Introduction to the unit The theme of this unit is peaple who have obsessions about texting ona mobile phone, about becoming famous, and about collecting things. This theme provides a context for contrasting and practising the Present Peefact Simple and Continuous, ‘The reading text is about a man who hhas spent most of his life trying (unsuccessfully) to become famous asa Hollywood film star. The Listening and speaking section is about wo people who collect things as a hobby. ‘The Writing section at the back of the book practises using relative clauses, participle clauses and other linking devices to transform isolated facts about a person into a biography. 94 Unit 10 » Obsessions Present Perfect Continuous Time expressions Compound nouns + Quantity Language aims Grammar ~ the Present Perfect Continuous Although they have probably cone across this tense, itis unlikely that your students are using the Present Perfect Continuous correctly, if at al, This tense is one of the hardest for learners to geasp, made more dificult because there ate wo aspects to understand, the perfect aspoct and the continuous aspect. ‘We saw in Unit 7 why students make so many mistakes with the Present Perfect. The form of auxiliary verb have + past participle exists in many other European languages, but its use is different. To refer to definite time, English uses the Past Simple, not the Present Perfect, and English has a way of expressing past-joined-to-present that other languages don't have. We say, Hive here, I have lived here for sen years, and not the more logical *! ive here, {ive here for ten years ‘The Present Perfect Continuous presents another difficult element for students to grasp, because the continuous aspect probably doesn’t exist in their language either. They will probably choose to apply a tense that translates directly from their own language(s), for example “T'm living here for six years, instead of f have heen living here for six years The approach in the Studemt’s Book isto keep the rules simple and lead students to an understanding by asking them to contrast sentences and complete many controlled tasks, You may want to read through Continuous for SB p148 with the class to refresh studenis' in general before starting the unit. n the grammar reference on memories about continuous forms Time expressions Ways of referring to points in time and periods of time are introduced and practised. How long are you here for? and How long have ‘you been here? are examined, Students often confuse these because, often, the direct translation of the second question takes the form of the first question in their language. Vocabulary The focus is on compound nouns, an area which students sgenerally ike, Bechaps ths is due tothe fun of putting two known elements, together to make a third meaning Everyday English ‘This section introduces and revises some expressions of quantityNotes on the unit TEST YOUR GRAMMAR (6578) This section will start students thinking about the continuous aspect. In order to undlerstanel the way the Present Perfact Continuous works, they need to understand the idea of continuous as an aspect in other tenses. Ask students in paits or small groups to match a line in A.with a line or picture in B. Students will probably find this fairly easy (Check answers with the whole la students to comment and correct. encouraging Answers 1 What do you do fora living? What are you doing onthe floor? 2. He speaks three languages. He's speaking tothe teacher. 3 She hasahouse by the sea. Shes having a baby next month. 4 Whathave you done with my pen? cant find ‘What have you been doing since last saw you? 5, Who dank my ber (picture of empty lass) ‘Who's been crinking my beer (picture of hal-empty gas) 6 read that book. twas realy good. | was reading that bok when you called, 2 Ask students what the verb in the second sentence of each pair has in common, (They are all continuous in form, that is, they al use a form of be followed by -ing.) Dena Present Perfect Continuous ‘The aim here is to introduce the Present Perfect Continuous to talk about an activity which started in the past and continues to now. The context —a newspaper article about a teenager who has received a huge telephone bill asa result of sending thousands of text messages — contrasts the Present Perfect Continuous with uses of the Present Perfect Simple 1 Lead in briefly by asking students about their mobile phone use. Do they send lots of text messages? Who pays their bil?’ Have they ever received a very large bill? Pre- teach key vocabulary: tex! (someone), make a phone call, receive/pay a phone bill, clear a debt. You may also want to explain that the phrase’state of the aris often used adjectivally to describe something which has al the very latest technology, and that ‘textits' isa word made up by the writer to imply that texting has become like an illness, like appendicitis ar bronchitis, Ask students to read and listen to the newspaper article, and answer the questions. Answers 1 490 2 Hehas been doing well at school 3 Hisfather has taken it away. 4 Hehas been working ina shoe shop. Ask students in paits to write the questions, Do the first two asan example. They will need to refer back to the text. Remember, students often have problems forming questions, so monitor carefully. Get feedback, and encourage the others to comment. You could practise questions and answers in open pairs actos the room Play the recording so that students can listen and check thei answers. You could ask them t look at the tapescript on SB p30 and tll you which verbs are simple and hich are continuous Answers and tapescript 1 How long has he had his mobile phone? 