theresponse to sexual attraction).

3 This requires close reading of the text with reference to the information in A Love Story in section C, so give SS time to do the reading and to confer with each other on the

answers.

1 first paragraph;

2 Clare had studied the curves of those lips so many times ;

3 they sent an aura over his flesh, a breeze through his nerves, which well-nigh produced a qualm;

4 The influence that had passed into Clare like an excitation from the sky did not die down;

5 Resolutons, reticences, prudences, fears, fell back like a defeated battalion. He jumped up from his seat, and, leaving

his pail to be kicked over if the milcher had such a mind, went quickly towards the desire of his eyes, and, kneeling

down beside her, clasped her in his arms.

4 These questions are for class discussion, if they haven’t already been covered during the

previous discussions.




UNIT 3 PRIDE AND PREJUDICE

Overview

The development aim is that the students think critically about the prejudices inside them and around them.

Section A deals with the psychological basis of prejudice and discrimination.

Section B gives a case and asks the students to relate it to the statements in Section A.

Section C describes two experiments that reveal prejudice and discrimination.

Section D presents extracts from literature: two poems that show alternative views on war, and a piece of prose thatconcerns an ‘outcast’.

Student’s Book

Speaking: discussion (A-D); giving a speech (C).

Listening: listening for detail in an academic lecture (C).Reading: reading short newspaper articles for inference (A); reading a newspaper article for main ideas and details(C).

Writing: a report (C).

Function /Grammar : indirect and direct questions (B); premodification by participle clauses (B); past tenses (B).

Workbook

Vocabulary : word formation (A); types of cut; prefixes anti -, counter -, re-; word choice (B).

Grammar : indirect and direct questions; premodification by participle clauses; past tenses (B).

checking for mistakes (spelling, punctuation, grammar) (C).

Writing: informal summary (B).

Function: tripling; dramatic contrast; bombarding (D).

A. Prejudice And Discrimination

Student’s Book

Lead-in

1 Put the words ‘prejudice’ and ‘discrimination’ on the board and ask SS how they woulddefine these words. See if SS know the difference between prejudice (an attitude) anddiscrimination (behaviour). Then refer SS to the task.

Discrimination involves behaviour, whereas Prejudice is an attitude.

2 Ask SS if they can think of examples of prejudice and discrimination in each area. The aimof this exercise is to get SS thinking about the topic.

Discussion

Put SS into groups to choose a response for each statement and, if they agree with thestatement, to see if they can give a concrete example to justify their response.

Take each statement in turn and ask the groups what response they chose and why. Usedifferences in responses to initiate class discussion.

Note: a social norm is the expected behaviour that is considered appropriate by aparticular group. Social norms are group rules of behaviour.




Pride and Prejudice

Reading

The aim of this task is to practise reading for inference. It requires close reading, so give

SS time to read the articles and to confer with each other in pairs or groups. You caneither ask the groups to study all the articles or you can ask them to read all the articlesbut allot each group one article to study in order to report their conclusions to the class.

Ask a group to explain what happened in the first case and to give their explanation. Askthem to justify their explanations by referring to the article. Accept any explanation thatcan be justified, even if it does not refer to any of the statements. Ask another group ifthey agree or have anything to add. Ask SS if they know of any other examples of thistype. Do the same with each case.

If appropriate, use the reports as a basis for discussion on religious intolerance, sexualintolerance, football hooliganism or bullying in schools.

For example:

Case AWhat happened : About 120 pioneers on their way from Arkansas to California were killed by Mormons in Utah

in 1857, probably because the Mormons were afraid of invasion by the US army and were bitter about thepersecution of Mormons in Arkansas.

Possible explanation: The Mormons were a minority group and there had been hostility towards them in Arkansas,probably because the majority group saw the Mormon’s norms as an attack on their values (5). They probably feltthreatened and angry and responded with violence (a mix of 8 and 9).

Case BWhat happened : Catholic youths in Londonderry attacked police who had protected a Protestant march through the

Catholic part of the city.

Possible explanation: Perhaps the Catholics and Protestants see the opposing religion as an attack on their values (5).The Catholic youths were angry that the Protestants could march in their area and blamed the police (9?).

Case CWhat happened : A student was robbed and beaten, probably because he was gay.

Possible explanation: The attackers felt the student’s homosexuality to be an attack on their values (5).

Case DWhat happened : A group of lesbian students bullied straight students.

Possible explanation: Perhaps the group felt ‘being straight’ as an attack on their values (5), or felt superior andwanted to humiliate girls with different values (7), or themselves felt threatened by society and blamed thestraight girls (9), or were just bullies.

Case E

What happened : There was fighting between British, German and Belgian Turkish football fans.Possible explanation: The fans saw support for their opposing team as an attack on their values (5) and perhaps had a

bad opinion of the opposing fans (7), or perhaps they just wanted a fight.

Workbook

1 sportsmen; 2 successfully; 3 championships; 4 possibly; 5 unite; 6 knowledge; 7 national;

8 traditional; 9 violence; 10 elected.




Unit 3

B. Clashes in Dover

Student’s BookReading

1 This is a close reading exercise, so give SS enough time to read the text and confer witheach other. Ask SS to justify their answers by referring to the text. When going throughthe answers, ask SS to read out the relevant part of the text.

1 F (lines 5-6, 33-34); 2 F (lines 4-5); 3 D; 4 T(lines 14-16); 5 F (lines 18-19, 28); 6 T (lines 19-20); 7 F (line 27); 8 D.

2 You can either do this vocabulary exercise whole class or with SS in pairs.

1 flared up; 2 resentment; 3 premeditated; 4 condemned; 5 flee; 6 reprisal; 7 setback.

3 This can be done whole class.

Suggested answer : The purpose is to inform. The author does not give a personal opinion. The article is not biasedbecause it gives both sides of the case.

Use the last question to develop a discussion about the role of journalists. Furtherquestions you can ask:Is the primary role of a journalist to inform or persuade?To what extent should journalists be free to persuade?Should comment on the news be in a separate section from the news itself?

4 This exercise shows that an item of news can be viewed from many points of view. Allotthe roles to SS individually or in pairs/groups. Ask them to say what happened from theirpoint of view and to give their opinion on what happened.

Discussion

You can either do these whole class or assign questions to groups that report theirresponses to the class.

Workbook

1 A an incision.

B Less damaging: a nick; a scratch; a bite. More damaging: a cut; a stab; a slash.

C a knife: a cut, a stab, a slash, a nick; teeth: a bite; claws: a scratch; fingernails: a scratch; a scalpel : an incision; arazor : a nick, a cut, a slash.

D 1 bitten; 2 an incision; 3 cut; 4 nicked; 5 stab; 6 a scratch.

2 anti-aircraft guns; counter-attack; counter balance; anti-body; counterclockwise (US), anticlockwise (GB);antifreeze; counter-measure; counter-productive.

3 again: rebuild, recharge, re-elect, replay, resell; back : reclaim, regain, repay, repossess, return; in a different way :reform, rehouse, relocate, rename, retrain.

4 1 battle; 2 war; 3 fight; 4 clashed; 5 conflict; 6 struggle; 7 conflict; 8 clash.

5 1 B; 2 A; 3 A; 4 B; 5 A; 6 B; 7 A; 8 B; 9 B; 10 B; 11 A; 12 A; 13 B; 14 A; 15 B; 16 A; 17 B; 18 B; 19 A; 20 B.




Pride and Prejudice

Student’s Book

Grammar: Indirect and direct questions

1-3 These can be done whole class.

1 B; 2 B; 3 SAME.

4 This can be done in pairs/groups as a check.

A the clashes took place; B did the clashes take place; C people were involved; D people were involved; E the fightstarted; F did the fight start.

5 Ask SS to prepare questions they will ask the characters and to use the sentence startersin the book. For example:

Question for a government representative:

As I understand it, the Dover MP is concerned about the creation of a ghetto. Could youtell me what you intend to do about it?

Question for an onlooker:

I would like to know who you think started the fight.

Question for a member of a human rights group:

I would like to ask you how you think the rights of asylum seekers can be protected.

You can either go round the class, checking the questions, or wait until they questionsare asked before correcting them. Choose SS to be the characters and to respond to thequestions. During the questioning, focus on the correctness of the questions.

Workbook1 1 Where’s the train station? 2 What is she doing? 3 Where did he go? 4 How much does this cost?

2 1 how this happened? 2 why you did this. 3 if/whether you were involved. 4 what you were doing there. 5 if/whether this has happened before.

3 1 is Janet Janet is; 2 do if/whether; 3 did Ø; 4 did she do she did; 5 ü; 6 did she manage she managed; 7does the film begin the film begins; 8ü.

4 For example: 1 Could you tell me when she was born? 2 Do you know where she was born?3 What was her job/profession/vocation? 4 I’d like to know where she went to work. 5 Why did she go there?6 I wonder if you could tell me what she did there. 7 When did she win the Nobel peace Prize? 8 When did shedie?

Student’s Book

Discussion

Brainstorm possible responses to the event. For example:

• move the refugees out of Dover

• form a team of locals and refugees to work together on solving problems

• organise English courses for the refugees

• organise a street party so the locals and refugees can get to know each other

• produce a leaflet about the refugees’ situation and why they had to leave their countries

• organise a pop concert with the motto “Let’s Live Together”

Put SS in groups to decide on what they suggest and why and to prepare to report theirconclusions.




Unit 3

Ask a group to report to the class. Then ask other groups what they think about thesuggestions and why. Develop a discussion as appropriate. Then ask another groupfor their suggestion, and so on. Finally, the class votes as to which plan of action they

support.

Writing

SS write their letters, at home if you like. In class, put SS into their groups, distribute theletters, and ask each group to be the editors of the newspaper and to select one letterthey would publish and why. They then report to the class.

Grammar: Past tenses

1 Ask SS, in pairs, to complete the tables. When they finish, let them check with thosearound them. Then go through the answers.

A: 1 C; 2 B; 3 A; 4 D.B: 1 E; 2 G; 3 F; 4 H.

2 Same procedure as for 1.

1 had failed; 2 had gone; 3 had seen; 4 had thrown; 5 was travelling; 6 happened; 7 was carrying; 8 exploded;9 rushed; 10 were looking; 11 was taken; 12 was doing; 13 had been picked; 14 stressed; 15 were doing.

Workbook

1 1 had asked; 2 had been; 3 was talking; 4 went; 5 had been crying; 6 had happened.

2 1 was lasting lasted; 2 ü; 3 was had been (waiting); 4 went had gone; 5 charged was charging; 6 ü; 7 atehad eaten; 8 were you had you been.

Grammar : Postmodification by participle clauses1 A Present; B Past.

2 1 nodding; 2 found; 3 portrayed; 4 working; 5 committing; 6 found.

3 1 living; 2 consisting; 3 hoping; 4 recognised; 5 used; 6 running; 7 running; 8 abandoned; 9 served; 10 beingexcavated.

C Two Sociological Experiments

Student’s BookListening

This practises listening for detail in an academic lecture. Refer SS to the instruction andgive SS a few moments to read the sentences.

Play the description of each experiment twice. Then get SS to check that their answersfit grammatically and are spelt correctly and to compare their answers with each other.Then go through the answers. If there are disagreements, refer SS to the transcript.

1A 1 two-week; 2 randomly; 3 separated/separate/apart; 4 cohesion; 5 competitions; 6 increasingly/more; 7 stole.

1B 1 estimate/guess; 2 random; 3 confidence; 4 discrimination; 5 fairness; 6 outgroup.




Pride and Prejudice

Discussion

These discussion questions can be done whole class.

Writing

1 SS, in pairs/groups, complete the notes.

For example: a. prejudice and discrimination; b. fights between groups, chose members of own group; c. of interest(competition), no conflict of interest.

2 SS, in pairs/groups, complete the report.

For example: Introduction: on prejudice and discrimination; Finding 1: fights between the groups; Finding 2: tendedto discriminate in favour of their own group members; Conclusion: a conflict of interest, there was prejudicewithout any conflict of interest.

Workbook

1 1 Despite; 2 with; 3 writing; 4 ü; 5 considered.

2 1 World; 2 Europe’s; 3 German; 4 Europe,; 5 permanently. The; 6 Serpent’.

3 1 industrial; 2 glorified nature; 3 a great; 4 final; 5 was banned; 6 Lawrence died; 7 until 30; 8 after his death;9 books.

4 1 believe; 2 while/whereas; 3 him; 4 According; 5 during; 6 believed/ thought; 7 working; 8 father; 9 at;10 many; 11 poor; 12 very; 13 Finally; 14 to; 15 Nevertheless; 16 using; 17 it; 18 had.

5 1 was; 2 the; 3 in; 4 a; 5 was; 6 the; 7 that; 8 to; 9 a; 10 in; 11 the; 12 his; 13 at; 14 the; 15 at; 16 his; 17 the;

18 awarded.

