Fame Aim To give students practice at using the present perfect with just, already and yet in the context of describing how success and fame has changed their lives Materials One rolecard (4, B, C or D) per student Time 25-30 minutes Preparation Copy and cut up one worksheet per four students Procedure 1 Ask students for names of famous and successful people. Then put them into groups of three or four and ask them to write down the advantages and disadvantages of being famous and successful Allow three to five minutes. 2 Write their ideas in two columns on the board and ask thern to vvote on which they think is the greatest advantage/disedvantage of being famous. 3 Tell students that they are going to play the role of someone who has recently become famous. They are going to take part in a radio interview. The four roles are a writer, a pop star, a footballer and a TV celebrity. 4 Tell students that at the top of their rolecard they will have information about what they do. First they should read the information and choose a name for themselves. Then, using the vocabulary at the bottom of the rolecard, they should write some notes about: * what they've just done + what they've already done + what they haven't done yet They should think of reasons for what they've done. They can also add their own ideas. 5 Give each student a rolecard. Allow them three to five minutes to write notes. 6 Elicit typical questions that a famous person might get asked in a radio interview, incluging: Has fame/ success changed your life? How has fame/ suecess changed your life? The radio interviewer should try to ask follow-up questions after the famous person says something. As an example, write the following statement on the board: I've just moved out of New York. Elicit possible follow-up questions, for example: Where have you moved to? Why? 7 You can choose from two alternative procedures for roleplaying the interviews. Either: Put students into groups of four (A, B, C and D). They take tums to be the radio interviewer: Student A interviews Student B, then Student B interviews Student C, ete. Or: Put students into pairs. They take tums to interview each other, Then they change partners and repeat the process. ‘They change partners a second time and repeat the process again. 8 At the end, ask students to tell you which of the four people they ‘think has the best lifestyle, taking into account the advantages and disadvantages of being famousYou're a best-selling writer. A year ago you were a teacher and a part-time writer. Then recently ‘one of your books was made into a film. You're a professional footballer. A year ago you ‘were only an amateur. Now you're the youngest player ever to play for your country. You're seventeen years old. What's your name? ‘What's your name?, JUST Just ALREADY ALREADY You won a competition to be a member of a pop ‘group. Two months ago you were working in a restaurant. Now you're @ pop star. You're eighteen years old ‘Three months ago you were a shop assistant. Then you took part in a TV documentary that was very popular. Now you're a TV celebrity. ‘What's your name?. What's your name?. Just JusT ALREADY ALREADY NOT YETCommunication activity © For further practice of the present perfect for finished actions, use the information gap activity on page 36. Make photocopies of the page and cut them into A and B sheets for each pair in the class. ‘Make sure they cannot see each other's sheets. © Students take it in turns to ask if Kerry and Christine have done the jobs on their lists. When. they are asked, the students should check by looking at the picture and answering appropriately. Items on the list should then be ticked or crossed accordingly.=. Student A 1. Take it in turns to ask and answer questions. 2. This is Christine's bedroom. Listen to Here is a list of things that Kerry needs to do. your partner's questions about Christine Ask your partner if she has done them and and answer them. put a tick or a cross by each: B: Has Christine made the bed? A: Has Kerry done the washing up? A: No, she hasn't. B: No, she hasn't. Kerry's list of things to do: ~ do the washing up buy some bread clean the floor do the shopping make the caffe 1 Pe Student B 1 Take it in turns to ask and answer questions. 2 Here is a list of things that Christine needs This is Kerry's kitchen. Listen to your partner's _to do. Ask your partner if she has done questions about Kerry and answer them. them and put a tick or a cross by each. ‘A: Has Kerry done the washing up? B: Has Christine made the bed? 8: No, she hasn't. A: No, she hasn't, Christine's list of things to do: = make the bed ~ buy Dad's birthday present clean the windows ~ tidy my room = do my homeworkRound the world in ten minutes NOTE: Use Worksheet 11a and 116 for this activity. ACTIVITY Pairwork and groupwork: speaking, writing AIM ‘To talk about things you've done and things you haven't done yet by playing a board game. GRAMMAR AND FUNCTIONS Present perfect simple: already, yet, still VOCABULARY Leisure activities Countries PREPARATION “Make two copies of Worksheet 11a (destinations) for each _group of 4 or 6 students inthe class. Leave one intact, and cut the other into destinations cards for each group. Make one copy of Worksheet 1 1b (map) for each pair of students inthe ‘lass. Provide dice for each group of students. TIME 35 t0 45 minutes PROCEDURE 1 Ask the students to work in groups of 4 or 6 and to work with a partner in thee group, 2 Give one copy ofthe destinations sheet, one copy of the «destinations cards, and a dice to each group. Give one copy ‘of the map to each pair of students, 3 Explain thatthe object of the game is to go to as many destinations as possible in ten minutes, 4 ‘Before the students start playing the game, explain how to play using the instructions on the back of Workshect 11b. Ifyou wish, you can photocopy these instructions and distribute 2 copy to each group, or display a copy on an overhead projector. 5 The students are ready o play the game Start timing the activity when the fist player in each group throws the dice 6 After ten minutes, as all the students totum their map and «destinations sheet so that they are face down, 7 Give them five minutes to remember and write down a) the places they have crossed off on their map and the activities they have done there, and b) the places that they ‘haven't visited yet. After five minutes, ask them to give themselves one point foreach place and two points for cach activity they have remembered correctly. The winners are the pair of students with the highest score, 8 The students can now continue playing the game until the first par of students has crossed offall the places on their map. HOW TO PLAY THE GAME 1. Work with a partner in your group. Bach pair has one map, and cach group has one destinations sheet, one set of destinations cards, and one dice. 2 Each pair takes six destinations cards. These ae the places ‘you have already been to and you should crass them off on your map 3 Putthe destinations sheet inthe middle ofthe table and throw the dice. 4 The par of players who throw the highest number start the game, 5 Pairs of players throw the dice once each to find their next destination. The fist number they throw refers tothe line ‘of numbers across the top ofthe destinations sheet and the second number refers to the line of numbers down the side. For example, ifthe players throw a2 and then a 4, ‘they land om ‘swim with the dolphins in Florida’, They should then cross off Florida on thei map to show that they have been there and cone the activity. 6 players land on a place they have already been to and ‘tossed out on their map, they miss ther umn, They also ‘miss a turn if one of them throws asx. 7 The game continues for ten minutes. Then everyone must ‘top playing and listen tothe teachers instruction.=~——_——— Second throw Destinations First throw ————> 2 watch a game visit the lost. | visit the film cross the | of cricket in | go.walkingin | city of Petrain | studios of | Sahara Desert Calcutta the Himalayas Jordan Hollywood ‘ona camel > © a see the go surfing in go skiing in eat cakes in | sail across the | pyramids of Hawaii Canada Vienna Atlantic Egypt 3 aly goona go to the have tea at the see the sights gondola in | carnival in Rio | see an opera in | White House in Moscow Venice de Janeiro Sydney in Washington 4 SS J E = see the swim with the watch the drink Turkish penguins in the | dolphins in | go ona safari sunset in coffee in Antarctic Florida in Kenya Thailand Istanbul “| =. a * ~ dance the walk along the | take photos of eat ducks’ feet flamenco in eat sushi in Great Wall of | whales in South in Hong Kong Spain Tokyo China Africa