Grammar_Dictation by Tanjapan

RESOURCE B@KS FOR TEACHERS . seies editor

ALAN MALEY

DICTATI(IN GRAMMAR Ruth Wajnryb

Oxford UniversitvPress

Oxford University Press \Walton Street, Oxford OX2 6DP Oxford New York Athens Auckland Bangkok Bombay Calrutta Cape Town Dar es Salanm Delhi Florence Hong Kong Istanbul Kararhi Kuala Lumpur Madras Mddrid Mehoume Mexico City Nairobi Pais Singapore Taipei Tokyo Toronto and associated companies in Berhn Ibadan Oxford and Oxford English are trade marks of Oxford University

Press

ISBN 0 19 437004 6 O Oxford University Press 1990 First published 1990 Sixth impression 1995 All rights reserved. No p'art of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Oxford University Press, with the sole exception of photocopying carried out under the conditions described below. This book is sold subiect to the condition that it shall not, by way of nade or otherwise, be lent, re-sold, hired out, or otherwise circulated without the publisher's prior consent in any form ofbinding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. Photocopying The Publisher grants permission for the photocopying of those items 'photocopiable' marked according to the following conditions. Lrdividual purchasers may make copies for their own use or for use by students ttrey teach. School purchasers may make copies for the use of their staff and students, but this permission does not extend to additional sch6,ols or branches. In no circumstances may any part of this book be photocopied for resale. Set by Pentacor Ltd, High Wycombe, Bucks Printed in Hong Kong

Acknowledgements I wish to thank the teachersat Sydney English LanguageCenrre.

To the memory of Nelly Wainryb

Contents The author and series editor Foreword

Introduction

How to usethis book Actiaity

Topic

Sectionl: pre-intermediate 1.1 MarcoPolo Famouspeople Travelling 1.2 Earthquake Naturaldisasters

1.3 World English

English Languageand communication

1.4 I'm Kate

Self-identification

1.5 Deardiary

Diaries

1.6 Garlic,the greathealer

Healthandmedicine

1.7 Childmother

Humanintereststory

Strurturalfocus

Pastsimpletense Prepositions: from, to,about Pastsimpletense Extsteniil,thse Simplesentence stmcture phrases Prepositional Presentsimpletense SomBandothers asfronouns Textual reference Gerunds Conuactions Presentsimpletense Presentperfectsimpletense showingduration (lirr) Gerund afterlike Adverbialintensifier(realb)

26 27

Pastsimpletense 30 Conjunctions;and,because, so Adverbsof degree:tooand aety Zero article Contractions Prepositions: oz * weekday Time expressions 32 Presentperfectsimple tense Pastsimpletense Causalconnections Presentperfectsimpletense 33 Pastsimpletense Of and's genitives Adiectives

1.8 A recordon wheels 1.9 Bulletcostsa thumb

1.10 tr,tiracleplunge

l.ll

Passivesmoking

1.12 Roadtoll

Travel Breakingrecords Accidents

Humanintereststory Accidents Domesticviolence

Health Environment Rights Accidents Alcohol

1.13 BabyHodine

Parenting

1.14 Girlsstepout

Education Sexism

r'r5Bookcovers

ffi*"

1.16 Naturallyhealthy

Health Nature

1.17 The enemy,man

Wildlife Conservation

andyou 1.18 Superstitions

Superstitions

Infinitives Negation(far) Pastsimpletense Interruptedpast Genitive's structure Simplesentence Pastsimpletense Articles Prepositionsand prepositionalphrases Presentperfectsimpletense Prepositions Articles Presentperfectsimpletense Passives Articles: definiteand zero Substitution Simplesentence construction Presentmodals:can,should Help + infinitive without to Gerund zfterabout Willfor the future Presenttenseafter conjunctionsof time Articles: definiteandzero

t^i:lfflL

shourd

Presentsimpletense Direct andindirectobiects 43 Presentsimpletensefor generalstatements Adverbsoffrequency First conditional construction 44 Presenttensefor general statementsand regular activities Passivevoicefor process focus Zero articlewith plural nouns Preposition: lrr 46 Questionforms:subiectverb inversion Gerundsafterabout Future conditionalwould

1.19 Daily print

Newspapers

Presentsimple tensefor generalstatements Impersonalyoz Ellipsis Presentmodals: can, mfly Cataphoric (forwardpointing) reference

1.20 Man in space

Spaceexploration Famous people

Clausesin apposition Past simple tense Passives Verb + adiective compounds Ellipsis

Employment

Articles:definite,indefinite, and zero Simplesentence construction Textualcohesion Subordinate clause structure Zeroaricle Passives Pasttenses First conditional construction Passives Presentmodalcan Impersonalyoz Gerund(assubjectand complement) Presentparticiple Preparatoryobject construction Prefixes Passives Presentsimplefor general statements Word compounds Adverbs Time phrases Questionforms Idiomatic expressions Zeroarticle

Section 2: intermediate 2.1 The iob race

2,2 Intelbgence:natureor nurture?

People

2.3 Freedomof speech

Politics Government

2.4 Ltfeon the outside

Prisonsandprisonlife Changeand adaptation

2.5 Pre-quakejitters

Natural phenomena Sehaviour

2.6 Battles on the home front

Parent-childrelationships The family Behaviour

2.7 Onein ten million

Accidents

59 Past simple tense Had bettu construction Interrupted past time Non-defining relative clause

2.8 Younghero

Accidents Heroism Families

Sequenceofpast tenses Infinitives of purpose Interrupted past Reported/ indirect speech

2.9 Safebut sorry

Accidents Human interest story

Reducedrelative clauses Passives Past perfect tense Articles: definite, indefinite, and zero

2.10 Racefor space

The spacerace Technology

Passives Articles : definite, indefinite, and zero Presentperfect simple tense

2.11 Rentstrike

Housing and the law

Causative hane strvctur e Presentperfect tenses (simple and continuous) Time conjunctions: until, as long as, as soonas Noun clauses

2.12 Chocomania

Food Behaviour

Neither . . . norconstruction 66 Secondconditional consffuction Impersonalyou

2.13 Koalasuicide

\flork sress

Pastperfect tenses:simple and continuous Reported speech Time adverbs

2.14 Tips for travellers1: planninga trip

Tourism

First conditional construction Clausecomplementsafter knmu Presentmodal should Future continuous tense Homophones: weatherl whethu Homonyms Cataphoric (forwardpointing) reference

2.15 Tips for travellers2: gettingaround

Tourists,travel,andcities

2.16 Life in the twenty-first century

Predictingthe future Life and societyin the next century

2.17 Alpine village

The environment Conservation Tradition and progress

2.18 Moody blues

Humanbehaviour Moodsand attitudes

2.19 Teachers:an endangeredspecies

The teachingprofession Job satisfaction

2.20 Theright to be left

Left-handedness

Section3: advanced 3.1 Lockedout by print

3.2 Uniformly individual

Education Literacy Humanbehaviour School Clothes

70 Genericsingular Lexical chain Presentmodalshould Infinitive/gerund alternatives 72 Future simpleand continuoustenses Futureperfecttense(pastin the future) Presentmodalmay What's. . .like? construction Phrasalandprepositional 73 verbs Imperatives Presentsimpletensefor dramaticeffect Textual cohesionthrough balancedconnectors First andsecondconditional 74 construction Comparatives Noun clauses Ellipsis 76 Noun clauses Reportedspeech Reducedrblativeclauses Secondconditional construction 77 Complexsentences Subordinateclauses: possessive relativeclauses Articles: definite, indefinite, and zero Reducedrelativeclauses Questionforms Prepositionalverbs Substitution Noun clauses Secondconditional Gerunds Prefixes

3.3 The bestadvice

Growingup Childrenandmothers

3.4 Doctorsunderstress

Doctors Health Society

3.5 Comfortfood

Health People

3.6 Phobiapoll

Humanbehaviourand attitude Fear Male and femaledifferences Behaviour Presentparticiples Passives Perfectinfnitive Reducedclauses Non-definingrelative clauses Internationalpolitics Presentmodals:mny,can Economics Connectors of causeand result Reviewof prepositions Textual cohesionthrough progressive connectors Complexsentences Jetlag Travel Subordinate clauses The body Reducedrelativeclauses Leisureandwork Reducedrelativeclauses Behaviour Defining relativeclauses in apposition Clauses History Zeroarticle Families Sentenceconnectors Identity rWomen Causalconnections Behaviour Defining relativeclauses Articles:definite,indefinite, andzero Adverbs

3.7 Jungleboy

3.8 \7hoseaid?

3.9 Jetlag

3.10 Leisurestress

3.ll Conservingfamily history 3.12 Women'sinruition

Reportedspeech Embeddedquestions Pastperfecttense Substitution Definingrelativeclauses Adverb * adiective compounds Reflexivepronounsfor emphasis Concessional clauses with while Zeroarticle Definitearticle Gerunds Reducedrelativeclauses Noun clauses Comparativeconstructions Gerunds

3.13 Middle children

The iamily Behaviour Society

3.14 The gun debate

Gunsandthe law

3.15 Teensuicide

Adolescence Death

3.16 Callingnon-sleepers

Humanbehaviour Sleeppatterns

3.17 Marriagereturns

Marriage Relationships Society

3.18 Life afterdeath

Medicaltechnology Attitudes to death

3.19 Child rationing

Populationexplosion The family in China Government

3.20 Ltigationlunacy

Thelaw Peopleand behaviour

Presentparticipleclauses: 97 stativeand dynamicverbs Generics Compounds Complexsentences 99 in apposition Clauses Defining relativeclauses Textualcohesion:balanced contrastacrosssentences Connectors 100 Articles:definite,indefinite, and zero Textual reference Definingrelativeclauses 102 Superlatives Participleclauses Conditionalperfecttense 103 for speculation aboutthe past Degreesof certainty Preparatorysubject/object phraseof Prepositional concession: in spiteof Futurein thepast Textual cohesionthrough balancedcomparisonand contrast Complexsentence 105 construction Compoundnouns Emphasisindicators Substitution Passives Participleclauses 107 Clausesof causeand result Passives Complexsentence construction Pastperfecttense 108 Reducedrelativeclauses Perfectinfinitives Textual connectors

Structural index

ul r22

Annotated bibliography

131

Thematic index

The authorand serieseditor Ruth Wainryb is a professionalteachertrainer and materialswriter. Shehasa MA in Applied Linguisticsfrom SydneyUniversity.with researchin the areaoferror analysisand language-learner language. Shehasworkedasthe Director of teachertraining and professional developmentat a number of institutesand collegesin Sydney.Her work hasincludedboth pre-servicetraining of languageteachers and professionaldevelopmentof teachers.Shehasover twenty years'experience in the field of adult educationin Australia, England,Israeland SouthAmerica. Sheis currently engagedin doctoralresearchinto the languageofsupervisionin the contextof TESOL teachereducation. Sheis the authorof Grummar'Vorkout,GrammarWorkout2, Profiles,Aftnthoughts,OtherVoices,andClassroomObseroation Tasks. Alan Maley worked for the British Council from 1962to 1988, serving as English Language Officer in Yugoslavia, Ghana, Italy, France, and China, and as RegionalRepresentativefor The British Council in South India (Madras). From 1988to 1993he was Director-Generalof the Bell EducationalTrust, Cambridge.He is currently Senior Fellow in the Department of English Language and Literature of the National University of Singapore.He has written Litaature, in this series,Beyond V(/ords,SoundsInteresting, SoundsIntriguing, tVords, Vaiatimts on a Theme,and Drama Techniquesin LangungeLeaming (all with Alan Duff), Tlw Mind's Eye (with FrangoiseGrellet and Alan Dufi), Leaming to Listen and Poerninn Poem(with SandraMoulding), and Short and Sweet.He is also SeriesEditor for the Oxford SupplementarySkills series.

Foreword Grammar Dictation differs somewhat from other books in this series. Rather than offering a range of different techniques or activities focusedon a particular areaofinterest, it presentsone central idea which is exemplified in a large number of concrete instances. It does, nevertheless,offer teachersa significant resource (rather than a course). The materials can be used flexibly to suit different groups at different stagesof their development. Further, teachers can build upon this resource by applying the procedure to texts of their own choosing. 'Grammar dictation'is better known in somequarters as the 'dictogloss'procedure. Essentiallyit consistsof asking learnersto reconstruct a dictated text so as to capture asmuch as possibleof its information content in as accurate and acceptablea linguistic form as possible. This processrequires learners to draw upon a nexus of interrelated skills. Initially learners engageindividually in the creative reconstruction of text from memory and from their own linguistic resources. They then share this with others in a processof gradual approximation to a final product. \7ith time and practice rhey learn to refine and develop their own linguistic resourcesbut always in relation to what they already know. The contribution of individual and group effort are nicely balanced. The approach is especially interesting for the way it reconciles certain apparent oppositions such as the new interest in grammar and the need for interactive learning; and the achievement of accuracy through fluency activities. The final product is important (in part as input to further analysis), but the individual and group processis integral in moulding and shaping it. Individual learner perceptions of wants are reconciled with teacher perceptions of learner needs. Grammar Dictation offers teachersand learners a powerful and effective tool for learning. We recommend you try it. AIan Maley

Introduction Grammar dictation and dictogloss The title Grammnr Dictation describesa language teaching procedure known in those areasof the world where it is already extensivelyused, as'dictogloss' or'the dictoglossprocedure'. Since many teachersmay not be very familiar with the procedure, it was felt that the title Dictoglossmight prove somewhat awesome. The title Grammar Dictation contains two of the basic ingredients of the dictogloss procedure. As you work your way through this book, you will discover others. However, for practical purposes the term'grammar dictation' and 'dictogloss' are used synonymously.

tU(rhat is dictogloss? Dictoglossis a relativelyrecentprocedurein languageteaching.It borrowsa little from traditionaldictation(hencepart of its name) but in fact is quite distinct from dictationin both procedureand objectives.In dictogloss,a short text is readat normal speedto a classof learnerswho jot down familiar wordsasthey listen. At the end of the dictationstage,most learnershaveonly a smallnumber of isolatedwords (or fragments)which togethermakeup a very incohesive,'batteredtext'. In smallgroups,the studentsthen pool their resourcesto reconstructtheir versionofthe original text. In the final stagethe variousversionsthat the studentshaveproduced aresubjectedto closeanalysisand comparison.Through both the taskof reconstructionand the following error analysis,students refinetheir understandingof the languagethey haveused. The proceduremay be summarizedasfollows: a. A short, densetext is read(twice)to the learnersat normal speed b. As it is beingread,the learnersjot down familiar wordsand phrases c. \florking in smallgroups,the learnerspool their batteredtexts and strive to reconstructa versionofthe text from their shared resources d. Eachgroup of studentsproducesits own reconstructedversion, aiming at grarnmaticalaccuracyand textualcohesionbut not at replicatingthe original text

INTRODUCTION

e. The various versionsare analysedand comparedand the students refine their own texts in the light of the shared scrutiny and discussion. The resemblanceof dictoglossto traditional dictation is only superficial. The analogy begins and ends with the fact that in both a passageis dictated. In dictoglossthe style of dictating, the focus on a text approachto grammar) the task that follows, and the objective of the lessonare all totally different. Here the learnersare obliged to createtheir own phrallel texts. These are semanticapproximations to the original text, createdout of the learners'own grammatical and linguistic resources. Dictoglossis a task-basedprocedure designedto help languagelearning students towards a better understanding of how grammar works on a text basis.It is designedto exposewhere their languagelearner shortcomings (and needs) are) so that teaching can be directed more preciselytowards theseareas.In this senseit is eminently learner-needsbased.

Who is this book designedfor? This book is designedto help improve the student's understanding and use of grammar. It is addressedto the teachersof learners whoseprimary needsare: - a more precise understanding of how to use the grammar of English - accuracy in languageuse for both spoken and written purposes - written English, for example, at school, college,or university, where students are required to write cohesivetexts in English (such as essays,assignments,reports) theses) - preparation for entrance examinations to institutes of higher education where a knowledge of grammar and the ability to write a sustainedpiece of prose are required.

Aims Dictoglosshas a number of aims: a. It aims to provide an opportunity for learnersto use their productive grammar in the task of text creation. Learners' Iinguistic resourcesare called upon as they pool their fragmented notes and consider the various language options available to them. b. It aims to encouragelearners to find out what they do and do not know about English. This is realizedin the attempts to reconstruct the text and in the subsequentanalysisof those attempts.

INTRODUCTION

c. It aims to upgrade and refine the learners'useof the language through a comprehensive analysis of language options in the correction of the learners'approximate texts. Learners who regularly engagein dictogloss lessonswill gradually seea refinement in their global aural comprehension and notetaking skills. '$(ihilethese are not primary aims of the method, they are important by-products of it.

What happensin the dictogloss t

proceourer There are four stagesin the procedure: I Preparation, when the learner finds out about the topic of the text and is prepared for some of the vocabulary. 2 Dictation, when the learner hears the text and takes fragmentary notes. 3 Reconstruction, when the learner reconstructs the text on the basisof the fragmentsrecordedin stage2. 4 Analysis and correction, when learners analyseand correct their texts.

The four stagesof dictogloss I Preparation At this first stage,teachersshould: a. Prepare learners for the text they will be hearing by exploiting the warm-up suggestionsin each lesson. This type of topical warm-up prepares learners for the subject matter and makes them more receptive to the listening in the next stage: people listen more effectively when they are able to anticipate what they will hear, when their interest in the topic has been aroused, and when they becomepersonallyinvolved in the discussion. b. Pr.eparelearners for the vocabulary of the text. The list in each unit is a suggestiononly. Vocabulary should be pre-taught if the teacher suspectsthat it is unknown to the learners or difficult for them to infer. c. Ensure that learners know what they are expected to do at each stageof the procedure. d. Organize learners into groups before the dictation begins.

INTRODUCTION

2 Dictation As a standardprocedure, learnersshould hear the dictation twice. The first time, they should not write, but allow the words to 'wash over them'. This way they get a global feeling for the whole passage.The secondtime, they should take down notes. \7hen the studentstake notesduring the dictation, they should be encouragedto write down the type of word that will help them to piecetogether the text in the later reconstruction stage.Such words are content or information words, for example,farmer, sold, horse, that serveasmemory cuesor triggers. The grammar or function words, for example, the, his,and, areto be provided by the learners themselvesas part of the productive processof reconstructing the text. The text should be dictated at normal spoken speed.The general paceis comparableto that of a news broadcaston radio or TV. The dictating should not be conducted in the traditional way where the sentenceis broken up into isolatedword units. The semantic grouping here is the sentence.Between sentences)the pauses should be slightly longer than usual; a brisk count to five under one's breath is a good standard. As far asis possiblethe two readingsshould be identical.

3 Reconstruction As soon as the dictation is finished, the learners,working in groups, proceedto pool their notes and work on their version of the text. It helps if eachgroup has a'scribe' through whom all suggestionsare channelled.The scribe writes down the group's text asit emerges from group discussion.When it is complete, the group checksthe text for grammar, textual cohesion,and logical sense. The teacher's role during reconstruction is to monitor the activity but not to provide any actual language input. However, to facilitate the error analysis/correctionstageto follow, it sometimeshelps to pre-empt the problem of 'error clutter'. If a group's text is too cluttered with grammatical errors, it is difficult in stage4 to focus attention on the areasof primary need. To prevent this, the teacher in the reconstruction stageshould point out minor peripheral errors to learners while they are still drafting their texts. In other words, the teachermay unobtrusively contribute to the group's 'conferencing'. If a text has been chosenfor its structural language point (for example past tenses)then the errors to be eliminated in the drafting stagewould be in areasother than this, for example, articlesor prepositions.This helps to clear the path so that the final error analysiscan focus clearly on the main point of the lesson.

INTRODUCTION

Expressedanother way, the learnersshould not be stoppedfrom committing errors in the chosen structural area, and peripheral errors should be cleared up, so that learning in the final stageof analysisand correction can be more concentratedand effective. More guidanceabout the learner'srole during the reconstruction stageis included in the section below: Immediate task objectioes.

4 Analysisandcorrection The last stageof the dictoglossprocedureis the analysisand correction of the learners'texts. There are various ways of conducting this. Teacherswill conduct this sessionin their own preferred fashion. a. Using the blackboard, the students' texts are written up for all to seeand discuss.This is best conducted on a sentencebasissentence 1 of each group is analysedbefore moving on to sentence2 ofeach group. b. Instead ofthe blackboard, an overheadprojector can be used. c. Each text can be photocopiedand the classcan examinethem) either as a total unit or on a sentence-by-sentence basis.If a sentencebaseis preferred, then it helps to cut and pastethe texts into sentencegroupings before photocopying. d. Another technique (which can accompanyany of the'correction ideas listed here) is to keep a copy of the original text (as dictated) on an overheadprojector and to 'scroll'it forward sentenceby sentenceafter the students' versionshave been examined. Whichever correction procedure the teacherselects,students should be encouragedto compare the various versions and discuss the languagechoicesmade. In this way errors are exposedand discussedso that learnersunderstand the hypotheses,falseand otherwise, that underlie their choices.Ideally, the original text should not be seenby learners until after their own versions have been analysed.

Immediatetaskobjectives In the reconstruction stage, a group of learners should have in mind two immediate goalsor objectives: a. To maintain asmuch information as possiblefrom the original text. b. To produce a sound English text.

INTRODUCTION

Maintaining informational content In the reconstruction stagelearnerspool their fragments. These are not really notes in the note-taking senseof information that has been decoded,processed,and reassembled.They are merely bits or fragmentsof languagewritten down asheard during the dictation. Groups should aim to maintain the informational content of the 'The man in the grey suit original. For example, take the sentence: carrying the black umbrella walked into the shop.' If this sentence were reconstructedby studentsto read'The man walked into the shop,' then it is clear that it omits some of the original information. It should be noted, however, that the students' texts do not have to replicate the original. Continuing with the sameexample, the 'The man who was following reconstructionis perfectly acceptable: wearing a grey suit and carrying a black umbrella walked into the shop.'There are, of course,other versionsthat would be equally acceptable.

Producinga soundEnglishtext The text produced should be sound in three senses.Firstly, it should be grammatically accurate) abiding by syntactic and structural rules of English usage.Secondly,it should be textually cohesive.This meansit should hold together as a unit or chunk of languagethat is meaningful as an integral whole. A five-sentence text has a tight logical sequence;it is not a looserandom collection of individual sentence-units.The use of connectivesbetween sentencesand of reference devices to interconnect ideas is crucial here. Thirdly, the text produced should make logical sensein terms of our knowledge of the real world. An example will clarify this. 'The American University in Beirut is the oldest The sentence: institution in the Arab world'is out of kilter with what we know about the world, and so it is illogical even while being structurally accurate.

Interaction The key to the dictoglossapproachto grammar is interaction. The method requires learners in the classroom to interact with each other in small groups so as to reconstruct the text as a co-operative endeavour. Working in this way, learners are actively engagedin the learning process.Through active learner involvement students come to confront their own strengths and weaknessesin English languageuse. In so doing, they find out what they do not know, then they find out what they need to know. It is through this processthat they improve their languageskills.

INTRODUCTION

Teachingwith dictogloss In teachingwith dictogloss,teachersshould remember that the arm is to developlearners'grammaticalcompetencein using the language.The procedure is a very specificone, although teachers will inevitably introduce variations that suit their own teaching stylesand situations. \7ith experience,students becomefamiliar with the procedure and the phasesbecomepredictableparts of a familiar process. As students realize that they are learning and that their English is developing, their confidence in both learning and using the language increases.

Further information about dictogloss The interested reader is referred to the Bibliography section of this book, which containsa list of articlesthat have been written on various aspectsof dictogloss.

til7hatis the valueof dictogloss? Learning is active involvement As they learn, studentsmake many and varied and constantly changing hypotheses about language. These involve the learner in active decision-makingabout the target language.Someof these decisionsare conscious)somesubconscious;somerelate to learning, someto communication strategies.The hypothesesare testedout and the results ofeach test - the feedback- are processed by the learner who then adjustsa current hypothesisto accommodatethe new data received.As a consequence,learning means constant flux: the language of the language learner is always changingand this very instability is a sign of progress.Each adjustment to the learner's 'interlanguage'seesa closer approximation to the target language. In this way, learners edge their way towards the ultimate goal, which is mastery of the systems ofthe target language. This approach to language learning underpins the dictogloss approach.By being task-basedit allows learnersto try out the language, that is, to try out their hypotheses and subsequently receivemore data about the language.The error analysisand correction stageprovides an almost immediate sourceof feedback, which itself allows learnersto make the appropriate adjustmenrsto their understanding ofhow the target language is governed.

INTRODUCTION

Teachingwhile testing Dictogloss offers a unique blending of the twin functions of testing and teaching.The testing function acts asa meansof diagnosingthe learners'current languageunderstanding. In eachdictoglosslesson, learners find out a little about what they know and do not know in the target language.In the reconstruction stage,specificallyin the group effort to create a text) learners expaicl their understanding of what options exist and are availableto them in the language'In the error analysisand correction stage,learnersconsolidatetheir understandingof which options are the most suitable. \ilhat dictoglossoffers, then, is an integrated'package'oftesting and teaching,incorporating both a free, experimental stageas well as more guided and structured learning. The interactive relationship 'teach' and 'test' elementsis a key factor in its success. betweenthe

An information gap - the role of memory and creativity In dictogloss,a pivotal balanceexistsbetweenthe role of memory and the role of creativity. For the procedure to work effectively, this balancemust be understood and, indeed, exploited. Essentially, at the moment when learners begin the text reconstruction, they are faced with a central and crucially important'information gap'. This is the gap which existsbetween, 'knowledge-to-date'of the text (what on the one hand, learners' they remember plus what they have noted down during the dictation), and on the other hand, the task to be completed, that is, the reconstructionof a semanticunit of languagethat is grammatically sound and textually cohesive. Thus, at the beginning of the reconstruction stage' learners are in a position where they lack enough data to reproduce with easethe iext to which they have been exposed. This is, of course, entirely intentional. The text is dense.It is dictated quickly. Learners are exposedto it aurally, not visually. As a result, the fragments that the learners collect are insufficient to allow them to reconstruct the text effortlessly. They are therefore obliged to call on their preexisting knowledge of language- their grammatical competenceto seethem through the task. This, then, is the gap that compelsthe learnersto activatewhat they know ofthe languagein order to perform the task. \7hat they produce in the end is not a replica of the original text, but this was 'gloss' (a paraphrasein never the intention. They produce in fact a their own words) of the original text, something that is in a very real sensean original work.

INTRODUCTION

Grammar in context The issueof grammar is approachedfrom within the context in which that grammar is found. In other words, languageforms, structures, and patterns are treated from the perspectiveof their particular contextual meaning. They are not dealt with in isolation asinstancesof rules where usageis devoid of a semanticbase.This is asit should be. Grammar that is disembodiedfrom a context has little meaning or practical value for the languagelearner. In both the reconstruction stageand the error analysisstageof dictogloss,the issueof grammar is approachedcontextually. In the reconstruction stage,learnersare required to perform a very specific,context-basedtask. Using their pooled notes, the aid that short-term memory provides, and, most importantly, their knowledge of the language,they (re)constructa text whose topic, point of view, and parametersare alreadyknown. In other words, the context is predetermined: it is firmly establishedprior to the reconstruction stage.In this way, learners'grammaticalconstruct is fitted into the already-establishedcontext. In the final stage,that oferror analysisand correction, once again the approachis contextually anchored.The various text versions that the groups of learnersproduce are treated in terms of the given context. The options are then considered,debated,and selected totally within the framework of their linguistic and situ'ational context.