Student’s BookWhat about Croatia?

See What About Croatia? in the Introduction to this book.

Note: minorities in Croatia have the right to:

• their own culture

• public and private use of mother tongue

• education in mother tongue

• admission to mass media and foundation of their own

• foundation of national libraries• protection of cultural heritage and monumental works

• self-organising and uniting with a view to promoting national minority values andtheir presence in the public and cultural life of Croatia

• co-operation with their mother nation

• transfrontier co-operation

• establish their national political parties

• have representatives in the Croatian Parliament

• proportional representation in representative and local government bodies.




Unit 3

Workbook

1 C; 2 J; 3 L; 4 K; 5 G; 6 I; 7 B; 8 F; 9 D; 10 A; 11 E; 12 H.

D Literary Appreciation

Student’s Book

D1 Some famous quotes against prejudice.1-2 These can be done whole class.

1 1 B; 2 C; 3 A.

2 1 C; 2 A; 3 B.

3 SS, in groups, choose a quote and report to the class why they chose it.

Workbook

1 1 peace, slavery ; 2 end, beginning; 3 equality, fraternity.

2 1 present controls the past; 2 sin’s a pleasure; 3 tough get going; 4 what you can do for your country.

3 we shall fight.

Student’s Book

D2 Two war poems.1 Give SS time to read the poem, answer the questions and discuss their answers

in their pair/group. Then go through the questions whole class, asking for theiranswers and their justification.

For example:

1 A (where he lies will be for ever England ; he has a body of England’s; he dies for his country).

2 A (flowers, blest by the sun, happy, laughter, friends, gentleness, peace, heaven).

3 A (his body lives on: for ever England ; his soul is purified: all evil shed away , and becomes one with God: a pulse in

the eternal mind ).

4 A (the soldier willingly dies for his country and creates a new part of England both on earth and in heaven).2 Same as above.

For example:

1 B (he is one of many men in the air , somebody’s child: her only boy ; apart from being willing, young and keen,there is nothing special about him.

2 B (there is nothing special about the country; the people there will forget Pat’s death).

3 C (his mother will cry for him).

4 A (Pat, like Jesus, gives up his life so others can live).





Pride and Prejudice

D3 An extract from Lord of the Flies

1 Give SS time to read the extract, answer the questions and discuss their answers in their

pair/group. Then go through the questions whole class, asking for their answers andtheir justification.

For example:

1 A (they now have a new and shameful loyalty ; they feel guilty about being against Ralph: they made us, we couldn’t

help it ; they still want to help him: you got to go for your own good ).

2 B (Sam tried to do his duty and wagged his spear and essayed fierceness, but in fact he warned Ralph and shifted

uneasily , which suggests that he was divided between his loyalty to the tribe and his loyalty to Ralph).

3 C (His voice was thick. His throat was hurting and the vivid stars were spilt and danced all ways because of the tears inhis eyes).

4 C (they made us. They hurt us – we couldn’t help it.).

5 B (Ralph only wanted to keep up a fire; this suggests that the group’s chief did not want to keep up the fire, that is,did not want outsiders to see the fire and rescue the group).

6 D (we’ve got to throw our spears like at a pig).

7 A (he stood up for his beliefs even though it made him unsafe).

8 B (They blame the others – they made us – and not themselves – we couldn’t help it ; they will follow orders – we’ve

got to throw our spears like at a pig – even to the extent of letting their former friend be killed – They’re going to do

you – and even though they don’t know why – ‘But why?’ ‘I dunno.’ )

9 While all options are true, the main message is D.

2 Put SS in groups to finish the story. Then get them to tell their ideas to the class.

How the story ends:Jack and the ‘tribe’ hunt for Ralph. They are unsuccessful, so they start a fire to bring him out of the bushes. Ralphruns away from the fire, and the tribe advances with the fire. They finally find Ralph. Ralph runs to the beach, wherethere is a Naval officer, who has just landed on the island because he had seen the fire and smoke. Everyone is takenoff the island to the ship.




UNIT 4 THE FUTURE – HALF FULL OR HALFEMPTY?

Overview

The development aim is for the students to think critically about what sort of future could be in store for them.

Section A presents various technological advances that could take place in the next 25 years.

Section B deals with possible medical advances.

Section C concerns threats to future development.

Student’s Book

Speaking: discussion (A-C); giving a speech (C).

Listening: listening for detail in a technical interview (C).

Reading: reading for main points and details in a technical interview (A).Writing: a report (C); describing a graph (C).

Function /Grammar : future tenses (A); speculating about the future (A).

Workbook

Vocabulary : word choice; prepositions; collocations; word formation (A); medical terminology; phrases with bodyparts; word choice (B).

Grammar : future tenses; (A).

Function: speculating about the future (A).

Writing: informal summary (B); describing a graph (C).

A. Technological Advances

Student’s Book

Lead-in

1 Find out who in the class has a mobile phone. Ask them questions like:

In what ways do you use your mobile phone?

How has it affected your life?

Now that you’ve got one, what can you do that you couldn’t do before?

How do you think mobile phones will affect society?Do the same with the computer.

Ask if there are any other recent inventions that have had an effect on their lives.

2 Find out what SS already know about these technological advances.

Ask SS, in pairs, to match the advances and their explanations.

1 D; 2 B; 3 F; 4 H; 5 A; 6 I; 7 K; 8 E; 9 J; 10 G; 11 C.

3 Ask SS to choose what they think are the 4 key advances and what their implicationsmight be. Put SS in their groups to make a group decision. Note each group’s choiceon the board and get the groups to explain their choice. Use disagreements between

groups to stimulate discussion.




Tomorrow’s World

Reading

1 This requires close reading, so give SS time to do the task and confer in pairs/groups.

Ask a group what they put for the first advance and why. Ask them to refer to the textto justify their answer. Ask other SS if they agree or have anything to add. Ask anothergroup what they put as the second advance, and so on.

For example:

1 Fusion power: Unlimited cheap energy without producing pollution, global warming or radiation.

2 GM food: The new methods and increasing yields will provide the world’s population with healthy food.

3 Robotics: Robots will replace the working class, giving more free time but less job security.

4 The Internet: An increase in democracy through Internet voting, and national boundaries will become irrelevant.

2 Ask SS to give their personal reactions, using one or two of the sentence starters in the

book. Go round the class, asking for personal reactions, until interest fades.3 1 Ask SS to find 3 examples of where the interviewer uses questions to put arguments

against what Dr Frinton says.

But if we interfere with the genetic structure of the food we eat, might we not also interfere with out own geneticstructure?

Might not this lead to massive unemployment?

But don’t you think that those in power will use developments in surveillance technology to suppress theirpopulations?

2 Ask SS to make up some questions of their own in which they put arguments againstwhat Dr Frinton says. Then get someone to answer the questions as if they were DrFrinton.

Vocabulary

You can do this whole class or first let SS do it in pairs/groups.

1 A; 2 B; 3 A; 4 A; 5 B; 6 C.

Discussion

You can either use the questions for class discussion or allot one or more questions togroups that report their conclusions to the class.

Workbook

1 A: ground, land.

B: 1 soil / earth; 2 land; 3 ground; 4 mud; 5 dust.

2 1 to; 2 with/in; 3 to; 4 in; 5 from.

3 A: 1, 3, 7, 5, 4, 2, 8, 6, 9.

B: 1 redefine the concept; 2 make progress; 3 preserve our environment; 4 strive for perfection; 5 pursue aninterest

4 1 completely; 2 incomplete; 3 existing; 4 existence; 5 misunderstood; 6 misunderstanding; 7 understandable;8 performance; 9 performer; 10 priceless; 11 pricey; 12 belief(s); 13 disbelief; 14 unbelievable.

5 1 A; 2 B; 3 A; 4 B; 5 B; 6 A; 7 B; 8 B; 9 A; 10 B; 11 A.




Unit 4

Student’s Book

Grammar: Future tensesSS can do these tasks in pairs/groups.

1 1 C H; 2 A F; 3 B E; 4 D G.

2 1 C; 2 B; 3 D; 4 A.

3 1 D E; 2 A F; 3 B H, C G.

4 1 see; 2 has done; 3 are driving.

Workbook

1 will save; 2 will be going; 3 will have doubled; 4 will disappear; 5 will be doing; 6 will have been replaced;7 will close; 8 will clone.

Student’s Book

Function: Speculating about the future

SS can do these tasks in pairs/groups. After going through the answers, you can use task4 to stimulate class discussion.

1 1 could; 2 ‘ll/will/shall; 3 should; 4 may; 5 Might.

2 1 A; 2 A; 3 A; 4 C; 5 B; 6 D.

3 1 F; 2 D; 3 B; 4 B C; 5 E; 6 A.5 1 create; 2 haven’t seen; 3 are working.

Workbook

B. The Medical Point of View

Student’s Book

Listening

This practises listening for detail in a technical interview. Refer SS to the instruction andgive SS a few moments to read the sentences. Encourage SS to make predictions aboutanswers based on the surrounding words where possible, e.g. (6) We’ll lead longer/betterlives, and (7) a number or quantifier.

Play the recording twice. Then get SS to check that their answers do not contain morethan three words and that they fit grammatically and are spelt correctly. Then get SS tocompare their answers with each other.

Finally, go through the answers. If there are disagreements, refer SS to the transcript.

1 vulnerable; 2 Biosensors; 3 implanted; 4 anything goes wrong / there’s anything wrong; 5 ageing; 6 longer andhealthier; 7 50 or 60; 8 tissue; 9 skin and bones; 10 every part; 11 genetic; 12 our own children; 13 a better world;14 modify.




Unit 4

Student’s Book

Discussion

1 Put SS into their groups and ask them to read the information, to discuss the implicationsand to brainstorm solutions. Ask them to prepare to report to the class. Use the reportsfor discussion.

2-3 These can be done whole class.

What About Croatia?

See E. What About Croatia? in section 4.3.1. in the Introduction.

USE OF ENGLISH EXERCISES (1)

These exercises revise elements of the previous 4 units while giving SS practise in doing

types of Use of English tasks commonly found in exams.You can use these tasks together as a mini-test or you can use them separately as fillersduring later lessons. There are photocopiable Answer Sheets at the back of this book, aswell as photocopiable answers if you want SS to check themselves or each other.

Before setting the tasks, refer SS to 4: Use of English Exercises in the Tips for Students section at the back of the Student’s Book.

1 1 Unlike insects, spiders; 2 by working all night; 3 keep out of; 4 keep up with; 5 stayed out all night; 6 haveyour eyes tested; 7 is due to; 8 of advances in; 9 stood at more; 10 a sharp rise; 11 has fallen dramatically/dramatically fallen; 12 to turn to.

2 1 c; 2 c; 3 a; 4 d; 5 a; 6 b; 7 c; 8 a; 9 d; 10 b

3 1 held; 2 inferiority; 3 comparison; 4 disproved; 5 met; 6 discrimination; 7 unable; 8 named; 9 achievements; 10humanity.




UNIT 5 THE MEDIA

Overview

The development aim is that the students think critically about the influence of the media.

Section A deals with what is considered news and the extent to which newspapers aim to manipulate.

Section B presents various viewpoints on how the media influences people.

Section C presents case studies about the influence of the media.

Section D concerns the influence of the Internet.

Student’s Book

Speaking: discussion (A-D); giving a speech (A).

Listening: listening for points of view (C).

Reading: reading for main points and details in short specialised texts (A); reading for main points and textualcohesion in a specialised article (B).

Writing: essay structure (B); essay (D).

Function /Grammar : reporting (A); the passive voice (A).

Workbook

Vocabulary : word formation, word choice, collocations, drag + preposition, lie/lay (A); collocations, word formation,look + preposition, error correction (B); collocations; broken; still / yet (C).

Grammar : future tenses (A); passive voice (B).

Function: reporting (A).

A. The World Of News

Student’s Book

Lead-in

1 As a warm-up to the lesson, you can start a conversation by asking SS questions such as:Did you watch TV last night? What did you watch?Did anyone listen to the radio yesterday? What did you listen to?Did anyone read a newspaper yesterday? What did you read?

Put SS into their groups and give each group one of the sets of questions in their book todiscuss and to prepare to report their conclusions to the class. Set a time limit.

When the time is up, ask a group to report their conclusions. If another group has alsoworked on the same set of questions, ask them if there is anything they disagree with orif they have anything to add. Then ask the rest of the class if they have anything to add.Develop a discussion as appropriate. Then move on to another group and another set ofquestions.

2 Use these questions for conversation/discussion. The aim is to prepare SS for thereading task that follows.

You can ask SS what they would consider news if they were news editors for the TV or anewspaper.

