mmpublications

H.Q. Mitchell - J. Scott
Introduction
Contents of Student's Book 2
Student's Book and Teacher's Notes
Unit 1 6
Unit 2 12
Unit 3 18
Revision (Units 1-3) 24
Unit 4 26
Unit 5 32
Unit 6 38
Revision (Unit s 4-6) 44
Unit 7 46
Unit 8 52
Unit 9 58
Revision (Unit s 7-9) 64
Unit 10 66
Unit 11 72
Unit 12 78
. .
Revision (Units 10-12) 84
Unit 13 86
Unit 14 92
Unit 15 98
Revision (Units 13-15) 104
Pairwork Activities : : 106
Songs 109
Grammar Reference 110
Listening Transcripts 120
Word list 127
Out line of the course
: - annel your English Intermediate isan innovative course,
, en smoot hly takes teenage learners of English from
e e entary to a higher level of fluen cy. It has been
-"t culously designed to boost students' existing knowledge
=-0 buil d their ability to communicate their ideas accuratel y
='" confi dent ly. The main concern of the writers of this book
-a s been to explicitly demonstrate howEnglish is usedin
situations. thus, enablingstudentsto use it in
-"ani ngful contexts. Other important factors such as the
earners' age and interests have beentaken into
considerat ion in the planning and design of this book. The
:,:, " cs have been carefull y selected t o attract students'
":erest and motivate learning.
:"annel your English Intermediate uses an i ntegrated
eooroach to all four language ski lls (reading, listening,
soeaking, writing) in a well -organised. user-friendly syllabus
:o'Tlbining functions, structures. vocabulary and
:0 municat ion skills. The book is divided into 15
e i-developed and carefully stru ctured units. each of which
5 cased on a general topicand divided into three lessons.
xabulary and grammar are systematical ly categorised and
_ esent ed in each lesson helpi ng teachers t o manage and
y ganise their time efficiently. Communicative language
-- aching is viewed as a practical activity rather than a
tr eoret ical notion.
:-annel your English Intermediate is suitabl e for
- :ermediate level students. By the end of the book,
5:udents will have mastered the functions and structures
in t he contents. Addit ional ly, they will have
o", eloped all four skills, having been given adequate
c-acuce t hroughout the book. The material included can be
: ered in approximately seventy-five hours. The precise
- ...... e needed will varyaccordingto factors such as school
:rganisation. class size, learner ability and motivation.
- 'ere are cert ain key feat ures in t he book that add to the
:-all enging and moti vating materi al of the course, such as
e dialogues presenting real spoken English, and the
soeci al emphasis given on vocabularybuilding, including
:'"' rasal verbs, collocations. lexical sets. idioms, words easily
contused and derivatives. Useful tips also facilitate skills
oeveloprnent and hel p students deal wit h new t ask types.
Course components
• Student's Book
--e Student' s Book cont ains:
• abl e of contents presenti ng the topics, vocabulary,
Sir ctures, functions as well as the microskills practised in
ea h unit.
• Fifteen six-page units, eachdivided into three lessons.
arranged in five modules.
• Five two-page revision units appearing at the end of each
module.
• Pairwork speaking activities.
• Lyrics of the songs.
• AGrammar reference section with useful tables, examples
and explanations of the grammatical structures dealt with in
each unit.
• Workbook
The Workbook isdivided into units and lessons in
accordance with the Student's Book and contains exercises
for further pract ice of the items dealt with in the St udent 's
Book. The exercises may be done in class or assigned for
homework. In some units. short texts thematicallylinked to
the topic of each unit offer further readingcomprehension
practice. Each unit alsocontains an exercise for further
writingpractice.
• Class cassettes or CDs
The Class Cassettes or CDs contain all the recordedmaterial
from the St udent's Book: t he dialogues. t he intonat ion
sections. the listeningexercises and the songs.
• Study Companion
The Study Companion containsthe words and expressions
introduced in each lessontogether with pronunciation.
definitions in English, example sentences. their translation in
the student's native tongue and vocabulary exercises. It also
includes notes on grammar and usage in the student's
native tongue.The Study Companion is availablein a number
of different languages.
• Interleaved Teacher's Book
The Teacher's Book contains:
• An introducti on.
• Table of contents as it appears in t he Student 's Book.
• Teacher 's Notes interleaved wit h the St udent's Book
pages. The not es include tables wit h the funct ions,
structures and active vocabularyintroduced in each lesson,
useful tips and notesfor lesson planning, answers to all
exercises, the transcripts for the listening exercises and
ideas for optional activities.
• Pairwork activities, lyrics of songsand the Grammar
refer ence sect ion as they appear in t he Student's Book.
• A word list.
• Test Booklet and CD·ROM
The Test Booklet contains:
• Fifte en Quizzes (one per unit )
• Five Revision Tests correspondingto the Revision Units.
• A Final Exam.
The CD·ROM includes all t he mater ial in the Test Booklet in
elect ronic form. which gives t he teacher the possibi lit y to
add, omit or change the order of itemsand/ or exercises
accordingto the needs of each class.
~ ' ~ ~ "
Introduction .'. '"7\'-7"
The structure of the units
(units 1·15)
Each of the fi fteen units is divided into t hree two-page
lessons, which are discussed in detail below.
• Lesson One
Lesson One is divided into three basic sections : presentation
(dialogue), words and phrases and grammar. Some units also
have an oral practice activity while for others it is incorprorated
in t he Teacher's book.
Presentation
The aims of this section are to present vocabular y. structures
and functions in the context of a dialogue and to expose
students to nat ural spoken English through a meaningfu l
context.
. The presentation is divided into four stages :
Stage one: This is a lead-in to prepare students for the
dialogue they will hear later. Ashort discussion is generated
through visual and verbal informat ion witht he aim of
introducing the t opic of t he dialogue that follows to the
students. Moreover. students are encouraged to get involved
personally in an activity that creates expectations and
motivates them to move on to the next stage. As this is
actually a warm-up activity, it is advisable that students
should not spend more than a few minutes doing it.
Stage two: In this stage students listen to the dialogue
without looking at their books. All the dialogues have been
speciall y designed to fami liarise students with spoken
English in a variety of different real-life situations as well as
to present the functions , vocabulary and structures
practised further on. These dialogues motivate students'
ineterest t hrough witt y exchanges with up-to-date modern
English, the objecti ve of which is to promote learning in a
communi cati ve way. The aim of this stage is to facilitate the
understanding of main ideas.
Stage three: In thi s st age students listen and read at t he
same ti me in order to carry out a variety of task types.These
cover T/ F sentences , open ended questions, ordering events.
ident ifying speakers and their tone of voice, extracting
specific information. etc. This stage aims at enhan cing
st udent s' understand ing of detailed/specific information.
Stage four: This final stage of the presentatio n is actually a
discussion expanding on the topic of the dialogue . requiring
students to relate it to personal preferences and experiences
and/or demonstrate some critical thinking.
Intonation
The intonation practice appearing at the end of the
presentation stage is in the form of a listen-and-repeat drill,
thus providing controlled practice of sentence stress and
intonation patterns (of a variet y of f unct ionallanguage).Since
intonation is an important feature of natural, nati ve-like
delivery of speech, it is essential that it be practised
systematically. Teachers are advised to encourage repetit ion
either individual or in pairs or chorus.
Words and phrases
Elaborating on t he dialogue. the purpose of this acti vity is to
expose Ss to real/actual examples of the English language in
use. The activity focuses on various kinds of words and
phrases (i.e. phrasal verbs, conversational English,
collocations, differences between British and American
English) introduced in the.dialogue. Ss are once more
exposed to diffe rent inst ances of spoken English as well as
pract ising important and widely used phrasal verbs and
collocations. In this way, English is viewed as a language
directly linked to contemporary English culture not designed
to simply serve the purposes of a textbook.
Grammar
The grammar section in this lesson dea ls with a major
grammatical phenomenon appearing in the presentation
stage, and is clearly presented, whi le usage is illustrated
through notes and/or examples. However. Ss are always
actively involved in the understanding of grammar through
various language awareness activities. Ss are asked to refer
to the dialogue and the information provided in the grammar
section in order to make inferences about the functions and
usage of grammatical phenomena. The accompanyi ng tasks
vary, and require Ss to complete tabl es, match structures
with functions and find more examples or make their own.
The grammar section always ends with a short exercise giving
Ss the opportunity t o practise the grammatical phenomena in
context. If time is scarce, we suggest that it be assigned for
homework. A more detailed presentation of the grammatical
phenomena is included in the Grammar Reference at the
back of the book. which Ss may refer to whenever necessary.
Oral practice
This section appears eit her in t he Student 's Book or the
Teacher's depending on the unit. The aim of this section is to
provide students with furt her practice of the functions,
str uctures and vocabulary already presented in the dialogue
through visual and verbal stimuli. It is advisable that every
lesson be rounded up wit h t he oral practice acti vity and that
reasonable time be allowed for students to carry out the
t ask.
ce
n
n
• Lesson Two
. esson Twofocuses on recept ive skills (reading and
stenlng) and deals with the target language (grammar and
e is) appearing in the reading text. Lesson Two is divided
-to four sections; reading. vocabulary. grammar and
stenlng,
Reading
- :.his section studentsare exposed to a wide veriety of
~ e a d i n g material, suchas magazine and newspaper articles,
terary texts and encyclopaedic extracts.The texts have been
soecially adapted to suit teenage learners' needs and
--erests.They cover a broad range of motivatingand
: "temporary topics and provide studentswith interesting,
..... LJ ti -cult ural information about the real world. The main
- ..en ion is to provide intensive readingpractice although
--eo, also lend themselves to presenting target vocabulary
a-c grammar in context. Each module focuses on specific
s"oskills. The tasks approximate exam type tasks (such as
=CEl and they are graded in terms of di ffi cult y but do not
' each FCE level. There are also tips as to how to approach
,-a handle each task type.The reading section is divided into
~ ..Jr stages:
Stage one: A pre-reading task always precedes the reading
-:? 1. Its main aims are to introduce the topic of the reading
--\1 with questions that relate it to the students' personal
evoeri ence and to activate topic-related vocabulary students
, -eady know.!t may appear in the form of questions that
;-e"'erate a short discussion or visual/verbal stimuli in order
• students to predict the content of the readingtext. As it is
, arm-up activity it is advisab le t hat it be done syternat ically
:J€"ore the actual reading task. · .
Stage two: In this stage students read the text for the first
. """"Ie in order to performa task. The main aim of this stage is
- " elp students understand t he gist of the text or the mai n
oeas. The tas k types vary and include matching headi ngs
• paragraphs, check ing predictions. reordering jumbled
. evts. multiple choice. matchingparagraphs with pictures and -,
--atching summary sentences with paragraphs, It is
sa isable t hat st udents be given some time t o perform the
:ask and that teachers point out to' them that unknown words
s.-ould not worry them at this stage.
Stage three: In thi s stage st udents are asked to read t he text
again in order to do the reading activity. The aim of this stage
s to help studentsdevelopcertain microskills such as
scanning for specificinformation, understanding text
x gsntsat lon and making inferences, The task typesvaryand
' elude multiple matching. multiple choice, gapped t exts with
.....,· ssingsentencesor paragraphs. open-ended questions and
;;ap fi lling_ The tasks intend to familiarise students with
=CE-type tasks. Students should be given ample t ime to carry
tr ese tasks out in class, especially when t hey appear for the
"rst time, When classroom time is scarce. they can be
assigned for homework.
St age f our: This stage appears only in the teacher's book as
an optional post-reading act ivity but it is recommended that it
be done systmat ically to round up the reading sect ion. It s
aim is to help st udents expand on the topic of the reading
text relatingit to personal preferences and experience.
Students should be encouraged to use as much of the topic
related vocabula ry in the text as possible.
Words and phrases
Aswith the activity under the same headingin Lesson One.
this activity gives students further practice with various
lexical items, such as phrasal verbs, expressions. words
easilyconfused. prepositional phrases. collocations and
derivatives appearingin the readingtext.The tasks varyand
expand on the vocabulary introduced in the text.
Grammar
In this section a minor grammatical item introduced in the
reading text is dealt with, similarly to what has been
described in the corresponding section in Lesson One.
Listening
The process of listening is verysimilar to that of reading.
There is always a direct or indirect thematic link between the
listening and the reading t ext. A variety of spoken text t ypes
and task formats have been employed, through which
important listening microskills are developed. In most units
the listening section is also divided intothree stages, where
as in others. where students listen to short extracts, there is
only t he listening stage focusing either on gist or speci fic
detail. Wherever there are three stages they appear as
follows :
Stage one: A pre-listen ing activity smoot hly int roduces the
topic of the listening activity act ivati ng Ss' background
knowledge and preparing them for the task at hand.
Sta ge two: The main aim of t hi s stage is to focus on gist and
understandingmain ideas. Students listen once to perform
the task. There are various task types includingmultiple
matching, checking predictions. and mul tiple choice.
St age th ree: The mai n aim of t his stage is list ening for det ail
or specific information. Students listento the text again or to
a sequel and carry out the task . Task types vary and include
T/ F exercises. multiple choice, muitiple matching, note
taki ng, blank filling, correct ing incorrect sentences and
matc hing speakers to what they said.Most activities in this
stage also familiarise Ss with exam type tasks such as those
of the FCEexamination.
It is advisable t hat t he teacher ask students to read the
inst uct ions and tip carefully before they do each activity
making sure they full y understand what they are expected to
do. After making sure that Ss have understood the
inst ruct ions and the language included in t he t asks, the
teacher can playthe tape. When answers are elicited from
Ss, we suggest that students should be asked to justify their
answers. Then. if necessary. the tape may played again and
any points that have not been understood can be clarifi ed.
- ':'V"'-.,,,,
Introduction ": ~ ' .
• Lesson Three
Lesson Three focuses on the productive skills (speaking and
writ ing) and lexical items.
Words and phrases
The lexical items presented in this lesson are usually
semantically grouped and clearl y presented. Ss are asked to
carry out one or two tasks (matching. labelling. classifying.
word building. blank filling. multiple choicej .Thus. they
practise usingthe lexical items presented in controlled
practice activities. The lexical items practised include
collocations. derivatives. idioms. verbs with prepositions,
similes. compound nouns, nounswith prepositions and
lexical sets.
Speaking
The aim of the speaking section in Lesson Three is to enable
Ss to use some of t he vocabulary. grammar and funct ions
introduced in the unit in a meaningful context. The activities
are inter esting. they closely approximate real-life tasks and
there is always a goal to be achieved through the activi t y. Ss
always work in pairs and perform a variety of tasks. They
discuss or exchange information, make suggestions. make
decisions or express personal opinion in order to achieve
thei r goal. Other tasks include speculati ng and narrating a
story, prioritisingand comparing. and contrasting pictures
The speaking t asks are based on visual and/ or verbal
sti muli. In some of t he speaking act ivit ies. each of the two
students is provided with different information found in a
special sect ion at the end of the book. For some of the
activities there are useful tipsfor the students. relatingto
how to handle the task and enhance their performance.
To achieve optimum results. it isadvisable to set a time limit
for the activity. During the activity. the teacher should go
round the classroom and listen to the discussions taking
place and make sure that Ss speak only in English. If
necessary. help and support should be provided. As the aim
of the activity is t o enhance Ss' fluency. it is not
recommended to interrupt them to correct their errors. It is
preferable that the teacher keep a record of common or
basi c mistakes and comment on them at the end of the
activity. There is ample opport unity to focus on accuracy and
correct errors whiledoing other types of exercises.
Writing
Like speaking. writing is a productive skill and one that Ss
often have difficulty with. Students are int roduced to diff erent
exam type writingtasks: story writing. informal letters, formal
letters, articles, reports and discursivecompositions. This
section isalsodivided intostages. There are three or four
pre-writ ing stages depending on the unit In the fir st .
pre-writing stage students are asked questions related to the
topi c of the writ ing task. In the second stage st udents are
introdu ced to a sample text in most unit s and elaborate on it
in a variety of ways. The tasks at thi s stage focus on
understandi ng gist and ident ifying style. regist er. purpose
and t arget reader as well as elaborat ing on format/l ayout . In
the next stages labelled Plan and Improve your style various
activities focusing on a number of sub-skills (planning and
organising ideas. editing to improve writing style) prepare Ss
for the actual Writing task. the final stage. which should be
assigned for homework. Concise tips provide useful guide-
lines for students to base their writing on. It is very important
to make sure that students have fully understood what they
are expected to do. Moreover. they should be fami liarised
witha correction code. likethe one suggested below. which
will help them identi fy and correct their own mistakes.
WW: wrong word
S: spelling
P: punctuation
T: tense
A: article
WO: word order
1\ : somethingmissing
Revision Units
The fi ve Revisions Units with exam type tasks could be done
either at home or in class depending on the time available.
The exercises thoroughly revise the functions, grammar and
vocabulary that have been taught in the preceding units.
Since the Revision Units are not tests. we suggest that you
allow Ss to refer to the relevant units and/or the grammar
reference sections when doing the exercises if they need to.
Each revision units consists of non-fictional reading
comprehension texts. which are lengthier than the reading
texts appearing in the precedi ng units. and whi ch derive from
aut hent ic sources. The aim is to consolidate the sub-skills
already practised in the module.There is also a Use of
English sect ion. which famili arises Ss with FCE-type tasks .
There are two t asks appear ing in the Student's Book and
thr ee in t he corresponding unit of the Workbook. together
with other tasks. some of which can be done in class or
assigned for homework. Each revision unit ends wit h a pop
song. which aims at helping Ss practise their listening skills
in a highly communicative and enjoyable way. Ss should
listen to the song and carry out t he tasks involved (i.e.
completing missing words from the lyrics. making and
checking predictions, answering comprehension questions).
Optional activities and projects
In the Teacher's Book there are various optiona l activities
which hel p Ss get a beller underst anding of the dialogue and
the reading or list ening t exts and give t hem further practice
with various grammat ical st ructures or forms. In t he
Teacher's Book there are f ive project s. each of which
corresponds to a Revision Unit These projects are
communicat ively designed. as the main idea is to induce Ss
to be creative wit h the language rather t han simply revise
grammar and vocabular y. Through proj ect work Ss are
required t o use language for a purpose.
Lin
lOS Points to remember
j
Ss • Whether a task is carried out in class or assigned for homework it is advisable that every effort be made to ensure that
-e student s fully understand the rubrics, in order that t hey comprehend what they are expected to do,
• For most act ivit ies, it could prove helpful to demonstrate t hrough examples what the task demands students t o do, by
:a nt doi ng the fi rst item,
~ y • Whenever a task requires understanding gist. it is recommended that the teacher should not explain unknown words,
thus encouraging students to focus ongist only. Wherever necessary, however, ceratin key words that block understanding
:h could be explained,
• Regarding the grammar section , students will feel more confident if unknown words are explained before they do the
grammar activities.
• For the listening tasks it should be ensured t hat students have no unknown words before t hey procede to the listening
task,
• When explaining new lexical items a variety of techniques could be employed such as example sentences, mimicry.
definitions, antonyms, synonyms, enumeration and/ or translation. At this level. discovery techniques on the students' part
can also be encouraged.
• Wherever elicitation procedures are required it should be ensuredthat everybody speaks before corrections are made by
me t eacher,
• In cases where students are asked to do guesswork, no answers should be revealed before students precede to the
actual task and check predict ions". '.
• All tips should be read and explained thoroughly so that task perf ormance is enhanced,
e
Abbreviations used in Teacher's Book
I,
adj - adjecti ve
adv - adverb
e.g, - for example
etc. -0. et cetera
n -0. noun
p, - page
pp, - pages
prep - preposition
sb - somebody
sth - something
Ss - students
v -0. verb
TB - Teacher' s Book
UNITS TOPIC VOCABULARY STRUCTURES FUNCTI ONS
1
Sports • Phrasal verbs • Present Simple • Talking about habit ca
and hobbies
• Words easi lyconfused • Present Progressive actions
• Lexical sets (sports) • Stative verbs • Distinguishingbetweer
PAGE 6 • Collocations (verb + noun) • Adverbs of frequency temporary andpermar
M
On your
situations
marks
• Expressinginterest
andsurprise
LU
Adventure
• Phrasal verbs • Past Simple • Referring to time
2
• Adjectives describing • Past Progressive
• Narrating pastevents
....I
situations andfeelings • Prepositions of time
• Adjectives ending
• Expressing feelings
:::l
PAGE 12
in -ed and-Ing
Go for it! • Word building
Cl
(adjective suffixes)
0
3
People • Phrasal verbs • Present Perfect Simple • Giving news and
• Adjectives descri bing • Present Perfect responding to it
::?::
personality Progressive • Comparing
PAGE 18
• Words easilyconfused • Comparisons • Expressingagreement
What are
• Word building anddisagreement
you like?
(adverbs, negative
prefixes and suffixes)
Revision Units 1-3 PAGE 24
4
Education
• Phrasal verbs • Future will • Talkingabout futureplans
• Collocations (verb +noun) • Future goi ngto • Making arrangements
• Adjectives expressing • Future Progressive • Makingpredictions
PAGE 26
likeanddislike • Future Perfect • Expressing obligation,
N
Learning
• Adjectives with • Must, have to, need prohibitionand necessity
preposi tions • Expressing likeanddislike
zone
LU
5
Places
• Collocations withtake • DefiningandNon-defining • Referring to place
• 'Strong' adjectives RelativeClauses • Definingandgiving
....I • Collocations
additional information
PAGE32
(adjective+noun) about people, things
:::l
The place
and places
• Maki ngpolite requests
Cl
to be andresponding
0
6
Environment
• Phrasal verbs • Zero, First and Second • Talkingabout
• Prepositional phrases Conditionals possibilities and
::?::
referri ngto place • Articles futureor imaginary
PAGE 38
• Word building situations
What on
(noun suffixes) • Referring to
earth?
conditions
• Giving information
Revisi on Units 4-6 PAGE44
C'l
7
Mystery
• Phrasal verbs • Past Perfect Simple • Sequencing past
• Prepositional phrases • Past Perfect Progressive actions andevents
including the word • Time linkers • Reacting positivelyor
LU
PAGE 46 time negatively to what is
That ' s
• Collocations with make being said
....I
Spooky!
• Idioms
:::l
• Expressions withgo • Had better • Expressing
8
Teenagers
• Verbs +prepositions • Woul d rather preferences
Cl
• Should +present • Expressing opinions
andperfect infinitive • Making suggestions
0
PAGE 52
• Asking for andgivi ng
Teen age advice
::?::
2
Channel your English
LISTENING SPEAKING
Coritents
WRITING
>I1t
• :oosing headings for
",-agraphs
Focus: skimmingfor gist
' soeringopen-ended
: .esnons
=ocus: readingfor specific
:etails
• to check
_ecc ions
• - D e matching
s: scanningfor specific
-' abo"
• '2:c, -ng headings with

s: ski mmingforgist
_- De matching
5: scanningforspecific
-' ation
• - Die choi ce
global understanding
readingforspecificdetails
• ngto check
_eccuons
• choice
: transferringfrom verbal
. risual information
• texts
s: understandingtext
_ 53 isation
a::o-ngtexts with pictures
::. 5: transferri ngfrom verbal
risual information
• ' . tiplechoice
-ocus: summarising
• :;Coned text
=Dals: understandingtext
ganisation
• to check
: ecictions
• : oea-enoed questions
=ocus: readi ngfor specific
ation
• Multiplematching
Focus: understandinggist
• True/False
Focus: understanding specific
details
• Whichspeaker said what?
Focus: understanding specific
details
• Multiplechoice
Focus: understandinggist
• Multiple matching
Focus: identifyingspeakers,
understanding mainideas
• Listeningto check
predictions
• True/False
Focus: listeningfor specific
information
• MUltiplechoice
Focus:identifyingthespeaker's
mainpoint, listening forspecific
information
• Listeningto check
predictions
• Gap filling
Focus: listeningfor speci fic
information
• Listening and doinga
personality quiz
Focus: emphasising listening for
a purpose
• Speculatingand makinga
decision
• Making suggestions and
justifying them
• Tellinga story based on
visual and verbal prompts
• Comparing and
contrasting pictures
• Discussing issues related
to family and friends
• Speculating andmaking a
decision
• Discussing issues related
to education
• Exchangi nginformation,
discussingand makinga
decision
• Expressing preferences and
opinions
• Making decisions
• Prioritising
• Speculatingabout the missing
partsof a comic stripand
narratingtheevents
• Discussing problems and
making suggestions
• Ane-mail message
• Ashort story witha
given title
• An informal leitergivi ng-
news
• An informal leiter
including plansand
arrangements
• Abrochurefor a place
based ongiven
information
• Atransactional leiter
givi nginformation
• Astory beginningor
endingwith given words
• An informal leiter giving
advice
Channel your English 3
UNITS TOPIC VOCABULARY STRUCTURES FUNCTIONS
9
Humour
• Collocations with do • May, might. coul d, • Expressing possibility
• Word building must. can't. coul dn't + • Making deductions about
• SimBes with as... as... present present and past
PAGE58
and perfect infinitive • Expressingcontrast
What a
• Clauses ofconcession
laugh!
Revision Units 7-9 PAGE64
10
Cultureand
• BritishandAmeri can • PassiveVoiceI • Making and accepting
lifestyles
English • Present Participle apologies
• Compound nouns • Participleclauses
'<t
PAGE66
That's life!
LU
Employment
• Collocations withget
11
• Infinitives and -ing • Asking for
...
• Words easilyconfused forms clarification and
• Word building • Passive Voice II clarifying
:;)
PAGE72
(nounsuffixes referring to
Job-hunting
people)
Cl
0
12
Technology
• Phrasal verbs • Causative • Expressingand
• Idioms • Infinitive of purpose, acceptingthanks
:2:
• Collocations for +-ing form • Expressing purpose
PAGE78
(adj ective +noun)
Hi-tech
Revision Units 10-12 PAGE 84
13
Entertainment • Phrasal Verbs • Reported speech • Reporting
• Reporting verbs (statements, questions, • Asking for
commands and requests) information
IS)
PAGE 86
Showbiz
LU
Medi a
• Phrasal Verbs • Wishes and unreal • Makingwishes
14
...
• Lexical sets (media) past • Expressingcause and
• Nouns with prepositions • Clauses of result result
:;)
PAGE92
Connecting
Cl
people
0
Travel • Phrasal verbs • Third conditional • Expressing regret
15 :2:
• Words easil yconfused • Wishes in thepast • Complaining
• Lexical sets (holiday)
PAGE 98
Travellers'
tales
Revision Units 13-15 PAGE 104
Pairwork Act ivit ies PAGE 106
Songs PAGE 109
Grammar Reference PAGE110
4
Channel your English

... Dol e choice
= s: identifyingthe
ter' s purpose
• text
: 5: understandingtext
sa isation
_' J e choice
: s: interpreting, deducing
- eaning
_' ore matching
: s: scanni ngatext to
speci ficinformation
2::"" g paragraphs
.- etures
: transferringfrom verbal
al information
:.=: r "og
- : readingforspeci fic
ation
","ngthetopics
: sc. ssec
"'=lI1derstandinggist
• ' :0e choice
"'=readingforspecilic
" , infening
summary
with paragraphs
= :understandingmain
: , :s
• : O':"'€nded questions
- s: understandingspecific
- :ta S
• "ngthemainpoint of
ca -agraohs of a text
= :understandinggist
:.=:oec text (missing
: -=g-aphs)
- : understandingtext
: :.3 .sation
LISTENING
• Multiple choi ce
Focus: identifying thespeaker's
mainpoint
• Gapfilling
Focus: listeningforspecific
information
• Listeningto check
predictions
• True/False
Focus: listeningforspecific
information
• Multiplematching
Focus: identifying speakers
• Which items are
mentioned?
Focus: identifyingthemain
ideas
• Correctingstatements
Focus:listeningforspecific
details
• MUltiple choice
Focus: understanding gist
• Multiple matching
Focus: identifyi ngthetopics
discussed
• Multiple matching
Focus: identifyingspeakers
SPEAKING
• Speculatingabout pictures
• Comparing and
contrasti ngpictures
• Discussing lifestyles
• Speculating and makinga
decision
• Discussingadvantages
and disadvantages
• Exchanging information,
discussingandmakinga
decision
• Speculating andmaking a
decision
• Prioritising
• Comparingand
contrastingpictures
• Discussinghol idays
WRITING
• An article (personal)
• Anews report
• Aletter of application
• Areport
• Atransactional letter
askingfor information
• A discursive composition
(advantages and
disadvantages)
• Atransactional letter of
complaint
Channel your English 5
Lesson One
presentation
oBefore you read the dialogue, look at the picture
and discuss the following:
• What do you t hink t he boys are talking about?
• Why are t hey ha ppy?
EJ Listen and check your a nswers in 1. S
oRead the dialogue and a nswer the following
questions:
a. What does Paul want to do?
b. What day is it ?
c. Who ca n't play foot ball tonight? Why?
d. What are t he three boys doing tonight?
e . Who's playi ng as a goalkeeper?
The expressions belowshow interest or surprise. Listen a nd repeat them.
Reall y? Are you serious? You're kidding!
Ar e you? Do you? How interest ing!
intonation
Paul
Paul
Stuart
I'm a goalkeeper.
Are you?
You're kidding! We need a goalkeeper. Can you
play for us tonight ?
Tonight ! Why? What's up with your
goalkeeper?
He's ill. I think he's got the flu or something.
He's a load of rubbish, anyway. He always drops
the ball.
That's true. The only thing he can catch is a
cold!
So Paul. what do you think?
What time's kick-off?
Nice one!
Paul
Stuart
Stuart
Steve
Paul
Stuart
Steve
Steve
Paul
Stuart
Stuart
Paul
Steve
Paul
Steve
Paul
Stuart
Hey guys! What are you up to?
Not much. We're talking about what to do
tonight .
List en. I'm glad I ran into you two. I'm thinking
about joining the football team. How can I find
out more about it?
Ask Steve . He' s the captain.
Really?
Just turn up at trai ning with your boots, Paul.
OK, whe n's training?
On Mondays, and we play matches on
Wednesdays .
Are you playing tonight then?
No, the match has been called off because one
of the players is... Hang on a minute! What
position do you play?
DDiscuss the following:
• How popular is football in your
country?
• Do you like it ? Why/Why not ?
6 Channel your English
Functi ons
~ o-essing surprise
-- mg interest
-a· - g about routines, temporary situations and future
2""cr gements
-a · - g about sports and hobbies
Structures
- esent Simple / Present Progressive
S;:a:, ,e verbs
Vocabulary
s andphrasesrelated to football
: xxs goal keeper kick-off position t raining
;-.a:;:a"n
j oin a tea m match t rain (v)
-
ersallonal English
-
cac of rubbish What are you up to?
- e JOU serious? What's up with ...?
ce one! You're kidding!
somet hing
:0;,,;, 501verbs
=<;
off find out hang on run into turn up
):werwordsand expressions
:G::- (a col d/ t he flu )
: -::0 )
:
-
- ~ 1. door
resentation
:0 present vocabulary, structures and functions in
• e context of a dialogue about football between
teenagers
'm: to use visual information to predict the content
of the dialogue
..,;. Ss to look at t he pict ure and di scuss the questions.
:: : i ona l
: _ "-'a, also ask Ss a few more questions:
_ e- -row old do you think the boys are?
, ~ h a t is the relat ionship between them?
, ~ h a t are they wearing?
• h e r e are they?
lms: • to listen to the dialogue and check predictions
• to understand the gist of the dialogue
-,5, Ss to cover t he dialogue, look at t he picture and
'-:- car ef ul ly. Play t he tape. S
• ... scuss answers.
teacher's notes 01
They are talking about footbal l.
Because one of them is j oini ng t heir team for today's
match .
EJ Aim: to check com prehens ion of specific informati on
in the dialogue
• Ask Ss to read questions a-e.
• Ask Ss to uncover the dialogue so that they can read
and listen at the same ti me. Play the tape again.
• Ask Ss to underline words and expressions they are not
fami liar.with , but teli t hem not to worr y about unknown
words at t his stage.
• Give Ss ti me to work out the answe rs to the quest ions.
• Check Ss' answers and ask them to provide
justification.
a. He wants to j oin the foot ball team.
b. Wednesday.
c. The team' s goal keeper. Because he is il l.
d. They're playing a football game .
e. Paul.
• When t his act ivity is over. ask Ss some more questio ns.
e.g. When do the boys train?
What position does Paul play?
What do Steve and Stuart think about the team's
goalkeeper?
• Encourage Ss to guess th e meaning of new vocabulary
such as join, position and kick·off.
IIAim: to encourage Ss to relate the topic of the
dialogue to personal experience and preferences
• Ask Ss to look at t he questi ons and discuss t hem.
optional
If there is t ime, you may ask Ss more questions.
e.g. What age groups usuall y watch football matches?
Do girls like football in your country?
intonation S
Aim: to present and practise intonati on in expressions
showing interest or surprise
• Play the tape and pause after each express ion.
• Ask Ss to repeat th e expressions whi le you make
movements wit h your hand to show t he rising or fal ling
tone in each expression .
Channel your EnglishTB 6
I
-
Lesson One (continued)
words and phrases
1 Phrasal verbs
Alms: 0 to Introduce the concept of a phrasal verb
o to match the phrasal verbs In the dialogue with
their meanings
o Read out and explain t he introducto ry comment.
o Ask Ss to do t he activity.
o Check answers.
a. run into b. f ind out c. turn up d. cal l off e. hang on
optional
If there is time, ask Ss to make their own sentences
usi ng the phrasal verbs and check them.
2 Conversational English
Aims: • to introduce expressions used in conversational
English
o to match the expressions with their meanings
o Ask Ss to do t he activity.
o Check answers.
Nice one! -+ Great!
What are you up to? -+ What are you doing?
You're kidding! -+ Are you serious?
a load of rubbish -+ very bad
What 's up wit h...? -+ What' s wrong with...?
grammar
oAim: to elicit some of the uses of the Present
Simple and the Present Progressive as
presented in the dialogue
o Ask Ss the first set of questions .
o Tell Ss to refer to the dialogue.
o Elicit and check answers.
o Do t he same for t he rest of the sets of questions.
o They're tal king about what to do tonight.
Present Progressive.
Because it is an action happening now.
o On Wednesdays.
Simple Present.
Because it is a habit ual action/ routine.
Tonight.
Present Progressive.
Because it is a future arrangement.
Tonight.
Present Simple.
Because need is a stative verb.
EJ Alms: 0 to revise the basic uses of the Present
Simpl e and the Present Progressive
o to give Ss pract ice making their own
example sentences
o Ask Ss to read the uses of the two tenses. Ensure that
t hey underst and the terms used. If necessary, provide
explanat ions.
o Ask Ss to work individually and make their own
examples.
o Check answers.
oAim: to revise stative verbs and present some new
ones
o Ask Ss to read the note and explain the meaning of any
unknown words.
o Ask Ss to fi nd t wo examples of stati ve verbs in t he
dialogue (we need a goalkeeper, I think he's got the flu)
and check answers.
o Point out that think can be used in the Present
Progressive when it means process in one's mind (e.g.
I'm thinking about j oining the foot ball team).
optional
Ask Ss to write a set of sentences or a short paragraph
including as many stative verbs as possible.
DAim: to practise the uses of t he Present Simple, the
Present Progressive and the stative verbs
o Ask Ss to read t hrough t he e-mail and complete t he
blanks.
o Check answers and ask Ss to provide justification.
o If time is scarce, assign the exercise for homework.
(1) understan d (3) lives (5) is playing (7) hope
(2) Do you know (4) plays (6) are training (8) don't mind
optional oral practice
Aims: 0 to practise the structures, funct ions and
vocabulary presented in this lesson in the
context of a dialogue
o to exchange personal information
Divide Ss into pairs.
o Tell Ss to talk about their hobbies and the sports
they do/play and discuss them in relation to their
plans for the weekend.
o If necessary, write some prompts which t hey can
use in t heir questions on t he board.
e.g. what / sport / you / play?
how often / you / train?
what kind / music / you like?
you / play / musical instrument?
what / you / do / weekend?
o Point out to Ss that they should use the Present
Simple and the Present Progressive. They should
also t ry to use expressions which show surprise or
interest while discussing.
o HaveSs do the acti vity.
ords and phrases
, .
- ; .
1 PIlrasaI verbs
- • -rasal verb consists of a verb (e.g, give, make) and an
__ e.g. forward, back) and/or a preposition (e.g. for,
- --e of the phrasal verb is different from the
Y -g the verb it includes.
• actions happening now
e.g. Stuart, Paul and Steve are talking about the game.
• temporary situations
e.g. They're playing for the same team this season.
• future arrangements
e.g. Paul Is playing with the team tonight.
:- : - e phrasal verbs in the dialogue and match them
- -. _ meanings given.
- • by chance _
2..."11
ar
el
-,
EJ Read the note below and find two examples of
stative verbs in the dialogue.
Thefollowing verbsare not normally usedIn progressive
tenses:
• see, hear, smell, taste, notice, seem, look(= seem)
• like, dislike, love. hate, want, need, prefer, mind
• believe, think (=believe), know, understand, remember,
forget, hope, mean, imagine
• be, have (=possess), belong, cost
• at e examples of conversational English from
gue and match them with the meanings on
D Read the e-mail Stuart has sent to the team's
goalkeeper. Complete the blanks with the Present
Simple or the Present Progressive of the verbs in
brackets.
at the di alogue and answer the following
= estions.
"ead about t he uses of the Present Simple and the
esent Progressive and think of one more example
each use.
Hi David
I'm really sorry to hear that you caught the flu.
1(1) (understand) how you
feel. Guess what! (2) (you
know) Paul Watson who (3) _
(live) next door to Steve? He (4) --------
(play) in goal as well and he (5) - - --- --
(play) with us in tonight's game. At the moment he's
with Steve and they (6) (t rain)
for the match. 1(7) (hope) that
you (8) (not mind), and that
you'll be better soon.
See you around
Stuart
From: Stuart2222@yahoo.co.uk
Sent: 2 May
To: Davidslkg@yahoo.co.uk
Page 1 of 1
What's wro ng w i t h ... ?
very bad
Great !
What are you doing?
Are you serious?
- . are yo u up to?
';' .iddinq t
- of rubbi sh
• 5 up wit h... ?
ammar
t2 ne!
3: are St uart and Steve doing at the moment?
:- tense is used? Why?
--e- do t hey play matches?
- :- tense is used? Why?
-ers Paul playing his first game wit h the new team?
ense is used? Why?
-e- do Stuart and Steve need a goalkeeper?
:- tense is used? Why?
• sit uations
-.; - >J<3rt and Steve live in the same town.
- nes / habitual actions
· ;. - --e) ' usually play mat ches on Wednesdays.
• ;;",""""al truths
=;;. "eople play football all over the world.
ChannelyourEnglish 7
reading
b. Family suppo rt
b . Appearances don' t count
b. Heavi er but stronger
b. J ust another t eenager
b. A talent ed artist
oBefore you read t he text
answer these questions:
• Do yo u know of any
teenage sports champi ons ?
• What sports do they
do/play a nd what awards
have t hey won?
• What so r t of pe rs on do you
think you need to be to
become a champion?
EJRead the text quickly a nd decide which of the two headings a or b is more
suitabl e for each of the paragraph s 1-5.
1 a . An unhapp y girl
2 a. Great achi evements
3 a. Tr a ining and re laxation
4 a . Di eting habits
5 a . Rich and famous
""",'" Read the text quicklV. Jlou don't need to understand ellerv detail, [ust
r the main point of each para9raph. Find the keV Ulords/phrases in each
para9raph and choose the headin9 Ulhich includes words similar in meanin9
or refer to the same topic.
When Chervl Haworlh
was vounger,
everybody used 10
lease her for being
chubby! Well, she's
found a way 10 make
Ihe whole world look
beyond her size...
1 When Cheryl was at
primary school, nobody ever
called her by her real name.
There was always someone
making fun of her size. But
one day, when she was
eleven, as she was building a
tree house in her garden. she
realised she had more
physical power than all the
boys. She could lift heavy
logs and do things that
other kids couldn't , So, she
decided to go to the gym
and try weight lifting.
2 Cheryl was really good
at weightlifting, so her coach
encouraged her to take part
in competitions. She soon
became a weightlifting
phenomenon. She holds
every American record in her
class and she also won a
bronze medal at the 2000
Olympic Games, when she
was only sixteen.
3 Cheryl is not only
strong but also very dedicated
to her sport. She usually
works out for three hours a
day including Saturdays.
However, this doesn't mean
that weightlifting is her only
interest. Just like other
teenagers Cheryl enj oys
spending her free time with
friends and her two sisters.
They don't always go out,
but when they do, they
often go to the cinema or a
seafood restaura nt. Cheryl
also likes drawing and
painting and she's a very
talented artist. Her port raits
made in pencil have won
prizes in contests.
4 One reason why Cheryl
has become the kind of
person she is today is her
upbringing. Her mother says
"1 never made food an issue
when Cheryl was a young
girl. She was born to be big.
The important thing is that
she is self-confident and
feels good about
herself."
5 Cheryl's fame and
international success have
made her an idol, especially
among oversized teenagers.
She says: "Hopefully, I can
set an example to other
people who feel they are far
from normal and encourage
them to do things that are
challenging. We're not all
going to be supermodels.
I don't want to look like
that. What' s important is
how you feel and how you
act towards others."
IE] Read t he text again and answer the followingquestions.
a . How did people behave towards Cheryl when she
was younger?
b. vvnat has she achieved so far?
c. What doe s Cheryl do in her free time?
8 Channel your English
d. How does Cheryl' s mot her fee l about her
daughter's size?
e. What does Cne, yi think is more important than
a person's size ?
teacher's notes 01
Vocabulary
ords related to sportsandhobbies
oeat (an opponent ) prize
petition weight lifti ng
test win (a medal, a game)
-edal work out (v)
optional post-reading activity
Ask Ss questions of personal response related to the
topic of the reading text.
e.g. What is your impression of Cheryl now that you
have read the text?
Do you know anyone like her?
1.b (making fun of her size, she had more physical
power, she could lift heavy logs... other kids couldn't)
2.a (phenomenon, holds records, won a bronze medal at
the 2000 Olympic Games)
3.a (works out, spending her free time, go to the cinema
or a seafood restaurant, drawing and painting)
4.b (upbringing, her mother, "I never made food an
issue... 0)
5.b (set an example, we're not all going to be
supermodels, I don't want to look like that. What's
important is how you feel... ")
Note: Do not expect Ss to supply al l key words/phrases
and do not explain any unknown words at this stage.
a. They never cal led her by her real name and t hey
used to make fun of her size.
b. She holds every Ameri can record in her class and
won a bronze medal at t he 2000 Olympic Games.
c. She spends it with friends and her two sisters. When
t hey go out , they go to the cinema or to a seafood
restaurant. Cheryl also paints in her free time.
d. She thinks that what is important is that Cheryl is
self-confident and feels good about herself.
e. Howyou feel and act towards ot hers.
Note: You do not need to ask detailed questions
at thi s stage as you will also ask some at the
pre-listening stage.
• Ask Ss to read the text again paragraph by paragraph
and ask them comprehension questions.
e.g. How did Cheryl realise she was stronger than all the
boys?
How did she start taking part in competitions?
What is Cheryl's hobby?
Explain unknown words.
EJAim: to read for detail and understand specific
information
• Assign th is activi ty for homework.
raise
self-confi dent
support (n)
lift (v)
log
oversized
phenomenon
primary school
Other words
oronze
: nallenging
cnubby
Jedi cated
01
eading
Aim: to read for gist and choose an appropriate
heading for each paragraph in the text
Read and explain the t ip.
o -'sk Ss to read t he fi rst paragraph and choose the most
s; table heading.
o heck answers,
o Point out to Ss t he key words/ phrases in paragraph 1,
o -'sk Ss to read t he text paragraph by paragraph and do
tr.e rest of the act ivity.
• -'sk Ss to look out for key words/phrases.
o Check answers.
Aim: to introduce the topic of the reading text
t hrough an oral acti vity involving personal
experience
o -'sk Ss the questions and generate discussion.
o -'sk Ss to look at the heading and photograph and
;;.055 what the text is about.
I Other phrases andexpressions
oe far f rom normal
-oic a record
oak beyond someone's size
-i ake f un of
-, ake somet hing an issue
se an example
scene f ree ti me
take part in
take place
g.
ys :
re
Channel your EnglishT8 8
Words easily confused
Nicole: surf ing (wave, balancing on your board,
watching the shore, beach, catch the perfect
wave) . '
Laura: paragliding (taking off from small hill s, height s,
a bird's eye view, from up there, great deal of
cli mbing, avoid trees, crash-free landing)
Sarah: ki ckboxing (self-defence, martial art, karate,
judo, kick, punch throw, contact sport, bruises,
broken bones)
optional post-listening activity
You may ask Ss further questions of personal response
related to the listening text.
e.g, Which sport do you think is most unusual for a gir l?
a. F b. T c. T d. F e. T f . T
before
after
after
EJ Aim: to listen for specific information
• Ask Ss to read sentences a-t.
• Explain any unknown words in the sentences.
• Play the tape again.
• Ask Ss to do the exercise. Check answers and ask Ss
to provide j ust if icat ion.
EJ Aim: to practise using adverbs of f requency in an
extended activ ity
• Ask Ss to read the information and tick the boxes
which are t rue for them.
• Have Ss make full sentences using the informat ion in
the table or, if t ime is scarce, assign it for homework.
listening S
II Aims: • to expand on the topic of the reading text
• to present the topic of the listening text
• Refer Ss back to the reading text. Ask Ss:
How do you feel about a female weightlifter?
What did thi s text make you thi nk?
• Elicit answers.
• Ask Ss the questions in the Student's Book and
generate discussion.
EJ Aim: to listen for gist
• Ask Ss to look at the photographs and ask:
Have you heard of any of these sports?
Would you like to try any of them?
• Read and explain the tip.
• Playthe tape.
• Ask Ss to do the exercise. Check answers and ask Ss
to provide j ustif ication.
e. big
f. great
g. taking part
h. t ake place
a.won
b. beat
c. understand
d. realise
Aim: to practise disti nguishing between words that can
be easily confused
• Refer Ss to the text to t he word win (a medal/a prize).
Ask Ss: What else can you win?
• Ask Ss to do t he exercise, one set at a t ime. For each
set explain the difference t hrough definit ions or examples.
beat an opponent
win a game/match
understand the meaning of somet hing
realise t he meaning and the importance of somet hing
big in size
great in import ance
take part parti cipate
take place happen
• Check answers and ask Ss to make their own examples.
Note: Explain to Ss the difference between other words
easily confused, which will be practi sed in the Workbook.
e.g, spend/waste size/ number
among/between normal/physical
Lesson Two (continued)
words and phrases
always / usually / often / occasionall y / hardly ever /
never
grammar
II Aim: to practise the correct sequence of adverbs
of frequency
• Refer Ss to the text. Ask them questions:
e.g.: How often does Cheryl go out?
How often do you go out?
• Elicit adverbs of frequency.
• Draw Ss' attenti on to hardly ever and occasionally.
• Have Ss do the exercise and check answers.
EJ Aim: to present the position of adver bs of f requency
in a sentence
• Ask Ss to comment on the sentences and do the
activity.
• Tell Ss t hat usually and occasionally can also be placed
at t he beginning of the sentence.
ListeningTranscript (see page 120)
9 TB Channel your EngliSh
UNIT 01
.1t-
bungee jumping
~ .
,
_ _ _ _ ----"11 -
listening S
o Discuss the following:
• Can you t hink of some sports whic h are
generally believed to be mo re suita ble for
men than for women?
• Do you agree wit h this? Why/Why not?
EJ You will hear three teenage girls Nicole, Laura
and Sarah talking about extreme s ports they do.
Listen and write the correct name under the
pictures. You will not use one of the pictures.
I
1....:D While listening to the tape try to understand
~ , r the main points, not erlerlJ sinljfe word. Listen
(or key words or phrases which can guide you
to the correct answer.
rnIJIlIIIIII] ITIIIIIIIIIlIJ [[j]]]J]]JJ[J]
:Amplete the chart belowwith the following words.
::<6ooall y hardly ever never usually always
often
ords and phrases
e the word that best completes each sentence.
ammar
e has won / beaten several champions hips
5 season.
"ialy won / beat Germany in t he final.
don' t really understand / realise this exercise.
: m sorry, I didn't understand / realise you were
here.
me people think t hat weight lifte rs need to be
/ great . but t hat' s not t r ue .
toliy Karpov was a big / great chess player
wo rld champion.
ill" son is taking part / taking place in a
-""lIrlITl ing compet it ion.
5e .eral sport ing events take part / take place in
town every year.
Words easily confused
"ead the following extracts from the text.
-...." as always someone making fun of her size.
al ways go out, but when they do, they often
' -e ci nema or a seafood restaurant.
00 you notice about the position of the adverbs of
""",:""ncy in these sentences? Complete the rules.
of frequency appear:
_ _ _ _ _ _ the main verb (e.g. play, go)
_ _ _ _ _ _ the verb be (e.g. is, are, was)
___ _ _ _ the auxilia ry/modal verb (e.g. don't, will)
EJ Listen agai n and decide if the sentences a-f are True
or False. Write T or F in the boxes.
the boxes which are true for you. Then, make
58 tences using the information from the table.
, m::J mn
I ~ '
,
-" """ ' 0< school
L ;necinema
a,..e
a;::- txxnall on TV
_-...., -"in my mum
a . Nicole started this sport recently.
b. Nicole likes to s how the boys t hat she's
as good as t hey are .
c. Laura was a littl e scared when she had her
first lesson.
d. Laura is pleased because lots of people
her age are int erested in the sport she does.
e. Sarah has taken part in compe t it ions.
f. Sarah has hurt herself a few t imes.
Channel your English 9
words and phrases
1 Collocations
Acollocation is a combination of two words (e.g. verb + noun, adjective + noun) whichare often usedtogether.
Complete the coll ocations using the verbs in the box. Sometimes more than one verb can be used.
do go join play t ake part in win
win/p/qy a game skiing windsurfi ng a champi onshij
a competition a cup a cl ub a prize
swimming gymnastics a medal a tournament
at hlet ics a race jigsaw puzzl es for a team
2 Lexical sets
Comp lete t he tab le below using the appropriate places and equipment from the boxes. You wi ll need to use some of
the words more than once.
SPORT
football
tennis
boxing
water polo
snowboarding
basketball
windsurfing
pilch
EQUIPMENT
bait. boots: d-crt s: , tir t
slope
court
pitch
ring
sea
pool
EQUIPMENT
ball boots board gloves
goggles net racquet
shirt shorts swimwear
T-shirt trainers vest
speaking
Work in pai rs. The three people in the pictures below want to
take up a new sport/hobby. Look at the pictures and the notes
and discuss whi ch sports/hobbies would be suitable for each of
them and why. Use the ideas and the expressions in the boxes.
1
-1-1.'1' When lJou do pairulork, look at lJour
r partner, list en careful/lJ, show interest in
What he/she ;S sQljinq, express lJour opinion
and ask him/her questions.
.. .
Tim (42)
GlasljOul, Scotland
bank manaljer
Esmeralda (/8)
Acapulco, Alexico
bio'o student
o
(.-
./t::\:c--
r
i..>:
Mitch (26)
Los Anqeles, USA
'ifequard
bi rd- wat chi ng
j et -s ki i ng
gar deni ng
beach vo lleyball
basket ball cl imbi ng
w indsur fi ng
skydivi ng
10 Channel your English
• •
The most suitabl e spor t/hobby for... woul d be.. .. because.. . What do you think?
.. . i s/lives.... so I think... Do you agree?
I n my opi nion. .. . shoul d t ake up.. . I agr ee. but I also believe.. .
.--
teacher's notes 01
p
Words related to sports andhobbies
at hlet ics court
bird-wat chi ng gloves
board (n) goggles
championship gymnastics
Otherwordsand phrases
art s and crafts lifegua rd
creat ive personal
in my opinion scrapbook
words and phrases
1 Collocations
j et-ski ing
j igsaw puzzle
net
pit ch
st uf f
t ake up
t ime consumi ng
race
racquet
shoot hoops
skydi vi ng
website
workout
slope
swi rnwear
tournament
vest
I
Aims: • to introduce the concept of a collocation
• to match verbs and nouns to form collocations related to sports and hobbies
o Read t he def initi on of a coll ocat ion and ensure t hat Ss underst and what it means. Give them an example and ask
them to make their own.
o Explain any words Ss mi ght not know. '. ..
o Have Ss do t he exercise and check answers.
in/play a game
in/ take part in a competition
goswi mming
do at hlet ics
go skii ng
win a cup
do gymnastics
win/take part in a race
go windsurf ing
join a club
win a medal
do j igsaw puzzles
win a championship
win a prize
tak e part in a tournament
play for a team
::Jti ona l
• "sk Ss to work out some more collocat ions wit h the verbs in t he box.
• "sk: What else can you do/join/ play/win/ take part in?
o Elicit answers e.g. do aerobics/the long jump, take part in a play/contest, go fishing/yachting, play golf/chess/a match
2 Lexical sets
. : to form lexical sets
• \1ake sure th at Ss know what t he sports
·-.at appear in t he table are.
• "sk Ss to use the words in t he first box
., complete t he t abl e with the places
- ere each sport takes place.
• Explai n any unknown words in t he
:. iornent box.
• -tave Ss do t he exercise.
• : . eck answers.
peaking
SPORT
tennis
boxing
water polo
snow boarding
basketball
windsurf ing
PLACE
court
ring
pool
slope
court
sea
EQUIPMENT
ball, racquet. net. short s. t rainers, I -shl rt
boots, gloves, shorts
ball, goggles, swimwear
boots, board, goggles, gloves
ball , net, shorts, t rainers. vest
swimwear, board
?
: 0 to give Ss practice using vocabulary related to sports
o to discuss and make a decision
. 'de Ss into pair s.
"-SK Ss to look at t he pictures and the notes below them.
E.. p1ain any words and/or expressions in the tabl es t hat ss might not know.
~ e a d and explain t he t ip.
-' - e Ss do t he act ivity.
Channel your English T8 10
Lesson Three (continued)
writing
oAims: • to act ivate background knowledge
• to prepare 5s for the wri ti ng task
• Ask Ss the questi ons and generate discussion.
Background Note:
A website is a collecti on of webpages on the Internet. There are millions of websites to choose from.
EJ Aim: to identi fy purpose, audience and stylistic features of a teenager's website
• Ask Ss to read through the website and answer the questi ons a-c.
• Check answers.
Explai n any words Ss might not know.
a. Togive information about himself.
b. Teenagers visiting his website and interested in answering back.
c. Informal: e.g. Hello, that's not true, loads of fun, good workout, stuff, e-mail me.
optional
Ask 5s comprehension quest ions related to the website.
e.g. Where is Sebastiao from? What does he like doing in his free time?
mm
Aim: to help Ss plan their writi ng and encourage t hem to include relevant information in it
• Ask Ss to do t he exercise.
• Checkanswers.
name 0
age 0
where you live 0 school subjects you like 0
things you do with your friends 0 hobbies 0
4 Linking ideas
Aim: to give Ss practice linking sentences with and, so, but
• Ask Ss to fi nd sentences from 5ebastiao's website including and, but and so.
e.g. but that's not true, and a good workout, so I don't have much ti me to see my friends.
• Read and explain the tip and ask Ss to do the exercise.
• Check answers.
a. There was no food in the fridge, so we ordered a pizza.
b. Luke likes playing the guitar and going to t he t heatre.
c. Jude heard a noise so/and he called the police.
d. The car is very old, but it's in good condition.
e. I'd love to come to your party. but I'm busy tonight.
5 Writing task
Aim: to give Ss practice writing an e-mail about their hobbies
• Read and explain t he t ip.
• Assign the writ ing task for homework.
• Remind Ss that t hey need not divide their writ ing into paragraphs.
UNIT 01
writ ing
Discuss the following:
Imagine that you've decided to write an e-mail to Sebastiao.
Tick which of the following you would include.
Do yo u use the Int ernet ? Why/Why not ?
• What i s a websi te?
name age where you live
Read the website and answer the questions below.
things you do with your fr iends
, Why has Sebasti ao cr eat ed t hi s websi t e?
Who i s going to r ead i t?
Does Sebas t iao use formal or i nf ormal
l anguage? How do yo u know?
family details school subjects you like
hobbies
future plans
places you've visited
- I!!IElD
SEBI\STll\ors HOMEPI\GE
Link your ideas. Use:
• and to join tUlo similar ideas.
• but to join two opposite ideas.
• so to show result .
4 Linking ideas

----------- --'-
»

Home
.. G @]
ack Forward Slop Refresh
3e .Edit Y:iew F
2
vorites 100ls !:ielp
-,pess I ::::J
.\BOUT ME
-iellol
'. y name is Sebastiao
and I'm 17. Welcome
to my website. I live
SaoPaolo, Brazil.
eenagers here love
oarties, music and
dancing. Most people
ink t hat football is the only sport we play here, but
that's not true. We also like to shoot hoops. I usually
olay basket ball with some kids from my
"8i ghbourhood. It's loads of fun and a good workout.
I also do creative stuff like arts and crafts. At the
moment, I'm working on a personal scrapbook, so I
don't have much time to see my friends. Maybe it's
"me consuming, but I love it' What about you?
E-mail me,
Sebastiao@yahoo.com
Join the sentences below using and, but or so.
a. There was no food in t he fr idge. We or dered a pi zza.
b. Luke likes pl aying the guitar. He likes goi ng t o the
t heatre.
c. Jude heard a noise downst ai r s. He called the police.
d. The car i s very old. It's in good condi t ion.
e. I'd l ove to come to yo ur party. I 'm busy tonight .
5 Writing task
Now write an e-mail to Sebastiao, telling him about your
hobbies. Mention what teenagers in your count ry like to
do in their free time, too. Use the ideas you have ticked
in the plan, as well as li nking words. Your e-mail should
be between 80 and 100 words.
When lJOU write an e-mail:
• Use informallan9uage.
• Include only relevant information.
• Link lJour ideas.

iii
17
---- - ------ --'-'
Channel your English 11
Lesson One
presentat ion
IIBefore you read the dialogue, look at the
picture. Which of the girls do you think
says the following? Why?
It was fantastic! II don't want anot her go. I
IIt was ho r rible ! I {Iwa s so embarrassedi]
\y"ot a very good idea]
EJ Listen and check your answers in 1. S
EJ Read the dialogue and put the f oll owing
events in the order in which they happened.
Write 1-7 in the boxes.
a. The roller coaster jolted.
b. Alice bought a hot dog.
c. Alice refused to get on the roller coast er.
d. The roller coast er stopped upside down.
e . Alice started eating the hot dog.
f. Alice covered the boy with mustard and
ketchup.
g. Alice and Hannah got on the roller coast er.
Hannah
Alice
Hannah
Alice
Hannah
Alice
Hannah
Ali ce
Hannah
Alice
Well, Alice, shall we have another go?
I don't want to go on a roller coaster ever
again. It was horrible!
What are you talking about? It was fanta stic!
The bit where we stopped and were hanging
upside down was wicked!
Hannah, I don't think that was supposed to
happen. Something went wrong .
Maybe you're right , but who cares? It was great
fun.
Anyway, you wer e sitt ing at the back. It was a
lot more scary at the front, believe me.
Was it? I'm going to sit at the front this time,
then.
We're not going on it again! Anyway, I'm not , I
can't.
Why not? Are you still scared?
It's not only that. Remember the hot dog I
bought before we got on the roller coaster?
Hannah
Alice
Hannah
Alice
Hannah
Alice
Hannah
Alice
Hannah
Alice
Yeah... You finished it before we got on, didn't you?
No, I didn't have time, so I hid it inside my
coat .
You didn't!
When we started moving, I tried to eat it.
Not a very good idea.
Tell me about it! As I was eating, the
roller coaster jolted suddenly and I dropped the
hot dog on the boy next to me .
Not that cute guy in the whit e shirt !
It's not white anymore. I covered him in
ketchup and mustard. I was so embarrassed!
How funny!
Don't laugh. While you were havi ng fun, I was
making a fool of myself. And there's more .
The roller coaster operator went nuts and
threatened to throw me out of the amusement
park. Now, maybe you understa nd why I don't
want another go.
The expressions bel ow show feelings. Listen and repeat them.
intonation
DDiscuss the f ollowing:
• Should Alice go on the roller coaster
again? Why/Why not?
• Have you ever been in a situation
where you felt embarrassed?
12 Channel your English
It was fantast ic!
How funny!
It was horrible!
How awful!
I was so embarrassed!
It was great fun!
teacher's notes 02
Functions t"
Hannah
It was fantastic!
Not a very good idea.
intonation S
Aim: to present and practise intonation in expressions
showing feelings
• Play the tape and pause after each expression.
• Ask Ss to repeat the expressions while you make
movements with your hand to show the rising tone (for
positive expressions, situations or feelings) or fall ing tone
(for negative expressions, sit uations or feelings) in each
expression.
It was fantastic! (rising t one)
How funny! (rising t one)
How awful! (falling t one)
It was hor rible! (falli ng tone)
I thought it was great! (rising tone)
I was so embarrassed! (falli ng tone)
optional
If there is time, you may ask Ss more questions.
e.g. What age groups usually go to amusement parks?
Are amusement parks popular in your country?
l.b 2.g 3.e 4.a 5.f 6.d 7.c
• When this activity is over, ask Ss some more questions.
e.g. Why does Hannah want to sit at the front?
Why was Alice embarrassed?
What did the roller coaster operator threaten to do
to Alice?
• Encourage Ss to guess the meaning of new
vocabulary such as roller coaster and amusement park.
Alice
It was horrible!
I don't want another go.
I was so embarrassed!
EJ Aims: • to check overall comprehension of the
dialogue
• to sequence
• Ask Ss to read sentences a-g.
• Ask Ss to uncover the dialogue so that they can read
and listen at the same time. Play the tape again .
• Ask Ss to underline words and expressions they are not
fam iliar with , but tell them not to worry about unknown
words at this stage.
• Ask Ss which of the events a-g happened first.
• Give Ss time to put the rest of the events in order.
• Check Ss' answers and ask them to provide
justification.
Note: Draw Ss' attention to the question: Remember the
hot dog I bought before we got on the roller coaster?
Point out to Ss that the personal pronouns and
auxiliary verbs are sometimes omitted in questions
in everyday speech.
aAim: to enourage 5s to relate the topic of the
dialogue to personal experience and
preferences
• Ask Ss to look at the questions and discuss them.
resent at ion
Showing feelings
Expressing opinions
arrating past events
:::i onal
: J may ask a few more questions:
_ Where are the girls?
What are they doing?
hat might they be talking about?
Aims: • to listen to the dialogue and check predictions
• to understand the gist of the dialogue
• -- Ss t o cover the dialogue, look at the picture and
3-:. caref ully. Play the tape. S
• _ s uss answers.
• . to present vocabulary, structures and functions in
t he context of a dialogue between two teenagers
t alking about a day at an amusement park
Aim: to use visual and verbal information to predict
the content of the dialogue
• -- Ss to look at the picture and discuss the questions.
can also introduce the girls' names to Ss (Alice is
- - ~ ieuer one wearing the red top).
Vocabulary
Vocabulary related to feelings and opinions
a vful nasty
rilliant nervous
dlsgust tng scary / scared
embarrassed super
orrible terrific
Conversat ional English
go nut s
Who cares?
"ell me about it
wicked!
" at are you talking about?
ther wordsand expressions
-
usement park
hide
ce supposed to
jolt
: ase (v)
make a fool of oneself
: 'e
operator
(n) roller coaster
-
; ~ vrong throw out
-ang upside down
Channel your English 18 12
Lesson One (continued)
1 Conversational English
(8) started
(9) t ook
(10) ran
(11) were chasing
(12) st opped
(13) saw
(1) happened
(2) were walki ng
(3) had
(4) caught
(5) were
(6) were enjoying
(7) came
oral practice
PAST SIMPLE
• Completed actions i n t he past
The bit where we stopped... was wicked!
Something went wrong.
I covered him in ketchup and musta rd.
• Actions that happened one after anot her
...the hotdog I bought before we got on the roller coaster?
You finished it before we got on, didn't you?
I di dn't have time, so I hid it inside my coat.
When we started moving, I tried to eat it.
The roll er coaster operator went nuts and threatened to
throw me out of the amusement park.
PAS'y PROGRESSI VE
• Incomplete actions in the past
...we were hanging upside down...
As I was eating...
• .Act ions t hat were happening at t he same ti me in
the past
While you were having f un, I was making a fool of
myself.
• Background i nformation
Anyway, you were sitting at the back.
Aims: • to practise t he st ruct ures, funct ions and
vocabulary presented in this lesson in t he
context of a dialogue
• to excha nge personal information
• Divide Ss into pairs .
• Tell t hem to choose one of t he places at the
amusement park and engage in short
conver sations using t he prompts in the box.
• Make sure t hat Ss understand what the words on the
map mean and provide explanat ions if necessary.
• Point out t o Ss t hat they should use the Past Simple
and the Past Progressive. They shou ld also tr y to use
expressions whi ch show thei r feelings whi le di scussi ng.
• Have Ss do t he activity.
EJ Aim: to practise the uses of the Past Simple and the
Past Progressive
• Ask Ss to read the part of the letter to get the gist
without worr ying about the missing words.
• Have Ss do t he activity.
• Check answe rs and ask Ss to provide ju stifi cati on.
• If t ime is scarce, assign t he exercise for homework .
I was/telt.;
scared
angry
embar rassed
glad
nervous
It was bad
horrible
awful
disgust ing
nasty
terrible
It was good
fantastic
brilliant
super
terrific
wonderful
a. What are you talking about?
b. was wicked
c. who cares?
d. tell me about it
e. went nuts
Aim: to match the examples of conversational
English in the di alogue with the ir mea nings
• Ask Ss t o do the act ivity.
• Check answers.
2 Adjectives expressing opinions
and feelings
words and phrases
Aims: • to introduce adjectives expressing opinions and
fee lings
• to practise the usage of these adjectives
• Ask Ss to read the adjectives in the box.
• Explain any words Ss might not know and/or provide
examples.
• Tell Ss that in the f irst two columns they sho uld incl ude
adjectives describing situations, people or t hings , while in
the thi rd one they should include adjectives desc ribing
how people feel. Demonst rate this by using t he adjectives
which have already been given as examples.
• Have Ss do the exercise.
• Check answers.
qrammar
IIAims: • to present some of the uses of the Past
Simple and the Past Progressive as shown
in the dialogue
• to demonstrate the differences between the
two tenses
• Ask Ss to read through t he chart. Ensure t hat Ss
understand the terms used. If necessary, provide
explanations.
• Ask Ss to complete the chart with examples from the
dialogue.
• Elicit and check answers.
13 TB Channel your English
ords and phrases
1 Conversational English
EJThis is part of a letter a girl has written to a friend.
Complete the blanks with the Past Simple or the
Past Progressive of the verbs in brackets.
--=-: : ..
: - :. ground information
Where / y ou / be / when / power cut?
What / you / do?
What / happen?
How / you / feel?
Now, you'll neverguess what (1) \
(happen) tome yesterday. As we (2) -----
(walk) home from school, Joan (3)-----
(have) an idea. "Let 's go to the beach, girls,"she
said. "It's a warm day andwe could have a swim."
50 we (4) (catch) the bus
andafter30 minutes we (5) --------
(be) in the sea. As we (6) --------
(enjoy) ourswim, agTVuP ofboys (7)----'--
(come) along and (8) ,
(start) making fun ofus. They even (g)----
(take) ourclothes and (10) --
(run) off As we (11) __-----
(chase) them across the street, a car (12)----
(stop) andI (13) (see)
that it was my dad.
Work in pairs. Imagine that you went to an amusement
park with a friend and that you were in two different
places when there was a power cut. Now, you have met
your friend again. Look at the map below, choose where
you were and ask and answer questions using the
prompts in the box.
oral practice
scared
I was/felt...
horrible
It was bad • was good
- - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - -
0: -- ns that happened one after the other
s that were happening at the,same time in the past
- - - - - - - - - - - - - - - - - - -
OTE: Do not "use the Past Progressive to
::: : ":J€ habits in the past. Use the Past Simple or
rien I was young, we went / used to go on
Iiday by the sea.
- - - - - - - - - - - - - - - - - - -
: : .... plete actions in the past
- - - - - - - - - - - - - - - - - - -
:e the adjectives in the box under the correct heading.
d examples of the Past Simple and the Past
:l ogresslve in the dialogue and use them to
c mplete the chart below.
---,
leted actions in the past
angry awful brilliant disgusting
embar r assed glad nasty nervous
super terrific terrible wonderful
--_....
2 Adjectives expressing opinions and
feelings
- = don't agree
- . as great
- doesn't matter
_ - compl et ely agree with you _
- ;ot angr y
fi ve examples of conversational English in the
: - ogue and match them with the meanings given.
Channel your English 13
-
..
-
-

