Coursebook Unit 9 Language Texts Communicative skills Par? Veccbilery and Pronunciation | Usering Spacing $8 poge 102 Stereoeypes ‘Theselationship berweea the | English and French sxtiical Grommor English and the French images ‘Ven patcerns verbs followed by “ingondinfinisve wich Part 2 Grommar Reading ard Speaking 5B page 104 Gomparazives and supertaives | A Shere Hiary of Tinto in Exend your vocabulary Ubetinian Tnem Vocabulary Lave Part 3 Pronencioon feeding Speaking 88 page 108 ‘Word sres and messing Room 101 Categories, Grommor ‘Vero pattrns vers fllowed by prepestons | Part 4 Tisesing ond Speaking Speaking 58 poge 108 Sports “Expanding sentences | Reading Chess goting ieaiies Function globally | Giving and accepeing compliments SB page 110 Listening co conversations in social seurions Releplyng a converston aa pany Global English | Seong laaguage $B poge 111 Idensifvng and correcting “ba! language Discus language change Writing ‘infra esl ‘SB pose 112 Using dashes Bapressing affection and enthusiasm Global review | Gromansar and vorabulary review 88 page 113 Basa speaking practice Study skills epsoatea jperlioeiagstiin SB poze 119, Additional resources ‘Workbook Thveracive and prinable grammar, vocabulary ening and pronunchion practice Fara wating and writing practice Auddtional downloadable liszening and audio saaecial Teacher's Resource | Communication acy worksheet vo prinewnd phovocopp Dise Go global: Tine idoos for furhar | sk studentsto Jook for the website of the Fitzwilliam Museum in Cambridge and fied on more sbout research the painings to discus in class Hate Askcstudens to find ouc about shee wiwsl phobias and ieport om thein to tbe clase£9 Love & Hate Divide the board into two coumns: On one side write English, and on the other side writg Franch, Ask students to think of things that thay soe 28 typloely English’ or *ypicaly French’, a seen from therr culture. Ele exaploe and fil the board. ‘Then beain with Speaking exercise 1, Speaking (SB page 102) 1 Pairwork: Ask students to compare and contrast the ‘wo paintings. Remind them of useful language on how to do this from Unit 4 Friends & Sorangers Pact 1), eg In this picture... whereas inthis 00. Circulate and monitor. Remember that this task is similar to those in many international English exams, so if your students are thinking of taking one of these ten give feedback at the end on common problems ar particalaely oor examples of English chat you heard. 2. Ask students to read the information about where these two paintings were shown. Clarify the meaning of satirical (using humour to eriticise people or things and make them secm silly) and prints (in this tex, picture that is a copy of 2 painting). Snudents then answer the two questions. Background note Vive Le DiFérence was an art exhibition atthe Fitri Museum in Cambridge in 2007. it d'spiayed prints from the years 1720-1816, a time when there was a lt of travel and ‘cross-cultural infuence betneen the two courtres but also 4 time whan they were enerrias. he Ftzwitlam MMuequm ‘Website provides adaiuonal background Information to the exibition. Possible answers In the first picture, stereotypes could be: French women have sily hairstyles (n fact French women of the time cid weer thelr hair tal). French women are too concemed with their appearance. In the second picture, stereotypes could ber The English are tat. The English do not droes vary well, The English ar ati and uncamiortable. You could say of these pictures that the French ane the English appear to be friendly, but are actualy very critical of each other Vocabulary and Pronunciation (SB page 102) 1 Reproduce the frst three rows of the table on the board and write the title Stereonger above it. Do the first example with the class, clarifying what asmame and ‘exningtion mean (f you aweme sometbing, you believe icis true, even though you have no proof, an aswmpion is something you believe is true even though you have no proof). Flic the next line of the rable, Students then continue completing the table themselves, using a dictionary if necessary. noun verb adjective [essumition ‘assume = [generalisation | asneraise ‘general judge judgemental misconception | misconcaive - ‘satire ‘saiirise satirical ‘stereotype stereotype stereotysieal [tolerance Lolerate tolerable 2 &} 235 Now play the recording ro let students cheeks their answers. Go over the spelling of the wards by inviting students to come up and eocaplete the table om the board, Play the recording a second time, asking students to listen and determine which is the stressed syllable (answers in table above). Studencs then listen a third time and repeat the words. 