Joanne Collie
Intermediate
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UČBENIK
za angleščino v 1. in 2. letniku gimnazij
CMYK 10/100/90/0
Unit
Topic/Vocabulary
Grammar
Reading
Listening/Watching
1
Families and family life Chores
Present Simple vs. Present Continuous State vs. action verbs Time/frequency adverbs
Chore wars
Conversations about family relationships
2
Childhood memories Family backgrounds School life
Past Simple vs. Past Continuous used to / would
Childhood memories Factual accounts vs. anecdotes
Video: Immigrants in Greece Radio phone-in: School life and school routines
3
Relationships Friendship Being polite
Forming question Ability Permission Requests
Quiz: Real friends? The joy of not being polite
Telephone conversations
4
Special occasions Celebrations Holidays National days
Present Perfect Simple Present Perfect Simple vs. Past Simple Linking expressions
Holidaying with parents Quiz: Can you name the country?
Audio blog about celebrations A telephone conversation
Keeping in touch Texting Social networking
Obligation Lack of obligation Prohibition Advice
5
Reading: Matching
Students playing a game Video: Texting improves relationships Video: Top 5 ways teens are compromising their identity online
Use of language: Gap fill (tenses)
Speaking: Visual stimulus
6
Making plans Future arrangements
going to & will Present Simple for future Present Continuous for future
A programme of an event An email
Mother and son talking about his plans
7
Healthy lifestyle Nutrition Wellness Teenage health
Prediction, degrees of certainty Future Continuous Offering and refusing politely
Nutrients It’s good to be well Quiz: What is your fitness level?
Radio programme Wellness club welcome speech 3 mini dialogues News report on teen health Video: a dance exercise
8
Adrenalin times Extreme sports Emergencies
wish + Past Simple/could Zero conditional First conditional Second conditional
9
Technology Lifestyles Medical conditions A school survey
Possibility Probability Deduction
Unusual passions Hobbies and interests
Past Perfect Simple Past Perfect Simple vs. Past Simple Time clauses Articles
10
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Reading: Responding by filling in letters
What does the future hold for today’s teenagers? ESPAD results
CMYK 3 texts about unusual hobbies 2 articles about unusually 10/100/90/0 committed teenagers Listening: Short answers
Interview with two people about canyoning Interview with four people about emergencies 3 telephone conversation: first aid Interview about reading strategies Radio phone-in: lifestyle and appearance A school survey 2 videos: alcohol consumption
Video: urban exploring
Speaking: Discussion on a topic covered
Speaking
Writing
Functional language
Talking about teenager-parent relationship Discussing internet replies Talking about chores
A conversation about chores
Phrases for keeping the conversation going
Mini-debate
An email
Writing an informal email
Role-play: telephone conversation
Letter to agony aunt A dialogue
Making enquiries and requests by telephone
Discussing spending holidays with parents Role-play: telephone conversation Mini-debate
A diary/blog An article/account about holidays An article/account about national rituals
Booking accommodation for a holiday
Discussing views on text messaging Giving advice
Giving advice
The kappling game A round-robin Making arrangements on the telephone
Making arrangements
Role-play: offering and refusing Reassuring and advising Information gap activity Discussing the menu for a day camp
Instructions for dance moves
Offering, refusing politely
Talking about favourite sports Preparing a video scene
An advertisement
Coping with minor injuries
Talking about lifestyle changes in the near future Talking about health and lifestyle problems Discussing a survey
A formal email A report
Role-play: interview
A diary entry
Skills enhancement
Reading: gapped text, short answers Writing: informal letter
Listening: short answers Use of language: gap fill (tenses)
Listening: true / false Writing: informal letter
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Writing: A formal letter
Requesting information by email
CMYK Asking for and giving personal 10/100/90/0 details
Use of language: word formation Speaking: visual stimulus
Unit
Topic/Vocabulary
Grammar
Reading
Listening/Watching
11
Managing money Income and expenditure
Indirect/polite questions some/any/every/no + their compound
3 texts about teen income and expenditure
Video: Teens and money Interview with students about income and spending habits
12
Teenage achievements Celebrity culture Teens and the press
Comparatives and superlatives Present Perfect with superlatives Order and position of adjectives
4 texts about teenage achievements A survey of teens in British cities
News report
13
Environmental problems Volunteering
Passive structures (present, past, future) Subject and object questions
An interview with a teen volunteer
Video: A pale blue dot An interview with a male volunteer A classroom debate
14
Stories and histories Numbers and dates
Present Perfect Cont. with for and since Present Perfect Continuous vs. Present Perfect Simple Emphatic pronouns
Article: We call each other Twisters 3 articles about teens’ knowledge of history
Radio programme about children switched at birth Important events Video: What’s wrong with history
