Vocabulary

Newspapers• Reporting verbs•

Grammar

Past perfect• Past perfect: questions•

Reported speech• say • and tell

Reading

In the news• Culture: Why gossip?•

Listening

Press conference •

Speaking

Invent a news story• Hold a press conference• English you need: Gossip•

Pronunciation

Vowel sound:• /ɜː/

Writing

A news article• Time connectors•

Extra Resources

➟ My Portfolio pages 28–29➟ Multi-ROM Grammar, Vocabulary

and Pronunciation ➟ Tests

Teacher’s All-in-one Book

➟ DVD

➟ Mixed-ability Worksheets ➟ Speaking activities

Newspapers

Warmer

Write • The front page on the board, and ask students what they think it is. Explain that it is the name for the front cover of a newspaper.

Teach the word • story (a news article in a newspaper), and ask students to write what they think the main story is on the front page of today’s newspapers. Which one did most students choose as today’s main story? If convenient, take a copy of the day’s newspaper to class. Show them the front page and compare their ideas with the main story in the paper to find out if they were right.

1 3.1

Students match the words with the parts of the • newspaper.

Play the CD to check answers.•

Play the CD again. Students repeat the words. • Point out that the pronunciation of -tion at the end of caption and section is /ʃən/, and that the second syllable of cartoon is stressed.

Answers / Transcript 1 front page2 local news3 caption4 weather forecast5 headline

6 horoscope7 sports section8 world news9 cartoon

Reinforcement

• Students write a word that they would expect to see in four parts of a newspaper, for example: match – sports section, windy – weather forecast.

• Students tell a partner their words. Can their partner guess the part of the newspaper?

Extension

• Students think of two current news stories in the world news, local news, sports section or weather forecast of today’s newspaper. They write a headline for each story and the caption for a photo to accompany them.

• Students tell a partner the headlines and captions. Can their partner guess which part of the newspaper they come from?

2Students answer the questions.•

Answers Students’ own answers

Consolidation

• In pairs, students ask and answer the questions in exercise 2.

• Ask some students to tell the class about their partner’s newspaper reading habits.

➟ Student’s Book Word List page 109

➟ Workbook Word list page 106, Vocabulary page 108

166

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79

Grammar Past perfect •

Past perfect: questions•

Reported speech•

• say and tell

Vocabulary Newspapers •

Reporting verbs•

Speaking Invent a news story •

Hold a press conference•

Gossip•

Writing A news article •

Time connectors•

Pronunciation Vowel sound: • / ː/

Newspapers

2 Answer the questions.

1 Do you ever read a newspaper? I sometimes read a free newspaper when I’m on the bus.2 If so, what newspapers do you read? What part of a newspaper do you read fi rst? What other

parts do you read?3 If not, why not?

1 Match the words with the newspaper. Listen and check. Then listen and repeat.

1 – front page

caption | cartoon | front page | headline | horoscope local news | sports section | world news | weather forecast

1

2

3

7

5

8

4

6

Page 28My Portfolio

9

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167

Students learn vocabulary for talking about newspapers.

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168

80

1 Look at the headlines. Then answer the questions.

1 Who did the boy go to see? Why? Maybe he went to see his girlfriend.2 What do you think happened?

2 Read the stories. Were your ideas correct?

3 Where do you think the boy was? 4 What do you think he was doing?

3 Read the two news stories and correct the sentences.

Story 11 His parents knew he was going to

Stockholm. They didn’t know about his plans.2 The police stopped him in Stockholm.3 He hitchhiked back to Milan.

Story 24 The lightning didn’t hurt the boy.5 He phoned his girlfriend on Christmas Day.6 His trainers were a Christmas present from

his girlfriend.

Boy travels 2,000 kilometres to keep holiday romance alive

Trainers save boy’s life in lightning strike

An Italian boy hitchhiked 2,000 kilometres to see a girl in Sweden. The fi fteen-year-old had met the girl on holiday, but couldn’t stop thinking about her when he got back to Milan.

Enzo Rossi was stopped by police at a motorway service station near Stockholm because his parents had reported him as missing. They were worried because he hadn’t told them about his plans.

When they heard his story, the police contacted the girl’s parents. They agreed that the youngsters could meet. But when the girl’s father arrived, he drove the boy straight to the airport. His daughter had decided that she didn’t want to see the boy again.

A boy was saved by his trainers when lightning struck his house. The boy was speaking on the phone when a huge shock made him scream with pain and drop the handset.

