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Photocopiable D.R. © Macmillan Publishers, S.A. de C.V. 2010

1 Rome

A Before you watch

1 What do you know about the city of Rome? Discuss in groups.

2 Work in pairs. Circle the word that does not belong in each group. What does it mean?

1 church basilica converge temple

2 magnificent amazing impressive seating

3 ruin slaughter monument historicsite

4 gladiator dome altar crypt

5 Renaissance Baroque masterpiece Gothic

B While you watch

1 Underline the correct information in Facts 1 and 2.

Site Fact 1 Fact 2

ColosseumItwascompletedintheyear80BC / AD.

Itseated15,000 / 50,000people.

Trevi fountainThewordTrevireferstothethreeroads / monumentsthatconvergeatthefountain.

Thecustomistotossrice / a coinoveryourshoulder.

PantheonItwasdedicatedtotheplanetary / Romangods.

TheRomansleftaholeintheceilingforthegods / suntocomein.

Vatican CityItisthesmallestindependentstate / countryinexistence.

Ithasitsownnewspaperandradio station / TV channel.

BasilicaSt.Peter’sBasilicatookover115 / 150yearstobuild.

ItisgenerallyheldthatMichelangelodesignedthedome / altar.

Viewpoints Level 5.indd 1 16/12/2010 11:45

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2 of 21 Rome

2 Complete this text about the Colosseum.

The1 wasarrangedbyclassstructure.The2 classwouldbeseated

atthetopoftheColosseum,andthehighestclasswouldbeseatedatthe3 .Thegames

wouldlastformorethana4 days,andmorethan5 gladiatorswould

fighttothedeath.Duringthesefestivities,morethan6,000beasts6 beslaughtered.The

Colosseumwasn’tjustaplacefor7 andfighting,butwasalsoa8 for

Greekmythology.

C After you watch

Role-play a conversation between two friends. Follow these instructions.

Student A: YouarethinkingofvisitingRomeandwouldliketoknowaboutinterestingsites.

Student B: YouhavejustreturnedfromavacationinRome.Taketurnsaskingandansweringquestions.Thenchangeroles.

D Language points

1 Match the two halves of the sentences. Then practice saying them.

1 ThewordTrevireferstothethreeroadsthat a architecture.

2 Thecustomistotossacoin b someancientruintobefound.

3 TheRomanswerewayaheadoftheirtimein c itisthesmalleststateinexistence.

4 OnethingRomanslovetoeatthemostis d overyourshoulder.

5 Everywhereyougo,there’s e pizza.

6 Whatmostpeopledon’trealizeisthat f convergeatthefountain.

2 Use the underlined expressions in Exercise 1 to describe a place you know.

E Your viewpoint

Work in groups and discuss these questions.

1 WouldyouliketovisitRome?Whichsightswouldyoumostliketosee?Why?

2 Arethereanyinterestingarchaeologicalruinsandarchitecturalsitesinyourcountry? Whatmakesthenunique?

3 CanyouthinkofanydisadvantagesoflivinginacitylikeRome?


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Teacher’s Notes

Viewpoints D.R. © Macmillan Publishers, S.A. de C.V. 2010

1 Rome Teacher’s Notes

1 SynopsisAmantakesusonawalkingtourofthesightsofRome,Italy.First,wevisittheColosseum,where50,000peopleusedtogathertowatchthegladiatorsfight.ThenextstopsonthetouraretheTrevifountainandthePantheon.Dedicatedtotheplanetarygods,thePantheonhasanextraordinarydomewithaholeinit.Whatisitfor?Afterabriefpizzabreak,welearnaboutVaticanCity,thesmallestindependentstateintheworld.Finally,wevisitSt.Peter’sBasilica,whichtookover150yearstobuild,andweadmireMichelangelo’sdesigns.Thenit’stimeforaglassofwine!Length of video:4:50min

2 TargetLanguageGrammar:wouldforrepeatedactionsandeventsinthepastVocabulary:touristsites,architecture,history,theRomansLanguage points:the word ... refers to, the custom is to, way ahead of their time, One thing ... love to ... the most is ..., everywhere you go, what most people don’t realize is that ...

3 ProceduralNotes

A Before you watch

1 In groups/As a class.Setthescene.TellstudentstheyaregoingtogoonatourofancientRome.Ifavailable,showtheclassamapofEuropeoroftheworld,andinvitesomestudentstocomeupandpointtowhereRomeislocated.Drawattentiontothephotosofplacesstudentswillseeinthevideo.Havestudentsworkinsmallgroupsandsharewhattheyknow.Encouragethemtodiscussinformationtheyarenotentirelysureaboutaswell.Then,elicitsomeideasfromtheclass.Alternatively,ifyoudon´tthinkyourstudentsalreadyknowmuchaboutthecityofRome,beginbyplayingthefirstminuteofthevideowiththesoundoff.Havestudentswatchandnotedownwhattheysee.Encouragethemtolistasmanythingsaspossible.Then,elicitsomeanswersandwritethemontheboard(sculptures, ruins, pasta, traffic, cathedral, statues, paintings, fountain, monuments, tourists,etc.).

Culturalbackground: RomeisthecapitalofItaly,possiblyfoundedasearlyas753BC.Informertimes,itwastheseatofpowerforkingsandemperors.TheRomancivilizationbecameoneofthelargestempiresintheancientworld(itwassaidthat“allroadsleadtoRome”).Acommontypeofentertainmentwastowatchgladiatorsinanarena,wheretheywouldfightanimals,criminals,andotherslaves.Rome’shistorycontinuestohaveamajorinfluenceontheworldtoday.AncientRomecontributedtothedevelopmentofart,war,law,literature,architecture,religion,andlanguageintheWesternworld.

2 As a class.Focusonthefirstgroupofwords.Elicittheonethatdoesn’tbelong(converge):first,havestudentstellyouwhattheotherthreewordsdescribe(types of religious buildings).Invitethemtotellyouothertypesofreligiousbuildingstheyknow(e.g.,synagogue, cathedral, mosque,etc.).Then,elicitthemeaningofthewordthatdoesnotbelongtothecategory(meet,e.g.,three roads converge at this point).

In pairs.Havestudentscompletetheexercise.Encouragethemtousetheirdictionariestohelpthem.Circulateandgivehelpasnecessary.

As a class.Checkanswersasaclassbynominatingdifferentpairs.Foreachgroupofwords,inviteonestudentinthepairtotellyouwhatthreeofthewordshaveincommon.Then,elicitthemeaningofthewordthatdoesnotbelongfromtheotherstudent.

Answer key:1 converge =meet(therestarereligiousbuildings)2 seating=howtheseatsarearranged(therestarepositiveadjectivesfordescribingplaces)3 slaughter=killananimal(therestarearchaeologicalorhistoricalplaces)4 gladiator=Romansolider(therestarepartsofachurch)5 masterpiece=magnificentworkofart(therestarearchitecturalstyles)


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1 Rome

B While you watch

1 As a class.Nominatestudentstoreadaloudthefacts.Elicitorpre-teachthemeaningofthesewords:seat(v.)–tohaveplacesforaparticularnumberofpeopletosittoss(v.)–tothrowover(prep.)–1movingacrossthespaceabovesomeoneorsomething;2morethanhold(v.)–believe

Individuals. Playtheentirevideo.Havestudentscompletetheexerciseindividually,thencompareanswersinpairs.

As a class. Ifnecessary,playthevideoagain.Encouragestudentstocheckand,ifnecessary,correcttheirwork.Then,checkanswersasaclassbynominatingstudentstoreadaloudthecorrectsentences.

Answer key: Colosseum: Itwascompletedintheyear80AD;Itseated50,000 people.Trevi fountain: ThewordTrevireferstothethreeroads thatconvergeatthefountain;Thecustomistotossa coinoveryourshoulder.Pantheon: Itwasdedicatedtotheplanetarygods;TheRomansleftaholeintheceilingforthegods tocomein.Vatican: Itisthesmallestindependentstateinexistence;Ithasitsownnewspaperandradio station.

Basilica: St.Peter’sBasilicatookover150yearstobuild;ItisgenerallyheldthatMichelangelodesignedthedome.

2 Individuals.ExplaintostudentsthattheyaregoingtowatchthesectionabouttheColosseumagain.First,havethemlookatthetextandaskthemtofillinasmanyoftheblanksastheycanfromwhattheyrememberofthevideo(theyshoulddothisinpencil).Then,playtherelevantsectionofthevideo[00:43–01:09].Havestudentscheckand,ifnecessary,correcttheiranswers,aswellasfillinanyremainingblanks.

As a class. Checkanswersbynominatingstudentstoreadaloudthecompletedtextonesentenceatatime.

Answer key: 1seating 2lowest 3bottom4hundred 510,000 6would 7gladiators8theater

As a class. Askstudentstofindandhighlightalltheexamplesofthemodalverbwouldintheparagraph(would be seated; would last; would fight; would be slaughtered).Elicitorexplainthemeaninganduseofthisverb(wouldhasthesamemeaningasused tohere.Itreferstorepeatedactionsandeventsinthepast).

Individuals. Ifyouhavetime,practicetheDictogloss technique(seeTechniques for teaching with video intheDVDbooklet).ShowthescenewheretheguideisinVaticanCity[03:06–04:25]severaltimes.Tellstudentstonotedownthemainwordsandphrasestheguideuses.

In pairs. Askstudentstorecreatethecompletescriptforthescenefrommemory.Encouragethemtousetheirimaginationtofillinanygaps.Circulateandhelpwithlanguageasnecessary.

As a class. Nominateafewpairstosharetheirscriptwiththeclass.Finally,havestudentscomparetheirversionwiththeoriginalscriptbyplayingthesceneagainorbyhandingoutcopiesofthevideoscript.

C After you watch

In pairs. TellstudentstodecidewhoisStudentAandwhoisStudentB.Ensurestudentsunderstandthetask.Afterfiveminutes,havethemchangerolesandrepeat.Ifthereistime,nominateafewpairstoactouttheirrole-playfortheclass.

D Language points

1 Individuals. Pointoutthatalltheseexpressionscomefromthevideo.Havestudentscompletetheexercisebythemselvesandthencomparetheiranswersinpairs.

As a class.Nominatedifferentstudentstoreadaloudthecompletesentences.Foreachsentence,drawattentiontotheunderlinedwordsandelicitorprovidefurtherexamplesofsentenceswhichusethem.

Forsentence3,explainorelicitthemeaningofto be (way) ahead of their time (veryadvancedcomparedtootherslivinginthesameperiod).Elicitorgivefurtherexamplesofsentencesusingthisexpressionandwritethemontheboard(e.g.,The Mayan people were way ahead of their time in astronomy;The Greeks were ahead of their time in science and technology, etc.).Pointoutthattheexpression(way) ahead ofcanalsobeusedtodescribephysicaldistance,e.g.,David finished way ahead of the other runners in the race.


1 Rome

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4 VideoScript

Forsentence4,highlightthatdifferentverbscanbeusedinthisstructure,notjusteat.Provideorelicitsomeotherexamples,e.g.,One place New Yorkers love to visit the most is Central Park; One thing Americans love to drink the most is coffee, etc.

Forsentence5,elicitorprovideotherwaysofsayingeverywhere you go(e.g.,wherever you go, no matter where you go,etc.).

Answer key: 1f 2d 3a 4e 5 b 6c

In pairs.Havestudentspracticesayingtheexpressionsaloudasiftheywerethetourguide.Circulate,helpingwithintonationandstressasnecessary.Alternatively,ifthereistimeandyouthinkitwouldbehelpful,playthevideoagain,pausingaftereachexpressionsostudentscanrepeatit,focusingonstressandintonation.Ifpossible,replayandhavestudentsrepeateachexpressionseveraltimes.

2 In pairs.Havestudentscompletethisexerciseorally.Pointoutthatthesentencesshouldbeaboutthestudents’owncityoraplacetheyknow.Circulateandhelpwithideasandlanguageasnecessary.

As a class. Nominatestudentstosaysomesentences.Encouragetherestoftheclasstolistencarefullyandsuggestanycorrections,ifnecessary.

Individuals.Ifthereistime,orasahomeworkexercise,havestudentswriteaparagraphaboutaplacetheyknowusingallsixexpressions.Then,havethemreadtheirparagraphtoapartner.

E Your viewpoint

In groups.Nominatethreestudentstoreadthequestionsaloud(onequestioneach).Givestudentstimetodiscussthequestionsinsmallgroups.Circulateandhelpwithvocabularyasnecessary.

As a class. Invitesomegroupstosharetheiranswerswiththeclassandhaveaclassdiscussion.

Forquestion1,onceyouhavelistenedtosomeideas,holdaclassvotetoseewhichofthesightsfromthevideotheclasswouldmostliketosee.

Forquestion2,holdaclassvoteforthebestruinsand/orthebestarchitecturalsiteinthestudents’owncountry.

Forquestion3,encouragestudentstothinkofnegativeaspectsoflivinginalargetouristcitylikeRome(e.g.,there is a lot of traffic, you have to wait in line to do many things, it is noisy, it is expensive, there is air pollution,etc.).

Guide: Nowwe’reatthemagnificentColosseum,oneofRome’sgreatestruins.Completedintheyear80AD,theColosseumseated50,000people.Theseatingwasarrangedbyclassstructure.ThelowestclasswouldbeseatedatthetopoftheColosseum,andthehighestclasswouldbeseatedatthebottom.Thegameswouldlastformorethanahundreddays,andmorethan10,000gladiatorswouldfighttothedeath.Duringthesefestivities,morethan6,000beastswouldbeslaughtered.TheColosseumwasn’tjustaplaceforgladiatorsandfighting,butwasalsoatheaterforGreekmythology.

TheTrevifountainisoneofRome’smostfamousmonuments,andiswhereMarcelloMastroianniandAnitaEkbergfrolickedinFellini’sfilmLa Dolce Vita.ThewordTrevireferstothethreeroadsthatconvergeatthe

fountain.Thecustomistotossacoinoveryourshoulder,toensurethatyouwillreturntoRome.

ThisisthePantheon,themostwell-preservedbuildingofancientRome.Itwasoriginallydedicatedtotheplanetarygods.

TheRomanswerewayaheadoftheirtimeinarchitecture.Theyleftaholeintheceilingbecausethisbuildingwasbuiltforthegods.Theylefttheholeinorderforthe...thegodstocomeinandout.There’sanotherreasonthattheyleftthehole,sothatheatcouldriseandtheroomwouldstaycool,justlikeitisnow.

OnethingRomanslovetoeatthemostispizza.Delizioso!

It’snotjustthePantheonortheColosseumhereinRome,itseemslikeeverywhereyougo,there’ssomeancientruintobefound.


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1 Rome

WrittenbyKateCory-WrightandJoanneWellingDesign:WildAppleDesignLtd.

Isn’titamazing? BehindmeisVaticanCity.It’stheseatofthe

RomanCatholicChurch.Butwhatmostpeopledon’trealizeisthattheVaticanisthesmallestindependentstateinexistence.Let’sgotakealookatit.

VaticanCityhasitsowncurrency,newspaper,radiostation,trainstation,andpostalservice.

St.Peter’sBasilicatookover150yearstobuild.ManyofthegreatestartistsoftheRenaissance

contributedtothebuildingoftheBasilica.ButitisgenerallyheldthatSt.Peter’sowesmosttoMichelangelo,whowasresponsibleforthedesignofthedome.Hebegantheprojectattheageof72,anddiedbeforethechurchwascompleted.Nowlet’sgoseeMichelangelo’sextraordinaryPietà.

Michelangelocreatedthismasterpieceattheyoungageof27.It’stheonlypiecethatheeversigned.


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2 Taste

A Before you watch

1 Read the definition of cuisine. What types of cuisine do you know?

cuisine /kwɪˈzi:n/ noun [count or uncount] a particular style of cooking food, especially the style of a particular country or region

2 What popular dishes from modern American cuisine do you know? Write five more.

B While you watch

1 Complete the table.

Sal Kyle

In the video, he/she is eating …

Favorite meal

Favorite place to eat

2 Circle the topics that Robin Gustafsson talks about. Which two topics does she not talk about?

thefood themusic theguests theimportanceofservice

openingtimes thestaff location reviews

sizeandinteriordesign thechef herjob

3 Match the adjective phrases 1–10 with the nouns a–j.

1 thereallyhigh a restaurants2 there’swonderful b guestofours3 oneofthefinest c food4 averyairy d guests5 provideconsistentlyexcellent e rangeofpersonalities6 awide f dinner7 haveareallygood g feeling8 avery,verydear h energylevel9 athree-star i service

10 great,delicious j restaurant

Caesar salad


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C After you watch

1 Complete the mind map with as much information as you can remember from the video.

2 Now imagine you are a restaurant critic from the New York Times who recently ate at the Gotham Bar and Grill. Write a review of this restaurant for the newspaper.

D Language points

1 How much do you know about your partner? Predict his/her answers by circling one option in each sentence.

1 Iusuallyknow / never knowwhatI’mgoingtoeatfromdaytoday.

2 Myfavoritefastfoodispizza / burgers / hotdogs,handsdown!

3 I’vebeenknowntocookreally delicious meals / really terrible meals.

4 Myfavoriterestauranthaslive music / paintings / funny waiterstolivenuptheplace.

5 Ifawaiterwasrudetome,I’d complain to the manager / I’d say “Hey, what’s with the attitude?” / I wouldn’t do anything.

2 Now work with your partner. How many of your predictions were correct?

E Your viewpoint

Work in groups. Discuss these questions.

1 What’syourideaofcomfortfood?

2 Ifyoucouldgoanywhereatallandeatanythingyouwanted,wherewouldyougo,andwhatwouldyouhave?

3 Inyouropinion,whatmakesarestauranttrulyexceptional?

Food and chef

GothamBarandGrill

Types of guests

Location

Size and interior


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Teacher’s Notes


2 Taste

1 SynopsisSalandKyleareinNewYork,eatingatarestaurantthatSalrecommended.Overlunch,theyagreeit’snotaverygoodrestaurant.Theydiscusswheretheywouldgoiftheycouldeatanywhereintheworld.Kylewouldeathismom’scooking.SalsaysshewouldgototheGothamBarandGrillRestaurantinGreenwichVillage,NewYork.Shelovesitforspecialoccasions.ThevideotakesustotheGothamBarandGrill,wherewemeettheServiceDirector.Inaninterview,sheexplainswhytherestaurantissopopularwithvisitors.Length of video: 5:21min

2 TargetLanguageGrammar:adjectivephrases,orderofadjectives Vocabulary:adjectives,typesofcuisineandfood,restaurantsLanguage points:hands down, has been known to ..., from day to day, which makes it fun, livens up the place, What was with that waiter’s attitude?

3 ProceduralNotes

A Before you watch

As a class.Writethewordcuisineontheboard.Practicethecorrectpronunciation(/kwɪɪzin/)andstress(thisfallsonthesecondsyllable).Alternatively,ifyourstudentsarefamiliarwithphonemicscript,writethephonemictranscriptionontheboardinsteadoftheword,andelicitfirsthowtopronounce,andthenhowtospelltheword.Finally,askstudentswhichlanguagetheythinkthiswordcomesfrom(French).

1 In groups.Focusonthedictionarydefinitionforcuisine ontheworksheet.Pointoutthatcuisineisusedtorefertogoodfoodwhichcansometimesbeexpensive.Askstudentstoworkinsmallgroups,andtonotedownasmanydifferenttypesofcuisineastheycanintwominutes.Ifnecessary,provideorelicitoneortwoexamplestogetthemstarted(e.g.,French cuisine; local cuisine,etc.).

As a class. Nominatedifferentgroupstosharetheirideaswiththeclass,andmakealistontheboard.Then,holdaclassvotetofindoutwhichtype(s)ofcuisinemoststudentsprefer.

Possible answers: Frenchcuisine,Italiancuisine,internationalcuisine,hautecuisine(cookingofaveryhighstandard,oftenFrench),nouvellecuisine(amodernstyleofcookingthatinvolveslightlycookedfoodservedveryattractivelyinsmallquantities),traditionalcuisine,regionalcuisine,etc.

2 As a class. Highlightthat,inthisactivity,theadjectiveAmericanisusedtorefertopeoplefromtheU.S.A.only,andnottopeoplefromCanada,Mexico,orCentral/SouthAmerica.Checkstudentsunderstandthemeaningofdishes(foodpreparedandcookedinaparticularway)andthattheyknowwhataCaesar saladis(asaladtypicallyconsistingofromainelettuce,oliveoil,lemonjuice,rawegg,croutons,andparmesancheese.Itcanalsocontainotheringredientssuchasgrilledchicken).

In groups.Havestudentsworkinthesamesmallgroupstocompletetheexercise.Circulateandhelpwithvocabularyasnecessary.Checktheyarewritingdownspecificdishes(e.g.,lasagne, steak, French fries)ratherthangeneralfoodgroups(e.g.,chicken, cheese, vegetables).

As a class.Invitearepresentativefromeachgrouptocomeupandwritetwoorthreeoftheirbestideasontheboard.Checkthateverybodyunderstandsallofthedishes.Ifnot,encouragethegroupwhothoughtofthatdishtoexplainittotherestoftheclass.Finally,holdaclassvotetofindoutwhichdish(es)moststudentsintheclasspreferorwouldmostliketotry,andwhichdish(es)is/areleastpopular.

Possible answers: lasagne,steak,Frenchfries,pizza,applepie,pancakesandmaplesyrup,macaroniandcheese,sushi,hotdogs,hamburgers,etc.

B While you watch

Individuals. Writethefollowingquestionsontheboard:1 What is the relationship between these two people?2 Are they both happy with their meals?Playthefirstsegmentofthevideo,inwhichSalandKyleareinarestauranthavingameal[00:00–01:25].Havestudentsanswerthequestionsindividually.

As a class. Checktheanswersasaclass(1They might be friends, or they could be a dating couple; 2 Kyle isn’t happy with his meal. He says his burger is overdone,


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2 Taste

practically cremated. Sal is happy with her meal. She loves their Caesar salad).Checkstudentsunderstandthemeaningofoverdone(cookedtoomuch)andcremated(cremate(v.)meanstoburnthebodyofadeadperson.Kyleisusingthisterminahumorouswaytosayhisburgeriscookedfartoomuch).

1 Individuals. Playthefirstsegmentofthevideoagainandhavestudentscompletetheexercise.Youwillprobablyneedtoplaythesegmentagainoneormoretimes,pausingthevideoafterthepartcontainingeachanswer.

In pairs. Havestudentscompareanswers,discussinganydifferences.

As a class.Checkanswersasaclass.Asyougo,explainorelicitthemeaningofthefollowingwords:honey-roasted(adj.)–coveredwithhoneyandcookedinanovenbuttery(adj.)–containinglotsofbutterseared(adj.)–cookedonbothsidesforaveryshorttimewithveryhighheatmashed potatoes (n.)–potatoesthathavebeenboiledandarethencrushedwithmilkandbutteruntiltheyaresmoothwhipped cream (n.)–afoodthatiswhippedhashadairmixedintoit,soitisverylightroot vegetable(n.)–avegetable,suchasacarrot,whoserootisthepartthatiseaten

Answer key:Sal: In thevideo,sheiseatingCaesarsalad;Herfavoritemealissearedtunawith(root)vegetablesfollowedbycrèmebrûlée(fordessert);HerfavoriteplacetoeatistheGothamBarandGrillon12thStreet(NewYorkCity).

Kyle:In thevideo,heiseatingaburger(withFrenchfriesandasalad);Hisfavoritemealis(hismom’s)honey-roastedchickenwith(buttery)mashedpotatoesfollowedbyhotapplepieand(freshwhipped)cream;Hisfavoriteplacetoeatisathisparents’/mom’shouse.

2 As a class.Setthescene.TellstudentsthattheyarenowgoingtolistentoRobinGustafsson,ServiceDirectorattheGothamBarandGrillinNewYorkCity(therestaurantSalmentionedintheprevioussegment),talkingaboutherwork.CheckstudentsunderstandthattheyneedtoidentifythetwotopicsinthelistthatRobin

doesnotmention.Explainorelicitthemeaningofguests(peoplewhoarepayingtoeatinarestaurant)andreview(anarticleinwhichsomeonegivestheiropinion).

Individuals. Playtherestofthevideo[01:26–05:14]andhavestudentscompletetheexerciseindividually.Then,havethemcompareanswersinpairs,discussinganydifferences.

As a class. Checktheanswersasaclass.Ifthereisanydisagreement,playtheentiresegmentagain,pausingiteachtimeRobinchangestopicandelicitingfromtheclasseachtopicshecovers.

Answer key: Robindoesn’tmentiontheopeningtimesorthemusic(everythingelseshouldbecircled).

3 In pairs.Beginbyexplainingorelicitingthemeaningofairy(withalotoffreshairandspace)andconsistently(always).Beforeplayingthevideoagain,havestudentsworkinpairstopredict whichadjectivescombinewithwhichnouns.Tellthemtowritealetter(a–j)alongsideeachadjective(1–10)inpencil.Donotcheckanswersasaclassatthisstage.

Individuals.Playthesecondpartofthevideo[01:25–05:14]again.Havestudentscheck,andifnecessary,correcttheiranswers.

As a class.Checkanswersasaclass.Findoutifanypairspredictedalltheanswerscorrectly.Elicitotheradjective+nouncombinationsnotheardinthesegmentwhicharealsopossibleandmeaningful(e.g.,great, delicious dinner; one of the finest guests; there’s wonderful food;etc.).

Answer key: 1h 2d 3a 4g 5i 6e 7f8b 9j 10c

In pairs. Ifthereistime,practicetheDubbing in teams technique(seeTechniques for teaching with videointheDVDbooklet).PlayashortsegmentfromRobin’smonologue,forexample[01:55–02:12],pausingaftereverytwoorthreelines.Inpairs,studentswritedownasmuchofwhatRobinsaysastheycan.Playthesegmentagainoneormoretimesifnecessary.

As a class.NominatedifferentpairstocomeuptothefrontandduboverRobin,i.e.,saywhatshesaysinsteadofher.Playthesamesegmentagainwiththesoundoff.Encouragethepairstohelpeachotherrememberthelanguage.

C After you watch


2 Taste

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Viewpoints D.R. © Macmillan Publishers, S.A. de C.V 2010

C After you watch

1 As a class.Copythemindmapfromtheworksheetontotheboard.TellthestudentstothinkbacktowhattheysawinthevideoabouttheGothamBarandGrill,andtocompletethemindmapwithasmuchinformationastheycan.Youmaywanttoelicitacoupleofexamplestogetthemstarted(e.g.,intheLocation circlewriteGreenwich Village).

In pairs. Havestudentscompletethemindmapinpairs.Setatimelimitofeightminutes.Circulateandhelpwithideasandvocabularyasnecessary.

As a class.Nominatedifferentpairstosharetheirideasandaddthemtothemindmapontheboard.Encouragetheotherstudentstocheckalltheinformationiscorrectandtoaddfurtherdetailswherepossible.

2 Individuals.Ensurestudentsunderstandwhatacriticis(someonewhosejobistowriteopinionsaboutsomething,e.g.,restaurants,books,etc.).HavestudentswriteaparagraphabouttheGothamBarandGrill.Encouragethemtousetheirimaginations(forexample,maybetheydidnotliketherestaurant),andtousearangeofdifferentadjectives,bothfromsectionBWhileyouwatchandfromtheirdictionaries.

In pairs/As a class. Havestudentsreadtheirreviewstoeachotherinpairs.Then,nominatesomestudentstoreadtheirreviewsaloudtotherestoftheclass.Alternatively,displayallthereviewsonthewallsaroundtheroom.Havestudentsstandup,walkaround,andreadthemall.Finally,holdaclassvoteforthebestreview.

D Language points

1 As a class.Focusontheunderlinedexpressionsinsentences1–5first.Highlightthatalloftheseexpressionswereusedinthevideo.Checkstudentsunderstandthemallandelicitfurtherexamplesofsentences.

Forsentence1,explainthatfrom day to day meansfromonedaytothenext(e.g.,My job is unpredictable. I don’t know what will happen from day to day).Insentence2,hands downmeans withoutanydoubt(e.g.,My favorite country is Italy, hands down).Explainthat,asinsentence3,weusetheexpressionI’ve been known to torefertothingsthatwedidinthepast,butonly

occasionally(e.g.,I’ve been known to get up at 6:00 a.m. on Saturdays).Insentence4,to liven up means tomakemoreinteresting(e.g.,Susie always livens up parties).Explainthat,insentence5,theexpression,What’s with the ...? isusedinspokenAmericanEnglishonly,toaskforanexplanationaboutsomething(e.g.,What’s with the sad face?).

Individuals.Assigneachstudentapartnerwhoisnotsittingnexttothem,buttellthemnottoworktogetheryet.Checkstudentsunderstandthattheyhavetopredicttheirpartner’sanswers.Havethemcompletethetaskindividuallywithoutspeakingtoanyone.Encouragestudentstoanswerallthequestions,eveniftheyhavetoguess.

2 In pairs.Havestudentsmovetositwiththeirpartner.Tellthemtoaskaquestionforeachsentenceinordertofindoutiftheirpredictionswerecorrect(e.g.,forsentence1:Do you usually know what you are going to eat from day to day?;forsentence2,What’s your favorite food, hands down?,etc.).

As a class. Findoutifanystudentspredictedalloftheirpartner’sanswerscorrectlyand,ifnot,whohadthemostcorrectpredictions.Encouragestudentstosharewiththeclassanythinginterestingtheylearnedabouttheirpartner.Elicitthequestionsstudentsaskedinordertochecktheirpartner’spredictions,makinganycorrectionsasnecessary.

E Your viewpoint

As a class. Nominatethreestudentstoreadonequestionaloudeach,andcheckeverybodyunderstandsthem.Explainorelicitthemeaningofcomfortfood(foodthatyouenjoyverymuchandofteneatwhenyoufeelsad).

In groups. Givestudentstimetodiscussthequestionsinsmallgroups.Circulateandhelpwithvocabularyasnecessary.