Reading

1 The aim of this task is to practise reading for the main points of specialised texts. This is askimming activity, so set a time limit of two or three minutes.




Unit 5

1 B; 2 C; 3 A.

2 The aim of this task is to practise reading for details in specialised texts. Ask SS to prepareto justify their answers by referring to the text. Set a time limit.

When the time is up, ask SS to compare their answers in their pair/group. Then ask SS fortheir answers and to read out the part of the text that justifies these answers.

1 A (It’s all in the hands of either the media magnates … or … the government.)

2 B (The media shows all sides of an argument )

3 C (… a story should not drag on too long …)

4 B ( After all, newspapers have to sell copies …)

5 A (It’s all in the hands of … the government.)

6 C (… stories should be relatively straightforward .)

7 A (… consistently supported the right-wing government …)

8 C ( A movie star’s secret drug addiction will be more sensational than …)

Discussion

You can either use these questions for class discussion or you can distribute them to thegroups to discuss and then to report to the class, using their reports as a basis for classdiscussion.

Vocabulary1 SS can do this task in pairs.

1 B; 2 B; 3 B; 4 B; 5 A; 6 A; 7 C; 8 B.

2 The aim of this task is to introduce common collocations with the word media. Use thequestions for short discussions in order to clarify the terms.

Workbook

1 1 government; 2 governing; 3 influential; 4 determined; 5 determination; 6 significance; 7 significant;8 insignificant.

2 1 audience; 2 spectators; 3 viewers; 4 audience; 5 Spectators; 6 audience; 7 viewers; 8 spectators.

3 A: 1, 8, 4, 5, 2, 3, 7, 6, 9.

B: 1 public opinion; 2 human interest; 3 political issue; 4 newspaper editors.

4 1 out; 2 into; 3 in; 4 on.

5 1 lay; 2 lying; 3 lying; 4 lied; 5 lay; 6 laid; 7 lies; 8 laying.

Student’s Book

Writing

This is an optional activity that could be fun.

1 Put SS into their groups and ask them to choose one area of research and to prepare aquestionnaire. If you like you can set a limit of, for example, 5 questions.




The Media

Then you can either ask the groups to make copies of their questionnaire and todistribute them to the rest of the class to fill in or you can have group members goinground the class interviewing people.

2 Refer SS to the report format in Unit 3, Section C and ask them to write a report on theirsurvey results. Finally, the groups can present their reports to the class.

What About Croatia?

See What About Croatia? in section 4.3.1 in the Introduction.

Function: Reporting1-3 You can either ask SS to do these exercises in groups or ask them to do it individually

/ in pairs and then to check with those around them.

1 1 C; 2 B; 3 A.

2 1 B; 2 C; 3 A; 4 E; 5 D.3 1 (that) she wanted; 2 where she wanted to go; 3 not to go out; 4 (that) she would do whatever she liked;

5 (that) he had assaulted her; 6 (that) they often have to deal with.

4-5 As above.

4 1 C; 2 B; 3 C; 4 B; 5 A; 6 C; 7 A.

5 1 David offered to take Patrick there.

2 Brenda admitted telling Fiona about Paul / Brenda admitted that she had told Fiona about Paul.

3 Robert’s father threatened to stop Robert’s/his pocket money.

4 Nancy apologised for not doing her part of the work.

5 The doctor advised Emily to eat more fruit.6 Charles refused to give Ben the money.

7 Edith offered to make a cake for the party.

8 Carl denied copying his homework from the internet / Carl denied that he had copied his homework from theinternet.

Workbook

1 1 that he would to; 2 to go going / (that) they went; 3 for on; 4 telling to tell; 5 for of; 6ü; 7 to eat eating;8 that she should to; 9 that he had lost for losing; 10 that we to.

2 1 how Pete was; 2 if/whether she had seen Cathy; 3 not to lick her plate in public; 4 (that) he was going toVenice; 5 she would do it; 6 of doing it; 7 doing something else / (that) they did something else; 8 for forgettingto tell Dave.

B. Are You In Control?

Student’s Book

Reading

1 The aim of this task is to practise awareness of textual organisation in a specialisedarticle. (Refer SS to the section on Reading – Gapped Texts Fills [missing sentences] in

Tips For Students at the back of the Student’s Book.)You might find it useful to clarify the answers by asking questions like:




The Media

Student’s Book

Writing: Essay Structure

These exercises use the previous reading text, The Influence of the Media, as a model. SScan do them in pairs/groups or whole class, or you can mix pair/group and whole classwork to add variety.

1 A: So how many murders did you see on television last week? Are you going to go out and murder someone inresponse?

B: There is considerable discussion on whether incidents seen on television or in films stimulate people tocommit crimes or to behave in anti-social ways.

C: The discussion of the influence of the media on behaviour can be categorised into four approaches: theBehaviourist, Opinion Leader, Audience Selection and Cultural Effects.

D: The discussion of the influence of the media on behaviour can be categorised into four approaches: the

Behaviourist, Opinion Leader, Audience Selection and Cultural Effects. (The article will probably be dividedinto 4 parts, perhaps with a paragraph on each topic).

2 A: The Behaviourist approach claims that the media present models of behaviour which influences people byconvincing them that they could achieve the same results as those portrayed in a film.

B: Thus, someone watching violence on film or TV may be appalled (punished) or enjoy it (rewarded). If theyenjoy it, they may seek to recapture the enjoyment by committing violent acts themselves.

C: An experiment carried out in the 1970s divided 140 children into two groups; one group was shown a violentfilm and the other was shown sport. (Etc.)

D: To conclude, the Behaviourist approach holds that the media have a direct influence on human behaviour.

3 Yes. (The Behaviourist approach claims that the media present models of behaviour which influences people by

convincing them that they could achieve the same results as those portrayed in a film . ... To conclude, the Behaviourist

approach holds that the media have a direct influence on human behaviour . – If someone reads just these twosentences, they get the main point about the Behaviourist approach.)

4 Yes.

5 A The Opinion Leader theory stresses the social context within which the media’s messages are received.It emphasises that people do not exist in vacuums alone with the media but are part of complex socialnetworks. According to this theory, each of us looks up to or respects the opinions of certain people, and itis these people who will influence our behaviour. Thus we are more likely to vote for a certain political partyafter hearing the views of a respected family member, friend or colleague than after reading a newspaperor watching the news. Likewise, young people will see certain clothes as being fashionable because theirfriends wear them and not because they see them advertised on TV, or they will go and watch a movierecommended by their peers rather than one recommended by a movie critic, and so on. In this model,violence is a product of society rather than the media. People from a violent background are more likelyto take violent figures as their role model and so have a greater likelihood of being violent themselves. Tosummarise, the Opinion Leader theory claims that people are influenced more by the people around themthan by the media.

B 1 To conclude; 2 To summarise; 3 Thus; 4 Hence.

6 A A: In conclusion, there are four approaches to the influence of the media on behaviour.

B: The Behaviourist approach sees the media as having a direct influence on the individual, the CulturalEffects approach sees the media as influencing the general culture of society in the long term, the OpinionLeader approach suggests that individuals are influenced by other people rather than the media, while theAudience Selection approach claims that the individual is in control of the influence the media may haveon him.

C: Given the variety of individual personality types, it is quite probable that all four approaches have some

truth in them. B Yes. It gives the main points of the essay.




Unit 5

Grammar: The passive voice

SS can do these exercises in pairs/groups or whole class, or you can mix pair/group and

whole class work to add variety.

1 1 B; 2 A; 3 C; 4 D.

2 1 is; 2 was; 3 be; 4 been; 5 been; 6 being; 7 being; 8 being; 9 be; 10 be.

3 1 be imitated by; 2 was blamed for; 3 were then taken; 4 might be affected; 5 is determined by; 6 were toldthat.

4 1 is believed that; 2 has been suggested; 3 is being said.

5 1 not to have detonated; 2 to have been working; 3 to be hiding; 4 to have been injured; 5 to be wanted.

Workbook

1 1 is virtually denied; 2 is overemphasised; 3 so much money be spent on advertising?; 4 other factors areignored; 5 isn’t taken into account; 6 the outside world is not accurately reflected; 7 are motivated by.

2 1 you could get blown off course; 2 get injured; 3 to get killed; 4 get taken there; 5 get driven; 6 could getstolen.

3 For example: A link between films and violence has never been demonstrated. However, many experiments havebeen conducted. For example, in one experiment, two groups of children were shown two versions of a film inwhich a person was violent to a doll. In the first version, the person was punished, while in the second they werenot. The children were then allowed to play with the doll. However, only the group which had been shown theversion in which the violent person was punished were not violent to the doll. The conclusion is that childrenmight be affected by violence, but a definite link will probably never be proved.

C. Cases

Student’s Book

1-2 These are exam-type Use of English exercises. SS can do them individually and thencheck with those around them.

1 1 C; 2 A; 3 C; 4 B; 5 B; 6 C; 7 A; 8 A; 9 B; 10 B; 11 C; 12 A.

2 1 of; 2 played; 3 their; 4 one; 5 the; 6 where; 7 another; 8 the; 9 there; 10 for; 11 her; 12 a; 13 before; 14whose.

3 Ask SS, in their groups, to read the two cases, to note the link between the events andthe media, to brainstorm other explanations for the events and to form a conclusion inwhich they give their opinion.

Use the conclusions for class discussion.

Workbook

1 A 1 A, F, H; 2 B, E, I; 3 C, G; 4 D, J.

B 1 running/standing; 2 elected/re-elected; 3 referendum; 4 electorate; 5 fight; 6 elected; 7 voter; 8 election.

2 1 razvrgnuti brakovi; 2 u kvaru; 3 slomljenu nogu; 4 neprospavane noći; 5 uništen čovjek; 6 slomit ćeš joj srce;7 loš engleski

3 1 yet; 2 still; 3 still; 4 yet; 5 still; 6 still; 7 yet.




The Media

D. The Future - The Internet: Friend Or Foe?

Listening

1 This task practises listening for points of view. Refer SS to the instruction and give SS afew moments to read the sentences.

Play each speaker twice. Finally, allow SS to compare their answers with each other. Thengo through the answers. If there are disagreements, refer SS to the transcript.

1 D; 2 B; 3 E; 4 A; 5 C.

2 Use statements A-F for class discussion.

Writing

1 The aim of this task is to prepare SS for the writing task. Use it for a brainstorm. Note the

ideas on the board.2 The aim of this task is make sure that SS have enough material for the writing task. Refer

SS to the two lists to see if there is anything there that is not on the board. Continue thebrainstorm to see if any new ideas come up.

3 Ask SS to write the essay (you can use this as an opportunity for SS to practise writing inclass like at an exam). Tell SS to focus on essay structure.

When time is up, collect in the essays, put SS into groups, distribute the essays and askthe groups to select the best in terms of structure from those they receive. Get SS whowrote the selected essays to read them out.




UNIT 6 LIFE – AND THEN WHAT?

Overview

The developmental aim is that the students exchange thoughts about the issue of death.

Section A deals with changing attitudes to death.

Section B is a poem about the loss of a loved one.

Section C considers life after death, from the point of view of near-death experiences and religions.

Section D is a horror story about a murder.

Student’s Book

Speaking: discussion (A-D).

Listening: listening for lexis (B).

Reading: reading for main points and details (A-D).Writing: summary (A); register (C).

Function /Grammar : articles (A); simple vs. perfect (C).

Workbook

Vocabulary : associate, advance, attend ; words to do with hospitals, -ic /-ical ; word formation; contrast (A); types of‘author’ (B); collocations; word formation; phrasal verbs; deliver ; error correction (C); types of sound; word choice(D).

Grammar : articles (A); simple vs. perfect (C).

A. The Dance of Death

Student’s Book

Lead-inThe aim of the picture and the questions is to prepare SS for the reading text. Usethe questions for class conversation/discussion. There are no right answers to thequestions.

If you like, you can put the following phrases on the board:

I don’t know what the message is.

I’m not sure what the message is, but….

The message is probably that ….

Maybe

Perhaps

Possibly,

I suppose

I think

the message is that …

and ask SS to choose the appropriate construction for themselves. For example:

I’m not sure what the message is but maybe it’s to remind us that everybody dies.

Perhaps the message is that we should lead our lives with our death in mind.

I think the message is that everyone is equal. It doesn’t matter how rich or poor we are, death

comes to everyone.




Life – And Then What?

Reading

1 This is a skimming exercise and the article is short (332 words), so set a time limit of a

couple of minutes.

C. (Message A is not dealt with in the article. Message B is dealt with and is the main point of the second paragraph,but not of the article as a whole. Message C is the main point of paragraphs 3 and 4 and gains extra strength bybeing clearly mentioned in the concluding sentence.)