A compromisebetweentraditional and contemporaryapproachesto learning grammar Dictogloss addressesand tries to resolvea central conflict at the heart of languageteachingtoday. This conflict relatesto the question of grammar, its role in languagelearning, and its place in the classroom.The grammar problem itself hingeson two main issues.The first issueinvolves the perception of needs;the second, connectedto the first, is a question of teachingmethodology. The first area of conflict is the difference between how the learner perceiveshis or her needsand how the teacherperceivesthose 'Where, happily, there is agreement,there is no problem. needs. Too often, however, there is little or no agreement.Often the learner thinks (and states)that'the problem is grammar'. It is not difficult to understand how this opinion is formed. Grammar is what most learnersthink languageis. If there is a problem with learning the language,then it must indicate a need for more grammar. Often, though, the problem has nothing to do with grammar. It might have far more to do with the socio-cultural domain than with the correct sequenceof tenses.Or it may be that the learnersneed very specific training in a particular micro-skill - (listening for gist,

INTRODUCTION

or listening for specific information); or that they might want more opportunity for flueny practice in communicative contexts. Such needs cannot be solved by increasing the grammar input. The teacher might know this; but it is often the casethat the learner does not. $7hen the teacher perceivesthe learner's needs to be different from those that the learner perceives- that is, when the teacher's diagnosis does not match up with the learner's selfdiagnosis- then there is potential for conflict and frustration in both the learning and teachingprocesses. Even if the teacher and learner could reach some agreement on the question of needs, there still remains the problem of agreeing on the management or treatment of these needs. Here we have another source of potential conflict, the question of methodology. Many are the learnerswho want'grammar lessons',and by this they usually mean five rules for the use of the present perfect simple tense, or six rules for the use of the definite article. These days, when greater emphasisin teaching falls on language as communication, and when more and more teacherswould describe themselvesas 'communicative', fewer teachersare prepared to give traditional lessonson the rules ofusage. This leavesus with a problem. Learners want grammar lessonsand teachersare increasingly loath to provide them. \7e could override 'we know our learners' clamours with a patronizing and dismissive best'. However, more and more we are coming to realizethat a methodology that violates the learners' preferred learning style will be of little value to them in the long run. It is at this seeming impasse that dictogloss comes into the picture' Dictogloss is a working compromise. It meets students and teachers 'bitter pills' being swallowed by either. It is a half-way and avoids compromise between what the learners think they want (grammar) and what the teacherswant to give them (communicative practice in a task-based,learner-centredcontext). It giveslearnerswhat they think they want, and what in fact they may need, but it does so in a manner that most teachersfind palatable, that does not violate more traditional preferred learning styles, that is consistent with contemporary thinking in applied linguistics, and that accommodatesrecent trends in language teaching.

Motivation Dictogloss is grammar in responseto visible needs - not dry, remote, and removed as so much grammar teaching tends to be. Few would deny that learners are most motivated to learn when they consider that the teaching to which they are being exposed is pitched to meet their individual needs. Moreover, learners expect teachersto provide them with the sort of feedback that throws light on the correctnessas well as the appropriatenessof the language options they have made.

INTRODUCTION

By integrating the functions of testing and teaching, dictogloss helps to stimulate the learners'motivation. The procedure allows 'to the learners try their hand' so to speak(the reconstruction stage);the teachingphaseis then basedon the analysisofthe learners'errors (the correction stage).It is not a question ofthe 'This classneedswork on articles; I'll give teacher'sdeciding, say, that'. Rather, the teacherprovides a task that them a lessonon and then, guided by manifest knowledge of article usage requires a learner error, teachesthe studentsin responseto their need. All my languageteachingexperienceconfirms the twin notions that learnerswant and need error correction, and that teachingwhich catersfor individual error cashesin handsomelyon student motlvatlon. Another factor worthy of considerationis the relationship of the group processto individual motivation. When learnersoffer their contribution to the group in the context ofthe reconstruction stage, they are making a commitment - to the group, to the task, and to the learning process. Inevitably, they will be affectedby how the group respondsto their efforts and energies,and by how the teacher(in the correction stage)respondsto their group's efforts. A positive learning climate in the group is something that the teachercan subtly engineer, essentiallyby pre-emptive action: by carefully selectingthe groups; 'scribe'1by closely,if unobtrusively, by selectingthe group's monitoring the groups'interaction. The final stageof error analysis and correction againis something that should be conducted to maximize learning and encouragerisk-taking. All this in effect meansthat the dictoglossprocedure can capitalizeon learners' willingness to learn and allow the teacher to maintain learner motivation at a high and effective level.

The experientialfactor If one thing has successfullyemergedfrom the last decadeof languageteaching, it is the experientialfactor. Learners learn best by the activity of doing, by trying out language, by being actively engagedin tasks that have been carefully designed to generate specificlanguagepatterns. 'receptacle'approach,where \7e ha\e abandonedasinvalid the languageis perceivedas a body of knowledge to be imbibed, and 'informational the teacher is perceived as the imparter of this package'.This approachworks on a deficiencyassumption- there is a hole, and you fill it up. Languageis now seenas communication, as a vehicle of sociocultural expressionand interaction. Languageteachingis understood to be the creation ofvalid learning contextsand climates. These are the lessonslegrnedfrom the last decade.

INTRODUCTION

/ On an eJ<perientiallevel, dictogloss is an ideal vehicle for active learning. The core component of the procedure is the student' completedtask of the reconstruction stage.Here learnersare engagedin the processofcreative construction oflanguage in the form of a short text. Their texts subsequently becamethe basis of analysis and scrutiny as a result of which a deeper understanding of the target language is facilitated.

The individualandthe group Dictogloss caters for learners both as individuals and as members of a group. The learner as an individual is catered for becausethe working groups are small enough to allow for individual contributions to be incorporated into the group effort. Careful selection of groups as well as time allowed to complete the task of reconstruction - these are the ingredients that best allow the individuals to make their mark on the group and feel rewarded for their efforts. The beauty of dictogloss, however, is that even while allowing for individual contribution, in a sensethe group provides a protective shield to cushion the egosof the individuals so that they are not threatened as people. The analysis of the texts in the final stageis conducted on the groups' versions, thereby extending a certain protective anonymity to each member, so that they can capitalize on the error correction without feeling personally responsible, ashamed, or losing face in front of their peers.

Communication and group interaction The centralfeatureof dictoglossis that it is taskbased,asseenin the reconstructionstage.Here a smallgroup of learnersco-operates asa teamby sharingtheir resourcesto carry out the task. The essence of this stage,then, is learnerinvolvementand interaction. Group work is thereforecrucialto the approach.It is appropriate, then, to considerin somedegreeof depth the exactplaceand value of group work in the languageclassroom: I \$7eshouldconsiderthe part languageplaysin thought process, and the valueof usinglanguageto thraShthingsout, in preference to askingindividualsto'problem-solve'silently.This touches,too, on the relationshipbetweenlearners'activeand passiveknowledge ofthe targetlanguageand on how talking to eachother canserveto trigger and activateknowledgeand competencethat otherwise might lie dormantand relativelyuntapped.Recallingthe cognitive baseof languagelearningon which dictoglossdraws,the fact that a smallgroup of learnersis placedin a situationof verbalinteraction and involvementmeansthat in a sensetheir varioushypotheses aboutthe targetlanguagehaveto be voiced.Beingvoiced,these hypotheses becomeclearerandmoreconscious to the learner;as

INTRODUCTION

L I

such, they are therefore more manageableand ultimately more remediable. 2 The inclusion of group work means that there is greater intensity of language involvement. More learners are using more languagein the sameamount of time compared to a more teacher-centred style of teaching. This meansthat the quality of languagepracticeis also increased,since the opportunities for feedback, learner-initiated repair, and monitoring are all enhanced. This in turn has a positive effect on learner motivation. 3 'While the quantity of talk is being increased,so roo is its quality. The primary point here is the group's communicative raison d'6tre. The learnersneed to use languagein order to completetheir task; hencetheir reasonfor interacting is genuine and not'display-based' or teacher-constructed.One might argue, in fact, that in this case the interaction may be more important than the resuh of the interaction. This meansthat'the hidden curriculum' of inreracrion, exchange,negotiation, discussion,repair, and compromisemay actually be more important in the learning processthan the actual production of the reconstructedtext. 4 A point related to the quality of interaction in a genuine communication setting is the fact that the conrext of face-to-face exchangethat a group offers is indeed a far more natural setting for conventional interaction than the traditional whole-classsituation. The type of interaction engagedin itself more closely simulates 'real' conversationthat is, personalized,creativetalk. It therefore offers the opportunity for many of the sorts of roles, functions, and skills for which we are preparing learners in the EFL/ESL classroom.In theseterms, traditional, full-classroomdiscoursein the 'lock-step' mode - with a single distant initiator (the teacher) and a group interlocutor (the learners) * is quite unnatural. Not only does the small-group setting reduce the stressof public performance; it provides an appropriate environment for linguistically natural behaviour. Learners co-operaringin groups are not limited to producing hurried, isolatedsentences;but rather, can engagein cohesiveand coherent sequencesofutterances, thereby developingdiscoursecompetence,not just (at best) a sentencegrammar. 5 By moving away from the lock-step rhythm of whole-class organization,group work assistsindividualization. Each group in a senseis unique, being both strengthened and limited by its own capabilities. It finds its own individual working pace, which reflecrs and accommodatesits members rather than the exigenciesof the whole class,where the lock-step is often allowed to ride roughshod over individual differences. Allowed to work at its own pace, a group therefore is able to develop greater autonomy and independence.The benefitsof such reduced teacher-dependence should produce spin-off outside the classroom.

INTRODUCTION

6 Another factor is related to this question of greater individualization. Classroom organization in the form of group work allows for the development of a small learning community which provides support for the voicing of individual contributions aswell as lending such individual contributions a comforting degree of anonymity (seeThe indioidual and thegroup, above). There is also the factor of group responsibility for the work produced. As a group pools its resourcesto perform the task ofreconstruction of the dictoglosstext, they assumecommon ownership of the version they are creating. This inevitably generatesa certain pride of ownership and increaseslearners'commitment to their energy investment. 7 The creation of small learning communities meansincreased participation and learner co-operation.This injection of 'democracy' into the classroomallows learnersto complement each others' strengthsand weaknesses. 8 A further point relates to the affective climate of the classroom. Group work reducesthe stresson the learner (aswell as the teacher) by moving interaction away from the public arena. This improves the group dynamic, which itself allows for the phenomenonof 'exploratory talk' among peers,something which is rendered impossibleby the size, power asymmetry, and lack of intimacy of the full classroom.In exploratory talk, the learner is allowed to focus on the meaning rather than the form of the spoken message. Vith the pressure taken off accuracy, and the inhibition of being monitored removed, the learner is thus allowed greaterfreedom to explore aloud and so to use languageas a non-learnerwould use it. 9 A last point needsto be made regarding the nature of student talk in the information-gap type of interaction. In such interactions, the level of accuracyof student production has been found to be as high asin teacher-monitoredwork. At the sametime) the quality of negotiation and repair in interlanguage talk has been significantly higher than in teacher-fronted,whole-classsettings. In the light of these considerations on the value of group work and how it relatesto dictogloss,it would seemclear that the type and quality of interlanguage talk engagedin by learners reconstructing a dictogloss text is such as to enhancethe quality of their language learning.

The text as the unit of language The foundation stoneof dictoglossis the conceptof text. Text provides the point of departure from which the procedure begins (the dictation); it is the goal towards which the learnersdirect their energies(the reconstruction);and it is the framework within which their efforts are measured(the analysis).It may be said, then, that a basicpremise of the whole procedure is the value placedon text as the semanticunit of language.

INTRODUCTION

Having asits baseunit the text (rather than the sentenceor the word), meansthat the learner is compelledto considerthe concept oftext as a unit at every stage,from the dictation, through the reconstruction to the analysis. The fact that text is the semantic unit from which languageis approached, means that textual considerationsare brought into being in both the decodingof language(dictation) and in its encoding (reconstruction). connections, Dictogloss puts great emphasison the cross-sentence notably, reference, ellipsis, and as all the various means aswell substitution - by which textual cohesion is established and maintained in English. In addition, there is the senseof the text as culture-specific,in this caseto English. By this I mean that they each offer a linguistic way of ordering experiences,a world view that is uniquely English. Languageis, of course,culture-specific,and in the textual organizationof eachof thesemodels lies a cultural basisthe understanding of which has great value for the language learner. Continued and regular exposure to and construction of these characteristic text-types will facilitate the language-learner's understanding, appreciation, and manipulation of the logical and rhetorical world of English. For those learners whose first language rests on a very different logic system or world view, this is enormouslyimportant and valuable.

How to usethis book How the book is organized This book contains60 texts for use in dictoglosslessons.It is organized into three sectionsdivided according to level. Each sectioncontains20 dictoglosstexts. Section I has 20 texts at the pre-intermediate level, ranging from elementary to postelementary.These are numbered 1.1-1.20. Section2 contains20 texts at the intermediate level, graded from low intermediate to upper intermediate and numbered 2.I-2.20. Section3 contains20 texts at the advancedlevel, numbered 3.1-3.20 and the texts here range from lower advanced to very advanced. There are two indexes at the end of the book. One is a thematic index containing an alphabetical index of topics, themes, and issues that form the subject of the texts. This is designed to assistteachers who wish the text to fit in with other material in the teaching prograrnme. The second is a structural index with an alphabetical list of the key structures of the texts. This is designed to help teacherswho are choosing a text to teach or consolidate a grammar point. Teachers are advised to consult the section Adjusting the leoelof a textto help them exploit a text that is thematically or structurally appropriate but at the wrong level for the classfor which it is intended.

How eachactivity is organized Eachtext is the basisof a dictoglosslesson.The lessonis organized into a number of key areasto assistthe teacher:Topic,Language points,P reparationWarm-up,P re-textaocabuIary, Text, N otes. Topic This refersto the subjectmatter, theme,or areaof interestthat the text dealswith. tanguage points Thesestatethe key grammaticalpoints that form the structural focusofthe text. Preparation This refersto anythingyou occasionallyneedto preparebefore goinginto the classroom.

HO''J7TO USETHIS BOOK

Warm-up These are suggestionsfor ways to 'enter' the lessonor prepare the learnersfor the topic of the text they are about to hear. Pre-text vocabulary This is a short list of words that you may need to introduce to the learners before the text is heard. The aim is to avoid the learners hearing any unfamiliar words for the first time in the dictation. You should adjust the pre-text vocabularylist according to what you know ofyour students. Text This is the dictoglosstext that is dictated to the learners.The sentencesare numbered to facilitate reading and reference.The studentsshould not seethe text until the final stageof the dictogloss procedure, when they have listened to it, taken down notes, and reconstructedtheir own version. Ideally, too, the correction stage should be conducted with the focus on the students' texts rather than on the original text. Notes These are notes on the grammar of the text designed to assistin the analysisand correction stage. It should be pointed out that the grammaticalnotesare meant to addressthe needs of a wide range of teachers, from the beginning teacher who requires not only information about languagebut also a language to talk about language; to the more experienced and language-awareteacherwho will selectnotes asrequired. The notes do not claim to be exhaustive, for such is the nature and complexity oflanguage and languagelearning that one cannot hope to predict every languageoption that learnersmay produce. However, the notesare designedto cater for the most common types of structural and textual problems that arise. For further clarification of grammatical terms the reader is referred to the languageterminology sectionat the beginning of Swan: Practial English Usage,Oxford University Press, 1980. There is no mention made in the lessonoutlines of aims/objectives, procedural steps,timing, or the appropriate ageof the learner. These have been omitted from the lessonoutlines as they remain virtually constant throughout the book. The aims and objectivesof the dictoglossprocedure, as set out in the Introductionto the book, do not changethrough the three sections,as they are not dependent on level. Likewise, the procedure remains constant, irrespectiveof the level of the learner. The timing factor is broadly rhe same,and guidelines for this are offered below. \fith regard to rhe age of the target learner, dictoglossis suitablefor young adults upwards (that is, l5+) but is certainly not appropriatefor younger children learning a secondor foreign language. \

HO'\$rTO USETHIS BOOK

More guidelinesfor teachers \

Timing The amountof time spentdependspartly on how familiar students arewith the method. As they becomemore familiar with it, it involveslesstime. The primary factor, however,in determiningthe lengthof time to be spentis how much attentionyou and the studentswish to devoteto the analysisand correctionstage. Guideline to time allocation: Stage Actiaity Preparation I Dictation 2 Reconstruction 3 Analysis,correction, 4 discussion

Time 20 minutes 5 minutes 30minutes 3045 minutes

Selectinga text There are three primary criteria for the selection of a text: Level You may choosea text suitable to the level of the students. The texts are carefully graded so that the early ones cater for elementary and then pre-intermediate students, while the later ones are more appropriate for post-intermediate and advanced learners. Theme You may wish to consider the thematic relevance of a text in relation to the students'interestsand the ongoing teaching programme. Language points Each text highlights specific language and textual points that can serveas a teachingfocus. The two indexes at the back of the book should help you to select the right text for your classes.

Adiustingthe levelof a text It may be that you will want to selecta text for its thematic or structural focus, but find the level inappropriate. There are a number of ways in which the level of a text can be modified to suit a particular group of learners.These adjustments(listed below) affect the easeof accessibilitv learners have to a text. You can adjust: - the amount of preparation and prediction in the pre-dictation stage - the amount of vocabulary that is pre-taught

HOW TO USETHIS BOOK

- the number of times the text is dictated - the speed of the dictation, including the length of the pauses between sentences. In these ways the texts can be made either more or lessaccessibleto the learners. Your decisions here will depend on your knowledge of the learners'level of English. The point cannot be emphasized enough that at no level are learners expected to be able to note down all or even most of the text heard (as in traditional dictation). \fere they able to do this, then the task of reconstruction would be perfunctory and pedagogically pointless. By having only some fragments of a battered text, they are thereby compelled into creativity and construction. It is the task and the analysisofthe task that makes for the learning potential here. (As an incidental, but related point, if learners have insufficient notes to put together one of the sentences,they should be encouragedto make it up completely, taking into consideration both topical and textual considerations.)

Grading, level, and sequenceof texts This book does not follow a strictly structuralist guideline as to what should be learnt and in what order by language learners. Language learning is not seento be linear or additive in the sense that a principled structural ordering of grammar and vocabulary would suggest. This book is designedas a resourcerather than as a course,and it is expected that teacherswill select texts according to their students' needs, operating through the thematic and structural indexes for this purpose. Each lessonis designedto stand aloneas an independent unit. The texts are not meant to be cumulative in the way a coursebookis. The languageitems relevant to eachtext and lessonare dealt with as they arise in each activity, with no assumptions being made about which texts and lessonshave been previously chosen. However, an underlying premise that guides the sequenceof texts though the three sectionsofthe book is that the structures, vocabulary, and syntax becomemore complex from text 1.1 through to text 3.20. This sequencederivesfrom the writer's experience of what works at what level in the languageclassroom. In somecases,quite complex syntax and vocabularyis introduced at the elementarylevel and this is perhapsuntraditional. Because the texts are so small and compact, it is felt that structuresthat perhaps are not conventibnally taught at the elementary level can be introduced through the dictoglossprocedure. It is expectedthat the learners might produce errors in the very attempt to deal with a language point with which they are unfamiliar. They may, for example,produce the incorrect utterance 'I like be here'in the placeof 'I like being here'. However, this is the very point of

HOIil/TO USE THIS BOOK

dictogloss- to discoverthe areasof needsand then teachdirectly to that need,therebyattemptingto addressit. We shouldnot as teachersbe afraidoferror but useit to guideour approachto materialsand lessondelign. At times, too, vocabularynot traditionally taught at the elementary levelis includedin the elementarytexts. The point hereis that becausethe textsaresoshort and becausethe lexisis to be re-cycled through a number of phasesin the lesson(in the warm-up' in the dictation, in the text reconsuuctionand, finally, during the the correctionphase),thereis little discussionthat accompanies fearthat the elementarylearnerwill not cope.

Variations and consolidation You will inevitablymodily and amendthe methodto suit your own teachingcontextand conditions.Two waysin which learningcan be consolidatedarenotedbriefly below. Individual reconstruction

Grammatical and textual consolidation Following the last stageof the dictoglossprocedure,the notesmay then be exploitedby you asa way of consolidatingthe students' understandingof the structuraland textualfeaturesof the text studied.For example,the notescaneasilybe convertedto exercises of the following type: - Vho does'they'referto? - Could'ahhough' by'but'? besubstiu.ted - Vhy is 'hadreceioed' usedhercratherthan'receioed'? - If thedefinitearticle'the'is used,wouldtherebeanymeaning change?

Authentic material The textsarenearlyall adaptedfrom authenticsources,primarily mediasources.Authentic material,generallyspeaking,is very usableraw datafor the creationofdictoglosstexts.

SectionI

Pre-intermediate activities

PRE-INTERMEDIATE ACTIVITIES

1.1 MarcoPolo Famouspeople Travelling LANGUAGE POINTS

Past simple tense Prepositions: from, to, about

PREPARATION

I You may want to bring a map of the world to class. 2 Familiarizeyourselfwith Marco Polo'sroute in I27I fromVenice to China. (If necessary,seeLatham (tr.): TheTraoelsof Marco PoIo.)

The journeys of MAI{CO POLO Genoa Venice

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PRE-INTERMEDIATE ACTIVITIES

WARM.UP

I Ask around the classto find out what your students know about Marco Polo. 2 Truce his journey on the world map. 3 Talk about the journey and get your students to suggestsome of the difficulties he might have experienced, particularly at that point in history. 4 Brainstorm the subject of China.

PRE.TEXT VOCABULARY

famous (adj) wellknown to travel (a) to visit other countries iourney (n) trip to tell (z) to report, inform 1 Marco Polo was a famous traveller. 2 lnI27I he travelled from his home city of Venice all the way to China and back again. 3 He wrote a book about his journey and it becamevery famous. 4 Marco Polo was the first person to tell the world about China.

ilorEs

32 back- (Came)back, return. 53 t - This refers to book.

1.2 Earthquake TOPIC

Natural disasters

I.ANGUAGE FOINTS

Pastsimple tense Existential flrere Simple sentencestructure Prepositionalphrases

WARM.UP

- 1989.Ask your I \7rite on the blackboard:SanFrancisco studentsif any of them rememberwhat happenedat that time. 2 When they havefocusedon naturaldisasters,elicit and discuss other naturaldisastersaroundthe world. (Discussionmay raise 3 Elicit the students'viewson causes. theoriessuchas'the wrathof God', 'nature'swayof ensuring populationcontrol',andsoon.)

PRE.TEXT YOCABULARY

to searchfor (z) to look for (someoneor somethingmissing) missing(ad7) absent,someonewhom peoplearelooking for rescuer(n) a personwho tries to savesomeonein trouble suffering (n) pain, unhappiness destruction (z) damage,ruin

PRE-INTERMEDIATE ACTIVITIES

TEXT

I In 1989therewasan earthquakein SanFrancisco. 2 Many the hundredsof peoplediedin the disaster. 3 Peoplesearched city for missingrelativesand friends. 4 Rescuersworked without restfor many days. 5 There wasa greatdealof sufferingand enormousdestruction.

NOTES

Sl therewas- Theresignalsthat somethinghappenedor existed.It is the existentialsubject of the sentencewhosereal subject is A similarusageoccursin 55. earthqudke. - The definitearticle rfteis usedherefollowing the 52 thedisaster in SI . first mention (earthquake) -The definitearticleis used,asthe identity of the city 33 thecity (SanFrancisco)is alreadyknown. 34 workedwithoutrestfor mdnydays- Note the word order: verb + phrase(of manner)* prepositionphrase(of time). prepositional The order of the prepositionalphrasesmay be reversed:for many dayswithoutrest.

1.3 WorldEnglish TOPIC

English Language and communication

LANGUAGE POINTS

Present simple tense Some and oflrers as pronouns Textual reference Gerunds

PREPARATION

It may be helpful to bring a map of the world to classfor this activity.

WARM.UP

I $7ith the help of your students, identify on the world map the areaswith the greatest concentration of English speakers(native and non-native). 2 Ask your studentsto guessthe number of English speakersin the world. 'English' here should include all varieties and dialects of 'English speakers'should alsoinclude peoplewho speakit English; as a second or foreign language. 3 \il7henall the students have had a chance to guess, reveal that there are 320 million speakersof English as a first languageand 390 million speakersof English as a secondlanguage.The student whoseguesscomesnearestto that figure is the'winner'. 4 Next, raisethe topic of English as an international language. Brainstorm around the classto seewhat areasof human activity your students think English is used for. If necessary,guide them towards thosementioned in the text (diplomacy, commerce,pop music, aviation, and sport).

PRE.INTERMEDIATEACTIVITIES

PRE-TEXT VOCABULARY

diplomacy(z) politicalrelationsbetweengovernments commerce(n) tradebetweencountries aviation (z) connectedto planesand flying

TEXT

I Millions of peoplearoundthe world speakEnglish. 2 Someuse it astheir first language. 3 Othersuseit astheir secondor third language. 4 It is the world languagefor diplomacy,commerce, pop music,aviation,and sport. 5 What'syour reasonfor learning it?

IIOTES

people. 52 some- Somehereworks asa pronoun,meaningsorne 52 it- This refersto English. 52 their-This refersbackto peoplein S1. 53 others- This is usedasa pronoun,meaningotherpeople. 34 it- Again,this refersto English. 34 world- This word functionshereasan adiectivedescribing Ianguage. 35 learning- Note the useof the gerund afterreasonfor,e.g. What's practising/ E nglish? your reason speaking for learninglstudyingl

1.4 I'm Kate TOPIC

Self-identification

I-ANGUAGE

Contractions Presentsimpletense Presentperfect simple tense, showingduration (for)

FOINTS

Gerund after like Adverbial intensifier (really) PREPARATION

Name

The warm-up sectionof this activity will only work if you are dealing with a new class,or if your studentsdo not know eachother very well. Before the classbegins, copy the chart below onto the blackboard or prepare it on slips of paper, one for every two students.

W h e r e ...? H o wl o n g ...?

Age?

Married?

L i k eE n g l i s h . . . ?

PRE-INTERMEDIATE ACTIVITIES

WARM-UP

I Ask the studentsto form pairs. 2 Then askeachpair to find out their partners'names,wherethey comefrom, how long they havebeenhere,their age,whetherthey aremarried, and whetherthey like studyingEnglish. 3 The pairscaneitherrecordtheir responses on their slipsof paper,or call out the information for you to put up on the board. This will help them to get the feel of the corporarehistory of the class.

PRE-TEXT VOCABULARY

single(adj) notmarried to share(a housewith) (z) to live with otherpeople I I'm Kate and I comefrom Greece. 2 l've beenin this country for threeyearsand I really like beinghere. 3 I'm twenry yearsold and I'm single. 4 I sharea housewith two other girls. 5 I am a studentand I reallylike learningEnglish.

NOTES

Sl I'm- This is a contractionof.Iam. Sl I comefron-Alsopossiblehereis I'mfrom. 52 I'oe been This is a contractionof I haoebeen. 52 in thiscounny- This could alsobe here. 52 I reallylike - Reallyis an adverbaddingintensity to ilhe. Note its mid-positionbetween1 and like. An ahernariveis I like it oery much. 52 like being- Verbsof liking (suchaslike, looe,fond ofl and verbs of disliking(suchasdislike,hate, can'tstand)arefollowedby the gerundform: in 32 I reallylike beinghere;inS5 I reallylike leaming English. 53 twentyyearsold - This could alsobe simply tuenty;or more formally, twentyyearsof age.

1.5 Deardiary TOPIC

Diaries

LANGUAGE

Pastsimpletense Coniunctions:and because,so Adverbs of degree: too and very Zero article Contractions Prepositions:on + weekday

POINTS

PREPARATION

Bring a diary to class.

PRE.INTERMEDIATE ACTIVITIES

Display the diary to your studentsand askquestionslike these: Whatis this? adiary? Whouses ForwhatPurPose? in it? What sortof informationmightberecorded Haaeyou eoerkePta diary? Wouldyou let anyoneelsereadit? Whatwouldhappen(whatwouldyou do)if you lostit? 2 Explain that diariescanbe of two kinds: retrospective(to record pastevents)and prospective(to plan future events). 3 Checkwith the studentsto makesurethey know the daysof the weekin English.

