Routes through the material. >- Short of time: shorten the discussion in Exercise 1; give some of the exercises for homework, e.g

>- Short of time: shorten the discussion in Exercise 1; give some of the exercises for homework, e.g. Exercises 8, 9 and 10.

»• Plenty of time: do the Options.

s» 2 classes for this lesson: break after Exercise 6.

Before you start

Exercise 1

■ Find out how many students use the Internet for news and ask them which websites they find useful. Ask students what news stories they have found recently on the Internet. If several students in your class do not use the Internet for news, encourage them to talk about the sources of news they use.

Exercise 2

^ KEY WORDS: Disasters

aid, casualties, earthquake, homeless, rescue teams, ruins, tsunami, wave

■ Give students time to read through the Key Words and check the meaning and pronunciation in the Mini- dictionary.

Млк f 14 Breaking News

■ Read aloud the headline and the caption for the photo. Students use the Key Words to answer the questions and talk about the photo. Accept all plausible answers.

Exercise 3

■ Read through the questions with the students and check that they understand the vocabulary.

■ Students read the article quickly to answer the questions. Students can compare their answers in pairs before checking answers as a class.

■ If you have a wall map of the world, display it so that students can see where Sumatra and the Bay of Bengal area are.

Answers

1 There was an earthquake. 2 It registered 8.9 on the Richter scale. 3 They are going to send aid and rescue teams.

Presentation

Exercise 4

■ Read through the first sentence in the table (Present Simple) with the class and do the next two sentences (Past Simple, Present Continuous) with the whole class.

■ Students then work individually, referring to the text and completing the sentences.

■ Check students' answers by asking them to read the sentences aloud.

Answers

2 were 3 are being 4 were being 5 have been 6 had been 7 is going to be 8 wilt be 9 can't be

Exercise 5

■ Ask students why the 'doer" is not given in each sentence (in sentence 1, we know that a surgeon performed the operation but his/her name is not really important to us - the most important thing is that the patient had the operation; in sentence 2, we do not know who the thief was).

■ Students match the sentences with the uses of the passive.

Answers

la 2 b

■ Students then find similar examples of the passive in the text and read them aloud.

Exercise 6

■ Students read the two sentences and then complete the rule.

Answer

is

Practice

Exercise 7

■ Do the first item with the whole class. Then students work in pairs, identifying the tenses used and the uses of the passive.

Answers

1 will + be + 3rd form (the 'doer" is important)

2 Present Continuous (the 'doeK, the police, is obvious)

3 Present Simple (we don't know who the 'doer' is)

4 Present Perfect (the 'doer⁷ is obvious)

Grammar Focus-

5 Past Simple (the 'doer' is important)

The Passive--------------------------

Exercise 8

• -^::-dents do the exercise individually, then compare their

answers in pairs before checking answers as a class. ■ Check answers by asking students to read the sentences

aloud.

Answers

: 4as just been offered 2 Was the Oscar ceremony reported 3 will be replaced 4 was voted 5 Will his next book be:ublished 6 not be watched, be shown 7 are being watched

Option

• Develop the 'entertainment' theme from sentences 1-6 and give students practice using the passive in a different context. Write on the board: write, compose, direct, produce, film, make, sing, play, ш Students work in pairs, making sentences in the passive about a film, TV series or musical they know well. Tell them not to give the title of the film in their sentences. Give them some examples to start with, e.g. The hero in this film is played by.../The story was written by.... ■ The pairs then read their sentences to the rest of the class, who have to guess the title of the film, TV series or musical.

Exercise 9

• Before students do the exercise, remind them that the 'doer' may be omitted in some passive sentences.

■ Check answers. If students use the by + noun phrase in number 5, point out that nobody changes to anybody in the passive sentence.

Suggested answers

1 The driver was fined for speeding. 2 She has been sent lots of birthday cards. 3 The meal was being served when the lights went out. 4 The prime minister was asked a lot of difficult questions by journalists. 5 I haven't been told what to do (by anybody). 6 He was being followed by the police until he got home. 7 He wasn't asked about the accident.

Answers

... there is optimism that lives can be saved. Rescue teams have been sent to the city by many countries such as... and it is still hoped survivors will be found.... medical and rescue workers were surrounded by queues of injured people. Their journey to the disaster zone had been hampered by difficult travelling conditions... We are optimistic that more can be brought out alive... If anyone has been trapped, there is a good chance they will be found. Snake-eye cameras... were used to locate survivors/Survivors were located by snake-eye cameras...

Exercise 11

■ Give students time to read through the cues, then elicit some example sentences from the class about things that are being reported in the international, national or local news.

■ Students work in pairs, making sentences about events in the news at the moment. Monitor and help students correct any errors in their sentences.

■ The pairs then work in small groups and talk about what's in the news.

Exercise 12

■ Read through the instructions with the class. Ask four students to read aloud the example sentences. Give students time to think of passive sentences about themselves.

■ In groups of four, students take turns to say their sentences. The members decide if each sentence is grammatically correct. If they cannot agree, they can ask you for a decision. The students who say the most correct sentences win.

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■ The groups can then tell the class some of their sentences.

Option

■ Ask students questions to be answered in the passive, giving the 'doer'. Give an example first: Who wrote Huckleberry Finn? (It was written by Mark Twain). Other questions: Who invented the telephone? (It was invented by Alexander Graham Bell); Who discovered America? (It was discovered by Christopher Columbus); Who won the last World Cup?

■ Students can then work in small groups, preparing their own questions to ask the rest of the class. (Tell students to make sure they know the correct answers to their questions.)

Exercise 10

■ Read through the newspaper report with the class.

■ Work through the first paragraph with the whole class, discussing if the passive can be used and, if so, changing the verbs.

■ Students then work individually or in pairs, rewriting the report using the passive where possible.

■ Check answers by asking individuals to read out the changed sentences.

Млк *

15 The Price of Fame---------

O bjectives

■ To practise listening for specific information.

■ To practise using media vocabulary.

■ To practise giving opinions, agreeing and disagreeing.

■ To practise using multi-part verbs.

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