15
Fashion All about design
Verbs + infinitive/-ing form Gerunds and dummy it as subject Infinitive of purpose
Fashion profiles 3 texts about three fashion designers
News programme about work conditions in the clothesmaking industry Video: Stella McCartney
Reading: Gapped text
16
Newspapers Print vs. electronic media
17
Behind the scenes Reality shows Teens and television
Use of language: Word formation
Reported speech: tense shift, sentence patterns, linking word Reporting verbs Reported questions
Newspaper sections Article: Printed media vs. E-media
An interview A conversation Ending to the article Printed media vs. E-media Video: Employees at Newcastle’s TV
Defining relative clauses Non-defining relative clauses
The Production Team Web replies to a question about reality TV Report: Teens and the media
Video: Fox TV’s newsroom Radio programme: interviewing people about reality TV Radio programme: TV viewing habits around the world
Tips on public speaking 3 story ending
A panel giving feedback on three presentations Video: How to read body language Logical deduction puzzle Video: interview with Corey Worthington
18
Public speaking Disasters
19
Books and movies Book clubs
Third conditional Past wishes and regrets Sentence structures
Visual projects Photography Filmmaking
Causative have/get: present and past Causative have/get: active and passive
20
Speaking: Written stimulus
Advice: present vs. past Deduction: present vs. past
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Reading: Short answers
Are books or films better? 4 mini-reviews for a book club
CMYKAn article about a young photographer 10/100/90/0 An email about a filmmaking
Listening: True / False
project Writing an effective CV
Video: interview with Daniel Radcliffe Radio programme about books
Interview with a young photographer Video: Filmmaking tips
Speaking: Discussion on a topic covered
Speaking
Writing
Functional language
A chain game Discussing personal income and expenditure
Describing income and expenditure
Discussing the influence of celebrities on teens Discussing the image of teens in Slovenia and a comparison with British teens
Writing a summary of a discussion
Talking about a person
A debate
A poster A response to a video
Agreeing and disagreeing
Rolling roles Numbers and dates game Discussing the teaching and learning of history
Clues for important past evets
Numbers
Discussing the habits of buying clothes Role-play: in a clothes shop
Talking about newspapers
Skills enhancement
Reading: short answers Writing: an essay
Listening: short answers Use of language: gap fill
Buying clothes
Two phone calls Filling in a complaints log
Talking about TV and reality shows Discussing reactions to a video
Complaining and responding to complaints
Politeness registers
Discussion about public speaking Role-play Telling a story Discussing reactions to a video
‘I shouldn’t have’ game An email giving opinion
Talking about books and film adaptations Discussing making a film from a story Discussing reading preferences
A paragraph about a book from which a film was made A story A book review
Talking about sharing hobbies and interests Discussing reactions to a video
Describing a person / writing an interview / describing an ambitious project A curriculum vitae
Listening: true / false Writing: formal letter
Apologizing
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Writing: An essay
Writing a narrative Ordering parts of a sentence
CMYK 10/100/90/0 Writing a CV
Use of language: word formation Speaking: written stimulus
Dear Student, se of your journey towards being able You are about to start on the next pha k ny people across the world who spea to communicate easily with the ma ke ma will Up y Wa t guage. We hope tha English as their first or second lan ful. as enjoyable and really use that journey easier for you, as well t of entire cultural systems which are par Learning a new language and the the ly cial espe is exciting adventure. This that language is a challenging but t eren diff in so many different ways in case with English, which is spoken tried single regulated standard. We have parts of the globe, and which has no hope es of speech into this textbook in the to bring some of the colourful varieti and at gre h across cultural distances that it will give you the desire to reac view. r own interesting, unique point of small, in order to communicate you n of language, after all, and the Communication is the basic functio and nities to try this out with partners coursebook offers you many opportu e has their own style of learning, we groups. Because we know that everyon k s of improving your ability to spea invite you to find your own best way , ices too, the course often offers cho your new language. For this reason The and input into the themes proposed. and it asks for your own thoughts really your own. responsibility for your learning is ided the opportunity in the Workbook Good luck with the course. We’ve prov to feedback and we’ll always be happy (Blogs and Logs) to send us your hear from you. With our best wishes, team Joanne, Petra and the Rokus Klett
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Module 1 Put these words or expressions into the right categories and add two more expressions of your own to each box.