WARM.UP

I -

PRE.TEXT VOCABULARY

basy (adj) havinga lot of things to do difficult (adj) hafi movie (z) film tred(adj) sleepy,without energy I I didn't write last weekbecauseI wastoo busy. 2 I started schoolon Monday and it's very dfficult. 3 I met somenice studentson the first day. 4 \Uflewent to a movie togetheron \Tednesdayand we had lunch with our teacherson Friday. 5 Schoolstartsagainnext Monday. 6 I'm tired now so goodnight.

NOTES

Sl di.dn't- This is a contractionof.did not. Seealsoit's (ir is) in 52 andl'm(I am)in 56. Sl /aslweek- Note zeroarticle.SeealsonextMondayin 55. 32 startedschool- Note-zeroarticle beforeschoolThis is common usingschool:e.E-to school,in school, with a number of expressions at school, frorn school,startschoolrleaoeschooLSeealsoschoolstartsin

s5.

in 54. 52 onMonday- Note zeroarticle. Seealsoon Wednesday 54 our teachersOur is understoodto refer to the Englishclassto which the writer belongs. 55 slarts- The presentsimpletenseis usedfor future meaningin the contextof a regulartimetableor programme,e.g. theffainleaoes at 6.30Pm. at 10pm, thefiIm starts

PRE-INTERMEDIATEACTIVITIES

1.6 Garlic,the greathealer TOPIC

Health and medicine

LANGUAGE

Time expressions Presentperfect simple tense Pastsimpletense Causalconnections

POINTS

PREPARATION

Bring to classa clove of garlic.

WARM-UP

I In class,ask for a volunteer for a guessinggame. 2 Blindfold the volunteer and ask him or her to try and identify the clove of garlic by touch alone. (This stageof the activity should be carried out with the volunteer's back to the class.) 3 If the student is unable to guess,invite others to try, until the garlic has been identified. 4 Then point out to the studentsthat peopleoften have strong attitudes to garlic. Ask your classhow they feel about it, and why.

PRE-TEXT VOCABULARY

to use (z) to put into action for somepurpose to heal (a) to make well again natural (adj) found in nature, not artificial safe (adj) free from risk or danger antibiotic (z) a medicine that kills bacteria iuice (n) the liquid part of a plant infection (n ) the spreadof germs

TEXT

I All through history people have used garlic for healing. 2 Peopleused it in India and China over 5000yearsago. 3 Becauseit is a natural medicine, it is a very safeantibiotic. 4 During \World \WarI, for example, doctors used garlic juice becauseit helped stop infection.

NOTES

Sl all through- Or throughout.The time phrase has greater emphasisat the beginning of the sentence. Sl haoeused- The present simple tenseis used in combination with throughto show continuity from past to present. Sl for healing- Note the gerund after used . . . for. 52 it- This standsfor garlic. Seealso 53 and 54. 52 ago- This word fixes a point in the past. The sensehere is that garlic started being used 5000yearsago and has been used continuously sincethen. - This is a subordinateclauseshowing a causal 53 because connectionto the main clauseit is a aerysafeantibiotic.Seealso 54. 54 helpedstop- Note that when help doesnot have an object, the verb that follows takes the infinitive without lo.

PRE-INTER]VI.EDIATEACTIVITIES

1.7 Childmother TOPIC

Human interest storv

LANGUAGE

Presentperfectsimpletense Pastsimpletense Of and's genitives Adiectives

POINTS

WARM-UP

1 Ask the studentsto form groupsof aboutfive. 2 Write up a 'word rose'on the blackboard.The wordsof the'rose' shouldbe arrangedrandomly,likethis: childmother

9-year-old Brazil

escape

heahhy

3 Now ask each group to take one word from the rose and develop a sectionof a short story basedon the elementsof the word rose. 4 Finally, eachgroup presentstheir version of the story to the whole class. 5 At the end of the lesson,the studentsmay like to discussthe 'official' differences between the various group versions and the version. PRE-TEXT VOCABULARY

to give birth (z) to have a baby healthy (adi) well, not sick youth (n ) a young man to run off (z) to escape illiterate (adj) unable to read or write, uneducated remote (adj) far away, distant, not easyto get to

TEXT

1 A nine-year-oldgirl in Brazllhas just becomethe world's youngestmother. 2 Shegavebirth last week to a healthy baby daughter. 3 The father of the baby, a sixteen-year-oldyouth, has run off to escapethe law. 4 Both parentscome from illiterate farming families in a remote part of Brazil.

NOTES

Sl ninelear-old - This is an adjectival phrase qualifying the noun girl. Year doesnot take a final s, asit is an adjectivehere, not a noun. Seealso 33: a sixteenlear-oldyouth. - The presentperfect simple tenseis used here SL hasjust become for a recently completed action in the past. The time adverbTusr takes a mid-position between the auxiliary has and the verb become. 32 gaoebirth- The past simple tenseis used for a completed action at a specificand statedtime in the past (lastweek). 53 thefather of the baby - Or the baby'sfather.

PRE.INTERMEDIATE ACTIVITIES

53 ftcs run off - The present perfect simple tense is used here to describe a recent event in the past where the focus is on what happened rather than the exact time at which it happened. 53 the law -'thatis, thepolice or the authorities. Acknowledgement I learnt about the word rose technique from Mario Rinvolucri.

1.8 A recordon wheels TOPIC

Travel Breaking records

LANGUAGE POINTS

Infinitives Negation: few

PREPARATION

If you are not an Australian, study a map of Australia, until you are fully confident that you could do a passableoutline sketch of the continent on the blackboard.

WARM.UP

I Draw a rough map of Australia on the blackboard. 2 Ask your students to think of as many ways as possible of travelling acrossa continent like Australia. Stop if and when anyone suggestsroller skates. If the suggestion is not forthcoming, after a while (and a few hints) provide it. 3 Elicit ideas about the sorts of problems a roller skater might face in the course of such a long journey (fatigue, hunger, danger from cars). 4 Alternatively, or additionally, ask your students for ideas on why people go to such trouble to set or break records.

PRE.TEXT VOCABULARY

Asian (ad7) from Asia to cross (z) to go across to take (time) (z) to last

TEXT

I Many students from Asian countries go to Australia to study English. 2 They also try to travel around and seeas much as they can of the country. 3 Few people, however, manageto travel the way one Japaneseuniversity student did. 4 He crossedAustralia from west to easton roller skates. 5 The journey took six months and ended in a hero's welcomein Sydney.

NOTES

Sl to study- This is the infinitive of purpose providing an answer to the question wlry. VIe could also tse in orderto srzdyinstead of the simple infinitive to study.

PRE-INTERMEDIATE ACTIVITIES

52 thecountry- This refers back toAzstraliain S1. Note that the phraseof thecountrydoesnot have to come at the end: it is also possibleto say . . seeas muchof thecountryas theycan. 33 few - This is a negative structure meaning not many. It is not to be confused with a few meaning seoeral. 53 did - This is a substitution for traaelled. 34 onroller skates- Like many idiomatic expressions,e.g. onfoot, by bike, by car, by plane, a preposition is followed by zero article before the noun.

1.9 Bulletcostsa thumb TOPIC

Accidents

LANGUAGE POINTS

Pastsimpletense Interrupted past Genitive's

WARM-UP

I Explain the context of the activity and give the title. Point out 'cost' that the word in the title can have two different meanings: 'cost'meaning'what somethingis worth'in market terms, and 'cost' meaning'causing seriousdamage'. 2 Ask the studentsto guesswhich meaning is more likely in this text.

PRE-TEXT VOCABULARY

to explode (z) burst, break up into pieces to blow off (o) destroy neighbour (n) a person who lives next door or nearby to bash (z) to hit, strike fence (n) a wall or barrier around one's home and property to rush (z) to go very quickly, in a hurry

TEXT

I An exploding bullet blew off a young boy's thumb yesterday. 2 The boy was playing at a neighbour's home when he found the bullet in the garden. 3 He bashedit on a fenceand it exploded. 4 The neighbour heard the boy's cries and called for help. 5 An ambulancerushed the child to hospital.

NOTES

Sl blew off -The phrasal verb may be split up by the direct object: blew a young boy'sthumb of. Note that the verb is in the past simple tense(like all verbs in this text exceptwasplaying in 52). Sl boy's- Note the genitive 's to indicate possession.Seealso neighbour'shome(52) andboy'scries(54). 52 the boy -The article rfteis used,herebecausethe reference is definite, having been mentioned earl,ier,inSl (a youns boy).

PRE.INTERMEDIATE ACTIVITIES

52 wasplaying . . . found- This is the interrupted past constructionusedto showhow one(morecontinuous)activity (zlas playing)isinterrupted by another(found).The first activity takes the pastcontinuoustenseand the interrupting eventtakesthe past simpletense. 53 tt- That is, thebullet. - The conjunctionandlinks the two clausesand 33 andit exploded it the senseis oneofcauseandeffect:the bullet explodedbecause wasbashedon the fence. 54 neighbour-This could refer either to the personwho ownedthe houseon the propertywherethe boy wasplaying(asreferredto in home),or a neighbourof that person.The 52 asa neighbour's identity is neitherclearnor very important here. 34 calledfor help- Probably,telephoned. SS to hospital- Note thereis zeroarticlein this fixed idiomatic phrase.

1.10 Miracleplunge TOPIC

Human interest story Accidents Domesticviolence

LANGUAGE POINTS

Simple sentencestructure Past simple tense Articles Prepositionsand prepositional phrases

WARM-UP

I Tell the classthat theyaregoingto heara storyabouta'close shave'inan accident. 2 Explainwhat a closeshaveis. 3 Givean exampleof a closeshave,e.g. a slateor tile falls off a roof just in front of somepassers-by, but doesnot hit them;a carskids acrossa roadinto oncomingtraffic, but miraculouslyskidsback ontothe correctsideofthe road;andsoon. 4 Ask the studentsif they haveeverexperienceda closeshave.List theseon the blackboard. 5 If the studentsseeminterested,they rnaywant to discusswhose closeshavewasthe most interesting/horrifying/terrifying/ incredible.

PRE.TEXT VOCABULARY

high-rise(adj) verytall (building) floor (n), storey (n) onelevelof a high-risebuilding argument(n) a quarrelor disagreement to throw (a) to sendsomethingthrough the air to plunge (z) to fall

PRE.INTERMEDIATEACTIVITIES

passer-by(z) apedestrian to survive (a) to manageto stayalive bruise (n) a painful, discolouredmark on the skin I A two-year-oldgirl lived with her motherin a high-rise building. 2 They lived on the fourth floor. 3 One day the fathercameto visit and an argumentstarted. 4 The father got angryand threw the girl at a window. 5 It brokeand the girl plungedtowardsthe ground. 6 At the last momentshefell into the armsof a passer-by. 7 Shesurvivedwith only a few bruises anddoctorscalledit a miracle. NOTES

Sl twoaear-old- Note that thereis no final s onyear.The construction(number)*year*old is a fixedadjectivalphrase qualifying the noun that follows(in this casegrTl). 52 on- Note that onis the correctprepositionin this placephrase (notin or at). 33 thefather- That is, thegirl'sfather. 53 came- That is, cameto thehome. 55 t- That is, thewindow. 35 towards- This is a prepositionindicatingmotion. S7 it- That is, thegirl'ssuruioal.

1.11 Passivesmoking TOPIC

Health Environment Rights

LANGUAGE POINTS

Present perfect simple tense Prepositions Articles

WARM.UP

I Tell your studentsthat in this activity they will be discussingthe subjectof smoking. Make it clear to them that whatever their views on smoking, you and they will not be taking a judgemental attitude to smokersas people. This will ensurethat in the class'survey', no individual will feel threatened. 2 Ask the studentswhich of them smoke and which do not. 3 \7hen you have counted them, try to pair a smoker with a nonsmoker, or divide the classinto mixed groups. 4 Next, ask eachgroup to considerand discusstheir own attitudes to smoking in public. This will inevitably raisethe question of the rights of smokersversusthoseof non-smokers,aswell as the problem of passivesmoking.

PRE.INTERMEDIATE ACTIVITIES

PRE.TEXT VOCABULARY

to be aware (z) to know about risk(n) danger passive (adj) notactive non-smoker (n) aperson who does not smoke to ban (a) to prohibit

TEXT

I For a long time peoplehave known about the dangers of smoking. 2 Recently they.have become aware of the risk of passivesmoking. 3 Passivesmokers do not smoke but share their air spacewith smokers. 4 As a result Government Departments have banned smoking in the workplace.

NOTES

Sl haoeknmnn- The presentperfect tenseis used here (and in 52 haoe becomcand 54 haoe banncd) becausewhat is important is the recent actions or events and the fact of the happening rather than the precise time focus. 53 but shnre- The subject Qtassioesrnokers,or a pronoun, they) is omitted but understood. 54 as a resuh- This is a discourse connective showing result or consequence.

1.12 Roadtoll TOPIC

Accidents Alcohol

LANGUAGE POINTS

Presentperfect simple tense Passives Articles: definite and zero Substitution Simple sentenceconstruction

WARM.UP

I Ask the studentsto think aboutthe factorsthat contributeto roadaccidents. 2 Elicit asrnanyaspossible(but at leastfive), and list them on the shouldbe someof the blackboaid.Among their suggestions following: - poorroads - alcoholabuse - dioer fatigue - carel-essnzss - aggression - Iackof courtesy - badweathercorditiuts - suddenillness(heartattacks,beeor waspstings,etc.) - changein tafftc conditions

PRE-INTERMEDIATE ACTIVITIES

3 Then askthe studentsto rank the factorsin order of greatest degreeof personalresponsibility/seriousness. 4 The studentsmay want to discussany differencesof opinion betweenthem. PRE.TEXT VOCABULARY

decade(n) tenyears road toll (z) the number of peoplekilled on the roadsin a set period of time to rise (z) to Boup, increase to iniure (o) to hurt alcohol (n) anintoxicatingliquid drunk driver (m) a driver who is under the influenceof alcohol to endanger(a) to put at risk passenger(n) someonetravellingin a vehicle pedestrian(n) a personwalking on the street

TEXT

I Over the last decadethe roadtoll hasrisendramatically. 2 Every yearmore peopleareiniured or killed in roadaccidents. 3 Alcohol is a maior factorin the road toll. 4 Drunk drivers and endangertheir own livesaswell asthoseof passengers pedestrians.

NOTES

S1 ftasrisen: The presentperfectsimpletenseis usedhereto indicatea time focusof recent'pastcontinuinginto the present. 52 injured . . . killed- The passiveis usedto giveemphasisto the victims, or receiversof the action,ratherthan its agents. 53 alcohol- Note zeroarticlebeforethis uncountablenoun. 54 thoseof -Thatis, thelioesof.

1.13 BabyHotline TOPIC

Parenting

LANGUAGE POINTS

Presentmodals: canand should HeIp * infinitive without fo Gerund after about

WARM.UP

I Conducta mini-surveyto find out which, if any, of your students havechildren. 2 If noneof them does(or with a very youngclass),askthem to' . imaginesomeof the problemsanddifficulties of becominga parent for the first time. 3 Ask them wherethey would go if they neededinformation.

PRE-INTERMEDIATE ACTIVITIES

on the blackboard.Thesewill 4 List someof their responses probablyincludefamily, friends, books,neighbours,government hotlines,andsoon. services, ideasthey havesuggested,put up a classsurveychart the 5 Using below to showhow individualsthink they would cope the one like with a new baby. The chart will alsoindicatewhat the majority choicesof the classwould be.

Name

PRE-TEXT VOCABULARY

Family

Books

Government Neighbours

to dial (z) to select the numbers to make a telephone call to feed (z) to give someonefood to eat nutrition (n ) eating habits

to care for (o) to look after TEXT

I A new telephoneservicefor parentshasstarted. 2 Peoplecan dial the Baby Hotline number to get informationaboutbabies. 3 They canfind out aboutfeeding,nutrition, safety,health,and sleeping. 4 The serviceshouldhelp new parentslearnmore about caringfor their baby.

NOTES

Sl ftasstarted- The presentperfectsimpletenseis usedto indicate a recenteventwherethe exacttime is not asimportant asthe fact that the eventhappened. arefreetolareableto. Note that 32 peoplecan- Meaningpeople thereis no to beforethe following verb candial. A similar useoccurs inS3 canfindout. 52 togetinfonnation- This is the infinitive of purpose.It providesa reasonfor the precedingverbdial. $ rtnd oilt - Note that this phrasalverb hasthe meaningger infonnation. - Note the gerundafter the 33 aboutfeeding. . . sleeping prepositionabout.There is anotherexampleof this usein 54 leam. . .aboutcaring.

PRE.INTERMEDIATE ACTIVITIES

serice. 54 theseruice-That is,thenaaBabyHotlinetelephone 34 shouldhelp-The presentmodalshouldis usedhereto indicatea strongexpectationor possibility. 54 helpneu pdrentslearn- Note the syntax:verb + direct obiect + verb. After help,the robeforethe next verb (Ieam)may be omitted. 54 newparenr - Note the chainof referencethrough the text: parents(Sl), people(52), they(S3), and newparents(54). 54 their- This refersback to newparents.

1.14 Girlsstepout Education Sexism

LANGUAGE POINTS

Willfor the future Present tense after coniunctions of time Articles: definite and zero

PREPARATION

Collect a few examples of sex stereotyping or gender-specific occupations from books, magazines, or newspapers. Also try to find examples of the reverse- instances where job divisions have successfullybroken down, e.g. women becoming bus drivers, plumbers, top managers;men becoming nurses, househusbands, secretaries.

WARM-UP

I \7rite on the blackboard the question: - lVhat kinds of work do menand womentraditionallylconoentionally do? 2 Next, brainstorm the subject of gender-specific occupations, and list the students'responseson the board. 3 Ask the students in what areasjob division is beginning to break down. For example, among the occupations they have named, are there any that are now commonly available to the other sex? 4 Try to extend the discussion by asking for examples from your students' own observation or experience. 5 Elicit their reactions to the changesthat are taking place.

PRE.TEXT VOCABULARY

to encourage (o) to support, give hope subiect (z) a branch or area of study to choose (a) to pick out, select broad (adj) wide career (n) job or profession

PRE-INTERMEDIATE ACTIVITIES

TEXT

I A new plan for schoolswill encouragegirls to study subjectslike Mathematicsand Science. 2 It will start assoonasthe next school term begins. 3 Girls will be ableto choosea broaderrangeof schoolsubiectsthan in the past. 4 The programmewill broaden girls' careerchoicesafter they leaveschool.

NOTES

32 it -That is, thenewplan. 52 assoonas . . . begins- Conjunctionsof time, like cssoonas)are not usuallyfollowedby a verb in the future tense.Insteadthe presenttense(begins)is usedto expressa future meaning.Seealso 34 (aftertheyleaoe). 53 broader. . . than- The comparativeadjective(broader)is followedby the conjunctionthan. in the 53 thanin thepast- That is, than(theywereableto choose) past. 54 theprogtamme-That is, the new plan for girls. Note the lexical (S1); t (S2); chainrunning through the text: a newplanfor schools (Sa). theprogramme 54 girls'- Note the apostropheafter the final s to indicateplural possessive. 54 career- This is usedhereasan adjectivequalifying the noun choices. 34 after . . . leaoe- The conjunctionof time (after)is followedby a presenttense(Ieave)to indicatefuture meaning.

1.15 Bookcovers TOPIC

Appearance People

LANGUAGE

Pronouns Modals: may and should Presentsimple tense Direct and indirect obiects

POINTS

WARM-UP

I \frite the following saying up on the blackboard: - You can't judge a book by its cooer. 2 Ask the students what they think the saying means. 3 Next, elicit equivalent proverbs or sayings in their mother tongue(s), and encouragethem to think about and discussthe similarities and differences. 4 While they are discussing, write up the following questions on the blackboard: - Do you agreeor disagreethatyou can't judge a book by its cooer?

- Whv?

PRE-INTERMEDIATE ACTIVITIES

discussion. 5 Elicit the students'viewsandencourage PRE.TEXT VOCABULARY

to vary (z) to be different personality (n) the featuresor qualitiesthat makeup a person's individual character to tell (z) to be ableto judge iolly (adj) happyand outgoing to iudge (a) to evaluate,form an opinion appearance(n) the way a personlooks I Peoplevary greatlyin the way they look and in their personality. 2 \7e often think we cantell someone'spersonality from the way they look. 3 For example,we may expecta thin personto be quiet or shy while we may expecta fat personto be jolly and friendly. 4 We shouldremember,however,that we can'tjudgea book by its cover,andwe can'tjudgea personby their appearance.

NOTES

52 we-We is usedto expressthe ideaof peoplein general. 32 tell . . . from- Note the prepositionfromwhichlinks theway theylookto the verb tell. S3 mayexpect-The modalmay denotesa degreeof possibility. 33 while- The conjunctionemphasizes the contrast(thin versus fat) signalledby the balancedsentence. - Note that the plural possessive pronountheir 34 theirappearance is usedto avoidusingftlsor herin referenceto person.

1.16 Naturallyhealthy TOPIC

Health Nature

LANGUAGE POINTS

Presentsimple tensefor generalstatements Adverbsoffrequency First conditional construction

PREPARATION

Collectsomenaturalherbsand medicinalflowersto bring to class.

WARM.UP

I Startthe sessionby askingthe studentswhat they do when they feelsick(unwell). 2 Showthe classthe herbsand flowersyou havebrought in and elicit comment,for example,haveanyof your studentsever used herbalmedicines?Do they know anyonewho has?\7hat kind of resultswereobtained? 3 Discusswith your studentsdifferent medicalcustomsand practicesthroughoutthe world and throughouthistory (eastversus west,ancientversusmoderntimes).

PRE-INTERMEDIATE ACTIVITIES

PRE.TEXT VOCABULARY

herb (n) a floweringplant usedin cookingor medicine nervous(adj) feelinguneasyor worried tense(adj) unrelaxed to relax (z;) to restand feel at ease camomile (n) a floweringplant usedasa medicine

TEXT

I Peopleusuallygo to the doctoror chemistwhen they feel sick. 2 However,you canoften help yourselfwith natural medicinesand herbs. 3 For example,if you drink warm milk with honey,you will sleepwell. 4 If you feel nervousor tense,a cup of camomileteawill relaxyou. 5 For thousandsof years, naturehashelpedpeopleto help themselves.

NOTES

Sl usually- Adverbsof frequencyusuallytake a mid-position betweenthe subject@eople)and the verb (go).This alsoappliesto (seeS2). youcdnoftenhelP - This is a sentenceconnectorindicating contrast. 32 howeoer 53 if you drink . . .youwill sleep- This is the first conditional construction(i/followedby willin the main clause).Another exampleoccursin 54. 55 nature- The word could alsohavea capital:Nature. 55 ftashelped- The useof the presentperfectsimpletenseallows for the conceptofcontinuity from pastto present. 35 to help- Here the lo may be omitted. - The reflexivepronounrefersbackto people. S5 themseloes

1.17Theenemy,man TOPIC

Wildlife Conservation

LANGUAGE POINTS

Presenttensefor generalstatementsand regular activities Passivevoicefor processfocus Zero article with plural nouns Preposition: for

PREPARATION

WARM.UP

I Show the classthe animal products you have brought in' ., guesswhat they have in common. your Ask

studentsto

PRE.INTERMEDIATE ACTIVITIES

3 Ask the following kinds of questions: - Wouldanyonerefuseto buyany of theseproductsonprinciple?

- whv?

- Whatdoesthat tellyou aboutthekind of personheor sheis? 4 Next, displaythe visualsyou havebrought in, and askwhat productsthe animalsin the picturesarehunted for. PRE.TEXT VOCABULARY

to club (o) to hit with a heavystick skin (z) the outer coveringof an animalor human to track down (a) to hunt or follow the courseof (an animal) to destroy (a) to kill ivory (n) the materialof elephanttusks to hunt (z) to look for with the intention of killing oil (z) a fatty liquid madefrom animalfats species(n) a groupingof animalsaccordingto their characteristics to endanger(z) to put at risk fashion (z) modern,up-to-datestyleof clothes 1 Man is an enemyto many animals. 2 Baby sealsareclubbedto deathfor their skins. 3 Crocodilesaretrackeddown and their skinsareusedfor handbagsand shoes. 4 Elephantsaredestroyed for their ivory whidh is usedfor jewellery. 5 \ilhales arehunted for their oil. 6 Whole speciesarebeingendangeredfor fashion! Sl man- The usehereis generic,meaningthehumanrace. Sl an enemy-The articlean maybe omitted here. 32 areclubbed- The presentsimpletenseis usedto refer to activitiesthat regularlyoccur. The passiveis usedto focusattention on the processrather than on the agent.A similar useof the present simplepassiveoccursinS3 (trackeddman,used),34 (aredestroyed, used),35 (arehunted). 52 for - The prepositionheremeans/orthesakeo/. Other examples occurin 54 and 55. 34 which- The relativepronounstandsfor the nounioory. -The presentcontinuoustensehereshows 56 arebeingendangered a trend ofeventsoccurringin thebroadpresent,that is, a statethat beganin the past, existsin the presentand, asit is not yet resolved, continuesinto the future. 56 for fashion-For (the sakeof) fashion.

PRE-INTERMEDIATE ACTIVITIES

1.18Superstitions andyou TOPIC

Superstitions

LANGUAGE POINTS

Questionforms: subiect-verbinversion Gerunds after about Future conditional would

WARM.UP

I At the start of the session,write up a few questionson the blackboard: - Whatdoesa blackcatmeantoyou? - Or thenumber13? - Or throwingsahooeryour left shoulder? 2 Ask aroundthe classwhat superstitionsthe studentscan remember.(In a multilingualclassyou maygeta widevariety.) 3 Try to establishwith your classwhich superstitionsthey think areuniversal,and which aredefinitelyculture-specific. 4 Encourageyour studentsto discusstheir own feelingsabout superstitions,suchashow they feelwhen they knowingly breaka superstition,when they haveexperiencedsuperstitionsbeingwell founded,andsoon.

PRE.TEXT VOCABULARY

to have secondthoughts (idm) to be unsure,hesitate,worry about doing something ladder (z) movablestepsusedfor climbing to cross your path (idm) to meet

TEXT

I Are you superstitious? 2 rilTouldyou havesecondthoughts aboutwalking under a ladder? 3 How would you feelabouta black cat crossingyour path? 4 \7ould you worry aboutcatching a planeon Fridaythe 13th? 5 Canyou honestlysaythat you have no superstitions?

NOTES

Sl areyou - Note the reversalof subjectand verb in the question form. Thereareotherexamples: wouldyou(S2,53)andcanyou

(ss).

52 would - There is the senseof an implied (second) conditional constructio n: If you had to walk undera ladderwould you haoesecond thoughn? 52 about walking - Note the use of the gerund after about. There are other examples:aboutcrossing(S3) and aboutcatching(Sq. 55 honestly- Note the mid-position of the adverb between subject $tou) and verb (say). 55 you haaeno - Or you don't haaeany.

PRE-INTERMEDIATEACTIVITIES

1.19 Dailyprint TOPIC

Newspapers

LANGUAGE POINTS

Present simple tense for general statements Impersonal you Ellipsis

Presentmodals: can andmay Cataphoric (forward-pointing)reference PREPARATION

Beforethe classstarts,eitherwrite up the chartbelowon the blackboard,or prepareenoughcopiesfor onequarterofthe class (eachgroupoffour studentsshouldhaveonecopy).

Name Newspaper Number/week E mploymentT V/radio Entertainment

r-,-\

-,/\

,4.

,,^.

WARM-UP

1 If you decideto do this part of the activity in groups, divide the classinto groups offour and give eachgroup a copy of the survey chart. 2 Each group should carry out a survey among its members to find out who readsa newspaper,how many times a week, and for what purpose. They then report back to you. 3 Collate the results on the board and summarizethe overall results. 4 The students may want to discuss significant differences and the possiblereasonsfor them.

