UNIT 1: LANGUAGE PRACTICE

UNIT 1: LANGUAGE PRACTICE

Present continuous or present perfect? 1 A trainer is giving some advice to her students on a communication skills course.

Choose the best form of the verb in brackets. This could be the present continuous or present perfect. Sometimes both may be possible. Then identify the reason for your choice from the boxes below. Look at the Language reference for Unit 1 if you need help. The first one is done as an example.

Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/

Present continuous

1 An action which is in progress

2 An unfinished action

3 A temporary action

4 A trend, changing action or situation

5 Repeated actions which are happening around now

6 Future arrangements

Present perfect

7 A state that started in the past and is still continuing

8 A completed action in the past which has some relevance in the present

9 Finished actions in a period of time that is still continuing

10 Actions in the past which may happen again

1 Over the last two weeks, your appearance has improved (improve) a great deal. This is very important if you want to make a good impression. Reason 7

2 Every time you stand up to talk in front of the other students, you (not make) enough eye contact with them.

3 You mustn’t forget that actions speak louder than words. You (not develop) your body language skills at all in the last few days. If you don’t work on this, you are not going to make a good impression.

4 We (make) some really good progress this week. I think you are all working very hard at this.

5 Today you (show) that you can control your nerves. This is clearly going to help you when you speak in public.

6 I think you (learn) to use your sense of humour but we still need to work on this some more.

7 On this course, we (practise) how to speak in public and tomorrow we will spend the morning looking at strategies to help you do this.

8 So, most of you (follow) this course while you are on holiday from work.

9 I imagine that you (have) this problem with nerves before in the past?

10 These days, public speaking (become) more and more important for people who want to be successful in their careers.

11 At the start of the course, the pace of your presentations was way too fast. Today you (show) us that you can control that now.

12 Congratulations! You (pass) the course so now you are ready to make an impression on everyone you meet!


TEACHER’S NOTES Aim: to give practice in the form and meaning of the present continuous and

present perfect tenses; to recycle selected items of the vocabulary of Unit 1. This worksheet is designed to be used after Lesson 1.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

1 Make sure students have done Lesson 1.3.

Answers:

1 has improved / reason 7

2 are not making / reason 5

3 have not developed / reason 7

4 are making / reason 1 or have made / reason 9

5 have shown / reason 9

6 are learning / reason 2

7 are practising / reason 2

8 are following / reason 3

9 have had / reason 10

10 is becoming / reason 4

11 have shown / reason 9

12 have passed / reason 8

Possible follow-up activities 1 Students write further examples using the vocabulary items from the Language reference

section.


UNIT 1: READING

1 Read the text. Which of the following statements best describes Richard Bevington’s opinion of John and Helen?

1 He thought they were funny but a bit crazy. 2 He expected them to be very normal and polite but actually they were a bit crazy. 3 He thought that they were charismatic and funny but, in the end, rather boring. 4 He expected them to be mad but actually they were funny and interesting people. 5 He expected them to be charismatic and funny and they were.

IF I COULD TALK TO THE ANIMALS Last month I had an extraordinary weekend at a place called ‘Black Horse Farm’ in the country. It was a lovely setting in the hills of north-west England, far away from the nearest roads. The track which led to the farm was bumpy and wet. My purpose? To attend a seminar for people who are interested in developing their skills of communication with animals. The company which runs these weekends is called Mind Set and it claims to have been successfully training people to communicate better with animals for over 25 years.

My first impression was very positive. The people who welcomed me were not at all what I had expected. John and Helen, the hosts, were both extremely charismatic and had a great sense of humour. In short, they appeared very normal and incredibly polite. I had rather expected to feel as though I was amongst madmen and women. This was not the case.

After dinner on the Friday evening we were given an introductory lecture by both John and Helen. They were clearly used to doing such talks and held everyone’s attention. The main message of the talk was that we, as the human race, are increasingly in need of a better connection with the living things around us. In this time of increasing environmental disasters, we are searching for meaning and a relationship with our environment. In essence, their message is that we should learn from the animal kingdom about how to live in harmony with the Earth. In order to do this, we have to learn to communicate with the animals around us.

Of course, animals generally can’t speak. For John and Helen, this is not a problem. The answer is telepathy: communication without words. If we can develop our ability to communicate telepathically with our four-legged friends, we can begin to understand the beauty and joy of relationships outside

our normal, every day experience. By doing this, we can begin to understand the world.

Communicating telepathically is about transmitting thoughts directly to another person or animal without speaking. John and Helen believe that speaking is a poor form of communication. They believe that we are trained to speak as children and so never develop our potential to communicate in other ways. Animals, on the other hand, according to Mind Set, are able to communicate with physical movement and action. Furthermore, animals can communicate telepathically by sending mental pictures, feelings and knowledge to anyone who is trained to receive them. Even more impressively, John and Helen claim that animals can also receive such messages.

At this point on a Friday night, having driven for seven hours from London, I was ready to pack my bag and set off for the nearest pub. However, when I saw the demonstration that followed the lecture, I was quite frankly amazed. From that moment, I knew that it was going to be a fascinating weekend.

By Richard Bevington



2 Are the following statements true, false or ‘not given’?

1 People who attend the Mind Set seminar weekends have to pay.

2 The author believes that Mind Set can train people to communicate better with animals.

3 The author’s first impression on arrival was exactly what he had expected.

4 The first lecture of the weekend was interesting.

5 Learning to communicate with animals can help us to have a better relationship with the Earth.

6 Some animals can communicate better than others.

7 Animals can learn to communicate with people by talking.

8 Humans are not capable of telepathy.

9 After the first lecture, the author wanted to leave and go for a drink.

10 He did not leave because he was not allowed to leave.

UNIT 1: READING

TEACHER’S NOTES Aim: to give practice in interpreting the author’s viewpoint; to give practice in reading for specific information; to recycle selected vocabulary from Unit 1. This worksheet is designed to be used after Lesson 1.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for

optional further vocabulary work

Warmer Start a discussion about how animals communicate. For example, ask students to brainstorm together in groups which are the best animal communicators and how they communicate. Ask students for any personal experiences when they felt they could communicate with animals. Find out how far students believe that animals can communicate.

1 Number 4 is the best summary of the author’s opinion. He ‘had expected to feel as though he was amongst madmen and women’ (para. 2) but found that they had a ‘great sense of humour’ (para. 2) and that he was going to have a ‘fascinating weekend’ (para. 6).

2 Students answer the questions.

Answers:

1 not given or true: We aren’t told specifically if people who attend have to pay. However, in paragraph 1, we learn that Mind Set is a ‘company’, not a charity. Also, they have been doing this for 25 years, so it is likely that they receive some income for it. Therefore we could assume that this is true.

2 not given. At the start of the article this seems to be false: ‘they claim to have ...’ (para. 1). But at the end of the article, it could be true: ‘I was quite frankly amazed’ (para. 6).

3 false: ‘were not at all what I had expected’ (para. 2)

4 true: ‘they held everyone’s attention’ (para. 3)

5 true (para. 3)

6 not given: perhaps this is true but it is not mentioned anywhere in the article.

7 false: animals can use telepathy to communicate with us, i.e. without speaking (paras. 4 and 5)

8 false: we don’t develop our potential to communicate in other ways (para. 5)

9 true: ‘I was ready to pack my bag’ (para. 6)

10 false: the demonstration after the lecture surprised him and made him want to stay (para. 6)

Possible follow-up activities 1 Create a speaking simulation based around a meeting of animal biologists to discuss

whether animals are better communicators than humans. Divide the class into groups and give them different arguments to prepare.

2 Extend the topic into environmental issues. Create a debate on the topic of whether humans should learn from the way that animals use their environment. Split the class into different groups to prepare the ‘for and against’ arguments.

3 Both debates could lead to a writing activity where the students write discursive assignments based on the outcome of their discussion.


UNIT 1: STUDY SKILLS

Note-taking 1 Look at this extract from a lecture given by Dr Hannah Mills. She is a lecturer in a

business school at a university in the UK. John Steel is doing an MBA (Master’s in Business Administration). Complete the notes that he took during the lecture.

It is extremely difficult for any modern business to be successful without effective communication. Businesses are founded on human relationships and human relationships work best when communication is also working well. We can outline three main reasons why good communication is essential.

Firstly, it is crucial for relationships between managers and employees. Employees need to know what they should be doing. Information and decisions need to be clearly expressed and communicated to people to avoid misunder-standing, which can lead to problems.

Good communication can also have an extremely positive effect on the morale and motivation of employees. Problems and conflict can arise from miscommunications and this, in turn, is likely to lead to low motivation and morale at work.

Finally, written messages, notes and letters must also be extremely clear and well communicated. Written texts such as these represent a permanent record. Therefore written text must be clear, concise and focused on the message which needs to be put across.

Effective comms. essential

1 Impt. for relationships between managers + 1

misunder. → 2

2 Postive effect on 3

3 4 = permanent record

∴must be clear, 5 + focused

Writing formal vs. informal emails 2 John Steel sends two emails telling people about the lecture that he went to. Email

A is to his boss (formal/neutral). Email B is to one of his friends at work (informal). Fill the gaps with appropriate words or phrases.

A 1 Sarah,

I 2 Dr Mills’ lecture yesterday at the university about the importance of communication in businesses. It was extremely interesting and was quite relevant to some of the problems we have experienced in recent years with employees.

Dr Mills outlined three reasons why good communications are so important. Firstly, to avoid misunderstandings between managers and employees, information and instructions need to be clearly expressed. 3 , good morale and motivation at work can often be attributed to good communications. Finally, one interesting area related to the importance of ensuring that written communications are clear, concise and to the point.

4

John Steel


B 5 Jo,

I was at Dr Mills’ lecture last night at the uni about comms in businesses. It was pretty good. It gave me some ideas about problems we’ve 6 over the last couple of years with some of our colleagues – you know who I mean!.

She says good comms are essential to avoid misunderstandings between managers and employees – need to 7 info and instructions across clearly. Also - good morale and motivation come from good comms. She also talked about how we 8 be really clear when we write.

Anyway - 9

John



TEACHER’S NOTES Aim: to give further practice of taking notes on the unit topic;

to give further practice in formal and informal styles of email. This worksheet is designed to be used after Lesson 1.5.

Time: 30 to 60 minutes Materials: photocopies of the worksheet for each student

1 Example answers given although variations such as abbreviations and short forms may be possible.

Answers:

1 employees / employs.

2 problems / probs.

3 morale / motivation / motiv.

4 written texts / writ txts / written messages, notes and letters / writ mssgs, nts +ltrs / communications / writing / writ comms. / written comms. (or combinations of the above)

5 concise

NB ∴ = therefore

2 Example answers are given below. Students may discover other alternatives.

Answers:

A

1 Dear

2 attended / went to

3 Secondly / Furthermore

4 Kind regards / Best wishes / Regards (John uses his boss’s first name so ‘Yours sincerely’ is probably too formal here.)

B

5 Hi

6 had

7 get

8 must / have to / should

9 see you soon / see you later / see you tomorrow / see you later today

Possible follow-up activities

1 Students pick out the formal vs. informal way of expressing the same ideas in the two emails and discuss the aspects that make them formal or informal.

2 Give a short talk. Students take notes. Students then write two emails, one formal and one informal, to communicate the information to two different people.



Present perfect simple and continuous 1 Fill the gaps using the best form of the verb in brackets: present perfect simple or

present perfect continuous. If you think that both forms are possible, write both.

1 Recently, the police (try) to deal with the problem of abandoned cars in this neighbourhood. They are working with the community and the young people in the area to reduce the problem.

2 Mindless vandalism is a real problem where we live. I think we (put up with) it for long enough. We really need to get the police to do something about it.

3 The crime rate (increase) ever since the local community centre was closed down. There’s just nowhere for any of the young people to go to at night.

4 So, we finally decided to contact the local council about the noise pollution problem in our apartment block. We (try) to ignore it but the problem is just too bad.

5 Some scientific journals (continue) to ignore the problem of climate change. But as the change in global weather becomes ever more dramatic, we are starting to see an acknowledgement of the problem.

6 We moved to the country for the stunning views and the open spaces that village life gives you. However, the traffic congestion during the rush hours (make) my journey to work a total nightmare.

Indirect questions 2 Complete the indirect question correctly. The first one is done for you as an

example.

1 How can we solve the problem of abandoned cars in our area?

I want to know how we can solve the problem of abandoned cars in our area.

2 Is it possible to stop mindless vandalism?

Do you really think to stop mindless vandalism?

3 Can a city like this ever achieve a cosmopolitan atmosphere?

I wonder if a cosmopolitan atmosphere.

4 Who has access to all the satellite images?

Sometimes I wonder to all the satellite images.

5 Why is the traffic congestion so bad this early in the morning?

Do you have any idea this early in the morning?

6 Has there been a significant change in people’s behaviour because of global warming?

Do you honestly believe in people’s behaviour because of global warming?



TEACHER’S NOTES Aim: to give practice in the present perfect simple and continuous; to recycle selected vocabulary from the unit; to give further practice of forming indirect questions. This worksheet is designed to be used after Lesson 2.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Present perfect simple and continuous

1 Make sure students have done Lesson 2.2. They may need to refer to the Language reference for Unit 2.

Answers:

1 have been trying (continuous: ongoing situation)

2 we’ve (we have) put up with (simple: completed action, i.e. we are not putting up with it any more)

3 has been increasing (continuous: ongoing situation)

4 we’ve (we have) tried (simple: completed action)

5 have continued (simple: repeated action)

6 has made or has been making (simple: focus on the result, i.e. ‘total nightmare’) or (continuous: focus on the traffic congestion). Very little difference in meaning.

Indirect questions

2 Make sure students have done Lesson 2.3. They may need to refer to the Language reference for Unit 2.

Answers:

2 it is possible (we don’t use if or whether as the indirect question is also a yes/no question)

3 a city like this can ever achieve (the subject = ‘a city like this’)

4 who has access (subject questions do not change the word order)

5 why the traffic congestion is so bad (the subject = ‘the traffic congestion’)

6 there has been a significant change

Possible follow-up activities 1 This difference between present perfect simple and continuous can be very confusing

for students. Encourage students to find examples in reading and listening texts and bring them to class. Use real examples to reflect on the reason why simple or continuous is used. Raising awareness is an important way of learning about the similarities and differences.

2 Students can challenge each other in groups by creating their own activities in the same format as Exercise 2 and swapping them. This is good practice in question formation as well as transformation into indirect sentences.


UNIT 2: READING

1 What is the main point of the text below? It is an extract from the start of a newspaper article.

1 The main point is to give information about the flooding that happened in England and Wales in the summer of 2007.

2 The main point is to congratulate the people who worked to put preparations in place to limit the damage caused by the floods.

3 The main point is to comment on the increasing problems of flooding, which is caused by global warming.

4 The main point is to give the general background information about the floods as an introduction to individual stories about personal experiences of the flooding.

5 The main point is to criticise the government and the Environment Agency for the way in which they managed the response to the floods.

THE WETTEST SUMMER SINCE 1766 In summer 2007 England and Wales experienced some of the wettest weather and worst floods since 1766, the date when weather records began. There were several periods of very heavy rainfall which resulted in the worst flooding in living memory. Almost 50,000 houses and just under 7,000 businesses were flooded. This effect extended to the daily lives of everyone in these areas as transport, schools, power and water supplies were all seriously affected.


The problem seems to be that the infrastructures in England and Wales are not prepared for sudden downpours. When a large amount of rain comes in a short time, drains and rivers cannot cope with the volume of water. This can lead to flooding, the location of which is extremely difficult to predict. The situation would have been much worse if the UK’s Environment Agency had not been well prepared. Flood warnings were sent out to thousands of businesses and homes. Many people managed to leave danger areas as a result of these warnings and travel to safer places. However, these record-breaking floods still caused a huge amount of damage and personal loss for thousands of people. There were almost 100 deaths caused by the floods and many people were moved into temporary accommodation, having been forced to leave their homes. Many of those whose homes were saved still lost personal possessions that cannot be replaced. The Environment Agency continues to support these victims of the floods. Part of the successful damage limitation strategy that prevented the effects of the flooding being any worse than they were, was the way that different organisations worked

together. This joined-up approach was part of a carefully planned strategy to cope with such flooding. Some examples of the groups who participated in the damage limitation activity were the Met office (weather forecasters); the police (who used their control centres for communication); the fire service (who used equipment to help people); the Royal Air Force (who used helicopters to rescue people from the most dangerous areas); and the local councils (who helped place sand bags in vulnerable areas as well as clean up afterwards). Thus the work that was put into preparing for the floods was instrumental in preventing a worse situation. Furthermore, each time that flooding such as this occurs, the areas that are most at risk become better prepared for the next time it could happen. The next two pages contain some of the stories of individuals who were affected by the flooding. Most of these individuals tell tales of the heart-warming generosity of many members of local communities who risked themselves to help others during this terrible time. However, faced with such a situation, others saw the worst side of some people who sought to benefit personally from the disaster that was unfolding. These are their stories.


2 Read the text again and answer the following questions.

1 What was special about the flooding in summer 2007?

2 Who else was affected apart from the people whose houses and businesses flooded?

3 Why was it difficult to predict the location of the floods?

4 Why did people leave some dangerous areas before the flooding occurred?

5 What happened to those who had to leave their homes?

6 What does the writer mean by a ‘joined-up approach’?

7 Did the ‘joined-up approach’ work?

8 Did everyone help each other during the flooding?

UNIT 2: READING

TEACHER’S NOTES Aim: to give practice in identifying the main point of the text; to give practice in reading for specific information. This worksheet is designed be used after Lesson 2.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for


Warmer Write ‘floods’ on the board. Ask students to brainstorm the causes, effects and any examples that they know around the world of problems with flooding. Activate knowledge of the topic by students brainstorming in small groups and then leading some limited open class discussion.

1 Students read the text and try to identify the main point of the whole text.

Answers:

1 No. The text does give this information but it is not the main point of the text.

2 No. The text does do this but it is not the main point of the text.

3 No. The text makes no comments about the number of floods increasing or about global warming.

4 Yes. There is a lot of background information about the flooding. It leads to the final paragraph, which introduces the next two pages of the article. These two pages are full of individual stories and experiences.

5 No. There is no criticism of the government or the Environment Agency.


Answers:

1 It was the worst flooding since 1766, when weather records started being kept.

2 Many other people were affected as there were problems with transport networks, schools and the supply of power and water.