gran • assignment • husband • watching TV • digital camera • hanging around with friends • mobile phone • nursery • videotape • skiing • playing computer games • parents• geography • archery • adopted • sailing • snowboarding • dirt-biking • only child • grandad • divorced • a packed lunch • homework • cybercafé • text messaging • physical education • canteens • primary and secondary • separated • snorkelling • posting photos online • social networking Family, family relationships
School
Activities
Communicating
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1 Families and family life • Present tenses revised • State/action verbs • Present habits with time/frequency adverbs • Talking about relationships and routines
1A Who hangs out with their parents? 1 A Look at the three diagrams that show family relationships. Listen to two conversations about them. Match each conversation with one of the diagrams.
1 Lisa and Raya: Diagram 2 Peter and Josh: Diagram
a b c d e f g h i j
I’m not writing, I’m drawing. Where’s your Dad? He’s travelling in China. Every week I learn something different. I hate that kind of assignment. Do you hang out with her at the weekend? I’m putting you in. When I get home I grab a bite. I guess she’s number one. You don’t like drawing.
3 A Do you remember how to use the present tenses? Choose the right expression and complete the sentences. Then put the ten sentences (a–j) from exercise 2 as examples.
activities that are temporary things that are always (or never) true or permanent things happening right now or at the present time activities that are repeated, like routines and habits
B Write these names on the two diagrams.
Mother Mum Gran Sister Dad Neighbours Father Raya Julia C Compare your ideas with others in the class. Which diagram do you prefer? Why? What do you think of the assignment? Is it interesting or boring or …?
A
2 Listen again. Then write the name of the person who says:
We use the Present Simple to talk or ask questions about 1 Example sentences: 2 Example sentences: We use the Present Continuous to talk or ask questions about 3 Example sentences: 4 Example sentences: B We don’t use the Present Continuous with verbs that describe states or states of mind or feelings. Some of these verbs are linked to:
•
B
• • • •
activities of the mind: think, know, believe, appear, understand, remember, forget emotions: love, like, hate, prefer, dislike, want, wish the senses: hear, see, smell, taste, feel possession: have, own, belong, possess other verbs: need, cost, mean, seem
Some verbs can be state or action verbs, depending on their meaning.
I think she’s a bit of a weirdo. (an opinion, a ‘mental state’) But: What are you thinking about right now? I’m thinking of my exam.
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C Circle the right verb form in each sentence.
C
1 The diagram shows / is showing her family relationships. 2 Lisa and her mum have / are having a chat every afternoon after school. 3 Lisa can’t talk to Raya now, because she has / is having her lunch. 4 Josh hates / is hating talking about his problems to his family. 5 He prefers / is preferring to deal with his problems by himself.
CMYK 10/100/90/0
4 Josh and Lisa have very different attitudes to talking with their parents. In groups, answer and discuss these questions.
1 When does Lisa talk with her parents? Do you support her attitude? Give reasons. 2 How does Josh deal with his problems? Do you agree with his attitude? Give reasons. 3 Is talking with parents always a good solution to problems? Give reasons and suggest other possibilities. 4 Who do you turn to first when you have a serious problem? Is there someone you can turn to at school?
A I’m 14, and I don’t “hate” talking to my parents,
and in fact I kind of enjoy it. As long as my parents don’t talk down to me and treat me like a human being, they’re my best friends. 123Alterna ǀ 6 months ago ǀ Show ǀ Hide
B who hangs out with their parents
CherrySoda ǀ 8 months ago ǀ Show ǀ Hide
C Reply: ur right, this is clearly abnormal behaviour. MaseY ǀ 8 months ago ǀ Show ǀ Hide
5 Some young people watched a programme about teenagers sharing hobbies or sports with their parents, who feel this gives them an opportunity to talk. Read the replies that some of them posted on the website. With a partner, find:
1 2 3 4 5 6 7 8 9 10
D Reply: it’s good to hang out with your parents from
time to time.