As a class. Discusstheanswerstothequestions.Forquestion1,holdaclassvotetofindoutthemostpopularcomfortfoodintheclass.Forquestion2,nominatesomestudentstodescribetheirperfectmeal.Encouragetherestoftheclasstoaskfollow-upquestionstogetmoreinformation.Forquestion3,brainstormalistofcharacteristicsofanexceptionalrestaurantontheboard.Ifthereistime,havestudentschooseandnotedownthethreemostimportantcharacteristics,thenshareideasasaclass.


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2 Taste

Individuals.Ifthereistimeorasahomeworkactivity,havestudentswriteashortdescription(50–100words)oftheirperfectmeal.Encouragethemtousestringsofadjectivesandgivealotofdetail(e.g.,notjustchicken pie, butpiping hot, creamy chicken and vegetable

pie with buttery, golden pastry, etc.).Ifstudentsareworkinginclass,circulateandhelpwithvocabularyasrequired.Studentscouldthensharetheirworkwithapartnerordisplayitontheclassroomwallsfortherestoftheclasstoread.

Kyle: I’mnotreallysureaboutthisplace.Areyou?Myburgerwassooverdone,practicallycremated.Andwhatwaswiththatwaiter’sattitude?

Sal: Iknow.IlovetheirCaesarsalad,though.That’swhyIsuggestedlunchhere.I’msorryitwassuchaletdown.

Kyle: Itdoesn’tmatter,Sal.It’sthecompanythatcounts.

Sal: Thankyou.Kyle: It’snotmyfavorite,butit’snotawful.Sal: So,Kyle,whatisyourfavorite?Ifyoucouldgo

anywhere,whatwouldyoueat,yourultimatemeal?

Kyle: Mymom’shoney-roastedchicken,handsdown.WheneverI’mhome,sheservesitwiththemostbutterymashedpotatoesyoucanimagine.Then,shefinishesitoffwithhotapplepieandfreshwhippedcream.Totalcomfortfood.

Sal: I’dliketomeetyourmomsomeday.Kyle: Whataboutyou?Whatwouldyouhave?Sal: Itwouldhavetobethesearedtunaatthe

GothamBarandGrillon12thStreet.Itisnotonlydelicious,butitlookslikeaworkofart,beautifullystackedaroundatowerofrootvegetables.Andfordessert,theircrèmebrûléeisworld-class.Imean,theGothamisveryexpensive,butforspecialoccasions,birthdays,etc.,itiswortheverypenny.Nodoubtmyfavoriterestaurant.

Kyle: IgettheimpressionIshouldbetakingnotes.Sal: Takingnotesisneverabadidea.Robin:WhatIloveaboutworkinginrestaurantsis

thereallyhighenergylevel,thespontaneity.Youcometowork,youhavenoideawhatcouldpossiblyhappenfromdaytoday.It’salwayssomethingnew.Andespeciallyatthisrestaurant,Gotham,working...there’swonderfulgueststhatcomehere.Thefoodandtheserviceissowonderfulthatyou’reproudtobeapartofit.AndmyhusbandsaysthatIlovemyjobbecauseIgetpaidtotalk.GothamBarandGrillislocatedhereinGreenwichVillage,NewYorkCity.It’sbeenopenfor19½

yearsandit’shighlyacclaimedinthecity,ifnotaroundtheworld.It’soneofthefinestrestaurantsinNewYork,forbothgreatfoodandverygoodservice.Therestaurantisaverybigrestaurantwithaveryairyfeelingtoit.It’sgotdifferentlevelstotherestaurant,whichmakesitfuntositcomfortablyandpeople-watch.Um,there’sthesegreatparachutesthatarehangingupfromtheceiling.AstheServiceDirectorforGothamBarandGrill,myrolehereistoworkwithourdiningroommanagementstaff,ourfrontwaiterstaff,bartenders,foodrunners,busboys,reservationists,coatchecks,toprovideconsistentlyexcellentservice.Ourguestsareawiderangeof...ofpersonalitiesandtypeofpeople.Uh,we’vegotGreenwichVillageneighbors,residents,whoareregulars,comeinonceaweek.We’vegottouristsfromaroundtheworldthathavereadabouttherestaurant,seenitontelevision,orreadaboutitinmagazines,thatnowthey’replanningtheirbigNewYorkCitytripandthey’vegottocometoGotham.Uh,familieswhocometocelebratebirthdaysandanniversariesandgraduations,special,uh,eventsintheir,intheirlivesthattheywanttohaveareallygooddinnerwith.And,ofcourse,theoccasionalrecognizablecelebrityweget...sometimes.Well,MelBrooksisavery,verydearguestofoursandhelivensuptheplaceeverytimehecomes.Uh,TonyBennetthasactuallybeenknownonThanksgivingtosingtoawomanhereattherestaurant.ThefoodhereatGothamBarandGrillismodernAmericancuisine,soit’sveryfresh,um,fishandmeatandproducefromourlocalGreenmarketfarmersfromupstateNewYorkandNewJersey.AlfredPortale,ourchef,hasbeeninfluencedfromaroundtheworld,travelsthathe’smade,mostrecentlytoMorocco.Hecamebackandhewasinspiredandonthe,uh,themenuisaMoroccanspicedlamb.ThesearedyellowfintunaisoneofAlfred’ssignaturedishes.It’sbeenonthemenufor...formanyyears,andit’sa

4 VideoScript


2 Taste

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greatsushi-qualityoffishthat’scoatedwith,uh,crushedwhitepeppercorns.Fordessert,theGothamchocolatecake.It’sgotalittlebitofbrewedcoffeeinwiththemix,andit’sjustdecadent.GothamBarandGrillisproudtosaythatit’sbeenreviewedfourtimesbytheNewYorkTimes,andeachtimeawardedthreestars.Reallyacomplimenttotherestaurantandhow

consistentlyexcellenttherestaurantisthateachtimetheNewYorkTimescamehere,theyfeltthatitwasstillathree-starrestaurant.Serviceisimportantatarestaurantatthislevelbecausepeoplehavecometoexpect.Theyknowthatthey’regettinggreat,deliciousfoodandtheywanttohaveitbackedupwithqualityservice,consistently,allthetime.



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3 Say what?

A Before you watch

1 Complete the chart with appropriate expressions.

Context Greetings Goodbyes Apologies

Informalspeech Sorry!

FormalspeechIt was a pleasure

to meet you.

Informalwriting how r u?

FormalwritingI sincerely

apologize for ...

2 What might happen if you used these expressions in the wrong context?

B While you watch

1 Number these topics in the order in which they are first mentioned.

Commonexpressionsusedinrap

Theoriginsofraplanguage

Howdictionariesarecompiled

Theimportanceofusingtheappropriatestyle

EarlyinfluencesonEnglishandhowithasgrown

Rap’sinfluenceonthewaypeopletalk

2 Who expresses each view? Write S (Sara), D (Daniel), or B (both).

1 Rapwascreatedtoexcludeothersfromthegroup.

2 Slangisimportantinrap.

3 Noteveryonecanunderstandraplanguage.

4 Rapmayinfluencepeopletospeakbadly.

5 Somepeopledon’tuseappropriatelanguageforthesituation.

6 Languagechangesconstantly.

3 Complete the text with the expressions like, you know, or I mean.

“And,1 ,youknow,nooneevenreallysaidthat.2 ,hejust

said,“Gettin’jiggywitit,”and,3 ,peoplestartedsaying,“I’mgettin’jiggywit

it.”Starteddancing.Itwas,like,comeon.4 ,5 ,onceyour

grandfathersays“I’mgettin’jiggywitit”andstartsdancing,6 ,youknowit’stime

tomoveforward.”


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2 of 23 Say what?

C After you watch

1 Imagine you are a reporter. You are going to meet with and interview Daniel Laurent, or a famous rapper you know. Write some questions to ask her/him.

2 Give a short talk about rap language. How did it start? Who uses it? Why? Why do rappers change expressions? Use these prompts.

start out as express themselves go against the system like the rhythm of go against the normbe a part of something influence the way people talk time to move forward

D Language points

1Can you remember what these rap expressions mean? Match them with their meanings a–d.

1 I’mgonnacopawhip. a I’mreallymotivated.

2 Yourkicksarefly. b Icangenerateincome.

3 Myenergylevelisstupidrightnow. c I’mgoingtobuyacar.

4 I’mgonnabringmadcheese. d Yourshoesarenice.

2 Rewrite this email in formal writing.

hey u! i can’t make class tonite cuz i’m sick. c u next time ;) lynn

E Your viewpoint

Work in groups. Do you agree or disagree with these statements? Give reasons to justify your opinion.

1 Raplanguageismeaningless.2 Emailandtextmessagesinfluencepeopletowritebadly.3 It’seasytoknowwhatstyletousewhenspeakingtodifferentpeopleinyournativelanguage.4 Youshouldonlyuseslangwithyourclosefriends.

How did you become a rapper?


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Teacher’s Notes


3 Say what?

1 SynopsisInthelanguageofrap,whatdoes“copawhip”mean?(Buyacar.)Howabout“yourkicksarefly”?(Ilikeyourshoes.)Istheword“fresh”stillusedbyrapartists?(No.)Thetwointerviewees,SaraCampbell(alinguisticsprofessorfromBostonUniversity)andrapartistDanielLaurent,giveustheirperspectivesonlanguage.TheydiscussthehistoryoftheEnglishlanguage,thestylesweusefordifferentoccasionsandpeople,howlanguagechanges,andwhy.Althoughtheyhaveverydifferentviewsonlanguage,theyagreeonmanythings.Length of video:5:27min

2 TargetLanguageGrammar:informalandformallanguage,discoursemarkersVocabulary:theEnglishlanguage,style,rap,writtenvs.spokenlanguageLanguage points:cop a whip, your kicks are fly, my energy is stupid, mad cheese

3 ProceduralNotes

A Before you watch

1 As a class. Drawstudents’attentiontotheworksheetheadingSay what? Explainorelicititsmeaning (Excuse/Pardon me?),andwhetherthisexpressionisformalorinformal(very informal).Focusonthefourdifferentcontextsinthechart(Informal/Formal speech/writing).Elicitsituationsinwhichyoumightuseeachcontext(e.g.,informal speech:with a friend or sibling;formal speech:in a talk/presentation, an interview, or with people you don’t know very well;informal writing:in emails and text messages;formal writing:in essays and formal letters).Elicitthemeaningofgreetings(somethingyousaywhenyoumeetsomeone)andapologies(astatementthattellssomeoneyouaresorry).

In pairs.Pointouttheexamplesinthechartandcheckstudentsunderstandthetask.Tellthemtoworkinpairsandwritedownasmanydifferentexpressionsastheycanthinkofinfiveminutes.Whilestudentsarebrainstorming,copythechartontotheboard.

As a class.Invitedifferentstudentstocomeuptotheboardandwritetheirideasinthechart.Encouragetherestoftheclasstohelpwithspellingandpunctuation.Pointoutthatthewordshello,goodbye,andsorrycanbeusedinbothformalandinformalcontexts.

Possible answers:

Informal speech – Greetings: Hi!Hithere!Hey!Howdy!What’sup?Howyoudoin’?How’sitgoin’?;Goodbyes: Bye!Seeyoulater!;Apologies: I’msorry,Sorry.

Formal speech –Greetings:Hello,Howareyou?Goodmorning,Goodafternoon;Goodbyes:Itwasnicetomeetyou,Haveaniceday,Goodbye;Apologies:I’mso/really/verysorry.

Informal writing –Greetings:howru?hi!sup?Goodbyes:cu2moro,cul8r;Apologies: :(,soz

Formal writing – Greetings: DearSir/Madam;Goodbyes:Sincerely(yours),Yourstruly,Bestwishes,(Kind/Best)regards;Apologies:I(sincerely)apologizefor...,Ihopeyouwillforgivemefor...,Iregret...

2 As a class.AskstudentswhatwouldhappenifyousaidHey!togreetsomeonewhowasgoingtointerviewyouforajob(thepersonwouldprobablyfeelsurprised;theymightfeelinsulted;theymightnotchooseyouforthejob).Elicitfurtherexamplesofusingthewronglanguageinaspecificsituationandwhatmighthappen.Pointoutthatitwouldsoundequallyoddifapersonusedveryformalexpressionsinaninformalcontext(e.g.,sayingIt is with regret that I sincerely apologize...toapologizealoudtoaclosefriend).Encouragethestudentstoshareanypersonalanecdotesoftimeswhentheyusedthewrongtypeoflanguageinagivensituation.

B While you watch

1 Individuals.Tellstudentstheyaregoingtolistentotwopeopletalkingaboutlanguage.Checkstudentsunderstandthattheymustlistencarefullyforthefirsttimeeachofthetopicsinthelistarementionedinthevideoandnumbertheminorder.Explainorelicitthemeaningofcompile(v.,tomakeabookbybringingtogetherinformationfromdifferentplaces).Playtheentirevideoandhavestudentscompletetheexercise.

As a class. Checkanswersasaclass.Ifthereistimeandyouthinkitisnecessary,playthevideoagain.Askstudentstoshoutstopeachtimetheyfirsthearoneofthetopicsmentioned.Elicitkeywordswhichhelpedthemidentifythenewtopic.

Answer key: 1EarlyinfluencesonEnglishandhowithasgrown 2Theoriginsofraplanguage3Commonexpressionsusedinrap 4Theimportanceofusingtheappropriatestyle 5Rap’sinfluenceonthewaypeopletalk 6Howdictionariesarecompiled


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3 Say what?

2 As a class.Nominatedifferentstudentstoreadthesentencesaloud.Checkstudentsunderstandthattheyshouldwriteonlyoneletter(S,D,orB)nexttoeachstatement.Explainorelicitthemeaningofslang(veryinformalwordsorexpressionsthatarenotconsideredappropriateformoreformalsituations).Pointoutthatsomeslangisusedonlybyaparticulargroup,e.g.,rappers,teenagers,computerexperts,etc.

Individuals.Playtheentirevideo.Encouragestudentstolistencarefullyanduseinferencetofigureoutwhoisexpressingwhichviews.

Answer key: 1D(Itwascreatedtogoagainstthenormandsomethingthatyourparentscouldn’tbeapartof.) 2D(Languageisdifferentinrap.It’sthe,youknow,thewholeslangfactor.) 3D(So,ifyou’renotapartofhip-hop,ifsomeonesays,like,“Yeah,yourkicksarefly,”peoplearegonnathinkyou’retalkingaboutkarateorsomething.) 4D(IthinkrapinfluencesthewaypeopletalkandIdon’tknowifit’sinanegativeway.) 5B(D:Youknow,peopledon’tknowhowtoturnitoffandon;S:Sometimesstudentswillemailmeandsay,“Hey,you.”AndI’llsendanemailbackandsay,“No.Thatisn’ttherightstyletousewhenyou’readdressingaprofessor.”) 6B(D:Thehip-hopdictionaryis...it’ssooutdatedbecausethelanguagechangessofast;S:Weaddwordstothelanguageeveryday.)

As a class.Checkanswersasaclass.Ifthereisdisagreement,playthevideoagain,pausingafterthepart(s)containingtherelevantanswer(s).ThenholdabriefclassdiscussionbyaskingstudentsiftheyexpectedSaraandDanieltosharesomeviews,andwhyorwhynot(theywillprobablyanswerno,becauseSaraisolderthanDaniel,sheisacollegeprofessorandheisarapartist,sheismoreseriousthanheis,etc.).Youcouldalsodiscussthefinalpartofthevideo,inwhichSaraandDanieltalkaboutdictionaries,andaskwhetherstudentsalsothinktheirowndictionaryisoutdated.

In groups.Ifthereistime,doaMulti-listening task(seetheTechniques for teaching with videointheDVDbooklet).Dividetheclassintothreegroups:A,B,andC.TellGroupAtomakenotesonthehistoryofEnglishanddictionaries,tellGroupBtomakenotesonlanguagestyles,andtellGroupCtomakenotesonrap.

3 As a class.Havestudentsreadthetextsilentlyandcircleanywordstheydon’tunderstand.Elicitthatgettin’isashortformofthegerund,getting,andwitisshort

forwith.Explainorelicitthat“Gettin’JiggywitIt”isthetitleofasongbytheactorandrapartistWillSmith,whichwasreleasedin1998.Jiggyisaslangwordthat,throughthiswell-knownsong,cametobeassociatedwithdancing.Focusontheexpression,it’s time to move forward.AskstudentstoexplainwhatDanielmeanswhenhesaysthis(Rap purposely uses words that other people don’t know. If your grandfather understands it, you have to create other new words he doesn’t know).

Focusonthethreeexpressionslike, you know, andI mean.Explainthattheseareexamplesofdiscourse markersandtheseexpressionsarecommonininformalspokenEnglish.

Explainorelicitthatbothlikeandyou knowareusedwhenyoupausetothinkwhattosaynext,e.g.,He hasn’t called me in, like/you know, three weeks. I meanisusedforaddingacommentorexplainingwhatyouhavejustsaid,e.g.,We couldn’t live in that small apartment, I mean, it’s tiny!PointoutthatI meancanalsobeusedtocorrectamistakeinsomethingyouhavejustsaid,e.g.,Let’s ask Mark, I mean, Marco.Pointoutthattheseexpressionscanbeusedatthebeginningofasentenceorwithinasentence.

Individuals.Playtherelevantsegmentofthevideo[05:06–end]andhavestudentscompletetheexercise.Then,havestudentscompareanswersinpairs.

As a class.Checkanswersasaclass.ElicitwhichofthethreeexpressionsDanielusesmostinthetext(like).Thenhavestudentspracticereadingaloudthecompletedtextinpairs.

Answer key: 1like 2Imean 3like 4youknow5 like 6like

C After you watch

1 Individuals.Elicitthenamesofsomefamousrappersthatstudentsknow,andwritethemontheboard.Ensurestudentsunderstandthetaskandgivethemtimetopreparetheirquestionsindividually.Circulate,helpingwithideasandvocabularyasnecessary.

In pairs. Havestudentscomparetheirquestionsandchoosethebestfivetoask.

As a class. Nominatedifferentpairstoreadaloudtheirquestions.Encouragetheclasstospeculatewhatanswerstheymightreceivefromtheirchosenrapper.Alternatively,havestudentspreparearole-playofthe


interviewinpairs.Onestudentplaystheroleoftherapperandtheotherplaystheroleofthereporter.Then,invitesomepairstopresenttheirrole-playtotherestoftheclass.

2 Individuals.Tellstudentstoimaginethattheyareacollegeprofessorandtheyneedtoprepareashorttalkabouttheoriginanduseofraplanguagefortheirclass.Pointoutthequestionsthatstudentsshouldanswerintheirtalk,usingtheirmemory(ifstudentsfeeltheyneedhelp,youcouldplaythevideoagain).Encouragethemtousethephrasesinthebox.

In pairs. Havestudentspracticetheirtalkaboutraplanguage.Inviteoneortwototelltheclasswhattheydiscussed.

D Language points

1 As a class. Askstudentsiftheexpressions(1–4)areformalorinformal(they are very informal – slang).Pointoutthattheseexpressionsareusedinrapandhip-hop,butnotinmostpeople’severydayinformalconversation.

Individuals.Havestudentscompletetheexerciseindividually,thencompareanswersinpairs.

As a class. Checkanswersasaclass.AskstudentstotellyoutheequivalentsofthedifferentslangwordsinstandardEnglish(cop=buy;whip=car;kicks=shoes;fly=nice;stupid=incredible;mad cheese=alotofmoney).

Answer key: 1 c 2 d 3 a 4b

2 As a class.Beginbyaskingsomequestionsabouttheemail,e.g.,Who received this email? Why wasn’t she happy when she received it? How did she respond? Who is this type of email appropriate/inappropriate for?

Elicitthefollowingaspectsoftheemailthatmakeitinappropriateforaformalsituation:incorrectspelling(e.g.,toniteinsteadoftonight),missingpunctuation(noperiodsorcommasused),nocapitalization(e.g.,i’minsteadofI’m),unclearlayout(itisallwrittenonthesameline),style(e.g.,hey u!insteadofDear Professor Campbell,),useoftheemoticon/smiley-face,etc.

Individuals.Havestudentscompletethetaskindividually.RemindthemtousethetableatthetopoftheworksheetinBefore you watchtohelpthem.Circulate,providinghelpwithlanguageasnecessary.

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3 Say what?

In pairs.Havestudentscomparetheiremailwithapartner.Alternatively,havestudents“send”theiremailtotheirpartner.Thiscanbedoneeitheronpaperorelectronically.Encouragestudentstochecktheirpartner’sworkcarefullyandmakeanycorrectionsorimprovementstopunctuation,spelling,andgrammarinordertomaketheemailasappropriateaspossible.

Possible answer:

DearProfessor/Mrs.Campbell,

I’mverysorry,but,unfortunately,Iwon’tbeabletoattendyourclassthiseveningbecauseIamnotfeelingverywell.

Ihopetobewellenoughtoattendyournextclass.

Sincerely,

LynnMcDonnell

E Your viewpoint

In groups. Nominatedifferentstudentstoreadthestatementsaloud,andcheckeverybodyunderstandsthem.Explainorelicitthemeaningofmeaningless(withoutaclearmeaning).Givestudentstimetodiscussthequestionsinsmallgroups.Encouragethemtousediscoursemarkers(like,you know,I mean)whenpausingtothinkofwhattosaynext.Circulateandhelpwithvocabularyasnecessary.

As a class.Foreachstatement,nominateafewstudentsfromdifferentgroupstoreporttheopinionsofthepeopleintheirgroup.Findoutwhichstatementscausedmostandleastdisagreement,andifthereareanystatementsthatthewholeclassagreeswith.Forquestion3,youmaywishtopointoutthatevennativespeakerscansometimesusethewrongstylewhenwritingorspeakingtodifferentgroupsofpeople.Learningthecorrectstyletouseisanongoingprocessforbothnativeandnon-nativespeakersofalanguage.

Alternatively,usethe Onion-ring approachtocompletethisdiscussionexercise.Halfofthestudentsintheclassformacircleinthecenteroftheroom,facingoutwards.Theotherhalfmakesanothercirclearoundthefirstcircle,facinginwards,likeanonionring:


Tellstudentsintheonionringtofaceeachotheranddiscussthefirststatement.After60seconds,tellthestudentsintheouterringonlytomovetwoplacestotheirrighttostandfacingadifferentstudent.Students

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shouldthendiscussthesecondstatementwiththeirnewpartner.Repeattheprocessuntilallthestatementshavebeendiscussedoneormoretimes.

4 VideoScript

Sara: Englishis,is,isanespeciallyinterestingandrichlanguagebecauseithassuchdeeprootsandsomany,um,influences.

Daniel: Rap,orhip-hopingeneral,waskindofformedtogoagainstthesystem.

Sara: When,um...English...primarilytheEnglish,butalsoFrench,cametotheUnitedStates,uh,thelanguagebegantochangeevenmorebecauseimmigrantsfloodedtoAmerica.

Daniel: Itwascreatedtogoagainstthenormandsomethingthatyourparentscouldn’tbeapartof.

Sara: AndalltheirlanguagesweremixedinwithEnglishandit’sjustbecomericherandricher.

Daniel: Mylife,mylife,mylife,mylife,mylife...Yeah,yeah.OK.Thisis“BetterDays”.Yeah.

Sara: RapisawonderfulexampleofhowtheEnglishlanguageisgrowingand,um,issoalive.

Daniel: Languageisdifferentinrap.It’sthe,youknow,thewholeslangfactor.“I’mgonnacopawhip.”Youknow,insteadofsaying,“I’mgonnabuyacar—I’mgonnapurchaseacar.”

Sara: Itstartedoutsomewhereasonegroup’swayofexpressingthemselves,tryingtobe...tryingtobethemselves,andbedifferentordistinctivefromothergroups.Andthenotherpeoplewouldhearitandsay,“Youknow,Ireallylikethesoundofthat.Ilikethebeatofthat.Ilikethe...therhythm.Ilikewhatthey’resaying.”

Daniel: So,ifyou’renotapartofhip-hop,ifsomeonesays,like,“Yeah,yourkicksarefly,”peoplearegonnathinkyou’retalkingaboutkarateorsomething.Youknow,whenyou’rereallysaying,“Yourshoesarenice.Yourshoesarehot.”

Sara: Andifsomethinghasalotofvaluethatpeoplelike,likerap,thenitwilljustgetbiggerandbiggerandbiggerand,um,it’svery,it’soneofthereallyexcitingthingsaboutlanguage.

Daniel: Listentome,I’moneoftherealest,yeah...Yeah,I’monmyway,followme,yeah...

Sara: Wehavemanydifferentstylestoexpressourselvesandsaythesamething,buttodifferentgroupsofpeople.So,forexample,ifyoujustwanttogreetyourfriendsandseehowyouare,yousay,“Hey,guys.Howyoudoin’?”Butifyouwanttogointoyourboss’sofficeandseehowyourbossis,yousay,“Oh,hello,Mrs.Smith.Howare...Howareyoutoday?”Andit’saverydifferentstyle.

Daniel: IthinkrapinfluencesthewaypeopletalkandIdon’tknowifit’sinanegativeway.

Sara: Itcanbeaproblemifyouusethewrongstylewiththewronggroupofpeople.

Daniel: Youknow,peopledon’tknowhowtoturnitoffandon.Ifyougotoajobinterview,andsomeone’slike,yeah,youknow,“Whatwouldyoubringtoourcompany?”“Yeah,man,youknow,I’m...myattitude’scrazy.YouknowwhatI’msaying?And,youknow,myenergylevelisstupidrightnow.YouknowwhatImean?I’lldefinitely,youknow,I’llmakethiscompanymadcheese.”

Sara: Ifyou’reatajobinterview,you’regoingtouse,um,completelydifferentwords.

Daniel: “Myenergyisstupidrightnow,”whichmeans,youknow,myenergy’shigh.Ihavealotofenergy.I’m,youknow,motivated.“I’mgonnabringthecompanymadcheese,yo”—youknow,Icangeneratemoreincomeforthecompany.

Sara: Sometimesstudentswillemailmeandsay,“Hey,you.”AndI’llsendanemailbackandsay,“No.Thatisn’ttherightstyletousewhenyou’readdressingaprofessor.Butitisfineifyouwanttouseitforyourfriendsoryoursiblings.”

Daniel: Peoplejusthavetolearnhowtodecipher,youknow,whatisappropriateandwhenit’snot.

Sara: So,itreallydependsonwhoyou’rewithandwhatyou’retryingtosay,whatwordsyouchooseandhowyouchoosetosayit.

3 Say what?


3 Say what?

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Daniel: DanielLaurentaddressingissues,playmoblike,giveyouarose,turnandkissedyou...

Sarah: Weadd...addwordstothelanguageeveryday,andthatmeanswhenthedictionaryispublished,maybeeverytenyearsorso,uh,thedictionary-makershavetomakechoicesofwhatwordsaregoingtobedroppedandwhatwordsaregoingtobeincluded,andwhatwordshavedifferentmeanings.

Daniel: Thehip-hopdictionaryis...it’ssooutdatedbecausethelanguagechangessofast.So,theyhavestuffintherelike,um...“fresh”whennoonereallysays“fresh”since,youknow,like,‘85,‘88.

Sarah: Theyfollowthewordsinprint,um,andalso,um,inthemedia,television,um,movies,whatever.And,uh,they,theycounthowmanytimesawordisused,andwhenitreachesacertainlevel,it’sincludedinthedictionary.

Daniel: Theyhavestuffintherelike“jiggy,”whichWillSmith,“Gettin’JiggywitIt”.And,like,youknow,nooneevenreallysaidthat.Imean,hejustsaid,“Gettin’jiggywitit,”and,like,peoplestartedsaying,“I’mgettin’jiggywitit.”Starteddancing.Itwas,like,comeon.Youknow,like,onceyourgrandfathersays,“I’mgettin’jiggywitit”andstartsdancing,like,youknowit’stimetomoveforward.



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4 Scrabble®

A Before you watch

What do you know about the board game, Scrabble®? Circle True or False.

1 ScrabblewasinventedbyAlfredButts,who wasactuallynotverygoodatit. True False

2 Sinceitwasfirstmanufacturedin1948, 10milliongameshavebeensold. True False

3 IfalltheScrabbletileseverproducedwereplaced inaline,theywouldstretchhalfwayaroundtheworld. True False

4 Onlytwolettertilesareworth10points:QandZ. True False

B While you watch

1 Choose the correct answer.

1 MattGrahamworksasa...a professionalScrabbleplayer. b stand-upcomedian. c radiocomedian.

2 Heisoneofthebestplayersin...a NewYorkCity. b WashingtonSquarePark. c theworld.

3 HecomestoWashingtonSquareParkto...a practiceplayingasport. b practiceplayingScrabble. c watchworldchampions.

4 Matt...sometopplayerstoshowup.a wants b doesn’twant c expects

2 Answer the questions.

1 Whatarehotspots,andwhatadvantagedotheyoffer?

2 WritesixreasonswhyScrabbleisconsideredtobeagoodeducationaltool.

3 WhathappenseveryWednesdayatRidgewoodHighSchoolinNewJersey?

4 DoanyoftheRidgewoodstudentsinterviewedsayanythingnegativeaboutScrabble?

5 Whohasthechancetowin$25,000?

6 WhatstrategycanyouusetomakewordsmagicallyappearfromyourScrabbletiles?


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C After you watch

1 Match the two halves of the sentences. Write the name of each conditional form (real or unreal).

1 IfI’mlucky, a ifIwasn’theretowin?

2 Ifyou’regonnabethechamp, b ifyouplayyourtilesontothesesquares.

3 You’regonnagetmorepoints c maybesometopplayerswillshowup.

4 WhywouldIbehere d yougottostayinshape.

2 Complete the sentences.

1 IfImetMattGraham, .

2 IfyouplayScrabbleregularly, .

3 Ifwe’relucky,maybe .

4 ,Iwouldbeverysurprised.

