Joanne Collie
knjigarna.com swis721 CMYK 10/100/90/0
Unit
Topic/Vocabulary
Grammar
Reading
Listening/Watching
1
Creating your own space Connecting through cyberspace
Present and past tenses – revision and extension
Designing a classroom
Interview about classroom now and then Video: Google docs
2
Inventions and hoaxes Wishes and frauds Practical jokes
Conditional clauses − revision Mixed conditionals I wish/if only/would
Inventors Accounts of practical jokes Story about John Myatt
Interview about a hoax
3
Chefs and cuisine Food poisoning
Questions – revision and extension Tag questions and short answers Nor…, Neither…, So…
Food poisoning
Description of a chef ’s job Video: Young chefs visit the Royal kitchens Quiz programme
4
Art today Art with a mission Graphic novels
Future tenses – revision and extension Present tenses to talk about the future am/is/are + to-infinitive
2 emails about an art show and a shoot
Phone conversation about electronic art Video: Animals of the future Video: Spencer Tunick shoot
5
Music and dance
Past Perfect Continuous Linking words of addition and contrast
4 texts about folk music and dance
2 interviews with folk dancers
Online debate about benefits of technology for society
Video: survey about Wikipedia
Module 1 Read this! ‘Love is in the air’
Internet and media
Passive revised Passive with infinitives Past Perfect passive Passive with modal verbs: certainty/ uncertainty, present/past
History of flight Space travel
before and after + noun/clause/ participial phrase having done this (participial clause) until + Present tenses/Present Perfect
Opinions on space tourism Article about astronaut training
Radio interview about the history of flight Video: Russian plans for cheap space tourism Video: interview with an astronaut
Addictions Video gaming
Probable/uncertain hypotheses: present/past, modal verbs Speculating about possible events that did not happen Speculating about possible causes of events that happened
3 emails about different addictions 3 articles about different addictions
Video: video games as addiction? Video: training camp for video gaming addicts
9
Student conservation work Science studies Science museums
Adjectives revised + infinitive structures Adverbs: manner, frequency, degree, word order Countability: many/few, much/little, more/fewer/less, so/such
Article: Teaching natural history 4 texts about different science museums
Video: conservation begins here
10
Bionics Being human
Relative clauses revised Adverbial clauses Linking words and expressions
2 texts about robots and cybernetic suits
Radio programme about bionic hands Audio about bionic eyes
6
7
8
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Module 2 Read this! Dizzying moments
CMYK 10/100/90/0
Speaking
Writing
Functional language
Talking about classrooms
Article about classrooms
Intensifying or softening meaning
Talking about frauds
Email Short story or letter about April Fool’s jokes
Polite offers and requests
Discussing a chef ’s work
Letter
Asking for clarification
Group discussions Mini-debate
Essay about art Comic book or travelogue
Giving warnings
Discussing folk song and dance
Paragraph about musical traditions of the past
Prioritising/highlighting
Discussing media
Opening sentences for essays
Writing essays 1: introducing the topic
Discussing space tourism Talking about astronaut training
Essay about space tourism Email
Writing essays 2: organising material
Discussing addictions, especially video gaming Giving a talk
Writing sentences for a guessing game
Writing essays 3: making points, supporting/illustrating
Talking about studying science
Essay about field trips Email or advertisement
Writing essays 4: register
Skills enhancement
Reading: multiple choice, short answers Use of Language: gap fill (tenses)
Listening: true/false Writing: letter or essay
Speaking: role-play Reading: answer completions
Use of Language: gap fill Listening: full answers
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Discussing what it means to be human
Essay about bionics
Writing essays 5: concluding
CMYK 10/100/90/0
Unit
Topic/Vocabulary
Grammar
Reading
Listening/Watching
11
Work experience Work placements
Modal verbs: speculating, deducting, concluding need to/needn’t – present and past
Article about work experience
Video about work placements
12
Personal profiles Summer courses Gap years
Past Simple/Continuous, Present Perfect Simple/Continuous – revised Present Perfect Simple/Continuous (yet, still, already) – extended
5 texts about summer courses 2 emails about attending summer courses 4 texts about gap year projects
Radio programme about career choices
13
Applying for a job Job interviews
Future Perfect Simple will/shall/ going to + have done Future Perfect Simple vs. Future Simple/Continuous Future Perfect Continuous: will have been doing
Job advertisements
Video: twelve tips for job interviews
14
Entrepreneurs
Reported speech extended Reporting verbs Passive report structures
Article: Igor Akrapovič Article: Rock and Ruby Article: Young Entrepreneur of the Year
Video: The Call of the Entrepreneur Video about entrepreneurship Video: Jay Manara
15
Going to university vs. going to work
Infinitive or –ing forms revised Adjective + to-infinitive it as a preparatory subject + -ing form Phrasal verbs, make/do
Article: Is Higher Education Right For You?