PRE-TEXT VOCABULARY

worthless (adi) without value treasure (z) worth a lot of money to find out (z) get information about forecast (n) prediction real estate (z) land and housevalue entertainment (z) amusement to wrap up (z) to fold paper around mine (n) a sourceof treasure

TEXT

I Yesterday'snewspaperis worthlessbut today's is a treasure. 2 You can find out the news in your city or in the world. 3 You can alsofind out the daily weather forecast. 4 In addition, newspapersoffer financial news, employment advertisements, real estate)specialfeatures(like food, health, and travel), entertainment, and TV and radio guides. 5 So, while tomorrow you may wrap up your rubbish in it, for today at least your daily newspaperis a mine of information.

NOTES

PRE-INTERMEDIATE ACTIVITIES

- This is a generalreferenceto any newspaper Sl yesterday's newspaperthat is not current. is omitted but understood. Sl today's- Today'sneznspaper 32 you- This is the impersonaluseof you meaningpeople.(Seealso 53andS5.) 55 so- This is a linking word indicating resultor consequence. meaningof 35 while- This conjunctioncarriesthe concessional eaenthough. is usedto indicatethe 55 wrapuptour rubbish-This expression worthlessness. newspaper's in the main 55 it- This refersforward toyour daily newspdper clause.

1.2OManin space TOPIC

Spaceexploration Famouspeople

LANGUAGE POINTS

Clausesin apposition Pastsimple tense Passives Verb + adiectivecompounds Ellipsis

WARM.UP

I Createthe following word roseon the blackboard: hero

dsffondut

YuriGagarin Russia responses, 2 Ask the studentsto providecomments,associations, at the appropriate or memories,and write up their suggestions point on the word rose.

space

VARIATION

Another way of doing this warm-upis to divide the classinto two groups,thosewho haveheardof Yuri Gagarin,and thosewho have not. The oneswho havenot then questionthe othersto get asmuch informationaspossible.(This variationwill only work if the classis very variedin ageand background.)

PRE.TEXT VOCABULARY

flight (z) trip folk (adi) popularamongordinary people throughout (prep) all over, all around namein honour (idm) to give(something)a namein memoryof (someone)

PRE-INTERMEDIATE ACTIVITIES

I It is over twenty-fiveyearssinceman'sfirst flight into space. 2 This wasperformedby the Russian,Yuri Gagarin,a farmer'sson and father of two. 3 Gagarinbecamea folk heronot only to his own peoplebut alsothroughoutthe world. 4 His life wascut short in a tragicplanecrashin 1968. 5 However,his nameis kept alivein the many streetsand parksthat werenamedin his honour aroundthe world, the world he wasthe first to seefrom sofar above. NOTES

Sl iris . . . since-Thisconstruction:itis * timephrase* sinceis a way of measuringthe time spanbetweena pasteventand the present. Sl man's- That is, belonging to thehumanrace. Sl space Note the zeroarticlebeforespace. 32 waspuformed- This pastsimplepassiveconstructionis also usedin other placesin the text: wascutshort(54), werenamed(55). 32 the Russian. . . - The noun following Russian(mnnor cosmonaut) is omitted and understood. 52 YuiGagarin This phraseand the oneafter tt(afarmer's sonandfatherof two) arein appositionto the Russian. 52 father- The a beforea farmer'ssozalsoappliesto father. S3 Gagain - This proper noun now becomesthe key referentto makethe rest of the text cohesive:hisffi (S4),ft?snamc(55), his (S5),fte(S5). honour 54 cutshort- This is a verb * adjectivecornpound.There is anothersuchcompoundin 35 keptalioe. 35 theworld . . . abooe- This phraseis in appositionto the previousnountheworld. It could be expressed(if lessdramatically) in a relativeclause:namedin hishonouraroundtheworldthat hewas thefirstto see. . . .

Sectron2 Intermediateactivities

INTERMEDIATE ACTIVITIES

2.1 Thejob race TOPIC

Employment

LANGUAGE POINTS

Articles: definite, indefinite, and zero Simple sentence construction Textual cohesion

WARM.UP

I Ask the classto think about the stagesinvolved in applying for a job, e.g. reading the advertisements)telephoning or writing for information, writing or filling in an application form, preparing a r6sumd(CV) and, finally, the interview. 2 Elicit the students' suggestionsand write them up on the blackboard. 3 Divide the classinto groups of five or six and ask them to rank the stagesand tasksin order of difficulty. 4 When the groups have reported back to you, comparethe various rankings and discussany differences of opinion.

PRE.TEXT VOCABULARY

competitive (adj) asituation where there are other people wanting what you want and therefore making it more difficult for you to be successful to seek (o) to look for r6sum6 (n) a statementof one's educationaland employment history technique (z) a procedure, method, or way of doing something fee(n) charge,cost worthwhile (adj) vafuable investment (n) a sum of money spent with the aim of earning money from it in the future

TEXT

I \7e live in a time of rising unemployment. 2 This makes the job market very competitive. 3 Many people are now seekingthe servicesof a new type of company to prepare them for a job application. 4 The company helps in a variety of ways, from writing the r6sumd to training the applicant in interview techniques. 5 The fee is high but many job seekersconsiderit a worthwhile investment in the competitive racefor a iob.

NOTES

Sl we lioe -The tensehere and throughout the text is the present simple tenseused for generalstatementsof the present. 52 this- This refers back to all of S1. 33 are now seeking-The presentcontinuous tenseis used here for a time focus that applies to the broad present, or thesedays. The adverb of time now takes a mid position between the auxiliary (are) and the main verb (seeking). 34 the company- This refers back to 53 where the first mention of the company is made, at which time the indefinite afiicle (a) was used.

INTERME DIATE ACTIVITIES

34 from . . . to - This structureshowstheoarietyof waysreferred to earlier. on thepreoioustraining. is dependent 54 in - Thepreposition 55 t-Thatis, thefee. it (to be)a. it a -Thatis, consider 55 consider

natureor nurture? 2.2 Intelligence: TOPIC

People

LANGUAGE POINTS

Subordinate clause structure Zero article Passives Past tenses

WARM.UP

I Introduce the subiect of heredity by asking your students questionssuch as: - lVhat hazse you inheritedfrorn your parentsor family? - What kinds of traits run in your family? - What doyou think hasmoreinfluence,heredityor enaironment? - In termsof intelligence, which is more important, nature or nurture? (Your students are likely to come up with a range of characteristics such as eye colour, hair colour and texture, body shape, height and weight, personality, musical and linguistic talent, shyness,senseof humour, a fiery temper, and many others!; 2 Note: in the event of there being any obvious congenital defects among the students, the idea of talking about what they have inherited ought to be abandoned.

PRE.TEXT VOCABULARY

to inherit (o) to receive (a family characteristic) through birth to gather (o) to collect identical (adj) exactly the same to bring up (o) to raise (children) to grow ap (o) to be raised remarkable (adj) worthy of notice

TEXT

I Scientffic studies suggestthat intelligence is at least partly inherited. 2 In other words, intelligent parents are more likely to have intelligent children. 3 Some information about this has been gathered from studies of identical twins who were brought up separately. 4 Although they grew up in different environments, their school results were often remarkably similar.

NOTES

Sl that - The relative pronoun thatbegins a noun clause. 32 in otherwords- This phrase indicates that the previous sentence is going to be echoed in different words.

INTERMEDIATE ACTIVITIES

S3 aboutthis- Thisrefersto the ideaof intelligencebeing inherited. - The presentperfectsimpletenseis usedfor a 53 hasbeengathered recentactionwherethe focusis on the eventrather than on the precisetime at which it occurred. 33 whou)ere- This is a definingrelativeclauseasthe informationit ru:ins). containshelpsto identify the antecedent(identical coniunctionintroducesa point of 54 ahhough-The concessional contrastbetweenthe two ideasin the sentence,i.e. different environment,but similar schoolresults. 34 theyltheir- Theserefer to theidenticaltwinsmentionedin 53. 54 grewup -The simplepasttenseis usedfor completed in the past- other examplesof this arewerebrought actions/events up (53)andwere(54).

2.3 Freedomof speech TOPIC

Politics Government

LANGUAGE

First conditionalconstruction Passives Presentmodal can Impersonalyou

POINTS

WARM-Up

I Tell your studentsthat the topic of this activity is freedom. 2 Next, brainstorm the word'freedom'. 3 Note the students'ideason the blackboard. 4 Then elicit the various kinds of freedoms that characterize (and are often taken for granted in) a democratic society, e.g. freedom of speech,of assembly, of political affiliation, of sexual preference, of religious practice, and others. 'political'freedoms 5 You may find that a number of thesemore have already emerged in the earlier brainstorming. Your students might be surprised to find out iust how'political' they are! 6 Finally, explain the difference between the countable and uncountableusesof the noun'freedom'.

PRE-TEXT VOCABULARY

feature (z) aspect, part, characteristic to arrest (a) to capture (by police) to dare (o) to challenge to criticize (zt) to find fault with informer (z) a person who gives information about criminal activity to the police

INTERMEDIATE ACTIVITIES

TEXT

I Freedom of speech,or the right to say what you think, is the most important feature of a democratic society. 2 Unfortunately, in many countries you can get arrested if you dare criticize the government. 3 In such countries, informers are paid to report on the activities of student groups, workers, and university teachers. 4 If you criticize the government you can get beatenup, imprisoned, or even killed.

NOTES

Sl or - The conjunction signals that the following phrase is an expansion of the subject, freedomof speech. 'general' you, meaning peoplein general.Other Sl you - This is the examplesappearin 52 and 54. 32 can get-The modal canheredenotespossibility. Another exampleisin 54 cangetbeatenup. . . . 32 anested- The passiveis used, as the focus is on the processor what happensto theyoz of the sentence,not on the agent(s)of the action. Other examples of the passiveoccur in 34: beatenup, imprisoned, and kill ed. 32 if - The conditional introduces thâ&#x201A;Ź subordinate clausein a first conditional construction. Another exampleoccurs inS4 if you citicize thegooernment. 32 dare criti.cize- Note that where an infinitive follows immediatelv after dare, the ro of the infinitive may be omitted. 53 in suchcountries- This phrase links 53 to 52 and provides more detail on the samesubiect. 33 arepaid - The understood agentsof the action are the police. 53 reporton -The preposition on is part of this phrasal verb. 34 thegooernment- This is an on-going reference, first introduced in 52. 54 you cdn get- This phrase is omitted but understood before the last two verbs: (you can get) irnprisonedor (jtou can) eoen(eet) kiUed.

2.4 Lifeon the outside TOPIC

Prisonsand prison life Changeand adaptation

LANGUAGE POINTS

Gerund(assubiectand complement) Presentparticiple Preparatoryobiect construction Prefixes

INTERMEDIATE ACTIVITIES

WARM-UP

I Introducethe topic of prisonandprisonlife. 2 Ask the studpntsto considerthe caseof a prisoner,JoeX, who afterspendingtwelveyears'inside'. hasjust beenreleased 3 Brainstormaroundthe classto find out what sortsof skills the studentsthink Joehaslearnedon the'inside',andwhat skillshe is goingto haveto re-learnto copewith life'on the outside',now that he is a freeman.

PRE-TEXT VOCABULARY

to admit (o) to state,confess to conceal(z) to hide stigma(n) shame

TEXT

I Returningto societyafter havingbeena prisoneris like goingto live in a country with a totally different culture. 2 The ex-prisonerhasto re-learna varietyofforgottenskills,suchasusing money,making choices,and developingrelationshipswith people. 3 Many find it difficult to admit that they needhelp. 4 Most spenda greatdealof energyconcealingthe stigmaof their past.

NOTES

Sl retuming- The gerundoperatesasthe subjectof the sentence. Sl goingto lioe- Here the gerundactsasthe complementafter is. Sl afterhaaingbeen- Or afteronehasbeen. . . re-learn- Note how the morphemesex andre 32 ex-prisoner function asprefixesto giveadditionalmeaningto the word: ex : past,no longer,andre: do again. -The gerundsherefunction in 32 using. . . making... . deoeloping appositionto their antecedent,forgouenskilk. LikewiseTnost in 54 standsfor 53 marry- That is, manyetcj)risoners. rnostex-pisoners. 53 find it dfficuh-.ft servesasthe preparatoryobjectbeforethe 'reall obiectwhich is the infinitive to admit.This is a common constructionwhen thereis an adjective(ashere,difficuh)connected with the obiect. 34 concealing-Hercthe-ingformis more a participlethan a gerundbecauseit functionsmorelike a verb than a noun. Another way of constructingthis would be: mostttyoeryhardto conceal.

INTERMEDIATE ACTIVITIES

2.5 Pre-quake iitters TOPIC

Natural phenomena Behaviour

LANGUAGE POINTS

Passives Present simple for general statements Word compounds Adverbs Time phrases

WARM.UP

Introduce the subject of premonitions by asking questionssuch as: - H aae any of you eaerexpeienceda forewarning that something terrible was about to haPPen? - How did you feel at the time? - How canwe accountfor thesepremonitions? - How oalid are theyaspredictorsof doomor imminentdisaster?

PHE.TEXT VOCABULARY

to go berserk (z) to act in a wild, crazedway to howl (a) tomake a long, loud, wailing noise like a dog or wolf prone (adj) liable to, subject to the effect of zone(n) area,region to affect (o) to have a result on nausea (n) afeelng of sickness, wanting to vomit to release (o) to set free, let out

TEXT

I Shortly before an earthquake animals are known to go berserk: dogs bark and howl, cats run into the streets, and mice run around in circles! 2 This has often been noted by farmers and other country peoplein earthquake-pronezones. 3 Somepeople, too, are affected with complaints of headache,nausea,and general 4 Apparently, before an earthquake, electricity is irritability. releasedby the earth and this accounts for the pre-quake jitters that are experienced by animals and people alike.

NOTES

Sl are knozt;n- The present simple tense is used here for a thing generallyconsideredtruth. It would alsobe correct to use the presentperfect simple tense:haoebeenknown. Sl known- The passivevoice is used here to indicate that the focus is more on the processthan the agent. Other examples of the passive are: noted(52), affected(S3), released, and expeienced (54). 52 this- That is, thefact that animals tnay go berserkbeforean earthquake. - Note the addition of the adiectiveprone to the 52 earthquake-prone meaningprone to earthquafres.This is a compound to create noun not uncommon in English, e.g. accident-prone,sickness-prone) failure-prone. Other adjectives can be attached to form a similar

INTERMEDIATE ACTIVITIES

(alsorain-proof,wind-proof, compound,e.g. earthquake-proof burglar-proofl. by theearthbefore 34 this- That is, thefact thatelecticityis released an edrthqudke.

2.6 Battleson the homefront TOPIC

Parent-childrelationships The family Behaviour

LANGUAGE POINTS

Questionforms Idiomatic expressions Zero article

WARM.UP

I Raisethe subjectof family life, and askyour studentsto spenda few minutesthinking back overtheir childhood. 2 Ask questionssuchas: - What sortof childwereyou? - Wereyou'good', 'naughty', or 'somewhere in between'? 3 Ask the studentsto decidewhich of the abovethreecategories they feel they fell into. (It is important that the studentsshouldnot into a negative feeijudgedin any way abouttheir self-selection categoryrelatingto the past.) 4 Ask the studentsto work in groupsto comparenotesabouttheir about childhood.Eachgroup shouldtry to reachsomeconsensus in between good/naughty/somewhere a whattheymeanby'being child'. they areready,the groupsreport backto the wholeclass 5 \U7hen statements.If they wish' they may discuss with their consensus differencesof opinion.

PRE.TEXT VOCABULARY

to drive (someone)crazy(idm) to makesomeonevery angry, irritated, or upset to drive (someone)up the wall(i"dm) asabove to nag (o) to asksomeonerepeatedlyto do something to despairQt) to giveup hope at hand (idm) available disobedient(adi) not doing what (they are)told to do harmony (n) agreement,goodrelations

INTERMEDIATE ACTIVITIES

TEXT

I Is your child driving you crazy? 2 Are you being driven up the wall? 3 Do you nag and nag, day in, day out, all to no avail? 4 Are you exhausted by the battles of everyday family life? 5 If so, don't despair, for help is at hand. 6 A new training programme has started up for parentswith disobedientchildren. 7 It aims to improve parenting skills and increasefamily harmony.

NOTES

52 areyou beingdriaen- The presentcontinuous tense,passive voice is used for an action that refers to a broad present time zone with an understood agent (your child in Sl). 53 all to no aoail - This is a fixed idiomatic expression, meaning without success. 55 z/so- So is a substitution that avoids the repetition of the phrase in the previous sentence:exhaustedby the battlesof eoerydaylife. 55 don't - This is the negative imperative form. The writer is addressingthe reader as the understoodyoa. 55 help is at hand - Note the zero article before help and hand. 56 startedup - The up may be omitted. 36 with-Or of. S7 it - That is, the training programmefor parents,in 56. S7 parenting skilk - Note the zero article here, and also before family harmonyin the samesentence. S7 increase- The ro before the infinitive verb is omitted but understood to carry over from its use before improae.

2.7 Onein ten million TOPIC

Accidents

LANGUAGE POINTS

Pastsimple tense Had befterconstruction Interrupted past time Non-definingrelative clauses

WARM.UP

I Lead into the topic by talking abouttragic accidents,brushes with tragedy,andcloseshaves. 2 Ask'your studentswhetherthey haveeverexperiencedanything similar, and how they felt aboutit. 3 Note: we suggestthat this topic shouldnot be chosenif thereis anyknown tragedyamongthe classmembers.

PRE.TEXT VOGABULARY

out of work (idm) rnemployed bits of work, usuallyrepairwork around odd iobs (n) unconnected a houseor building

INTERMEDIATE ACTIVITIES

to chat (o) to talk in a friendly way to wander (o) to walk with no definite aim or direction trigger (n) the lever on a gun which is pressedto fire the bullet to charge (someone with a crime) (o) to accusesomeoneformally ofan illegal act

TEXT

1 On the last day of the school term, eleven-year-oldTimmy stayed home with a cold. 2 It was a rainy day and his mother thought he'd better not go to school. 3 His father, who was out of work' stayedat home too and looked for odd jobs to do. 4 He was getting out his old gun to cleanwhen the telephonerang. 5 \7hile his father was chatting on the phone, Timmy wanderedin, picked up the gun, turned it around, pulled the trigger and died instantly. 6 The police did not chargeanyonewith any crime: it was simply an accident, one of those things, one chancein ten million.

NOTES

- This is an adiectivalphrasequalifying the Sl eleven-year-old proper nounTimmy. Yeardoesnot take a final s asit is an adjective here, not a noun. Sl stayedhome- Or stayedat home.Note that there is no article before home.Likewise, in the next sentence(S2), there is no article in the phrase to school. 52 he'd betternot - This construction, despitethe use of the comparativebetteris not usually a comparison. Here it means: shouldn'tor it would be a goodidea if he didn't . . . . It does not have to be negative. He'd bettermeanshe shouldor itwould be a goodidea if he does. 53 who - The relative pronoun begins a non-defining relative clause.Note the commaswhich separatethe relative clausefrom the main clause: hisfather . . . stayedat hometo . . . 53 lookedfor oddjobs to do - Note the syntax here: verb * direct object + infinitive. There is another exampleof this structure in 54: he was gettingout (verb) his old gun (direct object) to clean (infinitive). A common error here is to put another object after the infinitive: He was gettingout his gun to cleanit. 34 gettingout . . rang - This is the interrupted past construction: the first activity (in the past continuous tense: gettingout) is interrupted by the second activity (rang). There is another example of this structure in 55: chatting * wandered.This example is more complicated as there are a number of interrupting actions, all of which are in the past simple tense(wandered,picked, turned,pulled, died). 56 it -.Ir functions here as a preparatory subject leading to the real subjectaccident. 56 thosethings- An expression referring to the things that happen in life that we have little or no power to control.

INTERMEDIATE ACTIVITIES

2.8 Younghero Accidents Heroism Families LANGUAGE POINTS

Sequenceofpast tenses Infinitives of purpose Interrupted past Reported/indirect speech

WARM.UP

I \7rite the following word roseup on the blackboard: screarns brother fire young hero

bike tap burning guess in rose to the story the 2 Ask the classto usethe word dictationtext. PRE.TEXT VOCABULARY

to dash (t:) to run quickly flames(n) fire to drag (o) to pull alongthe ground toddler (n) a youngchild to put out (o) to stopthe fire to praise (o) to saythat you admiresomeone to heal(o) to recover burn (z) an injury to the skin causedby fire

TEXT

I A nine-year-oldboy dashedthrough flamesto pull his younger brother to safety. 2 The little boy had beenplayingwith a cigarettelighter while sitting on his bike. 3 The older boy saidhe wasstandingin the kitchen when he heardhis brother screaming and ran to help him. 4 He draggedthe toddler to the bathroom and turned on the waterto put out the fire. 5 Doctorspraisedthe younghero for his quick thinking and saidthe boy's burns would healwith time.

NOTES

32 had beenplaying- The pastperfecttenseis usedto indicatethat onepastaction@laying)occurredbeforethe other (dashingthrough flamesto rescuethe brother). 52 whilesitting- The participial phraseindicatestwo simultaneous actionsof duration in the paslcplayingandsitting. 53 said- \7hat followshereis reportedspeech.Seealso55 for reportedspeechaftersaid. 33 standing. . . heard- This is the interrupted pasttime construction.

INTERMEDIATE ACTIVITIES

33 sueaming- The present participle here acts rather like an adiective describing the noun brother.Note the fact that coming after (rather than before) the noun, the participle indicates that screamingisa temporary rather than a permanent quality or condition of the brother. S3 and- The conjunction here servesas a sequencemarket: and (then) ran to help him. Another example occurs in 54: and (then) turnedon the wdter. 55 theyounghero . . . his . . . the boy's-Young hero andftisrefer to the older boy, and the boy'srefers to the younger boy. 35 would heal - Would is an example of backshift from will in direct speech: the boy'sbums wiII heal with time. 35 withtime-Or intime.

2.9 Safebut sorry TOPIC

Accidents Human interest story

LANGUAGE POINTS

Reducedrelativeclauses Passives Pastperfect tense Articles: definite, indefinite, and zero

WARM-UP

This is a companionexerciseto ac,tivity2.8. Again it involvesthe classin predictingthe gist of the text from the title: Safebutsorry, and alsofrom a word rose: searchers campsite hikers helicopter

safety

PRE.TEXT VOCABULARY

hiker (n) country walker dense(ad7)very thick ordeal (n) a difficult or painful experience chain-saw(z) a power-drivensawwith cutting teethon an endless chain landing pad(n) an areaof land wherea helicoptermay land exhausted(adj) very tired

TEXT

I Two hikers, Iostin denseforest, spenttheir secondnight out in the rain and cold after searchersonceagainnarrowly failed to find them. 2 Thetwo wereonly a short distancefrom the placewhere

INTERMEDIATE ACTIVITIES

their camp-site had been discovered. 3 The adventurers were finally found in the early hours of the third day of their ordeal. 4 Chain-saws and axesflown in by police helicopter were used to clear a landing pad. 5 The hikers, relieved and exhausted, were lifted out to safety. Sl /ostin densefore.st- This is a reduced relative clausewhich, if expanded, would include (who were) lost. . . . See also:flown in by police helicopter(54) , relieoedand exhausted( S5) ' Sl after - The time conjunction helps to fix the sequenceof events: the hikers spent the night out * the searchersfailed to find them' 32 had beendiscooered-The past perfect tense is used to clarify the sequenceof events. The verb is passive, as the focus is on what was found rather than on who found it. Other instancesof the passive are:were . . . found (53), wereused(54), and were lifted (55). 55 the hikers- Note the lexical chain that helps to hold the text together: msohikers(Sl), the ru:o(52), theadaenturers(S3), the hikers

(s5).

35 relieaedand exhausted- These past participles are part of a reduced relative clause: who wererelieoedand exhausted.They carry the samemeaning as adjectives in front of the noun: the relieoedand exhaustedhikers. 35 to safety- Note the zero article in this fixed idiomatic phrase.

2,10 Racefor space TOPIC

The spacerace Technology

LANGUAGE POINTS

Passives Articles: definite, indefinite, and zero Presentperfect simple tense

WARM.UP

I Introducethe topic of the spacerace.

2 Ask the classwhat their views are, for example: Hmn many of you think thn rnoneyspenton the spacerace is worth it? How many think the moneycould be betterspmt on earth? Huts mnnv are undeci.ded?

INTERMEDIATE ACTIVITIES

3 Divide the classinto smallgroups(threeto five students)and ask themto discussthe followingquestions: - If themoneycurrentlyspentonspacetechnologt weremadeaztailable priorities? toyourgroup,whatwouldbeyour spending - Whatareaswouldhaoeyour attention? - Whatorderof piority wouldtheyhaoe?(List theareasandrank them toyourgroup.) in orderof importance 4 \7hen eachgroup hasmadeits decisions,askthe groupsto report backto the classto shareandcompareresults. PRE.TEXT VOCABULARY

touncover (o) to find, discover to invest (o) to spendmoneyon somethingin the hopeof gaining somebenefitin the future to criticize (a) to find fault with to halt (o) to stop to wonder (o) to think about to neglect(o) to fail to look after properly

TEXT

I The planetEarth is only a tiny part of an endlessuniversewhere many secretslie hidden, waiting to be uncovered. 2 Over the last twenty years,enormousamountsof moneyhavebeeninvestedin spaceexploration. 3 This policy hasbeencriticizedby some sectionsof society. 4 Certainlyit is impossibleto halt the march of progress. 5 Nevertheless,onesometimeswonderswhetherour own planetis not beingneglectedin this mad, blind racefor space.

NOTES

Sl waiting- The presentparticiplebeginsthis participial phrase that refersbackto the noun secrets. - Discoaered could equallybe usedhere. Sl to beuncooered 33 thispolicy That is, of inaestingrnoneyin space(52). 34 certainly- Placedat the beginningof the sentence,this marker hasgreatfocus. - This discoursemarker links 55 with the previous 55 neaertheless signallinga forthcomingcontrast. sentence in general. SS one- Meaningpeople 35 whether The senseis comparableto i/. The useof the negative the doubt beingexpressedby the adverb(not)increases speaker/writer. 55 ourownplanet- This links up with theplanetEarth (SI). -The presentcontinuous(passive)is used 55 is . . . beingneglected to conveyan existingand ongoingcondition. 35 mad,blind- Theseadjectiveshavenegativeconnotationsand carry the writer's opinion of the spacerace.

INTERMEDIATE ACTIVITIES

2.11 Rentstrike TOPIC

Housing and the law

LANGUAGE POINTS

Causativefiave structure (ftave * obiect * past participle) Presentperfect tenses(simple continuous) Time coniunctions: until, as long as,as soonas Noun clauses

WARM.UP

I In the universalstruggleto provide a roof over one'shead,the 'havenots' (tenants) battlebetweenthe'haves'(landlords)andthe often arousesstrongfeelingsand viewsfrom both sides. 2 Brainstormwith your studentsthe subiectof the rights and obligationsof landlordsand tenants. 3 Draw a chart on the blackboard,like the onebelow, and list your (theremay be morethan five suggestions for students'suggestions eachcategory).

Landlords Rights

Obligations

2 3 4 5

1 2 3 4 5

2 3 4 5 PRE.TEXT VOCABULARY

Tenants

resident (z) a personwho livesor residesat a particularplace housing complex (z) a placeproviding independent accommodationfor many people to meet (a demand)(o) to respondto a request to carry out (z) to do, complete to claim (v) to stateasthe truth at risk (idm) in danger I The residentsof a housingcomplexhaverecentlyheld a rent strike. 2 They haverefusedto pay their rent until the owner meetstheir demands. 3 The residentshaveaskedthe ownerto haverepairscarriedout. 4 They claim that they havebeenasking for theserepairsto be donefor aslong assevenyears. 5 They claim that their healthand safetyareat risk. 6 They saythat their rent will be paid assoonastheir demandsaremet.