! -_ ':
• T_ •
Lesson Two
reading
oRead the title, the introductory paragraph and t he
headings of the three paragraphs of the text. Try to
guess what each paragraph is about.
Read the text quic kl y and check the predictions
you made in 1.
AT FREEZING POINT
Nick and Jill Robertson were bored
with spending their holidays in a
bungalow by the beach every year.
So, last year they decided to stay in
an igloo in the Antarctic for twelve
months instead. "Before we set off,
we had to promise that we wouldn't
ask to be saved because rescue
operations during winter months are
impossible," said Jill. After full training,
they were given all the necessary
equipment, including a satellite
communication device to keep in
touch. "The only sound we heard
was the wind. It was always dark and
we got very lonely," said Nick.
THE NEED FOR SPEED
Eric Dijon's dream was to go on a
trip to space. The closest he could
get to it was flying in a Russian
MiG-2S.This is actually a rocket
with wings and two seats. Back on
the ground, after his exciting
experience, Eric said:"1 was feeling
nervous while I was waiting with
my crash helmet and oxygen mask
on, ready for the big take-off at
seven in the morning. The engines
started roaring and in a split
second the rocket shot up in the
air. It was brilliant but terrifying. My
heart was in my mouth when the
pilot did one of those loops."
A DANGEROUS DIVE
It's amazing how some people's nightmares
can be other people's dreams.Take KimJones,
for example. Most people would stay on
board - not dive into the sea - around
Walker's Cay in the Bahamas, especially when
there are sharks about. "You might say I'm out
of my mind," said Kim,"but swimming with
sharks is my idea of fun." Kim didn't dive in a
safe cage as most of us would. She went down
wearing only her scuba gear. That way she was
free to touch the sharks, even feed them. Of
course, they were only Caribbean Reef sharks,
not Great Whites, but what if they took a
liking to her legs?That didn't see m to bother
Kim at all.'They were lovely. I wou ldn' t mind
having one as a pet," she added.
a. had fun doing something which others consider crazy?
b. couldn't be reached if help was needed?
c. had one dream, but tried somet hing else inst ead?
d. didn't think the holiday experience \ 'as dangerous at all ?
e. got fed up with always doing he same hing?
f. felt scared and excit ed at the same t ime?
D Read each paratjraph carefulllJ
rand (ook for the specific
information which is mentioned in each
of the questions. TrlJ to find words or
phrases which are related to the
questions.
EJ Read the text again and answer the following questions. Write the correct letter (R for Nick and Ji ll Robertson, 0
for Eric Dijon, or J for Kim Jones) in the boxes provided.
Which holiday-maker(s) .. .
14 Channel your English
teacher's notes 02
. Vocabulary 0
- 0
o .
bularyrelatedto feelings andopinions
.
zed / amazing
/ annoying
:: 'ed / boring

= : O,ed / exciting
• Ask Ss to read the text again paragraph by paragraph
and ask them comprehension quest ions.
e.g. How long did Nick and Jill Robertson stay in an
igloo in the Antarctic?
How did Eric Dijon feel before the take-off?
Why didn 't Kim Jones drive in a safe cage?
o Explain unknown words.
EJ Aim: to read for detail and understand specific
information
o Read and explain the t ip.
o Ask Ss to answer one or two of the questions and
assign the rest of the act ivity for homework.
a: J
b: R
c: D
d: J
e: R
f: D
optional post-reading activity
Ask Ss questions of personal response related to the
topic of the reading text.
e.g. What do you think of these people?
Would you ever attempt any of these?
Note: You do not need to ask detailed questions about
Nick and Jill Robertson at this stage as you will ask Ss
more quest ions about them at the pre-listening stage.
loop
oxygen mask
rescue operation
roar (v)
satell ite
take-off
ords andphrases
unicat ion
=.::- helmet
=-::: g point
__ :e
asal verbs andother expressions
:; split second set off
search of shoot up
=-=:::: On touch take a liking to
-eart is in my mouth t he closest I get to
_ ard
.: my mind
: • to int roduce the topic of the reading text
through written prompts
• to make predictions based on headings
o read the t itl e, t he int roductory paragraph and
- of the t hree paragraphs of the text.
• e . Ss 0 guess what each paragraph is about and
-= :::e discussion.
- . to read for gist and check predictions
- - :::::: 0 read the fir st paragraph and check their
-: ::.:; s.
- c . :'5 ·0 do t he same with the remaining paragraphs.
= answers.
_ '$<: paragraph is about a t rip to the Antarct ic.
_ - . - - nd paragraph is about a tri p in a Mig-25.
- . := . - ord paragraph is about scuba diving with sharks.
Channel your English TB 14
2 Adjectives ending in -ed and -ing
What gave you the idea to do such a thing?
Why would you want to do something like that?
Were you scared at all?
Did you have any contact with the outside world?
Did you feel lonely at all? (Though this doesn't appear as
a question in the int erview, it is actually impli ed.)
ListeningTranscript SA8 oage 120)
EJ Aim: to listen for specific information
• Read and explain the tip.
• Ask Ss to read sentences a-f.
• Explain any unknown words in the sentences.
• Play the tape again.
• Have Ss do the exercise. Check answers and ask Ss to
provide justification.
listening ®
oAims: • to expand on the topic of the reading text
• to present the topic of the list enin g t ext
• Tell Ss to refer to the first paragraph in t he text on
p.14 . Ask Ss to think of some questions that they would
ask Jill and Nick Robertson about their t ri p.
e.g, How did you find this kind of experience?
• Generate discussion and el icit answers.
EJ Aim: to listen for gist and check predictions
• Explain t he purpose of the act ivity to Ss. Tell them they
should focus on t he questions the int ervi ewer asks the
Robertsons to see if he includes any of t heir questions.
• Play the tape.
• Ss can take notes if they wish.
• Ask Ss if any of their questions coincide with the
interviewer's.
• Elicit and check answers.
• Before ea-,;; ea 2' :-3-
e.g, l.et s ge: ' u5e::- e- :E::-e e ;--: c ; cc-
• After mea ns a:e '-a- .
e.g. l am ra -: - ::: u
r:
e get
together aft er :1'" - c cc-
• Ago is used it • e ::>cs' e. : 3 a.s g s at the
end of t he sent ence.
e.g. I got back from sc .' J a",
• By means not later tha
e.g. I will have fini shed doirg ""J - ) six o'clock.
EJ Aim: to practise th e use of pre . ' 0 s of t ime
• Have Ss do the exercise and c ec ' a s
• If time is scarce , assign t he exerci e fo
d. amazing
e. annoyed
f . excit ing
d. shot up
e. on board
f. took a liking to
a. set off
b. keep in touch
c. in a split second
a. embarrassing
b. worried
c. terrified
words and phrases
at si x o'clock / the age of si x / Christmas
on Monday / 8 November
in May / spr ing / 1999 / the 20th cent ury
in the morning / the afternoon / the evening
at noon / night / midday / midnight
on a winter night / a cold morning / a Sunday morning
Aim: to present and practise the differences between
adjectives ending in -ed and -ing
• Ask Ss to read the examples and discuss the way the
two adjectives are used .
• Point out to Ss that adjectives ending in -ing describe
someone or something, while adjectives ending in -eo
describe how somebody feels . Point out the
examples.
• Ask Ss to do the exercise.
• Check answers.
• Introduce the rest of the prepositions of time, explain
their use and give examples.
• for + a period of time (to show how long something lasts)
e.g. I have been learning English for six years.
• during + a definite period of time e.g. We met Jane and
Paul during our holiday.
• from + a point of time toj until + a point of t ime
e.g. I work from 9:00 am to 5:00 pm every day from
ivionday to Friday.
Aim: to match phrasal verbs and other expressions from
the text with their meanings
• Ask Ss to refer to the text.
• Have Ss do the exercise individually or in pairs.
• Check answers.
1 Phrasal verbs and other expressions
Lesson Two (continued)
grammar
oAim: to revise the use of prepositions of time
• Tell Ss to refer to the text and underline all the
prepositions of time in it .
• Ask them to complete the table.
• Check answers and discuss the use of on, in and at.
15 18 Channel your English
ords and phrases
1 Phrasal verbs and other expressions
- d phr asal verbs and other expressions in the text on
- ge 14 and match them with the meanings given.
3. be gan a journey
:; stay in contact
- in a very short time
- moved quickly upwards _
c on a ship or plane
','er e attracted to
2 Adjectives ending in -ed and -ing
- ead the f oll owi ng sentences. What is the difference
- - een bored and boring?
_.ick and Jill Robertson were bored with
spendi ng their holidays in a bungalow by the
beach every year.
Sally' s husband is the most boring person I have
ever met.
_.'de the correct word in each sent ence.
3. t 's so embarrassing / embarrassed when my
fat her shows my childhood pictures to my
fri ends.
. Diana has trouble sleeping at night because
she is very w orrying / w orried about her job
i nter vi ew.
c. John was terrifying / t errified when he heard a
scr eam .
. Davi d Beckham is an amazi n g / amazed player
to wat ch live.
e. Cr ai g gets annoying / annoyed when his little
si st er wants to go ou t with his friends.
s: Bungee jumping is an excited / exciting
exper i ence.
rammar
Look at the text on page 14 and underline all the
prepositi ons of t ime. Then, complete the table below
wi t h on, in or a t.
six o'clock / the age of six / Christmas
Monday/ 8 November
May/ spring / 1999 / the 20th century
the morning / the afternoon / the evening
noon / night I midday / midnight
a winter night / a cold morning/ a Sunday afternoon
Other prepositions of time:
for duri ng from to until before after ago by
UNIT 02
EJ Complete the sentences wit h prepositions of time.
a. Dad decid ed to change career s the
age of 40.
b. I'm leaving for Venice 16 Octobe r.
c. There were no computers t he 19th
cent ury.
d. We always exchange presents _
Christmas.
e. Mum usually prepares a light dinner _
the evening.
f. She used to work 9:00 am _
9:00 pm when she was younger.
g. They only got here twenty minutes _
h. I'm af raid you must have this ready _
tomorrow.
i. The story begins a cold wint er night
in a snow-covered city.
listening ®
oImagine that you are
int erviewing Jill and Nick
Robertson , the couple you
read about , who spent
a year in the Antarct ic.
What questions would you
ask them about their t rip?
EJ You wi ll hear an int ervi ew
wi t h Jill and Nick Robertso n
about their t rip. What
questi ons does the
interviewer ask? Does he
include any of your questi ons?
EJ Listen again and answer t he following questions by
writing N f or Nick, J f or Jil l or B for both.
l
~
, . Read the questions carefulflj before
f /istenintj. This will tj;,/e ljou an idea of what
ljou are tjointj to hear and wilf make it easier for ljou
to find the answe rs.
a. Who sent an e-mail?
b. Who doesn't like being asked why t hey went?
c. Who enj oyed the tra ining course?
d. Who had a problemwith the communication device?
e. Who fell into an ice-hole?
f. Who was scared by the light ?
Channel your English 15
words and phrases
Alot of adjectives are formed by adding a suffix to a verb or a noun.
oLook at the adjectives below a nd write how t hey are formed as in the example.
enjoyable verb len jOIJI + able
successful
lucky
musical
dangerous
disappointed
annoying
impressive
EJ Complete the sentences below with adject ives. Use the words in capitals and the correct suffix (-y, -ful , -able , -aI,
-ous, -ive, -ea or -ing).
a . Your hands are very ! Go and wash them.
b. The film we saw last night was not very _
c. I decided to make some changes t o t he house.
d. Britney Spears is a talented and po p si nger.
e. You have to be very when you drive in t he rain.
f. Eating too much chocolate can be t o your health.
g. Mrs Glenda Wizz claims to have powers.
h . We don't know much about him; he's so _
DIRT
FUN
USE
ATTRACT
CARE
HARM
MABIC
MYSTERY
speaking
Work in small groups. Make up a story using as many of the pictures and prompts in the box as possible. Then, tell
your story to the class and listen to the other groups' stories.
thrilled
capture
be lost
relieved
safe
hide
find
chase
scared
16 Channel your English
- ----- - - ------- - - - - - - - - - -
teacher's notes 02
Words related to feelings andopinions
disappoint ed enjoyable impressive relieved shocked thrilled
Otherwordsandexpressions
abrupt ly capture
acti ng claim
reak down driveway
words and phrases
Word building
Aim: to introduce adjective suffixes
go out (lights)
hurt
invite sb over
knock over
mess
pull into
react
smash against
spoil
trip over
unfortunately
• Read and explain the introd uctory comment.
• Discuss the example given and ensure that Ss understand how adjecti ves are formed .
• Explain any words Ss might not know.
• Have Ss do the exercise and check answers.
noun (success) + ful
noun (luck) + y
noun (musi c) + al
noun (danger) + ous
verb (disappoi nt) + ed
verb (annoy) + ing
verb (impress) + ive
Aim: to practise adjective formation
• Ask Ss to complete each sentence wit h an adjective by adding the correct suffi x to the end of the words
capit als.
• Explain any unknown words.
• Have Ss do the exercise.
• Check answers.
• Point out to Ss that the final -n in fun is doubled before -y is added, while the fina l -y in mystery is
changed to an -i and then we add the suff ix -ous.
Key •
a. dirty
b. funny
c. useful
d. attract ive
speaking
e. caref ul
f . harmful
g. magical
h. mysterious
Aim: to make up a story using visual and written prompts
• Make sure that Ss kriow all the words which appear in the box. Provide any explanat ions if necessary.
• Ask Ss to make up a story using as many of t he pict ures and prompt s in t he box as possible.
• Allow Ss some t ime to come up wit h a story. Tell them to t ake notes and expand on them in order to tell the ir story.
• Have Ss do the activity.
Channel your English TB 16
Lesson' Three (continued)
writing
EI Aim: to prepare 5s for the writing task through discussion related to personal experiences
• Ask 5s the questions and generate discuss ion.
EJ Aims: • to read for gist
• to identify the stylistic features of a story
• Ask 5s to read the story and answer quest ions a-c.
• Check answers.
• Explain any words Ss might not know.
a. The introductory paragraph sets the scene/ describes t he background of the story.
The f irst paragraph of the main part describes how t he story start ed.
The second paragraph descr ibes how the story developed.
The f inal/concludi ng paragraph ends the story and makes a short comme nt on it.
b. The writer uses the Past Simpl e and the Past Progressive si nce the story is about a past event. Time linkers such as
when, while and as are used thr oughout the st ory.
c. She makes her story more int eresti ng by using the following:
direct speech, adjecti ves showing feeli ngs (bored, shocked, disappointed), other inter esting expressions / phrases
(unfortunately, but there was more to come), phrasal verbs emphasising some ki nd of motion (invite over, knock
over, flow up, trip over, pull into).
optional
Ask Ss comprehension questions about the story.
e.g. Why did she invite some friends over?
What happened while they were dancing?
Aim: to help 5s organise their ideas and plan their writing
• Read and explain the t ip.
• Have Ss do the exercise.
• Check answers .
What happened when the lights went out?
Did her parents punish her in the end?
How did you feel?
What happened?
What happened in the end?
What were you doing?
••
·.r•
.. ' .. :.
When did thestory take place? :' :' : '. : •
.t .t ;{
.t .t
What did you/the other peopledo?
Who were you with?
Where were you?
Has it changed your life?
.t
.t
Aim: to introduce and practise some narrative techniques
• Read and explain the tip.
• Ask Ss to find sentences from the story in 2 including while and as.
e.g. While we were dancing... As I was trying to clean up... As my friends were leaving...
• Ask Ss to do the exercise.
• Check answers.
a. While we were driving to the airport, the car broke down.
b. The music was terrifi c, but the acting was terrible.
c. As I was trying to ope t r e ::: :'
d. "What an awful f ilm! ~ e - - c.
Aim: to give ss practice writing a story
• Assign the writing task for homework .
• Remind Ss that it is important to follow the plan they have made and vrite tr-e r s.c ~ s ~ s:_ ::c acestyle.
17 TB Channel your English
writing
D Discuss the following:
• What could go wrong in your
normal routine and spoil your
day?
• How do you usually react
when something goes wrong?
EJAgirl has taken part in a short story
competition organised by her school.
She had to write a story entitled
A day at home when everything went
wrong. Read her story and answer
the questions below.
a. What is the main point of each of
the paragraphs in the story?
b. What tenses and time linkers does
the writer use in the story?
c. What does the writer do to make
her story more i nte rest i ng?
LastSaturday evming my
parents were away andI was home
alone. I was bored, soI invited some
[riends over:
Whm they came they brought
some CDs with them, andwe
decided to have a small party.
While we were dancing, my best
[riend Lisa knod<ed over a small
table. Mum's [avoutite vase flew up
in the airandsmashed against the
TV. "I'm sosorry! I didn't see it
was behind me,"she said. I was so
shocked!
As I was trying to dean up the
mess, the lights went out andwe
couldn't see anything. UnfOrtunately,
Lisa's brother Neil tripped over the
mess andhurt his knee. I was
disappointed my partyended
abruptlv, but then was even more
to come...
As my ji-imds were leaving, my
parents' car was pulling into the
driveway. My 5atll1day was
spoiled andso werr the next ftw
days.
UNIT 02
UD Before LJou start writintJ, plan LJour stonj carefu((LJ and r:
, r which points to include in each paraqraph, _'
- ~
You have decided to take part in a short story competition organised by
the local Youth Club. You will have to write a story entitled A day out with
friends when everything went wrong. Look at the following questions and
decide in which paragraph each of them should be answered. Some
questions are related to more than one paragraph.

.•..•.•.. : ' .. " .. • I" ..: I
. . .
. .
... ..". .." . .. ..
When did t he st ory take place?
How did you feel?
What happened?
What happened in the end?
What were you doing?
What did you / the other people do?
Who were you wit h?
Where were you?
Has it changed your life?
4 Improving your style
U D When LJou write a storq, use past tenses, (mostlLJ Past Simple
~ ' r and Past Proqressiue), as we(( as time linkers (e.fj. when,
white, as). rrLJ to make LJour stonj interestinq to the reader bLJ
usinq:
• a rlarietLJ of adiectiues and adverbs
• questions and exclamations
• direct speech
Rewrite the following sentences using the words in brackets and making
all the necessary changes.
a. We were driving to t he airport and the car broke down. (whi le)
b. The music was very good, but the acting was very bad. (terrible, terrific)
c. I tried to open t he door an d at that moment my key broke. (as)
d. He sai d t he fil m w as awful : (what )
5 Writing task
Now write your story for the comp et iti on. Use the plan you have made
in 3 and wr it e it in an appropriate style according to the tips given.
Your st ory should be between 120 and 150 words.
Channel your English 17
Lesson One
Chloe I suppose so. Now, you have a go.
Ryan Erm.. . Let me see .. . Yellow, I think.
Chloe Just a minute, you're cheerful and creative.
Ryan Too right!
Chloe And you love artistic things .
Ryan That's not me.
Chloe You're right, that 's Simon. He's the artistic type ,
isn't he?
Ryan He doesn't often wear yellow, though.
Chloe Speak of the devil! Hi Simon!
Simon Hi guys, what 's up?
Ryan What have you been doing? You'r e covered in
paint !
Simon I' ve been paint ing my room.
Ryan What colour?
Simon Yellow, why?
Chloe What else!
Did you know that the colour
you like reveals loads about
your character? Spend ten
seconds focusing your
mind on the colours below.. , ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ~
Which one att racts your
attention?
a . Peopl e who like red are
usually shy.
b. Chl oe 's school parties were
a success.
c. Ryan thinks that Chloe is
a leader.
d. People who like ye llow
are good at art .
e . Ryan and Chl oe are
surprised that Simon
painted his room yellow.
Ryan You've been reading that magazine for ages now.
What's in it?
Chloe I'm doing a quiz about colours and personality.
Ryan Let me see . Ah, I've done one of those before.
Which colour did you choose?
Chloe Red.
Ryan And what does it say?
Chloe It says I'm confident and outgoing, but I'm also
bossy.
Ryan That's true.
Chloe It also says that I'm a leader.
Ryan What? I don't know about that .
Chloe Why not? I've organised every school party since
the first year.
Ryan And everyone was a right mess!
Chloe I see what you mean, but at least I did my best.
Ryan That makes you ambitious, not a leader.
presentation
• Which colour did you choose?
• Do yo u t hink that the colour yo u
chose can really reveal a lot about
your personality?
EJ Listen to two people talking 1!!1
about the quiz. Do t hey agree
with the results of the quiz?
EJ Read the dialogue and decide if t he
following statements are True or
False. Write T or F i n the boxes.
oLook at the colour quiz fro m a
magazine, follow the instructions
and discuss the following:
DTurn to page 106
and check what t he
quiz says about the
colour you chose.
Do you agree with
the results?
intonation
The expressions below show agreement or disagreement. Listen and repeat them.
I agree. That's t rue . You're right. Too right! I s uppose so .
I don't know about that . I see what you mean, but... I'm afraid I don't agree.
18 Channel your English
Funct ions
:>::scribing one's personality
agreement and disagreement
:>'esent Perfect Simpl e
:>'esent Perfect Progressive
Vocabulary
ords describingpersonality
:; bit ious art isti c bossy cheerful confident
eader outgoing shy stubborn
Expressions showingagreementor disagreement
con't know about that. I suppose so.
...., afraid I don't agree. That 's t rue.
see what you mean, but.. . You're right.
teacher's notes 03
EJ Aim: to check comprehension of specific information
in the dialogue
• Ask Ss to read statements a-e.
• Ask Ss to uncover the dialogue so that they can read
and listen at the same time. Play the tape again.
• Ask Ss to underline words and express ions they are not
familiar with, but tell them not to worry about unknown
words at t his stage.
• Ask Ss to deci de on t he fi rst statement.
• Ask Ss t o work out the answers to t he rest of the
statements .
• Check Ss' answe rs and ask them to provide
justification.
a. F
b. F
c. F
d. T
e. F
Aim: to generate discussion related to personal
opinion and preference
k Ss to do the colour quiz.
• Ask Ss to look at the questions and discuss them.
- : to present vocabulary, structures and functions in
t he context of a dialogue between two teenagers
t alking about the relation between colour choices
and personality
nversat ional English
:; right mess
: J one's best
ads
er wordsand phrases
:;::ract one's attention
:' ss one' s mind
::J one's best
:= austed
resentation
'.
Speak of the devil!
That's not me.
What 's up?
focus on
reveal
scene
take a break
• When th is activity is over, ask Ss some more questions.
e.g. What does the quiz say about people who like red?
What does the quiz say about people who like
yellow?
• Ask Ss to underline the expressions used in the
dialogue to show agreement or disagreement.
• Encourage Ss to guess the meaning of new vocabulary
such as ambitious, bossy, cheerful , confident, creative ,
outgoing, speak of the devil. Provide any further
explanat ions if necessary.
oAim: to encourage Ss to relate the topic of the
dialogue to personal opinion and preference
• Ask Ss to do the quiz. Tell them that they are not
supposed to choose their favourite colour but the one
which attracts their attention.
• Have Ss read the results on p. 106 and explain any
words they might not know. Ask Ss if they agree or
disagree with the results.
• Generate discussion.
• Encourage Ss to use some of the express ions showing
agreement and disagreement.
intonation S
Aim: to listen for gist '
• -\sk Ss to cover the dialogue, look at the colour qui z
list en carefully. Play the tape . S
• Discuss answers .
agree on some th ings but not on everything.
Aim: to present and practise intonation in expressions
showing agreement and disagreement
• Play the tape and pause after each expression .
• Ask Ss to repeat the expressions.
Channel your English TB 18
Lesson One (continued)
words and phrases
1 Conversational English
Aim: to match the examples of conversational English
in the dialogue with their meanings
• Ask Ss to do the act ivity.
• Check answers.
EJ Aim: 0 present the basic uses of the Present
Pe ec Si mple and the Present Perfect
Progressive as shown in the dialogue
• Ask Ss ~ reac ~ rough the tables and ensure that they
unders and tr-e ~ e ' s used. If necessa ry, provide
explanat io s.
• Tell Ss · 0 ree
r
· 0 ~ e extract s in 1.
• Ha e Ss do ~ e e .ercise.
• Check ans vers.
Present Perfect Simple:
I've done one of those before.
I've organised every school party since the first year.
Present Perfect Progr essive:
You've been reading that magazine for ages now.
I've been painting my room.
• Point out to Ss that the Present Perfect Simple
emphasises the result of an act ion, whi le t he Present
Perfect Progressive emphasises the duration of an
action.
e.g, I have written three letters this morning.
I've been writing letters all morning.
• Read and explain the note. If necessary, provide
fu rther examples or ask Ss to make their own.
(1) have always wanted
(2) crossed
(3) got
(4) have played
(5) have done
(6) have been working
(7) have ever played
(8) have been doi ng
EJ Aim: to practise the uses of the Present Perfect
Simple, the Present Perfect Progressive and
the Past Simple
• Ask Ss to read through the extract of the interview to
get the gist.
• Explain any words Ss might not know.
• Ask Ss to complete the blanks. .
• Check answers and ask Ss to justify them.
• If time is scarce, assign the exercise for homework.
Negative
bossy
shy
stubborn
lazy
I & • I·
Positive
confident
outgoing
cheerful
creative
Aim: to introduce adjectives describing personality
and distinguish between positive and negative
meaning
• Ask Ss to do the act ivity.
• Check answe rs.
• No, we don't. Ryan is t alking about something he has
done inhis life before.
The Present Perfect Simple
• No, she hasn't.
The Present Perfect Progressive
• No, she hasn't.
The Present Perfect Simple
• Because he has been paint ing his room.
No, he isn't.
The Present Perfect Progressive
a. a right mess
b. did my best
c. have a go
d. What 's up?
grammar
oAim: to elicit some of the uses of the Present
Perfect Simple and the Present Perfect
Continuous as presented in the dialogue
• Ask Ss the first set of questions.
• Tell Ss to refer to the dialogue.
Elicit and check answers.
• Do the same for the rest of the sets of questions.
19 TB Channel your English
words and phrases
1 Conversational English
Find four examples of conversational English in the
dialogue and match them with the meanings given.
a. a disaster
b. t r ied as hard as I could
c. try
d. How is it going?
EJ Complete the tables below with an example of each
use of the Present Perfect Simple and the Present
Perfect Progressive. You may refer to the extracts in 1.
• an act ion which happened in the past, but t he exact
t ime is not mentioned.
e.g. _
• an action which started in the past and continues up to
the present (emphasis on the action).
e.g. _
• I ~ •
I ' • I'
• an action or situat ion which started in the past and
cont inues up to the present (emphasis on the durati on).
Writ e the words in the box in the correct category.
confident
creati ve
Positive
ou t going
shy
bossy cheerful
stubborn lazy
-_.-
Negative
e.g. _
• an action which happened over a period of time in t he
past and may have fini shed, but its results are obvious
in the present.
e.g. _
NOTE: Use the Past Simple for act ions which happened
in the past and the exact time is mentioned.
e.g. Ryan did the quiz yesterday.
EJ Read the extract from an interview with a film star.
Complete the blanks with the Present Perfect
Simple, the Present Perfect Progressive or the Past
Simple of the verbs in brackets.
grammar
Look at the extracts
from the dialogue and
answer the questions
that follow.
e done one of those before.
) 0 we know exactly when Ryan did one of t hose tests?
, hich tense is used?
• ou've been reading that tnegezine for ages now.
as Chloe finished reading the magazine?
hich tense is used?
e organised every school party since the first year.
-ias Chloe stopped organis ing school parties?
, hich t ense is used?
• ' hat have you been doing? You're covered in paint! "
-/ e been painting my room."
y is Simon covered in paint?
s he st il l painting his room?
, ich t ense is used?
...Th e trut h is th at I (I) (always
want ) to be an actor.The idea first (2) _
(cross) my mind when I (3) _
(get) a role in a school play back in the eighties.
Since th en I (4) (play) in many
films and I (5) (do) several plays
too... I (6) (work)
on my new film for several
months now and I'm really
enjoying it. It's one of the most
interesting r oles I (7) _
(ever play). It's hard work,
though. Today I feel exhausted
because we (8) _
(do) the same scene all day.
Anyway, we ' re finishing soon,
so I can take a break...
Channel your English 19
reading
oBefore you read the text, discuss the following:
• What ar e t he advantages and di sadv ant ages of
be i ng t he ol dest/ youngest child in t he f amily?
• What are the advantages and disadvantages of
bei ng an onl y child?
EJ Read the text quickly and decide whi ch heading is
suitable for each paragraph by wri t ing 1-4 in the boxes.
There is one extra heading which you do not need to use.
a. Responsi bl e but under pressure
b. Super- conf i dent and ambitious
c. Rel axed and outgoing
d. Shy but fr i endly
e. Det er mi ned and spoiled
F.I<.- _
IL OR
Whether you're the only child, the eldest or the baby of the family
can say a lot about you and your future.
II If you 're the eldest,
you're multi-talented and
creative and you like to keep
yourself busy. You believe in
yourself and you were born
to lead and organise others.
You're a perfectionist and
you always want to be the
best, which means you can
give yourself a hard time if
you don't succeed.
Remember, nobody is
perfect, so try not to worry
too much.
You like to hang out with
your friends and you're the
leader of your group.
However, you can be bossy
and somet imes you forget to
ask your friends for their
opinion .
EJ If you 're in the middle,
you're good at keeping
everybody happy. As you
have to deal with older and
younger siblings, you're
more easy-going and you
don't like to cause trouble.
You are a good listener and
any job that involves dealing
with people suits you.
Usually you don't get as
much attention as your
brothers or sisters do, so
you have to fight for it. You
worry that you'll be left out if
you keep quiet.
You love meeting new
people and you've got loads
of friends. Whatever plans
your friends make, you're
willing to agree with them.
EJ If you 're the
youngest, you like being
the centre of attention
and you get a lot of it
from your parents,
perhaps too much. The
greatest thing about
having older siblings is
that they pass on
everything they have
learnt.
You're much more
competitive than your
brothers and sisters and
you always want to prove
you are as good as
them.
You always think your
friends have better ideas
than you. Why not speak
up and surprise them?
II If you're an only child,
you're more mature than
people from larger families.
You've got no problems
dealing with your teachers
because you're always
around adults. You love
being in charge, so
whatever job you do, you'll
be a success in no time.
However, your parents
can give you a hard time
because they always expect
you to do well. Why not
remind them you can't be
perfect all the time?
You're not very good at
dealing with lots of people
at once, so you prefer
hanging out with one
person.
e. tries very har d to be l ike t he others?
f. puts too much pressure on herself/himself?
g. talks to ot hers in an ' adul t' way?
h . gains f rom ev er yone else's experience?
EJ Read the text again and answer the following questions. Write Efor eldest chil d, M for middle chil d, Y for youngest
child or 0 for only child in the boxes.
Whi ch per son ...
. a. doesn' t l ike bei ng in a l ar ge group of friends?
b . is very friendly with people?
c. doesn' t ask others what they think?
d. doesn' t like to cause pr obl ems?
20 Channel your English
Vocabulary related to family
adult only child the eldest / middle / youngest child
family order sibling
fight (v)
gain
include
ss.
se.
Words describingpersonality
competitive
determined
easy-going
mature
multi-talented
Otherwords
achieve
enclose
experience (n)
perfectionist
relaxed
spoiled
willing
single
suit (v)
transportation
teacher's notes 03
Key words and phrases
1. b. (you believe in yourself
you al ways want to be the best)
2. c. (you're more easy-going and you don't like to
cause trouble
you love meeting new people and you've got loads
of friends )
3. e. (you like being the centre of attention
you al ways want to prove you are as good as them)
4. a. (you're more mature
they always expect you to do well)
• Ask Ss to read the text again paragraph by paragraph
and ask them comprehension questions.
e.g. What do eldest children seem to worry about the
most?
Why do middle children tend to willi ngly agree with
their friends' plans?
What is the best thing about having older siblings?
Why does an only child prefer hanging out with
just one person?
• Explain unknown words.
Other phrases andexpressions
at once keep oneself busy
be in charge leave out
be under pressure pass on
deal with speak up
do well Take it easy!
Give me a break!
give oneself a hard time
hang out with
reading
IIAim: to introduce the topic of the reading text
through an oral activity involving personal
experience and opinion
• Ask Ss the questions and generate discussion.
EJ Aim: to read for gist and match the headings with
the paragraphs in the text
• Ask Ss to read the headings.
• Ask Ss to read the f irst paragraph, look out for key
words and choose the most suitable heading.
• Check answers.
• Ask Ss to read the rest of the paragraphs and match
them with the remaining headings (Do point out to Ss
that there is one extra heading t hey do not need to use).
• Ask Ss to look out for key words and phrases.
• Check answers.
EJ Aim: to read for detail and understand specific
information
• Assign t his activity for homewor k.
a: 0
b: M
c: E
d: M
e: Y
f: E
g. 0
h:Y
optional post-reading activity
Ask Ss some questions of personal response to the
ideas expressed in the reading text.
e.g. Do you agree/ disagree with what the text says
about being an eldest! middle/youngest! only
child?
Note: This should be a short discussion focus ing only on
personal response to the ideas of the text, since you
have already held a similar discussion at the
pre-reading stage.
Channel your English TB 20
Lesson Two (continued)
words and phrases
1 Phrasal verbs
Aim: to match phrasal verbs and other expressions from
the text with their meanings
• Tell Ss to refer to the t ext.
• Have Ss do the exercise.
• Check answers.
a. The comparatives and superlat ives of one-syllable
adjectives are formed by adding the endi ngs -er and
-est.
b. The comparati ves and superlatives of mult i-syllable
adj ectives are for med with more/most + adj ect ive.
2 Words easily confused
a. hang out
b. left out
c. pass on
d. speak up
e. in no time
f. give yourself a hard t ime
EJ Aim: to present the structure as... as... in
comparisons
• Ask Ss to look at the example sentence from t he text.
• Then, ask them to read sent ences a and b and decide
which of the two has the same meaning as the example
from the text.
• Elicit answers.
Sent ence a has t he same meaning.
1. b (It' s Pauline, you know, from next door)
2. b (Sometimes I feel like he has no time for his little
broth er with all that work he' s got at Uni)
3. a (Well, he has this know-it-all air and thinks that
everyone has to listen to him and follow his orders)
Aim: to identify speakers' roles, relationships and
opinions
• Ask Ss to read through the quest ions and the opt ions.
• Explain unknown words if necessary.
• Play the tape twice.
• Have Ss do the exercise.
• Check answers and ask Ss to provide j usti ficat ion.
listeninq S
Suggested answers:
Trevor Jones is t he oldest of all.
Leroy White is younger than Trevor Jones.
Leroy White is not so/as old as Trevor Jones.
Mariah Spencer is the shortest of all.
Trevor Jones is the most successful of all.
Mariah Spencer is not so/as successful as Trevor Jones.
Mariah Spencer is more popular than Leroy White.
Leroy White is not so/as rich as Trevor Jones.
EJ Aim: to practise comparisons
• Ask Ss to read the adjectives in the box and t hen read
the informat ion in the table.
• Provide Ss with an example if necessary.
• Ask Ss to produce thei r own sentences. Tell them to
t hink of as many examples as possible using all the
adjectives and the information provided.
• Have Ss do the activity and check answers.
c. believe
f . only
i. achieved
I. enclosed
b. Think
e. si ngle
h.succeeded
k. involve
a. imagine
d. lonely
g. manage
j. includes
Comparatives
older, younger, more competitive, better, more mature,
larger, more easy-going
Superlatives
the best , the eldest, the youngest , t he greatest
• Ask Ss to look at the underlined examples. Ask them
the questions.
• Elicit and check answers.
Aim: to practise distinguishing between words that can
be easily confused
• Ask Ss to read the words in t he boxes. Provide t hem
with examples and/or definit ions.
only = no other
lonely = alone and unhappy
single = not mar ried
succeed in + gerund
manage + full inf init ive
achieve something
involve = to be a necessary part of sth
include = when sth is part of a whole
enclose = to put something inside an envelope
• Have Ss do the exercise.
• Check answers.
grammar
IIAim: to present the comparative and superlative
degree of adjectives
• Ask Ss to underline the comparatives and superlatives
in the text on p.20.
• Have Ss do the activity.
ListeningTranscript (see page 121)
21 TB Channel your English
UNIT 03
words and phrases grammar
1 Phrasal verbs
Find phrasal verbs and other expressions in the text on
page 20 and match them with the meanings given.
oUnderline the: comparatives a ~ d superlatives in the
text on page 20 and then answer the following
questions:
a. spend a lot of time in a place
b. not included
c. give to people who are younger _
d. express your opinion
e. soon
f . make t hi ngs difficult for you
2 Words easily confused
a. Howare t he comparatives and superlatives of
one-syll able adjectives formed?
b. How are t he comparat ives and superlatives of
multi-syllable adjectives formed?
EJ Look at the followingsentence from the text and
decide which of the two sentences a or b means
the same.
You don't get as much attention as your brothers or
sisters do.
Complete the sentences with the correct form of the
words in the boxes.
believe think imagine
a. Your brothers and sisters get more attention than you
do.
b. Your brothers and sisters get less attention than you
do.
... . Mr and Mrs Martin felt when
a. Close your eyes and that
you' re lying on the beach.
b. Don't make a decision now. _
about it first.
. The people want a leader they can _
in.
only lonely single
EJ Look at the table below about three singers and
make true sentences. Use the adjectives in the box,
comparatives, superlatives and not so/as... as... .
old young tall short successful popular rich
NAME AGE HEIGHT RECORDS SOLD
LeroyWhite 27 1.85 1,000,000
Mariah Spencer 23 1.68 1,500,000
Trevor Jones 46 1.79 3,000,000
their chil dren moved away.
e. Is Sheila or is she married?
Dave is the person who can
answer your question.
listening S
You will hear people talking in three different situations.
For questions 1-3, choose the best answer a. b or c.
card as a gift.
;. How do you to stay so slim?
a. Timot hy in getting into one
of the best universit ies in the country.
.. Tr udy has a lot in her career
so far.
The price of the holiday a
retur n t icket , and transportation to and from
he ai rport .
. Does the job a lot of t ravelling?
He a cheque in the birthday
1. Listen to a woman talking on t he phone. Who
is she talking about?
a . a friend
b. a neighbour
c. a colleague at work
2. Listen to a conversation between two teenagers.
Which of the three is true? "
a. J ohn is the eldest child.
b. John is the youngest child.
c. John is an only child.
3. Listen to a gi rl telling her friend about a boy.
What does she think of him?
a . He is bossy.
b. He is confide nt .
c. He is a good listener.
achieve
enclose include
manage
involve
succeed
Channel your English 21
words and phrases
• The opposites of many adj ectives are formed by adding a negative pref ix (e.g. un-, in-, im -) to them , or a suffix (-less)
to the noun that they come f rom. .
• Adverbs are usually formed by adding -Iy to the corresponding adject ives.
EI Complete the table below with the missing words.
• I .
happy
opposite adjective
unhappy
incorrect
unsuccessfuI
• I - •
happily
possibly
opposite adverb
unhappily
carelessly
EJ Complete the following sentences using the correct form of the words in capitals.
a . Don't be afraid of the dog; he's _
b. I hate it when people are _
c. Mary hadn't studied for t he test, so she answered most of the
HARM
POLITE
d. I was so bo red by hi s speech that I fell asleep. END
e . Don't dri ve so ; you're going to have an accident! CARE
f. Congratulations! You did the job PERFECT
g. Don' t sit on this chair; it' s very COMFORT
Read each sentence
carefullLJ and decide if the
missinq word should har/e
a positir/e or a neqative
meaninq.
speaking
EI Compare pictures A and
B discussing the similarities
and differences between
them. Think about the
following:
• where the people are
• how old they are
• what situation they
are in
• who they are with
• how they feel
questions _
CORRECT
Use some of the words and phrases in the boxes.
graduate
degree
satisfied
proud
concerned/worried
concentrated
22 Channel your English
I think/believe that ...
It seems that .
In my opinion, .
The girl in picture NB looks.. .
In both pictures...
In picture A" , while in picture Boo .
EJ Discuss the f oll owing:
• How do you get on wit h your family/classmates?
• What are some of t he t hings that usually make
t eenagers fe el worried?
• Have you ever felt proud of yourself or a
person you love? What was the situation?
teacher's notes 03
comfort
concent rated
Phrases andexpressions
a couple of t imes
Best wishes
catch up wit h
get on wit h
get used to
concerned
correct
degree harm (n)
graduate (v) high-rise
hear from
I have to go now
say hello to
settle down
That's all for now.
latest
polite
proud
satisf ied
words and phrases
Aims: • to int roduce negative suffixes and prefixes for adjectives
• to int roduce the formation of adverbs
• Read and explain t he introduct ory comment.
• Discuss the examples given.
• Have Ss do the exercise and check answers.
adj ecti ve
correct
caref ul
possible
successful
oppos ite adjective
incorrect
careless
impossible
unsuccessful
adverb
correctly
caref ully
possibly
successfully
opposite adverb
incorrect ly
carelessly
impossibly
unsuccessfully
Aim: to practise the formation of adjectives and adverbs
• Read and explain the tip.
• Explai n any words Ss might not know.
• Have Ss do the exercise.
• Check answers.
a. harmless b. impolite c. incorrectly d. endless e. carelessly f. perfectl y g. uncomfort able
speaking
Aims: • t o compare and contrast two pictures
• t o talk about people and express personal opinions
• Divide Ss into pairs.
• Ask Ss to look at the two pictur es and the prompts.
• Have Ss read t he words and phrases in t he boxes. Explain any words/ phrases Ss might not know.
• Have Ss do the acti vity.
Aim: to discuss issues related to family and friends
• Ask Ss to read the questions and generate discussion.
Channel your English TB 22
Lesson Three (continued)
writing
EJAim: to prepare Ss for the writing task t hrough a discussion related to personal experience
• Ask Ss t he quest ions and generate discussion.
EJ Aim: to identify the purpose and stylistic features of an informal letter giving news
• Ask Ss to read the letter and answer questions a-c.
• Check answers.
Explain any words and phrases Ss might not know.
a. Marion is writ ing to Sharon to tell her her news.
b. First paragraph: reason for writing.
Second paragraph: giving news.
Third paragraph: asking for news.
Fourt h paragraph: ending the lett er.
c. Dear Sharon (Dear +f irst name). Sorry, we've, haven't, Mum, You know, You see, What about you?, What are you up to?,
OK, Love, Ma rion.
Aim:to introduce the structure of an informal letter giving news
• Ask Ss to do t he exercise and ident ify the part s a-g in Marion' s letter.
• Check answers.
l. b 2. d 3.a 4.g 5.e 6. c 7. f
4 Opening and closing an informal letter
Aim: to familiarise Ss with appropriate opening and closing phrases for an informal letter
• Ask Ss to read t he phrases in the box. Explain any phrases t hey might not know.
• Tel l Ss to read the examples from Sharon's letter.
• Have Ss do t he exercise.
• Check answers.
• Point out to Ss t hat these phrases can be used alternately.
Greet ings _J
-
Set phrases for -1
.. opening paragrap."J

closing paragraph
Signature
endings
Dear Uncle Charles
It was nice to hear
from you
That 's all for now
Best wishes
Hello Tony
Thanks for your
letter
Keep in touc h
Lots of kisses
• After complet ing the table, draw Ss' attent ion to t he two phrases that have been left out. Ask Ss the reason why.
Elicit answers.
The phrases "Dear Sir" and "Yours faith full y" are not appropriate for an informal letter. Both of t hem are appropriate for
formal letters only.
5 Writing task
Aim: to give Ss practice writing an informal letter giving news
• Read and explain t he ti p.
• the writing task for homework.
23 TB Channel your English
UNIT 03
writing
EJDiscuss the foll owing:
• Do you ever wr i te l etter s to fri ends and/or
relatives?
• Why do you wri te l etters to t hem?
EJMarion has recently left England and moved to
Shanghai, China, with her f amil y. Read her lette r to
her best f riend Sharon and answer the questions
below.
Look at Marion's letter and write the order in which the
following parts of an informal letter appear.
a. Greeting
b. Address
c. Closi ng paragra ph
d. Dat e
e. Middl e par agr aphs
f . Signature endi ng
g. Openi ng paragraph
a. Why i s Mar ion wr i t i ng to Sharon?
!J. What i s t he purpose of each paragraph?
c. What examples of informal language can you find?
4 Opening and closing an Informal letter
Complete the tabl e below wit h the phrases given. Which
two phrases are nof appropria te for an informal lett er?
Love
Dear
I have t o go
r "OW
I haven't
wr it.ten for
<along
Writ e a letter to a f riend of yours who has recentl y
moved away tell ing hi m/her your latest news. Your letter
should be between 120 and 140 words.
Best wi shes That 's all for now
Dear Uncl e Char les Keep i n t ou ch
Lot s of ki sses Dear Sir Hello Tony
Thanks f or yo ur l etter Yours fai thfully
It was ni ce to hear from you
1...:" When lJOU write an informal lett er:
-rtr . Write vour address in the top ritjht -hand
corner and the date befoul it.
• Diflide 'Jour letter into paraqraphs and
start a new paraqraph for each major
point.
• Use informal ianquaqe .
• Use a qreetinq, set phrases to beqin and
end your letter and a siqnature
endlnq.
5 Writing task
about me
Jp to? Is Ok? .A. d about our
, sure to ...e osd ...e
about I l<Ja. t to up
.ewS. . ,
I to go . 0l<J as Its
ti...e. to a.d
soo•.
"
w...e.

I trN so
.o. g but l<Je'lIe bee. to
10''". I'oe got so e ti ...e '0l<J, so
... to aH .ewS.
l<Je'lIe bee. tyol
about six but I got used to it
is a big °tr
a.d bu&d..gs a.d
s... Mu... a.d I bee.
;0 stud ... a 0tr ti ...es a.d it
l<JOS quite a. see, I Wze
a.d but I ...iSS
Channel your EngliSh 23
see anyt hing around you, you have to keep walking:'
Le ne says. "The bi ggest danger was falling off the
edg e of a cliff. "
IIThe wi nd was blowing at 100 kph a nd the
temperature was a chilling - 30"C; it was impossible to
hear a nyt hing because of the noi se. They soo n ra n ou t
of oxygen and started shaking wi t h cold. Th ey had
been up there wit hout food , drink or sleep for 24
hours . Eventually t he sto rm died down, but by that
time eight me mbers of the team had lost t hei r live s .
a "You learn a lesson from tragedi es but, a bove all,
you learn you are powerl ess next t o nature, " Lene
admits. "Being in a team makes you feel stronger and
safer. Of co urse, when you're in a team, you stay in a
team; but in t he e nd, you' re responsible for your own
decision s. And to tell you t he trut h, it 's not heroic to
ris k yo ur life to save anothe r. I know it 's terrible to
say this, but it is a really stupid thing to do."
mSince this t ragedy there has been a lot of
discussi on about the risks involved when climbing
Mount Everest, especially now t hat a ny
non-professi onal with eno ug h money can get a permit
a nd equipment to take on the climb, Reaching the top
of the wo rld is somet hing incredible t hat most people
would love to say t l : ~ ' i ".;:va ac hieved. But the
question is, are the risks too high?
The dream of most mountain climbers is to
reach the top of Mount Everest. Sometimes,
however, this dream can turn into a nightmare.
a . Killer storm
b. You ca n' t buy life
c. Facing danger alone
d. Weather condit ions cha ng e
e. How it all started
Read the text and match the headings a-<! with the
paragr aph s 1-5 of the text.
Revision 1·3
reading
II Lene Gammelgaard is the firs t Sca ndi nav ian
woman to reach the top of Mount Everest. She
was asked to jo in a team of professional a nd
non-professional climbers on a n Everest cl imb
in May 1996. At midnight on 9 May t he t eam
set off for t he roof of the world. The climb was
pai nful and difficult , but everybody was thri lled
to finall y make it . It was a magnificent
ac hievement, but Lene knew t hat only ha lf t he
j ob had been done, as s he says "On a big climb
like that, going back down is the most
dangerous part ."
EI What Lene feared most was not far fro m
the truth. As the t ea m began t he cl imb down,
Le ne noticed dark clouds below. Within 45
minutes, a terrible st orm had hit t hem and
s now up to a metre deep covere d their ro ute
and ropes. The team members we re ex ha usted
and had trouble staying on t heir feet . All of
t hem were trying hard to keep moving and
st arted using oxygen . "It's really scary bei ng
t ra pped in a snowstorm. Even though you ca n' t
24 Channel your English
teacher's notes Rev 1-3
reading
Aim: to read for gist and match t he headings with the paragraphs of the text
• Ask Ss a few pre-reading quest ions related to t he topic of the text and generate discussion.
e.g. What do you know about Mount Everest?
How difficult do you thInk it Is to reach the top of Mount Everest?
What problems can mountain cumbers face?
• Ask 5s to read t hrough t he text for gist.
• Ask 5s to read t he text again paragraph by paragraph. look out for key words and/or phrases and mat ch each
paragraph wit h one of t he headings a-e.
• Have Ss do t he exercise.
• Check Ss' answers and ask them to provide justificat ion.
1: e ( 5he was asked tojoin a team..., the team set ofL)
2: d (Len noticed dark clouds below, a terrible storm had hit them and snow up to a metre deep covered their route
and ropes)
3: a ( ran out of oxygen .., shaking with cold,...eight members of the team had lost their lives)
c ( but in the end, you're responsible for your own decisions)
5: b ( the risks involved, ...with enough money you can get a permit and equipment, ...are the risks too high?)
ote: When this act ivity is over, you may explain any unknown words if necessary.
post-reading activity
-\sk Ss questions of personal response related to the topic of t he readi ng text.
e.g. Would you like to try to reach the top of Mount Everest? Why?/ Why not?
Do you agree that "it 's not heroic to risk your life to save another", as Lene says?
Channel your Englishra 24
Revision 1-3
Use of English
IIAim: to revise various language form s through a multiple choice cloze exercise
• Ask Ss to read t hrough the text for gist.
• Have ss complete the blanks .
• Check answers.
l. b 2.b 3. c 4. c 5. b 6. a ~ b 8.a 9. c 10. a
Note: When this activity is over, you may explain any unknown words if necessary.
EJ Aim: to revise word formation through a word-building exercise
• Ask Ss to read through t he text for gist.
• Point out to Ss that. before completing the gaps, t hey should decide on what part of speech is needed each t ime. In
some cases, opposites are requi red.
• Check answers.
(1) wonderf ul (2) embarrassing (3) caref ul (4) impolitely (5) useless (6) angrily (7) f unny (8) uncomfortable
Note: When this activi ty is over, you may explain any unknown words if necessary.
song S
Aim: to listen and check predictions
• Ask Ss to read thr ough t he song for gist wit hout worrying about t he missing words.
• Ask Ss to guess what t he missing words are.
• Ask Ss to listen to the song carefully and complete t he blanks.
• Play the tape.
• Check answers.
character, sister, hurt, advise, disagree
Note: When t his act ivity is over, you may explain any unknown' words if necessary.
optional project
• Divide Ss into pai rs or smal l groups.
• Refer Ss to t he Colour Quiz on p.18 and the quiz answers on p.106.
• Ask Ss to work in pairs or groups and come up wit h a similar personality quiz. They should think of four to six items
(e.g. free-time act ivit ies, sports, holiday types, animals or anything else they wish), and, decide what each of t hem
reveals about a person's character. Ss shoul d draw or stick pict ures on a piece of paper. Then, they should ask Ss in
other pairs/groups which their favourite sport , animal , etc, is and tell them what t his reveals about thei r personali ty.
• Encourage 5s to make t heir quiz answers sound f unny and use a variety of adjectives describing personal ity.
25 TB Channel your English
Use of English
oRead the text below and choose the best word a, b, c or d
for each blank.
I'm not really an adventurous person. In fact, t he most
(1) thi ng I do is to (2) _
fishing with my f riend Stan. However, the other day I ran
(3) an old colleague and he told me
about an Advent ure Weekend he was taki ng part
(4) . The t ri p (5) _
food and accommodat ion, (6) I decided
a give it a t ry. (7) I t hought it would be a
weekend walking in the hills, (8) it
turn ed out to be full of extreme sports and act ivities. To my
surprise, I enjoyed it a lot. Now I'm even thinking about tr ying
bungee jumping! If I take a liking (9) _
it , I may even (10) a bungee jumping
club!
song S
You will hear a song call ed Be good. Before you
listen, read the lyrics and try to guess what the
missing words are, Then, listen and check your
predictions.
Be good
Responsi ble, l oyal , honest, fri endl y
I wonder what you are like
and whet her we are al i ke
To hav e a of your own
And not be anybody' s clone
1. a) boring
2. a) do
3. a) on
4. a) on
5. a) enclosed
6, a) so
7. a) Final ly
8. a) so
9, a) about
10, a) joi n
b) excit ing
b) go
b) in
b) at
b) involved
b) but
b) At fi rst
b) because
b) in
b) t ake part in
c) annoying
c) have
c) into
c) in
c) incl uded
c) because
c) Later
c) but
c) to
c) take place
d) embarrassing
d) play
d) about
d) about
d) had
d) also
d) Then
d)and
d) into
d) play
Chorus
Be good to each ot her
Like and brother
Be good it's a virtue
Be good it won' t you
Ambitious, confident, creat ive, easy-goi ng
You needn't analyse
Cr i t icise or _
To agree or _
To be or not to be ...
EJCompl ete the blanks wit h the correct form of the words in capit als,
Bringing up chi ldren is a (1) experience, but children
can be really (2) sometimes, For example, when
I'm out shopping wit h my t hree-year-old son
lan, I t ry to be very (3) so that he doesn't talk
or behave (4) . However, it doesn't
always work. For example, when he'started shouting in a shop
last week, it was (5) t rying to tell him to stop.
I was very angry, but then I came up with a good idea, When about forty people
started looking at me (6) , I turn ed to Ian and said:
"I' ll tell your mum al l about it when we go home, young man! " This really
confused him and he gave me a (7) look, but it seemed
to work. It made me feel less (8) , anyway.
WONDER
EMBARRASS
CARE
POLITE
USE
ANGRY
FUN
COMFORT
Channel yourEnglish 25
Lesson One
presentation
a. generall y gets good marks?
b. has bad marks in maths ?
c. likes maths ?
d . likes t he maths teacher?
c::::J
o
o
o
8 . likes go ing t o concerts? 0
f. is looking forwar d to this even ing? 0
g. is going to stay at h ome to night? 0
= - =
" Which of t he two t eenagers do you
think has got a proble m?
" What kind of probl em is it?
EJ Listen and check your a nswers in 1. S
EJ Read the dialogue a nd an swer t he
following questi ons. WrIte T for Teri,
S for Scott or Bfor both.
Who
oBefore you read the dialogue, look at
the picture and discuss the following:
Teri
Scott
Teri
Scott
Teri
Scott
Jeri
Scott
Teri
Scott
Teri
It ' s going to be a great concert tonight. Are you
up for it?
Sorry, I can' t make it .
Excuse me ?
Look, it' s not that I don't feel like it ...
What t hen ?
Well, it' s parents' evening" tonight. Have you
forgotten?
Oh yes, it slipped my mind. Anyway, we' ll have
finished by seven o'c lock and the concert does n' t
start till eight.
Well, have fun! At eight o'clock I'll be sitti ng in '
my room on my own.
I don' t get it .
Of course you don't. Little Miss Perfect always
gets st raight 'A:s
'
I see, but your marks aren't th at bad, are they?
Scott
Teri
Scott
Teri
Scott
Teri
Scott
Teri
Scott
No, t hey're wors e act ually, especially maths. Look
at my last test.
Oh dear, I thought you liked mat hs .
I do. but I j ust can't stand Mr Dean. He' s so
strict.
I'm quite fond of him. At least he makes us [earn .
Well, me anyway.
You're not hel ping, Teri . My pare nts will ground
me for life. I'll be stuc k in my room, no more
basketball. no more part ies and I can forget
abo ut concerts.
Never mind. You've got a TV in your room,
haven't you?
Yes, I couldn' t live wit hout it.
OK then. The concert 's going to be broadcast live
on Channel 5. You can watch it there.
Tha nks a bunch.
* At par ents' even ings the st ude nts' pa rents are invited to school to discus s their children's progress with
t he teache rs.
DDiscuss the following:
Do you think that parents '
evenings help? Why/Why not?
intonation
The express ions below s how like or dis like. Lislen an d repeat them,
I'm really keen on her. I'm quite fond of hi m. I couldn't live wi t hout it .
I don't feel like it. I just can't stand him. I don 't thin k much of her.
26 Channel your English
Functions
Expressing like and dislike
Talking about future events
Making arrangements
Making predict ions
Structures
Future Will
Future Going to
Future Progressive
Fut ure Perfect
Vocabulary
,
Words and phrases that showlike or dislike
bored wit h fond of
can't live without impressed by/wi t h
can't stand interested in
di sgusted by keen on
"
fed up wit h sick of
feel like t ired of
"
Conversati onal English
I can forget about
I don't get it
I can't make it
it slipped my mind
Otherwords
act ually
mark (n)
broadcast (v)
progress
especially
st raight (adj )
ground (v)
strict
live (adj )
subject
Other phrases
at least on one's own
be st uck pick sb up
be up for Thanks a bunch
look forwa rd to
present at ion
Om: to present vocabulary, structures and functions in
the context of a dialogue between teenagers
about school and leisure activities
"
Aim: to use visual information to predict the content
of the dialogue
• ~ s k Ss to look at th e picture and discuss th e questi ons,
op t i ona l
ou may also ask Ss a few more quest ions:
e.g. Where are they?
Why do you think they are there?
What do the obj ects on the table reveal about the
teenagers?
teacher's notes 04
EJ Aims:' to listen to t he dialogue and check predict ions
• to understand the gist of the dialogue
• Ask Ss to cover the dialogue, look at the picture and
listen carefu lly. Play t he tape.S
• Discuss answers. _
The boy has got a problem. His marks are not good and
he is afraid t hat his parents will ground him and t here
wil l be no more basketball, part ies and concerts for hi m.
EJAim: to check comprehension of specific
informati on in t he dialogue
• Ask Ss to read questions a-g.
• Ask Ss to uncover t he di alogue so t hat they can read
and list en at t he same ti me. Play t he tape again.
• Ask Ss to underline words and expressions t hey are not
fami liar with, but tell t hem not to worr y about unknown
words at th is stage.
• Give Ss time to work out t he answers to the questions.
• Check Ss' answers and ask t hem to provide
justificat ion,
a. T b. S c. B d. T e. B f . T g. S
• When this activ ity is over, ask Ss some more quest ions.
e.g. Why Is Scott calling Teri "Little Miss Perfect"?
What does Terl think about Mr Dean?
Does Scott like watching TV?
• Encourage Ss to guess t he meaning of new vocabul ary
such as can't stand, fond of, ground, broadcast .
aAim: to encou rage 5s to relate the topi c of t he
dialogue to personal opinion and experience
• Ask Ss to look at t he quest ion and discuss it.
optional
If th ere is t ime, you may ask Ss more questions.
e,g. Are parents' evenings a common practice at your
school?
How do parents usually react after a parents'
evening?
intonation S
Aim: to present and practise intonation in express ions
showing li ke or dislike
• Play the tape and pause after each expression.
• Ask Ss to repeat t he expressions.
Channel your EngliSh TB 26
' ' ' . " ~ : ~ ..
Learnin zone
Lesson One (continued)
words and phrases
1 Conversational English
Aim: to match the examples of conversat ional
Engli sh in the di alogue wit h their meanings
• Ask Ss to do the activity.
• Check answers.
a. I can't make it
b. It slipped my mind
c. I don't get it
d. I can forget about
2 Adjectives with prepositions
Alms: • to int roduce adjectives showing feelings
followed by prepositions
• to give Ss practice using t hese adj ect ives
• Ask Ss to read the adjecti ves in the table.
• Explain t he meaning of any adjectives Ss might not
know and/ or provide examples.
• Have Ss do the activity. Point out to Ss that
sometimes more than one answer is possible.
• Check answers.
L bored wit h / sick of
2. fed up with / ti red of / bored wit h / sick of
3. interested in / keen on / fond of
4. impressed by / wit h
optional
If t here is t ime, ask Ss to make thei r own sentences and
check t hem.
grammar
oAim: to elicit the basic uses of the Future Perfect
and the Future Progressive as presented in the
dialogue
• Ask 5s t he fi rst set of quest ions.
• Tell Ss to refer to the dialogue.
• Elicit and check answers.
• Do t he same with the second set of quest ions.
27 T8 Channel your English
• Yes, it will.
No, it won't
• Yes, he will.
Yes, he wil l.
EJ Aims: • to present the basic uses of t he f ut ure
tenses
• to give Ss practi ce making their own
exampl e sentence s
• Ask Ss to read through the t ables and ensure that they
understand the ter ms used. If necessary, provide
explanat ions.
• Ask Ss to work individually and make their own
examples.
• Check answers.
Suggested answers:
The Future Wilt
• offers e.g, I'll help you with your homework.
• promises e.g, I'll do my best.
• threats e.g, I'll call the police if you don't turn the
music down.
• on-the-spot decisions e.g, I like these trousers. I'll buy
them.
The Future Going to
• future plans e.g, I am going to buy a new car soon.
predictions based on evidence
e.g, Look at the clouds! It 's going to rain.
The Future Progressive
e.g. This time next month I'll be lying on the beach.
The Future Perfect
e.g. I will have finished doing my homework by the time
you come.
DAim: to practise the uses of the f ut ure tenses
• Have Ss do the acti vity.
• Check answers and ask Ss to provide justification.
If ti me is scarce, assign the exercise for homework.
a. am going to
b. will help
c. is going to
d. will be tr avelling
e. have fi nished
words and phrases
1 Conversational English
EJ Compl ete the tables below wit h examples of the
uses of the tenses. You may refer to t he dialogue,
but you also have to make your own examples for
some of the uses mentioned.
Find four examples of conversational English in the
dialogue and match them with t he meanings given.
a. it's impossible for me to come
b. I f orgot about i t
c. I don't understand
d. t her e w i ll be no mor e
• predictions e.g. My parent£. wm grOJnd me for life.
• offers e.g. _
• promises e.g. _
2 Adjectives with prepositions
'lead the table below and compl ete the sent ences wit h
some of the adject ives. Sometimes more than one
a swer is possible.
Expressing like
Expressing dislike
• threats e.g. _
• on-the-spot decisions e.g. _
• actions that will be completed before a specific time or
another action in the future
• actionsthat will be in progress at a specific time in the future
e.g. _
• predictions based on evidence e.g. _
• future plans e.g. _
e_g. _
DRead the short exchanges below and circl e the
correct words.
a. "I hear you're going to Manc hester University in
September."
"Yes, I am going to / will st udy French and German."
b. "How can I carry these bags home?"
"Don't worr y. I will have helped / will help you carry
t hem."
c. "What are all t hese peopl e doing here?"
"Well , a pop star will / is goi ng to give an interview."
d. "Are you doing anything special tomorrow afternoon?"
"Act ually, I will be t ravelli ng / will have travelled to Paris."
e. "Is that report I gave you ready yet?"
"Not yet. but I'm sure I'll have fi nished / be finishing it
by 6 o'clock tonight."
Look at the extracts from the dialogue and answer
t he questions that follow.
• - 'JYWay, we'll have finished by seven o'clock.
I the parents' evening st art before seven o'clock?
I it fini sh after seven o'clock?
fond of bored with
keen on tired of
interested in fed up with
crazy about sick of ",
impressed by/with disgusted by