3. Students now complete the sentences with the words in the box. Stress that they do not have to change the fortn of the works they are all in the correct form, Feed back on the answers by asking different students to read them outloud. Correct any errors of pronunciation with the target words. satirical assume stereotypical misconception ‘generalise judge tolerate 4 Askstudents to read the sentenees again. Which anes do they agree with? Ask them to tick the sentences they agree with, puta cross next to the sentences they don’t agree with and puta question mark next to sentences they are not sure about. They then compare answers with a parener. hove a ate iio (()29 Love & Hate Listening (SB page 103) ‘Thisis part of a lecture about the relationship between the English and the French. 1 ©} 236 Ask students to read the introdvetion to the lecture first. Explain that ‘Toe Steet Enewe’ was aterm sometimes used by the English in the past to refer to the French (and vice versa). Concept check the phrase the relationship bas been bet and eld by asking Does this wecae ‘thas heen god, bad or abit of boeb? Students then listen and put the topics in order. Correct order 1086 Norman conquest of England Alloa and enemies in ware English borrows words trem French French borrows words from English ‘Both mee fun of each other's cooking More love than hate co ateod 2 Afier checking the answers to exercise I, tell students to look at the sentences in exercise 2. Explin that exch ‘one contains 2 fictual error. Ask students to try znd correct the errors from memory first. Then play the recording again for them to check their answers 1 After the Normen conquest, England was ruled by Franca. 2 France and England were allies / friends in the 20" century. 3. The English use French words from cooking, music ‘and the arta, 4 The French use English words from food, technology and pop culture, 5. The French make jokes that Enalish cooking ie boring, and bland. 8 The English make jokes that French cooking is Inoaibla. Siw ‘The date 1066 is a very well-known year for English people. Ibis the year that the Normans, under Wiliam the Conqueror, invaded and managed to conquer England, For several decades, England was ruled by the French. ‘Since then the English and French have fought in many ‘wars, They were enemies in the 14, 18% and 1a ‘centuries. But they wore aiso alas in the Crimean war in the 19” century, in both World Wers of the 20 century ‘and in recent conflicts. The French and English miitary ‘continue serving together in the United Nations, Interms of language, each country has borrowed many words from the other. The English use French words such 38 cher, café ar lanes, 38 well as others from cooking, ‘music orthe arts. And contemporary French uses words like weekend, hotcog, hamburger ot parking as well as tather modern English expressions from technology and pop culture, Both countries enjoy making fun ofthe other's food. For the French, Enalish coking is boring and bland. The English have a hier opinion of French cooking but many English people stl ike fo make jokes that French food is inaaible for example, Snails or fogs" logs). ‘Despite this, the relationship between the two countries today is a good one. French is stil emong the most popular foreign Languages tor English students to team, ‘and English is the most cornmian foreign tencuage studied In France. There have been no wars between the countries maimost two hundred years. It thought that there are ‘more then 900,000 French peopie living in Britain, and ‘more than 600,000 British people living n France. Write the French stil call the English ‘rosbit’ and the Enalish cal the French ‘frogs’ the realities of today’s Europe maan that there will probably be more love than hate betwaan the two countries in years to come. 3 Students work in small groups. Ask them to choose two of the questions to discuss in the group. Assign ‘each group a group leader, who will report back on the answers, Circulate and monitor. Feed back on the (SEES Mixed ability yells ete we oA ee i eh a ar Rr onl On aoc ea ca Se) free ja corte nee reer a noe icin da et acrecaly canis Wi ured aon, sd ska certs Favs ay tae gl Pi gee mal rae oy tis ne oorog te se ett ae Pesony (thine al ‘honey bale at sere, belie (ik aor tat Grammar (SB page 103) ‘Write the sample sentences on the board. Ask students ‘to work in pairs. One student copies down the sample sentences while the other consults the rales in the book: ‘Then the student with the book open quizzes the other student, using the rules given. This could be as simple asreading out parc of che rule and prompting the ocher student to finish it 1. Students rewrite the sentences using the word given. Do the first one as-an example.29 Love & Hate I've decided to go to France. | expect to have a better life there. | enjoy eating French food. | began learning French last year | manages to pass my trst exam. Do you taney coming with me? leant atford to go. Va@areans 2 Ask students to read the text through first before completing the gaps, Ask Wby do French people goto live ‘England card English peuple goto lve in France? Then students complete with che correct form of the verb. ‘Answers are numbered In order thay appear in the tox 1 tole 2 togo 3 tolive 4. moving © Grammar focus Refer students to she Language summary on verbs followed by -ing and infinitive