INTERIIEDIATE ACTIVITIES

NOTES

- The time conjunctionuntil is followedby 32 until theownerrneets (meets) carryingfuture meaning.There is a present tense simple the ds. . aremet' as soon in 56: similar construction haae 33 haoerepairscarriedout-This is an exampleof the ca:usative construction:haae* object+ pastparticiple. 34 theyclaimthat-Thatbeginsa nounclausefollowingtheverb of saying(claim).Anotherexampleoccursin 55. 54 haoebeenasking- The presentperfectcontinuoustenseis used years). to emphasizethe durationalaspect(seoen 36 theysay- The verb sayis followedby a noun clausewith the relativepronounthat omittedbut understood.

2j2 Chocomania TOPIC

Food Behaviour

LANGUAGE POINTS

Neither. . norconstruction Second conditional construction Impersonal you

PREPARATION

Seestep 4 of Wann-up. If you decide to do this, take appropriate action beforehand!

WARM.UP

I Conduct a classsurvey to seehow much chocolate everyone eats on a daily basis. 2 Identify the chocophiles (those who like chocolate), the chocomaniacs(those who love it), and the chocophobes(those who hate it). 3 Encourage people to talk about their favourite type of chocolate, and when/in what situations they are most likely to have a chocolatesnack. 4 You might, perhaps, bring some chocolatesto classand share them around!

PRE.TEXT VOCABULARY

random (adj) without a definite plan or purpose in the selection of subiects addiction (z) a dependenceon a drug, e.g. alcohol, nicotine, caffeine to resist (o) to say no, refuse a temptation waistline (n) the line around the body at the smallest part of the waist to get away with (zt) to succeed,manage frx(n) (slang) intake or dose (of a drug)

INTERMEDIATE ACTIVITIES

1 If you did a random check among your friends you might discover an amazing thing. 2 The addiction that affects most peopleis neither alcohol nor nicotine. 3 It's chocolate. 4 Most people can't resist soft, sweet,fresh chocolateand they eat it quite regularly. 5 Apart from the effect on your pocket and your waistline, the habit is neither harmful nor illegal and most chocolate addicts get away happily with at leastone'fix' a day. SL if you did -The second conditional structure takes the past simple tense in the verb of the rfclause and the conditional in the verb of the main clause(might discooer). 52 a randomcheck- Or a checkat random. 32 that affectsmostpeopie- This is a defining relative clause providing defining information about the addiction. 52 affecn - Notice the use of affect as a verb meaning haztean influenceon in comparison to effect(55) as a noun meaning resuhor consequence. 32 neither. . nor - This structure is used to link two negative ideas.In this case,the syntax isneither * noun (alcohol)* nor * nonn(nicotine).In 55, it is neither* adjective(harnful) * nor * adjective (illesal). 53 t - This refers back to the addiction (52). 34 theyeat it - They referc back to rnostpeople and it refers back to chocolate. 35 the effect -That is, the effectof eatingchocolate. 35 your pocket. . . your waistline - Your means belongingto anyone. The definite article (the pocket, the waistline) could also be used; pocketandwaistlineare used symbolically to refer, respectively,to your financial situation and your figure. 55 thehabit - That is, thehabit of eatingchocolate. 55 '.fx'- The fact that this is a slang term is indicated by the inverted commas. 35 one'fix' a day - Or, onedaily'fix'.

2.13 Koalasuicide Work stress Pastperfecttenses:simpleand continuous Reported speech Time adverbs I Try to find a picture of a koalabearfrom a book, magazine, or travelbrochureto bring to class. newspaper, 2 If you cannotfind a picture, seeif you canborrow a toy koala.

INTERMEDIATE ACTIVITIES

WARM.UP

I Show the picture or toy to the class, and ask them what they know about koalas and whether they have ever seenone. 2 r$7ritethe title of this activity on the blackboard and ask the students to predict the content from the title. There is the risk that your students may go into the dictation thinking that they are going to hear a story about a koala bear who committed suicide. Head off any such expectation!

PRE.TEXT VOCABULARY

zoo-keeper (n) azoo employee who looks after the animals to take one's iob seriously (idm) to have a responsible attitude towards one's work anxious (adj) very worried to hang oneself (z) to commit suicide by pulling a rope tight around one's neck

TEXT

I A zoo-keeper in Japan has killed himself. 2 His wife said that he had always taken his job very seriously. 3 She told police that he had recently been looking after four koalas in the zoo and that this responsibility had made him very anxious. 4 She said he had been worried that the koalas might get sick, as this had happened at other zoos. 5 The police statement said that the man hanged himself from a tree in the zoo.

NOTES

Sl ftaskilled himself -The present perfect tense is used as the event is a recent one and the focus is on the fact that it happened rather than the precise time at which it happened. 32 had . . . taken- The past perfect tense is used to denote reported speech.Other examplesoccur in 53 and 54. 32 always- Note the mid-position of the time adverb between the auxiliary (had) and the past participle (taken). Note, similarly, the position of recentlyin 53. 33 had beenlooking - The continuous form of the tense indicates an activity of some duration. 34 mightgel- The modal mightis used to indicate possibility. 54 as-As here is used as a causalconjunction. 55 hanged- The past simple tense is used here as thele is no ambiguity about the sequenceof events.

INTERMEDIATE ACTIVITIES

2.14 Tipsfor travellers1: planninga trip TOPIC

Tourism

LANGUAGE

First conditionalconstruction Clausecomplementsafter know Presentmodal should Future continuoustense Homophoneszweather / whether Homonyms Cataphoric (forward-pointing)reference

POINTS

WARM-UP

I Ask the studentsto imaginethat theyhavewon a trip to a country that they havealwayswantedto visit. 2 Ask them: - Whatwill you do before you leaoeto helpprepareyoufor your trip andtogetthemostoutofyour stay? 3 Divide the classinto groupsof four or five, and askthem to preparetwo lists:oneof areason which theywouldwant climate,uansport, information,e.g. food, accommodation, religious,social,and other amenities,and anotherlist of questions theymight wantto ask,e.g.whatkind of foodcanthey'expect? 4 If the studentsfeellike extendingthis sectionof the activity, membersof the groupscould, in turn, answersomeof the questions andgive'tips'on the imaginarycountry.

PRE-TEXT VOCABULARY

to find out (z) to get informationabout to expect(zt) to predict to tip (o) to give moneyasthanks tip (n) a pieceof usefulinformation embarrassing@dj) awkward,uncomfortable to miss out (a) to fail to do or get something disappointment(n) feelingof unfullfilment frustrating (adj) dtfficuh

TEXT

I Beforethey visit a new country touristsshouldfind out asmuch asthey canaboutthe placesthey aregoingto be seeing. 2 For example,if they know what weatherto expect,they will take suitableclothes. 3 Also, if they know whetherto tip or not, they will avoidembarrassingsituations. 4 In addition, if they know when the shopsareopen,they will avoidthe disappointmentof missingout. 5 Thesetips shouldhelp to makea stayin a foreign countrymoreenjoyableandlessfrustrating.

NOTES

Sl they- This is an exampleof cataphoric(or forward-pointing) reference,referringforward to tourists.An alternativeconstruction is beforeoisitinga newcountty.

INTERMEDIATE ACTIVITIES

SI should- The modal here means it would be desirableI a goodidea. In35 (shouldhelp) the meaning is an expression of near certainty. SI goingro - The going toform of the future shows future meaning with a plan or intention existing in the present. Sl beseeing-This is the future continuous tenseused to indicate some period of time or duration (that is, the period of the stay in the foreign country). Going to seeis also correct. 52 if theyknow - This is the first conditional construction, taking the present tense in the verb of the ifclause and the future simple in the verb of the main clause. There are two other examples of this construction in the text, in 53 and 54. 52 what weatherto expect- This is the noun complement of the verb know . There is a similar example rn 33 (know whetherto tip or not) afld34 (whentheshopsare open). 53 a/so- This word servesto link 53 to the preceding sentences:iz additionin 54 servesa similar function. 33 whetherto tip or not - Or, whetherthey shouldtip (or not). 34 missingout- Note that the phrasalverb is in the gerund form following the preposition o/after disappointment. 55 help to rndke- The ro in the infinitive (to make) may be omitted after help.

2.15 Tips for travellers2: gettingaround TOPIC

Tourists, travel, and cities

LANGUAGE

Genericsingular

POINTS

Lexical chain Present modal should Infinitive /gerund alternatives

PREPARATTON

I This is a companionexerciseto activity2.l4.For this activity you will needto taketo classa transportmap of a foreignor unfamiliar city, on which you havesecretlysetan itinerary from point A to point B. 2 Make enoughcopiesof the map for half the class(if you want the studentsto work in pairs)or for onecopyto eachgroup (if you decideto do the activity in groups).

WARM-UP

I Divide the classinto pairs or small groups (seestep 2 in Preparation above). 2 Hand out the copiesof the map. 3 Ask the students to find the best means of transport from point A to point B.

INTERMEDIATE ACTIVITIES

4 When the pairs or groups have finished, ask them to think about 'senseof direction', for example, - How goodlbad wasyour senseof direction? 5 'While the students are reporting back to the whole class, note on the blackboard any particularly successfulstrategiesdeveloped by them for getting around in an unfamiliar city.

PRE.TEXT VOCABULARY

survival (n) staying alive intricate (adj) complicated network (n) aninterconnecting system to master (o) to understand completely to get hold of (zt) to acquire, obtain local (adj) having to do with the particular place where you are innate (adj) natural, inborn

TEXT

I One of the traveller's greatestproblems in a new city is to find his or her way to those things which mean survival: food, a place to stay, and medical help. 2 Most cities have an intricate network of transport and the visitor's first task is to master this transport system. 3 The visitor should get hold of a transport map of the city and become familiar with the local routes and timetables. 4 Armed with this knowledge and an innate senseof direction, a tourist should be able to find the way to any part of the city.

NOTES

SL the traoeller- This is the generic singular, where the singular form of the noun is used to stand for the category as a whole. An alternative is to use the indefinite article (a traaeller)or the plural without an article (traoellers).Note the lexical chain operating through the text: the traaeller(Sl); the oisitor (52); the oisitor (S3); a rourist(54). SL tofind- The gerund could alsobe used:finding. There is another example in 52 of an infinitive (to master)that could be replaced by the gerund (mastering). Sl ftis or her way - Traditionally, the male singular pronoun (fte) stood for male and female; these days, it is preferable to include both pronouns. Sl thosethingswhichrnean . . . - This is an example of cataphoric reference, pointing forward to food, a place to stay, and medicalhelp. 52 this transportsystem-Thatis, the one just mentioned: dz intrirate network of transport. Si the city -Thatis, the city wherethe traoelleris at the moment. S3 and become familiar -The subject (the ztisitor)is understood from the first clausein the sentence(the oisitor shouldget). 34 annedwith -The past participle (armed)begins a reduced relative clausewhose referent is tourist. 34 shouldbe able - Here the present modal should meanstherexsa goodprobability.

INTERMEDIATE ACTIVITIES

2.16 Life in the twenty-firstcentury TOPIC

Predictingthe future Life and society in the next century

LANGUAGE POINTS

Future simple and continuoustenses Future perfect tense(past in the future) Presentmodal may What's . . . Iike?construction

WARM.UP

I \trflarmstudentsto the topic by eliciting their expectationsabout life in the next century. 2 The discussioncanbe further structuredby focusingon agreed=upon areasof interest,e.g. leisure,work, medicine, education,marriage,andsoon. 3 Extendthe discussionby dividing the classinto groups,eachof which exploresoneof the topic areas. 4 At the end of the group discussions,eachgroup reportsits predictionsfor life in the future to the rest of the class.

PRE.TEXT VOCABULARY

gadget(n) atoolor pieceof equipmentthat performsa particular task to take over (z) to control chore (n) a job aroundthe house,usuallyboring or unpleasant leisure (n) spareor free time cure (z) a treatmentthat getsrid of an illnessor problem to colonize (a) to start a colony to relieve(a) to lessenor help

TEXT

I What will life be like in the year2001? 2 Robotswill be doing most factory iobs. 3 Computerswill be solvinga wide rangeof problemsin businessand industry. 4 Electronicgadgetswill have takenovermosthouseholdchoressothat peoplewill havefar more leisurethan they havetoday. 5 A curemay havebeenfound for cancerand the moonmay havebeencolonizedto relieveEarth's overcrowding. 6 Canyou imaginewhat life will be like?

NOTES

Sl what. . . Iike- Note the positionof the verb/subjectin this interrogativeconstruction: what * verb * noun/ subiect+ Iike. There is anotherexampleof.what. . . Iike inS6 (Whatlife wiII be Iike).Heretheconstructionis the clausecomplementto the verb imagineand functionsrather like an embeddedquestionin that it orderof elementsinsteadof the subject/verb hasa declarative inversioncharacteristicof the interrogative. 52 will bedoing- The future continuoustenseis usedhereto describea statein the future which hasduration over a period of time. There is a similar usagein 33: willbe soloing.

INTERMEDIATE ACTIVITIES

54 will haoetaken ooer- The future perfect tense is used to indicate the completion of an action in the future. 34 so that- This construction shows result or effect. An alternative is to use the present participle: gioing people. 55 may - The present modal may rs used to reduce the certainty of the future perfect construction (will haaebeenfound) to the degree of possibility. 35 beenfound . . . beencolonized-In both verbs the voice is passive as the focus is on the action rather than the agent. 35 to relieoe- It sometimes helps to understand the infinitive of purpose by inserting the parts that are omitted but understood: (in order/ so as)to relieoe.

2.17 Alpinevillage The environment Conservation Tradition and progress LANGUAGE POINTS

Phrasaland prepositionalverbs Imperatives Presentsimple tensefor dramatic effect Textual cohesionthrough balancedconnectors

PREPARATION

If you haveno personalexperienceof mountainvillages,you may needto do a little homework,looking for picturesof alpinevillages andski resorts.

WARM-UP

I On the blackboard,draw a rough sketchof a small,traditional mountainvillage. 2 Elicit ideasfrom your studentsto help you convertyour sketch from a villageinto a modernski resort. 3 Ask the studentsto imagethat they arevillagersbeingaskedto votein a localreferendum.(The referendumis beingheld to decide whetheror not to accepta proposalto converttheir villageinto a ski resort.) 4 Ask the studentsto discusshow they felt abouttheir villagewhile they werein the part of villagers.

PRE.TEXT VOCABULARY

alpine (adj) havingto do with a cold mountainousplace to wipe out (z) to eliminate,destroy pattern (n) a setof actionsor eventsthat arerepeated off the beatentrack(idm) not on the main road, hard to find to come up with (o) to present,put forward amenities,facilities (z) modernconveniences to cater fot (o) to supply, providethe things that areneeded

TNTERMEDIATE ACTIVITIES

TEXT

I Many traditional alpine villages have been totally wiped out to make way for the tourist industry. 2 The processhas taken on a familiar pattern. 3 Take, for example, a small mountain village somewhereoff the beatentrack and virtually unknown to tourists. 4 First, somebusinessmencome up with the money to develop the site into a ski resort. 5 Then, they put forward plans to build hotels, apartments,boutiques, swimming pools, and other amenities to cater for the tourist industry. 6 Finally, they win acrosslocal support with promisesof modern facilities, increased employment, and the prestigeof progress.

NOTES

Sl haoebeen- The present perfect simple tenseis used here (and in 32: hastaken on) to indicate recent events where the focus is on what happened rather than the precise time at which it happened. Sl wipedozr - This is a phrasal verb consistingof a verb + adverb particle. The combined meaning of such two-part verbs is usually different from the meaning of their separateparts. Other examples of phrasal verbs in this text are; take on (52), put fonuard (55) , win across(56). Note that comeup with (54) is a phrasal-prepositional verb consistingof phrasalverb (comeup) * preposition(with). 53 take- This is an understoodfirst person plural imperative: /e/'s take, meaning, Let's haoea look at this caseas an example54 first - This is the first of three textual connectorsthat serveto give the text its cohesion.The others arethen(S5) andfnally (56). 54 comeup with- The present simple tenseis used here to give the impression that this event happens quite regularly (as is in fag-t has taken on a familiar pattern). The effect of staied in 52: the process using the present simple tense is also quite dramatic. Seealso lftey put forzaard(55), theywin auoss (56). 35 caterfor - This is a prepositional verb consisting of verb (cater) * preposition (for) * direct object (the touist industry)'

2.18 Moodyblues TOPIC

Human behaviour Moods and attitudes

LANGUAGE POINTS

First and secondconditional construction Comparatives Noun clauses Ellipsis

WARM.UP

performance) andask I Choosea topic (say,the Government's it. of aroundthe classwhatthey think 2 As you carry out this verbalsurvey,list the students'attitudeson the blackboard.

INTERMEDIATE ACTIVITIES

3 Follow this up immediately by asking them how they felt about the same topic the previous week, for example, - Haoe your oiews on this topic changedin any way sincelast week? - To what canyou attibute the change? - Is itpossibleto attributeitn amood swing? - Canyourememberany instanceswhereamood swing hasaffected your attitudeon a'hot issue'? 4 Encourage the students to share their experiencesif they would like to.

PRE.TEXT VOCABULARY

to miss out on (a) to lose an opportunity stiff (adj) severe,harsh impression (z) opinion converse (ad7) opposite spouse (n) husband or wife intuition (z) a strong feeling or an understanding gained without conscious knowledge or study hnk (n) connection, relationship shift (r) change I Are you likely to miss out on a good job, lose an important sale, or get a stiffer sentencethan you might reasonably expect from a judge, if the person forming an impression of you is in a bad mood? 2 Conversely, would you be lesscritical of other drivers on the road, more positive about the Government's performance, more tolerant of your spouse,if you had just seena happy movie? 3 People have always intuitively felt that mood affects judgement and behaviour. 4 Now new research has supported intuition by scientifically demonstrating that there is a link between shifts in mood and attitude.

NOTES

S1 /ose- This means (areyou likely to) lose.Seealso in SI: (areyou likely to) get a.stiffer sentence. SL stffir- The comparative adjective is followed by the conjwcttonthan. Sl personformfng - This means theperson(who is)forming. 32 morepositioe- That is (would you be) morepositioe. Seealso in 32: (would you be) moretolerant. 33 feTtthat - Anoun clause follows felt. 34 demonstratingthat - A noun clause follows demonstrating.An alternative would be to use a noun as object: demonstratingthe link benteenshifx inmood and attitude.

INTERMEDIATE ACTIVITIES

species an endangered 219 Teachers: TOPIC

The teachingprofession Job satisfaction

LANGUAGE POINTS

Noun clauses Reportedspeech Reducedrelative clauses Secondconditionalconstruction

WARM-UP

I \il7riteup the title of this activity on the blackboard,omitting the word'Teachers'. 2 Ask the studentsto try and guesswhich speciesis beingreferred to. 3 Then askthe following: profession - Whyshouldteachers beendangered? or theteaching - lvhat is it aboutteachingthatmayleadto lack ofjob satisfaction? 4 Suggestto your classthat at the end of the lessonthey might like to disi-usswith you someof the factorsthat arementionedin the text. (It is possiblethat your studentsmaybe quite w-illingto .-prihir.-rnd to seethe teaching-learningsituationfrom the other side!)

PRE.TEXT VOCABULARY

alarming(adj) causingworry poll(n) survey retirement (n) theend of one'sworking life factor (n) oneofthe things that brings abouta result alienation(n) a withdrawalof sympathy climate (n) atmosphere

TEXT

I Teachersareleavingtheir professionat an alarmingrate' 2 A recentpoll showedthat the number of teacherswith more than twentfyears' experiencehasdroppedby half in the lastfifteen yeurs. 3 One third of the teacherscontactedin the poll saidthat ihey would not chooseteachingif they had the chanceover again' 4 Only sixtyper centof thosepolledsaidthey plannedto.teach until rltirement. 5 Many interviewedsaidthat factorslike stress, and alienationhad contributedto the isolation,powerlessness, within the profession' of dissatisfaction climate current

NOTES

sl areleaoing- The presentcontinuoustenseis usedherefor the broadsenseofthe present(thesedays)' s2 by half -Note the zeroarriclein this fixed idiomaticexpression. - This is a reducedrelativeclause.Expandedit would s3 contacted (whowere)contacted. Seealsothose(whowere)polled rcadteachers (55). (S4)and many(whowere)intensiewed

INTERMEDIATE ACTIVITIES

33 saidthat they- This noun clauseis in reportedor indirect speech.Seealso54 and 55. 33 teaching- Or to beteachers. 33 theywouldnot. . if theyhad-This is the secondconditional constructionusingthe conditional(would)in the main clauseand the simplepasttense(had)in the zfclause. 34 those- That is teachers. - Or until theyretired. 34 until retirement 35 many- That ismarryQeachers). - This is part of a reportedspeechconstruction. 35 hadcontributed The pastperfecttenseis an exampleof backshiftfrom the present perfectof direct speech(haoecontributeQ.

2.2OThe right to be left TOPIC

Left-handedness

LANGUAGE POINTS

Complexsentences Subordinateclauses:possessiverelativeclauses Articles: definite, indefinite, and zerri

WARM.UP

I As an introduction to the topic, find out if any of your students areleft-handed.Ask them, for example: - Whatinconoeniences haoeyou sufferedasa resuhof being left-handed? - How couldsocietybemoresensitioe andmoreaccommodating to people? Ieft-handed 2 If thereareenoughleft-handers,try to pair left- and right-handers.If not, put the studentsinto groups,eachof which hasat leastoneleft-hander. 3 The groupsshouldtry to find out more by askingthe left-handers questionslike: - Whatis it like to beleft-handed? - Whatwasitlike asa childat school? - How hazte you copedwith equipment designed for a ight-handed refrigerator doors,irons,andsoon). world?(For example,scissors, - To what extentdoyoufeel thatattitudeshaaechanged? 4 Ask the groupsto reportbackto the wholeclass,and summarize the findings. the word'left'has in 5 Finally, askthe studentswhatassociations their first language.

INTERMEDIATE ACTIVITIES

PRE.TEXT VOCABULARY

generation (n) apeiodof time, about 25-30years ignorance (n) lackof knowledge preiudice (n) anunfair attitude not based on reason or evidence bfit(n) target, victim to struggle (z) to fight peeler (z) a kitchen instrument used to remove the skin of fruit and vegetables

TEXT

1 The fact that we live in a right-handed world is reflected in many

'lefties' 4 These days, while there is greaterunderstanding, still have to struggle with dozens of daily inconvenienceslike scissors,cheque-books,door handles, and potato peelers,all of which were created for the right-handed user.

NOTES

Sl thefacttftcl - Note the construction thefact + that * clause. Tfte fact allows the following noun clause to operate as the subiect of the sentence. Sl whoseword - A relative clausefollows, introduced by the possessiverelative pronoun whose. 32 as recentlyas - This time conjunction links the dependent time phrase with the main clause: therewas . . .Ieft-handedness. 33 ight hand - Even though the subject is plural (children), hand remains singular as, logically, each child has only one right hand. 54 while- The coniunction introduces the dependent concessional clausewhich is further linked to the main clause by still34 greater- The other part of the comparison (a generationago) is omitted but understood and refers back to 52. 'lefties' - The fact that the diminutive is inappropriate to the 34 register of the text is indicated by the inverted commas. 54 all of which- This phrase introduces a relative clause. The multiple antecedents(as indicatedby alt) comprise sclssors, ooks,door handles, and potatopeelers. cheque-b

Section3 Advancedactivities

ADVANCED ACTIVITIES

3.1 Lockedout by print TOPIC

Education Literacy

LANGUAGE POINTS

Reducedrelativeclauses Questionforms Prepositionalverbs

WARM.UP

1 Ask the studentsto predict the contentof the text from the title. until a right or near-rightguessis offered. Keep acceptingguesses 2 Divide the classinto groupsof four and give eachgroup the task of compilinga list of ten everydayactivitiesthat would presentan illiterate personwith difficulty. 3 Put up the lists on the blackboardand discusssimilaritiesand differencesbetweenthem. 4 Leadon naturally to a discussionof what causesilliteracy, trying subtly to incorporatethe ideasin the text (especiallysentence6) into the discussion.

PRE.TEXT VOCABULARY

to cope(o) to managesuccessfully to disrupt (o) to interrupt to detect(o) to find out, discover to assume(z:) to takefor granted rate (n) speed

TEXT

I What canyou eatif you can'treadthe menu? 2 How do you find what you arelooking for in the supermarket? 3 How do you copewith streetnames? 4 How do you manageto fill out forms at the bank? 5 Thesearesomeof the problemsfacedby illiterate adultsin a literatesociety. 6 Illiteracy may be the resultof any numberof factors:a disruptedearlyeducation;undetected disabilitiessuchaspoor hearingor vision; or largeclassestaught by teacherswho assumethat all children learnat the samerate. 7 Locked out of societyby the printed word, adult illiteratesoften sufferfrom isolationand depression.

NOTES

Sl canyoueat-The presentsimpletenseis usedhere(andin 52 do youfind, and 53 doyou cope)asthe time focusis generaland deals with the routinepresent. 52 tookingfor - This is a prepositionalverb. Other examplesin this text arecopewith (53),fiIl out(54), andsufferfrom (57). (whichare) 35 facedby- This is a reducedrelativeclause:problems facedby. 56 anynumber- That is, theremaybernorethanonefactor inzsolaed. (whichare) 56 taughtby - This is a reducedrelativeclause:classes taughtby.

ADVANCED ACTIVITIES

who assume-Who beginsa defining relative clause. 36 teachers 37 lockedout of - This is a reduced relative clause:(hauingbeen) Iockedout of. The understood subject of the reduced clauseis the sameas that of the main clause(adultilliterates).

3.2 Uniformlyindividual Human behaviour School Clothes LANGUAGE POINTS

Substitution Noun clauses Second conditional Gerunds Prefixes

WARM.UP

I Ask the studentsto think back to their schooldays,and to recollect someof their experiences.Ask them: - How many of youwore unifurm? - Inyour opinion, what are thepros and consof wearing unifurms? 2 Try to head the discussion in the direction of the three main claims in the text (seesentences4, 5, and 6).

PRE.TEXT VOCABULARY

controversial (adj) a sourceof discussion,debate,divided opinion supporter (n) one who supports or backs a particular idea identification (n) a senseof belonging to outdress (o) to use clothesas a meansof competition peer (adj) of one's own age group mode (n) fashion, style de facto (adj) infact, virtual

TEXT

I The wearing of school uniform is a controversial matter in some countries. 2 American teenagersdon't wear them; nor do the French or the Greeks. 3 But the British do and apart from a few exceptions,so do the Australians. 4 Supporterssaythat a uniform provides a senseof identification with the school community. 5 They also claim that it removes the competitive tendencyyoung people have to outdresseachother and hence divide themselvesinto'haves' and'have nots'. 6 Another view claims that if uniforms were removed teenagerswould end up creating their own 'peer mode'which itself would becomea de facto uniform.

ADVANCED ACTIVITIES

NOTES

the subjectof the Sl thewearing-Thegerundwearingforms sentence.The definitearticle themaybe omitted beforethe gerund. 52 them- That is,uniforms. 32 nordo -The meaninghereis theFrenchdon'twearthemeither. Note the inversionof the verb(do)and the subiect(theFrench). S3 do- This standsfor wearthem. 53 sodo- The meaninghereis theAustraliansu)earthemtoo.Note the inversionof verb (do) andsubiect(theAustalians). 54 saythata uniform- A noun clausefollowssay.Other noun clausesfollow verbsof sayingin 35 (they. . . claimthat) and 36 (anotheroiewclairnsthat). 55 t- That is, theuniform. - Note the relativepronounomitted but understood 35 tendency (that)youngpeoplehaoe. aftertendency: 55 outdress-The prefix outindicatesthe fact of goingbeyonda certainlimit, herein the senseof competingwith one'speers.Other examplesof this usageareoutbid,outmanoeuvrerandoutlast. S6 if -This is the secondconditionalconstructionwith the past subjunctive(wereremooed)inthe fclause and the conditionalin the (would enduP). mainclause gerund followsendup with by (creating) The creating36 understood. 56 itself- That is, thepeermode. The reflexivepronounallowsan avoidanceof the repetitionof peermodeandalsocarriesan emphatic element.