D Language points

1 Read the sentences. Circle the correct meaning of the underlined words.

1 I’monamissiontobethenextworldchampion. aMygoalisto bMyjobisto2 EverybodyseemstotakeashotattheScrabbleChallenge. alose btrytodo3 It’sthecoolestthingonthestreet. aIt’sthefashionrightnow. bItwasthefashionbefore.4 We’rejustgonnadowhatcomesnaturallyandplayalittleScrabble. adosomethingwithoutthinkingortryingveryhard bdosomethingthatisdifficultforyou

2 Answer the questions. Write complete sentences.

1 Whatareyouonamissiontodorightnow?

2 Whatnewthingwouldyouliketotakeashotatdoingoverthenexttwoorthreeyears?

3 What’sthecoolestthingonthestreetrightnowinyourcity?

4 Whatskillorabilitycomesnaturallytoyouorsomeoneyouknow?

E Your viewpoint


1 “Scrabbleisareallyfungametoplay.”Doyouagreeordisagree?Explain.2 WhydoyouthinkScrabblehasremainedpopularovertheyearsamongbothyoungandoldpeople?3 Inyouropinion,whydopeopleplaygames?4 Doyouthinkpeoplewillcontinuetobuyandplayboardgamesinthefuture?Whyorwhynot?

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4 Scrabble®

1 SynopsisWhenstand-upcomedianMattGrahamisn’tgivingshows,he’spracticingforaWorldChampionshipinScrabble,hisfavoriteboardgame.ButjusthowpopularisScrabble?MattinsiststhatthegameisbecomingincreasinglymorepopularintheU.S.A.HetakesustoaMassachusettstownwherekidstakepartinannualScrabblecompetitions,andaschoolinNewJerseywheretheweekly“ScrabbleChallenge”isnowonacableTVstation.Whatdoteachersthinkaboutthegame?Whataboutteenagers?Wefindouttheiropinionsonthelatestcraze.Length of video:4:06min

2 TargetLanguageGrammar: realandunrealconditionalsVocabulary:education,boardgamesLanguage points:be on a mission to, It’s the coolest thing on the street, do what comes naturally, take a shot at

3 ProceduralNotes

A Before you watch

Culturalbackground: Scrabbleisaboardgameplayedbymakingwordsintersectwithotherwordsonagrid,likeacrossword.Playersuselettertiles.Eachletterofthealphabetisworthadifferentamountofpoints.Thewinneristheplayerwiththehighestscore.Itisplayedallovertheworldin29differentlanguages.Thegame’sinventor,AlfredButts,diedin1993.

As a class.DrawacircleinthecenteroftheboardandwritethewordScrabbleinsideit.Drawsixlinescomingoutofthecircle.AskstudentstotellyouanythingtheyalreadyknowaboutScrabbleandwriteitonthemindmap(e.g., It’s a board game, You have to form words, Players use letter tiles, Two or more people can play, The winner is the person with the highest score, It is an old game but it’s still popular,etc.).Ensurestudentsunderstandwhatatile is(aflat,squarepieceofplastic).Explainorelicitthemeaningofmanufacture(tomakegoodsinlargequantitiesinafactory).

In pairs.Havestudentscompletetheexerciseinpairs.Tellthemtodiscusseachstatementbeforeansweringandtocorrectanystatementstheythinkarefalse.After3–4minutes,tellstudentsthattwoofthestatementsaretrue.Thiswillpromptthemtoreconsidertheiranswers.

As a class.Checkanswersasaclass.Tellstudentstogivethemselvesonepointforeachcorrectanswer,plusonebonuspointiftheyguessedthecorrectiontoafalsestatement.

Answer Key: 1 True 2 False(Over100milliongameshavebeensold.) 3False(Theywouldstretchtwicearoundtheworld.) 4True

B While you watch

1 As a class.Havestudentsreadthequestionsandansweroptions.Explainorelicitthemeaningofthesewordsfromtherecording:stand-up comedian(n.)–apersonwhostandsupinfrontofanaudiencealoneandentertainsthembytellingjokesmake a living(as a…)(v.)–earnmoneytolivechamp (n.)–shortforchampion(informal)stay in shape (v.)– remainingood(physical)conditionshow up(v.)–arriveataplace

Individuals.Tellstudentstheyaregoingtowatchtheintroductorypartofthevideo.Warnthemthatthespeaker,MattGraham,speaksquickly,sotheywillhavetolistenverycarefullytocatchalltheanswers.PlaytheintroductionuntilthepointwhereweseetheScrabbleboard[00:32].Havestudentscompletetheexerciseindividually.Youmayneedtoplaythevideoagainoneormoretimestoenablestudentstoanswerallthequestions.

As a class. Checkanswersasaclass.Foreachquestion,givestudentssomefurtherlanguageandpronunciationpracticebyencouragingthemtorecalltheexactwordsMattusedinthevideo.Ifnecessary,playthevideoagainoneormoretimes,pausingaftertherelevantphrasesandhavingstudentsrepeatthem.Encouragestudentstousethesameintonation,rhythm,andstressasMattuses.

Answer key: 1b(I make my living as a stand-up comedian.) 2c(I’m one of the best players in the world right now.) 3b(I got to get my practice.) 4a(If I’m lucky, maybe some top players will show up.)

2 As a class.Nominatestudentstoreadthequestionsaloud,andcheckeveryoneunderstandsthem.Don’texplainthemeaningofhotspotsatthisstage.


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4 Scrabble®

Individuals.Playthevideofromthepointwhereyoupausedit[00:32]totheend.Studentscompletetheexerciseindividually.Encouragethemtonotedownasmuchinformationastheycan.Ifnecessary,playthesectionagain,pausingafterthepartscontainingtheanswers.

In pairs.Havestudentscomparetheiranswersinpairs,discussinganydifferences.

As a class.Checkanswersasaclass.Forquestion1,elicitorexplainthat,inthevideo,Mattalsousesthewordhotspotswithasecondmeaning(to refer to places where lots of people play Scrabble at the same time, such as in Washington Square and at Ridgewood High School).Forquestion6,askstudentsiftheycanremembertheothertwoScrabbleplayingtipsshownontheblackboardtowardstheendofthevideo(learning uncommon words that use high-value letters; making two words on the same play if you have a letter s).

Answer key: 1HotspotsarethecoloredsquaresontheScrabbleboard.Yougetmorepointsifyouplayyourtilesontothesesquares. 2(anysixofthefollowing:)Scrabblepracticeslanguageskills,vocabulary,spelling,mathematicalskills,cooperativelearning/workingingroups.Itgivesexperienceofwinningandlosing.Itgiveskidsconfidence.Kidslearnalotofnewwords.Theyplaywithwords. 3ThereisaScrabbleChallengewhichisbroadcastontheschool’stelevisionchannel,BFBN. 4No.Theyallsaypositivethings. 5Playersfrom30countriesintheWorldScrabbleChampionship.6Lookforcommonlettercombinations,suchas–ing,–ion,andth–.

C After you watch

1 As a class.Writethesetwosentencebeginningsontheboard:1If you learn some Scrabble techniques, ...2 If I were Matt Graham, …Elicitsomepossiblewaystocompletethem,andwritethemontheboard(e.g.,1:...you will obtain a higher score; ... you will become a better player;2:…I would win the World Scrabble Championship; ... I would travel around the world playing Scrabble with top players,etc.).

Explainorelicitthatthesentencesontheboardareexamplesofconditional sentences.Askstudentswhich

sentencedescribesaprobablesituation—somethingthatislikelytohappen(e.g.,If you learn some Scrabble techniques, you will obtain a higher score).Elicitthatthisisanexampleofareal (orfirst) conditional.Elicittheverbtensesused(If+presenttense+futuretense).Pointoutthatyoucanmakethesesituationslessprobablebyusing modal verbs (e.g.,might, could, may)orwordslikemaybeandperhaps(e.g.,If you learn some Scrabble techniques, you might obtain a higher score).Thenaskstudentswhichsentencedescribesasituationthatisimaginaryorunlikelytohappen(e.g.,If I were Matt Graham, I would win the World Scrabble Championship).Elicitthatthisisanexampleofanunreal(orsecond) conditional.Elicittheverbtensesused(If+simplepasttense+would).

Individuals.Havestudentscompletethematchingexerciseindividually.

As a class.Checkanswersasaclassbynominatingdifferentstudentstoreadthecompletedsentencesaloud.Elicitthetypeofconditionalusedineachcase.Forquestion4,drawattentiontotheinversionofthesubjectandwouldafterthequestionword,i.e., Why would I be here …?andnotWhy I would be here…?Elicittheequivalentstatement(If I wasn’t here to win, I wouldn’t be here).

Answer key: 1c(real) 2d(real) 3b(real)4a(unreal)

2 Individuals.Firstdemonstratethisexercisebyelicitingsomepossiblewaystocompletesentence1(seepossibleanswersbelow).Then,havestudentscompletetheexerciseindividually.Encouragethemtousetheirimagination.

In pairs.Havestudentscompareanswersinpairs.Encouragethemtochecktheirpartnerhasusedthecorrectverbtenses.Finally,nominatesomestudentstoreadaloudtheirbestsentence.

Possible answers:1 … IwouldaskhimhowhegotintoplayingScrabble./

IwouldchallengehimtoagameofScrabble.2 … youwillexpandyourvocabulary./youwill

improveyourspelling.3 … theteacherwillletusleaveearlytoday./…it

won’trainforthebarbecue.4 IfIsawMattGrahaminmystreet…/IfIwonthe

WorldScrabbleChampionship…


4 VideoScript

D Language points

1 Individuals.Givestudentsaminuteorsotodotheexercise.Then,checktheanswersasaclass.

Answer key: 1a 2b 3a 4a

2 As a class. Ontheboard,write:be on a mission to do something.Highlightthatthisexpressionisalwaysfollowedbytheinfinitivewithto.Sayorelicitacoupleofsentencesusingthisexpression(e.g.,We’re on a mission to improve our listening skills; I’m on a mission to do more exercise).Thenwritetake a shot at (doing) somethingontheboard.Highlighttheuseoftheprepositionat.Explainthatthisexpressioncanbefollowedbyanoun,butitisalsocommonlyfollowedbyagerund.Sayorelicitsomeexamples(e.g.,Lots of people these days take a shot at winning the lottery; You should take a shot at the poetry-writing contest).Highlightthat,inquestion3,on the street isusedinanon-literalwaytodescribesomethingthatisverypopularrightnow.Elicitsomeexamplesfromtheclass.Finally,writecomes naturally to someone ontheboard.Explainthatifaparticularskillorabilitycomesnaturallytoyou,youareabletodoiteasilywithouthavingtomakemucheffortorstudyalot.Sayorelicitafewexamples(e.g.,Speaking English comes naturally to her; Painting doesn’t come naturally to me).

Individuals. Nominatedifferentstudentstoreadaloudthequestions,andensureeveryoneunderstandsthem.Havestudentscompletetheexerciseindividuallyandthensharetheiranswersinpairs.

As a class. Nominatestudentstotelltheclassoneinterestingthingtheylearnedfromtheirpartner.Correctanyincorrectusageofthetargetexpressions.

E Your viewpoint

In groups.Nominatedifferentstudentstoreadthequestionsaloud,andensureeverybodyunderstandsthem.Givestudentstimetodiscussthequestionsinsmallgroups.Whilethegroupsareworking,circulateandhelpwithvocabulary.

As a class.Discusstheanswerswiththeclass.Forquestion1,askthestudentswhothinkScrabbleisafungametoraisetheirhands.Nominateafewofthesestudentstoexplainwhytheylikeit.Then,repeattheprocessforstudentswhodisagreewiththestatement.Forquestions2–4,nominatestudentsfromdifferentgroupstosharetheopinionsandargumentstheirgroupbroughtforward.

Matt: Hey,mynameisMattGraham.I’mhereinNewYorkCity,inWashingtonSquarePark.Imakemylivingasastand-upcomedian.ButwhenI’mnotdoingcomedy,I’mthinkingnothingbutScrabble.AndI’moneofthebestplayersintheworldrightnowandI’mcomingherebecauseI’monamissiontobethenextworldchampion.Igottogetmypractice.Let’sheadonoverthereandgetatablebeforethingsfilluptoomuch.IfI’mlucky,maybesometopplayerswillshowup.Ifyou’regonnabethechamp,yougottostayinshape,right?So,let’sgo.See,alotoftheboarddoesn’thaveanythinggoingononthesegraysquares.Well,thestuffwiththebrightcolorsthatlooksohot,thesearethehotspots,andyou’regonnagetmorepointsifyouplayyourtilesontothesesquares.

P1: Igotadoubleword.Doubleword.Matt: ButWashingtonSquareisn’ttheonlyScrabble

hotspotaround.Therearehotspotsspringingup

atschoolsallaroundthecountry.InSpringfield,Massachusetts,morethan100kidsfromahalfadozenschoolscompeteinanannualScrabbletournament.

P2: Wecometowin.Wecometowin.Matt: Scrabblegivesthemanopportunitytopractice

theirlanguageskills,topracticespelling.Itgivesthemanopportunitytopracticecooperativelearning,workingingroups.Italsogivesthemexperienceofwinningandlosing.

P3: WhywouldIbehereifIwasn’theretowin?JM: Scrabblegivesthekidsconfidence.P4: That’sawin.T1: Scrabbleisanexcellenttooltoimprove

students’vocabulary,spelling,mathematical,andcooperativelearningskills,alltiedintoonegame.

Matt: AndinRidgewood,NewJersey,thereisamiddleschoolwhereeverybodyiscompletelyScrabble-crazy.

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4 Scrabble®

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Viewpoints D.R. © Macmillan Publishers, S.A. de C.V. 2010WrittenbyKateCory-WrightandJoanneWellingDesign:WildAppleDesignLtd.

PF: WestartedtheScrabbleChallenge.Every

Wednesday,weputoutaboard,wegiveeverybodythesamesevenletters,andwechallengetheschoolandthecommunitytoseewhocanscorethemost.TheScrabbleChallengeisseeneveryWednesdaymorningonBFBN,whichisourschooltelevisionstation,andwe’reoncable.Andwe’reseenintheschoolandin19communities.

S1: Thankyou,Rachel,forthatgreatpopquiz.PF: EverybodyseemstotakeashotattheScrabble

Challenge.Youguysjusttiedforthelead.Kidsarelearningalotofnewwordsandthey’replayingwithwords.(Hello.)That’sreallytheexcitementofit.

P5: IlovetoplayScrabblebecauseIliketoreadandwrite.

P6: It’sareallyfungametoplay.P7: Ilearnedhowtodomathrealquickinmyhead.P8: It’sthecoolestthingonthestreet.P9: I’mtheScrabbleking.I’mgoingtoSpringfield.Matt: PlayingintheWorldChampionship,they’re

gonnafeatureplayersfrom30countriesplayingforatopprizeof$25,000.Thatisnotbadmoneyfordoingsomethingyoulove,right?So,we’rejustgonnadowhatcomesnaturallyhereand,uh,playalittleScrabble.


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5 Sixth Sense

A Before you watch

1 Write the five senses. Then discuss what the “sixth sense” might be.

2 Match the words 1–10 with their definitions a–h.

1 consciousness(n.) a outsidethelimitsof2 counselor(n.) b abletounderstandandsharesomeoneelse’sfeelings3 intuitive(adj.) c connectedwithmysteriousmentalpowers4 empathic(adj.) d thestateofbeingawakeandabletothink5 Extra Sensory Perception(ESP)(n.) e someonewhogivesadvicetopeoplewithproblems6 enhancement(n.) f theabilitytoknowwhatsomeoneelseisthinking7 psychic(adj.) g animprovementtosomething8 beyond(adv.) h basedonfeelingsinsteadofonfactsorevidence

B While you watch

1 Check (3) the things Tony mentions.

1 hisexperiencesinchildhoodandadolescence

2 aprofessorwhotaughthimatcollege

3 theresearchheiscurrentlydoingintoESP

4 whatthesixthsenseis

5 howheconductsatypicalpsychiccounselingsession

6 thejobsatisfactionhegetsfromworkingasapsychiccounselor

7 whathewantstodointhefuture

2 Write definitions for these expressions.

1 sixth sense

2 clairvoyance

3 clairaudience

4 clairsentience

3 Number the activities 1–9 in the order in which Tony does them during his sessions.

ThecardstellTonywhatsituationtheclientisexperiencing.

Hecloseshiseyesandtunesin.

Theclientselectsthreecards.

Tonyaskstheclienttowritedownhis/hername.

Heusesthetarotcards.

Hedoesadrawingoftheclient.

Dependingonthesituation,Tonymightasktheclienttoholdacrystalorstone.

Hedescribesthedrawingandexplainswhatitmeans.

Hespreadsthecardsoutinfrontoftheclient.


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C After you watch

1 Look at these sentences. Are the underlined clauses restrictive or non-restrictive? Write R (restrictive) or NR (non-restrictive).

1 Theworkthatpsychiccounselorsdohelpspeoplefeelbetter.

2 Collegeprofessors,whopossessin-depthknowledgeoftheirfield,canhaveabig influenceontheirstudents.

3 Peoplewhoclaimthattheyseeorhearwhatothersdon’tarecrazy.

4 Stonesandcrystals,whichareusedbymanypsychics,havebeneficialeffectsonaperson’s healthandwellbeing.

5 Peoplewhohaveempathicorintuitiveabilitiessufferenormouslyasteenagers.

6 TonyLeRoy,whomI’venevermet, seemslikeareallyknowledgeableandfriendlyguy.

2 Do you agree or disagree with the statements in Exercise 1? Discuss in groups. Use the expressions in the box.

I don’t agree at all. I agree to some extent, but … I totally agree.In a way, I think that’s true. I know what you mean, but … No way!

D Language points

Read the sentences and circle the correct meaning.

1 Earlyinmylife,Ihadcertainexperiences. a WhenIwasyoung,Iexperiencedcertainthings. b WhenIwasathighschool,Ihadcertainexperiences.

2 WhenIgotintohighschool,itkickedinalittlestronger. a WhenIstartedhighschool,itbegan b WhenIstartedhighschool,itstopped tohaveanevenstrongereffect. havingsuchastrongeffect.

3 Ittookover.Itwasoverwhelming. a Ittookmeawhiletogetusedtoit.Itwassostrong. b Ittookcontrolofmylife.Itwasverystrongindeed.

4 ThemoreIdothework,themoreIfeellikeIgrowalso. a IthinkIneedtoworkmoreinordertogrowmore. b IthinkI’mconstantlygrowingasIdothisjob.

E Your viewpoint


1 Wouldyouevervisitapsychic?Whyorwhynot?

2 WasthereanythingaboutTonyorhiscounselingsessionthatsurprisedyou?Explain.

3 Doyoutendtobaseimportantdecisionsoninformationandfacts,oronyourfeelingsandinstincts?Giveexamples.

4 Apsychicisanunusualjob.Whatotherunusualjobshaveyouheardof?


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Teacher’s Notes


5 Sixth Sense

1 SynopsisTonyLeRoyisapsychic.Heseesbeyondwhatotherpeoplesee(clairvoyance)andhecanhearwhatotherscannothear(clairaudience).Inotherwords,hehasa“sixthsense”.Tonyexplainshow,asayoungman,hewasveryconfusedbyhisabilityuntilhemetaprofessoratcollegewhoexplainedthathewasn’tcrazy.TheprofessortaughthimaboutESPandotherpsychicphenomena.Nowadays,Tonyworksasaprofessionalpsychic,usingtarotcardsandhisowntechniques.Welearnabouthisfascinatingjobasapsychicandhearwhyhelovesitsomuch.Length of video: 3:41min

2 TargetLanguageGrammar:restrictiveandnon-restrictiverelativeclausesVocabulary:psychology,thesenses,psychiccounselingLanguage points:Early in my life, It took over, The more I ... the more I …, It kicked in

3 ProceduralNotes

A Before you watch

1 In pairs. Tellstudentstonotedownthefivesenses.Remindthemtowritenouns,notverbs.Thenhavethemdiscusswhatthe“sixthsense”mightbe.

As a class. Checkanswersasaclassbynominatingdifferentstudentstotellyouonesenseeach.Listthemontheboard.Elicitsomeideasofwhatthe“sixthsense”mightbe,andwritetheseontheboard,too.Then,holdaclassvotetofindoutwhichideamoststudentsthinkiscorrect.Donottelltheclasstheansweratthisstage.

Answer key: sight,hearing,taste,touch,smell

2 In pairs. Tellstudentstoreadthedefinitions(a–h)andcircleanywordstheydonotunderstand.Youmightneedtoexplainthemeaningoflimit(s) (thegreatestamount(s)/level(s)ofsomethingthatispossible/allowed)andpowers(abilities).Havestudentscompletetheexerciseinpairs.Allowthemtousedictionariesifnecessary(andifavailable).

As a class. Checkanswersasaclass.Forquestion2,elicittherelatedverb(to counsel).Forquestion7,highlightthatthewordpsychiccanalsoactasanoun(e.g.,She claims to be a psychic. She says she knows what will happen in the future).

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

B While you watch

1 Individuals.Setthescene.TellstudentstheyaregoingtolistentoTonyLeRoy,whoworksasapsychiccounselor.Havestudentsreadthesentencesandchecktheyunderstandthem.Elicitorexplainthemeaningofconduct(do;carryout)inquestion5.EnsurestudentsunderstandthattheyshouldcheckallthetopicstheyhearTonymentioninthevideo.Playtheentirevideo.

In pairs. Havestudentscomparetheiranswers,discussinganydifferences.

As a class. Checkanswersasaclass.Ifthereisanydisagreement,playtheentirevideoagain.HavestudentsraisetheirhandseachtimetheyhearTonymentiononeofthetopicsinthelist.

Answer key: Tonymentionstopics1,2,4,5,and6.Hedoesnotmentiontopics3or7.

2 Individuals. Thisexercisepracticeslisteningforandnotingdownspecificdetailsfromthevideo.TellstudentstheyaregoingtolistentothepartofthevideoinwhichTonyexplainswhatthesixthsenseisagain[01:06–01:44].Encouragethemtowritedownasmuchinformationastheycanabouteachofthefourtermsontheirworksheet.Tellstudentsthatonewayofdoingthismoreeffectivelyistolistenfortherelevantinformation,andthentorepeatitbacktothemselvessilentlyseveraltimesastheywriteitdown.Thistechniqueshouldhelpthemremembermoredetails.Youwillprobablyneedtoplaythissectionmorethanonce,pausingaftereachanswertogivestudentstimetonotedownthecompletedefinitionswhichTonyprovides.

In pairs.Havestudentscomparetheiranswers,andmakeanynecessarycorrectionsoradditionstotheirdefinitions.

As a class. Finally,checkanswersasaclassbynominatingdifferentstudentstoreadonedefinitionaloudeach,orbyinvitingdifferentstudentstocomeuptotheboardandwriteuptheirdefinition.Ifthereisanydisagreement,playthepartofthevideocontainingtheanswerasmanytimesasnecessaryforstudentstobeabletohearandrepeattheentiredefinition.


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5 Sixth Sense

Answer key:sixth sense:anenhancementofthefivesensesclairvoyance:clearvision;theabilitytoseebeyondwhatotherpeopleseeclairaudience:theabilitytohearbeyondwhatotherpeoplehearclairsentience:the (empathic)abilitytofeelinadeeperwaythanmostpeoplefeel(totastesomethingdeeperthanmostpeopledo,andsmellthingsinwaysthatotherpeopledon’t)

As a class. Takeamomenttorecallstudents’ideasaboutthemeaningofthe “sixthsense” fromExercise1Before you watch.Drawattentiontotheideasyoulistedontheboardatthebeginningofclass.Askstudentswhich,ifany,oftheirdefinitionswereclosesttoTony’s.Recalltheoutcomeoftheclassvote:didmoststudentschoosethecorrectdefinition?

3 Individuals.AskstudentstorecallthelastpartofthevideoinwhichTonydescribesandshowshowheconductshispsychicsessions.Elicitorexplainthemeaningoftune in(tounderstandsomethingsuchasasituationorotherpeople’sfeelings).Havestudentsusewhattheycanrememberfromthevideotoorderthesentencesfrom1–9inpencil.Iftheycan’tremember,encouragethemtotakeagoodguess.

In pairs.Havestudentscomparetheirideas,discussinganydifferencesandmodifyingtheirorderiftheythinkitisnecessary.

Individuals.Playthevideofromtheplacewhereyoupausedit[01:44]totheend.Havestudentschecktheirwork,makinganynecessarycorrections.Youmayneedtoplaythevideoagainoneormoretimesbut,ifpossible,avoidpausingitinordertochallengestudentsmore.

As a class.Checkanswersbynominatingdifferentstudentstoreadthesentencesaloudinthecorrectorder,oneatatime.Thenfindoutifanyoneintheclassorderedallofthesentencescorrectlyinpencilbeforecheckingthevideo.

Answer key: 8 The cardstellTonywhatsituationtheclientisexperiencing.2 He closeshiseyesandtunesin.7 The clientselectsthreecards.1 Tony askstheclienttowritedownhis/hername.5 He usesthetarotcards.3 He doesadrawingoftheclient.9 Depending onthesituation,Tonymightasktheclienttoholdacrystalorstone.4 He describesthedrawingandexplainswhatitmeans.6 He spreadsthecardsoutinfrontoftheclient.

As a class. Ifthereistime,practicetheFreeze frame: thoughts and emotions technique(seeTechniques for teaching with videointheDVDbooklet).Pausethevideotowardstheend,atthepointwhereTonyistalkingandlaughingwithhisclient[03:13].Focusstudents’attentiononthecharacters’feelingsandemotionsbyaskingquestionslikethese:How does Tony feel right now? (e.g.,happy, relaxed, comfortable, satisfied);How do you know? Look at his facial expressions and body posture(e.g.,he has a big smile, he has lots of eye contact with his client, he’s sitting in a relaxed way with the chair the wrong way around, he’s leaning forward, his arms are relaxed and down by his side,etc.);Do you think this is the beginning, middle, or end of the session? How do you know? (It could be the beginning or the end of the session. Tony could be breaking the ice with his client to put him at ease before they get started, or wrapping up the session in a friendly, informal way).YoumightalsowanttoelicitwhatstudentsthinkTonyissayingtohisclientinthisscene(note:wedon’tactuallyhearwhathesays).

C After you watch

As a class. Writethefollowingsentencesfromthevideoontheboard:1 You have clairaudience, which is the ability to hear beyond what other people hear.2 I use the tarot cards as TV screens, which helps me to focus.3 I might ask the person to hold on to a crystal or a stone, which might help ease their energy field.Elicitorexplainthattheunderlinedwordsareexamplesofrelative clauses.Reviewthetwotypesofrelativeclauses:arestrictive clause identifiesorrestrictsthenounitmodifies(i.e.,ittellsuswhichpersonorthingisbeingreferredto).Incontrast,anon-restrictive clause


5 Sixth Sense

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simplyaddsmoreinformationaboutapersonorthingthatisalreadyidentified.Non-restrictiveclausesareintroducedbyacomma.Tellstudentsthatiftheyareunsureastowhetheraparticularsentencecontainsarestrictiveoranon-restrictiveclause,theyshouldtrysayingthesentencewithouttheclause.Ifthesentencestillmakescompletesensewithouttheclause,thentheclauseisnon-restrictive.Incontrast,ifthesentencenolongermakescompletesenseandfeelslikeitismissingimportantinformation,thentheclauseisrestrictive.Havethempracticedoingthiswiththesentencesontheboard.

Elicitwhichofthesentencesontheboardcontainarestrictiveclause(noneofthem)andwhichofthesentencescontainanon-restrictiveclause(allofthem).

Pointoutthattherelativepronoun,which,canrefernotonlytoanoun(asinsentence1,whereitreferstoclairaudience),butalsotothewholeofapreviousclause(asinsentences2and3).Togivethestudentsanexampleofarestrictivecause,addthefollowingsentencetotheboard:The sentence which is restrictive is this one.Pointoutthatwithouttheclausewhich is restrictive,thesentencewouldloseitsmeaning.

1 As a class.Beforestudentscompletethisexercise,elicitorexplainthemeaningofthesewords:in-depth(adj.)–detailedclaim(v.)–tosaythatsomethingistruebeneficial(adj.)–hasagoodeffectorinfluenceonsomeoneorsomethingwell-being(n.)–thestateofbeinghappyandhealthyknowledgeable(adj.)–knowingalotabouthis/hersubjectEnsurestudentsunderstandtheexercise.Remindthemtofocusonthewordsinitalicsineachsentence.

Individuals.Havestudentscompletetheexerciseindividually,andthencompareanswersinpairs.

As a class. Checkanswersasaclass.Forquestion4,elicitwhattherelativepronounwhichrefersto(thenounsstones and crystals).Elicitwhathappenswhenanon-restrictiveclausecomesinthemiddleofasentence,asinquestions2,4,and6(itisseparatedfromthemainsentencebycommas).

Answer key: 1 R 2NR 3R 4 NR 5R 6NR

2 In groups.Havestudentsworkingroupsofthreeorfour.Pointouttheexpressionsintheboxontheirworksheetandencouragestudentstousethemintheirdiscussiontoagreeanddisagree.ExplainthattheyshoulddiscusseachstatementinExercise1inturn,listeningtoeveryone’spointofviewintheirgroupbeforemovingontodiscussthenextstatement.Givestudentstimetodiscussallofthestatements.

As a class.Foreachstatement,nominatestudentsfromdifferentgroupstoreporttheopinionsofthepeopleintheirgroup.Findoutwhichofthestatementsprovokedtheliveliestdiscussionoverallineachgroup.

D Language points

Individuals. ExplainthatTonysaidsentences1–4inthevideo.Nominatedifferentstudentstoreadthemaloud.Then,havestudentscompletetheexerciseindividuallyandcompareanswersinpairs.

