Unit 1 Relationships
Unit 10 Eating insects
U^ 4 Urban art
Unit 1 Immigration f
The history of
immigration in the
United States.
*
Relationships
Unit 5 Aquarium on Wheels
Warm-up
Personal response
Unit 2 History of film
Discover why eating insects could
be good for you, and why one man
is on a mission to change our tastes.
A history of film, from
its early beginnings
in the 19th century
to the Hollywood
blockbusters of today.
Discover the world of
graffiti and innovative
music.
A special aquarium that
gives its student teachers
lessons in life.
FEATURES
1 Work in pairs. Look at the photo and the caption. Choose the
phrase you think best describes the photo.
10 Unlikely friends
a faithful companion
an old friend
mutual respect
true friends
Two animals that enjoy each
other's company
12 A confused
generation
Unit 12 Japan
Learn more about the history
and traditions of Japan.
Changing attitudes among
China's youth
14 Bloodlines
Two accounts of how family
has shaped people's lives
18 Immigration
A video about how
immigrants have helped
build America
Unit 3 Augmented i
real ih
Learn about a system
that allows the user to
see much more than
simple reality.
Unit 9 Queen of f
Egypt;
The history of
j Cleopatra, the most
(famous Egyptian
queen.
I
2 Look at these English sayings about relationships. What do they
mean? Do you have a similar saying in your language?
1
2
3
4
Blood is thicker than water.
A friend in need is a friend indeed.
Like father, like son.
No man is an island.
3 Think of a person (a) you have been meaning to contact for a long
time and (b) you have shared a travel experience with. Tell your
partner about these people.
Unit 8 Mount Fuji
Unit 1 Relationships
Vocabulary notes
Unit 7 Galapagos ener
Find out about the impact of
humans and tourism on the
Galapagos Islands.
Units East Timor
Find out why it's essential to
record plants from the rain
forests of Paraguay before
they disappear.
blood relatives
a passing acquaintance
a strong bond
an odd couple
|
Find out what Mount Fuji
means to the Japanese.
Ask students to say what they
know about camels. Try to elicit
the two kinds (Dromedary,
with one hump, and Bactrian,
with two), and ask what they
are used for (transporting
things and people), where (in
hot, dry countries), and why
(because they are able to travel
long distances without water).
Ask students if they have any
experience with camels, and
how (in zoos, in the countries
where they live).
Blood is thicker than water = people in
your family are more important than
others
A friend in need is a friend indeed = a
friend who helps you when you are in
trouble shows they are really a good
friend
Like father, like son = children tend
to do and say similar things to their
parents
No man is an island = we all need other
people; we cannot exist in isolation
3 Read through the instructions with
the class. Students should then think
about people they know who fit the
situations, and describe them to a
partner. Check by asking each student
to talk about the most interesting person
they heard about from their partner.
1 Students may need to use
dictionaries for some of the words.
Pronunciation note
Practice saying the phrases with
the class chorally and individually.
Take care with the words that do
not have the stress on the first
syllable; respect, acquaintance,
companion.
2 If you are teaching a
monolingual class, ask them to
discuss if there are any equivalent
sayings in their language, or how
they might translate the English,
and then get them to translate the
phrases to English if you don't
understand the language. Discuss
how similar their versions are to
the English. If you are teaching
a multilingual class, have them
translate the saying into English
and compare all the different
versions.
The slow process of creating a
new tourist destination.
Unit 1 Relationships
5 Look at the grammar box. Match the tenses (1-4) with their
1 a Unlikely friends
uses (a-d).
1 simple present c
2 present b
continuous
3 present perfect d
4 present perfect
continuous a
Unlikely friends
Warm-up
Personal response
A number of recent videos on YouTube showing unlikely
animal friends ’ have started /have been starting a debate
about animal friendships. Lately many people ^ have
discussed / have been discussing a particularly moving film
which shows a dog making friends with an elephant.
Elephants often ^ show / are showing concern for their
social group, but there is one extraordinary scene where
the elephant becomes distressed when the dog gets
injured. The dog * has recovered / has been recovering now
and the two animals have been inseparable. The question
scientists ^ ask /are askin<^ is: is such behavior normal,
or do we just want it to be? Some say it happens when
animals ^ have lived / have been livins close to humans.
No one ^ has provided / has been providing a definite
answer, but it seems some animals are just naturally
sociable. Others, like giant pandas, ^ live /are living more
independent and solitary lives.
Listening
1 ANSWERS
1 There ie an orangutan and a dog in
the photo.
2 An organgutan is usually wild, but
a dog is usually a pet.
3 The photo suggests that the
animals have friendly dispositions.
Listening
4 Do you believe animals can have
1 Work in pairs. Look at the photo. Discuss the questions.
1 What are the two animals in the photo?
2 Are they normally pets, wild animals, or something else?
3 What does the photo suggest about these animals' characters?
2 Read the directions aloud.
Then play the audio once, and
ask students to discuss what they
heard. Play the audio again for
them to check, complete, and
correct their answers.
2 % 1 Now listen to part of a radio show about an unlikely
friendship between these two animals. What things do they do
together to enjoy each other's company?
3 % 1 Listen again and choose the right word to complete each
statement.
friendships? Or do they form
relationships only for practical
reasons? Do you know other
examples of sociable animals?
Discuss.
Grammar present
tenses review
► PRESENT TENSES REVIEW
Simple present
1 Cooperation between different species is not C
a natural
b easy
c usual
2 Dogs are usually
b
apes.
a friendly toward
b afraid of
c aggressive towards
3 This particular dog and orangutan behave like a
a old friends
b children
c people
4 Their behavior has attracted the interest of a lot of a
a TV viewers
b scientists
c psychologists
5 Orangutans are very.....C
creatures.
a physical
b naughty
c kind
6 Their relationship is based on their need to
c
a share new experiences b hunt together c be social
ANSWERS
wrestling, hugging, playing, sharing
food
6 Ask students to choose the
correct verb forms individually,
then compare with a partner. Elicit
answers as complete sentences
from the whole class.
acquaintance 4
fellow student i
girlfriend 10
old friend 9
true friend 7
animal friendships.
Did it do anything unusuai?
Grammar
5 Read through the grammar box
with the class. To check students'
understanding, ask them to give
two more examples for each tense.
Then do the matching activity as
a class, and correct the answers as
they go.
8 Work in pairs. What type of friend or
person is each person talking about in
Exercise 7? Match each sentence with a
person from the box.
6 Choose the correct tense to complete this paragraph about
Ask the class if they have had
any interesting or unusual
relationships with animals, e.g.,
a pet that was like a member
of the family. Ask questions to
elicit more information, e.g..
3 Ask students to read through
the items. Play the audio once,
and allow students to check their
answers with a partner. Play it
again for them to check their
answers.
a highlights a recent activity
b describes a situation in progress
or happening around now
c describes a permanent / usual
situation
d highlights the present result of a
recent action
Vocabulary friends:
nouns and phrasal verbs
Suriya lives with his keepers.
Present continuous
The two animals are fulfilling a basic
social need in each other.
Present perfect
Suriya has understood that the dog is
very hungry.
Present perfect continuous
They have been doing this eve#y day.
For more information and practice, see
page 156.
7 Work in pairs. Explain to each other the use of the verb
forms in bold in sentences 1-10 using a-d from Exercise 5.
1 We're not close friends—we're just studying French at
the same evening class.
This sentence describes a situation in progress.
2 I live with Sarah, but each of us has our own group of
friends that we hang out with, c
3 Olivia and I went on a trip to Peru together ten years ago
and we've kept in touch with each other ever since, d
4 I wouldn't say we were friends really. We've met a couple
of times at parties, d
5 Oh, do you know Arun? He's a good friend of mine too.
We should all meet up some time. C
6 Jacob always hangs around when he's bored, but he
never comes over when he has something better to do. c
1 Kate has always stood by me in hard times. If ever I'm in
trouble, I know I can rely on her for help, a, c
8 Cho and I have been teaching at the same school for
years. We get along well, even though we never really
see each other socially. I think I've been over to his
house once, a, C
9 Kuma and I have known each other since we were in
school. It doesn't matter if we haven't seen each other
for a while; we just seem to pick up where we left off. c, d
10 Jessica and I want a medieval-style wedding. Themed
weddings are becoming very fashionable, b
•
•
•
•
•
acquaintance = somebody you have met
a few times and maybe talked to a little,
but do not know well
fellow student = someone who belongs to
the same class; a classmate
Speaking
11 Ask students to discuss their
friendships in pairs. Tell them to be
prepared to share information about
their partner's friendships with the class.
SAMPLE ANSWERS
to get along (with): to enjoy being with ;
another person
to stand by (someone): to be loyal to Í
someone
to hang out with: to spend time with a
person or a group of people
to hang around: to be somewhere for a
period of time without doing much
to come over: to visit
to be over to: to visit
to meet up (with): to meet, to get
together (with)
topiok up: to continue
1 verb with get
1 verb with stand
2 verbs with hang
2 verbs with over
2 verbs with up
10 Choose the correct phrasal verbs to
complete these sentences.
1 We come from different backgrounds
but we
really well.
2 We don't have to do anything
special, like going to a show. It
would just be nice to
together.
3 Why don't you
to my
house for supper tonight?
4 Some friends are great just to have a
good time with, but real friends are
the ones who ................... you when
you're in trouble.
5 I'm busy at 6:00 but we could
later, if you like.
Say, 8:30?
Grammar note
Note that many of these verb
+ preposition constructions
have at least two meanings: a
literal one (sometimes known
as a prepositional verb) and a
figurative one (sometimes known
as a phrasal verb). Phrasal verbs
often have several completely
different meanings, depending
on the context.
These are the literal meanings of
some of the verbs in Exercise 10:
hang out = to put something to
hang outside somewhere
Speaking
11 Work in pairs. Think about three of your
friends. What kind of friends are they?
Choose from the types in Exercise 8.
Think also about how often you see
these people and what things you do
together. Discuss if your friendships are
similar in any way.
We hung out our wet clothes
to dry.
come over = to move from one
Unit 1 Relationships
Vocabulary notes
fair-weather friend = a friend who uses
you when it is convenient for them
companion = somebody who
accompanies you (in this case they went
on the same vacation trip, but didn't
know each other before)
mutual friend = someone who happens
to be a friend to both people in a pair
(we met through a mutual friend)
fair-weather friend 6
roommate 2
mutual friend 5
travel companion 3
colleague Ò
9 Find the following phrasal verbs in the
sentences in Exercise 7. Which ones
contain two prepositions instead of
one? Discuss what each verb means.
10
Vocabulary
9 Ask students to do this in pairs;
they may need dictionaries. Check
answers as a class.
side of something to another
/ met her as I came over the hill.
stand by = to stand close to
something
/ stood by the fire to get warm.
11
Extra activity
Ask students to write two sentences
using each tense to describe their own
relationship situations. In pairs, they
take turns reading the sentences and
discussing the situations.
10 ANSWERS
1 get along
\ 2 hang out
I 3 come over
j 4 stand by
I 5 meetup
;
7 Read the example with the
class. Suggest that they refer back
to the grammar box if necessary.
Unit 1 Relationships
11
1b
1 b A confused generation
A confused
generation
Reading
Grammar the passive voice
1 Work in pairs. Look at the photo accompanying
6 Work in pairs. Look at the examples of passive
the article below. Discuss the questions.