3 Because drains and rivers are suddenly full of water, it is obviously difficult to predict where the flooding will actually occur.

4 Because they had received a warning from the Environment Agency.

5 They moved into temporary accommodation.

6 The writer is referring to the way in which agencies such as the police and the fire service worked together to prepare for the floods and to limit the damage when they happened.

7 Yes, it prevented a worse situation.

8 No. Some people tried to make some personal gain from the situation.



Possible follow-up activities 1 Create a simulation where students represent different agencies e.g. fire service,

police, local community groups, schools, military, etc. Each agency group brainstorms ways in which they could contribute to help in a flood situation. Then meetings are formed with one representative from each agency to work out a strategy to deal with flooding. Groups present their strategies to the rest of the class.

2 Ask students in groups to research information about flooding in other areas of the world. Students do group presentations of their findings.

3 Students research the causes and effects of flooding around the world. Create a speaking activity around the topic and lead in to a written assignment about floods.


Designing a questionnaire 1 Look at these example questions from a questionnaire designed to assess an

English language course. Identify each question type by matching the questions with the question types given in the box below. An example is given.

1 Open question (often beginning with wh- question word) 8

2 Closed question requiring the answer yes or no

3 Questions requiring a choice between alternatives with one answer only

4 Questions requiring a choice between alternatives with a number of possible answers

1. The aims of the course were clear to me. Strongly

agree Agree Neither agree

nor disagree Disagree Strongly

disagree

2. The module provided what I needed. Strongly



disagree

3. The lessons contained enough variety to maintain interest. Strongly



disagree

4. The pace of the lessons was Far too fast

for me A little fast for

me About right A little slow for

me Far too slow for

me

5. Overall, I am satisfied with the module. Strongly



disagree

6. When you missed classes, what were the main reasons? (you may tick more than one)

Illness Tiredness Too much other work

Personal problems

Transport problems

I didn’t like the classes Laziness Other

____________________________________________

7. Was there anything that you particularly liked about this module?

8. Name at least one thing that you disliked about the module.

9. Do you have any suggestions for improving this module?

10. Please write any final comments here.

2 Identify three questions that could be improved and suggest how you could improve them.



TEACHER’S NOTES Aim: to give further practice in designing a questionnaire;

to give further practice in identifying question types; to give further practice in improving poor questions. This worksheet is designed to be used after Lesson 2.5.


1 Example answers given although variations such as abbreviations and short forms may be possible.

Answers:

1 Open question (often beginning with wh- question word)

Questions 8 and 10

2 Closed question requiring the answer yes or no

Questions 7 and 9

3 Questions requiring a choice between alternatives with one answer only

Questions 1 to 5

4 Questions requiring a choice between alternatives with a number of possible answers

Question 6

2 Suggested answers are given below. There may be some room for discussion about this as questions can often be improved.

Answers:

1 In question 4, the word ‘pace’ is not commonly known. For questionnaires in general, the language should be as clear and plain as possible. This question could be improved by changing the wording. For example:

In general, the lessons were ... too slow for me / ... a little slow for me /... about right /... a little fast for me /... too fast for me

2 Questions 7 and 9 are looking for open-ended answers. However, they are written as yes/no questions. If someone answers yes or no to questions 7 or 9, the answer will not give any useful feedback. The best thing would be to reword the questions so they are similar to question 8. Sometimes you are more likely to get an answer if you ask for something specific rather than a general open question. So asking for ‘at least one thing’ can produce better results in an open question.

For example:

Q7: Name at least one thing that you particularly liked about this module.

Q9: Please give at least one suggestion to improve this module.

Possible follow-up activities 1 Students write their own questionnaires to evaluate the English classes at the

school/institution they are attending. Do this as a pyramid activity until the class has agreed on the best single questionnaire by combining the best elements of each questionnaire at each stage. This questionnaire could be used at the end of the course.



Quantifiers and articles 1 In the short texts below, do two things. Firstly, select the correct option for each of

the quantifiers in italics. Secondly, fill each gap with the (the definite article) or nothing (the zero article).

1 There has been a lot of / many a controversy over this result. To be honest, I don’t think it was an amazing achievement that Davies won this marathon. It was hardly a level playing field. She started right at the front of b group of runners while a few / a little of the other top runners didn’t cross c start line until five minutes after Davies. Many / Much of d top women runners didn’t cross the start line until around the seven-minute mark.

2 Until Robert Le Farge mentioned a drugs in his interview with a well

known French magazine journalist, no one had suspected b star cyclist of being one of the few / little cyclists taking performance-enhancing drugs during this year’s Tour de France. His discussion with the journalist and c article that was published the following week were the reasons why the drugs-testing teams decided to check him during one of the evening sessions. This is when he was found guilty and disqualified. It is fair to say that he certainly said too much / too many and scored a spectacular own goal in giving d interview at all. Le Farge is maintaining his innocence and has launched an appeal.

3 By changing the weight limit for athletes entering certain types of competitive events

in the next Olympics, the World Athletic Federation has created a huge problem. Effectively, they have moved the goalposts with only eight months remaining until a start of the Olympic competition. For athletes who have been training for several years to reach b perfect weight for their event, suddenly their training regimes will have to be changed completely. It also means that a few / a little of these athletes may have to consider competing in c different weight categories. Little / Hardly any of the national athletics federations have reacted positively to this announcement.

4 Those teenagers who want to become a professional sportsmen and women

cannot afford to take their eye off the ball for one minute. b pressure these days to achieve maximum potential at a young age is extremely high. c talented young people need to be discovered by professional trainers and clubs while they are still young enough to be trained and developed beyond their natural talent. This means that a lot of / many work has to be done by d schools and parents to recognise and help this type of talent to develop. If too much / too many time passes before these youngsters are found, it may be too late.

Idioms 2 In the texts in Exercise 1, find the idioms that match the meanings given below.

1 to do or say something which has a negative effect, when that was not the intention

2 to lose concentration

3 an unfair situation

4 to change the rules or limits, which makes something more difficult



TEACHER’S NOTES Aim: to give further practice with quantifiers; to recycle selected idioms from Lesson 3.1; to give further practice of definite vs. zero articles. This worksheet is designed to be used after Lesson 3.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Quantifiers and articles 1 Make sure students have studied up to Lesson 3.2 in this unit. Use the Language

reference section for revision if necessary. The answers are given below and an explanation which relates to the Language reference section is given in brackets.

Answers:

1 a lot of (+ uncountable noun)

a) nothing (zero article before abstract nouns)

b) the (it is obvious from the context that these are the runners in this marathon)

a few (+ plural countable noun)

c) the (the start line is unique and it is obvious from the context that it is the start line for this marathon)

Many (+ plural countable noun)

d) the (a unique group of people)

2 a) nothing (before general plural nouns)

b) the (something is unique)

few (+ plural countable noun)

c) the (in the context it is obvious that this article is the one written by the journalist about Robert Le Farge

too much ( there is nothing countable here)

d) the (this interview has been mentioned before)

3 a) the (the abstract noun ‘start’ is made specific by a defining phrase ‘of the Olympic ...’)

b) the (something unique)

a few (+ plural countable noun)

c) nothing (+ non-specific general plural noun)

Hardly any (+ plural countable noun)

4 a) nothing (before general plural nouns)

b) The (the abstract noun ‘pressure’ is made specific by the specific information about the type of pressure that follows)

c) nothing (before general plural nouns, so the sentence should start with ‘Talented’)

a lot of (‘work’ is uncountable)



d) nothing (before general plural nouns)

too much (‘time’ is uncountable)

Idioms

2 Four of the idioms that were introduced in Lesson 3.1 are revised here.

Answers:

1 ‘he ... scored a spectacular own goal in giving the interview at all’ (paragraph 2)

2 ‘Those teenagers ... cannot afford to take their eye off the ball for one minute’ (paragraph 4)

3 ‘It was hardly a level playing field’. (paragraph 1)

4 ‘… they have moved the goalposts with only eight months remaining’ (paragraph 3)


1 Students choose one of the idioms from Unit 3. They write a paragraph on the topic of sport using the idiom as a starting point. They then create the same type of text as in Exercise 1 on this worksheet. These are copied for other students in the group to give further practice.

UNIT 3: READING

1 Below is an example of one possible structure for a ‘for and against’ (or ‘discursive’) essay. Put the five ideas in the correct order so that they match the paragraphs in the essay.

1 arguments for the proposition 2 conclusion and opinion 3 introduction and re-statement of the question 4 background information 5 arguments against the proposition

YOUNG CHILDREN SHOULD NOT BE PLAYING COMPETITIVE SPORT. DISCUSS. This year a UK primary school* banned competitive sports events at their school sports day**. This decision sparked a lot of discussion within the media, the government and the general public. Therefore, the aim of this essay is to expose whether young children, from the ages of seven or eight, should be playing competitive sport or not. The decision to ban competitive sport in a primary school in Birmingham was made to prevent children and their parents from being ‘embarrassed’. Far from supporting this, however, the government used this decision to launch a new drive to bring competitive sport back into all schools in the UK. To support this initiative, the government has promised to invest £459m in coaching programmes in schools.


Despite the government’s view, there is a substantial body of opinion that agrees with the Birmingham school that competitive sport is not always a positive experience for children. This opinion tends to be based on three main arguments. Firstly, primary school children may be driven by ambitious parents to follow intense training schedules. Such training routines can prevent children from simply having the time to be children. Another argument against competitive sport is that the pressure to win and be the best can cause problems with aggressive behaviour that can lead to social problems in later life. Finally, there is the further risk of physical injury, which may also cause problems in adulthood. Young bodies are often not mature enough to cope with demanding training programmes. Those who back the government’s opinion that competitive sport is good for primary children

say that all forms of competition became unfashionable in the 1980s and that this was a mistake. They point to the natural behaviour of children in the playground, which demonstrates that children thrive on competition. Another argument, which particularly supports team sports, is that it provides a useful lesson in character development that will help the children for the rest of their lives. Team sports can develop self-discipline, self-confidence and give a sense of pride, as well as teaching humility. Thus children learn to work in teams and to be good losers as well as good winners. Finally, competitive sport also promotes a healthy lifestyle. With the current concerns regarding childhood obesity, this can only be a positive development. In conclusion, there are clearly strong arguments on both side of this debate that will need to be investigated thoroughly before any large-scale changes are made to the school curriculum. However, it is clear that there are many positive benefits to be gained from competitive sport at primary school and these cannot be ignored. What is important is that the level of competition is managed in such a way that it becomes a positive experience for children. To do this, although an element of competition should be present, winning must not be seen as the only goal. If this can be achieved, then everyone wins. Notes: *Ages four to 11 ** Most schools in the UK have a school sports day once a year where children compete in different types of sport. Parents are usually invited and there are often races for the parents, too!


2 Read the text again and answer the following questions.

1 According to this essay, what event started the recent discussions about this topic in the UK?

2 In the introduction, how does the author limit the scope of the essay?

3 How did the British government react to the decision made by the school in Birmingham?

4 What two problems can be caused by intense training programmes?

5 The pressure to win can lead to what type of problems in later life?

6 What type of sport can particularly help with character development?

7 What current problem in UK schools might competitive sport help to tackle?

8 What is the author’s opinion?

UNIT 3: READING

TEACHER’S NOTES Aim: to give further practice in identifying the parts of a ‘for and against’ essay;

to give practice in reading for specific information; to revise the writing skill content of Lesson 3.5.

This worksheet is designed to be used after Lesson 3.5. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for


Warmer Write ‘competitive sport’ and ‘non-competitive sport’ on the board. Ask students to think about their earliest memories of both types of sport. What did they do at school / in the playground / with their parents? Discuss in small groups and feed back the main trends. Are there differences between different countries, male-female, etc.?

1 Students read the text and order the brief summaries of each paragraph.

Answers:

The correct order is 3, 4, 1, 5, 2


Answers:

1 A primary school banned competitive events at their school sports day. (paragraph 1)

2 The author limits the scope by defining ‘young’ as from age seven or eight. This avoids the problem that for younger or older children, there may be different arguments. (para. 1)

3 They used it to start a new project to bring competitive sport back into schools. They invested money in this project. (para. 2)

4 Intense training schedules can mean that the children don’t have time to be children, i.e. to play with friends, etc. Secondly, such schedules can also lead to physical injury. (para. 3)

5 Social problems (para. 3)

6 Team sports (para. 4)

7 Childhood obesity (para. 4)

8 That competitive sport in primary schools is a good thing, as long as it is managed well. (para. 5)

Possible follow-up activities 1 This topic can easily lead on to a range of speaking activities. Encourage students to

brainstorm more arguments for and against, and to come up with examples from their own personal experience and that of their family and friends. Concentrate the discussion by asking students to focus on a particular age range, e.g. between the ages of seven and 11 or 11 and 15. Using the essay title, create a pyramid debate.

2 An alternative would be to create a simulation. The simulation could be a meeting in a primary school to discuss whether competitive sports should be banned or not. You could have students in roles in groups of teachers / children / parents and representatives of the local government. Encourage students to pursue their own views but from the point of view of their role. Make sure there is a sufficient variety of opinions within the group. If not, give some people roles.



Understanding essay questions 1 The key word in an essay question is sometimes called an ‘instruction word’. It tells

you the type of essay that you should be writing. In each of the following essay titles from a Sports Science degree exam at a UK university, underline the key word(s). The first one is done as an example.

1 Analyse the reasons for the reduction in hooliganism in British football grounds in the last 20 years.

2 Contrast the different approaches of the police in Britain and Italy in controlling football crowds.

3 Examine the potential of your home country as a host for the Olympic games. 4 Trace the history of the Olympics from its origins to the present day. 5 To what extent is sport the most important part of modern society? 6 Identify the main reasons for the success of the London bid for the Olympics in 2012. 7 Account for the increase in crowd numbers at spectator sports around the world in

the last ten years. 8 Discuss the effect that drug-taking scandals have had on the public image of sport. 9 Evaluate the World Athletics Federation’s recent changes to the Olympic rules. 10 Outline the positive benefits of viewing sport for spectators. 11 Describe the influence that sport had on your life during your school years. 12 Compare the profile of popular sports in your home country with those in the UK.

2 Match the instruction words that you underlined in the questions above with the definitions below. The first one is done as an example.

1 look at in detail Analyse 2 judge the level of success or failure of something 3 give a description of the main features or characteristics of something 4 give the arguments for and against 5 describe something in chronological order, picking out the main points 6 look at the differences 7 without too much detail, pick out the main points 8 look at in detail 9 write about what, in your opinion, are the main points 10 look at the similarities (and possibly the differences, too) 11 give reasons for, explain 12 write about how far something is true or not

3 In general, there are two types of essays, ‘descriptive’ and ‘discursive’ (sometimes called ‘argumentative’ or ‘for and against’). In descriptive essays, you are describing something usually without giving your opinion. In discursive essays, you are discussing something, arguing a case and giving your opinion. In discursive essays, you are trying to persuade the reader of your point of view and usually write about both sides of the story. Look at the essay titles in Exercise 1. Do you think they are asking for a descriptive or discursive answer, or could they be both? The first two are done for you as an example.

Descriptive essay Discursive essay

Question 1

Question 2



TEACHER’S NOTES Aim: to give further practice in identifying key words in essay questions;

to revise and extend the key words introduced in Lesson 3.5; to raise awareness of descriptive and discursive assignment types. This worksheet is designed to be used after Lesson 3.5.


1

Answers:

1 Analyse 2 Contrast 3 Examine 4 Trace 5 To what extent 6 Identify

7 Account for 8 Discuss 9 Evaluate 10 Outline 11 Describe 12 Compare

2

Answers:

1 Analyse 2 Evaluate 3 Describe 4 Discuss 5 Trace 6 Contrast 7 Outline

8 Examine 9 Identify 10 Compare 11 Account for 12 To what extent

3 Answers:

Descriptive essay Discursive essay

Question 1 (the reasons are probably generally agreed on, although there may be some personal views included) Question 2 Question 3 (there may be some opinion included, but it will be largely factual description) Question 4 Question 6, 7 (if the reasons are generally agreed on) Questions 10, 11 and 12

Question 5 Question 6, 7 (if the reasons have not yet been discussed or defined) Question 8 Question 9


1 Students write their own essay questions using the instruction words. They challenge other students to identify the key words and to say whether it is a descriptive or discursive essay.

2 Students brainstorm ideas and write essay plans for some of the questions.



Future continuous or future perfect? 1 Fill the gap with the future continuous or future perfect form of the verb in brackets.

1 He (stay) home all week because he has a chest infection.

2 By the end of this year, I (participate) in four different medical trials! I get just over £200 for each one so I (earn) nearly £1000!

3 They (give) free flu immunisation injections at the doctor’s surgery next Thursday and Friday for anyone who goes.

4 (you / come) to the hospital with me next week? I would really like it if you could. I’m a bit worried about the appointment.

5 In five years’ time, she (qualify) as a surgeon. In seven years’ time she (perform) major transplant operations here in this hospital.

6 In another seven days, the parasite (reach) the sheep’s heart. It will be there. By that stage, the sheep (already / become) quite weak.

7 Because of the obesity problem, it is likely that the number of new cases of diabetes sufferers (increase) each month for the foreseeable future.

8 My hands hurt me now when I do small movements, so by the time I’m 70, I’m sure I (suffer) from really bad arthritis.

Present continuous and will 2 Look at the gaps in Exercise 1. In which of these gaps could you also use the

present continuous form?

3 Look at the gaps in Exercise 1. In which of these gaps could you also use the ‘will + infinitive’ form?

Adverbs of certainty

4 Put the adverbs in brackets in the correct position in the sentence.

1 His chest infection will have got better by the weekend. (definitely)

2 You should go and talk to her now. The midwife won’t have given her the injection yet. (probably)

3 She will make an excellent surgeon. (certainly)

4 As the population gets older, arthritis will become a major problem that we have to face. (certainly)

5 What’s worse is that the ways of treating arthritis won’t have become much more advanced by then either. (possibly)

6 You won’t be able to get that drug from a pharmacist. (definitely)



TEACHER’S NOTES Aim: to give practice in the form and meaning of the future continuous and future

perfect tenses; to raise awareness the interchangeability of some verb forms; to give practice in positioning adverbs in predictions; to recycle selected items of vocabulary from the unit. This worksheet is designed to be used after Lesson 4.3 Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

1 Make sure students have done Lesson 4.3. They should refer to the Unit 4 Language reference section for revision.

Answers:

1 will be staying 2 will have participated / will have earned 3 will be giving

4 Will you be coming 5 will have qualified / will be performing

6 will have reached / will have already become 7 will be increasing 8 will be suffering

2 This exercise raises students’ awareness of the interchangeability of some forms.

Answers:

1 is staying 3 are giving 4 are you coming

3 This exercise raises students’ awareness of the interchangeability of some forms.

Answers:

1 will stay (prediction) 4 Will you come (request)

5 will qualify / will perform (prediction or certain future) 6 will reach

7 will increase (prediction) 8 will suffer (prediction)

4 Refer to the Language reference section of Unit 4 for help.

Answers:

1 ... will definitely have got ...