2 Ask SS to use the sentence starters to give their personal reaction to the text. Give SStime to reread the article and prepare their sentences. For example:

I was shocked to read that, 150 years ago, most people born into a working class or

agricultural society died before the age of 16.

What surprised me was that the introduction of sewage systems was more important than

medical advances in increasing life expectancy.

Ask a S to read out a sentence. Ask if others have written anything similar and get themto read out their sentences. Correct the sentences as appropriate. Move on to another Sand so on until interest fades.

Summary

1 Tell SS that they are going to practise summary skills. Remind them that, when they writea summary, they should first make notes and then turn the notes into text. Ask them touse the headings to make their notes. Set a time limit of 5-10 minutes.

2 Give SS 5-10 minutes to write their summary. Then you can either put SS into theirgroups to compare each other’s summaries and to choose one to read out, or you cancollect in the summaries, select what you think are the best and ask the authors to read

them out, and/or you can copy the summary below onto an OHT so SS can compare itwith their own.

For example:150 years ago, most people died before the age of 16 because of disease and malnutrition and also because of

infanticide and geronticide. Death was seen as a normal part of life, and religion saw death as the move from one formof life to another.

Today, due to sewage systems, better housing, better food and medical advances, people expect to live until theyare old. Death has been culturally isolated from life by the decline in religion and physically isolated from life byputting dying people into hospitals. (89 words)

Discussion

1 The aim of this is to draw SS; attention to the most frequent euphemisms for to die.

For example: they don’t want to shock or upset anyone by being too direct.

2 Use this for class discussion. If you like, you can ask questions like:How many deaths did you see on TV last night?Why are there so many programmes in which people are killed?Do you like to watch action films or murder mysteries? Why?




Unit 6

Workbook

1 A: 1 B; 2 C; 3 A. B: 1 B; 2 C; 3 A. C: 1 C; 2 B; 3 A.2 1 B; 2 D; 3 A; 4 C; 5 E; 6 I; 7 F; 8 G; 9 H.

3 A: 1 A; 2 B; 3 B; 4 A; 5 B; 6 A; 7 B; 8 A; 9 A; 10 B.

B: 1 B; 2 A; 3 A; 4 B; 5 B; 6 A; 7 A; 8 A; 9 B; 10 B; 11 A; 12 A; 13 B; 14 A; 15 B; 16 A; 17 B; 18 B.

4 1 survival; 2 survivors; 3 practise; 4 practical; 5 impractical; 6 expectancy; 7 expectations; 8 introduction; 9introductory; 10 advanced; 11 advances; 12 imagination; 13 imaginative; 14 unimaginable.

5 1 Unlike / As opposed to / In contrast to; 2 While / Whereas; 3 On the one hand, On the other hand; 4 while /whereas; 5 unlike / as opposed to / in contrast to; 6 however / in contrast / on the other hand.

Student’s Book

Grammar: Articles

SS can do this in groups or as individuals/pairs that check their answers with thosearound them.

1 Ø 1; 2 the 3B; 3 the 3E; 4 Ø 1; 5 the 3B; 6 the 3A; 7 Ø 1; 8 the 3D; 9 a 2; 10 The 3C.

Workbook

1 The 1997; 2 The award; 3 the Ø; 4 the Ø; 5 ü; 6ü; 7 the Ø; 8 the Ø; 9 ü; 10 an the;

11 a the; 12 the following; 13 ü.

B. Annabel Lee

Student’s Book

1 1 Ask SS to read the poem and guess the missing words. The aim of this task is to get SSto read through the poem and understand it at the level of vocabulary/grammar.

2 Listening: Play the recording so SS can check the missing words.

Lee, me / sea, Annabel Lee, me / sea, Annabel Lee, me, sea / me, sea, Annabel Lee / we, sea, Annabel Lee / dreams,Annabel Lee, eyes, Annabel Lee, side, sea, sea.

2-4 The aim of these tasks is to get SS to interpret the poem. Ask SS, in pairs/groups, todiscuss the questions and prepare to tell the rest of the class what they think. Ask themto prepare justifications for their conclusions.

Ask a pair/group for their opinions. Ask another pair/group whether they agree andwhy. There are no right answers, since the poem can be interpreted at different levels, soaccept any interpretation that SS can justify.

5-6 The aim of these tasks is to draw SS’ attention to stylistic features of the poem. SS cancontinue in their pairs/groups. The answer to 6.2 is a matter of opinion. It is also a matterof opinion as to why Poe decided on such repetition. One critic thinks it reflects therepetitious movements of someone rocking as they cry over a grave.





5 1 B

2 B, C (which also has assonance)

6 1 vocabulary : many and many; maiden; lived; child; with a love; In this kingdom by the sea; love; soul; Of thebeautiful Annabel Lee; darling.

structure: I was a child and she was a child; A wind blew out of a cloud; the wind came out of the cloud; But weloved with a love that was more than love, But our love it was stronger by far than the love; Of those who wereolder than we, Of many far wiser then we; For the moon never beams, And the stars never rise; In her sepulchre,In her tomb.

7 The aim of is tasks is to draw SS’ attention to the structure of the poem.

The first two stanzas fit in the first part; the next two in the second part; the last two in the third part.

8 This question can be done as a class discussion. Both answers can be justified. Love winsbecause it lasts beyond death; death wins because the poet is left mourning.

One can interpret the poem in the way that the poet finds comfort in that Annabel Lee isnot dead for him but continues living in his thoughts. If you like, you can:

• ask SS how they think people find comfort when a loved one dies;

• ask them if there is a similarity between the poet and people who visit graves or lightcandles to the dead.

9 Ask SS to write their opinion, either in class or at home. Then put SS into groups,distribute the writings, and ask the groups to choose which of the writings they wouldput into a literary magazine. Then the author can read out the one they selected.

Workbook

1 author; 2 essayist; 3 poet; 4 journalist; 5 columnist; 6 composer; 7 artist; 8 cartoonist.

C. To Be Continued

Student’s Book

Lead-in

Tell SS what NDE’s and OBE’s are and ask them what they know about them. Ask SS whatthey think about them.

Reading

1 This is a scanning exercise, so set a time limit of 2-3 minutes.

Typical elements: leaving the body, looking down at yourself, going through a tunnel, seeing a white light,experiencing a great feeling of well-being and returning to the body.

2 This is a close reading exercise that requires SS to relate the article to themselves. Ask SSto reread the article and note what they found most interesting and why. If you like, youcan ask SS to compare their responses with those around them before asking them fortheir responses.

3 This is also a close reading exercise, but since SS have already read the text closely, you

can set a time limit of 1-2 minutes.





Student’s Book

Writing: Register

1-2 SS can do these in pairs/groups.

1 1 F; 2 I; 3 I; 4 I; 5 F; 6 F; 7 F; 8 I; 9 F; 10 I; 11 F; 12 I; 13 F; 14 I.

2 1 A; 2 A; 3 B; 4 B; 5 A; 6 B; 7 A.

D. Literary Appreciation

Reading

This is a close reading activity of a fairly long (833 words) and difficult text. When SSfinish, they can check their answers with those around them who have also finished.

1 A (I then smiled gaily); 2 B; 3 C (A shriek had been heard by a neighbour); 4 A; 5 A; 6 C.

Discussion

These questions, and especially the first one, can be done whole class. Or you candistribute the questions to groups to discuss, using their reports as a springboard forclass discussion.

Workbook

1 1 B; 2 A; 3 C; 4 C; 5 B; 6 C; 7 A; 8 B.

2 1 A; 2 A; 3 B; 4 A; 5 B; 6 B; 7 A; 8 B; 9 B; 10 B; 11 B.

3 1 office worker; 2 official; 3 officer.




UNIT 7 ANYONE FOR THE QUIET LIFE?

Overview Section A presents a theory that we should deal with stress by going in for stress-related activities.Section B presents some extreme sports and looks at how the body reacts to stress.Section C looks at various sports from the point of view of safety.

Student’s BookSpeaking: discussion (A-C); giving a speech (B).Listening: listening for detail in a technical text (A).Reading: reading for detail (A-C); reading for textual cohesion (A).Writing: ‘for and against’essay (C).Function /Grammar : participle clauses; continuous vs. perfect continuous (A); addition (B).

WorkbookVocabulary : phrases with blow ; words to do with walking; get + preposition; collocations (A); word formation; phrasalverbs (B); figures; phrases with hand (C).Grammar : participle clauses; continuous vs. perfect continuous (A).Function: addition (A).Writing: error correction (C).

A. Stress Management – What’s The Key?

Student’s Book

Lead-inThese questions can be used either for class conversation/discussion or for discussion ingroups that report back.

If you do them whole class, you can start with a brainstorm of what SS find stressful,noting the results on the board. This will also show which are the most frequent. Discusswhich are the most stressful and what SS can do about them. Finally, brainstorm ways inwhich SS can relax. Then discuss why these activities help them relax.

Reading

1 This task requires SS to find the presence of specific information and then to understandthe speaker’s attitude towards it.

B, E, F.

2 This task requires SS to understand the main idea of the text.

C.

3 This practises awareness of textual cohesion.

1 J; 2 F; 3 H; 4 B; 5 G; 6 I; 7 K; 8 A; 9 E; 10 C.

Vocabulary

This is a vocabulary clarification exercise and can be done whole class.




Anyone For The Quiet Life?

1 looming; 2 unwind; 3 scaled; 4 confronting; 5 play-offs.

DiscussionThe aim of this discussion is to give SS the opportunity to express their personal opinionson Alison Shield’s theory. It can be done whole class.

Workbook

1 A: 1 E; 2 F; 3 D; 4 A; 5 C; 6 G; 7 B.

B: 1 blowing hot and cold; 2 blow your mind; 3 blew her/them/us/him a kiss; 4 blew a fuse; 5 blowing his owntrumpet; 6 blown out of all proportion; 7 to blow your nose.

2 1 B; 2 A; 3 A; 4 B; 5 A; 6 B; 7 A; 8 A.

3 A: 1 out of; 2 by; 3 along; 4 away; 5 across; 6 at; 7 over; 8 at.

B: 1 gets on my nerves; 2 get out of hand; 3 get down to business; 4 gets away with murder; 5 get it off yourchest; 6 get the hang of it.

C: For example: 1 Njoj se sve oprašta. 2 Pređimo na posao. 3 Ne mogu shvatiti kako se radi. 4 Reci mi, bit će tilakše. 5 Ide mi na živce. 6 Situacija se izmakla kontroli.

4 risk.

Student’s Book

Grammar 1: Participle clauses

This can be done in pairs/groups.

B Having seen 3; C jumping high above the defenders 4; D standing over there 1; E jumping out of the plane 2.

Workbook

1 1 Having finished my homework; 2 Hoping to save time; 3 Feeling tired; 4 Knowing the answer; 5 Having foundthe hotel; 6 Suspected of corruption.

2 1A having been achieved; 1B achieved the goal; 2 seeing him arrive; 3A studying at Cambridge; 3B living in acommune; 4A passing the exam; 4B passed the exam; 4C Passing the exam.

Student’s Book

Grammar 2: Continuous vs. perfect continuous

This can be done in pairs/groups.

1 1 D H; 2 B K; 3 F G; 4 C J; 5 A I; 6 E L.

2 1 are travelling; 2 were travelling; 3 had been travelling; 4 have been travelling; 5 will have been travelling; 6will be travelling / am travelling.




Unit 7

Workbook

1 1 ’ll do; 2 ’ll be doing; 3 ’ll have been doing; 4 studies; 5 is studying; 6 has been studying; 7 lived; 8 was living;9 had been living.

2 For example: 1 He had been partying all night. 2 He had been mixing his drinks. 3 She had been having anargument with her boyfriend. 4 They had been playing football.

3 1 I’m I’ve been; 2 was lying lay; 3 was had been (waiting); 4 ü; 5 slept were sleeping; 6 You’re You’ve been;7 stand be standing; 8 be have been (driving).

B. Extreme Sports

Student’s Book

ReadingThis exercise practises reading for detail.

1 A; 2 C; 3 B; 4 C; 5 B; 6 A; 7 A.

Discussion

These questions can be done whole class, or you can ask SS to answer them in theirgroups and to report to the class, with each group providing an example of a time whensomeone in their group took a risk.

Workbook1 1 importance; 2 anxious; 3 relieved; 4 inexperienced; 5 unaware; 6 awareness; 7 unsafe; 8 safety; 9 illegal; 10

legality; 11 unsupervised; 12 supervision.

2 1 pointed out; 2 thought up / dreamed up; 3 take up; 4 blown down; 5 thought up / dreamed up.

Student’s Book

Function: Addition

SS can do these in pairs/groups. Check the answers to task 1 before going on to task 2.

1 A: 1 A; 2 B. B: 1 A; 2 C; 3 D; 4 B.

C: 1 B, F, G; 2 A; 3 D; 4 C, E.