As a class. Checktheanswersasaclass.Forsentence1,elicittheoppositeofearly in my life(late in my life,orlater on in my life).Highlighttheuseofthecommaafterthisexpression.Sayorelicitsomemoresentencescontainingthisexpression(e.g.,Early in my life, I knew I wanted to be a musician).

Forsentence2,explainthattheverbkick inisinformal.Saythesentence:The medicine kicked in immediately,andaskstudentswhatitmeans(The medicine had an immediate effect).

Forsentence3,tocheckstudentsunderstandthemeaningoftake over,askthem:Is it good to let work take over your life?(No. Work shouldn’t control your life. You need to rest and enjoy your free time, too).Pointoutthattake overdoesnotalwayshaveanegativemeaning,forexample,intheworldofbusiness,alargecompanycantakeoverasmallercompany.

Forsentence4,writetheexpressionThe more +subject ... the more + subject …ontheboard.Askthestudentshowtheysaythisintheirownlanguage.DrawattentiontotheuseoftheinbothpartsoftheEnglishstructure.Highlightthatyoucanuseanynounorpronounsubjectsinthisstructure,notjust I;e.g.,The more Tony talks about his job, the more she wants to visit a psychic!

Answer key: 1 a 2 a 3 b 4 b




E Your viewpoint

In groups.Nominatefourstudentstoreadthequestionsaloud,andensurethateverybodyunderstandsthem.Youmayneedtoexplainthemeaningoftend to (usuallydoaparticularthing).Givestudentstimetodiscussthequestionsinsmallgroups.Whilethegroupsareworking,circulateandhelpwithvocabularyasnecessary.

As a class.Haveaclassdiscussion.Forquestion1,askstudentstoraisetheirhandsiftheywouldliketovisitapsychic.Invitesomeofthesestudentstoexplainwhy.Then,repeattheprocessforthosestudentswho

wouldnevervisitapsychic.Forquestion2,discussthestereotypeofapsychicandwhetherornotTonyconformedtothat.Forquestion3,discusstheadvantagesanddisadvantagesofbasingimportantdecisionsoneitherfactualinformationoronpersonalfeelings.Encouragestudentstosharetheirpersonalexperiencesofeachtypeofdecision-makingandtheoutcomewiththerestoftheclass.Forquestion4,elicitideasofotherunusualoccupationsfromstudentsandlistthemontheboard.Then,holdaclassvoteforthemostunusualoccupationofall.

4 VideoScript

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Tony: Hi,mynameisTonyLeRoy.I’mapsychicintuitivecounselor.TheworkIdohelpsalotofpeopletofindoutwhotheyareandwhatthey’redoingwiththeirlives.Earlyinmylife,IhadcertainexperiencesandeveryonealwaysthoughtIwasalittlestrangeoralittleweird.WhenIgotintohighschool,itkickedina...alittlestrongerwiththeteenageangstand,youknow,hormonesandgrowthandallthat.It...Itwasverystrong.Ittook...Ittookover.Itwasoverwhelming.ItwaswhenIwasincollegethatImetaprofessorthat,uh,taughtalteredstatesofconsciousness.AndheexplainedaboutthedifferentbrainprocessesanddreamstatesandESP,andI...Ispoketohimandhe...hesaid,“Oh,you’renotcrazy.You’rejustvery,veryintuitive.”There’sthefivesenses,andthesixthsenseiskindofliketheenhancementofthosefivesenses,youknow?Youhaveclairvoyance,whichiskindoflikeclearvision,youknow?Youhaveclairaudience,whichistheabilitytohearbeyondwhat,youknow,otherpeoplehear.Um...Youhaveclairsentience,or,um,empathicability,andthat’stheabilitytofeelinadeeperwaythanmostpeoplefeel.Somepeoplehavetheabilitytotastesomethingdeeperthanmostotherpeopledo,andsmellthingsinwaysthatotherpeopledon’t.ThefirstthingIdoduringasessionisIaskthattheclientwritehisorhernamedown.IclosemyeyesandItunein.AndwhatIdoisIasktoseetheperson’ssoul,thenIaskthattheperson’ssoulcomeintotheirphysicalbody,andthenIseehowtheperson’s

physicalbodyreactstoit.AndafterthatIjust...Idoadrawing.It’slikeastickfigure.Ittellsmewhat’sgoingonwiththepersonphysically,spiritually,emotionally.Iusethedrawingasatooltogetalittlebitmorefocused.Idescribethedrawing.Therearecertainthingsthathappeninthedrawing.Ifthepersonismissingabodypart,I’llexplainwhythatis.Um...Theleftsideofthedrawingtypicallytellsmewhat’sgoingonwiththepast.Therightsideshowsmewhat’sgoingonintothefuture.Mostpeoplearealwaysupsetbecausethey’remissingonesideoftheneck,whichmeansthat,onacertainlevel,they’renotexpressingthemselvestotheiroutsideworld.Ithenusethetarotcards.Thetarotcards,uh,helpmetogetmorespecific.IusethemasTVscreens,whichhelpsmetofocus.I’llspreadthecardsoutinfrontofthemandaskthemtopullthreecardsandthat’llexplainwhat’sgoingonwiththatgivensituation.Ifthereisaphysicalsituationorahealthsituation,Imightaskthepersontoholdontoacrystalorastone,whichmighthelpeasetheirenergyfieldsoIcandetectitalittlebitmore.VeryrarelyapersoncomesinandIdon’tfeelsomethingimmediatelyfromthem.It’salwaysaneducation.Youknow,it’salwaysgreat.Imean,Ilovedoingtheworkbecauseeverysessionisdifferent,youknow?AndIreallygettoseesomuchaboutsomanydifferentpeopleandsomuchaboutmyself,youknow?ThemoreIdothework,themoreIfeellikeIgrowalso.

5 Sixth Sense


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6 Territory

A Before you watch

1 Work in groups. Look at the picture and discuss the questions.

1 Whodoyouthinktheyare?2 Wheredoyouthinktheyare?3 Whatdoyouthinktheyaredoing?

2 Match the words 1–8 with their definitions a–h.

1 sovereign place(adj.) a agroupofstatesthatareunited 2 border(n.) b connectedwiththenationalratherthanthestategovernment 3 confederacy(n.) c anofficialrulethatpeoplemustobey 4 policy(n.) d aplacethatrulesitself 5 federal(adj.) e therightorpowertomakelegaldecisions 6 jurisdiction(n.) f theofficiallineseparatingtwocountriesorstates 7 law(n.) g thepositionofbeinginchargeofacountry,etc. 8 leadership(n.) h asetofplansoractionsagreedonbyagovernment

B While you watch

1 Underline the incorrect facts in these statements. Then correct them.

1 TonyaGonnellaFrichnerisanelderoftheOnondagaNation.

2 TheOnondaga’sterritoryislocatedsoutheastofNewYorkCity.

3 TheU.S.Governmentwonbackareservationfortheindigenouspeoples.

4 Tonyaviewslandreservedfortheindigenouspeoplesasapositivething.

5 IndigenouspeoplesintheUnitedStatesprefertorefertotheirlandasterritories,sovereignplaces,orreservations.

2 Read the sentences. Circle True or False.

1 ThereisonlyoneAmericanIndiangovernment,andsoonecode ofIndianlaws,intheU.S. True False2 OutsidejurisdictionisonlyeverallowedonOnondagaterritory withthepermissionofOnondagaleaders. True False3 Tellingthefederalgovernmentto“stayout” ofOnondagaterritoryiseasy. True False4 ThefederalauthoritiesusuallyrespectOnondagaLawbeing enforcedonOnondagaterritory. True False5 TheOnondagaconstitutionisbasedontheprincipleofpeace, theprincipleoffairnessandjustice,andtheprincipleofpowertothepeople. True False6 TheOnondagabelievethatdemocracycametotheU.S. whentheEuropeansarrived. True False7 TheOnondaga’sconstitution,theGreatLawofPeace, stillexiststoday. True False


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2 of 26 Territory

C After you watch

Rewrite the sentences using the passive to make them less direct.

1 OurnationdoesnotacknowledgethejurisdictionoftheU.S.Government.

2 Weneverallowoutsidejurisdictiononourterritory,unlessourleadersgivepermission.

3 OurpeoplebelievethatdemocracyalreadyexistedhereinthishemispherewhentheEuropeansarrived.

4 TheU.S.Governmenthassetasidelandforindigenouspeople,whichtheyrefertoasreservations.

5 WecodifiedourwayoflifeintheGreatLawofPeace,andgaveittoourpeople.

6 IndigenousnationsintheU.S.formedaconfederacy,whichtheybasedonthreebasicprinciples.

D Language points

Read the sentences. Circle the correct meaning of the underlined words.

1 Inotherwords,outsidejurisdictionisnotallowedonourterritory,ever,unlessourleadersgivepermission.

a tosayitinanotherway b inamoredirectway c inlegalterms

2 TheGreatLawofPeaceisstillinplace.

a isremembered b exists c isbeingwritten

3 Thisisaverystrongandsometimesdangerouspositiontotake,becauseyou’retakingonagoliath.

a verybig b adoptingastrongposition c confrontingsomeoneverypowerful

4 Theideathatleadersservetheirpeople,andnottheotherwayaround,wasaveryrealprinciple.

a theopposite b onlythisposition c adifferentroute

E Your viewpoint


1 WhydoyouthinkAmericanIndiansintheUnitedStatesdislikethetermreservations,andprefertorefertotheirlandasterritories,sovereign places,ornations?

2 WhichofthethingsthatTonyasaidinthevideosurprisedyoumost?

3 Thetermagoliathcanbeusedtorefertoanyindividual,organization,orcountrythatisverylarge,powerful,orimportant.Whatothermodern-daygoliathscanyouthinkofthatexistinourworldtoday?Whataretheprosandconsofthesegoliaths,inyouropinion?


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Teacher’s Notes


6 Territory

1 SynopsisNativeAmericanslivedintheU.S.longbeforeEuropeansarrived.Theyhadtheirownlandandtheirownlaws.ButwhenthenewsettlerstookovertheU.S.anddevelopedanewcodeoflaw,newborders,andsoon,whathappenedtotheNativeAmericansandtheiroriginalterritoriesandlaws?TonyaGonnellaFrichner,PresidentoftheAmericanIndianLawAlliance,explainshowmanyNativeAmericanswholiveonreservations(orterritories)todaystillusetheirownancientlaws,whichtheU.S.Governmentcannotinterferewith.Length of video:5:12min

2 TargetLanguageGrammar:present,presentperfect,andpastpassiveVocabulary:government,laws,territory,humanrightsLanguage points:in other words, You’re taking on a goliath, in place, the other way around

3 ProceduralNotes

A Before you watch

1 In groups. Focusstudents’attentiononthepictureontheirworksheetorfreezethevideoattheplacewhereweseeapictureoftheAmericanIndians[00:53].Givestudentsafewminutestodiscussthequestions.Encouragethemtospeculateaboutthepeople(includinghowtheyaredifferent),whattheyaredoing,andtheir(possiblydiffering)feelingsinthefaceoftheeventdepicted.

As a class. Invitedifferentgroupstosharetheirideaswiththeclass.Afterlisteningtoeveryone’sideas,tellstudentsifanyoftheiranswerswerecorrect(They are in the United States. The people in traditional clothing are American Indians/Native Americans, and the man in a suit is a European settler – someone who goes to live in a different country where not many people live and starts to form a community there. They are signing a new law or agreement concerning land rights).

2 In pairs. Havestudentscompletetheexerciseinpairs. Circulateandhelpwithvocabularyasnecessary.Encouragethemtouseaprocessofeliminationtofigureoutanydifficultanswers,asopposedtolookingintheirdictionaries.

As a class. Checkanswersasaclass.Forquestion1,pointoutthatthewordsovereigncanalsoactasanounandelicitasynonym(kingorqueen).Forquestion2,

elicitasynonymforborder(frontier).Pointoutthatborderisusedmorecommonlythanfrontier.Forquestion5,explainorelicitfurtherinformationabouttheformofgovernmentintheU.S.(theU.S.Governmentisbasedonafederalsysteminwhichindividualstatesmaketheirownlaws,butanationalgovernmentisresponsibleforkeyareassuchasdefenseandforeignpolicy).Forquestion8,pointoutthatthesuffix–ship canbeaddedtosomeEnglishnouns(e.g.,leader)tomakenewnouns.Provideorelicitsomefurtherexamplesofthis(e.g.,owner—ownership, partner—partnership, intern—internship,etc.).

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

B While you watch

1 As a class.Setthescene.WritethenameTonya Gonnella Frichner, Esq. ontheboard.Tellstudentstheyaregoingtolistentothefirstpartofatalkbythiswoman.Explainthattheabbreviation,Esq.,standsforEsquireandissometimesusedintheU.S.afterlawyer’snamestodenotetheirprofession.Nominatedifferentstudentstoreadaloudthefivesentences.Explainorelicitthemeaningofelder(anolderandexperiencedmemberofagroupwhogivesadviceandmakesdecisions),indigenouspeoples(thosewholivedinaplaceforaverylongtimebeforeotherpeoplecametolivethere),andwon back(togetbacksomethingthatyouhavelost).Explaintostudentsthatthefirsttimetheylisten,theyshouldfocusonunderliningtheincorrectword(s)ineachsentence.Tellthemthattheywillthenlistenasecondtimeinordertowritethecorrectwordsonthelineunderneatheachsentence.

Individuals.Playthevideoupuntilthepointwherethequestion,How does Indian law differ from U.S. Government law?appearsonthescreen[01:21]twice,sothatstudentscancompletebothpartsoftheexercise.

In pairs.Havestudentscomparetheiranswers,discussinganydifferences.

As a class.Checkanswersasaclassbynominatingdifferentstudentstoreadaloudacompletesentencecontainingthecorrection.Ifthereisanydisagreement,playthevideoathirdtime,pausingafterthepart(s)containingtherelevantanswer(s).Ensurestudentsunderstandthemeaningofset aside(tokeepsomethingforaparticularpurpose).


Answer key (correctionsinparentheses):1 TonyaGonnellaFrichnerisanelderoftheOnondagaNation.(acitizen)2 TheOnondaga’sterritoryislocatedsoutheastofNewYorkCity.(northwest)3 TheU.S.Governmentwonbackareservationfortheindigenouspeoples.(setaside)4 Tonya viewslandreservedfortheindigenouspeoplesasapositivething.(negative)5 Indigenous peoplesintheUnitedStatesprefertorefertotheirlandasterritories,sovereign places,orreservations.(nations)

2 As a class. Explaintostudentsthattheyaregoingtowatchthesecondpartofthevideo,inwhichTonyatalksabouttheOnondagaNation’slawsandconstitution.Nominatedifferentstudentstoreadaloudthetrue/falsestatements.Explainorelicitthemeaningofthesewords:code of laws(n.)–setofrulesallowed(v.)–permittedstay out(v.)–toremainoutsideofuphold(v.)–maintainacustomorpractice(pasttense=upheld)fairness(n.)–behaviorthattreatseveryoneequallyandinareasonableway

Individuals.Playthevideofromthepointwhereyoulastpausedit[01:21]untiltheend.Havestudentscompletetheexerciseindividually.Youmayneedtoplaythesectionagainoneormoretimestoenablestudentstoanswerallthequestions.

In pairs. Havestudentscompareanswers,discussinganydifferences.

As a class. Checkanswersasaclass.Encouragestudentstocorrectthefalsestatements.

Answer key:1 False (AmericanIndiangovernmentschangefromplacetoplace,soit’shardtomakeageneralstatementaboutlawsonIndianterritory.) 2 True 3 False(Tellingthefederalgovernmentto“stayout”ofOnondagaterritoryisaverystronganddangerouspositiontotake,becausetheyaresmallinnumbersandtheirterritoryissmall.) 4 True 5 False(Thethreebasicprinciplesare:peace,equity,fairness,andjustice,andthepowerofthegoodmind.) 6 False(TheOnondagapeoplebelievethatdemocracyhasbeeninplaceandfunctioningverysuccessfullyforhundredsofyears.) 7 True

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C After you watch

As a class.AskstudentstorecallTonya’sopinionthat indigenous reservationsareanegativething.Elicitsomepossiblereasonswhyshehasthisopinion(e.g.,because the U.S. Government imposed borders on traditional indigenous territories, dramatically reducing their size,etc.).Explainthatbecausetheissueofindigenousreservations/territoriesintheU.S.isfairlycontroversialandsensitive,Tonyausesaspecifictypeoflanguagetodistanceherselffromtheconflict,andspeakinamoretactful(careful)andlessdirectway.

Writethefollowingontheboard:

More direct, confrontational

Less direct, more distance

We believe that ...It is believed that /

It is our belief that ...

Our / My (territory) Onondaga (territory)

active passive

Brieflyreviewhowtomakepassiveformsofactiveverbs:elicitorexplainthatyouusetheauxiliarybeinthecorrecttense,followedbythepastparticiple(pp)oftheverb.Youmaywishtocompletethefollowingontheboardwiththestudents’help,asthesearethetensestheywillencounterinExercise1ontheirworksheet:

Tense Passive structure Example

simplepresent am/are/is +ppEnglish is

spoken here.

simplepast was/were +ppEnglish wasn’t spoken there.

presentperfecthas/have been

+pp

Indigenous languages

haven’t been spoken here for decades.

As a class. Nominatedifferentstudentstoreadaloudthesentences.Elicitorexplainthemeaningofthesewordsasyougo:acknowledge (accept)andtake root (becomeestablished).

6 Territory



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6 Territory

Individuals.Havestudentscompletetheexercise.Pointoutthatsomeofthesentenceswillrequirethepassiveforminmorethanoneplace.

In pairs. Havestudentscompareanswers,discussinganydifferencesandmakinganynecessarycorrectionstotheirwork.

As a class. Checkanswersasaclassbynominatingdifferentstudentstoreadaloudtheirsentences.Forquestionswherethereismorethanonepossibleanswer,elicitallofthepossibleversions.

Answer key:1 The jurisdictionoftheU.S.Governmentisnotacknowledgedbythe/ournation.2 Outside jurisdictionisneverallowedonthe/our territory,unlesspermissionisgivenby(the) leaders.3 Itisourbeliefthat/ItisbelievedthatdemocracyalreadyexistedhereinthishemispherewhentheEuropeansarrived.ORDemocracyisbelievedtohavealreadyexistedhereinthishemispherewhentheEuropeansarrived.4 Land, whichisreferredtoasreservations,hasbeensetasidebytheU.S.Governmentforindigenouspeople.5The/Our wayoflifewascodifiedintheGreatLawofPeace,and(itwas)giventotheOnondagapeople.6 A confederacywasformedbyindigenousnationsintheU.S.,whichwasbasedonthreebasicprinciples.OR Aconfederacy,basedonthreebasicprinciples,wasformedbyindigenousnationsintheU.S.

D Language points

Individuals.PointoutthatTonyausesalloftheunderlinedexpressionsinthevideo.Nominatestudentstoreadthesentencesaloud.Havestudentscompletetheexercise.

As a class.Checkanswersasaclass.Forsentence1,explainthattheexpressionin other wordsisusedforintroducinganotherwayofexpressingorexplainingsomethingthathasjustbeensaid,ofteninasimplerwaytoensurethatthelistenerunderstands.

Forsentence2,pointoutthattheexpressionin placeiscommonlyusedwiththeverbbeorhave,andsaysomeexamples(e.g.,The company has many safety

procedures in place to prevent accidents. A new timetable is now in place at this school,etc.).Pointoutthatthisexpressioncanalsobeusedindifferentverbtenses(e.g.,A new timetable has been in place since September. Safety measures had been in place for many years when the accident happened).

Forsentence3,elicitwhoGoliathwasandwhyTonyareferstohim(Goliath was a giant warrior who was killed by a small young man named David in the Bible. Tonya is comparing the Onondaga nation, who have a small population and little land, to David; and the U.S., which is a large and powerful country, to Goliath, and highlighting the challenges and dangers this involves for her people).

Forsentence4,explainorelicitthatthe other way aroundmeansvice versa,andgiveanotherexample(e.g.,Parents should take care of their children, not the other way around).

Answer key: 1 a 2 b 3 c 4 a

E Your viewpoint

In groups.Nominatestudentstoreadthequestionsaloud,andensurethateverybodyunderstandsthem.Ensurestudentsunderstandthemeaningofpros and cons(advantagesanddisadvantages).Givestudentstimetodiscussthequestionsinsmallgroups.Whilethegroupsareworking,circulateandhelpwithvocabularyasnecessary.

As a class.Haveaclassdiscussion.Forquestion1,nominatedifferentstudentstoreporttheopinionstheirgroupbroughtforward.Forquestion2,invitestudentstotelltheclasswhatsurprisedthemmost.EncouragethemtothinkabouttheOnondagaformofgovernment,codeoflaws,andconstitution.Askthemiftheywereabletoidentifysimilaritieswiththeformofgovernmentandconstitutionintheirowncountryand,ifso,ifanyofthesesimilaritiessurprisedthem.Forquestion3,brainstormalistofmodern-daygoliathsontheboard.Encouragestudentstothinkofexamplesofcompanies,otherorganizations,individuals,andcountries(e.g.,Google®, Microsoft®, and Facebook®; China, India, and Russia,etc.).


6 Territory

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4 VideoScript

Tonya: IamacitizenoftheOnondagaNation.MyterritoryislocatednorthwestofNewYorkCity.Infact,thecityofSyracusesitsonourtraditionalterritory.

AreservationhasbeensetasidebythegovernmentfortheindigenouspeoplesthatlivedwithinthebordersoftheUnitedStates,whohadownershipandsovereigntyoverthisparticularlandhereinNorthAmerica.Partofthepolicy,thelaws,developedintowhatisreferredtoasreservations.Landreservedfortheindigenouspeoplesisnotsomethingthatisapositivething.It’s,uh,onmanylevels,anegativething.IndigenouspeoplesherewithinthebordersoftheUnitedStatesprefertorefertoourlandasourterritories,asoursovereignplaces,orasnations.

Governments,indigenousgovernments,orAmericanIndiangovernments,willchangefromplacetoplace.So,it’sveryhardtomakeageneralstatementabout,uh,lawsonIndianterritoryversusthefederalgovernment.

IfyoulookedattheOnondagaNation,whichstillhasinplaceitstraditionalformsofgovernmentandleaders,thejurisdictionofthefederalgovernmentandthelocalandstategovernmentisnotacknowledgedbytheOnondagaNation.Inotherwords,outsidejurisdictionisnotallowedonourterritory,ever,unlessourpeople,ourleaders,givepermissionforanoutsidejurisdictiontocomeontoourterritory.Becauseweareasmallterritory,thisisaverystrongandsometimesdangerouspositiontotake,becauseyou’retakingonagoliath,andourpeoplearesmallinnumbersandourterritoryissmall.Andyou’re

challengingthis,themostpowerfulcountryintheworld,andtellingthem,“Youdon’thavejurisdictiononourterritory.Youmuststayout.”Forthemostpart,itisrespectedbythelocal,bythestategovernments,andbythefederalauthorities.

ThereissomethingcalledtheGreatLawofPeace,anditisourConstitution.Andit’sbasedonthreeverybasicprinciples:theprincipleofpeace,theprincipleofequityandfairnessandjustice,andtheprincipleofthepowerofthegoodmind,whichbasicallymeansthatthepeople,thattheleadership,shouldbehealthyinmindandspiritinordertobecohesiveandtohaveaveryhealthycommunity.Andfromthosebasicprinciplescomeanentiretraditionofdemocracy.Itisourpeople’spositionthatdemocracytookrootandwashereinthishemispherewhentheEuropeansarrived,thatithadbeeninplaceandhadbeenfunctioningverysuccessfullyforhundredsofyears.So,thisideaofparticipationingovernment,thisideathatleadersservethepeopleandnottheotherwayaround,theideathatwomenparticipateingovernment,thatsuffragewascodifiedinourlaws,wasaveryrealprinciplethatoperated.Ourwayoflife,ourinstructionsonhowtobehaveinahealthyway,arecodifiedinthisGreatLawofPeacethatwasgiventoourpeople,anditisstillfunctioning,itisstillinplace.So,we’renotstatesbasedontheU.S.model.We’renationsthatformedaconfederacybasedonthosethreeprinciples:peace,justice,andequity,andthepowerofthegoodmind.



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7 Test Your Friends

A Before you watch

1 Evaluate your abilities in these areas of English. Use the letters in the key.

Listening Speaking Reading Writing Grammar Vocabulary

2 Work in groups. Discuss the questions.

1 Whataspect(s)ofEnglishgrammarandvocabularydoyoufinddifficult?

2 IsiteasytopracticeyourEnglishinyourtownorcity?Arethereanythingsyouwouldliketodo,butcan’t?

3 WouldyouevertakepartinagameshoworcontestthatinvolvedtestingorshowingyourknowledgeoftheEnglishlanguage?Whyorwhynot?

B While you watch

1 How good are you at phrasal verbs? Circle the correct words.

1 Whenyougetyourflight,youcheckon/in/out.

2 Whenyougotogetyourbags,youpickthemoff/out/up.

3 Afteryou’redonedryingthedishes,youhavetoputthemin/out/away.

4 Ifyouspillmilk,youwipeitup/out/awaywithasponge.

5 Youandyourfriendslikeeachother:yougetalong/back/around.

6 Whenyouliveonlittlemoney,yougetin/on/by.

2 Complete the game show host’s sentences.

1 AmandaandPatare ourreturningchampions.

2 Abig of forMeganandherfriendSam.

3 Inour ,youget100pointsforeveryphrasalverbyourpartnerguesses.

4 Thisisourfinalround.Willourchampions their ?

5 Yourtotalis1,100.Butthat’snotenoughto our .

3 How good are you at antonyms? Write the antonyms of these words.

rough agree patient grateful smile

perfection pleasant expensive conditional excellent

C After you watch

1 Are these sentences correct or incorrect? Rewrite the incorrect sentences.

1 Ifsomeoneunderstandsyou,itmeansyouhavegottenacrossyourmessage.

2 Whenyourfoodiscold,youheatupit.

3 Whenateachergivespaperstoherstudents,shehandsoutthem.

Key:Very good=VG

Good=GFair =F

Needs more work=NW


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2 of 27 Test Your Friends

2 Prepare your own game. Choose any four of these phrasal verbs and write clues for them below.

checkout pickout putout wipeout getback getin handout lookup makeup takeup talkinto putoff putupwith giveaway

D Language points

1 Match the expressions 1–5 with their meanings a–e.

1 amutualfriendofours a thescoreiseven2 thegameistied b someonewebothknow3 wepulleditoff c youwereawesome4 wewerereallyon d wesucceeded5 youguysrocked e weperformedreallywell

2 Rewrite this review using expressions 1–5 from Exercise 1.

“What Do You Say? Test your Friends” reached new heights today. In the first few rounds, the score was even, and it looked as if defending champions Megan and Sam might just succeed yet again. But the two challengers, Amanda and Pat, who met though someone they both know, were in great shape during the round on antonyms. They eventually beat their opponents by 100 points. In the words of the host, “You people were fantastic!”

E Your viewpoint


1 Doyouenjoywatchinggameshows?Whyorwhynot?2 “Somepeoplearenaturallygoodatlanguages.”Doyouagreeordisagree?3 Thegameshowhostsaid,“Englishhasthelargestvocabularyofanylanguage.” WhatcanyoudotoincreasethesizeofyourEnglishvocabulary?


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Teacher’s Notes


7 Test Your Friends

1 SynopsisWelcometothegameshow“WhatDoYouSay?TestyourFriends!”Inthispopulargameshow,pairstesttheirpartner’sknowledgeofEnglishvocabulary.Today’sshowfeaturesPatandAmandaononeteam,withreturningchampionsMeganandSamontheother.Whowillwin?Therearesixrounds,includingphrasalverbsaboutairtravelandhousework,wordswith“get,”andoppositeswithprefixes(in–, un–, dis–,etc.).Viewerscantakepartinthegame,too!Length of video:5:15min

2 TargetLanguageGrammar:phrasalverbs,antonymsusingtheprefixesin–, un–, dis–, andim–Vocabulary:gameshows,partsofspeechLanguage points:you guys rocked, pull it off, we were really on, a mutual friend of ours, the game is tied

3 ProceduralNotes

A Before you watch

1 As a class. ElicitthedifferentareasoraspectsoftheEnglishlanguagethatstudentsfocusonintheirclassesandlistthemontheboard(listening,speaking,reading,writing,grammar,vocabulary,etc.).Askstudentsiftheythinktheyareequallygoodinalloftheseareas,oriftheyfindsomeareasmoredifficultthanothers.HoldclassvotesfortheeasiestandthenthemostdifficultareaoftheEnglishlanguage.

Individuals. Ensurestudentsunderstandtheexercise.Explainorelicitthemeaningoffair(notbad,butnotverygood;average).

In pairs. Writethefollowingontheboard:I think I’m very good / good / fair at ...My ... needs more work.Havestudentsusetheseexpressionstocomparetheiranswers.Encouragethemtogivefurtherinformationandspecificexamples(e.g.,I think I’m very good at listening — I can understand English movies without subtitles. I think my writing needs more work — I tend to make a lot of grammar and spelling mistakes.).

2 In groups.Nominatedifferentstudentstoreadaloudthequestionsandensureeveryoneunderstandsthem.Givestudentsafewminutestodiscusstheiranswerstogether.

As a class. Shareideasasaclass.Forquestion1,brainstormalistofspecificaspectsofEnglishgrammarandvocabularythatstudentsfinddifficultontheboard(e.g.,phrasal verbs, idiomatic expressions, tag questions, all the different meanings of the verbget,etc.).Forquestion2,elicitexamplesofthingsstudentscaneasilydointheirareatopracticetheirEnglish,andotherthingstheywouldliketodo,butthatarenotpossible(e.g.,a weekly conversation exchange with a native speaker).Encouragethemtotellyouwhycertainactivitiesarenoteasytodointheirarea(e.g.,too expensive, few native speakers, not available in their country,etc.).Forquestion3,askthestudentstoraisetheirhandsiftheywouldtakepartinagameshow,andnominatesomeofthesestudentstoexplainwhy.Then,repeattheprocessforstudentswhowouldnotliketodothis.