2 Discuss what effects you think China's recent
economic boom has had on the attitudes of the
younger and older generations.
Ask the class to talk about
their upbringing. Ask: Was
3 Read the article and compare your answers.
4 Find examples of the following to show how
attitudes are changing in China.
your upbringing formal, strict,
informal, relaxed, traditional,
or modern? What did you like
about it? What didn't you like
about it? What would you have
liked that you didn't have?
•
•
•
•
•
language use
caring for the old
the relationship between parents and children
shopping
knowledge of the world
5 Do Bella's parents seem to accept the changes that
are happening in China or not? Do you think the
changes are difficult for Bella too? Why? / Why not?
Reading
1 Bella is the name that she has been given by
her English teacher.
2 But at the same time, these new values are also
being questioned.
3 Have our lives been made richer?
4 Is Chinese culture being supplanted?
5 When they go shopping Bella makes sure that
the "right" Western brands are selected.
6 "Our advice is not listened to and not
wanted," her mother says.
a The person doing the action—the agent—is not
the main focus of the sentence. T
b We use from to introduce the agent. F
c The agent is often unimportant or imknown—it
is the action that interests us. T
d The passive is often used because we want
to start a sentence with something that has
already been mentioned. T
1 SAMPLE ANSWERS
1 It shows a teenage girl at the
table with her head in her hands,
looking unhappy/bored/angry,
2 Maybe she doesn’t like the food
that she has been given.
3 Students’own answers.
Change brings problems. Bella lives with her parents in a brand new apartment
in Shanghai. Her real name is Zhou Jiaying; Bella is the name that she has been
given by her English teacher. Her parents are representative of a confused
generation in a confused time. In modern Chinese society, different ideologies
are fighting against each other. Enormous material benefits have been brought
by China's economic boom, but the debate is not about these: it's about family
life and values. Old values—the respect of family and the older generations—are
being replaced by new ones which place money as the critical measurement of
one's position in society. But at the same time, these new values are also being
questioned. Have our lives been made richer by all our new possessions? Is
Chinese culture being replaced? As in all changing societies, people are trying to
find the right balance between the new and the old.
Extra activity
Recently, Bella's family put their grandfather into a nursing home. It was a
painful decision. In traditional China, caring for aged parents has always been an
unavoidable duty, but times are changing. Bella's ambition? "I want one day to put
my parents in the best nursing home’—the best that money can buy, she means.
Ask the class what they know
about China. If students mention
changes in society, encourage
them to expand on this area;
j if not, try to elicit it by asking
I questions, e.g., l/1/haí changes
I have there been in China in the
I last ten or twenty years? Do you
j think these changes have had an
ihesent continuous passive
/ am being given, you/we/they are being given, he/she/it
is being given
Present perfect passive
I/you/we/they have been given, helshelit has been given
Pot more information and practice, see page 157.
7
Look at the grammar box. Transform the sentences
from active to passive where appropriate. Check
your answers with your teacher.
There are many children like Bella in China, They
’ admire Western brands. Their parents ^ have
spoiled them a little, perhaps. Often these children
^ receive a better education than their parents. Their
parents “ send them to private schools and they
^ encourage them to go to college. In China, the new
economy ® is raising everyone's hopes.
WORDBUILDING forming adjectives from nouns
There are various endings in English: -ful, -ish, -ent,
-40US, -/ve, used to form adjectives from nouns.
support -* supportive, rebel -* rebellious
8 Complete the sentences with the correct passive form.
1 A lot of changes
(introduce) in
China.
2 Asa result, the average Chinese person
(give) a better standard of living.
3 Couples
(allow) to have only
one child.
4 A lot of money....................(invest) in each
child's future.
5 But changes in this policy
(discuss).
6 The government
(become) concerned
by the growing number of people over 60.
Grammar
7 ANSWERS
1 Better as active
2 They have been spoiled by their
parents.
3 Better as active.
4 They are sent to private schools...
5 ...and they are encouraged to go
to college.
6 Everyone’s hopes are being raised
by the new economy.
9 Complete the sentences by putting the verb in the
correct tense and the active or passive voice. More
than one answer may be possible.
1 Children
(grow) up much too
quickly today. Girls of twelve
(dress) as if they are eighteen.
2 We
(leave) behind by all the new
technology they use.
3 They
(probably / work) harder
than us, but they
(not / have) so
much fun.
4 They
(live) longer and longer and
we
(expect) to look after them. It's
not fair.
5 Our parents aren't so different from us: they
(listen) to the same music, for
example.
6 In recent years respect, old values like respect
for wisdom and knowledge
(replace) by respect for money.
7 I rebelled against my parents. My children feel
that they
(expect) to rebel, but in
fact they have nothing to complain about or
rebel against.
8 We
(often / criticize) for being
selfish and having no moral values, but that's
our parents' fault: we
(spoil) by
them.
Pronunciation note
In Exercise 8, point out where
the stress falls in the main verbs
where it is not on the first
syllable: introduced, allowed,
invested, discussed, concerned.
Note that we often use
contractions in the passive (e.g.,
they've been given). When we
use full forms (they have), the
auxiliaries are always unstressed
and therefore pronounced as the
weak form.
/ am given
Speaking
"When she told us that," Bella's father says, "I thought, Is it selfish to think she will
be a dutiful and caring daughter and look after us? We don't want to be a burden
to her when we get old. This is something my daughter has taught us. Once It was
parents who taught children, but now we learn from them.'The family can buy
many more things these days, and when they go shopping, Bella makes sure that
the "right" Western brands are selected. (Pizza Hut is her favorite restaurant.) She
also teaches her parents the latest slang.
We are being given
10 Work in groups. Discuss whether it was a young
Have they been given...?
person or an older person that said each of the
items in Exercise 9. Which of the statements do you
agree with?
11 Do you think the gap between your generation and
8 ANSWERS
1 have been Introduced
2 has been given
3 are allowed
4 is invested
5 are being discussed
6 has become
your parents' generation is greater than the one
between your generation and the next generation?
Her parents want to be supportive, but they no longer help with Bella's
homework; in spoken English, she has surpassed them. She has already teamed
much more about the outside world than they have. "Our advice is not listened
to and not wanted," her mother says. "When she was little, she agreed with all
my opinions. Now she sits there without saying anything, but I know she doesn't
agree with me."Bella glares, but says nothing. "I suppose our child-raising has
been a failure." In China there is no concept of the rebellious teenager.
effect on Chinese society?
2 Ask students to discuss the
Simple present passive
I am given, youlwelthey are given, helshelit is given
verbs (1-6). Then look at uses of the passive (a-d).
Which are true and which are false?
1 What does it show?
2 What do you think is the matter?
3 Is this situation familiar to you?
Warm-up
Personal response
^ THE PASSIVE VOICE
12
Unit 1 Relationships
13
topic with a partner. Elicit answers
from the whole class.
3 SAMPLE ANSWERS
The younger generation don’t listen
to their parents; they have different
attitudes; they are influenced by
Western culture and want different
things.
Forthe older generation money Is
becoming more Important; traditional
values, like respect for family and for
older people, are being replaced by more
materialistic values.
4 Ask students to look for the
examples of changes individually.
Then elicit answers from the
whole class.
ANSWERS
Language use; Young people use slang and
speak English better than their parents do.
Caring forthe old; It is normal for people to
put their elderly parents in nursing homes
now; in the past everyone cared for the
older members of the family.
The relationship between parents and
children; Parents do what children want—in
the past it was the opposite.
Shopping; Children want to buy Western
brands.
Knowledge of the world; The young are more
tuned in to what is happening in the world
than their parents.
5 Ask the class to discuss these
questions in pairs. Elicit answers from
the whole class.
As a class, read through the Wordbuilding
box on page 13 of the Student Book.
SAMPLE ANSWERS
: Bella’s parents seem resigned to the
■ changes, but they are sad about their
daughter’s attitude and they feel that they
have failed.
The changes are difficult for Bella, too. Her
parents say that she doesn’t listen to them
and doesn't want their advice. She just
glares at them.
Speaking
10 ANSWERS
Older: 1,2,0, 7
Younger: 3,4, 5,6
HOMEWORK Ask students to write 150
words about the differences between
their generation and either their
parents' generation, or the younger
generation. They can use ideas and
language from spread 1b.
9 SUGGESTED ANSWERS
1 are growing
2 are being left
3 probably worked, didn’t have
4 are living, are expected
5 listen
6 have been replaced
7 are expected
j 8 are often criticized, were spoiled
Unit 1 Relationships
1c
1 c Bloodlines
Reading
Bloodlines
1 Work in pairs. Why do people emigrate? What
difficulties do people face in a new country?
Compare your ideas with another pair.
Warm-up
Personal response
2 Read the article about immigrants in New
York. Answer the questions. Then compare
your answers with your partner.
Ask the class to say what they
know about emigration from
and to their country, e.g., Do
1 What is special about the area of Queens?
2 What do Richard and Tanja's families have
in common?
3 How are their stories different?
many people emigrate to your
country? Which countries or
parts of the world do they come
from? Which countries did they
come from in the past, such as
50 or 100years ago?
3 Are the sentences true (T) or false (F) according
to the article?
1 Immigrants in Queens feel attached to their
new country. T
2 People are much more interested in
learning about distant ancestors than recent
generations. F
3 Years after immigrating to America, Tomas
met his brother in New York by accident. F
4 Richard's grandmother has kept the family
history alive. T
5 Tanja's mother wasn't able to balance work
with looking after her children's education. F
6 Tanja and her sister have chosen similar
careers to their parents'. T
Reading
2 ANSWERS
1 It is an area with many immigrants
living together.
2 Their families emigrated to
the US.
3 Tanjas parents came together,
with careers, and studied in the
US. Richard’s great-grandfather
came alone with no skills. Richard’s
family has been there longer.
4 Look at the article and choose the correct
explanation for each phrase.
1 a melting pot (paragraph 1)
a a place of conflict
@ a place where all mix together
c a place which attracts
2 their ancestral roots (para 2)
where their family came from originally
b how they got to America
c their parents' character
3 one recurring theme (para 3)
a a sad fact
© a common story
c an unusual quality
4 seeking his fortune (para 4)
a hoping to get lucky
b looking for the right job
^ looking for a way to get rich
5 a must (para 5)
a a good thing
b a right
© a necessity
Vocabulary note
Check students' understanding of
these key words:
diversity = difference
to be curious about = to want to
find out about something
to trace = to follow and look for
something
to intrigue = to make you
interested, to fascinate
to board a ship = to get on a ship
14
an announcement = a public
notice, e.g., in a newspaper
subsequently = after that, next
to settle (in) = to move to and
live in a place
a strong work ethic = the belief
that hard work is necessary and
important
4 Ask students to work in pairs
to decide on the meaning of the
words from the context. Point out
that the paragraph where each
phrase can be found is indicated
in parentheses. Elicit answers from
the whole class.
14
Critical thinking
5 After pairs compare their answers,
elicit answers from the whole class.
ANSWERS
Paragraph 1 : Immigrants from all over the
world mix in New York; they are proud to be
Americans.
Paragraph 2: People are also interested in
their roots, particularly their immediate
ancestors.
