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Lesson A The rise to fame

Fame10Unit

Language notes

Grammar Talking hypothetically about the past

(SeeStudent’sBookp.99.)

ThelessonteachesSshowtouseconditionalsentenceswithif clauses(withverbsinthepastperfect)andpastmodalsinthemainclausetotalkhypotheticallyaboutthepast.ItreviewsthepastmodalstructurestaughtinUnit8,LessonsAandB.

FormJ if+subject+pastperfectform,subject+pastmodal

form

Note:Theif clause,themainclause,orbothclausescanbeaffirmativeornegative.

If he had stayed in school, his life would have been different.

If he had stayed in school, he might not have had a singing career.

If he hadn’t won the contest, he probably would have kept his job.

If he hadn’t won the contest, he might not have had the confidence to become a singer.

UseTheconditionalsentencesaboveareusedtotalkabouthypotheticaleventsandsituationsinthepast,thatis,thingsthatdidnothappen.Theydescribehowthingsmighthavebeendifferentindifferentcircumstances.

J Theifclausedescribesthehypotheticalconditionsorcircumstances.

If Watson had stayed in school,(=Hedidn’tstayinschool,butimaginethiswastrue.)

J Thepastmodalstructuresdescribethepossibleconsequencesoftheimaginedconditions.

. . . his life would have been different.(=I’msureaboutthis.)

. . . his life might have been different.(=I’mlessthan100percentsure,butit’sapossibility.)

. . . his life could have been different.(=Thiswasapossibleoutcome.)

Corpus information If clauses

If clausescancomefirstorlastinsentences,buttheyareapproximatelytwiceaslikelytocomefirst.Inconversation,peopleveryoftenusethepastmodalstructureintheif clauseratherthanthepastperfect;forexample,If I would have done thatratherthanIf I had done that.However,thisisnotconsideredtobecorrectinwriting,andmanypeoplefeelitisincorrectinspeakingtoo,eventhoughitisextremelycommon.

Lesson C Good question!

Lesson D Pulling through

Vocabulary Idiomatic expressions about celebrity


Thevocabularysectionteachesanumberofidiomaticexpressionstousewhentalkingaboutcelebrities’careers.

Speaking naturally Intonation of tag questions


Themeaningoftagquestionsdependsontheintonationthespeakeruses.Forthisreason,SpeakingNaturallycomesbeforethegrammarchart,andthepracticeinthissectionislimitedtohavingSsrepeattheexamplesandtheconversation.

J Whenthespeakerisnotsureaboutsomethingandwantstocheckinformation,theintonationonthetagrises.

J Whenthespeakerissureaboutsomethingandwantstheotherpersontoagreeorconfirmthatinformation,theintonationonthetagfalls.Tagquestionswithfallingintonationstronglysignalthatthespeakerexpectstheotherpersontoagree.

Lesson B In the public eyeGrammar Tag questions


Thestructuretaughtinthelessonistagquestions.Thetwomostcommonpatternsaretaught:(1)affirmativestatement+negativetag;and(2)negativestatement+affirmativetag.

FormTagspresentedinthislessonconsistofbeoranauxiliaryverb+(not)+pronoun.

J Affirmativestatement+negativetag

I’m out of touch, aren’t I?It’s amazing, isn’t it?She won the talent show, didn’t she?That was a dumb thing to do, wasn’t it?He’s dropped out of sight, hasn’t he?

J Negativestatement+affirmativetag

I’m not really in touch, am I?It’s not easy to become famous, is it?She didn’t have connections, did she?That wasn’t too smart, was it?His career hasn’t taken off, has it?


J Useanaffirmativetagafterastatementwithanegativeword.

It’s never easy, is it?There are no easy answers, are there?

J Pronounsintags

Whensomepronounsarethesubjectofthemainclause,thepronouninthetagquestionmaychange.Herearesomeexamples:

This / thatRit

That’s good, isn’t it?

These / thoseRthey

These are the winners, aren’t they?

Something / nothing / everything,etc.Rit

Nothing’s that easy, is it?

Everyone / someone / nobody,etc.Rthey

Everyone knows her, don’t they?

BUTThere + beRthere

There’s no problem, is there?

J Theresponsestotagquestionsarecoveredinthechart.Toagreetoorconfirmanegativestatementwithanaffirmativetag,theanswerisnegative.

She didn’t have connections, did she?No, she didn’t.(=Iconfirmthat:shedidn’thave

connections.)

UseTagquestionsareaninteractivewayofinvolvingtheotherspeakerinaconversation.Speakersusetagquestionseithertocheckinformationortoasksomeonetoagreetoorconfirmwhatissaid.Themeaningchangesdependingontheintonation.(SeeSpeakingNaturallyabove.)

Corpus information Tags

Negativequestiontagsaremuchmorefrequentthanaffirmativetags.

Conversation strategy Giving encouraging advice


J Onecommonfunctionoftagquestionsistoinvolvetheotherspeakersinaconversationbyappearingtoaskquestions.Inthecontextofgivingadvice,addingatagquestionhastheeffectofsofteningtheadvicebecausethespeakerappearstobeaskingthelistenertoagreeratherthansimply“telling.”Asaresult,itmakestheadvicesoundlessdirectandmoreencouraging.

J Thelessonrecyclestagquestions,thistimewiththemodalswould, could,andshould.

It would be good to talk with her, wouldn’t it?You could look for another class, couldn’t you?You should at least give it a chance, shouldn’t you?

Lesson C Good question!J Thetagquestionsforadviceinthelessonhaverising

intonation.

Strategy plus It’s hard to say.


Whenpeopleareaskedquestionstheycannotimmediatelythinkofanswersto,theyoftenuseexpressionssuchasIt’s hard to say.orThat’s a good question.Thesegivethespeakersometimetothinkofananswerandtoshowthelistenerthatthequestiondoesnothaveaneasyanswer.

Corpus information It’s hard to say.

ExpressionswithIt’s / That’s hard to sayarethemostfrequent,followedcloselybyexpressionswith(That’s a) Good question.

Help note Topic and supporting sentences


TheHelpNoteshowshowparagraphscanbestructuredaroundtopicandsupportingsentences.Topic sentencestypicallystateamainideaorthemeandarefollowedbysupporting sentencesthataddmoreinformationto,orgiveexamplesof,theideainthetopicsentence.

Thearticleonp.104hastwoveryclearexamplesofthisstructureoftopicsentencesfollowedbysupportingsentences.Theseareparagraphs2and4.

Lesson D Pulling throughJ Inparagraph2:Then again, neither did most of

Hollywood.(i.e.,see her coming–anideacarriedoverfromtheintroduction)isfollowedbyreasonswhyZellwegerwasa“surprisesuccessstory.”

