2 Fortune oa Map of the unit Grammar Talking about the past Students read an article about a gamble, and study the rues forthe form and use of the past simple, the past ‘continuous, the past perfect, and the present perfect Vocabulary Dealing with new words Students study techniques for dealing with new vocabulary, including deciding when new words are important for the understanding ofa passage, and when uessing from context is appropriate Reading I survived! Students read a personal account of a plane crash, make notes, discuss the main points, and roleplay an interview. Vocabulary file: Synonyms ‘Students practise guessing the meaning of words from context Listening and speaking Catching up on news Students listen to a conversation between two old friends and look at diferent ways of responding to news. Conversation pieces: Responding to news Language focus: used to Pronunciation Vowels; /a/ in words Students practise recognizing vowel symbols in the IPA, and practise the sounds. Students look at the /a/ sound in word endings. Extension: Reading and listening Second Chance Students read and listen to a business success story Vocabulary file: Phrasal verbs and i jioms Grammar Talking about the past Grammar in use 1. Introduce the idea of gambling and betting by asking students how many ways of winning money they can think of, Ask which they have done themselves (if any!) and which they think give the greatest chance of success, Note Although gambling and betting ae in most cases legal and generally accepted in Britain, they are tightiy controlled. The National Lottery was introduced to Britain in 1995 and has caused a great deal of controversy, as mary believe the prizes (up to £17 milion are too high and that persuasive advertising makes the people who can least afford it buy lottery tickets. Gambling is permitted in Nevada but not in most states ofthe USA, where even ‘one-armed bandits’ (fruit machines) are banned, a Ask students to look at the photograph and headline but not the text of the article and decide where the story takes place, Answer as Vegas 'b Elicit ideas from the class about what the story is about. Write some of the ideas up on the board. Possible answer ‘A man who gambled a lot of money. € Students read the text individually. Discuss with the class whether any of their predictions about the text were accurate 2a Divide the class into small groups to discuss whether Chris won, Ask the groups to come up with ideas for the gaps in the text and report back to the class. Write these on the board BBB 221 Play the tape for students to check their ideas. Discuss the answers with the class2 Fortune Tapescript and answers Mr Alor Nothing twas early afternoon on 14 January in the Las Vegas casino. At one ofthe tables was Chris Boyd, a computer ‘programmer from London. For three years Chris had saved every penny. He had rarely gone out and he hadn't spent anything on his house. Finaly, he had sold the house and with £145,000 in his pocket he had taken the plane to Las Vegas. Now Chris was siting in Binion's Horseshoe casino. He ‘was waiting to gamble the whole £145,000 on one spin ofthe roulette wheel. A few other gamblers. standing around the table. Among them was Chris's friend, Tony Ltt. Chis's gieriend, June Hilhouse, wasn't watching him, however. He hadn't told her anything about his plans. CCris placed is bet on red. If the ball landed on a red ‘number, he would double his money. I it landed on black, he would lose everything‘ ready to play,’ he ‘8id, The wheel spun, The small white bal rolled and bounced around the wheel and finaly landed on number 7 - red. The onlookers waited. What would Chris do? ‘He didn't do anything realy’ said one of the ther gamblers. He just smiled. Then he stood up from the table, collected his money and left' The next day he retumed to London, Since his all-or-nothing gamble, Chris has moved into a ‘one-bedroomed la. The experience hasn't changed my life” he told reporter, “but I've given up gambling. I ‘was something that | wanted to do and now I've done So that's it? Ask: What do you think of Chris's gamble? Would you have done it? Discuss its advantages and disadvantages with the class Rules ‘4a Ask students to work individually to find positive and negative examples of the four tenses, and then, to check their answers with a partner. Answers past simple positive was placed, landed, wate, ‘pun, rolled, bounced, ‘smiled, stood up, collected, le, retumed, tld, wanted negative didn't do past continuous positive was siting, was waiting, ‘were standing negative ‘wasnt watching past perfect postive had saved, had sold, had taken negative had rarely gone out, hadn't spent, hada’ tld Present perfect positive has moved, Ive given up, ve done, you've climbed, negative hasn't changed 'b Ask pairs to find examples of regular and irregular verbs in each tense, Check answers with the class. Answers | regular verbs place, land, wait, roll, bounce, smile, collect, return, want, wait, watch, save, move, climb, change irregular verbs 'be (was), spin (spun), stand up (stood up), leave lef), tell (ol), do (did't do, ve done, st, sell (nad sol), take (had taken), go (had rarely gone), spend (hadn't spent. give up (Ive given up) € Elicit from the class which tense is used for each of the four stages of the story Answers Events before he made his gamble peepee ‘The scene in the casino past continuous “The events of the gamble _past simple Events since the gamble to sha presto dey present perfect, 2a Work with the class to tum each statement into a question. Write the questions on the board. Answers 2 Was his friend watching? 