B While you watch

1 Individuals. Setthescene.Tellstudentstheyaregoingtowatchagameshowwhichtestscontestants’knowledgeofphrasalverbs.Explainthatthestudentsarefirstgoingtotesttheirownknowledgeofsomeoftheseverbs.Explainorelicitthemeaningofspill(toaccidentallypouraliquidoutofitscontainer),wipe(tocleanordrysomethingbymovingaclothorsomethingsoftoverit),andsponge(apieceofasoftartificialornaturalsubstancethatisusedforabsorbingspillsorwashingyourself).Havestudentscompletetheexerciseindividually.Donotallowthemtorefertoadictionaryanddonotprovideanyhelp.

In pairs.Havestudentscompareanswers,makinganynecessarycorrectionstotheirwork.

As a class. Playtheentirevideo.Tellstudentstolistenforthecorrectanswersandmakeanynecessarycorrectionstotheirwork.Then,checkanswersasaclass.

Answer key: 1 checkin 2 pickup 3 putaway4wipeup 5 getalong 6 getby

2 Individuals.Pointouttostudentsthatallofthesesentencesweresaidbythegameshowhost.Beforeplayingthevideoagain,havestudentsreadthesentencesandpredictasmanyofthemissingwordsaspossible,writingtheirideasinpencil.Then,playtheentirevideoandhavestudentscheckand,ifnecessary,correcttheirwork.


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7 Test Your Friends

In pairs. Havestudentscompareanswers,makinganynecessaryfurthercorrectionstotheirwork.

As a class. Checkanswersasaclass.Ifthereisanydisagreement,playtherelevantsectionofthevideoagain,pausingafterthepart(s)containingtheanswer(s).Forquestion5,pointoutorelicitthedifferencebetweenwinandbeat(youwinsomething,e.g.,winthegameshow.Butyoubeatsomeone,e.g.,beatthedefendingchampions).Finishbyelicitingotherexpressionsstudentsheardthehostsay(e.g.,welcome to...;this is(e.g.,Amanda);congratulations;good luck; thanks for watching;etc.).

Answer key: 1playingagainst 2round,applause3openingrounds 4retain,position 5beat,challengers

3 As a class.Writethefollowingontheboard:in– (x1); im– (x2); un– (x3); dis– (x1).Explainorelicitthatin–, im–, un–,anddis–areallexamplesofprefixes.Theseprefixescanbeaddedtothebeginningofrootwords(adjectives,nouns,orverbs)toformnewwordswiththeoppositemeaning(antonyms).Provideorelicitsomeexamples(e.g.,essential—inessential, polite—impolite, faithful—unfaithful, trust—distrust).Pointoutthattheprefixim–,usuallyprecedeswordswhichbeginwiththeletterporm.

In pairs.Tellstudentsthatthenumbersontheboard(x1,x2,etc.)byeachprefixindicatehowmanyofthewordsinExercise3usethatprefixtoformtheirantonym.Explainthattheremainingfourwordsinthelistdonotuseprefixes.Instead,theirantonymsarecompletelydifferentwords.Givestudentsafewminutestocompletetheexerciseinpencil.Donotallowthemtousedictionaries.

Individuals.Playthesectionofthevideoinwhichbothteamshavetheirknowledgeofantonymstested[04:08–05:14].Havestudentscheck,andifnecessary,correcttheiranswers.

As a class.Checkanswersasaclassbynominatingdifferentstudentstosayandspellthedifferentantonyms,ortocomeupandwritethemontheboard.Encouragestudentstochecktheirspellingcarefully.

Answer key:in–:inexpensive;im–:impatient,imperfection;un–:unconditional,ungrateful,unpleasant;dis–:disagree;no prefix:compassionate—cruel,excellent—terrible,rough—smooth,smile—frown

In pairs. Ifthereistime,youcouldaskstudentstothinkoffurtherexamplesofantonymswhichusethesefourprefixes,ortofindfurtherexamplesintheirdictionaries.Tellthemtomakealistoftheseantonyms,alongwiththeirrootwords.Youcouldthenhaveeachpairjoinanotherpairandtesteachotherinasimilarwaytothevideo.

C After you watch

1 In pairs.Havestudentsreadthesentencesanddiscusswhichonestheythinkarecorrectandwhichtheythinkareincorrect.Tellstudentstorewriteanyincorrectsentencesinfull.

As a class. Checkanswersasaclass.Explainorelicitthatinmanyphrasalverbs,anounobjectcangobeforeoraftertheparticle.Forexample,insentence1,youcansayget your message acrossorget across your message.Contrastthiswiththepositionofpronounobjects(it,them,you,etc.).Explainorelicitthatpronounobjectscanonlygobeforetheparticle.Forexample,insentences2and3,youcanonlysayheat it up and hand them out. Youcannotsay heat up it or hand out them.

Answer key: 1Correct2Incorrect(Whenyourfoodiscold,youheatitup.)3Incorrect(Whenateachergivespaperstoherstudents,shehandsthemout.)

2 As a class.Theaimofthisexerciseistofurtherexpandstudents’knowledgeofphrasalverbs.Beginbypointingouttostudentsthatwhenyouchangetheparticleinaphrasalverbtoadifferentone,themeaningofthenewphrasalverbiscompletelydifferent.Giveorelicitsomeexamplesofthis(e.g.,turn on=switchon,butturn up=increasethevolumeorarriveataplaceunexpectedly;get up=togetoutofbedaftersleeping,butget by=tohavejustenoughofsomething).

In pairs. Tellstudentstheyaregoingtoplay“WhatDoYouSay?TestyourFriends”totesttheirclassmates’knowledgeofphrasalverbs. Ensurethestudentsunderstandthattheyhavetochooseandwritecluesforonlyfourofthephrasalverbslistedontheirworksheets.ReferstudentstothecluesinExercise1While you watch,sotheycanseehowaclueshouldlook(If/When you ..., you ...; You ..., you ...).Remindthemtowritetheircluesinrandomorder.Highlightthatsomeofthesephrasalverbshavemorethanonepossiblemeaning,andencouragethemtousetheirdictionariestoensuretheywritecorrectclues.Circulate,givinghelpwithvocabularyasnecessary.


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7 Test Your Friends

In groups.Telleachpairtojoinanotherpair,andhavethemdecidewhoisPairAandwhoisPairB.Explaintherulesofthegame:PairAreadstheircluestoPairBforatotaloftwominutes.PairBlistensandguessesthephrasalverbs.Then,pairschangerolesandrepeat.Teamsearn100pointsforeachcorrectanswer,soifateamcannotquicklythinkoftheanswer,itisbettertosayPass!andmoveontothenextclue.Onestudentinthegroupshouldbethetimekeeper.Anotherstudentshouldkeeptrackofthescores.

As a class.Onceallthegroupshavefinishedplaying,findoutwhichpair(s)obtainedthehighestscore.

D Language points

1 Individuals. Havestudentscompletetheexerciseindividuallyandthencompareanswersinpairs.

As a class. Checkanswers.Forquestion2,highlightthattiecanalsobeanoun(the game finished in a tie).Forquestion3,elicitwhattheobjectoftheverbis(it)andwhereitislocatedinthesentence(beforetheparticle off).Elicitasimilarsentenceusinganounobject(e.g.,Amanda and Pat pulled off an impressive victory in the game show).Forquestion4,elicitsynonymsforon(great, successful, good, impressive, amazing, excellent, etc.).Forquestion5,elicitwhatpartofspeechrockis(averb).Highlightthatthisverbcanalsobeusedinthesimplepresenttense.Elicitorsaysomesentences(e.g.,That new Angelina Jolie movie rocks! Miami rocks! etc.)Highlightthattheexpressionyou guyscanbeusedforaddressingagroupofmales,females,oramixtureofboth,andsayorelicitsomesentences(e.g.,What are you guys doing tonight? Have you guys heard the news?).

Answer key: 1 b 2a 3 d 4e 5 c

2 Individuals.Ensurestudentsunderstandthattheyhavetorewritetheentiretextusingexpressions1–5fromthepreviousexercise.Remindthemtousethecorrectverbtense,capitalization,andpronouns(e.g.,we pulled it offcouldchangetothey pull it off).

In pairs.Havestudentsreadtheirrewrittentextsaloudtoeachother.Encouragethemtoidentifyanddiscussanydifferencesand,ifnecessary,correcttheirwork.

As a class. Checkanswersasaclassbynominatingdifferentstudentstoreadthetextaloud,onesentenceatatime.

Answer key:“WhatDoYouSay?TestyourFriends”reachednewheightstoday.Inthefirstfewrounds,thegamewastied,anditlookedasifdefendingchampionsMeganandSammightjustpullitoffyetagain.Butthetwochallengers,AmandaandPat,whometthoughamutualfriendoftheirs,werereallyonduringtheroundonantonyms.Theyeventuallybeattheiropponentsby100points.Inthewordsofthehost,“Youguysrocked!”

E Your viewpoint

In groups.Nominatedifferentstudentstoreadthequestionsaloud,andcheckeveryoneunderstandsthem.Circulateasthegroupsdiscussandofferhelpwithlanguageandvocabularyasnecessary.

As a class.Shareideasasaclass.Forquestion1,askthestudentswhoenjoywatchinggameshowstoraisetheirhands.Invitesomeofthesestudentstoexplainwhy.Then,repeattheprocesswithstudentswhodonotenjoythis.Forquestion2,invitesomestudentstoreportthepointstheirgroupbroughtforward.Forquestion3,brainstormsomepossiblewaysstudentscanincreasetheirEnglishvocabulary,andlistthemontheboard(e.g.,reading websites in English; watching movies with English subtitles and looking up unfamiliar words; downloading song lyrics and learning them; reading English books, magazines, and newspapers;etc.).Encouragestudentstochooseoneoftheactivitiesontheboardandtoaimtodevoteanhourorsoeachweektodoingit.


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7 Test Your Friends

4 VideoScript

Host: Welcometo“WhatDoYouSay?...”All: “TestYourFriends!”Host: Youknow,Englishhasthelargestvocabulary

ofanylanguage.That’sbecauseEnglishkeepsaddingwordsfromotherlanguages.“WhatDoYouSay?TestYourFriends”isthegamewherefriendstesteachother’sknowledgeoftheEnglishlanguage.Let’smeetourcontestants.ThisisAmanda.ShegrewupinCalifornia.She’slivinginBostonnow,andshe’sworkingasanofficemanagerwhileshegoestoschoolpart-time.AndthisisAmanda’sfriendPat.He’sfromtheMidwest,andhe’sworkingintheadvertisingbusiness.Yes.So,howdidyoutwomeet?

Amanda: Oh,uh,PatandIweretakingthesameeconomicsclass.

Pat: Amutualfriendofoursintroducedus.Host: AmandaandPatareplayingagainstour

returningchampions.AbigroundofapplauseforMeganandherfriendSam.Inouropeningrounds,youget100pointsforeveryphrasalverbyourpartnerguessesin30seconds.Thefirstcategoryisairtravel.Forexample,whenyouboardaplane,you...geton.Goodluck.

Pat: Uh,thisiswhatyoudowhenyougetyourflight.

Amanda: Youcheckin.Pat: Uh,thisiswhathappenswhentheplane

leavestheground.Amanda: Youtakeoff.Pat: Um,whenyougotogetyourbags,you

dothis.Amanda: Youpickthemup.Host: Congratulations.PatandAmandahave

300points.Now,let’sgotoourdefendingchampions.Thecategoryishousework.Forexample,whenyourfoodiscold,you...heatitup.Goodluck.

Sam: Whenyoumakeamess,youshould...Megan: Cleanitup.Sam: Afteryou’redonedryingthedishes,you

haveto...Megan: Putthemaway.

Sam: Youspillmilk,you...Megan: Cleanitup.Sam: No,withasponge.Megan: Wipeitup!Sam: And...Host: MeganandSamnowhave300.OK,the

gameistied.PatandAmanda,thecategoryisallaboutthewordget.Forexample,whenthebuscomestoyourstop,you...getoff.Goodluck.

Amanda: Youandyourfriendslikeeachother,you...Pat: Getalong.Amanda: Uh,whenyouliveonlittlemoney,you...Pat: Get,uh...getby.Amanda: Youthrowthegarbageinthetrash,you...Pat: Uh...Getridofit.Amanda: Makesomeoneunderstandyou.Pat: Getyourmessageacross.Host: Toolatewiththatlastanswer,thoughit

wascorrect.Soforthatround,youscored300.Nowlet’sgotoMeganandSam.Ourcategoryispartsofthebody.Forexample,whenyou’vefinishedtakingatest,andgiveittoyourteacher,you...handinyourtest.Goodluck.

Megan: Whentheteachergivestheworksheetstothestudents,she...

Sam: Shehandsthemout.Megan: Youdon’twannafight,soyou...Sam: Youbackoff.Megan: Youadmityou’vedonesomething

wrong,you...Sam: Youfaceuptoit!...OK.Host: We’reenteringournextroundtiedat600.

Foreveryantonymyourpartnercorrectlyguessesin15seconds,youget100points.Goodluck.

Amanda: Rough.Pat: Smooth.Amanda: Agree.Pat: Disagree.Amanda: Patient.Pat: Impatient.Amanda: Grateful.Pat: Ungrateful.Amanda: Smile.


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Pat: Unsmile.Imean,uh...frown.Amanda: Compassionate.Pat: Cruel.Amanda: Yeah!Host: Yougotsixwordsintenseconds,that’s

excellent.Thatgivesyou600morepointsforatotalof1,200.Thisisourfinalround.Willourchampionsretaintheirposition?OrwillPatandAmandawin?Ready?

Sam: Ready.Perfection.Megan: Imperfection.Sam: Pleasant.Megan: Unpleasant.Sam: Expensive.Megan: Inexpensive.Sam: Conditional.

Megan: Unconditional.Sam: Excellent.Megan: Terrible.Host: Andthatisfivewords,givingyou500

points.Yourtotalis1,100.Butthat’snotenoughtobeatourchallengers.Congratulations,PatandAmanda,you’reournewchampions.

Amanda: Thankyou.Pat: Ididn’tknowifweweregoingtopullitoff

today.Amanda: Wewerereallyontoday.Host: Youguysrocked.Thanksforwatching

“WhatDoYouSay?...”All: “TestYourFriends!”



1 of 2

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8 Talk

A Before you watch

Which of these factors are important to you in a relationship? Rank them from 1 (most important) to 8 (least important).

beingabletotalkeasily havingcompatiblestarsigns

havingthingsincommon looks

personality sharingthesamevalues

asenseofhumor levelofeducation

B While you watch

1 Read the questions and circle Linda (L), Ottavio (O), Kirstie (K), or Jason (J).

1 Whotalkedalotontheirfirstdate? L O K J

2 Whowasnervousontheirfirstdate? L O K J

3 Whohasexperiencedawkwardsilencesonadate? L O K J

4 Whohatesitwhenpeopletalkatthesametime? L O K J

5 Whothinksfeelingateaseisasignofcompatibility? L O K J

6 Whothinkshavingsimilarpersonalitiesisasignofcompatibility? L O K J

7 WhothinksJasonandKirstiegetveryabsorbedwhentheytalktoeachother? L O K J

8 Whoiswonderingwheretheothercoupleare? L O K J

2 Circle True or False.

1 JasonismovingbacktoNewYork. True False

2 KirstieiscrazyaboutJason. True False

3 JasonknowsthatKirstieiscrazyabouthim. True False

4 LindathoughtKirstielookedsick. True False

5 KirstiewenttotalktoJason. True False

Linda Ottavio Kirstie Jason


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C After you watch

1 Answer the questions. Speculate, using must (not) have or may/might have.

1 WhydidLindatalkalotonherfirstdatewithOttavio?

2 WhywasLindafillingavasewithwaterwhiletheothersweredrinkingwine?

3 WhydidKirstiefeelveryawkwardononeofherdates?

4 WhydidOttaviosay,“We’regonnabelatefordinner?”

5 WhydidOttaviorefertotheirotherfriendsas“lovebirds”?

6 WhydidthefriendscontinuetalkingwhenKirstiewasinthedoorway?

2 Work in pairs. Follow the instructions.

Student A: YouareKirstie.WriteatextmessagetoJasonsayingwhathasjusthappenedandhowyoufeel.Sendyourtexttoyourpartner.Then,replytoyourpartner’smessage.

Student B: YouareJason.WriteatextmessagetoKirstieexplainingthesituationandhowyoufeel.Sendyourtexttoyourpartner.Then,replytoyourpartner’smessage.

D Language points

1 Look at the underlined expressions. What do they mean?

1 Jasonneedsarealitycheck.2 Itendtoclamupandjustsittherenodding.3 Ibabbledmywaynonstopthroughdinner.4 Hisgirlfrienddumpedhim.5 WhenIsawmyplatewasstillfull,Iwasmortified!

2 Work in groups and discuss these questions.

1 Haveyoueverbabbledyourwaythroughameal?2 Inwhatcircumstancesdoyoutendtoclamup?3 Doyouknowanyonewhoneedsarealitycheck?Why?4 Haveyoueverfeltmortifiedbysomeoneelse’sbehavior?5 Whichdoyouthinkisharder:dumpingsomeoneorbeingdumped?

E Your viewpoint

Work in groups. Do you agree or disagree with these statements? Give reasons to justify your opinions.

1 Themanshouldalwayspayonadate.2 Ittakesseveraldatesbeforeyoucantellifyouarecompatiblewithsomeoneornot.3 Onlinedatingisaneffectivewayofmeetingthemanorwomanofyourdreams.4 Long-distancerelationshipsneverworkout.

It must have been nerves.


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Teacher’s Notes


8 Talk

1 SynopsisLindaandOttavioareplanningtogooutfordinnerwiththeirfriendsKirstieandJasonandanothercouple.KirstieiscrazyaboutJason,butshehasnevertoldhim.Beforetheyleave,thegroupdiscussestheirfirstdatesandhowmuchorhowlittletheytalked.Theyagreethatthesecrettoahappyrelationshipisbeingabletotalktoeachother.Justastheygetreadytoleave,KirstieoverhearstheothercoupletalkingaboutJason.Whataretheytalkingabout?Whydoesitupsethersomuch?Length of video:2:19min

2 TargetLanguageGrammar:modalstospeculateaboutthepastVocabulary:dating,relationshipsLanguage points:babbled my way nonstop through dinner, I was mortified, clam up, dump someone, He needs a reality check

3 ProceduralNotes

A Before you watch

As a class.Beginbyexplainingorelicitingthemeaningofdating(goingoutwithsomeoneforafunand/orromanticmeeting).Askstudentsafewgeneralquestionsaboutdating,e.g.,At what age do young people start to date in your country? What kinds of things do they do together? How do young people meet potential boyfriends/girlfriends? How do you feel on a first date with someone? How has dating changed since your parents were young? etc.

Individuals.Explainorelicitthemeaningofstar sign(oneofthetwelvesignsofthezodiacthatsomepeoplebelieveinfluencesyourcharacter)andshare (havethesameopinionorvaluesassomeoneelse).Ensurestudentsunderstandthattheyhavetodecidewhichfactoristhemostimportantforthemandwriteanumber1byit,whichfactoristhesecondmostimportantandwriteanumber 2byit,etc.

In groups.Havestudentscomparetheiranswersingroupsofthree.Demonstratehowtodothisbysaying:I think being able to talk easily is the second most important factor when choosing a partner. And you? What ranking did you give this factor?Encouragestudentstojustifytheirchosenorderandtrytoidentifyanysimilaritiesintheirgroup.

As a class.Invitedifferentgroupstotelltherestoftheclassanythingstheystronglyagreedorstronglydisagreedon.

B While you watch

1 As a class.Setthescene.Tellstudentstheyaregoingtowatchfourfriendstalkingaboutdating.Nominatedifferentstudentstoreadthequestionsaloud.Explainorelicitthemeaningofthesewords:awkward(n.)–difficulttodealwithandembarrassingfeel at ease(v.)–feelconfidentandrelaxedabsorbed(adj.)–sointerestedinsomethingthatyoudonotnoticeanythingelsewonder(v.)–toaskoneself;thinkaboutsomething

Individuals.Playthevideofromthebeginningtothepartwherethefourfriendsleavethekitchen[00:00–01:38].Havestudentscompletetheexerciseastheylisten.

In pairs.Havestudentscompareanswersinpairs,discussinganydifferences.

As a class.Checkanswersasaclass.Ifthereisanydisagreement,playthesectionagain,pausingafterthepart(s)containingtheanswer(s).Forquestion1,elicittheadjectiveOttaviousestodescribeapersonwhotalksalot(talkative).Forquestion2,elicitthenounrelatedtonervous(nerves).Forquestion4,elicitanotherwaytosayat the same time (at once).Forquestion5,elicitanotherwaytosay feel at ease(feel comfortable).Forquestion6,elicitthewordsLindausestodescribewhathappenswhenJasonandKirstietalktoeachother(It’s like the rest of us disappear),andwhatshemeansbythis(When they talk to each other, they do not notice anybody else).Forquestion7,elicitthetermOttaviousestorefertothecouplewhoareintheotherroom(lovebirds).

Answer key: 1 L 2L 3 K 4 J 5 J 6 K 7 L 8 O

In groups.PracticetheFreeze frame: thoughts and emotions technique (seetheTechniques for teaching with videointheDVDbooklet).Writethefollowingquestionsontheboard:What is he/she saying at this point in the video?What type of body language and facial expression is he/she using?How does he/she feel?What might he/she be thinking? (Use your imagination!)


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Explaintostudentsthattheyaregoingtoanalyzeanddiscussthecharacters’feelingsandthoughtsinseveraldifferentscenesinthevideo.First,pausethevideoatthepointwhereLindaandOttavioarestandingtogether[00:35].Havestudentslookcarefullyatthesceneanddiscussthequestionsontheboardintheirgroups.

As a class.Nominatesomestudentstosharetheirgroup’sideaswiththeclass.

Possible answer:LindaisdescribinghowOttaviohadfinishedeating,butherplatewasstillfull,andshefeltreallyembarrassed.Herfacialexpressionconveystheembarrassmentshefeltatthetime.Herbodylanguageisrelaxed.Sheisprobablyrememberinghowsillyshefelt.OttavioislookingatLindaveryintenselyandinalovingway.Heisleaningforwardandlisteningattentively.Hemightbethinkinghowhappyhewasonthatfirstdate.

In groups.Repeattheaboveprocessbyfreeze-framingthevideoatseveralotherpointswherethecharactersdisplaydifferentfeelingsandemotions,(e.g.,[00:59],[01:22],[01:29],[01:31],and[01:51]).Foreachscene,havestudentsdiscussthesamequestionsingroups,andthenlistentosomeideasasaclass.

2 As a class.Setthescene.TellstudentsthatasKirstiegoestofindtheothercoupleinanotherroom,sheoverhearsaconversation.Checkeveryoneunderstandswhatoverhearsmeans(toaccidentallyhearwhatpeoplearesayingduringaconversationyouarenotinvolvedin).Nominatedifferentstudentstoreadaloudthetrue/falsestatements.Explainorelicitthemeaningofmove back(toreturntoliveinaplace),crazy about(verymuchinlovewith),andsick(unwellorill).

Individuals.Playthelastpartofthevideo[01:40–02:19].Studentscompletetheexercise.Sincethissectionisfairlyshort,youmayneedtoplaythevideoagainoneormoretimestoenablestudentstoanswerallthequestions.Encouragethemtocorrectthefalsesentences.

In pairs.Havestudentscompareanswers,discussinganydifferencesandcorrectingtheirworkifnecessary.

As a class.Checkanswers.Forthefalsesentences,encouragestudentstomakeatruesentence.Ifthereisanydisagreement,playthevideoagain,pausingafterthepart(s)containingtherelevantanswer(s).

Answer key: 1 False(Jason’sex-girlfriend,Liz,ismovingbacktoNewYork.) 2 True 3 False (JasonisnotsurewhetherKirstielikeshim.) 4 False (LindathoughtKirstielookedmad.) 5 False (Kirstieleft.)

As a class.Aftercheckingalltheanswers,askstudentstoexplainwhyKirstiesuddenlyleftlookingupset,tocheckthattheyfullyunderstandthesituation(Kirstie really likes Jason and didn’t know anything about Liz. Moreover, it’s not clear from what the friends say in the last part of the video whether Liz is Jason’s current girlfriend or his ex-girlfriend. Also, the fact that “it’s obvious to everyone else” that she is crazy about Jason may have made Kirstie feel stupid or too embarrassed to stay).

C After you watch

1 As a class.Focusonquestion1andtheexampleanswer(It must have been nerves).Explainthatweusethestructuremust have +pastparticiple tospeculateaboutsomethingthathappenedinthepast(deduction).Askstudentsifmust have showscertaintyorprobability(probability;itmeans,“I’mprettysurethatthisisthecase,becausenothingelseseemspossible”).

Elicitothermodalverbsthatcanbeusedtospeculateaboutthepast.Writethemontheboardasfollows:must have +pastparticiple(veryprobable,positivestatements)must not have+pastparticiple(veryunlikely,negativestatements)may/might have+pastparticiple(possible,uncertainstatements)Elicitthatweusemay/might have whenwearelesscertainaboutthepast.Pointoutthatmayandmighthavethesamemeaning.Checkstudents’understandingbyaskingthem:How did Linda and Ottavio meet? We don’t know for sure, but what might be some possible ways? Encouragestudentstospeculate(e.g.,They might have met online; They may have met through a mutual friend, etc.).

Finally,pointoutthatmust not have +pastparticiplealsoshowsprobability(likemust have),butitisusedinnegativesentences(e.g.,Kirstie must not have felt happy when she overheard the conversation; Jason must not have realized that she was crazy about him,etc.).

In pairs. Nominatedifferentstudentstoreadthequestionsaloud.Checkstudentsunderstandthatthey


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8 Talk

havetospeculateabouteachofthesituationsontheirworksheet.Pointoutthatthereismorethanonepossibleanswer.Encouragethemtousedifferentmodalverbs.Remindthemtochecktheyusethecorrectformofthemainverb(thepastparticiple).Circulateandofferhelpasnecessary.

As a class. Checkanswersasaclassbynominatingdifferentstudentstoreadaloudtheirsentences.Acceptanylogicalanswers.

Possible answers: 2 Linda’sfriendsmighthavebroughthersomeflowers./Shemayhavenoticedtheflowersdidn’thaveenoughwater.3 Herdatemustnothavetalkedmuch./Theremusthavebeenlong,deadlysilences.4 Theymusthavemadeareservationatarestaurant./Theymusthavebeeninvitedtoafriend’shouseatacertaintime.5 Theymightbedating./Theymustnothavebeendatingforverylong.6They mustnothaveknownshewasthere./Theymighthavewantedhertofindoutthetruth.

2 In pairs.HavestudentsdecidewhoisStudentAandwhoisStudentB.Tellthemtoreadtheinstructionsfortheirrole.Givestudentsfiveminutesorsotocreatetheirtextmessage,sendittotheirpartner,andthenrespondtothemessagetheyreceivefromtheirpartner.

As a class. Holdabriefclassdiscussion.AskstudentswhattheywoulddoiftheywereKirstieorJason.FindoutiftheythinkKirstieisrighttobeangryornot.AskthemwhattheythinkthecurrentsituationbetweenLizandJasonis.

D Language points

1In pairs.Havestudentsdiscusstheunderlinedexpressionsinpairsandtrytofigureouttheirmeanings.Ifnecessary,theycanusetheirdictionaries.

As a class. Checkanswersasaclass.Ifthereistime,sayorelicitfurthersentencesforeachexpression.

Answer key:reality check(n.)–ifyoutellsomeonetheyneedarealitycheck,youwantthemtoconsiderthetruesituationinsteadofthewaytheywantittobe(e.g.,Time for a reality check here – Does Kirstie like Jason or not?)

clam up(v.)–tosuddenlystoptalkingorexplainingsomethingbecauseyouareembarrassed(e.g.,I clammed up when I met my boyfriend’s parents for the first time.)babble(v.) –totalkquicklyandforalongtime(e.g.,He wouldn’t stop babbling about his new girlfriend.)nonstop(adj.)–withoutstopping(e.g.,This flight will go nonstop to New York.)dump(v.) –toendaromanticrelationshipwithsomeone(e.g., I can’t believe Jason’s been dumped.)mortified(adj.) –feelingextremelyembarrassed(e.g.,When I realized it was really obvious I liked Jason, I was mortified!)

2 In groups. Nominatedifferentstudentstoreadthequestionsaloudandcheckeveryoneunderstandsthem.Encouragestudentstousethetargetexpressionsintheiranswers.Telltherestofthegrouptoaskfollow-upquestionstogetmoreinformation.Circulate,offeringhelpwithvocabularyasnecessary.

As a class.Nominateafewstudentstoanswereachquestion,andencouragetherestoftheclasstoaskoneortwofollow-upquestions.Correctanyincorrectusageofthetargetexpressions.

E Your viewpoint

In groups. Nominatestudentstoreadthestatementsaloudandensureeverybodyunderstandsthem.Explainorelicitthemeaningofwork out(besuccessful).Givestudentstimetodiscussthequestionsinsmallgroups.Whilethegroupsareworking,circulateandhelpwithvocabularyasnecessary.

As a class.Foreachstatement,nominatestudentsfromdifferentgroupstoreportthepointstheirgroupbroughtforward.Forquestion1,takeaclassvotetoseehowmanystudentsthinkthemanshouldalwayspayonadateandhowmanydisagree.Invitestudentsfrombothsidestojustifytheiropinions.Forquestion2,findouthowmanystudentsthinkthatyoucanalreadytellonafirstdateifyouarecompatiblewithsomeone,andhowmanythinkittakeslonger.Forquestions3and4,youcouldfindoutifanystudentshavepersonalexperienceofthesethings,orknowsomeoneelsewhodoes,andencouragethemtosharetheiranecdotesiftheywish.