Paragraph 5: People had to work hard when
they first arrived, and their descendants
work hard in their honor.
Critical thinking identifying the
main idea
6 ANSWERS
Both mention hard work and the
struggle to succeed; both are proud
' of the achievements of their parents
and great-grandparents. Both talk
a lot about how their ancestors
arrived in America and where they
came from. Neither mentions
diversity or pride in their American
identity.
5 Work in pairs. This article deals with different aspects
of emigration. Identify the themes in each of the first
three paragraphs. Compare your answers with another
pair to check you have identified the same themes.
6 Which themes do the personal accounts of the
immigrants pick up on? Which are not really mentioned
again?
7 What is the main idea, or message, of the article? Did
other pairs reach the same conclusion?
Speaking
or traits and discuss what they mean.
9 Look at the questions below and write down your
answers. Then ask your partner about their answers. Does
family have a similarly strong influence in your lives?
HOW DOES FAMILY SHAPE YOU?
Are you a close family? How much time do you spend with
family:
- out of a sense of duty?
- because you choose to?
: Is family a consideration for you in choosing where to live?
; How conscious are you of your family's history?
Is there a strong family trait? Have you inherited it?
I Is there a head of the family? How important is it to have this
person's approval?
? Is there someone in the family you particularly admire? Why?
I Has your family influenced the career path that you have
chosen?
; When seeking advice, are you more likely to turn to friends
or family?
How important is it to you that your family approves of your
partner?
Would you say your famüy members have the same attitude
toward:
■ money?
bringing up children?
America is well-knovm for being a
melting pot of different ethnic groups and
cultures, but nowhere is this diversity more
pronounced than in Queens, New York.
Here, second-generation Puerto Ricans live
alongside third-generation Greeks and firstgeneration Koreans, all united by a common
feeling of pride in their American identity.
However, they are also proud and curious
about their ancestral roots. National
Geographic's Genographic Project, also
known as the Human Family Tree, set out to
trace the origins and common ancestry of the
community's immigrants by examining their
genetic makeup using a simple DNA test. The
study was well supported by local residents,
but often what interested them more was
something which intrigues itö all: the history
of our recent ancestry. In other words, how
their ancestors arrived in America, and what
brought them here in the first place.
One recurring theme among immigrants
seems to be the hard work and sacrifices that
went into building a new life, and how their
descendants now feel a duty to honor that
effort by working hard too. Here are two
Queens residents' stories.
Richard, 38
My great-grandfather Tomas came to America from Poland when he was
fifteen. His mother had died, and his father remarried so he could care
for his seven children. Tomas didn't like his stepmother, so he ran away to
Belgium, where he boarded a ship to America—without a ticket. He was
clearly something of a free spirit. Arriving in America with nothing, he got
a job on the railroads in California. Then one day he saw an announcement
in a newspaper that was read by immigrants. It was from his brother in New
York who was also seeking his fortune in America and was looking for him.
Tomas got in touch and they had an emotional reunion in New York, where
Tomas subsequently settled. This is the story that my grandmother has
passed down to us, to my parents, and all my aunts and uncles. She is an
amazing woman and the head of the family, I suppose; the one who holds
usali together. She's actually quite forgetful now, but she never forgets
family details. What that has meant is that all of us have a strong family
bond and a strong sense of belonging to a group that has struggled and
fought together to succeed here.
SAMPLE ANSWERS
The immigrants had to be strong
and work hard to succeed. Their
descendants have a strong sense of
family and pride in their roots.
Speaking
8 SAMPLE ANSWERS
1 He was independent, doing what
he wanted to and not always
following the rules.
2 They believe it is important to
work hard.
3 They want to succeed and improve
themselves, Just as their parents did,
Tanja, 29
I'm a first-generation American. Both my parents came here from Jamaica,
where getting a good education is a must. My mother always says that
people may take everything away from you, but they can never take away
your education. My father was a nurse in Jamaica, but he had an ambition
to be a doctor in the US; when he first came here, he studied during the
day and worked at night. My parents have a strong work ethic. My mom
has always worked as a nurse, but at the same time has always been very
involved in our lives, helping with our studies and following our careers
with interest. Both my sister and I have followed them into the medical
profession, and now I'm working as a doctor at Mount Sinai hospital in
Queens. I don't know if that kind of dedication is genetic or just something
that you learn from your parents, but that desire to get ahead... we've
certainly both inherited it. The great thing about America is that it gives you
the opportunity to live those dreams too.
Unit 1 Relationships
|
¡
I
|
!
7 Ask pairs of students to write
one or two sentences describing
the main idea of the article. Have
them compare their sentences with
another pair. Then elicit answers
from the whole class.
8 Look at these phrases describing family characteristics
"He was clearly something of a free spirit."
"My parents have a strong work ethic."
"We've both inherited that desire to get ahead."
i
15
9 Elicit some answers from the
whole class. Extend this activity
by asking students to write a
few paragraphs about their
relationship with their family for
homework.
Vocabulary note
a consideration = something you
think about and that influences
what you do
a trait = a characteristic (physical
or personality)
approvai = good opinion; belief
that someone or something is
acceptable
influenced = had a strong effect
on what you did
Unit 1 Relationships
1d
A face from
the past
3 % 2 Look at the box, listen again, and mark the
expressions the speakers use.
4 Match each situation (1-6) with an expression.
1
2
3
4
5
Greta expresses surprise at meeting Tan
Greta asks Tan for his news
what Tan says about Greta's appearance
how Greta describes her business
what Greta says about Amanda, their other
friend
6 how Greta says she can't carry on the
conversation
► MEETING PEOPLE YOU KNOW
Imagine meeting / bumping into ! seeing you herel
What a (nice) surprise I /
How are things?
What have you been up to? ^
How's everything going?
Busy as ever. */
I've been completely swamped. ^
It has its ups and downs. ^
j
2 ANSWERS
Í 1 Tan has been doing teacher
I training in india. Greta has been
I
i setting up her online shoe store.
i
: 2 They will meet up in two months
■
;
with Amanda, when Tan gets back
from india.
6 Find or create a suitable space
to do this activity. You may want
to use a cue, such as clapping your
hands, to signal when students
should start and stop their
conversations.
1
2
3
4
5
6
b
Imagine bumping into you here.
I had a contract with the consulate.
Is it going OK?
Do you see much of her?
We still get together now and then.
I'm only back for a week.
F
/
/
/i
/1
/1
Work in groups. Choose a phrase from the box and
say it either with expressive intonation or with
flat intonation. Ask the others in the group to say
which intonation you used.
6 Imagine you are in a large mall during your lunch
break. Walk around and "bump into" people you
know. Find out what each person has been doing
and make a future plan. Then move on until you
bump into someone else. Use the box to help you.
4 Writing skill greetings and endings
Which of these phrases for greeting and ending
would be appropriate in an informal email?
1 How often do you send news to friends and
family? Do you communicate by letter, email, or
text message?
All my love
Dear Sir or Madam
Kind regards
Thanks
Sincerely
2 Read the email below from Ben to his friend.
Where is Ben and what is he doing there? How
would you summarize each paragraph?
Hey Mark,
;
How's it going? I've been meaning to write for a
!
while, but my work takes up a lot of my time. Please
don't think it's because I haven't been thinking
about you ail—I have, and I’m getting pretty
homesick. But I have to remind myself why I am
here: to get established as a freelance journalist and
photographer.
i
be (in passive sentences)
reach receive
catch
persuade
Did you get my last letter?
I got a virus which kept me in bed for weeks.
We got delayed for four hours at the border.
I'm going to try to get him to come with me.
I'll call you when I get to Buenos Aires.
recent news about yourself. Work in small groups
and read them to each other.
Ben
..
3 What features of the language in this letter tell you
that it is in an informal style?
6 Imagine you have been away ft-om home for some
time. Write an email (200 words) to a friend or
family member asking them for news from home
and giving them your news. Try to use get at least
twice.
7 Work in pairs. Exchange letters. Check for the
following:
• Is the use of tenses correct?
• Is the style not too formal?
• Did they use the correct greeting and ending?
Give her my regards.
Say hello to her from me. /
Well, I should probably go and...
Sorry, I've got to run. / I'm in a bit of a hurry. /
I don't mean to be rude, but I need to... ^
It was really nice seeing you. / Great to see you. y
Good luck with...
16
If students use social media, ask them
how media changes the way they
interact with people they haven't seen
in a while. In pairs, have them discuss
these questions, with respect to people
they have not seen in over a year. Do
they personally know everyone in their
"friends" list? What percentage of their
friends would they recognize on the
street? What percentage would they
say hello to and not, and why? Poll the
class for practices and opinions.
Word focus
5b Check answers by having students
read the original sentence and then say
the sentence with the new verb.
i 5a ANSWERS
1 getting homesick: becoming homesick
2 get established: become
3 get an interview: obtain an interview
4 get a piane: take a plane
5 get together: meet up with
Warm-up
Personal response
Ask each student to tell the
class about the last piece of
personal "snail mail" they
received (excluding junk mail),
e.g., bank statement, bill
(for what?), personal letter,
postcard, catalog.
2 ANSWERS
Ben is in Sri Lanka, writing articles
about tea plantations
FI : Apologizing for his silence
P2: Explaining what he is doing now
P3: Describing future plans
C Write three sentences of your own with get giving
Do you see much of Amanda?
How's Amanda doing?
She was asking about you the other day.
Extra activity
News from home
Read the sentences. Match the uses of get to a word
with a similar meaning in the box.
1
2
3
4
5
Talk to you soon!
V_______________________________ __ ______________
Dear Mr. Franks
Hi iohn
Regards
Warm regards
Yours faithfully
d The verb get is often used in spoken or informal
written English. Find five phrases or sentences in
the letter where it is used. What does it mean in
each case? Think of a synonym for get in each case.
i
My plan is to stay here until the end of September
and then get a plane back home and see if I can find
someone to publish this stuff. It would be great to
get together with you then. How is everyone? Is Mei
still working for that horrible real estate agent? Say
hi to everyone for me. I’ll write again soon.
Best
Hello
Hey
Love
Yours
5 Word focus get
b
I'm now in Sri Lanka visiting some tea plantations
and talking to people about how their lives have
changed in the last 20 years or so. The countryside
here is amazing, so lush and green, you wouldn't
believe it. I’m trying to get an interview with one
of the plantation owners so I can make it into a
magazine feature. Fingers crossed!
You're looking well. ^
It obviously suits you. ^
3 Read through the phrases in the
box with the class. Explain that to
be swamped indicates having lots of
work to do.
varying their intonation. Circulate
and monitor their speaking.
E
1 What have they been doing since they last met?
2 What future arrangement do they make?
1 Contrast the literal and figurative
meanings of to bump into someone.
Then ask students to discuss the
questions with a partner.
5b In groups, students practice
conveyed by expressive or exaggerated intonation.
Flat intonation often suggests a lack of emotion or
interest. Listen for these phrases and mark if the
intonation is expressive (E) or flat (F).
people who meet by accident in the street. Answer
the questions.
Real life
Pronunciation
Writing an informal email (1)
5 Pronunciation expressive intonation
3 % 3 Emotion (surprise, excitement) is often
2 % 2 Listen to the conversation between two
Divide the class into pairs. Ask
students to talk about people
they used to know well and
see on a regular basis (e.g., at
school, college, or in previous
jobs) but haven't seen since. Are
there people they would really
like to see again?
