Resource used. Cassette/CD. Background

Cassette/CD. Background

See Exercise 2 Tapescript for information about the three novels.

Warm-up

Exercise 1

■ Give students time to read the questions, look at the photos and discuss their answers in pairs.

■ Students discuss their answers as a class, describing the people in the photos and saying what they know about the stories and the characters. If appropriate, introduce some of the Key Words.

О Exercise 2

■ Complete the first answer (a) with the class. Students then work individually, matching the remaining information in the table.

■Play the recording for students to check their answers.

Answers

a Miguel de Cervantes; Spain; Sancho Panza, Don Quixote b Tolstoy; Russia; Anna Karenina, Vronsky с Emily Bronte; Engtand, Cathy, Heathcliff

Tapescript

1 Well, I'm studying Spanish Literature in my spare time and one of my favourite stories is Don Quixote. It was written by Miguel Cervantes and it was the first novel ever in any language. I haven't read it in Spanish, ifs too difficult, but I've read bits in English. I've seen the film, with subtitles in English, of course! Quixote is a fantastic character. He's romantic and rather crazy! He travels around sixteenth century Spain with his servant, Sancho Panza, having adventures. Some of them are really funny, especially the one when he attacks some windmills because he thinks that they are enemies. What I like about Quixote is that...

2 My favourite story of all time has to be Anna Karenina, the novel by Tolstoy. Ifs set in St Petersburg, Russia in the nineteenth century. Ifs a long book, about nine hundred pages, I think. I must admit, some parts are not so interesting, but the story is fantastic. I really love the main character, thafs Anna. She's married to this really old and boring man and then she meets Vronsky, this really good-looking man. I won't tell you any more. Ifs definitely a 'must read'!

3 Personally, I think one of the best novels ever is Wuthering Heights. The story's set in the North of England in the nineteenth century and it was written by one of the BrontS sisters - Emily. There's a classic film of it with Merle Oberon and Lawrence Olivier. Well, the story is about both love and hate - it isn't the typical romantic novel. Heathcliff is an orphan and is taken in by a farmer. The farmer's son hates him but he and the daughter, Cathy, fall in love. But Cathy marries someone else and Heathcliff goes away. When he comes back he is full of hate and wants to destroy Cathy and all of her family...

О Option 1

■ Divide the class into three groups. Tell each group to focus on one of the listening texts to find out more information about one of the novels. Play the recording again. Each group in turn tells the class their extra information.

О Option 2

■ Play the first listening text again. Write the last incomplete sentence on the board:

What I like about Quixote is that...

■ Students work in pairs or small groups, discussing how the speaker might continue. Monitor the activity, helping with vocabulary if necessary.

■ The groups feed back to the class.

Exercise 3

f KEY WORDS: Stories Kinds of story: adventure, crime, detective, ghost, historical, horror, love, science fiction, spy, travel Adjectives: boring, complicated, educational, exciting, fantastic, fascinating, funny, hilarious, imaginative, interesting, outstanding, romantic, scary

■ Students read through the questions and the Key Words. Remind them to check the meaning and pronunciation of the Key words in the Mini-dictionary. Students may find it helpful to think of an example or two of each type of story.

■ Give students time to think of their answers to the questions.

■ Students then work in pairs, taking turns to talk about their answers to the questions. Monitor and check the use of the Key Words.

■ If you wish, the class can vote for their favourite writer, the best book and the best film or play.

Objectives

■ To practise reading strategies to match paragraphs with gaps in a story.

■ To practise using modifiers.

■ To retell a short story. Troubleshooting

If students tend to read at sentence level rather than discourse level (i.e. connecting sentences within a paragraph and connecting one paragraph with another), they may benefit from explicit guidance in recognising the function of linkers and reference words, e.g. see Option 2 after Exercise 2.

Background

Herbert George Wells (1866-1946) was a British novelist. He studied science in London. He wrote over sixty novels including The Time Machine and The Invisible Man. His many historical, political and scientific works were very popular and he was one of the most influential thinkers of his age.

Routes through the material

>- Short of time: give some of the exercises for homework, e.g. Exercises 2 and 6.

>- Plenty of time: do the Options.

>• 2 classes for this lesson: break after Exerase 3.

Before you start Exercise 1

^ KEY WORDS ⁴

Nouns: cab, laboratory, microscope, slide, slippers, test tube, top hat

^ Verbs: get out of, hold, look at, wave goodbye___________

■ Students read through and check the meaning of the Key Words in the Mini-dictionary. They then use the Key Words to describe what is happening in the pictures. Encourage students to guess where and when the story takes place.

Reading

Exercise 2

■ Read through the Strategies with the class. Point out that in order to fit in the missing paragraphs, students need to understand the gist of the story but are not expected to understand every word. They should pay particular attention to linkers and reference words. Students may find it helpful to revise the functions of some common linking words, e.g.just then, suddenly, when, by this time.

я Give students time to read through paragraphs 1-5. If you wish, read the first section of the story and complete the first gap (A) with the class, checking that students are aware of the linkers (Just then, When) and reference words (he, his wife, his visitor), я Students then work individually, reading the rest of the story and fitting in the missing paragraphs. Students can compare answers in pairs before checking answers.