with to on page 148, ‘You can use exercises 1 and 2 on page 149 For: 9) extra practice now by homework ©) review 9 comple of lessons from now. ‘The answers are on page 144 of the Teacher’ Book. ‘Depending on the country you lve in, you coud asthe students to mite @ shert comipositon about relations between their home end a neighbouring county. you ere teaching in ‘country where relations with ceighbours are very strained then perhaps you may not went to do this! Part 2 lead-in Betore the class, rd some proverbs about lave that exst in your students" language (this works batter in morofngual classes but can aso be done i= rulilegual class), Write ‘hase on the boar leaving out the last word oF wor. For ‘2xaipie, the cxoverbs from Speaking exercise 1 would look tee tis: Loves Love knows na Alls tec love ard. ‘Ask students to finish the provers effin thair own language, ‘han explain / translate then ln English. Reading and Speaking (SB page 104) ‘The text isan extract from the novel 4 Short Hirtery of Tractors in Ubvssinian by Mariana Lewyek. Iris the opening page of the novel, which focuses on the relationship between a women, her father and his new bride-to-be who is a much younger woman, 1 & 237 Scadents read the English sayings and decide ifthere are any similar ones in their language. Ask them if they agree with the sayings. 2 Pre-teach the following words which are key to understanding the text: bonkers (crazy), indulgen? (allowing: someone what they want), eutraged (very angry), baergeois (ypical of middle-class people and their atinides, x disapproving word for this), Students then read and listen to the text. Ask them to choose tro adjectives which they think bese deseribe the narrator’ feelings, Explain avtonished and delighted if necessary 7) Nadezhda’s father is getting married again only two years after his wife's ceath, to'a much younger woman, 2. The ‘correct’ answers aro astorianed and angry, However, i students can give you good reasons for ‘one oF the other adjectives then accept thesal 3 Now ask the suadents to read the text more carefully to answer the questions. Tell them they should underline for otherwise mark the part of the text that gave them the answer. 1 @ Please ett be a joke! © The trator! Anct our mother barely two years dead, ‘After marriage you can meet.” a Itseems vary sudden, ‘Why you want to moot? You not marrying het? 4 Ask-stucents to discuss the questions in paies. To help give this a more specific focus, ask them to make notes of their answers. Circulate, monitor and do full-class feed back. tomameavins @Love & Hate Background note ‘Monica Lewycka Is a Ukrainian bom in Germany and brought pin Enoland. 4 Short History of Tractors in Usrainien was her fist Book. The book cantras on the ole! man's obsession \wih the younger woman and haw this affects the vest of tha family, Cries have said that Lewyoka has the unicue aby 10 ‘observe ite n Britain both trom tre position ot an netder and an outsider, FREED : FSGS Reading extra ‘Ask studenta to close thet books. Tal them you ere going to read aloud the text, but you wil pause at certain areas. They have to chent the missing woid, Then continue reading. Pause at places where few answers a/e possible linguistically, or only one eg My falvers voice, query with excltemet, cracks down the (Pause, class chants UNE). ‘Nemember the esi of blood ta my... (pause, class chanis HEAD), This is good practice for cotocations or word chunks Grammer (SB page 104) 1 Askestudents to do this in small groups. Allow them some time to read the sentences and think of the rules, ‘They should try and brainstorm together answers to a5 many of the questions as possible, Ask students from each group to come up to the board and explain different rules for the use of comparatives, Tel them to check their answers with the fall grammar rules in the Grammar fachs section on page 148, ‘2 White the five adjectives on the board and check that seudents understand what they mean. Elicit a sentence using one of those adjectives to compare Valentino and the father, eg She is younger tase hin ‘Try to push students to say this in other ways, using the same adjective, eg He ina’ ns young as ber: She's nich younger than bins. Then ask students to make es many different sentences.as they can using the other adjectives. Give them a time limit, then asl soadents to write their answers on the board. © Grammar focus Refer students to the language summary on comparatives and superlatives on page 148, ‘You can use exercises 3 and 4 on page 149 for: a) extra practice now by homework ©) review a couple of lessons from now. “The answers are on page 144 of the Teacher's Book. Un Lowe & Hate Extend your vocabulary (SB page 105) Go through the explanation and the example sentence. (Check if students have a similar expression (it may be a different word or words) in their language. The words T wean are also very usefil for learners zo buy time and reformulate something when they are speaking! Students then complete the sentences