2 ... midwife probably won’t have given ...

3 ... will certainly make ...

4 ... will certainly become ...

5 ... arthritis possibly won’t have ...

6 ...You definitely won’t be able ...


UNIT 4: READING

1 Which of the following titles is best for this magazine article about family doctors (also called General Practitioners or GPs) in the UK?

1 UK Working Life: The family doctor 2 UK Working Life: Doctors in the UK 3 UK Working Life: Health problems in the UK 4 UK Working Life: An inner city doctor in the UK 5 UK Working Life: Changes in healthcare in the UK

Dr Chris J. is a GP (General Practitioner) in an inner city practice* in one of the UK’s largest cities. The practice has around 10,000 registered patients, ten doctors and four nurses. Around 1,000 of these patients may be seen by the doctors in one week. As part of the UK’s National Health Service (NHS), these services are free although some patients pay a fixed price for prescription medicines.

For this week’s UK Working Life profile, we asked Dr J. how GPs’ surgeries are funded in the UK; what type of illnesses they deal with; how their work has changed in recent years; and what challenges the UK’s doctors are currently facing.

GP practices in the UK have three principle sources of income from the National Health Service. Firstly, they receive a sum of money for each registered patient. Secondly, payments are made to the practice based on the additional services they provide, such as childhood injections. Finally, sums of money are given to practices that meet certain government targets. For example, patients with heart failure should all be on a ‘heart failure register’.

So that’s how doctors in the UK provide their services free. But what are the main problems that they treat in an inner city practice like this? Dr J. listed four of the most common types of patients he sees in an average day.

1. Patients suffering from depression and anxiety.

2. Appointments for preventative measures, e.g. managing blood pressure, cholesterol levels, diet, etc.

3. Treatment for minor illnesses such as colds and flu.

4. Patients with chronic diseases such as heart disease, diabetes, lung disease, etc.

So helping people to manage their own lifestyles or preventative medicine is now a central part of a GP’s activities. We also asked Dr J. about other ways in which being a GP has changed in the last decade.

Firstly, as in many jobs, doctors are now held more accountable for the work they do which means having to prepare a lot of documentation for each consultation. In addition, demographics are changing. For example, the population is ageing and there are increasing problems with obesity. Both of these bring new challenges. Also, people are now more informed (or misinformed) about health issues from the Internet and the media. Sometimes patients even come holding newspaper articles about diseases they believe they have.

Finally, there are two main challenges that GPs in the UK are facing. The first is the increasing bureaucracy that is forcing GPs to spend more time looking at their computer screens than talking to patients. This is seen by many GPs as having a negative effect on the traditional doctor-patient relationship. The second is the specialisation of doctors. Increasingly, with doctors in a practice specialising in one area, e.g. diabetes, this can lead to other doctors losing skills in that area.

So do you fancy being a GP in the UK? Prepare for five years at medical school (if you can get a place), several years as a trainee doctor and a number of specialised exams.

*the practice is the place where Doctors work and see their patients


2 Read the article and answer the following questions.

1 Is the healthcare service provided by doctors in the UK totally free?

2 Do GP practices with more patients receive more money from the government?

3 Why do GP practices in the UK receive money for giving injections to children?

4 Why does the government give money to doctors’ practices when they meet government targets?

5 Is depression a minor problem amongst patients at inner city practices in the UK?

6 Has ‘lifestyle management’ always been part of a GP’s responsibilities?

7 In the last ten years, doctors’ work has changed in a number of ways. How many ways are described in the article? What are they?

8 Increasingly, patients get a lot of information about health issues from the Internet and the media. Is this always a good thing?

9 According to some GPs, what is contributing to the breakdown in doctor-patient relationships?

10 Is the modern phenomenon of doctors specialising in particular areas of medicine a positive thing?

Copyright © 2008 Pearson Education. All All rights reserved.www.pearsonlongman.com/languageleader/

UNIT 4: READING

TEACHER’S NOTES Aim: to give practice in reading for the main idea; to give practice in reading for specific information; to give practice in inferring meaning; to give students cultural information about doctors in the UK; to recycle selected vocabulary from Unit 4. This worksheet is designed be used after Lesson 4.2. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; Monolingual dictionaries for


Warmer Start a discussion about doctors in the students’ own countries around the following topics: How are doctors’ practices funded? Is there private or public health care? What type of problems do doctors treat or not treat? Has the role of doctors changed in their countries in the last 20 years?

1 Students select the best title. There is more than one possible answer but one is better than the others. The aim of this task is to encourage students to think about the central idea in the article.

Answers:

1 Maybe. This is possible as GPs are sometimes referred to as family doctors. However there is no discussion about families and the article covers some quite specific areas. So this is not be the best title.

2 Maybe. There is a lot of general information in the article about doctors in the UK. However the article only contains the views of one doctor who works in a specific environment. So his view is unlikely give the full picture.

3 No. Although health problems in this particular doctor’s practice are mentioned, this article does not inform us generally about health problems in the whole of the UK.

4 Yes, this is probably the best. Paragraph two tells us that the focus of the article is on the working life of Dr J., who is an inner city doctor. The article then covers various aspects of his working life.

5 No. Although changes in doctors’ work in the UK is mentioned, this article does not inform us generally about changes in health care in the whole of the UK.


Answers:

1 It is almost totally free. Some patients have to pay a fixed price for medicine. (paragraph one) Note: people who have a low income do not generally pay anything. This information is not given in the text.

2 Yes. They receive money for ‘each registered patient’. (paragraph three)

3 This is classed as an ‘additional service’. (paragraph three)

4 To encourage doctors to meet the government targets and reward them when they meet those targets. (inferring meaning from the text in paragraph three)

5 No. Depression is one of the main problems. (paragraph four)

6 No. ‘... is now a central part ...’ (paragraph five)

7 Three. Accountability; changing demographics; informed patients. (paragraph six)



8 No. The article suggests that this can be a problem e.g. ‘or misinformed’; ‘even come holding’; ‘they believe they have’. (paragraph seven)

9 Doctors having to enter information into computers while they are talking to patients. (paragraph seven)

10 It might be positive, but in this article the negative aspect is presented, i.e. that doctors lose skills in areas that they are not working in. (paragraph seven)


1 Students research about doctors in their own country. They do presentations, answer questions and write a short report focusing on the topics that are dealt with in this article.

2 Students research a UK Working Life profile for another job that they are interested in. Students do presentations and/or a short written article.


Evaluating resources on the Internet: URLs To help you to identify reliable and good quality information on the Internet, you should always be able to answer two questions: Who wrote it? Why did they write it?

Understanding the information in the URL can often help you to do this. The URL or ‘web address’ is the address of the website that is visible in your browser window. In the example below, the URL is http://www.google.co.uk.

The beginning of the URL is used to locate the information (http://). The next part is the name of the computer or server where the information is stored. This is often the company or organisation name. In this example, this is ‘google’. This information is not always clear as it is often abbreviated or shortened.

At the end of an URL, after the forward slash ( / ), you may see a file name or folder name. In the example above there is nothing visible.

Apart from the company or organisation name, another useful part of the URL that can help you to locate the information is at the end of the URL before any folder or filenames. For example ‘.co.uk’ in the above URL. This can give you both geographical and other information about the organisation that has produced the web pages.

1 Can you complete the table below? URL Company or

organisation End of the URL (before file names, etc.)

From the URL, do you think this website is reliable? (yes / probably / maybe / no) Why?

http://news.bbc.co.uk/1/hi/business/default.stm

BBC (British Broadcasting Corporation)

.co.uk Yes. Because of the company name: the BBC has a worldwide reputation for news reporting. ‘.co.uk’ just means it is a company based in the UK. This is not reliable in itself. There are no restrictions on who can use this.

http://www.realclearpolitics.com/

Real Clear Politics

1

No. ‘Real Clear Politics’ is not a well-known organisation. ‘1 ’ is mainly used by companies in the US and internationally. There are no restrictions on who can use this. You would have to investigate the content of the site further.

http://www.mg.co.za/ 2 (Mail and Guardian Newspaper)

.co.za No. The URL tells us the company is ‘2 ______ ’. ‘.co.za’ tells us that this is a company in South Africa. There are no restrictions on who can use this. After checking the website, you can see that this is a South African newspaper. You would have to investigate the content of the site further.



URL Company or organisation

End of the URL (before file names, etc.)

From the URL, do you think this website is reliable? (yes / probably / maybe / no) Why?

http://www.ncl.ac.uk/peals/

Ncl (Newcastle University)

3 Yes. ‘3 ‘ tells you that it is an academic institution in the UK. This should be reliable.

http://oehs.uoregon.edu/

Oehs uoregon (University of Oregon)

.edu 4

http://www.hmrc.gov.uk/businesses/

5 (HM Revenue and Customs)

.gov.uk Yes. ‘.gov.uk’ tells you that it is a UK government website. This should be reliable.

http://www.commerce.gov/

Commerce (Dept. of Commerce in the US)

6 Yes. ‘6 ‘ tells you that it is a US government website. This should be reliable.

http://www.freecycle.org/

7 .org Probably. ‘.org’ indicates a non-profit organisation and information on these is generally reliable.

http://www.business-opportunities.net/iqs/

Business Opportunities

.net

8


TEACHER’S NOTES Aim: to give further practice in evaluating sources on the Internet;

to consolidate information about URLs given in the listening activity in Lesson 4.5. This worksheet is designed to be used after Lesson 4.5.

Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student 1 Students complete the information in the table.

Answers:

1 .com

2 mg

3 .ac.uk

4 Yes. ‘.edu’ is used by academic institutions in the USA. This should be reliable.

5 hmrc

6 .gov

7 Freecycle

8 No. ‘Business opportunities’ is not a well-known organisation. There are no restrictions on who can use ‘.net’ (network). You would have to investigate the content of the site further.


1 Students research websites on the Internet and judge reliability based on the URLs. They can further apply the guidelines from Lesson 4.5 and discuss their findings in pairs and groups.

2 Students can research other information in URLs that is not presented in this worksheet and present this to the class.



Modal verbs: ability, possibility and obligation 1 Choose the correct form from the boxes to fill the gaps (more than one answer may

be possible).

will be able to won’t be able to can can’t

1 My new car has anti-lock brakes so I drive much faster and still be safe!

2 By the end of this holiday, I drive with any confidence any more. I’ve had such a terrible time trying to drive on the right-hand side of the road!

3 Why don’t you telephone the travel agent? I’m sure they help you.

4 Next year, you book your tickets online using your credit card.

might might not could could not

5 I’m not sure how I’m going to travel to my new job yet. I use my scooter.

6 Even if the speed limit is reduced to 30 miles per hour, the experts believe it still make any difference to the number of people who are killed there every year.

7 If the local council put more speed cameras on that road, it make it safer. That plan worked on the other side of the city.

will have to will need to won’t have to won’t need to can’t

8 The scooter is too slow so we take the motorbike.

9 We don’t need to get to the hotel quickly as we check in until 3 p.m. anyway.

10 There’s a cheap and really convenient shuttle bus between the airport and the city centre, so we take a taxi when we arrive.

could was/were able to

11 Because of the anti-lock brakes, she stop safely without skidding and she wasn’t even hurt even though she’d been travelling at 65 miles per hour.

12 When we used to travel everywhere by coach, we travel the length of the country really cheaply.

succeeded in managed to

13 The turbulence was awful but we get to the airport without being sick.

14 We had a puncture on the motorway but we still reaching London before midnight.

had to didn’t have to couldn’t must

15 Because of the rough weather, the ferry leave the port.

16 Because of the fogbound runway last night, the pilot wait for permission to take off.

17 Because he travelled to Edinburgh by helicopter, he arrived before everyone else and he sit in those terrible tailbacks on the motorway.

18 When the train went into a tunnel, I get a signal on my mobile phone.



TEACHER’S NOTES Aim: to give further practice in modal verbs for ability, possibility and obligation; to recycle selected items of vocabulary from Unit 5. This worksheet is designed to be used after Lesson 5.3. Time: 15 to 20 minutes Materials: photocopies of the worksheet for each student

Modal verbs: ability, possibility and obligation 1 Make sure students have done Lessons 5.1 to 5.3. They may need to refer to the

Language reference section for Unit 5. The sections here revise the sections of the Unit 5 Language reference.

Answers:

1 will be able to (talking about the future) or can (talking about the present, a general fact / truth)

2 won’t be able to (talking about the future)

3 will be able to (talking about the future) or can (talking about a general fact / truth / belief)

4 will be able to (talking about the future)

5 might or might not (future possibility) or could (future possibility) [could not is not used for negative possibility in the future]

6 might not (negative possibility in the future)

7 might or could (future possibility)

8 will have to or will need to (future obligation)

9 can’t (a prohibition or negative obligation in the future)

10 won’t have to or won’t need to (a lack of obligation in the future)

11 was able to (ability / possibility in the past) [could is not used for a single action in the past]

12 could or were able to (general ability / possibility in the past)

13 managed to (something you did that was difficult (+ infinitive))

14 succeeded in (something you did that was difficult (+ -ing))

15 couldn’t (negative obligation or prohibition in the past)

16 had to (an obligation in the past) [must is not used for an obligation in the past]

17 didn’t have to (a lack of obligation in the past)

18 couldn’t (negative obligation or prohibition in the past)


UNIT 5: READING

1 Look at the eight categories of transport listed in the first column of the table. Read the text quickly in about 30 seconds. Don’t stop, even if there is something you don’t understand. Try to identify which of the eight categories are NOT mentioned in the text.

Year 1 Year 5 Year 10 Bus 49% 42% 36% Car 33% 36% 39% Train 5% 7% 9% Foot 4% 3% 2% Motorbike / Moped 3% 4% 5% Bicycle 3% 5% 6% Taxi 1% 1% 1% Other 2% 2% 2%

The data in the table shows the most recent results of a survey in the UK which aims to trace the main methods of transport used by commuters in large British cities over the last ten years. For the purposes of the survey, commuters are defined as people working within a five-mile radius of the city centre who travel to work from outside that area. Other variables such as the number of hours worked in a week, salary and distance between home and work are also being gathered, although this information is not presented in this table.


The data is being collected from a selected group of cities in the UK excluding London. The study started ten years ago and is planned to continue into the foreseeable future, to provide the government with information regarding the trends and changes in commuter behaviour. As can be seen from the table, the most popular mode of transport used by commuters in the UK’s largest cities was the bus at the start of the survey. However, the percentage of people taking the bus to work has steadily declined from 1 __ % to 2 ____ % in year 10. In contrast to this, car usage by commuters has seen a steady increase over the ten years of the survey, starting at 3 _% in year 1, rising to 4 _ % in year 5 and then to 5 _____% this year. At the current time, the reasons for these trends are not clear. However, these figures demonstrate that although the government may be trying hard to encourage British workers to use public transport and leave private cars at home, the policies which have been put in

place and the promotional campaigns which have been launched are clearly not working. While buses and cars are clearly the favoured methods for commuting in cities in the UK, there are several other interesting trends to note. The number of commuters taking the train continues to grow with an increase of 6 _____% over the duration of the study so far. This may reflect the improved quality of service in local and regional trains over the last ten years. The number of commuters cycling to work has also shown a healthy rise of 7 __ %, going from 8 _ % to 9 _____ % in the same time period, perhaps reflecting tax incentives which were introduced by the government to favour employees who purchase bicycles. Motorbikes and mopeds are the other forms of transport which seem to be taking people away from the buses as they have seen an increase of 10 _% over the ten years. In other words, these methods of transport, along with cars, continue to grow while the number of bus passengers falls. Although the statistics presented here are interesting, there clearly needs to be more detailed information released in order for conclusions to be drawn. For example, the increase in car usage may be due to a rise in the number of employees car sharing with colleagues at work. This in turn may affect the number of bus passengers. Nevertheless, it offers an interesting insight into the travel habits of British workers in major cities.


2 Use the information in the table to help you fill each of the ten gaps in the text with the correct number.

3 Answer the following questions.

1 Paragraph 1: ‘Other variables such as the number of hours worked in a week, salary and distance between home and work are also being gathered ...’. What is the tense of the verb in italics? Why is it used here?

2 Paragraph 3: ‘the most popular mode of transport used by commuters in the UK’s largest cities was the bus at the start of the survey.’ What is the tense of the verb in italics? Why is it used here?

3 Paragraph 3: ‘However, the percentage of people taking the bus to work has steadily declined ...’ What type of word is the word in italics? Which word does it give more information about?

4 Paragraph 3: ‘In contrast to this, car usage by commuters has seen a steady increase over the ten years of the survey ...’ What is the tense of the verb in italics? Why is it used here?

5 Paragraph 5: ‘The number of commuters taking the train continues to increase ...’ Which word is the main verb in this clause?

UNIT 5: READING

TEACHER’S NOTES Aim: to give practice in scanning for specific information;

to raise awareness of the grammar in this type of text; to give practice in finding relationships between the text and data in tables.

This worksheet is designed to be used after Lesson 5.5. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for


Warmer Write commuters on the board. Elicit the meaning of commuter. Ask the students how they or their parents travel to work. Talk about the main method of commuting in the students’ cities and countries in groups and open class.

1 Students scan the text to spot the categories which are included.

Answers:

foot, taxi, other – none of these three categories is mentioned.

2 Students fill the gaps with numbers from the table.

Answers:

1 49 2 36 3 33 4 36 5 39 6 4 7 3 8 3 9 6 10 2


Answers:

1 present continuous (or progressive) passive It is used as the survey is still continuing so the data collection for this survey is an ongoing process.

2 past simple It is used to describe something which started and finished in the past, as the data being described is from year 1 (‘at the start of the survey’).

3 It is an adverb. It gives extra information about the verb ‘has declined’ by telling the reader about the type of decline.

4 present perfect simple It is used here to describe something which started in the past and continued to the present or recent past (‘over the ten years of the survey’).