r I'm rea lly (1 ) thi s hi st ory
t est. [ don't know anything about World War I.
I st ar t ed r eading t he books but I got
r: (2) t he subject r eally
quickl y. I' m more (3) _
Roman Hi stor y; that's much more i nter est i ng.
r [ was r eally (4 ) gladiators
after I saw t hat fi lm with Russell Cr ow e. I 'm
o e I' d make a great gladi ator ! 0
• o'clock I'll be sitt ing in my room on my own.
Scott be in his room before eight o'clock?
he be in his room after eight o'clock?
grammar
Channel your English 27
reading
Whic h sentence summarises
t he whol e t ext?
means that there will always be studen
who will do anything for a better mark.
It has never been easier to cheat tha
it is today. With all t he technology
available, students needn't cheat by
looking over their shoulders anymore.
They use mobile phones to send answers
to each other during a test. There is also
the Internet. With hundreds of websites.
students don't haveto worry because the
can find lots of material which t hey can
copy and use in proj ects. There are even
tips on the art of cheat ing in exams.
Obviously, if you get caught cheating,
you fail the examor the SUbject. But it
doesn't really matter whether you get
caught or not. What's important is that
it' s wrong. You mustn't cheat because
cheating is a lie. It deceives people into
thinking you know more than you actuall
do. Howcan you be proud of somet hing
you've achieved through cheating? In the
end. it's not about deceiving your
teachers and your parents, but about
fooling yourself that you can do somethi
you really can't.
..J...·D Before answerinq
~ , r multiple choice
questions, read the
questions and the options
carefulllj. When a question
refers to the whole text, MoM
options which ere true but
refer onllj to part of the
text .
• Have you ever cheated
in an exa m?
• What made you cheat?
• What can be done to
preve nt chea t i ng?
a. Students cheat to get into
university.
b. Techno l ogy has made
cheating easie r.
c. Cheat i ng can be expl ai ned
but not exc used.
EJ Read the text quickly and
answer the following
question. Choose a, b or c.
DBefore you read the text,
discuss t he following:
It's five minutes before the examand
you are in a state of panic. You just have
to pass it. but how? You didn't even open
the book the night before and you hear a
voice in your head saying "Cheat. cheat.,"
So what are you going to do. ignore it and
fail or go for it? It's a tough decision many
students must make.
Most young peopie believet hat
cheating is wrong. However. they have
cheated at least once in their high school
years. So, why do they do it? Aret heytoo
lazyto study? Perhaps, it's not as simple
as that. According to some experts, one
main reason why students cheat is
because they see their friends get away
with it. It's an easy way out. They avoid
embarrassment and their parents' anger
for not doing well in an exam. Research,
which was recently carried out in the USA,
also shows that students thi nk it' s OKto
cheat if the subject isn't important for
their fut ure career or if they just don't
understand it. What's more, most students
haveto put up with the pressure of getting
into university. They need to get good
marks to carry on with their studies. This
EJRead the text again and answer the following questions. Choose a, b or c.
J...:D Remember that the
~ , r correct option must
answer the question
in full and the idea it expresses
must be in the text. Afloid usint}
options ulhich:
• sound ioqical, but are not
mentioned in the text
• include a word/phrase from
the text, but do not mean
the same thin9
• overqeneralise usinq
words like alwaljs, all,
etlerlj etc.
1. What's the tough decision that many students have to make befor e an exam:
a. how t o cheat
b. whet her to cheat or not
c. what to do if t hey fai l
2. According to r esear ch. w hat's the st udents ' opi nion about cheat ing?
a. Cheati ng i s easy, but a little embar r assi ng.
b. Cheati ng is always t he right t hing to do.
c . Cheating isn't wrong in some cases .
3. What can students who want to cheat fi nd on t he Internet?
a. usefu l i nformation which can help them
b. suggested answers to te st s
c. other st udents ' proj ects about cheating
4. What ' s the worst t hi ng about chea t i ng?
a. You can get caug ht and fai l.
b. You cheat other s and yourself.
c. Your t eacher wi ll inform your pare nts.
-
28 Channel your English
Words
anger
art
available
avoid
cheat (v)
deceive
decision
embarrassment
excuse (v)
expert
Phrasal Verbs
carry on with
carry out
get away wit h
go for
put up with
fai l
ignore
main
material
mobile
obviously
panic
perform
pressure
prevent
proud
reason
research
shoulder
state (n)
tip
tolerate
topic
tough
unforgettable
teacher's notes 04
• Ask Ss to read the text again paragraph by paragraph
and ask them comprehension quest ions.
e.g. Why might some students be in a state of panic
before taking an exam?
What do most young people believe about cheating?
Why might some students use their mobile phones
when taking an exam?
Explain unknown words.
EJ Aim: to read for detail and understand specific
information
• Read and explain t he tip.
• Assign this act ivity for homework.
1. b 2. c 3. a 4. b
optional post-reading activity
Ask Ss questions of personal response to the ideas
expressed in the reading text.
e.g. Do you think that cheating is something reai ly
bad?
Do you think that your parents' and teachers '
expectations may make you cheat?
Would you ever use a mobile phone or the Internet
to cheat? Why/ Why not?
Phrases and expressions
accordi ng to
do well in
each other
fool oneself
it doesn't matter
way out
reading
oAim: to introduce the topic of the reading text
thro ugh an oral act ivity involvi ng personal
experience
• Ask Ss the quest ions and generate discussion.
• Ask Ss to look at the heading and the photograph and
guess what the text is about.
EJ Aim: to identi fy t he mai n idea
• Read and explain the tip.
• Ask Ss to read the text paragraph by paragraph and
choose the most suitable answer. Tell t hem not to worry
about unknown words at t his stage.
• Check answers.
c
Channel your English TS 28
Lesson Two (continued)
words and phrases
Phrasal verbs
Aim: to match phrasal verbs from the text with their
meanings
• Have Ss do the acti vity individual ly or in pairs.
• Check answers.
a. go for
b. get away wit h
c. carry out
d. put up with
e. carryon with
listening S
oAims: • to expand on the topic of the reading text
• to present the topic of the listening text
• Ask Ss the quest ions and generate discussion.
EJ Aim: to ident ify t he speaker's roles
• Play the tape.
• Ask Ss to do t he exercise. Play the tape.
• Check answers and ask Ss to provide justifi cation.
grammar
Speaker 1 is a teacher. (I spend most of my free time
mar king)
Speaker 2 is a student. (the deadlines for projects,
a terrible mark)
Speaker 3 is an ex-student. (Three generations of my
family went there and we ali benefitted from it)
optional post-listening activity
You may ask Ss further questions of personal response
to t he listening text.
e.g, Does your school offer the same facilities as
Farnham Hill School does?
Speaker 1: c (some of them seem to spend ali their
break time in the gym)
Speaker 2: a (the gym is a big bonus)
Speaker 3: b (We didn't have ali that in my days)
ListeningTranscript (see page 121)
EJ Aim: to identify main ideas
• Ask Ss to read t he phrases a-d.
• Explain any unknown words in the phrases.
• Play the tape again.
• Ask Ss to do the exercise. Check answers and ask Ss
to provide justif ication.
It 's a tough decision many students must
make.
You j ust have to pass it, but how?
Then, there is the pressure of getting into
university most students have to put up with.
This means that they need to get good marks
to get on with their studies...
Youmustn't cheat because cheating is a lie.
With ali the technology available, students
needn't cheat by looking over their shoulders
With hundreds of websites, students don't
have to worry because they can find lots of
material whi ch they can copy .
Read and explain the note.
must:
have to:
need:
mustn't:
neednit:
don't
have to:
oAim: to int roduce some uses of must, have to and
need as presented in the text.
• Ask Ss to read through the table and ensure that they
understand the ter ms used. If necessary, provide
explanations.
• Ask Ss to refer to the text and do the act ivity.
• Check answers.
EJ Aim: to practise using must, have to and need
• Have Ss do the exercise and check answers.
• If t ime is scarce, assign the exercise for homework.
a. have to / need to
b. mustn't
c. had to
d. need to / have to
e. don't need to / don't have to
29 TBChannel yourEnglish
UNI T 04
Obligation/Necessity
Phrasal verbs
Find fi ve phrasal verbs in the text on page 28 and mat ch
t hem wit h the meanings given.
words and phrases
listening S
EJ Read the sit uati ons below and complete the blanks
using the correct form of must, need or have to.
a. Fred has just seen the doctor. He says: "I've sprained my
ankl e. I stay in bed for two days."
b. You are always late for school and your teacher says:
"In fut ure you be late or you' ll be
punished. "
c. You're talking to a friend about a trekking holiday last
year. You say: "We carryall the
equipment on our backs:
d. it's absolutely necessary to cal l your boss. You say:
"I call my boss right now:
e. It isn't necessary for the students to finish the project
this week. The teacher says: "They f inish
the project this week:
MUST, HAVE TO,
NEED
grammar
a. choose
b. avoi d being puni shed
c. do or perform
d. tolerate without complai ni ng
e. continue doi ng
EJ Find examples with must, have to and need in the
text on page 28. Then, compl ete the tabl e below with
the missing words and the examples you have found .
rnu,,1 is used when you
personally feel that something
is the right thing to do.
is used when you
are obliged to do something.
EJ Discuss the foll owi ng:
• What i s the bes t/worst thing about your school?
• Have you got any un for gettabl e schoo l memori es?
EJ You wi li hear th ree peopl e talking about Farnham
Hili School. Listen and match t he speakers wi th t he
words a-d. There is one extr a word whi ch you do not
need to use.
Speaker 1 is a(n)
is used when it is
necessary for youto do something,
Example
is used when you
aren't al lowed to do something.
..J...&" Don't be in a hurrlJ to answer a question
*r"'r immediatelq: ListencarefulllJ till the end of the
piece and check all the options before
lJour final decision. j ~
a. student
b. t eacher
Speaker 2 is a(n)
c. ex-student
d. ex-teacher
Speaker 1
Speaker 3
Speaker 2
Speaker 3 is a(n)
EJ Listen again and match the speakers with the
phrases a-d to make statements. There is one extra
phrase whi ch you do not need to use.
a. only likes one t hing
about Farnham Hill .
b. has not i ced some
improvement at
Farnham Hill .
c. thinks the gym at
Farnham Hill is not
used properly.
d. talked to someone
about a problem at
Farnham Hil l.
and don 'I need 10 are used
when it isn't necessary for you
to do something.
NOTE: Had to is used to express obligation in the
past and didn't have to and didn't need to are used to
express absence of obligation in the past.
e.g. The st udents had to finish the exam in one hour,
but they didn't have to answer al l the questi ons.
Channel yourEnglish 29
words and phrases
Collocations
./
./
an exam
./
./
a language
./
./
./
a course a class or a lesson school
./ ./
go to ./ ./
learn
teach
./
take
./
fail
a. Whi ch school did you say you ?
b. I'm not surprised Sa lly the exam again. Sh e never st udies anyway.
c. Robert Eng lis h classes at this school. but he only _
English well after he had spent a year in the UK.
d. Mr Smith French at Wilsdon High Schoo l.
e. I'm going to a summer course thi s year so I can fini sh universi ty sooner.
speaking
oLook at the plan of the school below. In pairs, discuss and decide which two of the three facilities a, b or c s hould
be built. Then, decide which of the two areas marked Aand Bon the map is more suitable for each
facility. You can use some of the words, phrases and expressions in the boxes.
II swimming pool canteen II computer room
A
EJDiscuss the following:
• What sort of facilit ies do you think your school needs?
• What wo uld your ideal school be like?
• How important are computers in education?
I I
convenient
ne ce ssary
practica l
have a snack
take exerci se
have access to the Int ernet
I •
It 's a good idea to. .. because ...
I think it would be better. ..
It wouldn't be a good idea to...
Don 't you think that ...
I su ggest area... for. .. as ...
....t..//J U'hen discussinq somethinq «lith
-r'r someone, don't hesitate to ask
them to repeat or clariflJ
somethlnq you hatle not understood. When
it 's 'Jour turn to speak, avoid (on'l pauses, as
uJell as comments and answers which are too
short . £ ~ p r e s s 'Jour opinion and gille reasons.
Don't worrlJ if 1J0U disatjree with the
other speak er.
30 Channel your English
teacher's notes 04
Vocabulary
Words related to school and education
att end
cant een
course
-acilities
Other words
accommodat ion
area
arrange
arrangement
olock
convenient
Other phrasesand expressions
as for
as long as
... ave access to
-ave a day off
vords and phrases
ideal
lend
plan (n)
practi cal
resort
have a snack
run a course
t ake exerci se
~
: to present and practise collocations related to school and education
• Check Ss' background knowledge of what a collocation is (see unit 1).
• .l.skSs t o look at t he ta ble. Clar ify any questions 5s may have.
• ave Ss do t he acti vity individuall y or in pai rs.
• Check answers.
_ go to / at tend (went to / att ended)
: 'ailed
attended / went t o, learnt
- :eaches / taught
_. atten d / t ake
peaking
Aim: to speculat e and make a decision
Jivide Ss int o pairs.
.l.skSs to look at the plan of the school.
Explain any words/ phrases and expressions in the boxes that ss might not know.
~ e a d and explain the ti p.
-lave 5s do the act ivit y.
Aims: • t o expand on th e topic of t he previous act ivity
• to express personal opinion
• .l.sk Ss t he questions.
• Generat e di scussion.
TB Channel your English 30
Lesson Three (continued)
writing
IIAims: 0 to activate background knowledge
o to prepare 55 for the writing task
o Ask 55 the questions and generate discussion.
EJ Aims: 0 to present a transactional let ter giving information
o to match extracts from the letter wit h the notes given
o Allow 55 some t ime to read through Alex's letter.
o Explain any words 55 might not know.
o Have 55 do t he exercise and check ,i)nswers.
You see, my famil y and I are going to Scotl and for NewYear's Eve, so the days around Christmas are more convenient.
As for accommodation, you don't need to worry. We'lI stay at my uncle's country house which is quite close to t he ski
resort .
You don't need to worry about equipment either. My brother wil l be pleased to lend you his.
EJ Aim: to help 55 plan their writing and encourage them to include relevant information in it
o Ask 55 to do the exercise.
• Check answers.
(These are t he feat ures t hat should be ticked)
a. Use of linking words, e.g. and, so, but
d. Expanding on t he notes given and using your own words, (see the key answers in exercise 2)
e. Use of appropriate f ut ure tenses, e.g. My family and I are going to Scotland for New Year's Eve, we'll be staying, my
brother will be pleased, he won't need it, we'll have a great time
f. Including an opening and a closing paragraph
Opening paragraph: I got your letter yesterday... I've really missed you.
Closing paragraph: I really hope... we'll have a great time.
4 Writing task
Aim:to practise writi ng an informal letter giving information
o Read and explain the tip.
o Assign the writ ing task for homework .
31 TB Channel your English
writing
oDiscuss the foll owing:
• What do you usually make plans/ arrangements
for?
• What things do you need to consid er w hen you
make plans/ arrangements?
EJ Read part of the letter Mil es has sent to his fri end
Al ex, t he not es Alex has made and Alex's answer to
Miles, Then, under li ne t he sentences in Alex's lette r
which are relevant to t he not es he has mad e.
wlLl be awa tj
Cf1vlstvoeas OK?

So I was thinkin'l, of \'isiting you or NewYears EV(
c; ,- ,- da What do you
and , V( couldgo skiillg tor a ,(IV . , .
think? Could you am11lge
. ' '' ', b 'k to let meknow.
, eqlllpt/1mt, vvl1 e a"
Take care.
Miles
"'-tj CiV\.cle's
borrow "'-tj bvotf1ev's COCiV\.tVtj f10Cise
::21.s.t November
Dear MlLes,
I got tJ0CiV Letter aV\.eI I was H1VlLLeel to
hear that tJ0Ci 're cO>1A. l"'"0 ove«t o speV\.c\ a few
el atJs wlt h L<.$ . It's beeV\. a L0"'"0 tl>1A.e slV\.Ce we Last
saw each othev aV\.eI I've reaLLtJ >1A.lsseel tJ0Ci.
W eLL, a sk.ll"'"0 hoLlel atJ sOe<V\.el S gveat,
bCit 1'>1A. V\.Ot veaLLtJ SCire aboCit th e elates. y OCi see,
>1A. tJ fa>1A. lLtJ aV\.eI I are gol"'"0 t o ScotLaV\.c\ f ov
New y ear's Eve, s o the elatJs aVoCiV\.eI Chvlst>1A.as
are >1A.ove coV\.veV\.leV\.t. I k.V\.ow tJ0Ci Ci sCi aLLtJ have
so>t<e elatJs offat th ls tl>1A. e of tJear, so >1A.atJbe
tJOe< caV\. avva"'"0e Lt.
As f ov aCCO>1A.>1A.oelatloV\., tJ0Ci el OV\.'t V\.teel
t o wovrtJ. W e'LL statJ at >1A.tJ CiV\.cLe's COCi V\.tVtJ
hOCise, whlch ts qCi lte close t o t he sk.l vesort. I've
ask.eel hl>1A. aV\.c\ he s atJs we caV\. «se It fov as L0"'"0
as we Wee. Y OCi el oV\."t V\.teel t o wovvtJ aboCit
eqCilp>1A.eV\.t elt hev. MtJ bvoH, er wlLL be pLeaseel t o
LeV\. eI tJ0Ci hls . He's got other pLaV\.s f or
Chvlst >1A. as, so he wOV\. 't V\.t eel It a V\.tJwa tJ·
I reaLLtJ hope tJ0Ci caV\. >1A.ak.e Lt . W vlte
back. to telL >1A.e If tJOCi agree. I pvo>1A.ls e we'LL have
a gveat tl>1A.e.
S ee tJ0Ci sOOV\.,
A Lex
UNIT 04
DRead Al ex's letter again and look at t he check-list
below. Which of the features a-g should you bear in
mind when you write a letter making plans or
arrangements? Tick the correct features and find
examples of each in Alex's letter.
a. use of linking w or ds
b. use of appropri at e past t enses
c. aski ng appropriate questi on s
d. ex pandi ng on t he not es given and using
your own words
e. use of appropriate future t enses
f. i ncl uding an opening and a closing paragraph
4 Writing task
A fr iend of your s from England is interested in doing a
language cours e in your country. Read t he part of t he
letter he has sent you and the not es you have made,
and write a letter to him. Your letter should be between
120 and 150 words.
21st) CiV\.e- 21st) Ciltj
\
Could you please check whid,:e
the
local c,, /lege
I1Ins lan'l,uage c"ur5(Sandwhat kind"f
acc"t/1m"datioll 't "ficrs?
Tha1l11-' a lot. I'll Jokillg fOnvmd to y"ur later:
Take care.
Adam
• fvee t l>1A.e pla V\.S
• sta tj OV\. aftev COCiVse eV\. el s
."",., When 'I OU are asked to write a letter based on
some material (part o( a tet ter, notes etc.):
• Think about who lJOU are writ intj to and use an
appropriate st vle.
• rrv to make vour let ter have a positive effect on the
reader.
• A-fake sure 'l OU cover a(( the necessarq points.
• Plan and orqanise vour letter in para9raphs.
• Expand on the information tjit/en usinq lJDur
own words and ideas.
Channel your Engli sh 31
' ~ .
"".
\ l
..
:1
:
_.
.",;. .
. .
~ l
a . Both the man an d the woman like t he vi ew
from the Londo n Eye. 0
b . Westminster Abbey has got a dome . 0
c. The woman hasn' t hea rd of Sir Wal ter Ra leigh
befor e . ,--,,-
d . The woman thinks that Big Ben is t he name
of the tower.
e. The woman is interest ed in the information
the man is giving her.
f. The woman wants t he man to take her picture
as soon as possible.
Lesson One
presentation
EJ Before you read the dialogue, look at t he pictur e and
discuss the following:
• Which s ight s of London do you know of?
• Which of t hem do you t h ink t he two people
in the pi cture can see?
EJ Listen to a man and a woman talking and find S
which sights of London the man mentions.
DRead the dialogue a nd decide if the following statements
are True or False. Write T or F in the boxes .
intonation
IIDiscuss the following:
Which sights of London would yo u like to visit? Why?
The expressio ns in bold are used for making poiite
requests an d res ponding. Listen a nd repeat.
Would you mind taking my pi ctu re?
Of course not .
Could you pass me t he salt ?
Certainly.
Do you think you could lend me your bike?
All r ight.
Can you t ell me t he way to the st at ion please?
I'm sorry but I don't know.
Woman
Man
Woman
Man
Woman
Man
Woman
Man
Woman
Man
Woman
Mali
Woman
Excuse me ? Would you mind t aking my
pict ure?
Of course not . Is t his your first t ime on t he
London Eye?
Yes, it ' s a great view from up here, isn't it?
Oh, it t ake s your breath away. Would you like
me to get St James' s Park in t he photo?
It doe sn' t matter. Could you try to get as much
of Lond on in the backgroun d as possible before
we move down too much?
All right, I' ll do my best . I can get West mins ter
Abbey in nicel y.
Is t hat th e church with t he dome?
No, you're t hi nking of St Paul ' s Cathe dral.
Westminster Abbey is a church where lot s of
famous people are buried, Sir Walter Raleigh,
for example. You know, he ' s th e man who
brought potatoes to the UK.
Really? Do you think you could t ake th e photo,
now? Don't take too long because we ' re losing
the nice view.
Certai nly. Let me see...
Look, just try to get a photo of t he river and
Big Ben.
You mean, th e tower that holds Big Ben .
Yes, that tall bui lding t here.
Man
Woman
Man
Woman
The building you' re talking about is not Big
Ben. Big Ben is just th e bell which is inside
the t ower, not th e tower itse lf.
That' s very int erest ing, but can you ta ke the
photo, please?
And anot he r t hi ng.. .
Thanks a lot. I t hink I' ll ta ke t he photo myself.
32 Channel your English
presentat ion
:Jm: to present vocabulary, structures and functions in
t he context of a dialogue between two people
about sights in London
Background Note: The British Airways London Eye is the
arid's largest observation wheel (135m high), It was
ouilt for the mi llenium celebrations in London, It is
ocated on t he so uth Bank of the River Thames, There
are 32 capsules, each holding up to 25 people. It offers
ird's eye views of London for over 25 miles in all
::.rections.
Expressions andphrases
as soon as possi ble
Do you t hink you could ", ?
hear of
on a tour
take a break
take a long ti me
teacher's notes 05
a. T b. F c. T d. T e. F f. T
The man mentions: the London Eye, 5t James's Park,
Westminster Abbey, 5t Paul' s Cathedral and (the tower
holding) Big Ben.
The man and the woman are on t he London Eye and
they can see all the other sights mentioned from there.
intonation S
• When t his activity is over, ask Ss some more questions.
e.g. Who was Sir Walter Raleigh and where is he buried?
Why did the woman want the man to take her picture
as soon as possible?
Why did she decide to take the photo herself in the
end?
Encourage 5s to try to guess the meaning of new
vocabulary.
DAim: to encourage Ss to relate the topic of the
dialogure to personal experience and
preferences
• Ask 5s the question and discuss it.
DAim: to check comprehension of specific
informat i on in the dia logue
• Ask Ss to read statements a-f.
• Ask 5s to uncover the dialogue so t hat t hey can read
and listen at the same time. Play the tape again.
• Ask Ss to underline words and expressions t hey are not
familiar with, but tell them not to worry about unknown
words at this stage.
• Give Ss time to work out the answers.
• Check Ss' answers and ask t hem to provide
justification .
sl ippery
tower
view (n)
hold
poet
sight
take a risk
take care of
take photos/pict ures
take sb's breat h away
take your time
would you mind ",?
certainly
dome
famil iar
Words
background
bell
bury
Vocabulary
,
Aim: to use visual informat ion to predict the content
of the dialogue
.\sk Ss to look at the pict ure and discuss the questions.
opt i ona l
'au may ask 5s a few more questions:
~ . g . What do you think the relationship between
these two people is?
What do you think they are talking about?
Aim: to present and practise intonation in expressions
used for making polite requests and responding
to them
• Play the tape and pause after each exchange.
• Ask Ss to repeat in pairs.
Aims: • to listen to the dialogue and check predi ctions
• to understand the gist of the dialogue
• .\sk Ss to cover the dialogue, look at the picture and
s:en carefu lly. Play t he tape . S
• Discuss answers.
Channel yourEnglish 18 32
The lace!it o Be
Lesson One (continued)
words and phrases
Collocations
Aim: to present and practise collocations with take
• Ask Ss to read t he collocat ions in t he box. Provide
explanat ions if necessar y.
Have Ss do t he exercise and check answers.
a. take a break
b. take care of
c. took our breath away
d. take part in
e. take your time
f. took a risk
g. took me a long time
h. take photos/pictures
grammar
oAim: to involve Ss in realising how defining rel ati ve
clauses are used through examples from the
dialogue
Read and explain the def initi on of Defining relative
clauses.
• Ask Ss to complete the table. Tell them to refer to the
dialogue.
• Elicit and check answers.
Who
e.g. He's the man who brought potatoes to the U.K.
Which
e.g. Big Ben is just the bell which is inside the tower...
That
e.g. You mean, the tower that holds Big Ben.
Where
e.g. Westminster Abbey is a church where lots of famous
people are buried...
• Read and explain the notes. If necessary, provide
futher examples or ask Ss to produce their own.
EJ Aim: to give Ss pract ice with defining relati ve
clauses.
• Have Ss do the acti vity.
• Check answers.
• if t ime is scarce, assign t he exercise for homework.
33 m Channel your English
1. There was a beautiful girl at the party whose brother
works at the bank on West St reet.
2. I was reading a book last night that/which was so
good I couldn't put it down.
3. I saw a man yesterday who/that looked exactly like
you.
4. The Browns bought a house where a famous poet
used to live.
5. Show me the book (which/that) you bought last week.
6. Ian gave a speech (which/that ) many people were
interested in.
oral practice
Aim: to pract ise the structures, functions and vocabulary
presented in the lesson in a pairwork act ivity
• Divide Ss into pairs.
• Ask Ss to go to page 106 and look at the prompts and
t he example.
• Have Ss do t he act ivity.
• Oxford Street is t he place which/that is f ull of
department stores.
• The Thames is the river which/that flows through
London.
• The Tower of London is the place where you can see
the Crown Jewels.
• Queen Victoria is the person who ruled England for 64
years.
• Madame Tussaud's is the place where you can see
wax models.
• Christopher Wren is t he person who bui lt St Paul's
Cat hedral.
Collocations
words and phrases
Look at the following collocations with take. Use them
to complete the sent ences a-h. You may need to
change the form of the verb.
take photos/pi ctures take a break
t ake a risk take a l ong time t ake care of
t ake part in t ake your t i me
take my breath aw ay
a. I' ve been w or ki ng so hard all day that I r eally
need to _
b. Who is goi ng to your cat whi le
you are on holiday?
c. The view from the mountain to p _
I was amazed!
d. How many peopl e are goi ng to _
that project ?
e. I won't need t his book back before the end of
next week, so you can _
f . He when he rode hi s motorbike
on t he slippery road.
g. In the morning it to get to
wor k becau se there's a l ot of traffic.
h. When I 'm on a tour, I always of
t he pl aces I visit to show my fami ly and friends.
grammar
DEFINING R E ~ T I V E
CLAUSES
NOTES: • The relat ive pronouns who, which and
that can be omitted when they refer to the obj ect of
t he verb.
e.g, The film (Which/that) we saw yesterday was very
boring.
• Preposit ions usually appear at the end of the
relat ive clause and the relative pronoun can be omitted.
e.g, The building (which/that) you are talking about is
not Big Ben.
• Def ining relative clauses are not separated f rom the
main clause by commas.
EJ Join the sentences using Who, Which, that, whose or
where. In some cases more than one answer is
possibl e. In which sent ences can the relative
pronoun be omitted?
a. There was a beautiful girl at the party. Her brother
works at the bank on West Street.
b. I was reading a book last night. It was so good I
couldn' t put it down.
c. i saw a man yesterday. He looked exactly like you.
d. The Browns bought a house. A famous poet used to
live t here.
oLook at t he dialogue and f ind examples of defining
relative clauses including that, who, which and
where. Then, comp lete the table with the missing
words and the examples you have found .
e. Show me t he book. You bought it last week.
f. Ian gave a speech. Many peopie were interested in it.
Defining Relative Clauses
Def ining relati ve clauses gi ve information which is
needed to understand the sentence,
refers to people.
oral practice
can be used instead of who/which.
refers to things, animals and ideas.
Work in pairs. Go to page 106, look at t he prompts and
discuss using who. which, that or where as in the examples.
How mucli do yOIl knowabout London?
e.g. A: I think Oxford Street is the place which...
B: I don't agree. I thi nk Oxford Street is the
plac e where...
refers to places.
is used to referto possessions.
Whe re
e.g. _
e.g. 71BWI wfowIo:£ei> rex[ to mire ,<: caledFmc/.
e.g. _
e.g. _
e.g. _
Channel your English 33
'"
. '."",
Lesson Two
reading
oDi scuss the following:
• Have you read any books
or seen any films about
wizards and wi tc hes?
• Did you like them?
WhyIWhy not?
EJ Read the para graph below and guess how Hogwarts School is different from
other schools. Then. read the text and check your answers.

Do the words Hoqwer t s, Quiddi t ch or Gryffindor mean anything to you? If
not , it' s time you read one of J.K. Rawling' s books abo ut t he amazing Harry
Pott er. Harry, who was brought up by his unl oving uncle and aunt,
discovers that he is a wi za rd on hi s 11 th birthday. He becomes a stude nt at
Hogwart s School of Witchcraft and Wiza rdry, where his adventu res begin.
JJogWar1:s 6chool is a castle at t he top of a
mountain. lt's hidden in a place where muggles
(non-wizards) cannot see it. The nearby forest .
where students aren't allowed t o go. is fuLL of
dangerous beasts.
The building itself is huge. It has many t owers
which reach high into the sky. Ii: also has hundreds
of rooms and secret passages. There are 142
s t aircases. some with diSappearing s t eps. and doors
t hat only open if you ask them politely The most
impressive room is the l\1ain JJaLL. Its enchant ed
ce1ung. which reflects the s ky. is a beautiful s ight
on a starry night.
JJogWar1:s is a boarding school and its
students are divided into four houses : R.avencLaw.
JJuffLepuff. 6lytherin and c:;ryffindor, each with their
own ghost. JJarry is in c:;ryffindor. The entrance to
the C:;ryffindor house is behind a painting of a fat
Lady in a pink dress. Of cours e. all the paintings at
JJogWar1:s moVe and speak and sometimes visit
people in ot her paintings. Once you whisper t he
password. t he fat ladyreveals the entrance to the
common room. This is a cosy round roomfull of
armchairs. in which s tudents meet and do their
homework. Fromt here. Two s taircases lead t o the
boys and girls dormitories.
1\10st s ubjects s uch as Potions and JJist ory
of l\1agic are taught in the classroomS. 60me
Lessons may take place outside. for example
broomstick flying. or maybe a Care of l\1agical
Creatures less on. which involves a dragon or a
unicorn. There are various after-school activities.
Like Ouidditch. This team game. which is played on
broomsticks and with four flying balls. takes place
at the Ouidditch 6i:adiumat JJogWar1:s.
As you can imagine. Life at JJogWarts is quite
exciting l1:"s definitely the perfect s etting for JJarry
Potters magical adventures.
EJ Read the text again and answer the following questions. Tick the correct picture a, b or c for each question.
1. Where is Hoqwart s school? 3. What do students do in the Gryffindor common room?
2. What can you see in the Mai n Hall ?
• • •
4 . What t akes pl ace at the Qui dditch Stadium?
Functions
Giving additional i nformat ion about peo pl e, t hings and
places
Describing places and buildings
Structures
teacher's notes 05
• Ask Ss to read the text agai n paragraph by
paragraph and ask them comprehension quest ions.
e.g. Can Hogwart School be easily seen by anyone?
How do the doors of the school buildi ng open?
Are subjects only taught in classrooms?
Explain any words Ss might not know.
Non-Def inlng Rel ati ve Clauses
Vocabulary
Words relatedto buildings
common room
cosy
dormitory
'Strong' adjectives
amazed
del ighted
exhausted
fascinati ng
Otherwordsand phrases
act ivity
advent ure
beast
bring up
broomstick
creature
definitely
disappear
discover
divide
enchanted
entrance
passage
staircase
furious
huge
perfect -
terrified
involve
lead
nearby
password
potion
reflect
star ry
unicorn
whisper (v)
witch
wizard
Hogwarts School is a castle at the top of a mountain.
It cannot be seen by non-wizards. The building is huge
and has many towers which reach high into the sky.
There are sta ircas es with disappearing ste ps and doors
th at only open if you ask them politel y.
The paintings at Hogwarts move and speak and
someti mes visit peopl e i n ot her paintings.
The subjects t aught are st range (e.g. Potions and Care
of Magical Creatures) and some of them take place
outside.
St udents play a funny tea m game which is played on
broomsti cks and with fl ying balls .
EJ Aim: to read for detail and understand specific
information
• Assign t his activity for homework.
1. b (Hogwarts School is a castle with many towers on
the top of a mountain.)
2. c (In the Main Hall, you can see the enchanted
ceili ng, which refl ects the sky.)
3. a (In the Gryffindor common room, students meet
and do their homework.)
4. b (A team game, which is played on broomsticks and
with four flying balls, takes place at the Quidditch
Stadium.)
reading
oAim: to introduce the topic of the reading text
through an or al act ivit y involving personal
experience and preferences
Explain the words wizard and witch and generate
discussion.
• Ask Ss t he quest ions .
EJ Aims: • to read for gist
• to make and check predictions
• Ask Ss to read t he paragraph.
• Guess how Hogwarts School is different from other
schools.
• Discuss Ss pred ict ions but don' t reveal wha t Hogwart s
School looks l ike.
• Ask Ss to read t hrough t he text 'A Magical Place
to Learn' and check their predictions.
optional post-reading activity
Ask Ss questions of per sonal response to t he t opic of
the read ing text.
e.g. What is your impression of Hogwarts School?
Do you think that students enjoy themselves
there?
Note: You don't need to ask detai ied questions at th is
stage as you will also ask some at the pre- Iistenlng
stage.
Channel your EngliSh TB 34
Lesson Two (continued)
words and phrases
Strong adjectives
The bui lding itself is huge (= very large in size).
It's def initely t he perfect setti ng for Harry Potter's
magical advent ures. (= ideal, the best of its kind)
listening S
a. My brother is going to Newcast le. where he is going
to meet our cousins.
b. Cherries. which are rare at this time of year, are my
favourite fruit.
Cherries, which are my favourite fruit, are rare at t his
time of year.
c. Shakespeare was born in St ratford-upon-Avon. which
is a small town near Birmingham.
d. My roommate. who is f rom India, can speak four
languages.
My roommate, who can speak four languages, is
from India.
e. Britney Spears, whose songs are great hits. is a
young pop star.
IIAlms: • to expand on the topic of the reading text
• to int roduce the topic of t he listen ing text
• Ask Ss the quest ions and generate discussion.
d. furious
e. exhausted
f. amazed
a. delighted
b. fascinating
c. terrified
EJ Aim: to practis e st rong adjectives
• Ask Ss to read sentences a-f.
• Have Ss do the activi ty.
• Check answers.
II Aim: to introdu ce the concept of strong adject ives
• Ask Ss to refer to the text and underline t he strong
adjectives huge and perfect.
• Discuss the meanings of these adjectives.
• Point out to Ss that we don't use very before 'st rong
adjectives' .
grammar
IIAim: to introduce non-defining relative clauses
• Ask Ss to read t he examples and complete the rules
about non-defining relati ve clauses.
• Elicit answers.
EJ Alms: • to make and check predictions
• to listen for gist
• Ask Ss to look at the pictures and make predictions.
• Play the tape.
• Have Ss do the exercise.
• Check answers and ask Ss to provide justificat ion.
Alnwick Castle, Gloucester Cathedral. Leavesden St udios
(Goat hland was not used for scenes in the Harry Potter
film)
by commas, who. which
EJ Aim: to pract ise non-def lnlng relative clauses
• Ask Ss to read t hrough the sentences and join them
using who, which or whose.
• Have Ss do t he exercise.
• Check answers.
• If time is scarce. assign the exercise for homework.
EJ Aim: to listen for specific information
• Ask Ss to read sentences a-e.
Explain any unknown words in the sentences.
• Play the tape again.
• Have Ss do t he exercise. Check answers and ask Ss to
provide j ust if icati on.
a. T b. F c. T d. T e. T
optional
You may ask Ss f urt her questi ons of personal response
to the listeni ng text.
e.g. How difficult do you think it ;s to shoot a film like
'Harry Potter and the Philosopher's Stone'?
ListeningTranscript (see page 121)
-
35 TBChannel your English
words and phrases
Strong adjectives
oFind the 'st rong' adjectives huge and perfect in the
text on page 34. What do they mean?
EJ Read the sentences a-f and use the adject ives in
the box to replace the words in bold type.
UNIT 05
b. Cherries are my favour ite fru it. They are rare at this
t ime of year.
c. Shakespeare was born in St ratford-upon-Avon. It is a
small town near Birmingham.
furious
amazed
ex ha usted
t errifi ed
delighted
fascinating
d. My roommat e is from India. He can speak four
languages.
Alnwick
Castl e
a. When Fay fou nd out she had passed t he exam.
she was very pleased.
b. The film we saw yeste rday was v ery interest ing.
c. When the fire broke out. most peopl e wer e
very scared .
d. The teacher was very angry when he saw me
cheat i ng.
e. After the l ong fli ght we were all v ery tired.
f. I was very surprised to get a present from Bob. '-
grammar
oRead the extracts from the text on page 34 and
complete the rules about Non-<Jefining relat ive clauses.
• Harry. who was brought up by his unloving uncle and
aunt. one day discovers that he is a wizard.
This is a cosy round room full of armchairs. in which
students meet and do their homework.
• Non-definingrelativeclausesgive extra information
and are always separated fromthe main clause
• In non-definingrelative clauses
, whoseand where are used in the
same wayas in defining relative clauses. but who and
which cannot be omitted or replaced by that.
• Prepositions usuallyappearat the beginning of non-defining
relative clauses and are foll owedby relative pronouns.
EJ Join the sentences using who. which. where or
whose. In some cases more than one answer is
possib le.
a. My brot her is going to Newcast le. He is going to meet
our cousins there.
e. Brit ney Spears is a young pop star. Her songs are
great hits.
listening S
EJ Discuss the following:
• Have you seen the fi lm Harry Potter and the
Philosopher's Stone?
• I f yes . what did you li ke abo ut i t ?
• I f not. woul d you like to see i t ? WhyIWhy not ?
EJ The pictures below show pl aces whi ch were used for
scenes in the Harry Pott er film. Tick the ones you
think were used for the scenes at Hogwarts School.
Then, list en to two teenagers talking about the film
and check your answers.
I j ---
B u sten again and decide whether the sent ences a-e
are True or False. Write T or F in the boxes.
a. Both Luke and Ellen have r ead the Harry
Potter book.
b. Luke saw some scenes from t he film on
the I nternet .
c. Luke has v isi ted Al nwi ck Cast le before.
d. Real st udents w ere used for the
classroom scenes .
e. Lu ke and Ellen are goi ng to w atc h t he
fil m l at er this eveni ng.
Channel yourEnglish 35
words and phrases
Collocations
I] Look at t he adject ives below which can be used to describe a person, a town and/ or a building. Decide if these
adjectives have a positi ve, negative or neut ral meaning. Write + for positi ve, - for negati ve and N for neutral in .
the last col umn.
... ...
attractive
./ ./ ./
loneiy
good-looki ng
./
deserted
plain
./ ./
cosy
ugly
./ ./ ./
luxurious
tall
./ ./
historic
high
./
ancient
chubby
./
unpleasant
weil-built
./
odd
lively
./ ./
famous
EJ Complete the text below by choosing t he best wor d a. b or c for each blank.
It's r eally st r ange how some peopl e choose to l i ve i n a pl ace t hat doesn't sui t their personali ty. Take my
aunt Emma. f or exa mple. She's a(n) (1) woman w i t h a sweet f ace and she's al ways
well-dr essed. She's so (2) that . despite her age. she st i ll plays t enni s with her fri ends
t wi ce a week . A few year s ago she sol d her huge (3) hou se in London and moved to a
(4) li t tl e cottage in a v i llage up north. The cottage i s OK. but the v i llage i s quite
(5) . w i t h ve r y narrow st re ets and dull ar chi te ct ur e. Actually, a l ot of the hou ses are
(6) because many people have moved t o the city. How ever, aunt Emma doesn't feel
(7) . She's got a few fri ends and feel s much happi er t ha n she did w he n she was in
Lon don .
1. a) attract ive b) pl ain c) ugly
2. a) chubby b) livel y c) t all
3. a) l uxur i ou s b) famous c) good-looki ng
4. a) w ell - bui l t b) hi gh c) cosy
5. a) pla in b) unpleasant c) anci ent
6. a) desert ed b) odd c) hi stori c
7. a) odd b) ugly c) l onel y
speaking
Work in pairs. Imagine that you are visit ing Hong Kong wit h a
friend. Each of you has got a map and information about three
interest ing pl aces to go to. Student A, t urn to page 107 and
Student B, turn to page l OB. Exchange information, discuss
and decide which places you are going to visit today and say
why. Use some of the expressi ons in the box.
36 Channel your t ogusn
I think we shoul d go... because.. .
Let's visi t . ..
Why don't we.. .?
What's specia Vinteresti ng about. .. ?
I t 's a pl ace where/ w hi ch ...
What can w e do a In.. . ?
teacher's notes 05
Vocabulary
i
Adjectivesdescribinga person, a townand/or a building
ancient famous lively
att ract ive good-looking luxurious
deserted historic odd
plai n
ugly
well-built
Other words andexpressions
alien come true
architect ure cottage
bite (n) dance t he night away
brochure dul l
check out encounter (n)
words and phrases
mIEJm
fi reworks
lifetime
magnif icent
meet up
narrow
personality
spectacular
terror
t heme park
DAim: to introduce adjectives used to describe peopl e, towns and/ or buildings and practise using them
• Ask Ss to look at the adjecti ves in the tables.
• Explain any unknown words Ss might have.
• Have Ss do the activi ty.
• Check answers.
att ract ive (+)
good-looking (+)
olai n (-)
ugly (-)
tal l (N),
high (+)
chubby (N),
well-built (+)
lively (+)
lonely (-)
deserted (-)
cosy (+)
luxurious (+)
historic (+)
ancient (N)
unpl easant (-)
odd (-)
famous (+)
EJ Aim: to practise using adj ecti ves describing people, towns and/or buildings
• Ask Ss to read t hrough t he text fi rst to get the gist.
• Explain any words Ss might not know.
• Have Ss do t he exercise and check answers.
1. a) 2. b) 3. a) 4. c) 5. b)
speaking
6. a) 7. c)
DAim: to exchange informat ion and make a decision
• Divide Ss into pairs.
• Ask Ss to look at the maps and information on pages 107 and 108 respect ively.
• Explain any words and/or expressions in the tables that Ss might not know.
• Have Ss do the act ivity.
Channel your English T8 36
Lesson Three (continued)
writing
oAim: to prepare 5s for t he writ ing task
• Ask 5s t he questions.
• Generate discussion.
EJ Aim: to identify purpose, audience and stylistic features of a brochure
• Ask 5s to read the extract.
• Ask 5s the questions and check answers.
• Explain any words 5s might not know.
• To advert ise a place
• The writer uses informal language to sound f riendly and add liveleness to the descripti on so as to make the place
sound more attractive and persuade t he reader to visit it. There is di rect address to t he reader.
EJ Aim: to practise identifying persuasive devices in a text
• Tell 5s to refer to the brochure.
• Give 5s an example of a phrase and an adjective used as persuasive devices in the brochure.
• Ask 5s to do t he rest of t he exercise.
• Check answers.
Phrases used to persuade the reader to visit the place:
where dreams come t rue, be prepared for the experience of a lifet ime, go for the ride of your life, what are you
waiting for?, you' ll be amazed by, watch out, j oin us and let t he fun begin
Adjectives used to make the place sound more attractive:
magical , magnifi cent , wonderful , fantastic, spectacular, amazed, wonderful
4 Writing task
Aim: to give 5s practice writing a brochure
• Ask 5s to read the information and the expressions given.
• Explain any words/ expressions that Ss might not know.
• Read and explain t he ti p.
• Assign t he writi ng task for homework.
37 T8 Channel your English
UNIT 05
writ ing
Discuss the following:
o What i s t he most i mpressi ve pl ace you hav e
eve r vis ited?
o What was special about i t ?
EJ Read the following ext ract from a brochure about
the famous theme park Walt Disney World in
Florida , USAand answer the questions below,
o What 's the purpose of t he brochure?
o Does t he writer use formal or informal language?
Why?


YOUTH
._ _ -'- _
I.
cafe.corn (Top Floor)
I
Snack bar
Internet
Jukebox
Gym (First Floor)
I
Aerobics classes
I
Sports
Competitions
-
----
111
Main hall (Ground Floor)
I
Theatre performances
Disco
Exhibiti ons
..
4 Writing task
sur f the Net
have a game of
take part i n a play/competitio n
meet up with fri ends
dance t he night aw ay
get fi t
check out
listen t o t he l at est hits
..L.,·D When 'IOU write a brochure (or a place:
r 0 Focus on the positive aspects o( the place
onllJ and trlJ to persuade the reader to visit
it.
o Re(er to the reader in a (riendllJ walJ. Use the
imperative and the pronoun 'IJOU' to address the reader
directllJ,
• Use a varietlJ of adjectives to make lJour brochuf!.-..-- I
more (icte(lJ and catch the reader s attention.
• Don't include unimportant details.
Look at the plan of a local youth centre and write a text
which will be used for a brochu re, Expand on the
information given and use some of the expressions
suggested, Your text should be between 120 and 150
words.
EJ Read the brochure again. Underline all t he phrases
used to persuade the reader to vi sit the place and
circl e the adjectives used to make it sound more
attractive,
<;}j; cv yowuianl/ to.
viswa,plare wAet0
d!wams' wnW> lwe-?
Scv. wl'zayat0 'jOlf/
iuailinq: 10:1I? cgllle'll
tile- maqicai: WMU
of CVtlalY ({fj;i5IWY
all,," e.e- (z,wpated. 0'11
tl'ze-lWfWl iellCi'/ of a'
{ifeu11Ie-.
V Take a 1('f,t1k dm01.' _Alain Street,.whrrp:"0 11. ( fIl l
e Cinderella $ mngllij lreuf castle or have JOw
;clllre taken with )'ollr!avollrite Disney rhame/a.
'ttl 'J1" rr are 101.1 of
. o nderfu! rules 10 go Oil .
Why 11 01 take a Irill 10 Nn wr
Ln;,,!? Ride all Calliaill
Hook's shill alldflJ 10 Prier
Pall's world, Or gof or the
ride of .1'0111' lilr all the ., r
ExlraTEHHOHrslriol Al ien Encounter. It atch 0111 -
"Oll ll e1. lfr know Hlha! is hiding i ll the dark .
'ttl If yOIl 'rr h llllg l)' , II )' ourlas! f ood rrslllImll/ls f
o
:'
a qllick bite. Bill if.1'011 walll SO/ll d /ll l1g slw(lol, check
0 111 Che] Mickri s Restnu rant . wherr Jail ((I II gel
close to WHIr IJislU'J! rif llds, iohil« fllJOJ111g a
[autustu: mea! IhrJ '"r cooked IIl
l
for .1'011.
" Il'hm lIigltl fall.l, 1I'alch the skJ
lighl IIll wilh .1/)fClaClllor ji re1l'0rks
abov« Falllll.\ylolld. You 'll be
a/lloZl'd b,' the 1I'0Il dnf"
I I'
orld of
colour. And that's 11 0/ all...
So, joi ll li S ami let the[un brgitl!
Channel your English 37
Lesson One
presentation
oDiscuss the following:
• Do you know of any enda ngered species?
• Why are t hey in da nger?
EJ Listen to an Australian guide talking with • •
two tourists, Which anima ls do they mention?
Which of them is an endangered species?
DRead the dialogue and the statements a-<l
and decide whet her the s peaker Is serious
or ironic. Write S for seri ous or I for ironic in
the boxes.
a . "If you can't keep up wit h us, we' ll
carry you on our backs."
b. "A few boiled leaves, a possum
maybe and bugs of course."
c. "I f you were stuck out here on your own,
you' d have to surv ive somehow. "
d. "That 's why we have to ca tch one be fore
t hey di e out. "
e. "[ ca me on this walk to learn about
Tasmanian wildlife, not to dest roy it. "
Wayne
Rick
Wayne
Rick
Wayne
Rick
Wayne
Rick
Wayne
Martina
Listen up, everyone. That 's the hill I was
telling you about earlier.
Excuse me. Which hill?
Ah. you must be the two new bush-walkers,
Martina and Dick, right?
It' s Ri ck, actually.
Ri ght, to reach the hill we' ll need to walk
through a difficult part of the Tasmanian
bush. It can get wild out there, so if you come
across a crocodile, run!
How long will the walk take?
All day. But don' t worry, Dick, if you can't
keep up with us, we' ll carry you on our backs.
OK. It' s j ust that we haven't brought any food
with us. What are we going to eat?
No worries, mat e. The bush will provide all
we need.
What does that mean, exactly?
Wayne
Martina
Wayne
Martina
Wayne
Rick
Wayne
Rick
Wayne
Rick
You know, a few boiled leaves, a possum
maybe and some bugs of course.
We' re going to eat insects? Yuki
Let ' s face it. If you were stuck out here on
your own, you'd have to survive somehow.
[ suppose so.
[f we're rea lly lucky, we may catch a
Tasmani an devil. There's a treat! Mmmm.
I thought they were an endangered species.
Exactly. That' s why we have to catch one
before they die out.
I don't think you should make fun of thi s
issue. These animals are almost extinct.
I came on thi s walk to learn about Tasmanian
wildlife, not to destroy it. So, can we get a
move on please?
Calm down, Dick. I'm just pulling your leg.
My name is Rick, mate!
D Discuss the following:
• Would you like to
walk through t he
Tas manian bus h?
Why/Why not ?
• What can be done to
protect enda nge red
s pecies?
38 Channel your English
intonation
The following sentences refer to conditions. Li sten and repeat them,
If you come across a crocodile , run !
If you ca n't keep up with us, we' ll carry you on our backs .
If we' re reall y lucky, we may catch a Tasmanian devil.
If you were stuck out here on your own, you'd ha ve to survive somehow.
teacher's notes 06
Functions
e.S c. S d.1 a. I b.1
• When this activity is over, ask some Ss more quest ions.
e.g. What do the bush-walkers have to do in order to
reach the hill?
If they were stuck out in the bush, how would they
feed themselves?
Explain any words and/ or phrases Ss might not know.
• Ask Ss to read st atements a-e.
• Ask Ss to uncover t he dialogue so t hat t hey can read
and listen at the same ti me. Play the tape agai n.
• Ask Ss to underline words and expressions they are not
fami liar with, but tell the m not to worry about unknown
words at this stage.
• Give Ss ti me to work out the answers individually or in
pai rs.
• Check Ss' answers and ask them to provide
justification.
EJ Aims: • to listen to the dialogue and relate it to the
previous discussion
• to understand the gist of the dialogue
• Ask Ss to cover the dial ogue, look at the picture and
listen caref ully. Play t he tape . S
• Discuss answers.
EJ Aim: to int erpret t he speakers' tone
somehow
suppose
survive
t here's a treat
What on earth...?
Yuki
die out keep up with
Phrasal verbs
calm down come across
Conversati onal English
get a move on
let's face it
no worries
pull someone's leg
Vocabulary
Other wordsandphrases
boiI endangered species
bug extinct
bush guide (n)
bush-wai ker in danger
dest roy possum
Talking about possi bilit ies and fut ure or imagi nary
situat ions
Referring to conditions
presentation
.l.im: to present vocabulary, structures and functions in
t he cont ext of a dial ogue between an Australian
gui de and two tourists
Background Note: Tasmania, t he smallest Aust ralian
state, is a mounta inous island in the sout heast corner
of Aust ral ia. Some of it is so wild that it has never
been fully explored.
The Tasmanian Devil, a carnivorous and scavenging
marcupial that looks like a small bear, now lives onl y
in Tasmani a. It is very strong for its size, wit h large,
sharp teeth.
DAim: to introduce one of the topics of the dialogue
• Ask Ss to read through the questi ons.
• Explain the phrase endangered species (= animals that
may soon no longer exist ). Also, poi nt out to Ss that the
noun species has t he same form in both the singular and
plural.
• Generate discussion.
DAim: to encourage Ss to relate the topic of the
di alogue to personal opinion and preferences
• Ask Ss to look at the questi ons and discuss t hem.
optional
If there is t ime, you may ask Ss more questions.
e.g, Have you ever taken part in a guided tour? How did
you like it?
What was your impression of the gUide?
intonat ion S
Aim: to present and practi se intonation in condit ional
sentences
• Play t he t ape and pause after each sentence.
• Ask Ss to repeat the sentences.
Channel your EnglishT8 38
Lesson One (continued)
words and phrases
• Read out and explain t he notes concerning the uses of
zero conditional and unl ess. If necessary, provide Ss wit h
further examples or ask them to make their own.
Aim: to match the examples of conversat ional
English in the di alogue with their meanings
• Ask Ss to do the act ivity.
• Check answers.
EJ Aim: to practise the uses of Condit ional Sentences
Types 1 and 2
• Have Ss do the exercise individual ly.
• Check answers.
• If ti me is scarce, assign t he exercise for homework.
8 . no worries
b. Yuki
c. let 's face it
d. get a move on
e. I'm j ust pulling your leg
2 Phrasal verbs
Aim: to match the phrasal verbs in the dialogue with
their meanings
• Ask Ss to do the activity.
• Check answers.
a. If I had t ime, I would/ could go to t he concert
tonight.
b. You may get wet if you don't take an umbrella with
you. (Point out to Ss that the order of the two clauses
can be reversed in a conditi onal sentence).
c. If Susan studied hard, she would pass the
exam.
d. He could take a taxi if he had enough money wit h
him.
e. Unless Dad agrees, we can't have a part y.
IIAims: • to present the uses of Condi t ional Sentences
Type 1 and 2
• to eli cit the st ruct ure of Condit ional
Sentences Types 1 and 2
• Ask Ss to refer to t he dialogue and under line all the
condit ional sentences in it.
• Ask Ss to read through t he table and ensure that they
understand the terms used. If necessary, provide
explanat ions.
• Have Ss complete t he t able.
• Check answers.
suggested answers
If there is no water in the pond, t he penguins can't swim
or dive.
If they don't give the iion any food, it wil l die.
If I were the zoo-keeper, I would fil l t he pond wit h water /
give t he lion more food / find a bigger cage for t he
elephant / build a higher wall for the bears / clean up
the rubbish.
Aim: to pract ise the st ruct ures, functions and vocabulary
presented in this lesson in the cont ext of a dialogue
• Divide Ss into pairs and tell t hem to look at the pict ure.
• Point out to Ss that they should use Conditional
Sentences Types 1 and 2.
• Have Ss do the activity.
oral practice
c. die out
d. calm down
a. come across
b. keep up with
grammar
Conditional Sentences Type 1
<
will / mustjshould/ can/ may+baseform
If + Present Simple . .
Imperative
e.g, If Rick and Martina see a crocodile, they will run.
Conditional Sentences Type 2
If + Past Simple -+ would could, might + base form
e.g. If Rick and Martina were st uck in the Tasmanian
bush on their own, they would have to survive somehow.
39 TB Channel your English
Conditional Sentences Type 2
Conditional sentences Type 1
2 Phrasal verbs
He could _
e. We can't have a party if Dad doesn't agree.
Unless _
Rewrite the following sent ences starti ng with the
words given. All the new sent ences must be
Condition al Sentences Type 1 or Type 2.
a. I haven't got time, so I won't go to the concert tonight.
If I had _
If Susan _
d. He hasn't got enough money wit h him. so he can't
take a taxi.
Work in pairs. Imagine that you visited Sadstate Zoo last
week and you were shocked by the condition that the
zoo was in. look at the picture and discuss the problems
the zoo has. Use Conditional Sent ences Types 1 and 2
like t his:
If there is no wat er in the pond....
If I were the zoo-keeper....
b. Take an umbrella wit h you because you may get wet.
You may get wet if _
c. Susan doesn't st udy hard. so she won't pass the
exam.
oral practice
, could.
<X>NDmONAL SENTENCES
TYPE 1AND 2)
If +
<
/ must/should/ can/may+baseform
Ii + Present Simple
imperative
e.g. If Rick and Marti na see a crocodile, they will run.
They express somet hi ng t hat is imaginary or unlikely
to happen in t he present or f utur e.
They express somet hing t hat is possible to happen in
the present or f ut ure.
1 Conversational English
NOTES: • The Zero Condit ionai (If +Present
Simple ..... Present Simple) is used for general t ruths.
e.g. If wat er freezes. it turns into ice.
• Unless is used instead of if... not...
e.g. I won't go to the party unl ess you come (=if you
don 't come) with me.
might + base form
e.g. If Rick and Martina were stuck in the Tasmanian
bush on their own, theywould have tosurvive somehow.
Find four phrasal verbs in the dialogue and match them
with t he meanings given.
a. fi nd by cha nce
b. move at the same pac e as
c. become extinct
d. stop being angry
Find fi ve examples of conversat ional English in the
dialogue and match them with the meanings given.
a. t hat's not a problem
b. How disgusti ng !
c. we must accept it
d. hurry up
e. I' m only kidding
grammar
words and phrases
EJ Underlin e all the conditional sentences in the
dialogue and then compl ete the tabl e below.
Channel your English 39
reading
DDiscuss the following:
Do you t hink the env ironment is in danger nowadays? If so, what are the most serious problems?
EJRead the extracts below and mat ch the ones on the left with those numbered 1-5 to form five paragraphs, ea ch
of which is about an environmental issue. Then, match the five paragraphs with the pictures a-e.
EJ
D
GLOBAL WARMING
Changes in t he eart h's climat e have been
taking place ever since life first appe ared.
It's a fact that our plane t is becoming hott er
and hott er.
POLLUTION
Pollution has been around for a long time. The
frightening thing is the rate at which it is
increasing. Car fumes pollute the air that we
breathe, especially in the city. Factories not only
pollut e the atmosphere, but they also affect the
water in the world' s lakes, rivers and seas.
ACID RAIN
Tr ees and animals all over t he wo rld are
dying because of aci d rain. Beli eve it or not,
acid rain is man- made . Cars and factories
produce a lot of dangerous gases whi ch
enter t he at mos phere .
Polluted water can kill
animals and cause
di seases, while t he
pollut ion of the soil from
chemica ls can seriously
affect wildlife .
Since t he 1970s t he
destr uction in this area
has increased
dramat ically. Trees have
been replace d by farms,
buildings and roads .
Peopl e have realised this
and have come up wit h
alt ernative sources of
ene rgy. such as nuclear
power, wind and water
power and solar energy. EJ
Th ere, t hey mi x wit h
water. When this mi xture
fall s back to t he ground,
it harms not only people
and wi ldlife, but also
buildings.
This is because pollution
traps too much heat in t he
atmosphere. As a result of
this, the air becomes drier,
the ice at the poles melts
and sea levels rise.
.......- 0
RAINFORESTS
ENERGY SOURCES
Almost half of the wo rl d's remaining
tropical rainforests are in South America.
They cover an area of eight million square
kilometres and are home to over one
mi llion species of wildlife.
95 % of the Earth's energy comes from oil:
ga s and coal. These are kno wn as 'fossil
fuel s' , but they are not going to last forever.
EJRead t he text again and complet e the sentences below with words from the text.
a . t emperat ure is increas ing rapidly.
b. Buildings are dest royed by _
c. Fact ori es and cars are the main ca use of _
d. South America is covered by _
e . One day, won't exist anymore.
f. mi x wit h water and acid ra in is for med.
40 Channel your English
teacher's notes 06
Vocabulary
Vocabulary relatedto environmental issues
acid rain ground (n) rainfall
at mosphere harm (v) rainforest
chemicals heat (n) soi l
cli mate indust ry solar
coal melt source
dest ruct ion nuclear temperature
fossil fuels pole wildlife
gas pollute
global warming pollution
Note: Do not explain any unknown words at this stage.
Global Warming -> 4 -> c (cli mate-air, at mosphere,
hotter and hot ter-heat)
Poll ution: 1 -> e -> (affect the water in the world's
lakes, rivers and seas-polluted
water)
Acid Rain -> 5 -> d (enter the atmoshe re-there,
falls back to the ground)
Rainforests -> 2 -> a (rainforests-trees)
Energy Sources -> 3 -> b (energy al ternative sources
of energy... solar energy)
• Ask Ss to read through the extracts again. Ask t hem
comprehension questions.
e.g. What is global warming all about?
What are the two main causes of poll ution?
Who is mainly responsible for acid rain?
Where are rai nforests found today?
What are some alternati ve sources of energy?
Explain unknown words.
lEI Aim: to read for det ail and understand specific
information
• Assign t his acti vity for homework.
mixture
rate
remaining (adj .)
replace
rise
trap (v)
Otherwords andphrases
affect disease
alternative dramatically
be around factory
because of increase (v)
breat he last (v)
come up wit h man-made
reading
DAim: to introduce t he topic of the readi ng text
through an oral act ivity invol ving personal
experience and opinion
• Ask Ss t he questi ons.
• Generate discussion.
a. The Eart h' s
b. aci d rain
c. pollut ion
d. rainforests
e. fossil fuels
f. Dangerous gases
EJ Alms: • to underst and text organi satio n t hrough
reordering jumbled texts
• to t ransfer from verbal to visual information
• Ensure that Ss understand the meanings of t he five
eadings.
• Ask Ss to read the first extract (global warming) and
extract 4 and point out the key words and phrases.
• Ask Ss to read through the remaining extracts and do
the matching.
• Point out to Ss that they should look out for key words
and phrases or similar ideas expressed in the extracts.
• Check answers.
• Then, ask Ss to match the fi ve paragraphs wit h the
oict ures a-e.
• Check answers.
optional post-reading activity
Ask Ss quest ions of personal response related to the
topic of t he readi ng text.
e.g How do you feel about the environment?
Haveyou heard of any other environmental
problems?
Note: You do not need to ask detail ed questions at this
stage as you will also ask some at t he pre-listening
stage.
Channel your English T8 40
Lesson Two (continued)
words and phrases
Prepositional phrases
Aim: to pract ise using prepositi onal phrases
• Ask Ss to read through t he preposit ional phrases.
Explain any unknown words if necessary.
• Have Ss do the exercise.
• Check answers.
a. at t he back of
b. in the mountains
c. in t he air
d. in the sea
e. on the beach
grammar
EJ Aim: to revise the uses of t he art icles the and a/an
• Refer to the text. Ask Ss to give some examples of
nouns preceded by the and a(n) and of nouns wit hout
art icles. Compare and cont rast them .
• Ask ss the question.
• Eli cit answers.
Because we refer to these nouns in t hei r general sense.
EJ Aim: to practise the correct use of art icles
• Read and explain the rules.
• Clarify any questi ons Ss might have about t he correct
use of arti cles.
• Ask Ss to read t hrough the paragraph first to get a
general idea of what it is about.
• Have Ss do t he exercise.
• Check answers.
1. a
2. a
3.
4.
5. - / a
6. t he
7. t he
8. the / a
9. a
10. t he
41 TBChannel your English
listening S
EJ Aims: • to expand on t he topic of the reading text
• to present the topic of the list ening text
• Refer Ss to t he readi ng text.
• Ask Ss the question and generate discussion.
EJ Aim: to listen for gist
• Ask Ss to read the quest ion and the three options.
• Play t he tape.
• Ask Ss to do t he exercise. Check answers and ask ss
to provide justificatio n.
b (I' m not saying there are no problems, but they are
not as serious as some environmentalists will have
you bel ieve)
EJ Aim: to listen for specif ic information
• Ask Ss to read the questions and the options.
• Explain any unknown words if necessary.
• Play the tape again.
• Ask to Ss do the exercise. Check answers and ask Ss
to provide j ust if ication.
1. b (because we'll be using more of the al ternative
sources of energy, like the sun, wind and sea)
2. c (i t will fall once fossil fuels are replaced)
3. c (human health could also improve from this cli mate
change)
optional post-listening activity
You may ask Ss furt her questi ons of personal response
to the list ening text.
e.g. Do you agree with Carl's point of view concerning
environmenta l issues? Why / Why not?
ListeningTranscrlpl (see page 122)
UNIT 0 6
words and phrases
Prepositional phrases
If you want to be (1) celebrity reporter,
you will need (2) degree in
(3) Journal ism and Communicat ions.
Look at the prepositi onal phrases bel ow and use the
most suitable ones to complete the sent ences a-e.
in t he sea
in t he ai r/ sky/at mosphere
in the ci t y/country
in the mountains
at the back of
at the t op!bottom of
on an i sland
on t he beach/coast
However, more import ant t han that is having (4) _
good contacts and (5) love for
(6) j ob and (7) _
risks which are involved. You may start writ ing for
(8) school newspaper and remember
that you must always have (9) _
portfolio of (10) work you have
publ ished.
EJ Read the rul es below and then complete the
paragraph wit h th e, al n) or-.
[J Look back at the text on page 40. Underline t he
nouns and ci rcle the articles the and al n) in it. Why Is
t here no ar ticle before some of the nouns?
a. John always si ts t he
classroom.
b. Jack and Jill went on a ski i ng holiday
listening S
~ . ~ ' , ' "
EJ You will hear an interview wi th Carl Olsen, an
environmental special ist. Listen and answer the
following quest ion. Choose a, b or c.
How does Carl f eel about the envi ronment?
a. The envi ro nment i s ch angi ng because of global
warming.
b. It i sn't necessar y to worry about t he
environment too much .
c. The envi ro nment i s not in danger at al l.
DListen to the intervi ew again and answer the
foll owi ng questions. Choose a, b or c.
[J Put the environmental problems presented on page
40 in order of importance. What is t he least serious
probl em in your opinion? Why?
ARTICLES
• The indefinite article a(n) is used before singular
countable nouns whenwe refer tothem intheir general
sense or mentionthemforthe first time.
e.g. A pilot flies an aeroplane.
I got a letter yesterday.
c. Tony ki cked t he ball high _
d. We went swi mmi ng ever y day.
e. At mi dday t he sand _
burns yo ur f eet.
grammar
No article isused before uncountable nouns (concrete
and abstract) and plural countable nouns when we refer
to them in their general sense.
e.g. Money can't bUy love.
Books can keep you company on a lonely trip.
1. What does Carl think about fossi l fu el s?
a. They will disappear very soon.
b. Nat ural sources of ener gy ar e re pl aci ng t hem .
c. Peopl e don't use them anymore.
• Thedefinite article the is used before countable and
uncountable nouns when we refer to:
- unique things, e.g. The sun heats the earth.
- nouns in their specific sense, e.g. The snowwas one
met re deep.
- nouns that have already been mentioned. e.g. I got a
letter yesterday. The letter was from an old friend.
- nouns t hat are defined.
e.g. The parrots in this cage are very beaut iful.
The house which is next to ours is 300 years old.
2. What does Carl say about global warming?
a. There w ill be ser io us floods in many countr ies.
b. I t is gett ing worse becau se of ri sing t emperatures.
c. I t won't be a prob lem when fossil fu el s are n' t
used any more.
3. How wi ll life on Earth change accor di ng to
Car l ?
a. More people wi ll die becau se of t he heat .
b. Nature will be l ess green .
c. Peopl e wi ll be heal t hier.
Channel your English 41
words and phrases
Word building
A lot of nouns are formed by addi ng a suff ix, such as -ance, ·ion, -ation or -ment. to a verb.
oForm nouns using t he verbs in the box a nd a suitabl e s uffix to complete the tab le.
jns-trre"
announce
attract
educ at e
----"cr-
appear
collect
entertain
.-relax-
ar range
dir e ct
excite
d evelop
inform
invit e
pe rform
Verb + -ance
irt£urance
Verb + -l on
ac tion
Verb + -atlon
relaxatio n
Verb +-ment
dev elopment
EJ Complet e the sente nces with t he corre ct form of some of t he nouns in the tabl e above.
a. The headmaste r put up an on the noti ce board.
b. If you have a ny questions, go to th e des k.
c. She has a magnifi cent of porce la in doll s.
d. Have you mad e a ny for t he t rip yet ?
e. So me ba s ic is ne ce ssa ry if yo u want to ge t a j ob.
f. He r im pressi ve makes me t hink t hat she 's a mode l.
g. If you get lost , yo u can always ask for _
h. There was a lot of among t he st udents when t hey heard about t he excurs ion.
speaking
O work in pa irs. Look at the Internet advertisements for
holidays, compare t he holidays a nd decide which of
the two you would prefer to go on.