ChosonKarate ǀ 8 months ago ǀ Show ǀ Hide
an adjective = very strange an informal noun = a person who seems strange a frequency expression = sometimes an internet shortcut = ‘laugh out loud’ an internet shortcut = ‘you’re’ a vivid noun = people who do exactly the same as other people a slang noun = a ridiculous person a slang noun = a great fan of heavy metal music an adjective = strange, unusual behaviour a verb phrase = speak to people as if you think they’re stupid
E Reply: Sheep!!!!!!
CityPrincess ǀ 7 months ago ǀ Show ǀ Hide
F Reply: XD Yeah no one hangs out with their parents
by CHOICE.
ruby00 ǀ 8 months ago ǀ Show ǀ Hide
G All the kids in this movie are dorks! I love my parents
and all, but as a teen I NEVER hang out with them. ixlovexsushi ǀ 8 months ago ǀ Show ǀ Hide
H But one thing I will say - hanging out with your
parents is fun. Figure skating is cool. ChrisAmazing ǀ 8 months ago ǀ Show ǀ Hide
I Reply: I hang out with my dad a lot cause he’s cool
6 A Put at least five writers (A–M) on the line to show the relationship they have with their parents (good > bad). Compare and discuss with others.
My parents are friends, it’s easy to talk with them.
and a metalhead like me …BUT not my mom she’s a weirdo……. kiirometh ǀ 7 months ago ǀ Show ǀ Hide
J Reply: …that vid was weird… now back to the real
My parents never talk to me as a friend.
world. lol i bet those teens in this vid were robots Disarmed ǀ 7 months ago ǀ Show ǀ Hide
K I don’t know what you guys are talking about,
i wish my parents would play sports with me. I rarely talk to my dad, because i guess he has better things to do than think about me even though we live in the same house.
B Write a reply to one of the comments. Say what you think of the comment, and why.
Salger ǀ 7 months ago ǀ Show ǀ Hide
L Though my dad lives with me, my Mom is the one
who raises me. I barely have a relationship with my Dad, what-so-ever, and it bothers me because my friends and their Dads are always having a good ol’ time while my Dad and I fight or ignore each other.
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SKFILD ǀ 6 months ago ǀ Show ǀ Hide
M That’s the same situation I’m in. I know how you feel. TheLilCuteyGirl ǀ 6 months ago ǀ Show ǀ Hide
CMYK 10/100/90/0 G 2, 3, 4 Present Simple and Present Continuous My gran always supports me. What are you writing? I’m not writing, I’m drawing.
MORE PRACTICE:
Workbook, pages 4, 5
9
1B Chore wars 1 A The Present Simple is often used with time expressions, like at the weekend, on Saturdays, in the summer, in the winter, on schooldays, in the morning, at nighttime.
What do you do at the weekend? Do you go to your friend’s after school? Read the answers and write the questions.
1 Q: ? A: After school, I go straight home and do my homework. 2 Q: ? A: In the summer, we always go to the seaside. 3 Q: ? A: No, I don’t do any sports at school, ever! 4 Q: ? A: I always get up at 7 am, even at the weekend. B Join a partner. Ask and answer your questions. Change partners and do the same.
The Great Chore Wars
2 A Tick the right answer for you. Be honest!
How often do you …
Every day
Once Once or twice or twice a week a month
1 set the table for a meal? 2 wash up or load the dishwasher? 3 cook a meal or help to prepare it?
Never
A survey reported in the Daily Mail this week found that women do an average £33,000 worth of unpaid chores around the house each year – that’s 40 per cent more than men. The issue of Chore Wars was also aired on GMTV, A British TV channel, by presenter Kate Garraway who told viewers about her psychotherapist husband, Derek Draper, and why he doesn’t do the cooking at home. Here, Kate and Derek debate why men and women never seem to share the chores equally. So who do you agree with?
4 clean or help to clean the house? 5 change a light bulb? 6 wash your clothes? 7 take out the rubbish? 8 do the family food shopping? 9 load software onto a computer? 10 repair things in the house? B A class survey. Work in groups. Count the numbers in your group and write them on the board. Get a total for the whole class. Then discuss these questions.