2 1 both; 2 Not only; 3 also; 4 either; 5 or; 6 Neither; 7 nor; 8 both; 9 Moreover / In addition / Furthermore /What’s more / Also; 10 not only; 11 as well / too.

Workbook

For example: 1 not only; 2 but also; 3 also; 4 neither; 5 nor; 6 In addition; 7 Furthermore; 8 as well.




Unit 7

Student’s Book

Writing: ‘For and against’ essay

1 This task focuses on linking words and phrases that give textual cohesion. SS can do itindividually or in pairs/groups.

1 The first; 2 while / whereas; 3 The second; 4 However / On the other hand; 5 First / First of all / Firstly; 6 as /since / because; 7 In addition / Moreover / Furthermore; 8 so; 9 For example / For instance; 10 To conclude / Inconclusion; 11 both.

2 This task focuses on essay structure and can be done whole class.

2a: topic sentence - yes - There are two main arguments for a ban... there are arguments against a ban, and these are

also moral and medical.

2b: supporting argument - yes - medical and moral (both paras)2c: evidence - yes - Michael Watson was left in a coma … Johnny Owen, lost his life (para 2 medical) … it is immoral to

watch two people causing each other extreme harm for entertainment (para 2 moral); an attack on the freedom of

the individual (para 3 moral) … A ban might lead to illegal, unsupervised fights where the boxers’ health would be at

even greater risk. (para 3 medical)

3a: restatement of the thesis – yes - a ban on boxing

3b: restatement of the main points of the body – yes - there are moral and medical reasons both in support of and

against

3c: concluding statement - yes - This is clearly a question with no easy answer .

3 See 4.7.2 Writing in the Introduction.

It might be a good idea for SS to write the essay in class to give them practise in writingan essay in circumstances similar to when they take the school-leaving exam.

If you like, you can tell SS that, when looking at the essays, you will focus on linkingwords and phrases and then give feedback on this aspect of essay writing, or you can tellthem you’ll focus just on essay structure.

You can collect the essays, put SS into groups, distribute the essays and ask the groupsto choose which essay they would put in a booklet about free-time activities. Then thepeople who wrote the selected essays can read them out to the class

You can also use the topic for a class debate.




UNIT 8 LEARNING

Overview

The development aim is that the students think critically about their learning processes.

Section A deals with the classical conditioning theory.

Section B deals with the operant conditioning theory.

Section C deals with the social learning theory.

Section D raises the issue of multiple intelligences and their influence on how we learn.

Student’s Book

Speaking: discussion (A-D); giving a speech (D).

Listening: listening for the main points and details of a lecture (A).

Reading: reading for details (B); reading for note-taking (C).Writing: ‘compare and contrast’ essay (C).

Function /Grammar : conditionals (present/future) (A); concession (C).

Workbook

Vocabulary : words to do with learning; word formation; prepositions (A); types of hit; in/into; get + preposition;collocations (B); as; adjective + preposition; verb + preposition; take + preposition; error correction (C).

Grammar : conditionals (present/future) (A).

Function: concession (C).

A. Classical Conditioning

Student’s Book

Lead-in

The aim of the lead-in is to draw SS attention to the various meanings of to learn and toset the context for the content of the rest of the Unit.

Activity 1 can be done as a short whole-class opener.

Activity 2 can first be done in pairs and then whole class. Accept any answer that can be justified.

2 1 B; 2 C; 3 A; 4 D; 5 C; 6 E; 7 E; 8 C; 9 B; 10 A.

Listening

1 This task practises listening for the main points of a lecture.

Play the recording once, get SS to check with each other, check what SS answered andthen, according to how successful SS have been, either play the recording a second timeor ask SS to check their answers at the same time as they do the second listening task.

1 A; 2 E; 3 F; 4 D; 5 A; 6 B; 7 C.

2 This task practises listening for details of a lecture. If there is disagreement about theanswers, refer SS to the transcript.




Unit 8

1 B; 2 D; 3 A; 4 C; 5 A; 6 C.

3 Put SS into pairs/groups to work out how they would explain the pictures. Then ask twoor three pairs/groups to explain the pictures to the class. Either correct any mistakes onthe spot or note the mistakes and correct them when each S finishes.

Gap-fill

This practises an exam-type exercise. SS can do it individually, in pairs/groups or whole class.

1 C (A and C do not collocate with advantage of . However, you can have an advantage in that … Also, something cangive you an advantage.)

2 C (goods is a general term for all types of products and is used in the context of goods and services, household

goods, consumer goods, duty-free goods, a goods train; produce refers to things grown on the land, as inagricultural produce.)

3 C (A and B do not collocate with emotions and feelings, which can be pleasant or unpleasant .)

4 C (the strongest collocation)

5 B (A is more for describing females and C is more for describing males.)

6 A (B would occur in contexts like it produced the desired effect ; C refers to someone being looked for by the police.)

7 B (A does not have the intensity of feeling that goes with family violence; C occurs in phrases like give someone a

fright , get/have a fright and take fright .)

8 B (because of the preposition to; A is followed by about and C by in.)

9 B (A refers to ways of thinking rather than ways of feeling; C refers to something that is unfair or stupid.)

DiscussionThese questions are for whole-class discussion to round off the section.

The first question, Can you think of ways in which advertisers try to influence our behaviour

through association? , is a brainstorm activity. You can follow this with a discussion ofadvertising.

The second question is also a brainstorm activity. After the brainstorm, each item can bediscussed

Workbook

1 1 A; 2 A; 3 A; 4 B; 5 B; 6 A; 7 A; 8 B.

2 1 responsive; 2 response; 3 behaved; 4 misbehaviour; 5 provocative; 6 provocation; 7 conclusion;8 conclusive; 9 association; 10 associate; 11 advertising; 12 advert / advertisement / ad.

3 1 A; 2 A; 3 A; 4 A; 5 B; 6 A; 7 B; 8 A; 9 A; 10 A; 11 B; 12 B.

Student’s Book

Grammar: Conditionals (present/future)

SS can do these in pairs/groups.




Learning

1 1 A; 2 B; 3 A; 4 B; 5 A; 6 B.2 1 B; 2 C; 3 B; 4 A; 5 B.

3 1 E; 2 C; 3 A; 4 B; 5 D.4 can A; could A B; may A; might A B; will A; would B.5 if A D; unless B C.6 1 pushes; 2 practise; 3 would take; 4 had.7 1 if you were to see; 2 Were the public to find out.

Workbook

1 1 you’ll you; 2 haven’t have / unless if; 3 ü; 4 I I’ll; 5 were have been; 6 arrive have arrived; 7 you’re youwere; 8 would go went; 9 ü; 10ü.

2 1 ’ll be; 2 don’t hurry; 3 would tell; 4 knew; 5 won’t do; 6 don’t want; 7 would go; 8 weren’t / wasn’t.

B. Operant Conditioning

Student’s Book

Reading

This task requires close understanding of a technical text. The text is short (235 words)but the task requires interpretation of the text, so give SS two or three minutes. When SSfinish, they can compare their answers with each other.

positive reinforcer: D, E; negative reinforcer: A, F; positive punisher: C, H; negative punisher: B, G.

Discussion

You can either discuss these questions whole-class, but giving SS time to think aboutthem before discussing them, or you can put SS into groups to discuss one or morequestions and to report beck to the class, and then use their reports for class discussion..

Workbook

1 1 D; 2 E; 3 C; 4 B; 5 A.

2 1 in; 2 into; 3 in; 4 into; 5 into; 6 in; 7 into; 8 into.

C. Social Learning

Student’s Book

Reading

1 This task practises reading for note-taking. The text is short (367 words) but the taskrequires close reading and the transfer of text to notes, so give SS four or five minutes.When SS finish, they can compare their answers with each other.

Then you can either ask SS what they put for each note and see if others have anythingdifferent or you can put the example notes on an OHT for SS to check themselves.




Unit 8

For example:

Who we imitate:

1. models who we like, admire or respect2. people who are similar to us

What influences the extent to which we imitate:

1. our selection of models

2. our judgements about the behaviour of the models

3. our expectations of the consequences of behaviour

4. our belief that we are capable of performing the act.

The relationship between the learner and the environment :

the environment determines our behaviour but our behaviour also determines the environment.

The major difference between social learning and conditioning:

social learning gives us a certain amount of free will.

2A This is a good opportunity for SS to practise summary writing. Remind them that, whenwriting a summary, you first write notes and then transform the notes into text. SS cando the summary individually (set a time limit of up to ten minutes) and then comparetheir summaries in groups.

Finally, you can ask the groups to select the summary that one of them will read tothe class, or you can collect in the summaries for checking, select the best and ask theauthors to read them to the class, and/or you can put the example summary on an OHTfor SS to check themselves.

Example summary :According to Bandura’s theory of social learning, we tend to imitate models who we like, admire or respect or whoare similar to us. The extent to which we imitate depends on our selection of models, our judgements about theirbehaviour, our expectations of the consequences of such behaviour and our belief that we are able to behavein this way. For Bandura, while the environment determines our behaviour, our behaviour also determines theenvironment. Thus, in contrast to conditioning theory, social learning gives us a certain amount of free will. (91words).

2B If you don’t want SS to write summaries, you can ask them to use the notes to explainsocial learning, which requires SS to transform the notes into connected speech and alsorecycles the vocabulary in the text.

SS can practise explaining the theory in pairs/groups, and then you can ask one or two

SS to explain the theory to the class.

DiscussionYou can discuss these questions whole-class.




Learning

Workbook

1 1 C; 2 G; 3 A; 4 H; 5 I; 6 F; 7 D; 8 J; 9 B; 10 E.2 1 for; 2 to; 3 about/over; 4 with/at; 5 to; 6 at; 7 of; 8 for; 9 in; 10 for; 11 on; 12 for.

3 1 of; 2 for; 3 of; 4 for; 5 in; 6 on; 7 with; 8 for; 9 on; 10 of; 11 in; 12 to.

4 A: 1 off; 2 down; 3 after; 4 back; 5 away from; 6 in; 7 up; 8 on.

B: 1 in; 2 of; 3 away; 4 for; 5 of; 6 in; 7 into; 8 of.

5 1 make conduct/perform/carry out/do; 2 with on; 3 of Ø; 4 with by; 5 include enclose; 6 a rewardan award; 7 about of; 8 in about.

Student’s Book

Function: Concession

SS can do these exercises in pairs/groups.

1 1 E; 2 B, C; 3 A, D.

2 For example: 1 Despite; 2 However; 3 in spite of; 4 although; 5 though; 6 Even though.

Workbook

For example: 1 even though; 2 despite; 3 Nevertheless; 4 Although; 5 In spite of; 6 Even so.

Student’s BookWriting: Compare and Contrast Essay

1 This task draws SS’ attention to the use of appropriate linking words and phrases. SS cando it in pairs/groups.

1 C; 2 G; 3 D; 4 B; 5 I; 6 F; 7 A; 8 E; 9 H.

2 This task draws SS’ attention to the structure of a typical ‘compare and contrast’ essay.

1 D; 2 B; 3 A; 4 C.

3 It might be a good idea for SS to write the essay in class to give them practise in writingan essay in circumstances similar to when they take the school-leaving exam.

If you like, you can tell SS that, when looking at the essays, you will focus on linkingwords and phrases and then give feedback on this aspect of essay writing, or you can tellthem you’ll focus just on essay structure.

You can collect the essays, put SS into groups, distribute the essays and ask the groupsto choose which essay they think would get the best mark in the exam. Then the peoplewho wrote the selected essays can read them out to the class.




Unit 8

For example:

Learning is a survival skill. But how do we do it? There have been several attempts to explain how we learn. This

essay will compare and contrast three of them: classical conditioning, operant conditioning, and social learning.Classical conditioning emphasises the effect of the environment on learning. According to this theory, outside

factors have the most important role in determining behaviour. By ringing a bell before feeding, Pavlov was able tomake a dog salivate whenever it heard the bell. The dog had learned from its environment.

Like classical conditioning, operant conditioning also sees learning as being determined by external factors.According to Skinner, learning is a process of trial and error. If we do something and it has a pleasant result, thisbehaviour is reinforced. If the effect is unpleasant, then we stop the behaviour.

Social learning theory also recognises the effect of the environment on how we learn. However, unlike conditioning,it sees humans as being guided by internal factors, too. According to Bandura, we also learn from observing andimitating. In doing this, however, we don’t just copy everything that we see. In contrast to conditioning, we useinternal factors to select what we will imitate. For example, was the person we want to imitate rewarded for their

behaviour? In this way we can influence the environment rather than the environment only influencing us.To conclude, all three theories agree that the environment has an important effect on how and what we learn.However, unlike conditioning, social learning also sees people as having free will and being able to select what theylearn. The more complex explanation of social learning and conditioning jointly determining our behaviour wouldappear to offer the best account of how we learn.