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4 VideoScript

Ottavio: Whenwefirstmet,IthoughtLindawastheshy,quiettype.Then,onourfirstrealdate,shehadacoupleofglassesofwineandshecouldn’tstoptalking.Shewassoanimated.ItstillmakesmelaughbecauseI’mthetalkativeonenow.

Linda: IwassoembarrassedwhenIrealizedIhadjustbabbledmywaynonstopthroughdinner,whichmust’vebeenfromnervesbecauseitwasourfirstdateandall.ThenwhenIsawthatOttaviohadfinishedeatingandmyplatewasstillfull,Iwasmortified.

Kirstie: It’sfunny,I’mtheopposite.IgetreallyquietwhenI’mnervous.SometimeswhenIgooutonadate,Itendtoclamup.Ijustsittherepolitelynodding,askingafewquestions.Andthenifmydatedoesn’ttalkalot,therearetheselong,deadlysilences.Sheeragony.It’ssoawkward.

Jason: Theworstiswhenyoubothstarttalkingatonceandthenfumbleoverwhoshouldgofirst.“Yougo.”

Kirstie: “No,you.”Jason: It’ssofrustrating.Ifyoucan’ttalkto

somebody,though,forgetit.It’sadefinitesignit’snotgonnawork.Butiftheconversationflowsandyoubothfeelcomfortable,that’sagoodsignofcompatibility.

Kirstie: Youmean,likehavingmatchingpersonalitytypes,havingthingsincommon.

Jason: Yeah.Linda: Likeyoutwo,forexample?Yougetinto

aconversationandit’sliketherestofusdisappear.

Ottavio: We’regonnabelatefordinner.Whathappenedtothelovebirds?

Kirstie: I’llfindthem.Youguysgetyourcoats.Sal: Whatdoyoumean,Jason’sgirlfriend?Kirstie: Liz,thegirlwhodumpedhimwhenshe

movedbacktoL.A.Sal: She’smovingbacktoNewYork?Kirstie: That’swhathesaid.Sal: Well,whataboutKirstie?Jasonknowsshe’s

crazyabouthim,right?Kirstie: No.He’snotevensurewhethershelikes

him.Sal: Well,thenheneedsarealitycheck.Imean,

it’sobvioustoeveryoneelse.Linda: WhathappenedtoKirstie?Sal: Whatareyoutalkingabout?Linda: Itwasweird.Shewenttofindyoutwoand

thencamebacklooking...Idon’tknow,mad,Iguess.Shegrabbedhercoatandleft.Whatdidyousaytoher?

Sal: Doyouthinkshemight’veheardus?


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A Before you watch

1 Work in groups. Discuss these questions.

1 Whatdoyouknowabout9/11?Whathappenedonthisdate?Wheredidithappen?Whowasinvolved?Whatweretheconsequencesofthisevent?

2 Whatwereyoudoingorwherewereyouwhenyouheardabout9/11?

2 Find two synonyms in the box for each expression 1–5. Then, think of a third synonym for each one.

1 findoutaboutsomething

2 atthatmoment

3 emotionallyveryhard

4 weep

5 closeto

B While you watch

1 Write the four questions about 9/11 that the people are asked.

1

2

3

4

2 Circle the mistake in each sentence. Then write the correct word(s).

1 WhenMan1sawtheeventhappen,hethoughtitwasaplanecrash.

2 Man2heardaplaneflyingreallylowoverheadandthenpeopleshoutingfromthewindows.

3 Woman1wasoutoftown,butfoundoutfromherparents,whocalledherthenextday.

4 Man3sawtheplanegothroughthefirsttowerfromhisofficewindow.

5 ThefirstthingMan5didwhenheheardthenewswascallhismother.

6 Woman1saidthatitfeltliketheworldwaswatchingallday.

7 Man4visitedGroundZeroandwenthomefeelingbetter.

8 Man1saysthatnowheismoreafraidofwhatisgoingonaroundhim.

3 Take notes in your notebook on the final man’s 9/11 story.

rightwhenithappened nearto cry getthenews atthatveryinstantbawl receiveword withinwalkingdistanceof devastating tough

9 A Historic Event


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2 of 29 A Historic Event

C After you watch

1 Re-tell the final man’s 9/11 story. Use the phrases in the box to help you.

2 Complete the sentences using different verbs of perception, followed by object + infinitive without to, or object + –ing form.

1 Onthewaytoclasstoday,I

2 LastnightwhenIwaslyinginbed,I

3 Once,inmyneighborhood,I

4 Onmylastvacation,I

5 Duringtheexam,I

D Language points

Read the sentences. Circle the correct meaning of the underlined expressions.

1 Liketherestoftheworld,IbecamegluedtotheTVforseveraldays.

a Ilookedatthescreenandnothingelse b Icouldn’tbelievewhatIwasseeing

2 Atfirsteveryonewasfriendlier.Nowthingshavegonebacktonormal.

a returnedtohowtheyusedtobe b becomequietagain

3 Iprettymuchcriedtheentiremorningwithmymother.

a moreorless b alot

4 Iwasn’tsureifIcouldsqueezeinthethingsIhadtodothatday.

a organize b findenoughtimetofiteverythingin

5 It’sgoodtocareaboutsomeoneotherthanyourselfforachange.

a insteadofwhatyouusuallydo b tomakethingsdifferent

E Your viewpoint


1 “Whenitisdarkenough,youcanseethestars.”(RalphWaldoEmerson)Whatdoesthisquotemean?Inwhatwayswas9/11“dark”forpeople?What“stars”couldpeopleseeduringandaftertheevent?

2 “Theworldwouldbedifferenttodayif9/11hadn’thappened.”Doyouagreeordisagree?Explain.

3 Whathistoriceventshavetakenplaceinyourcountry?Whatweretheirpositiveandnegativeeffects?

subway somethingdreadfullywrong atthefootofthetowers smoke,ash,andpaperbombingtheWorldTradetowers oldergentleman bumpintoeachother let’sgetoutofhereIhavetostayhere tookafewstepsback landinggearfromtheairplane landedontopof


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Teacher’s Notes


9 A Historic Event

1 SynopsisInthestreet,peopleareinterviewedabouttheeventsinNewYorkCityonSeptember11,2001(thedaycommonlyknownas“9/11”),whentheWorldTradeCenterwasattackedbytwoplanes.Whereweretheyon9/11?Howweretheyaffectedthatday?Havetheybeenaffectedpositivelyornegativelyby9/11?Finally,thestreetintervieweessharestoriesaboutthingsthathappenedthatday,includingthestrangestoryofanoldmanwhosavedayoungman.Wasitacoincidence?Length of video:3:43min

2 TargetLanguageGrammar:verbsofperception,participialclausesVocabulary:tragicevents,personalexperiences,feelingsandemotionsLanguage points:glued to the TV, gone back to normal, pretty much, squeeze in, for a change

3 ProceduralNotes

A Before you watch

As a class. Writethewordshistoric eventswithinacircleinthecenteroftheboardandelicitthemeaning(events that will be recorded in history because they are very important).Drawsomelinescomingoutofthecircleandaskstudentstogiveyousomeexamplesofhistoriceventstheyknow.Writetheirideasaroundthecircle(e.g.,World Wars I and II, Barack Obama’s election as the first black U.S. President, the end of apartheid in South Africa, the fall of the Berlin Wall, Hiroshima, the Cuban revolution,etc.).

1 In groups. Ifstudentsdidn’talreadymentionitduringthebrainstorming,pointoutthatSeptember11,2001,or“9/11”asitiscommonlyknown,isanotherexampleofahistoricevent.Givestudentsfivetotenminutestodiscusseverythingtheyknowaboutthisday.Circulateandhelpwithvocabularyasnecessary.

As a class. Forquestion1,nominatesomestudentstosharetheirgroup’sideaswiththeclass.FindoutifstudentsknowwhatthesiteoftheimpactinNewYorkCityiscalledtoday(Ground Zero),andthenamesofanymajorcompaniesthatwereaffected(e.g.,Morgan Stanley).Forquestion2,invitestudentstosharetheirpersonalanecdoteswiththerestoftheclass.

2 In pairs. Ensurestudentsunderstandthattheyhavetolookintheboxfortwosynonymsforeachoftheexpressions1–5.Then,theyneedtothinkofandwritedownathirdsynonym,whichisnotinthebox.Encouragethemtousetheirdictionariesifnecessary.

As a class.Checkanswersasaclass.Foreachexpression,elicitfurthersynonymsandwritethemontheboard.Then,teachanyofthesynonymssuggestedintheanswerkeywhichstudentsdidnotmention.

Answer key (possibleanswersinparentheses):1getthenews,receiveword(hear (about it)/discover/learn/be informed/told,etc.) 2rightwhenithappened,atthatveryinstant(just then/as soon as it happened,etc.) 3tough,devastating(very difficult/tragic,etc.)4bawl,cry(howl/sob/let the tears fall,etc.) 5nearto,withinwalkingdistanceof(right by/in the vicinity/next (door) to/not far from,etc.)

B While you watch

1 Individuals.Setthescene.TellstudentstheyaregoingtolistentosomeNewYorkersbeinginterviewedabout9/11.Beforeyouplaythevideo,warnstudentsthatthefourquestionsonlyappearonthescreenforashortamountoftime,andthesearenotthenrepeatedduringtheinterviews.Tellstudentstousethefollowingstrategiestocompletethisexercise:first,focusonmemorizingthequestion,repeatingittothemselvesoverandoverastheywriteitdown.Ifthisstrategyfails,tellstudentstotrytodeducethequestionthatwasaskedbylisteningcarefullytohowthedifferentpeoplerespondtoit.Playtheentirevideoonceonly,withoutpausingit.

In pairs.Havestudentscompareanswersinpairs,discussinganydifferencesandamendingtheirquestionsifnecessary.

As a class.Checkanswersasaclassbynominatingdifferentstudentstoreadaloudeachquestioninturn,orbyinvitingdifferentstudentstocomeupandwriteeachquestionontheboard.Findouthowmanyquestionsstudentsmanagedtorecordcompletelycorrectly,andiftheyfoundthememorizationanddeductionstrategiesuseful.


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9 A Historic Event

Answer key:1 WherewereyouonSeptember11,2001?2 Howwereyouaffectedthatday?3 Haveyoubeenaffectednegativelyorpositively by9/11?4 Doyouhavea9/11storytoshare?

2 Individuals. Nominatedifferentstudentstoreadthesentencesaloudandcheckeveryoneunderstandsthem.Pointoutthatthisexercisehastwoparts:first,studentsneedtocircletheincorrectword(s)inthesentence,thentheyhavetowritethecorrectword(s)ontheline.Ifthereistime,havestudentsfirstpredictthemistakeineachsentencebeforetheylisten.Theyshoulddothisinpencil.Donotcheckanswersatthisstage.Thenplaythevideoupuntilthepointwherethequestion,Do you have a 9/11 story to share? appearsonthescreen[03:43],andpause.Studentsshouldchecktheirpredictions,andcompletetherestoftheexercise.Youmayneedtoplaythissectionagainoneormoretimes.

As a class. Checkanswersasaclass.Forquestion1,explainorelicitthemeaningofshoot(tomakeamovie).Forquestion7,explainorelicitthemeaningofaware(knowingaboutasituationorafact).Sayorelicitanexample(e.g., If you going to do a dangerous sport, you need to be aware of the risks.)

Answer key(Underlinedwordsarethemistakes.)1planecrash,movie 2fromthewindows,inthestreet 3thenextday,straightaway 4officewindow,livingroom 5mother,father,andbrother6watching,ending 7better,sad 8afraid,aware

In pairs.Ifthereistime,givestudentssomefurtherspeakingpracticebyhavingthemplayamemorygamebasedonthissectionofthevideo.TellthemtodecidewhoisStudentAandwhoisStudentB.StudentApointstooneofthepeopleinExercise2,andStudentBhastotryandrecallasmuchinformationastheycanaboutthatperson’s9/11experienceintwominutes.Ifnecessary,StudentAcanpromptStudentBbyaskingquestions(e.g., Was he at home? What did he see/hear?etc.).Then,theyshouldswaprolesandrepeat.Tellstudentstocontinuetakingturnsuntiltheyhavetalkedaboutallfivepeople.

3 Individuals.Tellstudentstheyaregoingtowatchthefinalsectionofthevideo,inwhichthefinalmansharesastoryabout9/11,again.Explainthattheyshouldtakenotesintheirnotebooks.Remindthemtousekeywordsandabbreviations,notcompletesentences.Warnthemthattheywillhavetousetheirnotesalittlelaterontore-telltheman’sstorywithapartner,sotheyshouldtrytomaketheseascompleteaspossible.Playthevideofromtheplacewhereyoulastpausedit[03:43]totheend.Youmayneedtoplaythesectionagainoneormoretimes.Donothavestudentscomparetheirworkinpairsatthisstage.

C After you watch

As a class.Writethefollowingsentencesfromthevideoontheboard:I actually saw the event happen.I heard a plane flying low overhead.I heard people shouting outside in the street.He heard a voice say, “They’re bombing the World Trade towers.”Explainthattheverbsseeandhearareverbsofperception,andthatthistypeofverbcanbefollowedbyanobject+infinitivewithout to,orbyanobject + –ing verb.Havestudentshelpyoucircletheobjectineachsentenceontheboard(the event, a plane, people, a voice).Pointoutthatthereisoftenaslightdifferenceinmeaningbetweenthetwostructures.WritethesentenceI actually saw the event happening ontheboard.Explainthat,ifweusethe–ingform,wearesayingthatwesawtheactionoreventinprogress.Incontrast,ifweusethe infinitivewithout toform,thissuggeststhatwesawthecompleteactionorevent,frombeginningtoend.Makealistoffurtherexamplesofcommonverbsofperceptionontheboardforstudentstouseinthefollowingexercise(e.g.,smell, taste, sense, feel, watch, notice, overhear, look at, listen to, observe,etc.).

1 In pairs.AskstudentstousetheirnotesfromExercise3While you watch tore-telltheman’s9/11storyinasmuchdetailastheycan.Pointouttheusefullanguageprovidedintheboxandencouragestudentstouseasmuchofitaspossible.Explainorelicitthemeaningofthesewordsandexpressions:bump into someone (v.)–meetsomeoneunexpectedlydreadfully(adj.)–terribly,extremelytake a few steps back(v.)–moveawaybyputtingonefootdownbehindtheotherlanding gear(n.)–theequipmentandwheelsanairplaneuseswhenitlands


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9 A Historic Event

Alsoencouragestudentstouseverbsofperceptionwhererelevant.Circulateasstudentscompletetheexerciseinpairs.Providehelpwithvocabularyandpromptthemtorecallfurtherdetailswherenecessary.

In groups. Haveeachpairjoinanotherpair.Tellthemtodiscusstheman’s9/11story.Youmaywishtowritesomequestionsontheboardtoguidetheirdiscussion,e.g.,How did the man in the subway know something was dreadfully wrong? Why do you think the older man said “I have to stay here”? Do you think the older man saved the younger man’s life, or was it just a coincidence? What do you think about this story? Circulateandpromptstudentswithfurtherquestions.

As a class.Shareideasasaclassbynominatingdifferentstudentstoreportthemainideastheirgroupbroughtforward.

2 Individuals. Demonstratetheexercisebysayingorelicitingsomepossiblewaysofcompletingthefirstsentence(e.g.,On the way to class today, I sensed a storm approaching/I saw an old friend of mine walking up the street/I heard fireworks going off,etc.).Havestudentscompletetheexerciseindividually.Encouragethemtousedifferentverbsofperceptionandtothinkaboutwhethertheyaredescribinganactioninprogressoracompleteaction.Iftheycannotthinkofatrueanswer,allowthemtousetheirimagination.

In pairs. Havestudentsreadtheirsentencesaloudtoapartner.Encouragestudentstolistencarefullytoeachother’ssentencesandsuggestanynecessarychangestotheformofthesecondverb.

As a class. Nominatedifferentstudentstoreadaloudtheirbestsentence.

Possible answers:1 Onthewaytoclasstoday,Iheardbirdssinging.2 LastnightwhenIwaslyinginbed,Iwatchedtherainfall.3 Once, inmyneighborhood,Isawarobberytakeplace.4 Onmylastvacation,IlistenedtoalotofpeoplespeakingEnglish.5 Duringtheexam,Iheardsomepeoplelaugh.

As a class.Ifthereistime,youmayalsowishtobrieflyfocusonparticipialclauses.Writethefollowingsentencesfromthevideoontheboard:1 I thought it was a movie being shot or something. 2I heard people shouting outside in the street.

Explainthattheunderlinedexpressionsareexamplesofparticipialclausesthatusepresentparticiples(verbs/adjectivesendingin–ing).Explainthatparticipialclausesareusedinsteadofrelativeclauseswithwho, which, that, etc.Providesomefurtherexamplesofthiscommonuseofparticipialclauses,suchas:The ash falling from the sky ... (insteadofThe ash that was falling from the sky …);There are many people today still mourning (insteadof There are many people today who are still mourning).Elicitwhattherelativeclausewouldbeforeachofthesentencesontheboard(1 I thought it was a movie that was being shot or something; 2 I heard people who were shouting outside in the street).

D Language points

In pairs. Havestudentscompletetheexerciseinpairs.

As a class. Checkanswersasaclass.Forquestion1,elicittheliteralmeaningoftheverbglue(tofixthingstoeachotherusingastickysubstance).Highlightthatyoucansaybe glued toorbecomegluedto(e.g.,He was glued to his video game for hours).Forquestion2,pointoutthatyoucansaygo back to normalorreturn to normal(e.g.,After the protest, everything returned/went back to normal).Forquestion3,explainthatyoucanusetheexpressionpretty muchnotonlybeforeverbs,butalsobeforeadjectives(e.g.,I am pretty much confident we will win).Forquestion5,explainthatweusetheexpressionfor a changetorefertosomethingthatispleasantorinterestingbecauseitisunusual.

Answer key: 1 a 2 a 3 a 4 b 5 a

In groups. Dividetheclassintogroups,assigneachgrouponeoftheexpressions,andaskthemtowriteanotherexamplesentenceusingit.Circulateandgivehelpasnecessary.Then,inviteonememberofeachgrouptocomeupandwritetheirsentenceontheboard.Encouragetherestoftheclasstocheckthateachsentencemakessenseandthatthetargetexpressionisusedcorrectly.

Possible answers:1 WheneverIseehim,he’sgluedtohiscomputer!2 Afterthevacation,everythingwentback tonormal.3 I prettymuchunderstandwhatyou’resaying.4 Can wesqueezeinashortmeetingat3p.m.today?5 Can youcooktonightforachange?


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9 A Historic Event

E Your viewpoint

In groups.Nominatedifferentstudentstoreadthequestionsaloudandensureeveryoneunderstandsthem.Givestudentstenminutesorsotodiscussthequestionsingroupsofthreeorfour.Circulate,givinghelpasnecessary.

As a class. Shareideasasaclass.Forquestion1,elicitthestars(i.e.,thepositivethingscomingoutofthetragedy)mentionedbythepeopleinthevideo(e.g.,one man said he feels more alert and aware now, another man said that the event broke down barriers in his family and made it easier for them to say they

loved each other, another man said he cares for other people more now).Forquestion2,nominatedifferentstudentstoreporttheideastheirgroupbroughtforward.Ifnecessary,promptstudentstothinkabouttheconsequencesof9/11ontheinternationalstage(e.g.,tight security at airports, other countries becoming more nervous about terrorist attacks on their own soil,etc.).Forquestion3,encouragetheclasstothinkofpositiveaswellasnegativeeffectsofdifferentmajorhistoriceventsthathavetakenplaceintheircountry.

4 VideoScript

Man 1: On9/11,Iwasactuallyjustgettingoutofclass.IwastakingtheDtrainhomeovertheManhattanBridge.And,atthetime,Iactuallysawtheeventhappen.Astheplaneswerecomingdown.Ithoughtitwas,like,amoviebeingshotorsomething.

Man 2: 9/11,Iwas,uh,inmyapartment,whichis...abouttwomilesnorthoftheimpactsite.AndIheardaplaneflyingsolowoverheadthatIstoppedwhatIwasdoingandIlistenedforanexplosion,Iheardone.Iheardpeopleshoutingoutsideinthestreet.

Woman 1: Iwasn’tinthecity.IwasatschoolinIllinois.So,Ifoundoutabout9/11,myparentscalledme,Ithink,rightwhenithappened,andtoldmetoturnonthetelevisionandwatch.

Man 3: IhadbeenworkingforMorganStanley,andthatwasaTuesday,Ibelieve,andIhadbeentoworkonMondaybutaskedforTuesdayoff.And,uh,theyhadcalledandsaid,“Canyoucomein?”AndIsaid,“Ireallycan’t.I’vegotthisstuffI’vegottodo.”And,uh,so,itwasroughlyabout8:30orso,andIwastryingtodecidewhetherornotIcouldsqueezeinthethingsIhadtodothatdayandgotoworkornot.AndI,uh...Ihadprettymuchconvincedmyselftogetdressedandgotowork.AndIwalkedintothelivingroomtoshuttheTVoffforthemorningnewsandaplanewentthroughthefirsttower.So,uh...Ididn’tgotoworkthatday.

Man 4: IwasinLosAngeles,andIgotthenews.SomeonecalledourapartmentandthenI

turnedontheradioandthat’showIfoundoutabout9/11.

Man 5: OnSeptember11th,IwasinLongIsland,NewYork.Uh...IreceivedwordthatplaneshittheWorldTradeCenter.IimmediatelycalledmyfatherandmybrotherwhoworkrightneartheCen...uh,theWorldTradeCenter,andprettymuchcriedtheentiremorningwithmymother...hopingpeopleIknewwereOK.Ihavea,agirlfriendofminewholostherhusbandandfourofhergirlfriendslosttheirhusbands.Andtheyalllivedinthesameneighborhood,withinwalkingdistanceofeachother.That’sfivefamilies.Atotalof12kidsbetweenallofthem.Allfatherless.

Man 1: ItwasjustkindofdevastatingbecauseIhavesomefriendsthatactuallyworkedandwenttoschoolaroundthatarea.Iwasjustconcernedaboutwheremyfriendsandfamilywere.

Woman 1: Itfeltlikethe,theApocalypse.Itfeltliketheworldwasendingallday.

Man 2: ThenIturnedontheTV,and,ofcourse,liketherestoftheworldIbecamegluedtoitforseveraldays.

Man 4: I’mstillmourning.I’vebeendowntoGroundZeroonceandIleftbawling.So...it’sasadday.That...It’sstillasadday.Iknowthatalotoffamiliesmisstheirfamilymemberswholeftthatmorningonaregulardayandnevercamehome.So...it’sprettymuchstillasadplaceinmyheart.

Man 1: I’mmorealertnow.I’mjustmoreawareofthingsthathappenaroundus.


9 A Historic Event

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Woman 1: Youcouldtellonthestreetsthateveryonewasfriendlierandeverybodywasnicer.Nowthingshavekindofgonebacktonormal.

Man 5: WeareItalian-Americans,sotosay“Iloveyou”toeachotherwasadifficultthing.Andit,afterthat,wasnotadifficultthing.So,itbrokedownalotofbarriers.

Man 3: Forme,Ireallyexperiencedbeingmoreonewiththeworldinallitsgoodandbadparts.

Man 4: 9/11openedmyheartmoretothepainandsufferingofpeoplethatIdon’tknow.Andthat’salwaysagoodplacetobeat.Youknow?Caringforsomeoneotherthanyourselfforachange.

Man 6: IhaveafriendwhoI’veknownforafewyears,andwe’djusthangouttogether.Andhebegantofeelveryuncomfortablewhenhewasinthesubwaythattherewassomethingdreadfullywrong.Hecameupoutofthesubwaythen,rightatthefootoftheWorldTradetowers,whichwashisnormalstop,andtheairwasfilledwithsmokeandashandpaperandeverythingthatwasflyingaroundthatday.Andfrombehindhim,heheardavoicesaying,“They’rebombingtheWorldTradetowers.Youneedtoleavenow.”Andheturnedaroundanditwasthisoldergentlemanwhoalsoworksintheneighborhood,

whomyfriendrecognizedfromhisyearsintheneighborhood.Theywouldalwaysjustbumpintoeachotherlike,atacaféoradiner,havinglunch.Andthewaymyfrienddescribedit,theywouldalwaysjustsortof,like,tiptheirhatateachother,youknow,justsortofsaluteeachotheronthestreetandthere’dneverreallybeenanywordspassedbetweenthem.Butbecausetheywereboththereeveryday,theyhad...theyhadcometorecognizeeachother.Myfriendwasveryrelievedto...toseethisguy,andsaid,“Oh,it’syou.Oh,well,let’sgetoutofhere,”andtookasteptowardshim.Andthemansaid,“No,son.Ihavetostayhere,butyouhavetogonow.”Andmyfriendwasconfused,andhesaid,“No,comeon.It’sdangerous.Let’sgo.”Andthemanverysternlythensaid,“No,son.Ihavetostayhere,butyouhavetogonow.”Andinresponse,myfriendjust,like,tookafewstepsbackandbegantoturnaway,torunaway,andatthatveryinstant...landinggearfromtheairplanecameflyingdownoutoftheskyandlandedontopofthismanandkilledhimwhereBrandonhadjustbeenstandingamomentbefore.It’sverysadandverypowerfuland...Itwasatoughday.



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10 Portraits

A Before you watch

1 Work in groups and answer these questions.

1 Whichofthefollowingformsofvisualartdoyoulike?Whichdoyounotlike?Why?paintings photographs sculpture videos drawings ceramics

2 Doyouknowanyfamouspainters?Anyfamousportraits?

2 Complete the sentences with the words in the box.

1 enablesustounderstandhowanartistseeshimself/herself.

2 Realismisastyleofartinwhichthe ofapaintingappearsjustlikehe/sheisinreallife.

3 DiegoRivera’sfamousmurals significantmomentsinMexicanhistory.

4 Manypeoplebelievethatthehuman continuestoexistinsomeformafterdeath.

5 Veryoldpaintingsareatriskofdeteriorationand duetoenvironmentalfactorssuchashumidityandpollution.

B While you watch

1 Read the questions and circle Scott (S), Anne (A), or Both (B).

1 Whothinksthatportraitscantellstoriesaboutpeople? S A B

2 Whousesthemselvesasthesubjectoftheirwork? S A B

3 Whotriestocaptureaperson’sessenceandsoul? S A B

4 Whousesotherequipmentbesidespaintandacanvas? S A B

5 Whoisstillfinishingoneoftheirportraits? S A B

6 Whousesthesameimagemorethanonceintheirwork? S A B

7 Whomentionsthetitleofoneoftheirportraits? S A B

8 Whofinishesbytalkingpositivelyaboutportraiture? S A B

2 Complete the paragraph about Scott’s work with the nouns in the box.

Scottconsidershimselftobenotonlythe1 oftheimage,but

alsothe2 .First,hetalksaboutaworkwhichhecreatedusinga

pinhole3 ,andexplainshowtheuseofthisequipmentgivesa

feelingof4 havingpassed,asopposedtotheimagehavingbeen

createdinan5 .Thesecondworkhetalksaboutconsistsoftwo6 linkedtogetherusinga7 toconveythenotionof

the8 ofmemory.ThefinalpieceScottshowsusconsistsofmultiple

portraitsofhimselfcoveredincracked9 .Asthepieceturns,the10 oftheimageschanges.

soul(n.) subject(n.) capture(v.) decay(n.) self-portraiture(n.)

clay portraits focus resilience string instant performer time creator camera


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2 of 210 Portraits

C After you watch

1 Imagine you are a reporter who works for an online guide to upcoming art events in your city. Anne Path is going to hold an exhibition soon. Write a paragraph giving information about the event for visitors.

2 Now imagine you are going to attend the exhibition and interview Anne about her life and work. Write five questions to ask her.

1

2

3

4

5

D Language points

Circle the correct words to complete each sentence.

1 Ialwayslikedreadingstoriesaboutpeople,soitwasnaturalformeto be /be interestedinpaintingpeople.(Anne)2 WhatIwanted/was wantingtodowaslinkthetwoportraitstogetherwiththestring.(Scott)3 Idon’t just/just don’tpaintfromphotographs.Itrytomakeaworkofart.(Anne)4 Ihave/getthisclaycoveringonthathascracked.(Scott)5 It’skind of like/ a kind of liketheprocessofdecay.(Scott)

E Your viewpoint


1 DoyoupreferAnnePath’sorScottMcMahon’sportraiture?Why?2 Ifyoucouldhaveyourportraitdonebyaprofessionalartist,howwouldyoulikeittobedone?

Thinkaboutthestyle,size,materials,etc.3 Whydoyouthinkmanyartistscreateself-portraits?


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Teacher’s Notes


10 Portraits

1 SynopsisThisdocumentaryexplorestheworkoftwoartists,ScottMcMahonandAnnePath.Bothfindpeoplefascinatingandliketoworkwithportraits,buttheirsimilaritiesendthere.Forexample,Scottpreferstousehimselfasasubject,whereasAnneusesphotographsofotherpeopleasthebasisforherpictures.Scottusesmaterialslikepinholecameras,string,andmirrorstoachievehisunusualeffects,whileAnnepaintsoncanvasincolor.Hergoalistotellstoriesaboutpeopleandcapturesomethingabouttheminherpaintings.Length of video: 3:02min

2 TargetLanguageGrammar:substitutionandellipsisVocabulary: art,portraiture,photographyLanguage points: It was natural for me to …, What I wanted was to …, I don’t just …, have on, kind of like

3 ProceduralNotes

A Before you watch

1 In groups.Ensurestudentsunderstandthequestions.Explainorelicitthemeaningofvisual art(typesofartinwhichyoumakesomethingforpeopletolookat)andportrait (apainting,drawing,orphotographofsomeone,especiallyoftheirfaceonly).Havestudentsdiscussthequestionsingroupsofthreeorfour.