J Inparagraph4:Yet, just as Renée was enjoying newfound fame, she encountered controversy.isfollowedbyexamplesofthecontroversy.

Language notes • Unit 10

Lesson B In the public eye

Teach this unit opening page together with Lesson A in one class period.

Introduce the theme of the unit Say,“Whenyouthinkoffamouspeople,whatkindsofpeopledoyouthinkof?”AskSsfortheirideas(e.g.,actors, singers, musicians, athletes, artists, politicians).Askthefollowingquestions:“Doyouthinkit’seasytobecomefamous?Afterapersonbecomesfamous,isiteasytostayfamous?Dofamouspeoplehaveeasylives?”Say,“Inthisunit,we’regoingtotalkaboutsomedifferentaspectsoffame.”

In Unit 10, you learn how to . . .

Fame

J Unit aims CallonindividualSstoeachreadoneoftheunitaimsaloud.TellotherSstolistenandreadalong.

Extra activity – individualsWriteontheboard:

1. In Lesson A, find Russell Watson’s career.2. In Lesson B, find (a) an expression that describes

an entertainer’s career; and (b) an example of a tag question, one with be or auxiliary + pronoun at the end.

3. In Lesson C, find a tag question that gives advice.4. In Lesson D, find the names of some traits that you

need to be a star.

Sslookthroughtheunitandfindtheanswers.AfewSsreporttheiranswersforeachitem(e.g.,1. a singer 2. (a.) up-and-coming (b.) She won the show this year, didn’t she? 3. Well, you could look for another class, couldn’t you? 4. confident, determined, competitive).

J Introducethecelebrities.Readeachnamealoud.NotetheusualAmericanEnglishpronunciationofthenames:J.K.Rowling/ra2wliŋ/,Midori/mIdO2riy/,ShakiraMebarak/S@kI2r@ m@bA2r@k/.

J Say,“Lookatthesefivecelebrities.Whatdoyouknowabouteachone?”CallonSstotellwhattheyknow.

J HaveSslookatBeforeYouBegin.Ask,“Whataresomewaysthatpeoplebecomefamous?”AskSsfortheirideas(e.g.,They have a hit song or movie. They marry someone famous. They’re the best at a sport they play. They write a best-selling book.).

Recycle a conversation strategy Thistaskrecycleslanguageforgivingdifferentopinions(seeTouchstoneStudent’sBook3,Unit9,LessonC).Ask,“Whataresomeexpressionsyoucanusetogiveanopiniondifferentfromyourpartner’s?”(e.g.,I know what you mean, but . . . ; Maybe. On the other hand, . . . ; I don’t know. Don’t you think . . .?)Writethemontheboard.HaveaSreadthelasttwoquestionsfromBeforeYouBegin.Say,“Useexpressionslikethesewhenyoutalkwithyourpartneraboutthebestandworstthingsaboutbeingfamous.”

J HaveSsworkinpairstodiscussthelasttwoquestionsfromBeforeYouBegin(e.g.,S1: I think the best thing about being a celebrity is that wherever you go, there are people to get you what you want. S2: Maybe, but don’t you think there are always people around who want something from you?).TellSstomakealistofideasaboutthebestandworstthings.

J Follow-up Severalpairsreadtheirliststotheclass.WriteSs’ideasontheboard.Say,“Thinkaboutallthesethings.Raiseyourhandifyouwouldliketobefamousoneday.”

Before you begin . . .

Extra activity – pairsMakealistofoccupations(e.g.,singer, male actor, female actor, writer, musician, baseball player, politician)andcallthemoutoneatatime.Pairshaveoneminutetowritethenamesofasmanyfamouspeopleastheycanforeachoccupation.Pairsthengetonepointforeveryfamouspersontheymentionthatnootherpairhas.Attheendofthelistofoccupations,thepairwiththemostpointswins.

Culture noteJ.K. RowlingistheauthoroftheHarryPotterbooksforyoungreaders.Theyhavesoldover300millioncopiesandhavemadeRowlingthefirstpersontoearnoverabilliondollarsasawriter.

Prince William,amemberoftheBritishroyalfamily,isoftenfeaturedinentertainmentmagazines.

Tiger Woods,whoisofamultiethnicbackgroundincludingAfrican-American,Chinese,Dutch,NativeAmerican,andThaiancestors,hasearnedareputationasagolfphenomenon,winninganamazingnumberoftournaments,includingthemostprestigiousones.

Midori Gotowasachildmusicalprodigy,performingherfirstviolinconcertattheageofsix.TheyoungJapaneseviolinistisnowamajorconcertartist.Shealsorunsafoundationtosharemusicwithchildrenincityschools.

Shakira MebarakhasreleasedalbumsinSpanishandEnglish.Shewritesherownlyricsandmostofhermusic,whichblendspop,rock,andLatinrhythms.ShehaswonmanyGrammyandLatinGrammyawards.

1 Getting started

T-97 • Unit 10 • Fame

Unit 10 Fame

In Unit 10, you learn how to . . .

Before you begin . . .

J Set the scene Readthelessontitlealoud.Say,“The‘risetofame’istheprocessbywhichapersonbecomesfamous.”Asktheclassiftheyknowofanycelebritieswhobecamefamousquickly,orinanunusualway.HaveSstelltheclassanystoriestheyknow.

AJ Preview the task Readtheinstructionsaloud.Say,

“Readthearticleatthetopofthepage,andwritetheanswer.”

J Do the task HaveSscompletethetask.Checktheanswerwiththeclass.[RussellWatsongothisstartasaprofessionalsingerbywinningaradiotalentcontest.]

J TellSstoreadthearticleagain,underlininganynewvocabulary.HaveSscallouttheunderlinedwords,andwritethemontheboard.HaveSssupplyanydefinitionstheyknowforthewordsontheboard.Helpwithanyremainingvocabulary.

B (CD3,Track13)

J Preview the task Readtheinstructionsaloud.TellSstolookatthespeechbubbles.Say,“Writeacheckmarknexttothecommentsyouagreewith.”

J Play the recording Sslisten,readalong,andmarktheiranswers.Checkanswerswiththeclass:askaStoreadDennis’scommentaloud.TellSswhoagreewiththecommenttoraisetheirhands.Counthandsandputthetotalontheboard.Repeatthisstepwiththeotherfourcomments.HaveSsfindwhichcommentthelargestnumberofthemagreewith.