with their own ideas, Vocabulary (SB page 105) 1. ‘ell dents ther the words below are all phrases or parts of phrases to talk about liking or loving someone. ‘Ask them to complete the sentences, using 2 dictionary 10 help them, 1 fancies 2 heen 3 fend 4 adores 5 spot 6 omy 2 256 Play the recording for stadents to listen and check their answers. Clarify the difference bevreen to ike someone, to firey someone (to feel attracted physically to ‘him / hee) and to «dare someone (to love him / her very much), 3 This activigy is bese done if you do an example firse with the students, Write four sentenees on the board using the target language, three of which are true and ‘one of which is false, Ask students to guess which one isthe false sentence, They should do this by asking you ‘questions firstabout all four sentences. Students then write their own sentences, 4. Pairwork. Smidents read each other their sentences and ask questions to guess the false ones. Civeulace and ‘monitor, Feed back by asking one or two students to read their sentences to the whole class for the other students to guess,=? Love & Hate Before the lesson, think of e personal anecdote about you (or a close friend) and an encounter with an animal or insect you ‘are oF were particulary ata of. This could be » scary dog, ‘horse, a snake, a spider ora ret. The story should be quite shot. Tel your story, anc then ask students to tel it to each other In pas. Ask them fthey have any similar stores, Pronunciation (SB page 106) 1 239 Write the target sentence on the board and ask the class to read it chorally, then drill individuals, Explain that you are going ta play a recording of the senzence said five times by five different people. Each person will stress a different word, giving a different mezning to the sentence. Stucemts must first listen and write the word they hear most stressed each time. hated rate when | wes @ chil. I hated rats when | was 2 child ‘hated rats when Lvas a chil. [ated rats when | was a chil hated rats when twas a child, 2 Play the recording sgain, pausing aftcr the frst one ‘Repeat the sentence again yourself Ask students ro read through the possible meanings and choose the one they think matches the intonation as bi c4 da e2 Language note “This snot easy, expec if kudents have avery cert intonation to Engieh! They may read to heer ho sertences sever! tree, both onthe Estenina anc throuah teacher madtis, Honover, the main ses in sentence the tonal Unt ~is qute important to conveying meaning es Engh kor ore relatively fied fo you cant teas someting simply by putting k fred, 3 Now students practise in pairs. One says the sentence in different ways and the other guesses the mezning. Circulate and monitor, helping where needed. This might ‘even be herder for smdents to produce accurately from the first attempr, so don’t expact miracles! Reading (SB page 106) ‘The text is an extract from George Orwell's 1984 and an explanation of the history and eultural significance of Room 101, 1 2.40 Ask students to close their books. Play the recording so they can listen to the extrace from 1984 (che first part ofthe text). Pause after. boppens ta be mts. Ask students to work in pairs and say what they think his textis about. Then let students open their books, play the secording again and ler them read and listen all the way ‘The room is a place where everyone has to confront the thing they hate or are afraid of mast in the world. 2 Ask students to read the second part of the text again more carefully and answer the questions. Check thacstudents understand BBC (British Broadcasting Corporation, the publie serviee broadcaster in the UK). | 2 inthe Ministy of Love, the headquarters of the secret | police 8 anoffice in the BBG 4 lich Mielke, the head of the Sias) 5 contestants say what things annoy them the most and ‘that they would put in oom 101 3 Ask students if they have heard of this room before. ‘Ask chem to think of what they would put in the room ‘and vite it down on a piece of paper. Students then share what they wrote in swmall groups, Blicit some of the most interesting answers in open class. Background note ergs Onwa's Noten gn Four aon writen 7094, fe ere ofthe meet tamo.e piel novel ctthe twain cartuy tothe story of Winston Smt, «goverment worker who defies the law by falling in love and trying to jain the resistance He is nly captured arc brougt fo Feo 701 ‘ref tro Tne Ges in Th ctrl pac ot [retven Eighty Pe sitar anc nclues such ore as oom 101, 8g arte, dovbloinn and Though Poss ‘ich ao conwonty weed oxen cotergoray totetanan regimes. Grammar (SB page 106) 1 Learning verbs and their dependent prepositions is 2s much about getting sense forthe language as remorising them. When they try to do this exereise tell them to refer to the text For help, oc to chink of sentences with the verbs in chem, ‘on: depend, rely, spy ‘ot: Gream, know, oss commean!, remind somebody taste hn: believe, succeed for: apologise, aap, vait ‘about: dream, know, talk at shout, stare Loveatiate ini (fl