2 How long has he been asking his father for a phone? 3. Why did he want one? 4 Who has he been texting? 5 What time as he been going to bed? 6 Has his father forgiven him? 7 How much has he paid back? 8 How long will it take him to clear the debt? EU ‘The aim here is to get students to recognize the two different forms, and to introduce a very simple rule to show how they are use 1 Ask students in pairs to find examples quickly in the text and underline ther Answers Present Perfect Simple: has received has had, has taken, have forgiven has made, has found as paid. Present Perfect Continuous:’s been asking s been doing, ‘ve been texting, ve been gong, hasbeen working, 2 Asaclass, match the rules to the examples. Answers How long ave you been learning English? asks about an activity How many teachers have you had? asks about quantity Refer students to Grammar Reference 10.1 and 10.2 on, SB pls, Unit 10 + Obsessions 9596 PRACTICE (58579) Conversations ‘These exercises provide controlled accuracy practice of the Present Perfect Simple and Continuous. 1 Read through the example, then ask students to write questions with How long... ? Let them check in pairs before going over the answers asa class. The purpose of this exercise is to show students that in cases where either the Present Perfect Simple or the Present Perfect Continuous can be used to express an idea, the Present Perfect Continuous should be chosen. The exercise also highlights the verbs that aren't usualy used in the continuous form, Answers 2. How long have you been playing tenis? 3. Howr long have you know Jack? 4 Hove long have you been working in Hong Kong? 5 How long have you had a Japanese car? 2 In pairs, students write then ask and answer, similar ‘questions about themselves, 3. Ask students in their paits to look back at exercise Land ‘write follow-up questions in the Past Simple. Again, this is to reinforce the point that when definite time is talked about, we use the Past Simple, not the Present Perfect. Answers 1 When did you move there? 2. How old were you when you started playing? 3. Where did you meet him? 4 Wihy aid you decdeto workin Hong Kong /there? 5 How much did you pay fort? 4 Play the recording while students read the conversation, You could say each line and get students to repeat afer you to practise pronunciation Ask student to read the prompts. Put them in paits to prepare and practise similar conversations. Go round ‘monitoring and helping as necessary. Ask some pairs 10 model their conversations for the class, Encourage students to correct each other Play the recording so that students can compate their conversations. sk them to practise the conversations again with a partner. Answers and tapescript 1A Youre covered in paint! What have you been doing? B tye been redecorating the bathroom. Ak Have you finished yet? B Well I've painted the door and the ceiling, but haven't put up the wallpaper yet. Unit 10 + Obsessions 2 A Your hands are dirty. What have you been doing? B Theyie filthy. ve been working inthe garden. A Have you finished yet? B Well ve cut the grass, but | havent watered the flowers yet. 3. Your eyes ae ed! What have you been doing? B Imexhausted ve been revising for my exams. ‘A Have you finished them yet? BB Well Ive done my chemistry and history, but I havent done English yet Discussing grammar 5 Inpait, students discuss what is wrong withthe sentences and fry to crest them, Check answers with the whole cls. Answers 1 With the continuous form, it sounds as though the person ‘ut their finger again and again. In the simple form, the suggestions that it was accidentally cut once. 2 Inwould be unusual to expect students to understand why ‘this is wrong. ve swum san unlikely sentence in any situation. Swimming by definition takes time, We need the continuous form to express that this isan activity taking place over a period of time. 3. Thisisan activity over a period of time up to now, nota completed action. 4 The continuous form suggests that the action tock place again and again, nat just once. ‘This suggests that the speaker wrate their entire autobiography in one afternoon, We need the continuous form to suggest that te activity i taking place over a period of time, and isnot yet completed ADDITIONAL MATERIAL Workbook Unit 10 Exercises 1 and 2 Present Perfect C Exercises 3and 4 Simple and Continuous revision EEN eer) Time expressions ‘The aim hete is not only to present and practise various vs of eferving to time in the past, but also to reinforce the Present Perfect Simple and Continuous to refer to the indefinite past, and Past Simple and Past Continuo 0 refer to definite past 1A good way o tea in ere is to elicit some ofthe key ‘ocabulary around the topic of musicians, Ask students to look at the picture of Astrid Johnsson, and elicit the key words, ell, ellis, and musician, Write Muasicon the board, Then ask What wnusical instruments do you know? and elicit piano, violin, guitar, ete, Then ask Whar do youcal people who play these instruments? and elicit pianist, violinist etc. Ask What do miusicians do? and elicit play an instrument, play in an orchestra play in comcerts and festivals, compose concertos/ soundtracks, conduct an orchestra, ora classical nisi, ‘Ask students to read the chart about Astrid Johnsson, duickly ant answer the gist question, Answer ‘She has won avards and scholarships, toured performed in ‘concerts and festivals, appeared on TY, compased concertos and soundtracks, and taught music. She has also been mattied ‘twice and has had a daughter 2 Ask students in pairs to answer the questions. The aim of ‘questions 1-8 isto practise the Present Perfect Simple and Continuous, Get whole-class feedback and. encourage correct use of Present Perfect forms. Answers 1 She has been playing the cello since she was 3. 