CPreview the task Say,“LookatAnne’scomment.Findtheif clauseandunderlinetheverbs.What

arethey?”[hadn’tquit;(hadn’t)gotten]Ask,“Whattensearethey?”[pastperfect]Say,“Lookatthearticle.Infact,didRussellWatsonquithisjobandgetamanager?”[yes]

J Say,“Lookatthesentenceagain.Findtheverbphraseinthemainclauseandunderlineittwice.Whatisit?”[mightnothavehad]Ask,“Whatkindofverbphraseisthis?[pastmodal].Ask,“Infact,doesRussellWatsonhaveasingingcareer?”[yes]

J Readtheinstructionsaloud.TellSstolookatthearticleforhelpastheydothetask.

J Do the task HaveSscompletethetaskandthencomparetheiranswersinpairs.Checkanswerswiththeclass:haveindividualSsreadtheanswers.

1 Getting started


Answers1. IfRussellWatsonhadstayedinschool,maybehewouldhave

hadaverydifferentcareer.2. Ifhehadn’twonthattalentcontest,hemightnothavebecome

asinger.

J Focus on the form and the use Say,“Sometimeswelookateventsorsituationsinthepastandtalkabouthowthingscouldhavebeendifferent.”Writeontheboard:

True situation: Russell Watson quit his job and got a manager.

Result: He has a singing career.

Say,“NowimaginethatRussellWatsondidn’tquithisjobafterhewonthatcontest.Whatwouldhavebeendifferent?”Writeontheboard:

Ifclause: If Russell Watson hadn’t quit his job and gotten a manager,

Result: he might not have had a singing career.

Say,“If+pastperfectindicatesthatyouaretalkinghypotheticallyaboutaneventinthepast.Whenyougivearesultforahypotheticalsituationinthepast,useapastmodaltotalkaboutthatresult.”

J Try it out HaveSsfindandunderlineasentenceineachcommentthattalkshypotheticallyaboutthepast.AskSstocalloutthethreemodalsthateachspeakerusedintheresultclauses.[Dennis:might;Brian:would;Stephanie:could;Anne:might;Kathleen:would(n’t)]

Extra activity – pairsPairsthinkofsomethingtheydidinthepastorsomethingthathappenedtothemthatmadeadifferenceintheirlives.Writeontheboard:

I came to this class.If I hadn’t come to this class, I wouldn’t have learned

English so well.

Usingtheexampleontheboard,afewSstellsomethingthatwouldorwouldnothavehappenediftheyhadnottakenthisEnglishclass.Thenwriteontheboard:

If I hadn’t met my best friend, . . .If I had moved to a different country, . . .If I hadn’t continued school, . . .

Partnersthenchoosetwoofthesituationsontheboardandcompletesentencesforthem.Partnerssharetheirsentences.

Unit 10 • Fame • T-98

(CD3,Track14)

J Present the grammar chart Playtherecording.Sslistenandrepeat.

J Understand the grammar Say,“Whenyoutalkhypotheticallyaboutasituationoraneventinthepast,youaretalkingaboutsomethingthatdidn’thappen.”AskSstolookatthefirstif clauseontheleftsideofthechart.Say,“If Watson had stayed in school . . .means‘Watsondidn’tstayinschool,butimaginethathedid.’”HaveSslookatthesecondexample.Say,“If he hadn’t won the talent contest . . .means‘Infact,hewonthetalentcontest,butimaginethathedidn’t.’”AskSstolookatthethirdif clause.Ask,“Didhecontinuehiseducation?”[no]

J Say,“Lookatthesectionofthechartaboutmainclauses.Inthemainclause,orresultclause,youuseapastmodaltotalkaboutthepossibleconsequencesofthepastsituationthatyou’reimagining.Whatpastmodalsdoyouseeinthesemainclauses?”[wouldhave,mightnothave,couldhave]

J Say,“Would haveinthemainclausemeans‘I’msureaboutthis.’Might havemeans‘I’mlessthan100percentsure,butit’sapossibility.’Could havemeans‘Thiswasonepossibility.’”

J HaveSslookatthebottomofthechart.Ask,“What’sthepatternforhypotheticalquestionsaboutthepast,asinthefirstexample?”Writetheanswerontheboard.[questionword+pastmodalform+if+subject+pastperfectform]Pointoutthatthesubjectoftencomesafterthemodalandbeforehave,asinWhat would Watson have studied?Ask,“What’sthepatternforhypotheticalyes / noquestionsaboutthepast?”Writetheanswerontheboard.[modal+subject+have+pastparticiple]

J Formoreinformation,seeLanguageNotesatthebeginningofthisunit.

J Present In Conversation Readtheinformationaloud.

AJ Preview and do the task Readtheinstructionsaloud.

HaveSscompletethetaskandthencomparetheiranswersinpairs.Checkanswerswiththeclass:haveindividualSseachreadananswer.

Answers1. IfThomasStanleyhadbeensatisfiedwithhiscareer,he

wouldn’thavetakentimeofffromwork,andhemightnothavewrittenThe Millionaire Next DoorwithWilliamDanko.

2. IfStanleyandDanko’sbookhadn’tbeensosuccessfulandhadn’tmadethebest-sellerlist,Stanleymightnothavewrittenhisnextbest-sellingbook.

3. IfStanleyhadcontinuedhisjobattheuniversity,hewouldn’thavemadesomuchmoney.Heprobablywouldn’thavebecomeamillionairehimselfifhehadn’tdecidedtowriteaboutmillionaires!

4. Ontheotherhand,ifStanleyhadn’tbecomefamous,hecouldhaveenjoyedaquietlifeasaprofessor.

2 Grammar

Extra activity – pairsBooksclosed.PairsretellthestoryofThomasStanley,usingsentencesthatbeginwithIf he had . . .orIf he hadn’t . . . .

BPreview and do the task Readtheinstructionsaloud.AskaStoreadthefourideasaloud.

DirectSs’attentiontotheexampleparagraphfor“apersonyoumet.”AskaStoreaditaloud.HaveSscompletethetaskandwritetheirparagraphs.

CJ Preview and do the task Say,“Lookattheexample

paragraphagain.”AskSswhatquestionstheywouldaskthisperson(e.g.,When did this happen? How did you actually meet? Who would Jack have married if he hadn’t met you?).

J Say,“Nowtaketurnsreadingyourparagraphsaloudingroupsandthenaskeachotherquestionsaboutthem.”HaveSscompletethetask.

Recycle a conversation strategy Thisfollow-uptaskrecyclesexpressionsforsharingexperiences(seeUnit8,LessonC,p.80).Reviewtheexpressions(e.g.,I had a similar experience.; That reminds me (of) . . . ; That happened to me.).Say,“Ifyouandanothergroupmemberhavehadasimilarexperience,tellthegroupaboutit”(e.g.,Paolo and I had a similar experience . . .).