(290 words)

D. Multiple Intelligences

Student’s Book

SS give the activities a mark, add up their scores and find out about their learning styles.They can do 1-3 individually and then compare their answers in pairs/groups.

Discussion

Put SS into groups to discuss the questions. Ask the groups to prepare a short summaryof their opinions. Then ask the groups to report to the class. Use the reports for classdiscussion.

Workbook

This is an additional exercise on multiple intelligence that SS can do for fun or ifinterested. If SS want to do it, you can put SS into groups to find out if there is acorrelation between the results of the two tests and to report their conclusions to the

class. You can use the reports for class discussion.




Learning


These exercises revise elements of the previous 4 units while giving SS practise in doing

types of Use of English tasks commonly found in exams.You can use these tasks together as a mini-test or you can use them separately as fillersduring later lessons. There are photocopiable Answer Sheets at the back of this book, aswell as photocopiable answers if you want SS to check themselves or each other.


1 1 on foreign affairs; 2 to what extent / the extent to which; 3 media coverage of; 4 had a huge impact;5 is being held; 6 go on with; 7 face up to; 8 what is more; 9 take advantage of; 10 Unless they do something;11 in contrast to; 12 In spite of.

2 1 c; 2 b; 3 a; 4 b; 5 a; 6 b; 7 d; 8 c; 9 b; 10 a.

3 1 that; 2 such; 3ü

; 4 any; 5 like; 6ü

; 7 yet; 8 that; 9 how; 10 as; 11ü

; 12 to; 13ü

; 14 which; 15ü

.




UNIT 9 WHO DUNNIT?

Overview

Section A presents cases where people have pretended to be different from who they are or who have tried to foolthe public into believing something that isn’t true.

Sections B and C concern a dispute as to who wrote Shakespeare’s plays.

Section D presents a famous speech from Shakespeare’s Rome and Juliet, a poem by Emily Dickinson and an extractfrom The Importance of Being Ernest that are about the relative importance of one’s name.

Student’s Book

Speaking: discussion (A-C).

Listening: listening for details in an interview (C).

Reading: reading for details (A); reading for textual cohesion (B); interpreting poems (D).Writing: an article (C).

Function /Grammar : existential sentences (C); speculating about the past (third conditional) (C).

Workbook

Vocabulary : word formation; word choice; prepositions; phrasal verbs (A); types of name; collocations; word choice (B).

Grammar : existential sentences (C).

Function: speculating about the past (third conditional) (C).

A. They’re Not What They Appear To Be

Student’s Book

Lead-in

1 This is for short class conversation/discussion to focus SS on the topic of this section.

2 The aim of this activity is to clarify vocabulary. If SS can think of examples, that’s fine; ifthey can’t, it doesn’t matter.

Note: With reference to the title of the Unit, a Who Dunnit (standing for “Who doneit?”, which is a Cockney way of saying: “Who did it?”) is a story, usually a crime story,concerned with finding out who did something.

Reading

The aim of this task is to practise reading for details. The texts are short (500 words total),so set a time limit of two or three minutes. As SS finish, they can compare their answerswith each other.

1 D; 2 A; 3 D; 4 D; 5 C.

Vocabulary

1 B; 2 A; 3 B; 4 B; 5 A.




Who Dunnit?

Discussion

You can either do these whole-class or get SS to discuss them in their groups first and

then use their reports for class discussion.Gap-fill

This practises an exam-type exercise. SS can do it individually and then compare theiranswers in pairs/groups.

1 were; 2 to; 3 had; 4 a; 5 the; 6 that; 7 order; 8 as; 9 on; 10 for.

Workbook

1 1 descended; 2 descent; 3 descendant; 4 descends; 5 authenticated; 6 authentic; 7 authenticity;

8 authenticated; 9 celebrity; 10 celebrated; 11 celebrated; 12 celebrations.2 1 B ; 2 A; 3 B; 4 B; 5 A.

3 1 of; 2 as; 3 at; 4 on; 5 at; 6 in; 7 at; 8 to.

4 1 came; 2 rule; 3 stay; 4 worked; 5 drag; 6 carry; 7 turned; 8 ran; 9 set; 10 pointed.

B. What’s In A Name

Student’s Book

Reading

1 The aim of this task is to practise reading for reading for textual organisation. The text isfairly long (744 words) and the task requires close reading, so give SS several minutes todo the task.

1 D; 2 C; 3 A; 4 G; 5 E; 6 B.

2 This is also a close-reading task. When going through the answers, ask SS to read out thepart of the article that justifies their answer.

The answer is F.

A is given: there is no evidence whatsoever of Shakespeare having attended any university or even Stratford Grammar

School (lines 11-14); De Vere was a brilliant classics and foreign languages student (lines 48-49).

B is given: De Vere travelled widely in Italy (lines 53-54); there is no evidence at all linking Shakespeare with foreign

travel (lines 18-19).

C is given: De Vere was a courtier (line 56); Shakespeare was no courtier (lines 23-24).

D is given: Shakespeare’s death is simply recorded as “William Shakespere” (lines 31-33).

E is given: Maybe Shakespeare couldn’t even write his own name (lines 36-38).

F is not given: Although Eastman says: They don’t rule out the possibility that they could have been written earlier(lines 95-96), he doesn’t suggest there is evidence to prove this – he is merely speculating.

Vocabulary

1 C; 2 F; 3 B; 4 G; 5 E; 6 A; 7 D.




Unit 9

Discussion

Refer SS to arguments A-E in Reading Exercise 2 and to think of counter-arguments. If

you like, you can first put SS into pairs/groups to brainstorm counter-arguments.

Workbook

1 A: 1 Margaret; 2 Margaret; 3 Margaret Mary; 4 Stevens; 5 Chase; 6 Mary; 7 Stevens; 8 Stevens; 9 M.M.(S.);10 Ms/Mrs.

B: 1 Ruben Trimble; 2 Tony Blair; 3 Satchmo / Billy the Kid; 4 Billy; 5 Ellis Bell; 6 Brad Pitt.

2 evidence.

3 A: 1, 3, 7, 5, 2, 9, 8, 6, 4, 10.

B: 1 make sense; 2 attract attention; 3 Theatre Company; 4 first-hand knowledge; 5 qualify as a doctor.

4 1 B; 2 A; 3 A; 4 B; 5 B; 6 B; 7 A; 8 A.

C. The Stratfordian

Student’s Book

Listening

Give SS time to read through the questions and the options. Play the recording twice.Finally, if there are disagreements or uncertainties about the answers, refer SS to thetranscript.

1 C; 2 C; 3 A; 4 B; 5 C; 6 B.

Discussion

These questions can be done whole-class.

Grammar: Existential sentences

Student’s Book

SS can do this in groups or in individuals/pairs that check their answers with thosearound them.

1 1 C; 2 A; 3 B.2 1 is at least one university which/that; 2 are five years or so of Shakespeare’s early life which/that; 3 is no

evidence; 4 are many factors that determine; 5 is nothing (that) they can do.

Workbook

1 are school rules; 2 was a consumer boom; 3 were many people who/that thought; 4 are parts of his story that; 5must be something wrong; 6 are three options (that) we can choose from; 7 is someone on the phone for you;8 were some people there who/that didn’t understand; 9 is no need to do this / isn’t any need to do this; 10 hasbeen a sharp increase.




Who Dunnit?

Function: Speculating about the past

Student’s Book


1 1 A; 2 B; 3 B; 4 A.

2 1 must; 2 couldn’t, can’t; 3 may, might, could; 4 may not, might not; 5 would. Mustn’t doesn’t fit.


3 1 B; 2 A; 3 B; 4 A.

4 1 B; 2 A; 3 A; 4 B.

5-6 SS can do this in pairs/groups.

5 1 would have taken; 2 would expect; 3 would be; 4 would have learned/learnt.

6 1 Had they gone; 2 had they been; 3 Had the fire-fighters not arrived.

Workbook

1 1 would not have done; 2 had come; 3 had not left; 4 would have happened; 5 had not helped; 6 had beenlooking / had looked.

2 1 had not gone, would not have met; 2 would have gone, had known; 3 would have survived, had not decided;4 had not found, would have run out, would have had to.

3 1 Bila/bio bih ti pomogla/pomogao da si me pitala. 2 Ne bih bila došla/došao da mi nisi rekla . 3 Stigli bi ranijeda se nismo izgubili. 4 Bila/bio bih kupio/la cipele da sam imao/la novac.

4 1 could have done; 2 would never have told; 3 had known; 4 are; 5 could live; 6 would probably make;7 doesn’t come; 8 will have to; 9 wouldn’t go; 10 paid.

5 For example: 1 Their team must have won. 2 He must have mixed his drinks. 3 He must have been in a fight.4 She must have had an argument with her boyfriend.

Student’s Book

Writing: An article


You can collect the articles, put SS into groups, distribute the articles and ask the groupsto choose which one they think would get the best mark in the exam (you can hand outcriteria and standards to guide them in their decision). Then the people who wrote theselected articles can read them out to the class.

D. Literary Appreciation

D1 Juliet’s ‘balcony speech’ from Romeo and Juliet

1 The aim of this task is for SS to read through the poem and extract its main point.

C.




Unit 9

2-4 You can do these tasks separately, each time giving SS time to read through thepoem again and getting them to compare their ideas in pairs/groups before givingtheir answers. Or you can put SS into pairs/groups to work through the three tasks

and prepare to report their answers. Accept any answer that SS can justify.

2 For example: She’s in love with him (that dear perfection which he owns, take all myself , she’s willing to give up hername if he swears his love to her).

3 For example: She’s frustrated because she and Romeo can’t be together because of the quarrel between theirfamilies. That’s why she wants Romeo to give up his family name (deny thy father and refuse they name, be some

other name, doff thy name).

4 For example: If he changes his name, he won’t have the name of an enemy; the person is important, not thename; he’d be just the same person if he had a different name.

D2 A poem by Emily Dickinson

Give SS time to read the poem and, in pairs/groups, to find similarities and differencesbetween the view on names in the poem and in Juliet’s speech. Then get SS to exchangetheir views whole-class. Accept any views that SS can justify.

For example:

Similarities: both Juliet and Emily focus on names; neither of them wants a name (I’ll no longer be a Capulet; how

dreary to be somebody ); both want to be left alone to carry on their private lives

Differences: Juliet has a name and doesn’t want it; Emily doesn’t have a name (I’m nobody ) and doesn’t want one.Emily despises people with names (they’re like frogs), but Juliet is against her name only because of the problemit causes. Emily is against having a name because of her approach to life, but Juliet wouldn’t have a problem withher name if she hadn’t fallen in love with a Capulet.

D3 An extract from The Importance of Being Ernest

Give SS time to read the extract (if you like, you can have SS play the parts of Jack andGwendolen) and, in pairs/groups, to compare Gwendolen’s attitude to names with theattitudes of Juliet and Emily Dickinson. Then get SS to exchange their views whole-class.Accept any views that SS can justify.

For example:

For both Juliet and Emily, the person is more important than the name, but for Gwendolen, the name is moreimportant than the person. Juliet is in love with Romeo but wishes he would change his name. Gwendolen is in lovewith the name and couldn’t love Jack if she didn’t think his name was Ernest.




UNIT 10 GENDER ISSUES

Overview The developmental aim is that the students think critically about gender differences in education, health and socialroles.

Section A deals with differences between boys and girls concerning success in various school subjects.

Section B concerns gender differences in physical and mental health.

Section C considers gender roles in the family.

Section D raises the issue of family values.

Student’s Book

Speaking: discussion (A-D); giving a speech (D).

Listening: listening for main points in an interview (B).Reading: reading for main points and details (A).

Writing: ‘cause and effect’ essay (B).

Function /Grammar : cause and affect (A).

Workbook

Vocabulary : linking words (describing graphs); collocations; prepositions; word formation; problem prefixes; raise,rise (A); collocations; put + preposition; word formation; reporting (B).

Grammar : if -clauses (B).

Function: cause and effect (A).

A. Gender And Achievement in Education

Student’s Book

Lead-in

1 Tell SS that they are going to consider differences between boys and girls concerningachievement at school and ask them who they think does better in each of the subjectsmentioned.

The aim of this activity is just to focus SS on the topic and to get their opinions. There isno need to get into a discussion of the reasons for any differences since this comes up inactivity 3. However, if such a discussion arises naturally, you can follow it up if you like.

2 Tell SS that they are now going to see what the differences are in Britain. Refer SS to thegraph and the gapped sentences and ask them to complete the sentences.

1 Girls; 2 Boys; 3 Girls; 4 Boys; 5 Girls.

3 Use the questions for class discussion.

4 Tell SS that they are now going to consider differences between males and femalesconcerning achievement at university and ask them whether they think males orfemales are more likely to study each of the groups of subjects mentioned. Finally askwhether males or females are more likely to study at university.