-;: - " - ,2 e 'Ii
f _ 1
• Come face to face with Africa's wildlife.
• Explore the Kenyan bush and learn about
endangered species.
• Spend nights camping out in the bush
and experience breathtaking sunsets.

EJ Now, discuss a nd decide which of the ite ms below you would/wouldn't ta ke on the t rip and why. You ca n use
some of the phrases in t he box.
camera
sleepi ng bag
di a ry
po rtable TV
sunglasse s
fir st a id kit
42 Channel your English
boot s
mobile phone
sunblock
ski jacket
laptop
book
If we go on .... we must/s hould.. .
Why do n't we... ?
It would be a good idea to .. .
A would come in handy.
A is usele ss for.. .
teacher's notes 06
Vocabulary
Nouns deriving fromverb roots
act ion collection
announcement development
appearance di recti on
att ract ion educat ion
other words andphrases
breat htaking first aid kit
coach glacier
come in handy lap top
drop someone off nature reserve
excursion opportunity
words and phrases
Word building
entert ainment
excitement
informat ion
insurance
porcelain
port able
rubbish
sanctuary
sightseeing
invitation
performance
relaxation
sunblock
useless
woods
oAim: to introduce and practise noun formation
• Read and explai n the int roductory comment as well as the examples provided.
• Ensure that Ss understand the procedure.
• If necessary, provide Ss with furt her examples.
• Have Ss do the act ivity and check answers.
Verb + -ance
insurance
appearance
performance
Verb + -Ion
action
attraction
education
col lect ion
directi on
Verb + -ati on
relaxation
information
invitation
Verb + -ment
development
announcement
entertainment
arrangement
excitement
EJ Aim: to practi se using nouns in context
• Have Ss do the acti vity and check answers.
• Explain any unknown words if necessary.
a. announcement
b. informat ion
c. collect ion
d. arrangements
speaking
e. educat ion
f . appearance
g. directi ons
h. excitement
oAims: • to comp are and contr ast two holiday options
• to practi se decision maki ng based on personal preferences
• Divide Ss into pairs.
• Ask Ss to look at t he Internet advertisements.
• Explain any words in t he advertisements that Ss might not know.
• Have Ss do t he activity.
EJ Aim: to give s s practice wit h prior iti sing
• Ask 5s to look at the pict ure as well as the boxes wit h the words and the phrases.
• Explain any words and/or phrases in t he boxes t hat Ss might not know.
• Have Ss do t he activity.
Channel your English T8 42
Lesson Three (continued)
writing
IIAims: • to relate environmental problems to personal experience
• to prepare Ss for the writing t ask
• Ask Ss t he questions and generate discussion.
EJ Aim: to identify the purpose and audience of the text
• Ask Ss to read the text and answer the quest ions.
• Check answers.
Explain any words Ss might not know.
a. It was written for the students of St Pat rick's School t aki ng part in an excursion.
b. To give st udents informatio n about the excursion.
DAim: to identify the main ideas of the text
• Refer Ss to the text.
• Have Ss do t he act ivity.
Elicit and check answers.
We'll be meeting outside the school at 9 a.m. ~ information about t he meeting place and t ime
The woods can be very cold and muddy in the winter ~ information about t he weather condit ions
Wewill give everyone... at the end of the day ~ information about what they should do wit h the rubbish they collect
...we will spend the whole day there ~ informat ion about the durat ion of the excursion so that students can arrange
for food
The excursion will finish at around 4 p.m.~ information about the time of arrival
The coaches will drop you off at school again ~ information about t he place of arrival and' the means of t ransport
used to get there.
aAim: to present and practise words/phrases used for listing points
• Ask Ss t he quest ions.
• Elicit answers.
Dear st udents,
First ly, we will be meeting ...
Secondly, don't forget to wear ...
We wil l, also, give everyone a plast ic bag ...
What's more, bring a packed lunch ...
Finally, t he excursion will f inish ...
Aim: to give Ss practice writing a letter giving information
Read t he brochur e, the extract from t he lett er and provide explanat ions if necessary.
• Read and explai n the t ip.
• Point out to Ss t hat it is important to write their letters according to the tip provided.
• Assign t he writ ing t ask for homework.
43 TB Channel your English
---I
UNIT 06
writing
[J Discuss the following:
• What env ironmental problems are there in the
area where you live?
• What have you do ne or can you do about t hem?
DSuppose that the text which you read had to be
written In the form of a lett er to the students . What
would the beginning of the letter be like? Where
would you put the words and phrases below to list
the informat ion given?
also firstly secondly finally what's more
5 Writing task
• over 1-4l:Jears oLcl
• S L<""clal:J 1-7t"
'* Help out
'* Take part in ecycling progra mm
vis it blre!
sa V\.Ct L< arl:J '
olea"" aL'\.cl
f eee! sea
blrcls
Do bit:
for t:he environment:!
!-towever, I WOL<Lcl Llk.e SOVl<.e VloLDre """forVl<. at lo"".
!-towoLcl cl o , t o be to t ak.e part l"" Cjree""
Dal:J ? W lLL eve""t t ak.e pLa ce at week. e""cl
becaL<se I ca",,'t COVl<. e clL<rl""g week.? cl o
l:JOL< Vl<.ea"" bl:J reserve? WlLLI "'-tecl t o
brl""0 to be recl:Jolecl ?
PLease, Let Vl<. e k."'-Ow a boL<t as
SOD"" as possl bLe.
When lj UU write a tetter '1;tlin9 information:
• Cover all the points made in the notes and ortJanise
them in a efear, (olj;ca( order.
• Use words/phrases to refer to the information (e.lj. as
for) and to list points (e.lj. firstly, another thinlj...J,
• Don't forljet to use set phrases at the beljinninlj (e.Ij, I
I'll be Ijlad to you information about... ) _
and the end of your letter (e.Ij, If you need
anlJ more information,...),
Imagine that you are one of the organisers of 'Green
Day'. You have received a letter from a teenager who
has seen the adve rtiseme nt below and would like some
extra information. Read part of his/her lett er and the
notes you have made. Then, write a letter to the
teenager giving the necessary information.
CLEAN
SHIPTON
WOODS .
The studen ts of St Patri ck 's College
taki ng part i n the excursi on nex t Sunday
shoul d note th e following:
• We'll be meeting outside t he college at
9 a .m. Coaches will t ake you to Shipton
Woods .
• Don't forget to wear warm clothes and
boot s. as t he woods ca n be very cold and
muddy in winter.
• We will give everyone a pl asti c bag to put
all t he rubbish in and we will collec t t hem
at t he end of t he day.
• As for food, br ing a packed lunch. because
we will spend the who le day there . But
remember. don't leave any r ubbish behind!
• The excursion will fini sh at around 4 p.m.
The coaches will drop you off at t he college

...... ' '\ )\ -, \ ,.)\ , ,
EJ Read the text again and underline all the phrases
giving information about the excursion. What kind
of Information is given?
EJ Read the text and answer the questions below.
• Who was t he text written for?
• What is t he purpose of t he text?
Channel your English 43
Revision 4-&
reading
Read the text and answer the quest ions 1-4. Choose a. b or c.
E
aster Isl and is one of t he world's most famous
places. However. it is also one of the loneliest.
Easter Island is a small i sland in the Pacific Ocean.
4000 kilometres off the coast of South America and
around 2000 kilometres from the nearest isl and. It can
only be reached by plane. as it has no harbour. Most of
the coast line consists of cliffs and there are some ext inct
volcanoes. As the isl and is covered in grass. most of its
inhabitant s are sheep farmer s.
Besides its unique geographical location. Easter Island
also has an extraordinary history. It was discovered by a
Dutch explorer. Jakob Rogeveen in 1722 on Easter
Sunday. Some fifty years later . Captain James Cook came
to the island during his second Pacific voyage of
discovery. To his surprise. he found between 600 and
700 men and only 30 women living on the island. Legend
has itthat the women and children were captured and'
eatenduring a war in 1680 between the two tribes living
on theIsland, The populat ion decreased even more in
1862. when about one third of t he island's inhabit ant s
were taken to Peru to work as slaves. Only fifteen of them
44 Channel your English
managed to ret urn home alive. However. they brought
back diseases with them. which killed most of the rest of
the inhabitants.
Because of these tragic decreases in population. it is
difficult to t race where the islanders originally came from.
There are no written records of the island's history and
with the death of its inhabit ant s the oral tr adit ion faded
away. There are two major theories regarding the
isl anders' origins. The fi rst is that they were Polynesian.
while the second suggests that they came from South
America. Whoever t hey were. one thi ng is certain. They
have constructed the most famous stone statues in the
world.
These statues are figures of men showing only t he
upper body. According to archaeologists . they were made
of volcanic rock and were built some t ime between 1000
and 1600 AD. They were first carved lying down and then
lifted into the posit ions where t hey stand today. There are
approximately six hundred of"them and experts bel ieve
that t hey represent men who belonged to the ruli ng tri be
of the island. These men were worshi pped like gods after
their death. The statues have long ears and wear a red
stone hat. which probably represents the red hair most of
the islanders had. The exact reason why the st atues were
built remains a mystery.
There are so many unanswered questions concerning
Easter Island. its histo ry and its inhabitants. This is
probably what makes it a truly fascinating place.
I . What makes East er I sl and special?
a. its l andscape
b. its great di stance from any l and
c. its name
2. Why did t he popul ati on of East er I sl an d
decrease in the 19th centur y?
a. Because many people died of i llnesses.
b. Because many peop l e w ere killed during
wa r.
c. Becau se most of t he peopl e were car r ied
away as slave s.
3. What do t he statues r epresent?
a. men from two di fferent tribes
b. t he i sl and's gods
c. men from the most power f ul tribe
4. What i s the purpose of t hi s t ext ?
a. To at t r act v i sitor s to Easter I sl and.
b. To explain how t he st atues wer e const ructed.
c. To inform about the i sland's hi story.
teacher' s notes Rev 4-6
reading
Aim: to check 5s' reading comprehension skills t hrough a multipl e-choice exercise
• Ask 5s a few pre-reading questions related to the topic of the text and generate discussion.
e.g. Have you ever heard of Easter Island?
What do you know about it?
If Ss don't know anything about Easter Island, ask t hem to look at t he picture and guess where it is, why it is an
extraordinary island etc.
• Ask 5s to read t hrough the text for gist.
• Ask 5s to read the text again paragraph by paragraph and answer the questions choosing the most appropriate answer.
• Ask Ss to look out for key words and/or phrases as well as specific informat ion related to each question.
• Have Ss do the exercise and check answers."
1. a (paragraph 1; Most of the coastline...are sheep farmers)
2. a (paragraph 2: ...which killed most of the rest of the inhabitants. NOTE: One third of the island 's inhabitants is less
than most of the people)
3. c (paragraph 3: ...they represent men who belonged to the ruling tribe of the island)
4. c (overall impression)
Note: When this activity is over, you may explain any unknown words if necessary.
opt i ona l post -reading a ctivity
Ask Ss some questi ons of personal response to t he ideas expressed in the text.
e.g. What do you think is the most fascinating fact about Easter Island?
Would you like to visit it? Why/Why not?
Channel your English T8 44
Revision 4-6
Use of English
oAim: to revise and check str uctural accuracy throu gh an error correction exercise
• Ask Ss to read through the text for gist.
• Have Ss decide whet her each of the lines Is correct or contai ns a word which should not be there.
• Check answers and ask Ss to provide justificati on.
1. been 7../
2. most 8. is
3../ 9. do
4. an
10. we
5. the
11../
6. bei ng 12. which
Note: When this activity is over, you may explain any unknown words if necessary.
EJAim: to revise and check struct ural accuracy thro ugh an open cloze exercise
• Ask Ss to read through the text for gist wit hout worrying about the missing words.
• 'Ask 5s to fi ll in t he gaps with one word only.
• Check answers and ask Ss to provide justification.
(1) most (6) who
(2) across (7) need/have
(3) will (8) an
(4) calm (9) when
(5) of (10) him
Note: When this activity is over. you may explain any unknown words if necessary.
song S
Aim: to li sten to the song and check 5s' comprehension of It
• Explain the meaning of t he word preacher.
• Play the tape and have Ss listen to t he song.
If necessary, play the tape again.
• Ask ss the questions and generate discussion.
1. The teacher believes that students should not be taught just information and facts but val ues as well.
2. The boy sounds quite puzzled because he does not see the point in studying all t hese subjects. He is also quite
stressed and worried whether there will be 'A's in his school report.
Note: When t his activity is over. you may explai n any unknown words if necessary.
optional project
• Divide Ss into small groups.
• Ask 5s in each group to work toget her and do a project about t he area where they live. t he environmental
problems it faces and what should be done about them.
• Encourage Ss to collect informat ion and then draw or stick pict ures and write slogans on a large piece of paper or
cardboard.
45 T8 Channel your Engl ish
e ad t he text below. Some of the li nes are correct , and some have a word which should not be t here. If a line is
eoerect , put a ti ck (,/ ) in the space provided. If a line has a word which should not be there, write t he wor d in t he
space provided.
.se of English
_ -.ave you ever been heard of recycling?
e poll ution has become one of t he most biggest
_ blems in t he world today, recycling is an
• sol ution to it. It is an impossible for
_ 'One to live wit hout producing the waste.
e and more people are being worried today,
- esoecially about toxic waste, which is dangerous
oecause it is contai ns poisons. The purpose of recycling
• _ :0 find a way to reuse things t hat we do no longer want
ead of we throwing t hem away. In this way,
_ can save energy, mater ials and money.
- 75 money which can be spent in other usef ul ways.
"ead the text below and complete each blank with
e word onl y.
mend, Frank, is one of the (1) _
"-' g people I have ever met. He just never seems to
0< suff er from any kind of st ress, even when he
(2) unexpected diffi cult ies.
_ go up to him and tell him that you feel st ressed
- somet hing, he (3) defini tely
. ' Oh, (4) down, lite's too
" fier all.' Although Frank has never been really
5) school, he has never
an exam. Frank, (6) grew up
:c ' ng and relaxed environment. believes t hat you
- 1) to panic every t ime
_ are close. He is (8) _
person by nature and I great ly admire his way
·jng .
- s so amazingly cool that (9) _
ers tell (10) to st udy
- ne usually replies: "Don't worry, it's just a test
song ®
You will hear a song called Like a preacher. Listen and
answer the quest ions below.
1. What does t he t eacher beli eve students sho ul d
be t aug ht?
2. How does t he boy feel about school ?
Channel yourEnglish 45
intonation
The expressions below are used to react posi t ively oe
negatively to what is being sa id, Li sten a nd repeat
them,
Tell us more.
And then?
That 's enough.
Carry on . Go ahead.
What happened next ?
This is too much for me !
Will Shhh! Tell us more.
Nat Well, Leroy knelt down and spoke to me, but ~
had a st range voice. He said: "Come with us."
Amy And then?
Nat The lights went out and I found myself back a
home in front of the telly.
Will So you were dreaming?
Nat That's what I thought. My hand was n't cut, but
look at my jacket. ..
Amy Blood!
aDi scuss the following:
• Do yo u know any mysterious or spoo ky st ories
like Nat' s?
• Have you ever experie nced somet hing t hat yO!.
couldn't expla in?
Lesson One
presentation
Amy What happened, Nat? You look awful!
Nat I don't want to talk about it. You probably
wouldn't believe me, anyway.
Will Believe what? Tell us what happened.
Nat That' s just it. I'm not sure if anything happened.
Will Huh?
Nat Last night. I was watching the telly when the
phone rang. It was my cousin Ler oy. He said:
"Come to the old theat re, now! It' s urgent."
Amy Why?
Nat I didn't have time to ask. By the ti me I figure d
out who it was, he had hung up.
Will Carryon.
Nat So, I went to the old theatre. A window was
slightly open, so I climbed in. I tripped over and
cut my hand.
Amy You're crazy!
Will What happened next?
Nat I had been wandering arou nd in the dark for a
few minutes when suddenly a bright light
appeared. It was coming from the stage.
Amy Ah! This is too much for me.
Will Don't be silly. Go ahea d, Nat.
Nat I saw Leroy on the stage. He was dressed in
black. Behind him there were some more people .
I couldn't really make out their faces because
they were surrounded by smoke or something.
Amy That's enough Nat. You're scaring me.
a. Who ca lle d Nat ?
b . How did Nat get into t he theatre?
c. Why couldn't Nat see t he ot her
people?
d. What was different about Leroy?
e. Why does Nat think she was not
dreaming?
• Where do you thi nk the peo ple are?
• How would you describe t he
atmosphere?
EJ List en to the dialogue a nd a nswer
the following questions.
• Who is the man in black in t he pict ur.e.
• Where is he?
DRead the dialogue a nd
answe r the following questions:
oLook at the picture and discuss
the following:
46 Channel your English
had been driving
saw
had
had got
had been standing
stopped
had disappeared
oral practice
Past Perfect Simple
By the t ime I f igured out who it was, he had hung up.
Suggested answer:
By the t ime I f inished my homework, the fi lm had
already started.
Past Perfect Progressive:
I had been wandering around in the dark for a few
minutes when suddenly a bright light appeared.
Suggested answer:
They had been walki ng for two hours when they real ised
they were on the wrong platform.
By the t ime I arrived at the party,
o Frankenstein had been dancing for an hour.
o the ghost and t he skeleton had been talking to each
other for a while.
o t he Dracula had been playing t he guitar for an hour.
o the mummy and the witch had stopped dancing.
Aim: to practise t he structures and f unct ions
present ed in this lesson through specul ation
o Divide Ss into pairs.
o Tell Ss to look at t he picture and t he clues provided.
o Point out to Ss that t hey should use the Past Perfect
Simple or t he Past Perfect Progressive.
Have Ss do the act ivity and check answers.
EJ Aim: to practise the uses of t he Past Simple, the Pa
Perfect Simple and t he Past Perfect Progress!..
o Ask Ss to read through the text and complete t he
blanks.
o Explain any unknown words if necessary.
o Check answers and ask Ss to provide j ust ificati on.
o If t ime is scarce, assign t he exercise for homework.
EJ Aim: to revise the basic uses of the Past Perfect
Simple and the Past Perfect Progressive
o Ask Ss to read t hrough the table and ensure t hat they
understand the terms used. ~ necessary. provide explanations.
o Tell Ss to refer to t he extract in 1 or make t heir own
examples.
o Have Ss do t he exercise.
o Check answers.
a: 2 b: 4 c: 3 d: 5 e: 6 f: 1
o She had been wanderi ng for a few minutes.
She stopped wander ing when a bright light appeared.
The Past Perfect Progressive and t he Past Simple.
First, he hung up and, then. she f igured out who
he was.
The Past Perfect Simple and the Past Simple.
2 Prepositional phrases
grammar
optional
If there is ti me, ask Ss to make their own sentences and
check them.
a. figure out
b. hang up
c. trip over
d. go ahead/ carry on
e. make out
f. go out
Alms: 0 to int roduce time preposit ional phrases
to match the prepositional phrases with their
meanings
o Ask Ss to do t he activi ty.
o Check answers.
Lesson One (continued)
words and phrases
1 Phrasal verbs
oAim: to elicit some uses of the Past Perfect Simple
and the Past Perf ect Progressive as presented
in the di alogue
o Ask Ss t he f irst set of questi ons.
o Tell Ss to refer to t he dialogue.
o Elicit and check answers.
o Do the same for the second set of questi ons.
Aim: to match t he phrasal verbs in t he dialogue with
their meanings
o Ask Ss to do t he acti vity.
o Check answers.
47 fB cner u-et ,our Engl,sn
Channel your English 47
EJ Read about the uses of t he Past Perf ect Simple
and the Past Perf ect Progressive and complete the
tabl e with examples.
an act ion which had been going on for some ti me before
another action or a specifictime in the past.
e.g. _
an action which had already happened before a specif ic
time or another action in the past.
e.g. _
oral practice
The Past Perfect Progressive Is used for:
The picture below is from a Halloween party. Imagine
t hat you were invited to this part y, but unfortunat ely, you
were delayed and arrived lat e. Say what the peopl e had
done or had been doing at the party (and for how long)
before you arrived.
EJ Compl ete the text with the Past Simpl e, t he Past
Perf ect Simpl e or the Past Perf ect Progressive of
the verbs in brackets.
Jack and I were on our way back home aft er an
exhausting day at work. We (1) (drive)
for at least half an hour down a dark count ry road when
we (2) (see) her standing by t he trees
in the pouring rain. We (3) (have) no
idea how she (4) (get ) there or how
long she (5) (stand) t here in t he cold.
By t he t ime we (6) (stop) t he car, she
(7) (disappear) into t he forest in f ront
of our eyes.
-
-
B not l at e
PAST PERFECT SIMPLE·
PAST PERFECT
PROGRESSIVE
• 0
ds and phrases
• 0 0
sal verbs In the dialogue and match them
- ::>!lanings given.
a the correct ti me
erstand
• a te l ephone conversat i on _
" acci dent
nue
k at the
• acts from the
logue and answer the questions that follow.
:;M;oc-.ge to see
shini ng
. _, been wandering around in the dark for a few
ures when SUddenly a bright fight appeared.
I!Ij ust f or now
long had Nat been wandering?
81 did she stop wandering?
tenses are used?
to vi si t my cousi n i n Scotland from
to t ime.
-. - 10 :4 3 trai n from Bri sto l wi ll arrive
time.
- 're was no t r affi c. so we got t here
DO ti me .
E'rin arrived at the airport in ti me .
• s cl ean thi s r oom f or the time being
. do the rest of t he house l at er.
game had al r eady sta rted by t he t ime
arrived. _
: T-etime I figured out who it was, he had hung up.
of the two acti ons happened first and which
ned next ?
~ ::h tenses are used?
sentences a-t and match the prepositional
.._ s in bold wit h their meanings 1-6.
EI occasionally!
Lesson Two
reading
oDiscuss the following:
• Have you read any
stories or seen any
films / TV series about
Sherlock Holmes?
• Did you like them?
Why/Why not?
EJ Read the extract from a short story included in the book The Adventures of Sherloa
Holmes. Pay no attention to the missing sentences. Which of the three sentences
bes t summarises the extract? Choose a. b or c.
a. Sh erl ock Holmes and Watson went to t he doctor's house to find out what
t he bright light was .
b. Sherlock Holmes and Watson saw some st ra nge ani mals on their way to the-
doctor's house.
c. She rlock Holmes and Wat son walked throu gh t he garden into t he doctor' s
hou se and waited quietly.
EJ Read the text agai n. Complet e the blanks 1-5 with the sentences
a-e below.
a. It was exactly as it had been when we saw it durin g the
day.
b. A moment later we were on t he dark road.
c. I had forgotten t he st range pets the doctor kept.
d. It was quite easy to get into t he grounds of the house as
there were many holes in the wall.
e . As soon as it got up, it ran across t he lawn and
di sappeared into the da rkness.
-I-iD • Read the whole"" first and the
r the sentences 'l It/en.
• Pay specia l attention to the t/ocabufary,
pronouns (e.'}. it, he, this) and words/phras
which link sentences (e.'}. howeve), just
the n) both in the text and in the sentences
'lit/en. Remember that the sente nce you
choose for a '}ap must make sense to'}ether
with the sentences before and after 1/
the ' J ~ p . _
21
"My God, " I whispered. "What's that?"
For a moment. Holmes was as shocked as I was.
Theil he gal'e a low laugh and whispered ill my ear.
"It's a nice household, " he said. "That's the
baboon. There is a cheetah, too. We might meet it at
any moment."
II I lI;lISt say that I fel t m ore comf ortable
after I had taken off my shoes and followed Holmes
into the bedroom. My companion closed the
shutters quietly, moved the lamp all to the table and
took a good look Ground the room. II
Holmes then came close to me and Whispered so
softly I could hardly hear him.
"It is really important we don 't make any noise, "
he said. "We must wait here without a light. "
I nodded my head.
"Make sure yOIl do 1I0t go to sleep, " he said.
"Yo llr life may depend all it, and have YOllr pistol
ready. YOII lIlay need it. "
I did what he said, althougli I didn 't have a clue
how this could help to solve the mystery of the
speckled band...
20
THE
SPECKLED
BAND
At about nine a 'clock it was filially dark around
the big house. We had been waiting for two hours
when, suddenly, a bright light started shining right in
fro nt of liS.
"That 's our signal, Watson, "said Holmes,
jumping to his feet. "It's coming from the middle
window. "
Bef ore we left the inn, Holmes had told the
landlord that we were going to visit a friend and that
we might spend the night there. II
A chilly wind was blowing ill Ollr faces as we were
walking towards Dr Roylott 's house. The yellow light
showed liS the way.
EI We made ollr way througli the trees to the
lawn, crossed it, and were about to enter through the
bedroom window when we saw something moving.
It was Gn ugly looking creature which ran out of the
bushes and threw itself all the grass. 11
48 Channel your EngliSh
teacher's notes 07
1. b (t he meaning of this sentence is consistent bot h
with what it poceeds and what it follows. Draw Ss'
attention to the sequence of events.)
2. d (Get into the grounds of the house is consistent
both with showed us the way, which proceeds it. and
with we made our way through the trees, which
follows it .)
3. e (It refers to the ugly looking creature.)
4, c (Strange pets refer to the baboon and a cheetah.)
5. a (It refers to the room.)
Channel your English TB 48
optional pos t - readi ng acti vity
Ask Ss questions of personal response related to the
topi c of the reading text.
e.g. How does this extract make you feel?
Would you be interested in reading the
conti nuation of the story? Why/ Why not?
Note: You do not need to ask det ailed questi ons at this
stage as you will also ask some at t he pre-listening
stage.
• Ask Ss to choose which of the thr ee sentences given
best summar ises the ext ract .
• Check answers and ask Ss to provide justificat ion.
Sentence c best summarises the extract.
(Sentence a is inappropriate because Holmes and
Watson already knew what the bright light was -it was
their signal. Sentence b is also inappropriate because it
refers to a specif ic incident. not the whole extract ).
• Ask Ss to read t he text again and underline any
unknown words they might have.
• Ask Ss some comprehension questi ons.
e.g. Why had Holmes and Watson been waiting for two
hours outside the house before they decided to
make a move?
What made them feel shocked on their way to the
bedroom?
What did Sherlock tell Watson to do jf his life was at
risk?
• Explai n unknown words.
EJ Aim: to understand text organisat ion
• Read and explain t he t ip.
• Point out to Ss that t hey should look out for words and
phrases t hat precede and follow the missing sentences.
• Have Ss do the acti vity.
• Check answers and ask Ss to provide j ustif icat ion.
lose control of
make one's way
make sense
make sure
make up your mind
acting
chi lly inn shutter
creat ure investigate signal (n)
grounds landlord ventil ator
handwriting lawn weapon
:<one hardly nod (v) whisper (v)
- .eet ah household pistol ugly-looking
ationswith make
e a mistake
- - 2 ~ e an effort
- 2::': e an excuse
- 2. "'E noise
phrasesand expressions
JE<:€f1d on have a clue
attention to
lm: to introduce the topi c of the reading text
through an oral act ivity involving personal
experience and opinion
. Ss t he questions and generate discussion.
lm: to read for gist and summarise
.: . Ss to read through the extract quickly to get a
EfOI idea of what it is about.
out to Ss that they should not pay any attention
- ", missing sentences or to any unknown words they
= • have.
groundNote: The extract f rom "The Speckled
-- " presented in this lesson, is a simplif ied version
- me story included in the book The Adventures of
- ' ",rtock Holmes by Arthur Conan Doyle (1859-1930).
- '", tit le of the story, The Speckled Band, refers to a
XlISOnous snake, an adder, which is the key to the
- rtion of t he mystery. The writer chose to use t he
omband, which literally means a rubber st rip used to
t hings together, to refer to a snake in order to
_ =,,:e a vivid metaphor adding, t hus, to the mystery of
0= story, It is import ant , therefore, not to reveal t he
~ : of t he story to your students, as they will have the
::-c..ce to fi nd out at the listening stage.
'1 Dr
to t he
e,
or's
..,lock
ICe S
1',,1
~ l
• Sherlock Holmes is invest igat ing t he mysterious dea
of a woman.
• Sherlock Holmes will finall y reveal who t he murderer
is and will solve the mystery of t he speckled band.
a. Dr Roylott
b. adder/snake
c. adder/snake, bell-rope, cane
d. adder/ snake, vent ilator, Dr Roylott 's, killed/bit him
EJ Aim: to pract ise the use of t ime li nkers used for
linking past acti ons
• Ask Ss to j oin the two sentences in a.
• Check answers and draw Ss' attention to t he changes
made.
• Have Ss do t he rest of the act ivity.
• Check answers.
If t ime is scarce, assign t he exercise for homework.
a. As soon as I got into the house, the phone rang / The
phone rang as soon as I got into t he house.
b. While she was dri ving to work, she suddenly lost
control of the car / She suddenly lost cont rol of the
car whi le she was driving to work.
c. By the time she came, we had already f inished dinner I
We had already fi nished dinner by t he t ime she
came.
d. After t hey had painted t he house, they sold it. / They
sold the house after t hey had painted it.
e. He aida t go out until the rain had stopped.
listening S
listeningTranscript (see page 122)
EJ Aim: to li sten for gist and ch.eck predictions
• Play the tape. .
• Have Ss do the exercise. Check answers and ask Ss to
provide justif ication.
EJ Aim: to li sten for specif ic information
• Ask Ss to look at the pictures and make sure that t hey
have understood what the words mean.
• Ask Ss to read sentences a-d.
• Explain any unknown words in t he sentences.
• Play the tape again and tell Ss to take some notes w
listening.
• Check answers and ask Ss to provide justifi cat ion.
IIAlms: • to expand on t he topic of the reading text
• to present the topic of the listening text
• Ask Ss t he questions and generate discussion.
Lesson Two (continued)
Whil e and as ~ the second set of rules
When, after, before, until , as soon as and by the time
~ the first set of rules
a. make up your mi nd e. made noise/ were making noise
b. make an excuse f. Make sure
c. make sense g. make an effort
d. make my way h. make a mist ake
• We had been wait ing for t wo hours when, suddenly, a
bright light start ed shining right in front of us.
• Before we had left the inn, Holmes told the landlord
that...
• A chilly wind was blowing in our faces as we were
walking towards Dr Roylott 's house.
• We were about to enter through the bedroom
window when we saw something moving.
• As soon as it got up, it ran across t he lawn and
disappeared into darkness.
• I must say t hat I felt more comfortable aft er I had
taken off my shoes and followed Holmes into the
bedroom.
• It was exactly as it had been when we saw it during
the day.
Collocations
Aim: to present and practi se coll ocat ions wit h make
• Ask Ss to read the collocat ions in the box.
• Have Ss do the activit y.
• Check answers and explain any unknown words if
necessary.
words and phrases
grammar
DAim: to introduce ti me linkers used for linking past
actions
• Refer Ss to the t ext and explain to Ss what t ime
linkers are.
• Give Ss an example from t he text.
• Ask Ss to underline t he rest of t he ti me linkers in t he
text.
• Have Ss do the act ivity.
• Check answers.
EJ Aim: to match time linkers with their uses
• Ask Ss to read the rules and do t he exercise. Ensure
t hat Ss underst and all the terms used.
• Check answers.
~ .
"
v enti l ator adder
bell - rope
.. 1" ' f / ~
~ - -
t
!' . \ ~
l. / 1- -
c. She came late. We had already f inished dinner. (by t he
t ime)
b. The speckled band was actually a(n) _
that was used as a weapon .
d. First t hey painted the house. Then they sold it. (aft er)
b. She was driving to work. SUddenly, she lost contro l of
the car. (whil e)
listening S
c. The clim bed dow n t he
_ _ _ _ ___ _ and Hol mes hi t it with hi s
r oom and _
______ _ to _
d. The w ent through t he
e. The rain stopped. Then, he went out. (unt il)
a. was t he murderer.
oJoin the following sentences using t he ti me li nkers
given. Make all the necessary changes.
a. I got into t he house. Then, immediat ely t he phone
rang. (as soon as)
oYou will hear a radio play whi ch is the conti nuat ion
of t he story on page 48. Bef ore you listen, discuss
the following:
• What i s the myst ery that Sherlock Hol mes i s
investigating?
• What do you t hink w i ll happen?
EJ List en to the fir st part of i he radio pl ay and check
your predict ions in 1.
oLook at the pictures and the sentences a-d. Then,
li sten to the rest of the radio play and compl ete the
sentences. Use t he words under the pict ures and
others.
~ ~
make a mistake
make sure
make my way
make noi se
are used to link two past
act ions, one of whi ch
happe ned ear lier than t he
other. We often use t he
Past Perfect for the act ion
which happened earlier.
are used wit h t he Past
Progressive to link two
past act ions whi ch were
happening at the same
t ime or to introduce the
'longer' of the t wo act ions.
TIME LINKERS
While and as
en, after, before,
until, as soon as
and by the time
ammar
Look at the text on page 48 and underline all the
time linkers that link past act ions.
ords and phrases
:his proj ect to suc ceed.
t do esn' t matt er if you _
as lo ng as you l earn from it.
_ _ _ _ _ _ _ _ _ you don't forget anything!
' Ve have to if we w ant
Come on Miles, , will you ?
party,
at t he following collocations with make and use
to complete the sentences a-h. You may need to
ge t he form of the verb.
- 'e haven' t got all day.
:>On' t try to for Harry' s
cehaviour. He won' t ge t away with i t this t i me.
_. body can of Julie' s
nandw r i t i ng.
had to t hrough the snow
• var ds the v illage.
The w hol e nei ghbourhood w as compl ai ni ng
because we at St eve' s
Now match the two groups of time linkers with their
uses.
e an excuse
e an eff ort
make up your mind
e sense
Col l ocat i ons
JS death
ucerer
ld.
3 they
tion.
es while
Sk Ss to
~ text
text
( The:Y
51
the
or
Channel your English 49
Lesson Three
words and phrases
mm:mI
Read the sentences below and decide what the idioms in bold express. Use the words in the box.
anger fear annoyance happiness
a . He nearly jumped out of his skin when he heard the loud bang.
b. When I found out I had won t he competit ion I was over the moon .
c. As she was walking down t he alley, s he reali sed someone was
following her. Her hair st ood on end .
d. My nei ghbour's dog keeps digging holes in my garden; it 's getting on
my nerves.
e . It drives me up the wall; I can never remember the name of that
American tennis player.
f. It was Friday evening, Sall y had a new dress on and she was going out
cl ubbing. She felt on top of the world.
g. He slippe d and was hanging over t he edge of the cliff. His heart
was in his mouth.
h . It makes my blood boil t o see people being cruel to animals.
speaking
Unfortunately I Unluc
It was a real shock.
Speak clearlv and 10udiV so that the peo
'IOU are talkinq to can hear 'IOU.
Fort unately I Luckil y
He/Sh e couldn't beli eve hi s/her eyes.
All of a sudden I Suddenly
The next thing he/she/they kn ew
Work in pairs. Make up a story using your imagination and
the pictures below. Then, tell your stor y to the rest of the
class. Use some of the idioms above and the expressi ons in
the box to make your stor y sound more dramatic. Start like
this: It was a nice Sunday afternoon and Rob and Hannah
were bored.
50 Channel your English
teacher's notes 07
Idioms referringtofeelings
be over the moon
drive sb up t he wall
feel/be on top of the world
get on sb's nerves
j ump out of one's skin
make sb's blood boil
one' s hair stands on end
one' s heart is in one's mout h
Other wordsandphrases
all of a sudden
annoyance
break the silence
fear
fort unately
lane
luckily
words and phrases
m=rI
make up a story
passenger
reply (v)
suddenly
unluckily
whist le (v)
Aim: to int roduce the use and meaning of idioms
. • Explain any words in the sentences Ss might not know.
• Have Ss do the exercise and check answers.
a. fear
b. happiness
c. fear
d. annoyance
e. annoyance
f. happiness
g. fear
h. anger
speaking
Aims: • to speculate about the missing parts of a comi c strip
• to make up t he story and narrate it
• Divide 55 into pai rs.
• Ask 5s to look at the pict ures.
• Explain any words and/ or expressions from the tabl es that Ss might not know.
• Have 5s do the acti vity.
Channel your English TB 50
-
Lesson Three (continued)
writing
oAim: to prepare Ss for the writing task
• Ask Ss to iook at t he pict ure and predict what t he story is about.
• Generate discussion.
EJ Aim: to understand specific information and read between the lines
• Ask Ss to read the story and answer questions a-b. Check answers.
Explain any words Ss might not know.
a. He in t he last sentence refers to Malcolm.
b. He never again went near the place of the car accident because he was scared.
optiona l
Ask Ss comprehension questions about the story.
e.g. Why was Malcolm whistli ng?
What made his hai r stand on end?
3 linking past events
Aim: to practise using t ime linkers for past events
• Ask Ss to do t he exercise.
• Point out to Ss that they should use the appropriate past tenses.
• Check answers.
a. By t he t ime t hey reached the haunted cast le, black clouds had gat hered in the sky.
b. Mei and Zina had been walking for one hour when they reaiised they were iost.
c. As soon as Sandra heard a st range noise outside, she called the police.
d. David had gone to bed before t here was a knock on t he front door.
e. Carol was eat ing while she was watching a horror fil m on TV.
4 Writing task
Alms: to give Ss practice writ ing a story ending with a set sentence
• Read and expiain the t ip.
• Assign t he writ ing task for homework.
51 ra Channel yourEnglish
-
writing
IIBrian has entered a short story compet it ion
organi sed by a teenage magazine. The compet iti on
rul es say that the story must end with the foll owing
words: He never went near that place again. Look
at t he pictur e t hat Bri an drew for his story and
guess what the story is about .
EJ Now read the story a ~ d answer the questi ons
below.
a. Who i s 'He' in t he last sentence?
b. What is t he place he never went near agai n?
Why ?
. Outside the nt'?,ht was cold and wet. The
dark country mad was elllpty. Malcolm was
walking tluvugh the snow towards a viI/age
called Ha nsbv. He was whistling to brrak the
silence.
Malcolm had bern walking {Or about an
hour when he heard something. He turned
around and saw two bri,ght It'?,hts. As they came
closer; he realised it was a COl ; He shouted and
the car stopped. There well' threepeople inside.
Malcolm g ot in and sat in the back.
"It's t iffz ing t"'t('?,ht, " said Malcolm to the
passrnger who was sitting beside him. The man
didn 't ll'ply. 5uddrnly. it became l 'f r y cold in the
car and then: was a strange smell. Whrn
Malcolm looked at the passrngers, his hair stood
on end. They 11'f 1f dead - all or them! Their
" clothrs 1Vi'1f old and their {Oces lVi'1f white.
Malcolm screamed and jumped out "r the COl ; I
The next thing he knew he was in hospital. J
The place what he had bern {Ound Ims exactly
where a car had crashed years be{OIP. Nobody
believed his st", y, but Malcolm knew that he
was the {Ourth IIassrn'?,er inside the '?,host COl ;
_ . r c.: c.:
He never went near that place again.
UNIT 07
3 Linking past events
Expand t he notes below into full sentences. Use the
appropriate past tenses and t he ti me li nkers given.
a. They / r each / haunted castle / black clouds /
gather / in t he sky (by t he ti me)
b. Mel and Zi na / wal k / one hour / r ealise / l ost
(when)
c. Sandr a / hear / st r ange / no ise / outsi de / call /
police (as soon as)
d. David / go / bed / knock / f ront / door (befor e)
e. Carol /eat / watch / horror / film / TV (whil e)
4 Writing task
You have decided to enter a short story competi ti on
organised by a teenage magazine. Read t he compet ition
rul es and write your story.
. ltn the following words:
Write a story ending WI d
t thing that ha
It was definitely the strang
es
happened to her. 120 and 150 words.
Your st ory should be between
-/?., When lJOUhave to write a storlJ that begins or
ends wit h some words qi(/en:
• Make sure that lj UU use t he exact words qiven at the
beginning or the end of the storlJ and that the plot of
lJour storlJ is related to these words.
• your storl) can be either true or imatjinarlj, but
remember tha t it must be interestinq to the reader.
• Use the appropriate past tenses and link the events
with time linkers.
• rrlJ to make lJour st orlJ sound drama tic blJ
usinq appropriate expres sions and idioms.
Channel your English 51
IIBefore you read the dialogue, look at the
picture and discuss the followi ng:
EJ Read the dialogue and decide whether
the following sentences are True, False
or Not mentioned. Write Tfor true, F for
false and Nfor not mentioned.
D
D
D
D
D
D
a. J an ice thi nks Tom is horrible.
b. None of t he girls like the way
Peter dresses.
c. The colour of Peter's hair is t he
result of an experiment.
d. Emma think s a party wit h boys
will be dull .
e. Isabel doesn' t mind Tom comi ng
to t he party.
f. Tom doesn't want to come t o the
party alone.
Lesson One
presentation
• What do you think the girl s are tal king
about?
• Why do you think t hey are laughing?
EJ Listen to the dialogue and check your S
answers.
Janice So, is everything ready for the big party on
Saturday?
Isabel Big party? Leave it out . It' s j ust going to be
you two, my sister and some of her friends.
Emma Why don' t you ask some boys to come?
Isabel Like who?
Emma How about Peter and Tom?
Isabel What ? Peter!
Janice Shhh ! They're standing just over there.
Isabel I'd rather invite Frankenstein than ask Peter;
he' s horri ble.
Janice He's not that bad.
Isabel Let's face it, he needs a few lessons in
fas hion.
Emma You're right . That shirt he wears all the time
looks like a tablecloth.
Janice I take your point, he should lose those awful
baggy shorts as well.
Isabel And that bleached hair... It looks like a
science experiment that went wrong.
Emma OK, OK, so you'd rather not invite Pet er. But
Tom' s nice. Anyway, you' d better ask some
boys to come, ot herwise it' ll be boring.
Janice She' s right . Maybe you should ask them now,
before it ' s too late.
Isabel I'd like Tom to come, but not Pet er.
Janice If I were you, I'd ask Tom when he' s not with
Peter.
Isabel What ' s the point ? He won' t want to come on
his own, will he?
Emma You never know.
Janice You' d better be careful. Tom may bring
someone else.
Emma Like who? Frankenstein?
Isabel No problem. As long as it's not Pet er, I don't
care.
DDiscuss the following:
• How do you decide who to invit e to a party?
• What ' s t he best party you' ve ever been to?
intonation
The words/ phrases in bold are used for making
suggest ions or givi ng advice. Li sten and repeat
Why don't you as k some boys to come?
How about Peter and Tom?
Maybe you sho uld as k them now.
You'd better be careful.
If I were you. I'd ask Tom when he 's not wit h Peter.
52 Channel yourEnglish
- - - - - - - - - - - - - - - -r- .
f . N e. T d. F c. F
teacher's notes 08
b. T a. F
• When the acti vity is over, ask Ss some more quest ions.
e.g. What do the gi rls mean by referring to Frankenstein?
Why do you think Peter won't want to go to the party
on his own?
• Encourage Ss to t ry to guess the meaning of new
vocabulary such as tablecloth, experiment and went
wrong.
Aim: to present and practise intonat ion of words and
phrases used for making suggestions or giving
advice
Play t he tape and pause after each sentence.
• Ask Ss to repeat them.
optional
If there is time, you may ask Ss more quest ions.
e.g. What do you think of the conversation between the
gi rls?
Do you often have similar conversations with your
friends?
Who/What are they about?
Channel your English T8 52
intonation S
• They are talki ng about the party one of the girls is having
and whether she should invite two boys, Peter and Tom, to
it.
• Because they are making funny comments about the t wo
boys.
oAim: to check comprehension of speci fic
information f rom t he di alogue
• Ask Ss to read sentences a-t ,
• Ask Ss to uncover t he di al ogue so that they can read
and listen at t he same t ime. Play t he tape again.
• Ask Ss to underline words and expressions they are not
familiar wit h, but tell them not to worry about unknown
words at t his stage.
• Give Ss t ime to work out the answers.
• Check answers and ask Ss to provide j ust if ication.
Ell Aim: to encourage 5s to rel ate the topic of the
dialogue to personal experience
• Ask Ss to look at th e questions and discuss t hem.
sof a
spoilt (adj)
tablecloth
go wi ld
go wrong
take sb's poi nt
you never know
What's the point?
experi ment (n)
fashion
like (conj)
ot herwise
Words
baggy
blame (v)
bleach
bl ush
Other phrases andexpressions
be in t he mood
get off
say a word about
Expressions with go
go bad go over the top
go bananas go red
Conversational English
How abou!...?
I don't care
Leave it out.
presentation
optional
You may ask Ss a few more quest ions:
e.g. How old do you think the girls are?
What is the relationship between them?
Where are they?
Aim: to present vocabulary, structures and functions in
the context of a dialogue bet ween teenagers
tal king about having a party
oAims: to use visual information to predict th e
content of the dialogue
• Ask Ss to look at the picture and discuss t he questi ons.
EJAims: • to listen to the dialogue and check
predictions
• to understand the gist of the dial ogue
• Ask 5s to cover t he dialogue. look at t he pict ure and
listen caref ully. Play t he tape. S
• Discuss answers.
Lesson One (continued)
words and phrases
1 Conversational English
Aim: to match the expressions of conversational English
in the dialogue with their meanings
• Ask 5s to do the act ivity.
• Check answers.
a. Leave it out .
b. I take your point.
c. What's the point?
d. You never know.
e. I don't care.
2 Expressions
Aim: to match expressions with go to their meanings
• Ask Ss to read through the sentences a-f as well as the
meanings 1-6.
• Have 5s do the exercise.
• Check answers.
a: 3
b: 1
c: 5
d:2
e:6
f: 4
grammar
oAim: to introduce the difference In meaning
between had better and would rather
• Ask Ss to read t he two sentences from the dialogue
and decide on their meanings.
• Check answers. If necessary, provide Ss wit h further
explanations and/or examples.
I'd rather invite Frankenstein than ask Peter = would
prefer
You'd better ask some boys to come ~ should
EJ Aim: to involve 5s in realising the difference
between had better and would rather based
on examples from the dialogue
Refer Ss to t he text and ask t hem to find more
examples of had better and would rather.
• Have Ss do the exercise.
• Check answers.
53 ra Channel your English
Had better
• future
• to
Would rather
• without
I'd rather
• I'd rat her not
EJ Aim: to practise had better and would rather
• Ask Ss to read t hrough t he dialogue and
complete the blanks.
• Explain any unknown words.
• Have Ss do the activity.
• Check answers and ask Ss to provide j ustification.
• If t ime is scarce, assign t he exercise for homework.
Key .
(1) 'd better stop
(2) 'd rat her stay
(3) 'd better tell
(4) 'd rat her go
(5) 'd rat her go
optional oral practice
Aims: • to give 5s further practice of had better and
would rather in the context of a dialogue
• to give 5s practice making suggestions or
giving advice
• Divide Ss into pairs. Tell them that they should
organise a party for t heir fr iends.
• Ss should discuss where to have thei r party, who to
invite and al l the necessary preparat ions t hey should
consider (food, refreshments, music,
decoration ).
• 5s should exchange ideas, make suggest ions and
state t heir preferences.
• Point out to 5s t hat they should use had better and
would rather, as well as words and phrases for
making suggest ions or giving advice.
• Have Ss do the acti vity.
Had better
1 Conversational English
tonight.
You've been doing that for the past week. Aren' t
you bored?
No.
Give me a break Phil. It's me you' re talking to.
I know something's wrong. You (3) _
___ _ ___ _ _ (tell) me what's going on.
Nothi ng... Oh, all right. I'll tell you, but don't say a
word about it to anyone.
I promise.
It' s that new girl , Vanessa. I asked her to come to
Steve's party wit h me...
And?
Can you believe it? She said she (4) _
_ (go) wit h that idiot Rory.
I don't blame her. If I were a girl , I (5) _
____ ___(go) out wit h Rory than wit h you.
1(2) (stay) at home
Come on Phil, get off that sof a. You (1) --'- _
_ (stop) star ing at t hat tel ly
unless you want to rui n your eyesight. Why don't we
go to Steve's party?
Leave me alone Hal. I' m not in the mood.
Would rather
• It is used to express preference.
• It is followed by infinit ive to.
• In spoken English its short forms are commonly used
___ ___ , you'd rather etc.). .
• Its negative formis _
Hal
Phil
Phil
Hal
Hal
Phil
Hal
Hal
Phil
Phil
Hal
EJ Complete the dialogue below with had better or
would rather and the verbs in brackets.
IIIblush
IIget exci t ed
WOULD RATHER-
HAD BETTER
Dnot work p'roRer ly
E!b ecome SRoilt
• It means it is advisable and it refers to the present or
___ _ _ _ _ • not the past .
• It is followed by infinitive without _
• In spoken English its short forms are commonly used
(I'd better. you'd better etc.).
• Its negative form is I'd better not.
Read the sent ences a-t and decide what t he expressions
in bold mean. Choose from the meanings 1-6.
2 Expressions
a. Mil k goes bad i f you don' t keep i t in the
fri dge. _
b. The coach' s new st rategy went wrong
and w e l ost the game. _
c. You went over the top when you called
her a silly cow. _
d. The teacher went bananas when he saw
I was cheat i ng. _
e. Sheila went red when Philip asked her to
the party. _
f . The band wal ked on stage and the crow d
w ent w ild. _
Find five examples of conversational English in the
di alogue and match them with the meanings given.
a. Do n' t say t hat .
b. I understand what you' re
sayi ng.
c. Why?
d. Maybe.
e. It makes no difference to me.
grammar
words and phrases
I!Ido somet hing t oo mucH
EJ Read the following extracts from the dialogue.
Which of the verbs in bold means would prefer and
which means should?
• I'd rather invite Frankenstein t han ask Peter.
• You'd better ask some boys to come.
oFind more examples of would rather and had better
in the dialogue and complete the tables below.
Channel your English 53
Lesson Two
reading
~ Read the heading of the text, look a t the pictures and discuss the following:
• Whatdo you thi nk Teen Court is?
How IS It different f .
rom a typi cal court? (Thi nk a bout the ' d .
n JU ge, Ju ro rs. lawyers and puni shment )
U Nowread the text a nd check your answers in 1. .
TeenCourt
Kaysi Holman isquestioning Roben Fomby about arecent car
accident. "Roben,please tell the court what happened that night,"
says Kaysi, hislawyer, "I took my dad's car without his
permission. As I was driving, my phone rang. I know I should have
been more carelul.l shouldn't have answered it... explains
Robert. Beth Parker, who isthe lawyer lor the other side.yells:"No,
you shouldn't have taken the car inthe lirst place:' Kaysi jumps to
her leet:"Objection, your Honour!"
At first this may seem
like a typical courtroom
trial, but there is a
difference. What makes
this trial unusual is that the
judge, the lawyers, and the
jurors are all teenagers.
Teen Cou rts are no new
invention. The first trial
was held in Texas in 1976. Today they exist in almost
every state inAmerica.
How did people come up with this idea?Well, the
standard justice system didn't seem to work for teenage
troubl emakers. So, the authorities had to find a system
that would reach teenagers, a system where peer
pressur e would play an important role. It is one thing
when a teenager faces an adult jury and quite another
when the jurors are their peers or even their friends. It
is easier for te enagers to come clean in front of people
their own age, as thei r peers can understand their
problems in a way adults cannot.
Not all teenage rs who break the law end up inTeen
Courts and not all Teen Courts work in the same way.
However, they all have something in common. As all the
troublemakers have already admitted their wrongdoing,
the trial doesn't determine whether they're guilty or
innocent. It is used to find an appropriate punishment,
which involves community service rather than send ing
the troublemaker to jail. Also, after teenagers have been
sentenced for a crime, they have to come back and
participate in other trials.
Do Teen Courts really work? Supporters of th is
system say that fewer
teenagers repeat a crime
compared to those who
have appeared in normal
youth cou rts. Teenagers
probably learn their lesson
better this way and many
of them say that Teen
Court has helped the m
become better people.
EJRead the text again and a nswer the questions below.
a. Why is Robert Fomby in COUrt?
b. Where ca n Teen Courts be found>
c. Why do t eenagers feel more com;ortable admitt in ' . .
d. What IS the purpo se of a Tee C . g their mistake In Teen Courts?
e In h' h n ourt tnal? .
. w IC way are Teen Courts more effect ive tha n norma l courts?
54 Channel your Engl iSh •
teacher's notes 08
Words andphrases relatedto lawandcourt
admit ja il question (v)
besentenced for j udge t rial
break t he law juror troublemaker
community service ju ry wrongdoi ng
court just ice your Honour
courtroo m lawyer
guilty objection
innocent puni shment
• Ask Ss to read the t ext agai n paragraph by paragraph
and ask t hem comprehensi on quest ions.
e.g, When was the first trial in a Teen Court held?
How did the idea for a Teen Court originate?
• Explain unknown words.
Note: You may need to elaborate on the meaning of
community service (= legal punishment for a crime t hat
consists of t he criminal doing a number of hours in t he
form of useful act ivit ies in t he community).
EJ Aim: to read for detail and underst and specif ic
informati on
• Assign t his act ivity for homework.
Otherphrasesandexpressions
at first j ump to one's feet
come clean learn one' s lesson
come up with peer pressure
end up in rat her t han
a. Because he has caused a car acci dent .
b. They can be found in almost every state in America.
c. Because they feel t heir peers underst and the m in a
way adults can't.
d. To f ind an appropriate type of punishment for
troub lemake rs.
e. Teenagers seem to learn their lesson better t his way.
Many of them also admit that Teen Court has helped
them become better people.
optional post-reading activity
Ask Ss quest ions of personal response related to t he
topic of t he readi ng text.
e.g. What do you think of Teen Courts?
Do you think they can really be effective?
Do you think that Teen Courts could work in your
country?
requirement
supporter
typical
vary
yell (v)
invent ion
participate
permission
recent
repeat
Otherwords
appropriate
be heid
determine
exist
face (v)
Aim: to int roduce the topic of the reading text
thr ough an oral activ ity involving personal
opinion
• Ask 5s t he quest ions and generate discussion.
• Ask Ss to look at the headi ng and the photograph.
EJ .Aim: to read for gist and check predicti ons
• Ask Ss to read t he text paragraph by paragraph and tr y
to f ind out the answers to t he questions above.
• Check answers and ask Ss to provide justificatio n.
reading
D
Key .
Teen Court is where teenage troub lemakers are put on
t rial. It is different from a typical court because t he
lawyers, t he j udge and the jurors are teenagers.
Also, teenagers who are put on t rial in a Teen Court
have admitted t heir wrongdoing beforehand, so the t rial
doesn't determine whether they're guilty or innocent.
Channel your English 18 54
Lesson Two (continued)
words and phrases
Phrasal verbs and other expressions
Aim: to match phrasal verbs and other expressions from
the text with their meanings
• Have Ss do t he exercise.
• Check answers.
a. at first
b. come up with
c. come clean
d. rat her tha n
e. learn my lesson
grammar
oAim: to int roduce should and shouldn't + perfect
infiniti ve
• Ask Ss t he fi rst set of questions.
• Elicit and check answers.
• Do the same wit h t he second set of questi ons.
• No, he wasn't.
He feels that he hasn't done the right t hing.
• Yes, he did.
No, she doesn't.
EJ Aim: to present and practise t he uses of should and
shouldn't
• Read and explain the rules. Provide any further
explanati ons and examples if necessary.
• Have Ss do the exercise.
• Check answers.
a. should brush
b. shoul d have thought
c. shouldn't have read
d. shouldn't lift
e. should have visited
f . shouldn't have told
55 18 Channel yourEnglish
listening S
oAim: to present t he topic of the listening text
• Ask Ss to read t he quest ions.
• Generate discussion.
EJ Aim: to emphasise listening for a purpose
. • Tell Ss to listen and mark their answers in the boxes.
• Play t he tape.
• After listening to the five questions in t he quiz. pause
t he tape.
• Allow Ss some time to add up their scores according to
the inst ructions on the tape.
EJ Aim: to emphasise listening for a purpose
• Tell Ss to listen to t he results of t he quiz and find out
what the quiz reveals about them.
• Play t he tape again.
• Ask Ss the questions and generate discussion.
ListeningTranscript (see page 123 )
UNIT 08
words and phrases
Phrasal verbs and other expressions
Find expressions in the text on page 54 and match
them with the meanings given.
a. to begin wit h
b. think of something
c. tell t he truth
d. i nstead of
e. r eal ise t ha t what
t hey did was wrong
e. I (visit) Stonehenge
whi le I was in England, but I didn't have t he t ime.
f . You (tel l) Trudy the
secret. I bet everybody knows about it by now.
listening S
oDiscuss the following:
• I n which si tuat i ons do you feel pr essured by
your peer s?
• How do you react?
Read the rules below. Then, complete the sent ences
a-t with should or shouldn'f and the correct form of
the verbs in brackets.
• Use should + have + past parti cipl e to critici se or
express regret about somet hing that didn't happen in
t he past.
A
"B-
c
Q;..testtoV\. i
Q;..testtoV\. :2
Q;..testtoV\. 3
Q;..testtoV\. 4
Q;..testtoV\. 5
EJ You will hear a quiz which Is part of a radio
programme. Listen and do the quiz. Mark your
. answer s in the boxes below.
EJ Now listen to the continuation of the radio
programme. What does the quiz reveal about you?
Do you agree?
SHOULD / SHOULDN'T
• Use shouldn't + have + past participle to crit icise or to
express regret about something that happened in t he
past and was wrong.
Look at the ext racts from the text on page 54 and
answer the quest ions that follow.
• I should have been more careful.
Was Robert careful ?
How does he feel about it?
• Use should/shouldn't + base form to ask for or give
advice, express an opinion, make a suggesti on or
express mi ld obligat ion in t he present or fut ure.
• You shouldn't have taken the car in the first place.
Did Robert take t he car?
Does Beth t hink that Robert did t he right t hing?
a. You (brush) your teet h at
least twice a day.
b. Jason (t hink) caref ully
before he made his decision.
c. Karen is very upset wit h me.
(read) her diary.
it Gene (lift) heavy t hings
because he's got a problem wit h his back.
grammar
Channel your English 55
Lesson Three
words and phrases
Verbs with prepositions
Look at the verbs in the box and use some of them to complete the sentences a-f. You may have to change the form
of the verb.
s hout at/to sb
speak to/with sb
arg ue wit h sb abou t st h
complain about sth to sb
talk to/with sb about st h
di scuss st h with s b
mention st h to sb
laugh at s b
agree wit h sb on/about st h
agree/disagree wit h sb on/ab out st h
advise sb about/on sth
lie t o sb ab ou t st h
a. Alt hough J ane is quit e an honest person. s he to me abo ut where s he went last
night .
b. My parents al ways at me when I come home late .
c. I didn' t attend t he meeting because nob ody it to me.
d. It ' s too lat e now, I'll it wit h you in the morning .
e. The lawyer wit h the j udge about t he sentence.
f. When I ar rived at school with my slippe rs on, everyone at me.
speaking
oLook at the pictures below. In pairs, discuss the problems the two people have and say what they should do.
I think he/ she sho uld.. ,
If I were in his/her s hoes .. ,
It wo uld be a good idea to . ..
Sh e/He sho uld.. ,
EJ lii turns, think of a problem you have and ask your partner for advice. Then, ~ ~ : ; ..,: ;'1 to your partner's problem and
give him/her advice,
56 Channel your English
teacher's notes 08
Vocabulary
Words
accent
advice
advise
argue
compare
complai n
deserve
depressed
honest
j ealous
lie (v)
mat e
mention self-confi dence slippers
pretend sentence (n) smart
Phrases and expressions
be aware of
be in sb's shadow
be in sb's shoes
call sb names
can't help
compare sb/ sth to sb else/sth else
get sb/ sth wrong
go through
I
w ords and phrases
Verbs with prepositions
;l.lm: to present and practise verbs with prepositions
, Ask Ss to read t hrough the list of verbs wit h prepositi ons. Explain any unknown words Ss might have. .It might also
be useful to draw Ss' attention to the difference between laugh at sb (= make f un of sb) and laugh with sb
= laugh because sb has said or done something funny).
• Have Ss do t he exercise.
• Check answers.
1. lied
2. shout
3. ment ioned
4. discuss
5. (has) agreed/ disagreed
6. laughed
opt i onal
• Have Ss make their own examples with the rest of the verbs with preposit ions in the box.
• Elicit and check answers.
I ki
spea mg
EI Aim: to discuss probl ems and make suggestions
• Divide Ss into pairs.
• Ask Ss to look at the pictures and read t he phrases given.
• Explai n any phrases in the table that Ss might not know.
• Have Ss do the activity.
Suggested answers:
, In the first picture, the boy's roomate is a reall y unt idy person. I t hink he should talk to/ with hi m
about it. If I were in his shoes, I would complain about the situat ion.
, In t he second pict ure, the girl' s parents do not let her go out. I t hink she should discuss it wit h
t hem. It would be a good idea to tal k to/with t hem about it.
:JAim: to practise asking for and giving advice
, Ask Ss to thin k of a problem and in turns ask for and give advice.
, Have Ss do t he activity.
Channel your English TB 56
Lesson Three (continued)
writing
II Aim: to prepare Ss for the wri ting task by relati ng it to personal experience
o Ask Ss to read the questi ons.
• Generate discussion.
EJ Aim: to involve ss in giving advice within a meaningful cont ext
o Ask 5s to read the lett er and answer the questi on.
o Explain any words and/ or expressions Ss might not know.
o Elicit answers.
EJ Aim: to familiarise Ss with the conventions of letters giving advice
o Ask Ss to read t he reply giving advice and answer the quest ions,
o Expiain any words and/or expressions Ss might not know.
o Elicit answers and generate discussion,
D Aim: to identify some stylisti c features of a letter giving advice
o Refer Ss to the text in 3.
o Have Ss do the exercise.
o Check answers.
Why don't you...?
...you could...
it would be a good idea to...
5 Writing task
Aims: to give Ss practice writ ing a letter giving advice
o Ask 5s to read the part of the letter and provide any necessary explanat ions.
o Read and explai n the ti p.
o Assign the writi ng task for homework.
57 r s Channel your English