The fi fteen-year-old boy was talking to his girlfriend about the presents they had received on Christmas Day when the lightning struck. He heard a crash of thunder, felt a shock up his arm and then the lights went out. He later found out that the rubber soles of his trainers had saved his life. He had only had them for 24 hours.

Alex’s mother, a single parent, had saved for a long time to buy the trainers, but said that they were the best thing she had ever bought.

1

1

2

2

1

Students learn to extract information from newspaper articles.

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In the news

Warmer

Students close their books. Dictate the two • headlines in exercise 1. Students open their books to check answers.

Check students understand the headlines. Explain • that in English headlines, a present tense is often used to talk about the past. This makes the story feel more immediate. Also point out that words like a(n) and the are often cut to make a headline as short as possible. Can students suggest what complete sentences the headlines come from? Write the complete sentences on the board:

A boy travelled 2,000 kilometres to keep a holiday romance alive.A pair of trainers saved a boy’s life in a lightning strike.

1

Students look at the headlines and then answer • the questions. Point out how they can use maybe to speculate about what happened in the stories. Also make it clear that students’ answers are just ideas. They will find out exactly what happened in exercise 2.

Answers Students’ own answers

Consolidation

• In pairs, students compare their answers to the questions in exercise 1.

• Ask some students to tell the class their answers. Are their ideas very different?

2 3.2

Check students understand the following words • and phrases from the news stories: struck (the past of strike, for example lightning strikes), hitchhike, shock (an electricity discharge), pain, motorway, handset (of a phone), crash (a loud noise), thunder, rubber (the material), service station, sole (of a shoe), report somebody as missing. Ask students which story they think each of the words is connected to.

Students read and listen to the stories and find • out if their ideas in exercise 1 were correct. Did any students predict exactly what happened in either story?

Answers

1 He went to see a girl in Sweden who he met on holiday because he couldn’t stop thinking about her.

2 The police stopped him before he reached the girl’s house, and they contacted her parents, but the girl decided that she didn’t want to see him again.

3 He was in his house.4 He was talking on the phone.

3

Students read the two news stories and correct • the sentences.

Answers

1 They didn’t know about his plans.2 The police stopped him near Stockholm.3 He fl ew back to Milan.4 The lightning made him scream with pain.5 He phoned his girlfriend the day after

Christmas day. (We know this because he’d had the trainers for 24 hours.)

6 His trainers were a Christmas present from his mother.

Consolidation

Ask students of the two stories they found most interesting, and why.

➟ Workbook Reading page 112

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Past perfect

Write these sentences about the first news story • on the board: The boy was stopped. His parents reported him as missing. Ask: Which thing happened first? (His parents reported him as missing.) Then ask students to connect the sentences with because and make any changes they feel necessary. To check, students compare with the first example sentence.

Point out that • had + past participle (his parents had reported him) is called the past perfect, and is used to make it clear that this action happened before the action in the past simple.

Students look at the grammar table. Explain that • ’d is the contracted form of had, and that hadn’t is the contracted form of had not.

1

Students write the past perfect of the verbs using • contractions where possible.

Answers1 hadn’t seen2 ’d met

3 ’d fallen4 ’d forgotten

5 hadn’t heard6 ’d given

2

Students write sentences with the past perfect. • Use the worked example to clarify how the activity works. Tell students they have to decide which action happened first.

Answers

1 The fi lm had started when we arrived at the cinema.

2 My mum was very unhappy because I hadn’t bought her a present.

3 The train had left when she got to the station.4 I got up late because my alarm clock had

stopped.5 We couldn’t go to the concert because we

hadn’t reserved tickets.6 I hadn’t fi nished my exam when the bell rang.

Past perfect: questions

Write the answer to two questions on the board. • Can students make the questions?Yes he had. He’d met her on holiday.He’d met her in the USA.

Tell students to look at the example sentences to • check their answers.

Explain that the form of past perfect questions is: • (Question word +) had + subject + past participle.

3 3.3

Students complete the interview with Enzo’s (the • boy in the first news story on page 80) father.

Play the CD to check answers. •

Answers / Transcript 1 Had Enzo been2 hadn’t3 had they been

4 hadn’t heard5 Had he written6 had

Pronunciation: Vowel sound: /ɜː/ Write • first on the board with its phonetic transcription: /fɜːst/. Say it, and explain that to produce the vowel sound, you need to relax your mouth and tongue and let the sound come from your throat. Point out that this is a long vowel sound.