3 Did the ball land on red? 4 Has he given up gambling? | Practice 1. Ask students to look through the four sentences and choose the correct form in each case. Go through the sentences with the class. Answers " 1 2. Divide the class into pairs and ask them to write the questions in the interview. Move round the class checking the results. When the questions have been completed, ask two students to roleplay the Interview. Ask the rest of the class to listen and see if they agree with the questions. b Ask students to work in pairs to formulate rules for ‘making questions in each tense and to report back to the class {Ask students to check the rules for past tenses in Grammar References 2.1, 2. Had he sold his house? and 2.3, ‘When Chris landed at London airport, some “ teporters were waiting for him, because his fiend ‘had telephoned them about what Chris had done, Chris's ginriend was angry with him, because he hadn't told her about it. When he got back to London, he moved into flat, because he had sold his house. 2 (Chris hasn't gambled again since he left Las Vegas.Answers I= Interviewer CB = Chris Boyd 1 How did you fee! while you were siting at the table? “elt quite calm, Was anyone watching you? ‘Yes, my friend, Tory Litt, was watching and there were a few other gamblers there, too. Had you told anyone else about your plans? No, I hadnt even tolé my gitfriend. How had you saved the maney? {just hadn't spent anything for three years and, then | sold the house What did you do when you won? ‘cant remember. | didn't do anything realy Why did you do it? twas something | had always wanted to do and ‘now Ive done it |_ Has the experience changed your lite? (CB No, it hasn't, although Ive decided to take along holiday. 1 Hove you gambled again zince then? ‘CB No, | haven’. Ive given up gambling forever. e-s” 878 8-87 Ba First ask students to cover the words in the box and Took at the text to decide what sort of words and tenses they expect to use. When they have done this and reported back to a partner, ask them to look at the words in the box and try to fill in the spaces. b BB 22 Play the tape for students to check their ideas. Discuss any differences between their versions and the tapescript, Play the tape again for a final check | Tapescript and answers ‘happened thre years ago while | was staying at my __ sister's house. She and her husband had gone on Pipa wh wee tig cna sh olan x sb Cr “night | heard a lot of noise outside and | went out to hat was wrong. The house next door was on fre. ‘and flames were coming out ofthe upstairs windows. A woman shouted, ‘Help, help. Tommy's still Without thinking I on into the house, but was ‘good. Everything was burning and it was teribly hot. while | was standing hit 98: ce sa er eae nay on the grass in front of the house. The fire pulled me out ofthe house. The woman eee a ‘Students sometimes regard the past perfect asa sort of “super past’ which they use when they want to ‘emphasize that an action is based very firmly in the past. You could refer students tothe timeline in Grammar Reference 2.3 to illustrate that the past perfect is used to emphasize actions that were already complete at a certain point inthe past. Allow students a few moments to make any notes ‘on the last time they took a risk. Divide the class into pairs and ask them to interview each other on the subject. Fortune 2 b Ask students to work with a new partner to discuss the various situations. Move round the class monitoring the conversations, When students are beginning to run out of subject matter, stop the paired discussions and invite selected students to tell the class about their partner's experiences. Make sure that students use the past simple to describe past experiences, e.g. Claudio has won money in a lottery, He won £120 last September, and spent it on ‘Additional material True or false? (photocopiable material p139) ‘A group activity to give more practice in the use of past tenses, Divide the class into groups of three or four. There could be one worksheet for each group, or one for each student. Students ask each other questions about the statements on the worksheet to establish whether they are true or false for their group, e.g, Hove you ever ‘been on a plane? What were you doing ot 8.00 this ‘morning?, etc. When students have finished there could be brie feedback as a class, eg. Number one was false for our group because everybodys been in a plane. ‘Number to was tre —weve all lived where we do now for atleast three years, etc. ‘Additional material Workbook, Unit 2 Exercise 11 Matching grammar items with past tenses Exercise 2 Completing sentences with past tenses Exercise 3. Completing questions with past tenses Exercise 4 Completing text with past simple or present perect Exercise 5 Completing text with past tenses Vocabulary Dealing with new words Note ‘Some students find skim reading very dificult because ‘they fe! they have to understand every word in order ‘to gather the overall sense of a passage. It will be necessary to buildup the confidence ofthese students by encouraging them to guess at new vocabulary items, ‘demonstrating where exact understanding is not ‘essential, and by limiting the time for reading. tis helpful to suggest that they practise these techniques, ‘outside the class in order to build up their speed and ‘ll, 1. Talk students through the tips given and discuss the reactions of the class. Ask how they deal with new ‘words in their own language. 2 Ask students to read through the four sections individually, and then discuss them with a partner. ‘Check that students agree on the meaning of soggy and squeeze. 3 Explain that students should try to use these ideas when reading the text.