Routes through the material. »• Short of time: give some of the Writing Workshop for homework; shorten the Talkback activities.

»• Short of time: give some of the Writing Workshop for homework; shorten the Talkback activities.

»- Plenty of time: do the Options.

»- 2 classes for this lesson: break after Speaking Talkback.

Listening

Before you start Exercise 1

■ Read through 1-4 with the class. Students use the Mini- dictionary to check the meaning of the words.

■ Students then look at the photos. In pairs, students say who they can see in the photos and then discuss their answers as a whole class.

Answers

A Ku Klux Klan В FBI agents С the civil rights movement

Exercise 2

■ Read through the Strategies with the class and check that students understand the term stressed words, as opposed to stressed syllables within a word.

■ Ask students to look at the sentence in the Strategies box and decide which words are important (I saw a great film last night on tellv). Elicit what sort of words are usually important, e.g. nouns, verbs, adjectives. Ask individual students to say the sentence, stressing the important words. Point out that there are different ways of emphasising certain words in the sentence depending on the context.

■ Give students time to read through the questions and multiple-choice answers in Exercise 3 and to underline important words. Students can check the meaning of unfamiliar words in the Mini-dictionary.

A Film Plot О Exercise 3

■ Play the recording twice for students to answer the questions, using the Strategies.

■ As a class, students discuss whether they would like to see the film or not, giving reasons.

Answers

lb 2b 3c 4a 5c 6a 7b 8c

Tapescript

Helen: Hey Dan, I saw a great film last night on telly. Dan: Yeah. What was it?

Helen: Well ifs quite an old film but ifs really brilliant. Ifs called Mississippi Burning. Dan: Oh? What's it about?

Helen: It takes place in the South of the USA in the early 60s - in Mississippi.

Dan: Is it about the Ku Klux Klan?

Helen: Yeah. You see, the civil rights movement was trying to get equal rights for black people. But the Ku Klux Klan was trying to stop them and frighten the black population. Dan: Right. My dad was talking about it. So what happens? Helen: Well, it starts with a scene at night. These three young civil rights activists are driving along. Then they get stopped by the police and they are killed. Dan: By the police?

Helen: Yeah, the local police. After that, these two FBI men are sent to investigate. One is a young college boy from the North - that's William Dafoe. The other's an older guy from the South - Gene Hackman. He's brilliant. Dan: Mm, he's a great actor.

Helen: Well, the town sheriff and the deputies give the FBI

guys no help at all. But then they find the young activists' car

and they know ifs murder.

Dan: Wow - and what happens after that?

Helen: After that, the Ku Klux Klan try to frighten the black

population. They don't want them to talk. So they attack their

church and burn it. Ifs really horrible.

Dan: Yeah, I can imagine. Sounds terrible!

Helen: But the older guy, Gene Hackman, speaks to the wife

of one of the deputies. Thafs Frances MacDormand. She

doesn't like the Ku Klux Klan so she gives information to the

FBI about it.

Dan: Thafs a pretty brave thing to do.

Helen: Mm. And in the end, the information she gives them

helps them find out all the people who are in the Ku Klux Klan

and who did the murder. Her husband is one of them. They

arrest them all and they get sent to prison.

Dan: Right. Oh good!

Helen: At one point you think that Frances MacDormand is going to go away with Gene Hackman, but she ends up staying in the town. Dan: Sounds interesting.

Helen: I think ifs one of the best films I've ever seen. The acting is brilliant and ifs really exciting. Dan: Mm, I'd like to see it.

О Option 1

■ Write on the board:

It takes place... It starts with... Then... After that...

In the end... (She) ends up by...-ing...

Play the recording again, pausing it after each sentence containing one of the phrases on the board for students to listen and say the sentence.

О Option 2

■ Ask students to listen and make a note of positive adjectives (e.g. great) and negative adjectives (e.g. horrible). Play the recording, twice if necessary.

Answers

positive: great, brilliant, brave, good, interesting, best, exciting; negative: horrible, terrible

Speaking

iefore you start

Exercise 1

■ Before reading the Strategies, ask students what they do if they think they have made a mistake when speaking English. Do they always know if they have made a mistake? Do they correct themselves? Do they carry on speaking?

Exercise 2

■ Read through the Strategies with the class. Tell students to try and use these Strategies, if necessary, in the speaking activities they do.

УИпд a Film Plot

Stage 1

■ Read through the points with the class.

• Students write notes about the plot of a film they have seen recently. Help with vocabulary where necessary.

Stage 2

■ Read aloud the example sentences. Draw students' attention to the use of the Present Simple and the Present Continuous.

■Students work in pairs, telling each other about the plot of their film and using the Strategies, if necessary, to real with mistakes. Monitor the activity and make a note rf any general mistakes that the majority of students are ~a<ing.

• As a class, students discuss the most common mistakes they were aware of during their speaking activity. Encourage them to correct the mistakes themselves. If necessary, do some remedial work with the whole class at a later stage.