4 3.4

Students listen and repeat the words. They hear • each word twice. Pause the CD for students to repeat.

Transcript1 fi rst2 heard

3 word4 her

5 returned6 hurt

5 3.5

Students listen and repeat sentences from • exercise 3. They hear each sentence twice. Pause the CD for students to repeat.

Transcript

1 It was the fi rst time.2 He hadn’t heard a word from her.3 Had he written to her?4 She’d returned his letter.5 That really hurt his feelings!

Go 4 it!

6

In pairs, students choose a headline and write a • short news story. Draw attention to the example to help them, and encourage them to use the past perfect.

Pairs practise telling the story as if they were • newsreaders.

Pairs tell the story to another pair. One student • from each pair should talk to one student from the other pair.

➟ Student’s Book Grammar reference page 101

➟ Workbook Grammar reference page 104, Grammar page 109

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81

1 Write the past perfect of the verbs.

fall forget give meet not hear not see

1 Luigi went to the USA to visit relatives that he hadn’t seen before.

2 He spent a lot of time there with a girl he … on the plane.

3 When he returned home, he realized that he … in love with her.

4 He couldn’t phone her because he … her phone number.

5 He felt sad because he … from her since the holiday.

6 Then he remembered that she … him her address.

2 Write sentences with the past perfect.

1 The fi lm started. We arrived at the cinema. (when)

The fi lm had started when we arrived at the cinema.

2 My mum was unhappy. I didn’t buy her a present. (because)

3 The train left. She got to the station. (when)4 I got up late. My alarm clock stopped.

(because)5 We couldn’t go to the concert. We didn’t

reserve tickets. (because)6 I didn’t fi nish my exam. The bell rang. (when)

Past perfect

The boy was stopped because his parents had reported him as missing.They were worried because he hadn’t told them his plans.

Subject had(n’t) Past participleAffi rmative They ‘d reported him as missing.

Negative He hadn’t told them about his plans.

3 Complete an interview with Enzo’s father. Then listen and check.

Jane (1) Had Enzo been (Enzo / be) to Sweden before?

Aldo No, he (2) … . It was the fi rst time.Jane How often (3) … (they / be) in contact

before he set off?Aldo He (4) … (not hear) a word from her.Jane (5) … (he / write) to her?Aldo Yes, he (6) …, but she’d returned his

letter. That really hurt his feelings!

Past perfect: questions

Had he met her before? Where had they met?

Question word had Subject Past participle Had he met her before?Where had they met?Short answers Yes, he had. No, he hadn’t.

4 Listen and repeat the words.

5 Listen and repeat the sentences.

fi rst heard word her returned hurt

Pronunciation

6 In pairs, choose a headline. Write a short news story. Then tell the story to another pair.

Dog saves boy Girl fi nds fortune Teenager stops bank robbery

On Saturday night, a dog saved a teenager who had fallen into a river.

Vowel sound: /ɜː/

171

Students work together to write a news story.

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82

admit (v) – confess that something is true

claim (v) – say something is a fact

confi rm (v) – say that a rumour or belief is correct

insist (v) – repeat something for emphasis

reveal (v) – say something that has been a secret

deny (v) – say that something isn’t true

1 Yes, what you think is correct. confi rm2 I’ve said this before and I’ll say it again, ... 3 OK, it’s true.

4 I haven’t told anyone before, but ...5 That’s not true!6 It’s a fact. I’m the best director.

1 Match the verbs with the comments. Listen and check. Then listen and repeat.

2 Listen to the press conference with Olivier Ford, fi lm director, and Sharon Diamond, actress. Which things do they talk about?

1 – reviews of Olivier’s new fi lmreviews of Olivier’s new fi lm

Olivier and Sharon’s working relationship Olivier’s personal life

Sharon’s personal life their next fi lm

3 Read the article written after the press conference. Can you fi nd six differences? Listen again to check.

1 – She didn’t confi rm rumours that she had argued with Olivier.

Reporting verbs

Sharon and Olivier talk about The Truth

A t yesterday’s press conference, Olivier Ford said he wasn’t worried about

what the critics said about his new fi lm. He claimed that he made fi lms for the ordinary person on the street.

Sharon Diamond fi nally confi rmed rumours that she had argued with Olivier during the making of the fi lm. She insisted that she hadn’t enjoyed working with him at all.

