4 Relationships Map of the unit | Grammar Relative clauses ‘Students read about personality types and look at the use of that, who, and which in defining relative clauses. Vocabulary ‘Communicating Students study words associated with communication and ‘organize them into a spidergram Reading Successful small talk Students read and comment on a passage about small talk, and try out some ofthe ideas in it. Language focus: Reduced relative clauses ‘Students examine the cases when the relative pronoun can be omitted in relative clauses. Listening and speaking Conversations Students listen to conversations in various socal contexts and answer questions on them, Language focus: Question tags Students study the rues for the form and use of ‘question tags. Pronunciation | Vowels; question tags | Students discriminate between and practise short and long vowel sound pairs. Students practise rising and falling intonation in question tags. Extension: Reading and listening Season's greetings Students read about Christmas, listen to interviews about how different people celebrate it, and discuss different festivals Grammar Relative clauses Grammar in use 1. Introduce the theme of values. Ask: What job do you ddofwould you like to do? Write a number of professions or future professions represented by the class on the board. Ask: Why do you do itwould you like to do it? Elicit motivation for joining each profession, for example 1 like helping people, I want to bea millionaire before I'm 40, etc., and link them with the different professions. [Ask the class to read the article and then look at the questions, Discuss the answers with the class Answers 11 He suggests that values motivate people. i 2. Conrad represents the ‘economic type 3. He only buys works of art that have a commercial value and he enjoys having expensive and fashionable clothes and cars. 4 2a Divide the class into groups of three or four to discuss the questions and report back to the class b Discuss this question with the whole class. Rules 4a Write the sentences on the board. Ask students to ook at the sentences and decide which is the main clause and which is the relative clause. Underline the relative clause in a contrasting colour. Answer The relative clause is underined. Discuss with the class what the relative clauses deseribe, and use an arrow in the contrasting colour to refer back to the noun (kind of person and salary). ‘Answer “The relative clause in the fist sentence describes the kind of person and the relative clause in the second ‘sentence describes the salary. € Discuss the position of the relative clause in rela to the noun, ‘he relative clause goes after the noun in a main,d_Ask students to work in pairs to find more examples from the text. Check answers with the class. Answers {the valves) that moivate people {the kindof person) win thinks everthing should be tet {te high slay) which he eas. (Cings) hot havea commercial volue. | 5) wh knows what he wont | fhe clothes) that he wears fas) ot he drives Bll the answer to this question and circle the word in the two examples you have already written on the board, preferably in a third colour Ee White the two example sentences on the board, Tnvite one student to underline the relative clauses, ‘and another to circle the relative pronouns. {is the kind of person who thinks everthing be useful. he deserves the high salary which he earns. flict the rule from the class and write it up on the ‘students to work in pairs to replace that with, ‘or which. Check answers with the class qudents to check their ideas in Grammar nee 4.1 ‘on the board the six types that Spranger ‘aesthetic, social, religious, economic, politcal, Explain that students are going to read the five other types, and their task is to look at texts and to decide individually where to put ‘lauses, using the relative pronoun that. s round the class checking progress. When the ‘lass into pairs to change the relative 10 who or which Relationships 4 ¢ BB 41 Play the tape for students to listen and check their answers, Discuss any differences between, students’ versions and that of the tapescript. Tapescript and answers Selina isan artist: Some ofthe paintings (that) which she has sold have fetched high prices, but Selina is not very interested in money. As long as she has enough for the things (tht) which she wants, she's content. Bjom is fascinated by the laws (that) which govern the ‘Universe. When he was a child he loved to study the stars with a telescope (that) which he got for his birthday. Today he works inthe science department of a university Clara isthe kind of person (that) who genuinely lkes people. She's always ready to help anyone (that) who ‘heeds support or @ shoulder to cry on. Her job as a ‘nurse gives her the opportunity to help people (that) ‘who are sick Katrin loves the feeling (that) which she gets from her involvement in poitcs. She wants to change the things (that) which she thinks are wrong with society. She has ‘decided to stand in the local elections (that) which toke place nert year. 2a Look back at the six different types you wrote up on the board in Practice activity 1 and ask students to match them with the people described. Answers Conrad economic Selina aesthetic Bjorn theoretical Clara social Katrin political Tamas religious 1b Divide the class into the same groups as they worked in for Grammar in use activity 2a to discuss their personality types. 