UNIT 08
writing
EJ Discuss the following:
• What do you do when you have a problem?
• Do you know what a problem pag e is?
• Do you think problem pages gi ve good advi ce?
EJ Belowis part of a problem page from a teenage
magazine. Read the letter that a girl wrote. What
advice would you give her?
Whenever I hang out with my best mate, I
can't help feeling that I'm a really boring
person. I understand why everyone likes her;
she's better looking than me and she's smart
and outgoing. Don't get me wrong, I'm not
jealous, but sometimes I can't help feeling that
I'm in her shadow.What can I do? Sometimes
I feel like I don 't want to go out at all.
Depressed, IS,Tooting
EJ Now read the advice given to the girl. Doyou think
the advice is helpful? Why/Why not? Was the
advice similar to yours?
It sounds like you' re comparing yourself t o your
friend. Why don't you try to find out what
makes you a special person? While you're at
it, you could develop your own interests. It
could increase your self-confidence. Also, it
would be a good idea to have a word with
your fri end. Maybe she's not aware of what
you' re going through.
DRead the text in 3 aga in and underline all the
expressions which are used to give advice or make
suggestions.
5 Writing task
Read the part of a letter below.
Imagine that a friend of yours
has sent it to you. Write back,
giving him advice.
Whe.n lJou write an informal letter qil/int}
advice :
• Use an appropriate qreetinq and siqnature endinq.
• Use set phrases at the be'}innintJ (e.'}. I was somJ to
hear that '}ot problems) and at the end of
90ur lett er (e.'}. I hope I've been of some help to 90U).
• 8e friendl9, use informallan'}ua'}e and show that
90U understand the problem.
• Alahe different su'}'}estions to help salve the
problem. Use expressions to qive advice in the main
part of 90ur letter (e.'}. In m9 opinion, 90U
should...r I think 90u'd better..., If I were
90U... , Wh9 don't 90U... J, It'd be a '}ood
idea to... ).
Channel your English 57
Lesson One
presentation
EJ Before you read the dialogue, look at the
picture and discuss the following:
• Do you find clowns funny? Why/Why not ?
• What do you think about t he clown in the
picture?
EJ List en to two friends, Dom and Paul, ®
tal king about the clown in the picture,
Who is the clown? Choose a, b or c.
a. Dam's father
b. Paul's brother
c. a stree t entertainer
DRead the dialogue and answer the following
questions:
a . When was Dam's dad a clown?
b. What did Dam's da d wear when he was
a clown?
c. What is hap pening next Saturday?
d. What can Dam's dad do as a clown?
e. How does Dam feel ab out Paul t easing him?
Paul Hey Dam! Check it out! It's your dad.
Dam It can't be my dad.
Paul Why not? He used to be a clown, didn't he?
Dam Leave it out! He dressed up as a clown, once, at
my seventh birt hday part y.
Paul So he is not a professional. What a shame! He's
really funny, you know. He could have had a
good career as a clown.
Dam Don't be silly.
Paul Did he wear a stupid red wig like that at your
party? He must have looked great.
Dam It was green actua lly - and he looked ridiculous.
Paul Hey, is your dad doing anything next Saturday?
Dom I don't know. He might be, why?
Paul Well, can you do me a favour? My brother is
having a birthday party...
Dom Don't !
Paul ...and he wants a clown.
Dom You can't be serious.
Paul Why not ? Your dad must be bett er than tha t
bloke over ther e. He j ust makes stuff with
balloons.
58 Channel your English
Dom My dad does magic tricks, as well .
Paul That's sort ed then. Two o'clock round my house.
And I think it would be good if your dad had a
helper, too. So, don't forget your monkey suit.
Dom That 's enough! Stop teasing me!
DDiscuss the following:
• Do your fri ends tease you? What do they do/ say?
• How do you react?
intonation
The modal verbs in bold are used for expressing possibility
or making deduct ions. Listen and repeat.
He might be.
He could have had a good career as a clown .
Your dad must be bett er t han that bloke over there .
It can't be my dad .
He must have looked great.
teacher's notes 09
Aim: to present vocabulary, structures and funct ions In
the context of a dialogue between two teenagers
oAim: to use visual informat ion to predict the content
of the dialogue
• Ask Ss to look at t he picture and discuss the questi ons.
a. He was a clown at Dom's sevent h birt hday party.
b. He wore a green wig.
c. Paul 's brother is having a birthday party.
d. He can make stuff with ballons and do magic tri cks,
as well.
e. He feels a bit annoyed.
optional
If there is time, you may ask Ss more questions.
e.g. Do you tease your friends? If yes, what do you
usua lly tease them about?
• When t his activi ty is over, ask Ss some more quest ions.
e.g. Why is Paul telli ng Dom not to forge t his monkey
suit?
Do you think that Paul really wants to upset Dom?
Do you find the way Paul is teasing Dom funny or
annoying?
Encourage Ss to try to guess the meaning of new
vocabulary such as professional, wig and ridiculous.
o Aim: to check comprehension of specif ic
information f rom the dialogue
• Ask Ss to read quest ions a-e. Explain t he word tease.
• Ask Ss to uncover the dialogue so that they can read
and listen at the same time. Play the tape again.
• Ask Ss to underline words and expressions they are not
familiar wit h, but tell t hem not to worry about unknown
words at this stage.
• Give Ss ti me to work out the answers to the questions
individually or in pairs.
• Check answers and ask ss to provide j ust ifi cation.
intonation ®
DAim: to encourage 5s to relat e t he topic of the
dialogue to personal experience
• Ask Ss to look at the questions and discuss t hem.
"
do my best
do t ricks
do well
ridiculous
tease
wig
Collocations with do
do a favour
do damage
do good
do housework
Conversational English
bloke
That's enough!
That 's sorted.
What a shame!
Other words
career
clown
entertainer
professional
presentation
optional
You may ask Ss a few more questions:
e.g. Where is the clown standi ng? Why?
What is he doing?
Are there any people watching him?
Aim: to present and practi se intonat ion in sent ences
expressi ng possibility or making deductions.
• Play the tape and pause after each sentence.
• Ask 5s to repeat.
EJ Aim: to l i ~ t e n to the dialogue and understand the
gist of t he dial ogue
• Ask Ss to cover t he dialogue, look at the pict ure and
listen caref ully. Play the tape. ®
• Check answers.
Channel your English TB 58
Lesson One (continued)
words and phrases
1 Conversational English
Aim: to match t he examples of conversation al English
in the dialogue with their meanings
o Ask Ss to do the act ivity.
o Check answers.
a. Check it out !
b. What a shame!
c. bloke
d. stuff
e. That' s sorted
2 Collocations
Aims: to practise collocations wit h do
o Ask Ss to read the collocations in the box. Draw 5s'
attention to the difference between do good (make
someone feel bett er) and do well (have a good
performance in an exam, test, etc).
o Have 5s do the exercise.
o Check answers.
a. do tricks
b. do good
c. do a favour
d. does well
e. doing housework
f. do my best
g. did damage
grammar
EJ Aim: to elicit t he meaning of modal verbs in
sentences expressing possibility and maki ng
deductions as presented in t he di alogue
o Tell Ss to refer to the dialogue.
o Read the f irst sentence and ask 5s to choose a or b.
o Elicit and check answers.
o Do the same for the rest of t he sentences.
o a
b
o a
b
59 T8 Channel your English
EJ Aim: to pressent the basic uses of modal verbs
expressing possibility and making deductions
for present and past as shown in the dialogue
o Read and explain t he fir st two examples.
o Ask Ss to read t hrough the tables and ensure t hat t hey
underst and t he terms used.Draw Ss' attenti on to t he
different infinitive forms used when the t ime reference
is in t he present (present infinitive) and when it is in
the past (perfect infinitive). If necessary, provide
explanatio ns.
o Tell Ss to refer to the dialogue.
o Have 5s do the exercise.
o Check answers.
Expressing possibility
o could + have + past partici ple: He could have had a
good career as a clown.
Making deductions
o must + base form of verb: Your dad must be better
than him...
o can't + base form of verb: It can't be my dad.
o must + have + past part iciple: He must have looked
great.
EJ Aim: to pract ise modal verbs used for expressing
possibility and maki ng deductions
o Explain any unknown words.
o Have Ss do the exercise.
o Check answers and ask 5s to provide j usti f icat ion.
o If time is scarce, assign the exercise for homework.
a. might not
b. must have
c. can' t
d. could have
e. have slept
f . can't
g. may rain
optional
Ask 5s to provide thei r own example sentences using
modal verbs expressing possibili ty and making
deducti ons referring either to present or past sit uat ions.
words and phrases
1 Conversational English
Find five examples of conversational English in the
dialogue and match them with the meanin gs given.
• Your dad must be better than him.
a. Your dad has to be better than him.
b. I believe your dad is better than him.
EJ Read the tables bel ow and complete them with
examples fr om the dialogu e.
2 Collocations
d. t hi ngs
e. It's arranged.
Look at the following collocations with do and use
t hem to complet e the sent ences a-g. You may need to
change the form of the verb.
a. Look!
b. That's di sappoint ing!
c. man
Something possibly happened in t he
past.
e.g, Tim i, latB; hB may/migh t haVB
rni<;<;Bd thB boc:
Somethi ng is possi ble to happen now
or In the f ut ure.
e.g, I rna/ might be (ree next
t:Junday, but I'm not core !pt .
Something was possibl e to happen.
but it didn' t .
e.g, _
Expressing possibility
coul d
+ have +
past parti ciple
may/might
+ base form
may/ might
+ have +
past part icipl e
do damage
do tri ck s
do well
dp my best
do go od
do a f avour
do hou sew ork
promise anythi ng.
g. The fire a l ot of _
to the bui lding.
We are almost sure that something
happened in t he past.
e.g, _
Making deductions
We are almost sure that somet hing Is
tru e.
e.g. _
We believe that something is impossibie.
e.g, _
We are almost sure that somet hing
didn 't happen.
e.g, Yw can't have ceen 9Je al 1/..,
parly: cbe s: in Ii aly.
can't/couldn't
+ have +
past participle
ca n't +
base form
must +
base form
must +
have +
past part icipl e
Look! There's Cliff .
No. t hat can't / may not be Cliff. He's on
hol iday in South America.
g. It may rain / have rained. You'd better take an umbrella.
DRead the sentences below and circie the correct words.
a. Tim might not / must not come today because his
fli ght has been delayed.
b. Sall y could have / must have taken your watch. I saw it
in her room yesterday.
c. That can't / mustn't be his mot her. She looks so young.
d. We must have / could have won t he match. but we
didn' t play as well as we can.
e. She can't sleep / have slept with all that noise last
night.
f . Nick
Ronald
MODAL VERBS USED
FOR EXPRESSING
POSSIBILITY AND
MAKING DEDUCTIONS
a. I'm t eachi ng my dog to _
b. It w i ll you _
t o get out of t he house more,
c. Will you me _
please? Just t his once. I promi se.
d. Tom always i n hi s exams.
We are r eally proud of him.
e. I don't like . I t 's boring and
tiri ng, too.
f . Look, I' ll , but [ can't
• It can't be my dad.
a. I'm sure it's not my dad.
b. It's my dad, I can' t believe it!
• He could have had a good career.
a. He managed to have a good career.
b. It was possibl e for him to have a good career, but
he didn't. ·
• He might be.
a. It' s possible.
b. It was possible.
grammar
EJ Look atthe
ext racts from the
di alogue and choose
which of the statements a or b is the closest in
meaning.
Channel your English 59
reading
DBefore you read the text, look at the pictur e a nd discuss the following :
• What do you know about the people in t he pi cture ?
• Do you find t hem funny? Why / Why not?
EJ Read the text quickly withou t paying att ention to t he missing sente nces, What is the writer' s main purpose?
Choose a, b or c,
a . To amuse the reader.
b. To inform the read er about La urel and Hardy.
c. To express hi s opin ion a bo ut Laurel and Hardy.
AN UNJFORGETTABLE P Ai R
••
W
hen you hear t he words film
comedian, many names come
to mi nd. However, when you
hear t he words comedy double act, you
probably automat ically think of t he pair
who we re the leading comedy doubl e act
of the twentieth century. II
Oliver Hardy was the son of a lawyer and he was born
in Harlem, Georgia in 1892. EJ He became totally
fascinated by the movie wo rld and wo rked for a
number of studios before he ende d up in Hollywood, at
the Hal Roach st udios. A director there thought that it
might be funny to contrast t he fat Hardy wit h a
skinny acto r. Stan Laurel was chosen and a legend was
born.
Although many people believe Stan Laurel was an
American, he was actually born in Ulverston, England,
and he was already working in show business when he
was only six years old. II He worked wit h Cha rlie
Chaplin, and like Chaplin, he decided to stay. He
worked as a writer and an actor and had some succes s
before he went to work at Hal Roach's st udios in 1926.
Stan Laurel was the brai ns behind thi s
unusual comedy double act. Ollie Hardy's
famous saying : "Here's anot her nice mess
you've gotten me into!" is enough to bring
a smile to most people's faces. Wha t t hey
don't know, however, is that it was written
by Stan Laurel.
Laurel and Hardy worked together for twenty-five
years and made over one hundred films together. The
highlight of their career was an academy award in
1932 for t he ir film The Musi c Box. II Despi te his
weight, Ollie Hard y was a very good golfer, while Stan
Lau rel liked fishing and also experiment ing wit h
gardening. He once created a ve getable which was
half potato and ha lf onion, but he couldn't get anyone
to t ry it .
Laurel an d Hardy set t he standard for generations of
comedians to come. A great film historian once said,
"The best visual comedians imitate children."II
There wa s something childlike and lovab le about t his
amus ing pair that is still keeping people lau ghing into
the twenty-first century.
DRead the text again a nd t he se nte nces a-f below. Complete t he blanks 1-5 wit h the correct sentence. Ther e is one
ext ra sentence which you do not need to use.
a . No one could do t his as well as Laurel and Hardy.
b. Whe n he was abo ut t wenty, he was given the op po rt u nity to t rave l to Ame r ica .
c. Their films we re based on everyday s itua t ions .
d. They are of course Stan La urel a nd Olive r Hardy.
e . In spite of s t udying law at universi ty, he never bec ame a lawyer.
f. Even t hough they had to wor k hard, they managed to find some time for other act ivit ies.
60 Channel yourEnglish
teacher's notes 09
reading
Phrases andexpressions
be the brains behind
get into (gotten Am. E. )
set the standard
1: d (f inal sent ence of the first paragraph int roducing
the topic of t he text )
2: e (expanding on the informat ion given in the previous
sentence, l.e. Hardy's background)
3: b (expanding on the information given in t he previous
sentence, i.e. Laurel 's background)
4: f (they had to work hard is related to worked together
in the opening sent ence of the paragraph, and
other act i viti es is related to golfer, fishing and
gardeni ng
menti oned in the sent ence that follows)
5: a (It best rounds up the topi c of the text. Also, the
words this amusing pair in t he next sent ence refer
to Laurel and Hardy)
EJ Aim: to underst and text organisat ion
• Refer Ss back to the tip on p. 48.
• Tell Ss to read sentences a-f.
• Point out that there is one ext ra sentence which they do
not need to use.
• Have Ss do the act ivity or assign it for homework.
leading (adj)
legend
lovable
purpose
show business
skinny
totally
visual
double act
experiment (v)
generation
highlight (n)
humorous
humour
imitate
laughter
Words
amusement
amusing
award
chil dl ike
comedian
comedy
contrast (v)
director
o Aim: to int roduce the topi c of the reading text
t hrough an oral act ivity Involving background
knowledge and opinion
• Ask Ss the quest ions and generate discussion.
EJ Aim: to read for gist and identi fy the wr iter's main
purpose
• Ask Ss to read through the text. Point out t o them that
they should not worry about t he missing sentences at
t his stage.
• Have Ss do the act ivit y.
Elicit answers and ask ss to provide j usti ficati on.
optional post-reading activity
Ask Ss quest ions of personal response to t he topi c of
t he reading text.
e.g. Do you know any other comedians like the ones
mentioned in the text?
Have you seen any of their films ?
b
• Ask Ss to read the text again paragraph by paragraph
and ask them comprehension questio ns. Encourage Ss
to guess the meaning of unknown words from the
context.
e.g. How did Laurel and Hardy get together and form a
pai r?
What is Hardy's famous saying?
What did Laurel and Hardy use to do in their free
time?
What are the two things that make Laurel and Hardy
an unforgettable pair in the history of cinema?
Explain unknown words
Channel your English TB 60
Lesson Two (continued)
words and phrases
listening S
l :b 2:b.
Word building
d. any recognition /
award
e. crazy humour
f. cry
a. kid comedy
b. one comedy
c. 1981
b (That is not the story, however. in Hollywood,
but it di d not receive any award from the Academy)
EJ Aim: to listen for specif ic information
• Read and explain the ti p.
• Ask Ss to read sentences a-f.
• Explain any unkown words in the sentences.
• Play t he tape again.
• Have 5s do the exercise. Check answers and ask Ss to
provide j ustifi cation.
II Aims: • to expand on the 'tOPiCof the readi ng text
• to present the topic of the listeni ng text
• Ask Ss the questions and generate discussion.
EJ Aim: to listen for gist and identify the speaker's
main point
• Ask Ss to read the three sentences.
• Playthe tape.
• Have ss do the exercise. Check answers and ask ss to
provide justification.
comedy (n)
amusing / amused (adj)
funny (adj)
laugh (v)
grammar
Aim: to practise word format ion
• Ask Ss to read through the chart .
• Refer Ss to t he text.
• Have Ss do the exercise individually or in pairs.
• Check answers.
II Aim: to introduce clauses of concession
• Ask 5s to read the fir st extract and decide what it
means.
• Elicit and check answers.
• Do t he same for the second extract.
EJ Aim: to present and practise clauses of concession
• Read the rules. Ensure that Ss understand all the
terms used.
• If necessary, elaborate on the st ructure of clauses of
concession and give more examples.
• Have Ss do the activity.
• Check answers.
UsleningTranscripl (see page 123)
a. Alt hough / Even though I was sleepy, I stayed up and
waited for my sister to come back.
In spite of / Despite bei ng sleepy/my sleepiness, I
stayed up and waited for my sister to come back.
b. Alt hough / Even t hough it was snowing, it was not
very cold.
In spite of / Despite t he snow, it was not very cold.
c. Alt hough / Even though I have a driving licence, I do
not drive.
In spite of / Despite having a driving licence, I do not
drive.
d. Although / Even t hough she was ti red, she did the
housework.
In spite of / Despit e being t ired / her t iredness.
she did the housework.
optional post-listening activity
You may ask Ss f urt her quest ions of personal
response related to t he listening text.
e.g. Have you seen any of the fi lms mentioned in the
listening text? If yes, did you like them?
Do you also think that it was unfair that they did
not receive any recognition from the Academy?
Do you prefer comedy films to drama films?
Do you agree that it is "much harder
to make peopl e really laugh and enjoy
themselves"?
61 TBChannel your English
UNIT 09
words and phrases
c. I have a driving licence, but I do not drive.
Word building
Look at the text on page 60 and find words to complete
the chart below. d. She was ti red, but she di d t he housework.
b. It was snowing, but it was not very cold.
• although I even though + subject + verb
e.g, Aithough / Even though I was disappointed,
I decided to keep trying.
• in spite of I despite + noun or -lng form
e.g. In spi te of /Despi te being disappointed, I decided
to keep trying.
In spite of / Despite my disappointment, I decided
to keep trying.
a. I was sleepy, but I st ayed up and waited for my sister
to come back.
Complete the blanks with words that VOU
hear. Don't write too lon'l or complicated
d. Death Becomes Her and Four Weddings and a
Fun eral didn't r ecei ve _
from the Academy.
e. Robin Wi lli ams i s famous for hi s _
but he wasn't awar ded for i t .
f, I t 's easier t o make peopl e _
t han l augh.
listening S
a. Chi ldren usually prefer l i ke
Home Al one.
b. Si nce World War II only _
has won an awar d for best pictur e.
c. Arthur was a smash hi t i n the year
phrases.
\
EJ You will hear a radio present er talking about
comedi es. Listen and decide which of the three
statements best summarises his main point.
Choose a, b or c.
a. There ar en't eno ugh good comedies t hese days.
b. Hollywood doesn't honour comedies enough .
c. More comedies should be made.
oDiscuss the following:
• Who's your favouri t e comedian? Why?
• What i s t he best comedy you have seen at t he
ci nema? What did you like about i t ?
DListen again and complete the sentences a-f. Writ e
one or two words in each blank.
comic
Adjectives
ALTHOUGH -
EVEN THOUGH-
DESPITE - INSPITE OF
grammar
amuse
oLook at the
ext racts from the
text on page 60 and decide what each of them
means. Choose a or b.
• Although many people believe Stan Laurel was an
American...
a. Many people believe St an Laurel was an American
and they' re right.
b. Many people believe Stan Laurel was an American.
but they' re wrong.
• Despite his weight , Ollie Hardy was a very good golfer.
a. Ollie hardy was a good golfer because he was fat.
b. Ollie hardy was fat . However, he was a good golfer.
EJ Read the rules below. Then, rewrite the sentences
a-d in two different ways, using although or even
though and in spite of or despite.
Use although, even though, in spi te of and despite to
introduce an idea which is in cont rast with the idea the
main clause expresses.
Channel your English 61
words and phrases
..
Similesare expressions which includethe wordsas or like andare used to make comparisons.
Mat ch the two halves of the similes below. Then, complete the sentences a-<l with some of the similes.
as big as a feat her
as qui et as a wo lf
as light as a whale
as good as t he s ky
as free as a s he et
as white as a mouse
as hungry as a bi rd
as blue as gold
speaking
a . Daniel hadn' t eaten all day, so whe n he got back
home he was _
b. Afte r Sally broke up wit h Harry she felt
c. Judy is . She never says a word.
d. Her-face went whe n s he heard
heavy footsteps coming towards her bedroom door.
e . Did you see t hat sumo wrestl er on TV last night? He
was _
Look at picture A below. What do you think has happ ened? How does the man in the picture feel? Discuss your ideas
using may, might, could, must and can't/couldn't as in the example. Then, do the same for picture B.
e.g, A: The dogs in picture A might have thought that the man was a huge cat.
B: I agree and they must have chased him.
62 Channel your EngliSh
teacher's notes 09
alarmed
anniversary
April Fool' s Day
break up wit h someone
celebrate
exit
fancy (adj )
feather
footsteps
words and phrases
-
no way out
revolving door
romantic
sheet
surrender
washing-up
weddi ng
whale
wrestler
Aims: 0 to int roduce the concept of similes
o to practise the format ion and use of some similes
o Read t he definit ion of a simile and ensure that Ss understand what it means.
o Allow Ss some t ime to do the matchings, Explai n any words Ss might not know.
o Elicit and check answers.
o Have Ss read sentences a-e.
o Explain any unknown words if necessary.
o Have 5s do the exercise.
o Check answers.
as big as a whale
as quiet as a mouse
as light as a feather
as good as gold
as f ree as a bird
as white as a sheet
as hungry as a wolf
as blue as the sky
a. as hungry as a wolf
b. as f ree as a bird
c. as quiet as a mouse
speaking
d. as white as a sheet
e. as big as a whale
Aims: 0 to give Ss pract ice using modal verbs
"0 to speculat e about pict ures
o Divide Ss into pairs.
o Ask Ss to look at the pict ures and read t he example. Point out to Ss that they should be careful using t he
present or the perfect infiniti ve depending on the t ime reference each ti me.
o Have Ss do the act ivity.
Suggest ed answers
A: The man in picture A might have been invited to a fancy-dress party.
B: Probably, and he must have climbed up t he t ree to protect himself f rom t he dogs.
A: Look at the expression on his face! He must be terrifi ed worried/cold/t ired!
A: The couple in picture B must have bought tickets for the wrong part of the stadium.
B: I agree and t heir team must have j ust scored.
A: Look at the man! He must be so embarrassed!
Channel your EnglishTB 62
Lesson Three (continued)
writing
EJ Aims: to make predict ions based on prompts
o Ask Ss to look at the pictures and the words below them.
o Read t he quest ion and generate discussion.
EJ Aims: 0 to read and check predict ions
o to introduce the layout and cont ent of an art icle
o Ask Ss to read the article and decide on t he most suitabie t itle for it.
o Check answers and ask Ss to provide just if icat ion.
o Expiain any words Ss might not know.
b
EJ Aim: to identi fy t he stylist ic features of an article
o Refer Ss to t he artic le in 2.
o Have 5s do the exercise and check answers.
c. d. e.
D Aims: 0 to give Ss practice writ ing a paragraph based on visual and verbal prompts
o to prepare Ss for the wri ting task
o Ask Ss to look at t he pict ures and t he prompts.
o Explai n any words Ss might not know.
o Allow Ss some t ime to write a short paragraph.
o Read and discuss some of the Ss' paragraphs.
o If ti me is scarce. t his activity can be done orally.
5 Writing task
Aim: to give Ss practice writi ng an art icle about a personal experience
o Read and explain the tip.
o Assign the writ ing task for homework.
63 TB Channel your English
UNIT 09
-
-
di scover
forget
wallet
___....; w,;,;a;,; shi ng- up
wedding anniversary
fancy restaurant
celebrate
romantic dinner
When.IJOU write an article about a personal
erpertence:
• Writ e an interestlnq title and introduction in order
to catch the reader's attention.
• Refer to the reader in a friendll/ wal/.
• Use int erestinq tlocabulartj.
• Include Iinkin9 words to join I/our ideas.
• End I/our article in a wal/ that will impress
the reader.
Channel your English 63
You have been asked to write an arti cle ent itl ed:
An Unforgettable Apri l Fool's Day for a teenage
magazine. Your arti cle should be between
1.20 and 1.50 words.
The w r i ter :
a. uses a title w hic h r eveal s the events in
t he articl e.
b. uses formal language.
c. addresses t he r ead er directly with you.
d. starts t he arti cle in a way that urges the
read er to cont inue readi ng. _
e. uses interesting wor ds/ phr ases/ex pressi ons . _
_ I
_____
Dlook at the picture. What do you think happened to
t he coupl e? Imagine that you are ei t her the man or
the woman and writ e a paragraph of about 60
words using the prompts given.
EJ Read the art icle again and look at the check-li st
below. Whi ch of the foll owing does the writer of
the arti cle do to attract the reader's atte nti on? Tick
the corr ect boxes.
NOWAYOUTI
TERROR allhe Bank!
c.
- -
b.
a.
EJ Read the magazine artic le and check your
predi ctions In 1.. Then, decide which of the three
titles is the most suit able for the articl e.
Choose a, b or c.
B l OOk at the pict ures and the words below. They are
all relat ed to a magazine art icle. What do you think
happened?
, . always finds
h' k life is boring, It
ust when yOU t . \n , can't remember
J
a way t o surprise YOU'
d
r amused by what
h
rher l was alar m
e
0
we .
happened that day. n walked in:They
k when tWO me of
I was in the ban hiding guns,and one
were wearing masks 0 bber { ' lust then. \ saw a
the m yelled out: "T,h1s IS the bank. He oU:
r
\
' e offIcer runnmg to h bank's revol.... ing do .
po ic himself at t e . h got
his gun and threw made it inside. as e .
Unfortunately. he nevehf. is possib\e.The answer IS
ask how t IS H must have
stuck.YoUmay b' g as a whale. e
ffi r was as I \do't sto p
that the 0 Ice 160 kilos.The thieves co: Although
weighed at least the money intO the ag
s
. it was
laughing as they put . . n to be in, I must say
f
. htening sltUatlO
it was a ng .
f
h thieves
also quit e unny. t ended wnen t e .
a the amusemen was the only eXit
di::::
d
that the ot her choice t o
from the building. So, t ;,:er became a hero. As or
surrender.The s quite an ex.perl ence.
me. YOU can i magIne It wa
writing
Revision 7-9
reading
Read the text and complete the blanks 1·5 wit h the sentences a-t below. There is one extra sentence which you do not
to use.
a. Schol ars say that this superstition came from Scand inavi a.
b. These objects ar e probably associated w i t h good l uck becaus e i n anc ient t imes mak i n g i ron into
somet hi ng u seful was r egarded as magi c.
c. At l east t he explanat i on to thi s superst i t i on sounds more realistic t han an ol d fai ry t al e.
d. As a chil d, I coul d never understand why her r eact ion was so extr eme.
e. People don' t usually beli ev e in superstit i ons t hat ar en' t based on t r ue stor ies.
f. However, this explanat ion sounds illogi cal to me .
U 0 0 v U U v v ~ v 0 0 U U U U v 0 ~ U U v 0 0
Since I am not a superstitious person myself, I' m always
amused when other people behave superstit iously. In fact,
when I was young and wanted to drive my mot her crazy, I
would open an umbrell a in t he house. II To tell you
t he trut h, I st ill haven't been able to f igure out why opening
a brolly indoors is supposed to bring bad luck.
Some superstitions can be traced back to ancient religions.
Take the number 13, for example. Some people are so
superstit ious about it that t hey will avoid having thirteen
people at a table at all costs. In America, some well-known
hotels have no rooms or floor s numbered 13. EI
According to a Norse myth, twelve gods and goddesses
were having a feast when the evil god Loki joined t hem
uninvited. This caused an argument, which result ed in the
deat h of Balder , the most loved of all t he Norse gods.
II I find it hard to believe that people are still so strongly
aff ected by something which never really happened.
A more recent superstition is the belief that light ing three
cigarett es in a row with one match is unlucky. This strange
belief has its roots in t he Boer War, which took place in
South Africa between the Brit ish and the Afrikaners at the
end of the nineteent h cent ury. The Afrikaners were such
good gunmen that they coul d kil l three soldiers in a row who
had just lit their cigarett es wit h the same match. II
However, not all superstitions have to do with bad luck.
Horseshoes, for example, are thought to be lucky. lEI
Another explanation might be that the horse was a sacred
animal for the Celt ic people of Europe. Even Admiral Nelson
nailed a horseshoe to the mast of his ship to bring good
weather and calm seas on his j ourneys.
Whatever the explanations for superstitions are, none of
t hem sound totally convincing to me. But t hen again, that
is exact ly t he reason why t hese beliefs are considered
superstitions and not science.
64 Channel yourEnglish
teacher's notes Rev 7-9
reading
Aim: to check ss' reading comprehension skill s in text organisatio n
• Ask 5s to look at t he t it le of the text and t he pictures.
• Ask Ss a few questions and generate discussion.
e.g. What superstitio ns do you think are discussed in the text?
Do you thi nk they are associated with good or bad luck? Why?
• Ask Ss to read through the text for gist.
• Ask Ss to read t he text again paragraph by paragraph and decide on the correct order
of the missing sentences.
• Ask Ss to look out for key words and/or phrases as well as specif ic informat ion related
to to each sentence.
• Have Ss do the exercise.
• Check answers and ask Ss to provide just if ication .
1. d (As a child refers to when I was young, her reaction refers to my mother ),
2. a ( thi s superstition refers to being superstitious about number 13),
3. f ( this explanation sounds ill ogical to me is related to I find it hard to believe that which appears in t he
sentence that follows),
4. c (it 's realisti c because it refers to real incident, not a fairy t ale),
5. b (these object s and iron refer to horseshoes).
..;
Note: When t his acti vity is over, explain any words Ss might not know, if necessary.
optional post -reading activity
Ask Ss some questions of persona l respo nse to the ideas expressed in the text .
e.g. Haveyou heard of any other superst itions?
Do you believe in superstitions?
Why/Why not ?
Channel yourEnglish 18 64
Revision 7-9
Use of English
IIAim: to revise word formation through a word building exercise
• Ask Ss to read t hrough the text for gist.
• Point out to Ss that , before they start completing the blanks, they should decide on what part of speech is
needed each ti me.
• Check answers.
(1) lawyer
(2) funny
(3) professional
(4) decision
(5) react ion
(6) pressure
(7) disappoint ment
(8) comedian
(9) comfortable
(10) event ually
Note: When thi s activity is over, you may explain any unknown words if necessary.
EJ Aim: to revise various language struct ures through a keyword transformation exercise
• Have Ss do the act ivity.
• Check answers.
1. had been wait ing (for)
2. had made a cake
3. must have stolen
4. should stop
5. cannot have said
song
Aim: to listen to the song and check Ss' comprehension of it
• Ask Ss to read the questions.
• Ask Ss to listen to t he song carefully. Play the tape.
• Elicit and check answers.
6. may not come to work
7. had better ask Sheila
8. would rat her go to
9. laughi ng at
10. despite st udying.
1. The singer is iying in his bed.
2. He is scared because he thinks that someone or something is by his bed.
3. He can see a shadow coming closer to him and can hear its breath getting heavier.
optional project
• Divide Ss into small groups.
• Ask t he Ss in each group to work toget her and do a project about some other superstiti ons.
• Encourage Ss to collect informati on including where the supersti t ions came from.
• Ss should draw pictures, write short texts and present t heir projects in class.
65 TB Chann el your English
Use of English
oComplete t he blanks wit h the correct form of t he words in capitals.
It' s not easy to decide on what career to pursue. Take me, for example. When
I was younger, my parents wanted me to become a (1) _
LAW
DECIDE
REACT
PRESS
However, as I've always been a (2) type of guy, FUN
I told t hem I wanted to become a (3) clown instead. PROFESSION
Of course, my parents were furious wit h my (4) _
I was really disappointed with their (5) , but I
received so much (6) from them that I was forced
to give up my plans. But t hen, I've never wanted to deal with anything too scientific.
So, to t heir (7) again, I decided to become
an actor, or, to be more precise, a (8) _
I feel really (g) and happy wit h my new idea.
As for my parents, I' m sure they'll (10) give in.
DISAPPOINT
COMEDY
COMFORT
EVENTUAL
EJCompl ete the second sentence so that it has a simil ar meaning to the
first sentence, using the word given. You must use between two and
f ive words, includin g t he word given.
1. I waited for fifteen minutes and t hen the bus arri ved.
song S
Listen to t he song Who's there?
and answer t he following quest ions.
10. Paul failed his exams although he had stud ied hard.
4. It is a good idea to stop smoking.
should You smoking.
2. First she made a cake. Then, she did t he washing up.
mad e After she , she did t he washing up.
3. I am sure John stole t he money.
1. Whe re i s the si nger ?
2. How does he feel ? Why?
3. What can he see and hear?
_ _ ___ _ __f ifteen minutes when t he bus arrived.
My sister is always me.
You --'--'_ _ about it.
Paul fai led his exams hard.
John the money.
despite
laughi ng
better
waiting
must
8. I would like to go to t he cinema tonight instead of staying at home.
rather t he cinema tonight than st ay at home.
g. My sister is always making fun of me.
5. I cannot believe t hat Mary said such a thing
said Mary such a thing.
6. I t hink t hat Ben will not come to work today because he is sick.
may Ben today because he is sick.
7. Why don't you ask Sheila about it?
Channel your English 65
- ..........
Lesson One
presentation
oBefore you read the dialogue, look at the
picture of Mike and Cl aire and the note from
Cl aire's diary. Then, discuss the following:
• What do you think they are ta lking about?
• Whe n did Mike arrive from the USA?
EJ Listen to the dialogue and check your S
answers In 1..
EJ Read the dialogue and the example below.
Find five more differences between the UK
and the USA.
a. Cr i,;P<' are known a,; chiP<' in t he USA.
b. _
c. _
d. _
e. _
f. _
Mike It's great to see you again after all these years.
But why didn't you call me? I've been in England
a month already.
Claire What ? In your e-mail you wrote that you were
arriving on the sixth of July. I remember.
Mike No, I wrote June seventh.
Claire Look, I've got it written down here.
Mike Ah, now I see the problem. In the States the
month is written before the day.
Claire How confusing! I'm sorry.
Mike Never mind. It' s not your fault. There are so
many differences between America and England.
I always forget things. Yest erday, I was in a mall
and [ wanted some chips. I went to a store and [
was told to go to a fast food place.
Claire You shoul d have asked for crisps, not chips.
Mike I realise tha t now. It's like you speak anot her
language over here. In fact, everyt hing's
intonation
different . You drive on the wronqside of the
road and the cars here are so small!
Claire That 's because there aren't many parking spaces
and the roads are narrower.
Mi ke Something should be done about that . In the
States the streets and the sidewalks are much
wider.
Claire Ther e's more space, isn't there?
Mike Absolutely!
Claire I couldn't live in the USA. I mean. all that 'life in
the fast lane'! You know, drive-in cinemas.
drive-in cashpoint s, even drive-in weddings, so
I've been told. It would drive me crazy! Sorry
Mike.
Mike That ' s all right. Anyway, life is too short to
waste time .
Claire And it'll get short er if you don't get out of your
car and do some exe rcise.
DDiscuss the following:
If you had t he chance to spend
a year in t he UK or t he USA,
whe re wo uld you prefer to go ?
Why?
66 Channel your English
The words/ phrase s beloware used to make and acce pt apologies.
Li sten and repeal.
Sorry. I' m sorry. I' m t erribly sorry.
That' s all right. It ' s not your fault . Not to worry. Never mind.
teacher's notes 10
EJ Aim: to check comprehension of specif ic information
in the dialogue
• Ask Ss to uncover t he dialogue so t hat t hey can read
and listen at t he same time. Play the tape again.
• Ask Ss to underline words and expressions t hey are not
famil iar wit h, but tell t hem not to worry about unknown
words at this stage.
• Give Ss time to work out the differences between the
UK and the USAaccording to the example in their book.
• Check Ss' answers and ask them to provide justification.
Otherwordsandphrases
presentation
American English
apart ment
chips
elevator
garbage
absolutely
cashpoint
collapse (v)
crisps
drive sb crazy
emergency
li ne
mal l
pants
sidewalk
fault
incredibly
lift
parking space
pavement
queue
store
vacation
throughout
victi m
waste (v)
wide
b. In t he USAthe month is written before the day, in the
UK t he day is written before the month.
c. In t he UK people drive on t he left, in t he USAt hey
drive on t he right.
d. In t he UK cars are smaller.
e. In t he UK t here are fewer parking spaces than in the
USA.
f. In t he USA roads and pavements are wider than in t he
UK.
• When this acti vity is over, ask Ss some more questi ons.
e.g, How long has Mike been in England?
What does Claire mean by saying that life in the USA
is "in the fast lane"?
Encourage Ss to try to guess t he meaning of new
vocabulary such as mall, sidewalk and cashpoint.
• Explain unknown words.
Aim: to present vocabulary, structures and functions in
t he cont ext of a dialogue bet ween a man and a
woman talking about the differences between the
UK and the U5A
IIAim: to use visual information to predict the content
of a dialogue
• Ask 5s to look at the pict ure and discuss the questions.
optional
You may ask 5s a few more questions:
e.g. Where are the peopl e and what are they doing?
Do they seem to be having a good time?
EJ Aims: • to list en to the di alogue and check predictions
• to understand the gist of the dialogue
• Ask 5s to cover t he dialogue, look at t he pict ure and
listen caref ully. Play the tape. S
• Discussanswers.
• They are talking about Mike's experiences in England
and the differences between America and England.
• He arrived in England on 7 June.
IIAim: to encourage 5s to relate the topi c of the
dialogue to personal preference
• Ask Ss to look at the quest ions and discuss t hem.
optional
If there is t ime, you may ask Ss more questions.
e.g. Do you think that 'life in the fast lane' would drive
you crazy or do you agree with Mike that 'life is too
short to waste time? Why?
intonation S
Aim: to present and practise intonation in expressions
used to make and accept apologies
• Play t he ta pe and pause afte r each expression.
• Ask Ss to repeat the expressions.
Channel your EnglishTB 66
Lesson One (continued)
words and phrases
British and American English
oAim: to match the examples of American English in
the dialogue wit h their Briti sh English equivalents
• Refer Ss to t he dialogue.
• Have Ss do the act ivity.
• Check answers.
EJ Aims: • to revise the formation of Passive Voice
• to give Ss pract ice making t heir own
example sentences
• Ask Ss to read through the table and ensure t hat they
underst and the terms used. If necessary, provide
explanati ons.
• Ask Ss to work individually and make t heir own
examples.
• Check answers.
a. mall
b. chi ps
c. store
d. sidewalk
EJ Alms: • to present Ss wi t h more American English
words
• to mat ch some words in American Engli sh
wit h their Brit ish Engli sh equivalents
• Ask Ss to do t he activi ty.
• Check answers.
Suggested answers
Present Simple: In England t he day is written before the
mont h.
Past Simple: My uncle's house was built f ive years ago.
Present Perfect Simple: I have been told that life in the
USA is different from life in England.
Past Perfect Simple: When we got there, we realised
t hat the car had been stolen.
Future Will: A new shopping cent re will be built opposite
t he t rain stat ion.
Modal Verbs: Somet hing should be done about t hat.
grammar
oAim: to eli cit t he basic use and formati on of
Passive Voice as present ed in the di alogue
• Ask Ss t he f irst set of quest ions.
Elicit and check answers.
Do t he same for the rest of t he sets of quest ions.
optional
If t here is ti me, you can draw Ss' attention to some of
the spelling differences between American and Brit ish
English.
e.g, center (AmE) = centre (8r.E), color (ArnE) = colour
(8r.£.), real ize (AmE) = reali se (8r.£.), traveled (AmE)
= travelled (8r. E), gray (ArnE) ~ grey (8r.E).
collapsed
crashed
were cal led out
was done
were kil led
have been t aken
are still trapped
hasrisen
be done
DAim: to pract ise Passive Voice
• Ask Ss to read t hrough t he text.
• Have Ss do t he exercise.
• Check answers and ask Ss to provide justificat ion.
• If t ime is scarce, assign the exercise for homework.
f . 9
g.6
h.8
i. 2
. a. 7
b.4
c. 1
d.3
€l.5
• b
• b
• a
67 f 8 Channel your EngliSh
words and phrases
EJ Complete the t abl e below with examples. Use
examples fr om the dialogue and your own.
British and American English
How is the passive voice formed?
a. verb be + past parti ciple
b. is or was + Past Simpl e
can/ must/ may/should etc. + be +
past parti cipl e
e.g, _
bri dge crossi ng the .
A
Sanaga Ri ver in
Eastern Cameroon
colla psed / was collapsed last
night dur ing a heavy stor m. A
t rai n carryi ng passengers to
Douala fai led to not ice t he .
d
h d /
was cras hed into the fiver
destroyed bridge an eras e . .
below. Emergency tea ms were called out / wer e calling
out immediately and an excellent job had done / was
k'\1 d / have
done. Incredibly. only five people were I e . .
kill ed out of the \ 47 passengers. Most of the VIctims
have been taken / have been taking to the n e a r e ~ t
Il l t pping / are sti li
h
. it I but a few people are st t ra
ospi a.
d i the train The rain has continued throughout
t rap pe m · .
. b' en / has rise n, so
the night and the fiver has een n s . . :
I
. st be done / be doing befor e It s too late.
somet ung mu.
TRAIN DISASTER
in Cameroon
DAILY HERALD
DRead the text below and circle the correct verb form.
I •
,;,'':1
am/is/ are + past part iciple
F 'In
e.g.
was/were + past parti ciple
,
e.g.
~
have/ has + been + past partic iple
e.g.
. had + been + past parti ciple
.
e.g.
will + be + past parti ciple'.
e.g.
Modal Verbs
-
-
-
-
-
-
-
-
PASSIVE VOICE I
• In the States the month is written before the day.
Which of t he two is more importa nt?
a. Who does the act ion.
b. The act ion itself.
• I was toid to go to a fast food piace.
What does Mike mean in the above sentence?
a. "I told somebody to go to a fast food place."
b. "Somebody told me to go to a fast food place."
grammar
a. I want to buy an apartment wi t h a vi ew of
t he ci ty. .. ..
b. I' ll ask for the check if everybody ' s
fini shed eat i ng. .
c. The old man was stuc k in the elevator
betw een the seventh and eighth fl oor.
d. I met my w i fe in the fall of 1987.
e. I hate it when people throw their gar bage
in the st reet.
f . She st opped to fill the car w i t h gas .
g. Do you think thi s shi rt goe s with these
pants?
h. I ' m goi ng on vacat ion next week.
1. The line outside the cinema was so lon g
that we decided to go back home.
oLook at the two examples of the passive voice from
the di alogue and answer the questions that follow.
oFind four examples of Ameri can Engli sh in t he
di al ogue and mat ch them with the meanin gs given.
a. shoppi ng centre
b. cr isps
c. shop
d. pavement
Channel your English 67
reading
DWhat do you think the following phrases mean?
l ove at fi r st si ght
All' s f ai r i n l ove and war. Love makes t he worl d go r ound. Love i s blind.
EJ Read the magazine art icle below. Why did the writ er choose the titl e Love is Blind?
Lovet6 Blind
True love never dies,
you'll hear people say. If
you think this Is Just a lot
of nonsense, then you
haven't met John 5
Gallagher.
e managed to find
his high school
sweetheart. Anjali
Henry, after 10
fourteen years of being
apart. John and Anjali were schoolmates at Perkins School for the
Blind in Watertown, Massachusetts. It was t here, between classes,
t hat John slipped a fifteen-dollar ring on Aniali's finger.
Unfortunately, the romance came to an end in 1982, when Anjali 15
had to return to her native country, India. Weeks before she left,
John broke off the engagement only to regret it afterwards.
As John couldn't get Anjali out of his mind, he decided in 1988 to
track her down. He mailed a letter to the address t hat Anjali had
given him before she left , hoping it would reach her. When he didn't 20
receive a reply, he wrote again and again. Finally, in t he spring of
1996 a letter came back. It wasn't from Anjal i, though, but from her
former neighbour. Feeling sorry for John, she sent him Anjali's new
address in Bissamcutt ack, 1000 miles southeast of New Delhi.
On the other side of the world, Anjali carried on with her life. She 25
earned a Master's degree in medical and psychiatric social work.
Despite complete blindness, she opened Bissamcutt ack's first
psychiatric ward at a local hospital. Anjali was shocked by John's
first lett er, so she didn't reply. But when another one arrived, Anjali
decided to write back. John didn't beat about the bush. He 30
immediately replied to her: "Aft er 14 years i know I still love you,"
Reading this, Anjali thought it was absurd. However, she was soon
convinced that John was sincere.
On December 30, 1996, John arrived in India with a diamond
engagement ring in his pocket. Anjali quit her job, said goodbyeto 35
her family and moved to the USAwith John, where they got married
eighteen months later. Obviously, love doesn't only make the world
go round. It can aiso make people go round the world in search of
it. "It's a nice feeling," says Anjali, "to know there is someone,
somewhere just for you." 40
.68 Channel your English
lEI Read the magazine arti cle again and
answer the questions 1-4. Choose a, b
or c.
..J....&I) When answerinq questions ulhich
~ , r focus on readinq between the
lines:
TTlJ to interpret what the writer means
rather than takin9 literal/v what is written.
• Consider the context and situation in Ulhich
a phrase is used in order to understand
what it actual/v means.
• Try to put lJoursetf in the person's position
and imaqine what he/she mi9ht think or
how he/she miqht feel in the specific
situation.
When answerintj questions which require 'Iou
to find what a word in the text (e.9. it, theV,
this) refers to, read careful/v the
sentence which includes that word, as
well as a few sentences before it, to see I
what the word refers to.
1. What did John r egret in line 17?
a. Th at he got engaged to Anjali .
b. That he ended t he relationship wit h
Anj ali .
c. That Anj ali l eft him to go to I ndia.
2. What does ' i t' r efer t o in line 20?
a. Anj ali's address
b. John's l etter
c. Anj ali's r eply
3. What does t he wr i t er mean by 'John
didn't beat about the bush' in line 30?
a. He di dn't wast e t ime.
b. He didn't know what to do.
c. He didn't t ake it ser iously.
4. Why did John go to I ndi a?
a. To t ell Anj ali that he st i ll l oved her.
b. To get married to Anj ali .
c. To ask Anjali to be hi s wi fe.
teacher's notes 10
reading
oAim: to introduce t he topi c of t he reading text
t hrough an oral act ivit y
o Tell Ss to read the phrases in t he boxes.
o Generate discussion and elicit answers.
Phrasesand expressions
at f irst sight
beat about the bush
come to an end
get sb/st h out of one's mind
The writer chose t he tit le Love is blind to refer to the love
story of two blind people in a f igurat ive way. Two blind
people met at school, fell in love, separated, t hen got
together again and finally got married. They were blind so
they could not see each ot her. On a metaphorical level,
your love for someone can blind you to their faults.
Note: Do not explain any unknown words at t his stage.
o Ask 5s to read the text agai n paragraph by paragraph
and ask t hem comprehension questi ons. Encourage Ss to
guess t he meaning of unknown words from the context.
e.g. Where did John and Anjali meet for the fir st time?
How did John show Anj ali his true feelings?
Why did their romance come to an end?
How did John try to find Anjali ?
How did John fi nally manage to fi nd Anjali 's new
address?
What had Anjali managed to accomplish despite her
blindness when John tracked her down?
How did she react to John's letters ?
Where did they settle down after they got married?
o Explain unknown words if necessary.
EJ Aim: to read for detail and deduce meani ng
o Read and explain the tip.
o Assign t his acti vity for homework.
sweetheart
ward
population
quit
reach
regret
slip
fair
former
nat ive
nonsense
obvious
Words
absurd
afterwards
blind
convince
engagement
Phrasal verbs
break off track down
s uggested answers
Love at first si ght: to become very fond of sb
immediately or short ly after you have met.
All 's fair in love and war: all behaviour is justified in
order to win sb's love or a war.
Love makes the wor ld go round: love is the moving
force behind al l human behaviour and it is so powerful
that people think it makes t he Eart h and t he Sun move.
Love Is blind: when you are in love, you cannot see
faults in your partner. (Do not get into too many det ai ls
here as you will have the chance to talk more extensively
about it in t he following activity.)
EJ Aim: to read for gist and interpret
o Ask Ss to read through the text. Point out to t hem t hat
t hey should not worry about unknown words at this st age.
o Ask 5s the quest ion. Draw 5s' attention to the
parallelism between blindness as a physical disability
and as a state when you cannot see fault s in your
partner because of strong feelings of love. In order to
facilitate bot h their understanding and the discussion,
you can ask t hem further questions:
e.g. When you are blind, you cannot see. In the same
way, how can love make people blind?
What characteristics of your partner can you be
blind to when you are in love?
o Elicit answers and ask 5s to provide justif icati on.
1. b ( John broke ott tne engagement ...)
2. b ( he mailed her a letter...)
3. a ( he immediately...)
4. c ( John arrived in India with a diamond engagement
ring...).
optional post-reading activity
Ask Ss questions of personal response to the topic of
the reading text.
e.g. How did you like the love story of John and Anj ali ?
What do you think of them?
How difficult is it for two blind peopl e to make such
a decision? What does it take to make such a
decision?
Channel your English re 68
Lesson Two (continued)
words and phrases
Phrasal verbs and other expressions
Aim: to match phrasal verbs and expressi ons from the
text with t heir meanings
• Refer 5s to t he dialogue.
• Have 5s do the exercise.
• Check answers.
a. came to an end
b. broke off
c. get out of his mind
d. track down
e. in search of
grammar
DAim: to Int roduce the meanin g of participl e cl auses
as present ed in the text
• Tell Ss to read the first senten ce.
• Ask Ss the quest ion and eli cit answers.
• Do t he same for the second sentence.
Elicit and check answers.
b
• a
DAim: to present and practise t he use of participle
clauses
• Ask Ss to read the rule and the table below it. Ensure
that Ss understand all the terms used. If necessary,
provide explanat ions.
• Refer 5s to the text and ask them to do the exercise.
• Check answers.
• Read and explain t he note
• Reading t his, Anjall tho ught it was absurd.
• Feeling sorr y for John, she sent him Anjali's new
address.
EJ Aim: to give Ss practice wi t h participl e cl auses
• Have Ss do the exercise.
• Check answers.
• If time is scarce, assign the exercise for homework.
a. Opening the wi ndow, she saw a stranger in the
garden.
b. Feeling ill , I decided not to go to work.
c. Looki ng through the book, I came across an old family
photograph.
d. Not knowing his phone number, I didn't call hi m.
69 TBChannel your English
listening.S
DAlms: • to present t he topic of the li stening text
• to rel ate it to Ss' back ground knowledge
• Tell Ss to read the questions and the opt ions.
• Have Ss do this act ivity as a general knowledge quiz.
• Elicit answers, but do not check Ss' answers at t his
stage.
DAim: to li sten for gist and check answers
• Play t he tape.
• Ask Ss to do the exercise.
• Check answers.
1. b 2. c
EJ Aim: to listen for specific information
• Ask Ss to read sentences a-e.
• Explain any unknown words in the sentences.
• Play the tape again.
• Ask Ss to do t he exercise. Check answers and ask Ss to
provide j usti f ication.
a. F (I'm 29 now and I came here when I was 21)
b. T (...1worked in an Irish bar for six months until I got
my first j ob in journalism)
c. T (They try to be, but it's never the same)
d. F (...there are more than forty million people here...)
e. F (Most Irish people wouldn't be seen dead wearing
green... it's considered bad luck to wear it ).
L1stenlngTransc ript (see page 124)
words and phrases
Phrasal verbs and other expressions
Find phrasal verbs and ot her expressions in t he text on
page 68 and mat ch them wit h the meanings given.
a. fi ni shed
b. ended a rel ationship
c. forget
d. find
e. l ooki ng for
UNIT 10
EJ Rewrit e t he sentences below using part iciple
clauses to replace the clauses in bold.
a. When she opened t he window, shesaw a stranger in
. the garden.
b. As I felt ill, I decided not to go to work.
grammar
PRESENT PARTICIPLE-
PARTICIPLE CLAUSES
c. Whil e I was looking t hrough the book, I came across
an old family photograph.
EJ Look at the two ext racts from t he text on page 68
and answer t he quest ions that follow.
• Feeling sorry for John, she sent him Anjal i' s new
address.
What does Feeling sorry for John mean?
a. Alt hough she felt sorry for John
b. Because she felt sorry for John
• Reading this, Anjali thought it was absurd.
What does Readi ng thi s mean?
a. When she read this
b. Before she read this
EJ Read t he rules below and complete the t abl e wi th
examples from the text on page 68.
The Present Parti ciple (base form + -ing) is used in
progressive tenses and in participle clauses.
In participle clauses the present participle:
• replaces a clause of ti me (When, while etc. + subject + verb)
e.g. _
• replaces a clause of reason (because/ as + subject + verb)
e.g. _
NOTE: The negat ive form of t he present part iciple
is not + present participle.
e.g. Not having enough money, I decided not to buy a
newcar.
d. As I didn't know his phone number, I didn't call him.
listening S
EJ What do you know about Irel and and Irish cult ure?
Try to answer the questions below.
• Which i s Irel and's
national colour?
a. Orange
b. Gr een
c. White
• Which i s the most
important Iri sh celebration?
a. St George's Day
b. St David's Day
c. St Pat ri ck's Day
EJ Listen to a conversati on between two reporters
covering an event in New York and check your
answers in 1.
EJ Listen to the conversat ion again and decide if the
following statements are True or Fal se. Writ e T or F
in t he boxes.
a. Jerry has li ved in New York since he was 29 .
b. Jerry's first j ob in New Yor k was in a bar. _
c. I r i sh bars i n New Yor k are different from
t hose in I r el and.
d. The population of I r eland i s f orty million.
e. People i n I r el and l i ke wear i ng green.
Channel your English 69
Lesson Three
words and phrases
Compound nouns
A compound noun is a combination of two nouns which functi on as one word. Note that the first noun def ines the second
one (e.g. a bus stop is a stop for buses).
oMatch the nouns on the left with those on
the right to form compound nouns.
prot est jam
department guard
sho pp ing witness
traffic bl ock
emergency store
eye officer
office march
police ce nt re
security exit
speaking
oWork in pairs. Compare pictures A and B
and discuss the similarities and differences
between them. Think about where the
people are. what their lives are like. how
they feel etc. Use some of the words and
phrases in the boxes.
I I
lifestyle
daily ro ut ine
lonely
crowded
rel axed
satisfied
stressed
phrases'
I think/beli eve ... because ...
I disagree because...
I agree, but.. .
In pi cture A.. ., while in picture B...
In my opinion, ...
70 Channel your English
EJ Complete the foll owing sente nces with some of the
compound nouns from exercise 1.
a . Sorry I'm lat e . I got stuc k in a(n) _
on Beacon Street .
b. A(n) told the police t hat she
had seen the robbery from her bedroom window.
c. Most of the peopl e who work in thi s _
are lawyers .
d. An environmental group organised a(n)
___ _ _ _ _ _ _ _ in the city ce ntre.
e . In case a fire breaks out, you should all use the
EJ Discuss the following:
• Whic h of t he t wo lifestyles would you prefer? Why?
• What wo uld you like to change about your lifestyle? Why?
• What do you t hink life wi ll be like in the future?
teacher's notes 10
Compound Nouns
department store
Otherwords
banner
chain (v)
committee
demol ish
Phrasal verbs
break out
eye wit ness
demolition
form (v)
gather
grand
pull down
off ice block protest march
out raged (adj )
present (v)
protest
protester
security guard
resident
t raffi c ja m
Phrases andexpressions
get st uck in keep things under cont rol
words and phrases
Compound nouns
make way for
oAims: 0 to int roduce t he concept of a compound noun
• to form compound nouns
o Read the defini ti on of a compound noun and ensure that Ss underst and what it means. Give t hem a couple
of examples and ask t hem to make t heir own.
• Explain any words Ss might not know.
• Have Ss do t he exercise.
• Check answers.
protest march
depart ment store
shopping cent re
t raffic jam
emergency exit
eye witness
office block
police off icer
security guard
EJ Aim: to practise using compound nouns
o Have Ss do t he exercise.
o Explain any unknown words if necessary.
o Check answers.
a. traffi c jam
b. eye witness
speaking
c. off ice block
d. protest march
e. emergency exit
oAim: to compare and contr ast two pictures
o Divide Ss into pairs.
o Ask Ss to look at the pictures and read the words and the phrases on t he left .
o Have Ss do the acti vity.
EJ Aims: 0 to discuss lifestyles
o to rel ate the topi c of t he speaking activity to personal pref erences
o Ask Ss to read t he questions and generate discussion.
Channel your English TB 70
Lesson Three (continued)
writing
oAims: • to activate Ss' background knowledge of int erpr et ing headlines
• to prepare Ss for t he writ ing t ask
• Ask Ss to read the headline from t he news report.
• Ask Ss t he question and elicit answers.
The news report is about a demonst rat ion; the residents of a town have
organised a demonstrat ion in order to prevent the local aut horities from
demolishing an old t heat re.
EJ Alms: • to check predictions
• to underst and text organisation throu gh re-ordering paragraphs
• Ask Ss to read t he news report and put the paragraphs in order.
• Check answers and ask ss to provide justificati on.
Explain any words Ss might not know.
Paragraph 1: Angry scenes... save the theatre.
(setting the background of the event )
Paragraph 2: Yesterday... the entrance door.
(describing the event in more details)
Paragraph 3: "We will stay... World Word I. "
(including comments made on t he spot)
Paragraph 4: Last night... to the theatre.
(f inal comments about t he event itself as well as t he consequences
and/or the act ion that will be taken in the f ut ure)
3 Writing headlines for news reports
Aim: to give Ss practice writ ing suitable headli nes for news reports
• Read and explain t he ti p.
• Have Ss do t he exercise.
• Check answers.
Suggested answers
a. Longferd Gallery Opening Today
b. Bush Fire Endangers Villages
c. England Beats France
4 Writing task
Aim: to give Ss practice writing a news report
• Read and explai n t he t ip.
• Assign the writ ing task for homework.
71 r s Channel your English
, .
UNI T 10
writing
oLook at the following headline from a news report.
What do you think the news report is about?