Video: students about university Radio programme: preparing for university
Module 3 Read this! Hidden motives
16
Family types
Articles – revision and extension Quantifiers – revision and extension
Article: The Mother of all texts 2 texts about family lifestyles
Video about blended families
17
Gender differences Work-life balance Gender issues in education
Preference: I’d rather/I’d prefer to, present/past Past Perfect Simple/Continuous – revision and extension
Article about gender differences 4 texts about gender issues in education
Radio programme and video about work-life balance
18
Learning foreign languages English as an international language
Expressing ability, present/past/future – revision and extension Modal verbs for possibility – revision and extension
Article: Why study foreign languages?
Interview about learning languages Video: So why learn English? Video about Yu Ying Charter school
19
Immigration Sports Mixed marriages
Verb + object + -ing form Noun/adjective + -ing form/infinitive Preposition + -ing form
Article: Advantages of immigration 5 quotes about sports Text about the charity Show racism the red card Article about an interracial marriage
Video about interracial relationships
Marriage
Determiners: either, neither, each, all Verbs with two objects
20
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Module 4 Read this! Gifts
CMYK 3 articles about marriages and relationships 10/100/90/0
Report survey about marriage Video of the Romeo and Juliet song by Dire Straits
Speaking
Writing
Functional language
Talking about work placements and experience Role-play
Paragraph describing a student
Expressing emotions politely
Role-play: interview Talking about gap year projects
Letter or email about a gap year abroad
Expressing willingness and unwillingness
Role-play: a disastrous job interview
Cover letter for a job advertisement Email to a friend about a job interview
Soft persuasion
Talking about entrepreneurship and entrepreneurs Presentation: school council meeting
Email with tips about starting a business
Negotiating
Talking about plans after leaving school Giving reasons for and against going to university Panel: university or work?
Writing a dialogue Essay about university
Dealing with criticism
Talking about families Discussing family types Line debate
Writing sentences
Specifying how frequent/common things are
Discussing work-life balance Presentation on how to find good work-life balance Group discussion: educational issues in developing countries
Essay about gender differences Letter or email
Expressing belief/disbelief/doubt
Talking about careers and learning foreign languages Discussing immigration Discussing sports quotes Project: sports activities promoting peace and understanding of other cultures Discussing interracial and interethnic relationships and marriages
Skills enhancement
Writing: essay Speaking: visual stimulus
Reading: gap fill Use of Language: word formation
Listening: short answers Writing: essay
Giving advice/expressing opinions
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Discussing marriage and marriage trends Role-play: interview Dramatising a scene Discussing and updating the Romeo and Juliet story
Writing a final paragraph Email or short article
Expressing approval/disapproval
CMYK Describing feelings Essay about the institution of marriage Writing an essay plan 10/100/90/0
Speaking: written stimulus Writing: essay
Dear Student, Here we are once again at the beginning of a new year. Are you looking forward to the challenge of continuing on your Way Up to communicate fluently in English? By now you should feel you’ve achieved significant progress along that road. On the Way Up you have passed some intermediate milestones and now you are ready to tackle the final ascent. We want to congratulate you on all you have achieved so far and wish you every success as you press on. These are your last few years at school. You are nearing the point where you have to make crucial choices for your whole future. The topics we’ve chosen for you in this second book reflect that stage in your life and we hope you find them stimulating as well as challenging. As in the first level of the course, our aim here is to provide you with the tools you need to write and speak natural English as well as to recognise the different varieties of English that are spoken all over the world. We continue to focus on that basic function of language, communication. You will be given many opportunities to put across your own individual views and opinions, in increasingly sophisticated ways, and to engage with others in meaningful exchanges. Of course you are beginning to look ahead at the exams that will close this part of your schooling. The skills enhancement sections allow you to prepare in the best possible way for all aspects of those exams. The Workbook continues to provide you with more personalised practice in all the essential skills, as well as the chance to reflect on the particular areas of your own language learning where you have undoubted strengths or where you need to put in extra effort. We’ve also included, in the Read this! sections of the book, some examples of the work of English-language writers. Our hope is that this will entice you into the wonderfully diverse and fascinating world of the imagination that creative texts represent. Above all, as ever, we hope you really enjoy working through this second book. Remember that you can always get in touch with us and let us know how you’re getting on. We look forward to hearing from you.
knjigarna.com swis721 With our best wishes,
Joanne, Petra, Maja and the Rokus Klett team
CMYK 10/100/90/0
Module 1 Join a word from box A to one from box B to make an expression that completes the sentences. Each word is used only once.