• • • •
Derek says: There’s a Draper family joke passed down the generations. When asked to do domestic chores by our wives, we Draper men retort: “What’s the point of having a dog if you have to bark yourself?” Before we go any further, I need to stress the obvious: it’s just a joke. But many a true word is spoken in jest, and I have to admit I am pretty old-fashioned when it comes to cooking and housework. In our house, Kate does all the cooking. I have never really learned, and whenever I try, I don’t enjoy it. I also – get ready to growl, girls – don’t know how to work the washing machine and while even I figured out how to vacuum, I never actually do it. So does that make us an unbalanced household, headed by a dyed-in-the-wool chauvinist? Well, not if we widen our definitions. Who does the ‘Do It Yourself’ – from changing a bulb to putting up stair-gates? Who puts software onto the computer and fixes the broadband when it fails? Who takes the car to the garage? And who always drives when we go out? In addition, I do the shopping and take out the rubbish. Most of these things are naturally seen as the domain of the male, so what is so wrong with seeing cooking and cleaning as more naturally the domain of the female? Is it discrimination – or just a tidy division of labour? I will get a lot of brickbats for this, but I really do think that fixing, fetching and fiddling are more naturally male activities, while homemaking, as they call it in the U.S., is a more naturally female one.
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Which activities do students do often in your class? Which activities have the highest number of ‘Never’ answers? Which activities do boys do often? Which do girls do often? Is there a difference? If there is, do you think this is just natural?
CMYK 3 A TV presenter and her husband talk about doing chores at home. Read the article and write which chores10/100/90/0 from exercise 2A (1–10) each one does.
Kate: Derek:
10
4 Find the word or phrase in the article which means the same as the underlined words.
1 Derek thinks his way of dividing up the chores is the same as everybody else’s. u 2 He believes that some things are true even if we speak of them jokingly. i 3 Derek describes himself as someone with not very modern ideas. o 4 He thinks women are angry when he gives his views. g 5 He wonders whether he’s a man who is just not able to change his views. d -w
5 With a partner, tick if these are Derek’s or Kate’s views (or both). Decide what you think. If you disagree, write a reason. Then compare with others.
1 It’s not in men’s nature to do cooking and cleaning. Kate We agree. Derek We disagree because … 2 It’s not in women’s nature to do DIY. Kate We agree. Derek We disagree because … 3 If you have to provide a meal, get a take-away. Kate We agree. Derek We disagree because … 4 It’s natural for men to work with computers. Kate We agree. Derek We disagree because … 5 Men are good at understanding technical instructions. Kate We agree. Derek We disagree because … Get the hang of
Men are competitive and goal-orientated (think Horatio Nelson), while women are nurturing and consensual (think Florence Nightingale). I suspect that the way Kate and I divide up the domestic duties is pretty universal. Kate says:
it!
Keeping a conversation going 6 A Read the gapped conversation. Then listen and complete Lara’s part. Continue the conversation for one or two more exchanges. There are suggestions below to help you keep the conversation going.
L: N: L: N: L: N: L:
Hi, Nick. Oh, hi, Lara. What are you doing? I’m this article. What’s it about? It’s silly … it’s . Really? Doesn’t sound too interesting. Oh you know … one of these sociology surveys. It’s about what teens do N: Yeah, I can guess. I bet it says we L: Well, not exactly. It says boys don’t do their . N: What? That’s just prejudice! [You continue]
I guess there are plenty of men who are a lot better than Derek around the house, but I suspect there are many who are a lot worse. To give my husband his due, he is a better tidier than me, and he does wipe down the odd surface with a J-cloth – but that’s as near to cleaning as he gets. Like many men I know, he also thinks that the main ingredients of a meal are a phone and a handful of takeaway menus. I can throw together a family meal – a stew or pasta bake – without thinking, and I love how much Derek appreciates it. So I never mind doing the cooking, as long as he sets the table and loads the dishwasher. He does do other stuff around the house, trying his best at DIY and anything technical. Which is a good job, because I shy away from instruction manuals as much as he avoids cookbooks. And he always boasts about doing the shopping, but does he mention he does it on the internet and that I usually unpack it when it arrives? He is great with our three-year-old daughter, Darcey, though. He gets her up when I am off early to GMTV and gets home most nights to bath her. I potter around listening to them laughing and splashing about, and it’s one of the happiest times of my day. Best of all, he knows how to make a fuss of me. He is always the one who books a babysitter and organises ‘dates’, even if it’s just to eat a pizza and watch a film. He also plans and arranges our holidays, but I suspect that is because he quite likes to be in control. As he once put it to me,he likes being the surpriser, not the surprised. So, yes, there’s no doubt there are differences between men and women’s approaches to the home – but I think Derek exaggerates the differences. Aren’t they mainly just what we learned as children?