When she was asked about her husband, she said that she’d seen him but they hadn’t talked. She also admitted that she was going out with the young star, Sean Willis.

Olivier denied that he was going to work with Sharon again. He revealed that his new fi lm would be similar to his last fi lm. He also told reporters that the fi lm would star Sean Willis.

1

Students learn about press conferences.

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Reporting verbs

Warmer

Write the following on the board. Can students • make the words? SS-E-PR FER-CON-ENCE (press conference)

Check students understand what a press • conference is and ask the following questions: What type of people give press conferences? (Sports people, politicians, actors, lawyers, etc.) What do they talk about? (Their last/next match, the economic situation, their latest films, a crime, etc.) What happens after a press conference? (The journalists write an article for a newspaper or magazine, or report it on TV.)

Explain that in the lesson, students are going to • practise reporting what people said at a press conference.

1 3.6

Students look at the definitions of the reporting • verbs and at what the actress and the film director said at the press conference. Then they match the verbs with the comments.

Play the CD to check answers.•

Play the CD again. Students repeat the verbs. •

Answers / Transcript1 confi rm2 insist

3 admit4 reveal

5 deny6 claim

Reinforcement

In pairs, students practise the reporting verbs. One student closes their book. The other says the quotes and the fi rst student tries to remember the reporting verb. Students change roles and repeat.

Extension

Students think of alternative quotes to illustrate the reporting verbs. In pairs, one student says their quotes, and the fi rst student guesses the reporting verbs. Students change roles and repeat.

➟ Student’s Book Word list page 109

➟ Workbook Word list page 106, Vocabulary page 110

2 3.7

Tell students they are going to listen to a press • conference. Check they understand the following words: review, critic, argue, rumour and co-star.

Students listen to the press conference with • Olivier Ford, film director, and Sharon Diamond, actress, and note the things they talk about.

Answers

1 reviews of Olivier’s new fi lm2 Olivier and Sharon’s working relationship3 Sharon’s personal life4 their next fi lm

Transcript page 227

3 3.7

Students read the article written after the press • conference and try to find six differences between what the people said and what was reported.

Play the CD again. Students listen and check their • answers. Pause the CD after each speaker to give students time to do this.

Answers

1 She didn’t confi rm rumours that she had argued with Olivier.

2 They enjoyed working together.3 She didn’t admit she was going out with Sean

Willis.4 Oliver revealed that he was going to work with

Sharon again.5 He denied that his new fi lm would be similar to his

last fi lm.6 Sharon told reporters that the fi lm would star Ryan

Philips.

Transcript page 227

Consolidation

Discuss the following questions with the class. Do you believe everything you read in newspapers and magazines?Do some newspapers report the news more accurately than others? Which ones?

➟ Workbook Listening page 113

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Reported speech

Write the following sentences in direct speech on • the board:‘I’m not worried what the critics say.’ ‘I’ve seen him but we haven’t talked.’Can students remember who said these things? (Olivier and Sharon)

Ask students to look at the magazine article and • find these sentences reported. Olivier said he wasn’t worried about what the critics said. She said that she’d seen him but they hadn’t talked.Draw attention to the verbs and explain that in reported speech, the verb tense usually shifts one step further into the past. Look at the table with students and point out all the verb tense changes.

Ask students to notice that the pronouns also • change in reported speech, and that that is optional when introducing the reported part of the sentence.

1

Students write what the critic said in reported • speech.

Answers

1 He said (that) he hadn’t enjoyed the fi lm at all.2 He said (that) Olivier wasn’t getting on well

with his actors.3 He said (that) Olivier hadn’t made a good fi lm

for years.4 He said (that) Sharon hadn’t performed well in

her role.5 He said (that) he was very disappointed.6 He said (that) he wouldn’t go to see Olivier’s

next fi lm.

say and tell Write the example sentences on the board: • He said that he wasn’t worried. He told us that he wasn’t worried. Tell students that the basic verbs to introduce reported speech are say and tell; the meaning of the two verbs is the same, but the form is different. Explain that there is never a direct object after say, but there is always a direct object after tell. After both verbs, that is optional.

2

Students write • said or told in the sentences.

Answers / Transcript1 told2 said

3 told4 told

5 said6 said

Consolidation

Students write the sentences from exercise 2 in direct speech.

Answers

1 ‘I don’t read reviews.’2 ‘I never have problems with actors.’3 ‘My next fi lm will be a drama.’4 ‘Olivier was/has been fantastic.’5 ‘I don’t want to talk about my personal life.’6 ‘I’m concentrating on my career.’