RESIDENTS PROnSTTO SIIE TRUTRE
Read the opening paragraphs of th ree different news
reports. Write an interesti ng headline for each one in
the space provided.
oToday is the grand opening of the Longferd Gallery. I
The owner is proud to present works from Picasso's
Blue period. .; _ _ _ -
EJ Read the news report below. The paragraphs have
been jumbl ed up. Put t hem in order by writing the
numbers 1-4 in the boxes. Then, check your
predictions in 1.
e
England beat France 2-0 in a . .
Pari s. English fans were n excl tmg match last night in
streets of London. seen celebrat ing all night on the
#
o . '
Yesterday a bush fire broke out .I n Australia
destr oying many areas of Vi ctona. FirefIghters have
warned residents in nearby VIllages to leave tnetr
homes.
..
sa..
.""
....
R
01 1
..
""
;",
Yesterday a crowd of
people gathered in front
of the theatre. They were
carrying banners and
demanding that the loca l
authorities do some thing
to prevent the demolition.
Some residents even
chained themse lves to the
entrance door.
Last night the po lice
tried to keep things under
control as the protesters
settled down in their
sleeping bags on the steps
of the theatre. It isstill
too early to say what will
happen to the theat re.
Angryscenes continue
in Hexley-on-Sea as
bulldozerstry to move in
7
----.,.....-.-.-.
4 Writing task
3 Writing headlines for news reports
Imagine that you are a news reporter for a local
newspaper. Write about an event in your city/town when
people prot ested against a decision they did not agree
wit h. Your news report should be between 120 and 150
words.
When write a headline for a news report:
• Mane sure the headline is short and to the
point.
Use interestinq
Use the Present Simple.
• Don't include:
articles (e.9."::A- TORNADO DESTROys:A:COASTAL
TOWN), . .
possessives (e.9. WOMAN SETS FIRE TO 7:JEk. OWN
HOUSE),
verbs -
ARRESTED FORSHOPLIFTING),
full stops and commas.
When lJOU write a news report:
• Write an interest inq headline to catch the
reader's attention.
• In the introduction mention on/v the mai n points
and
• Use the passive voice and participle clauses.
• Include facts. Do not express feelin9s and
opinion.
• Use direct speech when reportinq people's comments.
• Don't write sentences that are too short. Link
'Jour ideas us;nlj relative pronouns/ time
linners, althou9h etc. f
Channel your English 71
Lesson One
presentation
oRead the tille of the unit, look at the
picture a nd discuss the following:
• What do you think the man and the -
. ~ .
woman are talkmg about?
• What's the piece of paper that the
woman is holding?
EJ Listen a nd check your a nswers in :l!,
D Read the dialogue and compl ete the
ta ble below.
hi" pr oviouc job
Jenny Ther e's no point in sulking, Geoff, You'll get a job
soon.
Geoff Don't be so sure, I'm fed up with sending my CV
to loads of companies without getting any reply,
Jenny Maybe it has to do with your Cv.
Geoff You think so? Do you mind having a look at it?
Jenny Why not? I'll give you a hand , Let me see now.
What 's this? Only one job?
Geoff What do you mean?
Jenny I mean. under Work Experience you've j ust put
your previous job and nothing else ,
Geoff Well. that' s the t ruth ,
Jenny What I'm trying to say is that you're not selling
yourself. Geoff,
Geoff I still don't get you,
Jenny Liste n. you worked in a corner shop once. right?
Geoff Yes. when I was younger. but I got the sack afte r
just a couple of weeks.
Jenny Doesn't matter. We'll write sales assist ant for
local newsagent.
Geoff That sounds good. But I don't want to lie.
Jenny It' s not a lie. It just makes you look good.
Geoff If you say so. What else?
Jenny You haven't got much under Personal Interests,
either. just football.
Geoff I didn't know what else to put,
Jenny Mmm.; Have you ever taken part in a play?
Geoff WelLyes, but it was just the local drama club,
Isn't that a silly thing to menti on?
Jenny Not at all! Let 's put active member of local
theatrical soci ety,
72 Channel your English
Geoff Don't you thi nk it's too much to write that?
Jenny Why? What was the play?
Geoff Robin Hood,
Jenny Don't forget to sell yourse lf, Geoff. I bet you
were a great Robin Hood,
Geoff I wasn't actually. that is to say, I didn't play
Robin Hood,
Jenny No? What was your role?
Geoff I was 'Third tree on the left'. but I was a great
tree!
Jenny That's the spirit. Geoff,
D Discuss the following:
• Do you think Geo ff s hould add what Jenny
suggested to hi s CV? WhyIWhy not ?
• If you had to write your own Cv.
what would you put in it ?
intonation
The expressions below a re used for as king for
cla rification or clarifyi ng what has been sai d.
Listen and repea t.
What do you mean?
What a re you trying to say?
I mean.. .
What I'm trying to sa y is that '"
. ." that is to ~ U ' y , . . .
teacher's notes 11
Conversallonal English
I bet I don't get you If you say so that 's the spirit
Aim: to present vocabulary, str uctures and functions in
the context of a dialogue between two young
people about writ ing a good CV
oAim: to use visual infor mation to predict the content
of the di alogue
• Ask 5s to read t he t itle of t he unit, look at t he pict ure
and discuss t he questions.
WhalGeoff
WhaleJse
I
WhalJenny
Geoffaclually
hasInhlsCV
did
suggests
Work
his previous worked in a sales assistant
Experience j ob corner shop for local
newsagent
Personal foot ball took part in a active
Inleresls play in the local member of local
drama club theat rical society
• When t his act ivit y is over, ask 55 some more questions
e.g. According to Jenny. what should Geoff try to
achieve with his CV?
How long did Geoff work in the corner shop? What
happened?
What was Geoff s role in that play?
• Encourage 55 to t ry to guess t he meaning of unknown
words.
• They are talking about Geoff 's CV.
• It's Geoff s CV.
DAim: to encourage 55 to relate t he topic of the
dialogue to personal opinion
• Ask 55 to look at the questions and discuss t hem.
EJ Aim: to check comprehension of specifi c
informat ion in t he di al ogue
• Ask 55 to look at t he t able.
• Ask 55 to uncover t he dialogue so that t hey can read
and listen at t he same t ime. Play t he tape again.
• Ask Ss to underline words and expressions they are not
famili ar wit h, but tell t hem not to worry about unknown
words at t his stage.
• Have 55 do t he act ivity.
• Check answers and ask 55 to provide just if icati on, get rid of
get the sack
sulk
t heatrical society
it's no use
that is to say
t here comes a t ime
t here is no point in
newsagent
play (n)
sales assistant
sell oneself
Phrases and expressions
do you mind
fall asleep
give sb a hand
it has to do with
Olherwords
active
afford
consider
CV(CurriculumVitae)
Collocalions wilh gel
get a j ob get on sb's nerves
get dark get ready
get down to business
presentation
optional
You may ask Ss a few more quest ions:
e.g. How old do you t hink the people are?
What can you tell from the expression on t hei r
faces?
EJ Aims: • to listen to t he d i a l O g ~ e and check
predictions
• to underst and the gist
• Ask 55 to cover the dialogue. look at the picture and
listen carefully. Play t he tape. S
• Discuss answers.
opt ional
If there is t ime, you may ask Ss more questi ons,
e.g, Howimportant is a good CVwhen you apply for a job?
How distressing can looking for a job be?
intonation S
Aim: to present and practise intonat ion in expressi ons
used to ask for clarif icat ion or to clarify what has
been said
Play the tape and pause after each expression,
• Ask 55 to repeat t he expressions.
Channel your English 18 72
Job-huntin ..~ ~
Lesson One (continued)
words and phrases
1 Conversational English
Aim: to matc h the examples of conversational
English in the dialogue with their meanings
• Ask Ss to do the acti vity.
• Check answers.
a. t here's no point in
b. it has to do with
c. i'll give you a hand
d. I don't get you
e. 1bet
2 Collocations
Aim: to practise collocations with get
• Ask 5s to read t he collocat ions in t he box.
• Have Ss do the exercise.
• Check answers.
Rules
bare infinit ives
full infinit ives
-ing forms
EJ Aim: to practi se inf initives and -ing forms
• Ask Ss to read t hrough t he text and complete the
blanks .
• Explain any unknown words.
• Check answers and ask Ss to provide j ust if icat ion.
• If t ime is scarce, assign t he exercise for homework.
(1) to get (7) washing
(2) to buy (8) make
(3) afford (9) to order
(4) giving (10) to make
(5) explain (11) wear
(6) cleaning
grammar
IIAim: to present some of t he basic uses of infinitives
and -ing forms through eli citat ion
• Refer Ss to t he dialogue and ask Ss to under line all the
examples of infi nit ives and -ing for ms.
• Ask 5s to complete the rules.
• Check answers and provide explanat ions if necessary.
Examples in t he dialogue
Full infinitives
Maybe it has to do with your CV
What I'm trying to say is...
But I don't want to lie.
I didn't know what else t o put.
tsn': that a silly thing to ment ion?
Don't you think it's too much to write that ?
Don': forget t o sell yourself, Geoff.
that is to say...
Bare i nfi nit ives
Let me see.
It j ust makes you look good.
Let's put active member...
-lng for ms
There's no point in sulki ng, Geoff.
I'm fed up with sendi ng my CV
without getting any reply
Do you mi nd having a look at it?
a. get rid of
b. getting on my nerves
c. get ready
d. gets dark
e. got t he sack
f . get down to business
g. get a job
optional oral practice
Aims: • to practi se the structures, f unct ions and
vocabulary presented in this lesson in t he
context of a dialogue
• to exchange personal information
• Divide Ss into pairs.
• Ask Ss to imagine they are looking for a job.
• Ss should disuss why they need to look for a job,
what kind of j ob t hey want to get or is suitable for
t hem, what th ings t hey like and hate doing etc.
• Point out to 5s that t hey should use infi nit ives and
-lng forms. They should also tr y to use expressions
aski ng for and providing clarifi cat ion.
• Have Ss do the acti vity.
73 TB Channel your Engl ish
• certain verbs (want, would like, hope, decide, manage,
agree, refuse, seem, promise etc.)
• it + be + adject ive (it's nice, it was stupid etc.)
• too and enough
• question words (how, what, when, where etc.)
words and phrases
1 Conversational English
Find f ive exampl es of conversational English in the
dialogue and match them wi t h the meanin gs given.
Use after:
• certain verbs (avoid, enjoy, love, hate, finish, imagine,
mi nd, risk, suggest, consider etc.)
• certain expressions (how about, it's no use, it's no good,
there's no point in, be used to etc.)
• prepositions (for, about, withou t etc.)
EJ Complete the text below with the full infi nit ive, the
bare infinit ive or the -lng form of the verbs in brackets.
a. it's no use
b. it's r el at ed to
c. I'll help you
d. I don't under stand you
8. I'm sure
2 Collocations
Look at the foll owing collocations wi t h get and use
t hem to complete the sentences a-g. You may need to
change the form of the verb.
get dar k get r eady get a j ob
get the sack get rid of
get down to business
get on somebody's nerves
a. I t hi nk we shoul d _
t hat old sofa and buy a new one.
b. Stop t hat noise ! I t 's _
my _
c. My older siste r takes an hour to
_ _ _ _ _ _ _ _ _ _ _ _ i n t he morning.
d. I n the wi nter it _
much earlier than in the summer.
Use after:
e. John because he
• modal verbs (can, could, must, should, may etc.)
• let and make in t he act ive voice
• would rat her ana had better
oUnderline all t he examples of f ull infinitives (e.g. to
do), bare inf initives (e.g. do) and -ing forms (e.g.
doinlf) in the dialogue. Then. complete the rules.
fell asl eep at hi s desk.
f. Ev erybody i s her e, so l et 's, _
g. You can at t he
super mar ket at weeke nds to make some
extra money.
Sooner or later, there comes a time when everyone
needs (1) (get ) a job. In my case
that t ime was when I was sixteen and I wanted
(2) (buy) a pair of cool t rainers.
Unfort unately. I couldn't (3) (afford)
t hem. and my parents wouldn't even consider
(4) (give) me money for what woul d
be the third pair of t rainers that year. So, I got an
evening j ob at a local Italian restaurant, but I quit aft er
two days. Let me (5) (explai n) why.
First of all, I hated (6) (clean) t he
tables and the floor and (7) (wash)
dirty dishes t ill two o'clock in the morning. Then, t here
were all those people who couldn't (8) _
(make) up t hei r minds what (9) _
(order) and others who were very impolite. One night , a
customer was so rude to me t hat I decided
(10) (make) him (11) _
(wear) his pasta!
after:
INFINITIVES -
-ING FORMS
Use
grammar
Channel your English 73
doctor
reading
oDiscuss t he following:
What would yo ur ideal job be ? Why?
EJ Read the article below and circle the jobs whic h the write r co nsidered when he was in his last yea r of school.
CAREER
I'm often asked t he quest ion "How did you
become a jo urnalist?" You see, everybody expect ed
me to follow in my father's footsteps and become a
doctor. Well, during my last year of school I was given
the opportunity to visit a caree r guidance counsellor
and I drove her crazy with my choices.
My first choice was a chocolate te ster. Although
my co unsello r wasn't very impressed, she got me the
information. I discovered that chocolate testers earn a
lot of money, so I was sure I had found my dream job.
However, when I found out that chocolat e t esters
don't just sit around eating chocolate all day, I lost my
enthusiasm. It seems that they are also Brand
Managers, which mea ns they are involved in the
market ing and pro motio n of the product. I fi nally
decided against it when I rea lised a university degree
would be needed.
Next, I thought of becoming a football referee.
I had loved football from a young age, but being a
CHOICES
professiona l foot baller was out of the question, as I
couldn't play very well. Anyway, it seems that refere es
must be able t o run two and a half mil es in less than
twelve minutes and they are required to take exams
throughout their t raining. On top of that, only after
many years of experience· and if they are lucky - do
they get the chance to referee big professional
matc hes. So, my dr eam of showing David Beckham a
red card was shattered.
Finally, I had this brilliant idea of becoming a dog
stylist.That was after I realised how much money our
dog stylist. Shirley, was being paid every time we
visite d her with ou r Lhasa Apso, Philipo. However,
once, while she was styling Philipo, I not iced that he
t ried t o bite her. "It happens all the t ime," she told me.
As you can imagine, that really put me off.
To cut a long st ory short, all this research made
me realise I had a gift for invest igation, so by the end
of the school year I had decided to become a journalist,
EJ Read the text again and a nswer t he following questions. Write C for choco lat e tester, F for foot ba ll referee or D for
dog stylist in th e boxes.
In wh ich j ob do you:
a . get pa id well ?
b. have to be physically fit ?
c. t ake a lon g time to r each t he top?
d . get injured quit e often ?
e . h ave t o st udy for many year s?
f. get involved in advertising?
74 Channel your English
reading
o Aim: to introduce the topic of the reading text
throu gh an oral activity invol ving personal
opinion and preference
• Ask Ss the questions and generate discussion.
.EJ Aim: to read for gist and elici t the main Ideas
• Tell Ss to read t he text paragraph by paragraph and
underline all t he j obs ment ioned by the writer.
• Ask Ss to do t he act ivity.
• Check answers and ask Ss to provide j ustificat ion.
Words
career
counsellor
earn
guidance
investigation
Phrases andexpressions
bel get involved in
follow in sb's footsteps
have a gift for
on top of that
j ournalist
product
promotion
referee
shatter
out of t he question
put sb off
to cut a long story short
teacher's notes 11
EJ Aim: to scan and f ind specific informat ion
• Assign thi s act ivity for homework.
a. C( chocolate testers earn a lot of money,...),
D ( when I realised how much money our dog stylist ,
Shirley, was being paid...)
b. F(...referees must be able to run two and a half mil es
in less than twelve minutes)
c. F(...only after many years of experience, and if they
are lucky, they get the chance to referee big
professional matches)
d. D( he tried to bite her."It happens all the time,"...)
e. C( a university degree would be needed)
f. C( they are involved in marketing...)
optional post-readong activity
Ask Ss questions of personal response to the topic of
the reading text .
e.g, Would you ever consider any of these j obs?
Which of them appeals to you the most?
Note: You do not need to ask det ail ed quest ions at t his
stage as you will also ask some at t he pre-list ening
st age.
dog stylist
foot baII referee
chocolate tester
j ournalist
• When t his act ivity is over. ask Ss to read t he text agai n
paragraph by paragraph and underli ne al l the unknown
words.
• Ask Ss comprehension quest ions.
e.g, Why was the writer expected to become a doctor?
Why did he decide not,to become a chocolate
tester?
What was one of the writ er's dreams and why was it
shat tered?
What made the writer think of becoming a dog
stylist?
How did he end up becomi ng a journalist?
• Explain unknown words.
Background Note: Lhasa Apso is a breed of dog.
originally from Tibet.
Channel your English TB 74
Lesson Two (continued)
words and phrases
Words easily confused
Aim: to practi se dist ingui shing betwee n words that can
be easi ly conf used
• Refer Ss to t he words career (CAREER CHOICES) and
j ob (...1had found my dream job ) and discuss t hem. Point
out to Ss t hat the word work has a more general meaning
(i.e. t asks/ t hings that need to be done).
• Have Ss do t he exercise and check answers. For each
set explain t he difference through def init ions or
examples.
win - to be successful in a contest (refer to Unit 1)
gain - to get more of something (t he idea of benef it or
profit is involved)
earn - to get money by working (earn is closely associated
with money)
notice - to see or observe something
watch - to look at something with attention (e.g. tel evision)
look (followed by the preposit ion at ) - to pay attention to
something
EJ Aim: to pract ise Passive Voice
• Have Ss do the exercise.
• Check answers.
• If t ime is scarce, assign it for homework.
a. I was offered a well-paid j ob by t he company.
b. The cri mi nal was being taken to court when he
escaped.
c. Was t he menu brought to you?
d. A bank is being built next to my house.
e. Your letter of applicat ion has not been sent to the
company.
listening S
o Aims: • to expand on the topic of the reading text
• to present t he topic of the list ening text
• Ask Ss to look at the j obs a-e.
• Discuss the questions and elicit answers.
a. work
b. job
c. career
d. gained
e. win
f. earn
g. notice
h. look
i. watching
EJ Aim: to identi fy speaker's rol es
• Play the tape. .
• Have Ss do t he exercise: If necessary, play t he tape
again.
• Check answers and ask Ss to provide j ustificat ion.
grammar
oAim: to present some uses of the Passive
Voice based on examples f rom the text
• Refer Ss to t he text.
• Ask Ss to read t hrough t he tables and ensure t hat t hey
understan d t he terms used. If necessary. provide
explanations.
• Ask Ss to find similar examples of the Passive Voice in
the text.
• Elicit and check answers.
Verbs with twoobjects
I'm often asked the question
I was given the opportuni ty
Present Progressive
... how much money our dog stylist. Shirley. was being
paid ...
Note: It is advisable to elaborate on t he cases of
Passive Voice presented here by providing Ss wit h more
examples and/or further explanat ions.
75 18 Channel your English
Speaker 1: b (we nearly at e as much as we collected)
Speaker 2: e (at lunchtimes, as it was s place ... orders
constantly)
Speaker 3: d (I had to take care of the plants and trim
the bushes)
Speaker 4: a (I like being out and about a lot, good tips,
not giving clear addresses)
Listening Transcript (see page 124)
words and phrases
Words easily confused
Complete the sentences with the corr ect form of the
words in the boxes.
UNIT 11
subject + am/is/are + being + past participle
e.g. Look! W e are bQir19 Iollowed,
a. We don't h ave a lot of at thi s
time of year.
b. I want to f i nd a part-ti me _
for the summer.
c. He thou ght a in business
soun ded boring.
d. I' ve a l ot of exper ience
wor king in t his company.
e. Jer r y gets very upset when his t eam doesn't
f. How much money do you a
year?
job
win gain
w or k
earn
subject + was/ were + being + past part iciple
e.g. W hQn I got to t he garagQ. mycar wac; <; till being repaired,
EJ Rewrite the following sentences in the passive
voice. Begin with the words given and make all the
necessary changes.
a. The company offered me a well-paid j ob.
b. The pol ice were taki ng the criminal to court when he
escaped.
The crimi nal _
c. Did the waite r bri ng you t he menu?
Was _
d. They are build ing a bank next t o my house.
Abank _
g. Did you t hat awf ul dress
s he was wearing?
h. I think that 's my coat .. Let me _
at it.
1. Are you t h is , or can I
switch t o another channel?
notice
grammar
watch
PASSIVE VOICE II
e. I haven't sent your lett er of applicat ion to the company.
Your letter _
listening S
oWhich of the jobs a-e appeals to you the most? Why?
G Pi zza deliv ery person I
EJ You will hear four students talking about different
part-time jobs they had while they were at college.
listen and match the four speakers with the jobs
a-e above. There is one extra job which you do not
need to use.
oRead the tables. Then, find similar examples of the
. passive voice in the text on page 74.
c. Verbs wttb two objects
ACTIVE VOICE:
gave Mary a camera as; a birthday pr e<;Qnf:
or
Thf:'l,d oave a c amer a t o Mary as; a bi r thday pr l2<;enL
PASSIVE VOICE:
indirect object (as SUbject) + verb be + past part iciple +
direct object
Mary wac; givl2n a c amera as; a birthdald present..
or
direct object (as SUbject) + verb be + past part iciple + to
+ indirect object
A camera w ac; given t o Mary a<; a bir thdalj pre cerit.
. .
•••• Fr uit picker
••

Waiter/Waitress I
Channe l your English 75
words and phrases
Word building
Nouns that refer to people are commonly formed byadding the suff ixes -er, -or, -sr and -ien to verbs or other nouns.
IIComplete the tabl e with nouns t hat refer to people . Use the words in the box a nd a s uita ble s uffix.
-Ian

-lst
actor mnplOtjer

build
vis it
science
produce
reception
collect art
JRttStc --type-
.aer manage
direct invent
politi cs style
mathemati cs
entertain
magic
EJ Complet e the se ntences with the correct form of some of the nouns in the tabl e a bove.
a . My grandmot her always votes for the who wears t he ni cest suit .
b. What 's the name of t hat who st arred in Star Wars?
c. Jack used to be a in the Suffolk Philharmonic Orchestra.
d. My previous used to give us t he day off when it was hi s birthday.
e . The re ' s an exhibit ion of paintings by Spanish at the gallery on Lee St reet. .
f. The food at the restaurant was di sgusting. so we asked to speak to t he _
speaking
Work in pairs. Imagine that you a re in charge of hiring newstaff at the Bay View Hotel. Read the advertisement below
a nd the profiles of three people who have a pplied for the jobs advertise d. Discuss a nd decide which person wouid be
the most s uita ble for each job and why the others a re unsuita ble. Use the express ions given.

BAY VIEW HOTEL
IS LOOKING FOR
TWO ENERGETICYOUNGPEOPLE
RECEPTIONIST
Applicants must:
• have good communication skills
• be prepared to work long hours (one
day off per week)
• have a friendly personality
Knowledge of foreign languages and
computer skills preferred
TOUR GUIDE
Name : Nick Davis
Age: 42
Qualifications:
• Master's in Roman
Histo ry '
• Fluent in French and
German
Experi ence : Guide in
museum
Interests: Reading,
travelling
Available :Weekdays only
Name : Lauren West
Age: 18
Qual ifications:
• High school graduate
• Basic knowledge of
computers
• Speaks Spanish
Experi ence : Part-t ime
secreta ry
Interests: Sports, Drama
Availabl e: Any time
1
Name : Valerie Smith
Age: 22
Qual ifications: Business
Administration student
Experience:
• Assistant on cruise
ship
• Recept ionist for local
tourist agency
Availabl e : From July to
September
Applicants must:
• enjoy working outdoors
• have good communication skills
• speak foreign languages
• be available during summer season
Knowledge of local historypreferred
Expressions
I thi nk.. . would be t he most suitable for t he j ob of.. . because...
I believe ... would be more suitable t han... because ...
I don't think... would be (at all) suitable for t he job of.. . as ...
I agree, but I al so think...
Well, I'm not so sure about ... because ...
teacher's notes 11
administ rati on
applicant
apply for
comment (v)
day off
exchange
exhibiti on
fluent
knowledge
manage
produce
qualif icati ons
quality
reference letter
require
star (v)
suitable
take into considerat ion
words and phrases
Word building
nAim: to int roduce and practise formation of nouns that refer to peopl e
• Read the introductory note and ensure that 5s understand what it means.
• Explain any words Ss might not know.
• Have Ss do the exercise and check answers.
-er -or -lst -ian
employer actor typist musician
builder di rector recept ionist polit ician
manager inventor stylist mathemat ician
producer visitor scient ist magician
entertainer collector artist
EJ Aim: to pract ise using nouns referring to peopl e in cont ext
• Have Ss do t he act ivity.
• Explain any unknown words if necessary.
• Check answers.
a. polit ician
b. actor
c. musici an
speaking
d. employer
e. artists
f. manager
Aims: • to give Ss practice using vocabulary rel ated to jobs
• to speculate and make a decision
• Divide 5s into pairs.
• Ask Ss to read the j ob advert isement and the applicants' profiles .
• Explain any words t hat Ss might not know.
• Tell Ss that they should discuss their decisions using t he expressions given.
• Have Ss do t he activity.
Channel your English T8 76
Lesson Three (continued)
writing
o Alms: 0 to acti vate background knowledge
o to prepare ss for the writ ing task
o Ask Ss to read the questions and generate discussion.
EJ Aim: to identify audience and stylistic features of a letter of applicati on
o Ask Ss to read t he advert isement and the letter of applicati on and answer questions a-e. Elicit and check answers.
o Explain any words Ss might not know.
a. The lett er is formal because the writer of the letter does not know the person she is writing to.
b. The sender's address and the date is on the top right-hand corner of the page. The recipient's address is on
the left-hand side of t he page, a line below t he date and a line above the greeti ng. When the recipient is
unknown, the lett er always begins wit h Dear Sir/ Madam and ends wit h Yours faithfully, followed by t he sender's
signat ure and t hen his/her full name. The paragraphs are not indented. There is a blank line separating t he
paragraphs.
c. §1: reason for writ ing including t he positi on the writer is applying for as well as where and when she read
the adverti sement
§2: writer's age and current occupat ion, reasons for suitability referring to previous experience
§3: previous job and experience, good qualities, reasons for suitabil ity
§4: mention of a CV and a reference letter being enclosed (this adds to t he image the writer wants
to establish.)
§5: closing remark (a standard way to end a formal letter)
3 Improve your style
Aim: to give ss practi ce with the register and style of a formal letter of applicati on
o Read and explain t he t ip.
o Have Ss do t he exercise. Ss may need to refer to t he letter in 2.
o Check answers.
I am writ ing to apply for the positi on of offi ce assist ant as advert ised in the Boston Herald on 3
April.
I am twenty-t wo years old and I am a Law student in my f inal year. I believe I am suitable for t his job
as I have some work experience in t he f ield, having worked as an assistant at a law fi rm during last
summer. I am fl uent in French and I also speak some Spanish. In addition, I have good knowledge
of computers and t he Internet.
4 Writing task
Aim: to give 5s practice writ ing a letter of applicati on
o Read and explai n the tip.
o Assign t he writ ing task for homework.
77 TBChannel your English
UNI T 11
writing 3 Improve your style
oDiscuss t he following:
• How do peopl e fi nd jobs?
• Have you ever had a job? What did yo u do?
EJ Read the advertisement and the letter of
application. Then. answer the questions below.
a. I s t he l etter formal or informal ? Why?
b. What do you not i ce about the layout of t he
letter?
c. What sort of information has been included i n
each paragr aph?
-
REQUIRED AT
HARLEQUIN MUSIC STORE
-/-I., A letter of application is a formal letter.
Remember:
• Follow the lalJout of formal letters. Use block
para9raphs and write qour address, as well as the
address of the person/companlJ lJou are writin9 to.
• Start lJour letter with Dear Sir or Dear Madam and
end it with Yours faithfulllJ, followed blJ lJour I
slqnature and full name. I
• Use [ormal lanquaqe. Don't use short forms -
(e.9. I'm, don't) or (e.9. ad, info)' j
Below is part of a letter of application. Rewrite it in a
more appropriate st yle and t ake out any unnecessary
informat ion which you think should not be included.
4 Writing task
Writ e a letter to apply for one of the two jobs advert ised
on page 76. Your letter should be between 120 and 140
words.
-/-I., When lJou write a letter of application:
• Mention the position lJou are appllJin9 for and where
and when lJou saw the job advertised. Invent a name
for a newspaper and a date if thelJ are not qioen.
• Read the advertisement carefulllJ, especially the
qualities required for the job. Expand on them,
Jescribintj 'lour qualifications anti experience and
explain whlJ lJou lJou are suitable for the job.
• lnctude onflj information that is relevant to
the job lJou are appllJin9 for.
• Don't mention 'Jour bad qualities.
• Don't write that qau want the job for the monelJ.
• Mention that 'IOU are enclosing a CV and a ----
reference letter, and end lJour letter with an
appropriate set phrase.
8YZ
2 1 Gmnt Close
Livrlpool LI5 SYF
23 km narv 2002
Must be oyer 18
Sales experience necessary
Basic computer knowledge
Friendly per sonali ty
Apply in writing to:
14 Station Road, Liverpool L18
'4 Station Road
Lil't!rpool L,s Syz
I look fOl ward to hemiltr. fivm you.
Yow>fOithfidly.

Dear Sir or Madam.
I Wliting to apply fOr thepositionof part -time
assistant as advert ised ill the Times on2 2 lanuarv.
I "" nineteen yem>oldand I am in my first year at
Univcrsitv, I bdievc I am suitable fOr thejob as, when
I was at school, I olsaniseda CD bank. whctrstudent'
could exchancr.e or sellCDs. •
In addition. I have somesales expetiena . I spent the last
two summers work.itt.tl. as an assistant ;'1 agift shop in
Betchlry My employer " l1S 'Tly satisfied with my ""1*
Gildrrgular customers commcnted on what a nia perSOil
Furtlm7l101r.. have a basic knowkt{r;;r of c,>mputa>.
I belkvc these qua!Jt/(s make me suitable fOr the job.
I have also enclosed my CVand a /ffrlrner letter fivm my
pm'lous employrr. I hope that my application will be
rakrn into cOllsideratlon.
Channel your English 77
Lesson One
presentation
oBefore you read the dialogue, look at the picture,
Which of the people do you think says the
following? Why?
( How does it work?J IThanks for
You sho uld buy one of these little beaut ies .
[ It' s an MP3 pl ayer. j
EJ Listen and check your answers in 1. ••
D Read the dialogue and answer the following
quest ions:
a . Wha t is Lara' s probl em?
b. What are t he advantages of an MP3 player?
c. Where ca n you buy an MP3 player?
d. Why does Lara t hank Toby?
e . What ca n Lara do wit h her old CDs?
Lara Life can be a pain in the neck sometimes.
Toby Why do you say that ?
Lara My stereo broke down and I'I1 have to pay an arm
and a leg to have it repaired. It will cost the
same amount to buy a new one. What shall [ do?
Toby Neit her.
Lara But I can' t do without my CDs.
Toby Forget CDs, they're ancient history. You should
buy one of these little beauties.
Lara A personal stereo?
Toby No, it's an MP3 player.
Lara I've heard about them. How does it work?
Toby It's digital. You store music files from your
computer on it. You can store up to five hun dred
songs on this one and the quality is amazing.
Lara Where can I find MP3 files?
Toby Just log on to the net and download them to your
.computer.
Lara Sounds great. I'd like to get my hands on an MP3
player.
Toby You can get one from any computer shop. But I
bought mine from the net and had it delivered
for free. In fact , I was given a 10% discount on
my next purchase. You can use it if you like.
Lara Thanks, that ' s kind of you.
Toby That' s OK.
78 Channel your English
Lara But what about my oid CDs?
Toby You can turn them all int o MP3 files, it's easy. I'm
telling you, it's the way forward.
Lara Thanks for everything. Toby.
Toby Don't ment ion it.
D Di scuss the following:
• How important is technology in your every
day life?
• Is t here a gadget t hat you ca n' t do wit ho ut?
intonation
The expressions below are used for expressing and
accepting thanks. Listen and repeat.
Thanks, that's kind of you.
Th at's OK.
Th an ks for everyt hing.
Don't menti on it .
Thank you ve ry much .
It was not hing.
Vocabul aryrelated to computers
digital download f ile (n)
• How does it work? : Lara
• Thanks for everything: Lara
• You should buy one of these li ttle beauties: Toby
• It's an MP3 player: Toby
• Forget CDs: Toby
Lara is asking these questions because she doesn't
know what an MP3 player is.
Toby knows what an MP3 player is because he has one
al ready.
teacher's notes 12
DAim: to check comprehension of specif ic
information from the di alogue
• Ask Ss to read quest ions a-e.
• Ask Ss t o uncover t he dialogue so that they can read
and listen at t he same t ime. Play the tape again.
• Ask Ss to underline words and expressions they are not
familiar wit h, but tell them not to worry about unknown
words at t his st age.
• Give Ss time to work out t he answers to t he rest of t he
questions individually or in pairs.
• Check answers and ask Ss to provide j usti f icati on.
EJ Aims: • to listen to the dialogue and check
predictions
• to understand the gist
• Ask Ss to cover t he dialogue, look at t he picture and
listen caref ully, Play the tape. S
• Discuss answers.
log on store (v)
Don't ment ion it.
purchase (n)
report (n)
t urn into
keep an eye on
keep your hair on
make head or tail of
pay/ cost an arm and a leg
Other words andexpressions
advantage
beauty
be the way forward
discount
do wit hout
Idioms
a pain in t he neck
get cold feet
get my hands on
get my teet h into
presentation
Aim: to present voabulary, structures and functions in
t he cont ext of a dialogue between teenagers about
technology
Background Not es:
• Hi Tech is a short form for High Technology.
• The Net is a colloquial way of referring to the Internet.
' . MP3s are digital audio files that have been reduced in
size while still maintaining their original sound qualit y.
So, you can download (=tr ansfer computer data from a
Web site to your computer) MP3 music f iles on to your
comput er f rom the Internet.
• An MP3 player is an electrical device which enables
you to download and listen to MP3 fi les.
oAim: to use visual and verbal informati on to predict
t he content of the dialogue
• Ask Ss to look at the pictures and discuss t he
quest ions.
a. Her stereo has broken down and it is going to cost her
a lot of money to have it repaired.
b. It can stor e up to five hundred songs from a computer
and t he quality is amazing.
c. You can buy an MP3 player from any computer shop or
from t he Internet.
d. Because Toby has offered to give her his 10%discount
he is ent it led to.
e. She can t urn t hem all into MP3 fil es.
DAim: to encourage Ss to relate the topic of the
dialogue to personal experience and opinion
• Ask Ss to look at t he questions and discuss t hem.
optional
If t here is t ime. you may ask Ss more questi ons.
e.g, Would you Ike to have an MP3 Player?
WhyjWhy not?
At what age do children in your country start using
the Internet?
optional
You may also ask Ss a few more questions :
e.g, What can you tell from the expressions on their
faces?
Where do you think they are?
int onat ion S
Aim: to present and practise int onation In expressions
used for expressing and accept ing thanks
• Play t he tape and pause after each expression.
• Ask Ss to repeat t he expressions.
Channel your English 18 78
, ( - \ ~ ~ -
Hi-tech . 1 : ~
Lesson One (continued)
words and phrases
1 Phrasal verbs
Aim: to mat ch t he phrasal verbs in t he dialogue wit h
their meani ngs
• Refer 5s to the dialogue.
• Ask Ss to do the activi ty individually or in pairs.
• Check answers.
a. break down
b. do without
c. log on
d. t urn into
optional
If there is time, ask Ss to make their own sentences and
check t hem.
2 Idioms
Aims: • to introduce idioms
• to mat ch t he idioms wit h their meanings
• Ask ss to do the act ivity.
• Check answers.
EJ Aim: to present and practi se t he causati ve
• Read and explain t he rule.
• Tell 5s to read the first exampl e. Discuss the rule and
its appiicat ion. If necessary, provide Ss wit h f urt her
explanat ions and/or examples.
• Have 5s do the activity.
• Check answers.
• If t ime is scarce, assign the exercise for homework.
b. My mother will have one of t he kitchen t aps f ixed.
c. I'm going to have my favourite TVseries recorded.
d. 5heila had a report typed.
e. We had some roses planted in our garden.
f. Miss Ellis is having her picture taken.
optional
Ask Ss to t hink of some thi ngs from thei r dai ly life t hat
t hey do not do t hemselves, but they have someone else
do t hem and provide their own example sentences.
a:3
b: 1
c: 4
d: 7
grammar
e:2
f: 5
g: 6
IIAim: to elicit t he use and form ati on of t he
causative as presented In t he di alogue
• Ask ss t he fir st set of questi ons.
• Tell Ss to refer to the dialogue.
• Elicit and check answers.
• Do t he same with the second set of question s.
• No, she isn't.
An elect rician is goi ng to repair it for her.
• Yes, he did.
No, he didn't.
The verb have.
79 TB Channel your English
words and phrases
But I bought mine from the net and had it delivered
for free.
1 Phrasal verbs
Find lour phrasal verbs in t he dialogue and match them
wit h the meanings given.
Did Toby buy an MP3 player himsell?
Did he deliver it himsell ?
Which verb do we use when we don't do an acti on
ourselves?
a. stop working
b. manage when
somethi ng i s missing
c. connect t o t he Internet
d. change i nto somet hi ng
di ffer ent
2 Idioms
Read the sent ences a-g and decide what the idioms in
bold mean. Choose Irom the meanings 1-7.
EJStudy the rule below. Then, read the situations a-I
and complete t he sentences using the causat ive, as
In t he example.
We use t he causative (subject + have/ get + object + past
participle) when we do not do something ourselves, but
we arrangefor someone elsetodo it for us.
e.g. I have rry hair cut once a me"I""
Look! 0Je ha<hadher hair cut.
I didn't have "'J hair cut beceose"'J hairdre«er WiK
aw<'J-
IIwork wi t h enthus i asm on somet hi ng
IIl ook after IIst ay calm
I'm going to _
b. One 01 the kitchen taps is leaking. My mother will call
the plumber to li x it.
My mother _
a. There is a problem with my car engine. It needs to be
repaired by a mechanic.
I need to have tnt{ car engihe r ~ ! p a i r ~
c. I've got a class until 8.30 pm and my lavourite TV
series starts at 7.30 pm. My brother is going to record
it lor me.
-
EI underst and
II become afraid or nervous
a. I'm not buying you those trainers, they cost
an ann and a leg. _
b. Where can I get my hands on a bag like
that ?
c. Marcus got cold f eet and decided to call
off t he weddi ng at the last minute. _
d. Keep your hair on. Sue! Behaving like t hat
won't help t he si tuation. _
e. I can't make head or tail of these
IIfind
instructions .
f. That's too easy. Why don't you give me
something that I can r eally get my
t eeth into?
g. Can you keep an eye on the baby while
I'm out ?
-
-
-
d. Sheila had to type a report. but she isn't good at
typing, so her sister typed it lor her.
Sheila _
grammar
CAUSATIVE
e. The gardener has planted some roses in our garden.
We _
EJ Look at the extracts lrom the dialogue and answer
the questions t hat l ollow.
My stereo broke down and 1'/1 have to pay an arm and
a leg to have it repaired.
Is Lara going to repair her stereo hersell ?
II not. who is going to do it l or her?
I. Miss Ellis isn't available at the moment. A photographer
is taking her picture.
Miss Ellis --' _
Channel your English 79
reading
IILook at t he picture, read the t itle of t he text a nd discuss the following:
What kind of gadgets do you t hink home s in the fut ure will have ?
EJ Read t he text quick ly. Which of the items 1-7 in the pict ure are described in t he text? Match them wit h t he
par agraphs a-d. .

....·.... .. ..·......·
fully automated and
equipped with lots of
wonderful gadgets.

sitting there on the sofa and
watching the dirt from the carpets move to the edges and
disappear without you lifting a finger!
Special built-in sensors will scan and monitor your
health every t ime you jump in the shower. These sensors
will be connected to an on-line health centre which will
have a complet e record of your medical hist ory. from
serious illnesses to minor colds. If the sensors detect a
probl em, your doctor will be notified at once. This way.
you wo n't need to worry about regular check-ups.
m=JRun out of mil k? No sweat ! Leave it up t o t he
Intern et fridge. Its job will be to keep tr ack of what you
eat and to reorder it automatically from an on- line
supermar ket . Not bad, you may think. But t ry fooling t he
fridge over somet hing you buy in a moment of weakness.
You'll probably lie awake at night worrying that the fridge
might think you liked it and you want mo re! You can relax
for the time being. Although Internet fridges are available
now, they can't o rder things yet.They just come with a
computer built into the door. wh ich can be used for
shopping or downloading recipes from the Net. You can
also leave video messages on the screen for the rest of the
family.
I!IJ Watching telly will be a two-way exper ience. An
interact ive TV may not actually watch you, but it wi ll learn
your viewing preferences and will choose or recommend
programmes from the thousands of channels available. Al so,
the TV, radio and Internet service will become one unit.
T hree for t he price of one! Hang-on-t he-wall t elevisions,
which are now available, will become ancient histor y.
Floor-co- ceiling video screens are t he futu re, and they may
even replace traditional walls and windows in your home.
to suit the viewer's
EJ Read t he text aga in an d complete t he sente nces a-e with a word or a s hort phrase.
a. Ca rpets will be cleaned by t hat will be as s mall as _
b. Whe never you take will be checked by specia l
machines .
c. A of a ll your illne sses will be availabl e on- line and you won' t have to see t he
doctor for a _
d. Fridges will be able to from a(n) _
e . will a uto mat ica lly select
preferences .
80 Channel yourEnglish
Vocabulary relatedto computers
automated on-line (adj)
gadget roam
install scan
interact ive screen (n)
monito r (v) sensor
Other words
built-in (adj)
check-up
detect
edge
equip
government
medical
minor
mission
Other phrases andexpressions
fool over
j ump in
keep track of
leave IT up to sb
reading
notify
recipe
recommend
record (n)
traditi onal
two-way (adj)
vacuumcleaner
viewing( n)
weakness
lie awake
no sweat
run out of
WIThout lifti ng a finger
teacher's notes 12
• Ask Ss to read t he text agai n paragraph by paragraph
and ask them comprehension questions.
e.g. How will carpets be cleaned in the future?
Will you have to go to a doctor 's to have a check-up
in the future?
How will supermarket shopping be done in the
future?
Will you have to use a remote control to change TV
channels in the future?
• Explain unknown words.
EJ Aim: to read for detail and understand specif ic
information
• Assign t his activity for homework.
a: robots, spiders
b: a shower, your health
c: complete record, (regular) check-up
d: reorder, on-line supermarket
e: An interactive TV, programmes
opt i ona l post-reading activity
Ask Ss quest ions of personal response related to the
topi c of the readi ng text.
e.g. Do you agree with the writer 's point of view on how
houses will look in the future?
Would you like to live in a fully automated house?
Why/ Why not?
Do you thi nk that all these gadgets will eventually
make our fives easier?
'1
I! Aim: to introduce the topic of t he reading text
through an oral act ivity involving personal
experience and opinion
• Ask Ss the question and generate discussion.
EJ Aims: ·to read for gist
• to tra nsfer f rom verbal to visual information
• Ask Ss to read t he f irst paragraph and decide which of
the items in the picture it refers to. Elicit and check
answers.
• Ask Ss to read the text paragraph by paragraph and do
the rest of the act ivity.
• Elicit and check answers.
a. 3
b. 2
c. 4
d. 6
Channel your English TB 80
Lesson Two (continued)
words and phrases
Phrasal verbs and other expressions
Aim: to match the phrasal verbs and other expressions
from the text with their meanings
• Ask Ss to do the activi ty.
• Check answers.
a. wit hout lifti ng a f inger
b. run out of
c. leave it up to someone
d. keep tr ack of
grammar
oAim: to introduce t he infinitive of purpose
• Refer Ss to t he text and explain what the inf init ive of
purpose is.
• Give Ss an example from the text.
• Ask Ss to underline the rest of the infi niti ves of
purpose in the text.
• Have Ss do the act ivity.
• Check answers.
Infinitivesof purpose
...will roam carpets to keep them clean
...its j ob will be to keep track of what you eat and
to reorder...
Otherinfinitivesinthe text
will roam, will become, ...move to t he edges and
disappear, will scan and monitor, will be connected,
will have, won't need to worry , you'll lie awake,
might think, can relax, can't order , can be used, you can
also leave, may not watch, will l earn, will choose,
will recommend, will become, may repl ace
EJ Aim: to match examples expressing purpose with
their forms
• Refer Ss to the previous acti vity and ask them to write
the examples of the infinitive of purpose.
• Refer Ss to the text. Ask them to uderline for + -ing and
write the example in t he space provided.
• Check answers.
. ... carpets to keep t hem clean
... to keep track of what you eat and to reorder
. ... used for shopping or downloading
DAim: to pract ise expressing purpose
• Ask Ss to read through the sentences. Explain any
words Ss might not know.
• Have Ss do the rest of the exercise and check answers.
• If t ime is scarce, assign the exercise for homework.
81 TB Channel your English
a. Computer s will be installed in the office to make
work easier.
b. My sister often uses my mobile phone for sending
messages to her friends.
c. I'm going to the computer shop to complain about
the mouse I bought.
d. Don't use t his oil for frying fish .
e. I'll buy Super Tech magazine to find all t he
informati on I need.
listening S
oAims: • to expand on the topic of the reading text
• to intr oduce the topic of t he listening text
through an oral acti vity
• Ask Ss t he quest ions and generate discussion.
EJ Aim: to listen for gist
• Play the tape.
• Ask Ss to do the exercise.
• Check answers and ask Ss to provide j ust ificat ion.
a (personal pager)
b (underwater camera)
c (Think Pad mini -computer)
DAim: to listen for specif ic information
• Ask Ss to read sentences a-e.
• Explain any unknown words in the sentences.
• Play t he tape again.
• Ask Ss to do the exercise. Check answers and ask Ss to
provide justifi cati on.
a. they're not real
b. Spies (not Government s)
c. in (not before) 1965
d. receive (not send)
e. Think Pad (not Goldeneye)
ListeningTranscrlpt (see page 125)
optional post-listening activity
You may ask Ss f urther questi ons of personal response
to t he listeni ng text.
e.g. Do you like James Bond films? Why/ Why not?
How realistic do you find them?
UNIT 12
words and phrases
Phrasal verbs and other expressions
Find phrasal verbs and other expressions in the text on
page 80 and match them with the meanings given.
a. making a lit tle eff ort
b. finish t he supply of
c. let someone be
r esponsible f or a job
d. be infor med about
d. Don't use this oi l. You can't f ry fish in it.
(for) _
e. I'll buy Super Tech magazine. I can fi nd all the
informat ion I need.
(to) _
• f ull inf init ive
We express purpose with:
EJ Look back at the text on page 80 and underline all
the infinitives in it. Which of them express purpose?
EJ Complete the table below with examples from the
text on page 80.
listening S
EJ Before you listen, discuss the following:
• What do you know abo ut James Bond?
• Can you think of any gadgets he has used i n hi s
films?
EJ You will hear two teenagers tal king about gadgets
used in James Bond films. Look at the pictures
below and tick the ones which are mentioned.
INFINITIVE OFPURPOSE
OR+ - ING FORM
grammar
e.g.
• for + -ing form
e.g. _
DJoin the following sentences using the words in
brackets. Make all the necessary changes.
a. Computers will be install ed in t he office. They will
make work easier.
(to) _
b. My sister often uses my mobile phone. She sends
messages to her friends.
(for) _
c. I'm going to the computer shop. I want to complain
about the mouse I bought.
(to) _
DThe words in bold in the sentences below are
incor rect. Listen agai n and correct them.
a. Andy likes Bond movies because they'r e re al.
b. Government s were made to watch Bond
movi es.
c. An underwater camera was availabl e in the
shops befor e 1965 .
d. In From Russia with Love Bond used a per sonal
pager to send messages about hi s mission.
e. Golden eye i s a mini- computer which i s as
powerful as an office computer.
Channel your EngliSh 81
words and phrases
Match the adj ecti ves on the left with t he nouns on
the right to form collocations. Which of the it ems can
you see in the pictures on the right?
Collocations
~ .
.•.
control
devi ce
power
r eality
camera
drive
disc
di git al
virtual
har d
compact
solar
e lectronic
remote
speaking
You have recentl y visi ted the MOFT(Museum of Fut ure Technology) and you have seen the t hree exhi bits below. In
pairs, discuss the advantages and disadvantages of each one. Then, deci de which one would be the most usef ul. Use
some of the words and phrases in the box.
words and phrases .'
env i r onment ally fri endl y hi-tech
small in size expe ns ive
convenient
com pl i cat ed to use
stylish pow erful
lack of safety
82 Channel your English
teacher's notes 12
access
aspect
besides
code
compact disc
complicated
design (n)
detail
exhibit (n)
furt hermore
f ut urist ic
hard drive
words and phrases
image
in addit ion
in conclusion
lack (n)
lightweight
operate
positi ve
powerf ul
remot e cont rol
stylish
virt ual reality
Background Note:
• In virt ual reality, computer technology works directl y on your senses, especially vision, hearing and touch, thus
creat ing t he illusion of reality.
• Hard drive is a computer storage device on which large amounts of data can be recorded.
• A microchip is a t iny but compex elect ronic device, usually made of silicon, used to form an integrated circuit.
Collocations
Aim: to introduce collocations related to hi gh technology
• Have Ss do t he rest of the exercise individually or in pairs.
• Check answers and provide Ss wit h any def initions and/ or expianations if necessary.
digital camera
virt ual reality
hard drive
compact disc
solar power
elect ronic device
remote control
speaking
Aims: • to give Ss practice using vocabulary related to high technology
• to discuss and make a decision
• Divide 55 into pairs.
• Ask Ss to look at t he pict ures and t he notes made about t he exhibits.
• Explain any words and/or expressions t hat 5s might not know.
• Point out to Ss that it is important to use some of the words/ phrases in the box.
• Have Ss do t he activity.
Channel your English T8 82
Lesson Three (continued)
writing
oAims: 0 to expand on the topic of the speaking activity
o to prepare Ss for the writing task
o Ask Ss to look at the questi ons and then read the highlighted part of the report.
o Ask the quest ions.
Elicit and check answers.
Lee Knowles
For Mr Collins
o About t he smart card
o It could be an employer-employee relationship or a teacher-student relat ionship.
EJ Aim: to ident ify audience and stylist ic featur es of a report
o Ask Ss to read t he report and answer t he questions. Check answers.
o Explain any words 5s might not know.
o The writer uses formal language.
o It is mostly factua l, but in t he last paragraph the writer gives his opinion.
o It is a formal layout. The paragraphs are not indented and there are double spaces between paragraphs.
EJ Alms: 0 to understand the gist of each paragraph in a report
o to present headings used In reports
o Ask Ss to do t he exercise.
o Check answers.
1st paragraph: Int roduct ion
2nd paragraph: Advantages
3rd paragraph: Disadvantages
4th paragraph: Concl usion
oAim: to practise li nking words/phrases
o Ask Ss to read through the extract. Explain any words if necessary.
o Have Ss do t he exercise.
o Check answers.
To begin with
also
However
In conclusion
o When thi s activity is over, it is advisable to elaborate on the use of linking words and phrases.
o Provide Ss wit h examples of other linking words/ phrases and demonstrate t heir usage.
Aim: to give Ss practice writing a report
o Read and explain t he tip.
o Assign t he writing task for homework.
83 TBCnanrelyour English
writing
EJSomeone visited the MOFT (Museum of Future
Technology) and was asked to write a report. Read
the highlighted part of the report only and answer
the following questions.
• Who wrote the r eport?
• Who was it written for?
• What i s it about?
• What do you think t he r el at ionshi p between
Lee Knowles and Mr Collins is?
EJ Now read the rest of the report and answer the
questions below.
• What ki nd of l anguage does the wr iter use?
• I s t he r eport based on facts or on t he writer's
opinion?
• What do you not i ce about the layout?
T o: M r Colll"'-S
Ftc",,: Lee K"",wles
l><Itt: 1.4. 0 :2. :20 0 :2
SUlUeet: S",-ort
111e olw.. of report ts t o elescrLbe posLtlve
oV14 Vl-tgatlve aspects of sw..art caYel,
Is OVl-t of at vo..ewl!::J O]'evo..eel
Museuw.. of Fut uye
A sw..art caYel ts a caYel a buLLt-LV\.
wlLL stoye all !::JOUY peysoVloOl
l V\.forw..atloV\. . It wlLL eve-, !::J OUYw..eellcal
yecoYels aV14 elyLvL""0 LlceV\.Ce OV\. Lt . Ls
w..oye, Lt wlLL be useel foy snO]'pL""0 aV14
baV\.k.l""0' as Lt wLLl coV\.t aLV\. all !::J OUYbaV\.k.
eletaLLs. !::Jou wlLL V\.Ot nave to
caYY!::J !::JOUY k. e!::Js because tne access coele to
!::JOUYf roV\.t el OOYwlLL be yecoyel eel OV\. Lt, t oo.
However, tn e w..aLV\. pyoblew.. wLtn sw..art cayels
wlLL besafet!::J. If Lt ts stoleV\., sow..eboel!::J wLll
access to all !::JOUY peysoV\.al LV\.f oyw..atloV\..
IV\. ael el Lt loV\., !::JOUY accouVIotS w..a!::J be at
risk., as well as tn e safet!::J of !::JOUY now..e.
IV\. coV\.ClusLoV\., elespLte risks, sw..art
carel wlLL be veY!::J useful LV\. tne future. IV\. w..!::J
O]'lVloloV\., Lfa secuYLt!::J s!::J st ew.. ts avallable,
sw..art cayels wlLL be safe aVl4, as a yesult,
wlLL becow..e part of OUY eveY!::J el a!::J Llfe.
UNIT 12
EJ Sometimes reports have headings for each
paragraph. What headings would you use In the
report in 2?
1st paragraph:
2nd paragraph:
3r d par agraph:
4th paragraph:
DUnderline all the linking words/phrases in the
report in 2. Then, read part of a report below and
circl e the correct linking words/phrases.
5 Writing task
Imagine that your teacher or your boss has asked you to
write a report on eith er the Streamline ZZ2 car or the
Optiphone from the speaking exercise on page 82.
Writ e your report (140-160 words). •
.-n., When lJOU write a report remember:
• Write at the top of the page
To:
From:
Date:
Subject:
• Use block paragraphs.
• Begin vour report with: The aim/purpose of this report
is to.", This report describes.. .
• Write vour report in a formal stvle.
• Include clear and factual information. I
lJour opinion only in the conclusion.
• Use linking words and phrases. .
Channel yourEnglish 83
Revision 10-12
reading
Read the text and a nswe r the questions 1-6. Choose from the periods A-Da nd write the correct letter in each box.
In which period
1. did cars need a lot of fuel?
2. were ca rs mor e environmentally fri endly? _
3. were cars like homes?
4. were drivers well protect ed?
5. were cars reduced in size?
6. did cars use different for ms of power?
Cars a re of e normous importan ce in our live s a nd we are
inclined to ta ke the m for granted. It ' s amaz ing to t hink
t hat a century ag o t hey had ba rely been invented.
The firs t cars a ppeared at the e nd of the 19th ce nt ury and
looked quit e st range, compared to the ones we use today.
Very few of t he m ran on pe t rol; most of t hem moved
usi ng s t ea m or e lect ri c ba tteries . One of the
st rangest ca rs was invent ed in France
and wa s powered by dogs r unning
insid e it s back wheels . Ca rs of t his
period were very expe ns ive and only
the rich could afford t hem.
It wasn' t until after World War II
t hat owning a ca r wasn't a luxury. By
the 1950s cars we ren't just for t ravelling;
t hey al so showed people' s position in society.
They were huge, es pecia lly in America, beautifully
decora ted a nd had so man y ex tras you could al most live in
t hem. Beca use of their size, t hey used up e normous
amounts of pe t rol, but at the time concer n for the
env ironment was not a n
issue. They had also
become much cheaper.
This meant t hat many
tee nage rs were ab le to
make t heir dream come
true a nd dri ve t heir own
ca r.
Things changed ag ain in
the 1970s. Cars became
much smaller and more
economical because of
84 Channel your English
A Late 19th century
B 19 50s
C 19 70s
D 1990s
t he oil cr isis . The ca r was st ill a status symbol, bu t pe ople
we re more aware of the price of petrol ~ n d of how
efficie nt ly th eir ca rs ran. There was also a growing
aware ness of the da mage that exha ust fumes were doing
to th e environme nt.
In fact, poll ution was probably t he thing most ta ken int o
consi derati on when the cars of the 1990s were
being designed. All ca rs were fitt ed wit h
catalytic converters, device s which remove
harmful pollutants from ex haust ga ses.
Duri ng t hat period t wo maj or
developments in sa fety we re also mad e.
Air-bags were installed in most cars to
prevent serious injury in the eve nt of a
crash, and ABS (Anti-lock Brak ing Syste m)
was developed to prevent ca rs from skidding
Th e design of ca rs was infl uenced by sci e nce
fiction films, and they be came smoother and mor e
aerodynamic in shap e.
As for t he futu re, it ' s di fficult to imagine what cars will be
like a t the end of this century. One thing is ce rtain,
though, cars will be an importa nt part of
our lives for a long t ime to come.
teacher's notes Rev 10-12
reading
lm: to check 5s' readi ng comprehension skills t hrough a multiple matchi ng exercise
• Ask 5s a few pre-reading quest ions related to the topic of the text and generate discussion.
e.g. Are y o ~ interest ed in cars?
Why/Why not?
Which of the cars in the pictures appeals to you most? Why?
• Ask Ss to read through the text for gist.
• Ask 5s to read the text again paragraph by paragraph and answer t he questions.
• Ask Ss to look out for key words and/or phrases which are related to each question.
• Have 5s do the exercise and check answers.
1. B (Because of their size, they used up enormous amounts of petroL )
· C(There was also a growing awareness of the damage that exhaust fumes were doing to the environment. )
D( pollution was probably the thing most taken into consideration when the cars of the 1990s were being designed)
· B ( and had so many extras you could aimost live in them on. )
~ . D(During that period two major developments in safety were also made. )
- . C(Cars became much smaller...)
· A (...most of them moved using steam or electric baUeries.)
te: When t his act ivity is over, you may explain any unknown words if necessar y.
pt i ona l post-reading activity
k Ss some ideas of personal response to t he ideas expressed in t he text.
.g. If you lived in the 1950s, would you like to have owned a car? Why/Why not?
What do you think cars in the next 5-10 years will be like?
Channel your English TB 84
Revision 10-12
Use of English
oAim: to revise vari ous language forms through a mul tiple-choice cloze exercis'e
• Ask Ss to read through the text for gist.
• Have Ss complete the blanks in the text.
• Check answers.
1.b 2. a 3. c 4. b 5.a 6. b 7. c 8.a 9.b 10. d
Note: When this activity is over. you may explain any unknown words if necessary.
EJ Aim: to revise various language structures through an error correction exercise
• Ask 5s to read through the text for gist. '
• Have ss do t he act ivity.
• Check answers.
Key •
1. not 2. been s. « 4. in 5. the 6. ,f 7. having 8. ,f 9. have 10. of 11. ,f 12. to 13. will
Note: When t his act ivity is over, you may explain any unknown words if necessary.
song @
Alms: • to listen to the song and check predictions
• to check Ss' li stening comprehension skills
• Ask Ss to read the words. Explain any unknown words if necessary.
• Ask Ss to make t heir predictions.
• Ask ss to listen to the song carefully, Play the tape.
• Discuss and check answers.
galaxies. stars. planets. technology, future, t urn up, pump up
optional project
• Divide 5s into small groups.
• Ask Ss in each group to think about and discuss a new gadget. It could be a new inventi on or an improvement of
an existing gadget.
• Ss should decide what t he special features of their gadget are and then come up with an advert isement
presenting their gadget.
• Ss should draw pictures. write short texts and present their projects in class.
85 18 Channel your English
song S
oYou will hear a song cail ed Space
bass. Look at the words below
and guess which of them are
included In the lyrics of the song.
Then, li sten to the song and
check your predictions.
1. a) to b) that c) which d) of
2. a) without b) with c) off d) from
galaxi.:s:::::::.o - futur e 0
3. a) teil b) say c) ask d) make
4. a) going b) surfing c) running d) shopping
comets 0
5. a) out b) off c) over d)on stars .0 c.. 0
6. a) to teil b) to say c) to ask d) to question
\ B P',' ,t 0
7. a) to b) with c) of d) when
tech,nology . pl}mp p 0
8. a) about b) for c) if d) when
spaceship 0 keep u 0
9. a) better b) rather c) prefer d) like
10. a) story b) tr uth c) fact d) experience
Use of English
oRead the t ext below and choose the best word a, b, c or d for each blank.
It is said (1) technology has helped us live a better
life. Gadgets, like computers , mobile phones. CDand MP3 players, give us a
sense of comfort and luxury. Thinking about it more carefully. though, have
they reaily made our lives better? A lot of people argue that technology has
changed our real needs and, as a result, we cannot do (2) _
our favourite gadgets. Now, let me (3) you this simple
quest ion: Has technology made us happier? I' m sorry to say that it has not.
I can't see why teenagers enjoy (4) the Net so much,
when they can hang (5) with their friends and have
fun! After ail, you will not be fifteen for ever! What I am trying (6) _
is t hat technology is OK, but Instead (7) listening to
music on your MP3 player alone, how (8) trying to be
more social? Personaily, I would (9) invite some
friends over to share the (10) , than be ail on my own.
Read the text below. Some of the li nes are correct , and some have a word which should not be there. If a line is
correct , put a tick (,f) in the space provided. If a li ne has a word which should not be there, writ e the word in the
space provided.
1 I will not never forget the year I spent in England.
2 I had always been wanted to go there, so I was reaily happy
3 when my dream came tr ue. Even though I had been looking forward to it ,
4 I was also a bit nervous as it was my first time in abroad.
5 However, as soon as I landed at the Heat hrow Airport, I knew
6 that everything was going to be fine. And so it was.
7 Having living in England actuail y turned out to be a great learning
8 experience. To begin with, I was able to improve my English
9 since I have had to use it all the time. Of course, it took me some time
:10 to get used to all those different accents, but it was of the best pract ice
U I could have had. Besides, i met a lot of interesting people. The year
12 I spent there also taught to me that despit e some differences in their everyday
13 routine and habits, people from all over the world wlil can be good friends.
Channel your English 85
DRead the dialogue and match the two halves of
the sentences.
presentation
EJ Before you read the dialogue, look at the picture
and discuss the following:
he was a ra pp er.
he showed her the autograph.
the concert had finished .
he got los t ba ckstag e.
s he needed an ext ra rapper.
a. Gavin arranged to
meet Tina after
b. Gavin met the Queen
of hip hop when
c. Gavin told the Queen
of hip hop t hat
d. The Queen of hip hop
told Gavin that
e . Tina realised that Gavin
was telling t he t ru th just
before
• Where do you think the people in t he picture
have been?
• What is the boy showi ng the gi rl?
EJ Listen and check your answers in 1. 'S
Tina
Gavin
Tina
Gavin
Tina
Gavin
Tina
Gavin
Tina
Gavin
Tina
Gavin
Tina
Gavin
Tina
Gavin
Tina
Where have you been? We said we would meet
at the exit after the gig.
You don't want to know. You'll only get jealous.
Jealous of what?
Well, I was thirsty, so I went to get a drink. I
found a drinks machine, but then I got a bit lost .
Typical Gavin!
Anyway. as I was walking down a corridor. I saw
a woman coming towards me. She smiled and
told me that I had obviously taken a wrong turn
somewhere. When I saw her face. I just froze.
Who was it?
I'll give you one guess.
No! Are you sure it was her?
You bet ! I must have walked backstage by
accident.
I can't believe you j ust bumped into the Queen
of hip hop.
I did. And she wants me to join her group.
What?
I told her that I did a bit of rapping and she said
she needed an extra rapper.
I can't believe this.
She told me I should call her agent.
So you and her are best mates now. eh?
Gavin That 's right. Actually, she said that she was
having a party later and she invited me.
TIna Now. you're telling fibs.
Gavin OK. maybe a bit . But I did get her autograph.
Look.
Tina Wow!
DDiscuss the following:
• Who is your favouri t e pop st ar/group?
• If you had th e chan ce to meet t hem, what
would you say to them?
intonation
In the following sentences the spea ker repor ts
something that has been sai d before. Listen and repeat.
We said we would meet at the ex it after t he gig .
She to ld me that I had obviously taken a wrong
turn somewhere.
I t old her that I did a bit of ra pp ing .
She said s he needed an ext ra ra pper.
She said that s he was ha ving a part y lat er.
86 Channel your English
Conversational English
bump into I can't wait to
fi b (n) No way!
gig You bet !
Other wordsand phrases
agent freeze
autograph j oin
backstage occupatio n
by acci dent take a turn
corridor
presentation
Aim: to present vocabulary, str uct ures and functions in
t he context of a di al ogue bet ween teenagers talk ing
about a concert
Background Notes:
• Hip Hop is a type of rap, which is modern music with a
fast strong rhythm and words which are spoken fast,
not sung, original ly played by young African Americans,
• A rapper is t he singer of a hip hop group,
• Rapping is the speaking of the words of a rap song,
oAim: to use visual information to predict the
content of a dia logue
• Ask' 5s to look at the pict ure and discuss t he questions.
optional
You may also ask Ss a few more questi ons:
e.g. What can you see in the background?
What are they wearing?
What do you think the relat ionship between them is?
EJ Aims: • to listen to the dialogue and check
predictions
• to understand t he gist of the dialogue
• Ask Ss to cover t he dialogue, look at t he picture and
list en careful ly. Play t he tape. S
• Discuss answers.
• They have been to a concert.
• He is showing her an autograph.
teacher's notes 13
EJ Aim: to check comprehension of speci fic
Informati on in the dialogue
• Ask Ss to read sentences a-e.
• Ask Ss to uncover t he dialogue so t hat they can read
and listen at the same t ime. Play t he tape agai n.
• Ask Ss to underline words and expressions t hey are not
fami liar wit h, but tell them not to worry about unknown
words at this stage.
• Give 5s time to work out the quest ions indi vidually or in
pairs.
• Check answers and ask Ss to provide justif ication.
a. t he concert had f inished.
b. he got lost backstage.
c. he was a rapper.
d. she needed an extra rapper.
e. he showed her the autograph.
• Ask Ss to look at t he quest ions and discuss them.
e.g. Why did Gavin get lost?
How did Gavin feel when he fir st saw the Queen
of hip hop?
Did the Queen of hip hop and Gavin become best
mates?
Encourage 5s to guess t he meaning of new vocabulary
such as gig and bump into.
• Draw Ss' attention to the sentence But I did get her
autograph. Point out to Ss t hat t he auxiliaries
do/does/ did foll owed by a present bare infin it ive are
used in order to lay emphasis on an affirmative sentence.
• Provide Ss wit h more examples and/or explanat ions if
necessary.
e.g. He does eat a lot.
They do make a lot of noise.
I did write the essay myself.
DAim: to encourage ssto relate the topic of the
dialogue to personal experience and pref erences
• Ask Ss to look at the questi ons and discuss t hem.
optional
If t here is t ime, you may ask Ss more questions.
e.g. Do you like going to concerts? Why/Why not?
What are the advantages and disadvantages of
making a career in showbiz?
int onation S
Aim: to present and pract ise intonat ion in reported
statements
• Play the tape and pause after each sentence.
• Ask 5s to repeat the sentences.
Channel your EnglishTB 86
-
, '»
_ - : ~
Shovvbiz , ~ ~ : "
Lesson One (continued)
words and phrases
Conversational English
Aim: to match the examples of conversational English in
the dialogue with their mean ings
• Ask Ss to do the activi ty.
• Check answers.
a. gig
b. You bet!
c. bumped into
d. mates
e. f ibs
grammar
oAim: to present report ed statements
• Read the first extract and ask Ss what Gavin's exact
words were.
• Elicit and check answers .
• Ask Ss to t urn the othe r two statements into Direct
Speech.
• Elicit and check answers.
• "I do a bit of rapping."
• "I'm having a party later."
• "You took a wrong turn somewhere."
• Draw Ss' attention to the difference between say and
tell. In reported speec h, say is foll owed by a tnet-cteuee
whi le tell is followed by an object (person) and a
that-elause. When say introduces a direct statement it
can be followed by t he preposition to + object (person)
and a that-elause. In this case, in reported speech say is
turned into tell followed by an obj ect (person).
EJ Aim: to present the changes from Direct to
Reported Speech
• Refer Ss to t he dialogue and ask them to f ind some
examples of Reported Speech.
We said we would meet at the exit after the gig.
She told me I should call her agent.
87 TBChannel your English
• Read out the rules in class and ensure that Ss
understand the terms used. If necessary, provide
explanat ions.
• Have Ss complete the rules.
• Check answers.
Present Simpie _ Past Simple
Present Perfect _ Past Perfect
Will - Would
EJ Aim: to practise Report ed Speech
• Ask Ss to read t he senten ces in the speech bubbles.
Explain any unknown words and/or phrases.
• Check answers and ask Ss to provide justification.
• If time is scarce, assign the exercise for homework.
My mum said (t hat ) I should thin k about a more serious
occupation ,
My dad agreed with her and said (t hat) I would never get
a well-paid job.
My brot her didn't like the idea either. He told me (t hat)
I had been terrible in every school play.
Only my sister got excited about it and said (t hat ) she
couldn't wait to see me on TV.
words and phrases
Conversational English
DRead what Alex's family said when he told them
that he wanted to be an actor. Then, complete the
text below using Reported Speech,
Find five examples of conversational English in the
dialogue and match them with the meanings given.
EJ Read the following extracts from the dialogue.
What were the speakers' exact words? What 's the
difference between said and told?
Your mother is right.
You will never get a
well- pai d j ob .
You shoul d t hi nk
about a more serious
occ upation.
REPORTED SPEECH
(statements)
grammar
a. concert
b. Yes, definitely !
c. met by cha nce
d. fri ends
e. lies
• I told her that I did a bit of rapping...
I said to her: " _
• ...she said that she was having a party later...
She said: " _
• She told me that I had taken a wrong tum somewhere.
She said to me: " _
EJ Find more examples of Reported Speech in the
dialogue. Study all the examples and then
complete the rul es below,
We use Reported Speech when we report what someone
said wit hout using thei r exact words. When we change
Direct Speech to Reported Speech:
• Pronouns and possessive adjectives change according
to the meaning of the sentence.
• Tenses, modal verbs andtime expressions usually
change as follows:
No way! You were
t errible in every
school pl ay.
Great! I can't wait to
see y ou on Tv.
Present Simpie Simpie
Present Progressive - Past Progressive
r
Past Simple Past Perfect Simple
Present Perfect •
I toLcI ""-!j f a""-" !j ' waVl.t ecl to be aVI. actoY,
were qu,t e SUI1lY'secl . M!j ""-u",,- saLcl
can couid
will
must • had to
M!j cl acl agyeecl w,t l1l1eyaVl.cl sa,cI _
NOTE: The Past Perfect and t he modal verbs
should, could, would and might do not change.
M !j brotl1 er cI' cl VI. 't LLk.e tl1e ,cl ea e' tl1ey. t-te toi cl ",,-e
today
this morning
yesterday
last week
omorrow
next month
- that day
- that morning
- the previous day
- the week before
- t he next day
_ the following month
Channel your English 87
reading
oBefore you read the text, discuss the following:
Do you like reading about famous
singe rs/ groups? Why / Why not ?
6
image. Although he was thinking
about leaving long before that, he
was shocked by their attitude. He
then went through a difficult period
in his career and life. Fortunately,
all that is in the past now and
Robbie's back where he belongs.
Then, I asked him which of his
songs he liked best. He told me
that it had to be Angel, a song he
always encourages the crowds at
his concerts to singalong to. He
added that nothing could beat the
feeling of listening to his fans
singing that song.
A knock on the door reminded
me t hat my time wi th Robbie was
over. As I said goodbye, a tattoo
on his arm caught niy eye. It said
'Born to be Mild', which was quite
strange for someone who has had
such a powerful effect on the pop
worl d.
EJ Read the text quickly and decide which of the
following are discussed.
a. The be ginning of Robbi e's ca reer
b. Robbie's family
c. Robbie's favourite song
d. Robbie's previous band
e . Robbi e's lat est conc ert
laughed and answered it might be
bette r to ask his mum that
question. It turned out that she
was the one who got him into t he
band Take That whe n she wrote to 20
their manager. Before he knew it,
Robbie was busy tour ing, playing
at under- I S discos and doing gigs.
Eventually, all the hard wor k paid
off, as Take That became the most 2S
successful boy band in Britain in
the early nineties.
I wondered if Robbie was happy
being famous. "In the beginning I
felt like I was on top of the world," 30
he said. "After all, fame was all I
have ever wanted since I was a
young boy. However, once I had
achieved it, I wasn't so sure
anymore." 35
Robbie's career has had its ups
and downs. He was told by his
band mates to leave Take Thar.
because he was bad for their
R
obbie, like Kylie or
Br itney, is one of those
few pop stars who are so
famous that you only need to
mention their first name and 5
people instantly realise who you're
talkingabout. Robbie is of course
none other than Mr Williams .
whom I had the pleasure of
interviewing just before his 10
concer t in Leeds last week.
There was so much I wanted to
ask him, but unfortunately so little
time .The first thing I wante d to
know was how it had all begun. He 15
EJ Read the text again and answer the following questions. Choose a, b or c.
1. What does the writer mean by 'all the hard work
paid off in lines 24 -2 5?
a . The hard work was too much to deal with .
b. The ha rd work was worth it .
c. The hard work was unnecessary.
2. What was Robbie's dream as a child?
a . He wanted to be in the band Take That .
b. He wasn't sure wha t he wanted to do.
c. He wanted to be famous.
3. What is the most amazing feeling for Robbie?
a. When his fans s hout for hi m to come on Sfa!
b. When he hears his fan s si ng hi s favourit e
song.
c. When his fans as k him to sing his favourite
song.
4 . Why does the write r find Robbie's tattoo quite
strange?
a . Because it says a lot about his charact er.
b. Because it ';"1: very little about hi s su ccess.
c. Because it says what hi s fans t hink of him.
88 Channel your English
Words
attitude
band
critic
effect
enccurage
event ually
Phrasal verbs andexpressions
be over
catch one's eye
have the pleasure of
payoff
reading
fan
instantly
interview (v)
mild
tattoo
tour (v)
sing along
turnout
ups and downs
teacher's notes 13
EJ Aims:' to read for detail and understand speci fic
informa tion
• to infer
• Assign this act ivity for homework.
l :b
2:c
3:b
4:b
optiona l pos t - read ing activity
Ask Ss questi ons of personal response to t he topic of
the reading text .
e.g. Do you like Robbie Williams? Why/Why not?
If you had the opport unity of interviewing him, what
other questions would you ask him?
Aim: to int roduce t he topic of the reading text
through an oral activity involving personal
pref erences
• Ask Ss the questions and check answers.
• Ask Ss to look at t he heading and photograph and
guess what the text is about.
Background Note: Kylie Minogue and Britney Spears
are two of t he most successful and famous fema le
si ngers in t he world of pop music.
Aims: • to read for gist
• to identify the topics discussed
• Ask Ss to read t he text paragraph by paragraph. Do not
explain any unknown words at t his stage.
• Have Ss do the activity and ask them to provide
j ust if icat ion.
a. c, d
• When this activity is over, ask Ss to read the text again
paragraph by paragraph and ask them comprehension
quest ions.
e.g. How did Robbie get into singing/show business?
Why did his band mates tell him to leave Take That?
What does he usually encourage the crowds to do at
his concerts?
• Explain any unknown words and phrases.
Channel your EngliSh TB 88
Lesson Two (continued)
words and phrases
Phrasal verbs and expressions
Aim: to match the phrasal verbs and expressions
in the text with their meanings
• Have 5s do the act ivity.
• Check answers.
a. turned out
b. paid off
c. on top of the world
d. ups and downs
e. went t hrough
f. was over
grammar
IIAim: to revise Reported Speech In questions,
commands and requests
• Have 5s do the acti vity.
• Elicit and check answers.
How did it all begin?
(Robbie), are you happy being famous?
• Which of your songs do you like best?
The verbs in the report ed quest ions are in t he
affi rmat ive form.
EJ Aim: to elicit how Reported Speech is used in
quest ions, commands and requests
• Ask 5s to read through the charts and ensure that they
understand t he terms used. If necessary, provide f urt her
explanations and examples.
• Have ss do t he activity.
• Elicit and check answers.
Reported questions
• ask, wonder
• t he same quest ion word
• if
• affi rmative
EJ Aim: to practise Reported Speech in questions,
commands and requests .
• Have ss do the exercise.
Elicit and check answers.
If t ime is scarce, assign the exercise for homework.
a. The teacher told Peter to stop making noise.
b. Lynn asked me if I had ever met a famous person.
c. The man wanted to know how he could get to t he
Apollo Theatre.
d. The recepti onist asked Anne if she remembered her
passport number.
e. My wife asked me not to be late.
listening S
Aim: to listen for gist and specif ic informati on
• Ask 5s to read quest ions 1-4 and t he opt ions below
t hem.
• Explain any unknown words.
• Play the tape twice.
• Have Ss do the exercise. Check answers and ask Ss to
provide justi f icati on.
1: b (I took par t in the fil m, I was in .make-up...)
2: c (close to the stage, a fan of the group, everybody
was in a state of frenzy, jumping up and down,
shouting) .
3: a (what I truiy found amazing were the extraordina ry
costumes the dancers wore... without them the
musical wouldn't have been half as good)
4: a (Just look at this place. It's a pigsty. Popcorn here,
empty bottl es there.)
ListeningTranscript (see page 125)
89
TBChannel your English
- - - - = ~ =
UNIT 13
1-
words and phrases Reported commands and requests
• The first thing I wanted to know is how it had all begun.
Phrasal verbs and expressions
Find phrasal verbs and expressions in the text on page
88 and match them with the meanings given.
• We usually use tell and ask to report commands and
requests.
• These are followedby full infinitiveor not +full Infinit ive.
e.g. Open t he window, please. -.. (;:he asked me
to open the window.
Don't t OJch it! -.. ~ t old me not t o coocb it.
EJ Read the following sentences and report what the
people said.
a. "St op making noise, Peter!" the teacher said.
The teacher told _
b. "Haveyou ever met a famous person?" Lynn asked me.
Lynn asked _
c. "How can I get to the Apollo Theatre?" the man asked.
The man wanted to know _
d. "Do you remember your passport number?" the
recepti onist asked.
The receptionist asked Anne _
e. "Don't be late, please," my wife said.
My wife asked _
REPORTED SPEECH
(questions, commands
and requests)
a. proved to be
b. brought good r esults
c. very happy or proud
d. good and bad moments
e. experienced
f . had ended
grammar
IIRead the following
extracts from the
text on page 88. What questions did the reporter
actually ask Rabble? Are the verbs in the reported
questions in the affirmative or in the question form?
How ?
• I wondered if Robbie was happy being famous .
- - - - - - - - - - - - - - - - - _ ?
listening ~
• I asked him which of his songs he liked best.
-----------------_?
You will hear people tal king In four different situations.
For questions 1-4, choose the best answer, a, b or c.
EJ Look at the extracts in 1 again and complete the
rules below.
Reported question"
1. You will hear part of a radio i nterview. Who i s
being i nter viewed?
a. a write r
b. an actress
c. a di r ector
• They are usually Introduced wit h the verbs
and want to know.
• If t he direct question begins wit h a question word (who,
what, when etc.), the reported quest ion begins wit h
2. List en t o a man talking on the phone. What i s
he t alking about?
a. a pl ay
b. a film
c. a concert
• If t he direct question does not begin wit h a question
word, t he reported quest ion begins wit h or
whether.
• The verb In a reported question Is in the
form.
• When we change questions from Direct to Reported
Speech, pronouns, tenses etc. change in the same way
as when we report statements.
3. Listen t o a cr i t ic tal ki ng about a musi cal. What
does she like best about it?
a. the costumes
b . t he music
c. the dancing
4. Listen to a conver sat ion between two peopl e at
the cinema. What i s the man compl ai ni ng about?
a. peopl e l eaving rubbish behind
b. people t al ki ng in front of him
c. people using t heir mobil e phones
Channel your English 89
Lesson Three
words and phrases
Reporting verbs
Complete the following sentences with the correct form of the ver bs in the box.
refuse }
promise + full infinit ive
agree
suggest }
admit + -ing form
deny
advise }
order + object + full infinitive
remind
a. I had forgotten about the contract , but luckily my sec reta ry me to sign it.
b. He breaking t he window and offered to pay for it .
c. Chris to do t he washing up, so I had to do it .
d. My doctor me to st ay at home and get some rest .
e. Mr Carter was happy because t he bank to lend him t he money for hi s new
business.
f. I can't t ell you because I not to tell anyo ne.
g. We couldn't find a flat to let , so I look ing in t he news paper.
h . She having anything to do wit h the robbery.
i. The judge the peop le in t he court to be quiet.
speaking
Work in pairs. Imagine you are planning an evening out. Each of you has information about three different places to
go to, Stud ent A, turn to page 107 and Student B, turn to page 108. Exchange information, discuss and decide which
place or places you will go to. Use some of the expressions in the box.
I •
Why don't we .. .?
What time does .. . ?
How much ... ?
How about. .. ?
What ' s on at ... ?
I'm not sure about. . .
90 Channel your Englis h
Solo Jazz Club
Q%njt(}J'(d d7lRabe
OdeOnCinema
DOMINO T HEAT RE
Gilbert Hall
Nighttever Disco
teacher's notes 13
advertisement
appreciate
assistance
contract
deadline
deny
entry form
grateful
in advance
order (v)
ref use
register (v)
remind
robbery
wit h regard to
words and phrases
Reporting verbs
Aim: to present and practise reporting verbs
• Tell Ss to read through the verbs in the box. Provide them with any necessary explanations.
• Explain any words in the sentences that Ss might not know.
• Have Ss do t he exercise.
• Check answers.
a. reminded
b. admitted
c. ref used
d. advised
e. agreed
f. promised
g. suggested
h. denied
i. ordered
speaking
Aims: • to exchange informat ion
• to discuss and make suggestions and decisions
• Divide Ss into pairs.
• First, ask Ss to look at t he pictures. t he names of the places and t he expressions.
• Then, ask Ss to t urn to pages 107 and 108. Explai n the procedure to t hem.
• Explain any words and/or expressions Ss might not know. Point out to them that How about is followed by gerund.
• Have Ss do the activity.
Channel your EnglishTB 90
Lesson Three (continued)
writing
oAim: to prepare Ss for the writing task
• Ask Ss to read t hrough the advertisement. Explain the words register and entry form.
• Ask t he quest ion and generate discussion.
suggested answers:
• Who can enter the dance compet ition?
• What time does it start/finish?
• How can one get entry forms?
• Until when can one register?
• What are the prizes?
EJ Aim: to Identify purpose, audience and stylistic features of a leiter asking for Information
• Ask Ss to read the letter and answer the quest ions.
• Explai n any words Ss might not know.
• He is asking:
o if part icipants have to have a partner.
o what type of music they have to dance to.
· if they can choose thei r own music to dance to.
• what time the competition starts.
· when the deadline for registration is.
· what prizes the winners get.
• He uses indirect questions.
• This letter is formal because:
· it begins with Dear Sir/Madam and ends with Yours faithfuliy foliowed by t he writer's signature and fuli name.
o the writer has used formal language and words like I would appreciate it, I would also be interested in, I would be
grateful. I would like to know, I look forward to hearing from you, etc.
Words like would and could always make a leiter more polite.
· there are no short forms.
· the layout is formal.
3 Improve your style
Aim: to present and practise appropriacy of style in a leiter asking for informat ion
• Read and explain the tip.
• Have Ss do the exercise.
• Check answers.
suggested answer
To begin with, I would like to know how long t he course lasts and how many hours a day the iessons wili be.
Furt hermore, I would be interested in finding out the number of students in each class. Finaliy, I would appreciate it if
you could let me know when the course begins and how much it costs.
4 Writing task
Aim: to give Ss practice writing a formal leiter asking for information
• Assign the writing task for homework.
• Remind Ss that they have to use t he notes provided.
91 TBChannel your English
UNIT 13
writing
3 Improve your style
Great prizes for thewinners
..fip ,!,hen write a letter asking (or
mformatlon:
• Use indirect questions (I would like to know i(.. .,
Could 1J0u tell me when... etc.).
• Use words/phrases to list 1J0ur questions (firstl", to
begin/start with, in addition, [urthermore, also, (inalllJ
etc.).
• 8e polite and write 1J0ur letter in a (ormal /
stlJle.
On July 7
ANCe
COMPETITION
mo
oLook at the advertisement below. If you were
interested in entering the dance competition, what
additional information would vou like to have?
EJ Now read a letter, which somebody has written to
ask for information about the dance competition,
and answer the questions below.
• What i nfor mati on is the writer of the l et t er
asking for? Has he included any of your
quest i ons?
• What type of questions does the wr i t er use to
ask for i nf or mation?
• What features mak e thi s l etter f ormal?
4 Writing task
How long does the course last and how many
hours will we have every day? Are the classes
small? When does the course begin and how much
does it cost?
Below is part of a letter which somebody has written to
ask for information about a drama course. Rewrite the
paragraph in an appropriate style. Use words/phrases
to list the questions.
• To register send entry form to:
20 Cornwall Street
Birmingham B5 2DT
"""-----
You have seen the adverti sement below and would like
to have some further information. Write a letter using
the notes you have made. Your letter should be between
120 and 140 words.
, . . .
I I "
• I .•
,. , . I '
• vi oes It
• /-tow
4 Lryton Rrod.
Covattrv( 6 gFG
12 May
20 Comwafl sm«
Binningham 85 2DT
Dear Sir/Madam,
I amwritingwith trprd to your .
pabllshed in the Daily News. I amintatstedin
part in thedana compttition and I would
ifyou couldgiw me some[urther infOrmation about It.
To btgin with, I would likt to know if I need to. have a
partner in order toparticipate. I would also belntatsted
to know what typt ofmusic we will have todana to
and whether"" could chooseit ourselves.
In addition, I would begmttftll ifyou could infOn,n me
about thetime tire danacompetition starts, as thiSl\-l1S
not mentioned in your adwrtisement. Furthermore, I
wouldlike toknowwhen tire deadlineis to trgister fOr
thecompetition. Finally, pleas: infOml me
what prius the winners Will naive?
Tlrankingyou in advance fOr your assistance.
I look fOrward to Irearing pmyou.
Yours fOitlrfully,
)!!p
David Briggs
Channel your Engli sh 91
INTERNATI ONAL NEWS
EJ Read the dialogue and answer the questions.
EJ Listen and check your answers in 1. S
; '" 7',;.'
-.. .".:.-: '::'r· .... , ..,. ",
••.. -: n. ' ,'; : ;: ':..... .•,.• 'v-:'.•'.' .: "
..' .:..:-';;....; < ' .. ', -,. •
MONEY
CI:ASSIFIED ADS
SPORTS
PEOPLE
POLITI CS
a . Why do the boys t hink t hat the reporter's art icle
isn't acc urate?
b. What does Len suggest that Jack should do?
c. Why did Jack buy t he newspaper?
d. What does Len want t o buy?
e . Who is Dave Jackson?
Whi ch of t he following sect ions in the
newspaper do you t hink the boys are
interested in?
presentat ion
EJ Before you read the dialogue, look at the picture
and discuss the following:
Jack
Len
Jack
Len
Jack
Len
Jack
Len
Jack
Len
Jack
Len
Jack
Len
What a load of rubbi sh!
What's that ?
It says here that we were lucky to beat Man
United yesterday.
The report er obviously didn't even go to the
matc h.
He probably just saw the highlights on TV.
That 's the media for you.
I wish newspapers we re more accurate.
Maybe it's time you bought a different
newspaper.
I don' t normall y get thi s one, but today' s issue
has got a section on second-hand cars. Hey, are
you still looking for a cheap motorbike? There are
some real bargains in here.
I'd rath er you didn't bring that subject up.
Sorry. So, you've given up on that idea?
No, it' s j ust that I haven't saved up enough yet .
If only we could win the lott ery, eh? Check this
guy out . Which page was it? Ah, here it is!
"TEEN WINS LOTTERY"
That 's Dave! Hand it over !
Jack Dave who?
Len Dave Jackson, I used to go to school wit h him.
Jack Really?
Len Yes, he was a good mat e.
Jack Ther e you go then. Ring him up and ask him to
lend you the money for a bike.
Len You reckon?
D Discuss the following:
• What do you like reading in newspapers?
• Do you beli eve t hat the media is accurate?
Why!Why not?
intonation
The express ions in bold are used for making wishes .
Listen and repeat.
I wish newspapers were more accurate .
If only we could win t he lottery.
I wish I had the money to buy a motorbike.
92 Channel your English
Conversational English
There you go. You reckon?
Phrasal verbs
giveup
hand over
look for
Other words andphrases
accurate headline
bargain (n) issue
classif ied ad lottery
commercial (n) media
presentat ion
ring up
saveup
presenter
second-hand
sect ion
viewer
teacher's notes 14
The boys are interested in Sports, People and Classified
Ads.
DAim: to check of specific
information from the di alogue
• Ask Ss to read quest ions a-e.
• Ask Ss to uncover the dialogue so that t hey can read
and listen at t he same t ime. Play t he tape again.
• Ask Ss to underl ine words and expressions they are not
familiar with, but tell t hem not to worry about unknown
words at this stage.
• Give Ss t ime to work out t he answers to t he quest ions
individually or in pairs.
• Check answers and ask Ss to provide justification.
a. Because they believe that the reporter obviously
didn't go to the match, but he probably j ust saw the
highlights on TV.
b. Len suggests t hat Jack should start buying a different
newspaper.
c. Because it has got a secti on on second-hand cars.
d. He wants to buy a cheap motor bike.
e. Dave Jackson is a teenager who won t he lottery. He
also used to go to school with Len.
Aim: to present vocabulary, structures and functions in
the cont ext of a dialogue between teenagers about
newspapers/media
Background Notes:
• Ads is an abbreviat ion for adverti sements. Classified
ads are short advertisements placed in newspapers or
magazines by people who wish to sell or buy something,
seek employment or want to employ somebody. These
advert isements are arranged in categories or groups.
• Man is an abbreviat ion for Manchester.
oAim: to use visual information to predict the content
of t he dialogue
• Ask Ss to iook at the pict ure and discuss t he quest ions.
optional
You may also ask Ss a few more questi ons:
e.g. What are the boys doing?
What can you tell from the expression on their
faces?
Why do you think they are laughing?
What is the relationship between them?
EJ Alms: • to listen to the di alogue and check
predictions
• to understand the gist of t he di alogue
• Ask Ss to cover t he dialogue, look at t he pict ure and
listen caref ully. Play the tape.S
• Discuss answers.
• When t his activity is over, ask Ss some more quest ions.
e.g. What doesn't Len want Jack to bring up the subject
of the motobike he wants to buy?
What Is Jack's suggestion to Len's problem?
• Encourage Ss to guess t he meani ng of new vocabulary
such as highlights, issue and bargains.
aAim: to encourage Ss to relat e the topic of the
dialogue to personal experience and
preferences
• Ask Ss to look at t he questions and discuss t hem.
optional
If t here is t ime, you may ask Ss more quest ions.
e.g. Is reading newspapers popular among young
people in your count ry? Why/Why not?
intonation S
Aim: to present and practise Intonat ion In expressions
used for making wishes
• Play t he ta pe and pause aft er each sentence.
• Ask Ss to repeat the sentences.
Channel your EnglishT8 92
Connectin eo It
Lesson One (continued)
words and phrases
1 Phrasal Verbs
Aim: to match the phrasal verbs in the dialogue with
their meanings
• Ask ss to do the activity indi viduall y or in pairs.
• Check answers.
a. look for
b. bring up
c. give up
d. hand over
e. ring up
optional
If t here is t ime, ask Ss to make t hei r own sentences
using the phrasal verbs and check them.
2 Lexical sets
Aim: to present and practise lexical sets related to
newspapers and television
• Ask Ss to read t he words in the box. Explain any words
if necessary.
• Ask Ss to do t he activity.
• Check answers .
EJ Alms: • to present the basic uses of Unreal Past
• to give Ss practice making their own
example sentences
• Ask Ss to read the rule. Provide any explanations if
necessary.
• Ask Ss to make their own examples or provide
examples from the dialogue.
• Check answers.
*wlsh I If only
I wish newspapers were more accurate.
I wish I' lf only I could go on holiday.
If onl y we could win the lottery, eh?
*would rather
I'd rather you didn't bring that subj ect up.
I'd rather you didn't read my diary.
*It's time
Maybe it's t ime you bought a different newspaper.
It 's t ime you stopped watchi ng TV.
EJ Aim: to give ss further practice with Unreal Past
• Tell Ss to read sentences a-e and explain any unknown
words if necessary.
• Ask Ss to do t he exercise.
• Check answers.
• If time is scarce, assign the exercise for homework.
Key .
News apers
articie
reader
classifi ed ads
Television
commercials
viewer
st udio
presenter
programme
Both
interview
headiine
journalist
reporter
a. I'd rather you did the washing up (because I'm too ti red).
b. I wish I knew the answer to thi s problem.
c. If only I had enough money to buy t his watch.
d. It 's t ime you tidied up your room.
e. I wish I didn't have to cook every day.
grammar
IIAim: to elicit some of the uses of Unreal Past as
presented In the dialogue
• Ask ss the f irst set of quest ions.
• Refer ss to t he dialogue.
• Elicit and check answers.
• Do the same for the rest of the sets of questions.
• No, he doesn't .
He is expressing a wish about a present situation.
• Len is critisi ng Jack's choice of newspaper.
• Yes, he has.
Jack doesn't feel very comfortable about it.
93 TBcnenner your English
optional oral practice
Alms: • to practise the structures, f uncti ons and
vocabulary presented In the context of a
dialogue
• to exchange personal information
Divide Ss into pairs.
• Tell Ss to talk about present situations that they
would like to be different using wish, if only, would
rather and it's time.
• Ss may talk about school , t hei r fri ends and family or
any other situation they might want to be different or
change.
• Have Ss do t he activity.
words and phrases
1 Phrasal verbs
EJ Complete the table below with examples. You may
refer to the dialogue or make your own examples.
Find fi ve phrasal verbs In t he dialogue and match them
with the meanings given.
a. try to find
b. mention
c. st op trying
d. give
e. phone
Unreal Past
Sometimes we use the Past Simple when referring to the
present or fut ure. This is called Unreal Past and it is used
after:
• wish I if only
e.g. _
• would rat her (when there are two different SUbjects)
e.g. _
2 Lexical sets
Look at the words in the box and decide if they are
related to newspapers, television or both. Then,
complete t he chart.
e.g. - ------ - - - - - - - - --
Newspapers
UNREAL PAST
Television
b. You are taking a maths test and you don't know the
answer to the problem.
I wish _
oRead the following situations and decide what you
would say in each of them. Start with the words
given.
a. You are too tir ed to do the washi ng-up and you want
your sister to do it.
I'd rather _
Both
reader
programme
classi fied ads
reporter
studio
Qresenter
articl e
headline
j ournalist
commercials
viewer
interview
grammar
oLook at the extracts from the dialogue and answer
the questions that follow.
• I wish newspapers were more accurate.
Does Jack think t hat newspapers are accurate?
Is Jack expressing a wish about a present or a past
sit uation?
• Maybe it 's time you bought a different newspaper.
Is Len praising or crit icising Jack's choice of newspaper?
c. You want to buy an expensive watch, but you haven't
got enough money.
If only _
d. You want your f lat mate to t idy up his room.
It's ti me _
• I'd rather you didn't bring that SUbject up.
Has Jack brought up the SUbject?
How does Len feel about it?
e. You are fed up wit h having to cook every day.
I wish _
Channel jour English 93
reading
oRead t he headi ng of the text an d look at t he picture. Try to guess what t he text is a bout.
EJ Read t he text below and choose the most su ita ble summary sente nce from t he list a-f for each par agraph (1-5)
of the text. There is one ext ra su mmary senten ce which you do not need to use.
a . People can' t do without information.
b. Newspapers were very popular until the invention of t e levision.
c . People became more aware of dai ly news thanks to newspapers .
d. There were some weaknesses in early mass communication.
e . Too much information is not always a good t hing.
f. Technology has made infor mati on readily avail able .
-
-
-
-
-
Information has always been at the centre of human communication.
You may ask why. Well, communication between people involves giving
and receiving information. But the way we give and receive information
today is very different from what it used to be in the early 1900s.The
20th century saw a revolution in the development of the mass media.
D The fi rst truly mass
communication medium
was the newspaper. For
the fi rst time in history.
people could read
about events in th eir
country and from
around the world every
day. As the years went by. newspapers became more and
more important. By the beginning of the 20th century the
demand was so high that hundreds of thousands of copies
were print ed every day.At that t ime newspapers we re the
only source of information.
EJ However, there were two problems with newspapers of
that time . Firsdy. newspapers were available only in large cities.
Transport was so slow that getting newspapers to the
countryside was a difficult and time-consuming task. This
meant that a lot of people found out about t he events days
after they had happened. Apart from that. newspapers were n't
always reliable. as there was a limit ed range of opinions.
Readers were forced to consider the information in a newspaper
true because they weren't able to compare it to othe r sources.
II Nowadays, though, t hings are completelydifferent.We
can choose from a wide variety of sources to get
infor mation.Television and the Internet have given us the
chance to be informed about everything the minute it
happens. Numerous radio and TV stations, satellite channels
and mill ions of websites help people keep up with the latest
news. People live history and are part of it .
III On the other hand. there is such a great amount of
information available that people are unable to process it
properly.The human brain needs time to think about and
take in infor mation.Without this time people can feel at a
loss. So, what's the use of having such a wide range of
infor mat ion if it's only going t o confuse us?
B The media has come a long way in t he last ce ntury and
there is no doubt that we now live in the infor mat ion age.
Whatever type of med ia we choose, it all comes down to the
need for information.This will always be a basic need as long
as communication is part of human nat ure.
DRead the text again and answer the following questions .
a . Why is information considered the ce ntre of human communicat ion?
b. How did newspapers change people ' s lives ?
c. What problem did slow transport ca use?
d . How has t e chnology impro ved t he mas s medi a?
e . Why do people feel at a los s in today's information age?
94 Cnannel your English
teacher's notes 14
reading
oAim: to introduce the topic of the reading text
t hrough an oral activi ty
• Ask Ss to read t he heading of the text and look at t he
picture.
• Generate discussion.
a. Because human communicat ion involves giving and
receiving information.
b. Thanks to newspapers, people could read about
events in their count ry and around the world every
day.
c. Getting newspapers to the count ryside was a diff icult
and ti me-eonsuming task.
d. We can be informed about everything the minute it
happens.
e. Because t here is so much informat ion available today
that people are unable to process it properly.
• Do not expect Ss to supply all key words/ phrases and
do not explain any unknown words at this stage .
Not e: Point out to Ss t hat the nouns informa tion and
news are both uncountable and therefore singul ar.
e.g. The news is really depressing today.
This information is considered to be confidential .
• Ask Ss to read the text agai n paragraph by paragraph
and ask t hem comprehens ion quest ions.
e.g. Why were newspapers considered not to be reliable?
Why were readers forced to consider the information
in a newspaper true?
How are people informed about what is goi ng on
around the world nowadays?
• Explain unknown words.
EI Aim: to read for det ail and understand specific
information
• Assign this activity for homework.
rel iable
revolution
task
transport (n)
trul y
variety
event
li mited (adj)
medium
nowadays
numerous
print (v)
process (v)
range (n)
Words
amount
brain
cancel
communication
confuse
copy (n)
demand (n)
doubt (n)
Phrasal verbs andexpressions
apart from go by
at a loss on the ot her hand
be for ced to take in
come a long way t hanks to
come down to what' s the use of
EJ Aims: • to understand ma in points
to match paragraphs with summary
sent ences
• Ask Ss to read t he f irst paragraph and choose t he most
sui table heading.
. ; Check answers.
• Point out to Ss the key words/ phrases in paragraph 1.
• Ask Ss to read the text paragraph by paragraph and do
t he rest of the act ivity.
• Ask Ss to look out for key words/ phrases.
• Check answers.
optional post-reading activity
Ask Ss questions of personal response related to t he
topi c of t he reading text.
e.g. Nowadays people are instantly informed about
everything the minute it happens.
How do you feel about this?
How do you get informed?
Note: You do not need to ask detailed questions at this
stage as you wil l also ask some at t he pre-listening
stage.
Key words/phrases
1. c ( newspapers became more and more important.)
2. d ( there were two problems with newspapers of that
ti me were available only in large cities... getting
newspapers to the count ryside was a difficul t and
time-consuming task.)
3. f (We can choose from a wide variety of sources to
get information .)
4. e (...there is such a great amount of information
available that people are unable to process it properly.)
5. a (...it all comes down to the need for information .)
Channel your Enll. lishTB 0 Ii
Lesson Two (continued)
words and phrases
Phrasal Verbs and other expressions
Aim: to match the phrasal verbs and expressions In the
text with their meanings
• Ask Ss to do the act ivity.
• Check answers.
a. went by
b. apart f rom
c. keep up wit h
d. on the other hand
e. take in
f. at a loss
g. has come a long way
h. it all comes down to
grammar
II Aim: to elicit meaning and structure of clauses of
result as presented in the text
• Ask Ss the f irst set of quest ions.
• Tell Ss to refer to the dialogue.
• Elicit and check answers.
• Do the same for the second set of questions .
• Getting newspapers to the countryside.
Transport was so slow.
• A great amount of informat ion is available.
People are unable to process it proper ly.
So is followed by an adjective wit hout a noun (so
slow), while such is foll owed by an adjecti ve wit h a
noun (such a great amount of information).
EJ Aim: to present and practise clauses of result
• Ask Ss to read t he rules and ensure t hat t hey understand
the terms used. If necessary, provide explanat ions.
• Have Ss do the act ivity.
• Check answers.
a. The fil m was so boring that I fell asleep.
It was such a boring fi lm t hat I fell asleep.
b. They had such good prices that I decided to buy two
j ackets.
Their prices were so good that I decided to buy two
j ackets.
c. There was such terrible weat her that all the flights were
cancelled.
The weat her was so terrible t hat all the fl ights were
cancelled.
d. The party was so successf ul that we didn't want to
leave.
It was such a successf ul party that we didn't want to
leave.
95 ra Channel your English
listening 19
II Alms: • to expand on the topic of the reading text
• to present the topic of the listening text
• Ask Ss to look at the quest ions and t he pictures
below them.
• Generate discussion.
EJ Aim: to Identify the topics discussed
• Ask Ss to do t he exercise.
• Play the tape twice.
• Check answers.
Speaker 1: e (the first thing I turn on, keeps me
informed about current affa irs, my
favourite series, ads that interrupt)
Speaker 2: a (It can liven up a boring dri ve... films)
Speaker 3: d (overall comprehension)
Speaker 4: c (it gives you a daily report on, different
subjects, weather report, cartoons, show
biz section, crossword)
optional post -listening activity
You may ask Ss further questi ons of personal
response related to t he listen ing text.
e.g. What do you think of the Internet?
Do you prefer listening to the radi o or watching
TV? Why?
Do you prefer reading a magazine or
a newspaper? Why?
UstenlngTranscript (see page 125)
UNIT 14
words and phrases
Phrasal verbs and other expressions
Find phrasal verbs and other expressions in the text on
page 94 and match them wit h the meanings given.
c. The weat her was terrible. All the fl ights were cancelled.
There was _
The weather _
d. The party was very successful. We didn't want to leave.
What was diffi cult and ti me-consumi ng?
What was t he reason for this?
• There is such a great amount of information available
that people are unable to process It properly.
How much informati on is avaiiable?
What is t he result of this?
What is t he difference between so and such?
listening S
oDiscuss the following:
• How often do you use t he types of medi a bel ow?
• What do you use them f or?
CLAUSES OF RESULT
a. passed
b . except for
c. be informed
d. howev er
e. understand
f. confused
g. made progress
h . it's si mply a matter of
grammar
EJ Read the rules below. Then, rewrite the sentences
a-d in two different ways, using so and such.
To express result we use:
• so + adjective or adverb + (that)
e.g. It wasso cold that we stayed at home all weekend.
He wasspeaking so quickly that I couiatv: understand
him.
• such + (a/ an) + (adj ect ive) + noun + (that)
e.g. The show became such a hit that it was rated one of
the country's top shows.
oLook at the ext racts f rom the text on page 94 and
answer the questions that follow.
• Transport was so slow that getting newspapers to the
countryside was a difficult and ti me-consuming task.
a. The f ilm was boring. I fell asleep.
The film was _
It was _
b. They had good prices. I decided to buy two j ackets.
They had _
Their prices were _
EJ You will hear four people talking about different
types of media. Listen and match the four speakers
with t he types of media a-e above. There Is one
extra which you do not need to use.
Channel your English 95
Lesson Three
words and phrases
Nouns with prepositions
Look at the nouns + preposition s in the box and use some of them to complete the sentences a-g.
an example of
a need for
an increase in
a descript ion of
a reason for
a decrease in
an advant age of
a connect ion between/wit h
an influence on
a di sadvantage of
a solution to
damage to;... _
a . The main wo rking for a fast food restaurant is that you get
free food.
b. Th e flood caused a lot of the village .
c. I gave t he po lice a detai led my car.
d. Can you give me how thi s word is used?
e . Th ere has been a(n) the number of students st udying Media
and Communicat ion.
f. Advertisi ng has a big what we buy.
g. Th ere' s no you to pick me up from wo rk today, I'll get a taxi.
speaking
Work in pairs. Imagine that your school is having a fet e to raise money for charity. Read the informati on given and
then discuss and decide where it is best to advertise the fete, on the Internet, in a local newspaper or on the radio.
Think about the following:
• How many people will see or hear t he adve rt isement?
• What sort of peopl e do you want to ad vertise to?
• Wha t sort of information do you want to incl ude in the advert isement?
• How do you want the information to be pr esent ed?
• What are the advantages and disadvantag es of each medium?
WcL
Ll NC1TON
SC.HOOL-
r-;