. .
Why do you say that? Oh no! Not that again! Well, tell me about it. Really? What does it say about it? Oh, in what way? Really? Do you think that’s right? Go on … Tell me more. Yeah, well, I agree, but … You can’t be serious! I don’t believe it!
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B Join a partner and read and perform your two conversations. C Write a short conversation between yourself and a friend about the chores that you do at home.
CMYK 10/100/90/0 G 2 Time/Frequency adverbs
I never do any cooking, but I set the table every day. Who always drives when we go out?
MORE PRACTICE:
Workbook, page 5
11
2 Memories
A
• Revision and extension of past tenses • Past habits: used to/would + infinitive • Recognising factual or anecdotal texts • Talking about present and past routines
2A Childhood 1 A Underline the Past Simple verbs. Circle the Past Continuous verbs.
1 My parents were living in Rome when I had my first birthday. 2 When I was growing up, though, we lived in Split. 3 At first, when I was learning English, I found speaking very difficult. 4 I remember my mother’s smile when I came home from nursery: that’s my first memory. 5 My happiest memory? I was learning to cycle, and my grandad helped me up when I fell down. 6 No, nothing sad happened to me during childhood. B The statements in 1A are answers. Write the six questions. C Past Simple or Past Continuous? Write PS or PC.
1 2
This verb tense describes a complete, finished action or state. This verb tense describes an action or state that was continuous or unfinished in the past.
D Prepare to answer the questions for yourself. Jot down a few notes. Use your dictionary or ask others if you need help with some words or expressions. E Join a partner. Ask and answer the questions. 2 Here are two sets of childhood memories. Section A is from a newspaper article, B is from an internet blog. Read them quickly and write the answers.
1 Who remembers events that happened once only? 2 Who remembers activities they did often in childhood? 3 Whose interests changed as he grew older?
British celebrities share some of their favourite childhood memories 1 ALEX KINGSTON, ACTRESS dwiches, My mum would pack us san our pinpoint a street on a map of my and neighbourhood and send me uld wo friend on our expedition. We es with a whizz around roads and lan when we great sense of achievement arrived at the destination. 2 GEORGE MICHAEL, SINGE R One of my most vivid childh ood memories: a goat bit my han d at Golders Green Children’s Zoo . ADER 3 EMILY MAITLIS, NEWSRE g hallway. I grew up in a house with a lon child a As I have an abiding memory. g the rin uld returning from school, I wo the h oug thr bell, then as I was staring my see window on the door, I would to open it. mother running up the hall always uld And that first hello hug wo She e. put a huge smile on my fac to welcome always looked so delighted that. as me home. It was as simple 4 CHRIS TARRANT, TV PRESE NTER One of my earliest memories is my firstever day’s fishing. My granda d took me. I was just four. I caught a fish, dropped grandad’s rod and fell in the river. All in all, it was pretty typical of mo st of my fishing days since.
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12
GER 5 SOPHIE ELLIS-BEXTOR, SIN my little day the s wa 7, August 10, 198 excited brother was born and I was so is my er fath k’s Jac ter. to be a big sis d I was ive arr k Jac en wh step-dad and happy with my dad, who was really l coin to cia spe a me de for me and ma being mark the occasion. I remember sn’t an proud not just that I finally wa that my only child any more, but also ter things parents had moved on to bet since their divorce.
Blog
B
old. n she was about 2 years memory dates from whe .” den 1 Sarah’s first childhood gar k parents’ bac erneath the fir trees in my “I remember crawling und r ended re aeroplanes. Daniel late iel used to build miniatu Dan r, nge you was ing he dur en t 2 Wh rted to gain his interes time to music, which sta his of st mo ing icat ded up his teenage years. days out nwall. She remembers the in the countryside in Cor ide the Bes e. 3 Rochanne used to live tim the at years old Sooke. “I was around 8 adays. now bit in the forest with her dog a te qui do ch I still riding and swimming, whi er, eth tog k walks, I often went horse wal a ing hav ber us of my grandma. I remem My earliest memory is one e.” tim rs old at the I must have been 2 yea not long before she died. sical graphy and especially phy s in school used to be geo ject sub ite our fav rnings, x’s mo Ale ay 4 ing Live’ on Saturd ch the TV programme ‘Go education: “I used to wat .” 10.30 am football match but only until I left for the s, I ask Alex whether ed to wear school uniform forc be to like it’s t wha 5 Wondering , both in primary and in n he was in school. He did jumper he used to wear one whe and ties. We also had a dark blue trousers, shirts e wor “We ool. sch ary second ed to leave it at home.” e didn’t fit well so I preferr min But ter. win and n for autum