Talkback

■ Students say which film their partner chose, then the class votes for the best film.

Writing

iefore you start

Lxtrdse 1

• ^:.ead through the headings with the class and ask students to guess the order of them.

■ Students read the story quickly to match the paragraphs -jrd the headings.

An Adventure Story Stage 1

ш Read through the instructions and the separate points with the class. Elicit suggestions for different plots to help students with ideas. ■ Students make notes about the story. Some students may find it helpful to work in pairs for this stage of the activity. Monitor and help with vocabulary if necessary.

Stage 2

я Students write their stories in four paragraphs, using linking words and then check the stories for mistakes. If you wish, students can work in pairs and help each other with the corrections. Monitor and point out any remaining serious errors for students to correct.

Talkback

я Students work in small groups, reading each other's stories and deciding which story they like best.

Option

■ Each group reads aloud their 'best' story to the class and says why they chose it.

■ The class then votes for the best story.

ansae rs - Bering the scene В what happened to start with Mveloping the story D ending to the story • —те, read through Writing Help 2 on page 140 with ~«e class.

• -r.-se students to read through the story first before nq start completing it with the linking words. Students 3- compare answers in pairs before checking answers as

2 class.

■:tedc answers by asking individuals to read aloud the

artences.

*#ore 2 by the time 3 when 4 Just then 5 later:.ddenly 7, After 8 Luckily 9 Immediately 10 Somehow: last 12 In the end 13 While

used to and would

Language Problem Solving 2

The main difference between would and used to is that would can be used with activity verbs only, while used to can be used with both state and activity verbs.

More precisely, would can't be used with some activity verbs (live, work, study) if they denote long-lasting actions rather than events.

In Exercise 4, item 4 there is an interesting example of how adverbs are used with would and used to. Word order varies in the following way: In the morning we would always/always used to sit together and eat breakfast.

Mini-grammar: 6.11

Exercise 1

■ Students read the text quickly to answer the question.

Answer

his mother

Exercise 2

■ Students read the text again and complete the table.

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

Answers

1 used to 2 would 3 use to 4 wouldn't 5 use to б Would

■ Students read out more examples of used to and would from the text and answer the question.

Answer

People did these things regularly. Exercise 3

■ Students work in pairs, reading the sentences and working out which verbs cannot follow would (state verbs).

■ Students can check back in the text to confirm that verbs following would are activity verbs.

Option

■ Give students 30 seconds to read the text in Exercise 1 again. Students then close their books.

■ Ask students to say as many sentences as they can about Groucho's mother and father using used to and would in positive and negative sentences.

Exercise 4

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

Option

■ Write the following people on the board:

a night worker e a person on a diet

b a retired businessman f a former marathon runner с a retired actress g a businesswoman

d an athlete

Read out the sentences below and ask students to say which of the people could say the things (there are two extra people).

11 would spend every weekend in business meetings, (b)

2 When I was younger I used to run 20 miles a day. (f)

3 I used to go to bed at 7 a.m. (a)

4 I would eat a dessert after every meal, (e)

5 I didn't use to enjoy the Oscar Awards Ceremony, (c)

Exercise 6

■ Students look at the two pictures and read the example sentences. Elicit a description of each picture separately to check that students have sufficient vocabulary to compare them.

■ Students then work individually or in pairs, writing sentences about the pictures using used to and would. Monitor the writing.

■ Each student reads a sentence to the class. The class can see how many different sentences they have made.

Option

■ Write on the board:

What did you use to do when you were six/nine? I used to... I didn't use to... I would... If you wish, give students some example sentences by talking about yourself when you were six, e.g. I used to hate vegetables. I didn't use to ride a bike. I would play with my friends after school, ш Students make notes about what they used to do when they were six or nine.

■ Then, in pairs, students tell each other what they 'used to' do.

■ Some of the students tell the class about their partner.

Answers

1 used to 2 used to/would 3 used to 4 would (the word order with used to is we always used to sit) 5 used to/would б didn't use to 7 used to 8 would/used to

Exercise 5

■ Read the example sentences about 'a millionaire who has lost all her money' with the class. Encourage students to suggest more sentences for this person.

■ Students write two or three sentences for each of the other people. Remind students to use both positive and negative sentences. Monitor the writing.

■ Students then work in small groups, reading each other's sentences and seeing how many different ideas they had.

Culture Corner 2

Resource used

Cassette/CD.

hcrrise 1

OY WORDS: Crime ^

•erbs: arrest, get away, rob, shoot, steal Houns: gang, outlaw, victims

Adjective: wanted________________________________________ j

• As[3] students if they know anything about Jesse /'djesi/ la^es. Encourage them to say what they know and to look at the photos and guess what sort of man he was,

-ere and when he lived and what he did in his life.

• Students read the text about Jesse James. Tell them not ta worry about understanding every word at this stage.

• *ead through the Key Words with the class. Students find

Key Words in the text and guess the meaning. Students then use the Mini-dictionary to check the weaning.