Extra activity – pairsPairsworkwithapartnerwhowasnotintheirgroupforthediscussioninPartC.Theysharethemostinterestingstoriestoldbytheirgroups.

AssignWorkbookpp.74and75.(Theanswerkeybeginsonp.T-254.)

1 Building vocabulary and grammar


2 Speaking naturally

Unit 10 Fame

2 Grammar

1 Building vocabulary and grammar

Lesson B In the public eye

J Set the scene Readthelessontitlealoud.Say,“Whenpeopleare‘inthepubliceye,’theeventsintheirlivesareconstantlyreportedbythemedia.Namesomepeopleinthepubliceye.Whyaretheyinthenews?”

A (CD3,Track15)

J Preview the task Booksclosed.Say,“Listen.HowdidLanabecomefamous?Writeyouranswer.”

J Play the recording Sslistenandwrite.

J Play the recording again Booksopen.Sslisten,readalong,andreviewtheiranswer.Checktheanswerwiththeclass.[Shegotdiscoveredinakaraokeclubbytheproducerofatalentshow.Later,sheenteredthetalentshowandwon.]

J Practice HaveSspracticetheconversationinpairs,takingturnsplayingeachrole.

BPreview the task AskaStoreadthecolumnheadingsinthechartaloud.Say,“Completethe

chartusingexpressionsfromtheconversation.”

J Do the task HaveSscompletethetaskandthencomparetheiranswersinpairs.Checkanswerswiththeclass.

AnswersWays to become famousYougetdiscoveredbysomeone.You’rejustintherightplaceattherighttime.Youhaveconnections.

When you’re becoming famousYourcareerreallytakesoff.Youmakeheadlines.You’reintheheadlinesalot.

When things don’t work outYourcareergoesdownhill.Yougetbadpress.Youdropoutofsight.

Extra vocabulary: in the public eye

PresentorhaveSssuggestextravocabularyfortalkingaboutpeopleinthepubliceye,suchasachieve

stardom, a flash in the pan, a has-been, a one-hit wonder, an overnight sensation, get a lucky break.

J Say,“Nowtellyourpartneraboutsomeonefamous.Howdidthatpersonbecomefamous?”

CPreview the task Say,“Lookattheconversationagain.Underlinethesentencesyouseethat

haveashortquestionaddedattheendofastatement.”[Youhaven’tseenhershowyet,haveyou?;She’sabluessinger,isn’tshe?;IguessI’malittleoutoftouch,aren’tI?;Shewontheshowthisyear,didn’tshe?;It’samazing,isn’tit?;He’skindofdroppedoutofsight,hasn’the?;Thatwasn’ttoosmart,wasit?]

J Say,“Comparethestatementandshortquestionsectionsofeachsentenceyouunderlined.Whatdoyounoticeaboutthetenses?”[They’rethesame.]Ask,“Whatdoyounoticeaboutthequestionsectionwhenthestatementsectionisaffirmative?”[It’snegative.]Ask,“Whatdoyounoticeaboutthequestionsectionwhenthestatementsectionisnegative?”[It’saffirmative.]Readtheinstructionsaloud.

J Do the task HaveSscompletethetaskandthencomparetheiranswersinpairs.Checkanswerswiththeclass.

Answers1. Lana’sasinger,isn’tshe?2. Shewonatalentshow,didn’tshe?3. JavaThomasgotcaughtshoplifting,didn’the?4. Hiscareerhasn’ttakenoff,hasit?

J Focus on the form and the use Say,“Theshortquestionsaddedtotheendofthestatementsarecalledtags.Tagschangeastatementintoakindofquestioncalledatag question.Peopleusetagquestionstocheckinformationortoasksomeonetoagreeorconfirminformation.”

J Say,“Ataghasthesametenseasthestatementitfollows.Whenthestatementisaffirmative,thetagisnegative.Whenthestatementisnegative,thetagisaffirmative.”


2 Speaking naturally(CD3,Track16)

J Preview the task Say,“Whenyouuseatagquestionwhenyou’renotsure,theintonationrisesontheverbinthetag.Whenyouuseatagquestionwhenyou’resureandthinksomeonewillagree,theintonationfallsontheverbinthetag.”(Formoreinformation,seeLanguageNotesatthebeginningofthisunit.)Readtheinstructionsaloud.

J Play the recording Sslisten,repeat,andthenpracticetheconversationinExercise1again.

Extra activity – pairsEachpairlooksatthequestionsfromExercise1,PartC,againandmarkseachoneeitherwithSfor“sure”orNSfor“notsure.”S1readshisorherquestions,usingfallingintonationforquestionswithSandrisingintonationforoneswithNS.S2respondswith,“You’resure,aren’tyou?”or“You’renotsure,areyou?”dependingontheintonation.Partnersswitchrolesandrepeattheactivity.

(CD3,Track17)

J Present the grammar chart Playtherecording.Sslistenandrepeat.

J Understand the grammar Say,“Thetaginthesetagquestionsconsistsofbeoranauxiliaryverb,apronoun,andnotifthetagisnegative.Thepronounusuallyagreeswiththesubject.Forexample,Peter and John saw the movie, didn’t they?Theyisusedwiththethird-personpluralsubject–Peter and John.”

J HaveSslookattheleftsideofthechart.Pointoutthattagquestionswithanaffirmativestatementgetanegativetag.HaveSslookattherightsideofthechart.Pointoutthattagquestionswithanegativestatementgetanaffirmativetag.

J Say,“Lookatthefirstexampleineachcolumn.What’stheverbinthestatementsectionsofthesetagquestions?”[beinthesimplepresent]Ask,“Whatverbisinthetag?”[beinthesimplepresent]Say,“Lookatthesecondexampleineachcolumn.What’stheverbtenseinthestatementsectionsofthesetagquestions?”[simplepast]Ask,“Whatkindofverbisinthetag?”[theauxiliarydid]Say,“Lookatthethirdexampleineachcolumn.Iftheverbintheaffirmativestatementisthepresentperfect,whatdoyouuseinthetag?”[theauxiliaryhasorhave]AskSstolookatthelastpairofexamplesentences.Say,“Whenthatisthesubject,thepronounusedinthetagisit.”

J HaveSslookatthebottomsectionsofthechart.Say,“Answeryestoagreewithanaffirmativestatementwithanegativetag.Answernotoagreewithanegativestatementwithanaffirmativetag.”

J Formoreinformation,seeLanguageNotesatthebeginningofthisunit.

J Present In Conversation HaveaSreadtheinformationaloud.

3 GrammarAJ Preview and do the task Readtheinstructionsaloud.

HaveSscompletethetaskandthencomparetheiranswersinpairs.Checkanswerswiththeclass:asktwoSstoeachreadaconversation.