A
B
colour practical toxic graphic celebrity folk commercial art sponsored online
music foods exhibition scheme art joke novels chef shop walks
1 Three of us raised funds by going on a series of . 2 We used our money to buy tickets to a special in London. 3 We didn’t like the of the display rooms. 4 But we enjoyed the displays of , like advertisements and from Japan. 5 While we were there, we attended a performance of from Peru. 6 We bought a video of it by using an internet cafÊ to access the . 7 We also visited a TV station where a was presenting a cookery demonstration. 8 He showed the audience some deadly mushrooms and other . 9 My friend pretended to eat some and started shrieking with pain, but that was just a .
knjigarna.com swis721 CMYK 10/100/90/0
1 Create your own space • Revision and extension of present and past tenses • Intensifying or softening meaning
1A Remodel your learning space 1 A Work in small groups. Look around you. Draw a plan of the classroom you are in. Put in the windows, desks, chairs, and other furniture. Then discuss these questions and make notes on your ideas.
1 Use of space: Is there enough room to move around freely? How do you feel when you are working: comfortable or cramped? 2 Layout: Where are the teacher’s desk and the students’ desks? Can you move easily? What are the advantages of this layout? Any disadvantages? What other layouts might be possible? 3 Personals pace: Does each student have a designated drawer for work materials? A space for their personal belongings? Is there easily accessed storage for things that you all use, e.g. board marker pens, rubbers? 4 Ventilation: How many windows? Are they slightly open ... kept wide open ... never opened? How important is ventilation? Give reasons. 5 Lighting: What is it like? Is it energy efficient? Do any of you ever experience eyestrain or headaches after working in class? What could be done to improve the lighting? 6 Displaya reas: How many, and where are they? Do you prefer being surrounded by a lot of displays, or do you prefer a pared-down, calm look? List advantages and disadvantages of each classroom style. 7 Otherf acilities: Computers? Whiteboard? A drinking area in the classroom? A space for having snacks at break?
BUDDING SCHOOL DESIGNERS SCOOP PRESTIGIOUS PRIZE From our school’s correspondent Galan Imlah
A team of students from our own Glenwood Secondary 1 (just carry off) top prize in a competition organised by a national body dedicated to excellence in school design, the Association of School Architects. The project for this biennial competition open to all secondary school students 2 (involve) remodelling an existing classroom to provide maximum learning flexibility and promote motivation and creativity amongst the students. A team led by Ben Duvalley, now in his final year, 3 (work) for the past two years to remodel their sixth-form classroom space. They 4 (already start) making plans when they read about the new award scheme, which 5 (give) them just that extra incentive they needed. First, they had to figure out how to gather funds for their classroom makeover.
B Listen to Ben asking his grandmother about her classroom. Take notes about:
1 what her classroom was like 2 what students did during their class hours 3 what was expected of students C Listen again. Work with a partner. Focus on A or B, then compare.
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Write down at least one clause or sentence with a verb in the ... A
1 2 3 4
Present Simple tense Present Continuous tense Present Perfect tense Past Perfect tense
B
5 6 7 8
Past Simple tense Past Continuous tense past using used to or would Past Simple passive
CMYK 10/100/90/0
2 Read the article about a prize Ben and his team have been awarded. Write in the verbs, using the right tenses. 8
3 A Talk about the project you’ve just read about. How do you imagine the remodelled learning space at Glenwood for sixthformers at the school? Describe what you think the special workstations and chairs are like, and where they’re placed in the classroom. What else would you notice if you visited the classroom? B Listen as Ben takes his grandmother to visit the new classroom. Take notes about these features, and compare them with your ideas in activity 3A.
• • • • • •
The classroom layout The student workstations The students’ chairs Other facilities in the classroom The teacher’s role The colour scheme
4 Test your memory! Without looking back, quickly write the word with this meaning in the text you’ve read or the two conversations you’ve heard:
Scores: 3 average; 5–7 very good; 9–10 exceptional! With immense energy, they 6 (plunge) into organising fairs, sponsored walks and sports events, and they were soon on their way to the total sum they 7 (aim) for. But they 8 (still lack) several hundred pounds when a local businessman, who 9 (repeatedly express) his wish to remain anonymous, stepped in and 10 (fill) the gap. ‘This 11 (enable) us to commission the kind of furniture we wanted for our new learning space,’ says Ben. ‘We 12 (prepare) the designs for our special workstations and chairs beforehand, and we then 13 (have) such fun seeing the designs taking shape. Now, as we 14 (look) around our new room, we can hardly believe we actually 15 (manage) it! And, of course,’ he 16 (add), ‘when we 17 (be awarded) the prize, that was the best! I 18 (apply) to read architecture at university and I’m sure this will boost my chances.’