As a class. Nominatedifferentstudentstosharetheopinionsandideastheirgroupbroughtforward.Elicitthenamesofsomefamouspainters(e.g.,Diego Rivera, Frida Kahlo, Vincent van Gogh, Pablo Picasso, Claude Monet, Salvador Dalí,etc.)andportraits(e.g.,Mona Lisa,paintedbyLeonardodaVinci;Guerrillero Heroico,photoofCheGuevaratakenbyAlbertoKorda;self-portraitspaintedbyVincentvanGogh;Turquoise Marilyn,paintedbyAndyWarhol,etc.).

2 Individuals. Ensurestudentsunderstandthesentences.Havethemcompletetheexerciseindividually.Encouragethemtofirstuseaprocessofeliminationtocompleteasmanyofthesentencesastheycanandthen,ifnecessary,usetheirdictionariestohelpthemcompletetheremainingones.

In pairs. Havestudentscompareanswersinpairs,discussinganydifferences.

As a class. Checkanswersasaclassbynominatingdifferentstudentstoreadaloudthecompleted

sentences.Foreachquestion,provideorelicitadefinitionofthewordtocheckthatstudentsfullyunderstandit.Forquestion5,highlightthatdecaycanalsoactasaverb(e.g., The wooden frame of the painting had decayed over the centuries).

Answer key:1 self-portraiture(theartofmakingportraitsofyourself)2subject(apersonorthingthatisshowninapaintingorphotograph)3capture(toexpresswhatsomethingorsomeoneisreallylike)4soul(thespiritualpartofaperson)5decay(theprocessbywhichsomethinggraduallygetsintoaworsestatebecauseithasnotbeentakencareof)

B While you watch

1 As a class. Setthescene.Explainthatstudentsaregoingtowatchavideoabouttwoportraitartists,ScottMcMahonandAnnePath.Nominatedifferentstudentstoreadthequestionsaloudandensureeveryoneunderstandsthem.Explainorelicitthemeaningofcanvas(aspecialtypeofclothonwhichartistspaint).CheckstudentsunderstandthatifoneofthequestionsappliestoScottandAnne,theyshouldcircleBforBoth.

Individuals.Playtheentirevideoandhavestudentscompletetheexercise.

As a class.Checkanswersasaclass.Forquestion5,elicittheexactwordsAnneusestoindicatesheisstillfinishingtheportrait(This is another project I’m working on. I’m almost finished with it, but …).Forquestion7,elicitthetitleofScott’swork(The Measure of Decay).Forquestion8,elicitthepositiveexpressionsthatAnneandScottuseattheendofthevideo(I love painting portraits—Anne;portraits are very special—Anne;I’m fascinated by portraiture —Scott.Elicittheprepositionusedaftertheadjectivefascinated(by).

Answer key: 1Both 2Scott 3Anne 4Scott5Anne 6Scott 7Scott 8Both

2 As a class.Pointoutthatallofthewordsintheboxarenouns.Tellstudentstoskimtheboxandtheparagraphveryquickly,circlinganyunfamiliarwordsastheygo.Then,explainorelicitthemeaningofanywordstheycircled.Studentsmaynotknowperformer (someonewhodoessomethinginfrontofanaudience


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inordertoentertainthem),pinhole(anextremelysmallhole),orresilience(theabilitytoremainingoodcondition).

Individuals.HavestudentscompletetheexerciseindividuallybytryingtorememberwhatScottsaidandshowedtheminthevideo.Iftheycan’tremember,encouragethemtomakegoodguesses.Then,havethemcompareanswersinpairs,discussinganydifferences.

As a class. Playtheentirevideoforstudentstocheck,andifnecessarycorrect,theirwork.Then,checkanswersasaclassbynominatingstudentstoreadaloudthecompletedtext,onesentenceatatime.Ifthereisanydisagreement,playtherelevantsectionofthevideoagain,pausingafterthepartcontainingtheanswer.

Answer key: 1creator 2performer 3camera4time 5instant 6portraits 7string 8resilience9clay 10focus

As a class.Ifthereistime,youmightwanttofocusonsomegrammarfromthevideo.Writethefollowingsentencesontheboard:1 I’m interested in painting people and looking for stories to tell about them.2 I often work with multiples and using a mirror or the same image twice. 3 So, this is another project I’m working on.4 I’m almost finished with it, but I still need to work on the reflections in the water and the face of the boy.Explainthat,inallofthesesentences,thespeakersavoidrepeatingcertainwordsthattheyhavealreadyusedbyemployingoneoftwocommontechniques:substitutionorellipsis.

Explainthatsubstitutioninvolvesreplacingcertainwordswithasubstituteword.Elicitthesubstitutewordinsentence1(them),thetypeofworditis(object pronoun)andwhichworditreplaces(people).Thenaskstudentstofindonemoreinstanceofsubstitutionontheboard(insentence4:itreplacesthewords this other project, whichAnnealreadyreferredtointheprevioussentence).ElicitorprovidefurtherexamplesofcommonsubstitutewordsinEnglish,suchas: Which dress do you like most? The red one. (one replaces dress); Let’s meet on Ninth Avenue. OK, see you there. (there replaces on Ninth Avenue); A: I prefer to meet at 8 p.m. B: I do, too. (do replaces prefer to meet at 8 p.m.); How about coffee? I’d like that. / That sounds nice. (that replaces coffee); A: Do you think John will come? B: I hope so. (so replaces John will come).

Explainthatellipsisisanothercommonstrategyforavoidingrepetition,especiallyinspokenEnglish,butitdiffersfromsubstitutioninthat,inellipsis,awordorwordsaresimplyleft out without being replaced by another word or other words.Explainthatellipsisisparticularlycommoninstructuresthatuseandoror.Askstudentstofindfiveexamplesofellipsisinsentences1–4ontheboard(wordsleftoutareshowninparenthesesbelow):

1 I’m interested in painting people and(I’minterestedin) looking for stories to tell about them.2 I often work with multiples and (Ioftenworkwith) using a mirror or(Ioftenworkwith)the same image twice. 3 So, this is another project (that) I’m working on.4 So, this is another project I’m working on. I’m almost finished with it, but I still need to work on the reflections in the water and (Istillneedtoworkon) the face of the boy.

PointoutthattherearemanymorekindsofellipsisinEnglish.Encouragestudentstofindoutmoreaboutthistechniqueonlineorbyconsultingagrammarbook.Youcouldgivethisashomework.Then,studentscouldsharewhattheyfoundoutingroupsorgiveashortpresentationtotherestoftheclassnexttime.

C After you watch

1 As a class. Ensurestudentsunderstandthescenario.Explainorelicitthemeaningofupcoming(aneventthatwillhappensoon).Beforetheybegin,brainstormsomeideasofthetypeofinformationtheycouldincludeintheirparagraphandwritethemontheboard.Somepossibilitiesare:Whatisthisexhibitioncalled?WhatdoesAnne’sworkfocusonortrytoachieve?Howdoesshecreateherportraits?Whatmakesherportraitsuniqueandworthseeing?Whatisthevenueforthisexhibition?Whowilltheexhibitionappealto?

In pairs. Havestudentswritetheirparagraphsinpairs(alternatively,theycanworkaloneiftheyprefer).Circulateastheywork,givinghelpwithlanguageasnecessary.

In groups. Haveeachpairjoinanotherpairandreadtheirparagraphsaloudtoeachother.Tellthemtodecidewhichparagraphmakesthemmostwanttovisittheexhibition.


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2 In pairs. EnsurestudentsunderstandthattheyhavetoimaginetheyaregoingtointerviewAnneattheexhibitionvenue.Encouragethemtothinkofinteresting,openquestionsthatexplorearangeofdifferenttopicssuchasherlife,work,futureprojects,currentexhibition,etc.Circulate,givinghelpwithvocabularyasnecessary.Whentheyhavepreparedtheirquestions,havestudentspracticerole-playingtheinterviewwiththeirpartner.

As a class. Invitesomepairstopresenttheirrole-playtotherestoftheclass.

D Language points

Individuals.Pointoutthattheseexpressionswereallusedinthevideo.Havestudentscompletetheexerciseindividually.

In pairs. Havestudentscompareanswersinpairs.Encouragethemtousetheirdictionariestotrytoresolveanydisagreement.

As a class. Checkanswersasaclassbynominatingdifferentstudentstoreadaloudthecompletesentences.Pointoutorelicitthefollowingasyougo:

1Forsentence1,pointoutthattheexpression it was natural for me to be usestheinfinitivewithto.Weusethisexpressiontodescribesomethingthatisnormalorexpected(i.e.,Annelikedreadingaboutpeoplewhenshewasyoung,soitisnotsurprisingthatsheisinterestedinpaintingpeople).Thisexpressioncanbeusedwithdifferentpersonsandindifferenttenses(e.g.,It was natural for him to be nervous. It’s natural for parents to worry about their children,etc.).Thisexpressioniscommonlyusedwiththewordonly(e.g.,It’s only natural to feel bad when you fail an exam).2TheexpressionWhat I wanted to do was ... usesthesimplepasttense,notthepastprogressivetense.AsynonymforthisexpressionisMy aim/intention was to ...3TwosynonymsoftheexpressionI don’t just ... are I don’t only …andI don’t simply … (e.g.,I don’t only/simply paint. I try to make a work of art).However,ifweputjustrightafterthesubject,themeaningchangescompletely,andjustservestoaddemphasisinstead(e.g.,I just don’t paint=Icandootherthings,butnotpainting;

I just can’t believe it=Ireallycan’tbelieveit).4Thephrasalverbhave on meansto be wearing(e.g.,I couldn’t see because I didn’t have my glasses on).5Theexpressionbe kind of like isusedtomakegeneralcomparisonswithoutbeingveryexact(e.g.,She’s kind of like a mother to me).Asynonymissort of like(e.g.,She’s sort of like a mother to me).Ifyouwanttomakeamoreexactcomparison,usejust like(e.g.,He’s just like his father).

Answer key:1tobe 2wanted 3don’tjust 4get 5kindoflike

E Your viewpoint

As a class. Nominatedifferentstudentstoreadthequestionsaloudandcheckeveryoneunderstandsthem.Forquestion2,remindstudentsthataportraitisnotjustapainting.Itcanalsobeaphotograph,drawing,orsculpture.Encouragethemtodescribethestyleoftheiridealportrait:theirfacialexpressionandposture(e.g.,standing,sitting,lyingdown,etc.);theirclothing;thebackground;colorsused;andsoon.

In groups. Givestudentsaroundtenminutestodiscussthequestionsingroups.Circulate,offeringhelpwithvocabularyasnecessary.

As a class. Holdaclassdiscussion.Forquestion1,askthestudentswhopreferAnne’sworktoraisetheirhands.Invitesomeofthesestudentstoexplainwhy.Then,repeattheprocessforthosewhopreferScott’swork.Forquestion2,nominatedifferentstudentstosharetheirideaswiththerestoftheclass.Findoutwhowouldprefertheirportraittoshowthemveryrealistically,inaflattering(makingyoulookmoreattractive)way,inanunusualway,etc.Forquestion3,brainstormandwriteontheboardalistofreasonswhymanyfamousartists(includingVincentvanGogh,PabloPicasso,andFridaKahlo)haveproducedself-portraits(e.g.,toshowotherpeoplehowtheyseethemselvesorhowtheywanttobeseen;becauseit’scheaperandeasierthanusingothermodels;topracticedifferentstylesandtechniques;asawaytobecomeimmortalandliveonaftertheartist’sdeath;asagiftforalovedone;topromotetheartist;tobetterunderstandhim/herself;etc.).



4 VideoScript

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Narrator: ScottMcMahonandAnnePatharebothportraitartists.Theybelievethatportraitscantellastory.

Anne: WhenIwasyoung,um,Iwasalwaysinterestedin,um,readingbooksaboutpeopleandthedynamic,differentkindsofrelationshipstheyhad.Andso,whenIbecameapainter,itwasnaturalformetobeinterestedinpaintingpeopleandlookingforsimilarkindsofstoriestotellaboutthemthatyoumightreadaboutinabook.

Scott: Uh,mostofmyworkconsistsofphotographicself-portraiture.Um...I’minterestedinusingmyselfasthesubject,uh,notonlyasthecreatoroftheimage,butasthe...thecharacter,ortheperformerof...oftheimages.

Anne: So,inmyportraits,I’mtryingtocapture,um,adeeperessenceofaperson,um,moreorless.

Scott: Thisworkhereisdonewithapinholecamerawhichrequiresaverylongexposure.So,withaportrait,youcangetthisfeelingoftimepassed.It’snotan...It’snotaninstant,perse.Itcouldbefiveminutesofexposure.

Anne: So,thisisanotherprojectI’mworkingon.I’malmostfinishedwithit,butIstillneedtoworkonthereflectionsinthewater,um...andthefaceoftheboybeforeit’sfinished.

Scott: Ioftenworkwithmultiplesand...Youknow,usingamirrororthesameimagetwice.AndwhatIwantedtodowaslinkthetwoportraitstogetherwiththestring.It’skindofthestringofthoughtorthisideaofremembering,oftheresilienceofmemory.

Anne: Idon’tjustpaintfromphotographs.Itrytomakeaworkofart.Um...Itrytomakeapaintingthatgoesbeyondamerephotographicimage.Itrytocapturesomethingaboutthesoul,ofthe...ortheessenceofthisperson.

Scott: Thispiecehereis,uh,it’scalledThe Measure of Decay,andbehindthepiecethereareportraits,againofme.Ihavethisclaycoveringonthathascrackedandsoit’s...it’skindofliketheprocessofdecay.So,aseachportraitgoesaround,youcan...youcanseetheimageinadifferentfocus.

Anne: Ilovepaintingportraits.Ilovepainting,butportraitsareveryspecialbecausethey’reaboutpeople.

Scott: I’mfascinatedbyportraitureingeneralandthehumanbodyandhowthatimagelivesovertime.

Anne: Iliketocapturewhatisuniqueandspecialaboutanindividualinpaint.

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A Before you watch

1 Work in groups and discuss these questions.

1 Howgoodareyouatmanagingyourtime?Doyoustartthedaywithaplan?

2 Doyouaccomplishenougheachday?Ifnot,howdoyouthinkyoucouldgetmoredone?

3 Doyouuseanyelectronicdevices(e.g.,aPDA)tohelpyourememberthingsyouhavetodoandscheduleactivities andevents?

2 What kinds of tasks might a college student have to fit in on a typical day? Make a list.

B While you watch

1 Write the tips that the four experts give Dave.

1 MeganCrow:

2 RobertZeiss:

3 JenMcCoy:

4 MarkTarlick:

2 Complete the text about Dave’s bad day using the correct tense of the verbs in parentheses.

I1 (go)tobedsolatethenightbeforethatI2 (find)

myselfsleepingrightthroughmyalarm.Ihadto3 (drag)myselfoutof

bed.I4 (oversleep)byanhour.Well,I5 (finish)my

paperthenightbefore,butwhenIwokeupinthemorning,I6 (have)no

ideawheremykeyswere.Ispentalongtimelookingforthem,andI7

(freakout).ThenIhadto8 (rush)likecrazytogettoclass,butIstill

missedit.So,Idecidedtohandmypaperinlaterthatday.Well,Ithenhadsometime

tokill,andsinceI9 (sleep)rightthroughbreakfast,I10 (nothave)anything

toeat…So,Iwenttowork,butbythetimeIleft,it11 (get)solatethatI12

(notcan)handmypaperin.Seriously,it’stimeI13 (do)somethingaboutthis.IwishI14 (have)moretime,butIknowIdon’t.

3 After his time makeover, how was Dave’s day different? How has his life in general changed? Make notes.



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C After you watch

Complete numbers 1–5 with the correct tense of the verbs in parentheses. Add a question of your own for number 6. Then, interview your classmates.

Questionnaire: When was the last time you …?

1 (freakout)becauseyou (lose)yourkeysorwallet?

2 (oversleep)becauseyou (go)tobedlatethenightbefore?

3 (have)torushlikecrazybecauseyou (leave)thehousetoolate?

4 (send)callstoyourvoicemailbecauseyou (be)toobusytospeaktoanyone?

5 (achieve)allyourgoalsbecauseyou (stick)toaschedule?

6 ?

D Language points

Put the chat lines in the correct order to make an online conversation between three friends.

Ava-star Well, it helps you stay on track and accomplish more in a day.

Cristina I’m drowning in all my papers. It’s a nightmare! :-(

JonOh, I’m no good with electronic devices.

I often sleep right through my alarm!

Jon I know what you mean. If only you could stop time, right?

Cristina Really? How does that help?

Ava-star You don’t need to stop time! You just need to buy a PDA! :-)

E Your viewpoint

Work in groups. Discuss what each quotation means. Then, say whether you agree or disagree with it.

1 “Allthatreallybelongstousistime;evenhewhohasnothingelsehasthat.”(BaltasarGracian)2 “Timeisthewisestcounselorofall.”(Pericles)3 “Timeiswhatwewantmost,butwhatweuseworst.”(WilliamPenn)4 “Thereisatimeforeverything,andaseasonforeveryactivityunderheaven.”(Ecclesiastes3:1)5 “Theyalwayssaytimechangesthings,butyouactuallyhavetochangethemyourself.”(AndyWarhol)



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Teacher’s Notes

1 SynopsisDoyouwishyouhadmoretime?Daveisacollegestudentwithahecticlifestyle.Hegetsuplate,missesclasses,islateforwork,loseshiskeys,anddoesn’thandinhispapers.Hewisheshehadmoretimeintheday!Davereceivessomeadvicefromfourexperts,whohelphimmanagehistimebetter.Theyhelphimtolisthisgoalseachday,organizehisdesk,keepontimeusingaPDA,andmanagephonecalls.Doestheiradvicework?Length of video:5:44min

2 TargetLanguageGrammar:simplepastforunrealsituations,specialusesofthesimplepastVocabulary:dailyroutines,stress,timemanagementLanguage points:If only you could stop time, I’m drowning in all my papers, stay on track, right through

3 ProceduralNotes

A Before you watch

As a class. Introducethetopicoftime.AskDo you lead an easygoing lifestyle or a very busy, hectic lifestyle? Askstudentstoraisetheirhands.Nominatesomestudentstogivefurtherdetails.

1 In groups. Nominatedifferentstudentstoreadaloudthequestionsandensureeveryoneunderstandsthem.Explainorelicitthemeaningofthesewords:accomplish(v.)–succeedindoingsomething;achievedevice(n.)–amachineorpieceofequipmentthatdoesaparticularthingschedule(v.)–toplanforsomethingtohappenataparticulartimePDA(n.)–PersonalDigitalAssistant:averysmallcomputerGivestudentstenminutestodiscussthequestionsingroupsofthreeorfour.

As a class.Nominatesomestudentstotelltherestoftheclasssomeinterestingthingstheylearnedabouttheothermembersoftheirgroup.Forquestion2,findoutifstudentsmentionedanyspecifictime-managementtechniquesthatcouldhelpthemdomoreeachday(butdon’tdiscussthematanylengthatthisstage,sincestudentswillhearsomeadviceinthevideo).Forquestion3,elicitthenamesofotherelectronicdevicesbesidesaPDAthatcanbeusedtohelpwithtimemanagement(e.g.,cell phone, electronic calendar on laptop or computer, wristwatch,etc.).Holdaclass

votetoseehowmanystudentspreferpaper-basedtime-managementtoolsliketo-dolistsinanotebookorPost-it®notes,andhowmanypreferusingelectronictime-managementtools.

2 In pairs.Explainorelicitthemeaninghereofthephrasalverbfit in(tohaveenoughtimetodosomething).Ifnecessary,elicitoneortwoexamplestogetstudentsstarted(e.g.,attend a lecture, work on an essay, find some books in the library, make photocopies, go to work,etc.).Encouragethemtothinkoftasksthatarequicktodoaswellastaskswhichtakeupalotoftime.Havestudentsbrainstormideasinpairsforfiveminutes.

As a class.Makealistofstudents’ideasontheboard.Thenhavestudentshelpyouidentifyandputanasterisk(*)bythosetaskswhichtakethelongesttodo.

B While you watch

1 As a class. Setthescene.TellstudentsthattheyaregoingtowatchashowaboutacollegestudentnamedDavewhohastime-managementissues.Theshowiscalled“BalancingAct:TimeMakeover”Explainthatamakeoverusuallyreferstoasetofchangesthatmakeapersonorthinglookbetter(e.g.,She dressed much better after the fashion expert’s makeover).However,inthisvideo,makeoverisusedinadifferentwaytorefertoasetofchangesinthewayDavemanageshistime.Explainthattheshowispresentedbyafemalehost,andthatduringthecourseoftheshow,fourdifferentexpertsappearandgivespecifictime-managementtips.Explainthatstudentsshouldnotedownasmuchoftheadvicegivenbyeachofthesefourexpertsaspossible.

Individuals.Playtheentirevideoandhavestudentscompletetheexerciseindividually.Youwillprobablyneedtoplaythevideoagainoneormoretimestoenablestudentstonotedownalloftheadvice,buttrynottopausethevideosothattheygetpracticeofmemorizingandrepeatingbackthekeyinformationastheywriteitdown.

In pairs.Havestudentscomparetheiranswersinpairs,discussinganydifferences.Encouragethemtocorrectorfurtheraddtotheirnotesifnecessary.

As a class. Checkanswersasaclass.Elicitthemeaningofthewordsbelowasyougo.Forunfamiliarwords,encouragestudentstousethecontextoftheirnotestohelpthemguessthemeaning:



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jot down(v.)–writedownschedule(n.)–aplanofactivitiesoreventsandwhentheywillhappenbuffer(n.)–Thisnounusuallyreferstosomethingthatprotectsanotherthingbybeingbetweenit.However,inthevideo,Jenusesittorefertoanamountoftimesheleavesfreebetweentwomeetingsjustincasethefirstmeetinglastslongerthanexpected.voicemail(n.)–anelectronicsystemthatrecordsandstoresphonemessagesfrompeoplecall back(v.)–tocallsomeonewhocalledyouearlier.Whilethisisusuallyaphrasalverb,Markusesitasanouninthevideo(I make all my callbacks ...).

Answer key: 1MeganCrow:Planyourdayinadvance./Jotdownthesixmostimportanttasksofthedayandconcentrateyoureffortsonthesesixtasksbeforeyoudoanythingelse.2 RobertZeiss:Keepeachofthejobsthatyouareworkingoninindividualfiles.Organizethemonyourdeskinorderofpriority./Haveacleanandorganizedworkspacesoyoucanfindthingseasily.3 JenMcCoy:UseaPDAtocoordinateyourschedule./Trytosetrealistictimesformeetingsandleaveabufferincasethingsrunover.4 MarkTarlick:Sendyourphonecallstovoicemailwhenyouareverybusy./Makeallyourcallbackstogetherlateron.Schedulelongercallsforthefollowingday.

2 As a class.AskthestudentstorecallwhatthingswentwrongforDavetheotherday(e.g.,he overslept, he lost his keys, he missed class, he didn’t have time to eat before going to work, he didn’t hand his paper in,etc.).Havestudentsquicklyskim-readtheexercisetextandcircleanyunfamiliarvocabulary.Youmayneedtoexplainorelicitthemeaningofthesewords:dragyourself out of (v.)–toleaveaplacewhenyoureallydon’twanttofreak out (v.)–becomereallyangryrush like crazy (v.)–goasquicklyasyoupossiblycanhave time to kill(v.)–havesomesparetimewhileyouarewaitingforsomethingelsetostartorhappen

Individuals. TellstudentsthattheyaregoingtowatchthesectionofthevideoaboutDave’sbaddayagaininamoment,butfirsttheyhavetotrytopredictthecorrecttenseoftheverbsinparentheses.Youmaywishtohelpthembypointingoutthatsomeoftheverbsareinthepastperfecttense.Theyshouldcompletethisexerciseinpencil.

In pairs. Havestudentscomparetheirpredictionsinpairs,discussinganydifferencesand,ifnecessary,amendingtheiranswers(stillusingpencil).

As a class. Playtherelevantsectionofthevideowithoutpausing[01:17–02:07].Havestudentscheckand,ifnecessary,correcttheirpredictions.Encouragethemtolistenparticularlycarefullyforverbsinthepastperfecttense.Youwillprobablyneedtoplaythevideoagainoneormoretimes.

As a class. Checkanswersasaclassbynominatingdifferentstudentstoreadthetextaloudonesentenceatatime.Elicitthecorrectspellingofanypastparticiples(e.g.,gotten, slept, had).Onceyouhavecheckedalltheanswers,findouthowmanyoftheverbtensesstudentspredictedcorrectly.

ElicitthetwotimeexpressionsthatDaveuseswiththepastperfecttense(By the time ...;...the night before).Then,askstudentstofindtwoexamplesinthetextwherethesimplepastdoesnotrefertoacompletedactioninthepast(I wish I had more time; It’s time I did something about this).HighlightorelicitthatthestructureI wish + simplepast isusedtorefertosituationsthatareunreal,unlikely,orimpossible(e.g.,I wish there were 36 hours in a day; He wishes he could manage his time more effectively,etc.).PointoutthattheexpressionIt’s time ...isusedtorefertosomethingthatshouldhappennow.Itisoftenusedwiththewordshighoraboutforadditionalemphasis(e.g.,It’s high/about time he became more organized).

Answer key: 1’dgone 2found 3drag 4overslept5’dfinished 6had 7wasfreakingout 8rush9’dslept 10hadn’thad 11’dgotten 12couldn’t13did 14had

3 As a class.Ensurestudentsunderstandthequestions.Tellthemtheyaregoingtowatchthelastpartofthevideo,inwhichDavedescribesagooddayherecentlyhad,andalsothewayhislifeingeneralhaschangedsincehistimemakeover.Tellstudentstonotedownasmuchinformationastheycanonbothoftheseaspects.Explainorelicitthemeaningofthesewords:assignment (n.)–workthatyoumustdoaspartofacourseofstudymake it to (v.)–attendplenty (n.)–alargeamountofsomethingstick to(v.)–follow



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Individuals.PlaythevideofromthepartwherethepresenterreturnstoDave’shousetoseehowheisdoing[04:25]untiltheend.Youmayneedtoplaythissectionagainoneormoretimestoenablestudentstocompletetheirnotes.

In pairs. Havestudentscomparetheirnotesinpairs.Inordertogivestudentsmorelanguagepractice,encouragethemtomakecomparisonswithwhattheysawatthebeginningofthevideo(e.g.,Before, he went to bed late and overslept, whereas the other day he got to bed early and woke up on time the next morning; At the beginning of the video, he said he was always running around, whereas now he says he isn’t rushing around all the time).Oncestudentshavefinisheddoingthis,tellthemtodiscusswhichtiptheythinkhelpedDavethemost.Encouragethemtojustifytheiropinions.

As a class. NominatestudentstogiveoneortwoexamplesofhowthingsaredifferentforDavesincehistimemakeover.Thenholdaclassvotetofindoutwhichtime-managementtiptheclassthinkswasmostuseful.

Possible answers:Hisdaywasdifferentbecause:Hegottobedearlyandwokeupontime.Becausehe’dorganizedhisdesk,itwaseasytofindhisassignments.Hemadeittobothhismorningclasses.Hegottoworkontime.Hemadeitbackhomewithplentyoftimetodosomestudying.

Hislifeingeneralhaschangedinthefollowingways:Hefeelshislifeismorebalancednow.Hedoesn’trusharoundallthetime.Hehasrealisticgoalsthathecanachieveeachday.Havinghisdeskorganizedandstickingtoaschedulereallyhelp.

As a class.Ifthereistime,practicetheRandom sound off technique(seeTechniques for teaching with video intheDVDbooklet).Playoneortwosectionsofthevideoagain(e.g.,[02:00–02:49]and/or[04:55-05:29]).Turnthesoundoffatrandomintervalsduringthesection,andelicitwhatthespeakersaresaying.Encouragestudentstopayattentiontocontext,facialexpression,gesture,etc.tohelpthemrecallwhatthepersonissaying.

C After you watch

Individuals. Havestudentsfillintheblanksfornumbers1–5usingtheverbsinparenthesesineitherthesimplepastorthepastperfecttense.Remindthemtoaddonemorequestionoftheirownrelatedtotimeortimemanagementfornumber6,andencouragethemtousesomenewvocabularyfromtheexercisesinwhile you watch.Circulate,offeringhelpwithvocabularyasnecessary,andmakinganynecessarycorrectionstothestudents’inventedquestions.

As a class.Beforestudentsconducttheirquestionnaires,checktheyhaveusedthecorrectverbtensesbynominatingdifferentstudentstoreadaloudthecompletedquestions.

Answer key: 1freakedout,hadlost 2overslept,hadgone 3had,hadleft 4sent,were 5achieved,hadstuck 6students’ownquestion

As a class.Tellstudentstointerviewsixdifferentclassmatesandmakeanoteoftheiranswersintheirnotebooks.Encouragethemtoaskfollow-upquestionstofindoutmoreinformation.

Individuals.Givestudentsacoupleofminutestolookattheirnotesandidentifyclassmateswithwhomtheyhavethingsincommon.

As a class. Nominatedifferentstudentstotelltherestoftheclassoneortwothingsthathappenedtotheirclassmates,andthatalsohappenedtothemonce.(e.g.,Juan told me he had to rush like crazy last week because he had left the house too late. He had to go to class, but he didn’t realize what time it was. He thought it was earlier than it really was. This also happened to me once and, even though I rushed like crazy, I still missed class).

D Language points

Individuals. Explainthatthreefriendsarechattingonline.Ensurestudentsunderstandthattheyhavetoputtheconversationinorderbynumberingthelines1–6.Donothelpwithvocabularyatthisstage.Rather,encouragestudentstofigureoutthemeaningfromthecontext.

As a class. Checkanswersasaclassbynominatingstudentstoreadaloudtheconversationonesentenceatatimeinthecorrectorder.