Answers1. A You’veheardofBono,haven’tyou? B Ithinkso.HesingswithU2,doesn’the? A Yeah.He’stheirleadsinger.They’reanincrediblegroup,

aren’tthey? B Yeah,theyare.They’renotAmerican,arethey? A No,they’reIrish.Bonoisamazing.He’sdonealottofight

poverty. B He’sraisedalotofmoneyforcharity,hasn’the?Imean,he

doesalotofcampaigningandstuff,doesn’the? A Oh,yeah.He’sarealactivist.2. A WhenwasMarilynMonroefamous?Itwasinthe1950s,

wasn’tit? B Yeah,butshemadeamovieinthe1960s,too,didn’tshe? A Ithinkyou’reright.Shewasmainlyamoviestar,wasn’t

she?Imean,shewasn’tasinger,wasshe? B Well,shesanginsomeofhermovies,butshewasbasically

anactress.You’veseenhermovies,haven’tyou? A No,butI’dliketo.It’samazing,isn’tit?Shediedyearsago,

butshe’sstillfamous.

BJ Preview and do the task Readtheinstructionsaloud.

HaveSscompletethetask.AsSscompletethetask,goaroundtheclasslisteningforrisingandfallingintonation.Ifnecessary,replayExercise2onp.100(CD3,Track16).

J Preview and do the task Readtheinstructionsaloud.HaveindividualSseachreadadiscussionquestionaloud.RemindSstousetagquestionswherepossibleastheydothetask(e.g.,S1: I guess Brad Pitt’s always in the headlines, isn’t he? S2: Yeah. He was in the headlines a lot when he left Jennifer Aniston, wasn’t he? S3: The tabloids put them on their covers a lot, didn’t they?).HaveSscompletethetask.

J Follow-up Severalgroupsreporttotheclassontheirdiscussion.

4 Talk about it

Extra activity – pairsPairstalkhypotheticallyaboutasportsstarorastarfromanotherfieldwhohasdroppedoutofsightandwhosecareerhasgonedownhill(e.g.,If (name) hadn’t had so many injuries last season, he would have won the championships / title.).Haveseveralpairstelltheclassaboutthestartheydiscussed.

1 Conversation strategy


J TellSstoturntoVocabularyNotebookonp.106oftheirStudent’sBooks.HaveSsdothetasksinclass,orassignthemforhomework.(Seetheteachingnotesonp.T-106.)

5 Vocabulary notebookAssignWorkbookpp.76and77.(Theanswerkey

beginsonp.T-254.)

Unit 10 Fame

3 Grammar

4 Talk about it

1 Conversation strategy

Lesson C Good question! Lesson C recycles expressions for giving advice and tag questions.

Why use tag questions to give encouraging advice?Whenpeoplegiveadvice,tagquestionscanmaketheadvicesoundsofterbecausethespeakerappearstobeaskingaquestionratherthandirectlytellingthelistenertotaketheadvice.(Formoreinformation,seeLanguageNotesatthebeginningofthisunit.)

J Set the scene Ask,“Whataresomethingsthatpeopletakelessonsorclassestolearnhowtodo?”AskafewSs(e.g.,sing, dance, play an instrument, play a sport, cook).Say,“Thinkofatimethatyouweretryingtolearntodosomethingnew.Didyoueverfeeldiscouragedandwanttoquit?Whatdidyoudo?”AskSstoanswer(e.g.,I talked to the other students / the teacher. I just tried harder. I asked a friend for help.).

A (CD3,Track18)

J Preview the task Readtheinstructionsaloud.AskaStoreadA’slinealoud.HavetwootherSseachreadapossibleresponsealoud.HaveSscircletheletteroftheresponsethatsounds“softer”andmoreencouraging.Checktheanswerwiththeclass.[b]

J Say,“ListentoSteveandNela’sconversation.WhyisNelathinkingofdroppingoutofheractingclass?Listenandwritetheanswer.”NotetheusualAmericanEnglishpronunciationofthename:Nela:/nE2l@/.

J Play the recording Booksclosed.Sslistenandwrite.HaveSscomparetheiranswersinpairs.

J Play the recording again Booksopen.Sslisten,readalong,andreviewtheiranswer.Checktheanswerwiththeclass.[Shedoesn’tthinkshe’slearningmuch,andtheteachernevergivesheranyfeedback.]

J Present Notice Readtheinformationandtheexamplealoud.HaveSsfindtheexamplesintheconversation.AskindividualSstoeachreadanexamplealoud.Writetheanswersontheboard.[Well,youcouldlookforanotherclass,couldn’tyou?;Well,beforeyoudothat,itwouldbegoodtotalkwithher,wouldn’tit?;Youshouldatleastgiveitachance,shouldn’tyou?]

J Say,“Lookatthesetagquestions.Whichpartofthestatementappearsinthetag?”[themodal]Underlinethemodalsinthestatementsandtheirtags.

J Practice TellSstopracticetheconversationinpairs,takingturnsplayingeachrole.TellSstouserisingintonationforthetags.

BJ Preview the task TellSstomatchtheproblemsinthe

firstcolumnwiththeadviceinthesecondcolumn.TellSstoreadalltheproblemsandalltheadvicefirst.Helpwithnewvocabularyasneeded.

J Do the task HaveSscompletethetask.Checkanswerswiththeclass.

Answers1. c 2. a 3. b

J HaveSsrole-playtheconversations,takingturnsplayingeachrole.

J HaveSsrole-playtheconversationsagain,takingturnsgivingtheirownadvice.TellSstouserisingintonationforthetags.

J Follow-up Ssformsmallgroups.Foreachproblem,groupmembersreporttheadvicetheyreceived.Thegroupdecideswhichadvicewasbest.Groupsthenreporttotheclass.Theclassdecidesthebestadviceforeachproblem.

Extra activity –pairsWriteontheboard:

I’m learning to ski / skate, but I keep falling.I have to give a presentation in class, but I’m really

nervous.I want to ask my boss for a raise, but I don’t know

what to say.

Ssbrainstormothersituationssimilartotheseandwritethemontheboard.Partnerstaketurnsreadingtheproblemsandgivingadviceusingtagquestions.RemindSstovarytheirchoiceofmodal.

TellSstoturntoSelf-StudyListening,Unit10,atthebackoftheirStudent’sBooks.Assignthetasksforhomework,orhaveSsdotheminclass.(Seethetasksonp.T-131andtheaudioscriptonp.T-133.)