The aim of this activity is just to focus SS on the topic and to get their opinions. There is

no need to get into a discussion of the reasons for any differences since this comes up inactivity 6. However, if such a discussion arises naturally, you can follow it up if you like.




Unit 10

5 Tell SS that they are now going to see what the differences are in Britain. Refer SS to thegraph and the gapped sentences and ask them to complete the sentences.

1 female; 2 male; 3 female; 4 male; 5 female.

6 Use the questions for class discussion.

Reading

Ask SS to read the extract and to match the parts with the headings.

1 C; 2 E; 3 I; 4 F; 5 G; 6 A.

Vocabulary

The aim of this is to clarify certain vocabulary items. You can do this whole-class. If youlike, you can ask SS to read out the sentences in which the words occur.

1 raise; 2 foster; 3 exert; 4 adopt; 5 inculcate; 6 pursue.

Discussion

1 Put SS into groups and give each group one of the parts of the extract to discuss and toprepare to report their response, together with reasons and examples. Use the reportsas a basis for class discussion.

2-6 Put SS into groups and give each group one of the questions to discuss and to prepare toreport their response, together with reasons and examples. Use the reports as a basis for

class discussion.Workbook

1 1 while / whereas; 2 on the other hand / however / in contrast; 3 while / whereas; 4 On the other hand /However / In contrast; 5 In conclusion / To conclude; 6 while / whereas; 7 However.

2 1 In addition / Moreover; 2 On the other hand / However / In contrast; 3 In addition / Moreover; 4 Overall /Finally; 5 In conclusion / To conclude; 6 so.

3 1 B; 2 C; 3 C; 4 B; 5 B; 6 C; 7 B.

4 children: abuse, educate, look after, spoil; energy : consume, generate, transform, waste; interest : arouse, lose,pursue, show; pressure: apply, be under, build up, relieve; values: believe in, defend, form, take on.

5 1 A; 2 A; 3 C; 4 A; 5 B; 6 B; 7 C; 8 B; 9 B; 10 A.6 1 interests; 2 uninteresting; 3 interested; 4 pressured; 5 pressure; 6 adopted; 7 Adoption; 8 adopting;

9 demonstration; 10 demonstrates; 11 demonstrative; 12 education; 13 educational; 14 educated.

7 A: impractical; irrational; uncaring; incomplete; unrealistic; insensitive.

B: 1 B; 2 B; 3 B; 4 B; 5 A.

C: 1 C; 2 F; 3 E; 4 B; 5 A; 6 D.

D: 1 disinterested; 2 invaluable; 3 indifferent; 4 insensible; 5 involuntary; 6 infamous.

8 1 D; 2 C; 3 A; 4 H; 5 F; 6 G; 7 B; 8 E.

9 1 D; 2 B; 3 A; 4 B; 5 C.

10 1 to raise; 2 have risen; 3 raise(s); 4 rose; 5 to raise; 6 risen.




Gender Issues

Function: Cause and effect

Student’s Book

1-2 SS can do these in pairs/groups. Check the answers before going on to task 3.

1 1 C; 2 B; 3 A.

2 1 B; 2 A; 3 C.

3 SS can do these in pairs/groups.

3 For example: 1 result from; 2 with the result that; 3 Consequently; 4 result in; 5 Since; 6 due to.

4 Use this for class discussion.

Workbook

For example: 1 As a consequence; 2 result from; 3 leads to; 4 due to; 5 with the result that; 6 Since.

B. Health Differences Between Men And Women

Student’s Book

Listening

Refer SS to the statements and give them time to read through them. Deal with anyvocabulary questions. Then play the recording twice. If there are disagreements oruncertainties, leave them until after the Vocabulary exercise.

1 T; 2 T; 3 F; 4 F; 5 F; 6 F; 7 F; 8 T.

Vocabulary

Refer SS to the two columns and give SS, in pairs/groups, time to read through them andguess what the missing words are. If you like, you can go through their suggestions as towhat the words are before playing the recording.

Play the recording once. If you like, you can tell SS to ask you to stop the recording asnecessary so they have time to write the words, or you can stop the recording yourself tocheck that they have got the right word. Finally, SS can check their answers against thetranscript.

1 inconclusive; 2 whatever; 3 tend; 4 likelihood; 5 prominent; 6 circulatory; 7 likely; 8 account; 9 expectancy;10 premature; 11 incidence; 12 face; 13 solitary; 14 Likewise.

Poster presentation

Give each group a piece of A3 paper. Refer SS to the instructions in their book andtell them that, when they present the poster to the class, they will need to provide anexplanation. Set what you think would be an appropriate time limit for the groups toproduce their poster and prepare their explanations.

After each presentation, you can use the explanations as a basis for class discussion.




Unit 10

Workbook

1 illness: brief, critical, mental, serious, terminal; disease: Alzheimer’s, circulatory, contagious, kidney, sexually-transmitted.

2 to be/feel : depressed, ill; to suffer from: rheumatism, deafness, arthritis; to have: a cold, an earache, a temperature.

3 1 married; 2 coeducational / coed; 3 double; 4 return; 5 double.

4 1 off/back; 2 on; 3 off; 4 on; 5 out; 6 on; 7 off; 8 up.

5 1 caught; 2 powerful; 3 fought; 4 darkness; 5 weighing; 6 swollen; 7 shown; 8 beaten.

6 1 E; 2 A; 3 J; 4 G; 5 D; 6 B; 7 I; 8 F; 9 C; 10 H.

C. Gender Roles In Marriage

Student’s Book1 Tell SS that they are going to consider the family responsibilities of men and women and

ask them who they think is more responsible in each of the areas mentioned.

The aim of this activity is just to focus SS on the topic and to get their opinions. There isno need to get into a discussion of the reasons for any differences since this comes up inactivity 3. However, if such a discussion arises naturally, you can follow it up if you like.

2 Refer SS to the table and go through each item, asking SS if the data reflect the situationin Croatia.

3 Use these questions for class discussion.

Writing: Cause and effect essay

1 This activity aims to revise some ‘cause and effect’ phrases in preparation for the essaywriting in 3. SS can do it individually or in pairs and check with those around them

1 to; 2 in; 3 the; 4 about; 5 As; 6 of; 7 to; 8 resulted.

2 This activity aims to draw SS’ attention to the ‘cause and effect’ thematic links thatstructures the essay.

1 building; 2 fewer; 3 birth; 4 employment; 5 service; 6 government.

3 See the 4.7 Writing in the Introduction.


You can collect the essays, put SS into groups, distribute the essays, and ask the groupsto choose which one they think would get the best mark in the exam (you can hand outcriteria and standards to guide them in their decision). Then the people who wrote theselected essays can read them out to the class.




Gender Issues

D. Family Values

Student’s BookDiscussion

1 Put SS into groups to brainstorm the arguments for and against marriage andcohabitation and to prepare to present their views to the class. Use the reports for classdiscussion.

2 You can either use this for class discussion or first put SS into groups to discuss thequestion and to report their conclusions to the class.

What about Croatia?


If you like, you can organise a class debate on the topic:Men and women are different and therefore should have different roles in society.




UNIT 11 ANOTHER BRICK IN THE WALL?

Overview The development aim is that the students think critically about their education.Section A looks at alternative theories of the functions of education.Section B looks at various reasons for educational success or failure.

Section C contains a poem and a piece of prose portraying attitudes to education.

Student’s Book

Speaking: discussion (A-B); giving a speech (B).

Listening: listening for details in a 3-way conversation (B).

Reading: reading for details in academic texts (A); reading for main points (B); interpreting literary texts (C).

Writing: a letter requesting information (B).

Function /Grammar : emphasising (A).Workbook

Vocabulary : opportunity / possibility ; word choice; word formation; phrases with way ; prepositions; treat (A); spelling; play + preposition; cut off ; interpreting a table (B).Grammar : active continuous; passive continuous (C).Function: emphasising (A).

A. A Step Up The Ladder Or Just Another Brick In The Wall?

Student’s BookLead-in

Brainstorm and discuss what the Ss see as the functions of education in terms of the

individual. Do the same in terms of society. Do the same in terms of the sort of personthe educational system aim to produce.

The aim of this activity is to focus SS on the topic. There is no need to spend muchtime on it since there is opportunity for discussion after the reading task. However, ifdiscussion arises naturally, you can follow it up if you like.

ReadingThis is a close reading exercise, so give SS four or five minutes to do it. Ask SS to justifytheir answers by referring to the texts.

1 E:Schools instil in the pupil the desire to do well, to improve… (lines 28-30).

2 T:the schooling system oppresses the individual (lines 44-45).

3 E T school provides the initial selection process for work in adult life (lines 22-23); The primary function of schools is to

produce a willing and subservient workforce (lines 46-47).

4 T:There are special schools for the children of the ruling class. There are some schools that prepare their students for

university and managerial positions, while many prepare students who will leave the system with low qualifications for

lowly-paid job (lines 79-84).

5 E:Students are tested and graded according to ability and are rewarded by receiving qualifications, and it is these

qualifications that will define the sort of job they will get at the end of the educational process (lines 24-28).

6 E T: Personally I believe that schools have two basic functions: to teach the values that hold society together and to prepare

children for adult life (lines 1-4); I agree that school is a place where children learn the values of society (lines 41-42).

7 T:So pupils learn to learn not for personal development but for materialistic reward (lines 58-60).

8 T:the school day is divided into unrelated segments (maths, history, French). This prepares the student for the fragmentation

of employment (lines 71-74).

9 E:school is a place where young members of society are given equal opportunity (line 35-37).10 E T: at school, the child is treated the same as everyone else and has to abide by common rules (lines 15-17); Thus the

emphasis is on conformity at the expense of individuality (lines 55-56).




Another Brick In The Wall?

Vocabulary

1 D; 2 H; 3 J; 4 A; 5 I; 6 B; 7 F; 8 L; 9 C; 10 K; 11 G; 12 E.

DiscussionGive SS time to make their selection and either use the questions for class discussion orfirst put SS into groups to discuss the questions and report to the class.

Literary appreciation1 The aim of this task is for SS to read through the text and understand the main idea. To

discourage SS from stopping at unknown words, set a time limit of a couple of minutes.

It’s closer to Tom’s description of a system that ‘oppresses the individual’.

2 This requires closer reading. Give SS a couple of minutes to reread the extract.

For example:

Facts alone are wanted in life. Plant nothing else, and root out everything else.

The pupils are arranged in order, ready to have imperial gallons of facts poured into them until they were full to the brim.

3 This requires close reading. Give SS a couple of minutes to work out their answers and tocompare them with those of the people around them.

For example:

It is against individuality (vessels, girl number twenty ) and therefore self-awareness and personality. Memory isfor memorising facts rather than experiences. It is for conformity (arranged in order ) and against creativity andimagination (root out everything else apart from facts). It is against critical thinking because the pupils are only meantto learn facts and not to think about them.

4 The answer to this should now be self-evident, so you can ask SS their opinions withoutasking them to reread the extract.

The approach sees knowledge only in terms of facts and does not teach skills or values.

5 Give SS a minute to work out their answers and to compare them with those of thepeople around them.

For example:His forehead is square, so there is no softness - square is dull; it is like a wall , which is meant to be a rigid, unbendingconstruction.

His mouth is hard set , just as he is set in his principles; there’s no hint of a smile – it is not a friendly mouth.

His voice is inflexible, as are his opinions, and dictatorial , which is also the way he treats the pupils

6 You can ask SS their opinions without asking them to reread the extract. Acceptwhatever answers SS can justify.

For example:

The tone is comic, because we are meant to laugh at Gradgrind, but it can also be said to be serious, because it

makes a serious point.




Unit 11

7 The answer to this should now be self-evident, so you can ask SS their opinions withoutasking them to reread the extract.

C.

8 Use this question for class discussion.

Workbook

1 1 A; 2 A; 3 B; 4 B; 5 A.

2 1 gift, present; 2 prize; 3 reward; 4 donation; 5 award; 6 contribution.

3 1 creation; 2 creatively; 3 creativity; 4 emphatic; 5 emphasize/-ise; 6 unsatisfactory; 7 dissatisfied;8 dissatisfaction.

4 1 across the way; 2 No way!; 3 come a long way; 4 By the way; 5 by way of; 6 your own way; 7 is under way;

8 have it both ways; 9 in a big way; 10 make their way.5 1 in; 2 by; 3 in; 4 to; 5 for; 6 at; 7 at, of; 8 of; 9 at; 10 into; 11 into; 12 as.

6 1 D; 2 B; 3 E; 4 A; 5 C.

Student’s Book

Function: Emphasising

SS can do these exercises in pairs/groups.