3.3 The bestadvice TOPIC

Growingup Children and mothers

LANGUAGE POINTS

RePorted sPeech

WARM-UP

I Start the sessionby introducing the subiect of advice. 2 Next, ask your studentsquestionssuch\s: - Who gaoeyou the bestadoicewhenyou weregrowing up? - What sart of adoice, if any, did your rnothergioeyou? - Did you take her adoiceto heart? - Now, with hindsight,what dreyour aiewson parental adaiceand on adoicein general?

Embeddedquestions Pastperfect tense Substitution

ADVANCED ACTIVITIES

Note: Someof your studentsmay,not know the meaning of the 'wisdom about an wordhindsighr. Explain to them that it means event after it has occurred' (Oxford AdztancedLearner's Dictionary, 4th edition, 1989). 3 The students'responsesshould lead naturally into the text.

PRE.TEXT VOCABULARY

wisdom (n) knowledge, especially that which comes from the experience of living to take to heart(idm) to accept seriously appreciation (n ) gratitude, good opinion to conform (a) to copy what others do I Tradition saysthat mothers are full of words of wisdom but how much of their advice is taken to heart? 2 Recently a number of people were asked what advice their mothers had given them. 3 One recalledthat her mother had alwaystold her to show her appreciation of other people. 4 Another mother had said that winning didn't matter but trying did. 5 A third had warned her son never to conform blindly to the crowd. 6 People were also asked whether they had followed their mother's advice and most claimed they had.

NOTES

52 what adoice- This is the beginning of an embedded question in which the subject/verb order follows the rule for declarative sentences. Si one- That is, oneof thepeoplewho wereinteroiewed. 33 had . . . told her -The past perfect tense is an example of backshift appropriate to reported speech. Other examples of this arc had said (54) and had warned (55). 34 winning . . . trying - These gerunds function as the subject of the noun clause. 34 did -That is, did matter. 36 whether- Whetheris used when there is a choice of two options, in this case:if they did follow the advice or if they did not. 56 had- Thatis, hadfollowedtheadaice.

ADVANCED ACTIVITIES

3.4 Doctorsunderstress TOPIC

Doctors Health Society

LANGUAGE POINTS

Defining relative clauses Adverb * adiectivecompounds Reflexivepronounsfor emphasis Concessionalclauseswith wfiile Zero article

WARM.UP

I At this stage,do not give the studentsthe title of the activity. 2 Divide the classinto groupsof four and askeachgroup to draw up a list of ten professionsor occupationsthat they considerare stressful. 3 \flhen eachgroup hasfinishedthe list, askthe studentsto rank the ten professionsin order of stressfulness. 4 The groupscomparetheir lists and the degreeof stressassociated with eachprofession,while you put their findingsup on the blackboard. 5 Checkto seewhetherdoctorsfeaturedin any of the lists, and how stressfultheir professionis perceivedto be by the students' they think a doctor hasto 6 Finally, askthe studentswhat stresses face.

PRE.TEXT VOCABULARY

to encounter(a) to meet,face intrinsic (adj) lnherent,natural gtossly (ado) extremelY to deal with (z) to handle,manage anxious(adj) very tenseand worried to realize(o) to understandand appreciate stress-prone (adi) likely to sufferfrom stress

TEXT

that arean intrinsic part of I Eachday doctorsencounterstresses medicalpractice. 2 They work with intenselyemotionalaspects of life for which their training is grosslyinadequate. 3 Interacting with patientswho may be frightenedor in pain is itself stressful,as is dealingwith their relativeswho may be very anxiousor even deliberatelyhostile. 4 In addition, doctorsoften haveto dealwith the demandfor certaintywhile medicalsciencemay not alwayshave clearor easyanswers. 5 While manyof us realizethat stressis a doctors medicalproblem, few of us realizeiust how stress-prone are. themselves

NOTES

that -The relativepronoun that inttoducesa defining Sl sresses relativeclause.There arefurther examplesof this constructionin who. 33:patientswho. . . andrelatioes

ADVANCED ACTIVITIES

52 intensely emotional- Note the adverb* adjectiveconstruction. The adverbmodifiesthe adjective,in this caseoperatingasan intensifier.Seealsooeryanxiousanddeliberately hostile(53). 52 for which Placingthe prepositionat the beginningof the clause avoidsendingthe sentencewith it. 52 their-This refersbackto doctorsinS1. 33 interacting. . . dealing- The gerundservesassubjectin both clauses. 33 itself- The reflexivepronounis usedin appositionfor emphasis. Note that it haspositionalmobility: is itselfstesslz/(S3), doctorsthemselaes are(St): 53 asis As herehasthe function of a conjunctionand is followed by invertedsyntax(theverbis * the nounsubject,dealing).Note that is is a substitutionfor is stessful. 53 their- This refersbackto patientstn 53. 54 while- Here whilemeansat a timewhen. 55 few - Note that without an artLcle fezomeansnearlynone. just yzsl precisely Here 55 the meaningof is or exactly. 35 how. . are- Note the word order in which the subiectand verbfollow the syntaxofa declarativesentence. -Thts noun * adjectivecompoundis quite flexible, 35 stress-prone e.g. stress-free, sah-free, accident-prone, illness-prone.

3.5 Comfortfood TOPIC

Health People

LANGUAGE POINTS

Definite article Gerunds Reducedrelativeclauses

WARM.UP

I Seeif the studentscanguessthe gist of the text by predictingit from the title. 2 Next, conducta whole-class surveyon comfort-seeking strategies. Ask the classquestionslike: - Whatkindsof situationsmakeyoufeel bad? - Do youfeelyou needcomfortwhenyoufeel bad? - How doyou respond toyour needfor comfort? - Areyou attractedto oryepelledbyfood at suchtimes? - If you areattracted,whatdoyou do aboutit? - Whatdoyou eat,where,andwith whom?(byyourselfor in company?) 3 Finally, steerthe discussion towardsthe ideasin sentences 3, 4, and5 ofthe text.

ADVANCED ACTIVITIES

4 Note: it is suggestedthat the whole matter be treated tactfully, especially if it is felt it might be a touchy subiect for some (overweight) students.

PRE.TEXT VOCABULARY

temptation (ru) something which attracts you to it, usually unwisely soothing (adj) calming, comforting to remind (o) to make you remember distraction (z) something which takes your attention from something else tactile (adj) rclated to touch starchy (adj) foodcontaining starch, like potatoes to trigger (o) to start off, bring about serotonin (n) the name of a chemical in the brain

TEXT

I An important relationship exists between food and comfort. 2 In times of stress,when one is depressed,anxious or hurt, the temptation may be to turn to food - soft, smooth, sweet' soothing food. 3 Many people turn to the food that reminds them of their childhood, of being loved and cared for. 4 Others find as much comfort in the distraction offered by the act of preparing food - the smells, tactile sensations,and physical work of the kitchen. 5 Scientists researching the link between foods and moods believe that certain sweet and starchy foods trigger an increasein the chemical called serotonin in the brain, making us sleepy and less sensitive to pain. 6 The problem with using food as a source of comfort is that it may lead to overeating and overweight.

NOTES

52 the temptation- Or onemay be temptedto. 32 soft, smooth- This phrase is in appositionto food. A similar construction is found in 54, again in apposition to food. In each case a dash separatesthe antecedent from the amplifying phrase. 33 thefood - The definite article rfteis used asfood is made definite by the defining relative clause that follows (: post-modification). There are other examples of post-modification in this text: in 54 (thedistraction, theact, the smells),35 (the link, the chemical). 53 thefood that - That begins a defining relative clausewhich plovides essentialinformation aboutfood. 53 of being looed- The gerund here is the indirect obiect of remind' 54 others- This balancesmanypeoplein 53. 54 offered- That is, (which is) offered. 54 prepaing food - The gerund here is the agent of the passiveverb offered. (who are) researching' researching- That is, sci.entists SS scientists 55 making- The participle clausehas an adverbial function adding meaning to the finite verb trigger. 56 oaereating-The gerund here is the object of the verb lead to.

ADVANCED ACTIVITIES

3.6 Phobiapoll TOPIC

Human behaviour and attitudes Fear Male and female differences

LANGUAGE POINTS

Noun clauses Comparative constructions Gerunds

WARM.UP

I Give everyone in the classa small slip of paper. Ask everyone (including yourself) to write down the thing that most frightens them. 2 Collect the piecesof paper and read them out oee by one, each time eliciting comment and reaction from the class. The person whose fear is being discussedmay or may not want to own up. Your studentsshould be awarethat this is acceptable.(An alternative might be to brainstorm'fears'onto one half of the blackboard. Stop when there are about ten on the board. Then divide the classinto groups ofabout four. Each group should rank the fears on a continuum from the least fearsome to the most fearsome. End by comparing the various results.) 3 Lead on to a more general discussion. Try to include lexis from sentence2 of the text. (Note that the fears mentioned are not linguistically uniform.) Also try to steerthe discussiontowards issuesthat are coveredin the text, e.g. differencesbetweenmen and women, the correlation between fear and age, and between fear and educational level. 4 Finally, give the classthe title of the text and clarify any questionsconcerningit.

PRE.TEXT VOCABULARY

inherently (ado) by nature to be inclined(zt) to be willing to iump to a conclusion(idm) to make a hasty deduction to own up(o) to admit

TEXT

1 A recent poll on the subject of fear askedpeople to respond to a list of eight common phobias. 2 The list included speed,heights, lifts, crowds, flying, confined spaces,open spaces,and the dark. 3 It excluded things like snakesand spidersthat are inherently dangerous. 4 The poll revealedthat many more women than men admitted to experiencingfear. 5 Before you immediately jump to the conclusionthat men are braver than women, you should be warned that one explanation for the figures may be that men are less inclined than women to owning up to fear. 6 The poll also indicated that fear tends to increasewith age and decreasewith educationallevel.

ADVANCED ACTIVITIES

NOTES

53 t- That is, the list. 53 that are inherentlydangerous- This is a defining relative clause, as the information in it is needed to give the subject a clear meaning. in a noun 34 reaealedthat -Reported speechfollows rezsealed clause. 54 morewornenthan men- Note that the latter part of the comparison (thanmen) can come at the end of the sentencetmore womenadmittedto expeiencingfear than men. There is a similar construction in 55 where once again, the latter part of the comparative may be moved: menare lessinclined to owning up tofear thanwomen. 54 expeiencing- Note the gerund after the preposition lo following admitted. S5 you- Meaning the reader. 55 warned that-Reported speechfollows wamedina noun clause. 35 thefigures- That is, as implied in 54. 35 owning up - Thegerund follows to after inclined. 36 indicatedthat- Reported speechfollows indicatedin a noun clause. - Note what is omitted but understood; and (fear 56 and decrease tendsto) decrease.

3.7 Jungleboy TOPIC

Behaviour

LANGUAGE POINTS

Presentparticiples Passives Perfect infinitive Reducedclauses Non-definihgrelative clauses

WARM.UP

1 Probablymostof your studentswill haveheardof Tarzan.Elicit from them what they know abouthim. 2 Ask them to think aboutwhat a humanbeingwould be like if he or shewereraisedby animalsin the jungle. 3 Next ask: - Whatdoyou seeasthemaindffirencesbetween animalsand cizsilization? life in thejungleandin so-called humans,and between

PRE.TEXT VOCABULARY

orphanage(n) aninstitution for children whoseparentsaredead to loseone'sparents(z) to losethroughdeath to mother(o) to look after,carefor, like a mother to get about(a) to movefrom placeto place

ADVANCED ACTIVITIES

to clench (o) to closetightly still (adj) without moving to squat (o) to sit in a crouching position rump (z) the back part, bottom of an animal indiscriminately (afui) without caring to choose to shun (z) to avoid

TEXT

I A child with all the behaviour of a monkey has been found in Africa. 2 He was found living with a tribe of monkeys and taken to an orphanage. 3 The boy, whose ageis estimatedto be between five and seven, is believed to have lost his parents at about the age of one and to have been mothered by a chimpanzee or a gorilla. 4 The jungle boy gets about by jumping like a monkey with his hands clenched; when still, he squats on his rump, and if approached,scratches. 5 He grunts and squealsand eats indiscriminately - grass,clothes, bedding, even stones. 6 Shunning the company of humans, he neither smiles nor shows any interest whatever in his sqrroundings.

NOTES

52 lioing - The participial clausehere functions as an object complement after theverb found. 52 and-The coniunction here links the two clausesand indicatesa sequenceofevents. 53 to haoe/osr- This is the perfect infinitive used for an event in the past. Another example, this time in the passiveoccurs later in 33 to haoe beenrnothered. 34 clenched- The past participle placed after the noun functions here rather like an adjective describing the noun hands. 54 when still-Thatis,when (he is)still. - The subiect fteis understood and does not need 54 scratche.s repeating. 56 shunning- This participial phrase can be used in this way as it sharesa common subjectwith the main clauseof the sentence,that is he. 56 whateoer- This servesto intensify the negative. Another way of expressing the sameidea is: any interestat all.

3.8 Whoseaid? TOPIC

Internationalpolitics Economics

LANGUAGE POINTS

Presentmodals: mayandcan Connectorsof causeand result Reviewof prepositions Textual cohesionthroughprogressiveconnectors

ADVANCED ACTIVITIES

WARM-UP

I Write the following word roseup on the blackboard: localPoPulation foreign adoiser deoelopingcountty

conflict aid 2 Tell the students that for this activity, they are not required to guessa story from the word rose. They are to do a free association from the words. 3 Add their suggestionsat the appropriate point on the rose. 4 Finally, discuss the issue of foreign aid, gently steering the discussionto cover the topic areasdealt with in the text. PRE-TEXT VOCABULARY

undue (adj) improper, more than is right to be aware of (o) to know about,realize host (n ) one who receivesvisitors to overlook (o) to fail to pay attention to trample (o) to walk over, pay no respectto to hold up (zt) to delay livelihood (n) a means of earning a living

TEXT

I The whole question of aid to developing countries raisesa number of issues. 2 Firstly, the presenceof foreign advisersin a third world country has political implications, as these external experts may have an undue influence over local politicians. 3 Furthermore, outsiders are unlikely to be aware of the host country's customsand traditions, with the result that aid proiects could overlook or even trample on sensitivelocal matters. 4 This may lead to conflict which, at the very least, may hold up progress and at t[e worst, may stir up hostility and aggression. 5 Finally, new aid schemessuch as dams and mining can have undesirable effects on the environment as well as on local livelihoods.

NOTES

Sl raises- The singular subject of the verb is question. 52 as- This is a causalconnectorlinking the main clauseto the or sincecould alsobe used here. subordinate one; because 52 theseexternalexperts- That is' theforeign adaisersmentionec earlier in the samesentence. 52 oaer-Or on. 53 with the resuhthat - Or resuhingin. Either phrase shows consequenceor result. 53 on-Or ooer. 34 at theoeryleast- This phrasebalancesthe later one)dt theworst. S5 effect- Note the preposition on that links this noun with the following prepositional phrases(on the enaironment. . . on local Iioelihoods).

ADVANCED ACTIVITIES

3.9 Jet lag TOPIC

Jet lag Travel The body

LANGUAGE POINTS

Complex sentences Subordinate clauses Reduced relative clauses

WARM.UP

I Initiate the topic and the discussionby relating a personal experience of jet lag as follows: One day when I was traoellingfrom . . . to. ., etc. Describe your symptoms at the time, and the ways in which you dealt with them. 2 By telling the students of your experiencesyou may remind them of similar experiencesthey have had and so'loosen tongues'. 3 Now ask:

Has anyofyou hadpersonalexpeienceofjet lag? andhowdidyoufeel? Whathappened How longdid it takeyou to recoaer? didyou useto rnakeyourselffeel better? Whatstrategies 4 Next, paraphrasethe gist of the text by explaining the mechamcs of jet lag. Try to incorporate the key conceptsand lexis of the text into your explanation(jet lag involves the body's internal clock, external cues, time shifts, and disorientation).

PRE.TEXT VOCABULARY

to regulate (o) to control signals (n) signs zone(n) aspecialarea cue (n) signal numb (adj) without feeling to synchronize (o) to plan the timing of one thing so that it matchesanother

TEXT

I Our lives are regulatedby many cycles,someexternal, like day, night, and seasons,and someinternal, like the bodily signalsthat tell us when to sleep,eat, be active, alert, and so forth. 2 \7hen we travel long distanceseastor west, we are rapidly transported into a different time zone. 3 The external cues have changed and we discover, for example, that the sun is rising when we expectto be asleep. 4 The body becomesconfusedat the time shift and respondsby attempting to re-setthe internal clock to correspond 'jet lag', a condition with the new time zone. 5 The result is characterizedby a numbing mental and physical exhaustionand disorientation. 6 Jet lag is a term used to describewhat happens when the body's internal clock is no longer synchronizedwith the external environment.

ADVANCED ACTIVITIES

NOTES

SL someexternal- That rs, some(are) external. Seealso some(are) internal. Sl the bodily signalsthat-The relative clause thatbegrns a defining relative clause. S3 haoechanged- The present simple tense(change)could be used here. 34 the body- Or our bodiesor our body. 54 confuseddt - By could be used insteadof at. 34 to conespond- Or so that it conesponds. 55 a conditioz - This clauseis in appositionwith jet lag. 55 characteized- This is a reduced relative clausewhich if expanded would read a condition(which is) characterized.Seealso in 56, a term (which is) used. 56 synchronized-The past participle might be considered part of the passiveconstruction: is . . . synchronizedor may be considered an adjective after the verb to be (is). 56 what happenswhen - This clauseis the complement of the verb describe.

3.10 Leisurestress TOPIC

Leisure and work Behaviour

LANGUAGE

Reducedrelativeclauses Definingrelativeclauses Clausesin apposition

POINTS

WARM-UP

I Ask your studentsto form pairs with the person on their right. Each pair should find out from each other how they spend their leisure time. 2 \7hen all the pairs have finished, regroup the classinto three large groups consistingrespectivelyof workaholics, leisure-holics, and thosewho seethemselvesas well balanced! 3 Ask the newly formed groups to sharetheir attitudes to leisure. 'leisure stress'and invite 4 Finally, introduce the notion of interpretations from the class.

PRE-TEXT VOCABULARY

to take a break (idm) to have a rest from work prone (adj) likely to experience schedule (z) timetable, work programme pace (n) speed at which an activity is performed to cope (o) to deal with, manage tedium (z) monotony, boredom vicious (adj) nasty, crtel to unwind (zt) to relax, enjoy a break from work

ADVANCED ACTIVITIES

I A phenomenon that has recently been identified in western societiesis leisure stress, an anxiety experienced by people who hate taking a break. 2 Certain personality types are particularly prone to this problem, people who are high-achievers, competitive by nature, and success-motivated. 3 Energizedby a hectic work paceand a busy schedule,such people are unable to cope with unstructured spare time. 4 For them leisure and relaxation equatewith tedium and boredom. 5 In somecasespeoplewho have poorly developed social skills begin to avoid situations which require them to interact informally. 6 A vicious circle develops and so they never acquire the skills that would help them unwind. NOTES

Sl phenomenonthat - This is a defining relative clause. Sl an anxiety - This clauseis in apposition to leisurestress. Sl expeienced-This is part of a reducedrelative clausewhich if expanded would read (which is) expeienced. 52 problem- This could be followed by a dash or a colon. 32 peoplewho - This is a defining relative clausewhich here works in apposition to certainpersonalitytypes.Other defining relative clausesare to be found in35: peoplewho and situationswhich, and 56: the skills that. - This is a reduced relative clausetransformed 32 success-moioated into a compound adjectivemade up of noun + past participle. The original clausewould have been:peoplewho are motioatedby success. 53 energized- This reduced rglative clauseworks rather like an adjectivalconstruction. It can/operatelike this becauseits implied subjectis the sameas the subjectof the main clause(suchpeople). 54 them- That is, suchpeople(S3). Seealso they,them(56). 55 beginto aooid - Or, beginaaoiding. 56 unwind - After help, the lo of the infinitive is omitted: help them (to) unwind.

3.11 Conservingfamilyhistory TOPIC

History Families Identity

LANGUAGE POINTS

Zero article Sentenceconnectors

WARM.UP

I As this activity involvesa longishvisualization,it is important that the studentsfeelthoroughlyrelaxed.Ifyou feeltheyneeda little help, suggestthat theysit backin their chairs,shuttheir eyes, drop their shoulders,andtakea few slow,deepbreaths.

ADVANCED ACTIVITIES

2 Next, tell them the following: - Imagine that you are going homeoneday, and asyou approachyour hou{e,you smellsmoke.You oery soonrealize that it isyour homeon of gour family fire. F6rmnately, you soonfind out that all the members "and household,includingyour pets' are safeand unhurt' As you are staniling there,feeling oery relieaed,a fireman on a ladder calls out to letyou6no* thot he ian saoeonethingfor you from your house'You think for d mornentand then tell him what you want to sat)e' 3 Now gently ask the students to open their eyesand move_around the chsJsharing their responsesro rhe situation with the other students. 4 Then ask them to relate their responsesto you) and collate them on the blackboard. 5 \fith the help of the students, try to categorizethe responses' 6 Finally, raisethe subject of family memorabilia and elicit views on their relative importance to your class. Acknowledgement The idea for ttris warm-up is inspired by Moskowitz: Caring and Shaing in theForeign Langtage Classroom.

PRE.TEXT VOCABULARY

to sever (o) to cut, break offa connection ancestral (adj) relating to one's ancestors corporate (adj) relating to corporations or large companies to sit (someone) adrift (o) to send (someone)away without friends, family, or livelihood anchorage (n) safeconnection,link memorabilia (n) acollection of personal mementoes to calculate (o) to estimate to assure (o) to give confidence, comfort to urge (o) to advise, recommend highly

TEXT

I Today, more than at any other time in history, vast numbers of peopleare being forced ro severtheir ancestralties. 2 Emigration, *"tr, .orporate mobility, and family breakdown have set thousands adrifi, leaving them withour any anchorageto their past except for their irecioui family mementoes:records, photos-,le191s' books, paintings, diaries. 3 such memorabilia are incalculably precious as theyierve to assurepeople that they belong somewhere. 4 Yet this assuranceis alwayi at risk not only from natural disasterslike fire and flood but also from the narural daily processofphysical deterioration. 5 As a resuh, somefamily historiansare urging people to learn the basic techniques of conservation so as to preierve their family records for future generations'

NOTES

sl are beingforced- The present continuous tense is used for an action in thE broad preseni (with a'nowadays' meaning)' Note the passivevoice as thepeopleare the receiversofthe action, the agent

ADVANCED ACTIVITIES

of which is detailed in 52: emigration,wars, corpordtemobility, and family breakdown. 32 haoeall set -The all reflects the compound subject. 52 set. . . ailrift - Note that this phrasal verb requires its direct object to be positioned between the verb and the preposition. 52 leaaing- The present participle could be replaced by another finite clause linked with and: and left them.ln this case,with two finite verbs linked by the conjunction and,a time sequencewould be implied. 53 suchmemorabilia- That is, all the mementoes (records,photos, and so on) listed in 32. 54 yet - The connector indicates a forthcoming contrast. 54 not onb . . . but also- Note the balance created in the sentence by this construction. 55 as a resuh- The connector indicates that a statement of consequenceis forthcoming. 55 are urging - This is the sameusagecommented on inSL (are 'nowadays' meaning. beingforced), the broad present for a

3.12 Women'sintuition TOPIC

Women Behaviour

LANGUAGE POINTS

Causal connections Defining relative clauses Articles: definite, indefinite, and zero Adverbs I

WARM.UP

I Ask your students to name the five senses(touch, taste, sight, hearing, smell). 2 List them on the blackboard. and number them as the students call them out. 3 Next add the number 6 under the five sensesand ask what vour students think it represents. Ask them: - What doyou know about thesixth sense? Make sure that in the ensuing discussion the word 'intuition' is incorporated. 4 Tell the classthat there is a certain kind of intuition known as feminine or women's intuition. Find out to what extent vour class believe in this. 5 As the discussion progresses,try to bring in consideration of causes(sentence2 of the text) and results (sentences3, 4, and 5) .

ADVANCED ACTIVITIES

PRE.TEXT VOCABULARY

perceptive (adj) qtickto understand to bring up (z) to raise (children) channel (n) away or medium of communicating to pick Lrp(D) to recognize to decipher (o) to interpret meaning to get away with (o) to escapepunishment conversely (ado) inthe oppositeway to pull the wool over someone's eyes (idm) to deceivesomeone negotiator (z) a personwho works out agreementsthrough discussion

TEXT

I The fact that women generallyare more perceptivethan men has 'women's intuition'. given rise to what is commonly known as 2 This quality is particularly evident in women who have brought up young children, for a mother who has a young child relies largely on non-verb4l channelsof communication. 3 Thus, many women developan ability to pick up and decipher non-verbal signals,as well as an accurateeyefor small detail. 4 This is why few husbandscan lie to their wives and get away with it and why, conversely,many women can pull the wool over a man's eyes without his realizing it. 5 It is alsobelievedto be the reasonwhy women often becomemore perceptiveand skilled negotiatorsthan men.

NOTES

SL thefactthat-The structure thefact + thatallows thethat clause to serveas the subject ofthe sentence. Sl what is commonlyknown cs - This is a nominal relative clause. What actsas both a noun and a relative pronoun together (the thing that). 52 thisquality- That is, as statedin S1. 52 womenwho- A defining relative clausefollows, as the information in it is necessaryand not additional. Seealso, in the samesentencea motherushohasa young child. 32 for - This is a causalconnectorshowing reasonto accountfor usomen'sintuition. 54 thisis why - Understood but omitted here is the reason;this is the reasonwhy.Wlry operatesas a relative pronoun (meaning/orwhich) after the novnreason Note that it is not the interrogative use of zlfty and hencethe subject-verborder follows the pattern for declarative sentences.There is another exampleof this in the samesentence: 55 the structure is used again, this time with and why, conoersel3t.In reasonwlry women. reasonincluded: the 54 ft^ realizing- Note the use of the possessivepronoun before the gerund. In more informal English himwould be more appropriate thanhis. 55 t - That is, u)omen'sintuition.

ADVANCED ACTIVITIES

3.13 Middlechildren The family Behaviour Society LANGUAGE POINTS

Presentparticipialclauses:stativeand dynamicverbs Generics Compounds

WARM.UP

(suchasthe four corners). I Createfour areasin the classroom 2 Put up a labelin eachof the areas: Firstbom OnIychild Lastbom Middle child 3 Now ask your students to go to the area of the room they belong to according to their birth order. 4 Once the groups have formed in their respective areas,ask them to share their experiencesof being an only child/last born/first born/middle child. (If there happens to be an area with only one student, you might like to pair up with him or her or send the student to another group as an observer.) 5 Ask the studentsto reassembleas a class,and focus on the position of middle children. Find out from the middle children in the class: - Do your experiences haoeanything in common? - Can you make any generalizationsabout middle childrenfrom this? 6 Finally, reveal the title of the text.

PRE.TEXT VOCABULARY

to neglect (o) to pay little attention to, to fail to look after sibling (n) a brother or sister flexible (adj) to change or adapt easily high-achiever (n) someonewho aims for success peer (n) someoneof oneis own age or rank to orient (o) to aim or dlrect one's attention towards merit (n) benefit, advantage to mediate (o) to try to resolve a disagreement

TEXT

I Middle children, being neither the oldest nor the youngesrin the family, tend to feel neglectedand insecure. 2 Yet, being sandwichedbetweensiblings, they are often the family peace-makers, and so they learn to be flexible and realistic. 3 Researchhas shown that while first-borns tend to be high-achievers,second-bornstend to be more peer-oriented,having more friends 2nd sesializingmore easily. 4 These days, with more peoplechoosingsmall families, the middle child is disappearing. 5 Opinion is divided on the merits of this, with somepsychologistspredicting healthier adults and orhers fearing the lossof the middle child's mediating influence.