5 Vocabulary notebook

Why use expressions such as It’s hard to say?Somequestionsaredifficulttoanswer.StartingananswerwithexpressionssuchasIt’s hard to say.givesthespeakertimetothinkofananswer.Italsoshowsthelistenerthatthequestionishardtoanswerandthatthespeakerisgivingseriousconsiderationtopossibleanswers.(Formoreinformation,seeLanguageNotesatthebeginningofthisunit.)

J Present Strategy Plus TellSstolookbackattheconversationonp.102.HaveSsfindandunderlinetheexpressionsthatSteveandNelausetoshowthatthequestiontheyareansweringisadifficultone.AskaStoreadtheexpressionsaloud.[It’shardtosay.;Goodquestion.IwishIknew.;That’satoughone.]

J ReadtheinformationandtheexamplesinStrategyPlus.

2 Strategy plusPreview and do the task Readtheinstructionsaloud.AsktwoSstoreadtheexample

conversationaloud.HaveSscompletethetask.

Extra activity – pairsWorkingwiththesamepartner,pairsdiscussthequestionsfromExercise2towhichitwaseasyforthemtoanswerno.S1asksthequestionagain,andS2answers,givingareason.S1respondswithatagquestionwithamodal.(e.g.,S1: Would you like to perform on stage in front of a lot of people? S2: Absolutely not! I’d be terrified! S1: Well, you could always practice in front of groups of friends first, couldn’t you?).

A (CD3,Track19)

J Preview the task Readtheinstructionsaloud.Beforeplayingtherecording,haveSsreadthroughthequestions.

J Play the recording Audio script p. T-249 Sslistenandcircleaorb.

J Play the recording again Sslistenagainandreviewtheiranswers.Checkanswerswiththeclass:haveindividualSseachgiveananswer.

Answers1. b 2. a 3. b 4. a 5. b 6. a

BPreview and do the task Readtheinstructionsaloud.AskaStoreadtheideasaloud.Say,

“Makenotesaboutwhatyouwouldliketoachieveandabouttheproblemsyouwouldface.”HaveSscompletethetask.

3 Listening and speakingCJ Preview and do the task Readtheinstructionsaloud.Ask

twoSstoreadtheexampleconversationaloud.HaveSscompletethetask.

J Follow-up SeveralSstelltheclasswhattheywouldliketoachieve,oneoftheproblemstheywouldface,andtheadvicetheyreceivedfromtheirpartnerforsolvingtheproblem.

Extra activity – groupsGroupmemberseachpresentwhattheywouldliketoachieveandnamesomeproblemstheywouldface.Othergroupmemberstaketurnsgivingadvice,usingtagquestions.

AssignWorkbookpp.78and79.(Theanswerkeybeginsonp.T-254.)

1 Reading


Unit 10 Fame

2 Strategy plus

3 Listening and speaking

1 Reading

Lesson D Pulling through

J Set the scene Readthetitleofthelessonaloud.Ask,“Canyouguesswhatpulling throughmeans?”GetideasfromSs(e.g.,to survive difficulties; to succeed even if you have trouble).

Recycle a conversation strategy Ask,“Whoaresomecelebritiesinthenewsthathavehadproblems?Whatkindsofproblemshavetheyhad?”EncourageSstogiveideasusingexpressionstoquoteinformation(e.g.,Evidently, . . . has had a lot of bad press.; I’ve heard that . . . has had financial difficulties.).(SeeUnit9,LessonC.)

APrereadingJ Preview the task Readtheinstructionsaloud.Writeon

theboard:To become a movie star, you need to be .andaddtheexamples:confident, determined, competitive.

J Ask,“Doyouthinkmoviestarsneedtohavethesequalities?”Readtheexamplesaloud.HaveSsraisetheirhandsiftheyagree.AskafewSswhoraisetheirhandstoexplainwhy(e.g.,Movie stars need to be confident. They need to be able to tell directors and producers that they can do a good job in different roles.).

J Do the task HaveSsworkinpairsandwritetheirownlistsofpersonaltraitsthatmoviestarsneed.GiveSstwominutestobrainstormasmanyideasastheycan.WhenSsfinish,havepairsreadouttwoorthreeoftheirideas,andaddthemtotheideasontheboard(e.g.,aggressive, attractive, decisive, flexible, hardworking, independent, motivated, outgoing, self-disciplined, sensitive, talented, unique).AskSstoexplainwhytheychosethewords.

BDuring readingJ Preview the reading HaveSsreadthetitleofthearticle

andlookatthephoto.Ask,“WhatdoyouknowaboutRenéeZellweger?”NotetheusualAmericanEnglishpronunciationofthename:Zellweger/zE2lwEg@r/.GetideasfromSs(e.g.,a movie she was in such as Chicago, awards she has won such as an Academy Award for best supporting actress).

J Readtheinstructionsaloud.Say,“Asyouread,writedowntraitsyouthinkZellwegerhasandtheinformationfromthearticlethatsupportsyourideas.”

J Do the reading TellSstoreadthearticle.AfterSsfinish,havethemworkinpairsandcomparetheirideasonZellweger’straits.Havepairsreportsomeoftheirideastotheclassandexplainwhytheychosethetraitsthey

did(e.g.,confident–Paragraph5:I’ve always had an inner confidence.;determined–Paragraph5:[T]here was always something there inside me that let me know I’d pull through.;down-to-earth–Paragraph6:My family didn’t have a ton of money.;hardworking–Paragraph2:Renée worked as a waitress until she started to land roles.;independent–Paragraph3:[S]he is simply a . . . self-reliant survivor.,Paragraph5:I count on me.;self-disciplined–Paragraph2:Success did not come overnight.,Paragraph5:I’ve had tough times.;unique–Paragraph3:not the most glamorous or the most seductive).

J Follow-up Ask,“WhatwasthemostinterestingthingyoulearnedaboutRenée?”GetideasfromSs.

CPostreadingJ Preview the task Readtheinstructionsaloud.Say,“The

meaningsarelistedinthesameorderasthewordsandexpressionsappearinthearticle.Readthroughthearticleslowly.Whenyoucometoanexpressionthatyouthinkhasasimilarmeaning,tryitinthesentence.”

J Do the task HaveSsfindthewordsandexpressionsforthemeanings.Checkanswerswiththeclass.

Answers 1. commotion(Paragraph1) 2. cherubic(Paragraph2) 3. landroles(Paragraph2) 4. struckachordwith(Paragraph3) 5. anunderdog(Paragraph3) 6. plucky(Paragraph3) 7. pickedat(Paragraph4) 8. shruggedoff(Paragraph4) 9. weneverwentwithout(Paragraph6)10. notthinktwiceaboutit(Paragraph7)

Extra activity – classPlay“Celebrity.”Sstaketurnspresentingclues.OneSthinksofthenameofacelebrityandgivesclues,perhapsincludingsometraitsofthecelebrity.TheotherSstrytoguessthecelebrity.