3 A Read the five statements about how to use used to and would.
1 2 3 4 5
We use used to and would to talk about habits and repeated actions. We use used to and would to talk about temporary, continuous, or repeated states. We use used to to describe permanent past states (not would). We sometimes use the Past Simple instead of would or used to, for variety. Used to describes action in the past, not the present. The question form is Did you use to …? The negative is: didn’t use to.
4 A On a slip of paper, write a blog about an early memory. Don’t put your name on it. Some of these questions can help you.
• • • • • • • • • •
B Tick the correct sentences. Put a cross for the incorrect sentences. Write the numbers of the statements in 3A that give a reason for your choice.
1 My mum used to pack us sandwiches. Statement number: 2 When I looked through the window, I saw my mother running up the hall. 3 Now that I’m grown up, I use to go fishing every summer. 4 August 10th was the day my brother used to be born. 5 When he was younger, Daniel would often build miniature aeroplanes. 6 When she was a child, Rochanne would live in Cornwall. 7 She used to go horse riding and swimming. 8 Alex’s favourite subjects at school were geography and physical education. 9 Did Alex used to like wearing his school uniform?
How old were you when it happened? Where were you living? Is your memory about something that used to happen often? Was it a happy situation or event? What were your feelings about it then? Do you feel differently about it now? Did something funny happen? Who were you with? How did it end? Why do you think you still remember it?
B In groups, put your slips of paper into a box. Each of you then picks out one slip. Read the blog and write an answer. In it, say:
• • •
What did you find interesting in the memory? Is it like a memory of your own, or very different? Would you like to know more about it?
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C Read your answer to the group. Can they guess whose blog you read?
G 5, 7 Past Simple, Past Continuous
My parents were living in Rome when I was born.
CMYK 6 used to/would My mum would pack us sandwiches. What did she use to do in summer? She used to go 10/100/90/0 swimming.
MORE PRACTICE:
Workbook, pages 8–10
10 We used to wear dark blue trousers, shirts and ties.
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C The results of a re search survey amongs t UK residents show that not matter what their ethnic background is, the ma jority are in favour of one national identity. Wh en asked whether an yone who has recently come to the country should be re to attend courses ab out British citizenship quired and the British way of life, se vent people surveyed answ y-eight per cent of all the ered yes.
2B Different backgrounds 1 Read the short texts (A–H). With a partner mark them: F if they are factual accounts = supposed to be true A if they are anecdotes = personal memories
A
B
C
D
E
F
G
H
2 A What differences are there between factual accounts and anecdotes? Choose the features which are typical of F or A. F
A
a b c d e f g
They are often informal in style. The language is often complex. The language is formal. Emotion is often expressed. They use the first pronoun. They are not emotional. They often tell the reader where the information comes from. h The sentences are often short. B With a partner, write answers to these questions, then compare with others.
1 Can a reader trust a factual account? List reasons. • Yes, we can trust them. Reasons: • No, we can’t trust them completely. Reasons: 2 What can you do to check if factual accounts are really true? 3 Are anecdotes more reliable, that is, are they always true? List reasons. • Yes, they are as reliable as factual accounts. Reasons: • No, they are not very reliable, a reader has to be careful. Reasons:
D One in five children in the United States today has an immigrant parent. What do we know abou t how immigrant children are becoming American, and how do we know it? Some surprising answers to this question have emerged from the Children of Immigrants Longitudi nal Study (CILS), an in-depth research project that is following the fortunes of 5,262 teenagers and their parents repr esenting 77 nationalities, primarily based in San Dieg o, California, and in Miami and Fort Lauderdale, Florida. in 1962 E My parents arrived here from Pakistan ed work They ase. suitc their with nothing but ed claim r neve they and ry facto l loca a in hard social of kind r othe unemployment benefits or any ul essf succ own their up support. Later, they built e, hom back ives relat their to ey mon business, sent quite ’s that and brought up three children. I think an achievement. F I have lived in the United born in Burma. My fam States for 8 years. I was ily a new life. We were ch came over here to have ased by the governme nt and our lives were in danger. My family se parated and a great family ad opted me.