2 She has played with the Swedish Youth Orchestra, the London Symphony Orchestra, and the Chamber Orchestra of Great Britain, 3. She has composed concertos ad film soundtracks. 4 She has won an award for Young Musician of the Year, ‘scholarship tothe Royal Academy of Music, and Best European Film Soundtrack 1999. 5 She's been married to Georges since 1998, 6 ‘Shes been married twice, 7 She was married to him for eight years. 4 ‘She has been teaching and lecturing since she was 42. 3 The aim of this exercise is to practise various time expressions, Ask students in their pairs to complete the sentences. As always, get whole-class feedback and encourage comment and correction before you give the answers, Answers 1 atthe age of tree ‘ter wining the award between 978 and 1982 vile she was at music school two years after she got married while she was campesing nti she married Georges since she artied Georges Refer students to Grammar Reference 10.3 on SB plds. SUGGESTION There isan extra exercise on prepositions of time on TH p33 that you might want to photocopy and use before moving on to the Writing section at the back of the book, or the Practice section. Writing a biography Ask students in paits to compare the sentences in A with the paragraphs in B. They must note all the ways the sentences combine, and underline the words in A that are not used again in B. Answers ‘The sentences combine inthe following ways relative clauses, reduced participle clauses, and by means of inking words ike whilst and since. The words in A that arent used again tend to be the pronouns she and fe, and the auxiliaries is and fas. In B, key words lke famous and livesare not repeated. Find out what students know about Alfred Nobel, (He is famous for inventing dynamite and leaving money to set up the Nobel Prizes Then ask stucents in paits to rewrite the sentences about him to form a natural-sounding paragraph. They should base their paragraph on the one about Astrid. Before conducting feedback, you could get pairs to compare their answers with another pair, r exchange their work so that they can correct each other, Copy the answer below on to an OHT or a handout, Sample answer ‘fed Berard Nobel, the man behind the Nobel rites, was an engineer an inventor, and a poet. Born in Stockholm in 1833, he left there at the age of nine when his family moved to Russia, Whilst thee, he was educated by private tutors. He not onl studied chemical engineering he aso studied anguages and literature in both the United States and France. Ask students to continue rewriting the biography of Alfred Nobel. Before conducting feedback, you could get pairs 10 compate their answers with another pair, or exchange their work so that they can correct each other Copy the answer below on to an OHT or a handout Answer Returning to Siveéen with his brother Emin 1852, he and his brother started workin thei father’s plosives factory ‘Deeply affected by an explosion nthe factory wich killed fil in 186, Alfred wanted to invent a safer explosive In 1867, he invented dynamite’ and started to setup factriesin many parts ofthe world to make it. When he died in 1896, Alfred let a fortune of 9 milion, which was used to setup yearly Nobel Pries fr scence, iterature, and world peace Ask students to research some facts about a fa and a famous woman, dead or alive, that they admire, ‘Ask them to write a short profile for homework. Unit 10 + Obsessions 97firamesey) Questions and answers This exercise practises question formation and time expressions. Thete are several ways of expressing the time reference in the answers, so encourage students to explore ‘these, Don't just settle for one answer, try to get several This is a tricky exercise if you want students to get everything right. POSSIBLE PROBLEMS ] Students always have problems with dates. They make iistakes such as “on third June or "on three June. Dor't leave such mistakes uncorrected. This is one of, the main aims of this activity. Students must remember to use the and of, and get the ordinal numbers correct: ‘onthe third of June or ar June te third 1. Ask students in pairs to ask and answer questions. Get \whole-class feedback, Be very careful with correction, Play the recording so that students can compare their answers Answers and tapescript 11 “When was she born?” “in1960" 17 “When was she given the award of Young Musician ofthe Year? “1n1968, when she was 8 years old! 3 When dd she goto the Royal Academy of Music?” "11878. she won a scholarship 4 What year was her daughter born” ‘in1983: 5 ‘Which countries has she lived int? ‘Sweden, England, the US and France? 