3

Explain that the reporting verbs from page 82 • can substitute say and tell.

Students write the quotes in reported speech • using reporting verbs. Encourage them to match the reporting verbs with the quotes first, and check these are correct before they write the reported sentences.

Answers

1 The thief denied that he had taken the money.2 The president claimed that his/her party

would win the next election.3 The lead singer confi rmed that the band was

going on tour.4 The couple revealed that they had got married

in June.5 The director insisted that he didn’t make

commercial fi lms.6 Ronald admitted that he had signed for

Manchester United.

Go 4 it!

4

In pairs, students prepare a press conference. • They prepare questions to ask a group of musicians.

5

Students ask another pair their questions. First, • one pair are the journalists and the other pair answer their questions. Encourage the pair asking the questions to make a note of the answers in direct speech. Then they change roles and repeat.

6

Students write a short article about the interview • using reported speech and reporting verbs.

Ask some students to read their article to the • class.

➟ Student’s Book Grammar reference page 101

➟ Workbook Grammar reference page 105, Grammar page 110

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175

3

Explain that the reporting verbs from page 82 • can substitute say and tell.

Students write the quotes in reported speech • using reporting verbs. Encourage them to match the reporting verbs with the quotes first, and check these are correct before they write the reported sentences.

Go 4 it!

4

In pairs, students prepare a press conference. • They prepare questions to ask a group of musicians.

5

Students ask another pair their questions. First, • one pair are the journalists and the other pair answer their questions. Encourage the pair asking the questions to make a note of the answers in direct speech. Then they change roles and repeat.

6

Students write a short article about the interview • using reported speech and reporting verbs.

Ask some students to read their article to the • class.

➟ Student’s Book Grammar reference page 101

➟ Workbook Grammar reference page 105, Grammar page 110

Students prepare and conduct a press conference.

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84

1 Answer the questions.

1 Do you know the names of any ‘gossip’ magazines?

I know ‘Hello’ but I don’t know any others.2 Do you ever read them? Which ones?3 Which celebrities are in the news at the

moment? Why?

2 Which sentence do you think is true? Read the article to check your answers.

1 Most people enjoy gossiping. 2 Gossiping is the same as grooming for

animals. 3 Some celebrities like appearing in gossip

columns.

We talk to other people in a lot of different ways. We tell jokes and stories, explain things and share secrets. But the thing we enjoy doing most is gossiping.

Have you heard …?by Lucy Strong

Its true! We all enjoy talking about other people, or

listening to people talk about other people, especially if

those people are friends or celebrities. I know I do.

According to some scientists, gossiping is a natural

part of living together in groups. Other primates, such as

baboons, use grooming to establish social connections.

Human groups have become too large for grooming and

so we gossip instead.

Unfortunately, while gossiping is an excellent way to

share facts and opinions, it’s also an easy way to give false

information. There are a lot of magazines that are full of

gossip about rich and famous people. Many newspapers

have ‘gossip columns’ in which journalists write about the

social and personal lives of celebrities.

But how much of this gossip is true? Many celebrities

deliberately create gossip to stay in the news. The Irish

poet, Oscar Wilde, once said, ‘There is only one thing in

the world worse than being talked about, and that is not

being talked about.’

And don’t forget the Spanish proverb. It tells us not

to listen to someone who gossips to us. Sooner or later,

they’ll gossip about us to someone else.

By the way, did you hear what happened to our editor

last week? Well, I heard ...

Baboons grooming. Taking dirt and parasites from another animal’s fur has an important social function.

Gossiping is a natural part of living together in groups.

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1

Students autonomously use the media available to them to research proverbs.

Students learn about social bonding in humans and other primates.

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Why gossip?

CLIL objective: Students learn about the social bonding in humans and other primates.

Warmer

Ask students to imagine that they work for a • famous gossip magazine. Write the following on the board and say that these are headlines in the next issue of the magazine. Can students use their imaginations to complete the headlines?

and to marry this summer.We reveal the truth about !

seen in ! admits, ‘I’m from the planet .’

Ask some students to read out what they wrote. • The class decides the best headlines for the magazine.

1Students answer the questions.•

Answers Students’ own answers

Consolidation

• In pairs, students ask and answer the questions in exercise 1.

• Find out which gossip magazines students know and if they read them. Discuss which celebrities are in the news at the moment and why.