3a Explain to students that they are going to write a “pen portrait’ of one of the characters. Either ask them to use the points given in the Student’s Book or follow the instructions in Extra idea below. Extra idea tts often helpful to stimulate the individual imagination by allowing students to think in isolation from the rest ofthe class. f possible, play some quiet background ‘muse during this activity ‘Say Close your eyes and think about your character. lm going to ask you some questions about him or her. Dont ‘write down your answers yet, but try to picture them. What kind of home does he or she live in? sit ig or ‘small, old or new? ls there a garden? What kind of uritareis there in t? And what ether things can you ‘ee in the home? Does your character have a car, a4 Relationships ‘motorbike, oF 0 bicycle? If they do, what sort ist? Does ‘your characte live alone, wit fal, with @ partner, With fiends? And what kind of fiends doss your character have? How does he or she spend fre time ‘and what sort of holidays does he or she take? Think ‘about these things, and when you're ready, open your eyes and write down your ideas. Ask students to write down the description of their ‘character without actually naming him or her. Move round the class giving help with vocabulary where necessary and checking accuracy € Ina large group either ask students to exchange descriptions and guess who each one is, or number the descriptions and pin them up on the wall. Ask the class to read them and make a note of who they think each character is, and then check the answers with the whole class and the writers. In a small group it may be possible for students to read their descriptions aloud for the other members to guess, the identity. 4a Show the class some easily identifiable everyday object such as a hole punch, a stapler, a paper-cip. Ask: What si? Elicit answers, e.g 1s something that You use to make holes in paper, I's someting that you use 10 jin pieces of paper together, I's apiece of metal that you use 1 hod papers together. Divide the class into pairs to sath the definitions with the objects Cheek the answers with the class. Answers ws tool that you use in the garden. a spade It's a large animal that lives inthe sea. a whale I's a kind of make-up whichis * camcorder carpenter honey ‘avuler bbe a peninsula Ws something that you cook things in. a saucepan Ws building that’s very tall ‘a shyseraper b Ask students to work with a new partner. Explain that they must first look at the list of things and, think of one example of each that they are going to describe. Students then take it in turns to describe an item and to guess whar itis. During this activity move between the pairs checking that relative ‘dlauses are being used and supplying vocabulary where needed. ‘Additional material ‘Odd one out (photocopiable material p145) ‘A group activity to practise relative clauses. Make sure that students understand the idea ofthe odd cone out Write the following on the board ttaly Germany Japan Spain ‘Ask: Which the odd one out? Students will probably ‘guess thatthe answer is Japan. Ask: Why? to elicit the answer Because isthe only one which isn't in Europe. Divide the lass into groups of three or four. Give each ‘group one copy ofthe worksheet. Students work in ‘groups, using dictionaries if necessary, t identify the ‘odd one out in each group of four. Check the answers with the class, encouraging them to use relative clauses, eg. I's the only city which .. I'S the only person who ‘There may often be more than one possible answer ~ ‘the important thing is that students justiy their Possible answers 1) banana (not round) 2 newspaper (you read it) 3 Brazil (speak Portuguese) 4 yellow (not a surname) 5 Renault (not German) 6 Thatcher (not a US President) 7. Japanese (not European) 8 library (not usually in a house) 9 badminton (no ball) 10 middle-aged (doesnt describe appearance) 14. Barcelona (nota capital) 12 snake (no legs), dinosaur (extinct) 13. dog (@ pet) 14 Jones (can't be a frst name) 15. dentist (not usualy in a hospital) 46 trousers (on legs) 17 oy (nt for people) 18 kick (not withthe mouth) 19. beer (alcoholic) 20 painter (doesn't write) ‘Then ask the groups to think of five more od one out questions (21-25) - these can be people, places, nouns, adjectives etc. When they have done ths they give their photocopy to another group, who try to work fut the answers, and then check them with the original group. ‘Additional material Workbook, Unit 4 Exercise 11 Completing sentences with who or which Exercise 2 Completing descriptions with relative Exercise 3 Completing statements with relative Exercise 4 Deleting relative pronouns Exercise 5 Combining sentences with relative clauses