DJ Preview and do the task Readtheinstructionsaloud.

HaveSsdecideiftheyagreeordisagreewitheachstatementandfindinformationinthearticletosupporttheiranswer.ThenhaveSsdiscusstheirideasinpairs.

J Readeachstatementaloud,andcallonpairstoreporttheirideas.Theclassdiscusseswhetherornottheyagree.

Possible answers1. Disagree.ThearticlesaysshegrewupinasmalltowninTexas

andthatshedidn’tseemdestinedforfame.2. Disagree.Thearticlesaysherfamilydidn’thaveatonof

money.3. Disagree.Thearticlesayssuccessdidnotcomeovernight.4. Agree.Shesaysinthearticlethatshehasalwayshadaninner

confidence.5. Agree.Shesaysherfathermadealotofsacrificestodowhat

wasbestforthefamily.Hesoundsveryhardworking,andRenéeistoo.

6. Agree.Shesaysthatshelikesbeingabletomakelong-distancephonecallsanytime,thoughmoneydoesn’tsoundoverlyimportanttoher.

AJ Preview and do the task Readtheinstructionsandthelist

ofideasaloud.Havepairswritetheirownideas.ThenaskSstocallouttheirideas.Writethemontheboard.

J HaveSsdiscussthedefinitionsforsuccessinthebookandontheboard.Tomodelthetask,havetwoSsreadtheexampleconversationaloud.

J Follow-up AfewSsgivetheirtopdefinitionofsuccessandareasonwhy.

B (CD3,Track20)

J Preview the task Readtheinstructionsaloud.

J Play the recording Audio script p. T-250 Sslistenandwritetheiranswers.Checkanswerswiththeclass.

Answers1. enjoyinglifeeveryday 3. gettingrecognitionasa2. doingsomething musician worthwhile 4. havinglotsofmoney

2 Speaking and listeningC (CD3,Track21)

J Preview the task Readtheinstructionsaloud.Say,“Firstcheckyesorno.Thenwriteacoupleofwordstohelpyourememberthereasons–don’twritecompletesentences.”

J Play the recording Audio script p. T-250 Sslisten,checkyesorno,andmakenotes.

J Play the recording again Sslistenandreviewtheiranswers.ThenhaveSswritethereasonsascompletesentences.Checkanswerswiththeclass.

Answers1. Yes.Becauseshefindssomethingtoenjoyabouteverything

shedoes.2. Yes.Becauseshethinksteachingschoolisuseful.3. No.Becauseheisn’tfamousasamusicianyet.4. No.Becauseshecan’taffordluxuriesyet.

J TellSstoturntoFreeTalk10atthebackoftheirStudent’sBooks.HaveSsdothetasks.(Seetheteachingnotesonp.T-106A.)

4 Free talkAssignWorkbookpp.80and81.(Theanswerkey

beginsonp.T-254.)


J Preview the task Readtheinstructionsaloud.TellSstoreadtheexampleprofile.Asksomecomprehensionquestions(e.g.,How has Alexis become successful? What challenges did she face along the way?).

J Present Help Note Readtheinformationaloud.Asyoureadeachpoint,callonaStoreadaloudthecorrespondingsentencefromtheexamplearticle.

J Writesentencesfromthearticleonp.104suchasthefollowingontheboard.HaveSslookbackandidentifywhethertheyaretopicsentencesorsupportingsentences:

Renée was the girl with the unlikely last name and cherubic face, who didn’t seem destined for stardom.[T]

Just as Renée was enjoying newfound fame, she encountered controversy.[T]

3 WritingI count on me, and I’ve always known that I could

take care of myself.[S]

J Do the task HaveSswritetheirstories.WritethesequestionsontheboardtohelpguideSs:

In what way is the person successful?What challenges did he or she face along the way?How did he or she handle the challenges?How did the challenges change or inspire this person?

J Follow-up Ssworkinsmallgroupsandreadtheirarticles.Groupmembersdecidewhichpeoplefromthearticlesfacedthebiggestchallenges.

Extra activity – classAfterSsbeginwriting,Sscalloutsomeoftheirtopicsentences.Writethemontheboard.Theclassworkstogethertosayiftheyaregoodtopicsentencesornot,andimprovethemifnecessary.

Vocabulary notebook Free talk 10If done for homeworkBrieflypresenttheLearningTipandthetaskdirections.MakesureSsunderstandwhattheyneedtodo.

If done in classJ Present Learning Tip Readtheinformationaloud.

Say,“Themeaningofidiomsisnotobviousfromtheindividualwordsthatmakethemup.Writingsentencesmeaningfultoyouthatincludeidiomswillhelpyoulearnandreviewthem.”

J Present Fame and Fortune Booksclosed.AskSstoworkinpairsandlistwordsthatareoftenusedwiththewordfame,suchasverbsthatprecedeit.Booksopen.HaveaSreadthelistaloud.Askpairstoraisetheirhandsiftheyguessedanycorrectlyandsaywhichones.

Thesetasksrecyclevocabularyfordescribingcelebritycareers.

1J Preview the task Read

theinstructionsaloud.HavetwoSsreadtheexamplesentenceanditsexplanationaloud.

J Do the task HaveSscompletethetask.Checkanswerswiththeclass.

Answers1. c 3. b 5. g 7. d2. h 4. a 6. e 8. f

2J Preview the Word Builder task

Say,“ThisWordBuildertaskwillhelpyoulearnmorewaystotalkaboutcelebritiesandwillgiveyoupracticewritingsentencesthatexplainidioms.”Readtheinstructionsaloud.

J Do the task HaveSscompletethetask.Checkanswerswiththeclass:foreachsentence,askaStoreadhisorheranswer.HaveSswithdifferentanswersreadtheirexplanationsaloud.

Possible answers1. Theyrespectandadmirepop

stars.2. She’sgoingtobeextremely

successfulinhercareer.


106

Idioms are expressions in which the meaning isn’t obvious from the individual words. When you learn a new idiom, it helps to write an example sentence that explains or clarifies its meaning.

Learning tip Learning idioms

1 Match these sentences containing idioms with the explanations on the right.

1. He’s been in the headlines a lot lately. c 2. He’s getting a lot of bad press.

3. He’s an up-and-coming actor.

4. His career has really taken off.

5. He got discovered very young.

6. He had connections in the industry.

7. He’s really dropped out of sight.

8. His acting career is going downhill.

a. His career is going really well.

b. People think he’s going to be a great actor.

c. He’s been in the news.

d. You don’t hear about him anymore.

e. He knew people who helped his career.

f. He’s getting fewer and fewer acting roles.

g. He started his career at a young age.

h. The news media are criticizing him.