5 continues ‘The number of commuters taking the train’ is a noun phrase which acts as the subject of the sentence. Data description typically uses large noun phrases as subjects to avoid repeating sentence structures.

Possible follow-up activities 1 Create a simulation to discuss ways of attracting commuters to use public transport.

You could use any number of groups such as members of the government, commuters who use public transport, commuters who don’t use public transport, car lobby groups, cycling lobby groups, public transport lobby groups, etc. Students work out their arguments and ideas in groups first. The whole class then works together to draw up a plan and policies to increase the number of people using public transport.

Note: The statistics presented in this reading text were invented for the purpose of the exercise and do not represent the results of any actual survey that has been carried out.



Describing graphs, charts and tables 1 Look at these four ways of presenting the same information. The statistics describe

a survey of the methods of transport used by people commuting to work in major cities in the UK. The data is from Year 1, Year 5 and Year 10 of the survey (Graphic D is Year 1 only). Match the graphics A to D with the correct description 1 to 4.

1 Pie chart 2 Bar chart or histogram 3 Table 4 Line graph

A

Year 1 Year 5 Year 10 Bus 49% 42% 36% Car 33% 36% 39% Train 5% 7% 9% Foot 4% 3% 2% Motorbike 3% 4% 5% Bike 3% 5% 6% Taxi 1% 1% 1% Other 2% 2% 2% Total 100% 100% 100%

B

0%

10%

20%

30%

40%

50%

60%

Bus CarTrain

Foot

Motorbike Bike Tax

iOthe

r

Year 1Year 5Year 10

C

0%

10%

20%

30%

40%

50%

60%

Year 1 Year 5 Year 10

BusCarTrainFootMotorbikeBikeTaxiOther

D

Year 1

BusCarTrainFootMotorbikeBikeTaxiOther

2 Which of these is not an effective way of presenting this information? Why?

3 In a written text in which you are describing this data, which of the above graphics would be best for the following situations?

1 You want to emphasise the huge difference between buses/cars and all the other categories across the ten years of the survey.

2 You want to analyse the different methods of transport used in Year 1. 3 You want to describe the main points of interest in the complete set of data. 4 You want to describe trends across the ten years and make predictions about the

future.



TEACHER’S NOTES Aim: to give further practice in identifying four ways of presenting information;

to give further practice in reflecting on the best ways of presenting statistics. This worksheet is designed to be used after Lesson 5.5.


Describing graphs, charts and tables

1

Answers:

1 D 2 B 3 A 4 C

2 There are two possible answers to this question.

Answers:

1 The line graph (graphic C) could be seen as the least effective way of presenting this information. The problem is the similarity of much of the data and this makes the line graph difficult to interpret. Apart from the statistics for buses and cars, the other categories are too similar to be presented in a line graph. The bar chart can effectively do the same job, but in a clearer way. Perhaps if there were statistics for each year of the survey, using a line graph may be more effective. Also if the graph can be presented in a larger format, it will be more useful.

2 It could also be argued that the pie chart does not present the information effectively. This is because the pie chart can only present the statistics for one year. Therefore you would need three pie charts and they would not be very useful for comparison across the three years. However, there may be instances where the pie chart will be useful.

3 These are good discussion points for class activities. Commentary is given here for self-study students although it may be possible to argue the certainty of the answers.

Answers:

1 The bar chart does this very effectively as the difference is represented very clearly in the visual difference in height. The line graph may also do this but see the discussion above about the categories. The table gives no visual emphasis of this. The pie chart can only present one year.

2 The pie chart is clearly the best for this. It gives a visual demonstration of the percentages of the different methods in one year.

3 The table is good for this as it makes it easy to scan the data comparing different things. The bar chart and line graph may be OK for this but being able to see the detail is important.

4 The line graph could be best for this. It shows more clearly the linear progression over time and allows the reader to visualise the predicted trends for the future.


Possible follow-up activities 1 Put students in four different groups. Each group writes one of the texts described in

Exercise 3. This will help to raise awareness about the different approaches that can be taken to the same data. It will also emphasise the strengths and weaknesses of the different ways of graphically presenting the data.

Note: The statistics presented in this worksheet were invented for the purpose of the exercise and do not represent the results of any actual survey that has been carried out.



Narrative tenses: past simple, past continuous, past perfect or past perfect continuous? 1 Fill the gap with the correct form of the verb in brackets. Sometimes there may be

more than one possibility.

1 Before he started writing novels, he (publish) essays.

2 Before she started writing science fiction, she (publish) 14 thrillers.

3 She (write) 14 thrillers and then she (start) to write science fiction.

4 He still (work) as a theatre critic when he (publish) his first play.

5 She (have) her eyes shut so tightly that it was only when she heard the shriek in the darkness that she realised the lamp (go out).

6 The gleam of the lantern (be) the only light in the room. Suddenly, there (be) darkness. In the black silence, a pair of eyes behind a picture rapidly disappeared. Someone (watch) them.

7 Outside, the rain (fall), the wind (whistle) around the windows and the cries of wolves (echo) around the forest. He (strike) a match.

8 Although he (use) a ghostwriter, he still told interviewers that he (write) his autobiography himself, even after it was published and for sale in the shops.

Used to and would 2 In the sentences below, identify the ones which are incorrect. Correct them and

identify if it is a question of form or meaning.

1 He used to write plays but he has stopped to concentrate on his memoirs.

2 He’s a novelist now, but didn’t he used to be a poet?

3 She used to write thrillers. Her new one is going to be published next year.

4 I didn’t use to like reading poetry, but I love it now.

5 I use to write a travel blog but I stopped because no one was reading it.

6 When my sister got a new book, she would read it every night until she fell asleep.

7 When my sister got a new book, she would be very happy.

8 In the early 1950s, she would write every day, but by the 1960s, she was hardly writing at all.

9 When I was a child, I would like science fiction. But I don’t read it now.

10 Every time my brother went out, I would always try and find his diary.



TEACHER’S NOTES Aim: to give further practice of the form and meaning of the past simple, past

continuous, past perfect and past perfect continuous tenses; to give further practice in the use of used to and would; to recycle selected items of vocabulary from the unit. This worksheet is designed to be used after Lesson 6.3. Time: 20 to 30 minutes Materials: photoopies of the worksheet for each student

Narrative tenses: past simple, past continuous, past perfect or past perfect continuous?

1 Make sure students have done Lessons 6.1 to 6.3. They may need to refer to the Language reference section for Unit 6. Commentary in brackets refers to grammar explanations in the Language reference. Where there is more than one possibility, the best answer is given first.

1 had been publishing (emphasis on the continuous or repeated action of publishing); had published (emphasis on the published essays)

2 had published (emphasis on the 14 thrillers which are finished and have been published, not the activity of publishing itself)

3 wrote / started (past simple for a sequence of single actions)

4 was still working / published (the publishing of the play is an event that happens during the longer background action (working as a critic))

5 had / had gone out (the lamp went out before the ‘shriek in the darkness’)

6 was / was (a sequence of single actions); had been watching (an ongoing action which started before the lights went out)

7 was falling / was whistling / were echoing (descriptions that set the background to the scene); fell / whistled / echoed (it is possible that any of these could be in the past simple but this is less likely although echoed may be used as the cries of wolves may be only occasional and not continuous); struck (a single, finished action)

8 had used (to emphasise that it was before the interviews, the book is finished); used (also possible but not as clear as past perfect); had written (to emphasise that it was before the interviews, the book is finished)

Used to and would

2 Students must have studied Lesson 6.2 before attempting this activity. Use the Language reference section for further examples.

2 Problem of form; ‘... didn’t he use to be a poet?’

3 Problem of meaning; she is publishing one next year so this is something that still happens.

5 Problem of form; ‘I used to write ...’

7 Problem of meaning; we don’t use would to talk about states in the past

9 Problem of meaning; we don’t use would to talk about states in the past

1, 4, 6, 8 and 10 are all correct in both form and meaning.


UNIT 6: READING

1 Look at the article below from a magazine for literature students at a UK university. Choose the best title.

1 Essential writers: Albert Camus (1913 – 1960) 2 Where do I start? Albert Camus (1913 – 1960) 3 French writers: Albert Camus (1913 – 1960) 4 Overrated writers: Albert Camus (1913 – 1960) 5 My favourite writer: Albert Camus (1913 – 1960)


There are some writers whose works of literature can change lives. For many people, Albert Camus is one of those writers. In particular, two of his novels are very accessible to all readers and offer an excellent introduction to his writing: L’Etranger (1942) (trans. The Stranger) and La Peste (1947) (trans. The Plague). Although Camus wrote in French, his work has been translated across the world. Camus was born in 1913 in Algeria to a French-Algerian family. His family were poor and his father was killed in the First World War. After working his way through school and the University of Algiers, he became involved in the political and social struggles of the time. Some of the many groups he joined and participated in were the French Communist Party, the Algerian People’s Party and the French anarchist movement. He was politically active and was involved in demonstrations in support of workers in East Germany, Poland and Hungary in the 1950s. In the early 1940s, during the Second World War, Camus started writing articles for an underground newspaper. Throughout the 40s and 50s, Camus wrote for many newspapers focusing particularly on political and social issues. His writing was heavily influenced by his knowledge of the tensions in Algeria and his experience of the Second World War and the aftermath of that event. By the time of his death, he had published widely and on many different subjects. He wrote essays, plays, non-fiction, short stories and novels. In 1957 he was awarded the Nobel Prize for Literature. It was said that he illuminated ‘the problems of the human conscience in our times’.

The Stranger is perhaps the most famous of Camus’ books and it often appears in modern songs and films, such as the recent war film Jarhead. In The Stranger, the emotionless main character Meursault is involved in a series of events over several days that starts with his mother’s funeral and ends with him killing an Arab man on a beach. Meursault is honest and direct in the way he lives his life and simply experiences a sequence of events that happen to him. The physical sensations of these events are the only real things for him. His final action of killing is in response to the strong glare of the sun. He does not pretend to have emotions that he does not have, nor does he take part in social conventions such as demonstrating grief at his mother’s funeral. Meursault is one of the most fascinating characters in 20th century literature and ultimately the book investigates such issues as truth, life, responsibility and meaning. In The Plague, the Algerian town of Oran is suddenly full of dying rats. This soon leads to the spread of a plague that ravages the city. This is generally considered to be an allegory of the Second World War inspired by Camus’ experience of fighting with the French resistance. Thus the plague is a metaphor for the invasion of France. In the book, Camus uses a number of characters to explore the different human reactions to such a disastrous situation. By doing this, he raises many questions about the human condition and paints a fascinating picture of life in the face of disaster. Why bother, I hear you say? Read Camus and you will learn something about yourself.

By Patricia Poiccard


2 Find this vocabulary in the text.

1 In paragraph 1, find an adjective that means ‘not difficult to understand or read’.

2 In paragraph 2, find a verb phrase containing a verb, an adverb and an adjective that describes someone who is very involved in politics.

3 In paragraph 3, find a verb that means ‘to throw light on something’.

4 In paragraph 4, find an adjective that is used to describe someone who shows no feelings.

5 In paragraph 5, find a compound noun (a noun phrase consisting of two words) that is used to describe the type of behaviour that is expected of people in society

6 In paragraph 6, find two literary terms that are used to describe the situation where one thing is used to represent another thing

3 Answer the following questions using information from the text. Try to put the answers in your own words.

1 Why does Patricia Poiccard recommend The Stranger and The Plague?

2 What two things are mentioned as being strong influences on his writing?

3 According to Patricia Poiccard, which is the best known of Camus’ books?

4 What is the reason given for Meursault killing the man on the beach?

5 In The Plague, Camus uses a number of different characters. Why?

UNIT 6: READING

TEACHER’S NOTES Aim: to give practice in reading to understand the gist;

to give practice in reading for specific information; to give further practice in the unit; to develop vocabulary. This worksheet is designed to be used after Lesson 6.3.

Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for


Warmer Ask students to think of one book that they would recommend to other people to read. In groups, ask students to tell each other about the book. What is it about? How did it influence them? Why would they recommend it?

1 Students read the text and choose the best title.

Answers:

1 Yes. The author of the article clearly thinks people should read Camus as her comments about him are very positive (see paragraphs 1 and 7). It seems to be written for someone who knows nothing about Camus and tells the reader why they should read his books: ‘... can change lives’; ‘you will learn something about yourself’.

2 Possible. This seems to be an accurate summary. The article is written as an introduction to Camus the person and gives advice about where to start with his books. But perhaps it is a little informal / simplistic for a title in a literature magazine.

3 No. There is little discussion about him being a French writer. The article does not put him in the context of the French literary scene.

4 No. The author obviously thinks Camus is an excellent writer. ‘Overrated’ means that someone is not as good as everyone says they are.

5 No. The author does not mention any personal opinion about whether he is her favourite writer or not.

2 Students use the text to develop vocabulary.

Answers:

1 accessible 2 to be politically active 3 to illuminate 4 emotionless

5 social conventions 6 allegory, metaphor


Answers:

1 Because they are ‘accessible’, i.e. not difficult to understand. Therefore they are a good place to start. (paragraph 1)

2 The tensions in Algeria and the Second World War. (paragraph 3)

3 The Stranger: ‘perhaps the most famous of ...’ (paragraph 4)

4 ‘... the strong glare of the sun’, i.e. the bright sunlight shining in his eyes. (paragraph 5)

5 It allows him to explore the different reactions to one situation. (paragraph 6)

Possible follow-up activities 1 Students write a similar article about an author they think everyone should read.



Improving reading and listening skills Reading and listening are both receptive skills because you are receiving, processing and comprehending language, not producing it yourself. You can improve both your reading and listening skills by:

• learning to make predictions based on your knowledge • guessing the meaning of words which are new to you • guessing the (meaning of) words you did not hear clearly or could not read.

The extract below is from a well-known travel blog called ‘Our Man in Hanoi’ (www.ourmaninhanoi.com). The blog is written by Steve Jackson, a former journalist who worked as a volunteer for a charity in Vietnam. Read it and do the exercises to practise your reading skills. Alternatively, read the text out loud and record it or ask a friend or colleague to read it for you to practise your listening skills. For Exercise 2, read xxxxx as a beep!

1 One extract from the blog gives advice to people who are thinking of travelling to Vietnam and in particular the city of Hanoi. Steve Jackson covers around 12 topics in this particular blog entry. How many can you predict correctly? Make a list.

2 In the short extract below, guess the meaning of the words in italics and predict what the missing word is where you see xxxxxx.

“Befriend a local and they will spend their last few xxxxx 1 on a meal for you. They will refuse to take anything towards the cost (and you probably shouldn’t offer) and they will be genuinely honoured to eat with you. You can make a friend for life in seconds. At the same time, if someone collapses in the street, people will walk by. Or worse, stop to stare 2 but do nothing.

As a foreigner the police will leave you alone. They know you bring money into this country. But that works both ways too. They may not help you when you need them either.

Everywhere is manic with activity yet strangely serene 3. Eventually your ears will filter out the noise and you’ll fall in step with the traffic. You’ll wonder why it seemed so scary when you first arrived.

I understand that when you think of Vietnam the chances are your first thought is of the American War (that’s what it’s called in these parts – and what else would they call it if you think about it for a second?). By all means go to the museums, the tunnels and the rest if that is your thing. But Vietnam is much much more than that.

Seventy percent of the population were born after the war. And the American war was a blip in amongst centuries of other wars. In my experience Vietnamese tend to look xxxxxxx4 rather than back – understand the horrors of that war. Put it in context and move on. Vietnam has.

And yes, the opening up to commerce has helped Vietnam prosper. But don’t forget this is on the back of a rare 30 years of peace. I would guess that this is the most significant factor in the upswing 5.

Don’t worry about your personal safety, or at least don’t panic about it. Vietnam is probably the safest place you will visit. But don’t be xxxxxx 6. Hanoi isn’t too bad but by all accounts bag snatching is on the rise in Saigon. Just keep things close to you. Honestly money belts are not needed. Stick your wallet in your pocket, like you do at home.

People will rip you off sometimes. They need the money. But that doesn’t mean that people will ALWAYS rip you off. Sometimes the price they say is THE price. There is no need for haggling 7. Other times you can haggle and haggle to get a couple of cents knocked off. Why bother?

Find out what things cost. Don’t accept the rip off price but accept the reasonable price. And while we’re at it, westerners don’t always pay more than xxxxxx 8 (transport aside). That’s a myth.

Learn a couple of words of Vietnamese. Hello and thank-you will do it. It’ll make people smile at the very least. Smiling is important here.”

Used with permissions from Steve Jackson.


http://www.ourmaninhanoi.com/


TEACHER’S NOTES Aim: to give further practice in predicting, guessing the meaning of words in

context and guessing the meaning of words not heard or read clearly; to give further exposure to the theme of writing travel blogs.

This worksheet is designed to be used after Lesson 6.5. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Improving reading and listening skills 1 Students make predictions and compare with the summary below.

Answers:

These are the 12 topics covered. If you predicted 10–12 of them you are genius! If you predicted six to nine of them, that is excellent! If you predicted three to five of them, you did well! If you predicted less than two, perhaps you need to find out more about Vietnam!

Possessions and wages / the characteristics of local people / the police / the noise and the traffic / the Vietnam - American war and museums / the state / personal safety / the price of things / the language / what to do when things go wrong / eating / changes to the city and country

The full text of this entry can be viewed at: http://ourman.typepad.com/our_man_in_hanoi/2005/09/visiting_vietna.html

2 For the missing words, the actual answer is given in italics. Of course, there are other possibilities too and some of these are also given.

Answers:

1 cents (or coins / dollars / dong (Vietnamese currency))

2 stare (verb) = to look at something for a long time, usually without moving. You know it must be something worse than walking past someone who has collapsed.

3 serene (adjective) = calm and quiet. Because of ‘yet’, you know it must be something that contrasts with ‘manic with activity’.

4 forward (or to the future). ‘To look forward’ is the opposite of ‘to look back’.

5 upswing (noun) = a sudden improvement in something (often used to describe the economy, as in this example. Vietnam has prospered, i.e. the economy has done well).

6 stupid (or daft / complacent / idiotic / silly). This is a gentle piece of advice even though he says Vietnam is safe.

7 haggling (noun, from the verb ‘to haggle’) = to argue about the cost of something before buying. He says that sometimes the price is right and you should not argue about it.