МШ 2 5 The Chase

■ When checking answers, ask students to explain the reasons for their choice of paragraphs.

Answers

A 4 B1 C3 D 5

Option 1

■ Check understanding of some of the words and phrases in the story by asking students to explain or translate them into LI, e.g. cholera bacillus, forging a letter of introduction, keep his balance.

Option 2

■ Ask students to look at the last paragraph of the story. Write these sentences from the paragraph on the board. Ask students what the underlined words are referring to:

You see that man (the visitor/young man) who came round to the house is an anarchist, though I didn't know that (he is an anarchist) at the time (when he came to the house). I was showing him (the anarchist) a new bacteria we (the scientist and his colleagues) have that makes monkeys turn blue. Like a fool I said it (the new bacteria) was cholera. And he (the anarchist) stole ft (the new bacteria).

Exercise 3

■ Give students time to read the questions, refer back to the story and think about how to express their answers I in their own words.

■ Point out that there are different ways of expressing eaa answer. Ask two or three students to answer each question.

Suggested answers

1 He wanted to find out if the scientist had got any cholera bacillus. He planned to steal it.

2 He told him about the horrible effects of cholera but said the bottled cholera was safe in his laboratory.

3 Because he realised the young man had stolen the bacteria in the test tube.

4 She thought it proved that her husband was crazy.

5 He broke it when he tried to steady himself in the cab. He drank it because he realised he couldn't carry out his original plan to poison London's water supply - he wanted to be the first to die from cholera.

6 Because the anarchist had taken the wrong test tube and a. that would happen was that he would turn blue. Open answers: encourage students to speculate about what happened to the young man and how the story might continue.

Option

■ Write on the board: absent-minded, eccentric, fanatical, mad, nervous, patient. Ask students which of these words best describe the moods of the three people in the story. Students can use the Mini- dictionary to help them.

■ Students discuss their answers as a class. Encourage them to refer to specific phrases and incidents in the story and give reasons for their answers.

Suggested answers

the scientist: absent-minded, eccentric; the anarchist:

Skills Focus

fanatical, mad, nervous; the wife: patient

Vocabulary: Modifiers

Exercise 4

• Look at the first four items with the class for students to say if the modifying adverbs modify adjectives or adverbs.

■ Students then complete the exercise. When checking answers, point out that fast can be an adjective or an adverb.

Answers

All modify adjectives, except 4 (very violently) and 9 (extremely fast).

• Students put the words in two groups: those that make words stronger and those that make them weaker.

Answers

stronger: completely, very, absolutely, totally, extremely, really, incredibly

weaker: a bit, rather, quite, not very

Option

■ Ask students to look at the text and find the sentences containing the phrases 1-12.

■ Ask individuals to read aloud the sentences. Correct any serious pronunciation errors

Exercise 5

■ Read through the explanation and examples with the class. Point out that the meaning of very strong adjectives like fantastic, excellent, fatal cannot be made any stronger.

Exercise 6

■ Ask one of the students to read out the example sentences. Elicit two or three more sentences about things your students did last week, e.g. food they ate, films they saw, places they visited, people they met.

■ Students write five sentences containing modifying adverbs. Monitor and point out any errors to be corrected.

■ Students form small groups and read each other's sentences.

■ Each student can then read out one of their sentences to the class.

Speaking

Exercise 7

■ Read aloud the instructions. Explain that students get a point if the sentence is correct grammatically and if the content is correct.

■ Ask three students to read aloud the example sentences. Elicit suggestions for the next sentence from the class.

■ Give students 30 seconds to read through the story.

■ Students close their books. In groups, students retell the story. Monitor but do not interrupt fluency.

■ Students then retell the story as a whole class. Help them to correct any serious errors.

■ Students may like to look at the text again to check that they have not omitted any important stage of the story.

6 A Memory---------------

Objectives

■ To read an extract from an autobiography and choose a suitable title for it.

■ To practise using the Past Perfect and Past tenses.

■ To tell a funny story. Grammar

In this lesson, we present the Past Perfect tense used to talk about past events that happened before other past events that have already been mentioned in the conversation or story. We try to teach the Past Perfect in a way that makes students understand why and in what contexts the Past Perfect is needed, rather than make them rely on adverbs like after, as soon as and before, which are often used with this tense.

It is worth noting that with after and before the Past Perfect is often unnecessary because the linking word makes the sequence of activities obvious, and using the Past Perfect would only mean repeating the same information twice. Actually, using the Past Perfect with after and before, when it is redundant, suggests a cause-result relationship between the events.

As soon as requires the use of a Perfect tense, in this lesson the Past Perfect (compare time clauses referring to the future when the Present Perfect is a natural choice).

Troubleshooting: Students may have problems positioning adverbs correctly in Past Perfect sentences (see Exercise 9).

Background

Groucho Marx (1890-1977) was one of a family of American comedians, known as The Marx Brothers (Groucho, Harpo, Chico and Zeppo). They appeared in many films such as Animal Crackers, A Night at the Opera and Duck Soup. Groucho was known for his wit, peculiar walk, his painted moustache and a big cigar. Students who are careful readers may query Groucho's own arithmetic in this story. He has twenty cents for four tram tickets. However, after buying two tram tickets to get to the cinema and spending ten cents on candy, he still has enough money for one tram ticket to get home!

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