ADVANCED ACTIVITIES

NOTES

Sl being- The presentparticipleof the stativevetb besuggeststhe they' Asimilar usage ideaof reasonor cause:middlechildren,because occursin 52, beingsandwiched. - The definitearticle * plural noun is 32 thefamily peace-makers hereusedto expressthe generic.Comparethe plural noun with zeroarticle(middlechildren)in Sl, and definitearticle * singular noun(themiddlechild),which arealternativewaysof expressingthe generic. -This is a compoundnoun consistingof noun * 32 peace-makers ver6, with the verb mqketurnedintoa noun(maker)by the addition of the suffix -er.This is a commonconstructionin English. Other zndlawmaker.A similarprocessoccursin arc breadwinner examples (S3), time composedof adiective* verb. this high-achieoer clause,implyinga forthcomingcontrast. 33 while- A concessional 53 first-borns The adjectiveis usedasa noun, with children (S3).In both cases,the nounis a understood.Seealsosecond-borns of adjective+ pastparticiple. compound,composed - Another compound,this time adjectivalin 53 peer-oriented funition, composedof noun + pastparticiple. In fact this compoundis a transposedreducedclause: . areoientedtowdrds theirpeers. 33 haoing- This is anotherinstanceof the presentparticipleof a stativeverb, implying reasonor cause. 54 choosing-The presentparticipleherefunctionsasan adjective giving more information aboutthe nounpeople;socializing(in 53) functionsin the sameway. s4 is disappearing-Thetime focus(of broadpresent)is providedat the beginningof the sentence,thesedays. 35 this- That is, the fact (in 54) that the middle child is disappearing. 55 some-This is the beginningof a two-parttextualdevice(the a other part beingotherlater in the samesentence)that establishes balancein the lastsentence. 35 predicting-Here the presentparticiplefunctionsasan adiective similarly with prouidittginformation abouta noun (psychologisrs); fearingin the samesentence. and the 35 mediating-Here the participlehasan object(influence) * noun adiective an like rather functions wholeexpression the noun (the .onrtruciion.\When,ashere,the participleprecedes is that the inference the position English), in unmarkedadiectival one. a transitory than permanent rather quality is a

ADVANCED ACTIVITIES

3.14 Thegun debate TOPIC

Guns and the law

LANGUAGE POINTS

Complexsentences Clausesin apposition Defining relative clauses Textual cohesion:balancedcontrastacrosssentences

WARM.UP

I Draw a gun in the middle of the boardand brainstormthe subjectofguns.

2 Conducta classreferendum.Ask the students: Shouldgunsbebanned:yesor no? 3 If time allows, and feelings are running high, divide the classinto two groups, thosewho said'yes' and thosewho said'no'. 4 Ask each group to co-author a communiqu6 stating their views (limit the statementsto four or five lines). 5 Each group may wish to post their manifesto on the wall of the classroom.

PRE.TEXT VOCABULARY

debate (z) discussion of different opinions to ignite (a) to set on fire to ban (o) to bar, forbid, make illegal firearm (n) any typeofgun to seek (o) to try to find cornpromise (n) a midway position that settlesan argument escalation (z) a steepincrease

100

ADVANCED ACTIVITIES

TEXT

I The gun debate,like most controversialand topical issues,tends to ignite passionsand drive peopleinto opposingcamps. 2 On the one hand, we have those who believe that when a government bans firearms, it overturns the citizen's most fundamental right, the right to defend self, family, and home against violence. 3 On the other hand, we have those who b;:l.ievethat the rising incidence of crime and violence is directly related to the easewith which guns may be obtained. 4 It is in the interests of any reasonable government to seek a compromise between these opposing views, one that allows for the protection of the individual while also preventing an escalationof criminal violence.

NOTES

52 on the onehand - This is the beginning of a balanced contrast that is completed in 53 with on the otherhand. 52 we haoe-Or thereis. 52 those- That is, people.There is a comparable construction in

s3.

- This is a definingrelativeclause.There is a 52 who beliezte comparableconstruction in 53. 52 thatwhen-Thatis the beginning of a noun clauseafter belieoe; whenbegins a subordinate adverbial clausewithin the noun clause. 52 it- That is, the gooemmentjustreferred to. 32 theight to defend- This is a clausein apposition to the noun right. 32 self,family, and home- The definite article the could be used here: the self. 33 belieoe- This verb once again generatesa noun clause: that the rising incidence. 54 it is in the interesxof - Or more directly and lessformally, gooetnmentsshould. 34 onethat -This is a clausein apposition to the antecedent, comprotnise.

3.15 Teensuicide TOPIC

Adolescence Death

LANGUAGE POINTS

Connectors Articles: definite, indefinite, and zero Textual reference

WARM-UP

I \7rite up the two topic areasof the title on the blackboard. 2 Conduct a prediction exercise. Elicit from the classany ideas that might predictably be included in the text.

ADVANCED ACTIVITIES

101

3 $7rite theseideasasbrief headingson the board. Then mark the onesthat havebeenpredictedsuccessfully. 4 Next, add any important omissionsfrom the list that, if known to the students,would help them in the dictation. 5 Allow a discussionto flow on any of the issuesarisingfrom the topic of 'teensuicide'that the studentswish to takeup. PRE.TEXT VOCABULARY

source(n) origin concern (n) worry to attribute (o) to considersomethingasa cause to perceive(v) to understand,interpret trend (n) tendencyor movementin a certaindirection iniury (n) hurt, harm, damage

TEXT

I Teen suicideis an increasingsourceof concernin today's society. 2 Health professionals attribute it to a reactionto unresolvedconflict within the family and to stress,both real or perceived. 3 Over the last twenty yearsthe incidenceof suicide amongteenageboyshasdoubled,while that for girls hasfallen. 4 This trend is explainedin two ways,onequite immediateand objective,the othermoreinterpretive. 5 Firstly, thereis the fact that boysusuallychoosemoreviolentwaysof killing themselves. 6 Secondly,amongbrokenfamilies,wherethe children usually staywith the motherrather than the father, the lossof a father makesa greaterimpact on a boy than a girl, leadingto a greater probabilityof psychological injury.

NOTES

52 it- Thatis, teensuicide. 52 to- This prepositionfollowsattibute.In this sentence thereare two indirect objects(conflictand srress) both of which areconnecred to the verb attribureby the prepositionto. - This phraseis in appositionro s/ress. 32 bothrealandperceioed years- This time focus- pastcontinuinginto 33 oaerthelasttrDenb) present- requiresthe presentperfecttense,aswitnessedin has doubledandhasfallen. S3 that- This substitutesfor (andhenceavoidsthe repetitionof) theincidence of suicide. 54 in twoways- This expressionis then amplifiedi one. . . the other. SS firstly- This refersbackto onequiteimmediate andobjectiae in 54. Similarly, secondly in 56 refersback to theothermoreinterpretioe. 55 thefact - TFis alsolinks up with 54 theonequiteimmediate and objectioe. 56 where-Orinwhich. 36 thernother. . . thefather- Theircould be usedinsteadof the. 36 leadinglo - This participial phrasecould be replacedby a secondfinite clause:and thisleadsto.

t02

ADVANCED ACTIVITIES

3.16 Callingnon-sleepers TOPIC

,/ Human behaviour Sleep patterns

LANGUAGE POINTS

Defining relative clauses Superlatives Participle clauses

WARM.UP

I Introduce the topic of sleeppatterns. 2 Elicit the kinds of questions you would ask if you were carrying out a survey on people'ssleeppatterns, e.g. - How doyou sleep? - How doyou get to sleep? - Do you eoerwake up during thenight? - Do you haoediffrcuhyfalling asleepor gettingback to sleepif you wake up? Or seethe questionnaire in Maley and Moulding, Learning to Listen,p.3. 3 Divide the classinto groups according to sleeppatterns, e.g. insomniacs,deep sleepers,people who have difficulty falling asleep, but once asleepsleepwell. 4 Label parts of the room accordingly. 5 Now ask the studentsto mix and mingle, asking and answering questionsabout sleeppatterns. Ultimately, everyoneshould end up in a group of peoplewith similar sleeppatterns. 6 Ask the students how it felt discovering other people with similar problems.

PRE.TEXT VOCABULARY

slight (ad7) very small to arouse (z) to wake to toss and turn (idm) to spend a wakeful, restlessnight to seek (o) to look for to wear off (o) to stop working or having an effect insornniac (m) a person who has difficulty with sleep

TEXT

I Are you one of the many who lie awakeat night listening to anything that makesthe slightestnoise? 2 Or areyou aroused from sleepin the middle of the night only to spend the rest of it tossingand turning? 3 Insomnia is one of the most common yet most misunderstoodproblems for which otherwisehealthy and normal people seekprofessionalhelp. 4 Conventionalmedicine, however, is of limited help: the typical sufferer will be prescribed some form of medication that is effective in the short term, but invariably wears off, leaving the insomniac back where he or she started- desperatefor a good night's sleep. 5 In recent years,in an effort to remove the cloud of mystery surrounding insomnia, researchershave invited insomniacs to volunteer in treatment programmesso that their sleeppatterns and behaviour can be studied.

ADVANCED ACTIVITIES

NOTES

Sl thematry- That is, themarry@eople). Sl who lie awake - The relative pronoun zlfto begins a defining relative clauseproviding essentialinformation about the antecedent many (people). Sl listening- The present participle begins a participle clause that is adverbial in function adding meaning to the verb lie au:ake. Sl that makes- The relative pronoun thatbegins a defining relative clauseproviding essentialinformation about the antecedent anything. Sl slightest- This is the superlative form of the adjective slight. 32 it-Thatis,night. 32 tossingand turning - These present participles function as object complements of the verb spend. S3 mostcornrnon. . . mostmisunderstood-These adiectives are both in the superlative form. S3 otherutise- This is an adverb lending further meaning to the adjective healthy. 34 howeoer- This discourse marker indicates a forthcoming contrast to the previous sentence. 54 the typical sufferer- This is the generic form. It occurs later in the samesentencein the formthe insomniac. 34 leaoing- The present participle begins an adverbial participle clause. 55 sunoundinginsomnia- This participle clause has an adjectival function adding meaning to cloud of mystery. 55 sa that-This is a clauseof result,linking the action (an invitation to insomniacs) with the expected result (a study of their sleeppatterns).

3.17 Marriagereturns Marriage Relationships Society LANGUAGE POINTS

Conditional perfect tensefor speculationabout the past Degreesof certainty Preparatorysubiect/pbiect Prepositionalphrase/ofconcession:in spiteof Future in the past Textual cohesionthrough balancedcomparisonand contrast

I04

ADVANCED ACTIVITIES

WARM.UP

I Conduct u .)r., survey on attitudes to marriage. The following questionsmay help: - Do you think that marriageis out-dated(yesor no)? - Why do peoplegetmarried? - Why do peoplehaoedefacto relationships? 2 \7hen you have completed the survey find out how many of your studentsare married. Of thosewho are not. how manv would like to be?

PRE.TEXT VOCABULARY

liberation (n) freedom so-called (adj) so named, perhapswrongly de facto (adj) infact though not by law generation (n) 25-30 years to take for granted (idm) to assume,expect, without thinking rcle (n) the usual or expected part taken in life bond (n) somethingthat joins peopletogether

TEXT

I In spite of the women's liberation movement and the so-called sexual revolution of the sixties and seventies,and in spite of the increasing number of de facto relationships, it seemsthat marriage has returned. 2 Recent statisticdindicate that the institution has never been so popular. 3 Somethings, however, have definitely changed. 4 A generationago, a couple marrying were younger than today; they probably would not have had sexualrelations; and almost certainly would not have lived together. 5 As well, they probably would have taken it for granted that that their roles in 'What has not marriage were going to be very different. 6 changed,however, is the reasoncouplesgive for marrying: asin the past, this continuesto be the emotional bond they shareand includes the desirefor a family.

NOTES

SL in spiteo/- This is a prepositionalphrasewhich, followed by a noun) has a concessionalmeaning roughly the equivalent of ahhough* clause. - This servesas a preparatory subjectfor the following Sl it seems clause, that marriagehasreturned.It also servesto reduce the total certainty that would accompany the statement (maniage has rearned)if it lacked the preparatory subjectmechanism. 32 theinstitution- That is, the institution of maniage. 33 howeaer- This indicates that a contrast is being established and suggeststhat supporting detail will follow. 54 marrying - The participle after the noun servesan adjectival function, giving descriptive information about couple. 54 wereyounger- This statement indicates 100 per cent certainty; almostcertainly(S4) indicatesa little lessthan 100per cent;probably (also54) indicatesa good deal ofsurety but lessthan 100per cent.

ADVANCED ACTIVITIES

54 wouldhaoehad . . . Iioed- Note the useof the conditional perfect(would. . . haoe+ pastparticiple)to speculateaboutthe past. 35 takenitfor granted- Here it is the preparatoryobjectleadingup to the noun clause(thattheirroles. . . dffirent). 56 what hasnotchanged-Herc what meansthethingthat. Thts 'cleft' sentenceconstructiongivesgreateremphasisto the real subject(in this casethereason)than would existin a conventionally (subject* verb * complement). orderedsentence 56 marrying- The gerundis usedafterfor. 36 this- That is, theredsoncouplesgioefw rnarrying.

3.18 Life afterdeath TOPIC

Medical technology Attitudes to death

LANGUAGE POINTS

Complexsentenceconstruction Compoundnouns Emphasisindicators Substitution Passives

PREPARATION

For this activity you will needto bring to classan organtransplant donor'scardlike the onebelow,or, dependingon the countryyou arein, a photocopyofthe organtransplantconsentsectionofyour driver'slicence.

CONSENT ORGANTRANSPLANT

I herebyconsentin theeventof mydeathto the removalof . (a)anybodyorgansor tissues; . (b)thefollowing organsor tissues *

lomit if notapplicable)

Signature

WARM.UP

I Showyour studentsthedonor'scard,or the consentsectionof your driver'slicence. for havingtheseconsentforms 2 Discusswith the classthe reasons andcards(seesentences 3 and4 ofthe text). 3 Ask your studentswhetherthey would personallypledgetheir or religiousissues. organsor not. This mayraisecross-cultural discussion However,if theyarepreparedto thlk aboutit, encourage that will bring out attitudesto organtransplants.

106

ADVANCED ACTIVITIES

PRE.TEXT VOCABULARY

futuristic (adj) relattng to the future to transplant (a) to remove something from one place and put it somewhereelse donor (n) a person giving something(an organ, for example) to pledge (a) to promise organ (n) apartof the body with a particular function, e.g. heart, kidney tissue-typing (z) (gerund) matching body tissues recipient (m) a person receiving something (say, an organ)

TEXT

1 Transplant surgery, once only a futuristic notion, is fast becoming a daily event. 2 For many, however, the bitter reality is a long waiting list, and in the caseof heart-lung candidates,most die before a donor appears. 3 In somecountries, the donor shortage problem may be alleviated now that people can pledge their organs after death by signing their consent on their driver's licence. 4 Although the signedconsentgiveslegal permissionfor the useof organs,the transplant teamsspeakto relativeswherever possiblebefore going ahead,partly becausethe relativesthemselves need to understand the situation. 5 However, the pledgedoes mean that if relatives cannot be found or do not exist, a person wishing to donate organs can do so legally without depending on others' permission. 6 Once a possibledonor has beenfound, blood samplesare sent to the blood bank to be tissue-typed,the recipient with the closesttissuematch is chosenand preparations for the operation are begun.

NOTES

SI onceonly - That is, (whichwas) onceonly. Sl /asr becoming- The adverb/asl modifies the verb becomeand takes a mid-position between the auxiliary is and the verb becoruing. Note that the presentcontinuous tenseis used here to denote the broad present. 52 for many - Many stands for manypeople. Seealsomostin the samesentence. 53 donorshortageproblem- Note the compound noun construction in which the first two nouns really function as adiectives:donor indicates what sort of shortage it is and donorshortageindicates what sort of problem it is. - The reflexive pronoun servesto add emphasisto 54 themseloes relatioes. 55 thepledge- That is, the signedconsenton the drizter'slicence. 55 doesmean- The use of the auxiliary doeshere servesto emphasizethe verb to which it is connected. 55 can do so- That is, can donateorgdns. 56 found - The passivevoice is used here to give focus to the is process.Seealso, in the samesentencedresent,to be tissue-typed, chosen,are begun.

ADVANCED ACTIVITIES

3.19 Childrationing TOPIC

Population explosion The family in China Government

LANGUAGE POINTS

Participle clauses Clausesof causeand result

WARM.UP

I Brainstorm the subject of China, writing up on the blackboard all suggestionsas they are given. 2 When the board is full, circle any words that relate in some way to the concept of China's population explbsion. 3 Now ask the classto guesswhat the connectionis between the circled words. 4 Introduce the population problem in China as a discussion point, and steer the discussion towards the main issuescovered in the text. for example, the effect of over-population (sentences2 and3); rumours about the use of force (sentence4), and (in sentence5), how economiccoercionworks. Try to incorporate someof the actual lexis of the text into the discussion.

PRE.TEXT VOCABULARY

tough (adj) harsh, severe to avert (o) to prevent gargantuan (adj ) huge, enormous to keep up (o) to progress at the samerate wake (z) following as a result or consequence breach (n) breaking, violation (of a law) civil rights (n) people's basic freedoms under duress (idm) by compulsion, force coercion (n) force to revert (o) to return, go back

TEXT

I China has adopted a tough family planning policy to avert a population explosion of such gargantuan proportions that it would bring famine in its wake. 2 The Chinese, numbering over a billion, have overcrowded cities, an acute housing shortage, and inadequate medical, social, and educational services. 3 They are periodically deprived of electricity becausethe supply cannot keep up with the demand. 4 The government's measuresfor dealing with the situation are said to be in breach of civil rights, with stories of abortions and sterilizations being carried out under duress. 5 The main tool, however, is economiccoercion: the subsidy that a one-child family receivesis withdrawn if they have another; their wagesare cut, their monthly bonusesstopped, and their housing allocationreduced, giving them more children but lessspace. 6 China intends to revert to the two-child family after the year 2000 but in the meantime, the traditional family structure is being revolutionalized by a generation of one-child families.

Passives Complex sentenceconstruction

108

ADVANCEDACTIVITIES

NOTES

Sl surh. . . that-Note the constructionsuch(+ adiective* noun) * clauseof result (thatit wwld bringfarninein in wake). Sl ir- That is, thcpopulationexplosion. ooer 52 numbring- Or whontmtbenNote that the phrasenumbering a billion could beginthe sentence,precedingthe subjecttheChinese' 54 beingcadcd out- The participleclausesuggestsa causal connection,that is, the useof forceis the reasonfor the alleged breachof civil rights. - An alternativewould be to usethe adjectiveforced 34 underduress beforeabortionsand,sterilizatimts. S5 thesubsidythat-The relativeclausehereis a definingoneasit providesinformationvital to makesenseof the sentence. SS is withdraam- Note the passivevoiceto provideemphasison the processand the impact on the receiverof the action' that is, the two-child family. There areother verbsin the passivein this sentence,someof which havethe auxiliaryomitted but understood: arecut, (are)stopped,(is) reduced. 35 they. . . their- The pronoun standsfor a one-childfamily mentionedearlierin the sentence. or 35 giaing- Here the participleclausesuggestsa consequence result: becausethe housingallocationis reducedand becausethey havean additionalchild, they havelessspace. The presentcontinuoustenseis usedto 36 is beingreoolutionizedrefer to the broadpresent,the durationalsenseof thesedays.

3.20 Litigationlunacy TOPIC

Thelaw People and behaviout

LANGUAGE POINTS

Past perfect tense Reduced telative clauses Perfect infinitives Textual connectors

WARM.UP

I Introduce the concept of litigation (taking someoneto court to sue for damagesor compensation). 2 Elicit any experiencesthat the students may have had or may know about in this regard. 3 Write up the title of the text and ask the students to makepredictions as to content. Focus attention on the word lunacy.

ADVANCED ACTIVITIES

4 Give some examples of this lunacy such as the five in the text: boy/parent case,prisoner/warden case,ladder/manure case, poodle owner / vet case,and Transport Department case. 5 Use the board to write up cues for the fives cases: - boyI parentsI $350,000 - prisonerI wardenI $4 .5 million, etc. Provide more cuesif you think the classneed them. The idea is to reduce the burden on short-term memory. 6 Be sure to tell (not read) each of the stories in the manner of anecdotes,answering any questions along the way to ensure that the meaning is quite clear. All this will help make a very long text more accessibleduring the dictation phase. PRE-TEXT VOCABULARY

rash (n) an outbreak law suit (z) prosecutionof a casein a law court to sue (o) to take someoneto court for legal action ludicrous (cd7) ridiculous manure (n) anrmalfaecal waste poodle(m) abreedofdog vet (n) an animal doctor a pretty penny (idm) a lot of money to take notice of (z') to consider,respect

TEXT

I The US is experiencinga rash of law suits as people turn to the courts to suefor money as compensationfor misfortunes suffered. 2 While this trend may have started out quite legitimately, it has blown up into ludicrous proportions. 3 Recently, for example, a boy suedhis parentsfor $350,000becausehe did not like the way they had brought him up. 4 Elsewhere,a prisoner who had had five yearsadded to his prison term becauseof an attempted escape,sued the warden who was on duty that day for $4.5m. 5 In another case,a ladder manufacturer was successfullysuedfor $300,000becausea ladder he had manufactured slipped when placed on somewet dog manure. 6 In yet another case,the owner of a poodle suedhis vet for $45,000for psychologicaldamagesuffered by the dog following some medical ueatment. 7 Another man is suing the Department of Transport for millions of dollars for having lost his driver's licence. 8 There is no doubt that someindividuals - and a lot of lawyers- are making a pretty penny out of a legal systemthat takeslittle notice of iustice and even lessof common sense.

NOTES

Sl is expeiencing- The presentcontinuous tenseis used to denote an action that is happening in the broad present (thesedays). See alsois suing(57) and aremaking(58). Sl as - Here cs has either a causal meaning (accounting for the rash of law suits)or a senseof simultaneity (the rash of law suits is occurring while people are turning to the law for compensation).

ll0

ADVANCED ACTIVITIES

Sl to sue- This is the infinitive of purposeproviding a reasonfor the previousverb turnto. Note sze+ obiect(that is, the person/institutionbeingtakento court) * for (* money). Sl misfotunessuffered- That is, mffirtunes (thathaoebeen) suffered.There area number of examplesof reducedrelativeclauses in this text (seewhenplaced(55), damagesuffered(56)). eoenthough. 52 while- The sensehereis concessional: -The modalmay * perfect infinitle (haae 32 mayhaoestartedout startedout)is usedfor speculatingaboutwhat possibilityhas happenedin the past. S3 hadbroughthim up - The pastperfecttenseis usedto indicate that this action(the bringing up of the boy) precededthe actionof the law suit (which takesthe simplepasttense:szed).Seealsothe useof the pastperfecttensein 34 (hadhadfioeyearsadded)'35 (he hadmanufactured). - This connectorservesthe purposeof showingthat 34 elsewhere follows. Connectorsareusedthrough the text asa example another and linking the examples:in anothercase(S5),inyet way of ordering (56), man(57). another ccse another 54 hadhadfioeyearsadded- This is the pastperfecttenseof the structure:to haoe* object(years)+ pastparticiple(added). - This is an exampleof a reduced-relativeclause(that 54 attempted beingtransposedto adiectivalstatusand had beenatternpted) precedingthe noun (escape) which it describes. pronounwhobeginsa defining relative 34 thewardenwho-The vital to making senseof the information that contains relativeclause system that. also S8 a legal sentence.See escape. 34 thatday- That is, thedayof theatternpted -Thatis, when(it was)placed. 55 whenplaced 56 damagesuffired- That is, damage(thatwas)suffered. S7 for haoinglost-Or for losing. S8 making- Note the construction:to make+ money * outof. 58 little - Note that the meaninghereis negative(nearlynone)as distinct from the positive,if minimal, meaningof a little. S8 eoenlessof - That is, eoenless(notice)of.

Thematicindex This index is included to assistyour selection of a text from a thematic or topical perspective. The topics covered are listed alphabetically. Note that the units are listed both by number and by name. The number will give you an indication of level: I : pre-intermediate; 2 : intermediatel 3 : postintermediate/advanced.\Tithin eachsection(e.g. 1.1-1.20) units are graded accordingto difficulty. So, for example, in the topic areaof.Adolescencetherc are three units, 2.6 (low-intermediate), 3.2 (early post-intermediate),and 3. I 5 (advanced).

Topic

Actiztitynumber

Actioity name

Accidents

1.9 1.10 7.t2 2.7 2.8 2.9

Bullet costs a thumb Miracle plunge Road toll One in ten million Young hero Safe but sorry

35 36 38 59 61 62

Adaptation

2.4 3.9 3 .l 0

Life on the outside Jet lag Leisure stress

55 9t 92

Addiction

2.12 3.5 3 .l 0

Chocomania Comfort food Leisure stress

66 85 92

Adolescence

2.6 3.2 3 .l 5

Battles on the home front Uniformly individual Teen suicide

Adventure

l.l 1.8 2.9 3.7

Marco Polo A record on wheels Safebut sorry Jungle boy

26 34 62 88

Advice

3.3

The best advice

Alcohol

t.L2

Road toll

Animals

t.L7 2.5 2.13 3.7

The enemy, man Pre-quakelitters Koala suicide Jungle boy

44 57 67 88

Appearance

1.15

Book covers

Attitude

l.ll

Passivesmoking

Page

58 8l 100

tt2

THEMATICINDEX

Actioitynumber

Activity name

2.t3 2.r8 2.20 3.5 3.6 3.10 3.17 3 .l 8

Koala suicide Moody blues The right to be left Comfort food Phobiapoll Leisurestress Marriagereturns Life after death

67 74 77 85 87 92 103 105

Behaviour

t.t7 1.t8 2.5 2.6 2.12 2.r3 2.t8 2.20 3.2 3.3 3.5 3.6 3.7 3.9 3 .l 0 3.12 3 .l 3 3 .l 6 3.20

The enemy,man Superstitionsand you Pre-quakeiitters Battleson the homefront Chocomania Koala suicide Moodyblues The right to be left Uniformly individual The bestadvice Comfort food Phobiapoll Jungleboy Jetlag Leisurestress 'Women's intuition Middle children Callingnon-sleepers Litigation lunacy

44 46 57 58 66 67 74 77 8l 82 85 87 88 9l 92 95 97 t02 108

Change

1.ll 2.4 2.r7 3.9 3 .l 0 3.11 3.t7

Passivesmoking Life on the outside Alpine village Jetlag Leisurestress Conservingfamily history Marriagereturns

37 55 73 9T 92 93 103

Children

t.7 1.9 l.l0 1.13 2.2 2.6 2.8 3.2 3.3 3.7 3 .r 3

Child mother Bulletcostsa thumb Miracle plunge BabyHotline Intelligence:natureor nurture? Battleson the homefront Young hero Uniformly individual The bestadvice Jungleboy Middle children

Topic

Page

33 35 36 39 53 58 6l 8l 82 88 97

i I

ll3

THEMATICINDEX

Actioitgnumber

Activity narne

3.15 3.t9

Teen suicide Child rationing

100 t07

China

1.1 3 .1 9

Marco Polo Child rationing

26 r07

Cities

1.2 1.10 3.15

Earthquake Miracle plunge Tips for travellers2: gettingaround

27 36

Topic

Page

Clothes

3.2

Uniformly individual

Coincidence

2.7

One in ten million

Communication

1.3 1 .l 9 2.3 2.6 3.12

World English Daily print Freedomofspeech Battleson the homefront '$7omen's intuition

28 47 54 58 95

Compensation

3.20

Litigation lunacy

Competition

2.1 2.r0 3.2 3 .l 0

The job race Racefor space Uniformly individual Leisurestress

52 63 8l 92

Conformity

3.2

Uniformly individual

Conservation

t.r7 2.17 3.t1

The enemy,man Alpine village Conservingfamily history

44 73 93

Crime

1 .l 0 t.t7 3.r4

Miracle plunge The enemy,man The gun debate

36 44 99

Culture

2.4 2.t3 3.8

Life on the outside Koalasuicide \fhose aid?