uV\.t
1.:0 0 1''''''
Lots of wtt h gtfts
Fooel VIocl el rt ""ks.
Fu""
A LL 1', oceeel s go t o
96 Channel your English
teacher's notes 14
charity
connection
damage (n)
decrease (n)
disadvantage
handmade (adj)
increase (n)
influence (n)
interact
millennium
proceeds
stall
Background Notes:
• A fete is an outdoor event usuall y held to raise money for a special purpose.
• A chat room is an on-line space for tal king via the keyboard.
• A cybercafe is an ordinary cafe which not onl y sells drinks and snacks but charges people for access to t he Net as
well.
• Cyberspace refers to the place where electronic messages . informat ion, pictures etc. exist when they are sent from
one computer to another.
• A virus is a rogue programme that can destroy data and generally cause problems in the event that one of t he files
you download is infected.
words and phrases
Nouns with prepositions
Alms: • to present nouns followed by prepositions
• to practise using some of these nouns with preposit ions
• Ask ss to read t hrough the table contai ning the nouns with preposit ions. Explain any words 5s might not know.
• Have 5s do the exercise and check answers.
a. reason for
b. damage to
c. description of
d. an example of
e. increase/ decrease in
f. influence on
g. need for
optional
• Ask Ss to make their own examples using the nouns with preposit ions that were not used in the previous exercise.
speaking
Alms:' to gi ve 5s practice using vocabulary related to media
• to speculate, priorlt ise and make a decision
• Divide ss into pairs.
• Ask Ss to read through t he quest ions and the information given.
• Explai n any words ss might not know.
• Have 5s do the activity.
Channel your English TB 96
Lesson Three (continued)
writing
IIAims: • to activate background knowledge
• to prepar e 5s for the writi ng task
• Ask 5s the questions and generate discussion.
EJAim: to identify purpose, audience and stylistic features of an essay (advantages and disadvantages)
• Ask 5s to read t he essay and answer questions a-c. Check answers.
• Explain any words 5s might not know.
a. Open answers.
b. The writer uses formal language.
c. The purpose of t he sentences in bold is to int roduce the topic of each sentence.
3 Topic Sentences
Aim: to f amil iarise 5s with topic sentences
• Read and explain the t ip.
• Ask 5s to read through topi c sent ences a-f. Explain any words 5s might not know.
• Have Ss do the exercise.
• Check answers and ask Ss to provide justification.
a. A
b. D
c. C
d.D
e.C
f. A
4 Writing task
. Aim: to give 5s practice writing an essay (advantages and disadvantages)
• Read and explain the t ip.
• Assign t he writ ing task for homework.
• Remind Ss that they should use topi c sent ences to int roduce each paragraph.
97 TB Channel your English
UNIT 14
writing
3 Topic Sentences
IIDiscuss the following:
What are t he advantages and di sadvantages of
using the Internet ?
EJ A teacher has asked her students to write an essay
on the advantages and disadvantages of using the
Internet. Read the essaywhich a student has
written and answer the questions below.
a. Which of your ideas in 1 were
i ncluded i n the
essay?
b. What kind
of language
does the
wri ter use?
c. What is the
purpose of
the sentences
i n bold?
THE ADVANTAGES AND DISADVANTAGES
OF USING THE INTERNET
-L.,0" When vou write an essav discussiniJ the
r and of sometlriniJ:
• Introduce the subject in the introduction.
• In the mainpart present the in one Dr
more paraiJraphs, and then the
• Use topic sentences to introduce each paraiJraph.
These sentences present the main idea of theparaiJraph.
• In the conclusion make a general comment and state
vour opinion if vou want to. Don't include anv I
new information.
Read the topic sentences a-f below taken from different
students' essays. Decide if they are used to introduce
Advantages, Disadvantages or the Conclusion. Write A,
D or Cin the boxes.
a. Radi o is not only used to entertain, but also
to inform and educate people.
b. On t he other hand, t here is quite a lot of
usel ess i nf or mation in lifestyl e magazines. _
c. To sum up, newspaper s are st ill an
important part of the media. _
d. Even though cybercafes provide I nternet
access t o anyone, t hey are qui t e costly.
e. I n conclusion, usi ng the computer has a lot
of benefi t s and, in my opi ni on. everybody
shoul d get one.
f. I n the future, computers will fully interact
with their users.
4 Writing task
p Whenvou write an essav:
• Make a list of and before
'Iou start ",ritint}_
• Use formallaniJuaiJe.
• Use linkiniJ words and phrases.
• Moid usiniJ the first person siniJular (I)
unless 'IOU are statini} lJour opinion in the
conclusion.
Your teacher has asked
you to write an essay
on the advantages and
disadvantages of
watching television.
Your essay must be
between 120 and 160
words.
,
It Is hard to Imagine life without the Internet.
This fantastic world of information, fun and games
has become an important part of our life since the
end of the last millennium.
There are so many things you can dO. on the
Internet. You can find all sorts of information With
the help of search engines. You can also meet new
people. join chat rooms and send e-malls to your
friends all over the world. What's more, you can
play games, download different things or shop at
online stores. .
However, cyberspace Is not safe. Every time
you send an e-mail or surf the Net you could be
watched. If you do a lot of there IS
always the risk of catching some kind of
which can damage your software. Shopping on the
Internet can also prove to be risky, as you are
asked to give your personal information.
All In all the Internet Is an exciting world of
and a great form of entertainment,
but it comes with risks.
Channel your English 97
Lesson One
' 0
and decide if the following
sentences are True or False. Write Tor F in the
boxes.
a. Scott wanted to take pictures of t he
mountains .
presentation
EJ Before you read the dialogue, look at the pict ure
and discuss the following.
b. The first pl ace Scott and Mandy vi sited
in Ameri ca was Seattle.
, .
• c. Mandy would prefer to be in California .
d. Mandy and Scott's trip will end in a
week's time.
4,1'<It
• e. Scott has organised t heir next holiday. , '"JEll
..
• Where do you t hink the peopl e are?
• What do you think they are doing?
. .
• Do you .think they are. enj oying themselves? I
• -- - - .. Q; - ,
-EJ Listen and che'c"ky-;;ur in L .d

intonation
The following sentences express regret. Listen and
repeat them.
IIDiscuss the following:
• Whi ch of t he places mentioned in t he dialogue
would you like to visit?
• What do yo u like to do while you' re on holiday?
I wish I hadn't for gotten my camera .
If we had stayed longer in Cali fornia. we could
have spent more time on the beach.
If we hadn't spent a who le week in New York,
we would have had more time to see the rest
of the USA.
If only we had pl anned our t ri p better.
What?
Let' s just say we're going to see a lot of the
Mediterranean.
Nice. As long as there are no ferry trips. I'm
easy.
Oh dear! Lucky I didn't book it.
Come again?
Nothing.
Mandy
Scott
Mandy
Scott
Mandy
Scott
I think this ferry trip was a mistake.
What are you on about? It' s lovely. Just look at
the view of the mountains, it's spectacular! I
just wish I hadn't forgott en my camera.
We can always buy a few postcards. Let's go
back inside now, I'm freezing.
In a minute.
Why on eart h did we come to Seattle in the
first place? We're supposed to be on holiday.
You said that you wanted to see as much of
America as you could while we're here.
Yeah. but j ust think. If we had stayed longer in
California, we could have spent more time on
the beach.
Stop moaning. You were complaining about the
heat whe n we were in LA, now you've got a
problem with the cold.
It's just that we' re going home in a few days
and it seems a bit of a downer to finish our trip
here.
If we hadn' t spent a whole week in New York,
we would have had more time to see the rest
of the USA.
If only we had planned our trip bett er.
Next time we'll be more organised.
Wher e are we going to go?
I've got something in mind.
Mandy
Mandy
Mandy
Scott
Scott
Mandy
Scott
Scott
Mandy
Scott
Mandy
Scott
Mandy
Scott
98 Channel your English
Aim: to present vocabulary, structures and functions in
the context of a dialogue between two peopl e
about travelling abroad
IIAim: to use visual information to predict the content
of the dialogue
• Ask Ss to look at the picture and discuss the questions.
ConYersational English
a bit of a downer
Come again?
have (got) sth in mind
Other words andphrases
book (v) moan (vj
cruise (n) plan (vj
honeymoon tour (n)
j ourney travel (n)
presentation
I'm easy
What are you on about?
t rip
voyage
teacher's notes 15
DAim: to check comprehension of specific
information
• Ask Ss to read sentences a-e.
• Ask Ss to uncover the dialogue so t hat they can read
and listen at the same ti me. Play the tape again.
• Ask Ss to underline words and expressions they are not
familiar with. but tell them not to worry about unknown
words at this stage.
• Give Ss t ime to do t he act ivity individually or in pairs.
• Check answers and ask Ss to provide just ifi cat ion.
a. T
b. F
c. T
d. F
e. F
• When this activity is over, ask Ss some more questions.
e.g. Why Isn't Mandy having a good time?
What didn't Mandy like about LA?
Where is Scott thinking of going for their next
holiday?
Does Mandy like ferry tri ps?
• Encourage Ss to guess the meaning of new vocabulary
such as a bit of a downer, I'm easy, Come agai n?
DAim: to encourage Ss to relate the topic of the
dialogue to personal experience and
preferences
• Ask Ss to look at t he questi ons and discuss them.
r
optional
You may also ask Ss a few more quest ions:
e.g. What kind of clothes are they wearing?
What do you think the relationship between
them is?
fJAlms: • to listen to the dialogue and check
predictions
• to understand the gist of the dialogue
• Ask Ss to cover the dialogue. look at the picture and
listen carefully. Play the tape. S
• Discuss answers.
• They are on a ferry-boat in Seattle. USA.
• They are tak ing a boat tr ip.
• The man is enjoying himself , but the woman is
a bit annoyed.
optional
If t here is t ime, you may ask Ss more quest ions.
e.g. What can spoil your holiday or your mood?
intonation S
Aim: to present and practise intonation in sentences
expressing regret
• Playthe tape and pause after each sentence.
• Ask Ss to repeat the sentences.
Channel your English T8 98
Travellers' tales. :s
Lesson One (continued)
words and phrases
1 Conversational English
Aim: to match the examples of conversational English In
the dialogue with their meanings
• Ask Ss to do the activity.
• Check' answers.
a. What are you on about?
b. a bit of a downer
c. I've got something in mind
d. I'm easy
e. Come again?
2 Words easily confused
Aim: to pract ise distinguishing between words that can
be easily confused
• Refer Ss to t he word trip from t he dialogue.
• Ask Ss to do the exercise. For each sentence explain
the word through def init ions or examples.
excursion = a short j ourney arranged for a part icular
purpose (e.g. a visit to a place)
journey = travelling from one place to another, especially
over a long distance
tour = an organised sightseeing t rip around a particular
place
trip = a j ourney to a place and back again
voyage = long sea j ourney
cruise = a holiday on a large ship
travei = t he general act of moving f rom one place to
another
• Check answers and ask Ss to provide justificati on.
a. t rip
b. j ourney
c. tour
d. voyage
e. excursion
f. cruise
g. travel
grammar
IIAim: to ellcllthe meaning of wishes in the past and
conditional sentences type 3
• Ask Ss the f irst set of questi ons.
• Refer Ss to the dial ogue.
• Elicit answers.
• Check answers.
• Do the same for t he ot her set of quest ions.
99 T8 Channel your English
No, he didn't .
He regrets it.
Yes, they did.
They didn't have enough t ime to see t he rest of the
USA.
EJ Aim: to present conditional sentences type 3 and
wishes in the past
• Ask Ss to read the rule and ensure t hat they
underst and the terms used. If necessary, provide
explanations.
• Have Ss do the act ivity.
• Check answers.
• If t ime is scarce, assign t he exercise for homework.
have
DAim: to practise wishes in the past and conditional
sentences type 3
• Have Ss do the act ivity.
• Check answers.
• If time is scarce, assign the exercise for homework.
a. If Robert had st udied harder, he would have passed
his exams.
b. I wish I had gone to Jane's party.
c. If May had been more caref ul / had not been
careless, she would not have had an accident .
d. I wish I had bought those earri ngs.
e. If Tomhad not arrived late / had arrived earlier at t he
airport , he would not have missed his flight.
f . If only I had taken an aspirin.
words and phrases
1 Conversational English
Find five examples of conversational English in the
dialogue and match them with the meanings given.
a. I don't agr ee wi t h you
b. a little depr essing
c. I 'm thi nki ng abo ut
somet hi ng
d. I do n't mind
e. I beg your pardon.
2 Words easily confused
Complete the sentences a-gwith words from the box.
Use each word only once.
• I wish I hadn't forgotten my camera.
Did Scott take his camera with him?
How does he feel about it?
• If we hadn't spent a whole week in New York, we
would have had more time to see the rest of the USA.
Did Mandy and Scott spend a week in New York?
What was t he result of this?
EJRead and complete the rules below.
Conditional Sentences Type 3
They are used for unreal situations in the past or to
express regret about something that happened or didn't
happen.
If + Past Perfect ~ would/ could/might +
+ past participle
e.g. Hwe had s t ~ longer in Calilornia. we c ould
have spent more time on the beach.
Wish / If only + Past Perfect
Weexpress regret about something t hat happened or
didn't happen in the past.
e.g. I wish / II onl!oJ we had ~ a n n e d our trip beHer.
excursion
journey
tour trip voyage
cruise travel
EJ Rewrite the following sentences starting with the
words given.
a. During my last to
Edinburgh I visited the castl e.
b. We really enj oyed the train _
through Austria.
c. The of the anci ent
city lasted much l onger t han I t hought it woul d.
d. The Tit anic sank on i t s first _
across the Atlantic.
e. The chi l dr en were upset when their _
to the zoo was cancelled.
f. We went on a _
around the Caribbean f or our honeymoon.
g. Malcolm and Vivian are both fond of foreign
a. Robert didn't pass his exams because he didn't study
enough.
If Robert _
b. I'm sorry t hat I didn't go to Jane's party.
I wish _
c. May had an accident because she was careless.
If May _
d. I di dn't buy those earrings and now they're sold out.
I wish _
oLook at the extracts
from the dialogue and answer the questions that
follow.
grammar
CONDITIONAL
SENTENCES TYPE 3 -
WISHES IN THE PAST
e. Tommissed his flight because he arrived late at the
airport.
IITom _
f . I didn't t ake an aspirin and now I feel worse.
If only _
Channel your English 99
reading
IIDiscuss the following:
• If you had the opportunity t o travel around the worl d. which countr ies woul d you vi sit?
• What means of transport woul d you use? Why?
EJ Read the text, from which four paragraphs have been removed. What Is t he main point of each of the paragraphs
below? What do you think each of t he missing paragraphs Is about?
When 1J0u are presented Ulith a text from Ulhich some paraijraphs have been removed, first read the ijapped
teKt t{uickllJ. IdentiflJ the main point of each paraijraph and the UlalJ the teKt is orijanised. TrlJ to ques« Ulhat
each of the missinij paraijraphs is about, rememberinij that it must erpress an idea Ulhich is 10ijicallIJ
related to the paraijraphs before and after it.
WERE h\i\DE f OR WALKING
Dave Kunst is thefirst person on record to walk around the world. It took him four years, three months and sixteen
days. Dave walked 14,450miles crossing four continents and thirteen countries. He walked more than twenty million
stepsand wore out twenty-one pairs of shoes. However, he couldn't have doneit without thehelp of histwo brothers,
John and Pete, and an Austral ian schoolteacher, Jenni Samuel.
11 _ 11 _
When it was all over. he returned to Australia to meet up
with Jenni again. A year later they returned to America.
where t hey got married. Nowadays, Dave tells
his amazing story to schoolchi ldren
and adults. In 1996 he
was chosen to carry the
torch for t he
centennial
Olympic Games
in Atlanta.
In Europe they had some wonderf ul experiences. They
met Princess Grace of Monaco and had an amusing
incident with Willie In an Italian restaurant. The owner
made the mistake of inviting Willie inside. where she
caused chaos by bumping into tables and spilling drinks.
However. nobody seemed to mind and even the owner
was laughing.
f J _ ~ ~ ~ ~ _ - : - ~ _ ~
This proved to be a good decision. as after the desert t hey
had to deal wit h the mountainous landscape of
Afghanistan. which was the most perilous part of t he
journey. In the foothills of the Hindu Kush mountains they
were attacked by bandits. Dave was wounded and John
was shot and killed.
11 _
Unfortunately, this is where they had to leave Willie
behind because she wasn't allowed to cross over to
Australia. But as soon as they set foot in Perth.
they were given another mule, which they called
Willie Makeit 2. Halfway across Australia Pete
had to return to America because of his job.
To make matters worse. the difficult walk
across t he Australian outback turned out
to be too much for Willie 2, who died of a
heart attack.
100 Channel your English
Phrasal verbsandexpressions
be attached to
means of transport
on record
pull t hrough
set foot
to make matters worse
wear out
Words
bandit
board (v)
cause (v)
centennial
chaos
companion
continent
foothills
heart attack
incident
landscape
mayor
mind (v)
mule
outback
perilous
spill (v)
step (n)
torch
trade (v)
uneventful
wagon
wound (v)
teacher's notes 15
Note: Do not expect ss to be able to make precise
guesses as to what the missing paragraphs are about
and do not explain any unknown words at this stage.
o Ask Ss to read the text again paragraph by paragraph
and ask them comprehension questions. Encourage Ss to
guess the meaning of some unknown words which are
related to the questions.
e.g. What happened in the Italian restaurant?
What happened to Dave and John in Afghanistan?
Why did they have to ieave Willie behind?
What did Dave do in 1996?
o Explain unknown words.
reading
oAim: to introduce the top ic of the reading text
t hrough an oral activity involving person al
preferences
o Ask Ss to read the questions and generate discussion.
o Ask Ss to look at the heading and photograph and
guess what t he text is about.
EJ Aim: to read for gist and i dentify th e mai n
point of each paragraph
o Read and explain the t ip.
o Ask Ss to read the fi rst paragraph and dec ide what it is
about.
o Ask 5s to read the text paragraph by paragraph and
find the main points in each one of them.
o Ask ss to try to guess what each of the missing
paragraphs is about.
o Elicit and check answers.
Dave Kunst... Jenni Samuel.: Introduction.
In Europe... was laughing.: A funny incident in Europe.
This proved to be... and killed.: Adventures in Asia.
Unfort unateiy. this is... heart attack.: A new travel
companion
When it was all over... in Atlanta.: Dave's life after the end
of his journey
Suggested answers
o The first paragraph which is missing must be about the
beginning of their journey.
o The second paragraph whi ch is missing must be about
some further incidents in another country.
o The third paragraph which is missing must be about
what happened after John's death.
o The fourth paragraph whi ch is missing must be about
how Dave met Jenni and how his journey ended.
Channel your Engl iSh TO 1 nn
Lesson Two (continued)
EJ Aim: to understand text organisation
o Read and explain the tip.
o Ask Ss to read t hrough paragraphs a-d.
o Point out to Ss t hat apart from underst anding the main
point of each paragraph, t hey should also try to spot t he
lexical items, personal pronouns, demonst rat ives,
def inite articles, sentence linkers etc. which will help
them decide on the order_of the paragraphs that have
been jumbled.
o Explain any words Ss might not know.
o Check answers and ask Ss to provide j ust ifi cation .
Key
1: c (The phrasal verb set out mentioned in paragraph c
indicates that this is t he fir st paragraph of the text . In
Europe mentioned in paragraph 1 refers to Portugal
ment ioned in paragraph c. Finally, Will ie is int roduced in
paragraph c and in paragraph 1 Willie is ment ioned
again.)
2: a (This in paragraph 2 refers to t he camel driver's
offe r ment ioned in paragraph a.)
3: d (It took Dave four months to pull through refers to
John was shot and kill ed mentioned in paragraph 2.)
4: b (Dave wasn't on his own for long refers to Pete's
departure and the death of Willi e 2 menti oned in
paragraph 3. Also, in paragraph b Jenni is introduced
and in paragraph 4 Jenni is mentioned again. )
optional post-reading activity
Ask Ss questions of personal response related to the
topic of the reading text.
e.g. What do you think of Dave's story?
Would you ever attempt to go on a similar jo urney?
What does it take to do something like David dId?
words and phrases
Phrasal verbs
Aim: to match the phrasal verbs in the text with their
meanings
o Refer Ss to t he text.
o Ask Ss to do the acti vity.
o Check answers.
o If t ime is scarce, assign the exercise for homework.
a. set out
b. wore out
c. deal with
d. pull t hrough
101 TBChannel your English
listening S
IIAim: to present the topic of the listeni ng text
through an oral act ivity
o Ask Ss to look at t he picture and read the questions.
o Generate a short discussion.
EJ Aim: to identify speaker's experiences and atti t udes
o Ask Ss to read through phrases a-e. Explain any
unknown words if necessary.
o Play the tape.
o Ask Ss to do the exercise.
o Check answers and ask Ss to provide justificati on.
Speaker 1: e (I wish the plane had left without him,
unfortunately he sat in the empty seat next
to mine, I had to listen to him babbli ng
abouL., I tri ed to change my seat... )
Speaker 2: c (overall comprehension)
Speaker 3: a (It was awful, I had no leg room, I didn't get
any sleep, my back was kill ing me, I was
squashed)
Speaker 4: b (After waiting in the departure lounge for
some time without knowing why, we were
informed that boarding would be in an
hour's time..., The hour actually turned out
to be three hours before the plane took
off.)
optional post-listening activity
You may ask Ss f urther quest ions of persona l response
related to t he listening text.
e.g. Have any of these incidents ever happened to you?
Listening Transcript (see page 126)
UNIT 15
DRead the text again. Choose from t he paragraphs
a-d the one which f its each gap (1-4) of the text on
page 100.
words and phrases
Phrasal verbs
J..,·D Read the text a9ain and stop at each 9ap.
~ , r Read the parts of the test before and after
the 9ap, as well as the para9raphs which
haoe been remooed, verv carefullv. PaV particular
attention to the ideas expressed, the oocabularv used
and the words/phrases that are used to connect the
ideas in a text. Considerin9 all the abooe, decide which
of the para9raphs fits the 9ap. j-
Find five phrasal verbs in the text on page 100 and in
the paragraphs a-d and match them with the meanings
given.
a. began a j ourney
b. destroyed by using too
much
c. face a probl em
d. recover
IIThe earthwalkers were quite surprised by how
friendly and helpful people were. In Turkeythey were
offered a wagon to carry the water and food they needed
to cross the deserts of Iran. There, a camel driver
wanted to trade his camel for Willie, but Dave and John
didn't even consider the offer, as they were far too
att ached to their four-legged travell ing companion.
listening S
II Discuss the followin g:
• What are the advant ages of travelling by
aer opl ane?
• What can make an aeroplane journey
uncomfortable or annoying?
Cha nnel jOur Eng/,sll 101
a. t hought t he fli ght was
uncomfortabl e.
b. complai ned about the
delay.
c. wasn' t satisfied with
the service.
d. had his/her l uggage
l ost .
e. had an annoying flight
compani on .
EJ You will hear four people compl aining about
aeroplane j ourneys. listen and mat ch the speakers
with the phrases a-e to make statements. There Is
one ext ra phrase which you do not need to use.
IIIDave wasn't on his own for long. He met Jenni
Samuel, who offered to help him out by pulling the
wagon wit h her car to Sydney. As soon as he reached the
Pacific Ocean, he fl ew back to America for the final leg of
his walk. On 5 October 1974 Dave Kunst walked back
into Wasecafrom the west and his name was added to
the Guinness Book of Records.
IIDave and John, along wit h a pack mule named Willie
Makeit , set out eastwards from Waseca, Minnesota on
20 June 1970. They had with them a piece of paper, on
which t hey would collect stamps and signatures f rom the
mayors of every town or city they visited. They had an
uneventf ul walk to New York City, where they boarded a
plane to Lisbon, Portugal.
m it took Dave four months to pull through and
cont inue his journey. His other brother. Pete,
joined Dave on his walk t hrough Asia. The
two men got special permissi on to walk
through the Khyber Pass in Pakistan
and they were t he fi rst non-Asians to
:10 so since the t ime of Alexander the
3reat. Then, t hey walked across
ndia and finall y reached the
ndian Ocean.
words and phrases
Lexical sets
Look at the words/phrases in the box, which are related to different types of holidays and complete the chart. You will
need to use some of the words/phrases more than once.
sunbathing
trekking
tent
ca bin
caravan water sports fishing
souvenir shopping guided tour
rafting
cottage
hotel
host el
clubbing
snorkelling
I
I
Type of holiday
Package tour by the sea
Camping in the mountains
Cruise
Three-city tour
speaking
Where to stay? What to do?
IICompare pictures Aand Bdiscuss ing the similarities and differences between them.
Think about the following:
• type of holiday
• weat her
• surroundings
• activities
EJ Discuss the followi ng:
• What would your ideal holiday dest inat ion be? Why?
• How do you spend your time while on holiday?
• Is there anything you don' t like about holidays?
• Do you agree that t ravel broade ns the mind? Why!Why not ?
102 Channel your English
teacher's notes 15
be st randed
broaden
cabin
caravan
destination
gui ded tour
hostel
inefficient
mud
ordeal
rafting
reserve (n)
snorkelli ng
sunbathing
surroundings
tr eat ment
trekking
unbearable
words and phrases
Lexical sets
Aim: to present lexical sets related to holidays
o Ask 5s to read t hrough the words in the box. Explain any unknown words Ss might have.
o Ask 5s to do the exercise.
o Check answers.
Type of holiday
Package tour by the sea
Camping In the mountains
Cruise
Three-city tour
speaking
Where to stay?
hotel. hostel . cott age
tent , caravan
cabi n
hotel, hostel
What to do?
sunbathing, water sports, snor kell ing, fi shing,
clubbin ,souvenir sho in
fishing, rafti ng, trekking
sunbat hing, clubbi ng
clubbing, souvenir shopping, guided tour
IIAlms: 0 to give Ss practice using vocabulary related to holidays
o to compare and contr ast two pictures-
o Divide Ss into pairs.
o Ask Ss to look at t he pictures.
o Have Ss do the activity.
o Elicit answers.
Picture A Picture B
type of holiday
weather
surroundings
activities
holiday in a sea resort
hot
cosmopol itan environment ,
beach, restaurants, caf es
swimming, sunbathing, watersports
shopping, clubbing, taking pictures
sightseeing tour in a country
of archaelo leal interest (E pt)
hot
ancient city, temples, buil dings in the desert
sights eeing, souvenir shopping, taking pictures
EI AIm: to discuss and exchange personal Ideas about traveiling and holidays
o Ask Ss to read t he questions.
o Explai n any words that ss might not know.
o Have 5s do t he act ivity.
Channel your English TB 102
Lesson Three (continued)
writing
IIAlms: • to acti vate background knowledge
• to prepare Ss for the writing t ask
• Ask Ss the questions and generate discussion.
EJ AIm: to identify purpose and stylistic features of a written complaint
• Ask ss to read the text and answer the quest ions.
• Elicit and check answers.
• Explain any words Ss might not know.
• The writer Is complaining about the poor treatment she and her husband received during a safari holiday
In Zimbabwe.
• To my surprise, As if that wasn't bad enough, I was really upset, I'll never set foot in that place again.
optional
Ask ss comprehension quest ions related to the text.
e.g, Did everything go wrong right from the first day?
Why did they have to push the car?
How long did they have to walk before they saw the gates of the reserve?
What was it that really upset them when they got back to the reserve?
3 Improve your style
Aim: to give Ss practice using the appropriate register and style In a letter of complaint
• Read and explain the tip.
• Ask 5s to read through the extract. Ensure that Ss realise the inappropriate style in which the letter is written.
• Explain any unknown words ss might have.
• Have Ss do the activity.
• Elicit and check answers.
Suggested answer
To begin wit h, your advertisement stated t hat the cabins were clean and comforta ble, but this was not true. On t he
contrary, my cabin was rat her unclean and the staff never seemed to tidy it up. In additi on to t his, your advertisement
stated that t hree meals were included In the price of the t icket. You can imagine how surprised J was when I found out
that only one meal was included. To make matters worse, the food was far from satisfactory. As if all this was not
enough, pract ically all the staff were impol ite and rather ineffi cient. To sum up, I found your advertisement misleading
and would like to demand a full refund of my money.
4 Writing task
Aim: to give Ss practice writ ing a letter of complaint based on material provided.
• Read and explai n the tip.
• Assign the writi ng task for homework.
• Remi nd Ss that they have to use a formal style and include all the notes made.
103 TBChannel your English
UNIT 15
Ii\.O vi zw
t'
..... J
You lied about the cabins bei ng clean and
comfortable. The one I stayed in was di rty and
in a mess . There was only one meal included in
the price of the ticket, not thr ee as you said. Oh,
and by the way , the meals were disgusti ng.
I wouldn't have given my dog that hor ribl e food.
Something else. The staffwere rude and inefficient.
Your advertisement was full of lies. I want my
money back.
r- Discover the exotic
city of Bangkok in
Thailand
• Seven nights
accommodat ion in a
luxuri ous hotel
Rooms with a view
including breakfast and
inne
• Friendly staff at your
service
hree ightseei ng tours
with experience uide
Retur n tickets
airport transfers eluded
f or
two o"'"'-l:j spoke "'-0 c""9lls l1
4 Writing task
Below is part of a letter a person has written to
complain about his trip by boat. Rewrite it In an
appropriate style.
Youwent on a package holiday recently, but there were
many things that you didn't like about it. Look at the
advert isement and the notes you have made. Then,
write a lett er of complaint to the travel agent covering
the points in your notes and adding any relevant
information. Your letter should be between 120 and
150 words.
Safari
· When my husband Barry said that we w?re going
on a safari holiday in Zimbabwe, I couldn t walt. We.
stayed on a reserve, ciose to which leopards,
elepliantsand crocodiles roamed and we really
enjoyed our first two days there.
On the third day, we hired a car to explore the
breathtaking African landscape. On the way we saw
signs not t o leave the car. Two hours later we got
st uck in the mud. We had no choice but to get out
and push the car. It was no use, though. The heat
became unbearable and we soon ran out of water.
To make matters worse, we had to spend the night
in the car.
Early next morning we decided t o walk back.
ten hours, we saw the gates of the reserve. To my
·surprise, nobody had even noticed that we had been
missing. As if that wasn't bad enough, the staff at
the reserve found our ordeal quite funny. .
I was really upset by the treatment we received.
I' ll never set foot in that place again.
• What i s the writer complai ni ng about ?
• Whi ch words/phrases does the writer use to
show dissatisfaction?
writing
oDiscuss the following:
• Have you ever been on a holiday dur ing whi ch
things didn't go as pl anned?
• What happened?
• Did you do anything about it?
EJ Read the following text which appeared in a
magazine and answer the questions below.
When you are asked to write a letter o(
complaint based on some material:
3 Improve your style
-1-1., When .tjou write a lett er o( complaint:
• Use (ormallanlJualJe.
• Be (irm, but polite.
• State lJour complaints in a clear ulalJ.
• Don't include unneeessarq details.
-
• Use the layout o( (ormalletters.
• BelJin your letter with a set phrase (e.lJ. j am writinlJ
to complain about... ).
• Make your complaints in the main part o( the letter.
• Make sure you include all the complaints noted.
• In the closinlJ paralJraph use a set phrase (e.lJ. I
hope that you this matter your attention.),
and state what action you want to be taken _
(e.lJ. I I am entitled to a (ull/partial
reiund.).
Channel your English 103
Revision 13-15
reading
Read the text and match the summary sentences a-g with the paragraphs 1-6 of the text. There is one extra sentence
which you do not need to use.
a . MTV's worldwide audience can pick t heir favo urite clips.
b. The musi c and film indust ry saw they could make money from music videos.
c. MTV's global populari ty means it 's here to stay.
d. MTV was created to entertain people of all ages.
e . MTV offers it s viewers a variety of programmes.
f. MTV introduced a different way of experiencing music.
g. In its first years MTV worked like a radio station.
B "Ladies and gentlemen.
rock and roll!"
These were the first words spoken on MTV by John Lack,
one of its creators. This introduction was immediately
followed by the music video Video Killed the Radio Star by
BuggIes. A new kind of television channel was bam, a
channel which would change the nature of music itself.
II MTV was launched in America in 1981 and became
an instant success.The key to its popularity was the
constant flow of music videos. which were only interrupted
by the comments of video jockeys or VJs. In the beginning,
MTV was much like a radio stationand record companies
were keen to provide video clips to promote their artists.
MTV became the platform for new talent, as radio stations
had been for decades before.
shows and rockumencaries. MTV
also broadcasted one of the first
reality TV shows The Real World.
Then, of course, there is the MTV
MusicVideo Awards, which has
become the top ceremony on the
music calendar. It's an extravagant
show involving top stars and is
viewed live worldwide.
iii Thanks to MTY, the idea
of a new song without a video
clipseems ridiculous nowadays.
MTV has revolutionised the music
world. For over twenty years
MTV has not only entertained
millions of people worldwide, but
it has also spread cultural
awareness.Through music. MTV
has becomea voice for the
younger generation and there's
no doubt that it will continue to
rock the world well into the third
millennium.
II The MTV phenomenon
has spread throughout the world.
It has its own programming in
Europe, Asia, Australia and Latin
America. As MTV has various
interactive programmes. viewers
from all over the globe can
choose which videos they want
to watch.
II But MTV is not just about
music videos. Among its
programmes are cartoons. comedy
II The first music videos were very simple in form.
They showed the artists performing at
concerts or in other situations. It soon
became clear that the power of music
videos was a major selling point. As a
result, more money was pumped into
the making of videos. and actors,
dancers and models were hired to
perform in them. Recently, music
videos have been used to promote
the soundtracks of films, which in
tum advertises the film itself.
104 Channel your English
teacher's notes Rev 13·15
reading
AIm: to check ss' reading comprehension skills In matching summary sentences with the paragraphs of the text.
• Ask 5s a few pre-reading questions related to the topic of the text and generate discussion.
e.g. Which of the two do you prefer doing in your free time, listening tomusic or watching TV?Why?
What do you know about MTV?
• Ask ss to read through the text for gist.
• Ask ss to read the text again paragraph by paragraph and match each paragraph with one of the summary sentences
a-g.
• Ask Ss to look out for key words and/or phrases as well as specific information related to each summary sentence.
• Have ss do the exercise.
• Check answers and ask Ss to provide j ust if icat ion.
1. f 2. g 3. b 4. e 5. a 6.c
Note:When this activity is over, you may explain any unknown words if necessary.
optional post-reading activity
Ask ss questions of personal response related to the topic of the reading text.
e.g. What's your opinion of video clips?
Doyou like watching MTV? Why/Why not?
Channel your English TB 104
Revision 13-15
Use of English
EJ Aim: to revise various language st ruct ures through a key word t ransf ormation exercise
• Have Ss do t he activity.
• Check answers.
1. if I knew
2. such a cold day that
3. only you had followed/taken
4. he had seen
5. wish I did not have
6. she let me down
7. ti me you started telling
8. wish I had travelled
EJ Aim: to revise various structural forms through an open cloze exercise
• Ask Ss to read t hrough th e text for gist wit hout worryi ng about t he missing words.
• Ask Ss to fi ll in t he gaps with a single word.
• Check answers and ask Ss to justi fy th eir answers.
(1) who
(2) of
(3) to
(4) it
(5) and
(6) one
(7) top
(8) or
(9) used
(10) wi ll/can
Note: When this activi ty is over, you may explai n any unknown words if necessary.
song S
Aims: • to li sten to the song and check predictions
• to understa nd th e gist of the song
• Ask Ss to read through t he song for gist wit hout worrying about the missing words.
• Ask Ss to guess what the missing words are. .
• Ask Ss to listen to the song caref utly and complete t he blanks
• Play the tape.
• Check answers.
Key .
my bed, agent , and everywhere, by ai r, under t he sky, on my own, long holiday, or money
Note: When t his act ivity is over, you may explain any unknown words if necessary.
optional project
• Divide Ss into pairs or smal l groups.
• Ask Ss in each pair/ group to make a holi day brochure. They should t hi nk of a place, fi nd photos and write texts
si milar to t he ones found in t he writ ing t ask (Student' s Book p. 103) and exercise E (Workbook p. 71).
• Tell Ss to use language of praise and persuasi on.
• Have Ss present t hei r proj ects in class.
105 TB Channel your English
Use of English
oComplete the second sentence so that it has a similar
meaning to the first sentence, using the word given.
You must use between two and five words, including t he
word given.
1. "Do you know Mary's phone number?" John asked me.
if John asked me _
Mary's phone number.
2. The day was very cold, so we decided to stay indoors.
such It was we decided
to stay indoors.
3. It would have been better if you had taken my advice.
only If my advice.
4. "I saw a great fi lm on TVthe other day," Bill said to Claire.
had Bill told Claire t hat _
a great f ilm on TV the other day.
5. I hate waking up early but I have to.
wish I to wake up early.
6. She promised to help me, but she disappointed me in t he end.
let She promised to help me, but _
in t he end.
7. You should start tell ing t he truth.
time It' s the tr ut h.
8. I regret not t ravelling more when I was younger.
travelled I more when I
was younger.
EJ Read the text below and complete each blank with one
word only.
A recent survey shows that a lot of young people aged
between 18 and 25 have considered working in show
business. Everyone (1) took part in this
survey was asked to give a descript ion (2) _
their ideal j ob. Almost all of them said that tradi t ional j obs
would bore them (3) death. Then, they were
asked to specify the kind of work t hey would like to do. Most
of them said that they would love to work in show business
because (4) is believed to be glamorous
(5) exciting, After examining the findings of
t he survey more caref ully, researchers pointed out t hat it all
comes down to (6) t hi ng: t he need for fame
and wealt h. It seems that a j ob in showbiz would make t hem
feel on (7) of t he world. That' s because
young people no longer want to become doctors, lawyers
(8) teachers as they once (9) _
to. But will this passion last forever? Who knows? Only t ime
(10) tell!
song S
You will hear a song call ed I Wish I coul d go
somewhere. Before you list en, read the lyrics and try
to guess what the missing words are. Then, listen and
check your predictions.