8 locals (or local people / the Vietnamese). This must be something that contrasts with ‘westerners’.


http://ourman.typepad.com/our_man_in_hanoi/2005/09/visiting_vietna.html

Possible follow-up activities 1 Students read Steve Jackson’s full travel blog entry and discuss what they think of it.

Then, students write a similar travel blog entry giving advice to people who are thinking of travelling to their home city or country.

Note: This worksheet is linked to a real travel blog. Use a search engine to search for ‘Our Man Where’ or ‘Our Man in Hanoi’ and ‘visiting Vietnam’ if the address above changes.



The passive 1 Underline the passive structures in the texts below.

1 The ancient buildings which remain in the village are run-down and need to be maintained. Although a group of architects have met to discuss the project, there is no sign yet of an agreement being reached.

2 ‘The Hammer’ is a unique and impressive building which will be an imposing addition to the area of the city around the river. This contemporary building, which has been commissioned by the private finance company Moster Stronio, will be constructed from traditional materials and is due to be completed in ten years’ time.

3 The architect who had been redesigning the city centre as part of a five-year project was only 23 when he started the plans. Although this is now water under the bridge, the problems which resulted from this decision are being lived with every day by the inhabitants of the city.

4 The overcrowded streets in the city centre are totally blocked by cars and angry drivers during rush hours. The only solution would be to demolish and reconstruct a large area.

5 Although the city environment was slowly improving throughout the previous decade, the north-west part of the city centre was still very run-down. This area was being revitalised by the plans of the city council until the money from the central government ran out. In fact, many of the buildings were in the process of being restored and still remain unfinished to this day.

6 Although sometimes demolishing a city centre and redesigning it from scratch can be very beneficial, it is essential to be careful not to burn one’s bridges. Many ugly, modern European city centres hide architectural gems. These are usually historical buildings that have been hidden by later constructions.

7 Graffiti is sprayed on the buildings in the area almost as soon as it has been cleaned off. This can be seen as a real challenge for modern architects.

8 The outside of the building was constructed using entirely recycled materials. These were brought from Scandinavia where such building materials are extremely common.

2 For the passives you have underlined, choose the passive form from the box.

present simple present continuous will future -ing forms

past simple past continuous present perfect infinitive

3 Select the best reason for the use of the passive from the box below.

1 The passive is used so that the sentence can start with information which is already known.

2 The passive is used to put a short subject at the beginning of the sentence.

3 The passive is used because the agent of the verb is unimportant or obvious from the context.

4 The passive is used as we don’t know who/what the agent is.

5 The passive is used to put the most important information at the start of the clause.



TEACHER’S NOTES Aim: to give practice in identifying the forms of different passive structures; to give practice in matching the form with the name of the tense; to raise awareness of the reasons for using passive structures; to recycle selected items of vocabulary from the unit. This worksheet is designed to be used after Lesson 7.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

The passive 1–3 Make sure students have studied up to Lesson 7.3. Further examples and help are

available in the Unit 7 Language reference. The verb phrases in the box below are the only examples of passives. All the other verb forms are not passive.

Answers:

1 to be maintained passive infinitive 3 (unimportant)

being reached passive -ing form 3 (obvious)

(compare: ‘there is no sign yet of the architects reaching an agreement’)

2 has been commissioned present perfect passive 1

will be constructed will future passive 4 (or possibly 3)

to be completed passive infinitive 3 (unimportant)

3 are being lived with present continuous passive 5

4 are (totally) blocked present simple passive 5

5 was being revitalised past continuous passive 1

being restored passive –ing form 3 (unimportant)

(verb structure = to be in the process of doing something, i.e. after a preposition)

6 have been hidden present perfect passive 1

7 is sprayed present simple passive 4

has been cleaned off present perfect passive 3 (unimportant)

8 was constructed past simple passive 3 (unimportant)

were brought past simple passive 1

Possible follow-up activities 1 Students use the vocabulary from the Language reference section to write about

buildings and the environment in their home towns. Students swap texts and identify passive structures.


UNIT 7: READING

1 Read the text and then decide where you think the text was taken from. Why?

1 A newspaper article 2 A tourist brochure for the north-east of England 3 An academic journal for architects 4 The Newcastle University website 5 A university publicity brochure

Newcastle University’s multi-award-winning Devonshire Building is a stunning new structure that has been built as a friend to the environment. This is very appropriate for the building since it is the home of the Institute for Research on Environment and Sustainability at the university.

The external design of the building is elegant and contemporary. However, this graceful exterior is only the icing on the cake. The awards that the building has won are for the sustainable design features that the architects have used in the construction of the Devonshire Building. These features all respond to the government’s targets for new buildings.

Two examples of the materials used in the construction demonstrate the building’s environmental credentials. The building has solar panels all over the roof area and this innovation generates electricity that is used inside the building. As Newcastle is on the coast of the north-east of England, it benefits from the clear blue coastal skies and this sunlight generates around 30kW of constant power.

Secondly, to reduce the use of metals in the building, the pipe work throughout the structure is not made from the traditional copper or steel. The ‘Aquatherm’ pipes are actually made from 100% recycled material.

There are also some impressive automated features. The facade of the building is controlled by a climate system that responds to the levels of sunlight and the temperature to maximise the use of natural heat and light. The rotating blades on the outside of the building move automatically with the sun to bring natural light into the rooms. Also,

the windows on the same side of the building open and shut automatically according to the internal temperature.

The internal ventilation system also takes advantages of the natural airflow from outside. Thus, as well as maximising the use of natural daylight, the Devonshire Building also delivers fresh air from the outside to the people who are working in the rooms and offices inside.

Furthermore, air and sunlight are not the only natural resources which the building makes use of. The rain water that falls on the roof is channelled into the internal systems and is used to flush the toilets on each floor of the building.

These innovations have attracted a number of prestigious awards since the building was completed. First it won the Royal Institute of Chartered Surveyors (RICS) North-East Renaissance Awards “Building of the Year”. At the same award ceremony, the Devonshire Building also won the category for “Sustainability”.

More recently, the building was awarded an ‘excellent’ rating under the Building Research Establishment Environmental Assessment Method (BREEAM). This is generally viewed by the UK construction industry as being the top award for environmental building design and management.

For pictures of the Devonshire Building and further information, please go to:

http://estates.ncl.ac.uk/projects/devonshire


http://estates.ncl.ac.uk/projects/devonshire


2 Answer the following questions using information from the text.

1 In paragraph 2, it says that the physical appearance is ‘only the icing on the cake’. What do you think this means?

2 Why is the government mentioned in paragraph 2?

3 Which two examples are given of types of materials used in the building?

4 How does Newcastle’s geographical location help the building?

5 What two things does the automatic system that controls one side of the building react to?

6 What two things are mentioned that are physically moved by the automatic system?

7 How does the building save water?

8 How many awards are mentioned?

UNIT 7: READING

TEACHER’S NOTES Aim: to give practice in identifying text genre;

to recycle some of the vocabulary from the unit; to give practice in reading for specific information. This worksheet is designed to be used after Lesson 7.3.



Warmer Ask students to think of modern buildings and the features that they try to incorporate to help protect and preserve the environment. Build up a list.

1 Students read the text and choose the best title.

Answers:

1 Unlikely. The text is descriptive and gives information which is all positive. A newspaper article would probably investigate the building in a more interesting way. It would perhaps look at negative aspects and the views of people who work in it.

2 No. There is far too much description and detail and it is too long. A tourist brochure text would be shorter, snappier and perhaps more enthusiastic!

3 No. The description about the building is far too simple to be written for architects. An academic journal would probably have a great deal more detail and use more specialised technical vocabulary.

4 Yes. This is the most likely place. It gives information about the building. It is very positive about it. It boasts about the awards that the building has won. If it is on the website, it is designed for people who work and study in the university and also people who are interested in going to the university.

5 Probably not. It’s too long. There is too much detail and description and it is not enthusiastic enough to be for publicity purposes.


Answers:

1 It means that the physical appearance is excellent and helps to make it look good (like icing on a cake), but the main features are those in the building itself (the cake!).

2 The government has set targets (probably for environmental friendliness) for new buildings. The features of the Devonshire Building help to meet these targets.

3 Solar panels (paragraph 3) and ‘Aquatherm’ pipes (paragraph 4)

4 As it is on the east coast, there is an increased amount of sunshine. This helps to generate electricity using the solar panels.(paragraph 3)

5 the levels of sunlight and the temperature (paragraph 5)

6 rotating blades on the outside of the building and the windows (paragraph 5)

7 The toilets use rain water. (paragraph 7)

8 Three: Building of the Year; Sustainability; ‘excellent’ in the BREEAM (paragraphs 8 and 9)



Possible follow-up activities 1 Students write about a building they know. They can research information about it.

They write a positive account of it.

2 Students brainstorm the potential negative aspects of the Devonshire Building in groups and write a criticism of it.


Identifying fact and opinion 1 Read the texts below. Identify whether each sentence is written as fact or opinion.

Choose the best answer and write it in the square brackets [...]. The first one is done as an example.

1 The ancient buildings which remain in the village are run-down and need to be maintained [ fact ]1. Although a group of architects have met to discuss the project, there is no sign yet of an agreement being reached [ ]2.

2 ‘The Hammer’ is a unique and impressive building which will be an imposing addition to the area of the city around the river [ ]3. This contemporary building, which has been commissioned by the private finance company Moster Stronio, will be constructed from traditional materials and is due to be completed in ten years’ time [ ]4.

3 The architect who had been redesigning the city centre as part of a five-year project was only 23 when he started the plans [ ]5. Although this is now water under the bridge, the problems which resulted from this decision are being lived with every day by the inhabitants of the city [ ]6.

4 The overcrowded streets in the city centre are totally blocked by cars and angry drivers during rush hours. The only solution would be to demolish and reconstruct a large area [ ]7.

5 Although the city environment was slowly improving throughout the previous decade, the north-west part of the city centre was still very run-down [ ]8. This area was being revitalised by the plans of the city council until the money from the central government ran out [ ]9. In fact, many of the buildings were in the process of being restored and still remain unfinished to this day [ ]10.

6 Although sometimes demolishing a city centre and redesigning it from scratch can be very beneficial, it is essential to be careful not to burn one’s bridges [ ]11. Many ugly, modern European city centres hide architectural gems [ ]12. These are usually historical buildings that have been hidden by later constructions [ ]13.

7 Graffiti is sprayed on the buildings in the area almost as soon as it has been cleaned off [ ]14. This can be seen as a real challenge for modern architects [ ]15.

8 The outside of the building was constructed using entirely recycled materials [ ]16. These were brought from Scandinavia where such building materials are extremely common [ ]17.



TEACHER’S NOTES Aim: to give further practice in identifying fact and opinion; to recycle selected vocabulary from the unit.


Identifying fact and opinion 1 Suggested answers are given below with a commentary where necessary. Without a full

knowledge of the background and the context, it is sometimes difficult to distinguish fact from opinion. Discussion of some of the answers is possible.

Answers:

1 fact This is written as fact. If the village is not obviously run-down, this could be viewed as opinion.

2 fact See 1 above.

3 opinion The writer is using adjectives to give an opinion about the building.

4 fact

5 fact

6 opinion/fact It is difficult to distinguish the difference here. It is written as fact but it is also quite a strong statement, which may be the author’s opinion.

7 opinion This is surely not the only solution.

8 fact See 1 above.

9 fact

10 fact

11 opinion Some people may disagree with this view.

12 opinion See 11 above.

13 fact This is a fact to back up the author’s opinion.

14 fact

15 opinion This can be seen as suggests that there are people who disagree with this.

16 fact

17 fact



Verb patterns 1 Use the –ing form or the infinitive form of the verb in brackets to fill the gaps.

1 Increasingly, people are being encouraged (be aware) of consumer items which are produced using child labour.

2 Because of climate change, the government is encouraging us (reflect) on the way we lead our lives and make changes to save energy.

3 Consumer choice needs (be) something positive, rather than something that hides an ugly truth.

4 Despite closing the factory in Italy and relocating it to Vietnam, the company denies (make) the decision lightly and claims it had no choice.

5 The fair trade logo that is now present on many of the products in our supermarkets reminds us (think) about the origins of the products we are buying.

6 Free markets allow shrewd business people (buy) cheaply from poorer countries and sell products on for vast profits.

7 Multinational companies obviously dislike (be) linked to environmental disasters as it creates a very bad public image.

8 Collaboration reminds people (consider) the views of other people carefully before making decisions.

9 Networking often doesn’t feel like (work), but in fact it can be some of the hardest and most useful work you will ever do.

10 Persuading some people (admit) that global warming actually exists is not always a straightforward task!

2 Think carefully about the meaning of the sentences. Choose the correct form of the verb (-ing or infinitive) to fill the gaps in the sentences.

1 I remember (suggest) that we should write an article about child labour and multinational companies but I don’t remember (offer) to do it myself!

2 We must remember (raise) the subject of natural resources at the meeting. This may be our last chance to discuss it before the project starts.

3 They stopped the programme (broadcast) an important news flash. I really wasn’t expecting it.

4 The photographers only stopped (chase) the politician once he was inside his own house.

5 We’ve tried (raise) awareness about global warming but we can’t do everything.

6 We’ve tried (use) public opinion to fight corporate greed but it is not enough. We may have to try (think) of new tactics.

7 If you forget (make) good use of the influence you have from networking, you are unlikely to be successful.

8 I’ll never forget (see) the press all gathered outside my house that morning.



TEACHER’S NOTES Aim: to give further practice of verb patterns; to recycle selected items of vocabulary from the unit. This worksheet is designed to be used after Lesson 8.2. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Verb patterns 1 Students should have completed Lesson 8.2 before attempting this exercise. G1 in the

Language reference section can be used for further examples and explanations.

Answers:

1 to be aware (no object as it is in the passive form)

2 to reflect

3 to be

4 making

5 to think

6 to buy

7 being

8 to consider

9 working

10 to admit

2 As above.

Answers:

1 suggesting / offering 2 to raise 3 to broadcast 4 chasing 5 to raise

6 using / thinking 7 to make 8 seeing

Possible follow-up activities 1 Students use the verb patterns in G1 in the Language reference section and the

vocabulary in V1, V2 and V3 to write more sentences as in Exercise 1. Students can leave gaps in their sentences for other classmates to try as an activity.


UNIT 8: READING

1 Read this letter which was sent to a national newspaper the week after an article about globalisation appeared in the newspaper’s Sunday magazine. Write a one sentence summary of the author’s viewpoint.

Start the summary: ‘Ryan James believes that ...’

Dear Editor

Following the article about globalisation that you printed in your Sunday magazine, I felt compelled to write to challenge the view that was presented.

The article painted a wide and varied picture of the benefits that can be gained from globalisation. The positive influence on the economies of poorer nations, the choice of products from all over the world that we now have and the price of airline tickets were three examples of those advantages. However, the writer then naively moved on to discuss how, within the context of a global economy, we could fight the problems we are now facing such as global warming and the drying up of natural resources.

Clearly, the real force for social change that is emerging and becoming more fashionable again is the local economy. By reversing the globalisation trend and returning to traditional local economies, everyone can benefit. Instead of labour being exploited wherever it is cheapest in the world in the interest of corporate greed, we can create jobs locally. Instead of eating food which has travelled 3,000 miles and lost all of its nutrients, we can eat seasonal, local food with better health benefits for us as well as a positive effect on the local environment and the lives of our farmers. Instead of pouring our money into huge multinational supermarkets that force farmers and food manufacturers to sell in bulk at desperately low prices, we can pay fair prices for fresh, top quality products.

And what a vision of the future this journey into the past would be: trips to local farmers’ markets at the weekend; eating seasonal food that grows and develops naturally with the changing times of the year; paying your hard-earned money into the local economy - in other words, investing in your local area; creating jobs for your family and friends; reducing pollution and waste through reduced travelling distances and reduced transportation of goods; sitting in front of the fire with a traditional hot winter stew and a locally brewed ale. These are the elements that make life worth living.

Taking the argument further, globalised communication can even help to develop local economies. As knowledge can easily be shared around the world due to the obvious benefits of the Internet, new fruit, vegetables and ways of farming and producing them can encourage farmers to diversify. Thus local food does not need to be limited or bland. On the contrary, it can become as varied as the weather and farming technologies allow.

Perhaps one day we can stop feeling guilty about shopping in supermarkets. Perhaps we can stop thinking about where and when the food was produced and how much the person was paid for picking it. Let us return to local food, let us return to a local economy, let us return to a healthy lifestyle for everyone.

Yours sincerely,

Ryan James



2 Answer the following questions using information from the text.

1 In writing classes, we normally teach students to avoid repeating the same words and structures. Look at paragraph three. Ryan James starts three consecutive sentences with ‘Instead of ...’. Why? What effect does it have?

2 There is more repetition in paragraph four. There are six phrases beginning with nouns, five of these are gerunds (-ing forms): ‘trips ... eating ... paying ... creating ... reducing ... sitting ...’. Why does he do this? What effect does it have?

3 In the final paragraph, Ryan James repeats the structure ‘let us’ three times in the same sentence. Why does he do this? What effect does it have?

3 Identify the words in the text with the following meanings.

1 Find a verb that means ‘to question how true something is’ (paragraph one).

2 Find an adverb that means something is done in an inexperienced or simplistic way (paragraph two).

3 Find an adjective used to describe food that grows naturally at a particular time of year (paragraph three).

4 Find two nouns that are a traditional type of food and drink in the UK (paragraph four).

5 Find an adjective that means you feel bad about something because you think you have done something wrong (paragraph six).

4 Answer the questions using information from the text.

1 In your own words (as far as possible), list the four positive benefits of globalisation mentioned in the letter.

2 What does Ryan James criticise the author of the original article for?

UNIT 8: READING

TEACHER’S NOTES Aim: to give practice in interpreting opinion and summarising the main idea;

to recycle some of the vocabulary from the unit; to give practice in analysing written style. This worksheet is designed to be used after Lesson 8.2.



Warmer Ask students to think of food that they buy locally, food which comes from elsewhere in their country and food that comes from abroad. Encourage students in groups to discuss the effect of these three different geographical sources of food.

1 Students read the text and write a one sentence summary. There are a number of different possibilities. Below are some model answers. Students may also wish to discuss which of the following model answers is the best.

Answers:

Ryan James believes that the re-emergence of local economies is the only way to improve life for everyone in the future.

Ryan James believes that, despite some benefits of globalisation, the solution to our current problems is to return to our local economies.