ANSWERS
imagine bumping into you here!
What have you been up to?
You’re looking well too.
It has its ups and downs.
She was asking about you the
other day.
6 I don’t mean to be rude, but I need
to get back to work.
Real life meeting people
you know
1 When was the last time you bumped into
someone that you hadn't seen for a while?
2 What did you talk about?
3 Had he / she changed a lot?
Warm-up
4
1
2
3
4
5
1 e News from home
1 Work in pairs. Discuss the questions.
Personal response
j
!
;
:
!
1 d A face from the past
j
, ANSWERS
1 receive
2 catch
3 be
j 4 persuade
5 reach
3 ANSWERS
Contractions, exclamations,
colloquial language, phrasal verbs,
use of “get,” personal comments
Writing
Vocabulary note
Check comprehension of these
words and phrases:
to get homesick = to miss the
people, places, and way of life
where you come from
to get established = to become
known or permanent in a
profession
freelance = working different
jobs for short periods of time,
rather than a permanent job with
one employer
tea plantations = land where tea
is grown
lush = green and healthy (of plants)
a magazine feature = a main
article
Unit 1 Relationships
If
2 What particular challenge is there along the
US-Mexico border?
Before you watch
Video
1 In groups, discuss the questions.
3 What have immigrants brought to the US?
1 Where are the people in the photo?
2 What do you think they are doing?
3 What does the caption tell us about the people?
Immigration
4 How is the US economy affected by immigration?
5 What do immigrants usually share with people
already living in the US?
2 Work in pairs. Write down five images you think
you will see in the video.
Videoscript
An immigration officer checking the documents of a
person arriving in the US by boat.
Part 1
Narrator: Every day, a huge number
of airplanes, cars, and ships cross
America's borders, bringing people
from other lands.
Some 430 million passengers arrived
in 2004 alone, and as has been the
case for centuries, many of the
people who come to the United
States end up staying.
Lavinia Limon: America is by
its nature more diverse, more
welcoming to immigrants, less
discrimination, more opportunities
for their children. They choose to
come here and I think, you know,
not only have we by policy had
more immigration, but by our very
nature we're more welcoming to
people.
Narrator: Great waves of
immigration have broken on
American shores since the early
part of the 19th century. Fleeing
economic and political hardships,
many millions left their homelands
in Europe and Asia in search of a
better life.
Europeans—including Irish,
Germans, Italians, and others—
settled in the eastern half of the
United States. Immigrants from Asia
and Mexico tended to settle in the
west and southwest.
During the period between 1892
and 1924, Ellis Island in New York
harbor opened its doors to some
17 million immigrants. In 1907 alone,
as many as 11,000 people flowed
through its Great Hall in a single
day. And today, four out of every
ten Americans can trace part of their
family history directly back to this
one point of entry.
Virtually all of these immigrants
faced hardships. Many of them
settled on the Lower East Side of
Manhattan.
The Tenement Museum shows
how harsh their living conditions
could be.
Philip Cohen: It was pretty much
just three rooms, 325 square feet
partitioned into three rooms. You
18
While you watch
3 Watch the video and check your ideas from
Exercise 2.
6 How does this help the immigrants?
After you watch
6 Roleplay arriving at Ellis Island
Work in pairs.
4 Watch the first part of the video (to 02:30). Find
and underline eleven errors and correct them
below.
Student A: You are an immigrant arriving at Ellis
Island. Prepare the information below.
Immigrants have come to the United States since
the early 17th century. Europeans settled mainly
in the western half of the country, immigrants
from Asia and Mexico in the east and northwest.
Between 1892 and 1954, Ellis Island in Los Angeles
Harbor admitted 17 million immigrants. In 1907,
as many as 11,000 people a week were processed.
Today, four out of every five Americans can trace
part of their family history directly back to Ellis
Island. Many of these immigrants settled on the
Upper East Side of Manhattan. Large families
often lived in just two rooms. On the West Coast,
families arrived at Devil Island, where conditions
were more relaxed for Asians.
Student B: You are an immigration officer at Ellis
Island. Read the information below and prepare
questions to ask Student A.
1
2
3
4
5
6
19th century
7 ten
eastern half
8 Lower East Side
west and southwest 9 three
1924
10 Angel
New York
u especially strict
aday
economy is that it has an ever­
growing force of immigrant laborers
and professionals.
Lavinia Limon: We're in a much
better position because we have
maintained our immigration flows.
Narrator: More than 200 years of
immigration to the United States has
shown that even immigrants who
keep their language, their way of
dress, and their own customs often
share very similar values to the
people already living here. Values
that will eventually help make them
successful members of American
society.
Lavinia Limon: The immigrants
who come here, they have chosen.
They have made an incredible leap
to leave everything they know,
everything that gives them selfidentity and self-respect, to come
here. And they have bought into,
they, you know, believe in American
independence, freedom, and
democracy.
• where you come from
• your journey
• why you want to come to the US
Act out the interview, then change roles and act
out the interview again.
7
Lavinia Limon says, "We're in a much better
position because we have maintained our
immigration flows." What do you think she
means? Do you agree with her?
8 Work in groups and discuss these questions.
1 What kind of problems do you think
immigrants faced when they arrived in the
United States in the 1920s?
2 Do you think immigrants face similar problems
today?
3 Do you think immigrants should try to keep the
customs and values of their home countries, or
adopt those of their new country?
5 Watch the second part of the video (02:31 to the
end). Answer these questions.
Before you watch
1 How many legal immigrants arrive in the US
each year?
contend with (v) Aan'tend wid/ deal with a difficult situation
discrimination <nl /diSiknms'neiJdn/ treating a group of peopie
in an unfair way
dive«« (adj)/di'vsrs/varied
ftee (v) /fli/ escape from
hardship (n) /’hardfip/ something that
life diffictrit
1 Students work in groups. Ask
them to look at the photo and
discuss the questions. Check
answers as a class.
harsh (adj) /hor// extremely difficult to live in
l^p ^n)/iip/Jump
partition (v) /por'tijan/ divide
shore (n) /Jor/ co^
tenement (n) /'teasmsnt/ a large building divided into
apartments in a poor area of a city
Unit 1 Relationships
had the front room, which was the only
room with direct access to light and air.
The center room was typically the kitchen.
And then you had a smaller room in the
back, which was typically, you know,
from our records of this building, families
as large as eleven people living. So, you
know, when night fell, every room became
a bedroom.
Narrator: Meanwhile, on the West Coast,
immigrants passed through a point of
entry called Angel Island in California's
San Francisco Bay. Here, they had to
contend with immigration laws that were
especially strict for Asians.
But despite the conditions, immigrants
continued to arrive by the thousands.
Part 2
Narrator: The United States remains
open to new settlers today with about a
million new legal immigrants each year.
A large number of immigrants also enter the
United States illegally. This situation presents
a challenge to the nation and especially for
states on the US-Mexico border.
Despite these challenges, America's
long history of immigration has clearly
strengthened the nation. Foreign-born
citizens have brought with them education,
technical skills, a great desire to work and
succeed, and personal connections to other
countries. One reason the United States
is such a dominant power in the world
5 Give students time to read the
questions. Then play the second part of
the video (02:31 to the end) for them to
answer.
ANSWERS
1 about 1 million
2 illegal immigration
3 education, technical skills, a desire to
work and succeed, personal connections j
4 has a growing force of immigrant laborers i
and professionals
5 share similar values
, 6 helps make them successful members of
j
American society
19
After you watch
6 Students work in pairs to role-play
arriving at Ellis Island.
7 Elicit ideas from the class about what
the quote means and whether they agree
with it.
8 Students work in groups to discuss the
questions.
ANSWERS
1 on a ship about to arrive in
New York
2 They are waiting to see what the
piace is like.
3 Thatthey are leaving their homes
to go to the US.
2 In pairs, ask students to predict
five images that they think they
will see.
While you watch
3 Give students time to read
through the words in the glossary.
Play the video for students to
check their answers to Exercise 2.
4 Give students time to read the
text. Then play the first part of
the video (to 02:30). Ask students
to find the errors and write the
correct information.
Unit 1 Relationships
UNIT 1 REVIEW
UNITI REVIEW
Grammar
Grammar
1 Ask students to find the
answers in the text individually.
Elicit ideas from the whole class.
1 Read the article below about families.
Answer the questions.
1 What is the difference between a
nuclear and an extended family?
2 What are the benefits of an extended
family?
ANSWERS
1 Nudearfamily= parente and
children. Extended family is
everyone related by blood and
marriage.
t
2 Has eoonomic benefits: allows
j
people to care for each other, have
a support system.
I
2
3
Underline the best option to complete the
text. Then check your answers with your
partner.
Work in pairs. Make a list of other
advantages and disadvantages of living in
an extended family. Then compare your
answers with another pair.
SAMPLE ANSWERS
; Advantages: family members can
Î enjoy one another’s company, give
I moral support, share experiences
j and knowledge, do activities
i together
i Disadvantages: if you do not share
; the values and interests of other
; members, you might not enjoy living
i in an extended family; you might
; want more independence, freedom,
! and privacy
!
I
<
Storytelling
Warm-up
Personal response
Ask students to talk about a
person (living or dead) that they
have recently read a biography
of, seen a biopic about, read
an obituary of, or read about
in a newspaper or magazine.
Ask them to give a few details
about the person's life and
achievements. It could also be just
somebody they like and know
things about, such as an athlete,
or a film or music star.
5 Work in pairs. Give details about one of the people in
Exercise 4:
• who you hang out with regularly
• who you haven't kept in touch with
• whose house you go over to regularly
v
Real life
6 Put the sentences below in the right order to complete the
conversation between Katia (K) and Julio (J).
When talking about family, a distinction ’ is
making / is made between extended and nuclear
families. The nuclear family includes only parents
and children. The extended family is everyone
who ^ is related / has been related by blood
and by marriage: aunts, uncles, grandparents,
nieces, nephews, in-laws, etc. In the West, the
importance of extended family ^has decreased/
has been decreased greatly in the last 50 years.
But the extended family has many economic
benefits. Grandparents ^ help/are helped With
childcare, and in turn they ^are looked after/
have been looked after when they are old. Also,
when domestic chores *are sharing /are shared
by many, living costs decrease. But in recent years,
young people ’are choosing / have been choosing
to live in nuclear families so the economics
®fiave changed / have been changing. The older
generation say that traditional family values
®are losing / are being lost but the more serious
economic issue is that everyone's support network
has been taking / has been taken away.
K: Hello Julio. Imagine bumping into you here. 1
K: Great. Well, I should probably go. I need to get to
the bank. 11
K: Of course I will. We should get together some time. 9
K: You know—^busy as ever. 7
K: You too. Good luck with the work in New York. 13
K: Not bad, thanks. What have you been up to? 3
K: Really? That's sounds exciting. You're looking well. 5
J: Thanks. You too. How's David doing these days? 6
J: Well, tell him I say hi. Ö
J: Yes, that would be nice. I'll get in touch when I'm back
next month. 10
J: Well, it was great seeing you. 1 2
J: I've been working in New York for the past month. 4
J: Oh hello, Katia. What a nice surprise! How are things? 2
7 Work in pairs. Imagine you meet each other in the street
by accident. Act out a similar conversation.
have a conversation with someone I haven't seen for some
time
,.5
Speaking
8 Work in pairs. Tell each other about a relationship with a
family member or friend that is important in your life.