Exercise 2

•?ead aloud the instruction. Ask students why the word -его is in speech marks (because Jesse James was a 3- ^inal and so was not a typical 'hero'). Read through r* reasons (a-f) with the class and check vocabulary. Students then read the text again and choose reasons •~y they think Jesse James became a 'hero' in Missouri.

• --en checking answers, ask students to refer back to the t»xt and give reasons for their answers.

■ Group students in teams of four to six. In turn, each team tells the class a fact about Jesse James. Award points for correct information. The game stops when the teams cannot add any more information. The winner is the team with the most points.

Exercise 5

■ Students work in small groups, discussing what they think the sentence means.

■ The groups exchange ideas as a whole class and see how much general agreement there is.

Suggested answer

a hand refers to his skill at shooting with a gun; a heart refers to his kindness to the poor; a brain refers to his intelligence and ability to plan successful robberies.

Exercise 6

■ Elicit from the class the names of famous outlaws in their country. Encourage students to pool what they know about each of the outlaws.

Option

■ Each student chooses one of the outlaws to research and make notes about (at home or in class).

■ Students then use their notes either to give a short talk to the class or to write a text (three to four paragraphs) about their outlaw.

i-ogested answers

: с d f

h*rrise 3

• Students work individually or in pairs, reading the song nd checking new words in the Mini-dictionary.

■ - rodents may like to guess the correct order of the verses:<rore they listen to the recording.

• -"lay the recording once for students to put the verses (A-E) in the correct order. If necessary, play the ••cording again.

*»swers

С A (Chorus) E В (Chorus) D (Chorus twice)

Review 2

Objectives

■ To check and consolidate grammar studied in this module: Past Simple, Past Continuous and Past Perfect; would and used to.

ш To revise multi-part verbs.

■ To revise modifiers and adjectives.

■ To practise pronunciation of contractions.

■ To practise pronunciation of the sounds /эо/ and M.

Resource used Cassette/CD.

Routes through the material

»- Short of time: give some of the Review exercises for homework.

Grammar

Exercise 1

■ Ask students to look at the picture and describe what is happening. Can students explain why the cow is flying?

■ Students complete the text and see if their explanations for the flying cow were correct.

Pronunciation: Contractions О Exercise 2

■ Students listen to the recording and check their answers. Answers

1 was sailing 2 was raining 3 didn't feel 4 hadn't had 5 hadn't caught б heard 7 was flying 8 hit 9 destroyed 10 got back 11 didn't believe 12 showed 13 had told 14 was flying 15'd gone 16 had thrown

■ Students listen again and write down the contractions

they hear.

Answers

didn't feel, hadn't had, hadn't caught, didn't believe, 'd gone

■ After checking answers, students can practise reading the story aloud and using the contractions.

О Exercise 3

■ Students listen to the six sentences containing the contraction'd. After playing each sentence, pause the recording and ask students if the contraction replaces would or had.

я After students have checked their answers, play the recording again for them to listen and repeat the sentences.

Answers

1 would 2 had 3 would 4 had 5 had 6 would

Exercise 4

■ Students read the notes about two famous people and write sentences using would, used to or the Past Simple.

Suggested answers

(Note: the sentences with would could also be used with used to.)

She used to live in a pink house. Her rooms were painted pink. She had pink furniture. She would always wear pink clothes. She would drive everywhere in a pink car. She would take her dog for walks - the dog was pink too. Alfred Hitchcock would always have small parts in his own films. He didn't speak but appeared in some part of the film. Sometimes he would be a man standing on a street corner. At other times, he would sit on a train or bus. In one film he appeared in a newspaper advertisement for losing weight.

Vocabulary

Exercise 5

■ Advise students to read through the text quickly before they start completing the multi-part verbs.

■ Check answers by asking individuals to read aloud the sentences.

Answers

1 for 2 in (love) with 3 out with 4 in Exercise 6

■ Read through the instructions and the titles of the stories with the class. Elicit more modifiers and adjectives from the students.

■ Give students time to look back at the stories and think about their evaluation of them.

■ Students then discuss each story in turn, giving their opinion of the story.

Pronunciation: Vowel Sounds (1) О Exercise 7

■ Say the example words for the two sounds and ask students to repeat them. Go through the example answer.

■ Students work in pairs, putting the sounds in the irreguVar verbs Srito \>no

■ Students listen to the recording and check their answers.

■ Students listen again and repeat the words.

Answers

Group 1: broke, chose, drove, rode, spoke, told, woke, wrote Group 2: bought, caught, saw, taught, thought, wore

Exercise 8

■ Students work in pairs, working out the words in the proverb.

Answer

There is no smoke without fire.

■ Students discuss the meaning of the proverb (If you hear a rumour, there is probably some truth in it) and whether they have a similar proverb in their language.

Check Your Progress

■ Students look back at the Module Objectives. In groups, students discuss the answers to the three questions.

■ The groups can then report back to the whole class and see if there is general agreement about the answers.

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