2 Word builder Now write explanation sentences for these idioms. Find out the meaning of any expressions you don’t know.

1. A lot of young people really look up to pop stars.

2. My friend is a great singer. She’s going to go a long way.

3. Some rock bands are still going strong after 20 or 30 years.

4. That young actor is going to make a name for himself.

5. She knew the right people, so she got the part.

6. He came to the city to try to get into show business.

Make a list of 10 famous people you like. Can you use a different idiomatic expression about each person?

On your own

Do your best!Vocabulary notebookFame and fortune

The words most likely to be used with fame are:

1. fame and fortune2. gained fame3. hall of fame4. claim to fame5. achieved fame

8887_TS_SB4_U10_P05.4c 106 5/9/06 4:34:49 PM

3. Somerockbandsarestillmakingalotofgoodmusicandhavealargenumberoffansafter20or30years.

4. Thatyoungactorisgoingtobefamousoneday.5. Shehadconnectionstothepeoplethatmakethedecisions

aboutwhotohire,soshegotthepart.6. Hecametothecitytotryandgetajobinthemovie/

entertainmentindustry.

On your ownJ Present On Your Own Readtheinstructionsaloud.Aska

Stoexplaintheexampleinthepicture.

J Follow-up Atthestartofthenextclass,Ssformsmallgroupsandreadtheirlistsofpeopleandtheidiomaticexpressionstheychoose.Eachgroupmembersharesoneoftheirnamesandexpressionswiththeclass.

Unit 10 Fame

Culture noteBob Dylan(1941–)isoneofthemostrespectedmodernAmericansingersandsongwriters,andhismusicfeaturesamixofstylesincludingfolkandrock.Hissongsoftenincorporatesocialcommentary,suchashisfamoussongBlowin’ in the Wind.

Booker T. Washington(1856–1915)wasapromoterofeducationforAfricanAmericansandwasthefounderofTuskegeeInstituteinAlabama.Hehimselfhadbeenaslave,andhewroteanautobiographytitledUp from Slavery.

Helen Hayes(1900–1993)wasafamousAmericanstageandscreenactress.Shewascalled“TheFirstLadyofAmericantheater”andwonmanyactingawards,includingAcademyAwardsin1932and1970.

Dr. Joyce Brothers(1928–)isapsychologistwhobecamefamousasamediafigureintheUnitedStates.Shehaswrittenanewspaperadvicecolumnsincethe1960s.

Harrison Ford(1942–)isafamousAmericanmovieactor,particularlyknownforrolesintheStar WarsandRaiders of the Lost Arkseries.

Yoko Ono(1933–)isaJapanese-Americanartistworkinginavarietyofforms.SheiswellknownashavingbeenthewifeoftheBeatleJohnLennon.

[Sources:NewAmericanDeskEncyclopedia,Wikipedia]

1J Preview the task TellSstoturntothebackoftheir

Student’sBooksandlookatFreeTalk10.Say,“Lookatthequotations.”HaveindividualSseachreadaquotationaloud.Helpwithnewvocabularyasneeded.Ask,“Whichquotationsdoyouagreewith?Whichoneisyourfavorite?Why?Discussthesetopicswithyourgroup.”

J Do the task HaveSscompletethetask.

J Follow-up Severalgroupsreportwhichquotationstheyagreedwithandwhichonewastheirfavorite,sayingwhy.

Vocabulary notebook

Save the world!Free talk 11

1 Group work How would you like to help save the world? Make plans to create an

organization that could fight for an important cause. Answer the questions below.

1. What is your organization called? Choose a name.

2. What is the purpose of your organization? What cause are you fighting for?

3. What are you going to ask people to do to support your cause?

4. What will you do with any money you raise?

2 Class activity Present your cause to the class. Each person in the group can take part in the presentation, or you can choose a spokesperson. Answer questions from your classmates about your organization.

Free talk 10 and Free talk 11 G

Quotations

Save the butterfly!Save the butterfly!

Energy awarenessEnergy awareness

1 Group work Look at the quotations below. Which ones do you agree with?

Which one is your favorite? Why?

A man is a success if he gets up in the morning and gets to bed at night, and in between does what he wants to do.

– Bob Dylan

Success is a state of mind. If you want success, start thinking of yourself as a success. – Dr. Joyce Brothers

Success is to be measured not so much by the position that one has reached in life as by the obstacles which he has overcome. – Booker T. Washington

I realized early on that success was tied to not giving up. . . . If you simply didn’t give up, you would outlast the people who came in on the bus with you. – Harrison Ford

Always aim for achievement, and forget about success. – Helen Hayes

I am busy living in the “right now” and trying to do my best every day. That to me is success. – Yoko Ono

2 Can you think up your own definition of “success”? Complete the sentence below.

Success is .

3 Class activity Now go around the class, and find out your classmates’ definitions. Choose the two you like best, and write them down with your classmates’ names. Then share your new “quotations” with the class.

8887_TS_SB4_Freetalk_P05.2e G 5/11/06 6:28:57 PM

Free talk 10

Save the world!FrFrF eereer talk 11

1 Group work How would you like to help save the world? Make plans to create an Group work How would you like to help save the world? Make plans to create an Group workorganization that could fight for an important cause. Answer the questions below.

1. What is your organization called? Choose a name.

2. What is the purpose of your organization? What cause are you fighting for?

3. What are you going to ask people to do to support your cause?

4. What will you do with any money you raise?

2 Class activity Present your cause to the class. Each person in the group can take Class activity Present your cause to the class. Each person in the group can take Class activitypart in the presentation, or you can choose a spokesperson. Answer questions from your classmates about your organization.

Free talk 10 and Free talk 11 G

Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!Save the butterfly!

Energy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awarenessEnergy awareness

2J Preview and do the task Readtheinstructionsaloud.

HaveSscompletethetask.

3J Preview the task TellSstowritetheirnamebesidetheir

definitionofsuccessandleaveitontheirdeskwhereitwillbeeasyfortheirclassmatestoread.Say,“Nowgoaroundtheclass,andfindoutyourclassmates’definitions.Choosethetwoyoulikebest,andwritethemdownwiththenamesofthestudentswhowrotethem.”

J Do the task HaveSscompletethetask.

J Say,“Nowsharethequotationsofsuccessyouchosewiththeclass.”ThenhaveseveralSsreadthequotationstheylikedbesttotheclass.

Unit 10 • Fame • T-106A

unit10 fame language notes - esl software & … fame language notes ... (see touchstone...

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