FEATURES
1 Work in pairs. Look at the photo and the caption. What do you
1 What facts about a race car driver's life do you think would
make a good movie?
2 Which would interest you more, a biography of Senna or a
movie about his life? Why?
When is a good book also a
good movie
24 A close shave
Two reporters have a scary
encounter
1 Divide the class into pairs to
discuss the questions. Survey the
class and write answers on the
board.
know about race car drivers? Answer the questions.
22 From page to screen
2
PHOTO INFO
Match these adjective to their opposites.
unfair
impartial
s. biased
misleading
sympathetkxU ^ subjective
truthful
critical
accurate
fair-——
objective
partial
26 Once upon a time...
The brothers Grimm:
master storytellers
30 History of film
A video about how filmmaking has developed
ICAN
use present tenses
Vocabulary
4 Ask students to complete the
words and phrases individually,
then check with a partner.
5 Ask students to talk about the
people in pairs.
1 Someone who is also studying, like you =
a..........student
2 Someone you go on a trip with = a..........companion
3 Someone who you can really depend on = a
friend
4 Someone you and another friend both know a..........friend
5 Someone you share an apartment with - a
6 Someone you know who is not really a friend =
an..........
7 Someone you are related to by birth = a......... relative
describe different types of friends and acquaintances
use phrasal verbs that describe relationships
I CAN
ANSWERS
1 fellow
2 travel
3 true
4 mutual
5 roommate
6 acquaintance
7 blood
Unit
4 Read each definition and then put in the correct word.
-icAN
2 Ask students to underline the
correct verb forms in the text, then
check their answers with a partner.
Elicit the correct sentences from
the class.
3 Ask students to do this in
pairs, then compare answers with
another pair. Elicit ideas from the
class.
Vocabulary
3
Match the adjectives (1-5) with the genres (a-e).
1 sentimental, touching
a thriller 3
2 creepy, scary
b historical drama 5
3 fast-moving, gripping
c science fiction 4
4 original, thought-provoking d romantic comedy 1
5 powerful, authentic
e horror 2
4 Describe to your partner a book you have enjoyed recently.
Would you like to see the movie or read the book your partner
has described?
talk about events in present time using
active and passive forms
Unit 2 Storytelling
Real life
Speaking
6 Ask students to work in pairs to put
8 Ask students to talk about a personal
the conversation in order. Check the
answers by asking students to read the
lines in order.
relationship in pairs. Circulate and
monitor their speaking.
7 Ask students to act out a similar
conversation in pairs.
f;
21
Ayrton Senna (1960-1994), from
Brazil, was one of the top race
car drivers of his generation and
the winner of three Formula One
world championships. Senna and
his teammate, the French driver
Alain Prost, held an intense rivalry
on the track. Senna often angered
Prost by his aggressive driving.
However, on the morning he
was killed, in 1994 in Imola, Italy,
Senna had called a meeting of
the drivers to establish measures
for greater race safety. During
the 6th lap of the race that day.
Senna's car left the track at 191
mph, and crashed into a concrete
wall, killing him. The Brazilian
government declared three
days of national mourning, and
3 million people lined the streets
for his funeral.
2 Allow students to use dictionaries
if needed.
3 Ask students to match the
adjectives to the genres individually,
and then check with a partner. Elicit
the answers from the whole class.
4 Ask students to describe a book
to a partner. Encourage them to
use some of the vocabulary from
the previous exercises.
Unit 2 Storytelling
2a
From page
to screen
Warm-up
Personal response
Ask the class to name five books
that have been made into movies.
Try to get them to name the
author of the book and the star
and/or director of the movie.
Vocabulary
2 ANSWERS
Books: chapter, author, publisher,
best seller, readers
Movies: blockbuster, location, producer,
box office, screenwriter, cast,
director script
Both: audience, scene, setting,
trilogy, characters, plot,
storyline, portrayal, theme
2a From page to screen
Vocabulary books and movies
Synonyms are words which are close in meaning but not
exactly the same, or the same In meaning but different in use;
1 Work in pairs. Look at the photo below.
What kind of movie do you think this was
a location for? cowboy film/Western
2
storyline and plot
Do the words in the box relate to books,
movies, or both? Put them into three categoric
audience
blockbuster
chapter
location
producer
scene
setting
trilogy
author
box office
characters
plot
publisher
screenwriter
storyline
best seller
cast
director
portrayal
readers
script
theme
Match words from the books list and the
movies list to make pairs of words that are
related. What is the difference between the
words in each pair? Compare your list with
others.
Example:
author and screenwriter—the author is the writer
ofa ÌXKà., a screenwriter writes the script (fa movie
► WORDBUiLDING synonyms
Speaking and listening
4 Work in pairs. Ask each other the questions.
1 Do you like to see movie adaptations of books you
have read?
2 Do you sometimes read a book because you saw
the movie?
5 % 4 What do you think is the secret of making a good
movie adaptation of a book? Tell your partner if you
agree with a, b, or c. Then listen to an interview with a
film critic and say which answer he gives.
a to remain completely faithful to the details of the
story and the characters in the book
(¿) to remain faithful to the spirit and main themes of
the book
c to create a story that works on film, even if it is not
faithful to the book
► SIMPLE PAST and PRESENT PERFECT
check.
1 What do people generally think are the
ingredients for a box office success?
2 What does the critic say about the success of
movie adaptations of books?
3 What are Sense and Sensibility and The Shining
examples of, according to the critic?
4 To what does the critic compare making a good
movie from a book?
5 What is the central theme of The Lord of the
Rings?
6 Why was it difficult to reproduce the world
J.R.R. Tolkien created?
7 How did director Peter Jackson compensate for
leaving out elements of Tolkien's story?
7 Work in groups. Discuss the questions.
1 Have you seen any good movie adaptations of
books? And any bad ones?
2 What made them good or bad?
3 Were the reasons similar to the ones described
by the critic?
Grammar simple past and
present perfect
8 Work in pairs. Match each sentence (1-5) to one of
the uses of the simple past and present perfect (a-e).
Simple past
/ visited / He visited...
i didn't visit..
Did you visit.. ?
Present perfect
I have visited / She has visited...
Background notes
I have not visited...
Have you visited... ?
In 1937 British writer J.R.R.Tolkien
published The Hobbit, one of the
best-selling novels of all time. The
sequel. The Lord of the Rings,
is an epic fantasy story in three
books, and became the second
best-selling novel ever.
New Zealand director Peter
Jackson made movie adaptations
of both novels: The Hobbit movie
trilogy (2012-2014) and The Lord
of the Rings trilogy (2001-2003),
which won numerous Oscars.
For more information and practlœ, see page 1^.
9 Look at the grammar box. Then choose the best
option to complete the sentences.
1
I first..................... (read) The Hobbit when I was
twelve years old. What about you?
No, I .................... (never / read) The Hobbit, but
I know a guy who..................... (read) it 24 times.
He never gets tired of it.
2 There.....................(be) a lot of movie adaptations
of Stephen King's books over the years.
Yes, I know. There......................(be) a great
adaptation of The Green Mile a few years ago.
3 .....................you ever....................... (write) a play
or a screenplay?
No, but my great grandfather.....................
(write) a play for radio.
4 ..................... you.......................(see)
2007; A Space Odyssey on TV last night?
No, but I
(see) it before.
1 Some film adaptations have worked, others
have flopped. |q
Writing and speaking
2 "What is the secret?" That was the question I
put to him earlier, ¿a
10 Think about a living writer or filmmaker. Make
3 He has followed the progress of many book-tonotes about their life and work. Use the chart to
film adaptations in his time. O
help you. Then describe this person's work to
4 The author, Tolkien, created a magical world.
your partner. Ask questions about the person your
5 It has become one of the most successful movies
partner chose.
of aU time. ^
a When the action is clearly linked to a specific
time in the past, we use the simple past. 2
b When the experience is more important than
the time, and the time is not stated, we use the
present perfect. 1
c We use the present perfect to talk about people's
life experiences. 3
d If the person is dead, we use the simple past to
talk about their lives. 4e When we talk about a period of time that is not
finished (over the past few weeks, this year), we
use the present perfect even if the action itself is
finished. 5
Vocabulary note
Some of these words can be used
in relation to both movies and
books, though the meaning may
differ in each context.
setting: has a similar meaning
in both, referring to the place
where the action takes place
cast: only refers to the actors who
play the characters in the movie;
we talk about characters in both
novels and movies
audience: refers to the people
watching the movie, or to the
people who might watch a movie
trilogy: a sequence of three
books or movies about the same
characters
plot: the storyline in a book or a
movie
portrayal: the way that a character
is shown in a movie or a book
scene: sections of a movie;
in a novel, a scene means an
interaction in a particular place (a
formal section of a novel is called
a chapter).
theme: this refers to what the
movie or book is about, e.g., human
cruelty, the importance of love
6 % 4 Answer the questions. Then listen again and
What is the person's
name?
Where is he/she from?
Is he/she an author,
screenwriter, or other?
What are three famous
works from this person?
What style of movie or
book does he/she make?
What is your favorite
example of this person's
work?
Why?
((Ç.
'r^ s
.Ujy
'yet'
F
[''él
/
R
6 ANSWERS
1 a best-selling book, a great storyline,
a great cast, an experienced
director, and a large budget
2 You have to give the screenwriter
freedom to create a script that
flows, even if that means changing
the original.
3 good movies that are completely
unlike the original book
4 cooking
5 a struggle between the forces of
good and evil
6 Because Tolkien created a very
original other world and each
reader has their own idea of what
the world was like.
7 He took the most important scenes
and then put ail the emotional force
behind them.
r
Grammar
Unit 2 Storytelling
3 Ask students to look at the example
and read the information in the
Wordbuilding box.
ANSWER
. best seller and blockbustei—when a film
i (blockbuster) or book (best seller) is very
successful
publisher and produice\—who decides to pay
for the book (publisher) or movie (producer)
Speaking and listening
5 Ask students to discuss the question,
and elicit some suggestions from the
class. Then play the recording and ask
students to say which answer the film
critic gives.
Pronunciation note
Ensure that students are pronouncing
have and has as
/hæv/ and Ihæzl in unstressed situation,
and also that they use contractions (Ve
and 's) as much as possible.
23
Writing and speaking
10 Ask students to make notes about a
writer or filmmaker, using the language
they have practiced in this section.
After students talk in pairs, have some
students tell the class what they learned.
9 Read through the grammar
box as a class and ask students
to complete the sentences with
the correct form of the verb.
Have them check answers with
a partner. Elicit answers from
the class. Refer to page 158 of the
Student Book if necessary for more
information and practice.
ANSWERS
1 read, haven’t read, have never
read, has read
J 2 have been, was
3 Have, written, wrote
4 Did, see, have seen
22
Unit 2 Storytelling
2b
2b A close shave
Reading
A close shave
1 Work in pairs. Discuss how you would react if faced
with the following dangerous situations. What do you
think would be the right thing to do?