2 3.8

Tell students that they are going to read an • article about gossiping. Ask them to look at the two pictures and to read the captions. Check they understand baboon, grooming and fur. Ask if they can see any similarities between the two pictures.

Students decide which of the sentences are true. • Then they read and listen to the magazine article to check their answers.

Answers / Transcript

1 True 2 True 3 True

Did you know?

Some people believe that the word gossip originated with politicians. They used to send their assistants to bars to sip their drinks (drink them slowly) and listen to public conversations and opinions. The politicians ordered them to go sip, which allegedly turned into gossip.

3 page 179

Students read the article again and answer the • questions. Encourage them to write complete sentences.

Answers

1 We tell jokes and stories, explain things and share secrets.

2 They use grooming to establish social connections.

3 We don’t groom because human groups have become too large.

4 It’s a good way to share facts and opinions.5 It’s also an easy way to give false information.6 They create gossip to stay in the news.

4 page 179

Students translate Oscar Wilde’s saying and the • proverb into their language.

Answers Students’ own answers

Quest page 179

Students find another quote or proverb in • English and translate it into their language. They can do this by entering the words English Proverbs into an Internet search engine or by consulting reference books.

Some English proverbs

Where there’s a will, there’s a way.

Every cloud has a silver lining.

A bird in the hand is worth two in the bush.

People who live in glass houses shouldn’t throw stones.

The early bird catches the worm.

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178

Gossip

Warmer

Ask students who they think gossips more, boys or girls. Then tell them that according to recent studies, boys and girls both gossip the same amount of time, but the things they talk about are different. Ask students what they think boys and girls talk about and discuss any differences of opinions with the class.

Possible answers

Boys: sports, computer games, musicGirls: fashion, shopping, celebrities

1 3.9

Students listen to three dialogues and decide in • which dialogue they gossip about the three things.

Answers 1 3 2 1 3 2

Transcript page 227

2 3.10

Explain that certain expressions are commonly • used in introducing and responding to gossip.

Students match the parts of the sentences. •

Play the CD again. Students listen and check their • answers. Pause the CD after each dialogue to give students time to do this.

Answers 1 d 2 f 3 e 4 c 5 b 6 a 7 h 8 g

3 3.10

Students listen and repeat the sentences. •

Transcript

1 Hey, you’ll never guess what I heard.2 I heard that they’ve just got engaged. 3 You won’t believe this, but Marty’s got a job.4 A little bird told me.5 Have you heard about Kate and Darren?6 Apparently, they had a big argument.7 Don’t tell anyone, though!8 I won’t say a word.

4Students complete the dialogue. •

Answers / Transcript 1 Have you heard2 heard that3 what I heard4 Apparently

5 tell anyone6 say a7 won’t believe this8 A little bird

Reinforcement

In pairs, students practise the dialogue in exercise 4.

Extension

In pairs, students practise a similar dialogue to exercise 4, but change the people and the information that they talk about.

5In pairs, students choose one of the situations • and prepare and practise a dialogue.

Ask some pairs to perform their dialogue for the • class.

➟ Student’s Book Word List page 109

➟ Workbook Word List page 106, English you need page 113

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85

1 Listen to three dialogues. In which dialogue do they gossip about the following?

1 a friend who’s going to start work 2 two friends who have fallen out3 two famous people who are going to get

married

2 Match the parts of the sentences. Then listen again to check.

1 – d1 Hey, you’ll never

guess2 I heard that 3 You won’t believe

this, 4 A little bird5 Have you heard

about 6 Apparently, they7 Don’t tell8 I won’t

3 Read again and answer the questions.

1 What are some different ways that people talk to each other?

We tell jokes and stories, explain things and share secrets.

2 Why do baboons groom each other? 3 Why don’t human beings groom? 4 What’s a good thing about gossiping? 5 Why is it sometimes bad?6 Why do some celebrities create gossip?

4 How do you say Oscar Wilde’s saying and the proverb in your language?

a had a big argument.

b Kate and Darren?c told me. d what I heard. e but Marty’s got a

job. f they’ve just got

engaged. g say a word. h anyone, though!

3 Listen and repeat the sentences.

4 Complete the dialogue.

Chelsea (1) Have you heard about Maria Sparks and JJ West?