1 1 B; 2 A.2 1 is these qualification that; 2 was only at the end of this week that; 3 did they become; 4 is the young people of

today who/that; 5 else can you; 6 did he know.

Workbook

1 1 It is unemployment that is the main problem. 2 It was Mary (that/who) you gave the DVD to. 3 It wasn’t me(that/who) you gave it to. 4 It must have been John (that/who) you saw. 5 It was at your place that I last sawhim.

2 1 have I seen anything like it; 2 if he insists will I do it; 3 else can you see; 4 until all the votes were / had beencounted did he admit defeat; 5 until I see it well I believe it; 6 no circumstances will I agree to this.

B. Who Does Best At School – And Why?

Student’s Book

Reading

This task practices reading fro main points. The texts are short (total of 360 words), so seta time limit of two or three minutes.

1 B; 2 G; 3 E; 4 F; 5 C D; 6 A.





Discussion

You can either do these whole-class or get SS to discuss them in their groups first and

then use their reports for class discussion.What about Croatia?


Workbook

1 1 –se; 2 –ce; 3 –ce; 4 –sed; 5 –sed; 6 –se; 7 –ce; 8 –ce.

2 1 C; 2 A; 3 B; 4 E; 5 D; 6 H; 7 F; 8 G; 9 K; 10 I; 11 J.

3 1 B; 2 C; 3 A; 4 D; 5 F; 6 E

C. School Life

Student’s Book

Listening

Give SS time to read through the instructions and the statements. Play the recordingtwice. If there are disagreements or uncertainties about the answers, refer SS to thetranscript.

1 C; 2 A; 3 C; 4 C; 5 C; 6 A.

Discussion

1 Ask SS to read the transcript and to choose which school they would go to and why.Then ask SS to justify their choices.

2-3 You can do these whole-class.

Vocabulary

1 F; 2 A; 3 G; 4 E; 5 D; 6 H; 7 B; 8 C.

Discussion

Put SS into their groups to discuss the issues, select the ones they will deal with andprepare their report. Use the reports for class discussion.

Workbook

1 1 will be waiting; 2 are writing; 3 play; 4 were watching; 5 slept; 6 has been sitting; 7 have gone; 8 had beendrinking; 9 had gone; 10 have been trying; 11 will have driven.

2 1 are being listened to; 2 was being created; 3 was being redecorated; 4 will be replaced; 5 have been given; 6had been used.




Unit 11

Student’s Book

Writing: A letter requesting information

It might be a good idea for SS to write the letter in class to give them practise in writingin circumstances similar to when they take the school-leaving exam.

You can collect the letters, put SS into groups, distribute the letters, and ask the groupsto choose which one they think would have the best effect on Angela.

If you like, you can photocopy the example letter onto an OHT and show it to the class soSS can compare it with what they wrote.

Example letter :

Dear Ms Pearson

I am writing about your advert for your school. I am interested in going there next summer and would appreciate it ifyou could give me some further details about the course.

Firstly, I would be grateful if you could tell me how far your school is from London. I would also like to know howbig the groups are. The advert mentions sports, and I wonder if they include tennis. And do the excursions include atrip to London? Also, I would travel to England by plane, so could you please tell me whether you organise transportfrom Heathrow to your school? Finally, I would like to know how much a two-week course would cost.

I look forward to hearing from you.

Yours sincerely

(128 words).

Workbook Literary appreciation

1 This is a close reading exercise of a lexically demanding text. Give SS time to read thepoem and discuss their answers in pairs/groups.

For example:

1 end this weariness; I can haul them and urge them no more. I am sick

2 blotted pages; scrawl of slovenly work

3 My pack of unruly hounds

4 their indifference

5 What good to them or me I cannot see!

6 What is the point? I shall sit and wait for the bell.

7 work they have offered me

8 they tugged the leash; unruly

9 To us both it is all my aunt . If they are not interested in school work, their interest must lie elsewhere.

10 Tug, strain, unruly are words that show energy.





2 SS can do this in pairs/groups.

For example:

Question forms: When will the bell ring and end this weariness? What on earth is the good of it all? shall I take….?

What do I care ….? What is the point of …? What is the point? Why should we …?

The questions are mainly rhetorical and emphasise the pointlessness of the lesson and the teacher’s feeling ofhelplessness.

Negative constructions: I cannot start them again … I can haul and urge them no more … No longer can I endure

… What good to them or me I cannot see! I will not! I will not waste my soul I do not and will not; they won’t and they

don’t.

The number of negative constructions contribute to the negative atmosphere of the poem.

Repetition: I will not! – I will not … What is the point of … What is the point? What do I care… What does it matter

to me …The repetition emphasises the negative, questioning and hopeless atmosphere.

Note: the poem is largely made up of questions and negatives. There are few positive constructions.

3-4 These are for class discussion.




UNIT 12 THE WORD

Overview The development aim is that the students think critically about how language is used in order to manipulate and theconsequences of having dominant languages.Section A looks at ways in which language is used to manipulate.Section B concerns the rise of English as an international language.Section C deals with the issue of endangered languages.

Student’s BookSpeaking: discussion (A-C); giving a speech (C).Listening: listening for views in an interview (A).Reading: reading for details in a literary text (A); reading for details and main points in specialized texts (B, C);reading for textual cohesion.

Writing: ‘for and against’ essay (C).Note: There are no Workbook exercises for this Unit.

A The Use And Abuse Of Language

Student’s Book

Lead-in

The aim of this activity is to provoke a short class discussion about how people can uselanguage to mislead.

Listening

This activity practises listening for views in an interview. Give SS time to read through theinstructions and the views. Play the recording twice. Finally, if there are disagreementsor uncertainties about the answers, refer SS to the transcript.

1 No; 2 Yes; 3 Yes; 4 No; 5 Yes; 6 No; 7 No.

Discussion

You can discuss these questions whole-class.

Literary Appreciation

1 The aim of this activity is to give SS the background to Mark Antony’s funeral oration.You can either ask SS the questions and then refer them to the text to check, or you cansimply ask them to read the text to answer the questions.

1 Brutus and Cassius; 2 he had become dictator for life; 3 in the Capitol; 4 they stabbed him; 5 Mark Antony.

2 This is a close reading exercise of a lexically demanding text. Give SS time to read thespeech and compare their answers in pairs/groups.

Suggested answer : he brought prisoners to Rome to raise ransoms for public funds; he cried at the suffering of thepoor; he refused to become king.

3 SS can do this in pairs/groups.




tripling: Friends, Romans, countrymen; He was my friend, faithful and just ;

dramatic contrast: I come to bury Caesar, not to praise him; I speak not to disprove what Brutus spoke, But here I am to

speak what I do know ;rhetorical questions: Did this in Caesar seem ambitious? was this ambition? What cause withholds you then, to mourn for

him? .

Note: If you like, you can draw SS attention to Mark Antony’s use of the repetition of:But Brutus says he was ambitious;

And Brutus is an honourable man.

At the beginning of the speech, the crowd is convinced that Caesar was ambitious andthat Brutus is an honourable man. However, by the end, the crowd is convinced thatCaesar was not ambitious and that, therefore, Brutus is not an honourable man. As aresult, Brutus has to flee from Rome.

Note: If you like, you can ask SS to write a paragraph of approximately 50 wordssummarising how Antony succeeds in manipulating the crowd.

For example:

Mark Antony argues against Brutus’ claim that Caesar was ambitious by saying that he earned money for Rome,sympathised with the poor and refused to become king. To help win over the crowd, he uses rhetorical devices, suchas tripling, dramatic contrasts and rhetorical questions. (45 words)

B English – Past, Present and Future

Lead-in

You can either use these for class discussion or first put SS into groups to discuss thequestions and to report their conclusions to the class.

Reading

1 This activity practises reading for details. Ask SS to be able to justify their answers byreferring to the article/ The article is fairly long (894 words), so set a time limit of four orfive minutes. As SS finish, they can compare their answers with each other.

1 T (Hindi = Asian; Hungarian, Czech, Dutch and Spanish = European).

Note: bungalow = Hindi, coach = Hungarian, mosquito = Spanish, robot = Czech, yacht = Dutch.

2 F (the English spoken in the UK is by no means the same everywhere).

3 F (men are more likely to use dialect than women).4 T (some, such as France have taken legal measures to outlaw English terms from their language).

5 T (This phenomenon of using different languages in different situations… is already very common throughout the

world ).

6 T (Who’s to say English won’t go the same way? [as Latin]).

2 This activity practises reading for main points. Since SS have already been through thearticle, you can set a time limit of one or two minutes.

1 B; 2 G; 3 A; 4 D; 5 F.




The Word

Debate

See F. Debate in section 4.3.1. in the Introduction.

Writing

This task is typical of international exams such as IELTS.

1 C.

2 See the 4.7. Writing in the Introduction.


You can collect the essays, put SS into groups, distribute the essays, and ask the groupsto choose which one they think would get the best mark in the exam (you can hand outcriteria and standards to guide them in their decision). Then the people who wrote theselected essays can read them out to the class.

D SMS English

1 Please text me before you leave tomorrow.

2 How are you? Are you okay? Please call me as soon as possible.

3 I feel great.

4 See you tonight. Don’t be late. I don’t want to wait. Bye for now. Love.

5 Are you free to talk?

6 I can’t come because I’ve got a date. All the best.

7 I have dome my homework for school. Do you want to meet at the weekend? Be seeing you.

8 I was very busy today. I’m going to go to town with my mates.


These exercises revise elements of the previous 4 units while giving SS practise in doingtypes of Use of English tasks commonly found in exams.

You can use these tasks together as a mini-test or you can use them separately as fillersduring later lessons. There are photocopiable Answer Sheets at the back of this book, aswell as photocopiable answers if you want SS to check themselves or each other.


1 1 makes more sense; 2 would have seen; 3 was brought up; 4 with the result; 5 brought about by; 6 take intoaccount; 7 are more likely to; 8 Hardly had he left; 9 interested in knowing; 10 look forward to hearing; 11 fedup with; 12 waste of time.

2 1 b; 2 d; 3 b; 4 a; 5 d; 6 b; 7 c; 8 b; 9 a; 10 d.

3 1 about; 2 so; 3 he; 4 been; 5 ü; 6 was; 7 even; 8 on; 9 to; 10 ü; 11 there; 12 ü; 13 have.




Unit 12

Answer Sheet: Use of English Exercises (1) Name: _____________________

Exercise 1

1

2

3

4

5

6

7

8

9

10

11

12

Exercise 2

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

Exercise 3

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D




Use of English Answer Sheets


Exercise 1

1

2

3

4

5

6

7

8

9

10

11

12

Exercise 2

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

Exercise 3

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

11 A B C D

12 A B C D

13 A B C D

14 A B C D

15 A B C D






Exercise 1

1

2

3

4

5

6

7

8

9

10

11

12

Exercise 2

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

Exercise 3

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

11 A B C D

12 A B C D

13 A B C D





USE OF ENGLISH EXERCISES (1) : ANSWERS

Exercise 1

1 Unlike insects, spiders

2 by working all night

3 keep out of

4 keep up with

5 stayed out all night

6 have your eyes tested

7 is due to

8 of advances in

9 stood at more

10 a sharp rise11 has fallen dramatically/dramatically fallen

12 to turn to.

Exercise 2

1 c

2 c

3 a

4 d

5 a

6 b

7 c

8 a

9 d

10 b

Exercise 3

1 held

2 inferiority

3 comparison

4 disproved

5 met

6 discrimination

7 unable

8 named

9 achievements

10 humanity.





USE OF ENGLISH EXERCISES (3) : ANSWERS

Exercise 1

1 makes more sense

2 would have seen

3 was brought up

4 with the result

5 brought about by

6 take into account

7 are more likely to

8 Hardly had he left

9 interested in knowing

10 look forward to hearing11 fed up with

12 waste of time.

Exercise 2

1 b

2 d

3 b

4 a

5 d

6 b

7 c

8 b

9 a

10 d.

Exercise 3

1 about

2 so

3 he

4 been

5 ü

6 was

7 even

8 on

9 to

10 ü

11 there

12 ü

13 have.



GRAFIČKO-LIKOVNA UREDNICA

Iva Dokmanović

LEKTOR

Martin Doolan

KOREKTOR

Martin Doolan

GRAFIČKA PRIPREMA

Grafičko-likovna redakcija Školske knjige

TISAK

Grafički zavod Hrvatske, d.o.o.

Zagreb

Tiskanje završeno u rujnu 2006.

ISBN 953-0-50834-4

CIP dostupan u Nacionalnoj i sveučilišnoj knjižnici, Zagreb, 300829022

In Frame 4 priručnik za nastavnika.pdf

Documents

Transcript of In Frame 4 priručnik za nastavnika.pdf