Warm-up
• a snake hissing at you
• a shark swimming near you
• a bear approaching when you are having a picnic
Personal response
Explain the meaning of a close
shave (a near miss, a dangerous
situation that nearly had serious
results), and ask students if they
have had any close shaves while
driving, or know other friends
or family who have. Ask them to
describe the situation to the class.
2 Have you had any "close shaves" with dangerous
animals? What happened? Tell the class.
1 Ask students to discuss the
three situations with a partner.
Elicit some suggestions about
what would be the best thing to
do from the whole class.
2 Ask students to talk about
their close shaves with dangerous
animals, if they have had any.
3 Read the question with the
class to focus their attention, then
ask them to read and answer
individually. Elicit answers from
the whole class.
A rhino charged at them, but the
guard fired a shot. The people were
shaken.
2 Three rhinos were in the road
in front ofthejeep. The driver
stopped quickly.
3 A mother rhino attacked the jeep,
The driver managed to pull away.
3 Read the story below about three encounters
two National Geographic reporters had with
rhinos on the same day. What did the rhinos do
in each case and how did the people react?
4 Look at the eight highlighted verbs in the
article and guess their meaning from the
context. Check your answers in a dictionary.
5 What effect does the use of these verbs have on
the story?
They add interest and excitement.
I
putting each verb in the most appropriate past
tense. Use contracted forms where possible. Check
your answers with your teacher.
with their uses (a-d). Then find other examples of
the tenses in the article.
ÌTHE NEAR MISS
1
2
3
4
a
b
past continuous C
simple past a
past perfect b
past perfect continuous d
to describe the main events in sequence 2
to refer to an action that happened earlier but P
not in the main sequence of events
c to describe a (background) event in progress j
around the time of the main event
d to describe an action in progress before or up to
the main event(s) in the past
—
PAST TENSES REVIEW
Past contirtuous
They were driving into the park to start filming when
their guide stopped the Jeep.
J
^
.
Past perfect continuous
Winter and Chadwick had only been working there a few
days when they had a very close shave.
^
iyL-
For more information and practice, see page 158.
Steve Winter and Douglas Chadwick, who
’
(work) in Kaziranga National Park,
^
(have) three close encounters with
rhinos all on the same day. Before entering the park,
their guide ^
(tell) them not to be
afraid, so they ^
(be / not) especially
worried, but clearly the incidents ^
(shock) them. They ®
(know) that
filming in the park was dangerous work, but they
’
(not / expect) to meet danger so soon
or so frequently. But it ®
(not / keep)
them from carrying on!
i
!
%5
j
1
2
3
4
Ì
i
It isn't far.
You aren't allowed.
It doesn't matter.
5
6
7
8
We can have sentences with a
simple past and a past continuous
verb to indicate interrupted past
action:
/ was washing the car when the
boys arrived home.
We can use two past continuous
verbs to indicate simultaneous
past action:
10 In pairs, complete the last sentence of each story.
Then get together with another pair and share
your endings.
While Paul was cooking lunch,
Jane was cleaning the windows.
When the emergency crew arrived at the scene,
they had to call a vet to take care of the cow!
Speaking
7 ANSWERS
1 were working
11 Prepare a description of a time that you had a near
miss or lucky escape. Choose one of the following
themes and use each tense at least once. Then tell
your story to your partner. When you come near
the end, stop and ask your partner what they think
happened next.
Listen and repeat these sentences after the
speaker. Pay attention to the negative contractions.
I haven't been to India.
He looked carefully around him
and then he opened the door.
Mr. Charles Everson and his wife Linda
”
(drive) home from a friend's
house one Sunday when a cow
(fall) from the sky and
(land) on
the hood of their van. The cow, which
(escape) from a breeding farm,
(graze) too close to the edge of
a cliff next to the road and(slip)
and plunged 200 feet. When the emergency
crew(arrive) at the scene they...
Shaken, but relieved the incident had not been worse,
they drove on.
^
story using the past tense of the verbs given. Use
contracted forms where possible.
Grammar note
Note that we can use multiple
simple past verbs to indicate a
series of actions:
THE UNEXPECTED
Simple past
Winter, Chadwick, and their guard got out to stretch their
legs and watch.
^ ^
Past perfect
^
7 Complete the summary of Winter and Chadwick's
Grammar
6 Read through the grammar
box with the class. Ask students
to match the tenses to the uses
individually and then check with
a partner. Elicit answers from the
whole class.
I I’
(mountain bike) with a friend
i in Wales and we C
(just/finish) a
I long off-road climb out of the Dysynni Valley.
^ It^
(rain) earlier but now the sun
§ *
(shine) and we ^
I (feel) pretty warm. Since the rest of the route
I was downhill on paved roads, I ®
I (take) off my bike helmet and ^
I (set) off. Suddenly the road ®
i: (become) very steep and the bike ®
5 (pick) up speed quickly. There was a turn ahead
? in the road and I knew I was going to crash. The
> bike
(go) straight into a wall,
T but luckily I...
8 Pronunciation contracted negative forms
j 1
i
S
9 Complete these reports of lucky escapes by
6 Look at the grammar box. Match the tenses (1-4)
in India is home to two of the world's most endangered species: the tiger and the single-horned rhino. Photographer Steve Winter
and writer Douglas Chadwick had only been working there a few days when they had a
very close shave with some rhinos.
They were driving into the park to start filming when their guide stopped the jeep to
move a turtle from the middle of the road just ahead of them. Winter, Chadwick, and
their guard got out to stretch their legs and watch. But when Chadwick turned to look
up the road, he saw something terrible: a rhino charging at them!
Rhinos can sprint more than 25 miles an hour, so there was no time to leap back in the
car. Instinctively, the guard fired a shot into the ground just in front of the rhino. The
crack of the rifle and the dirt that the bullet kicked up was enough to distract their
attacker and it veered off into the grass seconds before reaching them.
Shaken, but relieved the incident had not been worse, they drove on. As they were
entering the forest area, three young rhinos entered the road in front of them. The jeep
stopped hurriedly, but this time the animals seemed uninterested and disappeared into
the forest. Just then, however, the mother of the three, who had been keeping an eye
on her young, came crashing through the trees. No time to shoot this time.^^^
The female rhino slammed into the side of the jeep and
started to wrestle it off the road. Indian rhinos don't
use their horns in a fight; instead they bite and this
female's teeth were gouging deep into the side
of the jeep.
The guide had laid down a rule for his guests
at Kaziranga: no one was allowed to be
scared. But his guests were breaking the
rule, praying the driver could get them out
of there. With the engine screaming, at last
the vehicle skidded free. Even then the rhino
came after them and it was only 500 feet
Reading
ANSWERS
Grammar past tenses review
Itifldn'tnoticed.
They zoeren't late.
She hasn't called.
YJe didn’t care.
i
2
4 weren’t/hadn’t been
5 shocked
• escaping injury or physical accident
• a scary incident when something unexpected
happened
• getting away with something you did wrong
• seeing something dangerous happen and
trying to help
Unit 2 Storytelling
6 knew/had known
7 hadn’t been expectin^/hadn’t
expected
8 didn’tkeep
25
4 Ask students to work in pairs
to guess the meaning of the
highlighted words, then check the
meanings in a dictionary.
, ANSWERS
stretch: to use or extend muscles,
often after resting for a while,
sprint: to run very fast
leap: to make a long jump
veered: to go off sharply in a
different direction
slammed: to run into with full force
wrestle: to move by force
i gouging: to stick something sharp
j (here, teeth) into a surface
I skidded: to slide out of control
24
Background notes
White Rhino: These live in Africa, and are the biggest species. They weigh over 7,700 lb,
are 11.5-15 ft long, and 6-6.5 ft high. They have two horns.
Black Rhino: These are similar to the White Rhino. There are only around 2,000 of them
left in the wild in Africa.
Indian Rhino: These are usually slightly smaller than the White and Black Rhino, and
only have one horn. They live in Nepal and northeastern India.
Javan Rhino: This is an endangered animal, with perhaps only 50 left in the wild in Java
and Vietnam. They are a smaller species.
Sumatran Rhino: This is the smallest, with a single horn.
j
I
!
|
!
|
i
j
j
Vocabulary note
off-road = riding across countryside, not
on roads
hood = the cover of the engine at the
front of a car
a breeding farm = a farm where they
breed animals to produce young
to graze = to eat grass
to plunge = to fall a long way down
Speaking
11 If students don't have a story of
their own, tell them to use a story about
someone else, or invent one.
had
3 had told
HOMEWORK Students could prepare
the story in Exercise 11 for homework,
or write their story after the speaking
activity.
9 Pre-teach the difficult vocabulary
(see the Vocabulary note). Ask
students to complete the reports
individually and compare answers
with a partner. Have the class read
the answers back as complete
sentences.
ANSWERS
1 was mountain
2
3
4
5
6
7
8
biking
hadjust
finished
had been
raining
was shining
were feeling
took
set
became
9
10
11
12
13
14
15
picked
went
were driving
fell
landed
had escaped
had been
grazing
16 had slipped
17 arrived
Unit 2 Storytelling
25
2c Once upon a time.
Once upon
a time...
Reading
Critical thinking close reading
1 Work in pairs. What were your favorite stories as a
6 What conclusions can you draw about the brothers
child? Tell your partner what they were about and
why you still remember them.
Grimm from reading this article? According to the
text, are these statements true (T) or false (F)? Or is
there not enough information (N) to say?
2
Look at these titles of fairy tales by the brothers
Grimm. Discuss the questions.
Warm-up
Cinderella
Snow White
Sleeping Beauty
Personal response
Ask the class to tell a fairy story—
one from their country if they
are a monolingual class, or an
internationally known one if they
are of mixed nationalities. (Try
to avoid those in Exercise 2.) Go
around the class and have each
student contribute a portion of the
storytelling; tell them to correct
each other's errors as they go.
Reading
1 Ask students to discuss their
favorite stories in pairs and report
back to the class.
3 Elicit answers to the questions
from the class and discuss the
suggestions. Then ask them to
read the text and find out if they
were correct.
3
4
The Elves and the Shcœmakc»’
little Red Riding Hood
The Frog Prince
7 Work in pairs. Summarize the brothers Grimms'
Where did the stories in Exercise 2 come from
originally and what did the brothers Grimm do to
them? Read the article and find out.
Word focus
1
2
3
4
5
5 The writer uses various words and expressions
associated with fairy tales. Find and match them
with the definitions below.
1
2
3
4
5
6
7
8
a long time ago (para 1)
the opposite of a hero (para 1)
clever and knowledgeable (para 1)
distant countries (para 1)
the lesson to be learned (para 5)
a woman (often bad) who does magic (para 6)
the opposite of kind (para 6)
for the rest of time (para 7)
26
achievement, according to the writer.
keep
8 Work in pairs. In the article, find three phrases
with the word keep. Discuss what each one means.
Then do the same with the phrases below.
the popularity of the Grimms' fairy tales now
how popular they were at the time
Germany at the time the brothers were writing
Little Red Riding Hood and Snow White
the attitude of parents to the stories
ANSWER
! They were told by local people. The
I brothers wrote them down, added
I notes, and polished them.