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A The Australian Census for 2006 reveals that 44 per cent of Australians were born either overseas or to at least one parent born in a country other than Australia, and Asians are quickly catching up to Europeans to be a dominan t source of immigration.
CMYK 10/100/90/0
ent, has B Marwan Field, 17, of Iraqi and Welsh desc Both m. asylu ed claim ntly rece two uncles who g to failin for case one in , says he red, were tortu in lay disp on have a portrait of Saddam Hussein his home. 14
ground is G Although I was born in England, my back and my tian Egyp was dad My ural. very multicult UK when the mum half Scots, half French. We left when But da. Cana in I was twelve and went to live and ds clou dark the ugh thro I fly in to Heathrow I’m back see all the chocolates in the shops, I know home.
B Watch a video about Athina Bortigao, the daughter of immigrants living in Greece. Don’t worry if there are some expressions you don’t understand. Complete the sentences.
1 The programme is about a teenager
ity with which underscores the rapid y idl viv ta da LS CI e ophy among H Th foreign languages atr English triumphs and concerns about ts in the US, rebutting s in immigrant children of immigran ve cla eign-language en the perpetuation of for posing a threat to the dominance than communities. Rather eliminated rapidly is the ability of ing be is of English, what guage of their ain fluency in the lan int ma to n re these child ce and valuable ar sc cant loss of nifi sig a s, nt re pa t an immigr e US in an individuals and for th for s ce ur so re l ua ing bil onomy. increasingly global ec
. 2 Greece doesn’t let immigrants stay . 3 Athina feels just like other Greek teenagers because . 4 The country’s laws are not appropriate because . 5 Athina wants to be a Greek citizen because she feels she
Get the hang of
3 Read the factual accounts again. Match each one with a headline.
A ten-ye y ar stu udyy reveals factss about immigrrant children in the US
Text
n of o nt S
sS, Text
Text
A ten year study reveals facts about immig ant chil
6 A What are the differences between writing an informal letter and writing an informal email? Tick the statements that are true and re-write the statements that are false.
1 In an informal letter, you often have your own address at the top, but this is not necessary in an informal email. 2 For informal letters and emails, you write the date before you begin. 3 The greeting in an email is sometimes ‘Dear …. ,’ but it can also be ‘Hello’, or ‘Hi’. 4 In emails, senders often use more informal language than in letters. 5 The sender often uses shortened words in both letters and emails. 6 The ending in an email is always the same as in an informal letter.
Is Britain multicul Most people suppoturtral? a British identity Th
it!
Writing an informal email
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Text
.
CIL CI LS S data vvivi ivid dly ly und under ersco s re the ra idi idi
NEAR RLY HALFF OF O AUS U TR T ALLIANS S AREE FIRST- OR SE S COND N - GENERA R TION IM MMIGR RAN NTS S
HILDREN IN THE US ANT CH IMMIGRA NGLISSH PEAK EN PREFER TO SP Die dataa vividdly unndersscorre thhe
4 Some texts in exercise 1 hint at problems that immigrant children face in the US and Britain. With a partner, list two problems from the texts. Try to think of other possible problems.
B Write an email to Athina to say what you thought of the video. Tell her:
• • •
5 A Before you watch a video, choose the right interpretation of these phrases. Use a dictionary if you wish.
Did you like the video? Why or why not? What did you particularly like in it? Do you think it’s a good idea for her to fight for citizenship? Do you want to wish her luck with her campaign? Good luck with your campaign. I hope you win!
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1 A country wary of new arrivals = is frightened of them / welcomes them. 2 The threat of arrest for immigrants looms large = it’s possible that immigrants will be arrested / immigrants are protected from being arrested. 3 The girls have no permanent status = they can stay as long as they like / they can’t stay for a long time. 4 They campaigned for the legalisation of immigrants = they tried to get immigrants sent away / they wanted immigrants to have the right to stay. 5 The country’s legal framework hasn’t caught up with the new reality = the laws are appropriate for life in the present / the laws are not appropriate for life in the present.
•
CMYKG Recognising factual or anecdotal texts I am the child of an illegal immigrant. (anecdotal) 10/100/90/0 One in five children in the United States today has an immigrant parent. (factual)
MORE PRACTICE:
Workbook, page 11
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