Ryan James believes that the benefits of returning to a local economy are the solution to the problems which have been created by globalisation.


Answers:

1 This makes the three points clear and easy to read. It gives emphasis. This technique is generally used more in spoken language, but it can also be effective in written text.

2 This reads like a list. The repetition of the same grammatical structures makes it into a list. This helps to build up a picture of the ‘vision of the future’ that he is describing.

3 Again, this reads like a list and gives emphasis to the points. Again, this is a technique that is used typically in spoken English such as politician’s speeches.

3 Students find the vocabulary in the text.

Answers:

1 to challenge 2 naively 3 seasonal 4 stew / ale 5 guilty

(stew is a mixture of meat and vegetables cooked slowly for several hours in one pan;

ale is a type of traditional beer)


4 Example answers.

Answers:

1 Globalisation helps the economies of less prosperous countries; gives more consumer choice; has resulted in cheap airplane tickets; assists the transfer and sharing of information.

2 He criticises him/her for only looking at the positive effects of globalisation. The author of the article did not realise that some more serious changes will have to occur to solve the problems we are facing. The author was naive.


1 Students write a reply to the newspaper in response to this letter either agreeing or disagreeing with it.



Summarising and paraphrasing 1 Match the terms with the best explanation. Understanding the difference between

these four techniques can help you with your paraphrasing and summarising.

1 Global summary A This is where the single main idea expressed by a text is written in your own words in a single sentence.

2 A one-sentence summary

B This is where you choose the parts of a text which are most relevant to your purpose and include them in a shorter text written in your own words.

3 Selected summary C This is where you change the vocabulary and grammar of the text but keep the same structure of the text and include all of the sentences and information from the original text.

4 Paraphrase D This is where you write a text that expresses all the main ideas and important secondary ideas in the original text in your own words. These ideas may be reordered to make it clearer.

2 Read this extract from a letter to a newspaper editor. Look at the paraphrases and summaries A – D below. Are they examples of 1, 2, 3 or 4 from Exercise 1?

‘Clearly, the real force for social change that is emerging and becoming more fashionable again is the local economy. By reversing the globalisation trend and returning to traditional local economies everyone can benefit. Instead of labour being exploited wherever it is cheapest in the world in the interest of corporate greed, we can create jobs locally. Instead of eating food which has travelled 3,000 miles and lost all of its nutrients, we can eat seasonal, local food with better health benefits for us as well as a positive effect on the local environment and the lives of our farmers. Instead of pouring our money into huge multinational supermarkets that force farmers and food manufacturers to sell in bulk at desperately low prices, we can pay fair prices for fresh, top quality products.’

A Recently, more attention has been paid to the importance of local economies as an instrument of social change. There are advantages for everyone if the re-emergence of local economies can counteract the process of globalisation. People can be employed locally rather than exploiting working people in developing countries in the interests of profit. Our environment, health and the local farming industry can all benefit from locally produced, nutrient-rich, seasonal food rather than poor quality food which has travelled across the world. We could pay reasonable prices for high quality food rather than giving our money to huge supermarket chains that buy food in large quantities from suppliers and farmers and pressure them to deliver at low cost.

B The re-emergence of local economies is a trend that offers many benefits for people and the environment, and can reduce the impact of globalisation.

C The re-emergence of local economies is a trend that offers many benefits for people and the environment. It can create employment in local areas and support local farmers who produce food which is high in nutrients. It may also reduce the impact of globalisation and problems such as food air miles and large supermarkets that exploit suppliers and farmers.

D The re-emergence of local economies can help local farmers who are often pressured into supplying food at low costs to huge supermarket chains.



TEACHER’S NOTES Aim: to reflect further on summarising and paraphrasing; to give practice in identifying the differences between types of summary and

paraphrase; to recycle selected vocabulary from the unit.


Summarising and paraphrasing 1 This activity asks students to think about different types of summaries and the difference

between summarising and paraphrasing.

Answers:

1 D 2 A 3 B 4 C

2 Students identify the four types of text which were highlighted in Exercise 1.

Answers:

Text A 4 (Paraphrase)

Text B 2 (One-sentence summary)

Text C 1 (Global summary)

Text D 3 (Selected summary)

Possible follow-up activities 1 Students use another paragraph from the same letter (see below) or another text

selected by the teacher and work in pairs to write each of the four types of summary and paraphrase. Put the final summaries and paraphrases up on the wall. Students walk round reading them and vote for the best.

‘And what a vision of the future this journey into the past would be: trips to local farmers’ markets at the weekend; eating seasonal food that grows and develops naturally with the changing times of the year; paying your hard-earned money into the local economy - in other words, investing in your local area; creating jobs for your family and friends; reducing pollution and waste through reduced travelling distances and reduced transportation of goods; sitting in front of the fire with a traditional hot winter stew and a locally brewed ale. These are the elements that make life worth living.’



Gradable and ungradable adjectives 1 Find the mistakes with adverbs and/or adjectives in the texts below. Underline them

and correct them (there is likely to be more than one possibility). Be careful! Not all of the sentences are incorrect. The first one is done as an example.

1 The abstract paintings that have been on display in the new art gallery since Saturday are completely unusual. really/very/extremely unusual; completely unique

2 As an artist, she is totally amazing.

3 For art lovers everywhere, the fire at the Gugelbeck gallery in London was very devastating.

4 The critic wrote an absolutely bad article about the groundbreaking work that the gallery had decided to show for the summer festival.

5 He is a collector of really unusual modern art. He is also painfully shy and rarely goes out.

6 The preview of her new work was totally fascinating yet absolutely terrible at the same time. I have never experienced such an evening of mixed emotions.

7 During the period when he did his best work, he was highly criticised by the art critics of the time. Throughout the history of art, as we know, this situation is not absolutely unusual.

8 She differs from other sculptors of her day because she always preferred to work in a slightly freezing room. It’s incredible that she was never actually frozen herself.

Adverbs / adverb phrases 2 Look at the adverbs / adverb phrases in the square brackets below [...]. What type of

adverb are they – time, place, manner, frequency, certainty or degree?

1 [totally] In my opinion, the criticism of his early work is unjustified.

2 [without doubt] This is a groundbreaking piece of work.

3 [carefully] The gallery spends a huge amount of money storing the paintings.

4 [usually] Visitors to the gallery fail to appreciate the size of the painting.

5 [at home] Her sculptures were extraordinary and she always worked.

6 [mostly] This season has focused on retrospective artwork.

7 [these days] The most thought-provoking work tends to be in inner city galleries.

8 [often] Critics fail to take into account the full background of an artist.

9 [in 1870] He left Paris and moved to New York.

10 [frequently] Her final painting is described as a masterpiece.

3 Put each adverb or adverb phrase in Exercise 2 into the best position in the sentences. There may be more than one possibility.



TEACHER’S NOTES Aim: to give further practice of gradable and ungradable adjectives; to give practice in using adverbs that modify adjectives;

to give practice in identifying types of adverbs and their location; to recycle selected items of vocabulary from the unit. This worksheet is designed to be used after Lesson 9.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Gradable and ungradable adjectives 1 Students should have completed Lesson 9.2. Further examples and help with feedback on

this activity can be found in G1 of the Unit 9 Language reference.

Answers:

2 correct

3 very devastating: totally devastating; very upsetting

4 absolutely bad: absolutely terrible; really/very/extremely bad

5 correct

6 correct

7 absolutely unusual: very unusual; absolutely unique

8 slightly freezing: totally/absolutely/completely freezing

Adverbs / adverb phrases 2 Students should have completed Lesson 9.3 before doing this activity.

Answers:

1 [totally] adverb of degree

2 [without doubt] adverb of certainty

3 [carefully] adverb of manner

4 [usually] adverb of frequency

5 [at home] adverb of place

6 [mostly] adverb of degree

7 [these days] adverb of time

8 [often] adverb of frequency

9 [in 1870] adverb of time

10 [frequently] adverb of frequency



3 The most likely answer is given in italics. Other acceptable answers are given in brackets (...).

Answers:

1 In my opinion, the criticism of his early work is totally unjustified.

2 Without doubt, this is (without doubt) a groundbreaking piece of work.

3 The gallery spends a huge amount of money (carefully) storing the paintings carefully.

4 (Usually,) Visitors to the gallery usually fail to appreciate the size of the painting.

5 Her sculptures were extraordinary and she always worked at home.

6 This season has mostly focused on retrospective artwork (mostly).

7 These days The most thought-provoking work (these days) tends to be in inner city galleries (these days).

8 (Often) Critics often fail to take into account the full background of an artist.

9 In 1870 he left Paris (in 1870) and moved to New York (in 1870).

10 Her final painting is frequently described as a masterpiece.

UNIT 9: READING

1 Read the text from a leaflet below. Who is the leaflet’s intended audience?

1 The leaflet is aimed at everyone who visits the Long Street Gallery. 2 The leaflet is written by a school to explain visits to the art gallery to parents. 3 The leaflet is for artists who would like to run workshops at the gallery. 4 The leaflet is to advertise educational workshops to schools and community groups. 5 The leaflet is written to advertise current exhibitions at the gallery.

All of the thought-provoking exhibitions that we put on at the Long Street Gallery are designed to help people reflect on the nature of art. Our organised school visits help to open the many varied aspects of art up to children who might not normally take time out to visit a gallery. But did you know that now you can take your group visits one step further? Equally exciting and totally fascinating are our artist-led workshops that can be booked for groups: students, teachers or other community-based groups.

There is a wide variety of artist-led sessions. The focus will depend on the artist chosen to lead the workshop. Prior to the day of the session, a series of meetings will help to focus on what the group hopes to achieve and experience in the session. This approach has resulted in our artist-led workshops being described as “totally unbelievable”, “deeply moving”, “completely unique” and “utterly fascinating”.

Some of the profiles of the artists are provided here to give you an insight into the different experiences that can be arranged. For full details of all the artists available, pricing and booking details, please visit us online.

Charlie Howard

Charlie is an artist who works with sculpture and photography. His art reflects on parks, outdoor community areas and space. He transforms our normal everyday surroundings into thought-provoking alternatives.

Charlie’s workshops involve the participants by asking them to connect familiar everyday places and experiences with contemporary art. The workshops are designed to stimulate participation and to develop creativity, critical thinking and an understanding of the artistic process.

Sophie Rose Baxter

Sophie works almost uniquely with video to create abstract landscapes and surreal

environments. She manipulates the everyday objects of our lives, placing them in unusual settings and taking an innovative approach to filming in order to transform them into extraordinary alternatives.

Sophie’s workshops concentrate on the process of creating short films with an imaginative use of video. She does this by encouraging new ways of working in groups through discussion and development.

Mo-Reese Keeper

Mo-Reese explores new approaches to more traditional media through drawing, printing and painting. He focuses on forms, lines, structure and emotion to create powerful images. Using nature, fruit and vegetables, the land, sea and sky, Mo-Reese investigates the elements of nature and all their textures, colours and sounds.

He encourages the development of skills and techniques in drawing, painting and printmaking. The main emphasis in Mo-Reese’s sessions is on exploring and enjoying the experience of working through the process.

Bumble Robinson

Bumble works in performance art, visual art, movement and dance. Creating sculptures with human forms, she uses interactive performances to engage participants in an exploration of the human body in all its intricacies.

Bumble explores the connections between movement, creativity and the body in an amusing and fascinating way. She has worked with groups of all ages and levels of ability, and she creates an inspirational atmosphere for everyone who is there.


2 A number of school teachers want to book a workshop with an artist at the Long Street Gallery. In each case, which of the four artists described in the leaflet would best meet the needs of the group?

1 This is a group of thirty fourteen to fifteen year-old children. In their art and design class, they are spending a term learning about different techniques using coloured pencils, charcoal, watercolour paints and oil paints.

2 This is a group of thirty primary school children aged seven to eight. They are doing a project at school about objects around the house and what they can be used for.

3 This is a group of teenagers aged eleven to seventeen from a poor area of the city. Their visit to Long Street is part of a community project to help teenagers develop skills that may be useful for working life, as well as encouraging them to engage in hobbies and creative activities.

4 This is a group of eight to twelve year-olds from a special school for physically and mentally handicapped children. The aim of the session is to stimulate the children both mentally and physically to give them an experience that will be thought-provoking and lead on to further written work and discussions back at the school.

3 Find the nouns in the text that collocate with these adjectives.

1 everyday

2 wide

3 artistic

4 unusual

5 innovative

6 short

7 traditional

8 powerful

9 interactive

10 inspirational


UNIT 9: READING

TEACHER’S NOTES Aim: to give practice in identifying the purpose of a text; to practise reading for a purpose; to practise scanning a text; to raise awareness of adjective/noun collocation;

to recycle some of the vocabulary from the unit. This worksheet is designed to be used after Lesson 9.2.



Warmer Ask students to think of an art gallery that they know. They should think about the way the art gallery interacts with the public in the town where it is. What does it offer people? What do they do to attract people? Who goes to them?

1 Suggested answers.

Answers:

1 No, it is not a general leaflet. It has a more specific purpose.

2 No. ‘Our organised school visits … our artist-led workshops …visit us online’: this leaflet has been produced by the gallery.

3 No. This is publicising artists who do group sessions at the gallery.

4 Yes. ‘But did you know that now you can take your group visits one step further? ... booked for groups: students, teachers or other community-based groups.’

5 No. There is no mention of the exhibitions that are currently on.

2 Students read the text and choose the best artist to match the needs of the groups. The best answers are suggested here although there is room for discussion.

Answers:

1 Probably Mo-Reese Keeper. He would offer a new way of looking at the techniques they are learning in class.

2 Probably Sophie Rose Baxter. She takes everyday objects and makes people look at them in different ways. This would probably extend the work that the children are doing in their project.

3 Probably Charlie Howard or Sophie Rose Baxter. Working with photography or video would be activity types that develop transferable skills which can be used in the workplace. Charlie Howard may be the best as his particular area of interest is community spaces. This could help to develop the teenagers’ views and opinions about the environment that they know.

4 Probably Bumble Robinson who creates an inspiring atmosphere and works with physical movement in an amusing and interesting way. This will give physical stimulation as well as give plenty of chance for discussion and writing later.


3 Students scan the text for the collocations.

Answers:

1 everyday surroundings / places / objects (paragraphs 4/5/6)

2 wide variety (paragraph 2)

3 artistic process (paragraph 5)

4 unusual settings (paragraph 6)

5 innovative approach (paragraph 6)

6 short films (paragraph 7)

7 traditional media (paragraph 8)

8 powerful images (paragraph 8)

9 interactive performances (paragraph 10)

10 inspirational atmosphere (paragraph 11)

Note: the gallery in this activity is fictitious and was invented purely for the purpose of this worksheet. Students will not find further information about it on the Internet.



Expanding your vocabulary In Lesson 9.5 you looked at the importance of expanding your vocabulary in order to improve your writing. This worksheet will help you to revise the adjectives studied in that lesson. Try to complete this exercise without referring back to Lesson 9.5. Repeat the exercise every two or three days until you can do it quickly and automatically.

1 Each box contains an adjective that expresses a basic idea. The other words in the box are more precise adjectives that can be used to express the same idea. Each space represents a letter. Can you complete all the adjectives in under three minutes without checking the Course Book? See how fast you can do it.

e_ _ _ _ _ _ _ t

b _ _ _ _ _ _ _ t

good

o _ _ _ _ _ _ _ _ _ g t _ _ _ _ _ _ c

t _ _ _ _ _ _ e a _ _ _ _ _ _ _ g

bad

a _ _ _ l d _ _ _ _ _ _ l

f _ _ _ _ _ _ _ _ _ g

a _ _ _ _ _ _ _ g

interesting

c _ _ _ _ _ _ _ _ g

g _ _ _ _ _ _ g

u _ _ _ _ _ _ _ g

h _ _ _ _ _ _ _ _ _ _ _ g

sad

m _ _ _ _ g

t _ _ _ _ _ _ g

d _ _ l

m _ _ _ _ _ _ _ _ s

boring

r _ _ _ _ _ _ _ _ e

t _ _ _ _ _ s

h _ _ _ _ _ _ s

a _ _ _ _ _ g

funny

h _ _ _ _ _ _ _ s

w _ _ _ y

d _ _ _ _ _ _ c

e _ _ _ _ _ _ _ _ _ _ g

exciting

n _ _ _ _ _ _ _ _ g

t _ _ _ _ _ _ _ g

c _ _ _ y

a _ _ _ _ d

stupid

l _ _ _ _ _ _ _ e

r _ _ _ _ _ _ _ _ s



TEACHER’S NOTES Aim: to revise the adjectives studied in Lesson 9.5; to develop productive knowledge of the adjectives.


Expanding your vocabulary There are two types of knowledge of vocabulary when people are learning a language: receptive and productive. Receptive knowledge means that the learner can recognise the vocabulary and understand it when they hear or read it. Productive knowledge means that they are able to use the vocabulary when they are writing or speaking. Lesson 9.5 practised receptive knowledge of the adjectives. This worksheet aims to extend this to the level of productive knowledge. Therefore it should be repeated as many times as necessary. This can easily be made into a classroom game using the board.

1

Answers:

good excellent; brilliant; outstanding; terrific

bad terrible; appalling; awful; dreadful

interesting fascinating; absorbing; compelling; gripping

sad upsetting; heartbreaking; moving; touching

boring dull; monotonous; repetitive; tedious

funny humorous; amusing; hilarious; witty

exciting dramatic; exhilarating; nailbiting; thrilling

stupid crazy; absurd; laughable; ridiculous



Vocabulary 1 Read the sentences below. Fill the gap with the correct form of one of the verbs in

the box or one of the idioms. Each verb or idiom may be used more than once.

get down to fall out with break up put up with

get used to get on with

be out of your mind(s) keep an open mind peace of mind

be in two minds make up (your) mind(s)

1 There are some people in the office who immediately anyone who questions their opinions. As you are new, if you want , I’ll show you the people you need to be careful with.

2 All the people in our team business but the others were allowed to go off for a coffee, which seemed very unfair.

3 In business, it can contribute significantly to the success of a company if you have a group of people who can each other. So, if you about which candidate to appoint at an interview, try to arrange a social event where the interviewees can meet their future colleagues and observe what happens.

4 Clearly, he a lot of stress at work for a long period of time, which explains the seriousness of the problems he is experiencing now.

5 The type of people who you always see smiling at work, who are generally around 10% of the workforce of any company, are often the type of people who can cope with change and new situations and environments very easily.