Vocabulary note
to account for = be the reason for
to charm = to please
core = the central part of
enchanting = magical
gender roles = what is expected
of men and women
humble = modest, from a poor
and simple background
Implied = suggested something
without saying it
occupied = in the control of
another country
scholarly footnotes = serious
academic notes
striving = fighting against
difficulties
suppressed = didn't allow, pushed
down
thrived = grew or developed
successfully
1 They were very motivated young men. N
2 They had an academic interest in the stories. T
3 Their aim was to write down stories that had
previously been told orally. T
4 They were interested in the stories themselves,
not the social message behind them. F
5 Wilhelm disliked their cruelty and violence. F
6 In the end, the stories reached the mass T
audience that the brothers had wished them to.
1 Which of these fairy tales is depicted in the
photo on page 27? The Frog Prince
2 Which are well known in your country?
3 What is the name for them in your language? Is
the name similar or very different?
Look back at the article and find significant (or
surprising) facts about the following:
Once time
i •
1 Please keep an eye on the time. We shouldn't
leave any later than ten thirty.
2 Try to keep your chin up. I'm sure things will
get better.
3 I wouldn't tell him your news just yet, if I were
you. He's not very good at keeping a secret.
4 Technology is moving so fast these days. It's
difficult to keep track of all the changes.
5 Sorry, I don't want to keep you. I just need to
ask you a quick question.
6 I always think it's a good idea to keep a diary
that you can look back on later.
Writing and speaking
9 Think of a traditional story or fairy tale you know
well. Make notes on the main elements of the
story. Use a dictionary if necessary.
10 Work in pairs. Tell each other your story as you
remember it, or tell the same story but in a modem
setting. When you have heard each other's stories,
change partners and tell your new partner the story
you were told.
fi ,1 I, /'i H I
Once upon a time there lived in Germany two brothers
who loved a good story—one with magic and danger,
royalty and villains. At school they met a wise man who
led them to a treasure—a library of old books with tales
more enchanting than any they had ever heard, inspired,
the brothers began collecting their own stories, listening
to the folktales people told them. Soon they produced
their own treasure—a book of fairy tales that would
charm millions in faraway lands for generations to come.
The brothers Grimm, Jacob and Wilhelm, named
tireir story collection Children's and Household Tales and
published it in Germany in 1812. The collection, which
h^ been translated into more than 160 languages, from
Inupiat in the Arctic to Swahili in Africa, is a publishing
phenomenon that competes with the Bible.The stories
and their characters have appeared in theater, opera, comic
books, movies, paintings, rock music, advertising, and
even fashion. The Japanese have built two theme parks
devoted to the tales, and in the United States, the Grimms'
collection helped launch Disney as an entertainment giant.
Such fame would have shocked the humble Grimms.
During their lifetimes, the book sold few copies in
Germany. The early editions were not even aimed at
children. They had no illustrations, and scholarly footnotes
took up almost as much space as the tales themselves.
Jacob and Wilhelm Grimm viewed themselves as patriotic
students of folklore.They began their work at a time
when Germany had been occupied by the French under
Napoleon. The new rulers suppressed local culture. As
young scholars, the brothers Grimm began work on the
fairy tale collection in order to save the endangered oral
storytelling tradition of Germany.
Critical thinking
had read in a collection written by Charles Perrault in
1697, Tales ofMy Mother Goose.
Teaching note
Although the brothers implied that they were just
recording the tales, Wilhelin polished and reshaped
them up to the final edition of 1857. In an effort to make
them more acceptable to children and their parents, he
stressed the moral of each tale, and emphasized gender
roles. According to the Grimms, the coÚection served as
"a manual of manners." To this day, parents read them to
their children because they approve of the lessons in the
stories: keep your promises, don't talk to strangers, work
hard, obey your parents.
Suggest students go through
the reading passage and find
the statements that are clearly
supported or contradicted by
information in the text. Then
they should spend more time
checking whether the remaining
statements have any supporting
information. Note that the
information may be anywhere
in the text. If they can't find
information that supports or
contradicts the statement, the
answer must be "not enough
information."
Yet despite Wilhelm's polish, the coarse medieval core
of the stories remained untouched. The cruel treatment
of children (like Hansel and Gretel, who are put in a
cage and fattened for eating), the violent punishments
handed out to the villains (like Snow White's evil
stepmother, who in the original story is forced to dance
in red-hot iron shoes until she falls down dead), are too
much for some parents.
So what accounts for their popularity? Some have
suggested it is because the characters are always striving
for happiness. But the truth probably lies in their origin.
The Grimms' tales were bom out of a storytelling
tradition without boundaries of age or culture. The
brothers'skill was to translate these into a universal
style of writing that seems to mirror whatever moods
or interests we bring to our reading of them. And so it
was that the Grimms'fairy tales lived
happily ever after.
Long before the Grimms'time, storytelling thrived in
inns, bams, and peasant homes. During winter nights, as
they sat spinning wool, women kept each other company
ancJ entertained each other with tales of adventure,
romance, and magic. Altogether, 40 such storytellers
delivered tales to the Grimms, many of them coming to
their hoitôe in Kassel. One of them,"Marie,"was credited
with narrating many of the most famous tales: Little Red
Riding Hood, Snow White, and Sleeping Beauty. But these
were not from the German oral tradition. Marie had had
French nannies who retold stories that they themselves
7 Ask students to work in pairs
to summarize the Grimms'
achievement.
SAMPLE ANSWER
They have made a eeX, of old folk
tales popular all around the world.
Word focus
8 Ask students to do this
individually, then compare their
answers with a partner.
«ïarseness (n) /'korsms/ being rough and down-to-earth; a
lack of sophistication or refinemerrt
folklore (n) /’fwk.li«-/ the traditional songs, stories, provwbs,
legends of a society
nanny (n) /‘nasni/ a woman paid to look after young chlldrm
spin (v) /spin/ to make natural fiber (like wood into thread
I
i
Í
;
!
4 Ask students to read and answer the
questions individually, then check their
answers with a partner.
SAMPLE ANSWERS
1 They are popular around the world.
2 The brothers sold few copies of their books.
3 Germany was occupied by the French, who
suppressed local culture.
4 These stories were told by one woman
(Marie) and she had had French nannies
who told them, so they were probably not
originally German.
5 Parents like the morals, but not the violence.
5 ANSWERS
1 Once upon a time
2 villain
3 wise
4 faraway lands.
5 moral
6 witch
7 cruel
8 ever after
Writing and speaking
9 Ask students to make notes about a
traditional story.
i
¡
HOMEWORK Ask students to write
the story, using their notes from
Exercise 9.
S
I
I
ANSWERS
kept each other company: sat
together as friends
keeping records of: taking notes to
avoid losing
keepyour promises: do what you
promisedtodo
1 don’t forget about the time
2 stay happy, don’t let it bother you
3 not telling others
4 make sure you know everything
5 distract you from what you are
doing
6 write a diary regularly
10 Students tell their story to a partner.
Unit 2 Storytelling
27
2d
2d What a disaster!
What a disaster!
1 The bus broke down on the highway so we
were all left stranded until help could arrive.
2 My pants got caught on the door handle and
as I walked away they tore.
3 I bent the key trying to force it into the lock
and when I tried to straighten it, it snapped.
4 The elevator got stuck between floors
twenty-five stories up.
5 The tires on my bicycle were badly worn and
when 1 hit a bump in the road one of them
burst.
6 My computer froze while 1 was working.
Real life
j
2 ANSWERS
1 Another bus came in 1 5 minutes, i
2 He put his hands over the hole.
3 She had to wait for someone else
to come home.
4 The lights went out and a person
in the elevator started screaming.
5 She fell off the bike and out her hand.
6 Most of the work had been saved
into a temporary fiie.
3^6 Look at the responses below. Tell your
partner which ones were used in each of the
conversations in Exercise 2. Then listen again
and check your answers.
► REACTING TO STORIES
Sympathizing when something bad has happened
Oh, that's awful. ^
How embarrassing!
What a disaster!
Oh, that's really awkward.
^or you!
What a nightmare! ^
Really? Thai's odd.
Really? How strange! /
Vocabulary note
with the class, and check that
students understand them all.
Ask them to work in pairs and say
which ones were used in which
conversations; elicit answers from
the whole class. Don't confirm or
correct their answers. Finally, play
the audio for them to check.
a ^ 7 Listen to these short responses. Notice how
the underlined sounds are either linked (as in been
a) or assimilated (as in what did, where the t of what
disappears and is replaced by the d of did). Repeat
each phrase.
accounts of things that went wrong. Discuss
what you think happened next. Then listen and
check.
Ask the class to mention some
recent disasters (natural or man­
made) they have heard about in
the world. Ask them to comment
on their causes and effects.
3 Read through the expressions
1 Work in pairs. What kind of things do you
2 % 6 Look at these extracts from six personal
Personal response
we were left stranded = on our
own, with nobody around to help
to get caught on something = to
get hooked onto something so
you cannot move without tearing
or breaking it
to bend something = to change
the shape of something so that it
is curved
to snap = to break suddenly
panic-stricken = hit by panic
{stricken is one form of the past
participle of strike)
badly worn = the surface has
become smooth, or there is very
little of it left
a bump = a raised area
4 Pronunciation linking and assimilation
find often go wrong day-to-day: computers,
transport, things in the house, forgetting things?
Warm-up
2e A real-life drama
Real life reacting to stories
That must have been a relief.
So what did you do?
i>
1 Read the opening paragraph from a story
about two men walking in the Amazon
rain forest in Peru. Answer the questions.
. x.r,
.
Hì6 foot was caught in a trap
1 What happened to Rowan?
2 How are fl\e two characters feeling?
Tired, hungry, nervous, unhappy
2 Work in pairs. Identify the events in the story.
b %8
Work in pairs. Underline the sounds in these
sentences that you think are linked or assimilated.
Then listen and check. Practice saying the sentences.
Linked
1 WhaLa nightmare!
2 Oh, that's awful.
3 Hoii^barrassing!
4 Really? That's odd.
Writing a story
Assimilated
5 That was good thinking.
6 Something like that
happened to me.
5 Work in groups. Choose two of the following
topics each and prepare to tell a short story about
something that happened to you. Those listening to
the story should react.
•
•
•
•
•
a time you were lost or stranded
something embarrassing that happened to you
a minor accident you had
a computer problem
a situation when someone you were with
panicked
• a situation where something broke or got stuck
Put them in chronological order.
'I tavc't v\A.oyt," tnijd "Rsujavc, "kuy foot's oau.0ht
liA, soihcethi.kA0 - it's rei^LLy paii^fuiLI' Chris
fervew that R^iwaiA was Stru0gtm0. Hi had
beew
all day about his sore feet
awd they had owly covered a kwiie iwthe Last
half hour Chris was tired too froru
throuyh the thiclejun^Le, but was ea0erto
0et bacfe to the cam-p before it 0ot darle, liiey
weren’t carryiw0 iwawy supplies with thewt
and weither had eatew. awythiw0 for at Least
three hours, "it's probably just a thorw bush or
sorwethiw0/ he ssit4 evMou.rac^iìA^l^,
slowly to see what theprobleru was.
"teeac-h doww awd try to free your foot." B-ut
as he 0ot wearer, he could see that it wasw't
a bush that had cauyht Rowaw but a ruetai
awimaltrap which had clarwped itself flri4A.Ly
to his rÌ0ht awlele.