1 2 3 4 5 6 7 8 9
grim, unfriendly appearance: f prevented from concentrating: d informal word for ‘chatting’: y to question if something is true: to ch informal for ‘annoyed’: m bewildered, confused: b happening every second year: b something that pushes you to act: i start to do something enthusiastically: p i 10 to arrange an event at your own place: to h 5 Look back at the plan and your discussion in activity 1A. In your groups, make a list of at least three things which you could do to make a better learning space for your class. 6 Ask two or three older people to describe the classrooms of their childhood. Write an article for a student newspaper, like Ben’s: ‘Classrooms Now and Then’.
G 1, 2 Present Simple, Present Continuous
The competition is open to all students. The school is hosting an open day.
If you 19 (wonder) what an up-to-date 21st century classroom looks like, you can go and see the Glenwood team’s remodelled learning space this weekend, because the school 20 (host) an open day from 9 am to 4 pm on Saturday.
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3, 4, 5 Past Simple, Past Continuous
They were still lacking funds when a businessman stepped in.
6 used to and would
My mum used to stand over me while I was doing my homework. When I talked too much, the teacher would make me stand in the corner.
CMYK 10/100/90/0
MORE PRACTICE:
Workbook, page 4
9
A Pete P I’ve had recurring bouts of flu this winter and our classroom website has let me stay in touch with what’s been happening at school. My teacher has posted assignments to me every week and I’ve been able to send my work back to her.
1B Connect through cyberspace
B Sonjaboo Our classroom is twinned with a class in Melbourne, Australia, via our websites. It’s been great being able to connect with the students in that far away city. We’ve been comparing notes about the subjects we learn at school, and we’ve learned so much about their country. We’ve been trying to raise funds for a ‘real’ visit by organising sponsored events, but meanwhile we love our virtual visits!
1 A A newspaper asked readers to voice their opinions of classroom websites. Read some of the comments. Which of the comments:
1 2 3 4
are from students? are from teachers? are from parents? mention communications between home and school?
5 point to some disadvantages of websites? 6 say that websites encourage creativity? 7 praise websites for building cross-cultural bridges? 8 claim websites extend schoolwork outside school hours? B Complete the questions about the comments in activity 1A, using the right tense, and write short answers. Number 1 is an example.
vQ: Why has Pete P been/stayed away from school this winter? A: He’s had flu. / He’s had recurring bouts of flu. 1 Why ... Pete P ... away from school ... winter? 2 How ... Pete P ... keep up with ... schoolwork? 3 What ... Sonjaboo’s classmates ... fund a visit ... Australian ...? 4 What ... cause teacher ... change her mind ... websites? 5 How ... Beanieboy ... benefit from ... website? 6 ... problem solved ... for BrenW ... by ...? 7 ... main advantage ... of ... for ‘lightninrod’? 8 Why ... Dinomum’s children ... tired ... Monday ...?
C MetoYou I was very dubious about it all at first, but I’ve been astonished at how creating our classroom web page has given my students a new incentive to write. We started the website last year and for the past few months, they’ve really enjoyed posting their short stories and poems and getting other students to read them. They’ve even received replies and comments from other students, all the way from Canada to Australia. How motivating is that! D Beanieboy I love sketching and painting but I can’t write at all. The words just don’t come. Since our class started its website, though, I’ve really got into computer graphics. I bought a book to start with, then I found I could enrol for a Saturday afternoon course at our local college – and I’ve been learning some really, really cool techniques. Now my mates all want me to illustrate their stories. I reckon one good picture is worth a hundred words, don’t you think? E BrenW My youngest, Cheryl, is bright but pretty dozy at times. When she started at secondary school last year, she would always forget to bring home important letters like notices about swimming lessons, or field trips. Once she forgot to pass on the note about a coach trip that would only get back at 7 pm. There I was waiting for her to come home, beginning to panic. Of course she’d forgotten her mobile as well, hadn’t she! Now at least her classroom has got a website and I can find out what’s happening for the coming week or month. Actually, I’ve started reading it regularly because I quite enjoy the stories the kids write, and the photos they post ... There’s a lot of talent in that school. F lightninrod For me, the upside has been the chance to work with my best mate out of school hours. We’d done that before, but it involved a lot of travelling, because he lives on the other side of town. The website lets us compare notes when we’re doing our homework, edit each other’s writing assignments, or plan projects. The downside is having to hand in our essays online – makes it harder to dodge the deadlines!
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C With a partner, read through the comments in activity 1A. Together, identify the verbs and the verb tenses. Then choose at least two examples of verbs that illustrate:
1 2 3 4
10
CMYK 10/100/90/0
a finished event that happened in the past: an unfinished action, still continuing now: a focus on how long an action has been happening until now: a finished action that happened before another one:
G Dinomum My son & daughter have been spending the whole weekend at the computer! Come Monday morning, is it any wonder they’re bleary-eyed? Now they even have to send in their homework and get it marked online. C’mon, schools, get with it! What do we want: rounded human beings or technorobots?