I Wish I Could Go Somewhere
" tLh.rll _' Lfl --ll rIl
r
ld LJ '0.
- -DrJ:W
I'm to o l azy to make ,"'" / I - ,.,
- j .... (f '
I'll do ____
' / .-1'" '
I think I ""pi lie onmy .mat t ress ("'/
atlas
-As
That rnytra It - .P<.... , sent me.
I'I " .
-',
.>: ,,'.,\ '.
"One life i s not enough .to
,"'- '\
The wor l d \ . .
I wish I coul d go som",:Vher e.
From her e to there I ".' - -- 81
I'd go by road, by sea' ll
c
'.,-_ _._•...: <,:... ".c. ., .,- _
By rail , on foot ...
\ '

I'd st ay in humbl e'nlotel s,
.J/
Host el s ol"luxury hotel s
.-
sleep _
Will it be easy i f I t ry?
With company or _'- _
As a t ouri st or rolling st one.
I'd like to see the worl d today
Make my li fe a _
I admit it may sound funny
Since I have no t i me
I coul d t rav el imagining I were a king
It woul dn' t cost me a thing
Channel your Engl ish 105
Unit 3 Lesson One
C LO R Q 1%answers
e
e
e
e
You 're outgoing and confident, which means your're a born leader. You like t o get involved in
everyt hing and you know how to have a good time. However. you can be bossy at t imes .
You've got a great sense of humour. You're always cheerful and out going. You're al so sporty,
creat ive and artistic.
You 're cool-headed and you love rout ine and stability. You're shy and di fficu lt to understand
beca use you're quit e mysterious.
You really stand out from t he crowd. Art appeals to you because it gives you t he opport unity to
express yourself. You always like to look good .
Emotions run your life because you're a dr eamer. You live in a world of your own and you can be
stubborn. You like to party, so a ca reer in s howbiz is not out of the quest ion.
Your fr iends can always re ly on you and you also help strangers. You are a peaceful person but
you are lazy, and you don't adapt to cha nge easily.
Unit 5 Lesson One
oral practice How much do you know about-London?
built St Paul's cathedral
flows through London
you can see wax models
ruled England for 64 years
is full of department stores
you can see the Crown J ewels
Christopher Wren
t
. J
~ " ' I I '
\
':\
\ 'II
•. tt ,
I,. 6'
'fllssali d's
Work in pairs, look at the prompts below and make true statements using who, Which, that or where as in the example.
e.g. A: I think Oxford Street is the place which...
S: I don't agree. I think Oxford Street is t he place where...
106 Channel your English
Student A
Welcome to Hong Kong, the city which never sleeps...
-
-
-
-
-
-
-
-
-
Kowloon Tong Festival Walk
A great pl ace to s hop. This shopping centre has a
ci nema wit h eleven screens, theme restaurant s,
like the Rainforest Cafe, a huge ice rink and a
bookstore .
Unit 5 Lesson Three
speaking
Hong Kong Peak
\ - - - - ---11
/
Take a trip to t he Peak a nd enjoy a s pectacular
view of Hong Kong from the top. This hill is
the perfect place to relax and have a picnic
with fa mil y and frie nds.
*
Mongkok Markets
Visi t Mongkok, which is famous for
its markets. There are four of them
called t he Yuen Po Street Bird
Garden, t he Flower Ma rket , t he
Goldfish Ma rket and t he Ladi es'
Market. You will see j ust abo ut
everything from exotic birds a nd
t ropical fish to flowe rs and . / ..
inexpensi ve fashionabl e clothes .
Unit 13 Lesson Three
speaking
Cliff MOfgB1l
and his Jazz band
Solo Jazz Club
For a relaxing evening
with a pleasant atmosphere
Entrance free
ALIEN ATTACK!
Three hours of sci-f action that
will keep you on the edge
of your seat!
Channel your English 107
Student B
Unit 5 Lesson Three
/
Harbour Cruise \
Board a magnificent rest aurant
boat which sails along the Victoria
Harbour. Enj oy a lovely dinnet wit h
a ni ght view of the city and dance
to t he music of a live band.
!
)
I
--
J
Snoopy's World
Enten irnagical world and let Snoopy,
Charlie Brown and t he re st of t he
Peanuts gang show you a good t ime !
Dragon Centre
If you' re looking for
a lit tl e excitement,
you' re in the ri ght
place . It is the only
mall in Hong Kong
which has an indoor
roller coaster.
speaking
Unit 13 Lesson Three
speaking
Twist and Shout!
An unforgettable night of singing
and dancing to the rhythm
of the 60s
Performance starts01 9:30pm
Tickets priced at£10
RockmoopERS
AT Gilbert Hall
Prepare yourself
for a wild ni ght
of chart-topping hit s
. . 9.00 \ll1l
t
b e tJ'1l1S. •
Co nc er 0
Hoektr oupers 0 11!'i luge: 10:00 I)m
Tickets 0 11 sa le Irum 3:00 pm
((Ili e-li e !' expec ted]
70s and 80s night _
at N i g h ~ r QiSCOB
Dance competition, win £1001
Open from I 0:30 pm till 5:00 am
108 Channel your English
I once had a teacher
Who spoke like a preacher
A lot of things he said
Still ec ho in my head
How ca n I shout or j ump about
Since I don't know much about
Physics and Mat hs and Biology
History, Musi c and Chemistry
I on ce had a teacher
Who spoke like a preacher
A lot of things he said
St ill echo in my head
All of you ought to learn va lues
Not just information
If you want t o get a
Decent ed ucation
Everybody has to study
If t hey want to be so mebody
Learning at school can be an art
If you do it wit h your heart
/ ~
~ c . . _
,
'-,. son s
: . I I •
Who's there?
There ' s a shad ow by my side and there' s nobody around
The wind is howling in the ni ght and I hear a terrible sound
My hair is st anding on end, my heart is beat ing very fast , it feel s like a rock
My t emperature is rising, my body doesn' t wo rk at all, it ' s going into shoc k
Chorus 1
Is there someone by my bed?
Can't you see it ? Can't you see it ?
Or is it all in my head?
Can't you se e it ? Can't you see it ?
It' s t he dead of the ni gh t and t he moonlight fills t he room
The shadow is coming closer wit h a voice fu ll of doom
Its breat h is getting heavy, and I can feel it 's touch, sending chills down my spine
1 don' t know where to go, 1 don't kn ow where to hide, I'm running out of ti me
Cho rus 2
Is there someone by my bed?
I ca n see it ! I can see it !
And it' s messing with my head!
1 can see it! I can see it!
It' s hard to learn everything you're taught
Will there be 'l\.s in my school report?
Phys ics, Maths, Biology
I' m afraid it ' s all Gre ek t o me
I once ha d a teac her
Who spoke like a preacher
A lot of things he said
St ill echo in my head
All of you ought t o lear n values
Not just information
If you want to get a
Decent education
Everybody has to study
If they want to be somebody
Learning at school can be an art
If yo u do it wit h your heart
I
--
It' s a Space bass
It ' s a Space bass
It ' s a Space bass
There's a pa rty going on for a week in space
J oi n me on a journey t hrough t ime and space
Th ere' s a sound unknown to t he human ra ce
Rocking past ga lax ies t hroug h t he nig ht
Travelling fas ter t han t he speed of light
It ' s a Space bass
It ' s a Space bass
It ' s a Space bass
Th e stars are moving , all the planets are grooving
Technology's quickly cha ngi ng, don't even think of sav ing
All t he t hing s from the past, the future's here to last
Don't sit back and wait , let 's t urn up t he spa ce bass!
It' s a Space bass
It ' s a Space bass
It ' s a Space bass
Listen and you wi ll find, a rhythm t hat will blow your mind
A place t hat you' ll wanna be , dancing in virt ua l reality
So, pump up t he volume, and keep up the pace
And move your body to the sounds of Space ba ss
It ' s a Space bass
It ' s a Space bass
It ' s a Space bas s
-
-
Channel your Engl ish 109
Grammar reference
UNIT 01 c:
Present Simple
The Present Simple Is used for:
• permanent situations
Sue works in a bank.
• routines / habitual actions
He often goes out on Sat urda ys.
• general truths
Water boils at 1oorc.
Time expressions
always, often, usually, never etc.
every day, once a week etc.
Present Progressive
The Present Progressive Is used for:
• temporary situations
She 's r eadi ng a historical novel at present.
• actions happening at t he moment of speaking
The dog's eating now.
• future arrangements
We're vi si ti ng my aunt nex t Saturday.
I work
Do you work?
They don't work
I'm working
Are you working?
They aren't working
He runs
Does she run?
It doesn't run
He's running
Is she running?
It isn't running
NOTE: Certain verbs fromthe list above can be
used in progressivetenses. but they have a different
meaning:
• think ( = process in one's mind)
I'm thinking about my summer holidays.
• see (= meet, visit)
He's seeing the doctor tonight.
• have (= drink, eat, take)
She 's having dinner with a friend.
• taste (= try food)
Mum's tasting the soup to see if it's ready.
Adverbs of frequency
The most common adverbs of frequency are:
always / usually / often / sometimes
occasionally / rarely / hardly ever / never
The adverbs of frequency are usuall y
posit ioned:
• before the main verb
Mark sometimes comes late to school.
• after the auxiliary/modal verb
You can always trust them.
I don 't usually watch TV at weekends.
• after the verb be
He is often late for work.
UNIT 02 .
Past Simple
Time expressions
ago, yesterday, in 1998, last week/month/night
etc.
The Past Simple Is used for:
• completed actions that took place at a definite
time in the past. The time is either mentioned
or implied.
We wal ked to the station.
She arrived here last week.
• ha bitual or repeated past actions.
I played in a team wh en I was ten .
• completed actions which happened one after
the other in the past.
He got up, washed and left for work.
Time expressions
now, at present, at the moment
today, tonight etc.
Stative verbs
The following verbs are not normall y used In
progressive tenses:
• Verbs of the senses: feel , hear, smell, taste,
notice, seem, look (= seem) etc.
• Verbs of emotions: love, hate, like, dislike,
want, need, prefer, mind etc.
• Verbs of perception and opinion: know, think
(=believe), believe, understand, remember,
forget, hope, mean, imagine etc.
• Other verbs: be, have (= possess), own, belong,
cost etc.
110 Channel your English
I worked
Did you work?
They didn' t work
He ran
Did she run?
It didn' t run
He was running
Was she running?
It wasn't running
UNIT 03 "
Present Perfect Progressive
Present Perfect Simple
He has run
Has she run?
It hasn't run
He has been running
Has she been running?
It hasn't been running
I have worked
Have you worked?
They haven't worked
I've been working
Have you been working?
They haven't been working
Time expressions
just, yet, already, ever, never, how long,
for, si nce, recently; lat ely, once, twice etc.
Time expressions
for, since, how long, all day/week etc.
The Present Perfect Simple is used for:
• an action which happened in the past but the
exact time is not mentioned.
I have visited Ital y twice in my life.
• an act ion which st arted in the past and
continues up to the present (emphasi s on the
acti on) .
I've had this car si nce 1998 (= I sti l l have it)
• actions t hat were completed recently (usually
with j ust ).
She 's j ust finished cooki ng.
before/after + a certain point of t ime
They got here befor e/ after nine o'clock.
by = not later than
You must have it ready by tomorrow.
ago refers to a period of t i me In the past
starti ng from now
They left an hour ago.
The Present Perfect Progressive is used for:
• an action or situation which started in the pa st
and continues up to the present (emphasis on
the duration) .
Tom 's been listening to music for hours.
• an act ion which happened over a period of t ime
in the past and may ha ve fini shed, but its
results are obvious in the present.
I t 's been r aining hard. The roads ar e still wet.
I was working
Were you working?
They weren't working
--------'
Past Progressive
Prepositions of time
on is used:
• before days and dates
on Sunday on 14 July on Christmas Day
• wit h the expressions: my binhday, a summer
night, a Friday evening etc.
in is used:
• before months, seasons, years, centuri es
i n June in spring in 2001
i n the 19
th
cent ury
• before periods of the day
i n the morning/afternoon/evening
at is used:
• to show the exact time
at nine o'clock at half past ten
• wit h the expressions: the age of. Christmas,
Easter, night, noon, midday, midnight, the
weekend
for + a period of time (to show how long
something lasts)
She waited f or hours.
during + a definite period of t ime
During 1999 cenain events changed my life.
You must be quiet during th e lesson.
f rom + a point of time to/until + a point of
ti me
She works from 8:00 am to/until 4:00 pm.
The Past Progressive is used for:
• act ions that were in progress at a specific point
of time in t he past.
I was watching a film at t en o'clock las t night.
• an action that was in progress in the past when
it was interrupted by anot her action (The action
that interrupted the one in progress is in the
Past Simple.)
We were having dinner when the l i ghts went
out.
• actions that were happening at the same t ime
in the past (usually with while, as).
While Liz was preparing lunch Frank was
wat chi ng the news.
• background informat ion.
The sun was shining and the snow was melting
slowly.
Channel your English 111
reference
NOTES: 0 for + period oft ime
since + point of t ime
I've been living here for ten years.
I've been living here since 1992.
have been = have visited and come back
They've been to Paris already.
have gone = have not returned yet
They aren' t here; they've gone to the market.
o not so/as + adjective/adverb + as
He's not so/as talented as his father.
o less + adjective/adverb + t han
He's l ess talented than his fa ther .
NOTE: To emphasise a comparative we use the
words much, a lot and far.
She's much prettier than her fri end Sally.
UNIT 04 .
The Future Will is used for :
o predicti on s
She'll pass the exam.
• promises
I'll never do that agai n .
o offers
I'll drive you to the sta tion.
o t hreats
I'll punish you i f you say that a gai n.
o on-t he-spot decisions
I won't buy i t; it's too expensive.
Future Progressive
The Future Progressive is used for:
o ac tions that will be in progress at a specific
time in the future.
We11 be driving to London at noon tomorrow.
The Future Going to is used for :
o future pl ans
Ron i s goi ng t o study astronomy.
o predict ions based on evidence
Watch tha t runner ; he's goi ng to wi n the r ace.
Comparisons
o The comparative form of adjectives or adverbs
is used when we compare two pe op le, animals,
t hings or sit uations.
Mary is shorter than Susan .
Thi s book i s more interesting than the one I
r ead l ast week.
He dri ves mor e carefully than his brother.
o The superlative form of adject ives or adverbs is
used whe n we compa re one person, animal.
thing or sit uat ion wit h several of the same kind.
Whales are the biggest ani mals in the world.
It 's the most exciting experience I've ever had.
Irregular forms
Positive Comparative Superlative
good/well better best
bad/badly worse wors t
much/many more most
lit tl e less least
far further/farther furthest/farthest
o The comparatives and superlatives of
one-syllable adject ives and adverbs are formed
by adding t he end ings -er and -est .
tall- taller -tallest
near-nearer-nearest
o Th e comparatives and supe rlatives of
adj ectives and adverbs wit h three or more
syllables are for med wit h more/most +
adj ective/adverb.
beautiful-more beautiful-most beautiful
comfortably-more comfortably-most comfortably
o Some two-syllable adjectives and adverbs form
the comparative and superlat ive wi th -er/-est
and some ot he rs wit h more/most + adject ive/
adverb.
happy-happier-happiest
useful-more useful-most useful
early-earlier- earliest
slowly-mor e slowly-most slowly
Other forms of comparison
o as + adj ective/adverb + as
He's as talented as his father.
112 Channel your English
Future Will
I'll work
Will you work?
They won't work
Future Going to
I'm going to work
Are you going to work?
They aren't going to work
I'll be working
Will you be working?
They won' t be wo rking
He'll run
Will she run?
It won't run
He ' s going to run
Is she going to run?
It isn' t going to run
He' ll be running
Will she be running?
It wo n' t be running
Future Perfect
UNIT 05 ...'
NOTE: We never use the Fut ure Will or Future
Perfect in time clauses. We use t he Simple Present or
the Present Perfect.
When I get home, 1'1/ call you.
The Future Perfect is used for :
• actions that will be completed befor e a specific
time or another ac tion in the future .
H e ~ l have fini shed r eadi ng the book before you
arrive tomorrow.
NOTES: • Had to is used to express obl igat ion
in the past.
I had to study hard when I was at college.
Will have to is used to express obligation in the future.
We'll have to stay late because there's a lot of
work to be done.
Must / Have to / Need
Expressing obligation/necessity
• Must is used whe n we personally feel t hat
somet hing is the right thing to do.
1 must tell her the tr uth.
• Have t o is used when we are obliged to do
something.
We have to be at school at 8: 00 am.
• Need is used when it is necessary to do something.
I need to have a rest.
Defining Relative Clauses
Defin ing relative clauses give information which
is needed to understand the meaning of the
sentence . They are not separated from t he main
clause by commas . They are introduced by
rel ati ve prono uns/a dverbs .
• Who refers t o people.
She's the gi r l who lives nex t door .
• Which refers to t hings, animals and ideas .
Th e book which you bo ught i s on the desk .
• That can be used inst ead of who/whi ch.
The person that informed me is a friend.
• Whose is used to refer t o possessions.
The man whose car was stolen i s a travel agent.
• Where refers to places .
The hotel where we stayed was lux urious.
NOTES: • Who, which and that can be
omitted if they refer to the object of the sentence.
They cannot be omitted if they refer to t he subject
of the sentence. Whose and where cannot be
omitted.
The book (which) you lent me was boring.
The book which is on the shel f is quite old.
Prepositions usually appear at the end of the
relative clause. The relative pronoun (who/
which/ that) can be omitted.
The chair (which/ that) I am si tt ing on isn' t very
comfortable.
Non-Defining Relative Clauses
He' ll have run
Will she have run?
It wo n't have r un
I'll have worked
Will you have worked?
They won't have worked
Expressing prohibition
• Mustn't is used when we are not allowed to do
somet hing.
You m ustn' t park her e.
Expressing absence of obligation/necessity
• Don't have to, don 't need t o and ne edn't are
used when it isn't necessary to do somet hing.
You don 't have to go if you don 't want to.
She needn 't cook. We've had dinner al rea dy.
• Didn't have to and didn' t need to are used
when it was n' t necessary to do somet hing in
t he past.
It was qui t e warm, so we didn't have/need to
turn th e heater on .
Non-de fining relative clauses give extra
infor mation about t he person, thing or idea they
refer to. They are always separat ed from the main
clause by commas. They are introduced by
relative pronouns/adverbs, which cannot be omitted .
• Who refers t o people .
Mr Brown who i s our biology teacher, i s quite old.
• Which refers to t hi ngs, animal s, ideas.
Our car, which cos t us a l ot, k eeps br eaking down.
• Whose is used to refer to possessi ons .
My f riend Fi ona, whose father was a f amous
scientist, is coming to visit us next week.
• Where refers to plac es.
Paris, where we spent our honeymoon, is a lovely
ci ty.
Need you go out?
Do I need to go out?
NOTE: Need can be a main verb or a modal
verb. When it is a main verb, it is fol lowed byto + base
form. It can be a modal verb only in the interrogat ive
and negative form of the Present Simple and it is
foll owed by bare infiniti ve.
I need to go out.
I needn't go out.
I don't need to go out.
NOTES: • That ca nnot be used in non-defining
relative clauses.
• Prepos itions usual ly appea r at the beginning of
non-deflntng relat ive clauses and are followed by
relative pronouns.
This cupboard, in which I keep my oId toys,
hasn't been cleaned for ages.
Channel your English 1 1 ..,
reference
UNIT 06 . ~ :
Zero Conditional
The Zero Conditional is used to express general
truths.
If-clause Main clause
If + Present Simple -.. Pr esent Simple
If you press the red button, the machine starts.
Conditional Sentences Type 1
Conditional sentences type 1 are used to refer to
situations which are possible in the present or future.
If-clause Main clause
will/must/should/can/may
<
+ base fonn
If + Present Simple .
Imperative
If we get there on time, we won't miss the
beginning of the film.
If you go to the concert, you may get an autograph.
If you see John, tell him about my party.
Conditional Sentences Type 2
Conditional sentences type 2 are used to refer to
situations which are imaginary or unlikely to
happen in the present or future.
If-clause Main clause
If + Past Simple -.. would, could, might +
base form
If I had more money, I would buy a bigger house.
NOTES: • We may use when instead of ifin
the Zero Conditional.
When you press the red button, the machine
starts.
• In condit ional sentences type 2 were is
often used instead of was in t he if-clause.
If I were rich I would live in a luxurious
house.
• Unless can be used instead of if. . . not... in all
conditional sentences.
I won 't buy this car unless you agree
(=ifyou don 't agree).
• Conditional sentences type 2 are also used
to express an opinion or t o give advice.
If I were you, I wouldn 't buy it.
Articles
The indefinite article wan is used before singular
countable nouns when we refer to them in their
general sense or when they are mentioned for the
first ti me.
114 Channel your English
An architect designs buildings.
She received a parcel yesterday.
The definite articl e the is used before countable
and uncountable nouns when we refer to:
• somebody/somet hing already mentioned
She is on a business trip. The trip will last three days.
• unique things
The Moon revolves around the Earth.
• somebody/somet hing specific
The rain caused many problems.
• the superlat ive degree of adj ectives/adverbs
He's the best student in class.
• seas, rivers, oceans, deserts
the Mediterranean Sea, the Pacific Ocean
• groups of islands. mountain ranges, count ries in
the plural
the Alps, the Canary Islands, the USA
• nationalities (when we refer to the whole
nation)
the English
• family names (when we refer to the whole
family)
The Smiths are visiting us tonight.
• names of hot els, restaurants, theatres, cinemas ,
newspapers
the Rex cinema, the Times, the Shangri- La
restaurant .
• musical instruments
Sh e plays the violin.
The definite article the is not used when we refer
to:
• names of people, streets, islands, mountains,
cities, count ries, cont inents
Mandy Brown, Malta, Everest, Madrid, Asia
• days and months
on Friday, in June
• uncountable or plural countable nouns in their
general sense
Cats like milk.
• magazines, sports, games, colours, languages
(when t he word language does not follow),
school subjects
I like volleyball.
My favo urite colour is blue.
Does he speak Spanish?
• abstract nouns
Love is a beautiful thing.
• meals
What shall we have for dinner ?
• the words: hospital. school, work, home, bed,
church prison, university, when they are used
for the purpose for whic h they exist .
Mark had an accident and was taken to hospital.
He had run
Had she run?
It hadn't run
UNIT 07
Past Perfect Simple
I had worked
Had you worked?
They hadn't worked
- ~ - ~ ~ - _ .......
The Past Perfect Simple is used for:
o an action which had already happened before a
specific time or another action in the past.
After I had read the book, I lent it to Joan.
She had finished work by 6:00 pm.
Past Perfect Progressive
I had been working He had been running
Had you been working? Had she been running?
They hadn't been working It hadn't been running
The Past Perfect Progressive is used for:
o an action which had been going on for some
time before another action or a specific time in
the past.
We had been waiting for hours when the bus
finally arrived.
Time linkers
• While and as are used to link two past actions
which were happening at the same time or to
introduce the 'longer' of the two actions. They are
commonly used with the Past Progressive.
AslWhile she was doing her homework, her
b:other was watching a film.
AslWhile I was waiting for a taxi, it started to
rain.
• When, after, before, until, as soon as, by the
time are used to link two past actions, one of
which happened earlier than the other. We often
use the Past Perfect for the action which
happened earlier.
After she had passed her driving test, she bought
a car.
As soon as she realised she had lost her wallet,
she went to the police station.
By the time we arrived, the play had started.
UNIT 08
Had Better
Had better is used to show that something is
advisable. It refers to the present or future, not
the past. It is followed by infinitive without to. Its
negative form is had better not. In spoken
English the short form is commonly used
(I'd better, you'd better etc.).
You'd better ask a doctor about it.
Would Rather
Wouldrather is used to express preference. It is
followed by infinitive without to and than. Its
negative form is would rather not. In spoken
English the short form is commonly used
(I'd rather, you'd rather etc.).
I'd rather listen to pop music than rock music.
Should / Shouldn't
We use should/shouldn't + bare infinitive to:
o ask for and give advice
Should I stay or should I go?
• express an opinion
She should tell her mum about it.
o make a suggestion
Shouldn't we discuss it with the boss first?
o express mild obligation
You should go to work on time.
NOTE: Should/shouldn't + infinitive refers
to the present or future.
We use should + have + past participle to:
o express regret about something that didn't
happen in the past
I should have told the truth.
• criticise somebody's behaviour
You should have been more careful.
We use shouldn't + have + past participle to:
• express regret about something that happened
in the past and was wrong
I shouldn't have bought that old car.
NOTE: Ought to can be used instead of
should in all the above cases.
Channel your English 1.1.5
Grammar reference
UNIT 09 '
The Passive Voice is formed:
Past Simple
He was paid
Was she paid?
It wasn't paid
Present Simple
He is paid
Is she paid?
It isn' t paid
I am call ed
Are you called?
They aren't ca lled
I was ca lled
Were you called?
They weren't called
wit h the ve rb be in t he appropriate form and the
past participl e of the main ve rb,
• may/might + base form expresses possibility in
t he present or fut ure .
I may/migh t go to Sall y's party.
• may/might + have + past participle expresses .
possibility in the past.
She might have overslept and gone to work
late.
• could + have + past participle expresses
possibility in the past which was not fulfill ed.
They could have had an accident.
Expressing possibility
I'll be ca lled
Will you be ca lled?
They will be ca lled
I can be called
Should you be called?
They mustn't be ca lled
Making deductions
• must + base form expresses ce rtainty t hat
somet hing is true.
He must be at work right no w.
• can' t + base form expresses beli ef t hat
somethi ng is impossible,
That can 't be Tom; he's not in town .
• must + have + past participle expresses
ce rtainty that something happened in the past,
They must have seen the robbery outside their
house.
• can't/couldn't + have + past participle
expresses ce rt ainty that something didn't
happen.
They can't have heard the doorbell; they were
out.
Although / Even though
In spite of / Despite
Although, even though, in spite of and despit e
are used to introduce an idea which is in contrast
with the idea t he main clause expresses,
Although and even t hough are followed by a
clause (subject + verb).
Although/Even though it was raining, we went out.
Present Perfect Simple
I' ve been called He' s been paid
Have you been called? Has she been paid?
They haven't been called It hasn' t been paid
Past Perfect Simple
I'd been called He'd been paid
Had you been ca lled? Had she been paid?
They hadn't been called It hadn't been pai d
Future Will
He'll be paid
Will s he be paid?
It won't be paid
Modal Verbs
He may be paid
Must she be paid?
It can't be paid
Mandy was fired yesterday.
Our house has been broken into twice.
NOTE: When we want to menti on who or
what is responsible for the ac t ion, we use
t he agent (by + noun).
The book was writ ten by a young author.
In spite of and despite are followed by a noun, a
prono un or an -ing for m.
In spite of/ Despite the rain, we went out,
In spite of/Despite being sick, Phil went to work ,
UNIT 10 a:
Passive Voice I
The Passive Voice is used:
to emphasise the ac t ion ra ther than who or what
is responsible for it,
Present Participle -
Participle Clauses
The Present Participle (base form + -lng) is
used in Participle Clauses:
• to replac e a t ime cla use (when, while, after etc .
+ subj ect + ve rb)
Reading the report, I noticed there were some
mistakes.
• to replace a clause of reason (because, as, since
+ subject + ve rb)
Being ill, I was unable to go to work.
116 Channel your EngliSh
NOTES: • The negative form of the present
participle is not + present participle.
When a sentence st art s with a present
participle, the subject of the participle is the
same as the subject of t he verb in the main
clause.
Not knowing what to do, the old lady called
for help. (= Th e old lady didn't know what to
do, so she called for h elp .)
UNIT 11 .•
Infinitives and -ing forms
The full infinitive is used:
• to express purpose
She went out to buy some milk.
• after it + be + adjective
it 's nice t o h ear you 11 be back soon.
• after too and enough
She is too busy to talk to yo u now.
He's not tall enough to reach the shelf
• after certain verbs (want, would like, hope,
decide, plan, advise, offer etc.)
They've offered to help us with our project.
• after question words (who, what, how etc.)
I don't know what to do.
The bare infinitive is used:
• after modal verbs (can, may, must, should et c. )
You should pay the phone bill today.
• after the verbs let and make in the active voi ce
My mother makes me study at the weekend.
• after would rather and had better
I'd rather stay at home tonight.
The -lng form is used:
• after certain verbs (avo id, enjoy, love, hate,
suggest, consider etc.)
1 l ove going out on Saturday evenings.
• after certain expressions (how about, it's no
use, it 's no good, t here's no point in etc.)
There's no point in telling her about i t .
• after prepositions (for, about etc.)
We're thi nking about moving house.
Passive Voice II
. Present Progressive
I am being called He' s being paid
Are you being called? Is she being paid?
They aren' t being ca lled It isn't being paid
Past Progressive
I was being called He was bei ng called
Were you being ca lled? Was she being paid?
They weren't being called It wasn't being paid
Verbs with two objects
Some verbs (give, offer, send etc.) usually take
two object s in the active voice:
They offered Tracy some flowers.
The passive voice can be formed in two ways:
• indirect object (as subject) + verb be + past
participle + direct object
Tracy was offered some fl ower s.
• direct object (as subject) + verb be + past
participle + t o + indirect object
Some fl ower s were offered to Tracy.
UNIT 12 .
Causative
The causative is used when we do not do
something ourselves, but we arrange for
somebody else to do it for us.
subject + have/get + obj ect + past participle
Present Simple : I have my car serviced.
Present Progressive: I'm having my car serviced.
Past Simple: I had my ca r serviced. ", _
Past Progressive : I was having my ca r serviced.
Future Will: I' ll have my car serviced. '
Present Perfect Simple: I' ve had my car serviced.
Past Perfect Simple: I had had my car serviced. -
Modal Verbs: I must have my ca r serviced.
NOTES: • The interrogative and negative
forms of t he Present Simple and the Past
Simple are formed with the auxiliaries
do/does and did.
How often do you have your hair cut?
Sue didn't have her hair cu t yesterday.
In informal language we can use get instead
of have.
I m ust get the TV set repaired.
Infinitive of purpose -
For + -ing form
Purpose is expressed wit h :
• full infinitive
She went out to b uy a newspaper.
• for + -ing form
We use this knife for cutting bread.
Channel your English 117
Grammar reference
Reported Speech
Reported Statements
• Reported Speech is used when we report what
somebody said without using their exact words.
We use a reporting verb (usually say or tell) and
that before the reported statement. That can be
omitted.
• When a sentence is changed into Reported
Speech, pronouns and possessive adj ectives
change according to the meaning of the sentence.
My sister always says, " You can't take my CDs. "
My sister always tells me that I can't take her
CDs.
• When the reporting verb is in the Past Tense.
we usually make the following changes:
Present Simple -+ Past Simple
Sue said, "I need a new pair of trainers. "
She said that she needed a newpair of trainers.
Present Progressive -+ Past Progressive
Bob said. "I 'm writing the report. "
Bob said he was writing the report.
Past Simple -+ Past Perfect Simple
Lynn said, "Mum made a cake. "
Lynn said her mum had made a cake.
Present Perfect -+ Past Perfect
Joe said, "I've finished doing my homework."
Joe said he had finished doing his homework.
will -+ would
Mark said, "I'll l et you know soon ."
Mark said he would let me know soon.
can -+ could
Helen said, "I can finish that l ater ."
Helen said she coul d finish that l at er .
may-+might
Frank sai d, "I may Iind some free time. "
Frank said he might find some free time.
must -+ had to
I said, "I must get back home early."
I said I had to get back home early.
today -+ that day
Phoebe said, " We'r e having pizza for l unch
today. "
Phoebe said they were having pizza for lunch
that day.
yesterday -+ the previous day / the day before
Dad said, "I bought the tickets yesterday."
Dad said he had bought the tickets the
previous day.
this morning, year ete. -+ that morning, year
etc.
Liz sai d, "I haven't been abroad this year."
Liz said she hadn't been abroad that year.
118 Channel your English
t omorrow -+ the next day / the following day
Fay said, "I 'm visiting my grandparents
tomorrow. "
Fay said she was visiting her grandparents
the following day.
last week, month etc. -+ the previous week,
month etc. / the
week, month ete.
before
Dave said, "I met her last year."
Dave said he had met her the previ ous year.
next week, month et c. -+ t he following
week, month ete.
Leo said, "I'll take the exam next year."
Leo said he would take the exam the
following year.
NOTE: The Past Perfect and the verbs
coul d. might, shoul d, wo ul d and used to do not
change in Reported Speech.
Reported Questions
• We usually introduce Reported Quest ions with
the reporting verbs ask, wonder and what to
know.
• Reported questions follow t he word order of
affirmative sentences.
" What did you say?" he asked.
He asked me what I had said.
• If a direct question begins with a question
word. the reported question also begins wit h
t he same question word .
" What are you doing?" she asked.
She wanted to know what I was doing.
• If a direct question does not begin wi th a
question word, the reported question begins
with i f or whether.
• "Are you going to the party?" he asked.
He asked me if I was going t o t he party.
• When we change questions from Direct to
Reported Speech, pronouns, tenses, adverbs
etc. change in t he same way as when we report
statements.
Reported Commands and Requests
• We commonly use t ell when we report
commands and ask when we report reques t s.
• The Imperative changes to full infinitive or
not + full infinitive.
"Stay there, " the man said.
The man told me to stay there.
"Don 't take this away, " she said.
She asked me not to take that away.
UNIT 15
Conditional Sentences Type 3
NOTE: Instead of say and tell we can also
use some ot her reporting ve rbs :
o refuse, promise, agree + full infinit ive
o suggest, admit, deny + -ing form
o advise, order, remind + obj ect + full infinit ive
If-clause
If + Past Perfect
Main clause
______ would, could, might +
past participle
UNIT 14 l
Unreal Past
Sometimes we use the Past Simple when
referring to the present or future . This is ca lled
Unreal Past.
o wish / if only + Past Simple: t o make a wish
about a present sit uation we would like to be
different.
I wish I had the m oney to buy this car.
o would rat her + Past Simple : to express
preference when there are t wo di fferent
subject s
t o ask somebody to do somet hing different
from what is being done
I'd rather you didn 't use my phone.
• it 's time + Past Simple: complain, criticise or
express what we think s hould be done.
It 's time you had your hair cut.
NOTE: In Unreal Past we usually use were
instead of was.
Clauses of Result
To express result we use:
o so + adj ective / adverb + (that)
The room was so cold that we turned on the
heater.
o such + (a/an) + (adj ective) + noun + (that)
It was such a successful book that it became a
best seller.
This restaurant serves such good food that it 's
always full.
NOTES: 0 We say so + muc h/many, but
suc h a lot of
• That cart be omitted especially in spoken
English.
Conditional sentences type 3 are used:
o to talk abo ut imaginary/unreal sit uations in the
past
If I had finished earlier, I would ha ve let you
know.
• to express regret
If I had been more care ful, I wo uldn 't have had
an accident.
• to criticise
If you had told the tru th. you wouldn't have got
into trouble.
Wish / If only + Past Perfect
We use wish / if only + Past Perfect to express
regret about somet hing that happened or didn't
happen in t he past.
I wish I hadn't bought this car; it keeps breaking
down.
If only I had thought about it earlier.
Channel your English 119
UNIT 1 UNIT 2
Nicole: Well, for me, ridi ng the perfect wave i ~ like Interviewer: Good evening, tonight we have wit h us
living your life on the edge. I've been doing t his quite a remarkable couple, Jill and Nick
pract ically all my life. It 's an amazing feel ing Robertson...
balancing on your board and watching the Nick: Hel lo.
shore rushing towards you. This sport takes Jill: Hi.
dedicat ion, a lot of hard work and practice if Interviewer: Now, let me get this straight. You spent
you want to get the hang of it. Once you do t he whole of last year in a hut, in t he
t hough the feel ing is unbeatable. You need to Antarcti c, wit h below zero temperat ures
be strong and have good baiance too. A great and with winds of up to 300 kilometres
advantage of this sport is t hat you can meet per hour. You must have amazing
cool guys although most of them t hink you're strength, will , and determi nation to do
no good because you're a girl. I enjoy proving to thi s, or are you j ust crazy?
t hem how wrong t hey are. Since I live near the Nick+JiII: Ha, ha, ha...
beach I t ry to go t here even in the wint er. My Interviewer: No really, what gave you the idea to do
mates get so annoyed when we go there to such a thing?
hang out and I rush off to catch t hat perfect Nick: We saw an art icle in a magazine about
wave instead. other couples who had been there. There
was an e-mail address at t he bottom, so
Laura: Last year my dad and I wanted to tr y someth ing Jill sent for more infor mat ion and t hat was
different so we gave it a go. My f irst lesson was it, we were hooked...
bri lliant. I'd be lying if I said it wasn't Inter viewer: The quest ion is, t hough, why on earth
frighten ing. But the more we went the more I would you want to do somet hing
enj oyed it and forgot about my fear. I started like that ?
taki ng off from small hills but now I go for Jill: I hate it when people ask t hat. People are
greater heights. I feel more confident and I love always asking me and I just answer, 'Why
t he sense of freedom and adventure you get, not?' I mean, it's all about advent ure.
You have a bird's eye view of the world and the Interviewer: You can say that again! But surely it was
sea looks magnificent from up there. You dangerous. Weren't you scared at all?
def initel y need to be fi t because t here's a great Jill: A bit, but before we left we had a t rai ning
deal of climbing involved. This sport isn't as course which we both enjoyed very much.
dangerous as people t hink. All you have to do is It taught us about surviving in sub-zero
avoid t rees and hope for a crash-free landing. condit ions. The worst danger we
Ha, hal So far, I haven't had any accidents. discovered was falling into holes in the
Unfort unately, t his sport isn't good for meet ing ice... t hat 's not much fun, as Nick found
guys because they're mostly older than I am. out.
My friends thin k I'm crazy for wasti ng my Nick: Don't remind me.
weekends on it but I love it ! Interviewer: Did you have any contact wit h the out side
world?
Sarah: At fi rst I didn't take it seriously. I started it t hree Jill: The hut had a satellite communicat ion
years ago to learn self-defence but now I'm device, but we couldn't make it
even competi ng. Just recentl y I won a medal. work all the t ime and when we did it was
Although it' s fun, it' s also a lot of hard work. I diff icult to get a signal , so we
t rai n five t imes a week. This sport is a form of gave up t rying to use it.
marti al art, like karate or judo where you have Interviewer: So you didn't see anyone else for a whole
to kick, punch or throw your opponent on the year.
f loor in order to win. As it's a contact sport, it Nick: Well, t here was t hat ti me when...
can be quite dangerous and you can hurt Jill : Oh yes, of course. One night we were
yourself pretty badly. I inj ured my shoulder last having our dinner...
year. Going home with bruises, broken bones or Nick: Tinned salmon again.
strained muscles is someth ing I've got used to. Jill : ...and there was this funny noise. Nick
I feel t hat this sport has done a lot for me. I've t hought it was just t he wind but it
become more confi dent and I feel better about was gett ing louder, as if it was getting...
myself . I've made loads of friends here at the closer. Suddenly, the room was
club and the guys don't treat us differentl y f looded with light from t he window. I was
because they know we're just as good. quite fr ightened to be honest
wit h you. Then, t here was t his 'thud !'
120 Channel your English
Nick:
Jill:
Interviewer:
Nick:
Jill:
Nick:
Interviewer:
I opened the door and found a box outside
in t he snow. I looked up and saw a helicop-
ter f lying away. They were passing nearby
and someone told t hem t hat we were out
there. They dropped us a box with
newspapers. magazines and some fresh
fr uit and vegetables. It was a lovely
surprise.
But then they were soon gone and we were
on our own again.
You must have been terri bly lonely at
t imes.
And bored. The winter was the worst part ,
you see. it 's dark for mont hs
at a time and we were all aione down
there. there's no life whatsoever.
Apart from two crazy humans...
Ha, ha, true...
Now. someone told me t hat in the
Antarcti c... (fade out)
3.
Adrian: OK, now. Will you tell me what' s up with you?
Millie: Oh, I cant stand this new guy. Brandon.
Adrian: Why? What's wrong wit h hi m?
Millie: Well, he has t his know-it-all air and t hinks that
everyone has to listen to hi m and follow his
orders.
Adrian: Really? I didn't get that impression about him.
Millie: Look. we've been tr ying to organise this school
celebrat ion for ages now and as soon as he got \
involved, he started criti cising us wit h an
over-confident voice and making really rude
comments.
Adrian: I see what you mean, but...
Millie: It 's just that he can't accept that t here's nothing
really compet it ive in t his celebrat ion. It 's a j oint
effort and it' s really annoying having someone tell
you what to do all the time.
UNIT4
2.
Susan:
John:
UNIT 3
1.
Hi sis, am I calling at a bad t ime? I'm sorry t o bother you
at work, but I really need to talk to you. No... no... it 's got
nothing to do wit h the kids. It's Pauline. you know. from
next door. I just can't take it anymore. She's become so
annoying. I mean. she j ust doesn't care what other s think.
She behaves as if she is t he only person in t he world. Can
you imagine she had a party last night in her back garden
that went on till early in t he morning? I couldn't get any
sleep because she had t he music blast ing all night long. It
doesn't bother her in t he least t hat people have to go to
work t he next day. My friends and I have parti es too, sis,
but we care about the people around here... Of course I
went over to t alk to her. but she was so rude... She
act ually slammed the door in my face... No I didn't , but if
thi s continues. I'll have no ot her choice but to call the
police.
Hey, John! How are t hings at home?
Boring. You've got no idea what it 's like to have no-
one in the house to talk to except your parents.
Susan: Well. at least you've got t he room to yourself now.
No more sharing.
John: I know... It's j ust t hat the house is so empty now
that Matt's away at college.
Susan: Don't worry! You'll get used to it. I had the same
probiem when my older sister moved away.
John: Just the other day I reall y needed his opini on on
somet hing.
Susan: So why didn't you call him up?
John: I did, but he wasn't t here. Somet imes I feel like he
has no time for his littl e brother wit h all t hat work
he's got at Uni.
Speaker 1
I don't know what to say. I've only been at Farnham Hill for
a few months. but I t hink I've settled in OK. The only
problem I have is homework. I spend most of my free t ime
marki ng. I discussed the matter with the headteacher, but
I seem to be t he only one complaining. I don't have a
probl em wit h the kids, t hey're OK. However, some of them
seem to spend all their break t ime in the gym. They think
every lesson should be PE.
Speaker 2
It's all right I suppose. But I think I prefer my oid school.
Probably because it was easier. I mean. t he deadlines for
proj ects we get are ridiculous. I spent t he whole of t his
weekend tr ying to fi nish one - and I got a terrible mark. Is
it wort h it? I have to say t he gym is a big bonus. although
we aren't allowed in t here as oft en as we'd like. How are
we supposed to pract ise? One PElesson a week is not
enough.
Speaker 3
Farnham Hill? It 's a great school. The teachers really know
how to get the best out of students. Three generat ions of
my family went there and we all benefitted from it. Of
course, nowadays it 's a lot different. The facilit ies are
extremely good. There's a computer room. a swimmi ng
pool and a full y-equipped gym. We didn't have all that in
my day, you know.
UNIT 5
Luke: So what was t he film like?
Ellen: I must say it was better than I thought it would be.
Luke: Was it anything like the book? Because that was
fabulousl
Ellen: Wel l. that was t he best t hing. All the actors, setti ngs
and that were j ust how I had imagined them.
Channel your English 121
Li tenin Transcri ts <!I
Luke: Tell me more. What was Hogwarts like? I saw a bit
on t he trai ler.
Ellen: Brilliant.
Luke: Do you thi nk t hey used a real school?
Ellen: They didn't. I read about it on t he Net.
Luke: So? Was it all filmed in a studio?
Ellen: Actually, t hey used lots of different sites around
England.
Luke: Oh! So they did use real places.
Ellen: Yes, t he castl e grounds around Hogwarts were
fi lmed at Alnwick Castle. That's where Harry learns
to ride his broomst ick.
Luke: Really? I went there once with my parents when I
was little.
Elle n: Well , it was huge!
Luke: I know, it 's the second largest inhabi ted castl e in
England.
Ellen: You mean people live there?
Luke: Yep. And they've made ot her films t here too, like
Robin Hood.
Ellen: Oh, I t hought I'd seen it somewhere before.
Luke: What about t he Hogwarts Express?
Ellen: The t rain? Well , t hey used t he stat ion in a village
called Goat hland, which is somewhere in Yorkshi re
and t he steam t rain was f rom the old West
Somerset Railway.
Luke: Tell me about inside t he school. The classrooms,
t he Mai n Hall?
Ellen: They must have used special effects to make t he
enchanted ceili ng, i suppose. I do know that some
of the school scenes were fi lmed at Gloucester
Cat hedral, where they used some of the st udents
from the school next to the cat hedral as ext ras.
Luke: Wow! Imagine being in t he Harr y Pott er fi lm. Did the
ext ras get to play Quidditch?
Ellen: No, t hey were just in t he background, around t he
school and in classes.
Luke: What about the stadium at Hogwart s? You know,
where they play Quiddi tch...
Ellen: I'm not sure. A lot of it was fi lmed at Leavesden
Studios. So t hey might have done it there.
Luke: With computer graphics and st uff .
Ellen: Yeah. The fi lm was f ull of great special effects.
Luke: That 's it ! I'm going to see it tonight.
Ellen: I'll come with you!
Luke: Again? It must be good!
UNIT6
Kelly: Good evening. Tonight on "Green Talk" we have an
environmental specialist wit h a different point of
view. Dr Carl Olsen. Welcome, Carl.
Carl: Thank you, Kelly.
Kell y: So, Carl, let me get th is straight. You believe t here's
nothing wrong wit h t he environment.
Carl: No, no. People often make this mistake. I'm not
saying there are no problems, but they are not as
serious as some environmentalists will have you
believe.
Kell y: So, you're against environmentalists?
Carl : It 's funny you should say that. You see, I used to be
a strong green supporter.
Kell y: Really? What made you change your mind?
Car l: One day I read an article which argued t hat t he
environment was doing better than ever. I was so
angry t hat I decided to prove it wrong. But after I'd
done quite a lot of research, I realised t he person
who wrote it was actual ly right.
Kelly: What do you mean?
Car l: Well, everybody seems to bel ieve t hat we will run
out of fossil fuels. That' s nonsense! In fact, it 's
unl ikely t hat we'll cont inue using fossil f uels in t he
fut ure. The oi l age wont end because we will run
out of oil, but because we'll be using more of the
alternat ive sources of energy, like t he sun, wind
and sea...
Kell y: I see. What about pollut ion? It seems to be a big
problem in lots of cit ies, what wit h the burni ng of
fossil f uels, cars, indust ries...
Carl: I thin k that t he air and water are becomi ng less
and less polluted. Many count ries have done a lot
to reduce pollution and thi s has considerably
helped solve t he problem.
Kelly: Right. But surely global warming is a threat to our
environment. If t he climate becomes warmer, the
ice on t he Poles will melt , t he level of the sea will
rise and we'll have floods.
Carl: Don't worry Kelly, we're not going to drown. The
temperature is rising, I'm not saying it isn't. It's
increasing between 2 to 3 degrees Celsius, not 5
degrees as some people like to bel ieve. Besides, it
will fall once fossil fuels are replaced. .
Kell y: Yes, but by the t ime t hat happens, the environment
will be a lot less green.
Carl: It might sound funny to you, but global warmi ng will
actually make t he Eart h greener. There's proof
already. And contrary to what ot hers believe,
human health could also improve from this climate
change. More people die f rom cold weather than
f rom the heat. Isn't that so?
Kelly: You've got a poi nt there Carl, but I can' t .,
UNIT 7
Narr ator: The Speckled Band, by Art hur Conan Doyle.
Ayoung woman asks Sherlock Hol mes to
invest igate t he mysteri ous deat h of her sister,
who died at Dr. Roylott 's house. Before she died,
t he only thing she could say was "The speckled
band!". Hol mes and his companion Dr Watson
visit Dr Roylott 's house, a place full of wild
animals. When we left t hem in last week's
episode, t hey were inside t he house, quietl y
waiti ng in the dark. This week is t he last episode,
in which Holmes reveals who t he murderer is
and uncovers t he mystery of the speckled band...
Holmes: Listen, Watson! You see it, Watson? You see it?
It's on the bellrope. Aaaaaaa!
atson:
mes:
atson:
oice:
olmes:
atson:
Holmes:
Wats on:
Holmes:
Wats on:
Hol mes:
Watson:
Hol mes:
Watson:
Hol mes:
Wats on:
Holmes:
Watson:
Holmes:
Wat son :
Holmes:
I can't see anything, Holmes.
It must have gone back th rough the ventilator.
What went th rough the vent ilator?
AAAMAARRRRGGGHH!!
It's al lover. Perhaps it's for the best. Come,
Watso n, we shall enter Dr Roylott's room.
Oh dear, is he...
Yes. A terrible way t o go, but he was a murderer
af ter all.
What's t hat th ing arou nd his head?
That, my dear Watson, is the speck led band . It 's
a swa mp adder, India's most poisonous snake.
He died almost inst ant ly.
But how on ear t h did you know, Holmes?
Well, I knew that someth ing was goi ng to come
t hrough t hat venti lator because of t he bell rope.
I'm not sure I follow you.
The bellrope t hat I hit wit h my cane is useless.
When I pulled it, not hing happened. So why is it
t here?
So something coul d climb down it.
Exactly, Watson . And land on the bed to attack
its vict im.
But how did you know it was a snake?
Well, it was obvious. Roylott had a knowledge of
Indi an wildlife so, he knew t hat the poison fr om
t his sna ke cannot be discovered in t he victim's
body.
I see. The perfect weapon.
When I hit t he swamp adder with my cane ...
...it climbed back t hrough th e vent ilator and bit
its owner.
Precisely! The murderer was killed wit h his own
te rrible weapon, so t here is nothi ng to feel sor ry
about .
Number three. You have a f riend who's not very clever. He
reall y needs to pass next week's maths t est . He asks you
if he can sit next t o you and copy fr om you. What do you
do? Do you...
a. pretend you're il l so you miss the test?
b. let him copy off you? or
c. offer to help him out by stu dyi ng toget her?
On t o number four. A girl in your class is runni ng for class
president. All your fri ends are vot ing for her because she
is popular. However, you know that t he boy runni ng
agai nst her would be a better leader. What do you do?
a. Don't vot e or get involved?
b. Vote for t he boy but t el l all your f riends you voted for the
girl?
c. Deci de t o help the boy become class president ?
Number five . You're out shopping with your friend. You t ry
on a jacket which you think looks cool, but your fri end
says it makes you look st upid. What do you do? Do you...
a. buy it , but not wear it when you go out wit h your fri end ?
b. decide not t o buy t he j acket because you tru st your
f riend's taste in clot hes? or
c. buy t he j acket because you li ke it?
That 's it. Now add up your scores . 1 point for any 'a'
answers, 2 points for 'b' and no points for 'c'. I'll be back
after this short commercial break to give you the result s.
And now... t he results.
If your score is between 0 and 3 point s, t hen you are not a
peer pressur e victim. You're not af raid t o speak your mi nd
and you usually do what YOUt hink is right.
UNIT 8
Narrator :
And now, I hope you've got your pencils ready because it 's
t ime for our weekly quiz. This week, 'Are you a peer
pressur e vict im?' Let' s f ind out... .
Number one. A cousin of yours has come to visit. He's OK,
but there's one problem. He's so unfashionable it's
embarrass ing. You've made plans to go to a cafe wit h your
fri ends. What do you do?-Do you...
a. go to th e cinema with your cousin instead?
b. stay home and watch TV with your cousin? or
c. bring your cousin along t o the cafe anyway?
Number t wo. Your parents have gone away for t he
weeke nd so you're home alone. Your mates want to have
a party but you know your parents wouldn't li ke it.
Do you...
a. invit e a few fr iends over for a quiet night?
b. invit e loads of people over for a wild party? or
c. t ell your fr iends that a part y's out of t he question and
suggest going out instead?
If your score is between 4 and 7 point s, you haven't got a
big peer pressure problem. But th at 's proba bly because
you avoid makin g diffi cult decisi ons and take t he easy way
out. Don't be afraid t o have an opinion sometimes.
Right t hen, if you got bet ween 8 and 10 points, th en
you've got a probl em. You t ry very hard t o be acce pted .
Unfortu nate ly, the result is people take advantage of you.
Try to be more self-confident.
That 's all from me. Next week's quiz, 'Are you an Int ernet
addict?'
See you next week, bye bye.
UNIT 9
Hell o folks, Jim Wiseman here again wit h our come dy slot ,
where I give you all t he info on what 's going on in th e
world of come dy. But let me start by te lli ng you somet hing
t hat' s been bugging me for the last few days. There aren't
many of us who don't enj oy a good come dy, whet her in th e
t heat re, at the cinema or on t el evision. We do have our
prefere nces, of course, some people prefer romantic
comedy to blac k come dy, and young people naturally will
Channel your English 123
probably prefer kid comedies. Things like Home Alone , you
know... Then, when t he theat re and television awards
ceremon ies come round. people give credit and honour
t he comedies. That is not t he story. however, in Hollywood.
Did you know t hat since World War II only one comedy has
won the Oscar for best picture at the annual academy
awards ceremony in Los Angeles? That was Woody Allen's
Annie Hall in 1977. It's st range because there have been
some excellent performances. In 1981, Ar thur was the
smash hit of the year and, in my opinion, it didn't face
much compet ition. There were great performances by
Dudley Moore and Lisa Minelli, but all it earned was a
best support ing actor award for Sir John Gielgud. The
same was true in 1992 wit h the wacky comedy Death
Becomes Her, a very entertaini ng box off ice smash.
However, it did not receive any recognit ion. Probably t he
biggest inj ustice was the fil m Four Weddings and a
Funeral. I mean, I haven't met anyone that didn't
t horoughly enj oy t hat movie, but it did not receive any
award from the Academy. It 's not as if t hey don't honour
comedians. Robin Williams is best known for his crazy
humour, but when he received his Oscar, it was for a
dramati c roie in t he 1997 fi lm Good Will Hunt ing. So,
come on, guys, start giving the funny people a break. After
all, we have plenty of reasons to cry and it is much harder
to make people really laugh and enj oy t hemselves.
Anyway, this week t here's a new comedy which...
UNIT 10
Frank: Wel l, here we are on anot her 17th of March.
Jerry: Yeah, anot her Saint Patri ck's Day parade in New
York.
Frank: Tell me, Jerry, how long have you lived in New
York?
Jerry: Let 's see. I'm 29 now and I came here when I was
21. Yes, it must be nearly eight years.
Frank: And have you been worki ng on t he radio all that
time?
Jerry: Oh God, no. When I f irst got here, I did what nearly
every Irish immigrant seems to do.
Frank: What's t hat? You became a New York cop?
Jerry: Come on now, Frank!
Frank: But isn't t here a history of Irish immigrants who
came to New York and j oined t he police force?
Jerry: Of course, but t hat was about a hundred years
ago. No, I worked in an Irish bar for six mont hs
unt il I got my first j ob in journalism.
Frank: I have to admit that Irish bars are the best. But tell
me, are t he bars here iike t he ones back in
Ireland?
Jerry: They t ry to be, but it 's never the same. I t hink it
might be t he variety of people t hat go to t hem. It
makes t he at mosphere completely different.
Frank: So, t hey don't make you feel like you're back
home?
Jerry: Listen, Frank, t here are more t han forty mil lion
people here who say t hey are Irish, but they don't
live like t he people in Ireland do. They only think
124 Channel your English
t hey're Irish because they go to bars or wear green.
Frank: So, seeing everybody wearing green today, doesn't
it make you feel more at home?
Jerry: You're j oki ng. Most Irish people wouldn't be seen
dead wearing green, even on Saint Patrick's Day.
Frank: Are you kidding? It 's the Irish colour.
Jerry: Yes, for leprechauns, t he fairy people. But it's
consider ed bad luck to wear it. And another t hing.
Peopie in Ireiand never say 'Begorah', For some
strange reason, when I tell people I'm from Ireland,
t hey start talking in a silly way. I thi nk t hey've seen
too many old movies.
Frank: I've seen those movies, too. You mean people don't
talk like that in Ireland?
Jerry: Of course t hey don't , and not all men are called
Paddy or Mick eit her.
Frank: Anyway, t he parade is moving off. We'd bett er get
ready to let t he good old folks of New York know...
UNIT 11
Speaker 1
It was really hard work and for t he fi rst week my back was
killi ng me. But I enjoyed it all t he same. We were a lot of
students working toget her and we stayed in a couple of
dormitories at the back of t he farm house. For the fi rst
few days we nearly ate as much "as we collected, but then
we sett led down to work and really enj oyed the farmer's
wife's home cooki ng.
Speaker 2
It was really busy t here, especially at luncht imes. And as it
was a place where customers didn't sit for a long t ime, I
was taking orders constantl y. By the end of the day, my
feet were killing me. I was on t he go f rom when I got t here
unt il I left. The money wasn't t hat good, but we got to eat
for free and we could also take home what was left at the
end of t he day.
Speaker 3
I st art ed really early in t he morning. I had to take care of
the plants and t rim t he bushes. I had the middle of t he
day fr ee because it was very hot. This gave me t ime to
study and rest a bit. In the early evening I just used to
have to water everythi ng. It's great having a job that gives
you t he opportun ity to be outside most of the time. Mind
you, it might not have been so much fun if the weat her
was cold.
Speaker 4
I like being out and about a lot. so the job really suited
me. Also, I loved the fact that I could eat as much as I
liked. But I must say, it got a bit boring after a while. Most
of the customers gave me good ti ps, which was hel pf ul
because the pay was bad. Of course, the customers could
be really st upid somet imes, not giving clear addresses,
that sort of t hing.
UNIT 12
Bert: What I don't get, Andy, is how you can say you
aren't interested in technology and at t he same
time you love Bond movies, I mean, they
are really hi-tech,
Andy: Bond? Bond is just fantasy, There' s not hing real
about those movies, That 's why I love t hem,
Bert: But, t hat 's where you're wrong, They're not fantasy
at all,
Andy: What are you on about? Are you saying that James
Bond is real?
Bert: No, I'm saying t he gadgets were real.
Andy: Are you sure?
Bert: Yes, some governments used to insist t hat their
spies wat ch every new Bond movie in order to get
new ideas.
Andy: You're kidding!
Bert: No, I'm not.
Andy: And how do you know this?
Bert: I remember reading a magazine article about it.
Andy Is that all it said?
Bert: No, there were other examples. A Japanese
company produced a camera which worked
underwater for Thunderbilll , which came out in
1965, This was a long time before you could get
them in t he shops,
Andy: Yes, I remember the scene with that camera,
Bert: Bond movies are f ull of technology,
Andy: I suppose you're right , But that was ages ago.
Bert: And what about Bond's personal pager in From
Russia with Love?
Andy: Oh yes, t hat little thing on his belt t hat went 'beep'
when he received messages about his mission,
Bert: Well, they hadn't been invented before t hat fi lm,
Andy: But , somehow, that was a believabl e gadget.
Bert: What do you mean?
Andy: I'm saying t hat in recent movies things have been
just a little bit too far out ,
Bert: Oh come on, Andy, that's ridiculous, I mean, you've
seen Goldeneye, haven't you? Well, what about the
Think Pad? You know. Bond's mini -eomputer?
Andy: Yeah, t iny little t hing. The size of a book so it can fit
in your pocket. but as powerf ul as any office
computer.
Bert: You can actua lly buy one in t he shops now. That 's
what I've been t rying to say. These t hi ngs aren't just
fantasy.
Andy: I suppose you're right , but I st ill think...
UNIT 13
1
Interviewer:
Actress:
Interviewer:
Actress:
Do you t hink the film is t rue to the book?
Absolutely. I t hink a great job was done
adapti ng t he book for t he big screen and
I'm proud to say I took part in t he fi lm.
Was the fil ming a lot of hard work?
You bet. I was in make-up for t hree hours
c
every day and some of t he scenes took
ages to get right.
Interviewer: It must have been wort h it in t he end,
t hough.
Actress: Defini tely. I think it 's one of the highlights
of my career,
2
Mmm, I thought it was great . The ti cket s were a bit
expensive, but it was worth every penny... I know I could
have got cheaper ones, but you can see so much better
when you are close to the stage.., Yes, it was crowded.
Lots of famous people were there. Guess who I saw?... No,
it was an actor, someone we bot h like... That' s right, in t he
f lesh. Can you believe it? I had no idea he was a fan of t he
group... Anyway, it all lasted about two hours or so.
Everybody was in a state of f renzy, jumping up and down,
shout ing... No, Jen didn't enjoy it much. She said people
were pushing her and stepping on her feet all t he t ime.
3
It' s truly a work of art . The story is quite interesting and
the music is wonderful, with some very catchy songs. It 's a
magical perfor mance with excellent act ing and singing,
brilli ant sets and special effects. But what I truly found
amazing were t he extrao rdi nary cost umes t he dancers
wore. There were some amazing designs and t he colours
were beaut if ul. I think t hat wit hout t hem t he musical
wouldn't have been half as good,
4
Roger: I can't believe that people can be so inconsiderate.
Ethel : Calm down, Roger. They were only whispering. not
shout ing.
Roger: I'm not talking about them.
Ethel : Is it the person behind us talking on his mobile? I
must say it is quite annoying.
Roger: It has nothing to do wit h t hat .
Ethel: Then what?
Roger: Well, if only YOU'd let me finish. Just look at this
place. It's a pigsty, Popcorn here, empt y bottles
t here. Is this what we're paying for, Et hel?
UNIT 14
Speaker 1
I couldn't live without it. It' s t he fir st thin g I turn on t he
morning. As I live on my own, it keeps me company,
somehow. It also keeps me informed about current affairs,
which is essent ial in my line of work. And, of course,
there 's my favourite seri es which is on at nine o'clock. It's
just t he ads that interrupt films that drive me crazy.
Speaker 2
There are so many stations these days it' s diffi cult to
choose. I usually have it on whil e I' m doing j obs around
t he house. It can also liven up a boring drive to work in
t he morni ngs. It' s strange, but I act ual ly enj oy t he advert s
j ust as much as the music, t hey can be so funny
Channel your English 125
-
somet imes. Then, ther e's the news broadcasts. They
always keep me up to date on news and the traffic
bulletin is very usef ul.
Speaker 3
As I work at home, I find it useful for many reasons. For
me, it gives the most in-depth news and whi le I' m working
I usually listen to music f rom all around t he world. When
the work's all done, it helps me with my leisure activities.
I'm a film buff , you see. I can check out what's on at t he
cinema and then f ind more information about the fi lm. I
can even book tickets. Sometimes, the adverts that pop
• up all the time can be annoying, but I j ust ignore them.
'Speaker 4
I like it because it gives you a daily report on different
subj ects like politi cs, economics and sports. The weat her
report isn't always as accurate as it should be, but t hat' s
not a big problem. My children love t he cartoons and of
course the gossip in the showbiz secti on that comes out
on Sat urday. I always try to solve the crossword while I'm
on t he t rain to work, but I never have the ti me to fi nish it.
UNIT 15
Speaker 1
What a night mare! There I was in my seat, trying to make
myself comforta ble when the captain announced that we
were unable to take off because a passenger was
missing. Thinking about it, I wish the plane had left
wit hout him. Anyway, after half an hour the passenger was
f inally located and boarded the plane. Unfortunately, he
sat in the empty seat next to mine! For nine hours I had to
listen to him babbling about his j ob and fami ly. I tried to
change my seat , but the plane was f ull.
Speaker 2
The check-in clerk told me that I had excess baggage and
would have to pay a fee for security reasons. I was really
upset because I only had five kilos overweight. I t ried to
reason with her, but as t hat didn't work I demanded to see
t he supervisor. In the end, I was told that if I didn't pay t he
fee I wouldn't be able to board the plane. I had no ot her
choice but to fork out the money. To make things worse,
I wasn't even given t he window seat I'd requested. Then,
when we landed in Geneva I had to wait for an hour to
pick up my suitcase. Is t his any way for an airline to t reat
its customers?
Speaker 3
Since I had a long f light ahead of me, I asked for an aisle
seat so I could move around easily without disturbing the
ot hers. I just can't sit in one place for too long, you know
how it gets on the plane. Unfort unately the check-in clerk
made a mistake and gave me a seat in the middle. It was
awful! I had no leg room and what was worse, my seat
was broken, so I couldn't put it down. I didn't get any sleep
and my back was kill ing me. Not to mention the fact that I
was squashed, sitti ng there between two passengers. The
126 Channel your English
cabin crew were sympat het ic to my sit uat ion but they
couldn't do anything about it.
Speaker 4
We checked-in, got our boarding passes and went through
passport control. There was t ime to kill, so we decided to
look around the shops and have a snack at the coffee
shop. Finall y it was t ime to go. After waiting in the
depart ure lounge for some ti me without knowing why, we
were informed t hat boarding would be in an hour's time .
We were quite worried, si nce we had a connecti ng flight to
catch. The hour act ually turned out to be t hree hours
before the plane took off.

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