3 Why does the writer choose to start the story
at the point when Rowan cries out?
Look at the words in bold in these sentences. Try to
work out their meaning from the context. Then check in
a dictionary to see if you were right.
A real-life drama
Speaking
1 "Help," she screamed, "that man took my wallet!"
2 Jin could tell Ping was unhappy because she kept
muttering under her breath.
3 He mumbled something about it being unfair, but I
couldn't catch his exact words.
4 "OK, let's try your way then," she said wearily. She
had lost the energy to argue anymore.
5 "I'll go first," he said bravely, but he was scared.
Warm-up
Personal response
Ask the class to talk briefly about
a recent real-life drama that has
been in the news in the past few
weeks or months.
Moving
6 We edged our way along the narrow path, conscious
of the steep drop to our left.
7 When he heard the car arrive, he leapt to his feet
and ran to the door.
8 She stumbled on a rock and almost fell, but then
regained her balance.
9 We walked briskly for the next hour but then
slowed to our usual pace.
10 She turned apprehensively towards flie door,
as heavy footsteps approached.
Writing
2 Make sure students understand
that they should give the order the
events happened, not the order
they are written in the story.
Do you know any other verbs that describe a particular
way of speaking or moving? Tell the class.
Write the ending of the story (at least five sentences).
Try to use some descriptive verbs and adverbs, but
don't overuse them!
g Exchange your ending with your partner. Did he or she:
Makes the story more dramatic
4 Writing skill using descriptive words
a Look at the highlighted expressions in the
story. Which describe movement and which a
way of speaking? Discuss the exact meaning
of each expression.
Commenting on a good outccNiie
to a bad situation
Phew!
That must have been a relief. ^
That was clever.
That was good thinking. ^
That was lucky. ^
That was a stroke of luck.
2e
• use the different past tenses correctly?
• include some descriptive verbs and adverbs?
Now read other students' stories. Decide which ending
you like best.
Talkirtg about similar experiences
I can sympathize with that.
Yeah, I think I would have done the same thing,
Yeah, something like that happened to me once.
Yeah, I once had the same experience...
IM
ANSWERS
1 Rowan had been complaining all
day.
2 More than 3 hours ago, they ate
something.
3 They weren’t carrying many
supplies.
4 Rowan was struggling.
5 Chris was tired.
6 He wanted to get back to camp
before dark,
7 Rowan cried: “I can’t move!”
8 Chris walked back slowly.
9 Chris told him to try to free his
foot.
10 Chris saw he was caught in a
trap.
Writing skill
m
te'
28
^1^
Pronunciation
Pronunciation note
Make sure students have understood
that linking takes place;
- when one word ends with a vowel (or
is a vowel, as in a) and the next starts
with a consonant, e.g.. It's a long way.
- when one word ends with a
consonant and the next starts with a
vowel, e.g.. He went away.
Assimilation is when one consonant
gets mixed with the one that follows it,
e.g.. He went with them.
I talked to the prime minister.
5 Ask students to make some notes
about what happened to them (or
someone else they know well, if they
don't have a story of their own). Remind
them to use correct intonation in the
reaction comments. Circulate and
monitor students' speaking.
4b ANSWERS
j
6 go very slowly and carefully
ì
7 jumped upc^uicky
[
Í
i
8 tripped over, almost fell
9 walked c[uickly and with energy
10 turned slowly out of fear or worry
6 Ask students to exchange their story
with a partner and check their partner's
story.
7 Ask students to read one another's
stories in groups, or have some
individuals read their ending out to the
rest of the class for comment.
4a ANSWERS
Ways of speaking:
cried = shouted in fear or pain
moaning = complaining about
everything
said encouragingly = speaking in a
happy, supportive way
Movement:
struggling = finding it hard to keep
going
trudging = walking slowly, when tired
walking back = returning the way he
had just come
4c Ask the class to call out other verbs;
list them on the board under Speaking and
Moving (e.g., speaking: whisper, shout, bawl,
chatter; moving: trot, gallop, speed, hurry,
race, crawl) and discuss what they mean.
5 Ask students to write the ending
of the story about Rowan and Chris
individually. This could be done for
homework.
HOMEWORK Ask students to write a
story of their own—real or invented—
in which they use different verbs of
speaking and moving. They can then
bring their stories to class to share and
read.
4b ANSWERS
1 to shout out of danger, fear
2 talking quietly to herself
3 talk so others can’t hear, often
negatively
4 speak in a tired way
5 in a confident way
28
Unit 2 Storytelling
2f
Before you watch
Video
the missing time expressions.
1 Work in groups. Look at the photo and discuss the
History of film
Videoscript
2
Part 1
For over a century,
movies have captured the
imagination of audiences all over
the world. Motion pictures have
allowed us to explore the unknown,
bring histories to life, and allow
generations to dream of living like
the stars of the silver screen.
In the 19th century, inventors
realized they could create the
illusion of motion by presenting
a quick succession of pictures. In
the US, inventors Thomas Edison
and William Dixon exploited this
idea and created the kinetoscope in
1891, bringing motion pictures to
the American public.
In arcades, viewers peeped at short
films in a cabinet-like machine,
which played continuously in
a loop. Before long, projection
allowed large audiences to view
the spectacle at the local movie
theater or nickelodeon. Audiences
were captivated by this new
technology. Everyday life became
entrancing on the big screen.
Soon enough, images of roaring
trains and vaudeville acts were
replaced by the complex story
lines of human melodramas. By
the 1920s, the emerging movie
studio system was centered
in Hollywood, California. The
increasingly expensive productions
drew crowds to fill newly built
movie palaces. And actors like
Mary Pickford and Charlie Chaplin
became stars. They were the new
American aristocracy, a tradition
that continues with Hollywood
blockbusters and movie stars today.
Part 2
Narrator: But outside of
Tinseltown's dream factories,
movies have taken us to new
places and allowed us to see the
world in a different way.
At the turn of the 20th century,
newsmen carried cameras looking
for real spectacles and history in
the making.
6 Watch the video again. Complete the phrases with
Narrator:
questions.
1
1 What do you think the man in the photo is
doing?
2 When do you think the photo was taken?
3 Why do you think the photo is made up of
several images?
2
3
4
You are going to watch a video about the history
of film. Mark the things and people you think you
will see in the video.
an old film projector /
an Oscar statue
a documentary filmmaker ^
an earthquake
a scene from a melodrama ^
Charlie Chaplin ^
a scene from an animated movie
the Arctic
actors arriving at an awards ceremony
5
6
, movies have captured the
imagination of audiences all over the world.
...................., inventors realized they could
create the illusion of motion.
, projection allowed large
audiences to view the spectacle at the theater.
, the emerging movie studio
system was centered in Hollywood, California.
, newsmen carried cameras
looking for history in the making.
documentary filmmakers have
learned to borrow from the studio blockbusters.
7 Roleplay an interview with an actor or
actress
Work in pairs.
3
Student A: Imagine you are a famous Hollywood
actor or actress. Choose who you want to be. Read
the information below and make notes.
Watch the video and check your answers from
Exercise 2. Which other early actor is mentioned in
the video? Mary Pickford
the events in the order they happened.
4 How have studio blockbusters influenced
documentaries?
In places impossible for us to visit, the
camera brings us images of great beauty.
Over the years, documentary filmmakers
have learned to borrow from the studio
blockbusters. While unraveling the
mysteries of distant cultures or ancient
histories, documentaries employ actors,
set design, lighting, costume, and even
computer animation to bring important
moments back to life.
With these tools, we can learn, envision,
and experience the past in a way
inconceivable only a few generations
ago. Who knew that those early
flickering images would have such a
tremendous impact?
4 Give students time to read the
8 Work in groups and discuss these questions.
events. Play the first part of the
video (to 01:36) and ask students
to put them in order.
1 What kind of movies do you prefer watching?
2 Do you enjoy watching documentaries? Why?
3 How important is the movie industry in your
country?
aitade (n) /or'keid/ a pa^ge wth a roof ænl stores on
both sides
«ntrancing (adj) /en'trænsig/ fascinating
flickering (adj) /‘flikarm/ quick-moving and not very ctear
landmark (n) /'tend,mark/ an important hfetorical roorr^nt
loop (n) /lup/ a circle
melodrama (n) /'mela,drams/ an old style of drama that has
exaggerated emotion and action
nickelodeon (n) /.nika'Ioodisn/ an old type of movie theater
peep (v)/pip/look at something through narrowed eyes
promotion (n) /pra'<^ekj'an/ putting an image on a screen
Tinseltown (n) /'tinsal.taun/ another name for Hollywood
train (v) /trera/ point a camera lens at something
vaudeville (n) /'v3d,vil/ a type of variety show
ANSWERS
1 f
j 2 b
iÍ 43 ad
1
Unit 2 Storytelling
They filmed presidential inaugurations,
explorers in the Arctic, and landmark
events like the Wright brothers' flights.
In the hands of explorers and scientists,
the camera has proved to be an amazing
window to the world, bringing home
images of distant cultures and putting the
far corners of the Earth into clearer focus.
Since those early days, documentary
filmmakers have trained their lenses
on reality, showing life in new ways.
Activities that take hours or days to
occur pass by in only seconds. Likewise,
movies can reveal the agility of a hawk
in slow motion.
While you watch
3 Play the video for students to
check their ideas from Exercise 2
and answer the question.
Act out the interview, then change roles. Student B
should choose a different actor or actress.
end). Answer the questions.
3 Name two unusual activities you see as
examples of how documentary filmmakers
have used the camera in new ways.
students to predict which things
from the box they will see.
• background
• career to date (movies and other work)
• how Hollywood has changed over the years
5 Watch the second part of the video (01:37 to the
2 Name three events that the video shows being
covered by early newsmen.
2 Before watching the video, ask
Student B: You are going to interview a famous
Hollywood actor or actress. Read the information
below and prepare questions.
4 Watch the first part of the video (to 01:36). Number
1 What have movies allowed us to do outside of
Hollywood?
ANSWERS
1 sneezing
2 in the late 1 9th century
3 it is an early piece of moving film
After you watch
While you watch
a The projector was developed,
b People watched movies in arcades,
c Hollywood became the center of the studio
system.
d Melodramas became popular,
e Actors became part of a new American
aristocracy.
f Edison and Dickson invented the kinetoscope.
Before you watch
1 Students work in groups. Ask
them to look at the photo and
discuss the questions. Check
answers as a class.
5 Give students time to read the
questions. Then play the second
part of the video (01:37 to the end)
and ask students to answer the
questions.
31
ANSWERS
1 Allowed u5 to 5ee the world in a
!
different way
! 2 Presidential inaugurations,
j
Explorers in the Arctic, Wright
i
brothers’flights
i 3 A plant growing, A hawk flying
i 4 They have employed actors, set
design, lighting, costumes, and
computer animation to bring
important moments to life.
i
ANSWERS
1 For over a century
2 In the 19th century
j 3 Before long
I 4 By the 1920s
j 5 At the turn of the 20th century
j 6 Over the years
After you watch
7 Students work in pairs to role-play
an interview with an actor or actress,
according to the instructions.
8 Students work in groups to discuss
the questions.
6 Ask students to read the
sentences from the script. Then
play the video for them to
complete them.
Unit 2 Storytelling