6 A: I’m sorry to announce that we the team working on marketing this product in South America. It is simply not profitable any more. We will find work elsewhere in the company for everyone who has been involved in the South American project.

B: You must ! We’ve been working on this project for five months!

A: I’m sorry but we . The decision has been made and there’s no going back on it now.

7 I’m asking you to try and . If you make a decision now, which we honestly believe is too soon as we don’t have all the facts yet, it could mean that the project could fail before it has even started. Try and the uncertainty just for a few days.

Relative clauses: defining and non-defining 2 How many relative clauses are there in the texts above? Underline the relative

clauses.

3 Decide if each of the relative clauses is defining or non-defining. Also, identify which ones are reduced relative clauses.



TEACHER’S NOTES Aim: to practise the vocabulary of Lessons 10.1 and 10.2; to give further practice in identifying relative clauses; to give practice in identifying the differences between defining, non-defining

and reduced relative clauses. This worksheet is designed to be used after Lesson 10.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student 1, 2 and 3

Answers:

1 There are some people in the office who immediately fall out with anyone who questions their opinions. As you are new, if you want peace of mind, I’ll show you the people you need to be careful with! [three relative clauses: defining; defining; defining reduced]

2 All the people in our team got down to business but the others were allowed to go off for a coffee, which seemed very unfair. [two relative clauses: defining reduced; non-defining]

3 In business, it can contribute significantly to the success of a company if you have a group of people who can get on with each other. So, if you are in two minds about which candidate to appoint at an interview, try to arrange a social event where the interviewees can meet their future colleagues and observe what happens. [two relative clauses: defining; defining]

4 Clearly, he (had) put up with a lot of stress at work for a long period of time, which explains the seriousness of the problems he is experiencing now. [two relative clauses: non-defining; defining]

5 The type of people who you always see smiling at work, who are generally around 10% of the workforce of any company, are often the type of people who can cope with change and get used to (or possibly put up with) new situations and environments very easily. [three relative clauses: defining; non-defining; defining]

6 A: I’m sorry to announce that we are breaking up / are going to break up the team working on marketing this product in South America. It is simply not profitable any more. We will find work elsewhere in the company for everyone who has been involved in the South American project.

B: You must be out of your mind! We’ve been working on this project for five months!

A: I’m sorry but we have made up our minds. The decision has been made and there’s no going back on it now.

[two relative clauses: defining reduced; defining]

7 I’m asking you to try and keep an open mind. If you make a decision now, which we honestly believe is too soon as we don’t have all the facts yet, it could mean that the project could fail before it has even started. Try and put up with the uncertainty just for a few days. [one relative clause: non-defining]


UNIT 10: READING

1 Read the text from an introductory psychology textbook. Can you match the subtitles to the correct paragraphs?

1 Are men and women different? 2 Central issues 3 A final thought 4 The conscious or unconscious? 5 Are individuals unique? 6 Is it the person, or is it the situation?

THE PSYCHOLOGY OF PERSONALITY: SO YOU THOUGHT THIS WAS A SCIENCE?

A

For students who are interested in studying personality psychology, there are certain concepts that are essential to understand and form opinions about. These are issues that occur in many of the theories about personality that you will encounter. B

The question of which is more important in personality, the conscious or the unconscious, is one important area of study. Psychological research has tried to determine how much influence the unconscious has over human behaviour. Do people really have control over their own actions and are they responsible for their choices? Generally, people assume that they use conscious thought to make decisions and choices on a daily basis. But what about the phenomenon of women who marry men that exhibit similar character traits to their own fathers? A woman doesn’t consciously look for a man that reminds her of her father, yet research shows that this is often what happens. So, does the unconscious play a more active role than we think? C

One problem that is yet to be solved in the study of personality psychology is the issue of whether the research studies in this area can be applied to all people or not. Psychological research tends to look for generalities, common trends and characteristics among groups of people. Yet there is a belief amongst some psychologists that the only way to study personality is to look at individuals and focus on individual cases. As each individual’s personal history is unique, so we must deal with each case as unique. In this context, how can we generalise about anything?

D

It is no coincidence that many comedians still find humour in observing the differences between men and women. Personality research has succeeded in exploring the relevant issues that are related to this question. Although there are no definitive answers, there are many insights which can help us understand the differences and suggest reasons why. Why are men generally more dominant and aggressive when women are more sociable, caring and nurturing? E

In personality research, one recurring problem is the issue of inconsistencies in individuals’ behaviour. In other words, although a person may fall into a particular pattern of behaviour that matches certain character types one day, the following day, they may display very different characteristics. Indeed, depending on the situation that a person finds him or herself in, most people are capable of exhibiting an extraordinary range of personality characteristics. So is it really the personality that matters, or should we look more at the behaviour of individuals in particular situations? F

To conclude, for any student who is considering entering the inconclusive world of personality research, he or she will have to make decisions about issues such as these. Such decisions, although they may be informed by research studies, may ultimately be subjective.

Adapted from Friedman, H.S., & Schustack, M.W. (2003) Personality 2nd ed. Harlow: Pearson Education (p19–21).


2 Find words in the text with the following meanings:

1 a formal verb that means ‘to meet’ (paragraph 1).

2 a formal verb that means ‘to discover (a fact by investigating it)’ or ‘to decide something’ (paragraph 2).

3 a verb that means ‘to say something is true in most situations or for most people’ (paragraph 3).

4 an adjective that is used to describe something which is final and cannot be questioned (paragraph 4).

5 two formal verbs that mean ‘to show (a particular type of behaviour)’ (paragraph 5).

6 an adjective that is used to describe something that is based on personal opinion or feelings, not facts (paragraph 6).

3 The article raises four issues related to the study of the personality: conscious/

unconscious; the uniqueness of individuals; men/ women and person/situation. Read the following comments. Which of the four issues does each comment relate to?

1 But when my girlfriend says to me, ‘it’s all right, you don’t have to tell me’, what she actually means is, ‘if you don’t tell me, I’m not going to talk to you for at least a day’! My mates would just tell me straight, ‘come on, tell me, John, you idiot’.

2 I think if we use psychological profiling for the interview candidates, we risk losing some very good individuals. There is really no evidence that these generalisations actually help companies to select the right people for jobs. Why can’t we just focus on each candidate as an individual?

3 We just can’t understand why he would do this at school. He’s such a sensible boy at home. He never does anything wrong. Why would he behave so badly at school? It must be something the teachers are doing wrong.

4 I went to see my grandma last week. It made me really sad. Even though my grandpa died six months ago, she keeps forgetting. When I was there, she made three cups of tea.


UNIT 10: READING

TEACHER’S NOTES Aim: to give practice in understanding the main ideas; to develop vocabulary; to practise inferring meaning from a text.

This worksheet is designed to complement Unit 10. Time: 30 to 40 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for


Warmer Ask students to think about whether they can generalise about particular personality types and think of examples of people they know that fall into those categories. Then feedback as a group about how easy or difficult that was to do and why. Students could also reflect on how easy or difficult it was to do Lesson 10.1, where they were asked to match their own personality traits to the Belbin categories. Raise questions rather than seek answers.

1

Answers:

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

2 Students scan the text for the vocabulary.

Answers:

1 to encounter 2 to determine 3 to generalise 4 definitive 5 to exhibit, to display

6 subjective

3 From reading the short texts, students make connections with the issues explored in the textbook extract.

Answers:

1 Men/ women. He is talking about a generalised personality difference between men and women that is often used by comedians in the UK, i.e. the idea that men say what they mean and women don’t.

2 The uniqueness of individuals. This person is arguing that the individual is unique and that psychological testing – which uses generalisations about character types – will not help them choose the right person for the job.

3 Person/situation. These parents focus on their child as a person with his own characteristics. They have not considered that their child may be influenced by the situations in which he finds himself at school.

4 Conscious/ unconscious. This person’s grandma knows consciously that her husband has died but still keeps doing things unconsciously. In this case, she made a cup of tea for him.



Referencing: definitions 1 To understand referencing, it is important to understand the differences between

the main types of source text that you will need to refer to. If possible, go to a library and ask a librarian to show you an example of each type. Match the type of source text with the definition.

A b

ook

1. This has an editor or panel of editors who check the quality of the contents. It contains a number of academic articles by different authors (usually between four and eight). It will have a name, date, volume and issue. It usually has a paper cover like a magazine. It is usually published once every three or four months. It has been reviewed by experts in the subject before publication. It may possibly have an electronic version available to buy on the Internet (or free to university students). Each publication is an issue. Each year is a volume. Every issue will have the same title.

An

‘edi

ted’

bo

ok

2. This usually has one or two names on the cover. It is usually divided into chapters with titles. It has a single date and a publisher. It will usually be published once only and it is unlikely to have updated editions. The chapters are written by different authors. These contributors will not always be the people whose names are on the cover. It can be any length.

An

acad

emic

ar

ticle

3. In academic libraries, when all the issues of a journal have been published for one year, i.e. a full volume, these issues are bound together and given a hard cover. This looks like a book. However it is simply a way of storing journals in a secure and safe way. The page numbers of journals continue throughout a volume. Therefore the bound pages of journals are numbered in sequence.

An

acad

emic

jo

urna

l 4. This usually has one or two authors. It is normally divided into chapters with titles. It has a single date and a publisher. It will usually be published once only although it may have updated editions. The chapters are written by the author(s) whose names are on the cover. It can be any length.

A b

ound

vo

lum

e of

jo

urna

ls

5. This usually has one or two authors but it can have several. It has an abstract, an introduction, main body and conclusion. It will have a date and the name and details of a journal on it (probably on every page). It is written by the author(s) whose names are on the first page under the title. This is usually approximately 1,200 to 4,000 words long. It has been reviewed by experts in that subject before publication. It may possibly have an electronic version available to buy on the Internet (or free to university students)

2 Look at the information that you have gathered about some source texts which you need to use to create a bibliography. What type of source texts are they?

1 William Baxter, ‘The Long Walk Home’, OUP, Oxford, 2007 2 Marlene Lemington, ‘Social Justice in Inner Cities’, pp.82 – 97, ‘The Socio-Legal

Review’, Volume 21, Issue 2, 2005 3 James Tark and Irene Welsh (Editors), ‘The Future of Britain’s Cities’, New York,

Pearson Education, 2006, 2nd Edition 4 Susan Robinson and Rachel Evans, 2008 ‘Does living in an inner city area in the UK

lead to a shorter life expectancy?’, ‘The British Journal of Health and the Environment’, Volume 43, Issue 3, pp. 186 – 206

5 Jenny Oliver and Kelly Mutt, 2007 ‘Social Care on the Isle of Man’, ‘The Social Work Review’, Volume 14, Issue 1, pp. 25 – 36

6 Pepe Manster and Shaki Lenster, ‘Home Comforts’, CUP, Cambridge, 2006

3 Use the information about the source texts to write a bibliography, following the Harvard system outlined in Lesson 10.5.



TEACHER’S NOTES Aim: to raise awareness of the different types of academic source texts; to develop students’ awareness of the information needed to create

bibliographies; to give practice in writing a bibliography. This worksheet should be used before Lesson 10.5 if students do not know about the different types of source texts defined in Exercise 1.


Referencing: definitions

Warmer Write the five different types of source texts on the board. Put students in groups and let them discuss what they think the differences are between them. If possible, take an example of each into the classroom to help raise students’ awareness of the differences. Raise questions but do not confirm the answers until they have done Exercise 1.

1

Answers:

A book 4 An ‘edited’ book 2 An academic article 5 An academic journal 1

A bound volume of journals 3

2

Answers:

1 A book (author, title, publisher, place and year)

2 An academic article (author, title of article, page numbers in journal, title of journal, volume, issue, year)

3 An edited book (names of editors, title, place, publisher, year, edition)

4 An academic article (authors, year, title of article, title of journal, volume, issue, page numbers in journal)

5 An academic article (authors, year, title of article, title of journal, volume, issue, page numbers in journal)

6 A book (authors, title, publisher, place and year)

Note. You will never need to reference an academic journal or bound volume of journals separately. You will always directly reference the academic article that you have used instead.



3 Small variations in the style of referencing are usually accepted in academic assignments as long as the writer is consistent. Every academic journal will use its own system for referencing. An example answer is given below. If students’ answers have some small differences but are consistent in each example, this is acceptable.

Answers:

Baxter, W. (2007) The Long Walk Home Oxford: OUP.

Evans, R. & Robinson, S. (2008) ‘Does living in an inner city area in the UK lead to a shorter life expectancy?’, The British Journal of Health and the Environment, vol. 43(3) pp. 186–206.

Lemington, M. (2005) ‘Social Justice in Inner Cities’, The Socio-Legal Review, vol. 21(2), pp. 82–97.

Manster, P. & Lenster, S. (2006) Home Comforts Cambridge: CUP

Mutt, K. & Oliver, J. (2007) ‘Social Care on the Isle of Man’, The Social Work Review, vol. 14(1), pp. 25–36.

Tark, J. & Welsh, I. (eds.) (2006) The Future of Britain’s Cities 2nd ed. New York: Pearson Education.


Vocabulary 1 Identify the vocabulary that describes the different aspects of culture you looked at

in Lesson 11.1.

1 c _ _ _ _ _ s 8 r _ _ _ s o _ b _ _ _ _ _ _ _ r

2 c _ _ _ _ _ e 9 l _ _ e r _ _ _ _ _ s

3 h _ _ _ _ _ _ _ _ l e _ _ _ _ s 10 a _ _ _ _ _ _ _ _ _ _ e

4 c _ _ _ _ _ e 11 i _ _ _ _ _ _ _ _ _ _ s

5 t _ e a _ _ s 12 l _ _ _ _ _ _ e

6 v _ _ _ _ s 13 g _ _ _ _ _ _ _ y

7 r _ _ _ _ _ _ n 14 t _ _ _ _ _ _ _ _ s

Reported speech 2 In each example, read the direct speech which is given in quotation marks (‘ ’).

Transform the direct speech using the start of the sentence which is given to you. There may be more than one possibility. The first one is done as an example.

1 ‘The architecture is intriguing as it was influenced by so many different countries.’

In the lecture, Professor Matthews said the architecture was intriguing as it had been influenced by so many different countries. or

...the architecture is intriguing as it was influenced by so many different countries. (a fact or situation that cannot change or is unlikely to change)

2 ‘How isolated is the island?’

She asked me ...

3 ‘This research is inadequate as the data was only gathered from a small area of the country.’

She claimed that ...

4 ‘This is simply not true.’

He says ...

5 ‘This research project has been very frustrating to do.’

She told us ...

6 ‘I experienced terrible culture shock when I went to South America, although I didn’t realise it at the time.’

He admitted that ...

7 ‘My life rituals are an important part of my culture.’

He said ...

8 ‘I finished my essay yesterday.’

When I saw her last Monday, she said ...



TEACHER’S NOTES Aim: to revise the vocabulary of Lesson 11.1; to give further practice in reported speech. This worksheet is designed to be used after Lesson 11.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Vocabulary

1 This exercise revises Lesson 11.1.

Answers:

1 customs 8 rules of behaviour

2 climate or cuisine 9 life rituals

3 historical events 10 architecture

4 climate or cuisine 11 institutions

5 the arts 12 language

6 values 13 geography

7 religion 14 traditions

Reported speech

2 Students transform the direct speech into reported speech using the prompts.

Answers:

1 In the lecture, Professor Matthews said the architecture was intriguing as it had been influenced by so many different countries.

2 She asked me how isolated the island was / how isolated the island is. (still true now)

3 She claimed that the research was inadequate as the data had only been gathered from a small area of the country.

4 He says this is simply not true. (reporting verb is in the present tense, so no change)

5 She told us that the research project had been very frustrating to do.

6 He admitted that he had experienced terrible culture shock when he went to South America, although he hadn’t realised it at the time. (verbs after time conjunctions, e.g. ‘when’, don’t change)

7 He said his life rituals were an important part of his culture / are an important part of his culture. (still true)

8 When I saw her last Monday, she said she’d finished her essay the day before.

Possible follow-up activities 1 Students write some short examples of direct speech using the vocabulary from the

unit and then work together to change them to reported speech.


UNIT 11: READING

1 Read the text below. What type of text is it? Choose the best answer.

1 An extract from a newspaper article 2 An extract from an article in an academic journal 3 An extract from a magazine article 4 An extract from an undergraduate university textbook 5 An extract from publicity information about a university

CULTURAL ANTHROPOLOGY Anthropology is the scientific study of people, society and culture. The word itself derives from Greek and means ‘to talk about human beings’. Cultural or socio-cultural anthropology is viewed by some as one of the four main fields of anthropology. These are:

• Biological / physical • Socio-cultural • Linguistic • Archaeology Socio-cultural anthropology developed as a field of study in the early 20th century. Pioneering researchers travelled to often previously unexplored locations around the world and studied the societies, customs and family life of the native inhabitants. This type of research generated a great deal of interest in both Europe and America. One well-known cultural anthropologist of the time, Margaret Mead, was a young, educated American woman. One area that she investigated which raised many questions about American society was her research into adolescence. In the US at the time, and still today, a child’s adolescent years are viewed as a time of rebellion. These days it is not considered unusual for teenagers to experiment with drugs, alcohol, sex and sometimes violent and/or illegal activity. Some view this as part of a human being’s normal developmental process. In other words, adolescents are learning about the world and becoming independent from their parents. Mead observed family life and children in communities on islands in the South Pacific such as Samoa. She discovered that the transition from childhood to adulthood in many of these cultures was a smooth one

and not characterised by rebellion in any way. Realisations such as this introduced the idea that certain aspects of behaviour are not necessarily part of an individual’s natural process of development. Instead, it may be the influence of society on the individual. Other studies demonstrated how the role played by children in the family could influence the role that those individuals would take up in society. In America, for example, it was observed how the children in Latin American families generally played a more active role in the house, bringing up their younger brothers and sisters and doing household chores. Because of this upbringing, these children displayed prosocial tendencies, in other words, they were very helpful to others. This culturally-influenced characteristic contrasted and conflicted with the typical American school culture of individual success and achieving one’s own potential. This competitive atmosphere is present in artistic, sports and academic arenas. Therefore it is possible that the underperformance of many Latin American students in schools could derive from the mismatch between the pupils’ culture and that of the school. This area of study is highly complex. The generalisations that have been given as examples above apply to groups of people. However, there is the added problem of individual personalities and how those unique individuals behave within their own cultural group. It is not an easy task to find where the influence of group culture stops and where the influence of individual personality starts.