Ivan No. Chelsea Well, I (2) … … they’ve just got

engaged. Ivan Really? That’s interesting. You’ll

never guess (3) … … …. .Chelsea What?Ivan (4) …, Marty’s got a job. Don’t (5) …

… though.Chelsea I won’t (6) … … word.Ivan And you (7) … … …, but Kate and

Darren have broken up. Chelsea How do you know?Ivan (8) … … … told me.

5 Choose one of the following situations. Prepare and practise a dialogue.

1 Your school is organizing a surprise party. 2 Two famous people are going out together.3 You saw a friend chatting up another

friend.

uest

• Find another quote or proverb in English. Translate it into your language.

Gossip

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179

Students use language that can be transferred to real-life situations.

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86

A news article

1 In pairs, answer the questions.

1 Does your school have a website? If so, what’s on it?A Does our school have a website?B Of course! Haven’t you visited it?

2 If not, do you think it would be a good idea? Why/Why not?

2 Read the article from a school newspaper on the Internet and answer the questions.

1 What did Jenny lose?2 How did she lose it?3 How did she get it back?

Jenny Mills, from class 5B, was delighted to see her violin again last Friday. Jenny had lost her instrument two days earlier as she was travelling home from school.

The incident happened because Jenny fell asleep on the bus. When she woke up, the bus had gone past her stop, and she ran to get off – without her violin! By the time she noticed that it was missing, the bus had gone.

As soon as she got home, she rang the lost property offi ce. Luckily, they phoned the next morning and told her that somebody had found it. Jenny admitted that she didn’t think she would see it again.

Jenny gets her violin back

The Bridgetown School TimesAll our news, written by us!

… was delighted to see ...… two days earlier …The incident happened ...Luckily, ...

Time connectors

Jenny had lost her instrument as she was travelling home.By the time she noticed that her violin was missing, the bus had gone.As soon as she got home, she rang the lost property offi ce.

3 Complete the news stories with time connectors.

Cliff Chandler fell in the river (1) as he was cycling home from school. (2) … they saw the incident, some passers-by phoned the police. (3) … the police arrived, Cliff had swum to the side and was safe.

On Wednesday morning, Sarah Thomas received a letter. (4) … she saw it, she knew it was important. It said that she’d won fi rst prize in an art competition. (5) … she was walking to school, she phoned her best friend to tell her about it. (6) … she got to school, everybody had heard the news.

4 Make notes. Then write an article for a school website.

Paragraph 1: A short summary of the news story.

Paragraph 2: More information about what happened.

Paragraph 3: What happened in the end.

5 Now read your work again. Can you fi nd any errors?

Page 29My Portfolio

My Webpage

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1

Students use strategies to plan their own written work.

Students use strategies to evaluate and develop their own written work.

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181

A news article

Warmer

Review the parts of a newspaper. Write the • following on the board and give students one minute to complete the words. How many words can they complete? f p (front page).h d (headline)w n (world news)l n (local news)sp s (sports section)w f (weather forecast)h s (horoscope)c t n (cartoon)c p (caption)

1In pairs, students answer the questions.•

Answers Students’ own answers

Consolidation

Discuss your school website, or whether the school should have one, with the whole class. If there is one, ask who visits it, what is on it, and whether anybody in the class contributes to it. Do they think it could be improved in any way? If there is not one, ask what they think their ideal school website would be like.

2Students read the article from a school • newspaper on the Internet and answer the questions. Encourage them to write complete sentences.

Answers

1 She lost her violin.2 She left it on the bus.3 She phoned the lost property offi ce and

somebody had found it.

Time connectors

Students look at the example sentences. Explain • that as, by the time and as soon as connect clauses in a sentence, and that they all say when one thing happened in relation to another. Ask questions to establish the difference between them:Which one means ‘immediately after’? (as soon as)Which one indicates that two things happened at the same time? (as)Which one means ‘not later than’ a time? (by the time)

Point out the verb forms used before and after • the three connectors and write these on the board:as + past continuousby the time + past simple, past perfectas soon as + past simple, past simple

3Students complete the news stories with the time • connectors.

Answers1 as2 As soon as3 By the time

4 As soon as5 As6 By the time

4Students think of a news story and make notes • about it following the instructions. You could brainstorm ideas for news stories with the whole class first, and write these on the board.

Students write an article for a school website. • Encourage them to use some of the useful expressions.

5Students read their article and check for errors. • Write the following checklist on the board for students to refer to:

Past perfectReporting verbsReported speechsay and tellas, by the time, as soon as

➟ Student’s Book Writing page 114

➟ Workbook My webpage

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