6 When did she appear on British TV?" ‘When she was 22° 7 "How many children has she got? “One daughter’ 8 ‘How long has she been ving in Pais? ‘ince 1998" 2. Ask students to write a chart of their life, Give them a few minutes to prepare, and ask them to include at least six pieces of information. You could writ some prompts fon the board to help Born... Went to... Visited .. Met Graduated fom... Bought Students work in pairs to ask and answer questions about their charts. Got married to 98 Unit 10 ~ Obsessions Alecture tour 3-4 Ask students to look at Astrid’s schedule, Then ask them in their pais to answer the questions Play the recording so that the students can listen and check their answers. Inthe feedback, explain the difference between the fist two questions. How long are you herein Britain for? means how many days from the day you arrived (inthe past) to the day you leave (in the future). How long have you been in Britain? means how many days from when you arrived to nov. “Answers and tapescrpt Islnterviewer A= Astrid 1/1 How longa you herein Britain for? A Josttwo weeks 2.1 How long have you been in Britain? A ight days, 31 Where were you the day before yesterday? {In Birmingham. 41 Where were you ths time last week? A Intondon, 5.1 Where wil yoube the day after tomorrow? Alben Edinburgh 6 1 Where will you bea week todey? ‘A Backin Pais You might want to refer students again to Graminar Reference 10.3 on SB p48, You could follow up by asking students to imagine and write their own itinerary. in pairs, they ask and answer questions. Monitor this very carefully Discussing grammar 3 Ask students to work individually to corvect the mistakes. Let them compare with a partner before checking with the whole class Answers 1 What time did you goto bed iast right? 2 What did youdo last weekend? 3 What are you ding tonight? 4 Are you going to study English next month? 5 Have you been studying Enlsh for three years? 6 How ing have youlived inthis town? 7 When was your mother bor? 8 How long have you known your teacher? 6 Inpairs, students ask and answer the questions in exercise 5. ADDITIONAL MATERIAL Workbook Unit 10 Exercise 5 Time expressionsREADING AND SPEAKING (St Abig name in Hollywood ‘The aim of this reading is to improve students’ ability to read for specific information, Italso reviews Present Perfect forms and expands the students vocabulary, particularly in the aree of films. 1. Begin by eliciting the names of some popular film stars, their best films, and most famous roles If possible, bring in two or three pictures of well-known actors actresses ‘sk students in pairs to discuss the questions about their favourite film star. Go round monitoring and helping, then have a class discussion 2) 2 This activity pre-teaches some key vocabulary that will come up in the text that follows. Most of the words are connected with films. ‘Ack students to work individually to complete the ‘exercise, then check answers with a partner. Definitions of the more difficult words are given in the answers below. You could bratnstorm other words around the topic of films: Academy Award, director, producer, horror, comedy, dransa, science fiction, special effects, Answers Iwas once an extra ina film. (a minor pat, for example, standing ina crowd) Inf he isalways cats the bad au. (gen the parole of} ‘She auitioned forthe part of Mary. (she went toa sort of interview for actors wivere you read lines from the play and they decide if they want you) He's going to make the big time. (become very famous) She was tuned down fr the pat of Mary. (she dint gt the part} ‘Give her a break! chance) She has el talent. (ability ~ she's very good ati) He setup a production company. (he started a company which produces films) 3. Askstudents to look at the headline, Ask Do you think Dennis is a famous film star? Whythwhy not? Get some Ideas (teach sort of} then ask students to read the text and answer the questions in exercise 1. Students discuss their answers in pairs, then as a clas. Answers 1 Dennis Woodruff the Movie, Parts andi! and Double Feature. Theyte not realy films though, theyre documentaries. 2 Autobiographical documentaries. 3 Himself 4 Hes self-centred, always talking about himself talkative, confident, and optimistic, He Looks ik a hippie with a tong, blond ponytail. He has rugged unconventional looks but seems tired, 5 Ina mobile home in East Hollywood. 6 He hasa brother 1 He ismost famous for trying to bea film star, but falling. 4 Ask students in pairs to answer the questions Answers 1 Your favourite fim star 2 No. 3 He hand at videotapes of his ims, wears ahi with bis pame ont. 4 Probably not. 5 Infront ofthe security cameras at local restaurants. They ignore him, 6 Because he constantly falling 7 When a casting director told him he wast big name in Hollywood 8 es. He fels succes is just around the comer. Language work 5 Ask students in paits to write the questions. They will need to look back atthe text. Go round! checking that they are using the Present Perfect Continuous correctly. Conduct whole-class feedback, Answers 1 How long has he been looking for work? 2 How many times has he been on television? 3. When didhe first have the idea of promoting himself? 4. How long as he been living in a mobile home? 5, How many copies of his video has he sold? 6 Ask students in paies to match the words in A with their -meanings in B. Ask students to find the words in the text first, and make guesses as to the meaning from the context. They should be able to do this without looking ina dictionary. Answers ‘trendy fashionable unlikely improbable fake not real trapped ‘aught so you can't move ignore pay no attention to ‘unconventional different from what i considered usual tales stories huge enormous PeeTeae Compound nouns In this exercise, students do word-building exercises with compound nouns. Unit 10 + Obsessions 99