2 Find the answers to the following questions in the text above.

1 When did people start to study cultural anthropology as a subject?

2 When cultural anthropology emerged as a subject, how did researchers collect their data?

3 In paragraph four, why are ‘drugs, alcohol, sex and sometimes violent and/or illegal activity’ mentioned?

4 The text suggests a reason why this type of behaviour amongst teenagers is tolerated in modern America. What is it?

5 Mead didn’t accept this explanation. Why not?

6 What does the adjective ‘prosocial’ mean?

7 Why do children from Latin American families tend to be more ‘prosocial’?

8 Why might children from Latin American families not do well in school in America?

9 According to this text, why is cultural anthropology complex?


UNIT 11: READING

TEACHER’S NOTES Aim: to give practice in identifying text types; to practise reading for specific information.

This worksheet is designed to complement the unit. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for


Warmer Write ‘anthropology’ on the board. Ask students in pairs to discuss what it means and give an example to demonstrate it. If it’s clear that everyone knows what ‘anthropology’ is, you could ask them to think about how important it is as a subject and list the reasons why it is important.

1 These are open to discussion. The most likely answers are given below.

Answers:

1 Unlikely. Newspaper articles tend to have a link to the present. There is usually a reason why the article has been written and why you should read it. Nothing like that is given here, nor does the writer demonstrate an opinion.

2 No. It is too simple and general for an academic article. If you are not sure what an academic article is, look at the Study skills worksheet for Unit 10.

3 Unlikely. A magazine article will try harder to engage and interest the reader. This is a fairly straight description. In this text, the writer doesn’t demonstrate an opinion.

4 Yes. This is probably the most likely. The text is not too complex. It reads like an introduction to the topic. It is descriptive and gives information in a fairly simple manner. The style is neutral.

5 No. There is too much detail for a publicity document.

2 Students find the answers in the text.

Answers:

1 the early 20th century: This could be anywhere from around 1900 to 1930 (paragraph two).

2 They travelled to locations around the world to observe the cultural lives of people (paragraph two).

3 These are often considered as typical elements of teenage/ adolescent behaviour in modern America. This is given as a contrast with Mead’s observations on islands in the Southern Pacific (paragraph four).

4 It is seen as ‘part of a ... normal developmental process’ by many people. In other words, they expect teenagers to behave in this way (paragraph four).

5 She demonstrated that not all cultures have this teenage rebellion stage. She showed that it is not necessarily a normal human development process but that much behaviour was the result of the influence of society on the individual (paragraph five).

6 It means that you are ‘helpful to others’ (paragraph seven).

7 Because they often grow up helping with the household jobs and with caring for their younger brothers and sisters (paragraph seven).



8 The culture of the school (competitive, individualistic, etc.) may clash with the culture of the individual (prosocial, caring for others, etc.) (paragraphs seven and eight).

9 Because it is not always easy to draw the line between the influence of the individual’s personality and the influence of the culture that they grew up in (paragraph nine).


Improving reading skills: reading and chunking 1 Look at this extract from the text that was studied in the Reading worksheet. Read it

quickly. Then use slashes (/) to indicate the chunks of language that you identified. The first paragraph is done as an example.

‘Other studies / demonstrated how / the role played / by children / in the family / could influence / the role / that those individuals / would take up / in society.

In America, for example, it was observed how the children in Latin American families generally played a more active role in the house, bringing up their younger brothers and sisters and doing household chores. Because of this upbringing, these children displayed prosocial tendencies, in other words, they were very helpful to others.

This culturally-influenced characteristic contrasted and conflicted with the typical American school culture of individual success and achieving one’s own potential. This competitive atmosphere is present in artistic, sports

and academic arenas. Therefore it is possible that the underperformance of many Latin American students in schools could derive from the mismatch between the pupils’ culture and that of the school.

This area of study is highly complex. The generalisations that have been given as examples above apply to groups of people. However, there is the added problem of individual personalities and how those unique individuals behave within their own cultural group. It is not an easy task to find where the influence of group culture stops and where the influence of individual personality starts.’

Improving reading skills: guessing unknown words 2 Match the prefixes below with their meanings. Then think of a definition for each of

the words from the text.

prosocial not enough of something / not as much or as well as needed

underperformance something is done badly or wrongly

mismatch support or admire something

Improving reading skills: linkers 3 Find the linking expressions from the text and match them with the meanings

below. The meanings are in the order that you will find the linkers in the text.

1 introduces an example

2 introduces a cause

3 introduces an explanation or rephrasing of what was written before

4 introduces a result

5 introduces something that contrasts or conflicts in some way with what was written before and may be surprising



TEACHER’S NOTES Aim: to give further practice in the reading skills introduced in Lesson 11.5; to practise reading and chunking language in order to improve reading

speed; to practise guessing unknown words using prefixes;

to practise identifying and understanding linkers. This worksheet is designed to be used after Lesson 11.5.

Time: 30 to 40 minutes Materials: photocopies of the worksheet for each student Warmer Without referring to their books, see if students can recap the three reading

skills introduced in Lesson 11.5 and the purpose for developing these skills.

Improving reading skills: reading and chunking 1 There is more than one possible answer to this question, but the most likely chunks of

language are given below.Answers:

‘Other studies / demonstrated how / the role played / by children / in the family / could influence / the role / that those individuals / would take up / in society.

In America, / for example, / it was observed / how the children / in Latin American families / generally played / a more active role / in the house, / bringing up / their younger brothers and sisters / and doing / household chores. / Because of this upbringing, / these children / displayed / prosocial tendencies, / in other words, / they were / very helpful / to others.

This culturally-influenced characteristic / contrasted and conflicted / with the typical / American school culture / of individual success / and achieving / one’s own potential. / This

competitive atmosphere / is present / in artistic, sports and academic arenas. / Therefore / it is possible / that the underperformance / of many Latin American students / in schools / could derive / from the mismatch / between the pupils’ culture / and that / of the school.

This area of study / is highly complex. / The generalisations / that have been given / as examples above / apply to groups of people. / However, / there is the added problem / of individual personalities / and how those unique individuals / behave within / their own cultural group. / It is not an easy task / to find / where the influence / of group culture stops / and where / the influence / of individual personality / starts.’

Improving reading skills: guessing unknown words 2

Answers:

prosocial not enough of something / not as much or as well as needed

underperformance something is done badly or wrongly


mismatch support or admire something

prosocial someone who ‘supports’ social life, i.e. they are sociable people who help others

underperformance when someone does not do as well as they should

mismatch when there is a poor match between two things, i.e. two things do not fit together well

Improving reading skills: linkers 3

Answers:

1 for example (paragraph 2) 2 because of (paragraph 2) 3 in other words (paragraph 2) 4 therefore (paragraph 3) 5 however (paragraph 4)



Vocabulary 1 Fill the numbered gaps below (1,2,3...) using vocabulary from the box. There may be

more than one possibility.

user-friendly cutting edge technophobe equipment

inappropriate hard-wearing state-of-the-art

1 If we had enough funds to buy 1 technology such as hand-held computers for the college, I’m sure we A (be able to) attract more students to come here.

Do they have money to buy hand-held computers? No.

Do they believe that buying technology for the school will result in more students? B

2 If you think it’s 2 to have 3 equipment installed in this building, then we C (take) it back to the suppliers.

Does the person who the speaker is talking to think it is not a good idea to have this installed? Yes.

Is it possible for them to take the equipment back to the suppliers? D

3 Oh no, not another one broken! That’s the third one this month! If these televisions E (be) more 4 , we F (not spend) so much money on calling out the technical repair team over the last year.

Do the televisions keep breaking down? Yes.

Have they spent a lot of money on repairs in the last year? G

4 If he wasn’t such a 5 , he would probably get on much better with his kids as they are mad about all types of technology.

Does he like technology? H

Does he get on well with his kids? I

5 Thinking about last week, if the computer software J (be) more

6 , we K (not have) nearly as many problems as we did.

Was the computer software easy to use? No.

Did they have a lot of problems with the computers last week? Yes.

6 Provided that the new 7 L (be) efficient, we should be able to increase productivity within a few weeks.

Is it possible that the new 7 will be efficient? Yes.

Is it possible that productivity will increase soon? M

First, second, third and mixed conditionals 2 Look at the sentences and the questions that follow them. Fill the gaps with letters

(A,B,C...) and/or answer the questions. Use the verbs in brackets if necessary.

3 For each sentence, decide what type of conditional it is: first, second, third or mixed.



TEACHER’S NOTES Aim: to revise selected vocabulary from the unit; to give further practice in the form and meaning of conditional sentences. This worksheet is designed to be used after Lesson 12.3. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student

Vocabulary

1 This exercise revises vocabulary from the unit.

Answers:

1 cutting edge or state-of-the-art 2 inappropriate 3 cutting edge or state-of-the-art

4 hard-wearing or user-friendly 5 technophobe 6 user-friendly 7 equipment

First, second, third and mixed conditionals 2 Students can refer to the Unit 12 Language reference section for further help.

Answers:

A would be able to B Yes C will take / could take / should take D Yes E were

F wouldn’t have spent G Yes H No I No or Not as well as he could J had been

K wouldn’t have had L is M Yes

3

Answers:

1 Second conditional

2 First conditional

3 Mixed (second and third) conditional

4 Second conditional

5 Third conditional

6 First conditional


UNIT 12: READING

1 There is no punctuation in the script of a discussion between three people below. Molly, Harry and Jim are discussing computers and the Internet. Molly has a computer, Harry doesn’t and Jim is trying to decide whether to buy one or not.

Draw a line (/) where one person stops speaking and the next one starts, and identify who is speaking. The first one is done as an example.

(Molly) Oh come on Harry there are so many good things about it / well I don’t see what

they are to be honest come off it Jim is trying to decide whether to buy a computer or not

and you’re putting him off am I putting you off well I suppose so but to be honest I’m still in

two minds look even your grandkids are telling you to buy one right yes that’s right well of

course they are because its a fantastic way to keep in touch I can’t see why you don’t just

use pen paper and the telephone it’s still the best way to contact people well you don’t

have to stop that but I use skype to contact my grandchildren and so I don’t have to pay

any call charges at all is that right it is not a penny I don’t believe you well that doesn’t

surprise me Harry you can’t see anything positive in modern technology that’s not true I

use the telephone all the time that’s not modern you’re so old-fashioned so can you see

your grandchildren as well then Molly of course I’ve got a webcam my daughter installed it

for me I sit at home and I can see them and they can see me it’s great fun sounds

ridiculous to me Jim young people these days are losing their imagination I don’t know it

sounds quite interesting to me of course it is don’t let him put you off so what other

advantages are there well I do my supermarket shopping online as well so I don’t have to

carry any heavy shopping it just gets delivered straight to my door that’s ridiculous it

means you’re not getting any exercise yes but we’re not getting any younger Harry she’s

right you’re 69 next week don’t remind me and look at you you’ve always got back

problems hasn’t he Jim that’s true look at Molly she’s 72 and she’s fitter than you cheeky

monkey Molly you’ve convinced me I’m going to take my son up on his offer to take me

computer shopping come on Jim don’t be upset I’ll let you have a go when I get it.

2 Write a brief description of the characters’ attitudes to technology and any aspects of their character that you can identify.


UNIT 12: READING

TEACHER’S NOTES Aim: to give practice in identifying chunks of language; to give practice in reading analytically; to practise inferring meaning.

This worksheet is designed to complement the unit. Time: 20 to 30 minutes Materials: photocopies of the worksheet for each student; monolingual dictionaries for

optional further vocabulary work Warmer You could show students any script where a number of characters are

interacting. Cover the names of the characters and ask students if they can identify the different people speaking. How can they do it? Elicit the names of items of punctuation such as: full stop, comma, exclamation mark, etc., to make sure that students know them.

1 The original script looks like this. However, there may be alternatives. Students should discuss these with each other and/or with you.

Possible answers: Molly Oh come on, Harry, there are so many good things about it! Harry Well, I don’t see what they are, to be honest. Molly Come off it! Jim is trying to decide whether to buy a computer or not and

you’re putting him off. Harry Am I putting you off? Jim Well, I suppose so, but to be honest I’m still in two minds. Molly Look, even your grandkids are telling you to buy one, right? Jim Yes, that’s right. Molly Well of course they are because it’s a fantastic way to keep in touch. Harry I can’t see why you don’t just use pen paper and the telephone. It’s still the

best way to contact people. Molly Well, you don’t have to stop that, but I use Skype to contact my grandchildren

and so I don’t have to pay any call charges at all! Jim Is that right? Molly It is, not a penny. Harry I don’t believe you. Molly Well that doesn’t surprise me, Harry. You can’t see anything positive in

modern technology Harry That’s not true. I use the telephone all the time. Molly That’s not modern! You’re so old-fashioned. Jim So can you see your grandchildren as well then, Molly? Molly Of course, I’ve got a webcam. My daughter installed it for me. I sit at home

and I can see them and they can see me. It’s great fun. Harry Sounds ridiculous to me, Jim. Young people these days are losing their

imagination. Jim I don’t know, it sounds quite interesting to me. Molly Of course it is! Don’t let him put you off. Jim So what other advantages are there? Molly Well, I do my supermarket shopping online as well so I don’t have to carry

any heavy shopping. It just gets delivered straight to my door. Harry That’s ridiculous. It means you’re not getting any exercise. Molly Yes, but we’re not getting any younger, Harry. Jim She’s right. You’re 69 next week. Harry Don’t remind me!



Molly And look at you, you’ve always got back problems, hasn’t he, Jim? Jim That’s true. Look at Molly. She’s 72 and she’s fitter than you! Harry Cheeky monkey! Jim Molly, you’ve convinced me. I’m going to take my son up on his offer to take

me computer shopping. Come on Jim, don’t be upset. I’ll let you have a go when I get it!

2 Model answers are given below. There is potentially a wide variety of answers to this question although they should all be roughly similar to the models below.

Answers:

Molly is pro-technology. She has a computer and uses it to communicate with her grandchildren and do online shopping via the Internet. She is 72 but forward-thinking and enjoys communicating with her family.

Harry is a little grumpy. He’s 69. He doesn’t like new technology although he embraces older technologies like the telephone. He does not seem very open to considering new ideas.

Jim is uncertain about computers and the Internet. His family are telling him to get a computer but he needs some advice. He seems fairly open-minded.

Possible follow-up activities 1 Students write a dialogue in pairs on the theme of technology and then turn the

dialogue into a block of text. Pairs swap and try to work out each other’s dialogues.

2 Groups of three students read the script to practise pronunciation and intonation.

3 Extend the theme further by asking students to write a script of a discussion between three grandchildren (one of Molly’s, one of Harry’s and one of Jim’s) or between Harry and his grandchildren, or Jim and his grandchildren.


Thinking about plagiarism 1 Read this extract from a university student handbook. The handbook is for a

course that combines English language study and academic study in order to prepare students to enter a Master’s level degree in an English-speaking university. Answer the questions that follow.

PLAGIARISM IN YOUR ACADEMIC ASSIGNMENTS Ten marks are awarded for use of sources and referencing in each of your academic assignments. Poorly referenced assignments or ones which do not fully acknowledge use of sources will not be awarded these marks.

Any incidence of plagiarism in academic assignments is taken seriously and will be dealt with according to the university policy on plagiarism. Depending on the severity of the infringement, students who plagiarise will be required to have an interview with the Programme Manager. This may result in loss of marks or a more severe penalty. Any disciplinary procedure that is invoked due to a serious plagiarism issue will remain on your university record.

The formative assignments in term 1 are designed to orientate you and help you understand what is expected of you. You are expected to use these assignments to help develop your strategies to avoid plagiarism. The marks for these assignments do not count towards your final scores. The summative assignments that count towards your final mark are different. In summative assignments 1 to 3, you are expected to demonstrate the ability to avoid plagiarism. In summative assignments 4 and 5, you are expected to be fully competent at avoiding plagiarism and incidences of plagiarism will be dealt with as if you were postgraduate students.

The procedure for university postgraduate students is as follows if you are suspected of plagiarism. You will receive a letter inviting you to an interview to discuss your work. You may bring a friend to this interview. You will be interviewed by two members of the academic staff. If the staff are satisfied that there was no explicit intention to deceive, then no further action will be taken. You will be asked to comply with university policy in future and resubmit the work. If the charge of plagiarism is upheld, you will receive a letter that acts as a formal warning. You will receive a score of zero for this assignment and the warning will remain permanently on your university records. You may be given the option to resubmit the work within a certain timescale.

THE UNIVERSITY’S DEFINITION OF PLAGIARISM Plagiarism is defined as the unacknowledged use of another person's ideas, words or work either verbatim or in substance without specific acknowledgement. For the avoidance of doubt, plagiarism may occur in an examination script as well as in assessed coursework, projects, reports and similar work, and may involve the use of material downloaded from electronic sources such as the Internet. Further, the inclusion of a source in a bibliography is not of itself a sufficient attribution of another's work.

1 Is plagiarism acceptable for any of the assignments in this course?

2 Are university students expected to acknowledge source texts in timed examinations?

3 Is it OK to provide details of references in a bibliography without acknowledging the source texts in the assignment itself?

4 Why do the summative assignments 4 and 5 suddenly become more serious for these students?

5 What is the first stage of the university disciplinary procedure?

6 What happens if, at the interview, the academics decide that a student did not intend to plagiarise?



TEACHER’S NOTES Aim: to give further reflective practice on the topic of plagiarism; to practise reading for specific information.


Thinking about plagiarism 1 Example answers:

Answers:

1 No. Plagiarism is never considered acceptable. However, there are formative assignments in term 1 which are designed to help students develop their writing skills and do not count towards the final marks for the course. Instances of plagiarism in these assignments are less severely punished. Nevertheless, students may still lose marks for plagiarism in each piece of writing (paragraph 3).

2 Yes, ‘plagiarism may occur in an examination script as well as in assessed coursework’ (paragraph 5).

3 No, ‘the inclusion of a source in a bibliography is not of itself a sufficient attribution of another's work’ (paragraph 5).

4 For these assignments students will be treated as normal university postgraduate students. In other words, they could face a disciplinary procedure for instances of plagiarism (paragraph 3).

5 Students receive a letter inviting them to an interview with two academics (paragraph 4).

6 The student will be asked to follow university guidelines on plagiarism in the future and will have to resubmit their essay. But no further action will be taken against them (paragraph 4).


UNIT 1: LANGUAGE PRACTICE

Documents