55 67 89

Death

t.2 t.t2 2.7 2.13 3.15 3 .l 8

Earthquake Roadtoll One in ten million Koala suicide Teen suicide Life after death

r08

27 38 59 67 100 105

l14

THEMATICINDEX

Topic

Activitynumber

Aciztity name

Diaries

1.5 3.1I

Dear diary Conservingfamily history

30 93

Disasters

t.2

Earthquake

Doctors

1.6 1.10 3.4

Garlic, the greathealer Miracle plunge Doctorsunder stress

32 36 84

Domesticviolence

1.10 3.15

Miracle plunge Teensuicide

Driving

l:12

Roadtoll

Economy

t.t7 2.1 2.t0 2.17 3.8

The enemy,man The job race Racefor space Alpine village lVhoseaid?

44 52 63 73 89

Education

1.3 1.14 2.19 3.1

Vorld English Girls stepout Teachers:an endangeredspecies Locked out by print

28 4l 76 80

Employment

2.1 2.r7 2.19

The fob race Alpine village Teachers:an endangeredspecies

52 73 76

English

1.3 t.4 1.8

\WorldEnglish I'm Kate A recordon wheels

28 29 34

Environment

l.ll

t.t7 2.2 2.r7 3.7 3.8

Passivesmoking The enemy,man Intelligence:natureor nurture? Alpine village Jungleboy Whoseaid?

37 44 53 73 88 89

t .l 0 1.13 2.6 2,8 3.3 3.7 3.11 3.12

Miracle plunge BabyHotline Battleson the homefront Young hero The bestadvice Jungleboy Conservingfamily history 'Women's intuition

36 39 58 61 82 88 93 95

Family

Page

36 100

THEMATICINDEX

Topic

ll5

Actioity number

Actioity name

3 .l 3 3 .r 5 3.17 3.19

Middle children Teen suicide Marriagereturns Child rationing

t.l

r.20

Marco Polo Man in space

26 48

Fear

2.5 3.6

Pre-quakejitters Phobiapoll

57 87

Food

1.6 1.16 2.12 3.5

Garlic, the greafhealer Naturally healthy Chocomania Comfort food

32 43 38 85

Freedom

2.3 3.r4

Freedomofspeech The gun debate

54 99

Future

2.16 3.11

Life in the twenty-firstcentury Conservingfamily history

72 93

Government

1.11 2.3 2.t0 3.8 3.r4 3.r9

Passivesmoking Freedomofspeech Racefor space \7hoseaid? The gun debate Child rationing

37 54 63 89 99 107

Guns

1.9 2.7 3.14

Bulletscostsa thumb One in ten million The gun debate

35 59 99

Health

1.6 l.1l l .r 3 1.16 2.5 2.t2 3.4 3.5 3.9 3.10 3.16 3 .l 8

Garlic,the greathealer Passivesmoking Baby Hotline Naturally healthy Pre-quakejitters Chocomania Doctorsunder stress Comfort food Jetlag Leisurestress Callingnon-sleepers Life after death

Heroism

2.8

Young hero

Famouspeople

Page

97 100 103 r07

32 37 39 43 57 66 84 85 91 92 102 105 6l

lr6

THEMATICINDEX

Page

Topic

Actioitynumber

Actioityname

History

1.6 3.1I

Garlic, the greathealer Conservingfamily history

Holidays

2.14

2.t7 3.10

Tips for travellersl: planninga trip Tips for travellers2: gettingaround Alpine village Leisurestress

Housing

2.tl

Rent suike

Human intereststory

r.7

Child mother A recordon wheels Miracle plunge Young hero Safebut sorry Rent strike Koala suicide Jungleboy

33 34 36 6l 62 65 67 88

l.l5 3.11

I'm Kate Bookcovers Conservingfamily history

29 42 93

Information

l.l9

Daily print

Intuition

3.12

\ilfomen'sintuition

Japan

1.8

2.r3

A recordon wheels Koala suicide

34 67

Jetlag

3.9

Jetlag

Language

1.3

Vorld English

Law

t.7 1.11 2.4 2.rl 3.'t4 3 .1 9 3.20

Child mother Passivesmoking Life on the outside Rent strike The gun debate Child rationing Litigation lunacy

33 37 55 65 99 r07 108

Left-handedness

2.20

The right to be left

Leisure

3.10

Leisurestress

Literacy

3.1

Locked out by print

2.r5

1.8 1.10 2.8 2.9 2.TT 2.r3 3.7 Identity

t.4

32 93 69 70 73 92

tt7

THEMATICINDEX

T@c

Actiztitynumber

Actiaity name

Luck

l.l0 2.9

Miracle plunge Safebut sorry

Marriage

3.17

Marriagereturns

103

Medicine

1.6 1.16 3.4 3 .1 8

Garlic, the greathealer Naturally healthy Doctorsunder stress Life after death

32 43 84 105

Money

2.t0 3.20

Racefor space Litigation lunacy

63 108

Mood

2.r8 3.5

Moody blues Comfort food

Mothering

t.7 1 .l 3 2.6 3.3 3.5 3.7 3.r2 3 .1 9

Child mother Baby Hotline Battleson the homefront The bestadvice Comfort food boy Jungle 'Women's intuition Child rationing

1.6 1 .l 6 I.t7 2.5 3.12

Garlic, the greathealer Naturally healthy The enemy,man Pre-quakejitters Women'sintuition

32 43 44 57 95

Newspapers

1.19 2.3 3.1

Daily print Freedomofspeech Locked out by print

47 54 80

Parenting

t.7 l.l0 1.13 2.6 3.3 3.7 3.12 3.t9

Child mother Miracle plunge BabyHotline Battleson the homefront The bestadvice Jungleboy rilTomen's intuition Child rationing

33 36 39 58 82 88 95 r07

Past

3.1I

Conservingfamily history

People

1 .l 5 1 .l 8 2.2

Book covers Superstitionsand you Intelligence:natureor nurture?

42 6 53

Page

36 62

74 85 J

33 39 58 82 85 88 95 r07

ll8

THEMATICINDEX

Actioitynumber

Actioity name

2.4 2.t2 2.18 2.20 3.2 3.3 3.4 3.5 3.6 3.7 3 .r 0 3.r2 3.15 3 .1 6 3.t7 3.20

Life on the outside Chocomania Moody blues The right to be left Uniformly individual The bestadvice Doctorsunder stress Comfort food Phobiapoll Jungleboy Leisurestress 'Women's intuition Teen suicide Calling non-sleepers Marriagereturns Litigation lunacy

Planes

3.9

Jetlag

Politics

2.3 3.8

Freedomofspeech \Y/hoseaid?

54 89

Poll

2.r9 3.6

Teachers:an endangeredspecies Phobiapoll

76 87

Population

2.t6 3.19

Life in the twenty-fustcentury Child rationing

72 t07

Prediction

2.t4 2.16

Tips for travellersl: planninga trip Life in the twenty-firstcentury

69 72

Preiudice

r.l5 2.20

Book covers The right to be left

42 77

Prisons

2.4

Life on the outside

Progress

2.t0 2.r7

Racefor space Alpine village

63 73

Records

t.7 1.8 l.l2 1.20 2.5 2.7 3.6 3.11 3 .l 5

Child mother A recordon wheels Roadtoll Man in space Pre-quakejitters One in ten million Phobiapoll Conservingfamily history Teen suicide

Topic

Page

55 66 74 77 8l 82 84 85 87 88 92 95 100

r02 103 108

33 34 38 48 )/ 59 87 93 100

119

THEMATICINDEX

Actioitynumber

Activity name

3.r7 3 .l 8

Marriagereturns Life after death

r03 r05

Relationships

2.4 2.6 3.4 3 .l 0 3.17

Life on the outside Battleson the homefront Doctorsunderstress Leisurestress Marriagereturns

55 58 84 92 103

Research

2.2 2.18 3.5 3 .l 3 3.16

Intelligence:natureor nurture? Moodyblues Comfort food Middle children Callingnon-sleepers

53 74 85 97 t02

Rights

2.3 2.tl 2.20

Freedomofspeech Rent strike The right to be left

54 65 77

1.5 t.t4 2.20 3.1 3.2

Dear diary Girls stepout The right to,beleft Locked out by print Uniformly individual

30 4l 77 80 8l

Sex

t.7 3.r7

Child mother Marriagereturns

Sexism

1.14 3.6

Girls stepout Phobiapoll

Sleep

3 .1 6

Callingnon-sleepers

t02

Society

l.ll 2.1 2.4 2.20 3.2 3.4 3.7 3.t2 3 .l 3 3.t4 3.15 3.t7

37 52 55 77 81 84 88 95 97 99 100

,re

Passivesmoking The job race Life on the outside The right to be left Uniformly individual Doctorsunder stress Jungleboy Women'sintuition Middle children The gun debate Teensuicide Marriagereturns Child rationing

r.2 0 2.r0

Man in space Racefor space

Topic

Spaceexploration

Page

33 103 4l 87

r03 t07 48 63

t20

THEMATICINDEX

Topic

Actioitynumbq

Actioity name

Stigma

2.4 2.20

Life on the outside The right to be left

Stress

2.r3 2.r9 3.4 3.5 3 .l 0 3.15

Koala suicide Teachers:an endangeredspecies Doctorsunder stress Comfort food Leisurestress Teen suicide

67 76 84 85 92 100

Suicide

2.t3 3 .l 5

Koala suicide Teen suicide

67 100

Superstitions

r.18 2.20

Superstitionsand you The right to be left

46 77

Teaching

2.t9 3.1

Teachers:an endangeredspecies Locked out by print

76 80

Technology

t.20 2.t0 2.16 3 .l 8

Man in space Racefor space Life in the twenty-firstcentury Life af er death

48 63 72 105

Tradition

2.r7 3.3 3.1l 3.r7 3.19

Alpine village The best advice Conservingfamily history Marriagereturns Child rationing

73 82 93 r03 r07

Transplants

3 .1 8

Life after death

105

Travel and tourism

1.1 1.8 2.t4

26 34

2.r7 3.9

Marco Polo A recordon wheels Tips for travellersl: planning a trip Tips for travellers2: getting around Alpine village Jet lag

Uniforms

3.2

Uniformly individual

Violence

1.9 1.10 t.r7 3.r4 3 .l 5

Bullet costsa thumb Miracle plunge The enemy,man The gun debate Teensuicide

35 36 44 99 100

2.r5

Page

55 77

70 73 91

THEMATICINDEX

Topic

Actioity number

Actioity name.

$7ar

1.6

Garlic, the greathealer

!7ildlife

t.r7 3 .7

The enemy,man Jungleboy

44 88

\$7omen

1.7 3.t2

3.r7 3.r9

Child mother 'Women's intuition Marriagereturns Child rationing

33 95 103 r07

l.ll 2.1 2.13 3.4 3 .l 0

Passivesmoking The iob race Koala suicide Doctorsunder stress Leisurestress

Work

Page

37 52 67 84 92

t22

Structuralindex This index is included to assistyour selection of a text from a structural or grammatical point of view. The strucrures covered are listed alphabetically. Note that the units are listed both by number and by name. The number will give you an indication of level: I : pre-intermediatel 2 : 'S7ithineachsection(e.g. l. t-1.20) units are graded intermediate; 3 : post-intermediate/advanced. according to difficulty. So, for example, in the structural area of Adzterbsthere are three units, 2.5 (low-intermediate), 3.4 (early post-intermediate), and 3'12 (advanced).

Structure

Actioitynumber

Actioity name

Adiectives

1.7

r.20 3.4

Child mother Man in space Doctors under stress

33 48 84

Adverbialintensifier

t.4

I'm Kate

Adverbs

2.5 3.4 3.t2

Pre-quake iitters Doctors under stress 'W'omen's intuition

57 84 95

Adverbs of degree

1.5

Dear diary

Adverbs of frequency/time

1.16 2.t3

Naturally healthy Koala suicide

43 67

Apposition

1.20 3 .l 0 3.r4

Man in space Leisure stress The gun debate

48 92 99

Articles

1.5 1.10 1.11 t.t2 1 .1 4

Dear diary Miracle plunge Passivesmoking Road toll Girls step out The job race Intelligence: nature or nurture? Battles on the home front Safe but sorry Race for space The right to be left Doctors under stress Comfort food Conserving family history 'Women's intuition Teen suicide

2.r 2.2 2.6 2.9 2.r0 2.20 3.4 3.5 3.11 3.r2 3.15

Page

30 36 37 38 4l 52 53 58 62 63 77 84 85 93 95 100

123

STRUCTURALINDEX

Structure

Actiztity number

Activity name

Balancedsentences

2.r7 3.t4

Alpine village The gun debate Teensuicide Marriagereturns

3 .l 5

3.r7

73 99 r00 103

seeModal verbs

Can Cataphoric reference

Page

l.l9 2.t4

Daily print Tips for travellersl: planninga trip

47 69

Causalconnection

1.6 3.8 3.t2

Garlic, the greathealer \7hoseaid? Women'sintuition

32 89 95

Causativehaoe structure

2.TL

Rent strike

Certainty

3.r7

Marriagereturns

103

cause/result Clauses,

3.19

Child rationing

r07

Clausecomplements

2.t4

Tips for travellers1: planninga trip

Doctorsunderstress

ofconcession Clauses

3.4

seePresentparticiple

Clausestructure,participial Clausestructure,subordinate clauses

2.2 2.20 3.9

Intelligence:natureor nurture? The right to be left Jetlag

53 77 9t

Comparison

2.r8 3.6 3.r7

Moody blues Phobiapoll Marriagereturns

74 87

r03

Compounds

1.20 2.5 3.4 3 .r 3 3.18

Man in space Pre-quakeiitters Doctorsunder stress Middle children Life after death

48 57 84 97 105

Concession

3.4 3.r7

Doctorsunder stress Marriagereturns

84 103

Conditionals

1 .l 6 l.l8 2.3

Naturally healthy Superstitionsand you Freedomofspeech

43 46 54

t24

STRUCTURALINDEX

Page

Actioitynurnber

Actiaity name

2.r2 2.r4 2.18 2.19 3.2

Chocomania Tips for travellers1: planninga trip Moody blues Teachers:an endangeredspecies Uniformly individual

Conditionalperfecttense

3.t7

Marriagereturns

Conjunctions

1.5

Dear diary

Confunctionsof time

l.l4 2.TT

Girls stepout Rent strike

4T 65

Connectors

2.t7 3.8 3.1I 3 .l 5 3.20

Alpine village Vhose aid? Conservingfamily history Teen suicide Litigation lunacy

Contractions

t.4 1.5

I'm Kate Dear diary

Contrast

3.r7

Marriagereturns

103

Definite article

t.t2 l.l4 2.9 2.t0 2.20 3.5 3.12 3 .r 5

Roadtoll Girls stepout The job race Safebut sorry Racefor space The right to be left Comfort food Vomen's intuition Teen suicide

38 4l 52 62 63 77 85 95 100

Ellipsis

t.l9 1.20 2.r8

Daily print Man in space Moody blues

Emphasis,indicatorsof

3.18

Life after death

Existential there

t.2

Earthquake

Few

1.8

A recordon wheels

Future conditional

l.l8

Superstitionsand you

Future continuoustense

2.r4

Tips for travellers1: planninga trip

Stntcture

2.r

66 69 74 76 81 103

73 89 93 100 r08 29 30

47 48 74 105

STRUCTURALINDEX

125

Actiaitynumber

Actioity name

2.16

Life in the twenty-firstcentury

Future in the past

3.t7

Marriagereturns

Future form(will)

t.t4 2.16

Girls stepout Life in the twenty-firstcentury

4T 72

Future perfecttense

2.16

Life in the twenty-firstcentury

Structure

Future simpletense Generics

Page

72 103

seeFuture form(will)

2.r5

Tips for travellers2: gettingaround Middle children

70 97

Child mother Bullet costsa thumb

33 35 28 29 39 46 ))

3.2 3.5 3.6

World English I'm Kate BabyHotline Superstitionsand you Life on the outside Tips for travellers2: gettingaround Uniformly individual Comfort food Phdbiapoll

H ad betterconstruction

2.7

One in ten million

Homonyms

2.t4

Tips for travellersl: planninga trip

Tips for travellers1: planninga trip

3.r3 Genitivesof, 's

t.7 1.9

Gerunds

Homophones

1.3 1.4 l .1 3 r .l 8 2.4 2.r5

2.14

70 81 85 87

Idiomatic expressions

2.6

Battleson the homefront

Imperatives

2.r7

Alpine village

Impersonalyoz

t .l 9 2.3 2.12

Daily print Freedomofspeech Chocomania

47 54 66

Indefinitearticles

2.1 2.9 2.t0 2.20

The iob race Safebut sorry Racefor space The right to be left

52 62 63 77

126

STRUCTURALINDEX

Structure

Actioitynumber

3.r2 3 .l 5

Page 95 100

seeReportedspeech

Indirect speech Infinitives

Actioityname 'Women's intuition Teen suicide

1.8 2.73 2.8 2.r5

A recordon wheels BabyHotline Young hero Tips for travellers2: gettingaround

34 39 6l 70

Interrupted past time

1.9 2.7 2.8

Bullet costsa thumb Onein ten million Young hero

35 59 6l

Lexical chains

2.r5

Tips for travellers2: gettingaround

seeModal verbs

May

39 42 47 54

2.16 3.8

BabyHotline Book covers Daily print Freedomofspeech Tips for travellers1: planninga trip Tips for travellers2: gettingaround Life in the twenty-firstcentury \fhose aid?

Negation

1.8

A recordon wheels

Neither . . . norconstruction

2.r2

Chocomania

Noun clauses

2.tl 2.18 2.t9 3.2 3.6

Rent strike Moodyblues species Teachers:an endangered Uniformly individual Phobiapoll

65 74 76 8t 87

Objects, direct/indirect

1.15

Bookcovers

Othersas a pronoun

1.3

\WorldEnglish

Passives

t.I2 t.l7 1.20

Roadtoll The enemy,man Man in space

38 44 48

Modal verbs

1.13 1.15 1.19 2.3

2.r4 2.15

70 72 89

127

STRUCTURALINDEX

Stntcture

Acioity number

Actioity name

2.2 2.3 2.5 2.9 2.t0 3.7 3.18 3.t9

Intelligence: nature or nurture? Freedom ofspeech Pre-quake jitters Safebut sorry Race for space Jungle boy Life after death Child rationing

Pastin the future

Page

53 54 )/ 62 63 88 105

r07

seeFuture perfect tense

Pastperfectcontinuoustense

2.r3

Koala suicide

Pastperfectsimpletense

2.9 2.r3 3.3 3.20

Safe but sorry Koala suicide The best advice Litigation lunacy

Past simple tense

1.1 1.2 1.5 1.6 t.7 1.9 1 .1 0 t.20 2.2 2.7

Marco Polo Earthquake Dear diary Garlic, the great healer Child mother Bullet costsa thumb Miracle plunge Man in space Intelligence: nature or nurture? One in ten million

Perfectinfinitive

3.7 3.20

Jungle boy Litigation lunacy

Phrasalverbs

2.17

Alpine village

Prefixes

2.4 3.2

Life on the outside Uniformly individual

55 8l

ject Preparatoryobject/sub

2.4 3.r7

Life on the outside Marriage returns

55 103

Prepositionalphrases

t.2 t.l0 3.t7

Earthquake Miracle plunge Marriage returns

27 36 103

Prepositional verbs

2.17 3.1

Alpine village Locked out by print

73 80

Prepositions

1.1

Marco Polo

62 67 82 108 26 27 30 32 33 35 36 48 53 59 88 108

t28

STRUCTURALINDEX

Actioity number

Actioity name

1.5 1.10 l.lI

t.r7 3.8

Dear diary Miracle plunge Passivesmoking The enerny,man \7hoseaid?

2.4 3.7 3.13 3 .1 6 3.19

Life on the outside Jungleboy Middle children Callingnon-sleepers Child rationing

2.rl

Rent strike

Presentperfectsimpletense

t.4 1.6 T,7 1.ll t.t2 2.t0 2.tr

I'm Kate Garlic, the greathealer Child mother Passivesmoking Roadtoll Racefor space Rent strike

29 32 33 37 38 63 65

Presentsimpletense

1.3 t.4 t.14 l.15 1.16 r.17

28 29 4l 42 43 44 47

2.5 2.t7

\7orld English I'm Kate Girls stepout Bookcovers Naturally healthy The enemy,man Daily print Pre-quakejitters Alpine village

Pronouns

1.15

Book covers

Pronouns,reflexive

3.4

Doctorsunder stress

Questions

1.18 2.6 3.1

Superstitionsand you Battleson the homefront Locked out by print

46 58 80

3.3

The bestadvice

3.4 3 .l 0 3.12 3.r4 3.t6

Doctorsunder stress Leisurestress Women'sintuition The gun debate Callingnon-sleepers

Sfiacture

Presentparticiple

Presentperfectcontinuous tense

l. l9

Questions, embedded/ reported Relative clauses,defining

Page

30 36 37 44 89 55 88 97 102 107

84 92 95 99 t02

STRUCTURALINDEX

t29

Structure

Actioitynumber

Activity name

Relative clauses, non-defining

2.7 3.7

One in ten million Jungleboy

59 88

Relative clauses,possessive

2.20

The right to be left

Relative clauses,reduced

2.9 2.19 3.1 3.5 3.7 3.9 3 .l 0 3.20

Safebut sorry Teachers:an endangeredspecies Locked out by print Comfort food Jungleboy Jetlag Leisurestress Litigation lunacy

62 76 80 85 88 9l 92

r08

Reported/indirect speech

2.8 2.13 2.t9 3.3

Young hero Koala suicide Teachers:an endangered species The bestadvice

6l 67 76 82

Result

3.8 3.19

V/hoseaid? Child rationing

89 107

Sentencestructure,complex

2.20 3.9 3.14 3.18 3 .l 9

The right to be left Jetlag The gun debate Life after death Child rationing

77 91 99 105

Sentence structure,simple

t.2 1.10 t.t2 2.1

Earthquake Miracle plunge Roadtoll The iob race

27 36 38 52

Sequenceof past tenses

2.8

Younghero

Should

Page

r07

seeModalverbs

Someas a pronoun

1.3

World English

Substitution

t.I2 3.2 3.3 3.18

Roadtoll Uniformly individual The bestadvice Life after death

38 81 82 t05

Superlatives

3.16

Callingnon-sleepers

t02

Textual Cohesion/reference

1.3 2.1 2.17

Vorld English The job race Alpine village

28 52 73

130

STRUCTURALINDEX

Page

Actioitynumber

Activity name

3.8 3.t4 3 .l 5 3.17 3.20

\Whoseaid? The gun debate Teen suicide Marriagereturns Litigation lunacy

Time expressions

1.6 2.5

Garlic, the greathealer Pre-quakeiitters

32 57

What's. . .like? structure

2.16

Life in the twenty-firstcentury

Stntcture

seeFuture form(will)

wiu Zero article

89 99 100 103 108

1.5 t.l2 l.l4 t.t7 2.1 2.2 2.6 2.9 2.10 2.20 3.4 3.11 3.r2 3.15

Dear diary Roadtoll Girls stepout The enemy,man The job race Intelligence:natureor nurture? Battleson the homefront Safebut sorry Racefor space The right to be left Doctorsunder stress Conservingfamily history 'Women's intuition Teensuicide

30 38 4l 44 52 53 58 62 63 77 84 93 95 100

l3l

Bibliography Hannan, J. 1989.'Easing studentsinto Dictogloss'in TEA News (Australia), Vol. 7, no. l. This article exploresa number of ways to 'ease'learnersnew to Dictoglossinto the procedure. It is especially valuable for teachersusing the procedure with low-level groups. Llewelyn, S. 'A researchproject using classroom-based data drawn from classesusing Dictogloss'in an unpublished manuscript which is part of her GraduateDiploma in TESOL from the Institute of Technical and Teacher Education (ITATE), Sydney. Llewelyn, S. 1989. 'The dictoglossprocedure and grammatical consciousness-raising:classroom-basedresearch' in Prospect (Australia), Vol. 5, no. 1. This article centreson the debateabout the place of grammar in language learning. It contrasts the 'noninterface position' (where grammar is considered a non-helpful part of learning) with the 'interface position' (where explicit grammatical consciousness-raisingis seenas advantageousto the languagelearning of adult students). The place of dictogloss in this debate is considered and the writer argues that the strength of the procedure is that it allows learners to work through grammatical processes.The caseis supported by classroom-based research. A number of articles have been written by Ruth Wainryb on various aspects ofthe dictogloss procedure: 1987.'Creating and analysingtext in the Dictoglossmethod'in TEA News(Australia), Vol. 5, no. l. This article is an accounrof a workshop conducted in text design for dictogloss lessons.It analysestext for the purpose of highlighting the integral features of 'a good Dictogloss text'. It concludeswith a list of key tips and pointers for teacherswishing to design their own texts. 1987.'Group work in the Dictoglossmethod - learner involvement and interaction'in.BABEZ (Australia),Vol. 22,no.2. This article looks at the nature of group work and peer interaction in dictogloss and relates this to recent researchinto task-basedgroup activities in language learning. Nine aspectsof group work are closely examined and the various advantagesanalysed. 1987. 'Myths and Fallacies- common misconceptionsabout the Dictoglossmethod' rn Interchange(Australia), no. 10. This article examinesfive misconceptionsabout dictoglossand setsthe record straight in terms of what the procedure aims to achieve.These areas of interest are: the relationship to the teaching of listening and notetaking, the place of memory, the question of whether the procedure is successor failure oriented, and the place of grammar.

tfz

BIBLIOGRAPHY

'The Dictoglossmethod of languageteaching- a text-based' 1988. communicative approach to grammar' in English TeachingForum, Vol. 26, no. 3. This article has its focus on procedure and outlines the basic stepsinvolved. It servesas a good introduction to the reader who is unfamiliar with the processof a dictogloss lesson' It also attempts to accommodate this procedure for teaching grammar into the broader framework of approachesto grammar in the EFL/ ESL classroom. 'The information gap - the role of memory and creativity in 1988. the Dictogloss method'inRELC Guidelines(Singapore),Vol. 10, no. 1. A key feature of dictoglossis the dictation phaseduring which, becauseof the speedof the reading and the density of the text, learners manage only to produce a fragmented text where the 'the information gap'that essentialcohesionis missing. This is exists at the heart of a dictogloss lesson. This article explores the implications of this information gap for the roles of memory and creativity in the reconstructionprocess. 'The theoreticalbasesof the Dictoglossprocedure of 1988. languageteaching' in AT E SO L (Australia) Occasional paper, no. 5. This long article examines the various theoretical basesthat underlie the procedure and successof dictogloss. It looks in turn at the psycholinguistic,linguistic, psychopedagogic,methodological, and cultural baseof dictogloss. The article is intended for a reader already familiar with the actual procedure and is keen to explore and understand it at a more theoretical level. 'Dictogloss, teacher-proofnessand Murphy's Law'. 1989. Proceedingsfrom the 6th ATESOL Summer School(Sydney, Australia). This article looks at the concept of teacher-proofness,or self-sufficiency in methodology, in relation to dictogloss. Using the Teacher-ProofScaleas a measuringinstrument, it is suggestedthat dictogloss is rather low on the scale, requiring relatively high dependenceon teaching skills. Five separatefeatures of dictogloss are targeted for discussion: the teacher's grammatical knowledge; the teacher's ability to design a good text; the teacher's managerial skills in facilitating group work; the teacher's ability to pitch the lessonto the level of the target group; the teacher's skill in explaining the methodology to the learners.

the creation for effective dictogloss texts.

Oxford UniversityPress r sBN0- 19-43700/+-6