Answer key: 1 Cristina: I’mdrowninginallmypapers.It’sa

nightmare!:-(2 Jon: Iknowwhatyoumean.Ifonlyyoucould

stoptime,right?3 Ava-star: Youdon’tneedtostoptime!Youjustneed

tobuyaPDA!:-)4 Cristina: Really?Howdoesthathelp?5 Ava-star: Well,ithelpsyoustayontrackand

accomplishmoreinaday.6 Jon: Oh,I’mnogoodwithelectronicdevices.I

oftensleeprightthroughmyalarm!

As a class. Focusoneachoftheunderlinedexpressionsinturnandcheckstudentsfullyunderstandtheirmeanings:1Explainthattheexpressionbe drowning inisusedinanon-literalwaytodescribeasituationinwhichyouhavemoreofsomethingthanyouareabletomanage,suchaswork,papersonyourdesk,e-mails,etc.(e.g.,I’m drowning in unpaid bills).2ElicittheverbtenseusedaftertheexpressionIf only ...(simplepast)andanotherwayofsayingthesamething(You wish you could stop time, right?).ExplainorelicitthatinIf only ...,thesimplepasttenseisusedtodescribesomethingthatisimpossible.5Elicitthemeaningoftheexpressionstay on track (tocontinuedoingtheright/requiredthing(s)inorderto

besuccessful).Sayorelicitfurthersentences(e.g.,It’s difficult to stay on track with my diet with all this cake around).6Sayorelicitanothertosayright through(e.g.,allthe way through, during the entire course of).Provideorelicitfurthersentences(e.g.,She talked rightthrough dinner).

E Your viewpoint

In groups.Explainorelicitthemeaningofcounselor(someonewhosejobistogiveadviceandhelppeoplewithproblems)andwise(awisepersonisabletomakegoodchoicesanddecisionsbecausetheyhavealotofexperience).Pointouttostudentsthatthistaskhastwoparts:first,theyshoulddiscusswhattheythinkthequotemeans.Then,theyshouldgivetheirpersonalopinion.Encouragethemtojustifytheiranswers.

As a class.Nominatestudentsfromdifferentgroupstosaywhattheythinkeachquotationmeans.Then,foreachquotation,havestudentsraisetheirhandsiftheyagree.Invitesomeofthesestudentstoexplainwhy.Then,repeattheprocessforthestudentswhodisagreewiththestatement.Ifyouwish,youcouldsuggeststudentsfindoutmoreabouttheirfavoritetimequotationashomework(eitheronelistedhere,oranotheronetheyknow),andreportbacktotheclassnexttime.

4 VideoScript

Host: Doyouwishyouhadmoretime?Wouldyouratheryourdayhadmorehoursinit?Ifonlyyoucouldstoptime,right?Well,youcan’t.Butyoucanusethetimethatyoudohavemoreeffectively.Youcanuseyourtimetogetmoredone,soyoucanhavetimetodothethingsyouwanttodo.Thisweekon“BalancingAct:TimeMakeover,”we’regoingtohelpDave,acollegestudent,withhishecticlife.Hi,Dave.So,youreallyneedsomehelp,right?

Dave: Right.I’malwaysrushed.I’malwaysrunningaroundtryingtocatchupwithmywork.IfeellikeI’mcaughtinastorm.Imean,allthisworkisfloodingontomydesk.I’mdrowninginallmypapersandmyhomework.Itrytogettoclass,butsometimesIgetthereandsometimes

Idon’t.Iamreallypressedfortime.Ifeelcompletelyoutofcontrol.Iamonasinkingship.

Host: Dave,wecanrescueyouandyourship.Youcangetmoredone,andyoucantakecontrol.Thefirststep,Dave,istolookathowyou’respendingyourtime.Let’sseeifwecanfindoutwhat’scausingthisstorm.So,tellme,whathappenedtheotherday?

Dave: I’dgonetobedsolatethenightbeforethatIfoundmyselfsleepingrightthroughmyalarm.Ihadtodragmyselfoutofbed.Ioversleptbyanhour.Well,I’dfinishedmypaperthenightbefore,butwhenIwokeupinthemorning,Ihadnoideawheremykeyswere.Ispentalongtimelookingforthem,andIwasfreaking

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11 Time


11 Time

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out.ThenIhadtorushlikecrazytogettoclass,butIstillmissedit.So,Idecidedtohandmypaperinlaterthatday.Well,Ithenhadsometimetokill,andsinceI’dsleptrightthroughbreakfast,Ihadn’thadanythingtoeat.ButbeforeIcouldeat,Igotafewcallsandtalkedtofriends.Andbythen,itwastoolatetoeat‘causeIhadtogettowork.So,Iwenttowork,butbythetimeIleft,ithadgottensolatethatIcouldn’thandmypaperin.Seriously,it’stimeIdidsomethingaboutthis.IwishIhadmoretime,butIknowIdon’t.IfonlyIcouldstayontrackandaccomplishmoreinoneday.

Host: Youcan.Butwhatyouneedisatimemakeoverandsomeexpertadvice.We’regoingtohelpyousetgoals,getorganized,andstayonschedule.First,youneedtosetsomegoals.Let’shearafewtipsfromoneofourtimemakeoverexperts.

MC: Myscheduleisalwaysverybusy.IfIdon’tplanmydayinadvance,Iwouldnevergetanythingdone.So,whatIdoiseachmorningIjotdownthesixmostimportanttasksoftheday.Then,IconcentratemyeffortsonthesesixtasksbeforeIdoanythingelse.

Host: I’mgoingtoaskyoutoenvisionadayinwhichyoumeetallyourgoalsandeverythinggoesright.So,whatareasinyourlifedoyouwanttoimprove?

Dave: Iwanttogettoallmyclasses,gettoworkontime,spendtimewithmyfriends,andstudy,ofcourse.

Host: Settingpracticalgoalsisthefirststepinatimemakeover.But,toachievethosegoals,youhavetogetorganized.Formoreongettingorganized,andstayingthatway,let’stalktoanotheroneofourtimemakeoverexperts.

RZ: IkeepeachofmyjobsthatI’mworkingoninindividualfiles.Ithenputtheminorderofpriorityonmydesktop.It’sreallyimportanttohaveacleanworkspaceandorganizedaswell.Otherwise,howcouldyoufindanything?

Host: So,yousee,gettingorganizedcanstartinapracticalwaylikeorganizingyourdesk.SoitwasabouttimeDavegothisdeskorganized.

Dave: Wow,thisisgreat.Host: AndournextwaytohelpDaveinhistime

makeoveristobesurehestaysonschedule.Keepingascheduleisessentialtomakingthebestuseoftime.Nooneknowsthisbetterthanournexttime-makeoverexpert.

JM: IusemyPDAtocoordinatemyschedule.IalwaystrytosetrealistictimesformeetingsandIalwaysleaveabuffer,incasethingsrunlong.

Host: We’regoingtoworkwithDavetocreatearealisticplanforhisdayusingthisnewPDA.Ifhefollowsthisschedule,heshouldbeabletoaccomplishallhisgoals.We’llcheckbackinwithhimlater.Allright,Dave?

Dave: Soundsgreat.Host: Hey,Dave.Lookatyou.You’relookingcalm

andrelaxed.So?Doyouthinkyourtimemakeoverworked?

Dave: Definitely.TheotherdayIhadgottentobedearly,sothenextmorning,Iwokeupontime.Andbecausewe’dorganizedmydesk,itwaseasytofindmyassignments.Andthen,Imadeittobothmymorningclasses.Ievengottoworkontime.Unbelievable.Then,Imadeitbackhomewithplentyoftimetodosomestudying.Butthephonejustkeptonringing.

Host: Howdowedealwiththeconstantringingofourphone?Ithinkoneofourtimemakeoverexpertscanhelp.

MT: Therearecertaintimesofthedaythatgetsobusy,Isimplycan’ttakeanyphonecalls,soIsendthemtomyvoicemail.Thenaround,say,1:00or1:30,Imakeallmycallbacks.And,ifneedbe,forthelongercalls,I’llschedulethosefortomorrow’sworkday.

Host: So,doyouthinkthatcanhelp?Dave: Definitely.I’llrearrangemydaysothatIonly

takecallswhenIfinishstudying.Host: So,Dave,doyoufeelyourlifeismore

balancedsinceyourtimemakeover?Dave: Absolutely.I’mnotrushingaroundallthe

time.IhaverealisticgoalsthatIcanachieveforeachday.Havingmydeskorganizedandstickingtoaschedulereallyhelps.



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A Before you watch

1 What is your idea of a perfect vacation? What about a nightmare vacation? Make notes and then discuss in groups.

Dream Vacation Nightmare Vacationfive-star hotel with a huge pool dirty, noisy hotel

2Which of these things do you associate with a dream vacation? Which do you associate with a nightmare vacation? Write D for dream or N for nightmare.

milesofturquoiseocean foodpoisoning gettingkickedoutofthepool

jellyfish luxurysuite goingclubbing

flies sunburn tropicalbreezes

B While you watch

1 A.J. and Julia experience eight problems on their vacation. Number them 1–8 in the order they are mentioned. Which one of these problems did they not experience?

swimmingintheoceannotallowed foodpoisoning

horriblehotel rentalcarbreakingdown

darkanddirtyroom fliesbitingthem

gettingkickedoutofthepool havingtheirmoneystolen

reallybadsunburn

2 Circle True or False. Correct the false sentences.

1 Juliadidn’tpaymuchfortheirflights. True False

2 Juliahadalreadypaidtheirhotelbill. True False

3 A.J.madelotsofnegativecommentsabouttheirroom. True False

4 Theyhadalltheircreditcardsstolenonthebeach. True False

5 Theyaskedanotherguesthowtogettotheswimmingpool. True False

6 Thepoolhadtobeclosedfortherestoftheweek. True False

7 Juliasuspectedtherewassomethingwrongwiththesushi. True False

8 A.J.andJuliawon’thavetopayfortheirflightstothePalmsResort. True False




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3 Complete the sentences with the correct form of the verbs in the box. Who said it? Write A.J., (J) Julia, or (PA) the pool attendant.

1 “We definitely toourvacation.”2 “Ican’t tousethisnewvideocameraonourvacation.”3 “A.J. tomakethebestofit.”4 “We heretogotothebeachandtogoclubbing,right?”5 “We todosomethingwehadneverdonebefore.”6 “We aguesttocomein,andthenwe’lljustwalkbehind them.Right?”7 “We just tohaveagoodtimewhenwegotkickedout.”8 “Someonebrokeaglassinthepool,andwe todrainit.”

C After you watch

Work in groups. Discuss what you would do if these things happened to you on vacation.

1 Yougettoyourhotelroom,anddiscoveritissmall,dark,anddirty.2 Youreallyfeellikegoingswimmingintheocean,butyouseea“NOSWIMMING”sign.3 Youseesomeonestealingmoneyfromsomeone’sunattendedpurseonthebeach.4 Youseethatthehotelnextdoortoyourshasamuchbetterswimmingpool.5 Thefoodyouorderedinarestauranttastesfunny.6 Thehotelreceptionistgivesyoualuxurysuitewhenyouonlypaidforastandardroom.

D Language points

1 Match the two halves of the sentences.

1 Howeasy a aball!2 Have b beright.3 Let’smake c morelikeit!4 Thisis d themostofit.5 Thiscan’t e wasthat?

2 Which of the expressions from Exercise 1 could be used in each of these situations?

1 encouragingsomeonetoenjoywhattheyhave 4 sayingthatsomethingisbetterthanbefore2 alertingsomeonetoamistake 5 wishingsomeoneagreattime3 emphasizingwhatsomethingwaslike

E Your viewpoint


1 Doyouthinkvacationsareimportant?Whyorwhynot?2 Whichofthesetypesofvacationdoyoulikethesoundof?Whichdon’tyoulikethesoundof?Givereasons.

cruise ski vacation safari beach vacation citybreakadventure vacation volunteering vacation

3 Domanytouristsvisityourcountry?Whataresomeoftheadvantagesanddisadvantagesoftourisminacountry?

decide wait comedown waitfor have start try lookforward


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Teacher’s Notes

1 SynopsisJuliaandherhusbandA.J.enteracompetitiontowinadreamvacation,usingavideooftheirnightmarevacation!Recently,theyplannedabeautifulvacationinagreathotelinMiami,rightbytheocean.Butfromthebeginning,everythinggoeswrong.Thehotelisterrible,theycan’tswimduetothejellyfishinthewater,andtheyareplaguedbybugs.Then,theirmoneyisstolen,andthingstakeaturnfortheworse.Cantheywinadreamvacationtomakeupforthebadone?Length of video:5:34min

2 TargetLanguageGrammar:verb+infinitive,verb+for+object+infinitive,weakformoftobeforeinfinitivesVocabulary: vacations,badexperiencesLanguage points:This can’t be right, Let’s make the most of it, How easy was that? This is more like it, Have a ball!

3 ProceduralNotes

A Before you watch

1 As a class.Listthefollowingontheboard:hotel and facilities, food and drink, company, surroundings, locals, weather, wildlife, entertainment, attractions.Explainthatthesearedifferentaspectsofavacation.Explainorelicitthemeaningofcompany(thepeopleyouarewith),surroundings(allthethingsthatarepresentinaplaceandformtheexperienceofbeingthere),andattractions(somewhereorsomethingthatyoucanvisitthatitisinterestingandenjoyable).

Individuals.Tellstudentstobrainstormalistofcharacteristicsforbothtypesofvacationintheirnotebooks.Encouragethemtoconsidertheaspectsontheboardandanyotherstheycanthinkof.

In pairs.Havestudentscomparetheirideasforadreamvacationandanightmarevacationinpairs.Encouragethemtoidentifysimilaritiesanddifferences.

As a class.Nominatesomestudentstotelltherestoftheclasssomethingstheyhaveincommonwiththeirpartnerandanysignificantdifferencestheydiscovered.

Possible answers:Dream Vacation: five-starhotelwithahugepool;delicious,freshlypreparedfood;inthecompanyofalivelygroupoffriends;unspoilednaturalsurroundings;pristinebeach;friendly,helpfullocals;livemusicanddancingintheevening;beautiful,historictowns,oralivelycitynearby

Nightmare Vacation: dirty,noisyhotel;hotelbyahuge,noisyconstructionsite;cockroachesinhotelroom;hotelpoolisdirtyorclosed;terriblefood;inthecompanyofboring/argumentativepeople;inadangerousplace;havingyourpurseorwalletstolen;reallybadweather(e.g.,tornado,hurricane)

2 In pairs.EnsurestudentsunderstandthattheyhavetoputaDoranNnexttoeachitem,dependingonwhethertheyassociateitwithadreamvacationoranightmarevacation.Notethatsomeitemscouldbelongtoeithercategory,dependingonthestudent’sopinionofthem.Encouragethemtolookupanyunfamiliarwordsintheirdictionaries.

As a class.Discussanswersasaclass.Elicitthemeaningofeachwordorexpressionasyougo.

Possible answers: D (dream vacation): milesofturquoiseocean;luxurysuite(suite(n.)–asetofrooms);goingclubbing;tropicalbreezes(breeze(n.)–alightwind)N (nightmare vacation):foodpoisoning(anillnessaffectingyourstomachcausedbyeatingfoodthatcontainsharmfulbacteria);gettingkickedoutofthepool(kick out(v.)–toforcesomeonetoleaveaplace);jellyfish(asoft,roundoceananimalthatcanstingyouifyoutouchthem);flies(acommon,smallinsectwithwings,oftenfoundneargarbage);sunburn(theconditionofhavingred,soreskinthatiscausedbystayinginthesunfortoolong)

B While you watch

1 As a class.Setthescene.Explainthatstudentsaregoingtowatchavideoaboutayoungcouple,A.J.andJulia.TheymadeavideoabouttheirnightmarevacationandsentitintoaTVshowtotrytowinadream




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vacation.Nominatestudentstoreadaloudtheproblemsandcheckeveryoneunderstandsthem.Youmayneedtoexplainorelicitthemeaningofbreak down(stopworking).HighlightthatA.J.andJuliadidnotexperienceoneoftheproblemsinthelist.Studentsshouldlistenandnumbertheproblems1–8intheordertheyaredescribedinthevideo.

Individuals.Playtheentirevideo.Then,ifnecessary,playitagain.

In pairs.Havestudentscompareanswersinpairs,discussinganydifferencesandcorrectingtheirworkifnecessary.

As a class.Checkanswersasaclass.Elicittheoneproblemthattheydidnotexperience.

Answer key:3swimmingintheoceannotallowed7foodpoisoning1horriblehotel2darkanddirtyroom4fliesbitingthem6gettingkickedoutofthepool5havingtheirmoneystolen8reallybadsunburn

Theproblemthattheydidnotexperienceisrentalcarbreakingdown.

2 As a class.Nominatedifferentstudentstoreadthesentencesaloudandcheckeveryoneunderstandsthem.Explainorelicitthemeaningofto suspect(tothinkthatsomethingisprobable).

Individuals.Playtheentirevideo.Havestudentscompletetheexercise.Remindthemtocorrectanyfalsesentencesbyrewritingthemintheirnotebookstomakethemtrue.

In pairs.Havestudentscompareanswersinpairs,discussinganydifferences.

As a class.Checkanswersasaclass.Ifthereisanydisagreement,playtherelevantsectionofthevideoagain,pausingafterthepartcontainingtheanswer.Forthetruesentences,encouragestudentstotellyouexactlywhatthespeakersaidinthevideo.Forthefalsesentences,elicitthetruestatement.Asyougothroughtheanswers,checkstudentsunderstandthefollowingexpressions:forquestion4,back in the room

(inthehotelroomwhereJuliaandA.J.werebefore);forquestion7,tastes (a little) funny (tastesstrange);andforquestion8,all-expense-paid(everythingispaidforbysomeoneelse).

Answerkey:1 True(Juliasays,“Igotsomecheapairlinetickets.”)2 True (Juliasays,“Ihadtopayforthewholestayonourcreditcard.”)3 False (A.J.triedtobepositiveandmakeJuliafeelbetterbysayingthingslike,“Weonlyhavetosleephere,right?”and“Itwon’tbesobad.”)4 False (Juliasays,“allofourcreditcardswerebackintheroom.”)5 False (Theyfollowedanotherguestintotheswimmingpool.)6 False (Thepoolhadtobecloseduntilthefollowingday.)7 True (Juliasays,“Thissushitastesalittlefunny.”)8 True (Thehostsays,“Youhavewonanall-expense-paidtrip.”)

3 Individuals. Pointoutthatthesesentencesweresaidbydifferentpeopleinthevideo.Ensurestudentsunderstandthatthisexercisehastwoparts:first,theyneedtoidentifythecorrectverb(s)andverbtense(s)foreachsentenceandfillintheblanks;then,theyhavetowritewhosaiditontheblankattheendofeachsentence.Havestudentsdothisinpencilatthisstage.Donotexplainanyofthevocabularyyet.Encouragestudentstorecallwhattheysawinthevideoandalsotouseaprocessofeliminationtohelpthemcompletetheexercise.

Individuals.Playtheentirevideo.Havestudentscheckand,ifnecessary,correcttheiranswers.

As a class.Checkanswersasaclass.Askstudentswhichtwoexpressionsareusedwhensomeonefeelshappyandexcitedaboutsomethingthatisgoingtohappen(look forward to, can’t wait to).Explainorelicitthemeaningofcome downinthisvideo(travel south).

Answer key (personwhosaiditinparentheses):1were,lookingforward(Julia)2wait(A.J.)3wastrying(Julia)4camedown(A.J.)5decided(Julia)6’llwaitfor(Julia)7were,starting(Julia)8have(PA)



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As a class.AskstudentswhatalloftheverbsinExercise3haveincommon(theyareallfollowedbytheinfinitivewithto).RemindstudentsthatmanyEnglishverbscanbefollowedbyinfinitivesandelicitsomemoreexamples(e.g.,begin to, forget to, hope to, like to, love to, prefer to, prepare to, remember to, want to, need to,etc.).Focusonquestion6: We’ll wait for a guest to come in ...Pointoutthatfewerverbscanoccurinthestructureverb + for + object + infinitive.Provideorelicitfurtherexamples(e.g.,She arranged for the box to be delivered on Monday; Their father paid for them to go on vacation; They looked for a nicer hotel to stay in).

As a class.Youmayalsowanttofocusonthepronunciationoftobeforeinfinitives.Explainthat,inspokenEnglish,thewordtoisoftenpronouncedinaweak(unstressed)form.Ifstudentsarefamiliarwiththephoneticalphabetandwithschwa(thevowelsoundusedinunstressedsyllablesinEnglish),writethefollowingtranscriptionsontheboard:weak/tə/,strong/tu/. Drillbothoftheseformsandcheckstudentscanhearandproducethedifference.ThenpracticepronouncingtheweakformoftointhesentencesinExercise3.Thebestwaytodothisisbyplayingthesentenceonthevideo,pausingimmediatelyafterit,andhavingstudentsrepeatitback.Repeatthisprocessseveraltimesforeachsentence.YoucanfindthesentencesinExercise3atthefollowinglocations:

1[00:25–00:28]2[00:30–00:34]3[01:41–01:43]4[01:54–01:58]5[03:09–03:13]6[03:13–03:17]7[03:44–03:49]8[03:56–04:00]

In pairs.HavestudentspracticereadingthesentencesinExercise3aloud,focusingonusingtheweakformofto.

C After you watch

In groups.Dividetheclassintogroupsofthreeorfour.Explainorelicitthemeaningofunattended(leftwithoutbeingtakencareof).Ensurestudentsunderstandthattheyhavetoimaginewhattheywoulddoifthesesituationshappenedtothem,anddiscuss.TellthemtomakesentencesusingIf +pasttense+would(e.g.,If the food I had ordered in a restaurant tasted funny, I would ask my boyfriend to try it and see if he thought

the same).Remindthemtolistentoeachstudentinthegroupbeforemovingontodiscussthenextsituation.

As a class.Listentosomeideasasaclass.Nominatestudentstosharethefunniestthing,themostsurprisingthing,etc.thattheyheardduringthegroupdiscussion.

Possible answers:1 If Igottomyhotelroom,anddiscovereditwassmall,dark,anddirty,Iwoulddemandanicerroomoraskformymoneyback.2 If Ireallyfeltlikeswimmingintheocean,butIsawa“NOSWIMMING”sign,Iwouldgoswimminginthepoolinstead.3IfIsawsomeonestealingmoneyfromsomeone’sunattendedpurseonthebeach,Iwouldshout“Hey!”atthem.4IfIsawthatthehotelnextdoortominehadamuchbetterswimmingpool,IwouldpretendIwasaguestatthathotelanduseit!5IfthefoodIhadorderedinarestauranttastedfunny,Iwouldcomplainandordersomethingelseinstead.6IfthehotelreceptionistgavemealuxurysuitewhenIhadonlypaidforastandardroom,Iwouldn’tsayanythingandwouldenjoylivinglikeakingforafewdays!

D Language points

1 Individuals.Havestudentsdothematchingexerciseindividually,andthencompareanswersinpairs.

As a class.Checkanswersasaclass.Donotexplainthemeaningoftheexpressionsatthisstage,asthatisthefocusofthefollowingexercise.

Answer key: 1e 2a 3d 4c 5b

2 In pairs.EnsurestudentsunderstandthattheyhavetoidentifywhichoftheexpressionsthattheyjustformedinExercise1couldbeusedineachofthesituations.Pointoutthattheyshoulduseeachexpressiononlyonce.Encouragestudentstorecallwhattheysawinthevideoaswellasaprocessofeliminationtohelpthemfigureouttheanswers.Iftheyarestillhavingdifficulty,allowthemtousetheirdictionaries.

As a class.Checkanswersasaclass.Forquestion1,elicitasynonymfortheverbmake the most of (e.g., take advantage of).Forquestion2,pointoutthattheexpressionThis can’t be rightisfairlydirectandforceful,andsowouldn’tbeveryappropriateforcomplaining


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(e.g.,inahotelaboutamistakeonyourbill).Elicitsomelessforceful/morepoliteequivalents(e.g.,This doesn’t look right to me — I think there’s been a mistake,etc.)Forquestion3,pointoutthathowcanbeusedwithadjectivestoemphasizeapositiveornegativequalityofsomethingorsomeone.Givesomefurtherexamples(e.g.,How boring was that class? How beautiful is she?etc.).Forquestion5,elicitthemeaningofballintheexpressionHave a ball(alotoffun,agreattime).

Answer key: 1Let’smakethemostofit. 2Thiscan’tberight. 3Howeasywasthat? 4Thisismorelikeit.5Haveaball.

E Your viewpoint

In groups.Nominatedifferentstudentstoreadthequestionsaloudandcheckeveryoneunderstandsthem.Checkeveryoneunderstandwhata city break

is(avacationspentinacity)andwhatavolunteering vacationis(avacationwhereyoudovoluntarywork,e.g.,conservationwork,helpingpoorpeople,etc.).Givestudentstenminutesorsotodiscussthequestionsingroupsofthreeorfour.

As a class.Listentosomeideasasclass.Forquestion1,nominatesomestudentstosharethepointstheirgroupbroughtforward.Forquestion2,findoutwhichtypesofvacationsaremostpopularandwhichareleastpopularintheclass.Encouragestudentstogivereasonsfortheirpreferences.Forquestion3,brainstormalistofadvantagesanddisadvantagesoftourisminthestudents’countryontheboard.Whenyouhaveatleasteightideasontheboard,encouragestudentstolookatthelistindividually,anddecidewhichtheypersonallythinkarethetwomainadvantagesandthetwomaindisadvantagesoftourism.Then,invitesomestudentstoexplaintheirchoicestotheclass.

4 VideoScript

Host: Welcometo“DreamVacation,”whereyoucanwinadreamvacationwithavideoofyournightmarevacation.Yes,everyweekweselectavideoasthewinnerofourWorstNightmareVacation.Thisweek’snightmarevideowinnerisJuliaCorker.Juliawrites...

Julia: MyhusbandA.J.andIhadbeenworkingreallyhard,soweweredefinitelylookingforwardtoourvacation.

A. J.: Lookoverhere.Julia,overhere.Ican’twaittousethisnewvideocameraonourvacation.So,how’sourvacationcoming?

Julia: Great.Igotsomecheapairlinetickets,Ifoundagoodpriceonamotel,andIrentedacar.

A. J.: Cool.Julia: Lookatthisbeach.A. J.: That’sfantastic.Julia: Therearerestaurants,clubs,dancing,

andmusic.A. J.: Cool.Soundsgreat.Ican’twaittogo.Julia: Me,either.A. J.: Allright.HereweareinMiami,lovelyMiami.

Andwearepullingintotheparkinglotofourhotel.Julia?Uh...

Julia: Oh,A.J.Thiscan’tberight.IthinkIbookedthewrongplace.Thisishorrible.

A. J.: That’sOK.We’llfindsomethingelse.

Julia: No.Alltheroomsintownarebooked.Andbesides,Ihadtopayforthewholestayonourcreditcard.

A. J.: Oh.Julia: Thenwewenttoourroom.A.J.wastryingto

makethebestofitbutmyheartjustsank. Oh,no.A. J.: Well,honey,look...weonlyhavetosleep

here,right?Imean,we,wecamedownheretogotothebeachandtogoclubbing,right?Itwon’tbesobad.Comeon,let’smakethemostofit.

Julia: A.J.succeededincheeringmeup,sobythetimewewalkedovertothebeach,Iwasinaprettygoodmood.

A. J.: Julia!Julia!Julia: Wearefinallyatthebeach.Yes! Wewerehappyforawhile,but

disappointmentwasjustaroundthecorner. Noswimming?Jellyfish?!Ican’tbelievethis!

Oh! Sincewecouldn’tswim,wedecidedto

sunbathe.A. J.: Julia,youlookgorgeousinthatbathingsuit.Julia: I’mfinallygettingsomesun.Ow!Ow!A. J.: Honey,what’swrong?What’swrong?Oh,

man!Theseflies!Oh,thesefliesarebiting!Icannotbelievethis!Ugh!Ugh!


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Julia: Wetookanicewalkalongthebeach,andwhenwecameback,wediscoveredthatourmoneyhadbeenstolen,andallofourcreditcardswerebackintheroom.Atthatpoint,weweredesperate.Wedecidedtodosomethingwehadneverdonebefore.

We’llwaitforaguesttocomeinandthenwe’lljustwalkbehindthem.Right?

A. J.: Whateveryousay,honey.Julia: Putthecameraaway.Followme.See?How

easywasthat?A. J.: Youareamazing.Julia: Welcometoourpool.A. J.: Thisisgreat.Julia: Absolutelyperfect. Wewerejuststartingtohaveagoodtime

whenwegotkickedout.PA: Excuseme,ma’am.I’msorry,butwehaveto

closethepool.Julia: What?Why?PA: Uh,someonebrokeaglassinthepool,and

wehavetodrainit.Itwillreopentomorrow.Julia: Tomorrow?PA: I’msorry.Julia: Ican’tbelievethis.

Then,wewentouttodinner.A. J.: Wow,thisisagreatrestaurant.Julia: Thissushitastesalittlefunny.A. J.: You’retheonewhoeatsthatrawstuff,not

me.AreyouOK? Hon?Julia?YouOK?Julia: No.No,I’mnotOK.A. J.: Well,I,I...Yeah,I...Ithinkyoumighthave

foodpoisoning.Ha!Hey,honey,yourfaceisreallyred.

Julia: Ihaveahorriblesunburn!AndIknowIhavefoodpoisoning!Turnthatthingoff,please!

Thatwasourhorriblevacation.Wewanttohavearealdreamvacationinsteadofthenightmarewejusthad.

Host: Well,Julia,youdidhaveanightmarevacation.Andso,congratulations.YouandA.J.havewonanall-expense-paidtriptothePalmsResortinMiamiBeach.Tropicalbreezesblowthroughthepalmtreesbythepool.Youcanwalkalongmilesofturquoiseocean.Orrelaxinyourluxurysuite.Haveaball!

Julia: Thisismorelikeit!



OVERMATTER p.39


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